Physical Geography:
Patterns, Processes, and Interactions
CGF3M
2002
John Nicolucci
Rex Taylor
Barb Macintosh
George Briggs
Geoff Park
This course examines the main elements of the physical environment (climate, soils, landforms, oceans, vegetation), the processes that shape them, and the relationship between the environment and human beings. Students will apply a wide range of geographic tools and methods to explore the distribution and ongoing evolution of the elements of the physical environment on a variety of scales, from local to global.
The following are essential or enduring learnings summarized from the
expectations. These learnings should somehow be addressed in all the units.
They are the foundation upon which a student can build.
Upon the successful completion of this course students will:
"This course examines the main elements of the physical environment (climate, soil, landforms, oceans, vegetation), the processes that shape them, and the relationship between the environment and human beings. Students will apply a wide range of geographic tools and methods to explore the distribution and ongoing evolution of the elements of the physical environment on a variety of scales, from local to global." (The Ontario Curriculum, Grades 11 and 12, Canadian and World Studies, 2000)
"There can be no geography without physical geography." Learn about earthquakes, volcanoes and hurricanes. The earth in space, the planets, glaciation and plate tectonics are some of the selected topics. Climate and weather are also studied. This course is an excellent foundation for not only future geographic studies, but for many other subjects as well.
"Earthquakes in San Francisco"; "Volcanic Eruption in Italy"; "Oil spill in the Persian Gulf"; "Martian probe lost in space"; "Continents are moving"; "A new planet is discovered"; "Hurricane hits the eastern U.S.A."; "Tornado touches down north of Toronto"; "Warmest and Driest summer in years"; "Ecoli in the water supply". All these headlines and many more can be explained by physical geography.
This course shows us how the earth works. The course also stresses how the earth affects humans and of course how humans affect the earth.
This is a very exciting and unique course. This course is a collaboration
of a number of schools, each preparing a few units of study. The schools
involved are Ridley College, Havergal College, Trafalgar Castle School
and Crescent. (We call ourselves CHaRT. Can you tell why?) The student
will quickly notice that the units differ slightly in look and feel, but
the overall style is the same.
The entire course has been written to be completed on-line. Each unit is accessed through the web and begins with a page that has several components. Most units begin with a PowerPoint show, which introduces the student to many of the fundamentals of the material covered in that unit. Generally speaking, you will be assigned to view and take notes on a slide show, to get your feet wet so to speak, and then your teacher will go over that slide show to highlight any important facts and clear up any confusion. The next parts to the unit are the tasks or assignments. Some involve the Internet, some use ArcView GIS and some involve readings and questions to be answered. Some of the tasks are evaluated using a specific rubric. Students are encouraged to read them carefully and use them as a guide to get good marks. Some assignments will be collected via email.
This course is in its infancy, therefore the students and the teachers will have to learn together. There will be growing pains. Constructive suggestions are welcomed.
Timelines will be important. Since the course is on-line students will be able to proceed at their own pace, but tests and due dates will be assigned and must be followed in order to keep everyone up to speed.
This course also has an ISU or ISP (Independent Study Unit or Project). More will be announced about this later. Furthermore, as the course develops it is intended that on-line forum discussions, will take place between students and teachers at the four schools. The on-line forum might be used as the ISP.
Since this course depends on technology and the computer, it is important that each student feel comfortable and have some basic knowledge of the following programs:
The overall expectations of the Ministry of Education fall under the following headings:
1. INTRODUCTION
The following is a general list of the techniques that are used in this course:
The primary purpose of assessment and evaluation is to improve student learning. Information gathered through assessment helps teachers to determine students’ strengths and weaknesses in their achievement of the curriculum expectations in each course. This information also serves to guide teachers in adapting curriculum and instructional approaches to students’ needs and in assessing the overall effectiveness of programs and classroom practice.
Assessment:
Assessment is the process of gathering information from a variety of sources (including assignments, demonstrations, project, performances, and tests) that accurately reflects how well a student is achieving the curriculum expectations in a course. As part of assessment, teachers provide students with descriptive feedback that guides their efforts towards improvement.
A variety of assessment techniques are used to determine individual and group progress and to provide feedback to the student and his family. These include:
Evaluation refers to the process of judging the quality of student work on the basis of established criteria, and assigning a value to represent that quality.
A variety of techniques are used to arrive at a summative evaluation for each student. These include:
The final percentage grade will be derived as in the table below. In summary:
ASSIGNMENTS/TASKS/HOMEWORK ..................................... 40%
ISP/CONFERENCE..................................……….......................... 10%
EXAM............................................................................................ 30%
TOTAL……………………………………………....................... 100%
Crescent School is currently developing a school-wide set of policies
and practices for professional development and teacher effectiveness.
This will include student and peer assessment/feedback and mentoring groups
with regularly scheduled meetings.
The students need a basic knowledge of the following:
A wordprocessor (Word)
Click here for a slide show about common map errors.
Click here for Common Errors in Student Writing
ArcView Refresher!
Click here
if you wish to attempt a refresher activity in ArcView. The activity is
called K-12 Quick Start and it is intended for students who have used ArcView
before but want a brief refresher on the capabilities of this program.
You will need to download some data and the instructions separately.
Click on each of the link in this section to go to the overview of each sub-unit.
Unit 1- Planetary Systems
Earth in Space
Unit 2 - Structure of the Earth
Plate Tectonics
Elements, Minerals and Rocks
Unit 3 - Gradational Processes
Folding
Rivers
Groundwater
Glaciation
Desertification
Unit 4 - Weather and Climate
Oceans
Weather
Climate
Connections
Unit 5 - Independent Study
Click here to get information about
the On-line Conference!
Geographic Foundations: Space and Systems
Overall Expectations
SSV.01
· explain major theories of the origin and internal structure
of the earth;
SSV.02
· demonstrate an understanding of the principal features
of the earth’s major components: the lithosphere, atmosphere, hydrosphere,
and biosphere;
SSV.03
· explain the sources and nature of energy flows through
the lithosphere, atmosphere, hydrosphere, and biosphere;
SSV.04
· explain the physical processes that create landforms,
climate, soils, and vegetation.
Specific Expectations
Understanding Concepts
SS1.01
– explain how the earth’s orbit and tilt relate to the seasons
and annual variations in climate;
SS1.02
– describe the relationship of the moon and the earth to each
other and the moon’s effects on tides;
SS1.03
– explain the physical evidence found on the surface of the earth
and at the bottom of the oceans that supports the theory of plate tectonics;
SS1.04
– describe the components of the lithosphere, atmosphere, hydrosphere,
and biosphere;
SS1.05
– identify the interconnections between natural systems (e.g.,
natural vegetation, climate, wildlife) within selected ecosystems;
SS1.06
– demonstrate an understanding of the origins, distribution,
and frequency of different kinds of storms (e.g., frontal depressions,
hurricanes, tornadoes, thunderstorms) that affect North America;
SS1.07
– describe the rates at which different physical processes occur
(e.g., continental erosion, soil formation, tectonic uplift).
Developing and Practising Skills
SS2.01
– describe the components of the internal structure of the earth
(core, mantle, crust);
SS2.02
– differentiate among the major rock types (igneous, sedimentary,
metamorphic) and explain their origins;
SS2.03
– explain the role that convection currents are believed to play
in the motion of the earth’s crustal plates;
SS2.04
– analyse the global distribution of major physical features
(e.g., Ring of Fire, mountain systems, tectonic plates) and determine reasons
for the observed distribution patterns;
SS2.05
– describe the flow of matter and energy through ecosystems (e.g.,
the hydrologic cycle, the carbon cycle) and explain the relationship of
these flows to landforms, climate, soils, and vegetation;
SS2.06
– explain how climatic controls act upon the elements of the
atmosphere to produce the climatic zones of the earth;
SS2.07
– explain the roles of water, ice, wind, and biological processes
in shaping physical features.
Learning Through Application
SS3.01
– interpret the spatial relationships between mountain ranges,
occurrences of earthquakes, and tectonic plate boundaries and explain the
processes believed to be at work;
SS3.02
– characterize the differences between continental and oceanic
plates and demonstrate an understanding of the processes at work in the
boundaries between them;
SS3.03
– explain the concepts of heat balance and circulation, using
local examples like driveways, lawns, and water bodies;
SS3.04
– explain the effects of natural variations in climate on the
structure and composition of soils of selected regions;
SS3.05
– analyse relationships between present characteristics of local
landforms and the processes that shaped them.
Human-Environment Interactions
Overall Expectations
HEV.01
· explain how the earth provides both a habitat for life
and a resource for society;
HEV.02
· evaluate the impacts of natural systems on people and
their activities;
HEV.03
· evaluate the impact of human life on natural systems;
HEV.04
· demonstrate an understanding of the importance of stewardship
and sustainability as guiding principles for human use of the physical
environment.
Specific Expectations
Understanding Concepts
HE1.01
– explain why certain geological formations contain rich mineral
deposits;
HE1.02
– demonstrate an understanding of the trade-offs for humans living
in areas subject to natural disruptions (e.g., coastal zones, slopes of
active volcanoes, regions of tectonic activity such as California and Japan);
HE1.03
– demonstrate an understanding of the effects of human activities
(e.g., urban expansion, resource exploitation) on various aspects of the
environment;
HE1.04
– describe the importance of sustainable practices in resource-based
industries (e.g., forestry, mining, fisheries).
Developing and Practising Skills
HE2.01
– explain the roles of volcanoes and river estuaries in providing
fertile soils for agriculture;
HE2.02
– analyse the effects of environmental hazards (e.g., earthquakes,
hurricanes, landslides) on human activities;
HE2.03
– analyse damage and casualty risks related to flooding in selected
areas and identify factors that increase risk;
HE2.04
– explain the impact of acid rain on a selected region.
Learning Through Application
HE3.01
– identify postglacial features in the Ontario landscape and
explain how people have derived benefits from them (e.g., aggregates for
construction, recreation areas);
HE3.02
– evaluate the impact of deforestation and the burning of fossil
fuels on the carbon cycle;
HE3.03
– explain current methods and technologies used to track and
predict weather, including dangerous phenomena such as hurricanes, thunderstorms,
and tornadoes;
HE3.04
– produce a case study in which concepts of watershed management
are used to determine sustainable uses of a local environment;
HE3.05
– analyse the impacts of selected human activities on their local
environment (e.g., farming and soil erosion, vehicle use and air pollution).
Global Connections
Overall Expectations
GCV.01
· analyse the global distribution of landforms, climate,
soils, and vegetation to determine reasons for the observed distribution
patterns;
GCV.02
· describe selected ecosystems in different parts of the
world and explain the processes that shape them;
GCV.03
· analyse local, regional, and global issues related to
physical geography.
Specific Expectations
Understanding Concepts
GC1.01
– demonstrate an understanding of the differences between local
weather and global climate;
GC1.02
– explain the role that oceans and ocean currents play in moderating
climate, using examples of major cities at similar latitudes (e.g., Edmonton
and Edinburgh);
GC1.03
– demonstrate an understanding of similarities and differences
between different climatic zones and the landscape systems found within
them (e.g., polar deserts in Canada’s Arctic, and "hot" deserts in other
areas of the world);
GC1.04
– identify local, regional, and global issues related to physical
geography.
Developing and Practising Skills
GC2.01
– analyse patterns of significant ocean currents (e.g., Gulf
Stream) and prevailing winds (e.g., trade winds) and their relationships
to world vegetation patterns;
GC2.02
– explain the relationships that link global patterns of landforms,
climate, soils, and vegetation to each other;
GC2.03
– analyse the effects that human activities in a region or country
can have on the natural environment in another location (e.g., acid rain,
downstream impacts of dams, ozone layer depletion).
Learning Through Application
GC3.01
– compare global distribution patterns of climate, soils, and
vegetation with patterns in their local bioregion;
GC3.02
– analyse the impacts of urbanization and industrialization on
hydrology;
GC3.03
– identify geopolitical issues that face nations that share various
physical regions of the world (e.g., circumpolar regions, the Sahel, the
Nile Valley).
Understanding and Managing Change
Overall Expectations
UCV.01
· analyse the causes and consequences of past and future
climate change;
UCV.02
· analyse changes in natural systems caused by natural
phenomena;
UCV.03
· explain how human uses of the earth, including uses
involving technology, cause change in natural systems.
Specific Expectations
Understanding Concepts
UC1.01
– describe the difference between human and geologic time scales;
UC1.02
– demonstrate an understanding that the world’s surface is dynamic,
in that it is constantly being reshaped (e.g., mountain building, erosion);
UC1.03
– demonstrate an understanding of the cycle of glacial advance
and retreat and its relationship to natural variations in global climate;
UC1.04
– describe the potential impacts of climate change on the economic
feasibility of industries based on renewable resources (e.g., agriculture,
forestry);
UC1.05
– identify and describe the mechanisms of change within the lithosphere,
atmosphere, hydrosphere, and biosphere;
UC1.06
– demonstrate an understanding of how soils are the result of
long-term processes (e.g., erosion and chemical and mechanical weathering)
acting upon parent material.
Developing and Practising Skills
UC2.01
– distinguish natural short-term variability from long-term trends
in historical climate data;
UC2.02
– explain the potential effects of long-term climate change (e.g.,
global warming) on different parts of the world;
UC2.03
– explain how population growth and changes in human activities
over the past one hundred years have increased the ecological footprint
of our species.
Learning Through Application
UC3.01
– demonstrate an understanding of the difficulties involved in
predicting climate change;
UC3.02
– evaluate physical evidence of past climates in selected areas
of Canada (e.g., glacial features in southern Ontario, fossil forests in
the High Arctic);
UC3.03
– analyse the long-term effects of human use of a distinctive
ecological zone (e.g., desert, tundra, tropical rain forest);
UC3.04
– analyse changes in land use in their local area over the past
twenty years and the effects of these changes on the population and the
environment;
UC3.05
– evaluate the role of technology in changing human-environment
relationships;
UC3.06
– predict both positive and negative impacts of tectonic change
and climate change (e.g., earthquake risks, temperature increases) on their
local community.
Methods of Geographic Inquiry
Overall Expectations
GIV.01
· use geographic skills, methods, and technologies to
gather, analyse, and synthesize ideas and information;
GIV.02
· use a variety of methods and technologies to communicate
the results of geographic inquiry and analysis effectively;
GIV.03
· describe careers related to physical geography.
Specific Expectations
Understanding Concepts
GI1.01
– describe the difficulties and limitations inherent in quantifying
the processes and elements of the physical environment;
GI1.02
– demonstrate an understanding of the technology available for
mapping, imaging, and measuring features and phenomena on the surface of
the earth;
GI1.03
– demonstrate an understanding of the importance of field verification
(ground truthing) of data collected from remote sensing instruments, including
satellites;
GI1.04
– identify careers related to physical geography.
Developing and Practising Skills
GI2.01
– demonstrate an ability to make observations and collect data
in the field;
GI2.02
– identify selected physical features on the earth’s surface
(e.g., mountains, rivers, deserts) from different sources (e.g., maps,
aerial photographs, satellite images, geographic information systems);
GI2.03
– produce and interpret maps, diagrams, charts, and models;
GI2.04
– use remote sensing imagery, maps, global positioning systems,
and geographic information systems to measure conditions on the ground
(e.g., health of vegetation);
GI2.05
– use print and electronic sources (e.g., CD-ROMs, the Internet)
to locate information related to physical geography;
GI2.06
– use written, oral, and visual communication skills to present
the results of geographic inquiry and analysis effectively.
Learning Through Application
GI3.01
– trace the natural history of an area by using maps, remote
sensing data, geographic information systems, and field observations;
GI3.02
– produce reports summarizing field experiments conducted to
obtain quantitative and qualitative data about a local area (e.g., stream
discharge rates);
GI3.03
– analyse data collected in the field, using laboratory equipment
or computers, and present the results;
GI3.04
– produce an independent study that applies data collected through
field experiments to a local issue (e.g., waste management, soil loss,
forestry, recreation);
GI3.05
– analyse educational requirements, job descriptions, current
opportunities, and future prospects for a selected career related to physical
geography.
Time: 25 hours
Unit Description:
The Planetary Systems unit provides an opportunity to introduce students
to the overall framework of physical geography. Students gain an understanding
of the sources and nature of energy flows through the lithosphere, atmosphere,
hydrosphere, and biosphere. Students develop a global perspective on the
physical world. They analyse their roles in impacting natural systems and
how this influences human activity. The natural environment is a powerful
force shaping our lives.
Important concepts you should know:
Strands:
Geographic Foundations: Space and Systems, Human-Environment Interactions,
Global Connections, Understanding and Managing Change, Methods of Geographic
Inquiry
Overall Expectations:
SSV.03, UCV.02, HEV.04, SSV.01, SSV.02, SSV.04, GCV.01, GCV.02, UCV.02,
HEV.01, HEV.02, UCV.03, HEV.03, HEV.04, GIV.01
Specific Expectations:
SS1.05, SS1.04, SS1.05, SS2.05, GC2.02, SS1.02, GI2.02, GI2.05, HE2.02,
UC2.02, , GC3.03, HE2.04, HE3.02, GC2.03, UC2.02, UC2.03, UC3.03, GI2.04,
GI2.06, HE1.03
Introduction
Time: 100 minutes
Description: This section is a general introduction to the study of
Physical Geography. The different branches of the subject will be discussed. The
idea of systems and the inter-relationships of the earth's many spheres will
also be discussed. The earth's diverse biomes or ecozones will be introduced as
well as the earth's many cycles (eg. Hydrology) and the earth's overall energy
balance. The introduction will conclude with a general discussion of the
consequences of placing humans on the earth.
Strands:
Geographic Foundation: Space & Systems, Human-Environment Interactions,
Global Connections, Understanding and Managing Change, Methods of
Geographic Inquiry
Overall Expectations:
GIV.03 - describe careers related to physical geography
GCV.02 - describe selected ecosystems in different parts of the world and
explain the processes that shape them
HEV.01 - explain how the earth provides both a habitat for life and a resource
for society
SSV.03 - explain the sources and nature of energy flows through the lithosphere,
atmosphere, hydrosphere, and biosphere;
SSV.02 - demonstrate an understanding of the principal features of the earth’s
major components: the lithosphere, atmosphere, hydrosphere, and biosphere;
Specific Expectations:
SS1.04 - describe the components of the lithosphere, atmosphere,
hydrosphere, and biosphere
SS1.05 - identify the interconnections between natural systems (e.g., natural
vegetation, climate, wildlife) within selected ecosystems
SS2.05 - describe the flow of matter and energy through ecosystems (e.g., the
hydrologic cycle, the carbon cycle) and explain the relationship of these flows
to landforms, climate, soils, and vegetation
HEV.01 - explain how the earth provides both a habitat for life and a resource
for society
HEV.04 - demonstrate an understanding of the importance of stewardship and
sustainability as guiding principles for human use of the physical environment.
GC1.04 - identify local, regional, and global issues related to physical
geography.
UC3.05 - evaluate the role of technology in changing human-environment
relationships
GI1.02 - demonstrate an understanding of the technology available for mapping,
imaging, and measuring features and phenomena on the surface of the earth
Activities and Class Assignments:
Click here to begin your voyage with an Introduction via a PowerPoint presentation!
The Earth in Space
Click here for the test review page for this unit.
Description: A quick look at the four major theories of the origin of
the solar system. The concept of Universe, Galaxy and Solar System will also be
discussed.
Strands:
Geographic Foundation: Space & Systems, Human-Environment Interactions,
Global Connections, Understanding and Managing Change, Methods of
Geographic Inquiry
Overall Expectations:
SSV.01 - explain major theories of the origin and internal structure
of the earth;
SSV.02 - demonstrate an understanding of the principal features of
the earth’s major components: the lithosphere, atmosphere, hydrosphere,
and biosphere;
SSV.04 - explain the physical processes that create landforms, climate,
soils, and vegetation.
Specific Expectations:
SS1.02 - describe the relationship of the moon and the earth to each
other and the moon’s effects on tides;
GC2.02 - explain the relationships that link global patterns of landforms,
climate, soils and vegetation to each other.
Activities and Class Assignments:
A. There are a number of theories as to how the Universe and the Solar System was created. Click here to view the slide show the introduces those theories.
B. Research a more detailed description of the Big Bang theory and other theories for the origins of the Universe.
Here are some sites to get you started:
http://map.gsfc.nasa.gov/m_uni.html
http://dir.yahoo.com/Science/Astronomy/
http://nssdc.gsfc.nasa.gov/planetary/planetary_home.html
http://geog.ouc.bc.ca/physgeog/contents/5a.html
http://csep10.phys.utk.edu/astr161/lect/
Evaluation
Click here to see the evaluation rubric that will be used to evaluate your report.
C. Bonus Activity: Build your own solar system! Wow!
http://www.exploratorium.edu/ronh/solar_system/index.html
Description: A general overview of the 9 planets and other key members
of the solar system will be looked at. A comparison of size, rotation length,
tilt and number of moons between each planet will make up most of this activity.
Strands:
Geographic Foundation: Space & Systems, Human-Environment Interactions,
Global Connections, Understanding and Managing Change, Methods of
Geographic Inquiry
Overall Expectations:
SSV.01 - explain major theories of the origin and internal structure
of the earth;
SSV.02 - demonstrate an understanding of the principal features of
the earth’s major components: the lithosphere, atmosphere, hydrosphere,
and biosphere;
SSV.04 - explain the physical processes that create landforms, climate,
soils, and vegetation.
Specific Expectations:
SS1.02 - describe the relationship of the moon and the earth to each
other and the moon’s effects on tides;
GC2.02 - explain the relationships that link global patterns of landforms,
climate, soils and vegetation to each other.
Activities and Class Assignments:
A. Click here to view the slide show that gives you some basic facts on each of the nine planets. And click here for an image that shows the planets drawn to scale.
B. Create and complete a planet chart (the nine planets plus the sun) to compare the planets at a quick glance. Your chart should have the following headings:
Check the following web sites for the information:
http://seds.lpl.arizona.edu/nineplanets/nineplanets/nineplanets.html
http://pds.jpl.nasa.gov/planets/welcome.htm
http://dir.yahoo.com/Science/Astronomy/
http://nssdc.gsfc.nasa.gov/planetary/planetary_home.html
http://www.solarviews.com/eng/homepage.htm
http://csep10.phys.utk.edu/astr161/lect/
http://earthspace.net/solar_system/Jupiter_html/jupiter.html
Evaluation
Click here to see the evaluation rubric that will be used to evaluate your chart.
Description: Another general look at the make up and characteristics
of both Meteors and Comets. The basic parts and origin of Comets will also be
looked at. An interesting activity is included where the students will plot the
location of major impacts of Meteors/Asteroids on the earth using ArcView. Mass
extinction will also be discussed.
Strands:
Geographic Foundation: Space & Systems, Human-Environment Interactions,
Global Connections, Understanding and Managing Change, Methods of
Geographic Inquiry
Overall Expectations:
UCV.02 - analyse changes in natural systems caused by natural phenomena
SSV.03 - explain the sources and nature of energy flows through
the lithosphere, atmosphere, hydrosphere, and biosphere
Specific Expectations:
SS1.05 - identify the interconnections between natural systems (e.g.,
natural vegetation, climate, wildlife) within selected ecosystems
GI2.01 - demonstrate an ability to make observations and collect data in the
field;
Activities and Class Assignments:
A. Click here to view the slide show on Meteors and Comets. Simply take notes and highlight the key terms.
B. Click here to go to an assignment on Asteroid Impacts.
Description: The main components of the Sun will be studied.
Telescopes will also be introduced. The importance of the Sun and its age and
size compared to other stars will be discussed. The Aurora Borealis will be
looked at as well.
Strands:
Geographic Foundation: Space & Systems, Human-Environment Interactions,
Global Connections, Understanding and Managing Change, Methods of
Geographic Inquiry
Overall Expectations:
UCV.02 - analyse changes in natural systems caused by natural phenomena
SSV.03 - explain the sources and nature of energy flows through
the lithosphere, atmosphere, hydrosphere, and biosphere
Specific Expectations:
SS1.05 - identify the interconnections between natural systems (e.g.,
natural vegetation, climate, wildlife) within selected ecosystems
GI2.01 - demonstrate an ability to make observations and collect data in the
field;
Activities and Class Assignments:
Click here to view the slide show on the Sun and the Stars. Simply take notes and highlight the key terms.
Description: A very quick and interesting look at how humans have
tried to map the stars. The Zodiac and Astrology will also be discussed.
Strands:
Geographic Foundation: Space & Systems, Human-Environment Interactions,
Global Connections, Understanding and Managing Change, Methods of
Geographic Inquiry
Overall Expectations:
UCV.02 - analyse changes in natural systems caused by natural phenomena
SSV.03 - explain the sources and nature of energy flows through
the lithosphere, atmosphere, hydrosphere, and biosphere
Specific Expectations:
SS1.05 - identify the interconnections between natural systems (e.g.,
natural vegetation, climate, wildlife) within selected ecosystems
GI2.01 - demonstrate an ability to make observations and collect data in the
field;
Activities and Class Assignments:
A. Click here to view the slide show on the Constellations.
B. Go to the following site and view the constellations that form the Zodiac. First view the picture with just the stars and then view with the stars connected with lines. Do this for at least three constellations. Find out which constellation is in tonight's sky and if it is clear try and find it tonight! Hand in two images (both hand drawn) of the Constellation that you viewed at night with and without the lines showing the constellation. Also include the date that you did your viewing.
http://www.astro.uiuc.edu/~kaler/sow/const.html
These other sites are just some more info on constellations and viewing the night sky.
http://www.earthsky.com/Features/Skywatching/
http://dir.yahoo.com/Science/Astronomy/
http://www.astronomy.com/home.asp
Evaluation
This assignment is worth 10 marks. You will get 10/10 if you hand in the two diagrams along with the date. If the diagrams are not clearly labeled or are incomplete then marks of course will be deducted. If the date is missing two marks will be deducted. Labeling involves drawing in the lines that form the shape of the particular constellation. Labeling also includes the title and the identification of any major stars found in that constellation.
C. What sign are you? What characteristics does your sign have? Does it relate to you? Write down your horoscope for the next three days. Document what happened during those three days. Was your horoscope correct? If it was way off say so. In your opinion is there any validity to Astrology?
http://horoscopes.astrology.com/
http://www.inx.net/horoscope/
Evaluation
This assignment is out of 10. You will receive a 10 if you follow the instructions above. If your opinion is weak and disinterested you will lose marks. Even if your horoscope is way off, make note of it and give your comments.
Description: How was the earth created after the big bang. How did we
get from a ball of molten rock to what we have today!
Strands:
Geographic Foundation: Space & Systems, Human-Environment Interactions,
Global Connections, Understanding and Managing Change, Methods of
Geographic Inquiry
Overall Expectations:
SSV.01- explain major
theories of the origin and internal structure of the earth
SSV.02 - demonstrate an understanding of the principal features of the
earth’s major components: the lithosphere, atmosphere, hydrosphere, and
biosphere
SSV.04 - explain the physical processes that create landforms, climate,
soils, and vegetation.
GCV.01- demonstrate an understanding of the differences between local
weather and global climate
GCV.02 - explain the role that oceans and ocean currents play in
moderating climate, using examples of major cities at similar latitudes (e.g.,
Edmonton and Edinburgh)
Specific Expectations:
SS1.02 - describe the
relationship of the moon and the earth to each other and the moon’s effects on
tides
SS1.04 - describe the components of the lithosphere, atmosphere,
hydrosphere, and biosphere
SS1.05 - identify the interconnections between natural systems (e.g.,
natural vegetation, climate, wildlife) within selected ecosystems
SS2.05 - describe the flow of matter and energy through ecosystems (e.g.,
the hydrologic cycle, the carbon cycle) and explain the relationship of these
flows to landforms, climate, soils, and vegetation
GC2.02 - explain the relationships that link global patterns of
landforms, climate, soils, and vegetation to each other
GI2.02 - identify selected physical features on the earth’s surface
(e.g., mountains, rivers, deserts) from different sources (e.g., maps, aerial
photographs, satellite images, geographic information systems)
GI2.05 - use print and electronic sources (e.g., CD-ROMs, the Internet)
to locate information related to physical geography
Activities and Class Assignments:
Click here to view a short slide show on the creation of the Earth. Simply take notes.
Description: Students come to understand the relationships that exist between the earth and the heavenly bodies that most influence us, (the sun and our moon). The importance of tides as an energy source and as an animal habitant will also be discussed.
Strands:
Geographic Foundation: Space & Systems, Human-Environment Interactions,
Global Connections, Understanding and Managing Change, Methods of
Geographic Inquiry
Overall Expectations:
SSV.02 - demonstrate an
understanding of the principal features of the earth’s major components: the
lithosphere, atmosphere, hydrosphere, and biosphere
Specific Expectations:
SS1.02 - describe the
relationship of the moon and the earth to each other and the moon’s effects on
tides
Activities and Class Assignments:
A. Click here to view the slide show on the moon, its phases, the creation of tides and eclipses.
B. View the animated GIF on the Lunar Phases above and view the animated GIFs on a Lunar Eclipse and a Solar Eclipse below:
Answer the following questions:
i) What is the difference between an lunar eclipse
and a lunar phase?
ii) Why don't we have a lunar eclipse each month
or more often?
iii) What is the difference between a lunar eclipse
and a solar eclipse?
iv) Why is it dangerous to view a solar eclipse but
not a lunar eclipse?
v) Describe what the two shadows umbra and penumbra
are?
vi) Search the web and find out when the next type
of eclipses will occur over Toronto:
Evaluation
This assignment is worth 15 marks. Questions a to e are worth 2 marks each and question f is worth 5 marks. You will get full marks for answering each question correctly and completely. Use diagrams wherever possible, they will help a lot. Note: You can use some of the web sites listed on this page to help you get started.
C. No Moon. Describe what life would be like on earth if there was no moon. If you have trouble finding information on this topic a hint would be to research what the moon does do for life on earth and then speculate what would happen if the moon was gone.
http://dir.yahoo.com/Science/Astronomy/
http://seds.lpl.arizona.edu/nineplanets/nineplanets/luna.html
http://www.yorkfilms.com/production/nomoon.html
(its a movie, but it has a little info)
http://nssdc.gsfc.nasa.gov/planetary/factsheet/moonfact.html
http://www.moon-watch.com/
http://www.solarviews.com/eng/moon.htm
http://csep10.phys.utk.edu/astr161/lect/
Evaluation
Click here to view the rubric that will be used to evaluate the report.
Description: An important set of activities that explain how the
motions of the earth, in particular revolution, rotation and the earth's tilt
affect humans on earth. The whole idea of life on earth can be explained in
these set of activities.
Strands:
Geographic Foundation: Space & Systems, Human-Environment Interactions,
Global Connections, Understanding and Managing Change, Methods of
Geographic Inquiry
Overall Expectations:
SSV.02 - demonstrate an understanding of the principal features of the
earth’s major components: the lithosphere, atmosphere, hydrosphere, and
biosphere
Specific Expectations:
SS1.01 - explain how the earth’s orbit and tilt relate to the seasons and
annual variations in climate
Activities and Class Assignments:
A. Click here to view the slide show on the Motions of the Earth.
B. View the following movies (they are in .mov format created in Quicktime). Take notes on what the movies are trying to teach you. Relate the content to your everyday life on this planet. Prepare a test question for each movie that you may ask if you were preparing a test. Also hand in your notes to the movies.
Click here to see a movie on the Sun's movement in the sky.
Click here to see the Sun's position and how to effects the length of day.
Click here to see the relationships between the Earth and the Sun.
Evaluation
Click here to view the rubric that will be used to evaluate the report.
Description: An interesting assignment in trying to get the students
to understand the idea of an open and closed system and how fortunate we are in
having the right combination of many things to allow life to exist. Could these
set of circumstance occur elsewhere?
Strands:
Geographic Foundation: Space & Systems, Human-Environment Interactions,
Global Connections, Understanding and Managing Change, Methods of
Geographic Inquiry
Overall Expectations:
GIV.01 - use geographic skills, methods, and technologies to gather,
analyse, and synthesize ideas and information;
Specific Expectations:
GI1.01 - describe the difficulties and limitations inherent in quantifying
the processes and elements of the physical environment;
GI2.05 - use print and electronic sources (e.g., CD-ROMs, the Internet) to
locate information related to physical geography;
GI2.06 - use written, oral, and visual communication skills to present the
results of geographic inquiry and analysis effectively.
Activities and Class Assignments:
Is there life on other worlds? What do the experts say? What is your opinion on this subject? Prepare a brief (2-3 page) report on this topic. It should be completed in proper MLA format with a Works Cited. Please note that it is to be entirely in your own words.
http://www.jpl.nasa.gov/
http://astrobiology.arc.nasa.gov/roadmap/goals/g7_signature_life.html
http://www.yale.edu/ynhti/curriculum/units/1996/6/96.06.07.x.html#a
http://www.seti-inst.edu/
Evaluation
Click here to
view the rubric that will be used to evaluate the report.
Time: 5 hours
Unit Description: One of the major purposes of this unit is to
explain the origin and internal structures of the earth. Natural systems
operate inside the earth, as well as outside. The energy which drives these
systems is responsible for the tectonic forces which attempt to “build
up” the earth’s surface. As a result, students are expected to demonstrate
an understanding of those physical processes which create landforms.
Students must first be exposed to the internal structure of the earth,
the components of the earth’s interior, and the major rock types which
make up its surface. They may then be able to analyse the origin and characteristics
of the tectonic forces below the surface. Finally, they should be able
to describe the formation of specific tectonic landforms which result from
the activity of tectonic forces such as folding, faulting, and volcanic
activity.
As well as understanding the “mechanics” of plate tectonics, students
will develop an awareness of the disastrous effects which can result in
regions of the world when these forces are prevalent. In addition, the
Catholic school graduate should appreciate the moral obligation which others,
who are more fortunate, may have to come to the aid of those whose lives
are negatively affected by these forces. As well, they should recognize
that tectonic forces may often bring benefits to some regions in the form
of enriched natural resources. With these resources come the responsibility
to use the earth's riches judiciously and with a philosophy of environmental
stewardship.
Finally, the completion of this unit will allow the student to have
a greater appreciation of just how the present appearance of the earth’s
surface has come about. The tectonic forces “build up” landforms which
are then gradually “torn down” by the gradational forces. The interaction
of those two major forces results in the striking variety and beauty of
the earth’s landscape.
Strands:
Geographic Foundations: Space and Systems, Human-Environment Interactions,
Global Connections, Understanding and Managing Change, Methods of Geographic
Inquiry
Overall Expectations: SSV.01, SSV.02, SSV.04, GCV.01, HEV.04
Specific Expectations: SS2.01, UC1.01, SS2.02, HE1.01, SS1.03, SS2.03, UC1.05, SS3.02, UC1.02, SS1.07, SS2.04, GI2.03, SS3.01, GC2.02, GC3.01, GC1.04, GC3.03, HE1.02, GC3.03, HE1.02, UC3.06, HE2.01, HE2.02, GI1.02, GC1.04, GC3.03, HE1.02, UC3.06, HE2.01, HE2.02,
Plate Tectonics
Click here to view the test review page for the test!
Description: An important slide show on the history and theory of
Continental Drift and Plate Tectonics will be discussed. The structure of the
earth and the evidences found throughout our planet will be looked at to prove
that our land masses do actually move and that this movement can be attributed
to many important things such as mountains, earthquakes and volcanoes to name a
few.
Strands:
Geographic Foundation: Space & Systems, Human-Environment Interactions,
Global Connections, Understanding and Managing Change, Methods of
Geographic Inquiry
Overall Expectations:
GCV.01 - analyse the global distribution of landforms, climate, soils,
and vegetation to determine reasons for the observed distribution patterns;
SSV.04 - explain the physical processes that create landforms, climate,
soils, and vegetation;
Specific Expectations:
SS1.03 - explain the physical evidence found on the surface of the
earth and at the bottom of the oceans that supports the theory of plate
tectonics;
SS1.07 - describe the rates at which different physical processes occur
(e.g., continental erosion, soil formation, tectonic uplift);
SS2.03 - explain the role that convection currents are believed to
play in the motion of the earth’s crustal plates;
Activities and Class Assignments:
Click here for a show that will take you through the basics of this complicated field of study. Much of this may be review.
Description: A reinforcement of the movement of the plates on earth
and a look at the past, present and future position of these plates and the
major land masses of the planet.
Strands:
Geographic Foundation: Space & Systems, Human-Environment Interactions,
Global Connections, Understanding and Managing Change, Methods of
Geographic Inquiry
Overall Expectations:
SSV.04 - explain the physical processes that create landforms, climate,
soils, and vegetation;
GCV.01 - analyse the global distribution of landforms, climate, soils,
and vegetation to determine reasons for the observed distribution patterns;
Specific Expectations:
SS1.07 - describe the rates at which different physical processes occur
(e.g., continental erosion, soil formation, tectonic uplift);
SS2.03 - explain the role that convection currents are believed to
play in the motion of the earth’s crustal plates;
SS2.04 - analyse the global distribution of major physical features
(e.g., Ring of Fire, mountain systems, tectonic plates) and determine reasons
for the observed distribution patterns;
UC1.02 - demonstrate an understanding that the world’s surface is dynamic,
in that it is constantly being reshaped (e.g., mountain building, erosion);
UC1.05 - identify and describe the mechanisms of change within the
lithosphere, atmosphere, hydrosphere, and biosphere;
GI2.03 - produce and interpret maps, diagrams, charts, and models;
Activities and Class Assignments:
Description: Hot spots are an interesting phenomenon. The creation of
Hot Spots and the Hawaiian islands will be studied.
Strands:
Geographic Foundation: Space & Systems, Human-Environment Interactions,
Global Connections, Understanding and Managing Change, Methods of
Geographic Inquiry
Overall Expectations:
SSV.04 - explain the physical processes that create landforms, climate,
soils, and vegetation;
GCV.01 - analyse the global distribution of landforms, climate, soils,
and vegetation to determine reasons for the observed distribution patterns;
Specific Expectations:
SS2.04 - analyse the global distribution of major physical features
(e.g., Ring of Fire, mountain systems, tectonic plates) and determine reasons
for the observed distribution patterns;
SS3.01 - interpret the spatial relationships between mountain ranges,
occurrences of earthquakes, and tectonic plate boundaries and explain the
processes believed to be at work;
SS3.02 - characterize the differences between continental and oceanic
plates and demonstrate an understanding of the processes at work in the
boundaries between them;
GI2.03 - produce and interpret maps, diagrams, charts, and models;
Activities and Class Assignments:
Why is Hawaii (the Big Island) is the only active Hawaiian Island? Why is Kauai Island the oldest? Start by reading about "hotspots" from about.com and see if you can figure it out. When you think you have it, draw a cross-sectional profile of the Pacific plate that shows the Hawaiian Islands and the hotspot that has created the islands..
Description: An ArcView activity that reinforces the theory of Plate
Tectonics and its relationship to earthquakes and volcanoes and in particular
the location of the plate boundaries in respect to the continents of the earth.
Strands:
Geographic Foundation: Space & Systems, Human-Environment Interactions,
Global Connections, Understanding and Managing Change, Methods of
Geographic Inquiry
Overall Expectations:
SSV.04 - explain the physical processes that create landforms, climate,
soils, and vegetation;
GCV.01 - analyse the global distribution of landforms, climate, soils,
and vegetation to determine reasons for the observed distribution patterns;
Specific Expectations:
SS1.07 - describe the rates at which different physical processes occur
(e.g., continental erosion, soil formation, tectonic uplift);
SS2.03 - explain the role that convection currents are believed to
play in the motion of the earth’s crustal plates;
SS2.04 - analyse the global distribution of major physical features
(e.g., Ring of Fire, mountain systems, tectonic plates) and determine reasons
for the observed distribution patterns;
UC1.02 - demonstrate an understanding that the world’s surface is dynamic,
in that it is constantly being reshaped (e.g., mountain building, erosion);
UC1.05 - identify and describe the mechanisms of change within the
lithosphere, atmosphere, hydrosphere, and biosphere;
GI2.03 - produce and interpret maps, diagrams, charts, and models;
Activities and Class Assignments:
This activity integrates the use of ArcView with your study of plate tectonics. Click here to download a MS Word version of the activity.
Description: A look at the relationship of major earthquakes and plate
boundaries. We will also study the location of major urban centres to
earthquakes. An extensive study of what earthquakes are all about is included.
How earthquakes are measured and how we have used them to understand the
structure of the earth.
Strands:
Geographic Foundation: Space & Systems, Human-Environment Interactions,
Global Connections, Understanding and Managing Change, Methods of
Geographic Inquiry
Overall Expectations:
SSV.01 - explain major theories of the origin and internal structure
of the earth;
SSV.02 - demonstrate an understanding of the principal features of
the earth’s major components: the lithosphere, atmosphere, hydrosphere,
and biosphere;
HEV.04 - demonstrate an understanding of the importance of stewardship
and sustainability as guiding principles for human use of the physical
environment;
Specific Expectations:
SS2.01 - describe the components of the internal structure of the earth
(core, mantle, crust);
HE1.02 - demonstrate an understanding of the trade-offs for humans
living in areas subject to natural disruptions;
HE2.01 - explain the roles of volcanoes and river estuaries in providing
fertile soils for agriculture;
HE2.02 - analyse the effects of environmental hazards (e.g., earthquakes,
hurricanes, landslides) on human activities;
GC3.03 - identify geopolitical issues that face nations that share
various physical regions of the world;
UC3.06 - predict both positive and negative impacts of tectonic change
and climate change (e.g., earthquake risks, temperature increases) on their
local community;
GI1.02 - demonstrate an understanding of the technology available for
mapping, imaging, and measuring features and phenomena on the surface of
the earth;
Activities and Class Assignments:
Click here to see a PowerPoint show on what earthquakes are all about.
Click here to open another ArcView activity that deals with the world wide distribution of earthquakes and volcanoes.
Description: An up to date look at the most recent earthquakes. This
is an ArcView activity where the students map the most recent quakes. They
research the Internet and then create their own data set and map it.
Strands:
Geographic Foundation: Space & Systems, Human-Environment Interactions,
Global Connections, Understanding and Managing Change, Methods of
Geographic Inquiry
Overall Expectations:
SSV.02 - demonstrate an understanding of the principal features of
the earth’s major components: the lithosphere, atmosphere, hydrosphere,
and biosphere;
Specific Expectations:
UC1.05 - identify and describe the mechanisms of change within the
lithosphere, atmosphere, hydrosphere, and biosphere;
GI2.03 - produce and interpret maps, diagrams, charts, and models;
SS3.01 - interpret the spatial relationships between mountain ranges,
occurrences of earthquakes, and tectonic plate boundaries and explain the
processes believed to be at work;
HE1.02 - demonstrate an understanding of the trade-offs for humans
living in areas subject to natural disruptions (e.g., coastal zones, slopes
of active volcanoes, regions of tectonic activity such as California and
Japan);
HE2.02 - analyse the effects of environmental hazards (e.g., earthquakes,
hurricanes, landslides) on human activities;
GI1.02 - demonstrate an understanding of the technology available for
mapping, imaging, and measuring features and phenomena on the surface of
the earth;
GC1.04 - identify local, regional, and global issues related to physical
geography;
Activities and Class Assignments:
Click here to see this activity.
Description: This is really a
homework assignment where the students do a more in-depth look at some of the
major topics involved with plate tectonics.
Strands:
Geographic Foundation: Space & Systems, Human-Environment Interactions,
Global Connections, Understanding and Managing Change, Methods of
Geographic Inquiry
Overall Expectations:
SSV.01 - explain major theories of the origin and internal structure
of the earth;
SSV.02 - demonstrate an understanding of the principal features of
the earth’s major components: the lithosphere, atmosphere, hydrosphere,
and biosphere;
HEV.04 - demonstrate an understanding of the importance of stewardship
and sustainability as guiding principles for human use of the physical
environment;
SSV.04 - explain the physical processes that create landforms, climate,
soils, and vegetation;
Specific Expectations:
UC1.05 - identify and describe the mechanisms of change within the
lithosphere, atmosphere, hydrosphere, and biosphere;
GI2.03 - produce and interpret maps, diagrams, charts, and models;
SS3.01 - interpret the spatial relationships between mountain ranges,
occurrences of earthquakes, and tectonic plate boundaries and explain the
processes believed to be at work;
HE1.02 - demonstrate an understanding of the trade-offs for humans
living in areas subject to natural disruptions (e.g., coastal zones, slopes
of active volcanoes, regions of tectonic activity such as California and
Japan);
HE2.02 - analyse the effects of environmental hazards (e.g., earthquakes,
hurricanes, landslides) on human activities;
GI1.02 - demonstrate an understanding of the technology available for
mapping, imaging, and measuring features and phenomena on the surface of
the earth;
GC1.04 - identify local, regional, and global issues related to physical
geography;
Activities and Class Assignments:
Click here for an evaluation rubric for this task.
A. Major pieces of evidence for plate tectonicsThere are several important pieces of geophysical evidence that are used to support the theory of plate tectonics. These include geomagnetic anomalies, the age of the rocks on the ocean floor, heat flow variations, and earthquake and volcano patterns. Research these and any other others you may come across and present your findings in a PowerPoint presentation. Here is a site that might be of some use.
Here is a beauty map showing the age of the ocean floor. Note the pattern.
B. Two types of volcanoes
While geologists have described many different types of volcanic eruptions, there are really only two that need concern us. There are those that erupt violently and then there the few that erupt in a more measured and leisurely fashion. Research the two types and describe the main factor that causes the difference. For a starter you might try this site which fairly clearly describes the types of volcanoes based on what is called "tectonic setting". Then there is this site by Science Spectra. It's a bit dense but skim down the page and get the general drift. Look for the part about Non-Explosive Eruptions. And if that doesn't get it done, there is a great deal of information available at the about.com volcano page. Your task here is present your findings in a brief PowerPoint presentation.
C. Why the Poseidon Adventure Really Got it Wrong
Tidal waves are all wrong. In fact, there's no such thing. Find out the physics of these monster waves and the nature of the damage they have caused. Check out the list of good sites from about.com and create a PowerPoint presentation that explains the whys and wherefores of tsunamis.
Description: The volcano is probably one of the first tectonic
processes to which students were introduced as children. Sandcastles may
have been built to mimic their shape. The power of the volcano has been
the focus of many a science fair project and, ranging from cartoons to
Hollywood dramas, the volcano has often taken the central role. Students
will test their knowledge of the different types of volcanoes by matching
descriptions with photos and develop their graph-making and map-reading
skills by creating a cross-section of a volcano.
Strands:
Geographic Foundation: Space & Systems, Human-Environment Interactions,
Global Connections, Understanding and Managing Change, Methods of
Geographic Inquiry
Overall Expectations:
SSV.01 - explain major theories of the origin and internal structure
of the earth;
SSV.02 - demonstrate an understanding of the principal features of
the earth’s major components: the lithosphere, atmosphere, hydrosphere,
and biosphere;
SSV.04 - explain the physical processes that create landforms, climate,
soils, and vegetation;
Specific Expectations:
HE1.02 - demonstrate an understanding of the trade-offs for humans
living in areas subject to natural disruptions;
GC1.04 - identify local, regional, and global issues related to physical
geography;
Activities and Class Assignments:
Click here to see a slide show on volcanism.
Elements, Minerals and Rocks
Click here for a test review page for this unit and volcanism.
Important concepts you should know:
Description: A beginners look at rocks and minerals. A major
discussion on the three types of rocks. Their characteristics and formation will
be discussed. The Rock Cycle is key in this beginning. An interesting discussion
on how humans have used rocks and minerals to create some major resources will
also be looked at.
Strands:
Geographic Foundation: Space & Systems, Human-Environment Interactions,
Global Connections, Understanding and Managing Change, Methods of
Geographic Inquiry
Overall Expectations:
SSV.04 - explain the physical processes that create landforms, climate,
soils, and vegetation;
Specific Expectations:
SS2.02 - differentiate among the major rock types (igneous, sedimentary,
metamorphic) and explain their origins;
HE1.01 - explain why certain geological formations contain rich mineral
deposits;
Activities and Class Assignments:
Click here for a show that will take you through the basics of Elements, Minerals and Rocks.
Description: The students here reinforce what they have learned in the
previous part by applying this knowledge and creating a simple web page (with
links) about the formation of the three major types of rocks.
Strands:
Geographic Foundation: Space & Systems, Human-Environment Interactions,
Global Connections, Understanding and Managing Change, Methods of
Geographic Inquiry
Overall Expectations:
SSV.04 - explain the physical processes that create landforms, climate,
soils, and vegetation;
Specific Expectations:
SS2.02 - differentiate among the major rock types (igneous, sedimentary,
metamorphic) and explain their origins;
HE1.01 - explain why certain geological formations contain rich mineral
deposits;
Activities and Class Assignments:
Click here to go to a page that contains three animated images that illustrate the formation of the three types of rocks. Your assignment is to copy the images to your workspace and complete a webpage with the textual description to the diagrams.
Evaluation:
Click here
to see the evaluation
rubric for the webpage.
Description: A further reinforcement of the three types of rocks and
their characteristics. The life of a geologist will be looked at and the
relationship of the sun's energy to rocks and minerals will be discussed.
Strands:
Geographic Foundation: Space & Systems, Human-Environment Interactions,
Global Connections, Understanding and Managing Change, Methods of
Geographic Inquiry
Overall Expectations:
SSV.04 - explain the physical processes that create landforms, climate,
soils, and vegetation;
Specific Expectations:
SS2.02 - differentiate among the major rock types (igneous, sedimentary,
metamorphic) and explain their origins;
HE1.01 - explain why certain geological formations contain rich mineral
deposits;
Activities and Class Assignments:
http://www.fi.edu/fellows/payton/rocks/create/index.html
http://nesen.unl.edu/teacher/activities/geology.html
http://www.geog.le.ac.uk/cti/geol.html
http://geog.ouc.bc.ca/physgeog/contents/chapter10.html
http://www.bbc.co.uk/education/rocks/primer.shtml
http://volcano.und.nodak.edu/vwdocs/vwlessons/rocks.html
http://www.rocksforkids.com/howrocks.html
http://www.cobweb.net/~bug2/rock1.htm
Answer these questions:
1. In what ways is the rock cycle powered by energy from above (the sun) and energy from below (the interior of the earth)?Evaluation:
2. Give examples of events that could occur on a day-to-day basis that are part of the rock cycle.
3. If you were a geologist attempting to discover places where oil and gas deposits are found in the world, what key conditions would you use to select possible sites for your drilling crews?
4. a. Based on the three major rock classes, design a chart to point out the visible differences between rocks which could be used in placing individual rock samples into one of the rock classes.
b. Use this rock classification chart to identify a set of rock samples collected from the field or available in your school. Keep these rocks for a later task.
Description: A self-taught activity where the students read some
content on the Internet and then take a short quiz to test them on their
comprehension.
Strands:
Geographic Foundation: Space & Systems, Human-Environment Interactions,
Global Connections, Understanding and Managing Change, Methods of
Geographic Inquiry
Overall Expectations:
SSV.04 - explain the physical processes that create landforms, climate,
soils, and vegetation;
Specific Expectations:
SS2.02 - differentiate among the major rock types (igneous, sedimentary,
metamorphic) and explain their origins;
HE1.01 - explain why certain geological formations contain rich mineral
deposits;
Activities and Class Assignments:
http://www.fi.edu/fellows/payton/rocks/create/index.html
...take the Rock Quiz found at:
http://www.fi.edu/fellows/payton/rocks/quiz/index.html
Evaluation:
On your honour report your score to the teacher.
Time: 70 minutes
Description: A more detailed look at the rock cycle. The students here
simply create their own version of the rock cycle clearly showing their
understanding of all the arrows involved.
Strands:
Geographic Foundation: Space & Systems, Human-Environment Interactions,
Global Connections, Understanding and Managing Change, Methods of
Geographic Inquiry
Overall Expectations:
SSV.04 - explain the physical processes that create landforms, climate,
soils, and vegetation;
Specific Expectations:
SS2.02 - differentiate among the major rock types (igneous, sedimentary,
metamorphic) and explain their origins;
HE1.01 - explain why certain geological formations contain rich mineral
deposits;
Activities and Class Assignments:
Go to the following site and find the diagram that was used for the Rock Cycle in the slide show:
http://geog.ouc.bc.ca/physgeog/contents/10a.html
Redraw your own version of the Rock Cycle and make sure you clearly label the arrows that describe the different types of rocks and the processes that were involved in their creation.
Evaluation:
Click here to see the rubric
that will be used to evaluate the above activity.
Description: Minerals are chemicals. They are chemical elements or compounds found naturally in the crust of the earth. They are inorganic, in contrast to organic chemicals (made mainly of carbon, hydrogen, and oxygen) typical of living things. Some minerals have a fixed chemical composition, others are a series of related compounds. Diamond and quartz are two minerals that may look the same but one is much stronger than the other. One physical property rarely identifies a mineral. Usually more characteristics must be used to clearly identify a mineral. The following is a list of physical and chemical properties (or tests) that are used to identify minerals. This activity will be followed by a hands on lab where the students actually perform some of the tests that they have just learned.
Strands:
Geographic Foundation: Space & Systems, Human-Environment Interactions,
Global Connections, Understanding and Managing Change, Methods of
Geographic Inquiry
Overall Expectations:
SSV.04 - explain the physical processes that create landforms, climate,
soils, and vegetation;
Specific Expectations:
SS2.02 - differentiate among the major rock types (igneous, sedimentary,
metamorphic) and explain their origins;
HE1.01 - explain why certain geological formations contain rich mineral
deposits;
Activities and Class Assignments:
Minerals are chemicals. They are chemical elements or compounds found naturally in the crust of the earth. They are inorganic, in contrast to organic chemicals (made mainly of carbon, hydrogen, and oxygen) typical of living things. Some minerals have a fixed chemical composition, others are a series of related compounds. Diamond and quartz are two minerals that may look the same but one is much stronger than the other. One physical property rarely identifies a mineral. Usually more characteristics must be used to clearly identify a mineral. The following is a list of physical and chemical properties (or tests) that are used to identify minerals. Go to the site found at the end of the list and read up on these properties. Come up with a page or two of notes describing how each of these properties are used in identifying minerals.
COLOR
STREAK
FRACTURE/ CLEAVAGE
HARDNESS
LUSTER
CRYSTAL FORM
TASTE
SPECIFIC GRAVITY
MAGNETISM
EFFERVESCENCE (FIZZ)
BIREFRINGENCE
FLUORESCENCE
http://www.cobweb.net/~bug2/rock4.htm
Evaluation:
The above task is worth a total of 24 marks. You will receive 2 marks
for a complete description of each property mentioned above.
Description: A research activity where the students learn the
environmental connection (mostly bad) of mining these rocks and minerals. The
action of Canadian mining companies throughout the world will be stressed.
Strands:
Geographic Foundation: Space & Systems, Human-Environment Interactions,
Global Connections, Understanding and Managing Change, Methods of
Geographic Inquiry
Overall Expectations:
SSV.02 - demonstrate an understanding of the principal features of
the earth’s major components: the lithosphere, atmosphere, hydrosphere,
and biosphere
SS1.04 - describe the components of the lithosphere, atmosphere, hydrosphere,
and biosphere;
SS2.01 - describe the components of the internal structure of the earth
(core, mantle, crust);
SS2.05 - describe the flow of matter and energy through ecosystems
(e.g., the hydrologic cycle, the carbon cycle) and explain the relationship
of these flows to landforms, climate, soils, and vegetation;
HEV.01 - explain how the earth provides both a habitat for life and
a resource for society;
HEV.02 - evaluate the impacts of natural systems on people and their
activities;
HEV.03 - evaluate the impact of human life on natural systems;
HEV.04 - demonstrate an understanding of the importance of stewardship
and sustainability as guiding principles for human use of the physical
environment.
UCV.03 - explain how human uses of the earth, including uses involving
technology, cause change in natural systems.
GIV.03 - describe careers related to physical geography.
GI2.03 - produce and interpret maps, diagrams, charts, and models;
GI2.05 - use print and electronic sources (e.g., CD-ROMs, the Internet)
to locate information related to physical geography;
GI2.06 - use written, oral, and visual communication skills to present
the results of geographic inquiry and analysis effectively.
Specific Expectations:
HE1.01 - explain why certain geological formations contain rich mineral
deposits;
HE1.03 - demonstrate an understanding of the effects of human activities
(e.g., urban expansion, resource exploitation) on various aspects of the
environment;
HE1.04 - describe the importance of sustainable practices in resource-based
industries (e.g., forestry, mining, fisheries).
HE2.04 - explain the impact of acid rain on a selected region.
HE3.05 - analyse the impacts of selected human activities on their
local environment (e.g., farming and soil erosion, vehicle use and air
pollution).
GC1.04 - identify local, regional, and global issues related to physical
geography.
GC2.02 - explain the relationships that link global patterns of landforms,
climate, soils, and vegetation to each other;
GC2.03 - analyse the effects that human activities in a region or country
can have on the natural environment in another location (e.g., acid rain,
downstream impacts of dams, ozone layer depletion).
UC3.05 - evaluate the role of technology in changing human-environment
relationships;
Activities and Class Assignments:
A. Go to this page to learn something of the basics about the impact of the mining on the environment.B. Do this ArcView activity that deals with nature of acid mine damage sites in Canada.
C. Go to this site and learn about why we are called "The Ugly Canadian". Summarize the basic story in 2-3 pages of your own writing. Be sure to look at both sides of the issue. How did Canada get involved in this issue? Click here to see the evaluation rubric.
Note: This is a major piece of work. You will need at least two evenings to do a good job.
Description: A fun activity where the students can collect and try to
identify some rocks and minerals found outside their home.
Strands:
Geographic Foundation: Space & Systems, Human-Environment Interactions,
Global Connections, Understanding and Managing Change, Methods of
Geographic Inquiry
Overall Expectations:
SSV.04 - explain the physical processes that create landforms, climate,
soils, and vegetation;
Specific Expectations:
SS2.02 - differentiate among the major rock types (igneous, sedimentary,
metamorphic) and explain their origins;
HE1.01 - explain why certain geological formations contain rich mineral
deposits;
Activities and Class Assignments:
Description: To reinforce #7 and to stress the importance of locating
a mine. Ontario will be used as an example. The students simply look at a map of
mineral and rock types and decide where it would be best to locate a mine based
on given parameters.
Strands:
Geographic Foundation: Space & Systems, Human-Environment Interactions,
Global Connections, Understanding and Managing Change, Methods of
Geographic Inquiry
Overall Expectations:
SSV.02 - demonstrate an understanding of the principal features of
the earth’s major components: the lithosphere, atmosphere, hydrosphere,
and biosphere
SS1.04 - describe the components of the lithosphere, atmosphere, hydrosphere,
and biosphere;
SS2.01 - describe the components of the internal structure of the earth
(core, mantle, crust);
SS2.05 - describe the flow of matter and energy through ecosystems
(e.g., the hydrologic cycle, the carbon cycle) and explain the relationship
of these flows to landforms, climate, soils, and vegetation;
HEV.01 - explain how the earth provides both a habitat for life and
a resource for society;
HEV.02 - evaluate the impacts of natural systems on people and their
activities;
HEV.03 - evaluate the impact of human life on natural systems;
HEV.04 - demonstrate an understanding of the importance of stewardship
and sustainability as guiding principles for human use of the physical
environment.
UCV.03 - explain how human uses of the earth, including uses involving
technology, cause change in natural systems.
GIV.03 - describe careers related to physical geography.
GI2.03 - produce and interpret maps, diagrams, charts, and models;
GI2.05 - use print and electronic sources (e.g., CD-ROMs, the Internet)
to locate information related to physical geography;
GI2.06 - use written, oral, and visual communication skills to present
the results of geographic inquiry and analysis effectively.
Specific Expectations:
HE1.01 - explain why certain geological formations contain rich mineral
deposits;
HE1.03 - demonstrate an understanding of the effects of human activities
(e.g., urban expansion, resource exploitation) on various aspects of the
environment;
HE1.04 - describe the importance of sustainable practices in resource-based
industries (e.g., forestry, mining, fisheries).
HE2.04 - explain the impact of acid rain on a selected region.
HE3.05 - analyse the impacts of selected human activities on their
local environment (e.g., farming and soil erosion, vehicle use and air
pollution).
GC1.04 - identify local, regional, and global issues related to physical
geography.
GC2.02 - explain the relationships that link global patterns of landforms,
climate, soils, and vegetation to each other;
GC2.03 - analyse the effects that human activities in a region or country
can have on the natural environment in another location (e.g., acid rain,
downstream impacts of dams, ozone layer depletion).
UC3.05 - evaluate the role of technology in changing human-environment
relationships;
Activities and Class Assignments:
Click here to view an activity created by ESRI Canada on Mining. This activity has you locate specific mines in Ontario. You are to create one map with these sites. There is some excellent background information and some links to sites that will help you make your decision. Hint: You may wish to put the map into a portrait layout. Another hint: Scroll through the pages until you get to the student instructions. There is a lot of extra material here that you needn't worry about.
The only written work you need to do is to provide a one page/paragraph that provides a general explanation of your reasoning behind choosing the sites you did. Do not answer any of the questions in the actual activity. To submit this work, you are to export the map and place it into a PowerPoint. Place your written answer on another slide.
Don't do the "Extension Exercise" part of this activity. Instead, please do the extension below.
Extension:
Using ArcView open up the following themes located in the ArcCanada\Disk2\world\
directory:
Create a map that clearly identifies countries that contain large mineral concentrations. Label the mineral rich countries of the world. Add this to your Powerpoint and then email the show to your teacher. The final show should have three slides, plus a title slide: two maps and one written answer.Cntry_95.shp Minerals.shp
Evaluation:
Click here to see the rubric
that will be used to evaluate you on this activity.
Time: hours
Unit Description: Gradational forces in combination with tectonic forces produce the great variety of landscapes found on the surface of the earth. Students demonstrate an understanding of the relationship between climatic forces and the landscapes which they help shape. Students describe the impact that people and their activities have on the physical environment. Understanding how both natural and human activity affect the physical earth leads to possible solutions for present and future environmental management issues.
Strands:
Geographic Foundations: Space and Systems, Human-Environment Interactions,
Global Connections, Understanding and Managing Change, Methods of Geographic
Inquiry
Overall Expectations: SSV.02, SSV.04, GCV.01, HEV.04
Specific Expectations: UC1.05, UCI.02, SS1.07, SS2.07, GC2.02, GC3.01, UC1.06, UC3.06, HE2.01, HE2.02, HE2.03, GI2.03, SS2.07, GC2.02, GC3.01, GI2.03, UC1.03, HE3.01, UC3.02, SS3.05, UC1.05, UC1.02, SS1.07, SS2.07, GC2.02, GC3.01, GC3.03, HE3.04, GC1.04, GI2.03, UCI.03, HE3.01, UC3.02, SS3.05, GC302
Folding, Faulting and Denudation
Click here to see the review page.
At the end of this unit you will ...
Description: A discussion on the concept of tectonic forces building
the earth up and the gradational forces knocking the earth down. How rocks react
to certain stresses or forces will be looked at. The creation of the Niagara
Escarpment will also be discussed.
Strands:
Geographic Foundation: Space & Systems, Human-Environment Interactions,
Global Connections, Understanding and Managing Change, Methods of
Geographic Inquiry
Overall Expectations:
SSV.02 - demonstrate an understanding of the principal features of
the earth’s major components: the lithosphere, atmosphere, hydrosphere,
and biosphere;
SSV.04 - explain the physical processes that create landforms, climate,
soils, and vegetation.
GCV.01 - analyse the global distribution of landforms, climate, soils,
and vegetation to determine reasons for the observed distribution patterns;
Specific Expectations:
UC1.05 - identify and describe the mechanisms of change within the
lithosphere, atmosphere, hydrosphere, and biosphere;
UC1.02 - demonstrate an understanding that the world’s surface is dynamic,
in that it is constantly being reshaped (e.g., mountain building, erosion);
SS1.07 - describe the rates at which different physical processes occur
(e.g., continental erosion, soil formation, tectonic uplift).
SS2.07 - explain the roles of water, ice, wind, and biological processes
in shaping physical features.
GC2.02 - explain the relationships that link global patterns of landforms,
climate, soils, and vegetation to each other;
GC3.01 - compare global distribution patterns of climate, soils, and
vegetation with patterns in their local bioregion;
UC1.06 - demonstrate an understanding of how soils are the result of
long-term processes (e.g., erosion and chemical and mechanical weathering)
acting upon parent material.
UC3.06 - predict both positive and negative impacts of tectonic change
and climate change (e.g., earthquake risks, temperature increases) on their
local community.
HE2.01 - explain the roles of volcanoes and river estuaries in providing
fertile soils for agriculture;
HE2.02 - analyse the effects of environmental hazards (e.g., earthquakes,
hurricanes, landslides) on human activities;
HE2.03 - analyse damage and casualty risks related to flooding in selected
areas and identify factors that increase risk;
GI2.03 - produce and interpret maps, diagrams, charts, and models;
Activities and Class Assignments:
Click here to view the introductory
slide show on Folding, Faulting and Denudation.
Click here for a page that
shows a great aerial view of the Niagara River and gorge.
Click here for a slide show
on Rock Deformation.
Description: The idea of strata and how to tell the difference between
layers that have been faulted and layers that have been folded will be looked
at. It is a reinforcement of the first activity.
Strands:
Geographic Foundation: Space & Systems, Human-Environment Interactions,
Global Connections, Understanding and Managing Change, Methods of
Geographic Inquiry
Overall Expectations:
SSV.02 - demonstrate an understanding of the principal features of
the earth’s major components: the lithosphere, atmosphere, hydrosphere,
and biosphere;
SSV.04 - explain the physical processes that create landforms, climate,
soils, and vegetation.
GCV.01 - analyse the global distribution of landforms, climate, soils,
and vegetation to determine reasons for the observed distribution patterns;
Specific Expectations:
UC1.05 - identify and describe the mechanisms of change within the
lithosphere, atmosphere, hydrosphere, and biosphere;
UC1.02 - demonstrate an understanding that the world’s surface is dynamic,
in that it is constantly being reshaped (e.g., mountain building, erosion);
SS1.07 - describe the rates at which different physical processes occur
(e.g., continental erosion, soil formation, tectonic uplift).
SS2.07 - explain the roles of water, ice, wind, and biological processes
in shaping physical features.
GC2.02 - explain the relationships that link global patterns of landforms,
climate, soils, and vegetation to each other;
GC3.01 - compare global distribution patterns of climate, soils, and
vegetation with patterns in their local bioregion;
UC1.06 - demonstrate an understanding of how soils are the result of
long-term processes (e.g., erosion and chemical and mechanical weathering)
acting upon parent material.
UC3.06 - predict both positive and negative impacts of tectonic change
and climate change (e.g., earthquake risks, temperature increases) on their
local community.
HE2.01 - explain the roles of volcanoes and river estuaries in providing
fertile soils for agriculture;
HE2.02 - analyse the effects of environmental hazards (e.g., earthquakes,
hurricanes, landslides) on human activities;
HE2.03 - analyse damage and casualty risks related to flooding in selected
areas and identify factors that increase risk;
GI2.03 - produce and interpret maps, diagrams, charts, and models;
Activities and Class Assignments:
Click here to go to a website with animated diagrams and a review of folding and faulting. This site will help consolidate your learning about earth building forces from the introductory slide show.
Description: The main ideas of weathering, such as mechanical and
chemical will be looked at in detail. The concept of gravity as an erosion force
will be introduced and discussed.
Strands:
Geographic Foundation: Space & Systems, Human-Environment Interactions,
Global Connections, Understanding and Managing Change, Methods of
Geographic Inquiry
Overall Expectations:
SSV.02 - demonstrate an understanding of the principal features of
the earth’s major components: the lithosphere, atmosphere, hydrosphere,
and biosphere;
SSV.04 - explain the physical processes that create landforms, climate,
soils, and vegetation.
GCV.01 - analyse the global distribution of landforms, climate, soils,
and vegetation to determine reasons for the observed distribution patterns;
Specific Expectations:
UC1.05 - identify and describe the mechanisms of change within the
lithosphere, atmosphere, hydrosphere, and biosphere;
UC1.02 - demonstrate an understanding that the world’s surface is dynamic,
in that it is constantly being reshaped (e.g., mountain building, erosion);
SS1.07 - describe the rates at which different physical processes occur
(e.g., continental erosion, soil formation, tectonic uplift).
SS2.07 - explain the roles of water, ice, wind, and biological processes
in shaping physical features.
GC2.02 - explain the relationships that link global patterns of landforms,
climate, soils, and vegetation to each other;
GC3.01 - compare global distribution patterns of climate, soils, and
vegetation with patterns in their local bioregion;
UC1.06 - demonstrate an understanding of how soils are the result of
long-term processes (e.g., erosion and chemical and mechanical weathering)
acting upon parent material.
UC3.06 - predict both positive and negative impacts of tectonic change
and climate change (e.g., earthquake risks, temperature increases) on their
local community.
HE2.01 - explain the roles of volcanoes and river estuaries in providing
fertile soils for agriculture;
HE2.02 - analyse the effects of environmental hazards (e.g., earthquakes,
hurricanes, landslides) on human activities;
HE2.03 - analyse damage and casualty risks related to flooding in selected
areas and identify factors that increase risk;
GI2.03 - produce and interpret maps, diagrams, charts, and models;
Activities and Class Assignments:
Click here
for a great tutorial on weathering. Great images of weathered landscapes
and the denudation process.
View this slide show for a summary
of Gradation and the Weathering Processes.
View this slide show on Mass
Wasting.
Description: A lab that reinforces the ideal of mass wasting and its
effects on humans and their activities. Mathematical computations are included.
This activity was intentionally made similar to what a university lab might look
like.
Strands:
Geographic Foundation: Space & Systems, Human-Environment Interactions,
Global Connections, Understanding and Managing Change, Methods of
Geographic Inquiry
Overall Expectations:
SSV.02 - demonstrate an understanding of the principal features of
the earth’s major components: the lithosphere, atmosphere, hydrosphere,
and biosphere;
SSV.04 - explain the physical processes that create landforms, climate,
soils, and vegetation.
GCV.01 - analyse the global distribution of landforms, climate, soils,
and vegetation to determine reasons for the observed distribution patterns;
Specific Expectations:
UC1.05 - identify and describe the mechanisms of change within the
lithosphere, atmosphere, hydrosphere, and biosphere;
UC1.02 - demonstrate an understanding that the world’s surface is dynamic,
in that it is constantly being reshaped (e.g., mountain building, erosion);
SS1.07 - describe the rates at which different physical processes occur
(e.g., continental erosion, soil formation, tectonic uplift).
SS2.07 - explain the roles of water, ice, wind, and biological processes
in shaping physical features.
GC2.02 - explain the relationships that link global patterns of landforms,
climate, soils, and vegetation to each other;
GC3.01 - compare global distribution patterns of climate, soils, and
vegetation with patterns in their local bioregion;
UC1.06 - demonstrate an understanding of how soils are the result of
long-term processes (e.g., erosion and chemical and mechanical weathering)
acting upon parent material.
UC3.06 - predict both positive and negative impacts of tectonic change
and climate change (e.g., earthquake risks, temperature increases) on their
local community.
HE2.01 - explain the roles of volcanoes and river estuaries in providing
fertile soils for agriculture;
HE2.02 - analyse the effects of environmental hazards (e.g., earthquakes,
hurricanes, landslides) on human activities;
HE2.03 - analyse damage and casualty risks related to flooding in selected
areas and identify factors that increase risk;
GI2.03 - produce and interpret maps, diagrams, charts, and models;
Activities and Class Assignments:
Click here to access this page.
Description: The Niagara Escarpment as a Biological reserve will be
studied. The idea of a jigsaw will be introduced. The students will become mini
experts on their particular topic and then teach the other students. The teacher
here is just an observer.
Strands:
Geographic Foundation: Space & Systems, Human-Environment Interactions,
Global Connections, Understanding and Managing Change, Methods of
Geographic Inquiry
Overall Expectations:
SSV.02 - demonstrate an understanding of the principal features of
the earth’s major components: the lithosphere, atmosphere, hydrosphere,
and biosphere;
SSV.04 - explain the physical processes that create landforms, climate,
soils, and vegetation.
GCV.01 - analyse the global distribution of landforms, climate, soils,
and vegetation to determine reasons for the observed distribution patterns;
Specific Expectations:
UC1.05 - identify and describe the mechanisms of change within the
lithosphere, atmosphere, hydrosphere, and biosphere;
UC1.02 - demonstrate an understanding that the world’s surface is dynamic,
in that it is constantly being reshaped (e.g., mountain building, erosion);
SS1.07 - describe the rates at which different physical processes occur
(e.g., continental erosion, soil formation, tectonic uplift).
SS2.07 - explain the roles of water, ice, wind, and biological processes
in shaping physical features.
GC2.02 - explain the relationships that link global patterns of landforms,
climate, soils, and vegetation to each other;
GC3.01 - compare global distribution patterns of climate, soils, and
vegetation with patterns in their local bioregion;
UC1.06 - demonstrate an understanding of how soils are the result of
long-term processes (e.g., erosion and chemical and mechanical weathering)
acting upon parent material.
UC3.06 - predict both positive and negative impacts of tectonic change
and climate change (e.g., earthquake risks, temperature increases) on their
local community.
HE2.01 - explain the roles of volcanoes and river estuaries in providing
fertile soils for agriculture;
HE2.02 - analyse the effects of environmental hazards (e.g., earthquakes,
hurricanes, landslides) on human activities;
HE2.03 - analyse damage and casualty risks related to flooding in selected
areas and identify factors that increase risk;
GI2.03 - produce and interpret maps, diagrams, charts, and models;
Activities and Class Assignments:
This link will take you to a "jigsaw" exercise that will involve a collaborative study of the Niagara Escarpment. Learn what a "cuesta" is and how it has created land use conflict in Southern Ontario.
Rivers
Click here to see the Review page for the Rivers unit.
At the end of this unit you will ...
Description: A simple beginning activity where the students visually
investigate what rivers look like. The Internet is ripe with sites that
illustrate the different parts of a river.
Strands:
Geographic Foundation: Space & Systems, Human-Environment Interactions,
Global Connections, Understanding and Managing Change, Methods of
Geographic Inquiry
Overall Expectations:
SSV.02 - demonstrate an understanding of the principal features of
the earth’s major components: the lithosphere, atmosphere, hydrosphere,
and biosphere
SSV.04 - explain the physical processes that create landforms, climate,
soils, and vegetation.
GCV.01 - analyse the global distribution of landforms, climate, soils,
and vegetation to determine reasons for the observed distribution patterns;
Specific Expectations:
UC1.05 - identify and describe the mechanisms of change within the
lithosphere, atmosphere, hydrosphere, and biosphere
UC1.02 - demonstrate an understanding that the world’s surface is dynamic,
in that it is constantly being reshaped (e.g., mountain building, erosion)
SS1.07 - describe the rates at which different physical processes occur
(e.g., continental erosion, soil formation, tectonic uplift)
SS2.07 - explain the roles of water, ice, wind, and biological processes
in shaping physical features
GC2.02 - explain the relationships that link global patterns of landforms,
climate, soils, and vegetation to each other
GC3.01- compare global distribution patterns of climate, soils, and
vegetation with patterns in their local bioregion
Activities and Class Assignments:
Click on this link to visit various websites. You will be observing and recording, to build up your store of background knowledge.
Description: The main content for knowing about rivers is dealt with
here. The parts and dynamics of a river are discussed. How a river works and the
landforms created by a river are discussed. After this lesson a short field trip
will be undertaken to the West Don which is just below our school. The field
trip will illustrate the erostional force of a river - especially the creation
of pools and riffles and meanders.
Strands:
Geographic Foundation: Space & Systems, Human-Environment Interactions,
Global Connections, Understanding and Managing Change, Methods of
Geographic Inquiry
Overall Expectations:
SSV.02 - demonstrate an understanding of the principal features of
the earth’s major components: the lithosphere, atmosphere, hydrosphere,
and biosphere
SSV.04 - explain the physical processes that create landforms, climate,
soils, and vegetation.
GCV.01 - analyse the global distribution of landforms, climate, soils,
and vegetation to determine reasons for the observed distribution patterns;
Specific Expectations:
UC1.05 - identify and describe the mechanisms of change within the
lithosphere, atmosphere, hydrosphere, and biosphere
UC1.02 - demonstrate an understanding that the world’s surface is dynamic,
in that it is constantly being reshaped (e.g., mountain building, erosion)
SS1.07 - describe the rates at which different physical processes occur
(e.g., continental erosion, soil formation, tectonic uplift)
SS2.07 - explain the roles of water, ice, wind, and biological processes
in shaping physical features
GC2.02 - explain the relationships that link global patterns of landforms,
climate, soils, and vegetation to each other
GC3.01- compare global distribution patterns of climate, soils, and
vegetation with patterns in their local bioregion
Activities and Class Assignments:
Click here to view this introductory
slide show on rivers. It covers the stages of a river, and some significant
features.
Here is another show on the dynamics
of moving water.
And here yet another on stream
transport.
Description: Another Internet based assignment. The students just
navigate to different sites and observe different types of rivers.
Strands:
Geographic Foundation: Space & Systems, Human-Environment Interactions,
Global Connections, Understanding and Managing Change, Methods of
Geographic Inquiry
Overall Expectations:
SSV.02 - demonstrate an understanding of the principal features of
the earth’s major components: the lithosphere, atmosphere, hydrosphere,
and biosphere
SSV.04 - explain the physical processes that create landforms, climate,
soils, and vegetation.
GCV.01 - analyse the global distribution of landforms, climate, soils,
and vegetation to determine reasons for the observed distribution patterns;
Specific Expectations:
UC1.05 - identify and describe the mechanisms of change within the
lithosphere, atmosphere, hydrosphere, and biosphere
UC1.02 - demonstrate an understanding that the world’s surface is dynamic,
in that it is constantly being reshaped (e.g., mountain building, erosion)
SS1.07 - describe the rates at which different physical processes occur
(e.g., continental erosion, soil formation, tectonic uplift)
SS2.07 - explain the roles of water, ice, wind, and biological processes
in shaping physical features
GC2.02 - explain the relationships that link global patterns of landforms,
climate, soils, and vegetation to each other
GC3.01- compare global distribution patterns of climate, soils, and
vegetation with patterns in their local bioregion
Activities and Class Assignments:
Answer questions on specific sites to solidify the material presented in the Powerpoint. Click here.
Description: This activity relates back to #1 and is a reinforcement
and a check to see if the students mastered the content discussed in #2.
Strands:
Geographic Foundation: Space & Systems, Human-Environment Interactions,
Global Connections, Understanding and Managing Change, Methods of
Geographic Inquiry
Overall Expectations:
SSV.02 - demonstrate an understanding of the principal features of
the earth’s major components: the lithosphere, atmosphere, hydrosphere,
and biosphere
SSV.04 - explain the physical processes that create landforms, climate,
soils, and vegetation.
GCV.01 - analyse the global distribution of landforms, climate, soils,
and vegetation to determine reasons for the observed distribution patterns;
Specific Expectations:
UC1.05 - identify and describe the mechanisms of change within the
lithosphere, atmosphere, hydrosphere, and biosphere
UC1.02 - demonstrate an understanding that the world’s surface is dynamic,
in that it is constantly being reshaped (e.g., mountain building, erosion)
SS1.07 - describe the rates at which different physical processes occur
(e.g., continental erosion, soil formation, tectonic uplift)
SS2.07 - explain the roles of water, ice, wind, and biological processes
in shaping physical features
GC2.02 - explain the relationships that link global patterns of landforms,
climate, soils, and vegetation to each other
GC3.01- compare global distribution patterns of climate, soils, and
vegetation with patterns in their local bioregion
Activities and Class Assignments:
These have been compiled and posted. As a class you will be re-examining them and offering explanations for as many of them as possible.
Description: Another 'university' type lab where the students analyze
various graphs that illustrate the flow and discharge of a river in different
types of scenarios (eg. natural land, agricultural land and urban land)
Strands:
Geographic Foundation: Space & Systems, Human-Environment Interactions,
Global Connections, Understanding and Managing Change, Methods of
Geographic Inquiry
Overall Expectations:
SSV.02 - demonstrate an understanding of the principal features of
the earth’s major components: the lithosphere, atmosphere, hydrosphere,
and biosphere
SSV.04 - explain the physical processes that create landforms, climate,
soils, and vegetation.
GCV.01 - analyse the global distribution of landforms, climate, soils,
and vegetation to determine reasons for the observed distribution patterns;
Specific Expectations:
UC1.05 - identify and describe the mechanisms of change within the
lithosphere, atmosphere, hydrosphere, and biosphere
UC1.02 - demonstrate an understanding that the world’s surface is dynamic,
in that it is constantly being reshaped (e.g., mountain building, erosion)
SS1.07 - describe the rates at which different physical processes occur
(e.g., continental erosion, soil formation, tectonic uplift)
SS2.07 - explain the roles of water, ice, wind, and biological processes
in shaping physical features
GC2.02 - explain the relationships that link global patterns of landforms,
climate, soils, and vegetation to each other
GC3.01- compare global distribution patterns of climate, soils, and
vegetation with patterns in their local bioregion
Activities and Class Assignments:
Click here for a lab that introduces human impact on rivers in the form of changes to the watershed, and the impact of rivers on humans in the form of floods and changing runoff patterns.
Description: A strait forward activity where the students map and
analyze the drainage area of a particular river and its effect on the included
population.
Strands:
Geographic Foundation: Space & Systems, Human-Environment Interactions,
Global Connections, Understanding and Managing Change, Methods of
Geographic Inquiry
Overall Expectations:
SSV.02 - demonstrate an understanding of the principal features of
the earth’s major components: the lithosphere, atmosphere, hydrosphere,
and biosphere
SSV.04 - explain the physical processes that create landforms, climate,
soils, and vegetation.
GCV.01 - analyse the global distribution of landforms, climate, soils,
and vegetation to determine reasons for the observed distribution patterns;
Specific Expectations:
UC1.05 - identify and describe the mechanisms of change within the
lithosphere, atmosphere, hydrosphere, and biosphere
UC1.02 - demonstrate an understanding that the world’s surface is dynamic,
in that it is constantly being reshaped (e.g., mountain building, erosion)
SS1.07 - describe the rates at which different physical processes occur
(e.g., continental erosion, soil formation, tectonic uplift)
SS2.07 - explain the roles of water, ice, wind, and biological processes
in shaping physical features
GC2.02 - explain the relationships that link global patterns of landforms,
climate, soils, and vegetation to each other
GC3.01- compare global distribution patterns of climate, soils, and
vegetation with patterns in their local bioregion
Activities and Class Assignments:
You can click here to see
the instructions using your browser. Alternatively, you can click
here
to download a Microsoft Word version.)
The human element is extended as each student maps a Canadian watershed
and examines its human activity. A teacher led demonstration provides
a model and illustrates one other watershed.
Description: The students create a web site displaying some of the
main features of a river that interests them.
Strands:
Geographic Foundation: Space & Systems, Human-Environment Interactions,
Global Connections, Understanding and Managing Change, Methods of
Geographic Inquiry
Overall Expectations:
SSV.02 - demonstrate an understanding of the principal features of
the earth’s major components: the lithosphere, atmosphere, hydrosphere,
and biosphere
SSV.04 - explain the physical processes that create landforms, climate,
soils, and vegetation.
GCV.01 - analyse the global distribution of landforms, climate, soils,
and vegetation to determine reasons for the observed distribution patterns;
Specific Expectations:
UC1.05 - identify and describe the mechanisms of change within the
lithosphere, atmosphere, hydrosphere, and biosphere
UC1.02 - demonstrate an understanding that the world’s surface is dynamic,
in that it is constantly being reshaped (e.g., mountain building, erosion)
SS1.07 - describe the rates at which different physical processes occur
(e.g., continental erosion, soil formation, tectonic uplift)
SS2.07 - explain the roles of water, ice, wind, and biological processes
in shaping physical features
GC2.02 - explain the relationships that link global patterns of landforms,
climate, soils, and vegetation to each other
GC3.01- compare global distribution patterns of climate, soils, and
vegetation with patterns in their local bioregion
Activities and Class Assignments:
You will collect and organize information for others to surf. You will provide many links, but the explanations and descriptions will be your own. Click here.
Description: The human element is discovered in this activity. What
are the environmental impacts and issues of building a dam? The students
are required to take a position (for or against the building of dams) and defend
it.
Strands:
Geographic Foundation: Space & Systems, Human-Environment Interactions,
Global Connections, Understanding and Managing Change, Methods of
Geographic Inquiry
Overall Expectations:
SSV.02 - demonstrate an understanding of the principal features of
the earth’s major components: the lithosphere, atmosphere, hydrosphere,
and biosphere
SSV.04 - explain the physical processes that create landforms, climate,
soils, and vegetation.
GCV.01 - analyse the global distribution of landforms, climate, soils,
and vegetation to determine reasons for the observed distribution patterns;
Specific Expectations:
UC1.05 - identify and describe the mechanisms of change within the
lithosphere, atmosphere, hydrosphere, and biosphere
UC1.02 - demonstrate an understanding that the world’s surface is dynamic,
in that it is constantly being reshaped (e.g., mountain building, erosion)
SS1.07 - describe the rates at which different physical processes occur
(e.g., continental erosion, soil formation, tectonic uplift)
SS2.07 - explain the roles of water, ice, wind, and biological processes
in shaping physical features
GC2.02 - explain the relationships that link global patterns of landforms,
climate, soils, and vegetation to each other
GC3.01- compare global distribution patterns of climate, soils, and
vegetation with patterns in their local bioregion
Activities and Class Assignments:
Here you will read some views about the issue of making dams, and write a position paper on the subject.
Groundwater - Did not do!
At the end of this unit you will :
Description:
Strands:
Geographic Foundation: Space & Systems, Human-Environment Interactions,
Global Connections, Understanding and Managing Change, Methods of
Geographic Inquiry
Overall Expectations:
Specific Expectations:
Activities and Class Assignments:
View a Powerpoint presentation on what groundwater is and why it is important.
Description:
Strands:
Geographic Foundation: Space & Systems, Human-Environment Interactions,
Global Connections, Understanding and Managing Change, Methods of
Geographic Inquiry
Overall Expectations:
Specific Expectations:
Activities and Class Assignments:
Visit some specific sites to see how wells work, their impacts on their surroundings, and contamination problems.
Description:
Strands:
Geographic Foundation: Space & Systems, Human-Environment Interactions,
Global Connections, Understanding and Managing Change, Methods of
Geographic Inquiry
Overall Expectations:
Specific Expectations:
Activities and Class Assignments:
Oxford County has used G.I.S. to map significant features related to groundwater and possible sources of contamination. Test out a few possible concerns.
Description:
Strands:
Geographic Foundation: Space & Systems, Human-Environment Interactions,
Global Connections, Understanding and Managing Change, Methods of
Geographic Inquiry
Overall Expectations:
Specific Expectations:
Activities and Class Assignments:
Examine the importance of ground water in the Walkerton tragedy.
Description:
Strands:
Geographic Foundation: Space & Systems, Human-Environment Interactions,
Global Connections, Understanding and Managing Change, Methods of
Geographic Inquiry
Overall Expectations:
Specific Expectations:
Activities and Class Assignments:
Learn about some specific features formed when groundwater flows through limestone regions.
Glaciation
Click here for a test review page.
At the end of this unit you will:
Description: This activity introduces the students to Glaciation. The
Mass balance of a Glacier is looked at as well as how a glacier is created,
moves, retreats, erodes and deposits. The main landforms associated with the two
types of Glaciers is also looked at. Naturally Southern Ontario will be used to
illustrate a number of these landforms.
Strands:
Geographic Foundation: Space & Systems, Human-Environment Interactions,
Global Connections, Understanding and Managing Change, Methods of
Geographic Inquiry
Overall Expectations:
GCV.01 - use geographic skills, methods, and technologies to gather,
analyse, and synthesize ideas and information
Specific Expectations:
SS2.07 - explain the roles of water, ice, wind, and biological processes in
shaping physical features
GC2.02 - explain the relationships that link global patterns of landforms, climate, soils, and vegetation to each other
GC3.01 - compare global distribution patterns of climate, soils, and vegetation with patterns in their local bioregion
GI2.03 - produce and interpret maps, diagrams, charts, and models
UC1.03 - demonstrate an understanding of the cycle of glacial advance and retreat and its relationship to natural variations in global climate
HE3.01 - identify post glacial features in the Ontario landscape and explain how people have derived benefits from them (e.g., aggregates for construction, recreation areas)
UC3.02 - evaluate physical evidence of past climates in selected areas of Canada (e.g., glacial features in southern Ontario, fossil forests in the High Arctic)
SS3.05 - analyse relationships between present characteristics of local landforms and the processes that shaped them
Activities and Class Assignments:
The introductory presentation
explains the processes of glacial flow and describes how a variety of landform
features are created by alpine and continental glaciers.
This slide show builds
on the material in the first show.
This slide show on Glacial
Deposits adds to the material in the introductory show.
Click here to
see two great diagrams on the landforms created by both Continental and
Alpine glaciers. Some super images of actual landforms of Alpine glaciers
are also included.
Description: In this activity the students discover more about
glaciers and reinforce what they learned in #1by surfing the Internet. An
on-line quiz will test them on their understanding.
Strands:
Geographic Foundation: Space & Systems, Human-Environment Interactions,
Global Connections, Understanding and Managing Change, Methods of
Geographic Inquiry
Overall Expectations:
GCV.01 - use geographic skills, methods, and technologies to gather, analyse,
and synthesize ideas and information
Specific Expectations:
SS2.07 - explain the roles of water, ice, wind, and biological processes in
shaping physical features
GC2.02 - explain the relationships that link global patterns of landforms, climate, soils, and vegetation to each other
GC3.01 - compare global distribution patterns of climate, soils, and vegetation with patterns in their local bioregion
GI2.03 - produce and interpret maps, diagrams, charts, and models
UC1.03 - demonstrate an understanding of the cycle of glacial advance and retreat and its relationship to natural variations in global climate
HE3.01 - identify post glacial features in the Ontario landscape and explain how people have derived benefits from them (e.g., aggregates for construction, recreation areas)
UC3.02 - evaluate physical evidence of past climates in selected areas of Canada (e.g., glacial features in southern Ontario, fossil forests in the High Arctic)
SS3.05 - analyse relationships between present characteristics of local landforms and the processes that shaped them
Activities and Class Assignments:
This exercise takes you
to an on-line geology text where you will find “Class Notes” on glaciation.
Take notes using the guide as you work through this material. There
is an on-line “quiz” component through the text so you can check your understanding
as you go along. Stop at the section titled “Isotopic Composition
of Oxygen” (too much for this course!)
3. Confirming your learning with a “visual tour”.
Time: 70 minutes
Description: This activity is similar to the one above except here the
students view various pictures of glaciers and analyze them as to what is
happening ie. erosion or deposition.
Strands:
Geographic Foundation: Space & Systems, Human-Environment Interactions,
Global Connections, Understanding and Managing Change, Methods of
Geographic Inquiry
Overall Expectations:
GCV.01 - use geographic skills, methods, and technologies to gather, analyse,
and synthesize ideas and information
Specific Expectations:
SS2.07 - explain the roles of water, ice, wind, and biological processes in
shaping physical features
GC2.02 - explain the relationships that link global patterns of landforms, climate, soils, and vegetation to each other
GC3.01 - compare global distribution patterns of climate, soils, and vegetation with patterns in their local bioregion
GI2.03 - produce and interpret maps, diagrams, charts, and models
UC1.03 - demonstrate an understanding of the cycle of glacial advance and retreat and its relationship to natural variations in global climate
HE3.01 - identify post glacial features in the Ontario landscape and explain how people have derived benefits from them (e.g., aggregates for construction, recreation areas)
UC3.02 - evaluate physical evidence of past climates in selected areas of Canada (e.g., glacial features in southern Ontario, fossil forests in the High Arctic)
SS3.05 - analyse relationships between present characteristics of local landforms and the processes that shaped them
Activities and Class Assignments:
We will now go to the Bylot Island site
where you will find a map of the island (near Baffin Island) with links
to some amazing photographs of glaciers and their features. Take a tour
and answer some questions.
4. Prep for a quiz.
Time: 45 minutes
Description: Further reading is asked of the student and another
on-line quiz follows.
Strands:
Geographic Foundation: Space & Systems, Human-Environment Interactions,
Global Connections, Understanding and Managing Change, Methods of
Geographic Inquiry
Overall Expectations:
GCV.01 - use geographic skills, methods, and technologies to gather, analyse,
and synthesize ideas and information
Specific Expectations:
SS2.07 - explain the roles of water, ice, wind, and biological processes in
shaping physical features
GC2.02 - explain the relationships that link global patterns of landforms, climate, soils, and vegetation to each other
GC3.01 - compare global distribution patterns of climate, soils, and vegetation with patterns in their local bioregion
GI2.03 - produce and interpret maps, diagrams, charts, and models
UC1.03 - demonstrate an understanding of the cycle of glacial advance and retreat and its relationship to natural variations in global climate
HE3.01 - identify post glacial features in the Ontario landscape and explain how people have derived benefits from them (e.g., aggregates for construction, recreation areas)
UC3.02 - evaluate physical evidence of past climates in selected areas of Canada (e.g., glacial features in southern Ontario, fossil forests in the High Arctic)
SS3.05 - analyse relationships between present characteristics of local landforms and the processes that shaped them
Activities and Class Assignments:
Chapter
12 of an on-line text has a series of “matching exercises” where you
can match features to diagrams and photographs. If you have completed steps
2 and 3 above diligently, you should find this an interesting test of your
knowledge. Your teacher will follow-up with a formal class test.
Description: An ArcView activity that illustrates the main drumlins
and moraines in Southern Ontario. The students also visit Saskatchewan to
determine the directional movement of the last Ice Age.
Strands:
Geographic Foundation: Space & Systems, Human-Environment Interactions,
Global Connections, Understanding and Managing Change, Methods of
Geographic Inquiry
Overall Expectations:
GCV.01 - use geographic skills, methods, and technologies to gather, analyse,
and synthesize ideas and information
Specific Expectations:
SS2.07 - explain the roles of water, ice, wind, and biological processes in
shaping physical features
GC2.02 - explain the relationships that link global patterns of landforms, climate, soils, and vegetation to each other
GC3.01 - compare global distribution patterns of climate, soils, and vegetation with patterns in their local bioregion
GI2.03 - produce and interpret maps, diagrams, charts, and models
UC1.03 - demonstrate an understanding of the cycle of glacial advance and retreat and its relationship to natural variations in global climate
HE3.01 - identify post glacial features in the Ontario landscape and explain how people have derived benefits from them (e.g., aggregates for construction, recreation areas)
UC3.02 - evaluate physical evidence of past climates in selected areas of Canada (e.g., glacial features in southern Ontario, fossil forests in the High Arctic)
SS3.05 - analyse relationships between present characteristics of local landforms and the processes that shaped them
Activities and Class Assignments:
a. Arcview GIS lab. If your teacher is pursuing the GIS activity it can be found here..
b. Municipal Board Hearing Simulation If your teacher is pursuing
this activity, here
it is:
Time: minutes
Description:
Strands:
Geographic Foundation: Space & Systems, Human-Environment Interactions,
Global Connections, Understanding and Managing Change, Methods of
Geographic Inquiry
Overall Expectations:
Specific Expectations:
Activities and Class Assignments:
a. Go on a virtual field trip to Antarctica.
b. Look at some “quick time” movies of glaciers.
Desertification - Did not do!
It is estimated that nearly one-quarter of the world's total land area
is dryland, excluding hyper-arid areas (deserts) and at risk from desertification.
At the end of this unit you will understand the factors affecting the
balance of naturally dry ecosystems and the difficulty of these regions
to rebound from the increasing change in climate conditions and human pressures.
You will also be able to make clear connections with climate and soil studies.
What does desertification look like? See the Powerpoint
show! Awesome!
Description:
Strands:
Geographic Foundation: Space & Systems, Human-Environment Interactions,
Global Connections, Understanding and Managing Change, Methods of
Geographic Inquiry
Overall Expectations:
Specific Expectations:
Activities and Class Assignments:
Description:
Strands:
Geographic Foundation: Space & Systems, Human-Environment Interactions,
Global Connections, Understanding and Managing Change, Methods of
Geographic Inquiry
Overall Expectations:
Specific Expectations:
Activities and Class Assignments:
Time: 10 hours
Unit Description: Weather and climate are the result of complex systems at work in the atmosphere. Students gain an overview of global climatic patterns and their gradual changes over time. This unit provides insight into the combination of factors that produce local weather conditions and the catastrophic events that may follow. Students use a variety of geographic skills, methods, and technologies to gather, analyse and synthesize, statistical information. They develop an understanding of the complexities of tracking and predicting weather patterns and climatic trends.
Strands:
Geographic Foundations: Space and Systems, Human-Environment Interactions,
Global Connections, Understanding and Managing Change, Methods of Geographic
Inquiry
Overall Expectations: SSV.02, SSV.04, GCV.01, UCV.01, HEV.04, UCV.01
Specific Expectations: SS1.01, SS2.06, GC1.02, GC2.01, UC1.05, GC2.02, GC1.03, GC3.01, UC2.01, UC1.05, SS1.06, HE3.03, UC3.06, GC1.01, UC3.05, GI1.03, SS3.03, UC2.02, HE2.02, GC1.04, SS3.04, UC2.02, UC1.04, GC3.03, UC3.01, UC3.05, UC2.01, UC1.05
Oceans
Click here for the test review page.
At the end of the this unit you will have an understanding of the following concepts and material:
Description: A simple activity where the students draw out the major
landforms found at the bottom of an ocean floor.
Strands:
Geographic Foundation: Space & Systems, Human-Environment Interactions,
Global Connections, Understanding and Managing Change, Methods of
Geographic Inquiry
Overall Expectations:
SSV.02 - demonstrate an understanding of the principal features of the
earth’s major components: the lithosphere, atmosphere, hydrosphere, and
biosphere
SSV.04 - explain the physical processes that create landforms, climate, soils, and vegetation
GCV.01 - analyse the global distribution of landforms, climate, soils, and vegetation to determine reasons for the observed distribution patterns
Specific Expectations:
UC1.05 - identify and describe the mechanisms of change within the
lithosphere, atmosphere, hydrosphere, and biosphere
UC1.02 - demonstrate an understanding that the world’s surface is dynamic, in that it is constantly being reshaped (e.g., mountain building, erosion)
SS1.07 - describe the rates at which different physical processes occur (e.g., continental erosion, soil formation, tectonic uplift)
SS2.07 - explain the roles of water, ice, wind, and biological processes in shaping physical features
GC2.02 - explain the relationships that link global patterns of landforms, climate, soils, and vegetation to each other
GC3.01 - compare global distribution patterns of climate, soils, and vegetation with patterns in their local bioregion
Activities and Class Assignments:
Use the Internet or any available text books to find out what the following terms mean. Create a cross-sectional diagram that illustrates these features:
Description: A combination of written content, Intranet information
and a few PowerPoint shows will teach the students about how waves erode and
deposit. Specific reference will be made to the many lakes in Southern Ontario.
The dynamics or should I say the physics of waves will be addressed. The way
waves can alter a shoreline will also be studied.
Strands:
Geographic Foundation: Space & Systems, Human-Environment Interactions,
Global Connections, Understanding and Managing Change, Methods of
Geographic Inquiry
Overall Expectations:
SSV.02 - demonstrate an understanding of the principal features of the earth’s
major components: the lithosphere, atmosphere, hydrosphere, and biosphere
SSV.04 - explain the physical processes that create landforms, climate, soils, and vegetation
GCV.01 - analyse the global distribution of landforms, climate, soils, and vegetation to determine reasons for the observed distribution patterns
Specific Expectations:
UC1.05 - identify and describe the mechanisms of change within the lithosphere,
atmosphere, hydrosphere, and biosphere
UC1.02 - demonstrate an understanding that the world’s surface is dynamic, in that it is constantly being reshaped (e.g., mountain building, erosion)
SS1.07 - describe the rates at which different physical processes occur (e.g., continental erosion, soil formation, tectonic uplift)
SS2.07 - explain the roles of water, ice, wind, and biological processes in shaping physical features
GC2.02 - explain the relationships that link global patterns of landforms, climate, soils, and vegetation to each other
GC3.01 - compare global distribution patterns of climate, soils, and vegetation with patterns in their local bioregion
Activities and Class Assignments:
Click here to open the separate page on waves.
Description: The greatest wave of all. The Tsunamis - how it is
formed, the destructive power and how can humans prevent such destruction are
the main topics of this sub-unit. The sub-unit concludes with the creation of a
web page by the students.
Strands:
Geographic Foundation: Space & Systems, Human-Environment Interactions,
Global Connections, Understanding and Managing Change, Methods of
Geographic Inquiry
Overall Expectations:
SSV.02 - demonstrate an understanding of the principal features of the earth’s
major components: the lithosphere, atmosphere, hydrosphere, and biosphere
SSV.04 - explain the physical processes that create landforms, climate, soils, and vegetation
GCV.01 - analyse the global distribution of landforms, climate, soils, and vegetation to determine reasons for the observed distribution patterns
Specific Expectations:
UC1.05 - identify and describe the mechanisms of change within the lithosphere,
atmosphere, hydrosphere, and biosphere
UC1.02 - demonstrate an understanding that the world’s surface is dynamic, in that it is constantly being reshaped (e.g., mountain building, erosion)
SS1.07 - describe the rates at which different physical processes occur (e.g., continental erosion, soil formation, tectonic uplift)
SS2.07 - explain the roles of water, ice, wind, and biological processes in shaping physical features
GC2.02 - explain the relationships that link global patterns of landforms, climate, soils, and vegetation to each other
GC3.01 - compare global distribution patterns of climate, soils, and vegetation with patterns in their local bioregion
Activities and Class Assignments:
Click here to go to the page on tsunamis. You task will be to create your own webpage on this topic.
Description: A more in-depth look at tides is covered here. (Remember
they were introduced in the Earth and Space unit). The moon's role is key of
course. The question of why there two high tides (one on either side of the
earth) will be illustrated. The human importance of tides will also be
addressed.
Strands:
Geographic Foundation: Space & Systems, Human-Environment Interactions,
Global Connections, Understanding and Managing Change, Methods of
Geographic Inquiry
Overall Expectations:
SSV.02 - demonstrate an understanding of the principal features of the earth’s
major components: the lithosphere, atmosphere, hydrosphere, and biosphere
SSV.04 - explain the physical processes that create landforms, climate, soils, and vegetation
GCV.01 - analyse the global distribution of landforms, climate, soils, and vegetation to determine reasons for the observed distribution patterns
Specific Expectations:
UC1.05 - identify and describe the mechanisms of change within the lithosphere,
atmosphere, hydrosphere, and biosphere
UC1.02 - demonstrate an understanding that the world’s surface is dynamic, in that it is constantly being reshaped (e.g., mountain building, erosion)
SS1.07 - describe the rates at which different physical processes occur (e.g., continental erosion, soil formation, tectonic uplift)
SS2.07 - explain the roles of water, ice, wind, and biological processes in shaping physical features
GC2.02 - explain the relationships that link global patterns of landforms, climate, soils, and vegetation to each other
GC3.01 - compare global distribution patterns of climate, soils, and vegetation with patterns in their local bioregion
Activities and Class Assignments:
Tides are mighty tricky things to get your head around! Here's a question often ignored even in university level courses: If the moon causes the high tide, why are there two high tides on the earth at any given time? For the answer to this and many other burning questions about tides, click here to download a PowerPoint show.
Description: A quick look at the density, temperature and salt content
of ocean water.
Strands:
Geographic Foundation: Space & Systems, Human-Environment Interactions,
Global Connections, Understanding and Managing Change, Methods of
Geographic Inquiry
Overall Expectations:
SSV.02 - demonstrate an understanding of the principal features of the earth’s
major components: the lithosphere, atmosphere, hydrosphere, and biosphere
SSV.04 - explain the physical processes that create landforms, climate, soils, and vegetation
GCV.01 - analyse the global distribution of landforms, climate, soils, and vegetation to determine reasons for the observed distribution patterns
Specific Expectations:
UC1.05 - identify and describe the mechanisms of change within the lithosphere,
atmosphere, hydrosphere, and biosphere
UC1.02 - demonstrate an understanding that the world’s surface is dynamic, in that it is constantly being reshaped (e.g., mountain building, erosion)
SS1.07 - describe the rates at which different physical processes occur (e.g., continental erosion, soil formation, tectonic uplift)
SS2.07 - explain the roles of water, ice, wind, and biological processes in shaping physical features
GC2.02 - explain the relationships that link global patterns of landforms, climate, soils, and vegetation to each other
GC3.01 - compare global distribution patterns of climate, soils, and vegetation with patterns in their local bioregion
Activities and Class Assignments:
Ocean water is obviously much different than the stuff we are used to. There are several general areas, including chemistry, density, temperature, and optics. There are also acoustics and pressure to consider. Click here for the seperate page
Description: The main ocean currents of the earth will be studied. The
effects of the earth's rotation on currents will be introduced. A simple ArcView
map will be created illustrating the main ocean currents of the earth.
Strands:
Geographic Foundation: Space & Systems, Human-Environment Interactions,
Global Connections, Understanding and Managing Change, Methods of
Geographic Inquiry
Overall Expectations:
SSV.02 - demonstrate an understanding of the principal features of the earth’s
major components: the lithosphere, atmosphere, hydrosphere, and biosphere
SSV.04 - explain the physical processes that create landforms, climate, soils, and vegetation
GCV.01 - analyse the global distribution of landforms, climate, soils, and vegetation to determine reasons for the observed distribution patterns
Specific Expectations:
UC1.05 - identify and describe the mechanisms of change within the lithosphere,
atmosphere, hydrosphere, and biosphere
UC1.02 - demonstrate an understanding that the world’s surface is dynamic, in that it is constantly being reshaped (e.g., mountain building, erosion)
SS1.07 - describe the rates at which different physical processes occur (e.g., continental erosion, soil formation, tectonic uplift)
SS2.07 - explain the roles of water, ice, wind, and biological processes in shaping physical features
GC2.02 - explain the relationships that link global patterns of landforms, climate, soils, and vegetation to each other
GC3.01 - compare global distribution patterns of climate, soils, and vegetation with patterns in their local bioregion
Activities and Class Assignments:
Click here for some basics on the movement of currents. There is also a link from this page to page on the Coriolis force, which is the next section of this unit.
Description: The difficult concept of the coriolis effect will be
discussed using diagrams and animated movies from the Internet. Why moving
objects seem to be deflected to the right or left depending on where you are on
the earth will be answered.
Strands:
Geographic Foundation: Space & Systems, Human-Environment Interactions,
Global Connections, Understanding and Managing Change, Methods of
Geographic Inquiry
Overall Expectations:
SSV.02 - demonstrate an understanding of the principal features of the earth’s
major components: the lithosphere, atmosphere, hydrosphere, and biosphere
SSV.04 - explain the physical processes that create landforms, climate, soils, and vegetation
GCV.01 - analyse the global distribution of landforms, climate, soils, and vegetation to determine reasons for the observed distribution patterns
Specific Expectations:
UC1.05 - identify and describe the mechanisms of change within the lithosphere,
atmosphere, hydrosphere, and biosphere
UC1.02 - demonstrate an understanding that the world’s surface is dynamic, in that it is constantly being reshaped (e.g., mountain building, erosion)
SS1.07 - describe the rates at which different physical processes occur (e.g., continental erosion, soil formation, tectonic uplift)
SS2.07 - explain the roles of water, ice, wind, and biological processes in shaping physical features
GC2.02 - explain the relationships that link global patterns of landforms, climate, soils, and vegetation to each other
GC3.01 - compare global distribution patterns of climate, soils, and vegetation with patterns in their local bioregion
Activities and Class Assignments:
Now, here is a challenge! Click here.
Description: Coral Atolls are very environmental sensitive and
important geographical features of the oceans. There creation and
characteristics will be studied. The role of human activities in their
destruction will be front row and center.
Strands:
Geographic Foundation: Space & Systems, Human-Environment Interactions,
Global Connections, Understanding and Managing Change, Methods of
Geographic Inquiry
Overall Expectations:
SSV.02 - demonstrate an understanding of the principal features of the earth’s
major components: the lithosphere, atmosphere, hydrosphere, and biosphere
SSV.04 - explain the physical processes that create landforms, climate, soils, and vegetation
GCV.01 - analyse the global distribution of landforms, climate, soils, and vegetation to determine reasons for the observed distribution patterns
Specific Expectations:
UC1.05 - identify and describe the mechanisms of change within the lithosphere,
atmosphere, hydrosphere, and biosphere
UC1.02 - demonstrate an understanding that the world’s surface is dynamic, in that it is constantly being reshaped (e.g., mountain building, erosion)
SS1.07 - describe the rates at which different physical processes occur (e.g., continental erosion, soil formation, tectonic uplift)
SS2.07 - explain the roles of water, ice, wind, and biological processes in shaping physical features
GC2.02 - explain the relationships that link global patterns of landforms, climate, soils, and vegetation to each other
GC3.01 - compare global distribution patterns of climate, soils, and vegetation with patterns in their local bioregion
Activities and Class Assignments:
No study of oceans would be complete without a look at coral atolls. Click here.
Description: El Nino and La Nina have been in the news of late and
since Climate change is on everyone's mind, these two phenomenon must be
addressed. What they are and their effects will be looked at, especially on the
Canadian climate.
Strands:
Geographic Foundation: Space & Systems, Human-Environment Interactions,
Global Connections, Understanding and Managing Change, Methods of
Geographic Inquiry
Overall Expectations:
SSV.02 - demonstrate an understanding of the principal features of the earth’s
major components: the lithosphere, atmosphere, hydrosphere, and biosphere
SSV.04 - explain the physical processes that create landforms, climate, soils, and vegetation
GCV.01 - analyse the global distribution of landforms, climate, soils, and vegetation to determine reasons for the observed distribution patterns
Specific Expectations:
UC1.05 - identify and describe the mechanisms of change within the lithosphere,
atmosphere, hydrosphere, and biosphere
UC1.02 - demonstrate an understanding that the world’s surface is dynamic, in that it is constantly being reshaped (e.g., mountain building, erosion)
SS1.07 - describe the rates at which different physical processes occur (e.g., continental erosion, soil formation, tectonic uplift)
SS2.07 - explain the roles of water, ice, wind, and biological processes in shaping physical features
GC2.02 - explain the relationships that link global patterns of landforms, climate, soils, and vegetation to each other
GC3.01 - compare global distribution patterns of climate, soils, and vegetation with patterns in their local bioregion
Activities and Class Assignments:
Check this page out http://ww2010.atmos.uiuc.edu/(Gh)/guides/mtr/eln/home.rxml
Climate
At the end of this unit you will understand the factors affecting global climate systems and be able to apply these factors to analyse various situations occurring around the world. You will have a greater appreciation for the both the opportunities and the disasters related to climate that result from the different interactions between humans and their environment, both on a local and a global scale.
This section of material may be familiar to you from your Grade 9 Geography (Climate Regions in Canada) and Grade 10 Science (Weather). We will review the basics of climate, before going on to address different climate related issues.
Time: 75 minutes
Description: This will be a review of some Grade 9 material. The six
major factors will be reviewed.
Strands:
Geographic Foundation: Space & Systems, Human-Environment Interactions,
Global Connections, Understanding and Managing Change, Methods of
Geographic Inquiry
Overall Expectations:
SSV.02 - demonstrate an understanding of the principal features of the
earth’s major components: the lithosphere, atmosphere, hydrosphere, and
biosphere
SSV.04 - explain the physical processes that create landforms, climate, soils, and vegetation
UCV.01 - analyse the causes and consequences of past and future climate change
GCV.01 - analyse the global distribution of landforms, climate, soils, and vegetation to determine reasons for the observed distribution patterns
UCV.01 - analyse the causes and consequences of past and future climate change
Specific Expectations:
SS1.01 - explain how the earth’s orbit and tilt relate to the seasons and
annual variations in climate
SS2.06 - explain how climatic controls act upon the elements of the atmosphere to produce the climatic zones of the earth
GC1.02 - explain the role that oceans and ocean currents play in moderating climate, using examples of major cities at similar latitudes (e.g., Edmonton and Edinburgh)
GC2.01 - analyse patterns of significant ocean currents (e.g., Gulf Stream) and prevailing winds (e.g., trade winds) and their relationships to world vegetation patterns
UC1.05 - identify and describe the mechanisms of change within the
lithosphere, atmosphere, hydrosphere, and biosphere
GC2.02 - explain the
relationships that link global patterns of landforms, climate, soils, and
vegetation to each other
GC1.03 - demonstrate an understanding of similarities and differences between different climatic zones and the landscape systems found within them (e.g., polar deserts in Canada’s Arctic, and "hot" deserts in other areas of the world)
GC3.01 - compare global
distribution patterns of climate, soils, and vegetation with patterns in their
local bioregion
UC2.01 - distinguish natural short-term variability from long-term trends
in historical climate data
UC1.05 - identify and describe
the mechanisms of change within the lithosphere, atmosphere, hydrosphere, and
biosphere
SS1.06 - demonstrate an understanding of the origins, distribution, and
frequency of different kinds of storms (e.g., frontal depressions, hurricanes,
tornadoes, thunderstorms) that affect North America
HE3.03 - explain current methods and technologies used to track and predict weather, including dangerous phenomena such as hurricanes, thunderstorms, and tornadoes
UC3.06 - predict both positive and negative impacts of tectonic change and climate change (e.g., earthquake risks, temperature increases) on their local community
GC1.01 - demonstrate an understanding of the differences between local weather and global climate
UC3.05 - evaluate the role of technology in changing human-environment relationships
GI1.03 - demonstrate an understanding of the importance of field verification (ground truthing) of data collected from remote sensing instruments, including satellites
Activities and Class Assignments:
We will briefly review the factors affecting climate, as addressed in previous courses, that is, latitude, elevation, nearness to water, ocean currents, air masses, atmospheric pressure, winds, jet streams. You may also want to refer to the Power Point Presentation in the Weather unit.
B. Climate Classification
Time: 45 minutes
Description: A look at the most common classification of climate by
Köppen is addressed. Here the students begin to see climate from a global
perspective. The different major characteristics will be looked at. An
interesting conclusion to this activity will be a look at how architecture is
influenced by different climatic types. Monsoons will also be studied and the
concept of land and sea breezes.
Strands:
Geographic Foundation: Space & Systems, Human-Environment Interactions,
Global Connections, Understanding and Managing Change, Methods of
Geographic Inquiry
Overall Expectations:
SSV.02 - demonstrate an understanding of the principal features of the earth’s
major components: the lithosphere, atmosphere, hydrosphere, and biosphere
SSV.04 - explain the physical processes that create landforms, climate, soils, and vegetation
UCV.01 - analyse the causes and consequences of past and future climate change
GCV.01 - analyse the global distribution of landforms, climate, soils, and vegetation to determine reasons for the observed distribution patterns
UCV.01 - analyse the causes and consequences of past and future climate change
Specific Expectations:
SS1.01 - explain how the earth’s orbit and tilt relate to the seasons and annual
variations in climate
SS2.06 - explain how climatic controls act upon the elements of the atmosphere to produce the climatic zones of the earth
GC1.02 - explain the role that oceans and ocean currents play in moderating climate, using examples of major cities at similar latitudes (e.g., Edmonton and Edinburgh)
GC2.01 - analyse patterns of significant ocean currents (e.g., Gulf Stream) and prevailing winds (e.g., trade winds) and their relationships to world vegetation patterns
UC1.05 - identify and describe the
mechanisms of change within the lithosphere, atmosphere, hydrosphere, and
biosphere
GC2.02 - explain the
relationships that link global patterns of landforms, climate, soils, and
vegetation to each other
GC1.03 - demonstrate an understanding of similarities and differences between different climatic zones and the landscape systems found within them (e.g., polar deserts in Canada’s Arctic, and "hot" deserts in other areas of the world)
GC3.01 - compare global
distribution patterns of climate, soils, and vegetation with patterns in their
local bioregion
UC2.01 - distinguish natural short-term variability from long-term trends
in historical climate data
UC1.05 - identify and describe
the mechanisms of change within the lithosphere, atmosphere, hydrosphere, and
biosphere
SS1.06 - demonstrate an understanding of the origins, distribution, and
frequency of different kinds of storms (e.g., frontal depressions, hurricanes,
tornadoes, thunderstorms) that affect North America
HE3.03 - explain current methods and technologies used to track and predict weather, including dangerous phenomena such as hurricanes, thunderstorms, and tornadoes
UC3.06 - predict both positive and negative impacts of tectonic change and climate change (e.g., earthquake risks, temperature increases) on their local community
GC1.01 - demonstrate an understanding of the differences between local weather and global climate
UC3.05 - evaluate the role of technology in changing human-environment relationships
GI1.03 - demonstrate an understanding of the importance of field verification (ground truthing) of data collected from remote sensing instruments, including satellites
Activities and Class Assignments:
The Köppen Climate Classification System is the most widely used system for classifying the world's climates. Its categories are based on the annual and monthly averages of temperature and precipitation. The Köppen system recognizes five major climatic types; each type is designated by a capital letter. A map showing the location of each climate is also available.
1. What are the five classifications of climate? What
are the sub classifications?
2. How are these classifications useful? What
other aspects of the natural environment are obviously closely tied to
these regions?
3. How does this Australian university architecture
course apply the climate information to design
considerations? Give a specific example.
As an aside, click here to understand what monsoons are all about, and how they differ from land and sea breezes.
C. Microclimates: What are they?
Time: 100 minutes
Description: The Urban Heat Island takes centre stage in this
activity. How human activity, especially a city, can create its own climate.
Problems and solutions to the urban heat island are looked at. An optional field
study is included to allow the students to test this concept in their
neighbourhood.
Strands:
Geographic Foundation: Space & Systems, Human-Environment Interactions,
Global Connections, Understanding and Managing Change, Methods of
Geographic Inquiry
Overall Expectations:
SSV.02 - demonstrate an understanding of the principal features of the earth’s
major components: the lithosphere, atmosphere, hydrosphere, and biosphere
SSV.04 - explain the physical processes that create landforms, climate, soils, and vegetation
UCV.01 - analyse the causes and consequences of past and future climate change
GCV.01 - analyse the global distribution of landforms, climate, soils, and vegetation to determine reasons for the observed distribution patterns
UCV.01 - analyse the causes and consequences of past and future climate change
Specific Expectations:
SS1.01 - explain how the earth’s orbit and tilt relate to the seasons and annual
variations in climate
SS2.06 - explain how climatic controls act upon the elements of the atmosphere to produce the climatic zones of the earth
GC1.02 - explain the role that oceans and ocean currents play in moderating climate, using examples of major cities at similar latitudes (e.g., Edmonton and Edinburgh)
GC2.01 - analyse patterns of significant ocean currents (e.g., Gulf Stream) and prevailing winds (e.g., trade winds) and their relationships to world vegetation patterns
UC1.05 - identify and describe the
mechanisms of change within the lithosphere, atmosphere, hydrosphere, and
biosphere
GC2.02 - explain the
relationships that link global patterns of landforms, climate, soils, and
vegetation to each other
GC1.03 - demonstrate an understanding of similarities and differences between different climatic zones and the landscape systems found within them (e.g., polar deserts in Canada’s Arctic, and "hot" deserts in other areas of the world)
GC3.01 - compare global
distribution patterns of climate, soils, and vegetation with patterns in their
local bioregion
UC2.01 - distinguish natural short-term variability from long-term trends
in historical climate data
UC1.05 - identify and describe
the mechanisms of change within the lithosphere, atmosphere, hydrosphere, and
biosphere
SS1.06 - demonstrate an understanding of the origins, distribution, and
frequency of different kinds of storms (e.g., frontal depressions, hurricanes,
tornadoes, thunderstorms) that affect North America
HE3.03 - explain current methods and technologies used to track and predict weather, including dangerous phenomena such as hurricanes, thunderstorms, and tornadoes
UC3.06 - predict both positive and negative impacts of tectonic change and climate change (e.g., earthquake risks, temperature increases) on their local community
GC1.01 - demonstrate an understanding of the differences between local weather and global climate
UC3.05 - evaluate the role of technology in changing human-environment relationships
GI1.03 - demonstrate an understanding of the importance of field verification (ground truthing) of data collected from remote sensing instruments, including satellites
Activities and Class Assignments:
In keeping with the idea of design and climate, "In this era of global climate change analysis, we're just now beginning to look at the effect of urbanization and suburbanization," said Dale Quattrochi, a NASA geographer in Huntsville, Ala. "And what we're finding is that it's creating more than just pockets of hot air; it's impacting patterns over and around them."
More and more, scientists are learning that a problem called "urban heat island" - the pocket of hot, rank air created when trees, grass and shrubbery are replaced by buildings and asphalt - is making life miserable for city dwellers. The same sun shines on town and country, but the pocket of hot air over cities routinely increases temperatures, exacerbates smog and even causes thunderstorms (Todd Ackerman, 2000).
Explore this idea of an urban heat island. What are some specific strategies that could be taken to address the impact of urban heat generated in your neighbourhood? Be sure to see this page for another excellent summary of the urban heat island.
1. What are the key factors affecting this phenomenon?
2. What has enabled us to better detect and study
it recent years?
3. View the project proposal at this site. What are
the key aspects of the project? How dramatic are the proposed changes?
4. Activity: Make an assessment of a
particular area of your school campus and assess its potential for contributing
to the creation of a urban heat island. Propose some straight forward
suggestions to adjust the current situation. Present these in a mini
power point presentation that could be delivered to your school administration
or property committee. Include a concise overview of the concepts of urban
heat island to set the context for your suggestions. Alternative: identify
efforts made by your school that have favourably addressed urban heat island
generation by your school campus.
Optional: field work: Your teacher may take send you out on an Urban Safari
With a clear understanding of climate basics around the world we can consider the interaction of people, places and climate: What causes storms? What affects their frequency? their location? What is El Nino?
A. Global Wind Patterns and Pressure Systems
Time: 100 minutes
Description: Like the ocean currents activity, this activity has the
students visually see the effects of the rotation of the earth on the global
wind patterns and pressure systems. By now the students should be able to relate
oceans, ecozones and climate classification to the earth's movement and tilt.
Strands:
Geographic Foundation: Space & Systems, Human-Environment Interactions,
Global Connections, Understanding and Managing Change, Methods of
Geographic Inquiry
Overall Expectations:
SSV.02 - demonstrate an understanding of the principal features of the earth’s
major components: the lithosphere, atmosphere, hydrosphere, and biosphere
SSV.04 - explain the physical processes that create landforms, climate, soils, and vegetation
UCV.01 - analyse the causes and consequences of past and future climate change
GCV.01 - analyse the global distribution of landforms, climate, soils, and vegetation to determine reasons for the observed distribution patterns
UCV.01 - analyse the causes and consequences of past and future climate change
Specific Expectations:
SS1.01 - explain how the earth’s orbit and tilt relate to the seasons and annual
variations in climate
SS2.06 - explain how climatic controls act upon the elements of the atmosphere to produce the climatic zones of the earth
GC1.02 - explain the role that oceans and ocean currents play in moderating climate, using examples of major cities at similar latitudes (e.g., Edmonton and Edinburgh)
GC2.01 - analyse patterns of significant ocean currents (e.g., Gulf Stream) and prevailing winds (e.g., trade winds) and their relationships to world vegetation patterns
UC1.05 - identify and describe the
mechanisms of change within the lithosphere, atmosphere, hydrosphere, and
biosphere
GC2.02 - explain the
relationships that link global patterns of landforms, climate, soils, and
vegetation to each other
GC1.03 - demonstrate an understanding of similarities and differences between different climatic zones and the landscape systems found within them (e.g., polar deserts in Canada’s Arctic, and "hot" deserts in other areas of the world)
GC3.01 - compare global
distribution patterns of climate, soils, and vegetation with patterns in their
local bioregion
UC2.01 - distinguish natural short-term variability from long-term trends
in historical climate data
UC1.05 - identify and describe
the mechanisms of change within the lithosphere, atmosphere, hydrosphere, and
biosphere
SS1.06 - demonstrate an understanding of the origins, distribution, and
frequency of different kinds of storms (e.g., frontal depressions, hurricanes,
tornadoes, thunderstorms) that affect North America
HE3.03 - explain current methods and technologies used to track and predict weather, including dangerous phenomena such as hurricanes, thunderstorms, and tornadoes
UC3.06 - predict both positive and negative impacts of tectonic change and climate change (e.g., earthquake risks, temperature increases) on their local community
GC1.01 - demonstrate an understanding of the differences between local weather and global climate
UC3.05 - evaluate the role of technology in changing human-environment relationships
GI1.03 - demonstrate an understanding of the importance of field verification (ground truthing) of data collected from remote sensing instruments, including satellites
Activities and Class Assignments:
Refer to wind patterns and atmospheric pressure systems in the world and review what has created this pattern?
B. Storms
Time: 100 minutes
Description: Students love natural disasters. The workings of
Tornadoes and Hurricanes are looked at here. How they are created, how we can
monitor and predict and what destruction they can cause are all topics in this
activity. The Internet is full a excellent sites that will aid the student.
Mid-latitude cyclones will also be studied and connected to the way storms move
and work in Southern Ontario. A study of weather and weather forecasting will
also be included at this time.
Strands:
Geographic Foundation: Space & Systems, Human-Environment Interactions,
Global Connections, Understanding and Managing Change, Methods of
Geographic Inquiry
Overall Expectations:
SSV.02 - demonstrate an understanding of the principal features of the earth’s
major components: the lithosphere, atmosphere, hydrosphere, and biosphere
SSV.04 - explain the physical processes that create landforms, climate, soils, and vegetation
UCV.01 - analyse the causes and consequences of past and future climate change
GCV.01 - analyse the global distribution of landforms, climate, soils, and vegetation to determine reasons for the observed distribution patterns
UCV.01 - analyse the causes and consequences of past and future climate change
Specific Expectations:
SS1.01 - explain how the earth’s orbit and tilt relate to the seasons and annual
variations in climate
SS2.06 - explain how climatic controls act upon the elements of the atmosphere to produce the climatic zones of the earth
GC1.02 - explain the role that oceans and ocean currents play in moderating climate, using examples of major cities at similar latitudes (e.g., Edmonton and Edinburgh)
GC2.01 - analyse patterns of significant ocean currents (e.g., Gulf Stream) and prevailing winds (e.g., trade winds) and their relationships to world vegetation patterns
UC1.05 - identify and describe the
mechanisms of change within the lithosphere, atmosphere, hydrosphere, and
biosphere
GC2.02 - explain the
relationships that link global patterns of landforms, climate, soils, and
vegetation to each other
GC1.03 - demonstrate an understanding of similarities and differences between different climatic zones and the landscape systems found within them (e.g., polar deserts in Canada’s Arctic, and "hot" deserts in other areas of the world)
GC3.01 - compare global
distribution patterns of climate, soils, and vegetation with patterns in their
local bioregion
UC2.01 - distinguish natural short-term variability from long-term trends
in historical climate data
UC1.05 - identify and describe
the mechanisms of change within the lithosphere, atmosphere, hydrosphere, and
biosphere
SS1.06 - demonstrate an understanding of the origins, distribution, and
frequency of different kinds of storms (e.g., frontal depressions, hurricanes,
tornadoes, thunderstorms) that affect North America
HE3.03 - explain current methods and technologies used to track and predict weather, including dangerous phenomena such as hurricanes, thunderstorms, and tornadoes
UC3.06 - predict both positive and negative impacts of tectonic change and climate change (e.g., earthquake risks, temperature increases) on their local community
GC1.01 - demonstrate an understanding of the differences between local weather and global climate
UC3.05 - evaluate the role of technology in changing human-environment relationships
GI1.03 - demonstrate an understanding of the importance of field verification (ground truthing) of data collected from remote sensing instruments, including satellites
Activities and Class Assignments:
Severe storms are born out of extreme low pressure systems. What's the difference between a hurricane and a tornado? First, you need to consider how these extreme low pressure cells develop. Where? Why? and How?
First, view this slide show on mid-latitude cyclonic storms to get a general understanding of what happens in one of these common atmospheric events. You should be able to explain, with the aid of a diagram, what happens to cause precipitation.
What is the difference between a
mid-latitude
cyclone and and a tropical cyclone? Check out hurricanes.
1. What determines
the different ways in which we refer to these storms? cyclone?
hurricane? typhoon?
2. Explain how they are connected to global wind
and pressure systems.
The release of heat due to Latent Energy and the creation of Unstable air are key in understanding the formation of storms, in particular hurricanes and tornadoes. Click here to learn more about latent energy and unstable air.
Go to the NOAA
Tornado Website to answer the following questions
1. How does a
tornado form?
2. What are the
key characteristics of a tornado? In what type of geographical area do
they occur?
3. How effectively
can they be predicted? prepared for?
4. What is the
difference between a 'watch' and a 'warning'?
C. El Nino What is this phenomenon? Did not do!
Time: minutes
Description:
Strands:
Geographic Foundation: Space & Systems, Human-Environment Interactions,
Global Connections, Understanding and Managing Change, Methods of
Geographic Inquiry
Overall Expectations:
SSV.02 - demonstrate an understanding of the principal features of the earth’s
major components: the lithosphere, atmosphere, hydrosphere, and biosphere
SSV.04 - explain the physical processes that create landforms, climate, soils, and vegetation
UCV.01 - analyse the causes and consequences of past and future climate change
GCV.01 - analyse the global distribution of landforms, climate, soils, and vegetation to determine reasons for the observed distribution patterns
UCV.01 - analyse the causes and consequences of past and future climate change
Specific Expectations:
SS1.01 - explain how the earth’s orbit and tilt relate to the seasons and annual
variations in climate
SS2.06 - explain how climatic controls act upon the elements of the atmosphere to produce the climatic zones of the earth
GC1.02 - explain the role that oceans and ocean currents play in moderating climate, using examples of major cities at similar latitudes (e.g., Edmonton and Edinburgh)
GC2.01 - analyse patterns of significant ocean currents (e.g., Gulf Stream) and prevailing winds (e.g., trade winds) and their relationships to world vegetation patterns
UC1.05 - identify and describe the
mechanisms of change within the lithosphere, atmosphere, hydrosphere, and
biosphere
GC2.02 - explain the
relationships that link global patterns of landforms, climate, soils, and
vegetation to each other
GC1.03 - demonstrate an understanding of similarities and differences between different climatic zones and the landscape systems found within them (e.g., polar deserts in Canada’s Arctic, and "hot" deserts in other areas of the world)
GC3.01 - compare global
distribution patterns of climate, soils, and vegetation with patterns in their
local bioregion
UC2.01 - distinguish natural short-term variability from long-term trends
in historical climate data
UC1.05 - identify and describe
the mechanisms of change within the lithosphere, atmosphere, hydrosphere, and
biosphere
SS1.06 - demonstrate an understanding of the origins, distribution, and
frequency of different kinds of storms (e.g., frontal depressions, hurricanes,
tornadoes, thunderstorms) that affect North America
HE3.03 - explain current methods and technologies used to track and predict weather, including dangerous phenomena such as hurricanes, thunderstorms, and tornadoes
UC3.06 - predict both positive and negative impacts of tectonic change and climate change (e.g., earthquake risks, temperature increases) on their local community
GC1.01 - demonstrate an understanding of the differences between local weather and global climate
UC3.05 - evaluate the role of technology in changing human-environment relationships
GI1.03 - demonstrate an understanding of the importance of field verification (ground truthing) of data collected from remote sensing instruments, including satellites
Activities and Class Assignments:
Take notes from the following links:
and bookmark the sites in order to review the graphics.
1. Definition:
Introduces El Niño, when El Niño events have been recorded
and how it compares to La Niña.
2. Upwelling:
Introduces upwelling, the thermocline and how they impact local sea life
populations.
3. Non-El
Niño Years: Typical oceanic and atmospheric conditions
that exist in the tropical Pacific when no El Niño is present.
4. Impacts
on Weather: The influence of El Niño on weather conditions worldwide.
5. Economic
Impacts: Reduction in local fish populations, which in turn affect
local industry and market prices worldwide.
Can you find out what La Nina is?
Evaluation: Click here
to go the the evaluation tool: Storm Report: A Case Study
What is it? What? Why? Where? So what?
Who's doing what about it?
What can YOU do?Weather - Did not do!
At the end of this unit you will understand the factors affecting weather and the characteristics of local weather conditions. Being able to explain current methods and technologies used to track and predict weather you will never look up in the sky the same way again! A greater understanding of how weather works will increase your appreciation of how weather affects our daily lives.
We will begin with this PowerPoint Presentation
Time: minutes
Description: An analysis of the atmosphere will be studied in this
activity. The characteristics of each sphere will be addressed.
Strands:
Geographic Foundation: Space & Systems, Human-Environment Interactions,
Global Connections, Understanding and Managing Change, Methods of
Geographic Inquiry
Overall Expectations:
SSV.02 - demonstrate an understanding of the principal features of the earth’s
major components: the lithosphere, atmosphere, hydrosphere, and biosphere
SSV.04 - explain the physical processes that create landforms, climate, soils, and vegetation
UCV.01 - analyse the causes and consequences of past and future climate change
GCV.01 - analyse the global distribution of landforms, climate, soils, and vegetation to determine reasons for the observed distribution patterns
UCV.01 - analyse the causes and consequences of past and future climate change
Specific Expectations:
SS1.01 - explain how the earth’s orbit and tilt relate to the seasons and annual
variations in climate
SS2.06 - explain how climatic controls act upon the elements of the atmosphere to produce the climatic zones of the earth
GC1.02 - explain the role that oceans and ocean currents play in moderating climate, using examples of major cities at similar latitudes (e.g., Edmonton and Edinburgh)
GC2.01 - analyse patterns of significant ocean currents (e.g., Gulf Stream) and prevailing winds (e.g., trade winds) and their relationships to world vegetation patterns
UC1.05 - identify and describe the
mechanisms of change within the lithosphere, atmosphere, hydrosphere, and
biosphere
GC2.02 - explain the
relationships that link global patterns of landforms, climate, soils, and
vegetation to each other
GC1.03 - demonstrate an understanding of similarities and differences between different climatic zones and the landscape systems found within them (e.g., polar deserts in Canada’s Arctic, and "hot" deserts in other areas of the world)
GC3.01 - compare global
distribution patterns of climate, soils, and vegetation with patterns in their
local bioregion
UC2.01 - distinguish natural short-term variability from long-term trends
in historical climate data
UC1.05 - identify and describe
the mechanisms of change within the lithosphere, atmosphere, hydrosphere, and
biosphere
SS1.06 - demonstrate an understanding of the origins, distribution, and
frequency of different kinds of storms (e.g., frontal depressions, hurricanes,
tornadoes, thunderstorms) that affect North America
HE3.03 - explain current methods and technologies used to track and predict weather, including dangerous phenomena such as hurricanes, thunderstorms, and tornadoes
UC3.06 - predict both positive and negative impacts of tectonic change and climate change (e.g., earthquake risks, temperature increases) on their local community
GC1.01 - demonstrate an understanding of the differences between local weather and global climate
UC3.05 - evaluate the role of technology in changing human-environment relationships
GI1.03 - demonstrate an understanding of the importance of field verification (ground truthing) of data collected from remote sensing instruments, including satellites
Activities and Class Assignments:
Click here to go to the activity.
Description: This acitivity will involve itself with the study of
meteorology. Forecasting weather and being able to read, understand and
interpret weather maps is essential in this sub-unit.
Strands:
Geographic Foundation: Space & Systems, Human-Environment Interactions,
Global Connections, Understanding and Managing Change, Methods of
Geographic Inquiry
Overall Expectations:
SSV.02 - demonstrate an understanding of the principal features of the earth’s
major components: the lithosphere, atmosphere, hydrosphere, and biosphere
SSV.04 - explain the physical processes that create landforms, climate, soils, and vegetation
UCV.01 - analyse the causes and consequences of past and future climate change
GCV.01 - analyse the global distribution of landforms, climate, soils, and vegetation to determine reasons for the observed distribution patterns
UCV.01 - analyse the causes and consequences of past and future climate change
Specific Expectations:
SS1.01 - explain how the earth’s orbit and tilt relate to the seasons and annual
variations in climate
SS2.06 - explain how climatic controls act upon the elements of the atmosphere to produce the climatic zones of the earth
GC1.02 - explain the role that oceans and ocean currents play in moderating climate, using examples of major cities at similar latitudes (e.g., Edmonton and Edinburgh)
GC2.01 - analyse patterns of significant ocean currents (e.g., Gulf Stream) and prevailing winds (e.g., trade winds) and their relationships to world vegetation patterns
UC1.05 - identify and describe the
mechanisms of change within the lithosphere, atmosphere, hydrosphere, and
biosphere
GC2.02 - explain the
relationships that link global patterns of landforms, climate, soils, and
vegetation to each other
GC1.03 - demonstrate an understanding of similarities and differences between different climatic zones and the landscape systems found within them (e.g., polar deserts in Canada’s Arctic, and "hot" deserts in other areas of the world)
GC3.01 - compare global
distribution patterns of climate, soils, and vegetation with patterns in their
local bioregion
UC2.01 - distinguish natural short-term variability from long-term trends
in historical climate data
UC1.05 - identify and describe
the mechanisms of change within the lithosphere, atmosphere, hydrosphere, and
biosphere
SS1.06 - demonstrate an understanding of the origins, distribution, and
frequency of different kinds of storms (e.g., frontal depressions, hurricanes,
tornadoes, thunderstorms) that affect North America
HE3.03 - explain current methods and technologies used to track and predict weather, including dangerous phenomena such as hurricanes, thunderstorms, and tornadoes
UC3.06 - predict both positive and negative impacts of tectonic change and climate change (e.g., earthquake risks, temperature increases) on their local community
GC1.01 - demonstrate an understanding of the differences between local weather and global climate
UC3.05 - evaluate the role of technology in changing human-environment relationships
GI1.03 - demonstrate an understanding of the importance of field verification (ground truthing) of data collected from remote sensing instruments, including satellites
Connections - Did not do!
At the end of this unit you will ...
Go to the Okanogan University College site and work through the following parts of Section 9: Biogeography:
(d) Organization
of Life: Species, Populations, Communities, and Ecosystems
(j) Introduction
to the Ecosystem Concept
(k) Characteristics
of the Earth's Terrestrial Biomes
Time: hours
Unit Description: Students examine a local physical geographic issue through the use of fieldwork. It is a practical, hands-on opportunity for the student to collect, organize, synthesize, and evaluate geographic data for his/her local area. The results are communicated through map(s) and other visuals, along with a report indicating the issue, inventory and recommendations for sustainability. Throughout the process, the student will need to investigate various geographic career opportunities.
Semester 2 (2002) - The advent of the Internet opens the possibilities for people in far-flung locations on the globe to engage in dialogue on issues of common interest. The purpose of our on-line conference is to develop the skills required to participate in such forums while at the same time, sharing ideas and information with a class in another school. Conference participants will be from Trafalgar Castle School, Havergal, Crescent School and Ridley College.
Strands:
Geographic Foundations: Space and Systems, Human-Environment Interactions,
Global Connections, Understanding and Managing Change, Methods of Geographic
Inquiry
Overall Expectations: GCV.03, GIV.01, GIV.02, GIV.03
Specific Expectations: HE1.03, HE1.04, HE3.05, GI3.02, GI3.04, UC3.04, GC1.04, GI2.03, GI1.01, GI2.01, GI2.06, GI3.01, GI3.03, GI1.04, GI3.05
(HE1.03) - demonstrate an understanding of the effects of human activities
(e.g., urban expansion, resource exploitation) on various aspects of
the environment;
(HE1.04) - describe the importance of sustainable practices in resource-based
industries
(e.g., forestry, mining, fisheries).
(HE3.05) - analyse the impacts of selected human activities on their
local environment
(e.g., farming and soil erosion, vehicle use and air pollution);
(GI3.02) - produce reports summarizing field experiments conducted
to obtain quantitative and qualitative data about a local area (e.g., stream
discharge rates);
(GI3.04) - produce an independent study that applies data collected
through field experiments to a local issue (e.g., waste management, soil
loss, forestry, recreation);
(UC3.04) - analyse changes in land use in their local area over the
past twenty years and the effects of these changes on the population and
the environment;
(GCV.03) - analyse local, regional, and global issues related to physical
geography.
On-Line Conference
Topics: Land Use Conflict, Resources, Water Issues, Air Quality
On-line Conferencing:
The advent of the Internet opens the possibilities for people in far-flung locations on the globe to engage in dialogue on issues of common interest. The purpose of our on-line conference is to develop the skills required to participate in such forums while at the same time, sharing ideas and information with a class in another school. Conference participants will be from Trafalgar Castle School, Havergal, Crescent School and Ridley College.
Conference Format:
The on-line conferences will be hosted on Ridley’s Network and the Conference area can be viewed through the Internet at:
http://www.pinnacle.ridley.on.ca/CHaRT%20Group/
Contributions to the conference are sent as e-mail messages to one of the following addresses. Please note that there is an “underscore” mark (_) between CHaRT and the topic name:
Land Use Conflict – Urban Sprawl, the Niagara Escarpment, the Oak Ridges
Moraine, the Don river, to name a few.
CHaRT_LandUseConflict@ridley.on.ca
Resource Development and the Environment: How much is enough?
CHaRT_Resources@ridley.on.ca
Water Issues – Contamination – local, oceans, rivers (damming wild rivers).
CHaRT_WaterIssues@ridley.on.ca
Air Quality – Climate pollution….taking action.
CHaRT_AirQuality@ridley.on.ca
Each conference will have an equal number of participants from each school and the conference will be moderated by a Geography teacher from one of the four schools.
Conference Topic:
There will be four topics (see above). Each moderator will post an opening statement to begin discussion.
Conference Procedures:
The conference will begin on a specified date and run for approximately 3 – 4 weeks.
Entries may be posted by e-mailing an address as shown above. Your name and time of mailing will appear with your entry.
Students are expected to open the conference folder on a regular basis (we recommend every other day) to read the current entries. Students will be required to make three submissions to the conference discussion - one approximately each week. Everyone may feel free to post more than the minimum number of entries.
One of the very important parts of each entry is going to be evidence of research and reading. Your opinion on matters is important, but we are looking for you to support your opinions by using references that must be stated in the posting so that other people may pursue them. In this way much valuable learning and expansion of horizons can take place.
Individual entries will be evaluated by the conference moderator on the basis of the attached evaluation criteria. Please note the evaluation criteria carefully and review your entries before posting to ensure you are addressing the evaluation criteria.
Conference Etiquette:
Please remember this is a public forum. Your entries will be read by students from three other schools and four Geography teachers. We advise you to write your entries in Microsoft Word, spell check and proof them carefully, have them reviewed by a peer before you post the entry. Once posted, it becomes part of the public domain.
Your entries should reflect your knowledge of the discussion that has taken place in the conference area up to that time and should contribute to moving the discussion forward. Make sure you read the moderators entries to see what direction she or he might like the discussion to move in.
Write formally, avoid personal comments but do try and make your pieces interesting and thought provoking. Enjoy!
Evaluation Criteria:
a. Number of entries (15%)
• a minimum of three reasonable entries is required to earn this mark
• two additional entries may earn a bonus of up to (10%)
b. Focus (25%)
• the entries reflect what has been written before and help to move
the discussion forward
c. Evidence of research (30%)
• the entries indicate outside research, are properly sourced and support
the points of view stated
d. Quality of writing (30%)
• the entries are grammatically correct, free from spelling errors
and present the argument in a compelling and interesting manner
Texts, Periodicals and Atlases
The sections of The Ontario Secondary Schools Grades 9-12, Program and Diploma Requirements 1999 that particularly apply to the creation and delivery of CGF3M are:
1. Sections 3.1.1 and 3.1.2 Compulsory and Optional Credits
When students take this course they may earn either an additional
compulsory credit or an optional course to meet diploma requirements
2. Section 4.3.2: University/College Preparation Courses
This profile was created to meet the needs of both College and University
bound students. Lessons have been constructed to provide both theoretical
knowledge and opportunities for application. The culminating activity not
only takes into consideration the scope of the course, but also provides
students with the opportunity to develop both independent research and
independent learning skills.
3. Section 5.2: The Annual Education Plan
It is essential that students have all the necessary information to
make educated decisions about their future. Students should be made aware
of the opportunities that studies in geography can provide for them, whether
it is post-secondary studies that they desire after Grade 12 or the world
of work.
Geography teachers need to be actively promoting their discipline inside
and outside of the classroom. Teachers, students, parents, and guidance
counsellors need to be aware of the pathways which can be followed within
the study of geography.
4. Section 6.2.1: Assessment and Evaluation of Student Achievement
“The primary purpose of assessment and evaluation is to improve student
learning.”
In order to accomplish this goal the sample activities and assessment
tools provided in this profile were created to address both what students
learn and how well they learn. Assessment and evaluation strategies have
been based on the four categories of knowledge and skills, and pertain
to specific tasks. The students level of achievement is reported using
the achievement level descriptions outlined in The Ontario Curriculum,
Grades 11 and 12 Canadian and World Studies 2000 (p. 246-247). Evaluation
of student achievement should be varied and administered over a period
of time. It should be fair to all students and clearly indicate where improvement
is necessary.
5. Section 7.5: Cooperative Education and Work Experience
Teachers of CGF3M should use the employment opportunities in Geography
not only to educate students on future prospects, but also to show them
the relevance of their studies. Teachers should work with the co-op instructors
and actively assist students with placement possibilities.
6. Section 7.14: Technology in Education
Geography is a discipline that promotes and demands analysis. Students
should be presented with tasks that employ the use of computers and software
allowing for spatial assessment and quantitative analysis. Geographic Information
Systems, Geographic Positioning devices and spreadsheet software for the
creation of graphs and the calculation of correlation techniques prepare
students for further studies in this discipline.
