BC BIOLOGY 12 Inquiry into Life

1. BC BIOLOGY 12 Inquiry into Life

2. Why BC Biology 12: Inquiry into Life is Right for Your Classroom 100% matchto the Biology 12 IRP, with additional, in-depth material on photosynthesis and cellular respiration Trusted content from Sylvia Mader’sInquiry 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

5. Trusted & Proficient Author Team Sylvia Mader Van Chau, Delta SD #37 (Lead Author) Rob Bakker, Abbotsford Christian School Carolyn Durley, Okanagan SD #23 ShelinKassam, 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 GordWiebe, Surrey SD #36

6. Components 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. Highlights & Features 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 Chapter Outline and Before You Begin – Provides an overview of the upcoming chapter material and reviews previously learned concepts related to the upcoming content New Unit & Chapter Openers

8. Highlights & Features 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! Chapter Preparation & Diagnostics

9. Highlights & Features 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. New Section Reviews

10. Highlights & 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 “Science in Your Life” Features

11. Highlights & Features • 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 Investigations & Hands-On Labs

12. Highlights & Features 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 Chapter Summary & Review

13. Highlights & Features • 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 Process of Science Appendices

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 ProjectBuilding 3-D Models of Biological Molecules

17. Activities – Chapter 5 Unit ProjectEnzyme Resume

18. Activities – Chapter 11 Unit ProjectCreate an Anti-Smoking Commercial

19. Activities – Chapter 4 Exploring Biology Activity

20. Activities – Chapter 6Exploring Biology Activity

21. Activities – Chapter 13 Teacher ResourceSimulated 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, colourlessbut 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 Henleand 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?