SBI4U: Grade 12 Biology

SBI4U: Grade 12 Biology


This course provides students with the opportunity for in-depth study of the concepts and processes that occur in biological systems. Students will study theory and conduct investigations in the areas of biochemistry, metabolic processes, molecular genetics, homeostasis, and population dynamics. Emphasis will be placed on the achievement of detailed knowledge and the refinement of skills needed for further study in various branches of the life sciences and related fields.

Prerequisites:  Biology SBI3U (Grade 11).

Course Preview



Throughout this course, students will:
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);
A2. identify and describe careers related to the fields of science under study, and describe the contributions of scientists, including Canadians, to those fields.

By the end of this course, students will:
B1. analyse technological applications of enzymes in some industrial processes, and evaluate technological advances in the field of cellular biology;
B2. investigate the chemical structures, functions, and chemical properties of biological molecules involved in some common cellular processes and biochemical reactions;
B3. demonstrate an understanding of the structures and functions of biological molecules, and the biochemical reactions required to maintain normal cellular function.

By the end of this course, students will:
C1. analyse the role of metabolic processes in the functioning of biotic and abiotic systems, and evaluate the importance of an understanding of these processes and related technologies to personal choices made in everyday life;
C2. investigate the products of metabolic processes such as cellular respiration and photosynthesis;
C3. demonstrate an understanding of the chemical changes and energy conversions that occur in metabolic processes.

By the end of this course, students will:
D1. analyse some of the social, ethical, and legal issues associated with genetic research and biotechnology;
D2. investigate, through laboratory activities, the structures of cell components and their roles in processes that occur within the cell;
D3. demonstrate an understanding of concepts related to molecular genetics, and how genetic modification is applied in industry and agriculture.

By the end of this course, students will:
E1. evaluate the impact on the human body of selected chemical substances and of environmental factors related to human activity;
E2. investigate the feedback mechanisms that maintain homeostasis in living organisms;
E3. demonstrate an understanding of the anatomy and physiology of human body systems, and explain the mechanisms that enable the body to maintain homeostasis.

F1. analyse the relationships between population growth, personal consumption, technological development, and our ecological footprint, and assess the effectiveness of some Canadian initiatives intended to assist expanding populations;
F2. investigate the characteristics of population growth, and use models to calculate the growth of populations within an ecosystem;
F3. demonstrate an understanding of concepts related to population growth, and explain the factors that affect the growth of various populations of species.


Unit Name of Unit Time Allocated in Hours
Unit 1 Biochemistry 22
Unit 2 * Metabolic Processes * 23
Midterm Point
Unit 3 Molecular Genetics 23
Unit 4 Homeostasis 23
Unit 5 Population Dynamics 19
  Total 110 hours

* Midterm report card issued after completion of unit 2


A variety of teaching and learning strategies are used in this course to meet the needs of a diverse range of learners.

Demonstrations Simulations
Laboratory Activities Problem Solving
Work Sheets Problem-Based Learning
Interactive Modules Inquiry Based Learning
Experiments Animated Games
Audio Presentations Video Presentations
Interactive Online Activities Guided Internet Searches
Case Studies Graphic Organizers
Brainstorming/Mind Mapping Research Projects



Assessment as Learning Assessment for Learning Assessment of Learning
Student Product
·  Learning Logs
·  Peer Assessment
·  Discussion Forum Posts
·  Surveys
Student Product
·  Assignments
·  Quizzes
·  Practice Problem Work Sheets
·  Simulator Investigations
·  Lab Investigations
·  Forum Posts
·  Audio presentations
·  Video Presentations
Student Product
·  Assignments
·  Tests
·  Exams
·  Lab Reports
·  Audio Presentations
·  Video Presentations
·  Case studies
·  Research Projects
·  Class discussions
·  Discussion Forums
·  Quiz results
·  Class discussions
·  Presentations
·  Presentations
·  Performance tasks
·  Whole class discussions
·  Student-Teacher discussions (Skype, chat)
·  Student-Student discussions
·  Debate (Forums)
·  Student teacher conferences
·  Small group discussions
·  Whole class discussions
·  Peer-feedback
·  Forums
·  Oral Presentations
·  Student-Teacher discussions
·  Forums


The percentage grade represents the quality of the students’ overall achievement of the expectations for the course and reflects the corresponding achievement as described in the achievement chart for science.

  1. Term work will be 70% of the overall grade for the course;
  2. The final written exam will be worth 30% of the grade.

Achievement Categories

Knowledge & Understanding 25% Thinking & Investigation 25%
Communication 25% Application 25%


Achievement Chart

A Summary Description of Achievement in Each Percentage Grade Range And Corresponding Level of Achievement

Percentage Grade Range Achievement Level Summary Description
80–100% Level 4 A very high to outstanding level of achievement.  Achievement is above the provincial standard.
70–79% Level 3 A high level of achievement.  Achievement is at the provincial standard.
60–69% Level 2 Moderate level of achievement.  Achievement is below, but approaching the provincial standard.
50–59% Level 1 A passable level of achievement.  Achievement is below the provincial standard
Below 50% Level R Insufficient achievement of curriculum expectations.  A credit will not be granted



SBI4U Online Course of Study



Role of Technology in the Curriculum

Rosedale Academy courses leverage the power of information and communication technologies to provide rich, dynamic learning experiences.  Students explore, evaluate and create concepts and works using a wide array of digital tools.  They demonstrate their learning through text, video, voice and visual assignments that teach multi-literacy and media skills.  Students also enhance their computer and technology skills in ways that are useful for their future academic and personal pursuits.

Teachers at Rosedale Academy get to know their learners, provide rich, descriptive feedback and assess student contributions and products AS, FOR and OF learning through digital technologies.  They enable rapid feedback and communication at any time without borders in our global community.


Tool Use Benefit
Discussion forums Whole class discussion (written) Creates a record of each student’s contributions.
Group activities Small group collaboration and discussions. Encourages student participation.
Live Skype sessions Teacher leads the lesson with students as a class.  Teacher holds reviews sessions with whole class or individuals. Observations of whole class and individual students.  Assessment for learning.
Computer Simulations Individual or class exploration and visualization of concepts relating to the curriculum. Allows hands-on exploration and investigation as an alternative learning strategy.
Online Lab Investigations Application of concepts relating to the curriculum. Allows students to experience laboratory environment in an online setting and apply proper laboratory techniques.
Learning Modules Students explore content in an interactive manner with built-in assessments as they progress. Students can navigate content at their own pace and assess their own learning along the way.
Articulate Storyline Presentations Content is presented in an interactive manner with multimedia elements and assessments built-in. Varied presentation style caters to different types of learners.  Students can assess their own learning as they progress.
Glossary Vocabulary reference and recording. Allows students to reference key course vocabulary.


English as a Second Language

Rosedale Academy provides students with comprehensive ESL support to enhance their proficiency with the English language.

  • All Rosedale Academy instructional materials and resources are designed with English Language Learners in mind. Online and face-to-face instructional resources make use of differentiated learning methods and carefully structured language. These resources support English language development as students are taking credit courses in all academic fields.
  • Teachers at Rosedale Academy provide a variety of accommodations for English Language Learners. These accommodations include:  extended time for tests and exams; chunking of assignments and tests; a safe space for asking questions; formative feedback; mini-lessons in spelling, sentence structure and grammar; and access to ESL resources and expert discussion.
  • The self-paced delivery method of this course allows students to take the time that they require to engage in meaningful participation while still enjoying the enriching experience of working in an online global classroom.
  • All teachers at Rosedale Academy are responsible for helping students to develop their ability to use English in academic courses.


Career Education

This course promotes skills effective for a variety of careers and informs students of some of the career opportunities where oral and written communication is considerable assets. Students will learn how to use English to inform audiences about ideas, persuade audiences to change their opinion or buy a product, and to formulate ideas. Students will also understand the importance of social media in their search for future education and career opportunities. Finally, this course also helps to prepare students for university application by providing a unit that helps them write a persuasive application essay.  Beyond the immediate needs of the student, this also course focuses on demonstrating the value of English in jobs like business where clear communication is highly valued.


Academic Integrity

Students are expected to maintain high standards of honesty and academic integrity throughout their participation in all courses. This includes avoiding any instance of fraud, plagiarism and cheating.  Rosedale Academy takes the following steps to ensure academic integrity:

  • Students provide photo identification
  • Course assignments include audio and video components
  • Teachers Skype weekly with their classes
  • Students are encouraged and supported to develop original work
  • Exams are proctored by adults in trusted positions

When a teacher has reasonable grounds to believe that a student has violated these standards, the school principal will review the incident and, if needed, enforce disciplinary procedures. More information about Academic Honesty may be found in section 5.3 of the school calendar.


Late and Missed Assignment

Rosedale Academy provides a flexible, self-paced learning opportunity, which allows students to proceed through each course at their own speed.  Students may submit any assignment from any unit while he or she is enrolled in this course.  Assignments will not be accepted once the student’s enrolment period has ended. Students must complete and submit all course requirements prior to booking their final exam. Course requirements include but are not limited to: assignments, tests, and learning log.

SKU: SBI4U-2017-03 Category: Tag:

Additional information

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I am an ONTARIO student with an OEN ($590.00 CAD), I am an INTERNATIONAL student without an OEN ($680.00 CAD)