Problem Based Learning Opportunities – Nov. 2014 Purpose The following questions are designed to be challenges that address the inquiry expectations in each grade. This process can be effective for teachers as they begin using the 2013 revised Social Studies, History and Geography curriculum. The goal is to design a challenge that develops inquiry skills, the concepts of disciplinary thinking and includes an opportunity for students to evaluate the knowledge they have built through guided or independent inquiry and make decisions. We can focus on the inquiry expectations because the inquiry focus calls for the building of background knowledge through the many sub-questions related to the inquiry. This is a wonderful opportunity to engage in knowledge building. This inquiry focus also provides an opportunity for students to apply their learning. This is a live document that will be amended throughout the year. We are a learning community so I encourage teachers to share the key questions they have used to guide their inquires and share samples of student work.

Grade/Strand

Overall Expectation

Inquiry Focus

Grade 1 Strand A

A2- Students will use the inquiry process to investigate some aspects of the interrelationship between their identity/sense of self, their different roles, relationships, and responsibilities, and various situations in their daily lives (FOCUS ON: Interrelationships Inquiry: use the social studies inquiry process to investigate some aspects of the interrelationship between people and different natural and built features of their local community, with a focus on significant short- and longterm effects of this interrelationship (FOCUS ON: Cause and Consequence)

How are we unique? How are our interrelationships similar in our daily lives?

Grade 1 Strand B

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Examine our local community (physical and built features) Use the geographic definition: What is where? Why there? Why care?

Grade 2 Strand A

Use they social studies inquiry process to investigate some of the past and present traditions and celebrations within their own family and the communities to which they belong (Continuity and Change)

How can we portray the significant traditions and celebrations within our communities (past and present)?

Grade 2 strand B

A2- Inquiry: use the social studies inquiry process to investigate aspects of the interrelationship between the natural environment, including the climate, of selected communities and the ways in which people in those communities live (FOCUS ON: Interrelationships; Patterns and Trends)

Examine interrelationships in communities around the world : How does where I live influence how I live? Which interrelationships are significant?

Grade 3 Strand A

A2 use the social studies inquiry process to investigate some of the major challenges that different groups and communities faced in Canada from around 1780 to 1850, and key measures taken to address these challenges (significance, cause and consequence)

Examine the significant challenges faced by different communities. Which measures were most effective in addressing the needs?

Grade 3 Strand B

Inquiry: use the social studies inquiry process to investigate some of the environmental effects of different types of land and/or resource use in two or more Ontario municipal regions, as well as some of the measures taken to reduce the negative impact of that use (FOCUS ON: Cause and Consequence; Perspective)

How can a region effectively reduce the negative impact of land use? Highlight cause and consequence and feature the perspective of stakeholders.

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Grade 4 strand A

Grade 4 Strand B

Grade 5 Strand A

Grade 5 strand B

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Inquiry: use the social studies inquiry process to investigate ways of life and relationships with the environment in two of more early societies (3000 BCE–1500 CE), with an emphasis on aspects of the interrelationship between the environment and life in those societies (FOCUS ON: Interrelationships) B2. use the social studies inquiry process to investigate some issues and challenges associated with balancing human needs/wants and activities with environmental stewardship in one or more of the political and/or physical regions of Canada (perspective) A2. use the social studies inquiry process to investigate aspects of interactions among and between First Nations and Europeans in Canada prior to 1713 from the perspectives of the various groups involved.(perspective, interrelationships) B2. use the social studies inquiry process to investigate Canadian social and/or environmental issues from various perspectives, including the perspective of the level (or levels) of government responsible for addressing the issues (perspective)

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Examine interrelationships in early societies: How does where we lived influence how we lived? Which interrelationships are significant?

Find areas in Canada that effectively balance human needs and wants with environmental stewardship. Highlight the perspective of stakeholders

How can we effectively portray interactions among and between First Nations and European highlighting diverse perspectives?

How can we effectively communicate the perspectives of stakeholders including government regarding a Canadian social or environmental issue?

Grade 6 Strand A

Grade 6 Strand B

Inquiry: use the social studies inquiry process to investigate different perspectives on the historical and/or contemporary experience of two or more distinct communities in Canada (FOCUS ON: Perspective) Inquiry: use the social studies inquiry process to investigate some global issues of political, social, economic, and/or environmental importance, their impact on the global community, and responses to the issues (FOCUS ON: Cause and Consequence)

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How can we effectively communicate different perspectives about the experiences (historical/current) of a district community in Canada?

Examine Canada's involvement in a Global issue featuring cause and consequence - what is where? (tell about the issue and determine location) Why there? (Why is Canada involved in this issue.) Why care? ( explore the importance of international co-operation)

Next Step for teachers Work with the question and document some of your process. Be prepared to share your progress at our next session.

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