explain the roles of evidence, theories, and paradigms in the development of scientific knowledge (e.g., explain how the cloning of a sheep in 1997 affected the scientific theory of differentiation)
distinguish between scientific questions and technological problems (e.g., distinguish between questions such as "What are the causes of human infertility?" and "What are the possible solutions to infertility?")
explain how scientific knowledge evolves as new evidence comes to light and as laws and theories are tested and subsequently restricted, revised, or replaced (e.g., explain how our knowledge about the cloning of mammals has evolved as new ideas have been tested)
analyse and describe examples where scientific understanding was enhanced or revised as a result of the invention of a technology (e.g., describe examples such as the ultrasound observation of a fetus)
analyse natural and technological systems to interpret and explain their structure and dynamics (e.g., explain the structure and dynamics of the human reproductive system)
debate the merits of funding specific scientific or technological endeavours and not others (e.g., debate the merits of funding solutions to human infertility versus funding human population control)
evaluate the design of a technology and the way it functions on the basis of a variety of criteria that they have identified themselves (e.g., investigate advances in the reproductive technology of an agricultural plant like canola or an aquaculture animal like salmon)
design an experiment identifying and controlling major variables (e.g., design an experiment to determine the optimal conditions for yeast or bacterial growth)
evaluate and select appropriate instruments for collecting evidence and appropriate processes for problem solving, inquiring, and decision making (e.g., evaluate the use of antibiotics in interrupting the growth and development of certain bacteria)
use instruments effectively and accurately for collecting data (e.g., use a microscope to compare mitosis and meiosis in cells)
select and integrate information from various print and electronic sources or from several parts of the same source (e.g., collect information on human reproductive technology from a variety of sources)
identify and evaluate potential applications of findings (e.g., examine findings from research on in-vitro fertilization)
select and use appropriate numeric, symbolic, graphical, and linguistic modes of representation to communicate ideas, plans, and results (e.g., conduct graphical and numerical analyses of bacterial cultures)
evaluate individual and group processes used in planning, problem solving and decision making, and completing a task (e.g., evaluate the group processes in a debate on the use of reproductive technologies for humans)
analyse and explain the life cycle of a representative organism from each kingdom, including a representative virus
describe in detail mitosis and meiosis
analyse and describe the structure and function of female and male mammalian reproductive systems
explain the human reproductive cycle
explain current reproductive technologies for plants and animals
evaluate the use of reproductive technologies for humans
Reproduction is an essential process for all living organisms. Besides understanding some principles of how living organisms reproduce, students can begin to appreciate the complexity and impact of reproduction technologies. Analysis, from a variety of perspectives, of the risks and benefits of these technologies creates opportunities for students to apply scientific knowledge, skills, and attitudes in meaningful situations. This illustrative example emphasizes the social and environmental contexts of science and technology and the unifying concept of constancy and change.
Animal husbandry has revolutionized the use of in vitro techniques. The reproductive rates of valuable livestock have increased dramatically, as have beneficial traits in new breeds. Students consider the following list of techniques and identify techniques they have heard about: superovulation of donor with gonadotrophins; artificial insemination (ai); nonsurgical removal of embryos; transfer of embryo to surrogate; birth after embryo transfer.
The above exploration may lead to the following question:
Should biotechnology be used to rapidly propagate endangered species?
Students research and debate the following statement:
If the most desirable domestic animals are able to parent an entire herd in each reproductive cycle, could this technique not be applied to endangered species? (In April 1990, Mary Alice, a rare Siberian tiger, was born as a result of the use of an in vitro fertilization technology.)
Students interview a reproductive technologist using questions like: "Should endangered species be preserved?" "At what cost?" "Who decides?" "Might this technology result in an uncontrolled monster?"
to evaluate the potential application of their findings, students might complete a risk/benefit analysis of the desirability of preserving endangered species by considering the following: safety, efficiency of practice, quality of life, and cost-effectiveness.
This illustrative example suggests ways students can be led to attain the following learning outcomes:
STSE: 115-1, 116-2, 118-4
Skills: 212-8, 214-18, 215-7
Knowledge: 313-5, 313-6
Attitudes: 437, 442, 445
identify various constraints that result in tradeoffs during the development and improvement of technologies (e.g., identify the limitations of the light microscope compared to those of the electron microscope)
compare processes used in science with those used in technology (e.g., compare how scientific discoveries about microbes have been made with how microbes have been used in Canadian biotechnological endeavours)
explain the importance of communicating the results of a scientific or technological endeavour, using appropriate language and conventions (e.g., explain the importance of recent discoveries in biotechnological endeavours, using appropriate language)
analyse why and how a particular technology was developed and improved over time (e.g., explain how the light microscope has evolved over time)
describe and evaluate the design of technological solutions and the way they function, using scientific principles (e.g., use scientific principles to explain how instruments that measure the metabolic rate of an organism function)
analyse the knowledge and skills acquired in their study of science to identify areas of further study related to science and technology (e.g., identify pharmacology as an area that relies on the knowledge and skills of biochemistry)
identify various constraints that result in tradeoffs during the development and improvement of technologies (e.g., identify the limitations of the light microscope compared to those of the electron microscope)
compare processes used in science with those used in technology (e.g., compare how scientific discoveries about microbes have been made with how microbes have been used in Canadian biotechnological endeavours)
explain the importance of communicating the results of a scientific or technological endeavour, using appropriate language and conventions (e.g., explain the importance of recent discoveries in biotechnological endeavours, using appropriate language)
analyse why and how a particular technology was developed and improved over time (e.g., explain how the light microscope has evolved over time)
describe and evaluate the design of technological solutions and the way they function, using scientific principles (e.g., use scientific principles to explain how instruments that measure the metabolic rate of an organism function)
analyse the knowledge and skills acquired in their study of science to identify areas of further study related to science and technology (e.g., identify pharmacology as an area that relies on the knowledge and skills of biochemistry)
formulate operational definitions of major variables (e.g., provide operational definitions for reaction rate, pH, and surface area)
carry out procedures controlling the major variables and adapting or extending procedures where required (e.g., conduct an investigation of the action of saliva on starch, controlling major variables)
compile and organize data, using appropriate formats and data treatments to facilitate interpretation of the data (e.g., use captioned diagrams to illustrate various procaryotic and eucaryotic cells)
select and use apparatus and materials safely (e.g., use materials safely during the identification of biochemical compounds)
demonstrate a knowledge of WHMIS standards by selecting and applying proper techniques for handling and disposing of lab materials (e.g., demonstrate a knowledge of WHMIS standards when using biochemical compounds)
compile and display evidence and information, by hand or computer, in a variety of formats, including diagrams, flow charts, tables, graphs, and scatter plots (e.g., display graphically the relationship between light and photosynthetic activity)
identify a line of best fit on a scatter plot and interpolate or extrapolate based on the line of best fit (e.g., identify a best fit line from data collected in an experiment related to the effect of temperature and enzyme activity)
provide a statement that addresses the problem or answers the question investigated in light of the link between data and the conclusion (e.g., describe the optimal conditions for the fermentation process involved in making bread)
work cooperatively with team members to develop and carry out a plan, and troubleshoot problems as they arise (e.g., participate in a group preparation and presentation of research on the technological evolution of a microscope)
identify chemical elements and compounds that are commonly found in living systems
identify the role of some compounds, such as water, glucose, and ATP, commonly found in living systems
identify and describe the structure and function of important biochemical compounds, including carbohydrates, proteins, lipids, and nucleic acids
explain the critical role of enzymes in cellular metabolism
explain the cell theory
describe cell organelles visible with the light and electron microscopes
compare and contrast different types of procaryotic and eucaryotic cells
describe how organelles manage various cell processes such as ingestion, digestion, transportation, and excretion
compare and contrast matter and energy transformations associated with the processes of photosynthesis and aerobic respiration
A living thing is more than a set of chemical reactions or a physical machine. Much knowledge about living systems has been derived by studying cellular metabolism and the physical processes that occur within a cell. Students should have some appreciation for the complexity of life at the cellular and molecular levels of organization. This illustrative example emphasizes the nature of science and technology and the unifying concept of energy.
Based on previous experience in other areas of study dealing with health and nutrition, students might already know the four groups of fundamental biochemicals: carbohydrates, lipids, proteins, and nucleic acids. students discuss in small groups and report orally to the class all they know about these biochemicals.
The above exploration may lead to the following question:
What are the characteristics of the fundamental groups of biochemical molecules so important to life?
Using guided inquiry, employing a teamwork approach to doing formal experiments, and consulting resource materials, students identify carbohydrates, lipids, and proteins through a variety of tests and indicators, use a calorimeter to measure the amount of energy (Kcal) in foods, measure the metabolic rate of a unicellular organism, and extract DNA.
Once a basic understanding of biochemical molecules has been achieved, students need to be encouraged by activities that can extend their understanding of biochemistry.
Students conduct an interview with a biochemist to learn more about career opportunities in this field.
Students research which microorganisms are used to make certain biochemical products such as hormones and drugs.
Students inquire into how various biochemical molecules are involved in cellular structures and processes.
This illustrative example suggests ways students can be led to attain the following learning outcomes:
STSE: 114-7, 117-9
Skills: 213-2, 213-8, 215-6
Knowledge: 314-1, 314-2, 314-3
Attitudes: 440, 443, 449
compare processes used in science with those used in technology (e.g., compare the significant discoveries about the concept of the gene with the technological inventions used to determine the genome of an organism)
explain how a major scientific milestone revolutionized thinking in the scientific communities (e.g., explain how the structure, function, and replication of DNA revolutionized the understanding of heredity)
analyse and describe examples where technologies were developed based on scientific understanding (e.g., describe examples such as the invention of gel electrophoresis for DNA analysis)
describe and evaluate the design of technological solutions and the way they function, using scientific principles (e.g., evaluate treatments for various cancers, such as chemotherapy, radiation therapy, surgery, and holistic approaches)
analyse society's influence on scientific and technological endeavours (e.g., analyse society's role in determining the level of cancer research)
identify and describe science- and technology-based careers related to the science they are studying (e.g., describe careers such as geneticist, biochemist, hospital technician, and oncologist)
analyse from a variety of perspectives the risks and benefits to society and the environment of applying scientific knowledge or introducing a particular technology (e.g., analyse the risks and benefits of using genetically engineered microorganisms for drug production, pollution clean-up, environmental monitoring, and mining)
construct arguments to support a decision or judgement, using examples and evidence and recognizing various perspectives (e.g., take and defend a position on the use of information from the Human Genome Project by the biotechnology industry)
state a prediction and a hypothesis based on available evidence and background information (e.g., predict the results of a dihybrid cross)
develop appropriate sampling procedures (e.g., develop appropriate sampling products for determining the incidence of various hereditary characteristics in a given population)
implement appropriate sampling procedures (e.g., conduct a survey in the school or community to establish the incidence of various hereditary characteristics)
interpret patterns and trends in data, and infer or calculate linear and nonlinear relationships among variables (e.g., graph, for a wide variety of animals, the average adult mass of each species versus its chromosome number)
evaluate the relevance, reliability, and adequacy of data and data collection methods (e.g., evaluate the determination of genomes done by scientists)
explain how data support or refute the hypothesis or prediction (e.g., describe the possible relationship between the average mass of an adult animal and the number of its chromosomes)
construct and test a prototype of a device or system and troubleshoot problems as they arise (e.g., improve an experimental procedure to extract DNA from bacterial or plant cells)
develop, present, and defend a position or course of action, based on findings (e.g., defend a position on the use of genetically engineered microorganisms for drug production and pollution clean-up)
evaluate individual and group processes used in planning, problem solving and decision making, and completing a task (e.g., evaluate the database on genetic research obtained from Internet web sites)
summarize the main scientific discoveries that led to the modern concept of the gene
describe and illustrate the role of chromosomes in the transmission of hereditary information from one cell to another
demonstrate an understanding of Mendelian genetics, including the concepts of dominance, co dominance, recessiveness, and independent assortment, and predict the outcome of various genetic crosses
compare and contrast the structures of DNA and RNA and explain their roles in protein synthesis
explain the current model of DNA replication
describe factors that may lead to mutations in a cell's genetic information
predict the effects of mutations on protein synthesis, phenotypes, and heredity
explain circumstances that lead to genetic diseases
demonstrate an understanding of genetic engineering, using their knowledge of DNA
explain the importance of the Human Genome Project and summarize its major findings
much of the structure and function of every living organism is determined by genetic material. It is important for a scientifically literate person to understand principles and fundamentals about genetic material: what it is; how it works; how humans are manipulating it; and why this major area of scientific and technological endeavour has implications for humans and planet Earth. This illustrative example emphasizes the social and environmental contexts of science and technology and the unifying concept of constancy and change.
Students brainstorm ideas about genetic material and discuss their preconceptions. They then assemble their ideas and show the interrelationships between these ideas on a concept web, based on their current understanding. (At the end of the study or as an assessment tool, concept webs can be reconstructed to show growth in understanding.)
The above exploration may lead to the following question:
How can the principles of genetics be applied to a case study like the Human Genome Project?
Students extract DNA from onions or bacteria.
Students research tools and techniques used to study genetics. Areas of research to consider include the polymerase chain reaction (PCR) process, DNA "fingerprinting," gene probes, recombinant DNA, cloning, genetic markers, and gene mapping.
Students conduct a major research report on the Human Genome Project. Using a variety of print and electronic sources, students could consider the following areas: How and why is the Human Genome Project being conducted? What are the implications of decoding the complete human genome? What are potential career pathways that would enable a student to participate in the Human Genome Project? As a follow-up activity to the report, students could debate the issue of whether society should support the Human Genome Project.
This illustrative example suggests ways students can be led to attain the following learning outcomes:
STSE: 117-2, 117-7, 118-6
Skills: 214-8, 214-14, 215-7
Knowledge: 315-10
Attitudes: 436, 439, 445
explain the roles of evidence, theories, and paradigms in the development of scientific knowledge (e.g., explain how our knowledge of pathogen resistance to antibiotics has contributed to our knowledge of evolution)
describe the importance of peer review in the development of scientific knowledge (e.g., describe how the theory of evolution was refined by the contributions of different scientists)
explain how scientific knowledge evolves as new evidence comes to light and as laws and theories are tested and subsequently restricted, revised, or replaced (e.g., explain how fossil data contributed to the theory of the evolution of species)
analyse and describe examples where scientific understanding was enhanced or revised as a result of the invention of a technology (e.g., describe examples such as carbon dating and the paleontological analysis of fossils)
analyse why scientific and technological activities take place in a variety of individual and group settings (e.g., explain that an in-depth observation of a particular organism can be an individual endeavour and that the sharing of results in microbiological research can take place during scientific conferences)
analyse the knowledge and skills acquired in their study of science to identify areas of further study related to science and technology (e.g., analyse the knowledge and skills required to become an evolutionist, a paleontologist, a physiologist, or an entomologist)
construct arguments to support a decision or judgement, using examples and evidence and recognizing various perspectives (e.g., summarize the evidence for the theory of evolution and describe alternative explanations for the same phenomena)
identify questions to investigate that arise from practical problems and issues (e.g., identify questions such as "Why do microorganisms evolve so quickly?" and "What factors have contributed to the dilemma that pharmaceutical companies face in trying to develop new antibiotics because so many microorganisms are resistant to existing antibiotics?")
use library and electronic research tools to collect information on a given topic (e.g., use the Internet to access Web sites and collect relevant information on evolution and biodiversity)
identify limitations of a given classification system and identify alternative ways of classifying to accommodate anomalies (e.g., identify the limitations of a five kingdom model for classifying all living systems)
apply and assess alternative theoretical models for interpreting knowledge in a given field (e.g., analyse the debate among scientists about punctuated equilibrium versus gradualism)
identify new questions or problems that arise from what was learned (e.g., create a list of questions that need to be answered about planetary biodiversity or about human evolution)
communicate questions, ideas, and intentions, and receive, interpret, understand, support, and respond to the ideas of others (e.g., present the results of a group investigation of an organism representative of a certain kingdom)
identify multiple perspectives that influence a science-related decision or issue (e.g., identify various perspectives on such issues as the origin of life, the protection of wild species of plants, and the preservation of wilderness areas)
describe historical and cultural contexts that have changed evolutionary concepts
evaluate current evidence that supports the theory of evolution and that feeds the debate on gradualism and punctuated equilibrium
analyse evolutionary mechanisms such as natural selection, genetic variation, genetic drift, artificial selection, and biotechnology, and their effects on biodiversity and extinction
outline evidence and arguments pertaining to the origin, development, and diversity of living organisms on Earth
use organisms found in a local or regional ecosystem to demonstrate an understanding of fundamental principles of taxonomy
describe the anatomy and physiology of a representative organism from each kingdom, including a representative virus
Science attempts to provide an explanation for the origin and evolution of life on Earth. Evidence for evolutionary change can be found in such things as fossil records, plate tectonics, and DNA samples. Although students are always fascinated by the evidence of and stories about dinosaurs, a study of the fossil evidence for a common domesticated living animal, such as the horse, can be valuable. This illustrative example emphasizes the nature of science and technology and the unifying concept of similarity and diversity.
Students can discuss the fossils of domesticated animals or pets they have seen in a museum or on TV.
What structural features of mammals have changed the most over time? Make an extensive list to guide further inquiry.
The above exploration may lead to the following question:
What evolutionary evidence exists for the ancestry of a modern animal?
Students trace the ancestry of the modern horse from Eohippus to Equus to determine the historical changes required in its evolution from a small, woodlands browser to a large, plains-dwelling grazer.
If students are provided with illustrations (drawings, photos, art) that compare possible changes in anatomy such as size, leg anatomy, and tooth anatomy, they can evaluate evidence for the theory of evolution. examination of the illustrations could include the following question: How are dietary changes linked to changes in tooth anatomy?
Further student inquiry can be stimulated by asking and discussing questions such as: What advantages would a tall horse have as a plains-dweller? Why would running be necessary for a plains dweller? How did changes in the environment result in an evolutionary adaptation?
Students could investigate and report on the evolution of the cat, dog (or other household pets), and/or other domesticated animals used in agriculture. If possible, visit a local museum that contains the paleontological story of various animals or plants. Groups of students could videotape and share a story of a chosen organism with the class or do this as part of a written research project.
This illustrative example suggests ways students can be led to attain the following learning outcomes:
STSE: 114-2, 115-7, 118-6
Skills: 213-6, 214-6, 215-4
Knowledge: 316-3
Attitudes: 440, 442, 444
identify various constraints that result in tradeoffs during the development and improvement of technologies (e.g., identify the concerns of medical doctors and engineers with regard to "sick building syndrome")
analyse why and how a particular technology was developed and improved over time (e.g., describe the evolution of radiation therapy technology over time)
analyse and describe examples where technologies were developed based on scientific understanding (e.g., describe examples such as chemotherapy, which is based on the toxic effect of specific chemicals on microorganisms or cells)
analyse natural and technological systems to interpret and explain their structure and dynamics (e.g., analyse the vascular systems of plants to explain how they have adapted for survival in local ecosystems)
analyse society's influence on scientific and technological endeavours (e.g., explain how the need to maintain wellness in humans led to the development of dietary products and fitness equipment)
debate the merits of funding specific scientific or technological endeavours and not others (e.g., debate the relative merits of funding for the prevention versus the treatment of illness)
distinguish between questions that can be answered by science and those that cannot, and between problems that can be solved by technology and those that cannot (e.g., distinguish between questions such as "Is there a genetic basis to all allergies?" and "How long will a particular person live?")
propose courses of action on social issues related to science and technology, taking into account an array of perspectives, including that of sustainability (e.g., propose guidelines for selecting the most appropriate organ transplant recipient from a number of possible candidates)
design an experiment and identify specific variables (e.g., design an experiment to distinguish learned from innate behaviours)
estimate quantities (e.g., estimate the angles of growth in a study of phototropisms)
compile and organize data, using appropriate formats and data treatments to facilitate interpretation of the data (e.g., organize a table showing an appropriate weekly diet)
identify and apply criteria, including the presence of bias, for evaluating evidence and sources of information (e.g., identify criteria to determine the appropriate level of fitness activity, considering age and health)
identify and explain sources of error and uncertainty in measurement and express results in a form that acknowledges the degree of uncertainty (e.g., identify and explain possible sources of error in an experimentation of phototropisms in plants)
propose alternative solutions to a given practical problem, identify the potential strengths and weaknesses of each, and select one as the basis for a plan (e.g., develop a nutrition and fitness plan that could be modified for a variety of medical conditions)
select and use appropriate numeric, symbolic, graphical, and linguistic modes of representation to communicate ideas, plans, and results (e.g., use a flowchart to describe representative feedback mechanisms in living systems)
identify multiple perspectives that influence a science-related decision or issue (e.g., identify various perspectives on issues defined by questions such as "Is there a need for cosmetic surgery?" and "Should cigarettes be banned?"
explain how different plant and animal systems, including the vascular and nervous systems, help maintain homeostasis
analyse homoeostatic phenomena to identify the feedback mechanisms involved
explain the importance of nutrition and fitness to the maintenance of homeostasis
evaluate the impact of viral, bacterial, genetic, and environmental diseases on an organism's homeostasis
evaluate, considering ethical issues, the consequences of medical treatments such as radiation therapy, cosmetic surgery, and chemotherapy
predict the impact of environmental factors such as allergens on homeostasis within an organism
describe how the use of prescription and nonprescription drugs can disrupt or help maintain homeostasis
explain how behaviours such as tropisms, instinct, and learned behaviour help to maintain homeostasis
All living organisms struggle to maintain an internal balance in response to the constant pressure of external phenomena. Students should be provided with a variety of opportunities to study different factors affecting an organism's homeostasis. Through this study, students begin to appreciate the complexity of mechanisms involved in homeostatic regulation. This illustrative example emphasizes the nature of science and technology and the unifying concept of systems and interactions.
Students discuss how plants in their yards, gardens, and communities survive some of the severe weather and climate conditions in Canada.
The above exploration may lead to the following question:
How do plants use homoeostatic mechanisms to adapt and survive?
Students research, design, and/or conduct experiments to investigate: the transpiration tension theory of vascular plants; behaviourial adaptations; tropisms like hydrotropism, geotropism, chemotropism, phototropism; and the effect of growth hormones on plants.
Students inquire into the following question: How do gardeners, horticulturalists, agriculturalists, and tree technologists promote plant adaptation and survival for use by human communities?
Students choose a plant, propagate it, and assist its homoeostatic mechanisms to help the plant survive in the conditions of their home.
Students research hardiness zones in Canada, and describe how some plants can survive in certain zones when others cannot.
This illustrative example suggests ways students can be led to attain the following learning outcomes:
STSE: 116-4, 118-8
Skills: 212-6, 213-5, 215-2
Knowledge: 317-1, 317-8
Attitudes: 439, 443
distinguish between scientific questions and technological problems (e.g., distinguish between questions such as "Which elements and components are essential for healthy human nutrition?" and "What mechanisms can be used to ensure the delivery of a safe and nutritious food supply in sufficient quantity?")
analyse natural and technological systems to interpret and explain their structure and dynamics (e.g., analyse and explain systems such as plant vascular systems or crop fertilization systems)
provide examples of how science and technology are an integral part of their lives and their community (e.g., provide examples of how certain behaviours within a community can have an impact on biodiversity)
analyse why scientific and technological activities take place in a variety of individual and group settings (e.g., debate the implications of human population growth, taking into account perspectives brought by specialists in various science areas)
identify and describe science- and technology-based careers related to the science they are studying (e.g., describe careers such as population ecologist, climatologist, agronomist, resource manager, eco economist, and nutritionist)
analyse examples of Canadian contributions to science and technology (e.g., analyse Canadian contributions to the development of sustainable agriculture)
propose courses of action on social issues related to science and technology, taking into account an array of perspectives, including that of sustainability (e.g., suggest solutions that might reduce the impact of the internal combustion engine on society and the environment)
define and delimit problems to facilitate investigation (e.g., identify the critical variables in climatogram studies)
use library and electronic research tools to collect information on a given topic (e.g., use local resources and the Internet to collect information about the biome in which they live)
describe and apply classification systems and nomenclatures used in the sciences (e.g., review the ecological hierarchy of an organization of living systems, from the individual to the biosphere)
compare theoretical and empirical values and account for discrepancies (e.g., analyse the difficulties in accurately assessing fish or wild animal populations)
evaluate the relevance, reliability, and adequacy of data and data collection methods (e.g., evaluate the collection, verification, and use of climatogram data for the benefit of society and the environment)
synthesize information from multiple sources or from complex and lengthy texts and make inferences based on this information (e.g., use a variety of information sources that illustrate the impact of the internal combustion engine on society and the environment)
evaluate individual and group processes used in planning, problem solving and decision making, and completing a task (e.g., complete a group project on sustainable agriculture)
compare canadian biomes in terms of climate, vegetation, physical geography, and location
describe population growth and explain factors that influence population growth
analyse interactions within and between populations
evaluate Earth's carrying capacity, considering human population growth and its demands on natural resources
use the concept of the energy pyramid to explain the production, distribution, and use of food resources
At the biome and ecosphere levels of biological organization, there are many complex interactions between biotic and abiotic factors. Building on their understanding of ecosystems and certain principles of population dynamics, it is important that students understand the many interrelationships affecting human population growth. This illustrative example emphasizes environmental and social contexts within science and technology and the unifying concept of systems and interactions.
Taking an example of a local/regional endangered species, students review the determiners of population: natality, mortality, emigration, and immigration. Students then brainstorm factors that affect human natality and mortality.
The above exploration may lead to the following question:
Why should we be concerned about Earth's carrying capacity for the human population?
Graphs may be located in resource materials or constructed from data tables to illustrate the historical growth of human population based on estimated data. Project the graph line into the future as an exercise of prediction and extrapolation in terms of linear or exponential growth and doubling time.
Students identify which social and environmental factors need to be considered and changed locally, regionally, and globally to create a sustainable human population for planet Earth.
Students research and then debate the ethics of human population control.
This illustrative example suggests ways students can be led to attain the following learning outcomes:
STSE: 117-5, 117-6, 117-11
Skills: 212-2, 213-6, 215-7
Knowledge: 318-10
Attitudes: 446, 447, 448
Framework table of contents or Learning outcomes presented by grade or Next section or Title page