SBI4U – Biology Grade 12

Course Type: University Preparation

Credit: 1.0

Ontario Curriculum: SBI4U Grade 12: Biology

SBI4U Prerequisite: SBI3U – Grade 11 Biology

NCAA Approved Course

Diving into the SBI4U course online provides an opportunity for students to explore the intricate workings of biological systems at an advanced level. With a curriculum that navigates through the core areas of biochemistry, metabolic processes, molecular genetics, homeostasis, and population dynamics, SBI4U is designed to blend theoretical knowledge with practical application seamlessly. Students engaging with SBI4U are tasked with not only understanding these complex subjects but also applying them in investigative scenarios. The course sets a clear path towards building the skills and knowledge essential for further studies in life sciences and adjacent fields, positioning SBI4U participants for future inquiry and innovation in the field of biology.

Unit 1: Biochemistry

Students identify the chemical structures, functions, and properties of biological molecules involved in common cellular processes and biochemical reactions, and explore why these are essential for maintaining normal cellular function. Students also analyze technological applications related to enzyme activity in the food and pharmaceutical industries.

Unit 2: Metabolic Processes

Students identify and describe the cellular organelles involved in cellular respiration and photosynthesis, along with the metabolic reactions that take place during these processes. Students examine why these reactions are critical to cellular function and analyze medical and technological applications related to cellular respiration and photosynthesis.

Unit 3: Molecular Genetics

Students explore the key scientific contributions that led to the discovery of DNA and its function. They describe the major events in DNA replication and protein synthesis, with emphasis on how mutations affect protein function and disease. Students also analyze common biotechnological tools and applications related to molecular genetics.

Unit 4: Homeostasis

Students identify key components of the nervous, endocrine, and excretory systems and describe how each contributes to maintaining homeostasis. They explore how chemical substances and environmental factors affect these processes and assess the impact of various drugs on homeostatic mechanisms.

Unit 5: Population Dynamics

Students develop an understanding of population growth and the factors that affect the growth of different species. Using mathematical models, they calculate population growth and analyze the relationships between population size, personal consumption, technological development, and the ecological footprint. Students assess the impact of human population growth on the sustainability of resources for future generations.

By the end of the Grade 12 Biology course, students will demonstrate scientific investigation skills across four areas: initiating and planning, performing and recording, analysing and interpreting, and communicating.

In Biochemistry, students will identify the chemical structures, functions, and properties of biological molecules involved in cellular processes, and analyze technological applications related to enzyme activity in the food and pharmaceutical industries.

In Metabolic Processes, students will describe the cellular organelles and reactions involved in cellular respiration and photosynthesis, and analyze medical and technological applications connected to these processes.

In Molecular Genetics, students will explore key scientific discoveries about DNA, describe DNA replication and protein synthesis, and analyze common biotechnological tools and applications.

In Homeostasis, students will identify components of the nervous, endocrine, and excretory systems, describe their roles in maintaining homeostasis, and assess the impact of drugs on homeostatic mechanisms.

In Population Dynamics, students will explain factors affecting population growth, use models to calculate growth, and assess the impact of human population growth on the sustainability of resources.

The Grade 12 Biology course uses a variety of interactive strategies to support student success in this Ontario Grade 12 biology course. Students develop their understanding through the following learning activities:

• Presentations with embedded videos that explain key concepts, including examples, practice questions, and multimedia tools such as simulations and quizzes.
• End-of-unit conversations and Poodll reflections where students explain their thinking and receive timely feedback from their instructor.
• Instructor discussions and demonstrations through video conferencing, videos, or email to clarify concepts and support student learning.
• Discussion forums that allow students to share ideas, summarize learning, and receive peer feedback.
• Practical applications that connect biology concepts to real-world situations, helping students see the relevance of what they are learning.
• Independent assignments and assessments completed at a student’s own pace, with individualized feedback and support.
• Research and writing activities that develop critical thinking and help students communicate scientific ideas clearly.
• Virtual simulations and virtual labs that let students explore hypotheses, follow procedures, gather observations, and analyze results in a safe online environment.
• Visual learning tools such as diagrams, graphs, charts, and tables to organize information and analyze relationships.
• Articles and readings that show how scientific theories connect to current events and society.

Practice problems that help students apply biology concepts to real scenarios.

Assessment and evaluation follow the guidelines outlined in Growing Success (Ontario Ministry of Education, 2010) and are designed to support and improve student learning. Assessment helps teachers identify students’ strengths and areas for improvement in relation to the course expectations, while also guiding instructional strategies. Throughout the course, teachers provide descriptive feedback to help students refine their understanding and continue improving their performance.

Evaluation is the process of judging the quality of student work based on established criteria and achievement levels. While all curriculum expectations are addressed through instruction and assessment, evaluation focuses primarily on students’ achievement of the overall expectations.

To ensure assessment and evaluation are effective and meaningful, teachers use strategies that:

• Address both what students learn and how well they learn
• Reflect the knowledge and skills categories outlined in the achievement chart
• Are varied and completed over time to give students multiple opportunities to demonstrate learning
• Are fair, inclusive, and accommodate students with special education needs or English language learning needs
• Offer clear feedback to help students improve and set goals

The final grade for the course is determined as follows:

❑ 70% based on evaluations conducted throughout the course, reflecting the student’s most consistent level of achievement, with consideration given to more recent evidence of learning.

❑ 30% based on a final evaluation at or near the end of the course. This may include an examination, performance task, or another comprehensive assessment that demonstrates overall achievement of the course expectations.

(Growing Success: Assessment, Evaluation and Reporting in Ontario Schools. Ontario Ministry of Education Publication, 2010 p.41)

All students can succeed. Some students are able, with certain accommodations, to participate in the regular course curriculum and demonstrate learning independently. Accommodations allow access to the course without any changes to the knowledge and skills the student is expected to demonstrate. The accommodations required to facilitate the student’s learning can be identified by the teacher, but recommendations from a School Board generated Individual Education Plan (IEP) if available can also be consulted. Instruction based on principles of universal design and differentiated instruction focuses on the provision of accommodations to meet the diverse needs of learners.

Examples of accommodations (but not limited to) include:

• Adjustment and/or extension of time required to complete assignments or summative tasks
• Providing alternative assignments or summative tasks
• Use of scribes and/or other assistive technologies
• Simplifying the language of instruction

To learn more go to our Individual Education Plan (IEP) page.