Page 251 - THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies

formulating conclusions, and making judge- ments about issues they are investigating through the use of spatial technologies (e.g., use the concept of spatial significance to analyse an area of urban sprawl; use the concept of patterns and trends to analyse short- and long-term graphs of ocean temperatures and determine how they have changed over time; use the concept of inter- relationships to make correlations between urban areas and ground-level ozone pollution or the number of smog days in an area; use the concept of geographic perspective to analyse social, political, economic, and environmental impacts of the use of GPS technology)
Sample questions: “How can an understanding of spatial significance help you when determining where a natural area or green belt should be located?” “How might an understanding of patterns and trends help you analyse the impact on coastlines of increased precipitation in tem- perate zones?” “How might an understanding of interrelationships guide your analysis of a story map showing the connections among the following: a product you buy, the company that sells it, the resources used to make and dispose of it, and labour conditions in the company
that manufactures it?” “How can geographic perspective help you identify data layers needed to analyse the impacts of globalization on indigenous peoples?”
A1.6 evaluate and synthesize their findings to formulate conclusions and/or make informed judgements or predictions about the issues they are investigating
Sample questions: “What did you find out about the relationships among oil and gas pipeline routes, land claims, and animal migration path- ways? In what ways might these relationships continue to be an issue in the future, such as if migration pathways shift or new pipelines are laid? What conclusions can you draw about the best locations for future pipeline routes?”
A1.7 communicate their ideas, arguments, and conclusions using various formats and styles, as appropriate for the audience and purpose (e.g., a debate for classmates on the best scale interval to use in constructing a map for a particular message; a video for a Grade 9 class illustrating how colour is used on land-use maps and how shading is used on choropleth maps to communicate intended messages; a webcast or podcast for the general public on secure data management strategies for GPS- enabled devices such as cellphones; an annotated map using photos illustrating the landmark features and points of interest for a particular site [city, conservation area, or park] to be used in the tourism industry)
Sample questions: “What kind of information does your audience need?” “What symbols or shading techniques would best communicate the intended message?” “What format and approach would be most effective in conveying your information to this particular audience?”
A1.8 use accepted forms of documentation (e.g., footnotes, author/date citations, reference lists, bibliographies, annotated bibliographies, credits) to reference different types of sources (e.g., websites, blogs, books, articles, films, data)
A1.9 use appropriate terminology when communicating the results of their investiga- tions (e.g., vocabulary specific to their inquiry; terminology related to geography and to the concepts of geographic thinking)
A2. Developing Transferable Skills
Throughout this course, students will:
A2.1 describe ways in which geographic investiga- tion can help them develop skills, including spatial skills and the essential skills in the Ontario Skills Passport (e.g., reading graphic texts, writing, graphing, computer use, use of spatial technologies, oral communication, numeracy, decision making, planning, management, finding information, problem solving), that can be transferred to postsecondary opportunities,
the world of work, and everyday life
A2.2 apply in everyday contexts skills and
work habits developed through geographic investigation (e.g., ask questions to deepen their understanding of a global issue; use quantitative data to support an idea; use spatial skills to determine relationships between regions of the world; apply work habits such as collaboration to help them make a decision)
A2.3 apply the concepts of geographic thinking when analysing current events involving geographic issues (e.g., use the concept of spatial significance to analyse possible reasons for the extirpation or extinction of plant and animal species; use the concept of patterns and trends to analyse when major earthquakes might occur on the west coast of North America; use the concept of interrelationships to analyse the connection between the percentage of potable water in an area and the prevalence in that area of diseases associated with sanitary conditions; use the concept of geographic perspective to analyse the impact of climate change in various regions of the world) in order to enhance their understanding of these issues and their role as informed citizens
GEOGRAPHIC INQUIRY AND SKILL DEVELOPMENT
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Spatial Technologies in Action
CGO4M