SECONDARY EDUCATION: LIFE SCIENCE CURRICULUM
Sections: Literature and Humanities, Sociology and Economics
Scope and Sequence, Literature and
Humanities Section
Scope and Sequence, Sociology and
Economics Section
Sections: General Sciences and Life Sciences
Scope and Sequence,
General
Sciences Section
Scope and Sequence,
Life
Sciences Section
Contents
Second Secondary – Humanities Section
Second Secondary – Sciences Section
Third Secondary –
Literature and Humanities Section
Third Secondary –
Sociology and Economics Section
Third Secondary – Life
Sciences Section
The science curriculum in the Letters and Humanities and in Sociology
and Economics sections, forms with mathematics and technology a common core
aimed at the development of scientific literacy as it relates to today’s world
and prepares for tomorrow’s.
The scientific content includes topics in biology, chemistry, and
physics selected carefully to provide the background for understanding the
latest scientific developments, which shape modern society. The student, hence,
equipped with the necessary skills and knowledge, will be able to engage
intelligently in public discourse and debate in matters of technical and
scientific concern, interact positively with the environment, and address
health problems and consumer concerns.
The topics selected for these two sections focus on the application of
biological knowledge in health and environmental domains.
The curriculum of the second year of the secondary level deals with
defense mechanisms in man, reproduction and human heredity. In the third year
the program focuses on nutrition and neurobiology as well as their impact on
health.
The curriculum for the Sociology and Economics section further includes
an outline of the human genome project and modern techniques in genetic engigneering that are important in animal and plant
productivity and in chemical industry.
In addition to academic concerns, the curriculum fosters the development
of autonomy and responsibility that are required qualities for a good citizen.
The teaching of science should
permit students to:
-
Acquire the scientific
terminology and knowledge necessary for everyday life.
-
Perceive the current
scientific information used in the media.
-
Understand the interaction of
science, technology, and society.
-
Make responsible decisions
related to health and environmental problems of every day life.
-
Develop sensibilities towards
bioethical, economic and social problems.
-
Understand the scope of
contributions of science and scientists to the intellectual development of
mankind.
-
Conduct scientific processes
and acquire scientific attitudes for attaining better autonomy.
|
Theme |
First Year |
Second Year |
Third Year |
|
Functional organization of
living things |
Nutrition and structure
of chlorophyllic vascular plants -
Autotrophy and
photosynthesis. -
Uptake and
transport of nutrients in plants. -
Use of the
products of photosynthesis. Communication and
organization in animals -
Nervous
communication. o Communication systems. o Essential characteristics for nervous communication. -
Hormonal
communication. o Communication systems. o
Essential
characteristics for hormonal communication. |
|
-
Social
communication. -
Nervous
communication -
Hormonal
communication -
Substance abuse -
Biological
rhythms |
|
Plant
productivity and environmental factors |
-
Crop productivity
improvement. -
Environmental
factors affecting plant productivity. |
|
|
|
Control and
protection of the environment |
-
Pollution,
conservation and protection of fresh water. -
Degradation, conservation
and protection of soil. |
|
|
|
Reproduction and
heredity |
|
-
Physiology of
human reproduction. -
Fertilization and
birth. -
Birth control. -
Sexually-transmitted
diseases. -
Chromosomes. -
Chromosomal and
gene abnormalities -
Human diversity. |
|
|
Immunology and
health |
|
-
Body defenses in
Man -
Specific immune
defenses -
Deficiencies and
disorders of the immune system -
immune response
supports |
|
|
Nutrition and
health |
|
|
-
Dietary habits. -
Basic principles
for a balanced diet. -
Nutritionally-caused
diseases: characteristics, causes and prevention. -
Biological
renewal. |
|
Theories of
evolution |
|
|
-
The process of
evolution through molecular Biology and Paleontology. -
From old theory
to the synthetic theory. |
|
Theme |
First Year |
Second Year |
Third Year |
|
Functional organization of
living things |
Nutrition and
structure of chlorophyllic vascular plants. -
Autotrophy and
photosynthesis. -
Uptake and transport
of nutrients in plants. -
Use of the
products of photosynthesis. Communication and organization in animals -
Nervous
communication. o Communication systems. o Essential characteristics for nervous communication. -
Hormonal
communication. o Communication systems. o
Essential
characteristics for hormonal communication. |
|
-
Social
communication. -
Nervous
communication -
Hormonal
communication -
Substance abuse -
Biological
rhythms |
|
Plant productivity and environmental factors |
-
Crop productivity
improvement. -
Environmental
factors affecting plant productivity. |
|
|
|
Control and protection of the environment |
-
Pollution,
conservation and protection of fresh water. -
Degradation,
conservation and protection of soil. |
|
|
|
Reproduction and Heredity |
|
-
Physiology of
human reproduction. -
Fertilization and
birth. -
Birth control. -
Sexually-transmitted
diseases. -
Chromosomes. -
Chromosomal and
gene abnormalities. -
Human diversity. |
|
|
Immunology and Health |
|
-
Body defenses in -
Specific immune
defenses. -
Deficiencies and
disorders of the immune system. -
immune response
supports. |
|
|
Nutrition and Health |
|
|
-
Dietary habits. -
Basic principles
for a balanced diet. -
Nutritionally-caused
diseases: characteristics, causes and prevention. -
Biological
renewal. |
|
Theories of evolution |
|
|
-
The process of
evolution through molecular Biology and Paleontology. -
From old theory
to the synthetic theory. |
|
Science and Economy |
|
|
-
Biotechnology and
immunology -
Improvement of
the species. -
Industrial breeding
and agricultural research -
Biotechnology and
the environement |
At a time of rapid advancement in the science of Biology is witnessing ,
it is imperative to construct a curriculum that provides new innovations in
conceptual learning and pedagogy. In this perspective, new trends of
international curricula were adopted to promote science teaching.
In this curriculum biological information is offered as key concepts
rather than an unlimited number of facts. Teaching concepts, thus, helps
students explore ideas through a global approach that fosters the comprehension
of fundamental life processes, starting at the molecular level and culminating
with the biosphere.
A major part of the program is devoted to the study of the nature of the
human species as a biological and cultural entity. Accordingly, the new program
provides students with basic knowledge of biology in relation to their every
day lives in connection with health, technology, environment, and bioethics.
Beyond that, the curriculum emphasizes scientific methods and processes
as a bridge towards knowledge and problem solving. Students are, thus,
considered as active participants rather than passive ones in the learning
process. The curriculum, therefore, focuses on skills development such as
practicing scientific processes and critical thinking, the handling of
scientific techniques, communicating, and transfering
knowledge.
Towards this goal, the topics are thus, chosen and sequenced along
different class levels from the simplest to the most complex. Most of the
information presented, builds up on new learning and reinforces previous
learning so as to provide a continuous coherence with logical connections. As a
result, the understanding and the application of concepts are favored over the
memorization of information. Similarly, the exploration of ideas is favored
over excessive terminology.
Continuous assessments accompanying the learning is another innovation
of the new curriculum. This can help in the evaluation of students’
achievements and in providing feedback ,for the teacher on the learning
processes.
Briefly, various teaching approaches are adopted to suit the individual
needs of students and classrooms.
We hope that in addition to the students’ biological backgrounds, this
curriculum will succeed in developing individuality and responsibility that are
vital tools for every citizen.
Studying biology gives the students an opportunity to explore and
comprehend the natural world and to recognize the critical importance of
biology in the life. In this context, the objectives of biology teaching are
meant to:
-
Permit students, through
learning key-concepts, to discover:
o
the
importance of solar energy as an imperative requirement for the maintenance of
life
o
the
living world, its unity, diversity, and evolution
o
the
organization of the biosphere in correlated systems.
-
Permit students to acquire and
practice the scientific processes of problem solving.
-
Contribute to the development
of scientific observation and analysis as well as scientific precision,
critical thinking, and argumentation.
-
Encourage students to
appreciate the importance of models and accept uncertainties in the explain
above and interpretation of observed phenomena
-
Develop a scientific attitude
in students.
-
Promote scientific literacy
based on a global and coherent view of life in students.
-
Orients the students to take
decisions for their future education and career.
-
Develop individual
responsibility in students with regard to health, environment, technology, and
protection of natural resources
-
Develop the students’
sensibilities about bioethical issues.
-
Develop skills and knowledge
in students that help them make informed decisions.
|
Theme |
First Year |
Second Year |
Third Year |
|
Functional organization of
living things |
Nutrition and
structure of chlorophyllic vascular plants -
Autotrophy and
photosynthesis. -
Uptake and
transport of nutrients in plants. -
Use of the
products of photosynthesis. Communication and
organization in animals -
Nervous
communication. o Communication systems. o Essential characteristics for nervous communication. -
Hormonal
communication. o Communication systems. o
Essential
characteristics for hormonal communication. |
|
|
|
Plant productivity and environmental factors |
-
Crop productivity
improvement. -
Environmental
factors affecting plant productivity. |
|
|
|
Control and
protection of the environment |
-
Pollution,
conservation and protection of fresh water. -
Degradation,
conservation and protection of soil. |
|
|
|
Functional characteristics
of living systems at the cellular level |
|
Genetic information -
Diversity of
organisms: procaryotes and eucaryotes. -
DNA, genetic information, and the cell cycle. -
From gene to
protein. -
Enzymes as
biological catalysts. -
Genetic make up of
living things. Molecular turnover and metabolic energy -
Molecular
turnover. -
Use of energy by
organisms. -
Cellular energy. - Energy metabolism |
|
|
Interdependence between living things and their
relations with the environment |
|
-
Converting light energy
into chemical energy. -
Energy flow and
the carbon cycle in ecosystems. -
The human impact
on the carbon cycle. |
|
|
Nutrition and Health |
|
-
Dietary habits -
Basic principles
for a balanced diet -
Diet related diseases:
characteristics, causes, and prevention. |
|
|
Theme |
First Year |
Second Year |
Third Year |
|
Functional organization of
living things |
Nutrition and
structure of chlorophyllic vascular plants -
Autotrophy and
photosynthesis. -
Uptake and
transport of nutrients in plants. -
Use of the
products of photosynthesis. Communication and
organization in animals -
Nervous
communication. o Communication systems. o Essential characteristics for nervous communication. -
Hormonal
communication. o Communication systems. o
Essential
characteristics for hormonal communication. |
|
-
Properties of
nervous centers -
Function of
neurons. -
Example of a cerebral
activity: voluntary movement. -
Neurotransmitters
and medical applications. |
|
Plant productivity and
environmental factors |
-
Crop productivity
improvement. -
Environmental
factors affecting plant productivity. |
|
|
|
Control and protection of the
environment |
-
Pollution,
conservation and protection of fresh water. -
Degradation,
conservation and protection of soil. |
|
|
|
Functional characteristics
of living systems at the cellular level |
|
Genetic
information -
Diversity of
organisms: procaryotes and eucaryotes. -
DNA, genetic information, and the cell cycle. -
From gene to
protein. -
Enzymes as
biological catalysts. -
Genetic make up
of living things. Molecular
turnover and metabolic energy -
Molecular
turnover. -
Use of energy by
organisms. -
Cellular energy. - Energy metabolism |
-
Genetic
polymorphism. -
Meiosis and the
exchange of genetic material. -
Population
genetics. - Human genetics, preventive measures, and bioethical
issues |
|
Interdependence between
living things and their relations with the environment |
|
-
Converting light
energy into chemical energy. -
Energy flow and
the carbon cycle in ecosystems. -
The human impact
on the carbon cycle. |
|
|
Nutrition and Health |
|
-
Dietary habits -
Basic principles
for a balanced diet -
Diet related diseases:
characteristics, causes, and prevention. |
|
|
Immunology |
|
|
-
Self and
non-self. -
Acquiring immune
competence. -
Development of
immune responses. -
Malfunctioning
and failure of the immune system. |
|
Systems of regulation
and functional unity of organisms |
|
|
-
Regulation of glycemia. -
Regulation of
arterial pressure. -
Regulation of sex
hormone levels. -
Control of
reproduction. |
|
Systems of
regulation and functional unity of organisms |
|
|
-
Phylogenic relationships
between organisms. -
Mechanism of
evolution. -
Human evolution. |