Curriculum - Grade 11
More Information
Links to the Ontario Curriculum
Kids' Fish Art Contest Activities 1-7
[1]: Webs & Stacks
[2]: Know Your Fish!
[3]: Fish & Habitat Balance Mobiles
[4]: One Person's Trash (fish)...
[5]: Chinook Salmon: Too Successful?
[6]: Sketch Studies
[7]: Young Angler's Licence Artwork
Numbers in [] following expectations refer to the activity number that will contribute to that expectation.
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Expectations for the Ontario Curriculum
Grade 11, Visual Arts, University/College
Theory
Visual Arts Literacy
- Explain how the elements and principles of design reflected in a specific work of art support the concepts and ideas expressed through that work [7]
- Describe the use and effect of different materials, expressive qualities, and modes of representation in the arts works studied [7]
Creation
Overall Expectations
- Demonstrate through their studio assignments the ability to solve visual and conceptual problems [2/3, 6/7]
- Produce original art works, using a variety of materials, tools, processes, and technologies appropriately [2/3, 6/7]
- Document and evaluate their creative process and art works, using portfolios [2/3, 6/7]
Perceiving and Planning
- Use research material (including material obtained from the Internet) appropriately and extensively in the preparation stage of studio assignments [2/3, 6/7]
Experimenting and Producing
- Demonstrate competence in basic drawing skills [2/3, 6/7]
- Produce watercolour paintings, complete intaglio prints, and make assemblages or construction sculpture (using wood, wire, or textiles) [2/3]
- Apply the elements and principles of design to express a particular concept or idea [2/3, 6/7]
- Produce fine art, applied design, and craft forms that explore chosen themes or issues and that reflect informed design decisions [2/3, 6/7]
Reviewing and Evaluating
- Evaluate their choice and application of the materials and processes used in their work [7]
- Document their creative process by including in their portfolios evidence of the research and resources they used, as well as their rough sketches, plans, revisions, and final art works [6/7]
Analysis
Overall Expectations
- Evaluate their own art works and those of others, demonstrating an understanding of the process of critical analysis and providing grounds for their aesthetic judgements [7]
Critical Process
- Evaluate works of art orally and in writing, following standard procedures in critical analysis (e.g., consider their initial reaction; describe the works using appropriate terminology; analyse and interpret the works; evaluate the effectiveness of the works) [7]
Aesthetics
- Explain how representational elements and the formal organization of visual content are used in both the creation and the evaluation of art works [7]
- Explain how moods, feelings, and ideas are used in both the creation and the analysis of works of art [7]
Grade 11, Visual Arts, Open
Theory
Overall Expectations
- Use appropriate visual arts terminology to describe art concepts, principles, styles, content, materials, and techniques [7]
Visual Arts Literacy
- Explain how the application of the elements and principles of design supports the concepts and ideas expressed in their creative work [7]
- Identify and describe materials, techniques, and stylistic qualities in works studied that they could use or incorporate when creating their own works [7]
Creation
Overall Expectations
- Produce art works using a variety of materials, tools, processes, and technologies safely and in ways that are appropriate to the content of their work [2/3, 6/7]
- Produce a body of creative work that represents a progressive record of their studio development in both technique and expression [2/3, 6/7]
- Document and evaluate their creative process and art works, using portfolios [6/7]
Perceiving and Planning
- Use varied and extensive research in the preparation stage of studio work [2/3, 6/7]
- Select elements and principles of design that best express their ideas and feelings [2/3, 6/7]
- Analyse works of art that use the media and processes they wish to explore in their own work [2/3, 6/7]
Experimenting and Producing
- Demonstrate skill in both representational and expressive drawing [2/3, 6/7]
- Demonstrate an in-depth understanding of one or more of the following: painting, printmaking, sculpture, photography, art work produced with new technologies [6/7]
- Produce fine art, applied design, or craft works that explore specific themes or issues, using appropriate subject matter, techniques, and designs [2/3, 6/7]
Reviewing and Evaluating
- Document their creative process by including in their portfolios evidence of the research and resources they used, as well as their rough sketches, plans, revisions, and final art works [6/7]
Analysis
Overall Expectations
- Evaluate their own art works and those of others, demonstrating an understanding of the process of critical analysis and providing grounds for their aesthetic judgements [7]
Critical Process
- Evaluate works of art orally and in writing, following standard procedures in critical analysis (e.g., consider their initial reactions; describe the works using appropriate terminology; analyse and interpret the works; evaluate the effectiveness of the work) [7]
Aesthetics
- Explain how representational elements and the formal organization of visual content are used in both the creation and the evaluation of art works [7]
- Explain how moods, feelings, and ideas are used in both the creation and the evaluation of art works [7]
- Explain how aspects of specific works of art make them visually dynamic and thought provoking [7]
Grade 11, Biology, University Preparation
Scientific Investigation Skills and Career Exploration
Overall Expectations
- 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) [4, 5]
- Identify and describe careers related to the fields of science under study, and describe the contributions of scientists, including Canadians, to those fields [5]
Scientific Investigation Skills
- Formulate relevant scientific questions about observed relationships, ideas problems, or issues, make informed predictions, and/or formulate educated hypotheses to focus inquiries or research [5]
- Identify and locate a variety of print and electronic sources that enable them to address research topics fully and appropriately [4]
- Synthesize, analyse, interpret, and evaluate qualitative and/or quantitative data to determine whether the evidence supports or refutes the initial prediction or hypothesis and whether it is consistent with scientific theory; identify sources of bias and/or error; and suggest improvements to the inquiry to reduce the likelihood of error [5]
- Draw conclusions based on inquiry results and research findings, and justify their conclusions with reference to scientific knowledge [4]
- Communicate ideas, plans, procedures, results, and conclusions orally, in writing, and/or in electronic presentation, using appropriate language and a variety of formats [4]
Career Exploration
- Identify and describe a variety of careers related to the fields of science under study and the education and training necessary for those careers [5]
Diversity of Living Things
Overall Expectations
- Analyse the effects of various human activities on the diversity of living things [1, 2, 4, 5]
Relating Science to Technology, Society, and the Environment
- Analyse some of the risks and benefits of human intervention to he biodiversity of aquatic or terrestrial ecosystems [1, 4, 5]
Developing Skills of Investigation and Communication
- Use appropriate terminology related to biodiversity [1, 2/3, 4, 5]
Understanding Basic Concepts
- Explain why biodiversity is important to maintaining viable ecosystems [1, 2/3, 4, 5]
Grade 11, Biology, College Preparation
Scientific Investigation Skills and Career Exploration
Overall Expectations
- 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) [4, 5]
- Identify and describe careers related to the fields of science under study, and describe the contributions of scientists, including Canadians, to those fields [5]
Scientific Investigation Skills
- Formulate relevant scientific questions about observed relationships, ideas problems, or issues, make informed predictions, and/or formulate educated hypotheses to focus inquiries or research [5]
- Identify and locate a variety of print and electronic sources that enable them to address research topics fully and appropriately [4]
- Synthesize, analyse, interpret, and evaluate qualitative and/or quantitative data to determine whether the evidence supports or refutes the initial prediction or hypothesis and whether it is consistent with scientific theory; identify sources of bias and/or error; and suggest improvements to the inquiry to reduce the likelihood of error [5]
- Draw conclusions based on inquiry results and research findings, and justify their conclusions with reference to scientific knowledge [4]
- Communicate ideas, plans, procedures, results, and conclusions orally, in writing, and/or in electronic presentation, using appropriate language and a variety of formats [4]
Career Exploration
- Identify and describe a variety of careers related to the fields of science under study and the education and training necessary for those careers [5]
Grade 11, Environmental Science, University/College Preparation
Scientific Investigation Skills and Career Exploration
Overall Expectations
- 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) [4, 5]
- Identify and describe careers and Canadian contributions related to the fields of science under study [5]
Scientific Investigation Skills
- Formulate relevant scientific questions about observed relationships, ideas, problems, or issues, make informed predictions, and/or formulate educated hypotheses to focus inquiries or research [5]
- Identify and locate a variety of print and electronic sources that enable them to address research topics fully and appropriately [4]
- Synthesize, analyse, interpret, and evaluate qualitative and/or quantitative data to determine whether the evidence supports or refutes the initial prediction or hypothesis and whether it is consistent with scientific theory; identify sources of bias and/or error; and suggest improvements to the inquiry to reduce the likelihood of error [5]
- Draw conclusions based on inquiry results and research findings, and justify their conclusions with reference to scientific knowledge [4]
- Communicate ideas, plans, procedures, results, and conclusions orally, in writing, and/or in electronic presentation, using appropriate language and a variety of formats [4]
Career Exploration
- Identify and describe a variety of careers related to the fields of science under study and the education and training necessary for those careers [5]
Scientific Solutions to Contemporary Environmental Challenges
Overall Expectations
- Analyse social and economic issues related to an environmental challenge, and how societal needs influence scientific endeavours related to the environment [1, 4, 5]
- Demonstrate an understanding of major contemporary environmental challenges and how we acquire knowledge about them [1, 2, 4, 5]
Relating Science to Technology, Society, and the Environment
- Analyse, on the basis of research, social and economic issues related to a particular environmental challenge and to efforts to address it [1, 4]
Developing Skills of Investigation and Communication
- Use appropriate terminology related to the application of scientific knowledge and procedures to environmental issues [1, 2/3, 4, 5]
- Investigate, through research or using case studies or computer simulation, how scientific knowledge and procedures are applied to address a particular contemporary environmental issues [5]
Understanding Basic Concepts
- Identify some major contemporary environmental challenges, and explain their causes and effects [1, 2, 4]
- Explain how new evidence affects scientific knowledge about the environment and leads to modifications of theory and/or shifts in paradigms [4]
Grade 11, Environmental Science, Workplace Preparation
Scientific Investigation Skills and Career Exploration
Overall Expectations
- 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) [4, 5]
- Identify and describe careers related to the fields of science under study, and describe contributions of scientists, including Canadians, to those fields [5]
Scientific Investigation Skills
- Formulate relevant scientific questions about observed relationships, ideas, problems, or issues, make informed predictions, and/or formulate educated hypotheses to focus inquiries or research [5]
- Identify and locate a variety of print and electronic sources that enable them to address research topics fully and appropriately [4]
- Synthesize, analyse, interpret, and evaluate qualitative and/or quantitative data to determine whether the evidence supports or refutes the initial prediction or hypothesis and whether it is consistent with scientific theory; identify sources of bias and/or error; and suggest improvements to the inquiry to reduce the likelihood of error [5]
- Draw conclusions based on inquiry results and research findings, and justify their conclusions with reference to scientific knowledge [4]
- Communicate ideas, plans, procedures, results, and conclusions orally, in writing, and/or in electronic presentation, using appropriate language and a variety of formats [4]
Career Exploration
- Identify and describe a variety of careers related to the fields of science under study and the education and training necessary for these careers [5]
Human Impact on the Environment
Overall Expectations
- Analyse selected current environmental problems in terms of the role human activities have played in creating or perpetuating them, and propose possible solutions to one such problem [4]
- Demonstrate an understanding of some of the ways in which human activities affect the environment and how the impact of those activities is measured and monitored [1, 2, 4, 5]
Relating Science to Technology, Society, and the Environment
- Analyse the risks and benefits to the environment of human recreational activities and the leisure industry [4]
Developing Skills of Investigation and Communication
- Use appropriate terminology related to the environmental impact of human activity, including, but not limited to: carbon footprint, carbon neutral, biodegradable, biodiversity, carrying capacity, sustainability, and invasive and native species [1, 2/3, 4, 5]
Understanding Basic Concepts
- Explain the effects of human activity on an aquatic or terrestrial ecosystem [1, 2, 4, 5]
- Explain how human activities have led to the introduction of species, and why it is important to measure and monitor the impact on native species [4]
Natural Resource Science and Management
Overall Expectations
- Assess the environmental impact of the harvesting and/or extraction of resources, including ways of reducing this impact, and analyse threats to the sustainability of natural resources [1, 5]
- Investigate methods scientists use to classify and monitor natural resources, and conduct investigations using those methods [5]
- Demonstrate an understanding of the sustainable use of resources and its relationship to the biodiversity and sustainability of ecosystems [5]
Relating Science to Technology, Society, and the Environment
- Assess the environmental impact of industrial practices related to the extracting or harvesting of natural resources, and describe ways in which that impact can be monitored and minimized [5]
Developing Skills of Investigation and Communication
- Use appropriate terminology related to natural resources and resource management, including, but not limited to: population, bioamplification, sampling size, sustainability, ore, mineral, tailings, and succession [1, 2/3, 4, 5]
Understanding Basic Concepts
- Describe the main types of natural resources found in Canada (e.g., forests, minerals, fisheries, wildlife, water, fossil fuels) [5]
- Describe the characteristics and properties that make a natural resource viable for use (e.g., the size, type, and location of trees; the value, location, and extraction and processing costs of minerals), and explain the importance of managing natural resources to ensure sustainability and biodiversity [5]
- Describe a variety of methods used to extract or harvest natural resources (e.g., drag nets, strip mining, selective cutting of forests) [5]
- Explain how a variety of sampling techniques (e.g., quadrant sampling, catch-and-release, core sampling to measure tree rings, counting annuli in scales to measure the age of fish) are used to gather information about natural resources [5]
- Describe some methods that scientists use to monitor biodiversity in aquatic and terrestrial environments (e.g., field data collection, aerial and satellite image) [5]
Grade 11, Foundations for College Mathematics, College Preparation
Data Management
Overall Expectations
- Solve problems involving one-variable data by collecting, organizing, analysing, and evaluating data [5]
Working With One-Variable Data
- Explain the distinction between the terms population and sample, describe the characteristics of a good sample, and explain why sampling is necessary [5]
- Describe and compare sampling techniques; collect one-variable data from primary sources, using appropriate sampling techniques in a variety of real-world situations; and organize and store the data [5]
