Course Title: Science, Grade 12 Course Code: SNC 4M Grade: 12 Course Type: University/College (Mixed) Credit Value: 1.0 Prerequisite: Science, Grade 10, Academic or any Grade 11 University, College or University/College (Mixed) preparation course in Science Department: Science Tuition Fee (CAD): $639
This course enables students, including those pursuing post-secondary programs outside the sciences, to increase their understanding of science and contemporary social and environmental issues in health-related fields. Students will explore a variety of medical technologies, pathogens and disease, nutritional science, public health issues, and biotechnology. The course focuses on the theoretical aspects of the topics under study and helps refine students’ scientific investigation skills.
By the end of the course, students will gain proficiency in the following areas:
Scientific Investigation Skills and Career Exploration
Demonstrate scientific investigation skills (related to both inquiry and research) in the four areas of skills (initiating and planning, performing and recording, analyzing and interpreting, and communicating);
Identify and describe careers related to the fields of science under study, and describe the contributions of scientists, including Canadians, to those fields.
Assess the impact of medical technologies and therapies, both conventional and alternative, used to diagnose and treat human health conditions;
Investigate the uses of, and analyse the information provided by, a variety of medical technologies;
Demonstrate an understanding of the function and use of a variety of medical technologies and the information they provide about the human body.
Pathogens and Disease
Evaluate the impact of scientific and technological knowledge and individual behavior on the control of pathogens and the prevention of disease;
Investigate the nature and growth of pathogens and the effectiveness of measures intended to prevent their spread;
Demonstrate an understanding of pathogens, the diseases they cause, and ways of controlling their spread.
Assess how personal and societal factors affect eating behaviours, and evaluate the social and economic impact of the use of non-nutrient food additives;
Investigate chemical components of and energy in food, and the processes by which food is digested;
Demonstrate an understanding of chemical components of and energy in food, and the processes by which food is digested.
Science and Public Health Issues
Assess the impact of scientific research, technological advances, and government initiatives on public health;
Investigate various strategies related to contemporary public health issues;
Demonstrate an understanding of major public health issues, past and present.
Analyse a variety of social, ethical, and legal issues related to applications of biotechnology in the health, agricultural, or environmental sector;
Investigate various techniques used in biotechnology and how they are applied in the food industry and the health and agricultural sectors;
Demonstrate an understanding of biological processes related to biotechnology and of applications of biotechnology in the health, agricultural, and environmental sectors.
Unit 1: Pathogens and Disease
Unit 2: Nutritional Science
Unit 3: Science and Public Health
Unit 4: Biotechnology
Unit 5: Culminating
Teaching and Learning Strategies
Enthusiastic teachers and instructors bring unique teaching and assessment methods to the classroom because students learn best when they are engaged in a range of different learning techniques. The activities allow students to apply learned concepts to current world social, economic, and environmental issues which impact daily life. 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. Instructors also inspire students to become successful problem solvers by investigating, providing alternative reasoning and solutions to problems as well as dedicating time and energy to the tasks at hand.
Effective instructional techniques utilize students’ existing knowledge and by capturing their interest and engaging in meaningful participation. Students will be engaged when they are able to see the correlation between the learned concepts and their ability to apply them to the world around them and in real-life situations. Students will have the chance to learn using a wide range of methods which include self-learning, cooperative learning as well as learning through teacher guidance as well has hands-on experiences. The methods and strategies teachers implement will be tailored to the learning requirements and the individual needs of the students. Teachers will achieve effective instruction in an online environment by using videos, interactive animations and virtual labs and discussion forums and video conferencing/live chat.
Individualized Accommodations for Students
Our methodology for student assessment follows the Growing Success Assessment, Evaluation and Reporting in Ontario Schools First Edition, Covering Grades 1 to 12 (2010) manual published by the Ontario Ministry of Education. Assessment is the process of gathering information that accurately reflects how well a student is achieving the curriculum expectations in a subject or course. Assessment tools are designed to improve student learning which includes descriptive feedback, coaching, observations and self-assessments. In addition, student can be independent and set individual goals, monitor progress against these goals, determine next steps and reflect on their thinking and learning.
For a student with special education needs who requires modified or alternative expectations, assessment and evaluation of his or her achievement will be based on the modified curriculum expectations or alternative expectations outlined in the student’s Individual Education Plan (IEP). Accommodations required to facilitate the student’s learning may be identified by the teacher, however recommendations from a School Board generated in the form of an Individual Education Plan (IEP) should be used, if available.
For a student with special education needs who requires “accommodations only”, as described in his or her IEP, assessment and evaluation of achievement will be based on the appropriate subject/ grade/course curriculum expectations and the achievement levels outlined in the curriculum documents.
A student’s Individual Education Plan (IEP) describes his or her educational program and any accommodations that may be required. The IEP specifies whether the student requires: accommodations only; or modified learning expectations, with the possibility of accommodations;
Assessment accommodations are changes in procedures that enable the student to demonstrate his or her learning. These may include: visual supports to clarify verbal instructions, assistive devices, or some form of human support; alternative methods for the student to demonstrate his or her achievement of expectations (e.g., allowing the student to take tests orally) or the allowance of extra time to complete the assessment; alternative settings that may be more suitable for the student to demonstrate his or her learning.
If accommodations are required to assess and evaluate student learning, the strategies to be used are outlined in the student’s IEP. For further details about the different types of accommodations, modified learning expectation and alternative programs please refer to Growing Success Assessment, Evaluation and Reporting in Ontario Schools First Edition, Covering Grades 1 to 12 (2010)
Standard Computer Requirements for all courses: -Processor speed of 2 GHz or faster -Memory of 4 GB RAM or greater -A high speed internet connection with a connection speed of 10 MB/s or better. -Monitor and video card with 1024×768 or greater resolution -Keyboard and Mouse is recommended -Speakers/Headphones