Lesson 10A: Climate Assessment and Weather Phenomena

Agenda

  • In class Climate Analysis and Assessment
  • Upcoming Quiz!
  • Weather phenomena: Tsunamis!
    • Class Note: see below
    • Video 1: The (opening scene) from the ‘Hereafter’ ( Hollywood depiction)
      • Disclaimer: There are some shocking scenes, be prepared. Speak to me before we view if there are any concerns
    • Video 2: The Wave that shook the world
    • Activity: Tsunami Survival Kit: What would yours have?
    • Video 3: Tsunami: Causes and Characteristics 
      • Accompanying worksheet

Class Note:

Tsunamis (pronounced soo-ná-mees), also known as seismic sea waves (mistakenly called “tidal waves”), are a series of enormous waves created by an underwater disturbance such as an earthquake, landslide, volcanic eruption, or meteorite. A tsunami can move hundreds of miles per hour in the open ocean and smash into land with waves as high as 100 feet or more.Image result for what are tsunamis

From the area where the tsunami originates, waves travel outward in all directions. Once the wave approaches the shore, it builds in height. The topography of the coastline and the ocean floor will influence the size of the wave. There may be more than one wave and the succeeding one may be larger than the one before. That is why a small tsunami at one beach can be a giant wave a few miles away.

All tsunamis are potentially dangerous, even though they may not damage every coastline they strike.

The most destructive tsunamis have occurred along the coasts of California, Oregon, Washington, Alaska, and Hawaii.

Earthquake-induced movement of the ocean floor most often generates tsunamis. If a major earthquake or landslide occurs close to shore, the first wave in a series could reach the beach in a few minutes, even before a warning is issued. Areas are at greater risk if they are less than 25 feet above sea level and within a mile of the shoreline. Drowning is the most common cause of death associated with a tsunami. Tsunami waves and the receding water are very destructive to structures in the run-up zone. Other hazards include flooding, contamination of drinking water, and fires from gas lines or ruptured tanks.

Source: Fukuji, Tammy. “What Are Tsunamis, and What Causes Them.” What Are Tsunamis, and What Causes Them? – International Tsunami Information Center. Unesco Organization, n.d. Web. 28 Sept. 2016.

Video 1:

Video 2:

Video 3: Tsunami Causes and Characteristics

Lesson 10: Climate Analysis and Regions continued

Learning Goals

Student shall…Image result for mapping
-understand and explain the climate patterns of Canada’s eight climate regions
-complete a Climate Region map to demonstrate your knowledge of the locations of each climate region


Copy of Climate Map: climate-regions-chartclimate-regions-map-academic


  • You will need this completed map and Worksheet to complete your in class climate graph assessment. 
  • It is very important that you complete any work assigned in class @ home.
  • Your assessment will be done in class only, you will be able to use the above worksheet once it is completed.

Lesson 8+ 9: Climate Analysis and Regions

Learning Goals: 

  1. Student is able to construct and draw conclusions about climate regions using graphic information (climate graph)
  2. Student is able to locate and recall the characteristics of climate regions across Canada

Image result for oh canada

Agenda

  • Climate Graph construction (Toronto and Vancouver)
    • Conclusions made?
  • Climate Regions of Canada Map + Details
    • Hard copy only
  • Climate Graph Activity: Making Conclusions
    • In class Assessment, hard copy only

Image result for climate zones canada

Lesson 7: What about weather and climate?

Learning GoalsImage result for weather and climate

Student is able to…
-decipher the difference between weather and climate
-be able to list and explain the factors that affect weather
-read, understand and create a climate graph


Agenda

  • Wrapping up Plate Tectonics + Glaciation
  • What is the difference between weather and climate?
  • Video 1: Weather vs. Climate
  • Video 2: Severe Weather
  • Intro to Climate Graphs: details, what they show and conclusions to be made
  • Climate graph practice (see below for copy)
    • Climate graph Video (reminder, if you need it)
    • Factors that Affect climate PPT (copy below)

 

 

Copy of Climate Graph Practice:

 

How to create a climate graph

Lesson 6: Glaciation- Shaping Our World

Learning Goals:

  • glacier_largeStudent is able to understand the concepts behind glacier formation
  • Student is able to describe the contribution of glaciers to geography
  • Student is able to describe and understand the history of glaciers

Agenda:

  1. Recap: What are glaciers?
  2. Glaciation worksheet: glaciation-notes
  3. Videos: All About Glaciers, How do they shape the land?
  4. Glaciation: Before and After Pictures
  5. Activity: Glacier Comparisons

Glacier: a slowly moving mass or river of ice formed by the accumulation and compaction of snow on mountains or near the poles.cc15de4d-3449-4ba6-8e56-feea6be2179c.jpg

Glaciers shape the earth due to a process called EROSION 

Erosion: the movement of the earth’s surface from one location to another

  • Continental Glacier: Spreads itself out using it’s own weight
    • Expand existing rivers and lakes (The Great Lakes)
  • Alpine Glacier: Found in mountainous areaseeaecf3c-318f-4691-88e9-fd7cf36817fb
    • Creates a U-shaped valley with moraine at the base
  • Moraine: a mass of rocks and sediment carried down and deposited by a glacier, typically as ridges at its edges or extremity.

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download (1).jpeg

 


Video 1: All About Glaciers

Video 2: How do glaciers shape the landscape? Animation


Glaciation: Before and After

WZn8UECe9AV6nlZNfUkj_glaciers8 (1).jpg

Montana, USA: 1930- 2008

3022948-slide-icemelt.jpg

Muir Glacier, Alaska: 1941- 2004

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Toboggan Glacier, Alaska: 1909- 2000

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In Canada…

decker-glacier-at-whistler-blackcomb-in-2006-and-2014.jpg

Decker Glacier, Whistler, B.C.: 2006- 2014


Activity: Glacier Comparisons

thumbs-up-192.pngInstructions:

  1. In your group, given to you by the teacher, you will be given a glacier comparison/description
  2. On a piece of chart paper, you will have to give a VISUAL REPRESENTATION of what this may look like in regards to a GLACIER
  3. You must show and explain the image to the rest of the class

Lesson 5: How was our Country made?

Learning Goals

  1. Student is able to understand ALL the processes that have shaped the Earth and Canada
  2. Student understands the importance of glaciation in the formation of our Country
  3. Student is able to describe how varying processes shape, change and create land masses

AgendaImage result for tectonic plates

  • Wrap up notes on T-chart activity from yesterday (re: videos)
  • Introduce The Earth’s Layers (Diagram)
    • Video 1: Pangaea (Bill Nye)
  • Introduce Glaciation and how it has shaped Canada (note)
  • Powerpoint: Tectonic Plates, Volcanoes and Erosion
    • PPT copy: plate-tectonics-volcanoes-and-erosion
    • Video 2: Plate tectonics Explained
    • Video 3: Plate tectonics and Volcanoes
    • Video 4: Different Types of Plate Boundaries
      • As you watch the clip, notate the different ones.
    • Video 5: Erosion, Deposition and Weathering

Video 1: Bill Nye and Pangaea

Video 2: Plate tectonics Explained

 

Video 3: Plate tectonics and Volcanoes

Video 3: Plate tectonics and Volcanoes

Video 4: Different Types of Plate Boundaries

Video 5: Erosion, Deposition and Weathering

Using the Video- what are the differences?

Lesson 4: What does our Country look like?

Learning Goals

  1. Student is able to identify Human Geography vs. Physical Geography features as well as ‘what is where, why there and why care” re: videos on Canadian Landscape
  2. Student is able to identify the Types of maps that exist and what they show
  3. Student is able to identify the layers of the Earth, their compositions and physical properties
  4. Student is able to identify the functions of plate tectonics and its impact on shaping the physical landscape especially in Canada (Canadian Rockies for example)

AgendaImage result for canadian landscape

  • Wrap up on Maps and Mapping
    • What is a map (video 1)
    • Types of Maps (Handout)
  • Recap Human vs. Physical Geography with examples
  • Recap ‘what is where, why there and why care’ concept
  • Mapping Assignment 
    • Copy of Assignment:  lesson-3-mapping-evalution        
      • View videos on Canadian landscape with T-chart activity
        • Using the graphic organizer, complete the following sections and headings
        • View Videos below using this graphic organizer: landform-regions-of-canada-word
        • Discuss the process of Glaciation (note) and how it shaped Canada
  • Introduction to the Earth and it’s Layers (diagram and labeling)

Video 1: What is a map?

Use the video to notate: What is a map, elements of a map and types of maps.

Video 2: What does our country look like?

Video 3:

Video 4:

Lesson 3: Where am I?

Learning goals:
1. Students should be able to decipher between North, South, East and West
2. Students should be able to list all of Canada’s provinces, capital cities and major bodies of water including labeling of  Canadian Resource distribution
3. Students should be able to use their mapping skills to complete a map of Canada including the major elements of mapping


AgendaImage result for where am I

  • Demonstration of Direction and compass use (Map of Ontario-below)
    • Atlas Activity to follow (see instructions below)
    • Instructions: Using the map of Canada, specified by your teacher complete the following
      • What is the direction of Toronto FROM Hamilton?
      • What is the direction of Toronto FROM Halifax?
      • What is the direction of Winnipeg FROM Vancouver?
      • What is the direction of Thunder Bay FROM Regina?
      • Describe the location of the following places in relation to the LANDMARKS and DIRECTIONAL information. 
        • Hudson’s Bay
        • Lake Ontario
        • Yellowknife
        • Iqaluit
        • Charlottetown 
  • Complete the Show of Hands Assessment and hand in
  • Canada Mapping Activity (Evaluation)
    • Make sure you look at the Evaluation Rubric- know how you are being marked!

Image result for map of ontario

Lesson 2: What is where, why there, why care?

Learning Goals

Student should be able to…

  1. Identify the 3 major concepts in geography- what is where, why there, why care?
  2. Application of 3 major concepts 

Agenda

  1. Course outline + housekeeping items
  2. Introduce the 3 major concepts of geography
  3. Show of Hands handout (def’n of geo + class discussion activity)
  4. Video: View 2X and apply concepts, table discussion
  5. Show of Hands Assignment (Assessment)-                                                                                  -Copy of Assignment: lesson-1-show-of-hands-assessment

 

 

What is where?                     Why there?                                   Why care!?

The video shows all three of these concepts. Can you figure it out?