The layer of the atmosphere where most of Earth’s weather happens.
The weight of air is referred to as ______________and is measured in ___________
Places on the map that have the same air pressure are connected by lines known as ___________
Draw and label Earth’s tri-cell model to show atmospheric circulation. Include H and L pressure.
What type of climate would you expect for a place that corresponds with the hadley cell?
-Draw parallels between Canada and the US around the depression. You may use examples from the movie to help. Think government, economy, society.
-In what ways was the Great Depression a time of progress & decline in Canadian History? Provide specific examples with an explanation as to why.
-Was Jim Braddock’s story during the Great Depression one of progress or decline? Why?
-causes and consequences of depression (list of causes in notes but also p. 256) (or policies etc...)
-Why Quebec Nationalism rose (q. 1 p. 269)
-Shifting focus of political and economic ties, was this just a form of one economic dependance to another? Defend.
-What is better to get out of a recession/depression freer trade or protective tariffs?
-Should Canada ever sign a treaty agreeing to help another country if it is attacked?
-Why did many racist and exclusionary policies persist at this time?
-What should the governments role be during a depression or recession?
List two causes of the great depression.
What was the major catalyst of this depression? Explain what happened.
What was the initial government response to the depression in Canada?
What was the On to Ottawa trek?
Why did the On to Ottawa trek happen?
Atmosphere Web Quest:
https://scied.ucar.edu/learning-zone/atmosphere
Heat Transfer:
-this is an interactive website, so play around and you'll find all the answers.
This week we have started our weather unit. We started by focusing on atmospheric circulation looking at the main reason we have weather: wind. We examined the atmospheric layers, understood the atmospheric circulation patterns and atmospheric pressure.
We watched a couple of videos:
https://www.youtube.com/watch?v=7fd03fBRsuU
https://www.youtube.com/watch?v=xqM83_og1Fc
https://www.youtube.com/watch?v=PDEcAxfSYaI&t=8s
This will help you understand why the globe experiences uneven heating, the circulation cells and why and how wind moves. We also checked out a weather map and how they work. See this video to help with understanding: https://www.youtube.com/watch?v=bd7DcVnrSL8
Check out this site on wind: https://earth.nullschool.net/
We read chapter 14, completed the chart on p. 237 and you should be able to answer #9 on p. 239.
On Thursday this week we focused in on the polar, ferrel and hadley cells and what climate we would match with these understanding the lows and highs that form as a result. (work sheet that is a hand in).
We also created three climate graphs and matched these with each of the cells above. Check out some examples of climate graphs on page 403 in Earth Matters.
Ensure the graphs are fully labelled.
Decide which climate graph represents a region under:
The Hadley Cell
The Ferrel Cell
The Polar Cell
Make sure you write an explanation as to why you made your choice.
Here are is the data for the three climate graphs:
This week in Socials 10 we focused in on the Great Depression, particularly the reasons for it. We looked at the business cycle, examined the causes and consequences of the depression. We discussed the government response to the depression and what we as citizens would expect of the government during hard times. Students learned and took notes on relief, and relief camps and the On to Ottawa trek.
We also continued on with our issues papers. Students started part 5: writing the paper. I did a quick lesson on footnotes and how to format these with your quotes.
We also continued watching Cinderella Man and working on the sheet that goes with it.
This is chapter 9 in the text book which starts on page 250.
Grade 9 & 10 Social Studies
Nov. 29th:
-we wrote a Friday 5
-did some review and worked on the following work around changing roles for women in the 1920's
Read p. 201, 202 & 204
Create a T chart with continuity (stayed the same) & change and using the information on the pages above complete the chart.
Watch videos on next slide.
Using your chart, Answer:
-Q#2 p. 204
-Was WWI a turning point for women in Canada?
Major change: | Brief point form information on the change and the benefit: |
A growing Economy | |
Changing trade partners | |
Changing Lifestyles | |
Media & Arts | |
Changes in Science & Technology | |
Changes in health: |
Did government actions help or hinder Indigenous people in Canada?
What was the impact of the Indian Act and the residential school system on Indigenous people?
How did the Indian Act come to be? What is the human cost of this policy for Indigenous people, particularly women?
Reminder: *Field Trip tomorrow to Nakusp Hotsprings, bus leaves at 8am
*Test Friday (see review sheet on blog)
*Mini poster projects on natural disaster due Friday/Monday
Nov. 29th
-we talked a bit about the rock cycle and fossil fuels and watched this video. https://www.youtube.com/watch?v=zaXBVYr9Ij0
-we talked about Geothermal Energy, the pros and cons, how it works & watched these two videos
https://www.youtube.com/watch?v=DFQrE91kZwk
https://www.youtube.com/watch?v=VhBq0E53WD0
Dec. 2nd
-reviewed Geothermal Energy and where in BC it exists. (see graphic below)
-talked about the volcano belts in BC: Anahim belt (hotspots), Cascade Arc (a.k.a. the Garibaldi Volcanic Belt) and Stikine Volcanic Belt and the Wells Gray-Clearwater Volcanic Field (crustal rifting) https://opentextbc.ca/geology/chapter/4-3-types-of-volcanoes/
Dec. 3rd
-talked about Super volcanoes and did a little sequencing activity on how they work using the facts about these volcanoes. We also watched this video: https://www.youtube.com/watch?v=hDNlu7Qf6_E
-students worked on test review
1. Briefly explain a hotspot.
-a volcano that forms not on a plate boundary but mid plate where the earth's crust is thin and the magma burst through the crust creating a shield volcano over time, usually because the plate is moving, it creates a series of hotspots as the mantle plume is dragged along
2. Define pyroclastic flow.
-is a dense, fast-moving flow of solidified lava pieces, volcanic ash, and hot gases.
-A fast-moving, ground-hugging current of hot gases, ash, and volcanic rock fragments that flows down the slopes of a volcano during an explosive eruption.
3. Explain what kind of volcano has super explosive eruptions and at what plate boundary we might find these volcanos.
-Composite/Strato volcano. Found along Ring of Fire, or convegent/subducting plate boundaries
4. What type of rocks might be associated with this type of volcano?
-Igneous rocks
-pumice, rhyolite
5. Provide one positive and one negative idea around how volcanoes affect people's lives.
Positive: fertile soil, geothermal energy, tourism, mining
Negative: destruction of buildings, infrastructure, farming, death
1. Two new inventions from the 1920's.
-cistern pump, electric range, vacuum, refrigerator, model T Ford, iron etc...
2. What is meant by Canadian Autonomy?
-self governance or independence (in this case from Britain)
3. Two things Canada did in the 1920's that made them more autonomous.
-Chanak Affair- did not automatically jump into going and helping Britain when felt threatened by Turkey while peace keeping
-Halibut Treaty - first signed and negotiated International treaty independent of Britain
-King-Byng affair - GG went against PM's wishes, PM campaigned and won election saying British medaling in government
Balfour Report- made British Commonwealth and declared all countries that were under British control constitutionally equal
4. Provide two facts about women in the 1920's.
-became more independent, winning the vote, allowed to work a variety of jobs and earn a living, wore more revealing clothing, protested, allowed to take government office and senate (famous five in person's case), talked politics
5. How can you explain the economy in the 1920's?
-Canada's main trade partner moved from Britain to the US
-People were spending money, but much was on credit
-consumerism became a thing....people consuming goods like crazy after the restrictions of war
Please note this review sheet is in progress, please continue to check back!
Test: Friday Dec. 6
Text book chapters: 4, 5 and 6. (major topics: volcanism, tsunamis, earthquakes, plate tectonics & the rock cycle)
Review two charts you filled out (lab and
Volcanism vocab:
volcanologist hot spot Shield volcano Composite Volcano
Cinder Cone Magma Lava Lahar
Pyroclastic flow Nuee Ardente Ring of Fire Caldera volcano
Strato volcano Geothermal Energy Tephra
Questions to consider:
Plate Tectonics vocab:
subduction Fault line Convergent Divergent
Rift valley Oceanic Crust Continental Crust Fold Mountains
Ocean ridge Marianna Trench Transform Pangea
Lithosphere Crust Mantle Core
Plate Tectonics Questions:
Summarize the theory of plate tectonics and describe the evidence supporting it (e.g., fossils, sea-floor spreading, magnetic striping).
Explain the three types of plate boundaries (divergent, convergent, and transform) and the features associated with each (e.g., rift valleys, mountain ranges, faults).
Describe the role of mantle convection in driving plate movements.
How does subduction lead to the formation of trenches and volcanic arcs?
What is the difference between continental drift (proposed by Wegener) and the theory of plate tectonics?
Explain why earthquakes and volcanoes are commonly found along plate boundaries.
Describe how the movement of the Pacific Plate has influenced the formation of the Hawaiian Islands.
What is the role of transform boundaries in causing earthquakes? Provide an example of a well-known transform fault.
Earthquakes Vocab:
Richter scale Mercalli scale seismograph S-waves
P-waves Convection currents epicentre focus
Earthquake questions:
Define an earthquake and explain how stress and strain in the Earth's crust lead to faulting.
Differentiate between the focus (hypocenter) and the epicenter of an earthquake.
What are the differences between P-waves, S-waves, and surface waves in terms of motion and speed?
What is the Richter Scale, and how does it differ from the Mercalli scale?
Explain how earthquakes are related to plate tectonics, particularly at transform and convergent boundaries.
What are the primary hazards associated with earthquakes?
Provide an example of a significant historical earthquake, its causes, and its impacts.
Rock Cycle Vocab:
Igneous Sedimentary Metamorphic Rock. Plutonic Intrusive
Volcanic Extrusive Biogenic, Clastic & Chemical Sedimentary Rock
The Rock Cycle Questions:
Define the rock cycle and explain how it connects the three main rock types: igneous, sedimentary, and metamorphic.
How are igneous rocks formed? Differentiate between intrusive and extrusive igneous rocks.
Describe the processes that lead to the formation of sedimentary rocks, including weathering, erosion, deposition, compaction, and cementation.
How do metamorphic rocks form, and what role do heat and pressure play in this process?
What is the role of plate tectonics in the rock cycle, particularly in the creation of igneous and metamorphic rocks?
Explain the difference between mechanical weathering and chemical weathering, and how these processes contribute to the formation of sedimentary rocks.
How does the rock cycle demonstrate the concept of Earth as a dynamic system?
Tsunami Vocab:
Four phases: generation, propagation, shoaling, and inundation.
trough, crest
Questions to consider:
What causes a tsunami, and how is it related to tectonic activity?
Describe the process of tsunami formation, from the triggering event to the impact on coastal areas.
Explain how energy is transferred through water and why tsunamis are different from regular ocean waves.
What are some strategies used to mitigate the impact of tsunamis on coastal communities?
Overall questions:
How are volcanism, plate tectonics, and earthquakes interconnected? Use specific examples to explain.
Describe how the rock cycle is influenced by tectonic activity (e.g., subduction zones, mountain building).
Analyze how a volcanic eruption could impact the surrounding rock cycle and contribute to the creation of new landforms.
Imagine you are an urban planner in an earthquake-prone area. What measures would you recommend to reduce risks to people and infrastructure?
Discuss the importance of monitoring tectonic and volcanic activity in regions prone to earthquakes and eruptions. How does this knowledge benefit society?
Today in the first half we started by talking about the field trip next week and the expectations. We then talked about the hotspot/intraplate volcanism sheet to ensure understanding of the vocab and how these volcanoes are formed.
From here we went on to review hotspot volcanoes a bit more and then talked about some of the other major types of volcanoes, their lava type and how they affect human's (both pos/neg). We ended with this video: https://www.youtube.com/watch?v=sd8cVCtIRO4
In the second half Mr. Robinson visited our class and talked about rocks, different types, their value and the relevance of Geology in our world.
We will have a test on Tuesday on plate tectonics, earthquakes, volcanoes, tsunamis and rocks/rock cycle.
Wednesday next week: field trip to Nakusp hot springs, please bring in your field trip forms and cash.
We started the day with a seating change and homework check. From here we worked on part 3 of our issues. On Friday I will introduce part 4 (if you have done a good job on part 3, part 4 will be super quick and easy. Part 3 and 4 will be due on Friday December 6th, then we move onto the writing phase.
In the second half we started by talking about the Canadian economy in the 1920's and Canada's increased reliance on the US as a trading partner. We then reviewed Canadian Autonomy and the timeline you did for homework. We took notes on the King-Byng crisis and Balfour Report/Statute of Westminster. We then the some partner work to answer the question: Of all the events that made Canada more independent, which had the greatest impact on Canadian autonomy? (this is an excellent test question!!). We did a bit more partner work on the changing role of women and then finished up with watching two short videos on the Person's case. While watching the videos we were writing down in a T chart: continuity (what stayed the same for women at this time and change for women at this time.
Here are the videos we watched.
https://www.youtube.com/watch?v=SdbG6EIHrbs&t=1s
https://www.youtube.com/watch?v=if_pyx5dm9Y&t=4s
https://www.youtube.com/watch?v=gFD3san49W8
***Friday 5 on Friday!
**Test on 1920's on Tuesday
Today we reviewed the expectations for the little mini project on Natural Disasters (see blog post from Nov. 21st) we then went to the library and worked on this project and our intraplate volcanism sheet from Friday's class.
Today in class we discussed the 1920's scrap book and some significant things of the era. We did a quick review of Winnipeg General Strike vocabulary and discussed some significant things that happened during, before and after the strike and why they were significant. From here we took some notes on Canadian Autonomy and Read pp. 219-221 and completed Q#2 on p. 221 (there will be a homework check on Wednesday on this question).
Today the band students had band during our block, the rest of the students did the following:
1. Finish Winnipeg General Strike if not submitted
2. Finish up 1920's scrapbook sheet (link on Nov. 4th post)
3. Finish any missing work: (cartoon analysis, untouchables assignment)
4. Work on Issues part 3
Rocks with Mr. Robinson got postponed until next week as he was feeling under the weather. We carried on with Volcanoes, reviewing the questions we ended our last volcano class with. We watched this video: https://www.youtube.com/watch?v=LQwZwKS9RPs and discussed the following terms: lithostatic pressure, magmastatic pressure, pyroclastic flow, hydrothermal alteration, volcanologist. We plotted some volcanoes on a map and took some notes on hotspot or intraplate volcanism. We also watched this video on the creation of intraplate volcanoes and are working on a sheet to explain the terminology that goes with this (we will finish next class). https://www.iris.edu/hq/inclass/animation/hotspot_volcanism_thermal_plume. (video is on right side of page)
