In this course you will get the opportunity to expand your understanding of scientific concepts and develop skills and attitudes for scientific discovery and inquiry. Together, we will investigate scientific questions while building on your sense of wonder and curiosity about the world. Throughout the year we get to observe, question, hypothesize and connect as we explore the following inquiries:
LIFE PROCESSES ARE PERFORMED AT THE CELLULAR LEVEL
(Big idea, understand)
THE BEHAVIOUS OF MATTER CAN BE EXPLAINED BY THE KINETIC MOLECULAR THEORY AND ATOMIC THEORY
(Big idea, understand)
ENERGY CAN BE TRANSFERRED AS BOTH A PARTICLE AND A WAVE
(Big idea, understand)
THE THEORY OF PLATE TECTONICS IS THE UNIFYING THEORY THAT EXPLAIN EARTH'S GEOLOGICAL PROCESSES
(Big idea, understand)
(Big idea, understand)
CONTENT (know)
Types and effects of electromagnetic radiation light: |
CURRICULAR COMPETENCIES (do)
Questioning and predicting
Questioning and predicting
- Demonstrate a sustained intellectual curiosity about a scientific topic or problem of personal interest
- Make observations aimed at identifying their own questions about the natural world
- Identify a question to answer or a problem to solve through scientific inquiry
- Formulate alternative “If…then…” hypotheses based on their questions
- Make predictions about the findings of their inquiry
- Collaboratively plan a range of investigation types, including field work and experiments, to answer their questions or solve problems they have identified
- Measure and control variables (dependent and independent) through fair tests
- Observe, measure, and record data (qualitative and quantitative), using equipment, including digital technologies, with accuracy and precision
- Use appropriate SI units and perform simple unit conversions
- Ensure that safety and ethical guidelines are followed in their investigations
- Experience and interpret the local environment
- Apply First Peoples perspectives and knowledge, other ways of knowing, and local knowledge as sources of information
- Construct and use a range of methods to represent patterns or relationships in data, including tables, graphs, keys, models, and digital technologies as appropriate
- Seek patterns and connections in data from their own investigations and secondary sources
- Use scientific understandings to identify relationships and draw conclusions
- Reflect on their investigation methods, including the adequacy of controls on variables (dependent and independent) and the quality of the data collected
- Identify possible sources of error and suggest improvements to their investigation methods
- Demonstrate an awareness of assumptions and bias in their own work and secondary sources
- Demonstrate an understanding and appreciation of evidence (qualitative and quantitative)
- Exercise a healthy, informed skepticism and use scientific knowledge and findings from their own investigations to evaluate claims in secondary sources
- Consider social, ethical, and environmental implications of the findings from their own and others’ investigations
- Contribute to care for self, others, community, and world through personal or collaborative approaches
- Co-operatively design projects
- Transfer and apply learning to new situations
- Generate and introduce new or refined ideas when problem solving
- Communicate ideas, findings, and solutions to problems, using scientific language, representations, and digital technologies as appropriate
- Express and reflect on a variety of experiences and perspectives of place
For more detailed information about learning outcomes for this course, go to the Ministry of Education website at https://curriculum.gov.bc.ca/curriculum/science/8
My aim is to encourage and enable you to
CLASSROOM EXPECTATIONS:
To allow for a positive learning environment students are asked to
Assessment: Evidence of Student Learning
EVERYTHING YOU DO, CREATE, AND SAY COUNTS. EVIDENCE IS COLLECTED DAILY!!!
You can always keep trying! You may redo tests or assignments to better show your understanding of each learning outcome following the “Re-do Policy” - http://cadmans.weebly.com/re-do-policy.html
Valid and reliable evaluation of student learning is gathered over time through a variety of avenues.
You will have the opportunity to demonstrate your understanding of the following objectives:
Students will also be assigned a work ethic mark for each term. For more detailed information about criteria to receive a “G” work ethic click on the following: Work Effort.docx
All student work is assessed on a four point scale similar to the one found below. Students are required to meet all outcomes of the course, so must redo any major assessment piece that does not meet expectations.
- understand and appreciate science and its implications
- consider science as a human endeavour with benefits and limitations
- cultivate analytical, inquiring and flexible minds that pose questions, solve problems, construct explanations and judge arguments
- develop skills to design and perform investigations, evaluate evidence and reach conclusions
- build an awareness of the need to effectively collaborate and communicate
- apply language skills and knowledge in a variety of real-life contexts
- develop sensitivity towards the living and non-living environments
- reflect on learning experiences and make informed choices.
CLASSROOM EXPECTATIONS:
To allow for a positive learning environment students are asked to
- be willing to take risks as a learner.
- be respectful and considerate of others, property and surroundings.
- Please listen when others are talking and raise your hand to provide answers and ask questions.
- be responsible for your own learning, homework and assignment completion.
- Use class time effectively. Behavior in the classroom should reflect a serious and responsible attitude where the student strives to reach their full potential. Time given to work on assignments in class must be used effectively. Socializing and inappropriate behavior will not be tolerated.
- be on-time, be prepared to participate actively in classroom activities and come with supplies.
- Binder with all lined paper, notes, and class handouts
- Pens/pencils/pencil crayons, eraser, ruler
- Calculator – no smartphones/cell phones
- Food and drinks are not allowed during class time, although water is the exception.
- Cell phones, IPods/mp3 players are allowed, but at the discretion of the teacher.
Assessment: Evidence of Student Learning
EVERYTHING YOU DO, CREATE, AND SAY COUNTS. EVIDENCE IS COLLECTED DAILY!!!
You can always keep trying! You may redo tests or assignments to better show your understanding of each learning outcome following the “Re-do Policy” - http://cadmans.weebly.com/re-do-policy.html
Valid and reliable evaluation of student learning is gathered over time through a variety of avenues.
- Observations: What is observed about student learning thought their on-going learning process.
- Conversations with Students: What students communicate about their learning and understanding.
- Student Work: What student work demonstrates about what they know and can do.
You will have the opportunity to demonstrate your understanding of the following objectives:
- Knowledge and Understanding – developing and applying scientific knowledge to solve problems and express scientifically supported judgments
- Inquiring and Designing – developing intellectual and practical skills through designing, analyzing and performing scientific investigations with an emphasis on experiments and inquiry
- Processing and Evaluating – collecting, processing and interpreting qualitative data and explaining appropriate conclusions
- Reflecting on the Impacts of Science – gaining global understanding by evaluating the implications of scientific developments and their applications to specific problems or issues
Students will also be assigned a work ethic mark for each term. For more detailed information about criteria to receive a “G” work ethic click on the following: Work Effort.docx
All student work is assessed on a four point scale similar to the one found below. Students are required to meet all outcomes of the course, so must redo any major assessment piece that does not meet expectations.
I wish you all the best in the upcoming year and look forward to working and learning with you! Please feel free to come and talk to me if you have any questions or concerns. I am here to help you succeed! Parent/Guardians or Students; please feel free to email me anytime with questions or concerns. I hope that you and I have an enjoyable year together in Science 8.
Thank you,
Mr. Cadman
Thank you,
Mr. Cadman