Page 77 - THE ONTARIO CURRICULUM, GRADES 9 AND 10 | Canadian and World Studies

B. INTERACTIONS IN THE PHYSICAL ENVIRONMENT
OVERALL EXPECTATIONS
By the end of this course, students will:
B1. The Physical Environment and Human Activities: analyse various interactions between physical processes, phenomena, and events and human activities in Canada (FOCUS ON: Interrelationships; Geographic Perspective)
B2. Interrelationships between Physical Systems, Processes, and Events: analyse characteristics of various physical processes, phenomena, and events affecting Canada and their interrelationship with global physical systems (FOCUS ON: Patterns and Trends; Interrelationships)
B3. The Characteristics of Canada’s Natural Environment: describe various characteristics of the natural environment and the spatial distribution of physical features in Canada, and explain the role of physical processes, phenomena, and events in shaping them (FOCUS ON: Spatial Significance; Patterns and Trends)
SPECIFIC EXPECTATIONS
B1. The Physical Environment and Human Activities
FOCUS ON: Interrelationships; Geographic Perspective
By the end of this course, students will:
B1.1 analyse environmental, economic, social, and/or political implications of different ideas and beliefs about the value of Canada’s natural environment, and explain how these ideas/beliefs affect the use and protection of Canada’s natural assets
Sample questions: “How does the traditional ecological knowledge of the First Nations, Métis, and Inuit peoples influence their beliefs about the natural environment and its importance to them?” “Is there a current issue that highlights conflicting beliefs about the value of Canada’s natural environment and how it should be used or protected? What actions and processes are occurring in order to resolve the conflict?” “What is the difference between a preservation or conservation park system?” “How might the opening of the Northwest Passage affect Canada’s claim to Arctic sovereignty?” “How does the protection of wildlife relate to one’s beliefs about the value of wildlife?”
B1.2 analyse interrelationships between Canada’s physical characteristics and various human activities that they support (e.g., mountainous
landforms support recreation; water bodies and flat land facilitate urban development and transportation)
Sample questions: “How do the physical characteristics of different regions influence tourism in Canada?” “How would a graph showing seismic activity help planners make decisions relating to urban settlement?” “How would you use GIS to determine the best place to locate a wind farm?” “How do soil, climate, and landscape influence agricultural practices (e.g., contour ploughing, ranching, intensive agriculture)?” “How will the effect of warmer temperatures on caribou migration affect Inuit and First Nations communities in Canada’s North?”
Using spatial skills: GIS is a valuable tool
for identifying relationships between physical features or events and human activities. For example, students can identify risks to various populations from natural hazards by layering a population density map with maps showing plate boundaries, hurricane paths, and flood lines.
B1.3 assess environmental, economic, social, and/or political consequences for Canada of changes in some of the Earth’s physical processes (e.g., warming in the North is leading to a shorter, less reliable ice season and changes in plant and animal populations [environmental], threatening
INTERACTIONS IN THE PHYSICAL ENVIRONMENT
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Issues in Canadian Geography
CGC1D