Course Title: Grade 12 Environment Resource Management
Course Code: CGR4M
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): $549
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 Order||Unit Name||Suggested Time|
|Unit 1||Natural Spaces||30 hours|
|Unit 2||Sustainability and Stewardship of Natural Resources||25 hours|
|Mid Semester Point|
|Unit 3||Ecological Systems||25 hours|
|Unit 4||Community Action||25 hours|
|FINAL||Final Exam||5 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.
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.