Welcoming all secondary educators from all academic disciplines teaching from grade 9-12. Customize and construct your day based off the material you are currently teaching, the expectations and interests of your students. Depending on your availability you can select the following options.
|Waste and Circular Economy
|Introduction to Business (BB120)
|Understand how current businesses respond to people’s needs, wants, values and beliefs.
|Demonstrate an understanding of how entrepreneurs can look at current businesses running in a linear economy.
|Demonstrate an understanding of how businesses respond to needs, wants, supply and demand.
|Apply critical thinking skills to create ways where current products can move to a circular economy.
|Describe the impact of business on the local community.
|Functions of a Business
Demonstrate an understanding of the importance and role of information and communication technology in business.
Describe and evaluate their own or an existing idea for an entrepreneurial endeavour in their school or community.
Explain how innovation has affected a variety of goods and services over time.
|Walking in a Cars World
|Issues in Canadian Geography (CGC1D)
|Establish and assess connections between climate change and intersections globally
|A2.2 apply in everyday contexts skills and work habits developed through geographic investigation (e.g., asking questions to deepen their understanding of an issue; listening to and considering multiple perspectives when discussing an issue; collaborating with a team to determine the criteria that need to be considered when making a decision; using quantitative data to support an idea; using spatial skills to determine best routes of travel).
|Identify different types of intersections across the world and find similarities and differences between them
|A2.3 apply the concepts of geographic thinking when analysing current events involving geographic issues (e.g., to identify locational factors that affect the importance of an issue; to identify patterns and trends that provide context for an issue; to identify interrelationships that clarify the factors involved in an issue; to understand the implications of different aspects of an issue and/or different points of view about the issue) in order to enhance their understanding of these issues and their role as informed citizens.
|Explain how integral intersections are in our current society
|E1.5 propose courses of action that would make a community more sustainable (e.g., improving community/neighbourhood amenities, establishing local markets, replacing individual ownership of equipment with cooperative ownership, sharing cars, introducing a rental bike network, expanding the amount of green space).
|Create and design an intersection to accommodate the needs of those living within the community (i.e., bike lines, raised curbs, speed bumps)
|E1.5 propose courses of action that would make a community more sustainable (e.g., improving community/neighbourhood amenities, establishing local markets, replacing individual ownership of equipment with cooperative ownership, sharing cars, introducing a rental bike
|Forces of Nature: Physical Processes & Disasters (CGF3M)
|Analyse impact, damage and discuss solutions to natural disasters
|B1.1 analyze the characteristics of different types of weather and climatic hazards (e.g., hurricanes, tornadoes, blizzards, droughts), and explain the role of atmospheric conditions and processes in their occurrence (e.g., temperature, pressure, and humidity contrasts; heat transfer through convection and condensation; sea surface temperatures; blocking; wind shear).
|Explain the profound interrelationships between physical processes and human activities
|B1.3 analyze the characteristics of different types of hydrological hazards (e.g., storm surges, avalanches, flooding), and explain the role of geological and atmospheric processes in their occurrence.
|Use geographic thinking concepts when creating possible solutions to natural disasters for individual and local communities
|C3.2 analyze the costs and benefits of various natural phenomena from a human perspective (e.g., volcanic eruptions pose a danger to human settlement but produce fertile soil; monsoon rains lead to flooding of the land but are vital to crop production; subduction at tectonic plate boundaries causes earthquakes and volcanoes but also forms concentrations of minerals).
|E1.2 compare, from a geographic perspective, the impacts of selected natural and human disasters (e.g., Hurricane Sandy and Hurricane Katrina; earthquakes in Haiti in 2010 and in Kobe, Japan, in 1995; recent droughts in the Sahel and the dust bowl in North America during the 1930s; the 2010 BP oil spill in the Gulf of Mexico and the grounding of the Exxon Valdez in 1989).
|E2.2 assess the role of various adaptation and response measures in reducing the human impacts of natural disasters (e.g., research, monitoring, communication, geo-engineering, levees, dams, building codes, windbreaks, cloud seeding, avalanche control).
|The Cost of Fast Fashion
|World Issues: A Geographic Analysis (CGW4U)
|Identify and make connections between their actions and how their actions create consequences somewhere else.
|D2.3 assess the responsibility of consumers for moderating economic, social, and environmental impacts associated with globalization and describe ways in which this could be done.
|D2.4 assess the responsibilities of governments and business for managing economic, environmental, and social impacts associated with globalization, and describe ways in which this could be done.
|E2.2 analyze the influence of mass media, including the Internet, on social and political change and the protection of human rights.
|Lakes and Climate Change
|De-Streamed Science (SNC1W)
|Assess the connections between climate change and changes in lakes.
|A1.1 apply a scientific research process and associated skills to conduct investigations, connecting their research and the scientific concepts they are learning.
|Identify the relationship between lakes and the communities that surround them.
|A2.3 analyze how the development and application of science is economically, culturally, and socially contextualized by investigating real-world issues.
|Explain how lakes are also storytellers (leads into the pedagogy of Indigenous Knowledge Systems).
|B2.6 identify and use various indicators of climate change to describe the impacts of climate change on local and global ecosystems and analyse how human activities contribute to climate change.
|Make real-world connections between the lakes discussed and lakes near you.
|C2.1 investigate properties, changes, and interactions of matter that are important for the dynamic equilibrium of ecosystems and their sustainability.
|C2.2 research the role of experimental evidence in developing various atomic models and compare and contrast different models of the atom.
|Impacts of Urban Beehives on Wild Bees
|Assess connections between honeybees, wild bees, and native and non-native pollinators.
|A1.1 formulate scientific questions about observed relationships, ideas, problems, and/or issues; make predictions and/or formulate hypotheses to focus inquiries or research.
|Identify Ontario pollinators.
|D1.1 analyse current and/or potential effects, both positive and negative, of climate change on human activity and natural systems.
|Explain how important bees, the most efficient pollinators in Ontario, are
|D1.2 assess, based on research, the effectiveness of some current individual, regional, national, or international initiatives that address the issue of climate change and propose a further course of action related to one of these initiatives.
|Make real-world connections between our current cities' design and how they hinder our pollinators.
|D2.4 investigate a popular hypothesis on a cause-and-effect relationship having to do with climate change, using simulations and/or time-trend data that model climate profiles.
|D3.8 identify and describe indicators of global climate change.
|Indigenous Sovereignty in Settler Colonial Food Bureaucracies
|Food and Nutrition (HFN20)
|Assess the connections between Indigenous peoples and the Canadian Government
|A1.1 explore various topics related to food and nutrition (e.g., Canadian food regulations, food safety, school food regulations) to identify topics for research and inquiry.
|Identify the relationship between Canada’s past and current versions of colonization on Indigenous Peoples through food sovereignty.
|A1.2 identify key concepts (e.g., through discussion, brainstorming, use of visual organizers) related to their selected topics.
|Explain how Indigenous Food Sovereignty means decolonizing and upholding the Treaties.
|C1.1 describe factors that affect people’s food needs (e.g., food preferences, dietary and health needs, busy schedules, major life changes).
|Make connections between our lives as settlers on the land and what we can do to assist Indigenous Peoples in the fight for food sovereignty.
Become a Sustainable Living Ambassador
York University’s free Microlecture Series in Sustainable Living, an innovative and interdisciplinary open access program that gives participants the opportunity to learn from six of York’s world-renowned academic experts on a diverse range of topics related to sustainability. Earn a first-of-its-kind Digital Badge in Sustainable Living to share on social media.
Educators Resource Guide Grade 9-12
This educator resource guide is focused on Environmental & Urban Educational Studies in the Ontario Curriculum (grades 9-12). We invite you and your learners to learn how to explore knowledge for a just and sustainable future through our various high school engagement opportunities.
Professional Development Opportunities with EUC
EUC recognizes the importance of ongoing learning and supporting our educators to lead the next generation of change makers. Below are our annual PD opportunities with EUC.
The Ontario Association of Geographic and Environmental Education is a leading subject association for teachers in the province of Ontario. Our mandate is to support teachers in their implementation of the Ontario Ministry of Education’s curriculum policy. EUC hosts the annual Spring Conference.
TD Eco-source Partnership
Ecosource is an innovative Ontario-based organization that inspires the community to become more environmentally responsible through creative public education. Join the free professional development collaboration between Ecosource and EUC.