/ Algonquin & Lakeshore
CatholicDistrictSchool Board
Course Outline
Holy Cross /
Department: Science
Ministry Document: Science, Grades 11 and 12
Course Title: CollegeBiology
Grade: Grade 11
Credit Value: 1.0
Teacher(s): Mr. Gervais
Date of Development: September 2009
Department Head: T. Pendergast
Course Code: SBI 3C
Course Type: College Preparation
Prerequisite: SNC 2D or SNC 2P
Corequisite:
Course Developer(s): M. Lattner
Date Reviewed: Sept 2014
Course Description
This course focuses on the processes that occur in biological systems. Students will learn concepts and theories as they conduct investigations in the areas of cellular biology, microbiology, genetics, the anatomy of mammals, and the structure of plants and their role in the natural environment. Emphasis will be placed on the practical application of concepts, and on the skills needed for further study in various branches of the life sciences
and related fields.
How This Course Supports the Ontario Catholic Graduate Expectations
The study of science helps students to learn and to be reflective, critical, and creative thinkers, as well as discerning believers who understand the theories of science and can apply them to the world around them, yet make appropriate decisions in light of Gospel values and Church teachings for the common good. Through the study of the techniques of biology, particularly experimentation, students learn to be collaborative contributors to an independent team, respecting the rights, responsibilities, and contributions of others. Overall through this course, students become aware of the sacred dimension of the natural world in all aspects and of their role as stewards of God’s creation. Students should recognize that the natural environment is evidence of God’s presence in the world and a channel for Grace in the world. To support this statement, the themes of stewardship and sound moral decision making have been interspersed in the content of each unit in this course.
How This Course Supports the Competencies of Choices Into Action
The study of science supports the areas of student interpersonal and career development. Students will develop and apply a wide variety of skills and learning strategies to achieve the expectations. Students will demonstrate social responsibility through critical thinking and decision making with respect to human and environmental needs. This course will also provide students with opportunities to explore the variety of employment opportunities available to them.
- Overall Expectations For Student Learning
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 the contributions of scientists, including Canadians, to those fields.
Cellular Biology
B1. evaluate the impact of environmental factors and medical technologies on certain cellular processes that occur in the human body;
B2. investigate the structures and functions of cells, and the factors that influence cellular activity, using appropriate laboratory equipment and techniques;
B3. demonstrate an understanding of the basic processes of cellular biology.
Microbiology
C1. assess the effects of microorganisms in the environment, and analyse ethical issues related to their use in biotechnology;
C2. investigate the development and physical characteristics of microorganisms, using appropriate laboratory equipment and techniques;
C3. demonstrate an understanding of the diversity of microorganisms and the relationships that exist between them.
Genetics
D1. evaluate some social, ethical, and environmental implications of genetic research and related technologies;
D2. investigate the process of meiosis, and analyse data related to the laws of heredity;
D3. demonstrate an understanding of the process of meiosis, and explain the role of genes in the transmission of hereditary characteristics.
Anatomy of Mammals
E1. analyse the social or economic impact of a technology used to treat systems in the human body, and the impact of lifestyle choices on human health;
E2. investigate, through laboratory inquiry or computer simulation, the anatomy, physiology, and response mechanisms of mammals;
E3. demonstrate an understanding of the structure, function, and interactions of the circulatory, digestive, and respiratory systems of mammals.
Plants in the Natural Environment
F1. analyse the roles of plants in ecosystems, and assess the impact of human activities on the balance of plants within those ecosystems;
F2. investigate some of the factors that affect plant growth;
F3. demonstrate an understanding of the structure and physiology of plants and their role in the natural environment.
2.Expectations Regarding Learning Skills
An important key to success in this course is a positive attitude toward learning and to the investigative nature of the study of science. Maximum use of class time is crucial to obtain the support of the teacher and peers. Homework will be the continuation of work begun in class and should be completed to obtain the practice and reinforcement needed to succeed on summative evaluations. In accordance with ALCDS Board policy, parents will be contacted when unsatisfactory learning skills place a student’s credit in jeopardy. Learning skills will be assessed accurately and rigorously in the following areas:
Independent Work / Self-RegulationCollaboration / Initiative
Organization / Responsibility
A student’s demonstration of learning skills will be reported separately from achievement of curriculum expectations using a four-point scale: E - excellent, G - good, S - satisfactory, and N - needs improvement. Although learning skills may have an affect on achievement, evaluation of the learning skills will not be included in the determination of the student’s percentage grade.
3.Supports For Higher Learning
Whenever accommodations are made to address student learning needs, or alternative or modified expectations are identified for a student, these accommodations, modifications, or alternative expectations will be outlined in an Individual Education Plan (IEP) and will be communicated to parents. (Include additional information as required, e.g., role of computer technology in the curriculum, career education, cooperative education, other workplace experience).
4.Assessment and Evaluation of Student Achievement
Assessment practices will be aligned with curriculum expectations and will incorporate a variety of appropriate and authentic assessment methods, strategies, and instruments. The Achievement Chart for Science will be used to provide a reference point for all assessment practice, including the assignment of percentage grades. In accordance with ALCDS Board policy and the concept of assessment for learning, students will be given a variety of opportunities, appropriate to their learning needs, to demonstrate what they know and can do. Student achievement of the overall expectations will be evaluated in a balanced manner among the four learning categories:
Knowledge and Understanding / CommunicationThinking / Application
All summative evaluation activities are due on the date specified by the teacher. In accordance with ALCDS Board policy and our schools late policy, once the closure date has been reached, a teacher is under no obligation to accept late work. If a student misses summative evaluation, it is the student’s responsibility to discuss the completion of the activity and subsequent consequences with the teacher on the day of the student’s return to school. However, extenuating circumstances may warrant, at the teacher’s discretion, an extension or an alternative demonstration of the expectations.
1
Seventy percent of the grade will be based on 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. Thirty percent of the grade will be based on final evaluation in the form of an examination and a culminating task
1
5.Teaching / Learning Strategies
Students learn best when they are engaged in a variety of ways of learning. This science course lends itself to a wide range of approaches requiring students to conduct laboratory investigations, research, think critically, work cooperatively, discuss relevant issues, and make decisions about scientific theories and significant human concerns.
Some of the teaching and learning strategies that may be used in this course are fieldwork (including data collection), cooperative small-group learning, role playing, simulations, brainstorming, mind mapping, creating scenarios for decision making, independent research, personal reflection, seminar presentations, Socratic lessons, and constructive or creative dialogue. In combination, such approaches will promote the acquisition of knowledge, foster positive attitudes toward learning, and students to become life-long learners.
6.Key Dates, Special events, Additional Considerations
Key dates and upcoming events are available to students and guardians through monthly newsletters issued on the first day of
each month, via the school we site at within the Holy Cross Agenda, or by calling the school at 613-384-
1919.
- Learning Resources
The Ontario Curriculum, Grades 11 and 12 Science, 2008
Board, School, Department and Classroom Policies can be viewed on the web
ALCDSB –
Holy Cross –
School Evaluation Policy (found in the student agenda)
1