Oakwood Collegiate Institute

991 St. Clair Ave, West. Toronto, Ontario M6E 1A3 416-393-1780
Website: http://schools.tdsb.on.ca/oakwoodci/

Course Outline: Grade 10 Academic Science

Academic Year 2019-2020 Teacher Name:
Abdelmassih/Chiappetta
Department: Science CL / ACL: M. Abdelmassih
Course Title Science Course Code SNC 2D1
Prerequisite SNC 1D1 Grade 10

Level Academic Credit Value 1.0

Course Description
Ontario Ministry of Education 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 acid–base reactions; forces that affect climate and climate
change; and
the interaction of light and matter.
Textbook and Other Resources:

Textbook: Science Perspectives 10, Nelson

 Instructional Strands/Units
Strand/ Approx Assessment and
Overall Expectations/Unit
Unit . Time Evaluation Tasks
Description
Titles Spent
A1. demonstrate scientific Small assignments and
investigation skills (related to both
inquiry and research) in the four areas
activities throughout the
Scientific of skills (initiating and planning, year.
Investigation Througho performing and recording, analysing
Skills (SIS) ut the and interpreting, and communicating);
and Career course A2. identify and describe a variety of
Exploration careers related to the fields of science
under study, and identify scientists,
including Canadians, who have made
contributions to those fields.
C1. analyse a variety of safety and - safety quiz
environmental issues associated with - graphing assigment
chemical reactions, including the ways intro.
in which chemical reactions can be - lab chemical vs physical
applied to address environmental properties
Chemistry:
challenges; -test #1 chemistry
Chemical 2 months
C2. investigate, through inquiry, the - lab combustion
Reactions
characteristics of chemical reactions; - lab alkali
C3. demonstrate an understanding of - quiz balancing chemical
the general principles of chemical equations
reactions, and various ways to - acids/bases project
represent them.
E1. evaluate the effectiveness of - refraction lab
technological devices and procedures - Total Internal Reflection
designed to make use of light, and Lab
assess their social benefits; - test #2 refraction
E2. investigate, through inquiry, the - Problem Set Lenses
Physics: properties of light, and predict its - Images in Lenses Lab
Light and behaviour, particularly with respect to - Telescope Project
2 months
Geometric reflection in plane and curved mirrors - Test #3 Lenses
Optics and refraction in converging lenses;
E3. demonstrate an understanding of
various characteristics and properties
of light, particularly with respect to
reflection in mirrors and reflection and
refraction in lenses.
B1. evaluate the importance of - Plant vs. Animal Cell Lab
medical and other technological - Epithelial Cell / Onion
developments related to systems Skin Cell Lab
biology, and analyse their societal and - Mitosis Microscope Lab
Biology: ethical implications; - Cell Division Lab (SA/V)
Tissues, B2. investigate cell division, cell - Test #4 Bio.
Organs and specialization, organs, and systems in - Presentation Organ
2 months
Systems of animals and plants, using research Systems
Living and inquiry skills, including various
Things laboratory techniques;
B3. demonstrate an understanding of
the hierarchical organization of cells,
from tissues, to organs, to systems in
animals and plants.
D1. analyse some of the effects of - Problem Set Climate
Earth and Change
climate change around the world, and
Space
assess the effectiveness of initiatives - Climate Change Project
Science: 2 months
that attempt to address the issue of - Test #5 Climate Change
Climate
Change climate change;
D2. investigate various natural and
 human factors that influence Earth’s
climate and climate change;
D3. demonstrate an understanding of
natural and human factors, including
the greenhouse effect, that influence
Earth’s climate and contribute to
climate change

Learning Supports for Students

Supports for Students with Individual Education Plans (IEP’s)
Subject teachers provide accommodations and modifications as outlined on
student IEP’s. Supports may include: organizational support, additional time,
graphic organizers, reduced work load, chunking of information, note-taking
assistance, assistive technology (computer), preferential seating.

Extra Help
 Teachers post the time that they are available for extra help in their
classrooms. Students are encouraged to speak with their teachers to
arrange other times as required.
 Students can also see their Guidance Counselor for information on other
academic supports available.

Student Evaluation Criteria

Term Work
Curricular Strands Culminating Activities
Knowledge/ 17.5% In-class 5%
Understanding evaluation
Thinking/Inquiry 17.5% Final Examination 25%
Communication 17.5%
Application 17.5%
Term Work 70% Culminating Activity Total 30%

Report Card Schedule

1st Report Interim 2nd Report Final
Card Report Card Card Report Card
Report Cards Nov. 20, 2019 Feb. 7, 2020 April 16, 2020 June 28, 2020
Parent-
Teacher Nov. 28, 2019 Feb. 13, 2020
Interviews
 Assessment of Learning Skills
Independent Work – Uses class time appropriately to complete tasks
Collaboration – Accepts various roles and an equitable share of work in a group
Organization - Arrives to class prepared and on time, meets deadlines with
quality work and maintains a complete notebook
Responsibility – Fulfils responsibilities and commitments within the learning
environment
Initiative – Looks for and acts on new ideas and opportunities for learning
Self-Regulation – Sets own individual goals and monitors progress towards achieving them

Department Policies

Textbooks

Students will be issued a textbook for use during the school year and
are expected to bring it to class each period. Replacement cost $80

Evaluation

Evaluation takes a balanced approach (see above) to the 4 categories

of achievement (K/U, T/I, C, A) and blends these so that most evaluation
tasks include 2 or more of the categories. For purposes of
simplification, the final mark will be calculated as follows:

Tests and Major Assignments

(K/U, C, A) 30%

Labs, Activities, SIS

(T/I, C, A) 30%

Other (Career Exploration, Quizzes,

STSE*, smaller tasks)
(K/U, T/I, C, A) 10%

Culminating Activities (incl. Final Exam)

(K/U, T/I, C, A) 30 %

Teachers will communicate to students the approximate value of

assignments and their placement in the evaluation chart.

Attendance, Punctuality and Work Habits

It is expected that students arrive punctually to all classes

and that attendance is regular. When students are absent, it is the
responsibility of the student to find out what was missed. This should
be done at an appropriate time such as before school on the date of
return. Students are not to disrupt the learning of others by catching
up on missed work during class. This includes requests for missed/lost
handouts. All such matters should be dealt with before class
commences.
Homework will be assigned on a regular basis. Students are
expected to demonstrate initiative and self-direction in their approach
to homework. Failure to do homework will adversely affect a student’s
ability to achieve high marks. Handing in Work
Each assignment has a due date. Assignments are due at the
start of the period on the due date, unless otherwise specified. Late
assignments will be accepted until the ultimate due date. This is
usually the date on which marked assignments are returned. After this
date, assignments may not be submitted and the student will receive a
zero. Teachers may use a variety of techniques to encourage students
to submit late work. This may include, if necessary, a mark reduction
of 10%.
 Tests

Students are expected to write tests on the set date.

Students must make arrangements with the teacher in advance of the
test date if they know that they will be away. In such cases the student
may be expected to write an alternative test before the date set for the
class. If students are absent for an officially recognized excuse, they
must present documentation and the teacher will set a date for an
alternative test to be written.

Presentations

Presentations and in-class evaluations must be done on the

due date. No lates are permitted and alternative assignments may not
be provided by the teacher.

Class Website

Students are expected to regularly check the Google

Classroom site for this course for posted assignments and resources.
Students are encouraged to use the included calendar as an
organizational tool to help ensure that all timelines are met.

Exams and Culminating Evaluations

Exams and culminating evaluations must be done on the due

date. It is usually not possible to reschedule these evaluations or to
provide alternative assignments. Therefore a mark of zero will be
assigned unless suitable documentation (medical certificate etc.) is
received. In such cases, the teacher, in consultation with colleagues
and the administration, will determine an appropriate mark.

*STSE = Relating science to technology, society and the environment