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 careers related to the fields of science under study, and describe the contributions of scientists, including Canadians, to those fields. 

B. Diversity of Living Things 

-Analyse the effects of various human activities on the diversity of living things; 

-Investigate, through laboratory and/or field activities or through simulations, the principles of scientific classification, using appropriate sampling and classification techniques; 

-Demonstrate an understanding of the diversity of living organisms in terms of the principles of taxonomy and phylogeny. 

C. Evolution 

-Analyse the economic and environmental advantages and disadvantages of an artificial selection technology, and evaluate the impact of environmental changes on natural selection and endangered species; 

-Investigate evolutionary processes, and analyse scientific evidence that supports the theory of evolution; 

-Demonstrate an understanding of the theory of evolution, the evidence that supports it, and some of the mechanisms by which it occurs. 

D. Genetic Processes 

-evaluate the importance of some recent contributions to our knowledge of genetic processes, and analyse social and ethical implications of genetic and genomic research; 

-investigate genetic processes, including those that occur during meiosis, and analyse data to solve basic genetics problems involving monohybrid and dihybrid crosses; 

-demonstrate an understanding of concepts, processes, and technologies related to the transmission of hereditary characteristics. 

E. Animals: Structure and Function 

-Analyse the relationships between changing societal needs, technological advances, and our understanding of internal systems of humans; 

-Investigate, through laboratory inquiry or computer simulation, the functional responses of the respiratory and circulatory systems of animals, and the relationships between their respiratory, circulatory, and digestive systems; 

-Demonstrate an understanding of animal anatomy and physiology, and describe disorders of the respiratory, circulatory, and digestive systems. 

F. Plants: Anatomy, Growth, and Function 

-Evaluate the importance of sustainable use of plants to Canadian society and other cultures; 

-Investigate the structures and functions of plant tissues, and factors affecting plant growth; 

-Demonstrate an understanding of the diversity of vascular plants, including their structures, internal transport systems, and their role in maintaining biodiversity. 

COURSE CONTENT

1. Diversity --- 22 hours

2. Evolution --- 20 hours

3. Genetic Processes --- 27 hours

4. Animals: Structure and Function --- 20 hours

5. Plants: Anatomy, Growth, and Functions --- 15 hours

6. Culminating Assignments --- 6 hours

Totol 110 hours

TEACHING & LEARNING STRATEGIES

• Direct Instruction (teacher-led)

• Class Discussion (teacher facilitated)

• Small Group Discussion

• 1:1 Conferencing Teacher & Student

• Teacher reading to class

• Silent individual reading

• Brainstorming

• Class Activity (teacher facilitation)

• Experiential learning (learn by doing)

• Worksheets/Surveys

• Text-based modeling

• Use of Computers / Internet

• Use of video 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

Assessment for Learning - we provide feedback and coaching

Assessment FOR Learning is the process of seeking and interpreting evidence for the use of learners and their teachers to decide where the learners are in their learning, where they need to go, and how best to go there.

Assessment as Learning - we help students monitor progress, set goals, reflect on their learning

Assessment AS Learning is the process of the explicit fostering of students’ capacity over time to be their own best assessors, but teachers need to start by presenting and modeling external, structured opportunities for students to assess themselves.

Assessment of Learning – we use assessments as ways of providing evaluative statements about the level of achievement of students

Assessment OF Learning is the assessment that becomes public and results in statements of symbols (marks/grades/levels of achievement) about how well students are learning. It often contributes to pivotal decisions that will affect students’ future.

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.

Weighting of categories

Knowledge & Understanding --- 25%

Thinking --- 25%

Communication --- 25%

Application --- 25%

Assessment Tools

Marking schemes ; Anecdotal comments ; Rubrics

Assessment Strategies

Assessment for Learning

Quizzes ; Presentations ; Journals ; Projects ; Demonstrations ; Independent Study Assignment ; Work Sheets

Assessment as Learning

Journal ; Exit and Entrance Cards ; KWL Chart ; Self/Peer assessment ;

Assessment of Learning

Tests; Presentations ; Projects ; Independent Study Assignment ;Work Sheets

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.

Teaching Approaches

Science programs are a wonderful intersection of the natural curiosity of students and their understanding and experiences of/with the world they live in. Science programs, then, should work to nurture this curiosity and provide students with the tools to make connections between their studies and the real world.

Students in these programs typically demonstrate their understanding in a way that makes the most sense to them, and thus a class will typically have a wide variety of ways to show their understanding. As such, the activities designed for the course should allow students to demonstrate their understanding in a wide variety of ways. Above all, the strategies teachers use must be suitable for the needs of the students.

Students must have access to a wide variety of equipment and materials to investigate scientific concepts, and also have the opportunity to use inquisitive approaches in order to “discover” natural relationships on their own in a similar manner to original discoveries.

Program Considerations for Students with Special Education Needs

Teachers must incorporate appropriate strategies for instruction and assessment to facilitate the success of students with special educational needs in their classrooms. These strategies stem from the beliefs as laid out in Special Education Transformation: The report of the Co-Chairs with the Recommendations of the Working Table on Special Education, 2006:

• All students can succeed

• Universal design and differentiated instruction are effective and interconnected means of meeting the learning or productivity needs of any group of students

• Successful instructional practices are founded on evidence-based research, tempered by experience

• Classroom teachers are key educators for a students’ literacy and numeracy development.

• Each student has his or her own unique patterns of learning.

• Classroom teachers need the support of the larger community to create a learning environment that supports students with special education needs.

• Fairness is not sameness.

Teachers must plan their program that recognize the diversity of students’ learning styles, needs, and responses, so students can have performance tasks that respect their abilities so they can derive the greatest possible benefit from the teaching and learning process.

Teachers must be mindful of three types of accommodations for students at Brain Power:

• Instructional Accommodations: changes in teaching strategies, including styles of presentation, methods of organization, or use of technology and multimedia

• Environmental Accommodations: changes that the student may require in the classroom and/or school environment, such as preferential seating or special lighting.

• Assessment accommodations: changes in assessment procedures that enable the student to demonstrate his or her learning, such as allowing additional time to complete tests or assignments, or permitting oral responses to test questions

No modifications to course expectations are made at Brain Power.

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).

Environmental Education

Environmental education is education about the environment, for the environment, and in the environment that promotes an understanding of, rich and active experience in, and an appreciation for the dynamic interactions of:

• The earth’s physical and biological systems

• The dependency of our social and economic systems on these natural systems

• The scientific and human dimensions of environmental issues

• The positive and negative consequences, both intended and unintended, of the interactions between human-created and natural systems.

Shaping Our Schools, Shaping Our Future: Environmental Education in Ontario Schools (June 2007), p. 6

Environmental education is the responsibility of the entire education community, especially so in the science courses. Relating science to technology, society, and the environment (STSE) provides opportunities for teachers to integrate environmental education effectively into the curriculum.

For example, a sense of place can be developed as students investigate the geological history of their region. An understanding of the effects of human activity on the environment can be developed as students consider the impact of their actions on a local and global scale. Systems thinking can be developed as students extend their understanding of various kinds of systems and the interdependence of their components.

Antidiscrimination Education

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

• enable students to become more sensitive to the diverse cultures and perceptions of others, including Aboriginal peoples

• discuss aspects of the history of mathematics to make students aware of the various cultural groups that have contributed to the evolution of mathematics over the centuries

• illustrate to students that everyday people use mathematics in their everyday lives, both at work and at home

• connect mathematics to real world situations and human affairs such as health, science, environmental studies, trend analysis, and politics.

Literacy, Mathematical 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.

When reading in science, students use a vastly different set of skills than they do when reading literature. They must understand complex vocabulary and terminology very specific to the discipline, and interpret non-verbal aspects such as symbols, charts, and diagrams. The organization of scientific journals and papers is also very specific, and students must familiarize themselves with not only the layout of these documents but also the writing styles required. Scientific literacy is a crucial skill for students to develop, as it will not only help their understanding throughout the course but also assist them in explaining and demonstrating their findings throughout their studies.

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.

• Students use databases, spreadsheets, dynamic geometry and statistical software, graphing software, computer algebra systems, and so on in order to quickly navigate through complex problems, to see the effect of dynamic data on their values and trends, and to see a graphical representation of data.

• 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

• developing key essential skills such as reading text, writing, computer use, measurement and calculation, and problem solving

• 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.

Health and Safety in Science Programs

Teachers must demonstrate safe practices at all times and clearly communicate the safety expectations to students in accordance with school, school board, and Ministry of Education policies and Ministry of Labour regulations. Teachers are responsible for ensuring the safety of students during classroom activities and for encouraging and motivating students to assume responsibility for their own safety and the safety of others. Teachers must also ensure that students have the knowledge and skills needed for safe participation in science activities.

Teachers must have concern for their own safety and the safety of their students, but also the knowledge necessary to use the materials, equipment, and procedures involved in science safely. They must also have the knowledge about the care of living things that are brought in to the classroom.

Students must demonstrate that they have the knowledge, skills, and habits of mind required for safe participation in science activities when they: maintain a well-organized and uncluttered work space, follow established safety procedures, identify possible safety concerns, suggest and implement appropriate safety procedures, carefully follow the instructions and examples of the teacher, consistently show care and concern for their own safety and that of others.

Financial Literacy

The school is emphasizing the importance of ensuring that Ontario students have the opportunity to improve their financial literacy. Financial literacy is defined as “having the knowledge and skills needed to make responsible economic and financial decisions with competence and confidence”. The goal is to help students acquire the knowledge and skills that will enable them to understand and respond to complex issues regarding their own personal finances and the finances of their families, as well as to develop an understanding of local and global effects of world economic forces and the social, environmental, and ethical implications of their own choices as consumers. Thus, an attempt will be made to integrate Financial Literacy in all the school’s courses.

In science courses, students will have the opportunity to discover the cost of various tests, materials, and equipment used in the science courses and the real world. This will help students understand the cost of research, product development, and testing in real world scenarios. Students will also have the opportunity to discuss salaries and career options of those in the scientific field in order to get an understanding of future expectations

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 Biology 11 University Preparation, Nelson Education Ltd. © 2012

2. Moodle Website

3. Various Internet Resources:

• Wolfram Alpha

• Wikipedia

• Khan Academy