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

More documents

Recommendations

Info

Challenges – demonstrate an understanding of the global roles that indigenous peoples see for themselves (e.g., stewardship of the environment, co-management of resources with national governments) – describe the strategies that indigenous peoples are using to sustain their cultures and languages, and to protect the environment – describe how indigenous peoples are using their cultural practices and traditional teachings when developing new strategies to cope with change – demonstrate an understanding of the issues that are of common interest to the world’s indigenous population (e.g., resource development, self-determination, the preservation of culture) – describe the steps (e.g., resolving land claims, granting indigenous peoples rights to natural resources) that members of the international community have taken to ensure that indigenous peoples will have a sustainable land base for generations to come – identify the successes that indigenous peoples have had in influencing the policies of national governments and multinational corporations (e.g., land-use policies, partnerships, co-management strategies) 96 Environmental Education, Grades 9−12: Scope and Sequence of Expectations, 2011
SCIENCE, GRADES 9 AND 10 (2008) AND GRADES 11 AND 12 (2008) Science, Grade 9, Academic (SNC1D) A. Scientific Investigation Skills and Career Exploration A2. Career Exploration A2.1 identify and describe a variety of careers related to the fields of science under study (e.g., astrophysicist, geophysicist, conservation officer, park warden, fire protection engineer, hydrologist, electrician) and the education and training necessary for these careers A2.2 identify scientists, including Canadians (e.g., David Suzuki, Howard Alper, Roberta Bondar, Kenneth Hill), who have made a contribution to the fields of science under study B. Biology: Sustainable Ecosystems B1. Relating Science to Technology, Society, and the Environment B1. assess the impact of human activities on the sustainability of terrestrial and/or aquatic ecosystems, and evaluate the effectiveness of courses of action intended to remedy or mitigate negative impacts B1.1 assess, on the basis of research, the impact of a factor related to human activity (e.g., urban sprawl, introduction of invasive species, overhunting/overfishing) that threatens the sustainability of a terrestrial or aquatic ecosystem [IP, PR, AI, C] Sample issue: The Great Lakes constitute an important shipping route. Foreign ships often empty their ballast water, which can contain invasive species, directly into the lakes. The goby, which was likely imported in ballast water, is an aggressive fish that has taken over the spawning grounds of some native species, threatening the balance of the ecosystem. Sample questions: How has suburban development on the Niagara Escarpment or the Oak Ridges Moraine affected local ecosystems? How has the zebra mussel population in Lake Erie affected aquatic species and water quality? How has commercial logging affected the sustainability of forests in Northern Ontario? B1.2 evaluate the effectiveness of government initiatives in Canada (federal, provincial, municipal), and/or the efforts of societal groups or non-governmental organizations, such as Aboriginal communities, environmental groups, or student organizations, with respect to an environmental issue that affects the sustainability of terrestrial or aquatic ecosystems (e.g., wetland restoration, recycling programs, Canada–Ontario Environmental Farm Plans, stewardship of national and provincial parks) [AI, C] Sample issue: Landfill sites can have negative effects on adjacent ecosystems, attracting pests, leaching toxic chemicals, and producing greenhouse gases. Municipal recycling and composting programs divert garbage, reducing the need for new landfill sites. However, many people, particularly rural residents and those in apartment buildings, may not be included in these programs. Science 97
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 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 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
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: Aboriginal Governance: Emerging Dir
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
Page 121 and 122: B. Matter, Chemical Trends, and Che
Page 123 and 124: Sample questions: What pollutants m
Page 125 and 126: B1.2 propose a personal course of a
Page 127 and 128: Sample questions: What health and s
Page 129 and 130: E. Chemical Calculations E1. Relati
Page 131 and 132: inspecting and cleaning up hazardou
Page 133 and 134: ENVIRONMENTAL SCIENCE Environmental
Page 135 and 136: C. Human Health and the Environment
Page 137 and 138: of monoculture, both on farms and i
Page 139 and 140: E2.2 plan and conduct an inquiry in
Page 141 and 142: Environmental Science, Grade 11, Wo
Page 143 and 144: Sample questions: What impact did t
Page 145 and 146: D2.3 use a research or inquiry proc
Page 147 and 148: E3.5 explain the importance of biod
Page 149 and 150:
C1.2 evaluate the impact on society
Page 151 and 152:
forest fires, and on changes in wea
Page 153 and 154:
C1.2 evaluate, on the basis of rese
Page 155 and 156:
diseases (e.g., cardiovascular dise
Page 157 and 158:
E. Electricity at Home and Work E1.
Page 159 and 160:
Individual and Family Living, Grade
Page 161 and 162:
Personal Responsibilities - identif
Page 163 and 164:
Personal and Social Responsibilitie
Page 165 and 166:
Challenge and Change in Society, Gr
Page 167 and 168:
World Religions: Beliefs and Daily
Page 169 and 170:
C2.3 describe economic, ecological,
Page 171 and 172:
A2.1 describe environmental factors
Page 173 and 174:
Health Care, Grade 10, Open (TPJ2O)
Page 175 and 176:
A2. Design Fundamentals A2.2 identi
Page 177 and 178:
Transportation Technology, Grade 10
Page 179 and 180:
C1.1 analyse the environmental cost
Page 181 and 182:
C1.2 outline and apply strategies t
Page 183 and 184:
environmental technician, project m
Page 185 and 186:
D1.4 outline strategies to reduce,
Page 187 and 188:
A1.1 distinguish between different
Page 189 and 190:
ecycling, reusing, composting, grow
Page 191 and 192:
C. Technology, the Environment, and
Page 193 and 194:
A3.3 evaluate the appropriateness a
Page 195 and 196:
D3. Career Opportunities D3.3 inves
Page 197 and 198:
naturalized landscaping, global flo
Page 199 and 200:
C1.2 identify safe methods for the
Page 201 and 202:
HOSPITALITY AND TOURISM Hospitality
Page 203 and 204:
C1.2 analyse how tourism has affect
Page 205 and 206:
C2.3 describe recent trends in the
Page 207 and 208:
C1.2 assess and compare energy sour
Page 209 and 210:
sustainability/stewardship, ergonom
Page 211 and 212:
B3. Making and Testing Models and P
Page 213 and 214:
C1.1 identify and analyse environme
Page 215 and 216:
D1.2 adhere to personal and environ
Page 217 and 218:
improved production methods, automo
Page 220:
10-303 ISBN 978-1-4435-5513-5 (PDF)
show all

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

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?