SBI3U

 

 

Academy of Distance Education

 

Grade 11 Biology Course Outline

 

School Name: Academy of Distance Education

 

Department: Department of Science

 

Curriculum Policy Document: The Ontario Curriculum, Grades 11 and 12: Science, 2008 (revised).

 

Course Developer: Department of Science

 

Course Development Date: August 30, 2009

 

Course Title: Biology

 

Course Type: University Preparation

 

Course Level: Grade 11

 

Course Code: SBI3U

 

Credit Value: 1.0

 

Duration: 110 hours

 

 

 

 

 

 

 

 

 

 

 

Course Origin

This course is developed at the Academy of Distance Education’s Department of Science from the Ontario Curriculum document: “The Ontario Curriculum, Grades 11 and 12: Science, 2008 (revised).”

 

Course Rationale/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. The course focuses on the theoretical aspects of the topics under study, and helps students refine skills related to scientific investigation.

 

Prerequisite

Science, Grade 10, Academic (SNC2D).

 

Strands

The course consists of 6 strands namely Scientific Investigation Skills and Career Exploration; Diversity of Living Things; Evolution; Genetic Processes; Animals: Structure and Function; and Plants: Anatomy, Growth, and Function. The firs strand, Scientific Investigation Skills and Career Exploration, will be incorporated throughout the course and applied within all the other five strands, therefore, it will not be taught separately.

Strand 1 / Unit 1: Diversity of Living Things

Overall Expectations

By the end of this strand, students will:

  1. Analyze the effects of various human activities on the diversity of living things.
  2. Investigate, through laboratory and/or field activities or through simulations, the principles of scientific classification, using appropriate sampling and classification techniques.
  3. Demonstrate an understanding of the diversity of living organisms in terms of the principles of taxonomy and phylogeny.

 

Strand 2 / Unit 2: Evolution

Overall Expectations

By the end of this strand, students will:

  1. Analyze the economic and environmental advantages and disadvantages of an artificial selection technology, and evaluate the impact of environmental changes on natural selection and endangered species.
  2. Investigate evolutionary processes, and analyze scientific evidence that supports the theory of evolution;
  3. demonstrate an understanding of the theory of evolution, the evidence that supports it, and some of the mechanisms by which it occurs

Strand 3 / Unit 3: Genetic Processes

Overall Expectations

By the end of this strand, students will:

  1. Evaluate the importance of some recent contributions to our knowledge of genetic processes, and analyze social and ethical implications of genetic and genomic research.
  2. Investigate genetic processes, including those that occur during meiosis, and analyze data to solve basic genetics problems involving monohybrid and dihybrid crosses.
  3. Demonstrate an understanding of concepts, processes, and technologies related to the transmission of hereditary characteristics.

Strand 4 / Unit 4: Animals: Structure and Function

Overall Expectations

By the end of this strand, students will:

  1. Analyze the relationships between changing societal needs, technological advances, and our understanding of internal systems of humans.
  2. 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.
  3. Demonstrate an understanding of animal anatomy and physiology, and describe disorders of the respiratory, circulatory, and digestive systems.

 

Strand 5 / Unit 5: Plants: Anatomy, Growth, and Function

Overall Expectations

By the end of this strand, students will:

  1. Evaluate the importance of sustainable use of plants to Canadian society and other cultures.
  2. Investigate the structures and functions of plant tissues, and factors affecting plant growth.
  3. Demonstrate an understanding of the diversity of vascular plants, including their structures, internal transport systems, and their role in maintaining biodiversity.

 

Course Content

Strand 1/Unit 1

Diversity of Living Things

22 hours

Strand 2/Unit 2

Evolution

20 hours

Strand 3/Unit 3

Genetic Processes

27 hours

Strand 4/Unit 4

Animals: Structure and Function

20 hours

Strand 5/Unit 5

Plants: Anatomy, Growth, and Functions

15 hours

 

Final Assessment

6 hours

Total: 110 hours

Teaching and Learning Strategies and Tools

The nature of this course, as in all other courses delivered by ADE, the mode of teaching strategies is electronic delivery, and as a result, media for conveying learning will be either synchronous or asynchronous. Academy of Distance Education is dedicated to maximize possibility of establishing “comfort zone” for students while opportunities for learning successfully are continuously explored. For that reason, both of the mediums of electronic delivery mentioned above are equally utilized as per the need and suitability of each one in different situations.

 

Examples E- Teaching/ E-Learning Strategies in the course/courses:

  • Lectures/handouts/note taking (through on-line vehicles both synchronously and asynchronously)
  • Case Studies (both synchronously and asynchronously)
  • Brainstorming (in virtual class discussions as well as in face book or other social sites used for the purpose of e-learning and e-teaching)
  • Writing (research, essays, poems)
  • Homework, class work, assignments
  • Labs and demonstrations (mainly computer simulations to accommodate distance learning)
  • Small/large group discussions (virtual classes or one-on-one virtual situations)
  • Multimedia presentations (all on-line)
  • Guest speeches

 

Teaching/Learning Tools: (all designed to meet the requirements of e-schooling)

  • Textbook
  • Overhead projector, screen, electronic writing devices like the electronic pen pad and transparencies
  • Online software, CDs, DVDs, videos/films
  • Chart paper,
  • Posters
  • Online educational activities and games
  • Relevant scientific sites & magazines & articles

 

Assessment & Evaluation;

Assessment and evaluation at the Academy of Distance Education is based heavily on dividing the assessment strategies equally between comprehensive, on-site and supervised assessments and assessments conducted by the student alone and sent electronically or through other means by the student. The latter will include instances where the student does access-controlled on-line testing and quizzing where possibilities of extra-personal efforts are eliminated completely making sure that the student does the work. Other opportunities will allow for students meeting assessment requirements while seeking help from any source but making sure knowledge has been gained by the student through the help provided to him/her. All these systems are designed the benefits of e-learning and e-teaching are maximized and not diminished by factors that could be brought forth by the introduction of non-traditional classrooms.

In general, Assessment is a continuous process of gathering evidence to facilitate and enhance student learning, provide feedback, and improve instructional strategies. Evaluation is the process of judging the quality of student work in an assessment, on the basis of established criteria, and the assigning of a value to represent that quality. The purpose of evaluation is to summarize student progress at a given point in time.

 

In the 2010/2011 and beyond, Numerous and varied assessment opportunities will be given to students and various strategies and tools will be employed throughout the course in order to achieve maximum precision and fairness in assessing how well students learned the curricular expectations of each strand and the course. This will be an attempt meet ministry of education guidelines introduced for the 2010 and effective successive years until further notice of change. Diagnostic assessments will be used to determine prior learning, students’ strengths and for planning purposes and therefore will not be used to determine term or final grades for report cards. Formative assessments will be used regularly as a learning tool and feedback mechanism to improve student learning and instructional strategies. Summative assessments will be used to provide final professional judgment and evaluation of student learning of curricular expectations and therefore will be used to evaluate term work and the final assessment for reporting purposes. When planning assessments, the curricular expectations will be reviewed and linked to the achievement categories to which they relate. This is to ensure that all the expectations are accounted for in instruction, and that achievement of the expectations is assessed within the appropriate categories. All three types of assessments are still further regrouped into three parts: assessment for learning, feedback mechanisms meant to enhance student learning (formative and diagnostic); assessment as learning, self assessment and peer assessment tools done led and /or teachers in which students learn how to independently assess the level of their own learning (diagnostic , formative)’ and assessment of learning (summative only), which is led by the teacher alone and is used for purposes of evaluation and reporting of student achievement to parents and other stake holders.

 

Assessment Methods: The means through which student learning may be assessed (i.e., written, spoken, or done). In this course, students will use all three methods to demonstrate their learning: oral work (debates, discussions, presentations, skits), written work (tests, quizzes, reports, essays), and performances (labs, models, pamphlets, charts). Both synchronous and asynchronous opportunities are made available.

 

Assessment Strategies: The actual assessment instruments used as the process used for assessing student learning and the level of their achievement of meeting curricular expectations (e.g. journal). ADE will use conduct assessments both synchronously and asynchronously throughout the course. Below is a list of the most commonly used assessment strategies for this course:

  • Tests/Quizzes (done both on-line and a designated site with supervision)
  • Interviews/Conferences (Virtual class discussions)
  • Examinations (done only comprehensively at a site with supervision)
  • Multimedia Presentations (virtual class presentation synchronously
  • Assignments, Research Projects/Reports (on-line)

 

 

Assessment Tools: An instrument that is used to initiate or guide the assessment strategy or to track, monitor or record the assessment data (e.g. rubric). Below is a list of the most commonly used assessment tools for this course:

  • Check lists (learning skills, homework check, completion of a task, basically to check absence or presence of a concept, process, skill, or attitude)
  • Marking Scheme (tests/quizzes, assignments, worksheets, to quantify student response; value based tasks)
  • Rating Scales (to assess frequency of achieving a task or quality of task)
  • Rubrics (performances, written reports, presentations, labs, complex projects/tasks)
  • Anecdotal Comments (learning skills, group work, independent work, presentations,

 

Course Evaluation

In this course, two parts make up the evaluation of student achievement through the different assessment strategies mentioned above.

a) The term work accounts for 70% of the overall grade for the course. Assessments for this portion are spread throughout the course and will terminate approximately 3-4 weeks before the end of the study term.

b) The final evaluation will account for 30% of the overall grade for the course. It is a comprehensive assessment that will commence within approximately the last 3-4 weeks of the study term. It will be in the form of a final examination encompassing the concepts and skills taught throughout the year with emphasis on the latter portions of the course.

 

Term Work = 70%

Strand 1 / Unit 1: Diversity of Living Things

Quizzes 4.0%

Labs 2.0%

Assignments 4.0%

Unit Test 4.0%

Total: 14%

 

Strand 2 / Unit 2: Evolution

Quizzes 4.0%

Labs 2.0%

Assignments 4.0%

Unit Test 4.0%

Total: 14%

Strand 3 / Unit 3: Genetic Processes

Quizzes 4.0%

Labs 2.0%

Assignments 4.0%

Unit Test 4.0%

Total: 14%

 

Strand 4 / Unit 4: Animals – Structure and Function

Quizzes 4.0%

Labs 2.0%

Assignments 4.0%

Unit Test 4.0%

Total: 14%

 

Strand 5 / Unit 5: Plants – Anatomy, Growth, and Function

Quizzes 4.0%

Labs 2.0%

Assignments 4.0%

Unit Test 4.0%

Total: 14%

 

Summative Task = 30%

30% Final Examination

Final Grade = Term Work + Summative Task = 70% + 30% = 100%

Achievement Charts

The achievement chart will be used as a reference point for all assessment practice and a framework within which to assess and evaluate student achievement. It is organized into four broad categories of knowledge and skills: Knowledge/ Understanding, Thinking/Inquiry, Communication, and Application/Making Connections. It describes the four levels of achievement (performance standards) of the curriculum expectations within each category. The descriptions associated with each level will serve as a guide for gathering assessment information, making consistent judgments about the quality of student work, and providing clear and specific feedback to students and parents.

 

Learning Skills

While not evaluated for marks, learning skills (Works Independently, Teamwork, Organization, Work Habits/Homework, and Initiative) are necessary skills in order to success in school and beyond. As with other skills, they will be demonstrated, practised, and assessed in the classroom (using letters E – Excellent, G – Good, S – Satisfactory, and N – Needs Improvement). Numerous and various opportunities will be given to students throughout the year to demonstrate and improve their learning skills. Individual assignments to for independence and initiative; lab work in pairs and small-groups to foster cooperative learning and develop teamwork; occasional binder checks and portfolios collection to develop and maintain organizational skills; and random homework checks will be conducted.

Main Resources

  1. Nelson Biology 11.
  2. Online Teacher’s Resource – Nelson Biology 11.
  3. Internet & Biology related sites, software, animations, videos tape
  4. Ottawa University & Carleton University (for labs)
  5. Public Libraries