COURSE OUTLINE OF SNC1D
Course Development: Lighthouse Academy Canada
Teacher: Dr. A B M Shamsur Rahman, OCT
Course Development Date: Sept. 2020
Course Reviser: None
Course Revision Date: Not Applicable
Course Title: Science, Grade 9, Academic
Course Code: SNC1D
Course Type: Academic
Credit Value: 1
Name of Ministry Curriculum Policy Document(s):
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.
- Demonstrate scientific investigation skills (related to both inquiry and research) in the four areas of skills (initiating and planning, performing and recording, analysing and interpreting, and communicating).
- 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.
- Assess social, environmental, and economic impacts of the use of common elements and compounds, with reference to their physical and chemical properties;
- Investigate, through inquiry, the physical and chemical properties of common elements and compounds;
- Demonstrate an understanding of the properties of common elements and compounds, and of the organization of elements in the periodic table
- 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;
- 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;
- Demonstrate an understanding of the principles of static and current electricity.
- 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;
- Investigate factors related to human activity that affect terrestrial and aquatic ecosystems, and explain how they affect the sustainability of these ecosystems;
- 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.
- Assess some of the costs, hazards, and benefits of space exploration and the contributions of Canadians to space research and technology;
- Investigate the characteristics and properties of a variety of celestial objects visible from Earth in the night sky;
- 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.
Units: Titles and Hours
Titles and Descriptions
Chemistry: Atoms, Elements, and Compounds
Physics: The Characteristics of Electricity
Biology: Sustainable Ecosystems
Earth and Space Science: The Study of The Universe
The following learning skills will be taught and assessed throughout the course and will be shown on the report card. Students’ performance in these skill areas will not be included in the final numeric mark. It is important to remember, however, that the development and consistent practice of these skills will influence academic achievement. These skills include:
Assessment and Evaluation Guidelines
Assessment and evaluation are based on the provincial expectations and levels of achievement outlined in the provincial curriculum document for each subject in secondary school. A wide range of assessment and evaluation opportunities allows students to demonstrate their learning in a variety of ways. This information provides the basis for reporting student grades on the Provincial Report Card. Achievement (reflected in a final mark) will be calculated using the following categories:
The student’s grade for the term marks will be based on the most consistent achievement with emphasis on the most recent within each category.
Students will also receive descriptive feedback as part of the learning process which may not be assigned a mark.
Final Mark = 70% Term + 30% Final Evaluation
Achievement Level Chart
Grade Range (%)
A very high to outstanding level of achievement. Achievement is above the provincial standard.
A high level of achievement. Achievement is at the provincial standard.
A moderate level of achievement. Achievement is below, but approaching the provincial standard.
A passable level of achievement. Achievement is below the provincial standard.
Insufficient achievement, a credit will not be granted.
Considerations for Program Planning
In order to achieve the curriculum expectations, the program is planned to conduct a variety of activities considering the following but not limited to:
- Provide effective instructional approaches and learning activities draw on students’ prior knowledge, capture their interest, and encourage meaningful practice both inside and outside the classroom.
- Provide students with opportunities to learn in a variety of ways – individually, cooperatively, independently, with teacher direction, through hands-on experiences, and through examples followed by practice.
- Provide activities and challenges that actively engage students in inquiries that honor the ideas and skills students bring to them, while further deepening their conceptual understandings and essential skills.
- Provide students with opportunities to use of a variety of equipments and materials that helps deepen and extend their understanding of scientific concepts and further extends their development of scientific investigation skills.
- Make sure to follow safe practices at all times and communicate safety expectations to students in accordance with school board and Ministry of Education policies and Ministry of Labour regulations.
- Motivate students to examine the opinions and values of others, detect bias, look for implied meaning in their readings, and use the information gathered to form a personal opinion or stance.
- Provides opportunities for students to engage in various oral activities in connection with expectations in all the strands, such as brainstorming to identify what they know about the new topic they are studying, discussing strategies for solving a problem, presenting and defending ideas or debating issues, and offering critiques of models and results produced by their peers.
- Encourage students to use ICT to support and communicate their learning.
- Motivate students to develop a variety of important capabilities, including the ability to identify issues, conduct research, carry out experiments, solve problems, present results, and work on projects both independently and as a team.
- Provide students with opportunities to explore various careers related to the areas of science under study and to research the education and training required for these careers.
Accommodations will be based on meeting with parent, teachers, administration and external educational assessment report. The following three types of accommodations may be provided:
- Instructional accommodations: such as changes in teaching strategies, including styles of presentation, methods of organization, or use of technology and multimedia.
- Environmental accommodations: such as preferential seating or special lighting.
- Assessment accommodations: such as allowing additional time to complete tests or assignments or permitting oral responses to test questions.
Other examples of modifications and aids, which may be used in this course, are:
- Provide step-by-step instructions.
- Help students create organizers for planning writing tasks.
- Record key words on the board or overhead when students are expected to make their own notes.
- Allow students to report verbally to a scribe (teacher/ student) who can help in note taking.
- Permit students a range of options for reading and writing tasks.
- Where an activity requires reading, provide it in advance.
- Provide opportunities for enrichment.
Subject binder, stationary set, pen, pencils, eraser, sharpener, ruler, geometry set, lined/grid graph paper, blank paper, scientific calculator.
Every student is expected to respect other students’ right to a safe and supportive learning environment. Students are expected to behave in a considerate and reasonable manner at all times. A “zero tolerance” policy with respect to bullying, threatening, harassment, abusive language, spam, disruptive behavior and lack of respect is in effect and misbehavior may result in your removal from the course.
Students are expected to submit original work. Students who seek to attain academic advantage or help someone else obtain such advantage through cheating will receive a grade of zero. Any assignments submitted that are not original will receive a mark of zero. Students who persist in submitting un-cited or improperly cited assignments may be suspended or withdrawn from the course