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Course Profile Earth and Space Science (SES4U), Grade 12,
University Preparation, Catholic
Course Overview
Prerequisite: Science, Grade
10, Academic
This course focuses on the Earth as a planet,
and on the basic concepts and theories of Earth science and their relevance to
everyday life. Students will examine the Earth’s place in the solar system and,
after a general introduction to Earth science, will explore in more detail the
materials of the Earth, its internal and surficial processes, and its history.
The course draws on astronomy, biology, chemistry, mathematics, and physics in
its consideration of geological processes that can be observed directly or inferred
from other evidence.
The study
of science helps students learn to be reflective, critical, and creative
thinkers, as well as discerning believers, who can apply their knowledge in the
spirit of social justice to the world around them. They can make appropriate
decisions in light of gospel values and Church teachings. The study of science
teaches students to be collaborative contributors to an interdependent team,
respecting the rights, responsibilities, and contributions of others. Overall,
students become aware of the spiritual, as well as the physical, dimension of
the world; they become aware of the need to respect the environment and the
sustainability of resources and their wise use in order to fulfil their roles
as stewards of God’s creation. The Christian perspective on life and its
meaning as revealed in Jesus Christ are reflected in our educational approach
and throughout the curriculum.
The overall intention of the Science curriculum
is that all graduates of Ontario secondary schools strive for excellence and a
high degree of scientific literacy while maintaining a sense of wonder about
the world around them. Accordingly, this Earth and Space Science course is
activity-based as much as it is an organized body of knowledge. Science cannot
be learned in a meaningful way by reading and discussion alone. The
experimental nature of science is to be emphasized. The teacher provides ample
opportunities for students to engage in safe, effective, laboratory activities
in all units of the course. The health and safety of the teacher and students
must be of paramount importance when conducting laboratory activities. All lab
activities must comply with the provisions of Workplace Hazardous Materials
Information Systems (WHMIS) legislation and students must practise established
safe laboratory procedures. Students should recognize the importance of this
legislation with regards to their future destinations.
Throughout all Science courses, a list of
expectations, entitled Scientific Investigative Skills (SIS), precedes the
strands. These expectations describe skills considered essential for scientific
investigation and skills required for investigating possible careers in the
subject area. The teacher should ensure that students develop these skills in
appropriate ways while achieving the curriculum expectations outlined in the
strands. Throughout the course, these expectations have been broken down into
manageable chunks; so that the teacher can assess them and students can
comprehend the meaning and nature of the skills.
The
clusters of expectations in each unit are based on the main theme of the unit.
As each cluster is a combination of expectations, the teacher uses a variety of
tools to assess all four areas of the Achievement Chart. Within each cluster,
some areas of achievement may have greater focus than other areas. These areas
are listed in bold type to indicate
that the category should be weighted more heavily, keeping in mind that all
four categories should be assessed unless otherwise stated.
University Preparation courses are designed to
equip students with the knowledge and skills necessary to meet the entrance
requirements for university programs. Teaching and learning emphasize
theoretical aspects of the course but also include concrete applications.
Teaching and learning emphasize the development of both independent research
skills and independent learning skills.
The course is organized into five units that follow
the logical development of knowledge, theory, and skills: The Earth As a
Planet, Introduction to Earth Sciences, Earth History, Earth Materials, and
Internal and Surficial Earth Processes.
An important strategy for imbedding the Ontario
Catholic School Graduate Expectations into the course is the Journal. In
writing Journal reflections, students consider a Learning/Valuing/Acting model.
Learning involves students reflecting on their learning from the course, from
reading newspapers, from watching television news shows, or from their own
experience about an issue. Valuing requires students to reflect on the Catholic
values that are important in dealing with the issue. Acting requires students
to decide on a course of action that they could take to either further the
positive works that they learned about or help right the social injustice that
was present in the context issue.
The Learning/Valuing/Acting model promotes the
importance of the need to act appropriately in light of what we know and what
we value. In this way, students are constantly challenging themselves about the
social teachings of the Church and the importance of every individual’s actions
in working towards the common good and creating a just society. This model may
not be applicable for all student reflections in this course. However, it
should be considered when dealing with issues of environmental stewardship,
community, social justice, and the wise use of resources.
Students
are expected to use computer technology that has been developed for use in
Earth and Space Science. Computer-based simulations, multimedia applications,
databases, computer-assisted laboratory apparatus, and learning modules should
be used wherever appropriate. Care must be taken, however, to ensure that
computer-assisted laboratory programs are not used in situations where
students’ own technical skills should be developed. Wherever possible, the
teacher should provide opportunities for students to experience the world of
Earth and Space Science firsthand by participating in field trips and
excursions. Students should be provided with opportunities to recognize Earth
and Space Science’s applications in the world around them, through trips to
faculties, guest presentations, and destination explorations.
|
* Unit
1 |
The
Earth As a Planet |
22
hours |
|
Unit 2 |
Introduction
to Earth Sciences |
20
hours |
|
Unit 3 |
Earth
History |
22
hours |
|
Unit 4 |
Earth
Materials |
20
hours |
|
Unit 5 |
Internal
and Surficial Earth Processes |
26
hours |
* This
unit is fully developed in this Course Profile.
Time: 22 hours
Unit
Description
Students demonstrate an understanding of the properties
of the Earth and of the internal (geological) and external (cosmic) processes
operating on it. Students then draw comparisons with other objects in the solar
system. Through investigation and analysis, students understand the Earth’s
place in the solar system and the effects of cosmic and geological processes on
it and on other objects in the solar system. Students conclude this unit by
describing and explaining how observations of the Earth and other objects in
the solar system, made both from Earth and from space, are used to study and
better understand the natural and the human-made environments of the Earth.
Unit 1 is
organized into three clusters. In Cluster 1, students discover the properties
of the Sun and Moon as creator and protector. Through experimentation students
analyse graphical and pictorial data about the sun. Further investigation in
this cluster allows students to demonstrate the forces of collision and their
effect on different landscapes within the solar system. In Cluster 2, students
discover and explore our place in the cosmos as a gift of God. Students
describe the size, shape, and motions of the solar system and the place of the
Earth within it. Students describe the origin and evolution of the Earth and
other objects in the solar system through the lens that God is the master
creator of all things. Through research and investigation, students compare the
Earth with other planets and objects within it, as well as the elements that
influence Earth materials. In Cluster 3, students investigate the composition
of the near-Earth space. Students also deal with the impact of human activity
on near-Earth space. Through this discussion, students are encouraged to focus
their attention on the technological contribution of Canadians to the study of
our planet from near-Earth space.
Unit
Overview Chart
Note: The numbering of the Science
Investigative Skills (SIS) is taken from the order of the expectations given on
p. 23 of The Ontario Curriculum, Grades
11 and 12, Science.
|
Cluster |
Learning Expectations |
Assessment Categories |
Focus |
|
1 |
EPV.01,
EP1.04, EP2.03, EP2.04, EP2.05, EP2.06 |
Knowledge/ Understanding Thinking/Inquiry Communication |
The Sun
and the Moon |
|
2 |
EPV.01,
EPV.02, EPV.03, EP1.01, EP1.02, EP1.03, EP2.01, EP2.02, EP3.01, EP3.02 |
Knowledge/
Understanding Thinking/Inquiry Communication Making
Connections |
Our
Place in the Cosmos |
|
3 |
EPV.03,
EP1.05, EP3.03, EP3.04, EP3.05, EP3.06 |
Knowledge/
Understanding Communication Making
Connections |
Observing
our Planet |
Time: 20 hours
Unit
Description
Students identify and describe the
elements and dynamic interactions of the Earth’s natural systems. Students
investigate the basic structure of the planet and the geological processes
associated with it. Students use the knowledge they gain to explain the major
interactions among the hydrosphere, lithosphere, biosphere, and atmosphere.
Students conclude by assessing the impact of natural forces and systems on the
Earth’s physical and human environments. They further examine the impact of
human activities on natural systems from a stewardship perspective.
In
Cluster 1, students learn about the structure of the Earth. Students explore
Earth history through the use of geological records. The teacher can start this
cluster by discussing the two creation stories. “Nothing exists that does not
owe its existence to God the Creator. The world began when God’s word drew it
out of nothingness; all existent beings, all nature, and all human history are
rooted in this primordial event, the very genesis by which the world was
constructed and time begun” (Catechism of
the Catholic Church, p. 338). Through investigation and research, students
demonstrate an understanding of the major tools and techniques used to conduct
national and international Earth-science endeavours that have increased our
understanding of the Earth’s crust. In Cluster 2, students explore dynamic
interactions. Students describe the major interactions among the four spheres
of the Earth. Through investigation, students document and explain examples of
the complex interconnectedness of physical, chemical, and biological processes
as they apply to the Earth. In Cluster 3, students describe various kinds of
evidence that suggest that life forms, climate, continental positions, and the
Earth’s crust have changed over time. Through investigation, students describe
and explain the effects of natural systems on the Earth’s physical and human
environments. Interpretation of data about these natural systems and their
involvement in physical processes could be the focus of the investigation.
Unit
Overview Chart
|
Cluster |
Learning Expectations |
Assessment Categories |
Focus |
|
1 |
ESV.02,
ES1.01, ES1.03, ES2.02, ES3.03 |
Knowledge/Understanding Thinking/Inquiry |
Structure
of the Earth |
|
2 |
ESV.01,
ES1.02, ES2.03, ES3.01 |
Knowledge/Understanding Making Connections |
Dynamic
Interactions |
|
3 |
ESV.01,
ESV.03, ES1.04, ES2.01, ES3.02, ES3.04 |
Communication |
Impact
on Human Life |
Time: 22 hours
Unit
Description
Students
demonstrate an understanding of geological time. They analyse and assess
geological evidence that suggests that life forms, climate, continental
positions, and the Earth’s crust have changed over time. They explain the
importance of the geological and fossil records to our understanding of the
Earth’s history and describe the records’ use in related economic activities.
In
Cluster 1, students focus on the geological history of Ontario. Students use
and interpret information from appropriate sources in describing the geological
history of an area. Students investigate and analyse various types of preserved
geological evidence, as well as geological time scales, to interpret the
history of a sequence of strata. Using timelines, students illustrate the
geological time scale and compare it to human time scales. The timeline of
Christianity can be the focus of this activity. In Cluster 2, students examine
life on Earth. Students focus on understanding the evolution of life as
revealed through fossil analysis. It is important to note that the study of the
evolution of life in no way contradicts the teaching of the Church or the
Bible. The Church believes that God is the source of all life in whatever form.
Students describe processes by which fossils are produced and/or preserved as
well as describe the diversity of life in these fossils by sketches or
descriptions. In Cluster 3, students explore how scientists “age” fossils.
Students demonstrate an understanding of relative dating techniques, absolute
dating techniques, and isotopic age determination. They analyse the evidence
given by one or all of the methods to determine the age of the Earth and
outline the historic evolution of attempts to establish the Earth’s chronology.
In Cluster 4, students discuss the Canadian contribution to our knowledge about
absolute age dating and to technological applications based on this knowledge.
Students explore the paradigm shift of knowledge in the development of geological
thinking. A debate based on the petroleum and mining industries and how they
use the techniques could be a culminating activity for this unit.
Unit
Overview Chart
|
Cluster |
Learning Expectations |
Assessment Categories |
Focus |
|
1 |
EHV.01,
EHV.03, EH2.01, EH2.02, EH2.04, EH2.05, EH3.01, EH3.02 |
Knowledge/ Understanding Thinking/Inquiry |
Where
Have You Been? |
|
2 |
EHV.02,
EH1.03, EH1.04, EH2.03, EH2.05 |
Knowledge/ Understanding |
Life on
Earth |
|
3 |
EHV.02,
EH1.01, EH1.02, EH2.06, EH2.07 |
Thinking/Inquiry Communication |
Measurement |
|
4 |
EHV.03,
EH3.02, EH3.03, EH3.04 |
Making Connections |
Where
Are You Going? |
Time: 20 hours
Unit
Description
Students
distinguish between minerals and rocks and describe the formation and
characteristics of both. Students investigate by applying a series of specific
tests to identify minerals and rocks, including those in the local area, and to
determine their physical properties. Students demonstrate an understanding of
society’s dependence on Earth materials, the effects of developments in
technology on the exploration and mining of Earth materials, and the ways in
which the use and extraction of Earth materials have affected natural and
human-made environments. Students are encouraged to see the interconnectedness
of creation and the need for a wise use of the bounty of God.
In
Cluster 1, students examine the formation of rocks. Through a series of tests,
students describe the formation of igneous, sedimentary, and metamorphic rocks.
Students also explain how rocks and their constituent minerals are continuously
being recycled. Cluster 2 deals with classification of rocks. Through
investigation, students apply a series of tests to identify different common
and unknown minerals by their physical and chemical properties. In Cluster 3,
students discuss useable materials. Through a case study of the local geological
area, students evaluate the influences of resource exploration and industrial,
urban, and toxic waste on the local area. Technological influences are also
discussed in the case study.
Unit
Overview Chart
|
Cluster |
Learning Expectations |
Assessment Categories |
Focus |
|
1 |
EMV.01,
EM1.02, EM1.03, EM1.04, EM1.05, EM2.03, EM2.04, EM2.05 |
Knowledge/ Understanding |
Formation
of Rocks |
|
2 |
EMV.02,
EM1.01, EM2.01, EM2.02, EM2.03, EM2.04, EM2.05 |
Thinking/Inquiry Communication |
Classification
of Rocks |
|
3 |
EMV.03,
EM2.06, EM3.01, EM3.02, EM3.03, EM3.04, EM3.05 |
Making Connections |
Useable
Materials |
Time: 26 hours
Unit
Description
Students
identify the processes at work within the Earth and on its surface. Students
describe the roles of both types of processes in shaping the Earth’s surface.
Through the use of models and the analysis of information gathered from various
sources, students investigate the nature of internal and surficial Earth
processes and the ways these processes can be measured. Students demonstrate an
understanding of the interrelationships between internal and surficial Earth
processes and the ways these processes affect human activity.
In
Cluster 1, students explore plate tectonics. Students demonstrate an
understanding of the kinds of evidence that Earth scientists use to document
lithosphere plate motion. This evidence could be gathered from print and
electronic sources. Through investigation, students produce diagrams or models
of the interior and exterior structures of the Earth and the forces that
influence both areas. In Cluster 2, students explore the phenomena of
earthquakes and volcanoes. Students investigate the three main types of seismic
waves. For each type, students describe the nature of its propagation and the
resulting movement in the rocks through which it is travelling. Students design
and construct a working model of a seismograph and explain its use in recording
earthquake activity, as well as how the seismograph has contributed to a better
understanding of the internal structure of the Earth. Students conclude by
looking at case studies of earthquakes in terms of qualitative and quantitative
data. In Cluster 3, students discuss surficial processes. Students distinguish
between erosion and weathering and describe the processes and effects of
physical, chemical, and biological weathering in a Canadian landscape. Through
investigation, students identify types of sediment transport; they compare the
particle size, shape, and degree of sorting to the velocity and direction of
the currents in different environments.
Through research, students identify and describe engineering and
technological innovations and adaptations, resulting from human activity, that
have helped or hindered the environment, e.g., human activity in areas of
permafrost.
Unit
Overview Chart
|
Cluster |
Learning Expectations |
Assessment Categories |
Focus |
|
1 |
ISV.01,
ISV.02, ISV.03, IS1.01, IS1.02, IS2.01, IS2.02, IS2.05, IS3.06 |
Knowledge/ Understanding Thinking/Inquiry |
Plate
Tectonics |
|
2 |
ISV.01,
ISV.02, ISV.03, IS1.03, IS2.03, IS2.04, IS2.06, IS2.07, IS2.10, IS3.01,
IS3.02, IS3.04, IS3.05, IS3.07 |
Knowledge/
Understanding Thinking/Inquiry Making Connections |
Earthquakes
and Volcanoes |
|
3 |
ISV.01,
ISV.02, ISV.03, IS1.04, IS1.05, IS1.06, IS1.07, IS1.08, IS2.08, IS2.09,
IS3.03 |
Knowledge/
Understanding Thinking/Inquiry Making Connections Communication |
Reshaping
the Landscape |
Students should be familiar with many of the
following strategies. The teacher reviews the strategy, monitors the use of the
strategy, and provides encouragement for its effective use. The teacher uses a
variety of the teaching strategies throughout the course.
Expectations that require Knowledge/Understanding can be
developed through:
·
brainstorming;
·
teacher-directed
lessons and demonstrations;
·
small-group
instruction;
·
independent
study: exploration and research of a topic of interest (an important component
of the culminating unit;
·
self-directed
learning, etc.
Expectations that involve Inquiry can be met by:
·
conducting
and analysing experiments;
·
designing
lab investigations;
·
formulating
questions;
·
solving
problems;
·
participating
in a field study;
·
researching.
Expectations that encourage Communication can be
demonstrated by:
·
written
reports;
·
group
discussion;
·
debates;
·
seminars;
·
presentations,
e.g., oral presentations, skits, photo essays, etc.;
·
interviews;
·
science
logs (records of research, contacts, and jot notes that a student has
compiled).
Expectations where students expand their knowledge to Make
Connections can be developed through:
·
independent
research;
·
exposure
to experts in their field, e.g., guest speakers, community activities;
·
reflective
papers;
·
portfolios;
·
reflective
journals;
·
case
study;
·
collaborative/cooperative
learning;
·
computer-based
learning;
·
conferencing
– teacher-to-student discussion.
Seventy
per cent of the grade will be based on assessments and evaluations conducted
throughout the course. Thirty per cent of the grade will be based on a final
evaluation in the form of an examination, performance, essay, and/or other
methods of evaluation.
In
Science classes, it is necessary to use group work as an organizational tool.
Assessing group work is a difficult task for teachers. During group activities,
teachers are encouraged to track learning skills which are reported separately
from student achievement of the learning expectations for the course. In
assigning grades for group work, it is recommended that each student be given a
specific task to be evaluated. Each individual in the group completes a
component of the task. Marks are assigned individually.
Teachers
should consult individual student IEPs for specific direction on accommodation
for individuals.
Teachers
must consider the needs of exceptional students in planning the delivery of the
course. Accommodations to the program activities and/or to the environment may
be necessary. If the student has an Individual Education Plan (IEP), activities
in the course are adapted to meet the student’s needs as outlined in the plan.
For students with physical impairments and exceptional students, classroom and
laboratory activities should be altered to permit as much participation as
possible. Peer assistance should be encouraged to permit participation in group
or individual activities. For assessment, it may be necessary to use oral
testing, a scribe to record answers given orally, or other demonstrations of
learning to determine levels of achievement. For English as a Second Language
(ESL) students or English Literacy Development (ELD) students, teachers should
provide opportunities for students to demonstrate their learning by alternative
means (such as spoken English, direct demonstration, and pictorial
representation) while written English is developing.
Units in
this Course Profile make reference to the use of specific texts, magazines,
films, videos, and websites. The teachers need to consult their board policies
regarding use of any copyrighted materials. Before reproducing materials for
student use from printed publications, teachers need to ensure that their board
has a Cancopy licence and that this licence covers the resources they wish to
use. Before screening videos/films with their students, teachers need to ensure
that their board/school has obtained the appropriate public performance
videocassette licence from an authorized distributor, e.g., Audio Cine Films
Inc. The teachers are reminded that much of the material on the Internet is
protected by copyright. The copyright is usually owned by the person or
organization that created the work. Reproduction of any work or substantial
part of any work from the Internet is not allowed without the permission of the
owner.
Asphaug,
E. “The Small Planets.” Scientific
American, V. 282 (May 2000): pp. 46-55.
Beck,
Gregor G. and Bruce Littlejohn. Voices
for the Watershed: Environmental Issues in the Great Lakes-St. Lawrence
Drainage Basin. Montreal: McGill-Queen’s University Press, 2000.
ISBN 0-77-352003-1
Benest,
Daniel and Claude Froeschlé. Impacts on
Earth. New York: Springer, 1998. ISBN 3-540-64209-9
Cox,
Donald W. Doomsday Asteroid: Can We
Survive? Amherst, NY: Prometheus Books, 1996.
ISBN 1-573-92066-5
Daigle,
Jean-Marc and Donna J. Havinga. Restoring
Nature’s Place: A Guide to Naturalizing Ontario’s Parks and Greenspace.
Ecological Outlook Consulting and Ontario Parks Association, 1996.
ISBN 0-96-81919-0-1
Grace,
Eric, et al. SciencePower 10. Toronto: McGraw-Hill Ryerson, 2000. ISBN
0-07-560364-0
Gombosi,
Tamás I. Physics of the Space Environment.
Cambridge: Cambridge University Press, 1998.
ISBN 0-52159-264-X
Jokipii,
J.R. Cosmic Winds and the Heliosphere.
Tucson: University of Arizona Press, 1997.
ISBN 0-81651-825-4
Keeble,
John. Out of the Channel: the Exxon
Valdez Oil Spill in Prince William Sound. Cheney, WA: Eastern Washington
University Press, 1999. ISBN 0-91-005553-X
Kaufmann,
W., J. and R.A. Freedman. Universe.
New York: W.H. Freeman and Company, 1999.
ISBN 0-7167-3823-6
Keys,
David. Catastrophe: an Investigation into
the Origins of the Modern World. London: Century, 1999. ISBN 0-712-68069-1
Montgomery,
Carla W. Environmental Geology.
Dubuque, Iowa: Wm. C. Brown, 1992.
ISBN 0-697-09811-7
Nellis,
W.J. “Making Metallic Hydrogen.” Scientific
American, V. 282 (May 2000): pp. 84-90.
Newman,
E. I. Applied Ecology and Environmental
Management, 2nd ed. Malden, MA: Blackwell Science, 2000. ISBN 0-63204-265-6
Sheehan,
Kathryn and Mary Waidner. Earth Child.
Don Mills: Council Oak Books, 1995.
ISBN 0-93303-193-9
Tarbuck,
E. and F. Lutgens. Geology Today. CMR
Books. ISBN 0-675-20748-7
VanLoon,
Gary W. Environmental Chemistry: a Global
Perspective. New York: Oxford University Press, 2000. ISBN 0-19856-441-4
The American Biology Teacher – published by the National
Association of Biology Teachers (www.nabt.org).
Crucible – published by the Science Teachers’
Association of Ontario (www.stao.org).
The Science Teacher – published by the National Science
Teachers’ Association (www.nsta.org).
Various
science series are available, such as: National Geographic, Educational Videos
Inc. of the Environment, and TVO Series.
What We Learn about Earth from Space. Washington, DC: National
Geographic Society, 1996.
The
URLs for the websites were verified by the writers prior to publication. Given
the frequency with which these designations change, teachers should always verify
the websites prior to assigning them for student use.
A
Satellite’s Centrifugal Force – http://sln.fi.edu/tfi/activity/space/sp-3.html
Astronomy
Picture of the Day – http://antwr.gsfc.nasa.gov/apod/archivepix.html
Atmosphere
and Ozone Chemistry – www.ucar.edu/learn/1.htm
Canadian
Conference of Catholic Bishops – http://www.cccb.ca/
Canadian
Space Agency – www.space.gc.ca/home/index.asp
Catholic
Planet – www.catholicplanet.com
Catholic
Resource – www.catholic.org
Catholic
World News – www.cwnews.com
The
Changing Sun – http://zebu.uoregon.edu/~imamura/122/feb14/feb14.html
Common
Wealth Magazine – http://commonwealmagazine.org
Current
Ozone Layer Levels – http://jwocky.gsfc.nasa.gov
Demos
and Animations for Astronomy – www.astro.uiuc.edu/projects/data/
Earthquakes
and Volcanoes – http://collaboratory.nunet.net/cybrary/get_links.cfm?CatID=303
Evolution
of the Solar System – www.sprl.umich.edu/GCL/paper_to_html/evolut_star.html
Explorezone
– http://explorezone.com
Giant
Planets Orbiting Faraway Stars – http://astron.berkeley.edu/~gmarcy/sciam.html#link1
Graphical
Ozone Data and Worksheet – www.homepages.dsu.edu/warrenb/web_sites.htm
Impact
Crater in Quebec – http://sts.gsc.nrcan.gc.ca/page1/landf/ungava/ungava.htm
Impact
Crater Lab – www.solarviews.com/eng/edu/craters.htm
Impact
Craters from Around the World – www.solarviews.com/eng/tercrate.htm#intro
Lab
on Solar Wind Velocity –
http://sohowww.nascom.nasa.gov/explore/lessons/swvelocity9_12.html
Links
for Ozone Chemistry – www.homepages.dsu.edu/warrenb/web_sites.htm
Links
to Satellite Images – www.uky.edu/KGS/education/remotesensing.html
Live
Pictures of Active Volcanoes – www.ssec.wisc.edu/data/volcano.html
NASA
Satellites: A History –
http://pao.gsfc.nasa.gov/gsfc/earth/sentinel/earthsen.htm
Near-Earth
Object Program – http://neo.jpl.nasa.gov/index.html
The
Nine Planets –
http://seds.lpl.arizona.edu/nineplanets/nineplanets/nineplanets.html
Online
Ozone Layer Activity –
http://toms.gsfc.nasa.gov/teacher/O3fulllesson/ACT-O3fulllesson.html
Origin
of the Universe – http://csep10.phys.utk.edu/astr161/lect/solarsys/nebular.html
Origin
of the Universe – www.seds.org/nineplanets/nineplanets/origin.html
Ozone
Layer Data and Worksheet –
www.bom.gov.au/lam/Students_Teachers/ozanim/Worksheet7.shtml
Retrograde
Motion – http://astrosun.tn.cornell.edu/courses/astro201/retrograde.htm
Retrograde
Motion of Mars – http://currentsky.com/activities/retrograde2001/index.html
Science
U – www.scienceu.com/observatory/
Solar
Observation Lab – www.williams.edu/Astronomy/solarlab/Solar.html
Solar
System Exploration – http://solarsystem.nasa.gov/
SPACE.com
Canada Inc. “Starry Night.” Toronto: SPACE.com, 2001.
Sunspot
Activity – www.lmsal.com/YPOP/Classroom/index.html
The
Sun: Live on Video – www.lmsal.com/SXT/movies/lastsfd.html
University
of California Planet Search Project – http://exoplanets.org/exoplanets_pub.html
Vatican –
www.vatican.va
Students
can benefit from experience in science-related activities through Cooperative
Education. Students may consider a Cooperative Education placement related to
this course. Students should explore various science-related careers throughout
the course and consider them when they are developing their Annual Education
Plan (AEP). Students are required to complete 40 hours of community involvement
activities prior to graduation. Various environmental groups frequently look
for volunteer support to aid their cause and provide opportunities for students
to complete this requirement. Volunteering may also provide students with an
opportunity to become aware of various career opportunities. Students
graduating from Ontario secondary schools are expected to be technologically
literate. With successful completion of this course, students should be able to
understand and apply technological concepts, use computers in various
applications, and analyse the implications of technology on the individual and
society.
Coded
Expectations, Earth and Space Science, Grade 12,
University Preparation, SES4U
SIS.01
- demonstrate an
understanding of Workplace Hazardous Materials Information System (WHMIS)
legislation by selecting and applying appropriate techniques for handling,
storing, and disposing of laboratory materials (e.g., following safety
procedures when sampling rocks; using materials safely when identifying
minerals and rocks), and by using appropriate personal protection (e.g.,
wearing safety glasses when sampling, and hard hats when visiting outcrops and
quarries);
SIS.02
- select
appropriate instruments and use them safely, effectively, and accurately in
collecting observations and data (e.g., hand lens, polarizing microscope);
SIS.03
- use safe
procedures to protect the eyes when observing the sky by day, and choose safe,
secure locations when observing the sky at night;
SIS.04
- demonstrate an
understanding of emergency laboratory procedures;
SIS.05
- select and use
appropriate numeric, symbolic, graphical, and linguistic modes of
representation to communicate scientific ideas, plans, and experimental results
(e.g., use an appropriate time scale when representing geological time, or
appropriate units to represent astronomical distances);
SIS.06
- select,
integrate, and analyse information from print and electronic sources, including
Internet sites, and, either in writing or using a computer, compile and display
the information in various forms, including flow charts, tables, and graphs
(e.g., use the Internet to compile information on areas of major earthquake
activity, and compare the frequency and intensity of the activity in graphical
form);
SIS.07
- communicate the
procedures and results of investigations and research for specific purposes
using data tables and laboratory reports (e.g., prepare a table of known and
unknown minerals sorted in groups according to physical properties such as
hardness, colour, and streak);
SIS.08
- express the
result of any calculation involving experimental data to the appropriate number
of decimal places or significant figures;
SIS.09
- select and use
appropriate SI units (units of measurement of the Système international
d’unités, or International System of Units);
SIS.10
- identify and
describe careers related to Earth and space science (e.g., careers related to
hydrology, meteorology, geology, mineralogy, astronomy, and remote sensing).
EPV.01 · demonstrate an understanding of
the properties of the Earth and of the internal (geological) and external
(cosmic) processes operating on it, and draw comparisons with other objects in
the solar system;
EPV.02 · investigate and analyse the
Earth’s place in the solar system and the effects of cosmic and geological
processes on it and on other objects in the solar system;
EPV.03 · describe and explain how observations
of the Earth and other objects in the solar system, made both from Earth and
from space, are used to study and better understand the natural and the
human-made environments of the Earth.
Understanding
Basic Concepts
EP1.01 – visualize and describe the size,
shape, and motions of the solar system, and the place of the Earth within it;
EP1.02 – describe the origin and evolution
of the Earth and other objects in the solar system, and identify the
fundamental forces and processes involved;
EP1.03 – compare the Earth with other
objects in the solar system with respect to such properties as mass, size,
composition, rotation, and magnetic field;
EP1.04 – describe and explain the
following external processes and phenomena that affect the Earth: radiation and
particles from the “quiet” and “active” sun; gravity and tides of the sun and
moon; and the impacts of asteroidal and cometary material;
EP1.05 – describe the properties of the
near-Earth space environment.
Developing
Skills of Inquiry and Communication
EP2.01 – formulate scientific questions
about the nature, origin, and evolution of the Earth and other objects in the
solar system;
EP2.02 – visualize and describe the size,
shape, and motions of the solar system, and compare the Earth with other
planets and objects within it, on the basis of information gathered through
research;
EP2.03 – assess critically the scientific
questions they have formulated and the information they have gathered in order
to identify the fundamental forces and processes that shape the interior,
surface, and atmosphere of the Earth and other objects in the solar system;
EP2.04 – identify surface features of the
Earth and other objects in the solar system (e.g., craters, faults, volcanoes),
using light, infrared, and radio/radar images;
EP2.05 – investigate, either through
laboratory activities or research, the interaction of radiation and impacting
particles with Earth materials such as air, water, and rock;
EP2.06 – assess the risks associated with
solar ultraviolet radiation, and with the collision of asteroidal and cometary
material with the Earth.
Relating
Science to Technology, Society, and the Environment
EP3.01 – explain how the study of other
planets and objects in the solar system has led to a better understanding of
the Earth (e.g., explain how studying the greenhouse effect on Venus has
increased understanding of the same effect on Earth);
EP3.02 – demonstrate an understanding of
some of the historical, cultural, and aesthetic consequences of changes in the
perception and understanding of the Earth’s place in space (e.g., evaluate the
impact of images of the whole Earth taken from space);
EP3.03 – describe how observations and
measurements of the Earth made from space are used to study and better understand
natural physical elements of the Earth’s environment (e.g., its crust, water,
air) as well as human-made elements (e.g., crops, cities, air and water
pollution);
EP3.04 – describe the challenges of
designing piloted and robotic spacecraft, and of operating them in near-Earth
space;
EP3.05 – investigate Canada’s
contributions to the study of our planet from near-Earth space (e.g., Radarsat,
International Space Station), using information from various print and
electronic sources;
EP3.06 – evaluate the negative effects of
human activity on near-Earth space (e.g., space debris, pollution of the
electromagnetic spectrum).
ESV.01 · identify and describe the elements and
dynamic interactions of the Earth’s natural systems;
ESV.02 · investigate the basic structure
of the planet and the geological processes associated with it, and use the
knowledge gained to explain the major interactions among the hydrosphere,
lithosphere, biosphere, and atmosphere;
ESV.03 · assess the impact of natural
forces and systems on the Earth’s physical and human environments, as well as
the impact of human activities on natural systems.
Understanding
Basic Concepts
ES1.01 – demonstrate an understanding of
the range of physical scales that apply in the Earth sciences (e.g., from those
that apply to the planet as a whole to those used at the atomic level);
ES1.02 – describe the major interactions
among the four spheres of the Earth – the atmosphere, hydrosphere, lithosphere,
and biosphere;
ES1.03 – demonstrate an understanding of
the continuous recycling of major rock types throughout Earth history, of the
evidence that this process provides with respect to the length and complexity
of Earth history, and of the very late appearance of human beings in the
geological record;
ES1.04 – describe various kinds of
evidence that suggests that life forms, climate, continental positions, and the
Earth’s crust have changed over time (e.g., the extinction of the dinosaurs,
evidence of past glaciations, evidence of the existence of Pangaea and
Gondwanaland).
Developing
Skills of Inquiry and Communication
ES2.01 – interpret data about the nature
of natural disasters, and explain the involvement of physical processes and the
role of Earth science in connection with such events;
ES2.02 – demonstrate an understanding of
the major tools and techniques (e.g., seismograph, magnetic signature of the
ocean floor) that various Earth scientists (e.g., seismologists, geophysicists)
use to conduct research on the basic structure and processes of the planet;
ES2.03 – document and explain, through
investigation, examples of the complex interconnectedness of physical,
chemical, and biological processes as they apply to the Earth (e.g., plants
live in the biosphere by taking nutrients and other crucial substances from the
other three spheres of the Earth, to which they also contribute important
substances).
Relating
Science to Technology, Society, and the Environment
ES3.01 – explain the interactions of the
atmosphere and hydrosphere in the water cycle, and the impact of these
interactions on humans;
ES3.02 – describe and explain the effects
of natural systems on the Earth’s physical and human environments, and the
increasing alteration of certain natural systems that has resulted from human
activities;
ES3.03 – analyse, through cooperative
research, national and international Earth science endeavours (e.g.,
Lithoprobe, Ocean Drilling Program) that have increased our understanding of
the Earth’s crust, and assess the merits of funding such projects;
ES3.04 – assess how developments in
technology have contributed to our understanding of the Earth (e.g., the
development of sonar to map the ocean floor).
EMV.01 · distinguish between minerals and
rocks, and describe the formation and characteristics of both;
EMV.02 · apply a series of specific tests
to identify minerals and rocks, including those in the local area, and to
determine their physical properties;
EMV.03 · demonstrate an understanding of
society’s dependence on Earth materials, of the effects of developments in
technology on the exploration and mining of Earth materials, and of the ways in
which the use and extraction of Earth materials have affected natural and
human-made environments.
Understanding
Basic Concepts
EM1.01 – identify different minerals by
their physical and chemical properties, and demonstrate understanding that
minerals are the constituents of rocks;
EM1.02 – describe the formation of igneous
rocks (plutonic and volcanic), and identify their distinguishing
characteristics (e.g., composition and flow behaviour; characteristics of
volcanic rocks that indicate the type of volcano in which they were formed);
EM1.03 – describe the formation of clastic
and chemical sediments, and of the corresponding sedimentary rocks;
EM1.04 – describe the different ways in
which metamorphic rocks are formed (i.e., through changes in temperature,
pressure, and chemical conditions) and the factors that contribute to their
variety
(e.g., variation in parent rock);
EM1.05 – explain (e.g., by interpreting a
rock cycle diagram) how rocks and their constituent minerals are continuously
being recycled.
Developing
Skills of Inquiry and Communication
EM2.01 – apply a series of tests (e.g.,
tests evaluating hardness, streak, and density) to identify common minerals
(e.g., quartz, calcite, potassium feldspar, plagioclase feldspar, muscovite,
biotite, talc, graphite, gold, silver);
EM2.02 – identify and classify selected
hand samples of unknown minerals on the basis of their physical properties
(e.g., sort the groups by hardness, colour, streak);
EM2.03 – apply a series of tests to
identify common igneous rocks (e.g., granite, obsidian, andesite, basalt,
gabbro, peridotite), and classify each according to its origin (e.g., volcanic,
plutonic), texture (e.g., coarse- or fine-grained, vesicular, glassy), and
composition (e.g., mafic, felsic, intermediate);
EM2.04 – apply a series of tests to
identify sedimentary rocks (e.g., conglomerate, breccia, sandstone, shale,
limestone, chert, gypsum, rock salt, coal), and classify each according to its
origin (e.g., clastic, chemical), texture (e.g., coarse- or fine-grained,
detrital), and composition;
EM2.05 – apply a series of tests to
identify and classify metamorphic rocks (e.g., slate, phyllite, schist, gneiss,
quartzite, marble) and, on the basis of the characteristics of each type,
identify its parent rock and the temperature, pressure, and chemical conditions
at its formation;
EM2.06 – investigate and describe the
geological setting of the local area (e.g., examine the geological setting of a
local river/stream bed or lakeshore, and identify and classify rock types on
the basis of representative samples collected at the site).
Relating
Science to Technology, Society, and the Environment
EM3.01 – explain the importance of
minerals and other Earth resources (e.g., sand, gravel, dimension stone, oil
and gas), and of exploration for these resources, for the local, provincial,
and national economies;
EM3.02 – describe and assess the role of
Earth materials in the safe disposal of industrial and urban waste and toxic
materials;
EM3.03 – describe the uses and evaluate
the economic importance of minerals, rocks, and metallic resources (e.g., gold,
silver, nickel, copper) and non-metallic resources (e.g., sand and gravel,
aggregates, oil and gas, lime, gypsum, industrial minerals, gems);
EM3.04 – describe the use of dimension stone
(e.g., in buildings and cemeteries) and explain how the development of new
technologies has influenced the type of stone used in the local area (e.g.,
relate advances in the technology for quarrying and cutting stone to changes in
the type of stone used);
EM3.05 – describe some of the technologies
used to recover natural resources from the Earth, and evaluate economic,
social, and environmental ramifications of their use (e.g., the need for fewer
workers and the practice of site rehabilitation resulting from the use of
improved technologies in the mining of nickel).
ISV.01 · identify the processes at work
within the Earth (e.g., plate tectonics, earthquakes, volcanism) and on its
surface (e.g., running water, weathering and erosion, mass wasting,
glaciation), and describe the role of both types of processes in shaping the
Earth’s surface;
ISV.02 · investigate, through the use of
models and analysis of information gathered from various sources, the nature of
internal and surficial Earth processes, and the ways in which these processes
can be measured;
ISV.03 · demonstrate an understanding of
the interrelationships between internal and surficial Earth processes (e.g.,
earthquake activity, volcanic eruptions, floods, erosion) and the ways in which
they affect human activity.
Understanding
Basic Concepts
IS1.01 – demonstrate an understanding of
the kinds of evidence that Earth scientists use to document lithospheric plate
motion (e.g., the corresponding shapes of the coastlines of Africa and South
America; fossil evidence);
IS1.02 – distinguish between faults and
joints;
IS1.03 – describe the characteristics of
the three main types of seismic waves, P-, S-, and L-waves, and explain the
different modes of travel, travel times, and types of motion associated with
each;
IS1.04 – distinguish between erosion and
weathering, and describe the processes and effects of physical, chemical, and
biological weathering;
IS1.05 – demonstrate an understanding of
the importance of different erosional processes, and describe the types and
causes of mass wasting (e.g., landslides) and its critical role in changing the
Canadian landscape;
IS1.06 – identify types of sediment
transport (e.g., wind, water, glacial), and compare the particle size and
shape, degree of sorting, and sedimentary structures resulting from each;
IS1.07 – identify the types of stream load
(i.e., solution, suspension, and bedload) and describe how each moves in a stream;
IS1.08 – demonstrate an understanding of
the importance of aquifers and of their fragility in terms of contamination and
depletion.
Developing
Skills of Inquiry and Communication
IS2.01 – describe, on the basis of
information gathered from print and electronic sources, the various types of
possible margins between lithospheric plates (e.g., convergent, divergent,
transform, and intraplate activity) and the types of internal Earth processes
occurring at each;
IS2.02 – produce diagrams of the following
structures, and identify examples of them in maps and photographs: normal,
reverse, thrust, and strike-slip (transform) faults; domes and basins;
anticlines and synclines;
IS2.03 – investigate and produce a model
of each type of seismic wave, using springs and ropes, and describe for each
the nature of its propagation and the resulting movement within the rocks
through which it is travelling;
IS2.04 – compare qualitative and
quantitative methods (e.g., the Mercalli Scale and the Richter Scale) used to
measure earthquake intensity and magnitude;
IS2.05 – produce a diagram or model, to
scale, of the interior of the Earth in order to differentiate among the layers
of the Earth and their characteristics (e.g., use cross-sections to provide the
dimensions of crust, mantle, and inner and outer core, and travel-time curves
for various seismic waves to provide data on the characteristics of the
individual layers);
IS2.06 – design and construct a working
model of a seismograph, and explain its use in recording earthquake activity;
IS2.07 – locate the epicentre of an
earthquake, given the appropriate seismographic data (e.g., the travel-time
curves to three recording stations for a single event);
IS2.08 – design and test methods to
control mass wasting;
IS2.09 – relate the characteristics of
sediment (e.g., grain size, shape, composition) to the velocity and direction
of currents in a beach or stream environment (e.g., examine where sediment is
being eroded and deposited in a local beach or river/stream environment);
IS2.10 – investigate and explain the
interrelationship among geological maps, cross-sections, and block diagrams,
and the ways in which they represent the subsurface structure and/or the
geological history of an area.
Relating
Science to Technology, Society, and the Environment
IS3.01 – describe methods of monitoring
and predicting earthquakes, tsunamis, and volcanic eruptions;
IS3.02 – describe and explain how the
development of the seismograph has contributed to a better understanding of the
internal structure of the Earth;
IS3.03 – identify and describe engineering
and technological innovations and adaptations resulting from human activity in
areas of permafrost (e.g., pipeline construction, oil and natural gas
exploration, residential construction and urbanization);
IS3.04 – identify and describe engineering
and technological innovations and adaptations (e.g., in building design,
highway construction, emergency services) resulting from the impact of
earthquake activity on human populations;
IS3.05 – describe the underlying
assumptions and the limitations of predictions of earthquake activity, and
assess the implications of such predictions for populations in Canada and
around the world;
IS3.06 – identify major areas of tectonic
activity in the world (e.g., Japan – convergent margin; Iceland – divergent
margin; California – transform fault), drawing on information about the
relationship between earthquakes, volcanoes, and plate boundaries (e.g., plot
on a world map, for a given time period, the locations of recorded earthquakes
and active volcanoes);
IS3.07 – demonstrate an understanding of
how erosion and deposition by streams are affected by load, gradient, channel
shape, sediment composition, and human activities.
EHV.01 · demonstrate an understanding of
the concept of geological time;
EHV.02 · analyse and assess geological
evidence that suggests that life forms, climate, continental positions, and the
Earth’s crust have changed over time;
EHV.03 · explain the importance of the
geological and fossil records for our understanding of the Earth’s history, and
describe their use in related economic activities.
Understanding
Basic Concepts
EH1.01 – demonstrate an understanding of the
differences between relative and absolute dating techniques as they apply to
natural systems;
EH1.02 – describe and explain the various
methods of isotopic age determination, giving for each the name of the isotope,
its half-life, its effective dating range, and some of the materials (e.g.,
minerals and rocks) that it can be used to date;
EH1.03 – describe some processes by which
fossils are produced and/or preserved (e.g., original preservation,
carbonization, replacement, permineralization, and mould and cast formations),
and sketch a representative fossil of a foraminifer, mollusc, brachiopod,
echinoderm, arthropod, coelenterate, vertebrate, graptolite, and plant;
EH1.04 – describe the diversity of life in
the Proterozoic, Paleozoic, Mesozoic, and Cenozoic eras and the ranges of
important groups of fossils that date from each.
Developing
Skills of Inquiry and Communication
EH2.01 – use and interpret information
from appropriate sources (e.g., a sequence diagram, geological maps showing
major geological regions and associated rock types) in describing the
geological history of an area (e.g., Ontario);
EH2.02 – investigate and analyse various
types of preserved geological evidence of changes that have taken place in
Earth history (e.g., past glaciations, tectonic activity, plate movement);
EH2.03 – demonstrate an understanding of
the evolution of life, as revealed through fossil analysis;
EH2.04 – demonstrate the ability to use
the geological time scale as an aid in interpreting the history of a sequence
of strata;
EH2.05 – investigate and interpret the
significance of an unconformity preserved in a sequence of strata (e.g., the
boundary between Paleozoic and Precambrian rocks in southern Ontario);
EH2.06 – investigate radioactive decay and
the concept of half-life determination (e.g., design a simple, safe experiment
that provides a model of half-life decay of radioactive elements);
EH2.07 – analyse the evidence used to
determine the age of the Earth (e.g., radiometric dating of geological
materials), and outline the historical evolution of attempts to establish the
Earth’s chronology.
Relating
Science to Technology, Society, and the Environment
EH3.01 – illustrate the geological time
scale and compare it to human time scales (e.g., develop a series of timelines
to represent their life, their family tree or history, the history of Canada,
the history of civilization, the geological history of the local area, and the
major events in Earth history, and compare the scales necessary to present this
data on a 1m strip);
EH3.02 – demonstrate an understanding of
the significance of paradigm shifts in the development of geological thinking
(e.g., contrast the principles of uniformitarianism and catastrophism);
EH3.03 – demonstrate an understanding of
the importance of fossils in the petroleum and mining industries as tools for
biostratigraphic correlation and as indicators of depositional environments;
EH3.04 – describe Canadian contributions
to our knowledge about absolute age dating and to technological applications based
on this knowledge.
Ontario
Catholic School Graduate Expectations
The
graduate is expected to be:
A
Discerning Believer Formed in the Catholic Faith Community
who
CGE1a -illustrates
a basic understanding of the saving story of our Christian faith;
CGE1b -participates in the sacramental life
of the church and demonstrates an understanding of the centrality of the
Eucharist to our Catholic story;
CGE1c -actively
reflects on God’s Word as communicated through the Hebrew and Christian
scriptures;
CGE1d -develops
attitudes and values founded on Catholic social teaching and acts to
promote social responsibility, human solidarity and the common good;
CGE1e -speaks
the language of life... “recognizing that life is an unearned gift and
that a person entrusted with life does not own it but that one is called to
protect and cherish it.” (Witnesses to Faith)
CGE1f -seeks
intimacy with God and celebrates communion with God, others and creation
through prayer and worship;
CGE1g -understands
that one’s purpose or call in life comes from God and strives to discern
and live out this call throughout life’s journey;
CGE1h -respects
the faith traditions, world religions and the life-journeys of all
people of good will;
CGE1i -integrates
faith with life;
CGE1j -recognizes
that “sin, human weakness, conflict and forgiveness are part of the human
journey” and that the cross, the ultimate sign of forgiveness is at the heart
of redemption. (Witnesses to Faith)
An
Effective Communicator who
CGE2a -listens
actively and critically to understand and learn in light of gospel values;
CGE2b -reads,
understands and uses written materials effectively;
CGE2c -presents
information and ideas clearly and honestly and with sensitivity to others;
CGE2d -writes
and speaks fluently one or both of Canada’s official languages;
CGE2e -uses
and integrates the Catholic faith tradition, in the critical analysis of the
arts, media, technology and information systems to enhance the quality of life.
A
Reflective and Creative Thinker who
CGE3a -recognizes
there is more grace in our world than sin and that hope is essential in facing
all challenges;
CGE3b -creates,
adapts, evaluates new ideas in light of the common good;
CGE3c -thinks
reflectively and creatively to evaluate situations and solve problems;
CGE3d -makes
decisions in light of gospel values with an informed moral conscience;
CGE3e -adopts
a holistic approach to life by integrating learning from various subject areas
and experience;
CGE3f -examines,
evaluates and applies knowledge of interdependent systems (physical, political,
ethical, socio-economic and ecological) for the development of a just and
compassionate society.
A Self-Directed, Responsible, Life Long Learner
who
CGE4a -demonstrates
a confident and positive sense of self and respect for the dignity and welfare
of others;
CGE4b -demonstrates
flexibility and adaptability;
CGE4c -takes
initiative and demonstrates Christian leadership;
CGE4d -responds
to, manages and constructively influences change in a discerning manner;
CGE4e -sets
appropriate goals and priorities in school, work and personal life;
CGE4f -applies
effective communication, decision-making, problem-solving, time and resource
management skills;
CGE4g -examines
and reflects on one’s personal values, abilities and aspirations influencing
life’s choices and opportunities;
CGE4h -participates
in leisure and fitness activities for a balanced and healthy lifestyle.
A
Collaborative Contributor who
CGE5a -works
effectively as an interdependent team member;
CGE5b -thinks
critically about the meaning and purpose of work;
CGE5c -develops
one’s God-given potential and makes a meaningful contribution to society;
CGE5d -finds
meaning, dignity, fulfillment and vocation in work which contributes to the
common good;
CGE5e -respects
the rights, responsibilities and contributions of self and others;
CGE5f -exercises
Christian leadership in the achievement of individual and group goals;
CGE5g -achieves
excellence, originality, and integrity in one’s own work and supports these
qualities in the work of others;
CGE5h -applies
skills for employability, self-employment and entrepreneurship relative to
Christian vocation.
A
Caring Family Member who
CGE6a -relates
to family members in a loving, compassionate and respectful manner;
CGE6b -recognizes
human intimacy and sexuality as God given gifts, to be used as the creator
intended;
CGE6c -values
and honours the important role of the family in society;
CGE6d -values
and nurtures opportunities for family prayer;
CGE6e -ministers
to the family, school, parish, and wider community through service.
A
Responsible Citizen who
CGE7a -acts
morally and legally as a person formed in Catholic traditions;
CGE7b -accepts
accountability for one’s own actions;
CGE7c -seeks
and grants forgiveness;
CGE7d -promotes
the sacredness of life;
CGE7e -witnesses
Catholic social teaching by promoting equality, democracy, and solidarity for a
just, peaceful and compassionate society;
CGE7f -respects
and affirms the diversity and interdependence of the world’s peoples and
cultures;
CGE7g -respects
and understands the history, cultural heritage and pluralism of today’s
contemporary society;
CGE7h -exercises
the rights and responsibilities of Canadian citizenship;
CGE7i -respects
the environment and uses resources wisely;
CGE7j -contributes to the common good.