Please note:
This document is best suited for on-screen use. Some layout may have been
altered during the creation of this web page.
It is recommended that you download the "pdf" version of this
Course Profile for printing and the "Word, Mac, or WordPerfect"
versions for working with or adapting the Course Profile to meet your
instructional needs.
Course Profile
Biology, Grade 11,
University Preparation, Catholic
Course Overview
Course
Profiles are professional development materials designed to help teachers
implement the new Grade 11 secondary school curriculum. These materials were
created by writing partnerships of school boards and subject associations. The
development of these resources was funded by the Ontario Ministry of Education.
This document reflects the views of the developers and not necessarily those of
the Ministry. Permission is given to reproduce these materials for any purpose
except profit. Teachers are also encouraged to amend, revise, edit, cut, paste,
and otherwise adapt this material for educational purposes.
Any
references in this document to particular commercial resources, learning
materials, equipment, or technology reflect only the opinions of the writers of
this sample Course Profile, and do not reflect any official endorsement by the
Ministry of Education or by the Partnership of School Boards that supported the
production of the document.
© Queen’s
Printer for Ontario, 2001
Catholic
District School Board Writing Teams –
Catholic
Curriculum Cooperative of Central Ontario (CCCC) Writing Partnership - Science
Lead
Board
Hamilton-Wentworth Catholic District School Board
Remo Presutti, Manager
Course
Profile Writing Team
Alex Annab, Dufferin-Peel CDSB
Ted Laxton, Wellington CDSB
Donna Stack-Durward (Lead Writer), Hamilton-Wentworth CDSB
Course
Profile Internal Review Team
Anthony Briatico, Hamilton-Wentworth CDSB
Dr. Anthony Cushieri, Hamilton-Wentworth CDSB
Milan Sanader, Dufferin-Peel CDSB
University
Destination Reviewer
Dr. Louise Barber, McMaster University
Institute
for Catholic Education (ICE)
Course Overview
Biology, Grade 11, University Preparation, SBI3U
Prerequisite: Science, Grade 10, Academic
This
course furthers students’ understandings of the processes involved in
biological systems. Students will study cellular functions, genetic continuity,
internal systems and regulation, the diversity of living things, and the
anatomy, growth, and functions of plants. The course focuses on the theoretical
aspects of the topics under study, and helps students refine skills related to
scientific investigation. University preparation courses are designed to equip
students with the knowledge and skills they need to meet the entrance requirements
for university programs. Teaching and learning will emphasize theoretical
aspects of the course content and will also include concrete applications.
Emphasis is also placed on the development and demonstration of both
independent research skills and independent learning skills by students.
This
course seeks to further the achievement of Catholic Graduate expectations
through integrating Scripture, Catholic Church teaching, and moral and ethical
reflection into the curriculum. Biology becomes authentic when it acknowledges
both the material and spiritual dimensions of life. Students use Scripture to
reflect on the mystery, wonder and awe, and sacredness of life. They use Church
teaching to inform themselves in order to think critically and reflectively
about the moral and ethical issues raised in the course. In addition to the
informative role that the curriculum plays, there is the formative role of the
community within the classroom. When Gospel values are actively witnessed
within the classroom community they reveal the deeper spiritual Truth of our
creation and are seen as something ‘reasonable and worthy of being lived.’
University
preparation courses are designed to equip students with the knowledge and
skills they need to meet the entrance requirements for university programs.
This course provides students with the prerequisite knowledge and skills needed
for the Grade 12 Biology University Preparation course. In planning for this
course teachers must be aware of, and then emphasize, the theoretical aspects
of this course content. Whenever possible teachers must include relevant
concrete applications. Emphasis should be placed on the development and
demonstration of both independent research and learning skills. Teachers should
be aware that certain lab skills, like the proper care and use of the
microscope, were previously done in Grade 8 and may require review. Teachers
must incorporate the skills essential for scientific investigation that apply
to all areas of the course content and must be developed in all the course
units. Assessment of the students’ mastery of these skills must be included in
the evaluation of students’ achievement. In this profile these skills
expectations have been coded as Scientific Investigation Skills (SIS.01 to
SIS.10).
This
course is organized into five units to follow the logical development of
knowledge, theories, and skills. The units are: Diversity of Living Things;
Cellular Functions; Genetic Continuity; Internal Systems and Regulation; and
Plants: Anatomy, Growth and Functions. These units match the strands used in The
Ontario Curriculum, Grade 11, Science document for Biology, Grade 11,
University Preparation course. However, they have been re-ordered to provide a
meaningful and relevant framework to the study of living things in the Catholic
context. Teachers may wish to integrate the strands into units following an
arrangement different to that suggested in this course profile, but in doing so
they must consider the time allocated to each.
For example, teachers may choose to
re-organize the plant related expectations from the Internal Systems and
Regulation unit and incorporate them into the Plants: Anatomy, Growth and
Functions unit. A suggested emphasis for each of the clustered expectations
within each unit is given in bold type and matches the four categories of
assessment.
The
teacher must provide ample opportunities for students to engage in safe,
relevant laboratory activities in all units of this course. The health and
safety of teachers and students must be routinely addressed when conducting
laboratory activities as outlined in Workplace Hazardous Materials Information
System (WHMIS) legislation.
Starting
with the Diversity of Living Things, this course fosters an appreciation of the
wonders of God’s creation and stimulates students’ curiosity about the living
world and its diversity. This provides the foundation for exploring the unity
and diversity of living things in subsequent units. This approach nurtures a
world view that envisions the totality of life as being greater than the sum of
its parts. It is critical that students develop strong communication skills,
including the use of current technology for collecting, organizing and
presenting information. Science cannot be taught in isolation but must be
linked to other disciplines. By helping students understand connections and
interdependence, they will develop an awareness of controversial issues
involving science, technology, society, and the environment (STSE). This allows
them to become reflective and creative thinkers who examine, evaluate, and
apply knowledge of interdependent systems for the development of a just and
compassionate society. Students will be expected to use computer technology.
Teachers are encouraged to incorporate the use of tools such as computer based
simulations, multimedia applications, and computer-assisted laboratory
apparatus in the delivery of this course. Care must be taken to ensure that
computer-assisted laboratory programs are not used where essential scientific
skills should be developed.
|
* Unit 1 |
Diversity
of Living Things |
18
hours |
|
Unit 2 |
Cellular
Functions |
17
hours |
|
Unit 3 |
Genetic
Continuity |
25
hours |
|
Unit 4 |
Internal
Systems and Regulation |
26
hours |
|
Unit 5 |
Plants:
Anatomy, Growth and Functions |
24
hours |
* This
unit is developed in this Course Profile.
Time: 18 hours
Unit
Description
Students
investigate the diversity of living organisms through a series of activities.
Each of these activities cluster expectations allowing students to sequentially
develop the skills and understanding of the rationale for phylogeny and taxonomy.
Consequently, the importance of biodiversity in maintaining natural ecosystems
is discovered. Finally, students explore the role of micro-organisms in the
growing field of biotechnology. Students are asked to integrate Catholic faith
traditions in the critical analysis of biotechnology’s role in society.
Students were introduced to the concept of classification in science in Grade
6. This unit emphasizes the development of research and independent learning
skills. Lab skills are introduced but play a more significant role in later
units. Students produce a Book of Life, which is the key assessment task for
the unit. It incorporates materials from several activities and is a place for
personal reflection.
The first activity clusters expectations that
help students to develop an understanding of the fundamentals of
classification. A series of investigation based activities help students
acquire the skills necessary to develop and use a dichotomous key.
The
second activity clusters expectations related to the skills needed to collect
and classify specimens using currently accepted methods. Students are cautioned
on what and how samples are to be collected. In the sample unit, students
investigate invertebrates found in an aquatic ecosystem.
In
the third activity students investigate the importance of sexual reproduction
to variability and they study the use of micro-organisms in the field of
biotechnology.
In
the fourth activity students participate in a symposium focusing on the
connection between biodiversity and species survival.
Unit
Overview Chart
|
Cluster |
Expectations |
Assessment |
Focus/Tasks |
|
1 |
DLV.01,.02;
DL1.01,1.02,1.03,1.04; DL2.01,2.02 CGE2a,2b,2e,3e,7d,7i SIS.04 |
K I C MC |
Classification: develop a dichotomous key and
classify figures and organisms; create a Book of Life |
|
2 |
DLV.01,
.02; DL2.03; DL3.02 CGE2c,2d,3e,4a,4b,4f, |
I C |
Field
Trip: participate
in and complete a report on a field study (e.g. aquatic study) |
|
3 |
DLV.01,.03;
DL1.05, DL3.01 CGE1e,2b,2c,2d,2e, SIS.05,.10 |
K C MC |
Variability
with Populations and Biotechnology: define variability and complete worksheets
and critique article(s), create a job ad on biotechnology |
|
4 |
DLV.03;
DL3.01; 3.02 CGE2b,2c,2d,4a,4f,5a,5e,5g SIS.05,.06 |
K C MC |
Symposium: topic relates to the use of
biotechnology, complete the Book of Life |
K/U =
Knowledge/Understanding C
= Communication
I =
Inquiry MC
= Making Connections
Time: 17 hours
Unit
Description
The
unit is divided into four activities which builds on the Grade 9 Science course
expectations by examining the interrelationships among molecular dynamics, the
cell membrane, and organelles and their functions. Students move from simple to
more complex concepts. Emphasis is placed on student manipulation of materials
and student design and testing of experimental procedures. Research-based tasks
develop both research and critical thinking skills as students examine the applicability
of theory in society, as well as the moral and ethical questions that science
and technology raise.
The
first activity examines the characteristics of macromolecules. Teachers are
encouraged to use available computer software simulations to introduce this
concept. The application of computer technology for medical and industrial uses
is researched, and students could produce a one-page newspaper article
summarizing their findings. Students are encouraged to investigate possible
careers related to biology and biochemistry.
In
the second activity, students study the characteristics of the membrane and
design experiments to study the mechanisms/processes involved in the passage of
materials through the membrane.
The third activity relates structure
to the functioning of cell organelles. Students could illustrate the
interrelationships of cellular processes by creating an energy and materials
web. In addition, students could explain the flow of energy between
photosynthesis and respiration by developing an energy flow chart. Students
research then debate ‘the role of societal need vs. societal bias’ in driving
the direction of technological advances by examining diseases such as AIDS. The
motives that drive technological advances are studied from a Catholic
perspective by having students read articles written by the Catholic Bishops on
issues such as AIDS and HIV (see resource list).
In
the fourth activity, students compare aerobic and anaerobic respiration. In addition,
they explore the benefits of technological applications of cellular processes
in industry (e.g., microbiological processes). Students could file a field
report (as newscasters) on their position.
Unit
Overview Chart
|
Cluster |
Expectations |
Assessment |
Focus/Tasks |
|
1 |
CFV.02,.03;
CF1.02,2.02,2.04; 3.01 SIS.01,.02,.04,.05,.06,.07 CGE2c,
2e, 5a, 5f |
K I MC C |
Macromolecules: describe the characteristics of
macromolecules (through computer simulations and lab activities); research
and report on technology for medical/industrial purposes |
|
2 |
CFV.02;
CF1.03,2.01 SIS.01,.02,.03,.06,.07 CGE
5a,5f |
K I C |
Cell
membrane: fluid
mosaic model; lab investigations into the movement across membranes |
|
3 |
CFV.01,.02;
CF1.01,1.04,1.06; 3.03 SIS.05,.07 CGE2c,3f,7e |
K C MC |
Cell
organelles: cell
processes and energy flow (photosynthesis and respiration); research
technological advancements in this area |
|
4 |
CFV.03;
CF1.05; 2.03; 3.02 SIS.05 CGE2c,4g,5d,7d |
K I C MC |
Respiration: aerobic and anaerobic; cell
metabolism; explore the benefits of technology (microbial action) and design
a newscast report |
Time: 25 hours
Unit
Description
This
unit explores the foundations of life as we know them to date. Students explore
the basis of heredity and the role of DNA in this process building on the Grade
9 Science curriculum. The predictability of inheritance is studied using a
variety of lab-based techniques and simulations (on-line and hands-on). In
addition, students review how our current understanding of genetics has
impacted on our understanding of ourselves as dynamic beings and on our
societies through the impact of biotechnology. Students develop attitudes and
values founded on Catholic social teaching and act to promote social
responsibility. Students recognize that genetic research and screening give
rise to serious ethical issues. Abstracts from
The
primary focus of the first activity is updating student knowledge of DNA and
the mechanisms used by the cell to perpetuate this molecule. The role of DNA in
the manufacture of protein and how this is controlled is also explored. Using
the jigsaw method students could make a presentation about the historical
developments that led to the modern concept of the gene.
The
second activity introduces the concept of continuity, focusing on the role of
DNA replication in ensuring the transmission of information from cell to cell
within the body. The process of mitosis is investigated using prepared slides,
and the differences between plants and animals is elaborated.
The third activity builds on the concept of
continuity and extends it to the species level. How organisms maintain
continuity within a species and yet are diverse in their individuality is
explored with an emphasis on the processes of meiosis and its role in creating
diversity. Students build models, study sample material from representative
organisms, and consider various problems using simulations and model building.
The
fourth activity returns the student to the practical applications of this
information as first shown by Gregor Mendel. Students develop their skills in
predicting the outcomes of various genetic crosses using the techniques first
pioneered by Mendel. By using simulators like the Virtual Fly Lab, students
study the behaviour of various genes in the transmission of traits. Resources
and time permitting, students could design and carry out genetic crosses using
Drosophila cultures.
The
last activity deals with how application of our knowledge about the modes of
inheritance can lead to an understanding of how various genetic disorders are passed
from generation to generation. Through this knowledge, students gain respect
for the diversity of the world’s peoples. Students research genetic disorders
and determine modes of inheritance. In addition, students develop the
analytical skills necessary to construct a pedigree and then analyse the
information presented to predict the outcome of various crosses.
Unit
Overview Chart
|
Cluster |
Expectations |
Assessment |
Focus/Tasks |
|
1 |
GCV.01,GCV.03;
GC1.02; GC2.05; GC3.01,3.02,3.03 SIS.04,.05,.07,.10 CGE2a-e,3b,4b,4f,7d |
K I C MC |
DNA
the molecule of life: describe its structure, and the processes of protein synthesis;
Jigsaw presentation on scientists and discoveries regarding genetics |
|
2 |
GCV.03;
GC1.01; GC2.02 SIS.02,.07,.08,.09 CGE2a-e,3b-d,4d,7d,7i,7j |
K I C MC |
Genetic
Continuity I: investigate
through various lab activities |
|
3 |
GCV.01,.02,.03;
GC1.02, 1.04; GC2.01,2.03; GC3.01,3.02,3.03 SIS.05,.06,.07 CGE2a-e,3b-d,4d,7d,7i,7j |
K I C MC |
Genetic
Continuity II: investigate
through model building and simulation design |
|
4 |
GCV.01,.02,.03;
GC1.03, SIS.01,.02,.03,.06,.07,.08 CGE2a-e,
3b-d,4d,7d,7i,7j |
K I C MC |
Mendel:
Predicting Heredity: investigate through activities and complete problems on genetic
crosses |
|
5 |
GCV.01
-.03; GC1.05,1.03,1.07; GC2.02,2.03,2.05; GC3.01-3.03 SIS.04,.05,.10 CGE2a-e,
3b-d,4d,7d,7i,7j |
K C MC |
Disorders: write a report and complete
pedigree studies and problem sets Web
Scavenger Hunt - Genetic Disorders |
Time: 26 hours
Unit
Description
Students
will continue to develop their knowledge of systems of living things introduced
in Grades 5
and 8. This unit focuses on the major processes, mechanisms, and systems
including the respiratory, circulatory, and digestive systems in animals and
plants. The internal processes that plant and animal systems use for internal
regulation will be investigated through laboratory investigations. Through
independent research and information sheets, students will evaluate the impact
of personal lifestyle decisions on human health and the technologies that are
available to help humans maintain good health. The role of Canadians in the
development of these technologies will be explored. This unit is organized into
four activities. Teachers are encouraged to include numerous and varied lab
activities to make this unit personally engaging for the students.
Activity
1 leads students to discover the importance of the concept of homeostasis
through teacher-led discussions. Following this, students perform lab
investigations, including dissection(s) – either real or virtual − to
learn about the structure and functions of animal and plant systems
(respiratory, circulatory and digestive systems).
Students
discover in Activity 2 the feedback systems involved in maintaining their own
body systems. How fitness levels relate to cardiovascular and respiratory
systems is explored, and students participate to the best of their abilities in
a series of simple cardiovascular activities. These activities could be done in
the school gym, outside track field, or at a fitness centre. Teachers are
cautioned, and should ascertain, whether any students have heart or respiratory
conditions but encourage all students to participate as fully as possible.
Students monitor themselves by recording their heart rates and breathing rates.
In Activity 2 students describe how the use of prescription and
non-prescription drugs can affect their body’s homeostasis. Students could
produce fact sheets about a specific drug (similar to those available from a
local pharmacy).
In
Activity 3, the teacher introduces a current issue, such as the use of steroids
or amino acid supplements in sports and allows students time to research
various aspects of the issue. The students could then debate the use of
steroids/amino acid supplements. Alternatively, the teacher could present
articles from newspapers and magazines outlining a specific topic and ask the
students to read, analyse, and critique the article following the procedure
used in the first unit (refer to sample unit: Diversity of Living Things). The
teacher may invite the public health nurse or other practitioner to talk to the
class about the impact that personal lifestyle decisions such as steroid use
have on the health of individuals.
In
Activity 4, the role that various technologies have on our understanding of
internal systems is explored. This includes devices such as prosthetics,
pacemakers, etc. Examples of Canadian contributions should be included (e.g.,
devices used in nuclear medicine). Students might present their findings in a seminar
format. As an extension, students might design a web page for a particular
device.
Throughout
this unit, the activities are designed to help students develop a sense of
respect for life, themselves, and others. By critically examining possible lifestyle
choices, students are exposed to the ethical and moral dilemmas we all face and
are better prepared to make choices for themselves that reflect our faith
culture.
Unit
Overview Chart
|
Cluster |
Expectations |
Assessment |
Focus/Tasks |
|
1 |
ISV.01,.02; IS1.01,.02,.03; IS2.01 SIS.01,.02,.03,.04,.07 CGE1d,2b,7i |
K I |
Homeostasis and Animal and Plant Systems: define and then describe the
structure and function of basic life systems through dissection |
|
2 |
IS1.04,05; IS2.02,.03 SIS.01,.02,.03,.04,.05,.06,.07 CGE1e,1j,2b,2c,3b,3c,3d,3e |
K I C |
Feedback Systems and Fitness: conduct personal cardiovascular
analysis, and describe the effects of drugs on homeostasis and produce a fact
sheet |
|
3 |
ISV.03;
IS3.04 SIS.05 CGE2b,2c,2e,4e,4f,4g,4h,7a,7b,7f |
K C MC |
Lifestyle
Choices:
presented with a research topic, complete an analysis of it |
|
4 |
ISV.03;
IS3.01,.02,.03 SIS.05,.10 CGE2c,2e,5e,7g,7i |
K C MC |
Modern
Applications of Technologies: explore how technology is used today following a seminar format |
Time: 24 hours
Students
explore the role of plants in our biosphere and our society by studying the
various uses of plants in modern life and the way in which plants contribute to
the sustainability of ecosystems. In addition, students examine the various
structures of plants and how these structures allow plants to survive.
The
first activity begins by considering the many ways societies have made use of
plants and their products. Students research how various plant-based products
are used in food, medicine, and industrial processes, then share their
knowledge with their peers. Part of this investigation focuses on the ways in
which we manipulate plants in order to enhance their productivity. Students
discuss the consequences of gene manipulation and reflect on the ethical issues
that result from it.
In
the second activity, students use prior knowledge of classification and
taxonomy to classify plants into the major phyla. In doing so, students
describe the main physiological, anatomical, and metabolic properties of the
various plant groups, connecting that knowledge to the information gathered in
the first activity.
The
third activity focuses on the processes used by plants to acquire and recycle
nutrients and the methods by which plants respond to changes in the
environment. This activity permits the exploration of plant hormones and their
uses in modern agricultural and industrial processes.
The
last activity focuses on the natural environment and the role that plants play
in changing ecosystems through ecological succession. Students use the
information from the previous activities to explore the effects of different
plant populations on a specific area or ecosystem.
Unit
Overview Chart
|
Cluster |
Expectations |
Assessment |
Focus/Task |
|
1 |
PAV.02,.03; PA1.06,1.07; PA2.04; PA3.01-3.04 SIS.01,.02,.03,.05,.06,.07 CGE1d,1e,2a,2b,2c,2d,2e, |
K I C MC |
Plant Products: research and make a report on plants in
food, medicine, etc. |
|
2 |
PAV.01,.02;
PA1.03,1.04; PA2.01 SIS.02,.03,.05,.07,.08,.09 CGE1d,1e,3b,3c,3d,3f, |
K I C MC |
Classify
Plant Types:
investigate and compare the organ systems/physiological structures of each of
the groups |
|
3 |
PAV.01,.02;
PA1.02,1.05; PA2.01,2.02,2.03; PA3.01,3.02 SIS.03,.04,.05,.07 CGE1d,1e,2b,3b,3c,3d,3f, |
K I C MC |
Monocots
and Dicots:
perform lab investigations on plant structures and explore modern
agricultural techniques |
|
4 |
PAV.01,-.03;
PA1.01; PA2.02 SIS.03,.04,.06,.09,.10 CGE1d,1e,3b,3c,3d,3f, |
K I C MC |
Factors
Affecting the Growth and Development of Plants: describe ecological succession and
investigate nutrient requirements of plants |
In
planning this course, consideration should be given to both the course
expectations and the needs of individual students. The teacher should provide
learning experiences which promote interest, understanding, and excellence. In
order for this course to prepare students to meet the university entrance
requirements, the teacher must emphasize the theoretical aspects of the course
and incorporate relevant applications. The role of the teacher is to establish
the conceptual framework to help the students develop specific skills and
attitudes while considering the individual student’s learning style. By
fostering an atmosphere where learning is meaningful, integrative, challenging,
active, and value-based, teachers can help their students become excited about
learning.
Throughout
this course, students should be given numerous and varied opportunities to
acquire knowledge and develop skills and attitudes through a variety of
teaching and learning strategies. The strategies that the teacher uses should
provide students with multiple opportunities to develop and demonstrate their
learning and skills across all four categories of the Achievement Chart. The
following is a list of suggestions with examples of links to the course
expectations.
·
Expectations
that require Knowledge can be developed through:
· brainstorming; DV1.01
· teacher-directed lessons and discussions; CF1.03
· small group instruction;
· independent research; GC1.05, CF2.05
· self-directed learning, etc.; IS2.03
·
Expectations
that involve Inquiry can be met by:
· conducting and analyzing experiments; IS2.02, CF2.01, GC2.02
· designing lab investigations; PA2.02, GC2.01
· formulating questions; CF2.03
· solving problems; GC2.02
·
Expectations
that encourage Communication can be demonstrated by:
· written reports; DL2.03, DL3.02
· group discussions; CF3.01
· debates; CF3.03, IS3.04
· seminars; IS3.01
·
student presentations (for
example, oral presentations, video and audio presentations, skits,
photo essay etc.); DL3.01.
·
Expectations
where students expand their Knowledge to Make Connections can be developed
through:
· independent research;
· exposure to experts in their field ( for example, by attending university lectures or doing Internet research);
· reflective papers; DL3.02;
· portfolios; DL1.01;
· participation in science fairs;
· article critique; DL3.01.
The
primary purpose of assessment and evaluation is to improve student learning.
Information gathered through assessment helps the teacher determine the
student’s strengths and weaknesses in their achievement of the curriculum
expectations in this course.
In order
to allow students to demonstrate that they have mastered the knowledge and
developed the skills required for university entrance, the teacher must
establish a balanced assessment plan for the course and select appropriate
methods, strategies, and tools. Students will be required to demonstrate that
they have developed both independent research skills and independent learning
skills. Assessment and evaluation must be based on the curriculum expectations
for this course and the achievement levels outlined in The Program Planning
and Assessment, 2000 document. In designing and planning this course, the
learning expectations were clustered in order to balance the categories within
the Achievement Chart. The teacher must, at the beginning and throughout the
course, share the assessment criteria with the students and their parents and
give feedback that guides the students’ efforts towards improvement. The
assessment results should be used to motivate students and help them establish
next steps in their learning goals. In order to ensure that assessment and
evaluations are valid and reliable, the teacher must use assessment and
evaluation strategies that:
·
address
both what the students learn and how well they learn it;
·
are
based on both the categories of knowledge and skills and on the achievement
levels;
·
are
varied in nature, administered over a period of time, and demonstrate the full
range of their learning;
·
promote
the students’ ability to assess their own learning and to set specific goals.
Assessment practices must provide teachers with information
on what students write, say, and do throughout this course.
·
The
corresponding methods of assessment are:
· paper and pencil;
· personal communication;
· performance task.
·
Possible
assessment strategies include:
· paper and pencil: tests, quizzes, concept maps, essay, written report/lab reports, research paper;
· personal communication: interviews, conferences, journals, classroom discussions;
· performance task: individual presentations, plays/skits, lab performance.
·
The
tools used to effectively measure the students’ learning and mastery of skills
are:
· checklists;
· marking scheme;
· rating scale;
· rubric.
As
a university preparation course, we recommend that teachers carefully consider
a balanced weighting of the four categories of achievement throughout each unit
and in the final evaluation. This will work to ensure that students have the
opportunity to develop and demonstrate their level of achievement of the
knowledge, independent research and learning skills necessary for this
university preparation course. Knowledge could be assessed through multiple
choice type questions, Inquiry through a lab practicum or dry lab question,
Making Connections through an extended response, short essay type question, or
critique of a journal article.
The
Provincial Report Card contains separate sections for reporting on achievement
of the curriculum expectations and for reporting on demonstrated skills
required for effective learning. The student’s final grade for this course will
be determined as follows:
· Seventy per cent of the grade will be based on evaluations conducted throughout this 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. It is recommended that a lab practicum be included in the summative evaluation of particular units rather than at the end of the course (e.g., a lab practical could be part of Unit 3-Genetic Continuity to assess lab skills developed within this unit).
· Thirty per cent of the grade will be based on a final evaluation administered towards the end of the course. The weighting of each of the four categories in the final evaluation should be consistent with the assessment/evaluation practices used throughout the course. It is recommended that the final evaluation for this university preparation course be in the form of a written final examination that consists of a balance of question types and levels of difficulty, not just multiple choice questions. Teachers may consider including an essay, portfolio etc. as part of the summative evaluation for this course.
Teachers
may encourage students to design and conduct a Science Fair project which would
allow them to further develop their independent research and learning skills.
If this is to be used as part of the summative assessment for this course, care
should be taken to ensure that a number of expectations from several units are
incorporated.
Teachers must consider the needs of
exceptional students in the planning of the science curriculum. Accommodation
to the program activities and/or the environment may be necessary. Where the
student has an Individual Education Plan (IEP), the teacher must meet the needs
of the student as outlined in the Plan.
Exceptional students, as well as
other students who are not identified as exceptional, but who have an IEP and
are receiving special education programs and services, should be given every
opportunity to achieve the curriculum expectations set out for this course.
A variety of teaching approaches may
need to be used to help exceptional students achieve the learning expectations
of this course. Examples of such approaches may include:
·
using
special resources (e.g., reading material consistent with students’ reading
levels and learning styles, audio tapes of difficult chapters, adapted
computers);
·
using
a variety of teaching/learning strategies (e.g., special interest groupings for
research projects, collaborative groups, mentorship programs, independent study
plans);
·
collaborating
with resource teachers, library staff and other professionals;
·
consulting
with parents about providing appropriate study environment in the home;
·
allowing
more time for the completion of assignments or achievement of the learning
expectations;
·
providing
alternative ways of completing tasks or presenting information (e.g., taped
answers);
·
simplifying
the language of instruction;
·
providing
alternative homework assignments;
·
providing
alternative tasks for highly motivated and gifted students (e.g., encourage
participation in district science fairs, subject specific university founded
competitions, attendance at university sponsored activities/lectures).
Assessment procedures and strategies may also need to be
altered. Examples include:
·
changing
the time requirement of assignments or assessment tasks;
·
changing
the format of the assessment material (e.g., braille);
·
simplifying
test instructions and the language of questions;
·
allowing
the use of scribes, tape recorders, word processors etc.
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 alternate means such as: pairing written
instructions with verbal instructions; using key visuals to illustrate
definitions; allow extra time for reading or written assignments; encourage the
use of first language dictionaries for assignments.
For
students with physical or learning impairments, classroom and laboratory
activities should be altered to permit maximum participation. If possible,
students with physical disabilities should be allowed access to sinks, lab
desks, etc. that are appropriate to their needs.
Catechism
of the Catholic Church.
Challenge
and A Responsibility, AIDS A Catholic Educational Approach to HIV.
Caulderwood,
C. and
Celebrating
An Education for Justice and Peace, The Catholic Bishops of
Galbraith,
Don, et al. Biology 11.
Galbraith,
D., et al. Understanding Biology.
Instruction
on Respect for Human Life in Its Origin and the Dignity of Procreation.
ISBN 0-7747-1348-8
Ritter,
Robert, Christine Adam-Carr, and Doug Fraser. Biology 11.
Scarrow,
H. Biology: Your Bodyworks.
ISBN 0-88996-214-6
Suzuki,
David. Earth Times.
Suzuki,
David. The Sacred Balance.
The
New American Catholic Bible.
A.D.A.M. Fort
Life
Processes and Green Plants.
Genetics.
Human
Health.
Humans
as Organisms.
Masterman,
Dan. Biology with Computers Using Logger Pro.
Plant
Biology Tutor.
A
Journey through the Cell.
AIDS:
A Biological Perspective.
Alien
Invaders: Biodiversity at Risk.
Animated
Neuroscience and the action of nicotine, cocaine, and marijuana in the brain.
Biotechnology.
Genetic
Discoveries, Disorders, and Mutations.
Hand-Me-Down-Genes.
Human
Body 3.
Human
Health.
Narcotics.
Practical
Applications and Risks of Genetic Science.
Steroids.
Surviving
AIDS. NOVA, 1999.
60 min.
The
Global Impact of AIDS.
The
Jungle Pharmacy: Nature’s Remedy.
The
New Living Body.
Understanding
the Basic Concepts of Genetics.
The
World of Living Organisms.
Web of
Life: Exploring Biodiversity.
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.
Aquatic Ecosystems -
http://www.ec.gc.ca/water/index.htm
Cells alive - http://www.cellsalive.com
Ducks
Unlimited - www.ducks.ca/edu/resource.html
Explorescience
(interactive science simulations for students) - www.explorescience.com
Introduction
to Aquatic Environments - http://www.adopt-a-watershed.org/matrix.ae.htm
Health
Prominent
invertebrates - http://www.userpages.embc.edu/rrhudyl/micro.htm
Virtual
Fly Lab - http://biologylab.awlonline.com
World
Wildlife foundation - http://www.wwfcanada.org
Cells
Poster Set.
Students
can benefit from experiences in biology-related activities through Cooperative
Education. They may consider a cooperative education placement related to this
course. Students should explore biology-related careers throughout the course
and consider them when they are developing their Annual Education Plan (AEP).
Students
may choose to job shadow. This gives them an opportunity to observe and gain a
better understanding of biology-related careers, for example in the area of
health services.
Students
should have a safe environment for learning, free from harassment of all types,
including violence and expressions of hate. Learning activities should be
designed to help students develop respect for human rights and dignity and to
develop a sense of personal, social, and civic responsibility.
Students
are required to complete forty hours of community involvement activities prior
to graduation. They should consult their Board’s list of eligible Christian
Service activities to complete this requirement.
Students
graduating from
Coded Expectations, Biology, Grade 11, University Preparation, SBI3U
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., use proper
techniques in preparing, using, and disposing of bacterial cultures);
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 determine the
effects of quantity and quality of light on photosynthesis);
SIS.04 · select and use appropriate
numeric, symbolic, graphical, and linguistic modes of representation to
communicate scientific ideas, plans, and experimental results (e.g., use
characteristics of organisms and the principles and nomenclature of taxonomy to
classify organisms; use proper terminology related to organs and tissues);
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;
SIS.07 · communicate the procedures and
results of investigations and research for specific purposes using data tables
and laboratory reports (e.g., report on an experimental investigation of the
movement of materials across a cell membrane);
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 (units of measurement of the Système international d’unités, or
International System of Units);
SIS.10 · identify and describe science-
and technology-based careers related to the subject area under study (e.g.,
biochemist, forester, geneticist, physiotherapist, oncologist, horticulturist).
Overall
Expectations
CFV.01 · demonstrate an understanding of
cell structure and function and the processes of metabolism and membrane
transport;
CFV.02 · investigate the fundamental
molecular principles and mechanisms that govern energy-transforming activities
in all living matter, whether it be animal, plant, or microbial;
CFV.03 · demonstrate an understanding of
the relationship between cell functions and their technological and
environmental applications.
Understanding
Basic Concepts
CF1.01 – describe how organelles and other
cell components carry out various cell processes (e.g., digestion,
transportation, gas exchange, excretion) and explain how these processes are
related to the function of organs;
CF1.02 – identify and describe the
structure and function of important biochemical compounds, including
carbohydrates, proteins, lipids, and nucleic acids;
CF1.03 – describe the fluid mosaic
structure of cell membranes, and explain the dynamics of passive transport
(facilitated diffusion) and the processes of endocytosis and exocytosis of
large particles;
CF1.04 – explain the flow of energy
between photosynthesis and respiration;
CF1.05 – compare anaerobic respiration
(including fermentation) and aerobic respiration and state the advantages and
disadvantages for an organism or tissue of using either process;
CF1.06 – illustrate and explain important
cellular processes (e.g., protein synthesis, respiration, lysosomal digestion),
including their function in the cell, the ways in which they are interrelated,
and the fact that they occur in all living cells.
Developing
Skills of Inquiry and Communication
CF2.01 – design and carry out an
investigation on cellular function, controlling the major variables (e.g.,
examine the movement of substances across a membrane; measure a metabolic
process such as fermentation);
CF2.02 – view and manipulate
computer-generated, three-dimensional molecular models of important biochemical
compounds, including carbohydrates, proteins, lipids, and nucleic acids;
CF2.03 – identify new questions and
problems stemming from the study of metabolism in plant and animal cells (e.g.,
What is the relationship between chloroplasts and mitochondria in plant
cells?);
CF2.04 – carry out, in a safe and accurate
manner, biological tests for macromolecules found in living organisms (e.g.,
use iodine and Benedict’s solution to test for carbohydrates; use Sudan IV to
test for the presence of lipids).
Relating
Science to Technology, Society, and the Environment
CF3.01 – present informed opinions on
advances in cellular biology and possible applications through related
technology (e.g., new treatments for cancer; the possibility of producing
ethanol as a fuel; the uses of radioactive labelling, fluorescence of genetic
material, or simulations of three-dimensional molecular structure);
CF3.02 – explain how scientific knowledge
of cellular processes is used in technological applications (e.g., how
knowledge of a particular microbe is used in biotechnological applications in
the pulp and paper industry or in the clean-up of oil spills);
CF3.03 – analyse ways in which societal
needs have led to technological advances related to cellular processes (e.g.,
document, using newspaper articles, the impact of public awareness on research
to detect and treat diseases such as AIDS and hepatitis C).
Overall
Expectations
GCV.01 · demonstrate an understanding of
the necessity of meiosis and describe the importance of genes in transmitting
hereditary characteristics according to Mendel’s model of inheritance;
GCV.02 · perform laboratory studies of
meiosis and analyse the results of genetic research related to the laws of
heredity;
GCV.03 · outline the scientific findings
and some of the technological advances that led to the modern concept of the
gene and to genetic technology, and demonstrate an awareness of some of the
social and political issues raised by genetic research and reproductive
technology.
Understanding Basic Concepts
GC1.01 – demonstrate an understanding of the process
and importance of mitosis (e.g., cell division and the phases of mitosis);
GC1.02 – explain how the concepts of DNA,
genes, chromosomes, and meiosis account for the transmission of hereditary
characteristics from generation to generation (e.g., explain how the sex of an
individual can be determined genetically; demonstrate an understanding that the
expression of a genetic disorder linked to the sex chromosomes is more common
in males than in females);
GC1.03 – describe and explain the process
of discovery (e.g., the sequence of studies and the knowledge gained) that led
Mendel to formulate his laws of heredity;
GC1.04 – explain the process of meiosis in
terms of the replication and movement of chromosomes;
GC1.05 – describe genetic disorders (e.g.,
Down syndrome, cystic fibrosis, muscular dystrophy, fragile X syndrome) in
terms of the chromosomes affected, physical effects, and treatment;
GC1.06 – explain, using Mendelian
genetics, the concepts of dominance, co-dominance, incomplete dominance,
recessiveness, and sex-linkage;
GC1.07 – predict the outcome of various
genetic crosses.
Developing
Skills of Inquiry and Communication
GC2.01 – explain the process of meiosis,
with reference to a computer simulation or to their own investigations with a
microscope (e.g., using slides of grasshopper testis, explain what happens in
the first and second stages of prophase and metaphase and anaphase 2 in
meiosis);
GC2.02 – solve basic genetic problems
involving monohybrid crosses, incomplete dominance, co-dominance, dihybrid
crosses, and sex-linked genes using the Punnett method;
GC2.03 – organize data (e.g., in a table)
that illustrate the number of chromosomes in haploid cells and diploid cells,
and the number of pairs of chromosomes in diploid cells, that occur in various
organisms before, during, and as a result of meiosis;
GC2.04 – compile qualitative and
quantitative data from a laboratory investigation on monohybrid and dihybrid
crosses, and present the results, either by hand or computer (e.g., record
observations using a “Virtual Fly” laboratory software package);
GC2.05 – research genetic technologies
using sources from print and electronic media, and synthesize the information
gained (e.g., describe the Human Genome Project, transgenics, or the process of
genetic screening; list the advantages and disadvantages of cloning or the
genetic manipulation of plants).
Relating
Science to Technology, Society, and the Environment
GC3.01 – summarize the main scientific
discoveries of the nineteenth and twentieth centuries that led to the modern
concept of the gene (e.g., the discoveries of Hugo de Vries, W.S. Sutton,
Thomas Morgan, J. Muller, Barbara McClintock, Rosalind Franklin, James Watson,
and Francis Crick);
GC3.02 – describe and analyse examples of
genetic technologies that were developed on the basis of scientific
understanding (e.g., the improvement of an experimental procedure to extract
DNA from bacterial or plant cells);
GC3.03 – identify and describe examples of
Canadian contributions to knowledge about genetic processes (e.g., research
into cystic fibrosis) and to technologies and techniques related to genetic
processes (e.g., the invention of nuclear magnetic resonance [NMR]).
Overall
Expectations
ISV.01 · describe and explain the major
processes, mechanisms, and systems, including the respiratory, circulatory, and
digestive systems, by which plants and animals maintain their internal
environment;
ISV.02 · illustrate and explain, through
laboratory investigations, the contribution of various types of systems and
processes to internal regulation in plant and animal systems;
ISV.03 · evaluate the impact of personal
lifestyle decisions on the health of humans, and analyse how societal concern
for maintaining human health has advanced the development of technologies
related to the regulation of internal systems.
Understanding
Basic Concepts
IS1.01 – describe the process of
ventilation and gas exchange from the environment to the cell (e.g., describe
the pathway of oxygen from the atmosphere to the cell, and the roles of
ventilation, haemoglobin, and diffusion in this process);
IS1.02 – explain the role of transport or
circulatory systems in the transport of substances in an organism (e.g.,
explain how nutrients, respiratory gases, end products of metabolism, and
hormones or regulatory chemicals are transported from one area in an organism
to another);
IS1.03 – describe the importance of
nutrients and digestion in providing substances needed for energy and growth
(e.g., relate the need for carbohydrates in the diet to their role in cellular
respiration; describe the many uses of proteins; describe how plants use
nutrients);
IS1.04 – demonstrate an understanding of
how fitness level is related to the efficiency of metabolism and of the
cardiovascular and respiratory systems;
IS1.05 – describe how the use of
prescription and non-prescription drugs can disrupt or help maintain
homeostasis (e.g., describe the effects of acetylsalicylic acid, or ASA, on
human systems).
Developing
Skills of Inquiry and Communication
IS2.01 – compare the anatomy of different
organisms – vertebrate and/or invertebrate (e.g., carry out a dissection, or
use a computer-simulated dissection, of a mammal or a fish to examine the
heart, the pulmonary circulation system, the aorta, and other main arteries and
veins, and compare the functions of the arteries and veins to those of xylem
and phloem in plants);
IS2.02 – design and carry out, in a safe
and accurate manner, an experiment on feedback mechanisms, identifying specific
variables (e.g., investigate feedback controls by comparing resting rates of
heartbeat and breathing with those after exercise, and then again after rest);
IS2.03 – select and integrate information
about internal systems from various print and electronic sources, or from
several parts of the same source (e.g., present information about special
diets, such as those for vegans and diabetics; develop a pamphlet on how to
treat the accidental ingestion of poisons).
Relating
Science to Technology, Society, and the Environment
IS3.01 – identify examples of technologies
that have enhanced scientific understanding of internal systems (e.g.,
instruments used to monitor biological systems, such as the computer axial
tomography [CAT] scanner or the stethoscope, and products used to alter or
augment them, such as pharmaceuticals, prosthetics, and pacemakers; the use of
radio-isotopes to identify and combat diseases);
IS3.02 – provide examples of Canadian
contributions to the development of technology for examining internal systems
(e.g., devices used in nuclear medicine);
IS3.03 – analyse and explain how societal needs have
led to scientific and technological developments related to internal systems
(e.g., explain how the need to maintain wellness in humans led to the
development of dietary products and fitness equipment; analyse how social
awareness of the importance of organ donation has led to improved techniques
for transplanting organs, such as the liver);
IS3.04 – present informed opinions about
how scientific knowledge of internal systems influences personal choices
concerning nutrition and lifestyle (e.g., explain the advantages and
disadvantages of taking steroids or amino acid supplements; explain the
scientific reasons for committing personal time to exercise).
Overall
Expectations
DLV.01 · demonstrate an understanding of the
diversity of living organisms through applying the concepts of phylogeny and
taxonomy to the kingdoms of life (including Eubacteria and Archeabacteria) and
viruses;
DLV.02 · use techniques of sampling and
classification to illustrate the fundamental principles of taxonomy;
DLV.03 · relate the role of common
characteristics and diversity within the kingdoms of life (including Eubacteria
and Archeabacteria) to the importance of maintaining biodiversity within
natural ecosystems, and explain the use of micro-organisms in biotechnology.
Understanding
Basic Concepts
DL1.01 – define the fundamental principles
of taxonomy and phylogeny (e.g., provide definitions of concepts such as genus,
species, and taxon, and explain how species are categorized and named according
to structure and/or evolutionary history);
DL1.02 – compare and contrast the
structure and function of different types of prokaryotic and eukaryotic cells
(e.g., compare prokaryotic and eukaryotic cells in terms of genetic material,
metabolism, and organelles/cell parts);
DL1.03 – describe selected anatomical and
physiological characteristics of representative organisms from each life
kingdom and a representative virus (e.g., describe gas exchange mechanisms and
structures, or reproductive processes and components);
DL1.04 – compare and contrast the life
cycles of representative organisms from each life kingdom and a representative
virus (e.g., draw and label the life cycles of representative organisms, and
make a chart comparing the features of the life cycles);
DL1.05 – explain the importance of sexual
reproduction (including the process of meiosis) to variability within a
population.
Developing
Skills of Inquiry and Communication
DL2.01 – demonstrate, through applying
classification techniques and terminology, the usefulness of the system of
scientific nomenclature in the field of taxonomy;
DL2.02 – classify representative organisms
from each of the kingdoms (e.g., classify organisms according to their
nutritional pattern, type of reproduction, habitat, and general structures);
DL2.03 – use appropriate sampling
procedures to collect various organisms in a marsh, pond, or other ecosystem,
and classify them following the principles of taxonomy.
Relating Science to Technology,
Society, and the Environment
DL3.01 – explain the relevance of current
studies of viruses and bacteria to the field of biotechnology (e.g., give
examples of how viruses and bacteria are used in biotechnology);
DL3.02 – demonstrate an understanding of
the connection between biodiversity and species survival (e.g., state the
advantages to a population of having genetic variations between individuals –
such as the resistance to infection by “new” micro-organisms, the resistance of
insects to pesticides, or the resistance of bacteria to antibiotics; explain why
some species and not others survive an environmental stress).
Overall
Expectations
PAV.01 · describe the major processes and
mechanisms by which plants grow, develop, and supply various products,
including energy and nutrition, needed by other organisms;
PAV.02 · demonstrate an understanding,
based in part on their own investigations, of the connections among the factors
that affect the growth of plants, the uses of plants, and the ways in which
plants adapt to their environment;
PAV.03 · evaluate how the energy and
nutritional needs of a population influence the development and use of plant
science and technology.
Understanding
Basic Concepts
PA1.01 – illustrate the process of
succession and the role of plants in the maintenance of diversity and the
survival of organisms;
PA1.02 – describe the structure and
function of the components of each of the leaf, the stem, and the root of a
representative vascular plant (e.g., describe the path of water from the soil
through the plant);
PA1.03 – explain how non-vascular plants
(e.g., multicellular algae, bryophytes) function without a specialized vascular
system;
PA1.04 – differentiate between monocot and
dicot plants by observing and comparing the structure of their seeds and
identifying vascular differences between plants;
PA1.05 – describe the effects of growth
regulators (e.g., auxins, gibberellins, cytokinins);
PA1.06 – describe and explain some of the
food and industrial processes that depend on plants;
PA1.07 – describe and explain some of the
uses of plant extracts in food and therapeutic products.
Developing
Skills of Inquiry and Communication
PA2.01 – design and carry out an
experiment to determine the factors that affect the growth of a population of
plants, identifying and controlling major variables (e.g., examine the effect
on plant growth of the quantity of nutrients, or the quantity and quality of
light, or temperature, or salinity);
PA2.02 – describe the nutrients required
for the development of plants (e.g., describe the uses of nitrogen, phosphorus,
and potassium in the plant, and relate them to fertilizer content; consider
different stages in the growth of plants, from germination through growth,
flowering, and fruit production, and indicate the appropriate fertilizer to be
used at each stage);
PA2.03 – identify, using a microscope and
models, the plant tissues in roots, stems, and leaves (e.g., use a microscope
to identify tissues such as xylem and phloem throughout the plant);
PA2.04 – compile information about the
chemical products derived from plants and, either by hand or computer, display
the information in a variety of formats, including diagrams, flow charts,
tables, graphs, and scatter plots (e.g., make a chart of plants and their
related products).
Relating
Science to Technology, Society, and the Environment
PA3.01 – identify various factors that
result in trade-offs in the development of food technologies (e.g., explain why
vegetable growers might prefer varieties that “travel well” – that is, don’t
spoil easily – over those with the most flavour or nutritional value);
PA3.02 – describe and explain ways in
which society supports and influences plant science and technology (e.g.,
analyse the influence on food production technologies of the constant demand
for fresh fruit at affordable prices);
PA3.03 – express opinions supported by
their own research about the case for funding certain projects in plant science
or technology rather than others (e.g., evaluate the relative merits, for
funding purposes, of research projects on genetic manipulation of plants over
projects related to the development of organic products);
PA3.04 – describe how a technology related
to plants functions (e.g., long-term use of pesticides, including herbicides),
and evaluate it on the basis of identified criteria such as safety, cost,
availability, and impact on everyday life and the 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.