CGC1D

Academy of Distance Education

Grade 9 Geography Course Outline

School Name: Academy of Distance Education

Department: Department of Social Science

Curriculum Policy Document: The Ontario Curriculum, Grades 9 and 10: Science, 2008 (revised).

Course Developer: Department of Canadian and World Studies

Course Development Date: March 2011

Course Title: Canadian Geography

Course Type: Academic

Course Level: Grade 9

Course Code: CGC1D

Credit Value: 1.0

Duration: 110 hours

Prerequisite: None

Course Origin

This course is developed at the Academy of Distance Education’s Department of Science from the Ontario Curriculum document:  “The Ontario Curriculum, Grades 11 and 12: Science, 2008 (revised).”

Course Rationale/Description

This course explores Canada’s distinct and changing character and the geographic systems and

relationships that shape it, Students will investigate the interactions of natural and human

systems within Canada, as well as Canada’s economic, cultural, and environmental connections to other countries, Students will use a variety of geotechnologies and inquiry and communication methods to analyze and evaluate geographic issues and present their findings.

Prerequisite

None

Strands: This course consists of 5 strands. They are as follows:

Strand 1: Geographic Foundations: Space and Systems

Overall Expectations

By the end of this course, students will:

• describe the components and patterns of Canada’s spatial organization;

• demonstrate an understanding of the regional diversity of Canada’s natural and human systems

• analyze local and regional factors that affect Canada’s natural and human systems.

Strand 2: Human-Environment Interactions

Overall Expectations

By the end of this course, students will:

• explain the relationship of Canada’s renewable and non-renewable resources to the Canadian economy

• analyze the ways in which natural systems interact with human systems and make predictions about the outcomes of these interactions;

• evaluate various ways of ensuring re source sustainability in Canada.

Strand 3: Global Connections

Overall Expectations

By the end of this course, students will:

• describe how Canada’s diverse geography affects its economic, cultural, and environmental links to other countries;

• analyze connections between Canada and other countries;

• Report on global issues that affect Canadians.

Strand 4: Understanding and Managing Change

Overall Expectations

By the end of this course, students will:

• explain how natural and human systems change over time and from place to place;

• predict how current or anticipated changes in the geography of Canada will affect the country’s future economic, social, and environmental well-being;

• explain how global economic and environmental factors affect individual choices.

Strand 5: Methods of Geographic Inquiry and Communication

Overall Expectations

By the end of this course, students will:

• use the methods and tools of geographic inquiry to locate, gather, evaluate, and organize information about Canada’s natural and human systems;

• analyze 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.

Course Content

Unit 1

Canadian Connections: An Overview

6 hours

Unit 2

Methods of Geographic Inquiry

10 hours

Unit 3

Physical Connections

25 hours

Unit 4

Cultural Connections

25 hours

Unit 5

Economic Connections

25 hours

Unit 6

Canada’s Global Connections

15 hours


Summative Assessment (in class)

4 hours

Total                                      110 hours

Teaching and Learning Strategies and Tools

Because the course the nature of the teaching strategies of the course is electronic delivery, media for conveying learning will be either synchronous or asynchronous. Academy of Distance Education is dedicated to maximize possibility of establishing “comfort zone” for students while opportunities for learning successfully are continuously explored. For that reason, both of the mediums of electronic delivery mentioned above are equally utilized as per the need and suitability of each one in different situations.

Examples E- Teaching/ E-Learning Strategies in the course/courses:

  • This Geography of Canada class will see a lot of internet research and will also heavily be involved with a bigger share of graphic presentations synchronously and asynchronously on the massive Canadian relief and land and see expanse.
  • Lectures/handouts/note taking (through on-line vehicles both synchronously and asynchronously)
  • Case Studies (both synchronously and asynchronously)
  • Brainstorming (in virtual class discussions as well as in face book or other social sites used for the purpose of e-learning and e-teaching)
  • Writing (research, essays, poems)
  • Homework, class work, assignments
  • Labs and demonstrations (mainly computer simulations to accommodate distance learning)
  • Small/large group discussions (virtual classes or one-on-one virtual situations)
  • Multimedia presentations (all on-line)
  • Guest speeches

Teaching/Learning Tools: (all designed to meet the requirements of e-schooling)

  • Textbook
  • Overhead projector, screen, electronic writing devices like the electronic pen pad and transparencies
  • Online software, CDs, DVDs, videos/films
  • Chart paper,
  • Posters
  • Online educational activities and games
  • Relevant scientific sites & magazines & articles

Assessment & Evaluation;

Assessment and evaluation at the Academy of Distance Education is based heavily on dividing the assessment strategies equally between comprehensive, on-site and supervised assessments and assessments conducted by the student alone and sent electronically or through other means by the student. The latter will include instances where the student does access-controlled on-line testing and quizzing where possibilities of extra-personal efforts are eliminated completely making sure that the student does the work. Other opportunities will allow for students meeting assessment requirements while seeking help from any source but making sure knowledge has been gained by the student through the help provided to him/her. All these systems are designed the benefits of e-learning and e-teaching are maximized and not diminished by factors that could be brought forth by the introduction of non-traditional classrooms.

In general, Assessment is a continuous process of gathering evidence to facilitate and enhance student learning, provide feedback, and improve instructional strategies. Evaluation is the process of judging the quality of student work in an assessment, on the basis of established criteria, and the assigning of a value to represent that quality. The purpose of evaluation is to summarize student progress at a given point in time.

In the 2010/2011 and beyond, Numerous and varied assessment opportunities will be given to students and various strategies and tools will be employed throughout the course in order to achieve maximum precision and fairness in assessing how well students learned the curricular expectations of each strand and the course. This will be an attempt meet ministry of education guidelines introduced for the 2010 and effective successive years until further notice of change.   Diagnostic assessments will be used to determine prior learning, students’ strengths and for planning purposes and therefore will not be used to determine term or final grades for report cards. Formative assessments will be used regularly as a learning tool and feedback mechanism to improve student learning and instructional strategies. Summative assessments will be used to provide final professional judgment and evaluation of student learning of curricular expectations and therefore will be used to evaluate term work and the final assessment for reporting purposes. When planning assessments, the curricular expectations will be reviewed and linked to the achievement categories to which they relate. This is to ensure that all the expectations are accounted for in instruction, and that achievement of the expectations is assessed within the appropriate categories. All three types of assessments are still further regrouped into three parts: assessment for learning, feedback mechanisms meant to enhance student learning (formative and diagnostic); assessment as learning, self assessment and  peer assessment tools done led and /or teachers in which students learn how to independently assess the level of their own learning (diagnostic , formative)’ and assessment of learning (summative only), which is led by the teacher alone and is used for purposes of evaluation and reporting of student achievement to parents and other stake holders.

Assessment Methods: The means through which student learning may be assessed (i.e., written, spoken, or done). In this course, students will use all three methods to demonstrate their learning: oral work (debates, discussions, presentations, skits), written work (tests, quizzes, reports, essays), and performances (labs, models, pamphlets, charts). Both synchronous and asynchronous opportunities are made available.

Assessment Strategies: The actual assessment instruments used as the  process used for assessing student learning and the level of their achievement of meeting curricular expectations (e.g. journal). ADE will use conduct assessments both synchronously and asynchronously throughout the course. Below is a list of the most commonly used assessment strategies for this course:

  • Tests/Quizzes (done both on-line and a designated site with supervision)
  • Interviews/Conferences  (Virtual class discussions)
  • Examinations (done only comprehensively at a site with supervision)
  • Multimedia Presentations (virtual class presentation synchronously
  • Assignments, Research Projects/Reports (on-line)

Assessment Tools: An instrument that is used to initiate or guide the assessment strategy or to track, monitor or record the assessment data (e.g. rubric). Below is a list of the most commonly used assessment tools for this course:

  • Check lists (learning skills, homework check, completion of a task, basically to check absence or presence of a concept, process, skill, or attitude)
  • Marking Scheme (tests/quizzes, assignments, worksheets, to quantify student response; value based tasks)
  • Rating Scales (to assess frequency of achieving a task or quality of task)
  • Rubrics  (performances, written reports, presentations, labs, complex projects/tasks)
  • Anecdotal Comments (learning skills, group work, independent work, presentations,

Course Evaluation

In this course, two parts make up the evaluation of student achievement through the different assessment strategies mentioned above.

a)      The term work accounts for 70% of the overall grade for the course. Assessments for this portion are spread throughout the course and will terminate approximately 3-4 weeks before the end of the study term.

Final Exam:

b)      The Exam will be scheduled by administration in June. It will be worth 20%. The final exam is cumulative, which means it will include all of the units covered in class from terms 1, 2, and 3. The class few classes will be dedicatee to review. Students must have organized binders to be able to study for the final exam.

c)      Culminating Activity (Summative): The students are required to complete a summative project; The Culminating Activity will be worth 10% of the final mark. The summative will consist of an Oral Examination; the assessment will be based on the first 3 units of the text book.

Term Work = 70%

Break Down of Marks:

First Term:

Tests: 6%

Assignments: 3%

Projects: 4%

Quizzes:  2%

Total for the term: 15%

Second Term:

Tests: 10%

Assignments: 7%

Projects: 8 %

Quizzes:  5%

Total for the term: 35%

Third Term: 20%

Tests: 8%

Assignments: 4%

Projects: 6%

Quizzes:  2%

Total for the term: 20%

Final Grade = Term Work + Summative+ Final Examination = 70% + 10%+ 20% = 100%

Achievement Charts

The achievement chart will be used as a reference point for all assessment practice and a framework within which to assess and evaluate student achievement. It is organized into four broad categories of knowledge and skills: Knowledge/ Understanding, Thinking/Inquiry, Communication, and Application/Making Connections. It describes the four levels of achievement (performance standards) of the curriculum expectations within each category. The descriptions associated with each level will serve as a guide for gathering assessment information, making consistent judgments about the quality of student work, and providing clear and specific feedback to students and parents.

Learning Skills

While not evaluated for marks, learning skills (Works Independently, Teamwork, Organization, Work Habits/Homework, and Initiative) are necessary skills in order to success in school and beyond. As with other skills, they will be demonstrated, practiced, and assessed in the classroom (using letters E – Excellent, G – Good, S – Satisfactory, and N – Needs Improvement). Numerous and various opportunities will be given to students throughout the year to demonstrate and improve their learning skills. Individual assignments to for independence and initiative; lab work in pairs and small-groups to foster cooperative learning and develop teamwork; occasional binder checks and portfolios collection to develop and maintain organizational skills; and random homework checks will be conducted.

Main Resources

  1. Making Connections: Canada’s Geography, 9.
  2. Teacher’s Resource – Making Connections: Canada’s Geography, 9.

Public Libraries