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


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.
    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: