Page 102 - THE ONTARIO CURRICULUM, GRADES 9 AND 10 | Canadian and World Studies

Grade 9, Applied
E1. Sustainable Communities: identify factors that affect the sustainability of communities, and describe strategies for improving their sustainability (FOCUS ON: Interrelationships; Geographic Perspective)
E2. Impacts of Land Use: analyse impacts of land use in Canada on communities and the natural environment (FOCUS ON: Spatial Significance; Interrelationships)
E3. Patterns of Land Use: describe patterns of land use in their local community (FOCUS ON: Spatial Significance; Patterns and Trends)
THE ONTARIO CURRICULUM, GRADES 9 AND 10 | Canadian and World Studies
SPECIFIC EXPECTATIONS
E1. Sustainable Communities
FOCUS ON: Interrelationships; Geographic Perspective
By the end of this course, students will:
E1.1 use a variety of measurements (e.g., ecological footprint, carbon footprint, water footprint) to compare the impact on the natural environment of people in Canada and people in other countries
Sample question: “How does your ecological footprint compare to that of the average Canadian and those of people in other countries?”
E1.2 identify various ways in which communities in Canada dispose of their waste material
(e.g., landfilling, composting, incineration, primary and secondary sewage treatment), and describe potential environmental impacts of these methods
Sample questions: “Can all waste materials be disposed of in the same manner? Why or why not?” “How does your community dispose of unwanted electronics?” “What happens to your garbage if your community does not have a landfill site?” “What could communities and individuals do to minimize the amount of material that has to be landfilled or incinerated?”
Using spatial skills: Students can create an annotated thematic map to highlight where waste materials (hazardous, solid, and liquid) end up. Field trips to local sewage treatment plants and landfill sites can help students better understand the challenges involved in waste management.
E1.3 describe ways in which communities can improve their environmental sustainability (e.g., expansion of recycling programs, promotion of infill development, expansion of mass transit systems, addition of bike lanes to major roadways, support of local market gardens, preservation or addition of green space, promotion of programs to make houses and industries more energy efficient)
Sample questions: “What actions could businesses such as grocery and clothing stores take to be more environmentally sustainable?” “What kind of programs are available in your area that support energy conservation? Is your school part of an energy monitoring program?” “Does your community have water usage guidelines for particular situations, such as
dry spells or extremely cold weather?”
Using spatial skills: Students may create maps and diagrams to illustrate the changes they would make to a community in order to make it more environmentally sustainable (e.g., changes in transportation, land use, buildings).
E1.4 identify actions that individuals can take to live more sustainably, and explain the benefits for their local community
Sample questions: “What can you do to make a difference in your community?” “How does the community benefit if you take your own bag when you shop for groceries?” “How does eating local foods, cleaning up a local river, installing a green roof on the school, or using alternative energy support sustainability?” “How might the community benefit economic- ally, socially, and environmentally from the preservation or restoration of a heritage
E. LIVEABLE COMMUNITIES OVERALL EXPECTATIONS
By the end of this course, students will:
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