GRADE 12
ENVIRONMENT RESOURCE MANAGEMENT
CGR4M | ONLINE COURSE

CGR4M-Grade-12

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 (U) or university/college (M) preparation course in Canadian and world studies, English, or social sciences and humanities

Tuition Fee (CAD): $499


Course Description for CGR4M Grade 12 Environment 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 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 OrderUnit NameSuggested Time
Unit 1Natural Spaces30 hours
Unit 2Sustainability and Stewardship of Natural Resources30 hours
Mid Semester Point
Unit 3Ecological Systems25 hours
Unit 4Community Action25 hours
Total110 Hours

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.

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.
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 can be identified by the teacher, but recommendations from a School Board generated Individual Education Plan (IEP) if available can also be consulted. 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. Units in this course profile make specific reference to the intended textbook for this course but can be substituted for any relevant and approved text.

Reference: Canadian and World Studies, The Ontario Curriculum, Grades 11 to 12, 2015 (Revised) Ministry of Education of Ontario

Frequently Asked Questions

CGR4M is a Grade 12 Environment Resource Management course at a University/College preparation level.
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.
Prerequisite: Any Grade 11 or 12 university (U) or university/college (M) preparation course in Canadian and world studies, English, or social sciences and humanities
At Ontario Virtual School (OVS) you can complete an online highschool credit course as quickly as 4 weeks, or take as long as 12 months.
Yes, we can send your marks directly to OUAC, OCAS, your home, and to your day school.

Add another course and you will be eligible for $100 off your total fee.

You are now eligible for $100 off you total fee. Use coupon code OVS-100 upon checkout