Page 1 of 7
COURSE INFORMATION SHEET
DEPARTMENT: SCIENCE
DATE: SEPTEMBER 2012
SECONDARY SCHOOL: CARDINAL CARTER ACADEMY FOR THE ARTS
DEPARTMENT HEAD: MRS. S. SCHUMACHER
The Ontario Curriculum Grade 9 and 10: Science
CURRICULUM POLICY
DOCUMENT
COURSE CODE
SNC 2D
COURSE
Science, Grade 10, Academic
TITLE
GRADE & TYPE
10, Academic
PREGrade 9 Science,
REQUISITE
Academic
FULL YEAR /
1
Semester
CREDIT VALUE
SEMESTER
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%
10 ≤
RELATIVE EMPHASIS / WEIGHTING ≤
TESTS & QUIZZES
LABS & ASSIGNMENTS
TERM TOTAL
FINAL REPORT CARD GRADE
CALCULATION – 100%
FINAL – 30%
40
35
35
70
RELATIVE EMPHASIS / WEIGHTING
EXAM
30
FINAL TOTAL
TERM TOTAL + FINAL TOTAL
= REPORT CARD MARK
30
For Learning
As Learning
Of Learning
Teachers gather information
(about prior learning),
provide descriptive
feedback, scaffold learning
and coach for improvement.
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
Teachers make judgments about the quality of
student learning on the basis of established
criteria and assign a value to represent that
quality.
Page 2 of 7
Types: Diagnostic,
Formative
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):
Conversations
Interviews
Conferences
Classroom Discussions
Seminars
Portfolio Interviews
Reflections
Blogs
Online Communications
Other (specify):
Type: Summative
Student Products
Paper and Pencil
Quizzes e.g. Formative
Work Sheets
Student Products
Paper and Pencil
Tests
Quizzes
Examinations
Work Sheets
Performance Tasks
Projects: e.g. Planning;
Monitoring progress
Portfolios e.g. Reflection
Journals
Wikis
Self Assessments
Peer Assessments
Reflections
Goal Setting
Performance Tasks
Projects
Portfolios
Presentations
Oral Reports
Essays/Written Reports
Recitals
Demonstrations
Performances
Role Playing
Diagrams
Journals
Wikis
Videos
Other (specify):
Feedback on:
Presentations
Recitals
Demonstrations
Performances
Role Playing
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):
Page 3 of 7
Observations
Demonstrations
Performances
Informal Observations
Other (specify)
Observations
Demonstrations
Performances
Informal Observations
Other (specify):
Observations
Demonstrations
Performances
Informal Observations
Other (specify):
Evidence recorded through:
Anecdotal Records
Teacher Logs
Checklists
Rubrics
Rating Scales
Evidence recorded through:
Anecdotal Records
Teacher Logs
Checklists
Rubrics
Rating Scales
Evidence recorded through:
Anecdotal Records
Teacher logs
Checklists
Rubrics
Rating Scales
RESOURCES (EXAMPLES PROVIDED)
INVESTIGATING SCIENCE 10 – PEARSON
RESEARCH
WILL BE GIVEN OUT THROUGHOUT COURSE
TEXTBOOK
COMPUTER USE
COURSE RELATED WEBSITES
LISTED IN ORDER OF INSTRUCTIONAL DELIVERY
STRAND / UNIT TITLES
PHYSICS: LIGHT AND
GEOMETRIC OPTICS
CHEMISTRY: CHEMICAL
REACTIONS
BIOLOGY: TISSUES,
ORGANS, AND SYSTEMS OF
LIVING THINGS
EARTH AND SPACE
SCIENCE: CLIMATE
CHANGE
HOURS
28
28
28
26
OVERALL EXPECTATIONS / UNIT DESCRIPTION
• 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.
• 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.
• 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.
• 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
PLAGIARISM
LATE ASSIGNMENTS
MISSED WORK
ABSENCES
HOMEWORK
TEACHER CONTACTS
EXTRA HELP
REPORTING DATES
INTEGRATED
THROUGHOUT
Page 4 of 7
• 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)
REFER TO SCIENCE DEPARTMENT POLICY
REFER TO SCIENCE DEPARTMENT POLICY
REFER TO SCIENCE DEPARTMENT POLICY
REFER TO SCIENCE DEPARTMENT POLICY
COMPLETION OF HOMEWORK ON A DAILY BASIS IS EXPECTED IN
ORDER TO KEEP UP WITH THE SCHEDULE OF THE COURSE
ARRANGE THIS WITH YOUR TEACHER
REFER TO SCHOOL REPORTING CYCLE; MARK UPDATES WILL
ALSO BE PROVIDED DURING THE SEMESTER
Page 5 of 7
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
Page 6 of 7
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.
Page 7 of 7
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@tcdsb.org
Voice mail box number: 87041
Main Parent/Guardian Contact Name: ____________________________________________
Home Phone Number: ____________________________
Work Phone Number: _____________________________
Email: __________________________________________
Comments: