Course: Biology

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Biology

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, the anatomy of mammals, and 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.

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  • Department: Science
  • Course Developer: The Educators Academy
  • Development Date:
  • Revision Date: 2021
  • Course Title: Biology
  • Course Reviser: Anila Shakeel
  • Grade: Grade 11
  • Course Type: Applied (College Course)
  • Ministry Course Code: SBI3C
  • Credit Value: 01
  • Prerequisite: SNC2P or SNC2D
  • Ministry Curriculum Policy Document: The Ontario Curriculum, grades 11 and 12, 2008(Revised)

Overall Curriculum Expectations

Cellular Biology

    i. 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); ii. identify and describe careers related to the fields of science under study, and describe the contributions of scientists, including Canadians, to those fields.

Microbiology

    i. evaluate the impact of environmental factors and medical technologies on certain cellular processes that occur in the human body; ii. investigate the structures and functions of cells, and the factors that influence cellular activity, using appropriate laboratory equipment and techniques; demonstrate an understanding of the basic processes of cellular biology.

Genetics

    i. assess the effects of microorganisms in the environment, and analyse ethical issues related to their use in biotechnology; ii. investigate the development and physical characteristics of microorganisms, using appropriate laboratory equipment and techniques; iii. demonstrate an understanding of the diversity of microorganisms and the relationships that exist between them.

Anatomy of Mammals

    i. evaluate some social, ethical, and environmental implications of genetic research and related technologies; ii. investigate the process of meiosis, and analyse data related to the laws of heredity; iii. demonstrate an understanding of the process of meiosis, and explain the role of genes in the transmission of hereditary characteristics.

Plants in Natural Environment

    i. analyse 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; ii. investigate, through laboratory inquiry or computer simulation, the anatomy, physiology, and response mechanisms of mammals; iii. demonstrate an understanding of the structure, function, and interactions of the circulatory, digestive, and respiratory systems of mammals.

Unit Outline

# Unit Approx. Time
1 Cellular Biology 21 Hours
2 Microbiology 22 Hours
3 Genetics 22 Hours
4 Anatomy of Mammals 22 Hours
5 Plants in Natural Environment 21 Hours
6 Final Examination 02 Hours
Total 110 Hours

Unit Description

Cellular Biology

Students will demonstrate an understanding of the structures and functions of biochemical compounds, cell organelles and body systems. Through processes of inquiry and independent investigation students will investigate technological devices that support cellular functions and processes that can be used to improve human health. They will consider substances that are present in our everyday lives and how they can affect cellular functions and processes in both positive and negative ways.

Microbiology

In this unit, students will demonstrate an understanding of groups of microorganisms and their common characteristics that enable them to interact with other organisms in the environment. They will develop ways of communicating how microorganisms can have both positive and negative effects on the environment. Students will also discuss how the technological use of microorganisms raises many ethical issues.

Genetics

Students will demonstrate an understanding of how genetic research and biotechnology have social, environmental and ethical implications. They will examine how the variability and diversity of living organisms result from the distribution of genetic materials during the process of meiosis.

Anatomy of Mammals

In this unit, students will examine groups of organs and how their specific structures and functions work together as systems, which interact with other systems in the body. Students will independently investigate and evaluate technologies that are used to maintain human health and their social and economic benefits and costs. They will also develop ways of communicating how environmental factors, including natural factors and those resulting from human activity, can have a wide range of effects on human health.

Plants in Natural Environment

Students will demonstrate an understanding of the specialized functions that enable plants to respond and adapt to their environment. They will investigate how plants are critical to the survival of ecosystems. Through the process of inquiry and independent investigation students will examine how humans affect the sustainability of ecosystems when they alter the balance of plants within those ecosystems.

Program Considerations

Assessment and Evaluation

The primary purpose of assessment and evaluation is to improve student learning. Information gathered through assessment helps teachers to determine students’ strengths and weaknesses in their achievement of the curriculum expectations in each course. This information also serves to guide teachers in adapting curriculum and instructional approaches to students’ needs and in assessing the overall effectiveness of programs and classroom practices.

For assessment and evaluation, we follow the Ministry of Education's Growing Success document, and by doing so will benefit the students both in the present and future. We designed assessments 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.

Assessment and evaluation will be based on the provincial curriculum expectations and the achievement levels outlined in this document. Growing Success articulates the vision the Ministry has for the purpose and structure of assessment and evaluation techniques. 

In order to ensure that assessment and evaluation are valid and reliable and that they lead to the improvement of students’ learning, The Educators Academy’s assessment and evaluation strategies focus on:

  • Address both what students learn and how well they learn; 
  • Are varied in nature, administered over a period of time, and designed to provide opportunities for students to demonstrate the full range of their learning; 
  • Are appropriate for the learning activities used, the purposes of instruction, and the needs and experiences of the students; 
  • Are fair to all students; 
  • Accommodate students with special education needs, consistent with the strategies outlined in their Individual Education Plan; and those who are learning the language of instruction (English or French)
  • Ensure that each student is given clear directions for improvement; 
  • Promote students’ ability to assess their own learning and to set specific goals; 
  • Include the use of samples of students’ work that provide evidence of their achievement; 
  • Are communicated clearly to students and parents at the beginning of the school year and at other appropriate points (Parent Teacher Nights) throughout the school year.

There are three types of main assessments:

Assessment for learning is the process of analyzing and interpreting evidence for use by learners and their teachers to decide where the learners are in their learning, what they need to do, and how best they can do. Diagnostic quizzes, class and one-on-one observation and discussion in class are the Assessment for learning activities.

Assessment as learning focuses on the explicit development of students’ capability over time to be their own best evaluator, but teachers need to start by presenting and modeling external, structured opportunities for students to assess them. Formative quizzes, homework tasks, discussion of solutions, are some examples of Assessment AS Learning activities.

Assessment of learning is the assessment that generates results in statements or symbols about how well students are learning. It often contributes to pivotal decisions that will affect students’ futures. Summative tests, Assignments, Labs, projects and oral presentations are activities for Assessment of Learning.

Assessment Strands:

The Educators Academy will ensure that student work is assessed and/or evaluated in a balanced manner with respect to the four categories, and that achievement of particular expectations is considered within the appropriate categories.
Knowledge and Understanding (K/U)

Thinking and Inquiry (T/I)

Communication (C)

Application (A)

Evaluation and Reporting of Students’ Achievements by Report Cards

Student achievement is communicated formally to students and parents by means of the Provincial Report Card. The report card provides a record of the student’s achievement of the curriculum expectations in every course, at particular points in the school year or semester, in the form of a percentage grade. Report cards are issued upon completion of the course. Each report card will focus on related aspects of student achievement. The percentage grade will represent the quality of the student’s overall achievement of the expectations for the course and will reflect the corresponding level of achievement. The Educators Academy will record a final grade for every course, and a credit is granted for the course in which the student’s grade is 50% or higher. 

  • Term work will account 70% of the course work 

  • Final Exam would be a value of 30%

Final Assessment and Evaluation = 100%

The teacher will also provide written comments concerning the student's strengths, areas for improvement, and next steps (E–Excellent, G–Good, S–Satisfactory, N–Needs Improvement). The report card will indicate whether an OSSD credit has been earned or not. Upon completion of a course, The Educators Academy will send a copy of the report card back to the student's home school 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 for parents’ communication.

Evaluation Instruments/ Strategies:

  • Rubrics Observation
  • Checklist Project Work
  • Peer Interviewing
  • Self Researching
  • Group Conferencing

A Summary Description of Achievement in Each Percentage Grade Range
and Corresponding Level of Achievement
Percentage Grade Range
Achievement Level
Summary Description
80-100%
Level 4
A very high to outstanding level of achievement. Achievement is above the provincial standard.
70-79%
Level 3
A high level of achievement. Achievement is at the provincial standard.
60-69%
Level 2
A moderate level of achievement. Achievement is below, but approaching, the provincial standard.
50-59%
Level 1
A passable level of achievement. Achievement is below the provincial standard.
below 50%
Level R
Insufficient achievement of curriculum expectations. A credit will not be granted.

Achievement Chart – Biology SBI4U, Grades 9–12

Categories
50–59%
(Level 1)
60–69%
(Level 2)
70–79%
(Level 3)
80–100%
(Level 4)
Knowledge and Understanding 
The student:



Knowledge of content
(e.g., facts, terminology,
definitions, safe use of
equipment and materials)
demonstrates
limited
knowledge of
content
demonstrates
some knowledge
of content
demonstrates
considerable
knowledge of
content
demonstrates
thorough
knowledge of
content
Understanding of content (e.g., concepts, ideas, theories, principles, procedures, processes)
demonstrates
limited
understanding
of content 
demonstrates
some
understanding
of content

demonstrates
considerable
understanding
of content
demonstrates
thorough
understanding
of content

Categories
50–59%
(Level 1)
60–69%
(Level 2)
70–79%
(Level 3)
80–100%
(Level 4)
Thinking/ Inquiry 
The student:



Use of initiating and planning skills and strategies (e.g., formulating questions, identifying the problem, developing hypotheses, selecting strategies and resources, developing plans)
uses initiating
and planning
skills and
strategies with
limited
effectiveness
uses initiating
and planning
skills and
strategies with
some
effectiveness
uses initiating
and planning
skills and
strategies with
considerable
effectiveness
uses initiating and
planning skills
and strategies
with a high
degree of
effectiveness
Use of processing skills and strategies (e.g., performing and recording, gathering
evidence and data,
observing, manipulating
materials and using
equipment safely, solving equations, proving, conclusion)
uses processing
skills and
strategies with
limited
effectiveness
uses processing
skills and
strategies with
some
effectiveness
uses processing
skills and
strategies with
considerable
effectiveness
uses processing
skills and
strategies with a
high degree of
effectiveness
Use of critical/creative
thinking processes, skills, and strategies (e.g., analysing,
interpreting, problem solving, evaluating, forming and justifying conclusions on the basis of evidence)
uses critical/
creative thinking
processes, skills,
and strategies
with limited
effectiveness
uses critical/
creative thinking
processes, skills,
and strategies
with some
effectiveness
uses critical/
creative thinking
processes, skills,
and strategies
with considerable
effectiveness
uses critical/
creative thinking
processes, skills,
and strategies
with a high
degree of
effectiveness

Categories
50–59%
(Level 1)
60–69%
(Level 2)
70–79%
(Level 3)
80–100%
(Level 4)
Communication
The student:



Expression and
organization of ideas and information (e.g., clear expression, logical organization) in oral, visual, and/or written forms (e.g., diagrams, models)
expresses and
organizes ideas
and information
with limited
effectiveness
expresses and
organizes ideas
and information
with some
effectiveness
expresses and
organizes ideas and information
with considerable
effectiveness
expresses and
organizes ideas
and information
with a high
degree of
effectiveness
Communication for
different audiences (e.g., peers, adults) and purposes (e.g., to inform, to persuade) in oral, visual, and/ or written forms
communicates
for different
audiences and
purposes with
limited
effectiveness
communicates for
different
audiences and
purposes with
some
effectiveness
communicates
for different
audiences and
purposes with
considerable
effectiveness
communicates
for different
audiences and
purposes with a
high degree of
effectiveness
Use of conventions,
vocabulary, and
terminology of the
discipline in oral, visual, and/or written forms
(e.g., symbols, formulae,
scientific notation, SI units)
uses conventions,
vocabulary, and
terminology of
the discipline
with limited
effectiveness
uses conventions,
vocabulary, and
terminology of
the discipline
with some
effectiveness
uses conventions,
vocabulary, and
terminology of
the discipline
with considerable
effectiveness
uses conventions,
vocabulary, and
terminology of
the discipline
with a high
degree of
effectiveness

Categories
50–59%
(Level 1)
60–69%
(Level 2)
70–79%
(Level 3)
80–100%
(Level 4)
Application 
The student:



Application of knowledge
and skills (e.g., concepts and
processes, safe use of
equipment, scientific
investigation skills) in familiar contexts
applies
knowledge and
skills in familiar
contexts with
limited
effectiveness
applies
knowledge and
skills in familiar
contexts with
some
effectiveness
applies
knowledge and skills in familiar
contexts with
considerable
effectiveness
applies
knowledge and
skills in familiar
contexts with a
high degree of
effectiveness
Transfer of knowledge
and skills (e.g., concepts and
processes, safe use of
equipment, scientific
investigation skills) to unfamiliar contexts
transfers
knowledge and
skills to unfamiliar
contexts with
limited
effectiveness
transfers
knowledge and
skills to unfamiliar
contexts with
some effectiveness
transfers
knowledge and skills to unfamiliar
contexts with
considerable
effectiveness
transfers
knowledge and
skills to unfamiliar
contexts with a
high degree of
effectiveness
use of equipment, materials and technology 
uses equipment, materials and technology safely and correctly only with supervision
uses equipment, materials and technology safely and correctly with some supervision
uses equipment, materials and technology safely and correctly 
demonstrates and promotes the safe and correct
uses of  equipment, materials and technology 
Making connections
between science,
technology, society, and
the environment (e.g., assessing the impact of
science on technology,
people and other living things, and the environment)
makes
connections
between science,
technology,
society, and the
environment
with limited
effectiveness
makes
connections
between science,
technology,
society, and the
environment with
some effectiveness
makes
connections
between science,
technology,
society, and theenvironment
with considerable
effectiveness
makes
connections
between science,
technology,
society, and the
environment with
a high degree of
effectiveness
Proposing courses
of practical action to deal with problems
relating to science,
technology, society, and the environment
proposes courses
of practical
action of limited
effectiveness
proposes courses
of practical
action of some
effectiveness
proposes courses
of practical action
of considerable
effectiveness
proposes highly
effective courses
of practical action
Submission of Assignments

  • All assignments should be submitted for grading on the stated due date.
  • Any late assignments may be subjected to a 10% penalty.
  • Work not submitted within 5 school days after the stated due date will be assigned a mark of 0.
  • If a student is ill or away for a documented reason, all assignments must be submitted upon return to class, unless arrangements are negotiated with the teacher.
  • It is vital that the student realize the potential consequences of incomplete work and absences, including failure to gain the credit for the course. It is the responsibility of the student to catch up on all work missed from being absent.

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.

Planning Programs for Special Education Needs

The Educators Academy believes that classroom teachers are the key educators of students who have special education needs. They have a responsibility to help all students to learn and work collaboratively with special education resource teachers, where appropriate, to achieve this goal.

The Educators Academy is committed to ensuring that all students, especially those with special education needs, are provided with the learning opportunities and supports they require to gain the knowledge, skills, and confidence needed to succeed in a rapidly changing society. The context of special education and the provision of special education programs and services for exceptional students in Ontario are constantly evolving. 
The Educators Academy believes on that:
  • All students can succeed.
  • Universal design and differentiated instruction are effective and interconnected means of meeting the learning or productivity needs of any group of students.
  • Successful instructional practices are founded on evidence-based research, tempered by experience.
  • Classroom teachers are key educators for a student’s literacy and numeracy development.
  • Each student has his or her own unique patterns of learning.
  • Classroom teachers need the support of the larger community to create a learning environment that supports students with special education needs.
  • Fairness is not sameness.
The Educators Academy provide comprehensive procedures for the identification of exceptional pupils, for the placement of those pupils in educational settings where the special education programs and services appropriate to their needs can be delivered, and for the review of the identification of exceptional pupils and their placement. If the student requires either accommodations or modified expectations, or both, then we will take into account these needs of exceptional students as they are set out in the students' Individual Education Plan. Our courses offer a vast array of opportunities for students with special educations needs to acquire the knowledge and skills required for our evolving society. Students who use alternative techniques for communication may find a venue to use these special skills in these courses. There are a number of technical and learning aids that can assist in meeting the needs of exceptional students as set out in their Individual Education Plan. In the process of taking their course, students may use a personal amplification system, tele-typewriter, an oral or a sign-language interpreter, a specialized computer programs, time extensions, ability to change font size, oral readers, etc. Accommodations (instructional, environmental or assessment) allow the student with special education needs access to the curriculum without changes to the course curriculum expectations. The IEP box on the student's provincial report card will not be checked in this circumstance. The student is eligible for the credit. 
In planning science courses for students with special education needs, our teachers begin by examining the current achievement level of the individual student, the strengths and learning needs of the student, and the knowledge and skills that all students are expected to demonstrate at the end of the course, in order to determine which of the following options is appropriate for the student: 
  • no accommodations or modifications; or 
  • accommodations only; or
  • modified expectations, with the possibility of accommodations; or 
  • alternative expectations, which are not derived from the curriculum expectations for a course and which constitute alternative programs and/or courses.
There are three types of accommodations: 
  • Instructional accommodations are changes in teaching strategies, including styles of presentation, methods of organization, or use of technology and multimedia. 
  • Environmental accommodations are changes that the student may require in the classroom and/or school environment, such as preferential seating or special lighting. 
  • Assessment accommodations are changes in assessment procedures that enable the student to demonstrate his or her learning, such as allowing additional time to complete tests or assignments or permitting oral responses to test questions
Students having modified curriculum expectations reflected in their IEP, will have either an increase or decrease in the number of curriculum expectations. These modified expectations represent measurable goals of the knowledge or skills to be demonstrated by the student using appropriate assessment methods. The principal will determine whether achievement of the modified expectations constitutes successful completion of the course, and will decide whether the student is eligible to receive a credit for the course.
Program Consideration for English Language Learners

Ontario schools have some of the most multilingual student populations in the world. The first language of approximately 20 per cent of the students in Ontario’s English-language schools is a language other than English. Ontario’s linguistic heritage includes several Aboriginal languages and many African, Asian, and European languages. It also includes some varieties of English – also referred to as dialects – that differ significantly from the English required for success in Ontario schools. 

Many English language learners were born in Canada and have been raised in families and communities in which languages other than English, or varieties of English that differ from the language used in the classroom, are spoken. Other English language learners arrive in Ontario as newcomers from other countries; they may have experience of highly sophisticated educational systems, or they may have come from regions where access to formal schooling was limited. When they start school in Ontario, many of these students are entering a new linguistic and cultural environment. All teachers share in the responsibility for these students’ English language development. 

The Educators Academy provides a number of strategies to address the needs of ESL students. This course must be flexible in order to accommodate the needs of students who require instruction in English as a second language or English literacy development. Our teachers consider it to be their responsibility to help students to develop their ability to use the English language properly. Appropriate accommodations affecting the teaching, learning, and evaluation strategies in this course may be made in order to help students gain proficiency in English, since students taking English as a second language at the secondary level have limited time in which to develop this proficiency. 

The Educators Academy determines the student's level of proficiency in the English Language upon registration. This information is communicated to the teacher of the course following the registration and the teacher then invokes a number of strategies and resources to support the student in the course. The Educators Academy has created course content to enrich the student's learning experience. Many occupations in Canada require employees with capabilities in the English language. Enabling students to learn English language skills will contribute to their success in the larger world. With exposure to the English language in a supportive learning environment, most young children will develop oral fluency quite quickly, making connections between concepts and skills acquired in their first language and similar concepts and skills presented in English.

Environmental Education

Environmental education is education about the environment, for the environment, and in the environment that promotes an understanding of, rich and active experience in, and an appreciation for the dynamic interactions of: 

  • The earth’s physical and biological systems
  • The dependency of our social and economic systems on these natural systems 
  • The scientific and human dimensions of environmental issues
  • The positive and negative consequences, both intended and unintended, of the interactions between human-created and natural systems

Helping students become environmentally responsible is a role assumed by The Educators Academy. We work on different aspects like to promote learning about environmental issues and solutions, to engage students in practicing and promoting environmental stewardship in their community and to focus on the importance of the education system providing leadership by implementing and promoting responsible environmental practices so that all stakeholders become dedicated to living more sustainably. 

The Educators Academy also ensures that the student will have opportunities to acquire the knowledge, skills, perspectives and practices needed to become an environmentally literate citizen. Our courses should provide opportunities for each student to address environmental issues in their home, in their local community, or even at the global level.

Anti Discrimination Education

The implementation of antidiscrimination principles in education influences all aspects of school life. It promotes a school climate that encourages all students to work to attain high standards, affirms the worth of all students, and helps students strengthen their sense of identity and develop a positive self-image. It encourages staff and students alike to value and show respect for diversity in the school and the wider society. It requires schools to adopt measures to provide a safe environment for learning, free from harassment, violence, and expressions of hate.

Antidiscrimination education encourages students to think critically about themselves and others in the world around them in order to promote fairness, healthy relationships, and active, responsible citizenship. 

The Educators Academy ensures that school–community interaction reflects the diversity in the local community and wider society. We are highly concerned about a variety of strategies for communicating and working with parents and community members from diverse groups, in order to ensure their participation in such school activities as parent teacher nights. It is our policy to encourage the families new to Canada, who may be unfamiliar with the Ontario school system, so they can get special outreach and encouragement in order to feel comfortable in their interactions with The Educators Academy.

The most effective way to enable all students to learn about healthy and respectful relationships is through the school curriculum. Our teachers can promote this learning in a variety of ways. For example, they can help students develop and practise the skills they need for building healthy relationships by giving them opportunities to apply critical-thinking and problem solving strategies and to address issues through group discussions, role play, case study analysis, and other means. The Educators Academy can also have a positive influence on students by modelling the behaviours, values, and skills that are needed to develop and sustain healthy relationships, and also addresses immediate relationship issues that may arise among students.
In many instances, variations in culture and location (whether rural, urban, or suburban) can be found in a single classroom. Students living in apartment buildings will have different access to plants and animals than students living in a rural setting. There may be cultural sensitivities for some students in areas such as the use of biological specimens. Our teachers are highly open to adjust their instructions, when concerns are brought to their attention.

The Educators Academy welcomes and encourages all students, parents, caregivers, and other members of the school and local community - regardless of ancestry, culture, ethnicity, sex, physical or intellectual ability, race, religion, gender identity, sexual orientation, socio-economic status, or other similar factors. We value diversity, and all members of The Educators Academy feel safe, comfortable, and accepted. Every student is supported and inspired to succeed in a culture of high expectations for learning. In an inclusive education system, all students see themselves reflected in the curriculum, their physical surroundings, and the broader environment, so that they can feel engaged in and empowered by their learning experiences.

The Educators Academy can give students a variety of opportunities to learn about diversity and diverse perspectives. By drawing attention to the contributions of women, the perspectives of various ethno-cultural, religious, and racial communities, and the beliefs and practices of all multicultural diversity, teachers enable our students from a wide range of backgrounds to see them reflected in the curriculum. It is essential that learning activities and materials used to support the curriculum reflect the multicultural nature of society that is Canada. In addition, The Educators Academy differentiates the instruction and assessment strategies to take into account the background and experiences, as well as the interests, aptitudes, and learning needs, of all students.

We hope that all these attitudes and attributes provide a foundation on which students can develop their own identity, explore interconnectedness with others, and form and maintain healthy relationships.

Critical Thinking and Critical Literacy in Science

Critical thinking is the process of thinking about ideas or situations in order to understand them fully, identify their implications, and/or make a judgement about what is sensible or reasonable to believe or do. Critical thinking includes skills such as questioning, predicting, hypothesizing, analysing, synthesizing, examining opinions, identifying values and issues, detecting bias, and distinguishing between alternatives.

Students use critical-thinking skills in The Educators Academy courses when they access, analyse, and/or evaluate the impact of something and when they form an opinion about something and support that opinion with a rationale. In order to think critically, students need to examine the opinions and values of others, detect bias, look for implied meaning, and use the information gathered to form a personal opinion or stance, or a personal plan of action with regard to making a difference. Students approach critical thinking in various ways. Some students find it helpful to discuss their thinking, asking questions and exploring ideas. Other students, who are new to Canadian Curriculum and the Education System, may take time to observe a situation or consider a text carefully before commenting; they may prefer not to ask questions or express their thoughts orally while they are thinking.

The development of these critical-thinking skills is supported in every course at The Educators Academy. As students work to achieve the curriculum expectations in their particular course, students frequently need to identify the possible implications of choices. As they gather information from a variety of sources, they need to be able to interpret what they are listening to, reading, or viewing; to look for instances of bias; and to determine why a source might express a particular bias.

Critical literacy is the capacity for a particular type of critical thinking that involves looking beyond the literal meaning of a text to determine what is present and what is missing, in order to analyse and evaluate the text’s complete meaning and the author’s intent. Critical literacy goes beyond conventional critical thinking by focusing on issues related to fairness, equity, and social justice. In The Educators Academy, critically literate students adopt a critical stance, asking what view of the world the text advances and whether they find this view acceptable.

In The Educators Academy, science students who are critically literate are able to read or view reports from a variety of sources on a common issue. They are able to assess how fairly the facts have been reported, what biases might be contained in each report and why that might be, how the content of the report was determined and by whom, and what might have been left out of the report and why. These students would then be equipped to produce their own interpretation of the issue.

Literacy, Mathematical Literacy and Investigation (Inquiry Skills)

Literacy, mathematical literacy, and investigation skills are critical to students’ success in all subjects of the curriculum and in all areas of their lives. Many of the activities and tasks that students undertake in the science curriculum involve the literacy skills related to oral, written, and visual communication. Communication skills are fundamental to the development of scientific literacy, and fostering students’ communication skills is an important part of the teacher’s role in the science curriculum.

By taking a course in The Educators Academy, students use a different set of skills for reading in science than they do when reading fiction or general non-fiction. They understand vocabulary and terminology that are unique to science, and are able to interpret symbols, charts, diagrams, and graphs. In addition, as they progress through secondary school, they build their ability to make sense of the organization of science textbooks, scientific journals, and research papers. In The Educators Academy, science teachers model and teach the strategies that support learning to read while students are reading to learn in science.

Inquiry and research are at the heart of learning in all subject areas at The Educators Academy. Students are encouraged to develop their ability to ask questions and to explore a variety of possible answers to those questions. As they advance through the grades, they acquire the skills to locate relevant information from a variety of print and electronic sources. The questioning they practiced in the early grades becomes more sophisticated as they learn that all sources of information that have a particular point of view and that the recipient of the information has a responsibility to evaluate it, determine its validity and relevance, and use it in appropriate ways. The ability to locate, question, and validate information allows a student to become an independent, mature and lifelong learner.

Understanding science also requires the use and understanding of specialized terminology. In The Educators Academy, for all science courses, students are expected to use appropriate and correct terminology, and are also encouraged to use language with care and precision in order to communicate effectively

The Role of a Library

The school library program in many schools can help build and transform students' knowledge in order to support lifelong learning in our information- and knowledge-based society. The school library program of these schools supports student success across the curriculum by encouraging students to read widely, teaching them to examine and read many forms of text for understanding and enjoyment, and helping them improve their research skills and effectively use information gathered through research. The Educator Academy teachers assist students in accessing a variety of online resources and collections (e.g., professional articles, image galleries, videos, databases, virtual labs and much more). Our Teachers will also guide students through the concept of ownership of work and the importance of copyright in all forms of media.

The Role of Information and Communication Technology

Information and communications technology provides a range of tools that can significantly extend and enrich teachers’ instructional strategies and support students’ learning in science. Computer programs can help students collect, organize, and sort the data they gather and to write, edit, and present multimedia reports on their findings. ICT can also be used to connect students to other schools, at home and abroad, and to bring the global community into the local classroom. Technology also makes it possible to use simulations – for instance, when field studies on a particular topic are not feasible or dissections are not acceptable.

In The Educators Academy, therefore, according to the needs of students, they are encouraged to use ICT to support and communicate their learning. Students working individually or in groups have a full access to use computers and portable storage devices, CD-ROM and DVD technologies, and/or Internet websites to gain access to science institutions in Canada and around the world. In The Educators Academy, students sometimes are allowed to use digital or video cameras to record laboratory inquiries or findings on field trips, or for multimedia presentations on scientific issues/ problems.

As a result, students can develop transferable skills through their experience with word processing, internet research, presentation software, and telecommunication tools, as would be expected in any other course or any business environment. Although the Internet is a powerful learning tool, there are potential risks attached to its use. All students must be made aware of issues related to Internet privacy, safety, and responsible use, as well as of the potential for abuse of this technology, particularly when it is used to promote hatred. Our teachers understand that ICT tools are valuable in their teaching practice, both for whole class instruction and for the design of curriculum units that contain varied approaches to learning to meet diverse student needs. 

The Ontario Skills Passport and Essential Skills

Ontario Skills Passport (OSP) is a bilingual, web-based resource that enhances the relevance of classroom learning for students and strengthens school–work connections. The skills described in the OSP are the Essential Skills that the Government of Canada and other national and international agencies have identified and validated, through extensive research, as the skills needed for work, learning, and life.  The Educators Academy can engage students by using OSP tools and resources to show how what they learn in class can be applied in the workplace and in everyday life. 

Career Education

Ongoing scientific discoveries and innovations coupled with rapidly evolving technologies have resulted in an exciting environment in which creativity and innovation thrive, bringing about new career opportunities. The Educators Academy teachers are available to help the student prepare for employment in a number of diverse areas. With the help of teachers, students will learn to set and achieve goals and will gain experience in making meaningful decisions concerning career choices. The skills, knowledge and creativity that students acquire through this course are essential for a wide range of careers. Throughout their secondary school education, students will learn about the educational and career opportunities that are available to them; explore and evaluate a variety of those opportunities; relate what they learn in their courses to potential careers in a variety of fields; and learn to make appropriate educational and career choices. Our program is based on linking of personality identification with the right pathway by the help of proper guidance. Students by this way can achieve their goals and make transitions to achieve their targets. 

PLANNING PROGRAM PATHWAYS AND PROGRAMS LEADING TO A SPECIALIST HIGH SKILLS MAJOR

The Educators Academy courses are well suited for inclusion in Specialist High Skills Majors (SHSM) or in programs designed to provide pathways to particular apprenticeship, college, university, or workplace destinations. In some SHSM programs, courses at The Educators Academy can be bundled with other courses to provide the academic knowledge and skills important to particular economic sectors and required for success in the workplace and postsecondary education, including apprenticeship training.

Health and Safety

In order to provide a suitable learning environment for The Educators Academy’s staff and students, it is critical that classroom practice and the learning environment complies with relevant federal, provincial, and municipal health and safety legislation and by-laws, including, but not limited to, the Workplace Safety and Insurance Act, the Workplace Hazardous Materials Information System (WHMIS), the Food and Drug Act, the Health Protection and Promotion Act, the Ontario Building Code, and the Occupational Health and Safety Act (OHSA). The OHSA requires all schools to provide a safe and productive learning and work environment for both students and employees.

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Teaching & 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 a 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
  • Virtual lab activities 
  • Animations and simulations activities
  • Graphics and Diagrams
  • Interactive Activities 
  • Assessment FOR, OF and AS Learning activities with Feedbacks
  • Student reflection and self-assessment
  • Discussions of issues relating science to technology, society, and the environment
  • Problem-based Learning activities
  • Research Reports
  • Opinion-based Reports
  • Concept-supporting games
  • Topic Based Videos and Interactive Objects (Models/ Sketches)