Grade 10 Science 10F ( Fr.Imm.) Course Outline

Semester 1 2014-2015 Digby Regional High School Phone: 245-7500

Teacher: Mr. Alain Saulnier Textbook: Science 10 Nouvelle-Écosse

Email: alain.saulnier@tcrsb.ca

Teacher Webpage: http://tcdsbstaff.ednet.ns.ca/asaulnier/

1. Course Description:

The SCI-10F course aims at developing science literacy among students. Through a variety of activities,

lab explorations, discussions, group and individual projects, students learn to be inquisitive about the

world they live in, to solve problems, and to make decisions in response to given situations. In grade 10,

students focus on four introductory units of study: 1) Weather Dynamics, 2) Chemical reactions, 3)

Motion, and 4) Sustainability of Ecosystems.

Textbook Title: (in French) «Science 10: McGraw-Hill Ryerson» (same textbook in English)

Science 10 is a continuation of Science 9. Four units of study will be covered: chemistry, biology, physics

and weather dynamics. The first half of the semester I will be working on the two units: weather and

chemistry. Chemistry will be a continuation of the study of the periodic table and chemical reactions.

Biology will focus on the interaction of living things and sustainability of the environment. The last half

of the semester will teach physics, which will focus on motion.

The goal of science education in Nova Scotia is to develop scientific literacy. Scientific literacy is an

evolving combination of the science-related attitudes, skills, and knowledge students need to develop

inquiry, problem-solving, and decision-making abilities; to become life-long learners; and to maintain a

sense of wonder about the world around them (Council of Ministers of Education, 1977).

Essential Graduation Learnings (EGL’s) are statements describing the knowledge, skills, and attitudes

expected of all students who graduate from high school. They are: Aesthetic Expression, Citizenship,

Communication, Problem Solving, Personal Development, and Technological Competence.

Science, Technology, Society and the Environment (STSE): Students will develop an understanding of the

nature of science and technology, of the relationship between science and technology and of the social

and environmental contexts of science and technology.

Skills (S): Students will develop the skills required for scientific and technological inquiry, for solving

problems, for communicating scientific ideas, for working collaboratively and for making informed

decisions.

Knowledge (K): Students will construct knowledge and understandings of concepts in science and apply

these understandings to interpret, integrate and extend their knowledge.

Attitudes (A): Students will be encouraged to develop attitudes that support the responsible acquisition

and application of scientific and technological knowledge to the benefit of self, society and the

environment.

Specific Curriculum Outcomes (SCO’s) can be requested to be copied. They describe what students are

expected to know and be able to do at each grade level i.e. they are the targets students need to “hit” in

order to be successful.

Detailed curriculum guides for most science courses are available at:

http://doc-depot.ednet.ns.ca/curriculum.html

UNIT 1: WEATHER DYNAMICS (4 weeks - September)

1- Inquiring about Weather

2- Weather forecasting

UNIT 2: CHEMICAL REACTIONS (5 weeks - October/November)

3- Chemical names, formulas, and equations

4- Classifying compounds and chemical reactions

UNIT 3: MOTION (4 weeks - November/December)

5- Investigating motion

6- Applied motion

UNIT 4: SUSTAINABILITY OF ECOSYSTEMS (4 weeks - December/January)

7- Factors that affect sustainability

8- Shifting perspectives and ecosystems

2. Assessment:

Students will be assessed on each unit as outlined in this document (pages 5 to 13)

Quizzes will be given at various intervals during each unit. At the end of each unit a major test will be

given consisting of material covered in the unit. Each unit will be worth 25% of their term mark. There

will be a final exam for this course.

Science courses require commitment and students must take responsibility for achieving the learning

outcomes. Regular attendance is essential for success. Students who are absent for any reason are

responsible for missed work and should consult with their teacher when they return to school.

Teachers will employ a variety of assessment activities to enable students to demonstrate they are

achieving the outcomes prescribed by the N.S. Dept. of Education. In many cases an assessment activity

will assess several general curriculum outcomes. Assessment may vary slightly from class to class

depending on the style of both the teacher and students. Students and parents should consult with the

classroom teacher if they have any questions.

Science 10 F consists of four main units: Chemistry, Ecology, Motion and Weather. Tests and quizzes will

be given at various intervals during each unit. At the end of each unit, a major test will be given

consisting of all material covered in the unit. Each unit will run approximately 5 weeks.

All the work that you do this year will serve as a foundation for your science studies in grades 11 and 12.

Along with the content studied, we expect you to develop strong skills in scientific inquiry, relate this

content to issues of science and technology, and to communicate your ideas, plans and results in

appropriate formats.

Good luck in the course and remember to seek help early if you encounter difficulties before they

become insurmountable.

3. Student Expectations:

•Students are required to bring their materials to each class.

•Lateness will not be tolerated. Once the class begins, the door will be shut and you will be marked late

or absent. It is then your responsibility to go to the office for disciplinary action.

•The student will be attentive to the teacher and to their peers.

•The student will raise their hand in order to speak.

•It is YOUR RESPONSIBILITY to ask the teacher about what you missed when you are absent.

•If you are having trouble with class material, it is your responsibility to schedule a time to meet with

me and discuss it.

4. Learning Outcomes: (SEE ATTACHED DOCUMENT Titled “YEARLY PLANNING CHART”)

Document found on my website at http://tcdsbstaff.ednet.ns.ca/asaulnier/

Science 10F (French Immersion) Course Contract

STUDENT RESPONSIBILITY:

I agree to the above requirements of the course outline, and look forward to this structure freeing up

the class environment for the maximum teaching/learning experience.

Mr. Alain G. Saulnier _________________________________

Teacher: Mr. Alain G. Saulnier Student (Print Legibly)

_________________________________

Parent or Guardian

Date: ________

Class: ________

Time: ________

TEACHER’S COPY – PLEASE SIGN AND DATE

Must be turned in before September 12th , 2014

Science 10 Course Outline

Unit Curriculum

Outcomes

Assessment Events Evaluation

Weather

Dynamics

Weather: Observations

and Measurements

• use weather

instruments effectively

and accurately

for collecting local

weather data and collect

and

integrate weather data

from regional and

national

weather observational

networks

• identify questions and

analyse meteorological

data

for a given time span

and predict future

weather

conditions, using

appropriate technologies

Water Cycle

• using scientific theory,

identify questions,

illustrate,

Heat capacity lab

Heat of fusion lab

Relative humidity lab

Weather data project

Weather map assignment

In class assignment on

video

Quiz

Heat capacity assignment

8

8

4

4

4

4

8

and explain heat energy

transfers that occur in

the

water cycle

• describe how the

atmosphere and

hydrosphere act as heat

sinks in the water cycle

Weather Dynamics:

Heat and Energy

• use weather data to

describe and explain

heat

transfers in the

hydrosphere and

atmosphere

showing how these

affect air and water

currents

• illustrate and display

how science attempts to

explain seasonal changes

and variations in

weather

patterns for a given

location

Weather Forecasting

El Nino assignment

Sea Breeze reflection

Radiation balance Quiz

Quiz

Satellites and Radar

assignment

Reflection

4

4

4

4

4

4

• describe examples of

Canadian contributions

to

weather forecasting and

satellite imaging,

showing

how scientific

knowledge evolves

• identify and report the

impact of accurate

weather

forecasting from the

personal to the global

point of

view

• analyse and report on

the risks, benefits, and

limitations of society's

responses to weather

forecasting

Severe weather

assignment

2

4

Unit test 30

Total = 100

Physical

Science:

Motion

Investigate Velocity

• use instruments

Constant velocity lab

6

effectively and

accurately for collecting

data in various

experiments

• describe the

relationship among

distance, time, and

average speed of an

object's linear motion

• analyse through

experiments, graphically

and quantitatively, the

relationship among

displacement, time, and

velocity

• distinguish between

instantaneous and

average

Velocity

Acceleration lab

Quiz on language of

motion

Constant velocity lab

Quiz on motion

formula and position-

time graphs

Position time graph

assignments

( 2 – 3)

Quiz

Period of a pendulum

lab or

Speed of a lab cart

down an incline

Assignments

(2 – 3)

8

4

2

8

12

4

Velocity, Time, and

Acceleration

• design and perform

experiments, predicting

and

hypothesising,

identifying variables,

estimating

quantities, sources of

errors, and uncertainty in

measurements

• describe, interpret, and

evaluate graphically and

quantitatively, the

relationship among

velocity,

time, and acceleration

STSE and Motion

• describe and evaluate

the design and functions

of

motion technology

• using relevant research

on motion, identify

further

Timeline assignment

Timeline assignment

Reflection

8

8

6

2

questions and

multidisciplinary studies

that could be

investigated

• describe examples of

Canadian contributions

to

science and technology

in the area of motion

2

Unit test 30

Total = 100

Life Science:

Sustainability

of Ecosystems

Sustainability

• question and analyse

how a paradigm shift in

sustainability can change

society's views

Sustainability of an

Ecosystem

• distinguish between

biotic and abiotic factors

determining the impact

on the consumers at all

trophic levels due to

bioaccumulation,

variability,

and diversity

Journal responses (2)

Journal responses (8-10)

Assignments (4-6)

Alien Species Project

Quizzes (2)

1

2

20

5

15

• describe how the

classification involved in

the biodiversity of an

ecosystem is responsible

for its sustainability

• predict and analyse the

impact of external

factors on the

sustainability of an

ecosystem, using a

variety of formats

• diagnose and report the

ecosystem's response to

short-term stress and

long-term change

STSE and Sustainable

Development

• describe how different

geographical locations

can

sustain similar

ecosystems

• identify, investigate,

and defend a course of

action

on a multi-perspective

social issue

• identify and describe

peer review, Canadian

Journal responses (4-6)

Assignments (3-5)

Quiz (1)

5

2

20

research, and global

projects where science

and

technology impact

sustainable development

Unit test 30

Total = 100

Physical

Science:

Chemical

Reactions

Investigating Chemical

Reactions

• investigate chemical

reactions while applying

WHMIS standards,

using proper techniques

for

handling and disposing

of materials

• perform experiments,

using appropriate

instruments

and procedures, to

identify substances as

acids,

bases, or salts, based on

their characteristic

properties

• describe how

neutralization involves

tempering the

effects of an acid with a

base or vice-versa

Labs (2)

Assignments (2)

Quiz (1)

10

5

5

Formula Writing

• name and write

formulae for common

ionic

compounds and

molecular compounds

and describe

the usefulness of the

IUPAC nomenclature

system

• classify simple acids,

bases, and salts based on

their name and formula

Chemical Reactions

• represent chemical

reactions and the

conservation of

mass using balanced

symbolic equations

• design and carry out

experiments, controlling

variables and

interpreting patterns, to

Labs (1)

Assignments (6)

Quizzes (1)

Labs (2)

Assignments (1)

Quiz (1)

10

15

10

10

2

5

3

illustrate how

factors can affect

chemical reactions

STSE Connections

• investigate and

collaborate to describe

science and

technology relationships

and their functions

Assignment (1)

Unit test 30

Total = 100

Final mark = average of four unit marks