St. Luke’s College “Gens una sumus”

St. Joseph Catholic High School8:40am-11:25am

Phone – (780) 532-7779

Themes and Essential Questions

Throughout the year we will focus on several cross-curricular themes. Each theme will encompass subject-based or cross-curricular projects centered around essential questions. Wiggins and McTighe (Understanding by Design) define essential questions as “questions that are not answerable with finality in a brief sentence… Their aim is to stimulate thought, to provoke inquiry, and to spark more questions — including thoughtful student questions — not just pat answers” (106). In order to think in terms of questions, “[i]nstead of thinking of content as something to be covered, consider knowledge and skill as the means of addressing questions central to understanding key issues in your subject” (107).

1. Identity: Behind the Mask: The question every human being faces is “Who am I?” Our definition of self encompasses values, interests, dreams and perceptions.

● From where does individual identity develop?● How do we as individuals maintain our own sense of self in a world of many

influences?● Is identity limited by definition?

2. Men or Monsters? We are defined by the choices we make. Some choices contribute to humanity, others create monsters of ourselves and potentially to those around us.

● What is truth? Is truth malleable?● How willing are we to embrace truth? ● Do texts present truth or undermine them?

3. Legacy: Choice, Influence, and Control● Are legacies predetermined or manufactured?● Does what you value become your legacy?● Do your choices and indifference impact your legacy?

CORE QUESTIONS FOR LEARNING*PAY ATTENTION TO THIS!*

What don’t I know?How can I find out?

What do I know and how can I prove it?

“WHAT NEXT?” QUESTIONS?

What do I already know?What do I need to learn and how can I find out?

What do I do with what I have learned

Individualized Pacing We understand that each student has a different style and pace of learning. Be

prepared for your morning schedule to be flexible to allow for personalization.

Classroom Expectations1. Come prepared for class.

That means bringing all materials required every day.

2. Please refrain from using your cellular device for leisure purposes during class.There will be ample time for you to take your phone out for educational purposes

(Using it as a calculator is not one). You will be prompted when permitted to use your phone. If we feel that students are abusing this privilege, actions will be taken to limit cell phone usage.

3. Use time effectively. When given time to work on a task, I encourage you to use it.

4. Bring a positive attitude. Come to class willing to participate in the activities that are planned.

5. Respect.Treat yourself, your classmates, and your teacher with respect and it will be

reciprocated.

Culminating Assessments and Portfolios

At the end of the year, each course will have a culminating assessment. This may take a variety of forms such as a, project, exam, or your portfolio. We will be working on building academic portfolios throughout the year which will be used to showcase you and your best work. These may be presented at quarterly showcases for family and community members to attend.

Science 10

Mrs. Rebekah Barendregtrebekahbarendregt@gpcsd.ca

Google Classroom Code: i5nu1x

“Science is a way of life. Science is a perspective. Science is the process that takes us from confusion to understanding in a manner that's precise, predictive and reliable - a transformation, for those lucky enough to experience it, that is empowering and emotional.” Brian Greene

Science 10 is an integrated academic course that helps students better understand and apply fundamental concepts and skills common to biology, chemistry, physics, and the Earth sciences. The goal of this course is to examine various aspects of these four sciences and to introduce you to scientific thinking and experimentation. Below are the units of Science 10 along with essential questions and the connections to the themes of St. Luke’s college:

Unit/Theme Approximate Timeline

1. Biology. Theme: Identity: Behind the Maska. How does technology help us understand biology?b. How does biology help us understand our identity?c. How do the structure of cells and multicellular organisms

relate to their functions?

September → Mid-October

2. Earth Science. Theme: Men or Monsters?a. How do a variety of factors contribute to climate?b. How does climate impact life?c. Are humans responsible for climate change?

Mid-October → Mid-November

3. Chemistry. Theme: Chemical changes and responsibility.a. What are the chemical foundations of matter?b. How is chemistry important in our lives?c. How can we classify compounds and chemical reactions?

Mid-November → February

4. Physics. Theme: Legacy: Choice Influence and Controla. How does technology and developing knowledge create

scientific legacy?b. How is energy transformed in a system?c. How can we improve our environmental legacy through

energy conservation?

March → June

Assessment: It is our goal that each student will be given multiple opportunities for assessment through a variety of methods. This means that you may be given several chances to prove your mastery for each concept or skill. For this reason, reporting of marks will be different from what you have likely seen in the past. Your grade will be determined by your ability to meet or exceed learning and skill outcomes as prescribed by Alberta Education. Instead of reporting marks for individual assignments or tests, each specific learning objective will be assigned a mark based on a variety of assignments, projects, labs, and/or summative assessments (exams). Marks in Powerschool will be reported as Learning Objective A1.1, A1.2, A1.3, etc., as outlined in the chart on the next page. Additionally, you will also be submitting a portfolio of projects, assignment, labs, and other notable work at the end of each unit which will contribute to your grade as well. Your portfolio will be assessed to reflect your achievement of specific skill outcomes including Initiating and Planning, Performing and Recording, Analyzing and Interpreting, and Communication and Teamwork.

You will be given the opportunity to thoroughly go over each assessment in detail upon completion. At this time you will be given the option to redo the assessment. However, before a student will be allowed to do so they must first show that they understand the outcomes not understood initially. This will be accomplished through various tasks. Once the material is mastered and the trouble concepts are no longer an issue, the student will be permitted to rewrite the assessment in question. Therefore, if you receive a lower mark for a specific outcome initially, that mark may be replaced once you have improved and demonstrated higher learning.

The breakdown of the general outcomes from Alberta Education are given in the table below. You will see that each topic is also given a percentage that it will contribute towards your final grade. The topics are weighted differently based on how much time we will spend on each unit (eg. we spend the most time on physics so it is worth the greatest percentage of your final grade). There is also a final culminating assessment that is worth 20% of your overall grade. The format of that assessment will be determined at a later date.

Please note that within each unit, grades will be determined as follows: ● 70% from specific learning outcomes (includes mainly projects and tests).● 30% from skill outcomes demonstrated by your portfolio (includes

projects, assignments, labs, etc.)

Units and General Learning Outcomes Covered % of Grade

Topic A: Energy and Matter in Chemical Change (Chemistry)A1: Describe the basic particles that make up the underlying structure of matter, and investigate related technologies.A2: Explain, using the periodic table, how elements combine to form compounds, and follow IUPAC guidelines for naming ionic compounds and simple molecular compounds.A3: Identify and classify chemical changes, and write word and balances chemical equations for significant chemical reactions, as applications of Lavoisier’s law of conservation of mass

25

Topic B: Energy Flow in Technological Systems (Physics)B1: Analyze and illustrate how technologies based on thermodynamic principles were developed before the laws of thermodynamics were formulatedB2: Explain and apply concepts used in theoretical and practical measures of energy in mechanical systemsB2: Apply the principles of energy conservation and thermodynamics to investigate, describe and predict efficiency of energy transformation in technological systems

30

Topic C: Cycling of Matter in Living Systems (Biology)C1: Explain the relationship between developments in imaging technology and the current understanding of the cellC2: Describe the function of cell organelles and structures in a cell, in terms of life processes, and use models to explain these processes and their applicationsC3: Analyze plants as an example of a multicellular organism with specialized structures at the cellular, tissue and system levels

15

Topic D: Energy Flow in Global Systems (Earth Science)D1: Describe how the relationships among input solar energy, output terrestrial energy and energy flow within the biosphere affect the lives of humans and other speciesD2: Analyze the relationships among net solar energy, global energy transfer processes—primarily radiation, convection and hydrologic cycle—and climateD3: Relate climate to the characteristics of the world’s major biomes, and compare biomes in different regions of the worldD4: Investigate and interpret the role of environmental factors on global energy transfer and climate change

10

Culminating Assessment 20

General Skill Outcomes (assessed through portfolios)

Initiating and Planning (IP): Ask questions about observed relationships, and plan investigations of questions, ideas, problems and issues

Performing and Recording (PR): Conduct investigations into relationships between and among observable variables, and use a broad range of tools and techniques to gather and record data and information

Analyzing and Interpreting (AI): Analyze data and apply mathematical and conceptual models to develop and assess possible solutions

Communication and Teamwork (CT): Work as members of a team in addressing problems, and apply the skills and conventions of science in communicating information and ideas and in assessing results

Expectations: In order to master concepts, extra practice is continually required. Students will be given sufficient time to complete assignments in class (as much as possible), however, out of class study time is essential if students are to do their best in this course. Although not everything that is assigned will count towards your final grade, all assignments MUST be completed to a sufficient quality. Therefore, you are expected to complete assignments on time and properly. I have high expectations of all my students and believe that participation in class activities, attending class, monitoring your own learning, and seeking outside help when needed are keys to success in Science 10.

Lab Safety: It is the student’s responsibility to conduct themselves with all necessary caution and due care while conducting experiments. Those students who demonstrate lack of responsibility in the laboratory will be suspended from the laboratory and will receive a mark of zero for that lab.

English 10Ms. L. Helm

email: lisahelm@gpcsd.caGoogle classroom https://classroom.google.com/c/NzQwNzQ1Mjda code to view site and

submit work: 13gfn1twitter: @lianhelm

book blogging site: https://inkandspine.wordpress.com/

The study of English Language Arts enables you to understand and appreciate the importance and artistry of literature. As well, it enables you to understand and appreciate language, and to use it confidently and competently for a variety of purposes, with a variety of audiences and in a variety of situations for communication, personal satisfaction and learning. As strong language learners, you will be able to meet Alberta’s graduation requirements and will be prepared for entry into post-secondary studies if you so choose!

General Outcomes (as stated by Alberta Education). Students Will Listen, Speak, Read, Write, View and Represent To: General Outcome 1: Explore thoughts, ideas, feelings and experiences.

1. Discover possibilities2. Extend awareness

General Outcome 2: Comprehend literature and other texts in oral, print, visual and multimedia forms, and respond personally, critically and creatively.

1. Construct meaning from text and context2. Understand and appreciate textual forms elements and techniques.3. Respond to a variety of print and nonprint texts

General Outcome 3: Manage ideas and information

1. Determine inquiry or research requirements2. Follow a plan of inquiry

General Outcome 4: Create oral, print, visual and multimedia texts, and enhance the clarity and artistry of communication.

1. Develop and present a variety of print and nonprint texts2. Improve thoughtfulness, effectiveness and correctness of communication

General Outcome 5: Respect, support and collaborate with others1. Respect others and strengthen community2. Work within a group

The units in this course are organized thematically. Each unit will possess a variety of genres linked by a common theme and framed by the essential questions stated at the beginning of the college outline and in each unit. **** How your learning is evaluated (knowing this is important so you can advocate for your own learning!) ****

What do the categories mean and what type of assignments are included in each? Process = typically assignments which focus on the learning of the material. This could be “check in” quizzes, assignments with several steps involved (process of writing, etc.), metacognitive questions/assignments, seminar work, socratic discussions, formative assessment. Product = culminating type of assignments where output is actually evaluated. Such assignments include Personal Response to Texts, Critical Analytical Responses to Literature, Visual Representations, Teaching Act IV of r Julius Caesar etc.

Unit Evaluation = end of unit, proof of learning/understanding. These help you prepare for your final course assessment! This will include ONE Personal Response to Text, ONE Critical Analytical Response to Texts and a Unit project.

You will be provided with a rubric for each assignment so you know HOW you will be assessed.

Process 10%Product 50%Unit Assessment 20%Final Assessment 20%

Unit I: Behind the Mask: Identity/Dreams (approx 30-35 classes)Who are you? Suddenly life is no longer black and white but a variety of colours and hues and contrasts. Humans often identify who they are by what they believe, the opinions they hold and the roles that they choose.

Texts: Novel : The Old man and the Sea and (Student choice from: To Kill a Mockingbird, The Great Gatsby, Great Expectations, Catcher in the Rye, A Tree Grows in Brooklyn, Jane Eyre, The Hobbit, Belzhar, The Bell Jar, Catcher in the Rye, Astronaut's Guide to Life on Earth, Mr. Hockey, Moonwalking with Einstein or a title a you find as long as you get the “go ahead” from me to use it in your study!Possible Films for study: : The Martian (released to theatres in October. This will be a college trip. More information to come), and Signs Modern Drama: “Lord What Fools” (Sightlines)Various short stories/non-fiction/poems

Writers Boot Camp- Review essay organization and other writing formats

- Introduction of Personal Response to Text- Introduction to Critical Analytical Response to Literature- Introduction to writing portfolio- Writing drills

Unit 2: Men or Monsters (approx 30-35 classes)We are defined by the choices we make. Some choices contribute to humanity, whereas other choices create monsters of ourselves and others. The basis of these choices is often determined by what we perceive to be our truth. Truth is often relative as is our perception of what is “monstrous”.

Novel choices: The Troop, Oryx and Crake, Zone One, World War Z (novel is WAY different than the film….it’s BETTER!), Frankenstein, Dr. Jekyll and Mr Hyde, The Portrait of Dorian Grey or a novel of your choice. Graphic Novel: Maus IPossible Film Study: AvatarModern Drama: “Learning to Drive” (Sightlines)Various short stories, nonfiction and poetry

Unit 3: Legacy , choice, influence and control. What impact are you going to make on this world? How do your choices impact the environment (social, physical, personal) in which you live? (approx 30-35 classes)

Novel choices: Great Expectations, The Stone Carvers, Brave New World, Station Eleven, All the Light We Cannot See, Extremely Loud and Incredibly Close, Anthill, or a title you find that is suitable for novel study!Shakespeare: Julius Caesar Various short stories, nonfiction and poetry.Possible Film study: The Whale Rider, Forrest Gump, To Kill a Mockingbird

“The last of man’s freedoms is to choose his own attitude” Viktor Frankl

Math 10 OutcomesMr. Collin Dillon

CollinDillon@gpcsd.ca@CollinDillon

Mr. Dillon’s Website –

“The essence of mathematics is not to make simple things complicated, but to make complicated things simple.” –S.Gudder

INSTRUCTIONAL GOALS:“To prepare students to solve problems, communicate and reason mathematically,

make connections between mathematics and its applications, become mathematically literate, appreciate and value mathematics and make informed

decisions as contributors to society.” – Math Program of Studies Alberta

MAJOR CONCEPTS:The learning outcomes developed through the Alberta Mathematics curriculum are divided into 3 strands:

1. Measurement2. Algebra & Number3. Relations & Functions

Each strand is addressed with specific outcomes as well as sub-strands in order to provide a rich variety of math experiences for students

EVALUATIONS:Unit 1 - Measurement 14%Unit 2 - Algebra & Number 26%Unit 3 - Functions & Relations 40%Culminating Assessment: 20%TOTAL 100%

***This breakdown represents the amount of outcomes that are included in each Unit. Each unit will be assessed in a variety of formative and/or summative assessments. Students will be given the opportunity to thoroughly go over each assessment in detail upon completion. At this time students will be given the option to redo any assessment. Before a student will be allowed to do so they must first show that they have mastered the outcomes not understood initially. This will be accomplished through various tasks

and once the material is mastered and the trouble concepts are no longer an issue, the student's’ mark will reflect their understanding.***

EXPECTED MATERIALS:

- Loose Leaf Paper/Notebook- Scientific or Graphing Calculator (Preferred)- Pencil, Ruler and Eraser

*These materials will be required before the start of every class. If you have difficulty locating any of these materials please see Mr. Dillon*

Unit 1 – Measurement Measurement

Specific Outcomes:

1. Solve problems that involve linear measurement, using:● SI and imperial units of measure● Estimation strategies● Measurement strategies.

2. Apply proportional reasoning to problems that involve conversions between SI and imperial units of measure.

3. Solve problems, using SI and imperial units, that involve the surface area and volume of 3-D objects, including:

● Right cones● Right cylinders● Right prisms● Right pyramids● Spheres

Trigonometry

Specific Outcome:

1. Develop and apply the primary trigonometric ratios (sine, cosine, tangent) to solve problems that involve right triangles.

Unit 2 – Algebra & Number

Factors & ProductsSpecific Outcomes:

1. Demonstrate an understanding of factors of whole numbers by determining the:● Prime factors● Greatest common factor● Least common multiple● Square root ● Cube root

2. Demonstrate an understanding of the multiplication of polynomial expressions (limited to monomials, binomials and trinomials), concretely, pictorially and symbolically.

3. Demonstrate an understanding of common factors and trinomial factoring, concretely, pictorially and symbolically

Roots & Powers

Specific Outcomes:

1. Demonstrate an understanding of irrational numbers by:● Representing, identifying and simplifying irrational numbers● Ordering irrational numbers

2. Demonstrate an understanding of powers with integral and rational exponents.

Unit 3 – Relations & Functions Relations & Functions

Specific Outcomes:

1. Interpret and explain the relationships among data, graphs and situations.2. Demonstrate an understanding of relations and functions.3. Describe and represent linear relations, using:

● Words● Ordered pairs● Tables of values● Graphs ● Equations

4. Determine the characteristics of the graphs of linear relations, including the: ● Intercepts● Slope● Domain● Range

Linear FunctionsSpecific Outcomes:

1. Demonstrate an understanding of slope with respect to:

● Rise and run● Line segments and lines● Rate of change ● Parallel lines ● Perpendicular lines

2. Relate linear relations expressed in:● Slope–intercept form (y = mx + b)● General form (Ax + By + C = 0)● Slope–point form (y – y1 = m(x – x1))

to their graphs.

Systems of Linear Equations

Specific Outcomes:

1. Determine the equation of a linear relation, given:● A graph● A point and the slope● Two points● A point and the equation of a parallel or perpendicular line

to solve problems 2. Represent a linear function, using function notation3. Solve problems that involve systems of linear equations in two variables, graphically and

algebraically.

Social 10 Miss. McLay

nicolemclay@gpcsd.canmclay@ualberta.ca

www.mclayclass.weebly.com

(Twitter) @mclaynicole

Google classroom for handing in assignments…https://classroom.google.com/u/0/c/MTA4NjY5NjYx

Code to join - zqvrfgo

Social studies provides opportunities for students to develop the attitudes, skills, and

knowledge that will enable them to become engaged, active, informed and responsible citizens. Recognition and respect for individual and collective identity is essential in a

pluralistic and democratic society. Social studies help students develop their sense of self and community, encouraging them to affirm their place as citizens in an inclusive

democratic society. It is the study of people in relation to each other and to their world. It is an issue based inquiry based, interdisciplinary subject that draws upon history, geography,

political science and other social disciplines.

Course Outline

Key Issue: To what extent should we embrace globalization? Unit 1 - Identity: The question every human being faces is “Who am I?” To what extent should globalization shape identity?· Explore ways in which individuals and collectives express identity· Explore and understand the impact of media and communications technology on diversity· Explore understandings and dimensions of globalization· Analyze opportunities presented by globalization to identities and cultures· Examine challenges presented by globalization to identities and cultures· Evaluate efforts to promote languages and cultures in a globalizing world

Unit 2 - We are defined by the choices we make. Some choices contribute to humanity, others create monsters of ourselves and potentially to those around us.To what extent should contemporary society respond to the legacies of historical globalization?· Examine impacts of cultural contact between indigenous and non-indigenous peoples\· Explore the foundations of historical globalization· Explore the relationship between historical globalization and imperialism· Examine multiple perspectives on the political, economic, and social impacts of historical globalization and imperialism· Examine imperialist policies and practices that affected indigenous peoples· Analyze contemporary global issues that have origins in policies and practices in post-colonial governments in Canada and other locations.· Evaluate various attempts to address consequences of imperialist policies and practices on indigenous people in Canada and other locations.· Examine the legacies of historical globalization and imperialism that continue to influence globalization

Unit 3 - Choice, Influence, and ControlTo what extent does globalization contribute to sustainable prosperity for all people?· Explore understandings of contemporary economic globalization· Examine the foundations of contemporary globalization· Analyze factors contributing to the expansion of globalization since the second world war· Analyze political and economic challenges and opportunities in globalization· Explore multiple perspectives regarding the relationships among people the land and globalization· Evaluate actions and policies associated with globalization that impact the environment· Analyze multiple perspectives on sustainability and prosperity in a globalizing world

Unit 4 – Choice, Influence, and ControlTo what extend should I, as a citizen, respond to globalization?· Explore various understanding of quality of life· Analyze impacts of globalization on children and youth· Analyze impacts of globalization on women· Evaluate relationships between globalization and democratization and human rights· Analyze how globalization affects individuals and communities· Explore multiple perspectives regarding the civic responsibilities that individuals, governments and organization and businesses may have in addressing opportunities and challenges presented by globalization· Evaluate means by which individuals, governments, organizations and businesses could address opportunities and challenges to globalization· Develop strategies to demonstrate active, responsible global citizenship

Evaluation

Process: typically assignments which focus on the learning of the material. This could be “check in” quizzes, assignments with several steps involved (process of writing, etc.), metacognitive questions/assignments, seminar work, socratic discussions, formative assessment. Project: culminating type of assignments where output is actually evaluated.

Unit Evaluation: end of unit, proof of learning/understanding. These help you prepare for your final course assessment!

Process 10%Project 50%Unit Assessment 20%Final Assessment 20%

General Information This class is structured for students to work at a pace they are comfortable with. The students will be given the flexibility they need to focus on their strengths and weaknesses. This course is student centered and as such students need to take responsibility for their own learning. Students are to use a three ring binder and supply their own lined paper. Students are responsible for classwork and assignments missed in the event the student is away from school. Class Website

Students are expected to make use of the class website as a guide and tool throughout the year. Students will be able to find missing notes, assignments, and use the drop box to submit assignments via the website. Students may also follow twitter for updates and important announcements. www.mclayclass.weebly.comhttps://classroom.google.com/u/0/c/MTA4NjY5NjYx - code to join - zqvrfgo @MclayNicole (twitter handle) How to succeed in this course:

1. Show up on time and be willing to participate2. Be prepared (your binder, pens, a highlighter and all notes)3. Complete all assignments4. Respect yourself and the people within the classroom

STUDENT-PARENT-TEACHER AGREEMENT!

Please read over this course information and sign below in order to assure me that you understand the responsibilities and requirements that are a part of St. Luke’s College and will comply with them. Student signature________________________________________Date ________________________________________ Please have your parent(s) or guardian(s) read over this course information and sign below in order to assure us that they are comfortable with the material that will be covered in St. Luke’s College. Parent/Guardian signature_____________________________________E-mail address_______________________________Date ________________________________