Summative Assignment

CGO 4M Geomatics: Geotechnologies in Action – Summative Activity Unit 5: Analysis of an Issue Using Geomatics and Geotechnology Description In this culminating unit, students demonstrate their skills using various geotechnologies to make informed conclusions on a specific issue using geomatic analysis. Students, in consultation with the teacher, identify, plan, develop, and execute an individual study of a significant issue in the form of a report. The issue for the report may include parameters of local, regional, or global significance. Students collect data from various sources to support their findings.
CGR 4E Environment and Resource Management – Summative Activity Unit 5: Making a Change in a Local Environment Description Students produce an action plan for rehabilitating a local environment OR managing an existing local resource in a sustainable way, e.g., industrial activities such as mine/quarry/gravel pit rehabilitation, forest land use, garbage collection processes, heating design, waterfront design. (Other examples are provided throughout this Unit.) This final course summative task (part of the 30%) requires students to apply acquired knowledge and skills to a local context. Students, in discussion with their teacher, determine whether the action plan should be developed for their school, home, or workplace or community. Students may choose to focus their investigations on an industry where they work, e.g., gas station, dry cleaner. Alternatively, they may decide to investigate an example of changing land use in their local community. This task requires students to examine human environmental interactions and make recommendations for sustainability. The idea of stewardship must be evident.
CGR 4M Environment and Resource Management – Summative Activity Unit 5: Developing an Environmental Bill of Rights Description Students submit their ‘Environmental Database’ (see Appendix 1.1.1 in the course profiles) that was compiled throughout the course, and a well-written reflection paper based on their compilation for a summative evaluation. For this task, students create an individual ‘Environmental Bill of Rights’ based on their cumulative understanding of the ‘rights and responsibilities’ of individuals within a global environmental system. This activity is presented to the class followed by a class discussion that leads to a consensus for the final product called ‘CGR4M: An Environmental Bill of Rights’.
CGU 4C World Geography: Urban Patterns and Interactions– Summative Activity Unit 6: Action Plan for Future Growth/Effectiveness of a City Unit Description Students conduct an independent inquiry and produce an action plan for an effective new urban environment, which is the culminating activity for this unit. The inquiry should apply the enduring learnings and key concepts and skills developed in the small culminating tasks throughout the five units. Students must synthesize these visual components into the final written report and refer to them throughout the report. It is important that students select an international city from Asia, Africa or Oceania. It is recommended that the teacher provide a list of cities experiencing urban development from these continents.
CGU 4U World Geography: Human Patterns and Interactions – Summative Activity Unit 5: Culminating Activity: Interactions in Human Geography Description: During the 10-hour time block in Unit 5, students receive support/feedback to complete the course culminating activity, “Interactions in Human Geography”, and complete the final presentations. This activity is introduced in Unit One and time is allotted during each unit of the course for research, use of technology, conferencing, reflection, and group/peer assessment. For this research project, students focus on a large-scale project or event such as the China’s Three Gorges Project, tourist resort development in Mexico, hydro-electric power development in Canada, clear cutting in the Amazon, land development/ creation in Hong Kong, port development in St. Petersburg, Russia, and the industrial regions in the Asian Pacific Rim. A detailed case study is produced, supported by primary or secondary data, and presented in both written essay and oral formats. Students are expected to enhance their presentations by using available technologies.