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Course Profile
Physical Geography: Patterns, Processes, and Interactions, Grade 11,
University/College Preparation, Catholic and Public
Course Overview
Course
Profiles are professional development materials designed to help teachers
implement the new Grade 11 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.
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.
Any
references in this document to particular commercial resources, learning
materials, equipment, or technology reflect only the opinions of the writers of
this sample Course Profile, and do not reflect any official endorsement by the
Ministry of Education or by the Partnership of School Boards that supported the
production of the document.
© Queen’s
Printer for Ontario, 2001
Public
and Catholic District School Board Writing Teams – Physical Geography:
Patterns, Processes,
and Interactions
Catholic
District School Board Writing Team –
Project
Leader – Barry Elliot, Consultant, Windsor-Essex Catholic DSB
Writers
Dave Austen, Windsor-Essex Catholic DSB
John Chittaro, Windsor-Essex Catholic DSB
Mark Peltier, Windsor-Essex Catholic DSB
Reviewers
John Marinelli, London Catholic DSB
Dave Murray, Consultant, Windsor-Essex Catholic DSB
Fr. Peter Hrystsyk, Windsor-Essex Catholic DSB
Alice Gergicak, University of Windsor
Public
District School Board Writing Team –
Project
Leaders – Allan Hux, Toronto District School Board
Ethel Johnston, Toronto District School Board
Writers
Kim Wallace, Halton District School Board
Don Hunt, Halton District School Board
Marlene Hume, Halton District School Board
Reviewers
Michael Ball, Durham District School Board
Jack Seigel, Seneca College
Doug McMillian, Toronto District School Board
Tony Davis, University of Toronto
Jan Bivall, York Region District School Board
Librarians
Esther Rosenfeld, DWC, Library/Learning Resources, TDSB
Mark Kaminski, Library Consultant, TDSB
Larry Maenpaa, Teacher – Librarian
Associations
– Ontario Association of Geographic and Environmental Education (OAGEE)
Ontario Geography Consultants Association (OGCA)
Course Overview
Physical Geography: Patterns, Processes, and Interactions, Grade 11, University/College Preparation, CGF3M
This
course examines the main elements of the physical environment (climate, soils,
landforms, oceans, vegetation), the processes that shape them, and the
relationship between the environment and human beings. Students will apply a
wide range of geographic tools and methods to explore the distribution and
ongoing evolution of the elements of the physical environment on a variety of
scales, from local to global.
The
following are essential or enduring learnings summarized from the expectations.
These learnings should somehow be addressed in all the units. They are the
foundation upon which a student can build.
Upon
the successful completion of this course students will:
·
understand
the dynamic nature of the physical processes that shape the earth;
·
apply
knowledge of the earth’s physical
processes in order to predict and understand consequences;
·
recognize
the diversity and complexity (spatially and temporally) of the physical world;
·
analyse
a variety of global physical patterns and the relationships between these patterns;
·
demonstrate
an understanding of the interconnections between/within natural and human
systems;
·
analyse
global, regional and local issues which illustrate physical/human interaction;
·
understand
that humans are stewards of the earth and have responsibilities for its
physical well-being;
·
apply
and demonstrate geographic and communication skills, as part of the inquiry
process;
·
utilize
information technology in understanding and analysing geographical concepts.
Geography
is a unique study that encompasses as its foundation the teachings of all
social and academic disciplines. Physical geography allows Ontario Catholic
school graduates to develop an in-depth understanding of the internal and external
mechanics of God’s greatest creations. Planet Earth is a complex organism, and
only when they understand it as an interactive system can the students come to
appreciate their role and responsibility in its preservation. As young adults
formed in the Catholic faith, they will quickly realize that the actions of
humans have created stress to our environment on a local, regional, and global
level. It is our responsibility as Catholic educators to ensure our students
recognize that their relationship with their physical surroundings is one in a
delicate balance – land conversion, damming of waterways, burning of fossil
fuels, and consumption of finite resources exact a very high price. The gospel
teachings will be used as a vehicle for understanding the concepts of
conservation, resource management, and sustainability. Ontario Catholic school
graduates will leave this course respecting their physical surroundings and
accountable for their individual and collective actions.
This profile was created within the
parameters of the strands outlined in the Grades 11 and 12 Canadian and
World Studies document. Expectations from the strands were clustered to
form four broad units and then further subdivided and organized to create a
framework for delivery. The rationale for the sequencing of the units takes the
student from the broad perspective, to particular components, processes, and
interactions within the system, ending with local studies. It should be noted
that a profile is only one interpretation of how the course could be
constructed. Teachers are encouraged to alter, improve upon, reorder, and
reword units and activities to meet their needs and the needs of their
students. In some units, expectations, both overall and specific, are listed
only once for clarity.
This
profile is written in professional language. It is expected that at the local
level opportunities be taken to use language, resources and up to date world
events to enhance the delivery of this program. Physical calamities resulting
in human trauma occur often and can be used effectively as vehicles to interest
the students and teach the more technical aspects of this course. Hollywood
movies, best selling novels and television programming in recent years have
focused on physical “disasters,” captivating our imagination, piquing our
interest, and most importantly, legitimizing the need for more in-depth
knowledge of our dynamic planet.
This
is a course, which must meet the needs of both university and college bound
students. This course should be relevant to both destinations and emphasize
theoretical aspects and related concrete applications of the course content
(see OSS p.16 sect. 4.3.2). Teachers should familiarize
themselves with other senior level courses to ensure that overlap is minimal.
They should liaise with colleges and Universities to ensure that this course is
truly directed towards future studies.
The
suggested procedures for assessment and evaluation of students work have been
created within the parameters outlined in the document Program Planning and
Assessment 2000.
It
is recommended that the final evaluation (30% of the grade) be based on a final
exam and a final culminating activity. This activity could be in the form of an
Independent Study. Seventy percent of the grade will be based on formative/term
evaluation. It is essential that teachers are careful to measure student performance
often and in conjunction with the four categories of the Achievement Chart.
Student tasks should be clearly stated and based on the expectations of the
course. Rubrics should be used when appropriate and should be constructed in a
way that clearly identifies for the student the expectations that are being
measured, the level at which they are achieving, and a place for personalized
comment. (Examples are provided in Unit 1 and Unit 2.)
The
use of labs is also recommended. This process will allow the student to study a
topic in more depth. It is an opportunity for the student to apply knowledge
gained in the delivery of the unit and analyse information based on
observation. Examples may include: case studies, computer applications,
fieldwork, and/or research.
The
expectations clearly indicate that students are to demonstrate the ability to
develop an inquiry related to physical geography, conduct field studies for the
purpose of collecting quantitative and qualitative data, manipulate that data
to support their inquiry and, based on their findings, produce a report. This
is also an ideal spot for students to identify career opportunities related to
their topic of study and physical geography. Students should be given adequate
time and opportunity to conduct such a study. The study is located at the end
of this profile for placement sake. We have suggested to start the Independent
Study at the end of Unit 1 and continue throughout the course. Teachers should
use their best judgement in assigning the Independent Study and give
consideration to the possibilities in their local area, as well as, the best
time of year to collect data. Teachers must follow school and board policies
when conducting out-of-school activities.
|
* Unit 1 |
Planetary
Systems: Quest for Balance |
20
hours plus 2 hours ISU |
|
* Unit 2 |
Structure
of The Earth |
24
hours plus 2 hours ISU |
|
Unit 3 |
Gradational
Processes |
24
hours plus 2 hours ISU |
|
Unit 4 |
Weather
and Climate |
24 hours
plus 2 hours ISU |
|
Unit 5 |
Independent
Field Study |
10
hours |
* These
units are fully developed in this Course Profile.
Time: 20 hours plus 2 hours ISU
The
Planetary Systems unit provides an opportunity to introduce students to the
overall framework of physical geography. Students gain an understanding of the
sources and nature of energy flows through the lithosphere, atmosphere,
hydrosphere, and biosphere. Students develop a global perspective on the
physical world. They analyse their roles in impacting natural systems and how
this influences human activity. The natural environment is a powerful force
shaping our lives.
Unit
Overview Chart
|
Act. |
Expectations |
Assessment |
Focus |
|
1 |
SSV.03,
UCV.02, HEV.04, SS1.05, CGE2a, CGE3f |
K/U |
What is
a system? |
|
2 |
SSV.01,
SSV.02, SSV.04, GCV.01, GCV.02, SS1.04, SS1.05, SS2.05, GC2.02, SS1.02,
GI2.02, GI2.05, CGE.1d, CGE3f, CGE2a, CGE3f, CGE3d |
C, T/I |
How is
the earth a system? |
|
3 |
UCV.02,
HEV.01, HEV.02, HE2.02, UC2.02, CGE1d, CGE3f, CGE7b |
K/U, C, T/I, A |
How do
natural systems impact human behaviour and patterns? |
|
4 |
UCV.03, HEV.03, HEV.04, GIV.01, GC3.03,
HE2.04, HE3.02, GC2.03, UC2.02, UC2.03, UC3.03, GI2.04, GI2.06, HE1.03,
CGE1d, CGE3f, CGE7b, CGE3e, CGE3d, CGE4f, CGE5e |
T/I, A |
How have people had an impact on natural
systems? |
K/U =
Knowledge/Understanding C =
Communication
T/I =
Thinking/Inquiry A
= Application
Time: 24 hours plus 2 hours ISU
One
of the major purposes of this unit is to explain the origin and internal
structures of the earth. Natural systems operate inside the earth, as well as
outside. The energy which drives these systems is responsible for the tectonic
forces which attempt to “build up” the earth’s surface. As a result, students
are expected to demonstrate an understanding of those physical processes which
create landforms.
Students
must first be exposed to the internal structure of the earth, the components of
the earth’s interior, and the major rock types which make up its surface. They
may then be able to analyse the origin and characteristics of the tectonic
forces below the surface. Finally, they should be able to describe the
formation of specific tectonic landforms which result from the activity of
tectonic forces such as folding, faulting, and volcanic activity.
As
well as understanding the “mechanics” of plate tectonics, students will develop
an awareness of the disastrous effects which can result in regions of the world
when these forces are prevalent. In addition, the Catholic school graduate
should appreciate the moral obligation which others, who are more fortunate,
may have to come to the aid of those whose lives are negatively affected by
these forces. As well, they should recognize that tectonic forces may often
bring benefits to some regions in the form of enriched natural resources. With
these resources come the responsibility to use the earth's riches judiciously
and with a philosophy of environmental stewardship.
Finally,
the completion of this unit will allow the student to have a greater
appreciation of just how the present appearance of the earth’s surface has come
about. The tectonic forces “build up” landforms which are then gradually “torn
down” by the gradational forces. The interaction of those two major forces
results in the striking variety and beauty of the earth’s landscape.
Unit
Overview Chart
|
Act. |
Expectations |
Assessment |
Focus |
|
1 |
SSV.01,
SSV.02, SS2.01, UC1.01, SS2.02, HE1.01, CGE2a, CGE3c |
K/U, C, A |
How is
the inside of the earth formed? |
|
2 |
SSV.04,
GCV.01, SS1.03, SS2.03, UC1.05, SS3.02, UC1.02, SS1.07, SS2.04, GI2.03,
SS3.01, GC2.02, GC3.01, GC1.04, GC3.03, HE1.02, CGE2a, CGE2b, CGE2c, CGE2d,
CGE3b, CGE3e |
K/U, T/I, A |
How
were the continents formed? |
|
3 |
HEV.04,
GC3.03, HE1.02, UC3.06, HE2.01, HE2.02, GI1.02, CGE2a, CGE2b, CGE2c, CGE2d |
K/U, C, A |
How
does the movement of the earth’s crust and the processes of diastrophism
affect populations? |
|
4 |
HEV.04,
GC1.04, GC3.03, HE1.02, UC3.06, HE2.01, HE2.02, CGE3c, CGE3e, CGE7i, CGE3c |
K/U, T/I, C, A |
How can
volcanic activity be both destructive and productive? |
Time: 24 hours plus 2 hours ISU
Gradational
forces in combination with tectonic forces produce the great variety of
landscapes found on the surface of the earth. Students demonstrate an
understanding of the relationship between climatic forces and the landscapes
which they help shape. Students describe the impact that people and their
activities have on the physical environment. Understanding how both natural and
human activity affect the physical earth leads to possible solutions for
present and future environmental management issues.
Unit
Overview Chart
|
Act. |
Expectations |
Assessment |
Focus |
|
1 |
SSV.02,
SSV.04, GCV.01, UC1.05, UCI.02, SS1.07, SS2.07, GC2.02, GC3.01, UC1.06, UC3.06,
HE2.01, HE2.02, HE2.03, GI2.03, CGE2a, CGE2b |
K/U, T/I, C |
What
are erosional forces? |
|
2 |
GCV.01,
SS2.07, GC2.02, GC3.01, GI2.03, UC1.03, HE3.01, UC3.02, SS3.05, CGE2a, CGE2b,
CGE2c |
K/U, T/I, C, A |
How has
glaciation changed the earth’s landscape? |
|
3 |
SSV.02,
SSV.04, GCV.01, UC1.05, UC1.02, SS1.07, SS2.07, GC2.02, GC3.01, CGE2a, CGE2b,
CGE2c |
K/U, A |
How has
water changed the earth’s landscape? |
|
4 |
HEV.04,
GC3.03, HE3.04, GC1.04, GI2.03, UCI.03, HE3.01, UC3.02, SS3.05, GC302, CGE1d,
CGE1e, CGE3f, CGE7j, CGE7i |
K/U, T/I, C, A |
What
are the impacts of human practices on resource development and environmental
management? |
Time: 24 hours plus 2 hours ISU
Weather
and climate are the result of complex systems at work in the atmosphere. Students
gain an overview of global climatic patterns and their gradual changes over
time. This unit provides insight into the combination of factors that produce
local weather conditions and the catastrophic events that may follow. Students
use a variety of geographic skills, methods, and technologies to gather,
analyse and synthesize, statistical information. They develop an understanding
of the complexities of tracking and predicting weather patterns and climatic
trends.
Unit 4
Overview Chart
|
Act. |
Expectations |
Assessment |
Focus |
|
1 |
SSV.02, SSV.04, UCV.01, SS1.01, SS2.06,
GC1.02, GC2.01, UC1.05, CGE3c, CGE2a, CGE2b, CGE2c, CGE2d |
K/U, T/I |
What are the natural factors affecting
climate? |
|
2 |
GCV.01,
GC2.02, GC1.03, GC3.01, CGE3c, CGE2a, CGE2b, CGE2c, CGE2d |
K/U, T/I, C, A |
What
are the global distribution patterns of climate? |
|
3 |
UCV.01,
UC2.01, UC1.05, CGE3c, CGE2a, CGE2b, CGE2c, CGE2d, CGE3f |
T/I, C, A |
What
are the natural variations in global climate? |
|
4 |
SS1.06,
HE3.03, UC3.06, GC1.01, UC3.05, GI1.03, CGE3c, CGE2a, CGE2b, CGE2c, CGE2d,
CGE2e |
K/U, T/I, C, A |
How do
natural variations in climate affect the development of storms and storm
patterns? |
|
5 |
HEV.04,
UCV.01, SS3.03, UC2.02, HE2.02, GC1.04, CGE7b, CGE7i, CGE2c |
K/U, T/I, A |
How
have climate and weather patterns been affected by human activity? |
|
6 |
UCV.01,
SS3.04, UC2.02, UC1.04, GC3.03, UC3.01, UC3.05, CGE3f, CGE4f, CGE7i, CGE2c |
K/U, T/I, A, C |
How do
climate and weather patterns affect economics? |
Time: 10 hours
Students
examine a local physical geographic issue through the use of fieldwork. It is a
practical, hands-on opportunity for the student to collect, organize,
synthesize, and evaluate geographic data for his/her local area. The results
are communicated through map(s) and other visuals, along with a report
indicating the issue, inventory and recommendations for sustainability.
Throughout the process, the student will need to investigate various geographic
career opportunities.
(N. B.
Although this is described as a unit, it is advised, where possible, to break
this up into manageable portions throughout the course. Data may be collected
in small groups with the final project completed independently).
Unit 5
Overview Chart
|
Act. |
Expectations |
Assessment |
Focus |
|
1 |
GCV.03, GIV.01, GIV.02, HE1.03, HE1.04, HE3.05,
GI3.02, GI3.04, UC3.04, GC1.04, GI2.03, GI1.01, GI2.01, GI2.06, GI3.01,
GI3.03, CGE2b, CGE2c, CGE2e, CGE3c, CGE3e, CGE3f, CGE4e, CGE4f, CGE5g |
K/U, T/I, C, A |
What are the physical characteristics of my
local area? |
|
2 |
GIV.03,
GI1.04, GI3.05, CGE3f, CGE5c |
K/U, C |
What
are the geographical careers related to the study of my local area? |
The following
are some teaching/learning strategies teachers may wish to employ throughout
the course. Expectations are included to indicate where that particular style
may be appropriate.
·
Brainstorming
– small or large group generation of initial ideas
·
Conferencing
– student-to-student or teacher-to-student discussions (GI2.06, GI3.04.)
·
Discussion/Debate
– researched exchange of points of view (HEV.02, HEV.03, GC3.03.)
·
Experiential
learning-teachers draw on student experiences (HEV.02, HEV.O1.)
·
Classifying
– group according to an identified pattern (GC1.03, UC2.01.)
·
Video
– Visual Presentation (GI1.06.)
·
Field
Excursion – class trip to reinforce classroom learning (HE3.04, GI2.01 GI3.03,
GI3.01, GI3.04.)
·
Games
– team quizzes
·
Note
Making – summarizing written text, oral descriptions, or film
·
Lectures
– for the purpose of disseminating knowledge
·
Role
Playing – immersion of self into other perspectives (GIV.02, UC3.06, UC3.03)
·
Reading
– periodicals, articles, journals, newspapers, magazines for the purpose of
furthering knowledge (GI2.05.)
·
Researching
– use of a variety of sources (written, graphics, empirical data) for the
purpose of supporting an inquiry (GC3.02.)
·
Presentation/Report
– oral, written, and visual (HE2.04, GI2.06.)
·
Case
Study – investigating a real or simulated situation (GI3.03.)
·
Seminars
– oral presentation of an inquiry supported with a variety of presentation
tools (film, audio, models, computers) (HE3.05.)
·
Quantitative
and qualitative assessment. Fieldwork methods of data collection (SS3.03,
SS3.05.)
·
Geographical
Information Systems
·
Cooperative
Learning – small group investigation or problem solving (GIV.01.)
·
Poster
Making – collective or individual approach to depicting a message or promoting
a cause (GI3.03, GI3.05.)
·
Develop
appropriate questionnaires to acquire data related to a geographical issue
(HE3.05.)
·
Surveys
(GIV.01, GI1.02.)
·
Guest
Speakers – experts in the field
·
Mapping
– representing physical, demographic, and numerical data through visual forms
(GI3.01, GI2.03, GI2.06.)
·
Graphing
– visual tool for problem solving (GI2.03.)
·
Diagramming
– conceptual visualizations (GI2.03.)
·
·
Organizers
– creation of cells for the purpose of clustering information (GI3.02.)
·
Quantitative
Assessment – manipulation of data to prove or disprove an inquiry (GI3.02.)
·
Role
Play (GIV.02, UC3.06, UC3.03.)
·
Debates
(GIV.02, UC3.03, UC2.03.)
·
Assignments
·
Lab
Exercises
·
Tests
and Quizzes
·
Independent
Field Study (Process)
·
Exam
·
Independent
Field Study (Product)
Accommodations
should be made in order to help students achieve success in this and every
course. Working in collaboration with special education personnel, the teacher
must become familiar with the Individual Education Plans of exceptional students
to learn the specific learning strategies that work best with each student.
Consideration for English as a Second Language students is also
necessary. The classroom teacher should be familiar with The
·
Maintaining
a consistent classroom structure;
·
Providing
for flexible timelines regarding the completion of projects and assignments;
·
Contacting
parent/guardian for support and suggestions;
·
Modifying
handouts in terms of language and content used, and in terms of size and
easy-to-read font;
·
Arranging
for peer assistance;
·
Providing
a simplified list of terminology prior to the activity;
·
Providing
oral preplanning of activities;
·
Allowing
students to work in a alternate setting (e.g., Resource Room) where students
can receive one on one assistance;
·
Providing
opportunities to redo all or part of a task;
·
Adapting
tests and exams as recommended in IEP (e.g., time, use of technology, use of a
scribe).
Providing
student/teacher conferencing;
Arranging
for peer assistance;
Combining
both written and verbal instructions;
Highlighting
keywords/phrases to be incorporated into the “students’ dictionary,”
Grouping
students according to first language for brainstorming sessions;
Allowing
practice sessions for oral presentations;
Providing
sets of reference notes, outlines, or critical information, as well as models
of charts, timelines or diagrams
Reinforcing
main ideas by using the think/pair/share peer assessment strategies;
Videotaping
student presentations to accommodate listening and writing skills;
Developing
vocabulary list to accommodate students.
Note
Concerning Permissions
Units in
this profile make reference to the use of specific texts, magazines, films, and
videos. Before reproducing materials for student use from books and magazines,
teachers need to ensure that their board has a Cancopy licence and that
resources they wish to use are covered by this licence. Before screening videos
for their students, teachers need to ensure that their board/school has
obtained the appropriate public performance videocassette licence from an
authorized distributor (e.g., Audio Cine Films Inc.). Teachers are also
reminded that much of the material on the Internet is protected by copyright.
That copyright is usually owned by the person or organization that created the
work. Reproduction of any work or a substantial part of any work on the
Internet is not allowed without the permission of the owner.
Quentin
H. Stanford Geography: A Study of Its Physical Elements. Oxford
University Press 1988.
Birchall
G., J. McCutcheon, and John Wiley. Planet Earth: A Physical Geography.
1993.
Chasmer,
Ron. Earth Dynamics: Studies in Physical Geography. Oxford University
Press, 1995(new release in 2001.)
Inch,
R. and W.G. Stone. The Physical Environment. McGraw-Hill Ryerson
Limited, 1982.
Canada
and the World: An Atlas Resource. Prentice Hall, 1995.
Canadian
Oxford School Atlas,
7th ed. Oxford University Press.
Canadian
Geographic, Nature Canada, National Geographic, Equinox, Monograph, MacLean’s,
Time,
Canada and the World
Note:
The URLs for the
websites have been verified by the writer prior to publication. Given the
frequency with which these designations change, teachers should always verify
the websites prior to assigning them for student use.
(an
expanded list can be found on the OAGEE website – http ://www.oagee.org/)
Electronic Tools - Overall Sites
|
Resource |
URL Address |
Brief Description |
|
Canada Centre for Remote Sensing |
www.ccrs.nrcan.gc.ca |
Excellent remote sensing images of Canadian
physical features |
|
Statistics
Canada |
http://www.statcan.ca/english/ |
Shows
data tables on Canada’s land area and resources, water, and weather |
|
ESRI
Canada |
www.esricanada.com/k-12/ |
GIS
information and Labs pertaining to physical |
|
Resource |
URL Address |
Brief Description |
|
Multi-media |
http://www.seds.org/nineplanets/ |
An
up-to-date multi-media tour of the Solar System and beyond |
|
NASA
website |
http://directory.netscape.com/Science/ |
An
excellent website for showing earth images. Tours of the space shuttle and
space station are also available |
|
Ecological
Footprint - Resource Page |
http://www.rprogress.org/resources/ |
This page
allows the user to access footprint calculations and comparative calculations
for countries |
|
Ecological
Footprint |
http://www.olywa.net/roundtable/ |
Focus
on sustainability for the future |
|
Resource |
URL Address |
Brief Description |
|
New
Scientist |
http://www.newscientist.com |
Excellent
source for articles on Earth Science topics including earthquakes and
volcanoes |
|
United
States Geological Survey Home Page |
http://www.usgs.gov/ |
Excellent
source in all areas of earth science |
|
Safeguard |
http://www.safeguard.ca/ |
An access
site to disaster and hazard pamphlets on many areas of preparedness and
response –French and English available on line |
|
Nevada
Seismological Lab |
http://www.seismo.unr.edu/ |
An
excellent website for information on earthquakes |
|
This Dynamic
Earth |
http://pub.usgs.gov/ |
Read
about plate tectonics and continental drift, the development of the theory,
and unanswered questions |
|
Earth
Sciences |
http://ds.dial.pipex.com/ritson/ |
Explore
the earth sciences with topics such as global warming, ball lightning and
plate tectonics; also catch up on the news regarding El Nino. |
|
NEIC
Earthquakes and Plate Tectonics |
http://wwwneic.cr.usgs.gov/ |
National
Earthquake Information Centre World Data Centre for Seismology, Denver
Geologic Hazards | Current Earthquake Information | Near Real Time Earthquake
List | General Earthquake Information | Earthquake Links |
|
Resource |
URL Address |
Brief Description |
|
Federal
Emergency Management Agency |
http://www.fema.gov/ |
Source
of information on all disasters- floods and storms are particularly well
represented |
|
The
2000 Fargo Flood Homepage |
http://www. |
A
resource site for current flood information on the Red River of the North |
|
Canada
Centre for Remote Sensing |
http://www. |
General
course information |
|
CCRS |
http://www. |
Information
on the Red River Flood, Saguenay Flood and others around the world – links to
many other useful websites |
|
Glacial
Geology at University of Cincinnati. |
http://tvl1.geo.uc.edu/ |
Useful
links to websites on Glaciation – one of the best links is to “All About
Glaciers.” |
|
Resource |
URL Address |
Brief Description |
|
Global
Climate Change |
www.climatechange.gc.ca |
Website
for understanding, addressing climate change – resource centre and other
links |
|
Environment
Canada |
http://www.ec.gc.ca/ |
Information
on climate change, clean air, clean water and weather predictions |
|
The
Storm Prediction Centre |
www.spc.noaa.gov/ |
Visuals,
current weather data, climate data and current watches. |
|
Ministry
of Environment |
www.ene.gov.on.ca |
Air,
water, waste publications and links to other environmental websites |
|
National
Environmental Satellite, Data, and Information Service |
http://ns.noaa.gov/ |
Access
to global environmental data from satellites and other sources |
|
Natural
Hazards Centre |
http://www.colorado.edu/ |
National
and international clearinghouse for information on natural hazards and human
adjustments to hazards and disasters |
|
Federal
Emergency Management Agency |
www.fema.gov |
Information
on federally declared disaster |
|
Resource |
URL Address |
Brief Description |
|
Statistics
Canada |
http://www.statcan.ca/english/ |
Shows
data tables on Canada’s land area and resources, water, and weather |
|
ESRI
Canada |
http://www.esricanada.com/k-12/ |
Local
community data available |
|
GeoKit |
http://www.esricanada.com/ |
An
abundance of resources for geography teachers |
The
sections of The Ontario Secondary Schools Grades 9-12, Program and Diploma
Requirements 1999 that particularly apply to the creation and delivery of
CGF3M are:
1. Sections 3.1.1 and 3.1.2 Compulsory and
Optional Credits
When students take this course they may
earn either an additional compulsory credit or an optional course to meet
diploma requirements
2. Section 4.3.2: University/College Preparation
Courses
This profile was created to meet the needs of both College and
University bound students. Lessons have been constructed to provide both
theoretical knowledge and opportunities for application. The culminating
activity not only takes into consideration the scope of the course, but also
provides students with the opportunity to develop both independent research and
independent learning skills.
3. Section 5.2: The Annual Education Plan
It is essential that students have all the necessary information to make
educated decisions about their future. Students should be made aware of the
opportunities that studies in geography can provide for them, whether it is
post-secondary studies that they desire after Grade 12 or the world of work.
Geography teachers need to be actively promoting their discipline inside
and outside of the classroom. Teachers, students, parents, and guidance
counsellors need to be aware of the pathways which can be followed within the
study of geography.
4. Section
6.2.1: Assessment and Evaluation of Student Achievement
“The primary purpose of assessment and evaluation is to improve student
learning.”
In order to accomplish this goal the sample activities and assessment
tools provided in this profile were created to address both what students learn
and how well they learn. Assessment and evaluation strategies have been based
on the four categories of knowledge and skills, and pertain to specific tasks.
The students level of achievement is reported using the achievement level
descriptions outlined in The Ontario Curriculum, Grades 11 and 12 Canadian
and World Studies 2000 (p. 246-247). Evaluation of student achievement
should be varied and administered over a period of time. It should be fair to
all students and clearly indicate where improvement is necessary.
5. Section 7.5: Cooperative Education and Work
Experience
Teachers of CGF3M should use the employment opportunities in Geography
not only to educate students on future prospects, but also to show them the
relevance of their studies. Teachers should work with the co-op instructors and
actively assist students with placement possibilities.
6. Section 7.14: Technology in Education
Geography is a discipline that promotes and demands analysis. Students
should be presented with tasks that employ the use of computers and software
allowing for spatial assessment and quantitative analysis. Geographic
Information Systems, Geographic Positioning devices and spreadsheet software
for the creation of graphs and the calculation of correlation techniques
prepare students for further studies in this discipline.
Coded Expectations, Physical Geography: Patterns, Processes, and Interactions, Grade 11, University/College Preparation, CGF3M
SSV.01 · explain major theories of the origin and
internal structure of the earth;
SSV.02 · demonstrate an understanding of the
principal features of the earth’s major components: the lithosphere,
atmosphere, hydrosphere, and biosphere;
SSV.03 · explain the sources and nature of energy
flows through the lithosphere, atmosphere, hydrosphere, and biosphere;
SSV.04 · explain the physical processes that create
landforms, climate, soils, and vegetation.
Understanding
Concepts
SS1.01 - explain how the earth’s orbit and tilt
relate to the seasons and annual variations in climate;
SS1.02 - describe the relationship of the moon and
the earth to each other and the moon’s effects on tides;
SS1.03 - explain the physical evidence found on the
surface of the earth and at the bottom of the oceans that supports the theory
of plate tectonics;
SS1.04 - describe the components of the lithosphere,
atmosphere, hydrosphere, and biosphere;
SS1.05 - identify the interconnections between
natural systems (e.g., natural vegetation, climate, wildlife) within selected
ecosystems;
SS1.06 - demonstrate an understanding of the origins,
distribution, and frequency of different kinds of storms (e.g., frontal
depressions, hurricanes, tornadoes, thunderstorms) that affect North America;
SS1.07 - describe the rates at which different
physical processes occur (e.g., continental erosion, soil formation, tectonic
uplift).
Developing
and Practising Skills
SS2.01 - describe the components of the internal
structure of the earth (core, mantle, crust);
SS2.02 - differentiate among the major rock types
(igneous, sedimentary, metamorphic) and explain their origins;
SS2.03 - explain the role that convection currents
are believed to play in the motion of the earth’s crustal plates;
SS2.04 - analyse the global distribution of major
physical features (e.g., Ring of Fire, mountain systems, tectonic plates) and
determine reasons for the observed distribution patterns;
SS2.05 - describe the flow of matter and energy
through ecosystems (e.g., the hydrologic cycle, the carbon cycle) and explain
the relationship of these flows to landforms, climate, soils, and vegetation;
SS2.06 - explain how climatic controls act upon the
elements of the atmosphere to produce the climatic zones of the earth;
SS2.07 - explain the roles of water, ice, wind, and
biological processes in shaping physical features.
Learning
Through Application
SS3.01 - interpret the spatial
relationships between mountain ranges, occurrences of earthquakes, and tectonic
plate boundaries and explain the processes believed to be at work;
SS3.02 - characterize the differences
between continental and oceanic plates and demonstrate an understanding of the
processes at work in the boundaries between them;
SS3.03 - explain the concepts of heat balance
and circulation, using local examples like driveways, lawns, and water bodies;
SS3.04 - explain the effects of natural variations in
climate on the structure and composition of soils of selected regions;
SS3.05 - analyse relationships between present characteristics
of local landforms and the processes that shaped them.
HEV.01 · explain how the earth provides both a
habitat for life and a resource for society;
HEV.02 · evaluate the impacts of natural systems on
people and their activities;
HEV.03 · evaluate the impact of human life
on natural systems;
HEV.04 · demonstrate an understanding of the
importance of stewardship and sustainability as guiding principles for human
use of the physical environment.
Understanding
Concepts
HE1.01 - explain why certain geological formations
contain rich mineral deposits;
HE1.02 - demonstrate an understanding of the
trade-offs for humans living in areas subject to natural disruptions (e.g.,
coastal zones, slopes of active volcanoes, regions of tectonic activity such as
California and Japan);
HE1.03 - demonstrate an understanding of the effects
of human activities (e.g., urban expansion, resource exploitation) on various
aspects of the environment;
HE1.04 - describe the importance of sustainable
practices in resource-based industries (e.g., forestry, mining, fisheries).
Developing
and Practising Skills
HE2.01 - explain the roles of volcanoes and river
estuaries in providing fertile soils for agriculture;
HE2.02 - analyse the effects of environmental hazards
(e.g., earthquakes, hurricanes, landslides) on human activities;
HE2.03 - analyse damage and casualty risks related to
flooding in selected areas and identify factors that increase risk;
HE2.04 - explain the impact of acid rain on a
selected region.
Learning
Through Application
HE3.01 - identify postglacial features in the Ontario
landscape and explain how people have derived benefits from them (e.g.,
aggregates for construction, recreation areas);
HE3.02 - evaluate the impact of deforestation and the
burning of fossil fuels on the carbon cycle;
HE3.03 - explain current methods and technologies
used to track and predict weather, including dangerous phenomena such as hurricanes,
thunderstorms, and tornadoes;
HE3.04 - produce a case study in which concepts of
watershed management are used to determine sustainable uses of a local
environment;
HE3.05 - analyse the impacts of selected human
activities on their local environment (e.g., farming and soil erosion, vehicle
use and air pollution).
GCV.01 · analyse the global distribution
of landforms, climate, soils, and vegetation to determine reasons for the
observed distribution patterns;
GCV.02 · describe selected ecosystems in different
parts of the world and explain the processes that shape them;
GCV.03 · analyse local, regional, and global issues
related to physical geography.
Understanding
Concepts
GC1.01 - demonstrate an understanding of the
differences between local weather and global climate;
GC1.02 - explain the role that oceans and ocean
currents play in moderating climate, using examples of major cities at similar
latitudes (e.g., Edmonton and Edinburgh);
GC1.03 - demonstrate an understanding of similarities
and differences between different climatic zones and the landscape systems
found within them (e.g., polar deserts in Canada’s Arctic, and "hot"
deserts in other areas of the world);
GC1.04 - identify local, regional, and global issues
related to physical geography.
Developing
and Practising Skills
GC2.01 - analyse patterns of significant ocean
currents (e.g., Gulf Stream) and prevailing winds (e.g., trade winds) and their
relationships to world vegetation patterns;
GC2.02 - explain the relationships that link global
patterns of landforms, climate, soils, and vegetation to each other;
GC2.03 - analyse the effects that human activities in
a region or country can have on the natural environment in another location
(e.g., acid rain, downstream impacts of dams, ozone layer depletion).
Learning
Through Application
GC3.01 - compare global distribution patterns of
climate, soils, and vegetation with patterns in their local bioregion;
GC3.02 - analyse the impacts of urbanization and
industrialization on hydrology;
GC3.03 - identify geopolitical issues that face
nations that share various physical regions of the world (e.g., circumpolar
regions, the Sahel, the Nile Valley).
UCV.01 · analyse the causes and consequences of past
and future climate change;
UCV.02 · analyse changes in natural systems caused by
natural phenomena;
UCV.03 · explain how human uses of the earth,
including uses involving technology, cause change in natural systems.
Understanding
Concepts
UC1.01 - describe the difference between human and
geologic time scales;
UC1.02 - demonstrate an understanding that the world’s
surface is dynamic, in that it is constantly being reshaped (e.g., mountain
building, erosion);
UC1.03 - demonstrate an understanding of the cycle of
glacial advance and retreat and its relationship to natural variations in
global climate;
UC1.04 -
describe the potential impacts of climate change on the economic feasibility of
industries based on renewable resources (e.g., agriculture, forestry);
UC1.05 - identify and describe the mechanisms of
change within the lithosphere, atmosphere, hydrosphere, and biosphere;
UC1.06 - demonstrate an understanding of how soils
are the result of long-term processes (e.g., erosion and chemical and
mechanical weathering) acting upon parent material.
Developing
and Practising Skills
UC2.01 - distinguish natural short-term variability
from long-term trends in historical climate data;
UC2.02 - explain the potential effects of long-term
climate change (e.g., global warming) on different parts of the world;
UC2.03 - explain how population growth and changes in
human activities over the past one hundred years have increased the ecological
footprint of our species.
Learning
Through Application
UC3.01 - demonstrate an understanding of the
difficulties involved in predicting climate change;
UC3.02 - evaluate physical evidence of
past climates in selected areas of Canada (e.g., glacial features in southern
Ontario, fossil forests in the High Arctic);
UC3.03 - analyse the long-term effects of human use
of a distinctive ecological zone (e.g., desert, tundra, tropical rain forest);
UC3.04 - analyse changes in land use in their local
area over the past twenty years and the effects of these changes on the
population and the environment;
UC3.05 - evaluate the role of technology in changing
human-environment relationships;
UC3.06 - predict both positive and negative impacts
of tectonic change and climate change (e.g., earthquake risks, temperature
increases) on their local community.
GIV.01 · use geographic skills, methods, and technologies
to gather, analyse, and synthesize ideas and information;
GIV.02 · use a variety of methods and technologies to
communicate the results of geographic inquiry and analysis effectively;
GIV.03 · describe careers related to physical
geography.
Understanding
Concepts
GI1.01 - describe the difficulties and limitations
inherent in quantifying the processes and elements of the physical environment;
GI1.02 - demonstrate an understanding of the
technology available for mapping, imaging, and measuring features and phenomena
on the surface of the earth;
GI1.03 - demonstrate an understanding of the
importance of field verification (ground truthing) of data collected from
remote sensing instruments, including satellites;
GI1.04 - identify careers related to physical
geography.
Developing
and Practising Skills
GI2.01 - demonstrate an ability to make
observations and collect data in the field;
GI2.02 - identify selected physical
features on the earth’s surface (e.g., mountains, rivers, deserts) from
different sources (e.g., maps, aerial photographs, satellite images, geographic
information systems);
GI2.03 - produce and interpret maps,
diagrams, charts, and models;
GI2.04 - use remote sensing imagery, maps, global
positioning systems, and geographic information systems to measure conditions
on the ground (e.g., health of vegetation);
GI2.05 - use print and electronic sources (e.g.,
CD-ROMs, the Internet) to locate information related to physical geography;
GI2.06 - use written, oral, and visual communication
skills to present the results of geographic inquiry and analysis effectively.
Learning
Through Application
GI3.01 - trace the natural history of an area by
using maps, remote sensing data, geographic information systems, and field
observations;
GI3.02 - produce reports summarizing field
experiments conducted to obtain quantitative and qualitative data about a local
area (e.g., stream discharge rates);
GI3.03 - analyse data collected in the field, using
laboratory equipment or computers, and present the results;
GI3.04 - produce an independent study that applies
data collected through field experiments to a local issue (e.g., waste
management, soil loss, forestry, recreation);
GI3.05 - analyse educational requirements, job
descriptions, current opportunities, and future prospects for a selected career
related to physical geography.
Ontario Catholic School Graduate Expectations
The
graduate is expected to be:
A
Discerning Believer Formed in the Catholic Faith Community
who
CGE1a -illustrates
a basic understanding of the saving story of our Christian faith;
CGE1b -participates
in the sacramental life of the church and demonstrates an understanding
of the centrality of the Eucharist to our Catholic story;
CGE1c -actively
reflects on God’s Word as communicated through the Hebrew and Christian
scriptures;
CGE1d -develops
attitudes and values founded on Catholic social teaching and acts to
promote social responsibility, human solidarity and the common good;
CGE1e -speaks
the language of life... “recognizing that life is an unearned gift and
that a person entrusted with life does not own it but that one is called to
protect and cherish it.” (Witnesses to Faith)
CGE1f -seeks
intimacy with God and celebrates communion with God, others and creation
through prayer and worship;
CGE1g -understands
that one’s purpose or call in life comes from God and strives to discern
and live out this call throughout life’s journey;
CGE1h -respects
the faith traditions, world religions and the life-journeys of all
people of good will;
CGE1i -integrates
faith with life;
CGE1j -recognizes
that “sin, human weakness, conflict and forgiveness are part of the human
journey” and that the cross, the ultimate sign of forgiveness is at the heart
of redemption. (Witnesses to Faith)
An
Effective Communicator who
CGE2a -listens
actively and critically to understand and learn in light of gospel values;
CGE2b -reads,
understands and uses written materials effectively;
CGE2c -presents
information and ideas clearly and honestly and with sensitivity to others;
CGE2d -writes
and speaks fluently one or both of Canada’s official languages;
CGE2e -uses
and integrates the Catholic faith tradition, in the critical analysis of the arts,
media, technology and information systems to enhance the quality of life.
A
Reflective and Creative Thinker who
CGE3a -recognizes
there is more grace in our world than sin and that hope is essential in facing
all challenges;
CGE3b -creates,
adapts, evaluates new ideas in light of the common good;
CGE3c -thinks
reflectively and creatively to evaluate situations and solve problems;
CGE3d -makes
decisions in light of gospel values with an informed moral conscience;
CGE3e -adopts
a holistic approach to life by integrating learning from various subject areas
and experience;
CGE3f -examines,
evaluates and applies knowledge of interdependent systems (physical, political,
ethical, socio-economic and ecological) for the development of a just and
compassionate society.
A Self-Directed, Responsible, Life Long Learner
who
CGE4a -demonstrates
a confident and positive sense of self and respect for the dignity and welfare
of others;
CGE4b -demonstrates
flexibility and adaptability;
CGE4c -takes
initiative and demonstrates Christian leadership;
CGE4d -responds
to, manages and constructively influences change in a discerning manner;
CGE4e -sets
appropriate goals and priorities in school, work and personal life;
CGE4f -applies
effective communication, decision-making, problem-solving, time and resource
management skills;
CGE4g -examines
and reflects on one’s personal values, abilities and aspirations influencing
life’s choices and opportunities;
CGE4h -participates
in leisure and fitness activities for a balanced and healthy lifestyle.
A
Collaborative Contributor who
CGE5a -works
effectively as an interdependent team member;
CGE5b -thinks
critically about the meaning and purpose of work;
CGE5c -develops
one’s God-given potential and makes a meaningful contribution to society;
CGE5d -finds
meaning, dignity, fulfillment and vocation in work, which contributes to the
common good;
CGE5e -respects
the rights, responsibilities and contributions of self and others;
CGE5f -exercises
Christian leadership in the achievement of individual and group goals;
CGE5g -achieves
excellence, originality, and integrity in one’s own work and supports these
qualities in the work of others;
CGE5h -applies
skills for employability, self-employment and entrepreneurship relative to
Christian vocation.
A
Caring Family Member who
CGE6a -relates
to family members in a loving, compassionate and respectful manner;
CGE6b -recognizes
human intimacy and sexuality as God given gifts, to be used as the creator intended;
CGE6c -values
and honours the important role of the family in society;
CGE6d -values
and nurtures opportunities for family prayer;
CGE6e -ministers
to the family, school, parish, and wider community through service.
A
Responsible Citizen who
CGE7a -acts
morally and legally as a person formed in Catholic traditions;
CGE7b -accepts
accountability for one’s own actions;
CGE7c -seeks
and grants forgiveness;
CGE7d -promotes
the sacredness of life;
CGE7e -witnesses
Catholic social teaching by promoting equality, democracy, and solidarity for a
just, peaceful and compassionate society;
CGE7f -respects
and affirms the diversity and interdependence of the world’s peoples and
cultures;
CGE7g -respects
and understands the history, cultural heritage and pluralism of today’s
contemporary society;
CGE7h -exercises
the rights and responsibilities of Canadian citizenship;
CGE7i -respects
the environment and uses resources wisely;
CGE7j -contributes
to the common good.
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