Course Outline
Page 1
Course Outline
Science, Grade 10, Academic
SNC2D
The glory of God
The heavens declare the glory of God; the skies
proclaim the work of His hands.
Day after day they pour forth speech; night after
night they display knowledge.
There is no speech or language where their voice is
not heard. Their voice goes out into all the earth,
their words to the ends of the earth.
Psalm 19:1-4
Science, Grade 10, Academic – SNC2D
2013-2014
Course Outline
Page 2
Science, Grade 10, Academic
School
Emmanuel Christian High School
District
Emmanuel Christian High School Board
Department
Science
Course Title
Science, Grade 10, Academic
Grade
10
Course Type
Science, Academic Preparation
Ministry Course Code
SNC2D
Credit Value
1
Course Prerequisites
Science, Grade 9, Academic
Ministry Curriculum Document
The Ontario Curriculum, Grades 9 and 10 Science, Revised 2008
Textbook
Adam-Carr, C. et al. Science Perspectives 10. Toronto: Nelson
Education Limited, 2010.
Development Date
January 2010
Course Developers
Stephen DeBoer, Theo Hopman
Course Revisions
Date of Revision
Revised by
August 2010
Stephen DeBoer, Amy Lodder
August 2011
Stephen DeBoer
August 2012
Stephen DeBoer
July 2013
Stephen DeBoer
A. Course Description
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.
Science, Grade 10, Academic – SNC2D
2013-2014
Course Outline
Page 3
B. Overall Curriculum Expectations
A. Scientific Investigation Skills and Career Exploration
Throughout this course, students will:
A1. demonstrate scientific investigation skills (related to both inquiry and research) in the four areas of skills (initiating
and planning, performing and recording, analysing and interpreting, and communicating);
A2. 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.
B. Biology: Tissues, Organs, and Systems of Living Things
By the end of this course, students will:
B1. evaluate the importance of medical and other technological developments related to systems biology, and analyse
their societal and ethical implications;
B2. investigate cell division, cell specialization, organs, and systems in animals and plants, using research and inquiry
skills, including various laboratory techniques;
B3. demonstrate an understanding of the hierarchical organization of cells, from tissues, to organs, to systems in
animals and plants.
C. Chemistry: Chemical Reactions
By the end of this course, students will:
C1. 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;
C2. investigate, through inquiry, the characteristics of chemical reactions;
C3. demonstrate an understanding of the general principles of chemical reactions, and various ways to represent them.
D. Earth and Space Science: Climate Change
By the end of this course, students will:
D1. 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;
D2. investigate various natural and human factors that influence Earth’s climate and climate change;
D3. demonstrate an understanding of natural and human factors, including the greenhouse effect, that influence
Earth’s climate and contribute to climate change.
E. Physics: Light and Geometric Optics
By the end of this course, students will:
E1. evaluate the effectiveness of technological devices and procedures designed to make use of light, and assess their
social benefits;
E2. 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;
E3. demonstrate an understanding of various characteristics and properties of light, particularly with respect to
reflection in mirrors and reflection and refraction in lenses.
C. Outline of Course Content and Unit Descriptions
Unit
Introduction to Science, Science Investigation
Skills, and Career Exploration
Biology: Tissues, Organs, and Systems of Living
Things
Physics: Light and Geometric Optics
Chemistry: Chemical Reactions
Earth and Space Science: Climate Change
Final Examination
TOTAL
Science, Grade 10, Academic – SNC2D
Hours
3
30
30
33
12
2
110
2013-2014
Course Outline
Page 4
Unit Descriptions
Unit 1: Introduction to Science, Science Investigation Skills, and Career Exploration
Time: 3 hours (approx. 2-3 classes)
Students will be introduced to scientific investigation skills (related to both inquiry and research) in the four
areas of scientific literacy skills. Along the way, students will identify and describe a variety of careers
related to the fields of science under study and identify scientists who have made significant contributions
to these fields. Students will also gain an understanding of how Christians can use these scientific literacy
skills in a meaningful way that pleases God and aims to serve Him in all areas of life. This unit is ongoing
throughout this course, but will be specifically introduced during the first two lessons.
Unit 2: Biology: Tissues, Organs, and Systems of Living Things
Time: 30 hours (approx. 24 classes)
Students will evaluate the importance of medical and other technological developments related to systems
biology, and analyse their societal and ethical implications. Along the way, they will gain an understanding
of the hierarchical organization of cells, from tissues, to organs, to organ systems in animals and plants, and
they will investigate cell division, cell specialization, organs, and organ systems in detail.
Unit 3: Physics: Light and Geometric Optics
Time: 30 hours (approx. 24 classes)
Students evaluate the contributions of optical devices to such areas as entertainment, communications,
and health and other technologies. Students study the properties of light and the principles underlying the
transmission of light through a medium and from one medium to another. They investigate the properties
of light through experimentation, and illustrate and predict the behaviour of light through the use of ray
diagrams and algebraic equations.
Unit 4: Chemistry: Chemical Reactions
Time: 33 hours (approx. 26 classes)
Students will 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. Along
the way, they will gain an understanding of the general principles of chemical reactions, and various ways
to represent them, as well as investigate, through inquiry, the characteristics of chemical reactions.
Unit 5: Earth and Space Science: Climate Change
Time: 12 hours (approx. 10 classes)
Students will learn about the complexity of the interacting systems which determine Earth's climate, as well
as how they change over time. The causes and consequences of climate change, whether a result of natural
or human factors, are explored. Good stewardship principles are emphasized in the context of efforts to
fight climate change.
Final Evaluation Task
The final evaluation task of this course, worth 30% of the final grade, is a 2-hour, cumulative final exam
covering all the concepts, content, and skills covered throughout the course and evaluating all four
achievement categories: Knowledge/Understanding, Inquiry/Thinking, Communication, and
Application/Making Connections.
Science, Grade 10, Academic – SNC2D
2013-2014
Course Outline
Page 5
D. Unit Evaluation (70%) with Teaching & Learning Strategies
Unit
1. Science
Investigation Skills
& Career
Exploration
2. Biology: Tissues,
Organs, and
Systems of Living
Things
3. Physics: Light
and Geometric
Optics
Evaluation – Weighting %**
None.
Teaching & Learning Strategies
Q&A, Brainstorming, Internet Research, Laboratory
Demonstration/Report-writing, Discussion
Unit Test – 8%
Body Systems Research Project,
Oral Presentation – 6%
Frog Dissection Lab Activity – 3%
STSE End-of-Unit Project – 6%
Unit Test – 8%
Formal Lab Report – 5%
STSE End-of-Unit Project – 6%
A-V presentation, Seat work, Direct Instruction/Lecture,
Independent reading, Simulations, Q&A, Brainstorming,
Internet Research, Lab Inquiry/Report-writing, Active
Listening, Note-taking, Memorizing, Oral Presenting
4. Chemistry:
Chemical Reactions
Unit Test – 8%
Formal Lab Report – 6%
STSE End-of-Unit Project – 6%
5. Earth and Space
Science: Climate
Change
Unit Test – 8%
TOTAL
70%
A-V presentation, Seat work, Direct Instruction/Lecture,
Independent reading, Simulations, Q&A, Brainstorming,
Internet Research, Lab Inquiry/Report-writing, Active
Listening, Note-taking, Memorizing, Oral Presenting
A-V presentation, Seat work, Direct Instruction/Lecture,
Independent reading, Simulations, Q&A, Brainstorming,
Internet Research, Lab Inquiry/Report-writing, Active
Listening, Note-taking, Memorizing, Oral Presenting
A-V presentation, Seat work, Direct Instruction/Lecture,
Independent reading, Simulations, Q&A, Brainstorming,
Internet Research, Active Listening, Note-taking,
Memorizing
E. Strategies for Assessment and Evaluation of Student Learning
Term Evaluation = 70% - see above chart for specific strategies.
Final Examination = 30%
Within the 70% term evaluation, four categories of assessment and evaluation will be weighted approximately
as follows in the final grade.
 Knowledge and understanding:
30%
 Thinking and inquiry:
25%
 Communication:
20%
 Application and making connections: 25%
Learning skills will be evaluated separately from achievement. While not evaluated for marks, learning skills –
Responsibility, Organization, Collaboration, Independent Work, Initiative, and Self-Regulation (Growing Success,
p.11) – are keys to success in school and beyond. As with other skills, they should be taught, practised, and
assessed in the classroom. Variety is essential: individual assignments foster independence and initiative; lab
work done in pairs and small-group cooperative learning experiences provide opportunities to develop
teamwork; etc.
General Policies of Assessment and Evalution
Assessment for learning: Assessment for learning is the process of seeking and interpreting evidence for use by
learners and their teachers to decide where the learners are in their learning, where they need to go, and how
best to get there. Examples: Diagnostic quizzes, class and one-on-one observation and discussion, etc.
Assessment as learning: Assessment as learning focuses on the explicit fostering of students’ capacity over time
to be their own best assessors, but teachers need to start by presenting and modeling external, structured
opportunities for students to assess themselves. Examples: formative quizzes, homework tasks, discussion of
solutions, etc.
Science, Grade 10, Academic – SNC2D
2013-2014
Course Outline
Page 6
Assessment of learning: Assessment of learning is the assessment that becomes public and results in
statements or symbols about how well students are learning. It often contributes to pivotal decisions that will
affect students’ futures. Examples: summative tests, end-of-unit projects, oral presentations, etc.
F. Considerations for Program Planning
Exceptional Students.
Expectations for teacher accommodations and modifications of regular programs for student with special needs
are summarized pages 69-74 of Growing Success: Assessment, Evaluation, and Reporting, 2010. Specifically,
additional time will be allowed for tests, and additional accommodations will be provided in consultation with
the Guidance and Special Education departments.
Information and Computer Technology. Every effort should be made to use and integrate technology into the
delivery and practices of this course. As outlined in Program Planning and Assessment, Grades 9-12, p. 9,
students need to improve and extend their "information technology literacy."
Careers Awareness. Success in the world of work is dependent on students developing a greater awareness of
careers. As opportunities are provided, teachers should introduce students to careers that can be linked directly
to the study of this course. Information on this is available in Choices Into Action, 1999.
Co-operative Education and Workplace Experience. Where available, schools may develop Co-op Programs that
link to studies in this course.
Health and Safety Considerations. It is imperative that teachers instruct students in the appropriate use of
technology, emphasizing the critical, ethical, and safety issues associated with the use of the Internet and audiovisual equipment.
*Refer also to The Ontario Curriculum, Grades 9 and 10 Science, Revised 2008, pp.29-43.
G. Resources
Textbooks
Adam-Carr, C. et al. Science Perspectives 10. Toronto: Nelson Education Limited, 2010.
Science, Grade 10, Academic – SNC2D
2013-2014