COURSE DESCRIPTION

This course examines the main elements of the physical environment (climate, soils, landforms, oceans, vegetation), the processes that shape them, and the relationship between the environment and human beings. Students will apply a wide range of geographic tools and methods to explore the distribution and ongoing evolution of the elements of the physical environment on a variety of scales, from local to global. 
 
 

Date  

Lesson 

Assignment / Homework 

 September

4

Handouts and course outlines 
Textbook distribution 

Unit 1: The Nature of Physical Geography 
Definition: What is Physical Geography? 
 
 

Expectations: describe the difficulties and limitations inherent in quantifying the processes and elements of the physical environment;

Physical Geography is: 

integrative 

spatial 

holistic 

systems oriented 

concerned with change 

September

5 - 7

The Graphing Detective

September

10 

Systems Theory 
 

Expectations: describe the flow of matter and energy through ecosystems (e.g., the hydrologic cycle, the carbon cycle) and explain the relationship of these flows to landforms, climate, soils, and vegetation; demonstrate an understanding of the effects of human activities (e.g., urban expansion, resource exploitation) on various aspects of the environment; 

Four types of systems

Morphological

Cascading

Ecosystems

Altered Systems

September

11 - 12

The Development of Ideas in Physical Geography 
Catastrophism, Uniformitarianism, Gaia Hypothesis, Chaos Theory 

Article: Baby, the rain must fall. The Globe and Mail 

Expectations: demonstrate an understanding of the difficulties involved in predicting climate change; identify careers related to physical geography; analyse educational requirements, job descriptions, current opportunities, and future prospects for a selected career related to physical geography. 

1. Look at Figure 3.7 on pg. 45 of PE. (handout)  
a)Write a possible explanation for the pattern of temperature variation that would conform to a Catastrophist's point of view. 
b) Now write a possible explanation that would conform to a Uniformitarianist's point of view. 
2. How does Chaos theory fit together with the theories of Uniformitarianism, Gradualism, and Catastrophism?

September

13 - 14

Unit 2: Topographic Mapping Skills  
Mapping and map imagery 
Mapping Skills - Map Scale Conversion 
 

Expectations: demonstrate an understanding of the technology available for mapping, imaging, and measuring features and phenomena on the surface of the earth;

Geolab #3, pg. 8, Questions 1 - 9 
Geolab #8, pg. 16, Questions 1 - 3 
Geolab #9, Pg. 17, Questions 1 - 4 
Spot heights to contour lines handout sheet 

September

17 - 20

Mapping Skills - Contour Mapping 
 
Complete the Treasure Hunt Geolab # 17, pg. 32 

HAND IN (32 marks in the application category)
 

Drawing profiles from contour maps handouts 
Geolab #13, pg. 24, Questions 1 - 3a) 
Geolab #16, pg. 30, Questions 1 - 8 

September

20 

Drawing contour maps 
 
 
 
 
 
 

Expectations: demonstrate an understanding of the importance of field verification (ground truthing) of data collected from remote sensing instruments, including satellites;

Assignment: Draw a contour map of your face. 
The datum plane is the plane behind your ears. 
The contour interval is 1 cm. 
The scale is 1:1 (life size) 
Construct a model out of corrugated cardboard. 
Does it look like you? 

Expectations: produce and interpret maps, diagrams, charts, and models;

September

20

Unit 3: The Earth in Space   
The Origin of the Universe - The Big Bang Theory   
-note to compare the three hypotheses of the Big Bang Theory.  
Figure 2.4 a) b) and c) on pg. 22 PE  
-Draw a sketch to help explain each hypothesis. 
The Origin of the Solar System - 
The Nebular Hypothesis    
 

1. Read pgs. 8 - 13 in your textbook. Answer Qs 1,3 on pg. 15. 
2. Suggest reasons why the record of the early history of the earth is difficult to find in the rocks that make up the present surface of the earth.

September 21

The Moving Earth 
Click here to read the note on the moving earth 
Rotation, Tilt, Orbit 
 
 
 
 
 

Expectations: explain how the earth’s orbit and tilt relate to the seasons and annual variations in climate; explain the potential effects of long-term climate change (e.g., global warming) on different parts of the world;

1. What effect might the present orbit of the earth around the sun (perihelion in January) have on winters in the northern hemisphere? in Australia? In approximately 11000 years, what situation will prevail during northern winters? Explain your answers.  
2. a) Draw a simple sketch map to show the area of the northern hemisphere that can be called the "land of the midnight sun".  
b) Explain why this area can boast of such a phenomenon.  
c) Why does this phenomenon help explain the great contrasts in temperature between winter and summer at such high latitudes.                  
3. Describe the conditions of revolution and tilt that would cause the contrast between winter and summer temperatures to be least.

September 24 - 27

The effects of a moving earth 
The Coriolis Force, Time zones  
 

Using a world time zones map:  
1. What would people in Paris, France, likely be doing when people in Vancouver are eating breakfast?  
2. In flying from Toronto to Rio de Janeiro, Brazil, what adjustments would you have to make to your watch? 
3.  What changes in time would you notice in flying from San Franciso, California to Tokyo, Japan, on a single 11-hour plane ride?  
4. If a hockey game started at 8:00pm in Toronto, at what local time would a fan in Vancouver watch his game on television? 
5. Note the differences between the theoretical and actual time zones as shown on the map. Suggest two reasons for the deviations seen in the time zones and in the International dateline.  
6. Why would a Canadian be more likely to develop a world time zone system than a Japanese resident?     
7. Describe the implications of: a) a sudden slowing down of the rotation of the earth about its axis. b) the ending of the earth's rotation about its axis. c) the ending of the revolution of the earth about the sun. 

September

Tides 
View the Earth and Moon via satellite at this exact moment 

Expectations: describe the relationship of the moon and the earth to each other and the moon’s effects on tides; 

September

TEST ON UNITS ONE, TWO AND THREE

Unit 4: Weathering and Erosion 
Denudation, Base level, weathering, erosion, transportation, aggradation, deposition (note on definitions) 
Expectations: describe the rates at which different physical processes occur (e.g., continental erosion, soil formation, tectonic uplift). 

Read pages 102 - 113     
Draw a diagram to show that weathering, erosion, and deposition are part of the hydrologic cycle.

September

Video: The Uneventful Day 

Expectations: describe the difference between human and geologic time scales; 

September

Landform regions and dominant weathering processes 
Mass Wasting, physical weathering, chemical weathering note. 

Expectations: explain the roles of water, ice, wind, and biological processes in shaping physical features, demonstrate an understanding of similarities and differences between different climatic zones and the landscape systems found within them (e.g., polar deserts in Canada’s Arctic, and hot deserts in other areas of the world); compare global distribution patterns of climate, soils, and vegetation with patterns in their local bioregion;

Dominant Weathering Process Map Assignment  
Marked out of 10

September

Unit 5: Glaciers and The Work of Ice 
The theory of Glaciation note 
Click here to view continental glaciation definitions 
Click here to see a diagram of glacial features 

Video: The Miracle Planet : Ice and Sand (30 minutes) 

Expectations: demonstrate an understanding that the world’s surface is dynamic, in that it is constantly being reshaped (e.g., mountain building, erosion); demonstrate an understanding of the cycle of glacial advance and retreat and its relationship to natural variations in global climate;

Video Question sheet 
1. Describe the changes that occur as snow becomes glacial ice.  
2. Using a two-column chart with the headings Ice-Deposited Features, and Water-Deposited Features, indicate the glacial depositional features that fit into each of these categories.  
3. How could you tell if a glacial feature was deposited by ice or water?

October

Quiz on glacial features  

October

2

Expectations: evaluate physical evidence of past climates in selected areas of Canada (e.g., glacial features in southern Ontario, fossil forests in the High Arctic); produce and interpret maps, diagrams, charts, and models;

October

3

Geolab on Continental Glacial features. 
Slide show 

Expectations: identify postglacial features in the Ontario landscape and explain how people have derived benefits from them (e.g., aggregates for construction, recreation areas); identify selected physical features on the earth’s surface (e.g., mountains, rivers, deserts) from different sources (e.g., maps, aerial photographs, satellite images, geographic information systems);

October

8

It won't be exactly like this, but you get the idea!

Field trip to Peterborough

Click here to see the field assignment and evaluation

Expectations: analyze relationships between present characteristics of local landforms and the processes that shaped them; demonstrate an ability to make observations and collect data in the field; analyze data collected in the field, using laboratory equipment or computers, and present the results; produce an independent study that applies data collected through field experiments to a local issue (e.g., waste management, soil loss, forestry, recreation);

October

9

Alpine glaciation 
 

Expectations: identify and describe the mechanisms of change within the lithosphere, atmosphere, hydrosphere, and biosphere;

1. Define the following terms in your notes: ice field, cirque, tarn, arete, horn peak, u-shaped valley, fiord, hanging valley, medial moraine, ice-dammed lake, and braided stream. 
2. Read pgs. 138 - 139 
a) Do Q # 1 on page 146.

October

10

Rules for drawing contour lines of alpine glacial features

Jigsaw activity in groups of 5 students

October

14

Alpine glacial feature drawings collected and marked out of 30 
Topographic maps of alpine glacial features. 

Expectations: trace the natural history of an area by using maps, remote sensing data, geographic information systems, and field observations;

Geolab #3 Activity: 
Geolab 8, pgs. 18 - 19. 
Answer questions # 1 - 8 
This assignment will be collected and marked out of 30.

October

15

Continue Work on: 
Geolab 8, pgs. 18 - 19. 
Answer questions # 1 - 8 
This assignment will be collected and marked out of 30.

October

16

Air Photo interpretation of Glacial features 
 

October

17

Glaciation review

Glaciation Crossword- (review for test) 
Geolab #3 Activity: 
Do Qs #1 - 4 on pg. 22-23 (Features of Continental glaciers)  
Glaciation Word Search - (review for test)

October

20

Work Period on: 
Arcview glaciation of Saskatchewan and Ontario  
Geolab activities pgs. 18 - 19 and 22-23

October

21

ISP Assignment 

Expectations: use print and electronic sources (e.g., CD-ROMs, the Internet) to locate information related to physical geography; use written, oral, and visual communication skills to present the results of geographic inquiry and analysis effectively: produce reports summarizing field experiments conducted to obtain quantitative and qualitative data about a local area (e.g., stream discharge rates);

October

22

Unit 5: Rivers and the Work of Water. 
Alluvial processes, stream erosion: abrasion, attrition, corrosion, hydraulic pressure. 
Stream transportation: competence, capacity. 
Solution, suspension, saltation, traction (definitions and diagrams) 
Lateral migration and channel development (straight to meandering river transition) 

Expectations: explain the roles of volcanoes and river estuaries in providing fertile soils for agriculture;

October

23

TEST ON GLACIATION AND WEATHERING 

WHAT WILL BE ON THE TEST? 

Definitions of Weathering and Erosion 
Erosional Processes 
Continental Glacial Features vs. Alpine Glacial Features 
Skills portion (eg. Like Geolab 8 assignment.)  

TEST TOTAL approximately /65marks

October

24

Stream channel profile diagrams 
The graded stream 
Characteristics of selected rivers 

Expectations: produce a case study in which concepts of watershed management are used to determine sustainable uses of a local environment;

1. Locate these rivers using your atlas, and label on a physical map of the world.  
2. Answer questions on the bottom of the handout using the data provided.

October

27

Collect Characteristics of selected rivers assignment mark / 19 
Drainage pattern diagrams

October

28

Definitions of drainage basin, and tributary.

Complete Intermediate Geography River Systems Handouts: 
a) North American drainage basins and b) Great Lakes basins.

October

29

Topographic features of rivers 
Collect North American drainage basin handout and mark / 28 

Read pages 185 - 191 

October

30

Eel River Flood Prediction 

Expectations: distinguish natural short-term variability from long-term trends in historical climate data;

October

31

Fluvial and alluvial features 

Expectations: analyse the impacts of selected human activities on their local environment (e.g., farming and soil erosion, vehicle use and air pollution); analyse the effects that human activities in a region or country can have on the natural environment in another location (e.g., acid rain, downstream impacts of dams)

Geolab #3, Geolab Activity #12, pg. 29, Questions # 1 - 10

November

3

The Red River Flood at Winnipeg, 1997 
Red River Flood map 
Video: CBC News in Review, Sept. 1996 

Expectations: analyse damage and casualty risks related to flooding in selected areas and identify factors that increase risk;

Read pgs. 128 - 129 in your text. 
Do Questions 1 - 3 on page 129

November

4

William Morris Davis' Classification of Rivers 
classification and diagrams note

Answer Qs. 1, 16 on pages 201 and 203 of your text.

November

5

"QUEST" ON RIVERS (half period only)

Read "Groundwater in York Region" on pages 198 - 199 of your text. Do Q 1 on page 199.

November

6

Unit 7: Arid Landscapes 
Wind and Water-formed landscapes in arid environments 
Video: The Miracle Planet: Ice and Sand (second half) and question sheet

1. Read pgs. 120 - 123 
2.  Explain how water is a major agent of erosion in an area that is dry. 
3.  Why are desert landscapes more susceptible to erosion than human regions. 
4.  Collect and mount a series of unique arid landscapes to show why such areas are prime tourist destinations (eg. Texas, Arizona etc.)

November

7

Where and why deserts exist 
Locate and label the 12 major deserts of the world.

Look at the map of the deserts you made earlier. 
Make a chart showing the four reasons for the existence of deserts, and place each of the twelve deserts you mapped under the appropriate column.

November

10

Quiz on Arid Landscapes 

November

11

Unit 8: Energy From Below 
Seismology 

Read pgs. 20 - 24 
1. Using Figure 2.5 on page 21, give reasons for the great change in the velocities of seismic waves at a depth of approximately 3000km.  
2. Explain how earthquake waves could be used to:  
a) find different densities of rock within the earth's interior; 
b) indicate whether a layer of the interior is in a solid or liquid state.

November

12

Andrija Mohorovicic and the layers of the earth. 
Using the changes in travel speed of seismic waves to examine the layers of the earth (handout) 

Expectations: describe the components of the lithosphere, atmosphere, hydrosphere, and biosphere; describe the components of the internal structure of the earth (core, mantle, crust); 

Click here to see a demonstration of the layers of the earth

November

13

The Rock Cycle diagram (review)  Rocks and Minerals of the Earth's Crust 

Expectations: differentiate among the major rock types (igneous, sedimentary, metamorphic) and explain their origins; explain why certain geological formations contain rich mineral deposits;

1. Read pgs. 67 - 83 in your textbook 
a) What are elements? 
b) What are the most important elements on earth? 
2. What are minerals? 
3. What is a rock? 
4. What is the difference between extrusive and intrusive igneous rocks? Provide examples. 
5. What is the difference between clastic and non-clastic sedimentary rocks? 
6. What are fossil fuels? How are they formed? 
7. List some uses for metamorphic rocks. 
8. Answer Qs 16, and 17 on pg. 80 
9. Describe the theory of isostasy. 
10. Make a chart to show the differences between ocean basins and continents. 
11. Answer question 18 on pg. 83 
THE EVOLUTION OF HARDWARE ASSIGNMENT

November

14

Locating the epicenters of earthquakes 
Virtual Earthquake exercise 
Video: Earthquakes 
 
 
 

Expectations: analyse the effects of environmental hazards (e.g., earthquakes, hurricanes, landslides) on human activities;

Locate the epicenter (handout and internet assignment) 
Click here if you want to go to an earthquake webpage 

Click here if you want to read about earthquakes and see some photos of eruptions 

Click here to read about (and see photos of ) tsunamis caused by the shaking earth 

Did you know that there are  Canadian earthquakes?

November

17

Three types of volcanoes  handout with diagrams 
-Cinder cones ( Mt. St. Helens Landsat images) 
-Shield cones (Mauna Loa) 
        -hotspots (( read about them here)  
-Composite cones (Mt. Etna) 
Video: National Geographic Explorer 
Hans and Katia Kraaft:  The zany vulcanologists!!  
 

Expectations: demonstrate an understanding of the trade-offs for humans living in areas subject to natural disruptions (e.g., coastal zones, slopes of active volcanoes, regions of tectonic activity such as California and Japan); 

Earthquakes and Volcanoes crossword

November

18

Plate Tectonic Theory 
Click here to see The Dynamic Earth a "Virtual Textbook" on Plate Tectonics. 
What drives the plates?  
Article: "Scientists debate what is is that makes the Earth move" from the Globe and Mail, Tuesday, May 25, 1999 

Write a comparison between the "Convection cell" theory as proposed in your textbook and the "Chemical energy" theory as proposed in the article. 

Expectations: explain the role that convection currents are believed to play in the motion of the earth’s crustal plates; 

Did you know that Plate Tectonic Theory was developed by a Canadian Geophysicist by the name of  Tuzo Wilson?

Read pgs. 86 - 92 in your textbook. 
1. When was Plate Tectonic Theory first proposed? 
2. What are the specific ideas presented in Plate Tectonic Theroy? 
3. At what rate is plate movement? 
4. Are plates continents? Explain. 
5. What was wrong with "Continental Drift Theory"? 
6. What causes the heat for the convection currents within the earth? 
7. Answer Questions 1 and 3b) on pg. 88 
8.Why do we have so few earthquakes near KCSS? 
9. Why are some mountains not growing? 
10. Answer Questions 4 - 9 on pg. 92

November

19

Four types of plate boundaries 
-diverging plate boundaries 
-converging plate boundaries 
          -subduction zones 
-transform fault boundaries 

Expectations: characterize the differences between continental and oceanic plates and demonstrate an understanding of the processes at work in the boundaries between them;

Click here for a complete reading on understanding plate boundaries (lots of diagrams and photos too!)

November

20

Zones of Inactivity: Shield Areas 

Expectations: predict both positive and negative impacts of tectonic change and climate change (e.g., earthquake risks, temperature increases) on their local community. 

November

21

Folding and Faulting 
synclines, anti-synclines, geosynclines,

Important Homework: Build a delicious, edible volcano with your group members, and bring in the finished product next class for our party!!

November

24

Plate Tectonic theory and proofs 
Click here to see a reading on the proofs for Plate Tectonics. 
Still don't believe in Plate Tectonic Theory? Neither does this scientist, and he thinks he has the evidence to prove his own theory. Click here to see what he has to say! 
 
 
 

Expectations: explain the physical evidence found on the surface of the earth and at the bottom of the oceans that supports the theory of plate tectonics; interpret the spatial relationships between mountain ranges, occurrences of earthquakes, and tectonic plate boundaries and explain the processes believed to be at work; 

Read pgs. 86 - 92 in your text. 
1. When was Plate Tectonic Theory first proposed? 
2. What are the specific statements of Plate Tectonic Theory? 
3. At what rate is plate movement? 
4. Are plates continents? 
5. What was wrong with "Continental Drift" theory? 
6. What causes the heat for the convection currents within the earth? 
7. Answer Qs # 1 and 3b) on pg. 88 
8. Why do we have so few earthquakes near KCSS? 
9. Why are some mountains not growing? 
10. Answer Qs 4 - 9 on pg. 92

November

25

Iceland: Plates apart  
Geolab #3, pg. 7, Questions 1 - 11 
Click here to see an article about a real volcano in Iceland. 

Click here to find out more about Iceland and Icelandic people. 

This is the famed Jason Project where students in Iceland and the United States are studying Fire and Ice.

Complete geolab activity for homework 
Construct 3 cross-sectional profiles of the Peru - Chile Trench 

Click here to find the instructions for these cross-sectional profiles now. 

November

26

South America: Plates Together 

Geolab #2, pg. 6, Questions 1 - 11

November

27

Unit 9: Energy From Above 
Energy balance 
Climate vs. weather 

Expectations: explain the concepts of heat balance and circulation, using local examples like driveways, lawns, and water bodies; demonstrate an understanding of the differences between local weather and global climate;

December

2

The 6 factors affecting climate 

Expectations: explain how climatic controls act upon the elements of the atmosphere to produce the climatic zones of the earth; 

December

3

Latitude and ocean currents and their impact on climate 

Expectations: explain the role that oceans and ocean currents play in moderating climate, using examples of major cities at similar latitudes (e.g., Edmonton and Edinburgh); 

Latitude assignment

December

4

Winds - Atmospheric circulation 
 

Expectations: analyze patterns of significant ocean currents (e.g., Gulf Stream) and prevailing winds (e.g., trade winds) and their relationships to world vegetation patterns;

Wind diagram and assignment

December

5

Location of mountain chains around the earth 
Elevation and its impact on climate 

Expectations: analyze the global distribution of major physical features (e.g., Ring of Fire, mountain systems, tectonic plates) and determine reasons for the observed distribution patterns;

December

8

Top secret - Are you a climate detective????

Climate classification assignment

December

9

Types of precipitation 
Handout: Anatomy of a Cyclone 
Hurricanes and Tornadoes - The Greatest Storms on Earth!!! 
 

Expectations: demonstrate an understanding of the origins, distribution, and frequency of different kinds of storms (e.g., frontal depressions, hurricanes, tornadoes, thunderstorms) that affect North America; 

December

10

Video: Tornado Chasers!  (Please do not try this at home!)

December

11

Video: Hurricanes 

Expectations: explain current methods and technologies used to track and predict weather, including dangerous phenomena such as hurricanes, thunderstorms, and tornadoes;

December

12

Comparison of Tornadoes and Hurricanes 

December

15

The Ice Storm: Quebec 1998 Frontal (cyclonic) Precipitation 
Expectations: demonstrate an understanding of the origins, distribution, and frequency of different kinds of storms (e.g., frontal depressions, hurricanes, tornadoes, thunderstorms) that affect North America; 

December

16

Convectional Precipitation: Thunder, Lightning and Hail 
Expectations: demonstrate an understanding of the origins, distribution, and frequency of different kinds of storms (e.g., frontal depressions, hurricanes, tornadoes, thunderstorms) that affect North America; 

December

17

Urban Microclimates 

Expectations: analyze the impacts of urbanization and industrialization on hydrology; 

December

18

SOILS 
Typical Soil Profile 
Leached soils 
Calcified soils 

Expectations: identify and describe the mechanisms of change within the lithosphere, atmosphere, hydrosphere, and biosphere; demonstrate an understanding of how soils are the result of long-term processes (e.g., erosion and chemical and mechanical weathering) acting upon parent material. 

December

19

Vegetation patterns

January

5-7

Geolab: Tropical Rainforests: Future Wastelands 
Text Assignment: Boreal Forest: Acidification Damage 

Expectations: evaluate the impact of deforestation and the burning of fossil fuels on the carbon cycle; explain the impact of acid rain on a selected region; identify local, regional, and global issues related to physical geography; analyze the long-term effects of human use of a distinctive ecological zone (e.g., desert, tundra, tropical rain forest);

January

8

The Compartment Transfer Model: An Alternate Biogeography 

Expectations: identify the interconnections between natural systems (e.g., natural vegetation, climate, wildlife) within selected ecosystems; explain the relationships that link global patterns of landforms, climate, soils, and vegetation to each other; 

January

9

Exam Review 
Pictionary review. 

January 

23 - 29

FINAL EXAMINATIONS GOOD LUCK!

~Last day of school~