The Monograph (la version anglaise)
Essential Resources for Geographic and Environmental Educators
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Issue Vol. 64, No. 2
Publication Date: August, 2013
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It has been a very long, hot, and dry summer! Large sections of forest in Northern Ontario are being completely obliterated by expanding wildfires. As fire plays a vital role in the regeneration of our beautiful forests, they are generally allowed to burn their course without human interference. In attempts to encourage new forest succession, humans will deliberately start fires in specific areas to recreate the natural cycle and this can be done safely under controlled conditions. Unfortunately, there are instances where forest fires begin to burn out of control causing catastrophic amounts of damage. An example of this recently occurred in Slave Lake, Alberta, where an entire town was practically consumed by an unwieldy forest fire.
Author(s): Heltner, Irene
Note: Teachers and students will discover the many changes made to the 9th Edition of the Canadian Oxford School Atlas. Some material from the 8th Edition has been omitted (Physical map of Canada); other data has been updated (Pluto is no longer classified as a planet). In the years following the publication of the previous edition, many climatic records have been broken, and economic losses and lives lost due to natural disasters have increased, as shown by the updated statistics. This edition reflects the changing state of our planet and its population.
This exercise is designed to help students become familiar with the Canadian Oxford School Atlas, 9th edition, and its usefulness in the study of Physical Geography. Students should keep these pages at the front of their notebooks for later reference.
Author(s): Cox, James
This lesson will focus on analysing population pyramids from different countries that differ in regards to their Human Development Index Ranking (Very high, Medium, Low). Students will make observations and will inference if a country is highly developed, medium, or low based on the population pyramid for that country.
Students will have prior knowledge of Human Development Index and will have been introduced to population pyramids recently in a lesson from last day. Students will have already completed lessons on Quality of Life and indicators that help in developing it.
Students have also recently completed a lesson from the Think Literacy Geography Grade 8 resource on learning how to read population pyramids. There is a short formative assessment to gauge whether students comprehend the indicators of quality of life and can identify how shapes in pyramids help reader to identify some of these indicators. Students will have the opportunity to improve on checklist assessment on their own time to meet expectation.
Author(s): Ellis, Amanda
This is a hands on activity demonstrating responsibility and stewardship of an egg that represents the Earth.
• understand that each of us is responsible for taking care of the planet
• understand that being a steward is not always easy Success Criteria
• Students complete a stint as an Earth Egg Steward
• students complete journal entries describing their experiences
• completed discussion and handout
Author(s): Roulston, Kristen
Editor’s Note: The following activity was used as the final activity of the Kenora Spring Conference and was assigned in the first Friday session. It has been included here to serve as a possible model for other teachers to use in developing similar activities that could be used in all types of field studies and all grades in their local area. Be creative!
This photo essay provides an opportunity for students to combine the written word with visual supports related to any experiential education activity.
Create a ‘snap shot’ of your experience and the knowledge gained during your visit to Kenora and its surrounding area. You will capture several photos/videos that can be linked to themes and captions will be included to support the learning that you have acquired.