Lesson and Topic Curriculum Resources and Assessment Textbook Foundational

Outcomes Activities (FOR, OF, Readings and Concepts

STS and
Knowledge
Skills AS) Relevant
and
Attitudes Questions

Lesson 1 – Introduction 1.1 A 1, 2, 3, Jam boards – these will For – Jam board What is What is
to biodiversity 4.1 4, 5 be used for the students acts as a means for Biodiversity and Biodiversity?
S – 1.1, to respond to the students to share why does it matter? What is a species?
1.2, 1.4, questions their thoughts. Use Where are most
4.1 PowerPoint – has the their responses both species located?
questions posed on them on the jam board Why are their more
and verbally to species in some
gauge initial places than in
understanding others?
Fist of 5 at the end
on the level of
understanding for
all of the concepts
Lesson 2 – The spheres 1.3 A 1, 2, 3, Biosphere note template What is the -
of life, Ecosystems, and 4, 5 PowerPoint slides For – Discussion of Biosphere? Biosphere
populations S – 1.1, Dynamic note on the the concepts during How does Anthrosphere
1.2, 1.3, smartboard active note taking. symbiosis shape an Biome
3.3 Ecosystem map – drawn Pose questions to ecosystem? Predator/Prey
with the students to the students as you Symbiosis
illustrate concepts like write notes – this Parasitism
symbiosis and helps them to shape Commensalism
predator/prey their notes and Mutualism
interactions follow along with
greater engagement
Lesson 3 – Niche and 1.2 A 1, 2, 3, The game of For - Brain rise. Niche (broad vs
competition activity 4 ecosystems activity: Interpret a photo pf What is Niche? narrow)
S – 1.3, Pattern blocks an ecosystem How do we Specialist vs
3.2, 4.1, Role cards Discussion of the determine whether generalist
4.2 types of Symbiosis or not an organism Competition
and interactions is a keystone Key stone species
within it species? Invasive species
Lesson 4 – recap of 1.3 A 1, 2, 3, Image link: Building an Why does Specialization of
activity and warbler 3.4 4 https://www.google.com ecosystem as a class competition occur Niche
example (specialization S – 1.1, /url?sa=i&url=https%3A on the smart board. in an ecosystem and Intra/Inter specific
of niche) 1.2, 1.4 %2F how do species competition
%2Fbybio.wordpress.co avoid it? Avoiding
m%2Ftag%2Frobert- competition
macarthur
%2F&psig=AOvVaw1Pj
f-Z3qKZ-
9NQ3mhbEGxn&ust=16
16430253039000&sourc
e=images&cd=vfe&ved
=0CAYQjRxqFwoTCOi
V6Ivmwe8CFQAAAAA
dAAAAABAD

Lesson 5 - Bird beak 1.4 A 1, 2, 3, Bird beak activity: Of - Graph What is the purpose Adaptations
activity 2.2 4 interpretation. of adaptation? Niche
3.4 S – 2.1, Materials for the activity Relates back to Specialization
2.2, 3.1, (Tongs, dropper, keystone species
3.2 , 3.4 chopsticks, slotted example of prior
spoon, tweezers) lesson.
Styrofoam peanuts,
water in a measuring
cylinder, Christmas tree
balls, marbles in a
beaker full of water, rice
Lesson 6 - Natural 1.4 A 1, 2, 3, Brian rise: Back ground Formative What is natural Natural and artificial
selection – Darwin’s 2.2 4 info on the peppered assessment – selection and how selection
finches and peppered 2.4 S – 1.1, moth Peppered moth does variation Variation within and
3.4 1.2, 1.4 https://askabiologist.asu. assignment sheet shape it? between species
moth edu/peppered-moth Looking for use of Why is artificial Mutation
Variation within a terms like Natural selection
species & Genetic Peppered moth game selection – beneficial/harmful?
diversity Activity sheet variation, etc.
https://docs.google.com/
document/d/1THdFIklo
Hipx-
IADhfXA8eVdfstYbRG
wvN5VcQjS7O0/edit
Lesson 7 & 8 - 2.1 A 1, 2, 3, Flower reproduction Student based fill in What are the Sexual rep.
Reproduction – sexual 3.1 4 image link: the blank for the advantages and Asexual rep.
vs asexual & gametes 3.2 S – 1.1, https://www.activewild. terms in sexual and disadvantages with Gametes
Sexual – use plants and 3.3 1.2, 1.4, com/parts-of-a-flower/ asexual asexual and sexual
animals as an example – 2.3 reproduction reproduction?
Flower (pistil, anther, Sperm cell diagram link:
https://www.ck12.org/c
etc.)
/biology/sperm/lesson/
Human-Sperm-BIO/

Egg cell diagram link:

https://www.altrui.co.u
k/resources/the-
human-egg-cell-
explained/

Asexual reproduction
diagram link:

https://educators.brain
pop.com/bp-
topic/asexual-
reproduction/

Lesson 9 – Mitosis & 3.1 A 1, 2, 3, Mitosis: For- Fist of Five – What is the Mitosis
meiosis 3.2 4 Students will self- difference between Meiosis
S – 1.1, https://socratic.org/biolo assess their own mitosis and meiosis Haploid
1.2, 1.3 gy/the-eukaryotic- understanding of the and why are they Diploid
cell/mitosis concepts taught that important to
day. organisms?
Meiosis: Jeopardy/Kahoot
review in the
https://www.onlinebiolo remaining class time
gynotes.com/meiosis- for the test the next
meiotic-cell-division- day
stages-and-significance/
Test – based on what has 1.1 A 1, 2, 3, Test materials Of – Test will be on See above for See above concepts
been taught. May or may 1.2 4 the concepts relevant questions that will be assessed
not include some of 1.3 S – 3.2, students will have for testing material
lesson 10 1.4 3.4, 1.1, learned up to this
1.2, 1.3 point. See above for
reference
Building DNA activity 3.1 A 1, 2, 3, Candy for students to For – Give students Why does DNA A-T pairing
4, 5, 6 use as a material to build the opportunity to form the trademark C-G Pairing
Strawberry DNA – S – 1.3, the DNA with explore building double helix? DNA
demonstration 2.1, 2.2, Building DNA activity DNA. Take the time Genes
3.4, 4.1, guide in the PowerPoint to wander and
4.2 observe
collaboration and
teamwork
Lesson 11/12 - 2.5 A 1, 2, 3, PowerPoint For – Exit slip at the Punnet Squares
Dominant vs. recessive 4 Punnet square guide end with a What makes a trait Genotype
traits S – 1.1, sheet heterozygous cross dominant or Phenotype
1.2, 1.3, example to assess recessive? Hetero/Homozygous
3.4 understanding Recessive
Dominant
Lesson 11/12 - 2.5 A 1, 2, 3, For – Another exit How can we Codominance
Codominance and 4 PowerPoint slip. Will review the distinguish between Incomplete
S – 1.1, Punnet square guide punnet square codominance and dominance
incomplete dominance 1.2, 1.3, sheet concept again – this incomplete
3.4 time with a dominance?
codominance
example. Really
want the punnet
square hammered
home.
Lesson 13 - Genetic 3.4 A 1, 2, 3, Exit slip for the end of Exit slip -formative Where are the Cloning
technologies: Cloning 4 the lesson assessment of the technologies like Genetically
and GMO’s S - 1.1, concepts taught GMO’s and cloning Modified organisms
1.2, 1.3, GMO article : during the lesson most relevant? (GMO’s)
3.4 https://www.nationalgeo Are these
graphic.org/encyclopedi technologies moral?
a/genetically-modified-
organisms/
Introduction to debate: 3.4 A 1, 2, 3, Article on designer For – Introducing Can genetic Moral & Ethical
Designer babies 4 babies from the NY the idea of a modification go too issues in science
S – 1.1, times socioscientific issue far? Unnatural Genetic
1.2, 1.3, https://www.nytimes.co in science. Listen to modification
1.4, 3.3, m/2018/06/10/us/11retro some initial
4.1, 4.2, -baby-genetics.html thoughts
4.3
Work period for debate 3.4 A 1, 2, 3, Students will have For – Active See above for Moral & Ethical
4 access to chrome books engagement in relevant questions issues in science
S – 1.1, so that they can research conversation with Unnatural Genetic
1.2, 1.3, their side of the debate both sides of the modification
1.4, 3.3, issue. Listen to the
4.1, 4.2, students responses –
4.3 prompt them with
questions/angles
they have to yet to
fully consider
Debate and reflection 3.4 A 1, 2, 3, Reflection guiding Of – Reflection will Are designer baby’s Moral & Ethical
4 questions sheet: be assessed. moral? Why or why issues in science
S – 1.1, Questions will not? Unnatural Genetic
1.2, 1.3, What was your view on involve students modification
1.4, 3.3, designer babies going reflecting on their
4.1, 4.2, into this debate? own personal view
4.3 on the matter, ideas
What was one point that reinforced their
made by the other side position and ideas
that reinforced your that made them
position? question their
position during the
What was one point the debate.
other side made that
made you question your
decision

Climate change 4.2 A 1, 2, 3, Netflix documentary: A For – take time to To what extent Loss of Biodiversity
Documentary: A life on 4, 5 life on our planet pause the video and should we curtail Climate change
our planet S - 2.1, pose questions to human Pollution
2.2, 2.3 the class about other development for the Habitat destruction
concepts like natural sake of
selection. biodiversity?
Supplemented with
Question sheet
Human impact on 4.2 A 1, 2, 3, Netflix documentary: A For – Class How does human Habitat destruction
species 4.3 4, 5 life on our planet discussion. What activity affect Climate change
4.4 S – 2.1, have humans done species diversity? Ecosystem
2.2, 2.3 to our ecosystems exploitation
The effect of habitat and how do we
destruction: balance human
https://blog.nationalgeog quality of life with
raphic.org/2019/09/25/th the needs of nature?
e-global-impacts-of-
habitat-destruction/
Effect of Biodiversity 4.2 A 1, 2, 3, How farming is Class discussion – Why is farming Monoculture
 loss & Issues with 4.3 4, 5 destroying the soil: How are we in causing a reduction Nutrient depletion
farming S - 2.1, http://www.omafra.gov. Alberta responsible in biodiversity? 3 sisters
2.2, 2.3 on.ca/english/engineer/fa for this loss of Are their methods
cts/12- biodiversity that may mitigate
053.htm#:~:text=Tillage some of this loss?
%20and%20cropping
%20practices
%20that,decrease
%20infiltration%20and
%20increase%20runoff.
Project: Climate change 4.2 A 1, 2, 3, Students will have the For – Introduction To what extent To what extent
proposal 4.3 4, 5 opportunity to use the of the concept. should we curtail should Humanity
S –1.1, chromebooks to research Students will be human make sacrifices in
1.2, 1.3, ideas for their proposal given the development for the order to preserve
1.4, 2.3, on how to limit human opportunity to ask sake of biodiversity?
3.2, 3.4, impact on biodiversity questions about the biodiversity?
4.1, 4.3 project/proposal
Work Period for climate 4.2 A 1, 2, 3, See above for resources Of – Students will See above for To what extent
change proposal 4.3 4, 5 pertaining to project have the opportunity relevant questions. should Humanity
S –1.1, to research this make sacrifices in
1.2, 1.3, question and order to preserve
1.4, 2.3, represent their biodiversity?
3.2, 3.4, understanding in a
4.1, 4.3 variety of forms,
such as an essay,
PowerPoint
proposal, podcast,
infomercial, etc.

**20 Days with 2 or 3 Flex

**Note, because the available textbook was written in 1997 (!), I did not use it as a resource.
** All outcomes are pulled from Unit A in the Grade 9 science Program of Study