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Ontario Curriculum Grade 11 Biology Syllabus University Preparation (SBI3U)
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.
Prerequisite: Science, Grade 10, Academic.
A. Scientific Investigation Skills and Career Exploration
A1. Scientific Investigation Skills
Initiating and Planning [IP]
A1.1 formulate relevant scientific questions about observed relationships, ideas, problems, or issues, make informed predictions, and/or formulate educated hypotheses to focus inquiries or research
A1.2 select appropriate instruments (e.g., sampling instruments, a microscope, a stethoscope, dissection instruments) and materials (e.g., dichotomous keys, computer simulations, plant cuttings), and identify appropriate methods, techniques, and procedures, for each inquiry
A1.3 identify and locate a variety of print and electronic sources that enable them to address research topics fully and appropriately
A1.4 apply knowledge and understanding of safe laboratory practices and procedures when planning investigations by correctly interpreting Workplace Hazardous Materials Information System (WHMIS) symbols; by using appropriate techniques for handling and storing laboratory equipment and materials and disposing of laboratory and biological materials (e.g., preserved specimens); and by using appropriate personal protection
Performing and Recording [PR]
A1.5 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 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
A1.7 select, organize, and record relevant information on research topics from a variety of appropriate sources, including electronic, print, and/or human sources, using suitable formats and an accepted form of academic documentation
Analysing and Interpreting [AI]
A1.8 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
A1.9 analyse the information gathered from research sources for logic, accuracy, reliability, adequacy, and bias
A1.10 draw conclusions based on inquiry results and research findings, and justify their conclusions with reference to scientific knowledge
Communicating [C]
A1.11 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 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)
A1.13 express the results of any calculations involving data accurately and precisely to the appropriate number of decimal places or significant figures
A2. Career Exploration
Throughout this course, students will:
A2.1 identify and describe a variety of careers related to the fields of science under study (e.g., zoologist, botanist, geneticist, ecologist, pharmacologist, farmer, forester, horticulturalist) and the education and training necessary for these careers
A2.2 describe the contributions of scientists, including Canadians (e.g., Colin D’Cunha, Louis Bernatchez, Lap-Chee Tsui, Helen Battle, Memory Elvin-Lewis), to the fields under study.
B. Diversity of Living Things
B1. Relating Science to Technology, Society, and the Environment
By the end of this course, students will:
B1.1 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 [AI, C]
B1.2 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) [AI, C]
B2. Developing Skills of Investigation and Communication
By the end of this course, students will:
B2.1 use appropriate terminology related to biodiversity, including, but not limited to: genetic
diversity, species diversity, structural diversity, protists, bacteria, fungi, binomial nomenclature,
and morphology [C]
B2.2 classify, and draw biological diagrams of, representative organisms from each of the kingdoms according to their unifying and distinguishing anatomical and physiological characteristics (e.g., vertebrate or invertebrate organisms, vascular or nonvascular plants) [PR, AI, C]
B2.3 use proper sampling techniques to collect various organisms from a marsh, pond, field, or other ecosystem, and classify the organisms according to the principles of taxonomy [PR, AI, C]
B2.4 create and apply a dichotomous key to identify and classify organisms from each of the
kingdoms [PR, AI, C]
B3. Understanding Basic Concepts
By the end of this course, students will:
B3.1 explain the fundamental principles of taxonomy and phylogeny by defining concepts
of taxonomic rank and relationship, such as genus, species, and taxon
B3.2 compare and contrast the structure and function of different types of prokaryotes, eukaryotes, and viruses (e.g., compare and contrast genetic material, metabolism, organelles,
and other cell parts)
B3.3 describe unifying and distinguishing anatomical and physiological characteristics (e.g.,
types of reproduction, habitat, general physical structure) of representative organisms from
each of the kingdoms
B3.4 explain key structural and functional changes in organisms as they have evolved over time (e.g., the evolution of eukaryotes from prokaryotes, of plants from unicellular organisms)
B3.5 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. Relating Science to Technology, Society, and the Environment
By the end of this course, students will:
C1.1 analyse, on the basis of research, the economic and environmental advantages and disadvantages of an artificial selection technology (e.g., livestock and horticultural breeding) [IP, PR, AI, C]
C1.2 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) [AI, C]
C2. Developing Skills of Investigation and Communication
By the end of this course, students will:
C2.1 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 [C]
C2.2 use a research process to investigate some of the key factors that affect the evolutionary process (e.g., genetic mutations, selective pressures, environmental stresses) [IP, PR]
C2.3 analyse, on the basis of research, and report on the contributions of various scientists to modern theories of evolution (e.g., Charles Lyell, Thomas Malthus, Jean-Baptiste Lamarck, Charles
Darwin, Stephen Jay Gould, Niles Eldredge) [IP, PR, AI, C]
C2.4 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 [PR, AI, C]
C3. Understanding Basic Concepts
By the end of this course, students will:
C3.1 explain the fundamental theory of evolution, using the evolutionary mechanism of natural
selection to illustrate the process of biological change over time
C3.2 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)
C3.3 define the concept of speciation, and explain the process by which new species are formed
C3.4 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
D1. Relating Science to Technology, Society, and the Environment
By the end of this course, students will:
D1.1 analyse, on the basis of research, some of the social and ethical implications of research in genetics and genomics (e.g., genetic screening, gene therapy, in vitro fertilization) [IP, PR, AI, C]
D1.2 evaluate, on the basis of research, the importance of some recent contributions to knowledge, techniques, and technologies related to genetic processes (e.g., research into the cystic fibrosis gene; the use of safflowers to produce insulin for human use) [IP, PR, AI, C]
D2. Developing Skills of Investigation and Communication
By the end of this course, students will:
D2.1 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 [C]
D2.2 investigate the process of meiosis, using a microscope or similar instrument, or a computer simulation, and draw biological diagrams to help explain the main phases in the process [PR, AI, C]
D2.3 use the Punnett square method to solve basic genetics problems involving monohybrid crosses, incomplete dominance, codominance, dihybrid crosses, and sex-linked genes [PR, AI, C]
D2.4 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 [PR, AI, C]
D3. Understanding Basic Concepts
By the end of this course, students will:
D3.1 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 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
D3.3 explain the concepts of genotype, phenotype, dominance, incomplete dominance, codominance, recessiveness, and sex linkage according to Mendelian laws of inheritance
D3.4 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
D3.5 describe some reproductive technologies (e.g., cloning, artificial insemination, in vitro
fertilization, recombinant DNA), and explain how their use can increase the genetic diversity
of a species (e.g., farm animals, crops)
E. Animals: Structure and Function
E1. Relating Science to Technology, Society, and the Environment
By the end of this course, students will:
E1.1 evaluate the importance of various technologies, including Canadian contributions, to our understanding of internal body systems (e.g., endoscopes can be used to locate, diagnose, and surgically remove digestive system tumours; lasers can be used during surgery to destroy lung tumours; nuclear magnetic resonance [NMR] imaging can be used to diagnose injuries and cardiovascular disorders, such as aneurysms) [AI, C]
E1.2 assess how societal needs (e.g., the need for healthy foods; the need to counteract the effects of sedentary lifestyles) lead to scientific and technological developments related to internal systems (e.g., advances in dietary products and fitness equipment; improved standards for transplanting organs) [AI, C]
E2. Developing Skills of Investigation and Communication
By the end of this course, students will:
E2.1 use appropriate terminology related to animal anatomy, including, but not limited to: systolic, diastolic, diffusion gradient, inhalation, exhalation, coronary, cardiac, ulcer, asthma, and
constipation [C]
E2.2 perform a laboratory or computer-simulated dissection of a representative animal, or use a mounted anatomical model, to analyse the relationships between the respiratory, circulatory, and digestive systems [PR, AI]
E2.3 use medical equipment (e.g., a stethoscope, a sphygmomanometer) to monitor the functional responses of the respiratory and circulatory systems to external stimuli (e.g., measure the change in breathing rate and heart rate after exercise) [PR, AI]
E3. Understanding Basic Concepts
By the end of this course, students will:
E3.1 explain the anatomy of the respiratory system and the process of ventilation and gas exchange from the environment to the cell (e.g., the movement of oxygen from the atmosphere
to the cell; the roles of ventilation, hemoglobin, and diffusion in gas exchange)
E3.2 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 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
E3.4 describe some disorders related to the respiratory, digestive, and circulatory systems
(e.g., asthma, emphysema, ulcers, colitis, cardiac arrest, arteriosclerosis)
F. Plants: Anatomy, Growth, and Function
F1. Relating Science to Technology, Society, and the Environment
By the end of this course, students will:
F1.1 evaluate, on the basis of research, the importance of plants to the growth and development of Canadian society (e.g., as a source of food, pharmaceuticals, Aboriginal medicines, building materials, flood and erosion control; as a resource for recreation and ecotourism) [IP, PR, AI, C]
F1.2 evaluate, on the basis of research, ways in which different societies or cultures have used plants to sustain human populations while supporting environmental sustainability (e.g.,
sustainable agricultural practices in developing countries such as crop rotation and seed saving;
traditional Aboriginal corn production practices) [IP, PR, AI, C]
F2. Developing Skills of Investigation and Communication
By the end of this course, students will:
F2.1 use appropriate terminology related to plants, including, but not limited to: mesophyll, palisade, aerenchyma, epidermal tissue, stomata, root hair, pistil, stamen, venation, auxin, and gibberellin [C]
F2.2 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) [IP, PR, AI]
F2.3 identify, and draw biological diagrams of, the specialized plant tissues in roots, stems, and leaves (e.g., xylem, phloem), using a microscope and models [PR, AI]
F2.4 investigate various techniques of plant propagation (e.g., leaf cutting, stem cutting, root cutting, seed germination) [PR]
F3. Understanding Basic Concepts
By the end of this course, students will:
F3.1 describe the structures of the various types of tissues in vascular plants, and explain the mechanisms of transport involved in the processes by which materials are distributed throughout a plant (e.g., transpiration, translocation, osmosis)
F3.2 compare and contrast monocot and dicot plants in terms of their structures (e.g., seeds, stem, flower, root) and their evolutionary processes (i.e., how one type evolved from the other)
F3.3 explain the reproductive mechanisms of plants in natural reproduction and artificial propagation (e.g., germination of seeds, leaf cuttings, grafting of branches onto a host tree)
F3.4 describe the various factors that affect plant growth (e.g., growth regulators, sunlight, water, nutrients, acidity, tropism)
F3.5 explain the process of ecological succession, including the role of plants in maintaining biodiversity and the survival of organisms after a disturbance to an ecosystem
Ontario Curriculum Grade 11 Biology Syllabus College Preparation (SBI3C)
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.
Prerequisite: Science, Grade 10, Academic or Applied
A. Scientific Investigation Skills and Career Exploration
(Same as Biology, Grade 11 University Preparation)
B. Cellular Biology
B1. Relating Science to Technology, Society, and the Environment
By the end of this course, students will:
B1.1 evaluate the effectiveness of medical devices and technologies that are intended to aid cellular functions or processes (e.g., insulin infusion pump, chemotherapy) [AI, C]
B1.2 analyse the effects of environmental factors on cellular processes that occur in the human body (e.g., the effect of lead on nerve cells; the effect of electromagnetic radiation on brain cells) [AI, C]
B2. Developing Skills of Investigation and Communication
By the end of this course, students will:
B2.1 use appropriate terminology related to cellular biology, including, but not limited to: macromolecule, passive transport, active transport, catalyst, and fluid mosaic model [C]
B2.2 investigate the effect of various qualitative factors (e.g., temperature) on the rate of diffusion of molecules across a plasma membrane [PR, AI]
B2.3 using a light microscope, identify visible organelles of a plant cell in a wet mount and an animal cell from a prepared slide, produce an accurate labelled drawing of each cell, and calculate and properly express the magnification of each image [PR, AI, C]
B2.4 investigate the effects of various qualitative factors on the action of enzymes (e.g., the effect
of temperature or pH on the breakdown of starch by salivary enzymes) [PR, AI]
B2.5 conduct biological tests to identify biochemical compounds found in various food samples (e.g., use a biuret solution to test for proteins in samples of gelatin and albumin), and compare the biochemical compounds found in each food to those found in the others [PR, AI]
B3. Understanding Basic Concepts
By the end of this course, students will:
B3.1 describe the structures and functions of important biochemical compounds, including
carbohydrates, proteins, enzymes, and lipids
B3.2 explain the roles of various organelles, including lysosomes, vacuoles, mitochondria, cell membranes, ribosomes, the endoplasmic reticulum, and Golgi bodies, in the processes of digestion, cellular respiration, and protein synthesis
B3.3 explain the chemical changes and energy transformations associated with the process of
cellular respiration, and compare the reactants (i.e., glucose, oxygen) to the products (i.e., water,
carbon dioxide, ATP)
B3.4 explain the importance of various cellular processes in human systems (e.g., enzymes act as biological catalysts to regulate chemical processes in the cells of the digestive system)
C. Microbiology
C1. Relating Science to Technology, Society, and the Environment
By the end of this course, students will:
C1.1 assess some of the effects, both beneficial and harmful, of microorganisms in the environment (e.g., decomposers break down waste, E. coli in water systems poses a severe risk to human health) [AI, C]
C1.2 analyse ethical issues related to the use of microorganisms in biotechnology (e.g., with respect to the use of bacterial insecticides, the patenting of modified microorganisms) [AI, C]
C2. Developing Skills of Investigation and Communication
By the end of this course, students will:
C2.1 use appropriate terminology related to microbiology, including, but not limited to: fission, conjugation, phage, dormancy, morphology, mycelium, spore, pathogen, and plasmid [C]
C2.2 compare and contrast the cell structures of eukaryotes such as fungi, protozoa, and algae [PR, AI]
C2.3 prepare a laboratory culture of microorganisms (e.g., acidophilus) on agar, using proper aseptic techniques [PR]
C2.4 investigate the effect of antibacterial agents on different bacterial cultures (e.g., the effects of antibacterial soap or mouthwash on a bacterial culture) [PR]
C2.5 investigate and analyse the conditions (e.g., optimal temperature) needed by microorganisms for growth [PR, AI]
C3. Understanding Basic Concepts
By the end of this course, students will:
C3.1 describe the anatomy and morphology of various groups of microorganisms (e.g., eukaryotes, prokaryotes, viruses)
C3.2 explain the differences between the life cycles of eukaryotic and prokaryotic microorganisms in terms of cell division
C3.3 explain the vital roles of microorganisms in symbiotic relationships with other organisms (e.g., gut bacteria in cows digest cellulose; mycorrhizal fungi penetrate and effectively extend a plant’s root system)
C3.4 explain the different methods of reproduction in various types of bacteria, viruses, and fungi
C3.5 describe how different viruses, bacteria, and fungi can affect host organisms, and how those effects are normally treated or prevented (e.g., hepatitis viruses can damage the liver, but vaccinations can prevent infections; streptococcus bacteria can cause respiratory infections, which are treated with antibiotics; ringworm is a fungal infection of the skin, treated with fungicides)
D. Genetics
D1. Relating Science to Technology, Society, and the Environment
By the end of this course, students will:
D1.1 evaluate, on the basis of research, some of the social and ethical implications of genetic research and reproductive technologies (e.g., sex selection, harvesting umbilical cord cells) [IP, PR, AI, C]
D1.2 evaluate, on the basis of research, some of the effects of genetic research and biotechnology (e.g., genetically modified organisms [GMOs]) on the environment [IP, PR, AI, C]
D2. Developing Skills of Investigation and Communication
By the end of this course, students will:
D2.1 use appropriate terminology related to genetics, including, but not limited to: spindle, haploid, diploid, heterozygous, homozygous, hemophilia, gamete, ultraviolet radiation, carcinogen, cancer, trisomy, somatic cell, and zygote [C]
D2.2 investigate the process of meiosis, using a microscope or computer simulation, and identify, and draw biological diagrams of, the phases of meiosis [PR, C]
D2.3 solve basic problems in genetics that involve monohybrid crosses, using the Punnett square method [AI, C]
D2.4 compile and analyse qualitative and quantitative data, through laboratory inquiry or computer simulation, on monohybrid crosses, and communicate the results (e.g., record data obtained while performing a “virtual fly” lab, and analyse the results to create a karyotype chart) [PR, AI, C]
D3. Understanding Basic Concepts
By the end of this course, students will:
D3.1 explain the process of meiosis in terms of cell division and the movement of chromosomes
D3.2 explain how the concepts of DNA, genes, chromosomes, alleles, mitosis, and meiosis account for the transmission of hereditary characteristics from generation to generation
D3.3 explain the concepts of genotype, phenotype, dominance, recessiveness, and sex linkage
D3.4 describe some genetic disorders that are caused by chromosomal abnormalities (e.g.,
non-disjunction) or other genetic mutations
D3.5 describe reproductive technologies such as cloning, artificial insemination, and in vitro
fertilization
E. Anatomy of Mammals
E1. Relating Science to Technology, Society, and the Environment
By the end of this course, students will:
E1.1 analyse the social or economic impact of a medical device or technology related to the treatment of the human circulatory, respiratory, or digestive system (e.g., a pacemaker, a heartlung bypass machine, kidney dialysis) [AI, C]
E1.2 analyse the impact of various lifestyle choices on human health and body systems (e.g., the impact of excessive alcohol consumption on the liver; of smoking on the respiratory system; of loud noise on the auditory system)
E2. Developing Skills of Investigation and Communication
By the end of this course, students will:
E2.1 use appropriate terminology related to animal anatomy, including, but not limited to: systolic contraction, diastolic pressure, diffusion gradient, inhalation, exhalation, coronary, cardiac, ulcer, asthma, and constipation [C]
E2.2 use medical equipment (e.g., a stethoscope, a sphygmomanometer) to monitor a human system, and interpret the data collected [PR, AI]
E2.3 plan and conduct an inquiry to determine the effects of specific variables on the human body (e.g., the effects of exercise and rest on heart rates) [IP, PR, AI]
E2.4 perform a laboratory or computer-simulated dissection of a mammal to identify organs, and explain the relationships between the structures and functions of body systems [PR, AI]
E3. Understanding Basic Concepts
By the end of this course, students will:
E3.1 describe the anatomy and physiology of the circulatory system (including the atrium, ventricles, valves, aorta, pulmonary artery, vena cava, capillaries, veins, arteries, blood cells, and
platelets), the mechanisms of blood pressure, and the function of the spleen
E3.2 describe the anatomy and physiology of the respiratory system (including the nasal cavity, trachea, larynx, bronchi, bronchioles, alveoli, and oxygenated and deoxygenated blood) and the mechanisms of gas exchange and respiration
E3.3 describe the anatomy and physiology of the digestive system (including the mouth, epiglottis, esophagus, stomach, intestines, liver, and pancreas), the mechanisms of peristalsis, absorption, and mechanical and chemical digestion, and the function of the kidneys
E3.4 explain some of the mechanisms of interaction between a mammal’s different body systems (e.g., the exchange of oxygen and carbon dioxide between the respiratory and circulatory systems)
F. Plants in the Natural Environment
F1. Relating Science to Technology, Society, and the Environment
By the end of this course, students will:
F1.1 analyse, on the basis of research, and report on ways in which plants can be used to sustain ecosystems [IP, PR, AI, C]
F1.2 assess the positive and negative impact of human activities on the natural balance of plants (e.g., crop rotation, the use of fertilizers and herbicides, the introduction of new species) [AI, C]
F2. Developing Skills of Investigation and Communication
By the end of this course, students will:
F2.1 use appropriate terminology related to plants in the environment, including, but not limited to: xylem, phloem, chloroplast, pistil, stamen, nitrogen fixation, and tropism [C]
F2.2 investigate various techniques of plant propagation (e.g., leaf cutting, stem cutting, root cutting, seed germination, traditional Aboriginal practices) [PR]
F2.3 investigate how chemical compounds (e.g., fertilizers, herbicides, pesticides) and physical factors (e.g., amount of sun and water, quality of soil, pH of soil) affect plant growth [PR, AI]
F2.4 investigate plant tropism by growing and observing plants in a variety of natural and
human-made environments [PR]
F3. Understanding Basic Concepts
By the end of this course, students will:
F3.1 describe the structure and physiology of the specialized plant tissues involved in conduction, support, storage, and photosynthesis
F3.2 explain the chemical changes and energy transformations associated with the process of photosynthesis, and compare the reactants (i.e., carbon dioxide, radiant energy, water) to the products (i.e., glucose, oxygen)
F3.3 compare the various means of sexual reproduction (e.g., pollination) and asexual reproduction (e.g., grafting, vegetative propagation, cloning) in plants
F3.4 explain the various roles of plants in the sustainability of the natural environment (e.g., in nutrient cycles, in the water cycle, in erosion control, in wildlife habitats)
F3.5 explain the relationship between the structure of a plant and its external environment, and describe the adaptive attributes that result in natural variation in plant structure (e.g., environmental variables cause variation in leaves within a single plant; in the Arctic, the wild crocus grows close to the ground and is covered with fine hairs)
F3.6 explain the role of plant tropism (e.g., response to stimuli such as light, gravity, and humidity) in a plant’s survival
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