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Course Profile
Geographics: The Geographer’s Toolkit, Grade 11, Workplace 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 – Geographics: The
Geographer’s Toolkit
Lead
Boards
York
Catholic District School Board and Toronto District School Board
Course
Profile Writing Team
Mark
Lowry, Lead Writer, Toronto District School Board
Margaret
Miceli Martin, Lead Writer, York Catholic District School Board
Cristina
Bastone, York Catholic District School Board
Gerry
Bell, Welland District School Board
Ewan
Geddes, Toronto District School Board
Brian
Steffensen, Dufferin-Peel Catholic District School Board
Reviewers
Pat
Collins, York Catholic District School Board, Religion
Tina
D’Acunto, York Catholic District School Board, Special Education
Dan
McCowell, Sr. Manager of Administrative Services, Workplace Destination
John
Nicolucci, Crescent School
Erin
D’Alessandro, ESRI Canada
Micheal
Ball, Durham District School Board
Jan
Bivall, York Region District School Board
Librarian – Mark Kaminski, Library Consultant, Toronto District School Board
Project
Managers
Allan
Mackey, York Catholic District School Board
Allan
Hux, Toronto District School Board
Ethel
Johnston, Toronto District School Board
Thanks to
– Institute for Catholic Education
Associations
Ontario
Association of Geographic and Environmental Education (OAGEE)
Ontario
Geography Consultants Association (OGCA)
Course
Overview
Geographics:
The Geographer’s Toolkit, Grade 11, Workplace Preparation, CGT3E
This
course examines the use of geotechnologies, cartography, remote sensing,
surveying, and geographic information systems (GIS) in the workplace, with
emphasis on applications relevant to business, government, and the local
community. Students will acquire practical experience in the collection,
manipulation, interpretation, and display of geographic information, with a
view to developing skills in areas such as desktop mapping, graphic
presentation, image interpretation, database management, and GIS analysis.
CGT3E is
a geography course and not a computer course. Even though this course is driven
by technology, it is the geography skills and content that are imperative. It
is expected that teachers have a good working knowledge of basic computer
skills, however they are not expected to be Geographic Information Systems
experts. Also, there is a myriad of software programs available to create and
work within a GIS platform. Although many different quality software programs
are in use in classrooms across the province, all work in this document focuses
on the software applications that are presently licensed for all students
within the Province of Ontario.
The
Geographics: Geographer’s Toolkit course is considered an introduction to the
field of Geotechnology and its role in the field of Geography. Geotechnology
encompasses the skills surrounding the areas of global positioning (GPS),
remote imagery, and geographic information systems (GIS) and is one of the
fastest growing skill sets within the field of information technology. Students
in many areas of information technology, both within geography and in other
areas, benefit from the tools within a geographer’s toolkit.
Geotechnology
is not an end in itself, but is in fact a tool that allows students to improve
their spatial skills throughout the workplace. For many years GIS was a
specialized field composed of professionals whose sole job was to build
geographic databases, perform geographic analysis, and create maps. While many
professionals specialize in GIS and other technology, many more use GIS as just
one of the tools in their job, like a word processor or an electronic
spreadsheet. This course is designed for students to learn the technology and
to gain a stronger appreciation of the world around them. The expectations have
been clustered into units to allow for specific geographical focuses that include
a range from global to local and from physical to human geography. Students
also gain an environmental awareness and garner a strong stewardship for their
local area.
It
is expected that students who enrol in CGT3E will graduate with an introductory
workplace skill set of Geotechnology, which would be a relevant addendum for
work within business, government, or the local community. Students acquire
practical hands-on experience in such technological areas as data collection,
manipulation, interpretation, and display, all in a geographical and spatial
context. It must be stressed again that this is not a computer course, but a
geography course making use of the geotechnology that is presently used with
the workforce.
As
this is a course based on information technology, it is important that it be as
up to date as possible. The technology is based on current industry-standard
software.
At present, the Ministry of
Education licenses two professional software programs that are currently in use
within industry throughout Ontario. These programs are uniquely different and
have specific functions in the classroom as in private industry. MFTeach, a raster-based program, is best
suited for local and small area studies (see Units 1 and 4), whereas Arcview is a vector-based program and is
used with studies of a regional, national, and global focus (see Units 1, 2,
and 4).
It
must be noted that other GIS software packages are used throughout the province
by specific Boards, schools, and programs. All of the activities throughout
this profile could be easily adapted. It must be noted, however, that as this
is a workplace destination course; therefore, it is important that teachers use
software that is used in industry.
The
teacher in a GIS classroom is in a unique position. Because of the
ever-changing world of computer software, it is difficult for the teacher to
remain current, it must be stressed that the teacher is there to guide students
through the geographical and spatial skills inherent in any GIS. With respect
to the Geotechnical software, the teacher is positioned as facilitator, guide,
and co-learner. One of the greatest resources the teacher accesses is
interaction with students.
While
regular access to a computer lab, which runs a GIS program and provides Internet
access, is strongly recommended, accommodations can be made throughout the
course so that many of the activities can be completed without the use of a
full lab of computers. However, it should be noted that GIS is a major
component of several of the units and is particularly dominant throughout Unit
2. For those teachers offering this course without regular access to a computer
lab, arrangements should be made, well in advance, for the use of a lab during
the teaching of Unit 2 and other units that utilize GIS and/or require access
to geotechnical data and/or the Internet.
A major
focus of this course is the culminating unit, which allows students to partner
with the business community, both public and private, and work with the
geotechnical skills to identify, categorize, analyse, and present geographic
data in the context of the real world. Students are also expected to keep a
professional portfolio of their accomplishments that would enhance their entry
into the job market.
A
consistent theme found in the teachings of the Catholic Church concerns
protecting and cherishing all life and creation. The Catholic Church teachings
of Stewardship, Social Justice, and the principle of Common Good are imbedded
in the critical analysis of problems faced by cultures around the world. In
understanding the physical and human systems of our world, students reflect on
the implications of human actions on natural systems and adopt a personal ethic
as stewards of Creation. More specifically, the use of geotechnologies in
global and local community studies reinforces the role of technology in
promoting concepts of stewardship and sustainable resource use. The skills
acquired in this course increase students’ awareness of local and global
events. These skills provide them with the opportunity to make informed
decisions and foster the development of a citizen based on the Catholic
teachings of social responsibility.
|
Unit 1 |
GIS Fundamentals/Geographic Essentials |
15 hours |
|
* Unit 2 |
Geotechnology in a Changing World |
25 hours |
|
* Unit 3 |
Human Interactions in the Physical World |
25 hours |
|
Unit 4 |
Business Geographics in the Community |
35 hours |
|
Unit 5 |
Workplace Portfolio |
10 hours |
* These
units are fully developed in this Course Profile.
Time: 15 hours
Unit
Description
This
introductory unit examines the way geotechnology has reshaped our workplace
environment. Students examine the historical context and development of
geotechnologies. Students understand the importance of how changes in
computer-aided mapping have facilitated interaction and communication within
both the private and public sectors. The teacher introduces the technical
skills and mapping elements that form a fundamental base for working in
geotechnologies. Students use standard cartographic principles to demonstrate
various mapping conventions. Students apply GIS tools and supporting computer
technologies (MFTeach and Arcview) to demonstrate computer-aided
cartographic principals, which are used to develop student awareness and
subsequently enhance the quality of life on this planet.
Ontario
Catholic School Graduate Expectations: 2a, 2b, 2d, 2e,
3e, 3f, 4f, 5a, 5g, 7b.
Strand(s):
Geographic
Foundations: Space and Systems, Global Connections, Understanding and Managing
Change, Methods of Geographic Inquiry
Overall Expectations: GCV.03, GIV.04.
Specific Expectations: SS1.01, SS1.02, SS1.03, SS1.04, SS1.06, SS1.10, UC1.03, UC1.04, UC1.05,
UC2.02, GI1.02, GI1.03, GI1.04, GI1.09, GI1.10, GI2.07, GI2.08, GI2.13.
Unit 1
Overview Chart
|
Activity |
Expectations |
Assessment |
Focus |
|
1 |
SS1.04, GCV.03, GI1.02 CGE 2a, 2c |
Knowledge/ Understanding |
Geographics Introduction What can GIS and geotechnology do? Where do we find the information in a GIS? |
|
2 |
GI1.03, SS1.03, SS1.04, GI1.03, GI2.13, GI2.03, GIV.04, GI2.13, GI2.08 CGE 3e, 5g |
Knowledge/ Understanding Application |
Mapping Conventions Type and uses with associated data (title, legend, scale, direction, border, layout) |
|
3 |
UCV.02, UC1.03, UC1.04, UC1.07, SS1.10, UC1.05, GI1.09, SS1.06 CGE 2a 2e, 3f |
Inquiry Communication |
Evolution of GIS Canadian influence and use in everyday life (uses and examples of GIS, GPS, and remote sensing) |
|
4 |
UC2.02, GIV.04, GI1.10, GI2.07 CGE 2e, 5a |
Knowledge/ Understanding Inquiry Application |
Introduction to Geographic Information System software |
|
5 |
SS1.02, GI1.03, SS1.01, GI1.04 CGE 2b, 2e, 3f, 4f, 5g, 7b |
Knowledge/ Understanding Inquiry Application Communication |
Culminating Activity World map |
Time: 25 hours
Unit
Description
In this
unit, students learn how to use a geographic information system (Arcview,
GIS platform) to gather and interpret information about various world issues.
More specifically, students demonstrate an understanding of how different
geotechnological tools can be used to analyse these issues and offer potential
solutions to global problems. Students work with a variety of topics including
both physical and human concerns. Finally, students, as part of their
culminating activity, make use of a GIS, the Internet, and other applicable
software to gather data and perform simple analytical operations to study a
particular global issue. Using acquired data, students construct map layouts
that demonstrate good cartographic design. Through this interpretation and manipulation
of information, students develop a strong sense of respect and stewardship
towards our changing world.
Ontario
Catholic School Graduate Expectations: 2a, 2b, 2c, 2e,
3b, 3e, 3f, 4f, 5a, 5d, 7f, 7i.
Strand(s):
Geographic
Foundations: Space and Systems, Human-Environment Interactions, Global
Connections, Methods of Geographic Inquiry
Overall Expectations: SSV.01, GCV.01, GCV.02, GIV.01, GIV.03.
Specific Expectations: SS2.01, SS2.02, GC1.01, GC1.02, GC2.01, GC2.02, GC2.04, GC3.01, GI1.05,
GI1.06, GI1.07, GI2.06, GI2.09, GI2.11.
Unit 2
Overview Chart
|
Activity |
Expectations |
Assessment |
Focus |
|
1 |
GC1.01, GIV.01, GCV.01, GCV.02, GC2.04 CGE 2a, 2b, 2c, 3e, 5a, 7f |
Knowledge/ Understanding Application |
Use of Geotechnologies in Addressing Matters of Global Concern |
|
2 |
SSV.01, UCV.01, GC2.01, GIV.01, GI1.05, GI1.06, GI2.06, GC2.04 CGE 2a, 2b, 2c, 3f, 7i |
Knowledge/ Understanding Application |
Geotechnology and the Spheres: The Atmosphere, Lithosphere, Hydrosphere, and Biosphere. (preparation of thematic mapping reports) |
|
3 |
GCV.02, GC1.01, SS2.01, SS2.02, GI2.09, GI2.05, GI1.06, GIV.03 CGE 2a, 2e, 3f, 7f |
Knowledge/ Understanding Thinking/Inquiry Application |
World Demographic Comparisons: Population, Food, Nutrition, and Their Impact on Quality of Life |
|
4 |
GC2.02, GC2.04, GIV.03, GC3.01, GI2.14, GI2.06, GI1.02, GI1.04 CGE 2a, 2b, 2c, 4f, 5a, 5d, 7i |
Knowledge/ Understanding Thinking/Inquiry Communication Application |
Industrialization and Quality of Life: solutions to a scenario using a GIS (unit culminating activity) |
Time: 25 hours
Unit
Description
In
this unit, students apply geotechnologies to explore their responsibilities
towards the human and physical environment. By identifying and describing
various applications of geotechnologies, they are able to understand the
earth’s systems and the human interactions within these systems. The topics
covered focus on the responsible use and management of resources, environmental
problems and protection, human and natural disasters, and Native land issues.
They could use a raster-based program for study of a local issue (MFTeach) and a vector-based program for
their global focus. The world is constantly changing, therefore use of
geotechnology, such as GIS, enables students to appreciate the earth’s features
and how they are continually being monitored. Their work reinforces the role of
technology in promoting concepts of stewardship and sustainable resource use.
Ontario
Catholic School Graduate Expectations: 1d, 1e, 2a, 2b,
2c, 2d, 2e, 3c, 3d, 3e, 3f, 4c, 4f, 5a, 5e, 5f, 5g, 7f, 7i.
Strand(s):
Geographic
Foundations: Space and Systems, Human-Environment Interactions, Global
Connections, Understanding and Managing Change
Overall Expectations: SSV.03, UCV.01, HEV.01, HEV.02.
Specific Expectations: SS1.09, HE1.01, HE1.02, HE1.03, HE2.01, HE3.01, HE3.02, HE3.03, UC1.01,
UC1.02, GI1.08, GI1.07, GI2.10, GI2.02, GI2.11, GI2.14, GC2.03.
Unit 3
Overview Chart
|
Activity |
Expectations |
Assessment |
Focus |
|
1 |
UC1.01, SSV.03, SS1.09, HE1.01, GI1.07, GI1.08, GI2.11, GC2.03 CGE1d, 1e, 2a, 2b, 2d, 2e, 3c, 3d, 4f, 7i |
Knowledge/ Understanding Thinking/Inquiry Communication Application |
Resource Issues Satellite image interpretation, analysing
characteristics of |
|
2 |
UC1.02, UCV.01, HE1.03, GI2.14, GI2.02 CGE1d, 1e, 2a, 2b, 2d, 2e, 3d, 7i |
Knowledge/ Understanding Communication Application |
Natural Disasters Role of geotechnology in studying and tracking, early warning, etc. |
|
3 |
UC1.01, GI2.02, HEV.01, UCV.01, HE3.03 CGE1d, 1e, 2a, 2b, 2d, 2e, 3d, 7i |
Knowledge/ Understanding Communication Application |
Human Disasters Mapping extent, characteristics, monitoring, and averting at both a local and global level using appropriate software |
|
4 |
HEV.01, HE2.01, HE3.01, HE3.02, GI2.02, GI2.14, GI2.10 CGE1d, 1e, 2a, 2b, 2c, 2d, 2e, 3c, 4c, 4f, 5a, 5e, 5f, 5g, 7f |
Knowledge/ Understanding Thinking/Inquiry |
Human Settlement and Indigenous People Map analysis, spatial distribution, remote settlements, use of geotechnology by Native peoples using MFTeach and Arcview |
|
5 |
SS1.09, HEV.01, HEV.02, HEI.02, GI2.02, G12.14 CGE1d, 1e, 2a, 2b, 2d, 2e, 3c, 3d, 4c, 4f, 5a, 5e, 5f, 5g |
Knowledge/ Understanding Thinking/Inquiry Communication Application |
Environmental Degradation Geotechnology and uses for locating, effects, solutions, and future implications |
Time: 35 hours
Unit
Description
The focus
of this unit is the creation of a culminating activity based on an issue in the
local community. The teacher introduces the concept of Business Geographics and
works students through an exemplar activity to show how geotechnologies can be
used for a wide range of local government and business-related purposes.
Students then work in small groups to evaluate one local issue, which is
assessed and analysed using geotechnologies, including a Geographic Information
System (Arcview and MFTeach professional spatial software).
Examples include: planning issues related to industrial, commercial, and
residential site location; environmental issues; recreation; agriculture;
marketing; politics; or resource management. Through the use of the Internet,
local media, government sources, and personal experiences, students perform
background research for their topic. Further, groups collect and/or create data
suitable for their mapping project using maps, charts, aerial photographs, and
other suitable information sources. Students produce a set of written plans,
maps, and graphs that relate to the issue and use GIS and related
geotechnologies (GPS and Remote Sensing) to formulate a solution to problems.
Solutions are based on concepts of the common good and the development of a
just and compassionate society. Finally, students present their solution in a
professional manner using communication and organization skills suitable for
the workplace.
Ontario
Catholic School Graduate Expectations: 2a, 2b, 2c, 2d,
2e, 3c, 3d, 3e, 3f, 4e, 4f, 5g, 5h.
Strand(s):
Geographic
Foundations: Space and Systems, Methods of Geographic Inquiry
Overall Expectations: SSV.04, SSV.02, GIV.01, GIV.02, GIV.03, GIV.05.
Specific Expectations: SS1.05, SS1.06, SS1.07, SS1.08, SS3.01, SS3.02, SS3.03, SS3.04, GI1.01,
GI2.01, GI2.02, GI2.03, GI2.04, GI2.05, GI2.06, GI2.12, GI2.15, GI2.17, GI3.01,
GI3.02, UC2.01, HE3.04.
Unit 4
Overview Chart
|
Activity |
Expectations |
Assessment |
Focus |
|
1 |
GIV.01, GCV.01, GIV.03, SSV.02, SS1.05, SS1.06, SS3.01, SS3.02, SS3.04, GI1.01, GI2.01, GI2.02, GI2.12, GI2.16, GI3.01 CGE2a, 2e, 3c |
Knowledge/Understanding Thinking/Inquiry Communication Application |
Introduction to Local Study Project Evaluation and selection of possible topics |
|
2 |
SSV.04, SS1.07, SS1.08, GI2.03, GI2.12, GI3.02, UC2.01, HE3.04 CGE2a, 3c, 3d, 3f |
Knowledge/Understanding Thinking/Inquiry Communication Application |
Exemplar Scenario Activity |
|
3 |
GIV.05, GI1.01, GI2.01, GI2.02, GI2.03, GI2.04, GI3.01 CGE3c, 3d, 3f |
Knowledge/Understanding Thinking/Inquiry Application |
Project Planning and Data Collection |
|
4 |
GIV.01, GIV.03, SS3.01, SS3.02, SS3.03, GI2.01, GI2.05, GI2.06, GI2.15 CGE2c, 2d, 3b, 3c, 3f |
Knowledge/Understanding Thinking/Inquiry Communication Application |
Data Evaluation, Graphing and Mapping Use of GIS software (Arcview and MFTeach) |
|
5 |
GIV.02, GIV.05, GI2.16, GI2.17, GI3.03 CGE2c, 2d |
Knowledge/Understanding Thinking/Inquiry Communication Application |
Preparation and submission of written report/group presentation |
Time: 10 hours
Unit
Description
This unit
engages students in the creation of a personal work portfolio. While all
components could occur at the end of the course, various aspects may be used in
conjunction with the other units. Investigation of career opportunities is undertaken
by students in order to evaluate a variety of career paths. Students are
provided with the opportunity to create a portfolio that is indicative of their
best work (e.g., charts, maps, diagrams, reports, analysis, images, and digital
files). This portfolio would be suitable to present at an interview or for
attachment to a work-related proposal. Further, students construct a revised
resume, which highlights the geotechnical skills gained from this course. To
facilitate this process, students present their portfolios to their peers,
simulating application to a potential job in the workplace. Throughout this
worktask, students and their peers develop positive attitudes and act to
promote social responsibility and the common good.
Ontario
Catholic School Graduate Expectations: 1d, 1e, 2a, 2b,
2c, 2d, 2e, 3e, 3f, 4b, 4c, 4e, 4f, 4g, 5a, 5b, 5c, 5e, 5f, 5g, 5h.
Overall Expectations: GIV.02, GIV.05, GI2.16, GI2.17, UCV.02.
Specific Expectations: UC1.06, UC1.07, UC3.01, GI1.03.
Unit 5
Overview Chart
|
Activity |
Expectations |
Assessment |
Focus |
|
1 |
GIV.02 CGE 1d, 2a, 2b, 5b |
Knowledge Application |
Skills needed for workplace. Interview tools and skills |
|
2 |
GIV.02, UC3.01 CGE 1e, 3f, 4b, 4c, 5h |
Knowledge Application |
Portfolio, Demonstration and Presentation of completed course work in professional manner |
|
3 |
GIV.05, UC1.07, UCV.02 CGE 4e, 4f, 4g, 5f |
Inquiry Communication |
Workplace Communication, preparing for interview, GIS industry jobs |
|
4 |
GI2.16, UC1.06 CGE 1e, 2b, 2c, 2d, 2e, 5a, 5e, 5g |
Knowledge Inquiry Application |
Presentation of GIS careers, show product |
|
5 |
GI2.17, GI3.03 CGE 1d, 2d, 3e, 4b, 4c, 4e, 4f, 5c, 5h |
Knowledge Inquiry Application Communication |
Culminating Activity: the Interview |
This
course lends itself to a variety of teaching and learning styles. These
strategies encourage students to think critically, work cooperatively, and
conduct research that has a practical value in their lives. Students should be
given opportunities to investigate topics associated with current issues recognizing
the varying perspectives and career choices that could be made by individuals.
Students should be encouraged to seek additional information to make informed
choices for several career paths available to them.
·
Learning
Strategies: The teacher is encouraged to develop learning strategies that meet
the needs of students with a wide variety of learning styles. Suggestions
include: research and data collection, guided Internet searches, structured
tutorial style lessons, simulations of real-life situations, collaborative
learning, brainstorming, mind mapping, independent study, and personal
reflection.
·
Teaching
Strategies: The teacher should employ a number of teaching strategies which
include Socratic lessons, self-directed lessons, arranging for guest speakers,
informed discussion, and presentations.
·
Demonstration:
Students are asked to demonstrate a synthesis of their learning as they advance
towards the culminating unit. During the culminating unit, students should be
able to draw upon their previous experiences in the class, assimilate new
information, and work towards a final summative performance.
·
Technical
Skills: Students develop fundamental computer skills. They examine the
historical development of geotechnologies and begin to understand the importance
of these powerful tools. They develop their note-taking skills, demonstrate an
understanding of various mapping conventions, and apply rudimentary
computer-aided cartographic principles.
·
Geotechnical
Skills: Students begin learning the major components and functional features of
a GIS. They work with the GIS to map a variety of world concerns. Further,
students explore a variety of geographic concepts and gain skill in
manipulating maps using industry-standard map-making software.
·
Application
of Skills Globally: Students are introduced to additional data sets and image
manipulation. Students are guided through the ways geotechnologies can be
employed to solve a variety of geographic problems. Central to this course is
the investigation of how humans interact with their environment. Topics should
allow for the development and extension of skills learned in Unit 2 while
exploring new concepts and patterns in the natural environment.
·
Application
of Skills Locally: Students explore a nearby area and choose a task of
significance to them. This involves the selection of an appropriate local study
topic and the gathering and analysis of data to support the topic chosen.
Students utilize both newly gained skills and those acquired in previous units
to consolidate learning and develop business-like cartographic and presentation
skills. Further, students should be able to use many of the skills learned in
the previous three units to attempt a solution to the proposed topic.
·
Career
Focus: This focus allows students to evaluate their acquired skills and
knowledge. They are given the opportunity to enhance their professional resume
and engage in a simulation exercise relating to a job application by means of a
short presentation.
The subject of Geography and its associated geotechnologies
use language in unique way. This is especially relevant in the use of new
language associated with computers and geotechnology. In order to help all
students, especially ESL/ELD students, the teaching and learning strategies
should give attention to the following aspects of language in written and oral
forms:
·
specialized
vocabulary;
·
wide
range of tense usage;
·
words
and phrases which indicate:
·
sequences
or chronology;
·
cause
and effect relationships;
·
contrast/comparison/superlatives;
·
statement
of opinion, interpretation, and inference;
·
statements
of speculation, hypothesis, and prediction;
·
statements
of belief persuasion, evaluation, and definition;
·
formation
of questions and problems for formal and informal circumstances;
·
active
listening skills;
·
requests
for repetition, clarification, and restatement;
·
note
taking and summarization.
·
Activities
such as reading/listening need a specific and concrete product expected of
students. Non-verbal communication skills are of particular importance to presentation
tasks.
Language development and the
expression of concepts taught are greatly facilitated if graphic products are
reinforced with written or oral tasks and vice versa. All learners benefit
greatly if their teachers initially provide models or structures for oral,
written, and graphic communication.
Assessment
and evaluation of student performance are based on the clusters of expectations
for each of the focus activities in the unit overview charts. Assessment and
evaluation strategies employed in the course address a variety of student
learning strategies, meet the expectations outlined in the policy document, are
appropriate for assigned activities, and provide opportunity for students to
assess and improve their own learning. Teachers make use of information
provided from the assessment and evaluation process to critically evaluate
whether the teaching strategies and overall program are effectively meeting the
expectations of the course and individual student learning needs. Activities in
the sample units suggest both formative and summative evaluation strategies, as
well as tools that teachers may employ in the classroom. Sample rubrics are
provided for unit culminating activities.
Throughout
this course a variety of assessment methods, techniques, and instruments are
employed:
·
Observation:
This method is used to monitor and assess the intellectual, social, emotional,
and spiritual growth and development not otherwise easily measured. Strategies
may include anecdotal notes, student observation, formal and informal teacher
observation, and rubrics.
·
Reflection:
This method is used to determine how and why students learn to assess various
dimensions of their learning not easily observed or measured through activities
or tasks. Through student reflection, student understanding of personal growth
and emotional development are assessed. Strategies include self-assessment and
peer evaluation.
·
Conferencing:
Evidence of student learning through listening, questioning, responding, and
explaining is assessed through student/teacher conferences as well as through
parent/teacher conferences. Conferencing allows the teacher to assess
communication and thinking skills and to monitor personal growth and emotional
development.
·
Paper-and-Pencil
Tests: Paper-and-pencil tests are administered throughout each unit. Teachers
are able to assess student achievement of necessary knowledge and skills that
meet specific expectations for the Geographer’s Toolkit course.
·
Performance
Assessment: Students’ ability to effectively apply and communicate their
knowledge and skills is assessed. Student achievement of specific expectations
is also assessed. This method can be used to evaluate and provide opportunities
for student improvement. Application and communication of knowledge and skills
can be achieved through report writing, projects, use of geotechnologies (to
collect, organize, and map data), presentations, demonstrations, graphic
organizers, and portfolios. Tools used include rubrics, checklists, anecdotal
notes, peer assessment, and exemplars.
·
Peer
and Self-Editing: Provides opportunities for students to improve by using
formative assessment tools, i.e. checklists and rubrics.
·
Student
Performance: Adaptations to a variety of learning styles and special needs are
incorporated into the activities so that they may improve student performance
and ensure that each student is given clear directions for improvement (e.g.,
communication skills; attention span; purpose and outcome of the activity;
changing time requirements for completing assignments or assessment tasks;
changing the format of assessment materials; providing a quiet environment in
which assessment may take place; simplifying test instruction and the language
of questions; providing for the use of scribes, as well as allowing for oral
responses; providing alternative homework assignments; and basing classroom
assessment on a full range of students work.
·
Communication:
Assessment and evaluation must be communicated clearly to students and parents
at the beginning of the course and at other appropriate points throughout the
course.
As a workplace preparation course,
communication and application criteria may be evaluated more heavily. The
evaluation chart below reflects the percentage allocation for each type of
evaluation.
The final
summative assessment for this course is broken into two parts. Unit 4 is a
culminating activity based on a specific rich performance task (see Unit 4
Description), which brings together many of the expectations in a local
context. Unit 5 is also a summative and culminating unit, as it brings together
the student’s body of work in a workplace portfolio. In this unit, students
also inventory their skills in the form of a resume and simulated job
interview. As this course is based on hands-on application and thinking and
inquiry skills, the practical demands of Unit 4 could take the place of a final
exam.
Seventy
per cent of the grade will be based on assessments and evaluations conducted
throughout the course. Thirty per cent of the grade will be based on a final
evaluation in the form of an examination, performance, essay, and/or other
method of evaluation.
Teachers
should be aware of students who require modifications to the mandated
expectations for this course. Ontario
Secondary Schools (p. 24) allows teachers to modify the learning
expectations for exceptional students in order to support the contents of the
student’s IEP. This applies also to students who have not been identified as
exceptional but are receiving Special Education programs and services.
·
Computers:
While regular access to a computer lab, which runs a GIS program and provides
Internet access is strongly recommended, accommodations can be made throughout
the course so that the activities can be completed without the use of
computers. However, it should be noted that GIS is a major component of several
of the units in this course and is particularly dominant throughout
Unit 2. For those teachers offering this course without regular access to a
computer lab, arrangements should be made, well in advance, for the use of a
lab during the teaching of Unit 2 and other units that utilize GIS and need
access to geotechnical data and/or the Internet.
·
Students
with Exceptional Needs: Every effort is made to assist all students in
achieving success in their courses. Specific adaptations and accommodations are
recommended with each activity. Individual Education Plans for exceptional students
provide teachers with specific learning strategies that work best with
individual students. As well, the proficiency levels outlined in The
·
There
are a variety of strategies that can be used for students with special needs.
Teachers are encouraged to work with the Special Education teacher to review
students’ IEPs (Individual Education Plans) to decide the best course of action
to assist them in meeting the expectations of the Geographics course. An
additional resource for teachers is the Curriculum
Planner Special Education Accompaniment.
·
Enrichment:
There are numerous opportunities throughout the course for the enrichment of
students.
·
All
students have different learning styles; therefore a wide variety of
teaching/learning strategies and assessment/evaluation techniques should be used.
Many assessment tools for ESL/ELD students are formative, both in the
assessment of understanding of concepts and the acquisition and practice of the
specifically identified language forms necessary to express those concepts. The
ESL/ELD learners’ self esteem and motivation to learn benefit greatly when
courses allow expression of their individual skills, interests, and varied life
experiences in their family, communities, and countries of origin. Sensitivity
to the diversity of cultural, ethnic, religious beliefs and the customs,
socio-economic levels, and family structures of students entails accommodations
to the structuring of learning experiences and resources. The subject should be
introduced and presented in ways that focus on its relevance to ESL/ELD
students’ needs, be they communicative, such as language, day-to-day survival,
social, physical, emotional, or cognitive.
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.
ESRI
MF Teach. Thinkspace Inc. Obtainable through Board OESS
rep.
ESRI
CANADA K to 12 program. – www.esricanada.com/k-12/gis/capabilities.html
MF Teach
– www.MFTEACH.com
ESRI.
Data for Decision. Can Roger
Tomlinson, 1968. 20 min.
ESRI. Geography Matters. ESRI Can, 1998. 5
min.
Canada
Soils and Agriculture – http://sis.agr.ca/CANIS/
Canadian
Data and Images – www.nrcan.gc.ca
Canadian
Space Agency – www.space.gc.ca/csa
Canadian
Statistics – http://www.statcan.ca/english/Estat/licence.htm
ESRI
GeoKit CD. OAGEE, 1999. Obtainable through
OAGEE regional rep.
Geogratis
free national data site – http:// geogratis.cgdi.gc.ca
Geography
network, free world data – www.geographynetwork.com
Images
of
NASA
Data and Images – www.jpl.nasa.gov
Federal
(FEMA) Emergency Management Agency US Natural Hazards – www.gismaps.fema.gov
Arcview GIS ESRI
Audet,
Richard and Gail Ludwig. GIS in Schools.
ESRI Press, 2000. ISBN 1-879102-85-4
Clark,
Bruce and John Wallace. Making
Connections.
Davis, Bruce E. GIS - A Visual Approach. Onword Press. ISBN 1-56690-098-0
Davis,
David E. GIS for Everyone. ESRI
Press, 1999. ISBN 1-879102-49-8
Getting to Know ArcView GIS, 3rd ed. ESRI Press. ISBN 1879102-46-3
Getting to Know Desktop GIS. ESRI Press. ISBN 1-879102-42-0
Haddad,
A. and C. Teach Yourself PowerPoint 97.
Sams Pub. ISBN0-672 31117-8
Hohl,
Pat and Brad Mayo. ArcView GIS Exercise
Book, 2nd ed. Onword Press. ISBN I-56690-124-3
Hutchinson,
Scott and Larry Daniel. Inside ARCVIEW
GIS, 2nd ed. Onword Press.
ISBN1-56690-116-2
Nicolucci,
J. and Rex Taylor. ArcView GIS Workbook
& Teachers Guide.
Canadian
Schools Atlas Project: Info by and for Canadian students –
http://cgdi.gc.ca/ccatlas
Information
and surveys of world Issues – www.planetproject.ca
Ministry
of Natural Resources, ON. CD of selected
Ontario Base Maps and Layered Data. ESRI
Ontario
Ministry of Education. Canadian
Geographic Explorer CD. Special Edition Irwin Publishing,
Portal
to GIS info – www.gis.com
DMTI
local street files 10 km block around school – ESRI Canada
Geomatics
Industry – http://www.geomatics.org
National
Geographic – www.nationalgeographic.com
The
Royal Canadian Geographic Society – www.rcgs.org
Canadian
Council on Geographic Education – www.ccge.org
Ontario
Association for Geographic and Environmental Education magazine Monograph –
www.oagee.org
This
profile is designed to assist teachers in developing and delivering
Geographics: The Geographer's Toolkit, Grade 11, Workplace Preparation, based
on The
As this
is a workplace course with a strong skills component, students who successfully
complete the required elements of this course are in an advantageous position
to make full use of cooperative education placements. As these students use
professional software and skills necessary for the implementation of
Geotechnology within the workplace, it is anticipated that there will be a
significant demand for co-op placements.
Coded
Expectations, Geographics: The Geographer’s Toolkit, Grade 11, Workplace
Preparation, CGT3E
SSV.01 · demonstrate an understanding of basic
spatial concepts;
SSV.02 · explain the use of geotechnologies in support
of business and local government activities;
SSV.03 · describe how geotechnologies are used in
environmental protection, resource management, and other areas;
SSV.04 · use geotechnologies effectively to carry out
geographic studies, with emphasis on the local community.
Understanding
Concepts
SS1.01 – define meridians and parallels and explain
geographic coordinates (latitude and longitude) and rectangular coordinates (x,
y);
SS1.02 – identify important map projections and
describe their main properties;
SS1.03 – demonstrate an understanding of the concept
of scale and the distinctions between large and small scale and between data
scale and display scale;
SS1.04 – differentiate between spatial and
non-spatial data; point, line, and area data; and qualitative and quantitative
data;
SS1.05 – define the term business geographics
and outline the range of techniques it encompasses;
SS1.06 – describe the use of geotechnologies,
especially GIS, for such business-related purposes as marketing and
advertising, vehicle routing, site selection, and redistricting;
SS1.07 – identify local government departments that
make significant use of geotechnologies and spatial data (e.g., engineering,
planning, health, utilities, police, environment);
SS1.08 – describe the use of geotechnologies for such
government-related purposes as land use planning, land registration, facilities
management, and property assessment;
SS1.09 – identify applications of geotechnologies
relating to resources and the environment (e.g., species mapping, weather
forecasting, forest management, precision farming);
SS1.10 – identify applications of geotechnologies in
other areas (e.g., navigation, recreation, criminology, warfare, emergency
response).
Developing
and Practising Skills
SS2.01 – express location correctly by a variety of
methods (e.g., latitude and longitude, street address, postal code);
SS2.02 – express scale correctly in numerical and graphical
form.
Learning
Through Application
SS3.01 – produce well-designed maps, charts, and
graphs, using data illustrating local geographic themes;
SS3.02 – interpret the geography of the local region,
using maps or aerial photographs;
SS3.03 – analyse selected aspects of physical and
human geography, preferably of the local area, using GIS;
SS3.04 – conduct a structured study involving the
actual or potential use of geotechnologies by a local business or agency (e.g.,
GIS use in local businesses and government departments, resource mapping by
conservation authorities).
HEV.01 · explain the use of geotechnologies in
studying human-environment interactions;
HEV.02 · evaluate the effectiveness of
geotechnologies in identifying environmental problems and finding solutions.
Understanding
Concepts
HE1.01 – describe the role of geotechnologies in
facilitating the efficient and responsible use of resources (e.g., forests,
minerals, fisheries);
HE1.02 – describe the role of geotechnologies in
addressing environmental problems resulting from human action (e.g., pollution,
deforestation, species extinction);
HE1.03 – describe the role of geotechnologies in
addressing human problems resulting from environmental forces (e.g.,
hurricanes, floods, avalanches).
Developing
and Practising Skills
HE2.01 – relate patterns of physical geography (e.g.,
relief, drainage) to patterns of human geography (e.g., settlements, land
subdivision) on maps and images.
Learning
Through Application
HE3.01 – explain the role of geotechnologies in
addressing Native issues (e.g., reserve management, resource inventories);
HE3.02 – evaluate the benefits and effectiveness of
using geotechnologies in sparsely populated areas (e.g., use of GPS in
search-and-rescue operations, satellite monitoring of environmental impacts of
military activities, radar imaging of forests);
HE3.03 – assess how modern geotechnologies could have
been used to avert famous disasters such as the sinking of the Titanic;
HE3.04 – plan a hypothetical local development (e.g.,
park, plaza) with the aid of geotechnologies, and describe the environmental
impact it would have.
GCV.01 · explain the use of geotechnologies in
addressing matters of global concern;
GCV.02 · explain the role of geotechnologies in
understanding peoples and places around the world;
GCV.03 · explain the role of geotechnologies in
facilitating interaction, cooperation, and communication between peoples.
Understanding
Concepts
GC1.01 – describe the role of geotechnologies in
addressing issues affecting the world as a whole (e.g., global warming,
desertification, overpopulation);
GC1.02 – explain how satellites support such global
activities as communication, navigation, surveying, imaging, and mapping.
Developing
and Practising Skills
GC2.01 – interpret maps and images to
learn about areas that cannot be experienced at first hand;
GC2.02 – compare images of different
places with a view to identifying similarities and contrasts;
GC2.03 – interpret satellite images to
obtain a synoptic view of major world features (e.g., mountain systems,
vegetation belts, oceans);
GC2.04 – make systematic use of the
Internet to acquire information about different parts of the world.
Learning
Through Application
GC3.01 – assess the impacts of geotechnologies on
various aspects of international affairs (e.g., use of GIS in disaster relief,
GPS in warfare, satellite monitoring in controlling nuclear proliferation).
UCV.01 · explain the use of geotechnologies in
monitoring and predicting change in the physical and human environment;
UCV.02 · assess the nature and speed of
geotechnological change and its impact on the user.
Understanding
Concepts
UC1.01 – describe the role of geotechnologies,
especially satellite imaging, in monitoring changing features and phenomena
(e.g., sea ice, forests, oil spills);
UC1.02 – describe the role of geotechnologies,
especially GIS, in predicting processes and events (e.g., urban sprawl,
earthquakes, coastal erosion);
UC1.03 – identify the main geotechnological advances
of the late twentieth century and describe current trends;
UC1.04 – identify key Canadian contributions to
geotechnology (e.g., Radarsat);
UC1.05 – describe the extension of geotechnological
applications into new domains (e.g., vehicle navigation, criminology,
marketing);
UC1.06 – identify present and future career
opportunities in GIS, remote sensing, cartography, and surveying;
UC1.07 – describe the impact of continuous change on
the user of geotechnologies (e.g., personal stress, increased cost, need for
retraining).
Developing
and Practising Skills
UC2.01 – describe changes in the local landscape
through time by interpreting a temporal sequence of maps and aerial
photographs;
UC2.02 – identify technological changes that occur
frequently (e.g., hardware and software upgrades) and explain how to deal with
them.
Learning
Through Application
UC3.01 – prepare a comprehensive summary of their
personal geotechnological skill set and compare it with their corresponding
skill set two years earlier.
GIV.01 · demonstrate an ability to acquire
relevant data and materials and to evaluate their quality;
GIV.02 · represent information
appropriately, using a range of graphic and cartographic methods;
GIV.03 · interpret and analyse data, maps,
and images effectively;
GIV.04 · demonstrate an understanding of
basic computer concepts and a familiarity with a variety of computer
applications;
GIV.05 · demonstrate communication and organizational
skills required in the workplace.
Understanding
Concepts
GI1.01 – describe methods of acquiring raw data
(e.g., direct measurement, questionnaire survey, field observation);
GI1.02 – identify sources of data, maps, images, and
other geographic products (e.g., governments, private companies, the Internet);
GI1.03 – describe a range of techniques, from hand
drawing with coloured pencils to the use of mapping software, that can be used
to produce maps and graphics;
GI1.04 – identify the conceptual and design factors
that make for a well-designed map or graphic (e.g., good generalization, symbol
contrast, balanced layout);
GI1.05 – demonstrate an understanding of basic
graphing and charting methods (e.g., scatter graphs, line graphs, bar charts,
pie charts, population pyramids);
GI1.06 – demonstrate an understanding of basic
thematic mapping methods (e.g., choropleth, dot, proportional symbol);
GI1.07 – identify the main types of remote sensing
images (e.g. aerial photographs, thermograms, radar images);
GI1.08 – explain the principles of image
interpretation, with particular reference to aerial photographs;
GI1.09 – identify the basic components of a computer
and define key terms (e.g., operating system, applications software, random
access memory, database);
GI1.10 – describe the basic components, operations,
and capabilities of a GIS.
Developing
and Practising Skills
GI2.01 – assess the quality of data, especially data
acquired through the Internet, in terms of factors such as completeness,
currency, accuracy, and cost;
GI2.02 – research websites relating to geography,
GIS, and other geotechnologies and use search engines to locate sites of
interest;
GI2.03 – execute basic survey operations, including
the measurement of locations and elevations, using a GPS receiver;
GI2.04 – use electronic atlases to locate addresses
and acquire information;
GI2.05 – use mapping software to generate a variety
of well-designed maps, including thematic maps based on statistical data;
GI2.06 – use graphics software to produce a range of
well-designed graphs, charts, and diagrams;
GI2.07 – classify maps according to type (e.g.,
topographic, thematic, navigational);
GI2.08 – perform basic operations correctly on
topographic maps (e.g., specify location by six-figure reference; measure
distances, using scales; read elevations from contours; identify symbols, using
the legend);
GI2.09 – use GIS software appropriately to
perform simple analytical operations (e.g., spatial querying, buffering,
overlaying);
GI2.10 – use a variety of visual
representation techniques (e.g., relief models, computer displays) to depict
the earth’s surface in novel ways;
GI2.11 – perform basic operations correctly
on aerial photographs (e.g., determine scale by measurement; identify features
by interpretation; view the landscape in 3D, using a stereoscope);
GI2.12 – orient a map or aerial photograph in the
field and relate the features shown to the surrounding landscape;
GI2.13 – master basic computer operating-system
functions (e.g., manipulating windows, copying and saving files, running
programs);
GI2.14 – enter data into the computer by a variety of
methods (e.g., keyboarding, downloading files, scanning);
GI2.15 – create a small computer database relating to
their local area, perform maintenance operations, and execute simple queries;
GI2.16 – demonstrate the organizational and teamwork
skills required in the workplace;
GI2.17 – use written, oral, and visual communication
skills effectively.
Learning
Through Application
GI3.01 – collect raw data, using appropriate
observational methods (e.g., personal interview, questionnaire survey, direct
measurement);
GI3.02 – execute a systematic field survey in their
local area and plot the results as a map;
GI3.03 – prepare a formal report suitable for the
workplace, containing a selection of charts, graphs, and maps.
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
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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