Unit Introduction and Rationale 

            Atoms and their chemical behaviour, as well as the four groups of organic molecules found in cells, carbohydrates, lipids, proteins, and nucleic acids, are the focuses of Unit 1: The Chemical Basis of Life. What is more, subatomic particles, bonding, chemical reactions, and the major biochemical processes of polymerization, enzyme functioning, and DNA replication and transcription, are the important topics covered in this introductory unit. This unit in the Biology 30 curriculum guide has a total of 10 hours suggested for it, but based on the above topics that need to be covered, this seems impossible. As such, the time was increased to seventeen hours. This is justifiable knowing that most students will be somewhat dismayed at having to begin a biology class from a chemical perspective. Spending extra time at this stage understanding basic concepts will make the material to come easier. This is important because Unit 1: The Chemical Basis of Life provides the foundation needed to understand the remaining units in Biology 30. Students will greatly benefit from a clear understanding of basic chemistry concepts when studying cell structure and function (Unit 30-2), genetics (Unit 30-3), animal systems (Unit 30-4), and evolution (Unit 30-3). In fact, understanding polymer structure is at the heart of how cells work chemically, a major component of unit two. Thus only when students have the necessary background knowledge can they truly understand the science of life and become scientifically literate.

            Furthermore, to ease the difficulty of learning basic biochemical principles, many different instructional methods are used in Unit 1. A constructivist approach is emphasized. As such, instructional methods like synectics, concept mapping, concept attainment, jigsaw, model building, debate, experiment, simulation, and predict-explain-observe-explain, are used. Mastery lecture is used only once throughout the entire unit. It is hoped that by using such a variety of instructional methods, the overwhelming pressure of studying chemistry will be minimized, and hence be more enjoyable for the student. Moreover, with constructivist instructional methods, students will learn not only the biology material, but how to get along with one another, which is equally important.

            Unit 1: The Chemical Basis of Life is in keeping with the Saskatchewan Education’s Curriculum Guide for the Secondary Level Biology 20/30. The lessons carefully incorporate the Common Essential Learnings (CELs), as all six are included at least once: Critical and Creative Thinking (CCT), Communication (COM), Independent Learning (IL), Numeracy (NUM), Personal and Social Values and Skills (PSVS), and Technological Literacy (TL). Furthermore, the lessons begin to meet the Dimensions of Scientific Literacy (DSLs), and their associated factors. Dimension B: Key Science Concepts, and Dimension C: Processes of Science are heavily favoured in the unit. This package of lessons also meets all of the biology foundational and learning objectives outlined in the curriculum guide:

          Appreciate the basic principles of chemistry which are involved in life processes.

1.1 Recognize that organisms are made of atoms.
1.2 Realize the relationship between the electron structure of atoms and the type of bond which forms.
1.3 Understand the relationship between chemical bonds and stored energy.
1.4 Recognize the importance and ongoing nature of various chemical reactions in the body.
1.5 Discuss a chemical reaction: the reactants, products and energy either required or produced.
1.6 Illustrate with examples the similarities and differences between synthesis and decomposition reactions.
1.7 Describe some relationships which exist between synthesis and decomposition reactions in relation to the functioning of the body ie., dynamic balance (homeostasis).

          Investigate the properties of carbohydrates, lipids, and proteins.

2.1 Explain how carbon-based molecules interact with each other through hydrogen bonding.
2.2 Compare mono-, di-, and polysaccharides and then provide examples of their usefulness to a living system.
2.3 Describe the relationship between fatty acids and fats by providing examples to illustrate when they are useful to a living system.
2.4 Describe the relationship between amino acids and proteins with reference to the peptide bond.
2.5 Discuss enzymes using a series of key words which should be included in a concept web with the heading of proteins. (The key words are substrate, enzyme-substrate complex, lock and key, catalyst, factors affecting enzyme activity [temperature; relative concentration of substrate], enzymes, and coenzymes.)
2.6 Indicate the component parts of a fat molecule.
2.7 Recognize the value of proteins by using examples from the human body.

          Describe the structure of nucleic acids.

          3.1 Describe the similarities and differences in the structure of DNA and RNA.
            3.2 Describe the processes of replication and transcription.