Course Description

This course enables students to develop their understanding of basic concepts in biology, chemistry, earth and space science, and physics, and to relate science to technology, society, and the environment. Throughout the course, students will develop their skills in the processes of scientific investigation. Students will acquire an understanding of scientific theories and conduct investigations related to sustainable ecosystems; atomic and molecular structures and the properties of elements and compounds; the study of the universe and its properties and components; and the principles of electricity.

Unit Titles and DescriptionsTime Allocated
Biology: Sustainable Ecosystems

Students will demonstrate an understanding of the dynamic nature of ecosystems and their ability to respond, within limits, while maintaining their ecological balance.  They will also assess society’s responsibility to regulate their impact on the sustainability of ecosystems in order to preserve them for future generations.

27 hours
Chemistry: Atoms, Elements, and Compounds

Students will investigate the specific physical and chemical properties of elements and compounds that can be used to determine their practical uses.  They will also demonstrate an understanding that elements and compounds have both positive and negative effects on society and the environment.

27 hours
Earth and Space: The Study of the Universe

Students will demonstrate an understanding that different types of celestial objects in the solar system and universe have distinct properties that can be investigated and quantified.  They will investigate how people use observational evidence of the properties of the solar system and the universe to develop theories to explain their formation and evolution.  Students will also evaluate the enormous cost of space exploration that has generated valuable knowledge of the solar system and universe.

27 hours
Physics: The Characteristics of Electricity

Students will demonstrate an understanding that electricity is a form of energy produced from a variety of non-renewable and renewable sources.  They will investigate the distinct properties of static and current electricity that determine how they are used.  Students will also evaluate the social, economic, and environmental implications of the production and consumption of electrical energy.

27 hours
Final Assessment
Exam

This is a proctored exam worth 30% of your final grade.

2 hours
Total110 hours

Resources required by the student:

Note: This course is entirely online and does not require or rely on any textbook.

  • Online access to third party software
  • A scanner, smart phone camera, or similar device to upload handwritten or hand-drawn work
  • A digital video camera, a web camera, or similar device to record and upload video recordings

Overall Curriculum Expectations

A. Scientific Investigation Skills and Career Exploration
A1demonstrate scientific investigation skills (related to both inquiry and research) in the four areas of skills (initiating and planning, performing and recording, analyzing and interpreting, and communicating);
A2identify 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: Sustainable Ecosystems
B1assess the impact of human activities on the sustainability of terrestrial and/or aquatic ecosystems, and evaluate the effectiveness of courses of action intended to remedy or mitigate negative impacts;
B2investigate factors related to human activity that affect terrestrial and aquatic ecosystems, and explain how they affect the sustainability of these ecosystems;
B3demonstrate an understanding of the dynamic nature of ecosystems, particularly in terms of ecological balance and the impact of human activity on the sustainability of terrestrial and aquatic ecosystems.
C. Chemistry: Atoms, Elements, and Compounds
C1assess social, environmental, and economic impacts of the use of common elements and compounds, with reference to their physical and chemical properties;
C2investigate, through inquiry, the physical and chemical properties of common elements and compounds;
C3demonstrate an understanding of the properties of common elements and compounds, and of the organization of elements in the periodic table.
D. Earth and Space Science: The Study of the Universe
D1assess some of the costs, hazards, and benefits of space exploration and the contributions of Canadians to space research and technology;
D2investigate the characteristics and properties of a variety of celestial objects visible from Earth in the night sky;
D3demonstrate an understanding of the major scientific theories about the structure, formation, and evolution of the universe and its components and of the evidence that supports these theories.
E. Physics: The Characteristics of Electricity
E1assess some of the costs and benefits associated with the production of electrical energy from renewable and non-renewable sources, and analyse how electrical efficiencies and savings can be achieved, through both the design of technological devices and practices in the home;
E2investigate, through inquiry, various aspects of electricity, including the properties of static and current electricity, and the quantitative relationships between potential difference, current, and resistance in electrical circuits;
E3demonstrate an understanding of the principles of static and current electricity.

 

Teaching & Learning Strategies:

Teaching and learning strategies assist both teachers and students in achieving specific learning objectives. A number of methods have been used to create an online learning environment that will engage students in a variety of ways and support their understanding of scientific concepts. These strategies may include:

  • Clearly described unit expectations
  • Hands-on lab activities
  • Virtual lab activities
  • Virtual field trips
  • Animations and simulations
  • Creative problem solving
  • Case Studies
  • Assessment FOR learning activities
  • Student reflection and self-assessment
  • Discussions of issues relating science to technology, society, and the environment
  • Research Reports
  • Opinion-based Reports
  • Concept-supporting games
  • Model building
  • Field observations

Assessment, Evaluation and Reporting Strategies of Student Performance:

Our theory of assessment and evaluation follows the Ministry of Education’s Growing Success document, and it is our firm belief that doing so is in the best interests of students. We seek to design assessment in such a way as to make it possible to gather and show evidence of learning in a variety of ways to gradually release responsibility to the students, and to give multiple and varied opportunities to reflect on learning and receive detailed feedback.

Growing Success articulates the vision the Ministry has for the purpose and structure of assessment and evaluation techniques. There are seven fundamental principles that ensure best practices and procedures of assessment and evaluation by ICE teachers. ICE assessments and evaluations,

  • are fair, transparent, and equitable for all students;
  • support all students, including those with special education needs, those who are learning the language of instruction (English or French), and those who are First Nation, Métis, or Inuit;
  • are carefully planned to relate to the curriculum expectations and learning goals and, as much as possible, to the interests, learning styles and preferences, needs, and experiences of all students;
  • are communicated clearly to students and parents at the beginning of the course and at other points throughout the school year or course;
  • are ongoing, varied in nature, and administered over a period of time to provide multiple opportunities for students to demonstrate the full range of their learning;
  • provide ongoing descriptive feedback that is clear, specific, meaningful, and timely to support improved learning and achievement;
  • develop students’ self-assessment skills to enable them to assess their own learning, set specific goals, and plan next steps for their learning.

The Final Grade:

The evaluation for this course is based on the student’s achievement of curriculum expectations and the demonstrated skills required for effective learning. The final percentage grade represents the quality of the student’s overall achievement of the expectations for the course and reflects the corresponding level of achievement as described in the achievement chart for the discipline. A credit is granted and recorded for this course if the student’s grade is 50% or higher. The final grade will be determined as follows:

  • 70% of the grade will be based upon evaluations conducted throughout the course. This portion of the grade will reflect the student’s most consistent level of achievement throughout the course, although special consideration will be given to more recent evidence of achievement.
  • 30% of the grade will be based on final evaluations administered at the end of the course. The final assessment may be a final exam, a final project, or a combination of both an exam and a project.

The Report Card:

Student achievement will be communicated formally to students via an official report card. Report cards are issued at the midterm point in the course, as well as upon completion of the course. Each report card will focus on two distinct, but related aspects of student achievement. First, the achievement of curriculum expectations is reported as a percentage grade. Additionally, the course median is reported as a percentage. The teacher will also provide written comments concerning the student’s strengths, areas for improvement, and next steps. Second, the learning skills are reported as a letter grade, representing one of four levels of accomplishment. The report card also indicates whether an OSSD credit has been earned. Upon completion of a course, ICE will send a copy of the report card back to the student’s home school (if in Ontario) where the course will be added to the ongoing list of courses on the student’s Ontario Student Transcript. The report card will also be sent to the student’s home address.

Program Planning Considerations:

Teachers who are planning a program in this subject will make an effort to take into account considerations for program planning that align with the Ontario Ministry of Education policy and initiatives in a number of important areas.

Course Curriculum

Biology- Sustainable Ecosystems
Biology-Sustainable Ecosystem – Ecology Review 00:00:00
Biology-Sustainable Ecosystem – L1 Terms and Intro 00:00:00
Biology-Sustainable Ecosystem – L2 Energy flow in Ecosystem 00:00:00
Biology-Sustainable Ecosystem – L2 Energy Flow 00:00:00
Biology-Sustainable Ecosystem – L3 Cycling Matter in Ecosystems 00:00:00
Biology-Sustainable Ecosystem – L4 Biotic and Abiotic Influences on Ecosystems 00:00:00
Biology-Sustainable Ecosystem – L5 Pollution 00:00:00
Biology-Sustainable Ecosystem – L6 Managing Oil 00:00:00
Biology-Sustainable Ecosystem – L7 Pests and Pesticide Slideshows 00:00:00
Biology-Sustainable Ecosystem – L8 Environmental Stewardship and Ecological Footprints 00:00:00
Biology-Sustainable Ecosystem – Notes of Carbon Cycle 00:00:00
SNC1D – Assignment 110, 00:00
Sustainable Ecosystems Quiz 00:00:00
Grade 9 Ecology Test 02:00:00
Chemistry- Atoms, Elements and Compounds
Chemistry- Atoms, Elements and Compunds – L1 Models of Matter 00:00:00
Chemistry- Atoms, Elements and Compunds – L2 Classification of Matter 00:00:00
Chemistry- Atoms, Elements and Compunds – L3 Physical and Chemical Properties 00:00:00
Chemistry- Atoms, Elements and Compund – L4 Density Note 00:00:00
Chemistry- Atoms, Elements and Compunds – L5 Changes in Matter 00:00:00
Chemistry- Atoms, Elements and Compund – L6 History Models of Matter 00:00:00
Chemistry- Atoms, Elements and Compund – L7 The Periodic Table 00:00:00
Chemistry- Atoms, Elements and Compund – L8 Counting Atoms and Building Molecules 00:00:00
Chemistry- Atoms, Elements and Compund – L8 The Atom 00:00:00
Chemistry- Atoms, Elements and Compund – L9 Icons and Iconic Compunds 00:00:00
Chemistry Quiz 02:00:00
Q1 Classification of Matter Quiz 02:00:00
Q2 History Models of Matter Quiz 02:00:00
Q3 The Periodic Table Quiz 02:00:00
Earth and Space- Study of the Universe
Earth and Space- The Study of the Universe – L1 Intoductory Vocabulary 00:00:00
Earth and Space- The Study of the Universe – L2 Our Solar System 00:00:00
Earth and Space- The Study of the Universe – L3 Astronomical Units and Asteroids, Comets, Meteors 00:00:00
Earth and Space- The Study of the Universe – L4 Moon Package 00:00:00
Earth and Space- The Study of the Universe – L5 Life Cycle of Star 00:00:00
Assignment- How mammals survived?10, 00:00
Canada and Space Exploration Assignment10, 00:00
P1 Space Research Assignment10, 00:00
Q1 Our Solar System- Quiz 00:00:00
Physics- The Characteristics of Electricity
Physics- The characteristics of Electricity – L1 Circuits 00:00:00
Physics- The characteristics of Electricity – L1 Static Charge 00:00:00
Physics- The characteristics of Electricity – L1 Static Electricity Note 00:00:00
Physics- The Characteristics of Electricity – L2 Charging by Induction 00:00:00
Physics- The Characteristics of Electricity – L3 Current and Voltage 00:00:00
Physics- The Characteristics of Electricity – L3 Current Electricity and PD Notes 00:00:00
Physics- The Characteristics of Electricity – L4 Resistance Note 00:00:00
P1 Electricity Research Assignment10, 00:00
Electricity Unit Test 00:00:00
Electrostatic Quiz 00:00:00
SNC1D Electricity Quiz 02:00:00
1 STUDENTS ENROLLED

Welcome to ICE

ICE is an independent Private High School that helps students to achieve their High School Diploma. Our School is authorized by the Ontario Ministry of Education to grant credits for secondary students in Grades 9-12, who are working to complete their Ontario Secondary School Diploma (OSSD).
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