Students were given a review sheet for tomorrow's test (Thursday, December 16, 2010) which is provided below. Also spent 10-15 minutes going over key points to remember for the test.

Canadian Geography 1202 Review for Climate test December 2010

Topics to know
• Know the difference between climate and weather and be able to decide whether a statement refers to climate or weather.
• Be able to identify and explain the factors that influence climate and weather including
latitude, air masses, altitude, landforms, and nearness to water.
• Be able to explain why we have seasons and the role that the 23.5 degree tilt of the earth plays in that.
• Know what is meant by albedo and which parts of Canada would have a higher albedo.
• Be able to identify and describe air masses by their classifications such as mP, mT, cA, cT.
• Know the three types of precipitation; frontal/cyclonic, relief/orographic and convectional. Be able to fully explain the various types and be able to draw a rough diagram of each to help your explanation.
• Be able to calculate the change in temperature as you go up or down a mountain depending on whether the air is dry or damp.
• Be able to describe the climate of a particular location based on the factors that influence climate. For instance why is the climate of St. John’s different or the same as that of Saskatoon, Saskatchewan?
• Know the difference between a maritime and continental climate. Be able to provide some examples.
• How are hurricanes and tornadoes the same/different?
• Be able to interpret a climograph.
• Know why maritime climates have a smaller temperature range than continental climates.
• Be able to construct a climograph for a location if you are given the temperature and precipitation amounts for a year. Be able to answer questions based on the climograph.
• Some terms to make sure you know in addition to what have been mentioned are:
- temperature range
- land/sea breezes
- rain shadow
- condensation
- Chinook
- jet stream
- front
- atmosphere
- radiation

Outline of Test
- 30 Multiple Choice
- Compare two climographs
- 2 questions – types of participation/factors that affect climate
- Climograph and answer 10 questions

Test on Chapter 4 on Thursday.

Today we reviewed types of precipitation and climographs. Students were given a handout on types of precipitation and a climograph to complete for further practice.

Will be available for extra help on Wednesday after school for any that wish assistance.

Most students have handed in their work for correction although missing a few. Those students will not be able to receive feedback on their work prior to the test if it has not been handed in.

Students worked on their in class assignment today. Will be given Friday as the last class in which to complete the activity. Will have to hand in by Monday's class. Will have a test next Thursday, December 16, Period 4. Outline will be given next week. Most students are getting the concepts covered on the assignment. I will be working with some students during lunch on Friday. Others are welcome to stay as well.

Today we did a couple of things in class

• First we had a quick review of the five factors that influence climate. Students should be able to explain how these factors affect the climate of various locations. For example they should be able to explain why the climate of St. John' s Newfoundland is different from that of Regina, Saskatchewan.
• We also used an Internet tool to look at the climographs of various locations around the world. Students can view it at home by googling world climographs. It is a great study and review tool.
• Finally students were given a worksheet to work on in class. They will also be given the class on Thursday to complete the work. The major part of the work is the creation of a climograph of Saskatoon, Saskatchewan. This work will need to be handed in after the class on Thursday. Students should definitely use their time wisely as they will be given credit for the work.

Finished notes on the five different factors that impact climate. Today we finished landforms and nearness(proximity) to water. Students were then give five questions to work on which will have to be finished by the end of Tuesday's class. The questions are #10 (a) page 56, #13 page 57, # 15 page 58 and #16 & 17 on page 59. In addition during the next two classes students will be given various activities to work on which will require them to demonstrate their knowledge of how the five factors impact climate.

I anticipate giving some type of assessment on this topic next week (December 13 - 17). The exact type of assessment and date will be decided by the end of the week.

The last two classes we have looked at two more factors that influence weather; they are air masses and altitude. We have also looked at two types of rainfall (cyclonic/frontal) and (relief/orographic). Bold term is the term we will use most often. Students were given notes as well as provided with video demonstrations of how the different types of rainfall occur. Next class we will look at landforms and nearness to water as factors. Students will then ahve acouple of classes to work on various questions and activities to demonstrate an understanding of the concepts we have covered. Class is encouraged to see me for extra help as I am finding that students that do not pay the best best attention in class are the students that experience the greatest difficulty on assigned work. There is probably a connection.

Today we covered air masses through a power point presentation. Key elements of air masses were identified and also the names which we use to identify the air masses. On Friday I will give a short quiz (18-20 objective items that deals with the information we covered today. On Thursday I will be at meetings but students will have an opportunity to complete some questions we have assigned and work on activities(Word scrambles/crosswords) that will help them with weather terminology.

Climate

Today we finished notes and discussion on latitude as a factor that affects climate. The new term today that is important is the albedo effect. Students were then given some questions from the textbook to work on - # 3, 4, 5, 6, and 7 on pages 49 - 51. For number 7 they were given a worksheet to help them in completing the work.

We also spent a few minutes at the beginning of class talking about the recent announcement of the 6.2 billion dollar project on the Lower Churchill. It does present a lot of opportunity for students in the future and is an important event in our province. Hopefully students can see the relevance and it is a case of where our geography is certainly helping make our province a more prosperous place.

The last two classes we have started the chapter dealing with weather (Chp 4). The first class we covered the five factors that influence climate. Students must know these;
- latitude
- landforms
- proximity to water
- altitude
- air masses

During the next few classes we will study these in detail. Last class we began doing that with latitude. Students were also made aware of the link on the school web page to the weather station at LBA. Parents and students should access this link to check out the most up to date information on weather available for Bishop's Falls.

Test tomorrow. Today we reviewed for the test. Students were given a review sheet to assist them in their review. Good luck. I am available over lunch if stduents wish to have some help.

Today we worked on various exercises that work with the concept of contour lines and topographical maps. We will finish this on Tuesday. Our next test will be during Friday's class and will be included on the evaluation for the first Progress Reports in a few weeks. The test will include: 20 Multiple Choice/5 Fill in the Blank
What are the five forces of erosion
Label the Rock cycle - students will have to place the following terms on the diagram; weathering and erosion, heat and pressure, melting, cooling, and compaction and cementation. They have a diagram with this information already.
Contour map - Using a contour map students will have to answer several short questions
Topographic map grid - students will have to use eastings and northings to identify locations
Given an outline map of Canada they will have to identify where the Landform regions in Canada are located on the map. Study the map in your textbook on page 30 to help with this.
The test is not difficult but requires students to refer to and use the skills we have worked with the past few weeks.

We have been looking topographic maps the last two classes and learning how to read them properly. In addition we have also worked with contour lines and what they tell us. Today we did a couple of activities that got students to apply their knowledge of the past couple of classes.

Students were informed that they can expect another test/assessment prior to the long weekend which will provide another mark for their first progress report in November. I would expect the tentative date for that assessment to be on Friday, November 5, 2010.

Students should make sure they have read section 3 of their textbook (pages 26 - 47) by now and should be reviewing material we cover in class.

If students want to review some good information on topographic maps they should google atlas of Canada and they can zoom in and view topographic maps of any areas in Canada.

Worked on topographic maps during Thursday's class. Elements of a topographic map were presented quite thoroughly. Students given some problems from Textbook to work on. They were #7, 8, and 10 on pages 33 -35. These should be finished for Tuesday's class. Today we are finishing a college activity that the students started on Wednesday. Students should see me when they require extra assistance.

The first test was handed back on Monday. Students who experienced difficulty were asked to do the test as homework and correct items they had wrong. They could then hand it back to me and I would credit it to them in the homework category of their evaluation. Students have to make sure they know the provinces and territories of Canada as well as the provincial and territorial capitals. It is an expected and easily achievable outcome. I am available for extra assistance most days if asked.

On Monday students were also given a worksheet that dealt with most of the terms to be covered in respect to landforms. They are to complete this in the next week if they did not complete in class. In Wednesday's class the students will be working on a collage of the various landforms in Canada in the Art Room. This should enable them to visually be able to identify with the various landform regions in Canada.

1st quiz tomorrow - Wednesday, October 13, 2010

We will have our first test tomorrow prior to the two day close out for teacher PD. Students were given a good overview of the test today as well as provided with some notes to help them review. Students should do well if they have prepared.

Students will have to know:
-provinces/territories and capital cities
-time zones
- the rock cycle (students were given a PowerPoint presentation on this cycle as well as a handout with the terminology they would be expected to know)
- the landform regions of Canada - at this point students should know the names of the various regions and be able to answer some basic questions such as in which landform region would you find Saskatchewan?
- know the four geological eras outlined in the textbook; which was the longest? which one are we in now?
- students will also have to write a short essay outlining what is good about living in Canada - What are the disadvantages/advantages, etc. This is very much like the essay they wrote a few weeks ago.
Good luck - Enjoy the break!!

First Test - Wednesday, October 13, 2010 - Period 5.

The first test is scheduled for next week before students are off for a few days due to the PD Conference. The test will give me some feedback as to what students have retained during the first month. The test will be straight forward and students will need to know and use information related to the following

• Know all provinces/territories and capital cities and be able to identify provinces/territories on a map.
• Know landform regions
• Know time zones and be able to tell time in various time zones
• Be able to write a short essay on the geography of Canada such as what are the advantages/disadvantages presented by Canada's geography, why is Canada a good place in which to live or explain how Canada is a very diverse country. The question can be asked in a variety of ways but you can sue the same information to answer the question and give your thoughts at the same time.
• Some(not all) of the terms to make sure you know are:

igneous, metamorphic, relative location, sedimentary, compaction, cementation, sediment, extrusive rock, intrusive rock, weathering, erosion, absolute location, Prime Meridian, equator, longitude, latitude, lines of parallel, region, Cenozoic, Mesozoic, Palaeozoic, Precambrian, era, impervious, rock cycle.

We are now looking studying Unit 2: Physical Diversity. We introduced the unit today and looked at a slide show of images of Canada. The various regions that we will be working on were noted and students were then given a blank map on which they had to identify the various landform regions of Canada. It is important that they know the various regions by name, and be able to identify those regions. Also students should be able to relate to and respond to the fact that Canada has a lot of diversity. Diversity is indeed a concept they should be able to relate to.

Monday, September 27, 2010

Finishing up work on latitude, longitude, and time zones. Will be engaged in an activity during the nextclass that works to ensure that students understand time zones especially. Students have to know what latitude, longitude are and how time zones work. The learning outcome they need to understand is that location and time are important elements in a world that is shrinking due to improvements in transportation and communication.

Students had a number of activities to hand in last Friday and I have received most of them. The work handed in was quite well done. Will be in touch with students from whom I did not receive work later this week.

How Well do I Know Canada??

As previously mentioned the first 3-4 weeks will be devoted to ensuring that students have a basic understanding of the nation of Canada especially from a geographical perspective. Today we spent the class going over the provinces/territories and the respective capital cities. In addition we looked at the various regions into which we can divide the country such as Atlantic Canada, Central Canada, the West(Prairies/Pacific) and the North. This is information students MUST know. During the next two classes I will be absent attending Administrator's meetings in Gander. During my absence there will be plenty of work for students to work on based on information we have discussed in class and pages 12 -23 in their textbook. This work has to be handed to me in Friday's class, September 24, 2010. I will not accept late work unless there is a valid reason for such. Have a good week. Will update again on Friday.

Here We Go!!

We have now had about 5 classes in Canadian Geography and we starting to move through our first unit where we are basically trying to help students develop a firm understanding of Canada in terms of its size, challenges, benefits, and what it means to them. Students should read through Unit 1 (pages 3 - 23 by the end of week 3 (September 24). In the last week have been asked to complete two activities; one was to create a poster that highlighted what Canada means to them. Some of the work handed in was great and demonstrated some thought and effort. A second activity required them to work with the largest 10 countries in the world. they had to determine a number of squares for each country and colour it on a chart. The point is to help them realize the variation in sizes of countries and that 10 countries occupy almost half of the earth's land mass while the remaining 175-180 countries make up the remainder. Today's class saw us brainstorm the benefits and challenges presented by Canada's physical size which ranks it second in the world while having a population of about 33 million. Students should be able to write a short essay on that topic if and when required.

Students must make sure all assignments are completed or credit obviously will not be received.

Welcome to Canadian Geography 1202. I am looking forward to working with the Level I students to obtain their Canada Studies credits towards their high school graduation. Below is the outline I gave to students during the first class outlined the course and the evaluation scheme. During the first couple of weeks we will be working to make sure that everyone has a good understanding of some of the necessary items students should know such as the basic geography and demography of Canada. We will be learning about Canada within its borders as well as in respect to the rest of the world. That is a key concept for the year - Canada is a nation that is impacted by and impacts other nations of the world. No nation can exist in isolation. Looking forward to a great year.

Course overview and evaluation

Welcome to Canadian Geography 1202. I know we will have an enjoyable year learning about various aspects of Canada from a geographical perspective. Below you will find the four areas or
“understandings” which we will be focusing on during the year. The understandings promoted in Canadian Geography 1202 may be grouped according to four themes:

The Natural Environment (Understandings 2.1.1, 2.1.2, and 2.1.3)
The student of Canadian Geography 1202 will examine the vast, physically diverse, and northern character of Canada. These characteristics have an impact upon life in Canada, whether it is felt in the types of land activities which are carried on, or reflected in the distribution of population.

Natural Resources (Understandings 2.1.4 and 2.1.5)
Canada has a vast storehouse of resources for the responsible use of Canadians. These resources
are neither limitless nor evenly distributed, however, and what is a resource depends upon the
needs and wants of Canadians, their attitudes, and the types of extractive technologies available.
Resource utilization requires responsible but difficult choices since they affect the quality of life of Canadians.

The New Economy (Understandings 2.1.6, 2.1.7, 2.1.8, and 2.1.9)
Canada, like any other developed nation, has experienced a series of economic evolutions. Early
in its development, Canada's economy was primarily driven by the extraction of cheap resources, to be replaced during this century by the processing of resources through the use of cheap energy. Given recent economic restructuring, Canada's economy is becoming more service-oriented. In response to the need for the immediate access to knowledge, the economy is now driven by the rapid exchange of information and the production of technologies related to it. This trend has an impact on life in Canada, whether it is where Canadians live, or the quality of life of our cities, towns and villages.

Connections (Understandings 2.1.10 and 2.1.11)
Given Canada's vastness and the economic shift toward knowledge-based activity, the rapid
movement of people, goods, and information is fundamental to the country's economic health.
Modern linkages are beginning to minimize the impact of distance and location as they make it
possible for Canadians to interact with each other quickly and effectively. Canadians also
recognize that modern linkages make Canada a part of a complex and interconnected world
community. More than ever, Canada is subject to international economic, political and cultural
influences, and yet has its own contribution to make to the well-being of other countries.

Proposed Evaluation Scheme
Unit/Chapter Tests 20%
Mid Term 20%
Final 30%
Projects/Assignments 30%

Textbook Resource: Contact Canada

Work Hard and enjoy the year. I am always available within reason for extra assistance.

In Friday's class I went through the outline of the test and emphasized the things that they should focus on. One of the challenges is that I have not received some work from some students this year and this term in particular. As a final opportunity for students to make up work I went over 6-7 assignments and if I have not received the work from the student I gave them the assignment again. Students can work on them in class this week and I will accept until Friday (June 11) of this week. While the students are doing this work I am helping other students with work individually or in groups of 2-3. If I cover certain topics in class students can follow and take notes if they are also having difficulty with the concept.


Final exam is on Tuesday, June 22 in the afternoon. I can help students right up until the test if they wish to come in during exams for help. Give me a day's notice first.

Good luck.

Working with Section 3.8 for last class, today and tomorrow. Will also be working with this section tomorrow - going through the Understanding Concepts section together. Students should know how to create a line graph, bar graph and circle(pie) graph to display information.

Will cover new material next week and then review for final 2-3 classes. See me for extra help for finals if needed.

We covered Section 3.7 on Instantaneous and Constant Speed today. Students should know the difference between average, constant and instantaneous speed. Complete Questions 1, 2, 3, & 4 on Page 153.

The last few classes students have been creating their Popsicle stick bridges which we tested last class. Congratulations to Sam Davis and Sam Jerrett for designing the strongest bridge. Today students had to define terms which will be on their final exam. Next class we will be covering Section 3.7 Instantaneous and Constant Speed.

Get ready for finals - Work and Study Hard

Last week students worked on an activity that required them to complete crossword puzzles dealing with the Physics concepts of sound, motion, and energy. Students will be required to know the terms covered on the crossword puzzles. Today we clarified their model popsicle stick bridge project they will be working on for the next three classes. Students are in groups of two and bridges will be tested on Wednesday, May 12, 2010. Marks for strenght, effort, style, and the report which will be due after the strenght testing class.

Worked on graph of world 100 meter champions over last 98 years. Also had to write explanation of why they thought records were getting better. Based on Section 3.5 in text.

We spent the first couple of classes after Easter finishing our Internet assignment. If students have not finished they have until Monday, April 19 to get the assignment in. Today is also the deadline for the assignment on gas mileage of cars and trucks that includes graphs as well. Today we started Section 3.5 in the textbook and we will be working on this next day as well. Students have two problems to finish tonight fro tomorrow's class.

Students have worked the last three classes on a project where they created graphs on mileage of different vehicles. They also answered questions on those graphs. Has to be in by Friday, March 26, 2010.

Students began work on an assignment they will work on in class the next two classes. The graphs were explained to them in class and they are given assistance if needed. Project/Assignment is due on Thursday and is an important piece of evaluation.

We have worked for 2 days in the Library on an assignment where we are comparing vehicles. We used today to go through Section 3.4 How Could you Choose the Best Vehicle. Next class we will work on graphs dealing with highway and city driving as well as annual fuel consumption.

Did test on Metric system. Hopefully will go over and start new topic on average speed next class. May have test back tomorrow as well.

Test is moved from Friday to Tuesday's class. We will have one more class working with the metric system. I am available for extra help for students outside of class. More and more students are catching to how to handle the metric system and convert from one unit to another and also compare units. Remember the step/stair method. Move the decimal the same number of places you move steps and in the same direction left or right.

We have been working on the metric system this week. We have been converting from one unit to another and comparing units. Test scheduled for Friday, March 5, 2010 on the metric system.

The last two classes we have been working on the metric system. Should now know the different units for mass, volume and distance and be able to convert from one unit to another. Today we completed three worksheets on converting from one unit to another. If students still have difficulty they need to see me for extra help.

We have been working on speed and motion this week. Today we went over rounding numbers to the nearest tenth, hundredth, and thousandth. It is an important skill that is needed. Worksheet is available for those who were absent. Read section 3.2.

Today we tested our paper airplanes for distance. Nick Faulkner had the longest distance with all three designs and even in a showdown design against the class. Must have some talent in this area!! Way to go Nick!!

Next class we will look at speed limits and arguments for and against higher speed limits. Have a good weekend.

We are now working on Pages 136-137 which deals with distance and speed. Students need to know three formulas; d = v x t v = d/t and t = d/v

They have a worksheet to complete for Wednesday's class that involves calculating distance, time and speed.

Today students were given their mid term exam and were able to go over the test. If they want to go over in further detail they can arrange an appointment with me.

We also started the next unit. Students should read the first few pages of the unit and complete the second side of their worksheet on speed for Thursday's class. Get to know the formulas we are studying.
For instance distance = time x speed
d = v x t

Speed = distance/time
v(speed) = d/t

Time = distance/speed
v = d/t

These will help a lot with work we are completing.

We are reviewing for the Mid Term exam during this week. The format of the exam is below below and there is also an opportunity for students to obtain extra credit by completing the work found below. They will have opportunity during class time on Wednesday and Thursday to complete this work as part of their review. Mid Term exam is on Thursday, January 28, 2010 during the afternoon session.


The midterm exam will consist of the following format.

Section 1: Identify the type of reaction 10- 15

Section 2: Balance the equations below. 10 – 15

Section 3: Label the Digestive System

Section 4: Elements of the Periodic Table 15 – 20 Given the symbol provide the name and atomic number.

Section 5: Identify the following WHMIS symbols.

Section 6: Identify the following Hazardous Household Product Symbols.

Section 7: Match the letter and symbols above with the definitions below (WHMIS)

Section 8: 21 short answer Questions. Space will be provided for the answers.

Section 9: Answer questions based on the pH scale provided. (Complete a table with whether a substance is an acid/base and give pH).


As an opportunity to obtain extra credit students can answer the following questions and hand in by the end of this week (Friday, January 22, 2010). It will also help with review.

1. Explain chemistry and write a paragraph outlining where we will find chemistry in our everyday lives. Be as detailed as possible.
2. What are five physical properties we can use to describe chemicals?
3. What does WHMIS stand for?
4. What is matter?
5. What are the 3 states or phases into which we can classify matter?
6. Matter can change from one state to another. Using the correct terms identify those changes and what is occurring during the changes?
7. What are the four categories of household hazardous products?
8. Household hazardous products can be divided into categories which have three levels to indicate the degree to which the chemical is dangerous. What are the symbols we use to indicate the various degrees and what does each symbol mean?
9. Why do you think we use hazardous chemicals when safer methods and materials are known?
10. What is the difference between the physical property of a compound and the chemical property of a compound?
11. The formation of a new compound is called a chemical change. What are four clues that a chemical change has occurred?
12. A. What are five types of chemical reactions?
What are reactants and products in a chemical reaction?

We are finishing the last new topic before mid term exams. Students will have a couple of days to practice balancing equations. This activity takes practice, practice practice. Some students are getting this fairly well but some are having difficulty largely due to not trying. It is not that difficult.

Work hard.

Working on Section 2.8 which will be our last complete section prior to Mid term exams. Our mid term is scheduled for Thursday, January 28 during the afternoon session. Students have #2 on page 91 to finish for tonight. Starting Friday we will start reviewing and preparing for mid term exams.

Happy New Year!!

We have 9-10 classes before mid term exams. The first 6-7 will cover new material and then we will spend time in review. Today we are working on Section 2.6 and then we will move to section 2.8. Work hard and get all overdue assignments caught up.

See me if any extra help needed.