Parents, Educators, Employers and even sometimes students themselves ask, “What is high school supposed to do?” Ultimately most of the above would agree, school is to prepare students for the future. However, the future is changing, it is unknown…
So what skills could prepare a student for THAT???
In the Integrated Science course, it is the goal to emphasize not simply fact, which can be searched on any number of modern devices. But this course should help students recognize and implement a way of observing, researching, testing, analyzing, concluding and communicating. This is the process of Science and it is important to recognize these skills serve a student outside of a science classroom. They could extend to other courses, to the business world, to a student’s home life or relationships and definitely into the future.
Hence the main objectives will be to produce students who can recognize science and ‘practice’ science.
Science Practices (SP) and Curricular Competencies
Much of the course will reinforce the application of science practices within a hands-on, discovery-based environment.
These science practices are:
1. The student can use representations and models to communicate scientific phenomena and solve scientific problems.
2. The student can use mathematics appropriately.
3. The student can engage in scientific questioning to extend thinking or to guide further investigations.
4. The student can plan and implement data collection strategies appropriate to a particular scientific question.
5. The student can perform data analysis and evaluation of evidence.
6. The student can work with scientific explanations and theories.
7. The student is able to connect and related knowledge across various scales, concepts and representations in and across domains.
Educational Resources
Several online and in-class resources will be used as reference for this course.
Or… The primary textbook for the Integrated Science course will be: Conceptual Integrated Science, Hewitt (2013)
ISBN 10: 0-321-81850-4; ISBN 13: 978-0-321-81850-8 (Student Edition)
Teaching Strategies and the Learning Process
To cover the topics, themes and achieve the objectives as forth mentioned, a variety of strategies will be used.
Labs
● The course is also structured around inquiry in the lab and the use of the 7 science practices throughout the course. Labs deepen students’ conceptual understanding and to reinforce the application of science practices within a hands on discover-based environment.
Lectures
● These lectures will cover selected concepts and be reinforced through picture, presentations, animations, and movies.
Class Debates
● The class is organized into two groups. Students take sides (pro or con) on a controversial issue and think critically and articulate themselves with reason and respect.
Note checks
● Are used as a follow up to the note outline, they require students to process chapter readings to analyze real-life scenarios in attempt to understand science as a process rather than an accumulation of facts.
Worksheets
● Are a series of questions to further your understanding of a topic. The questions are both knowledge and application in style.
Problem Based Learning Assignments (PBL)
● Are assignments where students are given real world problems based on the unit topic. Working in small groups you must try to solve these complex problems using what students already know and accessing further information.
Formative quizzes and tests
● Are given after each unit and are “for your learning”. In a variety of forms they assess student understanding of the topics and provide valuable feedback to the student and teacher.
Summative tests
● Are given after a certain number of unit topics have been covered. They are a combination of multiple choice, short-answer and written, free response essays. These tests will be used to determine the majority of your school-based mark. To encourage student success, all formative tests, quizzes and labs must be complete before students write the summative test.
Science Journals
● These are a less formal opportunity for students to track observations and thoughts regarding activities or introduced/discovered knowledge. Ultimately trying to explain: “Why did we see what we saw?” This could be done nicely in a electronic portfolio
Concepts and Content:
Students will know and understand the following concepts:
Physical Science:
Chemistry
● Kinetic Molecular theory
● Atomic Theory
● Atoms and Subatomic particles
● Elements and their properties
● Arrangement of the periodic table
● Compounds: Ionic and Covalent bonds
● Chemical Formulas and Naming
● Unit Conversions
● Stoichiometry
Physics: Motion
● Distance and time
● Velocity and time
● Vector and Scalars
● Acceleration
Life Science
● Energy flow through Ecosystems
● Biomes
● Habitats and Niches
● Population Dynamics
● Natural Selection and Evolution
● Meiosis
● Mendelian Genetics
● Hardy Weinberg equalibrium
Grade Distribution
Please see the Upper School Student/Parent Handbook for the grade breakdown. Semester mark will be based on the following;
● Formative Tests, Quizzes, Assignments and Labs - 30%,
● Summative Tests (Unit tests) – 70%.
Remember Midterm is worth 10% and Final Exam worth 15% of Final Grade.
Student supplies required: Blue pen, red pen, pencils, electronic device (tablet or laptop) and a notebook. Bring resource if required for subject section.
Tips for Success
● Come to class. Regular attendance is essential for success; however, if you miss a class, contact someone who was present to get the missed information.
● Pay attention and take careful notes. Taking your own notes captures your own personal take on lectures and readings and helps you pay attention.
● Form a study group. The best way to learn is by teaching and discussing the material.
● Do your assignments. You must be able to apply your knowledge of the material to solve problems. Simply reading and memorizing the material is not enough.
● Keep up. Each week a new topic is covered so it is important to spend time each night reading or reviewing in preparation for the next topic or test.
● Ask questions if you don’t understand something. The only way I know if I’m going at the right pace is if I get input from you.
● Master the vocabulary. It is extensive but once you get it down you will find it much easier to follow the lectures and do the assignments.
What to expect from me:
● I will have you well prepared for a post-secondary education.
● I will try to make the topics interesting, relevant, understandable and challenging.
● I will make myself available for extra help.
● I will have marks available for students and parents.
● I will treat everyone fairly.