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IHQGY 10-20-30
CURRICULUM
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CURRGDHT
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I
IMPORTANT NOTE
The program of studies concepts statements for
Biology 10 and 20 contained in this guide are mandatory,
effective September 1983. Revisions to the Biology 30
course will be piloted during the 1983-84 school term and
are scheduled for mandatory implementation, September 1984.
A proposed concept outline for Biology 30 is included in this
guide for information and pilot purposes only. Schools
not involved in the Biology 30 provincial pilot are required
to follow the 1975 Biology program of studies for the
1983-84 term.
Content weightings, objectives and other statements
describing the process skills, attitudes, psychomotor
components of the 1983 revision are, in fact, a re-
statement of the 1975 program of studies, phrased in more
specific terms.
U
TABLE OF CONTENTS
Page
Philosophy 1
Rationale 3
Biology 10/3
Biology 20/4
Biology 30 (Pilot) / 5
Learning Resources for Biology 10 and 20 7
Program of Studies 10
Curriculum Specifications: Content Emphasis / 10
Goals and Objectives 11
General Objectives of Science Education
Grades One Through Twelve / 11
General Goals of Biology 10, 20 and 30 / 12
Objectives of the Biology 10 Program / 13
Objectives of the Biology 20 Program / 14
Objectives of the Biology 30 Program / 14
Process Skills 15
Psychomotor Skills 17
Attitudinal Objectives 19
Concept Description Statements 21
Biology 10 / 22
Biology 20 / 26
Biology 30 (Pilot) / 30
Organization for Instruction 36
Core-Elective Format / 36
Student Projects / 36
Safety in School Laboratories / 36
Historical Aspect / 39
The Gifted Student / 40
Rationale for Electives / 42
Guidelines for the Handling of
Sensitive Issues / 46
Appendix A: Controversial Issues 48
<
ACKNOWLEDGEMENT
Alberta Education acknowledges with appreciation the
contributions of the Biology Ad Hoc Curriculum Committee
members in the preparation of this Interim Curriculum Guide
for High School Biology. The committee operated under the
direction of the Science Curriculum Coordinating Committee
and the Curriculum Policies Board.
Bruce Drysdale, Bev Facey High School,
Sherwood Park
Larry Ethier, Wetaskiwin Composite High
School , Wetaskiwin
Karen Hobbs, Sturgeon Composite High
School , Namao
Vic Kushner, Spruce Grove Composite High
School , Spruce Grove
Dawn Lindenberg, Ross Sheppard Composite
High School, Edmonton
Garry Popowich, Program Development,
Alberta Education
Bob Ritter, St. Joseph's Composite High
School , Edmonton
Terry Rusnack, Chairman, Lethbridge
Regional Office, Alberta Education
Wallie Samiroden, Faculty of Education,
University of Alberta, Edmonton
Alberta Education also acknowledges the valuable
contributions of many senior high school biology teachers
and regional office science consultants who assisted in
the assessment and revisions of the biology program.
NOTE: This publication is a service document. The advice
and direction offered is suggestive except where it
duplicates or paraphrases the contents of the
Program of Studies. In these instances, the content
is colour coded in the same distinctive manner as
this notice so that the reader may readily identify
all prescriptive statements or segments of the
document.
Digitized by the Internet Archive
in 2012 with funding from
University of Alberta Libraries
http://archive.org/details/biology102030inte83albe
PHILOSOPHY
The biological sciences program identifies the natural laws of science
and places these fundamental concepts in a socially relevant and personally
meaningful context for students. The study of biology can no longer be
restricted just to factual information; the open-endedness of science and
the tentativeness of scientific knowledge necessitates a broader understanding
of basic concepts and the development of theories and principles.
The goals of biology programs in the 1960s emphasized the knowledge
and skills important for understanding the structure of biology as a
scientific discipline. Rapidly advancing research brought greater
comprehension and more clarification to the biological sciences and, as in
the 1970' s, the goals shifted slightly toward ecological problems and the
role of science and technology in society. Environmental issues were
also added to the biology program. However, the primary goal of biology
remained knowledge, with environmental issues being presented within that
extreme detail in an ever expanding curriculum. Excessive detail can cloud
general principles that provide a solid foundation to understanding the
natural laws of science. An important challenge to teachers will be to sort
out the "relevant" from the "not so relevant" information and to present this
information in a manner consistent with their students' maturity, interest and
need.
The traditional approach to biology has been to reveal only the
knowledge that scientists have accumulated, as though science were a closed
book. Rarely has instruction been devoted to what is not known, what might
be the future direction for research on a problem, or what new technologies
are likely to be spawned from research information at hand. Nor do most
students leave science courses with the notion that the world they are
going into will be different from the one they have been studying.
A biology curriculum for the 1980s must use knowledge to develop
fundamental concepts in a socially relevant and personally meaningful context
for students. A progressive biology program must address itself to a student's
personal needs through content such as proper nutrition, the effects of
alcohol and drugs, and career awareness. The 1980s demand that a recognition
of environmental concepts, societal issues and world problems be incorporated
into the biology program. Analyzing and responding to these concerns
necessitates intellectual techniques and information gathered from the
natural and social sciences. This requires that the presentation of biological
knowledge not be isolated from other disciplines such as economics, politics
and sociology.
1 -
A biology program for the 1980's and 1990 ' s must address itself to the
fact that most students will not become biologists; thus, the primary goal
will not be the imparting of knowledge. Rather, the student should come away
with an understanding of the principles of modern biological thought, an
awareness of the importance that sound biological knowledge may have to solving
individual problems and those of society as a whole. It follows then that
awareness of and interest in biology is a lifelong concern, if not a vocation.
- 2 -
RATIONALE
The biological sciences program identifies the natural laws of science
and places these fundamental concepts in a socially relevant and personally
meaningful context for students. The biology program is designed to provide
students with an appreciation of the development of biological knowledge.
Concepts and theories are based on facts and are meaningless without them,
but the converse is also true. Facts, as isolated fragments of information,
are meaningless and are not useful to the scientist or the science student.
They must be related to concepts and theories if they are to be relevant, and
must be presented as a means to an end, as in problem solving.
The curriculum has been designed in a manner that will provide every
student in the province with a common core component. An elective component
allows the teacher to identify regional environmental issues, meet specific
individual needs or foster an appreciation and enthusiasm for subject matter
not designated by the core component.
Descriptive statements, time allocations and clarifications throughout
the curriculum guide have been organized in a manner that will provide direction
and guidance with regard to the information provided and the depth of detail
expected. The textbook is not designed to determine content, provide order,
give all of the examples or provide the applications of the content. Much of
the criticism levelled at textbooks arises from expectations that far exceed
the intent of any learning resource. Teachers who believe that a textbook
provides curriculum often lament, "If only the right one could be found." It
should be noted that the specificity prescribed by the descriptive statements
encourages teachers, more than ever, to become involved with curriculum by
developing examples and providing applications of that content as it relates
to students, in a current and regionally significant manner.
Biology 10
The structure and discussion of cellular function has been limited to
those structures as seen through the light microscope. A discussion of
cytoplasmic organelles that cannot be seen in the laboratory adds excessive
detail and tends to be isolated from laboratory experience. The mitochondria,
as organelles, are better discussed when associated with the processes of
cellular respiration. Any discussion of ribosomes should be placed in the
context of protein synthesis, where terms like amino acids, nucleotides and
nitrogen bases can be dealt with in an organized and unified manner.
The microscope and development of cell theory provides an historical
perspective to the interrelationships between biology, technology and their
influences on society.
3 -
Biologists do not agree on a universally accepted classification
system. The intent of the unit on classification is to provide students with
the rationale for grouping organisms into taxonomic levels without focusing
upon criteria for three, four or five kingdom systems. Any discussions of
kingdoms should be consistent with the textbook used in the course.
The survey of living organisms is intended to provide students entering
the biology program with an introduction to the similarities and differences
exemplified by various life forms. Selected representatives of lower forms,
plants and animals, ensure that no group of organisms can be omitted in favor
of an extensive and exhaustive study of another group. Traditionally, a
teacher with training in zoology, botany or microbiology has presented a core
component that has reflected his or her professional bias, thereby creating
programs and presentations that varied greatly throughout the province, and
often within school systems or even individual schools. The descriptive
statements, suggested time allocations and clarification statements should
provide some commonality of core, while the elective component encourages the
teacher to become involved with curriculum development in a manner that meets
the needs of his or her students.
Biology 20
The ecology unit in the biology program should provide an appreciation
of the position of life forms and complex interactions of these organisms
within the ecosystem. The factual information provided in this section can
provide a foundation to a problem solving and decision making approach to
ecology.
Because of its significance, a general discussion of photosynthesis
has been introduced at the Biology 20 level. This brings the process of food
production into perspective as the base of the food chain and makes the
information a cornerstone to the evaluation of environmental problems. All
too often ecology has been approached from an animal oriented avenue, thereby
creating a limited view of our biosphere and the interactions that occur
within it. The concepts of electron transfer, high energy bonds and enzyme
reactions should not be discussed at this level since the students have yet to
acquire an adequate background in biochemistry; however, many investigative
studies can be pursued at this level. For example, investigations such as
how light intensity affectsthe rate of photosynthesis, the function of
chlorophyll in photosynthesis, the effects of light upon starch production in
a leaf, and techniques for separating pigments in leaves, can be undertaken.
The influences and impact that man has on the ecosystem has been
placed in context with specific studies about the environment. After
establishing the principles of the water cycle, for example, a discussion of
acid rain has been introduced as a model of man's influences. Because the
problems presented by acid rain offer no simple solutions, students are
encouraged to become involved with decision making processes and the evaluation
of technical data. By assimilating the principles of the hydrologic cycle and
the problems presented by acid rain, the program allows the student to view the
factual material from a relevant and meaningful perspective.
A presentation of the knowledge derived from genetic principles, the
structure of DNA and cell division lends itself to the extension of the
factual information to the development of scientific theories which can be
exemplified by the theories of evolution.
Biology 30 (Pilot)
The Biology 30 program introduces cellular function, biochemistry and
physiology. Because of the nature of the materials and the depth of present-
ation, the concepts are introduced using human systems. Although the focus
is on human physiology, it should be noted that many of the concepts developed
within the program can readily be adapted to other organisms. The study of
- 5 -
cytoplasmic organelles, principles of cellular respiration, operation of
enzyme systems, the physical processes of a cell and controls of hormone
levels provide us with just a few examples. Because the Biology 30 curriculum
concentrates on human physiology, it is directed toward the individual needs
of the student. Any repetition of these general principles which have been
identified in the human system, be they incorporated through the study of plant
physiology, invertebrate physiology or the physiology of a lower form chordate,
is not included in the core, but may be handled through electives.
The curriculum encourages an integrated approach be adopted to the study
of human systems. The fundamental principles of kidney function, for example,
may be associated with a functioning cardiovascular system, hormone system,
digestion and liver function. By approaching the human body from an application
and homeostatic adaptation strategy, the systems can readily be related to
each other. The alternate approach, which is derived from a primary knowledge
based goal, deals with systems as isolated units working independently and
stresses anatomy, terminology and rote memory.
To be consistent with the goals of the program, an exhaustive or
extensive study of biochemistry would not be attempted. The depth of treatment
of this topic should be based upon the fact that many students enter the
Biology 30 program without any chemistry background. A detailed approach to
difficult topics such as cellular respiration also tends to cloud the under-
standing of fundamental ideas such as the basic differences between aerobic
and anaerobic respiration, the idea that oxidation of an organic compound
releases energy which can be stored by cells, and the uses of the stored
energy. Memorizing the names or chemical structures of intermediary
metabolites for oxidative phosphorylation or the Krebs cycle tends to confuse
students rather than promote understanding and generate interest in the topic.
The curriculum is designed to initiate a movement away from a didactic
dissemination of factual information towards more relevant utilizations of
knowledge. The integration of open-ended questions, environmental problems
and societal issues, where appropriate in the core materials and/or the
elective component, should better enable our students to meet the challenges
presented by the 1980s.
- 6
LEARNING RESOURCES FOR BIOLOGY 10 AND 20
LEARNING RESOURCE APPROVALS
In terms of provincial policy, learning resources are those print,
nonprint and electronic courseware materials used by teachers or students to
facilitate teaching and learning.
PRESCRIBED LEARNING RESOURCES are those learning resources approved by the
Minister as being most appropriate for meeting the majority of goals and
objectives for courses, or substantial components of courses, outlined in
provincial Programs of Study.
RECOMMENDED LEARNING RESOURCES are those learning resources approved by
Alberta Education because they complement Prescribed Learning Resources by
making an important contribution to the attainment of one or more of the major
goals of courses outlined in the provincial Programs of Study.
SUPPLEMENTARY LEARNING RESOURCES are those additional learning resources
identified by teachers, school boards or Alberta Education to support courses
outlined in the provincial Programs of Study by reinforcing or enriching the
learning experience.
Prescribed:
Biology - Silver Burdett (General Learning Corporation - Canada),
1983
Biology: Living Systems - Merrill (Bell and Howell - Canada), 1983
Laboratory Biology - Investigating Living Systems
- Merrill (Bell and Howell - Canada), 1983
Recommended :
Modern Biology - Holt Rinehart and Winston, 1981
Two textbooks and one laboratory manual have been approved for pre-
scribed listing for Biology 10-20. It is the intent to have the same textbook
for both Biology 10 and 20. Both textbooks contain more material than is
necessary to cover the minimum core component as outlined in the program of
studies. The laboratory manual approved for prescribed status is self-contained
That is, it may be used with either textbook used. A third textbook is listed
but is on the recommended list. This book provides good material for enrich-
ment, elective work and further study and is not intended for use as a student
textbook.
- 7 -
PROGRAM OF STUDIES
PROGRAM OF STUDIES
Curriculum Specifications: Content Emphasis
The biology program is based on four major components: process skills,
psychomotor skills, attitudes and concepts (subject matter). The percentage
emphasis of each component for instruction in Biology 10, 20 and 30 is listed
in the table below. Even though each component is listed separately, instruct-
ion should integrate process skills, psychomotor skills and attitudes with
the development of concepts. Not all these skills nor attitudes have equal
emphasis at each course level. Hence development of these components should
take place as the concepts are presented.
^^^^ Course
Content ^^^^
Biology 10
Biology 20
Biology 30
Process Skills
30
30
20
Psychomotor Skills
10
10
5
Attitudes
10
10
15
Concepts
(Subject Matter)
50
50
60
- 10 -
GOALS AND OBJECTIVES
General Objectives of Science Education
Grades One Through Twelve
1. To develop the ability to inquire and investigate through the use of
science process skills.
2. To promote assimilation of scientific knowledge.
3. To develop attitudes, interests, values, appreciations and adjustments
similar to those ideally exhibited by scientists at work.
4. To develop an awareness and understanding of the environment with positive
attitudes and behaviors towards its use.
5. To develop a critical understanding of those current social problems which
have a significant scientific component in terms of their causes and/or
their solutions.
6. To promote awareness of the humanistic implications of science.
7. To promote an understanding of the role that science has in the develop-
ment of societies and the impact of society upon science.
8. To contribute to the development of vocational knowledge and skill.
General Goals of Biology 10, 20 and 30
1. To develop an understanding of the interrelationships of biology, technology
and their influence on society.
2. To develop those attitudes, psychomotor and process skills which are
associated with scientific inquiry.
3. To develop an interest in biology as a natural science.
4. To develop an awareness of the delicate balance of nature and the
appreciation that the survival of all life forms depends upon this
balance.
5. To encourage further interest in biological phenomena through the use of
electives.
6. To provide an historical perspective to developments in the biological
sciences.
7. To prepare students to make responsible decisions regarding science re-
lated social issues.
8. To develop an appreciation of how biologists carry out their work.
9. To make students aware of possible careers in the field of the biological
sciences.
12 -
Objectives of the Biology 10 Program
1. To identify some of the characteristics that distinguish living things
from non-living things.
2. To develop an understanding of the development of the cell theory and its
application.
3. To understand how organisms can be classified into various levels.
4. To initiate an understanding of the differences and similarities that
exist among organisms.
5. To develop effective techniques in the use of microscopes.
6. To develop effective dissecting techniques.
- 13 -
Objectives of the Biology 20 Program
1. To develop understandings of the interactions and interrelationships
between biotic and abiotic factors within communities, ecosystems and
biomes.
2. To understand the principles of genetics.
3. To recognize some of the reasons why there is a great diversity among
organisms.
4. To examine man's impact on the biosphere.
Objectives of the Biology 30 Program
1. To examine selected cell structures and functions
2. To introduce a chemical basis for life.
3. To examine the following human processes:
a) Alimentation and nutritional needs
b) Circulation of body fluids
c) Breathing and gas exchange
d) Cellular respiration
e) Movement and support
f) Regulation of body fluids
g) Nervous and hormonal control systems
h) Reproduction
14
Process Skills
Scientific investigation or inquiry requires the collection and
processing of information from the environment. The activities which scientists
exhibit while researching or protilem solving are referred to as process
skills and are fundamental to the scientific method.
Process skills are incorporated into the biology program through class-
room work and, in particular, the laboratory experience. Activities such as
observing, hypothesizing, predicting, measuring and interpreting data are
stressed at all levels. The observation and recording of data is highly
significant when examining cell structure and representative organisms in the
Biology 10 program. The study of succession in Biology 20 involves, in
particular, the prediction of changes in ecosystems over time. The investigation
of biochemical reactions in Biology 30 requires an understanding of the control
and manipulation of variables.
15 -
The table below lists process skills covered in the biology program.
Each skill is given a relative importance rating based on the specific course
being taught. The letter "A" is of highest importance, "B" is medium and
"C" is the lowest. Although the process skills are stressed at all grade
levels, course content may determine which particular skills should be
emphasized.
Process Skill
Grade Level
Biology 10
Biology 20
Biology
30
Identifying problems
B
A
A
Controlling variables
C
A
A
Hypothesizing
B
A
A
Predicting
B
A
A
Design of methods for data
C
B
B
collection
Observing
A
A
A
Measuring
B
B
A
Processing of data
A
A
A
Classifying
A
B
C
Interpreting data
A
A
A
Inferring
B
A
A
Defining operationally
A
A
A
Formulating models
B
A
A
Seeking further evidence
B
B
B
Applying discovered knowledge
B
A
A
- 16 -
Psychomotor Skills
Psychomotor skills can be identified as those skills which involve an
integration between muscular movement and intellect. A progressive development
of many of these skills throughout the high school biology program is needed
to provide a meaningful scientific experience.
The psychomotor skills can be developed and refined as the student
progresses in the biology program. Safety must be a primary concern while the
development of these skills occurs. Because many of the skills are progressive
and repeated at the three levels of biology, no attempt was made to assign the
skills to any one level.
Because of the flexibility provided by electives and the special
resources of individual schools, the examples provided for the different
psychomotor skills is not to be interpreted as a prescriptive list but merely
as representative of the psychomotor skills they define.
The students should have the ability to:
1. Manipulate equipment, for example:
a) Microscope
b) Bunsen burner
c) Microcomputers
d) Centrifuge
e) Water baths
f) Hot plates
g) Balance
h) Stethoscopes and sphygmomanometers
2. Use tools:
a) To develop proficiency in the use of various tools and instruments
b) Use of dissecting instruments
c) Use of common laboratory tools (beakers, tongs, graduated cylinders, etc.)
d) Use of mortar and pestle
- 17 -
Carry out accepted procedures:
a) Preparation of wet and dry mount slides
b) Develop techniques for the separation of pigments
c) Staining techniques
d) Collecting and preserving techniques
e) Dissecting procedures
f) Biochemical analysis techniques
g) Focusing microscopes
Develop safe practices and procedures;
a) Safe use of chemicals in the laboratory
b) Antiseptic techniques for microbiology
c) Proper handling of supplies and equipment
d) Proper handling of living specimens
- 1,
Attitudinal Objectives
General
1. To promote an appreciation of the interrelationships between biology,
technology and their influence on society
2. To develop an interest in biology as a natural science
3. To develop an interest and appreciation of the attitudes demonstrated by
scientists in their work
4. To develop a sense of responsibility in decision making concerning science
related social issues
5. To develop an appreciation of science as an important vocational and
intellectual pursuit
6. To develop an appreciation of the historical development of modern science
Biology 10
1. To develop an appreciation of the diversity among living things
Biology 20
1. To develop an appreciation of the role man plays in his environment and of
his dependence upon that environment
2. To develop an appreciation of the interdependence of living organisms
within their environment
3. To develop positive attitudes and behaviors towards the use of the
environment
Biology 30
1. To develop an appreciation of the interdependence of human organ systems
and their functioning in a homeostatic relationship
- 19 -
Concept Description Statements
The concept statements which follow for Biology 10 and 20 are
mandatory, effective September 1983. The statements for Biology SO are
tentative and subject to review through piloting during the 1983-84
school term. Schools not involved in the Biology 30 provincial pilot
are required to follow the 1975 program of studies statements.
The order of topics, and the concepts therein, are not prescriptive.
The subject matter reflected in the concept statements should be developed
and presented in a sequence that is appropriate and meaningful to the
teacher and students. Comments concerning the depth and coverage of the
concepts are provided where necessary for clarification purposes.
Social issues and environmental concerns should extend and be
related to the core concept of the program. Including pertinent and current
issues at the time that key concepts are being discussed provides meaning
and application to the subject matter. Because social and environmental
issues are constantly changing, their presentation should be in keeping
with student interest and currency of the issue, environmentally and/or
socially.
21
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35 -
ORGANIZATION FOR INSTRUCTION
Core-Elective Format
The senior high school biology program has been reorganized around two
compulsory components: core and elective. Both components are mandatory for
instruction. Core is the common program provided to all students throughout
the province. This comprises approximately 80 percent of the instructional
time. The Program of Studies defines the minimal core program. The elective
is a compulsory area but the term elective refers to the specific topic and
methodology utilized. This should reflect the teacher's expertise and student's
interest in the development of topics covering the related topics for each
respective course. Electives comprise approximately 20 percent of the
instructional time.
Student Projects
Projects provide an opportunity for students to study biology while
developing their investigative skills. The student project should be in-
corporated as a teaching strategy rather than as a separate unit in the
course. This strategy may be utilized throughout the biology courses in
either core or elective components. This integrative approach allows students
to study a course component individually, in small groups or as a class.
Methodologies will vary considerably and reflect student interests,
teacher's expertise, school facilities and school program. Project work should
allow students to develop inquiry skills that would help them begin to under-
stand how knowledge is discovered and used.
Safety in School Laboratories
Injuries and accidents in school laboratories can be minimized by:
1. Providing safe school facilities and equipment and limiting class size
to numbers which the facility can handle.
2. Teachers becoming familiar with the school safety equipment such as
fire extinguishers, fire blankets, showers and eye wash stations.
3. Making students aware of safe procedures in laboratory activities.
36
Teachers must familiarize themselves with the proper use and maintenance
of equipment and handling of chemicals, which are available in their school. They
must become aware of potential hazards, associated with the use of microwave
ovens, autoclaves, centrifuges, corrosive chemicals, toxic substances, inflam-
mable materials, volatile liquids, radioactive materials and carcinogens.
Some laboratory investigations require the use of potentially hazardous
chemicals. For example, concentrated acids may be required during laboratory
investigations or in preparation of necessary solutions. Concentrated acids
are frequently corrosive, poisonous irritants, and should be handled carefully.
If concentrated acids are placed in dropping bottles for students use, use
plastic rather than rubber bulb droppers. Laboratories should contain only
those quantities of concentrated acids which would be sufficient for one
year's requirements. Iodine stains and solutions are commonly used in
laboratory investigations. Prepared iodine solutions should be purchased
from the chemical supply houses since crystalline iodine vapor is toxic or
extremely irritating and its dust is hazardous when inhaled or touched.
Certain biological investigations require the use of solvents containing
ether. Such solvents are highly flammable and extremely explosive. Petroleum
ether must be used in lieu of other ethers. (It should be purchased locally as
an aerosal from hardware stores or automobile supply houses.)
Proper storage facilities must be provided for all potentially
dangerous substances. Teachers should refer to the Potentially Hazardous
Chemicals Information Guide for the procedure for the storage, use, dangers
and disposal of various chemicals. Other safety manuals should be available
to teachers and students.
If living organisms are kept in the classroom common sense precautions
would keep incidence of allergies and diseases to a minimum. For example,
a careful selection must be made of organisms such as nonpathogenic bacteria,
healthy plants and animals, nontoxic plants, and molds which are considered
safe to handle. Culturing pathogenic organisms in a laboratory voluntarily or
by accident must be avoided. For example, some strains of Escherichia coli
may cause illness and live outside the culture. Only those strains which cannot
live outside nutrient culture media should be used. Contact biological supply
houses for safe strains of Escherichia col i . Glassware, incubators and inoculating
loops must be kept clean at all times.
Specimens used for dissection or observation must be collected properly,
handled carefully, and disposed of without causing infection or contamination.
Special care must be taken in collecting and disposing of blood, urine or
epidermal cells. Teachers should also be aware of students with special health
problems which may restrict their participation in certain laboratory activities.
- 37 -
Basic greenhouse precautions must include such practices as selecting
only healthy, "safe" plants which are free of parasites. If an infection does
take place and the greenhouse has to be sterilized, extreme care must be taken
in selecting a noncarcinogenic herbicide and pesticide.
School boards, along with school administrators, must set up
jurisdictional policies relating to accidents and insurance. Teachers must be
aware of the implications of these policies.
38
Historical Aspect
The historical aspect of biology, as dealt with at all levels of the
course, is an important part of the background information which makes it
possible to understand current and future scientific endeavors.
In Biology 10, for example, the contributions of such scientists as
Hooke and Leeuwenhoek are mentioned during discussions of cell theory and the
microscope, while Linnaeus must be represented as the individual largely
responsible for creating our modern taxonomic system.
The works of Gregor Mendel and Charles Darwin are an integral part
of the Biology 20 topics of genetics and speciation.
At the Biology 30 level, reference is made to the research pioneered
by scientists including Canadians such as Banting, Best and Penfield which led
to understandings and treatments of certain disorders and diseases.
The above-mentioned scientists are just a few of those whose
contribututions may be discussed in the high school biology courses.
- 39 -
The Gifted Student
Although in certain schools there are special classes or courses for
"gifted" students, the teacher of the mainstream biology program deals, on a
daily basis, with many students who exhibit characteristics which are commonly
attributed to the "gifted." As a curriculum is developed, opportunities must
be left open so that the widest possible range of teaching and learning
strategies may be employed in order to serve the needs of the gifted student.
One of the major aims in the education of the gifted student is to
develop their research, deductive and creative thinking skills. One strategy
for fostering these skills would be to provide opportunities for students to
plan and carry out independent projects either inside or outside of the class-
room or school. Regular programming may have to be compacted to compensate
for any time where the student is absent from the regular classroom.
Gifted students may require only minimal staff involvement to carry
out independent study programs if they have first been provided with some
training in the selection and use of audiovisual equipment for the obtaining
of information. Gifted students will require varied amounts of staff involve-
ment to carry out independent study programs. Excessive demands on staff may
be decreased if the students are initially trained in the use of audiovisual
equipment and appropriate resources are available. Such training would
prepare the student to make full use of learning packages, modules, minicourses,
etc. , which might be introduced either by the student or the teacher, in
addition to regular curriculum material.
Resource personnel from the community might be brought into the school
for lectures or seminars, or students might be afforded the opportunity to
visit or interview personnel who work in their areas of interest. In this
"mentor" approach, gifted students might spend time in a work experience
type situation outside of the school under the direction of individuals in a
specific field of interest.
If economics are a problem, mentors might be employed strictly on a
voluntary basis, and might include any interested and capable individuals who
could share their expertise. One valuable source of mentors might be
university students who are interested in the processes of education. It is
essential that all potential mentors actually have sufficient time and interest
to assist students in carrying out enrichment projects.
Two approaches may be used to identify topics for study and mentor
resources. Firstly, individuals who are interested in becoming mentors may
provide lists of possible topics for study in their areas of expertise.
Secondly, teachers may approach individuals, who may become mentors, in response
to student identified interests and develop a volunteer mentor, or community
resources file.
- 40
Students can participate in the planning of the file, in locating and
interviewing potential mentors, and in listing topic suggestions, as. well as
making practical suggestions for the utilization of mentor's services.
Gifted students should be encouraged to participate in such activities
as science or school fairs. Their involvement would allow students to develop
their interests independently and allow them to compare their efforts with
their peers. Also, participation at local, provincial and federal levels will
expand students' background experience.
Attendance at conferences is another activity students of this calibre
should be encouraged to participate in. There often are local conferences which
may be an extension of many core topics within the biology curriculum.
For additional suggestions as to strategies which could be employed by
the average classroom teacher in dealing with the gifted, many excellent
articles are available, such as "Gifted Students, Regular Classroom: 60
Ingredients for a Better Blend," The Elementary School Journal, Volume 82, 1982
or Mentor Assisted Enrichment Projects for the Gifted and Talented by W. A. Gray,
Educational Leadership pp. 16-21, November, 1982.
- 41 -
Rationale for Electives
The elective component of the biology program is a compulsory section
of the course where students and teachers have some flexibility in determining
what is to be studied and how it is to be studied. The topics covered should
be related to the respective course taken in that they are based on overall
objectives for that program. Elective topics may be discussed periodically
throughout the term or dealt with as the opportunity arises.
The use of electives will allow for a greater understanding of the
scientific method through the development of laboratory and library research
skills. Electives may be pursued utilizing several methods ranging from
individual to group studies and from structured to open-ended investigations.
Electives should be designed to make science more interesting and meaningful
through the assimilation of daily issues and biological knowledge.
The elective section of the biology program should be designed to allow
for the extension of student interest and may be approached in several ways:
1. An extension of concepts related to core topics.
42
This is not meant to be an in-depth study of core material, but rather
an opportunity to apply and extend core principles to current issues of
student interest. Some examples may be parasitology, contemporary
diseases, genetic engineering, nutritional patterns, chemical health
hazards, cardiopulmonary resuscitation, influence of the development of the
microscope on society, and dichotomous keys.
2. Use of scientific reports, periodicals or journals.
Periodicals present interesting discussions of current issues and
demonstrate scientific procedure. These articles convey current research
and technological development and allow for extension towards topics relevant
to the student's future.
Scientific papers also provide the science student with an opportunity
to evaluate scientific procedures ranging from the identification of
problems in experimental design to the critical analysis of data. Students
may recognize external factors influencing research such as funding, finding
qualified personnel, government influence, etc. It should be noted that
this approach to elective study will develop an appreciation for the
scientist, reinforce an awareness of scientific differences as well as
increase scientific literacy.
This approach to elective study allows a teacher latitude to develop
an entire unit.
Suggested references could include Canadian Geographic, Discover,
Equinox, Nature Canada, Science Digest, Science 83, 84, . . . , Science
World.
3. A locally developed unit on the environment.
Environmental issues may vary among geographic areas. The choice of
issue must be relevant to the biology course and be meaningful to the
students.
Examples could include acid rain, land use, winter ecology, urban
planning or pond studies.
4. The use of microcomputers.
The microcomputer presents alternate teaching strategies that can pro-
vide increased flexibility and scope in dealing with curriculum, either
core or electives. The successful implementation of software is primarily
dependent upon the suitability of the disk, and the organization of the
physical setting.
The pedagogical approaches undertaken by the microcomputer can be
listed and explained as follows:
- 43 -
a) Systems Analysis and Simulations.
Simulations can provide students with realistic, vicarious experiences
of real bio-societal systems. Such simulations allow them to choose
different alternatives in s.uch a system. Examples of such use include
the simulation of: world food production, the mechanisms of gene
mutation, or strategies used for weed and insect control.
Students can use a computer model of a societal system to evaluate data,
and become involved in decision making processes. An example can be
provided by evaluating the benefits of using insecticide sprays and
toxins as a pollutant within the food chain. No alternative presents
a panacea. Each alternative is a compromise and the probability of
making the most of a human decision.
- 44
b) Information Retrieval
Gathered experimental data can he stored and retrieved for later use.
Example, air pollution monitoring readings can be stored on disk.
SO2 readings could be compared in different areas and during different
seasons or years. Another example could be to pool vegetation plot
data on disk for comparisons throughout a number of years. The latter
data could become assimilated into a succession study.
c) The computer can provide an invaluable resource in the statistical
manipulation of data. Mathematic modeling of biological phenomena
such as illustrated by population growth systems can be organized and
presented by graphing techniques, and calculations of population
density.
d) Course Review
The microcomputer can provide and organize unit reviews for students in
a manner that provides immediate feedback and diagnosis of a student's
weaknesses within the area. Most of the course review programs are
organized in a drill and practice format, although some other modes do
exist. A successful drill and practice style of review should include
a tutorial branch for incorrect answers, and thereby incorporate a
maximum amount of student interaction.
e) Student Evaluation
Various examination formats can be organized on a disk. An accompanying
management system would not only correct the students input but could
provide the teacher with class marks and item analysis. This type of
evaluation can become a very important ally for students undertaking
individualized projects or instruction. The software evaluation
programs would allow the students to progress at their own rate and
complete the examinations at the appropriate times, while providing
teachers with the needed information.
The Computer Technology Branch of Alberta Education is assessing
programs for biology, and teachers should be cautioned against
purchasing any software without checking with the software clearinghouse
for direction.
45 -
Guidelines for the Handling of Sensitive Issues
The guidelines for the presentation of potentially sensitive issues
should be in accordance with Alberta Education policy re: controversial
issues in the classroom (see Appendix A). The intent of the policy state-
ment is to provide for the development of students' capacities to reason
logically through divergent and convergent thinking, and to critically examine
issues from several, frequently opposing, points of view. Of course, not all
points of view can be studied in detail or even presented. However, opposing
positions may be expanded upon in order to promote critical thinking as it
relates to the interpretation of issues. To encourage such experiences, care
should be taken so that neither theories nor beliefs are presented as fact.
Because the sensitiveness to an issue would likely vary between and within
school districts, and over time, it is unlikely that any list of controversial
issues would be complete or relevant to all biology programs. Some issues that
serve as examples for teachers to develop with their biology classes would
include those that relate to population problems (birth control), acid rain,
evolution-creation, nuclear energy uses, genetic manipulation and bioethics.
Identification of particular controversial issues for classroom study
should revolve around various criteria as suggested by the following questions:
1. Is the issue appropriate for the target group? Considerations must
include cognitive, social, moral and physical development of students
as well as their prior background and experience.
2. Is the issue important in society? Issues that are identified for
discussion must be important social, economic and political problems
facing our society or are seen as being likely future concerns.
3. Will study of the issue contribute to the goals of the program?
4. Can adequate resources about the issue be provided for students,
teachers, and other people in the community? Balanced analyses
are possible only when the resources fairly and adequately
present each major position.
5. Can the issue be appropriately considered within reasonable
classroom time in relation to the whole program?
6. Does the presentation reflect professional treatment of the issue
in terms of school district policy, the views of the community, and
tolerance and understanding of minority viewpoints.
The evolution-creation debate exemplifies one issue which is repeatedly
addressed by interest groups. In addressing such an issue, two aspects should
be considered. Firstly, that evolution is a scientific theory supported by the
scientific community and as a theory is open to modification in light of new
scientific evidence and is potentially falsifiable. (e.g. Theory of gravity
followed by the theory of relativity.) Secondly, that creationism is a
46
>
position held by some religious groups, and is not supported by empirical or
scientific facts, and therefore, cannot be presented as such. Frequently,
positions based on societal, economic, moral or aesthetic values may be in-
cluded during the study of an issue. Similarly, the creationist and competing
viewpoints might be integrated with the analysis of accepted, scientific
theory.
>
- 47 -
ydltx^r
ra
CONTROVERSIAL ISSUES
EDUCATION
In August. 1 972, The Minister of Education announced a policy regarding controversial issues This announcement
was in response to representations having been made regarding the treatment in school programs of such matters as
Canadian content, family life education, sex-stereotyping and special creation, to name a few By way of interpretation
the policy is to be treated as a whole: that is, no clause is to be applied in isolation of any other clause or clauses The
policy is intended to accomplish the following in the handling of issues such as those mentioned above.
1 Provincially it will:
(a) guide the development and revision of Programs of Study, including the acquisition of support materials
(b) serve as the Department of Education position in cases in which the Department may be consulted
regarding controversial issues
2 Locally, the statement is to serve as a guide for the development of policy at system, district or school levels,
according to local choice.
DEPARTMENT OF EDUCATION POLICY
Re: Controversial Issues in the Classroom
I. In principle, it is an objective of the Alberta educational system to develop students' capacities to think clearly,
reason logically, examine all issues and reach sound judgments
II The specific policy, based on this principle, is:
1 Students in Alberta classrooms should not be ridiculed or embarrassed for positions which they hold on any
issue, a requirement which calls for sensitivity on the part of teachers, students and other participants in
dealing with such issues
2 Students should have experiences in selecting and organizing information in order to draw intelligent
conclusions from it. For sound judgments to be made, information regarding controversial issues should
(a) represent alternative points of view,
(b) appropriately reflect the maturity, capabilities and educational needs of the students and reflect the
requirements of the course as stated in the Program of Studies,
(c) reflect the neighborhood and community in which the school is located, but not to the exclusion of
provincial, national and international contexts
3 School trustees should establish, in consultation with appropriate interest groups, policies regarding
(a) identification of controversial issues,
(b) treatment of such issues in local classrooms
4. Students, teachers and administrative staff should have a voice in determining
(a) the controversial issues to be studied,
(b) the texts and other materials to be used,
(c) the manner in which such issues are dealt with in the classroom
In response to representations regarding the treatment of the theory of evolution in school science programs, the
Science Curriculum Coordinating Committee prepared and presented the following policy statement to the Curriculum
Policies Board. This statement, which interprets the Department's policy regarding controversial issues in relation to
science programs in the classroom, was considered by the Curriculum Policies Board in March, 1 979, and was accepted
by the Minister of Education in June, 1979.
(a) That where relevant, official curriculum documents published by Alberta Education for use by science
teachers should contain:
(i) the Department of Education policy statement on controversial issues
fii) a special statement alerting teachers to the need for sensitivity in handling such issues.
(Hi) a listing of available learning resources from which school boards, teachers, and/ or students may select
items representing alternative points of view on such controversial issues as may be included in a
Program of Studies
(b) That, at the provincial level, all science curriculum committees and/ or individuals associated with selecting,
recommending, listing and/or prescribing texts and/or other learning resources for use in Alberta schools
be directed to
(i) confine their choice to those learning resources in which the science subject matter is deemed to be
satisfactory in terms of the definition of science:
Natural Science is a branch of knowledge obtained by the scientific method, which deals with a body of
observable and reproducible facts concerning material phenomena, systematically arranged and
showing the operation of general laws and theories
fii) select learning resouces that are satisfactory in terms of scientific accuracy, adequacy of treatment, and
reading level
(Hi) recommend the development of such additional materials as maybe deemed necessary (To be used only
as a last resort.)
(c) That, in the initial selection stage, the inclusion or exclusion of science sub/ect matter in Alberta school
science curricula be determined by validating it according to the definition of 'Natural Science' in (b). (i) above
QH 315-5 A33 1983 GR-10-12
BIOLOGY 10-20-30 -- /INTERIM
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