PLAR
PRIOR LEARNING ASSESSMENT AND RECOGNITION
Geography Grade 9
Assessor Guide
PLAR Geography
The Ontario curriculum is based on the belief that learners’ success is critical to being responsible
and productive citizens. All students can be successful in learning to think critically, make
meaningful connections, and communicate effectively.
The focus of the equivalency assessment is to have mature students demonstrate reasoning,
problem solving, making meaningful connections, communication, and application of their
knowledge and skills in contexts that are related to everyday life.
The PLAR equivalency assessment reflects the overall expectations in the Grade 9 course,
recognizing the practical life experiences that mature students bring with them as they return
to secondary education.
PLARs must be fair, reliable, consistent, and transparent.
PLARs can serve as a diagnostic for identifying the pathway for future studies.
TASK 1 MAPPING SKILLS – ONTARIO
Basic mapping skills and geographical differences in the Ontario landscape
TASK 2 RURAL-TO-URBAN MIGRATION
Benefits and consequences of rural-to-urban migration
TASK 3 POPULATION DISTRIBUTION
Population distribution and the impact of population changes
TASK 4 CANADIAN INDUSTRIES AND RELATED JOB SECTORS
Factors pertinent to locating a business
TASK 5 CAREER TRAINING
Geographic factors and trends that positively impact the job market in
Ontario
TASK 6 GLOBAL CONNECTIONS
Factors impacting on Canada’s role in the global community
PLAR FOR MATURE STUDENTS – GEOGRAPHY GRADE 9 • ASSESSOR GUIDE 1
NOTES FOR ASSESSORS
Assessors are asked to consider the following in preparation for
administering the PLAR assessment:
• Not all students can or should complete the entire assessment. The
tasks should be selected based on the intended goals of the mature
student.
• There is no time allocation specified for each task to allow students to
spend the time they require in making their response. Students should
read through the entire set of tasks before starting the assessment.
By doing so, they can determine in what order they will complete
the tasks and how much time they will spend in responding to each
individual task.
• Some mature students may require accommodations, e.g., having
questions read to them, responses scribed for them, further
explanation of directions, a quiet room in which to work.
• Some tasks may require the use of materials other than the assessment
booklet. Some tasks could also be done with a computer and
appropriate software. To facilitate students answering questions orally,
some students may request use of a tape recorder.
• The questions/activities allow the students to demonstrate how they
are able to apply their prior knowledge and skills of the Geography of
Canada to better understand society’s interactions with the natural
environment; the political, economic, and cultural interactions among
groups of people; and the factors contributing to society’s continual
evolution.
• The assessment examines Canada’s distinct and changing character
and the geographic systems and distinct relationships that shape
it. Students use a variety of inquiry and communication methods to
analyse and evaluate geographic issues.
PLAR FOR MATURE STUDENTS – GEOGRAPHY GRADE 9 • ASSESSOR GUIDE 2
TASK 1 MAPPING SKILLS – ONTARIO
The student completes short answer questions based on a map of Ontario.
CURRICULUM CONNECTIONS
Geographic Foundations: Space and
Systems
Identify patterns and diversity in
Canada’s natural and human systems
Methods of Geographic Inquiry and
Communication
Use the methods and tools of
geographic inquiry to locate, gather,
evaluate, and organize information
about Canada’s natural and human
systems
Use different types of maps (e.g., road,
topographical, thematic) to interpret
geographic relationships
KEY KNOWLEDGE AND SKILLS
• an understanding of basic mapping
skills
• locate specific places on the map
• ability to estimate distance on a map
KEY INDICATORS OF SUCCESS
The student:
• identifies locations and directions
• reads legends
• draws conclusions and expresses
opinions
• calculates distances using a scale
ASSESSOR’S COMMENTS
PLAR FOR MATURE STUDENTS – GEOGRAPHY GRADE 9 • ASSESSOR GUIDE 3
TASK 2 RURAL-TO-URBAN MIGRATION
The student creates a graph based on population data and draws conclusions to complete short answer
questions.
CURRICULUM CONNECTIONS
Geographic Foundations:
Space and Systems
Identify patterns and diversity in
Canada’s natural and human systems
Describe issues that affect natural and
human systems in Canada
Human-Environment Interactions
Assess the impact of human systems
and/or resource extraction on the
natural environment
Relate current lifestyle choices of
Canadians to the prospects for
sustaining Canada’s economic and
environmental well-being
KEY KNOWLEDGE AND SKILLS
KEY INDICATORS OF SUCCESS
• use a total (Canadian) population table
to clarify and interpret data
• identify patterns in human systems
and describe potential issues arising
from these trends
• explain the effects rural-to-urban
migration has on society
• predict the impact of population
change on our infrastructure
• use demographic changes across
an urban-to-rural gradient in a
geographic analysis
The student:
• creates a graph based on population
data supplied
• interprets the results of the graphing
exercise
• draws conclusions based on data and
personal opinions
• makes connections within and
between various contexts, such as
past-present-future, and between ages
of individuals
• organizes ideas and information clearly
Understanding and
Managing Change
Identify current or anticipated physical,
social, or economic changes and explain
how they could affect the lives of
Canadians
ASSESSOR’S COMMENTS
PLAR FOR MATURE STUDENTS – GEOGRAPHY GRADE 9 • ASSESSOR GUIDE 4
TASK 3 POPULATION DISTRIBUTION
The student completes extended responses and interprets graphs, including population pyramids,
using his/her life experiences and the information contained in the article and charts.
CURRICULUM CONNECTIONS
KEY KNOWLEDGE AND SKILLS
KEY INDICATORS OF SUCCESS
Methods of Geographic Inquiry and
Communication
Use the methods and tools of
geographic inquiry to locate, gather,
evaluate, and organize information
about Canada’s natural and human
systems
Analyse and interpret data gathered
in inquiries into the geography of
Canada, using a variety of methods and
geotechnologies
Communicate the results of geographic
inquiries, using appropriate terms and
concepts and a variety of forms and
techniques
• use a population pyramid to clarify and
interpret data
• identify patterns in human systems
and describe potential issues arising
from these trends
• report on ways current national trends
in demography will impact on demand
for social services in the future
• predict the impact of change on our
infrastructure
• communicate the results of an analysis
for the appropriate audience and
purpose (e.g., an advisory report to a
government minister)
The student:
• reports on ways current national
trends in demography will impact on
demand for social services in the future
(e.g., building or closing schools, open
more retirement facilities, recruit/
redistribute medical personnel)
• communicates the results of an
analysis for the appropriate audience
(e.g., an advisory report to a
government minister) and purpose
(e.g., to inform, persuade, and advise)
• organizes ideas and information clearly
ASSESSOR’S COMMENTS
PLAR FOR MATURE STUDENTS – GEOGRAPHY GRADE 9 • ASSESSOR GUIDE 5
TASK 4 CANADIAN INDUSTRIES AND RELATED JOB SECTORS
The student provides short answers categorizing jobs related to the topic of industry and to questions
related to factors influencing the location of industry.
CURRICULUM CONNECTIONS
Human-Environment Interactions
Assess the impact of human systems
and/or resource extraction on the
natural environment
Relate current lifestyle choices of
Canadians to the prospects for
sustaining Canada’s economic and
environmental well-being
Methods of Geographic Inquiry
and Communication
Use the methods and tools of
geographic inquiry to locate, gather,
evaluate, and organize information
about Canada’s natural and human
systems
Communicate the results of geographic
inquiries, using appropriate terms and
concepts and a variety of forms and
techniques
KEY KNOWLEDGE AND SKILLS
• demonstrate an understanding of the
three categories of industry and be
able to distinguish them
• sort a number of different jobs into the
three industrial categories
• identify and communicate factors that
influence where industries are located
and apply that knowledge to a specific
business
• identify and apply patterns of
transportation and manufacturing in
Canada to an authentic situation
• select an appropriate location for a
business and communicate support for
the location
KEY INDICATORS OF SUCCESS
The student:
• selects an appropriate location for a
business and communicates support
for the location through a point-form
list or business plan
• makes connections within and
between geographic, economic, and
environmental contexts
• transfers existing knowledge and
skills to the new context of private
enterprise
• organizes ideas effectively
• uses critical and creative thinking
processes
Understanding and Managing
Change
Explain the relationship between
sustainability, stewardship, and an
“ecological footprint”
Identify current or anticipated physical,
social, or economic changes and explain
how they could affect the lives of
Canadians
ASSESSOR’S COMMENTS
PLAR FOR MATURE STUDENTS – GEOGRAPHY GRADE 9 • ASSESSOR GUIDE 6
TASK 5 CAREER TRAINING (INTERVIEW)
The student identifies the geographic factors and trends that will positively impact the job.
CURRICULUM CONNECTIONS
KEY KNOWLEDGE AND SKILLS
KEY INDICATORS OF SUCCESS
Methods of Geographic Inquiry and
Communication
Communicate the results of geographic
inquiries, using appropriate terms and
concepts and a variety of forms and
techniques
• apply understanding of physical,
social, or economic changes to explain
their potential impact on lifestyle
The student:
• demonstrates an understanding
of what kinds of companies are
downsizing and or closing
• identifies current or anticipated
physical, social, or economic changes
and explains how they could affect the
lives of Canadians
• identifies the geographic factors and
trends that will positively impact the
job market
• communicates the results of
geographic inquiries, using
appropriate terms and concepts
• relates current lifestyle choices
of Canadians to the prospects for
sustaining Canada’s economic wellbeing
• organizes ideas effectively
Human-Environment Interactions
Relate current lifestyle choices of
Canadians to the prospects for
sustaining Canada’s economic and
environmental well-being
Understanding and
Managing Change
Identify current or anticipated physical,
social, or economic changes and explain
how they could affect the lives of
Canadians
ASSESSOR’S COMMENTS
PLAR FOR MATURE STUDENTS – GEOGRAPHY GRADE 9 • ASSESSOR GUIDE 7
TASK 6 GLOBAL CONNECTIONS
The student creates a chart outlining the ‘push/pull’ factors affecting immigration patterns to Canada
and writes a paragraph explaining how these factors would affect a new immigrant’s decision to move
to Canada.
CURRICULUM CONNECTIONS
KEY KNOWLEDGE AND SKILLS
• demonstrate an understanding of the
Global Connections
connections between Canada and
Identify the economic, cultural, and
different parts of the world
environmental connections between
Canada and other countries
• use local and global perspectives to
identify trends and analyse factors
Report on how Canada influences and is
causing change in the relationships
influenced by its economic, cultural, and
between the earth’s natural and
environmental connections with other
human systems
countries
Explain how current global issues affect • analyse/interpret questions and make
predictions
Canadians
• identify the economic, cultural, and
environmental connections that
Canada has with other countries
• analyse/interpret how Canada
influences and is influenced by its
connections with other countries
KEY INDICATORS OF SUCCESS
The student:
• demonstrates knowledge of relevant
content, e.g., facts, terms, and
definitions, including immigration,
push/pull factors, political, economic,
and environmental terms
• organizes ideas effectively
• uses critical- and creative-thinking
processes
ASSESSOR’S COMMENTS
PLAR FOR MATURE STUDENTS – GEOGRAPHY GRADE 9 • ASSESSOR GUIDE 8
TASK 1 MAPPING SKILLS – ONTARIO
The student completes short answer questions based on a map of Ontario.
RESOURCES
RESPONSES
• map of Ontario
1. Responses will vary depending on the city selected
• ruler
2. Responses will vary depending on the city selected
3. Responses will vary depending on the city selected
4. a. Ottawa
b. Toronto
c. Toronto
5. approximately 1000 km
TASK 2 RURAL-TO-URBAN MIGRATION
The student reads information, creates a graph, and answers questions related to the benefits and
consequences of rural-to-urban migration.
RESOURCES
• Statistics Canada,
Censuses of Population,
1851 – 2001
• Example population
graph with first 20 years
shown (1851 and 1871)
• Glossary
RESPONSES
1. The graph is started for the student and shows the first two statistics.
2. a.The rural population is increasing but at a very slow rate. There was a
downward trend starting in 2001.
b. The urban population is rising significantly, and at a much quicker
rate than the rural population. They crossed over at approximately
1931.
c. Responses will vary but should be logical.
3. Responses will vary depending on selections, but should be logical and
supported by evidence.
PLAR FOR MATURE STUDENTS – GEOGRAPHY GRADE 9 • ASSESSOR GUIDE 9
TASK 3 POPULATION DISTRIBUTION
The student views population distribution in population pyramids and examines the impact of
population changes on our institutions, considering how demographic changes will impact health care.
RESOURCES
• Article and population
pyramids adapted
from Statistics Canada.
www.statcan.gc.ca/
kits-trousses/animat/
edu06a_0000-eng.htm
on August 24, 2009
RESPONSES
Population Pyramid:
1. a.ages 0-4
b. ages 35-39 (the largest population group in 1961 aged 35 years to
1996)
2.the bulge caused by 4 age groups – 30-34, 35-39, 40-44 and 45-49 (or an
age range of 30–49 in 1996)
3.Canadians in their early 20’s in 1961 were born at the end of the
depression and at the start of the second world war which disrupted
birth rates
4. a. approximately 4.1%
b. more females, past the age of 65; there are more females in all age
groups which means females have a longer life expectancy
2006 Census Graph:
5.b.
6.a.
7.The student should provide a clear explanation that identifies that the
gap in the numbers of persons younger than 15 and the numbers of
persons over 65 has narrowed.
8. a.The Ontario government should expect to plan for more doctors,
reasons can include an older populations requires greater access to
healthcare (more frequent visits, longer stays, etc.).
b. Responses will vary but may include more money being paid out
because of more pensioners, and fewer workers as a percentage of
the population making contributions to Canada Pension Plan.
PLAR FOR MATURE STUDENTS – GEOGRAPHY GRADE 9 • ASSESSOR GUIDE 10
TASK 4 CANADIAN INDUSTRIES AND RELATED JOB SECTORS
After reviewing the types of industries in Canada, the student uses prior knowledge to consider factors
pertinent in locating a business.
RESOURCES
• Chart – Employment by
Industry, 2004 adapted
from Statistics Canada
http://www40.statcan.
gc.ca/l01/cst01/econ40eng.htm
RESPONSES
1. Primary (with explanation)
2. Tertiary (with explanation)
3. 1 073 500
4. 799 400
5. Increase (with justification using numbers)
6.
Primary
Secondary
Cattle farmer
Oil rig worker
Cabinet maker
Auto assembly line
Landfill operator
Home builder
Tertiary
Teacher
Custodian
Grocery clerk
Dentist
Call centre technician
Furniture salesmen
Long-haul trucker
Personal support worker
Mayor of a city
7. a.Sample response: I live in Eastern Ontario in a city called Belleville. In
this region the majority of goods come into or leave the region using
semi trailers/tractor-trailers, which generally travel along the 401
highway. There is no commercial airport here and although we are
situated on Lake Ontario, ships are rarely used. We are along a wellused rail line, which goes through the city’s main industrial regions
bringing in raw goods and exiting with finished products. So railway
lines would be the second most popular mode of transportation.
b.Responses will vary.
8. Sample response: Major auto manufacturing plants are located in
Southwestern Ontario (in cities such as Windsor) because Southwestern
Ontario is located in the heart of Canada’s most populated region. It
has access to transportation and immediate access to the U.S. market;
tradition plays a role (Detroit is known as motor city and Windsor is
Canada’s equivalent); there is a ready supply of skilled labour in the area;
and manufacturers are near their competitors and have the resources
they need readily available.
9.Responses will vary but the most logical factors in locating a
greenhouse are: access to market, lower land costs, access to
transportation, source of power, supply of labour, access to consumers
and small businesses, appropriateness of climate for greenhouse. Other
factors are acceptable if they are very well supported with a reason(s).
10. Responses will vary but should reflect the information given in Question 9.
PLAR FOR MATURE STUDENTS – GEOGRAPHY GRADE 9 • ASSESSOR GUIDE 11
TASK 5 CAREER TRAINING (Interview)
Student prepares for an interview identifying the geographic factors and trends that positively impact
the job market in Ontario.
Responses will vary. The student should organize ideas effectively and identify current or anticipated
physical, social, or economic changes and explain their impacts.
TASK 6 GLOBAL CONNECTIONS
The student identifies the economic, cultural and environmental connections that Canada has with
other countries and make predictions using this information to show how Canada’s actions or stated
position on an issue influences the rest of the world.
RESPONSES
The Push/Pull Factors Affecting Immigration Patterns:
1. a.The student places the reasons in the appropriate column (i.e.,
political, economic, environmental, cultural).
Examples of factors include:
Push Factors (conditions in chosen country)
Environmental: drought, natural disasters
Political: war, lack of individual freedoms, dictatorship
Economic: lack of jobs in current country, poor pay for skilled jobs
Cultural: lack of religious freedoms, oppressed minority in current
country
Pull Factors (conditions in Canada)
Environmental: clean air and water, open natural environment
Political: guarantees through charter of rights, democracy
Economic: demand for immigrants’ skills, good pay for comparable
jobs
Cultural: religious freedom, multicultural society
b.Responses will vary but ideas should be organized and show
understanding of relevant facts and terms.
PLAR FOR MATURE STUDENTS – GEOGRAPHY GRADE 9 • ASSESSOR GUIDE 12