About the course
This course focuses on the processes that occur in biological systems. Students will learn concepts and theories as they conduct investigations in the areas of cellular biology, microbiology, genetics, the anatomy of mammals, and the structure of plants and their role in the natural environment. Emphasis will be placed on the practical application of concepts, and on the skills needed for further study in various branches of the life sciences and related fields.
Biology College 11
My Learning Oasis
Grade 10 Science, Academic (SNC2D)
Department Head & Contact Information
Viswanath Sharma (email@example.com)
Course Development Date
June 10th, 2021
In this unit students explore the fundamental unit of life, the cell. They will look at the functions and development. They will examine membrane transport, cellular respiration, photosynthesis, and the effect and activities of enzymes. They will look at the factors that influence cellular activity. Such factors may include but are not limited to, ph. They will look at processes that use facilitated osmosis, diffusion, and transport.
Expected Hours of Instruction: 23 hours
In this unit, students will explore characteristics of various micro- organisms. They will look at the role that microorganisms play in the environment and how their activity influences other organisms, like animals and humans. Students will examine the physical characteristics of microorganisms and analyse the development and physical characteristics and the impact they have on human and other animals’ health and the health of the environment. They will explore various kinds of microbes that shape the world.
Expected Hours of Instruction: 24 hours
Animal Anatomy and Physiology
This unit introduces students to the structure, function, and interactions of the main internal systems of animals and plants. They will examine the anatomy and physiology of the digestive, circulatory, excretory, respiratory, reproductive, and locomotion systems of humans and one other animal. They will examine mechanisms of interaction between animal systems. In particular, they will explore how the endocrine system and central nervous system help maintain homeostasis and look at the causes and effects of common disorders of each system. They will examine how behavior and nutrition can affect these systems and cause disorders and ways to mitigate these negative impacts. They will explore the impact that the media has on nutrition.
Expected Hours of Instruction: 24 hours
Plant Structure and Physiology
In this unit students will explore how to classify plants based on various characteristics. They will look at the life-cycles of various kinds of plants, for instance one or more from the fern, a monocotyledonous plant, a dicotyledonous plant, perennial, annuals. They will examine the structure and physiology of plant structures and the role of tropism. They will look at the metabolic processes in plants. Students will look at the role that biotechnology has been playing and may continue to play in the evolution of plants. They will examine the ethical and unethical issues surrounding these practices.
Expected Hours of Instruction: 22 hours
Environmental Science Overall Expectations
In this unit, students will explore the well-being of the environment and the influence and impact that ecosystems have on it. They will look at various ecosystems that are supported and how human activities have been impacting them. They will examine ways in which human activities can contribute to their healthy existence or to its demise.
Expected Hours of Instruction: 15 hours
This is a proctored exam worth 30% of your final grade.
Expected Hours of Instruction: 2 hours
Total: 110 Hours
The course material (class notes and necessary handouts) will be provided by the teacher.
The students will be required to have:
● Access to a library or the Internet to do research.
● Access to the internet as well as electronic devices for note taking and communication for those taking the class online.
Overall Curriculum Expectations
A. Scientific Investigation Skills and Career Exploration
A1 demonstrate scientific investigation skills (related to both inquiry and research) in the four areas of skills (initiating and planning, performing and recording, analyzing and interpreting, and communicating);
A2 identify and describe careers related to the fields of science under study, and describe the contributions of scientists, including Canadians, to those fields.
B. Cellular Biology
B1 evaluate the impact of environmental factors and medical technologies on certain cellular processes that occur in the human body;
B2 investigate the structures and functions of cells, and the factors that influence cellular activity, using appropriate laboratory equipment and techniques;
B3 demonstrate an understanding of the basic processes of cellular biology.
C1 assess the effects of microorganisms in the environment, and analyse ethical issues related to their use in biotechnology;
C2 investigate the development and physical characteristics of microorganisms, using appropriate laboratory equipment and techniques;
C3 demonstrate an understanding of the diversity of microorganisms and the relationships that exist between them
D1 evaluate some social, ethical, and environmental implications of genetic research and related technologies;
D2 investigate the process of meiosis, and analyse data related to the laws of heredity;
D3 demonstrate an understanding of the process of meiosis, and explain the role of genes in the transmission of hereditary characteristics.
E. Anatomy of Mammals
E1 analyse the social or economic impact of a technology used to treat systems in the human body, and the impact of lifestyle choices on human health;
E2 investigate, through laboratory inquiry or computer simulation, the anatomy, physiology, and response mechanisms of mammals;
E3 demonstrate an understanding of the structure, function, and interactions of the circulatory, digestive, and respiratory systems of mammals.
F. Plants in the Natural Environment
F1 analyse the roles of plants in ecosystems, and assess the impact of human activities on the balance of plants within those ecosystems;
F2 investigate some of the factors that affect plant growth;
F3 demonstrate an understanding of the structure and physiology of plants and their role in the natural environment
Only Some students are able, with accommodations, to be part of a regular course curriculum and to demonstrate independent learning. These accommodations allow access to the course without any dilution of the knowledge and skills the student is expected to demonstrate. These required accommodations to facilitate the student’s learning will be identified in his or her IEP (see IEP Standards, 2000, page 11*).
It is likely that IEP for many or all courses will reflect the same accommodations. The instructions and accommodations are geared to meet the diverse needs of learners. The three types of accommodations that are going to be used are:
i) Instructional accommodations - changes in teaching/learning strategies facilitated by different styles of presentation; methods of organization; the use of technology and multimedia.
ii) Environmental accommodations - Certain classroom settings and preferential seating may benefit these students.
iii) Assessment: assessment procedures that enable the student to demonstrate his or her learning, such as Multiple Intelligence Theory, giving more time to complete tasks (see page 29 of the IEP Resource Guide, 2004, for more examples).
For students who require accommodations for only the mathematics courses, the assessment and evaluation of their achievement will be based on the appropriate course curriculum expectations and the achievement levels outlined in this document. The IEP box on the students’ Provincial Report Cards will not be checked, and no information on the provision of accommodations will be included.
* Taken from: Ministry of Education, Ontario. Extracted from The Ontario Curriculum, Grades 11 and 12: Science, 2008; (Pg:- 33-35) Date of extraction: Sunday, March 14, 2021
Program Considerations For English Language Learners
Students from a variety of cultural and linguistic backgrounds. For many of these students, English is not their spoken language. They may be coming from highly sophisticated educational systems, while others may have come from regions where access to formal schooling was limited. These students offer a rich addition to the classroom experience by way of their background knowledge and experience. All teachers will assist with their English-language development. In mathematics the teachers will include appropriate adaptations and strategies in their instructions and assessments to facilitate the success of the English language learners in their classrooms. Some of these strategies and adaptations are: modification of some or all of the course expectations so that they are challenging but attainable for the learner at his or her present level of English proficiency, given the necessary support from the teacher.
The key learning strategy at My Learning Oasis Elite Private School is Constructivism. This format facilitates learning by many techniques, most or all of which will be adopted in the classroom. The most dominant of these is group learning. The facilitator places students of different backgrounds in the same group so that they can feed off each other. Each may bring to the table a different reasoning strategy to facilitate problem-solving. Now, each student becomes a learner and a teacher at the same time, as he/she has to communicate his/her solution. This builds the students' knowledge base and by default, increases their confidence to speak in a crowd, albeit a small group at the beginning. The famous educationalist, Vygotsky, proved that by placing students in a group they function at the upper level of their zone of proximal development, each one scaffolding the other.
This strategy is further enhanced by the teacher asking leading questions as opposed to giving the answer outright, then allowing for group discussion. The students are encouraged to make connections between what they have learnt and their life experiences, then share with the group. The effect of this strategy is intrinsic motivation and learning. Each student develops an expanded appreciation of the topic at hand by seeing how it applies in different settings around the world by way of listening to their group members. This Constructivist approach will be further accentuated by implementing “fish-bowling”. There are many ways to implement this technique.
The one that will mostly be used will be by dividing up the larger problem (technical, mathematics, science, or otherwise) into smaller bits and having each student thoughtfully master one part. That student then teaches the group and facilitates a discussion reflection about the strategy (computational or otherwise) used in the solution. Each student in turn does this.
The above techniques enable students to reflect on the material learnt, make real life connections, and develop problem solving skills. One important by-product of the technique of Constructivism is that each student develops an appreciation of each other’s culture. This cultivates healthy people’s skill, which is not only important for the professional world but for life itself. Constructivism lends itself well to students whose first language is not the language of instruction and who is new to the class. While other strategies will be used for students having difficulty with the English Language, this technique will definitely be used to enhance their English skill.
Assessment And Evaluation
At My Learning Oasis, course facilitators do not wait for a quiz or exam to determine how well a student is doing. Here, evaluation is an on-going exercise. The pedagogical techniques (refer to Teaching and Learning Strategies) used at My learning Oasis are perhaps the best techniques suited for on-going assessment, hence, they being an integral part of our delivery methodologies. Concrete assessments are made through projects and assignments. However, the evaluation is based on “our flavor” of the Mastery Teaching technique. This ensures that the emphasis is on the quality of learning and NOT grading. Students' projects and homework will continuously be evaluated and re-evaluated with appropriate guidance to meet the school’s and Ministry’s expectations.
At My Learning Oasis, we will work with the students until the projects meet a minimum of a B-grade, unless in extreme circumstances where the willful negligence of the students force lower grades. While this is a lot more taxing on the facilitator, it does not matter because My Learning Oasis is a Learner-centered institution NOT a Grade-Centered nor a Teacher-Centered institution. Four categories of knowledge and skills are outlined in the achievement chart - knowledge and understanding, thinking, communication, and application. Student’s work is assessed and evaluated with respect to these categories, and that achievement of particular expectations is considered within the appropriate categories. A final grade will then be recorded for this course and if that grade is 50% or higher, a credit is granted to the student and recorded for this course. The final grade for this course will be determined as follows:
● For material evaluated throughout the course, seventy percent of the grade will be assigned. This portion of the grade should reflect the student's consistency in his/her level of achievement throughout the course, although special consideration should be given to more recent evidence of achievement.
● Thirty percent of the grade will be based on a final evaluation, which is administered towards the end of the course
Final Exam 30%
Grading for all course work, projects, presentation, participation, interim quizzes and exams 70%
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