The Ontario Curriculum, Grades 9-12 - Ministère de l'éducation ...

Shelter for Everyone
• demonstrate an understanding of social realities related to living spaces and shelter in Canada
and abroad
– summarize the laws and regulations pertaining to such factors as zoning, pollution, and
ownership and maintenance of property; building and development; expropriation; and
conservation of energy
• identify the ways in which political, social, economic, and technological trends, as well as
psychological factors, affect available types of shelter
– summarize how living spaces and shelter requirements are affected by social norms and
pressures (e.g., those resulting from demographic changes)
– identify how families are affected by new trends in household technologies (e.g., modular
housing, the computerized home, the ecological house, new energy sources, new trends in
appliances and household equipment)
Note: These expectations address environmental considerations explicitly and also afford the
opportunity to explore the effect on housing trends of “social norms and pressures” such as those
resulting from growing consciousness of the need to protect the environment.
Considerations in Acquiring Shelter and Designing Living Spaces
– demonstrate an understanding of ways of enhancing personal spaces (e.g., by creating
household accessories), using environmentally friendly materials (e.g., recycled materials,
garage-sale purchases, non-toxic building materials and wall and floor coverings)
– describe home furnishings and equipment requirements as influenced by family
composition, living patterns, changing needs throughout the stages of life, cultural
traditions, economic and human resources, and energy costs
Parenting, Grade 11, Open (HPC3O)
Diversity and Universal Concerns
• demonstrate an understanding of the common experiences of young children across cultures
Note: Common experiences include the ability to experience natural environments with or without
the threat of health hazards, depending on environmental factors in different areas of the world.
Food and Nutrition Sciences, Grade 12, University/College
Preparation (HFA4M)
Self and Others
– identify the ways in which physical factors influence food choices (e.g., geographical
location, regional growing seasons, availability of food markets, home storage capacity)
– plan menus for, select, and prepare foods, taking into consideration economic,
geographical, and seasonal factors that affect the availability of ingredients
160 Environmental Education, Grades 9−12: Scope and Sequence of Expectations, 2011