Course Outline by o92u3Uei


									                                        Fletcher’s Meadow Secondary School
                                   Student Course Outline/Parent Information Sheet

     Program Area: Science
     Course: Environmental Science, Grade 11
     Course Code: SVN3E

                                                   Course Description
This course provides students with the fundamental knowledge of and skills relating to environmental science that will
help them succeed in work and life after secondary school. Students will explore a range of topics, including the impact
of human activities on the environment; human health and the environment; energy conservation; resource science and
management; and safety and environmental responsibility in the workplace. Emphasis is placed on relevant, practical
applications and current topics in environmental science, with attention to the refinement of students’ literacy and
mathematical literacy skills as well as the development of their scientific and environmental literacy.

Unit                   Big Ideas                                              Major Evaluations          Timelines
The Safe and           Workplace safety is the responsibility of both         STSE                      4 weeks
Environmentally        employees and employers.                               Workplace Safety
Responsible                                                                   Application
Workplace                                                                     Assignment
                                                                              Unit Test
Energy                 The impact of energy production and consumption        STSE                      3 weeks
Conservation           on environmental sustainability depends on which       Build a device
                       resources and energy production methods are used.      Unit Test

Human Health and       Environmental factors can have negative effects on     STSE                      3 weeks
the Environment        human health.                                          You are what you eat
                       It is possible to minimize some negative health        Presentation
                       effects associated with environmental factors by       Unit Test
                       making wise lifestyle choices and taking other

Human Impact on        The biotic elements of an ecosystem include            STSE                      3 weeks
the Environment        humans.                                                Waste Audit Action
                       Abiotic and biotic factors interact within an          plan
                       ecosystem.                                             Unit Test
                       People have positive and negative effects on the
                       environment, both locally and globally.

Natural Resource       Biodiversity is a measure of the health and            STSE                      3 weeks
Science and            sustainability of an ecosystem.                        Ecological
Management             Careful resource management planning is necessary      Application
                       to sustain ecosystems.                                 Assignment
                                                                              Unit Test
                                                   Overall Expectations
Scientific Investigation Skills and Career Exploration
A1. 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);
A2. identify and describe careers related to the fields of science under study, and describe the contributions of scientists,
including Canadians, to those fields.

The Safe and Environmentally Responsible Workplace
B1. assess workplace situations with respect to safety and environmental issues, and propose a course of action to
address unsafe working conditions;
B2. investigate a variety of safe and environmentally responsible workplace practices;
B3. demonstrate an understanding of general workplace safety procedures and environmentally responsible practices.

Energy Conservation
C1. evaluate initiatives and technological innovations related to energy consumption and conservation, and assess their
impact on personal lifestyles, social attitudes, and the environment;
C2. investigate various methods of conserving energy and improving energy efficiency;
C3. demonstrate an understanding of the basic principles of energy production, with reference to both renewable and
non-renewable sources, and of various methods of energy conservation.

Human Health and the Environment
D1. analyse the effects on human health of environmental contaminants and a significant environmental phenomenon;
D2. investigate how different environmental factors can affect people’s health and their lifestyle choices;
D3. demonstrate an understanding of the ways in which environmental factors can affect human health and how their
impact can be reduced.

Human Impact on the Environment
E1. analyse selected current environmental problems in terms of the role human activities have played in creating or
perpetuating them, and propose possible solutions to one such problem;
E2. investigate air, soil, and water quality in natural and disturbed environments, using appropriate technology;
E3. demonstrate an understanding of some of the ways in which human activities affect the environment and how the
impact of those activities is measured and monitored.

Natural Resource Science and Management
F1. assess the environmental impact of the harvesting and/or extraction of resources, including ways of reducing this
impact, and analyse threats to the sustainability of natural resources;
F2. investigate methods scientists use to classify and monitor natural resources, and conduct investigations using those
F3. demonstrate an understanding of the sustainable use of resources and its relationship to the biodiversity and
sustainability of ecosystems.
Assessment and Evaluation Guidelines:

                      The purpose of student assessment is to improve student learning

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 based on the most consistent and most recent (with an
emphasis on the latter) marks using the following categories:

        Communication          Knowledge/Understanding           Thinking and Inquiry                 Application
           15%                          35%                             20%                             30%

         Oral Presentations          Quizzes                        Lab design                    Case studies
         Scientific Models           Strand Tests                   Lab Reports                   Real world
         Debates                     Cognitive Skills               Experiments and                application
         Diagrams                     (Concept mapping)               Investigations                 questions
         Graphing                    Knowledge based                Problem Solving               Scientific Models
         Spelling/Grammar             assignments                    Scientific                    Presentations
         Use of scientific           Anticipation guides             Research                      Investigations
          terminology                 Portfolios                     Use of technology             Scientific Research
         Lab report                                                  Games                         Analysing
          formatting                                                                                  bias/research
         Use of technology                                                                          Field trip
         Interpersonal

    As part of the learning process, students will receive ongoing descriptive feedback which may not be
                                               assigned a mark.
                                Final Mark = 70% Term + 30% Summative
               Summative = 5% Summative Lab, 10% Portfolio, 15% Final Examination

Learning Skills and Work Habits:
The following learning skills and work habits will be taught, monitored, 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:

Responsibility Organization Independent Work              Collaboration            Initiative        Self-

Science Connection Project:
Students enrolled in any of the science programs will be completing a Science Connection Project.
Depending on the grade and level this will contribute up to 10% of their final mark. In this course the
portfolio will be worth 10% of the student’s final mark. Students will be completing activities that may tie in
with the other courses in which they are enrolled.

Final Lab:
In addition to the portfolio, your son or daughter will be completing a final laboratory investigation where
they will apply skills acquired from the entire semester. The final lab is worth 5% of their final mark.
Missed Evaluations:
    Students who know ahead of time that they will miss an evaluation are expected to discuss the
       situation beforehand with the subject teacher.
    Students who miss an in-class summative evaluation for an unauthorized reason may lose the
       opportunity to complete the task.
    Students who are absent on the day of an evaluation for reasons such as illness, field trip or
       suspension are responsible for
       meeting with the teacher to make alternate arrangements to submit/complete the evaluation.
    Failure to complete compulsory major evaluations including the final evaluation may result in
       loss of credit.

Deadlines are realistic in the normal working life outside of the school setting. Deadlines are also set as a
reasonable management strategy for teachers so that workloads can be varied and balanced. We also set
deadlines as a way of bringing closure to one unit of work and moving ahead to another. Students are
expected to:

       Seek assistance from the teacher when they feel unable to complete a task/assignment due to
        insufficient knowledge or skill. Be sure to advise the teacher of any difficulty well before a
        task/assignment is due.
       Negotiate alternate deadlines well before an established due date.
       Understand that some deadlines are negotiated; some are absolute. Work that is not submitted
        /completed on either a negotiated or absolute deadline will not be assessed/evaluated.
       Understand that chronic lateness in submitting tasks/assignments will prevent your teacher from
        evaluating your work and may require you to demonstrate your knowledge and skills within an
        alternate setting such as summer school.

In the event of a student missing a deadline (negotiated or otherwise), the student will fill out an Assignment
Completion Contract in order to negotiate a final absolute deadline. If this absolute deadline is missed, the
student will automatically receive a 20% mark on that assignment. A NO MARK will replace the 20% mark if
the assignment is submitted after the absolute deadline.


    At Fletcher’s Meadow, we believe that consistent homework completion is essential for student

In this course, students are expected to spend 7 hours/week on homework. Every student receives a Student
Agenda to assist in keeping track of homework and assignments.

Please return this portion to your teacher.

I have read the Course Overview SVN3E

___________________________________                      _____________________________________
Student Signature                                                Parent/Guardian Signature

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