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Deutsch Learning Objectives
Biology
The following learning objectives of the lower grades (1, 2 and 4) comprise the contents and goals of the core and extended areas from the Austrian curriculum, parts from year 3 have been incorporated into year 2 and 4, respectively.
For assessment usually a test (one per semester), workshops, homework and oral participation are taken into account.
In upper school (grades 5-7) the learning objectives describe the goals and contents taken from the Austrian curriculum but are partly assigned to different grades and elective courses in order to fit the requirements of the course system.
For assessment usually a test (one per semester / quarter), workshops, homework and oral participation are taken into account.
Learning Objectives - Biology Year 1
Because of the „intensive Phase“ some of the contents are being dealt with in year 2: “Plants, “Ecology”.
| Core | Extended Areas | Cross curricular/connecting | |||
| Goals | Contents | Goals | Contents | Cross curricular | Projects |
| Man and Health | |||||
| Understanding form and function of the human body | Breathing: Path of the air, Types of breathing
Circulation: Heart, vessels, blood: for transport, constituents red, white blood cells, plasma, serum Nervous system: Functions of brain, spinal cord and nerves, sense organs Digestion: What is in our food, Sections of the digestive system and their functions Excretion: main organs (kidneys, bladder) |
Life saving first aid measures
Leading a healthy life |
Getting help, securing the site, Positioning, Controlling air passages, how to stop bleeding
Healthy food
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Red Cross
School Physician
Healthy food |
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| Movement
Basics of movement and the systems involved Connection between movement, health and well-being should be realized |
Skeleton: Bones
Musculature: Skeletal muscles, antagonistic principle |
Prevention of bad posture | Correct sitting posture, exercises, sport, training | Sports: Gymnastics for the backbone.,
Exercises for good posture |
Engaging school physician |
| Sexuality
Basic terms |
Sex organs, Menstruation, Fertilisation, Pregnancy and birth, Changes during puberty, sex education | ||||
| Animals and plants | |||||
| Getting to know animals and plants from our home country. Apart from an emotional perspective students should be able to relate form/built to function. | Dogs/Cats: general differences, ways of movement and hunting, doglike and catlike animals
Hoofed animals: as domestic animals, herbivores and flight animals Domestic animals: cattle as a ruminant; its importance for humans Pig as an omnivore, Horse as an animal in sports Chamois as an occupant of the alpine regions Chicken: Characteristics of birds, Development Plants: see year 2 |
Taking responsibility when keeping pets
Understanding domestication
Reptiles Following see also year 2 Amphibians Fish; Trout |
What you need for keeping pets
Ancestor of the dog: the wolf
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GWK: Going up a mountain |
Visit by a vet / visiting a vet |
| Ecology and environment | |||||
| Basic ecological terms
should be worked out |
Predator and prey as exemplified by fox and hare
Roe deer Food chain/Food web see Year2 |
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| Consequencies of human influencies | Roe deer as follower of crops
Separating waste Rabbits in Australia |
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| Environment, Protection of nature, pollution | Limitations on hares as a consequence of the reduction of fields
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Learning Objectives - Biology Year 2
3 periods per week, the core subjects of year three have been integrated.
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Core |
Extended areas |
Cross-curricular / connecting |
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Goals |
Content |
Goals |
Content |
Cross-curricular |
Projects |
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Man and Health |
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Students should experience the positive and negative effects on health by looking at ecosystem wood and the area dealing with micro-organisms |
Woods as a place of recuperation Bacteria can cause diseases Fungi as sources for antibiotics Food poisoning because of mushrooms |
Realizing the importance of wood as a raw material |
Mainly with crafts, but also with English, arts and religious education |
Different types of trees and usage of their wood |
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Students should get to know the living spaces water and mountain and a place of recreation |
Positive and negative effects of the living space water and mountain, resp., on human health |
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Animals and plants |
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Getting to know Austrian animals and plants. Students should realize the connections between structure and function, as well as way of living and environment (central biological principles and scientific thought) Students should learn to apply methods of natural sciences, e.g. observation, description and assessment. Learning to estimate the importance of groups of organisms for nutrition. |
Flowering plants: Basic organs roots, stem, leaf, flower. Trees, storage organs bulb and tuber, early flowering plants, fruit trees (apple, pear, cherry) as flowering plants, fruit. Spore bearing plants: Mosses and ferns Fungi: most important groups and classification Bacteria: main groups Invertebrates: Structure and function of insects, development (Ants, bees, butterflies, beetles). Spiders. cell: getting to know and investigating cells as building blocks of all living things, working with a microscope. Differences between animal and plant cells. Bacterial and fungal cells. Domestic animals and crops: Cattle, pigs and types of grain |
S. should learn to observe objects of nature and describe changes as well as interpret processes. Fostering creativity and classification by tree observation project and making a leaf collection. Observation and accuracy are also supported by working with the microscope and stereo lens. Realizing that amphibians are an endangered group. Finding measures for their protection.
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Describe a tree and the changes it encounters from September to May
Leaf collection Making cell models Onion cells under the microscope |
With English, Crafts, Geography, Music, German
Basic scientific procedure: learning to experiment, hands on approach as individuals, pairs and groups. |
Tree – project Excursions to Eustacchio and possibly to Gutenberg
Nature Adventure Park Andritz |
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Ecology and Environment |
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Students should gain basic understanding for cycles and interconnections in nature. Awakening respect for nature and life. Acquiring knowledge and competences that lead pupils to ecologically guided behaviour. Realizing that all organisms are dependant on environmental factors. Learning that there are adaptations in structure, functions and behaviour to environmental changes. |
The example wood is used for introducing and expanding on the basic ecological terms like ecological balance, feeding relationships, producer – consumer – decomposer, ecological niche, and others (see above).
Freshwater systems: Pond as a complex living space Rivers: Fish zones and streams Organisms: see above and fish of the zones Protection of aquatic environments as a means of protecting biotopes and nature. Agricultural fields and meadows: Ecological balance, cycles of materials, Relationships between living and non-living environment. Soil. |
Getting to know the importance of national parks as a space for nature and culture.
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Mountain: Zones, organisms and their living conditions Problems of environmental protection in the Alps as exemplified by National Park High Tauern.
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Basic scientific procedure: learning to experiment, hands on approach as individuals, pairs and groups. Observations of pond and streams |
Also in Tree project (see above) Nature Adventure park Andritz |
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Core |
Extended areas |
Cross-curricular / connecting |
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Goals |
Content |
Goals |
Content |
Cross-curricular |
Projects |
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Man and Health |
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Students should experience the positive and negative effects on health by looking at ecosystem wood and the area dealing with micro-organisms |
Woods as a place of recuperation Bacteria can cause diseases Fungi as sources for antibiotics Food poisoning because of mushrooms |
Realizing the importance of wood as a raw material |
Mainly with crafts, but also with English, arts and religious education |
Different types of trees and usage of their wood |
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Students should get to know the living spaces water and mountain and a place of recreation |
Positive and negative effects of the living space water and mountain, resp., on human health |
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Animals and plants |
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Getting to know Austrian animals and plants. Students should realize the connections between structure and function, as well as way of living and environment (central biological principles and scientific thought) Students should learn to apply methods of natural sciences, e.g. observation, description and assessment. Learning to estimate the importance of groups of organisms for nutrition. |
Flowering plants: Basic organs roots, stem, leaf, flower. Trees, storage organs bulb and tuber, early flowering plants, fruit trees (apple, pear, cherry) as flowering plants, fruit. Spore bearing plants: Mosses and ferns Fungi: most important groups and classification Bacteria: main groups Invertebrates: Structure and function of insects, development (Ants, bees, butterflies, beetles). Spiders. cell: getting to know and investigating cells as building blocks of all living things, working with a microscope. Differences between animal and plant cells. Bacterial and fungal cells. Domestic animals and crops: Cattle, pigs and types of grain |
S. should learn to observe objects of nature and describe changes as well as interpret processes. Fostering creativity and classification by tree observation project and making a leaf collection. Observation and accuracy are also supported by working with the microscope and stereo lens. Realizing that amphibians are an endangered group. Finding measures for their protection.
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Describe a tree and the changes it encounters from September to May
Leaf collection Making cell models Onion cells under the microscope |
With English, Crafts, Geography, Music, German
Basic scientific procedure: learning to experiment, hands on approach as individuals, pairs and groups. |
Tree – project Excursions to Eustacchio and possibly to Gutenberg
Nature Adventure Park Andritz |
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Ecology and Environment |
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Students should gain basic understanding for cycles and interconnections in nature. Awakening respect for nature and life. Acquiring knowledge and competences that lead pupils to ecologically guided behaviour. Realizing that all organisms are dependant on environmental factors. Learning that there are adaptations in structure, functions and behaviour to environmental changes. |
The example wood is used for introducing and expanding on the basic ecological terms like ecological balance, feeding relationships, producer – consumer – decomposer, ecological niche, and others (see above).
Freshwater systems: Pond as a complex living space Rivers: Fish zones and streams Organisms: see above and fish of the zones Protection of aquatic environments as a means of protecting biotopes and nature. Agricultural fields and meadows: Ecological balance, cycles of materials, Relationships between living and non-living environment. Soil. |
Getting to know the importance of national parks as a space for nature and culture.
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Mountain: Zones, organisms and their living conditions Problems of environmental protection in the Alps as exemplified by National Park High Tauern.
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Basic scientific procedure: learning to experiment, hands on approach as individuals, pairs and groups. Observations of pond and streams |
Also in Tree project (see above) Nature Adventure park Andritz |
Learning Objectives - Biology Year 3
Biology is not taught in year 3.
Learning Objectives - Biology Year 4
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Core |
Extended Areas |
Cross curricular/connecting |
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Goals |
Contents |
Goals |
Contents |
Cross curricular |
Projects |
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Man and Health |
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Gaining knowledge about your own body in order to act responsibly. Personal and social competence like communication, cooperation and emotional competence shall be attained.
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Human body: Organs and organ systems with special consideration of diseases: Skeletal and muscular systems, skin, blood and circulation, body defence, breathing, nervous system and sense organs, nutrition and digestion, excretion. Sexuality: as a biological, psychological and social phenomenon, family planning, pregnancy, birth, AIDS-prophylaxis |
Learning to protect the organ skin |
Acne, Cancers of the skin
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With physics |
Eye/optics Ear/ noise |
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Animals and Plants |
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Realize the connections between structure and function as well as way of living and environment (central biological principles and thoughts, resp.) Understanding the fact that organisms have changed over a long period of time
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Animals and plants of the living space: Corals, echinoderms, molluscs, algae
Development of Earth and life on Earth, including humans (from year 3)
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Realize the connections between structure and function as well as way of living and environment |
Plants and animals of the tropical rain forest |
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Digging for fossils |
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Ecology and Environment |
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S. should attain: Basic understanding that helps future participation in decisions concerning the community Basic understanding for cycles and networks in nature Fostering of personal and social competence, e.g. conflict management and working in a team. Acquiring of knowledge and skills for acting ecologically competent. Realization that organisms are also dependent on non-living environment. |
Examples for urban ecology or ecosystem sea are used to demonstrate and analyse the consequences of human activities. Environmental problems (caused either by traffic or pollution of the oceans), their causes and possible solutions are worked out. Organisms in theses ecosystems are investigated.
Basic geological knowledge should serve an understanding of soil and the interrelationship of non-living and living nature.
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Living space Sea
or
Tropical rainforest for a project |
Learning Objectives - Biology Year 5
I. Characteristics of LIFE
You should understand the characteristics of life in general. Starting with the cell as the basic unit of life the characteristics of life are being dealt with throughout the school-year.
You should know how to classify the organisms and apply the basic nomenclature.
II. The Cell
You will learn about the cell as a building block and carrier of information (chromosomes and genes) for organisms and that certain structures in the cell have specific functions. You should understand the connections between life processes and certain cell structures.
Know the differences between cells, esp. prokaryotic and eukaryotic.
III. BIODIVERSITY
The characteristics of the groups of viruses, bacteria and protoctists should be known. You should be able to use the microcope as an important tool of observation.
Understand the importance of micro-organisms for human health and disease, e.g. as causing agents for AIDS, bacterial diseases or malaria. You should be able to present a project (including Internet search, book search and Power Point, resp.) on one disease.
Realise the importance of bacteria and fungi in nature and as useful microbes, e.g. in biotechnology.
IV. METABOLISM
This topic implies that some basic knowledge of the most important chemicals in cells/organisms is necessary. Understand nutrition as supply of energy, materials for making cell structures, tissues and organs and maintaining a steady state.
V. Man and Health
Realising the importance of healthy nutrition; understanding nutritional diseases as having psychic causes, too (addictive behaviour) and knowledge about possibilities of therapy.
VI. Comparing Systems
Getting to know and comprehending the relationships between form and function of the organs. Being able to compare organ systems of substance-intake, metabolism, transport, and excretion, taking into account the specific environment of organisms. Systems of support and movement may be studied in the bionics workshop.
Understand the special adaptations of plants for photosynthesis and gas-exchange, storage, support and transportation.
VII. Biology and production
Gaining insight on biotechnological processes in the production of food.
VIII. GEOLOGY
Knowledge of the structure of the earth, types of rocks, rock-cycle (incl. erosion, weathering, sedimentation, metamorphism) and the geo-dynamic processes (e.g. continental drift, earthquakes, formation of mountain ranges and volcanism) and their relevance to Austria. Gain an overview of the geology of Styria and Austria.
Learning Objectives - Biology Year 6
Quarter 1 / 3periods Topics: Reproduction, development and growth
Goals
The variety of living things is made possible by sexual reproduction. You will get to know what types of reproduction and spreading of organisms exist.
We are continually changing by growth and maturation. We are going to concentrate on the development of the fertilized egg cell, the growth of the embryo, birth, maturation and aspects of human sexuality and family planning.
Contents
I. Reproduction
- Sexual and asexual reproduction (Types of, advantages/disadvantages)
- Mitosis and Meiosis
- Reproduction in different animals (Amphibians and insects)
- Reproduction in flowering plants
- Aspects of human sexuality (reproductive system, contraception, sexually transmitted diseases)
- Reproductive Medicine (Cloning)
II. DEVELOPMENT and GROWTH
- Developmental stages (Cleavage, morula, blastula, gastrula, neurula)
- Mechanisms/control of ontogeny
- Embryology
- Differentiation/specialisation of cells
- Growth and development in humans: pregnancy and birth
- How do living things grow?
- Development of plants
Quarter 3 / 3 periods Topics: Coordination and behaviour
Goals
We are able to react. In order to do so we have to process information. In this course we will deal with structure and function of the nervous system and its coordinating effects on movement. You will get to know the controlling functions of the nervous and hormonal systems. You should be able to understand what happens in your body when you are under stress.
You will get insight into the structure and function of many of our complex sense organs.
For survival in the environment organisms have developed many different strategies and behavioural patterns. Understanding the basics of these complex patterns is the primary goal of this section.
Keywords of contents
III. CO-ORDINATION: Handling Information, control, movement
- Nerves and nervous system
- Receptor – transmitter – effector (reflex arc)
- Sense organs
- Hormones and hormonal system (Chemical messengers, endocrine glands)
- Examples of hormonal control: diabetes, menstrual cycle, stress
IV. ETHOLOGY/BEHAVIOUR
- Brain and behaviour
- Individual and social behaviour in animals and humans
- Behaviour as a means of coping with the environment
- - Patterns of behaviour (Workshop)
Biology: Core Curriculum Grade 6 (Austria’s new curriculum) Teacher version
Goals (new)
- I. Man and Health
Sexuality
- Deepening the understanding of sexuality as a biological, psychological and social phenomenon
- Encourage that students deal responsibly with sexuality (Ethics)
- Knowledge of the possibilities of reproductive medicine and the human embryonic development
Human Immune system see grade 7
Drugs (partly in grade 5 and grade 6 (brain), resp.)
- Understanding the reasons for addictive behaviour and working out of different possibilities for prophylaxis, esp. in regard to contemporary drugs used by youth
- II. Understanding the World and Nature
The cell
- Knowledge of the importance of mitosis for growth, differentiation and development of multi-cellular organisms
- Knowledge of the importance of meiosis for sexual reproduction
Information and communication in biological systems
- Understanding the basics of information and communication in nervous systems (stimulus, nerve impulse, interpretation of signal, modern brain research) and the human hormonal system (control circuits).
- linking the mechanisms mentioned above to behaviour
- overview of central role of behavioural studies (partly in elective course “Outdoor Biology”)
“Bio-planet” Earth (see grade 5)
III. Ecology and environment (see grade 7 and elective course “Outdoor biology”)
Learning Objectives - Biology Year 7
Quarter:2 GENETICS (general, human and population genetics); HEALTH AND DISEASE
Goals:
You will be getting to know and understand how traits are passed on to offspring. Knowledge of cellular and molecular basis of heredity. Insight to biochemical processes and handling of genetic information. Gaining insight to plant and animal breeding. You should be able to discuss biotechnological applications and develop an awareness of its ethical implications. Applying the knowledge from general genetics to phenomena in human genetics. Getting to know the genetic basis of human individuality and methods of human genetics.
Knowledge of genetic, physiological, social, ecological and psycho-somatic causes for diseases. Getting to know the importance of leading a “healthy” life for oneself and society. Being able to discuss problems of hygiene, malnutrition and diseases occurring in many countries.
Keywords of contents, Quarter 2:
- Biological Molecules (Especially proteins and DNA)
- Biosynthesis of proteins, replication of DNA
- Molecular genetics and Genetic Engineering
- Mutations
- Mendel’s laws and heredity
- Health and disease
- Infectious diseases and immunological response
- Cancer (Formation and types of)
Quarter: 4: ECOLOGY AND HUMAN ECOLOGY and EVOLUTION
Goals:
Getting to know the basics of ecology and its implications for solving environmental problems. Understanding that organisms depend on one another and that the biosphere is composed of a network of interdependent systems.
Finding out about ecosystems and their constituents, nutrient cycles and energy requirements. Working on a project that fosters sustainable development. Getting to know the human influence on ecosystems, the negative impacts of some technologies and the possibilities of recreating an ecologically balanced system.
Acquiring knowledge of the problems associated with growth of population, energy situation and feeding the world. Developing the attitude of support of solutions to environmental problems and if possible contributing positively to attaining it.
Getting to know the consequences of genetic variation and the selective processes of the environment as prerequisites of changes. Discussion of various evolution theories.
Keywords of contents, Q.4
- Basic terms of ecology (Ecosystem, biome, food chains, consumers, …)
- Energy in ecosystems
- Nutrient cycles (incl. elements C and N)
- Human influences on ecosystems as shown either in the National Park Gesäuse or NP Donau-Auen
- Environmental problems
- Biodiversity
- Genetic variation and selection (Darwinism)
- Geological Time scale and Evolution
Biology Year 7 Teacher version
Man and Health
Starting with their own experiences students depict the causes and effects of stress and work out possibilities to cope with stress.
From year 6: The human immune system
To gain insight of the basic functionalities of the immune system and the effects of dysfunctions (as in allergies and AIDS).
Understanding the World and Nature
The Cell
Deepening the knowledge about cytological and molecular Basics of heredity.
Genetics
Understanding the biochemical processes of protein synthesis (transcription, translation, regulation of gene activity). Knowledge of hereditary rules. Insight into human genetics. Gaining knowledge of genetic engineering and the possible effects (on agriculture, medicine, society, …). Fostering the development of a responsible attitude towards interventions by genetic engineering (ethics of sciences).
Evolution
Attain basics of chemical and biological evolution. Realize different evolution theories. Overview of phylogenesis.
Biology as a production factor
Realizing that there are applications of genetic sciences for breeding animals and plants (examples selected from medicine, agriculture, …)
Ecology (from years 5 and 6)
Getting to know sustainable development using a regional or global example concerning energy, traffic or tourism and discussing possibilities of applications.
Deepening the knowledge of ecosystems (Material and energy cycles, environmental factors, succession, ….). Discussion of environmental problems and their causes as exemplified by climatic change and global warming and giving possible solutions. Insight into the area of tension between ecology and economy.
Learning Objectives - Biology Year 8
Bilogy is not taught in year 8.