Course Description For SBI3C Grade 11 Biology Online Course
Grade 11 Biology (SBI3C) course provides students with the opportunity for in-depth study of the concepts and processes that occur in biological systems. Students will study theory and conduct investigations in the areas of cellular biology, microbiology, genetics, anatomy of mammals and plants in the natural environment. Emphasis will be placed on the achievement of detailed knowledge and the refinement of skills needed for further study in various branches of the life sciences and related fields.
Summary Of Units And Timelines For Grade 11 Biology SBI3C
Below is the suggested sequence of course unit delivery as well as the recommended number of hours to complete the respective unit. Please note that while the unit called “Scientific Investigation Skills and Career Exploration” is not listed below however the specific expectations listed in this unit are threaded and incorporated within the delivery and assessment of the other five units. For complete details of targeted expectations within each unit and activity, please see each Unit Overview found in the SBI3C course profile.
|Unit Order||Unit Name||Suggested Time|
|Unit 1||Cellular Biology||20 Hours|
|Unit 2||Microbiology||21 Hours|
|Mid Semester Point|
|Unit 3||Genetics||25 Hours|
|Unit 4||Anatomy of Mammals||21 Hours|
|Unit 5||Plants in the Natural Environment||20 Hours|
|FINAL||Final Exam||3 Hours|
Fundamental Concepts Covered in Grade 11 Online Course
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.
Teaching and Learning Strategies in an Online School
Teachers will bring enthusiasm and varied teaching and assessment approaches to the classroom, addressing individual students’ needs and ensuring sound learning opportunities for every student. The activities offered should enable students to relate and apply these concepts to the social, environmental, and economical conditions and concerns of the world in which they live. Opportunities to relate knowledge and skills to these wider contexts will motivate students to learn in a meaningful way and to become life-long learners. Teachers will help students understand that problem solving of any kind often requires a considerable expenditure of time and energy and a good deal of perseverance. Teachers also will encourage students to investigate, to reason, to explore alternative solutions and to take the risks necessary to become successful problem solvers. Effective instructional approaches and learning activities draw on students’ prior knowledge, capture their interest, and encourage meaningful practise both inside and outside the classroom. Students will be engaged when they are able to see the connection between the scientific concepts they are learning and their application in the world around them and in real-life situations. Due to its importance, students will have opportunities to learn in a variety of ways- individually, cooperatively, independently, with teacher direction, through hands-on experiences, and through examples followed by practice. The approaches and strategies teachers use will vary according to both the object of the learning and the needs of the students. Teachers will accomplish this in online environment with the use of: virtual labs, online simulations, animations, videos, discussion forums, live chat and other interactive objects.
Accommodations for students with an IEP in an online high school
All students can succeed. Some students are able, with certain accommodations, to participate in the regular course curriculum and to demonstrate learning independently. Accommodations allow access to the course without any changes to the knowledge and skills the student is expected to demonstrate. The accommodations required to facilitate the student’s learning can be identified by the teacher, but recommendations from a School Board generated Individual Education Plan (IEP) if available can also be consulted. Instruction based on principles of universal design and differentiated instruction focuses on the provision of accommodations to meet the diverse needs of learners.
Examples of accommodations (but not limited to) include:
- Adjustment and or extension of time required to complete assignments or summative tasks
- Providing alternative assignments or summative tasks
- Use of scribes and/or other assistive technologies
- Simplifying the language of instruction
Teachers will bring additional resources and teaching materials that provide a rich and diverse learning environment. Units in this course profile make specific reference to the intended textbook for this course but can be substituted for any relevant and approved text.
- Di, Giuseppe Maurice. Nelson Biology 11. Toronto: Nelson Thomson Learning, 2003. ISBN 0-17-625987-2
- “HHMI’s BioInteractive – Virtual Labs.
- McGraw Hill Biology Virtual Labs
- “Human Disorders”
Frequently Asked Questions
What is SBI3C?
SBI3C is a Grade 11 Biology course at a college preparation level.
What are 3C courses?
3C refers to the Grade level of the courses and the pathway. 3 means it is a grade 11 course and C means it is a college preparation course.
What is the prerequisite course for SBI3C?
How long does it take to complete the SBI3C online course?
At Ontario Virtual School (OVS) you can complete an online highschool credit courses as quickly as 4 weeks, or take as long as 12 months.
Will my marks be sent directly to OUAC or OCAS?
Yes, we can send the marks for your online courses directly to OUAC, OCAS, your home, and to your day school.