Course Description
This course enables students, including those pursuing postsecondary programs outside the sciences, to increase their understanding of science and contemporary social and environmental issues in health-related fields.
Students will explore a variety of medical technologies, pathogens and disease, nutritional science, public health issues, and biotechnology.
The course focuses on the theoretical aspects of the topics under study and helps refine students’ scientific investigation skills.
Prerequisite: Science, Grade 10, Academic, or any Grade 11 university, university/college, or college preparation course in science.
Course Outline
| Unit | Unit Name | Unit Description | Time Allocated |
|---|---|---|---|
| 1 | Medical Technologies | Students explore diagnostic tools, treatments, laboratory techniques, and emerging medical technologies, including their benefits, limitations, and ethical considerations. | 21 Hours |
| 2 | Pathogens and Disease | Students study pathogens, disease transmission, prevention, treatment, immunity, vaccines, antibiotics, and public health organizations through labs, case studies, and simulations. | 22 Hours |
| 3 | Nutritional Science | Students examine food chemistry, macromolecules, enzymes, digestion, nutrients, energy, diet, and food additives through laboratory investigations and practical activities. | 23 Hours |
| — | Midterm Exam | Midterm assessment of learning from Units 1–3. | 2 Hours |
| 4 | Science and Public Health | Students examine epidemiology, public health programs, pandemic response, and the application of scientific research to health issues. | 20 Hours |
| 5 | Biotechnology | Students explore biotechnology in medicine, agriculture, and industry, including DNA techniques, applications, ethical issues, and societal impacts. | 20 Hours |
| — | Final Exam | Final assessment of course learning. | 2 Hours |
| Total Instructional Time | 110 Hours | ||
Overall Curriculum Expectations
Medical Technologies
A1 – Introduction to Medical Technology: Introduction to medical technologies and their applications in healthcare.
A2 – Cost Benefit Analysis of Various Technologies: Examination of the costs and benefits associated with different medical technologies.
A3 – Play the Image Quiz: Interactive activity focused on identifying and understanding medical imaging technologies.
A4 – Research: Recent Technologies: Research into recent developments and innovations in medical technology.
A5 – Alternative Technologies: Exploration of alternative technologies and approaches used in healthcare.
A6 – Medical Technology: OLOGY Hospital – Diagnosis and Treatment: Application of medical technology concepts to diagnosis and treatment through an OLOGY Hospital activity.
A7 – Unit Test: Assessment of learning from the Medical Technologies unit.
Pathogens and Disease
B1 – Introduction to Pathogens and Disease: Introduction to pathogens, infectious diseases, and their effects on human health.
B2 – Properties and Virulence of Various Bacteria Activity: Investigation of bacterial characteristics and factors influencing virulence.
B3 – Life Cycles: Examination of life cycles relevant to pathogens and disease transmission.
B4 – Immunity and the Role of Antibiotics: Exploration of immune responses and the use of antibiotics in treating bacterial infections.
B5 – Role of International Non-Government Agencies: Examination of the role of international non-governmental organizations in addressing disease and public health concerns.
B6 – Medical Technology: OLOGY Hospital – Centre for Disease Control: Application of disease prevention and control concepts through an OLOGY Hospital activity.
Nutritional Science
C1 – Macromolecules: Introduction to biological macromolecules and their roles in nutrition.
C2 – Chemical Tests on Macromolecules: Investigation of chemical testing methods used to identify macromolecules.
C3 – Enzymes: Examination of enzymes and their role in biological and digestive processes.
C4 – The Digestive System: Exploration of the structures and functions of the human digestive system.
C5 – Nutrient Energy Content: Investigation of the energy provided by different nutrients.
C6 – Costs and Benefits of the Use of Non-Nutrient Food Additives: Analysis of the advantages, disadvantages, and implications of food additives.
C7 – Review Quiz: Review and reinforcement of concepts from the Nutritional Science unit.
C8 – Medical Technology: OLOGY Hospital – Dietitian Unit: Application of nutritional science concepts through an OLOGY Hospital activity.
C9 – Unit Test: Assessment of learning from the Nutritional Science unit.
Science and Public Health
D1 – Introduction to Science and Public Health: Introduction to the relationship between scientific research and public health.
D2 – Case Study: Effectiveness of a Public Health Program: Analysis of a public health program and its effectiveness.
D3 – Research: Combating a Potential Pandemic: Investigation of strategies and scientific approaches for responding to a potential pandemic.
D4 – Research: Have We Learned Anything?: Research and reflection on lessons learned from public health challenges.
D5 – Research: Scientific Research and Technological Advances on Public Health: Examination of how scientific discoveries and technological developments influence public health.
D6 – Medical Technology: OLOGY Hospital – Public Health Unit: Application of public health concepts through an OLOGY Hospital activity.
D7 – Summative Activity: Research Paper: Completion of a research paper demonstrating understanding of science and public health concepts.
Biotechnology
E1 – Introduction to Biotechnology: Introduction to biotechnology and its applications.
E2 – Issues Relating to Applications of Biotechnology: Examination of issues and considerations associated with biotechnology.
E3 – DNA Electrophoresis: Exploration of DNA electrophoresis and its applications in biotechnology.
E4 – Biotechnological Techniques in the Food and Agricultural Industries: Investigation of biotechnology used in food production and agriculture.
E5 – Who Is Coming to Dinner?: Activity examining issues related to biotechnology and food.
E6 – Biotechnology: Further exploration and application of biotechnology concepts.
E7 – Review Quiz: Review and reinforcement of concepts from the Biotechnology unit.
E8 – Unit Test: Assessment of learning from the Biotechnology unit.
Final Exam
Final assessment of learning across the course.
Assessment Strategies
Students will be provided with numerous and varied opportunities to demonstrate the full extent of their achievement of the curriculum expectations across all four categories of the Achievement Chart.
Progress will be monitored on an ongoing basis using a variety of assessment tools, including written work, formal testing, quizzes, teacher-student communication, discussion boards, and chat rooms.
Assessment Activities
• Simulations and Laboratory Activities
• Individual Conference Meetings
• Diagnostic Tests and Written Tasks
• Completed Templates and Graphic Organizers
• Reflections
• Oral Presentations and Active Listening
• Unit and Course Evaluations
Final Grade
The final grade will be determined as follows (in accordance with Ministry of Education standards):
| Component | Percentage |
|---|---|
|
Term Work Based on evaluations conducted throughout the course. |
65% |
|
Final Evaluation A final evaluation in the form of a written exam. |
25% |
| Attendance and Participation | 10% |
Final Examination Breakdown
Written Exam: 25%
Attendance Policy
Regular attendance and active engagement are important for student success. Attendance and participation are monitored through the school’s Learning Management System (LMS).
All online credit courses at ICE are designed to meet or exceed the minimum 110 hours of instructional time required for a credit course.
Online instructional time and engagement are monitored through:
LMS Engagement: Students are expected to log in regularly and actively participate in online learning activities. LMS activity records are used to monitor engagement.
Biweekly Check-Ins: Students complete a brief check-in every two weeks to review their progress and engagement. Additional support may be provided when concerns are identified.
Post-Unit Quizzes: Short formative quizzes are completed at the end of each unit to monitor student progress and pacing.
Discussion Forums: Students participate in required unit discussions and peer activities. Participation is monitored based on completion and engagement.
Instructional Records: The school maintains records of instructional time, attendance, and student engagement.
Students are responsible for maintaining regular participation and completing required learning activities within the course schedule.
Evaluation Model – 10% Total Attendance and Engagement Weight
| Component | Weight | Quantifiable Metric | Criteria |
|---|---|---|---|
| Biweekly Check-In | 3% | Completed every two weeks | Students complete the required check-in within the scheduled time frame. |
| Post-Unit Formative Quiz | 4% | Completed after each unit | Students complete the formative quiz by the assigned deadline. |
| Discussion Forum Participation | 3% | Required posts and responses | Students submit the required original response and complete assigned peer responses. |
Considerations for Program Planning
Planning Programs for Students with Special Education Needs
Program planning is guided by Learning for All (2013) and recognizes that all students can succeed and have unique learning needs.
Where an Individual Education Plan (IEP) is in place, identified instructional, environmental, and assessment accommodations are implemented.
The online learning environment provides flexibility through extended time, breaks, assistive technology, and opportunities to review materials.
English Language Learners
Teachers consider the strengths and needs of English language learners in accordance with Ontario ESL/ELD policies.
Supports may include clear instructional language, visual and multimedia resources, opportunities to review lessons, extended time, bilingual dictionaries where appropriate, and feedback that develops academic English.
Environmental Education
Environmental education is integrated into learning through connections among science, technology, society, and the environment.
Students consider sustainability, resource use, human impact, and responsible environmental practices.
Online learning also supports environmentally responsible practices through reduced paper use.
Equity and Inclusive Education
The course promotes an inclusive, respectful, and equitable learning environment.
Learning materials and activities reflect diverse cultures, perspectives, and experiences.
Teachers address bias and ensure that learning and assessment practices are fair and inclusive.
Financial Literacy Education
Students develop financial decision-making skills by considering the economic aspects of scientific and technological choices, including costs, benefits, resources, and the financial impact of decisions affecting health and the environment.
First Nations, Métis, and Inuit Education
Where relevant to course expectations, teachers incorporate accurate and respectful First Nations, Métis, and Inuit perspectives, histories, cultures, contributions, and contemporary issues using appropriate Ministry resources.
The Role of Information and Communications Technology
ICT is integrated throughout the course through the learning management system, multimedia lessons, digital resources, simulations, online communication, and productivity tools.
Students develop digital citizenship, responsible technology use, source evaluation, privacy awareness, and academic integrity.
Career Education
Students connect course learning to education, career, and life-planning opportunities.
Activities may include career research, workplace applications, and exploration of pathways related to science, health, technology, environmental studies, research, and skilled trades.
Cooperative Education and Experiential Learning
Where available, students may connect classroom learning with experiential opportunities such as job shadowing, work experience, and cooperative education.
These experiences help students explore careers and develop workplace skills.
Health and Safety
Health and safety are emphasized in both online and practical learning.
Students are encouraged to maintain proper ergonomics, take regular breaks, manage screen time, and follow safe practices.
For hands-on activities, students receive safety instructions and use only approved materials.
Virtual labs and simulations are used when appropriate.
Accommodations
Accommodations are determined through collaboration among students, parents/guardians, teachers, administration, and relevant educational assessments.
They may include:
Instructional Accommodations: Step-by-step instructions, varied teaching strategies, graphic organizers, multimedia resources, and assistive technology.
Environmental Accommodations: Flexible learning arrangements and appropriate environmental supports.
Assessment Accommodations: Extended time, alternative response formats, oral responses, and other IEP-identified accommodations.
Advance Reading Materials: Providing reading materials in advance when appropriate.
Alternative Learning Options: Offering multiple options for reading and writing tasks.
Note-Taking Support: Supporting note-taking through key words, templates, or a scribe where appropriate.
Enrichment Opportunities: Providing enrichment and additional learning opportunities.
Required Software, Equipment, and Textbooks – SNC4M
Texts & Resources
Grade 12 Science / General Science textbook (Ontario approved).
Teacher-provided worksheets, inquiry packages, and lab manuals.
Supplementary readings, including articles, videos, and online resources related to scientific concepts, technology, and applications.
Digital Resources
Google Drive: For storing, sharing, and submitting assignments.
Microsoft Office / Google Workspace: Word, Excel, PowerPoint, or Google Docs, Sheets, and Slides.
Online Science Simulations: Online science simulations and interactive platforms.
Teacher Considerations
Assistive Technology: Speech-to-text and text-to-speech software for students requiring accommodations.
Flexible Submission Formats: Digital submissions, scanned handwritten work, or typed solutions depending on student needs.
Tips for Success – SNC4M
Welcome to SNC4M: Grade 12 Science – University/College Preparation!
This course will strengthen your understanding of scientific concepts across biology, chemistry, physics, and environmental science.
You will develop problem-solving, analytical, inquiry, and critical thinking skills, which are essential for success in postsecondary STEM programs and real-world applications.
Stay Organized & Informed
Check announcements, course updates, and your email regularly for important information.
Review the course calendar to track assignment due dates, lab submissions, and quizzes.
Science concepts build on previous units. Staying current ensures you understand new topics effectively.
Manage Your Time Effectively
Plan for 1–2 hours of focused study each day.
Break larger tasks, including reading, practice questions, and assignments, into smaller, manageable steps.
Avoid last-minute preparation, particularly for tests, lab reports, and research activities.
Understand Expectations
Carefully read instructions, rubrics, and evaluation criteria for all assignments and assessments.
Use a checklist to ensure that:
• All questions and lab procedures are completed.
• Units, diagrams, and calculations are clearly shown.
• Work is submitted in the correct format and on time.
Practice Consistently
Science requires application, not memorization.
Complete practice questions, review feedback from teachers, and revisit challenging concepts.
Use simulations, videos, and guided examples provided in the course to reinforce learning.
Remember
This course is designed to help you think critically, conduct scientific investigations, analyze data, and explain natural phenomena using evidence and reasoning.
Approach each activity thoughtfully, stay curious, and maintain confidence in your ability to learn and succeed.
