Course Outline: SBI3U

The following document is the course outline for the SBI3U course offered by Christian Virtual School. It contains the course description, unit outline, teaching & learning strategies, and the curriculum expectations addressed. This outline can also be viewed as a PDF using the download link provided.

Biology, Grade 11, University Preparation

Course Code: SBI3U

Grade: 11

Course Type: University Preparation

Credit Value: 1.0 

Prerequisite(s): SNC2D, Science, Grade 10, Academic

Curriculum Document: Science, The Ontario Curriculum, Grades 11 and 12, 2008 (Revised)

Developed By: Sarah McKercher

Department: Science

Development Date: March 2023

Most Recent Revision Date: March 2023

Teacher(s):

Jenita grew up in southern Saskatchewan surrounded by prairie, then moved to Calgary, Alberta for University. She lived there for three years and then moved to Sudbury, Ontario to finish her undergraduate degree in Forensic Biology from Laurentian University. She then moved to North Bay, Ontario for Teachers College. It was there that she met her husband who is also a teacher. 

She has been teaching in some capacity for over twenty years. Along with elementary and secondary teaching, she spent five years at Canadore College in North Bay, Ontario in a variety of departments. Then she and her husband were blessed with our two daughters, and after a number of years at home, which included homeschooling them, she returned to post secondary. Jenita now teaches math, biology and chemistry part-time at Northern College in Kirkland Lake, Ontario in the Academic Upgrading Department. Her daughters, Mikayla and Ayda, also attend CVS part-time.  

Along with teaching, she also supports her husband in his role as a pastor in a local church and help lead the kids programming.  Their family story has also brought the Hope Box ministry into their lives which supports families that have experienced pregnancy and infant loss.   

She enjoys reading mysteries (Gallagher Girls, Enola Holmes and classic Nancy Drew), watching documentaries, making popcorn with her girls (Krazy Kernels Popcorn) and visiting PEI with her family. 

Course Description:

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.

Overall Curriculum Expectations
Scientific Investigation Skills and Career Exploration
  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 the contributions of scientists, including Canadians, to those fields
Diversity of Living Things
  1. analyse the effects of various human activities on the diversity of living things;
  2. investigate, through laboratory and/or field activities or through simulations, the principles of scientific classification, using appropriate sampling and classification techniques;
  3. demonstrate an understanding of the diversity of living organisms in terms of the principles of taxonomy and phylogeny.
    Evolution
    1. 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;
    2. investigate evolutionary processes, and analyse scientific evidence that supports the theory of evolution;
    3. demonstrate an understanding of the theory of evolution, the evidence that supports it, and some of the mechanisms by which it occurs.
      Genetic Processes
      1. evaluate the importance of some recent contributions to our knowledge of genetic processes, and analyse social and ethical implications of genetic and genomic research;
      2. investigate genetic processes, including those that occur during meiosis, and analyse data to solve basic genetics problems involving monohybrid and dihybrid crosses;
      3. demonstrate an understanding of concepts, processes, and technologies related to the transmission of hereditary characteristics.
        Animals: Structure and Function
        1. analyse the relationships between changing societal needs, technological advances, and our understanding of internal systems of humans;
        2. 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;
        3. demonstrate an understanding of animal anatomy and physiology, and describe disorders of the respiratory, circulatory, and digestive systems.
        Plants: Anatomy, Growth, and Function
        1. evaluate the importance of sustainable use of plants to Canadian society and other cultures;
        2. investigate the structures and functions of plant tissues, and factors affecting plant growth;
        3. demonstrate an understanding of the diversity of vascular plants, including their structures, internal transport systems, and their role in maintaining biodiversity.

        Resources Required:

        This course is entirely online and does not require nor rely on any textbook. The materials required for the course are:

        • A scanner, smart phone camera, or similar device to upload handwritten or hand-drawn work,
        • Online access to third party software,
        • A calculator (online or hand-held)
        • Access to a webcam,
        • Up-to-date operating system,
        • Up-to-date browser.

        Teaching and Learning Strategies:

        Teaching and learning strategies assist both teachers and students in achieving specific learning objectives. A number of methods have been used to create an online learning environment that will engage students in a variety of ways and support their understanding of scientific concepts. These strategies may include:

        • Clearly described unit expectations
        • Hands-on lab activities
        • Virtual lab activities
        • Animations and simulations
        • Creative problem solving
        • Case Studies
        • Assessment FOR learning activities
        • Student reflection and self-assessment
        • Discussions of issues relating science to technology, society, and the environment
        • Research Reports
        • Opinion-based Reports

        Assessment and Evaluation Strategies of Student Performance:

        Every student attending Christian Virtual School is unique. We believe each student must have the opportunities to achieve success according to their own interests, abilities, and goals. Like the Ministry of Education, we have defined high expectations and standards for graduation, while introducing a range of options that allow students to learn in ways that suit them best and enable them to earn their diplomas. Christian Virtual School’s Assessment, Evaluation, and Reporting Policy is based on seven fundamental principles, as outlined in the Growing Success: Assessment, Evaluation, and Reporting in Ontario Schools document.

        When these seven principles are fully understood and observed by all teachers, they guide the collection of meaningful information that helps inform instructional decisions, promote student engagement, and improve student learning. At Christian Virtual School, teachers use practices and procedures that:

        1. are fair, transparent, and equitable for all students;
        2. support all students, including those with special education needs, those who are learning English, and those who are First Nation, Métis, or Inuit;
        3. are carefully planned to relate to the curriculum expectations and learning goals and, as much as possible, to the interests, learning styles and preferences, needs, and experiences of all students;
        4. are communicated clearly to students and parents or guardians at the beginning of the school year or course and at other appropriate points throughout the school year or course;
        5. are ongoing, varied in nature, and administered over a period of time to provide multiple opportunities for students to demonstrate the full range of their learning;
        6. provide ongoing descriptive feedback that is clear, specific, meaningful, and timely to support improved learning and achievement; and
        7. develop students’ self-assessment skills to enable them to access their own learning, set specific goals, and plan next steps for their learning.

        For more information on our assessment and evaluation strategies, refer to Section 6, Student Achievement, in the Course Calendar.

        Program Planning Considerations:

        Christian Virtual School is committed to ensuring that all students are provided with the learning opportunities and supports they require to succeed. Our courses are made to offer flexible, personalized learning experiences. By maintaining an asynchronous model, students can move through their courses at their own pace, ensuring they are able to take the time they need to understand concepts or work with their teacher if they hit roadblocks. Christian Virtual School courses also incorporate choice, allowing students to submit work in a variety of mediums or formats to communicate their ideas. 

        In addition to the flexibility built into the courses, Christian Virtual School will implement the accommodations that are listed in a student’s Individual Education Plan (IEP) that are applicable to the online learning environment. In these cases, the learning expectations will be the same as or similar to the expectations outlined in the curriculum document but supports will be provided to help students achieve those expectations. Common accommodations in the environment are reducing the workload, simplifying tasks and materials, providing extra time for tests and exams, allowing scribing or the use of specialized equipment, and not deducting marks for spelling. 

        Although all our courses are only offered in English at this time, Christian Virtual School welcomes students learning the English language. Students do need to meet a baseline proficiency level to access the content, but Christian Virtual School teachers are responsible for helping students develop their English literacy skills no matter the course they are enrolled in. 

        Upon enrollment, students are asked if they would like to provide information about their English language background, and this information is used by our teachers to help them adjust their instruction and suggest accommodations within the courses. English language learners are encouraged to reach out to their teacher or the Christian Virtual School administration to talk about the accommodation options in their courses so that the appropriate opportunities are given to everyone. 

        Christian Virtual School operates with 5 cores values: responsibility, perseverance, integrity, compassion, and community. These core values determine our business operations, as well as exemplify what we, as educations, want to instill in our students. Environmental education, among other causes, are important to us as a school and we strive to promote learning about these issues and solutions within our courses. We work to educate students on the environment, its threats, and the importance of sustainability. We also work to inspire students to make an impact within their community and identify an alignment between their passions and the local, or global, needs. 

        Environmental education is woven throughout our course content, across all disciplines. Depending on the course and subject matter, this education can be subtle or explicit, but the goal is to ensure that students have the opportunity to acquire the knowledge, skills, perspective and practices needed to become an environmentally literate citizen. 

        Christian Virtual School stands on the belief that every person is unique and, regardless of ancestry, culture, ethnicity, sex, physical or intellectual ability, race, religion, sexual orientation, socio-economic status, or other similar factor, they are to be welcomed, included, accepted, treated fairly, and respected. As a school, we teach students about multiple worldviews, how to identify and acknowledge similarities and differences, and how to communicate with others in an inclusive, kind, loving, and compassionate way. 

        Diversity is valued at Christian Virtual School, and it is our goal to ensure all members of the community feel safe, comfortable, and accepted. Our courses are written to draw attention to the contributions of men and woman alike, the different perspectives of various cultural, religious, and racial communities, and the beliefs and practices of First Nations, Métis, and Inuit peoples, to showcase a wide range of backgrounds and allow all of our students to see themselves reflected in the curriculum. 

        As a school, we see and recognize the diversity of families, children, and people in the world in need of Christ’s love. We work every day to spread the love and acceptance of Christ. 

        Whenever possible, Christian Virtual School emphasizes the importance of financial literacy. Making financial decisions has become an increasingly complex task, and students need to have knowledge in many areas and a wide range of skills in order to make informed decisions about financial matters. In addition to the concrete skills of numeracy and finances from a mathematical point of view, students need to develop an understanding of the economic forces and ways in which they can respond to those influences. 

        Lessons that promote skill building in problem solving, inquiry, research, decision making, reflection, and critical thinking are present throughout Christian Virtual School courses. The goal is to help students acquire the knowledge and skills required to understand their own finances, as well as to develop an understanding of local and global effects of world economic forces and the social, environmental, and ethical implications of their own choices. 

        Technology is rapidly changing, and the requirements for literacy in technology is growing just as quickly. Students entering the workforce are expected to have a firm grasp of information and communication technologies and be skilled their use.  

        Due to the nature of Christian Virtual School courses, students are exposed to a wide range of technologies to both facilitate and communicate their learning. As a result, students will develop transferable skills through their experience with word processing, information processing, internet research, presentation software, communication tools, and more. 

        Opportunities are present throughout Christian Virtual School courses to explore careers related to the different disciplines and subject areas. Students are exposed to a wide variety of modern careers, fields of study, and employment opportunities.  

        In addition, teachers are available to help the student prepare for employment in a number of diverse areas. With the help of teachers, students will learn to set and achieve goals and gain experience in making meaningful decisions concerning career choices. The skills, knowledge, and creativity that students acquire through our course are essential for a wide range of careers

        In order to provide a suitable learning environment for the Christian Virtual School staff and students, it is critical that the courses and the learning environment complies with relevant federal, provincial, and municipal health and safety legislation and by-laws, including, but not limited to, the Workplace Safety and Insurance Act, the Workplace Hazardous Materials Information System (WHMIS), the Food and Drug Act, the Health Protection and Promotion Act, the Ontario Building Code, and the Occupational Health and Safety Act (OHSA).  

        Consideration of students’ health and safety is taken when planning activities, investigations, and experiments for our courses to ensure that proper safety precautions are communicated to and attainable for students.