Science-SNC1W

Course Prerequisite

None

Description

This course enables students to develop their understanding of concepts related to biology, chemistry, physics, and Earth and space science, and to relate science to technology, society, and the environment. Throughout the course, students will develop and refine their STEM skills as they use scientific research, scientific experimentation, and engineering design processes to investigate concepts and apply their knowledge in situations that are relevant to their lives and communities. Students will continue to develop transferable skills as they become scientifically literate global citizens.

Course Info

Course Outline & Units

Unit Order	Unit Name	Suggested Time
Unit 1	Biology : learn about the environment through the concept of sustainable ecosystems and the interconnectedness of various ecological factors and processes, such as biodiversity, air and water quality and soil health; recognize how human activities, including those that contribute to climate change, impact the environment, and explore ways to restore the balance in ecosystems; investigate natural processes, such as the flow of energy and the cycling of matter, and their importance in maintaining balanced ecosystems.	20 hours
Unit 2	Chemistry : learn about the importance of chemistry in their daily lives, including the use and safe disposal of elements and compounds found in familiar products such as smartphones; examine the impacts of chemical processes and technologies on society and the environment; increase their understanding of the nature of matter, the structure of atoms and properties of elements and compounds, by exploring the periodic table of elements and through hands-on investigations.	20 hours
Unit 3	Physics : understand the impacts of electrical energy production and consumption on society and the environment, and explore initiatives to achieve sustainable practices; learn about the nature of electric charges, including their behaviour in static electricity and electric current, through investigations (for example, building a circuit); examine the relationships between various characteristics of electricity.	20 hours
Unit 4	Earth and Space : expand their knowledge of the impacts of space exploration on society and the environment; learn about the importance and effect of technological innovations derived from space exploration; continue learning about the components of the solar system and the universe; develop a better understanding of the Sun and its relationship to processes on Earth.	20 hours
Unit 5	STEM Skills and Careers : engage in an experiential approach to learning science concepts; enhance their learning and skills throughout the course in the areas of biology, chemistry, physics, and Earth and space science investigate practical applications and various careers, including those in the skilled trades, enabling students to make connections between science and everyday life.	20 hours

Culminating Assignments and Exam	This consists of a midterm assignment, a final culminating assignment as well as a final exam.	10 hours
	Total	110 Hours

Learning Strategies

A variety of strategies are used to allow students many opportunities to attain the necessary skills for success in this course. The teacher uses a variety of whole class, small group and individual activities to facilitate learning. The following is a list of specific teaching/learning strategies that the teacher may use but is not limited to:

In – class discussion

Problem solving

Group discussion

Peer partner learning

Interviewing

In – class practice

Concept formation

Inquiry

Structured overview

Lecture

Explicit teaching

Compare and contrast

Demonstrations

Real life examples connection (STSE)

Reflective discussion

Guided thinking

Problem posing

Internet research

Homework

Assigned questions

Computer Assisted Instruction

Laboratory Simulations

Course FAQ

What is the course duration and format?

The course duration is 110 hours, delivered in an online school format.

Is there any prerequisite for this course?

No, there is no prerequisites for this course.

What is the course fee?

The course fee is based on the selected option of Online Instructor-Class Credit For detailed information and pricing, please check our website.

Assessment & Resources

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 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 to provide evaluative statements about student achievement. 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.

A wide variety of instructional strategies are used to provide learning opportunities to accommodate a variety of learning styles, interests and ability levels. These strategies include:

ASSESSMENT TOOLS

Assessment and Evaluation

Evaluation in this course will be continuous throughout the year and include various evaluation methods. The tools highlighted will be used for the three different types of assessments:

Assessment as Learning

Assessment for Learning

Assessment of Learning

Student Product:

Learning Logs (anecdotal)

Checklist (Units)

Self – evaluation sheet

Student Product:

Pre – tests (scale/rubric)

Quizzes (scale/rubric)

Homework

Peer feedback (anecdotal/checklist)

Vocabulary notebooks (anecdotal)

Student Product:

Assignments

Tests (scale/rubric)

Lab Reports (rubric/checklist)

Final Examination

Observation:

Whole class discussions (anecdotal)

Review of Lab Design/Report

Review of Research Notes

Observation:

Class discussions (anecdotal)

Performance tasks (anecdotal/scale)

Observation:

Performance tasks (anecdotal/scale)

PowerPoint presentations (rubric)

Conversation:

Student teacher conferences (checklist)

Small group discussions

Pair work (checklist)

Conversation:

Student teacher conferences (checklist)

Small group discussions (checklist)

Peer – feedback (anecdotal)

Conversation:

Question and answer session (checklist)

Resources

Growing Success: Assessment, Evaluation and Reporting in Ontario Schools (2010)

http://www.edu.gov.on.ca/eng/policyfunding/growSuccess.pdf 

Course Final Grade & Report Card

The Final Grade and Report Card

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

ACHIEVEMENT CHART CATEGORY

The categories, defined by clear criteria, represent four broad areas of knowledge and skills within which the expectations for any given science course are organized. The four categories should be considered as interrelated, reflecting the wholeness and interconnectedness of learning.

The categories of knowledge and skills are described as follows:

Knowledge and Understanding: Subject-specific content acquired in each course (knowledge), and the comprehension of its meaning and significance (understanding).

Thinking and Inquiry: The use of critical and creative thinking skills and/or processes.

Communication: The conveying of meaning through various oral, written, and visual forms.

Application: The use of knowledge and skills to make connections within and between various contexts.

In calculating the student’s final mark, the following weighting will apply:

Knowledge & Understanding: 25%

Application: 25%

Communication: 25%

Thinking, Inquiry & Problem Solving: 25%

Knowledge and Understanding (25%)

Thinking and Inquiry (25%)

Communication (25%)

Application (25%)

– Quizzes

– Tests

– Reports

-Homework checks

– Chapter and Unit Questions

-Assignments

– Library Research

– Scientific method & experimentation

– Applications of technical skills, use of tools and equipment,

– Open ended test questions, – Concept maps,

– Formulating questions

– Written work/Reports

– Note-taking

– Oral presentation

– Visual display

– Projects

– Laboratory reports

– Essays

– In-class questions and answers,

– Terminology,

– Student- teacher conferences

Completion of a variety of products that demonstrates an understanding of connections among science, technology, society and the environment

– Research papers

– Projects

– Debates,

– Interviews,

– Analyzing issues, assessing impacts and proposing courses of action

Course Grade	Grade 9
Course Code	SNC1W
Course Category	Science
Course Type	De-Streamed
Course Delivery	Online
Course Duration	110h
Course Credit	1.00

Science-SNC1W

Course Prerequisite

Description

Course Info

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Science-SNC1W

Course Prerequisite

Description

Course Info

About Us

Our Courses

Quick Links

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