Course Description For SNC2P Grade 10 Science Online Course
Grade 10 Science (SNC2D) enables students to enhance their understanding of concepts in biology, chemistry, earth and space science, and physics, and of the interrelationships between science, technology, society, and the environment. Students are also given opportunities to further develop their scientific investigation skills. Students will plan and conduct investigations and develop their understanding of scientific theories related to the connections between cells and systems in animals and plants; chemical reactions, with a particular focus on acid-base reactions; forces that affect climate and climate change; and the interaction of light and matter.
Summary Of Units And Timelines For Grade 10 Science SNC2P
Below is the suggested sequence of course unit delivery as well as the recommended number of hours to complete the respective unit. Please note that while the unit called “Scientific Investigation Skills and Career Exploration” is not listed below, however the specific expectations listed in this unit are threaded and incorporated within the delivery and assessment of the other five units. For complete details of targeted expectations within each unit and activity, please see each Unit Overview found in the SNC2D course profile.
|Unit Order||Unit Name||Suggested Time|
|Unit 0||Prerequisite Review of Concepts||15 Hours|
|Unit 1||Tissues, Organs & Organ Systems||31 Hours|
|Mid Semester Point|
|Unit 3||Light & Geometric Optics||31 Hours|
|Unit 4||Climate Change||31 Hours|
|FINAL||Final Exam||2 Hours|
Fundamental Concepts Covered in Grade 10 Online Course
This course is designed to provide students with the necessary skills and knowledge as well as a development of an attitude that supports these skills and knowledge responsibly. The course design is geared to meet and exceed the prerequisite requirements for studying science at an academic level. The framework of course delivery focuses the “big ideas” through the lens of the three goals of the science program as outlined on page 4 of the Ontario Ministry of Education document: (1) To relate science to technology, society, and the environment (2) To develop the skills, strategies, and habits of mind required for scientific inquiry (3) To understand the basic concepts of science.
The organization of the course is packaged into four distinct units which correspond directly with the Ontario Curriculum, Grades 9 and 10 Science document. In addition, a pre-unit has been added to review and assess the knowledge and skills of students prior to commencing the actual grade 10 course material. As outlined in Growing Success, 2010, teachers will provide an assessment for learning task at the beginning of the course; after the pre-unit. Teachers will be able to use the results of this diagnostic to identify gaps in concepts for learners and provide opportunities to bridge these gaps preparing all learners to be successful in the Grade 10 academic science course by establishing a strong prerequisite foundation.
Teaching and Learning Strategies in an Online School
Teachers will bring enthusiasm and varied teaching and assessment approaches to the classroom, addressing individual students’ needs and ensuring sound learning opportunities for every student. The activities offered should enable students to relate and apply these concepts to the social, environmental, and economical conditions and concerns of the world in which they live. Opportunities to relate knowledge and skills to these wider contexts will motivate students to learn in a meaningful way and to become life-long learners. Teachers will help students understand that problem solving of any kind often requires a considerable expenditure of time and energy and a good deal of perseverance. Teachers also will encourage students to investigate, to reason, to explore alternative solutions and to take the risks necessary to become successful problem solvers. Effective instructional approaches and learning activities draw on students’ prior knowledge, capture their interest, and encourage meaningful practise both inside and outside the classroom. Students will be engaged when they are able to see the connection between the scientific concepts they are learning and their application in the world around them and in real-life situations. Due to its importance, students will have opportunities to learn in a variety of ways- individually, cooperatively, independently, with teacher direction, through hands-on experiences, and through examples followed by practice. The approaches and strategies teachers use will vary according to both the object of the learning and the needs of the students. Teachers will accomplish this in online environment with the use of: virtual labs, online simulations, animations, videos, discussion forums, live chat and other interactive objects.
Accommodations for students with an IEP in an online high school
All students can succeed. Some students are able, with certain accommodations, to participate in the regular course curriculum and to demonstrate learning independently. Accommodations allow access to the course without any changes to the knowledge and skills the student is expected to demonstrate. The accommodations required to facilitate the student’s learning can be identified by the teacher, but recommendations from a School Board generated Individual Education Plan (IEP) if available can also be consulted. Instruction based on principles of universal design and differentiated instruction focuses on the provision of accommodations to meet the diverse needs of learners.
Examples of accommodations (but not limited to) include:
- Adjustment and or extension of time required to complete assignments or summative tasks
- Providing alternative assignments or summative tasks
- Use of scribes and/or other assistive technologies
- Simplifying the language of instruction
Teachers will bring additional resources and teaching materials that provide a rich and diverse learning environment. Units in this course profile make specific reference to the intended textbook for this course but can be substituted for any relevant and approved text.
- Mazza, Michael. McGraw-Hill Ryerson Chemistry 11. Toronto: McGraw-Hill Ryerson, 2010.
- “Freeware-chemsketch.” ACD/Labs.com. Web. 22 January 2011.
- Welcome to Virtlab! Web. 22 June 2010.
- “Animationsindex.” Welcome : Department of Chemistry. Web. 22 January 2011.
- “Virtual Chemistry Experiments.” Davidson College Chemistry Resources. Web. 22 January 2011.
Frequently Asked Questions
What is SNC2P?
SNC2D is a Grade 10 Science course at an Academic preparation level.
What are 2P courses?
2D refers to the Grade level of the courses and the pathway. 2 means it is a grade 10 course and D means it is an academic preparation course.
What is the prerequisite course for SNC2P?
Prerequisite: SNC1P, Grade 9 Science
How long does it take to complete the SNC2P online course?
At Ontario Virtual School (OVS) you can complete an online highschool credit courses as quickly as 4 weeks, or take as long as 12 months.