In grade 7 Social Studies with Mrs.Bertrend, we are continuing to learn about climate. We are learning about the 6 factors that affect climate: relief, elevation, ocean currents, wind & air masses, and latitude. While some like ‘ocean currents’ may not directly impact us living in Ottawa, many of the factors do. Which factors affect us the most in Ottawa? Comment below!
We were also each assigned a climate factor and created a powtoon teaching others about the climate factor. In the powtoon, we had to explain what climate is (and how it is different from weather), our climate factor, how it impacts climate, and then how it affects those living in the Ottawa area. Please check out our powtoon videos below to learn more about the 6 climate factors.
What are we up to next? Now that we’ve learned all about the factors which affect our Earth’s climate, we have been discussing the natural and human causes of climate change. We have also each selected a different climate change project that we are working on now- stay tuned for our blog post sharing each project!
De retour de nos belles vacances d’hiver avec nos familles, seulement pour constater encore qu’il y a un coin du monde qui vit une tragédie qui semble de ne pas avoir de fin. J’ai trouvé cette photo qui m’a marqué, et je l’ai ensuite partagé avec mes élèves en 8e année…..et voici leurs réflexions écrites:
Quand je regarde cette photo, avec Mère Nature qui tient son bébé koala, cela me fait sentir comme c’est notre faute que ça se passe…..( Zoé Neuman )
En regardant la photo, je sens comme tous les koalas viennent de perdre leurs maisons,et Mère Nature a l’air inconsolable, et je me sens tellement triste. ( Aidan Baker )
En classe, on a vu une vidéo qui montre des pompiers qui risquent leurs vies pour aider n’importe qui en aide, et j’ai le sentiment comme je devrais faire quelque chose pour les aider aussi…..( Jessica Ages )
Mes mots ne peuvent pas décrire le dommage fait en Australie. Oui, mes mots peuvent exprimer qu’il y a 200 feux, que 600 millions d’animaux et 23 humains sont morts….mais mes mots ne peuvent pas faire arrêter tout ceci….. ( Talia Cherun )
Le koala et Mère Nature ont l’air comme le symbole de la dernière chance….comme si c’est le dernier et pire moment de leur histoire. Si seulement tout le monde essayait d’aider…. ( Kiera Vered )
Welcome back! I hope you had a restful and healthy Winter Break with friends and family.
In Grade 7 we are continuing to learn about climate change. Today we had a discussion about the natural AND human causes that contribute to climate change and two important vocabulary words were introduced: mitigation and adaptation. We learned that while mitigation focuses on lessening a consequence, adaptation focuses on making a change that will impact and help deal with the problem.
Tonight there is some brief homework. My apologies that this is posted so late (it ended up as a saved draft). I’ll give students some time at the beginning of tomorrow’s class to complete the question, if needed.
Question: In 1 or 2 sentences, explain the differences between mitigation and adaptation. Then, explain 1 way that Canada is helping mitigate climate change, and 1 climate change adaptation for Canada.
To help with the first part of the homework, you can use Merriam Webster to look at the definitions of each word and then contrast the two. There is also this NASA article that you can refer to.
Looking forward to hearing your answers and our continued discussion tomorrow!
We are really looking forward to our trip to MacSkimming tomorrow! Below are the reminders about the trip that we discussed in class today.
Pack tonight- Be Proactive! There is a lot to pack and you don’t want to forget anything. Don’t be rushed in the morning and pack everything up tonight.
It’s better to pack too much and not use it, than to pack too little and be cold during the day.
Pack for the weather and it is going to be cold! Layers are key- t-shirt, thermals, long sleeve shirt, sweater, jacket, snow pants, extra socks, extra mittens, hat, neck warmer. You want to be comfortable for spending the day outdoors.
Food- you want lots of snacks and HEALTHY food to eat tomorrow to replenish all the calories we’ll be spending doing fun outdoor activities. There will be time for a small snack when we first arrive at MacSkimming, and then there will be 1 longer lunch time. MacSkimming has a ‘zero trace’ policy so bring a litter free lunch or be prepared to being any waste back home in your lunch box.
Pack two full water bottles for the day.
Bring a positive attitude and get ready for a fun day!
We’ll meet in Mrs.Bertrend’s room first thing in the morning- be on time! We’ll be leaving first thing and will return by the 3:45pm dismissal.
En 1645, qui est en meilleure position pour dominer le territoire de l’Amérique ? Et que penses-tu du sort réservé aux Premières Nations ? Tellement d’enjeux politiques et économiques sur cette carte de 1645. Toutes ces questions ont été sujets de discussion aujourd’hui en classe. Chaque élève avait son opinion, et en même temps, ses propres questions. À suivre demain !
The grade 6 English Social Studies class has been busy learning all about communities in Canada, both in the past and present. This builds on their grade 5 Social Studies unit where they learned all about early Indigenous communities in Canada and the first contact with Europeans.
As part of the ‘Communities in Canada’ unit, students completed two different assignments during Term 1. The first assignment was ‘What Does Being Canadian Mean To You? and the second was a ‘Famous Canadian’ project where students researched the biography and significant contributions of a Canadian.
Each student shared one of the assignments on their blog- check out the links below and leave a comment for the students right on their blog page. Let them know you are reading their work!
Right now the students are focusing on learning about one community in Canada in more detail, such as the Jewish community in Canada or the Irish community in Canada. What are the key skills they are learning along the way? Research skills and synthesizing information, analyzing and interpreting data, formulating inquiry questions, evaluating and drawing conclusions, gathering an dorganizing information, and clearly communicating their results- all of the KEY skills of a Social Scientist!
Grade 8 has been learning all about sustainable development. We have learned about what population density is and how to calculate it. We have also been looking at different distribution patterns for communities such as linear, scattered, clustered, and peripheral.
Linear: The population lines up along a natural of man-made feature.
Scattered: The population is spread out over a large area.
Clustered: The population is tightly packed in a small area.
Peripheral: The population surrounds a feature, like a mountain or stadium, and circles the edge of a territory.
What distribution pattern(s) do we have in Ottawa? Comment below!
We are currently learning about megacities- what is a megacity, the factors that allow for these areas to grow to a population exceeding 10 million, the challenges that they face, as well as creative solutions for sustainable development. We watched The Daily Conversation series which introduces us to different megacities around the globe.
Each student in the English Social Studies class is working on a megacity project right now where they research one megacity in greater detail. They are creating a photo collage using Google Slides which has 9 visuals- 3 visuals which illustrate 3 factors that allowed the city to grow to megacity status, 3 visuals which illustrate 3 problems the city faces, and then 3 visuals which illustrate a solution to each problem. The rubric for the project is below and class presentations will begin on Monday, December 16th.
Grade 7 is learning all about climate in our English Social Studies class. We learned that climate is the prevailing weather patterns of an area in general or over a long period of time, while weather is more short-term and explains the conditions at a particular time.
We have learned that that the global climate patterns are changing, and this has resulted in more extreme weather patterns, such as an increase in natural disasters. This has directly impacted many communities around our planet that are prone to natural disasters, such as earthquakes and hurricanes. We each prepared a natural disaster report on a specific region and disaster event. Within the report, students summarized the disaster, discussed the short and long term impacts, and also how the community can better prepare for a future disaster and mitigate the impacts. After finishing our reports, we conferenced with one another and shared what we learned.
Next up, we learned how to create and read climate graphs. We had a fun ‘mystery city’ climate graph assignment, where we had to graph mystery ‘City A’, ‘City B’, and ‘City C’ based on their climate data. We had to guess which capital city in Canada belonged to each climate graph- we’re not going to give you the answers that easy though!
Take a look at an example of each mystery city below and then leave a comment with your guesses!
En 8e année, on commence notre unité sur les métropoles et les défis associés à pouvoir gérer ces villes de façon durable dans le 21e siècle. Des villes comme Mumbai, Le Caire, Lagos et Sao Paolo seront à l’étude à travers des photo reportages préparés par nos élèves.
Voici un excellent lien qui offre de l’information pour la classe: