Curriculum Linkages

Curriculum Linkages

Use this spreadsheet to generate a list of suggested curriculum linkages for each resource. Search for your classes (ex. “Alberta Biology 30”) using the search box below.

This project is a work in progress, and will be expanded over the coming months. Curriculum linkages for the following provinces are available, currently in English only: Alberta, British Columbia, Ontario

Province
Subject
Grade Level
Unit
Resource
Suggested Curriculum Connections
AlbertaGeneral Science7Interactions and EcosystemsWebquest: Bacteria Are Dangerous!

(2015)
● Investigate and describe relationships between humans and their environments, and identify related issues and scientific questions
◦ describe examples of interaction and interdependency within an ecosystem
● Work collaboratively on problems; and use appropriate language and formats to communicate ideas, procedures and results
◦ communicate questions, ideas, intentions, plans and results, using lists, notes in point form, sentences, data tables, graphs, drawings, oral language and other means
◦ evaluate individual and group processes used in planning, problem solving, decision making and completing a task
◦ defend a given position on an issue, based on their findings
● Work collaboratively in carrying out investigations and in generating and evaluating ideas
AlbertaGeneral Science7Plants for Food and FibreExplore an Issue: Hemp in Canada

(2015)
● Investigate plant uses; and identify links among needs, technologies, products and impacts
● Investigate life processes and structures of plants, and interpret related characteristics and needs of plants in a local environment
● Identify and interpret relationships among human needs, technologies, environments, and the culture and use of living things as sources of food and fibre
AlbertaGeneral Science10Cycling of Matter in Living SystemsWebquest: Cell Membranes and Medicines

(2016)
● describe how advancements in knowledge of cell structure and function have been enhanced and are increasing as a direct result of developments in microscope technology and staining techniques
● identify areas of cell research at the molecular level (e.g., DNA and gene mapping, transport across cell membranes)
● use models to explain and visualize complex processes like diffusion and osmosis, endo- and exocytosis, and the role of cell membranes in these processes
● describe how knowledge about semi-permeable membranes, diffusion and osmosis is applied in various contexts
AlbertaGeneral Science10Energy Flow in Technological SystemsExplore an Issue: Biofuel Brouhaha

(2015)
● Analyze and illustrate how technologies based on thermodynamic principles were developed before the laws of thermodynamics were formulated
○ describe, qualitatively, current and past technologies used to transform energy from one form to another, and that energy transfer technologies produce measurable changes in motion, shape or temperature
● Apply the principles of energy conservation and thermodynamics to investigate, describe and predict efficiency of energy transformation in technological systems
○ compare the energy content of fuels used in thermal power plants in Alberta, in terms of costs, benefits, efficiency and sustainability
○ explain the need for efficient energy conversions to protect our environment and to make judicious use of natural resources
● Appreciate that scientific understanding evolves from the interaction of ideas involving people with different views and backgrounds
● Seek and apply evidence when evaluating alternative approaches to investigations, problems and issues
● Demonstrate sensitivity and responsibility in pursuing a balance between the needs of humans and a sustainable environment
AlbertaBiology20Human SystemsProtein Structure Papier Mâché
(2016)
● 20–D1.2k describe the chemical nature of carbohydrates, lipids and proteins and their enzymes; i.e., glycosylases, lipases and proteases
● 20–D1.3k explain enzyme action and factors influencing their action; i.e., temperature, pH, substrate concentration, feedback inhibition, competitive inhibition
● 20–D1.2sts explain that the products of technology are devices, systems and processes that meet given needs; however, these products cannot solve all problems
● 20–D1.3s analyze data and apply mathematical and conceptual models to develop and assess possible solutions
● 20–D1.4s work collaboratively in addressing problems and apply the skills and conventions of science in communicating information and ideas and in assessing results
AlbertaBiology20Human SystemsWebquest: Vaccination

(2016)
● 20-D2.8k list the main cellular and non-cellular components of the human defence system and describe their role; i.e., skin, macrophage, helper T cell, B cell, killer T cell, suppressor T cell, memory T cell
● 20-D2.9k describe the ABO and Rh blood groups on the basis of antigens and antibodies
● 20-D2.1s formulate questions about observed relationships and plan investigations of questions, ideas, problems and issues
● 20-D2.2s conduct investigations into relationships between and among observable variables and use a broad range of tools and techniques to gather and record data and information
○ research and design a simulation or model of the functioning of the main components of the human immune system
● 20-D2.1sts explain how Canadian society supports scientific research and technological development to facilitate a sustainable society, economy and environment
AlbertaBiology20Human SystemsBringing New Drugs to Market

(2016)
● 20-D1.1s formulate questions about observed relationships and plan investigations of questions, ideas, problems and issues
● 20-D1.2sts explain that the products of technology are devices, systems and processes that meet given needs; however, these products cannot solve all problems
● 20-D2.1s formulate questions about observed relationships and plan investigations of questions, ideas, problems and issues
● 20-D2.4s work collaboratively in addressing problems and apply the skills and conventions of science in communicating information and ideas and in assessing results
● 20-D3.1s formulate questions about observed relationships and plan investigations of questions, ideas, problems and issues
● 20-D4.1sts explain that concepts, models and theories are often used in interpreting and explaining observations and in predicting future observations
● 20-D4.2sts explain that the goal of technology is to provide solutions to practical problems
● 20-D4.1s formulate questions about observed relationships and plan investigations of questions, ideas, problems and issues
AlbertaBiology20Human SystemsExploration Activity: Infectious Diseases and Vaccination

(2016)
● 20-D2.4k describe the main components of blood and their role in transport, clotting and resisting the influence of pathogens; i.e., plasma, erythrocytes, platelets, leucocytes
● 20-D2.7k describe and explain, in general terms, the function of the lymphatic system
● 20-D2.8k list the main cellular and noncellular components of the human defence system and describe their role; i.e., skin, macrophage, helper T cell, B cell, killer T cell, suppressor T cell, memory T cell
● 20-D2.1sts explain how Canadian society supports scientific research and technological development to facilitate a sustainable society, economy and environment
AlbertaBiology20Human SystemsExploration: Influenza and Sialic Acid

(2017)
● 20-D2.4k describe the main components of blood and their role in transport, clotting and resisting the influence of pathogens; i.e., plasma, erythrocytes, platelets, leucocytes
● 20-D2.8k list the main cellular and noncellular components of the human defence system and describe their role; i.e., skin, macrophage, helper T cell, B cell, killer T cell, suppressor T cell, memory T cell
● 20-D2.1sts explain how Canadian society supports scientific research and technological development to facilitate a sustainable society, economy and environment
AlbertaBiology20Human SystemsDrug Affordability and Accessibility

(2016)
● 20-D2.1sts explain how Canadian society supports scientific research and technological development to facilitate a sustainable society, economy and environment
● 20-D2.2sts explain that decisions regarding the application of scientific and technological developments involve a variety of perspective, including social, cultural, environmental, ethical and economic considerations
AlbertaBiology20Human SystemsExplore an Issue: The Ethics of Animal Testing

(2017)
● 20-D2.1sts explain how Canadian society supports scientific research and technological development to facilitate a sustainable society, economy and environment
● 20-D2.2sts explain that decisions regarding the application of scientific and technological developments involve a variety of perspective, including social, cultural, environmental, ethical and economic considerations
AlbertaBiology20Human SystemsExploration Activity: Plant Puzzle

(2015)
● 20-D1.2k describe the chemical nature of carbohydrates, lipids and proteins and their enzymes; i.e., carbohydrases, lipases and proteases
● 20-D1.3k explain enzyme action and factors influencing their action; i.e., temperature, pH, substrate concentration, feedback inhibition, competitive inhibition
● 20-D1.4k describe the chemical and physical processing of matter through the digestive system into the circulatory system
● 20-D1.1s formulate questions about observed relationships and plan investigations of questions, ideas, problems and issues
● 20-D1.2s conduct investigations into relationships between and among observable variables and use a broad range of tools and techniques to gather and record data and information
AlbertaBiology20Human SystemsWebQuest: Beta-What? A look at carbohydrates and our immune system

(2015)
● 20-D1.2k describe the chemical nature of carbohydrates, lipids and proteins and their enzymes; i.e., carbohydrases, lipases and proteases
● 20-D2.8k list the main cellular and noncellular components of the human defence system and describe their role; i.e., skin, macrophage, helper T cell, B cell, killer T cell, suppressor T cell, memory T cell
● 20-D2.4s work collaboratively in addressing problems and apply the skills and conventions of science in communicating information and ideas and in assessing results
AlbertaBiology20Human SystemsFactors Affecting the Rate of an Enzyme Catalyzed Reaction

(2015)
● 20-D1.2k Describe the chemical nature of carbohydrates, lipids, and proteins and their enzymes; i.e. glycosidases, lipases, and proteases.
● 20-D1.3k explain enzyme action and factors influencing their action; i.e., temperature, pH, substrate concentration, feedback inhibition, competitive inhibition
● 20-D1.3s analyze data and apply mathematical and conceptual models to develop and assess possible solutions
AlbertaBiology20Human SystemsLab Activity: Urinalysis

(2015)
● 20-D3.3k describe the function of the kidney in excreting metabolic wastes and expelling them into the environment
● 20-D3.2s conduct investigations into relationships between and among observable variables and use a broad range of tools and techniques to gather and record data and information
● 20-D3.3s analyze data and apply mathematical and conceptual models to develop and assess possible solutions
● collect and interpret data in analysis of simulated urine, identify limitations of the data, compare the data to theoretical values and produce a generalization
AlbertaBiology20Human SystemsVideo: Regulation of Enzymes

(2015)
● 20-D1.2k Describe the chemical nature of carbohydrates, lipids, and proteins and their enzymes; i.e. glycosidases, lipases, and proteases.
● 20-D1.3k explain enzyme action and factors influencing their action; i.e., temperature, pH, substrate concentration, feedback inhibition, competitive inhibition
● 20-D1.1sts explain that the goal of technology is to provide solutions to practical problems
AlbertaBiology20Interest in ScienceCareer Profile: Prof. Mario Monteiro

(2015)
● science and technology provide opportunities for a diversity of careers based on post-secondary studies, for the pursuit of hobbies and interests, and for lifelong learning (SEC6)
● show interest in science-related questions and issues and confidently pursue personal interests and career possibilities within science-related fields
AlbertaBiology20Human SystemsCareer Profile: Prof. Mario Monteiro

(2015)
● 20-D2.1sts explain how Canadian society supports scientific research and technological development to facilitate a sustainable society, economy and environment
AlbertaBiology20Photosynthesis & Cellular RespirationLab Activity: Separation Exploration

(2017)
● 20-C1.3s analyze data and apply mathematical and conceptual models to develop and assess possible solutions
● collect and interpret data from chromatography experiments and calculate reference flow (Rf) values
AlbertaBiology20Photosynthesis & Cellular RespirationLab Activity: Bacteria in Food

(2015)
● 20-C2.1k explain, in general terms, how glucose is oxidized during glycolysis and the Krebs cycle to produce reducing power in NADH and FADH; and describe where in the cell these processes occur
● 20-C2.3k distinguish, in general terms, between aerobic and anaerobic respiration and fermentation in plants, animals and yeast
● 20-C2.1s formulate questions about observed relationships and plan investigations of questions, ideas, problems and issues
● 20-C2.2s conduct investigations into relationships between and among observable variables and use a broad range of tools and techniques to gather and record data and information
AlbertaBiology20Human SystemsLab Activity: Amazing Lactase-ing!

(2017)
● 20-D1.2k describe the chemical nature of carbohydrates, lipids and proteins and their enzymes; i.e., carbohydrases, lipases and proteases
● 20-D1.3k explain enzyme action and factors influencing their action; i.e., temperature, pH, substrate concentration, feedback inhibition, competitive inhibition
● 20-D1.1sts explain that the goal of technology is to provide solutions to practical problems
● 20-D1.2sts explain that the products of technology are devices, systems and processes that meet given needs; however, these products cannot solve all problems
● 20-D1.2s conduct investigations into relationships between and among observable variables and use a broad range of tools and techniques to gather and record data and information
● 20-D1.4s work collaboratively in addressing problems and apply the skills and conventions of science in communicating information and ideas and in assessing results
AlbertaBiology20/30Interest in ScienceCareer Connections

(2015)
● science and technology provide opportunities for a diversity of careers based on post-secondary studies, for the pursuit of hobbies and interests, and for lifelong learning (SEC6)
● show interest in science-related questions and issues and confidently pursue personal interests and career possibilities within science-related fields
AlbertaBiology20Human SystemsCase Study: Pregnancy

(2017)
● 20-D2.9k describe the ABO and Rh blood groups on the basis of antigens and antibodies.
● 20-D2.2sts explain that decisions regarding the application of scientific and technological developments involve a variety of perspective, including social, cultural, environmental, ethical and economic considerations
● 20-D2.4s work collaboratively in addressing problems and apply the skills and conventions of science in communicating information and ideas and in assessing results
AlbertaBiology30Cell Division, Genetics, and Molecular BiologyCase Study: Pregnancy

(2017)
● 30-C2.2k compare ratios and probabilities of genotypes and phenotypes for dominant and recessive, multiple, incompletely dominant, and codominant alleles
● 30-C2.4k explain the relationship between variability and the number of genes controlling a trait
● 30-C2.1sts explain that decisions regarding the application of scientific and technological development involve a variety of perspectives, including social, cultural, environmental, ethical and economic considerations
● 30-C2.3s analyze data and apply mathematical and conceptual models to develop and assess possible solutions
● interpret patterns and trends of inheritance of traits and predict, quantitatively, the probability of inheritance of traits illustrated in monohybrid, dihybrid and sex-linked inheritance, using pedigrees and Punnett squares
AlbertaBiology20/30Interest in ScienceCareer Connection: Dr. Sato

(2016)
● science and technology provide opportunities for a diversity of careers based on post-secondary studies, for the pursuit of hobbies and interests, and for lifelong learning (SEC6)
● show interest in science-related questions and issues and confidently pursue personal interests and career possibilities within science-related fields
AlbertaBiology20/30Interest in ScienceCareer Connection: Guillaume Dejean

(2015)
● science and technology provide opportunities for a diversity of careers based on post-secondary studies, for the pursuit of hobbies and interests, and for lifelong learning (SEC6)
● show interest in science-related questions and issues and confidently pursue personal interests and career possibilities within science-related fields
AlbertaBiology20/30Interest in ScienceEnvisioning the Career Road Ahead

(2017)
● science and technology provide opportunities for a diversity of careers based on post-secondary studies, for the pursuit of hobbies and interests, and for lifelong learning (SEC6)
● show interest in science-related questions and issues and confidently pursue personal interests and career possibilities within science-related fields
AlbertaBiology20/30Interest in ScienceCareer Connection: Dr. Wakarchuk

(2017)
● science and technology provide opportunities for a diversity of careers based on post-secondary studies, for the pursuit of hobbies and interests, and for lifelong learning (SEC6)
● show interest in science-related questions and issues and confidently pursue personal interests and career possibilities within science-related fields
AlbertaBiology30Interest in ScienceWebQuest: Science Careers

(2017)
● science and technology provide opportunities for a diversity of careers based on post-secondary studies, for the pursuit of hobbies and interests, and for lifelong learning (SEC6)
● show interest in science-related questions and issues and confidently pursue personal interests and career possibilities within science-related fields
AlbertaBiology30Nervous & Endocrine SystemsWebQuest: Science Careers

(2017)
● 30-A1.3sts explain that the goal of technology is to provide solutions to practical problems
AlbertaBiology20/30Human SystemsAdapted Primary Literature: Paper and Tape Microorganism Detectors

(2016)
● design an experiment, identifying and controlling major variables
● state a prediction and a hypothesis based on available evidence and background information
● identify the theoretical basis of an investigation, and develop a prediction and a hypothesis that are consistent with the theoretical basis
● compile and display, by hand or computer, evidence and information in a variety of formats, including diagrams, flow charts, tables, graphs and scatterplots
AlbertaGeneral Science10Cycling of Matter in Living SystemsAdapted Primary Literature: Paper and Tape Microorganism Detectors

(2016)
● describe how knowledge about semi-permeable membranes, diffusion and osmosis is applied in various contexts
● describe the cell as a functioning open system that acquires nutrients, excretes waste, and exchanges matter and energy
● design an experiment, identifying and controlling major variables
● state a prediction and a hypothesis based on available evidence and background information
● identify the theoretical basis of an investigation, and develop a prediction and a hypothesis that are consistent with the theoretical basis
● compile and display, by hand or computer, evidence and information in a variety of formats, including diagrams, flow charts, tables, graphs and scatterplots
AlbertaBiology30Reproduction & DevelopmentHIV/AIDS Through Time

(2016)
● 30-B1.5k explain how sexually transmitted infections (STIs) can interfere with fertility and reproduction; e.g., chlamydia, gonorrhea, human papilloma virus.
● 30-B1.1sts explain that decisions regarding the application of scientific and technological development involve a variety of perspectives, including social, cultural, environmental, ethical and economic considerations
○ discuss the impact of STIs on individuals, considering the physiological damage they cause.
● 30-B1.1s formulate questions about observed relationships and plan investigations of questions, ideas, problems and issues
○ identify ethical concerns about reproductive technologies, infertility and the transmission of STIs
AlbertaBiology30Nervous & Endocrine SystemsCase Study: Diagnostics and PET Scans

(2017)
● 30-A1.1sts explain that scientific knowledge and theories develop through hypotheses, the collection of evidence, investigation and the ability to provide explanations
● 30-A1.2sts explain that scientific investigation includes the process of analyzing evidence and providing explanations based upon scientific theories and concepts
AlbertaBiology30Cell Division, Genetics, and Molecular BiologyExploration: Making a Bacteriophage

(2016)
● 30-C3.3k describe, in general, how genetic information is transcribed into sequences of bases in RNA molecules and is finally translated into sequences of amino acids in proteins
● 30-C3.4k explain, in general, how restriction enzymes cut DNA molecules into smaller fragments and how ligases reassemble them
● 30-C3.5k explain, in general, how cells may be transformed by inserting new DNA sequences into their genomes
● 30-C3.2sts explain that scientific research and technological development help achieve a sustainable society, economy and environment
● 30-C3.2s conduct investigations into relationships between and among observable variables and use a broad range of tools and techniques to gather and record data and information
○ perform simulations to demonstrate the use of restriction enzymes and ligases
AlbertaBiology30Interest in ScienceCareer Connection: Prof. Eric Brown

(2015)
● science and technology provide opportunities for a diversity of careers based on post-secondary studies, for the pursuit of hobbies and interests, and for lifelong learning (SEC6)
● show interest in science-related questions and issues and confidently pursue personal interests and career possibilities within science-related fields
AlbertaBiology30Population & Community DynamicsCareer Connection: Prof. Eric Brown

(2015)
● 30-D1.4k describe the molecular basis of gene-pool change and the significance of these changes over time; i.e., mutations and natural selection
AlbertaBiology30Population & Community DynamicsCase Study: MRSA

(2015)
● 30-D1.4k describe the molecular basis of gene-pool change and the significance of these changes over time; i.e., mutations and natural selection
● 30-D1.1sts explain that science and technology have both intended and unintended consequences for humans and the environment
AlbertaBiology30Cell Division, Genetics, & Molecular BiologyExplore an Issue: Antibiotic Resistance

(2015)
● 30-D1.1sts explain that science and technology have both intended and unintended consequences for humans and the environment
● 30-D1.2sts explain how concepts, models and theories are often used in interpreting and explaining observations and in predicting future observations
AlbertaBiology30Cell Division, Genetics, & Molecular BiologyCase Study: Antibiotics

(2017)
● 30-D1.1sts explain that science and technology have both intended and unintended consequences for humans and the environment
● 30-D1.2sts explain how concepts, models and theories are often used in interpreting and explaining observations and in predicting future observations
AlbertaBiology30Cell Division, Genetics, & Molecular BiologyExplore an Issue: New Antibiotics

(2015)
● 30-D1.1sts explain that science and technology have both intended and unintended consequences for humans and the environment
● 30-D1.2sts explain how concepts, models and theories are often used in interpreting and explaining observations and in predicting future observations
AlbertaChemistry20The Diversity of Matter & Chemical BondingExploration: Searching for Molecules at the Speed of Google

(2016)
● 20–A2.3k relate electron pairing to multiple and covalent bonds
● 20–A2.4k draw electron dot diagrams of atoms and molecules, writing structural formulas for molecular substances and using Lewis structures to predict bonding in simple molecules
● 20–A2.5k apply VSEPR theory to predict molecular shapes for linear, angular (V-shaped, bent), tetrahedral, trigonal pyramidal and trigonal planar molecules
● 20–A2.6k illustrate, by drawing or by building models, the structure of simple molecular substances
● 20–A2.7k explain intermolecular forces, London (dispersion) forces, dipole-dipole forces and hydrogen bonding
● 20–A2.1s state a hypothesis and make a prediction about the properties of molecular substances based on attractive forces
AlbertaChemistry20Matter as Solutions, Acids and BasesLab Investigation: Factors Influencing Solvent Flow

(2016)
● 20–C1.1k recall the categories of pure substances and mixtures and explain the nature of homogeneous mixtures
● 20–A2.8k relate properties of substances to the predicted intermolecular bonding in the substances
● 20–C1.1s formulate questions about observed relationships and plan investigations of questions, ideas, problems and issues
● 20–C1.2s conduct investigations into relationships among observable variables and use a broad range of tools and techniques to gather and record data and information
● 20–C1.3s analyze data and apply mathematical and conceptual models to develop and assess possible solutions
● 20–C1.4s work collaboratively in addressing problems and apply the skills and conventions of science in communicating information and ideas and in assessing results
● 20–A2.3sts explain that scientific knowledge is subject to change as new evidence becomes apparent and as laws and theories are tested and subsequently revised, reinforced or rejected
AlbertaChemistry20Matter as Solutions, Acids, and BasesManufacturing a Vaccine

(2016)
● 20-C1.5k express concentration in various ways; i.e., moles per litre of solution, percent by mass and parts per million
● 20-C1.6k calculate, from empirical data, the concentration of solutions in moles per litre of solution and determine mass or volume from such concentrations
● 20-C1.2sts explain that science and technology have influenced, and been influenced by, historical development and societal needs
● 20-C1.5sts explain that the appropriateness, risks and benefits of technologies need to be assessed for each potential application from a variety of perspectives, including sustainability
● 20-C2.2k recall the empirical definitions of acidic, basic and neutral solutions determined by using indicators, pH and electrical conductivity
● 20-C2.6k explain how the use of indicators, pH paper or pH meters can be used to measure H3O+(aq)
● 20-C2.1sts explain that the goal of technology is to provide solutions to practical problems
● 20-C2.3s analyze data and apply mathematical and conceptual models to develop and assess possible solutions
○ use indicators to determine the pH for a variety of solutions
● 20-C2.4s work collaboratively in addressing problems and apply the skills and conventions of science in communicating information and ideas and in assessing results
AlbertaChemistry20Matter as Solutions, Acids, and BasesSeeing the Unseeable!

(2016)
● 20-C1.6k calculate, from empirical data, the concentration of solutions in moles per litre of solution and determine mass or volume from such concentrations
● 20-C1.11k describe the procedures and calculations required for preparing and diluting solutions.
AlbertaChemistry20Matter as Solutions, Acids, and BasesLab Activity: Biofiltration

(2017)
● 20-C1.1k recall the categories of pure substances and mixtures and explain the nature of homogeneous mixtures
● 20-C1.9k define solubility and identify related factors; i.e., temperature, pressure and miscibility
● 20-C1.1sts explain how science and technology are developed to meet societal needs and expand human capability
● 20-C1.1s formulate questions about observed relationships and plan investigations of questions, ideas, problems and issues
● 20-C1.2s conduct investigations into relationships among observable variables and use a broad range of tools and techniques to gather and record data and information
● 20-C1.3s analyze data and apply mathematical and conceptual models to develop and assess possible solutions
● 20-C1.4s work collaboratively in addressing problems and apply the skills and conventions of science in communicating information and ideas and in assessing results
AlbertaChemistry20/30Interest in ScienceCareer Connection: Dr. Giguère

(2016)
● science and technology provide opportunities for a diversity of careers based on post-secondary studies, for the pursuit of hobbies and interests, and for lifelong learning (SEC6)
● show interest in science-related questions and issues and confidently pursue personal interests and career possibilities within science-related fields
AlbertaChemistry30Chemical Changes of Organic CompoundsCase Study: Improving Human Health

(2016)
● 30–C1.2k identify and describe significant organic compounds in daily life, demonstrating generalized knowledge of their origins and applications
● 30–C1.3k name and draw structural, condensed structural and line diagrams and formulas, using International Union of Pure and Applied Chemistry (IUPAC) nomenclature guidelines, for saturated and unsaturated aliphatic (including cyclic) and aromatic carbon compounds
● 30–C1.4k identify types of compounds from the hydroxyl, carboxyl, ester linkage and halogen functional groups, given the structural formula
● 30–C1.5k define structural isomerism as compounds having the same molecular formulas, but with different structural formulas, and relate the structures to variations in the properties of the isomers
● 30–C2.3sts explain how science and technology have both intended and unintended consequences for humans and the environment
OntarioBiology11MicrobiologyWebquest: Bacteria Are Dangerous!

(2015)
● C1.1 assess some of the effects, both beneficial and harmful, of microorganisms in the environment
● C3.3 explain the vital roles of microorganisms in symbiotic relationships with other organisms
● C3.5 describe how different viruses, bacteria, and fungi can affect host organisms, and how those effects are normally treated or prevented
OntarioBiology11Plants: Anatomy, Growth, FunctionExplore an Issue: Hemp in Canada

(2015)
● F1. evaluate the importance of sustainable use of plants to Canadian society and other cultures
● F1.1 evaluate, on the basis of research, the importance of plants to the growth and development of Canadian society (e.g., as a source of food, pharmaceuticals, Aboriginal medicines, building materials, flood and erosion control; as a resource for recreation and ecotourism) [IP, PR, AI, C]
● F2.1 use appropriate terminology related to plants, including, but not limited to: mesophyll, palisade, aerenchyma, epidermal tissue, stomata, root hair, pistil, stamen, venation, auxin, and gibberellin [C]
OntarioBiology11/12Cellular Biology

Webquest: Cell Membranes and Medicines

(2016)
● B2.2 investigate the effect of various qualitative factors (e.g., temperature) on the rate of diffusion of molecules across a plasma membrane [PR, AI]
● B3.2 explain the roles of various organelles, including lysosomes, vacuoles, mitochondria, cell membranes, ribosomes, the endoplasmic reticulum, and Golgi bodies, in the processes
of digestion, cellular respiration, and protein synthesis
OntarioBiology12BiochemistryWebquest: Cell Membranes and Medicines

(2016)
● B2.2 plan and conduct an investigation to demonstrate the movement of substances across a membrane (e.g., the effects of salt water and distilled water on a potato) [IP, PR]
● B3.6 describe the structure of cell membranes according to the fluid mosaic model, and explain the dynamics of passive transport, facilitated diffusion, and the movement of large particles across the cell membrane by the processes of endocytosis and exocytosis
OntarioBiology12BiochemistryExplore an Issue: Biofuel Brouhaha

(2015)
● B1.1 analyse technological applications related to enzyme activity in the food and pharmaceutical industries
● B3.2 describe the structure of important biochemical compounds, including carbohydrates, proteins, lipids, and nucleic acids, and explain their function within cells
● B3.4 describe the chemical structures and mechanisms of various enzymes
OntarioBiology12BiochemistryProtein Structure Papier Mâché

(2016)
● B2.1 use appropriate terminology related to biochemistry, including, but not limited to: active and passive transport, covalent and ionic bond, allosteric site, substrate, substrate-enzyme complex, and inhibition
● B2.3 construct and draw three-dimensional molecular models of important biochemical compounds, including carbohydrates, proteins, lipids, and nucleic acids
● B3.2 describe the structure of important biochemical compounds, including carbohydrates, proteins, lipids, and nucleic acids, and explain their function within cells
● B3.3 identify common functional groups within biological molecules (e.g., hydroxyl, carbonyl, carboxyl, amino, phosphate), and explain how they contribute to the function of each molecule
● B3.4 describe the chemical structures and mechanisms of various enzymes
OntarioGeneral Science12Pathogens and DiseaseWebquest: Vaccination

(2016)
● C1.2 evaluate the impact of individual choices (e.g., with respect to vaccination, the proper use of antibiotics or mosquito repellent) on the control of pathogens and the prevention of disease
● C3.3 explain how the human immune response acts as a natural defence against infection
● C3.4 describe the role of vaccines, antibiotics, antiretrovirals, and other drug therapies and antiseptics in the control of pathogenesis
● C3.6 describe some of the means used by international non-governmental organizations (e.g., Médecins sans Frontières, Oxfam, Ryan’s Well Foundation, UN agencies, the Stephen
Lewis Foundation) to control the spread of disease (e.g., distribution of vaccines, … )
OntarioGeneral Science10Biology: Tissues, Organs, and Systems of Living ThingsBringing New Drugs to Market

(2016)
● B1.1 analyse, on the basis of research, ethical
issues related to a technological development in
the field of systems biology
● B3.4 explain the primary functions of a variety of
systems in animals
● B3.5 explain the interaction of different systems
within an organism
OntarioGeneral Science12Pathogens and DiseaseExploration Activity: Infectious Diseases and Vaccination

(2016)
● C1.2 evaluate the impact of individual choices (e.g., with respect to vaccination, the proper use of antibiotics or mosquito repellent) on the control of pathogens and the prevention of disease
● C3.3 explain how the human immune response acts as a natural defence against infection
● C3.4 describe the role of vaccines, antibiotics, antiretrovirals, and other drug therapies and antiseptics in the control of pathogenesis
● C3.6 describe some of the means used by international non-governmental organizations (e.g., Médecins sans Frontières, Oxfam, Ryan’s Well Foundation, UN agencies, the Stephen
Lewis Foundation) to control the spread of disease (e.g., distribution of vaccines, … )
OntarioBiology11Diversity of Living Things

Exploration: Influenza and Sialic Acid

(2017)
Grade 11 University Preparation Biology
● B2.1 use appropriate terminology related to biodiversity, including, but not limited to: genetic diversity, species diversity, structural diversity, protists, bacteria, fungi, binomial nomenclature, and morphology
● B3.2 compare and contrast the structure and function of different types of prokaryotes, eukaryotes, and viruses (e.g., compare and contrast genetic material, metabolism, organelles, and other cell parts)
OntarioBiology11MicrobiologyExploration: Influenza and Sialic Acid

(2017)
Grade 11 College Preparation Biology
● C3. demonstrate an understanding of the diversity of microorganisms and the relationships that exist between them
● C2.1 use appropriate terminology related to microbiology, including, but not limited to: fission, conjugation, phage, dormancy, morphology, mycelium, spore, pathogen, and plasmid
● C3.4 explain the different methods of reproduction in various types of bacteria, viruses, and fungi
● C3.5 describe how different viruses, bacteria, and fungi can affect host organisms, and how those effects are normally treated or prevented (e.g., hepatitis viruses can damage the liver, but vaccinations can prevent infections; streptococcus bacteria can cause respiratory infections, which are treated with antibiotics; ringworm is a fungal infection of the skin, treated with fungicides)
OntarioGeneral Science12Medical TechnologiesDrug Affordability and Accessibility

(2016)
● B1.1 assess the costs and benefits of a conventional medical technology, therapy, or device that is used to diagnose or treat a human health condition
OntarioBiology12Molecular GeneticsExplore an Issue: The Ethics of Animal Testing

(2017)
● D1.1 analyse, on the basis of research, some of the social, ethical, and legal implications of biotechnology
● D1.2 analyse, on the basis of research, some key aspects of Canadian regulations pertaining to biotechnology (e.g., current or potential legislation for mandatory DNA fingerprinting, human cloning, ownership of a genome, patenting of genetically modified organisms), and compare them to regulations from another jurisdiction
OntarioBiology11Cellular BiologyExploration Activity: Plant Puzzle

(2015)
● B1.1 evaluate the effectiveness of medical devices and technologies that are intended to aid cellular functions or processes
● B2.4 investigate the effects of various qualitative factors on the action of enzymes (e.g., the effect of temperature or pH on the breakdown of starch by salivary enzymes)
● B3.4 explain the importance of various cellular processes in human systems (e.g., enzymes act as biological catalysts to regulate chemical processes in the cells of the digestive system)
OntarioBiology12Metabolic ProcessesWebQuest: Beta-What? A look at carbohydrates and our immune system

(2015)
● C1.2 assess the relevance, to their personal lives and to the community, of an understanding of cell biology and related technologies
OntarioBiology11Cellular Biology

Factors Affecting the Rate of an Enzyme Catalyzed Reaction

(2015)
● B1.1 evaluate the effectiveness of medical devices and technologies that are intended to aid cellular functions or processes
● B2.4 investigate the effects of various qualitative factors on the action of enzymes (e.g., the effect of temperature or pH on the breakdown of starch by salivary enzymes)
● B3.1 describe the structures and functions of important biochemical compounds, including carbohydrates, proteins, enzymes, and lipids
● B3.4 explain the importance of various cellular processes in human systems (e.g., enzymes act as biological catalysts to regulate chemical processes in the cells of the digestive system)
OntarioBiology12BiochemistryFactors Affecting the Rate of an Enzyme Catalyzed Reaction

(2015)
● B2.5 plan and conduct an investigation related to a cellular process (e.g., factors that affect enzyme activity; factors that affect transport of substances across cell membranes), using appropriate laboratory equipment and techniques, and report the results in an appropriate format
● B3.4 describe the chemical structures and mechanisms of various enzymes
OntarioGeneral Science10Biology: Tissues, Organs, and Systems of Living Things

Lab Activity: Urinalysis

(2015)
● B2.7 use a research process to investigate a disease or abnormality related to tissues, organs, or systems of humans or plants
OntarioGeneral Science10Biology: Tissues, Organs, and SystemsLab Activity: Urinalysis

(2015)
● B2.6 use scientific investigation skills to research health problems related to tissues, organs, or systems in humans (e.g., asthma, sickle-cell anemia, heart disease, Crohn’s disease), and communicate their findings
OntarioBiology11Cellular BiologyVideo: Regulation of Enzymes

(2015)
● B1.1 evaluate the effectiveness of medical devices and technologies that are intended to aid cellular functions or processes
● B3.1 describe the structures and functions of important biochemical compounds, including carbohydrates, proteins, enzymes, and lipids
● B3.4 explain the importance of various cellular processes in human systems (e.g., enzymes act as biological catalysts to regulate chemical processes in the cells of the digestive system)
OntarioBiology12Career Exploration

Biochemistry
Career Profile: Prof. Mario Monteiro

(2015)
● A2.2- describe the contributions of scientists, including Canadians (e.g. Evelyn Roden Nelson, Maude Menten, Albert Juan Aguayo, Kimberley J. Fernie, Michael Archer), to the fields under study.
● B.1 analyse technological application of enzymes in some industrial processes, and evaluate technological advances in the field of cellular biology;
● B.2 investigate the chemical structures, functions and chemical properties of biological molecules involved in some common cellular processes and biochemical reactions;
● B1.2 evaluate, on the basis of research, some advances in cellular biology and related technological applications (e.g. new treatment for cancer, HIV/AIDS, and hepatitis C; radioisotopic labelling to study the function of internal organs; fluorescence to study genetic material within cells; forensic biological techniques to aid in crime resolution [IP, PR, AI, C]
● B3.2 describe the structure of important biochemical compounds, including carbohydrates, proteins, lipids, and nucleic acids, and explain their function within cells.
OntarioGeneral Science9Atoms, Elements, and Compounds

Lab Activity: Separation Exploration

(2017)
● C1.1 assess the usefulness of and/or the hazards associated with common elements or compounds in terms of their physical and chemical properties[AI, C]
● C2.2 conduct an inquiry to identify the physical and chemical properties of common elements and compounds (e.g., magnesium sulfate, water, carbon, copper II) [PR]
● C2.3 plan and conduct an inquiry into the properties of common substances found in the laboratory or used in everyday life (e.g., starch, table salt, wax, toothpaste), and distinguish the substances by their physical and chemical properties (e.g., physical properties: hardness, conductivity, colour, melting point, solubility, density; chemical properties: combustibility,
reaction with water) [IP, PR, AI]
● C3.4 describe the characteristic physical and chemical properties of common elements and compounds (e.g., aluminum is a good conductor of heat; copper reacts to moist air by developing a greenish surface of copper carbonate; sodium carbonate is a white, odourless powder that dissolves in water; water has unique physical properties that allow it to support life)
OntarioBiology11Genetic ProcessesLab Activity: Separation Exploration

(2017)
● D1.1 analyse, on the basis of research, some of the social and ethical implications of research in genetics and genomics (e.g., genetic screening, gene therapy, in vitro fertilization) [IP, PR, AI, C]
● D1.2 evaluate, on the basis of research, the importance of some recent contributions to knowledge, techniques, and technologies related to genetic processes (e.g., research into the cystic fibrosis gene; the use of safflowers to produce insulin for human use) [IP, PR, AI, C]
● D3.4 describe some genetic disorders caused by chromosomal abnormalities (e.g., non-disjunction of chromosomes during meiosis) or other genetic mutations in terms of chromosomes affected, physical effects, and treatments
● D3.5 describe some reproductive technologies (e.g., cloning, artificial insemination, in vitro fertilization, recombinant DNA), and explain how their use can increase the genetic diversity of a species (e.g., farm animals, crops)
OntarioBiology12BiochemistryLab Activity: Separation Exploration

(2017)
● B1.1 analyse technological applications related to enzyme activity in the food and pharmaceutical industries (e.g., the production of dairy products; breadmaking; the use of enzymes to control reaction rates in pharmaceuticals) [AI, C]
● B2.1 use appropriate terminology related to biochemistry, including, but not limited to: active and passive transport, covalent and ionic bond, allosteric site, substrate, substrate-enzyme complex, and inhibition [C]
OntarioBiology12Molecular BiologyLab Activity: Separation Exploration

(2017)
● D2.3 conduct an investigation to extract DNA from a specimen of plant or animal protein [PR]
● D3.4 explain how mutagens, such as radiation and chemicals, can cause mutations by changing the genetic material in cells (e.g., the mechanisms and effects of point mutations and frameshift mutations)
● D3.5 describe some examples of genetic modification, and explain how it is applied in industry and agriculture (e.g., the processes involved in cloning, or in the sequencing of DNA bases; the processes involved in the manipulation of genetic material and protein synthesis; the development and mechanisms of the polymerization chain reaction)
OntarioBiology11Diversity of Living Things

Microbiology
Lab Activity: Bacteria in Food

(2015)
● B2.3 use proper sampling techniques to collect various organisms from a marsh, pond, field, or other ecosystem, and classify the organisms according to the principles of taxonomy
● B3.3 describe unifying and distinguishing anatomical and physiological characteristics (e.g., types of reproduction, habitat, general physical structure) of representative organisms from each of the kingdoms

● C1.1 assess some of the effects, both beneficial and harmful, of microorganisms in the environment
● C2.5 investigate and analyse the conditions (e.g., optimal temperature) needed by microorganisms for growth
● C3.3 explain the vital roles of microorganisms in symbiotic relationships with other organisms
OntarioBiology11EvolutionLab Activity: Amazing Lactase-ing!

(2017)
● C2.1 use appropriate terminology related to evolution, including, but not limited to: extinction, natural selection, phylogeny, speciation, niche, mutation, mimicry, adaptation, and survival of the fittest [C]
● C2.2 use a research process to investigate some of the key factors that affect the evolutionary process (e.g., genetic mutations, selective pressures, environmental stresses) [IP, PR]
● C3.1 explain the fundamental theory of evolution, using the evolutionary mechanism of natural selection to illustrate the process of biological change over time
● C3.2 explain the process of adaptation of individual organisms to their environment (e.g., some disease-causing bacteria in a bacterial population can survive exposure to antibiotics due to slight genetic variations from the rest of the population, which allows successful surviving bacteria to pass on antibiotic resistance to the next generation)
OntarioBiology12BiotechnologyLab Activity: Amazing Lactase-ing!

(2017)
Overall expectations:
● B1. analyse technological applications of enzymes in some industrial processes, and evaluate technological advances in the field of cellular biology;
● B2. investigate the chemical structures, functions, and chemical properties of biological molecules involved in some common cellular processes and biochemical reactions

Specific Expectations - Biotechnology
● B1.1 analyse technological applications related to enzyme activity in the food and pharmaceutical industries (e.g., the production of dairy products; breadmaking; the use of enzymes to control reaction rates in pharmaceuticals) [AI, C]
● B2.4 conduct biological tests to identify biochemical compounds found in various food samples (e.g., use Benedict’s solution to test for carbohydrates in food samples) [PR, AI, C]
● B2.5 plan and conduct an investigation related to a cellular process (e.g., factors that affect enzyme activity; factors that affect transport of substances across cell membranes), using appropriate laboratory equipment and techniques, and report the results in an appropriate format [IP, PR, C]
OntarioBiology12Molecular GeneticsLab Activity: Amazing Lactase-ing!

(2017)
Specific Expectations - Molecular Genetics
● D3.3 explain the steps involved in the process of protein synthesis and how genetic expression is controlled in prokaryotes and eukaryotes by regulatory proteins (e.g., the role of operons in prokaryotic cells; the mechanism of gene expression in eukaryotic cells)

SIS (Scientific Investigation Skills) – both grade 11 and 12 U Biology
Initiating and Planning [IP]
● A1.1 formulate relevant scientific questions about observed relationships, ideas, problems, or issues, make informed predictions, and/or formulate educated hypotheses to focus inquiries or research

Performing and Recording [PR]
● A1.5 conduct inquiries, controlling relevant variables, adapting or extending procedures as required, and using appropriate materials and equipment safely, accurately, and effectively, to collect observations and data
● A1.6 compile accurate data from laboratory and other sources, and organize and record the data, using appropriate formats, including tables, flow charts, graphs, and/or diagrams

Analysing and Interpreting [AI]
● A1.8 synthesize, analyse, interpret, and evaluate qualitative and/or quantitative data to determine whether the evidence supports or refutes the initial prediction or hypothesis and whether it is consistent with scientific theory; identify sources of bias and/or error; and suggest improvements to the inquiry to reduce the likelihood of error
● A1.10 draw conclusions based on inquiry results and research findings, and justify their conclusions with reference to scientific knowledge
OntarioGeneral Science

Biology
9-12Career ExplorationCareer Connections

(2015)
● A2.1 identify and describe a variety of careers related to the field of science under study (scientific journalist, fisheries and wildlife officer, physician, infectious disease researcher, geneticist) and the education and training necessary for these careers
● A2.2 describe the contributions of scientists, including Canadians (e.g. Evelyn Roden Nelson, Maude Menten, Albert Juan Agugyo, Kimberley J. Fernie, Michael Archer), to the fields under study
OntarioBiology11Genetic ProcessesCase Study: Pregnancy

(2017)
● D2. investigate genetic processes, including those that occur during meiosis, and analyse data to solve basic genetics problems involving monohybrid and dihybrid crosses
● D3. demonstrate an understanding of concepts, processes, and technologies related to the transmission of hereditary characteristics
● D2.1 use appropriate terminology related to genetic processes, including, but not limited to: haploid, diploid, spindle, synapsis, gamete, zygote, heterozygous, homozygous, allele, plasmid, trisomy, non-disjunction, and somatic cell
● D2.3 use the Punnett square method to solve basic genetics problems involving monohybrid crosses, incomplete dominance, codominance, dihybrid crosses, and sex-linked genes
● D3.2 explain the concepts of DNA, genes, chromosomes, alleles, mitosis, and meiosis, and how they account for the transmission of hereditary characteristics according to Mendelian laws of inheritance
● D3.3 explain the concepts of genotype, phenotype, dominance, incomplete dominance, codominance, recessiveness, and sex linkage according to Mendelian laws of inheritance
OntarioGeneral Science

Biology
9-12Career ExplorationCareer Connection: Dr. Sato

(2016)
● A2.1 identify and describe a variety of careers related to the field of science under study (scientific journalist, fisheries and wildlife officer, physician, infectious disease researcher, geneticist) and the education and training necessary for these careers
● A2.2 describe the contributions of scientists, including Canadians (e.g. Evelyn Roden Nelson, Maude Menten, Albert Juan Agugyo, Kimberley J. Fernie, Michael Archer), to the fields under study
OntarioGeneral Science

Biology
9-12Career ExplorationCareer Connection: Guillaume Dejean

(2015)
● A2.1 identify and describe a variety of careers related to the field of science under study (scientific journalist, fisheries and wildlife officer, physician, infectious disease researcher, geneticist) and the education and training necessary for these careers
● A2.2 describe the contributions of scientists, including Canadians (e.g. Evelyn Roden Nelson, Maude Menten, Albert Juan Agugyo, Kimberley J. Fernie, Michael Archer), to the fields under study
OntarioBiology11Career Exploration

Genetic Processes

Molecular Genetics

Biothechnology
Envisioning the Career Road Ahead

(2017)
Strand A: Scientific Investigation Skills (SIS)
● A1.3 identify and locate a variety of print and electronic sources that enable them to address research topics fully and appropriately
● A1.7 select, organize, and record relevant information on research topics from a variety of appropriate sources, including electronic, print, and/or human sources, using suitable formats
and an accepted form of academic documentation
● A1.11 communicate ideas, plans, procedures, results, and conclusions orally, in writing, and/or in electronic presentations, using appropriate language and a variety of formats (e.g., data tables, laboratory reports, presentations, debates, simulations, models)
● A2.1 identify and describe a variety of careers related to the fields of science under study (e.g., zoologist, botanist, geneticist, ecologist, pharmacologist, farmer, forester, horticulturalist) and the education and training necessary for these careers
● A2.2 describe the contributions of scientists, including Canadians (e.g., Colin D’Cunha, Louis Bernatchez, Lap-Chee Tsui, Helen Battle, Memory Elvin-Lewis), to the fields under study

Grade 11 Biology – Genetics Processes
● D1.2 evaluate, on the basis of research, the importance of some recent contributions to knowledge, techniques, and technologies related to genetic processes (e.g., research into the cystic fibrosis gene; the use of safflowers to produce insulin for human use) [IP, PR, AI, C]
● D3.5 describe some reproductive technologies (e.g., cloning, artificial insemination, in vitro fertilization, recombinant DNA), and explain how their use can increase the genetic diversity
of a species (e.g., farm animals, crops)
OntarioBiology12Career Exploration

Molecular Genetics
Envisioning the Career Road Ahead

(2017)
Strand A: Scientific Investigation Skills (SIS)
● A1.3 identify and locate a variety of print and electronic sources that enable them to address research topics fully and appropriately
● A1.7 select, organize, and record relevant information on research topics from a variety of appropriate sources, including electronic, print, and/or human sources, using suitable formats
and an accepted form of academic documentation
● A1.11 communicate ideas, plans, procedures, results, and conclusions orally, in writing, and/or in electronic presentations, using appropriate language and a variety of formats (e.g., data tables, laboratory reports, presentations, debates, simulations, models)
● A2.1 identify and describe a variety of careers related to the fields of science under study (e.g., zoologist, botanist, geneticist, ecologist, pharmacologist, farmer, forester, horticulturalist) and the education and training necessary for these careers
● A2.2 describe the contributions of scientists, including Canadians (e.g., Colin D’Cunha, Louis Bernatchez, Lap-Chee Tsui, Helen Battle, Memory Elvin-Lewis), to the fields under study

Grade 12 U Biology – Molecular Genetics Unit (depends on which researchers students listen to)
● D3.5 describe some examples of genetic modification, and explain how it is applied in industry and agriculture (e.g., the processes involved in cloning, or in the sequencing of DNA
bases; the processes involved in the manipulation of genetic material and protein synthesis; the development and mechanisms of the polymerization chain reaction)
● D3.6 describe the functions of some of the cell components used in biotechnology (e.g., the roles of plasmids, restriction enzymes, recombinant DNA, and vectors in genetic engineering)
OntarioBiology12Career Exploration

Biotechnology
Envisioning the Career Road Ahead

(2017)
Strand A: Scientific Investigation Skills (SIS)
● A1.3 identify and locate a variety of print and electronic sources that enable them to address research topics fully and appropriately
● A1.7 select, organize, and record relevant information on research topics from a variety of appropriate sources, including electronic, print, and/or human sources, using suitable formats
and an accepted form of academic documentation
● A1.11 communicate ideas, plans, procedures, results, and conclusions orally, in writing, and/or in electronic presentations, using appropriate language and a variety of formats (e.g., data tables, laboratory reports, presentations, debates, simulations, models)
● A2.1 identify and describe a variety of careers related to the fields of science under study (e.g., zoologist, botanist, geneticist, ecologist, pharmacologist, farmer, forester, horticulturalist) and the education and training necessary for these careers
● A2.2 describe the contributions of scientists, including Canadians (e.g., Colin D’Cunha, Louis Bernatchez, Lap-Chee Tsui, Helen Battle, Memory Elvin-Lewis), to the fields under study

Grade 12 U Biology – Biotechnology Unit
● B1.1 analyse technological applications related to enzyme activity in the food and pharmaceutical industries (e.g., the production of dairy products; breadmaking; the use of enzymes to control reaction rates in pharmaceuticals) [AI, C]
OntarioGeneral Science

Biology
9-12Career ExplorationCareer Connection: Dr. Wakarchuk

(2017)
● A2.1 identify and describe a variety of careers related to the fields of science under study (e.g., zoologist, botanist, geneticist, ecologist, pharmacologist, farmer, forester, horticulturalist) and the education and training necessary for these careers.
● A2.2 describe the contributions of scientists, including Canadians (e.g., Colin D’Cunha, Louis Bernatchez, Lap-Chee Tsui, Helen Battle, Memory Elvin-Lewis), to the fields under study
OntarioGeneral Science

Biology
9-12Career ExplorationWebQuest: Science Careers

(2017)
● A2.1 identify and describe a variety of careers related to the field of science under study (scientific journalist, fisheries and wildlife officer, physician, infectious disease researcher, geneticist) and the education and training necessary for these careers
● A2.2 describe the contributions of scientists, including Canadians (e.g. Evelyn Roden Nelson, Maude Menten, Albert Juan Agugyo, Kimberley J. Fernie, Michael Archer), to the fields under study
OntarioGeneral Science

Chemistry

Biology
9-12Scientific Investigation SkillsAdapted Primary Literature: Paper and Tape Microorganism Detectors

(2016)
● A1.3 identify and locate a variety of print and electronic sources that enable them to address research topics fully and appropriately
● A1.7 select, organize, and record relevant information on research topics from a variety of appropriate sources, including electronic, print, and/or human sources, using suitable formats and an accepted form of academic documentation
● A1.9 analyse the information gathered from research sources for logic, accuracy, reliability, adequacy, and bias
● A1.11 communicate ideas, plans, procedures, results, and conclusions orally, in writing, and/or in electronic presentations, using appropriate language and a variety of formats
OntarioGeneral Science12Science and Public Health IssuesHIV/AIDS Through Time

(2016)
● E1.1 assess the impact of scientific research and technological advances on public health around the world
● E3.2 explain how pandemics have affected humanity throughout history
● E3.3 explain the impact of various threats to public health, including infectious diseases (e.g., hepatitis, HIV/AIDS, tuberculosis, malaria, sexually transmitted diseases), chronic diseases (e.g., cardiovascular disease, diabetes, asthma),
and environmental factors (e.g., climate change, air pollution, chemical pollutants, radiation
● E3.6 explain why some populations are particularly susceptible to specific health problems
OntarioGeneral Science12Medical TechnologiesCase Study: Diagnostics and PET Scans

(2017)
● B1.1 assess the costs and benefits of a conventional medical technology, therapy, or device that is used to diagnose or treat a human health condition
● B2.4 interpret information generated by a variety of imaging technologies (e.g., X-rays, ultrasound), and communicate their findings
● B3.3 explain the function and use of a variety of medical devices and technologies for diagnostic and treatment purposes
● B3.5 describe a recent technological development or advance in diagnosis or treatment in the health care field
OntarioBiology12Molecular GeneticsExploration: Making a Bacteriophage

(2016)
● D2.1 use appropriate terminology related to molecular genetics, including, but not limited to: polymerase I, II, and III, DNA ligase, helicase, Okazaki fragment, mRNA, rRNA, tRNA, codon, anticodon, translation, transcription, and ribosome subunits
● D2.2 analyse a simulated strand of DNA to determine the genetic code and base pairing of DNA
● D3.5 describe some examples of genetic modification, and explain how it is applied in industry and agriculture
● D3.6 describe the functions of some of the cell components used in biotechnology (e.g., the roles of plasmids, restriction enzymes, recombinant DNA, and vectors in genetic engineering)
OntarioBiology12Career Exploration

Biochemistry
Career Connection: Prof. Eric Brown

(2015)
● A2.1 identify and describe a variety of careers related to the field of science under study (scientific journalist, fisheries and wildlife officer, physician, infectious disease researcher, geneticist) and the education and training necessary for these careers
● A2.2 describe the contributions of scientists, including Canadians (e.g. Evelyn Roden Nelson, Maude Menten, Albert Juan Agugyo, Kimberley J. Fernie, Michael Archer), to the fields under study
● B3.2 describe the structure of important biochemical compounds, including carbohydrates, proteins,
lipids, and nucleic acids, and explain their function within cells
OntarioBiology11Diversity of Living Things

Microbiology
Case Study: MRSA

(2015)
● B2.2 classify, and draw biological diagrams of, representative organisms from each of the kingdoms according to their unifying and distinguishing anatomical and physiological characteristics (e.g., vertebrate or invertebrate organisms, vascular or nonvascular plants)
● B3.2 compare and contrast the structure and function of different types of prokaryotes, eukaryotes, and viruses (e.g., compare and contrast genetic material, metabolism, organelles,
and other cell parts)

● C1.1 assess some of the effects, both beneficial and harmful, of microorganisms in the environment
● C3.1 describe the anatomy and morphology of various groups of microorganisms (e.g., eukaryotes, prokaryotes, viruses)
● C3.5 describe how different viruses, bacteria, and fungi can affect host organisms, and how those effects are normally treated or prevented
OntarioBiology11EvolutionExplore an Issue: Antibiotic Resistance

(2015)
● C2.4 investigate, through a case study or computer simulation, the processes of natural selection and artificial selection (e.g., selective breeding, antibiotic resistance in microorganisms), and analyse the different mechanisms by which they occur
● C3.2 explain the process of adaptation of individual organisms to their environment (e.g., some disease-causing bacteria in a bacterial population can survive exposure to antibiotics due to
slight genetic variations from the rest of the population, which allows successful surviving bacteria to pass on antibiotic resistance to the next generation)
OntarioBiology11Diversity of Living ThingsCase Study: Antibiotics

(2017)
Grade 11 University Preparation Biology
● B2.1 use appropriate terminology related to biodiversity, including, but not limited to: genetic diversity, species diversity, structural diversity, protists, bacteria, fungi, binomial nomenclature, and morphology
● B2.2 classify, and draw biological diagrams of, representative organisms from each of the kingdoms according to their unifying and distinguishing anatomical and physiological characteristics (e.g., vertebrate or invertebrate organisms, vascular or nonvascular plants)
● B3.2 compare and contrast the structure and function of different types of prokaryotes, eukaryotes, and viruses (e.g., compare and contrast genetic material, metabolism, organelles, and other cell parts)
● B3.3 describe unifying and distinguishing anatomical and physiological characteristics (e.g., types of reproduction, habitat, general physical structure) of representative organisms from each of the kingdoms
OntarioBiology11MicrobiologyCase Study: Antibiotics

(2017)
Grade 11 College Preparation Biology
● C3. demonstrate an understanding of the diversity of microorganisms and the relationships that exist between them
● C2.1 use appropriate terminology related to microbiology, including, but not limited to: fission, conjugation, phage, dormancy, morphology, mycelium, spore, pathogen, and plasmid
● C3.1 describe the anatomy and morphology of various groups of microorganisms (e.g., eukaryotes, prokaryotes, viruses)
● C3.5 describe how different viruses, bacteria, and fungi can affect host organisms, and how those effects are normally treated or prevented (e.g., hepatitis viruses can damage the liver, but vaccinations can prevent infections; streptococcus bacteria can cause respiratory infections, which are treated with antibiotics; ringworm is a fungal infection of the skin, treated with fungicides)
OntarioBiology11Diversity of Living ThingsExplore an Issue: New Antibiotics

(2015)
● B1. analyse the effects of various human activities on the diversity of living things
● B1.1 analyse some of the risks and benefits of human intervention (e.g. tree planting, monoculture of livestock or agricultural crops; overharvesting of wild plants for medicinal purposes; using pesticides to control pests; suppression of wild fires) to the biodiversity of aquatic or terrestrial ecosystems[Al, C]
● B2.1 use appropriate terminology related to biodiversity, including, but not related to: genetic diversity, species diversity, structural diversity, protists, bacteria, fungi, binomial nomenclature, and morphology [C]
OntarioChemistry12Structure and Properties of MatterExploration: Searching for Molecules at the Speed of Google

(2016)
● C2.3 predict the shapes of simple molecules and ions (e.g., CH4, SO3, O2, H2O, NH4+), using the valence shell electron pair repulsion (VSEPR) model, and draw diagrams to represent their
molecular shapes
● C2.4 predict the polarity of various chemical compounds, based on their molecular shapes and the difference in the electronegativity values of the atoms
● C3.4 explain how the physical properties of a solid or liquid (e.g., solubility, boiling point, melting point, melting point suppression, hardness, electrical conductivity, surface tension) depend on the particles present and the types of intermolecular and intramolecular forces (e.g., covalent bonding, ionic bonding, Van der Waals forces, hydrogen bonding, metallic bonding)
OntarioChemistry12Structures & Properties of MatterLab Investigation: Factors Influencing Solvent Flow

(2016)
● C2.4 predict the polarity of various chemical compounds, based on their molecular shapes and the difference in the electronegativity values of the atoms
● C2.6 conduct an inquiry to observe and analyse the physical properties of various substances (e.g., salts, metals) and to determine the type of chemical bonding present in each substance
● C3.4 explain how the physical properties of a solid or liquid (e.g., solubility, boiling point, melting point, melting point suppression, hardness, electrical conductivity, surface tension) depend on the particles present and the types of intermolecular and intramolecular forces (e.g., covalent bonding, ionic bonding,
Van der Waals forces, hydrogen bonding, metallic bonding)
OntarioGeneral Science10Chemistry: Chemical Reactions

Manufacturing a Vaccine

(2016)
● C3.7 describe how the pH scale is used to classify solutions as acidic, basic, or neutral (e.g., a solution with a pH of 1 is highly acidic; a solution with a pH of 7 is neutral)

OntarioChemistry11Quantities in Chemical Reactions

Solutions and Solubility
Manufacturing a Vaccine

(2016)
● D1.1 analyse processes in the home, the workplace, and the environmental sector that involve the use of chemical quantities and calculations
● D2.3 solve problems related to quantities in chemical reactions by performing calculations involving quantities in moles, number of particles, and atomic mass
● E2.2 solve problems related to the concentration of solutions by performing calculations involving moles, and express the results in various units
OntarioChemistry12Organic ChemistrySeeing the Unseeable!

(2016)
● B2.2 use International Union of Pure and Applied Chemistry (IUPAC) nomenclature conventions to identify names, write chemical formulae, and create structural formulae for the different classes of organic compounds, including hydrocarbons,
alcohols, aldehydes, ketones, carboxylic acids, esters, ethers, amines, amides, and simple aromatic compounds
● B3.2 describe the similarities and differences in physical properties (e.g., solubility in different solvents, odour, melting point, boiling point) within each class of organic compounds
B3.3 explain the chemical changes that occur during various types of organic chemical reactions, including substitution, addition, elimination, oxidation, esterification, and hydrolysis
OntarioEnvironmental Science11Human Impact on the EnvironmentLab Activity: Biofiltration

(2017)
● B1.1 propose possible solutions, on the basis of research, to a current practical environmental problem that is caused, directly or indirectly, by human activities
● B2.3 plan and conduct an inquiry, using appropriate technology, to compare water quality in natural and disturbed environments
● B3.5 explain the effects of human activity on an aquatic or terrestrial ecosystem
OntarioGeneral Science

Chemistry
9-12Career ExplorationCareer Connection: Dr. Giguère

(2016)
● A2.1 identify and describe a variety of careers related to the fields of science under study (e.g., zoologist, botanist, geneticist, ecologist, pharmacologist, farmer, forester, horticulturalist) and the education and training necessary for these careers.
● A2.2 describe the contributions of scientists, including Canadians (e.g., Colin D’Cunha, Louis Bernatchez, Lap-Chee Tsui, Helen Battle, Memory Elvin-Lewis), to the fields under study
OntarioChemistry12Organic ChemistryCase Study: Improving Human Health

(2016)
● B1.1 assess the impact on human health, society, and the environment of organic compounds used in everyday life
● B2.1 use appropriate terminology related to organic chemistry, including, but not limited to: organic compound, functional group, saturated hydrocarbon, unsaturated hydrocarbon, structural isomer, stereoisomer, and polymer
● B2.2 use International Union of Pure and Applied Chemistry (IUPAC) nomenclature conventions to identify names, write chemical formulae, and create structural formulae for the different classes of organic compounds, including hydrocarbons,
alcohols, aldehydes, ketones, carboxylic acids, esters, ethers, amines, amides, and simple aromatic compounds
● B3.5 explain the concept of isomerism in organic compounds, and how variations in the properties of isomers relate to their structural and molecular formulae
OntarioBiology12Molecular GeneticsExploration: Therapeutic Proteins

(2017)
● D3. demonstrate an understanding of concepts related to molecular genetics, and how genetic modification is applied in industry and agriculture
● D2.1 use appropriate terminology related to molecular genetics, including, but not limited to: polymerase I, II, and III, DNA ligase, helicase, Okazaki fragment, mRNA, rRNA, tRNA, codon, anticodon, translation, transcription, and ribosome subunits
● D3.2 compare the structures and functions of RNA and DNA, and explain their roles in the process of protein synthesis
● D3.3 explain the steps involved in the process of protein synthesis and how genetic expression is controlled in prokaryotes and eukaryotes by regulatory proteins (e.g., the role of operons in prokaryotic cells; the mechanism of gene expression in eukaryotic cells)
● D3.5 describe some examples of genetic modification, and explain how it is applied in industry and agriculture (e.g., the processes involved in cloning, or in the sequencing of DNA bases; the processes involved in the manipulation of genetic
material and protein synthesis; the development and mechanisms of the polymerization chain reaction)
● D3.6 describe the functions of some of the cell components used in biotechnology (e.g., the roles of plasmids, restriction enzymes, recombinant DNA, and vectors in genetic engineering)
British Columbia (BC)General Science8Life processes are performed at the cellular levelWebquest: Bacteria Are Dangerous! (2015)Curricular Competencies:
● Evaluating: Consider social, ethical, & environmental implications of the findings from their own & others’ investigations
● Applying & Innovating: Contribute to care for self, others, community, & world through personal or collaborative approaches; Cooperatively design projects; Transfer & apply learning to new situations; Generate & introduce new or refined ideas when problem solving
● Communicating: Communicate ideas, findings, & solutions to problems, using scientific language, representations, & digital technologies as appropriate; Express & reflect on a variety of experiences & perspectives of place

Content:
● The relationship of micro-organisms with living things: Basic functions of the immune system; Vaccination and antibiotics; Impacts of epidemics and pandemics on human populations
British Columbia (BC)Anatomy and Physiology12DNA and CellsExplore an Issue: Hemp in Canada (2015)Curricular Competencies:
● Evaluating: Assess risks in the context of personal safety and social responsibility
● Applying and innovating: Consider the role of scientists in innovation
● Communicating: Express and reflect on a variety of experiences, perspectives, and worldviews through place

Content:
● DNA carries the cell’s genetic information: biotechnology, cloning, and recombinant DNA
British Columbia (BC)Anatomy and Physiology12HomeostasisWebquest: Cell Membranes and Medicines (2016)Curricular Competencies:
● Processing and analyzing data and information: Use knowledge of scientific concepts to draw conclusions that are consistent with evidence
● Connect scientific explorations to careers in science
● Formulate physical or mental theoretical models to describe a phenomenon

Content:
● Structure of plasma membrane
● Transport across a cell membrane
British Columbia (BC)Anatomy and Physiology12HomeostasisExplore an Issue: Biofuel Brouhaha (2015)Curricular Competencies:
● Questioning and predicting: Demonstrate a sustained intellectual curiosity about a scientific topic or problem of personal, local, or global interest
● Processing and analyzing data and information: Use knowledge of scientific concepts to draw conclusions that are consistent with evidence
● Evaluating: Demonstrate an awareness of assumptions, question information given, and identify bias in their own work and in primary and secondary sources

Content:
● Homeostasis: Cellular compounds and biological molecules; enzymes and metabolic pathways
British Columbia (BC)Environmental Science12Global Warming and Climate Change

Land Use and Sustainability
Explore an Issue: Biofuel Brouhaha (2015)Curricular Competencies:
● Questioning and predicting: Demonstrate a sustained intellectual curiosity about a scientific topic or problem of personal, local, or global interest
● Processing and analyzing data and information: Use knowledge of scientific concepts to draw conclusions that are consistent with evidence
● Evaluating: Demonstrate an awareness of assumptions, question information given, and identify bias in their own work and in primary and secondary sources

Content:
● Global warming and climate change: global changes to the Earth’s climate system; impacts on society; mitigation and personal choices
● Land use and sustainability: Land use practices
British Columbia (BC)Anatomy and Physiology12HomeostasisProtein Structure Papier Mâché (2016)Curricular Competencies:
● Questioning and predicting: Make observations aimed at identifying their own questions, including increasingly abstract ones, about the natural world
● Processing and analyzing: Seek and analyze patterns, trends, and connections in data, including describing relationships between variables, performing calculations, and identifying inconsistencies; analyze cause and effect relationships
● Evaluating: Evaluate the validity and limitations of a model or analogy in relation to the phenomenon modelled
● Communicating: Formulate physical or mental theoretical models to describe a phenomenon

Content:
● Homeostasis: cellular compounds and biological molecules; enzymes and metabolic pathways
British Columbia (BC)Science for Citizens11Personal/Home ScienceWebquest: Vaccination (2016)Curricular Competencies:
● Questioning and predicting: Demonstrate a sustained intellectual curiosity about a scientific topic or problem of
personal, local, or global interest
● Processing and analyzing data and information: Use knowledge of scientific concepts to draw conclusions that are consistent with evidence
● Communicating: Communicate scientific ideas, information, and perhaps a suggested course of action, for a specific purpose and audience, constructing evidence-based arguments and using appropriate scientific language, conventions, and representations

Content:
● Health science: medications and supplements
● science literacy and informed decision making: pseudo-science versus science
British Columbia (BC)Science for Citizens11Personal/Home ScienceBringing New Drugs to Market (2016)Curricular Competencies:
● Questioning & predicting: Formulate multiple hypotheses and predict multiple outcomes
● Planning and conducting: Assess risks and address ethical, cultural, and/or environmental issues associated with their proposed methods
● Processing and analyzing data and information: Seek and analyze patterns, trends, and connections in data, including describing relationships between variables, performing calculations, and identifying inconsistencies; Analyze cause-and-effect relationships
● Evaluating: Evaluate the validity and limitations of a model or analogy in relation to the phenomenon modelled; Assess risks in the context of personal safety and social responsibility

Content:
● Health science: medications and supplements
British Columbia (BC)Life Sciences11Characteristics of Living ThingsExploration Activity: Infectious Diseases and Vaccination (2016)Curricular Competencies:
● Processing and analyzing data and information: Seek and analyze patterns, trends, and connections in data, including describing relationships between variables, performing calculations, and identifying inconsistencies; Construct, analyze, and interpret graphs, models, and/or diagrams
● Evaluating: Evaluate the validity and limitations of a model or analogy in relation to the phenomenon modelled

Content:
● Viruses: basic structure and function of a virus; effects of viruses on organisms
British Columbia (BC)Life Sciences11Characteristics of Living ThingsExploration: Influenza and Sialic Acid (2017)Curricular Competencies:
● Processing and analyzing data and information: Seek and analyze patterns, trends, and connections in data, including describing relationships between variables, performing calculations, and identifying inconsistencies; Construct, analyze, and interpret graphs, models, and/or diagrams
● Evaluating: Evaluate the validity and limitations of a model or analogy in relation to the phenomenon modelled

Content:
● Viruses: basic structure and function of a virus; effects of viruses on organisms
British Columbia (BC)Science for Citizens11Personal/Home ScienceDrug Affordability and Accessibility (2016)Curricular Competencies:
● Questioning and predicting: Demonstrate a sustained intellectual curiosity about a scientific topic or problem of personal, local, or global interest
● Planning and conducting: Collaboratively and individually plan, select, and use appropriate investigation methods, including field work and lab experiments, to collect reliable data
(qualitative and quantitative)
● Processing and analyzing data and information: Use knowledge of scientific concepts to draw conclusions that are consistent with evidence
● Evaluating: Demonstrate an awareness of assumptions, question information given, and identify bias in their own work and in primary and secondary sources; Exercise a healthy, informed skepticism, and use scientific knowledge and findings to form their own investigations to evaluate claims in primary and secondary sources
● Communicating: Express and reflect on a variety of experiences, perspectives, and worldviews through place

Content:
● Health science: medications and supplements
British Columbia (BC)Anatomy and Physiology12OrganizationExplore an Issue: The Ethics of Animal Testing (2017)Curricular Competencies:
● Questioning and predicting: Demonstrate a sustained intellectual curiosity about a scientific topic or problem of personal, local, or global interest
● Planning and conducting: Collaboratively and individually plan, select, and use appropriate investigation methods, including fieldwork and lab experiments, to collect reliable data (qualitative and quantitative)
● Processing and analyzing data and information: Apply First Peoples perspectives and knowledge, other ways of knowing, and local knowledge as sources of information
● Evaluating: Exercise a healthy, informed skepticism and use scientific knowledge and findings to form their own investigations to evaluate claims in primary and secondary sources; Consider social, ethical, and environmental implications of the findings from their own and others’ investigations
● Communicating: Communicate scientific ideas, information, and perhaps a suggested course of action, for a specific purpose and audience, constructing evidence-based arguments and using appropriate scientific language, conventions, and representations; Express and reflect on a variety of experiences, perspectives, and worldviews through place

Content:
● Medical conditions may affect body systems
British Columbia (BC)Anatomy and Physiology12HomeostasisExploration Activity: Plant Puzzle (2015)Curricular Competencies:
● Processing and analyzing data and information: Seek and analyze patterns, trends, and connections in data, including describing relationships between variables, performing calculations, and identifying inconsistencies; Construct, analyze, and interpret graphs, models, and/or diagrams; Use knowledge of scientific concepts to draw conclusions that are consistent with evidence; Analyze cause-and-effect relationships
● Communicating: Formulate physical or mental theoretical models to describe a phenomenon

Content:
● Enzymes and metabolic pathways: models of enzymatic reactions; effects on enzyme activity; metabolism
British Columbia (BC)Science for Citizens11Personal/Home ScienceWebQuest: Beta-What? A look at carbohydrates and our immune system (2015)Curricular Competencies:
● Questioning and predicting: Demonstrate a sustained intellectual curiosity about a scientific topic or problem of
personal, local, or global interest
● Processing and analyzing data and information: Use knowledge of scientific concepts to draw conclusions that are consistent with evidence
● Communicating: Communicate scientific ideas, information, and perhaps a suggested course of action, for a specific purpose and audience, constructing evidence-based arguments and using appropriate scientific language, conventions, and representations

Content:
● Health science: medications and supplements
● science literacy and informed decision making: pseudo-science versus science
British Columbia (BC)Anatomy and Physiology12HomeostasisFactors Affecting the Rate of an Enzyme Catalyzed Reaction (2015)Curricular Competencies:
● Processing and analyzing data and information: Seek and analyze patterns, trends, and connections in data, including describing relationships between variables, performing calculations, and identifying inconsistencies; Construct, analyze, and interpret graphs, models, and/or diagrams; Use knowledge of scientific concepts to draw conclusions that are consistent with evidence; Analyze cause-and-effect relationships
● Communicating: Formulate physical or mental theoretical models to describe a phenomenon

Content:
● Enzymes and metabolic pathways: models of enzymatic reactions; effects on enzyme activity; metabolism
British Columbia (BC)Anatomy and Physiology12OrganizationLab Activity: Urinalysis (2015)Curricular Competencies:
● Questioning and predicting: Make observations aimed at identifying their own questions, including increasingly abstract ones, about the natural world
●Planning and conducting: Collaboratively and individually plan, select, and use appropriate investigation methods, including fieldwork and lab experiments, to collect reliable data (qualitative and quantitative)
• Assess risks and address ethical, cultural, and/or
● Processing and analyzing data and information: Seek and analyze patterns, trends, and connections in data, including describing relationships between variables, performing calculations, and identifying inconsistencies; Construct, analyze, and interpret graphs, models, and/or diagrams; Use knowledge of scientific concepts to draw conclusions that are consistent with evidence; Analyze cause-and-effect relationships
● Communicating: Formulate physical or mental theoretical models to describe a phenomenon

Content:
● Organs within each of the systems are interconnected to maintain homeostasis: urinary system
● Nutrition and lifestyle differences affect
human health
● medical conditions may affect body systems
British Columbia (BC)Anatomy and Physiology12HomeostasisVideo: Regulation of Enzymes (2015)Curricular Competencies:
● Communicating: Formulate physical or mental theoretical models to describe a phenomenon

Content:
● Enzymes and metabolic pathways: models of enzymatic reactions; role of vitamins and coenzymes; effects on enzyme
activity; metabolism
● Organization: digestive system
British Columbia (BC)Anatomy and Physiology12OrganizationCareer Profile: Prof. Mario Monteiro (2015)Curricular Competencies:
● Questioning and predicting: Demonstrate a sustained intellectual curiosity about a scientific topic or problem of personal, local, or global interest
● Evaluating: Connect scientific explorations to careers in science; Exercise a healthy, informed skepticism and use scientific knowledge and findings to form their own investigations to evaluate claims in primary and secondary sources; Consider social, ethical, and environmental implications of the findings from their own and
others’ investigations

Content:
● medical conditions may affect body systems
British Columbia (BC)Chemistry11Solution ChemistryLab Activity: Separation Exploration (2017)Curricular Competencies:
● Questioning and predicting: Make observations aimed at identifying their own questions, including increasingly abstract ones, about the natural world
● Planning and conducting: Collaboratively and individually plan, select, and use appropriate investigation methods, including field work and lab experiments, to collect reliable data (qualitative and quantitative); Use appropriate SI units and appropriate equipment, including digital technologies, to
systematically and accurately collect and record data; Apply the concepts of accuracy and precision to experimental procedures and data (significant figures, uncertainty, scientific notation)
● Processing and analyzing data and information: Seek and analyze patterns, trends, and connections in data, including describing relationships between variables, performing calculations, and identifying inconsistencies; Use knowledge of scientific concepts to draw conclusions that are consistent
with evidence

Content:
● polarity of water and other solvents
● analysis techniques
British Columbia (BC)Chemistry12Acids and BasesLab Activity: Bacteria in Food (2015)Curricular Competencies:
● Questioning and predicting: Make observations aimed at identifying their own questions, including increasingly abstract ones, about the natural world
● Planning and conducting: Collaboratively and individually plan, select, and use appropriate investigation methods, including field work and lab experiments, to collect reliable data (qualitative and quantitative)
● Processing and analyzing data and information: Seek and analyze patterns, trends, and connections in data, including describing relationships between variables, performing calculations, and identifying inconsistencies; Use knowledge of scientific concepts to draw conclusions that are consistent with evidence
● Evaluating: Evaluate their methods and experimental conditions, including identifying sources of error or uncertainty, confounding variables, and possible alternative explanations
and conclusions
● Communicating: Formulate physical or mental theoretical models to describe a phenomenon

Content:
● Indicators
British Columbia (BC)Anatomy and Physiology12HomeostasisLab Activity: Amazing Lactase-ing! (2017)Curricular Competencies:
● Questioning and predicting: Make observations aimed at identifying their own questions, including increasingly abstract ones, about the natural world
● Planning and conducting: Collaboratively and individually plan, select, and use appropriate investigation methods, including field work and lab experiments, to collect reliable data (qualitative and quantitative)
● Processing and analyzing data and information: Seek and analyze patterns, trends, and connections in data, including describing relationships between variables, performing calculations, and identifying inconsistencies; Use knowledge of scientific concepts to draw conclusions that are consistent with evidence
● Evaluating: Evaluate their methods and experimental conditions, including identifying sources of error or uncertainty, confounding variables, and possible alternative explanations
and conclusions
● Communicating: Formulate physical or mental theoretical models to describe a phenomenon

Content:
● Enzymes and metabolic pathways: models of enzymatic reactions, metabolism
British Columbia (BC)Science
Chemistry
Life Sciences
Anatomy and Physiology
9 10 11 12AnyCareer Connections (2015)Curricular Competencies:
● Connect scientific explorations to careers in science
British Columbia (BC)Anatomy and Physiology12DNA & CellsCase Study: Pregnancy (2017)Curricular Connections:
● Processing and analyzing data and information: Seek and analyze patterns, trends, and connections in data, including describing relationships between variables (dependent and independent) and identifying inconsistencies; Construct, analyze, and interpret graphs (including interpolation and extrapolation), models, and/or diagrams; Use knowledge of scientific concepts to draw conclusions that are consistent with evidence

Content:
● Genes are the foundation for the diversity of living things: genes and chromosomes; simple patterns of inheritance
British Columbia (BC)Science
Chemistry
Life Sciences
Anatomy and Physiology
9 10 11 12AnyCareer Connection: Dr. Sato (2016)Curricular Competencies:
● Connect scientific explorations to careers in science
British Columbia (BC)Science
Chemistry
Life Sciences
Anatomy and Physiology
9 10 11 12AnyCareer Connection: Guillaume Dejean (2015)Curricular Competencies:
● Connect scientific explorations to careers in science
British Columbia (BC)Science
Chemistry
Life Sciences
Anatomy and Physiology
9 10 11 12AnyEnvisioning the Career Road AheadCurricular Competencies:
● Connect scientific explorations to careers in science
British Columbia (BC)Science
Chemistry
Life Sciences
Anatomy and Physiology
9 10 11 12AnyCareer Connection: Dr. WakarchukCurricular Competencies:
● Connect scientific explorations to careers in science
British Columbia (BC)Science
Chemistry
Life Sciences
Anatomy and Physiology
9 10 11 12AnyWebQuest: Science Careers (2017)Curricular Competencies:
● Connect scientific explorations to careers in science
British Columbia (BC)Life Sciences11Characteristics of Living ThingsAdapted Primary Literature: Paper and Tape Microorganism Detectors (2016)Curricular Competencies:
● Evaluating: Evaluate their methods and experimental conditions, including identifying sources of error or uncertainty, confounding variables, and possible alternative explanations
and conclusions; Critically analyze the validity of information in primary and secondary sources and evaluate the approaches used to solve problems
● Applying and innovating: Contribute to care for self, others, community, and world through individual or collaborative approaches; Co-operatively design projects with local and/or global connections and applications

Content:
● Cells are the basic unit of life: Comparing cell structures, prokaryotic and eukaryotic
British Columbia (BC)Science for Citizens11Personal/Home ScienceHIV/AIDS Through Time (2016)Curricular Competencies:
● Evaluating: Consider the changes in knowledge over time as tools and technologies have developed; Consider social, ethical, and environmental implications of the findings from their own and others’ investigations

Content:
● Health science: Nutrition and lifestyle; medications and supplements
British Columbia (BC)Anatomy and Physiology12OrganizationCase Study: Diagnostics and PET Scans (2017)Curricular Connections:
● Processing and analyzing data and information: Seek and analyze patterns, trends, and connections in data, including describing relationships between variables, performing calculations, and identifying inconsistencies; Use knowledge of scientific concepts to draw conclusions that are consistent with evidence; Analyze cause-and-effect relationships
● Evaluating: Consider the changes in knowledge over time as tools and technologies have developed; Assess risks in the context of personal safety and social responsibility

Content:
● Organs within each of the systems are interconnected to maintain homeostasis: nervous system
● Medical conditions may affect body systems
British Columbia (BC)Anatomy and Physiology12DNA and CellsExploration: Making a Bacteriophage (2016)Curricular Connections:
● Questioning and predicting: Formulate multiple hypotheses and predict multiple outcomes
● Processing and analyzing data and information: Seek and analyze patterns, trends, and connections in data, including describing relationships between variables, performing calculations, and identifying inconsistencies
● Applying and innovating: Implement multiple strategies to solve problems in real-life, applied, and conceptual situations

Content:
● DNA carries the cell’s genetic information: process of DNA replication; process of protein synthesis; genomics; biotechnology, cloning, and recombinant DNA
British Columbia (BC)Science
Chemistry
Life Sciences
Anatomy and Physiology
9 10 11 12AnyCareer Connection: Prof. Eric Brown (2015)Curricular Competencies:
● Connect scientific explorations to careers in science
British Columbia (BC)Life Sciences11Characteristics of Living ThingsCase Study: MRSA (2015)Curricular Competencies:
● Questioning and predicting: Demonstrate a sustained intellectual curiosity about a scientific topic or problem of personal, local, or global interest
● Processing and analyzing data and information: Seek and analyze patterns, trends, and connections in data, including describing relationships between variables, performing calculations, and identifying inconsistencies; Use knowledge of scientific concepts to draw conclusions that are consistent with evidence; Analyze cause-and-effect relationships

Content:
● Cells are the basic unit of life: Comparing cell structures, prokaryotic and eukaryotic, unicellular and multicellular
British Columbia (BC)Science for Citizens11Personal/Home ScienceExplore an Issue: Antibiotic Resistance (2015)Curricular Competencies:
● Questioning and predicting: Demonstrate a sustained intellectual curiosity about a scientific topic or problem of personal, local, or global interest
● Processing and analyzing data and information: Seek and analyze patterns, trends, and connections in data, including describing relationships between variables, performing calculations, and identifying inconsistencies; Construct, analyze, and interpret graphs, models, and/or diagrams; Use knowledge of scientific concepts to draw conclusions that are consistent with evidence

Content:
● Health science: medications and supplements
British Columbia (BC)Science for Citizens11Personal/Home ScienceCase Study: Antibiotics (2015)Curricular Competencies:
● Questioning and predicting: Demonstrate a sustained intellectual curiosity about a scientific topic or problem of personal, local, or global interest
● Processing and analyzing data and information: Seek and analyze patterns, trends, and connections in data, including describing relationships between variables, performing calculations, and identifying inconsistencies; Use knowledge of scientific concepts to draw conclusions that are consistent with evidence

Content:
● Health science: medications and supplements
British Columbia (BC)Science for Citizens11Personal/Home ScienceExplore an Issue: New Antibiotics (2015)Curricular Competencies:
● Questioning and predicting: Demonstrate a sustained intellectual curiosity about a scientific topic or problem of personal, local, or global interest
● Processing and analyzing data and information: Seek and analyze patterns, trends, and connections in data, including describing relationships between variables, performing calculations, and identifying inconsistencies; Construct, analyze, and interpret graphs, models, and/or diagrams; Use knowledge of scientific concepts to draw conclusions that are consistent with evidence

Content:
● Health science: medications and supplements
British Columbia (BC)Anatomy and Physiology12DNA and CellsExploration: Searching for Molecules at the Speed of Google (2016)Curricular Connections:
● Questioning and predicting: Formulate multiple hypotheses and predict multiple outcomes
● Processing and analyzing data and information: Seek and analyze patterns, trends, and connections in data, including describing relationships between variables, performing calculations, and identifying inconsistencies
● Applying and innovating: Implement multiple strategies to solve problems in real-life, applied, and conceptual situations


Content:
● DNA carries the cell’s genetic information: Process of DNA replication; process of protein synthesis; genomics, biotechnology, cloning, and recombinant DNA
British Columbia (BC)Chemistry11Solution Chemistry

Organic Chemistry
Lab Investigation: Factors Influencing Solvent Flow (2016)Curricular Connections:
● Questioning and predicting: Make observations aimed at identifying their own questions, including increasingly abstract ones, about the natural world
● Planning and conducting: Collaboratively and individually plan, select, and use appropriate investigation methods, including field work and lab experiments, to collect reliable data (qualitative and quantitative); Use appropriate SI units and appropriate equipment, including digital technologies, to
systematically and accurately collect and record data; Apply the concepts of accuracy and precision to experimental procedures and data (significant figures, uncertainty, and scientific notation)
● Processing and analyzing data and information: Seek and analyze patterns, trends, and connections in data, including describing relationships between variables, performing calculations, and identifying inconsistencies; Construct, analyze, and interpret graphs, models, and/or diagrams; Use knowledge of scientific concepts to draw conclusions that are consistent
with evidence
● Evaluating: Evaluate their methods and experimental conditions, including identifying sources of error or uncertainty, confounding variables, and possible alternative explanations
and conclusions
● Communicating: Formulate physical or mental theoretical models to describe a phenomenon

Content:
● Polarity of water and other solvents
● Bonds/forces in organic compounds
British Columbia (BC)Chemistry11The Mole

Solution Chemistry

Acids and Bases
Manufacturing a Vaccine (2016)Curricular Connections:
● Processing and analyzing data and information: Seek and analyze patterns, trends, and connections in data, including describing relationships between variables, performing calculations, and identifying inconsistencies
● Evaluating: Consider the changes in knowledge over time as tools and technologies have developed

Content:
● Stoichiometric calculations
● Indicators
British Columbia (BC)Chemistry11Solution ChemistrySeeing the Unseeable! (2016)Curricular Connections:
● Processing and analyzing data and information: Construct, analyze, and interpret graphs, models, and/or diagrams; Use knowledge of scientific concepts to draw conclusions that are consistent with evidence

Content:
● Properties of solutions
● Stoichiometric calculations
● Analysis techniques
British Columbia (BC)Chemistry11Solution ChemistryLab Activity: Biofiltration (2017)Curricular Connections:
● Questioning and predicting: Make observations aimed at identifying their own questions, including increasingly abstract ones, about the natural world
● Planning and conducting: Collaboratively and individually plan, select, and use appropriate investigation methods, including field work and lab experiments, to collect reliable data (qualitative and quantitative)
● Processing and analyzing data and information: Seek and analyze patterns, trends, and connections in data, including describing relationships between variables, performing calculations, and identifying inconsistencies
● Evaluating: Evaluate their methods and experimental conditions, including identifying sources of error or uncertainty, confounding variables, and possible alternative explanations and conclusions
● Applying and innovating: Contribute to finding solutions to problems at a local and/or global level through inquiry
● Communicating: Communicate scientific ideas, information, and perhaps a suggested course of action, for a specific purpose and audience, constructing evidence-based arguments and using appropriate scientific language, conventions, and representations

Content:
● Properties of solutions
● Analysis techniques
● Environmental impacts of non-metal oxide solutions
British Columbia (BC)Science
Chemistry
Life Sciences
Anatomy and Physiology
9 10 11 12AnyCareer Connection: Dr. Giguère (2016)Curricular Competencies:
● Connect scientific explorations to careers in science
British Columbia (BC)Chemistry11Organic ChemistryCase Study: Improving Human Health (2016)Curricular Connections:
● Processing and analyzing data and information: Seek and analyze patterns, trends, and connections in data, including describing relationships between variables, performing calculations, and identifying inconsistencies
● Evaluating: Consider the changes in knowledge over time as tools and technologies have developed

Content:
● Bonds/forces in organic compounds
● Names, structures, and geometry of simple organic compunds
● Common functional groups
British Columbia (BC)Anatomy and Physiology12DNA and CellsExploration: Therapeutic Proteins (2017)Curricular Connections:
● Processing and analyzing data and information: Seek and analyze patterns, trends, and connections in data, including describing relationships between variables, performing calculations, and identifying inconsistencies
● Evaluating: Consider the changes in knowledge over time as tools and technologies have developed

Content:
● DNA carries the cell’s genetic information
Québec / QuebecScience et technologie3 secondaireSanté et bien-êtreActivité d'exploration : VIH et SIDA (2016)Mettre à profit ses connaissances scientifiques et technologiques
● Situer une problématique scientifique ou technologique dans son contexte
● Comprendre des principes scientifiques liés à la problématique
Québec / QuebecScience et technologie4 secondaireSanté et bien-être
Orientation et entrepreneuriat
Activité d'exploration : Fabrication d'un vaccin (2016)Chercher des réponses à des questions ou des solutions à des questions d’ordre scientifiques et/ou technologiques.
● Cerner un problème
● Analyser les résultats
Québec / QuebecChimie

Science et technologie
5 secondaire

4 secondaire
Orientation et entrepreneuriatConnexion carrières : Dr. Denis Giguère (2016)Mettre à profit ses connaissances scientifiques et technologiques
● Situer une problématique scientifique ou technologique dans son contexte
● Comprendre des principes scientifiques liés à la problématique
Québec / QuebecScience et technologie3 secondaireSanté et bien-être
Orientation et entrepreneuriat
Activité d'exploration : Commercialisation d'un médicament (2016)Chercher des réponses à des questions ou des solutions à des questions d’ordre scientifiques et/ou technologiques.
● Cerner un problème
● Élaborer un plan d’action
Québec / QuebecScience et technologie3 secondaireSystème respiratoire et circulatoireActivité d'exploration : Maladies infectieuses et vaccins (2016)Système lymphatique
● Décrire deux moyens qui permettent d’acquérir l’immunité active (production d’anticorps et vaccination)
Québec / QuebecScience et technologie de l'environnement4 secondairePropriétés physiques des solutionsActivité d'exploration : Identifier l'invisible à l'oeil nu! (2016)Concentration
● Déterminer la concentration d’une solution aqueuse (g/L, pourcentage, ppm, mol/L)

Echelle pH
● Déterminer le pH de quelques substances usuelles (ex. : eau distillée, eau de pluie, salive, jus de citron, produit nettoyant)
Québec / QuebecScience et technologie3 secondaireSanté et bien-êtreDébat sur le prix des médicaments (2016)Mettre à profit ses connaissances scientifiques et technologiques
● Situer une problématique/application dans son contexte
● Comprendre des principes scientifiques liés à la problématique/application
● Construire son opinion sur la problématique à l’étude

Communiquer à l’aide des langages utilisés en science et technologie
● Participer à des échanges d’information à caractère scientifique et technologique
● Interpréter des messages à caractère scientifique et technologique
● Produire et transmettre des messages à caractère scientifique et technologique
Québec / QuebecScience et technologie3 secondaireOrientation et entrepreneuriatConnexion carrières : Dr. Sachiko Sato (2016)Mettre à profit ses connaissances scientifiques et technologiques
● Situer une problématique/application dans son contexte
● Comprendre des principes scientifiques liés à la problématique/application
● Construire son opinion sur la problématique à l’étude

Communiquer à l’aide des langages utilisés en science et technologie
● Participer à des échanges d’information à caractère scientifique et technologique
● Interpréter des messages à caractère scientifique et technologique
● Produire et transmettre des messages à caractère scientifique et technologique
Québec / QuebecChimie organiqueCégepIsomérieÉtude de cas : Améliorer la santé des humains (2016)
Québec / QuebecChimie organiqueCégepForces intermoléculairesExploration : Recherche de molécules à la vitesse de Google (2016)
Québec / QuebecScience et technologie3 secondairePropriétés physiques des solutionsEnquête au laboratoire : Observation de l’écoulement des solvants (2016)Solvant
● Reconnaître le solvant dans une solution aqueuse donnée (ex. : lymphe, larmes, plasma cellulaire, urine)

Techniques d’utilisation sécuritaire du matériel de laboratoire
● Utiliser le matériel de laboratoire de façon sécuritaire (ex. : laisser refroidir une plaque chauffante, utiliser une pince à bécher)

Stratégies d'exploration
● Émettre des hypothèses (ex. : seul, en équipe, en groupe)
● Explorer diverses avenues de solution
Québec / QuebecScience et technologie2 secondaireMaintien de la vieWebquest : Membranes cellulaires et médicine (2016)Constituants cellulaires visibles au microscope
● Identifier les principaux constituants cellulaires visibles au microscope (membrane cellulaire, cytoplasme, noyau, vacuoles)
Québec / QuebecScience et technologie de l'environnement4 secondaireDiversité de la vieExploration : Construire un bactériophage (2016)Synthèse des protéines
● Décrire le rôle de l’ADN dans la synthèse des protéines
● Expliquer les phénomènes de la transcription et de la traduction d’un brin d’ADN
Québec / QuebecScience et technologie3 secondairePerpétuation des espèces

Stratégies d'exploration
Littérature primaire adaptée : Détecteurs de microorganismes en papier et ruban adhésif (2016)Division cellulaire
● Mitose
● Fonctions de la division cellulaire
● Diversité génétique

Stratégies d'exploration
● Aborder un problème ou un phénomène à partir de divers cadres de référence (ex. : social, environnemental, historique, économique)
● Évoquer des problèmes similaires déjà résolus
● Formuler des questions
● Émettre des hypothèses (ex. : seul, en équipe, en groupe) P
● Explorer diverses avenues de solution P
● Anticiper les résultats de sa démarche
Québec / QuebecScience et technologie de l'environnement4 secondaireDiversité de la vieStructure de protéine en papier mâché (2016)Synthèse des protéines
● Décrire le rôle de l’ADN dans la synthèse des protéines
● Expliquer les phénomènes de la transcription et de la traduction d’un brin d’ADN
Québec / QuebecScience et technologie3 secondaireBiotechnologie

Stratégies de communication
Cyberquête : Vaccination (2016)Fabrication d'un vaccin
● Décrire le procédé de fabrication d’un vaccin

Stratégies de communication
● Recourir à des modes de communication variés pour proposer des explications ou des solutions (ex. : exposé, texte, protocole)
● Organiser les données en vue de les présenter (ex. : tableau, diagramme, graphique)
Québec / QuebecScience et technologie

Science et technologie de l'environnement
3/4 secondaireBiotechnologieExplorer un problème : L'éthique de l'experimentation animale (2016)Stratégies de communication
● Aborder un problème ou un phénomène à partir de divers cadres de référence (ex. : social, environnemental, historique, économique)
Québec / QuebecScience et technologie de l'environnement4 secondaireTransformationsÉtude de cas : Diagnostics et TEP scans (2017)Transformations nucléaires
● Radioactivité : Associer l’utilisation de la radioactivité à des applications technologiques (ex. : radiothérapie, datation)
Québec / QuebecScience et technologie de l'environnement4 secondaireBiotechnologieEnquête au laboratoire : Biofiltration (2017)Traitement des eaux usées
● Décrire des traitements qui permettent de décontaminer des eaux usées
Québec / QuebecScience et technologie de l'environnement4 secondaireTransformations

Orientation et entrepreneuriat
Cyberquête : Carrières (2017)Transformations nucléaires
● Radioactivité : Associer l’utilisation de la radioactivité à des applications technologiques (ex. : radiothérapie, datation)

Mettre à profit ses connaissances scientifiques et technologiques
● Situer une problématique scientifique ou technologique dans son contexte
● Comprendre des principes scientifiques liés à la problématique
Québec / QuebecScience et technologie3 secondaireBiotechnologie

Orientation et entrerpreneuriat
Envisager le cheminement de carrière à venir (2017)Culture cellulaire
● Nommer des paramètres à contrôler dans le cas des cellules cultivées (sources des cellules mères, croissance, conservation, caractéristiques des milieux de culture et normes éthiques)

Transformation génétique (organismes génétiquement modifiés)
●Nommer les principaux avantages et inconvénients des transformations génétiques

Mettre à profit ses connaissances scientifiques et technologiques
● Situer une problématique scientifique ou technologique dans son contexte
● Comprendre des principes scientifiques liés à la problématique
Québec / QuebecScience et technologie3 secondaireOrientation et entrerpreneuriatConnexion carrières : Dr Warren Wakarchuk (2017)Mettre à profit ses connaissances scientifiques et technologiques
● Situer une problématique scientifique ou technologique dans son contexte
● Comprendre des principes scientifiques liés à la problématique
Québec / QuebecScience et technologie1/2 secondaireTransformationsExploration sur la séparation (2017)Séparation des mélanges
● Associer une technique de séparation au type de mélange qu’elle permet de séparer
● Décrire les étapes à suivre pour séparer un mélange complexe (ex. : pour séparer de l’eau salée contenant du sable, on effectue une sédimentation, une décantation, puis une évaporation)
Québec / QuebecScience et technologie3 secondaireSystèmes

Diversité de la vie
Laboratoire Lactase (2017)Glandes digestives
● Décrire la fonction des principales glandes de l’appareil digestif (ex. : sécrétion de salive, d’enzymes gastriques, de sucs digestifs, de bile)

Transformations des aliments
● Décrire les deux types de transformations subies par les aliments dans le système digestif (mécanique et chimique)

Évolution
● Expliquer le processus de la sélection naturelle
Québec / QuebecScience et technologie1/2 secondaireDiversité de la vieÉtude de cas : Antibiotiques (2017)Diversité chez les vivants
● Adaptations physiques et comportementales
● Évolution : Expliquer le processus de la sélection naturelle
Québec / QuebecScience et technologie3 secondaireBiotechnologieLa grippe et l'acide sialique (2017)Fabrication d'un vaccin
● Décrire le procédé de fabrication d’un vaccin
Québec / QuebecScience et technologie de l'environnement4 secondaireDiversité de la vie

Perpétuation des espèces
Étude de cas : Grossesse (2017)Génétique
● Caractère
● Allèle
● Homozygote et hétérozygote
● Génotype et phénotype

Reproduction
● Grossesse
Québec / QuebecScience et technologie de l'environnement4 secondaireDiversité de la vieProtéines Thérapeutiques (2017)Génétique
● Synthèse des protéines
Québec / QuebecScience et technologie3 secondaireSystèmesCyberquête : Beta-comment? Exploration des glucides (2015)Système digestif
● Décrire les principales fonctions biologiques des différents constituants alimentaires qui se trouvent dans les aliments (eau, protides, glucides, lipides, vitamines, sels minéraux)
● Associer les constituants alimentaires à leurs sources principales (ex. : les protides dans les viandes et substituts)
Québec / QuebecScience et technologie3 secondairePropriétés

Systèmes
Activité d'exploration : Puzzle de plante (2015)Propriétés chimiques caractéristiques - Réaction à des indicateurs
● Identifier une substance à l’aide de ses propriétés chimiques caractéristiques (ex. : l’amidon bleuit en présence d’une solution iodée, une solution acide fait jaunir le bleu de bromothymol)

Système digestif
● Identifier les principales glandes digestives (glandes salivaires, glandes gastriques, pancréas, foie, glandes intestinales)
● Décrire la fonction des principales glandes de l’appareil digestif (ex. : sécrétion de salive, d’enzymes gastriques, de sucs digestifs, de bile)
Québec / QuebecScience et technologie3 secondairePropriétésActivité de laboratoire : Les bactéries dans les aliments (2015)Propriétés chimiques caractéristiques - Réaction à des indicateurs
● Identifier une substance à l’aide de ses propriétés chimiques caractéristiques (ex. : l’amidon bleuit en présence d’une solution iodée, une solution acide fait jaunir le bleu de bromothymol)
Québec / QuebecScience et technologie3 secondairePropriétés

Systèmes
Activité de laboratoire : Analyse d'urine (2015)Propriétés chimiques caractéristiques - Réaction à des indicateurs
● Identifier une substance à l’aide de ses propriétés chimiques caractéristiques (ex. : l’amidon bleuit en présence d’une solution iodée, une solution acide fait jaunir le bleu de bromothymol)

Système digestif
● Identifier les principales glandes digestives (glandes salivaires, glandes gastriques, pancréas, foie, glandes intestinales)
● Décrire la fonction des principales glandes de l’appareil digestif (ex. : sécrétion de salive, d’enzymes gastriques, de sucs digestifs, de bile)
Québec / QuebecScience et technologie4 secondairePhénomènes géologiques et géophysiquesExaminer une question : Brouhaha des biocarburants (2015)Ressources énergétiques renouvelables et non renouvelables
● Distinguer des ressources énergétiques renouvelables et non renouvelables (ex. : soleil, roche en fusion, eau en mouvement, pétrole)
● Décrire des moyens technologiques utilisés par les humains pour produire de l’électricité à partir des ressources énergétiques de la lithosphère, de l’hydrosphère et de l’atmosphère
● Décrire les principaux impacts de l’exploitation des ressources énergétiques de la lithosphère, de l’hydrosphère et de l’atmosphère
Québec / QuebecScience et technologie1/2 secondaireDiversité de la vieConnexion carrières : Pr Eric Brown (2015)Évolution
● Expliquer le processus de la sélection naturelle

Mettre à profit ses connaissances scientifiques et technologiques
● Situer une problématique scientifique ou technologique dans son contexte
● Comprendre des principes scientifiques liés à la problématique
Québec / QuebecScience et technologie

Science et technologie de l'environnement
3/4 secondaireOrientation et entrepreneuriatConnexion carrières (2015)Mettre à profit ses connaissances scientifiques et technologiques
● Situer une problématique scientifique ou technologique dans son contexte
● Comprendre des principes scientifiques liés à la problématique
Québec / QuebecScience et technologie

Science et technologie de l'environnement
3/4 secondaireOrientation et entrepreneuriatConnexion carrières : Guillaume Dejean (2015)Mettre à profit ses connaissances scientifiques et technologiques
● Situer une problématique scientifique ou technologique dans son contexte
● Comprendre des principes scientifiques liés à la problématique
Québec / QuebecScience et technologie1/2 secondaireDiversité de la vieÉtude de cas : SARM (2015)Évolution
● Expliquer le processus de la sélection naturelle

Taxonomie
● Définir la taxonomie comme étant un système de classification des vivants principalement basé sur leurs caractéristiques anatomiques et génétiques
● Identifier une espèce à l’aide d’une clé taxonomique
Québec / QuebecScience et technologie1/2 secondaireDiversité de la vieExaminer une question : Bactéries antibiorésistantes (2015)Évolution
● Expliquer le processus de la sélection naturelle
Québec / QuebecScience et technologie3 secondaireMatériauxExaminer une question : Fibre de chanvre (2015)Propriétés mécaniques
● Décrire des propriétés mécaniques de matériaux variés (ex. : dureté, ductilité, élasticité, malléabilité, résistance à la corrosion)

Types et propriétés
● Associer l’usage de différents types de matériaux à leurs propriétés respectives
Québec / QuebecScience et technologie1/2 secondaireDiversité de la vieExaminer une question : Nouveaux antibiotiques (2015)Évolution
● Expliquer le processus de la sélection naturelle
Québec / QuebecChimie5 secondaireVitesse de réactionActivité de la laboratoire : Factors influençant la vitesse d'une réaction catalysée (2015)Facteurs qui influencent la vitesse de réaction
● Déterminer expérimentalement des moyens d’influer sur la vitesse d’une réaction

Catalyseurs
● Expliquer l’effet d’un catalyseur sur la vitesse d’une réaction
Québec / QuebecScience et technologie3 secondaireBiotechnologie

Orientation et entrerpreneuriat
Profil de carrière : Pr Mario Monteiro (2015)Fabrication d’un vaccin
● Décrire le procédé de fabrication d’un vaccin

Mettre à profit ses connaissances scientifiques et technologiques
● Situer une problématique scientifique ou technologique dans son contexte
● Comprendre des principes scientifiques liés à la problématique
Québec / QuebecScience et technologie1/2 secondaireDiversité de la vieCyberquête : Les bactéries sont dangereuses !!! (2015)Mettre à profit ses connaissances scientifiques et technologiques
● Situer une problématique/application dans son contexte
● Comprendre des principes scientifiques liés à la problématique/application
● Construire son opinion sur la problématique à l’étude
SaskatchewanHealth Science 20

Biology 30

English 20/30
11, 12Career Exploration

Health Care Philosophies and Ethics

Student-Directed Study

Compose and Create
Explore an Issue: The Ethics of Animal Testing (2017)● HS20-CE1f: Examine the role of self-regulating professional bodies (e.g., college, association society, board and council) in the healthcare field.
● HS20-HC2a: Pose questions about ethical dilemmas within health care.
● HS20-HC2c: Analyze a health care issue with respect to the core ethical questions.
● HS20-HC2g: Examine ethical considerations and perspectives related to issues such as the use of cadavers in professional studies, dissection and raising animals for the purpose of dissection, and public exhibits of plastinated organs and bodies, all of which could provide increased scientific understanding of human anatomy.
● HS20-HC2k: Debate a decision related to ethics in health care from the viewpoint of individuals who hold different belief systems.
● HS20-HC2e: Examine ethical considerations related to various practices and treatments that might be considered in Western, Indigenous, traditional, complementary and alternative approaches to health care.

● BI30-SDS1e: Debate an issued related to biology, including developing materials to support the arguments for and arguments against a position.

● ELA20-CC20.1: Create a range of visual, multimedia, oral, and written texts to explore: identity, social responsibility, social action (agency)
● ELA30-CCB30.1: Create a range of visual, multimedia, oral, and written texts to explore: identity, social responsibility, social action (agency)
● ELA30-CCB30.3: Create and defend an informed critical response to a global issue in formal (including a workshop presentation, a debate, and an oral reading of poetry or a prose passage related to the issue) and informal (including discussion and collaborative group work) situations.
SaskatchewanHealth Science 20

Biology 30
11, 12Human Body

Diagnostics and Treatment

Genetics and Biotechnology
Case Study: Diagnostics and PET Scans (2017)● HS20- HB2c: Research the symptoms, possible causes, stages and scope (e.g., cells, tissues, organs and/or systems) of a pathology that affects one or more body systems.
● HS20-DT1e: Research the operation, risks, benefits and imaging modalities (e.g., sound, light, radiation and nuclear medicine) of medical imaging tools, including X-ray radiography, magnetic resonance imaging [MRI], computed tomography [CT], ultrasound and positron emission tomography [PET]).
● HS20-DT1f: Describe technological advances in medical imaging tools (e.g., X-ray, ultrasound, computerized tomography and magnetic resonance imaging).

● BI30-GB1d: Discuss the importance of probability in predicting the likelihood of inheriting particular traits.
SaskatchewanEnvironmental Science 20

Chemistry 30
11, 12Aquatic Systems

Terrestrial Systems

Chemical Bonding and Materials Science

Chemical Equilibria
Lab Activity: Biofiltration (2017)● ES20-AS1c. Measure abiotic factors (e.g., turbidity, temperature, dissolved oxygen and particulates) of an ecosystem using a variety of techniques and technologies (e.g., probe ware, pH paper, Secchi disk, Imhoff settling cone and chemical water quality test kit) effectively and safely.
● ES20-AS2e. Describe the operation and effectiveness of technologies and processes developed to protect drinking water sources locally and globally.
● ES20-AS2k. Design a system of source water protection for a community’s drinking water recognizing the precautionary principle.
● ES20-TE1k. Investigate how various small- and large-scale composting systems such as composting toilets, trench composting, vermicomposting, windrow composting, anaerobic digestion and mechanical biological treatment work to maintain and improve soil quality.

● CH30-MS3a. Pose questions about the prevalence and diversity of organic compounds in daily life.
● CH30-MS3h. Describe applications of the various classes of organic compounds, including compounds (e.g., carbohydrates, lipids, proteins, nucleic acids) important to biological systems.
● CH30-MS4a. Determine the properties of a material that make it suitable to meet the specifications for a particular product (e.g., catalysts and solvents for oil extraction and refining, metals in equipment for mining, bulletproof fabric, nanotechnologies, superconductors and instant adhesives).
● CH30-EQ1e. Recognize that equilibrium constant (K eq ) values are dependent upon pressure (for gases only) and temperature but are independent of concentration and the presence of a catalyst.
● CH30-EQ1m. Describe ways in which industry manipulates chemical reactions to change the equilibrium point to make processes economically viable.
SaskatchewanScience 10

Health Science 20

Physical Science 20

Physics 30
10, 11, 12Career Investigation/Exploration


Modern Physics
WebQuest: Science Careers (2017)● SCI10-CI1b. Explore the breadth of science‐related work roles and who is engaged in those work roles in the community.
● SCI10-CI1i. Represent the range of career options available related to a specific branch or sub‐branch of science.

● HS20-CE1b. Explore the connection between topics in Health Science 20 and occupations of personal interest.
● HS20-CE1d. Examine the roles, responsibilities, educational qualifications and personal and professional qualities common to people involved in health-science related jobs.
● HS20-CE1e. Reflect upon personal suitability or non-suitability for a specific health-science related occupation considering a variety of criteria.

● PS20-CE1d. Examine the roles, responsibilities, educational qualifications and personal and professional qualities common to people involved in physical-science related jobs.
● PS20-CE1e. Reflect upon personal suitability or non-suitability for a specific physical-science related occupation considering a variety of criteria.

Extension Activity:
● PH30-MP2d. Represent nuclear reactions involving alpha, beta and gamma decay using words, diagrams and equations.
● PH30-MP2e. Explain that some isotopes undergo natural radioactive decay, and that half-life is a measure of the rate of radioactive decay.
● PH30-MP2f. Assess the short- and long-term implications of radiation on living things, including the effects on different types of tissues and cells.
● PH30-MP2n. Analyze societal and environmental impacts of applications of nuclear technologies such as medical isotopes, food irradiation, smoke detectors, industrial radiography, pesticide tracers, nuclear weapons, nuclear reactors and nuclear waste disposal.
SaskatchewanScience 10

Health Science 20
10, 11Career Investigation/ExplorationEnvisioning the Career Road Ahead (2017)● SCI10-CI1b: Explore the breadth of science-related work roles and who is engaged in those work roles in the community.
● SCI10-CI1c: Develop a profile of a specific individual involved in a science career, addressing factors such as their educational and personal background, what drew them to their career, the focus of their work and their advice for others who wish to pursue a similar career.
● SCI10-CI1f: Research the educational qualifications of people engaged in science-related careers.
● SCI10-CI1h: Identify how personal activities and interests relate to topics in secondary science curricula.
● SCI10-CI1b: Represent the range of career options available related to a specific branch or sub-branch of science.

● HS20-CE1b: Explore the connection between topics in Health Science 20 and occupations of personal interest.
● HS20-CE1d: Examine the roles, responsibilities, educational qualifications and personal and professional qualities common to people involved in health‐science related jobs
● HS20-CE1e: Reflect upon personal suitability or non‐suitability for a specific health‐science related occupation considering criteria
● HS20-CE1h: Communicate research findings related to health‐science occupations through a display, brochure, video, presentation software, website or orally
SaskatchewanScience 10

Health Science 20
10, 12Career Investigation/ExplorationCareer Connection : Dr. Wakarchuk (2017)● SCI10-CI1b: Explore the breadth of science-related work roles and who is engaged in those work roles in the community.
● SCI10-CI1c: Develop a profile of a specific individual involved in a science career, addressing factors such as their educational and personal background, what drew them to their career, the focus of their work and their advice for others who wish to pursue a similar career.
● SCI10-CI1f: Research the educational qualifications of people engaged in science-related careers.
● SCI10-CI1h: Identify how personal activities and interests relate to topics in secondary science curricula.
● SCI10-CI1b: Represent the range of career options available related to a specific branch or sub-branch of science.

● HS20-CE1b: Explore the connection between topics in Health Science 20 and occupations of personal interest.
● HS20-CE1d: Examine the roles, responsibilities, educational qualifications and personal and professional qualities common to people involved in health‐science related jobs
SaskatchewanScience 99Chemical Bonding and Materials ScienceLab Activity: Separation Exploration (2017)● AE9.1e: Classify substances found in household, commercial,industrial, and agricultural applications based on their physical and/or chemical properties.
● AE9.1h: Use equipment, tools, and materials appropriately and safely when conducting investigations into physical and chemical properties of substances.
SaskatchewanBiology 3012Genetics and BiotechnologyLab Activity: Separation Exploration (2017)● BI30-GB2i: Model or simulate common techniques (e.g., agarose gel electrophoresis, polymerase chain reacon, DNA sequencing and DNA fingerprinng) used by molecular genecists.
● BI30-GB3a: Identify examples of historical, current and emerging biotechnologies (e.g., selective breeding, applications of fermentation, genetic engineering, cloning, gene therapy, assistive reproductive technologies and synthetic biology).
SaskatchewanHealth Science 2011Human Body

Nutrition
Lab Activity: Amazing Lactase-ing! (2017)● HS20-HB2e: Outline the history of a disease or illness and its causes, including societal and cultural perspectives.
● HS20-NU1a: Identify which macronutrients and micronutrients are commonly found in each food group (i.e., vegetables and fruit, grain products, milk and alternatives, meat and alternatives and oils and fats).
● HS20-NU1b: Explore how the body breaks down and uses simple (e.g., monosaccharide and disaccharide) and complex (i.e., polysaccharide) carbohydrates and dietary fiber.
● HS20-NU1f: Investigate how enzymes (e.g., amylase, pepsin, lipase and protease) found in the mouth, stomach, pancreas and small intestine aid in the chemical digestion of food.
SaskatchewanHealth Science 20

Biology 30
11, 12Human Body

Diagnostics and Treatment

Genetics and Biotechnology
Case Study: Antibiotics (2017)● HS20-HB2b: Investigate how the immune system uses a layered defense to respond to pathogens, including the difference between the innate and adaptive immune system.
● HS20-HB2c: Research the symptoms, possible causes, stages and scope (e.g., cells, tissues, organs and/or systems) of a pathology that affects one or more body systems.
● HS20-HB2d: Create a representation (e.g., illness narrative, journal, timeline, story, video or diorama) of the progression of a specific pathology from the perspective of a real or hypothetical individual, including impacts on their lifestyle.
● HS20-HB2g: Compare how bacteria (e.g., Salmonella, Streptococcus, and Escherichia coli) and viruses (e.g., common cold, influenza and herpes) differ in how they are transmitted, their impact on the human body and how each is treated.
● HS20-DT1a: Assess the significance of monitoring vital signs in health care, including obtaining accurate medical history and patient perception of pain. (K, S)
● HS20-DT1b: Identify examples of procedures (e.g., visual inspection) and tools (e.g., stethoscope, octoscope and sphygmomanometer) commonly used for non-invasive diagnostic observations in health care.
● HS20-DT1g: Discuss factors (e.g., severity of illness, dose received, cost and availability) that influence the choice to use a diagnostic tool or procedure. (K)
● HS20-DT1h: Discuss the responsibility, including preparation and expectations, of the patient in diagnostic and imaging procedures.

● BI30-GB3e: Explore how the use and misuse of antibiotics has led to increased bacterial resistance, including the emergence of superbugs.
SaskatchewanHealth Science 2011Human BodyExploration: Influenza and Sialic Acid (2017)● HS20-HB2b: Investigate how the immune system uses a layered defense to respond to pathogens, including the difference between the innate and adaptive immune system.
● HS20-HB2c: Research the symptoms, possible causes, stages and scope (e.g., cells, tissues, organs and/or systems) of a pathology that affects one or more body systems
● HS20-HB2g: Compare how bacteria (e.g., Salmonella, Streptococcus, and Escherichia coli) and viruses (e.g., common cold, influenza and herpes) differ in how they are transmitted, their impact on the human body and how each is treated.
SaskatchewanHealth Science 2011Human BodyCase Study: Pregnancy (2017)● HS20-HB1g: Discuss the interrelationships between the ABO and Rh blood group systems, an individual's blood type and blood donor compatibilities.
● HS20-HB1i: Research advances in scientific understanding of human anatomy and physiology.
SaskatchewanBiology 3012Organizaton of Life

Genetics and Biotechnology
Exploration: Therapeutic Proteins (2017)● BI30-OL3d: Discuss how the characteristics of the taxonomic hierarchy represent relationships among organisms.
● BI30-GB2d: Model molecular genetic processes of DNA replication and protein synthesis (i.e., transcription and translation), including the roles of DNA, mRNA, tRNA and rRNA.
● BI30-GB2h: Describe how environmental and epigenetic factors influence genetic expression.
● BI30-GB2i: Model or simulate common techniques (e.g., agarose gel electrophoresis, polymerase chain reaction, DNA sequencing and DNA fingerprinting) used by molecular geneticists.
SaskatchewanHealth Science 2011Human BodyHIV/AIDS Through Time (2016)● HS20-HB2a: Differentiate among the ways in which medical practitioners and the public use terms such as disease, illness, ailment, disorder, infection, medical condition, syndrome and abnormal condition.
● HS20-HB2d: Create a representation (e.g., illness narrative, journal, timeline, story, video or diorama) of the progression of a specific pathology from the perspective of a real or hypothetical individual, including impacts on their lifestyle.
● HS20-HB2e: Outline the history of a disease or illness and its causes, including societal and cultural perspectives.
SaskatchewanPhysical Science 2011Foundations of ChemistryManufacturing a Vaccine (2016)● PS20-FC2g: Calculate the molar mass of various molecular and ionic compounds.
● PS20-FC2h: Perform molar conversions, including mass to mole, number of particles to mole, volume to mole, concentration of a solution to mole and their inverse operations, using the correct number of significant figures.
● PS20-FC2i: Prepare solutions of known concentration using molarity and dilution calculations.
● PS20-FC2j: Research the use of solutions in industrial, mining and agricultural processes.
SaskatchewanPhysical Science 2011Career ExplorationCareer Connection: Dr. Giguère (2016)● PS20-CE1d: Examine the roles, responsibilities, educational qualifications and personal and professional qualities common to people involved in physical-science related jobs.
● PS20-CE1f: Interview or connect with others to discuss physical science related occupations.
SaskatchewanHealth Science 2011Health Care Philosophies and EthicsBringing New Drugs to Market (2016)● HS-20-HC1h: Assess the importance of clinical trial features (e.g., informed consent, randomized control trial, blind and double-blind protocols and placebos) in providing reliable scientific evidence to support Western approaches to health care.
● HS20-HC2j: Assess how various ethical considerations (e.g., personal beliefs, informed consent, the roles of institutional review boards and regulatory agencies) may influence an individual's decision to participate in a clinical study of a new biomedical intervention (e.g., vaccine, drug, treatment, device or process).
SaskatchewanHealth Science 2011Human BodyExploration Activity: Infectious Diseases and Vaccination (2016)● HS20-HB2b: Investigate how the immune system uses a layered defense to respond to pathogens, including the difference between the innate and adaptive immune system.
● HS20-HB2g: Compare how bacteria (e.g., Salmonella, Streptococcus, and Escherichia coli) and viruses (e.g., common cold, influenza and herpes) differ in how they are transmitted, their impact on the human body and how each is treated.
SaskatchewanChemistry 3012Chemical Bonding and Materials ScienceLab Activity: Seeing the Unseeable! (2016)● CH30-MS2a: Predict the polarity of molecules using the property of electronegativity and VSEPR theory.
● CH30-MS2c: Recognize that a material's chemical and physical properties are dependent on the type of bonds and the forces between atoms, molecules or ions.
● CH30-MS2e: Design and carry out a procedure to compare several physical and chemical properties of various materials (e.g., sugar, salt, sand, paradichlorobenzene [mothballs], paraffin and beeswax).
SaskatchewanHealth Science 2011Health Care Philosophies and EthicsStudent Debate: Drug Affordability and Accessibility (2016)● HS20-HC1e: Research the costs associated with various approaches to health care and the health benefits available to residents of Saskatchewan and Canada.
● HS20-HC2a: Pose questions about ethical dilemmas within health care.
● HS20-HC2b: Understand the core ethical questions to be considered when making health care decisions
● HS20-HC2c: Analyze a health care issue with respect to the core ethical questions.
SaskatchewanHealth Science 2011Career ExplorationCareer Connection: Dr. Sato (2016)● HS20-CE1d: Examine the roles, responsibilities, educational qualifications and personal and professional qualities common to people involved in health-science related jobs. (S, A)
● HS20-CE1e: Reflect upon personal suitability or non-suitability for a specific health-science related occupation
SaskatchewanChemistry 3012Chemical Bonding and Materials ScienceCase Study: Improving Human Health (2016)● CH30-MS3a: Pose questions about the prevalence and diversity of organic compounds in daily life
● CH30-MS3f: Discuss the importance of isomerization, including geometric and optical isomerization, in materials science and biological applications.
● CH30-MS3g: Identify various classes of organic compounds based on functional groups including cyclics, aromatics, alcohols, aldehydes, ketones, ethers, esters, organic acids and halocarbons.
SaskatchewanChemistry 3012Chemical Bonding and Materials ScienceExploration: Searching for Molecules at the Speed of Google (2016)● CH30-MS2a: Predict the polarity of molecules using the property of electronegativity and VSEPR theory.
● CH30-MS2b: Differentiate between the different types of intermolecular (i.e., van der Waals [i.e., London dispersion, dipole-dipole, hydrogen bonding and ion-dipole], ionic crystal and network-covalent) and intramolecular (i.e., non-polar covalent, polar-covalent, ionic and metallic) forces.
● CH30-MS2c: Recognize that a material's chemical and physical properties are dependent on the type of bonds and the forces between atoms, molecules or ions.
● CH30-MS3c: Describe and compare the advantages of using different models (e.g., molecular, structural, condensed-structural, space-filled, 2-dimensional and 3-dimensional) to represent organic molecules.
● CH30-MS3f: Discuss the importance of isomerization, including geometric and optical isomerization, in materials science and biological applications.
● CH30-MS3g: Identify various classes of organic compounds based on functional groups including cyclics, aromatics, alcohols, aldehydes, ketones, ethers, esters, organic acids and halocarbons. (S, K)
● CH30-MS3h: Describe applications of the various classes of organic compounds, including compounds (e.g., carbohydrates, lipids, proteins, nucleic acids) important to biological systems.
SaskatchewanChemistry 3012Chemical Bonding and Materials ScienceLab Investigation: Factors Affecting Solvent Flow (2016)● CH30-MS2b: Differentiate between the different types of intermolecular (i.e., van der Waals [i.e., London dispersion, dipole-dipole, hydrogen bonding and ion-dipole], ionic crystal and network-covalent) and intramolecular (i.e., non-polar covalent, polar-covalent, ionic and metallic) forces.
● CH30-MS2c: Recognize that a material's chemical and physical properties are dependent on the type of bonds and the forces between atoms, molecules or ions.
● CH30-MS2e: Design and carry out a procedure to compare several physical and chemical properties of various materials (e.g., sugar, salt, sand, paradichlorobenzene [mothballs], paraffin and beeswax).
● CH30-MS2f: Construct a classification system of student-tested materials according to one or more properties.
● CH30-MS2g: Determine which intermolecular force is dominant in a student-tested material, based on test results and knowledge of intermolecular forces.
SaskatchewanBiology 3012Organization of LifeWebquest: Cell Membranes and Medicines (2016)● BI30-OL1c: Describe how biologically important molecules work together to form complex structures (e.g., cell membranes, ribosomes and deoxyribonucleic acid [DNA]).
● BI30-OL1d: Compare the structure and composition (e.g., chitin, cellulose and peptidoglycan) of cell walls in a variety of organisms.
● BI30-OL1h: Research how advances in tools (e.g., light microscopes, transmission electron microscopes and scanning electron microscopes) and techniques (e.g., culturing cells and cell fractionation) have enabled scientists to develop deeper understandings of cell structure and processes.
● BI30-OL1i: Design, construct and evaluate the function of a model to demonstrate passive and active transport of materials at the interface of the cell membrane.
SaskatchewanBiology 3012Genetics and BiotechnologyExploration: Making a Bacteriophage (2016)● BI30-GB2d: Model molecular genetic processes of DNA replication and protein synthesis (i.e., transcription and translation), including the roles of DNA, mRNA, tRNA and rRNA.
● BI30-GB2i: Model or simulate common techniques (e.g., agarose gel electrophoresis, polymerase chain reaction, DNA sequencing and DNA fingerprinting) used by molecular geneticists.
Model molecular genetic processes of DNA replication and protein synthesis (i.e., transcription and translation), including the roles of DNA, mRNA, tRNA and rRNA.
SaskatchewanBiology 30

Health Science 20
12, 11Organization of Life

Diagnostics and Treatment
Adapted Primary Literature: Paper and Tape Microorganism Detectors (2016)● BI30-OL1h: Research how advances in tools (e.g., light microscopes, transmission electron microscopes and scanning electron microscopes) and techniques (e.g., culturing cells and cell fractionation) have enabled scientists to develop deeper understandings of cell structure and processes.

● HS20-DT1i: Identify differences in tools and procedures used in diagnosing illness from the perspectives of Western, Indigenous, traditional, complementary and alternative approaches to health care.
● HS20-DT1j: Discuss the importance of diagnosis in improving the care of patients, protecting the health of clients and improving the economics of health care.
SaskatchewanBiology 3012Genetics and BiotechnologyProtein Structure Papier Mâché (2016)● BI30-GB2d: Model molecular genec processes of DNA replicaon and protein synthesis (i.e., transcripon and translaon), including the roles of DNA, mRNA, tRNA and rRNA.
● BI30-GB2e: Recognize how various types of gene mutaons (e.g., deleon, inseron, point and frameshift) may lead to genec disorders.
SaskatchewanHealth Science 20

Biology 30
11, 12Health Care Philosophies and Ethics

Human Body

Genetics and Biotechnology
Webquest: Vaccination (2016)● HS20-HC2b: Understand the core ethical questions to be considered when making health care decisions:
● HS20-HC2c: Analyze a health care issue with respect to the core ethical questions.
● HS20-HC2d: Contrast how procedures to prevent illness, such as immunizations, vitamin supplements, physical activity, nutrition and prayer, might be viewed from the perspective of Western, Indigenous, traditional, complementary and alternative approaches to health care.
● HS20-HB2b: Investigate how the immune system uses a layered defense to respond to pathogens, including the difference between the innate and adaptive immune system.

● BI30-GB3g: Critique the media's role in crafting public perception related to biotechnologies (e.g., vaccines, genetically modified organisms and genetic screening).
SaskatchewanPhysical Science 2011Career ExplorationCareer Connections (2015)● PS20-CE1d: Examine the roles, responsibilities, educational qualifications and personal and professional qualities common to people involved in physical-science related jobs.
● PS20-CE1e: Reflect upon personal suitability or non-suitability for a specific physical-science related occupation
● PS20-CE1f: Interview or connect with others to discuss physical science related occupations
SaskatchewanHealth Science 2011Human BodyCareer Profile: Prof. Mario Monteiro (2015)● HS20-HB2b: Investigate how the immune system uses a layered defense to respond to pathogens, including the difference between the innate and adaptive immune system.
SaskatchewanBiology 3012Genetics and BiotechnologyCareer Connection: Prof. Eric Brown (2015)● BI30-GB3e. Explore how the use and misuse of anbiotics has led to increased bacterial resistance, including the emergence of superbugs.
SaskatchewanBiology 3012Organization of Life

Genetics and Biotechnology
Case Study: MRSA (2015)● BI30-OL3d: Discuss how the characteristics of the taxonomic hierarchy represent relationships among organisms.

● BI30-GB3e. Explore how the use and misuse of anbiotics has led to increased bacterial resistance, including the emergence of superbugs.
SaskatchewanBiology 3012Genetics and BiotechnologyExplore an Issue: Antibiotic Resistance (2015)● BI30-GB3b: Explore how societal pressures such as food, energy and resource shortages can drive the development of biotechnologies
● BI30-GB3e. Explore how the use and misuse of anbiotics has led to increased bacterial resistance, including the emergence of superbugs.
SaskatchewanEnvironmental Science 2011Terrestrial SystemsExplore an Issue: Hemp in Canada (2015)● ES20-TE2a: Discuss the many roles of plants including their roles as providers of ecological goods and services as well as natural capital.
● ES20-TE2c: Explain how plant morphology and physiology determines the role of plants in an ecosystem (e.g., anchoring soil, filtering air and water, providing shelter for other organisms and providing organic matter to the ecosystem).
● ES20-TE2g: Examine advances in crop science that have influenced the types and yields of agricultural and/or horticultural crops grown in various areas of Saskatchewan.
● ES20-TE2h: Assess the economic, environmental and societal impacts of various agriculture practices (e.g., industrial, traditional, subsistence, sustainable agriculture, organic farming, urban agriculture, local food and community supported agriculture).
SaskatchewanBiology 3012Genetics and BiotechnologyExplore an Issue: New Antibiotics (2015)● BI30-GB3e. Explore how the use and misuse of anbiotics has led to increased bacterial resistance, including the emergence of superbugs.
SaskatchewanBiology 3012Organization of LifeLab Activity: Bacteria in Food (2015)● BI30-OL1a: Pose questions regarding the diverse ways in which organisms perform life's processes such as locomotion, reproduction, acquiring energy and responding to stimuli.
● Bi30-OL1b: Analyze the processes (e.g., chemosynthesis, photosynthesis and cellular respiration) through which organisms from each kingdom synthesize energy in the form of adenosine triphosphate (ATP).
SaskatchewanScience 88Life Science: Cells, Tissues, Organs, and SystemsWebquest: Bacteria Are Dangerous! (2015)● CS8.1a: Explain that the cell is a living system that exhibits all the characteristics of life including growth, movement, reaction to stimulus, and reproduction.
● CS8.1b: Categorize organisms as single-celled and multi-cellular.
● CS8.1c: Observe and describe how single-celled organisms take in food and move.
● CS8.1d: Explain how growth and reproduction of living organisms depends on cell division.
SaskatchewanPhysical Science 2011Career ExplorationCareer Connection: Guillaume Dejean (2015)● PS20-CE1d: Examine the roles, responsibilities, educational qualifications and personal and professional qualities common to people involved in physical-science related jobs.
● PS20-CE1e: Reflect upon personal suitability or non-suitability for a specific physical-science related occupation
● PS20-CE1f: Interview or connect with others to discuss physical science related occupations
SaskatchewanHealth Science 2011NutritionExploration Activity: Plant Puzzle (2015)● HS20-NU1b: Explore how the body breaks down and uses simple (e.g., monosaccharide and disaccharide) and complex (i.e., polysaccharide) carbohydrates and dietary fiber.
● HS20-NU1f: Investigate how enzymes (e.g., amylase, pepsin, lipase and protease) found in the mouth, stomach, pancreas and small intestine aid in the chemical digestion of food.
● HS20-NU1g: Recognize issues (e.g., hypo/hyperglycemia, high/low cholesterol and denaturation of proteins) that may arise when macromolecules disrupt homeostasis.
● HS20-NU1j: Research the food source and health claims associated with various phytochemicals (e.g., carotenoids, flavonoids, phenolic acids, phytoestrogens and organosulphur compounds).
● HS20-NU1k: Examine the connection between undernutrition or overnutrition and development of diseases such as anemia, scurvy, Type 2 diabetes and heart disease.
SaskatchewanHealth Science 2011Health Care Philosophies and Ethics

Human Body

Nutrition
WebQuest: Beta-What? A look at carbohydrates and our immune system (2015)● HS20-HC1f: Investigate the intended results of using natural products (e.g., herbs, vitamins, minerals, probiotics, and essential oils), mind and body practices (e.g., acupuncture, various massage therapies, yoga, spinal manipulation, relaxation techniques, meditation, and movement therapies) and other complementary and/or alternative approaches to health care.
● HS20-HB2b: Investigate how the immune system uses a layered defense to respond to pathogens, including the difference between the innate and adaptive immune system.
● HS20-NU1b: Explore how the body breaks down and uses simple (e.g., monosaccharide and disaccharide) and complex (i.e., polysaccharide) carbohydrates and dietary fiber.
SaskatchewanScience 1010Climate and Ecosystem DynamicsExplore an Issue: Biofuel Brouhaha (2015)● SCI10-CD1f: Discuss why it is important to consider economic, social justice and environmental perspectives when examining sustainability.
● SCI10-CD1h: Provide examples of human actions that have contributed to the anthropogenic greenhouse effect.
● SCI10-CD1j: Reflect upon individual and societal behavioural and lifestyle choices that can help to minimize anthropogenic sources of global climate change.
SaskatchewanScience 1010Chemical ReactionsFactors Affecting the Rate of an Enzyme Catalyzed Reaction (2015)● SCI10-CR4b: Predict how factors such as temperature of the reactant(s), concentration of the reactant(s), surface area of the reactant(s) and the presence or absence of catalysts or inhibitors might affect the rate of a chemical reaction.
● SCI10-CR4c: Formulate scientific questions about the rates of chemical reactions and the factors that affect rates of chemical reactions.
● SCI10-CR4d: Design and perform an experiment to determine how various factors affect chemical reaction rates, including identifying and controlling major variables.
● SCI10-CR4e: Compile and organize data, using appropriate formats and data treatments to facilitate interpretation of data related to rates of chemical reactions.
● SCI10-CR4f: Interpret patterns and trends in data, and infer or calculate linear and nonlinear relationships among variables related to chemical reaction rates.
SaskatchewanHealth Science 2011NutritionLab Activity: Urinalysis (2015)● HS20-NU1b: Explore how the body breaks down and uses simple (e.g., monosaccharide and disaccharide) and complex (i.e., polysaccharide) carbohydrates and dietary fiber.
● HS20-NU1f: Investigate how enzymes (e.g., amylase, pepsin, lipase and protease) found in the mouth, stomach, pancreas and small intestine aid in the chemical digestion of food.
● HS20-NU1g: Recognize issues (e.g., hypo/hyperglycemia, high/low cholesterol and denaturation of proteins) that may arise when macromolecules disrupt homeostasis.
● HS20-NU1k: Examine the connection between undernutrition or overnutrition and development of diseases such as anemia, scurvy, Type 2 diabetes and heart disease.
SaskatchewanHealth Science 2011NutritionVideo: Regulation of Enzymes (2015)● HS20-NU1b: Explore how the body breaks down and uses simple (e.g., monosaccharide and disaccharide) and complex (i.e., polysaccharide) carbohydrates and dietary fiber.
● HS20-NU1f: Investigate how enzymes (e.g., amylase, pepsin, lipase and protease) found in the mouth, stomach, pancreas and small intestine aid in the chemical digestion of food.
● HS20-NU1g: Recognize issues (e.g., hypo/hyperglycemia, high/low cholesterol and denaturation of proteins) that may arise when macromolecules disrupt homeostasis.
● HS20-NU1k: Examine the connection between undernutrition or overnutrition and development of diseases such as anemia, scurvy, Type 2 diabetes and heart disease.
ManitobaBiology11Protection & ControlWebQuest: Bacteria are Dangerous!!! (2015)● B11-5-01: Describe the body’s defence mechanisms for protection from foreign agents.
● B11-5-02: Describe the body’s response to allergens, vaccines, and viruses/bacteria.
● B11-5-04: Investigate issues related to the immune system and the protection of public health.
ManitobaGeneral Science9 & 10Overall Skills and AttitudesCareer Connection: Guillaume Dejean (2015)● S1/2-0-8f Relate personal activities and possible career choices to specific science disciplines.
ManitobaBiology11Digestion & NutritionExploration Activity: Plant Puzzle (2015)● B11-2-03: Identify functions of secretions along the digestive tract.
● B11-2-04: Identify sites of chemical digestion along the alimentary canal, as well as the type of nutrient being digested.
● B11-2-05: Explain the role of enzymes in the chemical digestion of nutrients and identify factors that influence their action.
● B11-2-08: Describe the functions of each of the six basic types of nutrients—carbohydrates, lipids, proteins, vitamins, minerals, and water.
● B11-2-11: Investigate and describe conditions/disorders that affect the digestive process.
ManitobaBiology 11Protection & ControlWebQuest: Beta-What? A Look at Carbohydrates and our Immune System (2015)● B11-5-02: Describe the body’s response to allergens, vaccines, and viruses/bacteria.
● B11-5-10: Describe how personal lifestyle choices can influence the functioning of protection and/or control systems.
ManitobaBiology12Conservation of BiodiversityExplore an Issue: Biofuel Brouhaha (2015)● B12-5-04: Investigate an issue related to the conservation of biodiversity.
ManitobaBiology11Digestion & NutritionFactors Affecting the Rate of an Enzyme Catalyzed Reaction (2015)● B11-2-04: Identify sites of chemical digestion along the alimentary canal, as well as the type of nutrient being digested.
● B11-2-05: Explain the role of enzymes in the chemical digestion of nutrients and identify factors that influence their action.
ManitobaBiology11Excretion & Waste ManagementLab Activity: Urinalysis (2015)● B11-4-07: Describe what types of information can be gained through urinalysis.
ManitobaBiology11Digestion & NutritionVideo: Regulation of Enzymes (2015)● B11-2-04: Identify sites of chemical digestion along the alimentary canal, as well as the type of nutrient being digested.
● B11-2-05: Explain the role of enzymes in the chemical digestion of nutrients and identify factors that influence their action.
● B11-2-11: Investigate and describe conditions/disorders that affect the digestive process.
ManitobaGeneral Science9 & 10Overall Skills and AttitudesCareer Connections (2015)● S1/2-0-8f Relate personal activities and possible career choices to specific science disciplines.
ManitobaGeneral Science9 & 10Overall Skills and AttitudesCareer Profile: Prof. Mario Monteiro (2015)● S1/2-0-8f Relate personal activities and possible career choices to specific science disciplines.
ManitobaGeneral Science9 & 10Overall Skills and AttitudesCareer Connection: Prof. Eric Brown (2015)● S1/2-0-8f Relate personal activities and possible career choices to specific science disciplines.
ManitobaBiology11Protection & ControlCase Study: MRSA (2015)● B11-5-04: Investigate issues related to the immune system and the protection of public health.
● B11-5-11: Investigate and describe conditions/disorders that affect protection and/or control in the human body.
Manitoba Biology11Protection & ControlExplore an Issue: Antibiotic Resistance (2015)● B11-5-01: Describe the body’s defence mechanisms for protection from foreign agents.
● B11-5-04: Investigate issues related to the immune system and the protection of public health.
● B11-5-11: Investigate and describe conditions/disorders that affect protection and/or control in the human body.
ManitobaBiology12Conservation of BiodiversityExplore an Issue: Hemp in Canada (2015)● B12-5-04: Investigate an issue related to the conservation of biodiversity.
ManitobaBiology11Protection & ControlExplore an Issue: New Antibiotics (2015)● B11-5-04: Investigate issues related to the immune system and the protection of public health.
● B11-5-11: Investigate and describe conditions/disorders that affect protection and/or control in the human body.
ManitobaChemistry12Acids and BasesLab Activity: Bacteria in Food (2015)● C12-5-04 Perform a laboratory activity to formulate an operational definition of pH.
● C12-5-05 Describe how an acid-base indicator works in terms of colour shifts and Le Châtelier’s principle.
● C12-5-10 Perform a laboratory activity to determine the concentration of an unknown acid or base, using a standardized acid or base.
ManitobaChemistry11Organic ChemistryCase Study: Improving Human Health (2016)● C11-5-03 Describe the structural characteristics of carbon.
● C11-5-23 Describe how the products of organic chemistry have influenced quality of life.
ManitobaBiology12Mechanisms of InheritanceExploration: Searching for Molecules at the Speed of Google (2016)● B12-2-02: Describe the structure of a DNA nucleotide.
● B12-2-03: Describe the structure of a DNA molecule.
● B12-2-06: Outline the steps involved in protein synthesis.
ManitobaChemistry11Physical Properties of MatterLab Investigation: Factors Influencing Solvent Flow (2016)● C11-1-01 Describe the properties of gases, liquids, solids, and plasma.
● C11-1-03 Explain the properties of liquids and solids using the Kinetic Molecular Theory.
ManitobaBiology11Wellness & HomeostasisWebquest: Cell Membranes and Medicines (2016)● B11-1-07: Explain how cell membranes regulate movement of materials into and out of cells, and recognize the importance of this regulation in managing life processes and maintaining homeostasis.
● B11-1-08: Identify factors that influence movement of substances across a membrane, recognizing that movement of these substances is important for the internal balance of the cell.
ManitobaBiology12Mechanisms of InheritanceExploration: Making a Bacteriophage (2016)● B12-2-06: Outline the steps involved in protein synthesis.
● B12-2-07: Relate the consequences of gene mutation to the final protein product.
● B12-2-08: Discuss implications of gene mutation for genetic variation.
● B12-2-10: Investigate an issue related to the application of gene technology in humans.
ManitobaBiology11Protection & ControlAdapted Primary Literature: Paper and Tape Microorganism Detectors (2016)● B11-5-04: Investigate issues related to the immune system and the protection of public health.
ManitobaBiology12Mechanisms of InheritanceProtein Structure Papier Mâché (2016)● B12-2-06: Outline the steps involved in protein synthesis.
● B12-2-07: Relate the consequences of gene mutation to the final protein product.
● B12-2-08: Discuss implications of gene mutation for genetic variation.
ManitobaBiology11Protection & ControlWebquest: Vaccination (2016)● B11-5-01: Describe the body’s defence mechanisms for protection from foreign agents.
● B11-5-02: Describe the body’s response to allergens, vaccines, and viruses/bacteria.
● B11-5-04: Investigate issues related to the immune system and the protection of public health.
● B11-5-10: Describe how personal lifestyle choices can influence the functioning of protection and/or control systems.
ManitobaBiology

Health Education
11

9
Protection & Control

Healthy Lifestyle Practices - Human Sexuality

HIV/AIDS Through Time (2016)● B11-5-02: Describe the body’s response to allergens, vaccines, and viruses/bacteria.
● B11-5-04: Investigate issues related to the immune system and the protection of public health.
● B11-5-10: Describe how personal lifestyle choices can influence the functioning of protection and/or control systems.
● B11-5-11: Investigate and describe conditions/disorders that affect protection and/or control in the human body.

● K.5.S1.E.1b: Describe the potential consequences and risks associated with sexual behaviour and different types of contraceptive methods.
ManitobaChemistry11SolutionsManufacturing a Vaccine (2016)● C11-4-01 Describe and give examples of various types of solutions.
● C11-4-14 Solve problems involving calculation for concentration, moles, mass, and volume.
● C11-4-18 Describe examples of situations where solutions of known concentration are important.
ManitobaGeneral Science9 & 10Overall Skills and AttitudesCareer Connection: Dr. Giguère (2016)● S1/2-0-8f Relate personal activities and possible career choices to specific science disciplines.
ManitobaBiology11Wellness & Homeostatic ChangeBringing New Drugs to Market (2016)● B11-6-01: Analyze examples of how different body systems work together to maintain homeostasis under various conditions.
● B11-6-05: Describe how technology has allowed us to control our wellness, and describe the ethical dilemmas that the use of technology can create.
ManitobaBiology11Protection & ControlExploration Activity: Infectious Diseases and Vaccination (2016)● B11-5-01: Describe the body’s defence mechanisms for protection from foreign agents.
● B11-5-02: Describe the body’s response to allergens, vaccines, and viruses/bacteria.
● B11-5-03: Explain the role of the lymphatic system in protecting the human body.
ManitobaChemistry11SolutionsLab Activity: Seeing the Unseeable! (2016)● C11-4-14 Solve problems involving calculation for concentration, moles, mass, and volume.
● C11-4-15 Prepare a solution, given the amount of solute (in grams) and the volume of solution (in millilitres), and determine the concentration in moles/litre.
ManitobaGlobal Issues: Citizenship and Sustainability12Health and BiotechnologyStudent Debate: Drug Affordability and Accessibility (2016)● Be open to new ideas and divergent thinking.
● Seek knowledge from diverse sources and perspectives.
● Use creative, critical, and systems thinking to address complex questions.
● Conduct focused in-depth inquiry.
● Explore alternative approaches to issues without fear of challenging the status quo.
● Engage in long-term thinking, and articulate a vision for a sustainable future.
● Individuals, groups, governments, and corporations have the power to effect change and the responsibility to contribute to a sustainable future.
ManitobaGeneral Science9 & 10Overall Skills and AttitudesCareer Connection: Dr. Sato (2016)● S1/2-0-8f Relate personal activities and possible career choices to specific science disciplines.
ManitobaGeneral Science9 & 10Overall Skills and AttitudesEnvisioning the Career Road Ahead (2017)● S1/2-0-8f Relate personal activities and possible career choices to specific science disciplines.
ManitobaGeneral Science9 & 10Overall Skills and AttitudesCareer Connection: Dr. Wakarchuk (2017)● S1/2-0-8f Relate personal activities and possible career choices to specific science disciplines.
ManitobaChemistry11SolutionsLab Activity: Separation Exploration (2017) (Gr. 9 version)● C11-4-02 Describe the structure of water in terms of electronegativity and the polarity of its chemical bonds.
● C11-4-05 Perform a lab to illustrate the formation of solutions in terms of the polar and nonpolar nature of substances.
ManitobaBiology12Mechanisms of InheritanceLab Activity: Separation Exploration (2017) (Gr. 11 version)● B12-2-02: Describe the structure of a DNA nucleotide.
● B12-2-03: Describe the structure of a DNA molecule.
ManitobaBiology11Digestion & NutritionLab Activity: Amazing Lactase-ing! (2017)● B11-2-04: Identify sites of chemical digestion along the alimentary canal, as well as the type of nutrient being digested.
● B11-2-05: Explain the role of enzymes in the chemical digestion of nutrients and identify factors that influence their action.
● B11-2-11: Investigate and describe conditions/disorders that affect the digestive process.
ManitobaBiology11Protection and ControlCase Study: Antibiotics (2017)● B11-5-01: Describe the body’s defence mechanisms for protection from foreign agents.
● B11-5-04: Investigate issues related to the immune system and the protection of public health.
● B11-5-11: Investigate and describe conditions/disorders that affect protection and/or control in the human body.
ManitobaBiology11Protection and ControlExploration: Influenza and Sialic Acid (2017)● B11-5-01: Describe the body’s defence mechanisms for protection from foreign agents.
● B11-5-02: Describe the body’s response to allergens, vaccines, and viruses/bacteria.
● B11-5-04: Investigate issues related to the immune system and the protection of public health.
ManitobaBiology11Transportation and RespirationCase Study: Pregnancy (2017)● B11-3-03: Compare and contrast the characteristics of different blood groups.
● B11-3-04: Predict the physiological consequences of blood transfusions involving different blood groups.
ManitobaBiology12Mechanisms of InheritanceExploration: Therapeutic Proteins (2017)● B12-2-06: Outline the steps involved in protein synthesis.
● B12-2-07: Relate the consequences of gene mutation to the final protein product.
● B12-2-08: Discuss implications of gene mutation for genetic variation.
● B12-2-09: Investigate an issue related to the application of gene technology in bioresources.
● B12-2-10: Investigate an issue related to the application of gene technology in humans.
ManitobaGeneral Science9 & 10Overall Skills and AttitudesWebQuest: Science Careers (2017)● S1/2-0-8f Relate personal activities and possible career choices to specific science disciplines.
ManitobaPhysics12Medical PhysicsCase Study: Diagnostics and PET Scans (2017)● S4P-4-9 Research, identify, and examine the application of radiation to diagnostic imaging
and treatment techniques.
ManitobaGlobal Issues: Citizenship and Sustainability12Health and BiotechnologyExplore an Issue: The Ethics of Animal Testing (2017)● Be open to new ideas and divergent thinking.
● Seek knowledge from diverse sources and perspectives.
● Use creative, critical, and systems thinking to address complex questions.
● Conduct focused in-depth inquiry.
● Explore alternative approaches to issues without fear of challenging the status quo.
● Engage in long-term thinking, and articulate a vision for a sustainable future.
● Individuals, groups, governments, and corporations have the power to effect change and the responsibility to contribute to a sustainable future.
ManitobaChemistry11SolutionsLab Activity: Biofiltration (2017)● C11-4-19 Describe the process of treating a water supply, identifying the allowable concentrations of metallic and organic species in water suitable for consumption.
Newfoundland & LabradorBiology11Matter and Energy for LifeWebQuest: Bacteria are Dangerous!!! (2015)● 314-7 compare and contrast different types of procaryotic and eucaryotic cells
Newfoundland & LabradorBiology12Genetic ContinuityCareer Connection: Guillaume Dejean (2015)● 117-7 identify and describe science- and technology-based careers related to the science they are studying
Newfoundland & LabradorBiology11 or 12Maintaining Dynamic Equilibrium I/IIExploration Activity: Plant Puzzle (2015)● 314-2 identify the role of some compounds, such as water, glucose, and ATP, commonly found in living systems
● 314-3 identify and describe the structure and function of important biochemical compounds, including carbohydrates, proteins, lipids, and nucleic acids
● 314-4 explain the critical role of enzymes in cellular metabolism
● 317-4 evaluate the impact of viral, bacterial, genetic and environmental diseases on an organism’s homeostasis
Newfoundland & LabradorBiology12Maintaining Dynamic Equilibrium IIWebQuest: Beta-What? A Look at Carbohydrates and our Immune System (2015)● 314-2 identify the role of some compounds, such as water, glucose, and ATP, commonly found in living systems
● 317-4 evaluate the impact of viral, bacterial, genetic and environmental diseases on an organism’s homeostasis
● 317-5 evaluate, considering ethical issues, the consequences of medical treatments such as radiation therapy, cosmetic surgery and chemotherapy
● 317-7 describe how the use of prescription and non-prescription drugs can disrupt or help maintain homeostasis
Newfoundland & LabradorEnvironmental Science12The Atmosphere and the EnvironmentExplore an Issue: Biofuel Brouhaha (2015)● Alternate Energy Sources - 5.26 identify alternate sources of energy. Include: (i) wind (ii) tidal (iii) solar (iv) biomass fuel (v) nuclear
Newfoundland & LabradorBiology12Maintaining Dynamica Equilibrium IIFactors Affecting the Rate of an Enzyme Catalyzed Reaction (2015)● 314-2 identify the role of some compounds, such as water, glucose, and ATP, commonly found in living systems
● 314-4 explain the critical role of enzymes in cellular metabolism
Newfoundland & LabradorBiology12Maintaining Dynamic Equilibrium IILab Activity: Urinalysis (2015)● 314-2 identify the role of some compounds, such as water, glucose, and ATP, commonly found in living systems
● 314-4 explain the critical role of enzymes in cellular metabolism
● 317-7 describe how the use of prescription and non-prescription drugs can disrupt or help maintain homeostasis
Newfoundland & LabradorBiology12Maintaining Dynamic Equilibrium IIVideo: Regulation of Enzymes (2015)● 314-2 identify the role of some compounds, such as water, glucose, and ATP, commonly found in living systems
● 314-4 explain the critical role of enzymes in cellular metabolism
● 317-7 describe how the use of prescription and non-prescription drugs can disrupt or help maintain homeostasis
Newfoundland & LabradorGeneral Science

Biology
8 or 12Cells, Tissues, Organs, and Systems

Genetic Continuity
Career Connections (2015)● 112-10 provide examples of science and technology-based careers in their province or territory

● 117-7 identify and describe science- and technology-based careers related to the science they are studying
Newfoundland & LabradorBiology12Maintaining Dynamic Equilibrium IICareer Profile: Prof. Mario Monteiro (2015)● 317-4 evaluate the impact of viral, bacterial, genetic and environmental diseases on an organism’s homeostasis
● 317-5 evaluate, considering ethical issues, the consequences of medical treatments such as radiation therapy, cosmetic surgery and chemotherapy
● 317-7 describe how the use of prescription and non-prescription drugs can disrupt or help maintain homeostasis
Newfoundland & LabradorBiology12Maintaining Dynamic Equilibrium IICareer Connection: Prof. Eric Brown (2015)● 314-3 identify and describe the structure and function of important biochemical compounds, including carbohydrates, proteins, lipids, and nucleic acids
● 314-4 explain the critical role of enzymes in cellular metabolism
● 317-4 evaluate the impact of viral, bacterial, genetic and environmental diseases on an organism’s homeostasis
● 317-7 describe how the use of prescription and non-prescription drugs can disrupt or help maintain homeostasis
Newfoundland & LabradorBiology11BiodiversityCase Study: MRSA (2015)● 316-5 use organisms found in a local or regional ecosystem to demonstrate an understanding of fundamental principles of taxonomy
● 316-6 describe the anatomy and physiology of a representative organism from each kingdom, including a representative virus
Newfoundland & LabradorBiology12Maintaining Dynamic Equilibrium IIExplore an Issue: Antibiotic Resistance (2015)● 314-2 identify the role of some compounds, such as water, glucose, and ATP, commonly found in living systems
● 314-3 identify and describe the structure and function of important biochemical compounds, including carbohydrates, proteins, lipids, and nucleic acids
● 317-4 evaluate the impact of viral, bacterial, genetic and environmental diseases on an organism’s homeostasis
● 317-7 describe how the use of prescription and non-prescription drugs can disrupt or help maintain homeostasis
Explore an Issue: Hemp in Canada (2015)
Explore an Issue: New Antibiotics (2015)
Lab Activity: Bacteria in Food (2015)
Case Study: Improving Human Health (2016)
Exploration: Searching for Molecules at the Speed of Google (2016)
Lab Investigation: Factors Influencing Solvent Flow (2016)
Webquest: Cell Membranes and Medicines (2016)
Exploration: Making a Bacteriophage (2016)
Adapted Primary Literature: Paper and Tape Microorganism Detectors (2016)
Protein Structure Papier Mâché (2016)
Webquest: Vaccination (2016)
HIV/AIDS Through Time (2016)
Manufacturing a Vaccine (2016)
Career Connection: Dr. Giguère (2016)
Bringing New Drugs to Market (2016)
Exploration Activity: Infectious Diseases and Vaccination (2016)
Lab Activity: Seeing the Unseeable! (2016)
Student Debate: Drug Affordability and Accessibility (2016)
Career Connection: Dr. Sato (2016)
Envisioning the Career Road Ahead (2017)
Career Connection: Dr. Wakarchuk (2017)
Lab Activity: Separation Exploration (2017) (Gr. 9 version)
Lab Activity: Separation Exploration (2017) (Gr. 11 version)
Lab Activity: Amazing Lactase-ing! (2017)
Case Study: Antibiotics (2017)
Exploration: Influenza and Sialic Acid (2017)
Case Study: Pregnancy (2017)
Exploration: Therapeutic Proteins (2017)
WebQuest: Science Careers (2017)
Case Study: Diagnostics and PET Scans (2017)
Explore an Issue: The Ethics of Animal Testing (2017)
Lab Activity: Biofiltration (2017)

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