OVERALL EXPECTATIONS

A. Scientific Investigation Skills and Career Exploration

• 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);

• 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.

B. Biology: Sustainable Ecosystems

• 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;

• Investigate factors related to human activity that affect terrestrial and aquatic ecosystems, and explain how they affect the sustainability of these ecosystems;

• Demonstrate an understanding of the dynamic nature of ecosystems, particularly in terms of ecological balance and the impact of human activity on the sustainability of terrestrial and aquatic ecosystems.

C. Chemistry: Atoms, Elements, and Compounds

• Assess social, environmental, and economic impacts of the use of common elements and compounds, with reference to their physical and chemical properties;

• Investigate, through inquiry, the physical and chemical properties of common elements and compounds;

• Demonstrate an understanding of the properties of common elements and compounds, and of the organization of elements in the periodic table.

D. Earth and Space Science: The Study of the Universe

• Assess some of the costs, hazards, and benefits of space exploration and the contributions of Canadians to space research and technology;

• Investigate the characteristics and properties of a variety of celestial objects visible from Earth in the night sky;

• Demonstrate an understanding of the major scientific theories about the structure, formation, and evolution of the universe and its components and of the evidence that supports these theories.

E. Physics: The Characteristics of Electricity

• 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 be achieved, through both the design of technological devices and practices in the home;

• Investigate, through inquiry, various aspects of electricity, including the properties of static and current electricity, and the quantitative relationships between potential difference, current, and resistance in electrical circuits;

• Demonstrate an understanding of the principles of static and current electricity.

COURSE CONTENT

1. Sustainable Ecosystems - Students will learn about the functioning of an ecosystem, energy in ecosystems, terrestrial ecosystems, aquatic ecosystems and what is being done to help make ecosystems sustainable.  --- 26 hours

   
   

2. Chemistry - Students will learn about matter, physical and chemical properties, atomic models, the Periodic Table and properties of common substances --- 26 hours

3. The Universe - Students will learn about the formation of the solar system, the structure of the solar system, celestial phenomena, the stars and space exploration --- 28 hours

   
   

4. Electricity - Students will learn about static electricity, current, conductors and insulators, circuits, Ohm's Law, electricity and the environment. --- 28 hours

5. Culminating Activities --- 28 hours

TOTAL: 110 Hours

TEACHING & LEARNING STRATEGIES 

•  Direct Instruction (teacher-led) 

• Direct Instruction (discussion possible) 

• Class Discussion (teacher facilitated) 

• Small Group Discussion 

• Partner Discussion/Conferencing 

• 1:1 Conferencing Teacher & Student 

• Independent Work (teacher facilitation) 

• Group Work (teacher facilitation) 

• Class Activity (teacher facilitation) 

• Experiential learning (learn by doing) 

• Worksheets/Surveys 

• Individual or Group Research 

• Teacher modeling 

• Use of Computers / Internet 

• Use of video tape or audio materials 

• Presentations 

ASSESSMENT & EVALUATION 

Purpose 

The primary purpose of assessment is to improve student learning. Assessment relates directly to the expectations for the course. 

A variety of assessments for and as learning are conducted on a regular basis to allow ample opportunities for students to improve and ultimately demonstrate their full range of learning and in order for the teacher to gather information to provide feedback. Assessment tasks relate to the success criteria set out in lesson plans. Success criteria allow students to see what quality looks like. 

Evaluation is the process of judging the quality of student work in relation to the achievement chart categories and criteria, and assigning a percentage grade to represent that quality. Evaluation is based on gathering evidence of student achievement through: 

• Products 

• Observations 

• Conversations 

Weighting of Categories 

Knowledge & Understanding ---25%

Thinking ---25%

Communication ---25%

Application ---25%

Grading 

• The final grade is based on performance in 3 areas: products, observations, conversations. 

• 70% of the grade is based on evaluations conducted throughout the course. 

• 30% is based on a final evaluation. 

Assessment Tools 

Marking schemes ; Anecdotal comments ; Rating Scales ; Rubrics ; Checklists ;

Assessment Strategies 

Assessment for Learning 

Quizzes ; Presentations ; Demonstrations ; Conferencing ;Questioning ;Problem Solving (process focused) ; Work Sheets ; Direct Instruction ;

Assessment as Learning 

Exit and Entrance Cards ; Self/Peer assessment ;

Assessment of Learning 

Tests ; Presentations ; Models ; Projects ; Demonstrations ; Independent Study Assignment ; Researching ; Problem Solving (process focused) ; Work Sheets ; Direct Instruction ;

CONSIDERATIONS FOR PROGRAM PLANNING 

Instructional Approaches

Teachers in the school are expected to:

• clarify the purpose for learning

• help students activate prior knowledge

• differentiate instruction for individual students and small groups according to need

• explicitly teach and model learning strategies

• encourage students to talk through their thinking and learning processes

• provide many opportunities for students to practise and apply their developing knowledge and skills

• apply effective teaching approaches involve students in the use of higher-level thinking skill

• encourage students to look beyond the literal meaning of texts

Teachers use a variety of instructional and learning strategies best suited to the particular type of learning. Students have opportunities to learn in a variety of ways:

• individually

• cooperatively

• independently with teacher direction

• through investigation involving hands-on experience

• through examples followed by practice

• by using concrete learning tools - manipulatives - in mathematics such as connecting cubes, measurement tools, algebra tiles, and number cubes

• by encouraging students to gain experience with varied and interesting applications of the new knowledge. Rich contexts for learning open the door for students to see the “big ideas” of mathematics that will enable and encourage them to reason mathematically throughout their lives.

Program Considerations for English Language Learners

Teachers must incorporate appropriate strategies for instruction and assessment to facilitate the success of the English language learners in their classrooms. These strategies include:

• modification of some or all of the subject expectations depending on the level of English proficiency

• use of a variety of instructional strategies (e.g., extensive use of visual cues, graphic organizers, scaffolding; previewing of textbooks; pre-teaching of key vocabulary; peer tutoring; strategic use of students’ first languages)

• use of a variety of learning resources (e.g., visual material, simplified text, bilingual dictionaries, and materials that reflect cultural diversity)

• use of assessment accommodations (e.g., granting of extra time; use of oral interviews, demonstrations or visual representations, or tasks requiring completion of graphic organizers and cloze sentences instead of essay questions and other assessment tasks that depend heavily on proficiency in English).

Antidiscrimination Education

Learning resources reflect students’ interests, backgrounds, cultures, and experiences. Learning materials:

• involve protagonists of both sexes from a wide variety of backgrounds

• reflect the diversity of Canadian and world cultures, including those of contemporary First Nations, Métis, and Inuit peoples

• include, in English, use of short stories, novels, magazine and newspaper articles, television programs, and films

• provide opportunities for students to explore issues relating to their self-identity

• make students aware of the historical, cultural, and political contexts for both the traditional and non-traditional gender and social roles represented in the materials they are studying.

Literacy and Inquiry/Research Skills

The school emphasizes the importance of the following:

• using clear, concise communication in the classroom involving the use of diagrams, charts, tables, and graphs

• emphasizing students’ ability to interpret and use graphic texts.

• acquiring the skills to locate relevant information from a variety of sources, such as books, newspapers, dictionaries, encyclopaedias, interviews, videos, and the Internet.

• learning that all sources of information have a particular point of view

• learning that the recipient of the information has a responsibility to evaluate it, determine its validity and relevance, and use it in appropriate ways.

Role of Technology

Information and communications technologies (ICT) tools used in many ways:

• Students use multimedia resources, databases, Internet websites, digital cameras, and word-processing programs.

• They use technology to collect, organize, and sort the data they gather and to write, edit, and present reports on their findings.

• Students are encouraged to use ICT to support and communicate their learning. For example, students working individually or in

  groups can use computer technology and/or Internet websites to gain access to museums and archives in Canada and around the world.

• Students use digital cameras and projectors to design and present the results of their research to their classmates.

• The school plans to use ICT to connect students to other schools and to bring the global community into the classroom.

• Students are made aware of issues of Internet privacy, safety, and responsible use, as well as of the potential for abuse of this technology, particularly when it is used to promote hatred.

Career Education

Students are given opportunities to develop career-related skills by:

• applying their skills to work-related situations

• exploring educational and career options

• developing research skills

  
  

• practising expository writing

  
  

• learning strategies for understanding informational reading material

  
  

• making oral presentations

  
  

• working in small groups with classmates to help students express themselves confidently and work cooperatively with others.

Academic Honesty

Students who present the work of others as their own are guilty of plagiarism and will receive a mark of zero for the work and will have the details of the plagiarism noted in their school records. Students who are guilty of cheating on tests or examinations will receive a mark of zero on the test or examination and have the details of the cheating noted in their school records.

Late Assignments

Students are responsible for providing evidence of their achievement of the overall expectations within the time frame specified by the teacher, and in a form approved by the teacher. There are consequences for not completing assignments for evaluation or for submitting those assignments late.

Resources

1. Nelson Science Perspectives 9 (Nelson Education Ltd., 2010).

2. Various Internet Resources (YouTube, Wikipedia, etc.)

3. Microsoft PowerPoint