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, and the anatomy of mammals, 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..
|Unit Titles and Descriptions||Time Allocated|
|Scientific Investigation Skills and Career Exploration|
In this unit, students will 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 communication) identify and describe careers related to the fields of science under study, and describe the contributions of scientists, including Canadians, to these fields.
In this unit, evaluate the impact of environmental factors and medical technologies on certain cellular processes that occur in the human body. They will investigate the structures and functions of cells, and the factors that influence cellular activity, using appropriate laboratory equipment and techniques. Students will also demonstrate an understanding of the basic processes of cellular biology.
In this unit, students will assess the effects of microorganisms in the environment, and analyze ethical issues related to their use in biotechnology. They will investigate the development and physical characteristics of microorganisms, using appropriate laboratory equipment and techniques. Students will also demonstrate an understanding of the diversity of microorganisms and the relationships that exist between them.
In this unit, students will evaluate some social, ethical, and environmental implications of genetic research and related technologies. They will investigate the process of meiosis, and analyze data related to the laws of heredity. Students will also demonstrate an understanding of the process of meiosis, and explain the role of genes in the transmission of hereditary characteristics..
|Anatomy of Mammals|
In this unit, students will analyze 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. Students will investigate, through laboratory inquiry or computer simulation, the anatomy, physiology, and response mechanisms of mammals. They will also demonstrate an understanding of the structure, function, and interactions of the circulatory, digestive, and respiratory systems of mammals.
|Plants in the Natural Environment|
In the final unit, students will analyze the roles of plants in ecosystems, and assess the impact of human activities on the balance of plants within those ecosystems. They will investigate some of the factors that affect plant growth and demonstrate an understanding of the structure and physiology of plants and their role in the natural environment.
This is a proctored exam worth 30% of your final grade.
Resources required by the student:
Note: This course is entirely online and does not require or rely on any textbook.
- Online lab access to third party software
- A scanner, smartphone camera, or similar device to upload handwritten or hand-drawn work
Resources provided by ICE:
- Interactive Periodic Table
- Online Calculator
*students who have registered for the on-campus course will be provided all the resources, including the textbook
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, analysing 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||analyse the effects of various human activities on the diversity of living things;|
|B2||investigate, through laboratory and/or field activities or through simulations, the principles of scientific classification, using appropriate sampling and classification techniques;|
|B3||demonstrate an understanding of the diversity of living organisms in terms of the principles of taxonomy and phylogeny.|
|C1||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;|
|C2||study the living things that cannot be seen with the naked eye. This unit explores the different types of microbes and how they shape and affect the world.|
|D1||evaluate the importance of some recent contributions to our knowledge of genetic processes, and analyse social and ethical implications of genetic and genomic research;|
|D2||investigate genetic processes, including those that occur during meiosis, and analyse data to solve basic genetics problems involving monohybrid and dihybrid crosses;|
|D3||demonstrate an understanding of concepts, processes, and technologies related to the transmission of hereditary characteristics.|
|E. Anatomy of Mammals|
|E1||analyse the relationships between changing societal needs, technological advances, and our understanding of internal systems of humans;|
|E2||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;|
|E3||demonstrate an understanding of animal anatomy and physiology, and describe disorders of the respiratory, circulatory, and digestive systems.|
|F. Plants in the Natural Environment|
|F1||evaluate the importance of sustainable use of plants to Canadian society and other cultures;|
|F2||investigate the structures and functions of plant tissues, and factors affecting plant growth;|
|F3||demonstrate an understanding of the diversity of vascular plants, including their structures, internal transport systems, and their role in maintaining biodiversity.|
Teaching & Learning Strategies:
As in a conventional classroom, instructors employ a range of strategies for teaching a course:
- Well-presented, clear writing and helpful graphics and diagrams
- Hands-on laboratory activities
- Research assignments, with direct instruction and coaching
In addition, teachers and students have at their disposal a number of tools that are unique to electronic learning environments:
- Electronic simulation activities
- Discussion boards and email
- Assessments with real-time feedback
- Interactive activities that engage both the student and teacher in subject
Assessment, Evaluation and Reporting Strategies of Student Performance:
Our theory of assessment and evaluation follows the Ministry of Education’s Growing Success document, and it is our firm belief that doing so is in the best interests of students. We seek to design assessment in such a way as to make it possible to gather and show evidence of learning in a variety of ways to gradually release responsibility to the students, and to give multiple and varied opportunities to reflect on learning and receive detailed feedback.
Growing Success articulates the vision the Ministry has for the purpose and structure of assessment and evaluation techniques. There are seven fundamental principles that ensure best practices and procedures of assessment and evaluation by ICE teachers. ICE assessments and evaluations,
- are fair, transparent, and equitable for all students;
- support all students, including those with special education needs, those who are learning the language of instruction (English or French), and those who are First Nation, Métis, or Inuit;
- 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;
- are communicated clearly to students and parents at the beginning of the course and at other points throughout the school year or course;
- 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;
- provide ongoing descriptive feedback that is clear, specific, meaningful, and timely to support improved learning and achievement;
- develop students’ self-assessment skills to enable them to assess their own learning, set specific goals, and plan next steps for their learning.
The Final Grade:
The evaluation for this course is based on the student’s achievement of curriculum expectations and the demonstrated skills required for effective learning. The final 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 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 final evaluations administered at the end of the course. The final assessment may be a final exam, a final project, or a combination of both an exam and a project.
The Report Card:
Student achievement will be communicated formally to students via an official report card. Report cards are issued at the midterm point in the course, as well as upon completion of the course. Each report card will focus on two distinct, but related aspects of student achievement. First, the achievement of curriculum expectations is reported as a percentage grade. Additionally, the course median is reported as a percentage. The teacher will also provide written comments concerning the student’s strengths, areas for improvement, and next steps. Second, the learning skills are reported as a letter grade, representing one of four levels of accomplishment. The report card also indicates whether an OSSD credit has been earned. Upon completion of a course, ICE will send a copy of the report card back to the student’s home school (if in Ontario) where the course will be added to the ongoing list of courses on the student’s Ontario Student Transcript. The report card will also be sent to the student’s home address.
Program Planning Considerations:
Teachers who are planning a program in this subject will make an effort to take into account considerations for program planning that align with the Ontario Ministry of Education policy and initiatives in a number of important areas.
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