Curriculum Framework
Faithful to the Curriculum, Inclusive by Design
The official Bahamas Grade 10 Biology curriculum — preserved and made accessible through UDL.
Source
Bahamas Ministry of Education — Biology Curriculum, Grades 10–12 (2010), Grade 10 Scope of Work. Strands, units, and learner outcomes are preserved. ⬇ Download the full alignment map
Five Strands · 14 Units
Curriculum Alignment Map
Official format: Learner Outcomes · Content · Activities · Resources · Method of Assessment.
🌊 Strand 1 — Environmental Biology
| Unit | Weeks | Sample preserved outcomes |
|---|---|---|
| Mangrove Ecosystems | 2½ | Locate mangrove areas on a map; draw an annotated zonation profile; build/use field equipment; identify biotic/abiotic factors; compare mangrove adaptations |
| Coral Reef Ecosystems | 2½ | Field study & classification of reef organisms; adaptations |
| Rocky Shore Ecosystems | 3 | Zonation, sampling, organism identification |
| Sandy Beach Ecosystems | 3 | Zonation, sampling, organism identification |
| Forest Ecosystems | 1½ | Field study, classification, interdependence |
🔬 Strand 2 — Cell Biology & Genetics
| Unit | Weeks | Sample preserved outcomes |
|---|---|---|
| Cells | ½ | Use a light microscope to observe plant & animal cell structures; observe organelles; draw & label cells under low and high power |
| Simple Organisms | 1 | Structure & features of simple organisms |
| Activity of Enzymes in Cells | 1 | Investigate factors affecting enzyme activity (e.g., temperature) |
| Transport in Cells | 2½ | Diffusion, osmosis, active transport |
🍽️ Strand 3 — Nutrition & Food Supply
| Unit | Weeks | Sample preserved outcomes |
|---|---|---|
| Animal Nutrition | 1½ | Observe dentition of omnivore/carnivore/herbivore; dental formulae; relate teeth to diet |
| Agriculture | 2 | Local food production & practices |
| Fishing | 3 | The Bahamian fishing industry & sustainability |
🌿 Strand 4 — Plant Anatomy & Physiology
| Unit | Weeks | Sample preserved outcomes |
|---|---|---|
| Structure & Function of Leaves, Stems and Roots | 2 | Observe & label external leaf features (maize, hibiscus/sea grape); relate structure to function |
🫁 Strand 5 — Animal Anatomy & Physiology
| Unit | Weeks | Sample preserved outcomes |
|---|---|---|
| Respiration | 4 | Trace the pathway of air for respiration; classify respiration as aerobic or anaerobic; investigate gas exchange |
Fidelity statement: UDL adds multiple means of engagement, representation, and action & expression so every learner reaches the same outcomes — the Ministry's expectations are unchanged.
Per-Unit Components