This course furthers students’ understanding of the processes that occur in biological systems. Students will study theory and conduct investigations in the areas of biodiversity; evolution; genetic processes, the structure and function of animals; and the anatomy, growth, and function of plants. The course focuses to scientific investigation the topics under study, and helps students refine skills related to scientific investigation.

Unit 1: Cellular Functions ————————————————————– 22 hours

• The cell theory is studied with emphasis on the cell structure and the function of its parts in both plants and animals, cell research in medicine is utilized as an extension for this concept.
• The chemistry of life is analysed, with a look at the structure of : nutrients, carbohydrates, lipids, proteins, nucleic acids. These are further studies by studying passive and active transport and respiration.

Unit 2: Genetic Continuity ————————————————————— 22 hours

• Cell division is studied as an extension on previous lessons learned with an emphasis on the cell cycle (mitosis and meiosis), cloning, and cancer.
• Genetic and Heredity is studied with emphasis on Mendel and his experiments on inheritance, breeding, the study of alleles, dominance and co-dominance, and dihybrid crosses. Early developments in genetics are also studied with a look at Morgan’s Experiments with sex-linkage and an in-depth study of the structure of DNA.
• An extension of this unit is the study of genetic and genomic research and their social and environmental implications.

Unit 3: Internal Systems and Regulation——————————————– 22 hours

• This unit begins with a look at digestion and nutrition, where students study organs and organ systems, the stomach and digestion, the small intestine and pancreas, the effect of pH and temperature on starch digestion, the liver and gall bladder. Students continue with the study of Homeostasis and control systems, food energy and essential nutrients.
• Circulation and blood are studied with a look at the circulatory system, components of blood, the mammalian heart, blood pressure, capillary fluid exchange and the lymphatic system.
• The respiratory system is studied with a look at the mammalian respiratory system, gas exchange and transport, and disorders.
• An extension of this unit is applied through an investigations of organ transplants in Canada, the effects of psychoactive drugs, and a study of the fetal pig and its internal systems.

Unit 4: Diversity of Living Things—————————————————— 22 hours

• The diversity of living things is studied with learning and understanding the taxonomy of the world of microorganisms and viruses. All living things can be classified according to their anatomical and physiological characteristics.
• This is studied in depth by looking closely at taxonomic systems, the use of a classification key, kingdoms of Eubacteria, Archaebacteria, and Protists. Fungi and plants are studied with an emphasis on the Kingdom Fungi, the life cycle of fungi, Kingdom Plantae, the evolution of terrestrial plans, mosses, ferns, seed plants and the alternation of generations.
• An extension of this unit will be based on Human activities and their affect on the diversity of living things in ecosystems.

Unit 5: Plants: Anatomy, Growth, and Function——————————— 22 hours

• This unit is a study of plants: form and function, with a closer look at vascular plant structure and function, plant tissues, leaves, roots, stems, transport in plants, reproduction, external and internal factors, affecting plant growth.
• Plants have specialized structures with distinct functions that enable them to respond and adapt to their environment. This will be studied with an in-depth analysis of succession, plants and biodiversity, fertilizers, a sustainable future and careers in this field.

A wide range of teaching and learning strategies are employed including reading and taking notes, experimentation and the creation of lab reports, research, discussion, problem sets, and the presentation of visual models that move and allow students to see what is being taught.

Assessment is the process of gathering information that accurately reflects how well a student is achieving the curriculum expectations in a subject or course. The primary purpose of assessment is to improve student learning. Assessment for the purpose of improving student learning is seen as both “assessment for learning” and “assessment as learning”. As part of assessment for learning, teachers provide students with descriptive feedback and coaching for improvement. Teachers engage in assessment as learning by helping all students develop their capacity to be independent, autonomous learners who are able to set individual goals, monitor their own progress, determine next steps, and reflect on their thinking and learning.

Teachers will obtain assessment information through a variety of means, which may include formal and informal observations, discussions, learning conversations, questioning, conferences, homework, tasks done in groups, demonstrations, projects, portfolios, developmental continua, performances, peer and self-assessments, self-reflections, essays, and tests.

Evidence of student achievement for evaluation is collected over time from three different sources – observations, conversations, and student products. “Student products” may be in the form of tests or exams and/or assignments for evaluation. Assignments for evaluation may include rich performance tasks, demonstrations, projects, lab (if possible) and/or essays. To ensure equity for all students, assignments for evaluation and tests or exams are to be completed, whenever possible, under the supervision of a teacher. Assignments for evaluation must not include ongoing homework that students do in order to consolidate their knowledge and skills or to prepare for the next class. Assignments for evaluation may involve group projects as long as each student’s work within the group project is evaluated independently and assigned an individual mark, as opposed to a common group mark.

A balanced assessment and evaluation program will focus on:

Knowledge and Understanding:

• Knowledge of content (e.g., facts, terminology, definitions, safe use of equipment and materials)
• Understanding of content (e.g., concepts, ideas, theories, principles, procedures, processes)
• Thinking and Investigation
• Use of initiating and planning skills and strategies (e.g., formulating questions, identifying the problem, developing hypotheses , selecting strategies and resources, developing plans)
• Use of processing skills and strategies (e.g., performing and recording, gathering evidence and data, observing, manipulating materials and using equipment safely, solving equations, proving)
• Use of critical/creative thinking processes, skills, and strategies (e.g., analyzing, interpreting, problem solving, evaluating, forming and justifying conclusions on the basis of evidence)

Communication

• Expression and organization of ideas and information (e.g., clear expression, logical organization) in oral, visual, and/or written forms (e.g., diagrams, models)
• Communication for different audiences (e.g., peers, adults) and purposes (e.g., to inform, to persuade) in oral, visual, and/or written forms
• Use of conventions, vocabulary, and terminology of the discipline in oral, visual, and written forms (e.g., symbols, formulae, scientific notation, SI units)
• Application
• Application of knowledge and skills (e.g., concepts and processes, safe use of equipment, scientific investigation skills) in familiar contexts
• Transfer of knowledge and skills (e.g., concepts and processes, safe use of equipment, scientific investigation skills) to unfamiliar contexts
• Making connections between science, technology, society, and the environment (e.g., assessing the impact of science on technology, people and other living things, and the environment)
• Proposing courses of practical action to deal with problems relating to science, technology, society, and the environment

Observations and Conversations:

• watching, listening, and being attuned to students’ behaviour, emotional state, patterns of development, and progress in learning
• speaking, engaging in conversation, and presentations
• student-teacher or student-student conferences

Each evaluation item will strive to utilize the following weighting of questions or exercise.

• Knowledge & Understanding 25 %
• Thinking/Inquiry Skills 20 %
• Communication 15 %
• Application 10 %
• Final Examination 30 %
• Total 100%

Biology 11, Nelson Education Ltd., 2011