| Defining the inquiry and its importance | What do I already know about this inquiry question?Why is solving this question important? | The teacher provides guiding questions aligned with available GWS datasets. Based on the geography curriculum, the inquiry question is introduced with connections to students’ experiences and real-world social issues to spark curiosity. |
| Identifying and evaluating geospatial data | What geospatial data do I need to answer this inquiry question? | Students assess pre-existing datasets from multiple GWS platforms, prioritizing key information based on relevance, credibility, and alignment with their inquiry focus. |
| Analyzing spatial data and detecting patterns | How should I analyze this geospatial data? | Students understand analysis criteria and learn to manipulate spatial resolution, apply geospatial analysis tools (overlay, time-series, heatmaps, filtering), and compare datasets from different GWS sources to detect spatial patterns. |
| Drawing conclusions from spatial evidence | What conclusions can I draw based on the geospatial data? | Students synthesize multiple geospatial datasets to construct data-driven explanations, integrating spatial correlations and cross-platform comparisons to justify their conclusions. |
| Applying findings to real-world solutions | What do I think about this issue and conclusion?What actions can I take based on my findings? | Moving beyond understanding, students propose real-world solutions, and policy recommendations using their geospatial analysis. This phase encourages spatial citizenship and ethical decision-making. |