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Course Profile The Environment and Resource Management (CGR4E),
Grade 12, Workplace Preparation, Catholic
Course Overview
Prerequisite: Grade 9
Geography of Canada, Academic or Applied
This course examines
the impact of human activities on the natural environment and emphasizes
responsible resource management, mainly in the context of the local
environment. Students will learn about ecosystem structures and processes, the
ecological impact of human activities, and sustainable resource management, and
will develop practical solutions to environmental and resource management
issues.
The graduate
will be able to achieve many of the Ontario Catholic School expectations in the
study of The Environment and Resource Management course. Through their
examination, evaluation, and application of knowledge regarding sustainable
resource management, students discover what is necessary for all living things
of the world to co-exist, while at the same time, sustaining natural systems
and protecting the environment.
The course
will help students develop into responsible Catholic citizens who respect and
affirm the diversity and interdependence of all living things and their natural
environment. Furthermore, it is expected that students think reflectively and
creatively, in light of gospel values, to evaluate situations and solve
problems associated with the natural world and its sustainability.
In the context of a
Workplace Preparation course, the students should be aware of the Catholic
Social Teachings on the nature of work: “For when, by the work of one’s hands
or with the aid of technology, man develops the earth so that it can bear fruit
and become a dwelling worthy of the human family, and when he/she consciously
takes part in the life of social groups, he/she carries out the design of God.”
(Gaudium et spes, No. 57)
In this
course students learn about ecosystem structures and processes and analyse the
impacts that humans have on them. By challenging students to develop solutions
through an issue-based approach, students develop practical skills by emphasizing
responsible resource management. Catholic students acquire a respect for all
things created by God; appreciating the goodness that each contributes to the
diversity of the planet. A key objective throughout the course is to have
students understand the roles and responsibilities of various stakeholders
involved with environmental and resource management as they work towards a
common good.
Students
apply the geographic knowledge and skills gained in Grades 9 and 11 to an
issues-based approach to resource management and the environment. Fundamental
to this approach is an understanding that there are complex relationships
between living and non-living components of ecosystems.
Workplace
Preparation courses are designed to equip students with the knowledge and
skills they need for direct entry into the workplace or for admission to
apprenticeship programs and other training programs offered in the community.
This course, in particular, prepares students for a variety of jobs and careers
in the areas of environmental protection and resource management. This course
may also be offered in conjunction with cooperative education and school-work
transition programs. Employers in the community will be involved with the
planning of cooperative education and work experience placements, and will
support the implementation of this course in those circumstances.
The Catholic teacher needs to understand the context within which these accommodations are made. Specifically, two Catholic Social teachings apply: the dignity of the human person and a preferential option for the poor. In the first case, everything necessary for leading a life that is truly human must be made available to all people. The dignity of each student requires that this include the right to learn. (See Gaudium et spes, No. 26.) The second principle simply applies to the reality that some students are “the poor” in the sense that they are less able to learn and therefore need accommodations.
This course was
created within the parameters of the strands outlined in The Ontario
Curriculum,
Grades 11 and 12, Canadian and World Studies document. Expectations from
the strands were clustered to form four broad units. These units were further
subdivided and organized into activities that combine to create a framework for
delivery. The activities are designed to provide students with the following
enduring learnings:
·
demonstrate
responsible environmental behaviour and understand the impact of their choices;
·
understand that
we are part of nature, not apart from nature;
·
understand the
roles and responsibilities of stakeholders (individual, business, industry, and
government) in environmental and resource management in search of a common
good;
·
analyse
environmental issues and be able to support a point of view with sound
arguments;
·
understand the
global nature of all environmental issues;
·
use geographic
skills, methods, and technologies to gather, analyse, and communicate
information and make decisions.
This course involves
students in a number of outdoor field activities. Teachers should be aware of
board policies concerning field trips. Units in this course can also be
organized so that those activities involving outdoor field work can be done
when the weather is suitable.
|
Unit 1 |
Becoming Aware of
Our Actions |
20 hours |
|
* Unit 2 |
Ecosystems and the
Need for Biodiversity |
24 hours |
|
Unit 3 |
Environmental
Responsibility and Management |
26 hours |
|
Unit 4 |
Population Growth
and Sustainability |
25 hours |
|
Course Culminating
Activity |
A Local Management
Undertaking |
15 hours class
time + independent research time. |
* This unit is fully
developed in this Course Profile.
Time: 20 hours
Unit Description
By examining the way
they live their everyday lives, students become more aware of their impact on
the natural environment. Students reflect on their own personal values and
choices and compare them with others around the world, determining whether
humans, in general, respect the integrity of God’s creation. The content of
this unit challenges students to find ways to improve upon their everyday
actions, which may improve the quality of their lives, and reduce consumption.
The culminating activity has students creating a multimedia product that
encourages the stewardship of the Earth.
Unit Overview Chart
|
Cluster |
Learning Expectations |
Assessment Categories |
Focus |
|
1 |
HE1.01 |
Knowledge/
Understanding |
How is a need
different from a want? |
|
2 |
HEV.02, HE1.02 |
Knowledge/
Understanding |
How do humans and
living organisms use nature? |
|
3 |
UCV.01, UC1.05,
GC1.01 |
Thinking/ Inquiry
Application |
What are the
rights and responsibilities of citizens with respect to the environment? |
|
4 |
UC3.04, GIV.01,
GIV.02, GI1.01, GI2.04, GI3.03 |
Thinking/ Inquiry
Application Communication |
How can we behave
responsibly toward the environment in our everyday lives? What constitutes
good research? How can we encourage stewardship? What are people’s attitudes
towards the environment (conduct a survey)? |
Time: 25 hours
Unit Description
In this unit,
students learn about ecosystem structures and processes. By investigating the
world around them and applying their knowledge to real-life situations,
students realize the complexity and fragility of living organisms and their
environment. The need for biodiversity and the importance of conserving natural
resources is explored, including the role of humans as part of the natural
world. Catholic students acquire a respect for every living organism put on
Earth and realize that each has a particular goodness and must therefore be
respected and helped. The unit concludes with students becoming involved in a
field study applying the knowledge and concepts acquired in the unit.
Unit Overview Chart
|
Cluster |
Learning Expectations |
Assessment Categories |
Focus |
|
1 |
SSV.01, SS1.01,
SS2.02, HE1.03, GI2.05, |
Knowledge/
Understanding |
What are the
Earth’s major components? |
|
2 |
SSV.02, SS1.03,
SS2.01, SS2.04, GI2.02 |
Knowledge/
Understanding Application |
What is an
ecosystem? |
|
3 |
HEV.01, SS1.02,
SS1.04, SS2.03, HE3.01, GI2.06 |
Application
Thinking/ Inquiry |
How are humans
part of the food web? |
|
4 |
GIV.01, SS3.03,
HE3.02, UC1.01, UC1.02, GI2.06 |
Thinking/ Inquiry
Communication |
Why is
biodiversity important? |
|
5 |
SSV.03, SS3.01,
SS3.02, GI2.01, GI2.03 |
Thinking/ Inquiry
Application Communication |
What is a biome
and how does this area fit in? Local field study
of the ecozones/biome. |
Time: 25 hours
Unit Description
Students examine the
effects of various types of pollution on humans, plants, and animals in an
attempt to recognize the need for international cooperation with respect to
environmental issues. By examining specific international agreements, students
gain the knowledge needed to investigate an environmental issue requiring
attention by more than one country and to recommend solutions for its
resolution. The culminating task for the unit involves the creation of an
electronic presentation outlining the actions of an environmentally-responsible
business or industry.
Unit Overview Chart
|
Cluster |
Learning Expectations |
Assessment Categories |
Focus |
|
1 |
HE2.02, HE2.03, HE3.03, UC1.03, GI2.03 |
Knowledge/ Understanding Application |
What are the effects of pollution on humans, plants, and animals? - air and water pollution - sources of toxic wastes How do human activities alter the natural environment? - depletion of forests, etc. |
|
2 |
UCV.02, UC1.04, UC2.02, UC3.01, GI3.03,
GI3.04 |
Thinking/Inquiry Application |
What are local and provincial governments doing to promote the sustainable management of resources? - examination of strategies - produce a plan proposing solutions for a local concern |
|
3 |
GCV.03, GC1.03, GC1.04, GC1.06, GC3.01,
GC3.03, GI2.01 |
Thinking/Inquiry Communication |
Why and how are countries cooperating in solving environmental problems? - transboundary pollution - examine international agreements, e.g., Kyoto Write a report on a management issue requiring international cooperation. |
|
4 |
UCV.03, UC2.05, UC2.06, GI1.02 |
Knowledge/ Understanding |
What jobs and careers are related to the environment and resource management? - industry guest speaker or guidance presentation - newspaper job search |
|
5 |
UC2.01, UC2.04, UC3.02, GI2.01, GI2.07 |
Thinking/Inquiry Application Communication |
Create an electronic presentation of an environmentally responsible business or industry - examine industry publications |
Time: 25 hours
Unit Description
How can we sustain
resource use and live in an environmentally sound manner with current
population growth? This challenge is examined by students after analysing the
effects that a growing population has on resources and the environment. People
around the world interact with nature in various ways in their daily lives,
however impacting on the Earth. Students assess the actions of various
organizations and businesses that have taken a particular interest in
environmental issues. Students of Catholic schools recognize that part of being
a responsible citizen is to respect the environment and use the resources
provided wisely.
Unit Overview Chart
|
Cluster |
Learning Expectations |
Assessment Categories |
Focus |
|
1 |
HEV.03, HE1.04,
HE2.01, GI1.02, GI2.03 |
Knowledge/
Understanding Application |
Where are Earth’s
major resources? - mapping of
resources using Geographic Information Systems (GIS) - analysing
patterns and distribution - renewable
vs. non-renewable |
|
2 |
GC1.02, GC1.05 |
Knowledge/ Understanding |
Why is the world’s
population growing? - factors
contributing to growth How do traditional
cultures interact with nature? - examine effects
of living and compare with our lifestyles |
|
3 |
GC2.01, GC2.02,
GC3.02, GI2.02 |
Knowledge/
Understanding Application |
How has the
consumption of resources changed over time? - global patterns
and trends - correlation
between population growth and resource use (graph) |
|
4 |
GCV.02, GC2.04,
UC2.03, GI3.02, GI3.01 |
Thinking/ Inquiry
Communication |
How do various
organizations and government bodies support and encourage sustainable
resource use? - goals and
actions of various non-governmental organizations - analyse and
debate the actions of various interest groups |
|
5 |
GCV.01, GC2.03,
HE2.04, GIV.02, GI1.01 |
Knowledge/ Understanding
Thinking/ Inquiry Application |
What are the
environmental effects of increased resource consumption? - case study
analysis concerning environmental degradation - poor management
practices to cope with population growth |
The course culminating activity A Local Management Undertaking is not a separate unit; instead, it is the integrating theme introduced in Unit 1 which connects and flows through each of the following units. Students research the local area (ecosystems and resource base) and plan a recreational trail based upon an existing one in Canada, e.g., Rideau Trail, Bruce Trail, Cross-Canada Trail. The proposed trail includes: an evaluation of the impact on the local biome, the management requirements of the trail, the uses/users of the trail, and appropriate maps.
This activity uses
the knowledge gained throughout the course. Time is allotted during all the
units for the students to add information to their project, practise geographic
skills, receive ongoing feedback about their report, and reflect on their
achievement. During the last unit, students participate in final teacher
conferencing and begin creating a rough draft of their proposal. It is
recommended that the teacher book computer access towards the end of the course
to allow students to complete the culminating activity for summative
evaluation.
Culminating Activity Chart
|
Learning Expectations |
Assessment Categories |
Focus |
|
HE3.03, UC3.01,
UC3.03, GIV.02, GIV.03, GI3.03 |
Knowledge/Understanding
Thinking/Inquiry |
Course culminating
Activity: Creating an action plan for a recreational trail system in the
local area. |
Timeline for Course Culminating Activity
|
Unit |
Time Allotted |
Focus/ Tasks |
|
1 |
1 hour |
Outline the framework of the activity. Students take notes and brainstorm for possible trail sites. |
|
2 |
2 hours |
Research and inquiry process continues. Teach introductory skills needed. Students make connections between their trail site and the possible impacts on ecosystems. Maps are created. |
|
3 |
2 hours |
Research continues and notes are taken. Student-teacher conferencing begins. Management and responsibility for trail is determined. |
|
4 |
2 hours |
Organization of student research. The teacher discusses format of the proposal. A rough draft is created. The teacher checks work to date and continues conferencing. |
|
End of Course |
8 hours |
Work sessions with continued teacher and peer feedback. Final editing. Submission of final product. |
Teaching and learning strategies in this course are designed to give students opportunities to be actively engaged in their own learning and to emphasize workplace application of the course content while exploring the theoretical material that underlies these practical applications. Students develop generic employment skills, as well as independent research and learning skills, continually making the connection between what they do in the classroom and the world outside.
Geographic inquiry skills such as collecting, organizing, analysing, and synthesizing information are a part of many activities and include the use of geotechnologies, such as remote sensing and Geographic Information Systems (GIS). Students have multiple opportunities to improve their skills in communication through presentations, reports, and the use of visual geographic tools such as graphic organizers, maps, and diagrams.
The Internet and GIS
software are useful tools for assisting students in meeting expectations for
this workplace destination course. Cooperative group learning is an important
strategy fundamental to some activities in this profile; in particular, those
that involve group decision making. Tasks, such as carrying out interviews and
role plays and designing commercial ads and posters, develop skills and
concepts through a range of student learning styles. As a culminating task,
students produce a case study report that reinforces and synthesizes the
essential understandings from each unit and gives a final opportunity to
demonstrate competency in meeting the expectations of The Environment and
Resource Management Course.
The
Teaching/Learning Strategies should:
·
encourage maximum
student engagement in the learning activity;
·
permit student
choice regarding the processes and products of learning;
·
include
whole-class, small-group, and individual instruction;
·
use electronic
technology as appropriate;
·
address a variety
of learning styles;
·
modify activities
for exceptional students;
·
provide
opportunities for genuine inquiry to generate questions, apply a variety of
investigative approaches, and communicate learning in a variety of ways;
·
encourage
students in self-and peer evaluation;
·
use formative
assessment to provide opportunities for practice and consolidation;
·
make authentic
connections with the classroom, the school, and the local community and
demonstrate respect for the cultural diversity of Ontario classrooms.
The primary
purpose of assessment and evaluation is to improve student learning. In order
to give students an opportunity to improve their learning in this course, a
variety of formative and summative assessment tools are used. The types of
assessment used in this particular course should consider not only the
expectations but also of the Workplace designation of this course. The types of
assessment and evaluation strategies used by the teacher should therefore be
reflective of the work-place environment and focus on those skills that are
sought after by employers.
The
Achievement Chart provides a reference point for all assessment practices and a
framework within which to assess and evaluate student achievement. It is found
on p. 246 of The Ontario Curriculum, Grades 11 and 12, Canadian and World
Studies. The categories encompass the curriculum expectations in all
courses in Canadian and World Studies. The descriptions at Level 3 represent
the provincial standard for student achievement. The Ontario Curriculum
Program Planning and Assessment, Grades 9 to 12 outlines the
philosophy and guiding principles concerning assessment and evaluation.
It is
essential that teachers measure student performance often and in conjunction
with the four categories of the Achievement Chart. Student tasks should be
based on the clearly stated expectations of the course. Rubrics should be used,
when appropriate, and constructed in a way that clearly identifies for the
student the expectations that are being measured, the level at which the
student is achieving, and a personalized comment.
Teachers
ensure there is a balance of approaches to assessment, with students actively
involved in the establishment of task criteria and assessment tools. The
teacher, through diagnostic assessment, determines prior learning and level of
skill. Assessment strategies should be directly linked to specific expectations
based on established criteria. Teachers collect exemplars of student tasks to
support student achievement.
As outlined in The Ontario Curriculum,
Program Planning and Assessment, Grades 9 to 12, 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 methods of evaluation.
With
assistance and appropriate teaching and learning strategies, all students are
expected to achieve success in Geography. Throughout this Course Profile, an
emphasis is put on active participation in learning activities and on providing
opportunities for students to demonstrate their achievement in a variety of
ways. Additional accommodations for students with special needs are also
identified for each activity. The general approach taken to accommodation is
outlined below.
All learners benefit
if models or scaffolds for oral, written, and visual expression are initially
provided by their teachers. Teachers are encouraged to be flexible in their
planning and assessment to best meet the needs of individual students with
specific needs. Teachers should consult individual exceptional students’
Individual Education Plans (IEPs) for specific direction on accommodation for
individuals.
The
proficiency levels outlined in The Ontario Curriculum, Grades 9 and 10,
English As a Second Language and English Literacy Development provide
teachers and school administrators with a guide to receiving and accommodating
these learners in the regular classroom. Students who have completed Level 2
courses in ESL/ELD and are currently enrolled in Level 3 or higher courses have
the greatest chance of success in meeting the minimum requirements for a credit
in this course.
The subject
discipline of Geography has its own particular ways in which language is used
to express concepts. In order to help all students, but especially ESL/ELD
students, teaching and learning strategies should show formative attention to
the following aspects of language in written and oral forms:
·
specialized
geographic vocabulary;
·
statements of
opinion, interpretation, inference, and prediction;
·
activities such
as reading/listening tasks (case-study/video-viewing) need a specific and
concrete product expected of students;
·
completion of
graphic organizers;
·
note
taking/summarizing.
Units in this Course Profile make reference to
the use of specific texts, magazines, films, videos, and websites. Teachers
need to consult their board policies regarding use of any copyrighted
materials. Before reproducing materials for student use from printed
publications, teachers need to ensure that their board has a Cancopy licence
and that this licence covers the resources they wish to use. Before screening
videos/films with their students, teachers need to ensure that their
board/school has obtained the appropriate public performance videocassette
licence from a authorized distributor, e.g., Audio Cine Films Inc. Teachers are
reminded that much of the material on the Internet is protected by copyright.
The person or organization that created the work usually owns the copyright.
Reproduction of any work or substantial part of any work on the Internet is not
allowed without permission of the owner.
Abram,
David. The Spell of the Sensuous. 1997. ISBN 067977639-7
Allen, John
L. Student Atlas of Environmental Issues. 2001. ISBN 0697365204
Andrews,
W.A. Investigating Terrestrial Ecosystems. Prentice-Hall Canada, 1986.
ISBN 0135031869
Andrews,
W.A. and S.J. McEwan. Investigating Aquatic Ecosystems. Prentice-Hall
Canada, 1987.
ISBN 0-13-5013129-X
Arms, Karen.
Environmental Science. Holt, Rinehart and Winston, 2000. ISBN -03-052019-3
Bailey,
Ronald. Earth Report 2000: Revisiting the State of the Planet. 1999.
ISBN 0071342605
Benfield, F.
Kaid, et al. Once There Were Greenfields: How Urban Sprawl is
Undermining America’s Environment, Economy, and Social Fabric. 1999. ISBN
1893340171
Berry,
Thomas. The Great Work: Our Way Into The Future. 1999. ISBN 0609804995
Blair,
Cornelia, A., Landes, and J. Quiram. The Environment - A Revolution in
Attitudes. 1996.
ISBN 1573020281
Botkin,
Daniel B. Discordant Harmonies: A New Ecology for the Twenty-First
Century. 2000.
ISBN 0195074696
Botkin,
Daniel B. Forces of Change: A New View of Nature. National Geographic
Society. 2000.
ISBN 0792275969
Brower,
Michael, and Leon, Warren. The Consumer’s Guide to Effective Environmental
Choices: Practical Advice from the Union of Concerned Scientists. 1999.
ISBN 060980281X
Brown,
Lester R. State of the World 2001. Worldwatch Institute Books. 2001.
ISBN 0393320820
Campbell,
Neil A. and Jane B. Reece. Biology. Addison Wesley Longman, 2001. ISBN 0-8053-6624-5
Carson,
Rachel. Silent Spring, Reprint Edition. 1994. ISBN 0395683297
Chamber,
Nicky, et al. Sharing Nature’s
Interest: Ecological Footprints as an Indicator of Sustainability. 2001. ISBN 1853837393
Chasmer,
Ron. Earth Dynamics: Studies in Physical Geography. 1995. ISBN
0195409841
Catechism
of the Catholic Church. Ottawa: CCCB Publications Service, 1994.
Chiras,
Daniel D., et al. Natural
Resource Conservation: Management for a Sustainable Future. 2001.
ISBN 0130333980
Commonor,
Barry. Making Peace with the Planet. 1992. ISBN 1565840127
Cozic,
Charles P. Global Resources: Opposing Viewpoints. 1998. ISBN 1565106733
Cronon,
William. Uncommon Ground: Rethinking the Human Place in Nature.1996.
ISBN 0393315118
Dudley,
William. The Environment: Opposing Viewpoints. 2001. ISBN 0737706538
Ehrlich,
Paul R. How the Diversity of Life Sustains Us. 1998. ISBN
1559635207
Enger, Eldon
D. Environmental Science: A study of interrelationships. 1998. ISBN
0697286568
Goldfarb,
Theodore D. Taking Sides: Clashing Views on Controversial Environmental
Issues. 2000.
ISBN 0072430974
Harrison,
Paul. Aaas Atlas of Population and Environment. 2001. ISBN
0520230841
Huber, Peter
W. Hard Green: Saving the Environment from the Environmentalists A
Conservative Manifesto. 2000. ISBN 0465031129
Klare,
Michael T. Resource Wars: The New Landscape of Global Conflict. 2001.
ISBN 0805055754
Knudtson,
Peter and David Suzuki. Wisdom of the Elders. 1997. ISBN 0773756523
Leopold,
Aldo. A Sand Country Almanac. 1966. ISBN 0345345053
Meadows,
Donella H., et al. Beyond the
Limits: Confronting Global Collapse, Envisioning a Sustainable Future, Reprint Edition. 1993. ISBN 0930031628
Miller, G.
Tyler. Living in the Environment: Principals, Connections and Solutions. 2001.
ISBN 0534380700
McNeill,
John. Something New Under The Sun: An Environmental History of the
Twentieth-Century World. Global Century Series, 2001. ISBN 0393321835
Nadakavukaren,
Anne. Our Global Environment: A Health Perspective. 2000. ISBN
0765601885
Novacek,
Michael J. The Bio-diversity Crisis: Losing What Counts. American Museum
of Natural History Books, 2001. ISBN 1565845706
Penna,
Anthony N. Nature’s Bounty: Historical and Modern Environmental Perspectives.
1999.
ISBN 0765601885
Pimm, Stuart
L. The World According To Pimm: A Scientists Audits the Earth. 2001.
ISBN 0071374906
Pointing,
Clive. A Green History of the World: The Environment and the Collapse of
Great Civilizations, Reprint Edition. 1993. ISBN 01400176608
Roa, Michael
L. Environmental Science Activities Kit/Ready-to-Use Lessons, Labs &
Worksheets for Grades 7-12. 1993. ISBN 0876283040
Shabecoff,
Philip. Earth Rising: American Environmentalism in the 21st Century.
2000.
ISBN 1559635835
Stevens,
William K. The Change in the Weather: People, Weather, and the Science of
Climate. 1999.
ISBN 0195074696
Stauber,
John. Toxic Sludge is Good for You - Lies, Damn Lies and the Public
Relations Industry. 1997.
ISBN 1567510604
Suzuki,
David, and Amanda McConnell. The Sacred Balance: Rediscovering Our Place in
Nature. 1999.
ISBN 1550546910
Topfer, Klaus.
Global Environmental Outlook 2000. United Nations Environment Programme,
2000.
ISBN 1853835889
Wilson,
Edward Osborne. The Diversity of Life. 1999. ISBN 0393319407
Vital Signs
2001: The Environmental Trends That Are Shaping Our Future, 2001 Edition.
Worldwatch Institute, 2001. ISBN 0393321762
World
Resources 2000-2001 – People and Ecosystems: The Fraying Web of Life. World
Resources Institute, 2000. ISBN 1569734437
Wright, Richard T.,
and Bernard J. Nebel. Environmental Science: Toward A Sustainable Future.
Prentice-Hall, 2001. ISBN 0-13-032538-4
Ah…the
Money, the Money, the Money.
Video: logging vs. wilderness preservation. National Film Board. 2001
Basic
Ecology. Video: food chains –
predator vs. prey. Magic Lantern Communications. 1999.
Champions
of the Land Video: development
of conservationist movement. DiscoverySchool.Com
The
Delicate Balance II Video:
populations and environmental challenges. Magic Lantern Communications. 1999.
Earth: A
Special Case. Video: Earth’s
ability to sustain life. TVO. 1995
Ecosystems
and the Biosphere. Video:
ecosystem processes. Magic Lantern Communications. 1996.
Footprints
in the Delta Video:
Peace-Athabasca delta ecosystem. National Film Board. 1999.
Human
Population Growth Video:
unsustainable consumption levels. Canadian Learning Company. 1997.
Natural
Connections four videos from
Bullfrog Films
Introduction
to Biodiversity 1999. ISBN
1-56029-842-1
Forests,
Biodiversity and You 1999.
ISBN 1-56029-845-6
Keystone
Species 1999. ISBN
1-56029-844-8
Biodiversity
vs. Extinction. 1999. ISBN
1-56029-846-4
Our Fragile World: Clayoquot Sound. Video: uncertain future of Clayoquot sound.
TVO. 1996.
Population – How many is Enough Video: ecological management. School Services.
1994.
Sustainable
Development and the Ecosystem Approach 2 video set. 1993. Produced by Environment Canada and distributed by
the National Film Board
Note: The URLs for the websites have been verified by the writers prior to
publication. Given the frequency with which these designation change, teachers
should always verify the websites prior to assigning them for student use.
Canada
Centre For Remote Sensing – http://www.cct.rncan.gc.ca/
Canada’s
Aquatic Environments – http://www.aquatic.uoguelph.ca/index.asp
Canadian
Geographic Online – http://www.canadiangeographic.ca/
Canadian
Species at Risk – http://www.speciesatrisk.gc.ca
Catechism of
the Catholic Church – http:// www.christusrex.org/www1/CDHN/ccc.html
Ducks
Unlimited Canada – http://www.ducks.ca
Earth
Endangered – http://www.bagheera.com/inthewild/
The Great
Lakes – http://www.great-lakes.net/lakes/
The Great
Lakes: An Environmental Atlas and Resource Book
– http://www.on.ec.gc.ca/great-lakes-atlas/
Green Peace
– www.greenpeace.org
The
International Development Research Centre – http://www.idrc.ca/
The
International Institute for Sustainable Development – http://iisd1.iisd.ca/
MapQuest
– http: //www.mapquest.com/
Media Watch
– http://www.mediawatch.ca/
National
Round Table on the Environment and the Economy
– http://www.nrtee-trnee.ca/eng/home_e.htm
Nature
Conservancy Canada – http://www.natureconservancy.ca/
Parks Canada
– http://www.parkscanada.pch.gc.ca
Pastoral
Constitution: On The Church In The Modern World – Gaudium et Spes. Pope Paul
VI, December 7, 1965. – http://www.christusrex.org/www1/CDHN/v4.html
Statistics
Canada – http://www.statcan.ca
Sierra Club
of Canada – http://www.sierra.ca
Pollution
Watch Scorecard – http://www.scorecard.org/pollutionwatch/
Population
Reference Bureau – http://www.prb.org
Species at
Risk in Canada – http://www.speciesatrisk.gc.ca/sar/
Sustainable
Development – http://www.dfait-maeci.gc.ca/sustain/SustainDev/overview-e.asp
Sustainable
Development (F.A.O.) – http://www.fao.org/waicent/faoinfo/sustdev/index_en.htm
The World
Heritage List – www.unesco.org/whc/heritage.htm
World
Resources Institute – http://www.wri.org/
Worldwatch Online –
http://www.worldwatch.org/
Workplace Preparation courses such as The
Environment and Resource Management may serve as the basis for cooperative
education courses and work experience. This course may be offered in
conjunction with cooperative education and school-work transition programs.
Employers in the community will be involved with the planning of cooperative
education and work experience placements, and will support the implementation
of this course in those circumstances. Policy and procedure considerations are
found in Cooperative Education and Other Forms of Experiential Learning,
Policies and Procedures for Ontario Secondary Schools, 2000 (pp.9-10, 28, 29,
32).
This course may also
be part of a specialized program that incorporates the environment and resource
sustainability. These specialized programs are school-based and are intended to
provide students with a particular curriculum focus.
Using computers
across the curriculum is addressed in this course. The use of Geographical
Information Systems (GIS) is very appropriate in this course as it is a skill
that is sought after by employers in this field. Guidance counsellors and guest
speakers from the community are able to give insight into the importance of
computer skills for students seeking work in the field of geography.
Considering the
amount of field work required from students in this course, students should be
made aware of the health and safety issues as these concerns arise in the
course. Health and safety considerations relate to the physical and personal
well-being of students in class, in community-based learning activities, and in
the workplace. Teachers must take all reasonable steps to ensure the health and
safety of students, helping them to understand the importance of health and
safety issues and the need to assume responsibility for their own safety while
being mindful of the safety of others. The teacher should also be aware of potential
dangers that this course may involve. School policies regarding field trips and
out of class activities should be explored and implemented by the teacher
before the course begins.
The foundations for
assessment, evaluation, and reporting practices are outlined on pp. 8-9 of The
Ontario Curriculum, Grades 9 to 12, Program Planning and Assessment, 2000.
Coded Expectations, The Environment and Resource Management, Grade 12, Workplace Preparation, CGR4E
SSV.01 · explain relationships between the Earth’s
major components: the lithosphere, atmosphere, hydrosphere, and biosphere;
SSV.02 · explain key ecological processes and their
significance for ecosystem health;
SSV.03 · analyse the spatial distribution of global
biomes and explain the natural conditions that shape these patterns.
Understanding
Concepts
SS1.01 – demonstrate an understanding of the role
played by the atmosphere, the lithosphere, the hydrosphere, and the sun in
maintaining life on Earth;
SS1.02 – explain the role played by plants (e.g.,
phytoplankton, trees) in the growth of other living organisms (e.g., providing
food and oxygen);
SS1.03 – demonstrate an understanding of the role
played by producers, consumers, and decomposers in relationships between
organisms;
SS1.04 – describe a generalized food web.
Developing and
Practising Skills
SS2.01 – explain relationships between the living and
non-living components of ecosystems;
SS2.02 – explain how the biosphere, lithosphere,
hydrosphere, and atmosphere interact;
SS2.03 – predict the results when a species is
removed from a food web;
SS2.04 – explain how and why some ecosystems are more
fragile than others (e.g., the tundra compared to a tropical rain forest).
Learning Through
Application
SS3.01 – describe their local bioregion and selected
ecosystems within it and identify the biome within which it is located;
SS3.02 – explain how various components of their
local bioregion or of their local bioregion and another ecosystem interact with
one another (e.g., water, wind, soils, vegetation, people);
SS3.03 – predict the effects of the destruction of
selected natural habitats on biodiversity.
HEV.01 · demonstrate an understanding of how humans
depend on nature and are an integral part of ecosystems;
HEV.02 · explain how human use of the Earth and its
resources has positive and negative impacts on natural and human systems;
HEV.03 · analyse patterns of resource availability
and use.
Understanding
Concepts
HE1.01 – demonstrate an
understanding of the difference between needs and wants;
HE1.02 – explain the ways in which people and other
living organisms are dependent on the natural environment;
HE1.03 – demonstrate an understanding of the Earth as
a finite system;
HE1.04 – identify the earth’s major resources (e.g.,
soil, water, minerals, forests, fossil fuels) and classify them according to
their renewability.
Developing and
Practising Skills
HE2.01 – analyse the global distribution of selected
resources (e.g., agricultural lands, forests, energy sources) and determine
patterns of availability;
HE2.02 – explain how selected human activities alter
the natural environment (e.g., effect of depletion of forests on oxygen
production, effect of chlorofluorocarbon use on the ozone layer);
HE2.03 – explain the effects of different kinds of
air and water pollution on humans, plants, and materials;
HE2.04 – explain the impact on the natural
environment of selected methods of extracting and transporting resources (e.g.,
mining, oil, pipelines in the Arctic).
Learning Through
Application
HE3.01 – explain how human use of toxic substances
contaminates the food web;
HE3.02 – analyse the distribution of endangered spaces
and endangered species in Canada and account for the patterns observed;
HE3.03 – use community resources (e.g., planning
department, public library) effectively to research and report on local
human-environment interactions (e.g., effects of fossil fuel use on the local
environment, effects of local urban development on availability of resources
such as water).
GCV.01 · demonstrate an understanding of the
relationship between increasing global population, increased consumption of
resources, and environmental degradation on a global scale;
GCV.02 · explain how the sustainable use of resources
may be achieved through the cooperation of governments, businesses, industries,
non-governmental organizations, and citizens around the world, despite their
varied perceptions of nature;
GCV.03 · evaluate the effectiveness of international
efforts to deal with global environmental issues.
Understanding
Concepts
GC1.01 – explain the concept of stewardship and how
it relates to the sustainability of the resources of the global commons (e.g.,
air, water, soil);
GC1.02 – demonstrate an understanding of selected
factors contributing to global population growth;
GC1.03 – demonstrate an understanding of transboundary
pollution and its implications;
GC1.04 – explain the need for international
cooperation to solve global environmental problems (e.g., ozone layer
depletion);
GC1.05 – identify ways in which people in a
traditional culture (e.g., indigenous peoples) interact with the natural
environment;
GC1.06 – explain the purpose of selected
international agreements to protect the global environment.
Developing and
Practising Skills
GC2.01 – analyse global
trends in the consumption of a variety of resources;
GC2.02 – explain the relationship between increasing
population and rate of consumption for a selected global resource;
GC2.03 – explain the relationship between increasing
rates of consumption of the earth’s resources and environmental degradation;
GC2.04 – evaluate ways (e.g., international
conferences, round-table processes, public hearings, environmental laws,
voluntary participation) to encourage cooperation between opposing interest
groups in finding solutions to environmental and resource management problems.
Learning Through
Application
GC3.01 – evaluate Canada’s contribution to the
resolution of a selected global environmental or resource management issue;
GC3.02 – analyse the impact of population growth on a
selected ecosystem (e.g., tropical rain forest) or resource (e.g., water
supply, fishery);
GC3.03 – research and report on an environmental or
resource management issue (e.g., ozone layer depletion, global warming,
rehabilitation of the Great Lakes) that requires international cooperation for
its resolution, and make recommendations for solutions.
UCV.01 · explain the rights and responsibilities of
citizens and consumers with respect to the environment and sustainable resource
management;
UCV.02 · evaluate local or provincial government and
industry strategies to promote sustainable management of resources;
UCV.03 · demonstrate an understanding of the effect
that environmental protection and resource management has had on careers and
the workplace.
Understanding
Concepts
UC1.01 – provide a rationale for the preservation of
Canada’s natural resources and wild spaces (e.g., wetlands, forests, natural
habitats);
UC1.02 – explain why preserving large spaces and
wildlife corridors is necessary if we are to preserve species;
UC1.03 – identify major sources of toxic chemical
wastes;
UC1.04 – explain a variety of alternatives for waste
management and disposal;
UC1.05 – explain the rights and responsibilities one
has as a citizen and consumer with respect to protecting the environment and
managing resources sustainably.
Developing and
Practising Skills
UC2.01 – analyse the impact of reducing, reusing, and
recycling waste on the sustainability of resources and on the environment;
UC2.02 – explain initiatives that individuals,
governments, industries, and non-governmental organizations can take to improve
the quality of air and water;
UC2.03 – analyse the costs and benefits of using
selected alternative sources of energy;
UC2.04 – research and
report on technologies that improve the efficiency of resource use or waste
management;
UC2.05 – research and
report on jobs and careers that relate to the environment and resource
management;
UC2.06 – evaluate the impact of technology related to
the environment and resource management on careers and the workplace.
Learning Through
Application
UC3.01 – produce an action plan for rehabilitating a
local environment or managing a local resource in a sustainable way;
UC3.02 – produce a case study of how a business or
industry (e.g., recycling company, organic lawn care company, home renovator,
environmental consulting firm, printing company) uses responsible and
sustainable resource management;
UC3.03 – produce recommendations for a recreational
trail system in the local community, using existing systems as models (e.g.,
Rideau Trail, Bruce Trail, Cross-Canada Trail);
UC3.04 – describe examples of responsible
environmental behaviour in aspects of daily life (e.g., transportation, lawn
care, water and energy consumption, shopping).
GIV.01 · use geographic skills, methods, and
technologies to gather and analyse information and make decisions;
GIV.02 · use a variety of methods and technologies to
communicate the results of geographic inquiries in written, oral, and visual
forms;
GIV.03 · apply geographic knowledge, skills, and
technologies to conduct an independent inquiry related to sustaining a natural
resource or improving the natural environment.
Understanding
Concepts
GI1.01 – use geographic terms correctly and explain
geographic concepts related to the environment and resource management (e.g., ecosystem,
biodiversity, rehabilitation, succession, natural habitat, sustainable
development);
GI1.02 – demonstrate an understanding of how
geotechnologies are used by business and industry (e.g., remote sensing,
geographic information systems, hypermedia).
Developing and
Practising Skills
GI2.01 – demonstrate an understanding of the steps
involved in the geographic inquiry process;
GI2.02 – produce and interpret maps, diagrams,
charts, and models that illustrate geographic and ecological concepts;
GI2.03 – use cartographic conventions (e.g., scale,
legend, direction) correctly;
GI2.04 – apply field research skills (e.g.,
observation, surveying, interviewing) effectively to collect information and
determine attitudes and viewpoints on local environmental and resource
management issues;
GI2.05 – use graphic organizers (e.g., timelines,
future wheels, Venn diagrams) to clarify, visualize, and interpret geographic
information;
GI2.06 – use a variety of print, broadcasting, and
electronic sources effectively to gather information;
GI2.07 – explain how information from various sources
may be biased.
Learning Through
Application
GI3.01 – use reasoned
argument to defend a position on a sustainable resource management issue;
GI3.02 – apply communication skills (e.g., letter
writing, oral presentations) effectively to influence change and decisions
relating to an environmental protection and/or resource management issue;
GI3.03 – produce an action plan, in connection with
an independent inquiry on a geographic issue, that includes proposals for ways
to sustain or improve the environment in their local community;
GI3.04 – work as part of a team to produce a plan
that proposes solutions to a local environmental or resource management concern
(e.g., restoration of a local park, woodlot, river, or wetland; reduction of
the impact of a local development project on the environment).
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.