Biology Subject Plan
2014 – 2015
Subject Aims
Quoted from the Leaving Certificate syllabus:
“Through the study of biology students employ the processes of science in their investigations and explore the diversity of life and the inter-relationship between organisms and their environment. Students develop an understanding and knowledge of the unit of life – the cell – whose structures and processes are shared by all living organisms and, in so doing, gain an insight into the uniqueness, function and role of organisms, including themselves. In addition, they become aware of the use by humans of other living organisms and their products to enhance human health and the human environment and make informed evaluations about contemporary biological issues.”
The aims of the syllabus are:
· Contribute to students' general education through their involvement in the process of scientific investigation and the acquisition of biological knowledge and understanding.
· Encourage in students an attitude of scientific enquiry, of curiosity and self-discovery through:
1. Individual study and personal initiative
2. Team work
3. Class-directed work
· Develop an understanding of biological facts and principles.
· Enhance an interest in and develop an appreciation of the nature and diversity of organisms.
· Create an awareness of the application of biological knowledge to modern society in personal, social, economic, environmental, industrial, agricultural, medical, waste management and other technological contexts.
· Develop in students an ability to make informed evaluations about contemporary biological issues.
Syllabus Structure
The syllabus is composed of three units:
Unit One: Biology - The Study of Life
Unit Two: The Cell
Unit Three: The Organism.
Duration
The syllabus is designed for approximately 180 hours of class contact time (the equivalent of 270 class periods of 40 minutes duration or five class periods per week, to include at least one double period). A specific number of class periods for each sub-unit of the syllabus are recommended. These should be treated as a guideline intended to indicate the approximate amount of time needed. Teachers are encouraged to exercise discretion when allocating time periods to the various elements of the syllabus.
Practical Activities (adapted from the biology syllabus)
In the course of their studies, students will undertake a range of practical work, laboratory work and fieldwork. Students will carry out these activities over the duration of the course. A record of this work will be retained. In all practical work safety is a major concern. Teachers encourage their students to develop positive attitudes and approaches to safety in the range of activities they encounter and inculcate in them an awareness of the values of creating a safe working environment. Standard laboratory safety precautions will be observed and care will be taken when carrying out activities. All legal and health regulations will be adhered to in activities involving live and dead organisms/organs/tissues. Before using organisms/organs/tissues, detailed information on the appropriate methods for the use and disposal of these organisms/organs/tissues will be studied and strictly implemented. Students will be aware of all aspects and procedures involved in the scientific method prior to conducting an experiment.
Head of Biology for 2014-2015:
John Loughlin (JL)
Teachers of Biology 2014-2015:
Paul de h’Ora (PdH)
John Loughlin (JL)
Keith O’Reilly (KOR)
Option Structure:
Biology is a choice subject. All students would have taken science to Junior Cert. but not necessarily at higher level.
Timetabling
Each class of biology is timetabled for 5 classes per week with this quota including one double class per week for experiments to be conducted.
Student Access to Subject:
Biology is available by choice with advice taken from the career guidance counsellors and science teachers.
Grouping of Pupils:
Each class group is mixed ability. Pupils are grouped by management in accordance with their subject choices.
Teaching:
The higher level course is taught throughout the two year course. All students are encouraged to do higher level. If exam results are unsatisfactory, the individual teacher may advise the student to do ordinary level. It is strongly advised that the student follow the teacher’s advice. However, the final choice is with the student.
Text books used: Teachers are free to decide on the text book they wish their students to use. The two texts currently in use are listed below:
· Leaving Certificate Biology
Author: Michael O’Callaghan
Published by EdCo (€29.95)
· Bio
Author: John Loughlin
Published by Educate, includes free e-book and illustration CD (€17.99) – available to buy at Swift Print, Upper Abbeygate St., Galway.
Workbook: It is left to each teacher’s discretion whether or not to use a workbook. The workbooks currently available are:
· Modern Biology Workbook – Author: Joe Reville, published by Folens (€7.00)
· New Senior Biology Workbook – Author: Siobhan Scott, published by Folens (€7.00)
Examinations papers: It is left to each teacher’s discretion to decide on which company’s exam papers to use. Exam papers currently available include:
· HL and OL Biology Exam papers, published by EdCo (€5.40)
· HL and OL Biology Exam papers (includes solutions to 2014-2009 HL papers), published by Educate (€2.50 (direct); €3.95 (bookshops))
Lab notebook: It is left to each teacher’s discretion to decide on what type of lab note book to use.
Lab notebooks currently in use include:
· Hardback A4 nature note books (available in book shops)
· Biology Experiment Book, 3rd edition, published by EdCo (€11.95)
Subject Planning for a Culturally Diverse Society, Students with Special Educational
Needs, and student’s with a doctor’s certificate:
· Any students with problems in relation to dissections are excused.
· Any students with a doctor’s certificate will be excused from certain experiments, e.g. investigations involving exercise.
· English language can be a problem for some non-nationals and this makes the learning of Biology a lot more difficult for them. In as far as possible extra English lessons are given to these students by SEN teachers/assistants. SEN assistants occasionally will sit in class with students providing help to the student where it is needed.
Effective Teaching Methodologies used:
· Whole class teaching
· Board work
· Brainstorming
· Group work
· Paired work
· Investigative practical work – individually and in groups
· Ecology Fieldwork
· Active involvement in National Science Week every November
· IT work/ PowerPoint / Biology CDs
· OHP transparencies
· Biology website – www.leavingcertbiology.net
· Use of social media – Twitter (@leavcertbiology) and Facebook (www.facebook.com/leavcertbiology)
· Self-evaluation sheet (written by KOR) given to students at the beginning of the year – see Appendix 4.
Teaching Resources:
· General laboratory supplies
· Microscopes
· Pre-prepared slides
· Anatomical Models (Skeleton, brain, heart, kidney, ear, skin)
· Charts/Posters
· Overhead Projectors
· Broad band in each room
· Data Projector in each room
· Data Projector in each laboratory
· Interactive white board in the Labs 2 and 3.
Literacy:
Provisions for literacy in the teaching of biology include:
· Use of keyword posters around the science department and the use of these posters during class, where students get the opportunity to ask questions on any words they are unfamiliar with.
· Graphic organisers are used – printed off the PDST website and used in class in the form of PowerPoint presentations or as printed sheets for the student to fill in.
· Biology quizlets (www.quizlet.com) are used to help with vocabulary.
· Word parts which involves splitting complex scientific words up into constituent parts and explaining each part – e.g. photosynthesis becomes photo – meaning ‘light’; synth – meaning ‘to make’; and isis – meaning ‘process’.
Numeracy:
Provisions for numeracy in the teaching of biology include:
· Teaching patterns that occur biology and throughout the living world, e.g. Fibonacci sequence.
· Use of estimation strategies that are used in ecology, e.g. capture-recapture technique and formula.
· Learning of the importance of trial and error in experimentation – this involves repetition of experiments and the student realising the importance of mathematics in analysing and collating results and making conclusions.
· Conducting calculations in the preparation of various solutions used throughout the experimental aspect of biology, e.g. making up various concentrations of IAA.
· Paired/Group work.
· Use of mind maps in revision.
Lab seating plan:
A lab seating plan is filled out by each teacher for each class taught in the laboratory. There are eight corner benches and a maximum of four students are assigned to each bench (see Appendix 1 for plan).
Provision of Health and Safety Requirements
· School Science Safety Manual (published 1996; updated 2001): available at: http://www.education.ie/en/Publications/Education-Reports/Safety-in-School-Science.pdf
· Safety in the School Laboratory – Disposal of Chemicals, Department of Education and Science (Published 1996)
· Guide to the Safety, Health and Welfare at Work Act, 1989 and The Safety, Health and Welfare at work (General Application) Regulations, 1993, HSA, 2000
· Guidelines on Preparing your Safety Statement and Carrying out Risk Assessments, HSA, 2001
· Report of the AdvisoryCommittee on Occupational Safety and Health at First and Second Levelsin the Education Sectorto the Health and Safety Authority (the Advisory Committee Report), HSA, 1995
· The Safety, Health and Welfare at Work Act, 1989 (the 1989 Act)
· The Safety, Health and Welfare at Work (General Application) Regulations, 1993 (the General Application Regulations)
· The Safety, Health and Welfare at Work (Biological Agents) Regulations, 1994 (S.I. No. 146 of 1994) (Amended by S.I. No. 248 of 1998)
· The Safety, Health and Welfare at Work (Chemical Agents) Regulations, 2001
· Aspects of Safety in Science Laboratories in Second Level Schools (Circular M24/04)
· Safety signs around labs
· First Aid boxes in each lab and checked weekly (by JL) – see form attached in Appendix 2.
· Fire exit doors clearly marked and fire drills carried out yearly.
· Fire extinguishers in science laboratories
· Eye wash bottles in each lab.
· Goggles available/used in experiments
· Special bin for “Sharps” (broken glass etc.)
· School Health and Safety Statement in Staffroom
· Laboratory safety rules and specific precautions for particular experiments regularly discussed with students. New Lab Safety Booklet (see Appendix 3 - written by KOR) given to students. Students study this and have an exam that they must achieve 90% in before being allowed to participate in practicals.
· Accident report sheets kept in school office and filled in and filed in the event of any accident, no matter how minor.
Curriculum Content – Long-Term Planning
The prescribed year plans are detailed below.
5th year:
Topics to be covered for common test at the end of 5th year:
· The scientific method
· The characteristics of life
· Food/Nutrition
· Ecology (including higher level extensions)
· Study of an ecosystem
· Cell structure
· Cell diversity
· Enzymes (including higher level extension)
· Diffusion and osmosis
· Energy carriers
· Respiration
· Blood
· The heart and blood vessels
· The lymphatic system
· Human nutrition
· Homeostasis
· Human breathing (self-study topic – as agreed at Biology subject meeting 26/8/14)
· Excretion
With extra chapters from Unit 3 to be covered at each teacher’s discretion.
6th year:
Topics to be covered from Sept-Nov common mock exam before Christmas:
(Note: Mock exam in November will include core topics from 5th year)
· Cell division
· Classification and heredity
· DNA and RNA
· Genetics
· Variation and evolution
· Genetic engineering
Remaining topics to be covered: (Note: some of the unit 3 topics may have already been covered in 5th year and are included here for informational purposes only)
· Photosynthesis
· Classification of organisms
· Monera
· Fungi
· Protista
· Viruses
· Structure of flowering plants
· Transport in flowering plants
· Plant responses
· Sexual reproduction in flowering plants
· Vegetative propagation
· The nervous system and senses
· The endocrine system
· The skeleton and muscles
· The human defence system
· Human reproduction
Homework Procedures
· Written homework is given each night, where possible, along with work to revise/learn.
· Homework is written into students’ homework journals.
· Homework is monitored, corrected and feedback, where applicable, is given to the student and/or parents in a number of different ways depending on individual circumstances, e.g. in cases of no homework, lateness, poor exam results, behavioural issues, etc.
· Feedback may be given verbally to the student, at parent-teacher meetings, in the student’s journal, copy or lab copy, in letters home, texts home or phone calls home.
Class Assessment Procedures:
Class tests are given at each teacher’s discretion with each teacher giving a class test at least once per calendar month
Formal tests and reports:
5th Year: Christmas exam given in December with reports sent out in January. Common exam is to be given at the end of the academic year in May 2015. End of year report sent out in early June.
Leaving cert: Formal testing is given at Christmas and in Leaving Cert mock examinations in February each year. Reports are sent home at Christmas and after the mock examinations.
Parent Teacher meeting:
There is one meeting per year for each year group where parents are informed of progress.
Last DES Subject Department Inspection: April 2009
Leaving Cert Biology Results:
2014 / 2013 / 2012 / 2011 / 2010School / Dept / School / Dept / School / Dept / School / Dept / School / Dept
Total no. of students / 78 / 32985 / 86 / 31473 / 81 / 30544 / 79 / 30311 / 50 / 29251
Total no. of Hon students / 55 / 24473 / 81 / 23410 / 75 / 22739 / 70 / 22632 / 50 / 20971
Total no. of Ord students / 23 / 8512 / 5 / 8063 / 6 / 7805 / 9 / 7680 / 0 / 8280
% Hon Level students / 70.51 / 74.19 / 940.2 / 74.38 / 92.59 / 74.45 / 88.61 / 74.67 / 100 / 71.69
% Ord Level students / 29.49 / 25.81 / 5.81 / 25.62 / 7.41 / 25.55 / 11.39 / 25.34 / 0 / 28.31
% Receiving Hon / 72.73 / 69.13 / 67.9 / 69.67 / 66.67 / 71.1 / 74.29 / 70.34 / 72 / 7.06
% Passing Hon / 92.73 / 93.1 / 86.42 / 91.79 / 94.67 / 91.6 / 95.71 / 91.68 / 90 / 90.8
% Failing Hon / 7.27 / 6.9 / 13.58 / 8.21 / 5.33 / 8.4 / 4.29 / 8.32 / 10 / 9.2
% Passing Ord / 91.3 / 90.87 / 80 / 86.61 / 66.67 / 86.51 / 88.89 / 86.8 / 0 / 85.89
% Failing Ord / 8.7 / 9.13 / 20 / 13.39 / 33.33 / 13.49 / 11.11 / 13.19 / 0 / 14.11
% Fails at both levels / 7.69 / 7.47 / 13.95 / 9.54 / 7.41 / 9.7 / 5.06 / 9.55 / 10 / 10.59
Avg points at Hon Level / 66 / 64 / 62 / 64 / 67 / 65 / 71 / 65 / 64 / 65
Avg points at Ord Level / 20 / 21 / 18 / 21 / 11 / 20 / 22 / 21 / 0 / 23
Avg points at both levels / 53 / 53 / 60 / 53 / 63 / 54 / 65 / 54 / 64 / 53
Honours / A1 / A2 / B1 / B2 / B3 / C1 / C2 / C3 / D1 / D2 / D3 / E / F
Actual / 3 / 5 / 4 / 4 / 10 / 5 / 5 / 4 / 4 / 4 / 3 / 4 / 0
Projected / 3 / 5 / 4 / 5 / 6 / 5 / 6 / 6 / 5 / 5 / 4 / 1 / 3
Variation / 0 / 0 / 0 / -1 / 4 / 0 / -1 / -2 / -1 / -1 / -1 / 3 / -3
Ordinary / A1 / A2 / B1 / B2 / B3 / C1 / C2 / C3 / D1 / D2 / D3 / E / F
Actual / 0 / 0 / 1 / 1 / 1 / 3 / 4 / 4 / 3 / 3 / 1 / 1 / 1
Projected / 0 / 0 / 1 / 1 / 2 / 2 / 3 / 3 / 2 / 2 / 2 / 0 / 1
Variation / 0 / 0 / 0 / 0 / -1 / 1 / 1 / 1 / 1 / 1 / -1 / 1 / 0
Leaving cert results are discussed in detail at the subject meeting at the end of August each year.