EXEMPLAR: WORK SCHEDULE / · PDF fileEXEMPLAR: WORK SCHEDULE / PACESETTER Life Sciences ......

NATIONAL CURRICULUM STATEMENT

GRADE 11 (GENERAL)

EXEMPLAR: WORK SCHEDULE /

PACESETTER

Life Sciences

Grade 11

2010

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LIFE SCIENCES – GRADE 11 WORK SCHEDULE AND PACE SETTER 2010

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INDEX

Topic

Page

1

Introduction

3

2

Format of Question Papers

3

3

Ratio between Learning Outcomes

3

4

Ratio between Cognitive levels

4

5

Ratio between the Strands per Question Paper

4

6

Programme of Assessment

4

7

Unpacking of Learning Outcomes

7

8

Approach

9

9

How to use the work schedule / pacesetter

10

10

Exemplar of a work schedule / pacesetter for Grade 10

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1 INTRODUCTION This work schedule was designed to provide clarity on the following: 1.1 Information provided in the new Life Sciences Content Framework dated February

2008; 1.2 Provides guidance on what should be taught, learned and assessed in Grade 11

(scope and depth of the content) 1.3 Serves as a pacesetter; indicating a possible sequence of the year’s work, with a col-

umn to record when a certain section/subsection has been completed. 1.4 The composition and format of the question papers 1.5 The weighting grids for the ratios between the Learning Outcomes per question pa-

pers 1.6 The weighting grids for the ratios between the strands per paper 2. THE FORMAT OF BOTH QUESTION PAPERS FOR THE END-OF-YEAR EXAMINA-

TIONS

The format of both question papers are the same and all questions are compulsory. The duration of the question papers is 2½ hours each.

SECTION DESCRIPTION MARKS

A

Consists of a variety of objective question types such as multiple-choice, terminology, matching items, dia-grams, statement and items, etc.

50

B

Consists of two questions which assess a variety of skills and competences. Questions may have three to four sub-questions. Questions may be based on data given in various forms, such as paragraphs, drawings, tables, graphs, electron micrographs, etc.

(2 x 30)

Total: 60

C

Consists of two parts (related topic)

question(s) based on a case study or based on data analysis and interpretation.

an mini-essay

20

20 Total: 40

3. THE RATIO BETWEEN THE THREE LEARNING OUTCOMES

The ratio between the three Learning Outcomes for each question paper.

LO1 LO2 LO3

30% 60% 10%


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4. THE RATIO BETWEEN THE COGNITIVE LEVELS

The ratio between the cognitive levels for each question paper.

Categories A (Basic Knowledge)

B (Comprehension)

C (Application)

D Evaluation and

synthesis)

Weighting (%) 20% 40% 30% 10%

5. WEIGHTING GRID SHOWING THE RATIO BETWEEN THE DIFFERENT STRANDS AND THE TWO QUESTION PAPERS

Question Paper Paper 1 Paper 2

Strands Life processes in plants and animals

Environmental Studies

Diversity, change and continuity

Life at the molecu-lar, cellular and tissue level

Topics Support and transport in plants and animals

Human influ-ences on the environment

Diversity of an-imals and plants & bio-geography

viruses, bacteria, protists and fungi

Weighting (%) 60% 40% 60% 40%

6 Programme of Assessment for Grade 10 and 11

The Programme of Assessment for Life Sciences in Grade 10 and 11 consists of seven tasks which are internally assessed. Of the seven tasks, the six tasks which are com-pleted during the school year make up 25% of the total mark for Life Sciences, while the end-of-year examination is the seventh task and makes up the remaining 75%.

6.1 The table below illustrates the number of tasks and the forms of assessment for Grade 10 and 11.

PROGRAMME OF ASSESSMENT

ASSESSMENT TASKS (CASS) End of year examination

Percentage allo-

cated

25% 75%

Forms of as-

sessment

Practical

tasks

(1st and 3

rd

terms)

Research

Project

(2nd

term)

Controlled

tests

(1st and 3

rd

term)

Midyear/June

examination

November Examinations

Number of

pieces

2 1 2 1 1 (2 question papers)

Marks 25 25 20 10 10 10 150 150

Sub totals 100 300

Grand Total 400

This should be used to draw up an assessment plan for Grades 10 and 11 in Life Sciences and provided to learners and parents in the first week of the first term.


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6.2 DETAILED DESCRIPTION OF FORMS OF ASSESSMENT INCLUDED IN THE PROGRAMME

OF ASSESSMENT

6.2.1 Practical Investigations (LO1) The purpose and focus of a practical investigation is to develop and assess a learner ’s sci-ence investigative skills. Practical investigations should be skills-based and should therefore be designed down from the sub-skills embedded in Learning Outcome 1. For purposes of in-tegration, LO2 and LO3 can be infused in a natural way wherever applicable.

Practical tasks/investigations can take the form of hands-on activities and hypothesis testing. To be able to assess and develop these different skills, learners must be given multiple op-portunities to execute all the experiments/investigations in the different chapters in groups, in-dividually or as a teacher/learner demonstration. At least two experiments/investigations must be assessed formally and recorded. One double period or (1 hour) should be used by learners to conduct a scientific investigation and obtain results. Learners should use non-contact time to prepare for the investigation and also to write it up.

6.2.2 Controlled tests and internal examinations (midyear and end of the year exami-nations) (All LO’s and AS’s)

When designing a controlled test and the internal examinations the Life Sciences teacher must ensure that: The controlled test in the first term covers all the work dealt with in this term. The midyear examination assesses work done in the first and second terms. All Learning Outcomes must be assessed using the knowledge areas that were covered

in the particular term or terms. Tests and examinations must be balanced in terms of the use of cognitive levels (e.g.

Bloom’s taxonomy) and Learning Outcomes and Assessment Standards. Tests and examinations should be analysed diagnostically and appropriate remedial or

intervention strategies should be instituted. All end-of-year examinations and the trial/September examination for Grade 12 should

consist of TWO papers, namely Paper 1 and Paper 2

6.2.3 Research Project A maximum of three weeks of non-contact time should be spent on a research project. Con-tact time should be built in for guidance, tracking progress and support and such time will be determined by the situation at hand. A total of 80 marks should be awarded for a research project. This mark will be reduced to a total mark of 20 for recording purposes. The project should be designed to assess all three LOs. Investigative project may be given to learners individually, in pairs or in groups not larger than four. Tasks may include a model and/or display or a practical investigation, but must be accompanied by a written presentation. When designing a research task Life Sciences teachers must ensure that it is an investigative task; (LO1: AS 1, 2) it addresses Learning Outcome 1, Learning Outcome 2 and Learning Outcome 3; detailed guidelines are provided and where appropriate relevant resources should be

made known and/or provided to learners; and it focuses on the accessing of knowledge through literature research and primary

sources such as people, texts, etc. (LO2: AS 1)


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Subskills or criteria to be assessed: Formulating investigative question Gathering information from a variety of sources Manipulating and Processing information Inference skills (analysing information, identifying patterns, evaluating data and draw-

ing valid conclusions, applying conclusions to new observations) Verifying findings from other sources Communicating findings

Life skills: Ability to work in groups Ability to work independently Creativity, initiative, interest, attitudes Managerial skills; ability to plan, organise, divide tasks and time management Communication skills: report back - oral skills

Suggested key aspects for write up are: 1. Abstract (10 marks)

A summary of the essential research findings and conclusion are stated in not more than 60 words.

2. Title page (5 marks)

The title page consists of the research title, the author’s name and the paper comple-tion date.

3. Introduction (10 marks)

It starts with a statement/investigative question that makes the purpose of the re-search clear. Sufficient information is provided to establish the importance of the re-search.

4. Report of the research project (15 marks)

Research findings are presented in the learner’s own words and there is no “cut and paste”. Scientific terms and concepts are properly used. Resources used / consulted are quoted. Internet web sites are quoted. There are no “first person” statements in the report. The report has been well researched. Demonstrates an effort to produce a professional paper free of grammatical, spelling, typing and scientific errors

5. Conclusion (25 marks)

The most important research findings are re-stated. The learner’s final thoughts, con-clusions, deductions about the research topic is stated. The learner suggests ideas for additional research on the topic.

6. Bibliography (5 marks)

A single page bibliography accompanies the research project. 7. Appendix (10 marks)

Relevant diagrams or pictures are included. Research organization is demonstrated by including a concept map or flow diagram that was used to plan the research pro-ject.


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7 UNPACKING OF LEARNING OUTCOMES1 LEARNING OUTCOME 1: INVESTIGATING PHENOMENA IN THE LIFE SCIENCES

Learners should be able to 1.1 Plan/design an investigation (nature of science – the role of inquiry, investigations)

Skills (not all will necessarily occur in one investigation)

Through observations identify phenomena and formulate a question about the observa-tions

List all possible variables (factors involved in the investigation) Formulate a hypothesis from the question (testable prediction) Identify the dependent variable/s to be tested Identify the independent variables Identify the all the variables (factors) which need to be kept constant during the investi-

gation List appropriate apparatus – where required Plan sequence of steps to test the hypothesis Set appropriate control Prepare materials Take necessary safety precautions Consider ethical concerns Replicate investigation to confirm/verify finding where appropriate

1 Developed by the WCED’s Senior Curriculum Planner and Curriculum Advisers, and Anna Crowe (UCT)


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1.2 Collect data

Skills

Take measurements/make observations Handle apparatus and materials Use instruments and/or equipment (Scaling, measuring quantities, systematic counting,

matching, differentiating, describing objects/mechanisms/processes, taking pictures) Record results/findings in tables, as drawings of observations, as descriptions Communicate, re-presenting data using graphs (line graphs, bar graphs, histograms and

pie charts) and flow charts, mind maps, concept maps, reports, etc.

1.3 Analyse data/information

Skills

Identify trends/patterns from graphs (line graphs, histograms, bar graph and pie charts),

flow charts, descriptions, etc. Identify relationships between dependent variable and independent variable (how de-

pendent variable changes over time/concentration changes (pH, light, carbon dioxide, etc.) during the experiment)

Do appropriate calculations Look for anomalies in results Look for similarities and differences (comparing) Verify/evaluate results using relevant scientific knowledge (e.g. results of similar experi-

ments, accepted facts, laws and theories) Compare the results with those of similar experiments/accepted theories, facts, laws Synthesise an explanation of the results/findings, supported with scientific evidence Use and cite references used in investigation Accept/reject/modify hypothesis if appropriate Make deductions/conclusions by explaining the data, chances, trends and comparisons

LEARNING OUTCOME 2: CONSTRUCTING LIFE SCIENCES KNOWLEDGE Learners should be able to 2.1 Construct knowledge (access information from a variety of resources such as reference

books, textbooks, Internet, experts, teachers, peers, parents, etc.) to acquire basic Life Sci-ences knowledge

Skills

Evaluate the content to select the key ideas from resources to construct basic knowledge Recall and describe the basic Life Sciences knowledge (concepts, phenomena, proc-

esses, mechanisms, principles, laws, theories & models, etc.) 2.2 Acquire understanding and making meaning of knowledge in Life Science

Skills

Analyse the acquired knowledge (concepts, phenomena, processes, mechanisms, princi-ples, laws, theories & models)

Evaluate the acquired knowledge (concepts, phenomena, processes, mechanisms, prin-ciples, laws, theories & models)


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Synthesise (re-organise) a summary by explaining the content in own words using flow charts, diagrams, mind maps, paragraphs, etc. in a familiar context (the context in which it was acquired)

2.3 Apply acquired Life Sciences knowledge in a new/unfamiliar context

Skills Analyse and evaluate the acquired knowledge (concepts, phenomena, processes,

mechanisms, principles, laws, theories & models, etc.) and apply in a new/unfamiliar con-text

LEARNING OUTCOME 3: APPLYING LIFE SCIENCES IN SOCIETY Learners should be able to 3.1 Describe the history of scientific discoveries

Skills

Evaluate the content to select the key ideas from the resources to construct (recall and describe) the history of discoveries from past and current cultures

3.2 Explain the relationship of indigenous knowledge to living systems

Skills Explore and evaluate the nature of sciences (Links with LO1 about the role of inquiry in-

vestigations) and the nature of indigenous knowledge systems (IKS) Describe the ethical and legal issues about the IKS of past and present cultures

3.3 Apply Life Sciences knowledge in industry, careers opportunities, and in everyday life

Skills

Analyse, evaluate and summarise the application of biotechnology in everyday life Evaluate and summarise the positive and negative effects, as well as the ethical and legal

issues, of biotechnology on the environment (including society) Explore the career opportunities in biotechnology

8 APPROACH2 The approach used in this work schedule is an integration of the various learning outcomes into a logical sequence within each topic or sub-topic of each strand. The sequence provided is in a storyline that suits the learners in Grade 10. These skills mentioned above should not and can not be developed in isolation. An inte-grated approach must be used during the teaching, learning and assessment processes. The following flow chart tries to illustrate such an approach:

2 Developed by the WCED’s Senior Curriculum Planner and Curriculum Advisers, and Anna Crowe (UCT)


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9 HOW TO USE THIS WORK SCHEDULE/PACESETTER This work schedule indicates the following aspects arranged in different columns: Column One: The Learning Outcomes, with the skills to be taught, learned and assessed

for each subsection Column Two: The prescribed topic/subsection of the relevant strand, with elaboration of

the scope of the content Column Three: Possible informal and formal assessment tasks/strategies Column Four: Possible teaching and learning strategies/ideas Column Five: Possible LTSM to be used Column Six: Time in weeks Column Seven: Indication of progression, with space for teacher’s comments, signature and

record of date completed This work schedule/pacesetter3 should be used together with other policy documents, refer-ence books and textbooks to develop lesson plans and assessment tasks.

3 Developed by the WCED’s Senior Curriculum Planner and Curriculum Advisers

Content specified in framework/policy

LO 1 LO 2

Skil

ls

8.1 INTEGRATED TEACHING, LEARNING AND ASSESSMENT PROCESS

Levels of COGNITIVE DEMAND

LO 3

Acquired, learned knowledge and

skills

8 WORK SCHEDULE FOR GRADE 11

TERM 1 : 13 January to 26 March 2010 (10½ Weeks)

STRAND 1: LIFE PROCESSES IN PLANTS AND ANIMALS SUPPORT AND TRANSPORT IN PLANTS

Learning Outcomes (Skills and subskills)

Prescribed Content Elaboration

Suggested Assessment

Suggested Teaching strategies

LTSM Time (week)

Signature and date of completion

LO2: Construct-ing knowledge (access informa-tion from a vari-ety of resources), acquiring under-standing and making meaning of knowledge & applying acquired Life Sciences knowledge in a unfamiliar context

Anatomy of dicotyledonous plants Revise the structures and functions of the fol-lowing tissues (from Grade 10):

epidermis

Xylem

Phloem

Sclerenchyma

Collenchyma

Parenchyma Use microscope slides and/or electron micro-graphs to study the structure of the root and stem of dicotyledonous plants – include the distribution of the different tissues such as epi-dermis, xylem, phloem, sclerenchyma, collen-chyma and parenchyma. Uptake of water and mineral salts into the root and their transport to the leaves. (Revise the processes of diffusion, osmosis and active transport – from Grade 10) Explain:

the role of root hairs in water and min-eral salt uptake.

the movement of water to xylem of the root – different pathways

the adaptations of xylem to transport water.

the upward movement of water in

Informal assess-ment: Group discus-sion, tabulate differ-ences in structures and functions, draw-ings with labels. Informal assess-ment: Classwork: Complete worksheets on uptake and transport of water and mineral salts, drawings with labels.

Presentation: PowerPoint slides, electron micro-graphs, micro-scope slides, im-ages from internet. Presentation: PowerPoint slides, electron micro-graphs, micro-scope slides, im-ages from internet. Groupwork, dis-cussions

Text books, reference books, work sheets, elec-tron micro-graphs,slides, internet im-ages. Text books, reference books, work sheets, elec-tron micro-graphs, slides, internet im-ages.

1

2


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LO1: Plan/design an investigation with instructions Evaluate the ex-perimental design Collecting data Recording re-sults/ findings Re-organise data Analysing and evaluate findings Make deductions / conclusions LO2: Construct-ing knowledge (access informa-tion from a vari-ety of resources), acquiring under-standing and making meaning of knowledge & applying acquired Life Sciences knowledge in a unfamiliar context

terms of root pressure, transpiration pull and capillarity.

Demonstrate the movement of water through the xylem of a plant. Transpiration - Definition of transpiration Demonstrate the following:

Transpiration of water through leaves

Explain:

how water loss is related to leaf struc-ture (Revise leaf structure from Grade 10)

the effects of variation in temperature, humidity and light intensity on the tran-spiration rate.

how wilting occurs. Explain translocation of manufactured sub-stances from the leaves to other parts of the plant.

role of phloem (sieve tubes)

adaptations of phloem tissue.

Practical demonstra-tion movement of wa-ter through xylem by using eosin or food colouring. Formal assessment: Practical investigation on the effects of light intensity, changes in temperature, humidity on rate of transpiration by using a potometer. Informal assess-ment: Classwork on structure and adaptations of phloem, drawings with labels

Presentation: PowerPoint slides, electron micro-graphs, micro-scope slides, im-ages from internet.

Apparatus e.g. Beaker, seed-ling, eosin or food colouring, microscope etc. Apparatus e.g. potometer, heater, fan, light source, leafy twig Text books, reference books, work sheets, elec-tron micro-graphs, slides, internet im-ages, maga-zines, newspa-per articles.

2

3


13

LO3: Describing the history of sci-entific discover-ies, & applying Life Sciences knowledge in in-dustry, in every-day life and ex-plore careers op-portunities in Life Sciences

Secondary growth Explain:

the role of cambium in secondary growth.

formation and counting of annual rings.

Investigate and collect information on the eco-nomic uses of plants

related to their anatomy e.g. fibres (xy-lem and sclerenchyma) used to make paper, fabric, for weaving, baskets etc. and

secondary growth – wood for furniture, building and containers.

Informal assess-ment: Classwork and draw-ings with labels to demonstrate secon-dary growth. Practical demonstra-tion – Examine annual rings on tree trunks to determine age of tree. Informal assess-ment: Research assignment – views on use of tra-ditional plant material, work sheets, case studies

Groupwork, dis-cussions Cooperative learn-ing, groupwork, debates, argu-mentation, case studies

3

3


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SUPPORTING SYSTEMS AND TRANSPORT IN ANIMALS





LTSM Time (week)


LO2 Constructing knowledge (ac-cess information from a variety of resources), ac-quiring under-standing and making meaning of knowledge & applying acquired Life Sciences knowledge in a unfamiliar context LO1: collecting data & analysing data/information Make deductions / conclusions LO 2: Constructing knowledge (ac-cess information from a variety of resources), ac-quiring under-standing and making meaning of knowledge & applying acquired Life Sciences knowledge in a unfamiliar context

Revise structures and functions of animal tis-sues (from Grade 10) Explore different ways of moving related to ecological niche preferably from the ecosystem studied in Grade 10 e.g. running, walking, hop-ping, crawling, swimming, flying. Types of skeletons

Compare different kinds of skeletons – hydrostatic skeleton, endoskeleton and exoskeleton.

State advantages and disadvantages of different kinds of skeletons.

Compare skeletons of (or photographs of) different vertebrates – adaptations to different kinds of movements (links with modifications of animal body plans Grade11 )

Human skeleton: Skeletal tissues Describe the structure (in relation to their func-tion only) of the following skeletal tissues (other detail of tissue structure not required) :

Bone

Cartilage

Tendons

Ligaments

Informal assess-ment: Observe and examine the movement of ani-mals in the ecosystem that you have studied in Grade 10. Identify those with a hydrostatic, endo- and exoskeleton. Tabulate advantages and disadvantages of different kinds of skeletons. Classwork, work-sheets. Informal assess-ment: Classwork, work-sheets, diagrams with labels. Tabulate the differ-ences in structure and adaptations to their functions between the skeletal tissues.

Presentation: PowerPoint slides, labelled diagrams, images from inter-net. Groupwork, dis-cussions Comparative study of different kinds of skeletons. Presentation: PowerPoint slides, labelled diagrams, images from inter-net.

Text books, reference books, internet images, maga-zines. Text books, reference books, internet images, maga-zines, models

4

4


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LO1: collecting data & analysing data/information Make deductions / conclusions LO 2: Constructing knowledge (ac-cess information from a variety of resources), ac-quiring under-standing and making meaning of knowledge & applying acquired Life Sciences knowledge in a unfamiliar context

Axial skeleton Describe

the structure of the skull (names of bones of skull not required), vertebral column and thorax.

Spinal injuries e.g. slipped discs, pa-ralysis.

Appendicular skeleton Describe the structure of the upper and lower limbs, the pectoral girdle and the pelvic girdle (names of parts of bones not required) Relate functions of skeletal bones to move-ment, protection, support, mineral storage and hearing. Structure of a long bone Make a labelled drawing of the structure of a long bone e.g. femur, humerus. Examine a longitudinal and transverse section through a long bone. Practical demonstration to show that a combi-nation of mineral salts and organic fibres pro-duces hard strong and resilient bone (HCl and burning) Discuss injuries to the skeleton – bone frac-tures.

Informal assess-ment: Practical investigation: Conduct a survey in your community on the incidence of back inju-ries. Informal assess-ment: Practical – Examine a longitudinal section of a long bone and iden-tify the different parts. Informal assess-ment: Practicals/ Investigations. Case studies on inju-ries to the skeleton.

Groupwork, dis-cussions Presentation: PowerPoint slides, labelled diagrams, images from inter-net. Practicals, group-work, discussions

Text books, reference books, internet images, maga-zines, models, X-rays.

5

5


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LO 2: Constructing knowledge (ac-cess information from a variety of resources), ac-quiring under-standing and making meaning of knowledge & applying acquired Life Sciences knowledge in a unfamiliar context LO1: collecting data & analysing data/information Make deductions / conclusions LO3: Describing the history of sci-entific discover-ies, & applying Life Sciences knowledge in in-dustry, in every-day life and ex-plore careers op-portunities in Life Sciences

Joints

Define a joint as it relates to the skele-tal system.

State, list examples of each type of joint i.e. fixed joints, partly moveable and freely moveable (synovial) joints.

Make a labelled drawing of the structure of a synovial joint.

Examine X-rays of human bones and joints and identify and label parts.

Discuss injuries such as sprains and dislocations.

Muscles

Describe the antagonistic arrangement of skeletal muscles and their attach-ment to bones.

Describe how antagonistic muscles work together to raise or lower a limb.

Make a labelled drawing of the struc-ture of skeletal muscles and changes in myofibril structure when muscles contract.

Discuss injuries such as strains and cramps.

Do research on the diseases of the musculo-skeletal system: rickets, osteoporosis, arthritis, muscular dystrophy. Refer also to the impor-tance of exercise for healthy muscular and skeletal development and avoidance of inju-ries.

Informal assessment Worksheets - Drawing of sinovial joint and labelling of parts, X-rays. Informal assesment: Make use of micro-scope slides or micro-graphs to examine muscle tissue and to make drawings of the muscle tissue ob-served. Make models to show how antagonistic mus-cles work. Worksheets, dia-grams, building of models, microscope work. Practical demonstra-tion – Dissect a chicken wing to ob-serve the muscles, joints, cartilage, ten-dons and bones. Assessment: Research project on diseases of the mus-culo-skeletal system.

Presentation: PowerPoint slides, labelled diagrams, images from inter-net. Practicals, group-work, discussions

Text books, reference books, internet images, maga-zines, models

6


17

TRANSPORT SYSTEMS IN ANIMALS





LTSM Time (week)


LO 2: Constructing knowledge (ac-cess information from a variety of resources), ac-quiring under-standing and making meaning of knowledge & applying acquired Life Sciences knowledge in a unfamiliar context LO1: collecting data & analysing data/information Make deductions / conclusions

Human circulatory systems:

Briefly compare an open and closed circulatory system with each other

Use a flow diagram to illustrate the differences between a single and double closed circulatory system

Refer to the location of the different organs, and blood flow

Investigate through dissections the structure of a mammalian heart

Make a labelled drawing of structures observed in the dissected heart

Heart structure: Use flow diagrams/models/charts to describe the external and internal structure of the heart by referring to the following:

atria

ventricles – and the nature of their walls

tricuspid, bicuspid and semi- lunar valves

State the function/s of each part of the heart Explain how the heart pumps blood through a discussion of

the cardiac cycle

systole and diastole Explain how and why blood pressure rises and falls Discuss the mechanisms that controls heart-

Informal assessment: Flow diagrams, worksheets, summa-ries, tabulate the differ-ences between the two systems Investigations, drawing of diagrams, practicals, demonstrations Building of models, diagrams, flow diagrams, mind maps

Power Point slides, labelled diagrams, im-ages from inter-net. Practicals, groupwork, dis-cussions Power Point slides, labelled diagrams, im-ages from inter-net. Practicals, groupwork, dis-cussions Power Point slides, labelled diagrams, im-ages from inter-net. Practicals,

Text books, reference books, internet images, maga-zines, models Text books, reference books, internet images, maga-zines, models Text books,

7


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LO 2: Constructing knowledge (ac-cess information from a variety of resources), ac-quiring under-standing and making meaning of knowledge & applying acquired Life Sciences knowledge in a unfamiliar context LO1: collecting data & analysing data/information Make deductions / conclusions

beat and heart rate Blood vessels: Make labelled drawings to illustrate the struc-ture and state the function/s of

arteries

veins

capillaries Use micrographs or slides of blood and draw the blood tissue which is observed Blood and lymph as a tissue:

Compare blood plasma, tissue fluid and lymph with each other

Discuss the relationship between the lymphatic system and blood system

State the functions of the lymphatic system

Discuss cardiovascular diseases under the following groups:

congenital diseases

diseases caused by poor diet and lifestyles

Discuss the causes, symptoms and effects of the following diseases caused by poor diet and life styles:

atheroma

hypotension and hypertension

anaemia Debate the different blood types and also link it with genetics in grade 12 Define blood transfusions

Use labelled drawings to understand the struc-ture of the different blood vessels Use a table to compare blood plasma, tissue fluid and lymph with each other Flow diagrams, mind maps Assessment: Investigate the pulse rate of learners and how exercise has an effect on pulse and pulse rate and how they relate to heart rate. Emphasize the significance of resting pulse rate in relation fitness investigations, research

groupwork, dis-cussions Micrographs, mi-croscopes Case studies

reference books Micrographs, microscopes Text books, reference books, internet images, maga-zines, models

8


19

LO3: Describing the history of sci-entific discover-ies, & applying Life Sciences knowledge in in-dustry, in every-day life and ex-plore careers op-portunities in Life Sciences LO 2: Constructing knowledge (ac-cess information from a variety of resources), ac-quiring under-standing and making meaning of knowledge & applying acquired Life Sciences knowledge in a unfamiliar context

Debate heart transplant under the following headings:

History of Prof Chris Barnard and the first successful heart transplant con-ducted in SA

Outline advancements in heart sur-gery/transplants from the time of the first heart transplant/surgery

The ethics, beliefs and legislation around organ transplants

Excretion in humans Define excretion Using models/charts etc – identify and name the different organs (lungs, kidney, liver, gut, bladder and skin) responsible for excretion in the human body Name the excretory products of each organ identified Urinary system (macroscopic structure) Use charts and models to identify the position of the kidneys Make a labelled drawing of the macroscopic structure of the kidney and state the fucntion of each part

Drawing of diagrams, flow diagrams, mind maps Informal assessment: Group work, study elec-tron micrographs, dia-grams, using flow charts, diagrams, mind maps Informal assessment: Group work, study elec-tron micrographs, dia-grams, using flow charts, diagrams, mind maps

Groupwork, discussions Power Point slides, labelled diagrams, im-ages from inter-net. Practicals, groupwork, dis-cussions Use labelled drawings to iden-tify the different parts of the mac-roscopic structure

Text books, reference books, internet images, maga-zines, models Text books, reference books, internet images, maga-zines, Clinics

9

All the LOs Similar format to question paper

Formal assesssment: Control test on the human skeleton and blood

10


20

TERM 2 : 12 April to 9 June 2010 (8 Weeks)

STRAND 1: LIFE PROCESSES IN PLANTS AND ANIMALS





LTSM Time (week)


LO1: collecting data & analys-ing data/information Make deduc-tions / conclu-sions LO 2: Constructing knowledge (ac-cess informa-tion from a vari-ety of re-sources), ac-quiring under-standing and making mean-ing of knowl-edge & applying acquired Life Sciences knowledge in a unfamiliar con-text LO3: Describing the history of scientific dis-coveries, & ap-plying Life Sci-ences knowl-edge in indus-try, in everyday

Microscopic structure Investigate through dissections the structure of the kidney of a sheep Make a labelled drawing of structures ob-served in the dissected kidney and state the functions of each part Using charts and models, identify the blood vessels associated with the nephron Explain the functioning of a nephron with re-gard to:

ultra-filtration

tubular re-absorption

tubular-excretion

Use a flow diagram to understand the ho-meostatic control of water and salts in the kidney involving ADH and aldosterone Mention the role played by the kidney in pH regulation Learners interpret data related to composition of fluids in different parts of the nephron and collecting duct Disorders of the kidney Explain dialysis and how it works with respect to kidney machines. Tabulate the advantages and disadvantages of kidney transplants, compared with dialysis treatment Debate ethical issues and legislation regard-ing organ transplants. Discuss diseases that leads to kidney failure e.g.

Informal assessment: Group work, study electron micrographs, diagrams, using flow charts, diagrams, mind maps Informal assessment: Mind maps, flow dia-grams, class work Learners interpret and analyse data on the different parts of the nephron Informal assessment: Take learners to a hos-pital where a doctor can demonstrate how a dialysis machine func-tions Tables, comparisons, discussions, group work

Power Point slides, labelled diagrams, im-ages from inter-net. Practicals, groupwork, dis-cussions Use flow dia-grams to under-stand the func-tioning of the nephron and ho-meostatic control of water and salts Power Point slides, labelled diagrams, im-ages from inter-net. Learners debate the ethical issues regarding organ transplanting

Text books, reference books, internet images, maga-zines, Clinics, abba-toir Text books, reference books, internet images, maga-zines, Clinics, hospi-tals

1

2

2


21

life and explore careers oppor-tunities in Life Sciences

kidney stones

kidney infections

bilharzia

STRAND 2: ENVIRONMENTAL STUDIES Learning Out-

comes and As-sessment Stan-

dards (Skills and sub-

skills)




LTSM Time (weeks)


LO2: Constructing knowledge (access information from a variety of re-sources), acquiring understanding and making meaning of knowledge & apply-ing acquired Life Sciences knowl-edge in a unfamiliar context LO1: collecting data & analysing data/information Make deductions / conclusions LO1: collecting data & analysing data/information Make deductions / conclusions

State that pollution is any undesirable change in the physical, chemical or biologi-cal characteristics of air, water or land List types of pollution: air, water, soil (land) and provide examples of the pollutant in each case Air pollution: Investigate the air pollutant in your local environment:

the effects;

the impact on human health and environment;

possible solutions to the challenges of air pollution;

ethical and legal issues around air pollution

Water pollution: Investigate the water pollutant in your local environment:

the effects;


Informal assess-ment: Group work, dis-cussions, class work, debate, draw-ing of graphs, case studies, investiga-tions Informal assess-ment: Group work, dis-cussions, class

Learners investi-gate the different types of pollution in their local envi-ronment. Focus how to collect data and make deductions

Internet, local municipality, text-books, magazines

3 3


22

LO1: Plan/design an investigation with instructions

Evaluate the expe-rimental design

Collecting data

Recording results/ findings Re-organise data Analysing and evaluate findings Make deductions / conclusions LO2: Constructing knowledge (access information from a variety of re-sources), acquiring understanding and making meaning of knowledge & apply-ing acquired Life Sciences knowl-edge in a unfamiliar context LO3: Describing the history of scientific discoveries, & ap-plying Life Sciences knowledge in indus-try, in everyday life and explore careers opportunities in Life Sciences

possible solutions to the challenges of water pollution;

ethical and legal issues around wa-ter pollution

Soil pollution: Investigate the soil pollutant in your local environment:

the effects;


possible solutions to the challenges of soil pollution;

ethical and legal issues around soil pollution

Discuss the sustaining of the environment by referring to the following aspects:

Management and treatment of do-mestic waste and effluents from in-dustry

Reduction of emissions through more sustainable use of resources

Explain ozone depletion, greenhouse effect and global warming by referring to the fol-lowing:

The causes of each

Their effects on the environment (Refer to local, national and global issues) Debate the historical development by refer-ring to the following aspects:

The ozone story;

work, debate, draw-ing of graphs, case studies, investiga-tions Assessment: Conduct a practical investigation of human influences on water or soil pol-lution on the eco-systems in your local environment Informal assess-ment: Group work, dis-cussions, class work, debate, draw-ing of tables and graphs, case stud-ies, investigations, assignments Research, debate, case studies, dis-cussions

Learners do re-search on the carbon dioxide concentration and the effect on pho-tosynthesis Learners use the internet to do re-search on the his-torical develop-

Internet, local municipality, text-books, magazines Internet, local municipality, text-books, magazines Internet, local municipality, text-books, magazines

3 4 4 4


23

LO2: Constructing knowledge (access information from a variety of re-sources), acquiring understanding and making meaning of knowledge & apply-ing acquired Life Sciences knowl-edge in a unfamiliar context LO1: collecting data & analysing data/information Make deductions / conclusions LO2: Constructing knowledge (access information from a variety of re-sources), acquiring understanding and making meaning of knowledge & apply-ing acquired Life Sciences knowl-edge in a unfamiliar context

Global warming, climate change, the Kyoto protocol, politics and economy

Explain desertification, deforestation and overgrazing by referring to the following: Causes, effects and management Sustaining the environment: Revise food webs and food pyramids Use food pyramids and food webs to inter-pret environmental changes caused by hu-mans:

Destruction of fauna and flora in streams or the sea;

Eutrophication of rivers;

Impact of acid rain on ecosystems;

Deforestation on producers and consumers;

Insecticides and culling on con-sumers;

Overpopulation on producers and consumers

Invasive alien species: Explain invasive alien species in South Af-rica under the following headings:

Introduction of invasive species

Class work, as-signment, case studies, research Informal assess-ment: Learners do a practical investiga-tion on the effect of acid rain on plant growth Research, debate, case studies, dis-cussions, assign-ment, research

ment on the ozone story, global warming and climatic change Learners use the scientific method to investigate the effect of acid rain on plant growth Use case studies to understand the sustainable ex-ploitation of me-dicinal plants

Internet, local municipality, text-books, magazines Apparatus Internet, text-books, maga-zines, library

5 5


24

LO3: Describing the history of scientific discoveries, & ap-plying Life Sciences knowledge in indus-try, in everyday life and explore careers opportunities in Life Sciences LO3: Describing the history of scientific discoveries, & ap-plying Life Sciences knowledge in indus-try, in everyday life and explore careers opportunities in Life Sciences

Impact on biodiversity

Mechanisms control (mechanical, chemical, biological, integrated)

Investigate how one the following local in-digenous resoures, e.g. devils claw, rooi-bos, fynbos, African potato, Hoodia, pep-per-bark tree play a role in medicinal pur-poses Suggest strategies how to prevent over-exploitation and to maintain the sustainabil-ity Rehabilitation of the environment: State the role of ecotourism on the envirn-ment Briefly discuss the case study of St Lucia wetlands as a World Heritage Site Discuss the management, use and abuse of resources, e.g. fossil fuel usage

Research, debate, case studies, dis-cussions, assign-ment, research Investigation, re-search, tables and graphs Research, argu-mentation, debate, discussions

Learners do an investigation on the different types of household waste in the local environment Learners do re-search on renew-able energy such as solar, wind, waves, biomass, hydroelectric and geothermal en-ergy

Internet, text-books, maga-zines, library

5

All LOs Assessment: June Examination Processess and Environmental Studies

6-8


25

TERM 3 : 13 July to 23 September (11 Weeks)

STRAND 3: DIVERSITY, CHANGE AND CONTINUITY

LEARNING OUTCOMES (Skills and subskills)

PRESCRIBED CONTENT ELABORATION

ASSESSMENT STRATEGIES

TEACHING STRATEGIES

LTSM TIME (weeks)

Signature and date of com-

pletion

LO1: Collecting data & analysing data/information Make deductions / conclusions LO2: Construct-ing knowledge (access informa-tion from a vari-ety of resources), acquiring under-standing and making meaning of knowledge & applying acquired Life Sciences knowledge in a new/unfamiliar context LO3: Applying Life Sciences knowledge in in-dustry, in every-day life and ex-plore career op-portunities in Life

PLANT AND ANIMAL DIVERSITY IN SOUTH AFRICA

Illustrate the enormous diversity of life in southern Africa, and the number of endemic species. (Revise terminology such as biodiversity, biomes, endemic species from Grade 10) Threats to biodiversity in South Africa: Con-sider the impact of the following on biodi-versity:

Agriculture

industry

human population growth and

cities and roads State the value of retaining biodiversity by referring to:

tourism potential and

aesthetic value of retaining biodi-versity for its own sake.

Informal assess-ment: Class work, re-search, assign-ments, summaries, case studies, map work.

Illustrate by using diagrams, charts and graphs, the numbers of species of each major group repre-sented in South Af-rica. Explain how to read and interpret distribu-tion maps of species.

Text books, internet, pe-riodicals, newspapers, Science journals, population distribution maps, etc.

1


26

Sciences LO1: Collecting data & analysing data/information Make deductions / conclusions LO2: Construct-ing knowledge (access informa-tion from a vari-ety of resources), acquiring under-standing and making meaning of knowledge & applying acquired Life Sciences knowledge in a new/unfamiliar context LO3: Applying Life Sciences knowledge in in-dustry, in every-day life and ex-plore career op-portunities in Life Sciences

PLANT DIVERSITY Introduction: Plants can be grouped according to the presence or absence of:

vascular tissue (xylem and phloem)

true leaves and roots

seeds or spores

fruit

as well as their dependence on wa-ter for reproduction

These groups include the Bryophytes, Pterophytes, Gymnosperms and Angio-sperms. Learners should be able to identify South African examples of each of these groups of plants.

Bryophytes (mosses and liverworts)

Pterophytes (ferns)

Gymnosperms (yellowwoods, cy-cads)

Angiosperms (flowering plants)

Compare four major plant groups:

Bryophytes: refer to the following: no vascular tissue, no true leaves and roots, spores, depend on water for fertilisation

Pterophytes:refre to the following: vascular tissue, true leaves and roots, spores, depend on water for fertilization.

Gymnosperms and Angio-sperms: Refer to the following: vascular tissue, true leaves and roots, seeds,fertilization independ-ent of water.

Informal assess-ment: Class work, re-search, assign-ments, summaries, case studies, tables and graphs, map work. Informal assess-ment: Class work, re-search, assign-ments, summaries, case studies, map work.

Power Point slides, labelled diagrams, image from internet. Specimens of mosses/ liver-worts,ferns, yellow-woods/cycads A brief comparative analysis/study (table) of the four major plant groups – use listed carac-teristics. It can be explained in the context of evolu-tionary develop-ment

Text books, internet, pe-riodicals, newspapers, Science journals, population distribution maps, Bo-tanical gar-dens, Natural parks, vid-eos, etc.

2 3


27

LO2: Construct-ing knowledge (access informa-tion from a vari-ety of resources), acquiring under-standing and making meaning of knowledge & applying acquired Life Sciences knowledge in a new/unfamiliar context LO1: Collecting data & analysing data/information Make deductions / conclusions LO3: Applying Life Sciences knowledge in in-dustry, in every-day life and ex-plore career op-portunities in Life Sciences

Gymnosperms produce cones which bear seeds with no protective covering.

Angiosperms produce flowers; the seed is enclosed in a fruit.

Gymnosperms: Make mention of ancient and unique plant groups in southern Africa i.e. cycads and Welwitschia. Ecotourism and theft of cycads, conserva-tion efforts. Angiosperms: Compare/tabulate the mor-phology of a local monocotyledonous and a dicotyledonous plant, including the flowers. Mention the fact that Angiosperms include many agriculturally important plants, such as fruit trees, and crops such as maize, wheat, oats and sorghum. Forestry – state economic importance and impact on ecosystems [Link to environmental issues.]

Illustrate by using diagrams, charts and graphs, the numbers of species of each major group repre-sented in South Af-rica. Explain how to read and interpret dis-tribution maps of species.

Text books, internet, pe-riodicals, newspapers, Science journals, population distribution maps, Bo-tanical gar-dens, Natural parks, vid-eos, etc.

4

LO1: collecting data & analysing data/information Make deductions / conclusions LO2: Construct-ing knowledge (access informa-tion from a vari-ety of resources),

ANIMAL DIVERSITY

Introduction:Explain the concept of a

phylum by looking at the body plans of the six animal phyla below.

The Animal kingdom contains about 30 phy-la, but we will focus on only six, i.e. Porifera,Cnidaria,Platyhelminthes,Annelida, Arthropoda, Chordata, with respect to the following body plans.

Symmetry (asymmetry, bilateral

Informal assess-ment: Class work, re-search, assign-ments, summaries, case studies, phylogenetic tree

Power Point slides, photographs, field trips,labelled dia-grams, images from internet. Practicals, group-work, discussions.

Text books, field guides internet, newspapers, Science journals, Na-tional parks, zoos, museums, videos, etc.

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28

acquiring under-standing and making meaning of knowledge & applying acquired Life Sciences knowledge in a new/unfamiliar context LO3: Applying Life Sciences knowledge in in-dustry, in every-day life and ex-plore career op-portunities in Life Sciences LO1: collecting data & analysing data/information Make deductions / conclusions LO2: Construct-ing knowledge (access informa-tion from a vari-ety of resources),

symmetry, radial symmetry)

Number of tissue layers developing from the embryo (two or three).

Absence or presence of a coelom (a cavity within the mesoderm).

Presence or absence of a through-gut

Interpret a phylogenetic tree representing the evolutionary history of animals. Compare body plans of the following phyla to mode of life. (A very brief comparative analysis of the body plans of the differ-ent phyla is required. It should be ex-plained in the context of evolution).

Phylum Porifera: asymmetrical, no tissues and no coelom; simple but highly specialized for filter-feeding

Phylum Cnidaria: radially symme-trical, two tissue layers, no coelom, single opening to the gastrointes-tinal cavity. Simple, but possess highly specialized nematocysts.

Phylum Platyhelminthes: bilateral-ly symmetrical, three tissue layers, no coelom, and a single opening to the gut.

Phylum Annelida: bilaterally symmetrical, three tissue layers, a coelom, a through-gut.

Phylum Arthropoda: bilaterally symmetrical, three tissue layers, coelom, through-gut, an exoskele-ton made of chitin

Informal assess-ment: Class work, re-search, assign-ments, summaries.

A very brief com-parative analysis of the body plans of the different phyla is required – refer to listed character-istics. It should be explained in the context of evolu-tionary develop-ment Power Point slides, photographs, field trips, labelled dia-grams, images from internet. Practicals, group-work, discussions

Text books, field guides internet, newspapers, Science journals, Na-tional parks, zoos, museums videos, etc.

6 8


29

acquiring under-standing and making meaning of knowledge & applying acquired Life Sciences knowledge in a new/unfamiliar context LO3: Applying Life Sciences knowledge in in-dustry, in every-day life and ex-plore career op-portunities in Life Sciences LO1: collecting data & analysing data/information Make deductions / conclusions LO2: Construct-ing knowledge (access informa-tion from a vari-ety of resources), acquiring under-standing and making meaning of knowledge &

Phylum Chordata: bilaterally symmetrical, three tissue layers, coelom, through-gut. Internal skele-ton made of cartilage and bone.

Identify Southern African representatives of each of the phyla listed below, through pho-tographs, appropriate books, or during visits to museums or on field trips and by using field guides.

Porifera (sponges)

Cnidaria (jelly fish, blue bottles, corals, sea anemones)

Platyhelminthes (Planaria, flukes e.g. bilharzia worm, tapeworm)

Annelida (earthworm, polychaetes, leeches)

Nematoda (roundworms, hook-worms, threadworms)

Arthropoda (insects, arachnids, crustaceans, myriapods)

Mollusca (snails, oysters, limpets, octopus and squid)

Echinoderms (sea urchins, starfish)

Chordata (fish, amphibians, rep-tiles, birds, mammals).

Discuss any ONE of the parasitic worms found in South Africa in terms of distribu-tion, prevalence, life cycle, effects on host, treatment, and ways of reducing the spread. (Select a local parasitic worm that is prob-lematic for humans or other animals). Discuss the role of arthropods as ecto-parasites and vectors of pathogens that cause disease e.g flies and cholera, ticks and tick bite fever, mosquitoes and malaria, tsetse flies and sleeping sickness.

Informal Assess-ment Choose ONE phy-lum or class from the list above and illustrate its biodi-versity in South Africa on a poster. (Individuals or small groups each select a different animal group) Group work Informal assess-ment: Class work, re-search, assign-ments, summaries, case studies, mind maps, flow dia-grams. Cooperative learrning: expert groups

Power Point slides, photographs, field trips, labelled dia-grams, images from internet. Practicals, group-work, discussions

Text books, field guides internet, newspapers, Science journals, Na-tional parks, zoos, Museums, videos, etc.

7 8


30

applying acquired Life Sciences knowledge in a new/unfamiliar context LO3: Applying Life Sciences knowledge in in-dustry, in every-day life and ex-plore career op-portunities in LO1: collecting data & analysing data/information Make deductions / conclusions LO2: Construct-ing knowledge (access informa-tion from a vari-ety of resources), acquiring under-standing and making meaning of knowledge & applying acquired Life Sciences knowledge in a new/unfamiliar context

Discuss the role of invertebrates in agri-culture and ecosystems (e.g. pollinators, decomposition, aerating the soil). Discuss the sustainable use of animals in South Africa e.g. perlemoen/ fishing / game farming: economic and employment opportunities. Problems with poaching.

Modifications of basic body plans Select ONE of the following for further study: Mammal forelimb: basic plan modified for digging (mole), flying (bat), fast running (horse), swimming (seal) and climbing trees (monkey). Identify and compare the limb bones of ver-tebrates from diagrams, and make notes of how the bones are modified to suit each function.

OR

Modification of feeding or locomotory ap-pendages of insects for eating different foods Identify feeding or locomotory appendages of insects

OR

Modification of flowers such as orchids (or any other suitable group) for specific polli-nators.

Informal assess-ment: Class work, group work, assignments, summaries, case studies, practicals

Labelled diagrams, images from internet. group work, discus-sions, photgraphs

Text books, internet, newspapers, Science journals

9


31

LO3: Applying Life Sciences knowledge in in-dustry, in every-day life and ex-plore career op-portunities in LO2: Construct-ing knowledge (access informa-tion from a vari-ety of resources), acquiring under-standing and making meaning of knowledge & applying acquired Life Sciences knowledge in a new/unfamiliar context LO3: Applying Life Sciences knowledge in in-dustry, in every-day life and ex-plore career op-portunities in

Identify modified flowers Briefly discuss Charles Darwin proposal that modification of basic body plans indi-cates common descent from a single an-cestor. [Relate to examples in LO 2]

Biogeography Define biogeography Use a the phylogenetic tree to indicate how the flightless birds are related Draw a map of the world and put pictures of ostrich, emu, rhea and moa where they oc-cur ( biogeographic regions of the southern hemispheres) Mention the similarities and tabulate the differences between the large flightless birds under the following headings:

Habitat;

Reproduction;

Diet Discuss Darwin’s explanation for the bio-geographic distribution of species and in-vestigate whether the birds could have a common ancestor Use continental drifting to explain the rela-tionship between the flightless birds

Informal assess-ment: Class work, group work, assignments, summaries, case studies, research work Investigate whether the birds have a common ancestor by doing literature research

Images from internet. group work, discus-sions, photographs, map work Learners tabulate the differences between the large flightless birds

Text books, internet, newspapers, Science journals, maps of the world

10

10

All LOs

Formal assessment: Control test on Diver-sity, Change and Continuity

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32

TERM 4: 4 October to 10 December 2010 (10 Weeks) STRAND 4: LIFE AT THE MOLECULAR, CELLULAR AND TISSUE LEVEL





LTSM Time (week)


LO2: Construct-ing knowledge (access informa-tion from a vari-ety of resources), acquiring under-standing and making meaning of knowledge & applying acquired Life Sciences knowledge in a new/unfamiliar context LO1: Plan/design an investigation, collecting data & analysing data/information Make deductions / conclusions

Briefly investigate the historical develop-ments of viruses and bacteria by referring to:

Discovery of viruses and bacteria Study the biodiversity of viruses, bacteria, protists and fungi. [Link with grade 10] Make labelled drawings of the basic struc-

ture and state the general characteristics of Viruses

bacteria

protists

fungi Look for evidence of viral, bacterial or fungal diseases on plants e.g. in the school garden, learners’ garden, amongst their vegetables or crops. Identify ONE of these diseases and de-scribe the effect on the plant. Find out about at least TWO ways of treating this disease, and conduct a scientific investigation to compare the effectiveness of these treatments, e.g. dif-ferent chemicals and natural remedies, etc.) Explain /discuss what is meant by: Immunity, passive and active immunity, role of white blood cells and antibiotics and immunisa-tion (collect data from clinics regarding types of vaccinations),

Informal assess-ment: Investigate the histori-cal development of viruses and bacteria Class tests and activi-ties using diagrams, flow charts, mind maps, cycles, micro-graphs. Learners do an inves-tigation on one of the diseases

Use PP Presenta-tions & Other visuals for Basic structures and general char-acteristics Historical devel-opments Symbiotic rela-tionships One or more dis-eases Let learners sum-marise: Use dia-grams, flow charts, mind maps, cycles, mi-crographs.

Text books, internet, im-ages, reference books, power-point presenta-tions. Simulate Inter-net browsing by loading re-sources on CD or DVD or on computer room server (http://en.wikipedia.org/wiki/Virus)

http://www.biolog

ycor-ner.com/bio1/proti

sta.html

http://en.wikipedia.org/wiki/Protist

http://en.wikipedi

a.org/wiki/Bacterial_cell_structure

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LO2: Construct-ing knowledge (access informa-tion from a vari-ety of resources), acquiring under-standing and making meaning of knowledge & applying acquired Life Sciences knowledge in a new/unfamiliar context LO3: Applying Life Sciences knowledge in in-dustry, in every-day life and ex-plore career op-portunities in Life Sciences LO1: Plan/design an investigation, collecting data & analysing data/information Make deductions / conclusions LO3: Applying Life Sciences knowledge in in-dustry, in every-day life and ex-plore career op-portunities in Life Sciences

Mention the important role of these organisms in maintaining a balance in the envi-ronment / in web of life. [Links to grade 10 & 12] Roles in symbiotic relationships e.g. nitro-gen-fixing bacteria in plants; E. coli in human intestines. [Links to grade 10] Investigate a disease caused by ONE of the micro-organisms and common in a community e.g. HIV/AIDS, malaria, cholera, TB, influenza. Select data on occurrence, effects on body, resistance to drugs and suitable treatment. Use other resources e.g. books, health pam-phlets Debate some of the beliefs, attitudes and val-ues concerning causes of and cure of at least ONE disease e.g. HIV/AIDS, malaria, TB, cholera Investigate the effects and management of at least ONE disease from each of the four groups excluded the disease that was investi-gated. (Use a table)

viruses – e.g. HIV/AIDS

bacteria – e.g. blight, cholera, tuberculosis, anthrax

protists- e.g. malaria

fungi – e.g. rusts, thrush, ringworm Debate the economic use of bacteria, protests and fungi by referring to the traditional technol-ogy e.g. beer and biotechnology in the food industry – cheese, wine.

Informal assess-ment: Class work, creative summaries, mind maps, tables Learners investigate one of the diseases e.g HIV/AIDS, malaria, cholera, TB in their community Assessment: Project Do research in the community, clinics and books on ONE of HIV/AIDS, malaria, cholera, TB, influenza Learners work in groups e.g. expert and home groups on the effects and manage-ment of diseases

Research, investi-gations Learners do litera-ture research in text books and internet Practical investi-gations (revisit Research Ques-tion ; Hypothesis ; Variables ; Data Collection ; Tables & Graphs ; Ana-lyse data ; Infer-ences ; Conclu-sions). Debate on tradi-tional beverages & their social impor-tance vs modern beverages

Clinics, inter-net, bro-schures, text books School garden, farms, commu-nites Clinics, inter-net, bro-schures, text books

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4

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LO3: Applying Life Sciences knowledge in in-dustry, in every-day life and ex-plore career op-portunities in Life Sciences

Explain what is meant by: Immunity, passive and active immunity, role of white blood cells and antibiotics and immunisa-tion (cllect data from clinics regarding types of vaccinations Explain the response of infecting to the drugs used against them e.g. how do pathogens pro-tect themselves against the medication used to destroy them.

Informal Assess-ment: Discussions, group work, investigations, flow diagrams

Debates the im-pact of diseases on the economy, health systems and family struc-tures

Clinics, inter-net, bro-schures, text books

5

Revision and preparation for the end-of –year examination papers Week 5 to 6

Assessment: End of year examinations (November 2010) Week 7 to 10

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