BRAMPTON CENTENNIAL SECONDARY SCHOOL

Student Course Outline/Parent Information Sheet

Program Area : Science Course : Grade 10 Science Course Code : SNC2D0

Commitment to Anti-Racism & Anti-Oppression: This course will work to challenge colonial systems, racism, and oppression.
Historically, Science has been taught from a Eurocentric and colonial perspective, which marginalizes and excludes many identities, i.e.,
BIPOC, women, and members of the LGBTQ2+ community. Science has historically been elitist and patriarchal. Consequently, scientists
from around the world have not been celebrated or studied. In this Science course, we will work hard to teach, learn, and assess in ways
that examine, address, and challenge this archaic Eurocentric and colonial view. Science education is for all and will be celebrated and
shared by all in this course.

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.

Prerequisite: Grade 9 Science

Units of Study:

Unit Major Evaluations Timelines

Biology – Cells, Tissues, Organs, Internal Systems 4 weeks
All units include labs, communication
Chemistry – Exploring Matter 4 weeks
assignments, application assessments, quizzes
Earth and Space Science – Climate Change 4 weeks
and tests
Physics – Optics 4 weeks

Assessment and Evaluation Guidelines

The purpose of student assessment is to improve student learning.

Assessment and evaluation are based on the expectations and levels of achievement outlined in the provincial curriculum document
for each subject. A wide range of assessment and evaluation opportunities allows students to demonstrate their learning in a variety
of ways. This information provides the basis for reporting student grades on the Provincial Report Card. A final mark will be
calculated using the following categories :

Communication Knowledge / Understanding Thinking and Inquiry Application

(10%) (25%) (25%) (10%)
 Laboratory Procedures  Quizzes  Laboratory  Worksheets
 Research Projects  Assignments/Reports Investigations  Research Projects
 Visual Displays  Worksheets

*Unit tests will evaluate students in all categories

As part of the learning process, students will receive ongoing formative assessment which may not be assigned a mark.

Final Mark = 70% term + 30% Final Evaluation

Learning Skills and Work Habits:

Learning Skills and Work Habits allow students to know how to learn more effectively, develop their potential as independent and
autonomous learners (student development, interpersonal development, career development) and to take ownership over their own
learning. While strong Learning Skills and Work Habits do contribute to a student’s ability to be successful at school, they are
evaluated separately from student achievement of course expectations.
 Learning Skills and
The student:
Work Habits
 fulfils responsibilities and commitments within the learning environment;
Responsibility  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;
Organization  establishes priorities and manages time to complete tasks and achieve goals;
 identifies, gathers, evaluates, and uses information, technology, and resources to complete tasks.
 independently monitors, assesses, and revises plans to complete tasks and meet goals;
Independent  uses class time appropriately to complete tasks;
Work  follows instructions with minimal supervision
 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;
Collaboration  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.
 looks for and acts on new ideas and opportunities for learning;
 demonstrates the capacity for innovation and a willingness to take risks;
Initiative  demonstrates curiosity and interest in learning;
 approaches new tasks with a positive attitude;
 recognizes and advocates appropriately for the rights of self and others.
 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;
Self-Regulation  identifies learning opportunities, choices, and strategies to meet personal
 needs and achieve goals;
 perseveres and makes an effort when responding to challenges.

Missed Summative Assessments – Term

Students who know ahead of time that they will miss an assessment are to discuss the situation beforehand with the subject teacher.
Students should be prepared to complete any missed assessment on the first day of return to school or as negotiated with the
teacher. Students who are absent on the day of the assessment for reasons such as illness, field trip or suspension are responsible for:
 The work covered and assigned during the class
 The handing in of assignments at a time previously negotiated with a teacher
 The writing of any missed tests at a time previously negotiated with the teacher.

After a legitimate prolonged absence (more than two days) the student is to make arrangements with the subject teacher immediately
upon returning to school for an alternative date for the missed assessment. Students who miss an in-class summative assessment for
an unauthorized reason may lose the opportunity to complete the task. At reporting time, the teacher will use professional judgment
to determine if the student has missed key evaluations or too many evaluations. If there is insufficient evidence of achievement to
validate a passing grade, the credit will be in jeopardy.

Determining the Grade

Teachers determine students’ report card grades by using their professional judgment. They interpret student evidence of learning
and look at the student’s most consistent level of achievement over time and give special consideration to more recent evidence
demonstrated by the student. Student evidence of learning includes evidence gathered from observations, conversations and student
products collected over a period of time (triangulation of data).

I have read and I understand the Course Outline for this course:

__________________________________ ______________________________________
Student Signature Parent/Guardian Signature