Biology 12

Organize a Biology Symposium • MHR 547

originality of the topic

quality of references used

audio-visual aids used in the symposium

presentation

depth and breadth of topic coverage

tie-ins to STSE issues

You may wish to assess specific components

leading up to the final symposium

presentation, as well as the presentation itself.

2.Consult with your teacher regarding a

timeline for the completion of the Challenge

so you can plan your time carefully.

3.Prepare an abstract and an outline for your

proposed paper or poster.

(a)Your abstract should define the topic and

briefly summarize your research results

and a discussion of those results.

(b)In your outline, describe

the scope of your paper or

poster. You might include

a possible strategy for

researching your topic.

Have your teacher review

your potential sources of

information to ensure

they are appropriate.

4.Prepare a matrix based on the model (below)

to show the relationships among your

chosen topic, the Achievement Chart

categories, and the five curriculum strands

(units of study). Your symposium paper or

poster must contain at least three different

types of information sources, which clearly

meet the expectations of the Achievement

Chart. In your matrix, make links between

your topic and the five units of study, as well

as each category of the Achievement Chart.

Note: Some strands or categories may be

addressed more than once.

Knowledge and Understanding will be

demonstrated in the content of your paper

or poster.

Inquiry skills can be addressed, for

example, in terms of how you interpret

experimental data related to your topic.

Your actual symposium product (paper/

poster plus presentation) will meet

expectations related to Communication.

Knowledge and Understanding Inquiry Communication

Understanding of concepts,

principles, laws, and theories

Knowledge of facts and terms

Transfer of concepts to new

contexts

Understanding of relationships

between concepts

Application of skills and

strategies of scientific inquiry

Application of technical skills

and procedures

Use of tools, equipment, and

materials

Communication of information

and ideas

Use of scientific terminology,

symbols, conventions, and

standard (SI) units

Communication for different

audiences and purposes

Use of various forms of

communication

Use of information technology

for scientific purposes

Achievement Chart

Making Connections

Understanding of connections

among science, technology,

society, and the environment

Analysis of social and

economic issues involving

science and technology

Assessment of impacts of

science and technology on the

environment

Proposing courses of practical

action in relation to science-

and-technology-based problems

Curriculum Strands

Unit 1:

Metabolic

Processes

Unit 2:

Homeostasis

Unit 3:

Molecular

Genetics

Achievement

Chart

Categories

Knowledge/

Understanding

Inquiry

Communication

Making

Connections

Unit 4:

Evolution

Unit 5:

Population

Dynamics

Sample Matrix