Download BIOLOGY SBI 3U1 Course Outline

BIOLOGY SBI 3U1 Course Outline
Course Details
The Ontario Curriculum, Grades 11 and 12: Science 2008
SBI 3U1, full credit, Revised Sept. 2011
TDSB, Victoria Park Collegiate Institute
Prerequisites: Grade 10 Academic Science
Science Department, Curriculum Leader: K. Thorne, S. Reichling
Text: McGraw-Hill Ryerson Biology 11
Overall Goals
Curriculum Expectations:
A. Scientific Investigation Skills and Career Expectations

Demonstrate scientific investigation skills (related to both inquiry and research) in the four areas of skills (initiating and planning, performing
and recording, analyzing and interpreting, and communicating)

Identify and describe a variety of careers related to the fields of science under study, and identify scientists, including Canadians, who have
made contributions to those fields
B. Diversity of Living Things

Analyse the affects of various human activities on the diversity of living things;

Investigate, through laboratory and/or field activities or through simulations, the principles of scientific classification, using appropriate sampling and
classification techniques;

Demonstrate an understanding of the diversity of living organisms in terms of the principles of taxonomy and phylogeny.
C. Evolution

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;

Investigate evolutionary processes, and analyse scientific evidence that supports the theory of evolution;

Demonstrate an understanding of the theory of evolution, the evidence that supports it, and some of mechanisms by which it occurs.
D. Genetic Processes

Evaluate the importance of some recent contributions to our knowledge of genetic processes, and analyse social and ethical implications of genetic and
genomic research;

Investigate genetic processes, including those that occur during meiosis, and analyse data to solve basic genetics problems involving monohybrid and
dihybrid crosses;

Demonstrate an understanding of concepts, processes, and technologies related to the transmission of hereditary characteristics.
E. Animals: Structure and Function

Analyse the relationships between changing societal needs, technological advances, and our understanding of internal systems of humans;

Investigate, through laboratory inquiry or computer simulation, the functional response of the respiratory and circulatory systems of animals, and the
relationships between their respiratory, circulatory, and digestive systems;

Demonstrate an understanding of animal anatomy and physiology, and describe disorders of the respiratory, circulatory, and digestive systems.
F. Plants: Anatomy, Growth, and Function

Evaluate the importance of sustainable use of plants to Canadian society and other cultures;

Investigate the structures and functions of plant tissues, and factors affecting plant growth;

Demonstrate an understanding of the diversity of vascular plants, including their structures, internal transport systems, and their role in maintaining
biodiversity.
Course Description
This course furthers students’ understanding of the processes that occur in biological systems. Students will study theory and conduct investigations in the
areas of biodiversity; evolution; genetic processes; the structure and function of animals; and the anatomy, growth, and function of plants. This course
focuses on the theoretical aspects of the topics under study, and helps students refine skills related to scientific investigation.
Course Content:
Diversity of Living Things
Evolution
Genetic Processes
Animals: Structure and Function
Plants: Anatomy, Growth and Function
20 hours*
20 hours*
20 hours*
30 hours*
20 hours*
*These times are approximate.
Learning Skills
Students will be assessed on the following Six Learning Skills with the use of a checklist;
Responsibility, Organization, Independent Work, Collaboration, Initiative, Self-Regulation
Teaching/Assessment and Evaluation Strategies
A range of instructional strategies will be used to address student needs. Some of these strategies include direct instruction, interactive instruction,
experiential learning and independent study. Students are given opportunities to learn and be assessed before evaluations. Summative evaluation for this
course is based on a final written exam.
Achievement Chart
Knowledge and Understanding (30%)
Evaluation may include quizzes, homework checks, tests, problem sets, assignments, facts, terms, concepts, applications, etc.
Communication (25%)
Evaluation may be based on laboratory reports, written reports, essays, oral presentations, in-class questions and answers, terminology,
student-teacher conferences, etc.
Thinking and Investigation (25%)
Evaluation may include application of scientific inquiry, applications of technical skills, use of tools and equipment, open ended test
questions, concept maps, formulating questions, etc.
Application (20%)
Evaluation may include research papers, projects, debates, interviews, analyzing issues, assessing impacts and proposing courses of action,
understanding connections among Science, Technology, Society and the Environment, etc.
70% Grade on Course Work**
Diversity of Living Things
Task
Classification Inquiry
Taxonomy Quiz
Human Impact on Diversity Assignment
Unit Test
Achievement Chart Focus
K&U
T&I
C
A
x
x
x
x
x
x
x
x
x
x
x
Time of Assessment
Evolution
Task
Artificial/Natural Selection Inquiry
Theories of Evolution Quiz
History of Evolutionary Theory Assignment
Unit Test
Achievement Chart Focus
K&U
T&I
C
x
x
x
x
x
x
x
x
A
x
Time of Assessment
x
x
Genetic Processes
Task
Genetics Inquiry
Genetics Quiz
Genetics and Ethics Assignment
Unit Test
Achievement Chart Focus
K&U
T&I
C
x
x
x
x
x
x
x
x
x
A
x
Time of Assessment
x
x
Animals: Structure and Function
Task
Systems Inquiry
Systems Quiz
Exercise and Health Assignment
Systems Tests
Achievement Chart Focus
K&U
T&I
C
x
x
x
x
x
x
x
x
x
A
x
Time of Assessment
x
x
Plants: Anatomy, Growth, and Function
Task
Plant Growth Inquiry
Plant Quiz
Importance of Plants Assignment
Unit Test
** Above tasks subject to minor changes.
Achievement Chart Focus
K&U
T&I
C
A
x
x
x
x
x
x
x
x
x
x
Time of Assessment
30% Grade Based on Course-Culminating Activities
All students will write a final exam at the end of the course.
The Research Process:
For every research-based assignment, students will be expected to use the TDSB student research guide, Research @ Your Library with the 4
stage model of the research process incorporated into these assignments either in part or in whole. Students will receive instruction and be
assessed / evaluated on various aspects of the research process by either their teacher or one of the teacher-librarians. These lessons may include,
but are not limited to the development of research questions, note-taking, adherence to a specific documentation style, facility with a variety of
resources, etc.
Accommodations
Accommodations refer to the teaching strategies, supports, and/or services that are required in order for a student to access the curriculum and
demonstrate learning. Students who have an IEP are entitled to the accommodations specified in their plans.
Term Grades for Provincial Reports throughout the Year
The grade for each term/reporting period is based on the evaluations that have been conducted to that point in the course, and will be preliminary
and tentative. They will be based on the most consistent level of achievement to that time, but some of the overall expectations, strands, end units,
will not have been addressed. The students’ grades may change when all work is evaluated by the end of the course. Midterm reports will be sent
home with the students approximately half way through the semester.
Communication
First of all … KNOW that we want you to succeed.
The science office is in room 221. You are encouraged to make an appointment with your teacher if you would like extra help, or if you wish to
see/discuss your marks. Do not hesitate to ask for help.
Parents/guardians may contact the teacher at any time with comments and/or concerns at
416 – 395 – 3310 ext. 20095. Parents/guardians may also schedule an interview during Parent/Teacher interview time.
The teacher will contact parents/guardians as necessary.