Learning Areas

High School Block:

Biology 121/2

Biology 122 is designed to support learners who have post-secondary plans in the areas of biology, health sciences, ecology, forestry, and environmental science. Learners can expect to participate in a variety of engaging instructional practices and group activities. To develop scientific literacy, learners require diverse learning experiences which provide an opportunity to explore, analyze, evaluate, synthesize, appreciate, and understand the interrelationships among science, technology, society, and the environment that will affect their personal lives, their careers, and their future. Observations, systems thinking, and inquiry will be used as tools to study the history of the gene, and how biological information in the form of genetics is used in the natural world from cellular processes to evolution. Topics covered during this course will include heredity, DNA replication, gene expression, and evolutionary concepts.

It is strongly recommended that learners take Science 10: Science for Sustainable Societies before taking Biology 122.

In all levels of Biology 121/2, the expectation is that educators will adjust course material in breadth, depth, and scope of inquiry dependent on the level of curriculum delivery. The goal for learners is to demonstrate critical thinking and enact skills relevant and necessary to the learning area. The level 1 course is not different in the number of skill descriptors; rather, there are increased expectations in the level 1 course in terms of depth of understanding, and learner self-efficacy. Educators should provide more opportunities in the level 1 course to participate in higher-order thinking activities.

For Educators:

Biology 112/122 Companion Document

CONTEXTS AND CONCEPTS

Information Transfer

Heredity

Meiosis
Mendelian Genetics
Non-Mendelian Genetics

Genetic Processing

Genetic Information

Nucleic acids
Cell cycle

Gene Expression

Protein synthesis
Genetic engineering techniques

Genetic Changes

Evolution

Mutations
Environmental effects
Drivers of change

Application

Application and Practice

Lab skills and safety practices
Scientific literacy skills
Biological careers

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GRADE 12

GRADE 12

Strand: Generational Information Transfer

Big Idea: Heredity

Skill Descriptor: Analyze human cellular reproduction.

Global Competencies: CL, CM, CTPS

Achievement Indicators:

Discuss different forms of DNA including chromosome, chromatin, and sister chromatid
Discuss the scientific process of meiosis
Model the meiosis process
Justify how crossing over drives genetic diversity
Investigate human karyotype and non-disjunction events

Skill Descriptor: Investigate Mendelian genetics.

Global Competencies: CTPS

Achievement Indicators:

Create monohybrid Punnet squares using the law of segregation and given data
Create dihybrid Punnet squares using the law of independent assortment and given data
Predict phenotypes and genotypes based on organism expression
Investigate probability techniques used in Mendelian genetics

Skill Descriptor: Investigate Non-Mendelian genetics.

Global Competencies: CM, CTPS

Achievement Indicators:

Discuss the different inheritance patterns
Hypothesize the expression of non-Mendelian inheritance patterns
Investigate non-Mendelian genetics through Punnett squares
Investigate how sex-linked traits can affect people
Analyze pedigree charts using sex-linked and autosomal inheritance patterns

Strand: Processing Genetic Information

Big Idea: Using Genetic Information

Skill Descriptor: Evaluate how nucleic acids support information transfer.

Global Competencies: CM, CTPS

Achievement Indicators:

Examine gene-related paradigm shifts
Identify nucleic acids by structure
Explain the location and function of nucleic acids

Skill Descriptor: Investigate the cell cycle.

Global Competencies: CL, CM, CTPS

Achievement Indicators:

Model the mitosis process
Discuss the scientific process of the cell cycle
Justify the importance of maintaining chromosome number during DNA replication
Defend how DNA can be replicated accurately and efficiently
Discuss possible effects of the unregulated cell cycle

Big Idea: Gene Expression

Skill Descriptor: Examine genetic expression through protein synthesis.

Global Competencies: CM, CTPS

Achievement Indicators:

Describe the role of nucleic acids in protein synthesis
Differentiate between mRNA, rRNA, and tRNA and their function in protein synthesis
Explain how DNA is converted from code into a protein

Skill Descriptor: Explore genetic engineering techniques.

Global Competencies: CTPS

Achievement Indicators:

Research contemporary genetic engineering techniques
Assess the ethical considerations of genetic engineering

Strand: Genetic changes over time

Big Idea: Evolution

Skill Descriptor: Analyze the effects of mutations on gene expression.

Global Competencies: CM, CTPS

Achievement Indicators:

Differentiate between gene mutations and chromosomal mutations
Compare the outcome of different types of gene mutations
Compare the outcome of different types of chromosomal mutations

Skill Descriptor: Investigate environmental effects on population genetics.

Global Competencies: CL, CM, CTPS

Achievement Indicators:

Hypothesize how the environment will impact the genetics of a given population
Analyze given population data to determine selection type
Discuss future implications of environmental effects on the population genetics of a given organism

Skill Descriptor: Examine the drivers of change in population genetics.

Global Competencies: CL, CM, CTPS

Achievement Indicators:

Discuss positive and negative aspects of genetic variation within a population
Investigate genetic drift within a given population
Research how gene flow impacts various populations
Investigate how convergent evolution results in similarities between unrelated species

Strand: Integrated Skills/ STSE

Big Idea: Application and Practice

Skill Descriptor: Model lab skills and safety practices.

Global Competencies: CL, CM, CTPS, ICE, SASM

Achievement Indicators:

Discuss safe handling and use of lab equipment for biological investigations
Discuss WHMIS-informed lab behaviours for biological investigations
Perform a digital or lab dissection with appropriate care and respect

Skill Descriptor: Apply scientific literacy skills.

Global Competencies: CL, CM, CTPS, ICE, SASM

Achievement Indicators:

Use strategies to analyze and interpret scientific content
Use content area vocabulary to present, produce, and communicate ideas
Compile and display evidence in a variety of formats
Interpret patterns and trends in data and infer or calculate linear and non-linear relationships

Skill Descriptor: Explore biological careers.

Global Competencies: CM, CTPS, SASM, SGC

Achievement Indicators:

Explore genetic-based careers in Canada based on personal interests
Explore innovations from diverse groups, including Wabanaki Nations, Black, and Peoples of Colour.
Share how skills and concepts learned in biology may be transferable to a career path

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High School Clusters

Science Courses

Resources

Acadian Art Exploration

By immersing students in the study of Acadian art, this lesson plan aims to foster a deep understanding of belonging, community, and the importance of cultural heritage. Through this exploration, students will gain valuable insights into their own identities and the diverse world around them.

Grade 10

Media Studies Course Package

This Grade 12 Media Studies course empowers students to critically analyze media, explore its cultural influences, and address issues like marginalization and bias. Through units on theory, production, and creation, students develop media literacy, evaluate narratives across formats, and engage in meaningful discussions about global and local media landscapes. The course culminates in a student-driven media project, fostering creativity and real-world application.

Grade 12

Character Creation

These lessons will give students the opportunity to express themselves through creative writing. It will begin by exploring the concepts of stereotyping, prejudice, and discrimination. The lesson will then focus on building characterization for an assigned ‘character card’ through brainstorming and note making. Students will examine exemplars of other creative writing and will then draft their own content. They will work through an editing and revision process and then will submit. The final stage of this unit is to practice presentation skills and then present their content to the class.

Grade 10