Friday, October 10, 2025

Geog Field Report Outline

Writing your field report:
This should be in full sentences.

1. Title Page

  • Title of the Study: Include the name of the river and the focus of your study.
  • Your Name: Your full name.
  • Date: Date submitted 
  • Course: Geography 12.

2. Table of Contents

  • List the main sections of your report with page numbers for easy navigation.
  • Ensure to include the appendices

3. Introduction

  • Background Information: Briefly describe the river (set the scene for your study), including its location, size, and any relevant historical or geographical context (Characteristics of a location that describe how it may be impacted by different events human, environmental etc...)
  • Purpose of the Study: Explain the objectives of your field study (e.g. investigate the river’s ecosystem, analyze human impact, differences in the river from source to mouth etc...).  What we were trying to understand.
  • Research Questions: Outline specific questions you aim to answer, such as differences in the river from source/headwater to the mouth.
  • Location:  include where your study took place

4. Methodology

  • Site Description: Describe the location(s) where you conducted your study (e.g., starting point, key features).
  • Data Collection Methods: Explain how you collected data (e.g. measuring flow rate, observations of flora and fauna etc...).
  • Tools and Equipment: List any equipment used 
  • Timeframe: Mention when the study took place.
  • Use this order:
    Describe the materials and equipment used in the research.
    Explain how the data samples were gathered.  Where these were gathered.
    Explain how the measurements were made and what calculations were performed upon the raw data.
    Describe the statistical techniques used upon the data.  (accuracy, precision, bias…so you would briefly explain that precision and accuracy were at times difficult for the following reasons).

5. Data Presentation

  • Tables and Graphs: Use visual aids to present quantitative data (e.g.flow measurements, depth etc...). show all your data and results (in a small table).
    Show observations with sketches and info.
  • Maps: Include maps to show the study area and any relevant features.
  • Photos: Incorporate photographs to provide visual context and evidence.

6. Analysis

  • Data Interpretation: Analyze the data collected, discussing trends, patterns, and anomalies.
  • Comparative Analysis: If applicable, compare findings with other studies or historical data.

7. Discussion

  • Implications of Findings: Discuss the significance of your results. How do they relate to your research questions?  What did you learn from your findings.
  • Human Impact: Consider any human activities affecting the river (e.g., pollution, development) and their consequences.
  • Ecosystem Insights: Reflect on the ecological health of the river and its surroundings.

8. Conclusion

  • Summary of Findings: Recap the key points and findings from your study.  What can you conclude from your study of the river (think of your purpose/aim).

9. References (if necessary)

  • Citations: Include all sources referenced in your report, formatted according to the required citation style (APA).  If needed.

10. Appendices

  • Include any supplementary materials, such as raw data (data collection sheets), additional maps, or detailed photographs.

Tips for Writing

  • Be Clear and Concise: Use straightforward language 
  • Organize Logically: Ensure each section flows logically to the next.
  • Proofread: Check for grammatical errors and ensure clarity.
 Also include in your data, river gradient for the entire river.  See number 6 c. p. 201 in text.
elevation of river at (mouth or where joins Columbia) Revelstoke 480m
elev. at camp ground bridge 1245m
elev. at meeting of the waters bridge 1270m
elev. at source of glacier 2040m
Distance/length of river 62km.

To calculate velocity:
divide distance by time.
v=d/t

Friday Oct. 10th Geog & SS10

 Socials 10

We did a Frday 5.  We then completed our goals sheets for Ms. Grimm to load up into myed for each of you.  Then we took some notes on regionalism and confederation.  Students then divided up into groups to work on a regionalism jigsaw.  They each have a home group.  If you were away you will get an email  to your school address with your home group and your topic to research and the page numbers.  We will complete this in our double block next week but you need to get a head start on reading your topic and getting down some notes.  Here are the instructions:



Geog. 12

We wrote our river systems test and then got started on our field reports.  See blog post on field reports.  You will have more class time to complete this obviously.  Ensure you have all your data.

Thursday, October 9, 2025

Socials & Geog Oct. 8

 Geography 12- Oct. 8th

We got back to the pass today and completed our data collection.  If you were absent, there was an assignment for you to complete, it is relevant to the field study and will be shared with the class on Monday.  Ensure you get the data from those that were present.

Test Friday:  River systems

Socials 10  Oct. 8th

First half was spent in the Library working on our Historical Wrongs project.  You will have one more class on Tuesday to complete this.  (Please see blog post). This is due:  Friday Oct. 17th

Second half we worked on some goal setting for this year.  From here we went on to working on completing our mind maps on Canadian Identity that you started with the substitute teacher a couple of weeks ago.  These are due tomorrow, Friday October 10th

Geography 12 - Review sheet for River systems test

Test date:  October 10, Friday

Earth Matters pp.116-118, 185-193 

Be ready to define and give an example of some of the following vocabulary:

tributary                          drainage patterns                  flood plain                waterfall
erosion                            undercutting                         meander                    v-shaped valley
levee                               delta                                      estuary                     gorges/canyons
oxbow lake                     alluvial fan                            flow velocity            potholes/watermills
solution                           suspension                            traction                      dredging             
saltation                          sediment transport                hydraulic action        watershed
abrasion                          attrition                                dam.             mouth.     source

***Be able to differentiate between erosional and depositional features in a river system.


Know the drainage patterns! I didn't add to the vocab...but know them!


Know the stages of river development and what sort of evidence there is to support what stage of development a

river is in.


Be able to describe and draw a diagram showing the processes of erosion.

Be ready to label diagrams of river systems.

Know the different components of a river system.

Be able to associate the features of a river system to what we have seen in our field work.

Understand the human impacts on river systems



Tuesday, October 7, 2025

Socials 10: Historical Wrongs project

 

HISTORICAL WRONGS PROJECT:

-further research either the residential school apology or another government apology in Canadian history & create a short visual display including bibliography  (examples:  Ukrainian/Japanese/Italian internment, Komagata Maru, Chinese Head tax, Residential Schools, the St. Lewis)
1.  Notes  - create a solid set of written notes on your topic of choice, think 5W+H
2.  Visual display to communicate learning. (poster, power point, sway, photo collage etc...)
3.  Bibliography in Chicago style

-ensure you provide background info from both perspectives of the issue (for example:  Why the Canadian Govmt created Residential Schools and how Indigenous people felt about these schools --at the time).
-give time frame of initial issue, (ex. when Residential Schools started/ended)
-when the government apologized & why they apologized including what provoked the apology (ie, what was the catalyst).  Did the apology include a monetary piece?
-any other pertinent information

Marking criteria presentation:  Historical Wrongs/Apologies                        Name(s):

Historical Wrong:

Criteria:

Met

S/W

Not yet

Content: - easy to understand and to the point

              - provides background information, perspectives, timeframe




Slides:  easy to follow and read (ie. not too much information)




Presentation: Volume

                      Engaging (look at audience)

                      Told not read




Information on topic communicated in a purposeful and insightful manor




Comments:



Here is the peer assessment you will be completing:

Peer Assessment:  Historical wrongs

Name(s) of whose project it is:_________________________  Topic: _____________________

Your name:

Criteria:

Met

S/W

Not yet met

Content:  -Easy to understand, to the point

                -Includes background info, timeframe, perspectives




Slides:  -Easy to follow/understand 

             -Not too much information per slide





Presentation:  -Volume (you can hear them easily)

                       -Information is told not read

                       -Engaging, they look at audience





One thing you liked about presentation:

One thing they could do better next time:



Monday, October 6, 2025

Oct. 6 Socials 10 & Geography 12

Socials 10 

Today in SS10 we went spent a few minutes discussing a few things about the simulation including the power of the chair as I handed back students self assessments and work on the committee simulation.  From here we went over and corrected our tests on government.  We concluded the class working on our mind maps on Canadian Identity that you started with the TOC two weeks ago.  Here are the instructions:

Please use the skeleton mind map on page 32 to start your mind map.  Your mind map should have three levels of information:  1 = topic, 2 = definition of the topic, 3 = examples (plural) to show your understanding.  These all come from the text with the outline mind map being on page:  32 and the information being on the following pages.   

These mind maps are due on Friday Oct. 10


Geog. 12

We started by going over the Friday 5, then we moved to going over and correcting our tests.  I also handed back mind maps and photos on the 5 themes of Geography.  We then watched the first half of Bill Nye on River Systems and I learned how to change the resolution on a youtube video - haha!  Here is the link to the video: https://www.youtube.com/watch?v=Y02Z4uuDwkY

Upcoming:

Tuesday:  finish River systems book work

Wednesday:  finish River systems field work at Rogers Pass

Friday:  Test on River systems



Saturday, October 4, 2025

Answers to Friday 5: Oct. 3, Geog 12

 1.  What are two differences between the mouth and the source of a river?

source:  where the river begins, usually at elevation, from a glacier or spring or rain run off.  It is usually a steeper gradient and the river is less wide, more larger boulders etc...

mouth:  where the river ends and meets an ocean, another river or a lake.  Usually flow is slower and river is wider here.  Sometimes creates a delta or estuary here.  Lower elevation and more small rocks, not really large boulders.

2.  What are some things that characterize a young river?

Steeper, rapids, waterfalls and canyons, flow is pretty straight, less tributaries as drainage basin is less developed, V shaped, narrow valley, stream bed is lined with boulders, cobbles, rock 

3.  List two drainage patterns of a river (or sketch them).

dendritic, trellis, parallel, radial, deranged

4.  What are the four ways that a river erodes a landscape?

Erosion happens via Abrasion, Attrition, Hydraulic Action & Solution

Abrasion:  causes river bed to become deeper through the action of scraping or wearing away

Attrition:  stones and rocks knock together breaking into smaller particles so the bedload is breaking itself apart or by hitting the bed

Hydraulic Action:  the ability of moving water to dislodge and transport rock particles, breaking up the banks

Solution:  Water dissolved soluble materials


5.  List two ways that humans try to manage river flow?

Dams, reservoirs, levees, dykes, hydroelectric power stations, dredging

Friday, October 3, 2025

Oct. 3rd SS & Geog 12

 Geog 12:

We started the day with a Friday 5, then moved to continuing work on our river sheets.  After working on these for a bit we watched this https://www.youtube.com/watch?v=CDEj62HGNkk vid on River Systems.  We talked a bit about the Great Divide.  Then we finished with two more presentations on connections models.  Mataya presented on Forest Fires and Brooke on offshore wind turbines.  

*we decided to hold off on looking at tests until Monday

Soc 10:

We too decided to hold off on looking at tests until Monday.  Senate questions were handed back.  Then we started some background work for our projects....see below:

Then we did some work to prep for our projects on Ethical Dimensions and Historical Wrongs:
P. 16 & 17 in text
What are ethical dimensions or judgements?
Right/Wrong actions, who judges?
Were past actions right/ethical 
Judging whether past actions were justified, assigning historical responsibility, and attributing contemporary accountability.

Historical Wrongs
-what are they
-read pp. 42 - discuss and be ready to respond to Q 1 and 2 at bottom of page
-read p. 47 (including the voices), should Canadians talk about the victories of the past?  What about the blemishes of our past?  Why or why not.  
-How can these events contribute to Canadian identity?

Introduction of project and time in library to work on research notes.

Historical Wrongs Project:
-further research either the residential school apology or another government apology in Canadian history & create a short visual display including bibliography  (examples:  Ukrainian/Japanese/Italian internment, Komagata Maru, Chinese Head tax, Residential Schools, the St. Lewis)
1.  Notes  - create a solid set of written notes on your topic of choice, think 5W+H
2.  Visual display to communicate learning. (poster, power point, sway, photo collage etc...)
3.  Bibliography in Chicago style

-ensure you provide background info from both perspectives of the issue (for example:  Why the Canadian Govmt created Residential Schools and how Indigenous people felt about these schools --at the time).
-give time frame of initial issue, (ex. when Residential Schools started/ended)
-when the government apologized & why they apologized including what provoked the apology (ie, what was the catalyst).  Did the apology include a monetary piece?
-any other pertinent information

Marking criteria presentation:  Historical Wrongs/Apologies                        Name(s):
Historical Wrong:
Criteria:
Met
S/W
Not yet
Content: - easy to understand and to the point
              - provides background information, perspectives, timeframe



Slides:  easy to follow and read (ie. not too much information)



Presentation: Volume
                      Engaging (look at audience)
                      Told not read



Information on topic communicated in a purposeful and insightful manor



Comments:

Thursday, October 2, 2025

Geog & SS10 Oct. 1

 SS10:

We did our simulation today!  Some fun debate.

Students also filled out a self evaluation and submitted this with their prep work for the simulation.


Geog 12:

We did some review and discussion on river systems and then watched a couple videos on the topic, read Earth Matters pp. 116-118, 185-191. After doing this we worked on a review sheet. Part 1 and 2 of review sheet are due on Friday. In the second half we went and talked about some of this information in the field while examining the Illecillewaet River system. *** Friday 5 on Friday all reading is fair game.

https://www.youtube.com/watch?v=8a3r-cG8Wic

https://www.youtube.com/watch?v=ewJimXu3ZLo



Friday, September 26, 2025

Answers to Friday 5: Sept 26

 1.  What are some things that define Canadian identity?

Bilingualism, Diversity and multiculturalism, being polite, parliamentary system of government, universal healthcare, indigenous recognition

2.  Why is Canadian identity sometimes hard to nail down?

Canada is so big that often people have a high sense of regionalism

3.  What are some ways American's influence Canada and Canadian identity?

pop culture, social media, economic, slang/language, movies/tv, creating a we are not American culture

4.  What is regionalism?

-when you identify with your region more than your nation

5.  Define ethnic nation.  Is Canada an ethnic nation?  Y/N why?

ethnic nation is a community of people with the same cultural background, language, religion - Canada is not an ethnic nation but we have several ethnic nations within our borders such as Quebecois, Inuit, Metis etc...


Socials 10: Sept. 25 & 26

 Thursday:  

I was away on a Geography 12 field trip.  Students reviewed Canadian identity and what influences our identity including watching this video as a review:  https://www.youtube.com/watch?v=UYElf0rSEvc and were to add to their mind maps

 There was discussion on regionalism and politics and stereotypes and how these affect Canadian identity.  Students watched this movie on Canadian stereotypes:  https://www.youtube.com/watch?v=7ZE0TuKTpo4

Then students:  Read p. 30-32 & define the following in your notes (bolded words in back):

National identity, Country, Nation-state, Nation, Ethnic nation, Civic nation, Social Justice

After this students created collages on Canadian identity:

Grab some magazine and find 5ish images and or words that represent what you believe to be Canadian identity.  Cut out and glue them on a piece of construction paper.  At the bottom write a brief description of why you chose what you did to represent what it means to be Canadian.

Can you be wrong?  No because you are backing up your ideas.  Will yours be different than others, probably….these are going to be displayed on the classroom wall.  Be thoughtful, be clever and be concise!

Does being Canadian mean that you are born here, live here, both?  Does being Canadian mean a shared set of values, ideas, culture and history?  What do you think?

Friday:

Students wrote Friday 5's

Discussion around pictures on page 30 and their significance.  We reviewed primary vs. secondary sources and talked about how pictures can be used as evidence.  Students then did a sheet on analyzing photographs and on the vocab above.  This sheet is for HW if not complete (HW check on Monday)




Wednesday, September 24, 2025

Geog 12: Glaciation Review sheet

 Test/Large quiz is on Friday.  

Earth Matters Text book pages:  102-103, 132-139

There will be two diagrams to label.  There will be some short answer questions.  There may be a T/F section where you have to back up your answer.

Understand the terminology and how to apply it.

Understand how glaciation is an agent of gradation.

Be able to describe why a crevasse forms.

Be able to differentiate between erosional and depositional landforms.

Know the following terminology:

Glaciation:

U & V shaped valley

Glacier

Hanging glacier/valley

Moraine (terminal, lateral etc)

Isostasy              drumlins

Abrasion             erratics

Finger lakes    outwash plane

Drumlins             esker

Kames               icefall

Kettles               cirque

Arete                  col

Horn                   skerries

Alpine glaciation

Continental glaciation

Gradation
Fjord

Geog. 12 Sept. 23 - River Systems

 Today in Geog 12 we reviewed the glaciation sheet and added some definitions to the diagram on the third page from Earth Matters text book p. 134.  We then turned our attention back to river systems (specifically erosion and transportation)and took some notes and did some reading in Earth Matters to reinforce our learning from our notes.  We read pp. 116-118 (up to Underground River Landscapes) to also help our understanding.

Here are a couple of diagrams to help you out with the processes:



We watched this video to help our understanding:  https://www.youtube.com/watch?v=8EIoBao-UvI


Monday, September 22, 2025

Sept. 22 Geog & SS

 Socials 10:

Today we started our new unit on Canadian Identity.  We did a major brainstorm on Canadian identity and what it means to be Canadian in small groups creating mind maps.  From here we did some comparing of each others mind maps pulling out similarities and great ideas and then each student created their own mind map on Canadian identity pulling from the ideas around the room.  We then compared these to our identity maps from earlier in the year.  We came to some conclusions around Canadian identity and what influences identity including our vast geography.  The idea that people in different parts of the country identify with different things, bringing our discussion to regionalism.  We also discussed Canadian identity also being not American and how this affects us both historically and now.

Tuesday we will be working on our role play on government.

Geography 12

Students got field trip forms for our planned field trip to Rogers Pass.  If you were away please come and pick one up.

We went over our Friday 5's.  From here we reviewed some glacial depositional features:  kames, eskers and drumlins.  We discussed moulins and watched these two videos:  

https://www.youtube.com/watch?v=CVAPWfyoxK4

https://www.youtube.com/watch?v=OvRXWbTZ8YY

and did a review sheet on glaciation.  ***Small test on glaciation on Friday

Tuesday we will discuss river systems a bit more and have some connections model presentations.  We will also look at a topographic map of Rogers pass and where we are going on Thursday.


Saturday, September 20, 2025

Answers to Friday 5: Sept. 19

 1. Define gradation.

Gradation refers to the processes that lead to the gradual leveling or smoothing of the Earth's surface over time through natural forces. It encompasses the mechanisms by which landforms are eroded, transported, and deposited, contributing to the overall shaping of the landscape.

2. What are the three key concepts associated with gradation?

Erosion, Transport, Deposition

3. What are some similarities or differences between alpine and continental glaciers?

Differences:

Location; Alpine glaciers are only found on mountain tops where as continental glaciers are only found at the earth's poles regardless of elevation. Size; Alpine glaciers are smaller compared to Continental glaciers.

Similarities:

Both move and cause erosion. Both change the landscape. Both developed in constantly cold temperatures below freezing.

4. Define cirque.

A cirque is a steep sided hollow or amphi-theater type depression that is the result of glacial erosion at the head of an alpine valley.

5. What are two glacial features formed by either erosion or deposition?

erosion - cirque, arete, horn, tarn, v,u shaped vallies

deposition - moraine, erratic (kame, esker but we haven't talked about this yet)

Sept. 18 & 19th SS & Geog

 Thursday

Socials 10:

We finished up the government unit, did a bunch of review, including a review sheet.  Students also read an article comparing the american and canadian systems of government and used a venn diagram to compare these.  We played a review kahoot and submitted Senate questions.  All in preparation for our test on Friday.

Geography 12:

We were out in the field all day collecting data at Bridge creek.


Friday:

Socials 10:  

Test on Government and then if done students worked on their role play assignment.

Geog. 12

Friday 5, finished up glaciation notes (TEST coming up on glaciation this coming week) and then students went on the Terry Fox run/walk


Wednesday, September 17, 2025

Socials 10 & Geog 12 Sept 15/16

 Geog. 12

Monday - we went over Friday 5, spent time working on either the glaciation review sheet or connections model work.  I did some review using some photos particularly talking about striations and moraines. 

Tuesday we continued working on our glaciation sheets, we started to go over them as we reviewed some ideas and vocab.  We did some notes and are in the process of finishing up glaciation.  Please find the slides and videos below.

https://www.youtube.com/watch?v=wbsURVgoRD0

https://www.youtube.com/watch?v=loI584OFVpE

https://www.youtube.com/watch?v=mspVqx3vgek

https://www.youtube.com/watch?v=CVAPWfyoxK4






Social Studies 10

Monday - we went over the Friday 5.  Then we talked about the branches of government and I taught on the Senate.  See slides below and the video links.

Tuesday - we talked about the law making process, made a diagrammed set of notes on how a bill becomes a law, watched a couple of videos on this and worked on completing Senate Questions. We finished off assigning roles for the simulation and got both the bill and a hand out on our role.  Reminder that there is a test on Friday and the review sheet is on the blog.

https://www.youtube.com/watch?v=4O8syj77goQ&t=1s