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The official Manitoba Biology, Grade 11 (Biology 30S) curriculum
Manitoba defines Biology, Grade 11 (Biology 30S) by strands and outcomes. MapleMind teaches the same curriculum reorganized for one-skill-at-a-time tutoring — the table shows exactly where every official strand lands, and the ministry's own wording is quoted under each unit below.
Official source Manitoba's official curriculumRead it on the government site — edu.gov.mb.ca ↗| Official strand | Outcomes | Where MapleMind teaches it |
|---|---|---|
| Strand 1 | 9 | Wellness and Homeostasis |
| Strand 2 | 12 | Digestion and Nutrition |
| Strand 3 | 17 | Transportation and Respiration |
| Strand 4 | 8 | Excretion and Waste Management |
| Strand 5 | 11 | Protection and Control |
| Strand 6 | 5 | Wellness and Homeostatic Changes |
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How MapleMind teaches Biology, Grade 11 (Biology 30S) — every unit, lesson, and skill
Every skill below runs as a short session: a plain-words lesson, a worked example, solving it together, then a five-question skill check that earns up to three stars. Guided Mode keeps it teaching instead of answer-handing — turning it off needs a parent's password.
Unit 1Wellness and HomeostasisOfficial strand · Strand 1
Personal wellness and the homeostatic machinery of the cell: internal balance, negative feedback, membrane transport, and the role of energy (ATP) in keeping a cell alive.
Personal Wellness
- Increase awareness of personal wellness, as well as personal and family health historyB11-1-01 — Increase awareness of personal wellness, as well as personal and family health history.
- Develop a personal wellness planB11-1-02 — Develop a personal wellness plan.
- Recognize how individual wellness choices affect othersB11-1-03 — Recognize how individual wellness choices affect others.
Homeostasis and Negative Feedback
- Describe how the body attempts to maintain an internal balance calledB11-1-04 — Describe how the body attempts to maintain an internal balance called homeostasis, recognizing that the conditions in which life processes can occur are limited.
- Explain the principle of negative feedback and identify how the bodyB11-1-05 — Explain the principle of negative feedback and identify how the body stabilizes systems against excessive change.
- Identify life processes that individual cells, as well as complexB11-1-06 — Identify life processes that individual cells, as well as complex organisms, need to manage.
Membranes and Cellular Energy
- Explain how cell membranes regulate movement of materials into and out of cellsB11-1-07 — Explain how cell membranes regulate movement of materials into and out of cells, and recognize the importance of this regulation in managing life processes and maintaining homeostasis.
- Identify factors that influence movement of substances across aB11-1-08 — Identify factors that influence movement of substances across a membrane, recognizing that movement of these substances is important for the internal balance of the cell.
- Explain the role of energy in maintaining an internal balance in the cellB11-1-09 — Explain the role of energy in maintaining an internal balance in the cell.
The official wording — 9 outcomes in this unit
- B11-1-01
Increase awareness of personal wellness, as well as personal and family health history
- B11-1-02
Develop a personal wellness plan
- B11-1-03
Recognize how individual wellness choices affect others
- B11-1-04
Describe how the body attempts to maintain an internal balance called homeostasis, recognizing that the conditions in which life processes can occur are limited
- B11-1-05
Explain the principle of negative feedback and identify how the body stabilizes systems against excessive change
- B11-1-06
Identify life processes that individual cells, as well as complex organisms, need to manage
- B11-1-07
Explain how cell membranes regulate movement of materials into and out of cells, and recognize the importance of this regulation in managing life processes and maintaining homeostasis
- B11-1-08
Identify factors that influence movement of substances across a membrane, recognizing that movement of these substances is important for the internal balance of the cell
- B11-1-09
Explain the role of energy in maintaining an internal balance in the cell
Unit 2Digestion and NutritionOfficial strand · Strand 2
The digestive tract from mouth to anus: mechanical and chemical digestion, enzymes, absorption, the liver's homeostatic role, the six nutrients, and personal food decisions.
The Digestive Tract
- Identify major structures and functions of the human digestive systemB11-2-01 — Identify major structures and functions of the human digestive system from a diagram, model, or specimen.
- Describe the processes of mechanical digestion that take place at various sites alongB11-2-02 — Describe the processes of mechanical digestion that take place at various sites along the alimentary canal.
- Identify functions of secretions along the digestive tractB11-2-03 — Identify functions of secretions along the digestive tract.
Chemical Digestion and Enzymes
- Identify sites of chemical digestion along the alimentary canal, asB11-2-04 — Identify sites of chemical digestion along the alimentary canal, as well as the type of nutrient being digested.
- Explain the role of enzymes in the chemical digestion of nutrientsB11-2-05 — Explain the role of enzymes in the chemical digestion of nutrients and identify factors that influence their action.
- Describe the processes of absorption that take place at various sitesB11-2-06 — Describe the processes of absorption that take place at various sites along the alimentary canal.
- Describe the homeostatic role of the liver with respect to the regulation of nutrient levelsB11-2-07 — Describe the homeostatic role of the liver with respect to the regulation of nutrient levels in the blood and nutrient storage.
Nutrients and Food Decisions
- Describe the functions of each of the six basic types of nutrients—B11-2-08 — Describe the functions of each of the six basic types of nutrients— carbohydrates, lipids, proteins, vitamins, minerals, and water.
- Identify dietary sources for each of the six basic types of nutrients— carbohydrates, lipidsB11-2-09 — Identify dietary sources for each of the six basic types of nutrients— carbohydrates, lipids, proteins, vitamins, minerals, and water.
- Investigate and describe conditions/disorders that affect the digestive processB11-2-11 — Investigate and describe conditions/disorders that affect the digestive process.
- Use the decision-making process to investigate an issue related to digestion and nutritionB11-2-12 — Use the decision-making process to investigate an issue related to digestion and nutrition.
The official wording — 12 outcomes in this unit
- B11-2-01
Identify major structures and functions of the human digestive system from a diagram, model, or specimen
- B11-2-02
Describe the processes of mechanical digestion that take place at various sites along the alimentary canal
- B11-2-03
Identify functions of secretions along the digestive tract
- B11-2-04
Identify sites of chemical digestion along the alimentary canal, as well as the type of nutrient being digested
- B11-2-05
Explain the role of enzymes in the chemical digestion of nutrients and identify factors that influence their action
- B11-2-06
Describe the processes of absorption that take place at various sites along the alimentary canal
- B11-2-07
Describe the homeostatic role of the liver with respect to the regulation of nutrient levels in the blood and nutrient storage
- B11-2-08
Describe the functions of each of the six basic types of nutrients— carbohydrates, lipids, proteins, vitamins, minerals, and water
- B11-2-09
Identify dietary sources for each of the six basic types of nutrients— carbohydrates, lipids, proteins, vitamins, minerals, and water
- B11-2-10
Evaluate personal food intake and related food decisions
- B11-2-11
Investigate and describe conditions/disorders that affect the digestive process
- B11-2-12
Use the decision-making process to investigate an issue related to digestion and nutrition
Unit 3Transportation and RespirationOfficial strand · Strand 3
The cardiovascular and respiratory systems: blood and blood groups, vessels and the cardiac cycle, blood pressure, gas exchange, breathing control, and cardiorespiratory wellness.
Blood and Blood Groups
- Design and execute an experiment to investigate an aspect of the transportation or respiratoryB11-3-01 — Design and execute an experiment to investigate an aspect of the transportation or respiratory system.
- Compare the characteristics of blood components in terms of appearance, origin, numbersB11-3-02 — Compare the characteristics of blood components in terms of appearance, origin, numbers, relative size, and function in the body.
- Compare and contrast the characteristics of different blood groupsB11-3-03 — Compare and contrast the characteristics of different blood groups.
- Predict the physiological consequences of blood transfusionsB11-3-04 — Predict the physiological consequences of blood transfusions involving different blood groups.
The Heart, Vessels, and Blood Pressure
- Compare the structure and function of blood vesselsB11-3-06 — Compare the structure and function of blood vessels.
- Identify the materials transported between cells and capillariesB11-3-07 — Identify the materials transported between cells and capillaries.
- Describe the cardiac cycleB11-3-08 — Describe the cardiac cycle.
- Describe, in general terms, the nervous and chemical control of heartbeatB11-3-09 — Describe, in general terms, the nervous and chemical control of heartbeat.
- Explain the meaning of blood pressure readings and identify the normal rangeB11-3-10 — Explain the meaning of blood pressure readings and identify the normal range.
- Identify factors that affect blood pressure or cardiac function and describe their effectsB11-3-11 — Identify factors that affect blood pressure or cardiac function and describe their effects.
Respiration and Cardiorespiratory Wellness
- Explain how transport systems help to maintain homeostasis in the bodyB11-3-12 — Explain how transport systems help to maintain homeostasis in the body.
- Distinguish between cellular respiration, internal respiration, and external respirationB11-3-13 — Distinguish between cellular respiration, internal respiration, and external respiration.
- Identify major structures and functions of the human respiratoryB11-3-14 — Identify major structures and functions of the human respiratory system from a diagram, model, or specimen.
- Describe how breathing is controlled to help maintain homeostasis in the human bodyB11-3-15 — Describe how breathing is controlled to help maintain homeostasis in the human body.
- Investigate and describe conditions/disorders associated with transportation and/or respirationB11-3-16 — Investigate and describe conditions/disorders associated with transportation and/or respiration in the human body.
- Identify personal lifestyle choices that contribute to cardiovascularB11-3-17 — Identify personal lifestyle choices that contribute to cardiovascular and respiratory wellness.
The official wording — 17 outcomes in this unit
- B11-3-01
Design and execute an experiment to investigate an aspect of the transportation or respiratory system
- B11-3-02
Compare the characteristics of blood components in terms of appearance, origin, numbers, relative size, and function in the body
- B11-3-03
Compare and contrast the characteristics of different blood groups
- B11-3-04
Predict the physiological consequences of blood transfusions involving different blood groups
- B11-3-05
Describe the blood donation process and investigate related issues
- B11-3-06
Compare the structure and function of blood vessels
- B11-3-07
Identify the materials transported between cells and capillaries
- B11-3-08
Describe the cardiac cycle
- B11-3-09
Describe, in general terms, the nervous and chemical control of heartbeat
- B11-3-10
Explain the meaning of blood pressure readings and identify the normal range
- B11-3-11
Identify factors that affect blood pressure or cardiac function and describe their effects
- B11-3-12
Explain how transport systems help to maintain homeostasis in the body
- B11-3-13
Distinguish between cellular respiration, internal respiration, and external respiration
- B11-3-14
Identify major structures and functions of the human respiratory system from a diagram, model, or specimen
- B11-3-15
Describe how breathing is controlled to help maintain homeostasis in the human body
- B11-3-16
Investigate and describe conditions/disorders associated with transportation and/or respiration in the human body
- B11-3-17
Identify personal lifestyle choices that contribute to cardiovascular and respiratory wellness
Unit 4Excretion and Waste ManagementOfficial strand · Strand 4
How the body clears metabolic wastes and holds water and salt balance: the excretory organs, the liver, the urinary system, the nephron, feedback hormones, and urinalysis.
Metabolic Wastes and Excretory Organs
- Identify the primary metabolic wastes produced in the human body and the source of eachB11-4-01 — Identify the primary metabolic wastes produced in the human body and the source of each.
- Describe the roles of the major excretory structures in eliminatingB11-4-02 — Describe the roles of the major excretory structures in eliminating wastes and helping the body maintain homeostasis.
- Describe the important role of the liver in the process of excretionB11-4-03 — Describe the important role of the liver in the process of excretion and the maintenance of homeostasis.
The Urinary System and the Nephron
- Identify structures of the human urinary system from a diagramB11-4-04 — Identify structures of the human urinary system from a diagram, model, or specimen, and describe the function of each.
- Explain the processes of filtration, reabsorption, and secretion in the nephronB11-4-05 — Explain the processes of filtration, reabsorption, and secretion in the nephron.
- Describe the feedback mechanisms associated with water and saltB11-4-06 — Describe the feedback mechanisms associated with water and salt balance and their role in the maintenance of homeostasis in the human body.
Urinalysis and Kidney Health
- Describe what types of information can be gained through urinalysisB11-4-07 — Describe what types of information can be gained through urinalysis.
The official wording — 8 outcomes in this unit
- B11-4-01
Identify the primary metabolic wastes produced in the human body and the source of each
- B11-4-02
Describe the roles of the major excretory structures in eliminating wastes and helping the body maintain homeostasis
- B11-4-03
Describe the important role of the liver in the process of excretion and the maintenance of homeostasis
- B11-4-04
Identify structures of the human urinary system from a diagram, model, or specimen, and describe the function of each
- B11-4-05
Explain the processes of filtration, reabsorption, and secretion in the nephron
- B11-4-06
Describe the feedback mechanisms associated with water and salt balance and their role in the maintenance of homeostasis in the human body
- B11-4-07
Describe what types of information can be gained through urinalysis
- B11-4-08
Investigate and describe issues related to kidney failure and treatment options available
Unit 5Protection and ControlOfficial strand · Strand 5
The body's defence and communication systems: non-specific and specific immunity, the lymphatic system, the nervous system and nerve impulses, nervous-versus-hormonal control, and concussion.
Defences and Immunity
- Describe the body's defence mechanisms for protection from foreignB11-5-01 — Describe the body's defence mechanisms for protection from foreign agents.
- Describe the body's response to allergens, vaccines, and viruses/bacteriaB11-5-02 — Describe the body's response to allergens, vaccines, and viruses/bacteria.
- Explain the role of the lymphatic system in protecting the human bodyB11-5-03 — Explain the role of the lymphatic system in protecting the human body.
The Nervous System
- Describe the major organization of the nervous systemB11-5-05 — Describe the major organization of the nervous system.
- Identify the functional regions of the brainB11-5-06 — Identify the functional regions of the brain.
- Explain how a nerve impulse travels a particular pathway usingB11-5-07 — Explain how a nerve impulse travels a particular pathway using chemical and electrical signals.
- Compare the general roles of nervous and hormonal controlsB11-5-08 — Compare the general roles of nervous and hormonal controls, recognizing that the nervous and endocrine systems interact to maintain homeostasis in the human body.
Brain Health and Lifestyle
- Explain the effects of a concussion on brain function and the implications of multiple concussionsB11-5-09 — Explain the effects of a concussion on brain function and the implications of multiple concussions.
- Describe how personal lifestyle choices can influence the functioningB11-5-10 — Describe how personal lifestyle choices can influence the functioning of protection and/or control systems.
- Investigate and describe conditions/disorders that affect protectionB11-5-11 — Investigate and describe conditions/disorders that affect protection and/or control in the human body.
The official wording — 11 outcomes in this unit
- B11-5-01
Describe the body's defence mechanisms for protection from foreign agents
- B11-5-02
Describe the body's response to allergens, vaccines, and viruses/bacteria
- B11-5-03
Explain the role of the lymphatic system in protecting the human body
- B11-5-04
Investigate issues related to the immune system and the protection of public health
- B11-5-05
Describe the major organization of the nervous system
- B11-5-06
Identify the functional regions of the brain
- B11-5-07
Explain how a nerve impulse travels a particular pathway using chemical and electrical signals
- B11-5-08
Compare the general roles of nervous and hormonal controls, recognizing that the nervous and endocrine systems interact to maintain homeostasis in the human body
- B11-5-09
Explain the effects of a concussion on brain function and the implications of multiple concussions
- B11-5-10
Describe how personal lifestyle choices can influence the functioning of protection and/or control systems
- B11-5-11
Investigate and describe conditions/disorders that affect protection and/or control in the human body
Unit 6Wellness and Homeostatic ChangesOfficial strand · Strand 6
Systems working together and how homeostasis changes over a lifetime: integrated responses, aging, defining death, the social issues of dying, and wellness technology.
Integration and Aging
- Analyze examples of how different body systems work together to maintain homeostasis under variousB11-6-01 — Analyze examples of how different body systems work together to maintain homeostasis under various conditions.
- Recognize that aging is a progressive failure of the body'sB11-6-02 — Recognize that aging is a progressive failure of the body's homeostatic responses and describe some changes that take place in different body systems as we age.
Defining Death and Wellness Technology
- Recognize the difficulties faced in defining “death” and identifyB11-6-03 — Recognize the difficulties faced in defining “death” and identify some of the different definitions in use today.
- Describe how technology has allowed us to control our wellnessB11-6-05 — Describe how technology has allowed us to control our wellness, and describe the ethical dilemmas that the use of technology can create.
The official wording — 5 outcomes in this unit
- B11-6-01
Analyze examples of how different body systems work together to maintain homeostasis under various conditions
- B11-6-02
Recognize that aging is a progressive failure of the body's homeostatic responses and describe some changes that take place in different body systems as we age
- B11-6-03
Recognize the difficulties faced in defining “death” and identify some of the different definitions in use today
- B11-6-04
Identify and analyze social issues related to the process of dying
- B11-6-05
Describe how technology has allowed us to control our wellness, and describe the ethical dilemmas that the use of technology can create
Printable workbook · A keepsake of the year
A Biology, Grade 11 (Biology 30S) workbook worth keeping
Built from the same official curriculum as this page. Before and after each skill above, your student colours in how sure they feel — so the two of you can see, on one page, what's clicking and what needs another look. It's a quiet way to follow how the year is really going.
By June it's full of their own handwriting: units worked through, confidence grown, a mid-year check-in, notes from parent-teacher night, and a certificate at the end. Less a worksheet, more a record of the year worth keeping on the shelf.
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Yes. Every skill in this course maps to an official outcome code from Manitoba's Grade 11 Science curriculum, and the ministry's own wording is quoted under each unit on this page — with the official government source linked so you can check it yourself.
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Where can I see the official Manitoba curriculum for Biology, Grade 11 (Biology 30S)?
The official source is linked on this page — Manitoba's official curriculum. The outline here follows it: every MapleMind skill carries its official outcome code, and the ministry's own wording is quoted under each unit.
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