Holy Cross Catholic Academy
Course Information Sheet
Course Title:
Science
Course Code:
SNC1D
Prerequisite:
None
COURSE DESCRIPTION
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.
CONNECTION TO OUR CATHOLIC FAITH
This course will help students address the Ontario Catholic School Graduate Expectation that they become
reflective and creative thinkers who create, adapt, and evaluate new ideas in light of the common good.
Strands
SCIENTIFIC
INVESTIGATION SKILLS
AND CAREER
EXPLORATION
Overall Expectations



BIOLOGY:
SUSTAINABLE
ECOSYSTEMS



CHEMISTRY: ATOMS,
ELEMENTS AND
COMPOUNDS



EARTH AND SPACE
SCIENCE: STUDY OF
THE UNIVERSE



PHYSICS: THE
CHARACTERISTICS OF
ELECTRICITY


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.
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.
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.
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.
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.
Units and Timelines
Unit Title
Approximate Time
BIOLOGY: Sustainable Ecosystems
15 lessons
CHEMISTRY: Atoms, Elements and Compounds
24 lessons
EARTH AND SPACE SCIENCE: Study of the Universe
9 lessons
PHYSICS: The Characteristics of Electricity
24 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%
Knowledge/Understanding
25%
TERM 70%
FINAL 30%
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
 Independently
monitors, assesses, and
revises plans to
complete tasks and
meet goals.
 Uses class time
appropriately to
complete tasks.
 Follows instructions
with minimal
supervision.
Collaboration
Initiative
 Accepts various roles
 Looks for and
and an equitable share of
acts on new ideas
work in a group
and opportunities
 Responds positively to
for learning.
the ideas, opinions,
 Demonstrates
values, and traditions of
the capacity for
others.
innovation and a
 Builds healthy peerwillingness to
to-peer relationships
take risks.
through personal and
 Demonstrates
media-assisted
curiosity and
interactions.
interest in
 Works with others to
learning.
resolve conflicts and
 Approaches
build consensus to
new tasks with a
achieve group goals.
positive attitude.
 Shares information,
 Recognizes
resources, and expertise,
and advocates
and promotes critical
appropriately for
thinking to solve problems andthe
make
rights of self
decisions.
and
others
Self-Regulation
 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.
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.
Student Fees: In accordance with Board Policy 601, there are no course fees for basic course materials (e.g. textbooks, workbooks, handouts). Some courses may
offer enhancements (e.g. field trips, musical instruments, activities) for which there maybe a fee. Board Policy 601 is available on the board website at
www.ycdsb.ca.
Title of Textbook: Nelson Science Perspectives 9_
Name of Teacher:
________________________________________
Student Signature
Replacement Cost: $100
_______________________________________
Parent/Guardian Signature