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Course Profile The Environment and Resource Management (CGR4M),
Grade 12, University/College Preparation, Public
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. The Environment and Resource Management 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.
This course was created within the parameters
of the strands outlined in The Ontario Curriculum,
Grades 11 and 12, Canadian and World Studies, 2000 document. 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 requires 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.
The Environment and Resource Management course
is designed to provide students with a thorough understanding of concepts
contained in the course material. 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 9 and 10, Canadian and World Studies, 1999
and 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 Program Planning and Assessment, 2000.
Thirty per cent 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, the
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 is 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 inquires. 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 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 will 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 is
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 - create a flow
chart of energy moving through an ecosystem and of 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 - 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 focuses 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 will 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 Data Base.
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 |
Population Growth,
Consumption and Sustainability on a Global Scale: - perceptions of
nature, views of environmental 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 |
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 a introduced species into an environment This maybe 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 leads 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, takes 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 in the local area.
This model may be applied to a local study appropriate to the geographic
location of the student. Students continue to add to their Environmental Data
Base.
Unit Overview Chart
|
Activity |
Learning Expectations |
Assessment Categories |
Focus/Task |
|
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 issue |
|
3.3 |
UCV.02, UCV.03,
UC1.03, UC2.01, UC2.02, UC2.03, UC2.05, UC3.05, GI2.07, GI2.08, GI2.09,
GI2.04, GI2.05, GI2.06, GI3.01 |
Knowledge/
Understanding Thinking/ Inquiry Communication Application |
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-implications/evaluate - 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, GI2.09, GI2.05, GI2.03, GI3.01, GI3.02, GI3.03, GIV.03 |
Knowledge/ Understanding Thinking/ Inquiry Application Communication |
Role Play Simulation: ‘Local Study: A Lesson in Impact Assessment and
Environmental Protection’ - Students review the environmental impact of urban development on the
select local study and possible long term solutions - Students role-play the different interest groups concerning
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, e.g., STORM, N.E.C. - 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 Database 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 |
Students submit their Environmental Database and a five-page
reflection paper of their compilation for a summative evaluation. |
|
5.2 |
GI3.05, GI3.02,
HEV.01, UCV.01 |
Knowledge/Understanding
|
Students develop
and present an individual Environmental Bill of Rights. A class consensus
will create 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 the
sharing of information will develop thinking skills and understanding of
concepts. Following are some Teaching/Learning Strategies the teacher may wish
to employ 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 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. In order to give
students an opportunity to improve their learning in this course, a variety of
formative and summative assessment tools are used. The 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. 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 ensure there is 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
Data Base
·
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. Working in
collaboration with special education personnel, the teacher must become
familiar with the Individual Education Plans (IEPs) of all students with
special needs 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 exceptional 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;
·
provide access to
a computer for word processing;
·
permit taping of
notes;
·
provide a printed
copy of overhead or board notes;
·
chunk assignments
into manageable parts and monitor progress.
Accommodations
for students with learning or physical disabilities may include the following:
·
providing for
flexible timelines regarding the completion of projects and assignments;
·
modifying
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 a alternate setting (e.g., resource room) where students can receive
one-on-one assistance;
·
providing
opportunities to redo all or part of a task
·
adapting tests
and exams as recommended in IEP, e.g., time, use of technology, use of a scribe
·
providing
multicultural elders and members of Canada’s Aboriginal peoples to share their
perspectives on the environment
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 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.
Teachers are encouraged to be flexible in their planning and assessment
to best meet the needs of individual students with special needs.
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Lester R. State of the World 2002. Worldwatch Institute Books, 2002.
ISBN: 0393322793
Campbell,
Neil A, and Jane B. Reece. Biology 2001. Longman, Addison Wesley. 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 (editors). 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 Edition. 2002 ISBN:
0176222367
Dwivedi,
O.P., et al. Sustainable
Development and Canada. 2001.
ISBN: 1551113236
Dudley,
William. The Environment: Opposing Viewpoints. 2001. ISBN: 0737706538
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
Meadows,
Donella H., et. al. Beyond the
Limits: Confronting Global Collapse, Envisioning a Sustainable Future. Reprint Edition. 1993. ISBN: 0930031628
McNeill,
John. Something New Under The Sun: An Environmental History of the
Twentieth-Century. World Global Century Series, 2001. ISBN: 0393321835
Miller, G.
Tyler. Living in the Environment: Principals, Connections and Solutions.
2001.
ISBN: O534380700
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 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 Edition.
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: 0-13-032538-4
|
Greenpeace |
Federation of
Ontario Naturalists |
|
Earth Roots |
Sierra Club |
|
World Wildlife
Fund |
Earth First |
|
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
On Earth 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
designation 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/
Green Peace
– 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/
Note Concerning
Permissions
Units in this Course
Profile make reference to the use of specific texts, magazines, films, videos,
and websites. Teachers need to consult their board policies regarding use of
any copyrighted materials. Before reproducing materials for student use from
printed publications, teachers need to ensure that their board has a Cancopy
licence and that this licence covers the resources they wish to use. Before
screening videos/films with their students, teachers need to ensure that their
board/school has obtained the appropriate public performance videocassette
licence from a authorized distributor, e.g., Audio Cine Films Inc. Teachers are
reminded that much of the material on the Internet is protected by copyright. The
copyright is usually owned by the person or organization that created the work.
Reproduction on 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 Course. This course would fulfill the requirements for an
additional 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, 1999. Strategies for assessment and evaluation are
therefore based on the four categories of the Achievement Chart as described in
The Ontario curriculum, Grades 11 and 12, Canadian and World Studies, 2000
policy document. 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.
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.
Unit 3
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