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COURSE OUTLINE

Course Title: Science
Course Code: SNC1P
Grade: 9
Course Type: Applied
Credit Value: 1
Prerequisite: None
Curriculum Policy Document: Science, The Ontario Curriculum, Grades 9 and 10, 1999
Department: Science
Course Developer: Mrs. Sarah Hemingway and Mrs. Felicia Palage
Development Date: 2005
Course Revised by: -
Revision Date: -

Course Description:

This course enables students to understand basic concepts in biology, chemistry, earth and space science, and physics; to develop practical skills in scientific investigation; and to apply their knowledge of science to everyday situations. Students will design and conduct investigations into practical problems and issues related to cell division and reproduction, the structure and properties of elements and compounds, astronomy and space exploration, and static and current electricity.

Unit	Titles and Descriptions	Time and Sequence
Unit 1	Biology: Reproduction The unit is designed to acquaint students with the nature of living matter, to explain the relationship of the student to the natural world, and to provide a foundation for careers in biology and related fields. Students develop an understanding of the microscope and how it works, cell theory, the cell cycle, asexual and sexual reproduction and the key concepts in biotechnology including bioethics and genetic engineering.	27 hours
Unit 2	Chemistry: Atoms and Elements Welcome to the world of the atom, ruled by the tiny particles called electrons. Here chemical reactions occur as bonds form and break all around us. To understand how and why this happens, students will learn about the nature of the elements, the rules that govern chemical behavior, and some of the broader laws and theories of modern chemistry.	27 hours
Unit 3	Earth and Space Science: The Study of the Universe The unit begins with a study of Stonehenge and ancient Greek astronomers and quickly moves into an exploration of our solar system, the sun, the moon, stars, and galaxies. Students study space exploration programs and careers.	27 hours
Unit 4	Physics: The Characteristics of Electricity Physics often has the reputation of being a 'hard' science littered with confusing jargon and mathematics. This unit is meant to demystify physics for students by helping them think about what static and current electricity are, how they are formed, measured, what laws apply to them and what calculations can be made. Students will also examine electricity production costs and methods.	27 hours
	Final Evaluation The final assessment task is a proctored two hour exam worth 30% of the student’s final mark.	2 hours
	Total	110 hours

Teaching / Learning Strategies:

Since the over-riding aim of this course is to help students use language skillfully, confidently and flexibly, a wide variety of instructional strategies are used to provide learning opportunities to accommodate a variety of learning styles, interests and ability levels. These include:

Peer Teaching	Articles	Visualizations
Problem Based Models	Direct Instruction	Independent Reading
Laboratory Activities	Word Search Activity	Research Projects
Interactive Computer Activities	Manipulative Activities	Self-Assessments
Dissections	Life-Cycle Charts	Diagrams
Interviews	Guided Internet Research	WebQuests
Model Analysis	Independent Reading	Terms / Definitions
Examination of Microscope Slides	Simulations	Research Projects
Computer Manipulations	Problem Solving	Balancing Equation Activities
Questioning Processes	Graphing	Issue Based Analysis
Field Trips	Reading Responses

Assessment and Evaluation Strategies of Student Performance:

Assessment is a systematic process of collecting information or evidence about student learning. Evaluation is the judgment we make about the assessments of student learning based on established criteria. The purpose of assessment is to improve student learning. This means that judgments of student performance must be criterion-referenced so that feedback can be given that includes clearly expressed next steps for improvement. Tools of varying complexity are used by the teacher to facilitate this. For the more complex evaluations, the criteria are incorporated into a rubric where levels of performance for each criterion are stated in language that can be understood by students.

Strategy	Purpose	Who	Assessment Tool
Self Assessment Quizzes	Diagnostic	Self	Marking scheme
Problem Solving Activities	Diagnostic	Self	Marking scheme
Review Questions	Diagnostic	Self	Records
Word Search Activity	Diagnostic	Self	Marking Scheme
Computer Based Manipulatives	Diagnostic	Self	Checklist
Microscope Slide Analysis	Assessment	Peer/teacher	Anecdotal records
Written Reports	Assessment	Peer/teacher	Anecdotal records
Research Project	Assessment	Peer/Teacher	Anecdotal records
Creative Writing Activity	Assessment	Self/Teacher	Rating Scale
Discussion Postings	Assessment	Self/Teacher	Rating Scale
Various Lab Activities	Evaluation	Teacher	Rubric
Guided Internet Research	Evaluation	Teacher	Rating Scale
Research Project	Evaluation	Teacher	Anecdotal records
Problem Sets	Evaluation	Teacher	Marking scheme
Detailed Drawings	Evaluation	Teacher	Marking Scheme
WebQuests	Evaluation	Teacher	Rubric
Research Questions	Evaluation	Teacher	Marking Scheme
Discussion Terms	Evaluation	Teacher	Marking scheme
Unit Tests	Evaluation	Teacher	Checklist
Final Exam	Evaluation	Teacher	Checklist / Marking Scheme

Assessment is embedded within the instructional process throughout each unit rather than being an isolated event at the end. Often, the learning and assessment tasks are the same, with formative assessment provided throughout the unit. In every case, the desired demonstration of learning is articulated clearly and the learning activity is planned to make that demonstration possible. This process of beginning with the end in mind helps to keep focus on the expectations of the course as stated in the course guideline. The evaluations are expressed as a percentage based upon the levels of achievement.

Overall Expectations - SNC1P

Biology: Reproduction – Processes and Applications
Overall Expectations
SBR.01	demonstrate an understanding of the processes of cell division, including mitosis, and the function of sexual (including human) and asexual reproductive systems;
SBR.02	conduct investigations into questions arising from reproductive issues;
SBR.03	examine the impact of scientific research and technological developments on issues related to reproduction.
Chemistry: Exploring Matter
Overall Expectations
SCA.01	describe the atomic structure of common elements and their organization in the periodic table;
SCA.02	investigate the physical and chemical properties of common elements and compounds, and relate the properties of elements to their location in the periodic table;
SCA.03	demonstrate an understanding of the importance, production, use, and environmental hazards of common elements and simple compounds.
Earth and Space Science: Space Exploration
Overall Expectations
SES.01	demonstrate an understanding of the formation, evolution, structure, and nature of our solar system and of the universe;
SES.02	design and conduct investigations into the appearance and motion of visible celestial objects;
SES.03	describe how human endeavours and interest in space have contributed to our understanding of outer space, the Earth, and living things, and identify Canadian contributions to space exploration.
Physics: Electrical Applications
Overall Expectations
SPE.01	demonstrate an understanding of the principles of static and current electricity;
SPE.02	design and build electrical circuits that perform a specific function;
SPE.03	analyse the practical uses of electricity and its impact on everyday life.

The Final Grade:

The evaluation for this course is based on the student's achievement of curriculum expectations and the demonstrated skills required for effective learning.

The percentage grade represents the quality of the student's overall achievement of the expectations for the course and reflects the corresponding level of achievement as described in the achievement chart for the discipline.

A credit is granted and recorded for this course if the student's grade is 50% or higher. The final grade for this course will be determined as follows:

• 70% of the grade will be based upon evaluations conducted throughout the course. This portion of the grade will reflect the student's most consistent level of achievement throughout the course, although special consideration will be given to more recent evidence of achievement.



• 30% of the grade will be based on a final examination administered at the end of the course. This exam will be based on an evaluation of achievement from all four categories of the Achievement Chart for the course and of expectations from all units of the course. This exam includes well-formulated multiple-choice questions as well as long-answer type questions.

The report card will focus on two distinct but related aspects of student achievement; the achievement of curriculum expectations and the development of learning skills. The report card will contain separate sections for the reporting of these two aspects.

A Summary Description of Achievement in Each Percentage Grade Range and Corresponding Level of Achievement
Percentage Grade Range	Achievement Level	Summary Description
80-100%	Level 4	A very high to outstanding level of achievement. Achievement is above the provincial standard.
70-79%	Level 3	A high level of achievement. Achievement is at the provincial standard.
60-69%	Level 2	A moderate level of achievement. Achievement is below, but approaching, the provincial standard.
50-59%	Level 1	A passable level of achievement. Achievement is below the provincial standard.
below 50%	Level R	Insufficient achievement of curriculum expectations. A credit will not be granted.

Achievement Chart: Science, Grades 9-12

Categories	50-59% (Level 1)	60-69% (Level 2)	70-79% (Level 3)	80-100% (Level 4)
Knowledge and Understanding - Subject-specific content acquired in each course (knowledge), and the comprehension of its meaning and significance (understanding)
	The student:
understanding of concepts, principles, laws, and theories (e.g., identifying assumptions;eliminating misconceptions; providing explanations)	demonstrates limited understanding of concepts, principles, laws, and theories	demonstrates some understanding of concepts, principles, laws, and theories	demonstrates considerable understanding of concepts, principles, laws, and theories	demonstrates thorough understanding of concepts, principles, laws, and theories
knowledge of facts and terms	demonstrates limited knowledge of facts and terms	demonstrates some knowledge of facts and terms	demonstrates considerable knowledge of facts and terms	demonstrates thorough knowledge of facts and terms
transfer of concepts to new contexts	infrequently transfers simple concepts to new contexts	sometimes transfers simple concepts to new contexts	usually transfers simple concepts to new contexts	routinely transfers simple concepts to new contexts
understanding of relationships between concepts	demonstrates limited understanding of relationships between concepts	demonstrates some understanding of relationships between concepts	demonstrates considerable understanding of relationships between concepts	demonstrates thorough and insightful understanding of relationships between concepts
Thinking and Inquiry - The use of critical and creative thinking and inquiry skills and/or processes
	The student:
application of the skills and strategies of scientific inquiry (e.g., initiating and planning, performing and recording, analysing and interpreting, problem solving)	applies few of the skills and strategies of scientific inquiry	applies some of the skills and strategies of scientific inquiry	applies most of the skills and strategies of scientific inquiry	applies all or almost all of the skills and strategies of scientific inquiry
application of technical skills and procedures (e.g., microscopes)	applies technical skills and procedures with limited competence	applies technical skills and procedures with moderate competence	applies technical skills and procedures with considerable competence	applies technical skills and procedures with a high degree of competence
use of tools, equipment, and materials	uses tools, equipment, and materials safely and correctly only with supervision	uses tools, equipment, and materials safely and correctly with some supervision	uses tools, equipment, and materials safely and correctly	demonstrates and promotes the safe and correct use of tools, equipment, and materials
Communication - The conveying of meaning through various forms
	The student:
communication of information and ideas	communicates information and ideas with limited clarity and precision	communicates information and ideas with some clarity and precision	communicates information and ideas with considerable clarity and precision	communicates information and ideas with a high degree of clarity and precision
use of scientific terminology, symbols, conventions, and standard (SI) units	uses scientific terminology, symbols, conventions, and SI units with limited accuracy and effectiveness	uses scientific terminology, symbols, conventions, and SI units with some accuracy and effectiveness	uses scientific terminology, symbols, conventions, and SI units with considerable accuracy and effectiveness	uses scientific terminology, symbols, conventions, and SI units with a high degree of accuracy and effectiveness
communication for different audiences and purpose	communicates with a limited sense of audience and purpose	communicates with some sense of audience and purpose	communicates with a clear sense of audience and purpose	communicates with a strong sense of audience and purpose
use of various forms of communication (e.g., reports, essays)	demonstrates limited command of the various forms	demonstrates moderate command of the various forms	demonstrates considerable command of the various forms	demonstrates extensive command of the various forms
use of information technology for scientific purposes (e.g., specialized databases)	uses technology with limited appropriateness and effectiveness	uses technology with moderate appropriateness and effectiveness	uses appropriate technology with considerable effectiveness	uses appropriate technology with a high degree of effectiveness
Application - The use of knowledge and skills to make connections within and between various contexts
	The student:
understanding of connections among science, technology, society, and the environment	shows limited understanding of connections in familiar contexts	shows some understanding of connections in familiar contexts	shows considerable understanding of connections in familiar and some unfamiliar contexts	shows thorough understanding of connections in familiar and unfamiliar contexts
analysis of social and economic issues involving science and technology	analyses social and economic issues with limited effectiveness	analyses social and economic issues with moderate effectiveness	analyses social and economic issues with considerable effectiveness	analyses complex social and economic issues with a high degree of effectiveness
assessment of impacts of science and technology on the environment	assesses environmental impacts with limited effectiveness	assesses environmental impacts with moderate effectiveness	assesses environmental impacts with considerable effectiveness	assesses environmental impacts with a high degree of effectiveness
proposing of courses of practical action in relation to science and technology-based problems	extends analyses of familiar problems into courses of practical action with limited effectiveness	extends analyses of familiar problems into courses of practical action with moderate effectiveness	extends analyses of familiar problems into courses of practical action with considerable effectiveness	extends analyses of familiar and unfamiliar problems into courses of practical action with a high degree of effectiveness

Resources:

• SNC1P online course of study
• various computer programs; wordprocessor, spreadsheet, etc.
• scanner
• materials for labs (ie, soil, seeds, etc.) 
• animations
• visuals
• various internet websites

Reference Texts:

• Science Power 9; Elgin Wolfe; McGraw-Hill Ryerson, 1999
• Nelson Science 9; Donald Plumb, Bob Ritter, Edward James, Alan Hirsch; Nelson Thomson Learning, 1999

Program Planning Considerations for Science:

Teachers who are planning a program in Science must take into account considerations in a number of important areas. Essential information that pertains to all disciplines is provided in the companion piece to this document, The Ontario Curriculum, Grades 9 to 12: Program Planning and Assessment, 2000. The areas of concern to all teachers that are outlined there include the following:

• types of secondary school courses
• education for exceptional students
• the role of technology in the curriculum
• English as a second language (ESL) and English literacy development (ELD)
• career education
• cooperative education and other workplace experiences
• health and safety

Considerations relating to the areas listed above that have particular relevance for program planning in Science are noted here.

Education for Exceptional Students. In planning courses in Science, teachers should take into account the needs of exceptional students as set out in their Individual Education Plan. All Science courses reflect the real world, which offers a vast array of opportunities for exceptional students. Students who use alternative techniques for communication may find a venue for their talents as they go about researching the nature of their world.

The Role of Technology in the Curriculum. Information technology is considered a learning tool that must be accessed by Science students when the situation is appropriate. As a result, students will develop transferable skills through their experience with word processing, internet research, presentation software, and telecommunication tools, as would be expected in any environment.

English As a Second Language and English Literacy Development (ESL/ELD). This Science course can provide a wide range of options to address the needs of ESL/ELD students. Assessment and evaluation exercises will help ESL students in mastering the English language and all of its idiosyncrasies. In addition, since all occupations require employees with a wide range of English skills and abilities, many students will learn how the operation of their own physical world can contribute to their success in their social world.

Career Education. Science definitely helps prepare students for employment in a huge number of diverse areas. The skills, knowledge and creativity that students acquire through this course are essential for a wide range of careers. Being able to express oneself in a clear concise manner without ambiguity, solve problems, make connections between this Science course and the larger world, etc., would be an overall intention of this Science course, as it helps students prepare for success in their working lives.

Cooperative Education and Other Workplace Experiences. By applying the skills they have developed, students will readily connect their classroom learning to real-life activities in the world in which they live. Cooperative education and other workplace experiences will broaden their knowledge of employment opportunities in a wide range of fields. In addition, students will increase their understanding of workplace practices and the nature of the employer-employee relationship. Teachers of Science should maintain links with community-based workers to ensure that students have access to hands-on experiences that will reinforce the knowledge they have gained in school.

Health and Safety. The Science program provides the reading and analytical skills for the student to be able to explore the variety of concepts relating to health and safety in the workplace. Teachers who provide support for students in workplace learning placements need to assess placements for safety and ensure that students can read and understand the importance of issues relating to health and safety in the workplace.