Biology, Grade 11, College Preparation (SBI3C)


Course Title : Biology, Grade 11, College Preparation (SBI3C)
Course Name : Biology
Course Code : SBI3C
Grade : 11
Course Type : College Preparation
Credit Value : 1.0
Prerequisite : Science, Grade 10, Applied or Academic, SNC2D
Curriculum Policy Document: Science, The Ontario Curriculum,Grades 11 and 12, 2008 (Revised)
Course Developer: USCA Academy
Course Reviser: Ladees Al Hafi
Department: Science
Development Date: July 2022
Most Recent Revision Date: July 2022

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Course Description

SBI3C: 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.



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Overall Curriculum Expectations


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);
B2. identify and describe careers related to the fields of science under study, and describe the contributions of scientists, including Canadians, to those fields.


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.


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.


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.

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Outline of Course Content












Titles and Descriptions

Time and Sequence

Unit 1

Cellular Biology

Students will learn about life processes determined by the structures and functions of biochemical compounds, cell organelles, and body systems. Technological devices that support cellular functions and processes can be used to improve human health. Substances that are present in our everyday lives can affect cellular functions and processes in positive and negative ways.

22 hours

Unit 2


Groups of microorganisms have common characteristics, and these characteristics enable them to interact with other organisms in the environment Microorganisms can have both positive and negative effects on the environment. The technological use of microorganisms raises many ethical issues. Students will learn about these concepts.

22 hours

Unit 3


Students will learn about the genetic research and biotechnology’s social, environmental, and ethical implications. Variability and diversity of living organisms result from the distribution of genetic materials during the process of meiosis.

22 hours

Unit 4

Anatomy of Mammals

Groups of organs with specific structures and functions work together as systems, which interact with other systems in the body which will be taught throughout. Technologies that are used to maintain human health have social and economic benefits and costs. Environmental factors, including natural factors and those resulting from human activity, can have a wide range of effects on human health.

20 hours

Unit 5

Plants in the Natural Environment

Students are expected to investigate plants since they have specialized structures with distinct functions that enable them to respond and adapt to their environment. Plants are critical to the survival of ecosystems. Humans affect the sustainability of ecosystems when they alter the balance of plants within those ecosystems. Students will assess the positive and negative impact of human activities on the natural balance of plants.

21 hours

Final Evaluation

The final assessment task is a three hour exam worth 30% of the student’s final mark.

3 hours


110 hours

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SBI3C: It is important that students have opportunities to learn in a variety of ways:
individually and cooperatively;
independently and with teacher direction; through hands-on activities; and
through the study of examples followed by practice;
all of which will be used throughout this course.The expectations in this science course call for an active, experimental approach to learning, and require all students to participate regularly in laboratory activities. Laboratory activities can reinforce the learning of scientific concepts and promote the development of the skills of scientific investigation and communication. Where opportunity allows, students might be required, as part of their laboratory activities, to design and conduct research on a real scientific problem for which the results are unknown. Connections between science and technology and between science and the world beyond the school will be integrated into students’ learning of scientific concepts and skills. Where possible, concepts will be introduced in the context of real-world problems and issues. Students will also be provided with a variety of opportunities to broaden their understanding of scientific investigation. Many activities used in all the units are developing skills necessary for success in the final examination.

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SBI3C: Assessment is a systematic process of collecting information or evidence about student learning. Evaluation is the judgment we make about the assessments of student learning based on established criteria. The purpose of assessment is to improve student learning. This means that judgments of student performance must be criterion-referenced so that feedback can be given that includes clearly expressed next steps for improvement. Tools of varying complexity are used by the teacher to facilitate this. For the more complex evaluations, the criteria are incorporated into a rubric where levels of performance for each criterion are stated in language that can be understood by students.

anecdotal – tests
quizzes – culminating activities including:
labs/performance tasks – labs/performance tasks
presentations – research reports
presentations – research reports
research – presentations
labs – portfolios


SBI3C:Assessment is embedded within the instructional process throughout each unit rather than being an isolated event at the end. Often, the learning and assessment tasks are the same, with formative assessment provided throughout the unit. In every case, the desired demonstration of learning is articulated clearly andthe learning activity is planned to make that demonstration possible. This process of beginning with the end in mind helps to keep focus on the expectations of the course as stated in the course guideline. The evaluations are expressed as a percentage based upon the levels of achievement.

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Achievement Level Percentage Mark Range
4+ 95-100
4 87-94
4- 80-86
3+ 77-79
3 73-76
3- 70-72










Achievement Level Percentage Mark Range
2+ 67-69
2 63-66
2- 60-62
1+ 57-59
1 53-56
1- 50-52

SBI3C: The evaluation of this course is based on the four Ministry of Education achievement categories of knowledge and understanding (25%), thinking (25%), communication (25%), and application (25%). . The evaluation for this course is based on the student’s achievement of curriculum expectations and the demonstrated skills required for effective learning.The percentage grade represents the quality of the student’s overall achievement of the expectations for the course and reflects the corresponding level of achievement as described in the achievement chart for the discipline.A credit is granted and recorded for this course if the student’s grade is 50% or higher. The final grade for this course will be determined as follows:

•70% of the grade will be based upon evaluations conducted throughout the course. This portion of the grade will reflect the student’s most consistent level of achievement throughout the course, although special consideration will be given to more recent evidence of achievement.
•30% of the grade will be based on a final exam administered at the end of the course. The exam will contain a summary of information from the course and will consist of well-formulated multiple choice questions. These will be evaluated using a checklist.
Textbook: Nelson Biology 11 University Preparation © 2011

Potential Resources • Lab simulation software
• Various internet websites

SBI3C: For the teachers who are planning a program in Science Education take into account several important areas. The areas of concern to all teachers that are outlined in the policy document of Ontario Ministry of Education, include the following:


    • Teaching approaches

    • Types of secondary school courses

    • Education for exceptional students

    • The role of technology in the curriculum

    • English as a second language (ESL) and English literacy development (ELD)

    • career education

    • cooperative education and other workplace experiences

    • health and safety in mathematics

SBI3C: It is important to ensure that all students, especially those with special education needs, are provided with the learning opportunities and supports they require to gain the knowledge, skills, and confidence needed to succeed in a rapidly changing society. The context of special education and the provision of special education programs and services for exceptional students in Ontario are constantly evolving. Provisions included in the Canadian Charter of Rights and Freedoms and the Ontario Human Rights Code have driven some of these changes. Others have resulted from the evolution and sharing of best practices related to the teaching and assessment of students with special educational needs. Accommodations (instructional, environmental or assessment) allow the student with special education needs access to the curriculum without changes to the course curriculum expectations.

Environmental education teaches students about how the planet’s physical and biological systems work, and how we can create a more sustainable future. Good curriculum design following the resource document. This ensures that the student will have opportunities to acquire the knowledge, skills, perspectives and practices needed to become an environmentally literate citizen. The online course should provide opportunities for each student to address environmental issues in their home, in their local community, or even at the global level.
USCA helps students to become environmentally responsible. The first goal is to promote learning about environmental issues and solutions. The second goal is to engage students in practicing and promoting environmental stewardship in their community. The third goal stresses the importance of the education system providing leadership by implementing and promoting responsible environmental practices so that all stakeholders become dedicated to living more sustainably. Environmental education teaches students about how the planet’s physical and biological systems work, and how we can create a more sustainable future.

USCA provides a number of strategies to address the needs of ESL/ELD students to accommodate the needs of students who require instruction in English as a second language or English literacy development. Our teacher considers it to be his or her responsibility to help students develop their ability to use the English language properly. Appropriate accommodations affecting the teaching, learning, and evaluation strategies in this course may be made in order to help students gain proficiency in English, since students taking English as a second language at the secondary level have limited time in which to develop this proficiency. School determines the student’s level of proficiency in the English Language upon registration. This information is communicated to the teacher of the course following the registration and the teacher then invokes a number of strategies and resources to support the student in the course.

Throughout their secondary school education, students will learn about the educational and career opportunities that are available to them; explore and evaluate a variety of those opportunities; relate what they learn in their courses to potential careers in a variety of fields; and learn to make appropriate educational and career choices. The skills, knowledge and creativity that students acquire through this course are essential for a wide range of careers. Being able to express oneself in a clear concise manner without ambiguity in a second language, would be an overall intention of this course, as it helps students prepare for success in their working lives.

By applying the skills they have developed, students will readily connect their classroom learning to real-life activities in the world in which they live. Cooperative education and other workplace experiences will broaden their knowledge of employment opportunities in a wide range of fields. In addition, students will increase their understanding of workplace practices and the nature of the employer-employee relationship. Teachers should maintain links with community-based businesses to ensure that students have access to hands-on experiences that will reinforce the knowledge they have gained in school.

Every student is entitled to learn in a safe, caring environment, free from violence and harassment. Students learn and achieve better in such environments. The safe and supportive social environment at USCA is founded on healthy relationships between all people. Healthy relationships are based on respect, caring, empathy, trust, and dignity, and thrive in an environment in which diversity ishonoured and accepted. Healthy relationships do not tolerate abusive, controlling, violent, bullying/harassing, or other inappropriate behaviours. To experience themselves as valued and connected members of an inclusive social environment, students need to be involved in healthy relationships with their peers, teachers, and other members.

Critical thinking is the process of thinking about ideas or situations in order to understand them fully, identify their implications, make a judgement, and/or guide decision making. Critical thinking includes skills such as questioning, predicting, analysing, synthesizing, examining opinions, identifying values and issues, detecting bias, and distinguishing between alternatives. Students who are taught these skills become critical thinkers who can move beyond superficial conclusions to a deeper understanding of the issues they are examining. They are able to engage in an inquiry process in which they explore complex and multifaceted issues, and questions for which there may be no clear-cut answers.

The school library program in USCA can help build and transform students’ knowledge in order to support lifelong learning in our information- and knowledge-based society. The school library program of these schools supports student success across the curriculum by encouraging students to read widely, teaching them to examine and read many forms of text for understanding and enjoyment, and helping them improve their research skills and effectively use information gathered through research. USCA teachers assist students in accessing a variety of online resources and collections (e.g., professional articles, image galleries, videos, databases). Teachers at USCA will also guide students through the concept of ownership of work and the importance of copyright in all forms of media.

Information literacy is the ability to access, select, gather, critically evaluate, and create information. Communication literacy refers to the ability to communicate information and to use the information obtained to solve problems and make decisions. Information and communications technologies are utilized by all Virtual High School students when the situation is appropriate within their online course. As a result, students will develop transferable skills through their experience with word processing, internet research, presentation software, and telecommunication tools, as would be expected in any other course or any business environment. Although the Internet is a powerful learning tool, there are potential risks attached to its use. All students must be made aware of issues related to Internet privacy, safety, and responsible use, as well as of the potential for abuse of this technology, particularly when it is used to promote hatred.

USCA provides varied opportunities for students to learn about ethical issues and to explore the role of ethics in both public and personal decision making. During the inquiry process, students may need to make ethical judgements when evaluating evidence and positions on various issues, and when drawing their own conclusions about issues, developments, and events. Teachers may need to help students in determining appropriate factors to consider when making such judgements. In addition, it is crucial that USCA teachers provide support and supervision to students throughout the inquiry process, ensuring that students engaged in an inquiry are aware of potential ethical concerns and address them in acceptable ways. Teachers will ensure that they thoroughly address the issue of plagiarism with students. In a digital world in which there is easy access to abundant information, it is very easy to copy the words of others and present them as one’s own. Students need to be reminded, even at the secondary level, of the ethical issues surrounding plagiarism, and the consequences of plagiarism should be clearly discussed before students engage in an inquiry. It is important to discuss not only dishonest plagiarism but also more negligent plagiarism instances.

Evaluation Plan and Weight