SCIENCE 10 - COURSE OUTLINE - MRS. EARLAND

Content for Biology 11 follows the NEW BC CURRICULUM GUIDE.
Students will be assessed and assigned grades based on the Curricular Competencies and Curricular Content,
​however student progress towards Core Competencies will be self assessed ​​
​Students must sign up for GOOGLE CLASSROOM & TURN IT IN& are encouraged to sign up for the WVSS APP and QUIZLET
​Students MUST Bring a Device to Class.
Laptop or Chromebooks are acceptable, no smartphones in class.

CURRICULUM CONTENT

Part A

​Energy change is required as atoms rearrange in chemical processes.
Part B

DNA is the basis for the diversity of living things
Part C
Energy is conserved, and its transformation can affect living things and the environment. The formation of the universe can be explained by the big bang theory.
  • rearrangement of atoms in chemical reactions
  • acid-base chemistry
  • law of conservation of mass
  • energy change during chemical reactions
  • practical applications and implications of chemical processes, including First Peoples knowledge
  • DNA structure and function
  • patterns of inheritance
  • mechanisms for the diversity of life:
    • mutation and its impact on evolution
    • natural selection and artificial selection
  • applied genetics and ethical considerations
  • nuclear energy and radiation
  • law of conservation of energy
  • potential and kinetic energy
  • transformation of energy
  • local and global impacts of energy transformations from technologies
  • formation of the universe:
    • big bang theory
    • components of the universe over time
    • astronomical data and collection methods

CURRICULAR COMPETANCIES

Students are expected to be able to do the following:
Questioning and predicting
• Demonstrate a sustained intellectual curiosity about a scientific topic or problem of personal interest
• Make observations aimed at identifying their own questions, including increasingly complex ones, about the natural world
• Formulate multiple hypotheses and predict multiple outcomes
Planning and conducting
• Collaboratively and individually plan, select, and use appropriate investigation methods, including field work and lab experiments, to collect reliable data (qualitative and quantitative)
• Assess risks and address ethical, cultural, and/or environmental issues associated with their proposed methods and those of others
• Select and use appropriate equipment, including digital technologies, to systematically and accurately collect and record data
• Ensure that safety and ethical guidelines are followed in their investigations
Processing and analyzing data and information
• Experience and interpret the local environment
• Apply First Peoples perspectives and knowledge, other ways of knowing, and local knowledge as sources of information
• Seek and analyze patterns, trends, and connections in data, including describing relationships between variables (dependent and independent) and identifying inconsistencies
• Construct, analyze, and interpret graphs (including interpolation and extrapolation), models, and/or diagrams
• Use knowledge of scientific concepts to draw conclusions that are consistent with evidence
• Analyze cause-and-effect relationships 
​
Evaluating
• Evaluate their methods and experimental conditions, including identifying sources of error or uncertainty, confounding variables, and possible alternative explanations and conclusions
• Describe specific ways to improve their investigation methods and the quality of the data
• Evaluate the validity and limitations of a model or analogy in relation to the phenomenon modelled
• Demonstrate an awareness of assumptions, question information given, and identify bias in their own work and secondary sources
• Consider the changes in knowledge over time as tools and technologies have developed
• Connect scientific explorations to careers in science
• Exercise a healthy, informed skepticism and use scientific knowledge and findings to form their own investigations and to evaluate claims in secondary sources
• Consider social, ethical, and environmental implications of the findings from their own and others’ investigations
• Critically analyze the validity of information in secondary sources and evaluate the approaches used to solve problems
Applying and innovating 
• Contribute to care for self, others, community, and world through individual or collaborative approaches
• Transfer and apply learning to new situations
• Generate and introduce new or refined ideas when problem solving
• Contribute to finding solutions to problems at a local and/or global level through inquiry
• Consider the role of scientists in innovation
​Communicating
• Formulate physical or mental theoretical models to describe a phenomenon
• Communicate scientific ideas, claims, information, and perhaps a suggested course of action, for a specific purpose and audience, constructing evidence-based arguments and using appropriate scientific language, conventions, and representations
• Express and reflect on a variety of experiences, perspectives, and worldviews through place

Mark Allocation:

This course is cumulatively graded
ASSIGNMENT WEIGHTS 
This course is cumulatively graded AND both Curricular Content and Competencies will be formally assessed. Core Competencies will not.
  • 10% Quizzes (exempt if Test average is higher for that topic)
  • 30% Tests
  • 30% Project
  • 30% Labs & Assignments

CLASSROOM EXPECTATIONS & GUIDELINES

Be on time – if you are late, the door will be closed. Wait outside quietly and you will be let in when it is appropriate.  If there is a quiz or test that day, you will not be provided additional time! If you are late more than three times, I will email your parents and we will discuss a plan of action. 

Bring Your Own Device to Class - We will be using technology in class daily! The text-book is online, we will do several virtual labs, and lots of inquiry work which requires a connection to the internet. Also all assignments will be submitted and graded on Turn-It-In
I-pads and or smart-phones are not allowed in class. Please leave them at home or in your bag. 

No food OR drinks (water is ok) in class!!!

Come prepared – I will not lend books, pens, calculators etc. 
        -If your homework is not here, it is not done! 
        -On lab days, your pre-lab MUST be done, otherwise you cannot start the lab!

Check the Website Homework Blog between classes or subscibe to Remind to have them sent to you directly

Absences and Missed Assessments - 
  • Unplanned absences due to illness or emergency MUST be called into the school before 8:30am. Students are still expected to keep up with the work missed through the website and contact the teacher if necessary. Many lessons include inquiry, collaboration, communication and the development of lab skills which you need to consider carefully when deciding to excuse an absence. 
  • Excused absence on a quiz day will mean the quiz is exempted however that student will miss that learning opportunity as well as their ability to replace their quiz average with their test score for that unit. 
  • Students excused on a Test day unless the absence is due to a school activity, missed Tests will be written on the following dates after school for each term; November 26th, February 25th, June 10th. An email from the parent to the teacher stating that they are aware that you are missing a test and a reason for the absence must be received as well as advising the school of the absence. 
  • Planned or Elective Absences -  Please note that this is not recommended and that missing class does impact students progress in achieving course outcomes. Students must advise their teacher and parents must advise the school in advance. Missed formal assessments can be written on the dates listed above, missed quizzes will be exempted and missed assignments will be due upon the students return. 
  • ​If a student is absent for more that 20 classes in the year, excused or unexcused, then they may not be able to meet all of the requirements of the course objectives. The new curriculum competencies require students to participate in ways that can not be assessed or replicated from home. Alternative programming may be suggested. 
Late Assignments - will be accepted until the term cut off date however after the due date they are graded for completion with a maximum grade of 60%. Term Cut Off's - December 3, March 4, June 10.

Skipping class – You must attend class to be successful
        -You will get 0% on any homework/quiz/tests due or assigned that day. 
        -Any unexcused absences is an N on your report-card and you will not be eligible to use your Unit Test grade to override averaged marks

Accountability – You are young adults now, so I expect you to behave accordingly. Be honest and respectful to both your classmates and myself at all times.         

Availability – I will be in room C338 every recess and lunch. You can contact me by e-mail or through remind any time for help. 

Bonus Opportunity – bonus assignments are on the website. 

Challenging exams – you may challenge any Unit Exam in a written form Nov 30, March 01, June 07, June 21 provided all of your assignments quizzes and tests are up to date.

End of class – The bell does not signal your dismissal!!!
        -Do not pack up until you are dismissed by me
        -Leave the classroom as you found it. Clean Up!

PLAGIARISM & CHEATING WILL RESULT IN AN AUTOMATIC ZERO (INCLUDING THE PERSON COPIED FROM)


My Goal for the year is that all of you will be successful in this course, and that we will have a fun doing it