Gizmos for Ontario - Science: Biology, Grade 11, University Preparation (Ontario Curriculum adopted 2008)

This correlation lists the recommended Gizmos for this province's curriculum standards. Click any Gizmo title below for more information.

A: Scientific Investigation Skills and Career Exploration

A1: 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);

A1.1: Students will: formulate relevant scientific questions about observed relationships, ideas, problems, or issues, make informed predictions, and/or formulate educated hypotheses to focus inquiries or research

A1.5: Students will: conduct inquiries, controlling relevant variables, adapting or extending procedures as required, and using appropriate materials and equipment safely, accurately, and effectively, to collect observations and data

A1.6: Students will: compile accurate data from laboratory and other sources, and organize and record the data, using appropriate formats, including tables, flow charts, graphs, and/or diagrams

A1.11: Students will: communicate ideas, plans, procedures, results, and conclusions orally, in writing, and/or in electronic presentations, using appropriate language and a variety of formats (e.g., data tables, laboratory reports, presentations, debates, simulations, models)

A1.12: Students will: use appropriate numeric, symbolic, and graphic modes of representation (e.g., biological diagrams, Punnett squares), and appropriate units of measurement (e.g., SI and imperial units)

B: Diversity of Living Things

B1: analyse the effects of various human activities on the diversity of living things;

B1.1: Students will: analyse some of the risks and benefits of human intervention (e.g., tree plantations; monoculture of livestock or agricultural crops; overharvesting of wild plants for medicinal purposes; using pesticides to control pests; suppression of wild fires) to the biodiversity of aquatic or terrestrial ecosystems

B1.2: Students will: analyse the impact that climate change might have on the diversity of living things (e.g., rising temperatures can result in habitat loss or expansion; changing rainfall levels can cause drought or flooding of habitats)

B2: investigate, through laboratory and/or field activities or through simulations, the principles of scientific classification, using appropriate sampling and classification techniques;

B2.4: Students will: create and apply a dichotomous key to identify and classify organisms from each of the kingdoms

B3: demonstrate an understanding of the diversity of living organisms in terms of the principles of taxonomy and phylogeny.

B3.5: Students will: explain why biodiversity is important to maintaining viable ecosystems (e.g., biodiversity helps increase resilience to stress and resistance to diseases or invading species)

C: Evolution

C1: 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;

C1.2: Students will: evaluate the possible impact of an environmental change on natural selection and on the vulnerability of species (e.g., adaptation to environmental changes can affect reproductive success of an organism)

C2: investigate evolutionary processes, and analyse scientific evidence that supports the theory of evolution;

C2.1: Students will: use appropriate terminology related to evolution, including, but not limited to: extinction, natural selection, phylogeny, speciation, niche, mutation, mimicry, adaptation, and survival of the fittest

C2.2: Students will: use a research process to investigate some of the key factors that affect the evolutionary process (e.g., genetic mutations, selective pressures, environmental stresses)

C2.4: Students will: investigate, through a case study or computer simulation, the processes of natural selection and artificial selection (e.g., selective breeding, antibiotic resistance in microorganisms), and analyse the different mechanisms by which they occur

C3: demonstrate an understanding of the theory of evolution, the evidence that supports it, and some of the mechanisms by which it occurs.

C3.1: Students will: explain the fundamental theory of evolution, using the evolutionary mechanism of natural selection to illustrate the process of biological change over time

C3.2: Students will: explain the process of adaptation of individual organisms to their environment (e.g., some disease-causing bacteria in a bacterial population can survive exposure to antibiotics due to slight genetic variations from the rest of the population, which allows successful surviving bacteria to pass on antibiotic resistance to the next generation)

C3.4: Students will: describe some evolutionary mechanisms (e.g., natural selection, artificial selection, sexual selection, genetic variation, genetic drift, biotechnology), and explain how they affect the evolutionary development and extinction of various species (e.g., Darwin’s finches, giraffes, pandas)

D: Genetic Processes

D2: investigate genetic processes, including those that occur during meiosis, and analyse data to solve basic genetics problems involving monohybrid and dihybrid crosses;

D2.1: Students will: use appropriate terminology related to genetic processes, including, but not limited to: haploid, diploid, spindle, synapsis, gamete, zygote, heterozygous, homozygous, allele, plasmid, trisomy, non-disjunction, and somatic cell

D2.3: Students will: use the Punnett square method to solve basic genetics problems involving monohybrid crosses, incomplete dominance, codominance, dihybrid crosses, and sex-linked genes

D2.4: Students will: investigate, through laboratory inquiry or computer simulation, monohybrid and dihybrid crosses, and use the Punnett square method and probability rules to analyse the qualitative and quantitative data and determine the parent genotype

D3: demonstrate an understanding of concepts, processes, and technologies related to the transmission of hereditary characteristics.

D3.1: Students will: explain the phases in the process of meiosis in terms of cell division, the movement of chromosomes, and crossing over of genetic material

D3.2: Students will: explain the concepts of DNA, genes, chromosomes, alleles, mitosis, and meiosis, and how they account for the transmission of hereditary characteristics according to Mendelian laws of inheritance

D3.4: Students will: describe some genetic disorders caused by chromosomal abnormalities (e.g., non-disjunction of chromosomes during meiosis) or other genetic mutations in terms of chromosomes affected, physical effects, and treatments

E: Animals: Structure and Function

E3: demonstrate an understanding of animal anatomy and physiology, and describe disorders of the respiratory, circulatory, and digestive systems.

E3.2: Students will: explain the anatomy of the digestive system and the importance of digestion in providing nutrients needed for energy and growth (e.g., the body’s mechanical and chemical processes digest food, which provides the proteins needed to build muscle, and the fibre, water, vitamins, and minerals needed to regulate body processes)

E3.3: Students will: explain the anatomy of the circulatory system (e.g., blood components, blood vessels, the heart) and its function in transporting substances that are vital to health

F: Plants: Anatomy, Growth, and Function

F2: investigate the structures and functions of plant tissues, and factors affecting plant growth;

F2.2: Students will: design and conduct an inquiry to determine the factors that affect plant growth (e.g., the effects on plant growth of the quantity of nutrients, the quantity and quality of light, and factors such as temperature and water retention or percolation rate)

F2.4: Students will: investigate various techniques of plant propagation (e.g., leaf cutting, stem cutting, root cutting, seed germination)

F3: demonstrate an understanding of the diversity of vascular plants, including their structures, internal transport systems, and their role in maintaining biodiversity.

F3.4: Students will: describe the various factors that affect plant growth (e.g., growth regulators, sunlight, water, nutrients, acidity, tropism)

Correlation last revised: 9/3/2026

Ontario - Science: Biology, Grade 11, University Preparation

Ontario Curriculum | Adopted: 2008