Day Seventy Six

Happy holidays, everyone!
See you next year!

Day Seventy-Five (Thursday)

We continued our lesson and discussion about various forms of energy production.

Please click on the link below to find the updated Powerpoint presentation (this has more slides added). We finished the light yellow Energy handout that looked at the pros and cons of the different forms of energy production.

https://docs.google.com/present/edit?id=0AfoGRoKMys_tZGhnc2pxY2RfMjE5NmNzenc3d2M0

At the end of today's class, you were asked: What is the best way for Ontario to produce its energy? You needed to provide a topic sentence, advantages/disadvantages, and a closing sentence. Please be sure to get this sheet from me if you were away.

Day Seventy-Four

Mmmmm ... bake sale in the bearpit to start the class!

Click on the link below to find the Energy Powerpoint we have been working from in class:
https://docs.google.com/present/edit?id=0AfoGRoKMys_tZGhnc2pxY2RfMjEyOW4zazc0emN6

Click on the link below to find today's handout / text questions:
https://docs.google.com/document/d/11Ybz-rXRlZGK1FZhAPTDRvwRG_pU0hkoC6g64ksn5XI/edit

Day Seventy-Three (Tuesday)

Thank you Sabawon for your current event presentation!

Today we started talking about Energy! I will post the Powerpoint presentation tomorrow!

Day Seventy-Two

Click on the link below to review the Powerpoint presentation from today's class on the topic of your ECOLOGICAL FOOTPRINT:
https://docs.google.com/present/edit?id=0AfoGRoKMys_tZGhnc2pxY2RfMjExMGRjOTlyamZ2

Click here to find the test to find out the size of your Ecological Footprint. Are you above or below the Canadian average of between 8-9 hectares.
http://www.craigmarlatt.com/school/canada_academic/ecological_footprint_calculator.pdf

Day Seventy-One (Friday)

Today we finished our River Puzzle activity. You were also given a handout on Water Uses. You are responsible for knowing the following:

Read pages 480-481 from the textbook.

1. Explain the difference between an instream use of water, and a withdrawal use of water.

2. Please include examples for each of the above (but please be sure to understand the ones you select!)

3. "The fact that we use water does not mean that we actually consume it." Explain this statement.

4. What are some of the advantages and disadvantages using groundwater as a source of fresh water?

5. List four reasons why the demand for water will probably increase in the future.

Day Seventy

Thank you Scott for your current events presentation! Jacob is on deck for Monday.

You all received a purple markbook update. You need to have these signed and returned tomorrow (in to the marking box).

We started a water taste test (tap vs. bottled) ... but unfortunately it was spoiled. The majority of participants preferred tap water over bottled.

In pairs, students started their River Puzzle activity. Please click here for extra copies. Remember to build a river that his healthy and sustainable ... so the placement if each piece needs to be very thoughtful.

Day Sixty-Nine

Today we took up the Hydrologic Cycle handout (blue).

You did a reading about Groundwater. Read page 480:

1. Explain what is meant by the term 'saturated zone'.

2. The top of the saturated zone is called the ________ _________.

3. What is groundwater.

4. Why doesn't groundwater need to be treated as much as surface water?

5. Why can water taste funny?

6. What can contaminate ground water?

Also, please click here to access the 'Water Pollution: 3 Main Types' handout. All of this work needed to be completed in class today. If you didn't, please complete for homework.

Day Sixty-Eight

Water, water everywhere ... but not a drop to drink. Huh??

Click here to access today's Powerpoint.

How much water do you use and abuse?

Click here to see the water assignment: How much water does your household use in 1 day?

Click here to find the reading/handout for the Hydrologic Cycle.

Day Sixty-Seven (Monday)

Today we discussed assignment expectations... why is it important that we review evaluation rubrics before handing in assignments?

We finished Wall-E and handed in the yellow Wall-E assignment sheets.

Reading and activity: Stewardship and Sustainability.

Day Sixty-Five & Sixty-Six

Thank you to our visitors who came to speak with our class about the Trailhead Environmental program! This is a great opportunity for you to spend one semester in your grade 10 year learning about environmental leadership.

Click here for more information about participating in the Trailhead program.

Click here to find the explanation to the 'apple activity'. How much land do we really have?

Wall-E!!!

Day Sixty-Four

We finished watching the last few minutes of 'The Lorax' and discussed the question sheet.

Natural Resource question sheet: What is a natural resource? Examples?

What is the difference between Renewable and Non-Renewable natural resources?

Day Sixty-Three

We discussed the interesting case study of Easter Island (Rapa Nui).

Consider whether the Easter Islanders were good 'stewards' of the island. What could they have done to be more 'sustainable'?

To follow, we watched the Lorax. Click here for part 1, and here for part 2.

Click here for the handout and questions.

Day Sixty-Two (Monday)

Test Review Game...

Unit 2 Test.

Introduction to Unit 3: Humans in the Environment

Stewardship vs. Sustainability Handout. Click here.

Day Sixty-One

Today we will finish our Land Use Planning assignments (20 minutes in class).

You will then be given Part 2 of the review for Monday's Unit 2 test. Please click here to find the review.

Have a great (snowy) weekend!

Day Sixty

Our unit test will be on Monday!

Part 1 of the test review was sent home today (a bright purple sheet!). Click here for review sheet.

Today, either individually or with a partner, you worked on your Land Use Planning Assignment. This is not homework (please work on your test review). You will have 20 minutes to finish the project in tomorrow's class.

Days 58 & 59

Click here to access the powerpoint to help you understand settlement patterns in Canada.

We discussed the differences between urban and rural living ... click here for the handout!

... And learned about Urban Land Use Planning. Click here to access the Urban Land Use powerpoint. Click here to find the organizer to go along with the ppt.

Day Fifty-Seven (Monday)

Complete the Immigration Point System assignment in your groups.

Complete the individual question sheet and paragraph. This is for homework if you do not finish in class!

Day Fifty-Six

Field trip to the Royal Ontario Museum!

Day Fifty-Five (Thursday)

After a review of the immigration point system in Canada, it was then time for YOU to decide whether you thought the process was fair (or not).

In groups of 2-4, you are to create your own Immigration Point System for Canada and develop a minimum of 6 criteria for the test. I handed out the assignment and you had approx. 25 minutes to begin work.

Day Fifty-Four

Thank you Emily for your interesting story about the newly discovered 'underwater continent'! Jordan is on deck to present tomorrow.

Today we reviewed the 3 types of immigrants Canada accepts, and we focused on Economic immigrants. We discussed the immigration point system. In small groups, you were asked to determine whether the 5 different applications would be accepted or not based on the point system.

Day Fifty-Three

Today we (finally) finished the Bend It Like Beckham film!

We began our discussion on the 3 types of immigrants Canada's Immigration System allows in to the country: Family, Economic (which includes Business), and Refugees. You then had small group discussions concerning what 'qualities' you consider important when deciding whether new immigrants should be permitted entry. Tomorrow we'll compare your thoughts against the country's!

If you haven't already, please be sure to hand in your field trip form for Fridays ROM trip!!

Days Fifty-One & Fifty-Two

We are discussing the two theories of multiculturalism (salad bowl) vs. melting pot. Which do you think best applies to Canada?

We are also discussing the concept of 'ethnic enclaves'. We are watching the film 'Bend It Like Beckham' to help us understand some of the challenges facing first generation Canadian (or in the case of the film, first generation British).

Day Fifty

History of Immigration in Canada Continued!

Where do new immigrants want to live when they come to Canada? Rural vs. Urban spaces.

Population Density Choropleth Map - Homework!

Day Forty-Nine

Thanks to Kevin for his current event presentation. Ryan is on-deck for tomorrow!

Here is an interesting story idea if anyone is interested:

http://www.bbc.co.uk/news/world-europe-15746900

Today we did the front page of a two-page handout on 'The History of Immigration in Canada'. We will complete the rest tomorrow. We also watched a bit more of the Population Paradox documentary.

Day Forty-Eight

Thank you Taylor for your current event presentation on the topic of malaria! It was very well done.

We took a short note on 5 types of statistical graphs (line, bar, choropleth, dot, and pie chart). Please be sure to know when it is most appropriate to use each. Ie: a line graph shows change over time (population growth).

Next, we did a line graph together on the topic of 'Canada's Population Growth Since 1851'. What are 6 pull factors that have drawn people to immigrate to Canada over time?

And finally, you all surveyed 5 people from the class to find out our heritage. We then made a list of different country backgrounds on the front board of everyone in class ... and what a list it was! Twenty-two countries in total... what a diverse class we are!

Day Forty-Seven

Yesterday you finished your Population Pyramid Analysis. On the front of this page was a population pyramid showing Canada's population information for 1961. On the back, you needed to draw a population pyramid with the information provided for 2006. If you didn't finish this in class, it needed to be done for homework.

Today you looked at the 2 graphs (1961 & 2006) and compared them by answering the following:

1. Which age group, gender (sex) and percentage were you in 2006?

2. What single age group and gender is the largest in 2006?

3. Which 10-year age group contains the largest percentage of population in 2006?

4. Why does the 2006 pyramid have a narrow base than the 1961? (Think!)

5. Based on the pyramid when do you think there will be the largest number of people 65 years and over? What year?

The Future of Canada's Population

Examine Figure 16.8 on page 192 of your textbook.

In the year 2020:

1. How old will you be?

2. Which age group will be most common?

3. Which age group will be least common?

4. Which age groups will represent the dependency load? (Review)

5. How will the dependency load affect you as a person in the workforce? Make a list of thoughts and ideas.

Day Forty-Six

Check this out! Are you typical? Click here to find out.

Click here to see today's powerpoint presentation that includes REVIEW and and introduction to DEPENDENCY LOAD and POPULATION PYRAMIDS.

There are two handouts from today on the topic of: Population Pyramid Analysis

Day Forty-Five (Wednesday)

Today's focus was on Population Growth. Your handout looked at the following questions:

Read pages 188 to 190 in your textbook.

1. What is doubling time?

2. What is the Rule of 70? Describe how the Rule is used to calculate doubling time.

3. At a growth rate of 0.8%, how long will it take for Canada's population to double? Show your work.

4. List at least 10 types of problems or issues that Canada will face with a population that has doubled to 68 million people. (Think!)

Days Forty Three & Forty Four

At the start of class on Wednesday, please hand in the following:

1) Population: Canada and the World (population density calc's and rankings)

2) 2 bar graphs: country populations and population densities

3) Statistical Analysis of graph information

Today we also did a Population Scavenger Hunt from the text ... completed in class :). These questions include:

Read pages 186-190 in your text and find the answers to the following questions:

1. What is the study of demography?

2. What calculation illustrates the growth of the Canadian population on a particular day? Use words, not numbers! (Think!)

3. Explain what is meant by the terms birth rate and death rate? How are they different and how are they the same?

4. What is Canada's birth rate? _____ / 1000 death rate? _____ / 1000

5. How do you calculate a country's birth rate? Calculate Russia's birth rate to show that you can use the formula properly.

6. What is the natural increase rate? What is Canada's natural increase rate? Please show your calculation.

7. What is the difference between immigration rate and emigration rate?

8. What is the net migration rate for Canada? How is it calculated?

Day Forty-Two (Friday)

Today you received a green permission form for our geography field trip. On November 25th we will be spending the entire school day at the Royal Ontario Museum. A ROM teacher will be running a geography lab for you in the morning, and in the afternoon we will be able to visit the ROM's many exhibits.

Today's topic: Population Density and Distribution

If you were not in class, please be sure to get the note about these two important terms.

Handout: Canada's Population and the World, practising how to calculate population density.

Day Forty-One

Today we finished our global village discussion. We reviewed the 'diversity sheets' that you all filled out on Tuesday and discussed some of the comments that were made on a few of them.

I asked you to watch Jane Elliott's lesson on 'blue eyes, brown eyes' that she taught with her elementary students after the assassination of Martin Luther King Jr. in 1968. Some of you asked if I could post this to the blog (see below). In our second unit on the topic of human systems, we will be discussing a number of interesting topics (ie: immigration policy). I wanted to do this lesson with you so that we understand the power of the language we use, and how this language can make others feel. Thanks to everyone for an insightful, engaging discussion!

Part One (Tuesday):

http://www.youtube.com/watch?v=9QyqxkM_Z94&feature=related

Part Two (Wednesday):

http://www.youtube.com/watch?v=K7JneNPZltU&feature=related

Day Forty (Wednesday)

Take Your Kid to Work Day. Enjoy!!!

Day Thirty-Nine

Thank you Kiera for your current event!

We had a guest speaker come in and run us through a diversity activity. We will follow up with our findings later in the week!

All tests and unit assignments were returned today... remember to share the marks with your parents!

Day Thirty-Eight

Happy Halloween!

Your unit tests will be returned to you in tomorrow's class. There are still 3 people who need to write the test.

Today we are introducing the second unit of the course: Human Systems. We discussed that today the 7 BILLIONTH person on the planet will be born. If you'd like to see what your 'number' is on the planet, click on the link below:

http://www.bbc.co.uk/news/world-15391515

We looked at The Global Village (handout) and discussed what the world's population looks like.

We also did a short note on Population Density and Distribution.

Day Thirty-Seven

Test Day!

I'll see many of you at Halloween for Hunger tonight! Click here to see what it's all about and find out where your fundraising $$$ goes.

Day Thirty-Six

Today was a test review day. Students were given cue cards to write review questions on and practice with their friends. We also played a review game: Congratulations to the 'Erosions'!

Test tomorrow!

Day Thirty-Five

TOMORROW'S UNIT TEST HAS BEEN MOVED TO FRIDAY!!!

This is because today's 'Funny Money' assembly took the entire period.

However, you will need to show me your test review at the start of tomorrow's class to get the full 10 knowledge marks!

Day Thirty-Four

Today is the last day we will spend on unit one and our study of Ecozones. You will do a short exercise to understand the 4 geographic characteristics that are used to name Ecozones.

We will be having a unit test on Thursday. Click here to find the test review that will be handed out in class. Please prepare your study notes!

Day Thirty-Three (Monday)

We have finally come to the end of the first unit with our last topic: Ecozones.

If you need an extra copy of the handout, please see me or check in the 'extras' binder at the side of the room!

Please click here to see the short powerpoint presentation!

Please note that there will be a unit 1 test this Thursday! You will receive review questions in tomorrow's class.

Day Thirty-Two

Today's challenge: Creating a New Map of Canada

This is a pair activity that will require you to create a new map of Canada based on landform, climate, vegetation, and soil regions! Due at the end of class!

The assignments can be picked up from me if you were away.

Day Thirty-One (Thursday)

Today we finished our ppt. lesson on vegetation and soil regions of Canada.

There were two sets of questions. The first was on the topic of Natural Vegetation Regions of Canada:

Read pages 162-164.

1. What 2 variables determine which plants will grow in a region?

2. What is a vegetation region?

3. Explain what is meant by the term ‘natural vegetation’? What are the 3 main types in Canada? Which is dominant in Canada?

4. What is a transition zone?

The second set was on the topic of the Mixedwood Forest of Ontario.

Read page 167.

1. What does the term ‘Mixed’ mean in the name?

2. True or false. The Mixed Forest of Ontario is a transition zone?

3. List some of the reasons why this region is no longer an excellent resource for the lumber industry?

4. What is special about the humus layer in this region’s soil?

You completed class by finishing a 'typical soil profile' diagram and word search!

Day Thirty

We had a bit of a challenge today: no power in the outlets! But the lights were working!

I gave everyone a handout on Soil and Vegetation Regions ... and then the power came back! I started a ppt. lecture on Vegetation Regions, the difference between deciduous and coniferous forests (different characteristics for each).

I will post the ppt. tomorrow after we finish with Soil Regions!

Day Twenty-Nine

Today we missed our current event! This means that we will have 2 current events tomorrow (Matt and Richard). Please don't forget to hand in the completed yellow sheet.

I challenged you with two tasks today:

1) Climate questions

2) Climate word search and word scramble (prizes for our winners!)

Click here to find the question sheet!

Day Twenty-Eight

Hello!
I hope you had a lovely class with Mr. Bauer today and you all treated him like a guest of honour!

Today you:
- handed in your climate graph assignment
- completed a handout that required you to 'read' and compare climate graph information
- answered some textbook questions on the Climate Regions of Canada:

Read pages 154-157

1. Examine the map of Climate Regions (Figure 13-12, page 154). Name the eight climate regions of Canada.

2. What climate region do we live in?

3. Use the climate graphs in Figure 13-15 on page 157. Which city's climate graph represents our region?

4. Outline the general climate of our regions, such as temperature and precipitation data from the climate graph.

5. Describe the winter and summer climate conditions from these data on the climate graph.

Days Twenty-Six & Twenty-Seven

Sorry if I've inconvenienced anyone with my irregular blog updates over the last week. Unfortunately I had some technical difficulties with the website ... but it looks as though everything is back on track! Here is a brief run down of what we covered on Thursday and Friday:

- Wonderful current events presentations by Erich and Salina. Well done!

- Finished watching 'Patterns of Climate' film and filling in the handout (LOWER-Near Water).

Challenge yourself to explain 'relief precipitation'!

- If you would like more information on the factors affecting climate, please see Chapter 13 in your textbook!

- We started learning about Climate Graphs (aka 'Climagraphs'). We did a practice climate graph as a class using Acton climate information (from Environment Canada), and then you were given a Climate Graph Assignment.

Homework for the weekend: Climate Graph Assignment

Day Twenty-Five

Thank you Hannah for your Current Event presentation! On deck for tomorrow: Erich.

We finished our group task illustrating the difference between weather and climate. Thank you to those groups who volunteered to present their work ... though I think we need a lesson on how to do group presentations!

We started our lesson on factors that affect climate. You will need to memorize the acronym 'L.O.W.E.R. Near Water'. You received a film sheet (not on the blog, you will have to pick one up from me) and provide descriptions for each of the factors. We will finish the film at the start of tomorrow's class.

Day Twenty-Four

Welcome back! I hope you all had a fabulous, summery long weekend...

Today Daniel will start class with his current event presentation.

We will review some of the important concepts we learned last week.

Click here to access the Powerpoint Presentation from today's class.

Please complete the following reading and questions from the text on the Great Lakes - St. Lawrence Lowland region:

Read pages 135-137.

1. What region separates the two parts of the lowland? Where is it located?

2. What is the rock type?

3. Outline Niagara Escarpment's location and famous features.

4. Describe, in detail, the landscape of the Great Lakes-St. Lawrence Lowlands. What forces created this landscape?

5. Why is this landscape ideal for both agriculture and urban areas (cities)?

We ended class by discussing some of the differences between Weather and Climate (please see the powerpoint presentation above, the last few slides).

Day Twenty-Three

Thank you Lindsay for your very interesting current event! Perhaps you can send me a link to a website to be shared with the other students?

Textbook questions from today:

The Canadian Shield

Read pages 130-133.

—1. How old is the Canadian Shield?

—2. What does the Shield look like today?

—3. What are Metallic Minerals? Name some.

—4. Why is the Canadian Shield called a ‘storehouse of metallic minerals’?

—5. Name three major cities where mining occurs. Include 3 characteristics.

—6. What does bedrock mean?

—7. Explain why the Shield is an excellent place for hydroelectric generation.

HOMEWORK: You were also given (sorry!) a homework sheet for the weekend. Click here to access it.

Day Twenty-Two

Thank you Breanna for your very enthusiastic and passionate story about puppy mills in Ontario. Click here to access a news link to read more on the topic.

Today we spent a large part of the class finishing your Regions of Acton assignment. Please remember to complete both sides of the handout. It was due at the end of class!

The rest of class was spent working on the following questions from the text on the topic of Landform Regions of Canada:

—READ PAGE 130 IN YOUR TEXTBOOK.

—1. Define Topography.

—2. What is a landform region? Use your own words.

—3. Examine Figure 12-5.

—a. How many landform regions are there in Canada?

—b. Which landform region is the largest?

—c. Which landform region is the smallest?

—d. In which landform region do you live in?

Day Twenty-One

A special thank you goes out to Kyle for his wonderful current events presentation on 'Ophelia'. Click here to find a link to the story.

Today we continued watching the Geologic Journeys (The Great Lakes) documentary. Please do not lose the handout that accompanies the film! We will be coming back to it tomorrow.

Next, we discussed what makes Canada's 'geology' special? Also: what is the meaning of the term 'region'?

Partner Assignment: Mapping the Regions of Acton High School. Click here to find the writing piece that will be evaluated. You'll need to hand this in with your Acton Map. This assignment is not homework. You will have 15 minutes to complete it at the start of tomorrow's class.

Wednesday's Current Event Presenter: Breanna!

Day Twenty (Monday)

Today I introduced an independent assignment: Geography in the News!

Please click here to access the assignment.

Sometime over the semester, you will present a current event in geography to the class. Use the handout as a guide for your presentation. Some of you may want to use powerpoint slides, or organize a class debate, or some other creative idea. I think this will be an interesting opportunity for our class to keep up with local, national, and global events!

Next, you filled in geologic terms from the glossary in your textbook. Please try to explain (in your own words) the difference between erosion and sediments. How are they related, and how are they different?

Finally, we watched the first 10 minutes of David Suzuki's Geologic Journeys: The Great Lakes. Click here to see a description of the show.

Day Nineteen

We reviewed the Rock Cycle handout. Please be sure you are able to 'read' the rock cycle diagram for any future tests.

Our study of the Great Lakes:
1) Warm up handout (labelling the G/L, locating major provinces, major cities nearby)
2) Click here to watch that FABULOUS film: The Rise and Fall of the Great Lakes. Describe how the great lakes were formed, and list 10 ways humans impact them today!

Day Eighteen

Period 5 buyout! Thank to all of you for participating and supporting the Terry Fox Foundation. I hope you enjoyed the event!

Day Seventeen

Click here to access the Powerpoint presentation for today's discussions.

If you did not finish the rock cycle handout in class, please complete it for homework!

Don't forget about tomorrow's period 4 'buyout'. Pay $2 at the start of class for your ticket to attend the Terry Fox Foundation fundraising event in the cafeteria.

Day Sixteen

- Pacific Ring of Fire worksheet (2 sides)
- Text reading: pages 118-121, Q's page 123, #2-5

- Dante's Peak word search

Day Fifteen

We have done it! We made it to the end of Dante's Peak. I collected your worksheets for evaluation.

No homework tonight!

Day Fourteen

Today we continued watching Dante's Peak and filling in your information sheets!

Day Thirteen

Homework check!

We took up the reading and questions from the textbook.

We also started watching Dante's Peak ... to observe and record some of the indicators that tell us a volcano is 'coming alive'!

Day Twelve

Thanks to those of you who handed in your Canadian Mind Map assignment today!

We watched a short film (an 'oldy-but-goody') entitled 'From the Beginning' and filled in the blanks on your handout. Please see me if you need another copy (or check the extras binder on the side shelf). I don't have an electronic version.

Click here to learn more about the Earth's plates and boundaries.

For the rest of the period (some of) you worked on questions from the textbook reading. These are HOMEWORK and need to be finished for the start of class. For those of you with commitments tonight (ie: hockey, work, etc), please find 20 minutes in your lunch period tomorrow to finish the work!

Read pp. 114-116; Questions p. 118, #1, 2abc, 3, 4, 5

As promised, click here to find out how knowledgeable you are about geographic locations. Good luck!

Day Eleven

Today we started our first unit: natural systems.

Each of you received and are now responsible for your OWN textbook. Please keep track of its whereabouts, and be careful to take your own book at the end of each class!

Please click here to access the powerpoint slide presentation. You will find the textbook reading and questions on the last slide ... but these are not homework for tonight!

Tonight's homework is the Mind Map of 'Being Canadian'. It is due at the start of class tomorrow!

Day Ten

Today was a work period for your 'Being Canadian' mind map assignment.

At the end of class we all decided that an acceptable due date would be:
Wednesday, September 21st at the start of class!

We probably won't have any time to work on it in tomorrow's class ... so please plan to complete it for homework if you haven't already!

Day Nine

I thought we had a very interesting class today ... a discussion on the topic of stereotypes, its definition, examples ... and how they can negatively affect the people they are directed at.

We discussed them in the context how 'being Canadian' may be stereotyped. Click here to see the Joe Canada commercial.

By the end of class you should have been working on a rough draft for your mind map. I will bring the exemplar (example) to class again on Monday. Happy weekend!

Day Eight

We will begin today with a Canada quiz ... that I will collect!!!

Let's briefly review yesterday's lesson on Latitude and Longitude... and then begin our Lat/Long assignment sheet. Please remember to help out your classmates. This can be a tricky assignment!

As part of the Geography of Canada course, I always ask my students what they think it means to 'be Canadian'. To consider this question, I'd like you to complete a special assignment. Click here to find it. We briefly discussed in class ... but we will revisit it tomorrow (so it's not homework!)

I look forward to meeting your parents at the information session this evening!!!

Day Seven

Click here to see our (brief) discussion concerning Kyle's question about Denmark!
Click here to see Rick Mercer doing the CN Tower 'Edgewalk'!

You were given a handout with the title: Latitude and Longitude lesson. We watched a short online video (click here to access) and filled in the blanks on the handout!

Day Six

We started class with a nouveau seating plan ... and a Canada quiz! How did you do? We'll have another one on Thursday.

Mercator vs. Winkel Tripel Map Projections

Click here to access the Powerpoint for today's lesson. Please be familiar with the advantages and negatives for each of the map projections.

If you need an extra copy of the handout ... please see me tomorrow!

Day Five

Kudos to all of you who managed to hand in your Political Map of Canada assignment today! I hope to have it marked and back to you in a few days.

We took up the final lingering questions of the Canada Quiz (from last week).

You took a brief note responding to the question: 'What is Geography?'

And then we worked with oranges (and their peels) to learn how maps (or map projections) can be distorted in many ways. Can we really take something that is round and make it flat (without having any problems?)

Tomorrow we will continue this conversation and learn about Mercator and Winkel-Tripel map projections!

ATTENTION PARENTS!

Grade 9 program night will take place this Thursday at 7 pm. We look forward to seeing you at the school!

Day Four

Happy weekend!

In Friday's class you had (some) time to work on your political map of Canada assignment. Most of the class was spent with your link leaders doing the survey and providing feedback about Tuesday's orientation activities.

HOMEWORK: Map of Canada Assignment, Due: Monday, start of class!!!

Day Three ... already?

This week has flown by!

Today we started class by completing your lovely Mind Maps of Canada. There were 3 questions that were very important for you to answer ... the last one being 'Do you think it's important to know the location of places in Canada? Explain why or why not.' We had a great mini-debate!

Next you were challenged with your first official assignment: A Political Map of Canada. Click here to find a copy. We reviewed the instructions and evaluation points. Remember to check all of your work! You will have some class time tomorrow to complete the project, otherwise it will be homework for the weekend :)

Day Two

Hello again! I'm happy to see that you're using the course blog to keep up to date on our progress in class!

Today we reviewed the course outline. Click here to find the link to a copy!

Since the vast majority of you said that you are VERY knowledgable about geography (because you've been learning about it in school since about grade 3), I decided to test you today in 2 ways:

1) Blue sheet - general knowledge questions about Canada (how did you do?)

2) Mind map of Canada - you were asked to draw Canada on a blank sheet

I've just reviewed your Canada Mind Maps ... and I still think there is more learning to do! (I have the proof in my hands!)

Day One - Welcome!

Welcome to grade 9 geography!
I'm your teacher, Ms. Pattison, and I look forward to learning with all of you this semester!

Please use this course blog to review each day's events and find valuable links to copies of assignments and powerpoint presentations from our lessons.

If you have any questions (any!), you can find me in the social science office located just down the hall from our classroom, or you can send me an email at: pattisonmej@hdsb.ca

Ciao!
P.