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GEOGRAPHY at

York Mills C.I.

Grade 9 Curriculum and Skills

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Why Inquiry Based Learning

How People Learn: An Evidence-Based Approach

By Paul Bruno October 9, 2015

1. Students learn new ideas by relating them to what they already know, and then transferring them into their long-term memory.

2. Students remember information better when they are given many opportunities to practice retrieving it from their long-term memories and think about its meaning.

3. Problem-solving and critical-thinking skills are developed through feedback and depend heavily upon background knowledge.

4. For students to transfer their abilities to new situations, they need to deeply understand both the problem's structure and context.

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Strategies for Asking Questions

Author: R.Racca, TDSB

Supplied by TDSB

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Inquiry �Model

OAGEE poster

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IF Asking Geographic Inquiry questions is the WHAT

then

Acquiring, exploring and analyzing geographic data is the SO WHAT

then

Acting upon geographic knowledge has to be the NOW WHAT

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Assessment for/as learning for [Unit/Strand….]�

The key elements of Strand A (Inquiry Skills and Discipline Based Thinking Concepts) are incorporated and developed in each of the content strands. Note that Strand A is not evaluated as an independent Strand

Individual tasks should connect closely to what will be evaluated in that strand and appropriate category/ies of the Achievement Chart be identified to reflect that all categories are being developed throughout a strand

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Achievement Chart

Knowledge and Understanding

Thinking

Communication

Application

(Pg 36-37 CWS

9 - 10 curriculum document, 2013)

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Strand B- Interactions in the Physical Environment

Unit Description: The summative activity, challenges students to consider ways their neighbourhoods might change to adapt and respond to the impacts caused by climate change.

Inquiry Question: How do the natural characteristics of Canada influence human activity, and how might human activity influence Canada’s natural characteristics?

(Pg 70 CWS 9 - 10 curriculum document, 2013)

Image source: GeoHealth Newsletter, Vol. 9, No. 3, 20

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Concept of Thinking focus: Interrelationships�

Task(s)	Achievement Chart focus	Concept of Thinking	Inquiry Process	Weight
Canada’s Landforms (Rural and Urban communities) Spatial Journal Spatial Technologies Skills: Mapping	K/U, T, C, A	Interrelationships Geographic Perspective	Gather and organize Interpret and analyse Communicate
Disasters in Canada: Story Map Spatial Technologies Skills: Mapping ArcGIS Onlines (industry standard software, Ministry licensed)	K/U, T, C, A	Spatial Significance Interrelationships	Gather and organize Interpret and analyse Evaluate and draw conclusions Communicate

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Strand C– Managing Canada’s Resources and Industries�

Unit Description: Students will use geographic perspective to explore the industries of Canada and identify sustainable practices.

Inquiry Questions: How do we balance our needs and wants with sustainable resource development? (Pg 70 Framing question CWS 9 - 10 curriculum document, 2013)

Image source: http://nicolearagona.blogspot.ca/

Geographic Perspective=Social, Political, Environmental, Economical views of an issue

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Concept of Thinking focus: Geographic Perspective�

Task(s)	Achievement Chart focus	Concept of Thinking	Inquiry Process	Weight
Issue concerning Canada's Natural Resources“ Position Paper” Spatial Technologies Skills: Graphing	K/U, T, C, A	Geographic Perspective Interrelationships	Gather and organize Evaluate draw conclusions Communicate
Life Cycle Assessment - The Use and Abuse of Resources Spatial Technologies Skills: Charts and graphs spread sheet	K/U, T, C, A	Geographic Perspective Interrelationships Spatial Significance	Formulate a question Gather and organize Evaluate and Draw conclusions

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Strand D– Changing Populations��

Unit Description: Students will apply their knowledge of Canada’s demographic characteristics and use critical thinking skills from the unit to make recommendations on how can become more culturally inclusive.

Inquiry Question: In what ways do demographic characteristics affect communities in Canada? (Pg 71 Framing question CWS 9 - 10 curriculum document, 2013)

Image source unknown: https://pbs.twimg.com/media/CGfxIoBUIAAjLyj.jpg

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Concept of Thinking focus: Patterns and Trends�

Task(s)	Achievement Chart focus	Concept of Thinking	Inquiry Process	Weight
Indigenous Issues Communication: Spatial Technologies Skills: Graphs, charts, and maps	K/U, T, C, A	Patterns and Trends Interrelationships	Gather and Organize Evaluate and draw conclusions
Improving the immigrant experience in Toronto blog Spatial Technologies Skills: Graphs, charts, and maps Map Maker, ArcGIS Onlines	K/U, T, C, A	Patterns and Trends Geographic Perspective	Interpret and analyze Communicate

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Strand E– Liveable Communities

Unit Description: In the culminating activity students will face the challenge of redesigning their neighbourhood into a sustainable community environmentally , economically, and socially.

Inquiry Question: In what ways does urban growth affect the quality of life of a place? (Pg 71 Framing question CWS 9 - 10 curriculum document, 2013)

image source: 4519 Rolling Field Ln Sugar Land, TX 77479

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Concept of Thinking focus: Spatial Significance�

Task(s)	Achievement Chart focus	Concept of Thinking	Inquiry Process	Weight
Unit Test	K/T/C/A
Summative: Redesigning a community for sustainability Spatial Technologies Skills: Mapping, Images Analysis Spatial Journal (ArcGIS Online)	K/T/C/A	Spatial Significance Interrelationships Geographic Perspective Patterns and Trends	Gather and organize Interpret and analyse Evaluate and draw conclusions Communicate

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Summative Evaluation

Unit Description: Student will incorporate the inquiry process to communicate, through a spatial journal/story map or blog, how creating a sustainable city connects with the geographic concepts of thinking.
Inquiry Question: How can a sustainable city be built?

Task	Achievement Chart Focus	Concepts of Thinking	Inquiry Process	Weight
A more sustainable Toronto: Story Map, Letter and Blog �Spatial Technology Skills: Mapping, graphing, charts and image skills	K/I/C/A	Spatial Significance Interrelationships Geographic Perspective Patterns and Trends �	Gather and organize Interpret and analyse Evaluate and draw conclusions Communicate