Course Description (As
specified in Ministry of Education Policy Document)
This course enables students to understand basic concepts in biology,
chemistry, earth and space science, and physics; to develop skills in
the processes of scientific inquiry; and to relate science to
technology, society, and the environment. Students will learn scientific
theories and conduct investigations related to cell division and
reproduction; atomic and molecular structures and the properties of
elements and compounds; the universe and space exploration; and the
principles of electricity.
Listed in order of instructional delivery
Strand /
Unit Titles
HOURS
Overall Expectations / Unit Description
Biology:
Reproduction
• describe cell theory, and apply it to processes of cell division,
including mitosis, and the function of sexual (including human) and
asexual reproductive systems;
• investigate and analyse cell division and factors affecting cell
reproduction;
• evaluate the implications for social decision making of scientific
research and technological developments in reproductive biology.
Chemistry:
Atoms and Elements
• describe various models of the atom, the atomic structure of common
elements, and their organization in the periodic table;
• investigate the physical and chemical properties of elements and
compounds and use the periodic table to predict the properties of
elements;
• describe technologies associated with the refinement, use, and
recycling of chemical elements and compounds.
Earth and Space Science:
The Study of the Universe
• demonstrate an understanding of how scientific evidence and
technological advances support the development of theories about the
formation, evolution, structure, and nature of our solar system and the
universe;
• investigate and predict the appearance and motion of visible celestial
objects;
• evaluate how human endeavours and interest in space have contributed
to our understanding of outer space, the Earth, and living things, and
describe Canadian contributions to space exploration.
Physics:
The Characteristics of electricity
• describe and apply models of static and current electricity;
• design and conduct investigations into electrical circuits found in
everyday life and into the quantitative relationships among current,
potential difference, and resistance;
• evaluate the social, economic, and environmental costs and benefits
arising from the methods of electrical energy production used in Canada.
Learning Skills Criteria
In each reporting period, report on the quality of the learning skills
demonstrated by the student in each of the categories identified on the
report card
using the following letter symbols.
• regularly completes assignments on time and with care
• demonstrates self-direction in learning
• independently selects, evaluates, and uses appropriate learning
materials, resources, and activities
• demonstrates persistence in bringing tasks to completion
• uses time effectively
• uses prior knowledge and experience to solve problems and make
decisions
• reflects on learning experiences
SKILL: Organization Indicators:
• organizes work when faced with a number of tasks
• devises and follows a coherent plan to complete a task
• follows specific steps to reach goals or to make improvements
• revises steps and strategies when necessary to achieve a goal
• manages and uses time effectively and creatively
• demonstrates ability to organize and manage information
• follows an effective process for inquiry and research
• uses appropriate information technologies to organize information and
tasks
SKILL: Initiative Indicators:
• seeks out new opportunities for learning
• responds to challenges and takes risks
• demonstrates interest and curiosity about concepts, objects, events,
and resources
• seeks necessary and additional information in print, electronic, and
media resources
• identifies problems to solve, conducts investigations, and generates
questions for further inquiry
• requires little prompting to complete a task, displaying
self-motivation and self-direction
• approaches new learning situations with confidence and a positive
attitude
• develops original ideas and devises innovative procedures
• attempts a variety of learning activities
• seeks assistance when needed
• uses information technologies in creative ways to improve learning for
self or others
SKILL: Teamwork Indicators:
• works willingly and cooperatively with others
• shares resources, materials, and equipment with others
• responds and is sensitive to the needs and welfare of others
• solves problems collaboratively
• accepts various roles, including leadership roles
• takes responsibility for his or her own share of the work to be done
• works to help achieve the goals of the group or the class
• helps to motivate others, encouraging them to participate
• contributes information and ideas to solve problems and make decisions
• questions the ideas of the group to seek clarification, test thinking,
or reach agreement
• shows respect for the ideas and opinions of others in the group or
class
• listens attentively, without interrupting
• in discussions, paraphrases points of view and asks questions to
clarify meaning and promote understanding
• recognizes the contribution of group members by means of
encouragement, support, or praise
• seeks consensus and negotiates agreement before making decisions
SKILL: Work Habits/Homework Indicators:
• completes
homework on time and with care
• puts forth
consistent effort
• follows
directions
• shows
attention to detail
• uses materials
and equipment effectively
• begins work promptly and uses time effectively
• perseveres with complex projects that require sustained effort
• applies effective study practices
NOTE:
The above chart is a reformatting of the skills identified in the Ministry of
Education’s
Guide to the Provincial Report Card, Grades 9 – 12:
Appendix C: pages 27 to 29 .
