Physical Geography: Patterns, Processes and Interactions (CGF3M) with David
David Spencer's Education Paragon is a free educational resource portal helping David Spencer's secondary school students, their parents and teaching colleagues with understanding, designing, applying and delivering assessment, curriculum, educational resources, evaluation and literacy skills accurately and effectively. This wiki features educational resources for Indigenous Aboriginal education, field trips for educators, law and justice education, music education and outdoor, environmental and experiential education. Since our web site launch on September 27, 2006, online site statistics and web rankings indicate there are currently 1,883 pages and 19,171,729 page views using 7.85 Gig of bandwidth per month. Pages are written, edited, published and hosted by Brampton, Ontario, Canada based educator David Spencer. On social media, you may find David as @DavidSpencerEdu on Twitter, as DavidSpencerdotca on Linkedin.com and DavidSpencer on Prezi. Please send your accolades, feedback and resource suggestions to David Spencer. Share on social media with the hashtag #EducationParagon. Thank you for visiting. You may contact David Spencer here.
Physical Geography: Patterns, Processes and Interactions (CGF3M) with David
Course Code: CGF3M
Course Name: Physical Geography:Patterns,Processes and Interactions
Course Description: This course examines the major patterns of physical geography and the powerful forces that affect them. Students will investigate the dynamic nature of the earth, the evolving relationship between the planet and its people, and the factors that limit our ability to predict the changes that will occur. Students will use a wide range of geotechnologies and inquiry methods to investigate the distribution and interaction of the elements of their physical environment and to communicate their findings.
Prerequisite: Geography of Canada, Grade 9,Academic or Applied
Ontario Ministry of Education Curriculum Guidelines: (PDF)
Textbook Used: Chasmer,Ron. Earth Matters: Studies in Physical Geography. Oxford University Press, Don Mills, 2001 ISBN: 0-19-541555-8.
Students have many responsibilities with regard to their learning in school. Students who are willing to make the effort required and who are able to apply themselves will soon discover that there is a direct relationship between this effort and their achievement, and will therefore be more motivated to work. There will be some students, however, who will find it more difficult to take responsibility for their learning because of special challenges they face. For these students, the attention, patience, and encouragement of teachers can be extremely important factors for success. However, taking responsibility for one’s progress and learning is an important part of education for all students, regardless of their circumstances.
Successful mastery of concepts and skills in Canadian and world studies requires a sincere commitment to work, study, and the development or strengthening of appropriate skills. As well, students should be encouraged to actively pursue opportunities outside the classroom to extend and enrich their understanding of these subjects. For example, it is recommended that they create their own files on current events that relate to their areas of study, or that they explore subject-related volunteer opportunities, recreational reading materials, movies or documentaries, or public affairs programs on television.
Parents have an important role to play in supporting student learning. Studies show that students perform better in school if their parents or guardians are involved in their education. By becoming familiar with the curriculum, parents can find out what is being taught in the courses their children are taking and what students are expected to learn. This awareness will enhance parents’ ability to discuss schoolwork with their children, to communicate with teachers, and to ask relevant questions about their children’s progress. Knowledge of the expectations in the various courses also helps parents to interpret teachers’ comments on student progress and to work with teachers to improve student learning.
The Canadian and world studies curriculum promotes lifelong learning not only for students but also for their parents and all those with an interest in education. In addition to supporting regular school activities, parents can help their sons and daughters by encouraging them to take an active interest in current events and issues and offering them opportunities to question and reflect on what is happening in the world. Other examples of effective ways to support student learning include attending parent-teacher interviews, participating in parent workshops and school council activities (including becoming a school council member), and encouraging your child to complete their assignments at home. Completing homework is crucial for passing this course.
Categories ---Percentage of the Course
Knowledge and Understanding: 15%
Culminating Unit: 15%
Final Evaluation: 15%
- 1 Unit 1: Introduction to Physical Geography
- 2 Unit 2: Physical Geography Scrapbook
- 3 Unit 3: Culminating Unit for Physical Geography
- 4 Unit 4: Hurricianes and Cyclones
- 5 Unit 5: Climate and Weather
- 6 Unit 6: Elements, Minerals and Rocks
- 7 Unit 7: Under the Surface
- 8 Unit 8: Careers in Physical Geography and Earth Sciences
- 9 Unit 9: Tornadoes, Cyclones and Severe Weather
- 10 Unit 10: Methods and Tools of Geographic Investigation
- 11 Final Summative Assessment Review
Unit 1: Introduction to Physical Geography
- Give your teacher your Gmail address. In Google Docs log in with your Gmail account and copy the Connections and Expectations page to your Google Doc cloud computing space.
- Unit 1:Introduction to Physical Geography and Maps of the World to label.
- Homework: Finish and hand in Unit 1 for next class.
Unit 2: Physical Geography Scrapbook
- Class discussion on progress of coursework.
- Take up Unit 1.
- Explanation and assignment of the Unit 2: Physical Geography Scrapbook Assignment and the Marking Rubric.
October 3, 2014: Show Scrapbook and title page and your captions for two articles - Communication ___/20 marks
November 28, 2014: Finished Scrapbook - Thinking ___/84 marks
Unit 3: Culminating Unit for Physical Geography
- Read about the expectations for your Unit 3: Culminating Unit for Physical Geography.
- Select your Topic for your Culminating Unit for Physical Geography
Unit 4: Hurricianes and Cyclones
- Unit 4: Hurricianes and Cyclones
- Map of the World Test Communication ___/20 marks
Unit 5: Climate and Weather
Unit 6: Elements, Minerals and Rocks
- Unit 6: Elements, Minerals and Rocks Unit 5:
- ITo prepare for our field trip to the Royal Ontario Museum
a) See the ROM maps
b) See the ROM Visitors Guide
c) Learn about the Burgess Shale
Unit 7: Under the Surface
- Unit 7: Under the Surface: volcanoes and earthquakes
Unit 8: Careers in Physical Geography and Earth Sciences
Unit 9: Tornadoes, Cyclones and Severe Weather
- Unit 9: Tornadoes, Cyclones and Severe Weather
- Sign out the following movie from your local library, watch and take jot notes describing the impact of this tsunami. "The Impossible" by Summit Entertainment and Mediaset Espa*na present an Apaches Entertainment and Telecinco Cinema production, directed by J.A. Bayona, written by Sergio G. Sanchez. The story of a tourist family in Thailand caught in the destruction and chaotic aftermath of the 2004 Indian Ocean tsunami.
Unit 10: Methods and Tools of Geographic Investigation
Final Summative Assessment Review
- Final Summative Assessment Review for course Physical Geography: Patterns, Processes and Interactions (CGF3M).