Biology Grade 11 CCF 2012 - · PDF fileWellness & Homeostasis Digestion & Nutrition Transportation & Respiration Unit 4 ... Biology Grade 11 Curriculum Correlation Form ... unit, chapter,

Biology Grade 11 Curriculum Correlation Form page 1 of 21
MANITOBA CALL FOR BIOLOGY Grade 11
CURRICULUM CORRELATION FORM
Title: _____________________________________________________________________________
Series Title (if applicable): ____________________________________________________________
Format: _______________ Copyright Date: _________________ ISBN: ____________________ Student Resource Teacher Resource
Indicate in the boxes below the Unit(s) to which the resource applies.
Unit 1 Unit 2 Unit 3 Wellness & Homeostasis Digestion & Nutrition Transportation & Respiration Unit 4 Unit 5 Unit 6 Excretion & Waste Management Protection and Control Wellness & Homeostatic Changes Cluster 0: Skills and Attitudes
Contains potentially sensitive content? Yes No
Resource ID #(s)

Instructions: In the boxes () the degree of curriculum fit and provide specific unit, chapter, or page references for each Unit that applies using the following form. Note: Skills and Attitudes must also be completed for each resource. Rating Scale for Degree of Curriculum Fit Extensive The learning resource details content, multiple learning activities, and differentiated
teaching strategies that address the required General Learning Outcome(s) and Specified Learning Outcome(s) of the curriculum framework.
Moderate The learning resource details some content, some learning activities, and some teaching strategies that address the required General Learning Outcome(s) and Specified Learning Outcome(s) of the curriculum framework.
Slight The learning resource content, learning activities, and teaching strategies address less than the required General Learning Outcome(s) and Specified Learning Outcome(s) of the curriculum framework.
None The learning resource contains insufficient content, learning activities or teaching strategies to address the required General Learning Outcome(s) and Specified Learning Outcome(s) of the curriculum framework.

Prescribed Learning Outcomes
Degree of Curriculum Fit
Unit, Chapter or Page References
Thematic Cluster Outcomes Grade 11 Unit 1 Wellness & Homeostasis B11-1-01 none slight moderate extensive
Increase awareness of personal wellness, as well as personal and family health history. (GLO: B3)
B11-1-02 none slight moderate extensive
Develop a personal wellness plan. (GLOs: B3, B5).
Recognize how individual wellness choices affect others. (GLOs: B3, B5) Examples: community, family..
Describe how the body attempts to maintain an internal balance called homeostasis, recognizing that the conditions in which life processes can occur are limited. (GLOs: D1, E2, E3) Include: thermoregulation (maintenance of body temperature), osmoregulation (water balance), and waste management
Explain the principle of negative feedback and identify how the body stabilizes systems against excessive change. (GLOs: D1, E2, E3) Include: role of receptors and effectors
Identify life processes that individual cells, as well as complex organisms, need to manage. (GLOs: D1, E1) Include: obtain food, convert energy, eliminate wastes, reproduce, grow and repair, and transport substances

Thematic Cluster Outcomes Grade 11 Unit 1 Wellness & Homeostasis (continued) B11-1-07 none slight moderate extensive
Explain how cell membranes regulate movement of materials into and out of cells, and recognize the importance of this regulation in managing life processes and maintaining homeostasis. (GLOs: D1, E2, E3) Include: passive transport, active transport, and endo/exocytosis
Identify factors that influence movement of substances across a membrane, recognizing that movement of these substances is important for the internal balance of the cell. (GLOs: D1, E2, E3) Examples: size of molecule, concentration gradient, temperature, polarity of molecule, surface area
Explain the role of energy in maintaining an internal balance in the cell. (GLOs: D1, D4, E4) Include: role of adenosine triphosphate (ATP) in metabolism
Unit Rating none slight moderate extensive
Comments

Thematic Cluster Outcomes Grade 11 Unit 2 Digestion & Nutrition B11-2-01 none slight moderate extensive
Identify major structures and functions of the human digestive system from a diagram, model, or specimen. (GLO: D1) Include: tongue, teeth, salivary glands, epiglottis, esophagus, pharynx, sphincters, stomach, small intestine, large intestine, rectum, anus, appendix, liver, gallbladder, pancreas, and uvula
Describe the processes of mechanical digestion that take place at various sites along the alimentary canal. (GLO: D1) Include: chewing in the mouth, peristalsis along the tract, muscle contractions in the stomach, and emulsification by bile in the small intestine
Identify functions of secretions along the digestive tract. (GLO: D1)
Include: to lubricate and to protect
Identify sites of chemical digestion along the alimentary canal, as well as the type of nutrient being digested. (GLO: D1) Include: starch in the mouth; proteins in the stomach; and carbohydrates, lipids, and proteins in the small intestine
Explain the role of enzymes in the chemical digestion of nutrients and identify factors that influence their action. (GLOs: D1, E2)
Examples: pH, temperature, coenzymes, inhibitors, surface area

Thematic Cluster Outcomes Grade 11 Unit 2 Digestion & Nutrition (continued) B11-2-06 none slight moderate extensive
Describe the processes of absorption that take place at various sites along the alimentary canal. (GLO: D1) Include: uptake of nutrients by villi in the small intestine and uptake of water in the large intestine
Describe the homeostatic role of the liver with respect to the regulation of nutrient levels in the blood and nutrient storage. (GLOs: D1, E2, E3) Include: carbohydrate metabolism
Describe the functions of each of the six basic types of nutrientscarbohydrates, lipids, proteins, vitamins, minerals, and water. (GLOs: B3, D1) Include: ATP production, construction/repair, and regulating
Identify dietary sources for each of the six basic types of nutrientscarbohydrates, lipids, proteins, vitamins, minerals, and water. (GLOs: B3, D1)
Evaluate personal food intake and related food decisions. (GLOs: B3, C4, C8) Examples: percentage of daily values of nutrients, portion size, nutrient labels, balance between lifestyle and consumption...
Investigate and describe conditions/disorders that affect the digestive process. (GLOs: B3, C6, D1)

Thematic Cluster Outcomes Grade 11 Unit 2 Digestion & Nutrition (continued) B11-2-12 none slight moderate extensive
Use the decision-making process to investigate an issue related to digestion and nutrition. (GLOs: B3, C4, C5, C8)
Unit Rating none slight moderate extensive
Comments

Thematic Cluster Outcomes Grade 11 Unit 3 Transportation & Respiration B11-3-01 none slight moderate extensive
Design and execute an experiment to investigate an aspect of the transportation or respiratory system. (GLOs: C2, D1, E2) Examples: the effect of exercise on heart and/or respiratory rate; the effect of adrenalin on blood pressure; carbon dioxide production as an indicator of metabolism
Compare the characteristics of blood components in terms of appearance, origin, numbers, relative size, and function in the body. (GLO: D1) Include: plasma, erythrocytes (red blood cells), leukocytes (white blood cells), and thrombocytes (platelets)
Compare and contrast the characteristics of different blood groups. (GLO: D1)
Include: ABO and Rh factor
Predict the physiological consequences of blood transfusions involving different blood groups. (GL

Documents

Biology Grade 11 CCF 2012 - · PDF fileWellness & Homeostasis Digestion & Nutrition Transportation & Respiration Unit 4 ... Biology Grade 11 Curriculum Correlation Form ... unit, chapter,