About the course
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.
Science Academic 10
Course Credit
1
Course Price
$ 550.00
Course Developer
My Learning Oasis
Prerequisite(s) (Text)
Grade 9 Science, Academic (SNC1D)
Course Code
Department Head & Contact Information
SNC2D
Ravi Sharma(ravi@mylearningoasis.com)
Course Type
Academic
Grade Level
Grade 10
Course Development Date
June 10th, 2021
Course Outline
Biology: Tissues, Organs, and Systems of Living Things
In this unit students will look at the ways in which plants and animals, including humans, are made of systems of specialized cells, tissues, and organs that are organized into systems. Students will also look at the ethical, social, and environmental impacts related to the test tube creations of life, and the role of scientific developments such as vaccines and their testing on animals, genetically modified organisms (the positive and negative impacts), for instance GMO soya is known to be a cancer causing agent; hot liquids, such as tea and coffee are known to trigger throat cancer. Do we stop serving them?
Estimated Hours of Instructions: 27 hours
Chemistry: Chemical Reactions
Students will study the ways and theories employed in predicting the output of a reaction. Students will discuss the negative impacts that certain chemical reactions can have on the environment and how these can be countered or avoided. The ways to counter the negative impacts will include human behaviors, chemical reactions, the choice of herbicides, insecticides, cleaning products and more.
Estimated Hours of Instructions: 27 hours
Earth and Space: Climate Change
In this unit students will look at the effects that systems, subsystems, and converging and interacting systems and processes have on the Earth’s climate. They will understand that the climate is dynamic and can be negatively impacted. Students will explore how both natural and human factors affect global climate change. Students will also investigate ways by which climate change affects living things and natural systems. Students will then look at ways by which, collectively, all can assist in reversing negative climate change effects. These solutions may include but are not limited to choosing better fuel, utilizing solar, wind, and hydro powers. Finding ways to consume less fossil fuel or dirty fuels.
Estimated Hours of Instructions:27 hours
Physics: Light and Geometric Optics
Students will be introduced to the basic properties of light and some laws that govern the behavior of light, like the angle of incidence equal to the angle of reflections. They will explore the laws of refraction and the bending of light when it travels from one medium to a denser or less dense medium. Total internal reflection will be discussed and some of the phenomena associated with it. Some of the properties of lenses and curved mirrors will be studied. Optical devices will be studied like the simple pair of glasses, the periscope, the projectors, the microscopes, the CD/DVD players and more. The unit ends with a look at the uniqueness of lasers.
Estimated Hours of Instructions: 27 hours
Exam
This is a proctored exam worth 30% of your final grade.
Estimated Hours of Instructions: 2 hours
Total 110 hours
Resources
The course material (class notes and necessary handouts) will be provided by the teacher.
The students will be required to have:
● Access to a library or the Internet to do research
● Access to the internet as well as electronic devices for note taking and communication for those taking the class online
Overall Curriculum Expectations
A. Scientific Investigation Skills and Career Exploration
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.
B. Biology: Tissues, Organs, and Systems of Living Things
B1 Evaluate the importance of medical and other technological developments related to systems biology, and analyse their societal and ethical implications.
B2 Investigate cell division, cell specialization, organs, and systems in animals and plants, using research and inquiry skills, including various laboratory techniques.
B3 Demonstrate an understanding of the hierarchical organization of cells, from tissues, to organs, to systems in animals and plants.
C. Chemistry: Chemical Reactions
C1 Analyse a variety of safety and environmental issues associated with chemical reactions, including the ways in which chemical reactions can be applied to address environmental challenges.
C2 Investigate, through inquiry, the characteristics of chemical reactions.
C3 Demonstrate an understanding of the general principles of chemical reactions, and various ways to represent them.
D. Earth and Space Science: Climate Change
D1 Analyse some of the effects of climate change around the world, and assess the effectiveness of initiatives that attempt to address the issue of 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.
E. Physics: Light and Geometric Optics
E1 Evaluate the effectiveness of technological devices and procedures designed to make use of light, and assess their social benefits;
E2 Investigate, through inquiry, the properties of light, and predict its behaviour, particularly with respect to reflection in plane and curved mirrors 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.
Special Accommodations
Only Some students are able, with accommodations, to be part of a regular course curriculum and to demonstrate independent learning. These accommodations allow access to the course without any dilution of the knowledge and skills the student is expected to demonstrate. These required accommodations to facilitate the student’s learning will be identified in his or her IEP (see IEP Standards, 2000, page 11*).
It is likely that IEP for many or all courses will reflect the same accommodations. The instructions and accommodations are geared to meet the diverse needs of learners. The three types of accommodations that are going to be used are:
i) Instructional accommodations - changes in teaching/learning strategies facilitated by different styles of presentation; methods of organization; the use of technology and multimedia.
ii) Environmental accommodations - Certain classroom settings and preferential seating may benefit these students.
iii) Assessment: assessment procedures that enable the student to demonstrate his or her learning, such as Multiple Intelligence Theory, giving more time to complete tasks (see page 29 of the IEP Resource Guide, 2004, for more examples).
For students who require accommodations for only the mathematics courses, the assessment and evaluation of their achievement will be based on the appropriate course curriculum expectations and the achievement levels outlined in this document. The IEP box on the students’ Provincial Report Cards will not be checked, and no information on the provision of accommodations will be included.
* Taken from: Ministry of Education, Ontario. Extracted from The Ontario Curriculum, Grades
9 and 10: Science, 2008; Pg: 31-33) Date of extraction: date: Sunday, March 14, 2021
Program Considerations For English Language Learners
Students from a variety of cultural and linguistic backgrounds. For many of these students, English is not their spoken language. They may be coming from highly sophisticated educational systems, while others may have come from regions where access to formal schooling was limited. These students offer a rich addition to the classroom experience by way of their background knowledge and experience. All teachers will assist with their English- language development. In mathematics the teachers will include appropriate adaptations and strategies in their instructions and assessments to facilitate the success of the English language learners in their classrooms. Some of these strategies and adaptations are: modification of some or all of the course expectations so that they are challenging but attainable for the learner at his or her present level of English proficiency, given the necessary support from the teacher.
Teaching/Learning Strategy
The key learning strategy at My Learning Oasis Elite Private School is Constructivism. This format facilitates learning by many techniques, most or all of which will be adopted in the classroom. The most dominant of these is group learning. The facilitator places students of different backgrounds in the same group so that they can feed off each other. Each may bring to the table a different reasoning strategy to facilitate problem-solving. Now, each student becomes a learner and a teacher at the same time, as he/she has to communicate his/her solution. This builds the students' knowledge base and by default, increases their confidence to speak in a crowd, albeit a small group at the beginning. The famous educationalist, Vygotsky, proved that by placing students in a group they function at the upper level of their zone of proximal development, each one scaffolding the other.
This strategy is further enhanced by the teacher asking leading questions as opposed to giving the answer outright, then allowing for group discussion. The students are encouraged to make connections between what they have learnt and their life experiences, then share with the group. The effect of this strategy is intrinsic motivation and learning. Each student develops an expanded appreciation of the topic at hand by seeing how it applies in different settings around the world by way of listening to their group members.
This Constructivist approach will be further accentuated by implementing “fish-bowling”. There are many ways to implement this technique. The one that will mostly be used will be by dividing up the larger problem (technical, mathematics, science, or otherwise) into smaller bits and have each student thoughtfully master one part. That student then teaches the group and facilitates a discussion reflection about the strategy (computational or otherwise) used in the solution. Each student in turn does this.
The above techniques enable students to reflect on the material learnt, make real life connections, and develop problem solving skills. One important by-product of the technique of Constructivism is that each student develops an appreciation of each other’s culture. This cultivates healthy people’s skill, which is not only important for the professional world but for life itself.
Constructivism lends itself well to students whose first language is not the language of instruction and who is new to the class. While other strategies will be used for students having difficulty with the English Language, this technique will definitely be used to enhance their English skill.
Assessment And Evaluation
At My Learning Oasis, course facilitators do not wait for a quiz or exam to determine how well a student is doing. Here, evaluation is an on-going exercise. The pedagogical techniques (refer to Teaching and Learning Strategies) used at My learning Oasis are perhaps the best techniques suited for on-going assessment, hence, they being an integral part of our delivery methodologies.
Concrete assessments are made through projects and assignments. However, the evaluation is based on “our flavor” of the Mastery Teaching technique. This ensures that the emphasis is on the quality of learning and NOT grading. Students' projects and homework will continuously be evaluated and re-evaluated with appropriate guidance to meet the school’s and Ministry’s expectations. At My Learning Oasis, we will work with the students until the projects meet a minimum of a B-grade, unless in extreme circumstances where the willful negligence of the students force lower grades. While this is a lot more taxing on the facilitator, it does not matter because My Learning Oasis is a Learner-centered institution NOT a Grade-Centered nor a Teacher-Centered institution.
Four categories of knowledge and skills are outlined in the achievement chart - knowledge and understanding, thinking, communication, and application. Student’s work is assessed and evaluated with respect to these categories, and that achievement of particular expectations is considered within the appropriate categories. A final grade will then be recorded for this course and if that grade is 50% or higher, a credit is granted to the student and recorded for this course. The final grade for this course will be determined as follows:
● For material evaluated throughout the course, seventy percent of the grade will be assigned. This portion of the grade should reflect the student's consistency in his/her level of achievement throughout the course, although special consideration should be given to more recent evidence of achievement.
● Thirty percent of the grade will be based on a final evaluation, which is administered towards the end of the course.
Final Exam: 30%
Grading for all course work, projects, presentation, participation, interim quizzes and exam: 70%
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