MINISTRY OF EDUCATION CURRICULUM GUIDELINES

MINISTRY OF EDUCATION

CURRICULUM GUIDELINES

BIOLOGY

GRADES ¨C 10, 11, 12

DEPARTMENT OF EDUCATION

2010

TABLE OF CONTENTS

Title Page

i

Table of Contents

ii

Acknowledgements

iii

Ministry of Education (Mission, Philosophy)

iv

Curriculum (Assumptions, Design)

iv

Overview (Intent, Planning, Instructions, Evaluation)

v

Introduction (Rationale, Overarching Goal, Sub-goals, Focus, General Objectives)

vii

Rationale for Inclusions

x

Scope and Sequence (Topics and Content)

xii

Scope of Skills Grades 1 ¨C 12

xvi

Scope and Sequence (Skills)

1

Standards and Benchmarks

27

Comparison of Benchmarks for Grade Levels

34

Scope of Work

36

Appendices

i.

Rubrics for Alternate Methods of Assessment

ii.

Bibliography

iii.

List of Instructional Supplies

iv.

Prerequisites for Tenth Grade

v.

Pedagogical Information

vi.

Safety in the Teaching/Learning Environment

vii.

Evaluation Form

198

205

206

208

210

221

222

ii

ACKNOWLEDGEMENTS

Committee

Michelle Bailey

Sharnell Cox

Wenderiah Deleveaux

Geraldine Dorsett

Marjorie English

Monique Thompson

Abaco Central High School

St. Andrew¡¯s High School

North Andros High School

C. R. Walker Senior High

Bimini All Age School

Queen¡¯s College

Pedagogical Information

Primary Science Curriculum 2000, Writers

Technical Assistance

Patrice Kemp

Vettors

Miriam Armbrister

Edna Maxwell

Lionel Johnson

Stephanie Sands

Deon Stewart

Doris Johnson Senior High

Bishop Eldon High School

College of The Bahamas

Examination and Assessment Division

UNDP Global Environment

Facility Small Grants Programme

Proof-reading

Margaret Harper-Vassell

C. R. Walker High School

Biology Curriculum 2010, Grades: 10 ¨C 12

Science & Technology Section

Department of Education

Coordinator

Louise Barry

Education Officer

Department of Education

Supervisor

Leanora Archer

Deputy Director of Education

Department of Education

iii

MINISTRY OF EDUCATION

MISSION STATEMENT

The mission of the Department of Education is to provide all persons in The Bahamas an opportunity to receive an education that will equip them with the necessary beliefs,

attitudes, knowledge and skills required for work and life in a democratic, Christian society.

THE PHILOSOPHY

The Department of Education embraces a philosophy that all human beings have an undeniable right to an education, one that will enable them to understand their privileges and

responsibilities in the community. The following principles are grounded in the Philosophy:

(i)

(ii)

(iii)

(iv)

(v)

A belief in the ability of the teaching/learning process to unlock and draw out the fullest potential of the individual;

An uncompromising commitment to the pursuit of excellence by teachers, learners and all who are associated with educational enterprises;

A belief in the value of the differing gifts and aptitudes of individuals, and in the importance of these differences in an inter-dependent society;

An appreciation of the natural and cultural heritage of The Bahamas;

A recognition of The Bahamas as a part of a wider world community with which it must interact productively.

THE CURRICULUM

The curriculum developers have adopted, in part, the philosophies of John Dewey that ¡°Knowledge is based on experience caused by the learner being in an active relationship

with the environment¡± and Constructivism by Jean Piaget who proposes that ¡°the learner should be in an environment where they are engaged in questioning, hypothesizing,

investigating, debating, analyzing and evaluating.¡±

ASSUMPTIONS

The Curriculum Guidelines are based on the assumptions that follow:

(i)

(ii)

(iii)

(iv)

Students want to learn.

The physical classroom environment as well as experiences both inside and outside the classroom affect learning.

Students have the capacity to construct mental interpretations and concepts of the instructional experiences.

Students have the prerequisite knowledge and skills as outlined in the Appendix IV.

Biology Curriculum 2010, Grades: 10 ¨C 12

iv

DESIGN

The design used for the curriculum guidelines include components of several designs, namely:

(i)

(ii)

(iii)

(iv)

(v)

(vi)

Backward ¨C initially, the knowledge, skills and attitudes required of students exiting secondary school after completing a three-year Biology Course of study were

identified. These served as the basis for the selection of learner outcomes/specific objectives, content, instructional strategies and methods of assessment in the document.

Skills-based ¨C the content is used to develop skills. Consequently, learner outcomes give focus to skills.

Spiral ¨C skills and concepts are developed at each grade level (and as far as possible in successive units).

Multidisciplinary ¨C most skills are applicable in other disciplines in particular, Language Arts, Mathematics, Geography, Family Life as well as Family and Consumer

Sciences. Cross references are made to highlight complementary and supplementary information in other subjects (as well as units).

Flexible ¨C it allows teachers the latitude to modify the guidelines to accommodate students of high and low ability levels as well as students of different learning styles.

Authentic ¨C the examples, problems and formative assessment used are relevant to the students¡¯ common experiences.

OVERVIEW

INTENT

It is intended that the

1. curriculum would be used by teachers throughout The Commonwealth of The Bahamas to provide a measure of standardized instruction;

2. students having completed the three-year course of study as outlined, will have common knowledge, skills and attitudes relative to a variety of Science topics from the

biological science disciplines;

3. students completing this course of study should exhibit a level of Scientific literacy that would enable them to function in first-year tertiary level Biology Courses;

4. student-focused instructional activities facilitate students in assuming responsibility for their learning;

5. the use of these guidelines will provide students with many opportunities and experiences to develop identified skills that are assessed formatively thereby preparing

students for summative assessment of the skills in the Bahamas General Certificate of Secondary Education Examinations, thereby increasing their level of success in these

examinations.

Biology Curriculum 2010, Grades: 10 ¨C 12

v

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