Course Profile - Curriculum Services Canada

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Resources Units in this Course Profile make reference to the use of specific texts, magazines, films, videos, and websites. The teachers need to consult their board policies regarding use of any copyrighted materials. Before reproducing materials for student use from printed publications, teachers need to ensure that their board has a Cancopy licence and that this licence covers the resources they wish to use. Before screening videos/films with their students, teachers need to ensure that their board/school has obtained the appropriate public performance videocassette licence from an authorized distributor, e.g., Audio Cine Films Inc. The teachers are reminded that much of the material on the Internet is protected by copyright. The copyright is usually owned by the person or organization that created the work. Reproduction of any work or substantial part of any work from the Internet is not allowed without the permission of the owner. Bennet, Barrie and Carol Rolheiser. Beyond Monet - The Artful Science of Instructional Integration. Toronto: Bookation, Inc., 2001. ISBN 0-9695388-3-9 Brady, James et al. Chemistry: Matter and Its Changes. Etobicoke, John Wiley & Sons, 2000. ISBN 0470831049 Hebden, James A. Chemistry: Theory and Problems Book Two. McGraw Hill, Toronto,1980. ISBN 0070778612 Rayner-Canham et al. Chemistry: A Second Course. Addison Wesley, Don Mills, 1989. ISBN 0201178850 The URLs for the websites were verified by the writers prior to publication. Given the frequency with which these designations change, teachers should always verify the websites prior to assigning them for student use. Internet Public Library – http://www.ipl.org American Association for the Advancement of Science – http://www.aaas.org/ Canadian government and research sites related to science and engineering – http://www.nserc.ca/relate.htm CBC Educational Resources – http://www.cbc.ca/insidecbc/educational/ Education Network of Ontario – http://www.enoreo.on.ca/ Education Resources on the web (Canadian site) – http://www.educ.uvic.ca/depts/snsc/pages/weblinks/weblinks.htm Gateway to Educational Materials – http://www.thegateway.org/ Midwest Mathematics and Science Consortium (MSC) – http://www.ncrel.org/msc/msc.htm National Science Foundation (USA) – http://www.nsf.gov/ National Staff Development Council – issues of implementation – http://www.nsdc.org/ Online Resources for Assessment – http://www.rmcdenver.com/useguide/assessme/online.htm Ontario Ministry of Education (EDU) – curriculum documents page – http://www.edu.gov.on.ca/eng/document/curricul/curricul.html Regional Education Laboratories in the USA – focus on educational research – http://www.sedl.org/RELs.html Science Teachers Association of Ontario (STAO) links to science sites – http://www.stao.org/hotlinks.htm Science Toys – http://www.scitoys.com/ STAR Centre for Academic Renewal (Texas) – http://www.starcenter.org/ USA National Academy of Sciences – http://www.nas.edu/ Page 24 • Chemistry – University Preparation
OSS Policy Considerations Students can apply and refine the skills, knowledge, and habits of mind they acquire in SCH4U through Cooperative Education, work experience and service placements within the community. A work site placement must be directly connected to the Expectations of SCH4U if it is to contribute to a student’s perspective of future careers or educational opportunities. The wording in the document Cooperative Education and Other Forms of Experiential Learning (Ontario, Ministry of Education, 2000) provides clear direction, and should be the focus of the personalized learning plans for students. “The personalized learning plan must include the following: the Curriculum Expectations of the related course that describe the knowledge and skills the student will extend and refine through application and practice at the workplace” (p. 23, emphasis added). The placement is not intended to introduce the student to the Expectations, but should connect closely enough that significant Expectations are clearly extended and refined in a workplace setting. Both workplace and community experiences may offer unique opportunities for students to achieve a major goal of SCH4U: “To relate science to technology, society, and the environment,” and to gain experience in the Science Investigative Skills defined at the beginning of the course description in the guideline. The personalized placement learning plan of a student who has an Individual Education Plan (IEP) must be developed with direct reference to the IEP. Page 25 • Chemistry – University Preparation
Page 1 and 2: Course Profiles Public District Sch
Page 3 and 4: Course Overview Chemistry SCH4U, Gr
Page 5 and 6: • The Expectations are central to
Page 7 and 8: Unit Overviews Unit 1: Chemical Sys
Page 9 and 10: 2.1.3 Students participate in a sem
Page 11 and 12: Unit 3: Electrochemistry Time: 18 h
Page 13 and 14: 3.3.6 Students make their own notes
Page 15 and 16: Suggested Activities Development of
Page 17 and 18: Activity/Time/Focus Learning Expect
Page 19 and 20: 5.7.2 Students conference individua
Page 21 and 22: Teaching/Learning Strategies Need f
Page 23 and 24: However, when group assignments are
Page 25: The Final 30% Examination Students
Page 29 and 30: OC1.04 - demonstrate an understandi
Page 31 and 32: CS1.05 - describe the tendency of r
Page 33 and 34: Specific Expectations Understanding
Page 35 and 36: 1.6 End-of-Unit Task and Written Te
Page 37 and 38: CS2.01 - use appropriate vocabulary
Page 39 and 40: 1.1.4 Student Activity: Students re
Page 41 and 42: Planning Notes • Prepare lesson n
Page 43 and 44: Teacher/Learning Strategies Act 1.3
Page 45 and 46: SIS.01 - demonstrate an understandi
Page 47 and 48: Activity 1.5: Buffer Solutions Time
Page 49: Planning Notes • Prepare the foll

Course Profile - Curriculum Services Canada

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