SBI3C1 COURSE OF STUDY OUTLINE
Ministry of Education Policy Document
The Ontario Curriculum Grades
Upper Grand District School Board
College Heights Secondary School
Department
Science
Department Head
Developed by L. Boyle
Course Title
Date October 2011
College Preparation Biology
Course Code SBI3C1 Prerequisites
and Principal
Type
SNC2P
Units - Titles
1
2
3
4
5
K. Erling
Cellular Biology
Microbiology
Anatomy of Animals
Genetics
Plants in the Natural Environment
Applied Grade
Co-requisites
11
Permission of teacher
Unit 1 - Cellular Biology
Example Activities
Overall Expectations
Categories
Focus
Daily Assignments

$ interactive internet
activities
$ microslide drawings
• demonstrate an understanding of
the basic processes of cellular
biology, including membrane
transport, cellular respiration,
photosynthesis, and enzyme
activity;
C
$ understanding of the
structure and functions of a
variety of cell types
Labs
$ Simple sugars
$ Complex Carbs
$ Lipids
$ Proteins
• investigate the factors that
influence cellular activity using
appropriate laboratory equipment
and techniques;
IP
PR
AI
C
$
Daily Assignments
$ readings
$ interactive internet
activities
• demonstrate an understanding of
the importance of cellular
processes in their personal lives,
as well as in the development and
application of biotechnology
AI
C
$ understanding of biological
processes relevant to students
lives
investigation
Accommodations
Please see attached.
Formative Assessment in the Unit
$ Feedback in the form of marked daily assignments with comments and an opportunity
to make improvements
$ Early lab reports assessed not for marks but for feedback
Unit Evaluation
$
$
$
$
Internet assignments
Questions on Reading assignments
Lab Reports
Quizzes
Unit 2 - Microbiology
Example Activities
Overall Expectations
Categories
Focus
• demonstrate an understanding of
Daily Assignments
C
$ understanding the biology behind
the characteristics of various microthe influences that microbes have on
$ readings
organisms, of their role
our lives
in the environment, and of their
influences on other organisms,
including humans;
• analyse the development and
Labs
P
$ lab techniques
physical characteristics of microR
$ microscopy
organisms, using appropriate
$ nutrient agar plates laboratory equipment and
techniques;
• explain the role of microMicrobe Trading Cardsorganisms with respect to human
$ - research
health and in technological
assignment
applications in medicine, industry,
and the environment.
IP
C
$
research and presentation
Accommodations
Please see attached.
Formative Assessment in the Unit
$ Feedback in the form of marked daily assignments with comments and an opportunity
to make improvements
$ Early lab reports assessed not for marks but for feedback
Unit Evaluation
$ Questions on Reading assignments
$ Trading Cards
Unit 3 - Animal Anatomy and Physiology
Example Activities
Overall Expectations
Lessons on each of the • demonstrate an
body systems
understanding of the structure,
function, and interactions of
Fetal Pig Dissections the main internal systems of
Categories
PR
AI
Focus
$ basic understanding of animal body
systems with an emphasis on humans
$
real or virtual
Lab Activities
$ Lung Capacity
$ Heart Rate
Daily Assignments
$ readings
$ Internet activities
$ Poster Research
and Presentation
humans and other animals;
• investigate,with the aid of
laboratory procedures, the
physiological mechanisms of
animal systems that are
responsible for the physical
health of the individual;
IP
PR
AI
C
$
$
understanding the function and dy
dysfunction of organs systems
$
investigation
• demonstrate an
understanding of the
connections among health,
preventive measures, and
treatment, and of their social
and economic implications.
C
PR
$
$
maintaining good health
poor health, medical interventions
Accommodations
Please see attached.
Formative Assessment in the Unit
$
Feedback in the form of marked daily assignments with comments and an opportunity to
make improvements
$
Early lab reports assessed not for marks but for feedback
Unit Evaluation
$
$
$
$
$
Internet assignments
Questions on Reading assignments
Lab Reports
Quizzes
Poster Presentation
Unit 4 - Plant Structure and Physiology
Example Activities
Overall Expectations
Categories
Focus
Daily Assignments
$ readings
$ microscopy
$ microslides
• demonstrate an understanding
of the diversity of plants, and of
their internal transport systems,
reproduction, and growth;
C
PR
$ understanding of the structure and
functions of a variety of plant cell
organelles
$ plant species variety
$ Greenhouse
• analyse the factors influencing
tour
the growth and maintenance of
$ Growing Cuttings plants, using appropriate
laboratory equipment and
techniques;
IP
PR
AI
C
$
$
$ Tree planting
• evaluate the roles of plants in
$ River Ecosystem the urban community, in
Study
various technologies and
industries and in natural
ecosystems
C
PR
$ relate classroom lessons to local
ecosystems and community gardens
investigation skills
reporting
Accommodations
Please see attached.
Formative Assessment in the Unit
$
Feedback in the form of marked daily assignments with comments and an
opportunity to make improvements
Unit Evaluation
$
$
Internet assignments
Questions on Reading assignments
Course Evaluation
How is the term mark calculated using the categories?
30% Knowledge and Understanding
20% Thinking, Inquiry, Problem Solving and Reasoning
20% Communication
30% Application
How is the final evaluation mark calculated?
70% Daily Assignments, Lab Reports, Projects, Quizzes
15% Final Poster Project
15% Final Exam
ACCOMMODATIONS
ALTERNATE SETTING
Indicators of Need
$
distracted or distracting behaviour
$
inability /difficulty sustaining focus
Strategies
$ work area with reduced distractions
$ seated close to teacher
$ work with E.A.
BUDDY/PEER TUTORING
Indicators of Need
Strategies
$ weak ability levels in any area, lack of
$
confidence, difficulty in making
friends
$ pair with a stronger student particularly
for
$ in class work, reward peer tutor with
$ appropriate reinforcements
CHOICES
Indicators of Need
$
student is unwilling to start
Strategies
$ decide if another equivalent expectation
task/assignment
$
not successful in a particular task or
assignment or mode of evaluation
or mode of evaluation would engage the
student
COMPUTER OPTIONS/ASSISTIVE TECHNOLOGY
Indicators of Need
Strategies
$
weak fine motor skills
$ SEA equipment
$
literacy needs
$ Dana/Alphasmart
$
weak written output
$ Computer labs
$ Kurzweil, Dragon, WordQ, Smart Ideas
CONTRACT
Indicators of Need
Strategies
$poor attendance
$inadequate performance in any area
$ write up a contract that specifies the
behaviours that you want to see being careful
to specify exact behaviours and numbers as
applicable (e.g. exact number of absences
allowable) sample contracts are available
from Student Services
CUING
Indicators of Need
Strategies
$student is off task
$ use visual, auditory and physical means
to cue student to return to task - do so in
a way that is non-confrontational, but
gets across the message to get back on
task (if comprehension of task is the
issue address comprehension)
EXTRA TIME
Indicators of Need
Strategies
$organizational deficits
$spelling deficits
$slow reading
$time management problems
$sequencing difficulties
$ breaks
$ EA support
$ 1.5 or2x the regular time for test/quiz
$ give the gift of time
GRAPHIC ORGANIZERS
Indicators of Need
Strategies
$difficulty organizing thoughts
$difficulty beginning writing tasks
$weak planning schools
$ direct teaching on how to use an
organizer
$ computer software (Smart Ideas)
$ hand out organizers with writing
assignments
$ incorporate this tool into part of the
assessment/evaluation process
HIGHLIGHT/ CHUNK MATERIALS
Indicators of Need
Strategies







MANIPULATIVES/HANDS-ON MATERIALS
Indicators of Need
Strategies







MENTORING
Indicators of Need
Strategies


NOTE-TAKING ASSISTANCE
Indicators of Need

Strategies




OPEN BOOK TESTS
Indicators of Need
Strategies




ORAL TESTING
Indicators of Need
Strategies










ORGANIZATION COACHING/TIME MANAGEMENT
Indicators of Need
Strategies



POSITIVE REINFORCEMENT
Indicators of Need
Strategies




PRACTICE TESTING
Indicators of Need
Strategies








READING DEFICITS - STRATEGIES
Indicators of Need
Strategies







REDUCTION OF MATERIAL
Indicators of Need
Strategies











REWORDING/REPHRASING/REPETITION OF INFORMATION
Indicators of Need
Strategies




ROUTINES/SCHEDULES
Indicators of Need
Strategies






SELF-CHECKING/MONITORING METHODS
Indicators of Need
Strategies





SHORTENED INSTRUCTIONAL TIME
Indicators of Need
Strategies



SOCIAL SKILLS
Indicators of Need
Strategies








TEACHER-APPROVED STUDY NOTES
Indicators of Need
Strategies






TRACKING SHEETS
Indicators of Need
Strategies




VISUAL AIDS
Indicators of Need
Strategies




WORD BANK/WORD RETRIEVAL PROMPTS
Indicators of Need
Strategies



