COURSE OUTLINE OF SBI3U
Course Development: Lighthouse Academy Canada
Teacher: Dr. A B M Shamsur Rahman, OCT
Course Development Date: Jan. 2020
Course Reviser: None
Course Revision Date: Not Applicable
Course Title: Biology, Grade 11, University Preparation
Course Code: SBI3U
Course Type: Academic
Credit Value: 1
Prerequisite: Science, Grade 10, Academic
Name of Ministry Curriculum Policy Document(s):
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 on the theoretical aspects of the topics under study, and helps students refine skills related to scientific investigation
- Demonstrate scientific investigation skills (related to both inquiry and research) in the four areas of skills (initiating and planning, performing and recording, analysing and interpreting, and communicating).
- Identify and describe a variety of careers related to the fields of science under study, and identify scientists, including Canadians, who have made contributions to those fields.
- Analyse the effects of various human activities on the diversity of living things;
- Investigate, through laboratory and/or field activities or through simulations, the principles of scientific classification, using appropriate sampling and classification techniques.
- Demonstrate an understanding of the diversity of living organisms in terms of the principles of taxonomy and phylogeny.
- Evaluate the importance of some recent contributions to our knowledge of genetic processes, and analyse social and ethical implications of genetic and genomic research;
- Investigate genetic processes, including those that occur during meiosis, and analyse data to solve basic genetics problems involving monohybrid and dihybrid crosses;
- Demonstrate an understanding of concepts, processes, and technologies related to the transmission of hereditary characteristics.
- Analyse the economic and environmental advantages and disadvantages of an artificial selection technology, and evaluate the impact of environmental changes on natural selection and endangered species;
- Investigate evolutionary processes, and analyse scientific evidence that supports the theory of evolution;
- Demonstrate an understanding of the theory of evolution, the evidence that supports it, and some of the mechanisms by which it occurs.
- Analyse the relationships between changing societal needs, technological advances, and our understanding of internal systems of humans;
- Investigate, through laboratory inquiry or computer simulation, the functional responses of the respiratory and circulatory systems of animals, and the relationships between their respiratory, circulatory, and digestive systems;
- Demonstrate an understanding of animal anatomy and physiology, and describe disorders of the respiratory, circulatory, and digestive systems.
- Evaluate the importance of sustainable use of plants to Canadian society and other cultures;
- Investigate the structures and functions of plant tissues, and factors affecting plant growth;
- Demonstrate an understanding of the diversity of vascular plants, including their structures, internal transport systems, and their role in maintaining biodiversity.
Units: Titles and Hours
Titles and Descriptions
Diversity of Living Things
Animals: Structure and Function
Plants: Anatomy, Growth, and Function
The following learning skills will be taught and assessed throughout the course and will be shown on the report card. Students’ performance in these skill areas will not be included in the final numeric mark. It is important to remember, however, that the development and consistent practice of these skills will influence academic achievement. These skills include:
Assessment and Evaluation Guidelines
Assessment and evaluation are based on the provincial expectations and levels of achievement outlined in the provincial curriculum document for each subject in secondary school. A wide range of assessment and evaluation opportunities allows students to demonstrate their learning in a variety of ways. This information provides the basis for reporting student grades on the Provincial Report Card. Achievement (reflected in a final mark) will be calculated using the following categories:
The student’s grade for the term marks will be based on the most consistent achievement with emphasis on the most recent within each category.
Students will also receive descriptive feedback as part of the learning process which may not be assigned a mark.
Final Mark = 70% Term + 30% Final Evaluation
Achievement Level Chart
Grade Range (%)
A very high to outstanding level of achievement. Achievement is above the provincial standard.
A high level of achievement. Achievement is at the provincial standard.
A moderate level of achievement. Achievement is below, but approaching the provincial standard.
A passable level of achievement. Achievement is below the provincial standard.
Insufficient achievement, a credit will not be granted.
Considerations for Program Planning
In order to achieve the curriculum expectations, the program is planned to conduct a variety of activities considering the following but not limited to:
- Provide effective instructional approaches and learning activities draw on students’ prior knowledge, capture their interest, and encourage meaningful practice both inside and outside the classroom.
- Provide students with opportunities to learn in a variety of ways – individually, cooperatively, independently, with teacher direction, through hands-on experiences, and through examples followed by practice.
- Provide activities and challenges that actively engage students in inquiries that honor the ideas and skills students bring to them, while further deepening their conceptual understandings and essential skills.
- Provide students with opportunities to use of a variety of equipments and materials that helps deepen and extend their understanding of scientific concepts and further extends their development of scientific investigation skills.
- Make sure to follow safe practices at all times and communicate safety expectations to students in accordance with school board and Ministry of Education policies and Ministry of Labour regulations.
- Motivate students to examine the opinions and values of others, detect bias, look for implied meaning in their readings, and use the information gathered to form a personal opinion or stance.
- Provides opportunities for students to engage in various oral activities in connection with expectations in all the strands, such as brainstorming to identify what they know about the new topic they are studying, discussing strategies for solving a problem, presenting and defending ideas or debating issues, and offering critiques of models and results produced by their peers.
- Encourage students to use ICT to support and communicate their learning.
- Motivate students to develop a variety of important capabilities, including the ability to identify issues, conduct research, carry out experiments, solve problems, present results, and work on projects both independently and as a team.
- Provide students with opportunities to explore various careers related to the areas of science under study and to research the education and training required for these careers.
Accommodations will be based on meeting with parent, teachers, administration and external educational assessment report. The following three types of accommodations may be provided:
- Instructional accommodations: such as changes in teaching strategies, including styles of presentation, methods of organization, or use of technology and multimedia.
- Environmental accommodations: such as preferential seating or special lighting.
- Assessment accommodations: such as allowing additional time to complete tests or assignments or permitting oral responses to test questions.
Other examples of modifications and aids, which may be used in this course, are:
- Provide step-by-step instructions.
- Help students create organizers for planning writing tasks.
- Record key words on the board or overhead when students are expected to make their own notes.
- Allow students to report verbally to a scribe (teacher/ student) who can help in note taking.
- Permit students a range of options for reading and writing tasks.
- Where an activity requires reading, provide it in advance.
- Provide opportunities for enrichment.
Subject binder, stationary set, pen, pencils, eraser, sharpener, ruler, geometry set, lined/grid graph paper, blank paper, scientific calculator.
Every student is expected to respect other students’ right to a safe and supportive learning environment. Students are expected to behave in a considerate and reasonable manner at all times. A “zero tolerance” policy with respect to bullying, threatening, harassment, abusive language, spam, disruptive behavior and lack of respect is in effect and misbehavior may result in your removal from the course.
Students are expected to submit original work. Students who seek to attain academic advantage or help someone else obtain such advantage through cheating will receive a grade of zero. Any assignments submitted that are not original will receive a mark of zero. Students who persist in submitting un-cited or improperly cited assignments may be suspended or withdrawn from the course