Course Overview

Biology, Grade 11, University Preparation, SBI3U

Course Description

This course furthers students’ understanding of the processes involved in biological systems. Students study the diversity of living things, cellular functions, the anatomy, growth, and functions of plants, internal systems and regulation, and genetic continuity. Throughout, the course provides cumulative evidence that all life forms, however diverse, are united by a common set of characteristics. The course focuses on the theoretical aspects of the topics under study, and helps students refine skills related to scientific investigation.

This Profile offers one set of suggestions for achieving the Learning Expectations of the SBI3U Curriculum document. Teachers must adapt the Profile to suit their circumstances and to match the students’ needs while ensuring that all Learning Expectations of the Guideline are addressed fully.

Course Notes

The Goals of Grade 11 Biology

As in the Grade 1 to 8 Science and Technology curriculum and the Grade 9 and 10 Science courses, SBI3U is directed toward three goals:

· To relate science to technology, society, and the environment;

· To develop skills, strategies, and habits of mind required for scientific inquiry;

· To understand basic concepts of science.

The activities and assessment tasks in this profile reflect the importance of the three goals and have been developed around clusters of Specific Expectations that encompass all three goals.

Scientific Literacy for All Students and Preparation for Further Study

The paramount task of science education is to equip all students with scientific literacy – the combination of values, knowledge, and skills that enable them to think creatively, reason logically, evaluate information critically, and communicate effectively. This is an essential base for making productive and ethical decisions, not only about scientific and technological issues but in all areas of life.

This is emphasized in The Ontario Curriculum, Grades 11 and 12: Science, 2000: “The newer aspects of the science curriculum – especially those that focus on science, technology, society, and the environment (STSE) – call for students to deal with the impacts of science on society and the environment, which includes both the natural environment and the workplace environment. This requirement brings in issues that relate to human values. Science can therefore not be viewed as merely a matter of “facts”; rather, it is a subject in which students learn to weigh the complex combinations of fact and value that developments in science and technology have given rise to in modern society.”

At the same time, SBI3U must adequately prepare those students who will opt for further study of the subject in SBI4U and beyond high school. Knowledge and skills must be learned and assessed at a standard that enables students to realistically assess their aptitude and chances for success in further studies in biology and possible employment in a related field.

Policy Requirements

The curriculum document contains recommendations regarding teaching approaches and curriculum expectations that must be reflected in all courses based on it. Among these are the following statements (pp. 8-10):

· “The expectations in science courses call for an active, experimental approach to learning, and require all students to participate regularly in laboratory activities.”

· “Where opportunity allows, students might be required, as part of their laboratory activities, to design and conduct research on a real scientific problem for which the results are unknown.”

· “Where possible, concepts should be introduced in the context of real-world problems and issues.”

· “In all courses, a list of expectations is given that precedes the strands. These expectations describe skills that are considered to be essential for scientific investigation e.g., skills in research, in the use of materials, and in the use of units of measurement, and skills required for investigating possible careers in the subject area. These skills apply to all areas of course content and must be developed in all strands of the course. Assessment of students’ mastery of these skills must be included in the evaluation of students’ achievement of the expectations for the course.” In this profile, these expectations will be called Science Investigative Skills. For SBI3U, they are found on p. 12 of the curriculum document. These skills serve as a lens through which all Learning Expectations in the profile are interpreted. In addressing the Learning Expectations, the Science Investigative Skills must also be addressed.

Considerations for Planning and Implementing Grade 11 Biology

· SBI3U requires an emphasis on inquiry skills. Through a variety of investigations, students describe objects and events, ask questions, construct explanations, test those explanations against current scientific knowledge, and communicate their ideas to others. They identify their assumptions, use critical and logical thinking, and consider alternative explanations. Direct experience with organisms, materials, and laboratory equipment is necessary to illuminate theoretical concepts and develop skills.

· Learning activities in this profile are set in a context that relates science to technology, society, and the environment.

· A number of activities in this profile have a research focus that requires accessing information beyond the laboratory or field trip. Students should be taught how to use all available sources of information – people, print, online sources and other media, both within the school and in the community. They should also be given opportunities to use those skills, and to experience the challenges that invariably accompany the location and acquisition of valid information. However, care must be taken that student time is spent primarily on processing information rather than accessing information, so that the research does not become an end in itself.

· The Expectations are central to all aspects of this profile. The context in which each unit is delivered, the skills and concepts developed, and the assessment tasks used must be interconnected, and linked to the Expectations. The assessment data accumulated throughout the course must be sufficient (in kind and number) to permit teachers to evaluate the consistent level of performance for each student in each of the four categories in the Achievement Chart for Science (pp. 174-175)

· Some of the expectations are given special emphasis in learning activities and are often revisited. These are expectations that are taught, assessed, evaluated and where necessary revisited using alternate instructional strategies in a cyclic process that stops only when students have achieved them.

· Each student interprets new information in terms of what he or she already knows. The student tries to make sense of what is taught by trying to fit it with his or her experience. A key concept is understood when the student examines significant examples that represent the concept, then creates a generalization from those personal experiences. Teachers must be aware of the experiences that students have had prior to Grade 11 and use them as the base for new and more complex concepts. Students may also arrive with misconceptions from prior experience that will interfere with their ability to understand new concepts. Identifying misconceptions and revising them using concrete examples may be required at times.

· Terminology should be viewed by students as tool for describing observations and communicating ideas, not as an end in itself. Assessment should focus on the application of terminology to explain concepts and phenomena, not on terms and definitions in isolation. It is essential that students understand the concept before acquiring the vocabulary.

· This profile describes a biology course in which students are encouraged to ask their own questions and, in many cases, find their own answers by inquiry (experiment or research). Fundamental to the skill set of a scientifically literate person/citizen is the ability to ask incisive questions and to interpret the answers critically, including identifying un-stated assumptions.

Rationale for the Unit Sequence of the Course Profile

In this Profile, each Unit is clustered around expectations drawn mainly (but not exclusively) from one strand. This is done to facilitate the implementation of this course. The opening unit, Diversity, introduces concepts and terms that recur throughout the course. The second unit, Cellular Basis of Life, provides a foundation for the study of Plants, Animal Systems and Genetics in the units that follow and so should precede them. Placement of the Genetics unit at the end of the course provides opportunities to reinforce the concept that all organisms share common characteristics that arise from fundamental molecular and cellular similarities.

Units: Titles and Times

Unit 1	Diversity of Living Things	7 hours
Unit 2	Cellular Basis of Life	22 hours
Unit 3	Plants: Anatomy, Growth and Functions	21 hours
Unit4	Internal Systems and Regulation	23.5 hours
* Unit 5	Genetic Continuity	26.5 hours
	Final Assessment	10 hours

* This unit is fully developed in this Course Profile.

Unit Overviews

Key to Abbreviations used in Unit Overview Charts

AC = Achievement Chart

K = Knowledge/Understanding

I = Inquiry

C = Communication

MC = Making Connections

LS = Learning Skills

WI = Works Independently

WH = Work Habits/Homework

I = Initiative

O = Organization

TW = Team Work

Unit 1: Diversity of Living Things

Time: 7 hours

Unit Description

This unit, Diversity of Living Things, provides the introduction to SBI3U. Students focus on the necessity of classification but also consider the arbitrary nature of any classification system. The initial activities introduce the use of different criteria for classification, review prior knowledge of characteristics of life, examine the diversity of living organisms, and provide an opportunity to develop research skills. Biological keys are used to identify specimens. Students research and present information on a member of a kingdom not scheduled for detailed study later in the course. The unit ends with a discussion of diversity, which will continue to thread through the remaining units of the course. Expectations not included in this unit appear in later units, particularly in Unit 5, Genetic Continuity.

Unit Overview Chart

Activity	Time	Expectations	Assessment AC LS
1.1 The Arbitrary Nature of Classification Systems	2 hours	DLV.01, DL1.01	K	TW, WH, O
1.2 The Five Kingdoms or Is It?	1 hour (plus research time in Library/Resource Centre)	DLV.01, DLV.02, DLV.03, DL1.02, DL1.03, DL1.04, DL2.02, DL3.01	K, I, MC, C	WI, I, O, WH
1.3 Using A Biological Key	2 hours	DLV.02, PAV.01, DL2.01, DL2.03, PA1.04	K, I, MC	WI, I, WH, TW
1.4 The Importance Of Diversity	2 hours	DLV.01, DLV.03, DL1.05, DL3.02	K, MC, C	I, WH, WI

Details of Activities

Act. 1.1.1 Classifying Activity: Each group is given a collection of 15 to 20 items (some share same material, or colour, or function) and asked to organize the items into groups. Students are asked to explain their classification scheme to the rest of the class using a simple dichotomous key and to classify a ‘new’ item into their groupings. Students reflect on which one of the classification systems presented was better and why.

Act. 1.1.2 What is Life? Students use textbook/Internet resources to review characteristics of life, and the terminology of classification from the Grade 6 course. Alternately, students may participate in a teacher-led discussion.

Act. 1.1.3 Classifying Real Examples: Students attempt to classify different organisms into groups using a set of pictures of animals/plants/fungi that have been downloaded from the Internet or taken from other sources. Again students should see that there are a number of ways to classify.

Assessment: During these activities, student learning skills are assessed.

Act. 1.2.1 Five Kingdoms: Building on Activity 1.1.2, the teacher describes the five Kingdom System with the subdividing of Monera, and the alternative two Super Kingdom System. The position of viruses and prions is also discussed. Students follow-up by using textbook/Internet resources to research characteristics of each kingdom, with particular focus on eubacteria, archeabacteria, fungi, protists and viruses since these are not studied in detail in the subsequent units of this course. Students should focus on modern basis of classification. They reclassify the organisms from Activity 1.1.3 using modern systems of classification. A quiz may be used to evaluate Knowledge Expectations covered up to this point in the course.

Act. 1.2.2 Studying a Member of a Kingdom: Students are introduced to the culminating project for this unit in which each student researches a different example of eubacteria, archeabacteria, fungus, bacteria, or virus, considering the following: digestion, circulation, gas exchange, reproduction and life cycles, habitat, and relationships with humans. This is presented in a visual format such as a poster, pamphlet, or website, and is due at the end of the unit. Information is shared with the entire class.

Assessment: A presentation rubric is used to evaluate inquiry and communication. A class quiz is used to assess knowledge acquired from the presentations.

Act. 1.3.1 Introducing the Biological Key: The teacher demonstrates how to use a key for different plants, focussing on monocot and dicot characteristics.

Act. 1.3.2 Putting Into Practice: Students collect specimens such as deciduous tree leaves, coniferous needles, weeds, aquatic flora and fauna. These may be supplemented by specimens provided by the teacher. Working in pairs using user-friendly, pictorial keys, students determine the identities of the specimens.

Assessment: Students are evaluated on their accuracy in using keys. Students can also be assessed/evaluated on their understanding of the use of biological keys by having them design a key for a given group of closely related living things.

Act. 1.4.1 What is Diversity?: Through a class discussion, students review ecological concepts from Grade 10 Science - ecosystems, food chains and webs, monocultures, niche, habitat, etc. and through class discussions link these to the importance of habitat diversity, diversity within a species and the diversity of species within an ecosystem. Sources of genetic variability are briefly noted for later discussion in Unit 5.

Act. 1.4.2 Show and Share: Students display their projects from Activity 1.2.2 for class review. The intent of these displays is to have students appreciate the diversity of organisms by considering examples drawn from several Kingdoms.

Act. 1.4.3 Written Feedback: Students write a journal entry or reflection piece on the importance of diversity within populations and in the environment. This could include a comparison of the diversity uncovered in their research with the relative lack of diversity in the habitats in which they live and work which have been subject to human interference.

Assessment: The journal entry can be evaluated for communication skills as well as making connections using a rubric.

Unit 2: The Cellular Basis of Life

Time: 22 hours

Unit Description

This study of cells, the basic units of life, begins by considering the chemical and structural similarities of all cells. Some of the means by which cells are studied are considered. This leads to a detailed examination of the structure and functions of membranes in the cell; the energy transformations performed by cells; the adaptations of organelles and their interactions as a system. Applications of cell biology in other fields are considered here and throughout the remaining units of this course.

Unit Overview Chart

Activity	Time	Expectations	Assessment AC LS
2.1 In what ways are cells the basic units of life?	1 hour	CFV.01	K
2.2 Cells come in many forms, but all are made of the same basic materials.	4 hours	CFV.01, DLV.01, CF1.02, CF2.02, CF2.03, DL1.02	K, I	T, O
2.3 How do we know about cells?	3 hours	CFV.01, CFV.03, CF2.04	K, I	T, WH
2.4 The cell membrane must select which materials enter and leave the cell.	3.5 hours	CFV.01, CFV.02, CF1.01, CF1.03, CF1.06, CF2.01	K, I, C	WH, O, TW, I
2.5 How do cells obtain energy to fuel the work of living (synthesis of molecules, growth, movement, secretion, reproduction, etc.)?	4 hours	CFV.01, CFV.02, CF1.01, CF1.02, CF1.04, CF1.05, CF2.01	K, I, C	TW, O, WH, I
2.6 Cells operate as systems.	3.5 hours	CFV.01, CF1.01, CF1.06	K, I, C	WI, TW, O, WH, I
2.7 Applying our knowledge of cells and cell systems.	3 hours (plus out of class time)	CFV.03, CFV.01, CFV.02, CF3.01, CF3.02, CF3.03	K, I, MC, C

Details of Activities

Act. 2.1.1 What is Life? Brief review of Activity 1.1

Act. 2.1.2 Are cells the basic units of life? Teacher-led discussion with examples to establish that:

· cells are the simplest organizations demonstrating all life characteristics (cf. viruses);

· organisms consist of one or more cells and the products of cells; in most multicellular organisms, cells form tissues and organs;

· organisms’ functions are performed by cells or result from the actions of cells;

· death and disease result from malfunctions of cells or disruptions of cells by other agents.

Assess students’ explanations of how knowledge of cells enables us to understand the nature of life, investigate and control disease, and alter organisms.

Act. 2.2.1 Prokaryotes and Eukaryotes – Students renew their microscope skills and examine prepared slides (and photographs) to compare prokaryotic cells and eukaryotic (plant and animal) cells and tissues. Teacher-led discussion to establish similarities and differences in structure.

Act. 2.2.2 Molecular Composition of Cells – Reading, computer manipulation of 3-D models, lab work and discussion to establish the molecular structure, some properties, occurrence and functions in cells of:

· water, a polar solvent

· carbohydrates (sugars, starches, cellulose)

· lipids, phospholipids

· proteins

· nucleic acids

· dissolved minerals, nutrients, metabolites and wastes.

Assess demonstrated lab techniques; students’ explanation of the fundamental similarities of all life forms and the significance of those similarities.

The structure and functions of cells have been discovered in stages as the technologies for studying them have developed.

Act. 2.3.1 Preparation and Staining of Specimens – Students examine prepared slides and make wet mounts of selected cell types with a variety of stains to observe that each stain has different affinities for different materials in cells and reveal different details; that what we know about cell structures is a composite of observations made under varied conditions.

Act. 2.3.2 Microscopes – Brief comparison of light and electron microscopes and resulting images to establish relative advantages/disadvantages of each.

Possible Field Trip: Visit to an electron microscope lab to observe preparation and viewing of specimens. Alternative to Field Trip: Research the history of the microscope; investigate the advantages and disadvantages of different types of microscopes.

Act. 2.3.3 Chemical Analysis – Brief mention of fragmentation, chemical analyses, radioactive tracers, etc. for later reference.

Assess students’ explanation with cellular examples of how scientific knowledge develops as tools and techniques develop.

Act. 2.4.1 Fluid Mosaic Model of Cell Membranes – By analysing electron micrographs, observing computer graphics, reading and teacher-led discussion, students will know:

· the molecular components and their fluid arrangement in biological membranes and the chemical properties responsible for that arrangement;

· membrane properties and functions are related to the molecular structure of membranes;

· that variations of this basic structure are found in the membranes of most cells and membranous organelles.

Act. 2.4.2 Passive Transport – Diffusion: cite examples, relate process to particle theory of matter and membrane structure. What is facilitated diffusion? Osmosis: special case of diffusion of water across membranes; implications for cells and organisms.

Laboratory Inquiry: Students set up and observe various demonstrations of diffusion and osmosis using artificial membranes or living cells; students then devise and carry out experiments to investigate factors that may affect the rate of diffusion (such as temperature, particle size, concentration gradients, etc.)

Act. 2.4.3 Active Transport – Which materials are actively transported across cell membranes against concentration gradients? Which cellular and body functions depend on this? How does active transport occur (possible mechanisms and evidence for them; relate to membrane structure)?

Act. 2.4.4 How do cells take in and get rid of molecules and particles that are too big to pass through membranes?

· endocytosis/excocytosis: examples (amoebas, WBCs, digestive endothelium); stages in process (videos, computer graphics);

· secretion: note examples to establish a definition of secretion.

Assess design and execution of experiment; explanation with examples of why cells must mediate intakes/outputs and some of the ways this is accomplished.

Act. 2.5.1 Photosynthesis: How is light energy captured and converted to chemical energy for immediate use or storage for later use?

Laboratory Inquiry: What are the optimal conditions for photosynthesis to occur? Working in groups, students devise experiments to investigate the effect on photosynthesis of different variables. Results are pooled and analysed.

How are chloroplasts adapted to make photosynthesis possible?

Act. 2.5.2 Respiration and Fermentation: Under aerobic conditions, how are molecules (usually glucose) broken down to release energy that can be used by the cell to perform work? How are mitochondria adapted to make this possible?

Under anaerobic conditions, how do muscle cells and yeast continue to release energy from glucose? What are the advantages/disadvantages of these processes compared to aerobic respiration?

Laboratory Inquiry: What are the optimal conditions for fermentation to occur? Working in groups, students devise experiments to measure the rate of fermentation relative to a chosen variable. Results are pooled and analysed.

Assess design and execution of experiment; students’ explanations with examples of how cells obtain energy and how this process is essential to life.

Cells have components (organelles) that are adapted for specific functions; the components require each other to function; the components accomplish things by working together that they could not accomplish in isolation.

Act. 2.6.1 The concept of a system can be developed through a brief discussion of familiar examples: a sound system made up of separate components, an assembly line, a football team, etc.

Act. 2.6.2 Working as individuals or small groups, students investigate in detail the structure and functions of a selected organelle. They then identify all the ways that an organelle is dependent on other components in the cell and ways that it supports other cell parts in their functions. Findings are presented by jigsaw or large-group presentations.

Assess demonstration of inquiry skills (information gathering, analysis and organization); students’ explanations with examples of structural-functional relationships in cells and how cells operate as systems.

As knowledge of cell structure and function increases, it is used to understand organisms, investigate problems, create solutions and develop new technologies. Ethical, social, economic, and environmental issues often result.

Act. 2.7.1 Inquiry: Students research a topic and prepare a presentation. For example:

· Understanding disease: Students explain how knowledge of cells is used to explain the causes/symptoms of a selected disease, diagnose and/or treat that disease.

· Tissue culture: For a chosen example of tissue culture (medical, agricultural, basic research), students explain the purpose served and use their knowledge of cell biology to explain how it is accomplished.

· Technologies used in recent and current investigations of cells.

· Use of microbes (in Industry, Waste Management), etc.

In each case, the societal implications of the research or application are discussed.

Assessment: Use a rubric to assess the presentations (See Teacher Support Materials, Grade 9 Academic Public Science Profile, pp. x-xviii for examples). A class test is used to assess the content of all presentations.

Unit 3: Plants: Anatomy, Growth and Function

Time: 21 hours

Unit Description

In this unit, students examine the role that plants play in society and the environment. The plant is examined as a system designed specifically for energy capture. Through laboratory and microscopic investigation, students determine the requirements for plant growth and examine how the structure of leaves, stems and roots are adapted to maximize energy capture. Students propose plant science research projects to solve a given problem and make and support individual decisions about which solution is best through a cost/benefit analysis.

Unit Overview Chart

Activity	Time	Expectations	Assessment AC LS
3.1 What role do plants play?	2 hours	PAV.01, PAV.02, PA1.01, PA1.06, PA1.07, PA2.04, DL3.02	K, C	O, WI
3.2 What does a plant require for growth?	5 hours	PAV.01, PAV.02, PA1.05, PA2.01, PA2.02	I, C	O, TW, WH
3.3 How does a plant acquire the materials it requires?	9 hours	PAV.01, PAV.02, PA1.01, PA1.02, PA1.03, PA2.03	K, I, C	TW, O, WH
3.4 Which plant research project should be funded?	5 hours	PAV.03, PA3.01, PA3.02, PA3.03, PA3.04	MC, C	O, WH, WI

Details of Activities

Act. 3.1.1 What are the functions of plants? Students brainstorm to create a list of the roles plants play in natural systems (energy capture, habitat structure, food, nutrient mobilization, atmospheric composition, etc.), which of these functions humans depend on and the additional ways that humans make use of plants (commercial products, food supply, medications, etc.). Students complete additional research to add to these lists. Individual students prepare a mind map beginning with a specific plant or group of plants showing all of the uses of this plant, which they post in the classroom.

Act. 3.1.2 Why is diversity important? Students participate in a teacher-led discussion about the need for diversity to support all of these uses and the consequences if diversity is reduced or eliminated.

Assess mind-map.

Act. 3.2.1 Using the chloroplast and photosynthesis (from the cell unit) as a starting point, students brainstorm a list of the requirements for plant growth. A discussion of how habitats vary in the provision of these requirements will prepare students for the discussion of succession in 3.3.2.

Act. 3.2.2 Students design and perform a lab on the effects of plant growth regulators.

Act. 3.2.3 Students begin a lab in which each group chooses a different factor to investigate (e.g., light, fertilizer, temperature). This lab will require regularly scheduled time for making observations and recording data. As the final task, students will write a lab report about their group’s investigation.

Act. 3.2.4 Homework Question: Using examples, explain why different formulations of commercial fertilizers are used (for example, on immature and mature plants, on flowering and non-flowering plants, on lawns at different seasons).

Assess lab design and lab report.

Act. 3.3.1 Students examine and draw from microscopic slides of various types of leaves from both vascular and non-vascular plants, then explain how the structure of the leaf is adapted to make chloroplasts (and the cells in which they function) as productive as possible.

Act. 3.3.2 Students examine and draw microscopic slides of various types of stems (both monocot and dicot) in order to identify how the structure of the stem is adapted for its functions (supporting the leaf and vascular transport). They participate in a teacher-led discussion about why vascular plants predominate on the planet, and why, through the process of succession, one type of plant replaces another.

Act. 3.3.3 Students examine and draw from microscopic slides of various types of roots (both monocot and dicot) in order to identify how the structure of the root is adapted for its functions (supporting the plant, absorption of water, storage of excess nutrients).

Act. 3.3.4 Students explain, with the aid of a diagram or model, how the entire plant (leaves, stems, roots) works as a system to deliver the required nutrients and store the products of photosynthesis.

Assess microscopic technique and knowledge of how the entire plant works as a system.

Act. 3.4.1 Students work in groups to prepare presentations designed to answer a given problem. For example: Given x dollars to spend, propose a plant related project designed to improve the quality of life in a specified location (such as naturalizing the school grounds, building a roof top garden to manage rain runoff and improve heating/cooling, creating a community vegetable garden, etc.). The presentation must include an explanation of how their plan works, why it benefits society, safety considerations, costs, “tradeoffs”, and the impact on everyday life and the environment.

Act. 3.4.2 The students participate in a teacher-led discussion about the criteria with which to judge each proposal. Each group presents its proposal to the class.

Act. 3.4.3 Individual students choose one project to support and justify their decision based on the criteria determined during Activity 3.4.2.

Assess presentation and written decision for communication and critical thinking.

Unit 4: Internal Systems and Regulation

Time: 23.5 hours

Unit Description

This unit focuses on the major processes, mechanisms, and systems, including the respiratory system, circulatory system, and digestive system, by which animals maintain their internal environment. The idea that all living things have the same basic requirements for survival is emphasized in a comparative approach to systems. The approach involves revisiting the concept of diversity from Unit 1 and reviewing the plant structures and functions from the previous unit to show clearly how all living things function to solve the same problems. The use of technology, including dissection techniques, for research, diagnosis and treatment of the internal systems will be emphasized throughout the unit. A unit project will focus on lifestyle choices and health impact. Students will collect blood pressure and pulse data on a regular basis over the course of the unit to observe the changes that occur when different factors are manipulated, for example the decreased intake of caffeine or nicotine. This inquiry will be extended to include an analysis of the effects of other lifestyle choices not manipulated in the activity such as special diets and drug use.

Unit Overview Chart

Activity	Time	Expectations	Assessment AC LS
4.1 Introduction-Your Health	6 hours	ISV.02, ISV.03, IS1.04, IS1.05, IS2.02, IS2.03, IS3.01, IS3.02	K, I, MC, C	TW, O
4.2 Digestive System	4.5 hours	ISV.01, ISV.02, IS1.03, IS2.01, IS3.01, IS3.03, CF1.04, CF1.05, DLV.01, DLV.02, DL1.03, DL2.02	K, I, MC	WH, TW, WI, O, I
4.3 Respiratory System/Gas Exchange	4 hours	ISV.01, ISV.02, ISV.03, IS1.01, IS1.04, IS2.01, IS2.02, IS3.01, IS3.03, DLV.01, DLV.02, DL1.03, DL2.02	K, I, MC, C	TW, WI, WH, O, I
4.4 Circulatory System/Transport System	4 hours	ISV.01, ISV.02, IS1.02, IS2.01, IS2.03, IS3.01, IS3.03, PAV.01, PA1.02, DLV.01, DLV.02, DL1.03, DL2.02	K, I, MC, C	TW, WI, WH, I, O
4.5 End-of-Unit Task	5 hours	ISV.03, IS1.04, IS1.05, IS2.01, IS2.03, IS3.04	K, I, MC, C	TW, WI, O, I, WH

Details of Activities

Act. 4.1.1 Brainstorm: What do living things need to survive? Focus the discussion on basic materials (nutrients, gases) needed to live – refer back to last unit and tie plant and animals together in terms of requirements. Use examples to illustrate the widely varied adaptations, from simple to complex, by which organisms obtain the necessities for life (autotrophs, heterotrophs, single-cell animals, multi-cellular organisms) Discuss internal environments in multicellular organisms and the need for regulation and feedback.

Act. 4.1.2 Activity: “Measuring health.” Initiate a discussion around a scenario such as a person is found unconscious - what tests are performed to diagnose the nature of the problem. Draw from students’ experience or introduce different diagnostic technologies; pulse, blood pressure, respiratory rate, ECG, cat scan. Introduce, demonstrate and practise using stethoscope to monitor heart rate (HR) and sphygmomanometer to monitor blood pressure(BP).

Act. 4.1.3 Project: Nutrition and Lifestyle Choices. Students monitor BP and HR over a short time period (long enough to appreciate the range over which they fluctuate and correlate these with body activities) and research the effects of changing lifestyle habits on these systems (examples: decrease caffeine, sugar, salt, nicotine intake; increase regular exercise). Final Product will include: a scientific rationale for wise lifestyle choices; a research component discussing the effect of a prescription or non-prescription drug on the systems; and an analysis of the impact of a special diet (such as vegetarianism).

Assessment of project includes knowledge of factors and systems, inquiry process, application of information integrated in lifestyle choices rationale and communication of data and analysis. (Rubric, Rating scale, checklists)

Act. 4.2.1 Comparative anatomy of digestive systems in various vertebrate and invertebrate animals (tie back to Unit 1: Diversity - discuss plants).

Act. 4.2.2 Relate the need for carbohydrates in diet to their role in cellular respiration; describe the many uses of proteins (amino acids) and other nutrients. Tie information back to food production in plants from previous unit. Explain how the digestive system is regulated. Investigate one disorder of the digestive system and highlight technologies for diagnosis and treatment. (examples - dietary supplements, endoscope, etc.)

Act. 4.2.3 Activity: Dissection/computer simulated dissection. Working in small groups, students do a simple dissection to develop technique and learn to identify structures (example - view alimentary tract in earthworm).

Assess dissection skill and knowledge of digestive system; structure, requirements and function. (Checklist, Rating scale, Quiz)

Act. 4.3.1 Comparative anatomy of respiratory systems of various vertebrate and invertebrate organisms (tie back to diversity and plants). Use computer simulated dissection, models and/or diagrams to illustrate system structure.

Act. 4.3.2 Discuss the role of the respiratory system. Tie in the system of gas exchange as studied in the plant unit. Discuss one disorder of the respiratory system and technologies for diagnosis and treatment.

Act. 4.3.3 Activity: Lung Capacity Lab. Review mechanical process of breathing including specific muscles involved in process. Students use digital or dial spirometer (graduated plastic jugs and water displacement are a cheap but effective alternative) to measure vital capacity. Correlations between age, sex, size, fitness level and smokers can be graphed and should be discussed. Students devise a procedure to record rate and depth of breathing, correlating these with varying degrees of exercise. They account for these correlations by explaining the feedback control of breathing.

Assessment of lab report and lab technique along with general assessment of knowledge of structure, requirements and function of system

Act. 4.4.1 Activity: What is a Circulatory system? Think/Pair/Share is used to develop a list of what circulatory systems carry and what each material contributes to the organism’s function. Circulation in organisms of varying complexity is compared, including a comparison of the surface area to volume ratio and transport in single cell organisms.

Act. 4.4.2 Comparative anatomy of circulatory systems in various vertebrate and invertebrate animals (tie back to diversity and plants). Discuss one disorder of the circulatory system and how regulation of this system is carried out. Highlight technologies for diagnosis and treatment.

Act. 4.4.3 Homework Question: Students should look back to the plant unit and create a comparison between veins and arteries in animals and xylem in phloem in plants (example, Venn diagrams or concept maps). Present to class or display on posters.

Act. 4.4.4 Activity: Dissection/computer simulated dissection. Working in small groups, students do a simple dissection to develop technique and learn to identify structures. Use as a review for the structures of all three systems (example-frog).

Assess dissection skill and knowledge of circulatory system; structure, requirements and function (Checklist, Rating scale, Quiz). Assess communication and ability to connect ideas tying plant transport and animal circulation (Peer evaluation, checklists).

Act. 4.5.1 Research: Diseases. Students refer back to the specific diseases discussed in the sections on each system and explain how the other body systems are also disrupted.

Act. 4.5.2 Activity: Dissection Evaluation. A dissection/or simulated dissection of the fetal pig or rat for the purpose of evaluating technique developed throughout the unit. Students are also evaluated on identification of system structures.

Act. 4.5.3 Project: Nutrition and Lifestyle Choices. See first Activity for notes on assignment and evaluation.

Assessment may also include written Knowledge-based test with connections section that incorporates the disease research outlined in Activity 4.5.1.

Unit 5: Genetic Continuity

Time: 26.5 hours

Unit Description

In this unit, students develop an understanding of meiosis, Mendel’s model of inheritance, and forms of inheritance that extend beyond Mendel’s model. The students’ ability to identify patterns, predict outcomes and solve problems involving monohybrid, dihybrid, incomplete dominance, co-dominance, and sex-linked traits is emphasized. Students also examine some of the technological advances and the contributions of eminent investigators that led to the modern concept of the gene and inheritance.

Unit Overview Chart

Activity	Time	Expectations	Assessment AC LS
5.1 Introduction to Variability	1.25 hours	DL3.02	K, I Diagnostic	TW, WH
5.2 Factors Which Carry Variability	2.5 hours	GC1.01, GC3.01, GC1.02	K	WI, O
5.3 Sources of Variability	5 hours	GC1.02, GC1.04, GC2.01, GC2.03, GC3.01, GC3.03, DL1.05, DL3.02, GCV.01	K, I, C	TW, I, O, WH
5.4 Mendelian Genetics	3.75 hours	GC1.03, GC2.04, GC1.02, GCV.01, GCV.02	K, I, C	TW, WH, I, O
5.5 Inheritance of Traits and Patterns of Variability	5 hours	GC1.06, GC1.07, GC2.02, GCV.02	K, I, C	WH, WI, O, TW, I
5.6 Genetic Disorders	4.5 hours	GC1.05, GC2.05, GC3.02, GC3.03, GCV.02	K, I, C	TW, WH, I, O, WI
5.7 End-of-Unit Tasks	4.5 hours	DL3.01, DLV.03, GCV.03	K, I, MC, C	WH, WI, TW, I, O

Final Assessment Tasks

By curriculum policy, the Final Summative Evaluation of the course accounts for 30 per cent of the final grade recorded for the course. This summative evaluation is based on an assessment of achievement in all four categories of the Achievement Chart for Science and of expectations from all units of the course.

Time

Assessment Focus

AC LS

Assessment Activity

3 hrs

Final Examination, which includes well-chosen multiple-choice questions (as preparation for university) as well as essay questions. Skills of analysis and application must be tested as well as Knowledge from all strands of the course. An extended response question exploring the broader themes of the course (such as the fundamental unity of all life) can be used to assess skills for Making Connections

7 hrs

Research Project: Biotechnology Symposium

Students apply knowledge and skills gained throughout this course to research an aspect of biotechnology. Findings are presented in an in-class symposium. Possible topics include: genetic modification of food, synthetic production of hormones and drugs, cloning, organ transplantation/rejection, gene therapy, technology used in mapping genomes, genetic screening, etc. In each case, techniques must be explained in enough detail to show the underlying science, environmental and social implications are explored, and costs/benefits are assessed. Inquiry and Communications Skills are assessed.

Teaching/Learning Strategies

Need for Variety and Balance

Since the over-riding aim of this course is to develop scientific literacy in all students, a wide variety of instructional strategies is needed to provide learning opportunities that accommodate a variety of learning styles, interests and ability levels.

In planning activities, make sure that your students have:

· opportunities to work individually, in pairs, in small groups, and in large groups;

· direct-instruction as well as open-ended exploration;

· opportunities to develop concepts themselves from observed data;

· tasks in which they define some of the parameters (such as scope or procedure);

· opportunities to acquire knowledge and apply that knowledge in a variety of contexts;

· opportunities to communicate using standard formats (such as lab reports) as well as opportunities to choose and develop the format.

Skills are Developed through Experience and Refined with Practice

Many of the Learning Expectations describe Inquiry Skills. Give students repeated opportunities to carry out genuine inquiries in which they are responsible for defining one or more of the components of the inquiry: the topic or question, the methodology, the mode of presentation, the criteria of success. Students should have multiple opportunities to practise a variety of inquiry styles includes:

· Research involves accessing information that has already been gathered elsewhere, selecting what is needed, and analysing that information for patterns and meaning. This will require instruction and practice in techniques for effective use of Library/Resource Centre resources, searching the Internet and interviewing experts.

· Experimentation involves identifying controls and variables, designing the experimental procedure, observing and measuring and analysing the data for patterns and meaning. This may occur in laboratories or the field. Laboratory techniques and safety procedures must be taught and assessed.

Every inquiry should be driven by a clear question that is manageable and has relevance to the students. Students must be given instruction and repeated practice in: identifying and refining good inquiry questions; developing testable hypotheses; setting the parameters of the solutions to be sought; assessing results.

All forms of inquiry as well as other activities throughout the course develop Communications Skills. Although the traditional written report is one form of communication, students need to describe what they do and what they learn in other formats - poster presentations, computer presentations, video presentations, oral presentations, music, etc. Through various forms of cooperative learning they discuss, debate and reflect on their own thinking and learning.

In addition to key biological concepts, every Learning Activity should identify a technique or skill that will be taught or reinforced and assessed. Over the length of the course, all skills required to meet the Expectations should be practised repeatedly in a variety of contexts.

Use of Computer Technology

Computer applications should be taught and used whenever they enhance learning by enabling students to do something more efficiently or that they could not otherwise do. A wide variety of software tools should be used to record and display information, including word-processing e.g., reports, spreadsheets, graphics, e.g., flow charts, concept maps, diagrams in place of written reports of investigations databases, and presentation programs, e.g., an alternative for reporting on investigations, particularly by groups Probe-ware should be used to collect data, e.g., to carry out experiments where data must be collected at intervals over several days. Simulations may substitute for experiences that would not otherwise be feasible but should not be used to replace direct experiences that are safe, ethical and available. The portability of calculator based laboratory systems makes them useful for work outside the classroom.

Learning Skills

While not evaluated for marks, learning skills - Works Independently, Teamwork, Organization, Work Habits/Homework, Initiative - are keys to success in school and beyond. As with other skills, they should be taught, practised, and assessed in the classroom. Variety is essential: individual assignments foster independence and initiative; lab work done in pairs and small-group cooperative learning provide opportunities to develop teamwork. (Cooperative Small Group Learning (CSGL) structures are discussed in some detail in Appendix OV-3, beginning on p. 18 of the Overview to the Grade 9 Science, Essential, profile. (http://www.curriculum.org/occ/profiles/9/9essential.htm#science). A summary of CSGL structures has been included as Appendix 1 in the Public profile for Grade 11 Science, SNC3M.)

Making Connections

The knowledge expectations of this course have intrinsic worth as useful information, but they also serve as vehicles for Making Connections.

Connecting biological concepts to social and environmental issues develops the habits of mind for Making Connections.

Applying scientific knowledge to practical problems makes connections to technology; considering how scientific knowledge is acquired brings understanding of the role that technology plays in scientific discovery.

Assessment & Evaluation of Student Achievement

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 can facilitate this.

· Where completion or non-completion is the issue, a checklist is sufficient;

· Where quality of performance is easily identifiable, a rating scale can be used;

· For more complex tasks, the criteria may be incorporated into a rubric where levels of performance for each criterion are stated in language that can be understood by students. Rubrics describe performance of a generalized skill (such as Inquiry) or can be task-specific.

Checklists, rating scales and rubrics become powerful tools for improving learning when students understand the criteria and levels of performance before they undertake the task. Discussion of the criteria for success should be part of every learning task. Wherever possible, involve your students in the development of the rating scale or rubric (identifying criteria and setting levels of achievement in terms they understand).

Note: The following references are useful in expanding both teacher and student understanding of rubrics as a powerful tool in assessment.

1. The course profile for SCH3U includes Appendix 1: Rubric Development with samples of generic rubrics, which can be adapted for use in science courses across the curriculum. The appendix includes brief suggestions for teacher use of the contents, and the following sample/model rubrics. Each sample relates to a section of the Achievement Chart for Science and to the goals of this science course.

· Rubric for Declarative Knowledge (Knowledge/Understanding of concepts, generalizations,
facts - related to the first goal in this course)

· Rubric for Procedural Knowledge (Knowledge/Understanding and Inquiry – related to the second goal in this course which focuses on the skills required for performance using manipulative, thinking and reasoning skills.)

· Rubric for Collaborative Group Work (Learning Skills)

· Partial Rubric for an Experimental Inquiry

· Partial Rubric for a Research Inquiry

· Rubric for a Written Report

2. Task-specific rubrics See TSM 5C: Developing Task-Specific Rubrics, p. 16 of the Teacher Support Materials in the Grade 10 Science, Public Academic Profile.

Assessment must be 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 activity. In every case, the desired demonstration of learning is articulated at the beginning and the learning activity is planned to make that demonstration possible. When planning learning activities, this process of beginning with the end in mind helps to keep focus on the Expectations and to reduce the inclination to expand what is taught beyond what is required by the guideline.

Assessment, Evaluation and Reporting are tied to the Learning Expectations and Achievement Chart for Science (pp. 172-175 in The Ontario Curriculum, Grades 11 and 12: Science, 2000). Every learning activity and its assessment should collect data for making judgments about performance in one or more of the Achievement Chart categories: Knowledge/Understanding, Inquiry, Communications and Making Connections. Within each unit and across the course, teachers must collect sufficient data (in kind and number) to make valid judgments about each student’s performance in all Categories.

In the end, whether the evaluation of the assessment data is expressed as levels of Achievement or as a percentage based on those levels, that judgment must be based on each student’s performance based on the criteria, not relative to other students’ performances. Final evaluations should reflect the teacher’s informed, professional judgment of each student’s most consistent level of performance in each category of the Achievement Chart. Report card marks will be expressed in percentages.

A wide and balanced range of assessment strategies is needed to accommodate the varied learning styles of all students, to meet the needs of students with special needs, and to encompass a broadened range of knowledge and skills Expectations. Teachers will consult individual student IEPs for specific direction on accommodation for individuals.

There must be opportunities for students to demonstrate learning at all levels of the Achievement Chart. Strategies include:

· diagnostic, formative and summative assessments;

· performance tasks and pencil-and-paper instruments. Both are needed to assess the full range of Expectations;

· both teacher assessment and student (self- and peer) assessment. With clearly articulated criteria, students become partners in the assessment process;

· both individual and group assessment. When students are engaged in group tasks it is appropriate to consider group interaction as an indicator of each student’s learning skills. However, assessment must focus primarily on each student’s individual demonstration of the Learning Expectations.

Accommodations

Students with special needs, whether identified formally or not, need additional supports to succeed in Grade 11 Biology. For each identified student, read the Individual Education Plan (IEP) for information about specific accommodations designed to compensate for specific disabilities. The following are examples of accommodations and aids that may be helpful for students with special needs:

· Ensure that peer helpers are available when students are working in small groups.

· Provide handout sheets with sample calculations and specific skill instructions.

· Help students create data charts into which they record information.

· Advise special education staff in advance when students are working on major assignments.

· Record key words on the board when students are expected to make their own notes.

· Allow students to report verbally to a scribe (teacher or student) who can then help in note making.

· Permit students a wide range of options for recording and reporting their work to utilize student strengths, e.g., drawings, diagrams, flow charts, concept maps.

· Timelines may need to be extended to give students more time to process language and put their thoughts into words.

· Where an activity requires reading, give it in advance to students or provide a selection of materials at different reading levels.

Students in English as a Second Language/English Literacy Development programs may require additional supports:

· Have students keep a science dictionary of terms using pictures and first language words.

· Where an activity requires reading, give it in advance to students.

· Permit the use of a translation dictionary on assessments.

· Provide additional time on assessments for dictionary use and processing language.

· Have the teacher-librarian identify resources with appropriate reading level when research is required.

· Advise ESL/ESD staff in advance when significant written work is required.

Resources

Instruction and Assessment

Armstrong, Thomas. Multiple Intelligences in the Classroom. Alexandria, VA: Association for Supervision and Curriculum Development. 1994. ISBN 0-87120-230-1

Brown, John L. Observing Dimensions of Learning in Classrooms and Schools. Alexandria, VA: Association for Supervision and Curriculum Development. 1995. ISBN 0-87120-255-7

Burke, Kay. How to Assess Thoughtful Outcomes. Palatine, Illinois: IRI/Skylight Publishing, Inc., 1993. ISBN 0-932935-58-3 (1-800-348-4474)

Herman, Aschbacher and Winters. A Practical Guide to Alternative Assessment. Association for Supervision and Curriculum Development. 1992. ISBN 0-87120-197-6

McDonald, Joseph P. et al. Graduation by Exhibition: Assessing Genuine Achievement. Alexandria, VA: Association for Supervision and Curriculum Development. 1993. ISBN 0-87120-204-2

Zemelman, Daniels and Hyde. Best Practice: New Standards for Teaching and Learning in America’s Schools. Portsmouth, NH: Heinemann. 1993. ISBN 0-435-08788-6

Internet Resources

Note: The URLs for the websites have been verified by the writers prior to publication. Given the frequency with which these designations change, teachers should always verify the websites prior to assigning them for student use.

Schools should develop and maintain web sites on which selected resources are listed, particularly those that have links to other science references. One excellent site with very extensive links is The Internet Public Library http://www.ipl.org

See also the Crucible, Vol. 32 No. 3 January 2001, STAO Hot Websites: Biology Resources for Teachers and Students, p.12

Other general science sites include:

American Association for the Advancement of Science
http://www.aaas.org/

Association for Supervision and Curriculum Development -- variety of high quality publications and videos on a wide variety of topics – many principals and superintendents have memberships and can purchase materials at reduced rates. Also the home of Educational Leadership magazine. –
http://www.ascd.org/

Canadian government and research sites related to science and engineering –
http://www.nserc.ca/relate.htm

CBC Educational Resources – http://www.cbc.ca/insidecbc/educational/

Education Network of Ontario – http://www.enoreo.on.ca/

Education resources on the web (Canadian site) –
http://www.educ.uvic.ca/depts/snsc/pages/weblinks/weblinks.htm

EDU Web Index – to find anything on the Ministry’s web site. –
http://www.edu.gov.on.ca/eng/webmap.html

Gateway to Educational Materials – http://www.thegateway.org/

Great Canadian Scientists: http://www.science.ca/reference.html – brief biographies of over 100 Canadian scientists and inventors

Kathy Schrock’s Guide for Educators. – http://discoveryschool.com/schrockguide/

Midwest Mathematics and Science Consortium (MSC) – http://www.ncrel.org/msc/msc.htm

National Science Foundation (USA) – http://www.nsf.gov/

National Staff Development Council – issues of implementation – http://www.nsdc.org/

Online Resources for Assessment – http://www.rmcdenver.com/useguide/assessme/online.htm

Ontario Ministry of Education (EDU) – curriculum documents page – http://www.edu.gov.on.ca/eng/document/curricul/curricul.html

Regional Education Laboratories in the USA – focus on educational research – http://www.sedl.org/RELs.html

Science Museum, London, England – http://www.nmsi.ac.uk/science_museum_fr.htm

Science Museum, Munich, Germany (Deutsches Museum) – http://www.deutsches-museum.de/e_index.htm

Science Teachers Association of Ontario (STAO) links to science sites – http://www.stao.org/hotlinks.htm

STAR Centre for Academic Renewal (Texas) – http://www.starcenter.org/

USA National Academy of Sciences – http://www.nas.edu/

OSS Policy Considerations

Students can apply and refine the skills, knowledge and habits of mind they acquire in SBI3U through Cooperative Education, work experience and service placements within the community. They also have the opportunity to explore various science-related careers related to the course and consider them when they are developing their Annual Education Plan (AEP).

· A work site placement must be directly connected to the Expectations of SBI3U if it is to contribute to a student’s perspective of future careers or educational opportunities. The wording in the document Cooperative Education and Other forms of Experiential Learning (Ontario, Ministry of Education, 2000) provides clear direction, and should be the focus of the personalized learning plans for students. “[T]he personalized learning plan must include the following: “the curriculum expectations of the related course that describe the knowledge and skills the student will extend and refine through application and practice at the workplace” (p. 23, emphasis added). The placement is not intended to introduce the student to the Expectations, but should connect closely enough that significant Expectations are clearly extended and refined in a workplace setting. Both workplace and community experiences may offer unique opportunities for students to achieve the goal of SBI3U “To relate science to technology, society, and the environment” and to gain experience in the Science Investigative Skills defined at the beginning of the course description in the guideline. The personalized placement-learning plan of a student who has an Individual Education Plan (IEP) must be developed with direct reference to the IEP.

· Students are required to complete 40 hours of community involvement activities prior to graduation. Volunteer work in hospitals, retirement residences and nursing homes, conservation authorities, humane societies, etc. would provide connections to the goals of SBI3U while supporting the intent of the service to encourage students to develop awareness and understanding of civic responsibility and the role they can play in supporting and strengthening their communities.

· Students graduating from Ontario schools must be technologically literate. Through the study of this science course students must come to understand and apply technological concepts, use computers in various applications, and analyse the implications of technology on individuals and society.

Coded Expectations, Biology, Grade 11, University Preparation, SBI3U

Scientific Investigation Skills

SIS.01 · demonstrate an understanding of safety practices consistent with Workplace Hazardous Materials Information System (WHMIS) legislation by selecting and applying appropriate techniques for handling, storing, and disposing of laboratory materials (e.g., use proper techniques in preparing, using, and disposing of bacterial cultures);

SIS.02 · select appropriate instruments and use them effectively and accurately in collecting observations and data (e.g., microscope, laboratory glassware, stethoscope, dissection instruments);

SIS.03 · demonstrate the skills required to plan and carry out investigations, using laboratory equipment safely, effectively, and accurately (e.g., conduct an experiment to determine the effects of quantity and quality of light on photosynthesis);

SIS.04 · select and use appropriate numeric, symbolic, graphical, and linguistic modes of representation to communicate scientific ideas, plans, and experimental results (e.g., use characteristics of organisms and the principles and nomenclature of taxonomy to classify organisms; use proper terminology related to organs and tissues);

SIS.05 · locate, select, analyse, and integrate information on topics under study, working independently and as part of a team, and using appropriate library and electronic research tools, including Internet sites;

SIS.06 · compile, organize, and interpret data, using appropriate formats and treatments, including tables, flow charts, graphs, and diagrams;

SIS.07 · communicate the procedures and results of investigations and research for specific purposes using data tables and laboratory reports (e.g., report on an experimental investigation of the movement of materials across a cell membrane);

SIS.08 · express the result of any calculation involving experimental data to the appropriate number of decimal places or significant figures;

SIS.09 · select and use appropriate SI units (units of measurement of the Système international d’unités, or International System of Units);

SIS.10 · identify and describe science- and technology-based careers related to the subject area under study (e.g., biochemist, forester, geneticist, physiotherapist, oncologist, horticulturist).

Cellular Functions

Overall Expectations

CFV.01 · demonstrate an understanding of cell structure and function and the processes of metabolism and membrane transport;

CFV.02 · investigate the fundamental molecular principles and mechanisms that govern energy-transforming activities in all living matter, whether it be animal, plant, or microbial;

CFV.03 · demonstrate an understanding of the relationship between cell functions and their technological and environmental applications.

Specific Expectations

Understanding Basic Concepts

CF1.01 – describe how organelles and other cell components carry out various cell processes (e.g., digestion, transportation, gas exchange, excretion) and explain how these processes are related to the function of organs;

CF1.02 – identify and describe the structure and function of important biochemical compounds, including carbohydrates, proteins, lipids, and nucleic acids;

CF1.03 – describe the fluid mosaic structure of cell membranes, and explain the dynamics of passive transport (facilitated diffusion) and the processes of endocytosis and exocytosis of large particles;

CF1.04 – explain the flow of energy between photosynthesis and respiration;

CF1.05 – compare anaerobic respiration (including fermentation) and aerobic respiration and state the advantages and disadvantages for an organism or tissue of using either process;

CF1.06 – illustrate and explain important cellular processes (e.g., protein synthesis, respiration, lysosomal digestion), including their function in the cell, the ways in which they are interrelated, and the fact that they occur in all living cells.

Developing Skills of Inquiry and Communication

CF2.01 – design and carry out an investigation on cellular function, controlling the major variables (e.g., examine the movement of substances across a membrane; measure a metabolic process such as fermentation);

CF2.02 – view and manipulate computer-generated, three-dimensional molecular models of important biochemical compounds, including carbohydrates, proteins, lipids, and nucleic acids;

CF2.03 – identify new questions and problems stemming from the study of metabolism in plant and animal cells (e.g., What is the relationship between chloroplasts and mitochondria in plant cells?);

CF2.04 – carry out, in a safe and accurate manner, biological tests for macromolecules found in living organisms (e.g., use iodine and Benedict’s solution to test for carbohydrates; use Sudan IV to test for the presence of lipids).

Relating Science to Technology, Society, and the Environment

CF3.01 – present informed opinions on advances in cellular biology and possible applications through related technology (e.g., new treatments for cancer; the possibility of producing ethanol as a fuel; the uses of radioactive labelling, fluorescence of genetic material, or simulations of three-dimensional molecular structure);

CF3.02 – explain how scientific knowledge of cellular processes is used in technological applications (e.g., how knowledge of a particular microbe is used in biotechnological applications in the pulp and paper industry or in the clean-up of oil spills);

CF3.03 – analyse ways in which societal needs have led to technological advances related to cellular processes (e.g., document, using newspaper articles, the impact of public awareness on research to detect and treat diseases such as AIDS and hepatitis C).

Genetic Continuity

Overall Expectations

GCV.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;

GCV.02 · perform laboratory studies of meiosis and analyse the results of genetic research related to the laws of heredity;

GCV.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.

Specific Expectations

Understanding Basic Concepts

GC1.01 – demonstrate an understanding of the process and importance of mitosis (e.g., cell division and the phases of mitosis);

GC1.02 – explain how the concepts of DNA, genes, chromosomes, and meiosis account for the transmission of hereditary characteristics from generation to generation (e.g., explain how the sex of an individual can be determined genetically; demonstrate an understanding that the expression of a genetic disorder linked to the sex chromosomes is more common in males than in females);

GC1.03 – describe and explain the process of discovery (e.g., the sequence of studies and the knowledge gained) that led Mendel to formulate his laws of heredity;

GC1.04 – explain the process of meiosis in terms of the replication and movement of chromosomes;

GC1.05 – describe genetic disorders (e.g., Down syndrome, cystic fibrosis, muscular dystrophy, fragile X syndrome) in terms of the chromosomes affected, physical effects, and treatment;

GC1.06 – explain, using Mendelian genetics, the concepts of dominance, co-dominance, incomplete dominance, recessiveness, and sex-linkage;

GC1.07 – predict the outcome of various genetic crosses.

Developing Skills of Inquiry and Communication

GC2.01 – explain the process of meiosis, with reference to a computer simulation or to their own investigations with a microscope (e.g., using slides of grasshopper testis, explain what happens in the first and second stages of prophase and metaphase and anaphase 2 in meiosis);

GC2.02 – solve basic genetic problems involving monohybrid crosses, incomplete dominance, co-dominance, dihybrid crosses, and sex-linked genes using the Punnett method;

GC2.03 – organize data (e.g., in a table) that illustrate the number of chromosomes in haploid cells and diploid cells, and the number of pairs of chromosomes in diploid cells, that occur in various organisms before, during, and as a result of meiosis;

GC2.04 – compile qualitative and quantitative data from a laboratory investigation on monohybrid and dihybrid crosses, and present the results, either by hand or computer (e.g., record observations using a “Virtual Fly” laboratory software package);

GC2.05 – research genetic technologies using sources from print and electronic media, and synthesize the information gained (e.g., describe the Human Genome Project, transgenics, or the process of genetic screening; list the advantages and disadvantages of cloning or the genetic manipulation of plants).

Relating Science to Technology, Society, and the Environment

GC3.01 – summarize the main scientific discoveries of the nineteenth and twentieth centuries that led to the modern concept of the gene (e.g., the discoveries of Hugo de Vries, W.S. Sutton, Thomas Morgan, J. Muller, Barbara McClintock, Rosalind Franklin, James Watson, and Francis Crick);

GC3.02 – describe and analyse examples of genetic technologies that were developed on the basis of scientific understanding (e.g., the improvement of an experimental procedure to extract DNA from bacterial or plant cells);

GC3.03 – identify and describe examples of Canadian contributions to knowledge about genetic processes (e.g., research into cystic fibrosis) and to technologies and techniques related to genetic processes (e.g., the invention of nuclear magnetic resonance [NMR]).

Internal Systems and Regulation

Overall Expectations

ISV.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;

ISV.02 · illustrate and explain, through laboratory investigations, the contribution of various types of systems and processes to internal regulation in plant and animal systems;

ISV.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.

Specific Expectations

Understanding Basic Concepts

IS1.01 – describe the process of ventilation and gas exchange from the environment to the cell (e.g., describe the pathway of oxygen from the atmosphere to the cell, and the roles of ventilation, haemoglobin, and diffusion in this process);

IS1.02 – explain the role of transport or circulatory systems in the transport of substances in an organism (e.g., explain how nutrients, respiratory gases, end products of metabolism, and hormones or regulatory chemicals are transported from one area in an organism to another);

IS1.03 – describe the importance of nutrients and digestion in providing substances needed for energy and growth (e.g., relate the need for carbohydrates in the diet to their role in cellular respiration; describe the many uses of proteins; describe how plants use nutrients);

IS1.04 – demonstrate an understanding of how fitness level is related to the efficiency of metabolism and of the cardiovascular and respiratory systems;

IS1.05 – describe how the use of prescription and non-prescription drugs can disrupt or help maintain homeostasis (e.g., describe the effects of acetylsalicylic acid, or ASA, on human systems).

Developing Skills of Inquiry and Communication

IS2.01 – compare the anatomy of different organisms – vertebrate and/or invertebrate (e.g., carry out a dissection, or use a computer-simulated dissection, of a mammal or a fish to examine the heart, the pulmonary circulation system, the aorta, and other main arteries and veins, and compare the functions of the arteries and veins to those of xylem and phloem in plants);

IS2.02 – design and carry out, in a safe and accurate manner, an experiment on feedback mechanisms, identifying specific variables (e.g., investigate feedback controls by comparing resting rates of heartbeat and breathing with those after exercise, and then again after rest);

IS2.03 – select and integrate information about internal systems from various print and electronic sources, or from several parts of the same source (e.g., present information about special diets, such as those for vegans and diabetics; develop a pamphlet on how to treat the accidental ingestion of poisons).

Relating Science to Technology, Society, and the Environment

IS3.01 – identify examples of technologies that have enhanced scientific understanding of internal systems (e.g., instruments used to monitor biological systems, such as the computer axial tomography [CAT] scanner or the stethoscope, and products used to alter or augment them, such as pharmaceuticals, prosthetics, and pacemakers; the use of radio-isotopes to identify and combat diseases);

IS3.02 – provide examples of Canadian contributions to the development of technology for examining internal systems (e.g., devices used in nuclear medicine);

IS3.03 – analyse and explain how societal needs have led to scientific and technological developments related to internal systems (e.g., explain how the need to maintain wellness in humans led to the development of dietary products and fitness equipment; analyse how social awareness of the importance of organ donation has led to improved techniques for transplanting organs, such as the liver);

IS3.04 – present informed opinions about how scientific knowledge of internal systems influences personal choices concerning nutrition and lifestyle (e.g., explain the advantages and disadvantages of taking steroids or amino acid supplements; explain the scientific reasons for committing personal time to exercise).

Diversity of Living Things

Overall Expectations

DLV.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;

DLV.02 · use techniques of sampling and classification to illustrate the fundamental principles of taxonomy;

DLV.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.

Specific Expectations

Understanding Basic Concepts

DL1.01 – define the fundamental principles of taxonomy and phylogeny (e.g., provide definitions of concepts such as genus, species, and taxon, and explain how species are categorized and named according to structure and/or evolutionary history);

DL1.02 – compare and contrast the structure and function of different types of prokaryotic and eukaryotic cells (e.g., compare prokaryotic and eukaryotic cells in terms of genetic material, metabolism, and organelles/cell parts);

DL1.03 – describe selected anatomical and physiological characteristics of representative organisms from each life kingdom and a representative virus (e.g., describe gas exchange mechanisms and structures, or reproductive processes and components);

DL1.04 – compare and contrast the life cycles of representative organisms from each life kingdom and a representative virus (e.g., draw and label the life cycles of representative organisms, and make a chart comparing the features of the life cycles);

DL1.05 – explain the importance of sexual reproduction (including the process of meiosis) to variability within a population.

Developing Skills of Inquiry and Communication

DL2.01 – demonstrate, through applying classification techniques and terminology, the usefulness of the system of scientific nomenclature in the field of taxonomy;

DL2.02 – classify representative organisms from each of the kingdoms (e.g., classify organisms according to their nutritional pattern, type of reproduction, habitat, and general structures);

DL2.03 – use appropriate sampling procedures to collect various organisms in a marsh, pond, or other ecosystem, and classify them following the principles of taxonomy.

Relating Science to Technology, Society, and the Environment

DL3.01 – explain the relevance of current studies of viruses and bacteria to the field of biotechnology (e.g., give examples of how viruses and bacteria are used in biotechnology);

DL3.02 – demonstrate an understanding of the connection between biodiversity and species survival (e.g., state the advantages to a population of having genetic variations between individuals – such as the resistance to infection by “new” micro-organisms, the resistance of insects to pesticides, or the resistance of bacteria to antibiotics; explain why some species and not others survive an environmental stress).

Plants: Anatomy, Growth, and Functions

Overall Expectations

PAV.01 · describe the major processes and mechanisms by which plants grow, develop, and supply various products, including energy and nutrition, needed by other organisms;

PAV.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;

PAV.03 · evaluate how the energy and nutritional needs of a population influence the development and use of plant science and technology.

Specific Expectations

Understanding Basic Concepts

PA1.01 – illustrate the process of succession and the role of plants in the maintenance of diversity and the survival of organisms;

PA1.02 – describe the structure and function of the components of each of the leaf, the stem, and the root of a representative vascular plant (e.g., describe the path of water from the soil through the plant);

PA1.03 – explain how non-vascular plants (e.g., multicellular algae, bryophytes) function without a specialized vascular system;

PA1.04 – differentiate between monocot and dicot plants by observing and comparing the structure of their seeds and identifying vascular differences between plants;

PA1.05 – describe the effects of growth regulators (e.g., auxins, gibberellins, cytokinins);

PA1.06 – describe and explain some of the food and industrial processes that depend on plants;

PA1.07 – describe and explain some of the uses of plant extracts in food and therapeutic products.

Developing Skills of Inquiry and Communication

PA2.01 – design and carry out an experiment to determine the factors that affect the growth of a population of plants, identifying and controlling major variables (e.g., examine the effect on plant growth of the quantity of nutrients, or the quantity and quality of light, or temperature, or salinity);

PA2.02 – describe the nutrients required for the development of plants (e.g., describe the uses of nitrogen, phosphorus, and potassium in the plant, and relate them to fertilizer content; consider different stages in the growth of plants, from germination through growth, flowering, and fruit production, and indicate the appropriate fertilizer to be used at each stage);

PA2.03 – identify, using a microscope and models, the plant tissues in roots, stems, and leaves (e.g., use a microscope to identify tissues such as xylem and phloem throughout the plant);

PA2.04 – compile information about the chemical products derived from plants and, either by hand or computer, display the information in a variety of formats, including diagrams, flow charts, tables, graphs, and scatter plots (e.g., make a chart of plants and their related products).

Relating Science to Technology, Society, and the Environment

PA3.01 – identify various factors that result in trade-offs in the development of food technologies (e.g., explain why vegetable growers might prefer varieties that “travel well” – that is, don’t spoil easily – over those with the most flavour or nutritional value);

PA3.02 – describe and explain ways in which society supports and influences plant science and technology (e.g., analyse the influence on food production technologies of the constant demand for fresh fruit at affordable prices);

PA3.03 – express opinions supported by their own research about the case for funding certain projects in plant science or technology rather than others (e.g., evaluate the relative merits, for funding purposes, of research projects on genetic manipulation of plants over projects related to the development of organic products);

PA3.04 – describe how a technology related to plants functions (e.g., long-term use of pesticides, including herbicides), and evaluate it on the basis of identified criteria such as safety, cost, availability, and impact on everyday life and the environment.

Unit 5 | Course Profiles Main Menu

Acknowledgments

Course Description

Course Notes

The Goals of Grade 11 Biology

Scientific Literacy for All Students and Preparation for Further Study

Policy Requirements

Considerations for Planning and Implementing Grade 11 Biology

Rationale for the Unit Sequence of the Course Profile

Units: Titles and Times

Unit Overviews

Key to Abbreviations used in Unit Overview Charts

Unit 1: Diversity of Living Things

Unit 2: The Cellular Basis of Life

Unit 3: Plants: Anatomy, Growth and Function

Unit 4: Internal Systems and Regulation

Unit 5: Genetic Continuity

Final Assessment Tasks

Teaching/Learning Strategies

Need for Variety and Balance

Skills are Developed through Experience and Refined with Practice

Use of Computer Technology

Learning Skills

Making Connections

Assessment & Evaluation of Student Achievement

Accommodations

Resources

Instruction and Assessment

Internet Resources

OSS Policy Considerations

Scientific Investigation Skills

Cellular Functions

Overall Expectations

Specific Expectations

Genetic Continuity

Overall Expectations

Specific Expectations

Internal Systems and Regulation

Overall Expectations

Specific Expectations

Diversity of Living Things

Overall Expectations

Specific Expectations

Plants: Anatomy, Growth, and Functions

Overall Expectations

Specific Expectations