Home / Training / High School Resources / Curriculum Linkages
Navigate this spreadsheet to connect GlycoNet’s high school resources with your classrooms. The spreadsheet provides information that can be used to meet the learning objectives of science courses. This project is a work in progress, and will be expanded continuously. Currently, the linkages are in English only and include provinces Alberta, British Columbia, Ontario, Quebec (including CEGEP), Saskatchewan, Manitoba, and Newfoundland & Labrador.
Province | Subject | Grade Level | Unit | Resource | Suggested Curriculum Connections |
|---|---|---|---|---|---|
| Alberta | General Science | 7 | Interactions and Ecosystems | Webquest: 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 |
| Alberta | General Science | 7 | Plants for Food and Fibre | Explore 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 |
| Alberta | General Science | 10 | Cycling of Matter in Living Systems | Webquest: 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 |
| Alberta | General Science | 10 | Energy Flow in Technological Systems | Explore 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 |
| Alberta | Biology | 20 | Human Systems | Protein 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 |
| Alberta | Biology | 20 | Human Systems | Webquest: 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 |
| Alberta | Biology | 20 | Human Systems | Bringing 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 |
| Alberta | Biology | 20 | Human Systems | Exploration 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 |
| Alberta | Biology | 20 | Human Systems | Exploration: 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 |
| Alberta | Biology | 20 | Human Systems | Drug 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 |
| Alberta | Biology | 20 | Human Systems | Explore 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 |
| Alberta | Biology | 20 | Human Systems | Exploration 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 |
| Alberta | Biology | 20 | Human Systems | WebQuest: 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 |
| Alberta | Biology | 20 | Human Systems | Factors 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 |
| Alberta | Biology | 20 | Human Systems | Lab 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 |
| Alberta | Biology | 20 | Human Systems | Video: 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 |
| Alberta | Biology | 20 | Interest in Science | Career 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 |
| Alberta | Biology | 20 | Human Systems | Career 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 |
| Alberta | Biology | 20 | Photosynthesis & Cellular Respiration | Lab 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 |
| Alberta | Biology | 20 | Photosynthesis & Cellular Respiration | Lab 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 |
| Alberta | Biology | 20 | Human Systems | Lab 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 |
| Alberta | Biology | 20/30 | Interest in Science | Career 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 |
| Alberta | Biology | 20 | Human Systems | Case 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 |
| Alberta | Biology | 30 | Cell Division, Genetics, and Molecular Biology | Case 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 |
| Alberta | Biology | 20/30 | Interest in Science | Career 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 |
| Alberta | Biology | 20/30 | Interest in Science | Career 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 |
| Alberta | Biology | 20/30 | Interest in Science | Envisioning 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 |
| Alberta | Biology | 20/30 | Interest in Science | Career 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 |
| Alberta | Biology | 30 | Interest in Science | WebQuest: 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 |
| Alberta | Biology | 30 | Nervous & Endocrine Systems | WebQuest: Science Careers (2017) | • 30-A1.3sts explain that the goal of technology is to provide solutions to practical problems |
| Alberta | Biology | 20/30 | Human Systems | Adapted 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 |
| Alberta | General Science | 10 | Cycling of Matter in Living Systems | Adapted 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 |
| Alberta | Biology | 30 | Reproduction & Development | HIV/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 |
| Alberta | Biology | 30 | Nervous & Endocrine Systems | Case 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 |
| Alberta | Biology | 30 | Cell Division, Genetics, and Molecular Biology | Exploration: 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 |
| Alberta | Biology | 30 | Interest in Science | Career 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 |
| Alberta | Biology | 30 | Population & Community Dynamics | Career 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 |
| Alberta | Biology | 30 | Population & Community Dynamics | Case 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 |
| Alberta | Biology | 30 | Cell Division, Genetics, & Molecular Biology | Explore 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 |
| Alberta | Biology | 30 | Cell Division, Genetics, & Molecular Biology | Case 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 |
| Alberta | Biology | 30 | Cell Division, Genetics, & Molecular Biology | Explore 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 |
| Alberta | Chemistry | 20 | The Diversity of Matter & Chemical Bonding | Exploration: 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 |
| Alberta | Chemistry | 20 | Matter as Solutions, Acids and Bases | Lab 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 |
| Alberta | Chemistry | 20 | Matter as Solutions, Acids, and Bases | Manufacturing 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 |
| Alberta | Chemistry | 20 | Matter as Solutions, Acids, and Bases | Seeing 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. |
| Alberta | Chemistry | 20 | Matter as Solutions, Acids, and Bases | Lab 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 |
| Alberta | Chemistry | 20/30 | Interest in Science | Career 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 |
| Alberta | Chemistry | 30 | Chemical Changes of Organic Compounds | Case 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 |
| Ontario | Biology | 11 | Microbiology | Webquest: 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 |
| Ontario | Biology | 11 | Plants: Anatomy, Growth, Function | Explore 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] |
| Ontario | Biology | 11/12 | Cellular 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 |
| Ontario | Biology | 12 | Biochemistry | Webquest: 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 |
| Ontario | Biology | 12 | Biochemistry | Explore 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 |
| Ontario | Biology | 12 | Biochemistry | Protein 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 |
| Ontario | General Science | 12 | Pathogens and Disease | Webquest: 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, … ) |
| Ontario | General Science | 10 | Biology: Tissues, Organs, and Systems of Living Things | Bringing 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 |
| Ontario | General Science | 12 | Pathogens and Disease | Exploration 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, … ) |
| Ontario | Biology | 11 | Diversity 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) |
| Ontario | Biology | 11 | Microbiology | Exploration: 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) |
| Ontario | General Science | 12 | Medical Technologies | Drug 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 |
| Ontario | Biology | 12 | Molecular Genetics | Explore 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 |
| Ontario | Biology | 11 | Cellular Biology | Exploration 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) |
| Ontario | Biology | 12 | Metabolic Processes | WebQuest: 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 |
| Ontario | Biology | 11 | Cellular 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) |
| Ontario | Biology | 12 | Biochemistry | Factors 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 |
| Ontario | General Science | 10 | Biology: 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 |
| Ontario | General Science | 10 | Biology: Tissues, Organs, and Systems | Lab 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 |
| Ontario | Biology | 11 | Cellular Biology | Video: 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) |
| Ontario | Biology | 12 | Career 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. |
| Ontario | General Science | 9 | Atoms, 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) |
| Ontario | Biology | 11 | Genetic Processes | Lab 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) |
| Ontario | Biology | 12 | Biochemistry | Lab 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] |
| Ontario | Biology | 12 | Molecular Biology | Lab 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) |
| Ontario | Biology | 11 | Diversity 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 |
| Ontario | Biology | 11 | Evolution | Lab 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) |
| Ontario | Biology | 12 | Biotechnology | Lab 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] |
| Ontario | Biology | 12 | Molecular Genetics | Lab 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 |
| Ontario | General Science Biology | 9-12 | Career Exploration | Career 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 |
| Ontario | Biology | 11 | Genetic Processes | Case 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 |
| Ontario | General Science Biology | 9-12 | Career Exploration | Career 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 |
| Ontario | General Science Biology | 9-12 | Career Exploration | Career 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 |
| Ontario | Biology | 11 | Career 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) |
| Ontario | Biology | 12 | Career 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) |
| Ontario | Biology | 12 | Career 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] |
| Ontario | General Science Biology | 9-12 | Career Exploration | Career 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 |
| Ontario | General Science Biology | 9-12 | Career Exploration | WebQuest: 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 |
| Ontario | General Science Chemistry Biology | 9-12 | Scientific Investigation Skills | Adapted 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 |
| Ontario | General Science | 12 | Science and Public Health Issues | HIV/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 |
| Ontario | General Science | 12 | Medical Technologies | Case 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 |
| Ontario | Biology | 12 | Molecular Genetics | Exploration: 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) |
| Ontario | Biology | 12 | Career 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 |
| Ontario | Biology | 11 | Diversity 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 |
| Ontario | Biology | 11 | Evolution | Explore 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) |
| Ontario | Biology | 11 | Diversity of Living Things | Case 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 |
| Ontario | Biology | 11 | Microbiology | Case 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) |
| Ontario | Biology | 11 | Diversity of Living Things | Explore 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] |
| Ontario | Chemistry | 12 | Structure and Properties of Matter | Exploration: 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) |
| Ontario | Chemistry | 12 | Structures & Properties of Matter | Lab 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) |
| Ontario | General Science | 10 | Chemistry: 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) |
| Ontario | Chemistry | 11 | Quantities 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 |
| Ontario | Chemistry | 12 | Organic Chemistry | Seeing 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 |
| Ontario | Environmental Science | 11 | Human Impact on the Environment | Lab 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 |
| Ontario | General Science Chemistry | 9-12 | Career Exploration | Career 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 |
| Ontario | Chemistry | 12 | Organic Chemistry | Case 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 |
| Ontario | Biology | 12 | Molecular Genetics | Exploration: 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 Science | 8 | Life processes are performed at the cellular level | Webquest: 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 Physiology | 12 | DNA and Cells | Explore 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 Physiology | 12 | Homeostasis | Webquest: 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 Physiology | 12 | Homeostasis | 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: • Homeostasis: Cellular compounds and biological molecules; enzymes and metabolic pathways |
| British Columbia (BC) | Environmental Science | 12 | Global 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 Physiology | 12 | Homeostasis | Protein 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 Citizens | 11 | Personal/Home Science | Webquest: 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 Citizens | 11 | Personal/Home Science | Bringing 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 Sciences | 11 | Characteristics of Living Things | Exploration 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 Sciences | 11 | Characteristics of Living Things | Exploration: 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 Citizens | 11 | Personal/Home Science | Drug 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 Physiology | 12 | Organization | Explore 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 Physiology | 12 | Homeostasis | Exploration 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 Citizens | 11 | Personal/Home Science | WebQuest: 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 Physiology | 12 | Homeostasis | Factors 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 Physiology | 12 | Organization | Lab 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 Physiology | 12 | Homeostasis | Video: 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 Physiology | 12 | Organization | Career 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) | Chemistry | 11 | Solution Chemistry | Lab 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) | Chemistry | 12 | Acids and Bases | Lab 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 Physiology | 12 | Homeostasis | Lab 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 12 | Any | Career Connections (2015) | Curricular Competencies: • Connect scientific explorations to careers in science |
| British Columbia (BC) | Anatomy and Physiology | 12 | DNA & Cells | Case 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 12 | Any | Career 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 12 | Any | Career 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 12 | Any | Envisioning the Career Road Ahead | Curricular Competencies: • Connect scientific explorations to careers in science |
| British Columbia (BC) | Science Chemistry Life Sciences Anatomy and Physiology | 9 10 11 12 | Any | Career Connection: Dr. Wakarchuk | Curricular Competencies: • Connect scientific explorations to careers in science |
| British Columbia (BC) | Science Chemistry Life Sciences Anatomy and Physiology | 9 10 11 12 | Any | WebQuest: Science Careers (2017) | Curricular Competencies: • Connect scientific explorations to careers in science |
| British Columbia (BC) | Life Sciences | 11 | Characteristics of Living Things | Adapted 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 Citizens | 11 | Personal/Home Science | HIV/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 Physiology | 12 | Organization | Case 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 Physiology | 12 | DNA and Cells | Exploration: 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 12 | Any | Career Connection: Prof. Eric Brown (2015) | Curricular Competencies: • Connect scientific explorations to careers in science |
| British Columbia (BC) | Life Sciences | 11 | Characteristics of Living Things | Case 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 Citizens | 11 | Personal/Home Science | Explore 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 Citizens | 11 | Personal/Home Science | Case 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 Citizens | 11 | Personal/Home Science | Explore 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 Physiology | 12 | DNA and Cells | Exploration: 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) | Chemistry | 11 | Solution 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) | Chemistry | 11 | The 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) | Chemistry | 11 | Solution Chemistry | Seeing 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) | Chemistry | 11 | Solution Chemistry | Lab 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 12 | Any | Career Connection: Dr. Giguère (2016) | Curricular Competencies: • Connect scientific explorations to careers in science |
| British Columbia (BC) | Chemistry | 11 | Organic Chemistry | Case 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 Physiology | 12 | DNA and Cells | Exploration: 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 / Quebec | Science et technologie | 3 secondaire | Santé et bien-être | Activité 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 / Quebec | Science et technologie | 4 secondaire | Santé 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 / Quebec | Chimie Science et technologie | 5 secondaire 4 secondaire | Orientation et entrepreneuriat | Connexion 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 / Quebec | Science et technologie | 3 secondaire | Santé 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 / Quebec | Science et technologie | 3 secondaire | Système respiratoire et circulatoire | Activité 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 / Quebec | Science et technologie de l'environnement | 4 secondaire | Propriétés physiques des solutions | Activité 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 / Quebec | Science et technologie | 3 secondaire | Santé et bien-être | Débat 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 / Quebec | Science et technologie | 3 secondaire | Orientation et entrepreneuriat | Connexion 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 / Quebec | Chimie organique | Cégep | Isomérie | Étude de cas : Améliorer la santé des humains (2016) | |
| Québec / Quebec | Chimie organique | Cégep | Forces intermoléculaires | Exploration : Recherche de molécules à la vitesse de Google (2016) | |
| Québec / Quebec | Science et technologie | 3 secondaire | Propriétés physiques des solutions | Enquête 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 / Quebec | Science et technologie | 2 secondaire | Maintien de la vie | Cyberquête : Membranes cellulaires et médicine (2016) | Constituants cellulaires visibles au microscope • Identifier les principaux constituants cellulaires visibles au microscope (membrane cellulaire, cytoplasme, noyau, vacuoles) |
| Québec / Quebec | Science et technologie de l'environnement | 4 secondaire | Diversité de la vie | Exploration : 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 / Quebec | Science et technologie | 3 secondaire | Perpétuation 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 / Quebec | Science et technologie de l'environnement | 4 secondaire | Diversité de la vie | Structure 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 / Quebec | Science et technologie | 3 secondaire | Biotechnologie 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 / Quebec | Science et technologie Science et technologie de l'environnement | 3/4 secondaire | Biotechnologie | Explorer 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 / Quebec | Science et technologie de l'environnement | 4 secondaire | Transformations | Étude de cas : Diagnostics et TEP scans (2017) | Transformations nucléaires • Radioactivité : Associer l’utilisation de la radioactivité à des applications technologiques (ex. : radiothérapie, datation) |
| Québec / Quebec | Science et technologie de l'environnement | 4 secondaire | Biotechnologie | Enquête au laboratoire : Biofiltration (2017) | Traitement des eaux usées • Décrire des traitements qui permettent de décontaminer des eaux usées |
| Québec / Quebec | Science et technologie de l'environnement | 4 secondaire | Transformations 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 / Quebec | Science et technologie | 3 secondaire | Biotechnologie 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 / Quebec | Science et technologie | 3 secondaire | Orientation et entrerpreneuriat | Connexion 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 / Quebec | Science et technologie | 1/2 secondaire | Transformations | Exploration 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 / Quebec | Science et technologie | 3 secondaire | Systèmes 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 / Quebec | Science et technologie | 1/2 secondaire | Diversité de la vie | Étude de cas : Antibiotiques (2017) | Diversité chez les vivants • Adaptations physiques et comportementales • Évolution : Expliquer le processus de la sélection naturelle |
| Québec / Quebec | Science et technologie | 3 secondaire | Biotechnologie | La grippe et l'acide sialique (2017) | Fabrication d'un vaccin • Décrire le procédé de fabrication d’un vaccin |
| Québec / Quebec | Science et technologie de l'environnement | 4 secondaire | Diversité de la vie Perpétuation des espèces | Étude de cas : Grossesse (2017) | Génétique • Caractère • Allèle • Homozygote et hétérozygote • Génotype et phénotype Reproduction • Grossesse |
| Québec / Quebec | Science et technologie de l'environnement | 4 secondaire | Diversité de la vie | Protéines Thérapeutiques (2017) | Génétique • Synthèse des protéines |
| Québec / Quebec | Science et technologie | 3 secondaire | Systèmes | Cyberquête : 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 / Quebec | Science et technologie | 3 secondaire | Propriétés 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 / Quebec | Science et technologie | 3 secondaire | Propriétés | Activité 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 / Quebec | Science et technologie | 3 secondaire | Propriétés 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 / Quebec | Science et technologie | 4 secondaire | Phénomènes géologiques et géophysiques | Examiner 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 / Quebec | Science et technologie | 1/2 secondaire | Diversité de la vie | Connexion 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 / Quebec | Science et technologie Science et technologie de l'environnement | 3/4 secondaire | Orientation et entrepreneuriat | Connexion 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 / Quebec | Science et technologie Science et technologie de l'environnement | 3/4 secondaire | Orientation et entrepreneuriat | Connexion 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 / Quebec | Science et technologie | 1/2 secondaire | Diversité de la vie | Étude 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 / Quebec | Science et technologie | 1/2 secondaire | Diversité de la vie | Examiner une question : Bactéries antibiorésistantes (2015) | Évolution • Expliquer le processus de la sélection naturelle |
| Québec / Quebec | Science et technologie | 3 secondaire | Matériaux | Examiner 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 / Quebec | Science et technologie | 1/2 secondaire | Diversité de la vie | Examiner une question : Nouveaux antibiotiques (2015) | Évolution • Expliquer le processus de la sélection naturelle |
| Québec / Quebec | Chimie | 5 secondaire | Vitesse de réaction | Activité de 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 / Quebec | Science et technologie | 3 secondaire | Biotechnologie 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 / Quebec | Science et technologie | 1/2 secondaire | Diversité de la vie | Cyberquête : 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 |
| Saskatchewan | Health Science 20 Biology 30 English 20/30 | 11, 12 | Career 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. |
| Saskatchewan | Health Science 20 Biology 30 | 11, 12 | Human 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. |
| Saskatchewan | Environmental Science 20 Chemistry 30 | 11, 12 | Aquatic 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. |
| Saskatchewan | Science 10 Health Science 20 Physical Science 20 Physics 30 | 10, 11, 12 | Career 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. |
| Saskatchewan | Science 10 Health Science 20 | 10, 11 | Career Investigation/Exploration | Envisioning 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 |
| Saskatchewan | Science 10 Health Science 20 | 10, 12 | Career Investigation/Exploration | Career 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 |
| Saskatchewan | Science 9 | 9 | Chemical Bonding and Materials Science | Lab 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. |
| Saskatchewan | Biology 30 | 12 | Genetics and Biotechnology | Lab 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). |
| Saskatchewan | Health Science 20 | 11 | Human 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. |
| Saskatchewan | Health Science 20 Biology 30 | 11, 12 | Human 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. |
| Saskatchewan | Health Science 20 | 11 | Human Body | Exploration: 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. |
| Saskatchewan | Health Science 20 | 11 | Human Body | Case 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. |
| Saskatchewan | Biology 30 | 12 | Organizaton 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. |
| Saskatchewan | Health Science 20 | 11 | Human Body | HIV/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. |
| Saskatchewan | Physical Science 20 | 11 | Foundations of Chemistry | Manufacturing 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. |
| Saskatchewan | Physical Science 20 | 11 | Career Exploration | Career 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. |
| Saskatchewan | Health Science 20 | 11 | Health Care Philosophies and Ethics | Bringing 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). |
| Saskatchewan | Health Science 20 | 11 | Human Body | Exploration 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. |
| Saskatchewan | Chemistry 30 | 12 | Chemical Bonding and Materials Science | Lab 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). |
| Saskatchewan | Health Science 20 | 11 | Health Care Philosophies and Ethics | Student 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. |
| Saskatchewan | Health Science 20 | 11 | Career Exploration | Career 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 |
| Saskatchewan | Chemistry 30 | 12 | Chemical Bonding and Materials Science | Case 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. |
| Saskatchewan | Chemistry 30 | 12 | Chemical Bonding and Materials Science | Exploration: 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. |
| Saskatchewan | Chemistry 30 | 12 | Chemical Bonding and Materials Science | Lab 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. |
| Saskatchewan | Biology 30 | 12 | Organization of Life | Webquest: 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. |
| Saskatchewan | Biology 30 | 12 | Genetics and Biotechnology | Exploration: 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. |
| Saskatchewan | Biology 30 Health Science 20 | 12, 11 | Organization 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. |
| Saskatchewan | Biology 30 | 12 | Genetics and Biotechnology | Protein 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. |
| Saskatchewan | Health Science 20 Biology 30 | 11, 12 | Health 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). |
| Saskatchewan | Physical Science 20 | 11 | Career Exploration | Career 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 |
| Saskatchewan | Health Science 20 | 11 | Human Body | Career 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. |
| Saskatchewan | Biology 30 | 12 | Genetics and Biotechnology | Career 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. |
| Saskatchewan | Biology 30 | 12 | Organization 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. |
| Saskatchewan | Biology 30 | 12 | Genetics and Biotechnology | Explore 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. |
| Saskatchewan | Environmental Science 20 | 11 | Terrestrial Systems | Explore 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). |
| Saskatchewan | Biology 30 | 12 | Genetics and Biotechnology | Explore 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. |
| Saskatchewan | Biology 30 | 12 | Organization of Life | Lab 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). |
| Saskatchewan | Science 8 | 8 | Life Science: Cells, Tissues, Organs, and Systems | Webquest: 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. |
| Saskatchewan | Physical Science 20 | 11 | Career Exploration | Career 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 |
| Saskatchewan | Health Science 20 | 11 | Nutrition | Exploration 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. |
| Saskatchewan | Health Science 20 | 11 | Health 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. |
| Saskatchewan | Science 10 | 10 | Climate and Ecosystem Dynamics | Explore 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. |
| Saskatchewan | Science 10 | 10 | Chemical Reactions | Factors 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. |
| Saskatchewan | Health Science 20 | 11 | Nutrition | Lab 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. |
| Saskatchewan | Health Science 20 | 11 | Nutrition | Video: 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. |
| Manitoba | Biology | 11 | Protection & Control | WebQuest: 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. |
| Manitoba | General Science | 9 & 10 | Overall Skills and Attitudes | Career Connection: Guillaume Dejean (2015) | • S1/2-0-8f Relate personal activities and possible career choices to specific science disciplines. |
| Manitoba | Biology | 11 | Digestion & Nutrition | Exploration 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. |
| Manitoba | Biology | 11 | Protection & Control | WebQuest: 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. |
| Manitoba | Biology | 12 | Conservation of Biodiversity | Explore an Issue: Biofuel Brouhaha (2015) | • B12-5-04: Investigate an issue related to the conservation of biodiversity. |
| Manitoba | Biology | 11 | Digestion & Nutrition | Factors 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. |
| Manitoba | Biology | 11 | Excretion & Waste Management | Lab Activity: Urinalysis (2015) | • B11-4-07: Describe what types of information can be gained through urinalysis. |
| Manitoba | Biology | 11 | Digestion & Nutrition | Video: 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. |
| Manitoba | General Science | 9 & 10 | Overall Skills and Attitudes | Career Connections (2015) | • S1/2-0-8f Relate personal activities and possible career choices to specific science disciplines. |
| Manitoba | General Science | 9 & 10 | Overall Skills and Attitudes | Career Profile: Prof. Mario Monteiro (2015) | • S1/2-0-8f Relate personal activities and possible career choices to specific science disciplines. |
| Manitoba | General Science | 9 & 10 | Overall Skills and Attitudes | Career Connection: Prof. Eric Brown (2015) | • S1/2-0-8f Relate personal activities and possible career choices to specific science disciplines. |
| Manitoba | Biology | 11 | Protection & Control | Case 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 | Biology | 11 | Protection & Control | Explore 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. |
| Manitoba | Biology | 12 | Conservation of Biodiversity | Explore an Issue: Hemp in Canada (2015) | • B12-5-04: Investigate an issue related to the conservation of biodiversity. |
| Manitoba | Biology | 11 | Protection & Control | Explore 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. |
| Manitoba | Chemistry | 12 | Acids and Bases | Lab 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. |
| Manitoba | Chemistry | 11 | Organic Chemistry | Case 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. |
| Manitoba | Biology | 12 | Mechanisms of Inheritance | Exploration: 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. |
| Manitoba | Chemistry | 11 | Physical Properties of Matter | Lab 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. |
| Manitoba | Biology | 11 | Wellness & Homeostasis | Webquest: 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. |
| Manitoba | Biology | 12 | Mechanisms of Inheritance | Exploration: 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. |
| Manitoba | Biology | 11 | Protection & Control | Adapted Primary Literature: Paper and Tape Microorganism Detectors (2016) | • B11-5-04: Investigate issues related to the immune system and the protection of public health. |
| Manitoba | Biology | 12 | Mechanisms of Inheritance | Protein 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. |
| Manitoba | Biology | 11 | Protection & Control | Webquest: 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. |
| Manitoba | Biology 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. |
| Manitoba | Chemistry | 11 | Solutions | Manufacturing 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. |
| Manitoba | General Science | 9 & 10 | Overall Skills and Attitudes | Career Connection: Dr. Giguère (2016) | • S1/2-0-8f Relate personal activities and possible career choices to specific science disciplines. |
| Manitoba | Biology | 11 | Wellness & Homeostatic Change | Bringing 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. |
| Manitoba | Biology | 11 | Protection & Control | Exploration 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. |
| Manitoba | Chemistry | 11 | Solutions | Lab 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. |
| Manitoba | Global Issues: Citizenship and Sustainability | 12 | Health and Biotechnology | Student 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. |
| Manitoba | General Science | 9 & 10 | Overall Skills and Attitudes | Career Connection: Dr. Sato (2016) | • S1/2-0-8f Relate personal activities and possible career choices to specific science disciplines. |
| Manitoba | General Science | 9 & 10 | Overall Skills and Attitudes | Envisioning the Career Road Ahead (2017) | • S1/2-0-8f Relate personal activities and possible career choices to specific science disciplines. |
| Manitoba | General Science | 9 & 10 | Overall Skills and Attitudes | Career Connection: Dr. Wakarchuk (2017) | • S1/2-0-8f Relate personal activities and possible career choices to specific science disciplines. |
| Manitoba | Chemistry | 11 | Solutions | Lab 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. |
| Manitoba | Biology | 12 | Mechanisms of Inheritance | Lab 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. |
| Manitoba | Biology | 11 | Digestion & Nutrition | Lab 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. |
| Manitoba | Biology | 11 | Protection and Control | Case 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. |
| Manitoba | Biology | 11 | Protection and Control | Exploration: 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. |
| Manitoba | Biology | 11 | Transportation and Respiration | Case 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. |
| Manitoba | Biology | 12 | Mechanisms of Inheritance | Exploration: 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. |
| Manitoba | General Science | 9 & 10 | Overall Skills and Attitudes | WebQuest: Science Careers (2017) | • S1/2-0-8f Relate personal activities and possible career choices to specific science disciplines. |
| Manitoba | Physics | 12 | Medical Physics | Case Study: Diagnostics and PET Scans (2017) | • S4P-4-9 Research, identify, and examine the application of radiation to diagnostic imaging and treatment techniques. |
| Manitoba | Global Issues: Citizenship and Sustainability | 12 | Health and Biotechnology | Explore 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. |
| Manitoba | Chemistry | 11 | Solutions | Lab 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 & Labrador | Biology | 11 | Matter and Energy for Life | WebQuest: Bacteria are Dangerous!!! (2015) | • 314-7 compare and contrast different types of procaryotic and eucaryotic cells |
| Newfoundland & Labrador | Biology | 12 | Genetic Continuity | Career Connection: Guillaume Dejean (2015) | • 117-7 identify and describe science- and technology-based careers related to the science they are studying |
| Newfoundland & Labrador | Biology | 11 or 12 | Maintaining Dynamic Equilibrium I/II | Exploration 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 & Labrador | Biology | 12 | Maintaining Dynamic Equilibrium II | WebQuest: 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 & Labrador | Environmental Science | 12 | The Atmosphere and the Environment | Explore 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 & Labrador | Biology | 12 | Maintaining Dynamica Equilibrium II | Factors 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 & Labrador | Biology | 12 | Maintaining Dynamic Equilibrium II | Lab 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 & Labrador | Biology | 12 | Maintaining Dynamic Equilibrium II | Video: 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 & Labrador | General Science Biology | 8 or 12 | Cells, 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 & Labrador | Biology | 12 | Maintaining Dynamic Equilibrium II | Career 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 & Labrador | Biology | 12 | Maintaining Dynamic Equilibrium II | Career 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 & Labrador | Biology | 11 | Biodiversity | Case 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 & Labrador | Biology | 12 | Maintaining Dynamic Equilibrium II | Explore 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 |
| Newfoundland & Labrador | Biology | 11 | Biodiversity | Explore an Issue: Hemp in Canada (2015) | • 115-7 explain how scientific knowledge evolves as new evidence comes to light and as laws and theories are tested and subsequently restricted, revised, or replaced • 316-6 describe the anatomy and physiology of a representative organism from each kingdom, including a representative virus |
| Newfoundland & Labrador | Biology | 12 | Maintaining Dynamic Equilibrium II | Explore an Issue: New Antibiotics (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 |
| Newfoundland & Labrador | Biology | 11 | Matter and Energy for Life | Lab Activity: Bacteria in Food (2015) | • 213-2 carry out procedures controlling the major variables and adapting or extending procedures where required • 213-5 compile and organize data, using appropriate formats and data treatments to facilitate interpretation of the data • 214-3 compile and display evidence and information, by hand or computer in a variety of formats, including diagrams, flow charts, tables, graphs, and scatter plots • 314-8 describe how organelles manage various cell processes such as ingestion, digestion, transportation and excretion • 314-9 compare and contrast matter and energy transformations associated with the processes of photosynthesis and aerobic respiration |
| Newfoundland & Labrador | Chemistry | 11 | Organic Chemistry | Case Study: Improving Human Health (2016) | • 67.0 classify various organic compounds by determining to which families they belong, based on their names or structures • 69.0 define isomers and illustrate the structural formulas for a variety of organic isomers |
| Newfoundland & Labrador | Biology | 12 | Genetic Continuity | Exploration: Searching for Molecules at the Speed of Google (2016) | • 314-3 identify and describe the structure and function of important biochemical compounds, including carbohydrates, proteins, lipids, and nucleic acids • 315-4 compare and contrast the structure of DNA and RNA and explain their role in protein synthesis • 315-5 explain the current model of DNA replication |
| Newfoundland & Labrador | Chemistry | 11 | From Structure to Properties | Lab Investigation: Factors Influencing Solvent Flow (2016) | • 4.0 identify the theoretical basis of an investigation and develop a prediction and a hypothesis that are consistent with the theoretical basis • 45.0 illustrate and explain hydrogen bonds and van der Waals’ forces • 47.0 describe how intermolecular forces account for the properties of molecular compounds |
| Newfoundland & Labrador | Biology | 11 | Matter and Energy for Life | Webquest: Cell Membranes and Medicines (2016) | • 314-8 describe how organelles manage various cell processes such as ingestion, digestion, transportation and excretion |
| Newfoundland & Labrador | Biology | 12 | Genetic Continuity | Exploration: Making a Bacteriophage (2016) | • 315-4 compare and contrast the structure of DNA and RNA and explain their role in protein synthesis • 315-9 demonstrate an understanding of genetic engineering, using their knowledge of DNA |
| Newfoundland & Labrador | Biology | 11 | Matter and Energy for Life | Adapted Primary Literature: Paper and Tape Microorganism Detectors (2016) | • 114-5 describe the importance of peer review in the development of scientific knowledge • 114-9 explain the importance of communicating the results of a scientific or technological endeavour, using appropriate language and conventions • 115-5 analyze why and how a particular technology was developed and improved over time • 116-6 describe and evaluate the design of technological solutions and the way they function, using scientific principles • 314-7 compare and contrast different types of procaryotic and eucaryotic cells |
| Newfoundland & Labrador | Biology | 12 | Genetic Continuity | Protein Structure Papier Mâché (2016) | • 314-3 identify and describe the structure and function of important biochemical compounds, including carbohydrates, proteins, lipids, and nucleic acids • 315-4 compare and contrast the structure of DNA and RNA and explain their role in protein synthesis • 315-7 predict the effects of mutations on protein synthesis, phenotypes, and heredity |
| Newfoundland & Labrador | Biology | 12 | Maintaining Dynamic Equilibrium II | Webquest: Vaccination (2016) | • 116-4 analyse and describe examples where technologies were developed based on scientific understanding • 118-10 propose courses of action on social issues related to science and technology, taking into account an array of perspectives, including that of sustainability • 215-2 select and use appropriate numeric, symbolic, graphical, and linguistic modes of representation to communicate ideas, plans, and results • 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 nonprescription drugs can disrupt or help maintain homeostasis |
| Newfoundland & Labrador | Biology | 12 | Maintaining Dynamic Equilibrium II | HIV/AIDS Through Time (2016) | • 115-5 analyse why and how a particular technology was developed and improved over time • 118-10 propose courses of action on social issues related to science and technology, taking into account an array of perspectives, including that of sustainability • 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 nonprescription drugs can disrupt or help maintain homeostasis |
| Newfoundland & Labrador | Chemistry | 11 | Stoichiometry | Manufacturing a Vaccine (2016) | • 27.0 define molar mass and perform mole-mass inter-conversions for pure substances • 31.0 explain solubility, using the concept of equilibrium • 40.0 identify various stoichiometric applications |
| Newfoundland & Labrador | Chemistry | 11 12 | Stoichiometry From Kinetics to Equilibrium | Career Connection: Dr. Giguère (2016) | • 42.0 identify and describe science-and technology-based careers related to the science they are studying • 39.0 identify and describe science and technology based careers |
| Newfoundland & Labrador | Biology | 12 | Maintaining Dynamic Equilibrium II | Bringing New Drugs to Market (2016) | • 118-10 propose courses of action on social issues related to science and technology, taking into account an array of perspectives, including that of sustainability • 215-2 select and use appropriate numeric, symbolic, graphical, and linguistic modes of representation to communicate ideas, plans, and results • 314-4 explain the critical role of enzymes in cellular metabolism • 317-1 explain how different plant and animal systems, including the vascular and nervous systems, help maintain 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 nonprescription drugs can disrupt or help maintain homeostasis |
| Newfoundland & Labrador | Biology | 12 | Maintaining Dynamic Equilibrium II | Exploration Activity: Infectious Diseases and Vaccination (2016) | • 317-1 explain how different plant and animal systems, including the vascular and nervous systems, help maintain homeostasis • 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 nonprescription drugs can disrupt or help maintain homeostasis |
| Newfoundland & Labrador | Chemistry | 11 | Stoichiometry | Lab Activity: Seeing the Unseeable! (2016) | • 27.0 define molar mass and perform mole-mass inter-conversions for pure substances • 33.0 explain the variations in the solubility of various pure substances, given the same solvent |
| Newfoundland & Labrador | Biology | 12 | Maintaining Dynamic Equilibrium II | Student Debate: Drug Affordability and Accessibility (2016) | • 118-10 propose courses of action on social issues related to science and technology, taking into account an array of perspectives, including that of sustainability • 215-2 select and use appropriate numeric, symbolic, graphical, and linguistic modes of representation to communicate ideas, plans, and results • 317-5 evaluate, considering ethical issues, the consequences of medical treatments such as radiation therapy, cosmetic surgery and chemotherapy |
| Newfoundland & Labrador | General Science Biology | 8 or 12 | Cells, Tissues, Organs, and Systems Genetic Continuity | Career Connection: Dr. Sato (2016) | • 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 & Labrador | General Science Biology | 8 or 12 | Cells, Tissues, Organs, and Systems Genetic Continuity | Envisioning the Career Road Ahead (2017) | • 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 & Labrador | General Science Biology | 8 or 12 | Cells, Tissues, Organs, and Systems Genetic Continuity | Career Connection: Dr. Wakarchuk (2017) | • 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 & Labrador | General Science | 9 | Atoms, Elements, and Compounds | Lab Activity: Separation Exploration (2017) (Gr. 9 version) | • 209-6 use tools and apparatus safely • 210-6 interpret patterns and trends in data, and infer and explain relationships among the variables • 210-11 state a conclusion, based on experimental data, and explain how evidence gathered supports or refutes an initial idea • 307-12 investigate materials and describe them in terms of their physical properties |
| Newfoundland & Labrador | Chemistry | 11 | From Structures to Properties | Lab Activity: Separation Exploration (2017) (Gr. 11 version) | • 3.0 state a prediction and a hypothesis based on available evidence and background information • 4.0 identify the theoretical basis of an investigation and develop a prediction and a hypothesis that are consistent with the theoretical basis • 33.0 explain the variations in the solubility of various pure substances, given the same solvent • 45.0 illustrate and explain hydrogen bonds and van der Waals’ forces • 46.0 identify and describe the properties of molecular substances • 47.0 describe how intermolecular forces account for the properties of molecular compounds |
| Newfoundland & Labrador | Biology | 12 | Maintaining Dynamic Equilibrium II | Lab Activity: Amazing Lactase-ing! (2017) | • 116-4 analyse and describe examples where technologies were developed based on scientific understanding • 212-6 design an experiment and identify specific variables • 215-2 select and use appropriate numeric, symbolic, graphical, and linguistic modes of representation to communicate ideas, plans, and results • 314-2 identify the role of some compounds, such as water and glucose, 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 • 317-1 explain how different plant and animal systems help maintain homeostasis. • 317-4 evaluate the impact of viral, bacterial, genetic and environmental diseases on an organism’s homeostasis |
| Newfoundland & Labrador | Biology | 12 | Maintaining Dynamic Equilibrium II | Case Study: Antibiotics (2017) | • 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 nonprescription drugs can disrupt or help maintain homeostasis |
| Newfoundland & Labrador | Biology | 11 | Biodiversity | Exploration: Influenza and Sialic Acid (2017) | • 313-1 analyse and explain the life cycle of a representative organism from each kingdom, including a representative virus • 316-6 describe the anatomy and physiology of a representative organism from each kingdom, including a representative virus |
| Newfoundland & Labrador | Biology | 12 | Genetic Continuity | Case Study: Pregnancy (2017) | • 314-3 identify and describe the structure and function of important biochemical compounds, including carbohydrates, proteins, lipids, and nucleic acids • 315-3 demonstrate an understanding of Mendelian genetics, including the concepts of dominance, co-dominance, recessiveness, and independent assortment, and predict the outcome of various genetic crosses |
| Newfoundland & Labrador | Biology | 12 | Genetic Continuity | Exploration: Therapeutic Proteins (2017) | • 314-3 identify and describe the structure and function of important biochemical compounds, including carbohydrates, proteins, lipids, and nucleic acids • 315-4 compare and contrast the structure of DNA and RNA and explain their role in protein synthesis • 315-6 describe factors that may lead to mutations in a cell’s genetic information • 315-7 predict the effects of mutations on protein synthesis, phenotypes, and heredity • 315-8 explain circumstances that lead to genetic disease • 315-9 demonstrate an understanding of genetic engineering, using their knowledge of DNA • 317-4 identify in general terms the impact of viral, bacterial, genetic and environmental diseases on the homeostasis of an organism |
| Newfoundland & Labrador | General Science Biology | 8 or 12 | Cells, Tissues, Organs, and Systems Genetic Continuity | WebQuest: Science Careers (2017) | • 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 & Labrador | Biology | 12 | Reproduction & Development | Case Study: Diagnostics and PET Scans (2017) | • 317-5 evaluate the physiological and ethical consequences of medical treatments such as radiation therapy, chemotherapy and cosmetic surgery |
| Newfoundland & Labrador | Biology | 12 | Maintaining Dynamic Equilibrium II | Explore an Issue: The Ethics of Animal Testing (2017) | • 118-10 propose courses of action on social issues related to science and technology, taking into account an array of perspectives, including that of sustainability • 215-2 select and use appropriate numeric, symbolic, graphical, and linguistic modes of representation to communicate ideas, plans, and results • 317-5 evaluate, considering ethical issues, the consequences of medical treatments such as radiation therapy, cosmetic surgery and chemotherapy |
| Newfoundland & Labrador | Environmental Science | 12 | Water Use and the Environment | Lab Activity: Biofiltration (2017) | • 4.02 recognize that water is a finite resource • 4.11 define water quality • 4.12 identify physical, biological, and chemical impacts on water quality • 4.13 evaluate the impacts of human activities on the water resources. • 4.22 describe alternate methods of water treatment |
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