Toronto District School Board

LESTER B. PEARSON

Course Title: Grade 11 Biology University

Course Code: SBI3U3

Department: SCIENCE

Assistant Curriculum Leaders: B. Simpson and A. Sukhram

TEXT: Biology 11, McGraw-Hill Ryerson

COURSE OVERVIEW:

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

UNIT/STRANDCONTENT(Overall expectations):

Overall expectations are listed under each unit. Specific expectations for each unit are available on the Ontario Ministry of Education website:

Unit 1:Scientific Investigation and Career Exploration

Time:Approximately 15-20 hours

Overall Expectations:

By the end of this course, students will:

  • 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);
  • Identify and describe careers related to the fields of science under study, and describe contributions of scientists, including Canadians, to those fields;

Unit 2: Diversity of Living Things

Time:Approximately 15-20 hours

Overall Expectations:

By the end of this course, students will:

  • Analyse the effects 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.

Unit 3: Evolution

Time:Approximately 15-20 hours

Overall Expectations:

By the end of this course, students will:

  • 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 the mechanisms by which it occurs.

Unit 4: Genetic Processes

Time:Approximately 15-20 hours

Overall Expectations:

By the end of this course, students will:

  • 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.

Unit 5: Animals: Structure and Function

Time:Approximately 15-20 hours

Overall Expectations:

By the end of this course, students will:

  • 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 responses 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.

Unit 6: Plants: Anatomy, Growth, and Function

Time:Approximately 15-20 hours

Overall Expectations:

By the end of this course, students will:

  • 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 structure, internal transport systems, and their role in maintaining biodiversity.

ASSESSMENT AND EVALUATION

The following Assessment and Evaluation points have been reproduced from Pearson’s Assessment and Evaluation Policy document.

Students will be given a numerical grade at the end of the course. The mark will be calculated according to the following breakdown:

70%Term Summative Evaluation:

Term Summative Evaluation is the assignment of a mark to the series of evaluation tasks based on the demonstration of a student’s knowledge of the overall expectationsof the course. This evaluation will always be preceded by practice and by assessment activities to show students how to improve. Examples of evaluation tasks include but are not limited to assignments, lab activities, tests and quizzes, independent projects. (Please see the “Evaluation Tasks and Achievement Chart Category Chart” below for specific tasks and their respective weightings and due dates. (These evaluations are completed throughout the semester and fall into the following categories:

Category / Weight
Knowledge and
Understanding /
  • Knowledge of content (e.g., facts, terminology, definitions, safe use of equipment and materials)
  • Understanding of content (e.g., concepts, ideas, theories, principles, procedures, processes)
/ 25%
Thinking and
Investigation /
  • Use of initiating and planning skills and strategies (e.g., formulating questions, identifying the problem, developing hypotheses, selecting strategies and resources, developing plans)
  • Use of processing skills and strategies (e.g., performing and recording, gathering evidence and data, observing, manipulating materials and using equipment safely, solving equations, proving)
  • Use of critical/creative thinking processes, skills and strategies (e.g., analysing, interpreting, problem solving, evaluating, forming and justifying conclusions on the basis of evidence)
/ 15%
Communication /
  • Expression and organization of ideas and information (e.g., clear expression, logical organization) in oral, visual, and /or written forms (e.g., diagrams, models)
  • Communication for different audiences (e.g., peers, adults) and purposes (e.g., to inform, to persuade) in oral, visual, and/or written forms
  • Use of conventions, vocabulary and terminology of the discipline in oral, visual, and written forms (e.g., symbols, formulae, scientific notation, SI units)
/ 15%
Application /
  • Application of knowledge and skills (e.g., concepts and processes, safe use of equipment, scientific investigation skills) in familiar contexts
  • Transfer of knowledge and skills (e.g., concepts and processes, safe use of equipment, scientific and investigation skills) to unfamiliar contexts
  • Making connections between science, technology, society, and the environment (e.g., assessing the impact of science on technology, people and other living things, and the environment)
  • Proposing courses of practical action to deal with problems relating to science, technology, society, and the environment.
/ 15%

30% Final Summative Evaluation:

Final Summative Evaluation is the assignment of a mark based on final evaluation task(s) in the form of an examination, performance, essay, and/or other method of evaluation suitable to the course content and administered towards the end of the course. These evaluations are completed in the final 3 - 4 weeks of the semester. This evaluation will consist of:

Culminating tasks on the topic: Written Final Exam30%

Students MUST be present for these evaluations. A doctor’s note or legal certificate is required for exemption from these evaluations.

EVALUATION TASK AND ACHIEVEMENT CHART CATEGORY CHART:

30% Final Evaluations

Task / Achievement Chart Focus / Weighting
Performance Task / KU, TI, A, C / 10%
Written Examination / KU, TI, A, C / 30%

KU – Knowledge and Understanding; TI – Thinking and Investigation; A – Application; C – Communication

70% Course Work

Task / Achievement Chart Focus

Unit 1: Scientific Investigation and Career Exploration

Research Project and Oral Presentation / TI, A, C

Unit 2: Diversity of Living Things

Opinion Paper / C
Lab: Create a Dichotomous Key / A, TI, C
Test / KU, A, TI

Unit 3: Evolution

Opinion Paper / C
Test / KU, A, TI

Unit 4: Genetic Processes

Opinion Paper / C
Test / KU, A, TI

Unit 5: Animals: Structure and Function

Opinion Paper / C
Lab: Nutrient Identification / TI, C
Test / KU, A, TI

Unit 4: Plants: Anatomy, Growth, and Function

Opinion Paper / C
Test / KU, A, TI

KU – Knowledge and Understanding; TI – Thinking and Investigation; A – Application; C – Communication

LEARNING SKILLS:

Students will also have the SIX (6) Learning Skills evaluated:

Responsibility, Organization, Independent Work, Collaboration, Initiative, and Self-Regulation

ATTENDANCE / MISSED EVALUATIONS

  • Classroom attendance and punctuality are of the utmost importance. There is a lot of material to cover and any late arrivals or poor attendance will certainly hinder performance in this course. If you know that you are going to miss a class, please let the teacher know as early as possible.
  • It is up to YOU to come to class prepared with writing, utensils, notebooks, textbooks, course handouts, calculators etc....
  • A SKIP is any UNEXPLAINED absence. YOU MUST bring a note, from your parent/guardian, explaining your absence to school THE DAY YOU RETURN. Alternatively, your parent/guardian may call the MAIN OFFICE. NO NOTE OR PHONE CALL MEANS AN UNEXPLAINED ABSENCE...... WHICH MEANS YOU HAVE SKIPPED CLASS.
  • Tests, assignments and other assessment activities that are skipped are awarded ZERO.
  • YOU are responsible for obtaining and completing any notes, tests, quizzes, assignments and any other classroom activities missed during ANY absences from class. If you miss a test or quiz, it is up to YOU to go out of your way to find the teacher to “make up” for the missed opportunity. Missed activities will be written/performed dependent on teacher availability.
  • Where it is known that the student will be away for a test, the student will arrange WELL IN ADVANCE (at least two days) with the teacher to “make up” this evaluation.
  • Any assignment handed to the teacher after the class set has been marked and returned will receive a mark of ZERO. When the circumstances are appropriate (example: illness) an alternative assignment will be provided.
  • Any student that plagiarizes submitted work or allows their submitted work to be copied, will receive a mark of ZERO for that activity.

LATE WORK POLICY

Mark Deduction:

  • For each evaluation, the teacher will inform students of the due date.
  • If students are unable to meet the due date (due to compelling and extenuating circumstances, for example: illness or bereavement) the student shouldapproach their teacher and negotiate the opportunity for an extended time line prior to the assignment due date.
  • Teachers may request documentation from parent/guardian that a need exists for extension of due date.
  • In the event that some students do not meet the due date, a reasonable, ultimate deadline shall be set at the teacher’s discretion. It shall be clearly communicated to the students who are affected. For example, the ultimate deadline could be the date a marked assignment is returned to the class, if the viewing of a marked assignment will benefit a student who has yet to hand it in.
  • Marks should not be deducted for late work. However,the policy for Lester B. Pearson, supported by the TDSB documents, is as follows: as a last resort, after the due date for an assignment has been missed, a teacher may deduct a maximum of 10% from the value of the assignment when submitted by the ultimate deadline.

ACADEMIC HONESTY (Consequences of Academic Dishonesty/Plagiarism)

Refer to page 7 and 8 of Pearson’s Assessment and Evaluation Policy.

Last Revised: September 2014

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