Page 260 - THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies

Grade 12, University/College Preparation
E1. Monitoring and Predicting Change: apply, and assess the use of, spatial technologies to monitor, model, and predict change in human and physical environments at the local, national, and global levels (FOCUS ON: Spatial Significance; Patterns and Trends)
E2. Development of Spatial Technologies: describe developments in spatial technologies over time and potential developments in the future, and analyse how these developments affect the uses and users of these technologies (FOCUS ON: Interrelationships; Geographic Perspective)
THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies
SPECIFIC EXPECTATIONS
E1. Monitoring and Predicting Change
FOCUS ON: Spatial Significance; Patterns and Trends
By the end of this course, students will:
E1.1 apply, and assess the use of, spatial technolo- gies, including satellite imagery, to monitor changing features or phenomena and to model and predict future processes and events (e.g., physical changes shown in a temporal sequence
of maps or aerial photographs)
Sample questions: “How do spatial technologies aid in the study of the effect of climate change in the Arctic? What patterns of change can you identify? What are some of the consequences of these changes for polar species that depend on sea ice for survival?” “In what ways does the use of satellite images of watersheds and ground data of algal blooms in local rivers help us predict the future effects of aquatic death zones?” “How do spatial technologies help in analysing the rate and impact of urban sprawl?”
E1.2 apply, and assess the use of, spatial technolo- gies to predict long-term change
Sample questions: “What are some of the likely long-term effects of desertification in areas around the edges of the Sahel or the Gobi Desert? How might this phenomenon affect countries in Africa and Asia?” “Using satellite images and GIS, how might you determine how the climate in different regions of the world might be affected as average surface temperatures on the earth continue to rise? What are the likely
long-term impacts of climate change on sea levels, water levels in lakes and rivers, or the extent of permafrost?” “How will the rate of urban sprawl affect productive soil and agricultural land?”
E1.3 apply, and assess the use of, spatial technolo- gies to model and predict catastrophic events
Sample questions: “Why can the depth of the water along ocean shorelines be an indicator
of potential damage by tsunamis on beaches, low-lying settlements, and resort areas?” “Using snow cover data, how can you determine the potential risk of avalanches in mountain areas?” “How can satellite images be used to predict future volcanic activity and improve the safety of surrounding communities or of scientists
on site?”
Using spatial skills: Students can use National Oceanic and Atmospheric Administration (NOAA) data and satellite images to predict the path of a developing hurricane or typhoon. Students can use satellite images or the buffering or query techniques in GIS to determine where the highest level of potential damage may occur along a fault line.
E1.4 use spatial technologies to predict the impact of a possible future change on their own or another community (e.g., the impact of an increase in the number and severity of storms due to climate change, the impact of urban growth on the local watershed and water resources)
Sample question: “How can spatial technologies help predict the impacts of climate change on crop growth in your region?”
E. DYNAMIC IMPACTS WITHIN COMMUNITIES
OVERALL EXPECTATIONS
By the end of this course, students will:
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