Biology, Grade 11 (University Preparation)
SBI3U
Biology, Grade 11 (University Preparation)
Course Description
This course furthers students’ understanding of the processes that occur in biological systems. Students will study theory and conduct investigations in the areas of biodiversity; evolution; genetic processes; the structure and function of animals; and the anatomy, growth, and function of plants. The course focuses on the theoretical aspects of the topics under study and helps students refine skills related to scientific investigation.
Overall Curriculum Expectations
A. Scientific Investigation Skills and Career Exploration
Demonstrate scientific investigation skills (related to both inquiry and research) in the four areas of skills (initiating and planning, performing and recording, analyzing and interpreting, and communicating);
Identify and describe careers related to the fields of science under study, and describe the contributions of scientists, including Canadians, to those fields.
B. Diversity of Living Things
Analyze the effects of various human activities on the diversity of living things;
Investigate, through laboratory and/or field activities or simulations, the principles of scientific classification, using appropriate sampling and classification techniques;
Demonstrate an understanding of the diversity of living organisms in terms of the principles of taxonomy and phylogeny.
C. Evolution
Analyze the economic and environmental advantages and disadvantages of an artificial selection technology, and evaluate the impact of environmental changes on natural selection and endangered species;
Investigate evolutionary processes, and analyze scientific evidence that supports the theory of evolution;
Demonstrate an understanding of the theory of evolution, the evidence that supports it, and some of the mechanisms by which it occurs.
D. Genetic Processes
Evaluate the importance of some recent contributions to our knowledge of genetic processes, and analyze social and ethical implications of genetic and genomic research;
Investigate genetic processes, including those that occur during meiosis, and analyze data to solve basic genetics problems involving monohybrid and dihybrid crosses;
Demonstrate an understanding of concepts, processes, and technologies related to the transmission of hereditary characteristics.
E. Animals: Structure and Function
Analyze the relationships between changing societal needs, technological advances, and our understanding of the internal systems of humans;
Investigate, through laboratory inquiry or computer simulation, the functional responses of the respiratory and circulatory systems of animals, and the relationships between their respiratory, circulatory, and digestive systems;
Demonstrate an understanding of animal anatomy and physiology, and describe disorders of the respiratory, circulatory, and digestive systems.
F. Plants: Anatomy, Growth, and Function
Evaluate the importance of sustainable use of plants to Canadian society and other cultures;
Investigate the structures and functions of plant tissues, and factors affecting plant growth;
Demonstrate an understanding of the diversity of vascular plants, including their structures, internal transport systems, and their role in maintaining biodiversity.
Outline of Course Content
| Title | Length |
|---|---|
| A. Scientific Investigation Skills and Career Exploration | Integrated throughout the course |
| B. Diversity of Living things | 22 hours |
| C. Evolution | 19 hours |
| D. Genetic Processes | 30 hours |
| E. Animals: Structure and Function | 19 hours |
| F. Plants: Anatomy, Growth, and Functions | 20 hours |
| Total | 110 hours |
Resources required by the student
Note: This course is entirely online and does not require or rely on any textbook. All recommended resources are intended to guide a student toward the items they may want to utilize throughout the course. It should be noted that failure to obtain the recommended items will not prevent a student from completing the course. Students are provided options at all assessment points and can complete the course without investing in speciality items.
- A scientific calculator (online or hand-held)
- A scanner, smart phone camera, or similar device to upload handwritten or hand-drawn work
Overall Curriculum Expectations
A. Scientific Investigation Skills and Career Exploration
A1 demonstrate scientific investigation skills (related to both inquiry and research) in the four areas of skills (initiating and planning, performing and recording, analysing and interpreting, and communicating);
A2 identify and describe a variety of careers related to the fields of science under study, and identify scientists, including Canadians, who have made contributions to those fields.
B. Dynamics
B1 analyse technological devices that apply the principles of the dynamics of motion, and assess the technologies’ social and environmental impact;
B2 investigate, in qualitative and quantitative terms, forces involved in uniform circular motion and motion in a plane, and solve related problems;
B3 demonstrate an understanding of the forces involved in uniform circular motion and motion in a plane.
C. Energy and Momentum
C1 analyse, and propose ways to improve, technologies or procedures that apply principles related to energy and momentum, and assess the social and environmental impact of these technologies or procedures;
C2 investigate, in qualitative and quantitative terms, through laboratory inquiry or computer simulation, the relationship between the laws of conservation of energy and conservation of momentum, and solve related problems;
C3 demonstrate an understanding of work, energy, momentum, and the laws of conservation of energy and conservation of momentum, in one and two dimensions.
D. Gravitational, Electric and Magnetic Fields
D1 analyse the operation of technologies that use gravitational, electric, or magnetic fields, and assess the technologies’ social and environmental impact;
D2 investigate, in qualitative and quantitative terms, gravitational, electric, and magnetic fields, and solve related problems;
D3 demonstrate an understanding of the concepts, properties, principles, and laws related to gravitational, electric, and magnetic fields and their interactions with matter.
E. The Wave Nature of Light
E1 analyse technologies that use the wave nature of light, and assess their impact on society and the environment;
E2 investigate, in qualitative and quantitative terms, the properties of waves and light, and solve related problems;
E3 demonstrate an understanding of the properties of waves and light in relation to diffraction, refraction, interference, and polarization.
F. Revolutions in Modern Physics: Quantum Mechanics and Special Relativity
F1 analyse, with reference to quantum mechanics and relativity, how the introduction of new conceptual models and theories can influence and/or change scientific thought and lead to the development of new technologies;
F2 investigate special relativity and quantum mechanics, and solve related problems;
F3 demonstrate an understanding of the evidence that supports the basic concepts of quantum mechanics and Einstein’s theory of special relativity.
Teacher and Learning Strategies
A wide variety of instructional strategies are used to provide learning opportunities to accommodate a variety of learning styles, interests and ability levels. These strategies include, but are not limited to:
Oral Presentation, Discussion, Socratic Lesson, Independent Study, Research Process, Computer Assisted Instruction, Brainstorming Activity, Learning Centers, Think Pair, Share Visual Stimuli, Note Making, Scientific Method Media Presentation, Lecture, Worksheet, Inquiry Process
| UNITS | Duration | OVERALL EXPECTATIONS | AFL | AAL | AOL | K 25% | A 25% | |
|---|---|---|---|---|---|---|---|---|
| 70% | A | A1-A2 | Student-Teacher Conferencing | Peer Assessment | Poster Presentation | √ | √ | |
| B | 22 | B1-B3 | Worksheet Class Discussion | KWL Chart | Unit Test Class Discussion | √ | √ | |
| C | 19 | C1-C3 | Worksheet Pair Discussion | Learning Log | Unit Test Written Assignment | √ | √ | |
| D | 30 | D1-D3 | Home Work Student – Teacher Conferencing | Reflective Discussion | Unit Test Portfolio Assignment | √ | √ | |
| E | 19 | E1-E3 | Oral Presentation Diagnostic Quiz | Student- Teacher Conferencing | Unit Test Individual Presentation | √ | √ | |
| F | 20 | F1-F3 | Q/A Session | Peer Assessment | Unit Test Collaborative Collage Assignment | √ | √ | |
| 30% | A1-F3 | Final Project 10% (Individual Presentation) and Final Exam 20% (Written Component) | √ | √ | ||||
The Report Card
The report card will focus on two distinct but related aspects of student achievement; the achievement of curriculum expectations and the development of learning skills. The report card will contain separate sections for the reporting of these two aspects.
| A Summary Description of Achievement in Each Percentage Grade Range and Corresponding Level of Achievement | ||
|---|---|---|
| Percentage Grade Range | Achievement Level | Summary Description |
| 80-100% | Level 4 | A very high to outstanding level of achievement. Achievement is above the provincial standard. |
| 70-79% | Level 3 | A high level of achievement. Achievement is at the provincial standard. |
| 60-69% | Level 2 | A moderate level of achievement. Achievement is below, but approaching, the provincial standard. |
| 50-59% | Level 1 | A passable level of achievement. Achievement is below the provincial standard. |
| below 50% | Level R | Insufficient achievement of curriculum expectations. A credit will not be granted. |
Assessment, Evaluation and Reporting Strategies of Student Performance
There are three forms of assessment that will be used throughout this course.
Assessment for learning: Will occur before the introduction of a new concept to determine student readiness and to obtain information about student interests and student preferences.
Assessment as learning: Will occur frequently and in an ongoing manner during instruction, to enable students to monitor their own progress towards achieving their learning goals (self–assessment).
Assessment of learning: Will occur at or near the end of a period of learning, this summary is used to make judgments about the quality of student learning using established criteria, to assign a value to represent that quality and to communicate information about achievement to students and parents. Evidence of student achievement for evaluation is collected over time from three different sources–observations, conversations, and student products. Using multiple sources of evidence increases the reliability and validity of the evaluation of student learning.
| Assessment for Learning | Assessment as Learning | Assessment of Learning | |
|---|---|---|---|
| Conversation | – Student teacher conferences – Small group discussions – Pair work – Peer-feedback | – Student teacher conferences – Small group discussions – Pair work – Debate – Oral pre-tests – Oral quizzes | – Student teacher conferences – Question and answer session – Oral tests |
| Observation | – Class discussions – Independent study in class – Self analysis – Peer Analysis | – Whole class discussions – Debate – Self analysis – Peer Analysis | – PowerPoint presentations – Performance tasks – Debate |
| Student Product | – Assignment – Quizzes – note book checks – Learning Logs (anecdotal) | – Quiz – Journals – Assignment – Rough drafts – Portfolios – Posters (rubric/scale) – Graphic organizers – Homework checks – Entrance tickets – Exit tickets | – Quiz – Assignment – Tests – Posters (rubric) – Exam – Essays |
A student’s final grade is reflective of their most recent and most consistent level of achievement. The balance of the weighting of the categories of the achievement chart throughout the course is:
| SUBJECT AREA | Knowledge | Inquiry/Thinking | Communication | Application |
|---|---|---|---|---|
| Science | 20 | 30 | 20 | 30 |