Tommy Douglas Secondary School

Science Department: Grade 9/10 Essential Science

Teachers: Ms. Hoover

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Course Overview

This course emphasizes, reinforces and strengthens science-related knowledge and skills. Using scientific inquiry, critical thinking, and the relationship between science, society, and the environment, we will aim toprepare students for success in everyday life, in the workplace, and in the Grade 11 Science WorkplacePreparation course.

Units of Study

Grade 9

Unit A: Chemistry: Properties of Common Materials

• explain the characteristics and classification of common materials, using appropriate

scientific terminology;

• investigate the physical and chemical properties of common materials through laboratory

activities;

• analyse how the use of various materials is based on their physical and chemical properties.

Unit B: Physics: Electrical Circuits

• describe the characteristics of electrical circuits;

• investigate simple electrical circuits, using safe practices;

• analyse the practical uses of electrical circuits and their impact on daily life.

Unit C: Biology: Staying Alive

• explain the systems and processes required by simple and complex organisms to sustain life;

• investigate, through laboratory activities, the processes which simple and complex organisms

use to sustain life;

• analyse how personal health and safety in everyday life and in the workplace are protected

through the proper use of equipment and safety practices.

Unit D: Science in Daily Life

• illustrate how science is a part of daily life;

• use appropriate scientific skills, tools, and safety procedures to investigate problems;

• examine the connections between science and activities in daily life.

Grade 10

Unit A: Chemistry: Interactions of Common Materials

• understand how chemicals in common household and workplace materials interact;

• investigate the types and rates of interactions between commonly used materials through laboratoryactivities;

• analyse how material interactions affect our daily lives.

Unit B: Physics: Using Electric Energy

• explain the generation, measurement, and conversion of electricity;

• investigate the factors that affect the generation and use of electricity;

• analyse the social, economic, and/or environmental implications of the sources and uses of electrical

energy.

Unit C: Biology: Living Together

• explain the strategies that organisms use for successful coexistence in populations and communities;

• investigate, using appropriate laboratory and research skills, the implications of organisms existing in communities;

• analyse the challenges that arise from organisms living in communities.

Unit D: Science and Media

• explain how science-related information is presented in print and electronic media for different

purposes and audiences;

• investigate science-related information presented in print and electronic media using appropriate

research and reporting skills;

• evaluate claims and presentations of science-related information in media.

Educational Resources

  • Workbook:McGraw-Hill Ryerson
  • 9 Essential Science
  • 10 Essential Science
  • Ministry & Curriculum Policy Documents – Locally Developed Compulsory Credit Courses. Grade 9 and 10 (2005)

Laboratory Safety

Laboratory activities are usually small group efforts. However, it is expected that each student in the group will be an active participant in the lab activity and cooperate with the other members of the group. If a student is to gain the full benefit of a lab activity then the points listed below must be followed.

  • Read or listen to the instruction so that the activity is performed safely and effectively.
  • Follow the appropriate safety precautions and instructions during the activity.
  • Understanding what you are doing and why you are doing it.
  • Keep good records of what is happening throughout the lab.
  • Clean up the work area and wash hands.

Levels of Achievement

All work submitted in this course will be assessed and evaluated using the standards set by the Ontario Ministry of Education.

Provincial Standards of Achievement Chart:

Level/ Grade / Achievement
Level 4 80-100% / Very high to outstanding level of achievement. Above provincial standards.
Level 3 70-79% / High level of achievement. At the provincial level.
Level 2 60-69% / Moderate level of achievement. Below, but approaching, the provincial standard
Level 1 50-59% / Passable level of achievement. Below the provincial standard
Below 50% / Insufficient achievement of curriculum expectations. Credit will not be granted.

Evaluation Categories

The evaluation of all achievement demonstrated in this course is based on the following ministry categories:

Term Evaluation

Knowledge (& Understanding)17.5%

Thinking (& Inquiry)17.5%

Communication17.5%

Application (& Making Connections)17.5%

Final Evaluation

Course Culminating Task 30%

Determining Final Grades

Formative Assessment

  • Within each unit students will be assigned a number of tasks where they will receive direct feedback on their progress and learning.
  • These tasks and the resulting feedback are designed to improve student learning and to provide a foundation for the successful completion of the summative tasks assigned in each unit.

Summative Assessment

  • Within each unit there will be at 5-8 summative assessment tasks that incorporate the knowledge and skills learned throughout the unit.
  • The summative assessments form the basis of your mid-term mark and 70% of the final mark.
  • Summative tasks are evaluated using one or more of the achievement chart categories and the results will be used to determine a student’s final grade

Student Responsibilities

Students are expected to…

  • Attend class punctually and regularly.
  • Complete assignments in a timely fashion.
  • Taking the initiative to contact the teacher or peer for missed work.
  • Record due dates for assignments, test, quizzes, presentations and any other tasks.
  • Arriving prepared each day with the appropriate materials (i.e. binder, paper, textbook, pencil/pen, calculator, etc…).
  • Maintain a neat, organized and complete notebook.
  • Actively participating in learning and assessment activities.
  • Ensure understanding of the material before leaving class (i.e. homework, assignments, etc…). Completion of assigned homework on a regular basis.
  • Complete any missed work upon return from absence.

Assessment & Evaluation Policy

  • The expectation is that all summative assessments will be written or submitted on time.
  • Absences are considered acceptable for reasons such as illness, family bereavement, and/r pre-arranged family vacation (i.e. students has filled out and submitted blue vacation form to the office).
  • If you are going to be away on an assigned due-date for a prearranged reason, it is your responsibility to submit the assignment on a date that is mutually agreed upon by you and your classroom teacher.
  • If you are going to miss a summative assessment due to any school activities, you must inform your teacher and prearrange with the teacher a time to complete the assessment.
  • In the event that a student does not complete the summative assessment, an opportunity to make up the assignment will be provided according to school policy.
  • If the summative assessment remains incomplete according to school policy, a mark of zero may be assigned.
  • For details regarding the Final Evaluation Period (Course Culminating and/or Exam), please refer to your Student Agenda.
  • Science Department policy requires students to complete in-class any missed assessment upon their return to class. Students are responsible for any missed class work.

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