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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: ScienceCourse Title
/ Science, Grade 10, Academic /Course Code
/ SNC 2DGrade & Type / 10, Academic
Pre-requisite
/ Grade 9 Science,Academic
Full Year / Semester / Semester /
Credit Value
/ 1Course 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
/ 35Term Total / 70 / Final Total / 30
For Learning
Teachers gather information (about prior learning), provide descriptive feedback, scaffold learning and coach for improvement.
Types: Diagnostic, Formative / As Learning
Teachers help students develop capacity to provide feedback to each other, reflect on their understanding and make adjustments and set individual learning goals.
Type: Formative / Of Learning
Teachers make judgments about the quality of student learning on the basis of established criteria and assign a value to represent that quality.
Type: Summative
Student Products
Paper and Pencil
Quizzes: e.g. Diagnostic
Work Sheets
Performance Tasks
Projects: e.g. Interim Steps
Portfolios
Presentations: e.g. Draft
Oral Reports: e.g. Outline
Essays/Written Reports: e.g.
Outline; Draft
Diagrams
Constructions
Journals
Wikis
Feedback on:
Recitals: e.g. Rehearsal
Role Playing
Demonstrations
Performances e.g.Rehearsal
Other (specify): / Student Products
Paper and Pencil
Quizzes e.g. Formative
Work Sheets
Performance Tasks
Projects: e.g. Planning; Monitoring progress
Portfolios e.g. Reflection
Journals
Wikis
Self Assessments
Peer Assessments
Reflections
Goal Setting
Feedback on:
Presentations
Recitals
Demonstrations
Performances
Role Playing
Other (Specify): / Student Products
Paper and Pencil
Tests
Quizzes
Examinations
Work Sheets
Performance Tasks
Projects
Portfolios
Presentations
Oral Reports
Essays/Written Reports
Recitals
Demonstrations
Performances
Role Playing
Diagrams
Journals
Wikis
Videos
Other (specify):
Conversations
Interviews
Conferences
Classroom Discussions
Seminars
Portfolio Interviews
Reflections
Blogs
Online Communications
Other (specify): / Conversations
Interviews
Conferences
Classroom Discussions
Seminars
Portfolio Interviews
Self-Assessments
Peer Assessments
Reflections
Blogs
Online Communication
Other (specify): / Conversations
Interviews
Conferences
Classroom Discussions
Seminars
Portfolio Interviews
Self/Peer Assessments
Reflections
Online Communication
Blogs
Other (specify):
Observations
Demonstrations
Performances
Informal Observations
Other (specify)
Evidence recorded through:
Anecdotal Records
Teacher Logs
Checklists
Rubrics
Rating Scales / Observations
Demonstrations
Performances
Informal Observations
Other (specify):
Evidence recorded through:
Anecdotal Records
Teacher Logs
Checklists
Rubrics
Rating Scales / Observations
Demonstrations
Performances
Informal Observations
Other (specify):
Evidence recorded through:
Anecdotal Records
Teacher logs
Checklists
Rubrics
Rating Scales
Resources (Examples provided)
Textbook
/ INVESTIGATING SCIENCE 10 – PEARSONComputer 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 Optics / 28 / • evaluate the effectiveness of technological devices and procedures designed to make use of 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 Systems of Living Things / 28 / • evaluate the importance of medical and other technological developments related to systems 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 Change / 26 / • analyse some of the effects of climate change around the world, and assess the 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 and Career Exploration / Integrated Throughout / • demonstrate scientific investigation skills (related to both inquiry and research) in the 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 POLICYLate 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: http://www.edu.gov.on.ca/eng/document/forms/report/card/reportCard.html
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
Voice mail box number: 87041
Main Parent/Guardian Contact Name: ______
Home Phone Number: ______
Work Phone Number: ______
Email: ______
Comments: