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Toronto District School Board
LESTER B. PEARSON
Course Title: Grade 10 Academic Science Course of Study
Course Code: SNC2D1
Department: SCIENCE
Assistant Curriculum Leaders: B. Simpson and A. Sukhram
TEXT: ON Science 10 (McGraw-Hill Ryerson)
COURSE OVERVIEW
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.
UNIT/STRAND CONTENT (Overall expectations)
Overall expectations are listed under each unit. Specific expectations for each unit are available on the Ontario Ministry of
Education website: http://www.edu.gov.on.ca/eng/curriculum/secondary/science910curr.pdf
Unit 1: Biology – Tissues, Organs and Systems of Living Things
Time: Approximately 25-30 hours
Materials: Microscopes, slides, and cell models
Overall Expectations:
B1. evaluate the importance of medical and other technological developments related to systems biology, and analyze 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.
Unit 2: Chemistry – Chemical Reactions
Time: Approximately 25-30 hours
Materials: Periodic Table, various lab equipments and basic household chemicals like salt, baking soda etc...
Overall Expectations:
C1. analyze 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.
Unit 3: Earth and Space Science – Climate Change
Time: Approximately 25-30 hours
Materials: Handouts and probes
Overall Expectations:
D1. analyze 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
Unit 4: Physics - Light and Geometric Optics
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Time: Approximately 25-30 hours
Materials: Lens, mirrors, ray boxes etc...
Overall Expectations:
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 behavior, 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.
ASSESSMENT AND EVALUATION
The following Assessment and Evaluation points have been reproduced from Pearson’s Assessment and Evaluation Policy
document.
Students will be given a numerical grade at the end of the course. The mark will be calculated according to the following
breakdown:
70% Term Summative Evaluation:
Term Summative Evaluation is the assignment of a mark to the series of evaluation tasks based on the demonstration of a
student’s knowledge of the overall expectations of the course. This evaluation will always be preceded by practice and by
assessment activities to show students how to improve. Examples of evaluation tasks include but are not limited to
assignments, lab activities, tests and quizzes, independent projects. (Please see the “Evaluation Tasks and Achievement Chart
Category Chart” below for specific tasks and their respective weightings and due dates. (These evaluations are completed
throughout the semester and fall into the following categories:
Category
Knowledge and Understanding
Weight
■
■
Thinking and Investigation
■
■
■
Communication
■
■
■
Application
■
■
■
■
Knowledge of the content (e.g., facts, terminology, definitions,
safe use of equipment and materials)
Understanding of content (e.g., concepts, ideas, theories,
principles, procedures, processes)
Use of initiating and planning skills and strategies (e.g.,
formulating questions, identifying the problem, developing
hypotheses, selecting strategies and resources, developing plans)
Use of processing skills and strategies (e.g., performing and
recording, gathering evidence and data, observing, manipulating
materials and using equipment safely, solving equations,
proving)
Use of critical/creative thinking processes, skills and strategies
(e.g., analyzing, interpreting, problem solving, evaluating,
forming and justifying conclusions on the basis of evidence)
Expression and organization of ideas and information (e.g., clear
expression, logical organization) in oral, visual and/or written
forms (e.g., diagrams, models)
Communication for different audiences (e.g., peers, adults) and
purposes (e.g., to inform, to persuade) in oral, visual and/or
written forms
Use of conventions, vocabulary and terminology of the
discipline in oral, visual and written forms (e.g., symbols,
formulae, scientific notation, SI units)
Application of knowledge and skills (e.g., concepts and
processes, safe use of equipment, scientific and investigation
skills) in familiar contexts
Transfer of knowledge and skills (e.g., concepts and processes,
safe use of equipment, scientific and investigation skills) to
unfamiliar contexts
Making connections between science, technology, society, and
the environment (e.g., assessing the impact of science on
technology, people and other living things, and the environment)
Proposing courses of practical action to deal with problems
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25%
15%
15%
15%
relating to science, technology, society and the environment
30% Final Summative Evaluation:
Final Summative Evaluation is the assignment of a mark based on final evaluation task(s) in the form of an examination,
performance, essay, and/or other method of evaluation suitable to the course content and administered towards the end of the
course. These evaluations are completed in the final 3 - 4 weeks of the semester. There will be TWO parts to this evaluation:
PART 1:
An IN CLASS lab skills and knowledge evaluation 10%
PART 2:
A written final examination in the exam timetable
20%
Students MUST be present for BOTH parts of these evaluations. A doctor’s note or legal certificate is required for
exemption from these evaluations.
EVALUATION TASK AND ACHIEVEMENT CHART CATEGORY CHART
KU – Knowledge and Understanding; TI – Thinking and Inquiry; C – Communication; A – Application
30% Final Evaluations
Task
Final Written Exam
Performance Task
Achievement Chart Focus
KU, TI, C, A
TI, C
Weighting
20%
10%
70% Course Work
Task
Achievement Chart Focus
TI, A, C
KU, TI, C, A
KU, TI, C, A
KU, TI, C, A
KU, TI, C, A
Lab Work
Assignments
Projects
Quizzes
Tests
There are FOUR (4) units in this course and each unit focuses on the following three parts:
Relating Science to Technology, Society and the Environment
Application
Developing Skills of Investigation and Communication
Understanding Basic Concepts
Thinking and Inquiry
Knowledge and Understanding
Unit 1: Biology – Tissues, Organs and Systems of Living Things
Task
Achievement Chart Focus
Chapter 1: Cells and More Cells
1.1 Studying the Structure of Cells
1.2 Genes: Answers and Questions
1.3 Cells from Cells
1.4 The Cell Cycle
Chapter 2: Plants from Cells to Systems
2.1 Plant Cells, Tissues, and Organs
2.2 Plant Organ Systems
Chapter 3: Animals: From Cells to Systems
3.1 Cells and Tissues
3.2 Organs and Systems
3.3 Maintaining Healthy Systems
KU, TI, C, A
KU, TI, C, A
KU, TI, C, A
KU, TI, C, A
KU, TI, C, A
KU, TI, C, A
KU, TI, C, A
KU, TI, C, A
KU, TI, C, A
Unit 2: Chemistry – Chemical Reactions
Task
Chapter 4: Developing Chemical Equations
Achievement Chart Focus
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4.1 Representing Ionic Compounds
4.2 Representing Covalent Compounds
4.3 Conservation of Mass and Chemical Equations
Chapter 5: Classifying Chemical Reactions
5.1 Synthesis and Decomposition Reactions
5.2 Displacement Reactions
5.3 Reactions and Environmental Issues
Chapter 6: Acids and Bases
6.1 Identifying Acids and Bases
6.2 The pH Scale and Indicators
6.3 Reactions of Acids and Bases
KU, TI, C, A
KU, TI, C, A
KU, TI, C, A
KU, TI, C, A
KU, TI, C, A
KU, TI, C, A
KU, TI, C, A
KU, TI, C, A
KU, TI, C, A
Unit 3: Earth and Space Science – Climate Change
Task
Achievement Chart Focus
Chapter 7: Earth's Climate System
7.1 Factors that Affect Climate Change
7.2 Describing Climates
7.3 Indicators and Effects of Climate Change
Chapter 8: Dynamics of Climate Change
8.1 Energy Transfer in the Climate System
8.2 Greenhouse Gases and Human Activities
8.3 Cycling of Matter and the Climate System
Chapter 9: Addressing Climate Change
9.1 Discovering Past Climates
9.2 Monitoring and Modeling Climate Change
9.3 Taking Action to Slow Climate Change
KU, TI, C, A
KU, TI, C, A
KU, TI, C, A
KU, TI, C, A
KU, TI, C, A
KU, TI, C, A
KU, TI, C, A
KU, TI, C, A
KU, TI, C, A
Unit 4: Physics - Light and Geometric Optics
Task
Chapter 10: Light and Reflection
10.1 Sources and Nature of Light
10.2 Properties of Light and Reflection
10.3 Images in Concave Mirrors
10.4 Images in Convex Mirrors
Chapter 11: Refraction
11.1 Refraction of Light
11.2 Partial Refraction and Total Internal Reflection
11.3 Optical Phenomena in Nature
Chapter 12: Lenses and Lens Technology
12.1 Characteristics of Lens
12.2 Images Formed by Lenses
12.3 Lens Technologies and the Human eye
Achievement Chart Focus
KU, TI, C, A
KU, TI, C, A
KU, TI, C, A
KU, TI, C, A
KU, TI, C, A
KU, TI, C, A
KU, TI, C, A
KU, TI, C, A
KU, TI, C, A
KU, TI, C, A
LEARNING SKILLS
Students will also have the SIX (6) Learning Skills evaluated:
Responsibility, Organization, Independent Work, Collaboration, Initiative and Self-Regulation
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ATTENDANCE / MISSED EVALUATIONS
EXAMPLE:
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Classroom attendance and punctuality are of the utmost importance. There is a lot of material to cover and any late
arrivals or poor attendance will certainly hinder performance in this course. If you know that you are going to miss a
class, please let the teacher know as early as possible.
It is up to YOU to come to class prepared with writing, utensils, notebooks, textbooks, course handouts, calculators etc....
A SKIP is any UNEXPLAINED absence. YOU MUST bring a note, from your parent/guardian, explaining your
absence to school THE DAY YOU RETURN. Alternatively, your parent/guardian may call the MAIN OFFICE. NO
NOTE OR PHONE CALL MEANS AN UNEXPLAINED ABSENCE......WHICH MEANS YOU HAVE SKIPPED
CLASS.
Tests, assignments and other assessment activities that are skipped are awarded ZERO.
YOU are responsible for obtaining and completing any notes, tests, quizzes, assignments and any other classroom
activities missed during ANY absences from class. If you miss a test or quiz, it is up to YOU to go out of your way to
find the teacher to “make up” for the missed opportunity. Missed activities will be written/performed dependent on
teacher availability.
Where it is known that the student will be away for a test, the student will arrange WELL IN ADVANCE (at least two
days) with the teacher to “make up” this evaluation.
Any assignment handed to the teacher after the class set has been marked and returned will receive a mark of ZERO.
When the circumstances are appropriate (example: illness) an alternative assignment will be provided.
Any student that plagiarizes submitted work or allows their submitted work to be copied, will receive a mark of ZERO
for that activity.
LATE WORK POLICY
Refer to the Pearson Assessment and Evaluation Policy, P. 5 and 6 for definitions.
Mark Deduction:
 For each evaluation, the teacher will inform students of the due date.
 If students are unable to meet the due date (due to compelling and extenuating circumstances, for example: illness or
bereavement) the student should approach their teacher and negotiate the opportunity for an extended time line prior
to the assignment due date.
 Teachers may request documentation from parent/guardian that a need exists for extension of due date.
 In the event that some students do not meet the due date, a reasonable, ultimate deadline shall be set at the teacher’s
discretion. It shall be clearly communicated to the students who are affected. For example, the ultimate deadline
could be the date a marked assignment is returned to the class, if the viewing of a marked assignment will benefit a
student who has yet to hand it in.
 Students should not be deducted for late work. However, the policy for Lester B. Pearson, supported by the TDSB
documents, is as follows: as a last resort, after the due date for an assignment has been missed, a teacher may deduct
a maximum of 10% from the value of the assignment when submitted by the ultimate deadline.
ACADEMIC HONESTY
(Consequences of Academic Dishonesty/Plagiarism)
Refer to page 7 and 8 of Pearson’s Assessment and Evaluation Policy.
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