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Course Information Sheet

Department: Science

Date:SEPTEMBER 2012

Secondary School: CardinalCarterAcademy for the Arts

Department Head:S. Schumacher

Teachers:

Curriculum Policy Document

/ The Ontario Curriculum Grade 9 and 10, Science 2008

Course Title

/ Science Grade 9 Academic /

Course Code

/ SNC 1D1
Grade & Type / 9 Academic

Pre-requisite

/ None
Semester / Two /

Credit Value

/ 1
Course Description (As specified in Ministry of Education Policy Document)
This course enables students to develop their understanding of basic concepts in biology, chemistry, earth and space science, and physics, and to relate science to technology, society, and the environment. Throughout the course, students will develop their skills in the processes of scientific investigation. Students will acquire an understanding of scientific theories and conduct investigations related to sustainable ecosystems; atomic
and molecular structures and the properties of elements and compounds; the study of the universe and its properties and components; and the principles of electricity. The curriculum is another stage of the students’ journey towards completing the Catholic Graduate Expectations and their life-long partnerships with God.
Listed in order of instructional delivery

Strand / Unit Titles

/ HOURS /

Overall Expectations / Unit Description

Chemistry:
Atoms, elements and compounds / 27.5 / By the end of this course, students will:
assess social, environmental, and economic impacts of the use of common elements and compounds, with reference to their physical and chemical properties;
investigate, through inquiry, the physical and chemical properties of common elements and compounds;
demonstrate an understanding of the properties of common elements and compounds, and of the organization of elements in the periodic table.
Physics:
The Characteristics of Electricity / 27.5 / By the end of this course, students will:
assess some of the costs and benefits associated with the production of electrical energy from renewable and non‑renewable sources, and analyse how electrical efficiencies and savings can be achieved, through both the design of technological devices and practices in the home;
investigate, through inquiry, various aspects of electricity, including the properties of static and current electricity, and the quantitative relationships between potential difference, current, and resistance in electrical circuits;
demonstrate an understanding of the principles of static and current electricity.
Biology:
sustainable ecosystems / 27.5 / By the end of this course, students will:
assess the impact of human activities on the sustainability of terrestrial and/or aquatic ecosystems, and evaluate the effectiveness of courses of action intended to remedy or mitigate negative impacts;investigate factors related to human activity that affect terrestrial and aquatic ecosystems, and explain how they affect the sustainability of these ecosystems;demonstrate an understanding of the dynamic nature of ecosystems, particularly in terms of ecological balance and the impact of human activity on the sustainability of terrestrial and aquatic ecosystems.
Earth and Space Science:
the study of the universe / 27.5 / By the end of this course, students will:
assess some of the costs, hazards, and benefits of space exploration and the contributions of Canadians to space research and technology;
investigate the characteristics and properties of a variety of celestial objects visible from Earth in the night sky;
demonstrate an understanding of the major scientific theories about the structure, formation, and evolution of the universe and its components and of the evidence that supports these theories.
Student Evaluation Criteria
Term – 70% / Final – 30% / Final Report Card Grade Calculation – 100%
Achievement of the overall and specific expectations of each strand will be evaluated, with approximately equal weighting within the four categories, (knowledge, thinking, communication and application) per assessment type / Relative Emphasis / Weighting / Term Total + Final Total = Report Card Mark
exam / 30
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
TEXTBOOK / Investigating Science 9 (Pearson)
Student Materials / Textbook, writing utensils, calculator, ruler, binder
AV materials / Videos emphasizing/highlighting core concepts
Computer Use / School computer labs
Course Related Websites / Reference will be made as course progresses
Policies & Procedures

Plagiarism

/ Plagiarism is a serious offence and carries with it dire consequences (See “Code of Behaviour”).
Late Assignments / If students experience any difficulty in honouring deadlines, they are expected to make alternate arrangements, submitted in writing to the teacher preferably prior to but no later than the due date. This letter must be signed by both student and parent and is subject to teacher approval. Failure to submit such a letter will result in a 10% deduction as part of the process component.
A mark of zero will be awarded to a student once marked work has been given back.
missed tests/labs / Parent/Guardian should call the school to report absence; Upon return to school, student should be prepared to write test or perform lab, if possible (or make alternate arrangements that are mutually acceptable to teacher and student); Labs or tests missed because of unauthorized absences (e.g. skipping)will automatically receive a mark of zero.
Attendance and homework / If you are absent, you must present a re-admit slip from the office indicating that you have brought an appropriate note explaining your absence. Absenteeism and chronic lateness will result in poor understanding and low achievement. It is strongly recommended that you record two of your peers’ phone numbers at least one of whom should be in a different major from you. In the event that you do miss a class, check with your “homework peers” for missed class work, notes and homework
Name: ______
Phone:______
Name:______
Phone:______
Safety / Students who fail to follow the safety rules of the science class jeopardize their safety and that of others. Their laboratory privileges may be suspended or a mark of zero assigned for the laboratory assignment.
Teacher contact / Make arrangements, as soon as possible, with your teacher if you experience any difficulty with the course material. Check teacher schedules/postings outside each science room for location of class. The science office is room 406.

In order to be successful:

  • Come to class prepared – ready to work, notebook, text book, writing materials etc.
  • Display appropriate behaviour and attitude
  • If you are unsure of anything, ask questions and/or arrange for extra help
  • Be self motivated – you must accept responsibility for your own learning

I understand what is expected of me in my Science class and I have shared this information with my parent/guardian.

______

Student SignatureParent/Guardian Signature

Learning Skills Criteria
In each reporting period, report on the quality of the learning skills demonstrated by the student in each of the categories identified on the report cardusing the following letter symbols
E–Excellent G–Good S–Satisfactory N–Needs Improvement
Learning Skills and Work Habits / Sample Behaviours
Responsibility / The student:
  • Fulfils responsibilities and commitments within the learning environment;
  • completes and submits class work, homework, and assignments according to agreed-upon timelines;
  • takes responsibility for and manages own behaviour.

Organization / The student:
  • devises and follows a plan and process for completing work and tasks;
  • establishes priorities and manages time to complete tasks and achieve goals;
  • identifies, gathers, evaluates, and uses information, technology, and resources to complete tasks.

Independent Work / The student:
  • independently monitors, assesses, and revises plans to complete tasks and
  • meet goals;
  • uses class time appropriately to complete tasks;
  • follows instructions with minimal supervision.

Collaboration / The student:
  • 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.

Initiative / The student:
  • 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.

Self-regulation / The student:
  • sets own individual goals and monitors progress towards achieving them;
  • seeks clarification or assistance when needed;
  • 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.

see:

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: