The approximate weightings of the learning categories in this course are shown in the table: Category K/U T/I C A Exam Total Weight

Transcription

1 Redeemer Christian High School Course Syllabus: SBI3U Biology, Grade University Preparation Mr. Kaiser Description Biology is the study of living things, and is a highly diversified field. God created a world of life that is rich in relationships, variation, and beauty. In seeking to understand the created, we come one step closer to a deeper understanding and appreciation for our Creator. How many are your works, O Lord! In wisdom you made them all (Psalm 04:24). This course focuses on two main areas: () the origin, diversity, and continuity of life, and (2) the structure and function of systems in animals and plants. Laboratories and activities will focus on developing the safety, lab, and investigative skills needed to succeed in science. At the same time, we will look closely at the role of worldview in the interpretation of scientific evidence, particularly in origins science. Outline of Course Content Topic Text reference Unit : Evolution Ch. 7, 8, 9 Unit 2: Diversity of Living Things Ch., 2, 3 Unit 3: Genetic Processes Ch. 4, 5, 6 Unit 4: Animals: Structure and Function Ch. 0,, 2 Unit 5: Plants: Anatomy, Growth, and Function Ch. 3, 4 Text: Dunlop et. al., Biology. McGraw-Hill Ryerson, Toronto, 200. Replacement cost if lost or damaged: $80 Course Materials 3-ring binder with plenty of loose-leaf lined paper and graph paper A supply of pens, pencils An eraser, a ruler, a calculator Assessment As, Of, and For Learning Assessment FOR learning are activities that help you learn course concepts while also informing you and your teacher of how you are progressing in the course without counting towards your final grade (homework, quiz, observation/discussion, worksheet ). Assessment AS learning (eg. self and peer assessment) are activities that cause you to reflect on your own (or someone else s) learning, and to act on your thinking to improve your learning. Assessment OF learning is the course work that demonstrates what you have learned in the course. Evidence of your achievement for evaluation is collected over time from three different sources observations, conversations, and student products (tests, assignments, labs ), and will make up 70% of your final grade. Your final exam will be worth 30%. The approximate weightings of the learning categories in this course are shown in the table: Category K/U T/I C A Exam Total Weight

2 Student Expectations Active class participation and regular completion of homework are important tools for success. Don t hesitate to ask questions (though I may not always have answers). All members of this class will treat the classroom, each other, and the learning endeavor with respect. Here are some ways to ensure an orderly and successful classroom:. Be polite to each other and listen quietly when someone else is speaking. 2. Arrive in class on time, ready to work. Bring all essential materials to class, ready to be used (agenda, homework, textbook, notebook, writing supplies). 3. Keep a neat and organized notebook. Notes should have dates and should be in order. You are responsible for getting any notes or handouts missed when you are absent. Keep tests and quizzes to study from. 4. Complete your homework on time with proper headings (date, page). Homework will be assigned and checked regularly. If you do not complete your homework consistently, you will not be prepared for class. SBI3U Course Overall Expectations (from The Ontario Curriculum, Grades and 2 Science, 2008) A. Scientific Investigation Skills and Career Exploration Throughout this course, students will:. 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. B. Diversity of Living Things By the end of this course, students will:. 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. C. Evolution By the end of this course, students will:. 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. D. Genetic Processes By the end of this course, students will:. 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. E. Animals: Structure and Function By the end of this course, students will:. 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. F. Plants: Anatomy, Growth, and Function By the end of this course, students will:. 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.

3 Unit : Evolution Evolution is the process of biological change over time based on the relationships between species and their environments. The theory of evolution is a scientific explanation based on a large accumulation of evidence. Technology that enables humans to manipulate the development of species has economic and environmental implications. Origins science is not free of worldview assumptions. Day Topic / Section Homework Complete Level Intro course - Journal: My Discuss Plant Project Worldview Intro Evolution Unit: Worldview 2-3 Worldview Analysis - Worldview Origins Theories Assignment 4 Evolution definitions p.299 #2,3,6 Adaptations, variation p.304 #,3,6,7,0,2 5 Adaptation and Selection p.33 #6 p.307#8 p.3 #2,4,3 6 Investigate Variation p.34 prelab # p.35 concl. #2-4 Ch. 7 Review p.38 p.39 #-8,2,4,7-9,25,32,34 7 History of Development of Evolutionary Theory p.327 #2,3 p.33 #,5-7,9,4 8 Evidence for evolution p.340 #2,5,6,9-2,5 p.343 #-8,2,5,6, Ch. 8 Review p ,26,33 p.346 #-0,2,2 9 Mechanisms of Evolution p.352#2,3 p.356 #8,,2 p.359 #6,9 0- Speciation concepts p.363 #6-8 p.365 #9,22-24 p.370 #25,26 p.373 #,7, Chapter and Unit Review 2 Chapter 9 Review p.379 #-8,5,6,9,2,37 and p.382#-0 Unit Review p.387#-0,2,7,20,22,29,3 and p.392 #-0, 5,8,2-25 Evolution Unit TEST Worldview Assignment Due Date:

4 Unit 2: Diversity of Living Things All living things can be classified according to their anatomical and physiological characteristics. Human activities affect the diversity of living things in ecosystems. Unit Description: This unit surveys the variety of life that is found on the Earth, and explains how scientists organize and classify life. In Christian terms, it is the study of the variety of God s Creation, and the continuation of Adam s mandate to name all living things he encountered. In Evolutionary terms, it is the study of evolutionary relationships, with mutations (over time) resulting in the production of new species, orders, and kingdoms. The variety of life is studied from the perspective of anatomy and life-cycle differences and similarities. As well, we consider how genetic variability is maintained within a species. Intro unit Biodiversity (definitions, importance) give Unit Project p.33 #9,22,23 p.37 #2,5,6,9 p.3 #2-4 p.6 #2,5,7,9,0 2 What is phylogeny? p.9 #8,0,2 apply phylogenetic principles p.23 #5,6,8,9 3 Dichotomous keys understanding, p.27 id of toad using, creating them p.30 #4,9 4 Kingdoms and Domains of life p.26 #5 5 Chapter Review and Ecosystem Resilience activity 6 Survey Viruses 7 Survey Bacteria 8 Survey Protists Chapter 2 Review p.82 #-8,,2,8,24,33,34 p.86 #-0,3,4,9,23 p.30 #6-8 p.39 Activity -B (graph) p.46 #7-9,30,32 p.48 #-3, 6,20,23! p.55 #,5 p.58 #,5,6,8 p.62 #7,8 p.66 #3,4,8,0 p.76 #9,20,23 p.78 #,2,6 9 Survey Plants p.97 #7- p.0 #3-5 p.04 #,2,5,6,2 0 Survey Fungi p.07 #9-2, 23 p.0 #,2,6,3-2 Survey Animals p.3-2 #25,27,29,3,38,39,4 p.24 #2,0,,4 3 Field Trip to Museum of Nature Handout Chapter 3 and Unit Review 4 Chapter 3 Review p.37#-8,9-5,26,33 and p.40#-0,24 Unit Review p.45#-,20-22,25,30,47,55 and p.50 #-0,7 5 Unit TEST Changing Species Assignment Due Date:

5 Unit 3: Genetic Processes Genetic and genomic research can have social and environmental implications. Variability and diversity of living organisms result from the distribution of genetic materials during the process of meiosis. Our understanding of the laws of inheritance and the structure of DNA has given us incredible power over life itself we are left with the choice of how to use this power. Intro unit Review: Mitosis - p.68 #,3,7,8,2,3,7 2 Microscopes: Mitosis - Annotated images of mitosis 3 Sexual reproduction: Meiosis 4 Reproductive Strategies and Technologies Ch. 4 Review and Quiz see p.94 p.72 #7-9 p.76 #6,8 p.8 #,2,4,5,,6 p.85 #9,22 p.90#6,8,,5 p.95 #-9,2,3,27,36,42 p.98 #-0,5,7-9 5 Intro to genetic analysis and Mendel read p only 6 Mendel s Experiments p.205 #,2,4,5 p.207 #,3-9,,2 7 worksheets Genetics terminology and problem p.25 #3,4,6 solving p.26 #8,9 p.28#8, 8 Pedigree Analysis p.223 #9,2,22 Assignment: Your Pedigree p.227 #-3,7-9,2 Ch. 5 Review and Quiz see p.234 p.235 #-8,2,5,24,34 p.239 #-,5,8,9 9 p.244 #-3,5 Beyond Mendel Variations in p.247 #-4,9 Dominance p.250 #,3,4,9 0 Sex Linkage p.253 #7-0 p.259#2,0 Making Babies lab (partner required) p.258 #2,5-7 Genetics research and implications p.262 #3,4,7 (6.3) p.267 #-5,8 Chapter 6 and Unit Review Ch. 6 Review p.273 #-8,2-4,8,22,26,27,30 2 and p.276 #-0 2,6,7,9,24 Unit Review p.28 #-0,2,4,7,28,32,36,57,58 and p.286 #-0,3,7,22 3 Genetics Unit TEST Pedigree Assignment Due Date:

6 Unit 4: Animals Structure and Function Groups of organs with specific structures and functions work together as systems, which interact with other systems in the body. The development and uses of technology to maintain human health are based, in part, on the changing needs of society. Organ systems are designed to maximise surface area to promote efficiency of diffusion. Intro unit: Big Picture -read/do p Circulatory System: the blood 3 Circulatory System: the heart and vessels -read p p.488 #4-6,2 p.48 #5,6 p.486 #7-9 p.488 #2,9 4 Circulatory System: disorders p.493 #7,9,0 4a 5 Ch. 2 Review and Quiz see p.52 Respiratory System: Anatomy and Function; types of respiration 6 Respiratory System: disorders 6a Ch. Review and Quiz see p Digestive System: Food and Nutrition 7a 9 Digestive System: Structure Digestive System: Function (mechanical and chemical digestion) 0 Digestive System: Disorders 2 p.53 #-9,6,22,38 p.56 #- p.447 #9, p.449 #7,,4 p.452 #7,8 p.454 #,3,4,7, p.47 #-8,0,7,32,34 p.474 #-0,4,9 p.406 #,3,6 p.40 #,2,7,9,2 p.44 #7,8,0, p.47 #3,4,6 p.49 #,2,5,7,0 p.422 #23,24 p.427 #6,8,,5 Chapter 0 and Unit Review Ch. 0 Review p.435 #-7,,22,33,38 and p.438 #-0,2,3,20 Unit Review p.52 #-0,4,5,7,25,43,45,57,58 and p.526 #-0 3 Internal Systems Unit TEST

7 Unit 5: Plants Anatomy, Growth, and Function Plants have specialized structures with distinct functions that enable them to respond and adapt to their environment. Plant variety is critical to the survival and sustainability of ecosystems. The whole is greater than the sum of its parts. While we can study the parts of plants, we must also acknowledge our indebtedness to them in all areas of life, be it air, food, medicine, industry, or nature. Intro unit Plant Uses survey and Project 2 Plant cells, tissues, and organs 3 Plant Organs Root, Stem, Leaf monocots vs dicots p.539 #,2,4 p.543 #,3,6 p.549 #,2 p.55 #2,7,4 p.554 #3,6 p.557 #2,22,24 p.559 #3,5 4 Plant cells and organs: microscope annotated images 5 Transport in plants: Transpiration and Presure Flow theory 6 Ch. 3 Review and Quiz 7 Plant Reproduction 8 Plant Growth and Development 9 0 Plant Services, Succession, and Sustainability p.566 #5,7,,2 p.575 #-9,2,6,22,24, 38,42 p.578 #-0 p.584 #4 p.586 #9,2 p.592 #4,9,0,3,4 p.595 #6,7 p.599 #2,5,9,3 p.603 #9-2,24 p.604 # Chapter 4 and Unit Review Ch. 4 Review p.6 #-8,0,,5,8,2,28,42 and p.64 #-0,2-4,9,20 Unit Review p.69 #-0,2,3,9,20,29 and p.624 #-0,5,6,9,22 Plants Unit TEST My Plants Project Presentation on is on. (topic) (date)