Grade 10 sciences
The Science 10 curriculum was created to develop scientific literacy using diverse learning
experiences to explore, analyze, synthesize, appreciate and understand the relationship between
science and other areas such as technology, society and the environment
This curriculum aims to develop:
 appreciation of science by valuing it’s role and contributions by others, accepting
the rise of ethical dilemmas, and
 interest in science by developing continual curiosity, acquiring additional
knowledge, and considering further careers
 scientific inquiry by evaluating alternate ideas, using factual information and
valuing the whole scientific process
 collaboration by working with others to complete investigations and evaluate
ideas
 stewardship by accepting a responsibility and wanting to take action for a
sustainable environment
 safety by showing concern and being aware of consequences of certain actions
Order of the Units:
1. Sustainability of Ecosystems
2. Chemical Reactions
3. Weather Dynamics
4. Motion
This order, which is recommended by the Department of Education, would be most
effective because the topics build on those previously learned. For example, the Chemical
Reactions Unit is recommended to follow the Sustainability of Ecosystems Unit because ideas
can be further explored in more detail, such as the formation of acid rain. Similarly, the Motion
Unit could be the final unit because students could utilize their knowledge of problem solving
and investigation design which was developed in the three previous units.
Unit
Overall
Expectations
See intro
Resources
-Science 10 Curriculum,
Implementation Draft
June 2000. Atlantic
Canada Science
Curriculum. Nova Scotia
Department of
Education; English
Program Services.
-Science Safety
Guidelines, Grades
Primary-12. Nova Scotia
Safety
- Discuss safety rules
found in Science Power 10
-Review safe use of
equipment and evacuation
route, chemicals and
specimens
-Review use and location
of safety equipment
-Discuss proper lab
attitude and behavior
Department of
Education; English
Program Services.
-Alexander, J et al.
Science Power 10,
Teacher’s Resource
Binder. Atlantic Ed.
McGraw-Hill Ryerson
Ltd. 2000.
Unit
Sustainabil
ity of
Ecosystem
s
-Prohibit eating and
drinking
-Review and sign safety
contract
- Alexander, J et al.
Science Power 10
Atlantic Ed. McGrawHill Ryerson Ltd. 2000.
Expectations
Resources
Safety
-Understand how a
-What is an ecosystem?
-Ensure safety equipment
paradigm shift can change http://www.youtube.com/ is working properly
scientific world views in
watch?v=O3CZFfyed3M
understanding
-Use of rubber gloves,
sustainability
-coral wreath ecosystem
masks, lab coats and
http://www.youtube.com/ goggles when working
-Explain biotic and
watch?v=5d3qie3jbHk
with biological
abiotic factors that keep
specimens/chemicals in
natural populations in
-sustainability
the study of a local
equilibrium
http://www.youtube.com/ ecosystem
watch?v=3eBLZR5fU9Q
-Explain how biodiversity
-Ensure your knowledge
of an ecosystem
of any
contributes to its
allergies/sensitivities
sustainability
when working in lab and
in the field
-Be able to explain the
cycling of matter using
-Follow protocol
the carbon, nitrogen and
regarding the handling of
oxygen cycles
microorganisms found in
“Science Safety
-Examine the effects of
Guidelines: Grades
external factors on an
Primary-12.”
ecosystem
-Ensure students wash
-Be able to explain how
their hands after activities
different geographical
locations can sustain
similar ecosystems
-Find examples of where
human interference has
altered an ecosystem
Unit
Chemical
Reactions
Expectations
-Be able to perform
experiments that will
allow you to identify
acids, bases, and salts
Resources
-Acid rain demo
http://www.ied.edu.hk/ap
fslt/v5_issue1/fongmw/in
dex.htm#contents
-Describe the process of
neutralization using acids
and bases
-Explaining chemical
change
http://www.saskschools.c
a/curr_content/science10/
unitb/modelchg.html
-Be able to name and
write formulae for ionic
and molecular compounds -Surface area and rate of
chemical reaction
http://www.youtube.com/w
-Understand how to
atch?v=JQdlQAwlTtg
classify acids, bases, and
salts based on their name
-Concentration and
and formula
Reaction Rates - Science
Theater 10
-Be able to balance and
http://www.youtube.com/
represent chemical
watch?v=kjKyEdrVXJA
reactions using symbolic
equations
-Be able to explain the
law of conservation of
mass
Safety
-Ensure students are
wearing proper protective
attire
-Store chemicals properly,
and only store chemicals
that you plan to use.
-Store equipment
properly, including
cleaning and drying before
storage.
-Ensure there is adequate
work space between
groups
-Review safety and
evacuation procedure
-Have available only the
equipment and chemicals
to be used that session
-Be attentive for any
broken equipment or
glassware during activities
-Ensure students wash
their hands after activities
Unit
Weather
Dynamics
Expectations
-Be able to use weather
instruments effectively
and accurately for
collecting local weather
data
Resources
-Gemmell K. 1995.
Usborne understanding
geography storms and
hurricanes. New York.
Scholastic.
-Identify questions and
analyze meteorological
data for a given
-Guide to clouds. (2000
March/April). Canadian
Geographic. (46).
Safety
-Ensure appropriate attire
is worn during collection
of data in the field
-Closely monitor and
mentor student designed
experiments
-Carefully limit and
timeframe and be able to
predict future weather
conditions
-The Earth’s Water Cycle monitor use of gases in lab
http://www.youtube.com/
watch?v=vYBjPE0wekw
-Describe how the
atmosphere and
hydrosphere act as heat
sinks in the water cycle
-Illustrate and display
how science attempts to
explain seasonal changes
and variations in weather
patterns for a given
location
-Identify and report the
impact of accurate
weather forecasting
Unit
Motion
Expectations
-Describe the relationship
between distance, time,
and average speed of an
object's motion and
analyze this relationship
experimentally
-When doing experiments
be able to predict sources
of error in measurements
Resources
Velocity and
Acceleration
http://www.youtube.com/
watch?v=ZrRSc3aKABk
mike's physics: position,
velocity, and acceleration
(part 1)
http://www.youtube.com/
watch?v=O6Onfqt-Vzw
-Examine the relationship
experimentally between
velocity, time and
acceleration
-Examine the function of
motion technology and
look at Canadian
contributions to this
technology
Key Questions by unit
Safety
-Use protective eyewear
when investigating any
movement phenomenon
-Monitor students
investigations closely to
ensure inappropriate
“investigative” behavior is
not used (ie/ standing on
stools, etc)
-Ensure there is adequate
work space between
groups
Sustainability of Ecosystems





Describe how a food web can be altered by a change in the population size of one
species.
Describe how competition can affect population size.
Explain why ecosystems are sustainable.
Why do different areas of the globe have different types of soils?
Describe how technology can affect natural resources.
Chemical Reactions





Give examples of ionic and molecular compounds and explain their physical
properties.
Use the law of conservation of energy to describe energy transformations in reactions
What factors can affect pH?
What tests can you use to identify solutions as acids or bases?
Explain some of the factors that can affect the rate of a chemical reaction.
Weather Dynamics




How is energy used in the water cycle? What is the source of this energy?
Why are the seasons in the Northern and Southern Hemispheres the opposite of each
other?
What conditions are required for cloud formation?
Why is it difficult to measure snowfall accurately?
Motion




Describe one situation where you could mentally estimate the motion of an object and
one where you would need a precise instrument.
Describe what you can tell about an object's motion from the slope of its position-time
and velocity-time graph.
How can you determine the actual distance between two locations using a map?
Explain how you can determine whether an object is accelerating or decelerating by
looking at a velocity-time and position-time graph.
Heather was responsible for contributing, the course description, and order of the units and the
safety section of this document. Matt contributed the title and overall expectations for the each
unit as well as, the key questions. Andrew contributed the course resources as well as the
references and compiled the groups work into one document.