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 Descriptions||Time 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.
|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.
|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.
|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.
This is a proctored exam worth 30% of your final grade.
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|
|A1||demonstrate 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);|
|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: Sustainable Ecosystems|
|B1||assess 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;|
|B2||investigate factors related to human activity that affect terrestrial and aquatic ecosystems, and explain how they affect the sustainability of these ecosystems;|
|B3||demonstrate 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|
|C1||assess social, environmental, and economic impacts of the use of common elements and compounds, with reference to their physical and chemical properties;|
|C2||investigate, through inquiry, the physical and chemical properties of common elements and compounds;|
|C3||demonstrate 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|
|D1||assess some of the costs, hazards, and benefits of space exploration and the contributions of Canadians to space research and technology;|
|D2||investigate the characteristics and properties of a variety of celestial objects visible from Earth in the night sky;|
|D3||demonstrate 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|
|E1||assess 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;|
|E2||investigate, 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;|
|E3||demonstrate 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.