OVERALL EXPECTATIONS 

GEOGRAPHIC INQUIRY AND SKILL DEVELOPMENT 

A1. Geographic Inquiry: use the geographic inquiry process and the concepts of geographic thinking when investigating issues relating to Canadian geography; 

A2. Developing Transferable Skills: apply in everyday contexts skills, including spatial technology skills, developed through the investigation of Canadian geography, and identify some careers in which a background in geography might be an asset. 

INTERACTIONS IN THE PHYSICAL ENVIRONMENT 

B1. The Physical Environment and Human Activities: analyse various interactions between physical processes, phenomena, and events and human activities in Canada (FOCUS ON: Interrelationships; Geographic Perspective) 

B2. Interrelationships between Physical Systems, Processes, and Events: analyse characteristics of various physical processes, phenomena, and events affecting Canada and their interrelationship with global physical systems (FOCUS ON: Patterns and Trends; Interrelationships) 

B3. The Characteristics of Canada’s Natural Environment: describe various characteristics of the natural environment and the spatial distribution of physical features in Canada, and explain the role of physical processes, phenomena, and events in shaping them (FOCUS ON: Spatial Significance; Patterns and Trends) 

MANAGING CANADA’S RESOURCES AND INDUSTRIES 

C1. The Sustainability of Resources: analyse impacts of resource policy, resource management, and consumer choices on resource sustainability in Canada (FOCUS ON: Interrelationships; Geographic Perspective) 

C2. The Development of Resources: analyse issues related to the distribution, availability, and development of natural resources in Canada from a geographic perspective (FOCUS ON: Interrelationships; Geographic Perspective) 

C3. Industries and Economic Development: assess the relative importance of different industrial sectors to the Canadian economy and Canada’s place in the global economy, and analyse factors that influence the location of industries in these sectors (FOCUS ON: Spatial Significance; Patterns and Trends) 

CHANGING POPULATIONS 

D1. Population Issues: analyse selected national and global population issues and their implications for Canada (FOCUS ON: Interrelationships; Patterns and Trends) 

D2. Immigration and Cultural Diversity: describe the diversity of Canada’s population, and assess some social, economic, political, and environmental implications of immigration and diversity for Canada (FOCUS ON: Spatial Significance; Geographic Perspective) 

D3. Demographic Patterns and Trends: analyse patterns of population settlement and various demographic characteristics of the Canadian population (FOCUS ON: Spatial Significance; Patterns and Trends) 

LIVEABLE COMMUNITIES 

E1. The Sustainability of Human Systems: analyse issues relating to the sustainability of human systems in Canada (FOCUS ON: Interrelationships; Geographic Perspective) 

E2. Impacts of Urban Growth: analyse impacts of urban growth in Canada (FOCUS ON: Spatial Significance; Geographic Perspective) 

E3. Characteristics of Land Use in Canada: analyse characteristics of land use in various Canadian communities, and explain how some factors influence land-use patterns (FOCUS ON: Spatial Significance; Patterns and Trends) 

CGC1D Course Content

1. Natural Systems - Students will learn about the Canada’s landforms and climate --- 20 hours

2. Demographics and Human Systems - Students will learn about cultural connections in human geography --- 30 hours

3. International Organizations and Agreements - Students will learn about global connections to Canadian Geography --- 18 hours

4. Humans in the Environment - Students will learn about economic connections in Canadian Geography --- 18 hours

5. Sustainable Development - Students will learn about future connections for Canadian Geography and the need to be sustainable in the future --- 17 hours

6. Final Assignment: ISU & Final Exam (30% of final mark) --- 7 hours

Total 110 Hours 

TEACHING & LEARNING STRATEGIES

• Direct Instruction (teacher-led)

• Class Discussion (teacher facilitated)

• 1:1 Conferencing Teacher & Student

• Silent individual reading

• Independent Work (teacher facilitation)

• Worksheets/Surveys

• Individual or Group Research

• Use of Computers / Internet

• Use of video or audio materials

• Presentations

ASSESSMENT & EVALUATION

Purpose

The primary purpose of assessment is to improve student learning. Assessment relates directly to the expectations for the course.

A variety of assessments for and as learning are conducted on a regular basis to allow ample opportunities for students to improve and ultimately demonstrate their full range of learning and in order for the teacher to gather information to provide feedback. Assessment tasks relate to the success criteria set out in lesson plans. Success criteria allow students to see what quality looks like.

Evaluation is the process of judging the quality of student work in relation to the achievement chart categories and criteria, and assigning a percentage grade to represent that quality. Evaluation is based on gathering evidence of student achievement through:

• Products

• Observations

• Conversations

Weighting of Categories

Knowledge & Understanding --- 25%

Thinking --- 25%

Communication --- 25%

Application --- 25%

Grading

• The final grade is based on performance in 3 areas: products, observations, conversations.

• 70% of the grade is based on evaluations conducted throughout the course.

• 30% is based on a final evaluation.

Assessment Tools

Marking schemes ; Rubrics ; Checklists

Assessment Strategies

Assessment for Learning

Quizzes ; Journals ; Demonstrations ; Conferencing ; Researching ; Problem Solving (process focused) ; Debates / Discussions ; Work Sheets

Assessment as Learning

Reflective Journal ; Exit and Entrance Cards ; Graphic Organizers ; Self/Peer Assessment

Assessment of Learning

Tests ; Presentations ; Essays ; Projects ; Independent Study Assignment ; Work Sheets

CONSIDERATIONS FOR PROGRAM PLANNING

Instructional Approaches

Teachers in the school are expected to:

• clarify the purpose for learning

• help students activate prior knowledge

• differentiate instruction for individual students and small groups according to need

• explicitly teach and model learning strategies

• encourage students to talk through their thinking and learning processes

• provide many opportunities for students to practise and apply their developing knowledge and skills

• apply effective teaching approaches involve students in the use of higher-level thinking skill

• encourage students to look beyond the literal meaning of texts

Teachers use a variety of instructional and learning strategies best suited to the particular type of learning. Students have opportunities to learn in a variety of ways:

• individually

• cooperatively

• independently with teacher direction

• through investigation involving hands-on experience

• through examples followed by practice

• by using concrete learning tools - manipulatives - in mathematics such as connecting cubes, measurement tools, algebra tiles, and number cubes

• by encouraging students to gain experience with varied and interesting applications of the new knowledge. Rich contexts for learning open the door for students to see the “big ideas” of mathematics that will enable and encourage them to reason mathematically throughout their lives.

Program Considerations for English Language Learners

Teachers must incorporate appropriate strategies for instruction and assessment to facilitate the success of the English language learners in their classrooms. These strategies include:

• modification of some or all of the subject expectations depending on the level of English proficiency

• use of a variety of instructional strategies (e.g., extensive use of visual cues, graphic organizers, scaffolding; previewing of textbooks; pre-teaching of key vocabulary; peer tutoring; strategic use of students’ first languages)

• use of a variety of learning resources (e.g., visual material, simplified text, bilingual dictionaries, and materials that reflect cultural diversity)

• use of assessment accommodations (e.g., granting of extra time; use of oral interviews, demonstrations or visual representations, or tasks requiring completion of graphic organizers and cloze sentences instead of essay questions and other assessment tasks that depend heavily on proficiency in English).

Antidiscrimination Education

Learning resources reflect students’ interests, backgrounds, cultures, and experiences. Learning materials:

• involve protagonists of both sexes from a wide variety of backgrounds

• reflect the diversity of Canadian and world cultures, including those of contemporary First Nations, Métis, and Inuit peoples

• include, in English, use of short stories, novels, magazine and newspaper articles, television programs, and films

• provide opportunities for students to explore issues relating to their self-identity

• make students aware of the historical, cultural, and political contexts for both the traditional and non-traditional gender and social roles represented in the materials they are studying.

Literacy and Inquiry/Research Skills

The school emphasizes the importance of the following:

• using clear, concise communication in the classroom involving the use of diagrams, charts, tables, and graphs

• emphasizing students’ ability to interpret and use graphic texts.

• acquiring the skills to locate relevant information from a variety of sources, such as books, newspapers, dictionaries, encyclopaedias, interviews, videos, and the Internet.

• learning that all sources of information have a particular point of view

• learning that the recipient of the information has a responsibility to evaluate it, determine its validity and relevance, and use it in appropriate ways.

Role of Technology

Information and communications technologies (ICT) tools used in many ways:

• Students use multimedia resources, databases, Internet websites, digital cameras, and word-processing programs.

• They use technology to collect, organize, and sort the data they gather and to write, edit, and present reports on their findings.

• Students are encouraged to use ICT to support and communicate their learning. For example, students working individually or in

  groups can use computer technology and/or Internet websites to gain access to museums and archives in Canada and around the world.Students use digital cameras and projectors to design and present the results of their research to their classmates.

• The school plans to use ICT to connect students to other schools and to bring the global community into the classroom.

• Students are made aware of issues of Internet privacy, safety, and responsible use, as well as of the potential for abuse of this technology, particularly when it is used to promote hatred.

Career Education

Students are given opportunities to develop career-related skills by:

• applying their skills to work-related situations

• exploring educational and career options

• developing research skills

  
  

• practising expository writing

  
  

• learning strategies for understanding informational reading material

  
  

• making oral presentations

  
  

• working in small groups with classmates to help students express themselves confidently and work cooperatively with others.

Financial Literacy

The school is emphasizing the importance of ensuring that Ontario students have the opportunity to improve their financial literacy. Financial literacy is defined as “having the knowledge and skills needed to make responsible economic and financial decisions with competence and confidence”. The goal is to help students acquire the knowledge and skills that will enable them to understand and respond to complex issues regarding their own personal finances and the finances of their families, as well as to develop an understanding of local and global effects of world economic forces and the social, environmental, and ethical implications of their own choices as consumers. Thus, an attempt will be made to integrate Financial Literacy in all the school’s courses.

Academic Honesty

Students who present the work of others as their own are guilty of plagiarism and will receive a mark of zero for the work and will have the details of the plagiarism noted in their school records. Students who are guilty of cheating on tests or examinations will receive a mark of zero on the test or examination and have the details of the cheating noted in their school records.

Late Assignments

Students are responsible for providing evidence of their achievement of the overall expectations within the time frame specified by the teacher, and in a form approved by the teacher. There are consequences for not completing assignments for evaluation or for submitting those assignments late.

This course is being offered entirely online and there is no textbook for the class. The resources listed are supplemental resources students and teachers may choose to draw on for clarification

Resources:

1. Various Internet Resources (YouTube, Wikipedia, etc.)

2. Microsoft Office

3. Clark, Bruce. W, et all. Making Connections Canada’s Geography. 2nd Edition. Pearson Canada. Toronto 2006.