Biology Upper Secondary Teacher Guide

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BiologyUpper SecondaryTeacher GuidePapua New GuineaDepartment of Education

Issued free to schools by the Department of EducationPublished in 2008 by the Department of Education, Papua New Guinea Copyright 2008, Department of Education, Papua New GuineaAll rights reserved. No part of this publication may be reproduced, stored in aretrieval system or transmitted by any form or by any means electronic,mechanical, photocopying, recording or otherwise without the prior writtenpermission of the publisher.ISBN: 978-9980-9925-6-7AcknowledgmentsThe Upper Secondary Biology Teacher Guide was written, edited andformatted by the Curriculum Development Division of the Department ofEducation. The development of the teacher guide was coordinatedby Jane Yanimu Ecneme Pagelio.Writers from schools, tertiary institutions and non-government organisationsacross the country have contributed to the writing of this teacher guidethrough specialist writing workshops and consultations. Quality assurancegroups and the Science Subject Advisory Committee have also contributedto the development of this teacher guide.This document was developed with the support of the AustralianGovernment through the Education Capacity Building Program.

Upper Secondary Teacher GuideContentsSecretary’s message . ivIntroduction.1The outcomes approach .2Learning and teaching .6Biology requirements .12Assessing Biology.13Sample assessment tasks .23Learning activities and assessment tasks .25Recording and reporting .45Resources .52References .55Glossary for Biology.56Glossary for assessment .59iii

BiologySecretary’s messageThis Biology teacher guide is to be used by teachers of Biology whenimplementing the Upper Secondary Biology Syllabus (Grades 11 and 12)throughout Papua New Guinea. The Biology syllabus states the learningoutcomes and outlines the content to be taught. This teacher guide givespractical ideas about ways of implementing the syllabus: suggestions aboutwhat to teach, strategies for facilitating teaching and learning, how to assessand suggested assessment tasks.A variety of suggested learning and teaching activities provide teachers withideas to motivate students’ learning, and to make learning of Biologyrelevant, interesting and fun.Teachers of Biology are encouraged to relate learning in Biology to real life,real issues and the local environment. Teaching that uses meaningfulcontexts and makes sure that students participate in appropriate practicalactivities assists students to gain deeper knowledge and understanding, anddemonstrate more scientific skills in Biology.As teachers of Biology, you are expected to recognise the different needsand interests of students who have had substantial achievement already andappropriately involve them working individually and with others in practical,field and interactive activities that are related to theoretical concepts, byapplying investigative and problem solving skills. Encourage students toeffectively communicate research based evidence of biological information,and appreciate the contribution that biology makes to their understanding ofthe world, living things, and the influence of society on the environment.Teachers of Biology must ensure safety measures are taken when handlingequipment, chemicals, live animals and plants or dead matter by students.I commend and approve the Biology Teacher Guide for use in all schoolswith Grades 11 and 12 students throughout Papua New Guinea.DR JOSEPH PAGELIOSecretary for Educationiv

Upper Secondary Teacher GuideIntroductionThe purpose of this teacher guide is to help you, the teacher of Biology toimplement the Biology syllabus. As the name suggests, this is a guideproviding you with some samples of teaching programs and suggestedactivities and assessment tasks. The samples will assist you to create yourown exciting and constructive teaching programs, and assessment activities.The Biology syllabus specifies the particular learning outcomes that studentsachieve at the end of each unit.The Biology teacher guide supports the syllabus. The syllabus states thelearning outcomes for the subject units, and outlines the content and skillsthat students will learn, and the assessment requirements.The Biology teacher guide provides direction for you in using the outcomesapproach in your classroom. The outcomes approach requires you toconsider the assessment requirements early in your planning, and todevelop appropriate and relevant activities that assist students to achieveparticular learning outcomes. This is reflected in the teacher guide. As ateacher of biology, the ideas, teaching strategies and activities that you usemust be accompanied by clear directions for students to achieve learningoutcomes.This teacher guide provides examples of learning and teaching strategies. Italso provides detailed information on criterion-referenced assessment andthe resources needed to teach Biology. The section on recording andreporting shows you how to record students’ marks and how to reportagainst the learning outcomes.Science is the art of seeingthe atom in the universe and theuniverse in the atom1

BiologyThe outcomes approachPapua New Guinea’s Lower Secondary and Upper Secondary syllabusesuse an outcomes approach. The major change in the curriculum is the shiftto what students know and can do at the end of a learning period, ratherthan a focus on what the teacher intends to teach.An outcomes approach identifies the knowledge, skills, attitudes and valuesthat all students should achieve or demonstrate at a particular grade in aparticular subject (the learning outcomes). The teacher is responsible foridentifying and selecting essential content/context and using the mostappropriate teaching strategies and resources to facilitate students’ learningto achieve these learning outcomes.Education can be seen as the process of preparing a student for adult life.Therefore, the student is on a learning journey, heading to a destination. Thedestination is the learning outcome that is described in the syllabus. Thelearning experiences leading to the learning outcomes are to be determinedby the teacher. This means that the teacher of Biology must use curriculummaterials such as the syllabus and teacher guide, relevant textbooks orelectronic media and assessment guidelines to plan hands on activities thatwill assist students achieve the learning outcomes.The outcomes approach has two main purposes. These are to: equip all students with knowledge, understandings, skills, attitudes andvalues needed for future success implement diverse programs and opportunities that maximise learning.Three positive assumptions of outcomes-based learning are that: all students can learn and succeed but at their own pace success breeds further success schools can make a difference by providing student friendly learningenvironments.The four principles of Papua New Guinea’s outcomes approach are:1. Clarity of focus through learning outcomesThis means that everything teachers do must be clearly focused on whatthey want students to ultimately be able to do successfully. For this tohappen, the learning outcomes should be clearly interpreted. If studentsare expected to learn something, teachers must tell them what it is andcreate appropriate opportunities for them to learn it and demonstratetheir learning. Therefore, when framing tasks use cognitive terminologysuch as ‘classify’, ‘analyse’, ‘predict’, and ‘create’.2. High expectations of all studentsThis means teachers embrace criterion-referenced approaches. Theprinciple of high expectations is about insisting that work be at a veryhigh standard before it is accepted as completed. This means studentsare given ample time and the support they need to reach this standard.Students begin to realise that they are capable of far more than beforewhen they are challenged with higher order thinking, open-endedquestions as well as being encouraged and given time to ask questionsof each other.2

Upper Secondary Teacher Guide3. Expanded opportunities to learnThis is based on the idea that not all students can learn the same thing inthe same way in the same time. Some achieve the learning outcomessooner and others later. However, most students can achieve highstandards if they are given appropriate opportunities for learning.Therefore provide expanded opportunities for all students by nurturingstudents’ natural curiosity through frequent use of the learning cyclemodel such as discovery/inquiry, concept introduction and conceptapplication.4. Planning and programming by designing downThis means that the starting point for planning, programming andassessing must be the learning outcomes-the desired end results. Alldecisions on inputs and outputs are then traced back from the learningoutcomes. The achievement of the outcome is demonstrated by theskills, knowledge and attitudes gained by the student. The syllabusstates the content and the teacher guide describes a variety of ways inwhich students can demonstrate the achievement of learning outcomes.The diagram below shows the cycle of the outcomes-based approach toteaching and learningEvaluation andfeedback1 What is it that studentsneed to know andbe able to do?4 What is the best way to findout if the students haveachieved the outcomes?Outcomes2 What are the mostappropriate strategies to usein teaching the content?AssessmentContent3 What are appropriate learningstrategies and activities forassisting students to achievethe outcomes?Learning andteaching activitiesLearning outcomes provide teachers with a much clearer focus on whatstudents should learn. They also give teachers greater flexibility to decidewhat is the most appropriate way of achieving the learning outcomes andmeeting the needs of their students by developing programs to suit localcontext and involve the community.The outcomes approach promotes greater accountability in terms of studentachievement because the learning outcomes for each grade are publicknowledge-available to teachers, students, parents and the community. It is3

Biologywhat students know and can do as they progress through each grade that isimportant and must be supported by appropriate resources and a variety oflearning strategies.The outcomes approach means that learning: has a clearer purposeis more interactive - between teacher and students, between studentshas a greater local context than beforeis more closely monitored and acted upon by the teacheruses the teacher as a facilitator of learning as well as an imparter ofknowledge.The diagram below summarises what the reform curriculum simply means,that it is student - centred and the teacher is mainly the facilitator.Outcomes focus on studentsThe student issupported by theteacher to achievethe outcomes.STUDENTTEACHERINPUTSThe inputs include thesubject content usuallydescribed in outcomesand such things asassessment activities,teaching strategies andunits of work found inteacher guides and textbooks.4OUTPUTSThese are the actualproducts of learningthat are assessedThese aredescribed inthe syllabusesOUTCOMES

Upper Secondary Teacher GuideLearning outcomesThe Biology syllabus learning outcomes describe what students are able toknow and can do at the end of Grade 12 and beyond. The level ofachievement of the learning outcome should progressively improve duringthe two years of Upper Secondary study. At the end of Grade 12, studentshave an external examination, the summative form of assessment on theachievement of the learning outcomes. The learning outcomes for Biologyare listed below.Students can:1. demonstrate an understanding of fundamental principles and models ofbiology2. investigate and explain plant and animal physiology3. describe and explain interactions between organisms and theirenvironment4. analyse and interpret data, graphics and other forms of information5. undertake investigations using scientific methodologies to solvebiological problems6. communicate biological investigations and findings in various ways usingbiological terms and conventions7. analyse and evaluate past and present biology-related developmentsand their impacts on human beings and environment and be able tomake informed and ethical decisions8. evaluate traditional biological knowledge and practices and theirrelevance today.NoteThese learning outcomes together with the numbers are carried over to theunits they are applied. Therefore, the teachers of Biology are reminded notto change the numbers of the learning outcomes.5

BiologyLearning and teachingYou as the teacher of Biology, need to ensure that the content specified inthe syllabus is covered adequately. Before you teach what students shouldknow, you must also be able to interpret content for students in a way thatmakes it relevant to them, and enables them to begin to acquire skills ofanalysis and problem solving, which will support further learning andteaching. Doing experiments is integral to teaching Biology. By all meansgive students some opportunities to apply their knowledge, to be creativeand to solve problems using scientific investigative processes andprocedures.When we like what we are learning we are morelikely to maintain interest and move to higher orderthinking. If we dislike what we are learning, wetend to stay at minimal levels of processing.Complexity of thinking determines the level ofthought we are willing to undertake. Higher orderthinking is encouraged by selecting relevantconcepts and promoting through stimulatingquestioning and investigating.Learning and teaching strategiesThere’s now a changing emphasis in teaching of science, thus the teachingof Biology. The teacher of Biology is expected to provide opportunities tostudents to carry out laboratory activities which are more open-ended type ofinvestigations. Laboratory work is not restricted only to following instructions,and reaching pre-determined knowledge but includes identifying real lifeproblems and issues and finding solutions through the scientific method.Enabling students to do practical laboratory or field work and projects is allabout ‘I do and I understand’.Provide a variety of learning and teaching strategies for motivation and toassist all students with different learning opportunities. The auditory learnerprefers to use listening as the main way of learning new material whereas avisual learner prefers to see things written down. Students should be activelyinvolved in their learning, so you need to design appropriate practicalactivities or experiments using resources that can be found in your location.In Grades 11 and 12, students will already have had a wide variety ofexperiences. You need to make use of your students’ experiences whendesigning and conducting learning in class; learning that is connected toyour students’ world.To assist and encourage students to learn, you perform certain tasks. Theseare referred to as ‘teaching strategies’. You need to engage students directly6

Upper Secondary Teacher Guidein learning, but there are times when you have to take charge of the learningin the class and teach particular concepts or ideas.There are many learning and teaching strategies described in the LowerSecondary teacher guides. These include: experiments, investigative processesscientific surveysresearch assignmentsgroup activitiesfield workprojectsclass discussions and debatespresentations: written, oral, visualteachers discussions and lectureshand outs and work sheetstextbook activitiesunit or topic assignmentsdemonstrations and modellingguest speakersclassroom displays.The most efficient and long-lasting learning takes place when the teacher ofBiology encourage the development of higher-order thinking and criticalanalysis skills, which include applying, analysing, evaluation and creating.You should also pay attention to developing students’ affective andpsychomotor skills. To make sure this occurs, encourage deep or rich, ratherthan shallow, coverage of knowledge and understandings.Developing Biology skillsTeachers of Biology must strive to provide opportunities for students tocontinue to develop scientific skills which can also be relevant to life skills.Suggested student activities are designed to address the specific contentknowledge that general science strands usually cannot offer.The broad areas covered in Biology include knowledge, skills, attitudes andvalues. The knowledge must be relevant to bring about positive changes inattitudes and values, which in turn will impact on society. The opportunitiesprovided through activities, such as laboratory experiments, field work andresearch; will lead to acquiring applicable knowledge and skills.The acquisition of this knowledge and skills should enable individuals toparticipate effectively in further Biology studies and contemporary society.What do students do in Biology?SafetyTeachers of Biology must be safety conscious at all times. It is yourresponsibility for making the laboratory a place where students can worksafely. Teachers of Biology must take this responsibility extremely seriously.7

BiologyYou must let students know of any potential dangers of laboratory work, andmust explain what safe practices are required. You must carefully monitorstudents’ practices, and take actions when students behave in an unsafemanner without causing unnecessary fear in students.The most common types of accidents in the laboratory are: chemicals in the eye, on the body, in the mouth and inhalation cuts burns and scalds fainting allergies electric shocks explosions.Extra care must be taken when handling live animals and plants, both macroand micro organisms.You as a Biology teacher therefore must demonstrate: management skillsappropriate knowledgeawarenessan appropriate attitude to safety.Safety equipment in the laboratory should include: a well stocked first aid kit/box/cupboard fume cupboards a fire extinguisher a fire bucket with sand fire blanket student safety glasses disposable gloves bottles of eye wash separate waste bins for chemicals/biological wastes.Laboratory experiments, fieldwork, and researchLaboratory experiments, fieldwork and research are essential parts of thestudy of Biology that increase meaningful student learning. They facilitatethe understanding of scientific inquiry processes and procedures. They canenhance learning opportunities for a wide range of students catering for avariety of learning and teaching approaches.Laboratory experiments enable students to: identify problems; predict; test hypotheses by conducting experiments,observe, record and analyse data draw conclusions, recognise errors and make recommendations forimprovement communicate findings based on evidence improve manipulative skills.8

Upper Secondary Teacher GuideFieldwork enables students to: acquire knowledge about environments through hypothesising, observing,experimenting, measuring and recording phenomena in the real world in avariety of places, including the school explore the scientific processes that inform and transform lifestyles use different

This Biology teacher guide is to be used by teachers of Biology when implementing the Upper Secondary Biology Syllabus (Grades 11 and 12) throughout Papua New Guinea. The Biology syllabus states the learning . know and can do at the end of Grade 12 and beyond. The level of achievement of the

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