Lighthouse Academy Canada | Online High School | OSSD Credit Courses

COURSE OUTLINE OF SBI4U

Course Development: Lighthouse Academy Canada
Department: Science
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 12, University Preparation
Course Code: SBI4U
Grade: 12
Course Type:  University Preparation
Credit Value: 1
Prerequisite: Biology, Grade 11 University Preparation (SBI3U)

Name of Ministry Curriculum Policy Document(s):

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.

Overall Expectations

  1. 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).
  2. Identify and describe careers related to the fields of science under study, and describe contributions of scientists, including Canadians, to those fields.
  1. Analyse technological applications of enzymes in some industrial processes, and evaluate technological advances in the field of cellular biology;
  2. Investigate the chemical structures, functions, and chemical properties of biological molecules involved in some common cellular processes and biochemical reactions.
  3. Demonstrate an understanding of the structures and functions of biological molecules, and the biochemical reactions required to maintain normal cellular function.
  1. 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;
  2. Investigate the products of metabolic processes such as cellular respiration and photosynthesis;
  3. Demonstrate an understanding of the chemical changes and energy conversions that occur in metabolic processes.
  1. Analyse some of the social, ethical, and legal issues associated with genetic research and biotechnology;
  2. Investigate, through laboratory activities, the structures of cell components and their roles in processes that occur within the cell;
  3. Demonstrate an understanding of concepts related to molecular genetics, and how genetic modification is applied in industry and agriculture.
  1. Evaluate the impact on the human body of selected chemical substances and of environmental factors related to human activity;
  2. Investigate the feedback mechanisms that maintain homeostasis in living organisms;
  3. Demonstrate an understanding of the anatomy and physiology of human body systems, and explain the mechanisms that enable the body to maintain homeostasis.
  1. 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;
  2. Investigate the characteristics of population growth, and use models to calculate the growth of populations within an ecosystem;
  3. Demonstrate an understanding of concepts related to population growth, and explain the factors that affect the growth of various populations of species.

Units: Titles and Hours

Unit

Titles and Descriptions

Hours

Unit 1

Biochemistry

20

Unit 2

Metabolic Processes

18

Unit 3

Molecular Genetics

27

Unit 4

Unit 5

Homeostasis

Population Dynamics

27

16

Final Exam

2

Total

110

Learning Skills

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:

Work Habits

Initiative

Team Work

Independent Work

Organization

Teaching Strategies

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:

Knowledge/Understanding

Thinking/Inquiry

Application

Communication

30 %

20 %

25 %

25 %

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 (%)

Achievement Level

Description

80-100

Level 4

A very high to outstanding level of achievement. Achievement is above the provincial standard.

70-79

Level 3

A high level of achievement.  Achievement is at the provincial standard.

60-69

Level 2

A moderate level of achievement.  Achievement is below, but approaching the provincial standard.

70-79

Level 1

A passable level of achievement.  Achievement is below the provincial standard.

<50

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

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.

Teaching/Learning Resources

Teaching/Learning Materials

Subject binder, stationary set, pen, pencils, eraser, sharpener, ruler, geometry set, lined/grid graph paper, blank paper, scientific calculator.

Additional Information

Behavior

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.

Academic Integrity

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