Each of the core units in this guide has a similar structure beginning with the Unit Overview. The Overview gives a brief synopsis of the unit, with some comments about the philosophy behind teaching the unit and its topics. The Conceptual Development section traces concepts through grades preceding grade 11.
The section Factors of Scientific Literacy Which Should Be Emphasized follows. The introduction and development of the factors of scientific literacy form the basis for the science program from kindergarten through grade 12. The factors can be thought of as the prime foundational objectives for each science course. All other elements of the curriculum support the development of these factors of scientific literacy.
The section lists the factors which should be emphasized in each core unit. Teachers are free to emphasize what they feel are the most appropriate factors in a unit, whether or not they appear on this list. This section indicates that the factors are important and should be considered and mapped when planning each unit. It is not meant to restrict the coverage to those factors listed.
The Foundational Objectives for Biology and the Common Essential Learnings are statements of what students should be able to achieve in biology. The stating of objectives for the Common Essential Learnings is a reminder that one of the primary foci of the biology curriculum is the incorporation of the Common Essential Learnings into science instruction. They are described as foundational because they are general, guiding objectives. Since foundational objectives in the Common Essential Learnings are meant to be achieved over a student's entire school experience, students should come to biology classes with some understanding of these concepts, gained in previous science classes and in other areas of study. Encourage the development of their understanding of the objectives which are listed, and others which are perceived as appropriate for that unit, during the study of biology.
The Foundational Objectives for biology describe the broad intent of the unit. They are intended to give the unit its focus and structure. Learning Objectives which will promote accomplishment of each foundational objective can be selected from those listed or can be developed by the teacher and students. The learning objectives define more specifically what will be dealt with during the unit of study. By giving careful consideration to the learning objectives, the Adaptive Dimension enters the classroom, and the foundational objectives for both biology, and the Common Essential Learnings can be accomplished.
The specific content taught in the biology units of study represents selected course content that collectively is not as critical as developing the broad goals of scientific literacy. As in all other science courses from K-12, the main goal of biology is to develop the factors within the seven Dimensions of Scientific Literacy.
There are core units in Biology 20 and 30. See Figure 1. The topic(s) of the core units serve as the means for developing content, process, and values. Full scientific literacy cannot be attained without emphasis on all of these domains.
The sequencing of the topics is at the discretion of the teacher. Creative rearranging of the topics is encouraged. The order in which the topics are developed could be modified, or several topics could be integrated.
The Webbing Highlights and accompanying Concept Web encourage one to revisit other completed topics and will be noted in the concept web by the term " web" beside the unit referenced. Reinforcement of previously learned materials serves to emphasis the integrated nature of knowledge within the context of useful but artificial categories. This section of the concept web should only be a beginning place for teachers to discover and highlight other possible connections for students.
Science-Technology-Society-Environment
(S T S E) Focus ideas are reminders to promote a critical thinking and literate scientific citizenry. Every unit should provide an opportunity for the evaluation of current technologies in terms of their own validity as scientific information and more importantly how they impact on the citizens of the local or global environment. Definitive answers are not always available and sometimes the issues may be controversial. Teachers should not mislead students but should work with the values and concerns of the community to raise to a conscious level those ideas that students will have to deal with as they make positive contributions to our society.
There are a variety of ways that the Adaptive Dimension can be incorporated into biology. One way is to modify teaching strategies and use correspondingly appropriate assessment. A second way is to use time for remediation, reinforcement, or enrichment. In addition, the learning environment can be adjusted. These methods, or some combination, are important. Additional ideas are given in Instructional Approaches: A Framework for Professional Practice (Saskatchewan Education, 1991) and in The Adaptive Dimension in Core Curriculum (Saskatchewan Education, 1992). Extension activities for the topics may also be included allowing further accommodation of the Adaptive Dimension in the program. For ideas see the Life Science section of the Science Challenge Core Unit in Science 10: A Curriculum Guide for the Secondary Level.
Biology is a unique curriculum designed to suit the various needs and interests of students and teachers. One biology lesson may be suited to emphasize many factors of scientific literacy, and many of the foundational objectives in both biology and the Common Essential Learnings. Another lesson may deal with only a few factors and one or two of the foundational objectives. In order to make best use of the time the teacher has with the students, each teacher should analyze the lesson before presentation to ensure that the appropriate factors and foundational objectives are developed to the maximum extent.
The diversity and flexibility of this curriculum encourages changes in teachers' roles, variety in student activities, and use of Resource-Based Learning. Science: An Information Bulletin for the Secondary Level Ä Biology 20/30 Key Resources provides suggestions for the use of specific resources. Science: A Bibliography for the Secondary Level - Biology, Chemistry and Physics provides an annotated listing of other resources which supports resource-based learning.
A single resource will not cover all of the core units of this Curriculum Guide. Instead, teacher-selected activities and content from a variety of sources should be integrated to produce a comprehensive, activity-based program.
The Suggested Activities and Inquiries are provided as ideas for a wider choice of approaches, permitting the biology program to be designed to suit the needs of students. During the pilot, teachers and others submitted suggestions for activities which could be included in this section of the Curriculum Guide. In addition to the Suggested Activities in the Curriculum Guide, activities can be found in the resources which are referenced in Science: An Information Bulletin for Secondary Level - Biology 20/30 Key Resources. Fidelity to the intention of the biology curriculum can be attained best if activities form the basis of science instruction in biology classes.
It is not intended that all of the activities and inquiries listed in the Core Units of this Curriculum Guide be used, but rather that teacher-selected activities from the Key Resources and as many other sources as possible be integrated to produce a comprehensive program. The sequence of the activities and inquiries is at the teacher's discretion.
Program Overview |
S.T.S.E. Approach to Science Education |
Guidelines To Using Resource Materials |