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COURSE OUTLINE

Course Title: Biology
Course Code: SBI4U
Grade: 12
Course Type: University Preparation
Credit Value: 1
Prerequisite: SBI3U
Curriculum Policy Document: Science, The Ontario Curriculum, Grades 11 and 12, 2000
Department: Science
Course Developer: Mr. Stephen Baker, Ms. Kayla Sheppard
Development Date: Spring 2006
Course Revised by: -
Revision Date: -

Course Description:

This course provides students with the opportunity for in-depth study of the concepts and processes associated with biological systems. Students will study theory and conduct investigations in the areas of metabolic processes, molecular genetics, homeostasis, evolution, and population dynamics. Emphasis will be placed on achievement of the detailed knowledge and refined skills needed for further study in various branches of the life sciences and related fields.

Unit	Titles and Descriptions	Time and Sequence
Unit 1	Metabolic Processes The unit begins by developing an understanding of the small details and reactions before understanding exactly how cells and organisms function. Students will have a look at some chemistry basics, upon which all life is dependent including where the energy comes from and how an organism turns chemical energy into a usable form. A closer look will be had at the mechanisms plants use to make this primary energy source. Plant structure, plant transportation and photosynthesis are topics of this unit as well.	23 hours
Unit 2	Molecular Genetics Cell reproduction is reviewed to begin the unit. DNA replication, protein synthesis and biotechnology form the new content of this unit.	22 hours
Unit 3	Homeostasis Homeostasis, from the Greek words for "same" and "steady," refers to any process that living things use to actively maintain fairly stable conditions necessary for survival. The processes examined in this unit include transportation, nutrition, and nervous system and gas exchanges. Students will discover the role of chemical signals to internal balance.	22 hours
Unit 4	Evolution The origins of life and the mechanisms of evolution are the main topics presented in this unit. Students will analyze evolutionary mechanisms, and the processes and products of evolution. They will evaluate scientific evidence that supports evolution and how technological development has extended or modified knowledge in the field of evolution.	20 hours
Unit 5	Population Dynamics Students will investigate and analyze populations in order to develop their understanding of the interrelationships of species to their environment. Analyzing the carrying capacity of this planet and what mankind is doing and has done to address the sustainability of the planet will be key activities.	21 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
Issue Based Analysis	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
Visualizations	Paper and Pencil Labs	Research Projects
	Problem Solving	Dissections

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
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
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 - SBI4U

Metabolic Processes
Overall Expectations
BMP.01	describe the structure and function of the macromolecules necessary for the normal metabolic functions of all living things, and the role of enzymes in maintaining normal metabolic functions;
BMP.02	conduct laboratory investigations into the transformation of energy in the cell, including photosynthesis and cellular respiration, and into the chemical and physical properties of biological molecules;
BMP.03	explain ways in which knowledge of the metabolic processes of living systems can contribute to technological development and affect community processes and personal choices in everyday life.
Molecular Genetics
Overall Expectations
BMG.01	explain the concepts of gene and gene expression and the roles of DNA, RNA, and chromosomes in cellular metabolism, growth, and division, and demonstrate an awareness of the universality of the genetic code;
BMG.02	explain, through laboratory activities and conceptual models, processes within the cell nucleus;
BMG.03	describe some of the theoretical issues surrounding scientific research into genetic continuity; the general impact and philosophical implications of the knowledge gained; and some of the issues raised by related technological applications.
Homeostasis
Overall Expectations
BHO.01	describe and explain the physiological and biochemical mechanisms involved in the maintenance of homeostasis;
BHO.02	analyse, through experiments and the use of models, the feedback mechanisms that maintain chemical and physical homeostasis in animal systems;
BHO.03	analyse how environmental factors (physical, chemical, emotional, and microbial) and technological applications affect/contribute to the maintenance of homeostasis, and examine related societal issues.
Evolution
Overall Expectations
BEV.01	analyse evolutionary mechanisms, and the processes and products of evolution;
BEV.02	evaluate the scientific evidence that supports the theory of evolution;
BEV.03	analyse how the science of evolution can be related to current areas of biological study, and how technological development has extended or modified knowledge in the field of evolution.
Population Dynamics
Overall Expectations
BPD.01	analyse the components of population growth, and explain the factors that affect the growth of various populations of species;
BPD.02	investigate, analyse, and evaluate populations, their interrelationships within ecosystems, and their effect on the sustainability of life on this planet;
BPD.03	evaluate the carrying capacity of the Earth, and relate the carrying capacity to the growth of populations, their consumption of natural resources, and advances in 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 evaluation of a final exam administered at the end of the course. This exam is the summary of information from the course and the student's reports, using a test format. This 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:

• SBI4U online course of study
• animations
• visuals
• videos
• various internet websites

Reference Materials:

• Nelson Biology 12; Dr. Robert Ritter, Maurice Di Giuseppe, Doug Fraser, Angela Vavitsas, Anu Arora, Beth Lisser; Nelson Thomson Learning, 2003
• McGraw-Hill Ryerson Biology 12; Leesa Blake, Meaghan Craven, Darcy Dobell, Nancy Flood, Gord Jasper, Catherine Little, Adrienne Mason, Grace Price; McGraw-Hill Ryerson, 2002

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.