Grade 11 Biology: A Foundation for Implementation
Unit 1: Wellness and Homeostasis – Specific Learning Outcomes
B11-1-01: Increase awareness of personal wellness, as well as personal and family health history. (GLO: B3)
B11-1-02: Develop a personal wellness plan. (GLOs: B3, B5) (personal reflection)
B11-1-03: Recognize how individual wellness choices affect others. (GLOs: B3, B5)
Examples: community, family... (medical family history)
B11-1-04: Describe how the body attempts to maintain an internal balance called homeostasis, recognizing that the conditions
in which life processes can occur are limited. (GLOs: D1, E2, E3)
Include: thermoregulation (maintenance of body temperature), osmoregulation (water balance), and waste management
B11-1-05: Explain the principle of negative feedback and identify how the body stabilizes systems against excessive change.
(GLOs: D1, E2, E3)
Include: role of receptors and effectors (and hypothalamus)
B11-1-06: Identify life processes that individual cells, as well as complex organisms, need to manage. (GLOs: D1, E1)
Include: obtain food, convert energy, eliminate wastes, reproduce, grow and repair, and transport substances
B11-1-07: Explain how cell membranes regulate movement of materials into and out of cells, and recognize the importance of
this regulation in managing life processes and maintaining homeostasis. (GLOs: D1, E2, E3)
Include: passive transport, active transport, and endo/exocytosis (phospholipid bilayer)
B11-1-08: Identify factors that influence movement of substances across a membrane, recognizing that movement of these
substances is important for the internal balance of the cell. (GLOs: D1, E2, E3)
Examples: size of molecule, concentration gradient, temperature, polarity of molecule (charge), surface area…
B11-1-09: Explain the role of energy in maintaining an internal balance in the cell. (GLOs: D1, D4, E4)
Include: role of adenosine triphosphate (ATP) in metabolism (photosynthesis, 6-carbon sugar)
Unit 6: Wellness and Homeostatic changes – Specific Learning Outcomes
B11-6-01: Analyze examples of how different body systems work together to maintain homeostasis under various conditions.
(GLOs: D1, E2, E3)
Examples: cold weather, organ transplant...
*B11-6-02: Recognize that aging is a progressive failure of the body’s homeostatic responses and describe some changes that
take place in different body systems as we age. (GLOs: D1, E2, E3)
Examples: less blood and oxygen delivered to muscles and other tissues due to decreased efficiency of heart and lungs; lower
calorie requirement due to decreased metabolic rate; increased susceptibility to autoimmune diseases due to fall in number
of T cells and decreased activity of B cells...
*B11-6-03: Recognize the difficulties faced in defining “death” and identify some of the different definitions in use today.
(GLOs: C8, D1)
Examples: medical definition, legal definition, religious viewpoint…
B11-6-04: Identify and analyze social issues related to the process of dying. (GLOs: B3, C4, C5, C8)
Examples: euthanasia, advanced directive, choice of treatments, organ donation, availability of palliative care…
B11-6-05: Describe how technology has allowed us to control our wellness, and describe the ethical dilemmas that the use of
technology can create. (GLOs: B1, B2, B3, C5, C8)
Examples: reproductive technologies, stem-cell research, surgery, anaesthetic, pharmaceuticals...
1
Grade 11 Biology: A Foundation for Implementation
Unit 2: Digestion and Nutrition – Specific Learning Outcomes
B11-2-01: Identify major structures and functions of the human digestive system from a diagram, model, or
specimen. (GLO: D1)
Include: tongue, teeth, salivary glands, epiglottis, esophagus, pharynx, sphincters, stomach, small intestine, large intestine,
rectum, anus, appendix, liver, gallbladder, pancreas, and uvula
B11-2-02: Describe the processes of mechanical digestion that take place at various sites along the alimentary
canal. (GLO: D1)
Include: chewing in the mouth, peristalsis along the tract, muscle contractions in the stomach, and emulsification by bile in
the small intestine
B11-2-03: Identify functions of secretions along the digestive tract. (GLO: D1)
Include: to lubricate and to protect
B11-2-04: Identify sites of chemical digestion along the alimentary canal, as well as the type of nutrient being
digested. (GLO: D1)
Include: starch in the mouth; proteins in the stomach; and carbohydrates, lipids, and proteins in the small intestine
(duodenum)
B11-2-05: Explain the role of enzymes in the chemical digestion of nutrients and identify factors that influence their
action. (GLOs: D1, E2)
Examples: pH, temperature, coenzymes, inhibitors, surface area…
B11-2-06: Describe the processes of absorption that take place at various sites along the alimentary canal.
(GLO: D1)
Include: uptake of nutrients by villi in the small intestine (ilium & jejunum) and uptake of water (& salts) in the large intestine
B11-2-07: Describe the homeostatic role of the liver with respect to the regulation of nutrient levels in the blood
and nutrient storage. (GLOs: D1, E2, E3)
Include: carbohydrate metabolism (glucose metabolism & glycogen synthesis)
B11-2-08: Describe the functions of each of the six basic types of nutrients—carbohydrates, lipids, proteins,
vitamins, minerals, and water. (GLOs: B3, D1)
Include: ATP production, construction/repair, and regulating (classes of CH2O, glycemic index, macro & micro-nutrients)
B11-2-09: Identify dietary sources for each of the six basic types of nutrients—carbohydrates, lipids, proteins,
vitamins, minerals, and water. (GLOs: B3, D1)
B11-2-10: Evaluate personal food intake and related food decisions. (GLOs: B3, C4, C8)
Examples: percentage of daily values of nutrients, portion size, nutrient labels, balance between lifestyle and consumption...
B11-2-11: Investigate and describe conditions/disorders that affect the digestive process. (GLOs: B3, C6, D1)
B11-2-12: Use the decision-making process to investigate an issue related to digestion and nutrition. (GLOs: B3, C4,
C5, C8)
2
Grade 11 Biology: A Foundation for Implementation
Unit 3: Transportation and Respiration – Specific Learning Outcomes
B11-3-01: Design and execute an experiment to investigate an aspect of the transportation or respiratory system. (GLOs: C2,
D1, E2)
Examples: the effect of exercise on heart and/or respiratory rate; the effect of adrenalin on blood pressure; carbon dioxide
production as an indicator of metabolism…
B11-3-02: Compare the characteristics of blood components in terms of appearance, origin, numbers, relative size, and
function in the body. (GLO: D1)
Include: plasma, erythrocytes (red blood cells), leukocytes (white blood cells), and thrombocytes (platelets)
B11-3-03: Compare and contrast the characteristics of different blood groups. (GLO: D1) Include: ABO and Rh factor
B11-3-04: Predict the physiological consequences of blood transfusions involving different blood groups. (GLOs: D1, E2)
B11-3-05: Describe the blood donation process and investigate related issues. (GLOs: B3, C4, C5, C6, C8)
Examples: compatible blood groups, screening procedure, frequency of donation, use of donated blood products, bloodborne diseases…
B11-3-06: Compare the structure and function of blood vessels. (GLOs: D1, E1)
Examples: diameter, elasticity, muscle layers, valves, what they transport...
B11-3-07: Identify the materials transported between cells and capillaries. (GLO: D1)Include: carbon dioxide, oxygen,
hormones, nutrients, and nitrogenous wastes
B11-3-08: Describe the cardiac cycle. (GLO: D1) Include: systole and diastole (pacemaker/sino-atrial node)
B11-3-09: Describe, in general terms, the nervous and chemical control (CO2 levels) of heartbeat. (GLOs: D1, E2)
B11-3-10: Explain the meaning of blood pressure readings and identify the normal range. (GLOs: B3, D1)
Include: given as a ratio of systolic over diastolic (120/80 normal)
B11-3-11: Identify factors that affect blood pressure or cardiac function and describe their effects. (GLOs: B3, D1)
Examples of factors: exercise (FITT Principal), caffeine, nicotine, shock, beta blockers, diuretics, hormones, stress...
Examples of effects: low blood pressure, high blood pressure, increased heart rate…
B11-3-12: Explain how transport systems help to maintain homeostasis in the body. (GLOs: D1, E2)
Include: transport nutrients, oxygen, carbon dioxide, wastes, and hormones; help maintain fluid balance; regulate body
temperature; and assist in the defence of the body against invading organisms
B11-3-13: Distinguish between cellular respiration, internal respiration, and external respiration. (GLO: D1)
B11-3-14: Identify major structures and functions of the human respiratory system from a diagram, model, or specimen.
(GLO: D1)
Include: lungs, pleura (thin covering that protects and cushions the lungs), nasal cavity, epiglottis, bronchi and bronchioles,
alveoli, pulmonary capillaries, diaphragm, pharynx, larynx, trachea, uvula, ribs, and intercostal muscles (between the ribs)
*B11-3-15: Describe how breathing is controlled to help maintain homeostasis in the human body. (GLOs: D1, E2)
Include: chemoreceptor and medulla oblongata
B11-3-16: Investigate and describe conditions/disorders associated with transportation and/or respiration in the human body.
(GLOs: B3, C6, D1) Examples: cardiovascular diseases...
B11-3-17: Identify personal lifestyle choices that contribute to cardiovascular and respiratory wellness. (GLOs: B3, C4, D1)
Examples: active lifestyle, not smoking…
3
Grade 11 Biology: A Foundation for Implementation
Unit 4: Excretion and Waste Management – Specific Learning Outcomes
B11-4-01: Identify the primary metabolic wastes produced in the human body and the source of each. (GLO: D1)
Include: ammonia, urea, mineral salts, carbon dioxide, and water
B11-4-02: Describe the roles of the major excretory structures in eliminating (metabolic) wastes and helping the
body maintain homeostasis. (GLOs: D1, E2)
Include: kidneys, lungs, skin, and (intestines)
B11-4-03: Describe the important role of the liver in the process of excretion (urea) and the maintenance of
homeostasis. (GLOs: D1, E2)
B11-4-04: Identify structures of the human urinary system from a diagram, model, or specimen, and describe the
function of each. (GLO: D1)
Include: kidneys, renal cortex (outer), renal medulla (middle), renal pelvis (center), renal arteries and veins, ureters, urinary
bladder, urethra, and urinary sphincters
B11-4-05: Explain the processes of filtration, reabsorption, and secretion in the nephron. (GLO: D1)
B11-4-06: Describe the feedback mechanisms associated with water and salt balance and their role in the
maintenance of homeostasis in the human body. (GLOs: D1, E2)
*Include: antidiuretic hormone (ADH) and aldosterone (chemical messengers and concentration gradient)
B11-4-07: Describe what types of information can be gained through urinalysis. (GLOs: B3, D1)
Examples: performance-enhancing drugs, diabetes, recreational drugs, pregnancy, infections, kidney failure or damage…
B11-4-08: Investigate and describe issues related to kidney failure and treatment options available. (GLOs: B3, C6,
C8, D1)
Examples: organ transplant, personal lifestyle, dialysis...
4
Grade 11 Biology: A Foundation for Implementation
Unit 5: Protection and control – Specific Learning Outcomes
B11-5-01: Describe the body’s defence mechanisms for protection from foreign agents. (GLO: D1)
Include: non-specific and specific defences (antibodies, white blood cells)
B11-5-02: Describe the body’s response to allergens, vaccines, and viruses/bacteria. (GLO: D1)
Include: inflammatory response and immune response (blood agglutination)
*B11-5-03: Explain the role of the lymphatic system in protecting the human body. (GLO: D1)
Include: lymph vessels, lymph nodes, and lymph
*B11-5-04: Investigate issues related to the immune system and the protection of public health. (GLOs: B3, C4, C5,
C6, C8, D1)
Examples: immunization policies, travel bans and advisories, epidemics…
B11-5-05: Describe the major organization of the nervous system. (GLO: D1)
Include: central nervous system and peripheral nervous system (autonomic and somatic) (hypothalamus in negative feedback
loop)
B11-5-06: Identify the functional regions of the brain. (GLO: D1)
Examples: general anatomy such as cerebellum, specific regions responsible for speech and other functions,
left-brain/right-brain concept… (hypothalamus in negative feedback loop)
B11-5-07: Explain how a nerve impulse travels a particular pathway using chemical and electrical signals. (GLO: D1)
Include: synapse (nerve signal between receptor, hypothalamus and effector)
B11-5-08: Compare the general roles of nervous and hormonal controls, recognizing that the nervous and
endocrine systems interact to maintain homeostasis in the human body. (GLOs: D1, E2, E3)
Include: communication, speed, duration, target pathway, and action (hypothalamus, insulin & glucagon)
*B11-5-09: Explain the effects of a concussion on brain function and the implications of multiple concussions.
(GLOs: B3, C8, D1)
Include: second impact syndrome
B11-5-10: Describe how personal lifestyle choices can influence the functioning of protection and/or control
systems. (GLOs: B3, D1)
Examples: impact of recreational drugs, use of anabolic steroids, lack of sleep, poor diet, non-use of protective equipment…
B11-5-11: Investigate and describe conditions/disorders that affect protection and/or control in the human body.
(GLOs: B3, C6, D1) (prevention component of research project, wellness checklist in portfolio)
5
Grade 11 Biology: A Foundation for Implementation
6