The following information is based on Senior 4 Biology: Manitoba Curriculum Framework of Outcomes. Each outcome includes a brief description of the outcome, teacher background information, suggestions for instruction, a list of the general learning outcomes (GLOs) covered and overall skills and attitudes (cluster 0 outcomes) addressed in the outcome. Each outcome also contains a page number reference to the Manitoba Education, Youth and Training document entitled "Senior 4 Biology: A Foundation of Implementation" (2005). Also, where appropriate, worksheets and activities have been included.     To download these activities and/or worksheets (A=Activity... W=Worksheet... E=Example... ), right click on the text beside the colour button(s) for each learning outcome. Select "Save Target As" to save the exercises to your computer as Adobe PDF files. To view these files, open Adobe Acrobat Reader and open the PDF files. To download a free copy of the reader, click here.

Five outcomes in this unit have been covered by the three lessons listed below. Fish Genetics Part A meets outcomes 1, 2 and 3, Part B meets outcomes 4 and 8, and Part C challenges the students to apply their knowledge in a class project.

Mendel performed genetic experiments on pea plants and developed three basic principles of inheritance: segregation, dominance and independent assortment. These principles provide a foundation for understanding genetics.     Knowledge of certain terms is also essential for understanding genetics. Such terms include:             heterozygous: having 2 different alleles for a trait,             homozygous: having 2 identical alleles for a trait,             genotype: the genetic makeup of an organism or a group of organisms, and             phenotype: the expression of characteristics for a specific trait, the observable                             physical or biochemical characteristics of an organism.

In this activity, students will learn about Mendel's principles of inheritance and various terms related to genetics such as heterozygous, homozygous, genotype and phenotype.

Punnett squares and pedigree charts are useful tools in genetics. A Punnett square is a type of grid that indicates all the possible outcomes of a genetic cross and can be used to determine probabilities of offspring inheriting certain characteristics for specific traits. A pedigree chart is a diagram that illustrates the inheritance pattern of characteristics for specific traits in a family tree and can be used to determine the probability of certain offspring in different generations having particular characteristics for those traits.

Students will use Punnett squares and pedigree charts to determine genotypic and phenotypic probabilities of different fish crosses. Students will also learn how to distinguish between autosomal dominant and autosomal recessive pedigree charts.

To assess student's knowledge and understanding of genetics, they will complete a class project. Students will demonstrate their mastery of genetics terminology, Punnett squares and pedigree charts.

Students will apply their knowledge of genetics to complete a class project called "Create a Fish". Students will design a fish and use their knowledge of phenotypes and geneotypes to determine its genotype. Then, students will cross their fish with another fish and use Punnett squares to create offspring fish. Finally, students will create two pedigree charts and challenge a peer to solve them (determine which is autosomal dominant and which is autosomal recessive and then fill in the genotypes (if possible)).

All four outcomes in this unit have been covered by the two lessons listed below. Conservation of Biodiversity - Step 1 meets outcome 3 and Conservation of Biodiversity - Step 2 meets outcomes 1, 2 and 4.

Biodiversity means the richness and variety of life (genes, species and ecosystems). For example, the greater the variety of species of fish in a lake, the greater the biodiversity of that lake. Similarly, many different species of trees in a forest increases the biodiversity of that forest.     Many tools and procedures are used to determine and monitor biodiversity. Such tools and procedures include: sampling, tagging, seining, netting, trapping, chemical knockdown, line transects, point surveys, electro-fishing, sonar, aerial videography, satellite imaging and record keeping.

In this activity, students will learn about a variety of tools and techniques used to determine and monitor biodiversity. They will also select and use a variety of these tools and techniques to monitor the biodiversity in an area.

Many tools and techniques are used to determine and monitor biodiversity because the benefits of biodiversity are numerous and life-sustaining. Biodiversity benefits the economy, society and environment. Biodiversity provides resources (food, medicine, clothing and shelter) and revenue (income and employment) to the economy; and clean air and water and stability to the environment. Thus, biodiversity should be conserved for the benefit of future generations.

In this activity, students will learn about the benefits of biodiversity and discuss reasons for maintaining biodiversity. They will also describe strategies used to conserve biodiversity and investigate an issue related to the conservation of biodiversity. Finally, students will develop an action plan to address this issue.