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CGR4M, Grade 12 Environment Resource Management Online Course

 CGR4M Grade 12 Environment Resource Management online course

Course Title: Grade 12 Environment Resource Management
Course Code: CGR4M
Grade: 12
Course Type: University/College Preparation
Format: Online School Course
Prerequisite: Any Grade 11 or 12 university or university/college preparation course in Canadian and world studies, English, or social sciences and humanities
Tuition Fee (CAD): $499


Course Description for CGR4M Environment and Resource Management Online Course

Grade 12 Environment and Resource Management (CGR4M) course investigates interactions between natural and human systems, with a particular emphasis on the impacts of human activity on ecosystems and natural processes. Students will use the geographic inquiry process, apply the concepts of geographic thinking, and employ a variety of spatial skills and technologies to analyse these impacts and propose ways of reducing them. In the course of their investigations, they will assess resource management and sustainability practices, as well as related government policies and international accords. They will also consider questions of individual responsibility and environmental stewardship as they explore ways of developing a more sustainable relationship with the environment.           

Summary of Units and Timelines for Grade 12 Environment and Resource Management CGR4M

             Below is the suggested sequence of course unit delivery as well as the recommended number of hours to complete the respective unit.  For complete details of targeted expectations within each unit and activity, please see each Unit Overview found in the CGR4M course profile.

Unit Order

Unit Name

Suggested Time

Unit 1

Natural Spaces

30 hours

Unit 2

Sustainability and Stewardship of Natural Resources

30 hours

Unit 3

Ecological Systems

25 hours

Unit 4

Community Action  

25 hours



Total: 110 hours

Fundamental Concepts Covered in Grade 12 Environment and Resource Management CGR4M Online Course

The four concepts of geographic thinking – spatial significance, patterns and trends, interrelationships, and geographic perspective – underpin thinking and learning in all geography courses in the Canadian and world studies program. At least one concept of geographic thinking is identified as the focus for each overall expectation in the content strands of these courses.

Spatial Significance requires students to determine the importance of a place or region. They explore the connections that exist between the geographical location and physical characteristics of a site and analyse the unique relationships that exist in and between the natural and human environments in a particular place. Students come to understand that the significance of the same place may be different for humans, animals, and plants.

Patterns and Trends requires students to recognize characteristics that are similar and that repeat themselves in a natural or human environment (patterns) and characteristics or traits that exhibit a consistent tendency in a particular setting over a period of time (trends). The characteristics may be spatial, social, economic, physical, or environmental. Students analyse connections between characteristics to determine patterns; they analyse connections between those characteristics over time to determine trends.

Interrelationships requires students to explore connections within and between natural and human environments. The interconnected parts of an environment or environments work together to form a system. Students must understand the relationships that exist within a system and then critically analyse the relationships between systems in order to determine the impact they have on one another.

Geographic Perspective requires students to consider the environmental, economic, political, and/or social implications of the issues, events, developments, and/or phenomena that they are analysing. In order to solve problems, make decisions or judgements, or formulate plans of action effectively, students need to develop their ability to examine issues from multiple perspectives.

In each of the geography courses in the Canadian and world studies curriculum, strand A focuses explicitly on the geographic inquiry process, guiding students in their investigations of issues, events, developments, and/or various geographic phenomena. This process is not intended to be applied in a linear manner: students will use the applicable components of the process in the order most appropriate for them and for the task at hand. Although strand A covers all of the components of the inquiry process, it is important to note that students apply skills associated with the inquiry process throughout the content strands in each course. Expectations for this strand will be interwoven throughout the course units of study. The five steps to the geographic inquiry process are: Formulate Questions, Gather and Organize, Interpret and Analyse, Evaluate and Draw Conclusions, and Communicate.

Course Notes

This course is designed to provide students with the necessary skills and knowledge as well as a development of an attitude that supports these skills and knowledge responsibly.  The course design is geared to meet and exceed the prerequisite requirements for studying geography at the University and College level.  The framework of course delivery focuses the “big ideas” through the lens of the goals of the Canadian and world studies program as outlined on page 8 of the Ontario Ministry of Education document:

  • develop the ability to use the “concepts of disciplinary thinking” to investigate issues, events, and developments;
  • develop the ability to determine and apply appropriate criteria to evaluate information and evidence and to make judgements;
  • develop skills and personal attributes that are needed for discipline-specific inquiry and that can be transferred to other areas in life;
  • build collaborative and cooperative working relationships;
  • use appropriate technology as a tool to help them gather and analyse information, solve problems, and communicate.

The Geography program specifically aims to help students develop a sense of place: What is where, why there, and why care? Students will work towards:

  • developing an understanding of the characteristics and spatial diversity of natural and human environments and communities, on a local to a global scale;
  • analysing the connections within and between natural and human environments and communities;
  • developing spatial skills through the use of spatial technologies and the interpretation, analysis, and construction of various types of maps, globes, and graphs;
  • being responsible stewards of the earth by developing an appreciation and respect for both natural and human environments and communities

The organization of the course is packaged into four distinct topical units. A fifth unit, Geographic Inquiry and Skills, will be developed throughout the first two-thirds of the course so that students can learn, develop and build on skills as they work through geographic investigations of their own throughout the course. 

Teaching and Learning Strategies in an Online Secondary School

Teachers will bring enthusiasm and varied teaching and assessment approaches to the classroom, addressing individual students’ needs and ensuring sound learning opportunities for every student.  The activities offered should enable students to relate and apply these concepts to the social, environmental, and economical conditions and concerns of the world in which they live.  Opportunities to relate knowledge and skills to these wider contexts will motivate students to learn in a meaningful way and to become life-long learners.

Teachers will help students understand that problem solving of any kind often requires a considerable expenditure of time and energy and a good deal of perseverance.  Teachers also will encourage students to investigate, to reason, to explore alternative solutions and to take the risks necessary to become successful problem solvers.

Effective instructional approaches and learning activities draw on students’ prior knowledge, capture their interest, and encourage meaningful practise both inside and outside the classroom.  Students will be engaged when they are able to see the connection between the scientific concepts they are learning and their application in the world around them and in real-life situations.

Due to its importance, students will have opportunities to learn in a variety of ways- individually, cooperatively, independently, with teacher direction, through hands-on experiences, and through examples followed by practice.  The approaches and strategies teachers use will vary according to both the object of the learning and the needs of the students. Teachers will accomplish this in online environment with the use of: virtual labs, online simulations, animations, videos, discussion forums, live chat and other interactive objects. 

Online & Offline Components in an Online Secondary School

The design of this course is intended to offer a rich balance between online and offline elements.  The following is a summary of the course components and their delivery format.  Please refer to the individual unit outlines for specific details.

Course content & instruction: online

Communication between teacher and students: online & offline

Collaboration between students: online

Assessment & evaluation: online & offline

Practise exercises, textbook work, readings etc: offline 

Assessment & Evaluation

The primary purpose of assessment and evaluation is to improve student learning.  Information gathered through assessment helps teachers to determine students’ strengths and weaknesses in their achievement of the curriculum expectations in each course.  This information also serves to guide teachers in adapting curriculum and instructional approaches to students’ needs and in assessing the overall effectiveness of programs and classroom practices.  As part of assessment, teachers provide students with descriptive feedback that guides their efforts towards improvement.

Evaluation refers to the process of judging the quality of student work on the basis of established criteria, and assigning a value to represent that quality.  All curriculum expectations must be accounted for in instruction, but evaluation focuses on students’ achievement of the overall expectations.  A students’ achievement of the overall expectations is evaluated on the basis of his or her achievement of related specific expectations.  Teachers will use their professional judgement to determine which specific expectations should be used to evaluate achievement of overall expectations, and which ones will be covered in instruction and assessment but not necessarily evaluated.

In order to ensure that assessment and evaluation are valid and reliable, and that they lead to the improvement of student learning, teachers must use assessment and evaluation strategies that:

  • Address both what students learn and how well they learn;
  • Are based both on the categories of knowledge and skills and on the achievement level descriptions given in the achievement chart
  • Are varied in nature, administered over a period of time, and designed to provide opportunities for students to demonstrate the full range of their learning;
  • Are appropriate for the learning activities used, the purposes of instruction, and the needs and experiences of the students;
  • Are fair to all students;
  • Accommodate students with special education needs, consistent with the strategies outlined in their Individual Education Plan;
  • Accommodate the needs of students who are learning the language of instruction;
  • Ensure that each student is given clear directions for improvement;
  • Promote students’ ability to assess their own learning and to set specific goals
  • Include the use of samples of students’ work that provide evidence of their achievement;
  • Are communicated clearly to students and parents at the beginning of the school year and at other appropriate points throughout the school year.

The achievement chart for Canadian and World Studies outlines four categories of knowledge and skills.  They include; Knowledge and Understanding, Thinking and Inquiry, Communication, and Application.  Teachers will ensure that student work is assessed and/or evaluated in a balanced manner with respect to the four categories, and that achievement of particular expectations is considered within the appropriate categories.

A final grade is recorded for this course, and a credit is granted and recorded for this course if the student’s grade is 50% or higher.  The final grade for this course will be determined as follows:

  • Seventy percent of the grade will be based on evaluations conducted throughout the course. This portion of the grade should reflect the student’s most consistent level of achievement throughout the course, although special consideration should be given to more recent evidence of achievement. This 70% will be distributed in the achievement chart categories as follows: 25% knowledge and understanding, 25% application, 25% communication and 25% thinking and investigation. Student work will be assessed and evaluated in a balanced manner with respect to the four categories within each unit.
  • Fifteen percent of the grade will be based on a final evaluation in the form of a written examination, completed at the end of the course. 

Accommodations for students with an IEP in an online high school

            All students can succeed.  Some students are able, with certain accommodations, to participate in the regular course curriculum and to demonstrate learning independently.  Accommodations allow access to the course without any changes to the knowledge and skills the student is expected to demonstrate.  The accommodations required to facilitate the student’s learning must be identified in his or her Individual Education Plan (IEP).  Instruction based on principles of universal design and differentiated instruction focuses on the provision of accommodations to meet the diverse needs of learners.

            Examples of accommodations (but not limited to) include:

  • Adjustment and or extension of time required to complete assignments or summative tasks
  • Providing alternative assignments or summative tasks
  • Use of scribes and/or other assistive technologies
  • Simplifying the language of instruction 


            Teachers will bring additional resources and teaching materials that provide a rich and diverse learning environment.  There is no required text for this course. Any necessary resources can be found online and will be linked in the course.


Reference: CGR4M Grade 12 Environment Resource Management, Ontario Canadian and World Studies Curriculum, Canada 

Canadian and World Studies Curriculum, Grade 11 and 12, 2015, Ministry of Education



What is CGR4M?
CGR4M is a Grade 12 Environment Resource Management high school course at a University/College preparation level. 

What are 4M courses?
4M refers to the Grade level of the courses and the pathway. 4 means it is a grade 12 course and M means it is a university or college preparation course.

What is the prerequisite course for CGR4M?
Any Grade 11 or 12 university or university/college preparation course in Canadian and world studies, English, or social sciences and humanities

How long does it take to complete an online class?
At Ontario Virtual School (OVS) you can complete an online highschool credit courses as quickly as 4 weeks, or take as long as 12 months.

Will my marks be sent directly to OUAC or OCAS?
Yes, we can send your marks directly to OUAC, OCAS, your home, and to your day school.


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