Course Profile The Environment and Resource Management (CGR4M), Grade 12, University/College Preparation, Public
Unit 3: Impact Assessment and Environmental Protection:
Time: 25 hours
Activity 3.1 | Activity 3.2 | Activity 3.3 | Activity 3.4
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 (EIA) 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 lead students 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 produced 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 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 Database.
|
Activity |
Time |
Learning Expectations |
Assessment/Evaluation |
Tasks |
|
3.1 |
4 hours |
GIV.01, UC1.04,
GI1.04, GI2.03, GI2.09 |
Diagnostic (K/U) |
Placemat Activity
Organizer E.I.A. template
brainstorming |
|
3.2 |
7 hours |
UCV.03, GCV.01,
GCV.02, GCV.03, UC2.02, UC2.05, GI2.02, GI2.03, GI2.09, GC3.01 |
Teacher-formative |
Class discussion
Debate Position paper Article summary Graphic organizer |
|
3.3 |
7 hours |
UCV.02, UCV.03,
UCI.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 |
Diagnostic (K/U) |
Class discussion
Article summary Geotechnologies Gathering/ Analysis Graphic organizer |
|
3.4 |
7 hours |
UCV.01, UC3.01, GI2.09,
GI2.05, GI2.03, GI3.01, GI3.02, GI3.03, GIV.03 |
Teacher Summative
Evaluation-Rubric for Presentation |
Simulation
Presentation Letter to Editor |
K/U = Knowledge/Understanding C = Communication T/I = Thinking/Inquiry A = Application
Time: 4 hours
Students review the
concept of brainstorming and the definition of what is an issue. Students
complete a Placemat activity of environmental and resource management issues.
The teacher introduces the steps of an Environmental Impact Assessment (EIA),
and the students apply an EIA template to an individual environmental or
resource management issue of their choice.
Strand(s): Human-Environmental Interactions, Global Connections
Overall
Expectations
GIV.01 - use
geographic skills, methods, and technologies to gather, analyse, and synthesize
information on environmental and resource management issues and concerns.
Specific
Expectations
UC1.04 - demonstrate
an understanding of the purpose and nature of environmental impact assessment
studies;
GI1.04 - demonstrate
an understanding of the geographic inquiry process;
GI2.03 - use graphic
organizers to analyse and synthesize data;
GI2.09 - use written,
oral, and visual communication skills to present the results of geographic
inquiry and analysis effectively.
Students refer to
the Culminating Activity 2.7 in Unit 2 and review the relationship between
environmental degradation on human health or the impact of an introduced
species into an environment.
Teachers supply
students with a Placemat Activity Sheet (one for every group of 4) Appendix
3.1.1, and a copy of the EIA template Appendix 3.1.2. Supplies of poster paper
and markers are required.
1. Appendix 3.1.1 can be used for a
brainstorming activity known as the Placemat. Transfer the template to large
sheets of chart paper. Students should be divided into groups of 4, with the
paper centred on the table between them. When the teacher signals the beginning
of the activity, each student shall record as many environmental or resource
management issues in the quadrant as they can in the allotted time (3 minutes).
Each group then compiles a master list of issues as they have defined them. The
teacher leads the class in an attempt to define what an “issue” is, and what
constitutes an “environmental or resource management issue.” Groups re-evaluate
their lists and eliminate all “non-issues,” then group the remaining issues as
either “environmental issues” or “resource management issues.” Groups would
then briefly share their lists with their classmates.
2. Using a video such as Environmental Impact
Assessment: Process and Potential have the students develop an EIA
template, or use the one provided in Appendix 3.1.2.
3. Each student chooses one ‘issue’ from the
Placemat Activity Sheet which must be either an environmental or a resource
management issue. Students then use their issue to complete the template.
4. Students refer back to Activities 2.5 and 2.6
and consider the environmental principles initiatives for sustainability, and
their implications for the environment and the economy of their issue. A risk
assessment and evaluation of the state of disaster preparedness should also be
included in the template for each issue.
5. As part of the debriefing process for this
activity, students should be encouraged to evaluate the EIA process by
considering the following:
· Can EIA be an effective way of protecting the environment?
· Can EIA be objective? If not, is this a problem?
· Are communities given enough chance to be involved in EIA?
· How can students as individuals become involved in EIA? Do you see this as a worthwhile thing to do? Why or why not?
· Do you agree with the decisions made in each sample study? Why or why not?
· Do you think that EIA can make a difference to the decision made?
· How can the EIA process be improved?
· What is the role of EIA? Should it address whether specific projects should go ahead, or how they should be developed?
This activity is
largely diagnostic and is meant as a review of Unit 2.
The evaluation is
formative, with the students submitting their EIA template for a mark.
This activity is
group-oriented, which should accommodate the ESL and special education
students. Teachers should structure the groups to accommodate these students.
Environmental
Impact Assessment: Process and Potential. Classroom Video, CAN 002 009 618
Appendix 3.1.1 –
Placemat Activity Sheet
Appendix 3.1.2
– Environmental Impact Assessment Template
Time: 7 hours
The teacher leads a
discussion on the issue of global air quality and supplies students with
summaries of the Montreal, Rio, and Kyoto Air Quality Protocols. In a timed
activity, students working in pairs review and summarize the information into a
graphic organizer. Following a teacher-led discussion on the effectiveness of
the global air quality initiatives, students complete an inquiry into the
impact of air quality controls on either a developed or developing nation.
Students stress in their research the need for balance between human needs and
environmental protection. Following a series of small group debates on the
effectiveness of the international air quality protocols, students submit a two
page position paper on an international environmental issue of their choice,
evaluating the effectiveness of efforts being made to address global
environmental concerns.
Strand(s): Human – Environmental Interactions, Global Connections
Overall
Expectations
UCV.03 - evaluate a
variety of ways to resolve environmental and resource management concerns on
the local, regional, and global scale;
GC3.01 - predict the
effects of climate change on a selected region of the world;
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.
Specific
Expectations
UC2.02 - explain
ways to improve the balance between human needs and the protection of natural
systems;
UC2.05 - evaluate
efforts by individuals and groups to achieve solutions to environmental
problems;
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 to analyse and synthesize data;
GI2.09 - use
written, oral, and visual communication skills to present the results of
geographic inquiry and analysis effectively.
Students research
and participate in a debate. Students produce an individual position paper on
one international environmental issue. It is assumed that students will have
prior experiences in research and debating skills.
· The teacher supplies students with summaries of the Montreal, Rio, and Kyoto Air Quality Protocols.
·
The teacher supplies students with an
Air Quality Protocol graphic organizer Appendix 3.2.1. Teachers will also need copies of the Small Group
Debate Appendix 3.2.2; a Peer Evaluation Rubric Appendix 3.2.3; and a Rubric
for Supported Position Paper Appendix 3.2.4
1. Review/Introduce the Montreal, Rio, and Kyoto
Air Quality Protocols. Have students review the summaries in pairs and complete
the graphic organizer (Appendix 3.2.1) with the key aspects of each protocol.
This is a timed activity of 30 minutes. (Teachers make time adjustments to meet
all students needs and abilities.) The teacher should lead class discussion on
the Global Issue of Air Quality, and record on poster paper or the blackboard
the responses to the following questions:
· What is the international community doing?
· How effective have the students been in their efforts?
Students record in their notebooks the class consensus on the issue.
2. Students are asked to research the impact of
the Air Quality Protocols on either a developed or developing nation stressing
the theme of the balance between people and their environment and the need to
balance human needs and environmental protection. Students should be aware and
identify possible bias in the information on this issue.
3. The teacher organizes a series of small group
debates on the issue. Students are divided into groups of three and assigned
the letters A, B, or C. There will be a total of three debates during the
class, with each student eventually required to argue the affirmative and the
negative of the resolution, and to act as a peer evaluator. After each debate,
the students should be rotated so that they never debate the same person twice,
i.e., all students designated A remain in place while all Bs rotate clockwise
and all Cs rotate counter-clockwise.
|
|
Affirmative |
Negative |
Evaluator |
|
Debate
1 |
A |
B |
C |
|
Debate
2 |
B |
C |
A |
|
Debate
3 |
C |
A |
B |
The teacher debriefs the debate by asking the class
to discuss and draw conclusions from the following questions:
· How can we improve the balance between people and the environment and environmental protection?
· What are the implications of future technologies?
· What are the causes and effects of environmental change?
· What are the international solutions to environmental problems?
· What changes does the international community have to apply in order to protect the environment?
4. The teacher reviews the concept and
production of a Position Paper. Students produce and submit a two-page position
paper on an international environmental issue of their choice, evaluating the
effectiveness of the efforts being made to address global environmental
concerns.
·
Pairs organized
and class discussion and recording of the conclusions: The focus is to identify
the students’ ability to understand concepts, and understand the relationship
between concepts (international commitments and implementation of the air
quality protocols)
·
Formative
assessment ensuring students are aware of the need to critically analyse
research sources.
·
Formative
evaluation in the form of peer evaluation of the debate Appendix 3.2.3
·
Summative teacher
assessment of the Position Paper Rubric Appendix 3.2.4
Students in the ESL
program may benefit from a mini-lesson that identifies key vocabulary terms for
the reading and research activity. Limit the number of language-based resources
used in class and focus on the student skills of organizing information
correctly.
Accommodations
should also be made for students who have difficulty recording and/or
synthesizing information. Individuals with these needs could be grouped with
students with strong skills. Students may also do an oral presentation for the
position paper.
Chiras,
Daniel D., et al. Natural Resource
Conservation: Management for a Sustainable Future. 2001. ISBN: 0130333980
WorldWatch
Briefing “Buenos Aires Conference on Climate Change Treaty”
– http://www.worldwatch.org/alerts/pr981020.html re: Kyoto Protocol
Rising Sun,
Gathering Winds: Policies to Stabilize the Climate and Strengthen
Economies –
http://www.worldwatch.org/pubs/paper/138b.html re: ‘upcoming’ Kyoto Protocol
Alternative
Fluorocarbons Environmental Acceptability Study (AFEAS), “Montreal Protocol on
Substances that Deplete the Ozone Layer,” 2000 –
http://www.afeas.org/montreal_protocol.html
Environmental
Action Timeline – http://edugreen.teri.res.in/explore/timeline.htm
United
Nations Framework Convention on Climate Change (UNFCCC), “Guide to the
Centerpiece of the Rio Earth Summit” –
http://www.unfccc.de/resource/beginner.html
The European
Commission, Kyoto Protocol –
http://europa.eu.int/comm/environment/climat/kyoto.html
Appendix 3.2.1 – Air
Quality Protocol Graphic Organizer
Appendix 3.2.2 –
Small Group Debates
Appendix 3.2.3 –
Peer Evaluation Rubric for One-On-One Debate
Appendix 3.2.4 –
Rubric for Supported Position Paper
Time: 7 hours
The teacher leads a
review of the levels of Canadian Government and the process of drafting and enacting
legislation as found in the Grade 10 Civics course. Students are supplied with
summaries of national, provincial, and local legislation pertaining to the
environment and resource management. Students summarize key concepts using a
graphic organizer. The teacher reviews basic cartographic principles and the
use of geotechnologies, including Geographic Information Systems, satellite
maps, and aerial photographs. Students apply geotechnology to the analysis of
the impact of environmental and resource management on a rural/urban case
study.
Strand(s): Human-Environment Interactions,
Understanding and Managing Change
Overall
Expectations
UCV.02 -
analyse the purpose and effects of current and evolving environmental legislation
and regulations at the local, provincial, national levels;
UCV.03 -
evaluate a variety of ways to resolve environmental and resource management
concerns on the local, regional, and global scale.
Specific
Expectations
UC1.03 -
explain how environmental policies can affect the economy;
UC2.01 -
explain selected environmental protection principles and initiatives, 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;
UC2.03 -
evaluate the implications for the future of developments in selected areas of
technology;
UC2.05 -
evaluate efforts by individuals and groups to achieve solutions to
environmental problems;
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;
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
geo-technology 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;
GI3.01 - use maps,
aerial photographs, satellite images, and geographic information systems to
analyse cause and effects of environmental change.
Students are creating computer-generated maps,
but they still need to be reminded of basic mapping conventions and skills
(components of a map, use of colour, units in legend, etc.). Students should
understand terminology related to the information that is to be mapped. In
addition, students need a basic understanding of geotechnologies including
satellite images and aerial photographs.
The teacher directs
student inquiry on the Web to locate and summarize the National, Provincial,
and Local environmental legislation. Students may review Grade 10 Civics for
information on legislation. Students may access the information on the Web. The
teacher supplies students with a Graphic Organizer Appendix 3.3.1. The teacher
supplies students with Appendix 3.3.2 – A Resource Management Organizer,
Appendix 3.3.3 – Land Use Conflict in The Holland Marsh, and Appendix 3.3.4. –
GIS Activity Rubric.
1. In pairs, students research and review the
Federal, Provincial, and Local Environmental Legislation related to a specific
issue, and complete the Environmental Legislation Graphic Organizer
Appendix 3.3.1. The teacher leads a discussion of the impact of the
environmental legislation by the three levels of government, and the
implications for sustainability. How effective is the legislation from each
branch of government?
2. Student responses are recorded on poster
paper or the board and record the class conclusions in their notebook. Students
research the roles and responsibilities of each level of government as they
relate to a specific resource management issue in Canada. Issues that might be
considered include: sanitary landfills, wind power, logging in provincial or
federal parks, developing either a provincial or federal park, expansion of
existing gravel quarries. Students summarize their research using a graphic
organizer, Appendix 3.3.
3. The teacher debriefs Appendix 3.3.2 by
leading a class discussion using the following questions:
· How do the three levels of environmental policies affect Canada’s economy, e.g., job creation, environmental protection, and sustainability of resources?
· What are the implications of future technologies on Canada’s environment and resources?
· Identify and evaluate the effectiveness of groups that have specific interests in protecting and promoting a sustainable economic environment for Canada.
· Students record in their notebook the class consensus on the issues.
4. The geo-technology activity, Appendix 3.3.3
as a suggested example, focuses on the use of Geographic Information Systems
and satellite imagery to analyse land-use conflict. Depending on the abilities
and background of the students, the teacher may find it necessary to review
basic cartographic principles, and the fundamentals of G.I.S. and satellite
image analysis.
· As an introduction, the teacher provides a brief overview of the geographic, historic, and economic significance of selected land-use conflicts in other Ontario locations that are available on Atlas of Ontario Program CD.
· Students use the Ministry-licensed software, ArcView 3.2 and data and shapefiles from ArcCanada and the ATLAS of Ontario Program CDs to complete the activity.
· The sample (generic) geotechnology activity Appendix 3.3.3 – Land Use Conflict in the Holland Marsh, is assessed using Appendix 3.3.4. This model could also be applied to other land-use examples in Ontario.
Note: If teachers do not have access to computers
for this activity, students can be provided with print copies of the images and
maps necessary to complete this activity.
Formative teacher
assessment of graphic organizers
Summative teacher
assessment of the geotechnology activity
·
For exceptional
students, review the student’s IEP and determine if particular accommodations
are required. Organize pairs so that students with strong skills can complement
students who may experience difficulties.
·
If students’
writing skills are weak, they may orally communicate the research in front of
their class, once the teacher has reviewed the information.
‘Sustainable
Solutions,’ The Nature of Things. CBC Video. #wof89-07 48
Environment
Canada – www.ec.gc.ca/eco/main_e.htm
Government
of Ontario – www.gov.on.ca
“Neglecting
Mother Nature.” Canada and the World Backgrounder. March 1998. p. 22-23.
The Atlas
of Ontario Program. 2001 ESRI
Canada. 2001
MapRelections –
http://plasma.ycas.yorku.ca/mapref/
Appendix 3.3.1 –
National, Provincial, and Local Environmental Legislation Graphic Organizer
Appendix 3.3.2 –
Resource Management Issue: Graphic Organizer
Appendix 3.3.3 –
Land Use Conflict in the Holland Marsh
Appendix 3.3.4 – GIS
Activity Rubric
A Lesson in Impact Assessment and
Environmental Protection:
A Simulation
Time: 420
minutes
Students are now in
a position to analyse a number of factors that contribute to human and
environmental interaction, and have an understanding of the process of managing
change. Students participate in a role-playing simulation based on a
development application for a sensitive environmental area. In the simulation,
students represent the major interest groups concerned with the debate. A
public hearing is to be held where representatives of the groups present their
arguments with evidence to support their views to an arbitration panel, made up
of their peers. The student arbitration panel submits a decision. In response
to the decision of the arbitration panel, students write an individual reaction
in the form of a Letter to the Editor from the point of view of their group,
which is submitted for assessment. As a wrap-up to this unit, a class
discussion is held focussing on the effectiveness of the arbitration process in
protecting natural environments.
Strand(s):
Human-Environment
Interaction, Understanding and Managing Change
Overall Expectations
UCV.01 - evaluate the impact of economic, social, political, and
technological change on natural environments;
HEV.01 - demonstrate
an understanding of how humans are in an integral part of an ecological system
and 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.
Specific
Expectations
GI2.03 - use graphic
organizers to analyse and synthesis data;
GI2.05 - produce
original maps, sketches, and/or photographs to illustrate the results of
geographic inquiries on environmental and resource management issues;
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.
Students will have
the opportunity to apply the skills and knowledge that they have acquired
throughout Unit 3.
·
The teacher
prepares background material for student use on the area to be studied. These
should include:
· a description of the area, its features and its environmental significance
· a description of the environmental problem
· a brief outline of the position of stakeholders
· suggestion about where to find further information (press, periodicals, websites, etc.)
·
The teacher
prepares Appendix 3.4.1 – A Local Study Simulation, Appendix 3.4.2 – Supported
Opinion Letter to the Editor.
1. The students are provided with overview
materials describing the local area to be studied and the issues related to
development. (See Planning Notes.) Relevant websites are provided for further
research. Students submit a précis of the articles to the teacher for
assessement.
2. Groups research their roles for the
simulation, prepare briefs, and develop presentation materials (visuals).
3. A Public Hearing is held and the Arbitration
Panel announces its decision.
4. The teacher debriefs this
activity by leading a discussion based on the following questions:
· Prepare a chart to summarize the arguments that your opponents used to state their positions on this issue.
· Which of the opposing viewpoints did you find most convincing? Give reasons.
· Which of the opposing viewpoints did you find the least convincing? Give reasons.
· Did you agree with the decision of the Arbitration Panel? Why or why not?
· If you were in the position to make the final decision on this issue, what would you decide?
· Many issues are solved through the arbitration process. Is this an effective way to solve disputes over environmental issues? Explain your answer.
Students submit, for assessment, a response to the Arbitration Panel based on the point of view of their group. This takes the form of a Letter to the Editor.
·
This activity is
largely summative and is meant as a review of Unit 3.
·
The assessment is
summative using supported Opinion Letter to the Editor Rubric Appendix 3.4.2.
·
Adapt articles
for student use; include word lists.
·
Organize groups
so that students with strong skills can complement students who may experience
difficulties.
A variety of articles from the local and national press as well as relevant websites should be identified.
Ontario Municipal Board – www.omb.on.ca
Ontario Municipal Board. Your Guide to the Ontario Municipal Board. Queen’s Printer for Ontario. (1994) ISBN 0-7778-1589-3
“Urban Growth.” The Nature of Things. CBC Video #wof93-04
“Lost in the Suburbs.” The Nature of Things. CBC Video #wof97-04
Appendix 3.4.1 – A
Local Study: A lesson in Impact Assessment and Environmental Protection:
A Simulation
Appendix 3.4.2 – Supported
Open Letter to the Editor Rubric
|
Student A |
|
|
Student B |
|
|
Environmental and Resource |
|
|
|
|
|
||
|
Student C |
|
|
Student D |
“Environmental impact
assessment, as a national instrument, shall be undertaken for proposed
activities that are likely to have a significant adverse impact on the
environment and are subject to a decision of a competent national authority.”
(Declaration
Principle 17 - Earth Summit, Rio de Janeiro, 1992).
Applying EIA
successfully in environmental management depends on the commitment of
developers and decision-makers, and the involvement of communities.
Choose one
Environmental or Resource Management issue for analysis. Do an Environmental
Impact Assessment of the issue using the eight steps listed below:
Issue:
______________________________________________
|
Steps |
Principles |
Specific Examples |
|
Step 1: |
·
present idea
for project ·
decide what
type of EIA must occur |
|
|
Step 2: |
·
gather
information from all parties ·
Government ·
Community ·
Developer |
|
|
Step 3: |
·
consider all
alternatives ·
site ·
design
technologies to reduce impact ·
‘do nothing’:
options |
|
|
Step 4: |
·
positive impacts
·
negative
impacts |
|
|
Step 5: |
·
determine best
solution |
|
|
Step 6: |
·
formal report:
Environmental Impact Statement |
|
|
Step 7: |
·
decision made,
usually by some level of government |
|
|
Step 8: |
·
project must be
monitored to evaluate success of EIA, and to determine if changes need to be
made to either the project or future proposals |
|
|
Montreal Protocol |
Rio Protocol |
Kyoto Protocol |
|
Key Aspects |
Key Aspects |
Key Aspects |
|
|
|
|
|
Effects |
Effects |
Effects |
|
|
|
|
Debate Topic
Be it resolved that:
“International Air Quality Protocols have been successful in balancing global
environmental protection and human needs.”
|
Name: |
Name: |
|
Affirmative
Speaker (6 minutes) |
Negative Speaker
(6 minutes) |
|
Evaluator records
the most significant arguments below. |
Evaluator records
the most significant argument below. |
|
Rebuttal (3
minutes) |
Rebuttal (3
minutes) |
|
Evaluator records
each successful rebuttal below. |
Evaluator records
each successful rebuttal below. |
|
Summation (2
minutes) |
Summation (2
minutes) |
(Formative
Assessment)
|
Criteria |
Level 1 |
Level 2 |
Level 3 |
Level 4 |
|
Understanding/
Knowledge of the topic being
debated/ supporting arguments |
- displays limited
understanding of the topic supported the arguments with very few relevant
facts or with irrelevant facts |
- displays some
understanding of the topic supported arguments with some relevant facts |
- displays
considerable understanding of the topic supported arguments with relevant
facts |
- displays
thorough understanding of the topic supported arguments with many relevant
facts |
|
Thinking/ Inquiry quality of
rebuttal |
- rebuttal is
mostly ineffective |
- rebuttal is
somewhat effective |
- rebuttal is
effective |
- rebuttal is
highly effective |
|
Communication (Oral) |
- communicates
orally with limited effectiveness |
- communicates
orally with some effectiveness |
- communicates
orally with considerable effectiveness |
- communicates
orally with a great deal of effectiveness |
|
Application |
- knowledge
previously gained is transferred to the debate with limited effectiveness |
- knowledge
previously gained is transferred to the debate with moderate effectiveness |
- knowledge
previously gained is transferred to the debate in an effective manner |
- knowledge
previously gained is transferred to the debate in a highly effective manner |
Note: A student whose achievement is below Level 1
(50%) has not met all the expectations for this assignment or activity
Student Name: Evaluator
Name:
Overall Level: Strengths:
Comments:
(Assessment of
Student Work)
|
Criteria |
Level 1 |
Level 2 |
Level 3 |
Level 4 |
|
Knowledge/
Understanding |
- demonstrates a
limited understanding of the issues |
- demonstrates
some understanding of the issues |
- demonstrates a
considerable understanding of the issues |
- demonstrates a
high degree of understanding of the issues |
|
Thinking/
Inquiry |
- applies creative
thinking skills in writing a position paper with limited effectiveness |
- applies creative
thinking skills in writing a position paper with moderate effectiveness |
- applies creative
thinking skills in writing a position paper with considerable effectiveness |
- applies creative
thinking skills in writing a position paper with a high degree of
effectiveness |
|
Communication |
- communicates
information through writing a position paper with limited effectiveness |
- communicates
information through writing of the position paper with some effectiveness |
- communicates
information through writing of the position paper with clarity |
- communicates
information through writing of a position paper with a high degree of clarity |
|
Application |
- shows limited
insight in applying findings to the issues |
- shows some
insight in applying findings to the issues |
- demonstrates
good insight in applying findings to the issues |
- clearly and
creatively shows insight in applying findings to the issues |
Note: A student whose achievement is below Level 1
(50%) has not met the expectations for this assignment or activity.
Student Name: Overall
Level:
Comments: Strengths:
Areas to Review Next
Steps:
Issue:
______________________________________________________
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Federal |
Provincial |
Local |
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Legislation details |
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Evaluate the
effectiveness of the legislation |
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Implications for
Sustainability for the Environment |
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Implications of
Sustainability for Resource Management |
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Issue: ________________________________________________________
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Federal |
Provincial |
Local |
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Effectiveness of
the Legislation |
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Implications for
Sustainability of the Specific Resource Management Issue |
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The Holland
Marsh of south-central Ontario is an area of intensive agriculture. As a result
of housing developments, it is also an area that is also experiencing
increasing pressures from urban growth. To preserve the Holland Marsh in its
current state, it will be necessary to develop and implement an urban growth
plan.
The student assumes
the role of an urban planner hired by the Town of Newmarket. The task is to
develop a sustainable development plan for the Holland Marsh and its
surrounding area. Each student generates a report that defines the existing
area of the Holland Marsh, identifies the areas where significant urban
encroachment exists, and makes suggestions as to how these problems can be
resolved. The final report must include annotated maps, and must outline a
clear plan for a sustainable future.
Tasks
1. Open the image file and the feature data for
the Holland Marsh from the Atlas Ontario CD-ROM.
2. Create a new polygon to define the area of
the Holland Marsh.
3. Compare the road patterns on the image
captured in 2001 with the road patterns in the feature data mapped ten years
earlier. Describe the patterns of urban growth that you observe. Speculate as
to why development has occurred as it has.
4. Conduct an inquiry to determine the populations
of Newmarket and Bradford. Determine the area of these two communities by
creating new polygons on the image, then calculate their population densities.
5. The sizes and shapes of the lots on the
concession roads surrounding the Holland Marsh are quite different from those
observed on the marsh itself. Give reasons for the differences.
6. One way to change patterns of urban growth is
to re-route traffic. Identify specific roads that could be re-routed, and
create a new theme(s) to show your proposed changes.
7. Carefully observe the drainage patterns in
the area. How can you distinguish between rivers that occur naturally and
drainage ditches which are man-made (made by humans)? How would the drainage
patterns impact upon your plans for future development?
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Criteria |
Level 1 |
Level 2 |
Level 3 |
Level 4 |
|
Knowledge/
Understanding Demonstrates
knowledge of impact of legislation on environment VCV.02, VCV.03 |
- little
understanding of relationships between key concepts was evident |
- some
understandings of relationships between key concepts was evident |
- considerable
understanding of relationships between key concepts was evident |
- thorough understanding
of relationships between key concepts was evident |
|
Communication Map design and
conventions used to demonstrate concepts GI2.04, GI2.05 |
- a few map
essentials are present in the layout |
- some of the map
essentials are used in the layout |
- most of the
essentials are present in the layout |
- all map
essentials are present in the layout |
|
Thinking/Inquiry Demonstrates an
effective and appropriate use of GIS software to perform simple analytical
operation GI2.06, GI2.07 |
- few of the
specific operations necessary to perform an analysis have been accomplished |
- some of the
specific operations necessary to perform an analysis have been accomplished |
- most of the
specific operations necessary to perform an analysis have been accomplished |
- all of the
specific operations necessary to perform an analysis have been accomplished |
|
Application Synthesis or
Conclusion drawn from data VC2.01, VC2.03,
VC2.05 |
- conclusions,
predictions and/or connections were made with limited clarity and logic |
- conclusions,
predictions and/or connections were made with some clarity and logic |
- conclusions,
predictions and/or connections were made with considerable clarity and logic |
- conclusions,
predictions and/or connections were made with a high degree of clarity and
logic |
Note: A student whose achievement is below Level 1
(50%) has not met the expectations for this assignment or activity.
Student Name: Overall
Level:
Comments: Strengths:
Areas to Review: Next
Steps:
Simulation Problem
The Ontario
Municipal Board has called in a panel of arbitrators to make a decision on
whether or not to approve development on the selected site. It has called a
public hearing where the various interest groups can voice their opinions.
In this
simulation students play the roles of participants involved in the debate over
the development of the local area. At the hearing, each group presents its
arguments and evidence to support its point of view, followed by the
Arbitrator’s decision. The class discusses the effectiveness of the arbitration
process and submit a response to the arbitration decision through a letter to
the editor.
Interest Groups presenting arguments at the meeting include:
·
Developers
·
Local Governments
·
Ontario
Government – Ministry of Municipal Affairs and Housing, and the Ministry of the
Environment
·
Local residents
·
Environmental
Agencies (Non-governmental Organizations - NGOs)
Interest Group Instructions:
· Groups will research the issues in role.
· Prepare their brief/presentation – must include visuals (Each presentation should be no more than 15 minutes in length).
Arbitration Panel
Your job will be to:
·
prepare
background research that appreciates all viewpoints;
·
hear all
arguments, analyse the situation, and make a decision that considers all
factors;
·
prepare a final
report that explains your decision based on present and future considerations;
·
use formal and
legal language – this is a formal hearing.
|
Categories |
Level 1 |
Level 2 |
Level 3 |
Level 4 |
|
Knowledge/
Understanding Quality of
Information to Support Opinion OCV.01 |
- limited
information included to support the opinion |
- some information
included to support the opinion |
- considerable
information included to support the opinion |
- a high level of
information included to support the opinion |
|
Knowledge/
Understanding Relevance and
Accuracy of Information selected OCV.02 |
- demonstrates
limited knowledge of relevant information |
- demonstrates
some knowledge of relevant information |
- most information
was relevant and accurate |
- information was
relevant to the topic and contained accurate facts |
|
Communication Communication Skills
effective use of written work and illustration GI2.03, GI2.05,
GI3.01 |
- written work
demonstrated limited clarity |
- written work
demonstrated some clarity |
- written work
demonstrated considerable clarity |
- written work
demonstrated a high degree of clarity |
|
Thinking/Inquiry Critical Thinking
Skills to synthesize and focus ideas GI3.02, GI3.03 |
- critical
thinking skills applied with limited effectiveness |
- critical
thinking skills applied in a moderately effective manner |
- critical
thinking skills applied in a considerably effective manner |
- critical
thinking skills applied in a highly effective manner |
|
Application Logic of Opinion
based on relationship between the environment, economy and society HEV.02 |
- opinion
demonstrates limited logic |
- opinion showed
some logic |
- opinion showed
considerable logic |
- opinion showed a
high degree of logic |
Note: A student whose achievement is below Level 1
(50%) has not met the expectations for this assignment or activity.
* Number of points
expected at each level may vary.
Student Name: Overall
Level:
Comments: Strengths:
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