G11 Biology
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; genetic processes; evolution; internal systems and regulation in animals; and the anatomy, structure, and function of plants. This course focuses on the theoretical aspects of the topics under study, and helps students refine skills related to scientific investigations.
Overall Curriculum Expectations
By the end of this course, students will:
A. Scientific Investigation Skills and Career Exploration Strand
| A1 | 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) |
| A2 | 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
| B1 | Analyze 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 |
C. Genetic Processes
| C1 | Evaluate the importance of some recent contributions to our knowledge of genetic processes and analyze the social and ethical implications of genetic and genomic research |
| C2 | Investigate genetic processes, including those that occur during meiosis, and analyze data to solve basic genetics problems involving monohybrid and dihybrid crosses |
| C3 | Demonstrate an understanding of concepts, processes, and technologies related to the transmission of hereditary characteristics |
D. Evolution
| D1 | 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 |
| D2 | Investigate evolutionary processes, and analyze scientific evidence that supports the theory of evolution |
| D3 | Demonstrate an understanding of the theory of evolution, the evidence that supports it, and some of the mechanisms by which it occurs |
E. Animals: Structure and Function
| E1 | Analyze 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 |
F. Plants: Anatomy, Growth and Function
| 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 |
Course Content
| Unit | Title | Hours |
|---|---|---|
| Unit 1 |
Scientific Investigation Skills and Career Exploration
This strand discusses and reinforces the students’ scientific investigation skills (related to both inquiry and research) in the four areas of skill; it describes a variety of careers related to the fields of science under study, and identifies scientists, including Canadians, who have made contributions to those fields. Overall Expectations: A1, A2. |
5 hours |
| Unit 2 |
Diversity of living things
This strand presents the principles that biologists use to organize and classify all species. The students will study in detail the characteristics and classification of four of the six kingdoms: Archea, Bacteria, Protista and Fungi. Students will also trace the relationships between and among groups of the other two kingdoms: Plants and Animals. Overall expectations: B1. B2, B3. |
18 hours |
| Unit 3 |
Genetic Processes
This strand reviews mitosis and meiosis and explores how traits are inherited, using examples from living organisms. Genetic information is transmitted from cell to cell: the process being important in determining variation among offspring. Students will be studying new terms and the concepts and inheritance patterns they relate to. Punnett squares will be used as a tool to solve problems involving the transmission of hereditary traits. Overall expectations: C1, C2, C3. |
24 hours |
| Unit 4 |
Evolution
This strand analyzes the economic and environmental advantages and disadvantages of artificial selection technologies, and evaluates the impact of environmental changes on natural selection and endangered species. It deals with processes of evolution, and analyzes scientific evidence that supports the theory of evolution. Overall expectations: D1, D2, D3 |
18 hours |
| Unit 5 |
Animals: Structure and Function
In this strand students will be introduced to the concept of homeostasis. They will investigate the anatomy and physiology of the respiratory, circulatory and digestive systems in humans. They will also be introduced to disorders of the respiratory, circulatory and digestive systems. Overall expectations: E1, E2, E3. |
25 hours |
| Unit 6 |
Plants: Anatomy, Growth, and Function
This strand will focus on the anatomy and physiology of plants. It studies the way plants use materials from the environment for their growth and survival. Students will learn how different plant parts develop from the same type of plant cells and how this ability can be used in cloning plant tissues. They will also learn how plant species have adapted over time (an extension of Strands B and D). Overall expectations: F1, F2, F3. |
25 hours |
| Total : 110 hours |
- Strategies actually used in the classroom are indicated in the chart above and reflected in classroom instruction
Assessment for learning (AFL) is diagnostic and formative for the purposes of greater learning achievement and is used at the beginning of a unit to help determine a starting point for instruction. - Assessment as learning (AAL) is assessment as a process of developing and supporting students’ active participation in their own learning.
- Assessment of learning (AOL) is an assessment for purposes of providing evidence of achievement for reporting. It is conducted at the end of each learning unit/work section and provides students with the opportunity to synthesize/apply/demonstrate their learning and their achievement of the stated expectations via Observation, Conversation, and Product.
There are four levels of achievement for students who are passing the course:
- Level 1 (50-59%)
- Level 2 (60-69%)
- Level 3 (70-79%)
- Level 4 (80-100%)
Level 3 is the provincial standard for student achievement.
The percentage grade represents the quality of the students’ overall achievement of the expectations for the course and reflects the corresponding achievement as described in the achievement chart for mathematics. Term work will be 70% of the overall grade for the course; the summative evaluations will be 30% of the overall grade, incorporating summative evaluation and a final written examination.
| Percentage of Final Mark | Categories of Mark Breakdown |
|---|---|
| 70% | Term Work student product (tests) Observations(performance tasks) |
| 30% | Final Written Exam 30% |
Within the 70% term mark and the 30% summative mark, the breakdown of the achievement chart categories will be approximately 25% Knowledge/Understanding, Application 25%, Communication 25%, and Thinking/Inquiry 25%.
The evaluation for this course is based on the student’s achievement of curriculum expectations and the demonstrated skills required for effective learning. The final 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.
Proctoring
The tests are typically a paper-pen evaluation written at a mutually agreed time, date, and location. The tests will be proctored, meaning a suitable adult with a dedicated identifiable and authentic email address will supervise you writing the tests. This process ensures the security and integrity of the test. Any person related or affiliated to the student in a personal way cannot serve as a test supervisor.
Resources required by the student
- A non-programmable, non-graphing, scientific calculator
- A scanner, smartphone camera, or similar device to upload handwritten or hand-drawn work
- A front-facing camera on a desktop, laptop, or mobile device to allow for proctoring over the internet
- Internet access and a modern standards-compliant web browser
The tuition for this course is $800 for Canadian students and $2000 for international students.
Refunds
Maple Leaf School does not issue refunds. When a student enrolls in our course, MLS administration team undertakes many tasks including establishing electronic/physical files, assigning teachers and tracking the enrolment for Ministry purposes, etc. The work is completed by our school the moment you register online.
Course Curriculum
| Course Information | |||
| Course Outline | 00:00:00 | ||
| Hour Breakdown | 00:00:00 | ||
| Mark Breakdown | 00:00:00 | ||
| Unit One | |||
| U1L1 | 00:00:00 | ||
| U1L2 | 00:00:00 | ||
| U1L3 | 00:00:00 | ||
| U1L4 | 00:00:00 | ||
| U1L5 | 00:00:00 | ||
| U1L6 | 00:00:00 | ||
| Unit Two | |||
| U2L1 | 00:00:00 | ||
| U2L2 | 00:00:00 | ||
| U2L3 | 00:00:00 | ||
| U2L4 | 00:00:00 | ||
| U2L5 | 00:00:00 | ||
| Unit Three | |||
| U3L1 | 00:00:00 | ||
| U3L2 | 00:00:00 | ||
| U3L3 | 00:00:00 | ||
| U3L4 | 00:00:00 | ||
| U3L5 | 00:00:00 | ||
| Unit Four | |||
| U4L1 | 00:00:00 | ||
| U4L2 | 00:00:00 | ||
| U4L3 | 00:00:00 | ||
| U4L4 | 00:00:00 | ||
| U4L5 | 00:00:00 | ||
| Unit Five | |||
| U5L1 | 00:00:00 | ||
| U5L2 | 00:00:00 | ||
| U5L3 | 00:00:00 | ||
| U5L4 | 00:00:00 | ||
| Final Exam | |||
| Course Culminating Activity | 00:00:00 | ||
| Request for final exam | 00:00:00 | ||
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