The Ontario Curriculum, Grades 9-12 - MinistÃ¨re de l'Ã©ducation ...

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Teacher prompt: “What are some examples of products that artists have designed or modified to encourage people to respect or protect the environment? How have these products affected practices in your family, school, or community?” C. Foundations C3. Responsible Practices C3.3 identify responsible environmental practices that should be used in applied arts workplaces (e.g., safe disposal of paints, solvents, and photographic chemicals; reuse and recycling of materials; substitution of a less harmful substance for a toxic one), and apply these practices when creating visual art works Teacher prompts: “Why is it important to source materials that have been produced with the least harm to the environment?” “What items in a graphic arts workplace can be recycled?” “What fabrics cause the least environmental damage? Why?” 26 Environmental Education, Grades 9−12: Scope and Sequence of Expectations, 2011
BUSINESS STUDIES, GRADES 9 AND 10 (2006) AND GRADES 11 AND 12 (2006) See the Preface for important information on the organization of the following material. The business studies curriculum identifies two critical areas of learning that can be connected with environmental education. These are: (1) “ethical, moral, and legal considerations in business” – i.e., “the understanding and/or determination of social and environmental consequences of business practices on the local, national, and global levels” and (2) “business skills” – i.e., “the knowledge and skills necessary for success in business”, when considered within an environmental context (see page 5 of the policy documents for Grades 9 and 10 and Grades 11 and 12). In addition, business courses cover one of the fundamental principles of business and economics – that is, the role of business enterprises in responding to people’s needs and wants. This topic offers rich opportunities for making environmental connections, in that responding to “wants” can conflict with meeting “needs”, including the need to protect the environment. The expectations in each course that address these areas are identified below. Introduction to Business, Grade 9 or 10, Open (BBI1O/BBI2O) Business Fundamentals • demonstrate an understanding of how businesses respond to needs, wants, supply, and demand • demonstrate an understanding of ethics and social responsibility in business – explain the concepts of ethics and social responsibility as they apply to business (e.g., workplace safety, antidiscrimination issues, accessibility issues for people with disabilities, environmental responsibility, respect for labour laws, fair trade) – explain controversial business issues from a local, national, and international perspective (e.g., accounting scandals, environmental impact of some business practices, insider trading, fraud) • demonstrate an understanding of the benefits and challenges for Canada in the field of international business – explain the potential benefits (e.g., access to markets, cheaper labour, increased quality and quantity of goods, access to resources) and social costs (e.g., outsourcing, human rights or labour abuses, environmental degradation) of international business for domestic and foreign partners Business Studies 27
Page 1: R e s o u r c e G u i d e The Ontar
Page 5 and 6: PREFACE This resource guide superse
Page 7 and 8: Expectations are cited in the way i
Page 9 and 10: C2.3 identify some shared character
Page 11 and 12: C3. Responsible Practices C3.1 iden
Page 13 and 14: B3. Skills and Personal Growth B3.1
Page 15 and 16: A3.3 demonstrate an understanding o
Page 17 and 18: Teacher prompts: … “What proced
Page 19 and 20: Drama, Grade 12, University/College
Page 21 and 22: Media Arts, Grade 11, University/Co
Page 23 and 24: A3. Using Technologies, Tools, and
Page 25 and 26: Music, Grade 12, Workplace Preparat
Page 27: C. Foundations C1. Terminology C1.1
Page 31 and 32: Ideas and Opportunities for New Ven
Page 33 and 34: Information and Communication Techn
Page 35 and 36: International Business Essentials,
Page 37 and 38: Trends in Retail and Service Market
Page 39 and 40: Global Connections • describe how
Page 41 and 42: - conduct an inquiry, using a varie
Page 43 and 44: Purposeful Citizenship • demonstr
Page 45 and 46: - differentiate between consumer wa
Page 47 and 48: The Americas: Geographic Patterns a
Page 49 and 50: Geographics: The Geographerʼs Tool
Page 51 and 52: - identify current global sustainab
Page 53 and 54: Geomatics: Geotechnologies in Actio
Page 55 and 56: • describe the process of environ
Page 57 and 58: Change and Continuity - analyse key
Page 59 and 60: or James Bay hydroelectric project,
Page 61 and 62: - analyse the impact of Western col
Page 63 and 64: LAW Understanding Canadian Law, Gra
Page 65 and 66: Canadian and World Politics, Grade
Page 67 and 68: COMPUTER STUDIES, GRADES 10 TO 12 (
Page 69 and 70: Computer Science, Grade 12, Univers
Page 71 and 72: English, Grade 10, Applied (ENG2P)
Page 73 and 74: ENGLISH AS A SECOND LANGUAGE AND EN
Page 75 and 76: English Literacy Development, ELD L
Page 77 and 78: FRENCH AS A SECOND LANGUAGE - CORE,
Page 79 and 80:
Designing Your Future, Grade 11, Op
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HEALTH AND PHYSICAL EDUCATION, GRAD
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- analyse the impact of public heal
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Note: The example of David Suzuki i
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Note: The example illustrates how t
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NATIVE LANGUAGES, GRADES 9 AND 10 (
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NATIVE STUDIES, GRADES 9 AND 10 (19
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Current Aboriginal Issues in Canada
Page 95 and 96:
English: Contemporary Aboriginal Vo
Page 97 and 98:
Aboriginal Governance: Emerging Dir
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SCIENCE, GRADES 9 AND 10 (2008) AND
Page 101 and 102:
amount of carbon dioxide in the atm
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E1.3 produce a plan of action to re
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B3.2 describe the interdependence o
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Science, Grade 10, Academic (SNC2D)
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evolution; the severity of cyclones
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preparation, plumbing, custodial se
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BIOLOGY Biology, Grade 11, Universi
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Sample issue: The agricultural sect
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F. Plants in the Natural Environmen
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Sample issue: Modern biotechnologie
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B. Matter, Chemical Trends, and Che
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Sample questions: What pollutants m
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B1.2 propose a personal course of a
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Sample questions: What health and s
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E. Chemical Calculations E1. Relati
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inspecting and cleaning up hazardou
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ENVIRONMENTAL SCIENCE Environmental
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C. Human Health and the Environment
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of monoculture, both on farms and i
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E2.2 plan and conduct an inquiry in
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Environmental Science, Grade 11, Wo
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Sample questions: What impact did t
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D2.3 use a research or inquiry proc
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E3.5 explain the importance of biod
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C1.2 evaluate the impact on society
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forest fires, and on changes in wea
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C1.2 evaluate, on the basis of rese
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diseases (e.g., cardiovascular dise
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E. Electricity at Home and Work E1.
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Individual and Family Living, Grade
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Personal Responsibilities - identif
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Personal and Social Responsibilitie
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Challenge and Change in Society, Gr
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World Religions: Beliefs and Daily
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C2.3 describe economic, ecological,
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A2.1 describe environmental factors
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Health Care, Grade 10, Open (TPJ2O)
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A2. Design Fundamentals A2.2 identi
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Transportation Technology, Grade 10
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C1.1 analyse the environmental cost
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C1.2 outline and apply strategies t
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environmental technician, project m
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D1.4 outline strategies to reduce,
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A1.1 distinguish between different
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ecycling, reusing, composting, grow
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C. Technology, the Environment, and
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A3.3 evaluate the appropriateness a
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D3. Career Opportunities D3.3 inves
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naturalized landscaping, global flo
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C1.2 identify safe methods for the
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HOSPITALITY AND TOURISM Hospitality
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C1.2 analyse how tourism has affect
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C2.3 describe recent trends in the
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C1.2 assess and compare energy sour
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sustainability/stewardship, ergonom
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B3. Making and Testing Models and P
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C1.1 identify and analyse environme
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D1.2 adhere to personal and environ
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improved production methods, automo
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10-303 ISBN 978-1-4435-5513-5 (PDF)
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