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Welcome to my Wiki for LIBE 463

Assignment #1 I have chosen to focus on the science section of our collection at my high school. In particular, my assignments will narrow to Biology 2201 (level I – typically grade 10 or 11 students). My rationale for this decision is multi-dimensional in that it represents an area which has historically taken a back seat to other curriculum areas, possibly because of the professional background of the previous TL who built a very strong language arts section for our center. In addition, I feel that many valuable science resources are now found in alternate formats other than print and this was not addressed in a consistent or standardized way. From an educational perspective, my B.Sc provides me with the background to notice this gap and appreciate how I can improve the resources that can be made available to our students and teachers. In addition, because of cutbacks, I have been asked to teach two sections of this biology course this September (very different than the co-op, career and entrepreneurship courses I have been doing for the last several years). Therefore choosing this area and grade level, offers the opportunity through this course to securitize the collection through the biology lens, and will tap into my educational background and area of expertise, as a means of determining credible resources, as well wiill serve a personal and immediate need to become familiar with these resources for my expected teaching duties in the fall. I would like to find resources to add to our collection which have the ability to scaffold learning, provide credible informational resources to help students with specific information needs as well as provide them with avenues that would allow them to pursue their own interests with respect to the subject matter. I would like to remain cognizant when reviewing resources for this course of the multi-disciplinary approach that we often try to include in our school. By this I mean, that some of the resources should be able to serve the needs of students in a writing class who wish to write a research essay of persuasive essay on a topic that may interest them in biology class, or could provide the statistical information to base a math assignment, or serve the social studies student taking Human Dynamics completing their research paper. As a TL, it is importation to be aware of all of your resources and the possible novel applications that they may be used for. In addition, from a professional perspective I would like to build a digital library and effectively organize resources for teachers and students so that they can take advantage of the vast number of digital resources (and provide the in- house references for print material). Digital libraries offer the ability to add valuable resources without incurring additional costs, provide a succinct manner of getting information without teachers and students having to spend unnecessary amounts of time just searching, and provide a consistent space to find these resources that does not get lost from year to year or differ from teacher to teacher while being available 24/7. I foresee this is a feasible and effective way of continuing to build and weed resources. The link for the curriculum guide for Biology 2201 can be found at [|http://www.ed.gov.nl.ca/edu/k12/curriculum/guides/science/index.html#bio2201] The major curriculum objectives for each of the four units of study for Biology 2201 are as follows and are taken from the curriculum guide provided on the provincial government website.


 * Unit 1: Matter and Energy **
 * // Students will be expected to //**

STSE
 * // Nature of Science and Technology //**
 * 114-1 ** explain how a paradigm shift can change scientific world views
 * 114-2 ** explain the role of evidence, theories, and paradigms in the development of scientific knowledge
 * 114-5 ** describe the importance of peer review in the development of scientific knowledge
 * 114-9 ** explain the importance of communicating the results of a scientific or technological endeavour, using appropriate language and conventions
 * 115-5 ** analyze why and how a particular technology was developed and improved over time
 * // Relationships between Science and Technology //**
 * 116-2 ** analyze and describe examples where scientific understanding was enhanced or revised as a result of the invention of a technology
 * 116-6 ** describe and evaluate the design of technological solutions and the way they function, using scientific principles

SKILLS formats, including diagrams, flow charts, tables, graphs, and scatter plots
 * // Performing and Recording //**
 * 213-2 ** carry out procedures controlling the major variables and adapting or extending procedures where required
 * 213-3 ** use instruments effectively and accurately for collecting data
 * 213-5 ** compile and organize data, using appropriate formats and data treatments to facilitate interpretation of the data
 * 213-8 ** select and use apparatus and materials safely
 * // Analysing and Interpreting //**
 * 214-3 ** compile and display evidence and information, by hand or computer in a variety of
 * // Communication and Teamwork //**
 * 215-6 ** work co-operatively with team members to develop and carry out a plan, and troubleshoot problems as they arise

KNOWLEDGE transportation and excretion
 * 314-5 ** explain the cell theory
 * 314-6 ** describe cell organelles visible with the light and electron microscopes
 * 314-7 ** compare and contrast different types of procaryotic and eucaryotic cells
 * 314-8 ** describe how organelles manage various cell processes such as ingestion, digestion,
 * 314-9 ** compare and contrast matter and energy transformations associated with the processes of photosynthesis and aerobic respiration

// Students will be expected to //
 * Unit 2: Biodiversity **

STSE // Nature of Science and Technology // // Relationships between Science and Technology //
 * 115-7 ** explain how scientific knowledge evolves as new evidence comes to light and as laws and theories are tested and subsequently restricted, revised, or replaced
 * 116-2 ** analyze and describe examples where scientific understanding was enhanced or revised as a result of the invention of a technology
 * 118-6 ** construct arguments to support a decision or judgement, using examples and evidence and recognizing various perspectives

SKILLS // Performing and Recording // // Analyzing and Interpreting // classifying to accommodate anomalies formats, including diagrams, flow charts, tables, graphs, and scatter plots // Communication and Teamwork // troubleshoot problems as they arise
 * 213-5 ** compile and organize data, using appropriate formats and data treatments to facilitate interpretation of the data
 * 213-6 ** use library and electronic research tools to collect information on a given topic
 * 214-1 ** describe and apply classification systems and nomenclatures used in the sciences
 * 214-2 ** identify limitations of a given classification system and identify alternative ways of
 * 214-3 ** compile and display evidence and information, by hand or computer in a variety of
 * 214-17 ** identify new questions or problems that arise from what was learned
 * 215-6 ** work co-operatively with team members to develop and carry out a plan, and

KNOWLEDGE representative virus fundamental principles of taxonomy including a representative virus
 * 313-1 ** analyse and explain the life cycle of a representative organism from each kingdom, including a
 * 316-5 ** use organisms found in a local or regional ecosystem to demonstrate an understanding of
 * 316-6 ** describe the anatomy and physiology of a representative organism from each kingdom,


 * Unit 3: Maintaining Dynamic Equilibrium I **
 * // Students will be expected to //**

STSE // Nature of Science and Technology // // Relationships between Science and Technology // // Social and Environmental Contexts of Science and Technology //
 * 115-5 ** analyse why and how a particular technology was developed and improved over time
 * 116-4 ** analyse and describe examples where technologies were developed based on scientific understanding
 * 116-7 ** analyse natural and technological systems to interpret and explain their structure and dynamics
 * 117-4 ** debate the merits of funding specific scientific or technological endeavours and not others

SKILLS // Initiating and Planning // // Performing and Recording // // Analysing and Interpreting // // Communication and Teamwork // arise
 * 212-6 ** design an experiment and identify specific variables
 * 213-5 ** compile and organize data, using appropriate formats and data treatments to facilitate interpretation of the data
 * 214-3 ** compile and display evidence and information, by hand or computer in a variety of formats, including diagrams, flow charts, tables, graphs, and scatter plots
 * 214-15 ** 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
 * 215-4 ** identify multiple perspectives that influence a science-related decision or issue
 * 215-6 ** work co-operatively with team members to develop and carry out a plan, and troubleshoot problems as they

KNOWLEDGE carbohydrates, proteins and lipids
 * 314-1 ** identify chemical elements and compounds that are commonly found in living systems
 * 314-2 ** identify the role of some compounds, such as water and glucose, commonly found in living systems
 * 314-3 ** identify and describe the structure and function of important biochemical compounds, including
 * 317-1 ** explain how different plant and animal systems, help maintain homeostasis.
 * 317-3 ** explain the importance of nutrition and fitness to the maintenance of homeostasis
 * 317-4 ** identify, in general terms the impact of viral, bacterial, genetic and environmental diseases on the homeostasis of an organism
 * 317-6 ** predict the impact of environmental factors such as allergens on homeostasis within an organism

// Students will be expected to: //
 * Unit 4: Interactions Among Living Things **

STSE // Contexts of Science and Technology //
 * 118-10 ** propose courses of action on social issues related to science and technology, taking into account an array of perspectives, including that of sustainability

SKILLS // Performing and Recording // // Analysing and Interpreting // // Communication and Teamwork // arise
 * 213-5 ** compile and organize data, using appropriate formats and data treatments to facilitate interpretation of the data
 * 213-6 ** use library and electronic research tools to collect information on a given topic
 * 214-3 ** compile and display evidence and information, by hand or computer in a variety of formats, including diagrams, flow charts, tables, graphs, and scatter plots
 * 214-7 ** compare theoretical and empirical values and account for discrepancies
 * 215-6 ** work co-operatively with team members to develop and carry out a plan, and troubleshoot problems as they

KNOWLEDGE
 * 318-8 ** describe population growth and explain factors that influence population growth
 * 318-10 ** evaluate Earth’s carrying capacity, considering human population growth and its demands on natural resources