Holy Cross Catholic Academy
Course Information Sheet
Course Title:
Science
Grade 10, Academic
Course Code:
Prerequisite:
SNC2D
Science, Grade 9, Academic or Applied
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.
CONNECTION TO OUR CATHOLIC FAITH
The study of science helps students to learn to be reflective, critical, and creative thinkers, as well as discerning believers, who
understand the theories of science and can apply them to the world around them. They can then make appropriate decisions in
light of Gospel values and Church teachings. Through the study of the techniques in science, particularly experimentation,
students learn to be collaborative contributors to an interdependent team, respecting the rights, responsibilities and contributions
of others. Overall through this course, students become aware of the sacred dimension of the physical world in all its aspects and
of their role as stewards of God’s creation. Students should recognize that the physical environment is a vehicle of God’s
presence in the world and a channel for Grace in the world. In order to support this statement the themes of stewardship and
sound moral decision making have been woven into the fabric of each unit in this course. Through reflection and their research ,
students apply the knowledge gained in the course for the development of a just society.
SCIENTIFIC INVESTIGATION SKILLS AND CAREER EXPLORATION
Strands
Overall Expectations

SCIENTIFIC INVESTIGATION
SKILLS AND CAREER
EXPLORATION


BIOLOGY: TISSUES, ORGANS,
AND
SYSTEMS OF LIVING THINGS



CHEMISTRY: CHEMICAL
REACTIONS



EARTH AND SPACE SCIENCE:
CLIMATE CHANGE



PHYSICS: LIGHT AND
GEOMETRIC
OPTICS


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);
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.
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 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.
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.
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.
Units and Timelines
Unit Title
Approximate Time
CHEMISTRY: CHEMICAL REACTIONS
24 LESSONS
PHYSICS: LIGHT AND GEOMETRIC OPTICS
22 LESSONS
BIOLOGY: TISSUES, ORGANS, AND SYSTEMS OF LIVING THINGS
23 LESSONS
EARTH AND SPACE SCIENCE: CLIMATE CHANGE
16 LESSONS
Instructional strategies: modeled, shared and guided instruction, cooperative group learning, accountable talk, independent
application and consolidation, experiential learning, inquiry-based learning, robust thinking (critical analysis and reflection).
Assessment and Evaluation Breakdown
CATEGORIES 100%
FINAL 30%
Knowledge/Understanding
25%
TERM 70%
Thinking
20 %
Communication
10 %
Application
15 %
Assessment and Evaluation Strategies: classroom presentations, conferences, essays, response journals, demonstrations,
interviews, learning logs, quizzes, tests, and exams, observations, performance tasks, portfolios, question and answers,
self-assessment. Assessment and Evaluation Tools: Checklists, exemplars, rating scales, rubrics, metacognition,
self and peer assessment, anecdotal notes.
Focus on Learning Skills
Responsibility
Organization
 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.
 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
Collaboration
Initiative
Self-Regulation
 Independently
monitors, assesses, and
revises plans to
complete tasks and
meet goals.
 Uses class time
appropriately to
complete tasks.
 Follows instructions
with minimal
supervision.
 Accepts various roles
 Looks for and
 Sets own individual
and an equitable share of
acts on new ideas goals and monitors
work in a group
and opportunities progress towards
 Responds positively to
for learning.
achieving them.
the ideas, opinions,
 Demonstrates
 Seeks clarification
values, and traditions of
the capacity for
or assistance when
others.
innovation and a
needed.
 Builds healthy peerwillingness to
 Assesses and
to-peer relationships
take risks.
reflects critically on
through personal and
 Demonstrates
own strengths, needs,
media-assisted
curiosity and
and interests.
interactions.
interest in
 Identifies learning
 Works with others to
learning.
opportunities,
resolve conflicts and
 Approaches
choices, and
build consensus to
new tasks with a
strategies to meet
achieve group goals.
positive attitude.
personal needs and
 Shares information,
 Recognizes
achieve goals.
resources, and expertise,
and advocates
 Perseveres and
and promotes critical
appropriately for
makes an effort when
thinking to solve problems andthe
make
rights of self
responding to
decisions.
and
challenges.
others
N.B. Additional Information Found in Student’s School Agenda/Board Policy:
Lates, Absences and Missed Assignments follow the YCDSB Assessment & Evaluation Guidelines, in compliance with the Ministry of
Education Policy on Assessment, Evaluation and Reporting.
Title of Textbook: SCIENCE PERSPECTIVES 10
Name of Teacher:
________________________________________
Student Signature
Replacement Cost:_______ $110.00____________
________________________________________
Parent/Guardian Signature