areas of the United States and Canada); digitally (see, e.g., A2.3) create maps using shading/colour to show Extracting information from various maps, details of the physical characteristics of regions including issue- based maps (see, e.g., B2.3) (e.g., resources, agriculture, climate, elevation); Analysing and constructing various types of print use information about time zones to identify time and digital maps, including issue-based maps differences among regions of the world; (see, e.g., B2.3, B2.4, B2.6) use special-purpose maps (e.g., contour maps, Extracting and applying information using latitude climatic maps, physical-features maps) to find and longitude (see, e.g., B3.6) specific geographic information; use latitude and longitude coordinates to locate Graphs: some major cities and countries of the world; Constructing line graphs, using computer compare various map projections of the world programs, to show change over time (see, e.g., (e.g., Mercator, Peters, Mollweide, A2.4) and Pacific-centred), and analyse their differences to determine the particular bias of Extracting information from and constructing each. double bar graphs (see, e.g., B2.4) Extracting information from a climate graph (see, e.g., B2.4) Constructing graphs using computers (see, e.g., B2.4) Map, Globe, and Graphing Skills A Continuum – Refer to Appendix C (pages 191 198) in the revised document. – How will this continuum impact your planning? Part 4: Resource Supports Resources to Implement the Revised SSHG What I have What I need Where are some of the places I can access these resources?
areas of the United States and Canada); create maps using shading/colour to show details of the physical characteristics of regions (e.g., resources, agriculture, climate, elevation); use information about time zones to identify time differences among regions of the world; use special-purpose maps (e.g., contour maps, climatic maps, physical-features maps) to find specific geographic information; use latitude and longitude coordinates to locate some major cities and countries of the world; compare various map projections of the world (e.g., Mercator, Peters, Mollweide, and Pacific-centred), and analyse their differences to determine the particular bias of each. digitally (see, e.g., A2.3) Extracting information from various maps, including issue- based maps (see, e.g., B2.3) Analysing and constructing various types of print and digital maps, including issue-based maps (see, e.g., B2.3, B2.4, B2.6) Extracting and applying information using latitude and longitude (see, e.g., B3.6) Graphs: Constructing line graphs, using computer programs, to show change over time (see, e.g., A2.4) Extracting information from and constructing double bar graphs (see, e.g., B2.4) Extracting information from a climate graph (see, e.g., B2.4) Constructing graphs using computers (see, e.g., B2.4) Map, Globe, and Graphing Skills – A Continuum Refer to Appendix C (pages 191 – 198) in the revised document. How will this continuum impact your planning? Part 4: Resource Supports Resources to Implement the Revised SSHG What I have What I need Where are some of the places I can access these resources?
grade_6_comparison-2.docx