Course Overview

Biology, Grade 11, College Preparation, SBI3C

Prerequisite: Science, Grade 10, Academic or Applied

Course Description

This course focuses on the processes involved in biological systems. Students will learn concepts and theories as they conduct investigations in the areas of cellular biology, microbiology, animal anatomy and physiology, plant structure and physiology, and environmental science. 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 Catholic School Graduate Expectations

The study of science helps students to learn to be reflective, critical, and creative thinkers, as well as discerning believers who can apply their knowledge in the spirit of social justice to the world around them. They can make appropriate decisions in light of Gospel values and Church teachings. The study of science teaches students to be collaborative contributors to an interdependent team, respecting the rights, responsibilities, and contributions of others. Studying the applications of science with a goal of getting to college leads students to find meaning, dignity, fulfillment, and vocation in the work they do. Overall, students become aware of the spiritual, as well as the physical dimension of the world and of the need to respect the environment and the sustainability of resources and their wise use in order to fulfil their roles as stewards of God’s creation. It is the Christian perspective on life and its meaning as revealed in Jesus Christ which underlies our education approach and which is reflected throughout the curriculum.

Course Notes

The overall intention of the Science curriculum is that all graduates of Ontario secondary schools will strive for excellence and a high degree of scientific literacy while maintaining a sense of wonder about the world around them. Accordingly, the Biology curriculum for college is activity based as much as it is an organized body of knowledge. It cannot be learned in any meaningful way by reading and discussion alone. The experimental nature of Biology is to be emphasized. The teacher will provide ample opportunity for students to engage in safe, effective laboratory activities in all units of the course. The health and safety of teachers and students must be of paramount importance when conducting laboratory activities. All must comply with the provisions of Workplace Hazardous Materials Information Systems (WHMIS) legislation and must practise established safe laboratory procedures. Students should recognize the importance of this legislation with regards to their future destination.

Throughout all Science courses a list of expectations, Scientific Investigative Skills (SIS) is given that precedes the strands. These expectations describe skills that are considered to be essential for scientific investigation, and skills required for investigating possible careers in the subject area. Teachers should ensure that students develop these skills in appropriate ways while achieving the curriculum expectations outlined in the strands. Throughout the course these expectations have been broken down into manageable chunks so that the teacher can assess them well and that the student can comprehend the meaning and nature of the skill.

The clusters of expectations in each unit were based on the main themes that ran throughout the unit. As each cluster is a combination of expectations, all four areas of the Achievement Chart should be assessed. A variety of assessment tools should be used by the teacher. Within each cluster some areas of achievement tend to have a greater focus. These areas have been bolded so that it is clear to the teacher what category for that cluster should be weighted more heavily, keeping in mind that all four categories should be assessed in most clusters unless otherwise stated.

College preparation courses are designed to equip students with the knowledge and skills necessary to meet the entrance requirements for college programs. Teaching and learning will emphasize concrete applications of the theoretical material covered in the course, and will also emphasize the development of critical thinking and problem-solving skills.

The organization of the course is based on 6 units that follow the logical development of knowledge, theories and skills. The units are: Cellular Biology, Animal Anatomy and Physiology, Plant Structure and Physiology, Microbiology, Environmental Science, and Destination Quest. It is recommended to introduce the Destination Quest early in the course, so students can be thinking of the destination they are planning to research. Teachers are then encouraged to start small and work toward the bigger picture by starting with Cellular Biology and working towards the Environment. Microbiology is placed just before Environmental Science so that the culminating activity of Environmental Resistance can be linked to the environment and its fragile nature. Each unit has been divided up into four or five clusters. The final cluster in each unit is that of a Problem Based Inquiry (PBI). These PBIs act as a culminating activity for each unit. The PBI is based on an investigation or problem where the students use their skills developed within the unit to apply the knowledge they have gained to a real life situation. These situations have been given titles in the overview charts so as to give teachers an idea of the problem to be solved. In most cases these PBIs should be designed as case studies that can be completed as a group or as an individual based on the strengths and abilities of each individual class. An important strategy to help develop the Catholic Graduate Expectations in the PBI is the Journal. In writing Journal reflections, students consider a Learning/Valuing/Acting Model. “Learning” involves the students reflecting on what they have learned from any unit of the course, from reading the newspapers, from watching television news shows or from their own experience about an issue. “Valuing” requires students to reflect on which Catholic values are important in dealing with the issue. “Acting” requires students to decide on a course of action that they could take to either further the positive works that they learned about or help right the social injustice that was present in what they learned about the issue.

The Learning/Valuing/Acting model promotes the importance of the need to act appropriately in light of what we know and what we value. In this way students are constantly challenging themselves about the social teachings of the Church and the importance of every individual’s actions in working towards the common good and creating a just society. This model may not be applicable for all student reflections in this course. However, it should be considered when dealing with issues of environmental stewardship, community, social justice, and the wise use of resources.

Note to teachers: the content and context of each unit is developed in detail within the unit description.

As a culminating activity, students will explore the Destination Quest activity in order to become aware of possible future destination opportunities (e.g., college program, workplace placement), and accumulate the necessary science skills to achieve these goals. It is recommended that the students develop a science log specific to a particular destination of their own choice, perhaps related to their Annual Education Plan (AEP). The concept of the science log must be introduced at the start of the course and then developed throughout each unit until it is completed at the end of the course. The students will need to conference with the teacher several times during the course to discuss the progress of their science log. The various destinations and skills needed for that destination should be looked at independently by each student in order that the final product will reflect the individual interest of the student. However it may be shared with the whole class. In the event that the teacher chooses not to do this activity, it must be recognized that certain expectations of the course must be met through other activities that the teacher must develop within the units.

Students will be expected to use computer technology that has been developed for use in Biology. Computer-based simulations, multi-media applications, databases, computer-assisted laboratory apparatus, and learning modules should be used wherever appropriate. Care must be taken, however, to ensure that computer-assisted laboratory programs are not used in situations where student’s own technical skills should be developed. Wherever possible, the teacher should provide opportunities for students to experience the world of Biology first-hand by participating in field trips and excursions. Students should be provided with opportunities to recognize biology’s applications in the world around them through trips to College faculties, guest presentations, and destination explorations.

Units: Titles and Time

Unit 1	Cellular Biology	20 hours
Unit 2	Animal Anatomy and Physiology	20 hours
Unit 3	Plant Structure and Physiology	20 hours
Unit 4	Microbiology	20 hours
* Unit 5	Environmental Science	20 hours
Unit 6	Destination Quest	10 hours

* This unit is developed in this Course Profile.

Unit Overviews

Unit 1: Cellular Biology

Time: 20 hours

Unit Description

Students will demonstrate an understanding of the basic processes of cellular biology, including membrane transport, cellular respiration, photosynthesis, and enzyme activity. Students will investigate, using laboratory techniques, the factors that influence cellular activity. In light of Catholic faith tradition and social teaching, students will demonstrate an understanding of the importance of cellular processes in their personal lives. Students will conclude this unit through an investigation that demonstrates an understanding of the development and application of biotechnology based on Catholic perspective.

This unit is organized into four clusters. Cluster 1 leads the students to discover the importance of cellular transport. Students will review the basic components of the cell, cell theory and cell processes, which were studied in Grade 9 science. Following this, students perform lab investigations to learn about cell organelles and the rate of diffusion across a plasma membrane. In Cluster 2 students will explore the concepts of respiration and photosynthesis. The investigation that follows these lessons should focus on the organelles related to photosynthesis and respiration, as well as the macromolecules they produce. Cluster 3 deals with the critical role of enzymes in biochemical reactions. Investigations dealing with the effect of the environment on the action of enzymes are highly recommended in this cluster. Cluster 4 is the PBI that ties all of the concepts together by using an inquiry/research activity that deals with Cell Processes Gone Wrong. The suggestion for this cluster is to investigate a case study of an illness that affects the cells in an organism. A suggested resource for developing this activity is the Johns Hopkins website (see Resources). Note: If students are expected to investigate a disease such as cancer, appropriate sensitivity would need to be demonstrated, as a student may have lost loved ones due to this condition.

Unit Overview Chart

Note: The numbering of the Science Investigative Skills (SIS) is taken from the order of the expectations given on p. 23 of The Ontario Curriculum Grades 11 and 12 Science.

Cluster

Expectations

Assessment

Focus

CBV.01, CBV.02, CBV.03. CB1.01, CB1.02, CB1.03, CB1.05, CB2.01, CB2.02, CB2.03, CB2.06

SIS.02

CGE2b, 2c, 2d, 3b, 3c, 4a, 4f, 5a, 5e, 7i

Knowledge/ Understanding

Inquiry

Communication

Making Connections

Importance of Cellular

Transport

CBV.01, CBV.02, CBV.03, CB1.02, CB1.06, CB1.07, CB2.02, CB2.06

SIS.02

CGE2b, 2c, 2d, 3b, 3c, 4a, 4f, 5a, 5e, 7i

Knowledge/ Understanding

Inquiry

Communication

Making Connections

Respiration/ Photosynthesis:

What cells do

CBV.01, CBV.02, CBV.03, CB1.02, CB1.04, CB2.04, CB2.05, CB2.06

SIS.02

CGE2b, 2c, 2d, 3b, 3c, 4a, 4f, 5a, 5e, 7i

Knowledge/ Understanding

Inquiry

Communication

Making Connections

The critical role of enzymes in biochemical reactions

CB3.01, CB3.02, CB3.03

SIS.05

CGE2b, 2c, 2d, 3b, 3c, 4a, 4f, 5a, 5e, 7i

Knowledge/ Understanding

Inquiry

Communication

Making Connections

Cell Processes Gone Wrong

PBI (Problem Based Inquiry)

Unit 2: Animal Anatomy and Physiology

Time: 20 hours

Unit Description

Students will demonstrate an understanding of the structure, function, and maintenance of human and other animal systems. Students gain knowledge of how human health is influenced by physiological mechanisms. Students will demonstrate an understanding based on their Catholic values of the connections among health, preventive measures and treatment, keeping in mind social, economic, and Catholic implications. Throughout the unit, students will be assisted in increasing their respect for the sacredness of the human body. As a culminating activity in this unit, students will become detectives, analysing and interpreting data dealing with health disorders and technological treatments. Students bring with them from previous grades some understanding of human systems.

This unit is divided into 4 clusters. Each cluster builds on the knowledge from the previous cluster. Cluster 1 focuses on the structure of the main internal systems of humans and other animals. Investigations on structure could be carried out through a dissection or computer simulation where available. Cluster 2 investigates the function of previously studied structures of the main internal systems of humans and other animals. Investigations dealing with the physiology of animals are recommended. Cluster 3 deals with maintenance of animal systems. The focus of this cluster explains how the endocrine system and the central nervous system help maintain homeostasis. Investigations dealing with feedback mechanisms are recommended. Cluster 4 is the PBI dealing with the causes and effects of common disorders of different systems. A suggested resource for developing this activity is the Johns Hopkins website.

Unit Overview Chart

Cluster	Expectations	Assessment	Focus
1	AAV.01. AA1.01, AA2.03 SIS.02, SIS.04 CGE2b, 2c, 2d, 3b, 3c, 4a, 4f, 5a, 5e, 7i	Knowledge/ Understanding Inquiry Communication Making Connections	Structure of the main internal systems of human and other animals
2	AAV.01, AAV.02, AA1.01, AA1.02, AA1.03, AA2.01, AA2.02, AA2.03 SIS.02, SIS.04 CGE2b, 2c, 2d, 3b, 3c, 4a, 4f, 5a, 5e, 7i	Knowledge/ Understanding Inquiry Communication Making Connections	Function of the main internal systems of humans and other animals
3	AAV.01, AAV.02, AAV.03, AA1.03, AA1.04, AA2.01, AA2.02, AA2.03, AA3.01, AA3.02 SIS.02, SIS.04 CGE2b, 2c, 2d, 3b, 3c, 4a, 4f, 5a, 5e, 7i	Knowledge/ Understanding Inquiry Communication Making Connections	Maintenance of animal systems
4	AAV.03, AA1.04, AA3.02 SIS.05 CGE2b, 2c, 2d, 3b, 3c, 4a, 4f, 5a, 5e, 7i	Knowledge/ Understanding Inquiry Communication Making Connections	You Be The Detective: Causes and effects of common disorders PBI

Unit 3: Plant Structure and Physiology

Time: 20 hours

Unit Description

Students will demonstrate an understanding of how God created living things that are capable of sustaining their own internal systems through transport, reproduction, and growth. Through investigation students will analyse the factors that influence the growth and maintenance of plants. Students will evaluate the role of plants in different environments such as urban communities, natural ecosystems, technologies and industry. As a culminating activity in this unit, students will investigate the implications of genetically modified foods in the light of the Catholic faith tradition. Students bring with them some understanding of plant structure.

This unit is divided into 4 clusters. Each cluster builds on the knowledge from the previous cluster. Cluster 1 focuses on the structure of plants and plant tissues. Investigations on structure could be carried out through the study of a collection of various plant specimens where available. A field trip could also be organized to collect these specimens. Cluster 2 investigates the function of previously studied structures of plants and plant tissues. Investigations dealing with tropisms and plant metabolic processes are recommended. Cluster 3 deals with the use of plants and the positive and negative influences chemicals have on plants. Investigations dealing with plant maintenance as well as the chemical and physical elements that contribute to plant production in agriculture and forestry are recommended. Cluster 4 is the PBI dealing with genetically modified foods. This investigation should use the knowledge from cluster three to expand on a specific aspect of the agriculture industry.

Unit Overview Chart

Cluster	Expectations	Assessment	Focus
1	PSV.01, PS1.01, PS1.02, PS2.01, PS2.07 SIS.04 CGE2b, 2c, 2d, 3b, 3c, 4a, 4f, 5a, 5e, 7i	Knowledge/Understanding Inquiry Communication Making Connections	Structure of plants
2	PSV.02, PS1.01, PS1.02, PS1.03, PS1.04, PS1.05, PS2.05, PS2.06 CGE2b, 2c, 2d, 3b, 3c, 4a, 4f, 5a, 5e, 7i	Knowledge/Understanding Inquiry Communication Making Connections	Function of plant tissues
3	PSV.02, PSV.03, PS2.02, PS2.03, PS2.04, PS3.01, PS3.02, PS3.03 SIS.03 CGE2b, 2c, 2d, 3b, 3c, 4a, 4f, 5a, 5e, 7i	Knowledge/Understanding Inquiry Communication Making Connections	Uses of plants
4	PS3.04, PS3.05 SIS.05 CGE2b, 2c, 2d, 3b, 3c, 4a, 4f, 5a, 5e, 7i	Knowledge/Understanding Inquiry Communication Making Connections	Genetically Modified Foods PBI

Unit 4: Microbiology

Time: 20 hours

Unit Description

Students develop an understanding of the characteristics of various micro-organisms. Students will analyse the helpful, harmful, and useful aspects of micro-organisms from the perspective that all living things are created by God for a purpose. Students will use their understanding of micro-organisms to explain their impact on human health. Students will also understand how technology that deals with micro-organisms has had an impact on medicine, industry, and the environment. The culminating activity for this unit will look at the environmental resistance of micro-organisms and the impact on the sacredness of life.

This unit is divided into 5 clusters. Cluster 1 focuses on the characteristics of micro-organisms as this is the first time students have been introduced to the topic. The investigation of micro-organisms, should be carried out using prepared slides. A comparative study of different micro-organisms is a recommended activity. Cluster 2 focuses on those helpful micro-organisms that are in symbiotic relationships with humans and ecosystems. Investigations could focus on the role of bacteria in the decomposition process. Cluster 3 analyses the harmful aspects of micro-organisms. Investigations in this cluster could focus on cultures of micro-organisms as well as the use of antibacterial agents on harmful bacteria. Safe practices in dealing with cultures should be adhered to while doing any of these investigations. If necessary, refer to the Science Teachers’ Association of Ontario Safety Manual. Cluster 4 focuses on the usefulness of micro-organisms in biotechnology. Cluster 5 is the PBI that focuses on Environmental Resistance. The investigation should focus on the fragile nature of the environment and how micro-organisms play a part in that fragility. This investigation could focus on local and/or current issues.

Unit Overview Chart

Cluster	Expectations	Assessment	Focus
1	MBV.01, MBV.02, MB1.01, MB1.02, MB1.03, MB1.04, MB2.01, MB2.02, MB2.04 SIS.01 CGE2b, 2c, 2d, 3b, 3c, 4a, 4f, 5a, 5e, 7i	Knowledge/Understanding Inquiry Communication Making Connections	Microbial World: Characteristics of micro-organisms
2	MBV.01, MBV.02, MBV.03, MB1.02, MB1.05, MB3.01, MB3.05 CGE2b, 2c, 2d, 3b, 3c, 4a, 4f, 5a, 5e, 7i	Knowledge/Understanding Inquiry Communication Making Connections	Helpful micro-organisms
3	MBV.01, MBV.02, MBV.03, MB1.02, MB2.03, MB3.01, MB3.04 SIS.08, SIS.09 CGE2b, 2c, 2d, 3b, 3c, 4a, 4f, 5a, 5e, 7i	Knowledge/Understanding Inquiry Communication Making Connections	Harmful micro-organisms
4	MBV.01, MBV.02, MBV.03, MB1.06, MB2.05, MB3.01, MB3.02, MB3.03 SIS.05, SIS.08, SIS.09 CGE2b, 2c, 2d, 3b, 3c, 4a, 4f, 5a, 5e, 7i	Knowledge/Understanding Inquiry Communication Making Connections	Usefulness of micro-organisms in biotechnology
5	MBV.01, MBV.02, MBV.03 SIS.05 CGE2b, 2c, 2d, 3b, 3c, 4a, 4f, 5a, 5e, 7i	Knowledge/Understanding Inquiry Communication Making Connections	Environmental Resistance PBI

Unit 5: Environmental Science

Time: 20 hours

Unit Description

Students build on their knowledge of the environment from Grade 10 to develop an understanding of the fragile balance that exists between organisms and the natural environment. The students demonstrate an understanding of the factors that influence sustainability of the natural environment and evaluate their importance. The culminating activity in this unit will look through the lens of stewardship and Catholic social teaching to analyse the environmental impact of human activity on fragile environments. Students will develop a proposal to the United Nations and/or Vatican Council that will outline why it is important to be aware of the impact of human activity on the environment. This unit is to be developed further as the sample unit.

Unit Overview Chart

Cluster	Expectations	Assessment	Focus
1	ESV.01, ES1.01, ES1.04, ES2.01, ES3.01 CGE 1d, 2c, 3d, 3f, 4g, 7e	Knowledge/Understanding Inquiry Communication Making Connections	Classification of Organisms
2	ESV.01, ESV.02, ES1.03, ES1.05, ES1.06. ES1.07, ES1.09, ES2.02, ES2.03 CGE 1d, 2c, 3d, 3f, 4g, 7e	Knowledge /Understanding Inquiry Communication Making Connections	Organisms and their niche
3	ESV.03, ES1.02, ES1.08, ES2.04, ES2.05, ES3.01, ES3.02 CGE 1d, 2c, 3d, 3f, 4g, 7e	Knowledge/Understanding Inquiry Communication Making Connections	Ecological Footprint
4	ESV.03, ES3.01, ES3.03 SIS.05 CGE 1d, 2c, 3d, 3f, 4g, 7e	Knowledge/Understanding Inquiry Communication Making Connections	Local and Global Environmental Problems PBI

Unit 6: Destination Quest

Time: 10 hours

Unit Description

This unit is designed to be a culminating activity that helps students demonstrate the skills they have acquired throughout the course. The activities are designed on the students’ future destination in a science-related field. The students will develop a science log that will be used to gather any relevant information on their chosen destination. Near the end of the course students will create a storyboard of their gatherings and present the information at a destination fair. This destination fair could follow the same format as a science fair where the students present their information to a series of participants. The science log and storyboard will be based on destination research the student has gathered throughout the course. It is suggested that this not be a stand-alone unit, but that the time allotted for this unit be integrated throughout the other units in the course, and that the Destination Fair portion be used as part of the final evaluation near the end of the course.

The clusters for this unit have been developed around the three assessment pieces that a student will develop. The Science Log is a record of research, contacts, jot notes, and destination pamphlets and calendars that pertain to their destination. The gathered materials will be used to develop the story board. The story board is a display of information that the student has deemed appropriate for their selection of a future destination. The story board should include, but is not limited to: a specific destination; a post secondary location that applies to that destination; the science skills necessary for that destination; the science skills they have acquired in this course that apply to their destination, and other pertinent information that will help in the selection of the destination. The AEP could also be used as part of the story board display. A destination fair of all the students story boards is highly recommended as a culminating activity. The criteria for the discussion/interview could be based on a questionnaire or template that the students develop with the help of the teacher. It is suggested that other students have the opportunity to view the fair.

Unit Overview Chart

Cluster	Expectations	Assessment	Focus
1	SIS.05, SIS.06, SIS.07, SIS.10 CGE 2b	Inquiry Making Connections	Science Log
2	SIS.05, SIS.06, SIS.07, SIS.10 CGE2d	Inquiry Communication Making Connections	Story Board
3	SIS.05, SIS.06, SIS.07, SIS.10 CGE 2c	Inquiry Communication Making Connections	Destination Fair

Teaching/Learning Strategies

Students should be familiar with many of the following strategies, as they have been consistently used in the Grade 9 and 10 Science profiles. It is recommended that teachers review these strategies and then monitor the use of the strategy as well as provide encouragement for its effective use. It is also recommended that teachers use a variety of the teaching strategies throughout the course.

Instructional strategies may include:

· Expectations that require Knowledge which can be developed through:

· Brainstorming;

· Teacher-directed lessons and demonstrations;

· Small group instruction;

· Independent study: students explore and research a topic of interest (an important component of the culminating unit - Destination Quest);

· Self directed learning, etc.

· Expectations that involve Inquiry which can be met by:

· Conducting and analysing experiments;

· Designing lab investigations;

· Formulating questions;

· Solving problems;

· Field Study;

· Research activities.

· Expectations that encourage Communication which can be demonstrated by:

· Written reports;

· Group discussion;

· Debates;

· Seminars;

· Student presentations (e.g., oral presentations, skits, photo essays etc.);

· Interview;

· Science Log - a record of research, contacts, jot notes that a student has complied

· Way of the Destination Quest.

· Expectations where students expand their Knowledge to Make Connections which can be developed through:

· Independent research;

· Exposure to experts in their field (for example guest speakers, or by attending community activities);

· Reflective papers;

· Portfolios;

· Reflective journals;

· Case Study;

· Collaborative/Cooperative Learning;

· Computer-based Learning;

· Conferencing-teacher to student discussion;

· Destination Fair - a display of student work with an interview based on a Science Fair model;

· Story Board - a display of student work like a science fair backboard.

Assessment & Evaluation of Student Achievement

Assessment is the process of gathering information from a variety of sources that accurately reflects how well a student is meeting the curriculum expectations. In Science these expectations include the Understanding of Basic Concepts which may be assessed for Knowledge and Understanding, the Developing Skills of Inquiry and Communication which may be assessed for Inquiry and Communication, and Relating Science to Technology, Society, and the Environment, which may be assessed for Making Connections. Inquiry, in a narrow sense, is based on the Scientific Model. In a broader sense, inquiry in science should also include the gathering of information from many sources. The gathering of information should be done through investigations, research of print and electronic sources, interviews, and informal conversations. Evaluation refers to the process of judging the quality of student work on the basis of established criteria, and then assigning a value to represent that quality. The value assigned will be in the form of a percentage grade. According to the Program Planning and Assessment 2000 Policy:

- 70% of the grade will be based on evaluations conducted throughout the course. This portion of the grade should reflect the students’ most consistent level of achievement throughout the course, although special consideration should be given to the most recent evidence of achievement.

- 30% of the grade will be based upon final evaluation 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.

In all of their courses students must be provided with numerous and varied opportunities to demonstrate the full extent of their achievement of the curriculum expectations, across all four categories of knowledge and skills.

In this college preparation course the weighting of the four categories is based on the rationale that teaching and learning will emphasize concrete applications of the theoretical material covered in the course, and will also emphasize the development of critical thinking and problem solving skills. Therefore, it is suggested that Inquiry and Making Connections have a heavier weight.

Accommodations

Teachers must consider the needs of exceptional students in planning the delivery of the science curriculum. Accommodations to the program activities and/or to the environment may be necessary. Where the student has an Individual Education Plan (IEP), the course will be modified to meet the student’s needs as outlined in the plan. For English as a Second Language (ESL) students or English Literacy Development (ELD) students, teachers should provide opportunities for the students to demonstrate their learning by alternative means (such as spoken English, direct demonstration and pictorial representation) while written English is developing. For students with physical or learning disabilities, classroom and laboratory activities should be altered to permit as much participation as possible. Laboratory safety must also be considered for students with physical or learning impairments. Where possible, peers should be encouraged to assist students in order to permit participation in some group or individual activities. For assessment of certain students, it may be necessary to use oral testing, a scribe to record answers given orally, or other demonstrations of learning in order to determine the level of achievement.

Resources

Beck, Gregor G. and Bruce Littlejohn. Voices for the watershed: environmental issues in the Great Lakes-St. Lawrence drainage basin. Montreal: McGill-Queen’s University Press. 2000.
ISBN 0-77-352003-1

Berry, G. and D. Lynn. Biology of Ourselves. Toronto: Wiley and Sons Canada, 1990.

Hartley, B. and J. Thor. Applied Biology: A Human Experience. Toronto: Copp Clark Pitman Ltd., 1989.

Caulderwood, Carol and Neil Campbell. Understanding Biology: Laboratory Manual. Toronto: John Wiley & Sons, 1989. ISBN 0-471-79635-2

Clark, Sarah L. Fight global warming: 29 things you can do. New York: Environmental Defense Fund. 1991. ISBN 0-89-043444-1

Crawford, Ian. Patterns In Biology. Toronto: McGraw-Hill Ryerson Limited, 1983. ISBN 0-07-548469-2

Daigle, Jean-Marc and Donna J. Havinga. Restoring Nature’s Place: A Guide to Naturalizing Ontario’s Parks and Greenspace. Ecological Outlook Consulting and Ontario Parks Association: 1996.
ISBN 0-96-81919-0-1

Grace, Eric, et al. SciencePower 10. Toronto: McGraw-Hill Ryerson. 2000. ISBN 0-07-560364-0

Keeble, John. Out of the channel: the Exxon Valdez oil spill in Prince William Sound. Cheney, Wash.: Eastern Washington University Press, 1999. ISBN 0-91-005553-X

Person, Jane. Environmental Science: How the world works and your place in it. Dallas: J.M. LeBel Enterprises Inc., 1989. ISBN 0-920008-41-0

Ritter, Bob, et al. Science 10. Scarborough: Nelson Thomson Learning. 2000. ISBN 0-17-607501-1

Wackernagel, Mathis. Ecological Footprint for beginners. Gabriola Island: New Society Publishers. 1996. ISBN 086571312X

Wackernagel, Mathis and William E. Rees. Our Ecological Footprint: reducing human impact on the earth. Gabriola Island: New Society Publishers, 1996. ISBN 1550922513

Yack, Douglas, et al. Heath Biology Connections. Canada: D.C. Heath Canada Ltd., 1990.
ISBN 0-669-95300-8

Journals

The Crucible – published by the Science Teachers’ Association of Ontario - www.stao.org

The American Biology Teacher – published by the National Association of Biology Teachers -
www.nabt.org

The Science Teacher – published by the National Science Teachers’ Association - www.nsta.org

Videotapes

Various science series are available such as: National Geographic, Educational Videos Inc. of the Environment, and TVO Series

Alaska outrage at Valdez. Atlanta: Turner Home Entertainment, 1996. ISBN 1-55-960696-7

Great Lakes, fragile seas. New York: National Geographic Society, 1991.

The Nature of Things: The Invaders. Toronto: CBC, 1993. 54 minutes.

Websites

Note: The URLs for the websites have been verified by the writers prior to publication. Given the frequency with which these designations change, teachers should always verify the websites prior to assigning them for student use.

Johns Hopkins – http://www.hopkinsmedicine.org/hopkinshospital/

Canadian Conference of Catholic Bishops – http://www.cccb.ca/

United Nations Environmental Program – www.unep.org

Vatican – www.vatican.va

Common Wealth Magazine – http://commonwealmagazine.org

Catholic resource sites – www.catholicplanet.com

www.catholic.org

Catholic World News – www.cwnews.com

Alleopathy Lab using Alfalfa Sprouts
http://www.zoo.utoronto.ca/able/volumes/vol-19/mini/10-frame/10-frame.htm

Computer Experiments in Population Ecology (XGROW)
http://www.cquest.utoronto.ca/zoo/bio150y/xgrow/xgrowtxt.htm

Invasive Exotic Species – http://www.invasive.org/

Revisiting Carrying Capacity: Area-Based Indicators of Sustainability – http://dieoff.com/page110.htm

Calculate your own ecological footprint on the web
http://www.rprogress.org/resources/nip/ef/ef_household_calculator.html

Neighbourhood Ecological Footprint
http://www.allspecies.org/neigh/nbrfootp.htm

Disney World Fun Facts – http://www.themeparks.com/wdw/press/funfacts01.htm

Best Management Practices and Integrated Pest Management Strategies for Protection of Natural Resources on Golf Course Watersheds
http://www.epa.gov/owowwtr1/watershed/Proceed/peacock.html

Managing Turf to Protect the Environment
http://www.greenindustry.com/cf/2000/1000/0900env.asp

Lillehammer Olympic Games
http://www.american.edu/projects/mandala/TED/LILLE.HTM

Greenpeace: Sydney Olympics
http://www.greenpeace.org.au/info/archives/olympics/sporty/

OSS Considerations

Students can benefit from experience in science related activities through Cooperative Education. Students may consider a Cooperative Education placement related to this science course. Students should explore various science-related careers throughout the course and consider them when they are developing their Annual Education Plan (AEP). Students are required to complete 40 hours of community involvement activities prior to graduation. Various environmental groups frequently look for volunteer support to aid their cause and provide opportunities for students to complete this requirement. This may also provide students with an opportunity to become aware of various career opportunities. Students graduating from Ontario schools are expected to be technologically literate. Through the study of this science course, students should be able to understand and apply technological concepts, to use computers in various applications, and to analyse the implications of technology on the individual and society.

Coded Expectations, Biology, Grade 11, College Preparation, SBI3C

Scientific Investigation Skills

SIS.01 · demonstrate an understanding of safety practices consistent with Workplace Hazardous Materials Information System (WHMIS) legislation by selecting and applying appropriate techniques for handling, storing, and disposing of laboratory materials (e.g., follow safety procedures in handling, storing, and disposing of acids, bases, bacterial cultures, and bio-hazardous waste);

SIS.02 · select appropriate instruments and use them effectively and accurately in collecting observations and data (e.g., microscope, laboratory glassware, stethoscope, dissection instruments);

SIS.03 · demonstrate the skills required to plan and carry out investigations, using laboratory equipment safely, effectively, and accurately (e.g., conduct an experiment to investigate gas production in the metabolic processes of plants);

SIS.04 · select and use appropriate numeric, symbolic, graphical, and linguistic modes of representation to communicate scientific ideas, plans, and experimental results (e.g., identify chemical formulae for some important biochemical compounds; use correct terminology to describe the internal systems of organisms);

SIS.05 · locate, select, analyse, and integrate information on topics under study, working independently and as part of a team, and using appropriate library and electronic research tools, including Internet sites;

SIS.06 · compile, organize, and interpret data, using appropriate formats and treatments, including tables, flow charts, graphs, and diagrams (e.g., construct a flow chart to describe representative mechanisms in living organisms, or a chart on the uses of microbes in biotechnological applications);

SIS.07 · communicate the procedures and results of investigations and research for specific purposes using data tables and laboratory reports (e.g., describe appropriate sampling techniques for classification of specimens in a local environment);

SIS.08 · express the result of any calculation involving experimental data to the appropriate number of decimal places or significant figures;

SIS.09 · select and use appropriate SI units;

SIS.10 · identify and describe science- and technology-based careers related to the subject area under study (e.g., cell technologist, chef, nutritionist, medical laboratory technician).

Cellular Biology

Overall Expectations

CBV.01 · demonstrate an understanding of the basic processes of cellular biology, including membrane transport, cellular respiration, photosynthesis, and enzyme activity;

CBV.02 · investigate the factors that influence cellular activity using appropriate laboratory equipment and techniques;

CBV.03 · demonstrate an understanding of the importance of cellular processes in their personal lives, as well as in the development and application of biotechnology.

Specific Expectations

Understanding Basic Concepts

CB1.01 – state the principles of the cell theory;

CB1.02 – describe how organelles and other cell components carry out various cell processes;

CB1.03 – identify and describe the structure and function of important biochemical compounds, including carbohydrates, proteins, lipids, and nucleic acids (e.g., use models to represent the molecules or monomers of the polymers);

CB1.04 – describe the critical role of enzymes in biochemical reactions (e.g., describe the function of deaminase in the breakdown of amino acids; explain the role of enzymes as biological catalysts);

CB1.05 – identify cell processes and functions that use facilitated diffusion, osmosis, and active transport (e.g., describe the importance of facilitated diffusion in the movement of glucose across the membrane in the liver; describe the need for energy in the sodium-potassium pump);

CB1.06 – compare the chemical changes and energy transformations associated with the processes of respiration (aerobic and anaerobic) and photosynthesis;

CB1.07 – identify the role of compounds present in cellular respiration and photosynthesis (e.g., water, glucose, oxygen, carbon dioxide, and adenosine triphosphate [ATP]).

Developing Skills of Inquiry and Communication

CB2.01 – analyse, based on their findings from a laboratory experiment, the effect of various factors (e.g., pH, temperature, and concentration of solute) on the rate of diffusion across a plasma membrane;

CB2.02 – prepare a wet mount of a stained specimen and, using a light microscope, identify some of the organelles of a cell (e.g., view with a light microscope nuclei and chloroplasts – ribosomes and mitochondria are more difficult to see);

CB2.03 – apply mathematical models to answer questions related to cell processes (e.g., calculate the magnification of a specimen; use the concept of exponential growth to explain the growth of cells);

CB2.04 – perform common laboratory procedures needed for the study of cell processes, using appropriate techniques (e.g., prepare buffer solutions needed for laboratory investigations into enzyme and membrane activity);

CB2.05 – investigate, through experimentation, the effect of environment on the action of enzymes (e.g., the effect of temperature or pH on the digestion of starch by saliva);

CB2.06 – conduct biological tests to identify macromolecules found in living organisms (e.g., use iodine and Benedict’s solution to test for carbohydrates; use biuret solution to test for proteins).

Relating Science to Technology, Society, and the Environment

CB3.01 – collaboratively or individually, research ways in which knowledge of cell processes and related technologies is relevant to their personal lives and the life of their community (e.g., investigate the effects of good nutrition on health using knowledge of metabolic processes and how they are clinically measured);

CB3.02 – identify medical technologies based on cellular biology that are used in the diagnosis and treatment of disorders, and describe their benefits;

CB3.03 – apply scientific principles in describing and analysing the function of laboratory equipment and techniques used in cell biology.

Microbiology

Overall Expectations

MBV.01 · demonstrate an understanding of the characteristics of various micro-organisms, of their role in the environment, and of their influences on other organisms, including humans;

MBV.02 · analyse the development and physical characteristics of micro-organisms, using appropriate laboratory equipment and techniques;

MBV.03 · explain the role of micro-organisms with respect to human health and in technological applications in medicine, industry, and the environment.

Specific Expectations

Understanding Basic Concepts

MB1.01 – compare the structure and properties of the genetic material of viruses and bacteria with those of eukaryotic cells;

MB1.02 – illustrate the differences between representative bacteria (including Eubacteria and Archeabacteria), protists, viruses, and fungi by comparing their shape, motility, ecological role, and connection to human diseases;

MB1.03 – analyse and explain the different methods of reproduction in various types of viruses, monera, and fungi;

MB1.04 – describe the anatomy and physiology of representative organisms from monera, protists, fungi, and viruses;

MB1.05 – demonstrate an understanding of the vital role micro-organisms play in symbiotic relationships (e.g., gut enterobes, mycorrhizal fungi, and commensal phototrophs in coral polyp colonies);

MB1.06 – describe the role of viruses and bacteria in genetic manipulation, using their knowledge of DNA.

Developing Skills of Inquiry and Communication

MB2.01 – identify specimens of monera, protists, and fungi by using prepared slides or wet mounts;

MB2.02 – prepare a laboratory culture of micro-organisms on agar using aseptic techniques;

MB2.03 – design and conduct an experiment to determine the effect of antibacterial agents on different bacterial cultures (e.g., determine the efficiency of various mouthwashes by observing the growth of bacteria on a nutrient agar);

MB2.04 – analyse the conditions needed by micro-organisms for growth, through laboratory activities (e.g., determine the optimal temperature for a particular bacterium to grow);

MB2.05 – work cooperatively to compile and organize data on micro-organisms from print and electronic sources, and communicate questions and results (e.g., research and describe how an industry uses microbes to make a product such as yogurt or hormones).

Relating Science to Technology, Society, and the Environment

MB3.01 – evaluate the impact of viral, bacterial, and fungal infections on the health of host organisms, and on humans in particular (e.g., examine the relationship between the emergence of new species of bacteria and viruses and the use of antibiotics, and determine the health implications for human populations);

MB3.02 – describe some ways in which viruses, bacteria, and fungi are used in biotechnology (e.g., describe the use of viruses as vectors and as restriction enzymes);

MB3.03 – explain and illustrate the roles of viruses and bacteria in genetic engineering;

MB3.04 – evaluate the effects of large-scale use of fungicides and pesticides on the diversity of micro-organisms;

MB3.05 – describe some beneficial functions of micro-organisms in an ecosystem (e.g., the role of bacteria as decomposers).

Animal Anatomy and Physiology

Overall Expectations

AAV.01 · demonstrate an understanding of the structure, function, and interactions of the main internal systems of humans and other animals;

AAV.02 · investigate, with the aid of laboratory procedures, the physiological mechanisms of animal systems that are responsible for the physical health of the individual;

AAV.03 · demonstrate an understanding of the connections among health, preventive measures, and treatment, and of their social and economic implications.

Specific Expectations

Understanding Basic Concepts

AA1.01 – describe the anatomy and physiology of the digestive, circulatory, excretory, respiratory, reproductive, and locomotion systems of humans and one other animal;

AA1.02 – explain mechanisms of interaction between animal systems (e.g., describe the exchanges between capillaries and tissues; explain the emulsification of lipids by bile);

AA1.03 – explain how the endocrine system and central nervous system help maintain homeostasis (e.g., describe how blood sugar levels are maintained by the liver and the pancreas);

AA1.04 – describe the causes and effects of common disorders of each system (e.g., explain the effects of lactose intolerance; describe the causes of heart murmurs).

Developing Skills of Inquiry and Communication

AA2.01 – use instruments accurately to collect data (e.g., use a stethoscope to find heart rate under various conditions; use blood simulation activities to determine blood types using antigens; use a sphygmomanometer to measure blood pressure);

AA2.02 – design and carry out an experiment related to animal physiology, identifying specific variables (e.g., demonstrate feedback controls by comparing resting heart rate with that after exercise, and then again after rest);

AA2.03 – carry out a dissection, or use a computer-simulated dissection, of a vertebrate to identify organs and establish relationships among structure, function, and health (e.g., dissect a mammal to identify and examine the components of the digestive system).

Relating Science to Technology, Society, and the Environment

AA3.01 – evaluate the influence of the media on attitudes towards nutrition (e.g., explain changing perspectives on dietary practices, such as awareness of the potential benefits of oat bran, or the desirability of unsaturated fats over saturated fats);

AA3.02 – describe how a technology related to the treatment of internal systems functions (e.g., kidney dialysis, the use of artificial hearts and artificial blood) and evaluate it on the basis of identified criteria such as safety, cost, availability, and impact on everyday life and the environment.

Plant Structure and Physiology

Overall Expectations

PSV.01 · demonstrate an understanding of the diversity of plants, and of their internal transport systems, reproduction, and growth;

PSV.02 · analyse the factors influencing the growth and maintenance of plants, using appropriate laboratory equipment and techniques;

PSV.03 · evaluate the roles of plants in the urban community, in various technologies and industries, and in natural ecosystems.

Specific Expectations

Understanding Basic Concepts

PS1.01 – illustrate how plants are classified by identifying similar and different characteristics of different types of plants (e.g., make a chart to demonstrate the unique structure and development of plants; examine the life cycle of plants);

PS1.02 – describe the structure and physiology of plant tissues;

PS1.03 – describe in words and/or diagrams the life cycle of plants, and differentiate between such divisions of plants as ferns and horsetails;

PS1.04 – describe the processes of growth and differentiation in plants (e.g., describe the differentiation of germ cells in various tissues; compare meristem cells with elongated cells);

PS1.05 – explain the role of tropisms in plants (e.g., describe the reaction of a plant to light, to gravity, or to humidity).

Developing Skills of Inquiry and Communication

PS2.01 – apply appropriate sampling procedures when collecting specimens of plants (e.g., collect specimens to illustrate the diversity of fallen cones in a selected coniferous stand);

PS2.02 – identify new questions or problems arising from the study of the growth and maintenance of plants (e.g., What organic growing methods are both reliable and cost efficient? How can biotechnology be used in the cultivation of plants?);

PS2.03 – on the basis of information gathered from print and electronic sources, develop, present, and defend a position or course of action related to the maintenance of plants (e.g., justify or argue against the use of pesticides to control insect infestation);

PS2.04 – analyse the chemical and physical elements that contribute to plant production in the agriculture and forestry industries;

PS2.05 – investigate tropisms by growing plants from seeds;

PS2.06 – analyse plant metabolic processes, in a laboratory environment, by measuring the volume of gases produced and absorbed;

PS2.07 – distinguish between monocot and dicot plants, using appropriate instruments and sources.

Relating Science to Technology, Society, and the Environment

PS3.01 – identify personal activities that may be influenced by their scientific study of plants (e.g., investigate the many issues involved in choosing to use chemical fertilizers and pesticides on the lawn; describe the scientific, psychological, and aesthetic benefits and/or drawbacks of maintaining plants in living spaces and classrooms);

PS3.02 – outline the use of plants in the food, textile, pharmaceutical, and fresh produce industries;

PS3.03 – explain the vital role of aquatic and marsh plants in the purification of urban, industrial, and agricultural waste or run-off water;

PS3.04 – evaluate the importance of plant diversity both in maintaining natural ecosystems and in providing sources of medicines;

PS3.05 – analyse the risks and benefits to society of using various agricultural technologies (e.g., genetically altered plants or growth hormones), and propose actions that can be taken to minimize risks.

Environmental Science

Overall Expectations

ESV.01 · demonstrate an understanding of factors that influence the sustainability of the natural environment and evaluate their importance;

ESV.02 · analyse how various factors influence the relationships between organisms and the natural environment;

ESV.03 · explain why it is important to be aware of the impact of human activities on the natural environment.

Specific Expectations

Understanding Basic Concepts

ES1.01 – demonstrate an understanding of the fundamental principles of taxonomy by classifying organisms from a local ecosystem;

ES1.02 – assess the impact of agriculture on the natural environment;

ES1.03 – use energy pyramids to explain the production, distribution, and use of food resources in a food chain (e.g., draw energy pyramids that illustrate human consumption of corn, of cattle, and of salmon);

ES1.04 – explain the ecological role of representative organisms from each of the kingdoms of life (including Eubacteria and Archeabacteria);

ES1.05 – describe and explain examples of symbiotic relationships (e.g., explain the mutual benefits of nitrogen-fixing bacteria in the root nodule of legumes, or the negative impact of a parasite on its host);

ES1.06 – describe the flow of matter through the biogeochemical cycles (e.g., describe and illustrate the carbon, nitrogen, phosphorus, and water cycles);

ES1.07 – describe and evaluate factors contributing to environmental resistance and a change in the carrying capacity of ecosystems;

ES1.08 – define population growth and identify the factors that influence it;

ES1.09 – compare the major Canadian biomes (e.g., tundra, taiga, deciduous forest, grasslands, and temperate rain forest) in terms of vegetation, climate, type of soil, agriculture, and forestry.

Developing Skills of Inquiry and Communication

ES2.01 – use appropriate sampling techniques to collect specimens in a local environment, and classify the specimens by applying the principles of taxonomy;

ES2.02 – conduct a laboratory investigation into competition between species and evaluate the findings (e.g., investigate the competition for food among the different species of paramecium);

ES2.03 – investigate and explain how a change in one population can affect the entire food web (e.g., explain how the killing off of species of fish by the lamprey eel affects fishing communities; explain the effects of the introduction of zebra mussels into the Great Lakes);

ES2.04 – represent the growth of populations using mathematical calculations, graphs and charts of population growth and life cycles, and survivorship curves;

ES2.05 – investigate, independently or collaboratively, the effect that human population growth has on the environment and the quality of life (e.g., examine effects, such as the movement or elimination of wildlife and plants, that are caused by the encroachment of human populations on ecosystems).

Relating Science to Technology, Society, and the Environment

ES3.01 – independently or collaboratively, synthesize and evaluate information from a variety of sources about an environmental and population-related issue, and propose a course of action (e.g., analyse a natural preserve as to its raison d’être, such as the species being conserved);

ES3.02 – evaluate the local use of natural and technologically engineered pesticides and herbicides;

ES3.03 – analyse, from a variety of perspectives, the risks and benefits to society and the environment of applying scientific knowledge of ecosystems or introducing a particular technology (e.g., examine the effects of recycling programs, or of introducing a species into an environment).

Ontario Catholic School Graduate Expectations

The graduate is expected to be:

A Discerning Believer Formed in the Catholic Faith Community who

CGE1a -illustrates a basic understanding of the saving story of our Christian faith;

CGE1b -participates in the sacramental life of the church and demonstrates an understanding of the centrality of the Eucharist to our Catholic story;

CGE1c -actively reflects on God’s Word as communicated through the Hebrew and Christian scriptures;

CGE1d -develops attitudes and values founded on Catholic social teaching and acts to promote social responsibility, human solidarity and the common good;

CGE1e -speaks the language of life... “recognizing that life is an unearned gift and that a person entrusted with life does not own it but that one is called to protect and cherish it.” (Witnesses to Faith)

CGE1f -seeks intimacy with God and celebrates communion with God, others and creation through prayer and worship;

CGE1g -understands that one’s purpose or call in life comes from God and strives to discern and live out this call throughout life’s journey;

CGE1h -respects the faith traditions, world religions and the life-journeys of all people of good will;

CGE1i -integrates faith with life;

CGE1j -recognizes that “sin, human weakness, conflict and forgiveness are part of the human journey” and that the cross, the ultimate sign of forgiveness is at the heart of redemption. (Witnesses to Faith)

An Effective Communicator who

CGE2a -listens actively and critically to understand and learn in light of gospel values;

CGE2b -reads, understands and uses written materials effectively;

CGE2c -presents information and ideas clearly and honestly and with sensitivity to others;

CGE2d -writes and speaks fluently one or both of Canada’s official languages;

CGE2e -uses and integrates the Catholic faith tradition, in the critical analysis of the arts, media, technology and information systems to enhance the quality of life.

A Reflective and Creative Thinker who

CGE3a -recognizes there is more grace in our world than sin and that hope is essential in facing all challenges;

CGE3b -creates, adapts, evaluates new ideas in light of the common good;

CGE3c -thinks reflectively and creatively to evaluate situations and solve problems;

CGE3d -makes decisions in light of gospel values with an informed moral conscience;

CGE3e -adopts a holistic approach to life by integrating learning from various subject areas and experience;

CGE3f -examines, evaluates and applies knowledge of interdependent systems (physical, political, ethical, socio-economic and ecological) for the development of a just and compassionate society.

A Self-Directed, Responsible, Life Long Learner who

CGE4a -demonstrates a confident and positive sense of self and respect for the dignity and welfare of others;

CGE4b -demonstrates flexibility and adaptability;

CGE4c -takes initiative and demonstrates Christian leadership;

CGE4d -responds to, manages and constructively influences change in a discerning manner;

CGE4e -sets appropriate goals and priorities in school, work and personal life;

CGE4f -applies effective communication, decision-making, problem-solving, time and resource management skills;

CGE4g -examines and reflects on one’s personal values, abilities and aspirations influencing life’s choices and opportunities;

CGE4h -participates in leisure and fitness activities for a balanced and healthy lifestyle.

A Collaborative Contributor who

CGE5a -works effectively as an interdependent team member;

CGE5b -thinks critically about the meaning and purpose of work;

CGE5c -develops one’s God-given potential and makes a meaningful contribution to society;

CGE5d -finds meaning, dignity, fulfillment and vocation in work which contributes to the common good;

CGE5e -respects the rights, responsibilities and contributions of self and others;

CGE5f -exercises Christian leadership in the achievement of individual and group goals;

CGE5g -achieves excellence, originality, and integrity in one’s own work and supports these qualities in the work of others;

CGE5h -applies skills for employability, self-employment and entrepreneurship relative to Christian vocation.

A Caring Family Member who

CGE6a -relates to family members in a loving, compassionate and respectful manner;

CGE6b -recognizes human intimacy and sexuality as God given gifts, to be used as the creator intended;

CGE6c -values and honours the important role of the family in society;

CGE6d -values and nurtures opportunities for family prayer;

CGE6e -ministers to the family, school, parish, and wider community through service.

A Responsible Citizen who

CGE7a -acts morally and legally as a person formed in Catholic traditions;

CGE7b -accepts accountability for one’s own actions;

CGE7c -seeks and grants forgiveness;

CGE7d -promotes the sacredness of life;

CGE7e -witnesses Catholic social teaching by promoting equality, democracy, and solidarity for a just, peaceful and compassionate society;

CGE7f -respects and affirms the diversity and interdependence of the world’s peoples and cultures;

CGE7g -respects and understands the history, cultural heritage and pluralism of today’s contemporary society;

CGE7h -exercises the rights and responsibilities of Canadian citizenship;

CGE7i -respects the environment and uses resources wisely;

CGE7j -contributes to the common good.

Unit 5 | Course Profiles Main Menu

Acknowledgments

Prerequisite: Science, Grade 10, Academic or Applied

Course Description

How This Course Supports the Catholic School Graduate Expectations

Course Notes

Units: Titles and Time

Unit Overviews

Unit 1: Cellular Biology

Unit 2: Animal Anatomy and Physiology

Unit 3: Plant Structure and Physiology

Unit 4: Microbiology

Unit Description

Unit 5: Environmental Science

Unit 6: Destination Quest

Teaching/Learning Strategies

Assessment & Evaluation of Student Achievement

Accommodations

Resources

Journals

Videotapes

Websites

OSS Considerations

Scientific Investigation Skills

Cellular Biology

Overall Expectations

Specific Expectations

Microbiology

Overall Expectations

Specific Expectations

Animal Anatomy and Physiology

Overall Expectations

Specific Expectations

Plant Structure and Physiology

Overall Expectations

Specific Expectations

Environmental Science

Overall Expectations

Specific Expectations