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

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ENGLISH, GRADES 9 AND 10 (2007) AND GRADES 11 AND 12 (2007) See the Preface for important information on the organization of the following material. Although none of the expectations in the English curriculum explicitly addresses environmental education, in each of the strands in the various courses the development of environmental understanding can be fostered through both the learning context (e.g., a topic, thematic unit, or issue related to the environment) and learning materials (e.g., books, websites, media). In all courses in the English curriculum, students are encouraged “to look beyond the literal meaning of texts and to think about fairness, equity, social justice, and citizenship in a global society” (see the section “Instructional Approaches” in the front matter of both the Grade 9–10 and 11–12 policy documents). In addition to the opportunities to explore environmental issues afforded by this approach, students acquire literacy skills, including skills related to research and inquiry, that support the development of environmental literacy (see the section “Literacy, Mathematical Literacy, and Inquiry/Research Skills” in the front matter of the policy documents). In many cases, when global, historical, political, social, and/or economic issues are referred to in the expectations (especially when they are connected to Aboriginal perspectives), the inclusion of environmental topics would be a logical extension and would help students appreciate the scope of the impact that the environment has on their world. English, Grade 9, Applied (ENG1P) Media Studies 3.1 describe the topic, purpose, and audience for media texts they plan to create (e.g., a storyboard for a music video to raise money for an environmental cause; the outline for a radio broadcast over the school PA system to commemorate a famous Canadian) and identify challenges they may face in achieving their purpose Note: One of the examples in this expectation illustrates how environmental connections can be made through the choice of the topic and purpose of the media texts students are expected to create. A similar approach can be adopted in expectations in the Writing strand, with respect to pieces of writing students are expected to produce. 68 Environmental Education, Grades 9−12: Scope and Sequence of Expectations, 2011
English, Grade 10, Applied (ENG2P) Reading and Literature Studies 1.1 read several different short, contemporary, student- and teacher-selected texts from diverse cultures, identifying specific purposes for reading (e.g., identify information from a recycling brochure or from the website of an environmental organization to use in an assignment about protecting the environment; …) Note: One of the examples illustrates how an environmental connection can be made in the context of a reading assignment. English, Grade 11, University Preparation (ENG3U) Media Studies 1.4 explain why the same media text might prompt different responses from different audiences (e.g., explain why a war veteran and a student might have different reactions to their country’s flag; explain why a parent and a teen might respond differently to a Young Adult novel depicting teen issues and behaviour in a realistic way) Teacher prompts: “Why might some people be offended by certain ring tones?” “Why does this documentary on climate change prompt such conflicting responses among viewers?” Note: The teacher prompt in this expectation illustrates how environmental connections can be made in the context of exploring differing responses to media texts. In this instance, students would learn about different perspectives on an environmental issue. English, Grade 12, University Preparation (ENG4U) Oral Communication 1.8 identify and analyse in detail the perspectives and/or biases evident in oral texts, including complex and challenging texts, commenting with understanding and increasing insight on any questions they may raise about beliefs, values, identity, and power (e.g., compare and analyse the meaning in the songs of several hip-hop artists; analyse the perspectives of various participants on an expert panel about global warming) Note: One of the examples illustrates how an environmental connection can be made in the context of this expectation, enabling students to examine various perspectives on a global environmental issue. English 69
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R e s o u r c e G u i d e The Ontar
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PREFACE This resource guide superse
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Expectations are cited in the way i
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C2.3 identify some shared character
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C3. Responsible Practices C3.1 iden
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B3. Skills and Personal Growth B3.1
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A3.3 demonstrate an understanding o
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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 and 28: C. Foundations C1. Terminology C1.1
Page 29 and 30: BUSINESS STUDIES, GRADES 9 AND 10 (
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: Computer Science, Grade 12, Univers
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
Page 81 and 82: HEALTH AND PHYSICAL EDUCATION, GRAD
Page 83 and 84: - analyse the impact of public heal
Page 85 and 86: Note: The example of David Suzuki i
Page 87 and 88: Note: The example illustrates how t
Page 89 and 90: NATIVE LANGUAGES, GRADES 9 AND 10 (
Page 91 and 92: NATIVE STUDIES, GRADES 9 AND 10 (19
Page 93 and 94: Current Aboriginal Issues in Canada
Page 95 and 96: English: Contemporary Aboriginal Vo
Page 97 and 98: Aboriginal Governance: Emerging Dir
Page 99 and 100: SCIENCE, GRADES 9 AND 10 (2008) AND
Page 101 and 102: amount of carbon dioxide in the atm
Page 103 and 104: E1.3 produce a plan of action to re
Page 105 and 106: B3.2 describe the interdependence o
Page 107 and 108: Science, Grade 10, Academic (SNC2D)
Page 109 and 110: evolution; the severity of cyclones
Page 111 and 112: preparation, plumbing, custodial se
Page 113 and 114: BIOLOGY Biology, Grade 11, Universi
Page 115 and 116: Sample issue: The agricultural sect
Page 117 and 118: F. Plants in the Natural Environmen
Page 119 and 120: 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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The Ontario Curriculum, Grades 9-12 - MinistÃ¨re de l'Ã©ducation ...

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