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Course Profile The Environment and Resource Management (CGR4M),
Grade 12, University/College Preparation, Catholic
Course Overview
Prerequisite: Any
University, University/College, or College Preparation course in
Canadian
and World Studies, English, or Social Sciences and Humanities
Geography is an
integrative subject that brings a variety of perspectives, both social and
physical, to the study of people, places, and environments around the world.
Understanding the processes that shape the earth and knowing how life-forms
interact with the environment allows students to view events from an ecological
perspective. This course investigates the complexity and fragility of
ecosystems and the effects of human activities on them. Students will study the
principles of sustainability and resource management and evaluate various
approaches to achieving a more sustainable relationship between the
environment, society, and the economy.
Catholicism acknowledges that the material
world is a channel of God’s grace. It is the cosmic medium of God’s spirit. As
people grow in awareness of the causes and effects on ecosystems, Catholics are
called to promote life and to confront the forces of evil, which threaten the
preservation of this life. This combines social responsibility and concern for
others with a desire to live in harmony with nature, and emphasizes the
interrelationship of all life on the planet. It also promotes values such as
sustainability and equality. The expectations for graduates of Catholic
secondary schools incorporate the distinctive features of Catholicism’s core
understanding of the human condition found in its worldview. Catholic education
views human life as an integration of body, mind, and spirit, which fosters the
search for knowledge as a lifelong spiritual and academic quest. The
expectations for Catholic graduates are described in terms of the knowledge and
skills necessary to succeed in the world of work or postsecondary education and
to contribute to the common good. Note: A basic principle of Catholic
Social Teaching is this commitment to the common good. “Catholics should feel
themselves obliged to promote the common good.” (Decree on the Apostolate of
the Laity. no.14).
Catholic secondary
school graduates will achieve many of the expectations in their study of the
environment and resource management. Students examine, evaluate, and apply
knowledge that acknowledges the need to develop a sustainable relationship
between the environment and society. Students come to value the fragility of
the earth as a system and the responsibility humans have as integral components
of an ecological system. The Environment and Resource Management course
provides a framework to aid in the development of responsible Catholic citizens
who respect and affirm the diversity and interdependence of the world’s peoples
and the natural environment.
The Environment and Resource Management course
was created within the parameters of the strands outlined in the Ontario
Curriculum, Grades 11 and 12, Canadian and World Studies 2000. Expectations
from the strands were clustered to form five broad units. These units were
further subdivided and organized into activities that combine to create a
framework for delivery. The sequencing of units takes the student from a global
perspective of the earth’s natural systems to the human interactions and
impacts on these systems.
The culminating
activity will require students to create an individual ‘Environmental Bill of
Rights’ based on their cumulative understanding of the ‘rights and
responsibilities’ of individuals within a global environmental system. This
profile represents one interpretation of the way the course could be delivered.
Teachers are encouraged to organize the course in a way that reflects their
strengths and expertise and meets the needs of the students.
Students taking The Environment and Resource
Management gain a thorough understanding of concepts contained in the course
material. This course is designed to be offered as a full-credit course.
Students develop practical skills and apply the knowledge and skills to assist
their understanding of the impact of human interactions with the natural
environment. Students are provided the opportunity to improve decision-making
and problem-solving skills by completing tasks that require geographic inquiry
into a variety of topics including environmental assessment and resource
management. Many activities are designed to focus on the local area. Teachers are
encouraged to provide their students with as many hands-on learning experiences
as possible. This University/College Preparation course is also designed to
equip students with the knowledge and skills they need to meet the entrance
requirements for specific programs offered at universities and colleges. This
course should be relevant to both destinations and emphasize theoretical
aspects and related concrete applications of the course content. (Ontario
Secondary Schools, Grades 9 to 12: Program and Diploma Requirements, 1999)
The four Achievement Chart categories appear in
The Ontario Curriculum, Grades 11 and 12, Canadian and World Studies, 2000.
The chart provides a reference point for all assessment practice and a
framework within which to assess and evaluate student achievement. Teachers
should employ a variety of methods and strategies to assess student
achievement. The suggested procedures for assessment and evaluation of student
work are outlined in the document The Ontario Curriculum, Grades 9 to 12,
Program Planning and Assessment, 2000. Thirty percent of the grade will be
based on a final exam and two final culminating activities. At the start, of
the course it is essential for teachers and students to be familiar with the
course culminating activity, Development of an Environmental Bill of Rights.
Teachers need to introduce and develop skills that are required for this
activity throughout the course. This activity, in the form of an independent
study, requires students to spend additional time outside the classroom
researching and reflecting on their topic. It is essential that students and
teachers develop organizational strategies for tracking progress.
Seventy per cent of the grade will be based on assessments and
evaluations conducted throughout the course. It is essential that teachers are
careful to measure student performance often and in conjunction with the four
categories of the Achievement Chart. Student tasks should be clearly stated and
based on the expectations of the course. Rubrics should be used when
appropriate and should be constructed in a way that clearly identifies for the
student the expectations that are being measured, the level at which they are
achieving, and a place for personalized comment. This University/College Preparation
course provides students with many opportunities to engage in hands-on learning
and to express their understanding in various ways. Students develop their
reading and writing skills, and have numerous opportunities to research, model,
debate, interpret, and apply the products of their inquiries. Complex tasks,
such as using technology for research, problem solving and making predictions
for planning courses of action, draw on all categories of the Achievement
Chart.
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 understand the importance of health and safety issues and the need
to assume responsibility for their own safety and the safety of others.
|
* Unit 1 |
Geographic Foundation and Environmental Systems |
25 hours |
|
Unit 2 |
Human-Environmental Interaction: The Consequences |
25 hours |
|
Unit 3 |
Impact Assessment
and Environmental Protection: Monitoring Change |
25 hours |
|
Unit 4 |
Planning for a
Sustainable Future |
25 hours |
|
Unit 5 |
Development of an
Environmental Bill of Rights – Final Summative Activity |
10 hours |
* This unit is fully
developed in this Course Profile.
Time: 25
hours
Unit Description
This unit examines
the relationships between the earth’s major components: the lithosphere,
atmosphere, hydrosphere, and biosphere. Students gain an understanding of
energy flows, the structure of ecosystems and the processes that form them. In
the culminating activity students have an opportunity to complete a geographic
inquiry by conducting field research in the local area. Students begin the
process of creating an Environmental Database by researching information on
different components and issues concerning the natural environment. Information
is collected throughout the entire course and will be evaluated at the end of
the semester.
Unit Overview Chart
|
Activity |
Learning Expectations |
Assessment Categories |
Focus/Task |
|
1.1 |
SSV.01, SS3.04, |
Knowledge/
Understanding |
Earth’s Components - gather
information on the earth’s spheres and write a scenario based upon the life
of an organism - a discussion
recognizing that life on earth is a gift and should be protected - produce a
checklist of personal dependence on earth’s spheres - research an
article and write a critical analysis exploring issues |
|
1.2 |
SS3.01, GI1.01,
GI2.03, |
Knowledge/
Understanding Communication |
Spaceship Earth
and Systems - defines systems - prepare a
systems diagram based upon a model - explore inputs,
outputs and boundaries relating to systems - produce a map of
events that have an effect on the earth’s spheres |
|
1.3 |
SS1.03, SS2.02, SS2.03, GI2.03, |
Knowledge/ Understanding Thinking/ Inquiry Application |
Flow of Energy and Matter Through Ecosystems - defines ecosystems - outlines role of producers, consumers, and decomposers - creates a flow chart of energy moving through an ecosystem and
through a food chain - presentations of a nutrient cycle - class discussion of interdependent systems and how this relates to the
development of a just and compassionate society, e.g., human influences on
the food chain |
|
1.4 |
SSV.02, SS1.01,
SS2.04, UC1.01, GI1.01, |
Knowledge/
Understanding Application Thinking/ Inquiry |
Ecosystems-Ecological
Processes - discussion on
the dynamic nature of ecosystems - an exploration of the concept
“eco-justice” - write a report
applying the concept of succession using a Canadian example - discuss Alberta
Bishop’s letter on ecology to eco-justice issues pertaining to Catholic
social teachings with respect - create a written
report based on research pertaining to ecological change |
|
1.5 |
SSV.03, SS1.02,
SS1.04, SS2.01, SS3.02 |
Knowledge/
Understanding Communication Application |
Natural Systems - a discussion on
the definition and characteristics of biomes - explores the
influence of temperature and precipitation on biome regions - complete an
organizer by gathering information from student presentations of biome
regions - investigation of
the properties of soil - write a report on
soil conservation practices illustrating respect for the environment and wise
use of resources |
|
1.6 |
GIV.02, SS3.05,
GI1.04, GI2.08, GI2.09 |
Knowledge/
Understanding Thinking/ Inquiry Communication Application |
Field Research
Culminating Activity - a discussion on
student expectations for field research - each member of
the field team writes a report from a field study based on the local
bioregion (effective communications, decision-making, problem-solving, and
management skills are required) - create a visual
presentation based on field research |
Time: 25 hours
Unit Description
This unit provides students with the
opportunity to investigate the roles and effects of human linkages to the
biosphere and ecological systems. Humans have a dramatic effect on the natural
landscape, and this unit will focus on the impact of rural and urban land use
practices, as well as environmental degradation and global consumption. On our
planet, resources are not distributed evenly. Students examine the spatial
distribution of the planet’s resources, and the short and long-term
consequences of promoting and maintaining sustainability. In the culminating
activity students research the relationship between environmental degradation
caused by humans altering the natural environment to meet their needs and its
effects on human health, or the impact of an introduced species into an
environment. Students continue to add to their Environmental Database.
Unit Overview Chart
|
Activity |
Learning Expectations |
Assessment Categories |
Focus/Task |
|
2.1 |
HE1.01, HE1.02,
HE1.04, GC1.03, GC3.05, GI1.02, HEV.01, GC3.01 |
Knowledge/
Understanding Communication Thinking/ Inquiry |
Humans in Systems Human linkages to
Biosphere/Ecological Systems - short and long
term effects - the differences
between wants and needs - a review of
different viewpoints - traditional
ecological knowledge |
|
2.2 |
HE2.05, HE3.02,
HE3.04, UC3.02, HEV.02, GC3.01 |
Knowledge/
Understanding Thinking/ Inquiry |
Interrelationships
between the Environment/ Economy/Society - impact of urban
and rural land use practices - interaction
between human and natural systems within local bio regions - threats to
spaces and species/preservation |
|
2.3 |
HE2.01, HE2.02,
HE2.04, GI1.02, HEV.03 |
Knowledge/ Understanding
Thinking/ Inquiry |
Resources:
Availability and Use - spatial
distribution of a resource - factors that
determine distribution and short and long-term availability - distribution of
inhabited areas vs. resource availability - patterns of
habitation vs. resource availability - dependence of
individual or groups on a resource |
|
2.4 |
UC1.02, GC2.01,
GI2.01, GI1.02, GI2.04, GI3.01, GCV.03 |
Knowledge/
Understanding Thinking/ Inquiry |
Environment and
Resources Management: Examples on a Global Scale - impact of human
activity in a place, e.g., Chernobyl - patterns of
global consumption vs. environmental degradation - media
presentations of environmental and resource management issues |
|
2.5 |
HE1.04, HE2.04, GC1.01, GI2.04, GI3.01, GI1.02, GCV.02 |
Knowledge/ Understanding Thinking/ Inquiry |
Population Growth, Consumption and Sustainability on a Global Scale - perceptions of nature, views of environmental effects of population
growth - economic activity and pressure on resources and natural systems |
|
2.6 |
HE1.03, HE2.03,
HEV.02, HE2.05, HE3.01, HE3.02, GI2.04, UC3.03, GI3.01, GI1.02, UC2.04 |
Knowledge/
Understanding Thinking/ Inquiry |
Positive and
Negative Impacts of Economic, Social, Political and Technological Changes on
the Environment - proliferation
and use of chemicals/the effects on people and the environment - human activities
that alter the environment - the impact of
rural and urban land use on the environment - personal and
class consumption of resources (renewable /non-renewable) and waste
production |
|
2.7 |
HE3.01, HE3.03,
SS3.03, GI2.06, GI3.03, GI1.02, HEV.03 |
Knowledge/
Understanding Thinking/ Inquiry Application Communication |
Research and
report on the relationship between environmental degradation caused by humans
altering the natural environment to meet human needs and its effects on human
health/or the impact of an introduced species into an environment This may be done
as a poster assignment |
Time: 25
hours
Unit Description
Throughout this unit
students identify and explore issues related to the management of the
environment and resources at the local, provincial, national and international
levels. Students apply an environmental impact assessment template to model
ways that environmental or resource management issues may be analysed. Analysis
of an international environmental and resource management issue, such as air
quality, will lead to a series of one-on-one debates. Students write a position
paper on an international environmental issue. Students review and assess the
effectiveness of Canadian environmental legislation by local, provincial, and
federal governments for the sustainability of a specific resource. A summative
activity, designed to reinforce the steps of the planning process and how it
applies to managing change, will take the form of a student role-playing
activity. In this simulation of an arbitration hearing, groups of students
represent the major interest groups in a land use dispute over development.
Students continue to add to their environmental database.
Unit Overview Chart
|
Activity |
Learning Expectations |
Assessment Categories |
Focus/Activity |
|
3.1 |
UC1.04, GI1.04, GI2.03, GI2.09, GIV.01 |
Knowledge/ Understanding Thinking/ Inquiry |
What is an Issue? Environmental
versus Resource Management Issues - purpose/nature of environmental impact assessment (EIA) - What is an EIA model? - Environmental principles and initiatives for sustainability and
implications for the environment and the economy |
|
3.2 |
UCV.03, GCV.01,
GCV.02, GCV.03, UC2.02, UC2.05, GI2.02, GI2.03, GI2.09, GC3.01 |
Knowledge/
Understanding Thinking/ Inquiry |
International
Environmental and Resource Management Issues - What is the
international community doing? How effective are their efforts? - What is the
balance between people and their environment/the need to balance human needs
and environmental protection? - How can we
improve the balance? - Future
technologies/implications - Cause and effect
of environmental change - International
solutions to environmental problems, e.g., depletion of a resource - Bias in
information relative to global environmental issues - Student position
paper on an environmental issue |
|
3.3 |
UCV.02, UCV.03,
UC1.03, UC2.01, UC2.02, UC2.03, UC2.05, UC3.05, GI2.04, GI2.05, GI2.06,
GI2.07, GI2.08, GI2.09, GI3.01 |
Knowledge/
Understanding Thinking/ Inquiry |
Local, Provincial
and Federal Policy concerning Environmental Issues - Environmental
legislation: purpose/effects/ influences/how shaped - Environmental
policies effects on economy, e.g., job creation, environmental protection - Future
technologies – evaluate implications - Evaluate the
efforts of individuals and groups to identify problems and the effectiveness
of their goals - What are the
causes and effects of environmental change over time? |
|
3.4 |
UCV.01, UC3.01, GIV.03, GI2.05, GI2.03, GI2.09, GI3.01, GI3.02, GI3.03 |
Knowledge/ Understanding Thinking/ Inquiry Application Communication |
Role Play Simulation: e.g., ‘A Local Study: A Lesson in Impact
Assessment and Environmental Protection’ - Students review the environmental impact of urban development, for
example, on a local study once chosen by the teacher, and possible long-term
solutions. - Students role play the different interest groups concerning an urban
development and prepare a series of presentations to an arbitration panel. - Students prepare a rebuttal to the arbitration panel in the form of
a Letter to the Editor. |
Time: 25
hours
Unit Description
This unit begins
with an examination of the rights and responsibilities of individuals to
preserve the natural environment. Students investigate the contributions of
various non-governmental organizations in identifying and solving environmental
issues. In particular, the focus is on the impact these organizations have on
planning at the local, regional, national and international levels. Students
investigate and evaluate Canada’s roles and responsibilities in shaping a
sustainable future. In planning for a sustainable future, students are asked to
predict the impacts of resource management on environmental problems to be
faced this century. Students continue to add to their Environmental Database.
Unit Overview Chart
|
Activity |
Learning Expectations |
Assessment Categories |
Focus/Task |
|
4.1 |
UC1.05, GI1.04,
GI3.04, UCV.01 |
Knowledge/
Understanding Thinking/ Inquiry |
Introduction - identify and
evaluate a variety of ways to resolve environmental concerns - determine the
rights and responsibilities of individuals to preserve the environment |
|
4.2 |
UCV.03, UC1.06,
GI1.04, GI1.05, GC2.04, GIV.04, GI3.04, UCV.02 |
Knowledge/
Understanding Thinking/ Inquiry |
Local Planning - explain how
non-governmental organizations (NGOs) assist in solving environmental issues - critique or
defend a local sustainability or resource management decision - research careers
in local environmental and/or resource management |
|
4.3 |
UCV.03, UC1.06,
GI1.04, GI1.05, GC2.04, GIV.04, GI3.04, UCV.02 |
Knowledge/
Understanding Thinking/ Inquiry |
Regional Planning - examine the role
of NGOs in solving issues of local or regional concerns. - critique or
defend a regional NGO’s efforts in promoting sustainability - research careers
in regional environmental and/or resource management |
|
4.4 |
UCV.03, GI1.05,
GIV.04, GI1.04, UC1.06, GC1.02, GC2.04, GI3.04, UCV.02, GI3.06 |
Knowledge/
Understanding Thinking/ Inquiry |
National Planning - examine the role
of NGOs in solving issues of national concern, e.g., Evergreen, Sierra Club - critique or
defend a national NGO’s efforts in promoting sustainability - identify the
need for national cooperation and understanding - justify the
choice and distribution of Canada’s World Heritage Sites - research careers
in national environmental and/or resource management |
|
4.5 |
UCV.03, GI1.05,
GC1.02, GC1.04, GC2.02, GC2.03, UC1.06, GC2.04, GI1.04, GI1.03, GI3.04,
GIV.04 |
Knowledge/
Understanding Thinking/ Inquiry |
International
Planning - examine the role
of NGO’s efforts in solving issues of global concern, e.g., United Nations,
Greenpeace, World Wildlife Fund - critique or defend
an international NGO’s efforts in promoting sustainability - evaluate
Canada’s participation in international organizations - identify the
need for international cooperation in managing resources and in the
protection of the environment - research careers
in global environmental and/or resource management |
|
4.6 |
UCV.03, UC3.06,
GI1.04, UC3.01, HE3.05, UC1.05 |
Knowledge/
Understanding Thinking/ Inquiry Communication Application |
A Sustainable
Future - predict impacts
of resource management or environmental problems throughout the next century - produce a case
study to determine the impact of our continued use of resources and the need
to plan for a sustainable future (This may be at the local, regional, or
national level.) |
Time: 10
hours
Unit Description
Students submit
their ‘Environmental Data Base’ (Appendix 1.1.1), which was compiled throughout
the course, and a reflection paper of their compilation for a summative evaluation.
As a culminating activity, students create an individual ‘Environmental Bill of
Rights’ based on their cumulative understanding of the ‘rights and
responsibilities’ of individuals within a global environmental system. This
activity is presented to the class. A class discussion creates a consensus for
the creation of a final product to be called, ‘CGR4M: An Environmental Bill of
Rights.’
Unit Overview Chart
|
Activity |
Learning Expectations |
Assessment Categories |
Focus/Task |
|
5.1 |
GI1.04, GIV.02 |
Knowledge/Understanding
Application Communication Thinking/Inquiry |
Students submit
their Environmental Database and a reflection paper of their compilation for
a summative evaluation. |
|
5.2 |
GI3.05, GI3.02,
HEV.01, UCV.01 |
Knowledge/Understanding
Thinking/Inquiry Communication Application |
Students develop
and present individual ‘Environmental Bill of Rights.’ A class consensus
creates a final product called, CGR4M: An Environmental Bill of Rights. |
|
5.3 |
|
|
Final Exam |
Recognizing
the diverse backgrounds and the multiple intelligences of our students, it is
essential that a variety of teaching/learning strategies be employed to ensure
student success. Opportunities to develop critical-thinking skills such as
formulating a hypothesis, identifying bias and viewpoints, collecting and
analysing research data are essential. Using computers to research and record
data as well as to indicate spatial relationships (GIS) will help students
develop essential technological skills. Individual, small group, and whole-class
activities that provide opportunities for reading, writing, and sharing of
information will develop thinking skills and understanding of concepts.
Following are some Teaching/Learning Strategies that can be used in the
geography classroom.
Aerial
Photo Analysis - examine
photos of landforms for common characteristics
Brainstorming - group generation of initial ideas expressed
without analysis
Case
Study - investigating a real
or simulated problem
Classifying - grouping according to an identified pattern
Cooperative
Learning – small-group
investigation or problem solving
Conferencing - student-to-student and student-to-teacher
discussion
Computer-Assisted Learning - use of a computer
to learn or reinforce material
Debate - informed research topics articulated in a
formal process
Diagramming - synthesizing concept information into visual
illustration
Direct
Instruction - teacher-led
lessons
Discussion - exchange of ideas on an issue for
clarification of views
Field
Trips - practical application
of geographic inquiry skills
Games - team quizzes
Graphing - visual tool for problem solving
Guest
Speakers - experts in the
field
Journal
writing - reflective writing
to share goals, ideas
Lectures - dissemination of information by guest
speakers or teachers
Mapping - representing physical, demographic,
numerical data through visual forms
Mind
Mapping - mental images drawn
on paper
Note
Making - summarizing text
Organizers - an organized outline, based on a pattern,
provided as a direction to be followed leading to a desired product
Portfolio - collection of student’s work
Poster
Making - synthesizing
information or concepts to deliver a message or advertisement
Presentation/Report - oral, written, and visual presentation of
researched topic to a specific audience or person
Reading - periodicals, articles, journals, newspapers,
magazines, or scripture for information on a selected topic or issue
Role
playing/Simulations - enhances
metacognition and serves as a hypothesis for predicting actions
Scenario
Writing - describes a
situation
Seminars - presentation of an opinion or thesis
Statistical
Analysis - collection and
reporting of data
Video
Analysis - viewing with a
purpose
The primary purpose
of assessment and evaluation is to improve student learning. To give students
an opportunity to improve their learning in this course, a variety of formative
and summative assessment tools are used. The Achievement Chart found on page
246 of The Ontario Curriculum, Grades 11
and 12, Canadian and World Studies, 2000 provides a reference point for all
assessment practices and a framework within which to assess and evaluate
student achievement. The four categories identified on the Achievement Chart
are identified as Knowledge/Understanding, Thinking/Inquiry, Communication, and
Application/Making Connections. The categories encompass the curriculum
expectations in all courses in Canadian and World Studies. The Ontario
Curriculum, Program Planning and Assessment, Grades 9 to 12, 2000 outlines
the philosophy and guiding principles concerning assessment and evaluation for
Ontario teachers. Teachers need to ensure a balance of approaches to
assessment, with students actively involved in the establishment of task
criteria and assessment tools. Prior learning and level of skill are determined
by the teacher through diagnostic assessment. 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, Grades 9 to 12, Program Planning and
Assessment, the final evaluation accounts for 30% of the grade, and 70% is
assigned to the evaluations conducted throughout the course. In this profile, Developing
an Environmental Bill of Rights is used as the course culminating activity and
it is recommended that it count for 5% of the final evaluation.
The model below
could be used to assess and evaluate student achievement:
Formative Ongoing
Assessment and Summative Unit Evaluation – 70%
·
Assignments
·
Lab Exercises
·
Tests and Quizzes
·
Independent Field
Study (Process)
Summative Final
Evaluation – 30%
·
Exam
·
Environmental
Database
·
Environmental
Bill of Rights
With assistance and
appropriate teaching and learning strategies, students are expected to achieve
success in Geography. Appropriate adaptations in planning, assessment, and
evaluation should include strategies that provide students every opportunity to
meet the expectations of the course. The teacher must become familiar with the
Individual Education Plans (IEPs) of all exceptional students and the specific
learning strategies that work best with each student. Some students may require
modifications to expectations (see Ontario Secondary Schools, Grades 9 to
12, 1999). Geography teachers are encouraged to review student IEPs and
decide how best to assist the individual in meeting the expectations of this
course.
Specific
Accommodations that may be required are:
·
provide extra
time for completion of assignment;
·
provide
opportunities for oral conferencing;
·
cue the student
to record information;
·
provide reading
materials at the students’ instructional level;
·
permit taping of
notes;
·
provide a printed
copy of overhead or board notes;
·
chunk assignments
into manageable parts and monitor progress.
Teachers are encouraged to be flexible in their planning and assessment
to best meet the needs of individual students with special needs.
Accommodations
for students with learning or physical exceptionalities may include the
following:
·
maintaining a
consistent classroom structure;
·
providing for
flexible timelines regarding the completion of projects and assignments;
·
contacting
parent/guardian for support and suggestions;
·
adapt handouts in
terms of language and content used, and in terms of size and easy-to-read
fonts;
·
arranging for
peer assistance;
·
providing a
simplified list of terminology prior to the activity;
·
providing oral
preplanning of activities;
·
allowing students
to work in an alternate setting;
·
providing
opportunities to redo all or part of a task;
·
adapting tests
and exams as recommended in IEP, e.g., time, use of technology, use of a
scribe.
Consideration for
students learning English as their second language is also necessary. The
classroom teacher should be familiar with the Ontario Curriculum Grades 9 to
12, English As a Second Language and Literacy Development where an ESL/ELD
teacher is not available.
Accommodations
for ESL/ELD students may include the following:
·
providing a
specialized geographic vocabulary;
·
activities such
as reading/listening tasks (case study/video viewing) need a specific and
concrete product expected of students;
·
providing
student/teacher conferencing;
·
arranging for
peer assistance;
·
combining both
written and verbal instructions;
·
highlighting
keywords/phrases to be incorporated into the students dictionary;
·
grouping students
according to first language for brain-storming sessions;
·
allowing practice
sessions for oral presentations;
·
providing sets of
reference notes, outlines, or critical information, as well as models of
charts, timelines or diagrams;
·
reinforcing main
ideas by using the think/pair/share peer-assessment strategies.
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. and S.J. McEwan. Investigating Aquatic Ecosystems. Canada:
Prentice-Hall, 1987.
ISBN 0-13-5013129-X
Andrews,
W.A. and D.K. Moore. Investigating Terrestrial Ecosystems. Canada:
Prentice Hall, 1986.
ISBN 0-13-503186-9
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, Alison Landes, and Jacquelyn 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 by Daniel B. Botkin,
(Editor). National Geographic Society. 2000. ISBN 0792275969
Brower,
Michael and Warren Leon. 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 2002. Worldwatch Institute Books. 2002.
ISBN 0393322793
Campbell,
Neil A. and Jane B. Reece. Biology. 2001. Addison Wesley Longman. 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
Chiras,
Daniel D., et al. Natural
Resource Conservation: Management for a Sustainable Future. 2001. ISBN 0130333980
Christie,
Ian and Diane Warburton, eds. From Here To Sustainability. 2001. ISBN
1853837350
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
Draper,
Dianne. Our Environment: A Canadian Perspective, 2nd ed. 2002. ISBN
0176222367
Dudley,
William. The Environment: Opposing Viewpoints. 2001. ISBN 0737706538
Dwivedi,
O.P., et al. Sustainable
Development and Canada. 2001.
ISBN 1551113236
Ehrlich,
Paul R. How the Diversity of Life Sustains Us. 1998. ISBN 1559635207
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
McNeill,
John. Something New Under The Sun: An Environmental History of the
Twentieth-Century World. Global Century Series. 2001. ISBN 0393321835
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: Principles, Connections and Solutions.
2001.
ISBN 0534380700
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 Scientist 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
Stauber,
John. Toxic Sludge is Good for You – Lies, Damn Lies and the Public
Relations Industry. 1997.
ISBN 1567510604
Stevens,
William K. The Change in the Weather: People, Weather, and the Science of
Climate. 1999.
ISBN 0195074696
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
Vital
Signs 2001: The
Environmental Trends That Are Shaping Our Future, 2001 ed. Worldwatch
Institute. 2001. ISBN 0393321762
Wilson,
Edward Osborne. The Diversity of Life. 1999. ISBN 0393319407
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 0130325384
|
Greenpeace |
Federation
of Ontario Naturalists |
|
Earthroots |
Sierra
Club |
|
World
Wildlife Fund |
EarthFirst |
|
Bruce Trail
Organization |
Save the Rouge
Valley System Inc. |
|
Adbusters |
Environment |
|
|
Alternatives Journal |
Environment: Where Science and Policy Meet |
|
|
Canadian Geographic |
Green Teacher |
|
|
E Magazine |
The
Journal of Environmental Education |
|
|
Earth
First! – The Radical Environmental Journal |
OnEarth
formerly Amicus Journal |
|
|
The
Ecologist |
World
Press Review |
|
|
The
Economist |
World
Watch |
|
Ah…the
Money, the Money, the Money.
Video: logging vs. wilderness preservation. National Film Board. 2001.
Champions
of the Land. Video:
development of conservationist movement DiscoverySchool.Com
Footprints
in the Delta. Video:
Peace-Athabasca delta ecosystem. National Film Board. 1999.
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
Sustainable
Development and the Ecosystem Approach. 2 video set. 1993. Produced by Environment Canada and distributed by
the National Film Board.
Race to
Save the Planet. 10-part video
series 2002. Annennberg/CPB
Channel. PBS Television
Worldwatch
CD-ROM. Worldwatch Institute
Note: The URLs for the websites have been 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.
Websites (General)
The Canadian
Resource Page – http://www.cs.cmu.edu/Unofficial/Canadiana/README.html
David Suzuki
Foundation – www.davidsuzuki.org
Gary’s
Geographic Gnome – http://www.jgds.com/gnome/
Geographic
Information Systems, K-12 – www.esri.com/industries/k-12/index.html
Geography
World – http://members.aol.com/bowermanb/101.html
Eco-Portal –
www.eco-portal.com
Websites (Specific)
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/
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/
Greenpeace –
www.greenpeace.org
The
International Development Research Centre – http://www.idrc.ca/
The
International Institute for Sustainable Development – http://iisd1.iisd.ca/
Media Watch
– http://www.mediawatch.ca/
National
Round Table on the Environment and the Economy
– http://www.nrtee-trnee.ca/eng/home_e.htm
Pollution
Watch Scorecard – http://www.scorecard.org/pollutionwatch/
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/
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 permission of the
owner.
This profile is
designed to aid teachers in developing and delivering The Environment and
Resource Management. This course fulfills the requirements for an additional
compulsory credit in Canadian and World Studies within the 18 compulsory
credits required for an Ontario Secondary School Diploma in section 3.1.1 (p.
9) and Appendix 5 (p. 72) of Ontario Secondary Schools, Grade 9-12, Program
and Diploma Requirements, 1999. The needs of both college and
university-bound students have been considered and the activities have been
constructed with a balance of theory and application. Expectations for
accommodations are outlined in section 7.12 (pp. 56-8) and Appendix 6 (pp.
74-75). The basis for assessment, evaluation, and reporting practices is
outlined on pp. 13-16 of The Ontario Curriculum, Grades 9-12, Program Planning
and Assessment. Strategies for assessment and evaluation are therefore
based on the four categories of Achievement Chart as described in The
Ontario Curriculum, Grades 11 and 12, Canadian and World Studies, 2000. The
analytical skills that can be developed in this course can be applied in
various situations. By participating in co-op programs and working in the
community, students begin to understand the relevance of their studies. An
essential component of geographic study is learning to use computers to
research and interpret data. Geographic information systems, global positioning
systems, and spreadsheet software prepares students for the future. Fieldwork
is an essential aspect of this course and, therefore, teachers must be familiar
with local board policies regarding field trips and field research.
Coded Expectations, The Environment and Resource Management, Grade 12, University/College Preparation, CGR4M
SSV.01 · analyse and 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 variety,
complexity, and evolutionary characteristics (e.g., primary and secondary
succession) of selected ecosystems;
SS1.02 – explain the role of micro-organisms in
maintaining soil fertility;
SS1.03 – demonstrate an understanding of the process
of bioaccumulation of chemicals within the food chain;
SS1.04 – demonstrate an understanding of the factors
that affect the survival of a species (e.g., genetic characteristics,
availability of habitat, population size).
Developing and
Practising Skills
SS2.01 – analyse selected relationships between the
earth’s diverse natural systems (e.g., climate, soils, vegetation, wildlife);
SS2.02 – explain the flow of matter and energy
through ecosystems (e.g., nutrient cycling; carbon, nitrogen, and water cycles;
energy flow);
SS2.03 – explain interactions between producers,
consumers, and decomposers within a selected ecosystem;
SS2.04 – analyse the factors that contribute to the
fragility and/or resilience of selected ecosystems.
Learning Through
Application
SS3.01 – explain how the earth is a self-sustaining
system (e.g., using the analogy of a spaceship);
SS3.02 – explain the combination of biotic and
abiotic factors and processes that produce a selected soil, wetland, or forest;
SS3.03 – research and report on the impact of an
introduced species (e.g., zebra mussel, purple loosestrife, Asian beetle) on an
ecosystem;
SS3.04 – evaluate the contributions made by various
characteristics of the biosphere, lithosphere, atmosphere, and hydrosphere to
their daily life;
SS3.05 – analyse interactions between the distinctive
natural features (e.g., climate, watershed, plants, animals) of the local
bioregion.
HEV.01 · demonstrate an understanding of how humans
are an integral part of an ecological system and of how human activity has
short- and long-term effects on the natural environment;
HEV.02 · analyse and evaluate interrelationships
between the environment, the economy, and society;
HEV.03 · analyse patterns of resource availability
and use.
Understanding
Concepts
HE1.01 – demonstrate an understanding of how human
well-being and survival depend on complex linkages with other components of the
biosphere;
HE1.02 – explain the difference between needs and
wants;
HE1.03 – demonstrate an understanding of the
proliferation and uses of synthetic chemicals in society and identify the
effects of selected chemicals on human health and the environment;
HE1.04 – identify differences in the perceptions of
nature and the views on environmental preservation of selected individuals and
groups.
Developing and
Practising Skills
HE2.01 – analyse spatial distribution patterns of a
selected resource and identify the factors that determine its distribution and
its short- and long-term availability;
HE2.02 – compare distribution patterns of inhabited
regions with patterns of resource availability;
HE2.03 – analyse ways in which selected human
activities alter the natural environment (e.g., the effect of clear-cutting
west coast forests on salmon spawning, the effect of chlorofluorocarbon use on
the ozone layer);
HE2.04 – analyse the ways in which various groups or
individuals (e.g., indigenous peoples, lumber companies, pharmaceutical
companies, farmers, tourists) depend on a selected resource (e.g., a tropical
rain forest) and evaluate the environmental, economic, and social implications
of their dependence on the resource;
HE2.05 – explain the impact of selected rural and
urban land use practices (e.g., irrigation, use of pesticides on crops,
development in the buffer zone of a wetland) on human and natural systems.
Learning Through
Application
HE3.01 – estimate personal and class consumption of
renewable and non-renewable resources and production of wastes;
HE3.02 – analyse interactions between human systems
(e.g., land use, transportation networks, culture) and natural systems within the
local bioregion;
HE3.03 – research and report on the relationship
between environmental degradation and human health concerns;
HE3.04 – explain the factors that threaten the
preservation of wild spaces and the relationship between preservation of wild spaces
and preservation of species;
HE3.05 – predict the social, economic, and
environmental impacts of the extraction and depletion of selected resources in
a particular location (e.g., the effect of depletion of fish stocks on the
Atlantic provinces, of depletion of caribou populations on indigenous peoples,
of extinction of rain forest species on the pharmaceutical industry).
GCV.01 · analyse environmental and resource
management issues on a global scale;
GCV.02 · analyse the relationships between global
population growth, accelerating consumption of resources, and sustainability of
ecosystems on a global scale;
GCV.03 · explain the efforts of the international
community to deal with environmental and resource management issues and
evaluate their effectiveness.
Understanding
Concepts
GC1.01 – demonstrate an understanding of how growth
in population and economic activity around the world increases pressure on
natural resources and natural systems;
GC1.02 – explain the requirements for including
natural sites on the World Heritage List;
GC1.03 – identify ways in which the “traditional
ecological knowledge” and activities of indigenous peoples affect the
environment;
GC1.04 – demonstrate an understanding of the need for
international cooperation in achieving the sustainable use of global resources.
Developing and
Practising Skills
GC2.01 – analyse the relationships between global
resource consumption and environmental degradation;
GC2.02 – evaluate the effectiveness of selected
organizations and agreements in implementing solutions to global environmental
concerns;
GC2.03 – evaluate Canada’s participation in selected
international organizations and agreements that deal with global environmental
concerns;
GC2.04 – produce a critique or defence of selected
viewpoints regarding a sustainability or resource management issue.
Learning Through
Application
GC3.01 – predict the effects of climate change on a
selected region of the world;
GC3.02 – compare Canada’s protection of endangered
spaces and species with that of another country;
GC3.03 – describe the distribution of Canada’s
natural World Heritage Sites and explain why selected sites were chosen;
GC3.04 – make recommendations for wilderness sites
that could be protected in the future;
GC3.05 – produce a survey of how people in the school
and local community perceive nature and classify their attitudes towards a
global environmental issue.
UCV.01 · evaluate the impact of economic, social,
political, and technological change on natural environments;
UCV.02 · analyse the purpose and effects of current
and evolving environmental legislation and regulations at the local,
provincial, and national levels;
UCV.03 · evaluate a variety of ways to resolve
environmental and resource management concerns on the local, regional and
global scale.
Understanding
Concepts
UC1.01 – demonstrate an understanding of concepts
associated with change (e.g. paradigm shift, world view, synergy, trends,
adaptation);
UC1.02 – explain the ways in which human activity in
one place may cause changes to the environment in another place (e.g., effects
of fallout from the Chernobyl disaster, effects of acid precipitation from
distant airborne emissions);
UC1.03 – explain how environmental policies can
affect the economy (e.g., job creation or reduction, health costs, future costs
of lack of environmental protection);
UC1.04 – demonstrate an understanding of the purpose and
nature of environmental impact assessment studies;
UC1.05 – describe the rights and responsibilities of
individuals with respect to protecting the environment for future generations;
UC1.06 – explain how selected non-governmental
organizations assist in finding solutions to environmental problems.
Developing and
Practising Skills
UC2.01 – explain selected environmental protection
principles and initiatives (e.g., voluntary compliance, polluter-pays
principle, zero discharge, wildlife migration corridors, pollution taxes and
credits) and predict their implications for a sustainable environment and
economy;
UC2.02 – explain ways to improve the balance between
human needs and the protection of natural systems (e.g., organic food
production, wetland restoration);
UC2.03 – evaluate the implications for the future of
developments in selected areas of technology (e.g., renewable energy
technologies, biotechnology, forest-harvesting technologies);
UC2.04 – explain the economic and environmental
implications of reusing and recycling selected products (e.g., computers,
photocopier toner cartridges, cars);
UC2.05 – evaluate efforts by individuals and groups
to achieve solutions to environmental problems.
Learning Through
Application
UC3.01 – produce a case study of a particular
industry or human system (e.g., transportation system) to determine its
environmental impact and make recommendations for environmental and economic
sustainability;
UC3.02 – analyse the effects on urban and rural
environments of Canada’s dependence on cars and fossil fuels;
UC3.03 – identify household products that contain
hazardous substances and describe ways of reducing their use and encouraging
proper disposal;
UC3.04 – produce a plan to reduce personal levels of
consumption;
UC3.05 – assess the level of risk from natural or
human-caused disasters in the local community and identify requirements for
personal and community preparedness;
UC3.06 – predict the major impacts of a selected
resource management problem or environmental problem (e.g., tropical
deforestation, climate change) on both natural and human systems over the next
century.
GIV.01 · use geographic skills, methods, and
technologies to gather, analyse, and synthesize information on environmental
and resource management issues and concerns;
GIV.02 · use a variety of methods and technologies to
communicate the results of geographic inquiry in written, oral, and visual
forms;
GIV.03 · produce a structured plan and conduct an
independent inquiry that applies geographic knowledge, skills, methods, and
technologies to a selected sustainability and resource management issue;
GIV.04 · describe careers related to the environment
and resource management.
Understanding Concepts
GI1.01 – define and use
geographic terms correctly in written and oral communication (e.g., region,
pattern, system, interdependence, rural, urban, wilderness, ecology,
biodiversity, succession, biotic, abiotic, adaptation, optimal conditions);
GI1.02 – define and use terms associated with the
environment and resource management correctly (e.g., global commons,
carrying capacity, ecological footprint, sustainable development, sustained
yield, silviculture);
GI1.03 – demonstrate an understanding of the
technologies used in geographic inquiry (e.g., remote sensing, geographic
information systems, hypermedia, mapping);
GI1.04 – demonstrate an understanding of the
geographic inquiry process;
GI1.05 – identify careers related to the environment
and resource management.
Developing and
Practising Skills
GI2.01 – analyse how different media (e.g., political
cartoons, government reports, advertising, alternative and mainstream
periodicals) present the realities and complexities of environmental and
resource management issues;
GI2.02 – explain how information may be biased, and
identify the types and sources of information that are relevant to particular
inquiries;
GI2.03 – use graphic organizers (e.g., Venn diagrams,
semantic webs, timelines) to analyse and synthesize data;
GI2.04 – interpret maps showing environmental and
resource management concerns on local, regional, national, and global scales;
GI2.05 – produce original maps, sketches, and/or
photographs to illustrate the results of geographic inquiries on environmental
and resource management issues;
GI2.06 – use statistical methods to effectively
analyse data related to the environment and resource management;
GI2.07 – apply geotechnology (e.g., remote sensing,
geographic information systems, global positioning systems) effectively to the
collection and analysis of data related to environmental and resource
management concerns;
GI2.08 – use field research skills to collect
information about environmental and resource management issues;
GI2.09 – use written, oral, and visual communication
skills to present the results of geographic inquiry and analysis effectively.
Learning Through
Application
GI3.01 – use maps, aerial photographs, satellite
images, and geographic information systems to analyse causes and effects of
environmental change;
GI3.02 – synthesize ideas presented in a round-table
discussion on a selected environmental issue, make recommendations, and rank
possible solutions;
GI3.03 – develop focusing questions and apply
geographic methods and technologies to conduct an independent geographic
inquiry on a sustainability or resource management issue (e.g., deforestation,
depletion of the ozone layer, soil depletion, loss of biodiversity);
GI3.04 – present reasoned arguments to defend a
position on a sustainability or resource management issue;
GI3.05 – produce workable guidelines for and develop,
as part of a team, an environmental action plan to address a concern or
initiate a local environmental improvement project;
GI3.06 – analyse educational requirements, job
descriptions, current opportunities, and future prospects for a selected career
related to the environment or resource management.
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.
Unit
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