Subject: Science 9 Year: 2018 (September-December)

Long Range Plan Teacher: Catherine Loewen

Dates Unit of Study Major Objectives Evaluation Plan

September-October Space Students will understand how human Unit Exam: Students will be given a unit exam upon
Exploration understandings of earth and space have completion of the unit. The exam will be designed with
depended on technological development. questions that are similar to the Provincial Achievement
Tests (PATs) to give students the opportunity to reinforce
Students will identify problems in their knowledge and practice the types of test questions they
developing technologies for life in space will see in June.
and explain the basic scientific principles Performance Task: Students will answer the inquiry
involved. question posed at the beginning of the unit (to what extent is
the colonization of mars feasible and ethical?). To ensure
Students will describe and explain optical differentiation, students may choose the form they present
and radio telescopes, space probes, and their project in from a variety of modalities (i.e. brochure,
remote sensing technologies. poster, magazine article, podcast, website, Ted talk, etc). The
project will be graded on a 5-point rubric, which will be given
Students will identify challenges and to students ahead of time. Once completed, students will
opportunities of space exploration. present their projects to their peers.

Unit Inquiry Question: To what extent

is the colonization of mars feasible and
ethical?
November- Biological GLO 1: Investigate and interpret
December Diversity diversity among species and within
species, and describe how diversity
contributes to species survival.
GLO 2: Investigate the nature of
reproductive process and their role in
transmitting species characteristics.
GLO 3: Describe, in general terms, the
role of genetic materials in the continuity
and variation of species characteristics;
and investigate and interpret related
technologies.
GLO 4: Identify impacts of human action
on species survival and variation within
species, and analyze related issues for
personal and public decision making.
Unit Inquiry Question: To what extent
are humans responsible for ensuring
biodiversity?
Subject: Social 10 Year: 2018 (September - December)
Long Range Plan Teacher: Catherine Loewen
Unit Exam: Students will be given a unit exam upon
completion of the unit. The exam will be designed with
questions that are similar to the Provincial Achievement
Tests (PATs) to give students the opportunity to reinforce
their knowledge and practice the types of test questions they
will see in June.
Performance Task: Students will answer the inquiry
question posed at the beginning of the unit (to what extent are
humans responsible for ensuring biodiversity?). To ensure
differentiation, students may choose the form they present
their project in from a variety of modalities (i.e. brochure,
poster, magazine article, podcast, website, Ted talk, etc).. To
complete this project, students will choose an organism to
research, explore what makes this organism unique (diverse)
and evaluate whether it is the responsibility of humans to
ensure its biodiversity or not. The project will be graded on a
5-point rubric, which will be given to students ahead of time.
Once completed, students will present their projects to their
peers.
 Dates Unit of Study Major Objectives
September Globalization & Students will explore the impacts of
Identity globalization on their lives.
Unit Inquiry Question: To what
extent should globalization shape
identity?
Course Inquiry: To what extent
should Canadians embrace
globalization?
October Historical Students will assess the impacts of
Globalization historical globalization on Indigenous
and non-Indigenous peoples.
Unit Inquiry: To what extent should
contemporary society respond to the
legacies of historical globalization?
Course Inquiry: To what extent
should Canadians embrace
globalization?
Evaluation Plan
Unit Assignment: Throughout the unit, students will be given small
assignments to work to help reinforce material from the unit. The
end of the unit will be concluded with a major assignment that will
help scaffold student learning for the final project at the end of the
course. The Major Project in Unit A will see students writing a short
blog post in response to the unit inquiry question. Each blog post
will be made available to students via our classroom website and
students will be required to comment on several of their peers blog
post prior to engaging in a whole-class discussion about
globalization and identity.
Unit Assignment: Throughout the unit, students will be given small
assignments to work to help reinforce material from the unit. The
end of the unit will be concluded with a major assignment that will
help scaffold student learning for the final project at the end of the
course. The Major Project in Unit B will have students researching
an historical issue that has connections with globalization (e.g.
residential schools). Students will be asked to write a persuasive
essay in response to the unit inquiry question and the historical issue
that they have researched. For example, a student who chooses to
write about residential schools, would consider how contemporary
society should respond to the legacy of residential schools.
November Sustainability of Students will assess economic,
Globalization environmental, and other
contemporary impacts of
globalization.
Unit Inquiry: to what extent does
globalization contribute to sustainable asked to create a poster advocating for or against the sustainability
prosperity for all people?
Course Inquiry: To what extent
should Canadians embrace
globalization?
December Evaluating Students will assess economic,
Globalization environmental, and other
contemporary impacts of
globalization.
Unit Inquiry: To what extent should
I, as a citizen respond to
globalization?
Course Inquiry: To what extent
should Canadians embrace
globalization?
Unit Assignment: Throughout the unit, students will be given
assignments to work on. By the end of the unit, students will be
given a major assignment to answer the unit inquiry question. This
assignment will build towards their final performance task. In this
unit, students will choose a specific resource and research various
people’s perspectives about such resource. Students will then be
of globalization as is suggested by that resource. For example,
students may choose to research the Trans Mountain Pipeline.
Students would look at how the Trans Mountain Pipeline directly
relates to globalization and will look at the various perspectives
associated with transporting oil through a pipeline. Students will
then evaluate whether the Trans Mountain Pipeline offers a
sustainable and prosperous example of globalization for all people
and will present their opinions in the form of a poster.
Assignments: Throughout this unit students will be given a variety
of smaller unit assignments that will help to build towards
completing their final project for the end of the course. This unit will
act as a segway for students to start creating their final projects for
the course, which will answer the course inquiry question.
Social 10 Culminating Assessments:
Throughout the course and in addition to the unit assignments and other assignments given throughout the units, students will be assessed in the
following ways:

● Unit Exams: Each unit will be concluded with a unit exam. The unit exams will be made up of source-based multiple choice questions to
prepare students for the type of questions they will see on their final exam and to reinforce content from the course.

● Final Project: Upon completion of the course, students will be tasked with answering our course inquiry question (to what extent should
Canadians embrace globalization?). To ensure differentiation, students may choose the form they present their project in from a variety of
modalities (i.e. brochure, poster, magazine article, podcast, website, Ted talk, etc). The project will be graded on a 5-point rubric and will
include a self-assessment for students to complete.

● Final Exam: In January, the course will be concluded with a final exam. The final exam will be administered by Chantalle Van Otterloo and
will be made up of source-based multiple choice questions. These questions will help students review and reinforce the material learned
throughout the course and will account for 30% of students’ final grade.

Subject: CTS 10 Year: 2018 (September-December)

Long Range Plan Teacher: Catherine Loewen
 Dates Unit of Study Major Objectives
September Health Services Evaluate the determinants of good health in
Foundations Canadian society and dimensions wellness and
factors affecting personal wellness.
Perform effective and appropriate hand-washing
techniques.
Apply basic principles of movement that
contribute to health and wellness.
Explain basic principles of anatomy, physiology,
and disease related to systems of the human
body.
describe basic legal obligations of people
providing services in health care, community
support, volunteer and recreation settings
through examples.
Evaluation Plan
Quizzes & Assignments: Students will be given a
variety of small assignments and quizzes throughout
the module, which will help reinforce student learning
and will help scaffold student learning so students are
prepared to complete their final project.
Exam: A short final exam will be given to students
upon completion of the module. The final exam will
consist of multiple choice questions, short answer, and
matching.
Project: A final project will be given to students upon
completion of this module and the musculoskeletal
system module and will require students to make
connections between both modules.. Students will be
asked to create a new medication that will eliminate a
specific musculoskeletal disease.They will be required
to research the disease and ways to ensure health and
wellness. Students will submit a business proposal for
their new medication and will also create a
commercial (radio or television) to advertise for their
new medication. Projects will be assessed on a 5-point
rubric and presented in front of students’ peers.
October Musculoskeletal Explain the basic anatomy and physiology of the
System skeletal system, the muscular system, and
muscle and joint structures.
Evaluate factors that contribute to the promotion
and maintenance of a healthy musculoskeletal
system.
Explain the basic pathology and treatment of
conditions of the musculoskeletal system
HCS Project A Students will develop project and design
management skills to extend and enhance
competencies and skills in other CTS courses
through contexts that are personally relevant.
Assignments & Quizzes: Students will be given a
variety of small assignments and quizzes, which will
help reinforce student learning.
Exam: A short final exam will be given to students
upon completion of the module. The final exam will
consist of multiple choice questions, short answer, and
matching.
Project: A final project will be given to students to
complete upon completion of this module and the
musculoskeletal system module and will require
students to make connections between both modules..
Students will be asked to create a new medication that
will eliminate a specific musculoskeletal disease.They
will be required to research the disease and ways to
ensure health and wellness. Students will submit a
business proposal for their new medication and will
also create a commercial (radio or television) to
advertise for their new medication. Projects will be
assessed on a 5-point rubric and presented in front of
students’ peers.
Project: This module will encompass the project
description for both the health and wellness module
and the musculoskeletal module. The project will
account for 100% of the mark for this module and
only a portion of the mark for the previous two
modules.
November Injury Evaluate roles and responsibilities of a first-aider
Management in prevention of injuries before an event of
season of play.
Create an Emergency Action Plan to prepare for
possible emergencies at different venues.
Explain basic physiological principles related to
various injuries and illnesses that may occur
during recreation or sporting events and
activities.
Demonstrate the appropriate management and
treatment of injuries that can occur during
recreation activities and sporting events using
simulations.
Demonstrate basic taping and strapping of minor
injuries in simulations.
December Technical Evaluate the roles and responsibilities of an
Foundations for athletic first aider in preparation for the
Injury prevention, management, and treatment of soft
Management tissue injuries.
Demonstrate appropriate management and
treatment of skin wounds, including blisters,
abrasions, and lacerations.
Assignments & Quizzes: Students will be given a
variety of small assignments and quizzes throughout
the module, which will help reinforce and scaffold
student learning so students are prepared for their final
project.
Exam: A short final exam will be given to students
upon completion of the module. The final exam will
consist of multiple choice questions, short answer, and
matching.
Demonstrations: students will be asked to
demonstrate specific skills and will be marked on the
accuracy with which the complete each demonstration.
Assignments & Quizzes: Students will be given a
variety of small assignments and quizzes throughout
the module, which will help reinforce and scaffold
student learning so students are prepared for their final
project.
Exam: A short final exam will be given to students
upon completion of the module. The final exam will
consist of multiple choice questions, short answer, and

Apply taping and strapping skills to the foot an
ankle.
Apply taping and strapping techniques to the
wrist and hand.
Apply taping and strapping skills to the elbow.
Demonstrate the appropriate management and
treatment of injuries related to the achilles
tendon, adductor muscles of the leg, and
quadriceps muscles.
Evaluate the appropriate management and
treatment of injuries related to the knee.
December First Aid/CPR Students will demonstrate first-aid skills and
with AED procedures including CPR and automatic
external defibrillator (AED) for dealing with
emergency situations.
January REC Project A Students develop project design and management
skills to extend and enhance competencies and
skills in other CTS courses through contexts that
are personally relevant.
matching.
Demonstrations: students will be asked to
demonstrate specific skills and will be marked on the
accuracy with which the complete each demonstration.
Students will complete a course in First Aid/CPR with
AED and receive First Aid certification. Certification
will be given to students upon receiving a passing
grade from an instructor with a recognized instructor’s
certificate for first aid with Level C CPR with AED.
Project: This module will encompass the project
description for both the modules connected to injury
management. The project will account for 100% of the
mark for this module and only a portion of the mark
for the previous two modules. This project will be
designed in collaboration with the Teacher Mentor for
this course, as it will be completed by students in
January. Students will be required to research a
disease that affects the musculoskeletal system and is
a result of a sports injury. Projects will be assessed on
a 5-point rubric and presented in front of students’
peers.