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COURSE INFORMATION SHEET

DEPARTMENT: SCIENCE

DATE: SEPTEMBER 2012

SECONDARY SCHOOL: CARDINAL CARTER ACADEMY FOR THE ARTS
DEPARTMENT HEAD: MRS. S. SCHUMACHER

CURRICULUM POLICY The Ontario Curriculum Grade 9 and 10: Science

DOCUMENT
COURSE COURSE CODE SNC 2D
Science, Grade 10, Academic
TITLE
PRE- Grade 9 Science, GRADE & TYPE 10, Academic
REQUISITE Academic
FULL YEAR /
Semester CREDIT VALUE 1
SEMESTER

COURSE DESCRIPTION (AS SPECIFIED IN MINISTRY OF EDUCATION POLICY DOCUMENT)

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. The curriculum is another stage of
the students’ journey towards completing the Catholic Graduate Expectations and their life-long partnerships with
God.

STUDENT EVALUATION CRITERIA

Student evaluation will be based on knowledge and understanding of biological theories and principles;
application of biological theories and principles in a variety of contexts including lab reports; thinking
and inquiry and research skills as demonstrated , for example, in research and laboratory reports;
communication of knowledge, research findings, etc., in a clear, concise, referenced, and scientifically
appropriate manner.
FINAL REPORT CARD GRADE
TERM – 70% FINAL – 30% CALCULATION – 100%
RELATIVE EMPHASIS / WEIGHTING
10 ≤ RELATIVE EMPHASIS / WEIGHTING ≤ 40
TERM TOTAL + FINAL
TESTS & QUIZZES 35 EXAM 30 TOTAL = REPORT CARD
LABS & ASSIGNMENTS 35 MARK
TERM TOTAL 70 FINAL TOTAL 30

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.
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Types: Diagnostic, Type: Summative

Formative
Student Products Student Products Student Products
Paper and Pencil Paper and Pencil Paper and Pencil
Quizzes: e.g. Quizzes e.g. Formative Tests
Diagnostic Work Sheets Quizzes
Work Sheets Examinations
Work Sheets
Performance Tasks
Projects: e.g. Interim Performance Tasks Performance Tasks
Steps Projects: e.g. Planning; Projects
Portfolios Monitoring progress Portfolios
Presentations: e.g. Draft Portfolios e.g. Reflection Presentations
Oral Reports: e.g. Outline Journals Oral Reports
Essays/Written Reports: Wikis Essays/Written Reports
e.g. Self Assessments Recitals
Outline; Draft Peer Assessments Demonstrations
Diagrams Reflections Performances
Constructions Goal Setting Role Playing
Journals Diagrams
Wikis Feedback on: Journals
Presentations Wikis
Feedback on: Recitals Videos
Recitals: e.g. Rehearsal Demonstrations Other (specify):
Role Playing Performances
Demonstrations Role Playing
Performances Other (Specify):
e.g.Rehearsal
Other (specify):

Conversations Conversations Conversations

Interviews Interviews Interviews

Conferences Conferences
Classroom Discussions Classroom Discussions
Seminars Seminars
Portfolio Interviews Portfolio Interviews
Reflections Self-Assessments
Blogs Peer Assessments
Online Communications Reflections
Other (specify): Blogs
Online Communication
Other (specify):
Conferences
Classroom Discussions
Seminars
Portfolio Interviews
Self/Peer Assessments
Reflections
Online Communication
Blogs
Other (specify):
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Observations Observations Observations

Demonstrations Demonstrations Demonstrations
Performances Performances Performances
Informal Observations Informal Observations Informal Observations
Other (specify) Other (specify): Other (specify):

Evidence recorded through: Evidence recorded through: Evidence recorded through:

Anecdotal Records Anecdotal Records Anecdotal Records
Teacher Logs Teacher Logs Teacher logs
Checklists Checklists Checklists
Rubrics Rubrics Rubrics
Rating Scales Rating Scales Rating Scales

RESOURCES (EXAMPLES PROVIDED)

TEXTBOOK INVESTIGATING SCIENCE 10 – PEARSON
COMPUTER USE RESEARCH
COURSE RELATED WEBSITES WILL BE GIVEN OUT THROUGHOUT COURSE

LISTED IN ORDER OF INSTRUCTIONAL DELIVERY

STRAND / UNIT TITLES HOURS OVERALL EXPECTATIONS / UNIT DESCRIPTION

• 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
PHYSICS: LIGHT AND
28 converging lenses;
GEOMETRIC OPTICS
• demonstrate an understanding of various characteristics and properties of light,
particularly with respect to reflection in mirrors and reflection and refraction in
lenses.

• 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;
CHEMISTRY: CHEMICAL
28 • investigate, through inquiry, the characteristics of chemical reactions;
REACTIONS
• demonstrate an understanding of the general principles of chemical reactions, and
various ways to represent them.

• evaluate the importance of medical and other technological developments related

to systems biology, and analyse their societal and ethical implications;
BIOLOGY: TISSUES, • investigate cell division, cell specialization, organs, and systems in animals and
ORGANS, AND SYSTEMS OF 28 plants, using research and inquiry skills, including various laboratory techniques;
LIVING THINGS • demonstrate an understanding of the hierarchical organization of cells, from
tissues, to organs, to systems in animals and plants.
• 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;
EARTH AND SPACE • investigate various natural and human factors that influence Earth’s climate and
SCIENCE: CLIMATE 26 climate change;
CHANGE • demonstrate an understanding of natural and human factors, including the
greenhouse effect, that influence Earth’s climate and contribute to climate change.
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• demonstrate scientific investigation skills (related to both inquiry and research) in

THROUGHOUT
the four areas of skills (initiating and planning, performing and recording, analyzing

INTEGRATED
SCIENTIFIC
and interpreting, and communicating);
INVESTIGATION SKILLS
• identify and describe a variety of careers related to the fields of science under
AND CAREER
study, and identify scientists, including Canadians, who have made contributions to
EXPLORATION
those fields

POLICIES & PROCEDURES (EXAMPLES PROVIDED)

PLAGIARISM REFER TO SCIENCE DEPARTMENT POLICY
LATE ASSIGNMENTS REFER TO SCIENCE DEPARTMENT POLICY
MISSED WORK REFER TO SCIENCE DEPARTMENT POLICY
ABSENCES REFER TO SCIENCE DEPARTMENT POLICY
COMPLETION OF HOMEWORK ON A DAILY BASIS IS EXPECTED IN
HOMEWORK
ORDER TO KEEP UP WITH THE SCHEDULE OF THE COURSE
TEACHER CONTACTS
EXTRA HELP ARRANGE THIS WITH YOUR TEACHER
REFER TO SCHOOL REPORTING CYCLE; MARK UPDATES WILL
REPORTING DATES
ALSO BE PROVIDED DURING THE SEMESTER
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LEARNING SKILLS CRITERIA

IN EACH REPORTING PERIOD, THE FOLLOWING SKILLS WILL BE ASSESSED AND REPORTED USING THE
FOLLOWING LETTER SYMBOLS.
E–EXCELLENT G–GOOD S–SATISFACTORY N–NEEDS IMPROVEMENT
SKILL: INDEPENDENT WORK
INDICATORS:
• uses class time appropriately to complete tasks
• independently monitors, assesses, and revises plans to complete tasks and meet goals
• follows instructions with minimal supervision

SKILL: COLLABORATION
INDICATORS:
• 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

SKILL: ORGANIZATION
INDICATORS:
• establishes priorities and manages time to complete tasks and achieve goals
• devises and follows a plan and process for completing work and tasks
• identifies, gathers, evaluates, and uses information, technology, and resources to complete tasks

SKILL: RESPONSIBILITY
INDICATORS:
• completes and submits class work, homework, and assignments according to agreed-upon timelines
• fulfils responsibilities and commitments within the learning environment
• takes responsibility for and manages own behaviour
SKILL: INITIATIVE
INDICATORS:
• 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
SKILL: SELF-REGULATION
INDICATORS:
• seeks clarification or assistance when needed
• sets own individual goals and monitors progress towards achieving them
• 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

NOTE: The above chart is a reformatting of the skills identified in the Ministry of Education’s Guide to the
Provincial Report Card, Grades 9 – 12 : Appendix 2: pages 137 .

For more details see: http://www.edu.gov.on.ca/eng/document/forms/report/card/reportCard.html

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Science Department Policies

Late Lab Reports and Assignments:

Marks equivalent to 10 % of each lab/assignment will be granted to assess the student’s ability
to communicate the findings of their research, calculations, and/or conclusions in a timely and
appropriate manner. These are process marks.
- If you do not submit your lab/assignment by the assigned due date without a valid
reason, you will not earn the process marks.
- If, due to extenuating circumstances, you are unable to hand in your assignment by the
assigned due date, you must complete an extenuating circumstances letter explaining the
reason that the assignment is late and suggesting a reasonable alternate due date. This
letter must be signed by a parent.
• If this letter is not submitted, you will not earn the process marks.
• If the lab/assignment is not submitted on the alternate due date, you will not
earn the your process marks
- Failure to submit a lab/assignment before it is graded and returned to the class will
result in a mark of zero
- Labs/assignments are due at the beginning of class unless you are told otherwise
- If you are absent from school on the day that your lab/assignment is due, you may hand it
in on the day that you return without penalty.

Plagiarism:
Plagiarism is a serious offense. Plagiarism is defined as copying word-for-word, paraphrasing,
or in any other way using another person’s words, ideas, or pictures, without giving that person
proper credit. Plagiarizing from the work of another student, the textbook, the internet, or
any other source will result in a mark of zero for that lab/assignment.

Absences:
If you are absent from class for any reason:
- you are responsible for the work that you have missed, including homework, quizzes,
tests, assignments, and labs
- If you are absent on the day of a test or a quiz, you are required to write the test or
quiz, in class, on the day that you return – NO EXCEPTIONS! A medical or parental
note indicating that you were too ill to write a test must be submitted to your teacher.

- If you are absent from class without a valid reason, a mark of zero will be assigned for
any test, quiz, lab, or assignment written, performed or due that day.

Safety:
Students who fail to follow the safety rules of the science class (refer to handout), jeopardize
their safety and that of others. Such students will have their laboratory privileges suspended and
may be assigned a mark of zero for the laboratory assignment.
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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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