Maple Leaf School
COURSE OUTLINE
School Name: Maple Leaf School, 9-12
Department Name: SCIENCE
Ministry of Education Course Title: Biology, Grade 11, University Preparation
Grade Level:
Grade 11, University/College Prep
Ministry Course Code: SBI3U
Principal: Mr. D. Zebeljan
Teacher’s Name: TBA
Developed by: Mr. D. Zebeljan
Date: August 2016
Revised by: Mr. D. Zebeljan
Date: June 2020
Developed from: Science, The Ontario Curriculum, Grades 11 and 12, 2008
(Revised)
Text: Biology 11
McGraw-Hill Ryerson
ISBN – 13: 978-0-07-091580-0
Prerequisite: SNC 2D Credits: 1
Length: 110 hours
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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; genetic
processes; evolution; internal systems and regulation in animals; and the anatomy, structure,
and function of plants. This course focuses on the theoretical aspects of the topics under
study, and helps students refine skills related to scientific investigations
Overall Curriculum Expectations
A. Scientific Investigation Skills and Career Exploration Strand
By the end of this course, students will:
A1. 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);
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. Diversity of Living Things
By the end of this course, students will:
B1. Analyze the effects of various human activities on the diversity of living things
B2. Investigate through laboratory and/or field activities, or through simulations, the
principles of scientific classification, using appropriate sampling and classification
techniques.
B3. Demonstrate an understanding of the diversity of living organisms in terms of the
principles of taxonomy and phylogeny.
C. Genetic Processes
By the end of this course, students will:
C1. Evaluate the importance of some recent contributions to our knowledge of genetic
processes and analyze the social and ethical implications of genetic and genomic
research.
C2. Investigate genetic processes, including those that occur during meiosis, and
analyze data to solve basic genetics problems involving monohybrid and dihybrid
crosses.
C3. Demonstrate an understanding of concepts, processes, and technologies related
to the transmission of hereditary characteristics.
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D. Evolution
By the end of this course, students will:
D1. 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.
D2. Investigate evolutionary processes, and analyze scientific evidence that supports
the theory of evolution.
D3. Demonstrate an understanding of the theory of evolution, the evidence that
supports it, and some of the mechanisms by which it occurs.
E. Animals: Structure and Function
By the end of this course, students will:
E1. Analyze the relationships between changing societal needs, technological
advances, and our understanding of internal systems of humans.
E2. 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.
E3. Demonstrate an understanding of animal anatomy and physiology, and
describe disorders of the respiratory, circulatory, and digestive systems
F. Plants: Anatomy, Growth and Function
By the end of this course, students will:
F1. Evaluate the importance of sustainable use of plants to Canadian society and other
cultures.
F2. Investigate the structures and functions of plant tissues, and factors affecting plant
growth.
F3. Demonstrate an understanding of the diversity of vascular plants, including their
structures, internal transport systems, and their role in maintaining biodiversity.
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Maple Leaf School
Course Content
Strand A-F: Titles and Allocated Time:
Strand A
Scientific Investigation Skills and Career Exploration
Overall Expectations: A1, A2.
5 hours
Strand B
Diversity of living things
Overall expectations: B1. B2, B3.
Strand C
Genetic Processes
Overall expectations: C1, C2, C3.
Strand D
Evolution
Overall expectations: D1, D2, D3
Strand E
Animals: Structure and Function
Overall expectations: E1, E2, E3.
Strand F
Plants: Anatomy, Growth, and Function
Overall expectations: F1, F2, F3.
18 hours
24 hours
18 hours
25 hours
20 hours
TOTAL:
110 hours
Strand
Descripti
on
Strand A – Scientific Investigation Skills and Career Exploration
Time: 5 hours
Strand description:
This strand discusses and reinforces the students’ scientific investigation skills (related
to both inquiry and research) in the four areas of skill; it describes a variety of careers
related to the fields of science under study, and identifies scientists, including
Canadians, who have made contributions to those fields.
❖ Assessment For Learning:
● Career Presentations
● Labs/Activities/Worksheets
❖ Assessment As Learning:
● In-class Activities Review
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❖ Assessment Of Learning:
● Lab Performance assessed
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Strand B – Diversity of Living Things
Time: 18 hours
This strand presents the principles that biologists use to organize and classify all species.
The students will study in detail the characteristics and classification of four of the six
kingdoms: Archea, Bacteria, Protista and Fungi. Students will also trace the relationships
between and among groups of the other two kingdoms: Plants and Animals.
❖ Assessment For Learning:
● Microscopy
● Binomial nomenclature exercise
❖ Assessment As Learning
● Homework
● Exit Cards
● Investigation 1-C: Creating a Dichotomous Key to Identify Species of Beetles
● Investigation 2-A: Measles Immunization
❖ Assessment Of Learning
● End of Section Tests
● End of Unit Summative Test
Strand C – Genetic Processes
Time: 24 hours
This strand reviews mitosis and meiosis and explores how traits are inherited, using
examples from living organisms. Genetic information is transmitted from cell to cell: the
process being important in determining variation among offspring. Students will be
studying new terms and the concepts and inheritance patterns they relate to. Punnett
squares will be used as a tool to solve problems involving the transmission of hereditary
traits.
❖ Assessment For Learning:
● An online lab on meiosis
● Pedigree charts
● Compiling a dictionary of genetics terms
● Crossword Puzzle
❖ Assessment As Learning
● Homework
● Exit Cards
❖ Assessment Of Learning
● Lab Report: Microscopy: Slides of mitosis of onion root tips and fish blastula
● End of Section Tests
● End of Unit Summative Test
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Strand D: Evolution
Time: 18 hours
This strand analyzes the economic and environmental advantages and disadvantages of
artificial selection technologies, and evaluates the impact of environmental changes on
natural selection and endangered species. It deals with processes of evolution, and
analyzes scientific evidence that supports the theory of evolution.
❖ Assessment For Learning:
● Daily Practice Questions with self-assessment
● Compiling a dictionary of evolutionary terms
● Investigation 9-A: Islands and Species
❖ Assessment As Learning
● Homework
● Exit Cards
❖ Assessment Of Learning
● Report: Investigation 9-A: Islands and Species
● End of Section Tests
● End of Unit Summative Test
Strand E: Animals: Structure and Function
Time: 25 hours
In this strand students will be introduced to the concept of homeostasis. They will
investigate the anatomy and physiology of the respiratory, circulatory and digestive
systems in humans. They will also be introduced to disorders of the respiratory,
circulatory and digestive systems.
❖ Assessment For Learning
● Daily Practice Questions with self-assessment
● Class discussions
● Crossword puzzle
● Lab: Pig Dissection
❖ Assessment As Learning
● Homework
● Exit Cards
● Investigations involving the respiratory, circulatory and digestive systems
❖ Assessment Of Learning
● Lab Report: Pig Dissection
● End of Section Tests
● End of Unit Summative Test
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Maple Leaf School
Strand F: Plants: Anatomy, Growth and Function
Time: 20 hours
This strand will focus on the anatomy and physiology of plants. It studies the way
plants use materials from the environment for their growth and survival. Students will
learn how different plant parts develop from the same type of plant cells and how this
ability can be used in cloning plant tissues. They will also learn how plant species
have adapted over time (an extension of Strands B and D).
Transpiration will be introduced and reiterated with an online lab.
❖ Assessment For Learning
● Daily Practice Questions with self-assessment
● Class discussions
● Crossword puzzle
❖ Assessment As Learning
● Homework
● Exit Cards
❖ Assessment Of Learning
● Lab Report: Transpiration
● End of Section Tests
● End of Unit Summative Test
Teaching/Learning Strategies at OSC
A variety of strategies are used to allow OSC students many opportunities to attain the
necessary skills for success in this course and at university. The teacher uses a variety of
whole class, small group and individual activities to facilitate learning. The following is a
list of specific teaching/learning strategies that the teacher may use but is not limited to:
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Teacher Directed-Lecture
Structured Discussions
Student Presentations
Debate/Panel
Activity/Game/Exercises
Brainstorming
Conference/Interview
Demonstration/Video/TV
Lab/Experiment
Group/Pair Work
Textbook/Worksheets
Problem Posing/Solving
Analysis/Interpretation
Note Making/Research
Demographic Research
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Use of Analytics
Diagramming
Flow-charting
Graphing
Calculating
Estimating
Statistical Analysis
Independent Study
Self/Peer Assessment
Test/Quiz/Assignment
Chronological Timelines
Mapping
Spreadsheets
Surveys/Polls
Other: Measuring, Observing, Inventing, Concluding, Hypothesizing, Proving, Challenging,
Designing, Modelling, Scoping
Course Content as per Assessment Strategies based
on the Overall Expectations and Categories of
Achievement
Strand
Time
(hrs.)
Overall Expectations
A
Scientific
Investigatio
n Skills
and
Caree
r
Exploration
A1, A2.
5
Assessment Strategies
Throughout the course:
1. Career Presentations (AFL)
2. Labs/Activities/Worksheets
(AFL)
3. In-class Activities Review
(AAL)
4. Lab Performance (AOL)
Catego
Achiev
K/U T/
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B
Diversity
of
Living
Things
18
B1, B2, B3,
1. Microscopy (AFL)
2. Binomial nomenclature exercise
(AFL)
3. Homework (AAL)
4. Exit Cards (AAL)
5. Investigation 1-C: Creating a
Dichotomous Key to Identify
Species of Beetles (AAL)
6. Investigation 2-A: Measles
Immunization (AAL)
7. End of Section Tests (AOL)
8. End of Unit Summative Test
(AOL)
K/U T/
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C
Genetic
Processes
C1, C2, C3
24
D
Evolution
D1, D2, D3
18
1. An online lab on meiosis (AFL)
2. Pedigree charts (AFL)
3. Compiling a dictionary of
genetics terms (AFL)
4. Crossword Puzzle (AFL)
5. Homework (AAL)
6. Exit Cards (AAL)
7. Lab Report: Microscopy: Slides
of mitosis of onion root tips and
fish blastula (AOL)
8. End of Section Tests (AOL)
9. End of Unit Summative Test
(AOL)
K/U T/
1. Daily Practice Questions with
self-assessment (AFL)
2. Compiling a dictionary of
evolutionary terms (AFL)
3. Investigation 9-A: Islands and
Species (AFL)
4. Homework (AAL)
5. Exit Cards (AAL)
6. Report: Investigation 9-A:
Islands and Species (AOL)
7. End of Section Tests (AOL)
8. End of Unit Summative Test
(AOL)
K/U T/
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E
Animals:
Structure
and
Function
25
E1, E2, E3.
F
Plants:
Anatomy,
Growth
and
Function
20
F1, F2, F3.
1. Daily Practice Questions with
self-assessment (AFL)
2. Class discussions (AFL)
3. Crossword puzzle (AFL)
4. Lab: Pig Dissection (AFL)
5. Homework (AAL)
6. Exit Cards (AAL)
7. Investigations involving the
respiratory, circulatory and
digestive systems (AAL)
8. Lab Report: Pig Dissection
(AOL)
9. End of Section Tests (AOL)
10.
End of Unit Summative
Test (AOL)
K/U
1. Daily Practice Questions with
self-assessment (AFL)
2. Class discussions (AFL)
3. Crossword puzzle (AFL)
4. Homework (AAL)
5. Exit Cards (AAL)
6. Lab Report: Transpiration
(AOL)
7. End of Section Tests (AOL)
8. End of Unit Summative Test
(AOL)
K/U
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Assessment and Evaluation at OSC
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Assessment for learning (AFL) is diagnostic and formative for the purposes of
greater learning achievement and is used at the beginning of a unit to help
determine a starting point for instruction.
Assessment as learning (AAL) is assessment as a process of developing and
supporting students’ active participation in their own learning.
Assessment of learning (AOL) is assessment for purposes of providing evidence of
achievement for reporting. It is conducted at the end of each learning unit/work
section and provides students with the opportunity to synthesize/apply/demonstrate
their learning and their achievement of the stated expectations via Observation,
Conversation and Product. The following is a chart listing of specific
assessment/evaluation strategies that the teacher may use but is not limited to:
Assessment Tools for Teachers and Students to Co-Create Success Criteria
For
As
Of
For
As
Outstanding Classwork x
Class Discussion
X
(Review-sheet)
Classwork
x
Conference/Interview
(Worksheet)
Lab Work
Peer/Self-Assessment
Individual work
Observation
Group work
Checklist
Individual Presentation
Written Assignment
(Rubric)
Group Presentation
Test/Quiz
Socratic Questioning
Other: Exercises
x
Poster Presentations
Conversation
Portfolio
Science Fares
Diagrams
Whiteboard Call-ups
Experiments
Inventions
Of
Achievement charts, using four (4) categories of learning are used in determining student
achievement as listed below:
1. Knowledge/ Understanding;
2. Thinking/Inquiry/Problem Solving;
3. Communication;
4. Application
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Knowledge
12.5%
Understanding
12.5%
Thinking/
Inquiry/
Problem solving
25%
Communication
25%
Application
25%
Levels:
There are four levels of achievement for students who are passing the course:
● Level 1 (50-59%)
● Level 2 (60-69%)
● Level 3 (70-79%)
● Level 4 (80-100%)
Level 3 is the provincial standard for student achievement.
Final Grade
The final grade will include the following weighting:
Knowledge
Thinking/Inquiry Communication
12.5
25
25
Understanding
12.5
Application
25
Seventy percent (70%) of the grade will be based on evaluation conducted throughout the course.
Final evaluation will take into account the student’s most recent and most consistent performance.
Thirty percent (30%) of the grade will be based on the final evaluation, which will take into account
the entire course, including the student’s most recent and most consistent performance.
Components and Weighing of Evaluations
The final grade is based on evaluations conducted at the end of a Unit and is
valued at 70% of the student’s grade and on a final evaluation valued at 30%.
Evaluation Strategies
Percentage Weighing
Observations
5%
Conversations/Interviews
5%
Student Products:
60%
- End of Section Tests: 10%
- End of Unit Summative Test: 40%
- Reports/Projects: 10%
Final Evaluation
30%
Culminating Activity: 5%
Final Exam: 25%
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Secondary SBI3U Program Planning at OSC
In order to accommodate students’ needs, OSC teachers incorporate appropriate considerations in
their program planning and delivery. OSC learners can be challenged through product and process.
The teacher can enrich the learning experience by:
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encouraging and reinforcing the application of abstract thinking skills to complex content,
resulting in a sophisticated product;
encouraging maximum student engagement in the learning activity;
encouraging student choice regarding the processes and products of learning in the classroom;
integrating cross-curricular activities, including whole class, small group, and individual
instruction;
providing opportunities for genuine inquiry - to generate questions, apply a variety of investigative
approaches and communicate learning in a variety of ways (i.e. top notch Science Lab and other
facilities/materials required for scientific experiments including science fairs;
using formative assessment to provide opportunities for practice and consolidation;
making authentic connections with the classroom, the school, and the local community;
respecting the cultural diversity of Ontario classrooms;
utilizing words, phrases, and clausal structures that indicate:
✔ sequence/chronology
✔ cause/effect relationships
✔ contrast/comparatives/superlatives
✔ statements of scientific approach
✔ statements of opinion, interpretation, inference
✔ statements of speculation/hypothesis/prediction
✔ statements of belief, intent, necessity, persuasion, evaluation, definition
✔ explanations of reason
formulating of questions for formal and informal circumstances, oral or written
teaching, practicing and encouraging the use of active listening skills: e.g., phrases and syntax that
express encouragement, requests for repetition, clarification, and restatement;
practicing and performing activities such as reading/listening tasks (case-study/video-viewing)
that need a specific and concrete product expected of students
completing/implementing of a graphic organizer/re-enactment or structured oral response
note-taking/summarizing
teaching, practicing and performing non-verbal communication skills, of particular importance to
presentation tasks
fostering in-depth learning of a self-selected topic within the expectation requirements;
motivating students to synthesize course content with their own experiences and ideas;
providing one-on-one assistance to edit and revise written work: offering the
opportunity for all students to continue to develop their language skills. In recognition that English
may not be the first language for some students, additional support will be available as required.
Support strategies will include special accommodations (e.g. permitting the student to use a
dictionary on tests), creation of glossaries to help students understand technical terms, pairing the
student with a student with strong language skills, and consultation with the ESL teacher about
other possible strategies to provide one-on-one assistance to edit and revise written work.
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Hence, OSC Teachers are encouraged to include as many process work revisions, (i.e. AAL and
AFL pre-testing process work) as needed in order to develop necessary revision and testing skills
before completing their AOLs (the end product; unit test, project, or final evaluation) as
prescribed by the Growing Success Policy);
encouraging students to create elaborate organizers for planning writing and independent tasks
(Process pre-testing AAL and AFL);
providing step-by-step instructions while addressing a variety of learning styles;
helping students create organizers for planning writing tasks;
recording key words on the Whiteboard, Smart board or overhead when students are expected to
make their own notes;
ensuring that all aspects of the program support students in the development of proficiency in
language;
ensuring to diagnostically pre-test Grade 11 students in order to assess prior learning and to
identify those students who need remediation, ESL Stream remediation and accommodation
(where and if applicable) consolidation, and enrichment and allowing where appropriate
language dictionary, thesaurus and other comprehension aids, (i.e. ESL considerations and
accommodations);
ensuring that activities in the classroom are connected to the vibrant, multi-cultural local
community and the world at large. Emphasis is placed on the knowledge and skills necessary for
success in college and university. Opportunities are provided for members of the local community,
colleges, and universities to come into the classroom, and for students to get out into the
community.
The Role of Computer Technology in the classroom
❑ Technology helps to make students more powerful learners by giving them the means to explore
concepts more effectively. In the time gained by using technology, students can study fundamental
ideas in greater depth, develop higher skill levels, and explore more applications.
❑ Throughout the course, opportunities are provided for the use of technology since this curriculum
incorporates the use of technology in the learning expectations. Full implementation of the
curriculum will occur as schools acquire the technology and teachers and students develop skills
in using it. In that vein, In that vein, OSC is proud of its technologically “e-mmersed
environment. The school is equipped with the latest education processing and presentation
software and hardware tools (i.e. 21st. Century education technology tools featuring Power
Point flowcharts, diagrams, matrixes, and spreadsheet analysis) for classroom instruction and
assessment; as well as Technology Carts including TVs, Projectors and Cloud-speed Wireless
network environment across the entire campus!
Career Education at OSC
❑ As appropriate throughout the course, opportunities are also provided to address issues
related to career and life style implications pertaining to the field of Science and Biology.
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Resources:
1. Principal Course Textbook: “Biology 11” McGraw-Hill Ryerson
ISBN – 13: 978-0-07-091580-0
2. Workbook: “Biology 11”; McGraw-Hill Ryerson
ISBN - 13: 978-0-07-105100-2
3. The Ontario Curriculum, Grades 11 and 12, 2008 (Revised) Equipment for Labs,
Boreal Laboratories
4. Related DVD/Videos
5. Current articles in newspaper/scientific journals related to areas of study in Biology
The End