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9.Geog.Acad.Outline.08 - Port Perry
 

9.Geog.Acad.Outline.08 - Port Perry

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    9.Geog.Acad.Outline.08 - Port Perry 9.Geog.Acad.Outline.08 - Port Perry Document Transcript

    • COURSE INFORMATION The following infomation package details both the course of study, and what will be expected of you in this course. Geography is a mandatory subject in Ontario for all Grade 9 students. Fortunately, primarily because of its breadth, the subject of Geography is arguably one of the most diverse, fascinating and entertaining fields of study. GEOGRAPHY Course Text: Making Connections: Canada's Geography 2nd Edition, Clark et al., Pearson Education Canada, 2006 OF CANADA Course Curriculum: Canadian and World Studies, The Ontario Curriculum, Grades 9 and 10, 2005, revised CGC1D1 COURSE OF STUDY: ✥ Unit 1 Introduction to Canadian Geography and Geographic Inquiry CANADIAN AND WORLD Unit 2 Natural Systems: Physical Geography STUDIES DEPARTMENT Unit 3 Economic and Urban Geography Unit 4 Resource Geography Port Perry High School Unit 5 Historical and Cultural Geography ACADEMIC Unit 1: Introduction to Canadian Geography Geographic Inquiry and What is Geography? Why Study Geography? Spatial and Physical Systems, Branches of Geography; Urban, Physical, COURSE DESCRIPTION: Resources, Geomatics, Economic, Fundamentals of Cartography and Geographic Information systems. GIS Computer Systems, This course explores Canada's GPS and Compass Orienteering, Initiative Games. distinct and changing character and Duration: Approx 18 Periods the geographic systems and relationships that shape it. Students will investigate the Unit 2 : Natural Systems: Physical Geography interactions of natural and human systems within Canada, as well as Describe the components and patterns of Canada’s spatial Canada's economic, cultural, and organization; demonstrate an understanding of the regional environmental connections to diversity of Canada’s natural and human systems; analyse local other countries. Students will use a and regional factors that affect Canada’s natural and human variety of geotechnologies and systems; analyse connections between Canada and other inquiry and communication countries; explain how global economic and environmental methods to analyse and evaluate factors affect individual choices; use the methods and tools of geographic issues and present geographic inquiry to locate, gather, evaluate, and organize information about Canada’s natural and human systems; their findings. communicate the results of geographic inquiries, using a variety of forms and techniques. Duration: Approx 18 Periods
    • GEOGRAPHY Unit 3: Economic and Urban Geography Demonstrate an understanding of the regional diversity of OF CANADA Canada’s natural and human systems; analyse local and regional factors that affect Canada’s natural and human systems; analyse the ways in which natural systems interact CGC1D1 with human systems and make predictions about the outcomes of these interactions; evaluate various ways of ensuring resource sustainability in Canada; describe how Canada’s diverse geography affects its economic, cultural, and environmental links to other countries; analyse connections GEOGRAPHIC STRANDS: between Canada and other countries; report on global issues that affect Canadians; Our Units of Study are also organized Duration: Approx 18 Periods into various “strands” The strands or concepts addressed in this course are as follows; Unit 4 Resource Geography 1. Geographic Foundations: Space and Demonstrate an understanding of the regional diversity of Systems. Canada’s natural and human systems; explain the relationship of Canada’s renewable and non-renewable resources to the 2. Human-Environment Interactions Canadian economy; analyse the ways in which natural systems interact with human systems and make predictions 3. Global Connections about the outcomes of these interactions; evaluate various 4. Understanding and Managing ways of ensuring resource sustainability in Canada; describe Change how Canada’s diverse geography affects its economic, cultural, and environmental links to other countries; report on global issues that affect Canadians; predict how current or 5. Methods of Geographic Inquiry. anticipated changes in the geography of Canada will affect the country’s future economic, social, and environmental well- being; use the methods and tools of geographic inquiry to locate, gather, evaluate, and organize information about Canada’s natural and human systems; analyse and interpret data gathered in inquiries into the geography of Canada, using a variety of methods and geotechnologies; communicate the results of geographic inquiries, using appropriate terms and concepts and a variety of forms and techniques. Duration: Approx 18 Periods Unit 5: Historical and Cultural Geography Describe how Canada’s diverse geography affects its economic, cultural, and environmental links to other countries; analyse connections between Canada and other countries; report on global issues that affect Canadians; explain how natural and human systems change over time and from place to place; predict how current or anticipated changes in the geography of Canada will affect the country’s future economic, social, and environmental well-being; use the methods and tools of geographic inquiry to locate, gather, evaluate, and organize information about Canada’s natural and human systems; analyse and interpret data gathered in inquiries into the geography of Canada, using a variety of methods and geotechnologies; communicate the results of geographic inquiries, using appropriate terms and concepts and a variety of forms and techniques. Duration: Approx 18 Periods
    • GEOGRAPHY EVALUATION AND ASSESSMENT: OF CANADA Please note that the following guidelines are consistent with school- wide and Board-wide assessment and evaluation policy.  If you have any questions regarding any of the following procedures, please see CGC1D1 your teacher.  This document should be shared with your parents.   TYPES OF ASSESSMENTS:   Teachers may use diagnostic testing. OVERALL EXPECTATIONS:   Teachers use ongoing formative assessment, such as homework, • describe the components and patterns of worksheets, small group discussions, quizzes, and writing assignments, Canada’s spatial organization; to monitor the student's performance and to provide feedback to • demonstrate an understanding of the improve learning and instruction. regional diversity of Canada’s natural and   human systems; • analyse local and regional factors that Teachers use information from summative assessments to evaluate the affect Canada’s natural and human student's performance.  Summative assessment occurs after the systems. student has an opportunity to develop the required knowledge and • explain the relationship of Canada’s re n skills, and is used to demonstrate learning.  Summative assessments ewa ble and non-renewable resources to focus on key curriculum expectations. the Canadian economy ;   • analyse the ways in which natural LEARNING SKILLS: systems interact with human systems and   make predictions about the outcomes of In addition to course expectations, students are to demonstrate learning these interactions; skills, according to the five learning skill categories: Works • evaluate various ways of ensuring Independently; Teamwork; Organization; Work Habits; Initiative.  For resource sustainability in Canada. • describe how Canada’s diverse geography instance, they are expected to be in the classroom ready to begin work affects its economic, cultural, and when the bell rings.  They should bring all of the necessary classroom environmental tools in order to participate in class: pens, pencils, notebooks, paper, links to other countries; rulers, coloured pencils and completed homework.  If a student needs • analyse connections between Canada and to be excused from class for washroom breaks, they must have their other countries; agenda with them. All students are expected to participate in a mature, • report on global issues that affect respectful, and responsible manner in class.             Canadians.   • explain how natural and human systems Learning skills are not part of the student's course percent grade, change over time and from place to place; except in specific cases where a learning skill is embedded as a • predict how current or anticipated curriculum expectation.  Learning skills are reported on the Provincial changes in the geography of Canada will affect the country’s future economic, Report card separately from the achievement of course expectations. social, and environmental well-being;   • use the methods and tools of geographic POLICY FOR ASSIGNMENTS AND TESTS: inquiry to locate, gather, evaluate, and   organize information about Canada’s Teachers will provide students with numerous and varied opportunities natural and human systems; to demonstrate their achievement of the curriculum expectations, • analyse and interpret data gathered in across all four categories of achievement; knowledge / understanding, inquiries into the geography of Canada, thinking / inquiry, communication and application. using a variety of methods and geotechnologies; Late penalties may be applied to assignments of a summative nature. • explain how global economic and environmental factors affect individual choices.  1. Summative Assessments:   Some summative tasks have due dates that are absolute and non- negotiable.  Students will be given fair and sufficient advance notice for due dates of this nature.  A student may receive >0' for all or part of any summative assignment not submitted on or before the absolute / negotiated deadline. The dates for seminars and other oral presentations are also absolute as the teacher and the class depend on their delivery as scheduled.  Work may only be accepted after the absolute deadline in the case of pass / fail (credit recovery).
    •   GEOGRAPHY 2. Formative Assessments:  If a student is absent for illness or suspension, he/she is responsible for OF CANADA obtaining homework assignments and catching up on missed class work as early as possible.  It is the student's responsibility to negotiate with CGC1D1 each classroom teacher, well in advance of an extended absence such as a family vacation, the due date(s) of all assignment tasks that will be missed during the absence.  TRIP ELIGIBILITY: Trips and outdoor   field activities are the best part of the Students will be informed of tests in advance; it is the responsibility of course. Only those students who the student to know test dates, to prepare for them, and to write them demonstrate exemplary reliability, on the set date.  If a test is missed due to illness or other legitimate attendance, maturity, leadership, and reason, it is the responsibility of the student to make alternate test date behavior will be permitted to participate in arrangements.  If a student has a previously scheduled absence, experiential activities. Due to the nature (school trips, sports, appointments), the student must notify the teacher of the course and its associated activities, prior to the test date in order to negotiate an alternative date. it is expected that a student’s behavioural   expectations exceed those of a normal A legitimate absence from school is defined as missing classes for any classroom setting. Poor behavior and of the following reasons: school-sanctioned absence, illness or family attendance will not be tolerated, as these emergency, which is documented by supporting notes of evidence.  actions may jeopardize both the safety When absences fall within the above definition, students will be given and learning experience of the make-up opportunities for all missed summative evaluations without class/group.r penalty.   Students who do not complete all A student will receive a consequence, which may be a mark of zero, if their written assignments will not he/she skips class on a test date. A note from the Vice Principal to verify be eligible for trips and special legitimacy of an absence may be required. activities UNTIL all work has been   completed and submitted. 3. Academic integrity: Honest efforts are expected from all students.  Direct or indirect A student’s participation in any plagiarism -- direct copying or the overuse of paraphrasing from a trip or field activity is up to the secondary source like the Internet, a text, a peer -- may result in a mark of sole discretion of the teachers in zero. This offense is considered very seriously and consequences will charge of the field activity.ular apply. outdoor activities, such as canoe training.ot complete all their FINAL EVALUATION: written assignments will not be eligible for trips and special Your final mark will be determined as follows; activities UNTIL all work have been completed and submitted. Achievement Catagories % Value They must also be present for all trip training and planning days Knowledge/Understanding 25 regardless of the reason. Thinking/Inquiry 25 A s Application 25 t u Communication 25 d e Mark Summary % Value n t’ Term Work: Evaluated using the four 70% s achievement catagories. p Independent Study Unit 10% a rt Final Examination: 20% ic Total: 100% i p a
    • ic i p a GEOGRAPHY ti o OF CANADA n i n CGC1D1 a n 7y . tr Ti R p Io Pr Efi Le I l G d Ia Bc I ti L vi I t Ty Y is :u Trp ipt so at nh de fi s elo dl ae ctd is ivi ti c er se arti eo thn eo bf et sth pe art te of a th c e h ce or ur s si e.n Oc nlh