Turner Fenton S. S.
Geography of Canada
Grade 9 Academic (CGC 1D)
Statement of Expectations
To Students and Parents/Guardians
The organization and evaluation of this course has been designed to conform to the
requirements of the Ontario Provincial Curriculum Guidelines, Canadian and World
Studies, published in 1999.
Description /Rationale
This course draws on a variety of frameworks, such as the ecozone framework, and
principles of physical, human and economic geography, to explore Canada's distinct and
evolving character. Students will investigate the interconnections among the landforms,
climate, soils, plants, animals, and human activities in Canadian ecozones to develop
geographic knowledge and skills that contribute to an understanding of Canada's
diversity and its role in the world. Students will examine the components of natural and
human systems, how they interact and influence one another and Canada's relationships
with the global community as they work towards a culminating unit on sustainable
development.
Overall Expectations
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Demonstrate an understanding of the regional diversity of Canada's natural systems
(eg. natural vegetation, climate zones) and human systems (eg. transportation links,
urban hierarchies).
Demonstrate an understanding of the challenges associated with achieving resource
sustainability, and explain the implications of meeting or not meeting those
challenges for future resource use in Canada.
Analyze connections between different parts of Canada and between Canada and
other countries (eg. migration patterns, cultural activities, foreign ownership, trade).
Demonstrate an understanding of how natural and human systems change over time
and from place to place.
Demonstrate an ability to collect, organize and synthesize information from a variety
of sources (eg. atlases, photographs and electronic media) to identify the
characteristics of Canada's geography.
Turner Fenton S. S.
Geography of Canada
Grade 9 Academic (CGC 1D0/8/E)
Units
1.
2.
3.
4.
5.
6.
Introduction to Geography of Canada and Map Skills (20 hours)
Natural Systems (20 hours)
Human Systems (20 hours)
Humans in the Environment (20 hours)
Global Interactions (20 hours)
Sustainable Development (10 hours)
Each unit will incorporate overall and specific expectations, measured to reflect a
student's communication skills, knowledge and understanding, thinking and inquiry, and
application as they relate to the learning of a geography concept.
Format of Evaluation:
The final summative evaluation in this course will account for 30%. It will be consist of
two components, a culminating project worth 10%, and a final examination worth 20%.
Evaluations throughout the course will account for 70%of the students final mark. This
will consist of eleven culminating activities, of which six will be culminating assignments,
and five unit tests. Learning skills will be assessed throughout the semester through
checklists, where students will be given feedback on formative assessments.
Final Summative Evaluations
Term Work
30%
70%
Term work will be divided amongst the following achievement skills approximately as
follows:
Knowledge and
Understanding
(25%)
e.g. Quizzes
Unit tests, Note
taking, Map work
Thinking and
Inquiry
(25%)
e.g. Internet search,
Library research,
Statistical
interpretation
Communication
(25%)
e.g. Paragraph
writing, Oral
presentation,
Visual display,
Survey
Application
(25%)
e.g. Field Trip,
Case studies,
Models and
graphic
representation
Resources
Clarke, Bruce W. and John K. Wallace; Making Connections: Canada's Geography;
Prentice Hall Ginn Publishing. Toronto, Ontario; 1999.
Turner Fenton S. S.
Geography of Canada
Grade 9 Academic (CGC 1D0/8/E)
Specific Expectations
Specific Course Expectations reflect the 6 Strands of the Canadian Geography Curriculum
1. Geographical Foundations
4. Global Connections
2. Space and Systems
5. Understanding and Managing Change
3. Human Environment Interactions
6. Methods of Geographical Inquiry
ADDITIONAL INFORMATION
Attendance - regular attendance at school is critical for the student's learning and achievement
of course expectations. If you are absent from class, whatever the reason, it is your responsibility
to catch up on all missed work. Inform your teacher in advance of upcoming absences such as
appointments, field trips and other school functions.
Cheating - including plagiarism, electronic theft and misrepresentations of original work, copying
during tests, theft of evaluation instruments, use of unauthorized aids and false representation of
identity will result in a zero on the evaluation. Parental/Guardian contact and a visit with your VP
with also result from cheating.
Deadlines – Some culminating tasks will have absolute datelines and others will have negotiated
deadlines. When culminating tasks are assigned, the student will be informed whether it has an
absolute deadline or a negotiable deadline. Culminating tasks with absolute deadlines that are
handed in after the deadline will be assessed and given feedback, but will be assigned a mark of
zero.
TIPS FOR SUCCESS IN THIS COURSE
1. Use a separate three-ring binder for Geography notes.
2. All notes and handouts should be dated.
3. Use black or blue ink for written work.
4. Create a Title Page for the beginning of each unit.
5. Be neat, use a ruler and coloured pencils.
6. Maps and Diagrams should:
 
have an underlined title and be labeled in pencil.
 
include the five cartographic conventions.
7. Keep your notebook up-to-date with a table of contents.
8. Highlight important terms.
HOW TO STUDY FOR A GEOGRAPHY TEST
Make sure that your notes are up-to-date.
Know what topics are being tested.
Know what type of evaluation you are preparing for. (written, skill demonstration)
Know what type of questions will be on the test. (short answer, multiple choice)
Make summary notes for each topic. Highlight the important information.
Essay questions usually have to do with the main concept.
Memorize basic map shapes and where places fit on the shape.
Be prepared to explain the "What? When? Where? Why? ,and How?" of the concept.