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COURSE OUTLINE

Course Title: Biology
Course Code: SBI3U
Grade: 11
Course Type: University Preparation
Credit Value: 1
Prerequisite: SNC2D
Curriculum Policy Document: Science, The Ontario Curriculum, Grades 11 and 12, 2000
Department: Science
Course Developer: Mr. Stephen Baker
Development Date: June 2000
Course Revised by: -
Revision Date: -

Course Description:

This course furthers students' understanding of the processes involved in biological systems. Students will study cellular functions, genetic continuity, internal systems and regulation, the diversity of living things, and the anatomy, growth, and functions of plants. The course focuses on the theoretical aspects of the topics under study, and helps students refine skills related to scientific investigation.

Unit	Titles and Descriptions	Time and Sequence
Unit 1	Cellular Functions In this unit of study, we will focus on the cellular level of organization but hopefully we will draw many connections to the other, equally important levels. The characteristic properties of life begin to emerge that may not be evident at lower levels. Topics of study include the cell model formation and theory, the cell membrane structure and functions and organelles of the cell. The final topic is an introduction to the discipline of biochemistry. The study of biology as presented in this course, balances the holistic approach and the reductionist strategy with the goal of understanding how the parts are functionally integrated.	27 hours
Unit 2	Genetic Continuity In this unit we shall look in detail at the process by which a cell can produce other cells and so perpetuate itself. It is quite an amazing accomplishment... one cell producing two cells almost identical to itself. The history of genetics, genetic problems, DNA function and replication are also topics of this unit.	23 hours
Unit 3	Internal Systems This unit examines these important biological systems in depth: transportation, respiration, digestion and nutrition. The unit concludes with a study of Canadian researchers and their contributions to our understanding.	23 hours
Unit 4	Diversity of Life Viruses infect all types of living cells - animals, plants and bacteria. The structure and replication or viruses and the bacteria-eaters will be studied. One of the reasons viruses have been investigated so much by the scientific community is their role in many plant and animal diseases. So the unit concludes with a look at diseases caused by viruses.	11 hours
Unit 5	Plants Succession occurs when a natural community is disturbed or when new land become available to life. This unit looks at ecological, primary and secondary succession and the evolution of plants.	24 hours
	Final Evaluation The final assessment task is a proctored two hour exam worth 30% of the student’s final mark.	2 hours
	Total	110 hours

Teaching / Learning Strategies:

Since the over-riding aim of this course is to help students use language skillfully, confidently and flexibly, a wide variety of instructional strategies are used to provide learning opportunities to accommodate a variety of learning styles, interests and ability levels. These include:

Investigations	Independent Research	Directed Reading Activities
Visuals	Direct Instruction	Independent Reading
Field Trips	Writing Processes	Multimedia Productions
Laboratory Activities	Manipulative Activities	Self-Assessments
Model Analysis	Guided Self-Demonstrations	Animations
Interviews	Guided Internet Research	Image Analysis
Molecular Model Construction	Independent Reading	Terms / Definitions
Examination of Microscope Slides	Paper and Pencil Labs	Research Projects
Historical Research	Problem Solving	Dissections
Case Studies	Visualizations	Issue Based Analysis

Assessment and Evaluation Strategies of Student Performance:

Assessment is a systematic process of collecting information or evidence about student learning. Evaluation is the judgment we make about the assessments of student learning based on established criteria. The purpose of assessment is to improve student learning. This means that judgments of student performance must be criterion-referenced so that feedback can be given that includes clearly expressed next steps for improvement. Tools of varying complexity are used by the teacher to facilitate this. For the more complex evaluations, the criteria are incorporated into a rubric where levels of performance for each criterion are stated in language that can be understood by students.

Strategy	Purpose	Who	Assessment Tool
Self Assessment Quizzes	Diagnostic	Self	Marking scheme
Activities	Diagnostic	Self	Marking scheme
Review Questions	Diagnostic	Self	Records
Problem Solving	Diagnostic	Self	Marking Scheme
Microscope Slide Analysis	Assessment	Peer/teacher	Anecdotal records
Research	Assessment	Peer/teacher	Anecdotal records
Research Project	Assessment	Peer/Teacher	Anecdotal records
Laboratory Activity	Assessment	Self/Teacher	Record
Research Paper	Assessment	Teacher	Marking Scheme
Laboratory	Evaluation	Teacher	Rubric
Guided Internet Research	Evaluation	Teacher	Rating Scale
Research	Evaluation	Teacher	Anecdotal records
Problem Solving	Evaluation	Teacher	Marking scheme
Detailed Drawings	Evaluation	Teacher	Marking Scheme
Test Construction	Evaluation	Teacher	Anecdotal records
Research Paper	Evaluation	Teacher	Rubric
Terms	Evaluation	Teacher	Marking scheme
Investigations	Evaluation	Teacher	Marking scheme
Unit Tests	Evaluation	Teacher	Checklist
Final Exam	Evaluation	Teacher	Checklist

Assessment is embedded within the instructional process throughout each unit rather than being an isolated event at the end. Often, the learning and assessment tasks are the same, with formative assessment provided throughout the unit. In every case, the desired demonstration of learning is articulated clearly and the learning activity is planned to make that demonstration possible. This process of beginning with the end in mind helps to keep focus on the expectations of the course as stated in the course guideline. The evaluations are expressed as a percentage based upon the levels of achievement.

Overall Expectations - SBI3U

Cellular Functions
Overall Expectations
BCF.01	demonstrate an understanding of cell structure and function and the processes of metabolism and membrane transport;
BCF.02	investigate the fundamental molecular principles and mechanisms that govern energytransforming activities in all living matter, whether it be animal, plant, or microbial;
BCF.03	demonstrate an understanding of the relationship between cell functions and their technological and environmental applications.
Genetic Continuity
Overall Expectations
BGC.01	demonstrate an understanding of the necessity of meiosis and describe the importance of genes in transmitting hereditary characteristics according to Mendel’s model of inheritance;
BGC.02	perform laboratory studies of meiosis and analyse the results of genetic research related to the laws of heredity;
BGC.03	outline the scientific findings and some of the technological advances that led to the modern concept of the gene and to genetic technology, and demonstrate an awareness of some of the social and political issues raised by genetic research and reproductive technology.
Internal Systems and Regulation
Overall Expectations
BIS.01	describe and explain the major processes, mechanisms, and systems, including the respiratory, circulatory, and digestive systems, by which plants and animals maintain their internal environment;
BIS.02	illustrate and explain, through laboratory investigations, the contribution of various types of systems and processes to internal regulation in plant and animal systems;
BIS.03	evaluate the impact of personal lifestyle decisions on the health of humans, and analyse how societal concern for maintaining human health has advanced the development of technologies related to the regulation of internal systems.
Diversity of Living Things
Overall Expectations
BLT.01	demonstrate an understanding of the diversity of living organisms through applying the concepts of phylogeny and taxonomy to the kingdoms of life (including Eubacteria and Archeabacteria) and viruses;
BLT.02	use techniques of sampling and classification to illustrate the fundamental principles of taxonomy;
BLT.03	relate the role of common characteristics and diversity within the kingdoms of life (including Eubacteria and Archeabacteria) to the importance of maintaining biodiversity within natural ecosystems, and explain the use of micro-organisms in biotechnology.
Plants: Anatomy, Growth, and Functions
Overall Expectations
BPA.01	describe the major processes and mechanisms by which plants grow, develop, and supply various products, including energy and nutrition, needed by other organisms;
BPA.02	demonstrate an understanding, based in part on their own investigations, of the connections among the factors that affect the growth of plants, the uses of plants, and the ways in which plants adapt to their environment;
BPA.03	evaluate how the energy and nutritional needs of a population influence the development and use of plant science and technology.

The Final Grade:

The evaluation for this course is based on the student's achievement of curriculum expectations and the demonstrated skills required for effective learning.

The percentage grade represents the quality of the student's overall achievement of the expectations for the course and reflects the corresponding level of achievement as described in the achievement chart for the discipline.

A credit is granted and recorded for this course if the student's grade is 50% or higher. The final grade for this course will be determined as follows:

• 70% of the grade will be based upon evaluations conducted throughout the course. This portion of the grade will reflect the student's most consistent level of achievement throughout the course, although special consideration will be given to more recent evidence of achievement.



• 30% of the grade will be based on a final exam administered at the end of the course. The exam will contain a summary of information from the course and the student's reports and will consist of well-formulated multiple choice questions. These will be evaluated using a checklist.

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.

Achievement Chart: Science, Grades 9-12

Categories	50-59% (Level 1)	60-69% (Level 2)	70-79% (Level 3)	80-100% (Level 4)
Knowledge and Understanding - Subject-specific content acquired in each course (knowledge), and the comprehension of its meaning and significance (understanding)
	The student:
understanding of concepts, principles, laws, and theories (e.g., identifying assumptions;eliminating misconceptions; providing explanations)	demonstrates limited understanding of concepts, principles, laws, and theories	demonstrates some understanding of concepts, principles, laws, and theories	demonstrates considerable understanding of concepts, principles, laws, and theories	demonstrates thorough understanding of concepts, principles, laws, and theories
knowledge of facts and terms	demonstrates limited knowledge of facts and terms	demonstrates some knowledge of facts and terms	demonstrates considerable knowledge of facts and terms	demonstrates thorough knowledge of facts and terms
transfer of concepts to new contexts	infrequently transfers simple concepts to new contexts	sometimes transfers simple concepts to new contexts	usually transfers simple concepts to new contexts	routinely transfers simple concepts to new contexts
understanding of relationships between concepts	demonstrates limited understanding of relationships between concepts	demonstrates some understanding of relationships between concepts	demonstrates considerable understanding of relationships between concepts	demonstrates thorough and insightful understanding of relationships between concepts
Thinking and Inquiry - The use of critical and creative thinking and inquiry skills and/or processes
	The student:
application of the skills and strategies of scientific inquiry (e.g., initiating and planning, performing and recording, analysing and interpreting, problem solving)	applies few of the skills and strategies of scientific inquiry	applies some of the skills and strategies of scientific inquiry	applies most of the skills and strategies of scientific inquiry	applies all or almost all of the skills and strategies of scientific inquiry
application of technical skills and procedures (e.g., microscopes)	applies technical skills and procedures with limited competence	applies technical skills and procedures with moderate competence	applies technical skills and procedures with considerable competence	applies technical skills and procedures with a high degree of competence
use of tools, equipment, and materials	uses tools, equipment, and materials safely and correctly only with supervision	uses tools, equipment, and materials safely and correctly with some supervision	uses tools, equipment, and materials safely and correctly	demonstrates and promotes the safe and correct use of tools, equipment, and materials
Communication - The conveying of meaning through various forms
	The student:
communication of information and ideas	communicates information and ideas with limited clarity and precision	communicates information and ideas with some clarity and precision	communicates information and ideas with considerable clarity and precision	communicates information and ideas with a high degree of clarity and precision
use of scientific terminology, symbols, conventions, and standard (SI) units	uses scientific terminology, symbols, conventions, and SI units with limited accuracy and effectiveness	uses scientific terminology, symbols, conventions, and SI units with some accuracy and effectiveness	uses scientific terminology, symbols, conventions, and SI units with considerable accuracy and effectiveness	uses scientific terminology, symbols, conventions, and SI units with a high degree of accuracy and effectiveness
communication for different audiences and purpose	communicates with a limited sense of audience and purpose	communicates with some sense of audience and purpose	communicates with a clear sense of audience and purpose	communicates with a strong sense of audience and purpose
use of various forms of communication (e.g., reports, essays)	demonstrates limited command of the various forms	demonstrates moderate command of the various forms	demonstrates considerable command of the various forms	demonstrates extensive command of the various forms
use of information technology for scientific purposes (e.g., specialized databases)	uses technology with limited appropriateness and effectiveness	uses technology with moderate appropriateness and effectiveness	uses appropriate technology with considerable effectiveness	uses appropriate technology with a high degree of effectiveness
Application - The use of knowledge and skills to make connections within and between various contexts
	The student:
understanding of connections among science, technology, society, and the environment	shows limited understanding of connections in familiar contexts	shows some understanding of connections in familiar contexts	shows considerable understanding of connections in familiar and some unfamiliar contexts	shows thorough understanding of connections in familiar and unfamiliar contexts
analysis of social and economic issues involving science and technology	analyses social and economic issues with limited effectiveness	analyses social and economic issues with moderate effectiveness	analyses social and economic issues with considerable effectiveness	analyses complex social and economic issues with a high degree of effectiveness
assessment of impacts of science and technology on the environment	assesses environmental impacts with limited effectiveness	assesses environmental impacts with moderate effectiveness	assesses environmental impacts with considerable effectiveness	assesses environmental impacts with a high degree of effectiveness
proposing of courses of practical action in relation to science and technology-based problems	extends analyses of familiar problems into courses of practical action with limited effectiveness	extends analyses of familiar problems into courses of practical action with moderate effectiveness	extends analyses of familiar problems into courses of practical action with considerable effectiveness	extends analyses of familiar and unfamiliar problems into courses of practical action with a high degree of effectiveness

Resources:

• SBI3U online course of study
• animations
• visuals
• videos
• various internet websites

Reference Materials:

• Addison-Wesley Biology 11; Ray Bowers, Dean Eichorn, Len Silverman, Gail de Souza, Rob Young, Susan Green, Cecilia Chan, Eileen F. Pyne-Rudzik, Louise MacKenzie; Pearson Education Canada, 2001
• Nelson Biology 11; Dr. Robert Ritter, Christine Adam-Carr, Doug Fraser; Nelson Thomson Learning, 2001
• McGraw-Hill Ryerson Biology 11; Don Galbraith, Leesa Blake, Jean Bullard, Anita Chetty, Eric Grace, Adrienne Mason, Donna Matovinovic, Grace Price, Catherine Little, D'Arcy Little M.D., Keith Gibbons, Chris Schramek; McGraw-Hill Ryerson, 2001

Program Planning Considerations for Science:

Teachers who are planning a program in Science must take into account considerations in a number of important areas. Essential information that pertains to all disciplines is provided in the companion piece to this document, The Ontario Curriculum, Grades 9 to 12: Program Planning and Assessment, 2000. The areas of concern to all teachers that are outlined there include the following:

• types of secondary school courses
• education for exceptional students
• the role of technology in the curriculum
• English as a second language (ESL) and English literacy development (ELD)
• career education
• cooperative education and other workplace experiences
• health and safety

Considerations relating to the areas listed above that have particular relevance for program planning in Science are noted here.

Education for Exceptional Students. In planning courses in Science, teachers should take into account the needs of exceptional students as set out in their Individual Education Plan. All Science courses reflect the real world, which offers a vast array of opportunities for exceptional students. Students who use alternative techniques for communication may find a venue for their talents as they go about researching the nature of their world.

The Role of Technology in the Curriculum. Information technology is considered a learning tool that must be accessed by Science students when the situation is appropriate. As a result, students will develop transferable skills through their experience with word processing, internet research, presentation software, and telecommunication tools, as would be expected in any environment. 

English As a Second Language and English Literacy Development (ESL/ELD). This Science course can provide a wide range of options to address the needs of ESL/ELD students. Assessment and evaluation exercises will help ESL students in mastering the English language and all of its idiosyncrasies. In addition, since all occupations require employees with a wide range of English skills and abilities, many students will learn how the operation of their own physical world can contribute to their success in their social world.

Career Education. Science definitely helps prepare students for employment in a huge number of diverse areas. The skills, knowledge and creativity that students acquire through this course are essential for a wide range of careers. Being able to express oneself in a clear concise manner without ambiguity, solve problems, make connections between this Science course and the larger world, etc., would be an overall intention of this Science course, as it helps students prepare for success in their working lives.

Cooperative Education and Other Workplace Experiences. By applying the skills they have developed, students will readily connect their classroom learning to real-life activities in the world in which they live. Cooperative education and other workplace experiences will broaden their knowledge of employment opportunities in a wide range of fields. In addition, students will increase their understanding of workplace practices and the nature of the employer-employee relationship. Teachers of Science should maintain links with community-based workers to ensure that students have access to hands-on experiences that will reinforce the knowledge they have gained in school.

Health and Safety. The Science program provides the reading and analytical skills for the student to be able to explore the variety of concepts relating to health and safety in the workplace. Teachers who provide support for students in workplace learning placements need to assess placements for safety and ensure that students can read and understand the importance of issues relating to health and safety in the workplace.