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BC BIOLOGY 12 Inquiry into Life.

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Presentation on theme: "BC BIOLOGY 12 Inquiry into Life."— Presentation transcript:

1 BC BIOLOGY 12 Inquiry into Life

2 Why BC Biology 12: Inquiry into Life is Right for Your Classroom
100% match to the Biology 12 IRP, with additional, in-depth material on photosynthesis and cellular respiration Trusted content from Sylvia Mader’s Inquiry into Life is the foundation of this new resource Units and chapters sequenced with the curriculum in a manner familiar to teachers Current Canadian and BC-specific references (Example: Canada’s Food Guide) Strong focus on individualized learning

3 Why BC Biology 12: Inquiry into Life is Right for Your Classroom
In-depth coverage of the curriculum’s prescribed learning outcomes: Processes of Science Cell Biology Human Biology Coverage of the three domains of learning: Cognitive: knowledge, understanding and application, and higher mental processes Affective: attitudes, beliefs, and the spectrum of values and value systems Psychomotor: movement and skill demonstration (integrating cognitive and affective consequences with physical performances)

4 Table of Contents Safety in the Biology Classroom
Chapter 1 The Study of Life Unit A – CELL BIOLOGY Chapter 2 The Molecules of Cells Chapter 3 Cell Structure and Function Chapter 4 DNA Structure and Biotechnology Chapter 5 Metabolism: Energy and Enzymes Chapter 6 Cellular Respiration Chapter 7 Photosynthesis Unit B – HUMAN BODY SYSTEMS Chapter 8 Human Organization Chapter 9 Digestive System Chapter 10 Circulatory System and Lymphatic System Chapter 11 Respiratory System Chapter 12 Nervous System Chapter 13 Urinary System Chapter 14 Reproductive System

5 Trusted & Proficient Author Team
Sylvia Mader Van Chau, Delta SD #37 (Lead Author) Rob Bakker, Abbotsford Christian School Carolyn Durley, Okanagan SD #23 Shelin Kassam, Surrey SD #36 Barb McKinley, North Vancouver SD #44 Karen Morley, Surrey SD #36 Hannah Myles, Burnaby SD #41 Karen R. Naso, Vancouver SD #39 Carolyn Pena, North Vancouver SD #44 Vijay Pereira, Saanich SD #63 Rosalind Poon, Richmond SD #38 Marilyn Rodgers, Vancouver SD #39 Tye Swallow, WSÁNEC School Board Gord Wiebe, Surrey SD #36

6 Computerized Assessment Bank (CD-ROM)
Components CONNECTschool™ Teacher Complete online Teacher’s Resource including modifiable Blackline Masters, lesson plans, and more! Videos, audio clips, tutorials, interactive lessons and activities all organized by chapter for easy access Complete interACTIVE Student Resource (plus PDF version) Editable PowerPoint lessons available Create valuable assignments using the Question Bank, create and add your own questions or import questions from ExamView Create your own personalized Teaching Plans by embedding Teacher Resource content, lessons, PowerPoints and media assets into your Teaching Plan. You can also add sticky notes, bookmarks, and highlights from your Student Resource. Upload your own files so all your course material is in one place RSS feeds keep content current CONNECTschool™ Student Point-of-use weblinks, videos, audio clips, tutorials, interactive lessons and activities Self-assessment tools including online Study quizzes Personalized study plans Sticky notes to create personal reminders and study notes Bookmark to tag key pages Highlight text and images Copy and paste images and text Student Edition Motivates students to understand and appreciate the wonders of biology with a focus on personalized learning Computerized Assessment Bank (CD-ROM) Provides hundreds of questions in a searchable database for easy test and quiz creation CONNECTschoolTM An online program with interactive teaching and learning resources, and personalized planning and study tools for both teachers and students.

7 New Unit & Chapter Openers
Highlights & Features New Unit & Chapter Openers BC Biology 12: Inquiry into Life is divided into two parts, each unit will begin with a large photographic two-page spread Unit A covers Cell Biology Unit B covers Human Biology Chapter Openers will consist of a four-page opening section with the first two providing students with an outline of the material that will be covered, what they should already know, as well as an “Issue” box (similar to the Case Study seen in other Mader books) related to the image The next two pages contain another nice introductory piece in the form of a discussion feature called “Making Connections.” It will effectively help teachers to gauge what students may already know, and what their preconceptions or misconceptions might be. Chapter Outline and Before You Begin – Provides an overview of the upcoming chapter material and reviews previously learned concepts related to the upcoming content Making Connections – Encourages students to think about upcoming content while allowing teachers to gauge where students’ are in their prior knowledge, preconceptions, and/or misconceptions

8 Chapter Preparation & Diagnostics
Highlights & Features Chapter Preparation & Diagnostics Two-pages of thorough chapter preparation and diagnostics to ensure student readiness, and to assist teachers in gauging level of current understanding of topic matter Includes: Short inquiry activity Multiple-choice questions Short answer questions Labeling activities, and more! Each Chapter Opener also provides a thorough, two-page Chapter Preparation section and includes: A short inquiry activity to push students to question, investigate, analyze, and discuss findings Multiple-choice questions, short-answer questions, labeling activities, and more – all related to the upcoming chapter content for a comprehensive readiness These comprehensive diagnostic questions and activities are perfect for determining the course of instruction for each chapter’s content – students may already have a good foundational knowledge on the topic, or it may become clear the chapter material will need a more in-depth study

9 Highlights & Features New Section Reviews
Learning Outcomes – Each subsection within the chapter introduces upcoming content and what students should know after reading Check Your Progress – Each subsection within the chapter reiterates the expected learning with 2-3 assessment questions.

10 “Science in Your Life” Features
Highlights & Features “Science in Your Life” Features Includes: Bioethical Health Scientific Inquiry Case Studies With additional NEW features: Career Investigations – Looks at various jobs where people use biology on a daily basis Science & Technology – Relate scientific content to current technological advances and research Issues in Biology – Investigates current issues History of Biology – Outlines important discoveries and timelines Aboriginal Perspectives – Provides viewpoints from the aboriginal and First Nations community

11 Investigations & Hands-On Labs
Highlights & Features Investigations & Hands-On Labs Requires students to apply inquiry skills and newly-learned concepts from the chapter to carry out related investigations, experiments, and projects. Includes: Conduct an Investigation – Strengthens chapter concepts and sciences processes step-by-step Design an Experiment – Fortifies newly attained skills and knowledge by allowing students to design and conduct an experiment specific topics Chapter Project – Challenges students to collaborate with classmates on a larger-scale investigation

12 Chapter Summary & Review
Highlights & Features Chapter Summary & Review Chapter Summary Key Terms and Key Concepts are organized by chapter sections for easy reference. Chapter Review Provides a thorough review of all chapter concepts, terms, and skills through the use of multiple-choice, short- answer, and problem-solving questions

13 Process of Science Appendices
Highlights & Features Process of Science Appendices Includes: Appendix A: Science Skills – Provides information on how to analyze STSE issues, develop research skills, organizing data, and more Appendix B: Useful References – Helpful charts, graphs, and other resources appropriate to textbook content Appendix C: Interpreting Instructional Visuals Appendix D: Inquiry and Investigation In Depth Appendix E: Answers to Selected Questions

14 Digital Support Web-Based Teaching & Learning Environment for Teachers and Students to: Access to Interactive Student Resource or PDF version Access animations, simulations, videos, and links, supporting complex concepts Access teaching tools – Teacher Resource, PPT, Interactive lessons, BLMs Teachers and Students can create their own personalized teaching or study plans and notes Access from school and home – anywhere, anytime

15 Digital Support DEMO

16 Activities – Chapter 2 Unit Project Building 3-D Models of Biological Molecules
Chapter 2 Unit Project – Building 3-D Models of Biological Molecules Pages 50-51

17 Activities – Chapter 5 Unit Project Enzyme Resume
Chapter 5 – Enzyme Resume – Pages

18 Activities – Chapter 11 Unit Project Create an Anti-Smoking Commercial
Chapter 11 Unit Project – Create an Anti-Smoking Commercial – pages

19 Activities – Chapter 4 Exploring Biology Activity
Chapter 4 – Exploring Biology Activity – Page 110

20 Activities – Chapter 6 Exploring Biology Activity
Chapter 6 – Exploring Biology Activity – Page 178

21 Activities – Chapter 13 Teacher Resource Simulated Pressure Filtration Activity
Section 13.2 Anatomy of the Kidney and Excretion Simulate pressure filtration. Make a large jug of “blood.” Use water, food colouring (to simulate dissolved solutes such as glucose, amino acids and ions), small and large beads (to simulate formed elements), and clear, colourless but small beads to represent the plasma proteins. The container represents the afferent arteriole. Pour the contents of this jug into another jug using a funnel. The funnel represents Bowman’s capsule. Line the funnel with a wire mesh that will not let the small, large, or colourless beads pass through. The mesh represents the pores of Bowman’s capsule that allow small molecules to pass. The container that the filtrate is entering represents the PCT. In this analogy, gravity provides the force necessary for movement of materials, but in the body, blood pressure provides this force. Students can be asked to predict what happens when blood pressure rises, or is too low. A pig or sheep kidney can be dissected showing the cortex, medulla, pelvis, and renal pyramids. Blood vessels and ureters can be shown if still attached. Each student can be given a piece of yarn or pipe cleaners (or similar), which can be bent and/or folded to model a nephron. Then, several nephrons can be interconnected, sharing common collecting ducts. The nephrons can be arranged left to right or right to left as they are in the kidney. Reinforce that Bowman’s capsule, PCT, and DCT all lie within the cortex. The loops of Henle and collecting ducts travel through the medulla, and all the collecting ducts merge and widen to form the pelvis. Th is activity reinforces structures of the nephron, regions of the kidney, and the idea that the kidney is a collection of filtration tubes. Have students (in small groups) create a concept map that summarizes the essential processes in each part of the nephron in order to reinforce learning of the vocabulary and concepts associated with nephron structure and function. Students can explain their concept map designs to other members of their group.

22 Thank You! Questions?

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