Biology, Grade 11,SBI3U

Unit 1:Metabolic Processes (20 hours) Synchronous Learning (8 Hours) ＋ Asynchronous (12 Hours)

Students will identify and describe the structure and function of important biochemical compounds including carbohydrates, proteins, lipids and nucleic acids. Students will learn the 3D shapes of these molecules and learn how to carry out biological tests for these macromolecules. Students will learn about the functions of cell organelles and be able to illustrate and explain the cellular process. Students will be able to investigate the fluid mosaic model. Students will furthermore learn how organelles and cell components carry out major functions. Students will learn the concepts of photosynthesis, cellular respiration, anaerobic respiration and aerobic respiration.

Unit 2:Unit 2: Genetic Processes (20 hours) Synchronous Learning (8 Hours) ＋ Asynchronous (12 Hours)

Students will learn about the processes of mitosis and meiosis. Students will able to compare and contrast the concepts of DNA, genes, chromosomes in regards to mitosis and meiosis. Students will be able to explain in full detail the processes of mitosis and meiosis in humans. Students will be able to further expand this learning into other organisms that may follow different methods of reproduction and differentiation. Students will be able to view and explore the stages of mitosis and meiosis. Students will investigate Mendel's laws of heredity, and learn terminology such as dominance, co-dominance, incomplete dominance, recessiveness and linkage. Students will be able to solve basic genetic problems involving monohybrid crosses, codominance and dihybrid crosses using the Punnett square method. Students will link chromosomes and meiosis for the transmission of hereditary characteristics and be able to predict outcomes of genetic crosses. Students will connect concepts of DNA to transmission of hereditary characteristics and learn about various sex linked or autosomal linked disorders. Students will learn how to use pedigrees to predict the genetic inheritance of a variety of disorders and genetic diseases.

Unit 3: Internal Systems (20 hours) Synchronous Learning (8 Hours) ＋ Asynchronous (12 Hours)

Students will describe and explain the major processes, mechanisms and systems of the respiratory, circulatory and digestive systems. Students will be able to view a laboratorial exercise of internal systems and understand how they function. Students will be able to describe the importance of nutrients and digestion for energy and growth, and demonstrate an understanding of how fitness levels are related to the efficiency of metabolism and of the cardiovascular and respiratory systems. Students will be able to understand the effects of prescription drugs and non-prescription drugs that can maintain or disrupt homeostasis. Students will learn the anatomy of different organisms' digestive, respiratory and circulatory system. Students will learn the process of ventilation and gas exchange from environment to cell. Students will various tests of fitness towards the respiratory system, and compare the respiratory anatomy of vertebrates and invertebrates. Students will learn the role of transport/circulatory systems in various organisms. Students will be able to identify technologies, and analyze and explain societal needs for scientific and technological developments related to the digestive, circulatory and respiratory system.

Unit 4: Diversity of Living Things (20 hours) Synchronous Learning (8 Hours) ＋ Asynchronous (12 Hours)

Students will learn the fundamental properties of taxonomy and phylogeny, and explain the importance of sexual reproduction for variability within a population. Students will learn classification techniques and terminology of scientific nomenclature and understand the connection between biodiversity and species survival. Students will learn about respective organisms in the archaebacteria, eubacteria, protest, fungi, plants and animal kingdoms as well as viruses. Students will compare and contrast different organisms and understand the underlying differences in viruses compared to living organisms. Students will learn different anatomical and physiological traits in detail for the aforementioned kingdoms, and learn how to classify, compare and contrast representative organisms. Students will be able to use binomial nomenclature and cladograms to assist them in identifying organisms.

Unit 5: Plants: Anatomy, Growth and Function (20 hours) Synchronous Learning (8 Hours) ＋ Asynchronous (12 Hours)

Students will learn the variety of uses of plants in the food, industrial and therapeutic industries. Students will learn the technologies learned and implemented relating to the use of plants by humans for a variety of everyday life and environmental uses. Students will learn the role of plants in the maintenance of diversity and the survival of organisms. Students will be able to adequately describe the structure and function of the components of each of the leaf, the stem and the root of a vascular plant. Students will be able to differentiate between monocot and dicot plant by observing their seed structure. Students will be able to differentiate between vascular and non-vascular plants. Students will have opportunities to identify plant structures using microscope laboratorial simulations. Students will learn how plants obtain nutrients required for their development and describe the effects of growth regulators.

Unit 6: Evolution (10 hours) Asynchronous (10 Hours)

Students will explore the different historical theories of evolution such as Darwin and Lamarck, and learn about concepts pertaining to natural selection, artificial selection, sexual selection, fitness, fossils, half-life, genetic drift, mutations, bottleneck effect, Hardy-Weinberg equilibrium, directional selection, pre/postzygotic mechanisms, kin selection and altruism. Students will learn how to use a cladogram for identifying, differentiating and classifying different organisms. Students will have provided resources to independently investigate and learn and understand from for this ISU unit.

· A variety of strategies are used to allow students many opportunities to attain the necessary skills for success in this course and at university. The teacher uses a variety of whole class, small group and individual activities to facilitate learning. The course also includes an element of student interaction and assistance. Students will do seatwork/homework and will aid each other in their understanding of the concepts.

· The below strategies will be adjusted for virtual learning accordingly

· The evaluation for this course is based on the student's achievement of curriculum expectations and the demonstrated skills required for effective learning.

· The below assessment types will be adjusted for virtual learning accordingly

Types of Assessment

Assessmentsforandaslearning will have a diagnostic and formative purpose; their role is to check for students’ understanding. Assessments that serve this purpose will usually manifest themselves in the form of practice questions in the form of assignments and/or quizzes in class, teacher checking of homework, and conversations/discussions about progress. The purpose these assignments serve is to encourage students to review daily and to alert students when there is a specific expectation they have not yet achieved. Quizzes and assignments are effective simply because they provide immediate feedback for the student.

Assessmentsoflearning have a summative purpose and are given at strategic instances- for example, after a critical body of information/set of overall or specific expectations has been covered. “This type of assessment collects evidence for evaluating the student’s achievement of the curriculum expectations and for reporting to students and parents/guardians” (Growing Success- assessment, evaluation, and reporting: improving student learning, pg. 1-ii). Assessments of learning consider product, observation, and conversation as sources of evidence.

Final Mark Calculation

The evaluation for this course is based on the student's achievement of curriculum expectations, the demonstrated skills required for effective learning, and the Categoriesof theAchievement Chart. This chart is meant to assist teachers in planning instruction and learning activities for the achievement of the curriculum expectations. It is also used in designing assessment and evaluation tasks and tools and in providing feedback to students. The percentage grade represents the quality of the student's overall achievement of the expectations for the course and reflects the corresponding level of achievement as described in the achievement chart for the discipline. A credit is granted and recorded for this course if the student's grade is 50% or higher.Final marks will be calculated as follows:

· 70% of the grade will be based upon evaluations conducted throughout the course. This portion of the grade will reflect the student's most consistent level of achievement throughout the course, although special consideration will be given to more recent evidence of achievement.

Term Work: 70%Levels of Achievement:

Knowledge and Understanding: 25% Level 1: 50 - 59%

Thinking and Inquiry: 25% Level 2: 60 – 69%

Application: 25% Level 3: 70 – 79%

Communication: 25% Level 4: 80 - 100%

· 30% of the grade will be based on a final assessment task that occurs at or near the end of the course.

Final Summative Evaluation (Final Exam and Independent Study Project): 30%

Knowledge and Understanding: 25%

Thinking and Inquiry: 25%

Application: 25%

Communication: 25%

Course Materials Required by Students to Bring to Class:

· Pencil / Pen / Eraser

· Line Paper

· Calculator

· See Course calendar for technological requirements for virtual learning

Resources:

· The Ontario Curriculum, Biology, Grades 11 and 12, 2009

· Growing Success: Assessment, Evaluation and Reporting in Ontario Schools

· Bowers Ray, Brown Eric, Damji Sadru, Eichorn Dean Goering-Boone Ute  - Addison Wesley Biology 11-Pearson Education Canada (2002)

Various chosen texts

Overall Curriculum Expectations

Strand 1: Scientific Investigation Skills and Career Exploration

Overall Expectations

A1. demonstrate scientific investigation skills (related to both inquiry and research) in the four areas of skills (initiating and planning, performing and recording, analysing and interpreting, and communicating);

A2. identify and describe careers related to the fields of science under study, and describe contributions of scientists, including Canadians, to those fields.

Strand 2: Diversity of Living Things

Overall Expectations

B1. analyse the effects of various human activities on the diversity of living things;

B2. investigate, through laboratory and/or field activities or through simulations, the principles of scientific classification, using appropriate sampling and classification techniques;

B3. demonstrate an understanding of the diversity of living organisms in terms of the principles of taxonomy and phylogeny

Strand 3: Evolution

Overall Expectations

C1. analyse the economic and environmental advantages and disadvantages of an artificial selection technology, and evaluate the impact of environmental changes on natural selection and endangered species;
C2. investigate evolutionary processes, and analyse scientific evidence that supports the theory of evolution;
C3. demonstrate an understanding of the theory of evolution, the evidence that supports it, and some of the mechanisms by which it occurs.

Strand 4: Genetic Processes

Overall Expectations

D1. evaluate the importance of some recent contributions to our knowledge of genetic processes, and analyse social and ethical implications of genetic and genomic research;

D2. investigate genetic processes, including those that occur during meiosis, and analyse data to solve basic genetics problems involving monohybrid and dihybrid crosses;

D3. demonstrate an understanding of concepts, processes, and technologies related to the transmission of hereditary characteristics.

Strand 5: Animals: Structure and Function

Overall Expectations

E1. analyse the relationships between changing societal needs, technological advances, and our understanding of internal systems of humans;

E2. investigate, through laboratory inquiry or computer simulation, the functional responses of the respiratory and circulatory systems of animals, and the relationships between their respiratory, circulatory, and digestive systems;

E3. demonstrate an understanding of animal anatomy and physiology, and describe disorders of the respiratory, circulatory, and digestive systems.

Strand 6: Plants: Anatomy, Growth, and Function

Overall Expectations

F1. evaluate the importance of sustainable use of plants to Canadian society and other cultures;

F2. investigate the structures and functions of plant tissues, and factors affecting plant growth;

F3. demonstrate an understanding of the diversity of vascular plants, including their structures, internal transport systems, and their role in maintaining biodiversity.