GRADE 9 CANADIAN GEOGRAPHY, APPLIED (CGC 1P1)

TDSB Name of Department: Geography Curriculum Leader: S. Sud Teacher: Sud/Weber Year(s): 2011/2012

Pre-requisites: N/A Textbook: GEOGRAPHY NOW Phone: (416) 396-5525 xt. 20261 Email: samira.sud@tdsb.on.ca maria.weber@tdsb.on.ca

COURSE DESCRIPTION________________________________________________________________ This course focuses on geographic issues that affect Canadians today. Students will draw on personal and everyday experiences as they learn about Canada’s distinct and changing character and the natural and human systems and global influences that shape the country. Students will use a variety of geotechnologies and inquiry and communication methods to examine practical geographic questions and communicate their findings. OVERALL EXPECTATIONS_____________________________________________________________

• identify patterns and diversity in Canada’s natural and human systems; • illustrate regional differences using the concept of ecozone; • describe issues that affect natural and human systems in Canada; • assess the impact of human systems and/or resource extraction on the natural environment; • describe ways in which renewable, non-renewable, and flow resources are used in Canada; • relate current lifestyle choices of Canadians to the prospects for sustaining Canada’s economic and

environmental well-being; • identify the economic, cultural, and environmental connections between Canada and other countries; • report on how Canada influences and is influenced by its economic, cultural, and environmental connections with other countries; • explain how current global issues affect Canadians; • explain the relationship between sustainability, stewardship, and an “ecological footprint”; • identify current or anticipated physical, social, or economic changes and explain how they could affect the lives of Canadians; • apply the concepts of stewardship and sustainability to analyse a current national or international issue; • 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

DEPARTMENT INFORMATION__________________________________________ Our class will be conducting a mandatory FIELD STUDY in April/May. For more information on the curriculum expectations you may go to the following website: http://www.edu.on.ca/eng/curriculum/secondary For more information about activities at David & Mary Thomson visit: www.thomsoncollegiate.ca Our class blog is: http://appliedgeo.wordpress.com/

ASSESSMENT AND EVALUATION STRATEGIES Late Assignments: All assignments are due on the date that is assigned by the teacher. Under exceptional circumstance a student may require additional time to complete work, which may be granted at the discretion of the teacher. The student must meet with the teacher before the due date with evidence of work completed and a suggested alternative due date. Missed Evaluations: It is the student’s responsibility to make arrangements, ahead of time, for any evaluations that may be missed. If a student misses a test due to an illness or family emergency, then that student must bring a note signed by a parent/guardian with a phone number where they can be reached in the evening. Also, that student will be expected to write a make-up test immediately upon return to school. Missed exams require a medical note that states the student was medically incapable of writing an exam. Plagiarism: A student caught cheating will receive a mark of zero on the evaluation and risk suspension from school. Further action may be taken as a result of subject department policy and school behaviour code. Teachers will clearly define and discuss consequences of plagiarism with students at the beginning of each semester. The use of electronic equipment during tests and exams is NOT PERMITTED! Diagnostic Assessment: Assessment activities used at the beginning of a block of learning (i.e. course, unit), to determine students’ strengths and learning needs in order to plan, modify and adjust instruction or to provide alternative learning opportunities. Diagnostic assessment data is not always used in the determination of midterm or finals for inclusion on the report card. Examples are pop quizzes, homework and diagnostic tests. Formative Assessment: Is ongoing assessment during the learning process. It is used to monitor student performance and provide feedback in an effort to enhance and improve learning and instruction. Recorded formative data can be tracked and monitored to support professional judgment in cases where the body of evidence provided by the student has been affected by such things as illnesses and missed assignments. Examples are pop quizzes, rough notes, planning notes, process work, homework, and practice tests. Summative Evaluation: Evaluation that occurs at the conclusion of a block of learning (e.g. activity, unit, course, semester/school year) and focuses on student achievement and program effectiveness. This is used to determine the 70% term mark. Examples are research papers, end of unit tests, essays, major presentation or performances and exams.

Learning Skills: Skills such as working independently, teamwork, organization, work habits, and initiative are assessed on an ongoing basis Good attendance, academic integrity, homework and assignments completed on time are also crucial to the success of the student.

COURSE EVALUATION________________________________________________________

Course Work Ongoing assessment will occur to allow students the opportunity to TERM WORK 70% be successful. Your achievement will be assessed during each unit to determine how well you are progressing towards achieving the expectations. Knowledge and Understanding 30% Feedback will enable you to improve; therefore you must do all of these formative assessments. Thinking/Inquiry 20% In Grade 9 Applied Geography, a variety of teaching strategies are used to enhance student learning. These include (but are not limited to): note-taking, labs, experiments, cooperative work, research projects, role playing, journal writing, studio work, independent learning and study notes. Communication 20% Application 30% Culminating Activity You are expected to take part in the culminating activity FINAL EVALUATION 30% which will give you the opportunity to demonstrate your achievement of the course expectations. This culminating activity asks students to design Exam 10% and build a greener and sustainable school design. Culminating Activity 20%___

Evaluation Plan: Grade 9 Applied Geography

Formative Evaluation 70%

Module 1: Environmental Justice Tasks Achievement Chart Due Date Sustainability Article Analysis K/U, T, C Neighbourhood Map K/U, C, A Alternative Energy Advocacy Letter K/U, T, C, A Ecological Footprint Mind Map K/U, A Tests/Quizzes K/U, T, C, A

Module 2: Social Justice Task Achievement Chart Due Date Climate Change Map K/U, T, C, A NGO presentation K/U, C Population Graph & Analysis T, A HDI Map & Analysis T, A HIV/AIDS assignment C, A Tests K/U, T, C, A

Summative Evaluation 30%

Task Achievement Chart Due Date Sustainability Research K/U, T, C, A Sustainability Model K/U, T, C, A Sustainability Written Reflection K/U, T, C, A Final Examination K/U, T, C, A

Items found in the Evaluation Plan are to be used as a guide only. Instructors may make modifications (e.g. assignments may be added or deleted) as deemed necessary.