EVALUATION POLICY
September 2011– June 2012
SCIENCE, GRADE 9, ACADEMIC (SNC1D)
Course Details:
Curriculum Policy Document:
Ministry of Education. The Ontario Curriculum
Grades 9 and 10: Science (Revised). Queen’s
Printer for Ontario, 2008.
School and Board:
Riverdale Collegiate Institute
Toronto District School Board
Department:
Science Department
Ms Muhammed-Gold (Curriculum Leader)
Ms Likins (Assistant Curriculum Leader)
Credit Value:
1
Teachers:
Mr. Dermer
Mr. Joshi
Mr. Le
Mr. Tram
Dr. Wasylnka
Prerequisite:
none
Textbook:
Blake, Leesa. On Science 9. Toronto, ON:
McGraw-Hill Ryerson, 2009. Print.
Overall Goals
This course enables students to understand basic concepts in biology, chemistry, earth and space
science, and physics; to develop skills in the processes of scientific inquiry; and to relate science
to technology, society, and the environment. Students will learn scientific theories and conduct
investigations related to cell division and reproduction, atomic and molecular structures and the
properties of elements and compounds; the universe and space exploration; and the principles of
electricity.
The Academic Year
The academic year at Riverdale is divided into two terms, the first being from September to the
end of January, and the second from February to the end of June
Units of Study/Strands
Term 1:
Chemistry
Earth & Space Science
Atoms and Elements
The Study of the Universe
Term 2:
Physics
Biology
The Characteristics of Electricity
Sustainable Ecosystems
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Learning Skills
Learning skills are critical for achievement of the curriculum expectations. Assignments and
homework are given to re-enforce concepts presented in class and practice skills to develop
confidence and promote success. In addition, academic integrity is expected for all students.
Any student caught cheating or plagiarizing will receive a zero on the assignment. On each report
card there are 6 learning skills that are assessed using the “grading” scheme below for the criteria
in Table 1. These learning skills will not be included when determining the student’s grade.
N (level 1) = needs improvement (student rarely exhibits the skill criteria)
S (level 2) = satisfactory (student sometimes exhibits the skill criteria)
G (level 3) = good (student usually exhibit the skill criteria)
E (level 4) = excellent (student always or almost always exhibits the skill criteria)
LEARNING SKILL
Responsibility
Organization
Independent Work
Collaboration
Initiative
Self-regulation
CRITERIA – The student…

accepts responsibility for own behaviour.

uses class time effectively

completes and submits class work, homework, and assignments according to
timelines

fulfills responsibilities and commitments

brings required material to class

keeps an organized and complete notebook

is aware of and is prepared for quizzes/tests

establishes priorities and manages time to achieve goals

completes class work/homework

follows instructions with minimal supervision

shows thought and revision

pays attention in class and stays on task

does a fair share of work

shows respect for all group members (listens actively, encourages others,
considerate)

shares ideas and resources with peers

cooperates to complete task and works to achieve goal

tries new techniques and approaches to learning

shows interest and curiosity in learning

demonstrates the capacity for innovation

makes up missed work

seeks extra help when appropriate

assesses and reflects critically on own strengths, needs, and interests

perseveres and makes an effort when responding to challenges

sets own individual goals and monitors progress towards achieving them
Teaching/Assessment and Evaluation Strategies:
A range of teaching, assessment and evaluation strategies will be used to address the needs of
students’ learning styles and allow students a variety of methods to demonstrate their
achievement of the expectations.
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Teaching Strategies:
The following strategies will be used for facilitating the learning of the various concepts:
Activity Based Strategies
- such as practical laboratory work, oral presentation, field trip,
debate, simulations, activity centres
Cooperative Learning Strategies - such as Think-Pair-Share, Teams-Games-Tournament, Jigsaw,
3-Step Interview, Round Table, Group Investigation, Pairs
Check, Peer Coaching
Direct Instruction Strategies
– such as Socratic dialogue, lecture, demonstration,
conferencing, guest speaker, guided exploration, mnemonic
devices, review, tutorial, textbook, visualization
Independent Learning Strategies - such as homework, independent reading, independent study,
memorization, note making, portfolio, reflection, reports
Inquiry/Research Models
– such as inquiry process, research process, scientific process,
writing process
Technology Applications
- such as database application, internet websites and research,
media presentation, wikis
Thinking Skills Strategies
- such as brainstorming, case study, classifying, concept
mapping, concept attainment, concept formation, estimating,
experimenting, expressing another point of view, graphing,
issue-based analysis, lateral thinking, manipulative,
metacognitive reflection, mind maps, oral explanation, problem
solving, graphic organizers
Assessment and Evaluation Strategies:
The following assessment and evaluation strategies may be used at different times throughout the
course:
 drills
 Quizzes
 Tests
 Written exam
 Conferencing
 Written lab reports
 Practical skill checks
 Written assignments
 Presentations
 Self-assessment
 Portfolio
 reflective summary
Evaluation Plan
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Four Reports Cards will be issued during the year. All reports will give a numeric grade to each
student calculated as indicated below. All reports are cumulative. The November, February and
April are preliminary and tentative as they will be based on the most consistent level of
achievement to that point in time. Student’s grades will most likely change when the students’
entire work is evaluated by the end of the course.
Students must demonstrate achievement of all the overall expectations of the course. Missed
and/or incomplete assignments will have an impact on the final grade where there are a
significant number of curriculum expectations that have not been evaluated because of missed
assignments.
A student’s overall mark will be comprised of:
1. 70% Course Work
2. 30% Final Evaluations
70% Course Work
CATEGORY
PERCENTAGE OF MARK
Knowledge and Understanding
Inquiry
Communication
Making Connections
35
25
20
20
TOTAL
100
Unit 1: Chemistry – Structure & Properties of Matter
Task
Test
Achievement Chart Focus
Due Date
All Categories
Thinking and Investigation,
Communication, Application
Thinking and Investigation,
Communication, Application
Lab #1
Lab #2
Unit 2: Earth and Space Science – Space
Task
Test
Achievement Chart Focus
All Categories
Due Date
Thinking and Investigation,
Communication, Application
Assignment
Unit 3: Physics – Static and Current Electricity
Task
Test
Lab #1
Lab #2
Achievement Chart Focus
All Categories
Due Date
Thinking and Investigation,
Communication, Application
Thinking and Investigation,
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Communication, Application
Unit 4: Biology – Sustainable Ecosystems
Task
Test
Achievement Chart Focus
All Categories
Due Date
Thinking and Investigation,
Communication, Application
Thinking and Investigation,
Communication, Application
Lab #1
Assignment
There will be additional evaluations not listed above that contribute to a student’s cumulative
grade.
30% Final Evaluation
Task
Achievement Chart Focus
Exam
All categories
Date
During examination
period in June
The final mark will be determined using cumulative marks from all term work worth 70% of the
final mark and a cumulating evaluation worth 30% of the final mark. The culminating evaluation
consists of a final examination worth 30% of the final grade. The final examination is cumulative
and will cover the entire school year.
THE ACHIEVEMENT CHART FOR SCIENCE
The achievement chart that follows identifies four categories of knowledge and skills in science.
The achievement chart is a standard province-wide guide to be used by teachers. It enables
teachers to make judgements about student work that are based on clear performance standards
and on a body of evidence collected over time. The purpose of the achievement chart is to:





provide a common framework that encompasses all curriculum expectations for all
courses outlined in this document;
guide the development of high-quality assessment tasks and tools (including rubrics);
help teachers to plan instruction for learning;
assist teachers in providing meaningful feedback to students;
provide various categories and criteria with which to assess and evaluate students’
learning.
Categories of Knowledge and Skills
The categories, defined by clear criteria, represent four broad areas of knowledge and skills
within which the subject expectations for any given course are organized. The four categories
should be considered as interrelated, reflecting the wholeness and interconnectedness of learning.
The categories of knowledge and skills are described as follows:
Knowledge and Understanding. Subject-specific content acquired in each course (knowledge),
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and the comprehension of its meaning and significance (understanding).
Thinking and Investigation. The use of critical and creative thinking skills and inquiry,
research, and problem-solving skills and/or processes.
Communication. The conveying of meaning through various forms.
Application. The use of knowledge and skills to make connections within and between
various contexts.
Teachers will ensure that student work is assessed and/or evaluated in a balanced manner with
respect to the four categories, and that achievement of particular expectations is considered within
the appropriate categories.
Communication:
Teachers will be available for extra help at designated times or by appointment. Computer mark
records can be viewed on request. Teachers can be contacted by phone.
Academic Honesty
Students involved in any breach of academic honesty, such as plagiarism or cheating – which
includes copying or allowing other students to copy work – will result in a penalty of a mark of
zero and may jeopardize their attainment of the credit.
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