Course Profile
Geography
of Canada, Grade 9 academic, Catholic
Course
Overview
Course Profiles are
professional development materials designed to help teachers implement the new Grade
9 secondary school curriculum. These materials were created by writing
partnerships of school boards and subject associations. The development of
these resources was funded by the Ontario Ministry of Education and Training.
This document reflects the views of the developers and not necessarily those of
the Ministry. Permission is given to reproduce these materials for any purpose
except profit. Teachers are also encouraged to amend, revise, edit, cut, paste
and otherwise adapt this material for educational purposes.
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document to particular commercial resources, learning materials, equipment, or
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Profile, and do not reflect any official endorsement by the Ministry of
Education and Training or by the Partnership of School Boards that supported
the production of this document.
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Ontario
Course
Overview
Geography, Academic, Grade 9
Identifying Information:
School:
St. Thomas Aquinas High School Department:
Social Sciences
Catholic Central High School Course Developer(s):
Marion Austin,John
District:
London District Catholic School Marinelli,
Steve Patterson, Jim Sweeney
Course Title:
Geography of Canada Development Date:
February 28, 1999
Grade: 9 Course
Revisors: John Ruypers,
Course Type: Academic Bill
McCormack,
Ministry Course Code:
CGAID Annette
Marentette, Mike Taylor
Secondary Policy Document: Revision
Date: April 6, 1999
The
Ontario Curriculum Additional
Codes:
Grade
9 and 10 World Studies
Publication Date:
1999
Credit Value:
1
Description/Rationale
This
course uses a variety of frameworks, including ecozones and principles of
physical, human and economic geography, to explore Canada’s distinct and
evolving character. Students will investigate the interconnections among the
landforms, climate, soils, plants, animals and human activities in Canadian
ecozones to develop geographic knowledge and skills that contribute to an
understanding of Canada’s diversity and its role in the world.
How This
Course Supports The Ontario Catholic School Graduate Expectations
The
Ontario Catholic graduate will be able to achieve many of the expectations in
their study of geography. Through their examination, evaluation and application
of knowledge of interdependent systems (especially physical, ecological and
socio-economic), students will discover what is necessary for the development
of a just and compassionate society. This course will help in the development
of a responsible Catholic citizen who respects and affirms the diversity and
interdependence of the world’s different peoples, respects the environments,
and promotes the wise use of resources. Furthermore, it is expected that
Catholic students of geography will promote the dignity of humankind and
realize the nature of stewardship bestowed upon them as children of God.
Unit
Titles (Time and Sequence)
|
Unit
1 |
Canada’s
Global Connections |
22
Hours |
|
Unit
2 |
Canada’s
Natural Diversity |
35
Hours |
|
Unit
3 |
Canada’s
People |
18
Hours |
|
Unit
4 |
Canada’s
Resource Stewardship |
18
Hours |
|
Unit
5 |
Canada’s
Economic Diversity |
17
Hours |
Unit
Organization
Unit # 1: Canada’s Global Connections
Time: 22 hours
Description
This
unit has a dual purpose: to introduce students to the study of geography and to
help students begin to develop a global perspective. Students will appreciate
that geography has both human and physical aspects. They will become familiar
with the tools which a geographer employs and with some of the career
opportunities available. The unit will also reinforce skills such as scale,
direction, and latitude and longitude which have been previously taught in the
elementary programs. Students will also begin to understand Canada’s
connections to the world through their study of trade and development. Finally,
students will examine Canada’s involvement in world organizations. This unit
will begin students’ journey in understanding their responsibility as stewards
of the earth and the need for social justice in the world.
Ontario Catholic School Graduate
Expectations: 2b,2c,3c,3f,4a,5a,5e,5g,7e,7f
Strand(s): Global
Connections/Understanding and Managing Change/Methods of Geographic Inquiry
Overall Expectations: GCVO1D,GCVO2B,GCV03B,UMVO3B,MIVO1B,MIVO2B,MIVO3D
Specific Expectations: GCIO1D,GCIO2D,GCI03B,GCI05B,GC202D,GC3O1D,UM204D
MI101B,MI102B,MI201D,MI203D,MI204B,MI206B,MI208B,MI210D,MI211D,MI304D
Unit # 2: Canada’s Natural Diversity
Time: 25 hours
Description
The
focus of the unit is on the Ecozones of Canada; the content covers the Physical,
Climate, Vegetation and Soil Regions of Canada. The major task of the unit
which is outlined in activity #6, asks the students to discover the number and
extent of the ecozones of Canada and to consider the results of human and
natural impacts on these ecozones. The goal of the final activity of the unit
is to heighten awareness of the responsibility involved in good stewardship
from the perspective of Catholic Church teachings. The subsequent units on
Canada’s Resource Stewardship and Canada’s Economic Diversity will continue to
explore this theme. Essential to our faith is the call “to realize our
responsibility within creation and our duty towards nature and the Creator?”
Joannes Paulus II, 1989
Ontario Catholic School Graduate
Expectations: 2c,2e,3f,4a,4f,5a,5e,5g,7f,7i,7j
Strand(s): Geographic
Foundations, Methods of Geographic Inquiry, Human-Environment Interactions,
Understanding and Managing Change
Overall Expectations:
SSVO1B,SSVO2B,SSVO3B,SSVO4B,SSVO5B,MIVO1B,MIVO2B,MIVO3D
Specific Expectations: HEIO1B,HEI02B,HEI03B,HEIO5D,HE205B,SSI01B,SSI02B,SSI03B,SSI05D,
SS3O1D,SS3O4D,SS3O5B,GCIO5B,GC303D,UMI102B,UM201B,UM202B,UM203B,MI101B,MI102B,
MI201D,MI202B,MI203D,MI204B,MI208B,MI209D,MI210D,MI211D,MI212B,MI213B,MI214B,MI301B,
MI302D,MI303B,MI304D,MI305B
Unit # 3: Canada’s People
Time: 21 hours
Description
Canada’s
human systems are as diverse and as ever-changing as our natural systems. In
this unit, students demonstrate their understanding of the concepts of cultural
diversity within the Canadian mosaic, population distribution and migration
trends, and urban and rural population trends. Students are called upon to
respect and celebrate the rich historical and cultural heritage of Canadian
society and to promote the dignity of the individual as a gift from God. The
unit culminates with a celebration of the cultural diversity represented within
the fabric of Canadian society.
Ontario Catholic School Graduate
Expectations: 1e,1h,2e,3f,4a,5e,7g
Strand(s):
Geographic Foundations, Understanding and Managing Change, Methods of
Geographic Inquiry
Overall Expectations:
SSVO1B,SSVO3B,SSVO5B,UMVO1B,UMVO2B,MIVO1B,MIVO2B
Specific Expectations:
SSI04B,SSI05B,SS202D,SS203D,SS204D,SS205D,SS305B,SS306B,UMI01B,
UMI02B,UMI03D,UM201B,UM202B,UM302D,MI102B,MI201D,MI203D,MI205B,MI207B,MI208B,MI211D,
MI213B,MI303B
Unit # 4: Canada’s Resource Stewardship
Time: 22 hours
Description
Canada
has been blessed by God with an abundance of physical natural resources. We have
a rich tradition of responsible stewardship from our Aboriginal peoples and
early settlers. Students are expected to critically examine our use and
management of resources; promote the wise use of resources; and cherish our
resources as gifts to be used and shared by God. In this unit students
demonstrate an understanding of Canada’s resource utilization and the
distribution and sustainability of selected Canadian resources. Energy
management is examined in an energy megaproject and municipalities' use of
water in waste management.The unit culminates with students simulating a
government committee charged with the task of developing a set of criteria to
determine whether a specified area of crown land should be open to resource
development.
Ontario Catholic School Graduate
Expectations: 1d,2e,3f,4f,5e,7h,7i
Strand(s):
Human Environmental Interactions; Global Connections; Understanding and
Managing Change; Geographic Inquiry.
Overall Expectations:
HEVO1D,HEVO3B,HEVO4D,GCVO3B,UMVO2B,MIVO3D,
Specific Expectations: HEIO2B,HEIO4B,
HEIO5D, HE2O1D,HE202D,HE203D,HE301D,HE302D,HE303D,
GC301D,
GCSE10,UM201B,UM204D,UM302D,MI101B,MI102B,MI201D,MI202B,MI203D,MI204B, MI207B,
MI21OD,MI211D,MI214B,MI301B,MI302D,MI303B,MI304D
Unit # 5: Canada’s Economic Diversity
Time: 20 hours
Description
Canada
is becoming influenced more and more by a global economy. In this unit,
students study Canada’s trade relations and NAFTA, economic networks,
requirements of industry, types of industries and the careers they offer, the
networks involved in manufacturing selected products; and the industrial and
governmental collaboration used to solve an environmental problem. The unit
culminates in a case study that examines a local municipality’s zoning of land
for industrial use. The move to a global economy has marginalized some people
and put the environment at risk. Students are encouraged to critically examine
issues in light of Catholic social teaching related to the promotion of peace,
justice and prosperity for all.
Ontario Catholic School Graduate
Expectations: 1d, 2e, 3f, 5e, 7e
Strand(s):
Managing Change, Global Connections, Human-Environment Interactions, Global
Foundations, Geographic Inquiry
Overall Expectations:
UMVO1B,UMVO2B,GCVO2B,GCVO3B,HEVO2D,SSVO5B,
Specific Expectations: SS104B,SSI06D SSE02D,
HEI02B,HE205B,HE303D,GC101D GC203D,
UM201B,UM203B,UM204D,UM302D,UM303D,UM304D,MI101B,MI202B,MI208B,MI210D,MI212B,MI213B,MI302D,
MI304D
|
Aerial Photo Analysis - examine photos of landforms for common
characteristics. Brainstorming - group generation of initial ideas expressed
without analysis. Case Study - investigating a real or simulated problem. Classifying - grouping according to an identified
pattern. Cooperative Learning - small group investigation or problem
solving. Conferencing - student to student or student to teacher
discussion. Computer-assisted
learning - use of a computer to learn or reinforce material. Diagraming - synthesizing concept information into
visual illustration. Discussion/Debate - exchange of ideas on an issue for
clarification of views. Graphing - visual tool for problem solving. Guest Speakers - experts in the field. Lectures - dissemination of information by speakers
or teachers. Mapping - representing physical, demographic,
numerical data through visual forms. Mind Mapping - mental images drawn on paper. Note Making - summarizing text. Organizers - an organized outline, based on a pattern,
provided as a direction to be followed leading to a desired product. Poster Making - synthesizing information or concepts to
deliver a message or advertisement. Presentation/Report - oral, written and visual presentation of
researched topic to a specified audience or person. Reading - periodicals, articles, journals, newspapers,
magazines or scripture for information on a selected topic or issue. Scenario Writing - describes a situation |
Main Resources • Canada: Exploring
New Directions, 4th edition, Fitzhenry & Whiteside
(Markham, 1999) • Making
Connections: Canada’s Geography, Prentice Hall Ginn (Scarborough,
May 1999) • Canada, Land of
Diversity,3rd edition, Prentice Hall Ginn (Scarborough, 1996) • Canada School
Atlas, Oxford University Press (Toronto 1998) • Canada and the
World Atlas Resource, Prentice Hall Ginn (Scarborough, 1996) • Geolab 1 and Geolab
2, McGraw Hill Ryerson (Toronto 1981) • Jerusalem Bible • Guidance Career
Monographs • Newspaper and
Magazines • Canadian Geographic
Magazine • Articles in ‘The
Monograph’ (OAGEE) • Do Justice! CCB
Toronto (1987) • Christian Justice,
St. Mary’s Press, Minnesota (1995) • Proclaiming Justice
and Peace, Papal Documents from Rerum Novarum through Centesisnus Annus Computer Software • M F Teach • pcglobe • Mac Globe • Internet Sites Cited • Choices • Longitude Latitude • Geographic
Information Systems: Arc View, Idrisi, Map
Info, Spans Map Audio Visual • Palau Fragile
Ecosystems • National Geographic, Voyage of Discovery |
Assessment
Strategies
Throughout this entire
course a variety of assessment methods, strategies and instruments will be
employed. This chart can assist teachers in selecting a variety of appropriate
assessment strategies.
|
Method |
Sample Strategies |
Sample Instruments |
|
Reflection |
||
|
Method
used to determine how and why students learn to assess dimensions of learning
not easily observed or measured through tasks; to assess student
understanding of personal growth and development |
self-assessment peer-assessment response
journals learning
logs wrap-up
activities |
probe
questions probe
statements learning
rubrics anecdotal
comments checklists surveys |
|
Observation |
||
|
Method
used to monitor and assess intellectual, social, emotional and spiritual
growth and development not otherwise easily measured or inferred |
formal
teacher observation informal
teacher observation student
observation |
checklists teacher
logs student
profile sheets developmental
profiles anecdotal
notes rubrics rating
scales |
|
Conferencing |
||
|
Method
used to collect evidence of student learning through listening, questioning,
responding, explaining; to assess communication and thinking skills; to
monitor personal growth and development and attitudes toward learning |
student-teacher
conferencing parent-teacher
conferencing peer
conferencing roving
conference |
anecdotal
notes teacher
logs probe
questions checklists surveys inventories |
|
Paper & Pencil Tests |
||
|
Method
used to assess students’ achievement of particular knowledge or skills in
depth |
standard
tests teacher-made
(standards referenced) tests criterion-reference
achievement tests provincial
(standards referenced) tests diagnostic
tests standardized
(norm-referenced) tests |
teacher
tests commercially
prepared tests Canadian
Achievement tests Provincial
tests student
profiles developmental
tracking records |
|
Performance Assessments |
||
|
Method
used to assess students’ ability to apply, integrate and transfer their
knowledge, skills and values; to evaluate student progress and achievement of
learning expectations and standards; to determine expanded opportunities for
individual students |
presentations,
performances exhibitions,
demonstrations role
performance/role simulations formal
written assignments (essays,
reports...) graphic
organizers projects writing
folders portfolios |
rubrics checklists logs peer
assessment developmental
profiles rating
scales anecdotal
notes video/audio
taping exemplars |