Course Description for SNC2P Grade 10 Science Online Course
Grade 10 Science (SNC2P) 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 SNC2P course profile.
|Unit Order||Unit Name||Suggested Time|
|Unit 0||Prerequisite Review of Concepts||10 hours|
|Unit 1||Tissues, Organs & Organ Systems||30 hours|
|Unit 2||Chemical Reactions||30 hours|
|Mid Semester Point|
|Unit 3||Light & Geometric Optics||30 hours|
|Unit 4||Climate Change||20 hours|
- To relate science to technology, society, and the environment
- To develop the skills, strategies, and habits of mind required for scientific inquiry
- 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.
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.