HALTON CATHOLIC DISTRICT SCHOOL BOARD



|SCHOOL: Bishop Reding C. S. S. |

|DEPARTMENT: Science |DEPARTMENT HEAD: |

|MINISTRY DOCUMENT: The Ontario Curriculum, Grades 11 and 12 |YEAR: 2008 |

|COURSE TITLE: Biology, Grade 12 |COURSE TYPE: University Preparation |

|GRADE: 12 |COURSE CODE: SBI4U |CREDIT: 1.0 |PREREQUISITE: SBI3U |

|TEACHER(S): Mr. Fraser |

|DATE: Sep 2013 |REVISED AS OF: May 2013 |

Course Description: This course provides students with the opportunity for in-depth study of the concepts and processes that occur in biological systems. Students will study theory and conduct investigations in the areas of biochemistry, metabolic processes, molecular genetics, homeostasis, and population dynamics. Emphasis will be placed on the achievement of detailed knowledge and the refinement of skills needed for further study in various branches of the life sciences and related fields.

How this course supports expectations for the Catholic School Graduate: This course profile integrates relevant Catholic beliefs, values and Church teachings within the overall context of the knowledge and skills being addressed. While each unit has an integrity and autonomy of its own, there are also identifiable themes that bridge each of the units and connect them in a holistic way. A crucial theme in the course is the theory of evolution. As such, it provides a framework around which knowledge, skills and values are organized. Catholic beliefs, values and teachings related to this theme include: God as Creator, God’s Providence, and the value and dignity of the human person. While the aforementioned are pervasive throughout the profile, there are also values, teachings and beliefs particular to each unit. The homeostasis unit raises issues about the value of human life, the sacredness of the body and the conjugal act, and the accessibility and marketing of health care. The molecular genetics unit also raises the question of stewardship of the environment. The population dynamics unit includes values related to the common good. In addition to addressing specific issues raised in the course, this profile further contributes to the development of the Ontario Catholic Graduate by developing his/her skills of discernment, reflection, communication, analysis, collaboration and self-direction.

Overall Curriculum Expectations:

By the end of this course, students will:

A1. demonstrate scientific investigation skills (related to both inquiry and research) in the four areas of

skills (initiating and planning, performing and recording, analysing and interpreting, and

communicating);

A2. identify and describe careers related to the fields of science under study, and describe contributions

of scientists, including Canadians, to those fields.

B1. analyse technological applications of enzymes in some industrial processes, and evaluate

technological advances in the field of cellular biology;

B2. investigate the chemical structures, functions, and chemical properties of biological molecules

involved in some common cellular processes and biochemical reactions;

B3. demonstrate an understanding of the structures and functions of biological molecules, and the

biochemical reactions required to maintain normal cellular function.

C1. analyse the role of metabolic processes in the functioning of biotic and abiotic systems, and evaluate

the importance of an understanding of these processes and related technologies to personal choices

made in everyday life;

C2. investigate the products of metabolic processes such as cellular respiration and photosynthesis;

C3. demonstrate an understanding of the chemical changes and energy conversions that occur in

metabolic processes.

D1. analyse some of the social, ethical, and legal issues associated with genetic research and biotechnology;

D2. investigate, through laboratory activities, the structures of cell components and their roles in

processes that occur within the cell;

D3. demonstrate an understanding of concepts related to molecular genetics, and how genetic modification

is applied in industry and agriculture.

E1. evaluate the impact on the human body of selected chemical substances and of environmental

factors related to human activity;

E2. investigate the feedback mechanisms that maintain homeostasis in living organisms;

E3. demonstrate an understanding of the anatomy and physiology of human body systems, and

explain the mechanisms that enable the body to maintain homeostasis.

F1. analyse the relationships between population growth, personal consumption, technological

development, and our ecological footprint, and assess the effectiveness of some Canadian

initiatives intended to assist expanding populations;

F2. investigate the characteristics of population growth, and use models to calculate the growth of

populations within an ecosystem;

F3. demonstrate an understanding of concepts related to population growth, and explain the factors

that affect the growth of various populations of species.

Course Grade Weighting:

|Term Work: 70% |Final Evaluation: 30% |

| | |

|Category Weight |Task Weight |

|Knowledge/Understanding 17.5% |Culminating Task 10% |

| | |

|Thinking/Investigation 17.5% |Exam 20% |

| | |

|Communication 17.5% | |

| | |

|Application 17.5% | |

| | |

Teaching Strategies:

When planning this course, the teacher should consider both the course expectations and the needs of individual students. The teacher should provide learning experiences that promote interest, understanding, and excellence. To prepare students to meet the university entrance requirements, the teacher must deliver the full provincial curriculum, emphasizing the theoretical aspects of the course, and incorporating relevant applications. It is suggested that diagnostic assessments be used to help determine the level of students’ prior knowledge before beginning each unit. Teachers may need to be more Socratic in their approach to ensure coverage of the expectations as required in a university destination course. The teacher’s role 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, the teacher can help students become excited about learning.

Throughout this course students should have the opportunity to acquire knowledge and develop skills and attitudes through a variety of teaching and learning strategies. The strategies used 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;

teacher-directed lessons and discussions); small group instruction; independent research; self-directed learning.

Expectations that involve inquiry can be met by: conducting and analysing experiments; designing lab investigations; interpreting micrographs ; formulating questions ; building models; solving problems.

Expectations that encourage communication can be demonstrated by: written reports; essays; discussion papers; group discussions; debates ; seminars; student presentations (for example, oral presentations, multimedia presentations, video and audio presentations, skits, photo essays etc.).

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; case studies; portfolios; participation in science fairs; article critique.

Course Content & Assessment and Evaluation Strategies:

“As essential steps in assessment for learning and as learning, teachers:

• plan assessment concurrently and integrate it seamlessly with instruction;

• share learning goals and success criteria with students at the outset of learning

to ensure that students and teachers have a common and shared understanding

of these goals and criteria as learning progresses;

• gather information about student learning before, during and at or near the end

of a period of instruction, using a variety of assessment strategies and tools;

• use assessment to inform instruction, guide next steps, and help students monitor

their progress towards achieving their learning goals.” (Growing Success: Assessment, Evaluation,

and Reporting in Ontario Schools – First Edition Covering Grades 1-12, p.28)

“Evidence of student achievement for evaluation is collected over time from three different

sources – observations, conversations, and student products. Using multiple sources of

evidence increases the reliability and validity of the evaluation of student learning.”

(Growing Success: Assessment, Evaluation, and Reporting in Ontario Schools – First Edition Covering Grades 1-12, p.39)

|Unit Title/Description |Assessment & Evaluation Strategies |

|Scientific Investigation Skills & Career Exploration |Oral Presentations, Research projects, Journal writing/reflections, |

| |case studies, laboratory investigations |

|Biochemistry |Oral Presentations, Research projects, Journal writing/reflections, |

| |case studies, debate, laboratory investigations, Quizzes, Unit Test |

|Metabolic Processes |Oral Presentations, Research projects, Journal writing/reflections, |

| |case studies, debate, laboratory investigations, Quizzes, Unit Test |

|Molecular Genetics |Oral Presentations, Research projects, Journal writing/reflections, |

| |case studies, debate, laboratory investigations, Quizzes, Unit Test |

|Homeostasis |Oral Presentations, Research projects, Journal writing/reflections, |

| |case studies, debate, laboratory investigations, Quizzes, Unit Test |

|Population Dynamics |Oral Presentations, Research projects, Journal writing/reflections, |

| |case studies, debate, laboratory investigations, Quizzes, Unit Test |

Course Resources and Materials:

The URLs for the websites were 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. Units in this Course Profile make reference to the use of specific texts, magazines, films, videos and websites. Teachers need to consult their board policies regarding use of any copyrighted materials. Before reproducing materials for student use from printed publications, teachers need to ensure that their board has a Cancopy licence and that this licence covers the resource they wish to use. Before screening videos/films with their students, teachers need to ensure that their board/school has obtained the appropriate public performance videocassette licence from an authorized distributor. Teachers are reminded that much of the material on the Internet is protected by copyright. The copyright is usually owned by the person or organization that created the work. Reproduction of any work or substantial part of any work on the Internet is not allowed without the permission of the owner.

Print

Science classrooms should have a New Revised Standard Version Bible available for reference.

Biology 12 2011 (McGraw-Hill Ryerson Publishing)

Virtual Libraries

Gale Virtual Reference Library

EBSCO databases - Canadian Reference Centre; Science Reference Centre

OERB-Ontario Educational Resource Bank

Digital and Streaming Videos

Media on Demand (MonD) - over 1,400 titles are currently available

Considerations for Program Planning:

A. Students with Special Education Needs

A student’s Individual Education Plan (IEP) will be developed and maintained for every student who is identified as exceptional. An IEP may also be prepared for students who are receiving special education programs and services but who have not been identified as exceptional by an IPRC. In planning instruction and activities and developing course materials, teachers will take into account the strengths, needs, learning expectations, and accommodations identified in the student’s IEP. Teachers will use the most appropriate methods and provide the most appropriate materials and technology to help exceptional students achieve the expectations outlined in their IEP. Teachers must plan programs that recognize the readiness, interests and learning styles of the students. Flexible groupings and ongoing assessment are necessary in order to accommodate a diversity of student needs. The assistance of professional and paraprofessional staff and the use of specialized equipment may also be required to accommodate the exceptional student’s needs. (.on.ca/eng/teachers/speced.html, Learning for All: A Guide to Effective Assessment and Instruction for All Students, Kindergarten to Grade 12, 2011)

B. Ontario Catholic Curriculum

Teachers must ensure a “balance between the acquisition of knowledge, skills, attitudes and behaviours, and the development of those habits of mind that will enable our students to develop a Catholic view of the world that will enable them to participate as responsible, transformational citizens.” Teachers “must use the Catholic Social Teachings and the Ontario Catholic Graduate expectations to actively promote Catholic thought and action in all subject areas.” (Our Catholic Schools, 2012, pp.13-14)

C. English Language Learners

Teachers must allow English language learners to adjust to their new social environment and language

in a unique way and at their own pace. Students succeed in a safe, supportive and welcoming

environment that nurtures their self-confidence. Teachers must recognize that when students are

learning English, there are educational and social benefits for them to continue the development of their

first language. (English Language Learners/ESL and ELD Programs and Services: Policies and

Procedures for Ontario Elementary and Secondary Schools, Kindergarten to Grade 12, 2007)

D. 21st Century Teaching and Learning

Teachers must adopt new teaching strategies to prepare our students for the 21st Century workplace. In each course, teachers will provide students the opportunity to:

Creativity and Innovation:

- demonstrate creative thinking, construct knowledge, and develop innovative products and processes

Communication and Collaboration:

- communicate and work collaboratively, using a variety of tools including digital media and environments,

to support individual learning and contribute to the learning of others

Research and Information Fluency:

- apply tools to gather, evaluate, and use information

Critical thinking, problem-solving and decision-making:

- use critical thinking skills to plan and conduct research, manage projects, solve problems, and make

informed decisions using appropriate digital tools and resources

Digital citizenship:

- understand human, cultural, and societal issues related to technology and practice legal and

ethical behaviour

Technology operations and concepts:

- demonstrate a sound understanding of technology concepts, systems, and operations

()

E. Environmental Education

Students will be given opportunities within the classroom and the community to deepen their knowledge, skills, perspectives, and practices to become environmentally responsible citizens. Students will learn about environmental issues and solutions; and engage in practicing and promoting environmental stewardship. (Acting Today, Shaping Tomorrow: A Policy Framework for Environmental Education in Ontario Schools, 2009)

F. Equity and Inclusive Education

Inclusive education ensures that all students are welcomed, included, respected and treated fairly. Diversity is valued, and all members of the school community feel safe, comfortable and accepted. In an inclusive education system, the culture is one of high expectations for learning and all students are supported and inspired to succeed. In order for students to feel engaged and empowered, they must see themselves reflected in the curriculum, their physical surroundings and the broader community.

(Equity and Inclusive Education in Ontario Schools: Guidelines for Policy Development and Implementation, 2009)

G. Aboriginal Education

“First Nation, Métis, and Inuit students…will have the knowledge, skills, and confidence they need to successfully complete their…secondary education in order to pursue postsecondary education or training and/or to enter the workforce. They will have the traditional and contemporary knowledge, skills, and attitudes required to be socially, contributive, politically active, and economically prosperous citizens of the world. All students…will have knowledge and appreciation of contemporary and traditional First Nation, Métis, and Inuit traditions, cultures, and perspectives.” (Ontario First Nation, Métis, and Inuit Education Policy Framework, 2007, p.7)

H. Literacy and Mathematical Literacy

Literacy and mathematical literacy are critical to students’ success in all subjects. Many skills necessary to achieve success in all disciplines include: reading, writing, listening, speaking, problem-solving, reasoning and analyzing information. (The Ontario Curriculum, Grades 9-12)

I. Financial Literacy

The decisions we make regarding financial matters are becoming increasingly complex. It is essential for people to have the skills and knowledge to make informed and responsible choices in order to manage their personal financial well-being. Students will have the opportunity to develop their financial literacy skills in every discipline. This will empower students to make informed, responsible and ethical decisions about their finances in the future; and develop good habits that are necessary for good citizenship. In turn, this financial education will not only give our students a good foundation to ensure their future economic security but also contribute to the strength of our society as a whole. (A Sound Investment Financial Literacy Education in Ontario Schools, 2010)

H. Career Education

As students advance through school, they will learn to become self-directed learners; and discover their interests, strengths, and aspirations. Students should learn about the many educational and career opportunities that are available to them; explore and evaluate a variety of career opportunities; relate what they learn in their courses to those opportunities; and learn to make appropriate educational and career choices. (Choices into Action: Guidance and Career Education Program Policy for Ontario Elementary and Secondary Schools, 1999)

I. Cooperative Education and Other Forms of Experiential Learning

Students have the opportunity to apply what they learn in their classrooms through participation in various real-life activities in the community. Such learning activities increase students’ awareness of educational and career opportunities and provide them with first-hand experience. There are several types of planned learning experiences in the community such as job shadowing, field trips, work experience, and cooperative education. Although cooperative education and work experience are most appropriate for students in the higher grades, in some situations Grade 9 and 10 students may benefit from them as well. (Cooperative Education and Other Forms of Experiential Learning: Policies and Procedures for Ontario Secondary Schools, 2000)

J. Health and Safety

In every course, students will develop the understanding and the awareness that health and safety is everyone’s responsibility. Students will have the opportunity to consider health and safety issues before participating in learning activities in order to achieve curriculum expectations. In specific courses, students will learn and be expected to demonstrate how to safely use equipment and the procedures necessary for its safe use. (The Ontario Curriculum, Grades 9-12)

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