Biology
Science plays a crucial role in the education. As usual, students need to have the ability to think critically, solve problems, and make ethical decisions. The science curriculum focuses on inquiry and conceptual learning, providing students with plentiful of opportunities to ask questions and therefore make conclusions that lead to responsible choices.
The science curriculum splits into multiple paths at grade eleven and twelve, Anatomy/Physiology, Chemistry, Environmental Science, Geology, Physics, and Specialized Sciences, Science for Citizens, Life Sciences, and Earth sciences.
Biology (Life Sciences 11 or Anatomy and Physiology 12), along with chemistry, is one of the longest lasting and most vital science branches. Biology lessons start in students’ early elementary years, up until graduation and further. Biology focuses on the study of life and other living organisms. It strongly encourages deep critical thinking through the course of several years.
The science curriculums all run on the same format as other major subjects, namely the three curricular elements – Big Ideas, Curricular Competencies, and Content.
Big Ideas
The Big Ideas represent the fundamental ideas students are to know. These ideas should help students ease into the more difficult and deeper ideas that come later.
Grade eleven introduces key focuses such as: Evolution of organisms, Molecular level interactions result in life, and that organisms can be grouped based of common characteristics.
Grade twelve introduces more complicated concepts, including how physiological processes help maintain homeostasis, the idea that gene expression is an interaction between genes and the environment, and that organ systems have complex interrelationships to maintain homeostasis
Curricular Competencies
The Curricular Competencies, also known as the “knows,” are what students should be able to do. Like that of the other science branches, Biology features 6 key parts, namely
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Questioning and predicting
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Demonstration of curiosity around subject
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Formulating multiple hypotheses and predictions.
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Planning and conducting
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Plan, select, and use appropriate investigation methods, including fieldwork and labs, to collect data.
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Using concepts of accuracy and precision to experimental procedures and data
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Processing and analyzing data and information
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Experiment and interpret the local environment
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Construct, analyze, and interpret graphs, models, diagrams.
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Evaluating others and self
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Describing specific ways to improve investigation methods and the quality of data
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Demonstrate an awareness of assumptions, question information given, and identify bias in work, or in resources.
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Applying and innovating
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Contribute to care for self, others, community, and world through individual or collaborative approaches.
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Implement multiple strategies to solve problems.
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Communicating
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Communicating ideas and information, course of actions, constructing evidence-based arguments, and using appropriate scientific vocabulary.
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Content
The Content is what students are expected to learn thought the course. In Biology, students are expected to understand concepts including:
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Ideas like levels of organization, cell structures and functions, reproduction, energy transformation in cells, viruses, micro and macroevolution, artificial selection/genetic modification, binomial nomenclature, etc. are introduced in grade 11
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Slightly more complex concepts including biological molecules, metabolism and enzymes, transport across a cell membrane, DNA, gene expression, structure and function of cells, genomics and biotechnology, organ systems, etc. in grade twelve.
As a branch of the Science Subject, Biology shares similar goal to other science branches. The curriculum provides opportunities for us to better understand the natural world. Though student’s learning journey, they are to ask questions and seek answers to grow their knowledge. The curriculum is updated in real-time in accordance with new evidence, as science is an everchanging topic.
The Science curriculum has several subsets including biology, biology, physics, and earth/space sciences up to grade 9, then expands with anatomy/physiology, environmental sciences, geology, and specialized sciences. This program gives students opportunities to pursue their own inquiries using scientific methods learned. The curriculum encourages collaboration, investigation, problem solving, communication, innovation, and discovery between students to increase their understanding of the sciences through many hands-on experiences.
The science curriculum intends to develop knowledgeable students that are aware of the role science plays in society. These students are to be able to use evidence, as well as previous knowledge to develop their own views, discuss and debate, and make informed decisions, whilst maintaining their curiosity regarding the sciences.
GOALS & RATIONALE
The BC Curriculum for the sciences contributes to students’ learning through achieving certain goals. These goals include but are not limited to:
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developing an understanding of the nature of science as a way of knowing the natural world, which is continually being improved.
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developing a foundation of knowledge in science that can be used to interpret the natural world and apply to new problems, issues, and events to further learn.
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developing the habits of mind associated with science, along with a lifelong interest in science.
TEACHER INTERVIEW with Ms. Yun
Q: Can you describe what you teach in biology class?
A: Biology? Well, I'm not teaching any biology classes right now, but I have taught Biology 11 and a little bit of Biology 12. It's now called Life Sciences 11 and Anatomy and Physiology 12. I do teach Science 8 and Science 9, which both have a biology component, and I’ve also taught biology in Science 10.
Q: What’s the difference between Biology 11 and Biology 12?
A: Biology 11, now called Life Sciences 11, focuses a lot on evolution, animals, plants, and how organisms adapt to their environments. You go through many different phyla, classes, and families of animals and plants.
Biology 12, or Anatomy and Physiology 12, is focused on human anatomy and the different body systems.
Q: Why do students take your biology classes?
A: Hopefully because they have an interest in biology. Some take it because they want to go into the sciences and need the required courses for their programs. Others are specifically interested in biology after enjoying science in grades 8, 9, and 10. Biology is also very tangible—you encounter living things every day, so it connects directly to life.
Q: What do students like about your biology classes?
A: I think they enjoy the cool videos that show animals and organisms you don’t usually see in everyday life. They also enjoy connecting everything into an evolutionary story. Lab work and dissections are also highlights—they’re very engaging.
Q: How does biology connect to students’ futures, studies, and careers?
A: There are many careers related to biology. Students can go into research, microbiology labs, or healthcare careers like nursing and medicine. Others might pursue zoology, veterinary work, or animal-related fields.
Q: What dissections do students do?
A: Dissections happen in several grades. In Science 8, for example, students sometimes dissect an eye. In Life Sciences 11, we’ve dissect squid, sea stars, rats, frogs, and earthworms.
Q: What do you do to keep students engaged?
A: I use a variety of teaching methods—videos, guided notes, diagrams, readings, textbooks, and real-world examples. I also make it interactive with questions, discussions, projects, and labs. Variety is key.
Q: How do you assess student learning?
A: There are quizzes and tests, with multiple-choice and short-answer questions. But I also assess through projects and labs. Some students show their learning better through hands-on work like dissections, where they can identify parts and explain systems.
Q: How does learning biology impact students’ daily lives?
A: Biology helps students appreciate the world and understand how living things and ecosystems interact. It connects to health, nutrition, medicine, and even the bacteria in our own bodies. It also shows how humans impact the environment.
Q: What do students find most difficult in biology?
A: Differentiating between very small concepts (like genetics and chromosomes) and very large concepts (like evolutionary processes). It’s hard to grasp both extremes. Also, some students find the memorization difficult—especially in anatomy, where there are many terms. Ideally, though, it’s not just memorization but understanding how everything works together.
Q: Any final thoughts?
A: I think biology is super important. There are living things all around us—including ourselves—so understanding biology helps us understand life.