Course
Profile Geography of
Canada, Grade 9 academic, Public
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.
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Acknowledgments
Public District School
Board Writing Team - Canadian and World Studies
Lead Board
Kawartha Pine Ridge District School
Board
Fiona White, Manager
Course Profile Writing
Team
Rob Andrews, Kawartha Pine Ridge
District School Board
Charlotte Barnoski, Kawartha Pine
Ridge District School Board
Ron Chasmer, York Region District
School Board
Doug Hinan, Kawartha Pine Ridge
District School Board
Mark Lowry, Toronto District School
Board
Dan Macmaster, Kawartha Pine Ridge
District School Board
Todd Pottle, Kawartha Pine Ridge
District School Board
Jeanette van Loon, Kawartha Pine Ridge District School Board
Internal Review &
Support Team
Laina Andrews, Kawartha Pine Ridge
District School Board
Bruce Brydges, Kawartha Pine Ridge
District School Board
Carol Carr, Kawartha Pine Ridge
District School Board
Leigh Facey-Crowther, Kawartha Pine
Ridge District School Board
Mike Filip, Kawartha Pine Ridge
District School Board
Kim Kasperski, Kawartha Pine Ridge
District School Board
Cec Knight, Kawartha Pine Ridge
District School Board
Sonja Vandermeer, Trillium Lakelands District School Board
Course Overview
Canadian
and World Studies, Academic, Grade 9
Identifying
Information:
School: Course
Developer(s):
Department:
District:
Course Title: Geography of Canada
Grade: 9 Development
Date:
Course Type: Academic Course
Revisor(s):
Ministry
Course Code:
CGC 1D
Credit Value: 1.0 Revision
Date:
Description/Rationale
This course draws on a
variety of frameworks, such as the ecozone framework, 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.
Students will examine the components of natural and human
systems, how they interact and influence one another, and Canada’s
relationships with the global community as they work towards a culminating unit
on sustainable development.
Unit
Titles (Time and Sequence)
|
Unit 1 |
Natural Systems |
25 hours |
|
Unit 2 |
Human Systems |
25 hours |
|
Unit 3 |
Humans in the
Environment |
25 hours |
|
Unit 4 |
Global Interactions |
25 hours |
|
Unit 5 |
Sustainable
Development |
10 hours |
Unit Organization
Unit #1: Natural
Systems
Time: 25 hours
Description
In their study of
natural systems, students will use the concept of a region in their
investigation of Canada’s ecozones and the physical processes which shape them.
Their work on National Parks and on planning a tour of ecozones will develop
their decision-making skills and provide a foundation of knowledge regarding
Canada’s varied and extensive natural systems. Students will apply these skills
and concepts in the two final activities by creating a travel brochure and
participating in a simulation aimed at selecting an ecozone for protection.
Strands: Geographic
Foundations: Space and Systems, Human-Environment Interactions, Global
Connections, Understanding and Managing Change, Methods of Geographic Inquiry
Overall Expectations: SSV.01B, SSV.02B,
SSV.03B, SSV.O4B, SSV.O5B, HEV.O1D, HEV.04D, GCV.02B, UMV.01B, MIV.01B,
MIV.02B, MIV.03D
Specific Expectations: SSI.01B, SSI.02B, SSI.04B, SSI.05D,
SS2.01D, SS3.01D, SS3.03D, SS3.04D, SS3.05B, HE1.03B, HE3.03D, GC1.05D,
UM1.02B, MI1L01B, MI1.02B, MI2.01D, MI2.02B, MI2.03D, MI2.04B, MI2.08B,
MI2.09D, MI2.10D, MI2.11D, M12.12B, MI2.13B, MI3.04D
Unit #2: Human
Systems
Time: 25 hours
Description
In this investigation
of human systems students are given the opportunity to develop skills in
geographic inquiry through the creation, analysis, and interpretation of a
variety of geographic representations, including graphs, maps, data charts, and
organizers. The relationships between human systems and ecozones are also
explored. Students apply the knowledge and skills developed during the unit to
a culminating task which involves planning a conference on demographic issues
facing Canada.
Strands: Geographic
Foundations: Space and Systems, Global Connections, Understanding and Managing
Change, Methods of Geographic Inquiry
Overall Expectations: SSV.01B, SSV.03B,
SSV.04B, SSV.05B, UMV.01B, UMV.02B, GCV.02B, MIV.01B,MIV.02B, MIV.03D
Specific Expectations: SSI.03B, SSI.04B, SSI.05D, SS2.02D,
SS2.04D, SS2.05D, UM1.02B, UM1.03D, MI1.01B, MI1.02B, MI2.01D, MI2.02B,
MI2.03D, MI2.04B, MI2.05B, MI2.06B, M12.07B, MI2.08B, MI2.09D, MI2.10D,
M12.11D, M12.12B, MI2.13B, M12.14B, M13.01B, MI3.03B, MI3.04D, MI3.05B
Unit #3: Humans in
the Environment
Time: 25 hours
Description
In this unit students
will develop research skills as they explore the relationship between humans
and their environment with a focus on the interaction of human and natural
systems. Students will use case studies and analysis of systems management to
investigate issues related to natural resources, energy and waste.
Strands: Geographic
Foundations: Space and Systems, Human-Environment Interactions, Global
Connections, Understanding and Managing Change, Methods of Geographic Inquiry
Overall Expectations: SSV.02B, SSV.03B,
HEV.01O, HEV.02D, HEV.03B, HEV.04D, GCV.03B UMV.01B, UMV.02B, MIV.01B, MIV.02B,
MIV.03D
Specific Expectations: SS1.03B, SS1.04B, SS3.01D, SS3.04D,
HE1,01B, HE1.02B, HE1.04B, HE2.01D, HE2.02D, HE2.03D, HE2.04D, HE2.05B,
GC2.01D, GC3.02D, UM1.02B, UM2.01B, UN2.02B, UM2.03B, UM2.04D, UM3.03D,
MI1.01B, MI1.02B, MI2.03D, MI2.04B, MI2.05B, MI2.06B, MI2.07B, MI2.08B,
MI2.10D, MI3.01B, MI3.02D, MI3.04D
Unit #4: Global
Interactions
Time: 25 hours
Description
This unit focuses on
the environmental, economic, cultural and systematic linkages which exist
between Canada and the world around us. Special attention will be paid to the
unique connections which Canada shares with the United States.
Strands: Geographic
Foundations: Space and Systems, Human-Environment Interactions, Global
Connections, Understanding and Managing Change, Methods of Geographic Inquiry
Overall Expectations: SSV.01B, SSV.03B, HEV.01D,
HEV.04D, GCV.01D, GCV.02B. GCV.03B, UMV.01B, UMV.03B. MIV.03D
Specific Expectations: SS2.01D, SS2.03D, SS3.04D, HE1.02B,
HE2.05B, HE3.03D, GC1.01D, GC1.02D, GC1.03B, GC1.04D, GC1.05D, GC2.02D,
GC2.03D, GC3.01D, GC3.02D, GC3.03D, UM1.01B, UM1.02B, UM1.03D, UM2.01B,
UM2.02B, UM3.02D, UM3.03D, MI1.01B, MI1.02B, MI2.01D, MI2.02B, MI2.03D,
MI2.04B, MI2.05B, MI2.06B, MI2.07B, MI2.08B, MI2.10D, MI2.11D, MI2.12B,
MI2.13B, MI2.14B, MI3.01B, MI3.03B, MI3.04D, MI3.05D
Unit #5: Sustainable Development
Time: 10
hours
Description
Building on skills and
concepts developed throughout the course, students will complete a multi-level
assignment with a focus on the protection and/or management of a global
resource. The aim will be the development of an environmental intervention
strategy that will help ensure the preservation of environment and/or resources
for future generations. Students will work with their classmates, and, where
possible, through electronic conferencing with their peers throughout the
province, to simulate a world-wide conference on the environment.
Strands: Geographic
Foundations: Space and Systems, Human-Environment Interactions, Global
Connections, Understanding and Managing Change, Methods of Geographic Inquiry
Overall Expectations: SSV.05B, HEV.03B,
HEV.04D, GCV.03B, UMV.02B, MIV.01B, MIV.02B,MIV.03D
Specific Expectations: SSI.02B, SSI.03B, SS3.01D, SS3.02D,
SS3.06B, HE1.02B, HE1.03B, HE1.05D, HE2.03D, HE2.04D, HE2.05B, HE3.01D,
UM1.02B, UM2.01B, UM2.02B, UM2.03B, UM3.03D, MI1.01B, MI1.02B, MI2.01D,
MI2.02B, MI2.03D, MI2.04B, MI2.07B, MI2.08B, MI2.09D, MI2.11D, MI2.12B,
MI2.13B, MI2.14B, MI3.01B, MI3.03B, MI3.04D
Course
Notes
This sequence of units
was developed with the intent of providing a logistical framework for
organizing the strands and expectations outlined in the Canadian and World
Studies policy document. Working towards a culminating unit based on
sustainable development, students will develop their understanding of systems
by examining natural and human systems in Canada, how they interact and
influence one another, and Canada’s relationships with the global community.
There is a recurring theme of national parks to provide a basis for
understanding the concept of sustainable development.
Students are
introduced to the concept of systems in the first unit through an examination
of natural systems. While the focus is on natural systems, it is intended that
human systems will also be addressed and then developed more fully in the
second unit. This will allow students to develop a basis for understanding
systems so that the characteristics of systems can be addressed more explicitly
in the third and fourth units, when the complex interactions of systems that
form our world can be explored.
Each unit has been
designed to have a set of activities which lead up to the performance of a
culminating activity. The skills and knowledge developed in each activity are
used in the culminating activity.
Practising geographers
use a vast array of geotechnological and spatial approaches in their work, and
these approaches are increasingly being applied in other disciplines as well.
This is reflected in the curriculum policy documents through the many
references to spatial information systems. In order to facilitate spending
approximately 20% of class time on geotechnologies a number of the activities
were designed to include their use. The variety of technological environments
in Ontario schools makes the universal application of geotechnologies and the
related resources impossible, so the activities can also be completed without
them.
It
is important that teachers be familiar with the elementary curriculum for
Social Studies, Grades 1-6) and Geography and History, Grades 7-8 and the Earth
and Space Systems strand in Science and Technology, Grades 1-8 in order to
provide continuity for the students in their learning. The learning activities
in this profile build on those which will have taken place in Grades 7 and 8
and earlier. However, some time is necessary both to assess prior learning and
to consolidate skills required. This is especially important during the first
years of implementation of the elementary curriculum.
The concepts and
skills developed in this course will especially complement those that are
developed in the Grade 9 courses in Mathematics, Science and English. Teachers
should be familiar with the content for those courses so that connections can
be articulated for students, and collaboration on some topics with teachers of
those subjects may be worthwhile. However, where skills and concepts are
similar, the emphasis should always be made on the approach taken within the
discipline of geography.
While suggestions for
possible accommodations accompany each activity, these are just general
starting points. Teachers should consider the individuals in the class(es) they
will be teaching as they begin planning for course delivery, identifying any
physical or learning exceptionalities and the types of accommodations that will
be needed. The Special Education teachers in the school can be of assistance in
this planning.
Teaching/Learning
Strategies
Students learn
geography in this course through being involved in a variety of individual,
small group and whole class tasks which provide a range of opportunities for
oral and written communication with an emphasis on concept generalization. In
addition the tasks are designed to develop the skills and concepts through
active generation and interpretation of a variety of geographic representations such as maps, charts, graphs, and
organizers.
A variety of
cooperative learning strategies are suggested in the activities. Teachers can
locate additional information on these in the references listed under
Assessment and Teaching Strategies in the Resources section.
The strategies used
are varied to meet the needs and the range of learning styles encountered in
any group of students and include the following:
|
Visual Presentation Problem Solving Decision Making Textbook Use Direct Instruction Data Analysis Oral Presentation |
Debate Journal Portfolio Report Overlay Graphing Mapping |
Small Group
Cooperative Learning Multimedia
Presentation Work & Task
Sheets Guided internet
search Socratic discussions Problem-based Learning Teacher Led Review |
Concept Webs Transparency Field Trips Research Simulations Role Playing Video Analysis |
Assessment/Evaluation
The approach to
assessment, evaluation, and
reporting that is presented in The Ontario
Curriculum Grades 9 and 10 Program Planning and Assessment represents a
significant change in practice for Ontario teachers. Implementation of this
approach will be an ongoing process. A variety of supports are needed to
develop classroom practice to match the policy. Sections of the document are
included here for emphasis and are italicized below. Also presented are
practical suggestions and implications for teachers as they use the material
presented in this course profile.
The primary purpose of
assessment and evaluation is to improve student learning. Information gathered through assessment
helps teachers to determine students’ strengths and weaknesses in their
achievement of the curriculum expectations in each course. This information
also serves to guide teachers in adapting curriculum and instructional
approaches to students’ needs and in assessing the overall effectiveness of
programs and classroom practice.
Assessment is the
process of gathering information from a variety of sources (including assignments, demonstrations,
project, performances, and tests) that accurately reflects how well a student
is achieving the curriculum expectations in a course. As part of assessment,
teachers provide students with descriptive feedback that guides their efforts
towards improvement.
• In
order to give students opportunities to improve their learning, diagnostic and
formative assessment is needed as well as summative assessment. As students carry out the activities designed
to help them achieve the expectations, teachers must have considered the
following questions: What will be the evidence you accept that students have
achieved the expectations? What opportunities will you give students to
demonstrate their learning? How will you make the expectations clear to the
students? How will you gather information? What information will you gather?
What is the purpose? How will you use the information? How is the information
connected to the expectations?
Evaluation refers to
the process of judging the quality of student work on the basis of established
criteria, and assigning a value to represent that quality.
• Units for this profile
were developed to allow students to demonstrate their learning through a
variety of activities leading up to a culminating task. This enables the use of
formative assessment as they develop the skills and concepts as
well as a final, performance-based, assessment at the end of the unit.
The last unit is
designed as an opportunity for a comprehensive demonstration of a range of
expectations from the course, which can also serve as a major component of the
final evaluation for the course.
Assessment and
evaluation will be based on the provincial curriculum expectations and the
achievement levels outlined in this document and in the curriculum policy
document for each discipline.
• The activities within each unit are developed
to address a cluster of expectations.
The achievement chart for each discipline is included in the
curriculum policy document for that discipline. While the chart is broad in
scope and general in nature, it provides a reference point for all assessment
practice and a framework within which to assess and evaluate student
achievement.
• The
activities can be assessed with a rubric based on the achievement expectations.
This enables efficient assessment of the cluster of expectations addressed in
that activity.
Each chart is organized into four broad categories of
knowledge and skills: Knowledge/Understanding, Thinking/Inquiry, Communication,
and Application/Making Connections. The achievement chart also describes the
levels of achievement of the curriculum expectations within each category. The
descriptions associated with each level serve as a guide for gathering assessment
information and enable teachers to make consistent judgments about the quality
of student work and to provide clear and specific feedback to students and
parents.
• In order to implement
reporting by achievement levels alternate strategies are needed for teachers to
collect and aggregate the data which can be used to document the achievement of
expectations by students.
Some strategies, which
are consistent with the assessment techniques referred to in the activities,
are presented below:
• Use a few generic or comprehensive rubrics
for a variety of activities so that the process is not overwhelming for
students and teachers.
• Share the rubrics for culminating activities
at the beginning of the unit, so expectations are clear for students and can be
used to support the learning in all activities in the unit.
• Develop rubrics with students, or involve
them in translating them into student language.
• Emphasize the language of assessment and
evaluation in your discussions with students
• Provide sample work demonstrating achievement
at different levels for students.
• Use the results of diagnostic and formative
assessment to modify the delivery of the unit.
• Provide different opportunities to assess the
achievement of the expectations.
• Use portfolios as a way for students to
collect information (assignments, tests) which can then be used with a rubric
to document achievement of the expectations.
• Provide opportunities for self and peer
assessment to be used as formative assessment to support and improve student
learning.
• Provide multiple opportunities for students
to demonstrate their achievement of expectations.
• Provide opportunities for students to retry
assignments until they can demonstrate their learning.
• Develop tests that provide opportunities to
demonstrate all categories on the achievement chart (not just knowledge) at all
levels.
• Give practise tests as an opportunity for
formative assessment.
• Use mechanisms for calculating marks that
allow for assessments to be either formative or summative (e.g., give students
options of excluding certain marks, or of choosing the best.)
• Use assessment tools that are appropriate for
the expectations being addressed and which relate to the categories on the
achievement charts.
• Provide prompt feedback so that students can
use it to improve their learning.
While many strategies
will be common to both types of courses, additional strategies that are
especially appropriate for an academic course include the following:
• If rubrics are used analytically to generate
marks then give more weight to the criteria for Knowledge/Understanding and
Thinking/Inquiry
• Emphasize theoretical generalizations and
extensions in the tasks assigned.
• Incorporate more opportunities for written
communication in both product and performance tasks.
A variety of
assessment tools and techniques are suggested throughout this profile, and for
each activity are summarized using the following format, which allows for
identification of the type of product or performance being assessed, whether it
is formative or summative, and whether self, peer or teacher assessment is
involved.
|
Tool |
Purpose |
Who |
Activity |
|
|
|
|
|
Resources:
|
Texts, Periodicals and Atlases |
Multimedia and Software |
Geotechnology Programs and Data |
|
1999 Governor
General’s Map of Canada to include Nunavut |
Enviro Canada Series
1 Posters, J&L MacPherson Educational Services Ltd., Kelowna, B.C., 250-769-4321 |
OAGEE GR9
GEOTECHNOLOGIES TOOLKIT |
|
OAGEE Monograph |
Ecological
Footprints kit |
ARCVOYAGER-ESRI
Canada |
|
Magazines such as: Canadian Geographic Seasons Nature Canada The Green Teacher |
The Ecozone Posters
produced by Environment Canada (ISBN:
0-660-16665-8, Cat No. En21-157
1996E) |
ARCVIEW ESRI Canada |
|
Canadian Oxford School Atlas,
7th edition, Oxford University Press (and teacher manual) |
Canada’s Landform
Regions-NFB-V |
ArcCanada CD data |
|
Canada Land of Diversity 2nd
edition, Prentice-Hall Ginn |
1998 Grolier
Multimedia Encyclopedia |
E-stats-data, Stats
Canada |
|
Contact Canada, 2nd ed.
F. Cartwright, G. Birchall, G. Pierce, Oxford University Press, 1996. |
Encyclopedia
Britannica CD-ROM |
Idrisi-Clark
University |
|
Investigating Canada |
Info-finder World
Book |
Autocad Map |
|
Canada: Exploring New Directions,
4th edition Fitzhenry & Whiteside |
Facts on File |
SpansMap-PCI |
|
State of Canada’s Environment Report-Ottawa.
Government of Canada Depository Services Program |
Microsoft Publisher |
MFTeach-Thinkspace |
|
Canada and The World: an Atlas Resource,
2nd ed., Scarborough, Prentice-Hall Ginn, 1995. |
Corel Draw / Chart /
PhotoPaint |
Mapinfo |
|
A Brief History of Canada’s National Parks. W.F.
Lothian Ottawa, Environment
Canada, Parks, 1987 |
Claris Works |
Compusearch-Ontario
Street Files |
|
A Visitors Guide: Canada’s National Parks, M.
Stephenson |
Microsoft Works |
Ontario Base Maps.
Ministry of Natural Resources-Ontario |
|
Organizations and Internet Sites |
Assessment and Teaching Strategies |
|
Ontario Association
of Geographers and Environmental Educators, www.oagee.org |
Geography for Life, National Geogra |