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COURSE INFORMATION SHEET
DEPARTMENT: SCIENCE
DATE:
SECONDARY SCHOOL:
DEPARTMENT HEAD:
TEACHERS:
SEPTEMBER 2012
CARDINAL CARTER ACADEMY FOR THE ARTS
S. SCHUMACHER
CURRICULUM POLICY DOCUMENT
The Ontario Curriculum Grade 9 and 10, Science 2008
COURSE TITLE
Science Grade 9 Academic
COURSE CODE
SNC 1D1
PRE-REQUISITE
None
Two
GRADE & TYPE
9 Academic
CREDIT VALUE
1
SEMESTER
COURSE DESCRIPTION (AS SPECIFIED IN MINISTRY OF EDUCATION POLICY DOCUMENT)
This course enables students to develop their understanding of basic concepts in biology, chemistry, earth and space
science, and physics, and to relate science to technology, society, and the environment. Throughout the course, students
will develop their skills in the processes of scientific investigation. Students will acquire an understanding of scientific
theories and conduct investigations related to sustainable ecosystems; atomic
and molecular structures and the properties of elements and compounds; the study of the universe and its properties and
components; and the principles of electricity. The curriculum is another stage of the students’ journey towards completing
the Catholic Graduate Expectations and their life-long partnerships with God.
LISTED IN ORDER OF INSTRUCTIONAL DELIVERY
STRAND / UNIT TITLES
CHEMISTRY:
ATOMS, ELEMENTS AND
HOURS
27.5
COMPOUNDS
PHYSICS:
THE CHARACTERISTICS
OF ELECTRICITY
27.5
BIOLOGY:
SUSTAINABLE
ECOSYSTEMS
27.5
OVERALL EXPECTATIONS / UNIT DESCRIPTION
By the end of this course, students will:
assess social, environmental, and economic impacts of the use of common elements
and compounds, with reference to their physical and chemical properties;
investigate, through inquiry, the physical and chemical properties of common
elements and compounds;
demonstrate an understanding of the properties of common elements and
compounds, and of the organization of elements in the periodic table.
By the end of this course, students will:
assess some of the costs and benefits associated with the production of electrical
energy from renewable and non‑renewable sources, and analyse how electrical
efficiencies and savings can be achieved, through both the design of technological
devices and practices in the home;
investigate, through inquiry, various aspects of electricity, including the properties
of static and current electricity, and the quantitative relationships between potential
difference, current, and resistance in electrical circuits;
demonstrate an understanding of the principles of static and current electricity.
By the end of this course, students will:
assess the impact of human activities on the sustainability of terrestrial and/or
aquatic ecosystems, and evaluate the effectiveness of courses of action intended to
remedy or mitigate negative impacts;investigate factors related to human activity
that affect terrestrial and aquatic ecosystems, and explain how they affect the
sustainability of these ecosystems;demonstrate an understanding of the dynamic
nature of ecosystems, particularly in terms of ecological balance and the impact of
human activity on the sustainability of terrestrial and aquatic ecosystems.
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EARTH AND SPACE
SCIENCE:
THE STUDY OF THE
UNIVERSE
27.5
By the end of this course, students will:
assess some of the costs, hazards, and benefits of space exploration and the
contributions of Canadians to space research and technology;
investigate the characteristics and properties of a variety of celestial objects visible
from Earth in the night sky;
demonstrate an understanding of the major scientific theories about the structure,
formation, and evolution of the universe and its components and of the evidence
that supports these theories.
STUDENT EVALUATION CRITERIA
TERM – 70%
FINAL REPORT CARD GRADE
CALCULATION – 100%
FINAL – 30%
ACHIEVEMENT OF THE OVERALL AND SPECIFIC
RELATIVE EMPHASIS / WEIGHTING
EXPECTATIONS OF EACH STRAND WILL BE EVALUATED,
WITH APPROXIMATELY EQUAL WEIGHTING WITHIN THE
FOUR CATEGORIES, (KNOWLEDGE, THINKING,
COMMUNICATION AND APPLICATION) PER ASSESSMENT
EXAM
30
TERM TOTAL + FINAL TOTAL
= REPORT CARD MARK
TYPE
FINAL TOTAL
30
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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.
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):
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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
TEXTBOOK
STUDENT MATERIALS
AV MATERIALS
COMPUTER USE
COURSE RELATED WEBSITES
RESOURCES
Investigating Science 9 (Pearson)
Textbook, writing utensils, calculator, ruler, binder
Videos emphasizing/highlighting core concepts
School computer labs
Reference will be made as course progresses
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POLICIES & PROCEDURES
PLAGIARISM
LATE ASSIGNMENTS
MISSED TESTS/LABS
ATTENDANCE AND
HOMEWORK
SAFETY
TEACHER CONTACT
Plagiarism is a serious offence and carries with it dire consequences (See
“Code of Behaviour”).
If students experience any difficulty in honouring deadlines, they are
expected to make alternate arrangements, submitted in writing to the
teacher preferably prior to but no later than the due date. This letter must
be signed by both student and parent and is subject to teacher approval.
Failure to submit such a letter will result in a 10% deduction as part of
the process component.
A mark of zero will be awarded to a student once marked work has been
given back.
Parent/Guardian should call the school to report absence; Upon return to
school, student should be prepared to write test or perform lab, if
possible (or make alternate arrangements that are mutually acceptable to
teacher and student); Labs or tests missed because of unauthorized
absences (e.g. skipping) will automatically receive a mark of zero.
If you are absent, you must present a re-admit slip from the office
indicating that you have brought an appropriate note explaining your
absence. Absenteeism and chronic lateness will result in poor
understanding and low achievement. It is strongly recommended that
you record two of your peers’ phone numbers at least one of whom
should be in a different major from you. In the event that you do miss a
class, check with your “homework peers” for missed class work, notes
and homework
Name: ___________________
Phone:___________________
Name:___________________
Phone:___________________
Students who fail to follow the safety rules of the science class
jeopardize their safety and that of others. Their laboratory privileges
may be suspended or a mark of zero assigned for the laboratory
assignment.
Make arrangements, as soon as possible, with your teacher if you
experience any difficulty with the course material. Check teacher
schedules/postings outside each science room for location of class. The
science office is room 406.
In order to be successful:
 Come to class prepared – ready to work, notebook, text book, writing materials etc.
 Display appropriate behaviour and attitude
 If you are unsure of anything, ask questions and/or arrange for extra help
 Be self motivated – you must accept responsibility for your own learning
I understand what is expected of me in my Science class and I have shared this information with
my parent/guardian.
__________________________
Student Signature
____________________________
Parent/Guardian Signature
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LEARNING SKILLS CRITERIA
IN EACH REPORTING PERIOD, REPORT ON THE QUALITY OF THE LEARNING SKILLS DEMONSTRATED BY THE
STUDENT IN EACH OF THE CATEGORIES IDENTIFIED ON THE REPORT CARD USING THE FOLLOWING LETTER
SYMBOLS
E–EXCELLENT
Learning Skills and Work Habits
S–SATISFACTORY
N–NEEDS IMPROVEMENT
Sample Behaviours
Responsibility
The student:

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.
Organization
The student:

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
see:
G–GOOD
The student:

independently monitors, assesses, and revises plans to complete tasks and

meet goals;

uses class time appropriately to complete tasks;

follows instructions with minimal supervision.
The student:

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.
The student:

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.
The student:

sets own individual goals and monitors progress towards achieving them;

seeks clarification or assistance when needed;

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.
http://www.edu.gov.on.ca/eng/document/forms/report/card/reportCard.html
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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: __________________________________________
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