Grade 10 Academic Science



Course Information Sheet

Department: Science

Date: SEPTEMBER 2012

Secondary School: Cardinal Carter Academy for the Arts

Department Head: Mrs. S. Schumacher

|Curriculum Policy Document |The Ontario Curriculum Grade 9 and 10: Science |

|Course Title |Science, Grade 10, Academic |Course Code |SNC 2D |

| | |Grade & Type |10, Academic |

|Pre-requisite |Grade 9 Science, | | |

| |Academic | | |

|Full Year / Semester |Semester |Credit Value |1 |

|Course Description (As specified in Ministry of Education Policy Document) |

|This course enables students to enhance their understanding of concepts in biology, chemistry, earth and space science, and physics, and of |

|the interrelationships between science, technology, society, and the environment. Students are also given opportunities to further develop |

|their scientific investigation skills. Students will plan and conduct investigations and develop their understanding of scientific theories |

|related to the connections between cells and systems in animals and plants; chemical reactions, with a particular focus on acid–base |

|reactions; forces that affect climate and climate change; and the interaction of light and matter. The curriculum is another stage of the |

|students’ journey towards completing the Catholic Graduate Expectations and their life-long partnerships with God. |

|Student Evaluation Criteria |

|Student evaluation will be based on knowledge and understanding of biological theories and principles; application of biological theories and |

|principles in a variety of contexts including lab reports; thinking and inquiry and research skills as demonstrated , for example, in research |

|and laboratory reports; communication of knowledge, research findings, etc., in a clear, concise, referenced, and scientifically appropriate |

|manner. |

|Term – 70% |Final – 30% |Final Report Card Grade Calculation – |

| | |100% |

|10 ≤ Relative Emphasis / Weighting ≤ 40 |Relative Emphasis / Weighting |Term Total + Final Total = Report Card |

| | |Mark |

|Tests & Quizzes | 35 |EXAM |30 | |

|Labs & Assignments |35 | | | |

|Term Total |70 |Final Total |30 | |

|For Learning |As Learning |Of Learning |

|Teachers gather information (about |Teachers help students develop capacity to |Teachers make judgments about the quality of student |

|prior learning), provide descriptive |provide feedback to each other, reflect on |learning on the basis of established criteria and assign a|

|feedback, scaffold learning and coach|their understanding and make adjustments and |value to represent that quality. |

|for improvement. |set individual learning goals. | |

| |Type: Formative | |

|Types: Diagnostic, Formative | |Type: Summative |

|Student Products |Student Products |Student Products |

|Paper and Pencil |Paper and Pencil |Paper and Pencil |

|Quizzes: e.g. Diagnostic |Quizzes e.g. Formative |Tests |

|Work Sheets |Work Sheets |Quizzes |

| | |Examinations |

|Performance Tasks | |Work Sheets |

|Projects: e.g. Interim Steps | | |

|Portfolios |Performance Tasks |Performance Tasks |

|Presentations: e.g. Draft |Projects: e.g. Planning; Monitoring progress |Projects |

|Oral Reports: e.g. Outline |Portfolios e.g. Reflection |Portfolios |

|Essays/Written Reports: e.g. |Journals |Presentations |

|Outline; Draft |Wikis |Oral Reports |

|Diagrams |Self Assessments |Essays/Written Reports |

|Constructions |Peer Assessments |Recitals |

|Journals |Reflections |Demonstrations |

|Wikis |Goal Setting |Performances |

| | |Role Playing |

|Feedback on: |Feedback on: |Diagrams |

|Recitals: e.g. Rehearsal |Presentations |Journals |

|Role Playing |Recitals |Wikis |

|Demonstrations |Demonstrations |Videos |

|Performances e.g.Rehearsal |Performances |Other (specify): |

|Other (specify): |Role Playing | |

| |Other (Specify): | |

| | | |

|Conversations |Conversations |Conversations |

| | | |

|Interviews |Interviews |Interviews |

|Conferences |Conferences |Conferences |

|Classroom Discussions |Classroom Discussions |Classroom Discussions |

|Seminars |Seminars |Seminars |

|Portfolio Interviews |Portfolio Interviews |Portfolio Interviews |

|Reflections |Self-Assessments |Self/Peer Assessments |

|Blogs |Peer Assessments |Reflections |

|Online Communications |Reflections |Online Communication |

|Other (specify): |Blogs |Blogs |

| |Online Communication |Other (specify): |

| |Other (specify): | |

|Observations |Observations |Observations |

|Demonstrations |Demonstrations |Demonstrations |

|Performances |Performances |Performances |

|Informal Observations |Informal Observations |Informal Observations |

|Other (specify) |Other (specify): |Other (specify): |

| | | |

|Evidence recorded through: |Evidence recorded through: |Evidence recorded through: |

|Anecdotal Records |Anecdotal Records |Anecdotal Records |

|Teacher Logs |Teacher Logs |Teacher logs |

|Checklists |Checklists |Checklists |

|Rubrics |Rubrics |Rubrics |

|Rating Scales |Rating Scales |Rating Scales |

|Resources (Examples provided) |

|Textbook |INVESTIGATING SCIENCE 10 – PEARSON |

|Computer Use |RESEARCH |

|Course Related Websites |WILL BE GIVEN OUT THROUGHOUT COURSE |

|Listed in order of instructional delivery |

|Strand / Unit Titles |HOURS |Overall Expectations / Unit Description |

|Physics: Light and Geometric |28 |• evaluate the effectiveness of technological devices and procedures designed to make use of |

|Optics | |light, and assess their social benefits; |

| | |• investigate, through inquiry, the properties of light, and predict its behaviour, |

| | |particularly with respect to reflection in plane and curved mirrors and refraction in |

| | |converging lenses; |

| | |• demonstrate an understanding of various characteristics and properties of light, |

| | |particularly with respect to reflection in mirrors and reflection and refraction in lenses. |

|Chemistry: Chemical Reactions |28 |• analyse a variety of safety and environmental issues associated with chemical reactions, |

| | |including the ways in which chemical reactions can be applied to address environmental |

| | |challenges; |

| | |• investigate, through inquiry, the characteristics of chemical reactions; |

| | |• demonstrate an understanding of the general principles of chemical reactions, and various |

| | |ways to represent them. |

|Biology: Tissues, Organs, and |28 |• evaluate the importance of medical and other technological developments related to systems |

|Systems of Living Things | |biology, and analyse their societal and ethical implications; |

| | |• investigate cell division, cell specialization, organs, and systems in animals and plants, |

| | |using research and inquiry skills, including various laboratory techniques; |

| | |• demonstrate an understanding of the hierarchical organization of cells, from tissues, to |

| | |organs, to systems in animals and plants. |

|Earth and Space Science: Climate |26 |• analyse some of the effects of climate change around the world, and assess the |

|Change | |effectiveness of initiatives that attempt to address the issue of climate change; |

| | |• investigate various natural and human factors that influence Earth’s climate and climate |

| | |change; |

| | |• demonstrate an understanding of natural and human factors, including the greenhouse effect,|

| | |that influence Earth’s climate and contribute to climate change. |

|Scientific Investigation Skills |Integrated |• demonstrate scientific investigation skills (related to both inquiry and research) in the |

|and Career Exploration |Throughout |four areas of skills (initiating and planning, performing and recording, analyzing and |

| | |interpreting, and communicating); |

| | |• identify and describe a variety of careers related to the fields of science under study, |

| | |and identify scientists, including Canadians, who have made contributions to those fields |

|Policies & Procedures (Examples provided) |

|Plagiarism | REFER TO SCIENCE DEPARTMENT POLICY |

|Late Assignments | REFER TO SCIENCE DEPARTMENT POLICY |

|Missed work | REFER TO SCIENCE DEPARTMENT POLICY |

|Absences | REFER TO SCIENCE DEPARTMENT POLICY |

|Homework |COMPLETION OF HOMEWORK ON A DAILY BASIS IS EXPECTED IN ORDER TO KEEP UP WITH THE SCHEDULE OF THE |

| |COURSE |

|Teacher Contacts | |

|Extra Help |ARRANGE THIS WITH YOUR TEACHER |

|Reporting Dates | REFER TO SCHOOL REPORTING CYCLE; MARK UPDATES WILL ALSO BE PROVIDED DURING THE SEMESTER |

|Learning Skills Criteria |

|In each reporting period, the following skills will be assessed and reported using the following letter symbols. |

|E–Excellent G–Good S–Satisfactory N–Needs Improvement |

|SKILL: Independent Work |

|Indicators: |

|• uses class time appropriately to complete tasks |

|• independently monitors, assesses, and revises plans to complete tasks and meet goals |

|• follows instructions with minimal supervision |

|SKILL: Collaboration |

|Indicators: |

|• accepts various roles and an equitable share of work in a group |

|• responds positively to the ideas, opinions, values, and traditions of others |

|• builds healthy peer-to-peer relationships through personal and media-assisted interactions |

|• works with others to resolve conflicts and build consensus to achieve group goals |

|• shares information, resources, and expertise, and promotes critical thinking to solve problems and make decisions |

|SKILL: Organization |

|Indicators: |

|• establishes priorities and manages time to complete tasks and achieve goals |

|• devises and follows a plan and process for completing work and tasks |

|• identifies, gathers, evaluates, and uses information, technology, and resources to complete tasks |

|SKILL: Responsibility |

|Indicators: |

|• completes and submits class work, homework, and assignments according to agreed-upon timelines |

|• fulfils responsibilities and commitments within the learning environment |

|• takes responsibility for and manages own behaviour |

|SKILL: Initiative |

|Indicators: |

|• looks for and acts on new ideas and opportunities for learning |

|• demonstrates the capacity for innovation and a willingness to take risks |

|• demonstrates curiosity and interest in learning |

|• approaches new tasks with a positive attitude |

|• recognizes and advocates appropriately for the rights of self and others |

|SKILL: Self-Regulation |

|Indicators: |

|• seeks clarification or assistance when needed |

|• sets own individual goals and monitors progress towards achieving them |

|• assesses and reflects critically on own strengths, needs, and interests |

|• identifies learning opportunities, choices, and strategies to meet personal needs and achieve goals |

|• perseveres and makes an effort when responding to challenges |

NOTE: The above chart is a reformatting of the skills identified in the Ministry of Education’s Guide to the Provincial Report Card, Grades 9 – 12 : Appendix 2: pages 137 .

For more details see:

Science Department Policies

Late Lab Reports and Assignments:

Marks equivalent to 10 % of each lab/assignment will be granted to assess the student’s ability to communicate the findings of their research, calculations, and/or conclusions in a timely and appropriate manner. These are process marks.

- If you do not submit your lab/assignment by the assigned due date without a valid reason, you will not earn the process marks.

- If, due to extenuating circumstances, you are unable to hand in your assignment by the assigned due date, you must complete an extenuating circumstances letter explaining the reason that the assignment is late and suggesting a reasonable alternate due date. This letter must be signed by a parent.

• If this letter is not submitted, you will not earn the process marks.

• If the lab/assignment is not submitted on the alternate due date, you will not

earn the your process marks

- Failure to submit a lab/assignment before it is graded and returned to the class will result in a mark of zero

- Labs/assignments are due at the beginning of class unless you are told otherwise

- If you are absent from school on the day that your lab/assignment is due, you may hand it in on the day that you return without penalty.

Plagiarism:

Plagiarism is a serious offense. Plagiarism is defined as copying word-for-word, paraphrasing, or in any other way using another person’s words, ideas, or pictures, without giving that person proper credit. Plagiarizing from the work of another student, the textbook, the internet, or any other source will result in a mark of zero for that lab/assignment.

Absences:

If you are absent from class for any reason:

- you are responsible for the work that you have missed, including homework, quizzes, tests, assignments, and labs

- If you are absent on the day of a test or a quiz, you are required to write the test or quiz, in class, on the day that you return – NO EXCEPTIONS! A medical or parental note indicating that you were too ill to write a test must be submitted to your teacher.

- If you are absent from class without a valid reason, a mark of zero will be assigned for any test, quiz, lab, or assignment written, performed or due that day.

Safety:

Students who fail to follow the safety rules of the science class (refer to handout), jeopardize their safety and that of others. Such students will have their laboratory privileges suspended and may be assigned a mark of zero for the laboratory assignment.

Student & Parent Contact Sheet

 

Student Name: ____________________________________

 

 

To Be Completed by your parent(s)/guardian(s):

 

Dear Parent(s)/Guardian(s),

Your child is enrolled in SNC1D, Grade 9 Academic Science. This is a demanding course and the topics we will be covering throughout this semester are summarized in the course outline. Please read through the course outline so that you are aware of the course expectations and the Science department’s policies; please pay special attention to the missed test policy. Please indicate that you have read the outline by signing it.

Your child should be reviewing notes daily and attending extra help sessions as soon as they experience difficulty as we will be covering material quickly.

I urge you to contact me at anytime with concerns. I can be reached by e-mail or by phone. I look forward to working with you and your child for a successful semester.

 

 

 

Ms. A. George

ann.george@

Voice mail box number: 87041

 

Main Parent/Guardian Contact Name: ____________________________________________

 

Home Phone Number: ____________________________

 

Work Phone Number: _____________________________

 

Email: __________________________________________

 

Comments:

 

................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download