| Name of School | Department | Course Developer | Course Dev Date | Course Revisor / Revision Date |
| Advanced Knowledge Academy | Science / Biology | Eleni Makedonas | Oct 15, 2025 | Oct 15, 2025 |
| Course Title & Grade | Ministry Course Code | Course Type | Credit Value | Developed from |
| Biology – Biochemistry, Grade 12 | SBI4U | University Preparation | 1.0 | The Ontario Curriculum, Grades 11 and 12: Science, 2008 (Revised) |
| Prerequisite | Grade 11 Biology (SBI3U) |
Course Description
This course provides students with an in-depth exploration of biological systems and processes, emphasizing molecular biology, biochemistry, genetics, and human health applications. Students will examine the structure and function of DNA, RNA, and proteins, the flow of genetic information, gene regulation, and the effects of mutations. The course also explores human body systems, homeostasis, and health applications, and students will investigate biotechnology in medicine, agriculture, and environmental contexts. Emphasis is placed on scientific inquiry, critical thinking, and applying biological knowledge to real-world scenarios.
Overall Curriculum Expectations
- Scientific Investigation Skills
- Initiate, plan, perform, record, analyze, interpret, and communicate findings in various biological contexts.
- Molecular Processes
- Explain DNA/RNA structure, replication, transcription, translation, protein synthesis, and gene regulation.
- Genetic Variation and Mutations
- Analyze mutations, their impacts on human health, and their role in genetic diversity.
- Human Body Systems & Homeostasis
- Describe the structure and function of major human systems and their roles in maintaining homeostasis.
- Biotechnology Applications
- Evaluate applications of biotechnology in medicine, agriculture, and industry.
- Ethical, Legal, and Social Implications (ELSI)
- Discuss the societal, ethical, and legal considerations of genetic research and biotechnology.
- Population Dynamics
- Analyze ecological principles that affect populations over time and explore population growth models.
Students will engage in a variety of strategies, including:
- Direct instruction through pre-recorded video lessons and discussion forums
- Interactive online modules and virtual laboratory simulations
- Case studies, research projects, and independent study exercises
- Concept mapping and reflective learning tasks
- Problem-solving and inquiry-based investigations
- Multimedia simulations and online/optional hands-on labs
Online/Offline Components
- Online: Lesson content, quizzes, discussion forums, virtual labs, teacher feedback, and final assessment
- Offline: Independent readings, note-taking, optional hands-on lab activities, project work, reflection
Units of Study and Approximate Hours
| Unit | Title | Description | Approx. Hours |
|---|---|---|---|
| 1 | Biochemistry: The Chemistry of Life | Chemical principles of living systems, including biomolecules and their functions.Foundational concepts that support understanding of metabolism and genetics. | 24 |
| 2 | Metabolic Processes | Students examine how cells capture, store, and use energy through respiration and photosynthesis. The focus is on understanding ATP production and the pathways that power life. | 20 |
| 3 | Molecular Genetics | Students explore how DNA stores information and how genes are expressed through replication, transcription, and translation. Modern biotechnology and its applications are also introduced. | 20 |
| 4 | Homeostasis | Students investigate how organisms maintain stable internal conditions through feedback systems. This includes the nervous system, endocrine system, and physiological responses to stress. | 24 |
| 5 | Population Dynamics | Students study how populations change over time due to environmental pressures and species interactions. Human impacts on ecosystems and biodiversity are key themes. | 22 |
| Total | 110 |
Assessment, Evaluation, and Communication of Student Learning
The course uses a variety of assessment strategies to support learning and measure achievement:
Grading:
- Coursework (65%): Assignments, quizzes, tests, problem-solving activities, and other course evaluations completed throughout the course
- Final Evaluation (25%): Written final examination
- Attendance and Participation (10%): Based on ongoing engagement in the course, completion of learning activities, timely submission of work, response to teacher feedback, and participation in teacher communication/support
- Learning Skills: Responsibility, Organization, Independent Work, Collaboration, Initiative, and Self-Regulation are assessed and reported separately and are not included in the percentage grade
The final grade is based on performance in 3 areas: Products, Observations and conversations.
- Unit 1: Biochemistry: The Chemistry of Life
- Unit 2: Metabolic Processes
- Unit 3: Molecular Genetics
- MID-SEMESTER POINT
- Unit 4: Homeostasis
- Unit 5: Population Dynamics
- Final Exam
- Quizzes and Tests (formative assessments to monitor understanding)
- Independent Study Assignments (research, reflection, practice exercises)
- Self-Assessment Activities (reflective exercises to monitor progress)
- Final Exam (summative assessment covering all course content)
Teachers are expected to:
- Clarify learning goals and success criteria
- Activate prior knowledge and connect to new content
- Differentiate instruction based on student needs
- Model scientific methods and inquiry strategies
- Provide opportunities for discussion, research, and real-world application
Considerations for Program Planning
In an asynchronous online biology course, instructional approaches are guided by Ministry and board policy, centering on universal design, differentiated instruction, and clear learning objectives. Lessons are structured to activate prior knowledge, scaffold complex biological concepts, and encourage students to articulate their understanding through a variety of media, including written explanations, visual organizers, diagrams, and interactive biology simulations. Teachers model scientific inquiry and analytical reasoning using pre-recorded lessons, virtual labs, annotated examples, and multimedia demonstrations, ensuring students have access to multiple representations such as molecular diagrams, graphical data, charts, and real-world biological contexts. The course provides opportunities for inquiry-based learning, practice with immediate feedback, collaboration through discussion forums, and reflection on scientific thinking. These approaches support the development of conceptual understanding, procedural fluency, and real-world application skills for diverse learners.
Environmental and health contexts are authentically integrated into biology tasks, challenging students to analyze real-world data, evaluate human impacts on ecosystems, and consider the consequences of biotechnology and medical advances. Topics such as genetic engineering, metabolic processes, disease prevention, and human physiology provide opportunities for students to make informed, evidence-based decisions in their daily lives and for global sustainability.
Technology is central to asynchronous biology instruction, functioning as both the primary mode of content delivery and a catalyst for scientific exploration. Students use virtual lab simulations, molecular modeling software, video lessons, and interactive modules to investigate cellular processes, genetics, and human body systems. Communication and collaboration are fostered through online discussion forums, digital assignments, and shared virtual labs, allowing students to share results, analyze data, and receive teacher feedback asynchronously. Teachers provide digital resources and support safe, responsible technology use, guiding students in evaluating scientific sources, safeguarding privacy, and practicing digital citizenship in all coursework interactions.
The course is intentionally designed to ensure accessibility for all students, with support for learners with special education needs and English language learners. Accommodations, such as adaptive technologies, flexible timelines, multi-modal instructions, and scaffolded content, facilitate equitable participation. Instruction develops scientific vocabulary and reasoning skills, with frequent opportunities for students to demonstrate understanding in formats that draw on their strengths—such as written explanations, diagrams, virtual experiments, and collaborative digital projects.
Curriculum materials reflect diverse perspectives, cultural backgrounds, and identities, in alignment with equity and inclusive education policies. Examples and case studies are carefully selected to represent global and Indigenous biological knowledge where appropriate. The course fosters a climate of respect and encourages students to relate biological concepts to their lived experiences, advancing equity and social responsibility.
Students explore the relevance of biology to a wide array of careers, with assignments and projects simulating workplace scenarios and research processes. Cooperative learning principles are embodied through virtual collaboration, discussion boards, and shared lab simulations, developing transferable skills for higher education and future careers in health, research, and biotechnology.
Assessment is ongoing and varied, focusing on both process and product, and includes diagnostic, formative, and summative evaluations in accordance with Growing Success. Clear guidelines on academic honesty are communicated at the outset: students are expected to submit original work, and incidents of plagiarism are addressed according to school policy with an emphasis on learning from errors. Late assignment policies balance the importance of deadlines with recognition of individual circumstances; extensions are available for valid reasons, but persistent lateness may affect achievement levels. Students receive feedback and opportunities to reflect on their progress and develop self-regulation skills in the independent online environment.
The course promotes digital wellness, respectful online conduct, guidance on healthy screen time practices, and resources to support mental health. Well-being is prioritized through clear communication channels for academic and personal support, fostering a safe, inclusive, and supportive online learning environment.
By integrating these considerations, the course ensures alignment with Ministry and board initiatives while fostering a rigorous, inclusive, and supportive online biology learning experience.