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Course Profile The Environment and Resource Management
(CGR4E), Grade 12, Workplace Preparation, Public
Course Overview
Prerequisite: Geography of
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.
In
planning this course, consideration must not only be given to the a
The
emphasis of this course is that the course knowledge and skills will have a
personal and local application, making the course relevant to students.
Concepts must then be extended to the global context. Students will gain
knowledge and apply this in “real world” situations.
Teachers must be extremely sensitive to the fact that when dealing with environmental issues, students may hold many differing viewpoints. The intent of this course is to provide students with knowledge and inquiry skills so they can discuss a wide range of issues. The critical challenge will be to encourage students to be open to many different viewpoints, develop supported opinions rather than just opinions, and take informed action.
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
This
Course Profile was created within the parameters of the strands outlined in The
It is intended that as a
result of this course, students will:
·
understand
the impact of their choice and demonstrate responsible environmental behaviour;
·
understand
we are a part of nature, not apart from nature; for example, the language of
resource management often undermines the idea that humans are one element
within the environment and the environment does not exist only for human
use;
·
understand
the roles and responsibilities of stakeholders (individual, business, industry,
and government) in environmental and resource management in the search for a
common good;
·
analyse
environmental issues, support a point of view, and make recommendations for
action;
·
understand
that all environmental issues, including local ones, have global
impacts;
·
use
geographic skills, methods, and technologies to gather, analyse and communicate
information and make decisions.
Expectations
from the strands were organized to form five units and then further clustered
around key focus questions. These questions provide flexibility in curriculum
development. In order to meet the expectations, teachers may choose to use only
the key focus questions without the teaching/learning strategies provided in the
Course Profile. It should be noted that the Course Profile is just one
interpretation of how the course could be constructed. Teachers are encouraged
to alter, reorder, and reword units and activities to meet their needs and the
needs of their students. For example, Units 3 and 4 may be divided into smaller
units of study. Teachers may also adjust the amount of teacher-directed or
student-centred work a
While
some concepts are emphasized in certain units and not directly taught in
others, they must be threaded through each unit. The Grade 9 Geography course
and Grade 10 Civics course provide key foundations upon which this course
builds. Concepts such as the ecological footprint, sustainability, and
citizenship, have been taught in other curricula and will be used to support
new concepts relating to this course.
This
course is intended for workplace destination; therefore, it is critical to
recognize the importance of developing workplace skills. As curriculum
expectations are being met, learning skills such as teamwork and working
independently are essential. See the learning skills tracking sheet in Unit 1,
Appendix 1.5.1. The ability to self-assess, problem solve, and clearly
communicate should not be overlooked. A
The
delivery of the course should be as practical and engaging as possible.
Teachers may choose to develop this course along with a cooperative education
program or an interdisciplinary program of study. (See
While the
following unit recommendations suggest four units plus the Independent Study
Units, the needs of the students may require the units be to subdivided. This
is especially true for Units 3 and 4.
|
* Unit
1 |
Introduction:
Evaluating How We Live |
10
hours |
|
Unit 2 |
Natural
Systems: Choosing the Best Path |
25
hours |
|
Unit 3 |
Pollution:
Managing Our Mess |
30
hours |
|
Unit 4 |
Population
and Resources: Sharing the World’s Wealth |
35
hours |
|
Unit 5 |
Making
a Change in a Local Environment: Course Summative Evaluation |
10
hours |
* This
unit is fully developed in this Course Profile.
Time: 11 hours
Unit
Description
Students
examine how their daily lives interact with and depend on the natural
environment. Students reflect on their personal and their community’s
behaviours. In order to identify existing problems, the teaching/learning
strategies are linked to an analysis of personal behaviours. The unit summative
project has students produce an infomercial informing others of environmentally
sound daily practices. Practical skills such as information gathering,
analysis, and communication are an integral part of this unit. The skills taught
in this unit continue to be practised throughout the course. Students then
demonstrate an appropriate level of mastery in Unit 5, the course summative
evaluation. (See the Skills Development Chart.)
Unit
Overview Chart
|
Cluster |
Learning Expectations |
Assessment Categories |
Focus |
|
1 |
HE1.01,
GI2.07 |
Knowledge/Understanding
Thinking/Inquiry Communication |
What is
a need vs. a want? |
|
2 |
HEV.02,
HE1.02 |
Thinking/Inquiry |
How do
we rely on the natural environment? |
|
3 |
UCV.01,
GC1.01, UC1.05, GI1.01 |
Knowledge/Understanding
Communication |
What
are our rights and responsibilities to the natural environment? ·
Sustainability ·
Stewardship |
|
4 |
GI2.04,
GIV.02, GI3.03, GIV.01, UC3.04, GI1.01, GI2.05, GI3.02 |
Knowledge/Understanding
Thinking/Inquiry Communication |
How
does all of this relate to my daily life |
Time: 25 hours
Unit
Description
This unit
addresses the questions, Are people a part of nature or separate from nature?
Where do people fit in? Are we wildlife? Through the study of interconnections
and interdependence, students understand the complexity of natural systems.
Concepts such as ecosystems, ecological processes, and biodiversity are applied
to
Unit
Overview Chart
|
Cluster |
Learning Expectations |
Assessment Categories |
Focus |
|
1 |
SSV.01,
SS1.01, SS2.02, HE1.03 |
Knowledge/
Understanding |
How do
the spheres of the earth sustain life? ·
Spheres of the earth and role ·
Closed systems (finite) |
|
2 |
SSV.02,
SS1.03, SS2.01, SS2.04, HEV.01, GI1.01 |
Knowledge/
Understanding |
What
makes up an ecosystem and how does it work? ·
Ecological processes ·
Human impact ·
Fragility of ecosystems |
|
3 |
SS1.02,
SS1.04, SS2.03, HE3.01, GI2.05 |
Thinking/
Inquiry |
Who is
for lunch? ·
Interconnections through food webs ·
Systemic impact of toxic substances |
|
4 |
SS3.02,
SS3.01, SSV.03 |
Knowledge/
Understanding |
How
am I connected from a local bioregion to global ecosystems? ·
Local bioregion interactions ·
Biome interconnections |
|
5 |
SS3.03,
HE3.02, UC1.02, UC1.01, GI2.02, GI2.03 |
Thinking/Inquiry |
What is
·
Biodiversity ·
Canadian endangered species and spaces ·
What can we do? |
|
6 |
SS3.02,
GIV.01, UC3.03, GI2.02, GI2.03, GI2.06, GI3.02, GI3.04, GIV.02, GIV.03 |
Thinking/Inquiry |
Summary
of unit |
Time: 30 hours
Unit
Description
The focus
of this unit is to analyse problems associated with waste creation and
management. Students study the impacts of domestic and industrial waste. They
then have an opportunity to evaluate national and international agreements
which propose solutions to global concerns. The unit summative task is to
produce a four-part magazine on the management of industrial waste/pollution
and the environment. Students contribute visuals and articles that relate to an
industry profile, the technology needed for improvement, a review of government
actions taken, and related careers. The magazine includes local and global
perspectives. Students demonstrate individual responsibilities, and also
develop their learning skills working as part of a team.
Unit
Overview Chart
|
Cluster |
Learning Expectations |
Assessment Categories |
Focus |
|
1 |
UC1.03,
HE2.02, HE2.03 |
Knowledge/
Understanding |
What is
pollution? ·
Identify types of pollution & their sources ·
Environmental
impact |
|
2 |
UC1.04 |
Knowledge/
Understanding |
What is
solid waste? ·
Toxic and non-toxic waste ·
Quantity of “garbage” |
|
3 |
UC2.01,
GI1.02, GC1.03, GI1.01 |
Knowledge/
Understanding |
How do
we reduce the amount of waste we create? How do
we manage the waste we create? ·
Methods of disposal ·
Reduce, reuse, recycle ·
Implications of management ·
Use of geotechnology |
|
4 |
UC3.02, GI1.02, GI2.01, GI2.06, HE3.03,
GIV.03 |
Thinking/Inquiry |
What are examples of responsible waste
management? Case studies of businesses or industries |
|
5 |
UC2.02 |
Knowledge/
Understanding |
Who is
responsible? ·
Individual to global responsibilities |
|
6 |
GCV.03,
GC1.04, GC1.06, GC3.01, GI2.07 |
Knowledge/
Understanding |
What is
the role of global agreements? ·
International agreements ·
Are
participants fulfilling their agreements? |
|
7 |
UCV.02,
GIV.01, UC2.04, GIV.02, GI2.01, GC3.03, GI2.05, UC2.05, GI2.06, UC2.06,
GI3.04, UCV.03 |
Knowledge/
Understanding |
Unit
Summative: magazine Magazine
Subheadings ·
Industry profile ·
Technologies for improvement ·
Government ·
Careers |
Time: 35 hours
Unit
Description
Students
focus on the carrying capacity of the earth. How far can we stretch the earth’s
resources, considering the earth’s population growth rate? Human use of land,
energy, agriculture, and other resources requires careful management in order
to be sustainable. The impact of globalization is explored. The unit summative
task is a response to a case study or simulation, where students are required
to summarize the situation, predict consequences, and communicate preventative
plans of action.
Unit
Summary Chart
|
Cluster |
Learning Expectations |
Assessment Categories |
Focus |
|
1 |
GC2.01,
GC3.02 |
Thinking/Inquiry |
Can we
live like this? ·
Footprint comparisons (individual to global) ·
Sustainability ·
Stewardship |
|
2 |
HE1.04,
HEV.03, GI2.02 |
Knowledge/
Understanding |
What is
a resource? ·
Renewable/non-renewable ·
Mapping resource distribution · Mapping exercise |
|
3 |
HE2.01,
HE2.04, UC2.03, GI2.05, HEV.02 |
Knowledge/
Understanding |
At what
cost are resources available? ·
Energy, e.g., oil, gas ·
Agriculture ·
Selected resources, e.g., fishing/forestry/mining |
|
4 |
GC2.02, GC1.02, GC1.05, GC2.03, GIV.03,
GI2.02, GI2.03, HEV.03 |
Thinking/Inquiry |
How are we living? ·
Pattern of demographics ·
Socio-economic indicators ·
Standard of living (food) |
|
5 |
GCV.02,
GC2.04 |
Application |
How do
we become sustainable? ·
Stakeholders ·
Globalization |
|
6 |
GCV.01,
GIV.01, GIV.02, GI1.01, GI2.06, GI2.07, GI3.01 |
Knowledge/
Understanding |
Food,
people, and resources How do
we become sustainable? |
Time: 10 hours
Unit
Description
In
preparation for employment, this final course summative task (part of the 30%)
requires students to apply acquired knowledge and skills to a local context.
Students produce an action plan for rehabilitating a local environment or
managing an existing local resource in a sustainable way, e.g., industrial
activities such as gravel pit rehabilitation, forest land use, garbage
collection processes, heating design, waterfront design.
This action plan can be developed for their school, home,
or workplace. The action plan should include:
·
identification
of the problem(s);
·
collection
of data illustrating the problem (making their case);
·
researched
possible solutions.
The final product must include information relating the
problem to each of the following:
·
the
relationship to the relevant natural systems (Unit 2);
·
environmental
impacts, pollution (Unit 3);
·
population
trends, resource involvement, and/or governments involved (Unit 4).
Teachers may wish to have students
communicate their action plans to appropriate authorities, e.g., letter,
e-mail, meeting, or other action. The final product may take the form of a
written report, display, and/or presentation.
This course evaluation requires students to examine human environmental interactions and make recommendations for sustainability. The idea of stewardship must be evident.
Unit
Overview Chart
|
Cluster |
Learning Expectations |
Assessment |
Focus |
|
1 |
HE3.03,
GIV.01, UC3.01, GI1.01, GIV.02, GI2.01, GIV.03, GI2.02, GI2.03, GI3.01,
GI3.02, GI3.03, GI2.05, GI2.06 |
Knowledge/
Understanding |
What
are the environmental interactions? (flowchart) What is
the action plan for rehabilitation and sustainability? What is
the rationale for the recommendations? What
are the social and economic impacts of the action plan? |
This
Workplace Preparation course should be a practical application of knowledge and
skills. The culminating task in Unit 1, the infomercial, is a typical example of
an application of student learning.
Other
activities for consideration include having students manage the school paper
recycling program, do an energy audit, present an energy-saving plan to the
school principal and maintenance staff, establish a no-idling zone outside the
school, etc. Further, if they have jobs, students could identify a resource
management problem associated with work, develop a plan and take action on it.
Teaching/learning
strategies may have more of an impact on students if they are related to the
local area. Many of the expectations are “locally based.” Field trips such as
the examples suggested below may be appropriate:
·
sewage
treatment plant
·
water
treatment facility
·
landfill
site
·
the
local dump
·
recycling
station
·
conservation
area
·
recreational
park
·
vehicular
counts
·
“walks
around the block”
To reach the wide variety of students taking
this course, it is suggested the activities be designed as su
Teacher-Directed
·
Brainstorming
– small or large group generation of initial ideas
·
Conferencing
– student-to-student or teacher-to-student discussion
·
Debate
– research-based exchange of points of view
·
Experiential
learning - teachers draw on student experiences
·
Classifying
– group a
·
Video
– visual presentation
·
Field
Excursion – class trip to initiate interest and/or reinforce classroom learning
·
Games
– team quizzes
·
Note
Making – summarizing written text, oral descriptions or film
·
Lectures
– for the purpose of disseminating knowledge
·
Role
Playing – immersion of self into other perspectives
·
Independent
Study
Student-Directed
·
Reading
– periodicals, articles, journals, newspapers, and magazines for the purpose of
furthering knowledge and identifying local issues to examine
·
Researching
– use of a variety of sources (written, graphics, empirical data) for the
purpose of supporting an inquiry
·
Presentation/Report
– oral, written, and visual
·
Oral-interviews
·
Case
Study – investigating a real or simulated situation
·
Seminars
– presentation of an inquiry supported with a variety of presentation tools
(film, audio, models, computers)
·
Quantitative
and qualitative assessment; field work methods of data collection
·
Geographical
Information Systems (GIS)
Small Group Study
·
Cooperative
Learning – small group investigation or problem solving
·
Poster
Making – collective or individual approach to depict a message or promote a
cause
·
Action-planning
and taking action
·
Developing
appropriate questionnaires to acquire data related to a geographical issue
·
Surveys
and Presentations
·
Guest
Speakers – experts in the field
·
Mapping
– representing physical, demographic, and numerical data through visual forms
·
Graphing
– visual tool for problem solving
·
Diagramming
– conceptual visualizations
·
Model
Building – reproduction of a concept
·
Organizers
– creation of cells for the purpose of clustering information
·
Quantitative
Assessment – manipulation of data to prove or disprove an inquiry
·
Role
Play
·
Debate
The
following suggestions for assessment and evaluation are aligned with the
principles found in the Program Planning and Assessment, 2000 document.
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.
70% Course work:
The following aspects of evaluation should be
considered in unit and course implementation:
·
provide
the student with ample opportunity to practise knowledge and skills prior to
evaluation. Frequent assessment allows students the opportunity for greater su
·
the
skills developed, should increase in complexity by the end of the course.
The
following chart provides an overview of progressive skill development from unit
to unit:
|
Skill Expectation |
Unit 1 |
Unit 2 |
Unit 3 |
Unit 4 |
Unit 5 |
|
GIV.01-gather
and analyse information & make decisions |
3 |
3 |
3 |
3 |
3 |
|
GI1.01-use
geographic terms and concepts correctly |
3 |
3 |
3 |
3 |
3 |
|
GI2.01-understand
geographic inquiry process |
|
|
3 |
|
3 |
|
GI2.02-produce
and interpret maps, diagrams, charts, models etc., to illustrate concepts |
|
3 |
|
3 |
3 |
|
GI2.03-use
cartographic conventions correctly |
|
3 |
|
3 |
3 |
|
GI2.05-use
graphic organizers to clarify, visualize and interpret information |
3 |
3 |
3 |
3 |
3 |
|
GI2.06-use
a variety of sources to gather information |
|
3 |
3 |
3 |
3 |
|
GI2.07-explain
how information from sources may be biased |
3 |
|
3 |
3 |
3 |
|
GI3.02-apply
communication skills to influence change and decisions relating to
environmental protection… |
3 |
3 |
|
|
3 |
|
GIV.02-use
a variety of methods & technologies to communicate the results of
geographic inquiries |
3 |
3 |
3 |
3 |
3 |
|
GIV.03-apply
geographic knowledge, skills and technology to conduct independent inquiry |
3 |
3 |
3 |
3 |
3 |
To evaluate progression in the development of
students’ skills, e.g., communication, thinking/inquiry processes, use of the
same rubrics is recommended where appropriate. See Appendix 1.5.2 and
Appendix 1.5.3 in Unit 1. This will allow students the opportunity to monitor
their own growth and set new goals.
All
rubrics, generic or task-specific, must be developed using the Achievement
Chart. The generic rubrics utilized for Unit 1 (Appendix 1.5.2 and 1.5.3) have
come directly from the Achievement Chart. The Achievement Chart criteria has
been further clarified for student use.
The Final 30 %:
This Course Profile has been developed with the
final 30% having two components:
·
the
final culminating project (Unit 5)
·
a
final exam
The format of the exam may or may not be a traditional paper-and-pencil exam. For example, it may be an application where the necessary resources are available during the actual writing. Or, the exam may be an extension of the final culminating project. For example, small groups or the whole class may decide to implement one or several of their action projects Evaluation, however, must focus on students’ individual demonstration of achievement of expectations. Both the project and the exam must encompass the spirit of the enduring learnings.
This
Course Profile includes suggestions for evaluating the culminating project
appropriately. Assessments providing student feedback should be made throughout
the course. These assessments allow the student to practise the expectations
without the assessments counting as part of a mark. The frequency and type of
assessment will vary, depending upon the needs of students.
The following chart is a
suggested evaluation plan for the course.
Suggested
Summative Evaluation Plan for: The Environment and Resource Management, CGR4E
30%
Final Evaluation
|
Task |
Achievement Categories |
Due Date |
|
Action
Plan for rehabilitation of a local environment or resource (Unit 5) |
Knowledge/Understanding,
Thinking/Inquiry, Communication, |
|
|
Exam |
|
|
70%
Course Work Evaluation
Unit 1
|
Task |
Achievement Categories |
Due Date |
|
Creative
Environmental Message |
Communication,
|
|
|
Infomercial
relating to daily life products |
Knowledge/Understanding,
Thinking/Inquiry, Communication, |
|
Unit 2
|
Task |
Achievement Categories |
Due Date |
|
Test |
Knowledge/Understanding,
Thinking/Inquiry |
|
|
Endangered
Species Project |
Thinking/Inquiry,
Communication, |
|
|
Recreational
Trail Design |
Thinking/Inquiry,
Communication, |
|
Unit 3
|
Task |
Achievement
Categories |
Due Date |
|
Industry
Case Study |
Thinking/Inquiry,
Communication, |
|
|
Environmental
Magazine |
Knowledge/Understanding,
Thinking/Inquiry, Communication, |
|
Unit 4
|
Task |
Achievement Categories |
Due Date |
|
Mapping
Exercise |
Thinking/Inquiry,
Communication, |
|
|
Food,
People and Resources: Case Study |
Knowledge/Understanding,
Thinking/Inquiry, Communication, |
|
The teacher should
consult Individual Education Plans (IEPs) for specific direction on a
Generally, teachers may
find the following a
·
Timelines
may have to be adjusted to suit students’ needs.
·
Provide
a variety of similar resources at varying vocabulary levels for a wide variety
of reading abilities. (For example, an issue may be written about in different
newspapers offering different levels of reading. The same topic may be studied
through a cartoon, picture, or TV news report.)
·
Provide
students with a highlighted version of the reading so they can focus on key
learnings.
·
Use
close-captioned video or TV program to help connect words to meanings.
·
When
using visual organizers, be consistent with shapes, e.g., with food webs,
interdependence with clouds, and impacts with squares (Unit 2).
·
Provide
checklists and organizers for large tasks (Unit 5).
A
·
Providing
for flexible timelines regarding the completion of projects and assignments
·
Providing
a simplified list of terminology prior to the activity
·
Allowing
students to work in an alternate setting
·
Providing
opportunities to practice implementing feedback on part of or all of a task
·
Adapting
tests and exams as recommended in IEP, e.g., time, use of technology, use of a
scribe
The classroom teacher should be familiar with The Ontario Curriculum, Grades 9 to 12, English As a Second Language and English Literacy Development 2000 where ESL/ELD students are in attendance.
Teaching learning Strategies for ESL/ELD students may
include the following:
·
Combining
both written and verbal instructions
·
Highlighting
keywords/phrases to be incorporated into the “students’ dictionary”
·
Allowing
practice sessions for oral presentations
·
Providing
sets of reference notes, outlines, or critical information, as well as models
of charts, timelines or diagrams
·
Unit
vocabulary list could be developed
The URLs for the websites were verified by the writers prior to publication. Given the frequency with which these designations change, teachers should always verify the websites prior to assigning them for student use.
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 an authorized distributor, e.g., Audio Cine Films Inc.
Teachers are reminded that much of the material
on the Internet is protected by copyright. The copyright is usually owned by
the person or organization that created the work. Reproduction of any work or
substantial part of any work on the Internet is not allowed without the
permission of the owner.
Cowlard, Keith A. Decision Making in
Geography: A Handbook of Method and Practice. London: Hodder and Stoughton,
1998.
Enquiry based approach, emphasizing the interaction between people and their
environment.
Encyclopedia
of Environmental Issues Hackensack, N.J: Salem Press, 2000. 3 volumes. Historic and
contemporary topics.
Environmental
Resource Book: a Directory of Ontario’s Environmental Groups and their
Resources. Guelph:
Ontario Environment Network. Biennial. 2000 – 2001 edition available.
Human
Activity and the Environment. Ottawa: Statistics Canada. Published every 5 years. 2000 edition
available. Data on population, economy, environment.
Statistics
Canada online
teacher’s kit incorporates text and data tables from the publication.
Lean
& Hinrichsen. Atlas of the Environment. Helicon Publishing Ltd.,
1992.
Opposing
Viewpoints. Greenhaven
Press.
Series that includes related titles: Endangered oceans, Endangered species,
Pollution, Population, The Environment, Nuclear and Toxic Waste. Presents a
range of viewpoints.
Keating,
Michael. Canada and the State of the Planet: the Social, Economic and
Environmental Trends that are Shaping Our Lives. Toronto: Oxford University
Press, 1997.
The state of global environmental change and its effect on Canada.
State
of the World.
Washington, D.C.: Worldwatch Institute. Annual. 2001 edition
shows damage to natural systems by the economic boom of the last decade.
Vital
Signs. Washington,
D.C.: Worldwatch Institute. Annual.
Excellent companion to State of the World. Includes charts, tables, and graphs
showing key social, economic and environmental trends. 2001 edition looks at
trends of the last 50 years.
Related Magazines
Canadian:
Alternatives; Canadian Geographic; EnviroZine: Environment Canada; Macleans;
Nature Matters; Nature Canada; Natural Life, New Internationalist;
Report/Newsmagazine; Seasons; Science and the Environment: Environment
Canada.
Other: Audubon;
E Magazine: the Environmental Magazine; International Wildlife; National
Geographic; Natural History; Sierra; Whole Earth; Worldwatch
News
in Review. Canadian
Broadcasting Corporation ongoing series.
A subscription series of educational tapes. Links to an index and resource
guides with articles, discussion topics, and activities for programs from May
1997 are available online at
– www.cbc.ca/insidecbc/newsinreview.
Canada’s
Schoolnet – http://schoolnet.ca
See “Learning for a Sustainable Future.” –
http://www.schoolnet.ca/future/content.htm
Educational
Links for Geography Teachers
– http://www.wlu.ca/~wwwgeog/special/vgt/English/help/geog_links.htm
For Grade 9 to 12 geography teachers in Ontario, organized by strands.
Environmental
Systems Research Institute. Schools & Libraries –
http://www.esricanada.com/k-12/
GIS searchable site with geographic data and lessons and tutorials for
teachers.
Geosources – http://www.
Canadian Council for Geographic Education- news, quizzes, lesson plans.
Towards
an ecozoic curriculum – http://collections.ic.gc.ca/environmental/
Canada’s Digital Collection: educational multimedia material with an environmental
focus.
Dictionary
of Ecology – www.alienexplorer.com/ecology/e77.html
EnviroEducation.Com’s
links to glossaries – http://www.enviroeducation.com/glossary/
Ecological
Dictionary – www.planetpals.com/ecodictionary.html
Amazing
Environmental Organization Web Directory – http://www.webdirectory.com/
Cool
links. Ontario Conservation Society links –
http://www.lakeheadca.com/hotlinks.htm
Earthscan
Links – http://www.earthscan.co.uk/links.htm
EnviroEducation.Com
Resources – http://www.enviroeducation.com/resources/index.html
Links for conservation organizations include the Audubon Society, Greenpeace,
National Wildlife Federation, Sierra Club, the Wildlife Conservation Society
and others.
Environment:
Internet a
Friends
of the Earth links – http://www.foe.co.uk/pubsinfo/infosyst/other_services.html
Net
Resources. Canadian Global Change Program
– http://www.globalcentres.org/cgcp/english/html_documents/resources/resources.html
O
Canada – http://www.ualberta.ca/~bleeck/canada/
Provides a
Yahoo.
Environment and Nature Organizations
–
http://dir.yahoo.com/Society_and_Culture/environment_and_nature/organizations/
Government
of Canada. Departments and Agencies – Canada.gc.ca/depts/major/depind_e.html
Alphabetic index for links to the primary websites including:
Agriculture
and Agri-Food Canada: farming, soils, trade, sustainability.
Canadian
International Development Agency: supports sustainable development activities
in countries that are developing or in transition.
Canadian
Wildlife Service
Department
of Foreign Affairs and International Trade: manages Canada’s relations with the
governments and peoples of other nations, both bilaterally and within
international organizations in which Canada participates.
Environment
Canada’s Green Lane: weather and environmental information. Includes links to
sustainable development in Canada monograph series.
Fisheries
and Oceans Canada: ocean issues, activities and programs, fisheries management,
conservation of marine and freshwater habitat.
Natural
Resources Canada: mineral, energy and forestry resources.
Parks
Canada: national parks and marine conservation areas.
Statistics
Canada. Includes Environment with links for Forests, Air, Water, Animal and
Plant Life, Environmental Practices and Pollution Control.
National
departments usually provide links to their provincial counterparts. In addition
see:
CanadianEnvironmental.com Envirolinks – http://www.canadianenvironmental.com/online/
Ontario
Stewardship – www.ontariostewardship.org/program.htm
Selected Canadian online news media resources
All
major daily newspapers can be found online. Additional suggestions include:
Macleans – http://www.macleans.ca/
Newsworld (CBC) – http://www.cbc.ca/newsworld/
Multimedia coverage of top Canadian and international news stories, and an
in-depth articles section with a search for related stories and links to
related sites.
Books
Berthold-Bond,
Annie. Better Basics for the Home: Simple Solutions for Less-Toxic Living.
New York: Three Rivers Press, 1999.
Easy and economical formulas with environmental substitutes for synthetic
products.
Brower,
Michael and Warren Leon. The Consumer’s Guide to Effective Environmental
Choices. Practical advice from the Union of Concerned Scientists. Crown,
1999.
Brown,
Lynda. Organic Living: Simple Solutions for a Better Life. Dorling
Kindersley, 2000. Covers all aspects of life for those wishing to pursue an
organic lifestyle.
Elkington,
John and Julia Hailes. Manual 2000. Key Porter, 1998.
Advice, action plans and contact details for Canadian consumers to make a
healthier planet.
Harmony
Foundation has for
sale many publications with individual and community action tips. For a list
see – http:// www.islandnet.com/~harmony/pubs.htm.
Articles
Lavendel,
Brian. “Green house”. Audubon
Mar/April 2000: p.72, (7 pages)
Description of technologies in an environmentally friendly house.
Ross,
Nicola. “Treading softly”. Seasons Winter 2001: 30 – 32.
Ways for Ontarians to alter lifestyles to reduce their ecological footprints.
Videos
An
Astronaut's View of the Earth. Chedd-Angier for WGBH Boston, 1992. 60 min. Footage from "The
Dream is Alive" and “Blue Planet” productions shot aboard the Space
Shuttle allows viewers to see their planet as never before. Nova Series
Blue
Planet: An IMAX Space Film – About Earth. Holiday, 1990. 42 min. Includes signs of
pollution, ozone depletion, and deforestation as seen from space.
The
Lorax. Playhouse
Video, 1989. 30 min.
Ecologically minded “Lorax” is out to save a tree needed for the survival of
some of the animals. A Dr. Seuss fantasy with the serious theme of
environmental conservation.
River
of Sand. Kensington
Productions, 1998. 49 min. Canadian singer songwriter Bruce Cockburn joins
musicians from Mali, West Africa in a discovery of their music and culture, and
their battle against the growing threat of desertification. Distributed by
Magic Lantern.
Internet Resources
Adbusters
– http://www.adbusters.org/home/
Vancouver based anti-consumerist magazine.
Center
for an American Dream – http://www.newdream.org/
Promotes change in the ways Americans consume to improve the quality of life,
protect the environment, and advance social justice.
Creating
artificial needs: how advertising drives consumption.
– http://www.consumersinternational.org/rightsday97/chapter3/creating.html
From Consumers’ International, an independent, non-profit organization-linking
consumer groups worldwide.
Ecoliving
– http://www.ecolivingsolutions.com.au
Suggestions for environmentally wise choices relating to diet, food, homes, and
gardens.
Ecomall
– http://www.ecomall.com/sustainable.htm
Includes numerous articles on consumers and sustainability and an extensive
list of links to internet sites.
Greenmatters:
The Busy Person’s Guide to Greener Living – http://www.greenmatters.com/gm/
Articles, opinion polls and a keyword search for consumer tips
Green
Ontario. Buy Green – http://www.greenontario.org/buygreen/index.html
Site hosted by the Conservation Council of Ontario, with information and links
on “green” products and services.
How
to help. World Wildlife Fund – http://www.worldwildlife.org/
Links from home page include conservation action and green tips.
Natural
Life – www.life.ca
Ways to simplify your life and assist the environment: food, home, family,
health, leisure and livelihood.
Never
Enough. Anticonsumerism Campaign – http://www.enough.org.uk/index.html#cont
Series of articles that attempts to show the relationship between the
consumerist lifestyle and problems of world poverty, environmental destruction
and social alienation.
Population
and Consumption – http://www.nwf.org/population/consumption.html
National Wildlife Federation article arguing that consumption patterns pose
major threats to human health, the environment, and wildlife
Selling
happiness. Learning for a sustainable future
–
http://schoolnet.ca/future/teacher/classroom/thematic/product/happy/content.htm
Canada’s Schoolnet suggested classroom activity related to advertising and
consumer values.
Strategic
Marketing of Greener Products –
http://www.greenmarketing.com/articles/JSP1Apr98.html
Increase your awareness of advertising techniques in this advice from an
industry green advertising consultant to corporations on how to attract
environmentally conscious consumers.
Universal
Declaration of Human Rights. United Nations –
http://www.un.org/Overview/rights.html
What You Can Do: Down To Earth Choices for Sustainable Living. Environment
Canada.
– www.ec.gc.ca/eco/wycd/links_e.htm
Information on community and home environmental activities for groups or
individuals.
Books
Andrews,
William A. Investigating Terrestrial Ecosystems. Scarborough Prentice
Hall, 1986.
Teaching resource: ecology, terrestrial ecosystems and biomes of N. America.
Practical, hands-on activities.
Ecosystems
Set. New York:
Facts On File, 1999 – 2000. 4 volumes: Deserts, Wetlands, Temperate Forests,
Oceans.
Encyclopedia
of the Biosphere: Humans in the World’s Ecosystems. Farmington Hills, Ill. Gale, 2000. 11 volumes.
Earth’s principal ecosystems, with environmental factors, plant and animal
ecology, human influences and biosphere reserves.
From
Both Sides, an
examination of pesticide use can be ordered online from Ontario Agri-Food
Education at oafe.org.
Islands of Hope: Ontario’s Parks and
Wilderness.
Willowdale: Firefly Books, 1992.
Essays on the history and nature of the parks system by experts on Ontario’s
natural heritage.
Kidd,
Adrian. Managing ecosystems. London: Hodder and Stoughton, 1999.
Teaching resource with text, case studies, diagrams, graphs, student
activities. 124 pages.
Searle,
Rick. Phantom Parks:
The Struggle to Save Canada’s National Parks. Toronto: Key Porter Books, 2000.
Argues that Canada’s national parks are not protecting their wilderness.
Includes an appendix of parks and environmental organizations.
Videos
Biodiversity:
Expressions of Life.
Sonoran Research Center, 1998. 16 min. Broad overview. Human threat to
biodiversity, why we care about it, how we can stop mass destruction of
species. Dist. by Library Video Co.
Biomes:
Our Earth’s Major Zones. AGC/United Learning. 1998. 26 min. Describes marine and terrestrial
biomes. Stresses interrelationship between abiotic and biotic factors. Manual,
worksheets, pretest and posttest. Text of narration.
Blue
Planet: an IMAX Space Film – about Earth. Holiday, 1990. 42 min. Includes signs of
pollution, ozone depletion, and deforestation as seen from space.
Burns
Bog - A Road Runs Through It. National Film Board, 1999. 15 min. Human expansion threatens a unique
peat bog on the southern fringes of Vancouver, home to nearly 200 species of
mammals and birds and a vital stop for migrating water fowl.
Champions
of the Wild.
National Film Board series, 1998 – 25 min.each.
Each video features an endangered animal and the Canadian champion dedicated to
saving it.
Clayoquot:
the Sound of Wonder.
TV Ontario, 2000. 60 min. Describes the unique, intact ecosytem and effects of
clear-cutting on its biodiversity.
Earth
on Edge. 2001 PBS,
2001. Dist. by Films for Humanities.
Recent scientific evidence depicts the scale of human impact on the planet’s
life-support system, showing that Earth is approaching a key environmental
threshold. A
Eco-tourism:
The Impact On Wildlife. News in Review. Dec 98. See overview for details.
Footprints
in the Delta.
National Film Board, 1999. 44 min. Construction of a dam has damaged this
delicate wetlands ecosystem in the Peace- Athabasca Delta. Scientists,
activists and Aboriginal people describe changes.
Going
Home. Bullfrog
Films, 1998. 30 min. Human conflict with natural ecosystems, activities to
reconnect with the earth.
The
Human Factor.
Intelecom (Calif), 1996. 30 min. Distributed by Magic Lantern.
Examines the effect of human land use on the various ecosystems,
interrelationship of changes in water use, land use, atmosphere, ecodiversity
and energy consumption.
Natural
Connections. Howard
Rosen Productions, 2000. (Emmy award winning) 46 min. Case for sustaining
biodiversity. Discusses man’s ethical responsibilities.
The
Nature of Things.
Canadian Broadcasting Corporation ongoing series. Selected programs: Grasslands
1998. Impact of agriculture on N. American grasslands, remaining wildlife.
National
parks: forever
wild.1994. The crisis in Canada’s national parks as they face competing
interests of tourism, ecology and business.
Vanishing
wetlands. 1998.
Consequences of altering the natural cycle of flooding and industrial
development.
Wildlife for sale: Dead or Alive. 1998.
Okimah. National Film Board, 1998. 50 min.
A description of the goose hunt of the Cree people of the James Bay coastal
areas illustrates their traditional land management system and its role in
transmission of their culture.
Partnership. Waterhen Film Productions, 1998.
Home Place series. 30 min. Argues that disappearance of natural habitat is the
main reason species become extinct. Industrial agriculture, fishery and
forestry practices are examined as culprits, parks and preserves should protect
endangered species. Example of attempts to save the Swiss fox in Saskatchewan’s
Grasslands National Park. Distributed by Bullfrog Films.
Sharing
the Land. Pinegrove
Productions, 1999. 31 min. Hands-on suggestions for sustaining habitats that
meet the food and shelter needs of animals, and the economic, cultural and
recreational needs of people. Distributed by Magic Lantern.
Temperate
Deciduous Forests.
Rainbow Educational Media, 1999. 25 min.
Plant and animal life of the forest, human impact and agricultural history, and
a segment on conservation, providing practical reasons for wide usage of such a
valuable natural resource.
Web
of Life: Producer to Predator. Audio Video Inc, 1996. 28 min. Relationships and processes that o
Wetlands:
Cradles of Life.
CTV, 1995. 23 min. The biodiveristy of this unique ecosystem is being preserved
by action from land owners, special interest groups and individuals of all
ages. Distributed by Magic Lantern.
Internet Resources
Biodiversity
Information Network Virtual Library – http://life.csu.edu.au/bin21/library.html
Includes an index by topic and by geographic region, as well as a search
engine.
Canadian
Botanical Conservation Network – http://www.rbg.ca/cbcn/en/index.html
Cool
links. Ontario Conservation Society links –
http://www.lakeheadca.com/hotlinks.htm
Canadian
Parks and Wilderness Society – http://www.cpaws.org/
Canadian
Wildlife Service. Environment
Canada – http://www.cws-scf.ec.gc.ca/
Earthpulse
– http://www.nationalgeographic.com/earthpulse/#
National Geographic’s home for conservation. Related monthly themes to date for
2001: June: Wildlands; Sept: Humans and habitats; November: Ecosystems.
Ecological
Society of America – www.esa.org fact sheets
Explore
Ontario’s biodiveristy – http://www2.rom.on.ca/ontario/
Royal Ontario Museum site that includes data on species at risk.
Ontario
Parks – http://www.ontarioparks.com/
Habitat
Stewardship Programme – www.speciesatrisk.gc.ca/species/sar/media/back2_e.htm
Parks
Canada: national parks and marine conservation areas
– http:parkscanada.pch.gc.ca/parks/main_e.htm
The
sacred balance – http://www.sacredbalance.com/
Online a
Virtual
library of ecology and biodiversity – http://conbio.net/VL/
From the Center for Conservation Biology Network.
Yahoo
Ecology – http://www.yahoo.com/Science/Ecology/Ecosystems/
Books
Canadian Guide to Health and the
Environment.
Vancouver: Raincoast Books, 1999.
Explores biodiversity, Canada’s living resources, major pollutants, global
issues.
De
Villiers, Marq. Water:
Why We Should Worry.
Toronto: Stoddart, 1999.
Ecological, social, and political ramifications of the changes to world water
resources.
Dobson,
Clive and Gregor Gilpin Back. Watersheds: a Practical Handbook for Healthy
Water. Willowdale, Ontario: Firefly, 1999.
The ecology, biology, and chemistry of watersheds, their management, and
political issues.
Elcome,
David. The fragile environment: pollution and abuse. Cheltenham, U.K:
Stanley Thornes, 1999.
Teaching resource with text, case studies, diagrams, graphs, student
activities. 96 p.
Godrej,
Dinyar. The No-Nonsense Guide to Climate Change. Toronto: New
Internationalist
Publications, 2001.
The impact of climate change, analysis of political negotiations and potential
solutions.
Swanson,
Peter. Water: The Drop of Life. Minnetonka, Minnesota, 2001.
The importance and vulnerability of the world’s water supply. An in-depth
examination of water’s role in agriculture, industry, pollution, religion,
transportation and more. Its importance and vulnerability. Companion to Public
Television series. See Internet below.
Tammemagi,
Hans. The Waste Crisis: Landfills, Incinerators and the Search for a
Sustainable Future. New York: Oxford University Press, 1999.
Tollefson,
Chris. Cleanair.ca: A Citizen’s Action Guide. University of Victoria,
2001.
Threats to clean air, the legal and policy framework for decision making,
citizen action. Roots of garbage problems in the population explosion.
International case studies.
The
Water Crisis: Constructing Solutions to Freshwater Pollution. London: Earthscan, 1998.
Case studies from the Rhine and the Great Lakes in an examination of the roots
of fresh water pollution – urbanization, industrialization and intensive
farming. Possible solutions.
Articles
Canadian
Geographic May/June. Annual environment issue.
“Earth
Day 2000: What Humanity Can Do Now to Turn the Tide.” World Watch
Mar/Apr2000.
Focuses on Earth Day 2000. Thirty-year report card.
“Getting
It Right.” Sierra Jan/Feb2000: 40, 8p.
Views of environmental
visionaries on the future of environment, public attitudes, actions.
“Life
in the Greenhouse.” Time 04/09/2001: 24, 6p.
Discusses climatic changes and global warming, United Nations report.
Videos
Canadian
Way: Global Warming.
Canadian Broadcasting Corporation, 1996.
Canadian government breaks 1992 promise re. reducing greenhouse gas emissions.
CBC’s Fifth Estate. The National’s The Next Energy Crisis and Winds
of Change, 1997 are related.
Envirocareers Canadian Council for Human
Resources in the Environment, 2001.
Multimedia Kit provided free to high schools in Canada. Website http://www.
Healing
the Earth. National
Geographic, 1995.
Individual and group conservation efforts to heal damage from pollutants.
Modern
Marvels: Garbage.
History Channel, 1999. 50 min. Garbage throughout history, discussion and
debate on modern options.
Planet Neighborhood. WETA-TV, 1997. Bullfrog Films. 3
part series.
Home; Work; Community. Latest in energy saving technology and good design.
Urban
Garbage – News in
Review, Dec. 2000 - see Overview for details
Internet Resources
For
related national and provincial government departments and agencies, see
Overview section.
See also
United Nations sites listed in Unit 4.
Encyclopedia
of the Atmospheric Environment – http://www.doc.mmu.ac.uk/aric/eae/
British site with support of related government department. Includes
information on the atmosphere, weather and climate, climate change, air
pollution, acid rain, ozone depletion, renewable energy and sustainable
development.
Canada
Environment Network – http://www.cen-rce.org/
Non-profit, non-governmental network of environmental groups.
Canadian
Trade Directory – http://ctidirectory.com/index.htm#
Search by company name or product.
David
Suzuki foundation – http://www.davidsuzuki.org/
Canadian charity which explores human impacts on the environment, with an
emphasis on finding and communicating solutions.
Great
Lakes Information Network – http://www.great-lakes.net/
Ontario
Environmental Business Directory – http://www.envirodirectory.on.ca/english/index.htm
Ontario
Society for Environmental Education – http://www.osee.org/
For environmental educators, students, parents, and others.
Pollution
Probe – http://www.pollutionprobe.org/
Canadian environmental organization for research, education and advocacy.
Water:
the Drop of Life – http://www.pbs.org/whatson/press/fall/water.html
Description of 6 part television series that examines the impact of social,
economic, cultural, strategic and agricultural factors on drinking water around
the world. See book by Swanson of same name.
Worldwatch
– www.worldwatch.org
Research on emerging global environmental issues.
Books
Dauncey,
Guy and Patrick Mazza. Stormy Weather: 101 Solutions to Global Climate
Change. Gabriola Island, B.C.; New Society Publishers, 2001.
Filling our energy needs with solar, wind, tidal and bio fuels, “how-to”
sections.
Ecoforestry:
the Art and Science of Sustainable Forest Use. Gabriola Island, B.C: New Society Publishers,
1997.
Philosophy, goals, policies, and practices of sustainable forest use.
Elcome,
David. Natural Resources: their Use and Abuse. Cheltenham, U.K: Stanley
Thornes, 1998.
Teaching resource with text, case studies, diagrams, graphs, student
activities. 89p.
Flinders,
Keith and Emma Flinders. Issues and Debates in Geography. London: Hodder
and
Stoughton, 1998.
Teaching resource: in depth real world case studies that allow students to
debate and problem solve.
Flint,
David. Managing Resources. London: Hodder and Stoughton, 1999.
Teaching resource: in depth real world case studies that allow students to
debate and problem
solve. 118p.
Human Activity and the Environment. Ottawa: Statistics Canada.
Published every 5 years. 2000 edition available. Extensive data on population,
economic activities, the environment, relationships between these elements.
Includes a CD-ROM. A Statistics Canada online teacher’s kit incorporates text
and data tables from the publication.
Human
Development Report. New
York: United Nations Development Programme. Annual. 2001 edition Analysis of
major issues, updated indicators. See www.undp.org/hdro.
McKirdy,
Alexandra R., (ed.) Canadian Renewable Energy Guide. Burnstown: General
Store Publishing House, 1999.
North American and international application of renewable energy with case
studies that demonstrate domestic, industrial, rural, and urban applications.
Morgan,
John Development, Globalization and Sustainability. Cheltenham, U.K.:
Nelson Thornes, 2001.
Teaching resource with text, case studies, diagrams, graphs, student activities.
96 pages.
Palfrey,
Dick and Angela Gray. Sustainability and the Environment. London: Hodder
and
Stoughton, 1998.
Teaching resource - includes natural resources and energy, with focus on issues
of sustainability and environmental management. 96 pages.
Shades
of Green: Environmental Attitudes in Canada and around the World. Ottawa: Carleton University Press,
1997.
Scholarly work with the results and interpretation of surveys in 22 countries
of how the public perceives environmental problems and what they are prepared
to do about it.
Witherick,
Michael and Sue Warn. Farming, Food and Famine. Cheltenham, U.K.: Nelson
Thornes, 2001.
Teaching resource with text, case studies, diagrams, graphs, and student
activities. 104p.
Articles
De
Alessi, Michael. “Entrepreneurs
and the Environment.” i Apr 2001: 52, 6p.
Highlights the role of entrepreneurs in the conservation of natural resources.
Macleans. December 25, 2000. Year-end polls
of Canadian public.
Makower,
Joel and Pernick, Ron. “The New New Economy.” Whole Earth Spring 2001:
8, 2p.
Focuses on the clean technology economy.
Scanlan,
Lawrence. “Power Switch.” Canadian Geographic May/Jun2001: 54, 7p.
Challenges in harnessing renewable energy to provide electric power in homes.
Weinstein,
Michael M and Steve Charnovitz. “The Greening of the WTO.” Foreign Affairs
Nov/Dec2001: 147, 10p.
Increasing sensitivity of World Trade Organization (WTO) to environmental
issues.
Videos
Global
Villagers Series.
Villagers Media Productions, 2000. 25 min. each. Distributed by Magic Lantern.
Experiences of Canadian international voluntary workers at development project
sites.
Global
Warming and the Greenhouse Effect. Educational Video Network, 2001. 20 min.
Greenhouse effect, implications, conservation and activism ideas. Teacher’s
guide online.
Laxwesa
Wa - Strength of the River. National Film Board, 1995. 54 min.
First Nations people traditional fishing practices and efforts to build a
sustainable fishery.
The Nature of Things. Canadian Broadcasting Corporation
ongoing series. Selected programs:
Fisheries: Beyond the Crisis. 1998. Can we
manage fisheries in a sustainable manner?
Good Wood 1998. Sustainable forestry examples in
Honduras, Mexico, U.S. and Canada.
The Great Northern Forest 1997. Impact of logging on native
people, the Pacific salmon industry, and the atmosphere.
Lost in the suburbs. 1998. Social, economic and
environmental impacts of urban sprawl.
News
in Review. Canadian Broadcasting Corporation. See Overview for details.
Cutting
emissions: new fuels for cars. Feb. 98.
The
Quebec Summit. May
2001.
Rising
Oil Prices: The New Energy Crisis. April 2000.
Softwood
Dispute: Tariffs And Subsidies. May 2001.
World
Trade: The Subsidy War. Feb 2000.
The Next Big Thing. Quest Productions and Kikim Media, 2000. 60 min.
Describes past technologies and explores developing innovations.
Populations
on Earth. Hawkhill
Productions, 2001. 19 min. Is population a problem or a su
Reinventing
the World Series.
Asterisk Productions, 2001. (30 min. each) 5 part documentary series with
innovative solutions to problems with our world. Food; Work and Time; Cities;
Economics; Cultivating Change.
The
Sustainable Forest and the New Forest Economy. Inside Edge Communications, 2000. 60 min. Looks
at selective harvesting of timber, low-impact commercial thinning in a second
growth forest and marketing/manufacturing of eco-certified wood products.
Sustaining
our environment.
Queens University and CRB Foundation Heritage Project, 1997.
Simulation. Students study Canada’s environmental track record to generate a
“report card.”
Turning
Down the Heat: the New Energy Revolution. National Film Board, 2000. 50 min.
Needs for alternative energy sources and international examples of systems in
current use.
Using
Natural Resources Wisely. Meridian Educational Corporation, 2000. 20 min. Natural resources
decisions you can make in all areas of conservation.
Internet Resources
For
related national and provincial government departments and agencies, see
Overview section.
Note: Statistics Canada – http://www.statcan.ca/
Canadian
Global Change Program
– http://www.globalcentres.org/cgcp/english/html_documents/eindex.html
Seeks to promote sustainable development through advice on global change.
Online articles.
Earthpulse
– http://www.nationalgeographic.com/earthpulse/#
National Geographic’s home for conservation. Related monthly theme to date for
2001: Population. July 2001.
EcoNet
– http://www.igc.org/igc/econet/
Supports ecological sustainability and environmental justice.
Encyclopedia
of Sustainable Development – http://www.doc.mmu.ac.uk/aric/esd/
Harmony
Foundation – http://www.islandnet.com/~harmony/index.htm
Environmental education site with emphasis on
building sustainable societies
– www.lead.org/leadnet/footprint/intro.htm -measuring your ecological footprint
Patterns of a Conservation Economy –
http://www.conservationeconomy.net/
Includes links to restorative fisheries programs and organizations.
United
Nations Development Program – www.undp.org
UNDP provides funds, helps developing countries attract and use aid
effectively, and promotes North-South cooperation while also addressing human
rights.
United
Nations Framework Convention on Climate Change (UNFCCC) – http://www.unf
United
Nations Sustainable Development Commission –
http://www.un.org/esa/sustdev/csd.htm
Sustainable development programs and issues within the UN system.
UNEP
World Conservation Monitoring Centre – http://www.unep-wcmc.org/
Global data for conservation and sustainable use of the world's living
resources.
World
Bank – http://www.worldbank.org
Provides development assistance funds to countries with developing economies.
World
Vision Canada – www.wowworldvision.ca/
Christian international relief agency. Online educational resources include
“Current Issues in Global Population” an introduction to population issues with
a student simulation activity.
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 a
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 a
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, su
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).
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