Page 156 - Social Sciences Humanities - The Ontario Curriculum Grades 9 to 12 - 2013

Grade 9 or 10, Open
A3. Processing Information A4. Communicating and Reflecting
THE ONTARIO CURRICULUM, GRADES 9–12 | Social Sciences and Humanities
Throughout this course, students will:
A3.1 assess various aspects of information gath­ ered from primary and secondary sources (e.g., accuracy, relevance, reliability, inherent values and bias, voice)
Teacher prompts: “What strategies can you use to determine the relevance of the information you have gathered?” “If two information sources contradict each other, how might you determine which is more reliable?” “How can you determine whether an information source is biased? If an information source is biased, might it still be useful for your research?”
A3.2 record and organize information and key ideas using a variety of formats (e.g., notes, graphic organizers, audio/visual/digital records)
A3.3 analyse and interpret research information (e.g., compare results of surveys and interviews; determine whether common themes arise in different sources)
A3.4 demonstrate academic honesty by documenting the sources of all information generated through research
A3.5 synthesize findings and formulate conclusions (e.g., weigh and connect information to determine the answer to their research question)
Throughout this course, students will:
A4.1 use an appropriate format (e.g., oral presenta­ tion, brochure, flyer, poster, report, multimedia pres­ entation, web page) to communicate the results of their research and inquiry effectively for a specific purpose and audience
A4.2 use terms relating to food and nutrition correctly (e.g., nutrients, nutrient-dense foods, snacking, body image, food security)
A4.3 clearly communicate the results of their inquiries (e.g., write clearly, organize ideas logically, use language conventions properly), and follow APA conventions for acknowledging sources (e.g., generate a reference list in APA style)
A4.4 demonstrate an understanding of the general research process by reflecting on and evaluating their own research, inquiry, and communication skills
Teacher prompts: “How might the research methods you used have affected the results you obtained?” “What steps might you take to enhance your research/inquiry skills?”
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