Page 188 - THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies

Grade 11, Open
C1. Creating and Supporting Sustainable Spaces: use a variety of spatial technologies to help them assess human activities and plan and promote the sustainable use of the natural environment, including natural resources, in their local community or area (FOCUS ON: Interrelationships; Geographic Perspective)
C2. Analysing Environmental Issues: use a variety of spatial technologies to analyse the impact
of human activity on the environment in their local community or area and beyond, and identify possible solutions (FOCUS ON: Spatial Significance; Patterns and Trends)
C. USING SPATIAL TECHNOLOGIES TO SUPPORT SUSTAINABILITY AND STEWARDSHIP
THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies
SPECIFIC EXPECTATIONS
C1. Creating and Supporting Sustainable Spaces
FOCUS ON: Interrelationships; Geographic Perspective
By the end of this course, students will:
C1.1 plan a hypothetical local development, using spatial technologies as appropriate, in a way that minimizes impact on the environment
Sample questions: “What characteristics of the local environment are important to consider when analysing the potential impacts of a development such as a recreational facility, a commercial outlet, an institutional facility, or an industrial complex?” “Why is an understanding of physical geography an important basis for assessing the impacts of a local development?” “How might the use of remote sensing help assess the possible location for a new fishing lodge? How could remote sensing help identify possible environmental issues at the proposed site?”
Using spatial skills: Students can use GIS to create a hypothetical development in a given area. They can add shaded polygons to symbolize various types of land use. Imagery can be added to illustrate specific features of the local physical environment or of the potential development. Buffers can be added, using the measuring tool, to help determine the area of the impact that the development will have on the physical environment.
C1.2 describe the role of spatial technologies
in assessing the sustainability of a variety of outdoor recreational activities and venues (e.g., activities such as hiking, fishing, snowmobiling, canoeing, boating, or kayaking; venues such as
a ski resort, a cottage development, a golf course, or a provincial park)
Sample questions: “How might the use of remote sensing and GIS help assess whether the route of an existing snowmobile trail should be changed? How might the use of remote cameras help you determine whether the trail
is used by wildlife?”
C1.3 use spatial technologies to construct a map to support the sustainable use of a natural feature in their local community or area (e.g., a map that shows the least damaging route for a suggested nature trail; a map that illustrates a river course and the proposed location for a housing development; a story map showing a shoreline and identifying the possible locations for public access that will not damage or further erode the shoreline; an annotated map that explains the environmental necessity of
a moraine and some possible sustainable uses for the moraine)
Sample questions: “What characteristics of the place you have chosen will you include on your map? Why?”
Using spatial skills: Students can construct a “story map” to promote the sustainable use of
OVERALL EXPECTATIONS
By the end of this course, students will:
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