Ontario Grade 11 Biology (SBI3U) curriculum and lessons

The course map includes Diversity of Living Things, Evolution, Genetic Processes, and 3 other sections. Follow the complete section list above for the full study path.

درس زیست‌شناسی پایه یازدهم انتاریو (SBI3U) چه مباحثی دارد؟ از جمله مباحث این درس گوناگونی جانداران، فرگشت، فرایندهای ژنتیکی است. فهرست کامل بخش‌ها در بالای صفحه قرار دارد.

15 of 67 written lessons are currently published and free to read. Open a linked lesson in the section map above. Check the official Ontario curriculum for exact requirements.

درس‌ها و برنامهٔ درسی زیست‌شناسی پایه یازدهم انتاریو را از کجا پیدا کنم؟ اکنون 15 درس از 67 درس نوشتاری منتشر شده و خواندن آن‌ها رایگان است. درس‌های دارای پیوند را در نقشهٔ بخش‌های بالا باز کنید. برای شرایط دقیق به برنامهٔ درسی رسمی انتاریو مراجعه کنید.

Classification, kingdoms, sampling, dichotomous keys, and biodiversity.

Natural and artificial selection, evidence, adaptation, and speciation.

Meiosis, alleles, inheritance patterns, Punnett squares, and ethics.

Respiratory, digestive, and circulatory systems and their interactions.

Vascular tissues, transport, reproduction, growth, and sustainability.

In SNC2D, you learned to ask questions about the natural world and use evidence to investigate them. A biological investigation…

A dichotomous key is a sequence of paired choices that helps identify an organism. Each pair should compare the same observable…

A Punnett square organizes the possible allele combinations from two parents. In a simple hypothetical trait with complete dominance…

In SNC2D, you learned that investigations begin with questions and use observations or measurements as evidence. Biology uses the…

In SNC2D, you practised asking questions about science and using information to investigate them. This lesson builds on that skill.…

In Grade 10 science, you practised asking questions, planning fair tests, and following laboratory instructions. Those habits matter…

In earlier science courses, you learned that an investigation begins with a question and uses observations or measurements as…

In science, a result is useful only if it has been recorded clearly enough to be checked and understood. In Grade 10 science, you…

Plan, conduct, evaluate, and communicate safe biology investigations; explore life-science careers.

• A1.1 · Form research questions, predictions, and testable hypotheses (published written lesson)
• A1.2 · Choose suitable instruments, materials, and inquiry procedures (published written lesson)
• A1.3 · Locate relevant print and electronic research sources (published written lesson)
• A1.4 · Plan investigations using safe laboratory practices (published written lesson)
• A1.5 · Conduct safe inquiries while controlling relevant variables (published written lesson)
• A1.6 · Record accurate observations and data in suitable formats (published written lesson)
• A1.7 · Organize information and document research sources (published written lesson)
• A1.8 · Analyse data against predictions and evaluate error or bias (written lesson not published)
• A1.9 · Evaluate research sources for logic, accuracy, and reliability (published written lesson)
• A1.10 · Justify conclusions with inquiry results and scientific knowledge (published written lesson)
• A1.11 · Communicate procedures, results, and conclusions clearly (published written lesson)
• A1.12 · Use biological diagrams, symbols, graphs, and appropriate units (published written lesson)
• A1.13 · Report calculations with suitable accuracy and precision (published written lesson)
• A2.1 · Describe life-science careers and training pathways (published written lesson)
• A2.2 · Describe scientists, including Canadians, and their contributions (written lesson not published)

Classify living things, explain biodiversity, and evaluate human impacts.

• B1.1 · Assess risks and benefits of human intervention in biodiversity (written lesson not published)
• B1.2 · Analyse possible climate-change effects on biodiversity (written lesson not published)
• B2.1 · Use terminology for biodiversity and classification (written lesson not published)
• B2.2 · Classify and draw representatives of major kingdoms (written lesson not published)
• B2.3 · Sample an ecosystem and classify its organisms (written lesson not published)
• B2.4 · Create and use a dichotomous identification key (published written lesson)
• B3.1 · Explain taxonomic ranks and phylogenetic relationships (written lesson not published)
• B3.2 · Compare prokaryotes, eukaryotes, and viruses (written lesson not published)
• B3.3 · Compare structural and functional traits across kingdoms (written lesson not published)
• B3.4 · Describe major structural and functional changes in life over time (written lesson not published)
• B3.5 · Explain how biodiversity supports viable, resilient ecosystems (written lesson not published)

Investigate selection, evidence of evolutionary change, adaptation, and speciation.

• C1.1 · Assess economic and environmental impacts of artificial selection (written lesson not published)
• C1.2 · Evaluate environmental change, natural selection, and species vulnerability (written lesson not published)
• C2.1 · Use evolution, niche, mutation, extinction, and speciation terminology (written lesson not published)
• C2.2 · Research factors that influence evolutionary processes (written lesson not published)
• C2.3 · Evaluate contributions to modern evolutionary theory (written lesson not published)
• C2.4 · Compare natural and artificial selection through a case study (written lesson not published)
• C3.1 · Explain biological change over time through natural selection (written lesson not published)
• C3.2 · Explain adaptation under changing environmental pressures (written lesson not published)
• C3.3 · Explain how new species can arise (written lesson not published)
• C3.4 · Compare mechanisms including variation, selection, and genetic drift (written lesson not published)

Connect meiosis and inheritance to genetic probabilities and ethical questions.

• D1.1 · Analyse social and ethical implications of genetics research (written lesson not published)
• D1.2 · Evaluate recent advances in genetics knowledge and technology (written lesson not published)
• D2.1 · Use chromosome, allele, gamete, haploid, and diploid terminology (written lesson not published)
• D2.2 · Investigate meiosis and explain it with labelled diagrams (written lesson not published)
• D2.3 · Solve monohybrid, dihybrid, and sex-linked inheritance problems (published written lesson)
• D2.4 · Test inheritance patterns with crosses and probability (written lesson not published)
• D3.1 · Explain meiosis, chromosome movement, and crossing over (written lesson not published)
• D3.2 · Relate DNA, genes, chromosomes, alleles, mitosis, and meiosis (written lesson not published)
• D3.3 · Explain genotype, phenotype, dominance, and other inheritance patterns (written lesson not published)
• D3.4 · Describe genetic disorders involving mutations or chromosome errors (written lesson not published)
• D3.5 · Explain uses and implications of reproductive technologies (written lesson not published)

Study respiratory, circulatory, and digestive systems and their interactions.

• E1.1 · Evaluate technologies that improved knowledge of body systems (written lesson not published)
• E1.2 · Link health needs to developments in body-system science (written lesson not published)
• E2.1 · Use terminology for animal anatomy and physiology (written lesson not published)
• E2.2 · Investigate relationships among animal organ systems (written lesson not published)
• E2.3 · Measure respiratory and circulatory responses to stimuli (written lesson not published)
• E3.1 · Explain ventilation and gas exchange from environment to cell (written lesson not published)
• E3.2 · Explain digestion and nutrient supply for energy and growth (written lesson not published)
• E3.3 · Explain circulation and transport of essential substances (written lesson not published)
• E3.4 · Describe disorders of respiratory, digestive, and circulatory systems (written lesson not published)

Study vascular tissues, plant reproduction and growth, and sustainable plant use.

• F1.1 · Evaluate plants’ importance to Canadian society (written lesson not published)
• F1.2 · Compare cultural uses of plants and their sustainability (written lesson not published)
• F2.1 · Use terminology for plant tissues, structures, and reproduction (written lesson not published)
• F2.2 · Investigate environmental factors affecting plant growth (written lesson not published)
• F2.3 · Identify and diagram specialized tissues in roots, stems, and leaves (written lesson not published)
• F2.4 · Investigate methods of plant propagation (written lesson not published)
• F3.1 · Explain plant tissue structures and material transport (written lesson not published)
• F3.2 · Compare monocot and dicot structures and evolution (written lesson not published)
• F3.3 · Explain natural reproduction and artificial propagation of plants (written lesson not published)
• F3.4 · Describe growth regulators and environmental growth factors (written lesson not published)
• F3.5 · Explain plants’ role in ecological succession and biodiversity (written lesson not published)

Three leaves are broad and smooth, broad and toothed, or needle-shaped. Give the first two choices in an identification key.

Worked method: First separate needle-shaped from broad leaves. Then split broad leaves by smooth versus toothed edges. Each choice uses an observable trait.

For two heterozygous Aa parents, what fraction of offspring genotypes is aa?

Worked method: Each parent produces A or a gametes. The four equally likely combinations are AA, Aa, Aa, aa; one of four is aa, so the probability is 25%.

Explain how oxygen moves from an inhaled breath to a working muscle cell.

Worked method: Oxygen diffuses from alveoli to blood, is carried by circulation, and diffuses into the muscle cell. The respiratory and circulatory systems cooperate.

Why can a dichotomous key give a wrong identification when a trait is missing?

An Aa × aa cross produces which possible genotypes, and in what expected ratio?