1. Science 10
Ms. Mile

2. What will we study this year? Biology
Main concept: Genes are the foundation for the diversity of living things.
DNA: structure, function, and the role it plays on a cellular level.
Genes and chromosomes
Patterns of inheritance, mutations, natural and artificial genetic selection
Applications of genetics and ethical considerations.
What do you know, or what do you want to know about these topics?

3. Chemistry
Main concept: Chemical processes require energy change as atoms are rearranged.
Rearrangement of atoms in chemical reactions
acid-base chemistry
law of conservation of mass
energy change due to chemical reactions
practical applications and implications of chemical processes including First People’s perspectives
What do you know, or what do you want to know about these topics?

4. Physics
Main concept: Energy is conserved and it’s transformation can affect living things and the environment
law of conservation of energy
transformation of potential and kinetic energy
local and global impacts of energy transformations from technology
First People’s perspective on energy
nuclear energy and radiation (fission, fusion, technologies, applications and implications)
What do you know, or what do you want to know about these topics?

5. Earth Science
Main concept: The formation of the universe can be explained by the big bang theory.
formation of the universe (big bang theory, components of the universe over time, astronomical data and collection methods)
What do you know, or what do you want to know about these topics?

6. Introduction to IB
How will you be assessed?

7. Criterion A: Knowing and Understanding
Achievement level
Level descriptor
The student does not reach a standard described by any of the descriptors below.
1–2
The student is able to:
i. select scientific knowledge
ii. select scientific knowledge and understanding to suggest solutions to problems set in familiar situations
iii. apply information to make judgments, with limited success.
3–4
i. recall scientific knowledge ii. apply scientific knowledge and understanding to suggest solutions to problems set in familiar situations
iii. apply information to make judgments.
5–6
i. state scientific knowledge
ii. apply scientific knowledge and understanding to solve problems set in familiar situations
iii. apply information to make scientifically supported judgments.
7–8
i. outline scientific knowledge
ii. apply scientific knowledge and understanding to solve problems set in familiar situations and suggest solutions to problems set in unfamiliar situations
iii. interpret information to make scientifically supported judgments.

8. Criterion B: Inquiring and Designing
Achievement level
Level descriptor
The student does not reach a standard described by any of the descriptors below.
1–2
The student is able to:
i. select a problem or question to be tested by a scientific investigation
ii. select a testable prediction
iii. state a variable
iv. design a method with limited success.
3–4
i. state a problem or question to be tested by a scientific investigation
ii. state a testable prediction
iii. state how to manipulate the variables, and state how data will be collected
iv. design a safe method in which he or she selects materials and equipment.
5–6
ii. outline a testable prediction
iii. outline how to manipulate the variables, and state how relevant data will be collected
iv. design a complete and safe method in which he or she selects appropriate materials and equipment.
7–8
i. outline a problem or question to be tested by a scientific investigation
ii. outline a testable prediction using scientific reasoning
iii. outline how to manipulate the variables, and outline how sufficient, relevant data will be collected
iv. design a logical, complete and safe method in which he or she selects appropriate materials and equipment.

9. Criterion C: Processing and Evaluating
Achievement level
Level descriptor
The student does not reach a standard described by any of the descriptors below.
1–2
The student is able to:
i. collect and present data in numerical and/or visual forms
ii. interpret data
iii. state the validity of a prediction based on the outcome of a scientific investigation, with limited success
iv. state the validity of the method based on the outcome of a scientific investigation, with limited success
v. state improvements or extensions to the method that would benefit the scientific investigation, with limited success.
3–4
i. correctly collect and present data in numerical and/or visual forms
ii. accurately interpret data and outline results
iii. state the validity of a prediction based on the outcome of a scientific investigation
iv. state the validity of the method based on the outcome of a scientific investigation
v. state improvements or extensions to the method that would benefit the scientific investigation.

10. 5–6
The student is able to:
i. correctly collect, organize and present data in numerical and/or visual forms
ii. accurately interpret data and outline results using scientific reasoning
iii. outline the validity of a prediction based on the outcome of a scientific investigation
iv. outline the validity of the method based on the outcome of a scientific investigation
v. outline improvements or extensions to the method that would benefit the scientific investigation.
7-8
i. correctly collect, organize, transform and present data in numerical and/ or visual forms
ii. accurately interpret data and outline results using correct scientific reasoning
iii. discuss the validity of a prediction based on the outcome of a scientific investigation
iv. discuss the validity of the method based on the outcome of a scientific investigation
v. describe improvements or extensions to the method that would benefit the scientific investigation.

11. Criterion D: Reflecting on the Impacts of Science
Achievement level
Level descriptor
The student does not reach a standard described by any of the descriptors below.
1–2
The student is able to, with limited success:
i. state the ways in which science is used to address a specific problem or issue
ii. state the implications of using science to solve a specific problem or issue, interacting with a factor
iii. apply scientific language to communicate understanding
iv. document sources.
3-4
The student is able to:
iii. sometimes apply scientific language to communicate understanding
iv. sometimes document sources correctly.

12. 5-6
The student is able to:
i. outline the ways in which science is used to address a specific problem or issue
ii. outline the implications of using science to solve a specific problem or issue, interacting with a factor
iii. usually apply scientific language to communicate understanding clearly and precisely
iv. usually document sources correctly.
7-8
i. summarize the ways in which science is applied and used to address a specific problem or issue
ii. describe and summarize the implications of using science and its application to solve a specific problem or issue, interacting with a factor
iii. consistently apply scientific language to communicate understanding clearly and precisely
iv. document sources completely.

13. Expectations in the classroom
1) Arrive to class on time with your science binder, a pencil and be in your seat when the bell rings.
2) IF you are late, come in and wait at the back of the classroom so as to not disturb the class. I’ll invite you to sit down when there is chance of the least disruption.
3) If you are going to be absent from class a doctor’s note or note/ from your parent is required. The same goes if you need to leave class early.
4) Unexplained absences/lates will be recorded and parents/guardians will be notified.
5) When attendance is called use your voice to indicate that you are here. (present, morning, hi, etc)
6) Cell phones and other handheld electronic devices are not allowed to be used in class unless permission is given by the teacher.
7) If rule #6 is broken, I will take away the electronic. Repeat offenders will have it sent to the office and parents/guardians must pick it up at the end of the school day.

14. I expect that you will be safe and responsible both in the classroom and when experiments are conducted.
If I am giving safety instructions I expect that you will listen and follow them carefully
I expect you will have questions through the year, always feel free to ask them to fellow students or the class.
I expect you to be independent and search out new ways to do, think and see things
I expect that you will have a wonderful year!

15. What are some things you expect from this year?

16. Missed a class?
It is YOUR responsibility to find out what you missed in class and collect any missed assignments or notes.
Talk to/text/call a student in your class to find out what you missed.
Check my website for what we covered in class that day and any work that may be assigned. I post each day so it will be up to date.

17. Extra help?
If you would like extra help outside of class time, me to set up an appointment:
My /website is also on the carson graham website: under the tab “Staff Info” and click on my name Ms. Mile
My website also has online quizes, games and videos that you can use to review material we cover in class.