Ministry of Education Course Title:
Science, De-streamed
Grade Level: 9
Ministry Course Code: SNC1W
Department: Science
School Year: 2022-23
Teacher’s Name:
Developed by:
Development Date: September 2022
Revision Date: September 2022
Profile Name: Science, Grade 9, De-streamed
Credits: 1.0
Length: 110 hours
Developed from: https://www.dcp.edu.gov.on.ca/en/curriculum/secondary-science/courses/snc1w
Text: Science Links 9
Prerequisite: Grade 8
Principal’s Name:
Principal’s Approval and Date: _______________________________
Course Description
The Grade 9 science course builds on the elementary science and technology program and is based
on the same broad areas of learning. The first strand focuses on investigation skills. Each of the
other four strands focuses on one of the scientific subdisciplines – biology, chemistry, physics, and
Earth and space science. Throughout the course, students make connections to real-life applications
and to their lived experiences.
Overall Curriculum Expectations
STEM Skills, Careers, and Connections
A1. STEM Investigation Skills: apply scientific processes and an engineering design process
in their investigations to develop a conceptual understanding of the science they are
learning, and apply coding skills to model scientific concepts and relationships
A2. Applications, Careers, and Connections: analyse how scientific concepts and processes
can be applied in practical ways to address real-world issues and in various careers, and
describe contributions to science from people with diverse lived experiences
Biology: Sustainable Ecosystems and Climate Change
B1. Relating Science to Our Changing World: assess impacts of climate change on
ecosystem sustainability and on various communities, and describe ways to mitigate these
impacts
B2. Investigating and Understanding Concepts: demonstrate an understanding of the
dynamic and interconnected nature of ecosystems, including how matter cycles and energy
flows through ecosystems
Chemistry: The Nature of Matter
C1. Relating Science to Our Changing World: assess social, environmental, and economic
impacts of the use of elements, compounds, and associated technologies
C2. Investigating and Understanding Concepts: demonstrate an understanding of the nature
of matter, including the structure of the atom, physical and chemical properties of common
elements and compounds, and the organization of elements in the periodic table
Physics: Principles and Applications of Electricity
D1. Relating Science to Our Changing World: assess social, environmental, and economic
impacts of electrical energy production and consumption, and describe ways to achieve
sustainable practices
D2. Investigating and Understanding Concepts: demonstrate an understanding of the nature
of electric charges, including properties of static and current electricity
Earth and Space Science: Space Exploration
E1. Relating Science to Our Changing World: evaluate social, environmental, and economic
impacts of space exploration and of technological innovations derived from space
exploration
E2. Investigating and Understanding Concepts: demonstrate an understanding of the
components, characteristics, and associated phenomena of the solar system and the
universe, and the importance of the Sun to processes on Earth
Outline of Course Content
Unit 1 - Sustainable Ecosystems and Climate Change
In this unit, students analyse how human activity threatens the sustainability of a terrestrial or
aquatic ecosystem and assess the effectiveness of a local initiative of personal interest that seeks to
ensure this sustainability. Students investigate the characteristics and interactions of biotic and
abiotic components of a terrestrial and aquatic ecosystem, compile and graph qualitative and
quantitative data on organisms within an undisturbed or disturbed ecosystem, and describe the
importance of these components in a sustainable ecosystem. They will plan and conduct inquiries
into how a factor related to human activity affects a terrestrial or aquatic ecosystem and describe
the consequences that this factor has for the sustainability of the ecosystem. Students will identify
similarities and differences between terrestrial and aquatic ecosystems and describe their
interdependence. Students will study the complementary processes of cellular respiration and
photosynthesis with respect to the flow of energy and the cycling of matter within ecosystems. They
will identify the major limiting factors and some factors related to human activity that have an impact
on ecosystems.
Unit 2 – The Nature of Matter
Students analyse how the chemical and physical properties of common elements and simple
compounds affect the use of everyday materials that contain those elements and compounds. They
assess the social and environmental impact of the production or use of a common element or simple
compound. Students will perform laboratory experiments to identify such physical and chemical
properties and compare and contrast characteristic physical properties of metals and non-metals.
They will distinguish between the physical and chemical properties of household substances and
compare the chemical properties within groups in the periodic table. Students will identify the
characteristics of neutrons, protons, and electrons, including charge, location, and relative mass. They
will distinguish between elements and compounds and use symbols and chemical formulae to
represent them. The will identify general features of the periodic table and explain the relationships
between the properties of elements and their position in the periodic table.
Unit 3 - Electrical Applications
In this unit, students develop an understanding of static and current electricity. They will compare
conductors and insulators, explain the law of electric charges, and identify the components of a simple
direct current and electrical quantities. They will explain the practical use of resistance in a common
household product. Students will assess social, economic, and environmental costs and benefits of
using a renewable and a non-renewable source of electrical energy and propose a plan of action to
decrease household energy costs by applying their knowledge of the energy consumption of different
types of appliances.
Unit 4 - Space Exploration
In this unit, students study the major components of the universe, the motion of the different celestial
objects, and the distances between certain objects, using appropriate scientific terminology and units.
The will compare the characteristics and properties of celestial objects that constitute the solar system
and describe the causes of major astronomical phenomena. They will identify the factors that make
Earth well suited for the existence of life and describe the characteristics of the sun and the effects of
its energy on Earth and the Earth's atmosphere. Students will describe the role of celestial objects in
the traditions and beliefs of selected cultures and civilizations.
Unit Times
Unit
Length
1 - Sustainable Ecosystems and Human Activity
30 hours
2 - Exploring Matter
30 hours
3 - Electrical Applications
18 hours
4 - Space Exploration
18 hours
5 - Summative Assessment and Review
14 hours
Total
110 hours
Teaching & Learning Strategies
Knowledge/Understanding
Tests
Quizzes
Independent
Reading/Writing
Group Reading
Daily Assignments
Computer Assisted Learning
Research
Thinking/Inquiry
Laboratory Inquiry
Scientific Method
Brainstorming
Graphic Organizers
Case Studies
Self/Peer
Assessment
Communication
Scientific
Journal
Responses
Debates
Medical
Discussions
Science Projects
Application
Laboratory
Experiment
Field Trips
Research
Product Creation
Demonstrations
Practical Exercises
Assessment & Evaluation Strategies
Diagnostic Assessment
Quizzes
Classroom Discussion
Observational Checklists
Assignments
Self Assess
Laboratory Experiments
Mind Map
Survey
Formative Assessment
Graphic Organizers
Quizzes
Posters
Peer Assessment
Thumbs Up/Down
Text Answer
Predictions
Discussions
Other
Marking Schemes
Success Criteria
Rubrics
Learning Goals
Summative Assessment
Laboratory Performance
Oral Unit Test
Presentations
Science Fair Projects
Laboratory Reports
Quizzes
Tests
Exams
Evaluation
The student’s final grade for this course will be determined as outlined in the Ontario Ministry of
Education document, Growing Success: Assessment, Evaluation, and Reporting in Ontario
Schools, First Edition, Covering Grades 1-12, 2010 (p. 41).
Seventy per cent (70%) of the grade will be based on evaluations conducted throughout this
course. This portion of the grade should reflect the students’ most consistent level of
achievement throughout the course, although special consideration should be given to the
more recent evidence of achievement.
Thirty per cent (30%) of the grade will be based on final evaluation in the form of an
examination, performance, essay and/or other method of evaluation suitable to the course
content and administered towards the end of the course.
Evaluation Breakdown
Type of
Assessment
Category
Knowledge/Understanding
Details
Weighting
(%)
Tests
(K/U, T/I, C, A)
12%
Thinking and Investigation
Formative
(70%)
Communication
Application
17.5%
Projects/Labs
(K/U, T/I, C, A)
Assignments
(K/U, T/I, C, A)
Knowledge/Understanding
Culminating Project
Thinking and Investigation
Summative
(30%)
Communication
Final Examination
Application
Total
Enrichment
 Science career integration
 Science within the community
 Regional science fair
 Industry In-class presentations and demos
17.5%
23%
K/U
T/I
C
A
2.5%
3.75%
3.75%
5%
K/U
T/I
C
A
2.5%
3.75%
3.75%
5%
100%
Program Planning
Consideration is given in program planning for exceptional students as well as those requiring
extra help by providing extension assignments and review activities whenever possible. The
teaching strategy will be based on differentiated instruction. Career and cultural connections will
be made throughout the course. Students will practice language skills by completing reports and
other various tasks.
ONTARIO FIRST NATION, METIS, AND INUIT EDUCATION POLICY FRAMEWORK
Indigenous science mentors, and organizations that assist them are emphasized throughout the
course to support the concepts of science as a community endeavor. Course content, field trips,
and activities will reflect First Nations culture and the challenges haves by aboriginal scientists.
HEALTH AND SAFETY IN SCIENCE
The teacher must model safe practices at all times and communicate safety expectations to
students. Students demonstrate that they have the knowledge, skills, and habits of mind
required for safe participation in science activities
PLANNING SCIENCE PROGRAMS FOR STUDENTS
WITH SPECIAL EDUCATION NEEDS
The teacher will be the key students who have special education needs. They have a
responsibility to help all students learn, and they work collaboratively with special education
resource teachers, where appropriate, to achieve this goal. Universal design and differentiated
instruction are effective and interconnected means of meeting the learning or productivity needs
of any group of students. Successful instructional practices are founded on evidence-based
research, tempered by experience. Classroom teachers are key educators for a student’s
literacy and numeracy
development.
ENVIRONMENTAL EDUCATION
There will be an increased emphasis on relating science to technology, society, and the
environment to provide numerous opportunities to integrate environmental education effectively
into the curriculum. Applying meaningful contexts for what has been learned about the
environment, thinking critically about issues related to the environment, and considering
personal action that can be taken to protect the environment. A sense of place will be developed
as students investigate the geological history of their region. An understanding of the effects of
human activity on the environment can be developed as students consider the impact of their
actions.
ANTIDISCRIMINATION EDUCATION
The science program provides students with access to materials that reflect diversity with
respect to gender, race, culture, and ability. Diverse groups of people involved in scientific
activities and careers should be prominently featured. It is important that learning activities
include opportunities for students to describe, study, or research how women and men from a
variety of backgrounds, including Aboriginal peoples, have contributed to science, used science
to solve problems in their daily life and work, or been affected by scientific processes or
phenomena. The agricultural practices of various cultures and the uses they have made of
medicinal plants might be considered. Students might examine the impact of water pollution,
resource extraction, or power generation on the health, lifestyles, and livelihoods of Aboriginal
peoples. In addition, students might investigate ways in which grassroots organizations from
different regions, and representing a range of social and cultural groups, have responded to
environmental challenges. Expectations in the curriculum encourage students to look at the
perspectives and world views of various cultures, including Aboriginal cultures, as they relate to
scientific issues.
CRITICAL THINKING AND CRITICAL LITERACY IN SCIENCE
Critical thinking is the process of thinking about ideas or situations in order to understand them
fully, identify their implications, and/or make a judgement about what is sensible or reasonable
to believe or do. Critical thinking includes skills such as questioning, predicting, hypothesizing,
analysing, synthesizing, examining opinions, identifying values and issues, detecting bias, and
distinguishing between alternatives. Students use critical thinking skills in science when they
assess, analyse, and/or evaluate the impact of something on society and the environment;
when they form an opinion about something and support that opinion with logical reasons; or
when they create personal plans of action with regard to making a difference.
LITERACY, MATHEMATICAL LITERACY, AND INVESTIGATION
(INQUIRY/RESEARCH) SKILLS
Literacy, mathematical literacy, and investigation skills are critical to students’ success in all
subjects of the curriculum and in all areas of their lives. When reading in science, students use
a different set of skills than they do when reading fiction or general non-fiction. They need to
understand vocabulary and terminology that are unique to science, and must be able to interpret
symbols, charts, diagrams, and graphs. Students not only learn to communicate information but
also explore and come to understand ideas and concepts; identify and solve problems; organize
their experience and knowledge; and express and clarify their thoughts, feelings, and opinions.
Understanding science also requires the use and understanding of specialized terminology. In
all science courses, students are expected to use appropriate and correct terminology, and are
encouraged to use language with care and precision in order to communicate effectively.
CAREER EDUCATION
Ongoing scientific discoveries and innovations coupled with rapidly evolving technologies
have resulted in an exciting environment in which creativity and innovation thrive,
bringing about new career opportunities. Today’s employers seek candidates with strong
critical-thinking and problem-solving skills and the ability to work cooperatively in a
team – traits that are developed through participation in the science program. Through
science courses, students will develop a variety of important capabilities, including the
ability to identify issues, conduct research, carry out experiments, solve problems, present
results, and work on projects both independently and as a team. Students are also
given opportunities to explore various careers related to the areas of science under study
and to research the education and training required for these careers.
Transferable Skills: Critical thinking and problem solving, Self-directed learning, Digital literacy,
Innovation, Creativity, Entrepreneurship, Global Citizenship, Sustainability, Collaboration, and
Communication
PROGRAM CONSIDERATIONS FOR ENGLISH LANGUAGE LEARNERS


















The teacher should set the tone for a positive attitude toward helping students with special
needs.
Students can help ESL classmates by repeating, rephrasing, and writing words down.
Bilingual tutors, if available, facilitate clarification in first language.
Provide peer tutors and give them specific responsibilities.
Give recognition to partners for undertaking responsibilities.
Avoid all ESL groupings.
Encourage ESL students to use their own language for clarification and explanation.
Provide students with a summary sheet that can be used at the end of each class (with
teacher assistance) to list main terms or concepts that were the focus of the lesson.
Make overheads of handouts on which the teacher highlights important terms. Explains
words, clarifies instructions, etc. while students do the same on their copy.
Provide a glossary of terms for the reading for students with special needs.
Encourage the use of first language dictionaries for assignments and assessments.
Pair written instructions with verbal instructions.
Provide visual and auditory clues.
Ask an ESL/ELD teacher to review questions, assignments or assessment instruments.
Prior work will be needed to familiarize ESL students with the process and vocabulary of
rubrics.
Some ESL students have been taught to rely on teacher-based assessment. Some ESL
student will need extensive instructions on the assessment processes that are not teacher
centred.
Allow for early success so ESL students do not get overwhelmed and discouraged.
Allow extra time where possible for oral responses, writing assignments, and tests.
Resources Listed in Bibliographical Style
1. ON Science 9. Toronto: Nelson Thomson Learning. 2009
2. Investigating Science 9. Toronto: Pearson Education Canada. 2009.
3. Science Links 9. Toronto: McGraw-Hill Ryerson. 2010.
Science and Education Web Sites
Popular Science, Times Mirror Magazines – http://www.popsci.com
Discover Magazine, Disney Corp. – http:// www.discover.com
National Geographic – http://nationalgeographic.com
Scientific American – http://www.sciam.com
Explore Learning – www.explorelearning.com