/ Algonquin & Lakeshore
CatholicDistrictSchool Board
Course Outline
Holy Cross /
Department: Science
Ministry Document: Science, Grades 9 and 10
Course Title: Science
Grade: Grade 9
Credit Value: 1.0
Teacher(s): Ms. Pryal, Mr. Garant, Mrs. Nichol
Date of Development: September 2009
Department Head: T. Pendergast
Course Code: SNC 1D
Course Type: Academic (University/College)
Prerequisite: None
Corequisite:
Course Developer(s): M. Lattner
Date Reviewed: September 2010
Course Description
This course enables students to develop their understanding of basic concepts in biology, chemistry, earth and space science, and physics, and to relate science to technology,society, and the environment. Throughout the course, students will develop their skillsin the processes of scientific investigation. Students will acquire an understanding ofscientific theories and conduct investigations related to sustainable ecosystems; atomicand molecular structures and the properties of elements and compounds; the study ofthe universe and its properties and components; and the principles of electricity.
How This Course Supports the Ontario Catholic Graduate Expectations
The study of science helps students to learn and to be reflective, critical, and creative thinkers, as well as discerning believers who understand the theories of science and can apply them to the world around them, yet make appropriate decisions in light of Gospel values and Church teachings for the common good. Through the study of the techniques of biology, particularly experimentation, students learn to be collaborative contributors to an independent team, respecting the rights, responsibilities, and contributions of others. Overall through this course, students become aware of the sacred dimension of the natural world in all aspects and of their role as stewards of God’s creation. Students should recognize that the natural environment is evidence of God’s presence in the world and a channel for Grace in the world. To support this statement, the themes of stewardship and sound moral decision making have been interspersed in the content of each unit in this course.
How This Course Supports the Competencies of Choices Into Action
The study of science supports the areas of student interpersonal and career development. Students will develop and apply a wide variety of skills and learning strategies to achieve the expectations. Students will demonstrate social responsibility through critical thinking and decision making with respect to human and environmental needs. This course will also provide students with opportunities to explore the variety of employment opportunities available to them.
1.Overall Expectations For Student Learning
By the end of this course students will demonstrate these enduring understandings in the following strands:
A1. demonstrate scientific investigation skills (related to both inquiry and research) in the four areas of skills (initiating and planning, performing and recording, analysing and interpreting, and communicating);
A2. 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.
Biology: Sustainable Ecosystems
B1. assess the impact of human activities on the sustainability of terrestrial and/or aquatic ecosystems,and evaluate the effectiveness of courses of action intended to remedy or mitigate negative impacts;
B2. investigate factors related to human activity that affect terrestrial and aquatic ecosystems, andexplain how they affect the sustainability of these ecosystems;
B3. demonstrate an understanding of the dynamic nature of ecosystems, particularly in terms ofecological balance and the impact of human activity on the sustainability of terrestrial andaquatic ecosystems.
Chemistry: Atoms, Elements, and Compounds
C1. assess social, environmental, and economic impacts of the use of common elements andcompounds, with reference to their physical and chemical properties;
C2. investigate, through inquiry, the physical and chemical properties of common elements andcompounds;
C3. demonstrate an understanding of the properties of common elements and compounds, and of theorganization of elements in the periodic table.
Earth and Space Science: The Study of the Universe
D1. assess some of the costs, hazards, and benefits of space exploration and the contributions ofCanadians to space research and technology;
D2. investigate the characteristics and properties of a variety of celestial objects visible from Earth inthe night sky;
D3. demonstrate an understanding of the major scientific theories about the structure, formation, andevolution of the universe and its components and of the evidence that supports these theories.
Physics: The Characteristics of Electricity
E1. assess some of the costs and benefits associated with the production of electrical energy from renewable and non-renewable sources, and analyse how electrical efficiencies and savings can beachieved, through both the design of technological devices and practices in the home;
E2. investigate, through inquiry, various aspects of electricity, including the properties of static and current electricity, and the quantitative relationships between potential difference, current, andresistance in electrical circuits;
E3. demonstrate an understanding of the principles of static and current electricity.
2.Expectations Regarding Learning Skills
An important key to success in this course is a positive attitude toward learning and to the investigative nature of the study of science. Maximum use of class time is crucial to obtain the support of the teacher and peers. Homework will be the continuation of work begun in class and should be completed to obtain the practice and reinforcement needed to succeed on summative evaluations. In accordance with ALCDS Board policy, parents will be contacted when unsatisfactory learning skills place a student’s credit in jeopardy. Learning skills will be assessed accurately and rigorously in the following areas:
Independent Work / Self-RegulationCollaboration / Initiative
Organization / Responsibility
A student’s demonstration of learning skills will be reported separately from achievement of curriculum expectations using a four-point scale: E - excellent, G - good, S - satisfactory, and N - needs improvement. Although learning skills may have an affect on achievement, evaluation of the learning skills will not be included in the determination of the student’s percentage grade.
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3.Supports For Higher Learning
Whenever accommodations are made to address student learning needs, or alternative or modified expectations are identified for a student, these accommodations, modifications, or alternative expectations will be outlined in an Individual Education Plan (IEP) and will be communicated to parents. (Include additional information as required, e.g., role of computer technology in the curriculum, career education, cooperative education, other workplace experience).
4.Assessment and Evaluation of Student Achievement
Assessment practices will be aligned with curriculum expectations and will incorporate a variety of appropriate and authentic assessment methods, strategies, and instruments. The Achievement Chart for Science will be used to provide a reference point for all assessment practice, including the assignment of percentage grades. In accordance with ALCDS Board policy and the concept of assessment for learning, students will be given a variety of opportunities, appropriate to their learning needs, to demonstrate what they know and can do. Student achievement of the overall expectations will be evaluated in a balanced manner among the four learning categories:
Knowledge and Understanding / CommunicationThinking / Application
All summative evaluation activities are due on the date specified by the teacher. In accordance with ALCDS Board policy and our schools late policy, once the closure date has been reached, a teacher is under no obligation to accept late work. If a student misses summative evaluation, it is the student’s responsibility to discuss the completion of the activity and subsequent consequences with the teacher on the day of the student’s return to school. However, extenuating circumstances may warrant, at the teacher’s discretion, an extension or an alternative demonstration of the expectations.
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Seventy percent of the grade will be based on 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. Thirty percent of the grade will be based on final evaluation in the form of an examination and a culminating task
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5.Teaching / Learning Strategies
Students learn best when they are engaged in a variety of ways of learning. This science course lends itself to a wide range of approaches requiring students to conduct laboratory investigations, research, think critically, work cooperatively, discuss relevant issues, and make decisions about scientific theories and significant human concerns.
Some of the teaching and learning strategies that may be used in this course are fieldwork (including data collection), cooperative small-group learning, role playing, simulations, brainstorming, mind mapping, creating scenarios for decision making, independent research, personal reflection, seminar presentations, Socratic lessons, and constructive or creative dialogue. In combination, such approaches will promote the acquisition of knowledge, foster positive attitudes toward learning, and students to become life-long learners.
6.Key Dates, Special events, Additional Considerations
Key dates and upcoming events are available to students and guardians through monthly newsletters issued on the first day of
each month, via the school we site at within the Holy Cross Agenda, or by calling the school at 613-384-
1919.
7.Learning Resources
The Ontario Curriculum, Grades 9 and 10 Science, 2008
Board, School, Department and Classroom Policies can be viewed on the web
ALCDSB –
Holy Cross –
School Evaluation Policy (found in the student agenda)