ࡱ> 13./0@ bjbjFF nx,,>2<<<80=$T> _hl@DE(EEEGmNlQggggggg$jR?mg9WsG"GWWgEEh]]]WLEEg]Wg]]~``E`@ `1B<=X@`b/h0_h`,m}Xm`tBr`m`8S:T]U_VSSSggD7<-[t<Course Information Sheet Department: Science Date: SEPTEMBER 2012 Secondary School: Cardinal Carter Academy for the Arts Department Head: Mrs. S. Schumacher Curriculum Policy DocumentThe Ontario Curriculum Grade 9 and 10: ScienceCourse TitleScience, Grade 10, Academic Course CodeSNC 2DGrade & Type10, AcademicPre-requisiteGrade 9 Science, AcademicFull Year / SemesterSemesterCredit Value1 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 acidbase 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 CriteriaStudent 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.Term 70%Final 30%Final Report Card Grade Calculation 100%10 d" Relative Emphasis / Weighting d" 40Relative Emphasis / Weighting Term Total + Final Total = Report Card MarkTests & Quizzes 35EXAM30Labs & Assignments35Term Total70Final Total30 For Learning Teachers gather information (about prior learning), provide descriptive feedback, scaffold learning and coach for improvement. Types: Diagnostic, FormativeAs Learning Teachers help students develop capacity to provide feedback to each other, reflect on their understanding and make adjustments and set individual learning goals. Type: FormativeOf Learning Teachers make judgments about the quality of student learning on the basis of established criteria and assign a value to represent that quality. Type: SummativeStudent Products Paper and Pencil  FORMCHECKBOX Quizzes: e.g. Diagnostic  FORMCHECKBOX Work Sheets Performance Tasks  FORMCHECKBOX Projects: e.g. Interim Steps  FORMCHECKBOX Portfolios  FORMCHECKBOX Presentations: e.g. Draft  FORMCHECKBOX Oral Reports: e.g. Outline  FORMCHECKBOX Essays/Written Reports: e.g.  FORMCHECKBOX Outline; Draft  FORMCHECKBOX Diagrams  FORMCHECKBOX Constructions  FORMCHECKBOX Journals  FORMCHECKBOX Wikis Feedback on:  FORMCHECKBOX Recitals: e.g. Rehearsal  FORMCHECKBOX Role Playing  FORMCHECKBOX Demonstrations  FORMCHECKBOX Performances e.g.Rehearsal  FORMCHECKBOX Other (specify):Student Products Paper and Pencil  FORMCHECKBOX Quizzes e.g. Formative  FORMCHECKBOX Work Sheets Performance Tasks  FORMCHECKBOX Projects: e.g. Planning; Monitoring progress  FORMCHECKBOX Portfolios e.g. Reflection  FORMCHECKBOX Journals  FORMCHECKBOX Wikis  FORMCHECKBOX Self Assessments  FORMCHECKBOX Peer Assessments  FORMCHECKBOX Reflections  FORMCHECKBOX Goal Setting Feedback on:  FORMCHECKBOX Presentations  FORMCHECKBOX Recitals  FORMCHECKBOX Demonstrations  FORMCHECKBOX Performances  FORMCHECKBOX Role Playing  FORMCHECKBOX Other (Specify): Student Products  FORMCHECKBOX Paper and Pencil  FORMCHECKBOX Tests  FORMCHECKBOX Quizzes  FORMCHECKBOX Examinations  FORMCHECKBOX Work Sheets Performance Tasks  FORMCHECKBOX Projects  FORMCHECKBOX Portfolios  FORMCHECKBOX Presentations  FORMCHECKBOX Oral Reports  FORMCHECKBOX Essays/Written Reports  FORMCHECKBOX Recitals  FORMCHECKBOX Demonstrations  FORMCHECKBOX Performances  FORMCHECKBOX Role Playing  FORMCHECKBOX Diagrams  FORMCHECKBOX Journals  FORMCHECKBOX Wikis  FORMCHECKBOX Videos  FORMCHECKBOX Other (specify): Conversations  FORMCHECKBOX Interviews  FORMCHECKBOX Conferences  FORMCHECKBOX Classroom Discussions  FORMCHECKBOX Seminars  FORMCHECKBOX Portfolio Interviews  FORMCHECKBOX Reflections  FORMCHECKBOX Blogs  FORMCHECKBOX Online Communications  FORMCHECKBOX Other (specify): Conversations  FORMCHECKBOX Interviews  FORMCHECKBOX Conferences  FORMCHECKBOX Classroom Discussions  FORMCHECKBOX Seminars  FORMCHECKBOX Portfolio Interviews  FORMCHECKBOX Self-Assessments  FORMCHECKBOX Peer Assessments  FORMCHECKBOX Reflections  FORMCHECKBOX Blogs  FORMCHECKBOX Online Communication  FORMCHECKBOX Other (specify): Conversations  FORMCHECKBOX Interviews  FORMCHECKBOX Conferences  FORMCHECKBOX Classroom Discussions  FORMCHECKBOX Seminars  FORMCHECKBOX Portfolio Interviews  FORMCHECKBOX Self/Peer Assessments  FORMCHECKBOX Reflections  FORMCHECKBOX Online Communication  FORMCHECKBOX Blogs  FORMCHECKBOX Other (specify):Observations  FORMCHECKBOX Demonstrations  FORMCHECKBOX Performances  FORMCHECKBOX Informal Observations  FORMCHECKBOX Other (specify) Evidence recorded through:  FORMCHECKBOX  Anecdotal Records  FORMCHECKBOX Teacher Logs  FORMCHECKBOX Checklists  FORMCHECKBOX Rubrics  FORMCHECKBOX Rating ScalesObservations  FORMCHECKBOX Demonstrations  FORMCHECKBOX Performances  FORMCHECKBOX Informal Observations  FORMCHECKBOX Other (specify): Evidence recorded through:  FORMCHECKBOX Anecdotal Records  FORMCHECKBOX Teacher Logs  FORMCHECKBOX Checklists  FORMCHECKBOX Rubrics  FORMCHECKBOX Rating ScalesObservations  FORMCHECKBOX Demonstrations  FORMCHECKBOX Performances  FORMCHECKBOX Informal Observations  FORMCHECKBOX Other (specify): Evidence recorded through:  FORMCHECKBOX Anecdotal Records  FORMCHECKBOX Teacher logs  FORMCHECKBOX Checklists  FORMCHECKBOX Rubrics  FORMCHECKBOX Rating Scales Resources (Examples provided)Textbook INVESTIGATING SCIENCE 10 PEARSONComputer UseRESEARCHCourse Related WebsitesWILL BE GIVEN OUT THROUGHOUT COURSE Listed in order of instructional deliveryStrand / Unit TitlesHOURSOverall Expectations / Unit DescriptionPhysics: Light and Geometric Optics 28 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 converging lenses; demonstrate an understanding of various characteristics and properties of light, particularly with respect to reflection in mirrors and reflection and refraction in lenses. Chemistry: Chemical Reactions28 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; investigate, through inquiry, the characteristics of chemical reactions; demonstrate an understanding of the general principles of chemical reactions, and various ways to represent them. Biology: Tissues, Organs, and Systems of Living Things28 evaluate the importance of medical and other technological developments related to systems biology, and analyse their societal and ethical implications; investigate cell division, cell specialization, organs, and systems in animals and plants, using research and inquiry skills, including various laboratory techniques; demonstrate an understanding of the hierarchical organization of cells, from tissues, to organs, to systems in animals and plants.Earth and Space Science: Climate Change26 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; investigate various natural and human factors that influence Earths climate and climate change; demonstrate an understanding of natural and human factors, including the greenhouse effect, that influence Earths climate and contribute to climate change. Scientific Investigation Skills and Career Exploration Integrated Throughout demonstrate scientific investigation skills (related to both inquiry and research) in the four areas of skills (initiating and planning, performing and recording, analyzing 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  Policies & Procedures (Examples provided)Plagiarism REFER TO SCIENCE DEPARTMENT POLICYLate Assignments REFER TO SCIENCE DEPARTMENT POLICYMissed work REFER TO SCIENCE DEPARTMENT POLICYAbsences REFER TO SCIENCE DEPARTMENT POLICYHomeworkCOMPLETION OF HOMEWORK ON A DAILY BASIS IS EXPECTED IN ORDER TO KEEP UP WITH THE SCHEDULE OF THE COURSETeacher ContactsExtra HelpARRANGE THIS WITH YOUR TEACHERReporting Dates REFER TO SCHOOL REPORTING CYCLE; MARK UPDATES WILL ALSO BE PROVIDED DURING THE SEMESTER Learning Skills CriteriaIn each reporting period, the following skills will be assessed and reported using the following letter symbols.EExcellent GGood SSatisfactory NNeeds ImprovementSKILL: 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 behaviourSKILL: 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 othersSKILL: 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 Educations Guide to the Provincial Report Card, Grades 9 12 : Appendix 2: pages 137 . For more details see:  HYPERLINK "http://www.edu.gov.on.ca/eng/document/forms/report/card/reportCard.html" http://www.edu.gov.on.ca/eng/document/forms/report/card/reportCard.html Science Department Policies Late Lab Reports and Assignments: Marks equivalent to 10 % of each lab/assignment will be granted to assess the students 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 persons 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. 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 departments 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. 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