# Curriculum Alignment Map
## Grade 10 Biology — Universal Design for Learning Digital Learning System
### Source: Bahamas Ministry of Education — Biology Curriculum, Grades 10–12 (2010)

This map shows how the UDL learning system aligns **directly** to the official Bahamas Grade 10
Biology curriculum. Strands, units, and learner outcomes are preserved from the Ministry's
detailed Scope of Work (Grade 10). **No curriculum expectations were changed** — UDL reorganizes
*how* learners access, engage with, and demonstrate the same outcomes.

The Grade 10 curriculum has **5 strands / 14 units**. The official format is:
*Learner Outcomes · Content · Activities · Resources · Method of Assessment.*

---

## Strand 1 — Environmental Biology  *(Bahamian ecosystems)*
| Unit | Duration | Sample official learner outcomes (preserved) |
|---|---|---|
| Mangrove Ecosystems | 2½ wks | Locate likely mangrove areas on a map; draw an annotated zonation profile; construct/use field equipment (quadrats, transects); identify & classify biotic/abiotic factors; compare adaptations of red, white, black mangroves & buttonwood |
| Coral Reef Ecosystems | 2½ wks | Field study & classification of reef organisms; biotic/abiotic factors; adaptations |
| Rocky Shore Ecosystems | 3 wks | Zonation, sampling, organism identification |
| Sandy Beach Ecosystems | 3 wks | Zonation, sampling, organism identification |
| Forest Ecosystems | 1½ wks | Field study, classification, interdependence |

## Strand 2 — Cell Biology & Genetics
| Unit | Duration | Sample official learner outcomes (preserved) |
|---|---|---|
| Cells | ½ wk | Use a light microscope to observe structures in plant & animal cells; observe detailed organelles; draw & label cells under low and high power |
| Simple Organisms | 1 wk | Structure/features of simple organisms |
| Activity of Enzymes in Cells | 1 wk | Investigate factors affecting enzyme activity (e.g., temperature) |
| Transport in Cells | 2½ wks | Diffusion, osmosis, active transport |

## Strand 3 — Nutrition & Food Supply
| Unit | Duration | Sample official learner outcomes (preserved) |
|---|---|---|
| Animal Nutrition | 1½ wks | Observe dentition of omnivore/carnivore/herbivore; dental formulae; relate teeth to diet |
| Agriculture | 2 wks | Local food production & practices |
| Fishing | 3 wks | The Bahamian fishing industry & sustainability |

## Strand 4 — Plant Anatomy & Physiology
| Unit | Duration | Sample official learner outcomes (preserved) |
|---|---|---|
| Structure & Function of Leaves, Stems and Roots | 2 wks | Observe & label external features of leaves (maize, hibiscus/sea grape); relate structure to function |

## Strand 5 — Animal Anatomy & Physiology
| Unit | Duration | Sample official learner outcomes (preserved) |
|---|---|---|
| Respiration | 4 wks | Trace the pathway of air for respiration; classify respiration as aerobic or anaerobic; investigate gas exchange |

---

**Fidelity statement:** All learner outcomes, lab activities, and assessments trace to the
Ministry's Grade 10 Scope of Work. UDL adds multiple means of **engagement, representation, and
action & expression** so every learner can reach the same rigorous outcomes — the expectations
themselves are unchanged. Bahamian context (mangroves, coral reefs, conch/fishing, native plants)
is drawn directly from the curriculum.