1. Maps Top tens Lecture wrap up

2. Allergies For our exemplar Please email me if you have concerns

3. Recap Critical thinking can not be taught-you teach the parts (background Knowledge, organizing, sorting and weighing criteria, controlling bias) Whether you teach it or not, critical questions are needed in all subjects to give kids a reason to learn Developing small, mid range and long range critical questions is what you do in the summer!

4. Questions Fact Opinion Critical

5. Recap Inquiry based learning is critical thinking but needs to be buffered with background knowledge, note taking skills, organizational skills, sorting of criteria-you need it all! Diagnostic assessment (pretesting) Formative crucial to make sure all kids get the inquiry bit Individual summative for the report card

6. Assessment Is the KEY to inquiry learning (among other things) Are you testing background knowledge (diagnostic) Are you sorting (summative/of) Are you still trying to teach (formative, for) Is the assessment trying to teach something (as)

7. Assessment-formative Will guide the top ten and exemplar process and learning Probably a rubric (group work, more structure than content…) Will be homemade What are 4-5 things that you had to do to complete this group project? For PED2141 just think about the content but…oral presentation? Media literacy? Other?

8. Assessment-Summative Summative (will relate to one of your overall expectations in the SS curriculum, at your grade level) Pen and paper numerical test Generate fact, opinion and critical (knowledge, understanding, application) questions from the facts you present in your top ten Generate fact, opinion, critical questions from your exemplar Generate some key vocabulary (free crossword puzzles?) Put together a test that combines the different questions and assign a numerical value to each question so kids know which questions are worth more

9. More Summative In my world I often can use the chapter or unit test in the text book for the test and use backwards design to develop the formative and group stuff based on the info in the chapter test Either way works!

10. Reporting of… Social Studies (4-6) Every term but pick one strand to focus on per term Geography (7/8)-is reported on for only one term. When you do history you simply fill the box with ‘Geography was not assessed this term’

11. You Have A Textbook! As a backbone As a resource for students to get information towards big critically driven assignments As a tool to teach note taking, exam taking, reading comprehension…. As a tool for rout learning I won’t go there and instead try and give you some ‘authentic tasks’ that are not in the text book

12. Basics Canada World Connections Geography Grade 7: The Themes of Geographic Inquiry Patterns in Physical Geography Natural Resources Grade 8: Patterns in Human Geography Economic Systems Migration Grade 4: Canada’s Provinces,Territories, and Regions Grade 5: Aspects of Citizenship and Government in Canada Grade 6: Canada’s Links to the World

13. Grade 4 Canada’s Provinces,Territories, and Regions -name and locate the various physical regions, provinces, and territories of Canada and identify the chief natural resources of each; (map) -use a variety of resources and tools to determine the influence of physical factors on the economies and cultures of Ontario and the other provinces and territories; (maps) -identify, analyze, and describe economic and cultural relationships that link communities and regions within Ontario and across Canada (mini society)

14. Grade 5: Aspects of Citizenship and Government in Canada summarize the structures, functions, and interactions of Canada’s federal, provincial/territorial, and municipal governments, and identify and describe significant Canadian symbols, ceremonies, buildings, and political figures; use a variety of resources and tools to gather and analyze information about government processes, the rights of groups and individuals, and the responsibilities of citizenship in Canada, including participation in the electoral process; identify concrete examples of how government plays a role in contemporary society and of how the rights of groups and individuals and the responsibilities of citizenship apply to their own lives.

15. Grade 6: Canada’s Links to the World identify and describe Canada’s economic, political, social, and physical links with the United States and other regions of the world; use a variety of resources and tools to gather, process, and communicate information about the domestic and international effects of Canada’s links with the United States and other areas of the world; explain the relevance to Canada of current global issues and influences.

16. Grade 7 Geography The Themes of Geographic Inquiry identify and explain the themes of geographic inquiry: location/place, environment, region, interaction, and movement; use a variety of geographic resources and tools to gather, process, and communicate geographic information; analyse current environmental issues or events from the perspective of one or more of the themes of geographic inquiry. Patterns in Physical Geography identify patterns in physical geography and explain the factors that produce them; use a variety of resources and tools to gather, process, and communicate geographic information about the earth’s physical features and patterns; explain how patterns of physical geography affect human activity around the world. Natural Resources describe how humans acquire, manage, and use natural resources, and identify factors that affect the importance of those resources; use a variety of resources and tools to gather, process, and communicate geographic information about the distribution, use, and importance of natural resources; describe positive and negative ways in which human activity can affect resource sustainability and the health of the environment.

17. Grade 8 Geography Patterns in Human Geography identify the main patterns of human settlement and identify the factors that influence population distribution and land use; use a variety of geographic representations, resources, tools, and technologies to gather, process, and communicate geographic information about patterns in human geography; compare living and working conditions in countries with different patterns of settlement, and examine how demographic factors could affect their own lives in the future. Economic Systems describe the characteristics of different types of economic systems and the factors that influence them, including economic relationships and levels of industrial development; use a variety of geographic representations, resources, tools, and technologies to gather, process, and communicate geographic information about regional, national, and international economic systems; compare the economies of different communities, regions, or countries, including the influence of factors such as industries, access to resources, and access to markets. Migration identify factors that affect migration and mobility, describe patterns and trends of migration in Canada, and identify the effects of migration on Canadian society; use a variety of geographic representations, resources, tools, and technologies to gather, process, and communicate geographic information about migration and its effects on people and communities; connect the real experiences of Canadians to information about the causes and effects of migration.

18. Do We Take Your Test?

19. The Maps Last 2 periods a bit sleepy? -Making the maps (of Canada, the world…) could be many lessons depending on the age/grade level -When the maps are made it gives you a more active and different way to teach -It also mean each student as an area to focus in on -Short story, myth, sustainability report, songs, art…