Statement of Inquiry
Understanding our Time, place and space helps us understand our perspective and identity
Thursday September 5
1. Course outline and Introductions
2. Survey
3. Teams of four have 20 minutes to build a structure that will help an eggs survive a 10 ft. drop. Winning structures will protect the egg, if time, we will see how far we can drop them and have it still survive
4. How does this activity relate to the IB Learner Profile?
2. Survey
3. Teams of four have 20 minutes to build a structure that will help an eggs survive a 10 ft. drop. Winning structures will protect the egg, if time, we will see how far we can drop them and have it still survive
4. How does this activity relate to the IB Learner Profile?
Friday May 12
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article_annotation.odt | |
File Size: | 11 kb |
File Type: | odt |
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bad_weather__better_for_work_terrible_for_everything_else_-_the_atlantic.pdf | |
File Size: | 128 kb |
File Type: |
1. Activity to introduce ATL's, reflection
2. Introduce Geography
-set up a maze in the room, darken the room and have them go through the maze of desks. How does this activity relate to geography?
3. In groups of 4, List every country they know in 5 minutes. Count how many they have.
3. Group with most reads list, everyone crosses off the countries they have, Group with most “unique” countries at the end will win a small prize.
4. Show them Yakko nations of the world song clip, see if he missed any, watch again to see. If they are right they get a candy (see clip below)
5. Read one of 3 articles and annotate. Hand in.
https://www.nytimes.com/2018/09/21/upshot/a-rise-in-murder-lets-talk-about-the-weather.html
https://www.theatlantic.com/business/archive/2015/02/winter-better-for-work-terrible-for-everything-else/386174/
https://www.washingtonpost.com/news/wonk/wp/2015/08/06/what-your-vacation-choices-say-about-your-personality/
2. Introduce Geography
-set up a maze in the room, darken the room and have them go through the maze of desks. How does this activity relate to geography?
3. In groups of 4, List every country they know in 5 minutes. Count how many they have.
3. Group with most reads list, everyone crosses off the countries they have, Group with most “unique” countries at the end will win a small prize.
4. Show them Yakko nations of the world song clip, see if he missed any, watch again to see. If they are right they get a candy (see clip below)
5. Read one of 3 articles and annotate. Hand in.
https://www.nytimes.com/2018/09/21/upshot/a-rise-in-murder-lets-talk-about-the-weather.html
https://www.theatlantic.com/business/archive/2015/02/winter-better-for-work-terrible-for-everything-else/386174/
https://www.washingtonpost.com/news/wonk/wp/2015/08/06/what-your-vacation-choices-say-about-your-personality/
Monday May 15
1. Plant Identification trip with Bonny-Lynn
Tuesday May 16
physical_regions_project.doc | |
File Size: | 592 kb |
File Type: | doc |
1. Review articles from yesterday. Relate to our SIO (Understanding our Time, place and space helps us understand our perspective and identity).
2. discuss the quote: “Some countries have too much history, we have too much geography” Mackenzie King. What do you think it means?
3. Read 161-62 with them and discuss
4. Show NFB O Canada clip
(see below)
5. What places do you recognize (Shout out). What does this clip show us about Canada? Have you been to them? What did you do there? How is the area different from Penticton? What places do you know in Canada? Play a game to see how many provinces/capitals teams can label on the map. Try a plate of food from four regions of Canada
6. Play a game to label provinces/capitals on the map on the board at the back of the room.
7. Powerpoint on how mountains and valleys are created.
Clip for Mt. St. Helens (See Below)
2. Define key terms in chapter:
A. Region: an area with similar characteristics (get kids to give examples)
B. Vegetation: Plants that grow naturally in an area (examples)
C. Topography: The shape of the land (mountains, hills, plains)
D. Climate: The temperature and precipitation (moisture) over time in an area.
8. Hand out map assignment and explain, each day we will work on it and have a mini lesson.
9. Remind them of Map Rules:
*all pencil crayon in same direction, * Provinces all in capital letters.
* use atlas + text * Shade just the water’s edge
* use ruler, *Legend: for Physical Regions
*use light pencil, * BEGIN with physical regions.
2. discuss the quote: “Some countries have too much history, we have too much geography” Mackenzie King. What do you think it means?
3. Read 161-62 with them and discuss
4. Show NFB O Canada clip
(see below)
5. What places do you recognize (Shout out). What does this clip show us about Canada? Have you been to them? What did you do there? How is the area different from Penticton? What places do you know in Canada? Play a game to see how many provinces/capitals teams can label on the map. Try a plate of food from four regions of Canada
6. Play a game to label provinces/capitals on the map on the board at the back of the room.
7. Powerpoint on how mountains and valleys are created.
Clip for Mt. St. Helens (See Below)
2. Define key terms in chapter:
A. Region: an area with similar characteristics (get kids to give examples)
B. Vegetation: Plants that grow naturally in an area (examples)
C. Topography: The shape of the land (mountains, hills, plains)
D. Climate: The temperature and precipitation (moisture) over time in an area.
8. Hand out map assignment and explain, each day we will work on it and have a mini lesson.
9. Remind them of Map Rules:
*all pencil crayon in same direction, * Provinces all in capital letters.
* use atlas + text * Shade just the water’s edge
* use ruler, *Legend: for Physical Regions
*use light pencil, * BEGIN with physical regions.
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Wednesday May 17
latitude__longitude.ppt | |
File Size: | 1372 kb |
File Type: | ppt |
latlong_handout.doc | |
File Size: | 450 kb |
File Type: | doc |
1. Ball and Sticker activity to introduce Longitude and Latitude
2. Show PowerPoint on Latitude and Longitude while students take notes
3. Balloon activity, to review longitude and latitude
4. Work on Maps
2. Show PowerPoint on Latitude and Longitude while students take notes
3. Balloon activity, to review longitude and latitude
4. Work on Maps
Thursday May 18
1. Review, lat. Long, and prime meridian. Tropic of cancer and Capricorn, equator, Greenwich mean time, International dateline by going outside and using yarn to create a human globe.
Directions:
1. Stand in a circle
2. Point out East, West, North, South. Discuss where we get morning sun and where we get afternoon sun. Get them to decide where the equator should go. Give those two students red yarn.
3. Ask them where the Tropic of cancer and Capricorn should be, those students , get Yellow yarn.
4. Give Blue Yarn for the Arctic and Antarctic Circles
5. Give green yarn for Prime Meridian/Greenwich Mean time
6. Do a couple of lines of latitude and longitude in black
3. PowerPoint on compass rose/map symbols, (powerpoint says where to take notes)
4. Game on PowerPoint (Guess that symbol) with prizes
5. Work on map
Directions:
1. Stand in a circle
2. Point out East, West, North, South. Discuss where we get morning sun and where we get afternoon sun. Get them to decide where the equator should go. Give those two students red yarn.
3. Ask them where the Tropic of cancer and Capricorn should be, those students , get Yellow yarn.
4. Give Blue Yarn for the Arctic and Antarctic Circles
5. Give green yarn for Prime Meridian/Greenwich Mean time
6. Do a couple of lines of latitude and longitude in black
3. PowerPoint on compass rose/map symbols, (powerpoint says where to take notes)
4. Game on PowerPoint (Guess that symbol) with prizes
5. Work on map
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Friday May 19
1. Teach the terms relative (What is it near) vs. exact locations (GPS coordinates). Have a student take a cellphone and go hide, students will ask him/her 20 questions to try to guess where they are. If they past 20 the student wins, if they do not the class wins
2. Explain that we will go outside and practice relative location. Give them each a Penticton location and tell them they are that place. Get the lakes to draw there lakes at either end of the basketball court and stand at the appropriate lakes. Then ask the Channel kid to draw the channel and stand on it. Then, ask kids one by one to go stand where they should and work together to figure out where they should be they have to arrange themselves on a map.
3. Go outside and draw an approximate map of Penticton and get them to arrange themselves on the map, this is relative distance. (ie: if you are the Casino? Where do you stand in relation to the peach) Exact would be GPS coordinates.
4. Work on maps
2. Explain that we will go outside and practice relative location. Give them each a Penticton location and tell them they are that place. Get the lakes to draw there lakes at either end of the basketball court and stand at the appropriate lakes. Then ask the Channel kid to draw the channel and stand on it. Then, ask kids one by one to go stand where they should and work together to figure out where they should be they have to arrange themselves on a map.
3. Go outside and draw an approximate map of Penticton and get them to arrange themselves on the map, this is relative distance. (ie: if you are the Casino? Where do you stand in relation to the peach) Exact would be GPS coordinates.
4. Work on maps
Tuesday May 23
cross-section_of_canada_notes.pdf | |
File Size: | 343 kb |
File Type: |
1.Talk about cross section of Canada and weather
-teach windward, leeward, rainshadow, cumulus cloud, regions.
3. Demonstration of rain shadow: Student will by jump off a desk. Area between where the desk is and where he landed is the rain shadow.
4. Go outside and show them how to tell which side of the mountain is windward and which side is leeward.
5. Work on Maps
-teach windward, leeward, rainshadow, cumulus cloud, regions.
3. Demonstration of rain shadow: Student will by jump off a desk. Area between where the desk is and where he landed is the rain shadow.
4. Go outside and show them how to tell which side of the mountain is windward and which side is leeward.
5. Work on Maps
geography_asr.doc | |
File Size: | 391 kb |
File Type: | doc |
Wednesday May 24
weather_video_questions.pdf | |
File Size: | 352 kb |
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regions_key_points_review.pdf | |
File Size: | 1173 kb |
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1. Review cross-section of Canada
2. Videos on weather (questions are on the back of the Cross-section of Canada Sheet)
3. Work on Maps (last day, due Wednesday May 18)
2. Videos on weather (questions are on the back of the Cross-section of Canada Sheet)
3. Work on Maps (last day, due Wednesday May 18)
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physical_regions_key_points.docx | |
File Size: | 92 kb |
File Type: | docx |
Thursday May 25
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regions_video.docx | |
File Size: | 21 kb |
File Type: | docx |
1. Introduce Tourist video
2. Watch city of penticton videos to talk about how they hit a target audience
Videos - Visit Penticton
3. Look at an example of a gr. 9 tourist video.
4. Work on videos and test ASR
2. Watch city of penticton videos to talk about how they hit a target audience
Videos - Visit Penticton
3. Look at an example of a gr. 9 tourist video.
4. Work on videos and test ASR
Friday May 26
1. Collect Maps
2. Finish videos
2. Finish videos
Monday May 29
geography_asr.doc | |
File Size: | 391 kb |
File Type: | doc |
1. Collect maps
2. Field trip to Lake Okanagan to identify geography terms in real physical landscape
2. Field trip to Lake Okanagan to identify geography terms in real physical landscape
field_trip_assignment.pdf | |
File Size: | 476 kb |
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field_trip_sketch_of_land.pdf | |
File Size: | 185 kb |
File Type: |
Tuesday May 30
1. Watch videos
2. Work on ASR
2. Work on ASR