Biology Curriculum 2010 Web

MINISTRY OF EDUCATION CURRICULUM GUIDELINES
BIOLOGY
GRADES 10, 11, 12
DEPARTMENT OF EDUCATION 2010
TABLE OF CONTENTS
Title Page Table of Contents Acknowledgements Ministry of Education (Mission, Philosophy) Curriculum (Assumptions, Design) Overview (Intent, Planning, Instructions, Evaluation) Introduction (Rationale, Overarching Goal, Sub-goals, Focus, General Objectives) Rationale for Inclusions Scope and Sequence (Topics and Content) Scope of Skills Grades 1 12 Scope and Sequence (Skills) Standards and Benchmarks Comparison of Benchmarks for Grade Levels Scope of Work Appendices i. Rubrics for Alternate Methods of Assessment ii. Bibliography iii. List of Instructional Supplies iv. Prerequisites for Tenth Grade v. Pedagogical Information vi. Safety in the Teaching/Learning Environment vii. Evaluation Form i ii iii iv iv v vii x xii xvi 1 27 34 36 198 205 206 208 210 221 222
ii
ACKNOWLEDGEMENTS Committee
Michelle Bailey Sharnell Cox Wenderiah Deleveaux Geraldine Dorsett Marjorie English Monique Thompson Abaco Central High School St. Andrews High School North Andros High School C. R. Walker Senior High Bimini All Age School Queens College
Pedagogical Information
Primary Science Curriculum 2000, Writers
Technical Assistance
Patrice Kemp Science & Technology Section Department of Education
Vettors
Miriam Armbrister Edna Maxwell Lionel Johnson Stephanie Sands Deon Stewart Doris Johnson Senior High Bishop Eldon High School College of The Bahamas Examination and Assessment Division UNDP Global Environment Facility Small Grants Programme
Coordinator
Louise Barry Education Officer Department of Education
Supervisor
Leanora Archer Deputy Director of Education Department of Education
Proof-reading
Margaret Harper-Vassell C. R. Walker High School
Biology Curriculum 2010, Grades: 10 12
iii
MINISTRY OF EDUCATION
MISSION STATEMENT
The mission of the Department of Education is to provide all persons in The Bahamas an opportunity to receive an education that will equip them with the necessary beliefs, attitudes, knowledge and skills required for work and life in a democratic, Christian society.
THE PHILOSOPHY
The Department of Education embraces a philosophy that all human beings have an undeniable right to an education, one that will enable them to understand their privileges and responsibilities in the community. The following principles are grounded in the Philosophy: (i) (ii) (iii) (iv) (v) A belief in the ability of the teaching/learning process to unlock and draw out the fullest potential of the individual; An uncompromising commitment to the pursuit of excellence by teachers, learners and all who are associated with educational enterprises; A belief in the value of the differing gifts and aptitudes of individuals, and in the importance of these differences in an inter-dependent society; An appreciation of the natural and cultural heritage of The Bahamas; A recognition of The Bahamas as a part of a wider world community with which it must interact productively.
THE CURRICULUM
The curriculum developers have adopted, in part, the philosophies of John Dewey that Knowledge is based on experience caused by the learner being in an active relationship with the environment and Constructivism by Jean Piaget who proposes that the learner should be in an environment where they are engaged in questioning, hypothesizing, investigating, debating, analyzing and evaluating.
ASSUMPTIONS
The Curriculum Guidelines are based on the assumptions that follow: (i) (ii) (iii) (iv) Students want to learn. The physical classroom environment as well as experiences both inside and outside the classroom affect learning. Students have the capacity to construct mental interpretations and concepts of the instructional experiences. Students have the prerequisite knowledge and skills as outlined in the Appendix IV. iv
DESIGN
The design used for the curriculum guidelines include components of several designs, namely: (i) (ii) (iii) (iv) (v) (vi) Backward initially, the knowledge, skills and attitudes required of students exiting secondary school after completing a three-year Biology Course of study were identified. These served as the basis for the selection of learner outcomes/specific objectives, content, instructional strategies and methods of assessment in the document. Skills-based the content is used to develop skills. Consequently, learner outcomes give focus to skills. Spiral skills and concepts are developed at each grade level (and as far as possible in successive units). Multidisciplinary most skills are applicable in other disciplines in particular, Language Arts, Mathematics, Geography, Family Life as well as Family and Consumer Sciences. Cross references are made to highlight complementary and supplementary information in other subjects (as well as units). Flexible it allows teachers the latitude to modify the guidelines to accommodate students of high and low ability levels as well as students of different learning styles. Authentic the examples, problems and formative assessment used are relevant to the students common experiences.
OVERVIEW
INTENT
It is intended that the 1. curriculum would be used by teachers throughout The Commonwealth of The Bahamas to provide a measure of standardized instruction; 2. students having completed the three-year course of study as outlined, will have common knowledge, skills and attitudes relative to a variety of Science topics from the biological science disciplines; 3. students completing this course of study should exhibit a level of Scientific literacy that would enable them to function in first-year tertiary level Biology Courses; 4. student-focused instructional activities facilitate students in assuming responsibility for their learning; 5. the use of these guidelines will provide students with many opportunities and experiences to develop identified skills that are assessed formatively thereby preparing students for summative assessment of the skills in the Bahamas General Certificate of Secondary Education Examinations, thereby increasing their level of success in these examinations.
PLANNING
Teachers are encouraged to use the curriculum as a guideline for planning lessons. The sequence of learner outcomes in the scope of work allows a number of closely related learner outcomes to be included in one lesson. An example would be an investigation in which several skills (formulating hypothesis, designing and conducting an investigation, using scientific equipment and materials, recognizing and controlling variables, making observations, predicting, collecting and processing data, drawing relevant conclusions) are included. It is important that the learner outcomes included in one lesson facilitate students in developing concepts. In an effort to place more emphasis on students active involvement in the teaching-learning process, there are a number of activities that require students to do research or set up investigations, prior to a lesson. It is therefore suggested that when Schemes of Work are developed, such activities requiring prior planning are indicated in an appropriate timeline. Similarly, many opportunities are provided for group work and cooperative learning. It is important that planning includes ample lead time prior to presentations being made. It is recognized that no curriculum guidelines would perfectly suit the pace at which all students master the information and skills. Consequently, there are several activities and/or similar skills outlined for a topic/sub-topic. It is suggested that teachers may omit some of the activities for classes that readily acquire the information and skills while more activities might be used with classes that need more reinforcement. Alternatively, if scheduling makes time a constraint, the number of activities and/or the number of learner outcomes addressing the same skill for a topic may be reduced. While this flexibility allows modifications to meet students needs, teachers are advised to ensure that this does not lead to insufficient time being allotted to complete the course of study or a speedy completion with excessive revision time. It is essential that lesson planning should be based on students need to develop defined skills and/or attitudes as well as knowledge. The time allocation in the curriculum is based on two 70-minute lessons per week or three lessons of 50 minutes each per week for thirty (30) weeks per year.
INSTRUCTIONS
Throughout the curriculum guidelines there is a dual focus to the suggested instructional strategies: that they engage students actively in the learning process and that they are varied to allow students of different learning styles to benefit. Teachers are therefore encouraged to use the strategies indicated, or similar ones. A concerted effort has been made by science curriculum committees to avoid duplication of information being taught at more than one school level and in more than one subject. While teachers are encouraged to ensure that students derive the maximum benefits from each lesson, care should be taken to avoid automatically re-teaching information and concepts that have been designated to junior high school curricula. In the same manner that there are many common features of the Bahama Islands there are significant differences geographically and in terms of availability of resources. Teachers are therefore encouraged to include local examples in their planning and instructions.
vi
Formative assessment is an integral part of effective planning for instruction and as such should be ongoing. Hence, a variety of means of assessing activities, skill development and learner outcomes are included in the curriculum. It is suggested that these, or similar methods, are used to assess students progress in the identified skills, knowledge and attitudes. The traditional methods of assessment utilizing tests containing structured questions and objective/multiple choice questions similar to those used on the Bahamas General Certificate of Secondary Education Examinations should be used more as summative assessments for the end of unit, mid-term and end of term assessment.
EVALUATION
As this is a draft document to be used and then evaluated, an evaluation form is included. Since the curriculum is being phased in, it is important that teachers complete and submit the Evaluation Form for tenth grade at the end of the first year. Similarly, forms for eleventh and twelfth grades should be remitted at the end of the second and third years respectively. This would enable revisions to be made to each section after the year has passed; thereby avoiding a lengthy and tedious major revision of the whole curriculum at the end of three years.
INTRODUCTION
RATIONALE FOR SCIENCE EDUCATION IN THE BAHAMAS
To provide opportunities that engage and expose all students in The Bahamas to the methodology of acquiring scientific knowledge, attitudes and skills which will enhance critical thinking, problem-solving and organizational skills. In so doing, students will be prepared to work in varied scientific and technological careers in the global environment, as well as realize the impact that they make on the natural world and appreciate the need for conservation.
OVERARCHING GOAL
To become critical thinkers, problem-solvers, innovators, visionaries, scientifically and technologically literate citizens who will appreciate, interpret and conserve the natural environment.
vii
SUB-GOALS
To develop analytical and evaluative skills thus becoming critical thinkers. To engage in scientific inquiry (including use of the scientific method) as a means of becoming problem solvers. To utilize creativity expressions to demonstrate the application of scientific knowledge and principles. To utilize scientific knowledge and the awareness of technological advances as a means of functioning effectively in the world. To formulate, present and defend arguments based on facts. To develop an appreciation for the safe and sustainable use of resources. To obtain the basic knowledge, skills and attitudes that are necessary for success in Biological Courses of study at the tertiary level. To develop skills that are necessary for success in entry level Biology-related jobs/careers.
FOCUS
It is increasingly obvious that in this age of information, no single course of study can provide students with all of the basic information of that discipline. It is therefore necessary, that students are equipped with the skills for acquiring information and processing the information as well as making decisions based on the processed information. The scientific method applied to problem solving highlights the skills that prepare students for life in the community. It is therefore important that all students are provided with extensive opportunities to develop these skills. The combination of topics ensures that students who complete the three year course of study, have a wide background in plant and animal physiology, cell biology and ecology.
viii
GENERAL OBJECTIVES
1. Use materials and scientific equipment correctly and safely. 2. Make observations. 3. Utilize classification process. 4. Make inferences and draw conclusions. 5. Communicate information. 6. Recognize relationships. 7. Measure accurately. 8. Make predictions. 9. Collect, process and interpret data/information. 10. Formulate hypotheses. 11. Recognize and control variables. 12. Design, conduct and evaluate scientific investigations. 13. Formulate models. 14. Apply principles and concepts (scientific & technological) to make products. 15. Make informed, responsible and wise decisions. 16. Pursue new knowledge. 17. Demonstrate critical thinking.
ix
RATIONALE FOR INCLUSIONS

Members of the Curriculum Revision Committee reviewed Biology curricula from Canada, United Kingdom and United States of America. A comparative analysis was done for these areas: focus, format, goals, methodologies and content. The results of this analysis were used, in part, to inform this document. Questionnaires designed to seek the input of the public were prepared and distributed to educators, students and other members of the community in Abaco, Mangrove Cay Andros, Berry Islands, Bimini, Cat Island, Crooked Island, Harbour Island, New Providence and San Salvador. The analysis of data from the completed questionnaires was used in preparing this document. As there is no existing Biology Curriculum, the BGCSE Biology Syllabus 1996 is used for comparison in three areas: (i) (ii) Deletions Characteristics of living organisms are covered in the Primary Science Curriculum. Classification of organisms is a part of the General Science Curriculum. The Water, Carbon and Nitrogen Cycles are included in the General Science Curriculum. Food chains and webs are included as topics in the General Science Curriculum but are integrated in the ecosystems units in this document. The Conch and Maize have been moved to the General Science Curriculum. Contraceptives have been designated to Junior High School curricula as well as Health and Family Life Curriculum. Additions A brief section on plant excretion has been included for completion in comparative physiology. Bio-Technology has been included in the curriculum in keeping with content in curricula studied from other countries. Food safety, food additives, role of microbes in food have been included to reflect the need for emphasis to be placed on the relationship between diets and healthy lifestyles. (iii) Modifications
Parts of a flowering plant, external differences between monocotyledons and dicotyledons are covered in the Primary Science Curriculum. The internal structure of monocotyledonous roots, stems, leaves; dicotyledonous roots, stem, leaves are included in Plant Anatomy. Ecology has been expanded to include a woodland (pine forests, coppice, drought resistant), biodiversity, national parks and protected areas, and fisheries management. Cell diversity and organization have been relegated to Junior High School Curricula. Cell Biology has been expanded to include use of macromolecules in the structure and functions of cells, details of meiosis, function of important ions in the cell, Nucleic acids (DNA & RNA) a basic description of structure and function, and genetic engineering.
Food nutrients and the digestive system have been designated to the Junior High School Curricula while human dentition has been designated to the Primary Science Curriculum. However, the specialization of dentition and alimentary canals of carnivores and herbivores are included in this document. Simple chemical composition of food nutrients is included. Fishing is included with a focus on technology as a means of maintaining sustainable catch, instead of fishing gear which is included in Social Studies. Agriculture is also included with a focus on the use of technology to maintain yields needed to feed an increasing population instead of focusing on the effects on the environment of bad agricultural practices. The Human Physiology has been expanded in several topics. Respiration includes the formation and dissociation of ATP as well as the control of breathing. Blood groups have been added to the Circulatory System. The Lymphatic System has been included. The structure of the Human Reproductive System is included in the Junior High School Curricula. However, the development and release of human gametes, structure of gametes, and use of technology in fertilization have been added to the Reproduction Section. Human Growth and Development has defined guidelines. Sexually Transmitted Infections are included in this document. However, with the exception of AIDS the diseases are different from those included in the Junior High School Curricula. The knee joint and muscles have been added as additional effector organs. (iv) Format The format of the Scope and Sequence allows referencing to the extent to which skills are targeted at each grade level. It also indicates the depth of content to be covered and the order of sub-topics. The Scope of Work includes learner outcomes, content, student activities, resources and assessment strategies. The learner outcomes have been placed in the first column as a means of emphasizing their importance. A final column has been included with suggested methods of assessment for the learner outcomes and instructional activities. This serves to reinforce focus on the identified skills. In addition, the varied methods of assessment included, represent an attempt to satisfy the overwhelming input from the Public Perception Questionnaire that assessment should not be based exclusively on tests.
xi
SCOPE AND SEQUENCE TOPICS & CONTENT

STRAND GRADE 10 ENVIRONMENTAL Mangrove Ecosystems (distribution, abiotic BIOLOGY factors, zonation, identification, food webs, reproduction, adaptations of mangroves, role/importance of mangroves, economic importance mangroves, threats to and protection of); Coral Reef Ecosystems (distribution, abiotic factors, reef formation, food webs, adaptations of reef organisms, economic importance, threats to and protection of); Rocky Shores (abiotic factors, zonation, adaptations, importance of, threats to); Sandy Beaches (abiotic factors, zonation, adaptations of sandy beach organisms, importance of, beach erosion, threats to and protection of); Pine Forests or Coppice or DroughtResistant Woodland (description of each type, islands where each type of vegetationis found, detailed study of one type of inland vegetation inhabitants, food webs, threats, protection). GRADE 11 Air Pollution (main pollutants- exhaust fumes, carbon dioxide, sulphur dioxide, CFCs, sources, effects, control); Land Pollution (main pollutants, sources, effects, control); Water Pollution (main pollutants - sewage, oil, metals and chemicals, agricultural chemicals pesticides and fertilizers, sources, effects, control, bioaccumulation, eutrophication, effects of marine debris); Ozone Depletion (cause, effects, control); Global Climate Change (greenhouse effect, enhanced greenhouse effect, global warming, cause, effect, control). GRADE 12 Biodiversity: Importance of, threats to and protection of biodiversity in The Bahamas (habitat destruction, pollution, exotic/invasive species, over-harvesting); National Parks and Protected Areas: Marine Reserve Networks in The Bahamas (existing and proposed locations), objectives and benefits, Terrestrial Parks and Preservation; Fisheries Management: Status and conservation of: Nassau Grouper (Ephinephalus striatus), Queen Conch (Strombus gigas), Spiny Lobster Panulirus argus), Bone Fish, and Stone Crab.
xii

STRAND CELL BIOLOGY & GENETICS GRADE 10 Cells: distinguish between Prokaryotes and Eukaryotes; organelles (identifying cell parts in detail); specialization of cells; activity of enzymes in cells. Reproduction in simple organisms including binary fission in bacteria and amoeba, budding in yeast, spore production in fungi. Diffusion, osmosis and active transport. Feeding in animals: comparing the gut and teeth of different animals. Agriculture: Effects of deforestation and over-use of chemicals, value of technology for food production (herbicides and pesticides); examples of drip irrigation, hydroponics, genetic engineering); selected staple crops e.g. maize & soya. Fishing: Effects of overfishing, illegal methods of fishing, their effects on marine ecosystems, economic gains of fishermen vs. the long-term effect on marine organisms; Aquaculture/mariculture (definition, need for, organisms raised, methods used, advantages, disadvantages). GRADE 11 Transport in cells: Turgidity and plasmolysis; Structure of cells: proteins, macromolecules, interconversions of carbon based compounds. Genetics: Cell division (mitosis and meiosis); Monohybrid inheritance (complete, incomplete and codominance). GRADE 12 Nucleic acids DNA (structure and function) and RNA function Genetic engineering: biotechnology (general definition, genetically modified foods, basics of stem cell research); Variation: mutations, random assortment, continuous and discontinuous variation.
NUTRITION AND FOOD SUPPLY
Nutrients in food: (Elements that make up organic food nutrients; food tests for proteins, sugars and vitamin C content); Photosynthesis: (definition and word and chemical equations), Limiting factors affecting photosynthesis (effects of temperature, light intensity, carbon dioxide concentration and availability of water on rate of photosynthesis); Comparison of respiration and photosynthesis; Mineral requirements for plants (Importance of nitrogen ions, magnesium ions, phosphorus and potassium for various functions; sources of each mineral; deficiency signs for each mineral).
Food Safety: Food Contamination, Prevention of food contamination; Food Additives: Types of additives (including preservatives), their purpose, health problems associated with additives; Role of Microbes in Food Production: brewing, making yoghurt, bread.
xiii

STRAND PLANT ANATOMY AND PHYSIOLOGY GRADE 10 Structure of root, stem and leaf: (Internal and external diagrams, significance/function of these structures); Adaptations of root, stem and leaf: in local plants; GRADE 11 Transport in plants Transpiration: (Definition, mechanism of transpiration, effects of temperature, humidity and light intensity on transpiration rate, use of photometer, wilting process); Translocation (Definition, vascular bundle involved, use of translocated sugar in plant); Excretion in plants shedding leaves, tannins. GRADE 12 Tropism geotropism, phototropism, role of auxins; Asexual Reproduction: natural vegetative e.g. tubers, runners, stolons, bulbs rhizomes; artificial grafting/budding, marcotting/air layering, cuttings; Sexual Reproduction structure & function of flowers, wind and insect pollinated flowers, pollination, fertilization, germination (role of enzymes), fruit and seed development, seed dispersal; Differences between asexual and sexual reproduction, advantages and disadvantages of asexual and sexual reproduction.
ANIMAL ANATOMY AND PHYSIOLOGY
Respiration Aerobic and Anaerobic Definition of respiration, types of respiration, word and chemical equations of aerobic respiration and anaerobic respiration (yeast and muscle cells), comparison of aerobic and anaerobic respiration; Economic importance of anaerobic respiration in yeast (baking, brewing).
Blood And Circulatory System Structure and function of human heart, heart beat, pulse rate, artificial pace makers, cardiovascular diseases, Blood composition and functions, blood cells origin, life span & destruction, Blood clotting, blood groups, blood vessels, circulation of blood; Lymphatic System Diagram of the lymphatic system, location of lymph vessels and lymph nodes, functions of the lymphatic system; Comparison of blood, lymph, and tissue fluid.
Reproduction in Humans: Structure of male and female gametes, development and release of sperms, development of the ovum (Graafian follicle to corpus luteum), fertilization, stages of gestation (zygote to birth), in vitro fertilization, Bioethics; Growth and Development main features at each stage of development from birth to old age; Population growth, economic and social effects; Sexually Transmitted Infections (Chlamydia, monilia, trichomonas, herpes, HIV/AIDS).
xiv

STRAND ANIMAL ANATOMY AND PHYSIOLOGY (contd) GRADE 10 ATP (formation, function, and storage of ATP in cells, structure of; Human respiratory system: (structure, mechanism of breathing, control of breathing rate, gas exchange, diseases of the respiratory system). GRADE 11 Excretion Definition of excretion; examples of metabolic waste; organs of excretion, location; structure and function of the kidneys, structure and function of the nephron; kidney failure (transplant and dialysis). Homeostasis The kidneys and osmoregulation, control of bloodglucose, the skin and temperature regulation. GRADE 12 Endocrine System: Distinguish between endocrine and exocrine glands, compare endocrine and nervous systems, Endocrine glands (pituitary, thyroid, adrenal, pancreas, testes, ovaries), the hormone secreted, effects of too little/too much hormone; Nervous System central nervous, brain, spinal cord, peripheral nervous systems - 3 types of neurons, reflex arcs, reflex action, Sense organs: skin, eye, ear, structure and function; Effector organs: arm flexor and extensor muscles, elbow joint, action of flexing, leg - flexor and extensor muscles, knee joint, action of flexing, role of cartilage, ligaments and tendons.
xv
SCOPE OF SKILLS GRADES 1 12
OBJECTIVES Use materials and scientific equipment correctly and safely. Make observations. Utilize classification process Make inferences and draw conclusions Communicate information. Recognize relationships (including spatial). Measure accurately. Make predictions. Collect, process and interpret data/information. Formulate hypotheses. Recognize and control variables. Design, conduct and evaluate scientific investigations. Formulate models. Apply principles and concepts (scientific & technological) to create products. Make informed, responsible and wise decisions. Pursue new knowledge. Demonstrate critical thinking.
GRADES 1 6 (mainly spatial) (not collection)
GRADES 7 9 (not collection)
GRADES 10 12 (not collection)
Biology Curriculum 2010, Grades: 10 12 xvi
xvi
SCOPE AND SEQUENCE (SKILLS)

Use materials and scientific equipment correctly and safely GRADE 10 Make a quadrat to survey organisms in an aquatic, coastal or terrestrial ecosystem. Make a fish trap (bottle) to capture fish in a rocky shore or sandy beach. Make nets or traps to sample small invertebrates in a terrestrial ecosystem. Make a line transect. Use quadrats, line or belt transects to record the distribution of plants on the rocky shoreline. Use equipment to measure temperature (air, sand surface, 10 cm below surface, water), wind direction and wind speed at 3 points along the transect. Use quadrats, line or belt transects to record the distribution of plants on a sandy shoreline. Prepare slides of plant and animal cells. Use methylene blue to stain yeast suspension on microscope slide. Use a thermometer to measure the temperature of water baths with cold, warm and hot water (enzyme investigations). Use apparatus to demonstrate selectivity of the cell membrane. Use apparatus and materials to demonstrate osmosis. Use a microscope to view the internal structures of a monocotyledonous leaf on a prepared slide. GRADE 11 Use materials to illustrate turgidity and plasmolysis in plant cells. Use apparatus and materials safely in performing food tests. Use apparatus and materials correctly and safely in an investigation to determine the form in which food is stored in leaves of a plant. Use apparatus and materials correctly and safely in an experiment to investigate whether light is needed in the production of starch by photosynthesis. Use apparatus and materials correctly and safely in an investigation to determine whether chlorophyll is needed in the production of starch by photosynthesis. Use a potometer or the weighing method to determine the transpiration rate of a plant. Use materials correctly and safely to determine from which surface of the leaf transpiration occurs faster. Use a scalpel or other cutting utensil to dissect the heart of a mammal. Use a magnifying lens to observe the structure of the heart. Use a stethoscope to investigate heartbeat. Use a microscope to view prepared slides of blood. Use a scalpel or other cutting utensil to dissect a kidney. GRADE 12 Use equipment for an investigation to extract DNA. Use a ruler to investigate reaction time of classmates to stimuli. Use a scalpel, razorblade or scissors to dissect various types of flowers. Use a microscope to observe pollen and ovules of a dissected flower. Use materials to investigate what makes pollen grains produce a tube. Use a microscope to observe prepared slides of ova and spermatozoa.

Use materials and scientific equipment correctly and safely GRADE 10 Use materials and apparatus to demonstrate the production of carbon dioxide during aerobic respiration. Use apparatus and materials provided to demonstrate anaerobic respiration. GRADE 11 GRADE 12

Make observations GRADE 10 Identify the locations of coral reefs on a map of the world and a map of The Bahamas. Compare photographs of bleached coral and healthy coral. Observe the diversity of organisms in the coral reef ecosystem in a virtual field trip. Draw and label the basic features of Thalassia. Observe special features of the substrate of a rocky shoreline. Observe special features of the substrate of a sandy shoreline. Observe invertebrates in their habitat on a sandy shoreline. Examine prepared slides of plant and animal cells with microscope. Observe cell organelles on photographs or transparencies. Observe a diagram of a bacterial cell and identify cell parts. Observe yeast cells reproducing under a microscope. Observe mould using a magnifying glass or a sample on a slide using the microscope. Make observations of the action of an enzyme in different pH, temperature conditions. GRADE 11 Make observations of plant tissue in solutions of different concentrations. Observe the effects of varying the concentration of solutions on plant tissues. Compare the appearances of a cell that is reproducing with the appearances of one that is not reproducing. Observe diagrams showing stages in mitosis. Observe prepared slides of the cross-section of an ovary / testis. Observe diagrams showing stages in meiosis. Observe inherited monohybrid traits of students in the classroom. Observe inherited traits of plants and animals in the schoolyard. Observe photographs of human homologous chromosomes. Observe results of food tests on various food samples. Observe and record colour of each reagent before and after reaction with leaf. Observe and record colour of both leaves (different conditions) tested for starch. Observe plant photographs or specimens showing mineral deficiencies. Observe the part of the vascular bundle which is responsible for the movement of water through a celery stalk. Observe what occurs when the bark is ringed / removed from the stem region of a tree trunk. Observe the external and internal appearance of the human heart. GRADE 12 Observe diagrams of RNA and DNA. Observe pictures or samples of genetically modified foods. Observe photographs or diagrams showing random assortment of chromosomes. Observe photographs of different organisms in different habitats and their adaptations which help them to survive there. Observe food labels to determine food additives in commonly used foods. Observe various types of tropisms. Observe what happens when the tip of a plant shoot is cut off. Observe posters, transparencies or a human torso model showing endocrine glands. Observe posters, transparencies and a model of the human brain. Observe diagrams or prepared microscope slides of neurons. Observe responses in an experiment to investigate reaction time of classmates to various temperatures. Observe responses in an experiment to investigate reaction time of classmates to stimuli. Observe a poster and model of human eye and specimen of a mammalian eye.

Make observations GRADE 10 Observe the spreading of a coloured material in water at different temperatures of water. Observe position of coloured water in osmosis experiment. Observe the dentition of various types of mammalian feeders. Observe the alimentary canals of various types of mammalian feeders. Observe the external features of a maize and hibiscus or sea grape leaf. Observe the internal structures of a dicotyledonous leaf on a prepared slide using a microscope. Observe prepared slides of T. S. monocotyledonous stem. Observe the internal features of a longitudinal-section of a dicotyledonous stem. Observe the internal features of a cross-section of a monocotyledonous root. Observe the internal features of a cross-section of a dicotyledonous root. Compare the internal features of monocotyledonous and dicotyledonous roots. Observe the internal feature of a mitochondrion and explain how it is adapted for respiration. Observe the change in colour of lime water when exhaled air is added to it. Observe photographs of the lungs of smokers and nonsmokers. GRADE 11 Observe the internal structure of a mammalian heart. Observe cross sections of blood vessels. Observe prepared slide of blood smear to identify the components of blood. Observe a comparative table showing composition of blood in the renal artery and vein. Observe/examine the internal structure of a dissected kidney. Observe diagrams of a nephron and dialysis machine/outfit. GRADE 12 Compare the skins sensitivity to touch on various locations on the body. Observe what happens to the pupil of the eye when in bright light. Observe a poster and model of the human ear. Observe diagrams and a model of the elbow joint. Observe reproductive organs (stigma, anthers), petals, sepals of flowers in diagrams and posters or models. Observe the parts of dissected flowers. Observe a variety of flowers to determine the agent responsible for pollination. Observe local fruits and seeds to determine method of dispersal. Observe a diagram of the placenta and umbilical cord, examining their special features. Observe photographs or posters of fetuses in different stages of development. Observe diagrams showing humans at different ages.

Utilize the classification process GRADE 10 Classify organisms in a mangrove ecosystem according to phylum. Make a key identifying hard and soft coral on pictures or diagrams of a Bahamian reef. Classify the invertebrates found on sandy shores. Identify examples of simple organisms that reproduce by binary fission. Draw conclusions about the speed of reproduction, number of offspring produced and resemblance of offspring to parents. Classify vertebrates into feeding groups based on dentition and gut. Classify the main threats to agriculture in The Bahamas. Classify types of fishing grounds. Classify examples of respiration as aerobic or anaerobic. Classify modifications of dicotyledonous leaves according to the type environment. GRADE 11 Classify waste as bio-degradable and non-biodegradable. Classify water pollutants. Classify proteins in the cell. Compare and contrast mitosis and meiosis. Distinguish between the sex and other homologous chromosomes in humans. Compare and contrast the structure of the three types of blood vessels. Differentiate between veins and arteries. Compare blood plasma, lymph, and tissue fluid. Compare and contrast excretion in plants and humans. GRADE 12 Classify molecules which are components of nucleic acids (DNA & RNA). Classify examples of variation as continuous or discontinuous. Classify common food additives. Classify plant growth responses. Distinguish between exocrine and endocrine glands. Classify simple reflex actions as spinal or cranial reflexes. Distinguish between simple reflexes and conditioned reflexes. Classify given muscles as extensor or flexor. Classify reproductive structures in plants as sexual or vegetative. Classify a variety of flowers according to the type of pollination. Classify local fruits and seeds according to dispersal methods. Classify STDs by the agents causing them.

Make inferences and draw conclusions GRADE 10 Form a conclusion that a bacterial cell is a prokaryote cell. Draw conclusions about the speed of reproduction, number of offspring produced and resemblance of offspring to parents. Formulate a conclusion on the optimal pH for an enzyme to work. Formulate a conclusion on the optimal temperature for an enzyme to work. Formulate a conclusion from the experiment on osmosis. Make inferences and draw a logical conclusion on the selectivity of the cell membrane. Infer why it is better to breathe through the nose than through the mouth. Make inferences or draw conclusions on effects of smoking on the respiratory system. GRADE 11 Make an inference/draw a conclusion as to the major pollutant in the sea. Draw a conclusion on the effects of solutions of different concentrations on plant tissue. Draw conclusions to verify predictions on nutrients present in food samples. Form a conclusion on the form in which food is stored in leaves of a plant. Form a conclusion on whether light is needed in the production of starch by photosynthesis. Form a conclusion on whether chlorophyll is needed in the production of starch by photosynthesis. Draw conclusions, on the function of named minerals in plants. Formulate a conclusion on which surface allows a faster rate of transpiration. Make inferences/conclusions as to the affect of exercise on pulse rate. Draw a conclusion on the blood pressure range for the class. Make inferences about the functions of the kidney based on the composition of blood in the renal artery and renal vein. GRADE 12 Use data to form a conclusion on the harvesting of groupers. Use data to form a conclusion on the capture of juvenile and adult lobsters. Use data to form a conclusion on the capture of juvenile and adult conchs. Use data to form a conclusion on the capture of juvenile and adult bonefish. Form an inference as to the meaning of the term genetically modified crops. Based on a survey conducted, draw conclusions on the extent to which best food safety practices are carried out.

Communicate information GRADE 10 Make an annotated outline drawing of the profile of a mangrove ecosystem showing zonation and the features of each zone. Use a picture-graph to show the relative abundance of organisms in each phylum represented. Create a visual display showing how the features of each type of mangrove is adapted to its environment/zone. Construct a mangrove food web using data collected from field survey and other resources. Make an oral presentation explaining the role of mangroves in land-building. Participate in a debate on mangrove wetlands versus wastelands. Prepare a brochure or multimedia presentation highlighting the importance of mangrove ecosystems. Create a song, poem, rap or infomercial that promotes the awareness of the threats to mangrove ecosystems. Prepare a speech to persuade members of the community to implement measures to preserve one identified mangrove ecosystem on the island, to be given at a town meeting. GRADE 11 Explain the terms pollution and pollutant. Write a short story to highlight the negative effects of smog. Explain the greenhouse effect. Debate the validity of the statement that greenhouse gas emissions have direct negative affects on humans and other organisms. Make an oral presentation on what may happen to small islands/ cays as a result of climate change/global warming. Create a poster representing the causes, process and effects of ozone depletion. Describe the effects of heavy metals on marine food chains. Explain the effects of pesticides on the marine food chains. Explain the effects of oil spills. Describe the threats to the marine environment caused by marine debris. Explain the process of eutrophication. Explain the effects of solutions of different concentrations on plant tissue. Explain the importance of water to cells. Write a report on an experiment to investigate the effect of a given environmental factor on the rate of transpiration. Describe inter-conversions of substances in cells. Explain how the gender of a baby is determined. Make an oral and visual presentation describing monohybrid inheritance. GRADE 12 Use drama, music, art and/or technology tools to demonstrate ways to minimize the impact of human activities on the environment. Explain the role and importance of methods of measuring populations of organisms. Explain the functions of National Parks. Describe (simply) the process of producing plants from cloning tissue. Make an oral presentation describing the structure of DNA. Describe the process of cloning an adult cell. Describe (simply) the process of genetic engineering. Make a poster or pamphlet promoting the benefits of GM foods. Describe how random assortment of chromosomes contribute to variations of features in species. Explain how sexual reproduction leads to variation in a population. Create a poster to educate the public of the importance of food safety. Explain the role of microbes in the manufacture of foods. Explain the role of auxins in tropic responses. Explain using a visual presentation, the importance of maintaining a specific amount of a hormone in the body. Describe the role of the skin in homeostasis. Explain the process of seeing.

Communicate information GRADE 10 GRADE 11 Identify the locations of coral reefs on a map of the Explain the difference in the composition of blood in the world and a map of The Bahamas. pulmonary artery compared with the other arteries. Make an annotated drawing/chart of a coral polyp Describe the functions of the lymphatic system. showing its structures and the functions of those Create a flow diagram to explain the role of the skin in structures. controlling body temperature. Create a news article explaining the benefits of coral reefs. Design a concept map to show the role of zooxanthellae in coral reefs. Construct a coral food web showing producers, primary, secondary and tertiary consumers. Locate on a map of the island on which you live, likely areas for rocky shoreline ecosystems to be located. Make an annotated outline drawing of the profile of a typical rocky shoreline ecosystem showing zonation and the features of each zone. Create a cartoon showing benefits derived from the rocky shoreline. Locate on a map of the island on which you live, likely areas for sandy shoreline ecosystems to be located. GRADE 12 Explain the process of hearing. Describe the role of the ear in maintaining balance. Explain the functions of skeletal muscles. Explain how nerves cause muscles to contract. Prepare a brochure to encourage persons to use vegetative propagation for home-gardening. Describe the sequence of events from pollination to fruit and seed formation. Outline the route taken by a spermatozoon from its site of production to its release from the males body. Make an annotated diagram of the pathway taken by an ovum after it is released from the ovary until it is implanted into the uterine lining. Defend the legality and morality of cloning.

Communicate information GRADE 10 Make an annotated outline drawing of the profile of a sandy shoreline ecosystem showing zonation. Make a graphic organizer to show the distribution of invertebrates in the zones of a sandy shoreline. Describe the main flora and fauna found in a named forest and relate their adaptations to the forest. Construct a possible food web for the forest ecosystem. Prepare a cartoon, poem, skit, song or rap to demonstrate the importance of the forest ecosystem. Create a role play in which students represent different organelles as well as describe their structure and function. Sell a cell students must sell parts (market their importance) of a cell. Make annotated diagrams to show budding. Make annotated diagrams to show spore formation. Dramatize the process of active transport of molecules across a membrane. Make a presentation on the use of technology in food production in The Bahamas. Describe the arrangement of tissues in the vascular bundles in leaves. Participate in a debate stem cell banks are disadvantageous to plants and humans. Create a graphic organizer to summarize aerobic respiration in both yeast and muscle cells. GRADE 11 GRADE 12

Communicate information GRADE 10 Create a graphic organizer to summarize anaerobic respiration in both yeast and muscle cells. Describe what makes the internal features of a mitochondrion suitable for respiration. Make an annotated diagram of the nose/nasal passages and pharynx. Dramatize the changes in gaseous composition of blood as it approaches and leaves the alveoli. Create a visual presentation to show the passage of an oxygen molecule from the air to a capillary in the lungs. GRADE 11 GRADE 12
10

Recognize relationships GRADE 10 Relate the type of mangrove found to the abiotic conditions in an imaginary transect from the sea inward. Show the relationship between locations of coral reefs and abiotic factors which are needed for coral reefs to thrive. Show the relationship between the features of the invertebrates surveyed and their adaptations to the environment/zone of a sandy shoreline. Show the relationship between the features of plants observed and their adaptations to the environment/zone. Explain the relationship of the cell parts to their function. Demonstrate the relation between diffusion and osmosis. Explain the relationship between the dentitions of an omnivore, carnivore and herbivore and their diet. Use models to explain the relationship between size and shape of teeth in each dentition to the type of diet. Relate the appearance of each internal structure of a leaf to its function in photosynthesis. Describe the relationship between the carbon dioxide concentration and breathing rate and depth. Recognize and explain the relationship between the structure of the alveolus and gas exchange. Explain the relationship between cigarette smoking and lung disease. GRADE 11 Relate the use of CFCs to the depletion of the ozone layer. Explain the relationship between clean water and a healthy lifestyle. Relate the properties of water to its functions in cells. Demonstrate the relationship between amino acids and proteins. Relate the properties of protein to its function in cells. Relate the properties of carbohydrates to their function in cells. Relate the structures of the heart to their functions. Relate the operation of structures of the heart to the sound produced during beats. Describe how the features of each type of blood cell are adapted for their functions. Relate the composition and state of blood to its functions. Describe the relationship between the Lymphatic and Circulatory Systems. Make a correlation between ADH concentration and urine production. Recognize and describe the relationship between diet and blood glucose levels. Relate the results from the investigation on the effects of insulation on heat loss to the ability of the skin to maintain body temperature. Relate the results from the investigation on the effects of body size on heat loss to the ability of large and small animals to conserve heat. GRADE 12 Relate the external parts of the brain to their function(s). Make a model to show the relationship between the Central Nervous System and Peripheral Nervous System. Relate the parts of the eye to their function(s). Relate the parts of the ear to their function(s). Relate the structure of the semi-circular canals to their function in orientation. Relate the structure of the floral parts of a named flower to their function. Relate the events in the ovary during a menstrual cycle to the differences in hormone levels during a cycle. Relate the structure of the placenta to its role in absorption, gas exchange, and excretion.
11

Measure accurately GRADE 10 Measure temperature and wind speed on a rocky shoreline. Use a thermometer to measure the temperature of cold, warm and hot water baths. Measure and record temperatures of water in diffusion experiments. Measure materials needed for osmosis experiment. Measure number of breaths for partner for 30 seconds. Measure the circumference of inflated balloons to compare the lung capacity of students. GRADE 11 Measure length and width of potato/carrot strips. Measure the water level or weight loss in an experiment. Record measurements. Measure accurately the pulse rate of students. Use a thermometer to accurately measure temperature of water in insulated and non-insulated flasks. GRADE 12 Measure materials for the investigation to extract DNA. Measure time in an experiment to investigate reaction time of classmates to various temperatures. Measure temperature in an experiment to investigate reaction time of classmates to various temperatures. Measure accurately the length of a seedling.

12

Make predictions GRADE 10 Predict how energy distribution and energy use will be altered through changes in the food web of a mangrove ecosystem. Predict the outcome of an experiment using plastic sandwich bags/visking tubing, iodine and starch, to show selectivity of the cell membrane. Predict the effects of deforestation on farmland. Predict the products of anaerobic respiration. Predict the effect specific factors (e.g. different types of exercise) have on breathing rate. Predict the direction in which oxygen and carbon dioxide molecules move across gas exchange surfaces based on the principles of diffusion. Predict the effects of smoking on gas exchange. GRADE 11 Predict what would happen to a sample of red blood cells when placed in solutions of varying concentrations. Predict which nutrient(s) can be found in given foods. Predict the effect of a plant losing too much water. Predict the effects of exercise on pulse rate. Predict how conditions of the body affect average pulse rate. Describe the expected observations for the sample if it were taken from a diabetic or non-diabetic. Predict the meaning of homeostasis. Make predictions about the effect of insufficient/excess ADH on urine production. GRADE 12 Predict the effects of decreasing biodiversity in local ecosystems. Predict what a fruit stand will look like in 2050. Predict the likely outcome of stem cell research on some illnesses. Predict how changes in chromosomes might lead to variations. Predict what happens to the pupil of the eye when in dim light.
13

Collect, process and interpret data/ information GRADE 10 Measure temperature (air, rock surface, water), wind direction and wind speed (at 3 points along the transect) of a rocky shoreline. Count and record the number of each type of organism found in quadrat and transect studies of a rocky shoreline. Measure the distribution of a named mollusk in the various zones of a rocky shore. Count and record the number of each type of organism found in quadrat and transect studies of a sandy shoreline. Measure and record temperatures of water in diffusion experiments. Calculate the percentage of the total consumption of each food that is met by the quantity of it produced locally. Record in order according to quantity, the annual catch for each of six marine organisms in Bahamian waters (that are commonly used as food). Calculate the percentage catch of each of the (six) marine organisms that is exported. Find out the percentage composition of nutrients for each of the (six) marine organisms (seafood). Construct a pie-graph to show the proportion of nutrients for each seafood. Use measurements obtained for each classmate to calculate the average breathing rate per minute for the class. GRADE 11 Analyse data from a sample survey to ascertain the extent to which CFCs are used in the community. Estimate the size of a bead (representing fish) population. Calculate the rate of increase in average temperature/sea level per decade. Analyse data collected from an investigation to ascertain the knowledge and response level of persons to climate change. Count the items in each group of water pollutants. Calculate the percentage of items collected which comprise the major pollutant. Draw bar graphs showing the change in length of plant strips. Solve problems based on information given for monohybrid inheritance, complete dominance. Solve problems based on information given for monohybrid inheritance, incomplete dominance. Solve problems based on information given for monohybrid inheritance, co-dominance. Analyse data from a survey of an inherited phenotypic trait in humans. Solve monohybrid inheritance problems for sex-linked traits. Construct a histogram to show the class blood pressure data. Determine the average range of blood pressure using data from a graph. Calculate the average pulse rate at rest. Calculate the average pulse rate after exercise. GRADE 12 Estimate the size of a bead (representing fish) population. Collect data on juvenile and adult grouper in habitat and nurseries. Construct graphs to show the catches of grouper in The Bahamas over the last 3 decades. Collect data on juvenile and adult lobsters in their habitat. Construct graphs to show the catches of lobster in The Bahamas over the last 3 decades. Collect data on juvenile and adult conchs in old and new middens. Construct graphs to show the catches conch in The Bahamas over the last 3 decades. Collect data on juvenile and adult bonefish in their habitat. Construct graphs to show the catches of bonefish in The Bahamas over the last 3 decades. Calculate the rate of growth for a seedling. Interpret percentile graphs showing height or weight of humans at different ages.
14

Formulate hypotheses GRADE 10 Formulate a hypothesis on the number of species present in a reef ecosystem. Formulate a hypothesis on the pH conditions under which the enzyme catalase works best. Formulate a hypothesis on the temperature at which the enzyme catalase works best. Formulate a hypothesis on the direction in which each of the following will move through plastic sandwich bag/visking tubing: iodine, starch and water. Formulate a hypothesis about the effect of different factors on the rate of breathing. GRADE 11 Formulate a hypothesis as to the aspects of climate change that will affect The Bahamas. Formulate a hypothesis as to the most common pollutant in the sea/beach. Formulate a hypothesis as to traits that are inherited. Formulate a hypothesis as to how traits are inherited. Formulate a hypothesis as to why certain traits are more common in males. Form a hypothesis on materials needed for photosynthesis. Formulate a hypothesis on whether chlorophyll is necessary for photosynthesis. Formulate a hypothesis as to how plants excrete waste. Formulate a hypothesis on the effect of named factors on the volume and composition of urine. Formulate a hypothesis on whether insulation affects the rate at which organisms lose heat. GRADE 12 Formulate a hypothesis on a plants growth response to one stimulus. Formulate a hypothesis on the response(s) of a plant to sunlight. Formulate a hypothesis on a seedlings response to gravity. Formulate a hypothesis on the role of root and shoot tips in tropisms. Formulate a hypothesis as to the rate of population growth on the island.
15

Recognize and control variables GRADE 10 Identify and control variables in an experiment to determine the pH conditions under which the enzyme catalase works best. Identify and control variables in an experiment to determine the effect of temperature on enzyme action. Identify and control variables in an experiment to demonstrate aerobic respiration in plant parts.
GRADE 11 Identify and control variables an investigation to determine the form in which food is stored in leaves of a plant. Identify and control variables in an experiment to investigate whether light is needed in the production of starch by photosynthesis. Identify and control variables in an experiment to show that chlorophyll is essential for the production of starch. Identify and control variables in an experiment to prove that transpiration occurs mainly through the leaves of a plant. Identify and control variables in an investigation to determine from which surface of the leaf more water vapour is lost. Identify and control variables in an experiment that investigates how the rate of transpiration is affected by a given environmental factor. Identify and control variables in valuate an experiment to determine the effect of insulation on heat loss.
GRADE 12 Identify and control variables in a sample survey to determine the extent to which best food safety practices are used. Identify and state how variables will be controlled in an experiment to investigate the response(s) of a plant to sunlight. Identify and state how variables will be controlled in an experiment to investigate a seedlings response to gravity. Identify and state how variables will be controlled in an experiment to verify the role of root and shoot tips in tropisms. Identify variables in an experiment to test the sensitivity of the ears to sounds. Identify and state how variables will be controlled in an experiment to verify a condition is necessary for germination.
16

Design, conduct and evaluate scientific investigations GRADE 10 Plan, conduct and evaluate an experiment to determine the pH conditions under which the enzyme catalase works best. Plan, conduct and evaluate an experiment to determine the effect of temperature on enzyme action. Design, conduct and evaluate an experiment to determine the effects of temperature on the rate of diffusion. Conduct an experiment to show osmosis. Plan, conduct and evaluate an experiment to investigate the effects of temperature on rate of osmosis. Conduct and evaluate an experiment to demonstrate selectivity of cell membrane using plastic sandwich bags. Design, conduct and evaluate an experiment to demonstrate aerobic respiration in parts of a plant. Design, conduct and evaluate an experiment to demonstrate aerobic respiration in animals. Design, conduct and evaluate an experiment to demonstrate anaerobic respiration in yeast. Design, conduct and evaluate an experiment to determine the effect of different types of exercise on the rate of breathing. Plan, conduct and evaluate an experiment to determine lung capacity. GRADE 11 Conduct a sample survey to ascertain the extent to which CFCs are used in the community. Conduct and evaluate an investigation to compare dust pollution in different areas. Design, conduct and evaluate an investigation to ascertain the knowledge and response level of persons to climate change. Conduct and evaluate an investigation to determine the types of pollutants found on beaches. Investigate water pollutants from a suspected polluted source. Conduct and evaluate an investigation to determine the effects of varying concentrations of sugar solution on plant tissue. Conduct food tests on samples to determine the presence of the nutrients in each sample. Conduct an experiment to compare the amount of Vitamin C in juices. Conduct and evaluate an investigation to determine the form in which food is stored in leaves of a plant. Design, conduct and evaluate an investigation to determine whether light is necessary for photosynthesis. Conduct and evaluate an experiment to show that chlorophyll is essential for the production of starch. Design, conduct and evaluate an experiment to prove that transpiration occurs mainly through the leaves of a plant. Conduct and evaluate an investigation to determine from which surface of the leaf more water vapour is lost. GRADE 12 Conduct and evaluate an investigation to extract DNA. Conduct a survey to determine the extent to which food, plants and animals in the community are products of biotechnology. Design and conduct a small survey to determine the extent to which best food safety practices are used. Design an experiment to investigate the response(s) of a plant to sunlight. Design an experiment to investigate a seedlings response to gravity. Design an experiment to verify the role of root and shoot tips in tropisms. Design, conduct and evaluate an experiment to investigate reaction time of classmates to various temperatures. Conduct investigations to show reproduction in plant tubers and the Bryophyllum plant. Design and conduct an investigation to show reproduction by stem cuttings. Design an experiment to identify conditions needed for germination to occur. Conduct and evaluate an experiment to determine the rate of growth for a seedling.
17

Design, conduct and evaluate scientific investigations GRADE 10 GRADE 11 Design, conduct and evaluate an experiment to investigate the effect of a given environmental factor on the rate of transpiration. Design an investigation to determine whether a sample of urine is from a diabetic or non-diabetic. Design, conduct and evaluate an experiment to determine the effect of insulation on heat loss. Design, conduct and evaluate an experiment to investigate the effect of body size on heat loss. GRADE 12
18

Formulate model GRADE 10 Construct a 3D model of a plant cell with its organelles. Design, make and use models to demonstrate reproduction by sporulation. Make model dentitions. Use models to explain the relationship between size and shape of teeth in each dentition and the type of diet. Make a model of an alimentary canal. Use models to explain the relationship between size and shape of the alimentary canal and the type of diet. Create a model of a hydroponics system and explain how it works. Construct a model of the human respiratory system to demonstrate breathing. GRADE 11 Make a model to explain the process of eutrophication. Make a model to represent a molecule of glucose. Construct a model of the human heart. Produce a model of a blood vessel (using PVC piping) to show fat deposited. Create a life-size model or display illustrating the circulation of blood through the human body. Use a simple model to explain the difference in the composition of blood in the pulmonary artery compared with other arteries. Construct a model representing a nephron to demonstrate ultrafiltration. Make a diagram or model of a nephron to show its role in osmoregulation. GRADE 12 Create a model of the double helix structure of DNA. Make a model to show the relationship between the Central Nervous System and Peripheral Nervous System. Make a model that functions as the semi-circular canals. Make a model of the knee joint to show movement of the leg.

19

Apply principles and concepts (scientific & technological) to make products GRADE 10 Use the wood from buttonwood to make a household item. Develop a product using conch shells. Design a gadget to monitor reproduction rate of yeast or to provide a timed release of a fungicide. Prepare a brochure to show the advantages and disadvantages of mariculture and support its use in The Bahamas as a means of increasing the food needed. Prepare a brochure to show a proposed plan for sustainable harvesting of one commercially harvested seafood species in The Bahamas. Identify one challenge to large-scale production of a named potential staple crop and suggest a solution to the challenge. Apply the principle of surface area and rate of transpiration to suggest one technological application. GRADE 11 GRADE 12 Prepare a brochure or cartoon encouraging everyone to do their Based on research, folklore or experience, suggest a part by committing to environmentally beneficial practices. food additive prepared from locally-grown plants. Design a filter for particulate air pollutants. Based on common stimuli of chemicals design or Design and construct a model that may be used by householders suggest a means of odour-blind or taste-blind or a small business to reuse one of the named land pollutants. persons detecting odours and tastes respectively. Design a product to contain an oil spill. Suggest a gadget or toy that could make use of the principle of osmosis or diffusion. Design a product that would allow consumers to test the validity of nutrient information on food packages.
20

Make informed, responsible and wise decisions GRADE 10 Develop a personal plan to inform peers of the value of mangrove ecosystems. Make a personal decision to refrain from purchasing products and supporting activities that cause a negative impact on the coral reef ecosystems. Write a personal pledge to help conserve the local forest. Ensure personal enclosed environments are not conducive to the growth of moulds. Resolve to buy Bahamian food products keeping a record of products bought. Begin and maintain a backyard/container garden. GRADE 11 Adopt practices that do not contribute to air pollution. Formulate a personal commitment to become a good steward of the environment in utilizing green practices. Advocate for green spaces as a means of contributing to sustainable rainfall. Increase use of tubes in the diet as a source of carbohydrates. Research and practice wise dietary choices necessary for maintaining healthy kidneys.

GRADE 12 Avoid practices that negatively impact biodiversity. Become a member of the Bahamas National Trust or an environmental group which supports National parks and protected areas. Make a personal position statement on the use of GM foods. Make a personal commitment to read food labels/avoid certain food additives. Use artificial methods of vegetative reproduction. Adopt practices to maintain healthy eyes.
21

Pursue new knowledge GRADE 10 Research the importance of mangrove ecosystems. Research the natural and man-made threats to mangrove ecosystems. Research natural and man-made threats to coral reefs. Conduct research to determine threats to the rocky shoreline ecosystems. Research the importance of the sandy shoreline. Research the threats to the sandy shoreline. Research the importance of the terrestrial ecosystem to man and wildlife. Research the positive and negative effects of the use of certain types of chemicals in farming. Conduct research to find out the percentage of foods consumed that are produced locally. Research use of hydroponics in The Bahamas or Caribbean. Research the annual catch for economically important marine organisms in Bahamian waters. Research trends in fishing industry over last three decades. Research use of aquaculture/mariculture in The Bahamas or the Caribbean. Research the economic importance of yeast. GRADE 11 Conduct research to identify the main air pollutants. Research data on the rate of ozone depletion. Find out the principle of greenhouses. Review articles on the greenhouse effect. Research the rate of increase in average temperature/sea level. Conduct research to determine the efforts of government to reduce carbon dioxide emissions in the country. Investigate the use of alternative energy sources that would reduce greenhouse gas emissions. Conduct research to determine the extent to which schools educate students towards reversing global warming factors. Research what may happen to small islands/ bays as a result of climate change/global warming. Research the importance of fats in cells. Research the common causes and effects of heart disease. Research cardiovascular diseases. Research how artificial pacemakers stimulate heart contractions. Research the significance of blood groups in transfusions. Research how plants excrete waste. Research dietary practices necessary for maintaining healthy kidneys. Research benefits of broad bio-diversity. Investigate how human activities can influence and modify the biodiversity in natural systems. GRADE 12 Research benefits of broad bio-diversity. Investigate how human activities can influence and modify the biodiversity in natural systems. Research the importance of biodiversity to the stability and resiliency of local ecosystems. Conduct research (Internet or interviews) to determine the effectiveness of three parks in meeting their objectives. Read a published report on the state of marine ecosystems in The Bahamas and write an article summarizing its findings. Find out common methods of measuring populations. Interview local fishermen and/or hold panel discussion with local fishermen and fisheries officer to identify the major challenges faced by the local lobster fishermen and vendors. Conduct research to find out the relationship between the structure of DNA and mutations. Research methods of cloning. Conduct a sample survey to determine the extent to which food, plants and animals in the community are products of biotechnology. Find out the advantages and disadvantages of genetically modified foods. Conduct research on the use of human embryos for stem cell research.
22

Pursue new knowledge GRADE 10 Research lung diseases caused by smoking. GRADE 11

GRADE 12 Research how changes in chromosomes cause variations. Design and conduct a small survey to determine the extent to which best food safety practices are used. Research common food additives found on the labels of certain foods. Research the commercial uses of microbes in the production of food products. Find out about the operation of the autonomic nervous system. Research the scientific and economic impact of biotechnology on human reproduction.
23

Demonstrate critical thinking GRADE 10 Suggest methods of conservation. Suggest benefits derived from the rocky shoreline. Make a position statement on the need to monitor identified threats to local rocky shorelines. Suggest possible threats to the ecosystem. Suggest methods of reducing threats. Create a pamphlet to persuade peers to value the terrestrial ecosystem. Sell a cell students must sell parts (market their importance) of a cell. Compare the positive and negative effects of the use of chemicals by subsistence farmers. Suggest staple crops to be grown (animals raised) in The Bahamas. Suggest means by which threats to Agricultural Industry in The Bahamas might be reduced or eliminated. Propose a plan for The Bahamas to become more selfsufficient in food production. Suggest explanations for the trends in fishing industry over the last three decades. Create an infomercial on the short term economic gain of overfishing vs. the long-term adverse effects. Advocate for sustainable harvesting of popular marine seafood. GRADE 11 Analyze the efforts of government to reduce carbon dioxide emissions in the country. Debate the validity of the statement that greenhouse gases emissions have direct negative affects on humans and other organisms. Analyze the efforts of schools to educate students towards reversing global warming factors. Critically analyse the information read on what may happen to small islands/ bays as a result of climate change/global warming. Suggest methods of controlling the main land pollutants. Suggest methods of controlling common water pollutants. Suggest methods of containing and cleaning oil spills. Justify the statement ions are responsible for the basic living functions. Suggest how variation in a species might occur. Justify the importance of meiosis being a reduction division. Summarize the process of photosynthesis. Suggest limiting factors of photosynthesis. Compose an equation to represent the process of photosynthesis. Suggest factors that would affect the rate of transpiration. Suggest how leaves of certain plants are adapted to prevent excessive water loss by transpiration. Suggest the part of the vascular bundle that is responsible for food transport. Suggest the destination and use of food manufactured in leaves. GRADE 12 Justify the importance of biodiversity. Write a case study outlining how humans have altered a specific ecosystem and/or create an action plan or propose a course of action to maintain or increase the sustainability of local ecosystems. Suggest ways to minimize the impact of human activities on the environment. Critically assess the value of national parks and protected areas in The Bahamas. Analyze the trends of catches of commercially important grouper in The Bahamas over the last 3 decades and suggest implications of these trends. Suggest measures for conservation of the local grouper populations. Analyze the trends of catches of commercially important lobster in The Bahamas over the last 3 decades and suggest implications of these trends. Suggest measures for conservation of the local lobster populations. Analyze the trends of catches of commercially important conch in The Bahamas over the last 3 decades and suggest implications of these trends. Suggest measures for conservation of the local conch populations. Analyze the trends of catches of commercially important bonefish in The Bahamas over the last 3 decades and suggest implications of these trends.
24

Demonstrate critical thinking GRADE 10 Prepare a brochure to show the advantages and disadvantages of mariculture and supporting its use in The Bahamas as a means of increasing the food needed. Propose a plan for The Bahamas to have sustainable fisheries for one seafood. Justify modifications of dicotyledonous leaves as adaptations to aquatic/halophytic/ xerophytic environment.
GRADE 11 Justify: body size affects the rate at which an organism loses heat.
GRADE 12 Suggest measures for conservation of the local bonefish populations. Suggest measures for conservation of the local crab populations. Suggest benefits that have been derived from knowledge of the structure of DNA. Critically assess the advantages and disadvantages of cloning animal embryos. Suggest ways in which cloning might benefit humans. Prepare a proposal for the education of adults in the community on the basis of biotechnology and bioethics. Prepare a position on GMFs. Suggest how natural selection changes the phenotypic ratio of a population. Suggest how artificial selection changes the phenotypic ratio of a population. Suggest how natural selection causes resistance to certain chemicals. Suggest ways to prevent food contamination. Justify the statement that the structure of the eye concentrates light on the fovea. Justify the statement that the structure of the ear concentrates sound on the oval window. Evaluate methods of artificial vegetative propagation. Summarize the events of fertilization.
25

Demonstrate critical thinking GRADE 10 GRADE 11

GRADE 12 Suggest factors that influence the growth rate in humans. Compare population growth rates in three countries and any measures taken by governments to control the growth rate. Suggest economic implications of rapidly growing populations. Suggest social implications of rapidly growing populations. Write a statement outlining personal views on the scientific and economic impact of bio-technology on human reproduction. Defend the legality and morality of cloning.
26
STANDARDS AND BENCHMARKS

GRADE: 10
Use materials and scientific equipment correctly and safely. Use quadrats, line or belt transects to collect data and record the distribution of plants in an aquatic, coastal or terrestrial ecosystem. Use apparatus and materials to demonstrate osmosis. Prepare slides of plant and animal cells. Use a microscope to view the internal structures of a monocotyledonous leaf on a prepared slide. Make observations. Observe mould using a magnifying glass or a sample on a slide using the microscope. Make observations of the action of an enzyme in different pH or temperature conditions. Observe the external features of a maize and hibiscus or sea grape leaf. Observe changes in the colour of lime water when exhaled air is added to it. Utilize classification process. Classify organisms in a mangrove ecosystem according to phylum. Classify vertebrates into feeding groups based on dentition and gut. Identify examples of simple organisms that reproduce by binary fission. Classify modifications of dicotyledonous leaves according to the type of environment. Make inferences and draw conclusions. Form a conclusion that a bacterial cell is a prokaryote cell. Formulate a conclusion on the optimal temperature for an enzyme to work. Formulate a conclusion from an experiment on osmosis. Draw conclusions about the speed of reproduction, number of offspring produced and resemblance of offspring to parents. Communicate information. Construct a coral food web showing producers, primary, secondary and tertiary consumers. Locate on a map of the island likely areas for rocky shoreline ecosystems to be located. Make annotated diagrams to show spore formation. Describe the arrangement of tissues in the vascular bundles in leaves. Describe the passage of an oxygen molecule from the air to a capillary in the lungs. Recognize relationships. Describe the relationship between the features of plants observed in a coastal aquatic or terrestrial ecosystem and their adaptations to the environment/zone. Explain the relationship between the dentitions of an omnivore, carnivore and herbivore and their diet. Describe the relationship between the carbon dioxide concentration and breathing rate and depth. Demonstrate the relationship between diffusion and osmosis. Measure accurately. Use a thermometer to measure the temperature of water baths with cold, warm and hot water. Measure materials needed for osmosis experiment. Measure number of breaths for partner for 30 seconds.
Biology Curriculum 2010, Grades: 10 12 Biology Curriculum 2010, Grades: 10 12
27
27 27

Make predictions. Predict the outcome of an experiment to show selectivity of the cell membrane using plastic sandwich bags/visking tubing, iodine and starch. Predict the effects of deforestation on farmland. Predict the effect specific factors (e.g. different types of exercise) have on breathing rate. Collect, process and interpret data/information. Count and record the number of each type of organism found in quadrat and transect studies. Construct a pie-graph to show the proportion of nutrients for a major seafood. Use measurements obtained for each classmate to calculate the average breathing rate per minute for the class. Formulate hypotheses. Formulate a hypothesis on the number of species present in a reef ecosystem. Formulate a hypothesis on the pH conditions under which the enzyme catalase works best. Formulate a hypothesis on the direction in which molecules will move through plastic sandwich bag/visking tubing. Formulate a hypothesis about the effect of different factors on the rate of breathing. Recognize and control variables. Identify and control variables in an experiment to determine the pH conditions under which the enzyme catalase works best. Identify and control variables in an experiment to determine the effect of temperature on enzyme action. Identify and control variables in an experiment to demonstrate aerobic respiration in plant parts. Design, conduct and evaluate scientific investigations. Design, conduct and evaluate an experiment to determine the effects of temperature on the rate of diffusion. Conduct and evaluate an experiment to show osmosis. Design, conduct and evaluate an experiment to demonstrate aerobic respiration in the parts of a plant. Design, conduct and evaluate an experiment to demonstrate anaerobic respiration in yeast. Formulate models. Construct a 3D model of a plant cell with its organelles. Design, make and use models to demonstrate reproduction by sporulation. Make model dentitions. Create a model of a hydroponics system and explain how it works. Apply principles and concepts (scientific & technological) to make products. Prepare a brochure to show the advantages and disadvantages of mariculture and supporting its use in The Bahamas as a means of increasing the food needed. Identify one challenge to large-scale production of a named potential staple crop and suggest a solution to the challenge. Apply the principle of surface area and rate of transpiration to suggest one technological application.
28
28

Make informed, responsible and wise decisions. Write a personal pledge to help conserve the local forest. Engage in practices that promote conservation of wetlands. Engage in practices that promote clean air for breathing. Resolve to buy Bahamian food products keeping a record of products bought. Begin and maintain a backyard/container garden. Pursue new knowledge. Research the importance of mangrove ecosystems. Research trends in fishing industry over the last three decades. Research the economic importance of yeast. Research lung diseases caused by smoking. Demonstrate critical thinking. Suggest methods of reducing threats to ecosystems. Propose a plan for The Bahamas to become more self-sufficient in food production. Advocate for sustainable harvesting of popular marine seafood. Justify modifications of dicotyledonous leaves as adaptations to aquatic/halophytic/ xerophytic environment.
GRADE: 11
Use materials and scientific equipment correctly and safely. Use apparatus and materials safely in performing food tests. Use apparatus and materials correctly and safely in an experiment to investigate whether light is needed in the production of starch by photosynthesis. Use a stethoscope to investigate heartbeat. Use a microscope to view prepared slides of blood. Use a scalpel or other cutting utensil to dissect a kidney. Make observations. Make observations of plant tissue in solutions of different concentrations. Observe inherited monohybrid traits of students in the classroom. Observe results of food tests on various food samples. Observe and record colour of both leaves (different conditions) tested for starch. Observe the external and internal appearance of the human heart. Utilize classification process. Classify waste as bio-degradable and non-biodegradable. Classify proteins in the cell. Compare and contrast mitosis and meiosis. Compare and contrast the structure of the three types of blood vessels. Make inferences and draw conclusions. Draw conclusions, based on comparisons of seedlings, plants and fruits with deficiencies and normal ones, on the function of named minerals in plant nutrition and physiology. Formulate a conclusion on which surface allows a faster rate of transpiration. Make inferences/conclusions as to the affect of exercise of pulse rate. Make inferences about the functions of the kidney based on the composition of blood in the renal artery and renal vein. Biology Curriculum 2010, Grades: 10 12
Biology Curriculum 2010, Grades: 10 12 29
29

Communicate information. Explain the effects of oil spills. Explain the process of eutrophication. Explain the importance of water to cells. Write an experimental report on an experiment to investigate the effect of a given environmental factor on the rate of transpiration. Explain how the gender of a baby is determined. Recognize relationships. Demonstrate the relationship between amino acids and proteins. Relate the composition and state of blood to its functions. Describe the relationship between the Lymphatic and Circulatory Systems. Make a correlation between ADH concentration and urine production. Measure accurately. Measure length and width of potato/carrot strips. Measure the water level or weight loss in an experiment. Measure accurately the pulse rate of students. Use a thermometer to accurately measure temperature of water in insulated and noninsulated flasks. Make predictions. Predict the decade in which The Bahamas would notice climate changes using scientific models. Predict what would happen to a sample of red blood cells when placed in solutions of varying concentrations. Predict which nutrient(s) can be found in given foods. Predict how conditions of the body affect average pulse rate. Make predictions about the effect of insufficient/excess ADH on urine production. Collect, process and interpret data/information. Analyse data collected from an investigation to ascertain the knowledge and response level of persons to climate change. Draw bar graphs showing the change in length of plant strips. Solve problems based on information given for monohybrid inheritance, complete dominance. Analyse data from a survey of an inherited phenotypic trait in humans. Formulate hypotheses. Formulate a hypothesis as to the most common pollutant in the sea/beach. Formulate a hypothesis as to why certain traits are more common in males. Formulate a hypothesis on the effect of named factors on the volume and composition of urine. Formulate a hypothesis on whether insulation affects the rate at which organisms lose heat. Recognize and control variables. Identify and control variables in an experiment to investigate whether light is needed in the production of starch by photosynthesis. Identify and control variables in an experiment to prove that transpiration mainly occurs through the leaves of a plant. Identify and control variables in an experiment that investigates how the rate of transpiration is affected by a given environmental factor. Biology Curriculum 2010, Grades: 10 12
30

Design, conduct and evaluate scientific investigations. Conduct an investigation to determine the types of pollutants found on beaches. Perform an investigation to determine the effects of varying concentration of sugar solutions on plant tissue. Conduct food tests on food samples to determine the presence of the nutrients in each food sample using food tests. Perform an investigation to determine the form in which food is stored in leaves of a plant. Design, conduct and evaluate an experiment to investigate the effect of a given environmental factor on the rate of transpiration. Formulate models. Make a model to explain the process of eutrophication. Make a model to represent a molecule of glucose. Produce a model of a blood vessel (using PVC piping) to show fat deposited. Construct a model representing a nephron to demonstrate ultrafiltration. Apply principles and concepts (scientific & technological) to make products. Design and construct a model that may be used by householders or a small business to reuse one of the named land pollutants. Design a product to contain an oil spill. Design a product that would allow consumers to test the validity of nutrient information on food packages. Make informed, responsible and wise decisions. Formulate a personal commitment to become a good steward of the environment in utilizing green practices. Research and practice wise dietary choices necessary for maintaining healthy kidneys. Pursue new knowledge. Research data on the rate of ozone depletion. Find out the principle of greenhouses. Investigate the use of alternative energy sources that would reduce greenhouse gas emissions. Research the importance of fats in cells. Research the significance of blood groups in transfusions. Demonstrate critical thinking. Critically analyse the information read on what may happen to small islands/ bays as a result of climate change/global warming. Suggest methods of controlling common water pollutants. Suggest how variation in a species might occur. Justify: body size affects the rate at which an organism loses heat.
GRADE: 12
Use materials and scientific equipment correctly and safely. Use equipment for an investigation to extract DNA. Use a ruler to investigate reaction time of classmates to stimuli. Use a scalpel, razorblade or scissors to dissect various types of flowers.
31

Make observations. Observe photographs of different organisms in different habitats and their adaptations which help them to survive there. Observe food labels to determine food additives in commonly used foods. Observe various types of tropisms. Observe responses in an experiment to investigate reaction time of classmates to various stimuli. Observe local fruits and seeds to determine method of dispersal. Utilize classification process. Classify molecules which are components of DNA and RNA. Classify examples of variation as continuous or discontinuous. Classify common food additives. Classify plant growth responses. Classify STIs by the agents causing them. Make inferences and draw conclusions. Use data to form a conclusion on the harvesting of groupers. Form an inference as to the meaning of the term genetically modified crops. Based on a survey conducted, draw conclusions on the extent to which best food safety practices are carried out. Communicate information. Explain the functions of national parks. Explain the role of microbes in the manufacture of foods. Explain the process of hearing. Explain how nerves cause muscles to contract. Describe the sequence of events from pollination to fruit and seed formation. Recognize relationships. Make a model to show the relationship between the Central Nervous System and Peripheral Nervous System. Relate the structure of the semi-circular canals to their function in orientation. Relate the structure of the placenta to its role in absorption, gas exchange, and excretion. Measure accurately. Measure materials for the investigation to extract DNA. Measure time in an experiment to investigate reaction time of classmates to various temperatures. Measure accurately the length of a seedling. Make predictions. Predict the effects of decreasing biodiversity in local ecosystems. Predict what a fruit stand will look like in 2050. Predict what happens to the pupil of the eye when in dim light. Collect, process and interpret data/information. Estimate the size of a bead (representing fish) population. Calculate the rate of growth for a seedling. Interpret percentile graphs showing height or weight of humans at different ages. Formulate hypotheses. Formulate a hypothesis as to the number of flora and fauna species found in The Bahamas. Formulate a hypothesis on a plants growth response to one stimulus. Formulate a hypothesis as to the rate of population growth on the island. Biology Curriculum 2010, Grades: 10 12
32
32

Recognize and control variables. Identify and state how variables will be controlled in an experiment to investigate the response(s) of a plant to sunlight. Identify and state how variables will be controlled in an experiment to investigate a seedlings response to gravity. Identify and state how variables will be controlled in an experiment to verify a (named) condition is necessary for germination. Design, conduct and evaluate scientific investigations. Conduct and evaluate an investigation to extract DNA. Conduct a survey to determine the extent to which food, plants and animals in the community are products of biotechnology. Design, conduct and evaluate an experiment to investigate reaction time of classmates to various stimuli. Conduct investigations to show reproduction in plant tubers and the Bryophyllum plant. Formulate models. Create a model of the double helix structure of DNA. Make a model that functions as the semi-circular canals. Make a model of the knee joint to show movement of the leg. Apply principles and concepts (scientific & technological) to make products. Prepare a brochure to show the advantages and disadvantages of mariculture and support its use in The Bahamas as a means of increasing the food needed. Identify one challenge to large-scale production of a named potential staple crop and suggest a solution to the challenge. Apply the principle of surface area and transpiration to suggest one technological application. Make informed, responsible and wise decisions. Make a personal position statement on the use of GM foods. Make a personal commitment to read food labels/avoid certain food additives. Adopt practices to maintain healthy eyes. Pursue new knowledge. Interview local fishermen to identify the major challenges faced by the local lobster fishermen and vendors. Research methods of cloning. Find out the advantages and disadvantages of genetically modified foods. Conduct research on the use of human embryos for stem cell research. Demonstrate critical thinking. Critically assess the value of national parks and protected areas in The Bahamas. Analyze the trends of catches of a commercially important marine animal (fish/conch/lobster) in The Bahamas over the last 3 decades and suggest implications of these trends. Suggest benefits that have been derived from knowledge of the structure of DNA. Evaluate methods of artificial vegetative propagation.
Biology Curriculum 2010, Grades: 10 12 Biology Curriculum 2010, Grades: 10 12 33 33
COMPARISON OF BENCHMARKS FOR GRADE LEVELS

Grade Use materials and scientific equipment correctly and safely. 10 Use apparatus and materials (glass tubing, Visking tubing, different concentration solutions) to demonstrate osmosis. Make observations. Utilize classification process. Observe the external Classify organisms appearance of in an ecosystem microscopic according to phyla. organisms. Make inferences and draw conclusions. Form a conclusion based on observations and results of an experiment involving Variation of one factor (temperature, concentration, pH). Communicate information. Recognize relationships. Measure accurately. Make predictions.
Describe the arrangement of tissues in vascular bundles (in leaves, stems or roots).
Explain the relationship between the dentitions of an omnivore, carnivore and herbivore and their diet. Describe the relationship between the amount of a chemical/fluid produced on the operation of a process (ADH concentration and urine production).
Measure to 0.001g , liquids to 0.5 ml or cm3 , Read temperature to 1C.
Predict outcome of an experimental investigation.
11
Use apparatus and materials (hot water bath, test tubes, test tube holders, porcelain tile, dropping pipette, alcohol, iodine solution) correctly and safely in an experiment to investigate whether light is needed in the production of starch by photosynthesis.
Make observations Classify T. S. blood of plant tissue in vessels (diagrams/ solutions of different prepared slides). concentrations.
Make inferences or draw a valid conclusion based on sequential observations with one step missing.
Write an experimental report on an experiment to investigate the effect of a given environmental factor on the rate of transpiration.
Measure to 0.001g , liquids to 0.5 ml or cm3 , Read temperature to 1C.
Predict the outcome if one variable is taken into account.
12
Use a scalpel, razorblade Observe slow or scissors to dissect changes in various types of flowers. organisms over a period of time (various types of tropisms).
Classify molecules which are components of macro-molecules (DNA and RNA).
Use data from several Use annotated sources to form a diagrams to describe a valid conclusion. sequence of events that occurs over a period of time (from pollination to fruit and seed formation).
Relate the structure of an organ to its functions (placenta).
Measure to 0.001g , liquids to 0.5 ml or cm3, Read temperature to 1C.
Based on data predict a long-term outcome if there are no interferences.
34
COMPARISON OF BENCHMARKS FOR GRADE LEVELS

Grade Collect, process and interpret data/information. Formulate hypotheses. Recognize and control variables. Design, conduct and evaluate scientific investigations. Formulate models. Apply principles and concepts (scientific & technological) to make products. Create an item from materials obtained locally. Design a gadget based on a scientific principle studied. Make informed, responsible and wise decisions. Pursue new knowledge.
10
Collect population data during field studies. Convert population numbers to ratios.
Formulate hypothesis.
Recognize variables.
Plan and conduct simple investigations.
Make models of cells.
Make decisions based on the information given.
11
Formulate a hypothesis that may be easily tested.
Recognize variables and attempt to control one.
Select an appropriate method for an investigation to solve a problem.
Construct a model to show a process.
12
Construct and interpret graphs.
Formulate a hypothesis that may not be easily tested.
Recognize and control more than one variable.
Plan, conduct and evaluate an investigation to verify a hypothesis.
Make a model that functions.
Suggest the use of technology based on a scientific principle studied.
Conduct research of literature to find information on a given topic. Adopt practices for a Identify a topic or healthy lifestyle and question of interest good environmental and related to the stewardship. information studied to conduct independent research. Make a position Interview people to statement on a acquire data/ contemporary information. biological issue.
Grade Demonstrate critical thinking. Pose a question on content studied that 10 would extend their knowledge. Compare benefits and disadvantages on an 11 issue, formulate an opinion and defend it. Suggest possible resolutions to the 12 dilemma between the need for biotechnology and the apparent lapses in bioethics.
35
SCOPE OF WORK GRADE 10 STRAND: ENVIRONMENTAL BIOLOGY

UNIT: MANGROVE ECOSYSTEMS LEARNER OUTCOMES CONTENT 1 Locate on a map of the island Mangroves are flowering plants likely areas for mangrove (angiosperms) adapted to the interface ecosystems to be located. between land and sea, lakes/ponds, areas that are sheltered from high wave action, endure a highly dynamic, low oxygen environment, cope with high salinity; grow most extensively in muddy sediments. Often distinctly zoned, but may include large stands of only one or two species. Make an annotated outline Open water, high tide, inter-tidal, low drawing of the profile of a tide, dry land zones. Substrate, flora, mangrove ecosystem showing fauna. zonation and the features of each zone. ACTIVITIES Identify leeward side of island. Locate sheltered side of island on a map. RESOURCES Map of the island DURATION: 2 weeks METHOD OF ASSESSMENT Valid sites on the sheltered side of island at the interphase of land and sea identified on a map
Construct and use field equipment in an ecosystem.
Field sampling techniques and equipment: quadrats a square frame (metal, plastic or wooden) usually 0.5m2 or 1 m2, line transects, belt transects; capture techniques for mobile animals sweep nets; simple fish traps (small fish); pitfall traps.
Read information on zones of a mangrove ecosystem. Make an annotated outline drawing of the profile of a mangrove ecosystem showing zonation and the features of each zone. Make a quadrat to survey organisms in an aquatic, coastal or terrestrial ecosystem on or near school grounds. Make a fish trap (bottle) to capture fish in a rocky shore, sandy beach or sea grass. Make nets or traps to sample small invertebrates in a terrestrial ecosystem. Make a line transect.
Marine Biology for the Caribbean Rubric for assessing visual aids/presentations
Meter rules; string; quadrats (pvc pipe; wooded slats); fish trap - 12 oz or bigger plastic bottles, scissors, duct tape; poles; clip boards; jam jars; www.breef.org Compiled Documents BREEF Marine Conservation Workshop GCSE Biology
Rubric used to evaluate construction of field equipment Correct use of field equipment
http://www.mesa.edu.au/cams/module1/readings02.htm - tidal Biology Curriculum 2010, Grades: 10 12
36

UNIT: MANGROVE ECOSYSTEMS LEARNER OUTCOMES Conduct a field study of a mangrove ecosystem. CONTENT

ACTIVITIES Virtual field trip or field trip to mangrove ecosystem Use pictures and written descriptions to make field ID cards. Place each card in a Ziploc plastic bag or laminate. Classify organisms according to phylum. Use a picture-graph to show the relative abundance of organisms in each phylum represented.
RESOURCES Wondrous West Indian Wetlands Mangroves of the Caribbean- An identification Guide; Teachers Resource Book; digital cameras; field guides; rulers; pencils; buckets; binoculars ; ziplock bags; index cards
METHOD OF ASSESSMENT Rubric for assessing field work/exercise
Graph showing collected data
Identify and classify the biotic and abiotic factors in a mangrove ecosystem.
Compare and contrast the features/adaptations of the types of mangroves.
Roots, leaves (size, shape, surface), fruit
Identify and classify the biotic and abiotic factors in the environment. Record flora and fauna using drawings (from above field trip). Construct a table that compares habitat (i.e. substrate), roots, leaves (appearance and position), external appearance of bark, flowers and fruits of red, white, and black mangroves, and buttonwood. Create a visual display showing how the features of each type of mangrove is adapted to its environment/zone.
Worksheet
Correct identification of biotic and abiotic factors
Fresh samples of mangroves and/or pictures/photographs of mangroves including Buttonwood; Wondrous West Indian Wetlands Teachers Resource Book
Number of similarities and differences cited
37

UNIT: MANGROVE ECOSYSTEMS LEARNER OUTCOMES CONTENT Explain the adaptations of the Red stilt roots, germinating seeds three types of mangroves and while attached, leaf covering: in water Buttonwood to the conditions in Black pneumatophores: high tide which they live. and intertidal, low oxygen conditions White leaf coverings, salt secreting gland, no specialized roots: shoreline Buttonwood size leaves: land Illustrate the flow of energy Bacteria and fungi breakdown litter to through a mangrove food web. form a food source for small invertebrates which, in turn, are fed on by higher carnivores. Mangroves basis of complex detrital food web supporting fish, crustaceans, molluscs and birds. Predict how energy distribution and energy use will be altered through changes in the food web. Explain the role of mangroves in land-building. ACTIVITIES Create a visual aid showing the structural features along with an explanation of each feature as an adaptation. RESOURCES BNT fact sheets METHOD OF ASSESSMENT Rubric for assessing visual aids
Construct a mangrove food web using data collected from field survey and other resources.
Succession of mangroves.
Predict how energy distribution and energy use will be altered through changes in the food web. Relate the type of mangrove General Science Silver Burdett found to the abiotic conditions in an imaginary transect from the sea to inland. Make a sketch showing the profile of mangrove types from the sea to inland. Make an oral presentation explaining the role of mangroves in land-building.
http://www.reef.org/resources/galleri Plausible food web correctly es/caribbean drawn Wondrous West Indian Wetlands Teachers Resource Book; Treasures in the sea BREEF Marine Conservation Workshop other Internet sources GCSE Biology Plausible predictions with reasons given
Accuracy of sketch
Rubric for assessing oral presentations
38

UNIT: MANGROVE ECOSYSTEMS LEARNER OUTCOMES CONTENT ACTIVITIES Research the importance of Mangroves act as barrier to erosion Participate in a debate on mangrove ecosystems. waves, help protect against tides and mangroves wetlands versus storm surge; prevent salt intrusion wastelands. onto land; stabilize sediment deposits; provide habitat for commercial and Prepare a brochure or recreational fisheries resources; serve multimedia presentation as nursery or breeding habitat for highlighting the importance of important commercial and recreational mangrove ecosystems. offshore fisheries resources (e.g. spiny lobster); trap silt; filter land based pollutants; in Bahamas mangroves relatively easily accessible and therefore of high environmental education value. Research the natural and manUrban development, pollution, storms, Create a song, poem, rap or made threats to mangrove infomercial that promotes the climate change, invasive species ecosystems. awareness of the threats of mangrove ecosystems. Class field trip to a mangrove ecosystem (previous). Identify and record (using a table) threats observed. RESOURCES Treasures in the Sea; Wondrous West Indian Wetlands; BREEF Marine Conservation Workshop Internet sources Craft materials, media equipment METHOD OF ASSESSMENT Rubric for assessing debate/oral presentations
Rubric for assessing visual aids/ presentations
Suggest methods of conservation
Prepare a speech to be given at a town meeting to persuade members of the community to implement measures to preserve one identified mangrove ecosystem on the island.
Treasures in the Sea; Wondrous Rubric for assessing oral West Indian Wetlands; BREEF presentations Marine Conservation website; Bahamas Environmental Protection Manual; Pamphlets Fact Sheets from Ministry of Environment; Bahamas National Trust and other Correct identification of threats Environmental Groups operating in recorded in suitable table The Bahamas Internet sources Rubric for assessing oral presentations
39

UNIT: CORAL REEF ECOSYSTEMS LEARNER OUTCOMES Identify the locations of coral reefs on a map of the world and a map of The Bahamas. CONTENT ACTIVITIES Indicate the locations of major coral reefs on a map of the world. Indicate the locations of major coral reefs on a map of The Bahamas. RESOURCES Blank world maps and maps of the Bahamas, crayon pencils, maps with locations of coral reefs (Bahamas National Trust Coral Reef Handbook) DURATION: 2 weeks METHOD OF ASSESSMENT Correct labeling of maps and identification of abiotic factors
Show the relationship between locations of coral reefs and abiotic factors which are needed for coral reefs to thrive.
Describe a coral polyp.
Found in tropical waters that are: Note temperature and depth of shallow (do not exceed depths of 50water next to coral reefs. 70m); warm (23-25C OR 70-85F); Use the maps to explain the clear; clean; sunlit relationship between locations of coral reefs and abiotic factors which are needed for coral reefs to thrive. Coral polyps are coelenterates, hollow Make an annotated bodied, tentacles, mouth, stinging drawing/chart of a coral polyp cells, prey; coral polyps have showing its structures and the symbiotic microscopic algae called functions of those structures. zooxanthellae. Colonies of coral polyps form coral reefs. Coral polyps secrete a calcium carbonate (limestone) skeleton; coralline algae, trap and stick sand together and stabilize the reef. Hard corals build reefs, soft corals do not. Creatively display reef building organisms using photos, drawings etc
Marine Life of the Caribbean Maps showing depth of sea and islands.
Correct identification of abiotic factors Rubric for assessing oral presentation with relationship clearly shown Rubric for assessing visual aids
Marine Life of the Caribbean
Explain the role of coral polyps and other organisms in coral reef formation.
Reef identification cards; booklets
Rubric for assessing visual aids
40

UNIT: CORAL REEF ECOSYSTEMS LEARNER OUTCOMES CONTENT Identify hard and soft coral Hard corals: staghorn coral, elkhorn found locally. coral; brain coral; soft corals: sea fans, sea whips. Create a news article explaining the benefits of coral reefs. Coral reefs important for: providing spawning, nursery, shelter and feeding areas for a large variety of organisms (biodiversity); storm protection minimize wave impact; fisheries; sand production; tourism way to earn foreign currency and provide jobs; medical advances/pharmaceuticals (video, audio or print) ACTIVITIES Make a key identifying and locating hard and soft coral on pictures or diagrams of a Bahamian reef. Prepare a news article explaining the importance of coral reefs. The article could be prepared for print or electronic media. RESOURCES Diagrams or photographs showing flora and fauna of a Bahamian reef. Pamphlets from governmental and non-governmental environmental agencies Bahamas Reef Environment Education Foundation (BREEF) www.breef.org; Abaco Friends of the Environment, www.friendsoftheenvironment.org ; The Nature Conservancy http://www.nature.org/wherewewo rk/caribbean/bahamas/ Bahamas National Trust www.bnt.bs The Bahamas Environment Science and Technology Commission (BEST) www.best.bs www.reefmonitor.org METHOD OF ASSESSMENT Correct identification and distinctions made between soft and hard corals using an appropriate key Rubric for assessing (oral) presentation
41

UNIT: CORAL REEF ECOSYSTEMS LEARNER OUTCOMES CONTENT Explain the role of Zooxanthellae are algae living inside zooxanthellae. coral for protection and access to light. Coral polyps make use of carbohydrates and oxygen the algae make as a result of photosynthesis. Zooxanthellae also help with the corals ability to make their limestone skeleton. Pigments in algae give coral its colour. Observe the diversity of organisms in the coral reef ecosystem. ACTIVITIES Compare photographs of bleached coral and healthy coral. Describe what would happen if the zooxanthellae did not return to the polyp tissues. Design a concept map to show the role of zooxanthellae in coral reefs. Observe the diversity of organisms in the coral reef ecosystem in a virtual field trip. Identify three reef organisms not previously known (to student) Formulate a hypothesis on the number of species present in a reef ecosystem. Producers - phytoplankton; zooxanthellae; Construct a coral food web coralline algae; calcareous algae e.g. showing producers, primary, Halimeda produces 50% Caribbean beach secondary and tertiary sand; sea weeds (macroalgae); sea consumers. grasses. Primary consumers zooplankton; tube worms; conch; sea urchins; herbivorous reef fish damselfish, parrot fish. Secondary and tertiary consumers - coral polyps; sponges; sea anemone; carnivorous reef fish butterfly fish, puffer fish, grouper, eels, sharks, barracudas RESOURCES Internet, magazines, photographs METHOD OF ASSESSMENT Comparison of bleached and healthy coral
Marine Life of the Caribbean
Rubric for assessing visual aids Number and diversity of organisms described
Internet
Marine Life of the Caribbean Guide to Corals & Fishes
Identification of three organisms
Construct a coral food web showing producers, primary, secondary and tertiary consumers.
Treasures in the Sea An Educators guide to Teaching Marine Biodiversity; Bahamas National Trust & American Museum of Natural History Wondrous West Indian Wetlands - A resource Book on Caribbean Wetlands for teachers and other Educators Compiled Documents BREEF Marine Conservation Workshop Internet sources
42

UNIT: CORAL REEF ECOSYSTEMS LEARNER OUTCOMES CONTENT Identify the adaptations of reef fish Body plan/shape adaptations: to their environment. fusiform; laterally compressed; ribbon/snake-like; sphere, color patterns: camouflage; disruptive coloration; counter-shading; advertising; deceiving ACTIVITIES Match various reef fish to given shapes and state the advantage of each shape. Make a poster or 3-D model of a reef highlighting 3 or more adaptations. Record in a creative manner the adaptations of reef fish to the environment.
RESOURCES Reef identification cards; reef guides; Internet video clips, paper; paints/coloring pencils; worksheets; photographs; glue etc. Treasures in the Sea An Educators guide to Teaching Marine Biodiversity Pisces Guide to Caribbean Reef Ecology - William S. Alevizon BREEF website
METHOD OF ASSESSMENT Correct identification and description of fish shapes.
Rubric for assessing poster/model Rubric for assessing adaptations to the environment.
Research natural and man-made threats to coral reefs.
Over-fishing including the use of damaging fishing practices e.g. dynamite, chlorine bleach; rising levels of CO2; ship groundings; sewage; marine debris; sediments from poor land use, deforestation, and dredging; coastal development; global climate change; coral bleaching caused by elevated sea surface temperatures due to global climate change; diseases, plagues and invasive species; indirect human impact - rising poverty, increasing populations, poor capacity for management and lack of resources, lack of political will, and oceans governance.
Conduct research to identify natural and man-made threats to coral reefs. Create a fact sheet by collating information on threats to coral reefs published by environmental agencies based in The Bahamas.
http://www.reefrelief.org/reef.shtml Rubric for assessing research Reef protection pamphlets (Bahamas National Trust, Ministry of Agriculture and Fisheries, BREEF etc.) Treasures in the Sea An Educators guide to Teaching Marine Biodiversity, Wondrous West Indian Wetlands; BREEF Marine Conservation Workshop Internet sources
43

UNIT: ROCKY SHORES ECOSYSTEMS LEARNER OUTCOMES CONTENT Locate on a map of the island Windward side of island, cope with likely areas for rocky shoreline strong breezes, strong wave action, ecosystems to be located. high salinity, strong sunlight, little soil, exposed bare rock, tide pools Conduct field studies (or virtual) Environmental conditions include exposure to strong light; heat; wind of a rocky shoreline. action; wave action; tides; rain; hard substrate; exposure to predators. Colour and wave height of sea. Divided into distinct zones: Splash, High Tide, Mid Tide/Inter-tidal, Low Tide Zone. Tide Pools. Surface of substrate, cliffs, blowholes, rock pools Measure temperature and wind speed. ACTIVITIES RESOURCES Identify windward side of Map of the island island. Locate exposed side of island on a map. Observe the abiotic features of Paper, pencils, camera, field guide, quadrat, tape measure, rope, string, the rocky shore. meter rules, poles Caribbean Biology - An Integrated Approach; Marine Life of the Caribbean; Making a Quadrat Identify four zones. BREEF Marine Conservation Workshop Observe special features of the substrate. Measure temperature (air, rock Thermometers, string, rope, surface, water), wind direction anemometer, wind vane. and wind speed (at 3 points along the transect). Use quadrats to survey sessile Quadrat, tape measure, rope, string, organisms. meter rules, poles Use quadrats, line or belt GCSE Biology transects to observe and record the distribution of plants. Identify (names or key) the Tally counter, clipboard organisms found in quadrat and GCSE Biology transect studies. Count and record the number of each type of organism found in quadrat and transect studies. DURATION: 3 weeks METHOD OF ASSESSMENT Valid sites on the exposed side (to main winds) of island identified on a map Number and quality of detailed observations
Accuracy of measurements, clarity of recording measurements
Use tools and equipment to gather data.
Quadrats, line transects, measuring tape
Rubric for assessing use of materials and equipment correctly and safely
Collect and record data.
Clarity in recording of data
44

UNIT: ROCKY SHORE ECOSYSTEMS LEARNER OUTCOMES CONTENT Make an annotated outline drawing Low tide, inter-tidal, high tide, of the profile of a typical rocky splash, exposed rock, pioneer zones shoreline ecosystem showing zonation and the features of each zone.
Identify key organisms found in each zone.
Nerites, Periwinkles, Limpets, chitons, sea urchins, Caribbean topshell; green, brown and red seaweeds.
ACTIVITIES Make an outline drawing of the profile of a rocky shoreline showing the main zones. For each zone note the substrate, exposure to sunlight, covering by water. Draw and describe the external features of organisms from each of three zones. Using pictures or drawings make waterproof file cards identifying organisms.
RESOURCES
METHOD OF ASSESSMENT Clarity of diagram, validity of notes (based on observations)
Describe the adaptations of the organisms to their habitat/zone.
Crustaceans and mollusks including those above. Adaptations of organisms to: drying our; overheating; change in salinity, wave action, predation
Conduct a survey of Citation pica Size and distribution (whelks, walks, West Indian Topshell) or other named mollusc on a rocky shore. Show the relationship between the features of the mollusc surveyed and its adaptations to the environment.
Use the descriptions of organisms (above) to the rocky shore environment and zone in particular to describe the adaptations of the organisms to their habitat/zone. Observe a named mollusc in its habitat and measure its distribution in the various zones of a rocky shore. Complete table that compares organism, adaptation and value of adaptation.
Index; cards, digital camera (optional), contact paper, pictures Caribbean Biology - An Integrated Approach; Marine Life of the Caribbean Fact sheets Bahamas National Trust or Bahamas Environmental Protection Manual As above
Descriptions of identified organisms
Number of adaptations identified, clear relationships shown between adaptations and habitat. Quadrats, poles, string, meter rule Field guide, paper; adaptation Caribbean Biology - An Integrated Approach; Marine Life of the Caribbean Marine Life of the Caribbean BNT publications Rubric for assessing surveys
Relationship clearly shown between the adaptations of mollusc to its habitat.
45

UNIT: ROCKY SHORE ECOSYSTEMS LEARNER OUTCOMES CONTENT Suggest benefits derived from the Protection against erosion of rocky shoreline. landmass by waves, pioneer zones break wind action protecting inland plants, source of edible mollusks. ACTIVITIES Brainstorm benefits derived from the rocky shoreline. Prepare a cartoon showing benefits derived from the rocky shoreline
RESOURCES Marine Life of the Caribbean
METHOD OF ASSESSMENT Valid benefits with plausible reasons/explanations
Conduct research to determine threats to the rocky shoreline ecosystems.
Industrial plants nearby, oil tankers berthing at docks, container ships traffic, nearby ocean pathways with vessels discharging waste.
Conduct research to determine Internet, websites: BNT. BREEF, threats to the Rocky shoreline news articles ecosystems. Include the threats in the cartoon. Make a position statement on the need to monitor identified threats to local rocky shorelines.
Rubric for conducting research
Rubric for assessing visual aids Clarity in stating a position statement with relevant reasons
46

UNIT: SANDY BEACH ECOSYSTEMS LEARNER OUTCOMES CONTENT Locate on a map of the island Located on the sheltered side of likely areas for sandy shoreline island, often with reefs offshore. ecosystems. Gentle breezes, gentle wave action, deposition of sand, shifting sandy substrate. Conduct field (or virtual) studies Colour and wave height of sea, of a sandy beach. wind, temperature. Identify zones on sandy beach: Low Tide, Intertidal, High Tide, Pioneer, Fixed Dune, Scrub Woodland Zone. Variations in soil particle size/texture along a profile from the sea inland, variation in colour, holes (animals) Make an annotated outline drawing of the profile of a sandy shoreline ecosystem showing zonation. Measure temperature and wind speed. ACTIVITIES Identify leeward side of island. Locate sheltered side of island on a map. RESOURCES Map showing island of residence DURATION: 3 weeks METHOD OF ASSESSMENT Valid sites on the sheltered side of island (protected by reefs)
Observe the abiotic features of the rocky shore. Identify six zones.
Observe special features of the substrate. Sketch the slope (profile) of the beach Identify the main zones Indicate the features of each zone. Use equipment to measure abiotic factors. Measure temperature (air, sand surface, 10 cm below surface, water), wind direction and wind speed (at 3 points along the transect). Use quadrats to survey sessile organisms. Use quadrats, line or belt transects to observe and record the distribution of plants.
Quadrats, poles, string, meter rule digital camera (optional) , index cards; pencil; Caribbean Biology - An Integrated Approach; Marine Life of the Caribbean GCSE Biology
Number and level of details of observations
Pencil, paper, transect line, clipboard,
Clarity of diagram and accuracy of zones and features indicated
Thermometers, string, rope, anemometer, wind vane.
Rubric for assessing correct use of equipment Accuracy of measurements, clarity of recording measurements Rubric for assessing use of equipment
Use tools and equipment to gather data.
Quadrats, line transects, measuring tape
Quadrat, tape measure, rope, string, meter rules, poles
47

UNIT: SANDY BEACH ECOSYSTEMS LEARNER OUTCOMES Collect and record data. CONTENT
Identify key organisms found in each zone.
ACTIVITIES Identify (names or key) the organisms found in quadrat and transect studies. Count and record the number of each type of organism found in quadrat and transect studies. Draw and describe the external features of organisms from each of three zones. Using pictures or drawings make waterproof file cards identifying organisms.
RESOURCES Tally counter, clipboard GCSE Biology
METHOD OF ASSESSMENT Clarity in recording of data
Conduct a survey of invertebrates on a sandy shore.
Observe invertebrates in their habitat. Record invertebrates found. Note their distribution in the various zones of a sandy shore. Make a graphic organizer to show the distribution of invertebrates in the zones. Classify the invertebrates found on sandy shores. Construct a bar graph showing the number each phylum represented.
Index; cards, digital camera (optional), contact paper, pictures Caribbean Biology - An Integrated Approach; Marine Life of the Caribbean Fact sheets Bahamas National Trust or Bahamas Environmental Protection Manual Quadrats, poles, string, meter rule Field guide, paper; adaptation Caribbean Biology - An Integrated Approach; Marine Life of the Caribbean
Descriptions of identified organisms
Accuracy of information and distribution clearly shown Identified invertebrates correctly classified in phyla Rubric for assessing collecting and processing data
48

UNIT: SANDY BEACH ECOSYSTEMS LEARNER OUTCOMES CONTENT Show the relationship between the Flat invertebrates least resistance to features of the invertebrates waves, burrowing escape exposure surveyed and their adaptations to to direct sunlight. the environment/zone. Show the relationship between the Plants with long, branching roots features of plants observed and hold substrate, absorb maximum fresh their adaptations to the water; plants green, flexible stems environment/zone. withstand breezes; xerophytic adaptations salt conditions. Research the importance of the Recreation, economy, protection sandy shoreline. against inland erosion. ACTIVITIES Complete table that compares organism, adaptation and value of adaptation. Complete table that compares organism, adaptation and value of adaptation. RESOURCES Marine Life of the Caribbean BNT METHOD OF ASSESSMENT Relationship clearly shown between the adaptations of invertebrates to their habitat Relationship clearly shown between the adaptations of plants to their habitat
Marine Life of the Caribbean BNT
Research the threats to the sandy shoreline.
Dredging, shipping corridor (release waste), human pollution, construction, mining, damaging reefs, bleaching reefs, hurricanes, climate change.
Brainstorm benefits derived from the sandy shoreline. Prepare a cartoon/song/rap highlighting benefits derived from the sandy shoreline. Conduct research to determine threats to sandy shoreline ecosystems.
Articles on tourism/national income
Valid benefits with plausible reasons/explanations Rubric for assessing visual/oral presentations Rubric for assessing conducting research
Internet, websites: BNT, BREEF
Suggest ways to reduce threats to the sandy shoreline.
Make a presentation (in a forum school/community) to advocate implementation of measures to reduce the threats to sandy shorelines in The Bahamas.
Internet, BREEF website
Rubric for assessing oral/visual presentations
49

UNIT: FOREST ECOSYSTEMS LEARNER OUTCOMES CONTENT Compare the abiotic Abiotic factors (substrate, wind, water); conditions in the three adaptations: Northern Bahamas Pine forest geographical zones of The found in Grand Bahama, Andros, Abaco and New Bahamas. Providence. Central Bahamas Broadleaf Hardwood Forest Coppice Whiteland coppice run along coasts Southern Bahamas Drought Resistant Woodland islands south of Crooked Island Passage islands mainly dry. Describe the main flora Main flora and fauna; adaptations: Northern and fauna found in each Bahamas Pine forest Caribbean pine (Pinus forest and their caribea var. bahamensis); southern bracken fern adaptations. (Pteridium aquilinum); silver thatch palm (Coccothrinax argentata), poisonwood (Metopium toxiferum), five fingers (Tabebuia bahamensis). Identify some of the animals. Abaco Bahama Parrot; Bahama Woodstar Hummingbird; Cuban Emerald Hummingbird, pine warbler, Bahamian boa constrictor, lizards, Andros Rock Iguana (Andros) Central Bahamas Broadleaf Hardwood Forest Coppice Brasiletto, Acasia, Seagrape Balsam and Cacti (Dildo Cactus, Prickly Pear Cactus) land crabs Giant White Land Crab and the Black Crab; Blackland Coppice interior of islands. Southern Bahamas Drought Resistant Woodland cactus and stunted versions of some species further north. ACTIVITIES Locate the three zones on a map of The Bahamas. Compare the rainfall and substrate in each of the zones. RESOURCES Maps, annual rainfall records. DURATION: 1 weeks METHOD OF ASSESSMENT
Accuracy of information
Identify the main flora found in the ecosystem. Describe any features that are adaptations to the habitat. Identify the main fauna found in the ecosystem. Describe any features that are adaptations to the habitat.
BNT publications Nature Conservancy posters
Number of flora and fauna identified Correct identification of features as adaptations
50

UNIT: FOREST ECOSYSTEMS LEARNER OUTCOMES CONTENT ACTIVITIES Conduct field studies of a forest. Main flora and fauna; abiotic factors; Conduct a field survey of a adaptations: Northern Bahamas Pine named terrestrial ecosystem forest (found in Grand Bahama, Andros, Abaco and New Providence) Central Bahamas Broadleaf Hardwood Forest Coppice (Cat Island, Eleuthera, Exuma, Rum Cay, San Salvador ) Whiteland coppice run along coasts & Blackland Coppice interior of islands Southern Bahamas Drought Resistant Woodland islands south of Crooked Island Passage cactus and stunted versions of some species further north. ONE FOREST TYPE WILL BE STUDIED FOR THIS UNIT. As above RESOURCES Bahamas National Trust Whiteland Coppice; Blackland Coppice; Pine Forest Exploring the Bahamian Pine Forest A Teachers Resource Bahamas National Trust Bahamas Environmental Handbook METHOD OF ASSESSMENT Rubric for assessing field reports
Use a line transect or other appropriate method to survey organisms in the area.
Construct a possible food web for the ecosystem Research the importance of the terrestrial ecosystem to man and wildlife.
As above
Identify the more abundant organisms in the forest studied Use a key on a diagram to represent types of plants in the line transect. Construct a possible food web for the ecosystem Prepare a cartoon, poem, skit, song or rap to demonstrate the importance of the ecosystem.
As above
Number of organisms present correctly identified Realistic representation of line transect Plausibility of food web constructed Rubric for assessing oral/visual presentations
GCSE Biology Bush Medicine resource book BNT fact sheets Exploring the Bahamian Pine Forest A Teachers Resource
51

UNIT: FOREST ECOSYSTEMS LEARNER OUTCOMES CONTENT ACTIVITIES Suggest possible threats to Threats to terrestrial ecosystems include: fire, urban Identify threats to the the ecosystem. development and climate change. dominant local terrestrial ecosystem Describe the impact of these threats to the ecosystem. Suggest methods of reducing threats. RESOURCES Exploring the Bahamian Pine Forest A Teachers Resource METHOD OF ASSESSMENT Number and validity of suggested threats
Persuade peers to value the terrestrial ecosystem.
Forest regeneration.
Create a pamphlet to persuade peers to value the terrestrial ecosystem.
Show personal valuing of the local forest.
Write a personal pledge to help conserve the local forest.
BNT fact sheets
Correct (forest) content, personal focus, enthusiasm and commitment conveyed
52
SCOPE OF WORK GRADE 10 STRAND: CELL BIOLOGY AND GENETICS

UNIT: CELLS LEARNER OUTCOMES Use a light microscope to observe structures in plant and animal cells. CONTENT Structures in plant cells only: cell wall, chloroplasts, starch grains; animal cell only: glycogen granules; both cells: cell membrane, nucleus, chromatin, vacuoles.
Observe detailed structures of plant and animal cells.
Make a 3D model of a plant and animal cell.
Explain the relationship of the cell parts to their function.
Structures seen under electron microscopes are: smooth and rough endoplasmic reticulum, ribosome, golgi apparatus, lysosome, centriole (animal cell) mitochondria Model should include: cell wall, cell membrane, chloroplasts, nucleus, nucleolus, chromatin, mitochondria, smooth and rough endoplasmic reticulum, ribosome, golgi apparatus, lysosome In addition to parts of the cell seen under the microscope, include the following: endoplasmic reticulum components of cell membrane assembled here and some proteins are changed; ribosome proteins are assembled here; golgi apparatus modify proteins and repackage for distribution; lysosome digests excess or worn out cell parts, food particles and invading microbes; centriole involved in cell reproduction
ACTIVITIES Examine prepared slides of plant and animal cells with microscope. Prepare slides of plant and animal cells. Draw and label cells as seen under low and high power. Observe cell structures on photographs, transparencies etc. Label blank diagrams of cells showing organelles. Construct a 3D model of a plant cell with its organelles. Make a cell mobile. Role play- students representing different organelles describe their structure and function; Sell a cell students must sell parts (market their importance) of a cell
RESOURCES Prepared slides of animal or plant cells; Onion, knife/scalpel, toothpick, iodine, methyl blue, microscope slides, cover slips, microscopes CXC Human and Social Biology Longman Biology for CSEC Detailed diagrams of cells showing organelles. CXC Human and Social Biology Biology for CSEC Longman Biology for CSEC Variety of craft materials such as: Scissors, construction paper, glue
DURATION: week METHOD OF ASSESSMENT Correct handling of apparatus and materials
Correct labeling of diagram of cell Rubric for assessing models
Diagrams of detailed structures Biology for CSEC CXC Human and Social Biology Longman Biology for CSEC Human Form & Function
Rubric for assessing oral presentations (role-play)
53

UNIT: SIMPLE ORGANISMS LEARNER OUTCOMES CONTENT Observe diagram of bacterial cell. A prokaryote cell has a simpler and conclude that it is a prokaryote structure than a eukaryote cell. It does cell. not have a proper nucleus and only a single DNA strand.
Describe binary fission in simple organisms.
Amoeba and bacteria reproduce by binary fission; offspring identical to parent; chromosomes replicate first; then nucleus/nuclear material splits into tw;, then cytoplasm then 2 identical organisms, rapid once every 20 minutes.
Observe yeast budding.
Yeast is an unusual plant. Each organism consists of a single cell. The main method of reproduction is asexual, by budding: this generally results in the daughter cells remaining attached together, forming characteristic colonies.
ACTIVITIES Observe a diagram of a bacterial cell and identify cell parts. Compare the bacterial cell with a plant and animal cell. Form a conclusion that it is a prokaryote cell. Make annotated diagrams to show binary fission. Identify examples of simple organisms that reproduce by binary fission. Use plasticene to demonstrate binary fission. Draw conclusions about the speed of reproduction, number of offspring produced and resemblance of offspring to parents. Make a yeast suspension. Use methylene blue to stain suspension on microscope slide. Observe cells reproducing under a microscope. Make a sketch of observations.
RESOURCES Transparency/chart/diagram of bacterial cell GCSE Biology Biology for CSEC CXC Human and Social Biology
DURATION: 1 week METHOD OF ASSESSMENT Correct identification and/classification of cells as prokaryotes or eukaryotes
Plasticene GCSE Biology Biology for CSEC CXC Human and Social Biology
Yeast, water, glucose, methylene blue, glass slide, cover slip, microscope GCSE Biology Longman Biology for CSEC
Correct use of the microscope Accuracy of sketch/drawing
54

UNIT: SIMPLE ORGANISMS LEARNER OUTCOMES Describe budding in simple organisms. CONTENT Yeast nucleus divide by budding, nucleus divides, cytoplasm outgrowth, bud forms, colonies of buds; buds separate to form new colonies, offspring identical to parent. Budding found in Coelenterates, yeast cells. Pin mould grows on substances like stale bread and cheese. The surface shows a superficial mat of grey cylindrical branching threads called hyphae which penetrate the substrate. The hyphae secrete enzymes which digest the food and make it soluble to be absorbed. Pin mould have spores single reproductive cell produced by sporangium, cytoplasm collects around the nuclei to form spores, sporangia black swellings at tip of erect hyphae; sporangia burst release spores

Observe growth and development of Mucor.
Describe spore formation in simple organisms.
ACTIVITIES Make annotated diagrams to show budding. Identify examples of simple organisms that reproduce by budding. Use plasticene to demonstrate budding. Set investigation - a slice of bread or a piece of cheese in a sandwich bag left on the table for a week. Observe the mould using a magnifying glass or a sample on a slide using the microscope. Make annotated diagrams to show spore formation. Identify examples of simple organisms that reproduce by sporulation. Design, make and use models to demonstrate reproduction by sporulation.
RESOURCES Plasticene GCSE Biology Longman Biology for CSEC
METHOD OF ASSESSMENT Rubric for assessing visual presentation
Bread , cheese, sandwich bag, Magnifying glass, glass slide, microscope Caribbean Biology CXC Human and Social Biology Correct use of the microscope
GCSE Biology CXC Human and Social Biology
Rubric for assessing visual presentation
Rubric for assessing models
55

UNIT: ACTIVITY OF ENZYMES IN CELLS LEARNER OUTCOMES CONTENT Use materials to show enzyme An enzyme is a type of protein that is action. produced by cells. Enzymes catalyze chemical reactions in living organisms. The enzyme in liver and potato breaks down hydrogen peroxide (formed in cells) into water and oxygen Plan and conduct an experiment to determine the pH conditions under which the enzyme catalase works best. Enzymes work best at a certain pH. Explain effect of change in pH on enzyme i.e. change can alter the shape of a protein; hence affect shape of active site; which could slow down or stop reaction. ACTIVITIES Use liver or potato and hydrogen peroxide to show the production of oxygen bubbles which indicate enzyme activity. RESOURCES Hydrogen peroxide solution Liver or Irish potato; Test tubes; knife; mortar and pestle (or other grinding apparatus) GCSE Biology Biology for Life Longman Biology for CSEC CXC Human and Social Biology Potato or liver extracts; hydrogen peroxide; Amylase solution and starch solution; Alkali (e.g. sodium carbonate) Acid (e.g. acetic acid); Water (neutral); Iodine solution; Test tubes; beakers; water bath; Pipette; syringe CXC Human and Social Biology GCSE Biology Hydrogen peroxide solution Liver or Irish potato Test tubes Hot, cold and room temperature water baths Longman Biology for CSEC CXC Human and Social Biology DURATION: 1 week METHOD OF ASSESSMENT Correct use of apparatus and safe use of materials Number and quality (details) of observations
Formulate a hypothesis on the pH conditions under which the enzyme catalase works best. Plan the experiment Identify and control variables Conduct experiment Make observations Formulate a conclusion
Rubric for assessing investigations
Plan and conduct an experiment to determine the effect of temperature on enzyme action.
Enzyme alter shape of active site no reaction; decrease temperature decrease activity.
Formulate a hypothesis on the temperature at which the enzyme catalase works best. Plan the experiment Identify and control variables Conduct experiment Vary the temperature of liver or potato by placing them in different temperature water baths
56

UNIT: ACTIVITY OF ENZYMES IN CELLS LEARNER OUTCOMES CONTENT Measure temperature. An enzyme works best at a certain temperature/ the optimum temperature; increase in temperature increases rate of reaction; high temperature may denature.
ACTIVITIES RESOURCES Use a thermometer to measure Hydrogen peroxide solution, liver or the temperature of water baths Irish potato, test tubes, thermometers, water baths with cold, warm and hot water. Observe the bubbles formed. Count and/or compare the relative amounts of bubbles released. Observe changes in enzyme actions e.g. measure length of foam formed Formulate a conclusion.
METHOD OF ASSESSMENT Correct use of thermometer Accuracy in measurement of temperature
57

UNIT: TRANSPORT IN CELLS LEARNER OUTCOMES CONTENT Use coloured substances to Diffusion is the process by which demonstrate diffusion. molecules tend to move from an area where they are more concentrated to an area where they are less concentrated. ACTIVITIES Place a drop of food colouring, ink, dye, kool aid, copper sulphate or potassium permanganate crystals in water and observe them spreading out. Spray perfume/air freshener and allow students to raise hands when they detect the odour. Describe observations in a diagram or orally. RESOURCES Food colouring/ ink/dye/kool aid/ copper sulphate/ potassium permanganate crystals; CXC Human and Social Biology DURATION: 2 weeks METHOD OF ASSESSMENT Correct and safe use of materials
Perfume, air freshener
Observe diffusion of substances in air and liquids. Illustrate examples of diffusion in the human body.
As above
As above
Design and conduct an experiment to determine the effects of temperature on the rate of diffusion.
Examples of diffusion in the human body: absorption of digested food in the gut; gaseous exchange in the lungs; diffusion of cellular wastes into and out of the blood Molecules spread out faster as temperature increases, hence rate of diffusion increases with temperature.
Create a study aid which uses Pencils, crayons, paper or media graphics/drawings/pictures/video player. clips to illustrate examples of diffusion in the human body. Biology for CSEC GCSE Biology Design an experiment using Coloured material e.g. food any coloured material and colouring, dyes, ink; water or perfume in air beakers or plastic cups, perfume Carry out experiment Longman Biology for CSEC
Number and quality (details) of observations (oral or diagrammatic description) Rubric for assessing visual aids
Rubric for assessing investigations (including planning)
Observe the effects of temperature on the rate of diffusion.
Measure and record Coloured material/dye, heat source, Ice, water, thermometers, timer temperatures of water. Observe the spreading out of a coloured material in water at different temperatures of water.
Accuracy of measurements of temperature of water to 0.5oC; clarity of recording measurements
58

UNIT: TRANSPORT IN CELLS LEARNER OUTCOMES CONTENT ACTIVITIES Perform an experiment to show Osmosis is the process by which there Perform an experiment to show osmosis. osmosis. is an overall movement of molecules from an area where there is a higher concentration of them through a partially permeable membrane to an area where there is a lower concentration of them. Molecules differ in size. Those smaller than the pore size of membrane will move through it. Use apparatus and materials to Assemble apparatus showing demonstrate osmosis. care not to allow dyed solution to mix with water in the beaker, water level in the beaker to cover top of plastic. Make sure bag/tube is securely fastened to prevent leaks. Make a labeled diagram of the experiment. Measure materials needed for Measure water in beaker, osmosis experiment. salt/sugar, water to make solution, dye RESOURCES AQA Science GCSE Biology Biology for CSEC Longman Biology for CSEC METHOD OF ASSESSMENT Experimental report (at the end)
Visking tubing or plastic baggie, thistle funnel/narrow glass tube, clamp and retort stand, stirrer, measuring cylinder, water, sugar/salt, dye AQA Science GCSE Biology Biology for CSEC As above AQA Science GCSE Biology Biology for CSEC
Correct and safe handling of apparatus and materials
Correct labelling of diagram
Accuracy of measurements; clarity of recording measurements
59

UNIT: TRANSPORT IN CELLS LEARNER OUTCOMES CONTENT Make observations of osmosis. The level of solution in the thistle funnel/glass tube rises as a result of water molecules moving in from the surrounding water in the beaker. ACTIVITIES Mark the level of the solution in the tube at the beginning of the experiment Mark the level of the solution at the end of the experiment Note the difference. Observe colour Formulate a conclusion from the experiment on osmosis. RESOURCES Markers METHOD OF ASSESSMENT Accuracy of levels marked and distance measured; clarity of recording measurements
Formulate a conclusion from the experiment on osmosis.
Plan and perform an experiment to investigate the effects of temperature on rate of osmosis.
Water molecules moved through the partially permeable (semi-permeable/ selectively permeable, differentially permeable) membrane by osmosis. Heat causes molecules to increase their speed. The rate of osmosis increases with increased temperatures.
AQA Science GCSE Biology Biology for CSEC As above with thermometers, source of heat.
Clarity and accuracy of conclusion based on results and observations made Rubric for assessing investigations
Describe simply the process of active transport.
Demonstrate the relationship between diffusion and osmosis.
Molecules are moved across a membrane from an area of a lower concentration of them to an area of a higher concentration of them. The process utilizes a significant amount of energy. Osmosis is a special case of diffusion utilizing a partially permeable membrane.
Plan an experiment to investigate the effects of temperature on rate of osmosis. Conduct the experiment. Write a lab report (including variables, experimental errors, conclusions). Dramatize the process of active transport of molecules across a membrane.
GCSE Biology Biology for CSEC Longman Biology for CSEC
Rubric for assessing oral presentations/skits
Dramatize diffusion and osmosis explaining the relationship between them.
AQA Science GCSE Biology Biology for CSEC
Clarity and accuracy (content) in demonstrating the relationship
60

UNIT: TRANSPORT IN CELLS LEARNER OUTCOMES CONTENT Compare and contrast diffusion, Similarities in terms of transport / osmosis and active transport. movement of substances; across cell membrane; Differences in terms of types of substances (liquids & gases in diffusion; water in osmosis; certain selected solutes); speed ( rapid in diffusion & active transport, slow in osmosis); transport from to ( high to low concentration in diffusion & osmosis, low to high in active transport); necessity of living semi permeable membrane( diffusion not needed, osmosis - either living or nonliving , active transport living needed ); necessity of cell energy (diffusion & osmosis none, active transport needed);

ACTIVITIES Draw table to show similarities and differences Make annotated molecular diagrams to show the similarities and differences. Draw Venn diagrams to compare and contrast the processes. Use online tutorials to demonstrate osmosis, diffusion and active transport.
RESOURCES AQA Science GCSE Biology Biology for CSEC Longman Biology for CSEC
METHOD OF ASSESSMENT
Clarity of molecular diagram, accuracy of notes Clarity of Venn diagrams, accuracy of information
Internet
61

UNIT: OSMOSIS LEARNER OUTCOMES Formulate a hypothesis on the direction in which iodine, starch and water will move through a plastic sandwich bag/visking tubing. Predict the outcome of an experiment using plastic sandwich bags/visking tubing, iodine and starch, to show selectivity of the cell membrane. CONTENT The plastic bag, like a cell membrane, is semi permeable and allows only small molecules to pass through easily. Iodine molecule is small and starch is large. When iodine and starch are mixed a blue black colour is observed. ACTIVITIES Formulate a hypothesis on the direction in which each of the following will move through plastic sandwich bag/visking tubing: iodine, starch and water. Predict if and where, a blueblack colour change will occur. RESOURCES Iodine and starch solutions, small plastic baggies/visking tubing, bag ties, beakers, measuring cylinders METHOD OF ASSESSMENT Plausibility of hypothesis and reasons given
Iodine and starch solutions, small plastic baggies/visking tubing, bag ties, beakers, measuring cylinders AQA Science GCSE Biology Longman Biology for CSEC
Plausibility of prediction and reasons given
Conduct an experiment to demonstrate selectivity of cell membrane using plastic sandwich bags.
The plastic bag, like the cell membrane, is semi permeable and only allows small molecules to pass through easily. Iodine molecule is small and starch is large. If starch and iodine mix, a blue-black colour will be observed.
Use apparatus to demonstrate selectivity of the cell membrane. Make inferences and draw a logical conclusion on selectivity of the cell membrane. As above
Perform experiment - add measured quantities of starch to beaker and plastic bag, Add measured quantities of iodine to other beaker and plastic bag. Place bag with starch in beaker with iodine and vice versa. Observe for colour changes and measure new volumes after an hour. Use apparatus to demonstrate selectivity of the cell membrane. Make inferences and draw a logical conclusion on selectivity of the cell membrane.
As above
Number of steps in methodology correctly followed
Iodine and starch solutions, small plastic baggies, bag ties, beakers
Correct and safe use of apparatus and materials
Textbook, lab instructions, data from Clarity and accuracy of experiment inference/conclusion based on AQA Science observations/results GCSE Biology Longman Biology for CSEC 62
SCOPE OF WORK GRADE 10 STRAND: NUTRITION AND FOOD SUPPLY

UNIT: ANIMAL NUTRITION LEARNER OUTCOMES CONTENT Observe dentitions of an Carnivores prominent canines and omnivore, carnivore and rigid teeth e.g. dog, lion. Herbivores herbivore. flat teeth, no canines and a gap (i.e. diastema) e.g. cows, rabbits, sheep. Omnivores no prominent teeth, all present e.g. humans, pigs. ACTIVITIES Observe the dentition of various type mammalian feeders. Describe the dentition of each including the dental formula, relative size and shape of (types) RESOURCES Diagrams /transparencies of the skulls of known carnivores, herbivores and a mirror (to view their own teeth) GCSE Biology DURATION: 1 weeks METHOD OF ASSESSMENT
Clarity and accuracy of the description of each dentition
Compare the dentitions of omnivore, carnivore and herbivore.
Make an outline drawing of each type of tooth for each dentition, in a given table or graphic organizer. Carnivores teeth are sharp for slicing meat, incisors meet to remove meat from bones. Herbivores teeth flat for mashing plant material, teeth continue to grow as feeding is for long periods,. None of omnivores teeth are large for specialization. Carnivorous and omnivorous mammals have guts similar to mans. Herbivores have a special digestive system due to their diet consisting of cellulose, length of large intestine, appendix, behaviour ruminate /chew cud, pouch in stomach, rabbits digest food twice.

Worksheet with table or graphic organizer for comparing types of teeth for three types of dentition.
Clarity and accuracy of diagrams
Explain the relationship between the dentitions of omnivore, carnivore and herbivore and their diet.
Make model dentitions Use models to explain the relationship between size and shape of teeth in each dentition and the type of diet.
As above GCSE Biology
Rubric for assessing models Clarity and accuracy (content) in demonstrating the relationship
Observe the digestive tracts of named mammalian omnivore, carnivore and herbivore.
Observe the alimentary canals of various type mammalian feeders. Describe the alimentary canal of each type of feeder.
Diagrams /transparencies of the digestive tracts of cow, rabbit, dog, human GCSE Biology
Clarity and accuracy in describing each alimentary canal
63

UNIT: ANIMAL NUTRITION LEARNER OUTCOMES Compare and contrast the As above digestive tracts of a named herbivore, omnivore and carnivore. CONTENT ACTIVITIES RESOURCES Make an outline scale drawing Modern Biology for Secondary of each type of alimentary Schools (stretched out) parallel to each other. Note similarities and differences.

METHOD OF ASSESSMENT Clarity and accuracy of diagrams
Number and accuracy of similarities and differences shown Rubric for assessing models Clarity and accuracy (content) in demonstrating the relationship
Explain the relationship between the digestive tracts of a named omnivore, carnivore and herbivore and their diet. Classify vertebrates into feeding groups based on dentition and gut.
As above
Make model alimentary canal Use models to explain the relationship between size and shape of the alimentary canal and the type of diet. Examine diagrams of dentitions given to determine the type of diet of the animal. Examine diagrams of guts to identify those that belong to herbivores.
Modern Biology for Secondary Schools GCSE Biology
Photographs and diagrams of skulls and dentitions. Modern Biology for Secondary Schools GCSE Biology
Number of dentitions and alimentary canals correctly identified
64

UNIT: AGRICULTURE LEARNER OUTCOMES Predict the effects of deforestation on farmland. Compare the positive and negative effects of the use of chemicals by subsistence farmers. CONTENT Deforestation soil erosion, loss of humus, drying Fertilizers, herbicides, pesticides, loss of crops due to pests destruction reduced.

Make a presentation on the use of technology in food production in The Bahamas.
Herbicides, pesticides, drip irrigation, Hydroponics, genetically modified stock (food/seeds insect resistance), tissue culture, greenhouse/shed house production
Suggest staple crops to be grown (animals raised) in The Bahamas.
Maize, soya bean
ACTIVITIES Predict the effects of deforestation on farmland. Identify types of chemicals based on their use. Research chemicals used in farming types, the positive and negative effects. Compare the positive and negative effects of the use of chemicals by subsistence farmers. Identify types of technology used. State the benefits derived from each method of technology. Make a presentation on the use of technology in food production in The Bahamas. Identify possible staple crops/ animals to be raised Analyse the possibility of raising the crops. Make a proposal suggesting staple crops to be grown (animals raised) in The Bahamas.
RESOURCES Biology for CSEC GCSE Biology Agriculture resource books. Biology for CSEC
DURATION: 2 weeks METHOD OF ASSESSMENT Valid prediction with plausible reasons
Accuracy of information, clarity in presentation
Department of Agriculture Publications
Rubric for assessing oral/visual presentations Correct identification of: crops that might be staples advantages and disadvantages of the crops best possible crops
65

UNIT: AGRICULTURE LEARNER OUTCOMES Compare the population of The Bahamas for each of the past three decades. CONTENT

Conduct research to compare the number of farms over 30 years.
Conduct research to find out the percentage of foods consumed that are produced locally.
Classify the main threats to agriculture in The Bahamas.
Soil type, depth, rainfall in some islands, hurricanes, animals, invasive species, humans.
ACTIVITIES Conduct research Compare the population Calculate the percentage increase per decade and over the three decades. Prepare a survey instrument Conduct a survey to determine the number of commercial and subsistence farms 30 years prior and the number at present in the island/district. Identify four foods produced locally that are popular in the diet. Conduct research to determine the quantity of each food that is consumed annually in The Bahamas. Conduct research to determine the quantity of each food that is imported annually in The Bahamas. Calculate the percentage of the total consumption of each food which is satisfied by the quantity of it produced locally. Brainstorm the main threats to agriculture in The Bahamas. Classify the threats.
RESOURCES Bahamas Handbook Information from Department Statistics Government publications Information from the Department of Statistics and Agriculture and Marine Resources
METHOD OF ASSESSMENT Rubric for assessing oral presentations/research (description of the change in population over the past 30 years) Rubric for assessing research (with survey)
Statistics and the Ministry of Agriculture and Marine Resources
Rubric for assessing collecting and processing data
Information from the Department of Agriculture
Plausibility of threats cited Validity of classification 66

UNIT: AGRICULTURE LEARNER OUTCOMES Suggest means by which the named threats might be reduced or eliminated. Propose a plan for The Bahamas to become more self-sufficient in food production. CONTENT As above Farming methods, seasonal crops, irrigation, hydroponics ACTIVITIES Brainstorm Suggest means by which the named threats might be reduced or eliminated. Identify one or more food(s) or means of food production Outline reasons for this food/ means of production selected as a means towards selfsufficiency. Prepare a proposal (written/audio/visual) to be presented to the Ministry of Agriculture, round table discussion or town meeting in the school or local community. Research the use of hydroponics in The Bahamas or Caribbean. Describe the operation of a hydroponics system. Create a model of a hydroponics system and explain how it works. RESOURCES AQA Science METHOD OF ASSESSMENT Plausibility of suggestions made with reasons
Information form the Department of Agriculture AQA Science
Rubric for assessing (oral)presentations
Research use of hydroponics in The Bahamas or Caribbean.
Hydroponics is a system used to grow plants without the presence of soil. It utilizes water and nutrients needed by the seed/seedling to grow.
Photos/ diagrams of a hydroponics system. Internet Clarity and accuracy in description of the operation of a hydroponics system Rubric for assessing models
Create a model to show how a hydroponics system works.
Materials to construct hydroponics system model, Internet AQA Science
67

UNIT: AGRICULTURE LEARNER OUTCOMES Resolve to buy Bahamian food products keeping a record of products bought. CONTENT Begin and maintain a backyard/container garden. ACTIVITIES Identify foods produced on a commercial scale in The Bahamas. Make a personal resolution to purchase locally-produced foods. Guest speaker Identify area, grow boxes etc. and seedlings. Set up a backyard garden RESOURCES Information from the Department of Agriculture. METHOD OF ASSESSMENT Record of long term behaviour
As above
Cultivation of at least one type of vegetable/fruit cultivated
68

UNIT: FISHING LEARNER OUTCOMES Identify marine organisms that are commonly found in the Bahamian Diet. Locate major fishing grounds in The Bahamas. CONTENT Jack, grunt, grouper, turbot, goggleeye, yellow-tail, snapper, mutton-fish, rock fish, conch, lobster Reefs, shoals/banks / sounds Research the annual catch for these organisms in Bahamian waters. Calculate the percentage catch of the marine organisms that is exported from The Bahamas. ACTIVITIES Brainstorm Identify fish and other marine organisms. Classify types of fishing grounds. Locate major fishing areas on map of The Bahamas. Identify six marine organisms that are commonly used as seafood. Research the annual catch for each in Bahamian waters. Record the data in order according to quantity. RESOURCES Reef fish poster Photographs of marine animals Map of The Bahamas showing depth of water and reefs. Number and accuracy of locations of major fishing areas Ministry of the Environment and Marine Resources Department of Fisheries DURATION: 3 weeks METHOD OF ASSESSMENT Number of marine organisms (seafood) identified
Rubric for assessing conducting research; collecting and recording data As above
Show the percentage composition of nutrients in three marine foods.
Varies depending on marine foods chosen.
For each organism (above) record the quantity of the total annual catch that is exported. Calculate the percentage catch of each of the marine organisms (above), that is exported. Select three of the organisms (above). Find out the percentage composition of nutrients for each of the organisms. Construct a pie-graph to show the proportion of nutrients for each seafood.
Rubric for assessing collecting and processing data Nutrition tables
Rubric for assessing processing data (pie-graphs)
69

UNIT: FISHING LEARNER OUTCOMES Account for the trends observed in graphs of the catches of commercially important fisheries resource in The Bahamas over the last three decades. CONTENT The fishing industry is very important to the Bahamian economy. Over the years the income generated from these industries have changed significantly for numerous reasons. The public must be made aware of the importance of this industry as a source of income nationally, so as to encourage others to enter these fields and also support them when possible. Pollution, dredging, temperature change, poisoning corals, overfishing (including poaching), catching juveniles, invasive species. ACTIVITIES Research trends in fishing industry over last three decades. Construct/observe graphs of the catches of commercially important fisheries resource in The Bahamas over the last three decades. Suggest explanations for the trends shown. Brainstorm Compile a list of threats to populations of organisms found in the waters of The Bahamas and consumed in The Bahamas. In assigned groups, create a fiveminute infomercial on the short term economic gain of overfishing vs. the long-term adverse effects. RESOURCES The Bahamas Handbook METHOD OF ASSESSMENT
Plausibility of explanations given Information from the Ministry of Agriculture and Marine Resources
Identify the main threats to the organisms.
Number and plausibility of possible threats cited
Create a five minute infomercial on the short term economic gain of overfishing vs. the long-term adverse effects.
Overfishing is a problem that is detrimental to the sustainability of the marine ecosystem and subsequently the fishing industry. If not addressed adequately, this may lead to the extinction of certain marine organisms such as the Nassau grouper, and local turtles.
News articles, Information from the Ministry of Agriculture and Marine Resources, interviews with fishermen
Rubric for assessing oral/visual presentations (infomercial)
70

UNIT: FISHING LEARNER OUTCOMES Advocate for sustainable harvesting of popular marine seafood. CONTENT ACTIVITIES List and describe methods that would reduce overfishing, pollution and poisoning organisms. Prepare an argument/ presentation to convince persons to implement the methods (above) to ensure sustainable harvesting of the marine organisms. Identify and utilize a medium to promote the advocacy. Identify species raised by mariculture. Describe the conditions necessary for mariculture. Prepare a brochure to show the advantages and disadvantages of mariculture and supporting its use in The Bahamas as a means of increasing the food needed. Identify one seafood. Describe the conditions necessary for the species not to be threatened. Prepare a brochure to show a proposed plan for sustainable harvesting of the species in The Bahamas. RESOURCES METHOD OF ASSESSMENT
Research use of aquaculture/mariculture in The Bahamas or the Caribbean.
Rubric for assessing oral/visual presentations (convincing argument) Ministry of the Environment and Marine Resources Department of Fisheries Rubric for assessing visual aids
Propose a plan for The Bahamas to have sustainable fisheries for one seafood.
Information from the Ministry of Agriculture and Marine Resources Rubric for assessing visual aids
71
SCOPE OF WORK GRADE 10 STRAND: PLANT ANATOMY AND PHYSIOLOGY

UNIT: STRUCTURE AND FUNCTION OF LEAVES, STEMS AND ROOTS LEARNER OUTCOMES CONTENT ACTIVITIES Observe the external features of a The external structures of a leaf Draw a maize and hibiscus/ sea grape maize and hibiscus or sea grape include the margin, apex, midrib, side- leaf, labeling their structures. leaf. veins, leaf stalk/petiole, and lamina. RESOURCES Maize, hibiscus/sea grape leaf, pencils, DURATION: 2 weeks METHOD OF ASSESSMENT Clarity and accuracy of diagrams and labels
Use the microscope correctly and safely to view a prepared slide of a cross-section of a monocotyledonous leaf.
The cells in the leaf are arranged in distinct layers. Each layer is unique and special in its role/function in the process of photosynthesis. Adaptations of leaf structure: Waxy cuticle Upper epidermis Palisade mesophyll layer Spongy mesophyll layer Xylem Phloem Lower epidermis
Use a microscope to view the internal structures of a monocotyledonous leaf on a prepared slide. Make a sketch diagram of the main internal structures.
Microscope, prepared slide of a leaf Biology for CSEC
Correct and safe handling/use of microscope
Clarity and accuracy of diagram
Observe a prepared slide of a dicotyledonous leaf under a microscope.
Observe the internal structures of a dicotyledonous leaf on a prepared slide using a microscope. Make a sketch diagram of the main internal structures.
GCSE Biology Longman Biology for CSEC
Clarity and accuracy of diagram
72

UNIT: STRUCTURE AND FUNCTION OF LEAVES, STEMS AND ROOTS LEARNER OUTCOMES CONTENT ACTIVITIES Relate the internal features to the Compare the arrangement of external features for the vascular bundles/veins in the monocotyledonous and internal view of a dicotyledonous leaves. monocotyledonous leaf and their arrangement on the maize leaf (external view). Compare the arrangement of vascular bundles/veins in the internal view of a dicotyledonous leaf and their arrangement on the hibiscus/sea grape leaf (external view). Relate the appearance of each Epidermis, palisade mesophyll, Use diagrams or models of tissues internal structure of a leaf seen to spongy mesophyll (intercellular in a leaf to explain how the its function in photosynthesis. spaces), xylem, phloem, guard cells appearance of each internal structure is adapted to its function in photosynthesis. Describe the arrangement of tissues in the vascular bundles in leaves. Top bottom: sclerenchyma, xylem, phloem Make an outline diagram of tissues in the vascular bundles. Label the diagram. RESOURCES Microscope, prepared slide of a leaf METHOD OF ASSESSMENT Clarity and accuracy (content) in demonstrating the relationship
Microscope, cut-out diagrams or models of tissues GCSE Biology Biology for CSEC Microscope, prepared slides of leaves, textbook Biology for CSEC Longman Biology for CSEC
Clarity and accuracy of diagram and labels
73

UNIT: STRUCTURE AND FUNCTION OF LEAVES, STEMS AND ROOTS LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES Compare the external appearance Leaves of: water hyacinth, Caribbean Biology Use dicotyledonous leaf as of the dicotyledonous leaf with pine/casuarinas, cactus, standard to compare modified Biology for CSEC modified leaves. pusley/portulaca, sesuvium, white leaves in: size, shape, mangrove, onion (bulb) thickness of cuticle, thickness of leaf, pubescence, frequency and positioning of stomata, salt-secreting glands. Note features in table showing comparisons. Classify modifications according to the type environment. Justify modifications as adaptations to aquatic/halophytic/ xerophytic environment. Observe the internal features of a cross-section of a monocotyledonous stem. Scattered vascular bundles, epidermis, ground tissue Observe prepared slides of T. S. monocotyledonous stem. Make an outline diagram of a T. S. monocot. Stem Label the diagram. Observe prepared slides of T. S. dicotyledonous stem. Make an outline diagram of a T. S. dicot. stem Label the diagram. Prepared slides, microscope Modern Biology for Secondary Schools Clarity and accuracy of diagram and labels Prepared slides, microscope GCSE Biology Biology for CSEC Modern Biology for Secondary schools Longman Biology for CSEC METHOD OF ASSESSMENT
Table accuracy of information, number of comparisons Correct classification of modifications Clarity and accuracy (content) in demonstrating the relationship between the modified feature and the conditions of the plants habitat
Observe the internal features of a cross-section of a dicotyledonous stem.
Vascular bundles in ring, pith, endodermis, epidermis
Clarity and accuracy of diagram and labels 74

UNIT: STRUCTURE AND FUNCTION OF LEAVES, STEMS AND ROOTS LEARNER OUTCOMES CONTENT ACTIVITIES Compare the internal features of Arrangement of vascular bundles, Use a graphic organizer to compare monocotyledonous and pith, sclerenchyma, cambium and contrast the internal features of dicotyledonous stems. monocot and dicot stems. Observe the internal features of a Xylem, phloem sieve tubes, Observe prepared slides of L. S. longitudinal-section of a companion cells, dicotyledonous stem. dicotyledonous stem. Make an outline diagram of a L. S. dicot. stem Label the diagram. Explain the advantage of bark on Height, withstand winds, protection, Participate in a debate stem barks stems. habitat for small animals, longevity, are disadvantageous to plants and economic importance. humans. Compare the external appearance Opuntia (prickly pear), rhizomes, Complete worksheet comparing the of the dicotyledonous stem with stolons, runners, climbers, tubers external appearance of the modified stems. dicotyledonous stem with modified stems. Observe the internal features of a Xylem, phloem, cortex, pith Observe prepared slides of T. S. cross-section of a monocotyledonous root. monocotyledonous root. Make an outline diagram of a T. S. monocot. root Label the diagram. Observe the internal features of a Xylem, phloem, cortex, pith Observe prepared slides of T. S. cross-section of a dicotyledonous dicotyledonous root. root. Make an outline diagram of a T. S. dicot. root Label the diagram. Compare the internal features of Relative number of xylem and phloem Use a graphic organizer to compare monocotyledonous and vessels and contrast the internal features of dicotyledonous roots. monocot and dicot roots. Biology Curriculum 2010, Grades: 10 12 RESOURCES Modern Biology for Secondary Schools Prepared slides, microscope GCSE Biology Biology for CSEC Modern Biology for Secondary Schools METHOD OF ASSESSMENT Clarity and accuracy of diagram and information
Clarity and accuracy of diagram and labels Number and validity of points made in debate
Modern Biology for Secondary Schools
Correct completion of worksheet
Prepared slides, microscope Modern Biology for Secondary Schools GCSE Biology Prepared slides, microscope Biology for CSEC Modern Biology for Secondary Schools Modern Biology for Secondary Schools GCSE Biology Clarity and accuracy of diagram and labels
Clarity and accuracy of diagram and labels Clarity and accuracy of diagram and information
75

UNIT: STRUCTURE AND FUNCTION OF LEAVES, STEMS AND ROOTS LEARNER OUTCOMES CONTENT ACTIVITIES RESOURCES Observe the internal features of a Xylem, phloem sieve tubes, Prepared slides, microscope Observe prepared slides of L. longitudinal-section of a companion cells GCSE Biology S. dicotyledonous root. dicotyledonous root. Make a model L. S. dicot. root METHOD OF ASSESSMENT
Compare the external appearance of the dicotyledonous root with modified roots.
Buttress, clasping, tuber, breathing, stilt, prop, sucking, epiphytic
Complete worksheet comparing the external appearance of the dicotyledonous root with modified root.
Caribbean Biology Modern Biology for Secondary Schools
Correct completion of worksheet
Compare the internal structure of a dicot root with a dicot stem.
Position of xylem to phloem, arrangement of vascular tissue, pith, endodermis, cortex
Use a graphic organizer to Modern Biology for Secondary compare and contrast the internal Schools features of dicot stem and root. Biology for CSEC GCSE Biology
Clarity and accuracy of diagram and labels
76
SCOPE OF WORK GRADE 10 STRAND: ANIMAL ANATOMY AND PHYSIOLOGY

UNIT: RESPIRATION LEARNER OUTCOMES Trace the pathway of air into the leaf for respiration. CONTENT Air moves in through stomata and inter-cellular spaces to cells. ACTIVITIES RESOURCES Trace the pathway of air into the leaf Unlabelled T. S. leaf showing cells for respiration. outline tissues and cells. GCSE Biology Biology for CSEC Longman Biology for CSEC Define aerobic and anaerobic AQA Science GCSE Biology respiration. Classify examples of respiration Biology for CSEC as aerobic or anaerobic. Longman Biology for CSEC Conical flasks, ignition tubes, rubber Setup similar experiments with a stoppers, string, Vaseline, lime specific part of the plant in each water, parts of plants (roots, stem, conical flask, an ignition tube leaves, flowers) with colourless lime water suspended by thread/string, sealed Modern Biology for Secondary with rubber stopper. Schools Variables kept constant. Biology for CSEC Control experiment setup. Setup similar experiments with a Conical flasks, ignition tubes, rubber specific part of the plant in each stoppers, string, Vaseline, lime conical flask, an ignition tube with water, small animals colourless lime water suspended by thread/string, sealed with rubber Biology for CSEC stopper. Use materials and apparatus to Conical flasks, ignition tubes, rubber demonstrate the production of stoppers, string, Vaseline, lime carbon dioxide during aerobic water, small animals respiration. AQA Science GCSE Biology Biology for CSEC Longman Biology for CSEC DURATION: 4 weeks METHOD OF ASSESSMENT Correct pathway
Classify examples of respiration as aerobic or anaerobic.
Definitions of: respiration, aerobic respiration, anaerobic respiration.
Design, and conduct an experiment to demonstrate aerobic respiration in plant parts.
Roots, stems, leaves, flowers
Correct classification of respiration Rubric for assessing investigations
Design, and conduct an experiment to demonstrate aerobic respiration in animals.
Woodlice
Use materials and apparatus to demonstrate the production of carbon dioxide during aerobic respiration.
Rubric for assessing correct and safe use of apparatus and materials
77

UNIT: RESPIRATION LEARNER OUTCOMES Predict the products of anaerobic respiration. CONTENT ACTIVITIES Predict the products of anaerobic respiration. RESOURCES AQA Science GCSE Biology Biology for CSEC Longman Biology for CSEC Boiling and test tubes, mango (or other fruit)/sugar, water, delivery tube, yeast, one-hole stopper, lime water, mortar, pestle, oil GCSE Biology Longman Biology for CSEC METHOD OF ASSESSMENT Plausibility of predictions made
Use materials and apparatus to demonstrate anaerobic respiration.
Design and conduct an experiment to demonstrate anaerobic respiration in yeast.
Yeast respires anaerobically, changing Use apparatus and materials provided to demonstrate glucose (C6H12O6) to ethanol anaerobic respiration. (C2H5OH) and carbon dioxide (CO2). The test for carbon dioxide is that it turns clear lime water cloudy or milky white. Anaerobic respiration in yeast is also called alcoholic fermentation. The carbon dioxide produced when yeast respires is used to make dough and batter (for bread, cakes) rise in baking and to give alcoholic beverages their sparkle or fizz in brewing. Plan an experiment Setup experiment: food substrate, yeast water in airtight boiling tube. Setup experiment food substrate, yeast water with oil on surface in boiling tube, one hole stopper, delivery tube into test tube with limewater. Filter contents from first experiment (after 4 weeks), distill the filtrate. Smell (do not taste) the distillate (70C)
Rubric for assessing correct and safe handling of apparatus and materials
GCSE Biology Longman Biology for CSEC
78

UNIT: RESPIRATION LEARNER OUTCOMES Observe and describe changes that take place when yeast respire anaerobically. CONTENT ACTIVITIES Observe changes that take place when yeast respire anaerobically. Describe the changes observed as a result of anaerobic respiration. Produce a pamphlet to explain the use of yeast cells in baking bread and brewing alcoholic beverages. Aerobic means that respiration takes place in the presence of oxygen. The food molecules are combined with and oxidized by oxygen. The glucose is converted to CO2 and H2O and lots of free energy is released. Anaerobic means that respiration takes place in the absence of oxygen. The glucose is not completely oxidized to CO2 and H2O, but is converted to CO2 and C2H5OH (alcohol) or to C3H6O3 (lactic acid). Only little energy is released. ATP dissociates into ADP and releases a phosphate with energy that is available for use in the cell. RESOURCES Biology for CSEC Longman Biology for CSEC GCSE Biology CXC Human and Social Biology METHOD OF ASSESSMENT
Number and quality (details) of observations, clarity in description Rubric for assessing research; pamphlet
Research the economic importance of yeast.
Internet, Encyclopedia AQA Science GCSE Biology Biology for CSEC
Differentiate between aerobic and anaerobic respiration.
Indicate the differences between Ruler aerobic and anaerobic respiration in a table. AQA Science GCSE Biology Biology for CSEC Longman Biology for CSEC CXC Human and Social Biology
Number and clarity of differences indicated
Use a diagram to explain the role of ATP in cellular respiration.
Use a diagram to explain the role GCSE Biology of ATP in cellular respiration. Biology for CSEC CXC Human and Social Biology Longman Biology for CSEC
79

UNIT: RESPIRATION LEARNER OUTCOMES Summarize the processes of aerobic and anaerobic respiration in word equations. CONTENT ACTIVITIES Create a graphic organizer to summarize aerobic respiration in both yeast and muscle cells. Create a graphic organizer to summarize anaerobic respiration in both yeast and muscle cells. Use the word equations for aerobic and anaerobic respiration (and prior knowledge) to construct balanced chemical equations.
RESOURCES Longman Biology for CSEC
Clarity and accuracy of diagram and information
Summarize the processes of aerobic and anaerobic respiration in chemical equations.
AQA Science GCSE Biology Biology for CSEC Longman Biology for CSEC Diagram/photomicrograph of the mitochondria AQA Science Biology for CSEC Longman Biology for CSEC CXC Human and Social Biology A variety of craft materials, scissors, glue AQA Science Biology for CSEC Longman Biology for CSEC
Correct chemical equations
Describe what makes the internal features of a mitochondrion suitable for respiration.
Make a model showing the internal structure of the mitochondrion.
The mitochondrion is a tiny rod-like, spherical, or elongated organelle where aerobic respiration occurs. It is referred to as the powerhouse of the cell because it generates all of the cells energy. The inner membrane of the mitochondria is greatly folded (cristae), increasing its surface area. Many chemical reactions take place on this inner membrane. The fluid area inside the mitochondria is called the matrix. It is filled with water and proteins (enzymes). The proteins combine food molecules with oxygen and the material is digested. This keeps the cell full of energy.
Examine a diagram showing the internal features of a mitochondrion Describe what makes the internal features of a mitochondrion suitable for respiration Observe the internal feature of a mitochondrion and explain how it is adapted for respiration. Construct a model of a mitochondrion showing cristae on the internal surface.
Clarity and accuracy of the explanation of the adaptations of the mitochondria for respiration
80

UNIT: RESPIRATION LEARNER OUTCOMES Infer why it is better to breathe through the nose than through the mouth. CONTENT The trachea and larger air passages are lined with mucus secreting cells. The mucus traps dirt and bacteria in inhaled air. Tiny hair-like structures called cilia cover some cells and beat back and forth very quickly, sweeping the mucus and trapped particles back towards the mouth, preventing them from entering the lungs. A network of capillaries underlies the ciliated mucus membrane and blood in the capillaries warm the incoming air. Hence, air entering the nose is warmed, moistened, and filtered. These protective functions are not performed when air is breathed in through the mouth, increasing the risk of infection. ACTIVITIES Examine the features of the nose and mouth as portals for breathing. Compare the efficiency of the nose and mouth as entrances for breathing. Make an annotated diagram of the nose/nasal passages and pharynx. RESOURCES Photomicrographs AQA Science Biology for CSEC CXC Human and Social Biology
Referring to the differences in the linings of the respiratory passage and the alimentary canal, explain why it is better to breathe through the nose than through the mouth.
Plausibility of suggested consequences of breathing through the mouth as opposed to breathing through the nose; clarity of suggestions Correct advantages of breathing through the nose Internet Longman Biology for CSEC Rubric for assessing models
Create a model of a human lung.
Create a model of a human lung.
81

UNIT: RESPIRATION LEARNER OUTCOMES Construct a model of the human respiratory system to demonstrate breathing. CONTENT Breathing involves inhaling and exhaling. When we inhale, the diaphragm and intercostal muscles contract, pushing the ribs up and out. This increases the volume in the thorax, but decreases the pressure. Air rushes in through the nose and mouth, forcing the lungs to expand or inflate. When we exhale, the diaphragm and intercostals muscles relax, pulling the ribs down and in. This decreases the space in the thorax and increases the pressure. Air rushes out of the lungs, causing them to deflate. As air is breathed in and crosses the respiratory membranes, it is moistened. The oxygen in the air is used for respiration and carbon dioxide is released. Nitrogen cannot be used in its gaseous state by human beings hence, the percentage is the same in exhaled and inhaled air. Exhaled/expired air has a lower oxygen but a higher carbon dioxide and water vapour content than inhaled/inspired air ACTIVITIES Construct a working model of the respiratory system Utilize the model of the respiratory system to orally explain how breathing occurs in humans. RESOURCES Plastic bottle/cup, scissors, balloons (large and small), tape, straw, elastic bands. Longman Biology for CSEC CXC Human and Social Biology METHOD OF ASSESSMENT Rubric for assessing models Rubric for assessing oral presentations
Draw pie graphs comparing the composition of inspired and expired air.
Draw pie graphs comparing the composition of inspired and expired air.
Ruler, compass, pencil, protractor, calculator AQA Science GCSE Biology AQA Science GCSE Biology Biology for CSEC Longman Biology for CSEC Test tubes, delivery tubes, rubber bungs, rubber tubing, lime water, drinking straws GCSE Biology Longman Biology for CSEC
Accuracy of pie charts/graphs
Compare the colour of blood before and after passing alveoli.
Dramatize the changes in gaseous composition of blood as it approaches and leaves the alveoli. Observe changes in the color of lime water when air is breathed out.
Compare relative amounts of carbon dioxide in inhaled and exhaled air.
Quality (details) of observations; clarity of description
82

UNIT: RESPIRATION LEARNER OUTCOMES Describe the passage of an oxygen molecule from the air to a capillary in the lungs. CONTENT When air is inhaled, it passes along the nasal passages, down the trachea and into the bronchial tubes until it reaches the lungs. Oxygen molecules then diffuse from the air into the blood in the capillaries. Breathing rate is the number of breaths a human takes per minute. At rest, we normally inhale and exhale about 16 to 25 times per minute. The rate is faster in males and slower in athletes. ACTIVITIES Trace the passage of an oxygen molecule from the air to a capillary in the lungs. Create a visual presentation to show the passage. With a partner, measure and record the number of breaths per minute for each other. RESOURCES Diagram of respiratory system, markers AQA Science Biology for CSEC Stopwatch/watch Correct and safe use of stopwatch; Rubric for assessing collecting and recording data METHOD OF ASSESSMENT Rubric for assessing visual presentations
Use a stopwatch to measure the number of breaths taken per minute.
Calculate the average breathing rate for the class.
Predict the effect specific factors/different types of exercise have on breathing rate. Explain how the process of breathing is controlled.
Breathing rate increases with exercise, age, weight, and less physical fitness.
High concentrations of carbon dioxide in the blood stimulates the brain to send messages to initiate inhaling.
Measure number of breaths for partners for 30 seconds Record class data. Use measurements obtained for each classmate to calculate the average breathing rate per minute for the class. Suggest and explain how factors, such as exercise, gender, age, weight affect the rate of breathing. Describe the relationship between the carbon dioxide concentration and breathing rate and depth. Draw a diagram summarizing the cycle that controls breathing.
Rubric for assessing collecting and processing data
Stopwatch/watch and any equipment needed for exercise (e.g. stairs, hoola-hoop, skipping rope) Human Form & Function CXC Human and Social Biology
Clarity and plausibility/logical predictions
83

UNIT: RESPIRATION LEARNER OUTCOMES Construct a bar graph comparing average breathing rates before and after exercise. CONTENT When the muscles work harder, they require more oxygen and the extra carbon dioxide produced must be removed as quickly as possible before it builds up and poisons the tissues. To accomplish this, we must breathe deeper and faster. Faster breathing rate supplies the increased oxygen demand. ACTIVITIES Draw a bar graph to show the average breathing rates of three boys and three girls before and after performing the same exercise for the same length of time. RESOURCES Graph paper, pencil, ruler CXC Human and Social Biology METHOD OF ASSESSMENT Clarity and accuracy of bar graph
Heat, altitude, carbon dioxide Recognize and control variables when measuring breathing rates. Design and conduct an experiment to determine the effect of different types of exercise on the rate of breathing. Recognize and control variables when measuring breathing rates after numerous activities. Plan, perform, and record an experiment to explain the effect different types of exercise (jogging, jumping jacks, climbing stairs, bicycling) have on breathing rate. Temperature, carbon dioxide level, sudden noise Stopwatch CXC Human and Social Biology Stopwatch, exercise equipment CXC Human and Social Biology Correct variables identified; attempts to control them Rubric for assessing investigations
Formulate a hypothesis about the effect of factors on the rate of breathing.
Formulate a hypothesis about the Stopwatch effect of different factors on the CXC Human and Social Biology rate of breathing.
Clarity and plausibility of hypothesis and reasons
84

UNIT: RESPIRATION LEARNER OUTCOMES Plan and perform an experiment to determine lung capacity. ACTIVITIES Plan an experiment to determine lung capacity Perform an experiment to determine the effect of exercise on lung capacity. The total amount of air which a person Select a partner and use balloons can breathe in is called the vital and a measuring tape to measure capacity. It represents the total each others lung capacity. volume of the lungs when fully Measure the lung capacities of a inflated. The maximum amount for an select group of students (boys adult male is usually between 4-5 L. It and girls, athletes and nonincreases in trained athletes and athletes). decreases in females. Lung capacity is also affected by age, height, and weight. There are millions of alveoli in each Identify the special features of lung, producing a large surface area the alveolus for gas exchange. Each alveolus is Explain how the features of an surrounded by a network of capillaries alveolus relate to its function in which oxygen and carbon dioxide in gaseous exchange. are transported. The membrane separating the alveolus and capillaries is extremely thin so the gases only have a short distance to diffuse across. A thin layer of fluid in which the oxygen dissolves covers each alveolus. CONTENT RESOURCES Balloons, measuring tape, string, ruler, pencil, stairs, exercise machine GCSE Biology CXC Human and Social Biology Balloons, measuring tape, string, ruler, pencil METHOD OF ASSESSMENT Rubric for assessing investigations
Use a balloon and measuring tape to investigate the capacity of the lungs. Measure the circumference of inflated balloons to compare the lung capacity of students.
Rubric for assessing correct and safe handling of apparatus and materials Accuracy of measurements, clarity of recording measurements of lung capacity
Recognize and explain the relationship between the structure of the alveolus and gas exchange.
Internet, Diagrams/Photographs of an alveolus AQA Science GCSE Biology Biology for CSEC Longman Biology for CSEC Clarity and logical explanation of how the structure and features of alveoli make them suited for gaseous exchange
85

UNIT: RESPIRATION LEARNER OUTCOMES Predict the direction in which oxygen and carbon dioxide molecules move across gas exchange surfaces based on the principles of diffusion. CONTENT ACTIVITIES Diffusion is the movement of Create a concept map showing molecules from an area of high the directions in which concentration to an area of low oxygen and carbon dioxide concentration until they are evenly molecules will diffuse across spread. Since the air in the alveolus a gas exchange surface. has a higher concentration of oxygen than blood entering the capillary, Draw a diagram of the oxygen diffuses from the air into the alveolus and use colored blood. There is more carbon dioxide in arrows (red and blue) to show the blood in the capillary than in the the movement of oxygen and air in the alveolus. Therefore, carbon carbon dioxide across the dioxide diffuses from the blood into alveolar wall. the air. Suggest how smoking affects gas exchange. RESOURCES Poster paper, markers/colored pencils/crayons Biology for CSEC GCSE Biology CXC Human and Social Biology
METHOD OF ASSESSMENT Clarity and accuracy of concept map
Rubric for assessing visual presentations
Predict the effects of smoking on gas exchange.
Observe photographs of the lungs of smokers and non-smokers.
Cigarette smoke contains carcinogens or cancer-causing agents. Therefore, persons who smoke are more likely to get lung cancer than non-smokers. Smoking also causes destruction of cilia so the air is not filtered and this causes bronchial infections or bronchitis. The production of excess mucus leads to the characteristic smokers cough.
Observe photographs of the lungs of smokers and nonsmokers. Compare the lung tissue of both. Identify effects of smoking on lung tissue. Make inferences or draw conclusions on effect of smoking on the respiratory system.
Human Form and Function GCSE Biology Biology for CSEC Longman Biology for CSEC CXC Human and Social Biology Photographs of lung tissue from smokers and non-smokers; Internet, GCSE Biology Biology for CSEC Longman Biology for CSEC CXC Human and Social Biology
Clarity and plausibility of suggestions on the effect of smoking on gas exchange
Number and validity of similarities and differences cited in the comparison of the lungs of smokers and non-smokers Clarity and logic of inferences made on effect of smoking on the respiratory system
86

UNIT: RESPIRATION LEARNER OUTCOMES Explain the relationship between cigarette smoking and lung disease. CONTENT Repeated coughing may rupture the delicate walls of the alveoli, decreasing the surface area for gas exchange. This results in a condition called emphysema, where persons become short of breath very easily. ACTIVITIES Research lung diseases caused by smoking Identify the frequency of these diseases in smokers versus non-smokers. Orally explain the relationship between smoking and these diseases. RESOURCES Human Form & Function GCSE Biology Biology for CSEC Longman Biology for CSEC CXC Human and Social Biology METHOD OF ASSESSMENT
87

UNIT: AIR POLLUTION LEARNER OUTCOMES Explain the terms pollution and pollutant. CONTENT Definitions and examples ACTIVITIES Make a jingle or rhyme to explain the concept of pollution and pollutant RESOURCES Biology for CSEC GCSE Biology Longman Biology for CSEC CXC Human and Social Biology GCSE Biology Biology for CSEC Longman Biology for CSEC CXC Human and Social Biology Biology for CSEC GCSE Biology Internet Rubric for collecting and processing data GCSE Biology Biology for CSEC DURATION: 2 weeks METHOD OF ASSESSMENT Rubric for assessing oral presentations
Research main air pollutants.
Conduct a sample survey to ascertain the extent to which CFCs are used in the community.
Carbon dioxide, exhaust emissions, CFCs, smoke, dust, sulphur dioxide producing acid rain, CFCs, carbon monoxide, oxides of nitrogen; smog formation, photochemical smog Chlorofluorocarbonates
Relate the use of CFCs to the depletion of the ozone layer.
Conduct research to identify the main air pollutants. Use a table to record the effects and source of each pollutant. Write a short story to highlight the negative effects of smog. Compile a list of products that contain CFCs Design and produce a simple questionnaire. Conduct the survey Analyse the data. Research data on the rate of ozone depletion. Identify places where ozone depletion is greatest. Identify sources releasing CFCs to the atmosphere. Note the effects of CFCs on the ozone layer. Make a visual presentation for use at a town meeting to persuade persons to become good stewards of the environment with regards to CFCs.
Clarity and accuracy of diagram and information Rubric for assessing (script) oral presentations
88

UNIT: AIR POLLUTION LEARNER OUTCOMES Conduct an investigation to compare dust pollution in different areas. Read a news article on climate change CONTENT (see content on Air pollution above) ACTIVITIES Investigate how much dust is collected on different walls (such as wall exposed to a busy road vs. wall inside the building). Complete a worksheet: Indicators of climate change The rate of change for each indicator Find out the principle of greenhouses Review articles on the greenhouse effect Explain using a visual aid why the term greenhouse effect is applied to the climate. Formulate a hypothesis as to the aspects of climate change that will affect The Bahamas. Research the rate of increase in average temperature/sea level. Calculate the rate of increase per decade. Predict the decade in which The Bahamas would notice the change in climatic factors using scientific models. Identify the climatic factors in The Bahamas that would be most affected by climate change. RESOURCES Vaseline; microscope slides, scotch tape magnifying glass Biology for Life CXC Human and Social Biology Local daily newspapers Magazines, Internet METHOD OF ASSESSMENT Rubric for assessing experimental reports
Biodiversity
Correct completion of the worksheet
Explain the greenhouse effect.
Carbon dioxide layer is easily penetrated by high energy rays from sun. Reflected rays have less energy cannot pass through layer to leave atmosphere. Rays are trapped in the atmosphere. Temperature rise global warming Extreme temperatures, death of corals/reef, rise in sea levels, higher category hurricanes.
Magazines, Internet, Science resource books AQA Science GCSE Biology Biology for CSEC Longman Biology for CSEC CXC Human and Social Biology As above
Rubric for assessing oral and visual presentations
Formulate a hypothesis as to the aspects of climate change that will affect The Bahamas. Predict the decade in which The Bahamas would notice the change in climatic factors using scientific models.
Clarity and plausibility of the hypotheses and reasons given
Internet Rubric for assessing processing data Clarity and plausibility of prediction and reasons Number and validity of factors identified; plausibility of reasons
Identify the climatic factors in The Bahamas that would be most affected by climate change.
As above
89

UNIT: AIR POLLUTION LEARNER OUTCOMES Design and conduct an investigation to ascertain the knowledge and response level of persons to climate change. CONTENT ACTIVITIES Design a questionnaire to ascertain the knowledge and response level of persons to climate change Conduct a sample survey Analyse data collected Formulate conclusions Conduct research to determine laws that regulate: Exhaust fumes Burning trash Industrial emissions Green spaces Fuels Based on the research findings, write a position statement rating the governments efforts to reduce carbon dioxide emissions. Investigate the use of alternative energy sources that would reduce greenhouse gas emissions; include local efforts as far as possible. Debate the validity of the statement that greenhouse gases emissions have direct negative affects on humans and other organisms. RESOURCES Biology for CSEC METHOD OF ASSESSMENT Rubric for assessing investigations
Analyze the efforts of government to reduce carbon dioxide emissions in the country.
Greenhouse gases including: carbon dioxide, methane and nitrous oxide
Internet (government publications, NGO environmental agencies)
Rubric for assessing research
Investigate the use of alternative energy sources that would reduce greenhouse gas emissions.
Physics resource/textbooks
90

UNIT: AIR POLLUTION LEARNER OUTCOMES Analyze the efforts of schools to educate students towards reversing global warming factors. CONTENT ACTIVITIES Conduct research to determine the extent to which schools educate students towards reversing global warming factors: Taught curriculum Hidden curriculum Eco-school programmes implemented. Based on the research findings, write a position statement rating the extent to which schools educate students towards reversing global warming factors. Research what may happen to small islands/ bays as a result of climate change/global warming. Critically analyse the information read. Make an oral presentation (speech, dramatic monologue, debate). RESOURCES Curricula for various subjects at different grade levels (primary, junior & senior high schools). METHOD OF ASSESSMENT Rubric for assessing research
Research what may happen to small islands/ bays as a result of climate change/global warming.
Define climate change; a change in climate which is attributed directly or indirectly to human activity that alters the composition of the global atmosphere and is observed over long time-periods (many decades) 2likely impacts of climate change on biodiversity.
Internet sources e.g. www.sandwatch.org www.unfcc.org www.ippc.ch; Bahamian governmental and non governmental environmental protection agencies. Bahamas Environmental Handbook (BEST Commission) AQA Science
Sandwatch manual Gillian Cambers and Paul Diamond
91

UNIT: LAND POLLUTION LEARNER OUTCOMES Create a poster representing the causes, process and effects of ozone depletion. CONTENT Chlorofluorocarbons (CFCs) used in the making of aerosol sprays, refrigerants and plastic foam causing thinning of ozone layer which helps to block harmful UV rays from the sun, may lead to increased risk of skin cancer; holes in ozone layer first appeared in 1985. ACTIVITIES Find out the causes of ozone depletion Note points in the process of ozone depletion. Collect and display items that cause (aerosol cans, etc) ozone depletion Create a poster representing the causes, process and effects of ozone depletion. Formulate a personal commitment to become a good steward of the environment in utilizing green practices. Prepare a brochure or cartoon encouraging everyone to do their part by committing to environmentally good practices. Brainstorm land pollutants Classify land pollutants according to their source State the effects of each pollutant on the environment. RESOURCES Biology for CSEC GCSE Biology DURATION: 1 week METHOD OF ASSESSMENT Rubric for assessing visual aids/presentations
Formulate a personal commitment to become a good steward of the environment in utilizing green practices. Suggest green practices that every person could use.
BNT Publications Ministry of Environmental Publications As above
Long-term behaviour
Conserve electricity, maintain green spaces, regularly service vehicles
Rubric for assessing visual presentations AQA Science Biology for CSEC CXC Human and Social Biology
Classify main land pollutants.
Chemicals batteries, agricultural (fertilizers, pesticides) oil, paints, gasoline, solid wastes: cars, stoves, refrigerators, tools, appliances Containers (rubber, plastic, glass, Styrofoam) biomedical waste.
Plausibility of classification method and criteria
Suggest methods of controlling the main land pollutants.
Suggest methods of controlling the major land pollutants.
Publications DEHS
Clarity and validity of methods and plausibility of explanations
92

UNIT: LAND POLLUTION LEARNER OUTCOMES Promote the theme Reduce, Reuse, Recycle. CONTENT Biodegradable vs. nonbiodegradable waste; recycling ACTIVITIES Classify waste as biodegradeable and nonbiodegradeable. Prepare a brochure or video presentation entitled A practical guide to Reduce, Reuse, Recycle your Waste. Match pollutants with persons who would discard them e.g. oil, gasoline, rubber tyres Design and construct a model that may be used by householders or a small business to reuse one of the named land pollutants. Prepare a brochure that: Identifies the main land pollutants on the island. Identify the source(s) for each pollutant. State the effects of each pollutant. Suggest methods of controlling pollution caused by each pollutant. RESOURCES Biology for CSEC DEHS publications CXC Human and Social Biology METHOD OF ASSESSMENT Plausibility of classification method and criteria Rubric for assessing visual presentations
Recognize the relationship between types of solid waste produced and the lifestyle of residents. Construct a model that may be used by householders or a small business to reuse one of the named land pollutants. Produce an anti-litter brochure.
Publications DEHS
Department of Environmental Health Services Observations Survey data
93

UNIT: WATER POLLUTION LEARNER OUTCOMES Formulate a hypothesis as to the most common pollutant in the sea/beach. Conduct an investigation to determine the types of pollutants found on beaches. Classify pollutants. CONTENT ACTIVITIES Formulate a hypothesis as to the most common pollutant in the sea/beach. Participate in a beach/coastal clean-up. Sort/classify items collected Count the items in each group Calculate the percentage of pollutant items collected which comprise the major pollutant. Make an inference/draw a conclusion as to the major pollutant in the sea. (see content on Water pollution) Investigate water pollutants from a suspected polluted source (e.g. bay, harbor, pond). Data from investigation(s) RESOURCES DURATION: 2 weeks METHOD OF ASSESSMENT Clarity and plausibility of hypothesis and reasons
Bottles, plastic bags, disposable cups, plates, forks, plastic containers, beverage cans, clothing, wood Glass, wood, styrofaom, plastic, cans, metal objects
Data sheets
Calculate the percentage of pollutant items collected which comprise the major pollutant. Make an inference/draw a conclusion as to the major pollutant in the sea. Investigate water pollutants from a suspected polluted source.
Validity of classification method and criteria Rubric for assessing collecting data Rubric for assessing processing data Clarity and accuracy of inference/conclusion based on data collected Rubric for assessing investigations: clarity of written report
Completed data sheets
Compare the pollutants found in inland water with those found in the sea.
Inland - Household garbage, sewage,
Brainstorm as a class Compare and contrast pollutants found in two water environments on a Venn Diagram
String, metal disc coloured black and white, glass containers, litmus or universal indicator, filter paper, filter funnel, evaporating dish heat source, measuring cylinders CXC Human & Social Biology CXC Human and Social Biology
94

UNIT: WATER POLLUTION LEARNER OUTCOMES CONTENT ACTIVITIES Classify water pollutants. Chemicals (pesticides, fertilizers), Classify water pollutants. plastic, glass, metals, sewage, organic matter, detergents, bioaccumulation, oil , industrial wastes (lead, mercury); radioactive chemicals; thermal pollution Compare the sources and effects As above Identify the source of each of the main of common water pollutants. water pollutants. Identify the effects of each of the water pollutants. Use a graphic organizer to compare the sources and effects of common water pollutants Suggest methods of controlling Suggest methods of controlling common common water pollutants. water pollutants. Describe the effects of heavy Identify heavy metals metals on marine food chains. Make a diagram to show the concentration of poisons as they are moved through the food chain. Explain the effects of pesticides Make a diagram to show the concentration on the marine food chains. of poisons as they are moved through the food chain. Design a product to contain an Oil poisons fish when eaten, Identify the source(s) of oil pollution oil spill. makes feathers reduce insulation, Explain the effects of oil spills can lead to hypothermia, and Demonstrate cleaning oil from a feather makes it difficult for birds to fly, Suggest methods of containing and cleaning oil spills. RESOURCES Photographs and artifacts Biology for CSEC CXC Human and Social Biology METHOD OF ASSESSMENT Plausibility of classification method and criteria
Biology for CSEC Longman Biology for CSEC
Valid suggested methods with plausible reasons/explanations Biology for CSEC GCSE Biology CXC Human and Social Biology Biology for CSEC GCSE Biology Longman Biology for CSEC Medicine dropper (acting as skimmer which vacuum), cotton balls or pad tissue (acts a booms which contain spill); detergent; cooking oil/motor oil; shallow pond (pollution solution) CXC Human and Social Biology
Rubric for assessing visual aids Rubric for assessing visual aids
95

UNIT: WATER POLLUTION LEARNER OUTCOMES Describe the threats to the marine environment caused by marine debris. Explain the process of eutrophication. CONTENT ACTIVITIES Make a poster showing marine debris with notes indicating the threat each poses. Make a model to explain the process of eutrophication. RESOURCES Publications BNT CXC Human and Social Biology GCSE Biology Biology for CSEC Longman Biology for CSEC CXC Human and Social Biology METHOD OF ASSESSMENT Rubric for assessing visual aids
Phosphates in detergents and fertilizers cause a rapid growth in the algae, bacteria use up oxygen to decay algae as they die which, in turn, reduces oxygen. Water ecosystems with reduced oxygen will support fewer individuals and less variety of organisms (reduce biodiversity, define eutrophication, identify the causes of eutrophication.
Explain the relationship between clean water and a healthy lifestyle.
Make a visual presentation to demonstrate the relationship between clean water and a healthy lifestyle.
Biology for CSEC CXC Human and Social Biology
Rubric for assessing visual presentations - clarity and accuracy (content) in demonstrating the relationship
96

UNIT: TRANSPORT IN CELLS LEARNER OUTCOMES CONTENT Use materials to illustrate turgidity Define the terms hypertonic, and plasmolysis in plant cells. isotonic and hypotonic and relate them to the concentration of water molecules in solutions. Define the terms turgidity and plasmolysis. Make observations of plant tissue in solutions of different concentrations. Cell loses water in hypertonic solutions, cell contents move away from cell walls as vacuole shrinks. Cell becomes flaccid (limp). Cell gains water in hypotonic solutions, vacuole increases in size, pressing cytoplasm against cell walls. Cell becomes firm. As above ACTIVITIES Make temporary slides plant tissue in water, plant tissue in concentrated salt/sugar solution RESOURCES Microscope, sugar or salt, red area of rhubarb stalk or red onion, Rheo leaf epidermis, blotting paper/tissue, pipette/dropper GCSE Biology Longman Biology for CSEC As above GCSE Biology Biology for CSEC Longman Biology for CSEC Number and quality (details) of observations Rubric for assessing diagrams DURATION: 1 weeks METHOD OF ASSESSMENT Rubric for assessing correct and safe handling of apparatus and materials
Observe cells of Rheo, rhubarb stalk or red onion under a microscope in a drop of water and in a concentrated salt or sugar solution. Make diagrams to show observations
Perform an investigation to determine the effects of varying concentration of sugar solutions on plant tissue.
Place strips/cylinders of potato or carrots in hyper-, iso- and hypotonic solutions for 24 hours.
Potato or carrots; Sugar/salt; water; knife/scalpel/cork borer; beakers/plastic cups; ruler Caribbean Biology GCSE Biology Biology for CSEC Longman Biology for CSEC Longman Biology for CSEC
Rubric for assessing correct and safe handling of apparatus and materials Rubric for assessing experimental reports Number and quality (details) of observations
Observe the effects of varying the concentration of solutions on plant tissues. Measure length and width of potato/carrot strips.
Changes in size, colour, turgidity
Observe what happens when potato or carrot strips/pieces are placed in different concentration of sugar or salt solutions. Measure length and width of potato/ carrot strips at the beginning of experiment and at the end of 24 hours. Record measurements
97

UNIT: TRANSPORT IN CELLS LEARNER OUTCOMES Show the change in length of plant strips. CONTENT ACTIVITIES Draw bar graphs showing the lengths at the beginning and end of 24-hour period.

RESOURCES
METHOD OF ASSESSMENT Rubric for processing data
Explain the effects of solutions of different concentrations on plant tissue.
As above
Draw a conclusion Write an explanation for the observations and results recorded.
Biology for CSEC GCSE Biology Longman Biology for CSEC
Clarity and accuracy of conclusion based on results and observations made
Predict what would happen to a sample of red blood cells when placed in solutions of varying concentrations.
A red blood cell is an example of an animal cell; cell wall is absent; cell wall is rigid and cannot be stretched.
Read information on the effects of varying concentration of solutions on animal cells. Create a graphic organizer illustrating what may occur when a red blood cell is placed in solution of varying concentrations (hyper-, iso-, hypotonic) with justification.
Biology for CSEC
Plausibility of predictions and reasons given
98

UNIT: STRUCTURE OF CELLS LEARNER OUTCOMES CONTENT Explain the importance of water to Cells comprise about 75% water. Less cells. leads to death. Water is needed for: turgor, solvent, chemical reactions. Relate the properties of water to its Water absorbs much heat with little functions in cells. rise in temperature, universal solvent, water pressure, osmosis Classify proteins in the cell. All proteins contain carbon, hydrogen, oxygen and nitrogen along with sulphur and some also have phosphorus. Structural proteins are found in the mitochondria, ribosomes, chromosomes and cell membranes. Enzymes are proteins and control chemical activities in the cell. ACTIVITIES Brainstorm uses of water to cells. Create a cartoon showing the importance of water to cells. Class discussion Worksheet RESOURCES GCSE Biology CXC Human and Social Biology Human Form & Function Worksheet DURATION: 1 week METHOD OF ASSESSMENT
Rubric for assessing visual aids (cartoon) Worksheet - clarity and accuracy (content) in demonstrating the relationship
List elements in proteins Name the two functional classes of protein State the functions of proteins in each group. Classify cellular proteins into the two classes.
Worksheet AQA Science GCSE Biology CXC Human and Social Biology Human Form & Function
Correct classification of proteins
Demonstrate the relationship between amino acids and proteins.
Number of amino acids, units that Use materials to build long build protein like letters build words. chain molecules (proteins) Proteins long chain molecules. form unit amino acids. Sequence of amino acids and linkages Make labeled diagrams to between chains determines the protein. represent synthesis of proteins Terms: di-, tri-, polypeptides from amino acids Macromolecules structure, specificity of shape enzyme reaction, links break at 50C denatured. Class discussion Match property of protein to function or feature of cells with a brief explanation.
Molecular model kit, or plasticene and toothpicks, or beads. GCSE Biology CXC Human and Social Biology Human Form & Function Worksheet AQA Science GCSE Biology Longman Biology for CSEC Human Form & Function
Rubric for assessing models Rubric for assessing oral/visual presentations
Relate the properties of protein to its function in cells.
99

UNIT: STRUCTURE OF CELLS LEARNER OUTCOMES CONTENT Identify fats as essential chemicals Fats used in structure of cell and in cells. nuclear membranes. Droplets in cytoplasm produce energy. Make a diagram to show the chemical arrangement of a portion of a fat molecule. Make a model to represent a molecule of glucose. Relate the properties of carbohydrates to their function in cells. H2 C O organic acid H C O organic acid H2 C O organic acid ACTIVITIES Research the importance of fats in cells. Explain the importance of fats in cells. Make a diagram to show the chemical arrangement of a portion of a fat molecule. Make a model to represent a molecule of glucose. Class discussion Match property of carbohydrates to functions and feature of cells with a brief explanation. Draw a Venn Diagram to Compare and contrast proteins, fats and carbohydrates RESOURCES AQA Science Longman Biology for CSEC CXC Human and Social Biology GCSE Biology Longman Biology for CSEC Human Form & Function GCSE Biology Longman Biology for CSEC Worksheet GCSE Biology METHOD OF ASSESSMENT
Valid reasons Rubric for assessing visual aids
fatty acid
A ring showing the arrangement of C6H12O6 Macromolecules structure, insoluble for storage, sugars soluble transport, simple respiration, building
Rubric for assessing models Clarity and accuracy (content) in demonstrating the relationship
Compare and contrast the chemical composition of proteins, fats and carbohydrates.
Elements, molecular length, functions, molecular structure of basic units
Describe inter-conversions of substances in cells.
Glucose to glycogen, amino acids to protein, fatty acids and glycerol to fats. Animal cells carbohydrates to lipids, lipids to protein. Plant cells make amino acids and glucose from simple substances.
Make a visual display (graphic organizer, annotated diagrams, PowerPoint Presentation) to show inter-conversions of substances in cells.
AQA Science GCSE Biology Longman Biology for CSEC CXC Human and Social Biology Human Form & Function CXC Human and Social Biology Human Form & Function
Venn Diagram (number and accuracy of similarities and differences)
100

UNIT: CELL DIVISION - MITOSIS LEARNER OUTCOMES CONTENT Compare the appearance of a cell that is reproducing with the appearance of one that is not. Identify the cell structures that Nucleus, chromosomes, centrioles, nuclear are involved in reproduction. membrane ACTIVITIES Observe a photograph of cell in the process of reproducing and one that is not. Note differences. Identify the cell structures that are involved in reproduction. RESOURCES GCSE Biology DURATION: 2 weeks METHOD OF ASSESSMENT
Number and quality (details) of observations Worksheet AQA Science Biology for CSEC Longman Biology for CSEC Prepared slides of L.S. root tips. Wall charts, large models (plasticine models of chromosomes), chalkboards diagrams, microscope GCSE Biology Biology for CSEC Mitosis Flip Books, models, transparencies, CXC Biology Internet GCSE Biology Biology for CSEC Longman Biology for CSEC Number and quality (details) of observations in diagrams Clarity of diagram, accuracy/validity of notes Structures identified
Observe diagrams showing stages in mitosis.
Interphase resting/non-reproductive stage. Stages in mitosis are: Prophase Metaphase Anaphase Telophase. Interphase- cell preparation for division. Prophase-chromosomes make a copy of themselves with centromere- nuclear membrane disappears Metaphase-chromosomes line up along equator of the spindle with each chromatid attached to a separate spindle fibre by its centromere Anaphase-chromatids separate, move to poles- becomes a separate chromosome Telophase-two identical nuclei are formed with cytoplasm, nucleolus, and reappearance of nuclear envelope
Summarize what happens in each stage of mitosis.
Examine a prepared onion root tip using lower power of the microscope.(A simple drawing beside each microscope helps students to focus on relevant part of slide) Produce a drawing of a cell cycle. Observe stages of mitosis under microscope Make annotated drawing (diagram) of each phase of mitosis. Develop a mnemonic device for each stage.
Correct use of the microscope to observe stages in mitosis
101
SCOPE OF WORK GRADE 11 STRAND: CELL BIOLOGYAND GENETICS

UNIT: CELL DIVISION - MEIOSIS LEARNER OUTCOMES CONTENT Observe prepared slides of the Follicles can be seen in the ovary in cross-section of an ovary/testis. cross section. The follicles produce ova (eggs). A section across a mammals testis shows the inside of a seminiferous tubule which produces sperms. Two different divisions in meiosis :Interphase Prophase 1 Prophase 11 Metaphase 1 Metaphase 11 Anaphase 1 Anaphase 11 Telophase 1 Telophase 11 ACTIVITIES Make outline drawings of the cross-section of ovary/testis as seen under the microscope/ magnifying glass RESOURCES Prepared slides of cross section of gametes, microscope Balanced Science Book 2 GCSE Biology Biology for Life METHOD OF ASSESSMENT Rubric for assessing correct and safe use of the microscope Clarity and accuracy of diagram
Observe diagrams showing stages in meiosis.
Suggest how variation in a species might occur.
Justify the importance of meiosis being a reduction division.
Crossing over which occurs during the first cell division increases variation within a species by creating new combinations of genes on chromosomes. As chromosomes cross over, they are no longer homologous. In meiosis, one diploid cell (2N) produces 4 haploid (N) cells providing a way for off springs to have the same number of chromosomes as their parents when fertilization occurs .
Observe diagrams showing stages in meiosis. Make explanatory notes next to the diagram for each stage. Compare and contrast the same stages in both cycles (e.g. Prophase I and II). Demonstrate cross over using clay structures Create a graphic organizer to suggest how meiosis leads to variation in a species.
Posters/charts, models, Biology The dynamics of Life Unlabelled diagrams showing the stages in meiosis. AQA Science GCSE Biology Biology for CSEC Clay, plasticine, play dough Poster paper, markers, text books, Internet
Clarity and accuracy of notes Number and accuracy of similarities and differences Rubric for assessing models Plausibility of suggestion and reasons/logical explanation given
Use annotated diagram to show why the chromosome number must be halved to maintain the diploid number of chromosomes in body cells.
Balanced Science Bk. 2 AQA Science GCSE Biology Biology for CSEC
Clarity and accuracy of logical explanation
102

UNIT: CELL DIVISION - MEIOSIS LEARNER OUTCOMES CONTENT Compare and contrast mitosis and Mitosis Meiosis meiosis. 1. Genetically 1.Offspring with identical variation offspring 2. One division 3. Diploid offspring 4. Process occurring in somatic cells 2. Two divisions 3. Haploid offspring/cells 4. Production of gametes ACTIVITIES Review information on mitosis and meiosis Construct a table to show similarities and differences Develop a mnemonic device for the stages of cell division. RESOURCES CXC Biology Biology Skills for Excellence GCSE Biology Biology for CSEC Internet METHOD OF ASSESSMENT Appropriate diagram (number and accuracy of similarities and differences)
103

UNIT: MONOHYBRID INHERITANCE LEARNER OUTCOMES CONTENT Formulate a hypothesis as to A trait is a visible feature. traits that are inherited. Formulate a hypothesis as to The gene is the unit of inheritance. Genes are how traits are inherited. found on the chromosomes. Observe inherited monohybrid Characteristics which are passed on from one traits of students in the generation to the next such as tongue rolling, classroom. ear lobes, hitchhikers thumb. ACTIVITIES Formulate a hypothesis as to traits that are inherited. Formulate a hypothesis as to how traits are inherited. Identify inherited traits in students. Observe and note the variations of these traits among students in the class. Construct a table or graph e.g. bar graph/pie graph showing the variations. Observe plants and animals in the schoolyard. Identify the traits. Record traits observed. Define common vocabulary in monohybrid inheritance. Use correct terminology in drill exercises. Use correct terminology in solving genetics problems. Solve a variety of genetics problems using the Punnett square or crosses to solve problems to F2. Formulate a what if question. RESOURCES DURATION: 3 weeks METHOD OF ASSESSMENT Plausibility of hypothesis and reasons given Plausibility of hypothesis and reasons given Number and quality (details) of observations Clarity in recording of data Clarity and accuracy of data in a suitable table/ bar or pie graph Photographs, live specimen Biology Dynamics of Life. AQA Science GCSE Biology Biology for CSEC Longman Biology for CSEC Number and quality (details) of observations and clarity in recording Correct use of terminology in solving genetics problems.
CXC Human and Social Biology AQA Science GCSE Biology Biology for CSEC
Observe inherited traits of plants and animals in the schoolyard. Use correct terminology in solving genetics problems.
EXAMPLES: Plants:- leaf shape, color of parts, life cycle Animals:- number of legs, wings, type of skeleton, Phenotype, genotype, homozygous, heterozygous, dominant, recessive, complete, incomplete, co-dominance, allelomorphic (alleles), P, F1, F2, Punnett Square, ratio, probability, monohybrid
If two parents are homozygous for a genetically inherited recessive trait, what is the probability that they will have a child who does not have this trait in his or her phenotype? If two parents are heterozygous for a genetically inherited dominant trait, what is the probability that they will have a child together who has this trait in his or her phenotype?
Solve problems based on information given for monohybrid inheritance, complete dominance.
Biology for Life CXC Biology AQA Science GCSE Biology Biology for CSEC Longman Biology for CSEC
Rubric for assessing problemsolving.
104

UNIT: MONOHYBRID INHERITANCE LEARNER OUTCOMES CONTENT Solve problems based on In the heterozygous condition, there is information given for monohybrid a blending of the genes so that the inheritance, incomplete phenotype is in between the two dominance. homozygous phenotypic expressions. The phenotypic and genotypic ratios are the same. Solve problems based on information given for monohybrid inheritance, co-dominance. In the heterozygous condition, both phenotypes are shown e.g. red hairs and white hairs. The phenotypic and genotypic ratios are the same. ACTIVITIES Solve a variety of genetics problems using the Punnett square or crosses to solve problems to F2. Formulate a what if question.
RESOURCES GCSE Biology Biology for Life Biology for CSEC CXC Biology
METHOD OF ASSESSMENT Rubric for assessing problemsolving
Solve a variety of genetics problems using the Punnett square or crosses to solve problems to F2. Formulate a what if question.

GCSE Biology Biology for Life Biology for CSEC CXC Biology Longman Biology for CSEC CXC Human and Social Biology Longman Biology for CSEC CXC Human and Social Biology Internet
Rubric for assessing problemsolving
Design, conduct, and evaluate a survey of an inherited phenotypic trait in humans.
Examples: tongue rolling, lefthandness, patent-baldness, red-green colour blindness, clockwise pattern of hair, free ear lobes, PTC taster
Choose trait Take a survey of persons e.g. left handed or right handed Record the data. Analyze the data State a conclusion as to which feature appears to be dominant.
Rubric for assessing an investigation (using a survey)
105

UNIT: MONOHYBRID INHERITANCE LEARNER OUTCOMES CONTENT Distinguish between the sex and There are 22 pairs of autosome other homologous chromosomes in somatic chromosomes and one pair of humans. sex chromosomes in humans. Sex chromosomes are not identical. The Y is shorter than the X. Explain how the gender of a baby is determined. An X chromosome from each parent would produce a girl (female XX) a X chromosome from the mother and a Y chromosome from the father would produce a boy (male XY). ACTIVITIES Observe photographs of human homologous chromosomes. Describe the sex chromosomes.
RESOURCES AQA Science GCSE Biology Biology for CSEC Longman Biology for CSEC AQA Science GCSE Biology Biology for CSEC Longman Biology for CSEC
Accuracy of observations and clarity of description
Flip two coins (same type) with heads representing X and tails Y for 50 times. Record the combinations. Determine the probability of either gender. Draw a Punnett Square or crosses assist in explaining how the gender of a baby is determined.
Rubric for assessing processing data Accuracy and clarity of diagram and explanation of cross results
Identify examples of sex-linked traits.
Traits that seem in a higher proportion in males are termed sex-linked They are coded by recessive genes as they only need to be present on the one X chromosome to be observed. In females the gene would have to be present on both X chromosomes. E.g. heamophilia, red-green colourblindness, patent baldness, sickle cell anaemia.
Formulate a hypothesis as to why certain traits are more common in males. Identify examples of sexlinked traits.
AQA Science GCSE Biology Biology for CSEC Longman Biology for CSEC
Plausibility of hypothesis and reasons given Correct identification of examples
106

UNIT: MONOHYBRID INHERITANCE LEARNER OUTCOMES CONTENT Solve monohybrid inheritance If both parents are carriers of the problems for sex-linked traits. recessive allele for a disorder, all of their children will face the following odds of inheriting the trait:
ACTIVITIES RESOURCES Solve monohybrid GCSE Biology inheritance problems for sex- Biology for CSEC linked traits. Formulate a what if question.
METHOD OF ASSESSMENT Rubric for assessing problemsolving
25% chance of having the recessive disorder 50% chance of being a healthy carrier 25% chance of being healthy and not have the recessive allele at all
107

UNIT: MONOHYBRID INHERITANCE LEARNER OUTCOMES CONTENT ACTIVITIES Apply the principles of The human X-chromosome carries Apply the principles of monohybrid inheritance to the some alleles for which there are no monohybrid inheritance to the inheritance of A, B Blood partners on the Y-chromosome (which inheritance of A, B Blood Grouping. doesn't carry any alleles except those Grouping. that decide gender). The result of Make an oral and visual inheriting an allele like this is different presentation describing for males and females, and so the monohybrid inheritance. characters they code for are called sex-linked characters. A sex-linked allele inherited by a male is expressed even if it is recessive because it is not hidden by another, dominant, allele. So almost all who suffer from this disease are males. Content for previous objective RESOURCES Life Science Glencoe Science Life Science Merrill Second Edition Biology Exploring Life GCSE Biology Biology for CSEC Longman Biology for CSEC CXC Human and Social Biology Rubric for assessing oral/visual presentations METHOD OF ASSESSMENT
108

UNIT: NUTRIENTS IN FOOD LEARNER OUTCOMES CONTENT The presence of protein using Biuret Predict which nutrient(s) can be reagent and the presence of reducing found in given foods. sugars using Benedicts solution or mixed Fehlings Solution, nonreducing sugar using hydrochloric Use apparatus and materials safely acid and mixed Fehlings soln. in performing food tests.
ACTIVITIES Predict which food nutrient(s) can be found in given food samples Construct a suitable table to record predictions. Handle apparatus correctly in performing investigations. Handle materials correctly in performing investigations. Handle apparatus and materials safely in performing investigations.
RESOURCES Food samples Biology for CSEC
DURATION: 1 weeks METHOD OF ASSESSMENT Plausibility of predictions and reasons given; appropriate table constructed
Food samples, test tubes, test tube racks, Benedicts solution, mixed Fehlings Solution (A & B/I & II) Biuret reagent, dropper/pipette, hot water bath, test tube holders Biology for CSEC GCSE Biology CXC Human and Social Biology
Conduct food tests on the food samples to verify the predictions
Perform tests to determine the presence of the nutrients (reducing sugars, non-reducing sugars and proteins) in each food sample using food tests. Positive tests are: protein - purple with Biuret, reducing sugar - dark yellow red with Benedicts Solution heated; non-reducing no reaction with Benedicts but dark yellow red with hydrochloric acid and mixed Fehlings Solution. Record all observations of the food tests results in an appropriate table.
Rubric for assessing correct and safe use of apparatus reagents
Observe results of food tests on various food samples.
As above
Number and quality (details) of observations; clarity in recording observations
109

UNIT: NUTRIENTS IN FOOD LEARNER OUTCOMES Draw conclusions to verify predictions on nutrients present in food samples. CONTENT ACTIVITIES Based on the observed results of the food tests performed, formulate inferences/conclusions about the nutrients present in each food sample. Compare and note inferences/conclusions with predictions. RESOURCES Biology for CSEC GCSE Biology CXC Human and Social Biology METHOD OF ASSESSMENT Clarity and accuracy of inferences/conclusion based on results and observations made
Accuracy of similarities and differences cited
Conduct an experiment to compare The reagent DCPIP (alternatively, the amount of Vitamin C in juices. potassium permanganate and hydrochloric acid) can be used to test for the presence of Vitamin C. vit. C decolourizes potassium permanganate
Conduct an experiment to compare the amount of Vitamin C in different juices. Record observations in table.
Various fruit juices, water (control), pipette/dropper, DCPIP/potassium permanganate
Clarity in recording observations
110

UNIT: PLANT NUTRITION LEARNER OUTCOMES CONTENT Form a hypothesis on materials Carbon dioxide, water, light energy, needed for photosynthesis. chlorophyll Identify sources of raw materials for photosynthesis. Soil, air, sun ACTIVITIES Brainstorm List materials needed RESOURCES AQA Science Biology for CSEC Longman Biology for CSEC AQA Science Brainstorm Make an annotated diagram of GCSE Biology Biology for CSEC a plant showing sources, and the route to the leaves. Write a short essay or a picture Biology for CSEC story justifying leaves as the parts of plants best suited for photosynthesis. Design a graphic Craft materials organizer/poster to summarize AQA Science the process of photosynthesis. GCSE Biology Biology for CSEC Longman Biology for CSEC AQA Science Discuss word equation of GCSE Biology photosynthesis. Suggest factors that limit rate Biology for CSEC Longman Biology for CSEC of photosynthesis Arrange them in an organized concept map. Compose an equation to represent Biology for CSEC the process of photosynthesis. GCSE Biology Longman Biology for CSEC Test tubes, test tube racks, iodine, Destarched (leaves) plant Benedicts solution, Biuret reagent, Plant photosynthesizes dropper/ pipette, ethanol, Bunsen Boil leaves burner, porcelain tile, beaker, water Decolourize leaves GCSE Biology Perform food tests Biology for CSEC DURATION: 2 weeks METHOD OF ASSESSMENT Plausibility of hypothesis and reasons given
Justify leaves as the parts of plants best suited for photosynthesis. Summarize the process of photosynthesis.
Chlorophyll mainly in leaves, carbon dioxide in air through stomata, water through xylem, sunlight to leaves Photosynthesis is the process by which plants make their own food. It requires the raw materials carbon dioxide and water under conditions of light and chlorophyll presence. The products made are glucose and oxygen. (students must know word and chemical equations).The rate of photosynthesis can be affected by many factors such as availability of water, carbon dioxide and light, and the temperature. Carbon dioxide + water glucose + oxygen
Number and accuracy of points; logical argument
Suggest limiting factors of photosynthesis.
Compose an equation to represent the process of photosynthesis. Perform an investigation to determine the form in which food is stored in leaves of a plant.
Rubric for assessing visual aids (concept map or graphic organizer) Correct word equation
Leaves make food for the plant through photosynthesis. They produce sugar/glucose which is stored as starch. The presence of starch is tested with iodine. Sugar may also be converted to proteins, fats, etc. The importance of destarching leaves. Biology Curriculum 2010, Grades: 10 12
111

UNIT: PLANT NUTRITION LEARNER OUTCOMES Control variables in an investigation. Use apparatus and materials correctly and safely in an investigation to determine the form in which food is stored in leaves of a plant. Observe change in the colour of reagents. Form a conclusion on the form in which food is stored in leaves of a plant. Design an investigation to determine whether light is necessary for photosynthesis. Conduct an experiment to investigate whether light is needed in the production of starch by photosynthesis. Control variables in an investigation. CONTENT Leaves of similar size from one plant used. As above ACTIVITIES Identify variables Control variables Use apparatus and materials correctly and safely in an investigation to determine the form in which food is stored in leaves of a plant. Observe and record colour of each reagent before and after reaction with leaf. Form a conclusion on the form in which food is stored in leaves of a plant. Design an investigation to determine whether light is necessary for photosynthesis. Conduct an experiment to investigate the importance of light in photosynthesis. Write an experimental report Identify variables Control variables RESOURCES Biology for CSEC GCSE Biology Biology for CSEC METHOD OF ASSESSMENT Correct identification of variables and variable(s) kept constant Rubric for assessing correct and safe handling of apparatus and materials
Biology for CSEC GCSE Biology Biology for CSEC GCSE Biology Biology for CSEC GCSE Biology Longman Biology for CSEC Light source, two identical destarched plants, light and dark areas, iodine, ethanol, test tube, Bunsen burner, forceps, beaker, water, porcelain tile Biology for CSEC Leaves of identical size from same type plant under same prior conditions used. Biology for CSEC GCSE Biology
Number and quality (details) of observations and clarity in recording Clarity and accuracy of conclusion based on observations made Clarity, details and logic of plan
Light provides the energy needed to split water molecules during the light phase of photosynthesis. As above
Rubric to assess experimental investigation Rubric to assess experimental reports Correct identification and control of valid variables
112

UNIT: PLANT NUTRITION LEARNER OUTCOMES CONTENT Use apparatus and materials As above correctly and safely to investigate whether light is needed in the production of starch by photosynthesis. Observe the colour in both leaves tested. Form a conclusion on whether light is needed in the production of starch by photosynthesis. Formulate a hypothesis on whether chlorophyll is necessary for photosynthesis. Conduct an experiment to show Chlorophyll in the leaves absorb that chlorophyll is essential for the light energy. production of starch. ACTIVITIES Use apparatus and materials correctly and safely in an investigation to investigate whether light is needed in the production of starch by photosynthesis. Observe and record colour of both leaves tested for starch. Form a conclusion on whether light is needed in the production of starch by photosynthesis. Formulate a hypothesis on whether chlorophyll is necessary for photosynthesis Conduct an experiment to investigate the importance of chlorophyll in photosynthesis. Write an experimental report on the investigation. Identify variables Control variables As above Use apparatus and materials correctly and safely in an investigation to determine whether chlorophyll is needed in the production of starch by photosynthesis. RESOURCES As above Biology for CSEC GCSE Biology Biology for CSEC GCSE Biology GCSE Biology Accuracy of observations and clarity in recording Clarity and accuracy of conclusion based on results and observations made Plausibility of hypothesis and reasons given Rubric for assessing experimental investigations METHOD OF ASSESSMENT Rubric for assessing correct and safe use of apparatus and materials
GCSE Biology
Light source, two plants, dark area, iodine, ethanol, test tube, Bunsen burner, forceps, beaker, foil/dark paper or a variegated leaf (two colours green and yellow). Biology for CSEC GCSE Biology Leaves of identical size from same type plant under same prior conditions used OR variegated leaf. As above
Control variables in an investigation. Use apparatus and materials correctly and safely to determine whether chlorophyll is needed in the production of starch by photosynthesis.
Correct identification and control of valid variables Rubric for assessing correct and safe use of apparatus and materials
113

UNIT: PLANT NUTRITION LEARNER OUTCOMES Form a conclusion on whether chlorophyll is needed for the production of starch by photosynthesis. Observe the colour in leaves tested. Compare the processes of photosynthesis and respiration. Compare and contrast seedlings, plants and fruits with named mineral deficiencies. ACTIVITIES Form a conclusion on whether chlorophyll is needed in the production of starch by photosynthesis. Observe and record colour of leaves tested for starch. Summary equations are reverse of Compare raw materials, each other. products, energy. 1 Deficiencies: Sulphur yellow Observe photographs or leaves, slim stems; Phosphorus poor, specimens showing mineral weedy growth, reddish stem and deficiencies. leaves, mottling of leaves; Nitrogen Compare photographs or stunted growth, very small leaves; specimens with normal Calcium weak, stunted growth, poor plants. root development; Iron poor growth, Match the observations with yellow leaves; Magnesium - poor named deficiency signs (in growth, yellow leaves; Potassium textbook). very poor growth, orange or brown Construct a suitable table to leaves. record what is observed in each seedling, plant and fruit for each mineral deficiency. Draw conclusions, based on comparisons of seedlings, plants and fruits with deficiencies and normal ones, on the function of named minerals in plants. CONTENT RESOURCES Biology for CSEC GCSE Biology METHOD OF ASSESSMENT Clarity and accuracy of conclusion based on results and observations made Plausible observations made and clearly recorded Valid similarities and differences Number and quality (details) of observations
GCSE Biology Biology for CSEC GCSE Biology Photos/ actual specimens of seedlings, plants, and fruits that are deficient in named minerals. Photographs of named deficiency diseases. Modern Biology for Secondary Schools. AQA Science GCSE Biology Longman Biology for CSEC
Suitable table and accuracy of information
Draw conclusions on the function of named minerals in plant nutrition and physiology.
Photos/ actual specimens of seedlings, plants, and fruits that are deficient in named minerals AQA Science GCSE Biology Longman Biology for CSEC
Clarity and accuracy of conclusion based on observations made
Modern Biology for Secondary Schools.
114

UNIT: TRANSPORT IN PLANTS LEARNER OUTCOMES CONTENT Design, conduct and evaluate an Transpiration is the loss of water experiment to prove that vapour through the shoot (mainly transpiration mainly occurs leaves) of plants. The rate of through the leaves of a plant. transpiration can be affected by various environmental factors such as humidity, wind, and temperature. Increase in the wind speed and temperature, increases the rate of transpiration in plants. An increase in the humidity will decrease the rate of transpiration in plants. Use a potometer or the weighing method to determine the transpiration rate of a plant. Potometer is used to measure the rate at which a plant takes up water. Water lost from the leaves is measured as the change in water level in the capillary tube. The difference in weight of a plant/shoot in water over a period of time is a measure of the water uptake to replace that lost by transpiration. ACTIVITIES Design, conduct and evaluate an experiment to prove that transpiration mainly occurs through the leaves of a plant ensuring that all variables are controlled. RESOURCES Two potted plants / young herbaceous plants of same type, two plastic bags, bread ties/string, water, two flasks/ bottles Longman Biology for CSEC DURATION: 2 weeks METHOD OF ASSESSMENT Rubric for assessing experimental investigations
Assemble apparatus. Ensure the experiment is airtight.
Water, beaker, capillary tube, clamp stand, rubber tubing, balance, shoot/plant, photometer. Biology for CSEC GCSE Biology Longman Biology for CSEC
Rubric for assessing experimental investigations
Measure the water level or weight of experiment.
Take measurements before and after a time period. Measure the amount of water taken up in a cut plant using a potometer. Record measurements.
Balance (triple beam or digital) Biology for CSEC Longman Biology for CSEC
115

UNIT: TRANSPORT IN PLANTS LEARNER OUTCOMES Calculate the rate of transpiration. Control variables in an investigation to show transpiration mainly occurs through the leaves of a plant. CONTENT ACTIVITIES Calculate the rate of transpiration. Identify variables Control variables RESOURCES Biology for CSEC Identical plants (size from same type plant under same prior conditions used). AQA Science GCSE Biology Biology for CSEC Potted plants, Vaseline, plastic bags METHOD OF ASSESSMENT Rubric for assessing processing data (ml /hour or g/hour) Correct identification and control of valid variables
Conduct an investigation to determine from which surface of the leaf more water vapour lost.
Transpiration is the loss of water vapour through the leaves of plants. The number of stomata on the lower epidermis is higher than those found on the upper epidermis. Water vapour is released from stomata during the process of transpiration. Hence, transpiration occurs faster in the lower epidermis.
Investigate from which surface of the leaf more water vapour lost. Use potometer or weighing method.
Rubric for assessing experimental investigations
Control variables in an investigation to determine from which surface of the leaf is more water vapour lost. Use materials correctly and safely to determine from which surface of the leaf transpiration occurs faster.
Identify variables Control variables White anhydrous cobalt chloride turns blue in the presence of water. Vaseline blocks the pores and, therefore, the release of water vapour. Place anhydrous cobalt chloride paper on both surfaces of 4 leaves and observes which surface of each leaf transpires faster. Investigate how putting Vaseline on either or both leaf surfaces affects transpiration. Draw a conclusion on which surface allows a faster rate of transpiration.
Identical leaves (size on same plant under same prior conditions used). GCSE Biology Anhydrous cobalt chloride, forceps, potted plants, Vaseline
Correct identification and control of valid variables
Formulate a conclusion on which surface allows a faster rate of transpiration. Biology Curriculum 2010, Grades: 10 12
GCSE Biology Biology for CSEC Longman Biology for CSEC
Clarity and accuracy of conclusion based on results and observations made 116

UNIT: TRANSPORT IN PLANTS LEARNER OUTCOMES CONTENT Suggest factors that would affect Temperature, light intensity, humidity, the rate of transpiration. wind speed. Design an experiment to investigate the effect of a given environmental factor on the rate of transpiration. ACTIVITIES Brainstorming Suggest factors that would affect the rate of transpiration. Logical plan (including materials, Design an experiment to apparatus and method). investigate the effect light intensity has on the rate of transpiration. Design an experiment to investigate the effect wind speed has on the rate of transpiration. Design an experiment to investigate the effect temperature has on the rate of transpiration. Design an experiment to investigate the effect humidity has on the rate of transpiration. Conduct an experiment that investigates how the rate of transpiration is affected by a given environmental factor Identify and control variables Record measurements. Write an experimental report Evaluate the investigation. When plants lose more water than Predict the effect should a plant lose they take in, the cells in the leaves will too much water. lose water and become flaccid. Thus, the plant will wilt. RESOURCES Biology for CSEC GCSE Biology Identical plants, potometers or balances and conical flasks etc., vaseline METHOD OF ASSESSMENT Correct (valid) factors identified
Clarity, details and logic of plan
Conduct and evaluate an experiment that investigates how the rate of transpiration is affected by a given environmental factor.
As above
Rubric for assessing an experimental investigation
Predict the effect should a plant lose too much water.
Longman Biology for CSEC
117

UNIT: TRANSPORT IN PLANTS LEARNER OUTCOMES CONTENT Suggest how leaves of certain Leaves may also be adapted to ensure plants are adapted to prevent that sufficient water is in the plant. In excessive water loss by dry regions leaves appear differently transpiration. to reduce water loss through transpiration. For example less stomata, rolled up leaves, storage of water in leaves/stems or dropping of leaves during dry season etc Observe the part of the vascular bundle which is responsible for the movement of water through a celery stalk. The xylem tissue transmits water. If dye is placed in water and celery stalk is in the water with the dye, the dye will travel up the stem in the vascular bundles (more specifically xylem vessels). ACTIVITIES Create flashcards pasting photos of special (named) plants on one side and on the other explain how the plants leaves are adapted to prevent excessive water loss through transpiration. RESOURCES Aloe plant, cacti, photos/ diagrams/ transparencies of plants that live in arid/dry conditions, index cards Biology for CSEC GCSE Biology METHOD OF ASSESSMENT Rubric for assessing visual aids
Cut the base of a celery stalk Allow celery stalk to sit in a beaker of colored water. Cut a thin slice (T. S.) of the stalk. Observe the base of the stalk as well as the slice. Identify the part of the vascular bundle which is responsible for water transport. Make labelled diagrams showing the coloured areas of the T. S. and L. S. celery stalk.
Colored dye/food colouring, celery stalk, beaker, water, scalpel/razor blade GCSE Biology Longman Biology for CSEC
Rubric for assessing visual aids (diagrams)
118

UNIT: TRANSPORT IN PLANTS LEARNER OUTCOMES CONTENT Observe what occurs when the If a ring of bark is cut from around a bark is ringed / removed from the tree trunk, food substances cannot get stem region of a tree trunk. down the trunk. A bulge will result above the ring due to the accumulation of food. In a tree trunk, the phloem is located in the soft inner part of the bark that was removed. This phloem transports food substances. Suggest the part of the vascular bundle that is responsible for food transport. ACTIVITIES Observe what occurs, over a period of 3-5 days, when the bark is ringed / removed from the stem region of a tree trunk RESOURCES Tree trunk, tool for cutting Biology for CSEC Longman Biology for CSEC METHOD OF ASSESSMENT Quality (details) of observations made
Suggest the destination and use of food manufactured in leaves.
After food is made by the leaves, some of it is transported (translocation) to growing points of the plant, to the roots and storage organs. It is transported for use in respiration and/or converted to other substance (such as proteins, oils and cellulose).
Orally suggest an explanation for the observations. Identify the part of the vascular bundle that is responsible for this occurrence. Brainstorm in pairs to: Suggest where food (made by photosynthesis) is transported to during translocation Why this movement is important.
Biology for CSEC GCSE Biology Longman Biology for CSEC
Plausibility of suggestions and reasons given
Biology for CSEC GCSE Biology
119

UNIT: THE HUMAN HEART LEARNER OUTCOMES Observe the external and internal appearance of the human heart. CONTENT Heart is made up of cardiac muscle which does not fatigue. Human heart divided into right and left side by the septum; upper chambers the atria receive blood from veins; lower chambers are ventricles which pump blood to arteries; compare Draw and label the external features relative thickness of walls of chambers; direction of flow of a mammalian heart. Use a scalpel or other cutting utensil controlled by atrioventricular valves (bicuspid/ mitral and tricuspid to dissect the heart of a mammal. Use a magnifying lens to observe the valves) and semi-lunar valves, valve tendons support valves; vena cava structure of the heart returns deoxygenated blood to right Observe the internal structure of a atrium; pulmonary artery transports mammalian heart. deoxygenated blood to lungs; pulmonary veins, transport oxygenate blood from lungs to left Relate the structures of the heart to atrium; aorta transports oxygenated their function. blood from left ventricle to body; coronary arteries supply heart muscle with oxygen and nutrients. Construct a model of the human heart. ACTIVITIES Observe posters/charts, models, overhead transparencies or photographs of the external and internal appearance of the human heart. Describe the external and internal appearance of the human heart. Draw and label the heart before dissection Use a scalpel or other cutting utensil to dissect the heart of a mammal Use a magnifying lens to observe the structure of the heart Observe the structure of a mammalian heart. Identify the internal structures of the heart Make annotated drawing to show the structure and function of the heart and its associated blood vessels. Explain how the structures are suited to their functions. Construct a model of the human heart RESOURCES Posters/charts, models, overhead transparencies, textbook AQA Science Biology for CSEC Longman Biology for CSEC Pig, sheep, or goats heart. Scalpel, dissecting tray, dissecting pins, Magnifying glass; AQA Science GCSE Biology Biology for CSEC Longman Biology for CSEC Diagram L. S. heart on worksheet GCSE Biology Biology for CSEC Longman Biology for CSEC
Plastic or paper cups, straws, glue, scissors, hard card, red and blue markers or modeling clay/paper mch, tubing, red and blue; model of human heart; Biology for CSEC CXC Human and Social Biology
DURATION: 1 weeks METHOD OF ASSESSMENT
Number and quality (details) of observations; clarity of description Rubric for assessing visual aids diagrams Correct and safe use of apparatus and materials
Correct identification of Structures Correct labeling of diagrams and accuracy of notes Clarity and accuracy (content) in demonstrating the relationship Rubric for assessing models
120

UNIT: THE HUMAN HEART LEARNER OUTCOMES Show the direction through which blood flows through the heart CONTENT ACTIVITIES Use the model of the heart or a PowerPoint Presentation to demonstrate the direction of blood flow through the heart. RESOURCES Red and blue markers/crayons/pencils AQA Science GCSE Biology Biology for CSEC Longman Biology for CSEC CXC Human and Social Biology Rubber tubing, glass T-shaped tube, filter funnel at end, or stethoscope. CXC Human and Social Biology METHOD OF ASSESSMENT Rubric for assessing visual presentations
Use a stethoscope to investigate heartbeat
Design investigations to determine the effects of external factors on heartbeat.
Complete contraction and relaxation of heart produces two-tone (lub-dub) sound. The first tone heard is due to the closing of the tricuspid and bicuspid valves as the ventricles contract. The closing of the semi-lunar valves is the second sound followed by a pause. On average the heartbeat is 72 beats per minute. Heartbeat increases with exercise as contraction of muscles need more of oxygen and nutrients carried by blood. Adrenalin increases the heart rate. Differences in sound allow doctor to diagnose disorders Sudden noises, increased exercise cause an increase in heartbeat.
Examine a stethoscope Use the stethoscope to measure heartbeat per minute. Describe (orally) the noises heard Relate the operation of structures of the heart to the sound produced during beats.
Correct and safe use of stethoscope
Brainstorm factors that might cause a change in heartbeat rate. Design the investigations. Include comparison of the base heartbeat rate with each rate caused by an external factor. Draw bar graphs to compare the heartbeat rates.
CXC Human and Social Biology Clarity, details and logic of plan
121

UNIT: THE HUMAN HEART LEARNER OUTCOMES Predict the effects of exercise on pulse rate. CONTENT The pumping of the heart causes surges of blood in arteries. This is detected as the pulse where an artery lies above a bone near the surface of the body. The rate of beats per minute is about 72 but varies with age, activity and diseases. With each beat, the heart moves blood through the body. During exercise more carbon dioxide produced due to increased respiration for energy. Increase in CO2 signals energy is obtained from Measure accurately the pulse rate of students to determine average pulse rate
ACTIVITIES Predict the effects of exercise on pulse rate
RESOURCES Clock/stopwatch CXC Human and Social Biology
METHOD OF ASSESSMENT Plausibility of predictions and reasons given
Make inferences/conclusions as to the effect of exercise on pulse rate. Predict how conditions of the body affect average pulse rate
Measure accurately the pulse rate of students Calculate the average pulse rate at rest Calculate the average pulse rate after exercise Make inferences/conclusions as to the affect of exercise on pulse rate Age, weight, lifestyle (regular exercise, drug abuse) Predict the effects of age, weight, regular exercise and drug abuse on pulse rate.
Longman Biology for CSEC CXC Human and Social Biology
Accuracy of measurements, clarity of recording measurements Rubric for assessing processing data Clarity and accuracy of conclusion based on results/data Plausibility of predictions and reasons given
Longman Biology for CSEC CXC Human and Social Biology Clock/stop watch; graph paper; or software to generate graphs
122

UNIT: THE HUMAN HEART LEARNER OUTCOMES Research the common causes and effects of heart disease. ACTIVITIES Research the common causes and effects of heart disease Create an infomercial to show common causes and effects of heart disease and any preventative measures. Describe the relationship between intake of dietary cholesterol and fatty deposits on artery walls Blood pressure is measured in large Students take turns measuring arteries and expressed by 2 numbers. arterial blood pressure on a partner The first number is a measure of and rotate roles. Using digital blood the pressure caused when the pressure reader. ventricles contract and blood is (AQA Science GCSE Biology) pushed out the heart systolic pressure. Then blood pressure drops as the ventricles relax. The second number is a measure of the diastolic pressure that occurs as the ventricles becomes filled with blood before they contract again such as systolic 120, diastolic 80. Techniques in using Sphygmomanometer Record results of class/group blood pressure in a suitable manner
CONTENT
RESOURCES GCSE Biology CXC Human and Social Biology Internet
METHOD OF ASSESSMENT Rubric for assessing research Rubric for assessing visual presentations
Describe the relationship between intake of dietary cholesterol and fatty deposits on artery walls Use sphygmomanometer to measure blood pressure
CXC Human and Social Biology Human Form & Function Sphygmomanometer, stethoscope, table, chairs, alcohol, cotton balls CXC Human and Social Biology
Clarity and accuracy (content) in demonstrating the relationship Accuracy of measurements
Record results of class/group blood pressure in a suitable manner Construct a histogram to show the class blood pressure data.
CXC Human and Social Biology
Clarity of recording measurements Rubric for assessing processing data
Construct a histogram to show the class blood pressure data. From the graph determine the average range of pressure
CXC Human and Social Biology
123

UNIT: THE HUMAN HEART LEARNER OUTCOMES CONTENT Draw a conclusion on the blood pressure range for the class. Research cardiovascular A heart attack is caused by the build-up of diseases. fatty substances, cholesterol, calcium and other substances that make up plaque. Plaque can begin to build up within the inner linings of the larger arteries of the body in childhood, but it takes much longer, usually thirty years or more, for the build-up to escalate to dangerous levels. This process of plaque build-up is called atherosclerosis, a process which is quickened by having high blood pressure or cholesterol, diabetes or especially by smoking Because less blood is getting through to the heart, oxygen, which is carried within the blood cells, also becomes limited. If one or more artery (arteries) becomes completely blocked, a heart attack follows. If immediate treatment, usually surgery to clear up the arteries, is not administered, the muscles of the heart become permanently injured, causing the patient to die or become disabled. A heart attack can, less frequently than by the complete blocking of the arteries, also be caused by a severe spasm or tightening of the coronary artery, which temporarily cuts off blood flow from the heart Biology Curriculum 2010, Grades: 10 12 124 ACTIVITIES Interpret results of the data Draw a suitable conclusion RESOURCES CXC Human and Social Biology METHOD OF ASSESSMENT Clarity and accuracy of conclusion based on results and observations made Rubric for assessing (investigations) research
CXC Human and Social Biology Research symptoms, effects, causes, prevention and treatment for: Human Form & Function Hypertension Internet Atherosclerosis Coronary heart attack Cerebral hemorrhage Arteriosclerosis
Produce a model of a blood vessel using PVC piping (rubber or hard plastic tubing) and adding layers of plasticine/clay to show fat deposits
PVC pipes, clay/ plasticines

UNIT: THE HEART LEARNER OUTCOMES Research how artificial pacemakers stimulate heart contractions CONTENT Pacemaker- special group of muscle cells in the right atrium that controls heartbeat. Sends electrical messages that stimulate heart muscle to contract. Pacemaker may also receive signals from brain to speed up nor slow down heart bear A number of conditions can cause the heart to develop an abnormal heartbeat. An artificial pacemaker can be surgically implanted. Artificial pacemakers deliver an electronic shock at intervals that approximate the natural cardiac rhythm. Implanted in patients skin or on the chest wall. Consist of pulse generator and two electrodes. Electrodes connected to the right atrium and right ventricle through a vein ACTIVITIES Research how artificial pacemakers stimulate heart contractions. Make an oral presentation to describe how pacemakers operate. RESOURCES GCSE Biology Internet Rubric for assessing oral presentations METHOD OF ASSESSMENT
125

UNIT: THE CIRCULATORY SYSTEM LEARNER OUTCOMES CONTENT ACTIVITIES Create a life-size model or display Pulmonary circulation the flow of Create a life-size model or display illustrating the circulation of blood blood from heart to lungs and back to illustrate the pathway of blood through the human body. to heart. Systemic circulation flow through the body. Include major of blood from the heart to body and vessels to and from the head, back to heart arms, lungs, alimentary Show flow of blood through the canal/small intestines, liver, heart and body: superior and inferior kidneys and legs. vena cava-right atrium-right Draw arrows to show blood ventricle-pulmonary arteries-lungstravels from heart to the lungs, pulmonary vein-left atrium-left back to the heart, to all other parts ventricle-aorta-body. Carotid artery of the body and back to the heart. to head, subclavian artery to arms; hepatic artery to liver; mesenteric artery to alimentary canal; renal artery to kidney; iliac artery to trunk and legs; femoral artery to legs. Femoral vein legs to posterior/inferior vena cava; renal vein kidneys to posterior vena cava, hepatic portal vein from small intestine to liver; hepatic vein from liver to inferior vena cava; subclavian vein to superior/anterior vena cava, jugular vein from head to vena cava Identify major blood vessels. As above Label the major blood vessels on the model or display. RESOURCES Chart paper/ folding display boards markers/paint/crayons GCSE Biology Longman Biology for CSEC CXC Human and Social Biology DURATION: 1 week METHOD OF ASSESSMENT Rubric for assessing visual aids/models
Biology for CSEC GCSE Biology Longman Biology for CSEC CXC Human and Social Biology
Correct labeling
126

UNIT: THE CIRCULATORY SYSTEM LEARNER OUTCOMES CONTENT Observe cross sections of Cross sections of arteries, arterioles, capillaries, blood vessels. venules and veins show differences in size, thickness of walls and presence of valves. ACTIVITIES Observe cross-sections of arteries, veins and capillaries. Label diagrams of C. S. blood vessels. Compare and contrast the structure of the three types of blood vessels. RESOURCES Microscope slides T. S. capillary, vein, artery, microscopes, diagrams of T. S. capillary, vein, artery
AQA Science GCSE Biology Biology for CSEC Longman Biology for CSEC CXC Human and Social Biology Human Form & Function
Number and accuracy of similarities and differences
Explain the difference in the composition of blood in the pulmonary artery compared with blood in other arteries. Differentiate between veins and arteries.
The pulmonary arteries transport deoxygenated blood other arteries transport oxygenated blood.
Arteries - thick muscle and elastin layer, walls thick to withstand high pressure; small lumen; transport blood to heart (except pulmonary artery); blood pressure high, blood flows rapidly in pulses; carry oxygenated blood (except pulmonary artery); no valves present Veins thin elastic walls; carry blood towards heart (except pulmonary vein) blood at low pressure and flows smoothly, carry deoxygenated blood (except pulmonary vein); lie close to body surface, valves prevent backflow of blood, Capillaries wall one cell thick for ease of diffusion, small lumen; carry blood to the cells of tissues and organs, substances pass through walls, low pressure and slow flow, no valves, carry blood from arterioles to venules
Use a simple model to explain the difference in the composition of blood in the pulmonary artery compared with blood in other arteries. Construct a table showing the structural and functional differences between arteries and veins.
AQA Science GCSE Biology Biology for CSEC Longman Biology for CSEC CXC Human and Social Biology
Number of valid differences
127

UNIT: BLOOD LEARNER OUTCOMES CONTENT Use a microscope to view prepared Plasma pale yellow liquid slides of blood. containing food (glucose, amino acids, vitamins, minerals), excretory substances (e.g. urea, carbon dioxide), blood proteins (e.g. albumen, globulin, fibrinogen) , hormones and water Red blood cells (erythrocytes) biconcave discs, no nucleus, lives 3 months, made in bone marrow, destroyed in liver & spleen, red pigment haemoglobin combines with oxygen to form oxyhaemoglobin, 1mm3 has 5 ACTIVITIES Place a prepared slide of human blood smear on the stage of a microscope. Focus the slide using low and high power objectives RESOURCES Microscope, prepared slide of human blood. GCSE Biology Longman Biology for CSEC DURATION: 1 weeks METHOD OF ASSESSMENT Rubric for assessing the use of materials and equipment correctly and safely Correct and safe use of apparatus and materials
Observe prepared slide of blood smear to identify the components of blood.
As above
Observe prepared slide of blood smear to identify the components of blood Use photographs of blood cells to identify the components of blood on the slide.
Longman Biology for CSEC
Correct identification of cells
128

UNIT: BLOOD LEARNER OUTCOMES Compare blood cells. CONTENT million rbcs; transport oxygen from lungs to tissues White blood cells 2 types, defend against disease; larger than rbcs, 1 mm3 has 8000 - 10000 Phagocytes irregular shape; lobed nucleus; pseudopodia can move through capillary walls to infection site; can surround and engulf bacteria, formed in one marrow ; Lymphocytes produce antibodies that destroy pathogens by causing them to clump or neutralizing their toxins, formed in lymph nodes and spleen ACTIVITIES Compare leucocytes, lymphocytes, erythrocytes Number per ml Size Place of origin Life span Destruction Shape Colour Nucleus Cytoplasm Construct a table or graphic organizer to show comparisons. RESOURCES GCSE Biology Biology for CSEC Longman Biology for CSEC CXC Human and Social Biology Human Form & Function METHOD OF ASSESSMENT
Rubric for assessing visual aids.
Describe how the features of each type of blood cell are adapted for their functions.
Write a short story describing how the features of each type of blood cell are adapted for their functions.
GCSE Biology Biology for CSEC Longman Biology for CSEC CXC Human and Social Biology Human Form & Function GCSE Biology Biology for CSEC Longman Biology for CSEC CXC Human and Social Biology Human Form & Function
Clarity and accuracy (content) in demonstrating the relationship; storyline
Relate the composition and state of Plasma liquid for transportation blood to its functions. (heat, food, hormones), RBCs transportation of oxygen, WBCs fight disease causing organisms, platelets blood clotting.
Use visual aids to explain how the composition of blood is suited to its functions.
129

UNIT: BLOOD LEARNER OUTCOMES Research the significance of blood groups in transfusions. CONTENT ACTIVITIES There are 4 groups known as A, B, Research the significance of AB, and O. These groups are based blood groups in transfusions. on proteins (A and B) called Prepare a brochure to inform antigens, that are present on the teenagers of the importance of surface of red blood cells and two blood groupings (ABO, Rh) in antibodies in plasma Anti-A and transfusions and pregnancies. Anti B. Transfusion - the injection of blood or blood components to replace blood lost through surgery or injury. Blood must be cross matched for compatibility Type A can receive A, O; can donate to A, AB Type B can receive B, O; can donate to B and AB Rhesus factor present (Rh pos) or absent (Rh neg). Rh neg can be given to Rh neg or Rh pos people. Rh pos can only be given to Rh pos people Blood banks collect and store blood; blood tested for diseases e.g. hepatitis, HIV RESOURCES Internet, pamphlets GCSE Biology Biology for CSEC CXC Human and Social Biology Human Form & Function METHOD OF ASSESSMENT Rubric for assessing research Rubric for assessing visual aids
130

UNIT: LYMPHATIC SYSTEM LEARNER OUTCOMES CONTENT Identify the parts of the Lymphatic The lymphatic system consists of System. lymphoid organs, which are spread throughout the body. These include the bone marrow, thymus, lymphatic vessels, lymph nodes, spleen, adenoids, and tonsils. Compare blood plasma, lymph, and tissue fluid. Blood is a mixture of cells, proteins and plasma solutes. Tissue fluid is liquid which has leaked out of the capillaries into the spaces between the cells. Lymph is the clear, watery fluid passing through lymph vessels. The lymphatic system has three main functions: Removal of interstitial fluid from tissues Absorption and transportation of fats and fatty acids Production of immune cells such as lymphocytes. ACTIVITIES After studying a diagram of the lymphatic system, use a blank diagram of the human body to show the location of the various lymph nodes, ducts, and vessels. RESOURCES GCSE Biology CXC Human and Social Biology Human Form & Function DURATION: 1 week METHOD OF ASSESSMENT Correct labeling
On a table/ Venn diagram indicate the similarities and differences between blood, lymph, and tissue fluid.
GCSE Biology CXC Human and Social Biology Human Form & Function
Number and accuracy of similarities and differences
Describe the functions of the lymphatic system.
Create concept map or graphic organizer to summarize the functions of the lymphatic system.
Clarity and accuracy of diagram and description
Describe the relationship between the Lymphatic and Circulatory Systems.
Create a song/rap to describe the relationship between the Lymphatic and Circulatory Systems.
131

UNIT: EXCRETION IN PLANTS LEARNER OUTCOMES Formulate a hypothesis as to how plants excrete waste. CONTENT ACTIVITIES Formulate a hypothesis as to how plants excrete waste. RESOURCES DURATION: week METHOD OF ASSESSMENT Plausibility and clarity of hypothesis and reasons
Research how plants excrete waste.
Plants do not have an excretory system but remove their waste in various ways including: Oxygen is a waste product removed by the stomata during daytime and during the night time only carbon dioxide is excreted. Calcium oxalate and tannin from metabolic processes are stored in leaves, bark, flowers, fruits and seeds excreted when these parts are shed. Other waste may be stored permanently in certain parts of the plant such as the xylem of hard wood.
Research how plants excrete waste Make a visual presentation.
Modern Biology for Secondary Schools AQA Science Biology for CSEC
132

UNIT: EXCRETION LEARNER OUTCOMES Match the excretory organs of the human body to their metabolic waste. CONTENT Excretion is the removal of metabolic waste from the body. The main excretory organs and their metabolic waste include the following: Lungs (carbon dioxide and water vapour); Skin (salts, urea and water in sweat); liver (breakdown products from haemoglobin in bile); Kidney (urea, salt and water in urine) The main excretory organs in Man are a pair of reddish-brown, beanshaped organs called the kidneys. The kidneys are a part of the urinary system, which also includes the ureters (transports urine to the bladder), urethra (expels urine outside of the body), urinary bladder (stores urine before expulsion) ACTIVITIES Use graphic organizer or cue cards to match excretory organs and their waste. RESOURCES GCSE Biology Biology for CSEC Longman Biology for CSEC CXC Human and Social Biology DURATION: 3 weeks METHOD OF ASSESSMENT Rubric for assessing visual aids (graphic organizer)
Make an annotated diagram of the urinary system of Man
Observe a poster or model of the urinary system. Make a diagram of the urinary system. Label the parts of the system. State (beside the label) the function of each.
Model, poster or transparency showing labelled parts of the urinary system. AQA Science GCSE Biology Biology for CSEC Longman Biology for CSEC CXC Human and Social Biology Human Form & Function Comparative table Human Form & Function
Make inferences about the functions of the kidney based on the composition of blood in the renal artery and renal vein.
Artery (brings oxygenated blood Observe a comparative table concentrated with metabolic waste showing composition of blood in to the kidney), and renal vein the renal artery and vein. (transports deoxygenated blood that Make inferences about the is less concentrated with metabolic functions of the kidneys. waste from the kidneys to the heart).
Clarity and accuracy of inferences based on observations made
133

UNIT: EXCRETION LEARNER OUTCOMES CONTENT Use a scalpel or other cutting Each kidney is a red-brown oval structure with an utensil to dissect a kidney. indentation on its innermost surface. Use a hand lens and/or microscope to observe the internal structure of a dissected kidney. Create an annotated line drawing showing the internal features of a dissected kidney. The kidney tissue is made up of many capillaries and tiny tubules held together by connective tissue. There is a darker outer region called the cortex and a lighter inner region called the medulla. The pelvis is the space where the ureter leaves the kidney. Cones or pyramids of kidney tissue project into this space. ACTIVITIES Dissect a kidney using the apparatus provided. Observe/examine the internal structure of a dissected kidney. Draw the internal structure of a dissected kidney Make annotated labels. RESOURCES Sheep, chicken or pigs kidney, dissecting board, scalpel or other cutting utensil Hand lens, microscope, prepared slides METHOD OF ASSESSMENT Rubric for assessing correct and safe handling of apparatus and materials Rubric for assessing correct and safe handling of apparatus and materials Rubric for assessing visual aids
Microscope, prepared slides, paper, pencil, colored pencils Biology for CSEC GCSE Biology Longman Biology for CSEC CXC Human and Social Biology Visking tube/plastic bags, beakers, measuring cylinder, dropper, stirring rod, string, stopwatch, water, potassium permanganate, yellow food coloring Longman Biology for CSEC
GCSE Biology Longman Biology for CSEC CXC Human and Social Biology Human Form & Function
Construct a model representing a nephron to demonstrate ultrafiltration.
The nephrons are the filtering units of the kidney. Their main function is to regulate the concentration of water, glucose, urea and solutes in the body by filtering the blood, reabsorbing what is needed, and excreting the rest as urine.
Construct a model to represent a nephron and illustrate ultrafiltration.
The renal artery brings oxygenated blood containing excretory products to the kidney. This blood is high in oxygen, water, urea and other nitrogenous compounds, mineral salts, sugar and plasma solutes, but low in carbon dioxide. The renal vein drains filtered, deoxygenated blood from the kidney. It contains less oxygen, glucose, nitrogenous wastes, salts and water, but more carbon dioxide. Biology Curriculum 2010, Grades: 10 12
Use model of a nephron to explain its role in osmoregulation.
Use the model of the nephron to make an oral presentation on the role of the nephrons in osmoregulation.
GCSE Biology Biology for CSEC CXC Human and Social Biology
134

UNIT: EXCRETION LEARNER OUTCOMES Make an annotated diagram of the nephron. CONTENT The nephron begins in the cortex as the Bowmans capsule (encloses a knot of the capillaries called the glomerulus and receives filtrate). One end of the capsule is drawn out as a long, tubular structure called the renal tubule. The first part is called proximal convoluted tubule (reabsorbs valuable material). The tube descends into the medulla. It loops back on itself and is called the loop of Henle ( alters salt concentration in the medulla to aid in reabsorption of water from the collecting duct) then ascends back into the cortex. The tubule twists and turns again this is called the second or distal convoluted tubule (further reabsorption may occur). Tubules joins other tubules in a common collecting duct. Similarities in structure and function ACTIVITIES Observe a diagram of a nephron. Make an annotated diagram of the nephron. Develop a mnemonic device to include the parts and their functions. RESOURCES GCSE Biology Biology for CSEC Longman Biology for CSEC CXC Human and Social Biology Human Form & Function METHOD OF ASSESSMENT Rubric for assessing visual aids Correct information and format of a mnemonic device
Describe how the principle of the nephron is used in dialysis.
Observe diagrams of a nephron and dialysis machine/outfit Describe how the principle of the nephron is used in dialysis.
Human Form and Function AQA Science GCSE Biology Biology for CSEC Longman Biology for CSEC CXC Human and Social Biology
Number of similarities correctly identified; clarity in organization of points
135

UNIT: EXCRETION LEARNER OUTCOMES CONTENT Compare and contrast excretion in Plants are able to reuse excretory plants and humans. products oxygen (photosynthesis) and carbon dioxide (respiration) and store some waste. The waste products in humans are harmful and are therefore eliminated. Formulate a hypothesis on the effect of named factors on the volume and composition of urine. When it is very hot, there is an increase in perspiration, have chronic diarrhea or vomiting, or eat salty foods, the body loses lots of water and salts. As a result, your blood becomes too concentrated. The pituitary secretes ADH which causes lots of water to be reabsorbed and the bladder produces a small volume of concentrated urine. When it is cold, you perspire little, or drink lots of water, the blood becomes dilute. The pituitary secretes less ADH. Little water is reabsorbed and the bladder produces a large volume of dilute urine. ACTIVITIES Construct a Venn diagram to Compare and contrast excretion in plants and humans. RESOURCES AQA Science METHOD OF ASSESSMENT Number and accuracy of similarities and differences
Formulate a hypothesis on the effect of diarrhea, eating salty foods, and drinking large volumes of water on urine output.
GCSE Biology Biology for CSEC Longman Biology for CSEC CXC Human and Social Biology Human Form & Function
Plausibility of hypothesis and reasons given
136

UNIT: EXCRETION LEARNER OUTCOMES Design an investigation to determine whether a sample of urine is from a diabetic or nondiabetic. CONTENT When the pancreas fails to produce sufficient insulin or does not use the insulin produced efficiently or properly, a condition known as diabetes mellitus develops. In persons suffering from diabetes mellitus, the amount of glucose in the blood rises so high that the kidneys begin to excrete glucose into the urine. The presence of this glucose can be tested for by using Benedicts reagent. A yellow, green, or brick-red, orange color indicates a positive result. Diet choices affect health. Persons at risk for kidney disease should consume complex carbohydrates, less proteins, limit the intake of salts, and monitor fluid intake. When kidney fails due to lack of diet or other reasons they would need to undergo dialysis and or a transplant performed. ACTIVITIES Identify the apparatus and materials including the reagent to be used (Benedicts). Outline the method to be used. Describe the expected observations for the sample if it were from a diabetic or nondiabetic. Explain the expected color changes. Not to be conducted RESOURCES Urine samples/different concentrations of sugar solutions (with yellow food colouring), Benedicts reagent, beakers, test tubes, stirring rods, Bunsen burner, lighter, dropper, tripod, wire gauze, heat- proof mat CXC Human and Social Biology Human Form & Function METHOD OF ASSESSMENT
Research dietary practices necessary for maintaining healthy kidneys.
Research dietary practices necessary for maintaining healthy kidneys. Practice wise dietary choices necessary for maintaining healthy kidneys. Identify the consequences which result from not following those choices. Make an oral presentation.
Internet, multimedia equipment (optional) CXC Human and Social Biology Human Form & Function
Rubric to assessing oral presentations
137

UNIT: HOMEOSTASIS LEARNER OUTCOMES Predict the meaning of homeostasis. CONTENT Homeostasis is the maintenance of a constant internal environment, despite changes in the external environment. It allows cells to work efficiently. ACTIVITIES Based on the suffix and prefix of the word, predict the meaning of homeostasis. RESOURCES Internet AQA Science GCSE Biology Longman Biology for CSEC Human Form & Function DURATION: 3 weeks METHOD OF ASSESSMENT Plausibility of predictions and reasons given
Explain how the kidneys and hypothalamus control the water content of the blood.
If the blood passing through the brain is too concentrated, the hypothalamus stimulates the pituitary gland to secrete antidiuretic hormone (ADH) into the blood. When the pituitary secretes a large amount of ADH, the tubules reabsorb more water from the glomerular filtrate, giving a small volume of concentrated urine. If the blood passing through the blood is too dilute, the pituitary suppresses the secretion of ADH. When the production of ADH is suppressed, the tubules become less permeable and less water is reabsorbed from the glomerular filtrate, resulting in a large volume of dilute urine. Feedback.
Draw a flow chart or concept map to explain how the kidneys and hypothalamus control the concentration of water in the blood.
138

UNIT: HOMEOSTASIS LEARNER OUTCOMES Make a diagram or model of a nephron to show its role in osmoregulation. CONTENT ACTIVITIES Make a diagram or model of a nephron Use the model/diagram of a nephron to describe/demonstrate its role in osmoregulation. Predict how the secretion of too much and too little ADH affects the volume and concentration of urine produced by the kidneys. Make a correlation between ADH concentration and urine production. Create a flow diagram to explain how the liver and pancreas control the sugar content of the blood. When the glucose concentration in the blood is too high, the pancreas secretes the hormone insulin. This causes the liver to convert glucose into glycogen, lowering blood glucose. When the glucose concentration in the blood is too low, the pancreas secretes the hormone glucagon. This causes the liver to convert glycogen back into glucose, raising blood glucose. Draw a flow chart or concept map to explain how the liver and the pancreas control the amount of glucose in the blood. Pencil, ruler Biology for CSEC Longman Biology for CSEC CXC Human and Social Biology RESOURCES Biology for CSEC GCSE Biology Longman Biology for CSEC CXC Human and Social Biology Human Form & Function Biology for CSEC GCSE Biology Longman Biology for CSEC CXC Human and Social Biology METHOD OF ASSESSMENT Rubric for assessing models
Make predictions about the effect of insufficient/excess ADH on urine production.
Correct explanation of the correlation between ADH concentration and urine production Rubric for assessing visual aids
Recognize and describe the relationship between diet and blood glucose levels.
Foods rich in starch and sugar cause List foods eaten for breakfast, an elevation in blood glucose lunch, and dinner for one week. levels. Record the calories per serving of the foods.
CXC Human and Social Biology Human Form & Function
139

UNIT: HOMEOSTASIS LEARNER OUTCOMES Make predictions about the effect of insufficient or excess insulin secretion on blood-glucose concentration. CONTENT ACTIVITIES RESOURCES Predict how the secretion of too Biology for CSEC much and too little insulin will affect CXC Human and Social blood glucose levels. Biology Human Form & Function METHOD OF ASSESSMENT Plausibility of predictions and reasons given
Describe the role of the skin in Shivering, vaso-constriction, goose homeostasis. pimples and reduction in sweating aid in conserving heat. Vaso-dilation, sweating aids in release of heat and cooling the body. X-ref Surface: volume ration. (X-ref. Homeostasis temperature control)
Describe the mechanisms to reduce heat loss from the skin. Describe the mechanisms to increase heat loss from the skin. Explain the role of vasopressin in temperature control. Use visual aids/demonstrations to show why the surface area of the skin makes it important in temperature regulation.
Containers with a large surface: volume ratio, containers with a small surface: volume ratio GCSE Biology CXC Human and Social Biology
Rubric for assessing visual aids/models
141 Biology Curriculum 2010, Grades: 10 12 140

UNIT: HOMEOSTASIS LEARNER OUTCOMES Create a flow diagram to explain the role of the skin in controlling body temperature. CONTENT ACTIVITIES When it is too cold, erector muscles Develop a cartoon or another visual contract, pulling the hairs up to trap an to explain the role of the skin in insulating layer of air. This causes the controlling body temperature. characteristic goose-pimples. Arterioles just below the surface of the skin constrict and constrict so that less blood containing heat flows near the surface of the skin (Vasoconstriction). Sweat glands become less active, decreasing the production of sweat. The muscles contract more (shivering), producing heat which helps to raise the body temperature. When it is too hot, the erector muscle relaxes, causing the hairs to lie flat. Arterioles below the epidermis dilate or widen, causing more blood and heat to flow near the surface (Vasodilation). Increases in sweat production. Sweat evaporates using latent heat which cools the body. RESOURCES Pencil, ruler, AQA Science GCSE Biology Biology for CSEC Longman Biology for CSEC METHOD OF ASSESSMENT Rubric for assessing visual aids
141
142

UNIT: HOMEOSTASIS LEARNER OUTCOMES Formulate a hypothesis on whether insulation affects the rate at which organisms lose heat. CONTENT Endotherms are animals (birds and mammals) that keep their body temperature constant despite changes in the external temperature. They make heat inside their body and keep it there. Animals with lots of hair or fur contract their erector muscles so the hairs stand up and trap a layer of air between them, insulating the body and preventing heat loss. The erector muscles in animals with a sparse covering of hair still contract in cold weather, but give rise to goose pimples. Ectotherms are animals (fish, amphibians and reptiles) whose body temperature changes with the temperature of the surroundings. They gain heat from outside their body. These animals lack hair and fur so they bask in the sun to keep warm or retreat to holes in the ground to cool down. They always stay in a place where the temperature is suitable. Content ACTIVITIES Review methods of heat loss Brainstorm the forms of insulation in common animals. Formulate a hypothesis on whether insulation affects the rate at which an organism loses heat. RESOURCES AQA Science Biology for CSEC METHOD OF ASSESSMENT Plausibility of predictions and reasons given
Design an experiment to determine the effect of insulation on heat loss.
Design an experiment to determine Thermometer, cotton wool, conical Clarity, details and logic of plan the effect of insulation on heat flasks, beaker, water, loss. kettle/Bunsen burner, tripod, lighter, wire gauze, elastic bands
142
143

UNIT: HOMEOSTASIS LEARNER OUTCOMES Conduct, and evaluate an experiment to determine the effect of insulation on heat loss. Use a thermometer to accurately measure temperature of water in insulated and non-insulated flasks to 0.5 C. CONTENT ACTIVITIES Conduct, and evaluate an experiment to determine the effect of insulation on heat loss. RESOURCES Longman Biology for CSEC METHOD OF ASSESSMENT Rubric for assessing experimental investigations
To investigate the effect of insulators on heat loss.
Identify variables Control variables Measure the temperature of water in a flask covered with cotton wool and one left exposed or uncovered. Materials, such as cotton wool, trap Collect two conical flasks of the air. Since air is a poor conductor of same size. Secure cotton wool heat, this acts as insulation and helps around one of the flasks. Measure to retain heat. The less insulation, and record the temperature of the the more and faster heat is lost. water in both flasks every minute for 20 minutes. Calculate the total drop in each flask. Make valid conclusions. Write an experimental report.
Thermometer, cotton wool, flasks, beaker, water, kettle/Bunsen burner, tripod, lighter, wire gauze, elastic bands
Correct and safe use of apparatus and materials Accuracy of measurements, clarity of recording measurements Clarity and accuracy of conclusion based on results and observations made
Compare temperature change of an insulated and a non-insulated flask.
Draw a table to compare decrease in temperature in both flasks. Draw line graphs to compare change in temperature from an insulated and non-insulated flask
Graph paper, ruler
Clarity of recording measurements recording data. Rubric for assessing processing data (graphs)
143
144

UNIT: HOMEOSTASIS LEARNER OUTCOMES Relate the results from the investigation on the effects of insulation on heat loss to the ability of ones skin to maintain body temperature. CONTENT See aforementioned content ACTIVITIES Relate the results of the experiment to mammals with varying amounts of hair or fur (humans, cats) and animals with no insulation (lizards) maintain body temperature. RESOURCES METHOD OF ASSESSMENT Thermometer, cotton wool, conical Clarity and accuracy (content) in demonstrating the relationship flasks, beaker, water, kettle/Bunsen burner, tripod, lighter, wire gauze, elastic bands AQA Science Biology for CSEC Human Form & Function Rubric for assessing experimental investigations (plan)
Design an experiment to investigate the effect of body size on heat loss. Design, conduct and evaluate an experiment to investigate the effect of body size on heat loss.
Include apparatus, materials Record the methodology. Conduct and evaluate an experiment to investigate the effect of body size on heat loss. Conical flasks/beakers/cans of different sizes, measuring cylinder, Bunsen burner, lighter, heat proof mat, tripod, wire gauze, stop clock, water Conical flasks/beakers/cans of different sizes, measuring cylinder, Bunsen burner, lighter, heat proof mat, tripod, wire gauze, stop clock, water
Rubric to assessing experimental investigations (plan)
Relate the results from the investigation on the effects of body size on heat loss to the ability of large and small animals to conserve heat. Suggest reasons to support body size affects the rate at which an organism loses heat.
See aforementioned content
Relate the results of the experiment to large and small animals and their ability to conserve heat.
Very small animals have a large Orally suggest reasons to support surface area to volume ratio and thus body size affects the rate at which they have a greater rate of heat loss. an organism loses heat. A larger animal have a small surface area to volume ratio and thus have a slower rate of heat loss.
144
145

UNIT: HUMAN IMPACT ON THE ENVIRONMENT LEARNER OUTCOMES CONTENT Justify the importance of Resilience of ecosystem to natural biodiversity. hardships, variation, economic benefits medicinal, ornamental, industrial products ACTIVITIES Research benefits of broad biodiversity. Make an oral presentation justifying the need to maintain biodiversity. RESOURCES DURATION: 1 week METHOD OF ASSESSMENT
Investigate how human activities can influence and modify the biodiversity in natural systems.
Impact of human activities due Investigate how human population growth increased demand activities can influence and for food and consumer goods; ability modify systems - impact of to use technology to change natural over-fishing; impact of coastal systems. Human activities have led to: development including resorts, consumption of resources (water, marinas and golf courses; fossil fuels); production of a waste impact of urbanization; impact (landfills, greenhouse gases, of solid waste/sewage disposal; pollution); modification of impact of oil and gas environment through agriculture, exploration; impact of industrialization, and housing deforestation; impact of modern deforestation, erosion, eutrophication, agricultural practices; impact of over-fishing, increased fires; invasive species. Write a case study outlining introduction of new species; to how humans have altered a decrease in biodiversity; destruction of specific ecosystem and/or create habitat; climate change, overan action plan or propose a harvesting course of action to maintain or increase the sustainability of local ecosystems.
Rubric for assessing Bahamas Reef Environment Education Foundation (BREEF) investigations www.breef.org; Abaco Friends of the Environment, www.friendsoftheenvironment.org; The Nature Conservancy http://www.nature.org/wherewework /caribbean/bahamas/ Bahamas National Trust www.bnt.bs The Bahamas Environment Science and Technology Commission (BEST) www.best.bs Sandwatch www.sandwatch.org Number, accuracy, relevancy and sequencing of points
145
146

UNIT: HUMAN IMPACT ON THE ENVIRONMENT LEARNER OUTCOMES CONTENT ACTIVITIES Predict the effects of decreasing Define biodiversity as the variety of life: Research the importance of biodiversity in local ecosystems, the different plants, animals and microbiodiversity to the stability after researching its importance to organisms, their genes and the and resiliency of local the stability and resiliency of ecosystems of which they are a part; ecosystems. ecosystems. benefits of biodiversity include Make predictions on the biological resources, ecosystem services effects of decreasing and social benefits. Biological biodiversity in ecosystems. resources include : food for humans and for cultivated animals medicinal and pharmaceutical resources; breeding stocks, population reservoirs; resources not yet identified (future resources); wood products ornamental plants and animals; Potential agents for crop improvement or biological control. Ecosystem services -protection of water resources ; soils formation and protection; nutrient storage and cycling; pollution breakdown and absorption; contribution to climate stability maintenance of ecosystems; recovery from unpredictable events. Social benefits include: research, education and monitoring; recreation & tourism; cultural values3 RESOURCES METHOD OF ASSESSMENT http://www.best.bs/Documents/Ba Rubric for assessing research hamas_NBSAP.pdf The Bahamas Environment Science and Technology Commission (BEST) www.best.bs Plausibility of predictions and reasons given
http://www.biodiversity.ru/coastlearn/bio-eng/benefits.html
146
147

UNIT: HUMAN IMPACT ON THE ENVIRONMENT LEARNER OUTCOMES CONTENT Suggest ways to minimize the Measures for preventing or reducing impact of human activities on the the effects of impact of human environment. activities on Bahamian and Terrestrial ecosystems: Physical restructuring of the shoreline - dredge and fill development; Destructive use and vegetation loss sand mining, dump sites; Land cover change and vegetation replacement houses and resorts; Introduction of exotic species - Casuarina and Scaevola. Read a published report on the state of marine ecosystems in the Bahamas and write an article summarizing its findings. Biodiversity; threats to ecosystems; endangered species; laws; conservation management; ACTIVITIES RESOURCES Identify local areas that are GCSE Biology Biology for CSEC negatively impacted by human activities. Brainstorm means of minimizing these impacts. Use drama, music, art and/or technology tools to demonstrate ways to minimize the impact of human activities on the environment. METHOD OF ASSESSMENT
Read a published report on the state of marine ecosystems in the Bahamas Write an article summarizing the findings of the article.
Accuracy of main points, Bahamas Reef Environment Education Foundation (BREEF) paraphrasing, cohesiveness, www.breef.org; Abaco Friends of summarizing the Environment, www.friendsoftheenvironment.org; The Nature Conservancy http://www.nature.org/wherewework /caribbean/bahamas/ Bahamas National Trust www.bnt.bs The Bahamas Environment Science and Technology Commission (BEST) www.best.bs
147
148

UNIT: NATIONAL PARKS AND PROTECTED AREAS LEARNER OUTCOMES CONTENT Estimate the size of a bead Methods used to estimate fish (representing fish) population. populations e.g. tagging. ACTIVITIES Perform activity to simulate the technique and process of mark and release to estimate a fish population Estimate the population size of one type of fish. Find out common methods of measuring populations. Identify which methods are used locally. Use drama or a visual presentation to explain the role and importance of methods of measuring populations of organisms. Distinguish between a national park and a protected area.
RESOURCES Internet; beads of varying colours or marbles, large jars or beakers or paper bags
DURATION: 1 week METHOD OF ASSESSMENT Rubric for assessing investigations
Rubric for assessing processing data
Explain the role and importance of methods of measuring populations of organisms.
Methods are used to track changes in population, migration, effects of environmental factors, effects of man
Distinguish between a national park and a protected area. Explain the functions of National Parks. Provides a sanctuary for endangered species to survive, provides safety for reproduction, preserves bio-diversity.
List the functions of national parks. Explain how the national parks perform their functions.
Bahamas National Trust website www.bnt.bs Copies of map of The Bahamas. Bahamas National Trust website www.bnt.bs Copies of map of The Bahamas. Bahamas National Trust website www.bnt.bs Copies of map of The Bahamas.
Difference clearly stated
Number of parks correctly identified Number, accuracy, relevancy and sequencing of points Number of national parks correctly located and named
Identify terrestrial national parks and marine reserves in The Bahamas.
There are 25 National Parks both marine On a map of The Bahamas, and terrestrial. New ones are being identify terrestrial national parks added. Abaco, Andros, Conception and marine reserves Island, Exuma, Inagua, Grand Bahama, New Providence, Walkers Cay
148
149

UNIT: NATIONAL PARKS AND PROTECTED AREAS LEARNER OUTCOMES CONTENT Critically assess the value Replenishment, value of marine protected areas of national parks and to fishery resources, 25 National Parks; role of protected areas in The Bahamas National Trust Bahamas. More than 700,000 Acres protected; marine and terrestrial sites; New areas being developed Marine protected areas (MPA) may be established for several reasons including protecting species, ecosystems, biodiversity, vulnerable & rare habitats, breeding & nursery grounds, historical & cultural sites; In The Bahamas the MPAs are the marine reserves or marine parks; maintain and restore biodiversity and protect marine habitats; 4 established marine parks; benefit fisheries through spillover - movement of adult fish outside MPA into adjacent fisheries areas; larval export, target species, protected within a reserve serve as breeding stocks, are dispersed outside of the reserve and mature in other fisheries areas. First MPA in 1958, the Exuma Land and Sea Park; marine area became a notake marine reserve in 1986; evidence has shown that invertebrates and fish are larger and more abundant, increasing the population available for the local fishing industry. MPAs provide place for education about marine ecosystems and conservation; serve as an ecotourism and recreational dive site.
ACTIVITIES Read newspaper articles and/or internet articles or attend town meetings called by non-governmental and governmental environmental protection agencies. Compare the benefits of MPAs with the perceived threats to local fishing. Prepare a letter to your representative (parliament or local government) supporting or opposing the nearest proposed park in your area, justify your position List the objectives of the national parks. Conduct research (Internet or interviews) to determine the effectiveness of three parks in meeting their objectives. Identify the threats to the national parks achieving their objectives. Participate in a debate on whether national parks and protected areas are effectively achieving the set objectives.
RESOURCES GEO Bahamas 2005 Global Environmental Outlook www.best.bs Bahamas National Trust www.bnt.bs
Number and accuracy of points classified as benefits or threats Number, accuracy, relevancy and sequencing of points
149
150

UNIT: HUMAN IMPACT ON THE GROUPER LEARNER OUTCOMES CONTENT Use data to form a conclusion on the capture of juvenile, berried and adult groupers.
ACTIVITIES Collect data on juvenile and adult grouper in habitat and nurseries; Display information in an interesting manner. Review collected data and compare recent data with older records. Use data to form a conclusion on the harvesting of groupers.
RESOURCES Treasures of the Sea; BREEF Department of Marine Resources
Number and accuracy of similarities and differences Clarity and accuracy of conclusion based on results and observations
Analyze the trends of catches of commercially important grouper in The Bahamas over the last 3 decades.
Fisheries management necessary in Construct graphs to show the order to maintain yields (catches) from catches of commercially that particular fishing ground Review important fisheries resources the range of regulations that exist for in The Bahamas over the last commercially important species in the 3 decades. Bahamas including licenses, closed Analyze the trends. Suggest the implications of season, closed areas, gear restriction, catch restriction, effort restriction and these trends for fisheries size limits. Define sustainability of management. fisheries resources as harvesting in such a way that ensures long term access to these resources by local communities.
Statistics - Department of Fisheries
Rubric for assessing processing data (graphs)
Plausibility of suggestions and validity of reasons given
150
151

UNIT: HUMAN IMPACT ON THE GROUPER LEARNER OUTCOMES CONTENT Identify the major challenges That sustainability of fisheries faced by the local grouper resources is harvesting in such a way fishermen and vendors. that ensures long term access to these resources by local communities. The methods used to ensure sustainable utilization of fisheries resources such as licensing, gear restrictions, closed areas and seasons aim at controlling use without damaging the resource. Those fishers should abide by the regulations set by the authorities.4 That there are many challenges, including natural and human influenced, facing fishermen and fishing communities including poaching, overfishing, habitat degradation, marketing, global economy Identify threats to the local grouper population. Suggests measures for conservation of the local grouper populations. Over-fishing by local fishermen, poachers, catching grouper during breeding season and as juveniles. ACTIVITIES Interview local fishermen and/or hold panel discussion with local fishermen and fisheries officer. Prepare a did you know? infomercial or flyer to make the public aware of the challenges faced by local fishermen in catching groupers. RESOURCES www. for a living planet www. david suzukisuzuki.org/oceans/fishing Department of Fisheries Personnel Local Fishermen METHOD OF ASSESSMENT Rubric for conducting survey/investigations
Class discussion Identify threats to the local grouper population. Suggests measures for conservation of the local grouper populations.
BREEF BNT Ministry of Environment BREEF BNT Ministry of Environment
Valid threats identified Plausibility of suggestions and reasons given
Introduction to Small Scale Fisheries Manual Commonwealth of Learning
151
152

UNIT: HUMAN IMPACT ON THE LOBSTER LEARNER OUTCOMES CONTENT Use data to form a conclusion on the capture of juvenile and adult lobster.

ACTIVITIES Collect data on juvenile and adult lobsters in their habitat; Display information in an interesting manner. Review collected data and compare recent data with older records. Use data to form a conclusion on the capture of juvenile and adult lobsters.
RESOURCES Treasures of the Sea; BREEF Department of Marine Resources.
Rubric for assessing processing data Clarity and accuracy of conclusion based on results and observations made Rubric for assessing processing data (graphs)
Analyze the trends of catches of commercially important lobster in The Bahamas over the last three decades.
Fisheries management may be Construct graphs to show the necessary in order to maintain yields catches of commercially (catches) from that particular fishing important fisheries resources ground. Review the range of in The Bahamas over the last regulations that exist for commercially three decades. important species in the Bahamas Analyze the trends. including licenses, closed season, Suggest the implications of closed areas, gear restriction, catch these trends for fisheries restriction, effort restriction and size management. limits. Define sustainability of fisheries resources as harvesting in such a way that ensures long term access to these resources by local communities.
152
153

UNIT: HUMAN IMPACT ON THE LOBSTER LEARNER OUTCOMES CONTENT Identify the major challenges That sustainability of fisheries faced by the local lobster resources is harvesting in such a way fishermen and vendors. that ensures long term access to these resources by local communities. The methods used to ensure sustainable utilization of fisheries resources such as licensing, gear restrictions, closed areas and seasons aim at controlling use without damaging the resource. Those fishers should abide by the regulations set by the authorities.5 That there are many challenges, including natural and human influenced, facing fishermen and fishing communities including poaching, overfishing, habitat degradation, marketing, global economy Identify threats to the local lobster population. Suggest measures for conservation of the local lobster populations. Over-fishing by local fishermen, poachers, catching lobster during breeding season and as juveniles. ACTIVITIES Interview local fishermen and/or hold panel discussion with local fishermen and fisheries officer. Prepare a did you know? infomercial or flyer to make the public aware of the challenges faced by local fishermen in catching lobsters. RESOURCES wwf. for a living planet www. david suzukisuzuki.org/oceans/fishing Department of Fisheries Personnel Local Fishermen METHOD OF ASSESSMENT Rubric for assessing conducting investigations (survey)
Class discussion Identify threats to the local lobster population. Suggest measures for conservation of the local lobster populations.
BREEF BNT Ministry of Environment BREEF BNT Ministry of Environment
Number of valid threats identified Plausibility of suggestions and reasons given
153
154

UNIT: HUMAN IMPACT ON THE CONCH LEARNER OUTCOMES CONTENT Use data to form a conclusion on Conch middens give an indication of the capture of juvenile and adult the state of the conch fisheries over conchs. the years and the extent to which juvenile conch are being fished in a particular area at a particular time.
ACTIVITIES Collect data on juvenile and adult conchs in old and new middens. Display information in an interesting manner. Review collected data and compare recent data with older records. Use data to form a conclusion on the capture of juvenile and adult conchs.
RESOURCES Treasures of the Sea; BREEF publications Dept. of Marine Resources
Rubric for processing data
Clarity and accuracy of conclusion based on results and observations made Rubric for assessing processing data (graphs)
Analyze the trends of catches of commercially important Conch in The Bahamas over the last three decades.
Fisheries management necessary in Construct graphs to show the order to maintain yields (catches) from catches of commercially that particular fishing ground. Review important fisheries resources the range of regulations that exist for in The Bahamas over the last commercially important species in the three decades. Bahamas including licenses, closed Analyze the trends. Suggest the implications of season, closed areas, gear restriction, catch restriction, effort restriction and these trends for fisheries size limits. Define sustainability of management. fisheries resources as harvesting in such a way that ensures long term access to these resources by local communities.
154
155

UNIT: HUMAN IMPACT ON THE CONCH LEARNER OUTCOMES CONTENT Identify the major challenges That sustainability of fisheries faced by the local conch fishermen resources is harvesting in such a way and vendors. that ensures long term access to these resources by local communities. The methods used to ensure sustainable utilization of fisheries resources such as licensing, gear restrictions, closed areas and seasons aim at controlling use without damaging the resource. Those fishers should abide by the regulations set by the authorities.6 That there are many challenges, including natural and human influenced, facing fishermen and fishing communities including poaching, overfishing, habitat degradation, marketing, global economy Identify threats to the local conch population. Suggests measures for conservation of the local conch populations. Over-fishing by local fishermen, poachers, catching conch during breeding season and as juveniles. ACTIVITIES Interview local fishermen and/or hold panel discussion with local fishermen and fisheries officer. Prepare a did you know? infomercial or flyer to make the public aware of the challenges faced by local fishermen. RESOURCES www. for a living planet www. david suzukisuzuki.org/oceans/fishing Department of Fisheries Personnel Local Fishermen METHOD OF ASSESSMENT Rubric for conducting investigations (survey)
Class discussion Identify threats to the local conch population. Suggests measures for conservation of the local conch populations.
BNT Publications Ministry of Environment
Number and validity of threats identified Plausibility of suggestions and reasons given
155
156

UNIT: HUMAN IMPACT ON BONEFISH LEARNER OUTCOMES CONTENT Use data to form a conclusion on the capture of juvenile and adult bonefish.

ACTIVITIES Collect data on juvenile and adult bonefish in their habitat; Display information in an interesting manner. Review collected data and compare recent data with older records. Use data to form a conclusion on the capture of juvenile and adult bonefish.
RESOURCES Treasures of the Sea; BREEF
Rubric for assessing processing data
Clarity and accuracy of conclusion based on results and observations made Rubric for assessing processing data (graphs)
Analyze the trends of catches of commercially important bonefish in The Bahamas over the last three decades.
Fisheries management may be Construct graphs to show the necessary in order to maintain yields catches of commercially (catches) from that particular fishing important fisheries resources grounds. Review the range of in The Bahamas over the last regulations that exist for commercially three decades. important species in the Bahamas Analyze the trends. Suggest the implications of including licenses, closed season, closed areas, gear restriction, catch these trends for fisheries restriction, effort restriction and size management. limits. Define sustainability of fisheries resources as harvesting in such a way that ensures long term access to these resources by local communities.
156
157

UNIT: HUMAN IMPACT ON BONEFISH LEARNER OUTCOMES CONTENT Identify the major challenges That sustainability of fisheries faced by the local bonefishermen resources is harvesting in such a way and vendors. that ensures long term access to these resources by local communities. The methods used to ensure sustainable utilization of fisheries resources such as licensing, gear restrictions, closed areas and seasons aim at controlling use without damaging the resource. Those fishers should abide by the regulations set by the authorities.7 That there are many challenges, including natural and human influenced, facing fishermen and fishing communities including poaching, overfishing, habitat degradation, marketing, global economy Identify threats to the local bonefish population. Suggests measures for conservation of the local bonefish populations. Over-fishing by local fishermen, poachers, catching bonefish during breeding season and as juveniles. ACTIVITIES Interview local fishermen and/or hold panel discussion with local fishermen and fisheries officer. Prepare a did you know? infomercial or flyer to make the public aware of the challenges faced by local fishermen. RESOURCES www. for a living planet www. david suzukisuzuki.org/oceans/fishing Department of Fisheries Personnel Local Fishermen METHOD OF ASSESSMENT Rubric for assessing conducting survey/investigations
Class discussion Identify threats to the local bonefish population. Suggests measures for conservation of the local bonefish populations.
Ministry of Environment publications Ministry of Environment publications
Number and validity of threats identified Plausibility of suggestions and reasons given
157
158

UNIT: HUMAN IMPACT ON THE LAND CRAB LEARNER OUTCOMES CONTENT Identify threats to the local crab Over-fishing by local fishermen, population. poachers, catching land crab during breeding season and as juveniles. ACTIVITIES Class discussion Identify threats to the local crab population. RESOURCES METHOD OF ASSESSMENT Number and validity of threats identified
Suggests measures for conservation of the local crab populations.
Suggests measures for conservation of the local crab populations.
158
159
SCOPE OF WORK GRADE 12 STRAND: CELL BIOLOGY

UNIT: NUCLEIC ACIDS LEARNER OUTCOMES Formulate a hypothesis about what makes a person unique. Classify molecules which are components of DNA and RNA. CONTENT The structure of DNA the sequence of bases. Sugars (deoxyribonucleic and ribonucleic), phosphates, nitrogenous bases (adenine, cytosine, guanine, thymine, uracil) ACTIVITIES Formulate a hypothesis about what makes a person unique. Identify and mark components to be used in building a DNA molecule RESOURCES DURATION: 1 week METHOD OF ASSESSMENT Plausibility of hypothesis and reasons given Correct labeling
Styrofoam pieces, plasticine, toothpicks, pipe cleaners, markers, molecular models AQA Science GCSE Biology Poster paper, yarn Styrofoam pieces, plasticine, toothpicks, pipe cleaners, markers, molecular models AQA Science GCSE Biology Human Form & Function
Create a model of the double helix DNA is found in every living organism structure of DNA. and is present in every cell of the body. The DNA in each cell contains all the same information as the original fertilized egg. The chromosomes present in the nucleus are made of DNA (deoxyribonucleic acid). DNA is made of a double chain formed by repeating small chemical units called nucleotides. Each nucleotide (arranged as in a ladder- like structure) is made up of a sugar called deoxyribose, a phosphate group and a nitrogenous compound. Make an oral presentation As above describing the structure of DNA.
Create a model of DNA
In groups, make an oral (song. skit, Information sheet story) presentation describing the GCSE Biology structure of DNA and RNA AQA Science CXC Human and Social Biology Human Form & Function
159
160
SCOPE OF WORK GRADE 12 STRAND: CELL REPRODUCTION

UNIT: NUCLEIC ACIDS LEARNER OUTCOMES Relate the DNA molecule to chromosome structure. CONTENT Chromosomes are thread-like structures within a cells nucleus which contain the genetic information that is passed from one generation to the next. Chromosomes are composed of a very long strand of DNA, coiled many times. Sections of DNA form genes. Analogy- DNA = letters, genes = words, chromosomes = books. ACTIVITIES Draw a diagram, illustrating the relationship between DNA, genes and chromosomes. RESOURCES Biology for CSEC GCSE Biology METHOD OF ASSESSMENT Clarity and accuracy (content) in demonstrating the relationship
Conduct an investigation to extract DNA.
Perform an investigation: DNA Extraction with Kitchen Chemistry by Donna M. Bronson website: www.iit.edu/ Measure water, peas, salt As above Any occurrence which changes the sequence of triads or bases on DNA causes a mutation (change in features) Genetic engineering: enhance positive traits in plants (crops) and animals; identification of disease causing genes; medical treatments etc. Conduct research to find out the relationship between the structure of DNA and mutations. Brainstorming in small groups. Class discussion.
Split peas, dish detergent, salt, toothpicks, meat tenderizer, small beakers, alcohol, onions, yeast, broccoli, raw chicken liver, strainer Materials listed, measuring cups, measuring spoons or balance As above Internet GCSE Biology Biology for CSEC CXC Human and Social Biology AQA Science GCSE Biology Longman Biology for CSEC CXC Human and Social Biology
Rubric for assessing conducting investigations
Measure materials for the investigation to extract DNA. Use equipment for the investigation to extract DNA. Conduct research to find out the relationship between the structure of DNA and mutations. Suggest benefits that have been derived from knowledge of the structure of DNA.
Accuracy of measurements Rubric for assessing correct and safe use of apparatus and materials Rubric for assessing research
Plausibility of benefits identified
160
161

UNIT: BIO-TECHNLOGY LEARNER OUTCOMES List the advantages and disadvantages of using tissue culture as a means of producing plants. CONTENT A small amount of plant tissue when treated with hormones, a culture is formed from which, each cell could develop into a new plant. Productivity is greatly enhanced by this technology.

Critically assess the advantages and disadvantages of cloning animal embryos.
Hormones cause release of many ova, fertilized in vivo or in vitro. Each fertilized ovum is divided into several cells each developing into an embryo. Identically cloned offspring are born. Nucleus is removed from an adult cell and placed in an ovum which has had its nucleus removed. An electric shock causes the new cell to develop as an embryo genetically the same as the adult cell.
ACTIVITIES Define the term clone. Describe simply the process of producing plants from cloning tissue. List the advantages and disadvantages of using tissue culture as a means of producing plants. List advantages and disadvantages of cloning animal embryos. Participate in a debate on this topic.
RESOURCES Magazines, Internet
DURATION: 2 weeks METHOD OF ASSESSMENT Number, accuracy, relevancy and sequencing of points Number of advantages and disadvantages correctly identified
Number of advantages and disadvantages correctly identified Rubric for assessing oral presentations Rubric for assessing visual presentations
Describe simply fusion (adult) cell cloning.
Make a visual presentation to describe the process of cloning an adult cell.
AQA Science
Compare and contrast methods of cloning. Suggest ways in which cloning might benefit humans. Producing tissues to alter damaged tissues, replace tissues, produce animals for research, stem cell research.
Research methods of cloning Compare and contrast methods of cloning. Suggest ways in which cloning might benefit humans.
Biology for CSEC
Number and accuracy of similarities and differences Plausibility of suggestions and reasons given
GCSE Biology
161
162

UNIT: BIO-TECHNLOGY LEARNER OUTCOMES CONTENT Describe simply the process of Any change in the genetic material of an genetic engineering. organism. This may be done by transferring or reconfiguring the genes. ACTIVITIES Define genetic engineering Describe simply the process of genetic engineering. RESOURCES AQA Science GCSE Biology Biology for CSEC Longman Biology for CSEC CXC Human and Social Biology AQA Science GCSE Biology Biology for CSEC METHOD OF ASSESSMENT Clarity, accuracy, relevancy and sequencing of main points
Compare the advantages and disadvantages of genetically modified crops/food.
Identify examples of gene transfer between animal and plant tissue.
Conduct research on genetically modified foods in The Bahamas. Identify examples of genetically modified crops. Find out the features that have been modified in each case. Make a visual presentation showing the benefits, possible harm, and an opinion with reasons on whether all GM foods should be labeled. Identify examples of gene transfer between animal and plant tissue (literature). Bacteria can make human protein (insulin) in quantities needed, increased growth rates of plants and animals used as food, improved quality of food (genetically modified foods) Disadvantages include Infertile crops economic implications for developing countries, super bugs, long-term effects on humans unknown. Compare the advantages and disadvantages of genetic engineering.
Compare the advantages and disadvantages of genetic engineering.
AQA Science GCSE Biology Biology for CSEC Longman Biology for CSEC AQA Science GCSE Biology Biology for CSEC Longman Biology for CSEC CXC Human and Social Biology
Correct identification of examples
Number of advantages and disadvantages correctly identified
162
163

UNIT: BIO-TECHNLOGY LEARNER OUTCOMES Conduct a survey to determine the extent to which food, plants and animals in the community are products of biotechnology. Prepare a proposal for the education of adults in the community on the basis of biotechnology and bioethics. CONTENT Seeds, seedlings, crops, animals, potatoes, corn, tomatoes, cereals ACTIVITIES Identify products of biotechnology. Design a questionnaire Conduct a survey
RESOURCES GCSE Biology
Rubric for assessing investigations(survey) AQA Science GCSE Biology Longman Biology for CSEC CXC Human and Social Biology
Determine the level of knowledge and interest in biotechnology among teenagers and adults. Organize a medium or forum through which to provide information on biotechnology.

Clarity, details, logic and feasibility of plan
Form an inference as to the meaning of the term genetically modified crops. Observe pictures or samples of genetically modified foods. It involves the isolation, manipulation and reintroduction of DNA into cells or model organism usually to express a protein to reach desired effects.
Brainstorm terms genes and modify. AQA Science Form an inference as to the meaning of GCSE Biology the term genetically modified crops. Biology for CSEC Magazines ,film strips, videos http://www.monsanto.com/ http://www.jic.bbsrc.ac.uk/ welcome.htm Nuffield Council for Bioethics report Paper, colouring pencils/pens, Magazine clippings CXC Biology Biology for CSEC GCSE Biology
Clarity and accuracy of inference based on the term
Cut out pictures of plants /fruits and vegetables as well as livestock and fish which have been genetically modified. Make observations and comment on their appearance Make a poster or pamphlet promoting the benefits of GM foods
Produce a poster or pamphlet which promotes genetically modified foods.
GMFs are: Resistant to:-a) pathogenic fungi in maize and potato b) Insect pests in many crop plants Increased growth rates in fish and chicken Increase in size/yield Longer shelf life of fruits Tastier and more nutritious
Clarity and accuracy of description based on observations Rubric for assessing visual aids
163
164

UNIT: BIO-TECHNLOGY LEARNER OUTCOMES CONTENT Compare the advantages and Genetically modified crops offer many disadvantages of genetically benefits, such as increased yields, reduced modified foods. maturation times and improved resistance to diseases and pests. Disadvantages:-unknown effects of GM crops, - tampering with nature. ACTIVITIES Find out the advantages and disadvantages of genetically modified foods. Prepare a position on GMFs Make an oral presentation on the position. RESOURCES http://www.foe.org/ campaigns/food and biotechnology http://www.parliament.uk/post/p n138.pdf http://www.monsanto.com/ CXC Biology AQA Science GCSE Biology Biology for CSEC Card board, paint, play dough, colouring GCSE Biology Magazines, videos, topical articles AQA Science GCSE Biology CXC Human and Social Biology METHOD OF ASSESSMENT Number of advantages and disadvantages correctly identified
Predict what a fruit stand will look like in 2050. Debate the use of human embryos for stem cell research.
Predict the likely outcome of stem cell research on some illnesses.
Stem cells are capable of turning into any type of cell in the body, hold the best hope of curing a range of diseases including Parkinsons and juvenile diabetes. The problem is that some of the most versatile and useful stem cells are those extracted from embryos. Many opponents of such research believe a newly fertilised human egg has the same moral status as a person, so using a ball of embryonic cells in research is tantamount to murder. The goal is for surgeons to create organs to Predict the likely outcome of stem order, re-grow crippled spine and hearts and cell research on some illnesses reverse the damage of Parkinsons disease or such as Parkinsons disease, diabetes with ease. Stem cells may have the Alzheimers disease and diabetes potential to accomplish the goal. Immune Conduct research on the topic. rejection and waiting list for replacement organs Debate the ethics of stem cell are consigned to history. Potential for abuse. research. Ethical issues.
Make a diagram or a model fruit/vegetable stand with fruits of the future. Conduct research on the use of human embryos for stem cell research. Small group discussion on the use of human embryos for stem cell research.
Internet, magazines AQA Science GCSE Biology CXC Human and Social Biology
164
165

ACTIVITIES Define variation Read articles on causes of mutations. Predict how changes in chromosomes might lead to variations. Describe how random assortment Observe photographs or of chromosomes contributes to diagrams showing random variations of features in species. assortment of chromosomes Describe how this leads to variation. Explain how sexual reproduction Sexual reproduction combines nonUse annotated diagrams to leads to variation in a population. identical partners and therefore, genes. explain how sexual reproduction leads to variation in a population. Identify examples of continuous Variation is the phenotypic differences Identify examples of continuous variation. among individuals in a population. variation. There are two types of variation continuous and discontinuous variation. Examples of continuous height, weight, complexion. Identify examples of discontinuous Example of discontinuous variation is Identify examples of variation. Blood Groups, discontinuous variation. Suggest how natural selection Changes in physical environment and Suggest how natural selection changes the phenotypic ratio of a predation would reduce the numbers changes the phenotypic ratio population. of organisms with certain features (not of a population. adapted to the changes). Identify possible examples. UNIT: VARIATION LEARNER OUTCOMES Research how changes in chromosomes cause variations. CONTENT Crossing over, additions, deletions, mutation RESOURCES Magazines GCSE Biology Plausibility of predictions and reasons given AQA Science GCSE Biology Number, accuracy, relevancy and sequencing of points Number, accuracy, relevancy and sequencing of points DURATION: 1 week METHOD OF ASSESSMENT
AQA Science GCSE Biology Biology for CSEC CXC Human and Social Biology GCSE Biology CXC Human and Social Biology
Number of examples correctly identified
GCSE Biology AQA Science GCSE Biology Biology for CSEC Longman Biology for CSEC
Number of examples correctly identified Plausibility of suggestion(s) and reasons given
165
166

UNIT: VARIATION LEARNER OUTCOMES Suggest how artificial selection changes the phenotypic ratio of a population. CONTENT Humans select for (positively) and against (negatively) features in pets, garden plants etc. The process showing artificial selection changing the ratio of a phenotype in the population. ACTIVITIES List plants that people in the community favour. List plants that people in the community dislike and get rid of. List animals that people in the community favour. List animals that people in the community dislike and get rid of. Suggest how artificial selection changes the phenotypic ratio of a population. Observe photographs of different organisms in different habitats and their adaptations which help them to survive there. Suggest how natural selection causes resistance to certain chemicals such as insecticides by insects or antibiotics by bacteria. Examples : Large teeth and claws, camouflaging and mimicry RESOURCES AQA Science GCSE Biology Biology for CSEC Longman Biology for CSEC METHOD OF ASSESSMENT
Plausibility of suggestion(s) and reasons given
Suggest how natural selection causes resistance to certain chemicals.
For some insects, DDT is a poison. Others developed DDT resistance when DDT was introduced into the ecosystem, insects with a variation showing resistance to DDT were favoured as were not harmed by DDT. They then were able to survive and reproduced while others without this variation died. Where antibiotics are used many bacteria died. But antibiotics-resistant bacteria survived and reproduced and produced bacteria with that variation.
Glencoe BiologyAn everyday Experience , Science.glencoe.com Biology- Dynamics of Life Photographs showing adaptations Biology for CSEC GCSE Biology Longman Biology for CSEC Plausibility of suggestion(s) and reasons given
166
167

UNIT: FOOD AND FOOD NUTRIENTS LEARNER OUTCOMES CONTENT Identify food contaminants. Viruses, bacteria, protists ACTIVITIES Brainstorm food contaminants
Identify sources of food contaminants.
RESOURCES Human Biology for The Tropics GCSE Biology Human Form & Function
Suggest ways to prevent food contamination.
The storage, handling and serving of food must be done very carefully to prevent food contamination. The presence of microbes on food can result in illness due to the toxins they release as they decay the food and/or transmit diseases.
Using critical thinking or prior GCSE Biology knowledge, suggest ways to Human Form & Function prevent food contamination. Create a graphic organizer to summarize the ways by which food can become contaminated. Create a poster to highlight the importance of food safety. poster paper, markers, magazines
DURATION: 2 weeks METHOD OF ASSESSMENT Correct identification of major classes of contaminants Correct matching of identified contaminants with sources of contamination Plausibility of suggestions and reasons given
Create a poster to educate the public of the importance of food safety. Design and conduct a small survey to determine the extent to which best food safety practices are used.
Best safety practices are the correct methods of storing, handling and serving food. Includes cooking and storing food at the correct temperature, washing of hands before handling foods, separating raw animal food and /or animal waste from ready to eat food.
Design a survey questionnaire Conduct survey, attempting to control variables. Record data Analyse data
GCSE Biology
Rubrics for assessing investigations (surveys)
Draw conclusions on the extent to which best food safety practices are carried out.
Draw conclusions based on survey conducted.
Clarity and accuracy of conclusion based on results and observations made
167
168

UNIT: FOOD AND FOOD NUTRIENTS LEARNER OUTCOMES CONTENT State the guidelines that govern food imports to The Bahamas. ACTIVITIES Discuss the importance of checking foodstuff brought into the country. Find out the role of the government Food Technology Laboratory State the guidelines that govern food imports to The Bahamas.
RESOURCES Ministry of Environment publications
Number, accuracy and clarity of guidelines Labels on common food items. GCSE Biology Human Form & Function Biology for CSEC GCSE Biology Human Form & Function Biology for CSEC GCSE Biology Human Form & Function Number of labels observed and additives correctly identified
Observe food labels to determine food additives in commonly used foods. Classify common food additives. Colourings, preservatives, aromas, flavourings
Observe food labels to determine food additives in commonly used foods. List food additives.
Find out the reason for the use of each additive above. Classify additives based on their function.
Plausibility of classification method and criteria
Evaluate the use of common food additives.
Yellow, red, purple dyes.
Compare (graphic organizer) the benefits of use of dyes with disadvantages Compare the benefits of use of flavourings with disadvantages.
Number and accuracy of advantages and disadvantages
168
169

UNIT: FOOD AND FOOD NUTRIENTS LEARNER OUTCOMES CONTENT ACTIVITIES Research common food additives Natural and artificial chemicals are Research common food found on the labels of certain added to foods for numerous purposes. additives found on the labels foods. of certain foods. These chemicals are known as food additives. Additives may be used to Identify the possible health add sweetness, flavor, and/or color to effects of each additive. foods. Sometimes they assist in Construct a table preserving the foods to increase shelf summarizing: additive, life, or to give the food the right common food sources, health consistency. effects. Explain the role of microbes in the manufacture of foods. Microbes play a very important role in our everyday lives. They are used to make foods such as butter, yoghurt, cheese and vinegar, in brewing and baking
RESOURCES Internet GCSE Biology Human Form & Function
METHOD OF ASSESSMENT Rubric for assessing research
Number, accuracy and clarity in
recording
Research the commercial uses of microbes in the production of food products Identify the microbes and foods made. Describe the process for the production of each food. Prepare a journal or portfolio showing the role of microbes in the manufacture of foods.
Internet Photos/ illustrations/ transparencies showing use of modern technology in agriculture. AQA Science GCSE Biology Longman Biology for CSEC
Compare the benefits of microbes with the harm caused.
Making of linen and antibiotics, getting rid of sewage and in genetic engineering.
Research beneficial roles played by microbes. Find out negative effects of microbes. Participate in a debate/discussion that the benefits of microbes outweigh the harm caused by them.
AQA Science GCSE Biology Biology for CSEC Longman Biology for CSEC
169
170
SCOPE OF WORK GRADE 12 STRAND: RESPONSE IN PLANTS AND SIMPLE ANIMALS

UNIT: TROPISM LEARNER OUTCOMES Classify plant growth responses. CONTENT Tropism growth, positive towards, negative away from, chemo- chemicals, geo- - gravity, hydro- water, photo- - light. ACTIVITIES Brainstorm how plants would respond. Formulate a hypothesis on the growth response to one stimulus.
RESOURCES Biology for CSEC GCSE Biology Longman Biology for CSEC
Plausibility of hypothesis and reasons given
Observe various types of tropisms.
A Tropism is the growth and movement of a plant in response to a stimulus. There are many types of tropism and they are: Thigma-tropism (stimulus is temperature) touch, hydrotropism (stimulus is water), phototropism (stimulus is sunlight), geotropism (stimulus is gravity). Tropism can be positive (growth occurs in the direction of the stimulus) or negative (growth occurs in the direction opposite the stimulus). (see previous content)
Observe photographs showing tropisms. Use concept map to identify the different types of tropisms.
Photographs showing tropisms. Biology for CSEC GCSE Biology Longman Biology for CSEC
Correct identification of tropic responses
Design an experiment to investigate the response(s) of a plant to sunlight.
Formulate a hypothesis Identify and state how variables will be controlled. Plan an experiment to investigate the response(s) of a plant to sunlight. State the length of experiment.
Seedlings, water, box with a window/ opening to one side, box without window. Biology for CSEC GCSE Biology Longman Biology for CSEC
Plausibility of hypothesis and reasons given Correct identification and control of valid variables Clarity, details and logic of plan
170
171

UNIT: TROPISM LEARNER OUTCOMES Conduct an experiment to investigate the response(s) of a plant to sunlight. CONTENT ACTIVITIES Conduct an experiment to investigate the response(s) of a plant to sunlight. Record observations Draw conclusions about the response of shoots to light stimuli.

RESOURCES Biology For Life Seedlings, lamps, cardboard box ruler GCSE Biology Biology for CSEC Longman Biology for CSEC Seedlings, klinostat (cylindrical chamber that can rotate) Cork, pins, ruler, beaker, cotton wool and cardboard box GCSE Biology Biology for CSEC Longman Biology for CSEC GCSE Biology Biology for CSEC Longman Biology for CSEC
METHOD OF ASSESSMENT Rubric for assessing (experimental) investigations
Design an experiment to investigate a seedlings response to gravity.
Explain the role of auxins in tropic responses.
Geotropism is the type of tropism that responds to gravity. Gravity always acts downward on objects. Hence growth in response to gravity shall always occur in the downward motion; growth occurring opposite to gravity would be considered negative geo-tropism. Auxin is a hormone found in the tip of the shoot of a plant and it aids in growth and movement of a plant in response to a stimulus. In phototropism, there is one side of a shoot that may receive more sunlight than the other. Auxin diffuses down the shoot causing the cells in the dark to grow faster and becoming more elongated. This actually causes the bending of the shoot towards sunlight. When the shoot bends in direction of the stimulus it is said to be a positive response.
Formulate a hypothesis Identify and state how variables will be controlled. Plan an experiment to investigate the response(s) of a plant to gravity.
Plausibility of hypothesis and reasons given Correct identification and control of valid variables Clarity, details and logic of plan
Make an oral presentation explaining the role of auxins in tropic responses.
171
172

UNIT: TROPISM LEARNER OUTCOMES Design an experiment to verify the role of root and shoot tips in tropisms. CONTENT ACTIVITIES Inside the tip of the shoot is where Formulate a hypothesis auxin (the hormone that controls Identify and state how growth and movement within plants) variables will be controlled. is found. Removal of the tip of the Design an experiment to shoot would result in stagnant or a halt investigate the effect of in growth and movement of a plant cutting off the shoot and root upwards, however, lateral buds will tips of seedlings on their give rise to side branches. growth. RESOURCES Petri Dish 12 seedlings of maize, scissors, ruler Biology for Life Biology for CSEC Longman Biology for CSEC METHOD OF ASSESSMENT Plausibility of hypothesis and reasons given Correct identification and control of valid variables Clarity, details and logic of plan
Observe what happens when the tip of the shoot is cut off.
Observe the growth of the shoot Observe the growth of the root Formulate an inference from the observations.
Seedlings, razor, scalpel Biology for Life Biology for CSEC Longman Biology for CSEC
Number and quality (details) of observations
Clarity and accuracy of inference based on results and observations made
172
173
SCOPE OF WORK GRADE 12 STRAND: RESPONSE IN HUMANS

UNIT: THE ENDOCRINE SYSTEM LEARNER OUTCOMES CONTENT Distinguish between exocrine and Exocrine glands have ducts that lead endocrine glands. to the target organ or exterior. Endocrine glands are ductless releasing hormones (product) into the blood stream. Identify the major endocrine glands Endocrine Glands: pituitary, thyroid, adrenal, ovary, testis and pancreas. ACTIVITIES Draw concept map to distinguish between exocrine and endocrine glands. RESOURCES Internet Biology for CSEC Longman Biology for CSEC Human Form & Function Unlabeled diagram of endocrine glands. AQA Science GCSE Biology Biology for CSEC Longman Biology for CSEC Human Form & Function Word search, crossword puzzles, concentration game GCSE Biology CXC Human and Social Biology Human Form & Function DURATION: 1 weeks METHOD OF ASSESSMENT Rubric for assessing visual presentations/aids
Match hormones to the glands that secrete them.
Gland
Hormone Produced Thyroxin
Thyroid
Pancreas
Insulin
Adrenal Ovary Testis Pituitary
Adrenaline Estrogen Testosterone Gonad Stimulating Hormone
Where gland is found In the lower throat Beneath the stomach Above the kidneys Lower abdominal Scrotum
Observe posters, transparencies or a human torso model showing endocrine glands. Describe the relative sizes and location of the glands. Label an unlabeled diagram identifying endocrine glands. Use puzzles and games to match glands to hormones, and their location.
Correct labeling of diagram
Number of correct matches
173
174

UNIT: THE ENDOCRINE SYSTEM LEARNER OUTCOMES CONTENT Describe the role of Thyroid TSH stimulates the thyroid gland to Stimulating Hormone and produce thyroxine. FSH stimulates the Follicle Stimulating Hormone. development of ova. Feedback mechanisms. Make a visual presentation to describe the importance of maintaining a specific amount of a hormone in the body. Endocrine Glands: pituitary, thyroid, adrenal, ovary, testis and pancreas. ACTIVITIES Make an outline diagram to show the working of TSH and FSH. RESOURCES Biology for CSEC GCSE Biology Longman Biology for CSEC CXC Human and Social Biology Human Form & Function Biology for CSEC GCSE Biology Longman Biology for CSEC Human Form & Function METHOD OF ASSESSMENT Accuracy of information and clarity of diagram
Identify the effects in the body of too much of each hormone. Identify the effects in the body of too little of each hormone. Explain using visual aids (picture/ PowerPoint / videos posters) the effects of too much or too little hormone produced by endocrine glands.
Rate the importance of the pancreas and adrenal glands compared with two other organs.
Compare the nervous and endocrine systems.
Most organs are a part of one body system. The pancreas is a part of the digestive (produces pancreatic juice) and endocrine (produces insulin). The adrenal glands are a part of the endocrine system (producing adrenaline) as well as a part of the autonomic nervous system being responsible for rapid responses in times of crisis. Both used in coordination. Differ in structure, type of stimuli, response time.
Find out about the operation of the autonomic nervous system. Ref. Digestion in the duodenum. Select two additional organs Rate the importance of the pancreas and adrenal glands compared with two other organs. State reasons. Construct a Venn diagram or other graphic organizer to compare the nervous and endocrine systems.
Biology for CSEC GCSE Biology Longman Biology for CSEC Human Form & Function Number, accuracy, relevancy and sequencing of points
Biology for CSEC GCSE Biology Longman Biology for CSEC CXC Human and Social Biology Human Form & Function
Venn Diagram (number and accuracy of similarities and differences)
174
175

UNIT: THE CENTRAL NERVOUS SYSTEM LEARNER OUTCOMES CONTENT Observe the appearance of the Cerebral cortex, cerebellum, medulla brain. oblongata, pons
Relate the external parts of the brain to their function(s).
As above.
ACTIVITIES Observe posters, transparencies and a model of the human brain. Describe the appearance of the brain. Label a diagram of the brain. Using different diagrams of the brain, identify three parts. Construct a table identifying each part of the brain, the features of that part and the adaptations/specialization of the features to suit the function of the part.
RESOURCES Posters, model and transparencies of the human brain. CXC Human and Social Biology Human Form & Function Different diagrams of the brain from different sources; Internet Biology for CSEC Longman Biology for CSEC CXC Human and Social Biology Human Form & Function
DURATION: 1 week METHOD OF ASSESSMENT
Accuracy of information and clarity of description
Correct labeling of diagram Correct identification of parts of the brain Clarity and accuracy (content) in demonstrating the relationship
Identify the functions of the main internal parts of the brain.
Meninges, hypothalamus, pituitary gland, midbrain, pons, medulla oblongata, cerebral cortex, cerebellum.
Observe posters, transparencies and a model of the human brain. Make an annotated (functions) diagram of the brain on a poster. Construct line drawings of T. S. brain and spinal cord. Construct Venn diagram or other graphic organizer to compare the structures.
Biology for CSEC Longman Biology for CSEC CXC Human and Social Biology Human Form & Function
Accuracy of information and clarity of diagram Correct labeling of diagrams Venn Diagram (number and accuracy of similarities and differences)
Compare the structure of the brain Location of grey and white matter, and spinal cord. cross sectional plan, cerebro-spinal fluid
Prepared microscope slides, diagrams and posters showing cross sections of brain and spinal cord. GCSE Biology Biology for CSEC Human Form & Function
175
176

UNIT: THE NERVOUS SYSTEM LEARNER OUTCOMES CONTENT Compare the appearance and Sensory, motor, relay/intermediate functions of three types of neurons: external appearance, location neurons. and function. ACTIVITIES Observe diagrams or prepared microscope slides of neurons. Make a table or graphic organizer to compare the appearance and functions of three types of neurons. RESOURCES Diagrams or prepared slides of neurons. AQA Science GCSE Biology Biology for CSEC Longman Biology for CSEC CXC Human and Social Biology Human Form & Function AQA Science GCSE Biology Biology for CSEC Longman Biology for CSEC CXC Human and Social Biology Human Form & Function Ruler DURATION: 2 weeks METHOD OF ASSESSMENT
Number and accuracy of similarities and differences, clarity in presentation
Make a model to show the relationship between the Central Nervous System and Peripheral Nervous System.
CNS processes and stores the information received from the sensory organs and nerves of the PNS. Signals to make appropriate responses are sent from the CNS via the motor nerves to effector organs. Spinal and cranial nerves.
Make a model to show the relationship between the Central Nervous System and Peripheral Nervous System.
Use a ruler to measure reaction time of classmates to stimuli.
Plan an experiment to measure reaction times by finding out how far a ruler drops before being caught. May compare left and right hands May compare quiet conditions to those with loud distractions. Conduct experiment and record observations.
Clarity, details and logic of plan
Observe responses in an experiment to investigate reaction of classmates to stimuli. Biology Curriculum 2010, Grades: 10 12
Ruler
Rubric for assessing (experimental) investigations
176
177

UNIT: THE NERVOUS SYSTEM LEARNER OUTCOMES CONTENT Identify simple reflex actions Sneezing, knee jerk, runny nose/eyes, blinking etc. characteristics of simple reflex actions. Spinal and cranial reflexes. ACTIVITIES Brainstorm examples of automatic responses. Identify the characteristics of simple reflex actions. Define a reflex action. Classify simple reflex actions as spinal or cranial reflexes. RESOURCES METHOD OF ASSESSMENT Number of examples of reflex actions identified
Worksheet (examples of reflex actions given, students add examples to be classified). GCSE Biology Biology for CSEC CXC Human and Social Biology
Number of examples correctly classified
Describe the operation of a reflex Stimulus, dendrons, axons, Schwann Use a diagram of a reflex arc. cells, dendrites, synapse, electrical arc to describe its operation. impulses, chemical messengers. The Dramatize the sequence of sequential flow of an impulse through events involved in a reflex system parts i.e. Sense organ up action Spinal Cord CNS Spinal Cord muscle or gland by means of various nerve cells. Compare simple and conditioned reflex actions. Simple reflexes are inborn and Read the story of Pavlovs involuntary, conditioned are learnt and experiments with dogs. Identify examples of voluntary responses. conditioned reflexes. Compare simple reflexes with conditioned reflexes.
AQA Science GCSE Biology Biology for CSEC Longman Biology for CSEC CXC Human and Social Biology Human Form & Function
Rubric for assessing visual presentations Rubric for assessing oral presentations
GCSE Biology CXC Human and Social Biology Human Form & Function Number and accuracy of similarities and differences
177
178

UNIT: THE SKIN LEARNER OUTCOMES Use a table to summarize the parts of the skin and their functions. CONTENT ACTIVITIES Use a table to summarize the parts of the skin and their functions. RESOURCES GCSE Biology Biology for CSEC Longman Biology for CSEC CXC Human and Social Biology Human Form & Function Stop watch, water baths at different temperatures DURATION: 1 week METHOD OF ASSESSMENT Correctly summarize the parts of the skin and their function
Use equipment to investigate reaction time of classmates to various temperatures.
Ice bath, water at 15, 28, 35, 70 C.
Identify the parts of the skin.
Label the skin and know its parts (sweat pores, epidermis, dermis, layer of fat (hypodermis), hair follicle, hair shaft, sebaceous gland, sense organ, sweat gland, blood vessel arteries/ veins/capillaries, epidermis, dermis, subcutaneous fat, nervous receptors (pain, touch, heat, cold, pressure
Design and conduct an experiment to investigate reaction time of classmates to various temperatures. Identify variables. Use a ruler and watch Measure time Observe responses. Construct a table comparing response rates to temperatures. Formulate conclusions based on data. Observe a poster, model and microscopic prepared slide of human skin. Identify the parts of the skin (L. S.). Label parts of the skin on an unlabeled diagram
Rubric for assessing (experimental) investigations Valid variables identified Correct use of equipment Accuracy of measurements Accuracy of observations Clarity in recording data Clarity and accuracy of conclusion based on results and observations made
Compare the skins sensitivity In the skin receptors are free nerve endings Investigate which parts of the skin are to touch in various locations on which respond to pain touch and sensitive to touch. (e.g. back of hand, temperature. Some areas are more sensitive the bodies. arm and leg) than others, because they do not all have the same number/density of receptors. The greatest density of touch receptors are found on your fingers, toes and face. Biology Curriculum 2010, Grades: 10 12 178
Poster, model and microscopic prepared slide of human skin, unlabeled diagram of the human skin GCSE Biology Biology for CSEC Longman Biology for CSEC CXC Human and Social Biology Human Form & Function Biology for Life. Bristle mounted on a wooden holder (pencil, dowel) marker. Longman Biology for CSEC
Accuracy of observations and clarity in making comparisons
179

UNIT: HUMAN THE EYE LEARNER OUTCOMES Use a ruler and stop watch to investigate reaction time of classmates to various stimuli. CONTENT Define irritability, stimuli, response. Identify various stimuli (sound, temperature, falling object etc) that can cause different responses based on sensitivity from the eye, ear, and skin. ACTIVITIES Design and conduct an experiment to investigate reaction time of classmates to various stimuli. Identify variables. Use a ruler and watch Measure time Observe responses. Construct a table comparing response rates to stimuli. Formulate conclusions based on data. Observe a poster and model of human eye and specimen of a mammalian eye. Identify the parts of the eye. Label parts of the eye on a diagram RESOURCES Ruler Watch Horn/ ice/ pins Biology for life DURATION: 1 weeks METHOD OF ASSESSMENT Rubric for assessing (experimental) investigations Valid variables identified Correct use of equipment Accuracy of measurements Accuracy of observations Clarity in recording data Clarity and accuracy of conclusion based on results and observations made
Identify the parts of the eye.
The parts of the eye (Retina, cornea, aqueous humor, vitreous humor, lens, ciliary muscle, ligaments, sclera, choroid, optic nerve, blind spot, yellow fovea, iris, pupil, tear gland, eye lashes, conjunctiva)
Relate the parts of the eye to their function(s).
As above.
Poster of the human eye, model of the human eye, specimen of a mammalian eye, unlabeled diagram of the human eye GCSE Biology Biology for CSEC Longman Biology for CSEC CXC Human and Social Biology Human Form & Function Using three different diagrams of the Three different diagrams of the eye from three different eye, identify common structures. sources; Internet, Construct a table identifying each GCSE Biology part of the eye, the features of that part and the adaptations/specialization Biology for CSEC Longman Biology for CSEC of the features to suit the function of CXC Human and Social the part. Biology Make an annotated (functions) Human Form & Function diagram of the eye on a poster. 179
Correct identification of common structures of the eye Clarity and accuracy (content) in demonstrating the relationship Rubric for assessing visual aids
180

UNIT: THE EYE LEARNER OUTCOMES CONTENT Observe what happens to the pupil Action of circular and radial muscles, of the eye when in bright light. size of pupil. Explain the process of seeing. Light rays pass through the lens and into the eye and are focused onto the retina. The image on the retina is upside down due to the actual bending of light. The brain, once the messages reach the brain then inverts the image and we see things right side up. Normally when a person is looking at an object from agar, the ciliary muscles relaxes and pulls the lens into a flat shape. When an object is being observed in close view, the ciliary muscles contract and the lens takes on its normal short round shape. The movement of the lens in this manner is called accommodation. ACTIVITIES Use a flash light (or other light source) to shine on the eye. Observe what happens to the pupil. Predict the observations in dim light. Suggest an explanation and reasons for the observations in dim light or darkness. Follow the pathway of light from an object to the cornea, through to the fovea and optic nerve to the brain. Create a concept map to explain the sequence of how we see. RESOURCES Flashlight Paper Diagram of the eye Mirror Biology for Life GCSE Biology Biology for CSEC Longman Biology for CSEC Human Form & Function Paper GCSE Biology Biology for CSEC Longman Biology for CSEC CXC Human and Social Biology Human Form & Function METHOD OF ASSESSMENT
Clarity of description of observations Plausibility of predictions and reasons given Plausibility of suggestions and reasons given
180
181

UNIT: THE EYE LEARNER OUTCOMES Justify the statement that the structure of the eye concentrates light on the fovea. CONTENT ACTIVITIES Read related information in a textbook. Organize points to prove the statement. Make an oral presentation. RESOURCES Biology for CSEC GCSE Biology Longman Biology for CSEC CXC Human and Social Biology Human Form & Function METHOD OF ASSESSMENT
Describe common visual disorders.
Myopia, hypermetropia, astigmatism, presbyopia
Read related information in a textbook Complete a worksheet describing the defects, symptoms, corrective measures
Simple, accurate, clear descriptions (own words)
181
182

UNIT: THE EAR LEARNER OUTCOMES CONTENT Design and conduct an experiment Threshold of hearing; stereoscopic to test the sensitivity of the ears to sounds (from both ears). sounds. ACTIVITIES Identify a variety of sounds to be used. Identify variables Conduct and evaluate experiment to test the sensitivity of ears based on location, types of sounds and involvement of both ears and or one. Observe a poster and model of human ear. Identify the parts of the ear. Label parts of the ear on a diagram RESOURCES Sources of a variety (4 6) sounds. Human Form & Function DURATION: 1 week METHOD OF ASSESSMENT Variables correctly identified Rubric for assessing investigations
Identify the parts of the ear.
Relate the parts of the ear to their function(s).
Pinna, auditory canal, tympanic membrane, ossicles (malleus, incus, stapes), round and oval windows, Eustachian tube, cochlea, auditory nerves, semi circular canals, sacculus and utriculus, outer, middle and inner ear. As above.
Poster of the human ear, model of the human ear, unlabeled diagram of the human ear GCSE Biology Biology for CSEC CXC Human and Social Biology Human Form & Function Using three different diagrams Three different diagrams of the ear from three different sources; Internet of the ear, identify common GCSE Biology structures. Biology for CSEC Construct a table identifying CXC Human and Social Biology each part of the ear, the Human Form & Function features of that part and the adaptations/specialization of the features to suit the function of the part. Make an annotated (functions) diagram of the ear on a poster.
Correct labeling of diagram of the ear Correctly identify common structures of the ear on various diagrams. Description of relationship (part and function)
182
183

UNIT: THE EAR LEARNER OUTCOMES Explain the process of hearing. CONTENT Sound waves hit against the pinna and are directed into the ear through the auditory canal. The sound waves beat against the ear drum. In the middle ear the hammer begins to vibrate causing the anvil and stirrup to do the same causing sound waves to be created in the middle ear and amplified. The sound waves then travel through the round window into the inner ear into the cochlea of which chemical messages are created and are sent to the brain through the auditory nerves and they are interpreted and then we hear. Relative sizes of tympanum and oval window, density of ossicles, relative density of air and endolymph, amplification of sound. ACTIVITIES Follow the pathway of sound from an object to the tympanum, through to the oval window and auditory nerve to the brain. Create a concept map to explain the sequence of how we hear. RESOURCES Biology for CSEC GCSE Biology CXC Human and Social Biology Human Form & Function METHOD OF ASSESSMENT
Justify the statement that the structure of the ear concentrates sound on the oval window.
Read related information in a textbook. Organize points to prove the statement. Make an oral presentation. Make a model that functions as the semi-circular canals. Relate the relative positions of the canals to their role in providing orientation as shown in demonstrations. Write a short story, poem or song describing the role of the ear in maintaining balance. 183
Biology for CSEC CXC Human and Social Biology Human Form & Function Rubric for assessing oral presentations Rubric for assessing models
Relate the structure of the semicircular canals to their function in orientation.
Describe the role of the ear in Sacculus, utriculus, Eustachian tube, maintaining balance. pressure (altitudes)
Biology for CSEC CXC Human and Social Biology Human Form & Function
Accuracy of information, creativity, audience appeal
184

UNIT: THE EFFECTOR ORGANS LEARNER OUTCOMES CONTENT Explain the functions of skeletal Muscles function by contracting. muscles. Skeletal muscles are attached to the skeleton. They are able to move bones as a result of contracting. ACTIVITIES Explain the functions of skeletal muscles. Classify given muscles as extensor or flexor. RESOURCES Diagrams showing muscles with notes as to their actions. Worksheet. GCSE Biology Biology for CSEC Human Form & Function DURATION: 1 week METHOD OF ASSESSMENT
Muscles correctly classified.
Make an annotated diagram of the elbow joint.
Humerus, radius, ulna, tendons, ligaments, cartilage, synovial fluid, capsule, (flexors) biceps, (extensors) triceps, antagonistic muscles.
Observe diagrams and a Biology for CSEC model of the elbow joint. GCSE Biology Make an annotated diagram of Human Form & Function the elbow joint noting the function of each named part. Make a model of the knee joint to show movement of the leg. Biology for CSEC GCSE Biology Human Form & Function
Accuracy of diagram, labels and notes
Make a model of the knee joint to show movement of the leg.
Femur, tibia, fibula, ligaments, tendons, quadriceps(flexors), hamstring (extensors) muscles
Explain how nerves cause muscles to contract.
Nerve impulses change from electrical to chemical
Explain how nerves cause muscles to contract.
Human Form & Function
Clearly stated explanation (in own words)
184
185
SCOPE OF WORK GRADE 12 STRAND: REPRODUCTION

UNIT: ASEXUAL REPRODUCTION LEARNER OUTCOMES CONTENT Define the term asexual X-reference Reproduction in reproduction. simple organisms e.g. binary or multiple fission, conjugation, budding Classify reproductive structures Sexual reproductive structures in plants as sexual or vegetative. contain organs that produce gametes examples: cones, flowers. Vegetative structures i.e. roots, stems and leaves do not produce gametes. Vegetative reproductive structures: tubers (root, stem), stolons, runners, bulbs, corms, rhizomes, suckers, adventitious bulbs Compare the processes of natural vegetative reproduction. ACTIVITIES Define the term asexual reproduction. RESOURCES Biology for CSEC GCSE Biology Longman Biology for CSEC GCSE Biology Longman Biology for CSEC Modern Biology for Secondary Schools DURATION: 2 weeks METHOD OF ASSESSMENT Correct definition
Brainstorming sexual structures, meaning of term vegetative. Find out which part of the plant is modified as tubers, stolons, runners, bulbs, corms, rhizomes, suckers, adventitious bulbs. Classify reproductive structures in plants as sexual or vegetative.
Find out how reproduction occurs in tubers (root, stem), stolons, runners, bulbs, corms, rhizomes, suckers, adventitious bulbs. Construct models or visual aids to describe two methods of natural vegetative reproduction. Identify examples of tubers (root, stem), stolons, runners, bulbs, corms, rhizomes, suckers, adventitious bulbs. Conduct investigations to show reproduction in tubers and Bryophyllum. Compare the processes of vegetative reproduction.
Modern Biology for Secondary Schools GCSE Biology Biology for CSEC Longman Biology for CSEC
Number of reproductive structures correctly classified as sexual or vegetative structures Rubric for assessing visual aids
Number of vegetative reproductive structures correctly classified Rubric for assessing investigations Similarities and differences of the vegetative reproductive processes identified
Beaker/jar, tuber, water
185
186

UNIT: ASEXUAL REPRODUCTION LEARNER OUTCOMES CONTENT Evaluate methods of artificial Marcotting, layering, cuttings (root, vegetative propagation. stem), grafting bud, stem). Xreference: bio-technology.
ACTIVITIES Find out how reproduction occurs in marcotting, layering, cuttings (root, stem), grafting bud, stem). Identify examples of marcotting, layering, cuttings (root, stem), grafting bud, stem). Design and conduct an investigation to show reproduction by stem cuttings. Make a presentation comparing the processes of artificial vegetative reproduction using visual aids.
RESOURCES Caribbean Biology Modern Biology for Secondary Schools GCSE Biology Longman Biology for CSEC
Rubric for assessing investigations Petri dish, sand, water, Bryophyllum Rubric for assessing visual presentations
Prepare a brochure to encourage persons to use vegetative propagation for home-gardening. Compare and contrast methods of natural vegetative propagation with methods of artificial propagation. Evaluate the advantages and disadvantages of vegetative reproduction.
Prepare a brochure to encourage persons to use vegetative propagation for home-gardening. Use a graphic organizer to GCSE Biology compare and contrast methods of Longman Biology for CSEC natural vegetative propagation with methods of artificial propagation. Evaluate the advantages and disadvantages of vegetative reproduction. Longman Biology for CSEC
Valid advantages and disadvantages; relative value of advantages and disadvantages
186
187

UNIT: SEXUAL REPRODUCTION IN PLANTS LEARNER OUTCOMES CONTENT Identify flowers as reproductive Flowers are reproductive structures. structures of plants. Some flowers have only male or female structures (dioecious); some have both (monoecious). ACTIVITIES Observe reproductive organs (stigma, anthers), petals, sepals of flowers in diagrams and posters or models. Identify these parts on various flowers.

Use a scalpel, razorblade or scissors to dissect various types of flowers. Observe the dissected parts of flowers.
Poinciana, Yellow Elder, Bauhinia,
Pedicel, receptacle, whorls (calyx, corolla, androecium, gynaecium), stamens (filament, anther, pollen grains), carpels (ovary, ovules, stigma, style)
Use scalpel, razorblade or scissors to dissect various types of flowers. Use hand lenses to observe parts of the flower. Observe the individual parts. Identify the parts. Use floral parts to prepare a collage.
RESOURCES Posters, diagrams, photographs or models of flowers. Variety of flowers e.g. bougainvillea, Bauhinia, Yellow Elder, Poinciana, croton GCSE Biology Biology for CSEC Longman Biology for CSEC Scalpel/scissors/razorblade, diagram of flower, a named flower
Named parts correctly identified in all flowers Rubric for assessing use of safe and correct techniques in handling apparatus
Dissected parts of flower, poster paper, glue/tape. GCSE Biology
Accurate and neat collage
Use a microscope to observe pollen and ovules of a dissected flower.
Relate the structure of the floral parts of a named flower to their function.
Create a mnemonic device for the parts of flowers and their functions.
Make a temporary/wet slide preparation of ovules and pollen. Use microscope to observe pollen and ovules mounted on slides or prepared slides. Label and add notes to an unlabelled diagram of L. S. named flower. Relate the structure of the floral parts to their function, highlighting any adaptations. Create a mnemonic device for the parts of flowers and their functions.
Slides, microscope, flower samples, scalpel/knife, prepared slides
Rubric for assessing use of safe and correct techniques in handling apparatus
Flower samples GCSE Biology Biology for CSEC Longman Biology for CSEC GCSE Biology Biology for CSEC Longman Biology for CSEC
Accuracy of annotated diagram
Relationships of floral parts to functions described Number of parts and their function included, creativity and appeal
187
188

UNIT: SEXUAL REPRODUCTION IN PLANTS LEARNER OUTCOMES CONTENT Use materials to investigate what Formation of pollen tube after pollen makes pollen grains produce a grain lands on stigma is stimulated by tube. sugar in the stigma. ACTIVITIES RESOURCES Place pollen grain on microscope Biology for Life slides with sugar solution and Slides, microscope, sugar, water, observe growth of tube. paint brush GCSE Biology Biology for CSEC Longman Biology for CSEC A variety of flowers (both wind and Observe the features of the insect pollinated), ruler, flower parts of a variety of Worksheet flowers. Brainstorm whether or not the GCSE Biology flowers are pollinated by wind Biology for CSEC or insect. Longman Biology for CSEC Construct a suitable table Worksheet classifying the flowers observed GCSE Biology by agent of pollination. Biology for CSEC METHOD OF ASSESSMENT Rubric for assessing investigations
Observe a variety of flowers to determine the agent responsible for pollination.
Classify a variety of flowers according to the type of pollination.
Pollen grains are transferred from anther to stigma by agents such as wind and insect. Flower parts are adapted according to the pollinating agent. Size and surface of pollen grains, size and position of stigma. Maize, grass, croton, oats, shepherds needle,
Describe the sequence of events from pollination to fruit and seed formation.
Observe local fruits and seeds to determine method of dispersal.
Growth of pollen tube, fusion of nuclei in ovules, hardening of testa, development of embryo and cotyledon(s), development of ovary into fruit. Seeds and fruits are dispersed (scattered) by several methods which include water, animals, explosive mechanisms and wind. The seeds and fruits are specially adapted for the dispersal methods.
Make a visual simulation of the Biology for CSEC development of a local fruit from GCSE Biology the pollination of a flower. Longman Biology for CSEC
Correct identification of agent and logical justification of answer Number of flowers correctly classified Rubric for assessing visual presentations
Describe common methods of dispersal (seeds and fruits) Observe some local fruits and seeds Make inferences as to the method of dispersal for each flower.
A variety of local fruits and seeds that represent different methods of dispersal. Worksheets GCSE Biology Biology for CSEC Longman Biology for CSEC
Correct identification of methods of dispersal
188
189

UNIT: SEXUAL REPRODUCTION IN PLANTS LEARNER OUTCOMES CONTENT Classify local fruits and seeds As above. according to dispersal methods. ACTIVITIES Construct a suitable table classifying fruits and seeds according to method of dispersal. Use photos or diagrams to show features of fruits/seeds which adapt them for their method of dispersal. Use observations made to produce a chart/pamphlet/handbook/power point presentation skit etc. to show the dispersal methods and adaptations of the local fruits and seeds. Design an experiment to identify conditions needed for germination to occur. Identify variables Include controls Conduct an experiment to determine the rate of growth for a seedling. Measure accurately the length of the seedling. Record the measurements. Calculate the rate of growth per day. RESOURCES Biology for CSEC GCSE Biology Longman Biology for CSEC METHOD OF ASSESSMENT Correct classification of fruits and seeds
Describe dispersal methods and adaptations of local fruits and seeds.
Photos/actual specimen/drawings of various fruits and seeds, Construction/poster paper, crayons, pencil, glue/tape, computer GCSE Biology Biology for CSEC Seeds, tissue/cotton, containers e.g. plastic cups, beakers, jars
Rubric for visual aids/ presentations
Plan an experiment to identify the conditions necessary for germination.
These conditions include moisture, suitable temperature and oxygen. Xref. Primary Science germination experiment.
Rubric for assessing experimental investigations. Valid variables identified Rubric for assessing experimental investigations Accuracy of measurements Correct calculations
Conduct an experiment to determine the rate of growth for a seedling.
189
190

UNIT: ASEXUAL REPRODUCTION LEARNER OUTCOMES CONTENT Tabulate the differences Asexual Reproduction between sexual and asexual Advantages Disadvantages reproduction, highlighting 1. Overcrowding and competition 1. Large numbers of offspring the advantages and produced. may occur as offspring colonise disadvantages. 2. Offspring can be produced the same area as parent. continuously. 2. If the environment is changing, 3. Offspring can make good use of the offspring may find it difficult favorable environmental to survive. conditions. 3. If the parent is of inferior quality 4. If parent is of superior quality the offspring will also be the offspring will be the same. inferior. Sexual Reproduction Advantages 1. Genetic variability of the species is increased. 2. The species is more likely to be able to adapt to a changing environment. 3. The species may be able to colonize new areas. 4. If the parents are both of poor quality, the offspring may be of better quality. Disadvantages 1.Time and energy spent on seeking mate. 2. Offspring are not produced continuously. 3.Few offspring may be produced. 4. Even if the parents are of good quality, the offspring can be of poor quality. ACTIVITIES Use a table to show the advantages and disadvantages of asexual reproduction and sexual reproduction. RESOURCES CXC Biology Biology for CSEC Longman Biology for CSEC DURATION: 2 weeks METHOD OF ASSESSMENT Accuracy of differences between sexual and asexual reproduction Number of advantages and disadvantages included
190
191
SCOPE OF WORK GRADE 12 STRAND: REPRODUCTION IN HUMANS

UNIT: THE HUMAN REPRODUCTIVE SYSTEM LEARNER OUTCOMES CONTENT Compare and contrast the structure The sperm is a very small single cell of an ovum and a spermatozoon. consisting of head, neck and tail. Head consists mainly of the nucleus and the neck of mitochondria. The tail gives mobility. The tip of the head has a vacuole that contains enzymes. The ovum is also a single cell, but is much larger than a sperm. Ovum also has a nucleus containing chromosomes. Its cytoplasm contains yolk. Ova move very little, if at all. ACTIVITIES Use a microscope to observe prepared slides of ova and spermatozoa. Draw and label structures of ova and spermatozoa after observing prepared slides of them under a microscope. List similarities and differences between ova and spermatozoa in a table format. RESOURCES Microscope, prepared slides Internet Biology for CSEC CXC Human and Social Biology Human Form & Function DURATION: 3 weeks METHOD OF ASSESSMENT Correct handling and use of a microscope Diagrams
Correct comparison of spermatozoa and ova in a suitable table
Compare the processes by which sperm and ova are produced.
Spermatogenesis ongoing, ova maturation for period (puberty to menopause); many sperms produced at a time, one ovum develops (a Graafian Follicle); sperms moved to epididymis for storage, ova released to oviduct.
Read information on sperm and ova production in textbook. Compare the processes for producing them.
Worksheet GCSE Biology CXC Human and Social Biology Human Form & Function Number of valid points made; similarities and differences
191
192

UNIT: THE HUMAN REPRODUCTIVE SYSTEM LEARNER OUTCOMES CONTENT Relate the events in the ovary The menstrual phase if ovum not during a menstrual cycle to the fertilized, it breaks down. Low levels of differences in hormone levels oestrogen and progesterone. During the during a cycle. follicular phase, the pituitary produces increasing amounts of follicle stimulating hormone (FSH) which acts on the ovary, causing several follicles, each containing an ovum, to develop. Only one follicle matures. The ovaries secrete lots of oestrogen. During the ovulatory phase, the hypothalamus and pituitary secrete release a surge of luteinizing hormone (LH) which causes the mature follicle to burst and release the ovum. In the luteal phase, the ruptured follicle develops into the corpus luteum which secretes increasing amounts of progesterone. Outline the route taken by a Sperm made in the seminiferous tubules spermatozoon from its site of of the testes travel into epididymis then production to its release from the the sperm ducts (vasa deferentia) to the males body. urethra to the outside of the body, and are deposited into the top of the vagina. ACTIVITIES Make a diagram showing the dates of the month (1 28) as the X- axis of a graph, then draw (on the Y- axis) the relative amounts of oestrogen and progesterone present during the days of the month. Label the graphs. Relate the events in the ovary during a menstrual cycle to the differences in hormone levels during a cycle. RESOURCES AQA Science GCSE Biology Biology for CSEC Longman Biology for CSEC CXC Human and Social Biology Human Form & Function METHOD OF ASSESSMENT Accuracy of diagram
Relationships described
Use arrows and a diagram of the male reproductive system to trace the path of a sperm from the testes out of the urethra
Black/Whiteboard, chalk, markers, colored pencils, diagrams of male reproductive system (front and side views) Biology for CSEC Longman Biology for CSEC Human Form & Function Black/Whiteboard, chalk, markers, colored pencils, diagrams of female reproductive system (front and side views) Biology for CSEC Longman Biology for CSEC
Pathway correctly indicated
Outline the route taken by a spermatozoon after it is ejaculated into the vagina until it fertilizes an ovum.
The sperms swim through the cervix, uterus, into the oviduct. If an ovum is in the oviduct, sperms become attached to it, one penetrates the ovums surface membrane. The nuclei of the sperm and ovum fuse.
Use arrows and a diagram of the female reproductive system to trace the path of a sperm from the vagina to the fallopian tube/oviduct. 192
Pathway correctly indicated
193

UNIT: THE HUMAN REPRODUCTIVE SYSTEM LEARNER OUTCOMES CONTENT Make an annotated diagram of the Graafian follicle releases ovum pathway taken by an ovum after it (ovulation), effect of cilia and muscular is released from the ovary until it contractions in oviduct/fallopian tube is implanted into the uterine lining. causes movement of ovum. A fertilized ovum, zygote, divides repeatedly, blastocyst (ball of cells) then an embryo. Implantation in the uterus. Summarize the events of Fertilization is the fusion of the male fertilization. nucleus with the female nucleus. It occurs in the oviduct. Once sperm reach the ovum, each attaches itself to the ovum, but only one penetrates its membrane. Enzymes in the head (acrosome) of the sperm break down the wall of the ovum, preventing other sperm from entering. The nucleus of the sperm then fuses with the nucleus of the ovum. Observe a diagram of the placenta The placenta is the life support system of and umbilical cord, examining the embryo. The placenta is a flattened, their special features. circular disc that contains blood spaces and thousands of tiny folds called villi. The large surface area of the villi in the placenta facilitates the passage of materials between the mother and embryo. X-ref exchange surfaces. Relate the structure of the placenta to its role in absorption, gas exchange, and excretion. ACTIVITIES Use arrows and a diagram of the female reproductive system to trace the path of an ovum from the ovary to the uterus. RESOURCES Black/Whiteboard, chalk, markers, colored pencils GCSE Biology Biology for CSEC CXC Human and Social Biology Human Form & Function Biology for CSEC GCSE Biology Longman Biology for CSEC CXC Human and Social Biology Human Form & Function METHOD OF ASSESSMENT Correct pathway of ovum from the ovary to the uterus
Summarize the events of fertilization.
Concise and precise description (in own words)
Identify the special features of the placenta and umbilical cord and relate these to their function.
Internet, Diagrams of the placenta and umbilical cord GCSE Biology Biology for CSEC Longman Biology for CSEC CXC Human and Social Biology Human Form & Function Biology for CSEC GCSE Biology Longman Biology for CSEC CXC Human and Social Biology Human Form & Function
Relationships of the special features of the placenta and umbilical cord to their functions clearly described
Explain how the placenta is adapted for its role after observing a diagram of the placenta and umbilical cord.
Relationships between the structure of the placenta and its roles
193
194

UNIT: THE HUMAN REPRODUCTIVE SYSTEM LEARNER OUTCOMES CONTENT Compare the features of a foetus in Development of limbs, proportion of the three trimesters. head and trunk, definition of digits, development of eyes, ears, heart. RESOURCES Diagrams showing major developments in the foetus each month during pregnancy. CXC Human and Social Biology GCSE Biology Human Form & Function Suggest factors that influence the News articles growth rate in humans. Longman Biology for CSEC Interpret percentile graphs Data and graphs showing height and showing height or weight to weight for children determine average height/weight for a given age and gender. GCSE Biology Compare given heights and weights for an age and gender to form an inference whether the person is overweight/ underweight, tall or short. Diagrams (unisex) of humans at five stages of development (age groups) Human Form & Function GCSE Biology CXC Human and Social Biology Biology for CSEC GCSE Biology Number of features observed Comparison of features at the five stages Plausible hypothesis with valid reasons ACTIVITIES Observe photographs or posters Complete a table comparing features at 3, 6 and 9 months or 1, 3, 6 months or 2, 5 and 8 months. METHOD OF ASSESSMENT Number of valid points; accuracy of comparisons
Suggest factors that influence the growth rate in humans. Interpret percentile graphs showing height or weight.
Heredity, nutrition, hormones, biotechnology Age, gender
Plausible suggestions Correct interpretations made
Valid inferences made
Compare the features of the main developmental stages in humans.
Age groups: 0 18 months, 2 5 Observe diagrams showing years, 6 12 years, 13 18 years, 55 humans at different ages 70 years. Compare the main features of development in humans. Construct a table to compare features. Number of persons in the reproductive age group, number of offspring per family, number of persons not having children. Formulate a hypothesis as to the rate of population growth (locally) on the island.
Formulate a hypothesis as to the rate of population growth on the island.
194
195

UNIT: THE HUMAN REPRODUCTIVE SYSTEM LEARNER OUTCOMES CONTENT Compare population growth rates China, Japan, a European, African, in three countries and any Latin American, Caribbean measures taken by government to control the growth rate. ACTIVITIES Select three countries from different regions (include China). Conduct/research to find the growth rates and measures take by the government relative to growth rate. Make an oral presentation to compare the growth rates and related government initiatives / programmes. Class discussion Suggest economic implications of rapidly growing populations. Suggest social implications of rapidly growing populations. RESOURCES Internet Human Form & Function Rubric for assessing research METHOD OF ASSESSMENT
Suggest economic implications of rapidly growing populations.
Cost for providing food, education, health care, jobs, utilities
Suggest social implications of rapidly growing populations.
Research the scientific and economic impact of biotechnology on human reproduction.
High unemployment inadequate housing, dysfunctional families, violence, crime, illiteracy, depression, suicides, drug abuse, physical, mental & emotional illness. In vitro fertilization; fertility drugs; determination of congenital disorders during pregnancy; genetic map allows determination of features. More people are able to have children; extended reproductive year;, multiple births; selectivity in childrens appearance, more babies survive.
Biology for CSEC GCSE Biology CXC Human and Social Biology Human Form & Function GCSE Biology CXC Human and Social Biology Human Form & Function
Plausible suggestions made Plausible suggestions made
Research the use of biotechnology in human reproduction. Write a statement outlining personal views on its scientific and economic impact.
GCSE Biology CXC Human and Social Biology
Number of points included; scientific and economic impacts; personal view articulated clearly
195
196

UNIT: THE HUMAN REPRODUCTIVE SYSTEM LEARNER OUTCOMES CONTENT Classify sexually transmitted Chlamydia, monilia, trichomonas, diseases in a tabular format by the herpes, HIV/AIDS fungal diseases causative agents. (thrush/ Candidiasis) Research the scientific and economic impact of cloning and summarize the findings in a news bulletin. A clone is a member of a population of genetically identical cells produced from a single cell. After years of research, many scientists concluded that it was impossible to clone a mammal. However, in 1997, the Scottish scientist Ian Wilmut cloned a sheep, Dolly. Similar techniques were then used to clone cows, pigs, mice, and other mammals. It is now scientifically possible to clone humans. However, the use of cloning technology on humans raises serious ethical and moral issues and many persons oppose it. ACTIVITIES Draw a table, classifying STIs by the agent causing them. Include symptoms of each disease, and method of treatment. Survey at least ten persons soliciting their viewpoints on cloning animals and humans then Prepare a news bulletin summarizing the scientific and economic impact of cloning. RESOURCES Internet GCSE Biology Biology for CSEC CXC Human and Social Biology Scientific articles GCSE Biology Biology for CSEC METHOD OF ASSESSMENT Accuracy of classification
Rubric for assessing investigations Rubric for assessing visual aids
Defend the legality and morality of cloning.
Debate the pros and cons of cloning humans and other animals. Write a persuasive essay for or against the cloning of humans.
Internet, Scientific journals GCSE Biology Biology for CSEC CXC Human and Social Biology
Accuracy and persuasiveness of content of essay
196
197
APPENDIX I
RUBRIC FOR ASSESSMENT What is Rubric? Rubric a set of guidelines for assessment which states the characteristics and/or dimensions being assessed with clear performance criteria and a rating scale. Policy on Assessment and Evaluation published by the Scarborough Board of Education, 1977. A scoring rubric consists of: A fixed scale A list of characteristics/criteria describing performance for each of the points on a scale. Clear performance targets for students. How to design a Rubric Select a result/results based on a learner outcome that will be assessed. Describe a superior performance. Describe a low-level performance. Set different level performances between the high and low level performances described. Explain the scoring criteria to students. Use examples to assist students in using the rubric as a means of demonstrating their understanding. Examples of Rubric are included in this document to assist teachers in effectively using alternative methods of assessment. However, the use of Rubric for assessment is not limited to the categories shown. Teachers are encouraged to develop similar Rubric to assess learner outcomes or student activities that are not included. Additionally, teachers are expected to develop score sheets based on the criteria. An example is shown. RUBRIC SCORE SHEET FOR ASSESSINGVISUAL AIDS Effectiveness in making a point Comprehension of assignment Students Names or Groups
Visual appeal
Use of space
Content information
198
Percentage
Creativity
TOTAL
English
GENERAL RUBRIC FOR VISUAL AIDS (posters, pamphlets/brochures, fliers, PowerPoint presentations)
Criteria
Exemplary 4
Proficient 3
Visual appeal
Use of space
Very attractive colour scheme, bold, easilyread writing, very attractive and appropriate graphics. Visual display effectively covers at least 90% of the space available.
Attractive colour scheme, legible writing, attractive and appropriate graphics.
Incomplete/ Below standard 1 More than one One colour colour font, font, legible legible writing, writing. a graphic used.
Satisfactory 2
Unsatisfactory U
One colour font, font is not easily read.
Comprehension Display shows of assignment an excellent understanding of the intent and focus of the assignment. Content Includes the information necessary information, avoids unnecessary information, information is correct and current. English Vocabulary ideally suited for target group, correct grammar and spelling. Display is very effective in marketing its message. A very high level of creativity shown in visual appearance as well as in the message. A 86 100
Visual display effectively covers approximately 75% of the space available. Display shows an good understanding of the intent and focus of the assignment. Includes the necessary information, information is correct, also includes unnecessary information.
Visual display covers approximately 67% of the space available. Display shows some understanding of the assignment.
Visual display covers 50 66% of the space available.
Visual display covers less than 50% of the space available.
Display is related to the topic but does not satisfy the focus of the assignment. Less than 50% of the required information is included.
Apparent misunderstanding of the assignment.
Effectiveness in making a point Creativity
Vocabulary appropriate for target group, correct grammar and spelling. Display makes a point strongly. A good standard of creativity shown in visual appearance as well as in the message. B 71 85
Information included is correct. However, only some of that needed is included along with some unnecessary information. Correct grammar and spelling.
Insufficient information, some information included is incorrect.
Grammatical or spelling errors.
Grammatical and spelling errors.
Display makes a point (covers its theme). Some creativity shown in visual appearance as well as in the message. C 56 70
Information does not show connection. Creativity shown in visual appearance or in the message.
No evidence of structure or sequence. Little or no evidence of creativity.
Grade
D 41 55
F 40 and lower
199
GENERAL RUBRIC FOR ORAL PRESENTATIONS (rap, song, poem, speech) Criteria Exemplary 4 Proficient 3 Satisfactory 2 Incomplete/ Below standard 1 Did not seem prepared to present. Unsatisfactory U
Preparedness
Completely prepared and had obviously rehearsed. Very attractive beat or rhythm used with outstanding variations of voice intonation and volume. Duration was for the required time.
Sound appeal
Time/length
Enthusiasm
Content information
English
Effectiveness in making a point Creativity
Grade
Duration was longer or shorter than the time allotted by 21 30% of duration. Facial Facial expressions and expressions and body language body language evoked a strong were used to interest in and spark interest enthusiasm and enthusiasm from the from the audience but the audience. expressions seemed faked. Included the Included the Information necessary included was necessary information information correct. which was which was However, it correct and correct. included Unnecessary necessary as current. Unnecessary information well as some unnecessary information was was not information. not included. included. Speaks clearly Speaks clearly Speaks clearly and distinctly and distinctly and distinctly throughout the throughout the for most of the presentation, presentation, presentation, does not mispronounced mispronounces mispronounce one and two key vocabulary words. words. or makes one or two grammatical errors. Song etc. was Song etc. Song etc. very effective made a point made a point in marketing strongly. related to the its message. topic. A very high A good Some level of standard of creativity creativity creativity shown in sound shown in shown in sound appeal as well sound appeal appeal as well as in the as well as in as in the message. the message. message. A 86 100 B 71 85 C 56 70
Seemed wellprepared but could have spent more time rehearsing. Attractive beat or rhythm used with good variations of voice intonation and volume. Duration was longer or shorter than the time allotted by 0 20% of duration Facial expressions and body language sometimes evoked a strong interest in and enthusiasm from the audience.
Somewhat prepared, but seems not to have rehearsed. Consistent beat or rhythm used with variations of voice intonation or volume.
Appeared to have made no effort to prepare.
Consistent beat or rhythm used with no variations in voice intonation and volume. Duration was longer or shorter than the time allotted by 31 40% of duration. Very little use of facial expressions and body language. Did not evoke interest or enthusiasm from the audience. Less than 50% of the required information was included.
Lyrics were presented with no accompanying sounds.
Duration was longer or shorter than the time allotted by 41 67% of duration. Little enthusiasm was shown by the presenter(s).
Insufficient information was given, some of which was incorrect.
Mumbles at one or two points, more than two grammatical errors.
Mumbles most of the presentation, mispronunciation and grammatical errors.
Information in Lyrics did not the song etc. portray a theme. was disjointed. Creativity shown in sound appeal or in the message. Little or no evidence of creativity shown.
D 41 55
F 40 and lower 200
GENERAL RUBRIC FOR RESEARCH PROJECTS (surveys, research information) Criteria Exemplary 4 Used a variety of relevant sources (three or more different types and several of each type of source). Cited all sources. All sources (but one) had data to support claims. All information extracted was relevant to the topic. Proficient 3 Used many sources of two types. Cited all sources. Satisfactory 2 Incomplete/ Unsatisfactory Below standard U 1 Two or three One source sources were used and used. referenced.
Information sources
Sources had data to support claims Extracted relevant information
Most sources had data to support claims.
Used many sources of one type (e.g. textbooks, Internet, journals, magazines, questionnaires). Sources were referenced. Some sources One source had had data to data to support support claims. claims. Some relevant and some irrelevant information was extracted. Little relevant information was extracted.
No source had data to support claims. Little information was extracted; it was mainly irrelevant.
Paraphrased information
All information extracted was relevant to the topic. However, no information was given for one aspect. All information Most extracted was information paraphrased was and wellparaphrased written. and wellwritten.
Organized information
Synthesized
Grade
Information was very clearly and sequentially organized. The position was logically stated with supporting data. Alternative points of view were included. Project clearly and articulately showed: problem, hypothesis, method of research, literature reviewed, findings, analysis of findings, position. A 86 100
Information is clearly and sequentially organized. Logically stated position with supporting data.
Some information was paraphrased. However, copied portions were not indicated. Information was clearly and sequentially organized.
Most information was copied from sources.
All information was copied from sources.
Information was sequentially organized.
Information was written haphazardly.
Project showed: problem, hypothesis, method of research, literature reviewed, findings, analysis of findings, position. B 71 85
Project showed problem, hypothesis, method of research, literature reviewed, findings, analysis of findings, position (one missing). C 56 70
Project showed problem, hypothesis, method of research, findings.
Notes shown on aspects of the project.
41 55
F 40 and lower
201
GENERAL RUBRIC FOR INVESTIGATIONS (experiments, experimental report) Criteria Exemplary 4 Proficient 3 Satisfactory 2 Incomplete/ Below Standard 1 States a purpose that is incorrect. Unsatisfactory U
Hypothesis
Sequence
Procedure/Met hod
Observations
Correct purpose and explanation of purpose were clearly stated. Aim, Apparatus, Materials, Procedure, Observations, Results, Conclusion (given in sequence). Clear step-bystep description of experimental procedures; labeled diagrams used. All observations made and recorded in a clear format. All data clearly recorded with units to the highest level of accuracy.
Correct purpose was clearly stated.
Stated a purpose that was correct.
States a purpose that is incorrect and irrelevant. More than two missing or out of sequence.
One (subheading) missing or out of sequence.
Two (subheadings) missing or out of sequence.
One missing and two out of sequence.
Step-by-step description written description with one step missing, labeled diagrams included. All obvious observations made and recorded in a clear format.
Two steps missing or diagrams not labeled.
One obvious observation missing, clear format for recording. Readings not to highest level of accuracy but all recorded with units in a clear format. Logical conclusion but not connected to data. Written as a series of statements.
Results
Conclusion
Handles apparatus and materials
One reading missing; data clearly recorded with units to the highest level of accuracy. Conclusion is Logical logically drawn conclusion from data and drawn, general stated as a reference to data, relationshipin stated as a general terms. summary conclusion. Handles Handles apparatus apparatus correctly, correctly, handles handles materials materials appropriately appropriately and safely, one and safely, no or two reminders help needed. given. Identifies all main sources of error and explains effect on results. A 86 100
Error
Grade
Handles apparatus correctly, handles materials appropriately, one or two reminders given. Identifies all but Identifies Suggests one main sources sources of error. possibility of of error and error but explains effect identifies no on results. sources. B 71 85 C 56 70 D 41 55
An account written which includes most steps but not clearly and sequentially recorded. Two observations missing or format for recording is not clear. Readings not to highest level of accuracy and not recorded clearly. Obvious conclusion drawn, not connected to data, hypothesis or aim. Handles apparatus or materials correctly, two or three reminders given.
A few steps are recorded.
More than two observations missing.
A few readings recorded with no units.
Results stated as a conclusion.
Uses apparatus and materials with much assistance given.
Does not address Possibility of error. F 40 and lower
Reference: www.accessexcellence.org Biology Curriculum 2010, Grades: 10 12 202
GENERAL RUBRIC FOR FIELD WORK (field trips) Criteria Exemplary 4 Proficient 3 Incomplete/ Below standard 1 Read Read instructions instructions, first. Gathered gathered the necessary equipment. equipment. Members of the Group worked group together. performed tasks but not in sequence. Satisfactory 2 Unsatisfactory U
Organization/ Read and systematic comprehended investigation instructions first. Gathered the necessary equipment. Organized functions/tasks for group members. Worked systematically. Following Followed all instructions instructions. Made adaptations when necessary. Use of Used equipment equipment safely and correctly without additional assistance. Collection of Required number data of readings taken additional done to verify anomalies. Readings all taken at required time/place etc. Observations All possible observations made and described in detail. Teamwork
Read and comprehended instructions first. Gathered the necessary equipment. Organize functions/tasks for group members.
Did not participate or individuals in the group performed tasks randomly/ haphazardly.
Followed all instructions except one.
Followed most instructions.
Followed some instructions.
Failed to follow most instructions.
Used equipment safely and correctly with some assistance (reminders). Required number of readings taken. Readings all taken at required time/place etc. Most observations made in detail and the others as obvious observations. Performed all assigned duties efficiently. Supported other group members.
Used equipment safely but with much assistance needed. Most of the required number of readings taken Readings all taken at required time/place etc. Some observations made in detail.
Used equipment Did not use all correctly but equipment unsafely. correctly and no evidence of safety techniques used. Some of the number of readings taken. Readings for some intervals missing. Few readings were taken. Readings were not at regular intervals.
Most observations made as general or obvious observations. Performed most assigned duties. Worked independently.
Few, obvious observations made.
Safety
Performed all assigned duties efficiently. Supported other group members. Readily provided additional assistance as was needed. Adhered to all Adhered to all rules of conduct. rules of Reminded others conduct. to keep the rules. Demonstrated sensitivity to the environment at all times and reminded others to do so. A 86 100
Performed all assigned duties.
Performed few duties. Did not support other group members. Refused to perform additional tasks.
Adhered to most rules of conduct.
Sensitivity to the environment
Demonstrated sensitivity to the environment at all times.
Demonstrated sensitivity to the environment most times. C 56 70
Grade
B 71 85
Action(s) responsible for jeopardizing the safety of another participant. Required Actions caused a frequent negative reaction reminders to or damage to the avoid negatively environment. impacting the environment. D 41 55 F 40 and lower 203
Caused another student to break a rule.
GENERAL RUBRIC FOR MODELS Criteria Exemplary 4 Proficient 3 Included all the necessary components, no unnecessary or unrelated parts were included. Components did not accurately represent the object. All components made in correct (proportional) dimensions. Some components made in correct proportion to each other and the overall model. All materials used were appropriate, non-hazardous and inexpensive. Much care taken in the construction process. The model was neat and well-fitted but not durable. Attractive colour scheme used. Structure was appropriate size. Satisfactory 2 Included some of the necessary components, no unnecessary or unrelated parts were included. Components accurately represented the object. Some components made in correct (proportional) dimensions. Some components made in correct proportion to each other and the overall model. Some materials used were appropriate. Incomplete/ Below standard 1 Included few of the necessary components, or unnecessary or unrelated parts were included. Components did not accurately represent the object. Few components made in correct (proportional) dimensions. Components were not in correct proportion to each other or to the overall model. Few materials used were appropriate Unsatisfactory U Incomplete model or model did not accurately represent the object.
Representation Included all the of Components necessary components, no unnecessary or unrelated parts were included. Components accurately represented (appearance) object. Proportions of All components Components made in correct (proportional) dimensions. All components made in correct proportion to each other and the overall model.
Components did not made in correct proportions.
Materials Used.
All materials used were appropriate, non-hazardous, inexpensive and easily available. Much care taken in the construction process. The model was neat, durable and well-fitted. Very attractive colour scheme used. Bold, easily-read writing used. Structure was appropriate size. A very high level of creativity shown in visual appearance as well as in the message. Includes the necessary information, avoids unnecessary information, information is correct and current. A 84 100
Some materials used were inappropriate and at least one was unsafe. The structure was falling apart and untidy.
Construction
The structure was fairly wellfitted and neat.
The structure was fairly wellfitted.
Overall Appearance
Creativity
Information Displayed
Grade
More than one colour used. Font used was legible. Structure was appropriate size. A good standard Some creativity of creativity shown in visual shown in visual appearance as appearance as well as in the well as in the message. message. Includes the Information necessary included is information, correct. information is However, only correct, also some of that includes needed is unnecessary included along information. with some unnecessary information. B 71 85 C 56 70
One colour used. Structure was very small or too large.
No attempt to make the structure attractive.
Creativity shown in visual appearance or in the message.
Little or no evidence of creativity.
Less than 50% of the required information is included.
Insufficient information, some information included is incorrect.
D 41 55
F 40 and lower 204
APPENDIX II
BIBLIOGRAPHY
A Guide for Curriculum Writers, Delbert Mueller; University Press of America A Handbook of Content Literacy Strategies: 75 Practical Reading and Writing Ideas; Elaine C. Stephens and Jean E. Brown, Christopher Gordon Publishers Bahamas Environmental Handbook Bahamas Environmental Protection Manual Bahamas National Trust Coral Reef Handbook Bahamas National Trust Whiteland Coppice; Blackland Coppice; Pine Forest Biology Exploring Life, Second Edition Gil Bruni , Larry Mc Kane Gerry Karp Bush Medicine Martha Smith Caribbean Biology An Integrated Approach Compiled Documents BREEF Marine Conservation Workshop Exploring the Bahamian Pine Forest A Teachers Resource Bahamas National Trust Fact Sheets from Bahamas National Trust Fact Sheets from Ministry of Environment From Plato to Piaget, William Cooney, Charles Cross, Barry Trunk; University Press of America Guide to Corals & Fishes of Florida, The Bahamas and The Caribbean; Idaz & Jerry Greenberg Human and Social Biology of the Tropics, Phil Gadd Integrated Science Activity Book Prentice Hall Marine Life of the Caribbean 2nd Ed Alick Jones & Nancy Sefton; Macmillan Education Limited Modern Biology for Secondary Schools, Sarojini T. Ramalingam, SheilaPereira, Africana FEP Publishers Limited in association with FEP International Private Limited Senior Biology 2 Student Resource and Activity Manual 2002 Published by: Biozone International Ltd Treasures in the sea An Educators guide to Teaching Marine Biodiversity; Bahamas National Trust & American Museum of Natural History Understanding by Design Grant Wiggins and Jay McTighe; ASCD Wondrous West Indian Wetlands Mangroves of the Caribbean- An identification Guide Wondrous West Indian Wetlands Teachers Resource Book
TEXTBOOKS Atwaroo-Ali, Linda, Series Editor: Dr. Mike Taylor (2009). Biology for CSEC. Macmillan Caribbean ISBN 978-0-230-03482-2. Bradfield Phil, Potter Steve (2004). Longman Biology for CXC. Pearson Longman. ISBN 0-582-82765-5. Fullick, Ann, Series Editor: Lawrie Ryan (2006). AQA Science, GCSE Biology. Nelson Thornes, ISBN 978-0-7487-9641-0. Gadd, Phil, Series Editor: Dr. Mike Taylor (2007). CXC Human and Social Biology (5th Edition). Macmillan Caribbean ISBN 978-1-4050-8367-6. Mackean, D. G. (2008). GCSE Biology (third edition. Hodder Murray, ISBN 978-0-7195-8615-6. Minett, Pamela; Wayne, David; Rubenstein, David (1989). Human Form & Function. UNWIN HYMAN ISBN 0-7135-2714-5.
205
APPENDIX III SUPPLIES FOR SENIOR HIGH SCHOOL BIOLOGY

Item No. 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 Quantity 18 48 36 48 36 24 30 12 6 36 30 36 24 36 30 36 72 36 24 prs 300 60 48 24 48 4 24 2 6 12 1 pk. 2 sets 12 pks. 12 pks. 1 reel 12 pks. 12 pks. 100 48 48 Description Beakers, Pyrex, squat form with rim, markings and spout, 1 litre Beakers, Pyrex, squat form with rim, markings and spout, 600 ml Beakers, Pyrex, squat form with rim, markings and spout, 400 ml Beakers, Pyrex, squat form with rim, markings and spout, 250 ml Beakers, Pyrex, squat form with rim, markings and spout, 100 ml Measuring Cylinders, glass, graduated with spout, 250 ml Measuring Cylinders, glass, graduated with spout, 100 ml Measuring Cylinders, glass, graduated with spout, 50 ml Measuring Cylinders, glass, graduated with spout, 500 ml Conical Flasks, narrow mouth, Pyrex, 250 ml Test tube Holders, all metal Tongs, crucible, mild steel, bowed 150 mm Racks, wooden, with drying pegs for both test tubes and boiling tubes, 6 holes Bunsen burners, propane Wire gauze, stainless steel with ceramic centre Evaporating Basins, flat-bottom, porcelain with spout, 100 ml Thermometers, red spirit filled, range -10/110C x 1.0 divs, 305 mm length Tripod stands, enameled cast iron, 125 mm sides, 200 mm height Petri Dishes (with covers), borosilicate 100 x 20 mm Petri Dishes (with covers) Spotting tiles, 12-cavities, white plastic Teats and pipettes, complete assembly, 30 ml Reagent Bottles with stoppers, 250 ml Bottles, wide mouth, clear glass, powder type with black plastic screw cap, 250 ml Flasks, 500 ml flat-bottom Thistle funnels, glass 200 mm Balance, Ohaus portable electronic, 200g capacity, readability 0.01 g Balance, single pan, 4 beam hanging, capacity 311g, readability 0.01 g Counters, tally, hand held Cork Stoppers, assorted sizes (no holes) Cork borers size 1 6 Litmus paper, red Litmus paper, blue Universal Indicator Paper Cobalt Chloride paper Potassium Iodide paper Test tubes, pyrex Boiling tubes, pyrex Stirring rods Microscope slides Microscope cover slips Microscopes, compound monocular BMS 3 AF x 5, x 10, x 40 Sphygmometer Safety Goggles, wrap around frame, contoured nose piece, polycarbonate lens, vented side shield Safety Gloves, natural latex, large Aprons, splash & chemical resistant Goggle storage bag, 15 pockets, holes for wall attachment Laboratory Safety poster Laboratory Safety Techniques poster Brushes test tube, nylon with cotton end, (12 16 mm test tube) Spatulas, spoon end, nickel 150mm Potometer, Gangongs Rules, wooden, horizontal reading, 1 m, Bottles, wash, polythene, general purpose, 250 ml Bottles, dropping, Polystop clear glass 30 ml 206
18 6 12 100 20 1 1 1 50 30 1 30 50 20
SUPPLIES FOR SENIOR HIGH SCHOOL BIOLOGY

Item No. 56 57 58 59 60 61 62 63 64 65 66 67 68 69 70 71 72 73 74 75 76 77 78 79 80 81 82 83 Quantity 1 1 1 1 1 1 1 1 12 12 24 1 2 sets 2 sets 1 1 1 1 2 1 pk. 6 boxes 12 Description Mini torso with detachable head, half size, 12 parts Eye model, 6 part 5 x life size Ear model, 5 x life size Kidney, nephron and Malpighian corpuscle mounted on one baseboard Heart model, basic model Dicotyledonous flower model Cell with details of organelles model T. S. Dicotyledonous Leaf (tissues) Dissecting Kits, student in canvas roll Dissecting (pans with wax) boards Magnifiers, folding pocket, 25 mm, double x 5, x 10 Biology slide set (50 slides) Basic histology prepared slide set Cell division prepared slide set Skin section model, 70 x full size Male pelvis model Female pelvis model Kidney with adrenal gland GCSE Biology CD-ROM set of three CDs Pipe cleaners Cotton/wool Molecule models Thistle funnels Visking tubing Craft materials e.g. scissors, construction paper, glue Plasticine Rope PVC pipe Buckets Binoculars
Item No. 84 85 86 87 88 89 90 91 92 93
Quantity 1 1 1 1 1 1
Description Ethanol, Absolute, 250 ml size Hydrochloric Acid, reagent grade 1.5 litre size Sodium Hydroxide pellets, size 500g Sulphuric Acid Benedicts solution, qualitative, 500 ml Biuret solution, 500 ml Amylase solution Food colouring Potassium permanganate Iodine solution, 500 ml
Item No. 94 95 96
Quantity 24 12 12
Description AQA Science, GCSE Biology, Ann Fullick; Nelson Thornes Marine Life of the Caribbean Caribbean Biology
207
APPENDIX IV
PREREQUISITES FOR TENTH GRADE BIOLOGY

KNOWLEDGE Students should be able to: Use Linnaeus System of Classification. State the characteristics of seven phyla of invertebrates and be able to classify invertebrates into the phyla and arthropods into classes. State the characteristics of organisms in the Monera and Protist Kingdoms. Classify organisms into three groups of feeders (herbivores, carnivores, omnivores). Correctly use the terms: herbivore, carnivore, omnivore, producer, consumer, population and community. Construct a simple food chain. Explain a simple food web. Understand feeding relationships i.e. can interpret food chains and webs. Identify local endangered organisms and common invasive organisms. Describe the external appearance, life history and economic importance of: spiny lobster, Nassau grouper, queen conch and white crab. Identify main land pollutants and describe the negative effects of these pollutants. Explain the Carbon Cycle. Identify the organelles of a cell as seen under a light microscope and state their function. Identify specialized plant and animal cells. Describe the organization of cells. Identify and state the functions of the parts (including teeth) of the Human Digestive System. Describe the process of digestion of food throughout the alimentary canal. Name the food nutrients, state their use in the body, identify foods that are rich in them and state deficiency disorders. Demonstrate an understanding of a balanced diet. Identify positive results for food tests on starch and fats. Describe methods of food preservation. Describe the competition between demand for marine food (conch, grouper, lobster) and the need for conservation measures for sustainable supply. Explain the relationship between: atoms and ions, elements and compounds, mixtures and solutions. Identify parts of word equations and explain basic equations. Label the main external parts of: dicotyleonous herbaceous plant; dicot root system and leaf; monocot root system and leaf. Label parts of the Human Reproductive Systems. State the function of the parts of the male and female reproductive systems. Identify the signs of puberty and menopause. Explain the menstrual cycle. State the sequence of events in fertilization. Explain how fraternal and identical twins are formed. Label the structures shown in a diagram of a foetus in the uterus. Describe the stages in birth. Classify common contraceptives and rate their effectiveness. State the signs, symptoms and causative agent of gonorrhoea, syphilis, herpes, AIDS. Simply explain the principle of reflection and refraction of light. Simply explain the principle of reflection of sound. Explain the difference in speed of sound through different materials. Describe the principle of simple levers and how they work.
208
SKILLS Students should be able to: Count organisms. Follow instructions to make a piece of equipment. Measure accurately using a metre ruler, measuring /graduated cylinder, thermometer, triple-beam balance. Use a stirring rod, beaker, measuring /graduated cylinder, thermometer, triple-beam balance and compound light microscope correctly. Prepare a wet slide. Observe features of specimens viewed with a microscope. Observe changes in reactants during an experiment. Observe differences between given organisms. Use features of organisms to classify them into kingdoms/phyla. Use feeding habits to classify organisms. Classify foods into food groups. Perform food tests for starch and fats. Use external features of an organism to make inferences about its habitat or mode of life. Draw valid conclusions based on observations and/or results obtained from investigations. Create posters, poem/song/rap, skit to describe or explain information. Demonstrate the relationships between cells, tissues, organs and systems Recognize the relationship between a food web and food chain. Predict the effect of the increase of a plant population on the population of its herbivorous consumers. Calculate averages and percentages. Construct and interpret pie and bar graphs. Follow instructions (verbal and pictorial) to conduct an experiment. Write an experimental report in the accepted format. Identify parts of the scientific method. Read information from several sources to synthesize a response to a question or formulate a statement on a topic. Compare and contrast features or identify and compile advantages and disadvantages.
209
Scientific Literacy is an essential support for sustainable development in the global economy. It therefore stands to reason that one of the main goals of the Science Instructional Programme would be the promotion of Scientific Literacy. The benefits that accrue from the promotion of Scientific Literacy in the curriculum are numerous. For, as Scientific Literacy increases, so does the students appreciation of the application of scientific principles to problem solving. In addition, students are encouraged to focus their creative energies, spawned by alert inquiring minds, to produce positive end results that can be of economic, social and emotional value to themselves and society. As educators zealously attempt to prepare students for coping with the challenges of life in a technology driven world, care should be taken to incorporate current and innovative practices in the Science Instructional Programme. These and other instructional strategies will: Motivate students to increase their understanding of the subject through practical immersion and discovery encounter experiences. Increase the effectiveness of Science instruction Build students confidence and competence Heighten students expectations Promote higher overall achievement This section is intended to provide teachers at the primary level with a wide range of perspectives and innovative practices for implementing an effective Science Instructional Programme. These strategies comprise: Inquiry-based Learning Constructivism Blooms Taxonomy Process Skills Development Use of the Scientific Method Cooperative Learning Technique Student-centred vs Teacher-centred Learning Multiple Intelligences and Learning Styles Assessment Strategies Information Technology Linkages Science Safety
210
210
Inquirybased Learning places emphasis on experiential learning; where practical handson activities are used to motivate students to focus their innate curiosities and inquiring minds on problem solving through the application of scientific principles.
mistakes. Some of the greatest scientific discoveries come after many failures and disappointments.
Inquirybased learning goes beyond providing students with opportunities for practical, Proponents of the traditional lecture method of instruction (i.e. imparting information directly from text books with limited or no opportunity for students to engage exploration, questioning and discovery skills) are rapidly being convinced that this strategy (with respect to the teaching of Science) is very ineffective, and when compared with other modern approaches is now obsolete. handson experiences to illustrate established scientific principles e.g. giving them batteries, bulbs, and wires to show the concept of current electricity. This strategy takes the learning process to a different level e.g. It may challenge students to use the batteries, bulb, wire and additional materials to develop something useful for a deaf person or something that can assist with a specific chore, homework assignment, etc.
Research has shown that frequent use of the lecture method especially with regards to the teaching of Science results in diminished student expectation and achievement. Research shows that people dont learn science by absorbing stuff that has been poured unto them (via lectures) but rather by constructing meaning out of experiences that the teacher provides. Wendy Saul, Science Education Analyst; University of Maryland, Baltimore County, U.S.A.
The inquirybased approach to the teaching of Science is key to effective and meaningful instruction as it encourages students to: Critically evaluate situations Frame their own questions Develop diverse strategies for coping with problems in their environment Cultivate organizational and creative skills Assume leadership roles and be self motivated Be accountable for their learning Collaborate and communicate with one another Develop team interaction skills
In Inquirybased Learning, opportunities are provided that create an environment that enable students to gain experience as a result of Science exploration. Practical experiences are provided and open-ended questions asked to encourage experimentation that does not necessarily have a known outcome and that will lead to testable questions. During this experimentation, students are encouraged to take risks and are therefore, not afraid to make
211
211
Constructivism is closely related to Inquiry-based Learning therefore, effective application of Inquiry-based Learning is enhanced by Constructivism. Constructivism means generating meaning by connecting what is to be learned with personal knowledge that has been constructed from past experiences. A Constructivist is one who believes that the learner is responsible for constructing knowledge and, therefore, the responsibility for learning must be returned to the child. Ebenezer & Conner 1998, Learning to Teach Science, A Model for the 21ST Century. Students understanding of the world is moulded by their experiences. As they think about these experiences, their views and beliefs, they construct personal meaning and acquire knowledge. Constructivists advocate that students should not be expected to just accept knowledge and skills developed over the years and imparted by the teacher. Instead they become active seekers of knowledge as inquiry is encouraged and they discover and decipher things for themselves. In using Constructivism, teachers become facilitators that create stimulating environments with a variety of hands-on experiences that empower students to explore. The teachers main role is to provide experiences that help students make connections between what is learned and what they already know or believe. More learning takes place when students become active participants in the learning process and are allowed to make their own sense out of the world.
Providing students with hands-on experiences that reinforce ideas or perceptions that they already have results in them assimilating or absorbing new concepts easily. The knowledge that the students construct from the information that they receive as a result of these hands on activities makes sense and is easier for them to relate to and apply to their everyday life and their environment. Constructivists probe students knowledge base, examine and classify their concepts then provide them with opportunities to share and debate common knowledge. They then convert and expand students knowledge by asking open-ended questions and presenting problems which cause them to gain new understanding of the concepts being taught. By doing this they challenge and promote conceptual change. When using the Constructivism Theory, it should be noted that there are times when knowledge has to be imparted directly by the teacher in a detailed and explicit way. Although many benefits can be accrued from utilizing the Constructivism Theory if it is not used properly, learning may become sporadic and disorganized. Although students should not be stifled in their exploration to acquire knowledge, when using this theory it is important to: Set clear precise goals for the knowledge and skills that the students are expected to acquire Communicate these goals to the students and ensure that they are understood Organize assignments in a clearly planned sequence Provide guidance for the students
212
212
Students can express objective and subjective opinion supported by fact. It is the ability to detect fallacies in reasoning based on facts and the ability to judge
STEPPING UP TO HIGHER LEVELS OF THINKING

Benjamin Bloom is accredited with identifying a list of behavioural terms that are reflective of various levels of learning. This list is referred to as Blooms Taxonomy and it enables us to better understand the cognitive level at which students process information. Students that process information at the higher levels develop critical thinking skills and are able to analyse, synthesize, and evaluate. They construct new meanings, and become original and creative thinkers. Students that process information at the lower levels may not become independent thinkers and may not be empowered to problem solve. The list of behavioural terms are as shown.
Evaluation
Students are able to create a new body of information from previous information. It is the ability to put elements together to form a new pattern with an emphasis on originality and creativity.
Decide, rate, evaluate, dispute, discuss, verify, judge, grade, choose, assess, select, conclude, have discussion, panel, give opinion, give verdict, recommend, debate
Synthesis
Students break an idea into its parts, and show that they understand their relationship, organization, and basic assumptions.
compose, imagine, infer, hypothesize, invent, create, estimate, produce, forecast, design, predict, film, formulate, invent, write poem, devise, develop, create project, create new game, write story, media, interpret
Analysis
Apply students concepts learned to their environment and everyday life. They apply knowledge in new and/or practical ways to solve new problems in new situations.
Summarize, abstract, classify, dissect, compare, contrast, deduce, order, show bias, investigate, differentiate, categorize, separate, compile, questionnaire, survey, report, graph, chart, outline, diagram, conclude, plan
Application
show, apply, translate, illustrate, record, teach, construct, demonstrate, photograph, diagram, collect, map, complete puzzle, model, keep diaries, compile, report
This is the lowest level of understanding. Students are expected to explain materials, which may be presented in a variety of forms paragraphs, tables, charts, graphs, cartoons, etc. They also make inferences or solve problems when told what to do.
Comprehension
This is the most basic level, the rote memorization of facts. Students are expected to recognize or recall information with an emphasis on remembering.
draw, review, match, define, explain graph, give example, convert, test
identify, locate, memorize, name, enumerate, read, reproduce, recall, label, use, list, recite
Biology Curriculum 2010, Grades: 10 12 Biology Curriculum 2010, Grades: 10 12
Knowledge
BEHAVIOURAL TERMS 213 213
Process skills are practical skills that allow students to use previous experiences, build upon them and link knowledge and skills learned at school to their environment and every day life. Process skills help students to develop and apply critical thinking. Once given the opportunity to use and apply process skills, students develop the ability to reflect on and to evaluate their approaches to problem solving. As a result, students will come to the realization that there may be several solutions to any given problem. In this way, students can formulate hypotheses as testable ideas in their minds and can demonstrate deductive patterns of thought. Through integration of the basic and complex process skills listed, students should develop the ability to think logically and abstractly. Basic Process Skills Observing Using one or more of the five senses (seeing, hearing, tasting, smelling, feeling) to find out about the world. Observing increases students perceptions so that they can learn more about objects and events. Classifying Grouping objects or events based on similarities and/or categorizing based on existing relationships among objects or events. Inferring Explaining and interpreting observed events and collected data and explaining why they might have happened. Communicating Passing on information, proposing interpretations, explanations, and causes from observed events and collected data. Recognizing and Using Spatial Relationships Observing where things are in relation to other things by estimating the relative positions of moving and non-moving objects to one another. Measuring Finding out the size or amount of an object or substance when compared to a certain unit. Identifying and ordering length, area, volume, mass, and temperature to describe and quantify objects or events. Predicting Suggesting possible results or outcomes that will happen in the future based on observations and inferences drawn form previous experiences. The suggestions have to be based on correct information. Using Numbers Applying ordering, counting, adding, subtracting, multiplying, and dividing to quantify data where appropriate in investigations or experiments. Complex Process Skills Interpreting Data Explaining the meaning or importance of information. Forming Hypotheses Asking questions about a problem and making assumptions in order to draw out and test different solutions to the problem. Separating and Controlling Variables Recognizing the many factors (variables) that affect the relationship of the factors to one another so that one factor (variable) can be manipulated while the others are controlled. Experimenting Test hypotheses or predictions by first identifying things (variables) that are important, then deciding which variables to change or manipulate which will be held constant, and what results to expect. Formulating Models Constructing mental, verbal, or physical representations or ideas, objects, or events. The models are then used to clarify explanations or to demonstrate relationships. Defining Operationally Describing the properties of things and their functions. These working definitions are based on actual experiences that the student had.
214
214
Students need to be taught valuable problem solving skills in order to react appropriately to the many situations that confront them on a daily basis. The Scientific Method sets out a sequence of logical steps that are employed in problem solving. It is applicable to ALL areas of life and is not restricted only to the teaching of Science. The components of the Scientific Method and their descriptors are set out below. It is to be noted that students should utilize this format when writing up experiments or laboratory reports.
1. PURPOSE 2. HYPOTHESIS 3. MATERIALS 4. PROCEDURE 5. OBSERVATION 6. CONCLUSION

The purpose is the question that is to be answered by doing the experiment. State the reason or reasons why you are doing the experiment. State the purpose as a question needing an answer. A hypothesis is an educated guess on how the experiment/ activity will turn out, that is based on prior knowledge. Although a good hypothesis is testable, it may not be correct. Experimenting can find out whether or not he hypothesis is correct or not. All materials required for the activity/ experiment need to be identified. One must be as accurate as possible in describing the materials. Be sure to give exact amounts and quantities. The procedure describes everything that will be done during the experiment. The procedure affects the result of the experiment therefore, care should be taken to explain the procedure as accurately as possible. State the procedure as numbered steps. (It would help if they are written with behavioural terms at the beginning.)
The observation describes exactly what happens during an experiment. Report the observations made and the data collected during the experiment. Data are recorded facts or measurements from an experiment. Data should be presented as tables, charts, and graphs, to be easily understood. The conclusion is a comparison between the results and the hypothesis of an experiment. To draw a conclusion, the data needs to be analyzed to see what is meant. Explain observations and describe how the data relates to the problem. The conclusion should state whether or not the data supports the hypothesis. Part of the conclusion may be a statement or a new hypothesis based on findings and suggestions for testing the new hypothesis in a further experiment.
215
215
Builds Critical Thinking Skills
The Cooperative Learning Technique allows all students to have a sense of accomplishment. Cooperative Learning promotes group work and opportunities for verbal face-to-face interactions, which assist students to acquire and apply concepts. Cooperative Learning builds interpersonal skills and positive interdependence characterized by specific roles, sharing of knowledge and materials and achievement of mutual goals. It encourages group processing as students analyse how well their groups are functioning and design and employ strategies to ensure that they function effectively. When using the Cooperative Learning Technique, the teacher functions as a facilitator and students are more accountable for their learning and share the responsibility for the learning of others. It is important for the teacher to set and evaluate social and academic goals for the groups and the quantity and quality of students learning. When forming cooperative groups, it is recommended that groups work together for three to six weeks before students are assigned new roles or groups changed. During the year, each student should have an opportunity to function in each role. Once groups are formed, ensure that all members realize that they are jointly responsible for achieving group goals. They do this by: Contributing ideas to the group Listening carefully for ideas from others Helping the group make good decisions Cooperating rather than competing Solving problems in a calm manner Reference: Circle of Learning: Cooperative Learning in the Classroom by D. W. Johnson et al, 1986 STUDENTS ROLES AND FUNCTIONS Supervisor, Leader or Investigator Does experiments, manipulates materials Assistant, Helper or Organizer Collects, organizes and distributes materials and makes sure group cleans up any mess. Manager or Motivator Assists supervisor, leader or investigator, encourages the group, encourages time on task and adherence to goals and safe practices, and also times activities, if necessary. Writer or Recorder Records observations, questions, answers, illustrations etc. Reporter Collaborates with Writer or Recorder and shares groups data, results, and conclusion with class.
Builds Team Interaction Skills and Social Skills
Promotes Individual and Collective Responsibility Promotes Responsibility for Learning Develops Leadership Skills Shares Knowledge Gives All Team Members a Sense of Accomplishment Utilizes Peer Teaching Improves Student Performance
Increases Retention Develops Self Esteem Encourages Time on Task

216
216
Student-centred Learning develops self-directed learners who are confident in doing Science, proactive in the learning process and willing to share and accept responsibility for their own learning. Student-centred Learning activities are adaptive and cater to the learning needs of students.
COMPARISON OF STUDENT-CENTRED AND TEACHER- CENTRED LEARNING

STUDENT-CENTRED Students conceptions and experiences are explored. Teacher challenges students to question before accepting information. Discussion is encouraged between students and teacher. Students are allowed to move about in an orderly manner to discuss and problem solve. Students share and help each other. They use peer tutoring. Students actively participate in decision-making. Learning activities cater to multiple intelligences and different learning styles. TEACHER-CENTRED Teacher is the authority figure and has the final say. Students must never question the teacher. Students only respond when a question is asked. Students must remain seated at all times. Collaboration between students is discouraged and regarded as cheating. Students do not participate in decision-making. There is very little variation in learning activities.
217
217
HOWARD GARDNER
The theory of Multiple Intelligences is a way of understanding the different facets of the intellect and each persons level of intelligence. The intelligences can work individually or in collaboration with the other intelligences, so a person could be operating in more than one intelligence. As we teach children, we should ensure that appropriate provision is made for individual differences and multiple intelligences.
Linguistic Intelligence is a persons ability to construct and comprehend language. It is the capacity to use language to express feelings and to understand other people. It may be in a persons native language or another language. Poets, writers, orators, speakers, lawyers specialize in linguistic intelligence. Naturalist Intelligence is the ability to identify and classify patterns in nature. It the way a person relates to his environment and the recognition of the role that the environment plays in our lives. It is the ability to discriminate among living things like plants and animals and sensitivity to changes in nature e.g. weather patterns, rock configurations. Spatial Intelligence is how persons comprehend shapes and images in three dimensions. Spatial Intelligence is utilized to perceive and interpret things that we may or may not see. It is the ability to represent the spatial world internally in your mind--the way a sailor navigates the seas with only the stars or airplane pilot navigates aerial space, or the way a chess player or sculptor represents the spatial world. Spatial intelligence can be used in the arts or in the sciences. Persons with this type of Spatial Intelligence are usually painters, sculptors, architects and scientists who deal with anatomy and topology. Musical Intelligence is the ability to perform and compose music. It is the capacity to think in music, to be able to hear patterns, recognize them, remember them, and perhaps manipulate them. Persons with strong musical intelligence are completely preoccupied with music, it is always playing in their minds. Persons with musical intelligence use music to face their challenges and to assist them in solving their problems. Bodily - Kinesthetic Intelligence is a natural sense of how the body should act and react in demanding situations. These persons have extraordinary control of their movements, balance, agility and grace. They have the capacity to use their whole body or parts of their body to solve a problem, make something, or put on some kind of a production. Bodily - Kinesthetic Intelligence is evident in athletes and persons in the performing arts, particularly dance or acting. Logical Mathematical Intelligence is the ability to mentally process logical problems. Persons with a highly developed Logical-Mathematical Intelligence can manipulate numbers, operations and quantities, and they have the ability to process logical questions at an unusually fast rate. These persons have the ability to understand the underlying principles of some kind of a causal system, the way a scientist or a logician does.
218
218
Intrapersonal Intelligence is a persons cognitive ability to sense and understand him or herself. It refers to a very strong self-concept and strength of character, which gives the person the ability to solve internal problems. These persons know who they are, what they can do, what they want to do, how they react to things, which things to avoid, and which things to gravitate toward. These persons have a strong sense of purpose and are not easily deterred from that purpose. They know their strengths and their limitations and know where to go if they need help. Interpersonal Intelligence is understanding and interacting with others and interpreting their behaviour. As social beings, it is an essential ability that we all need however, persons with Interpersonal Intelligence have a greater perception of distinctions between persons and have the ability to judge their moods, temperaments, intentions and motivations. Persons with Interpersonal Intelligence become teachers, clergy, leaders, clinicians, salespersons, or politicians. Anybody who deals with other people has to be skilled in the interpersonal sphere.
DAVID A. KOLB
Persons have their unique, individual way of learning. Understanding how students learn and planning activities that cater to various learning styles will enhance their learning and ensure higher achievement. Visual Style Persons who prefer the visual style convert what they hear and read to pictorial images in their brain. When recalling information they go through a process similar to reviewing pictures in a movie. These students have no problems in obeying conventional classroom rules. They will sit quietly, write neatly and use all materials well. These persons often choose careers like engineer, surgeon, designer, architect and positions of leadership that requires visionary thinking. Auditory Style These persons learn best by hearing and listening, they process information through their listening and repeating skills. They are good storytellers and can successfully talk through their problems. These students can easily repeat what they heard just as it was said. They are the most talkative and the most likely to participate in discussion however, they may experience difficulty in writing. These persons often become psychologists, disc jockeys, great musicians and other occupations that require a great deal of listening. Kinesthetic Style These persons process and remember information through their bodies and their feelings. Kinesthetic learners need to touch and feel what they are learning about. They may become restless unless they are actively involved in the learning process. Biology Curriculum 2010, Grades: 10 12 219 219
WHAT IS ASSESSMENT? Whenever we interact with other people we obtain and interpret information about their knowledge and understanding, and may well make judgments about their ideas, abilities and attitudes.
Informal assessment takes place during normal learning activities. Much information can be picked up by teachers in their normal interaction with individual students, allowing problems to be overcome at an early stage and progress accelerated. Hence informal assessment is often used diagnostically. It is often said that informal assessment should be unobtrusive if the teacher is to gain reliable insights about students abilities and the state of development, and that it should be for a specific purpose and for private use only. With formative i.e. informal assessment the results are fed back to the learner. Such feedback can be confirmatory (a recognition that the particular tasks have been mastered at that particular time) or can be corrective, allowing dialogue between teacher and learner to show where the learner went wrong. Formal assessment is only aimed at obtaining knowledge about the student. It is obtrusive and may not be able to provide direct instructional function. Formal assessment becomes summative when information is not available for feedback purposes because it is obtained too late in the learners career to be used in this way. Formal and summative assessment is used largely for public purposes (e.g. BJC, BGCSE and RSA Examinations) Even this is changing with the advent of initiatives such as the GLAT where formal and summative assessments are made with students at grade 3 and 6. The results of formal assessments made at an early stage can be used for the benefit of the learner at the next stage of education.
Assessment whether direct or indirect is a human encounter and is a central feature of social life. Educational assessment includes a wide range of methods for evaluating student performance that describes the nature and extent of learning and how it matches up to the objectives of teaching.
When assessing there must be alignment between what is in the curriculum, what is actually taught and what is tested. WHY DO WE ASSESS? The main purpose of assessment is to judge the attainment or performance level of students, with a view of evaluating or grading them for one purpose or another. Purpose might include: Placing students in appropriate teaching sets; Providing extra motivation for learning and an aid to remembering; Informing parents about progress; Informing other teachers who have to make decisions about students e.g. when students transfer to a new school or new courses, which may have been studied; Accumulating records of achievement; Acting as a diagnostic tool e.g. diagnosing weaknesses so that remedial action may be taken; Making decisions about examination entries involving predictions about future performance; Informing further education institutions or employers about attainment so that suitable placement may be made. In doing this, we are using measured attainment to make predications about likely future performance.
ASSESSMENT MAY ALSO BE TRADITIONAL OR AUTHENTIC Traditional Assessment measures what the students were taught and basically assesses their ability to recall information. This type of assessment includes homework, quizzes and tests. Authentic Assessment measures what students have actually learned and can promote further learning. This type of assessment includes portfolios, journal keeping, anecdotal records, student conferencing, self and peer assessment, projects and reports. Although there is no alternative for traditional assessment in certain situations, authentic assessment should be frequently used in the High School Science Instructional Programme. Contributed by Shena Williams, Examination and Assessment Division
Hence assessment has primarily been used as a means of judging the attainment and progress of students, providing a reporting system and deciding appropriate action. FORMS OF ASSESSMENT Assessment may be: Informal Formal
220
220
A P P E N D I X
V I
Teachers should communicate the following safety rules to their students and ensure that they are obeyed.
In the Classroom
Know the location and proper use of the fire extinguisher and first aid kit. Never eat, drink or smell any substance in the laboratory unless you are instructed to do so by the teacher. Listen to your teacher for special safety directions. If you do not understand something, ask for help. Wear safety goggles when your teacher tells you to wear them. Wear safety aprons if you work with anything messy or anything that might spill. Read all of the directions before doing
Be careful around a hot plate, Bunsen burner or other sources of heat. Only use these items if instructed to do so by the teacher.
Clean your work area, and wash your hands afterwards.
On Field Trips
Always be accompanied by a trusted adult approved by the principal like your teacher, a parent/guardian or an expert about the field trip. Never touch animals or plants without the adults approval. The animal might bite. The plant might be poisonwood or another harmful plant. Stay with your group and keep within sight of the accompanying adult. Report any scrapes, cuts, and injuries to your teacher immediately.
Keep your hair and clothes away from open flames. Tie back long hair and roll up long sleeves. When heating materials in test tubes, always slant the tubes away from yourself and others. Keep your hands dry around electrical equipment. Never run or play around in the Science Laboratory classroom. Never draw any material into a tube with your mouth. Tell your teacher if something breaks or spills. Move away from it and wait for the teachers instructions.
Responsibility
Treat living things, the environment, and each other with respect. Refer to the Safety Manual (High School Science) for further information.
experiments or using equipment. Make sure you understand them. If you do not, ask your teacher for assistance. Carefully read the label on the container of a product before you use it; and follow pay the
Put away tools and equipment safely the way your teacher tells you to, as soon as you finish using them; do not leave them where they may be stumbled over. 221 221
manufacturers
instructions
special
attention to health or safety warnings. Biology Curriculum 2010, Grades: 10 12
APPENDIX VII
Biology Curriculum Grade Level Evaluation Form
Kindly complete this format the end of the first year using it with Grade 10. Section A Place a tick in the box which best describes your response to items 1 11. Your honest responses are both valuable and appreciated. No. Item Always Often Seldom Never 1. Are the content and concepts included in the tenth grade curriculum age-appropriate? 2. Is sufficient information given in the content column to provide guidance as to the depth to be covered? 3. Are sufficient opportunities given for students to develop the designated 17 skills? 4. Are the suggested methods of assessment directly related to the learner outcomes and targeted skill? 5. To what extent did you use the suggested methods of assessment? 6. Did students complete assignments? 7. Were the identified resource materials available? 8. Are the suggested activities appropriate for concept formation and reinforcement of main points? 9. Were you able to use the suggested activities? 10. Did the curriculum provide sufficient guidance in how to adapt it to meet the needs of students of higher or lower ability levels? 11. Were you able to introduce local examples to relate to students interest and experiences? Section B Indicate your responses in the space provided. 12. Which topics/concepts, if any were too difficult? __________________________________________________________________________________ __________________________________________________________________________________ 13. Which topics/concepts if any would be better suited at junior high level? __________________________________________________________________________________ __________________________________________________________________________________ 14. Which skills, if any, were over-emphasized? __________________________________________________________________________________ __________________________________________________________________________________ 15. Which skills, if any, were under-emphasized? __________________________________________________________________________________ __________________________________________________________________________________
16. Which units, if any, were given too much time to be completed? __________________________________________________________________________________ __________________________________________________________________________________
222
Biology Curriculum Grade Level Evaluation Form
17. Which units, if any, were allocated insufficient time to be completed? __________________________________________________________________________________ __________________________________________________________________________________ 18. Which skills, if any, did students show an improvement in during the year? __________________________________________________________________________________ __________________________________________________________________________________ 19. What is the approximate percentage of students who was able to attain the standards for Grade ten? __________________________________________________________________________________ __________________________________________________________________________________ 20. Which part(s), if any, of the grade level curriculum was/were successfully implemented? Why? __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ 21. Which part(s), if any, of the grade level curriculum was/were not successfully implemented? Why? __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ 22. Was there any aspect of the curriculum for tenth grade that placed the students at a disadvantage because of their location (island/district/type of school)? If so, state which parts and why. __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ Section C Please circle the appropriate category which describes the school to which you are posted and your years of teaching experience. School Type: Student Population: Location: Junior High 30 199 Family Islands Secondary 200 450 Grand Bahama All-Age 451 + New Providence
Your years of experience in the Bahamian school system: 0 3 years 4 9 years 10 15 years 16 + years
223

Biology Curriculum 2010 Web

Uploaded by

Copyright:

Available Formats

Biology Curriculum 2010 Web

Uploaded by

Document Information

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Biology Curriculum 2010 Web

Uploaded by

Copyright:

Available Formats

MINISTRY OF EDUCATION CURRICULUM GUIDELINES

DEPARTMENT OF EDUCATION 2010

Biology Curriculum 2010, Grades: 10 12

Biology Curriculum 2010, Grades: 10 12

Biology Curriculum 2010, Grades: 10 12

Biology Curriculum 2010, Grades: 10 12

Biology Curriculum 2010, Grades: 10 12

Biology Curriculum 2010, Grades: 10 12

Biology Curriculum 2010, Grades: 10 12

RATIONALE FOR INCLUSIONS

Biology Curriculum 2010, Grades: 10 12

Biology Curriculum 2010, Grades: 10 12

SCOPE AND SEQUENCE TOPICS & CONTENT

Biology Curriculum 2010, Grades: 10 12

SCOPE AND SEQUENCE TOPICS & CONTENT

NUTRITION AND FOOD SUPPLY

Biology Curriculum 2010, Grades: 10 12

SCOPE AND SEQUENCE TOPICS & CONTENT

ANIMAL ANATOMY AND PHYSIOLOGY

Biology Curriculum 2010, Grades: 10 12

SCOPE AND SEQUENCE TOPICS & CONTENT

Biology Curriculum 2010, Grades: 10 12

SCOPE OF SKILLS GRADES 1 12

GRADES 1 6 (mainly spatial) (not collection)

GRADES 7 9 (not collection)

GRADES 10 12 (not collection)

Biology Curriculum 2010, Grades: 10 12

Biology Curriculum 2010, Grades: 10 12 xvi

SCOPE AND SEQUENCE (SKILLS)

Biology Curriculum 2010, Grades: 10 12

SCOPE AND SEQUENCE (SKILLS)

Biology Curriculum 2010, Grades: 10 12

SCOPE AND SEQUENCE (SKILLS)

Biology Curriculum 2010, Grades: 10 12

SCOPE AND SEQUENCE (SKILLS)

Biology Curriculum 2010, Grades: 10 12

SCOPE AND SEQUENCE (SKILLS)

Biology Curriculum 2010, Grades: 10 12

SCOPE AND SEQUENCE (SKILLS)

Biology Curriculum 2010, Grades: 10 12

SCOPE AND SEQUENCE (SKILLS)

Biology Curriculum 2010, Grades: 10 12

SCOPE AND SEQUENCE (SKILLS)

Biology Curriculum 2010, Grades: 10 12

SCOPE AND SEQUENCE (SKILLS)

Biology Curriculum 2010, Grades: 10 12

SCOPE AND SEQUENCE (SKILLS)

Biology Curriculum 2010, Grades: 10 12

SCOPE AND SEQUENCE (SKILLS)

Biology Curriculum 2010, Grades: 10 12

SCOPE AND SEQUENCE (SKILLS)

Biology Curriculum 2010, Grades: 10 12

SCOPE AND SEQUENCE (SKILLS)

Biology Curriculum 2010, Grades: 10 12

SCOPE AND SEQUENCE (SKILLS)

Biology Curriculum 2010, Grades: 10 12

SCOPE AND SEQUENCE (SKILLS)

Biology Curriculum 2010, Grades: 10 12

SCOPE AND SEQUENCE (SKILLS)

Biology Curriculum 2010, Grades: 10 12