Geography, Grade 7, curriculum anglais (immersion française)

Transcription

MATÉRIEL D’APPRENTISSAGE SERVANT D’APPUI AU NOUVEAU
CURRICULUM DE L ’O NTARIO : GÉOGRAPHIE
TABLEAU DE CORRESPONDANCE DU CURRICULUM À :
LIAISONS GÉOGRAPHIQUES 7
Geography: Grade 7 – The Themes of Geographic Inquiry
Overview
In Grade 7, students begin to study geography as a separate discipline. They are introduced to the
essential themes of geographic inquiry – that is, location/place, environment, region, interaction,
and movement – as well as the tools and technologies used in the study of geography. Topics in the
news will also be used to capture students’ interest and to illustrate concepts.
Overall Expectations
By the end of Grade 7, students will:
Chapitres
Pages
1. Demonstrate an understanding of geographic
inquiry;
2. Use the five themes of geography
(location/place, environment, region,
interaction, movement) to focus their
inquiries;
3. Use a variety of geographic representations,
tools, and technologies to gather, process,
and communicate geographic information.
Specific Expectations
Understanding Concepts
1. Identify themes that geographers use to
organize their inquiries: location/place,
environment, region, interaction, and
movement;
Chapitre 1 : L’emplacement :
Localiser un endroit sur une carte
12-25
2. Demonstrate an understanding of the
place/location theme (i.e., a “place” is
defined by unique physical and human
characteristics; “location” means where a
place is and where it is relative to other
places);
Liaisons : Des mystères climatiques
dans le monde
12-25
132-135
Tableau de correspondance du curriculum à LIAISONS GÉOGRAPHIQUES 7 (Immersion française)
Chenelière/McGraw-Hill
1
Chapitres
Pages
environment theme (e.g., in the system of
non-living and living elements, people are
part of the living elements);
50-63
Chapitre 4 : L’environnement :
reconnaître les différents points de vue
4. Demonstrate an understanding of the region
theme (i.e., a region is a part of the earth’s
surface that has similar characteristics; the
concept of “region” helps to simplify
complex ideas);
Chapitre 5 : La région : saisir la
diversité
64-75
interaction theme (e.g., the environment
provides opportunities and challenges;
people change the environment as they use
it);
Chapitre 3 : L’interaction : habiter le
village planétaire
38-49
movement theme (e.g., the flow of people,
goods, and information and the factors that
affect this flow).
Chapitre 2 : Le mouvement : des
systèmes et des flux
26-37
Developing Inquiry/Research and Communication Skills
1. Use appropriate vocabulary (e.g.,
phenomena, issues, bias, fact, opinion,
absolute location, relative location,
interaction, region) to describe their
inquiries and observations;
2. Formulate comparative and speculative
questions to identify issues and define
problems for research purposes (e.g., ask
questions to identify bias, fact, and opinion);
diversité
12-25
diversité
64-75
Liaisons : Le Sahara et le Sahel : une
étude régionale
76-79
50-63
64-75
2
Chapitres
3. Locate relevant information from a variety of
primary sources (e.g., interviews, statistics,
aerial photographs, satellite images, live
telecasts) and secondary sources (e.g., maps,
diagrams, illustrations, print materials,
videos, CD-ROM s, Internet);
4. Analyse, synthesize, and evaluate data by
applying a decision-making model to an
environmental issue;
5. Produce a wide variety of graphs, charts,
diagrams, and models for different purposes;
6. Communicate the results of inquiries stating
different points of view on an issue using
media works, oral presentations, written
notes and reports, drawings, tables, charts,
and graphs
Pages
26-37
village planétaire
38-49
50-63
50-63
diversité
64-75
12-25
village planétaire
38-49
26-37
26-37
village planétaire
38-49
Chapitre 7 : Les ouragans : l’oeil de la
tempête
96-107
Developing Map and Globe Skills
1. Produce maps for a variety of purposes (e.g.,
a thematic map of hurricane regions that
illustrates an environmental pattern).
Applying Concepts and Skills in Various Contexts
1. Produce a report on current environmental
events in the news (e.g., place: discovery of
a new resource; environment: depletion of
fish stocks);
Chapitre 17 : La pêche : une industrie
en voie de disparition?
étude régionale
50-63
2. Communicate an understanding that various
individuals and groups have different
Chapitre 13 : Les constantes
environnementales : le sol et la
174-185
230-243
76-79
3
Chapitres
opinions on environmental issues (e.g.,
interaction: loggers versus wilderness
conservationists);
3. Identify and describe regions where natural
hazards exist (e.g., region: regions with
earthquake activity, or with tornadoes);
végétation
Chapitre 16 : L’industrie forestière : la
région de la côte Ouest
Chapitre 8 : Les tornades : des
phénomènes météorologiques
extrêmes
Chapitre 11 : L’écorce terrestre en
mouvement
étude régionale
4. Organize and present a report on the
emergency procedures followed to respond
to an environmental disaster (e.g., movement: extrêmes
evacuation).
Pages
216-229
108-119
148-159
76-79
108-119
Geography: Grade 7 – Patterns in Physical Geography
Overview
Pattern is the evident organization of physical (or human) phenomena. By examining the
connections among physical features, climate, and vegetation that form detectable patterns on the
earth’s surface, students recognize that physical regions extend beyond political borders. They
investigate the forces that contribute to these patterns, and develop an awareness of the range of
opportunities the physical world provides to the people who interact with it.
1. Explain how patterns are useful to the study
of geography;
2. Identify and explain patterns in physical
geography;
3. Demonstrate an understanding of how
physical patterns affect human activity.
1. Recognize pattern as an important concept in
geography (e.g., location of volcanoes along
the Pacific Rim);
Chapitre 6 : À la recherche des
constantes climatiques
82-95
4
Chapitres
mouvement
2. Identify and explain how land-forms are used Chapitre 5 : La région : saisir la
to delineate regions;
diversité
3. Identify and describe world land-form
patterns (e.g., location of fold mountains
along the west coast of North and South
America);
Chapitre 10 : Les constantes du relief
4. Identify and describe world climate patterns;
Chapitre 9 : Les facteurs du climat
mouvement
dans le monde
Pages
148-159
64-75
136-147
148-159
120-131
132-135
5. Demonstrate an understanding that climate
patterns result from the interaction of several
factors: latitude, altitude, global wind
systems, air masses, proximity to large
bodies of water, ocean currents);
dans le monde
120-131
132-135
6. Identify, through investigation, the effects of
natural phenomena (e.g., tornadoes,
earthquakes, hurricanes) on people and the
environment;
tempête
extrêmes
mouvement
96-107
7. Demonstrate an understanding that natural
vegetation patterns result from the
interaction of several factors: temperature,
precipitation, soil types, competition for
available nutrients;
végétation
174-185
8. Identify major river systems of the world
(e.g., Amazon, Nile, St. Lawrence) and
describe their drainage patterns as either
dendritic or trellis;
Chapitre 12 : Les réseaux
hydrographiques : une force de la
nature
160-173
9. Describe the correlation between physical
patterns and types of crops (e.g., land-forms:
plains/grains; climate: tropics/ bananas);
agricoles : les gens, les lieux et les
produits
186-197
10. Demonstrate an understanding of three types
of agriculture (subsistence, commercial,
specialized) and their relation to climate,
topography, and soil;
produits
Liaisons : La planification d’une
vallée tropicale
186-197
produits
186-197
11. Identify the six major factors which
influence commercial agriculture: location,
climate, raw materials, market, labour, and
transportation.
108-119
148-159
198-201
5
Chapitres
Pages
1. Use appropriate vocabulary, including
correct geographic terminology (e.g.,
classify, climate graph, pattern, latitude,
altitude, site) to describe their inquiries and
observations;
82-95
tempête
96-107
nature
160-173
2. Formulate comparative and speculative
questions to guide the research of a topic of
study concerning physical patterns;
vallée tropicale
198-201
3. Locate relevant information from a variety of
primary sources (e.g., aerial photographs,
satellite images, interviews, field studies)
and secondary sources (e.g., climate maps,
illustrations, print materials, videos, CDROMs, Internet);
tempête
dans le monde
vallée tropicale
96-107
produits
82-95
tempête
extrêmes
mouvement
nature
82-95
4. Analyse, synthesize, and evaluate data (e.g.,
agricultural patterns, land-form patterns);
5. Construct a wide variety of graphs, charts,
diagrams, maps, and models to organize
information (e.g., river-system and
watershed maps);
136-147
132-135
198-201
136-147
186-197
96-107
108-119
136-147
148-159
160-173
6
Chapitres
Pages
120-131
tempête
mouvement
végétation
96-107
2. Make and interpret climate graphs;
dans le monde
120-131
132-135
3. Draw cross-sectional diagrams (e.g., of landforms, river profiles).
nature
136-147
6. Communicate the results of inquiries for
specific purposes and audiences, using media
works, oral presentations, written notes and
descriptions, drawings, tables, charts, and
graphs.
1. Identify patterns in physical geography,
using thematic maps;
120-131
136-147
148-158
174-185
169-173
1. Investigate and describe how specialized
forms of agriculture (e.g., sheep, beef, dairy
farming) relate to world patterns of landforms, climate, and vegetation;
produits
186-197
2. Construct and compare climate graphs;
120-131
végétation
174-185
dans le monde
132-135
3. Investigate and describe the process involved Chapitre 14 : Les constantes
in growing, harvesting, and processing a
produits
plantation crop (e.g., cotton, rice, coffee,
186-197
7
Chapitres
bananas, tobacco, sugar cane).
vallée tropicale
Pages
198-201
Geography: Grade 7 – Natural Resources
Overview
The study of natural resources focuses on the different ways people use resources and the
environmental implications of their actions. Students learn that the value of resources is influenced
by demand and accessibility. They come to recognize that wise use of resources is the responsibility
of all citizens.
Canada’s natural resources have contributed
to its economic development;
2. Identify factors that affect the use and value
of natural resources (e.g., supply and
demand, technology);
human activity (e.g., canal building) affects
people and the environment.
1. Demonstrate an understanding that people
use renewable, non-renewable, and flow
resources in a variety of ways to meet their
needs;
Chapitre 15 : Qu’est-ce qu’une
ressource naturelle?
Chapitre 20 : La durabilité : préserver
les ressources naturelles pour l’avenir
204-215
2. Identify the pattern that exists in the
distribution and use of natural resources
throughout the world;
Chapitre 18 : Les minéraux : la
richesse de la Terre
Chapitre 19 : Les ressources
énergétiques
230-243
204-215
technology has affected natural resources
(e.g., with respect to their discovery,
extraction, processing, and marketing);
274-285
244-257
258-269
230-243
8
Chapitres
Pages
énergétiques
258-269
4. Demonstrate an understanding of the concept
of sustainable development and its
implications for the environment;
274-285
5. Describe the influence of natural resources
on any country (e.g., the development of the
fishing industry along Canada’s coasts).
216-229
1. use appropriate vocabulary, including correct
geographic terminology (e.g., flow resource,
sustainable development), to describe their
inquiries and observations;
204-215
2. formulate comparative and speculative
questions to identify issues and define
problems regarding study topics (e.g., the
effect of technology on natural resources);
274-285
3. locate and record relevant information from a
variety of primary sources (e.g., eyewitness
interviews, field studies) and secondary
sources (e.g., maps, illustrations, diagrams,
print materials, videos, CD-ROM s, Internet);
204-215
216-229
4. analyse, synthesize, and evaluate data (e.g.,
Chapitre 19 : les ressources
relating to the patterns of distribution and use énergétiques
of natural resources);
258-269
5. construct a wide variety of graphs, charts,
diagrams, maps, and models to organize
information (e.g., create a graph to
demonstrate the concept of supply and
demand);
244-257
énergétiques
258-269
Liaisons : Une Terre viable pour
l’avenir
286-287
6. communicate the results of inquiries for
specific purposes and audiences, using media
works, oral presentations, written notes and
reports, drawings, tables, charts, and graphs.
274-285
216-229
9
Chapitres
1. Map locations of Canada’s natural resources;
2. Identify patterns of natural resources, using
thematic maps (e.g., locations of valuable
minerals).
Pages
244-257
énergétiques
258-269
Chapitre 17 : La pêche : une
industrrie en voie de disparition?
230-243
244-257
énergétiques
258-269
1. Produce a report on the factors that affect the
availability of natural resources in the future;
2. Present and defend a point of view on how a
resource should be used.
Liaisons : Conférence nationale sur
l’énergie
274-285
Liaisons : Conférence nationale sur
l’énergie
204-215
270-273
270-273
10

Geography, Grade 7, curriculum anglais (immersion française)

Transcription

Documents pareils

Modele Lettre Reclamation Notations

Division de l`Encadrement et des Personnels Administratifs et

SERVICE DES AFFAIRES CULTURELLES Allée de la Mairie B.P.

CM1 et CM2

L`ASSEMBLEE DES ENFANTS – VENDREDI 11 MARS 2016

FASP Summer Reading

Grille des salaires IBODE, puericultrice de classe superieure FPH

École Saint

E-InFo n°35