Biology 3201

Curriculum Guide 2021

 VISION STATEMENT

Department of Education
Vision Statement

Building an educational community in Newfoundland and

Labrador that fosters safe, inclusive, and healthy learning
environments for all educators and students in the early learning,
K-12 and post-secondary education systems.

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 TABLE OF CONTENTS

Table of Contents
Acknowledgements...................................................................................................... v
Section One: Newfoundland and Labrador Curriculum
Outcomes Based Education........................................................................................1
Context for Teaching and Learning..............................................................................4
Inclusive Education..................................................................................................4
Literacy...................................................................................................................10
Learning Skills for Generation Next........................................................................12
Assessment and Evaluation.......................................................................................15
Section Two: Curriculum Design
Rationale....................................................................................................................19
Curriculum Outcomes Framework.............................................................................20
Course Overview.......................................................................................................22
Suggested Yearly Plan...............................................................................................23
How to use a Four Column Layout............................................................................24
How to use a Strand Overview..................................................................................26
Section Three: Specific Curriculum Outcomes
Unit i: Integrated Skills...............................................................................................27
Unit 1: Cell Reproduction and the Continuity of Life..................................................55
Unit 2: Genetic Basis of Heredity...............................................................................79
Unit 3: Evolutionary Change and Biodiversity..........................................................103
Appendices
Appendix A: Scientific Conventions.........................................................................137

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 ACKNOWLEDGEMENTS

Acknowledgements

The Department of Education for Newfoundland and Labrador gratefully acknowledges the contribution of
the following individuals in the development and completion of the Biology 3201 Curriculum Guide:

Amy Broaders Jennifer Ryan

Queen Elizabeth Regional High School Gros Morne Academy

Ashley Harris Jessica Squires

Bay d’Espoir Academy Leo Burke Academy

Brian Power Moya Duffy

O’Donel High School Stephenville High School

Chantel Nash Nancy Hiscock Pugh

Fatima Academy Prince of Wales Collegiate

Danielle Evans Peter Bishop

Exploits Valley High School Crescent Collegiate

Della Way Renee Walsh

CDLI Marystown Central High School

Dylan Rogers Stefan Way

Mount Pearl Senior High Pasadena Academy

Gillian Myrick-Hicks Tina McDonald

Holy Trinity High School Gander Collegiate

Jamie Parsons Todd Woodland

Holy Heart High School Department of Education

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Section One:
Newfoundland and Labrador Curriculum
Introduction There are multiple factors that impact education: technological
developments, increased emphasis on accountability, and
globalization. These factors point to the need to consider carefully
the education students receive.
The Newfoundland and Labrador Department of Education believes
that curriculum design with the following characteristics will help
teachers address the needs of students served by the provincially
prescribed curriculum:
• Curriculum guides must clearly articulate what students are
expected to know and be able to do by the time they graduate
from high school.
• There must be purposeful assessment of students’ performance
in relation to the curriculum outcomes.

Outcomes Based The K-12 curriculum in Newfoundland and Labrador is organized

by outcomes and is based on The Atlantic Canada Framework for
Education Essential Graduation Learning in Schools (1997). This framework
consists of Essential Graduation Learnings (EGLs), General
Curriculum Outcomes (GCOs), Key Stage Curriculum Outcomes
(KSCOs) and Specific Curriculum Outcomes (SCOs).

Essential Graduation Learnings

(common to all subject areas)

General Curriculum Outcomes

(unique to each subject area)

Key Stage Learning Outcomes

(met by end of grades 3,6,9 and 12)

Specific Curriculum Outcomes

(met within each grade level and subject area)

Essential EGLs provide vision for the development of a coherent and relevant
curriculum. They are statements that offer students clear goals and
Graduation a powerful rationale for education. The EGLs are delineated by
Learnings general, key stage, and specific curriculum outcomes.

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EGLs describe the knowledge, skills, and attitudes expected of

all students who graduate from high school. Achievement of the
EGLs will prepare students to continue to learn throughout their
lives. EGLs describe expectations, not in terms of individual subject
areas, but in terms of knowledge, skills, and attitudes developed
throughout the K-12 curriculum. They confirm that students need to
make connections and develop abilities across subject areas if they
are to be ready to meet the shifting and ongoing demands of life,
work, and study.

Aesthetic
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Aesthetic Expression – Graduates will be able to respond with

critical awareness to various forms of the arts and be able to
express themselves through the arts.
Citizenship – Graduates will be able to assess social, cultural,
economic, and environmental interdependence in a local and global
context.
Communication – Graduates will be able to use the listening,
viewing, speaking, reading and writing modes of language(s), and
mathematical and scientific concepts and symbols, to think, learn
and communicate effectively.
Problem Solving – Graduates will be able to use the strategies
and processes needed to solve a wide variety of problems,
including those requiring language, and mathematical and scientific
concepts.
Personal Development – Graduates will be able to continue to
learn and to pursue an active, healthy lifestyle.
Spiritual and Moral Development – Graduates will demonstrate
understanding and appreciation for the place of belief systems in
shaping the development of moral values and ethical conduct.
Technological Competence – Graduates will be able to use
a variety of technologies, demonstrate an understanding of
technological applications, and apply appropriate technologies for
solving problems.

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Curriculum Outcomes Curriculum outcomes are statements that articulate what students
are expected to know and be able to do in each program area in
terms of knowledge, skills, and attitudes.
Curriculum outcomes may be subdivided into General Curriculum
Outcomes, Key Stage Curriculum Outcomes, and Specific
Curriculum Outcomes.
General Curriculum Outcomes (GCOs)
Each program has a set of GCOs which describe what knowledge,
skills, and attitudes students are expected to demonstrate as a
result of their cumulative learning experiences within a subject area.
GCOs serve as conceptual organizers or frameworks which guide
study within a program area. Often, GCOs are further delineated
into KSCOs.
Key Stage Curriculum Outcomes (KSCOs)
Key Stage Curriculum Outcomes (KSCOs) summarize what is
expected of students at each of the four key stages of grades three,
six, nine, and twelve.
Specific Curriculum Outcomes (SCOs)
SCOs set out what students are expected to know and be able to
do as a result of their learning experiences in a course, at a specific
grade level. In some program areas, SCOs are further articulated
into delineations. It is expected that all SCOs will be addressed
during the course of study covered by the curriculum guide.

EGLs to Curriculum EGL

Guides
GCO Subject Area

Grades 3, 6, 9
KSCO
& 12

SCO Course/Level

4 Column Spreads

Teaching and
Focus for Resources and
Outcomes Assessment
Learning Notes
Strategies

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Context for Teaching and Learning

Teachers are responsible to help students achieve outcomes.

This responsibility is a constant in a changing world. As programs
change over time so does educational context. Several factors
make up the educational context in Newfoundland and Labrador
today: inclusive education, support for gradual release of
responsibility teaching model, focus on literacy and learning
skills in all programs, and support for education for sustainable
development.
All students need to see their lives and experiences reflected in
Inclusive Education their school community. It is important that the curriculum reflect the
experiences and values of all genders and that learning resources
include and reflect the interests, achievements, and perspectives of
Valuing Equity and all students. An inclusive classroom values the varied experiences
and abilities as well as social and ethno-cultural backgrounds of
Diversity all students while creating opportunities for community building.
Inclusive policies and practices promote mutual respect, positive
interdependencies, and diverse perspectives. Learning resources
Effective inclusive schools have the should include a range of materials that allow students to consider
following characteristics: supportive many viewpoints and to celebrate the diverse aspects of the school
environment, positive relationships, community.
feelings of competence, and
opportunities to participate. (The
Centre for Inclusive Education,
2009)

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Differentiated Curriculum is designed and implemented to provide learning

opportunities for all students according to abilities, needs, and
Instruction interests. Teachers must be aware of and responsive to the diverse
range of learners in their classes. Differentiated instruction is a
Differentiated instruction is a
useful tool in addressing this diversity.
teaching philosophy based
on the premise that teachers Differentiated instruction responds to different readiness levels,
should adapt instruction to abilities, and learning profiles of students. It involves actively
student differences. Rather than planning so that the process by which content is delivered, the
marching students through the way the resource is used, and the products students create
curriculum lockstep, teachers are in response to the teacher’s knowledge of whom he or she
should modify their instruction to is interacting with. Learning environments should be flexible
meet students’ varying readiness to accommodate various learning preferences of the students.
levels, learning preferences, and Teachers continually make decisions about selecting teaching
interests. Therefore, the teacher strategies and structuring learning activities that provide all students
proactively plans a variety of with a safe and supportive place to learn and succeed.
ways to ‘get it’ and express
learning. (Carol Ann Tomlinson,
2008)

Planning for Differentiation

• Manage routines and class organization.

• Present authentic and relevant communication situations.
Create a dynamic
• Provide realistic and motivating classroom experiences.
classroom:

• Allow for multiple ways to demonstrate learning.

• Empower through a gradual release of responsibility.
Respond to student • Provide opportunities to take ownership of learning goals.
differences:

• Enable students to collaboratively construct meaning in a positive

learning community.
Vary teaching • Provide students with opportunities to make essential links to
strategies: texts.

Differentiating the Differentiating content requires teachers to pre-assess students to

identify those who require prerequisite instruction, as well as those
Content who have already mastered the concept and may therefore apply
strategies learned to new situations. Another way to differentiate
content is to permit students to adjust the pace at which they
progress through the material. Some students may require
additional time while others will move through at an increased
pace and thus create opportunities for enrichment or more indepth
consideration of a topic of particular interest.

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Teachers should consider the following examples of differentiating

content:
• Meet with small groups to reteach an idea or skill or to extend
the thinking or skills.
• Present ideas through auditory, visual, and tactile means.
• Use reading materials such as novels, websites, and other
reference materials at varying reading levels.

Differentiating the Differentiating the process involves varying learning activities or

strategies to provide appropriate methods for students to explore
Process and make sense of concepts. A teacher might assign all students
the same product (e.g., presenting to peers) but the process
students use to create the presentation may differ. Some students
could work in groups while others meet with the teacher individually.
The same assessment criteria can be used for all students.
Teachers should consider flexible grouping of students such as
whole class, small group, or individual instruction. Students can be
grouped according to their learning styles, readiness levels, interest
areas, and/or the requirements of the content or activity presented.
Groups should be formed for specific purposes and be flexible in
composition and short-term in duration.
Teachers should consider the following examples of differentiating
the process:
• Offer hands-on activities for students.
• Provide activities and resources that encourage students to
further explore a topic of particular interest.
• Use activities in which all learners work with the same
learning outcomes but proceed with different levels of support,
challenge, or complexity.

Differentiating the Differentiating the product involves varying the complexity and
type of product that students create to demonstrate learning
Product outcomes. Teachers provide a variety of opportunities for students
to demonstrate and show evidence of what they have learned.
Teachers should give students options to demonstrate their learning
(e.g., create an online presentation, write a letter, or develop a
mural). This will lead to an increase in student engagement.

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Differentiating the The learning environment includes the physical and the affective
tone or atmosphere in which teaching and learning take place, and
Learning Environment can include the noise level in the room, whether student activities
are static or mobile, or how the room is furnished and arranged.
Classrooms may include tables of different shapes and sizes, space
for quiet individual work, and areas for collaboration.
Teachers can divide the classroom into sections, create learning
centres, or have students work both independently and in groups.
The structure should allow students to move from whole group,
to small group, pairs, and individual learning experiences and
support a variety of ways to engage in learning. Teachers should
be sensitive and alert to ways in which the classroom environment
supports their ability to interact with students.
Teachers should consider the following examples of differentiating
the learning environment:
• Develop routines that allow students to seek help when
teachers are with other students and cannot provide immediate
attention.
• Ensure there are places in the room for students to work quietly
and without distraction, as well as places that invite student
collaboration.
• Establish clear guidelines for independent work that match
individual needs.
• Provide materials that reflect diversity of student background,
interests, and abilities.
The physical learning environment must be structured in such a
way that all students can gain access to information and develop
confidence and competence.

Meeting the Needs All students have individual learning needs. Some students,
however, have exceptionalities (defined by the Department of
of Students with Education) which impact their learning. The majority of students
Exceptionalities with exceptionalities access the prescribed curriculum. For details
of these exceptionalities see
www.gov.nl.ca/edu/k12/studentsupportservices/exceptionalities.html
Supports for these students may include
1. Accommodations
2. Modified Prescribed Courses
3. Alternate Courses
4. Alternate Programs
5. Alternate Curriculum
For further information, see Service Delivery Model for Students
with Exceptionalities at www.cdli.ca/sdm/
Classroom teachers should collaborate with instructional resource
teachers to select and develop strategies which target specific
learning needs.

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Meeting the Needs Some students begin a course or topic with a vast amount of
prior experience and knowledge. They may know a large portion
of Students who are of the material before it is presented to the class or be capable
Highly Able of processing it at a rate much faster than their classmates. All
students are expected to move forward from their starting point.
(includes gifted and Many elements of differentiated instruction are useful in addressing
talented) the needs of students who are highly able.
Teachers may
• assign independent study to increase depth of exploration in an
area of particular interest;
• compact curriculum to allow for an increased rate of content
coverage commensurate with a student’s ability or degree of
prior knowledge;
• group students with similar abilities to provide the opportunity
for students to work with their intellectual peers and elevate
discussion and thinking, or delve deeper into a particular topic;
and
• tier instruction to pursue a topic to a greater depth or to make
connections between various spheres of knowledge.
Highly able students require the opportunity for authentic
investigation to become familiar with the tools and practices of the
field of study. Authentic audiences and tasks are vital for these
learners. Some highly able learners may be identified as gifted and
talented in a particular domain. These students may also require
supports through the Service Delivery Model for Students with
Exceptionalities.

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Gradual Release of Teachers must determine when students can work independently
and when they require assistance. In an effective learning
Responsibility environment, teachers choose their instructional activities to model
and scaffold composition, comprehension, and metacognition that
is just beyond the students’ independence level. In the gradual
release of responsibility approach, students move from a high level
of teacher support to independent work. If necessary, the teacher
increases the level of support when students need assistance. The
goal is to empower students with their own learning strategies,
and to know how, when, and why to apply them to support their
individual growth. Guided practice supports student independence.
As a student demonstrates success, the teacher should gradually
decrease his or her support.

Gradual Release of Responsibility Model

Modelled Shared
“I do … you watch” “I do … you help”

MODEL MENTOR
(Modelled) (Shared and Guided)
Gradual
Guided
Release of “You do … I help”
Responsibility

MONITOR
Independent (Independent)
“You do … I watch”

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Literacy is
Literacy
• a process of receiving information and making meaning from it;
and
“Literacy is the ability to identify,
• the ability to identify, understand, interpret, communicate,
understand, interpret, create,
compute, and create text, images, and sounds.
communicate and compute, using
printed and written materials Literacy development is a lifelong learning enterprise beginning at
associated with varying contexts. birth that involves many complex concepts and understandings.
Literacy involves a continuum of It is not limited to the ability to read and write; no longer are we
learning in enabling individuals exposed only to printed text. It includes the capacity to learn to
to achieve their goals, to develop communicate, read, write, think, explore, and solve problems.
their knowledge and potential, Individuals use literacy skills in paper, digital, and live interactions
and to participate fully in their to engage in a variety of activities:
community and wider society”. • Analyze critically and solve problems.
To be successful, students • Comprehend and communicate meaning.
require a set of interrelated skills,
• Create a variety of texts.
strategies and knowledge in
multiple literacies that facilitate
• Make connections both personally and inter-textually.
their ability to participate fully in • Participate in the socio-cultural world of the community.
a variety of roles and contexts • Read and view for enjoyment.
in their lives, in order to explore • Respond personally.
and interpret the world and
These expectations are identified in curriculum documents for
communicate meaning. (The
specific subject areas as well as in supporting documents, such as
Plurality of Literacy and its
Cross-Curricular Reading Tools (CAMET).
Implications for Policies and
Programmes, 2004, p.13) With modelling, support, and practice, students’ thinking and
understandings are deepened as they work with engaging content
and participate in focused conversations.

Reading in the Content The focus for reading in the content areas is on teaching strategies
for understanding content. Teaching strategies for reading
Areas comprehension benefits all students as they develop transferable
skills that apply across curriculum areas.
When interacting with different texts, students must read words,
view and interpret text features, and navigate through information
presented in a variety of ways including, but not limited to

Advertisements Movies Poems

Blogs Music videos Songs
Books Online databases Speeches
Documentaries Plays Video games
Magazine articles Podcasts Websites
Students should be able to interact with and comprehend different
texts at different levels.

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There are three levels of text comprehension:

• Independent level – Students are able to read, view, and
understand texts without assistance.
• Instructional level – Students are able to read, view, and
understand most texts but need assistance to fully comprehend
some texts.
• Frustration level – Students are not able to read or view with
understanding (i.e., texts may be beyond their current reading
level).
Teachers will encounter students working at all reading levels in
their classrooms and will need to differentiate instruction to meet
their needs. For example, print texts may be presented in audio
form, physical movement may be associated with synthesizing new
information with prior knowledge, or graphic organizers may be
created to present large amounts of print text in a visual manner.
When interacting with information that is unfamiliar to students, it is
important for teachers to monitor how effectively students are using
strategies to read and view texts:
• Analyze and think critically about information.
• Determine importance to prioritize information.
• Engage in questioning before, during, and after an activity
related to a task, text, or problem.
• Make inferences about what is meant but not said.
• Make predictions.
• Synthesize information to create new meaning.
• Visualize ideas and concepts.

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Students need content and skills to be successful. Education

Learning Skills for helps students learn content and develop skills needed to be
Generation Next successful in school and in all learning contexts and situations.
Effective learning environments and curricula challenge learners to
Generation Next is the group develop and apply key skills within the content areas and across
of students who have not interdisciplinary themes.
known a world without personal
computers, cell phones, and the Learning Skills for Generation Next encompasses three broad
Internet. They were born into areas:
this technology. They are digital • Learning and Innovation Skills enhance a person’s ability to
natives. learn, create new ideas, problem solve, and collaborate.
• Life and Career Skills address leadership, and interpersonal
and affective domains.
• Literacy Skills develop reading, writing, and numeracy, and
enhance the use of information and communication technology.
The diagram below illustrates the relationship between these areas.
A 21st century curriculum employs methods that integrate innovative
and research-driven teaching strategies, modern learning
technologies, and relevant resources and contexts.

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Support for students to develop these abilities and skills is important

across curriculum areas and should be integrated into teaching,
learning, and assessment strategies. Opportunities for integration
of these skills and abilities should be planned with engaging
and experiential activities that support the gradual release of
responsibility model. For example, lessons in a variety of content
areas can be infused with learning skills for Generation Next by
using open-ended questioning, role plays, inquiry approaches,
self-directed learning, student role rotation, and Internet-based
technologies.
All programs have a shared responsibility in developing students’
capabilities within all three skill areas.

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Sustainable development is comprised of three integrally connected

Education for areas: economy, society, and environment.
Sustainable
Development

Sustainable development is
defined as “development that
meets the needs of the present
without compromising the ability
of future generations to meet
their own needs”. (Our Common
Future, 43)

As conceived by the United Nations Educational, Scientific, and

Cultural Organization (UNESCO) the overall goal of Education for
Sustainable Development (ESD) is to integrate the knowledge,
skills, values, and perspectives of sustainable development
into all aspects of education and learning. Changes in human
behaviour should create a more sustainable future that supports
environmental integrity and economic viability, resulting in a just
society for all generations.
ESD involves teaching for rather than teaching about sustainable
development. In this way students develop the skills, attitudes, and
perspectives to meet their present needs without compromising the
ability of future generations to meet their needs.
Within ESD, the knowledge component spans an understanding of
the interconnectedness of our political, economic, environmental,
and social worlds, to the role of science and technology in the
development of societies and their impact on the environment.
The skills necessary include being able to assess bias, analyze
consequences of choices, ask questions, and solve problems.
ESD values and perspectives include an appreciation for the
interdependence of all life forms, the importance of individual
responsibility and action, an understanding of global issues as well
as local issues in a global context. Students need to be aware that
every issue has a history, and that many global issues are linked.

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Assessment and Evaluation

Assessment Assessment is the process of gathering information on student

learning.
How learning is assessed and evaluated and how results are
communicated send clear messages to students and others about
what is valued.
Assessment instruments are used to gather information for
evaluation. Information gathered through assessment helps
teachers determine students’ strengths and needs, and guides
future instruction.
Teachers are encouraged to be flexible in assessing student
learning and to seek diverse ways students might demonstrate what
they know and are able to do.
Evaluation involves the weighing of the assessment information
against a standard in order to make a judgement about student
achievement.
Assessment can be used for different purposes:
1. Assessment for learning guides and informs instruction.
2. Assessment as learning focuses on what students are
doing well, what they are struggling with, where the areas of
challenge are, and what to do next.
3. Assessment of learning makes judgements about student
performance in relation to curriculum outcomes.

1. Assessment for Learning Assessment for learning involves frequent, interactive assessments
designed to make student learning visible. This enables teachers
to identify learning needs and adjust teaching accordingly.
Assessment for learning is not about a score or mark; it is an
ongoing process of teaching and learning:
• Pre-assessments provide teachers with information about what
students already know and can do.
• Self-assessments allow students to set goals for their own
learning.
• Assessment for learning provides descriptive and specific
feedback to students and parents regarding the next stage of
learning.
• Data collected during the learning process from a range of tools
enables teachers to learn as much as possible about what a
student knows and is able to do.

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2. Assessment as Learning Assessment as learning involves students’ reflecting on their

learning and monitoring their own progress. It focuses on the
role of the student in developing metacognition and enhances
engagement in their own learning. Students can
• analyze their learning in relation to learning outcomes,
• assess themselves and understand how to improve
performance,
• consider how they can continue to improve their learning, and
• use information gathered to make adaptations to their learning
processes and to develop new understandings.

3. Assessment of Learning Assessment of learning involves strategies designed to confirm

what students know in terms of curriculum outcomes. It also assists
teachers in determining student proficiency and future learning
needs. Assessment of learning occurs at the end of a learning
experience and contributes directly to reported results. Traditionally,
teachers relied on this type of assessment to make judgements
about student performance by measuring learning after the fact
and then reporting it to others. Used in conjunction with the other
assessment processes previously outlined, assessment of learning
is strengthened. Teachers can
• confirm what students know and can do;
• report evidence to parents/guardians, and other stakeholders,
of student achievement in relation to learning outcomes; and
• report on student learning accurately and fairly using evidence
obtained from a variety of contexts and sources.

Involving Students in the Students should know what they are expected to learn as
outlined in the specific curriculum outcomes of a course as well
Assessment Process as the criteria that will be used to determine the quality of their
achievement. This information allows students to make informed
choices about the most effective ways to demonstrate what they
know and are able to do.
It is important that students participate actively in assessment by
co-creating criteria and standards which can be used to make
judgements about their own learning. Students may benefit from
examining various scoring criteria, rubrics, and student exemplars.
Students are more likely to perceive learning as its own reward
when they have opportunities to assess their own progress. Rather
than asking teachers, “What do you want?”, students should be
asking themselves questions:
• What have I learned?
• What can I do now that I couldn’t do before?
• What do I need to learn next?
Assessment must provide opportunities for students to reflect on
their own progress, evaluate their learning, and set goals for future
learning.

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Assessment Tools In planning assessment, teachers should use a broad range of

tools to give students multiple opportunities to demonstrate their
knowledge, skills, and attitudes. The different levels of achievement
or performance may be expressed as written or oral comments,
ratings, categorizations, letters, numbers, or as some combination
of these forms.
The grade level and the activity being assessed will inform the
types of assessment tools teachers will choose:

Anecdotal Records Photographic Documentation

Audio/Video Clips Podcasts
Case Studies Portfolios
Checklists Presentations
Conferences Projects
Debates Questions
Demonstrations Quizzes
Exemplars Role Plays
Graphic Organizers Rubrics
Journals Self-assessments
Literacy Profiles Tests
Observations Wikis

Assessment Guidelines Assessments should measure what they intend to measure. It

is important that students know the purpose, type, and potential
marking scheme of an assessment. The following guidelines should
be considered:
• Collect evidence of student learning through a variety of
methods; do not rely solely on tests and paper and pencil
activities.
• Develop a rationale for using a particular assessment of
learning at a specific point in time.
• Provide descriptive and individualized feedback to students.
• Provide students with the opportunity to demonstrate the extent
and depth of their learning.
• Set clear targets for student success using learning outcomes
and assessment criteria.
• Share assessment criteria with students so that they know the
expectations.

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Evaluation Evaluation is the process of analyzing, reflecting upon, and

summarizing assessment information, and making judgements
or decisions based on the information gathered. Evaluation is
conducted within the context of the outcomes, which should be
clearly understood by learners before teaching and evaluation take
place. Students must understand the basis on which they will be
evaluated and what teachers expect of them.
During evaluation, the teacher interprets the assessment
information, makes judgements about student progress, and makes
decisions about student learning programs.

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Section Two: Curriculum Design
Rationale The vision of science education in Newfoundland and Labrador is to
develop scientific literacy.
Scientific literacy is an evolving combination of the science-
related attitudes, skills, and knowledge students need to develop
inquiry, problem solving, and decision making abilities; to
become lifelong learners; and to maintain a sense of wonder
about the world around them.
To develop scientific literacy, students require diverse
learning experiences which provide opportunities to explore,
analyze, evaluate, synthesize, appreciate, and understand the
interrelationships among science, technology, society, and the
environment that will affect their personal lives, careers, and futures.
Science education which strives for scientific literacy must engage
students in science inquiry, problem solving, and decision making.

Science Inquiry Science inquiry involves posing questions and developing

explanations for phenomena. While there is general agreement
that there is no such thing as “the” scientific method, students
require certain skills to participate in the activities of science. Skills
such as questioning, observing, inferring, predicting, measuring,
hypothesizing, classifying, designing experiments, collecting data,
analyzing data, and interpreting data are fundamental to engaging in
science. These skills are often represented as a cycle which involves
the posing of questions, the generation of possible explanations, and
the collection of evidence to determine which of these explanations
is most useful in accounting for the phenomenon under investigation.
Teachers should engage students in science inquiry activities to
develop these skills.

Problem Solving Problem solving involves seeking solutions to human problems.

It may be represented as a cycle consisting of the proposing,
creating, and testing of prototypes, products, and techniques in an
attempt to reach an optimum solution to a given problem. The skills
involved in this cycle facilitate a process which has different aims
and procedures from science inquiry. Students should be given
opportunities to propose, perform, and evaluate solutions to problem
solving or technological tasks.

Decision Making Decision making involves determining what we should do in a

particular context or in response to a given situation. Increasingly,
the types of problems that we deal with, both individually and
collectively, require an understanding of the processes and products
of science and technology. The process of decision making involves
identification of the problem or situation, generation of possible
solutions or courses of action, evaluation of the alternatives, and
a thoughtful decision based on the information available. Students
should be actively involved in decision making situations. While
important in their own right, decision making situations also provide
a relevant context for engaging in science inquiry and/or problem
solving.

BIOLOGY 3201 CURRICULUM GUIDE 2021 19

SECTION TWO: CURRICULUM DESIGN

Curriculum The foundation of the curriculum outcomes framework is the

general curriculum outcomes (GCOs). Four general curriculum
Outcomes outcomes have been identified to delineate the four critical aspects
of students’ scientific literacy: science, technology, society, and the
Framework environment (STSE), skills, knowledge, and attitudes. These four
GCOs are common to all science courses.

General Curriculum GCO 1: Science, Technology, Society, and the Environment

Outcomes Students will develop an understanding of the nature of science
and technology, of the relationships between science and
technology, and of the social and environmental contexts of science
and technology.

GCO 2: Skills

Students will develop the skills required for scientific and

technological inquiry, for solving problems, for communicating
scientific ideas and results, for working collaboratively, and for
making informed decisions.

GCO 3: Knowledge

Students will construct knowledge and understandings of concepts

in life science, physical science, and Earth and space science, and
apply these understandings to interpret, integrate, and extend their
knowledge.

GCO 4: Attitudes

Students will be encouraged to develop attitudes that support

the responsible acquisition and application of scientific and
technological knowledge to the mutual benefit of self, society, and
the environment.

20 BIOLOGY 3201 CURRICULUM GUIDE 2021

 SECTION TWO: CURRICULUM DESIGN

Key Stage Curriculum Key stage curriculum outcomes (KSCOs) align with the GCOs and
Outcomes summarize what students are expected to know and be able to do
by the end of Grade 12.

GCO 1: STSE By the end of Grade 12, students will be expected to

• describe and explain disciplinary and interdisciplinary
processes used to understand natural phenomena and develop
technological solutions;
• distinguish between science and technology in terms of their
respective goals, products, and values, and describe the
development of scientific theories and technologies over time;
• analyze and explain how science and technology interact with
and advance one another;
• analyze how individuals, society, and the environment are
interdependent with scientific and technological endeavours;
and
• evaluate social issues related to the applications and limitations
of science and technology, and explain decisions in terms of
advantages and disadvantages for sustainability, considering a
variety of perspectives.

GCO 2: Skills By the end of Grade 12, students will be expected to

• ask questions about observed relationships and plan
investigations of questions, ideas, problems, and issues;
• conduct investigations into relationships among observable
variables, and use a broad range of tools and techniques to
gather and record data and information;
• analyze data and apply mathematical and conceptual models to
develop and assess possible explanations; and
• work as a member of a team in addressing problems, and
apply the skills and conventions of science in communicating
information and ideas and in assessing results.

GCO 3: Knowledge By the end of Grade 12, students will be expected to

• compare and contrast the reproduction and development of
representative organisms;
• determine how cells use matter and energy to maintain
organization necessary for life;
• demonstrate an understanding of the structure and function of
genetic materials;
• analyze the patterns and products of evolution;
• compare and contrast mechanisms used by organisms to
maintain homoeostasis; and
• evaluate relationships that affect the biodiversity and
sustainability of life within the biosphere.

BIOLOGY 3201 CURRICULUM GUIDE 2021 21

SECTION TWO: CURRICULUM DESIGN

GCO 4: Attitudes By the end of Grade 12, students will be expected to

• value the role and contributions of science and technology in
our understanding of phenomena that are directly observable
and those that are not;
• appreciate that the applications of science and technology can
raise ethical dilemmas;
• value the contributions to scientific and technological
developments made by individuals from many societies and
cultural backgrounds;
• show a continuing and more informed curiosity and interest in
science and science-related issues;
• acquire, with interest and confidence, additional science
knowledge and skills, using a variety of resources and
methods, including formal research;
• consider further studies and careers in science- and
technology-related fields;
• confidently evaluate evidence and consider alternative
perspectives, ideas, and explanations;
• use factual information and rational explanations when
analyzing and evaluating;
• value the processes for drawing conclusions;
• work collaboratively in planning and carrying out investigations,
as well as in generating and evaluating ideas;
• have a sense of personal and shared responsibility for
maintaining a sustainable environment;
• project the personal and shared social, and environmental
consequences of proposed action;
• want to take action for maintaining a sustainable environment;
• show concern for safety and accept the need for rules and
regulations; and
• be aware of the direct and indirect consequences of their
actions.

22 BIOLOGY 3201 CURRICULUM GUIDE 2021

 SECTION TWO: CURRICULUM DESIGN

Specific Curriculum Outcomes Specific curriculum outcomes (SCOs) align to KSCOs and GCOs
and describe what students should know and be able to do at the
end of each course. They are intended to serve as the focus for the
design of learning experiences and assessment tasks. SCOs are
organized into units for each science course.

SCOs for Biology 3201 have been organized into four units:
Course Overview
Unit i: Integrated Skills
Unit 1: Cell Reproduction and the Continuity of Life
Unit 2: Genetic Basis of Heredity
Unit 3: Evolutionary Change and Biodiversity

Suggested Yearly Plan The order in which units are presented in the curriculum guide is
the recommended sequence.
Note, the Integrated Skills unit (Unit i) is not intended to be taught
as a separate, stand alone unit.

September October November December January February March April May June

Cell Reproduction and the Evolutionary Change and

Genetic Basis of Heredity
Continuity of Life Biodiversity

Skills Integrated Throughout

BIOLOGY 3201 CURRICULUM GUIDE 2021 23

SECTION TWO: CURRICULUM DESIGN

How to Use the Four Column Curriculum Layout

Outcomes
SPECIFIC CURRICULUM OUTCOMES

Column one contains specific curriculum GCO 1: Represent algebraic expressions in multple ways
outcomes (SCO) and accompanying
Outcomes Focus for Learning
delineations where appropriate. The
Students will be expected to
delineations provide specificity in 1.0 model, record and From previous work with number operations, students should be
relation to key ideas. explain the operations of
multiplication and division
aware that division is the inverse of multiplication. This can be
extended to divide polynomials by monomials. The study of division
of polynomial expressions should begin with division of a monomial by a monomial, progress to
Outcomes are numbered in ascending (limited to polynomials of a polynomial by a scalar, and then to division of a polynomial by any
degree less than or equal to monomial.
order. 2) by monomials, concretely,
pictorially and symbolically.
[GCO 1]
Delineations are indented and
1.2 model division of a given Division of a polynomial by a monomial can be visualized using area
numbered as a subset of the polynomial expression models with algebra tiles. The most commonly used symbolic method
originating SCO. by a given monomial
concretely or pictorially
of dividing a polynomial by a monomial at this level is to divide each
term of the polynomial by the monomial, and then use the exponent
and record the process laws to simplify. This method can also be easily modelled using tiles,
All outcomes are related to general symbolically. where students use the sharing model for division.

curriculum outcomes.
1.3 apply a personal Because there are a variety of methods available to multiply or
strategy for multiplication divide a polynomial by a monomial, students should be given the
and division of a given opportunity to apply their own personal strategies. They should be
Focus for Learning polynomial expression encouraged to use algebra tiles, area models, rules of exponents, the
distributive property and repeated addition, or a combination of any
of these methods, to multiply or divide polynomials. Regardless of the
Column two is intended to assist method used, students should be encouraged to record their work
symbolically. Understanding the different approaches helps students
teachers with instructional planning. It develop flexible thinking.

also provides context and elaboration of

the ideas identified in the first column. Sample Performance Indicator

Write an expression for the missing dimensions of each rectangle and

This may include determine the area of the walkway in the following problem:
• The inside rectangle in the diagram below is a flower garden. The
• cautionary notes shaded area is a concrete walkway around it. The area of the
flower garden is given by the expression 2x2 + 4x and the area of
• clarity in terms of scope the large rectangle, including the walkway and the flower garden,
is 3x2 + 6x.
• common misconceptions 3x
• depth of treatment x
• knowledge required to scaffold and
challenge student’s learning
• references to prior knowledge

32 GRADE 9 MATHEMATICS CURRICULUM GUIDE (INTERIM) 2010

Sample Performance Indicator(s)

This provides a summative, higher order activity, where the

response would serve as a data source to help teachers assess
the degree to which the student has achieved the outcome.
Performance indicators are typically presented as a task, which
may include an introduction to establish a context. They would
be assigned at the end of the teaching period allocated for the
outcome.
Performance indicators would be assigned when students have
attained a level of competence, with suggestions for teaching and
assessment identified in column three.

24 BIOLOGY 3201 CURRICULUM GUIDE 2021

 SECTION TWO: CURRICULUM DESIGN

SPECIFIC CURRICULUM OUTCOMES

GCO 1: Represent algebraic expressions in multple ways Resources and Notes

Sample Teaching and Assessment Strategies Resources and Notes Column four references
supplementary information and
Teachers may use the following activities and/or strategies aligned Authorized
with the corresponding assessment tasks: • Math Makes Sense 9 possible resources for use by
Modeling division using the sharing model provides a good
3 x +12 3x
• Lesson 5.5: Multiplying and
Dividing a Polynomial by a
teachers.
transition to the symbolic representation. For example, 3 = 3 + 3 .
12

To model this, students start with a collection of three x-tiles and 12 Constant
unit tiles and divide them into three groups. • Lesson 5.6: Multiplying and These references will provide
Dividing a Polynomial by a
Monomial details of resources suggested in
• ProGuide: pp. 35-42, 43-51 column two and column three.
• CD-ROM: Master 5.23, 5.24
• See It Videos and
Animations:
For this example, x + 4 tiles will be a part of each group, so the • Multiplying and Dividing a
quotient is x + 4. Polynomial by a Constant,
Activation Dividing
• Multiplying and Dividing a
Students may Polynomial by a Monomial,
• Model division of a polynomial by a monomial by creating a Dividing
rectangle using four x2-tiles and eight x-tiles, where 4x is one of • SB: pp. 241-248, 249-257
the dimensions.
• PB: pp. 206-213, 214-219
Teachers may
• Ask students what the other dimension is and connect this to the
symbolic representation.

Connection
Students may
• Model division of polynomials and determine the quotient
(i) (6x2 + 12x - 3) ¸ 3
(ii) (4x2 - 12x) ¸ 4x

Consolidation
Students may
• Draw a rectangle with an area of 36a2 + 12a and determine as
many different dimensions as possible.
Teachers may
• Discuss why there are so many different possible dimensions.

Extension
Students may
• Determine the area of one face of a cube whose surface area is
represented by the polynomial 24s2.
• Determine the length of an edge of the cube.

GRADE 9 MATHEMATICS CURRICULUM GUIDE (INTERIM) 2010 33

Suggestions for Teaching and Assessment

This column contains specific sample tasks, activities, and strategies

that enable students to meet the goals of the SCOs and be successful
with performance indicators. Instructional activities are recognized as
possible sources of data for assessment purposes. Frequently, appropriate
techniques and instruments for assessment purposes are recommended.
Suggestions for instruction and assessment are organized sequentially:
• Activation – suggestions that may be used to activate prior learning and
establish a context for the instruction
• Connection – linking new information and experiences to existing
knowledge inside or outside the curriculum area
• Consolidation – synthesizing and making new understandings
• Extension – suggestions that go beyond the scope of the outcome
These suggestions provide opportunities for differentiated learning and
assessment.

BIOLOGY 3201 CURRICULUM GUIDE 2021 25

SECTION TWO: CURRICULUM DESIGN

How to use a At the beginning of each strand grouping there is explanation of

the focus for the strand and a flow chart identifying the relevant
Strand overview GCOs, KSCOs and SCOs.

GCO 2: Students will be expected GCO 3: Students will be expected

GCO 1: Students will be expected to to communicate information and to interact with sensitivity and GCOs
speak and listen to explore, extend, ideas effectively and clearly, and to respect, considering the situation,
clarify, and reflect on their thoughts, ideas, respond personally and critically. audience, and purpose.
feelings, and experiences.

Key Stage 9 Key Stage 9 Key Stage 9

• examine others’ ideas in discussion to • participate constructively in • demonstrate active listening and
extend their own understanding conversation, small-group and respect for the needs, rights, and
• ask relevant questions calling whole-group discussion, and feelings of others
for elaboration, clarification, or debate, using a range of strategies • demonstrate an awareness of
qualification and respond thoughtfully that contribute to effective talk the power of spoken language
to such questions • adapt vocabulary, sentence to influence and manipulate KSCO
• articulate, advocate, and support structure, and rate of speech to the and to reveal ideas, values, and
points of view, presenting viewpoints in speaking occasion attitudes
a convincing manner • give and follow instructions and • demonstrate an awareness that
• listen critically to assess the adequacy respond to complex questions spoken language has different
of the evidence speakers give to and directions of increasing conventions in different situations
evaluate the integrity of information complexity and cultures and use language
presented • evaluate their own and others’ uses appropriate to the situation
of spoken language in a range of
contexts, recognizing the effects of
1.1 recognize that contributions from others are needed significant verbal and non-verbal
to generate and sustain discussions language features
1.2 ask questions of others about their ideas 3.1 demonstrate active speaking and
1.3 respond to questions to provide clarification and listening skills
elaboration 3.2 express ideas and opinions in a
1.4 express a point of view and support it with personal manner that reflects sensitivity and
examples, explanations, or reasoning 2.1 practice a range of strategies that shows respect to others SCOs
1.5 use active listening skills to identify main ideas and contribute to effective talk 3.3 recognize that values and attitudes
supporting details 2.2 assess the need for clarification such as bias, beliefs, and prejudice
or elaboration when responding to can be reflected in oral language
instructions or questions 3.4 demonstrate an awareness that
2.3 identify strategies and behaviours oral language can be used to
associated with effective speaking influence and manipulate
Previous Grade

Current Grade

Next Grade

GCO 1: Students will be expected to speak

The SCOs Continuum GCO and listen to explore, extend, clarify, and reflect on
their thoughts, ideas, feelings, and experiences.
follows the chart to provide
context for teaching and
assessment for the grade/ Grade 6
1.0 examine how sharing
Grade 7
1.1 recognize that contributions
Grade 8
1.1 reflect upon the contribution
course in question. The experiences, explanations from others are needed of others’ ideas during
or reasoning with others to generate and sustain discussion
current grade is highlighted clarifies and extends discussions
thinking
in the chart. SCOs 2.0 use active listening 1.2 ask questions of others 1.2 ask questions of others for
strategies for a variety of about their ideas clarification
purposes

3.0 assess how thinking may 1.3 respond to questions to 1.3 respond to questions to
be affected as a result of provide clarification and provide accuracy, relevancy,
listening to others elaboration and validity
1.4 express a point of view and 1.4 express a point of view and
support it with personal support it with personal
examples, explanations, or examples and evidence
reasoning from various sources
1.5 use active listening skills 1.5 use active listening skills
to identify main ideas and to interpret main ideas and
supporting details the relevancy of supporting
details

26 BIOLOGY 3201 CURRICULUM GUIDE 2021

 Section Three:
Specific Curriculum Outcomes

Unit i: Integrated Skills

BIOLOGY 3201 CURRICULUM GUIDE 2021 27

INTEGRATED SKILLS

Focus Students use a variety of skills when investigating questions,

ideas, problems, and issues. While these skills are not unique to
science, they play an important role in the development of scientific
understandings and in the application of science and technology to
new situations.
The listing of skills is not intended to imply a linear sequence or to
identify a single set of skills required in each science investigation.
Every investigation has unique features that determine the particular
mix and sequence of skills.
Four broad areas of skills are outlined and developed:
• Initiating and Planning - These are the skills of questioning,
identifying problems, and developing initial ideas and plans.
• Performing and Recording - These are the skills of carrying out
action plans, which involves gathering evidence by observation
and, in most cases, manipulating materials and equipment.
• Analyzing and Interpreting - These are the skills of examining
information and evidence, of processing and presenting data
so that it can be interpreted, and interpreting, evaluating, and
applying the results.
• Communication and Teamwork - In science, communication skills
are essential at every stage where ideas are being developed,
tested, interpreted, debated, and agreed upon. Teamwork skills
are also important, since the development and application of
science ideas is a collaborative process both in society and in
the classroom.
Students should be provided with opportunities to develop and apply
these skills in a variety of contexts. Contexts connect to the STSE
component of the curriculum by linking to three processes for skills
application:
• Science inquiry - seeking answers to questions through
experimentation and research.
• Problem solving - seeking solutions to science-related problems
by developing and testing prototypes, products, and techniques
to meet a given need.
• Decision making - providing information to assist the decision
making process.

Unit i - Unit i, the Integrated Skills unit, appears at the beginning of this
Integrated Skills curriculum guide. A total of 43 skill outcomes are identified and
addressed throughout high school science courses. However, all
skills do not appear in each course or content unit. In Biology 3201,
students are expected to develop proficiency with respect to 27
different skill outcomes listed in the outcomes framework.

28 BIOLOGY 3201 CURRICULUM GUIDE 2021

 SECTION THREE: SPECIFIC CURRICULUM OUTCOMES

Outcomes Framework

GCO 2 (Skills): Students will develop the skills required for scientific and
technological inquiry, for solving problems, for communicating scientific ideas
and results, for working collaboratively, and for making informed decisions.
Initiating and

1.0 design an experiment identifying and controlling major variables

Planning

2.0 state a prediction and a hypothesis based on available evidence and

background information
3.0 evaluate and select appropriate instruments for collecting evidence
4.0 develop and implement appropriate sampling procedures
5.0 use instruments effectively and accurately for collecting data
6.0 compile and organize data, using appropriate formats and data treatments to
Performing and

facilitate interpretation of the data

Recording

7.0 use library and electronic research tools to collect information on a given topic
8.0 select and integrate information from various print and electronic sources or
from several parts of the same source
9.0 select and use apparatus and materials safely
10.0 demonstrate a knowledge of WHMIS standards by selecting and applying proper
techniques for handling and disposing of lab materials
11.0 describe and apply classification systems and nomenclatures used in the
sciences
12.0 identify limitations of a given classification system and identify alternative ways
of classifying to accommodate anomalies
13.0 compile and display evidence and information, by hand or computer, in a variety
of formats, including diagrams, flow charts, tables, graphs, and scatter plots
14.0 identify a line of best fit on a scatter plot and interpolate or extrapolate based on
the line of best fit
and and

15.0 interpret patterns and trends in data, and infer or calculate linear and nonlinear
Interpreting

relationships among variables

Analyzing
Interpreting

16.0 evaluate the relevance, reliability, and adequacy of data and data collection
methods
Analyzing

17.0 identify and apply criteria, including the presence of bias, for evaluating evidence
and sources of information
18.0 explain how data support or refute the hypothesis or prediction
19.0 identify and correct practical problems in the way a technological device or
system functions
20.0 construct and test a prototype of a device or system and troubleshoot problems
as they arise
21.0 evaluate a personally designed and constructed device on the basis of criteria
they have developed themselves
22.0 communicate questions, ideas, and intentions, and receive, interpret,
understand, support, and respond to the ideas of others
Communication

23.0 select and use appropriate numeric, symbolic, graphical, and linguistic modes of
and Teamwork

representation to communicate ideas, plans, and results

24.0 identify multiple perspectives that influence a science-related decision or issue
25.0 develop, present, and defend a position or course of action, based on findings
26.0 work cooperatively with team members to develop and carry out a plan, and
troubleshoot problems as they arise
27.0 evaluate individual and group processes used in planning, problem solving and
decision making, and completing a task

BIOLOGY 3201 CURRICULUM GUIDE 2021 29

INTEGRATED SKILLS

SCO Continuum

GCO 2 (Skills): Students will develop the skills required for scientific and technological
inquiry, for solving problems, for communicating scientific ideas and results, for working
collaboratively, and for making informed decisions.

Science 7-9 Science 10-12

• design an experiment and identify major • design an experiment identifying and
variables controlling major variables
• state a prediction and a hypothesis based • state a prediction and a hypothesis based
on background information or an observed on available evidence and background
pattern of events information
• select appropriate methods and tools for • evaluate and select appropriate instruments
collecting data and information and for solving for collecting evidence
problems
• develop and implement appropriate sampling
procedures
• use instruments effectively and accurately for • use instruments effectively and accurately for
collecting data collecting data
• organize data using a format that is • compile and organize data, using appropriate
appropriate to the task or experiment formats and data treatments to facilitate
interpretation of the data
• select and integrate information from various • use library and electronic research tools to
print and electronic sources or from several collect information on a given topic
parts of the same source • select and integrate information from various
print and electronic sources or from several
parts of the same source
• use tools and apparatus safely • select and use apparatus and materials safely
• demonstrate a knowledge of WHMIS • demonstrate a knowledge of WHMIS
standards by using proper techniques for standards by selecting and applying proper
handling and disposing of lab materials techniques for handling and disposing of lab
materials
• use or construct a classification key • describe and apply classification systems and
nomenclatures used in the sciences
• identify limitation of a given classification
system and identify alternative ways of
classifying to accommodate anomalies
• compile and display data, by hand or • compile and display evidence and information,
computer, in a variety of formats by hand or computer, in a variety of formats,
including diagrams, flow charts, tables,
graphs, and scatter plots
• predict the value of a variable by interpolating • identify a line of best fit on a scatter plot and
and extrapolating from graphical data interpolate or extrapolate based on the line of
• identify the line of best fit on a scatter plot and best fit
interpolate or extrapolate on the line of best fit

30 BIOLOGY 3201 CURRICULUM GUIDE 2021

 SECTION THREE: SPECIFIC CURRICULUM OUTCOMES

Science 7-9 Science 10-12

• interpret patterns and trends in data, and infer • interpret patterns and trends in data, and infer
and explain relationships among the variables or calculate linear and nonlinear relationships
among variables
• identify the strengths and weaknesses of • evaluate the relevance, reliability, and
different methods of collecting and displaying adequacy of data and data collection methods
data
• apply given criteria for evaluating evidence • identify and apply criteria, including the
and sources of information presence of bias, for evaluating evidence and
sources of information
• state a conclusion, based on experimental • explain how data support or refute the
data, and explain how evidence gathered hypothesis or prediction
supports or refutes the original idea
• identify and correct practical problems in • identify and correct practical problems in the
the way a prototype or constructed device way a technological device or system functions
functions • construct and test a prototype of a device or
• test the design of a constructed device or system and troubleshoot problems as they
system arise
• evaluate designs and prototypes in terms of • evaluate a personally designed and
function, reliability, safety, efficiency, use of constructed device on the basis of criteria they
materials, and impact on the environment have developed themselves
• receive, understand, and act on the ideas of • communicate questions, ideas, and intentions,
others and receive, interpret, understand, support,
• communicate questions, ideas, intentions, and respond to the ideas of others
plans, and results, using lists, notes in • select and use appropriate numeric,
point form, sentences, data tables, graphs, symbolic, graphical, and linguistic modes of
drawings, oral language, and other means representation to communicate ideas, plans,
and results
• identify multiple perspectives that influence a
science-related decision or issue
• defend a given position on an issue or • develop, present, and defend a position or
problem, based on their findings course of action, based on findings
• work cooperatively with team members to • work cooperatively with team members to
develop and carry out a plan, and troubleshoot develop and carry out a plan, and troubleshoot
problems as they arise problems as they arise
• evaluate individual and group processes used • evaluate individual and group processes used
in planning, problem solving and decision in planning, problem solving and decision
making, and completing a task making, and completing a task

BIOLOGY 3201 CURRICULUM GUIDE 2021 31

 INTEGRATED SKILLS

Suggested Unit Plan The Integrated Skills unit is not intended to be taught as a separate,
stand alone unit. Rather, as skill outcomes [GCO 2] are encountered
in Units 1-3, teachers should refer to the focus for learning
elaborations and teaching and assessment suggestions provided in
the Integrated Skills unit.
Provide opportunities for students to develop and apply these skills
in science inquiry, problem solving, and decision making contexts.
The inclusion of science projects is strongly recommended to
address and assess skill outcomes.

September October November December January February March April May June

Cell Reproduction and the Evolutionary Change and

Genetic Basis of Heredity
Continuity of Life Biodiversity

Skills Integrated Throughout

32 BIOLOGY 3201 CURRICULUM GUIDE 2021

 SECTION THREE: SPECIFIC CURRICULUM OUTCOMES

BIOLOGY 3201 CURRICULUM GUIDE 2021 33

INTEGRATED SKILLS

Initiating and Planning

Outcomes Focus for Learning

Students will be expected to
1.0 design an experiment When initiating and planning investigations, students should
identifying and controlling • state and define questions to investigate;
major variables • identify dependent, independent, and control variables;
[GCO 2]
• make hypotheses and plan experiments to test them; and
• devise detailed procedures that include controls and ensure
relevant, reliable, adequate data.
Additionally, students should evaluate experimental designs to
identify the inquiry question and major variables, and assess whether
confounding variables are adequately controlled.
SCO 1.0 should be assessed when students personally design and
carry out investigations to measure variation in inherited traits within
populations. The skill may also be assessed whenever students
engage in open inquiry.
2.0 state a prediction and Students began stating predictions and hypotheses in Science 4
a hypothesis based on using an “If..., then...because...” template.
available evidence and
Students should recognize that hypotheses are tentative explanations
background information
describing a causal relationship. They stem from problems, questions,
[GCO 2]
observations, logic, other hypotheses, and theories. Hypotheses lead
to predictions of what will happen under a given set of circumstances
(i.e., tests or investigations). Hypotheses can be accepted, rejected,
or modified as a result of evidence. Students should recognize that
the vast majority of scientific hypotheses fail. They should, however,
consider these failed tests as valuable, because something has been
learned.
In Biology 3201, emphasis is placed on stating predictions and
hypotheses based on available evidence and background information.
This skill is specifically addressed when students
• use and analyze punnet squares and pedigrees depicting
inheritance pattens,
• investigate the effect of random mating on large populations, and
• research characteristics of different taxonomic groups to infer
evolutionary relationships.
Additionally, the skill may be addressed whenever students engage
in scientific investigations (e.g., when designing and carrying
out investigations to measure variation in inherited traits within
populations).

34 BIOLOGY 3201 CURRICULUM GUIDE 2021

 SECTION THREE: SPECIFIC CURRICULUM OUTCOMES

Initiating and Planning

Sample Teaching and Assessment Strategies Resources and Notes

Activation Authorized

Teachers may NL Biology

• Review the role of variables in science inquiry investigations. (Online Teaching Centre [OTC])
• Distinguish between a prediction and a hypothesis. • Assessment Checklist 1
Designing an Experiment

Connection

Teachers may
• Model stating predictions and hypotheses.
• Provide science inquiry questions and ask students to identify the
independent and dependent variables, as well as confounding
variables that would need to be controlled.
• Collaboratively design an experiment with students identifying
and controlling major variables to model the skill.
• Provide different scenarios and/or data sets and ask students
to identify a science inquiry question, make a prediction and
hypothesis, and design an experiment to test their hypothesis.
Group sharing may follow to compare and discuss experiments.
• Present exemplars of scientific abstracts and scientific papers.
Students may
• View investigations from NL Biology and identify the independent,
dependent, and control variables and procedures undertaken to
ensure fairness.
• Review the procedure section of an experiment and identify major
variables and assess whether confounding variables have been
adequately controlled.

Consolidation

Teachers may
• Provide questions to investigate and ask students to design
experiments identifying and controlling major variables and state
predictions and hypotheses.
Students may
• Suggest improvements to the experimental designs of others.
• Design an experiment identifying and controlling major variables
for a science project.

BIOLOGY 3201 CURRICULUM GUIDE 2021 35

INTEGRATED SKILLS

Initiating and Planning

Outcomes Focus for Learning

Students will be expected to
3.0 evaluate and select When planning investigations, students should evaluate and select
appropriate instruments for appropriate instruments and processes for collecting required data
collecting evidence and information. Often, teachers provide the instrument to be used,
[GCO 2] however, to meet the expectation of this outcome, students must
personally evaluate various instruments (analog and digital) and
select the most appropriate for the task. Their evaluation should
consider the precision and accuracy of the instrument.
If measuring seed length, for example, students may evaluate various
callipers, rulers, tape measures, and mobile device applications and
select the most appropriate tool.
This skill is addressed when students design and carry out
investigations to measure variation in inherited traits within
populations.
4.0 develop and implement Students are expected to develop and implement appropriate
appropriate sampling sampling procedures and techniques (i.e., determining required
procedures sample size, sample selection procedures, measurement techniques,
[GCO 2] data analysis procedures) when investigating. Sampling procedures
significantly impact the quality of data obtained from experiments.
In Biology 3201, the skill is specifically addressed when students
design and carry out investigations to measure variation in inherited
traits within populations. Students should
• decide how variation in the selected traits will be measured (i.e.,
instrument selection, measurement technique, significant digits);
• determine the sample size required to draw conclusions;
• decide how samples will be randomly selected;
• decide how collected data will be compiled and organized; and
• adhere to established sampling procedures and techniques to
ensure reliability of the data and collection methods.
This skill develops gradually over time, as students are exposed to
investigations from different disciplines.

36 BIOLOGY 3201 CURRICULUM GUIDE 2021

 SECTION THREE: SPECIFIC CURRICULUM OUTCOMES

Initiating and Planning

Sample Teaching and Assessment Strategies Resources and Notes

Connection

Teachers may
• Model evaluating and selecting appropriate instruments to
measure human height. Consider meter sticks, construction tape
measure, sewing tape measure, trundle wheel, laser distance
measure, and mobile device applications.
• Where possible, provide a variety of instruments from which
students may choose when collecting evidence. Include both
analog and digital instruments.
• Demonstrate the capabilities and limitations of various
instruments.
• Discuss the importance of sample size when making inferences
about populations.
• Instruct that accurate measurements should include all certain
digits and an estimate of the first unknown digit. A centimetre
ruler with millimetre gradations, for example, should be read to
two decimal places (e.g., 16.73 cm - 16 cm and 7 mm are certain
values, the 3 is an estimate).
Students may
• Analyze experimental procedures to describe the sampling
procedures used and discuss whether they were appropriate.
• Collaboratively identify potential limitations of specific sampling
instruments or procedures.

Consolidation

Teachers may
• Discuss randomized double blind placebo controlled studies as
the standard in medical research.
Students may
• Evaluate and select appropriate instruments and develop
appropriate sampling procedures when planning an investigation
(e.g., open or guided in-class investigations, science fair project).

BIOLOGY 3201 CURRICULUM GUIDE 2021 37

INTEGRATED SKILLS

Performing and Recording

Outcomes Focus for Learning

Students will be expected to
5.0 use instruments effectively When conducting investigations, students should use analog and
and accurately for collecting digital data collection tools and instruments effectively and accurately.
data
Where appropriate, teachers should demonstrate proper techniques
[GCO 2]
for effective use and measurement accuracy of different instruments
and discuss potential sources of error caused by improper use.
Students should assess the precision and accuracy of each
measuring instrument and, when required, calibrate instruments prior
to use. When using analog instruments, measurements should be
recorded using the correct number of significant digits (i.e., all certain
digits plus one estimated digit [Appendix A, p. 138]).
This skill is specifically assessed when students design and carry
out investigations to measure variation in inherited traits within
populations, however, it may be addressed whenever students use
instruments to collect data.
6.0 compile and organize data, Students should compile and organize data when conducting
using appropriate formats investigations of questions, ideas, problems, and issues. They
and data treatments to should select formats (e.g., charts, diagrams, lists, tables, log books,
facilitate interpretation of maps, observational journals, digital files) and data treatments
the data (e.g., grouping data, averaging, compiling data sets) appropriate
[GCO 2] for the task. The most important criteria should be ease of future
interpretation and data analysis.
This skill is specifically assessed when students design and
carry out investigations to measure variation in inherited traits
within populations. Their data should be grouped into categories
and organized into a table. Tables should be assessed for
appropriateness with respect to ease of data interpretation.
This skill is further addressed when students analyze inheritance
using punnet squares and pedigrees and may be assessed when
they investigate the Hardy-Weinberg principle and research
characteristics of different taxonomic groups to infer evolutionary
relationships .
7.0 use library and electronic Students should use a broad range of research tools and techniques
research tools to collect to collect information when investigating questions, ideas, problems,
information on a given topic and issues. They should
[GCO 2] • use advanced search techniques and keywords; and
• evaluate the validity, reliability, and bias of information and the
8.0 select and integrate source.
information from various
print and electronic sources Review relevant acceptable use of library and electronic research
or from several parts of the tools, practices, and policies. A review of citing, referencing, types of
same source information, sources, and plagiarism may also be necessary.
[GCO 2] In Biology 3201, these skills should be developed and assessed
when students research cancer therapies, sexually transmitted
infections, conception prevention technologies, and characteristics of
and relationships among different taxonomic groups.

38 BIOLOGY 3201 CURRICULUM GUIDE 2021

 SECTION THREE: SPECIFIC CURRICULUM OUTCOMES

Performing and Recording

Sample Teaching and Assessment Strategies Resources and Notes

Activation Authorized

Teachers may NL Biology

• Review research and citing protocol. (Student resource [SR])
• Review appropriate ways to organize data (e.g., formats, • pp. 714-716
significant digits, units) that facilitate future interpretation. NL Biology (OTC)
• Invite a representative from Newfoundland and Labrador Public • Assessment Checklist 7
Libraries (NLPL) to provide an overview of NLPL services and Independent Research Skills
databases. Request library cards for students. Alternatively, the
teacher librarian may provide an overview of school library and
learning commons services.
Students may
• Discuss why Wikipedia™ may not be a reliable source. Discuss
the necessity of research reliability and validity.

Connection

Teachers may
• Provide students raw, unorganized data or information from an
investigation and ask them to organize it in an appropriate format.
Students may
• Brainstorm alternative ways to compile and organize data or
information and discuss their advantages and disadvantages.
• Discuss the difference between a valid source and a reliable
source when conducting research (i.e., a reliable source may not
necessarily be valid).
• Take and enlarge images of analog scales when measuring to aid
in estimating the first unknown digit.

Consolidation

Teachers may
• Allow different student groups to compile and organize data in
different ways. Then ask students to compare the utility of the
different formats.
Students may
• Use research inquiry to investigate a science-related idea or
issue. Ensure use of proper sources and citations including a
bibliography.
• Use research inquiry to collect background information (i.e.,
literature review) for a science project.
• Integrate data and information from a variety of sources when
communicating findings of investigations of questions, ideas,
problems, or issues.
• Compile and organize data collected as part of a science project.

BIOLOGY 3201 CURRICULUM GUIDE 2021 39

INTEGRATED SKILLS

Performing and Recording

Outcomes Focus for Learning

Students will be expected to
9.0 select and use apparatus Routinely review safe and appropriate handling and use of apparatus,
and materials safely tools, and materials. Students should have the requisite knowledge to
[GCO 2] select and use apparatus, tools, and materials safely, including, but
not limited to, chemicals, microscopes, and dissection instruments.
Students should also effectively use personal protective and safety
equipment, as required.
This skill should be assessed whenever students use apparatus
and materials during investigations (e.g., dissections, microscope
investigations, DNA extraction, DNA model construction). Direct
observations, checklists, and self and peer assessment may be used.
10.0 demonstrate a knowledge WHMIS (Workplace Hazardous Materials Information System) was
of WHMIS standards by updated in 2015. While students have prior experience with WHMIS
selecting and applying standards and techniques, their mastery should be assessed and
proper techniques for documented prior to conducting any investigations.
handling and disposing of
Routinely review WHMIS standards and proper techniques for safe
lab materials
handling and disposal of lab materials (e.g., chemicals, fresh and
[GCO 2]
preserved specimens). Ensure that relevant safety data sheets (SDS)
are available for student use.
Students’ proper handling and disposal of materials should be
assessed when extracting DNA and when dissecting fresh and
preserved plant and animal specimens.
11.0 describe and apply Classification systems and nomenclatures are human constructs
classification systems and that attempt to make sense of the physical world. In Biology 3201,
nomenclatures used in the students should describe and apply
sciences • the three domain classification system (i.e., Domain, Kingdom,
[GCO 2] Phylum, Class, Order, Family, Genus, Species);
• evolutionary classification systems (i.e., phylogeny);
12.0 identify limitations of a
• binomial nomenclature; and
given classification system
and identify alternative • dichotomous keys, field guides, and mobile device applications to
ways of classifying to identify species.
accommodate anomalies Students should identify the limitations of different classification
[GCO 2] systems and identification tools used and identify alternative ways of
classifying anomalies.
Describing and applying nomenclatures includes, but should not be
limited to binomial nomenclature. Nomenclatures may be defined
broadly to include discipline-related terminology (i.e., reproduction-,
genetics-, and evolution-related terminology). This skill may be
assessed whenever students describe phenomena using specific
terminology.

40 BIOLOGY 3201 CURRICULUM GUIDE 2021

 SECTION THREE: SPECIFIC CURRICULUM OUTCOMES

Performing and Recording

Sample Teaching and Assessment Strategies Resources and Notes

Activation

Teachers may
• Describe examples of classification systems and nomenclatures
used in biological sciences.

Connection

Teachers may
• Demonstrate safe use of apparatus, tools, and materials. This
may be completed on an as needed basis, or can encompass a
set of equipment to be used throughout the year. Assessment of
student understanding is required.
• Create a print or digital word wall to display discipline-related
terminology (i.e., nomenclature).
Students may
• Select and safely set up apparatus to be used in investigations.
• Develop safety signage or safe operating procedure information
sheets for lab apparatus, tools and materials.
• Create a personal visual dictionary of discipline-related
terminology (i.e., nomenclature).

Consolidation

Teachers may
• Assess students’ ability to focus a microscope to high power.
• Assess students’ understanding of WHMIS standards and
techniques.
Students may
• Brainstorm and describe a non-scientific classification system
(i.e., music store organization), identify hard to classify items,
and discuss possible alterations to the system to account for the
anomalies.

BIOLOGY 3201 CURRICULUM GUIDE 2021 41

INTEGRATED SKILLS

Analyzing and Interpreting

Outcomes Focus for Learning

Students will be expected to
13.0 compile and display Students should compile and display data and information from
evidence and information, investigations in a variety of formats:
by hand or computer, in a • Diagrams are used to symbolically represent information.
variety of formats, including • Flow charts are used to represent a process.
diagrams, flow charts,
• Tables organize data and information into labelled columns and
tables, graphs, and scatter
rows.
plots
[GCO 2] • Graphs (e.g., bar, histogram, pictograph, line) help visualize
relationships in data.
• Scatter plots are used to determine the degree of correlation
between variables.
Students should select the most appropriate format to represent their
data and information and, where possible, use digital technologies
in their creation. Representations should be clear, concise, and
include titles, headings, labels, scales, units, symbols, and numbers,
where appropriate. Accurate representation of data and information
is paramount to facilitate analysis and interpretation, identify patterns
and trends, and infer or calculate relationships among variables (See
Appendix A, pp. 140-142).
This skill should be addressed throughout the course and is
specifically assessed when students create
• diagrams to represent cells undergoing mitotic division,
• graphs to analyze reproductive blood hormone data,
• data tables to demonstrate and test for genetic equilibrium,
• tables to compare characteristics of different taxonomic groups
and make hypotheses about evolutionary relationships, and
• evolutionary trees to represent hypothesized relationships.
14.0 identify a line of best fit on a Students have experience, from previous science courses, identifying
scatter plot and interpolate a line of best fit and interpolating or extrapolating based on that line.
or extrapolate based on the
A line or curve of best fit represents the trend in data. Students should
line of best fit
make the smoothest curve possible, evenly balancing points that do
[GCO 2]
not fit the curve above and below. Where a point is far off the line,
an error may have been made. A dotted line should be used when
extending the curve beyond the data set.
Interpolation is the process of estimating values between points within
the data set. Extrapolation is estimating values beyond the limits
of the data set. There is some risk of inaccuracy involved with both
processes, because it is assumed that the trend continues between
or beyond measured data points.
This skill should be assessed when students analyze blood hormone
data to infer physiological events in reproductive systems. It may,
however, be addressed and assessed whenever students analyze
graphs.

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 SECTION THREE: SPECIFIC CURRICULUM OUTCOMES

Analyzing and Interpreting

Sample Teaching and Assessment Strategies Resources and Notes

Connection Authorized

Teachers may NL Biology (SR)

• Review appropriate use of diagrams, flow charts, tables, bar • p. 727
graphs, line graphs, and scatter plots.
• Review how to draw a line of best fit on scatter plots and how to
interpolate or extrapolate values based on the line.
• Set clear expectations for the construction of diagrams, tables,
graphs, and scatter plots.
• Highlight and discuss common graphing errors (e.g., selecting
inappropriate type of graph for the data, placing variables on
wrong axes, inappropriate scaling, attempting to have the line of
best fit go through all data points).
Students may
• Justify selection of a particular format to compile and display data
from an investigation.
• Draw lines of best fit by hand and using digital technologies.

Consolidation

Teachers may
• Provide data compiled and organized from an investigation. Ask
students to display the data in an appropriate format.
• Present students with scatter plots and ask them to identify
the line of best fit and estimate values using interpolation and
extrapolation.
• Present graphs and ask students to explain what the graph is
communicating and interpolate and extrapolate information.
Students may
• Draw a line of best fit by hand and compare with one generated
using a digital tool, for the same data set.
• Compile and display data and information from class
investigations and science projects using a variety of digital
technologies.

BIOLOGY 3201 CURRICULUM GUIDE 2021 43

INTEGRATED SKILLS

Analyzing and Interpreting

Outcomes Focus for Learning

Students will be expected to
15.0 interpret patterns and Students should analyze data and apply mathematical models to
trends in data, and infer develop and assess possible explanations. This includes interpreting
or calculate linear and trends and patterns, and inferring or calculating relationships.
nonlinear relationships
Patterns refer to data that repeat in a predictable way. A trend is the
among variables
general tendency of a data set to change. While individual data points
[GCO 2]
may vary, the overall data trend in one direction. Relationships are
similar to trends, but have a clear mathematical relationship (e.g.,
linear relationship). Identifying trends, patterns, and relationships
requires accurate representation of data in diagrams, tables, graphs,
and scatter plots.
This skill should be assessed when students analyze blood hormone
data, punnet squares and pedigrees, data supporting natural
selection, and data from investigations of the Hardy-Weinberg
principle, however, it may also be assessed whenever students
analyze and interpret data.
Where possible, computers and digital tools should be used to
enhance data analysis and interpretation. Note, students should be
cautioned about interpretations and inferences based on inadequate
sample sizes.
16.0 evaluate the relevance, Students should evaluate data and data collection methods with
reliability, and adequacy respect to
of data and data collection • relevance (i.e., Does the collected data help answer the initial
methods question?);
[GCO 2] • reliability (i.e., Is the data consistent? Can the data be replicated
under consistent conditions ?); and
• adequacy (i.e., Is the quality and quantity of the data sufficient to
draw a conclusion? Is there bias?).
Students should recognize that use of inappropriate data collection
methods, sampling procedures, and measurement instruments may
result in irrelevant, unreliable, or inadequate evidence. They should
suggest modifications to investigations to improve the data and data
collection methods.
This skill is specifically assessed when students design and carry
out investigations to measure variation in inherited traits within
populations. When investigating, they should recognize outliers in
data and provide explanations for their exclusion from data analysis.

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 SECTION THREE: SPECIFIC CURRICULUM OUTCOMES

Analyzing and Interpreting

Sample Teaching and Assessment Strategies Resources and Notes

Connection

Teachers may
• Present exemplars of tables and graphs illustrating typical trends
and patterns in data, and linear and non-linear relationships.
• Model interpreting patterns and trends in data and inferring or
calculating linear and non-linear relationships among variables.
• Review what is meant by relevance, reliability, and adequacy
of data and data collection methods and provide examples of
irrelevant, unreliable, and inadequate data and methods.
• Present published scientific papers and collaboratively evaluate
the data and data collection methods.
• Discuss outliers and rationale for their exclusion from data
analysis.
Students may
• Review scientific papers and lab reports of peers and evaluate
data and data collection methods for relevance, reliability and
adequacy.

Consolidation

Teachers may
• Present graphs and ask students to
-- explain what the graph is communicating,
-- interpolate and extrapolate information,
-- identify patterns or trends,
-- infer relationships among variables, and
-- calculate, where possible, linear and non-linear relationships.
Students may
• Interpret patterns and trends, and infer and calculate relationships
in data compiled and displayed as part of class investigations and
science projects.

BIOLOGY 3201 CURRICULUM GUIDE 2021 45

INTEGRATED SKILLS

Analyzing and Interpreting

Outcomes Focus for Learning

Students will be expected to
17.0 identify and apply criteria, Science is evidence-based. Students should consider whether
including the presence evidence is relevant, plausible, sufficient, and reliable. Is there bias?
of bias, for evaluating Can the evidence be replicated? Similarly, students should critically
evidence and sources of evaluate the reliability of sources of information.
information
If the information source is scholarly, they should consider:
[GCO 2]
• Can the information be verified by other scholarly literature?
• Has the content been peer-reviewed or edited by a publisher?
• Is the information supported by evidence which is referenced?
If the information source is non-scholarly, they should consider:
• Is the work biased?
• Is the work sponsored by a company or special interest group?
• What is the purpose of the work? Why was it written? Who is the
audience? What is the message?
• Who is the author? What are their credentials? Are their
credentials visible? Are they affiliated with a recognized research
institution?
Students should also apply this skill to evaluate scientific research.
18.0 explain how data support Analysis and interpretation of data should culminate in a statement
or refute the hypothesis or explaining the results of the investigation. This conclusion should
prediction refer back to the initial hypothesis and explain whether the results
[GCO 2] support, partially support, or refute the hypothesis.
Additionally, the conclusion should
• examine and comment on sources of error and uncertainty,
• assess the effectiveness of the investigative design,
• suggest applications of findings, and
• propose new questions to investigate.
This skill is specifically assessed when students investigate the
Hardy-Weinberg principle, however, it may be addressed whenever
students make hypotheses and predictions as part of investigations.
19.0 identify and correct practical The ability to identify and solve problems is a critical learning skill.
problems in the way a In Biology 3201, students use various technological devices when
technological device or investigating. Invariably, they will identify practical problems with the
system functions way a device functions. In these situations, students should attempt
[GCO 2] to correct the problem.
This skill should be assessed when students use microscopes,
however, it may also be assessed whenever students use
technological devices, including analog and digital devices.

46 BIOLOGY 3201 CURRICULUM GUIDE 2021

 SECTION THREE: SPECIFIC CURRICULUM OUTCOMES

Analyzing and Interpreting

Sample Teaching and Assessment Strategies Resources and Notes

Connection Authorized

Teachers may NL Biology (SR)

• Provide detailed criteria for evaluating evidence and sources of • p. 724
information.
• Discuss the reliability of science-related claims found in
advertising and social media.
• Present science-related articles obtained from various information
sources (e.g., journals, science magazines, websites, social
media) and ask students to apply criteria to evaluate the reliability
of the information.
• Discuss how evidence may support or refute the hypothesis,
suggest revision of the initial hypothesis, or suggest a new
research question.
• Model, with the use of exemplars, how the interpretation of
evidence may support or refute a hypothesis.
Students may
• Brainstorm possible sources of science information.
• Discuss the pros and cons of various media for communicating
scientific findings.

Consolidation

Teachers may
• Present experimental data and ask students to analyze the data
and explain whether it supports or refutes the hypothesis.
• Require students to explain how their data supports or refutes
their hypothesis or prediction as part of the discussion section of
lab reports.
Students may
• Analyze and interpret collected evidence from investigations
to determine whether it supports or refutes the hypothesis and
provide an explanation in the discussion section of a lab report.

BIOLOGY 3201 CURRICULUM GUIDE 2021 47

INTEGRATED SKILLS

Analyzing and Interpreting

Outcomes Focus for Learning

Students will be expected to
20.0 construct and test a Science starts with a question. Engineering starts with a problem.
prototype of a device or Students have used engineering design (i.e., problem solving)
system and troubleshoot processes in previous science and intermediate technology courses,
problems as they arise however, review of a typical process is warranted.
[GCO 2]
This skill should be assessed when students personally design and
construct a working model of a short DNA strand. They should
• clearly define the problem to solve (e.g., constraints, success
criteria);
• brainstorm or research possible solutions to the problem;
• evaluate potential tools and material for use;
• evaluate the strengths and weaknesses of possible solutions,
collaboratively select a preferred solution, and construct a
prototype;
• test and evaluate the prototype (testing may result in an
unpromising solution being abandoned in favour of trying a
different possible solution);
• modify the prototype for improvement and retest, iteratively, until
a final solution is reached; and
• communicate the process followed and the final solution.
Troubleshooting problems as they arise and finding solutions is an
integral part of the engineering design process.
21.0 evaluate a personally In Science 7-9, students evaluated designs and prototypes in terms
designed and constructed of function, reliability, safety, efficiency, use of materials, and impact
device on the basis on the environment. In Biology 3201, they should evaluate devices on
of criteria they have the basis of criteria they have personally or collaboratively developed.
developed themselves Criteria should relate to function, attributes, and specifications, based
[GCO 2] on user identified need. The importance of these criteria can not be
understated as they control the design of the device throughout the
engineering design process. Developing criteria may also include
prioritizing criteria.
This skill outcome should be assessed when students personally
design and construct a working model of a short DNA strand.

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 SECTION THREE: SPECIFIC CURRICULUM OUTCOMES

Analyzing and Interpreting

Sample Teaching and Assessment Strategies Resources and Notes

Connection Authorized

Teachers may NL Biology (OTC)

• Engage students in quick design challenges to review the • Assessment Checklist 9
engineering design process. Developing Models
• Present multiple representations of the engineering design
processes for comparison and analysis.
• Provide a variety of tools and materials for student selection and
use in constructing prototypes.
• Remind students that designing technology includes both
products and processes.
Students may
• Recount prior experiences engaging in engineering design
processes to construct prototypes.
• Brainstorm and prioritize design criteria for constructed devices.
• Conduct focus groups to determine user criteria for a constructed
device.
• Pitch their personal solution to a design problem using sketches
to communicate their ideas.
• Keep detailed records of prototypes, construction plans, testing,
and design modifications.

Consolidation

Students may
• Present final constructed devices with design criteria to peers
for evaluation. Evaluations should include suggestions for
improvement.
• Share problems encountered during the design process and how
they were solved.

BIOLOGY 3201 CURRICULUM GUIDE 2021 49

INTEGRATED SKILLS

Communication and Teamwork

Outcomes Focus for Learning

Students will be expected to
22.0 communicate questions, Scientists work in collaborative environments, surrounded by students
ideas, and intentions, and other scientists. They share ideas, help each other design
and receive, interpret, experiments and studies, and sharpen each other’s conclusions.
understand, support, and Effective communication is critical to success. Students should
respond to the ideas of • attentively receive and interpret the ideas of others;
others • effectively communicate their questions, ideas, and intentions,
[GCO 2] using appropriate scientific terminology;
• evaluate ideas, lending them support or constructive criticism;
and
• suspend judgement and respond to the ideas of others by asking
clarifying questions to ensure understanding.
Effectively sending and receiving information is an important learning
skill. Communication skills should continue to be developed in all
subject areas through a range of activities and strategies.
This outcome should be assessed when students
• design and carry out investigations to measure variation in
inherited traits within populations,
• investigate the anatomy and physiology of representative
organisms, and
• use dichotomous keys, field guides, and mobile device
applications to identify specimens.
The skill, however, may be assessed whenever students
communicate.
23.0 select and use appropriate Effective science communication requires students to appropriately
numeric, symbolic, select and use numbers, symbols, diagrams, charts, tables, graphs,
graphical, and linguistic and oral and written language to communicate ideas, plans, and
modes of representation to results.
communicate ideas, plans,
Students should use appropriate modes of representation to
and results
communicate when asking questions, planning and conducting
[GCO 2]
investigations, using tools and techniques, analyzing data and
applying models, evaluating results, and collaborating with peers.
This skill should be assessed when students investigate and test
the Hardy -Weinberg principle, however, it may also be assessed
whenever students communicate their ideas, plans, and results.
Assessment should emphasize appropriate, accurate, and effective
use of numbers, symbols, graphs, and oral and written language.

50 BIOLOGY 3201 CURRICULUM GUIDE 2021

 SECTION THREE: SPECIFIC CURRICULUM OUTCOMES

Communication and Teamwork

Sample Teaching and Assessment Strategies Resources and Notes

Connection

Teachers may
• Encourage students to think aloud, orally communicating their
questions, ideas, and intentions when conducting investigations.
• Request students digitally record their group communication
when conducting investigations. Recordings may be used for
assessment of students’ communication skills.
• Use checklists to assess student use of scientific terminology
when investigating.
• Provide guidelines for creating formal lab reports.
• Review how to effectively communicate findings using diagrams,
flow charts, tables and graphs.
• Provide opportunities for student groups to communicate the
findings of investigations in formats of their choosing. Then,
compare and discuss the effectiveness of the different formats.
• Require students to use digital technologies when communicating
their questions, ideas, plans, and results.
Students may
• Brainstorm ideas related to what effective science communication
looks and sounds like.
• Consider the pros and cons of representing a set of data using a
table or a graph.
• Analyze scientific papers to become familiar with the modes of
representations used in science to communicate research results.

Consolidation

Teachers may
• Assess effective science communication (i.e., use appropriate
numeric, symbolic, graphical, and linguistic modes of
representation) in formal lab reports.
Students may
• Use appropriate modes of representation to communicate ideas,
plans, and results of in-class investigations and science projects.

BIOLOGY 3201 CURRICULUM GUIDE 2021 51

INTEGRATED SKILLS

Communication and Teamwork

Outcomes Focus for Learning

Students will be expected to
24.0 identify multiple Individuals may have strong feelings about social, environmental, and
perspectives that influence ethical issues that influence their decisions and actions.
a science-related decision
When analyzing decisions or issues, students should identify the
or issue
perspectives of stakeholders (i.e., How do they define the issue?,
[GCO 2]
What assumptions do they make?, What are their values?).
Understanding multiple perspectives is an essential component of
effective communication and collaboration within problem solving and
decision making processes.
This skill is specifically addressed when students assess decisions
and issues arising from prenatal screening and may be assessed
when researching conception prevention technologies.
25.0 develop, present, and Developing and deciding on a preferred solution or position often
defend a position or course requires persuading others with differing perspectives.
of action, based on findings
Students should develop a position with respect to social,
[GCO 2]
environmental, and ethical issues associated with applications of
genetic technology (e.g., human gene therapy, genetically modified
foods, personal genomics) and present and defend their position or
course of action. This could be facilitated through debate, role play, or
formal presentations with follow up question and answer sessions.
Reproductive technologies provide another context for assessment.
26.0 work cooperatively with Students should work collaboratively in science contexts. They
team members to develop should, for example,
and carry out a plan, and • communicate effectively, listen, and respond appropriately;
troubleshoot problems as
• provide and accept constructive criticism;
they arise
[GCO 2] • seek other points of view and consider multiple perspectives;
• suspend personal views and objectively evaluate other’s ideas;
27.0 evaluate individual and • use procedures that enable everyone to participate; and
group processes used in • willingly work with others and accept assigned roles.
planning, problem solving
When collaborating, students should reflect on and evaluate individual
and decision making, and
and group processes used. How did the group, for example,
completing a task
[GCO 2] • address conflict or differences of opinion;
• assign roles and responsibilities;
• enable everyone to participate in making decisions;
• ensure equal participation of all individuals and value their
individual contributions;
• ensure individuals took responsibility for assigned tasks, errors
made, and difficulties encountered; and
• ensure respectful communication.
Students should consider how their plan, solution, or decision might
have been influenced by these processes. They should identify
processes and procedures that proved helpful and make suggestions
to improve task completion for future collaborative activities.
These skills should be assessed whenever students work together in
pairs or small groups.
52 BIOLOGY 3201 CURRICULUM GUIDE 2021
 SECTION THREE: SPECIFIC CURRICULUM OUTCOMES

Communication and Teamwork

Sample Teaching and Assessment Strategies Resources and Notes

Activation Authorized

Teachers may NL Biology (OTC)

• Organize students in pairs and small groups, where possible, to • Assessment Checklist 3
investigate problems, issues, and decisions. Performance Task Self
Assessment
Students may
• Assessment Checklist 4
• Share past experiences related to cooperative group work and
Performance Task Group
collaboratively develop a set of group norms.
Assessment
• Assessment Checklist 5
Connection Learning Skills
• Assessment Checklist 8
Teachers may Oral Presentation Skills
• Discuss the multiple perspectives that have influenced the
historical acceptance of concepts and ideas in biology.
• Predetermine roles and responsibilities for groups to assign when
carrying out tasks (e.g., manager/facilitator, recorder, presenter,
questioner).
Students may
• Brainstorm possible stakeholders and their perspectives when
considering science-related decisions or issues.
• View cooperative and collaborative group rubrics and create a list
of essential characteristics.
• Collaboratively develop a rubric to assess cooperation and
adherence to group norms.

Consolidation

Students may
• Use various sources to develop arguments in support of a
position or course of action related to a decision or issue.
• Adopt a specific stakeholder perspective and debate science-
related decisions and issues with peers.
• Self and peer evaluate cooperation in science contexts when
developing and carrying out plans and troubleshooting problems.
Suggest processes and procedures that might improve future
collaboration.

BIOLOGY 3201 CURRICULUM GUIDE 2021 53

54 BIOLOGY 3201 CURRICULUM GUIDE 2021
 Section Three:
Specific Curriculum Outcomes

Unit 1: Cell Reproduction and the

Continuity of Life

BIOLOGY 3201 CURRICULUM GUIDE 2021 55

CELL REPRODUCTION AND THE CONTINUITY OF LIFE

Focus Reproduction is an essential process for all living things. In

addition to understanding some principles of how living organisms
reproduce, students begin to appreciate the complexity and impact of
reproductive technologies. Analysis, from a variety of perspectives,
of the risks and benefits of these technologies creates opportunities
for students to apply scientific knowledge, skills, and attitudes in
meaningful situations.
This unit has a strong STSE focus that emphasizes the social and
environmental contexts of science and technology and the unifying
concepts of constancy and change.

Outcomes Framework

GCO 1 (STSE): Students will develop an understanding of the nature of science and
technology, of the relationships between science and technology, and of the social and
environmental contexts of science and technology.

29.0 distinguish between scientific questions and technological problems

30.0 describe and evaluate the design of technological solutions and the way they function,
using scientific principles
33.0 analyze natural systems to interpret and explain their structure and dynamics
37.0 identify examples where technologies were developed based on scientific understanding
39.0 construct arguments to support a decision or judgement, using examples and evidence
and recognizing various perspectives
40.0 analyze from a variety of perspectives the risks and benefits to society and the
environment of applying scientific knowledge or introducing a particular technology
41.0 debate the merits of funding specific scientific or technological endeavours and not others
42.0 analyze society’s influence on scientific and technological endeavours
43.0 identify and describe science- and technology-based careers related to the science they
are studying

GCO 3 (Knowledge): Students will construct knowledge and understandings of concepts in

life science, physical science, and Earth and space science, and apply these understandings to
interpret, integrate, and extend their knowledge.

28.0 examine the process of cell division and its significance

31.0 evaluate the consequences of medical treatments
32.0 analyze and explain reproductive strategies among living organisms
34.0 analyze and describe the structure and function of human male and female reproductive
systems
35.0 explain the human reproductive cycle
36.0 describe the process of human development from fertilization to birth
38.0 evaluate and describe reproductive technologies

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 SECTION THREE: SPECIFIC CURRICULUM OUTCOMES

GCO 2 (Skills): Students will develop the skills required for scientific and technological inquiry,
for solving problems, for communicating scientific ideas and results, for working collaboratively,
and for making informed decisions.

7.0 use library and electronic research tools to collect information on a given topic
8.0 select and integrate information from various print and electronic sources or from several
parts of the same source
9.0 select and use apparatus and materials safely
13.0 compile and display evidence and information, by hand or computer, in a variety of
formats, including diagrams, flow charts, tables, graphs, and scatter plots
14.0 identify a line of best fit on a scatter plot and interpolate or extrapolate based on the line of
best fit
15.0 interpret patterns and trends in data, and infer or calculate linear and nonlinear
relationships among variables
17.0 identify and apply criteria, including the presence of bias, for evaluating evidence and
sources of information
19.0 identify and correct practical problems in the way a technological device or system
functions
24.0 identify multiple perspectives that influence a science-related decision or issue
26.0 work cooperatively with team members to develop and carry out a plan, and troubleshoot
problems as they arise

GCO 4 (Attitudes): Students will be encouraged to develop attitudes that support the
responsible acquisition and application of scientific and technological knowledge to the mutual
benefit of self, society, and the environment.

Students are encouraged to

• value the role and contribution of science and technology in our understanding of
phenomena that are directly observable and those that are not
• appreciate that applications of science and technology can raise ethical dilemmas
• show a continuing and more informed curiosity and interest in science and science-related
issues
• acquire, with interest and confidence, additional science knowledge and skills, using a
variety of resources and methods, including formal research
• consider further studies and careers in science- and technology-related fields
• work collaboratively in planning and carrying out investigations, as well as in generating
and evaluating ideas
• show concern for safety and accept the need for rules and regulations
• be aware of the direct and indirect consequences of their actions

BIOLOGY 3201 CURRICULUM GUIDE 2021 57

CELL REPRODUCTION AND THE CONTINUITY OF LIFE

SCO Continuum

GCO 3 (Knowledge): Students will construct knowledge and understandings of

concepts in life science, physical science, and Earth and space science, and apply these
understandings to interpret, integrate, and extend their knowledge.

Science 9 Biology 2201 Biology 3201

Cell Reproduction and the

Reproduction Maintaining Homeostasis
Continuity of Life

• illustrate and describe the • explain how systems help • examine the process of cell
basic process of cell division, maintain homeostasis division and its significance
including what happens to • analyze homeostatic • evaluate the consequences
the cell membrane and the phenomena to identify the of medical treatments
contents of the nucleus. feedback mechanisms • analyze and explain
• explain signs of involved reproductive strategies
pregnancy and describe • explain how tropisms help to among living organisms
the major stages of maintain homeostasis • analyze and describe the
human development from • analyze the impact of factors structure and function of
conception to early infancy on the homeostasis of the human male and female
• recognize that the cell nervous system reproductive systems
nucleus contains genetic • evaluate the impact of • explain the human
information and determines disorders and diseases on reproductive cycle
cellular processes. homeostasis • describe the process of
• distinguish between sexual • explain the importance of human development from
and asexual reproduction in fitness to the maintenance of fertilization to birth
representative organisms. homeostasis • evaluate and describe
• compare sexual and asexual • describe the impact of reproductive technologies
reproduction in terms environmental factors on
of their advantages and homeostasis
disadvantages
• explain the role of enzymes
• compare the structure in metabolism
and function of the human
• explain the importance of
reproductive systems
nutrition to the maintenance
• discuss factors that may lead of homeostasis
to changes in a cell’s genetic
information

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 SECTION THREE: SPECIFIC CURRICULUM OUTCOMES

The Cell Reproduction and the Continuity of Life unit is positioned at

Suggested Unit Plan the beginning of Biology 3201. Knowledge outcomes addressed in
this unit are prerequisite to understanding concepts in the Genetic
Basis of Heredity and Evolutionary Change and Biodiversity units.

September October November December January February March April May June

Cell Reproduction and the Evolutionary Change and

Genetic Basis of Heredity
Continuity of Life Biodiversity

Skills Integrated Throughout

BIOLOGY 3201 CURRICULUM GUIDE 2021 59

CELL REPRODUCTION AND THE CONTINUITY OF LIFE

Somatic Cell Reproduction

Outcomes Focus for Learning

Students will be expected to
28.0 examine the process of cell Assess students’ microscopy skills and prior knowledge of cell
division and its significance structures and the process of cell division.
[GCO 3]
In Biology 3201, students should
• describe how genetic material is organized within the nucleus
28.1 describe and explain the
of eukaryotic cells (i.e., deoxyribonucleic acid [DNA], chromatin,
process of mitosis
chromosome, autosome, sex chromosome);
• explain the significance of chromosome number in somatic cells;
• describe the stages of the cell cycle (i.e., interphase [G1, S, G2],
mitosis, cytokinesis);
• describe the functions of mitosis and cytokinesis (i.e., growth,
maintenance, repair);
• identify and describe the mitotic phases (i.e., prophase,
metaphase, anaphase, telophase);
• describe differences in cytokinesis for plant and animal cells; and
• describe somatic cell division using specific terminology (i.e.,
chromosome, chromatin, sister chromatids, diploid, gene, allele,
centrioles, spindle fibers, nuclear membrane, centromere,
cleavage, cell plate).
9.0 select and use apparatus Students are expected to use microscopy to investigate cells
and materials safely undergoing mitotic division (e.g., onion root-tip cells, white fish
[GCO 2] embryo cells). As part of this investigation, they should
• safely handle the microscope and microscope slides;
13.0 compile and display
• focus the microscope using low-, medium-, and high-power
evidence and information,
(Appendix C, NL Biology, p. 722);
by hand or computer, in a
variety of formats, including • view prepared slides and identify cells in interphase, cells in
diagrams, flow charts, different stages of mitosis, and cells undergoing cytokinesis; and
tables, graphs, and scatter • create biological drawings of cells in different stages of mitosis
plots (Appendix D, NL Biology, p. 727).
[GCO 2] Investigation 12.C (NL Biology, p. 471) provides a suggested
procedure, however, teachers may choose to defer this investigation
19.0 identify and correct practical until meiosis is addressed.
problems in the way a
technological device or Assess skill outcomes 9.0, 13.0, and 19.0. SCO 13.0 relates to
system functions students’ use of techniques to produce clear, concise biological
[GCO 2] drawings (e.g., using stippling to indicate darker areas, double lines
to indicate thickness, carefully labelling structures, titling the drawing,
indicating magnification in parentheses). Teachers may also to assess
SCOs 26.0 and 27.0 at this time. Refer to the Integrated Skills unit for
elaboration of these outcomes.

Sample Performance Indicators

1. Use a microscope to view a prepared slide of white fish embryos
or onion root-tip cells. Locate a cell undergoing division and
identify the mitotic phase.
2. Orally describe the phases of mitosis while manipulating a
physical model.

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 SECTION THREE: SPECIFIC CURRICULUM OUTCOMES

Somatic Cell Reproduction

Sample Teaching and Assessment Strategies Resources and Notes

Activation Authorized

Teachers may NL Biology

• Identify human examples of growth, maintenance, and repair and (Teacher Resource [TR])
relate to cell division (e.g., a cut finger, sunburn that blisters). • Unit 4 pp. 1-8
• Facilitate the cell division launch lab (NL Biology, p. 453) to NL Biology
review that during cell division, the parent cell divides to produce (Student Resource [SR])
two new daughter cells that contain the same genetic information.
• pp. 152-171
• pp. 448-461, 471
Connection • pp. 722-727

Teachers may
• Create a class word wall of unit terminology. Suggested
• Present videos and/or animations, sourced online, of cells Resource Links: www.k12pl.
undergoing division. nl.ca/curr/10-12/science/science-
• As part of the mitotic division lab, ask students to count or courses/biology-3201/resource-
estimate the number of cells visible in interphase and the different links.html
phases of mitosis and use their data to estimate the time cells
• Mitosis resources
spend in various mitotic stages.
• Microscopy resources
Students may • Science supply companies
• Create a personal visual dictionary (print or digital) of unit
terminology.
• Use physical models (e.g., coloured beads that snap together, Notes
coloured paper clips) to simulate the behaviour of chromosomes
The magnifying glass
during mitosis.
icon is used throughout
• Use personal mobile devices, in conjunction with microscopes, to the unit to indicate
capture images of cells undergoing division. Biological drawings investigations.
may be produced from these images.

Consolidation

Teachers may
• Assess knowledge and skill SCOs as part of a lab station test.
Students may
• Create annotated illustrations of mitotic phases.
• Design and create a foldable to communicate the processes of
cell division.
• Create a model of a cell that undergoes mitosis.

Extension

Students may
• Investigate current research on telomeres.

BIOLOGY 3201 CURRICULUM GUIDE 2021 61

CELL REPRODUCTION AND THE CONTINUITY OF LIFE

Cancer and the Cell Cycle

Outcomes Focus for Learning

Students will be expected to
28.0 examine the process of cell Treatment of SCO 28.0 should include the occurrence of uncontrolled
division and its significance cell division, resulting in the development of cancer. Students should
[GCO 3] identify and define mutations (i.e., permanent change to a cell’s DNA)
as the cause of cancer.
28.2 explain the relationship This topic provides a context to distinguish scientific questions from
between the cell cycle technological problems. Determining how regulation of the cell
and cancer cycle relates to the development of cancer is a scientific question.
Developing therapies (i.e., technological products and processes)
29.0 distinguish between to target cancer cells and cell cycle regulation is a technological
scientific questions and problem.
technological problems
[GCO 1] Students are expected to develop and carry out a plan, in
collaborative groups, to research cancer therapies, including, but not
30.0 describe and evaluate the limited to, surgery, radiation therapy, chemotherapy, immunotherapy,
design of technological targeted therapy, hormone therapy, and stem cell transplants.
solutions and the way they Research findings, for each therapy, should include
function, using scientific • a description of the therapy,
principles • an explanation of how it functions,
[GCO 1]
• clinical situations where it is used, and
31.0 evaluate the consequences • common side effects.
of medical treatments As part of this research investigation, SCOs 7.0, 8.0, and 26.0 should
[GCO 3] be assessed. Teachers may also assess SCOs 17.0 and 27.0 at this
time. Refer to the Integrated Skills unit for elaboration of these skill
7.0 use library and electronic outcomes.
research tools to collect
As therapies improve and new ones are developed, the range of
information on a given topic
treatment options available to patients broadens. Students should
[GCO 2]
discuss how personal values and therapeutic outcomes may influence
the treatment decisions of patients and medical professionals.
8.0 select and integrate
information from various Note, exercise sensitivity when addressing cancers. Some students
print and electronic sources may have firsthand experience with these diseases.
or from several parts of the
same source
[GCO 2] Attitude

26.0 work cooperatively with Encourage students to work collaboratively in planning and carrying
team members to develop out investigations, as well as in generating and evaluating ideas.
and carry out a plan, and [GCO 4]
troubleshoot problems as
they arise Sample Performance Indicator
[GCO 2]
Select one type of cancer therapy. Create a newspaper front page to
creatively communicate a description of the therapy, an explanation of
how it functions, clinical situations where it is used, and common side
effects.

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 SECTION THREE: SPECIFIC CURRICULUM OUTCOMES

Cancer and the Cell Cycle

Sample Teaching and Assessment Strategies Resources and Notes

Connection Authorized

Teachers may NL Biology (TR)

• Present articles related to cancer therapies for students to read • Unit 4 p. 8
and formulate a response. NL Biology (SR)
• Discuss possible sources of information on cancer therapies and
• p. 462
the importance of evaluating sources for credibility and reliability.
• Review citation and reference guidelines.
• Use a cooperative jigsaw activity to facilitate research into cancer Suggested
therapies.
Resource Links: www.k12pl.
• Discuss patient use of alternative therapies for cancer treatment
nl.ca/curr/10-12/science/science-
(e.g., acupuncture, aromatherapy, art/music therapy, biofeedback,
courses/biology-3201/resource-
chiropractic/massage therapy, indigenous traditional healing).
links.html
• Cancer-related resources
Consolidation

Students may
• Create an informational video or pamphlet to explain various
cancer therapies to patients.
• Create a digital presentation to communicate findings of their
collaborative research.
• Explore current trends in cancer treatment.

Extension

Students may
• Investigate topics of personal interest related to cancer and
cancer therapies.

BIOLOGY 3201 CURRICULUM GUIDE 2021 63

CELL REPRODUCTION AND THE CONTINUITY OF LIFE

Formation of Reproductive Cells

Outcomes Focus for Learning

Students will be expected to
28.0 examine the process of cell Students should
division and its significance • recognize that meiosis occurs in germ cells;
[GCO 3] • explain the significance of chromosome number in gametes;
• identify and describe the phases of meiosis I and II;
28.3 describe and explain the
• describe gametic cell division using specific terminology
process of meiosis
(i.e., gamete, haploid, homologous chromosomes, non-sister
chromatids, synapsis, tetrad);
28.4 describe and compare
• describe the ways in which meiosis contributes to genetic
the processes of
variation (i.e., reduction division, independent assortment,
spermatogenesis and
crossing over);
oogenesis
• compare the processes of mitosis and meiosis (i.e., cell type,
number of chromosomes, number of daughter cells, and genetic
variation);
• describe and compare the processes of oogenesis
and spermatogenesis using specific terminology (i.e.,
spermatogonium, sperm, oogonium, primary oocyte, polar bodies,
ova); and
• compare sperm and egg (i.e., physical structure, size, energy
reserves, mitochondria, number produced, motility).

Attitude

Encourage students to value the role and contribution of science

and technology in our understanding of phenomena that are directly
observable and those that are not. [GCO 4]

Sample Performance Indicators

1. Compare anaphase in mitosis, meiosis I, and meiosis II.
2. Create a graphic organizer to compare oogenesis and
spermatogenesis.
3. Sea star cells have 36 chromosomes. If anaphase I does not
occur, how many chromosomes will be present in daughter cells
produced by meiosis?

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 SECTION THREE: SPECIFIC CURRICULUM OUTCOMES

Formation of Reproductive Cells

Sample Teaching and Assessment Strategies Resources and Notes

Connection Authorized

Teachers may NL Biology (TR)

• Add meiosis-related terminology to the classroom word wall. • Unit 4 pp. 9-13
• Present videos and/or animations, sourced online, of cells NL Biology (SR)
undergoing meiosis.
• pp. 463-472
• Present physical models (e.g., coloured beads that snap together,
coloured paper clips) to simulate the behaviour of chromosomes
during meiosis. Suggested
• Facilitate a game of Who am I? asking questions to identify the
phase of mitosis or meiosis. Resource Links: www.k12pl.
nl.ca/curr/10-12/science/science-
• Provide prepared slides of cells undergoing meiosis (e.g., lily
courses/biology-3201/resource-
anther, frog testis) for viewing using microscopes. Images
links.html
sourced online may also be used.
• Meiosis resources
Students may
• Science supply companies
• Add meiosis-related terminology to their visual dictionary.
• Use physical models to simulate the behaviour of chromosomes
during meiosis.

Consolidation

Teachers may
• Assess knowledge and skill SCOs as part of a lab station test.
Students may
• Design and create a foldable to communicate the processes
involved in the formation of reproductive cells.
• Create a flip book of the phases of meiosis I and II.
• Create a physical model of a cell undergoing meiosis.

Extension

Student may
• Investigate polyploidy in plants and animals.

BIOLOGY 3201 CURRICULUM GUIDE 2021 65

CELL REPRODUCTION AND THE CONTINUITY OF LIFE

Reproductive Strategies

Outcomes Focus for Learning

Students will be expected to
32.0 analyze and explain Asexual and sexual reproduction were introduced in Science 9. In
reproductive strategies Biology 3201, students should
among living organisms • distinguish between asexual and sexual reproduction;
[GCO 3] • explain the human life cycle (i.e., meiosis, haploid gametes,
fertilization, diploid zygote, mitosis);
33.0 analyze natural systems to
• describe asexual reproductive strategies (i.e., binary
interpret and explain their
fission, budding, vegetative reproduction, fragmentation,
structure and dynamics
parthenogenesis, spores) and identify example organisms;
[GCO 1]
• describe the reproductive strategy of viruses (i.e., lytic, lysogenic);
• explain alternation of generations and analyze life cycles of moss
and a representative cnidarian to identify the haploid and diploid
generations;
• identify and describe the function of reproductive structures
in flowering plants (i.e., stamen, anther, filament, pollen, pistil,
stigma, style, ovary, ovules);
• analyze the life cycle of a flowering plant and explain its
structure and dynamics (i.e., sporophyte, gametophytes, ovule,
megaspores, polar nuclei, microspores, pollen grain, generative
nucleus, tube nucleus, embryo, 3n (triploid) endosperm, double
fertilization, haploid, diploid, seed, fruit); and
• compare advantages and disadvantages of asexual and sexual
reproduction.
9.0 select and use apparatus Students are expected to dissect a flower (e.g., alstroemeria,
and materials safely daffodil, lily, tulip) to view and identify male and female reproductive
[GCO 2] structures. Dissection should include a cross section of the ovary.
Students’ effective use of hand lenses, safe use of dissection tools
26.0 work cooperatively with
(SCO 9.0), and ability to work cooperatively (SCO 26.0) should be
team members to develop
assessed. SCO 13.0 may also be assessed if students are required to
and carry out a plan, and
create a labelled biological drawing of their dissected flower. Refer to
troubleshoot problems as
the Integrated Skills unit for elaboration of these skills.
they arise
[GCO 2] Note, for individual students with allergies, virtual or video dissection
should be used as an alternative.

Attitude

Encourage students to show concern for safety and accept the need
for rules and regulations. [GCO 4]

Sample Performance Indicators

1. Identify the reproductive structures of a flower.
2. A herbicide prevents the formation of the tube nucleus. How
might this affect reproduction of the plant?
3. Identify the reproductive strategy and haploid and diploid stages
in representative life cycles.

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 SECTION THREE: SPECIFIC CURRICULUM OUTCOMES

Reproductive Strategies

Sample Teaching and Assessment Strategies Resources and Notes

Activation Authorized

Teachers may NL Biology (TR)

• Present images of diverse organisms and ask students to predict • Unit 4 pp. 13-21
how they might reproduce. NL Biology (ST)
• Assess students’ prior knowledge of asexual and sexual
• pp. 473-483
reproduction.

Suggested
Connection
Resource Links: www.k12pl.
Teachers may
nl.ca/curr/10-12/science/science-
• Add terminology related to reproductive strategies to the courses/biology-3201/resource-
classroom word wall. links.html
• Present videos, sourced online, depicting reproductive strategies, • Reproductive strategies
including viral reproduction. resources
• Present life cycles of representative organisms for analysis. • Life cycles resources
Students may • Science supply companies
• Add terminology related to reproductive strategies to their visual
dictionary.
• Create summary cards of different asexual reproductive
strategies.
• In small collaborative groups, create a digital presentation to
depict the diversity of reproductive strategies among living things.
• Use personal mobile devices to capture images as a record of the
flower dissection activity. Images can be inserted into digital lab
reports and annotated to identify reproductive structures.

Consolidation

Teachers may
• Facilitate Activity 12.2 (NL Biology, p. 478), asking students
to research and analyze different reproductive strategies and
communicate their advantages and disadvantages.
• Assess knowledge and skill SCOs as part of a lab station test.
Students may
• Create a foldable to compare different reproductive strategies.
• Explain the importance of the triploid endosperm in the life cycle
of a flowering plant.

Extension

Students may
• Explore the reproduction strategies of other organisms.
• Explore indigenous or medicinal uses of plants.

BIOLOGY 3201 CURRICULUM GUIDE 2021 67

CELL REPRODUCTION AND THE CONTINUITY OF LIFE

Human Reproductive Systems

Outcomes Focus for Learning

Students will be expected to
34.0 analyze and describe the The human reproductive system was introduced in Science 9.
structure and function of
Students should
human male and female
reproductive systems • identify human male reproductive structures and describe their
[GCO 3] functions (i.e., testes [gonads], scrotum, seminiferous tubules,
interstitial cells, epididymis, vas (ductus) deferens, penis, seminal
33.0 analyze natural systems to vesicle, prostate gland, Cowper’s gland, urethra);
interpret and explain their • describe the path sperm travels through the human male
structure and dynamics reproductive system;
[GCO 1] • identify human female reproductive structures and describe
their functions (i.e., ovaries [gonads], follicle, fimbriae, oviducts
(fallopian tubes), uterus, endometrium, cervix, vagina); and
• describe the path an egg travels through the human female
reproductive system.
7.0 use library and electronic In small collaborative groups, students should select and research
research tools to collect a common sexually transmitted infection (STI) (e.g., chlamydia,
information on a given topic gonorrhea, hepatitis, herpes, human immunodeficiency virus [HIV],
[GCO 2] human papillomavirus [HPV], syphilis) using information sources
they’ve evaluated and deemed credible and reliable. Their research
17.0 identify and apply criteria, should identify whether the selected STI is viral or bacterial, risks for
including the presence transmission, symptoms, prevention information, testing, treatment,
of bias, for evaluating and reproductive complications if left untreated. Findings should be
evidence and sources of shared with peers.
information
[GCO 2] This research investigation provides an opportunity to assess SCOs
7.0 and 17.0. In addition, teachers may assess SCOs 8.0, 26.0, and
27.0. Refer to the Integrated Skills unit for elaboration of these skills.
Note, for assessment purposes, students should be expected to
• identify examples of bacterial STIs and viral STIs,
• differentiate treatment for bacterial STIs from viral STIs, and
• describe complications (effects) for male and female reproductive
systems if STIs are left untreated.

Attitude

Encourage students to acquire, with interest and confidence,

additional science knowledge and skills, using a variety of resources
and methods, including formal research. [GCO 4]

Sample Performance Indicators

1. If an individual’s seminal vesicle does not function properly, how
will this affect his semen and sperm?
2. Annotate an unlabelled diagram of human female reproductive
system to identify structures and their primary function.
3. Develop an education tool, aimed at teenagers, to effectively
communicate key information and messages gleaned from their
research on the risks and dangers of a STI.
68 BIOLOGY 3201 CURRICULUM GUIDE 2021
 SECTION THREE: SPECIFIC CURRICULUM OUTCOMES

Human Reproductive Systems

Sample Teaching and Assessment Strategies Resources and Notes

Connection Authorized

Teachers may NL Biology (TR)

• Add reproductive system-related terminology to the classroom • Unit 4 pp. 22-27
word wall. NL Biology (ST)
• Present videos and/or animations, sourced online, depicting
• pp. 486-494
the structure and function of the human male and female
reproductive systems.
• Facilitate Investigation 13.A (NL Biology, p. 491) to view and Suggested
compare prepared slides of testicular and ovarian tissue or view
electron micrographs, sourced online. Resource Links: www.k12pl.
• Discuss possible sources of information on STIs and the nl.ca/curr/10-12/science/science-
importance of evaluating sources for credibility and reliability. courses/biology-3201/resource-
links.html
• Invite a public health official to lead an information session about
STIs and their effects on male and female reproductive systems. • Human reproductive system
resources
Students may
• STI resources
• Add new terminology to their visual dictionary.
• Design an infographic, pamphlet, advertisement, or other creative
product to educate peers on common STIs and their prevention.

Consolidation

Teachers may
• Use a cooperative jigsaw activity to facilitate the STI research
investigation.
• Facilitate an activity simulating the transmission of a STI.
Procedures, using sodium hydroxide and phenolphthalein
indicator, can be sourced online.
Students may
• Using unlabelled diagrams of the human male and female
reproductive systems, orally describe the path sperm and egg
travel, identifying reproductive structures and their functions.
• Infer why human males produce microscopic sperm in high
quantities while females produce single, large eggs.
• Communicate the findings of their STI research group in a shared
class digital document or presentation.

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CELL REPRODUCTION AND THE CONTINUITY OF LIFE

Regulation of the Human Reproductive System

Outcomes Focus for Learning

Students will be expected to
35.0 explain the human Concepts required to understand the role of the endocrine system
reproductive cycle (e.g., glands, hormones, feedback mechanisms) in regulating the
[GCO 3] human reproductive system were addressed in Biology 2201.
Students should
33.0 analyze natural systems to
interpret and explain their • identify reproductive hormones and describe their function in male
structure and dynamics and female reproductive systems (i.e., gonadotropin releasing
[GCO 1] hormone [GnRH], follicle-stimulating hormone [FSH], luteinizing
hormone [LH], testosterone, inhibin, estrogen, progesterone);
• explain how hormone feedback mechanisms regulate the male
reproductive system and the female menstrual cycle; and
• explain the ovarian (include follicular, ovulation, luteal, and
menstruation stages) and uterine cycles.
13.0 compile and display Students are expected to analyze blood hormone data to infer
evidence and information, associated physiological events in reproductive systems, including
by hand or computer, in a • the onset of puberty and andropause or menopause, and
variety of formats, including • ovarian and uterine events during the female menstrual cycle.
diagrams, flow charts,
tables, graphs, and scatter As part of these activities, students should
plots • construct graphs from data (SCO 13.0),
[GCO 2] • identify the line or curve of best fit and interpolate or extrapolate
based on the line (SCO 14.0), and
14.0 identify a line of best fit on a • analyze graphs and tables and interpret patterns and trends in
scatter plot and interpolate data and make inferences (SCO 15.0).
or extrapolate based on the
line of best fit Refer to the Integrated Skills unit for elaboration of these skills.
[GCO 2] Activity 13.2 and Investigation 13.B (NL Biology, pp. 497 and 502)
may help to address these expectations.
15.0 interpret patterns and
trends in data, and infer
Sample Performance Indicators
or calculate linear and
nonlinear relationships 1. Infer two possible explanations for the hormonal levels below.
among variables
[GCO 2]

2. Explain how testosterone levels may change if LH levels drop.

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 SECTION THREE: SPECIFIC CURRICULUM OUTCOMES

Regulation of the Human Reproductive System

Sample Teaching and Assessment Strategies Resources and Notes

Activation Authorized

Teachers may NL Biology (TR)

• Diagram how negative and positive feed back mechanisms work. • Unit 4 pp. 27-31
NL Biology (ST)
Connection • pp. 495-502
• pp. 218-220
Teachers may
• pp. 376-382
• Discuss steroid use and their potential side effects.
• Facilitate a discussion regarding the impact of aging on male and
female reproductive systems. Suggested
• Present unlabelled diagrams of regulation of male and female Resource Links: www.k12pl.
reproductive systems. Ask students to annotate them identifying nl.ca/curr/10-12/science/science-
structures and hormones. courses/biology-3201/resource-
Students may links.html
• Create a cartoon to illustrate how negative feedback loops • Blood hormone analysis
maintain homeostasis. resources
• Summarize information about the regulation of the male and
female reproductive hormone cycles in a flow chart, table, or
similar format.
• Research and discuss the effects of endocrine-disrupting
chemicals (e.g., DDT, BPA, phthalates, PCB, hormones used in
livestock) on male and female reproductive health.

Consolidation

Students may
• Visually represent the negative feedback loops that regulate the
male and female reproductive systems.
• Create a foldable to explain the stages of the menstrual cycle.
• Visually represent the ovarian and uterine cycles.

BIOLOGY 3201 CURRICULUM GUIDE 2021 71

CELL REPRODUCTION AND THE CONTINUITY OF LIFE

Human Development - Fertilization to Birth

Outcomes Focus for Learning

Students will be expected to
36.0 describe the process of Students should
human development from • identify and describe the stages, processes, structures, and key
fertilization to birth events occurring during embryonic development, including
[GCO 3] -- fertilization, zygote;
-- cleavage, morula, blastocyst, trophoblast, implantation,
secretion of human chorionic gonadotropin (hCG);
-- gastrulation, primary germ layers (i.e., ectoderm, mesoderm,
endoderm), gastrula, morphogenesis, differentiation,
neurulation, neurula, organ formation, embryo; and
-- extra-embryonic membranes (i.e., chorion, amnion, allantois,
yolk sac), placenta, umbilical cord;
• identify stages (i.e., trimesters) and key events (i.e., sex
differentiation, heart beat detection, viability) in fetal growth and
refinement;
• describe the formation of fraternal and identical twins;
• describe the parturition process (i.e., dilation, expulsion, placental
stages);
• explain the positive feedback mechanisms controlling parturition
and lactation; and
• describe the effects of teratogens (e.g., cigarette smoke, alcohol,
prescription and over the counter medications, infectious
disease, radiation, chemical pollutants) on embryonic and fetal
development.
37.0 identify examples where Students are further expected to
technologies were • describe prenatal screening technologies (i.e., home pregnancy
developed based on tests, maternal blood tests, ultrasound, amniocentesis, chorionic
scientific understanding villi sampling, cell-free DNA prenatal screening, fetoscopy), the
[GCO 1] information they provide, and the scientific understandings upon
which they are based; and
24.0 identify multiple
• analyze issues and decisions arising from prenatal screening.
perspectives that influence
a science-related decision
or issue Attitude
[GCO 2]
Encourage students to show a continuing and more informed curiosity
and interest in science and science-related issues. [GCO 4]

Sample Performance Indicators

1. Using unlabelled diagrams of the embryonic and fetal
development periods, orally describe the processes and key
events along the development pathway.
2. What might happen to the development of an embryo if a
teratogen effected the chorion layer of the trophoblast?
3. Infer why chick embryos might have a significant amount of yolk
but human embryos do not.

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 SECTION THREE: SPECIFIC CURRICULUM OUTCOMES

Human Development - Fertilization to Birth

Sample Teaching and Assessment Strategies Resources and Notes

Activation Authorized

Teachers may NL Biology (TR)

• Present ultrasound images from various stages of pregnancy. • Unit 4 pp. 22-23, 33-38
• Provide a series of images of developing embryos and ask NL Biology (ST)
students to arrange them chronologically.
• pp. 484-485,
• pp. 508-526
Connection

Teachers may Suggested

• Present videos, sourced online, depicting human development. Resource Links: www.k12pl.
• Discuss differences between embryonic and fetal development nl.ca/curr/10-12/science/science-
periods. courses/biology-3201/resource-
Students may links.html
• Add human development-related terminology to their visual • Human development
dictionary. resources
• Graph human embryo size (length) during the first 56 days (NL
Biology, p. 485) to visualize embryonic development.
• Create a graphic organizer (e.g., flow chart) to describe
embryonic development from ovulation to implantation.
• Engage in Investigation 13.C (NL Biology, p. 517) to observe
embryonic development and compare human and chick embryos.
• Visually represent the hormonal regulation of parturition using a
graphic organizer.
• Use a cooperative jigsaw strategy to research prenatal screening
technologies and share findings with other group members.

Consolidation

Students may
• Create a digital presentation to show development through the
embryonic and fetal periods.
• Examine diagrams to compare human embryonic development to
that of other animals.
• Research known teratogens (e.g., thalidomide) and their effect on
human development.
• Research forms of non-invasive prenatal testing.
• Research best practices to ensure healthy pregnancies.

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CELL REPRODUCTION AND THE CONTINUITY OF LIFE

Reproductive Technologies

Outcomes Focus for Learning

Students will be expected to
38.0 evaluate and describe Students should
reproductive technologies • identify causes of infertility and sterility in males and females;
[GCO 3] • describe reproductive technologies to enhance the ability to
conceive, including, but not limited to, artificial insemination
37.0 identify examples where [AI], in vitro fertilization [IVF], surrogacy, superovulation, and
technologies were cryopreservation; and
developed based on
• describe reproductive technologies to prevent conception,
scientific understanding
including, but not limited to, natural methods, physical or chemical
[GCO 1]
barriers, hormonal contraception, and surgical sterilization.
39.0 construct arguments In small collaborative groups, students are expected to research
to support a decision and evaluate conception prevention technologies using credible and
or judgement, using reliable sources of information. They should consider factors such as
examples and evidence the safety and effectiveness of specific reproductive technologies,
and recognizing various identify advantages and disadvantages, and recommend the best
perspectives course of action for particular situations.
[GCO 1]
As part of this research activity, teachers may assess SCOs 7.0, 8.0,
17.0, 24.0, 25.0, 26.0, and 27.0. Refer to the Integrated Skills unit for
elaboration of these skill outcomes.
40.0 analyze from a variety of Reproductive technologies provide a context to examine the
perspectives the risks and relationships among science, technology, and society. Specifically,
benefits to society and the students should
environment of applying • discuss the risks and benefits to society of reproductive
scientific knowledge or technology use,
introducing a particular • debate ethical and moral questions that arise from reproductive
technology technology use, and
[GCO 1]
• debate the merits of funding research to enhance conception
versus controlling human population growth.
41.0 debate the merits of
funding specific scientific or
technological endeavours Attitudes
and not others
[GCO 1] Encourage students to
• be aware of the direct and indirect consequences of their actions,
and
• appreciate that applications of science and technology can raise
ethical dilemmas. [GCO 4]

Sample Performance Indicator

Construct arguments to support an assigned position (i.e., for or

against) with respect to a question below. Defend your assigned
position in a debate.
• Should provincial health plans cover fertility treatments?
• Should contraception be universally provided at no cost?

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 SECTION THREE: SPECIFIC CURRICULUM OUTCOMES

Reproductive Technologies

Sample Teaching and Assessment Strategies Resources and Notes

Connection Authorized

Teachers may NL Biology (ST)

• Facilitate a cooperative jigsaw activity for students to research • pp. 503-507
reproductive technologies that enhance the ability to conceive.
• Create situational cards. Read the situation and ask students
Suggested
to identify the most appropriate reproductive technology for the
situation. Resource Links: www.k12pl.
nl.ca/curr/10-12/science/science-
Consolidation courses/biology-3201/resource-
links.html
Students may • Reproductive technologies
• Debate which conception-enhancing and which conception- resources
preventing technologies are most safe and effective.
• Carry out a risk/benefit analysis of selected reproductive
technologies.

Extension

Students may
• Research reproductive technologies used in large scale plant and
animal breeding.

BIOLOGY 3201 CURRICULUM GUIDE 2021 75

CELL REPRODUCTION AND THE CONTINUITY OF LIFE

Stem Cells

Outcomes Focus for Learning

Students will be expected to
42.0 analyze society’s Stem cells provide a context to examine society’s influence on
influence on scientific and scientific and technological endeavours. Students should
technological endeavours • describe the unique properties of stem cells;
[GCO 1] • distinguish between and identify sources of embryonic and adult
stem cells, include pluripotent and multipotent;
• research and discuss applications of stem cell research, including
drug testing and therapeutic uses;
• discuss ethical questions arising from embryonic stem cell
research; and
• analyze society’s influence on stem cell research (e.g., limiting
government funding for embryonic stem cell research).
43.0 identify and describe While SCO 43.0 is positioned at the end of this unit, science- and
science- and technology- technology-related careers may be addressed at any point deemed
based careers related appropriate. Students should identify and describe careers related to
to the science they are reproductive science.
studying
Note, NL Biology includes a feature focus on careers related to
[GCO 1]
childbirth and conception (pp. 530-531).

Attitude

Encourage students to consider further studies and careers in

science- and technology-related fields. [GCO 4]

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 SECTION THREE: SPECIFIC CURRICULUM OUTCOMES

Stem Cells

Sample Teaching and Assessment Strategies Resources and Notes

Connection Authorized

Teachers may NL Biology (ST)

• Present videos, sourced online, describing stem cells, their • p. 524
sources, and uses. • p. 365
Students may • pp. 530-531
• Debate the ethics of embryonic/cord blood stem cell research and
use. Suggested

Resource Links: www.k12pl.

Consolidation
nl.ca/curr/10-12/science/science-
Students may courses/biology-3201/resource-
links.html
• Engage in a cooperative jigsaw activity to research stem cell
technology and current applications. • Stem cell resources

Extension

Students may
• Explore induced pluripotent stem cells.

BIOLOGY 3201 CURRICULUM GUIDE 2021 77

78 BIOLOGY 3201 CURRICULUM GUIDE 2021
 Section Three:
Specific Curriculum Outcomes

Unit 2: Genetic Basis of Heredity

BIOLOGY 3201 CURRICULUM GUIDE 2021 79

GENETIC BASIS OF HEREDITY

Focus Much of the structure and function of living organisms is determined

by genetic material. It is important for a scientifically literate person to
understand principles and fundamentals about genetic material and
why this major area of scientific and technological endeavour has
implications for humans and planet Earth.
The unit emphasizes the social and environmental contexts of
science and technology and the unifying concept of constancy and
change.

Outcomes Framework

GCO 1 (STSE): Students will develop an GCO 3 (Knowledge): Students

understanding of the nature of science and will construct knowledge and
technology, of the relationships between understandings of concepts in life
science and technology, and of the social science, physical science, and Earth
and environmental contexts of science and and space science, and apply these
technology. understandings to interpret, integrate,
and extend their knowledge.

39.0 construct arguments to support a

decision or judgement, using examples 46.0 summarize the events and
and evidence and recognizing various experiments that led to the
perspectives concept of the gene
40.0 analyze from a variety of perspectives 47.0 demonstrate an understanding
the risks and benefits to society and of Mendelian genetics and
the environment of applying scientific predict the outcome of various
knowledge or introducing a particular genetic crosses
technology 49.0 describe the role of
43.0 identify and describe science- and chromosomes in the
technology-based careers related to transmission of hereditary
the science they are studying information from one cell to
44.0 illustrate how science attempts to another
explain natural phenomena 50.0 explain circumstances that lead
45.0 explain the roles of evidence, theories, to genetic disorders
and paradigms in the development of 53.0 compare and contrast the
scientific knowledge structures of DNA and RNA
48.0 explain how scientific knowledge 55.0 explain the replication of DNA
evolves as new evidence comes to 56.0 explain the roles of DNA and
light and as laws and theories are RNA in protein synthesis
tested and subsequently restricted, 57.0 predict the effects of mutations
revised, or replaced on protein synthesis,
51.0 compare processes used in science phenotypes, and heredity
with those used in technology 58.0 describe factors that may lead
52.0 analyze and describe examples where to mutations in a cell’s genetic
scientific understanding was enhanced information
or revised as a result of the invention 59.0 demonstrate an understanding
of a technology of current genetic technologies
54.0 explain how a major scientific
milestone revolutionized thinking in the
scientific communities

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 SECTION THREE: SPECIFIC CURRICULUM OUTCOMES

GCO 2 (Skills): Students will develop the skills required for scientific and technological inquiry,
for solving problems, for communicating scientific ideas and results, for working collaboratively,
and for making informed decisions.

2.0 state a prediction and a hypothesis based on available evidence and background
information
6.0 compile and organize data, using appropriate formats and data treatments to facilitate
interpretation of the data
9.0 select and use apparatus and materials safely
10.0 demonstrate a knowledge of WHMIS standards by selecting and applying proper
techniques for handling and disposing of lab materials
15.0 interpret patterns and trends in data, and infer or calculate linear and nonlinear
relationships among variables
20.0 construct and test a prototype of a device or system and troubleshoot problems as they
arise
21.0 evaluate a personally designed and constructed device on the basis of criteria they have
developed themselves
25.0 develop, present, and defend a position or course of action, based on findings
27.0 evaluate individual and group processes used in planning, problem solving and decision
making, and completing a task

GCO 4 (Attitudes): Students will be encouraged to develop attitudes that support the
responsible acquisition and application of scientific and technological knowledge to the mutual
benefit of self, society, and the environment.

Students are encouraged to

• value the role and contribution of science and technology in our understanding of
phenomena that are directly observable and those that are not
• appreciate that the applications of science and technology can raise ethical dilemmas
• value the contributions to scientific and technological development made by individuals
from many societies and cultural backgrounds
• show a continuing and more informed curiosity and interest in science and science-related
issues
• consider further studies and careers in science- and technology-related fields
• work collaboratively in planning and carrying out investigations, as well as in generating
and evaluating ideas
• project the personal, social, and environmental consequences of proposed action
• show concern for safety and accept the need for rules and regulations

BIOLOGY 3201 CURRICULUM GUIDE 2021 81

GENETIC BASIS OF HEREDITY

SCO Continuum

GCO 3 (Knowledge): Students will construct knowledge and understandings of

concepts in life science, physical science, and Earth and space science, and apply these
understandings to interpret, integrate, and extend their knowledge.

Science 9 Biology 2201 Biology 3201

Reproduction Maintaining Homeostasis Genetic Basis of Heredity

• illustrate and describe the • explain how systems help • summarize the events and
basic process of cell division, maintain homeostasis experiments that led to the
including what happens to • analyze homeostatic concept of the gene
the cell membrane and the phenomena to identify the • demonstrate an
contents of the nucleus. feedback mechanisms understanding of Mendelian
• explain signs of involved genetics and predict the
pregnancy and describe • explain how tropisms help to outcome of various genetic
the major stages of maintain homeostasis crosses
human development from • analyze the impact of factors • describe the role of
conception to early infancy on the homeostasis of the chromosomes in the
• recognize that the cell nervous system transmission of hereditary
nucleus contains genetic • evaluate the impact of information from one cell to
information and determines disorders and diseases on another
cellular processes. homeostasis • explain circumstances that
• distinguish between sexual • explain the importance of lead to genetic disorders
and asexual reproduction in fitness to the maintenance of • compare and contrast the
representative organisms. homeostasis structures of DNA and RNA
• compare sexual and asexual • describe the impact of • explain the replication of
reproduction in terms environmental factors on DNA
of their advantages and homeostasis • explain the roles of DNA and
disadvantages RNA in protein synthesis
• explain the role of enzymes
• compare the structure in metabolism • predict the effects of
and function of the human mutations on protein
• explain the importance of
reproductive systems synthesis, phenotypes, and
nutrition to the maintenance
• discuss factors that may lead of homeostasis heredity
to changes in a cell’s genetic • describe factors that may
information lead to mutations in a cell’s
genetic information
• demonstrate an
understanding of current
genetic technologies

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 SECTION THREE: SPECIFIC CURRICULUM OUTCOMES

Suggested Unit Plan The Genetic Basis of Heredity unit precedes the Evolutionary Change
and Biodiversity unit. Knowledge outcomes addressed in this unit are
prerequisite to understanding evolutionary concepts.

September October November December January February March April May June

Cell Reproduction and the Evolutionary Change and

Genetic Basis of Heredity
Continuity of Life Biodiversity

Skills Integrated Throughout

BIOLOGY 3201 CURRICULUM GUIDE 2021 83

GENETIC BASIS OF HEREDITY

Mendelian Genetics - Patterns and Processes of Inheritance

Outcomes Focus for Learning

Students will be expected to
44.0 illustrate how science The study of genetics provides a context to explore how science
attempts to explain natural attempts to explain natural phenomena and how scientific knowledge
phenomena develops through evidence, theories, and paradigms.
[GCO 1]
Students should
45.0 explain the roles of • examine early historical explanations of the mechanism of
evidence, theories, inheritance and summarize the experiments that led to Mendel’s
and paradigms in the theory of inheritance;
development of scientific • explain and use the following inheritance-related terminology
knowledge -- genetics, trait, dominant, recessive, gene, allele;
[GCO 1] -- genotype, phenotype, homozygous, heterozygous (avoid use
of the term hybrid to describe heterozygous genotypes);
46.0 summarize the events and -- Punnett square, P, F1, and F2 generations, test cross; and
experiments that led to the
-- complete dominance, incomplete dominance, co-dominance;
concept of the gene
[GCO 3] • explain the laws of segregation and independent assortment;
• compare ratios of genotypes and phenotypes for crosses with
47.0 demonstrate an dominant and recessive alleles, incompletely dominant alleles,
understanding of Mendelian and co-dominant alleles; and
genetics and predict the • interpret inheritance patterns and predict the outcomes of one
outcome of various genetic and two trait crosses (include monohybrid and dihybrid) and
crosses crosses involving incomplete dominance and co-dominance.
[GCO 3]
Students should be familiar with various forms of allele notation (e.g.,
Rr, R1R2, RR’, RW, IAIB).
2.0 state a prediction and Student use of Punnett squares to analyze crosses provides
a hypothesis based on opportunities to assess skill outcomes related to predicting results
available evidence and (SCO 2.0), organizing data (SCO 6.0), and interpreting patterns and
background information trends (SCO 15.0). Refer to the Integrated Skills unit for elaboration.
[GCO 2]

6.0 compile and organize data, Attitudes

using appropriate formats
Encourage students to value the role and contribution of science
and data treatments to
and technology in our understanding of phenomena that are directly
facilitate interpretation of
observable and those that are not. [GCO 4]
the data
[GCO 2]
Sample Performance Indicators
15.0 interpret patterns and
trends in data, and infer 1. In corn plants, the alleles for thick husks (T) and green seeds
or calculate linear and (G) are completely dominant to thin husks (t) and yellow seeds
nonlinear relationships (g). Two thick husked, green seed plants are crossed and one
among variables of the plants produced has a thin husk and yellow seeds. What
[GCO 2] percentage of the offspring share the same genotype as the
parents? What is the phenotypic ratio of the plants produced?
Show all workings.
2. Roan colouration in horses is a trait that shows co-dominance.
Two blue roan horses are bred together. What are the genotype
and phenotype ratios of their offspring?

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 SECTION THREE: SPECIFIC CURRICULUM OUTCOMES

Mendelian Genetics - Patterns and Processes of Inheritance

Sample Teaching and Assessment Strategies Resources and Notes

Activation Authorized

Teachers may NL Biology

• Survey students for presence of genetic traits (e.g., attached (Teacher Resource [TR])
versus free-hanging ear lobes, peaked versus smooth hairline, • Unit 5 pp. 1-12
tongue rolling, hair colour). NL Biology
• Present images of famous individuals and their biological parents. (Student Resource [SR])
Ask students to identify traits that they may have inherited from
• pp. 536-553
each parent.
• Facilitate the coin toss launch lab (NL Biology, p. 541) to review Teaching and Leaning Strategies
probability and how it is used in the study of genetics. • www.k12pl.nl.ca/curr/10-12/
science/science-courses/
biology-3201/teaching-and-
Connection learning-strategies.html
Teachers may -- Interactive Games
• Require students to create a personal portfolio to house solutions
to assigned genetics problems. Suggested
• Create a class word wall of unit terminology.
Resource Links: www.k12pl.
• Present videos, sourced online, depicting Mendel’s experiments.
nl.ca/curr/10-12/science/science-
Students may courses/biology-3201/resource-
• Explore probability using coins annotated with a dominant allele links.html
on one side and a recessive allele on the other. Tossing both • Mendelian genetics
coins represents possible allele combinations. resources
• Create a personal, visual dictionary of unit-related terminology • Punnett square resources
and refer to the terminology when communicating.

Consolidation

Students may
• Answer questions and solve problems such as
-- In Mendel’s first experiment, he obtained 752 inflated pod and
256 pinch pod pea plants. Which concept or law does this
evidence support? Justify your answer.
-- Two parents are crossed and 75% of the offspring have no
freckles while 25% have freckles. What are the genotypes
and phenotypes of the parents?
-- In certain species of fish, blue scales and yellow scales are
incompletely dominant. Predict the outcome between two
heterozygous fish.
-- How would you determine whether a fruit fly is homozygous
or heterozygous for long wings?

Extension

Students may
• Use Punnett squares to analyze three trait crosses.
BIOLOGY 3201 CURRICULUM GUIDE 2021 85
GENETIC BASIS OF HEREDITY

Extending Mendel’s Laws

Outcomes Focus for Learning

Students will be expected to
48.0 explain how scientific The development and evolution of the chromosome theory of
knowledge evolves as new inheritance and the extension of Mendel’s laws to account for other
evidence comes to light and inheritance patterns (e.g., polygenic, multiple alleles) provides a
as laws and theories are context to explore how scientific knowledge evolves. The importance
tested and subsequently of communicating scientific findings and peer review may also be
restricted, revised, or explored.
replaced
Students should
[GCO 1]
• explain the Sutton-Boveri chromosome theory of inheritance and
49.0 describe the role of Morgan’s amendment, the gene-chromosome theory;
chromosomes in the • explain inheritance patterns for genes on the same chromosome;
transmission of hereditary • describe how gene linkage and crossing over impact variation;
information from one cell to • describe and interpret sex-linked inheritance patterns and predict
another the outcome of crosses involving sex-linked traits;
[GCO 3] • describe and interpret inheritance patterns for traits controlled
by multiple alleles, including, but not limited to, ABO blood types
47.0 demonstrate an (include Rh factors), and predict the outcome of crosses;
understanding of Mendelian
• describe and interpret polygenic inheritance patterns and predict
genetics and predict the
the outcome of crosses;
outcome of various genetic
crosses • describe examples of environmental conditions affecting gene
[GCO 3] expression; and
• recognize sex-linked, multiple allele, and polygenic inheritance
patterns as extensions of Mendel’s laws.

Attitudes

Encourage students to show a continuing and more informed curiosity

and interest in science and science-related issues. [GCO 4]

Sample Performance Indicators

1. Eye colour in fruit flies is a sex-linked trait. A homozygous red-
eyed female is crossed with a white-eyed male. Two offspring
from the F1 generation are then crossed. Predict the genotype
and phenotype ratios of the F2 generation of fruit flies.
2. Colour vision deficiency is a sex-linked recessive trait. A male
with type IAIB blood, who has normal vision reproduces with a
woman who has type IAi blood and is a carrier of the colour vision
deficient allele. What is the probability that they will have a colour
vision deficient child with type B blood? Support your answer with
a Punnett square.
3. The police have rounded up the usual suspects in the latest rash
of bookstore robberies. The thief got a nasty paper cut at the
scene of the crime. The suspects are of O, A, B, and AB blood
types. The blood at the crime scene contains i alleles. Which
suspect could not have been involved? Explain.

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 SECTION THREE: SPECIFIC CURRICULUM OUTCOMES

Extending Mendel’s Laws

Sample Teaching and Assessment Strategies Resources and Notes

Connection Authorized

Teachers may NL Biology (TR)

• Present data from Morgan’s experiments and ask students to find • Unit 5 pp. 12-19
a pattern of inheritance. NL Biology (SR)
• Present videos or animations, sourced online, explaining gene
• pp. 553-563
linkage.
• Discuss analogies to explain gene linkage (e.g., If ten students Teaching and Leaning Strategies
are in a line and you throw a bucket of water at one, those • www.k12pl.nl.ca/curr/10-12/
nearest to the student are most likely to get wet). science/science-courses/
• Present examples where environmental factors impact gene biology-3201/teaching-and-
expression (e.g., temperature [Siamese cats, curly wings fruit learning-strategies.html
flies, seasonal change in hares, sex determination in reptiles], -- Interactive Games
sunlight [human skin, hair colour], pH [hydrangea colour], diet/
nutrient availability).
Suggested
Students may
• Add new terminology to their visual dictionary. Resource Links: www.k12pl.
• Add solved genetics problems to their personal portfolio. nl.ca/curr/10-12/science/science-
courses/biology-3201/resource-
• Explain why sex-linked, recessive disorders are more prevalent in
links.html
males.
• Sex-linked, multiple allele,
and polygenic inheritance
Consolidation resources

Students may
• Practice analyzing crosses involving sex-linked and multiple
alleles such as
-- The table below shows the gene pairs involved in determining
eye color. If a man with grey-blue eyes is crossed with a
woman with green eyes, use a Punnett square to determine
the genotype and phenotype ratios of their offspring.

Genotype Eye Colour

AA BB black-brown
AA Bb dark brown
AA bb brown
Aa BB brown-green flecked
Aa Bb light brown
Aa bb grey-blue
aa BB green
aa Bb dark blue
aa bb light blue

BIOLOGY 3201 CURRICULUM GUIDE 2021 87

GENETIC BASIS OF HEREDITY

Human Genetics

Outcomes Focus for Learning

Students will be expected to
50.0 explain circumstances that Genetic disorders, including those caused by chromosomal changes,
lead to genetic disorders are addressed later in the unit (p. 98). At this point, students should
[GCO 3] • recognize pedigrees as an important tool for studying inherited
genetic disorders;
47.0 demonstrate an • interpret pedigrees that show inheritance of autosomal dominant,
understanding of Mendelian autosomal recessive, sex-linked, and multiple allele traits; and
genetics and predict the
• analyze pedigrees to identify unknown genotypes and
outcome of various genetic
phenotypes (e.g., Activity 14.5, NL Biology, p. 567).
crosses
[GCO 3] Students should be familiar with symbols used in pedigrees (NL
Biology, p. 564). For the purpose of assessment, the symbols for
known heterozygotes and known carriers of X-linked recessive traits
should be excluded from pedigrees.
2.0 state a prediction and Student use of pedigrees to analyze inheritance of a trait, provides
a hypothesis based on additional opportunities to assess skill outcomes related to predicting
available evidence and and interpreting patterns (i.e., predicting phenotypes and genotypes
background information and interpreting patterns of inheritance). Refer to the Integrated Skills
[GCO 2] unit for elaboration.

15.0 interpret patterns and

trends in data, and infer Sample Performance Indicator
or calculate linear and
nonlinear relationships Examine the pedigree below.
among variables • Does it show a sex-linked inheritance pattern? Explain.
[GCO 2] • How it is possible that individual III 5 is unaffected? Explain.

I
1 __ 2 __

II
1 __ 2 __ 3 __ 4 __ 5 __ 6 __ 7 __

III
1 __ 2 __ 3 __ 4 __ 5 __ 6 __ 7 __ 8 __

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Human Genetics

Sample Teaching and Assessment Strategies Resources and Notes

Activation Authorized

Teachers may NL Biology (TR)

• Present the pedigree for inheritance of hemophilia in European • Unit 5 pp. 9-24
royal families and ask students to interpret the diagram. NL Biology (SR)
• pp. 564-568
Connection

Teachers may Suggested

• Present pedigrees, sourced online, for single trait, sex-linked, and Resource Links: www.k12pl.
multiple allele inheritance patterns. Ask students to analyze and nl.ca/curr/10-12/science/science-
interpret them. courses/biology-3201/resource-
• Invite a genetic counsellor to present to the class about the use of links.html
pedigree charts in studying inherited disorders.
• Pedigree resources
Students may
• Add solved pedigree problems to their personal portfolio.
Notes
• Create a pedigree from provided information to represent
inheritance of a trait or disorder within a family. Pedigree charts obtained from
different sources may use
different symbols.
Consolidation

Students may
• Create a pedigree analysis “how to” guide to help identify the
different types of inheritance patterns.
• Choose a trait or genetic disorder and create a pedigree chart
consistent with the inheritance pattern. Share your pedigree with
peers and ask them to identify the type of inheritance pattern.
• Practice analyzing and interpreting pedigrees.
-- What can you deduce about the pattern of inheritance for the
pedigree below? Identify possible genotypes and phenotypes
for individuals I 2 and III 4.

I
1 __ 2 __

II
1 __ 2 __ 3 __ 4 __

III
1 __ 2 __ 3 __ 4 __

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GENETIC BASIS OF HEREDITY

Molecular Genetics

Outcomes Focus for Learning

Students will be expected to
9.0 select and use apparatus To transition to molecular genetics, students are expected to engage
and materials safely in a DNA extraction investigation. They should follow a provided
[GCO 2] procedure (e.g., NL Biology, p. 581) to extract DNA from plant tissues
(e.g., banana, strawberry).
10.0 demonstrate a knowledge
Note, be aware of food allergies and modify materials accordingly.
of WHMIS standards by
selecting and applying As part of this investigation, assess students’ safe use of glassware
proper techniques for and personal protective equipment (SCO 9.0) and their technique for
handling and disposing of handling and disposing of chemicals (e.g., NaCl solution, isopropanol)
lab materials and plant tissues (SCO 10.0). Additionally, teachers may assess
[GCO 2] SCO 19.0 (i.e., identify and correct practical problems in the way a
process functions) and SCO 26.0 (i.e., work cooperatively with team
51.0 compare processes used in members to carry out a plan and troubleshoot problems as they arise)
science with those used in at this time. Refer to the Integrated Skills unit for elaboration of these
technology outcomes.
[GCO 1]
The procedure to extract DNA should be used as a context to
compare processes used in science with design processes used in
technology (i.e., engineering). Students should analyze procedural
steps and brainstorm potential modifications in the design that might
improve efficiency of the extraction process.

Attitudes

Encourage students to show concern for safety and accept the need
for rules and regulations. [GCO 4]

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Molecular Genetics

Sample Teaching and Assessment Strategies Resources and Notes

Activation Authorized

Teachers may NL Biology (TR)

• Review WHMIS standards for handling and disposing of lab • Unit 5 pp. 31-32
materials. NL Biology (SR)
• p. 581
Connection

Teachers may Suggested

• Present a physical model of DNA and provide an overview of its Resource Links: www.k12pl.
molecular basis. nl.ca/curr/10-12/science/science-
• Present the Mr. DNA sequence from the film Jurassic Park. courses/biology-3201/resource-
• Ask students to share things they have recently read about links.html
applications of DNA and then evaluate the reliability of claims. • DNA extraction resources
• Discuss why we might want to extract DNA from an organism. • Science supply companies
• Present videos, sourced online, depicting how human DNA is
extracted.
Notes
Students may
• View extracted DNA using a stereoscope. The magnifying glass
icon is used throughout
the unit to indicate
investigations.

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GENETIC BASIS OF HEREDITY

DNA Structure

Outcomes Focus for Learning

Students will be expected to
48.0 explain how scientific Students should
knowledge evolves as new • summarize the events, experiments, and evidence that led to
evidence comes to light and the discovery of the structure and function of DNA, including the
as laws and theories are contributions of the following individuals
tested and subsequently -- Miescher;
restricted, revised, or
-- Levene;
replaced
[GCO 1] -- Griffith;
-- Avery, MacLeod, and McCarty;
-- Hershey and Chase;
-- Chargaff;
-- Franklin; and
-- Watson and Crick;
52.0 analyze and describe • recognize the use of radioactive labelling to show genes are
examples where scientific made of DNA, as an example of how scientific understanding was
understanding was enhanced as a result of the invention of a technology;
enhanced or revised as a • describe the double helix structure of DNA, including nucleotides,
result of the invention of a complementary base pairs, and antiparallel (3’ 5’ ends) strands;
technology • describe structural and functional differences between DNA and
[GCO 1] RNA; and
• explain the relationships among genes, DNA, proteins,
53.0 compare and contrast the
chromosomes, and the genome.
structures of DNA and RNA
[GCO 3] Students should recognize that the discovery of the double helix
marked a milestone in the history of science. The discovery yielded
54.0 explain how a major ground-breaking insights into the genetic code and protein synthesis
scientific milestone and helped to produce new and powerful genetic engineering
revolutionized thinking in techniques.
the scientific communities
[GCO 1]
Attitude

Encourage students to value the contributions to scientific and

technological development made by individuals from many societies
and cultural backgrounds. [GCO 4]

Sample Performance Indicators

1. Describe one of the experiments that contributed to the study
of DNA. How were the results of this experiment used by other
researchers in subsequent work?
2. Does the coding sequence below represent DNA or RNA?
Explain.
GCU - ACG - GAG - CUU - CGG - AGC - UAG

3. Create an annotated sketch to represent the structure of DNA.

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DNA Structure

Sample Teaching and Assessment Strategies Resources and Notes

Activation Authorized

Teachers may NL Biology (TR)

• Facilitate a “headbands” type game to review the scientists • Unit 2 pp. 11-13
involved in the discovery of the structure and function of DNA. • Unit 5 pp. 32-34
NL Biology (SR)
Connection • pp. 131-134
• pp. 582-588
Teachers may
• Present videos, sourced online, recounting the discovery of the
structure and function of DNA. Suggested
• Use Rosalind Franklin and Linus Pauling as examples to discuss
Resource Links: www.k12pl.
how society influences science (FYI feature, NL Biology, p. 588).
nl.ca/curr/10-12/science/science-
• Discuss how the discovery of DNA required individuals from courses/biology-3201/resource-
multiple scientific disciplines and interdisciplinary studies links.html
(e.g., physicians and medical officers, geneticists, physicists,
biochemists). • DNA structure resources

Students may
• Add DNA-related terminology to their visual dictionary.
• Create a historical timeline for the discovery of the structure and
function of DNA.
• Create a video, role playing a historical figure, to depict a
significant event or experiment related to the discovery of the
structure and function of DNA.

Consolidation

Students may
• Engage in Activity 15.1 DNA Deductions (NL Biology, p. 587).
• Debate which event, experiment, or evidence was most important
to the discovery of the structure and function of DNA.

Extension

Students may
• Research similarities and differences between computer coding
and genetic coding.

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GENETIC BASIS OF HEREDITY

DNA Replication

Outcomes Focus for Learning

Students will be expected to
55.0 explain the replication of Students should
DNA • describe the process of creating an exact copy of a molecule of
[GCO 3] DNA, including
-- initiation, elongation, and termination events;
-- functions of key enzymes (i.e., helicase, primase, DNA
polymerase, DNA ligase);
-- replication bubbles and forks; and
-- leading strands, lagging strands, and Okazaki fragments; and
• construct the complementary strand of DNA from a parent strand,
and vice versa.
20.0 construct and test a Students are expected to engage in an engineering design activity to
prototype of a device or construct a working model of a short DNA strand (8-10 base pairs).
system and troubleshoot The model should show the molecular structure of DNA and be able
problems as they arise to simulate the process of DNA replication (Investigation 15.A, NL
[GCO 2] Biology, p. 592).
In small collaborative groups, students should
21.0 evaluate a personally
designed and constructed • clarify the assigned task and develop evaluation criteria;
device on the basis • brainstorm ideas, researching if necessary, and consider the
of criteria they have potential strengths and weaknesses of each alternative idea
developed themselves before selecting one as the basis of a plan;
[GCO 2] • create a detailed design plan that includes required materials and
equipment;
27.0 evaluate individual and • construct and test a prototype of their model, recording any
group processes used in changes to the design plan;
planning, problem solving • refine and retest the model, evaluating it against the criteria; and
and decision making, and
• present their model and use it to simulate the process of DNA
completing a task
replication.
[GCO 2]
In addition to SCOs 20.0, 21.0, and 27.0, teachers may assess
skill outcomes 9.0 and 26.0. Refer to the Integrated Skills unit for
elaboration of these outcomes.
51.0 compare processes used in Engaging in this engineering design activity provides another
science with those used in opportunity to compare technological design processes with
technology processes used in scientific inquiry.
[GCO 1]

Attitude

Encourage students to work collaboratively in planning and carrying

out investigations, as well as in generating and evaluating ideas.
[GCO 4]

Sample Performance Indicators

1. Explain how DNA replication would be affected if DNA
polymerase did not function properly.
2. Explain how the 3’ 5’ orientation impacts DNA replication.

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DNA Replication

Sample Teaching and Assessment Strategies Resources and Notes

Connection Authorized

Teachers may NL Biology (TR)

• Explain the semi-conservative nature of DNA replication. • Unit 5 pp. 34-37
• Present images of early historical models of the structure of DNA NL Biology (SR)
(e.g., conservative, dispersive, semi-conservative).
• pp. 588-593
• Present videos or simulations, sourced online, showing the
replication of DNA. Teaching and Leaning Strategies
• Discuss how some cancer treatments target key enzymes • www.k12pl.nl.ca/curr/10-12/
involved in DNA replication. science/science-courses/
biology-3201/teaching-and-
Students may learning-strategies.html
• Add DNA replication-related terminology to their visual dictionary. -- Pilot Teacher
• Solve problems such as Conversations
-- Construct the complementary DNA strand for the following
DNA base pair sequence GTA - CGC - TAC - TAG - ACT.
Suggested
• Add solved DNA replication problems to their personal portfolio.
Resource Links: www.k12pl.
Consolidation nl.ca/curr/10-12/science/science-
courses/biology-3201/resource-
Students may links.html
• Use coloured paper clips to model DNA replication. • DNA replication resources
• Sketch and annotate a diagram to describe the events involved in
DNA replication, including enzyme locations.
• Create a video demonstrating how their personally constructed
model simulates the replication of DNA.

Extension

Students may
• Research how replication rates differ for different cells.

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GENETIC BASIS OF HEREDITY

Protein Synthesis and Gene Expression

Outcomes Focus for Learning

Students will be expected to
56.0 explain the roles of DNA Students should
and RNA in protein • explain how genetic information is encoded in DNA molecules
synthesis and expressed in living cells;
[GCO 3] • describe the processes of transcription and translation, include
codons, messenger RNA (mRNA), RNA polymerases, transfer
RNA (tRNA), anticodons, and ribosomal RNA (rRNA);
• engage with large-scale, physical models and/or virtual
simulations of protein synthesis; and
• use mRNA codon tables to determine a protein’s amino acid
sequence from a DNA sequence and vice versa.
Note, students should be familiar with different types of codon tables.

Sample Performance Indicators

1. Complete the following using a mRNA codon table.
DNA GAT
mRNA UAU
tRNA CCU
Amino Acid Start

2. If a mRNA strand has 20% Uracil, what percentage of Guanine

would be present in the parent strand of DNA?

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Protein Synthesis and Gene Expression

Sample Teaching and Assessment Strategies Resources and Notes

Connection Authorized

Teachers may NL Biology (TR)

• Present videos, sourced online, depicting the process of protein • Unit 5 pp. 34-42
synthesis. NL Biology (SR)
• Simulate the processes of transcription and translation using
• pp. 588-600
diagrams and physical models.
Students may
Suggested
• Add protein synthesis-related terminology to their visual
dictionary. Resource Links: www.k12pl.
nl.ca/curr/10-12/science/science-
Consolidation courses/biology-3201/resource-
links.html
Students may • Protein synthesis resources
• Complete Activities 15.2 and 15.3 (NL Biology, pp. 597-98). • Science supply companies
• Add solved protein synthesis problems to their personal portfolio.

Extension

Students may
• Discuss why cells don’t translate proteins directly from DNA.
• Research how introns (non-coding) and exons (coding) relate to
DNA transcription.

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GENETIC BASIS OF HEREDITY

Mutations

Outcomes Focus for Learning

Students will be expected to
57.0 predict the effects of Students should
mutations on protein • differentiate between somatic cell and germ line mutations;
synthesis, phenotypes, and • describe types of point mutations (i.e., insertion, deletion, or
heredity substitution of one or more nucleotides) and predict their effects
[GCO 3] on protein synthesis, phenotypes, and heredity (Insertions and
deletions cause frameshifts);
50.0 explain circumstances that
• describe silent, mis-sense, and nonsense mutations;
lead to genetic disorders
[GCO 3] • analyze DNA strands to identify the type of point mutation and
infer effects;
• describe chromosomal mutations (i.e., deletion, duplication,
inversion, and translocation) and predict their effects on protein
synthesis, phenotypes, and heredity;
• analyze karyotypes to identify examples of nondisjunction
including, but not limited to, Down, Patau, Edward, Turner,
Klinefelter and Jacobs syndromes;
• differentiate between spontaneous and induced mutations;
58.0 describe factors that may • identify examples of physical and chemical mutagens; and
lead to mutations in a cell’s • describe the concept of epigenetics.
genetic information
[GCO 3]
Sample Performance Indicators
1. Identify the type of point mutation in the DNA and, using a codon
table, predict whether it results in a silent, mis-sense, or non-
sense mutation.
Original DNA strand TAC - TGC - CTC - CCC - ATA - AGA - ATT
Mutated DNA strand TAC - TGC - CTC - CCC - ATT - AGA - ATT

2. How is it possible that some, but not all, mutations get passed
from one generation to the next?
3. Analyze a human karyotype and identify the type of
nondisjunction disorder indicated.

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Mutations

Sample Teaching and Assessment Strategies Resources and Notes

Activation Authorized

Teachers may NL Biology (TR)

• Use the alphabet analogy, creating 3 letter words and • Unit 5 pp. 23-27
combining them to make sentences (genes) and paragraphs • Unit 5 pp. 42-44
(chromosomes). This analogy can be extended later to depict
NL Biology (SR)
mutations.
• Facilitate a mutation-related virtual lab. • pp. 601-605
• pp. 568-573

Connection
Suggested
Teachers may
Resource Links: www.k12pl.
• Discuss the relative impact of somatic and germ cell mutations.
nl.ca/curr/10-12/science/science-
Students may courses/biology-3201/resource-
• Add mutation-related terminology to their visual dictionary. links.html
• Engage in a karyotyping virtual simulation activity. • Mutations/Genetic disorders
• Add solved mutation-related problems to their personal portfolio. resources

Consolidation

Students may
• Create a foldable to distinguish between types of mutations and
their effects.
• Debate whether substitution, frameshift, or chromosome
mutations would have a greater effect on a cell.

Extension

Students may
• Research a chromosomal disorder caused by deletion,
duplication, inversion, or translocation.
• Research the heterozygous advantage of a sickle cell missense
mutation.
• Research genetic disorders prevalent in Newfoundland and
Labrador populations.

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GENETIC BASIS OF HEREDITY

Genomics and Genetic Technologies

Outcomes Focus for Learning

Students will be expected to
59.0 demonstrate an Students should
understanding of current • describe DNA sequencing and explain the historical importance of
genetic technologies the Human Genome Project;
[GCO 3] • demonstrate an understanding of genetic technologies that
amplify, sort, edit, and analyze DNA, including, but not limited
40.0 analyze from a variety of to, recombinant DNA, restriction enzymes, polymerase chain
perspectives the risks and reaction (PCR), gel electrophoresis, CRISPR, and DNA
benefits to society and the microarray;
environment of applying
• describe examples of genetically engineered biotechnology
scientific knowledge or
products (i.e., medicinal bacteria, transgenic plants, cloned and
introducing a particular
transgenic animals); and
technology
[GCO 1] • analyze the risks and benefits to society and the environment
of genetic research and genetically engineered biotechnology
products.
39.0 construct arguments Students are expected to research social, environmental, and ethical
to support a decision issues associated with application of a specific genetic technology
or judgement, using (e.g., human gene therapy, genetically modified foods, personal
examples and evidence genomics). They should take a position on the use of a specific
and recognizing various genetic technology and construct arguments to support and defend
perspectives their position.
[GCO 1]
SCOs 25.0 should be assessed as part of this activity. Additionally,
teachers may assess skill outcomes 7.0, 8.0, and 26.0. Refer to the
25.0 develop, present, and
Integrated Skills unit for elaboration of these outcomes.
defend a position or course
of action, based on findings Readdress SCO 43.0; identifying and describing careers related
[GCO 2] to genetics (e.g., genetic counsellor, animal breeder, bioethicist,
biotechnologist, forensic laboratory assistant, geneticist).
43.0 identify and describe
science- and technology-
based careers related to the Attitude
science they are studying
[GCO 1] Encourage students to
• appreciate that the applications of science and technology can
raise ethical dilemmas;
• project the personal, social, and environmental consequences of
proposed action; and
• consider further studies and careers in science- and technology-
related fields. [GCO 4]

Sample Performance Indicators

1. Construct arguments to support an assigned position (i.e., for or
against) regarding personal genome sequencing or the labelling
of genetically modified foods. Defend your assigned position in a
debate.
2. Complete Activity 15.6 (NL Biology, p. 610) to interpret a DNA
fingerprint.

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Genomics and Genetic Technologies

Sample Teaching and Assessment Strategies Resources and Notes

Connection Authorized

Teachers may NL Biology (TR)

• Present videos, sourced online, explaining the Human Genome • Unit 5 pp. 27, 37-38
Project. • Unit 5 pp. 45-49
• Facilitate a cooperative jigsaw activity, for students to research NL Biology (SR)
genetic technologies that amplify, sort, edit, and analyze DNA.
• pp. 607-621
• Facilitate Activity 15.5 (NL Biology, p. 610) to model the use of
restriction enzymes and DNA ligases to create recombinant DNA. • p. 594
• Facilitate a class discussion regarding social and ethical issues • pp. 574-575
associated with genome research.
Students may Suggested
• Add genomic- and genetic technology-related terminology to their
Resource Links: www.k12pl.
visual dictionary.
nl.ca/curr/10-12/science/science-
• Complete the STSE case study (NL Biology, pp. 574-575) courses/biology-3201/resource-
to analyze the risks and benefits to society of gene therapy links.html
applications.
• Genetic technologies
• Complete the STSE case study (NL Biology, pp. 618-619) to
resources
analyze the risks and benefits to society and the environment of
genetically modified organisms. • Genetic engineering/
Biotechnology products
• Complete the STSE connections (NL Biology, p. 620) to assess
resources
the unintended consequences to society of introducing a new
biotechnology.

Consolidation

Students may
• Research current and potential future applications of genomics
and genetic technologies and analyze the risks and benefits to
society and the environment.

Extension

Students may
• Research the concept of “biohacking” and communicate their
learning to peers.

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 Section Three:
Specific Curriculum Outcomes

Unit 3: Evolutionary Change and

Biodiversity

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EVOLUTIONARY CHANGE AND BIODIVERSITY

Science attempts to provide an explanation for the origin and

Focus evolution of life on Earth. Students will examine evidence supporting
the theory of evolution by natural selection, causes of gene pool
change, and the principles underlying taxonomy and phylogeny. The
unit will culminate with examination of evolutionary trends evident in
animal anatomy and physiology.
This unit emphasizes the nature of science and technology and
highlights the unifying concepts of similarity and diversity.

Outcomes Framework

GCO 1 (STSE): Students will develop an understanding of the nature of science and
technology, of the relationships between science and technology, and of the social and
environmental contexts of science and technology.

43.0 identify and describe science- and technology-based careers related to the science they
are studying
45.0 explain the roles of evidence, theories, and paradigms in the development of scientific
knowledge
48.0 explain how scientific knowledge evolves as new evidence comes to light and as laws and
theories are tested and subsequently restricted, revised, or replaced
52.0 analyze and describe examples where scientific understanding was enhanced or revised
as a result of invention of a technology
63.0 describe the importance of peer review in the development of scientific knowledge
68.0 compare the risks and benefits to society and the environment of applying scientific
knowledge or introducing a technology

GCO 3 (Knowledge): Students will construct knowledge and understandings of concepts in

life science, physical science, and Earth and space science, and apply these understandings to
interpret, integrate, and extend their knowledge.

60.0 analyze evolutionary mechanisms and their effects on biodiversity

61.0 describe historical and cultural contexts that have changed evolutionary concepts
62.0 compare different explanations for changes in populations over time
64.0 evaluate and describe evidence to support the theory of evolution by natural selection
65.0 describe how species evolve
66.0 compare and contrast models describing the pace of evolution
67.0 describe how the Hardy-Weinberg principle is used to determine whether a population is
undergoing microevolution
69.0 demonstrate an understanding of the fundamental principles of taxonomy
70.0 examine and describe the anatomy and physiology of representative organisms,
identifying and describing evolutionary milestones and trends

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GCO 2 (Skills): Students will develop the skills required for scientific and technological inquiry,
for solving problems, for communicating scientific ideas and results, for working collaboratively,
and for making informed decisions.

1.0 design an experiment identifying and controlling major variables

2.0 state a prediction and a hypothesis based on available evidence and background
information
3.0 evaluate and select appropriate instruments for collecting evidence
4.0 develop and implement appropriate sampling procedures
5.0 use instruments effectively and accurately for collecting data
6.0 compile and organize data, using appropriate formats and data treatments to facilitate
interpretation of the data
7.0 use library and electronic research tools to collect information on a given topic
9.0 select and use apparatus and materials safely
10.0 demonstrate a knowledge of WHMIS standards by selecting and applying proper
techniques for handling and disposing of lab materials
11.0 describe and apply classification systems and nomenclatures used in the sciences
12.0 identify limitations of a given classification system and identify alternative ways of
classifying to accommodate anomalies
13.0 compile and display evidence and information, by hand or computer, in a variety of
formats, including diagrams, flow charts, tables, graphs, and scatter plots
15.0 interpret patterns and trends in data, and infer or calculate linear and nonlinear
relationships among variables
16.0 evaluate the relevance, reliability, and adequacy of data and data collection methods
18.0 explain how data support or refute the hypothesis or prediction
22.0 communicate questions, ideas, and intentions, and receive, interpret, understand, support,
and respond to the ideas of others
23.0 select and use appropriate numeric, symbolic, graphical, and linguistic modes of
representation to communicate ideas, plans, and results
26.0 work cooperatively with team members to develop and carry out a plan, and troubleshoot
problems as they arise

GCO 4 (Attitudes): Students will be encouraged to develop attitudes that support the
responsible acquisition and application of scientific and technological knowledge to the mutual
benefit of self, society, and the environment.

Students are encouraged to

• value the contributions to scientific and technological development made by individuals
from many societies and cultural backgrounds
• confidently evaluate evidence and consider alternative perspectives, ideas, and
explanations
• use factual information and rational explanations when analyzing and evaluating
• value the role and contribution of science and technology in our understanding of
phenomena that are directly observable and those that are not
• work collaboratively in planning and carrying out investigations, as well as in generating
and evaluating ideas

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EVOLUTIONARY CHANGE AND BIODIVERSITY

SCO Continuum

GCO 3 (Knowledge): Students will construct knowledge and understandings of

concepts in life science, physical science, and Earth and space science, and apply these
understandings to interpret, integrate, and extend their knowledge.

Science 1206 Biology 2201 Biology 3201

Ecosystem Interactions and Evolutionary Change and
Sustainability of Ecosystems
Population Dynamics Biodiversity
• explain why ecosystems with • analyze interactions within • analyze evolutionary
similar characteristics can and between populations mechanisms and their effects
exist in different geographical • use the concept of the on biodiversity
locations energy pyramid to explain • describe historical and
• explain various ways natural the production, distribution, cultural contexts that have
populations are kept in and use of food resources changed evolutionary
equilibrium and relate this • compare Canadian biomes in concepts
equilibrium to the resource terms of climate, vegetation, • compare different
limits of an ecosystem physical geography, and explanations for changes in
• illustrate and explain location populations over time
the cycling of matter • describe population growth • evaluate and describe
through biotic and abiotic and explain factors that evidence to support the
components of an ecosystem influence population growth theory of evolution by natural
by tracking carbon, nitrogen, • evaluate Earth’s carrying selection
and oxygen capacity, considering • describe how species evolve
• describe the mechanisms of human population growth • compare and contrast
bioaccumulation and explain and its demands on natural models describing the pace
its potential impact on the resources of evolution
viability of and diversity of
• describe how the Hardy-
consumers at all trophic
Weinberg principle is used
levels
to determine whether a
• analyze the impact of population is undergoing
external factors on an microevolution
ecosystem
• demonstrate an
• explain how the biodiversity understanding of the
of an ecosystem contributes fundamental principles of
to its sustainability taxonomy
• explain why different • examine and describe the
ecosystems respond anatomy and physiology of
differently to short-term representative organisms,
stresses and long-term identifying and describing
changes evolutionary milestones and
trends

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Suggested Unit Plan The Biology 3201 curriculum concludes with the Evolutionary Change
and Biodiversity unit.

September October November December January February March April May June

Cell Reproduction and the Evolutionary Change and

Genetic Basis of Heredity
Continuity of Life Biodiversity

Skills Integrated Throughout

BIOLOGY 3201 CURRICULUM GUIDE 2021 107

EVOLUTIONARY CHANGE AND BIODIVERSITY

Variation and Adaptation

Outcomes Focus for Learning

Students will be expected to
60.0 analyze evolutionary The ecological concepts of species and populations were addressed
mechanisms and their in Science 1206 and Biology 2201.
effects on biodiversity
Evolution is a contentious concept for the members of some cultures
[GCO 3]
and should be addressed with sensitivity. Evolutionary theory,
however, is accepted by the scientific community; accounting for the
60.1 analyze the effects of diversity of life on Earth and explaining why life keeps changing.
genetic variation and
natural selection on Students should
biodiversity • define evolution as the relative change in genetic traits of
populations that occurs over successive generations, include
1.0 design an experiment microevolution and macroevolution;
identifying and controlling • describe how adaptations (i.e., structural, behavioural,
major variables physiological) develop as a result of gradual change in the
[GCO 2] genetic traits of members of a population over time, and improve
the chances of survival and reproduction; and
3.0 evaluate and select
• describe how crossing over in meiosis, sexual reproduction, and
appropriate instruments for
mutation result in genetic variation within populations.
collecting evidence
[GCO 2] Students are expected to personally design and carry out
investigations to measure variation in inherited traits within two
4.0 develop and implement populations. The focus should be developing detailed procedures and
appropriate sampling using appropriate tools to collect accurate, reliable measurements.
procedures Investigation 16.A (NL Biology, p. 638) provides a suggested
[GCO 2] procedure.
These investigations provide an opportunity to assess a significant
5.0 use instruments effectively number of skill outcomes. In addition to SCOs 1.0, 3.0, 4.0, 5.0, 6.0,
and accurately for collecting 16.0, and 22.0, teachers may also assess skill outcomes 2.0, 13.0,
data 15.0, 19.0, 23.0, 26.0, and 27.0. Refer to the Integrated Skills unit for
[GCO 2] elaboration of these outcomes.
6.0 compile and organize data,
using appropriate formats Attitude
and data treatments to
facilitate interpretation of Encourage students to work collaboratively in planning and carrying
the data out investigations, as well as in generating and evaluating ideas.
[GCO 2] [GCO 4]

16.0 evaluate the relevance,

reliability, and adequacy Sample Performance Indicator
of data and data collection
Create a formal lab report for the personally designed and conducted
methods
investigations to measure variation in inherited traits within two
[GCO 2]
populations (Note, the NL Science 10 student resource [p. 381]
provides a suggested format for a formal report of an experiment).
22.0 communicate questions,
ideas, and intentions,
and receive, interpret,
understand, support, and
respond to the ideas of
others
[GCO 2]

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 SECTION THREE: SPECIFIC CURRICULUM OUTCOMES

Variation and Adaptation

Sample Teaching and Assessment Strategies Resources and Notes

Activation Authorized

Teachers may NL Biology

• Present images or videos, sourced online, depicting the diversity (Teacher Resource [TR])
of species on Earth and introduce evolution as a scientific theory • Unit 6 pp. 1-7
which accounts for this diversity. • Assessment Checklist 1
• Ask students to record an answer to the question “What do you Designing an Experiment
believe evolution is?” • Assessment Checklist 2
• Use a place mat activity to elicit student preconceptions of Laboratory Report
evolution. NL Biology
• Present multiple definitions of evolution that include common (Student Resource [SR])
misconceptions and ask students to identify the correct definition.
• pp. 630-639
Teaching and Leaning Strategies
Connection
• www.k12pl.nl.ca/curr/10-12/
Teachers may science/science-courses/
biology-3201/teaching-and-
• Create a class word wall of unit terminology. learning-strategies.html
• Present an image depicting several individual members of -- Pilot Teacher
the same species. Ask students to identify differences in their Conversations
phenotypes.
• Ask students to identify examples of human traits that display
variation. Suggested
• Provide examples of structural, behavioural, and physiological
Resource Links: www.k12pl.
adaptations evident in local plants and animals.
nl.ca/curr/10-12/science/science-
• Review rules for use of significant digits when measuring (i.e., courses/biology-3201/resource-
including all definite digits and estimating the first unknown digit links.html
[Appendix A, p. 138]).
• Evolution resources
Students may • Science supply companies
• Create a personal visual dictionary (print or digital) of unit
Other Curriculum Resources
terminology.
• Hypothesize how an adaptation improves an organism’s chances • NL Science 10
of reproduction and survival (e.g., peeling bark of birch trees). (Science 1206)
• Research and identify adaptations of a plant or animal species
and explain how they improve their chances of survival and Notes
reproduction.
• Complete Activity 16.4 (NL Biology, p. 654) to hypothesize the The magnifying glass
adaptive significance of variations in the structure of hair. icon is used throughout
the unit to indicate
investigations.
Consolidation

Students may
• Present data from their investigations in tables and graphs and
calculate mean, median, mode, and range of their data.
• Use computer software to compile, organize, and graph their
data.

BIOLOGY 3201 CURRICULUM GUIDE 2021 109

EVOLUTIONARY CHANGE AND BIODIVERSITY

Natural Selection

Outcomes Focus for Learning

Students will be expected to
60.0 analyze evolutionary Students should
mechanisms and their • explain the process of artificial selection, describing examples
effects on biodiversity and discussing its impact on genetic diversity;
[GCO 3] • explain the process of natural selection;
• explain how local environmental conditions exerting selective
60.1 analyze the effects of pressure on populations may result in extirpation or extinction;
genetic variation and and
natural selection on
• analyze data for and describe examples of natural selection
biodiversity
within populations, including, but not limited to, industrial
15.0 interpret patterns and melanism in peppered moths and antibiotic resistance in bacteria.
trends in data, and infer Analyzing data showing how traits change with the passage of time,
or calculate linear and as a result of natural selection, provides an opportunity to address
nonlinear relationships skill outcome 15.0. Refer to the Integrated Skills unit for elaboration.
among variables
[GCO 2]
Attitude

Encourage students to use factual information and rational

explanations when analyzing and evaluating. [GCO 4]

Sample Performance Indicators

1. Black goldendoodle dogs are produced through artificial
selection. Describe how this might be achieved.
2. Explain how consistently using a fishing net with a mesh size of
15 cm2 might change a cod population over the passage of time.
3. As a result of climate change, polar bears are expanding their
range into more southern environments. Predict how, over the
passage of time, this might change the phenotypes of polar bears
or lead to extirpation or extinction.
4. Analyze changes in beak depth of a Galapagos finch species
and correlate changes in the finch population to changes in the
environment (NL Biology, p. 641).

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 SECTION THREE: SPECIFIC CURRICULUM OUTCOMES

Natural Selection

Sample Teaching and Assessment Strategies Resources and Notes

Connection Authorized

Teachers may NL Biology (TR)

• Describe how broccoli, cauliflower, cabbage, and kale were all • Unit 6 pp. 5-9
produced from the wild mustard plant through the process of NL Biology (SR)
artificial selection.
• pp. 636-642
• Present images showing the diversity of Galapagos finches. Ask
students to identify similarities and differences among them and
hypothesize what might have led to these changes. Suggested
• Discuss the origin and survival of new traits in a population.
Resource Links: www.k12pl.
Students may
nl.ca/curr/10-12/science/science-
• Add selection-related terminology to their visual dictionary. courses/biology-3201/resource-
• Engage in online simulations of natural selection (e.g., peppered links.html
moth game). • Artificial and natural
• Describe examples of artificial and natural selection. selection resources

Consolidation

Teachers may
• Facilitate an activity modelling beak diversity using various
utensils (e.g., micro-tweezers, tweezers, chop sticks, salad tongs,
barbecue tongs). Ask students to attempt to pick up various sizes
of seeds and nuts using the different utensils. Students may then
relate beak size and shape to different food sources and explain
how these adaptations might be advantageous.
Students may
• Complete Activity 16.1 (NL Biology, p. 640) to investigate the
ability of bacteria to adapt to quickly changing environmental
conditions.
• Compare the processes of artificial selection and genetic
engineering as ways of developing organisms with desired traits.

Extension

Students may
• Consider how genetic engineering might impact natural selection.

BIOLOGY 3201 CURRICULUM GUIDE 2021 111

EVOLUTIONARY CHANGE AND BIODIVERSITY

Developing the Theory of Evolution by Natural Selection

Outcomes Focus for Learning

Students will be expected to
61.0 describe historical and Examining the development of scientific knowledge to explain how
cultural contexts that have populations change over time provides a context to address the
changed evolutionary nature of science.
concepts
Students should
[GCO 3]
• recognize that by the sixteenth century the predominant paradigm
45.0 explain the roles of in western culture was that all species of organisms came into
evidence, theories, existence at the same time and remained unchanged;
and paradigms in the • describe the significance of the following individuals in the
development of scientific development of the theory of evolution by natural selection:
knowledge -- Georges-Louis Leclerc (Comte de Buffon),
[GCO 1] -- Mary Anning,
-- Georges Cuvier (include catastrophisim),
48.0 explain how scientific
-- Charles Lyell (include uniformitarianism),
knowledge evolves as new
evidence comes to light and -- Jean Baptiste Lamarck (include acquired characteristics),
as laws and theories are -- Charles Darwin and Alfred Wallace, and
tested and subsequently -- Thomas Malthus (include competition);
restricted, revised, or • examine Darwin’s observations and recognize how it led to his
replaced theory of natural selection; and
[GCO 1] • compare Lamarck’s and Darwin’s explanations for changes in
populations over time (Activity 16.3, NL Biology, p. 649).
62.0 compare different
explanations for changes in The publication and review of Darwin’s work in the 19th Century
populations over time provides a context to address the importance of peer review in the
[GCO 3] development of scientific knowledge (Debating Science, NL Biology,
pp. 668-669). This context also provides opportunity to discuss how
63.0 describe the importance science does not exist in a vacuum and how some debates move
of peer review in the beyond the bounds of science into the public forum. Parallels may be
development of scientific found with current public debates surrounding climate change and the
knowledge importance of preserving biodiversity.
[GCO 1] Additionally, SCO 42.0, analyze society’s influence on scientific
endeavours, may be readdressed.

Attitude

Encourage students to value the contributions to scientific and

technological development made by individuals from many societies
and cultural backgrounds. [GCO 4]

Sample Performance Indicators

1. Create an annotated timeline depicting the contributions of
individuals leading to the development of the theory of evolution
by natural selection.
2. Darwin was unaware of the work of Mendel during his lifetime.
How might knowledge of Mendel’s inheritable factors have
impacted Darwin’s work? What does this say about how scientific
knowledge develops?

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 SECTION THREE: SPECIFIC CURRICULUM OUTCOMES

Developing the Theory of Evolution by Natural Selection

Sample Teaching and Assessment Strategies Resources and Notes

Activation Authorized

Teachers may NL Biology (TR)

• Review how scientific theories are developed (i.e., hypotheses, • Unit 6 pp. 9-11, 18
extensive observations, experiments) to challenge the non- NL Biology (SR)
scientific view that they are “only theories” and therefore not to be
believed. • pp. 643-649
• pp. 668-669

Connection
Suggested
Teachers may
Resource Links: www.k12pl.
• Present videos, sourced online, depicting the development of
nl.ca/curr/10-12/science/science-
Darwin’s theory of evolution by natural selection.
courses/biology-3201/resource-
• Discuss how scientific research is analyzed within the scientific links.html
community.
• Developing a theory
• Describe examples where inadequate peer review leads to
resources
negative societal impacts (e.g., vaccination as a cause of autism
myth). • Charles Darwin resources

Students may
• Distinguish between catastrophism and uniformitarianism.

Consolidation

Students may
• Create a podcast interviewing an individual of significance in the
development of the theory of evolution by natural selection.
• Design a social media page for an individual of significance in the
development of the theory of evolution by natural selection.
• Discuss how acceptance of the theory of evolution by natural
selection represents a paradigm shift.
• Explain why natural selection is considered a scientific theory and
not a scientific law.

BIOLOGY 3201 CURRICULUM GUIDE 2021 113

EVOLUTIONARY CHANGE AND BIODIVERSITY

Evidence of Evolution

Outcomes Focus for Learning

Students will be expected to
64.0 evaluate and describe Students should evaluate and describe evidence supporting the
evidence to support the theory of evolution by natural selection including
theory of evolution by • the fossil record, including index fossils, radiometric dating, and
natural selection transitional fossils (Note, students are not expected to solve
[GCO 3] radiometric dating problems);
• biogeography examples;
45.0 explain the roles of
• comparative anatomy, including homologous structures,
evidence, theories,
analogous structures, convergent evolution, and vestigial
and paradigms in the
structures;
development of scientific
knowledge • comparative embryology, and
[GCO 1] • molecular biology and genetics, including DNA and protein
comparisons.
15.0 interpret patterns and Additionally, students should analyze and interpret various geologic
trends in data, and infer time scales and make inferences. Note, students are not expected to
or calculate linear and memorize time scale content.
nonlinear relationships
The significance of the Ediacaran and Cambrian periods to animal
among variables
evolution should be addressed.
[GCO 2]
Evaluating evidence supporting the theory of evolution by natural
43.0 identify and describe selection provides an opportunity to readdress SCO 43.0; identifying
science- and technology- and describing science- and technology-based careers related to
based careers related to the these diverse fields.
science they are studying
[GCO 1]
Attitude

Encourage students to confidently evaluate evidence and consider

alternative perspectives, ideas, and explanations. [GCO 4]

Sample Performance Indicators

1. Research and compare the anatomy, embryology, and other
characteristics of harp seals, leatherback sea turtles, and Atlantic
puffins to infer and defend which two species are most closely
related.
2. Complete Activity 16.5 (NL Biology, p. 656) comparing amino
acid sequences from different species and inferring evolutionary
relationships among them.

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 SECTION THREE: SPECIFIC CURRICULUM OUTCOMES

Evidence of Evolution

Sample Teaching and Assessment Strategies Resources and Notes

Activation Authorized

Teachers may NL Biology (TR)

• Present videos, sourced online, that describe the fossil record • Unit 6 pp. 11-15
and connect fossils to current species through the process of NL Biology (SR)
evolution.
• pp. 649-658

Connection
Suggested
Teachers may
Resource Links: www.k12pl.
• Facilitate a cooperative jigsaw activity to allow students to nl.ca/curr/10-12/science/science-
evaluate and describe evidence of evolution. courses/biology-3201/resource-
• Provide examples of index and transitional fossils. links.html
• Explain the process of radiometric dating and describe how fossil • Evidence of evolution
dating led to the development and evolution of the geologic time resources
scale.
• Science supply companies
Students may
• Add new terminology to their visual dictionary.
• List and explain different scientific fields that have contributed
evidence to the theory of evolution by natural selection.
• Provide examples of animals that exhibit convergent evolution.

Consolidation

Students may
• Describe how theories of evolution have changed over time.
• Research local fossils and identify where they fit on geologic
time scales. What can be inferred about their environment and
evolutionary relationships to other species?
• Differentiate between homologous and analogous structures.

Extension

Students may
• Investigate mass extinction events that mark geologic time scale
boundaries.

BIOLOGY 3201 CURRICULUM GUIDE 2021 115

EVOLUTIONARY CHANGE AND BIODIVERSITY

Speciation and the Pace of Evolution

Outcomes Focus for Learning

Students will be expected to
65.0 describe how species Students should
evolve • explain ways in which species become reproductively isolated,
[GCO 3] including geographic and biological barriers;
• distinguish among pre-zygotic (i.e., behavioural isolation,
ecological/habitat isolation, temporal isolation, mechanical
isolation, and gametic isolation) and post-zygotic (i.e., hybrid
inviability, hybrid sterility, and hybrid breakdown) mechanisms;
• describe how new species form (i.e., transformation, divergence
[adaptive radiation]).
• describe how closely associated species may co-evolve; and
66.0 compare and contrast • describe gradualism and punctuated evolution models and
models describing the pace recognize that both models are at work.
of evolution
[GCO 3]
Sample Performance Indicators
1. Severe flooding results in a river changing course. Would you
expect a species of mouse that now lives on both sides of the
river to eventually become two separate species? What about a
species of bird that lives on both sides of the river?
2. Refer to Figure 16.24 (NL Biology, p. 664). Interpret the
speciation of the woodpecker finch and the large ground finch.
3. Refer to Figure 16.25 (NL Biology, p. 664). How might adaptive
radiation explain the speciation of the red crossbill?
4. Discuss how climate change might impact speciation and the
pace of evolution.

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Speciation and the Pace of Evolution

Sample Teaching and Assessment Strategies Resources and Notes

Activation Authorized

Teachers may NL Biology (TR)

• Present images of a liger and a mule. Ask students what they • Unit 6 pp. 1-12
have in common. Direct them toward the answer that both are NL Biology (SR)
sterile and cannot be classified as species.
• pp. 659-667
Students may
• Define species and revisit their personal definition after the
concept of speciation has been addressed. Suggested

Resource Links: www.k12pl.

Connection nl.ca/curr/10-12/science/science-
courses/biology-3201/resource-
Teachers may links.html
• Present videos, sourced online, describing examples of • Speciation resources
speciation.
• Present examples of reproductive barriers and ask students to
classify them as pre- or post-zygotic and geographic or biological.
• Present Figure 17.23 (NL Biology, p. 703). Discuss how these
species might have co-evolved.
• Discuss Darwin’s finches (NL Biology, p. 664) as an example of
divergence (adaptive radiation).
Students may
• Add speciation-related terminology to their visual dictionary.
• Consider how wildfires might impact speciation and the pace of
evolution.

Consolidation

Students may
• Debate whether Earth might currently be experiencing an era of
punctuated equilibrium.
• Discuss how transformation and divergence might impact
biodiversity.
• Discuss how the process of speciation might be analogous to the
formation of a new language.
• Discuss whether you would expect to find more unique species
on a large remote island or a smaller island close to a continent.

Extension

Students may
• Research polar bear - grizzly bear hybrids and relate to
speciation.

BIOLOGY 3201 CURRICULUM GUIDE 2021 117

EVOLUTIONARY CHANGE AND BIODIVERSITY

The Hardy-Weinberg Principle

Outcomes Focus for Learning

Students will be expected to
67.0 describe how the Hardy- Students should
Weinberg principle is used • define population genetics and gene pool;
to determine whether a • distinguish among genotype frequency, phenotype frequency, and
population is undergoing allele frequency;
microevolution
• describe the gene pool of a population at genetic equilibrium;
[GCO 3]
• summarize the five conditions upon which the Hardy-Weinberg
principle is based;
• use Hardy-Weinberg equations to solve problems related to
allele, genotype, and phenotype frequencies in a population, as
well as the number of individuals with specific genotypes and
phenotypes (Note, students should be familiar with various forms
of allele notation); and
• interpret data to determine whether a population is undergoing
microevolution.
2.0 state a prediction and Students are expected to conduct an investigation to determine the
a hypothesis based on effect of random mating on a large population, as well as the effect
available evidence and of a lethal recessive allele on allele frequencies in a large population.
background information The focus should be on the analysis of individual and class data.
[GCO 2] Investigation 17.B (NL Biology, p. 684) provides a suggested
procedure. Coloured beans may be used as an alternative to beads.
13.0 compile and display
In addition to SCOs 2.0, 13.0, 15.0, 18.0, and 23.0, teachers may
evidence and information,
assess SCOs 6.0, and 16.0. Refer to the Integrated Skills unit for
by hand or computer, in a
elaboration.
variety of formats, including
diagrams, flow charts,
tables, graphs, and scatter Attitude
plots
[GCO 2] Encourage students to value the role and contribution of science
and technology in our understanding of phenomena that are directly
15.0 interpret patterns and observable and those that are not. [GCO 4]
trends in data, and infer
or calculate linear and
nonlinear relationships Sample Performance Indicators
among variables
1. In a population that is in Hardy-Weinberg equilibrium, the
[GCO 2]
frequency of the dominant allele A is 0.7. What percentage of
individuals show the dominant trait?
18.0 explain how data support
or refute the hypothesis or 2. In a population of 800 mice that is in Hardy-Weinberg equilibrium,
prediction 128 mice express the recessive black fur trait. How many of the
[GCO 2] mice are heterozygous for fur colour?
3. Would a Newfoundland Pine Marten population achieve Hardy-
23.0 select and use appropriate Weinberg equilibrium? Explain.
numeric, symbolic, 4. Is a population that is at genetic equilibrium evolving? Explain.
graphical, and linguistic 5. Imagine that the first human mission to Mars was a success. A
modes of representation to self sustaining colony was established consisting of 3 females
communicate ideas, plans, and 6 males, all of reproductive age. Identify reasons why this
and results population would not achieve genetic equilibrium according to the
[GCO 2] Hardy-Weinberg principle.

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 SECTION THREE: SPECIFIC CURRICULUM OUTCOMES

The Hardy-Weinberg Principle

Sample Teaching and Assessment Strategies Resources and Notes

Activation Authorized

Teachers may NL Biology (TR)

• Present videos, sourced online, of birds engaged in courtship • Unit 6 pp. 1-12
displays. Then, use the launch lab (NL Science, p. 675) to • BLM 17.1.2
demonstrate the effect of mate selection on the traits of bird
NL Biology (SR)
populations.
• pp. 674-686

Connection
Suggested
Teachers may
Resource Links: www.k12pl.
• Present videos, sourced online, explaining the Hardy-Weinberg
nl.ca/curr/10-12/science/science-
principle and conditions that disrupt Hardy-Weinberg equilibrium
courses/biology-3201/resource-
resulting in evolution.
links.html
• Present data tables depicting examples where allele and
genotype frequencies remain the same or change over several • Hardy-Weinberg resources
generations.
Students may
• Add population genetics-related terminology to their visual
dictionary.
• Explore population genetics online simulations.
• Consider whether it is possible to have a population that never
evolves.
• Carry out Investigation 17.A (NL Biology, p. 682); applying the
Hardy-Weinberg equation to analyze frequencies of human
genetic characteristics.

Consolidation

Students may
• Practice solving Hardy-Weinberg problems (NL Biology, BLM
17.1.2).
• Create Hardy-Weinberg problems for classmates to solve.

BIOLOGY 3201 CURRICULUM GUIDE 2021 119

EVOLUTIONARY CHANGE AND BIODIVERSITY

Causes of Gene Pool Change

Outcomes Focus for Learning

Students will be expected to
60.0 analyze evolutionary Students should
mechanisms and their • identify and compare the effects of genetic mutations, gene flow,
effects on biodiversity non-random mating (i.e., sexual selection, inbreeding), genetic
[GCO 3] drift, and natural selection on gene pool diversity;
• distinguish between founder and bottleneck effects;
60.2 analyze causes of gene • distinguish among stabilizing, directional, and disruptive selection
pool change and analyze and interpret graphs to identify the type of natural
selection; and
• examine examples of how human activities (e.g., commercial
fishing, habitat loss, invasive species, over harvesting, dam/
road construction, climate change, selective hunting, insecticide/
herbicide use, antibiotic/antimicrobial cleaner use) affect the
genetic diversity of natural populations.
68.0 compare the risks and Students are further expected to analyze the risks and benefits to
benefits to society and the society and the environment of genetic engineering technologies
environment of applying (e.g., artificial selection, transgenic organisms, cloning) through the
scientific knowledge or lens of evolution (e.g., NL Biology, p. 698). They should select a
introducing a technology biotechnology of personal interest and consider how its use might
[GCO 1] impact the gene pools of domesticated and wild populations of
organisms (e.g., Will biotechnology result in the evolution of new
species? Does biotechnology have the potential to impact wild
populations? Can biotechnology help preserve species?).

Sample Performance Indicators

1. Describe the impact of repeated inbreeding on gene pool
diversity.
2. DNA analysis of cheetah populations show little or no genetic
variation among individuals. Does this evidence suggest the
possibility of a bottleneck effect or a founder effect? Explain.
3. Hummingbirds insert their bill into flowers to drink nectar. Assume
that bill length varies within a population and shows a normal
distribution. Describe scenarios that might result in directional,
stabilizing, and disruptive selection. Illustrate how each type
of selection might alter the distribution graph in subsequent
generations.

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 SECTION THREE: SPECIFIC CURRICULUM OUTCOMES

Causes of Gene Pool Change

Sample Teaching and Assessment Strategies Resources and Notes

Connection Authorized

Teachers may NL Biology (TR)

• Facilitate a cooperative jigsaw activity to address causes of • Unit 6 pp. 1-12
evolutionary change (i.e., genetic mutations, gene flow, non- NL Biology (SR)
random mating, genetic drift, natural selection).
• pp. 687-698
• Present videos, sourced online, depicting causes of gene pool
change.
• Discuss the gene causing sudden heart attacks, known as Suggested
Newfoundland’s curse, as an example of founder effect.
• Provide examples of the factors that cause change in allele Resource Links: www.k12pl.
frequencies (e.g., Warfarin-resistance in Norway rats [mutation], nl.ca/curr/10-12/science/science-
grey wolf migration [genetic drift], antler sparring among courses/biology-3201/resource-
male caribou [sexual selection], self-fertilization in pea plants links.html
[inbreeding], polydactylism in Amish populations [founder • Gene pool change resources
effect], and lack of genetic diversity in northern elephant seals • Effects of biotechnology
[bottleneck effect]). resources
Students may
• Add gene pool-related terminology to their visual dictionary.
• Engage with online simulations depicting gene pool change and
genetic drift (i.e., founder and bottleneck effects).
• Research to identify examples of populations that have evolved
as a result of one of the causes of evolutionary change.
• Analyze graphs depicting stabilizing, directional, and disruptive
types of natural selection.

Consolidation

Students may
• Complete Activity 17.1 (NL Biology, p. 690) to apply the Hardy-
Weinberg equation to a new situation.
• Complete Activity 17.2 (NL Biology, p. 696) to investigate factors
effecting the genetic diversity of local threatened species.
• Discuss the potential impact of wildlife corridors on gene pool
diversity.
• Consider how accidental release of genetically modified
salmon from an ocean pen might impact the gene pool of wild
populations.

Extension

Students may
• Research Newfoundland’s unique mitochondrial DNA and
describe it as an example of the founder effect.
• Research genetic conditions being studied in Newfoundland and
Labrador.

BIOLOGY 3201 CURRICULUM GUIDE 2021 121

EVOLUTIONARY CHANGE AND BIODIVERSITY

Biological Classification

Outcomes Focus for Learning

Students will be expected to
69.0 demonstrate an Students should
understanding of the • recognize that Earth’s biodiversity can be explained both
fundamental principles of by genetic changes in populations over time and by major
taxonomy evolutionary changes that produce new species;
[GCO 3] • explain how Earth’s biodiversity can be classified into taxa (i.e.,
domain, kingdom, phylum, class, order, family, genus, species);
11.0 describe and apply
• define, explain the need for, and apply binomial nomenclature;
classification systems and
nomenclatures used in the • identify distinguishing features among the three domains and
sciences among the four Eukarya kingdoms (i.e., prokaryotic/eukaryotic,
[GCO 2] unicellular/multicellular, cell wall presence and composition
[peptidoglycan, chitin, cellulose], nutritional method, motility,
12.0 identify limitation of a given reproductive strategy);
classification system and • explain how viruses challenge biological classification
identify alternative ways of (characteristics of life); and
classifying to accommodate • examine and evaluate technologies used for specimen
anomalies identification, including, but not limited to, dichotomous keys, field
[GCO 2] guides, and mobile device applications.
Students are expected to use dichotomous keys to identify
9.0 select and use apparatus
specimens. Note, developing a key is not an expectation. These
and materials safely
investigations provide opportunities to assess skill outcomes 9.0,
[GCO 2]
11.0, 12.0, and 22.0. Refer to the Integrated Skills unit for elaboration
of these SCOs.
22.0 communicate questions,
ideas, and intentions, Students should recognize that biological classification systems
and receive, interpret, change as new understandings of organisms emerge; often as a
understand, support, and result of the invention of a technology. They should analyze and
respond to the ideas of describe how advances in microscopy and genetic and molecular
others analyses revealed key differences among organisms and how the
[GCO 2] classification system was subsequently modified to better explain
these differences.
52.0 analyze and describe
examples where scientific
understanding was Attitude
enhanced or revised as a
result of the invention of a Encourage students to confidently evaluate evidence and consider
technology alternative perspectives, ideas, and explanations. [GCO 4]
[GCO 1]
Sample Performance Indicators
1. A field survey has discovered a previously unknown species.
What distinguishing features would help classify the unknown
species as belonging to the Eukarya domain and Kingdom Fungi?
2. Why might it be beneficial for all biologists to use the same
classification system?

continued

122 BIOLOGY 3201 CURRICULUM GUIDE 2021

 SECTION THREE: SPECIFIC CURRICULUM OUTCOMES

Biological Classification

Sample Teaching and Assessment Strategies Resources and Notes

Activation Authorized

Teachers may NL Biology (TR)

• Present examples of classification systems used in everyday life. • Unit 1 pp. 1-12
NL Biology (SR)
Connection • pp. 11-16
• p. 704
Teachers may
Teaching and Leaning Strategies
• Present early biological classification systems and their
limitations. • www.k12pl.nl.ca/curr/10-12/
science/science-courses/
• Present collections of microscope slides representing bacteria,
biology-3201/teaching-and-
protists, fungi, and plants for students to examine (Note, students
learning-strategies.html
who have not completed Biology 2201 may require instruction in
how to view a prepared slide [NL Biology, pp. 722-726]). -- Dichotomous Keys and
Dissection
• Model how to create a simple dichotomous key for a group of
objects (e.g., backpacks, beads, buttons, nuts and bolts, shoes).
• Provide various field guides and dichotomous keys for students to Suggested
use in identifying specimens.
• Discuss how some species challenge taxonomic categories. Resource Links: www.k12pl.
nl.ca/curr/10-12/science/science-
Students may courses/biology-3201/resource-
• Carry out Investigation 1.A (NL Biology, p. 15) to practice using links.html
taxon nomenclature. • Biological classification
• Represent defining features of domains and kingdoms in a table. resources
• Use field guides and mobile device applications (e.g. Leafsnap, • Science supply companies
PlantSnap, PictureThis, Picture Insect, iNaturalist) to identify local
specimens (e.g., plants, birds, or insects).

Consolidation

Teachers may
• Facilitate Activity 17.3 (NL Biology, p. 701) to reinforce students’
understanding of taxonomy and classification.
• Provide a collection of physical specimens or images from
different taxonomic groups. Ask students to examine and group
them based on their features, explaining their thinking aloud.
Students may
• Discuss the importance of using binomial nomenclature.
• Identify and discuss limitations of classification systems and
technologies used to identify specimens.
• Discuss what changing biological classification systems as new
evidence emerges says about the nature of science.
• Explore the utility of bioinformatics (i.e., DNA barcode database)
as a biological classification system (NL Biology, p. 704).

continued

BIOLOGY 3201 CURRICULUM GUIDE 2021 123

EVOLUTIONARY CHANGE AND BIODIVERSITY

Biological Classification

Outcomes Focus for Learning

Students will be expected to
69.0 demonstrate an 3. Use the information in the table below to answer the following
understanding of the -- Which two organisms would you expect to share the greatest
fundamental principles of number of features?
taxonomy
-- Which two species are least similar to the Siamese Cat?
[GCO 3]
-- What evidence is there that otters share more features with
11.0 describe and apply mink than cats and dogs?
classification systems and -- Infer why biologists might group river otters, American mink,
nomenclatures used in the Siamese cats and Labrador retrievers in the same order.
sciences -- Predict some probable features of Alopex lagopus.
[GCO 2] -- Use the scientific name of one organism to explain binomial
nomenclature.
12.0 identify limitation of a given
classification system and Common Name Order Family Scientific Name
identify alternative ways of
orca Cetacea Delphinidea Orcinus orca
classifying to accommodate
little brown bat Chiroptera Vespertilionidae Myotis lucifugus
anomalies
[GCO 2] river otter Carnivora Mustelidae Lontra canadensis
American mink Carnivora Mustelidae Neovison vison
9.0 select and use apparatus Siamese cat Carnivora Felidae Felis domesticus
and materials safely Labrador retriever Carnivora Canidae Canis lupus
[GCO 2] Carnivora Canidae Alopex lagopus

22.0 communicate questions,

ideas, and intentions,
and receive, interpret,
understand, support, and
respond to the ideas of
others
[GCO 2]

52.0 analyze and describe

examples where scientific
understanding was
enhanced or revised as a
result of the invention of a
technology
[GCO 1]

124 BIOLOGY 3201 CURRICULUM GUIDE 2021

 SECTION THREE: SPECIFIC CURRICULUM OUTCOMES

Biological Classification

Sample Teaching and Assessment Strategies Resources and Notes

Extension Authorized

Students may NL Biology (TR)

• Create a dichotomous key for a group of specimens. • Unit 1 pp. 1-12
• Research the use of subtaxa in classification (e.g., subspecies). NL Biology (SR)
• pp. 11-16
• p. 704

Suggested

Resource Links: www.k12pl.

nl.ca/curr/10-12/science/science-
courses/biology-3201/resource-
links.html
• Biological classification
resources
• Science supply companies

BIOLOGY 3201 CURRICULUM GUIDE 2021 125

EVOLUTIONARY CHANGE AND BIODIVERSITY

Phylogeny - Evolutionary Classification

Outcomes Focus for Learning

Students will be expected to
69.0 demonstrate an Students should
understanding of the • describe the macroevolution of Bacteria, Archaea, Protists, Fungi,
fundamental principles of Plants, and Animals from an original cell, include endosymbiosis;
taxonomy • recognize that phylogeny classifies organisms based on
[GCO 3] evolutionary relatedness, using homologous structures, fossil
records, and genetic and molecular analyses as evidence;
48.0 explain how scientific
• analyze and interpret evolutionary trees (i.e., infer relationships
knowledge evolves as new
[most recent common ancestor, more closely related groups],
evidence comes to light and
identify clades, identify shared derived characters).
as laws and theories are
tested and subsequently Students should recognize that evolutionary trees are hypotheses
restricted, revised, or that are tested with evidence and subject to change as new evidence
replaced emerges. Expose students to various styles and orientations of
[GCO 1] evolutionary trees. Ensure they understand that rotating a branch
around its node does not change the depicted relationship.
12.0 identify limitation of a given
Note, the terms cladogram and phylogenetic tree are not used
classification system and
consistently within the scientific community, therefore, for the
identify alternative ways of
purposes of this course, the term evolutionary tree is used.
classifying to accommodate
anomalies Students are expected to engage in research to describe the features
[GCO 2] of different taxonomic groups, infer shared derived characters, and
make hypotheses about their evolutionary relationships. Activity
2.0 state a prediction and 17.4 (NL Biology, p. 702) provides a suggested procedure. Students
a hypothesis based on should represent hypothesized relationships in an evolutionary tree.
available evidence and
In addition to SCOs 2.0, 7.0, 13.0, and 26.0, teachers may assess
background information
6.0, 8.0, and 11.0. Refer to the Integrated Skills unit for elaboration.
[GCO 2]

7.0 use library and electronic Sample Performance Indicator

research tools to collect
information on a given topic Answer the questions for the evolutionary tree below.
[GCO 2] • What is the most recent common ancestor of groups Y and U?
• To which other groups is V most closely related?
13.0 compile and display
evidence and information, • How many different clades are represented in this diagram?
by hand or computer, in a • Explain why groups S, T, U, and their ancestors are not a clade.
variety of formats, including • Which groups do not produce cones?
diagrams, flow charts,
tables, graphs, and scatter
plots Groups
[GCO 2] S T U V W X Y Z

26.0 work cooperatively with G

team members to develop C F
produce cones
and carry out a plan, and E
troubleshoot problems as
D
they arise
[GCO 2] produce seeds
B
A

126 BIOLOGY 3201 CURRICULUM GUIDE 2021

 SECTION THREE: SPECIFIC CURRICULUM OUTCOMES

Phylogeny - Evolutionary Classification

Sample Teaching and Assessment Strategies Resources and Notes

Activation Authorized

Teachers may NL Biology (TR)

• Present images of a simplified tree of life representing the • Unit 6 pp. 1-12
macroevolution of major groups of organisms. • BLM 17.3.3

Connection NL Biology (SR)

Teachers may • pp. 699-705
• Present examples of various styles and orientations of
evolutionary trees (e.g., NL Biology, pp. 13, 664, 700, 701, 710). Suggested
• Present terminology related to evolutionary trees (e.g., root,
branch, node, clade). Resource Links: www.k12pl.
• Present videos, sourced online, explaining how to analyze and nl.ca/curr/10-12/science/science-
interpret evolutionary trees. courses/biology-3201/resource-
links.html
• Present videos, sourced online, explaining how evolutionary trees
are constructed from tables of shared derived characters. • Evolutionary tree resources
• Model the creation of an evolutionary tree (BLM 17.3.3) by
identifying features of different taxonomic groups, inferring shared
derived characters, and hypothesizing relationships.
Students may
• Compare and contrast pedigree charts and evolutionary trees.
• Practice analyzing and interpreting evolutionary trees, sourced
online.

Consolidation

Students may
• Revisit the distinguishing features of the three domains and four
eukaryotic kingdoms and annotate a simplified tree of life (e.g.,
Figure 17.20, NL Biology, p. 700), placing derived characters at
the appropriate locations.
• Construct an evolutionary tree from a provided table of taxonomic
groups and shared derived characters.

BIOLOGY 3201 CURRICULUM GUIDE 2021 127

EVOLUTIONARY CHANGE AND BIODIVERSITY

Anatomy and Physiology - Non-Chordates

Outcomes Focus for Learning

Students will be expected to
70.0 examine and describe the Students should identify and describe features used as evidence
anatomy and physiology of when classifying and hypothesizing evolutionary relationships among
representative organisms, non-chordate animal groups (i.e., Porifera, Cnidaria, Platyhelminthes,
identifying and describing Rotifera, Annelida, Mollusca, Arthropoda, Nematoda, Echinodermata),
evolutionary milestones and including, but not limited to,
trends • presence of specialized tissues (i.e., nerves);
[GCO 3]
• body plan symmetry (i.e., asymmetry, radial, bilateral);
9.0 select and use apparatus • embryonic cell layers (i.e., monoblastic, diploblastic, triploblastic);
and materials safely • coelom presence (i.e., acoelomate, pseudocoelomate,
[GCO 2] eucoelomate);
• embryonic development pattern (i.e., protostome, deuterostome);
10.0 demonstrate a knowledge • one- and two-opening digestive systems;
of WHMIS standards by • cephalization;
selecting and applying
• motility;
proper techniques for
handling and disposing of • segmentation;
lab materials • and molting.
[GCO 2] Students are expected to investigate the anatomy and physiology
of non-chordate animals, identifying and describing evolutionary
22.0 communicate questions, milestones and trends, through
ideas, and intentions,
• examination of live or preserved specimens of representative
and receive, interpret,
animals (e.g., sea anemone, hydra, planaria, earthworm,
understand, support, and
philodina, tapeworm, snail, mussel, sea star, sea urchin,
respond to the ideas of
grasshopper, beetle, butterfly, crab);
others
[GCO 2] • examination of prepared slides of representative animals
and their structures (e.g., sponge, hydra, daphnia, planaria,
26.0 work cooperatively with earthworm, ascaris, hookworm, tapeworm, drosophila, leeches);
team members to develop and
and carry out a plan, and • dissection of preserved or fresh specimens of representative
troubleshoot problems as animals (e.g., earthworm, grasshoppers, scallop, mussel, squid,
they arise crayfish, crab, sea star, sea urchin, sea cucumber).
[GCO 2] Note,
• firsthand dissections are the expectation, however, for individual
students who object or have cultural or ethical concerns, virtual
dissection or video should be used as an alternative; and
• students who have not completed Biology 2201 may require
instruction in microscope use (NL Biology, pp.722-726).
Students’ safe use of microscopes, dissection tools, and personal
protective equipment, proper handling and disposal of specimens,
and communication and cooperation within groups should be
assessed. Skill outcomes 5.0, 23.0, and 27.0 may also be assessed.
Refer to the Integrated Skills unit for elaboration of these SCOs.

continued

128 BIOLOGY 3201 CURRICULUM GUIDE 2021

 SECTION THREE: SPECIFIC CURRICULUM OUTCOMES

Anatomy and Physiology - Non-Chordates

Sample Teaching and Assessment Strategies Resources and Notes

Activation Authorized

Teachers may Teaching and Leaning Strategies

• Present, for student analysis, evolutionary trees depicting the • www.k12pl.nl.ca/curr/10-12/
relationships among non-chordate animal groups. science/science-courses/
biology-3201/teaching-and-
learning-strategies.html
Connection
-- Pilot Teacher
Teachers may Conversations
-- Dichotomous Keys and
• Create a wall-sized evolutionary tree to represent relationships
Dissection
among major animal groups. As they are addressed, groups,
representative examples, and derived characters can be added to
the tree. Suggested
• Introduce and model the use of specific terminology when
describing features of non-chordate animals. Resource Links: www.k12pl.
• Present dissection guides and videos to support firsthand nl.ca/curr/10-12/science/science-
dissections. courses/biology-3201/resource-
links.html
• Acquire and care for animal specimens in fresh- and saltwater
aquariums and animal terrariums to facilitate student observations • Non-chordate animal
and examination of live specimens. anatomy and physiology
• Facilitate 3D printing of anatomical models of animals. resources
• Present videos sourced online explaining the evolution of non- • Science supply companies
chordate animal groups.
Students may Notes
• Differentiate between anatomy and physiology.
Non-chordate anatomy and
• Create an image bank of representative examples of non- physiology is not addressed
chordate animal groups studied. in the NL Biology authorized
• Use magnification tools (e.g., hand lenses, stereoscopes, resources.
microscopes) to view live and preserved specimens of
representative animals.
• Examine physical and virtual models of non-chordate animal
anatomy.
• Engage with virtual dissections and videos sourced online.
• Use digital images to record firsthand observations when
examining and dissecting specimens of representative animals.

Consolidation

Students may
• Dissect and compare specimens of different echinoderms and
different molluscs.

BIOLOGY 3201 CURRICULUM GUIDE 2021 129

EVOLUTIONARY CHANGE AND BIODIVERSITY

Anatomy and Physiology - Non-Chordates

Outcomes Focus for Learning

Students will be expected to
70.0 examine and describe the Additionally, students should
anatomy and physiology of • identify representative organisms belonging to Porifera, Cnidaria,
representative organisms, Platyhelminthes, Rotifera, Annelida, Mollusca, Arthropoda,
identifying and describing Nematoda, Echinodermata);
evolutionary milestones and • describe the features and adaptations of specimens investigated;
trends
• explain the significance of evolutionary milestones identified
[GCO 3]
in the anatomy and physiology of non-chordate animals (i.e.,
bilateral symmetry, triploblastic cell layers, coelom, deuterostome
9.0 select and use apparatus
development, two-opening digestive system, cephalization,
and materials safely
segmentation); and
[GCO 2]
• describe evolutionary trends evident in the digestive and nervous
10.0 demonstrate a knowledge systems of non-chordate animals.
of WHMIS standards by
selecting and applying Sample Performance Indicator
proper techniques for
handling and disposing of 1. Annotate the evolutionary tree below identifying features
lab materials that might be used to separate the branches at the identified
[GCO 2] locations.

22.0 communicate questions,

ideas, and intentions, J Chordata
and receive, interpret, Echinodermata
understand, support, and H
respond to the ideas of K Arthropoda
others I Annelida
F
[GCO 2]
Mollusca
26.0 work cooperatively with D G Nematoda
team members to develop
and carry out a plan, and Rotifera
B E
troubleshoot problems as Platyhelminthes
they arise C
[GCO 2] Cnidaria
A
Porifera

2. Explain the evolutionary significance of the coelom.

3. Describe features that might be used when classifying or
hypothesizing evolutionary relationships for annelids.
4. Describe evolutionary trends observed in the digestive systems of
non-chordate animal groups.

130 BIOLOGY 3201 CURRICULUM GUIDE 2021

 SECTION THREE: SPECIFIC CURRICULUM OUTCOMES

Anatomy and Physiology - Non-Chordates

Sample Teaching and Assessment Strategies Resources and Notes

Authorized

Teaching and Leaning Strategies

• www.k12pl.nl.ca/curr/10-12/
science/science-courses/
biology-3201/teaching-and-
learning-strategies.html
-- Pilot Teacher
Conversations
-- Dichotomous Keys and
Dissection

Suggested

Resource Links: www.k12pl.

nl.ca/curr/10-12/science/science-
courses/biology-3201/resource-
links.html
• Non-chordate animal
anatomy and physiology
resources
• Science supply companies

Notes

Non-chordate anatomy and

physiology is not addressed
in the NL Biology authorized
resources.

BIOLOGY 3201 CURRICULUM GUIDE 2021 131

EVOLUTIONARY CHANGE AND BIODIVERSITY

Anatomy and Physiology - Chordates

Outcomes Focus for Learning

Students will be expected to
70.0 examine and describe the Students should
anatomy and physiology of • describe features shared by all chordates (i.e., notochord, dorsal
representative organisms, hollow nerve cord, pharyngeal slits, post anal tail); and
identifying and describing
• identify representative organisms of chordate groups
evolutionary milestones and
(i.e., cephalochordata, urochordata [tunicata], agnatha,
trends
chondrichthyes, osteichthyes, amphibia, reptilia, aves,
[GCO 3]
mammalia).
9.0 select and use apparatus Students are expected to investigate the anatomy and physiology of
and materials safely chordate animals, identifying and describing evolutionary milestones
[GCO 2] and trends, through
• examination of live and preserved specimens of representative
10.0 demonstrate a knowledge animals (e.g., sea squirt, lancelet, lamprey, skate, dogfish shark,
of WHMIS standards by aquarium fish, trout, tadpole/frog, gecko, turtle, chicken, rat, fetal
selecting and applying pig); and
proper techniques for • dissection of preserved or fresh specimens of representative
handling and disposing of animals (e.g., tunicate, lamprey, hagfish, dogfish shark, herring,
lab materials skate, frog, chicken, rat, fetal pig).
[GCO 2]
Note, firsthand dissections are the expectation, however, for
22.0 communicate questions, individual students who object or have cultural or ethical concerns,
ideas, and intentions, virtual dissection or video should be used as an alternative.
and receive, interpret, In addition to SCOs 9.0, 10.0, 22.0, and 26.0, skill outcomes 5.0,
understand, support, and 23.0, and 27.0 may also be assessed. Refer to the Integrated Skills
respond to the ideas of unit for elaboration of these SCOs.
others
[GCO 2] Through examination and dissection of representative chordates,
students should
26.0 work cooperatively with • describe the features and adaptations of specimens studied;
team members to develop • identify and describe features used as evidence when classifying
and carry out a plan, and and hypothesizing evolutionary relationships among chordate
troubleshoot problems as groups, including
they arise -- braincase (skull), jaws, vertebrae, cartilaginous and bony
[GCO 2] skeletons, vertebrae;
-- paired limbs (ray-fins, lobed-fins), four limbs (tetrapod),
wings (modified forelimbs);
-- skin as a respiratory organ, gills (gill slits, operculum), lungs;
-- ectotherm, endotherm;
-- two-, three-, and four-chambered hearts;
-- external or internal fertilization and development, quantity of
eggs produced, amniotic egg (soft shell, hard shell), degree
of parental care, mammary glands;
-- scales, waterproof skin, feathers, hair; and
-- cephalization, brain development, complex sense organs;

continued

132 BIOLOGY 3201 CURRICULUM GUIDE 2021

 SECTION THREE: SPECIFIC CURRICULUM OUTCOMES

Anatomy and Physiology - Chordates

Sample Teaching and Assessment Strategies Resources and Notes

Activation Authorized

Teachers may Teaching and Leaning Strategies

• Present, for student analysis, evolutionary trees depicting the • www.k12pl.nl.ca/curr/10-12/
relationships among major chordate animal groupings. science/science-courses/
Students may biology-3201/teaching-and-
learning-strategies.html
• Identify features shared by all chordates.
-- Pilot Teacher
Conversations
Connection -- Dichotomous Keys and
Dissection
Teachers may
• Present images, sourced online, of evolutionary trees depicting
evolutionary relationships among chordates. Suggested
• Create a wall-sized evolutionary tree to represent relationships Resource Links: www.k12pl.
among chordates. Groups, representative examples, and derived nl.ca/curr/10-12/science/science-
characters can be added as they are addressed. courses/biology-3201/resource-
• Present dissection videos and documents to guide students in links.html
conducting their own firsthand dissections. • Chordate animal anatomy
• Facilitate 3D printing of anatomical models of animal specimens and physiology resources
and specific organs. • Science supply companies
• Present videos sourced online explaining the evolution of
chordate groups.
Notes
Students may
• Add images of representative chordate animals to the image bank Chordate anatomy and
previously created. physiology is not addressed
• Examine physical and virtual models of animal anatomy. in the NL Biology authorized
• Engage with vertebrate dissection videos and virtual dissections resources.
sourced online.
• Use digital images to record firsthand observations when
examining and dissecting specimens of representative animals.

continued

BIOLOGY 3201 CURRICULUM GUIDE 2021 133

EVOLUTIONARY CHANGE AND BIODIVERSITY

Anatomy and Physiology - Chordates

Outcomes Focus for Learning

Students will be expected to
70.0 examine and describe the • describe evolutionary trends evident in chordate skeletal,
anatomy and physiology of respiratory, circulatory, nervous, and reproductive systems; and
representative organisms, • describe evolutionary milestones that enabled life to move from
identifying and describing water to land.
evolutionary milestones and
trends
[GCO 3] Sample Performance Indicators
1. Annotate the evolutionary tree below identifying derived
9.0 select and use apparatus
characters that might have been used to separate the branches at
and materials safely
the identified locations.
[GCO 2]
s
10.0 demonstrate a knowledge thye s
ich thye ian
s ls
of WHMIS standards by ath
a
nd
r ich ib tiles ma
gn ho ste ph ep es m
selecting and applying A C O Am R Av Ma
proper techniques for
handling and disposing of
lab materials
[GCO 2]
F
22.0 communicate questions,
ideas, and intentions,
and receive, interpret,
E
understand, support, and
respond to the ideas of D
others
[GCO 2] C

26.0 work cooperatively with B

team members to develop A
and carry out a plan, and
troubleshoot problems as
they arise
2. Describe the anatomy and physiology of bony fish with reference
[GCO 2]
to their skeletal, respiratory, circulatory, and reproductive
systems.
3. Explain the evolutionary significance of lobed-fins.
4. Describe the advantage of a four-chambered heart.
5. Using examples, explain the evolution of reproductive systems,
evident in chordate groups.
6. Describe how life on land is evident in the anatomy and
physiology of reptiles.

134 BIOLOGY 3201 CURRICULUM GUIDE 2021

 SECTION THREE: SPECIFIC CURRICULUM OUTCOMES

Anatomy and Physiology - Chordates

Sample Teaching and Assessment Strategies Resources and Notes

Consolidation Authorized

Students may Teaching and Leaning Strategies

• Represent the key evolutionary characters of major vertebrate • www.k12pl.nl.ca/curr/10-12/
animal groupings in an appropriate format. science/science-courses/
• Discuss the evolution of the lung from amphibians to mammals biology-3201/teaching-and-
and the heart from osteichthyes to mammals. learning-strategies.html
-- Pilot Teacher
Conversations
Extension
-- Dichotomous Keys and
Students may Dissection
• Analyze and interpret evolutionary trees representing human
evolution. Suggested

Resource Links: www.k12pl.

nl.ca/curr/10-12/science/science-
courses/biology-3201/resource-
links.html
• Chordate animal anatomy
and physiology resources
• Science supply companies

Notes

Chordate anatomy and

physiology is not addressed
in the NL Biology authorized
resources.

BIOLOGY 3201 CURRICULUM GUIDE 2021 135

136 BIOLOGY 3201 CURRICULUM GUIDE 2021
 Appendix A:
Scientific Conventions

BIOLOGY 3201 CURRICULUM GUIDE 2021 137

APPENDIX A

Scientific Conventions

Scientific information should be communicated according to accepted scientific conventions. These

conventions include significant figures, formulas, units, and data (graphs, diagrams, tables). The
Department of Education follows the conventions below for public exams.

Significant Figures
Any number used in a calculation should contain only figures that are considered reliable; otherwise,
time and effort are wasted. Figures that are considered reliable are called significant figures. Scientific
calculations generally involve numbers representing actual measurements. In a measurement, significant
figures in a number consist of:
Figures (digits) definitely known + one estimated figure (digit)
They are often expressed as “all of the digits known for certain plus one that is uncertain”.

Significant Figure Rules

1. All non-zero digits are significant.
2. Zero rules
• Trailing zeros (i.e., at the end to the right) of a measurement may or may not be significant:
-- If it represents a measured quantity, it is significant (e.g., 25.0 cm - the zero is significant; the
decimal is clearly indicated).
-- If immediately to the left of the decimal, it is not significant (e.g., 250 cm or 2500 cm - zeros
are not significant; both have 2 significant digits as there is uncertainty whether zeros are
measured values).
-- If the trailing zeros in 250 cm and 2500 cm are significant, the measurements must be written
in scientific notation (e.g., 2.50 × 102 cm or 2.500 ×103 cm - zeros are significant). Note,
scientific notation is not part of the K-12 mathematics program.
• A zero, between two non-zero digits in a measurement, is significant (e.g., 9.04 cm - the zero is
significant).
• Leading zeros (i.e., at the beginning to the left) are never significant (i.e., they do not represent a
measured quantity), they merely locate the decimal point (e.g., 0.46 cm and 0.07 kg - the zeros
are not significant).
3. Rounding with Significant Figures
In reporting a calculated measured quantity, rounding an answer to the correct number of significant
figures is important if the calculated measurement is to have any meaning. The rules for rounding are
listed below.
• If the figure to be dropped is less than 5, eliminate it:
-- rounding 39.949 L to three significant figures results in 39.9 L
-- rounding 40.0 g to two significant figures results in 4.0 × 101 g
• If the figure to be dropped is greater than or equal to 5, eliminate it and raise the preceding figure
by 1:
-- rounding 39.949 L to four significant figures results in 39.95 L
-- rounding 39.949 L to two significant figures results in 4.0 × 101 L

138 BIOLOGY 3201 CURRICULUM GUIDE 2021

 APPENDIX A

4. Multiplying and Dividing with Significant Figures

In determining the number of significant figures in a measurement that is calculated by multiplying
or dividing, the measurement with the least number of significant figures should be identified.
The final calculated measurement should contain the same number of significant figures as the
measurement with the least number of significant figures.
2.1 cm × 3.24 cm = 6.8 cm2
Since 2.1 cm contains two significant figures and 3.24 contains three significant figures, the
calculated measurement should contain no more than two significant figures.
5. Adding and Subtracting with Significant Figures
In determining the number of significant figures when adding or subtracting, the final calculation
should be rounded to the same precision as the least precise measurement.
42.56 g + 39.460 g + 4.1 g = 86.1 g
Since 4.1 g has only one decimal place, the calculated measurement must be rounded to one decimal
place.
6. Performing a Series of Calculations with Mixed Operations
When a series of calculations is performed, it is important to remember that multiplication/division
and addition/subtraction are governed by separate significant figure rules. Rounding only occurs at
the last step.
When calculations involve both of these types of operations, the rules must be followed in the same
order as the operations. Rounding still only occurs at the last step of the calculation.
(0.428 + 0.0804)
0.009800

The addition is first, 0.428 + 0.0804 = 0.5084. Following the rules for addition/subtraction, the
answer should have three significant figures, but rounding is the last step. Therefore, 0.5084 is
used in the next step, 0.5084 ÷ 0.009800 = 51.87755. Following the rules for multiplication/addition,
the answer should have four significant figures (but rounding is the last step). The sum of the
numerator has three significant figures, and the denominator has four, so the final answer is rounded
to three significant figures, 51.9.
In problems requiring multiple calculations (e.g., calculating final velocity and then using that value
to calculate time), it is recommended that rounding only occur in the final calculation. Also, to improve
accuracy and consistency, an extra digit should be carried in all intermediate calculations. Students
may find it helpful to write the extra digit as a subscript (e.g., 39.54 [3 significant figures + 1 extra].
7. Calculating with Exact Numbers
Sometimes numbers used in a calculation are exact rather than approximate. This is true when
using defined quantities, including many conversion factors, and when using pure numbers. Pure
or defined numbers do not affect the accuracy of a calculation. You may think of them as having
an infinite number of significant figures. Calculating with exact numbers is important when dealing
with conversions or calculating molar ratios in chemistry.
8. Scientific Constants
Treat scientific constants as significant digits because they are rounded values (i.e., actual measured
or defined values have many decimal places [e.g., the speed of light constant, 3.00 × 108 m/s, is a
rounded value based on the defined value, 299 792 458 m/s]).

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9. Significant Figures in Logarithms

When determining the number of significant figures from a logarithm function, only the digits to the
right of the decimal should be counted as significant figures.
• What is the pH of a sample of orange juice that has 2.5 × 10-4 mol/L hydronium ions?
The measurement 2.5 × 10-4 mol/L has two significant figures. The power of ten indicates where
the decimal is located (i.e. 0.00025). The pH of the sample is ‑log(2.5 × 10-4) = 3.602 059. The
digit to the left of the decimal is derived from the power of ten, therefore, it is not significant. Only
two digits to the right of the decimal are significant. The answer should be recorded as 3.60.
• What is the hydronium ion concentration of orange juice with pH = 2.25?
The pH value, 2.25, has two significant figures. The hydronium ion concentration is equal to the
antilogs of -2.25. This value is 0.0056234 mol/L, which, when rounded to two significant figures,
becomes 0.0056 mol/L or 5.6 × 10-3 mol/L.

Formulas and Units

A constructed response question that requires numerical calculations often uses formulas or equations
as the starting point to its solution. Proper use of formulas and units in science indicates a thorough
understanding of the logic to solve a problem. For any solution that requires the mathematical
manipulation of a formula, the formula should be stated at the beginning, followed by workings that clearly
indicate the mathematical computations necessary to find the solution.
For most cases in science, a SI unit follows a measured value because it describes the value. Three
exceptions to this are pH, equilibrium constants, and index of refraction. The final answer of a solution for
a constructed response question that requires the mathematical manipulation of a formula always has a
unit with the value. The workings of a solution that lead to the final answer do not have to show units.

Data
Data is generally presented in the form of graphs, tables, and drawings. When these formats are used
several scientific conventions should be followed.

Graphs

Graphs represent relationships between numerical information in a pictorial form. Two kinds of graphs are
commonly used in science courses in Newfoundland and Labrador:
• Line graph
-- used to display the relationship between continuous data
-- demonstrates a progression of values or shows how one variable changes in relation to
another variable (e.g., growth of a child with age)
Note: When equations are graphed, a line or curve of best-fit must be drawn.

• Bar graph
-- used to display discrete or discontinuous data
-- consists of parallel bars whose lengths are proportional to quantities given in a set of data.
The items compared are plotted along the horizontal axis and appropriate measurement is
plotted along the vertical axis (e.g., populations of different types of protists in a lake).

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Graphing Rules
1. The graph must have a title. The title represents the relationship between the two variables.
2. The independent variable is on the horizontal x-axis.
3. The dependent variable is on the vertical y-axis.
4. Each axis is specifically labelled with units (if applicable) according to the variable it represents and
values are provided with equal increments. The scale does not have to be the same on both axes, but
the scales must accommodate the ranges of the two variables (i.e., the graph line or series of bars
must fill ≥ 75% of the available space).
Note: It is not necessary that both axes start at zero. See example below.
5. When data are plotted, a circle should be placed around each point to indicate a degree of error. The
graph may show exact numbers or a general relationship. A best-fit line or curve must be used in line
and scatter graphs.
6. A legend may be used to identify individual lines on a multi-line graph.

Moose Population in Newfoundland and Labrador (1980 - 2000)

Tables

Tables represent numerical or textual information in an organized format. They show how different
variables are related to one another by clearly labelling data in a horizontal or vertical format. As with
graphs, tables must have a title that represents the relationship between the variables.

Moose Populations in Newfoundland and Labrador (1980 - 2000)

Year Number of Moose

1980 5789

1985 6057

1990 8823

1995 11 156

2000 9315

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Drawings

Biological drawings that indicate a scale are not required. Diagrams, however, may often be used to aid
explanations. These should be clear and properly labelled to indicate important aspects of the diagram.

Geological Conditions Necessary for an Artesian Well

Well
Ground

Recharge Aquaclude
zone Aquifer
Aquaclude

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ISBN: 978-1-55146-719-1