Grade 8: Geography Essentials

This past week we have discussed various patterns and trends related to populations around the world. We examined the importance of life expectancy rates along with the difference between developed nations and developing nations. Students are now completing a Human Population Webquest. This webquest focuses on exploring how human populations have changed throughout our global history.

Click here to access the Human Population Webquest Assignment!

Take a look at some of the graphics we discussed in class:

Life Expectancy at Birth · CIHILife Expectancy at Birth · CIHI

7 countries hold half of world's population as it nears 8 billion in 2022 | Pew Research Center

Here is our Grade 8 Geography Slideshow. This is a living document that will be updated regularly.

Grade 7: Geography Essentials

Last week we began our first geography unit. We examined a case study that focused on the infringement of indigenous rights in Brazil. Our class has discussed the importance of studying geography along with the various components of the geographic inquiry process. We will now shift gears and dive into the topic of landforms. Students will uncover the various physical features that shape the world as we know it.

The following slideshow will be used to access our daily notes and do nows:

 This is a live document that will be updated regularly!

Students spent time today reading and discussing various landform types.

Click here to see the Landforms Guided Reading Assignment

Grade 6: Social Studies Essentials

Last week we began our first unit in Grade 6 Social Studies. Our first unit will involve the analysis of differing Canadian identities. Students will explore the diverse cultures, landscapes, and symbols of the various provinces and territories. Furthermore, students will uncover the difference between cultural appreciation and cultural appropriation.

The following slideshow will be used to access our daily notes and do nows:

This is a live document that will be updated regularly. Students also have access to this page on their Grade 6 Social Studies Notes/Do Nows Google Docs (in their Social Studies folder).

We spent time in class discussing the historical research process. These are the essential steps that historians utilize when conducting research and analysis.

Step 1: Choose a research topic and locate sources of information that will help you answer your research question(s). (Think: Government websites, University websites, Books, Journals, Articles, etc.)

Step 2: Evaluate your sources. Make sure the sources provide accurate information. Sources are considered reliable when people who are, “experts in the field”, write them. These are sources you can trust. People who are not considered, “experts in the field”, write unreliable sources. These are sources you cannot trust.

Step 3: Take notes. When reading from sources, write down any key information that will help answer your research question(s). Avoid copying straight from the text; instead, write the ideas in your own words. Remember to include source information such as the book title, author, and page number in your notes.

Step 4: Make objective conclusions. After conducting research, review your notes and summarize what you learned into sentences. Ensure you present your findings in an objective way (i.e., without misrepresenting the truth).

Step 5: Cite your sources. By citing your sources you are giving the original author credit for the work they did. This helps to prevent plagiarism. Citing sources can also help your readers locate further reading on the topic. 

Our first assignment deals with students creating an infographic about a national symbol. Students will be asked to utilize the historical research process. The assignment instructions, graphic organizer, rubric, and example can all be found in the link below!

Click here to learn more about the Canadian Symbols Infographic Assignment

Grade 6: Land Acknowledgements and Treaties

This week our class spent time learning about the importance of land acknowledgments. Students discussed the various ways in which we can show our appreciation for the land in which we live now. It is incredibly important that we recognize that these lands and territories do not belong to us, rather they belong to the Indigenous people who came before us. In addition, we discussed the fact that acknowledging land rights also plays a part in the acknowledgment of the consequences of colonization that can still be felt today.

Spring Thaw Land Acknowledgement Plaque - CUSTOMIZED - IndigenARTSY

Students also learned about The Numbered Treaties made between the Government of Canada and the Indigenous peoples between 1871 and 1921. The promises that were made in these treaties were sadly broken.

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Grade 6: Indigenous Community Poster Project (Due: Monday, April 3rd)

Students are learning about various Indigenous communities in Canada. Each group will be creating a detailed tri-fold poster about their assigned Indigenous community.

Canada A Country by Consent: Native Peoples: Introduction

Task: Dr. Mitzmacher has recently become interested in learning more about the history of various Indigenous communities in Canada. He has selected your grade specifically to become subject experts on a community. Students will work in small groups with their peers to complete this task and prepare an engaging presentation. 


  • Blackfoot
  • Inuit
  • Haida
  • Iroquois

Project requirements: 

  • Students will create a tri-fold poster to showcase the relevant information about their Indigenous community 
  • Be sure to include all of the necessary information from your graphic organizer
    • Regional area, languages/dialects, social organization, living conditions, ceremonies and spiritual beliefs, art, music, dance, oral history, trade/conflicts, interesting facts
  • Ensure that your research is coming from a reputable source (No Wikipedia)


Group 1: Rachel, Zohar, Matthew (Inuit)

Group 2: Ariel, Hanna, Ben, Micah (Iroquois) 

Group 3: Raz, Lila, Noa Tili, Emma (Blackfoot)

Group 4: Jeremy, Tehila, Noa (Haida)


Due Dates:

Project assigned- Tuesday, March 14th

Group check-in #1- Monday, March 20th

Graphic organizer completed- Wednesday, March 22nd 

Group check-in #2-Friday, March 24th 

Visual completed- Friday, March 31st 

Presentations begin- Monday, April 3rd

Click here to view the assignment instructions, graphic organizer, and rubric

Grades 6-8: Black History Month (Kayak Magazine)

Last week, we began discussing Black History Month in our Social Studies classes. We talked about the importance of examining history from multiple perspectives. We started with a discussion about Africville in Nova Scotia. Most students were surprised to hear that a community of African Americans was displaced without their consent right here in Canada. As the week progresses, students will analyze and discuss other primary and secondary sources related to African American history in Canada.

In this edition of Kayak magazine, featuring guest co-editor Natasha Henry shares some fantastic stories and examples of the ways Black Canadians built and shaped this country.

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Grade 8: Sustainable City 2100 Projects Showcase

The year is 2100 and our world’s supply of natural resources is at a critical level. Our Earth has become overrun with pollution and overpopulation. The United Nations have hired your team to design a sustainable city that will serve as the blueprint for the future of humanity. If you are not successful, the fate of humanity as we know it will cease to exist.

Each group designed a detailed plan, created a model for their sustainable city, and crafted a persuasive pitch to present at the next United Nations General Assembly. Click here to view the assignment instructions and the rubric.

Each group member was responsible for one of the following roles:

Secretary of Energy- How will you power your city?

  • People expect high standards of living and technology increases energy usage. Today, we still use many non-renewable energy sources (oil, coal, and gas). We only have ⅓ of these resources left and need to invest in more renewable energy sources. 

Secretary of Agriculture-How and where will you grow enough food for your city?

  • In a growing world, where will all of our food come from? Local food minimizes the amount of energy needed to transport food from farm to table. We also waste a lot of food (roughly 30% of our food gets thrown away. 

Secretary of the Interior- How will you make sure nature (green space) is incorporated, preserved, and encouraged in your city?

  • Cities across the world have incorporated parks and green spaces in their plans. These increase happiness and wildlife survival rates. 

Secretary of Transportation-How will you help your citizens move around (travel) in a sustainable way?

  • The way your citizens get around town is crucial for their happiness and efficiency. As you plan, keep in mind there can be a variety of transportation options offered to your citizens. 

Secretary of Waste Management-How will you encourage recycling and reduce waste in your city?

  • Over 2 billion tons of waste are thrown away every year. Most of it is not recycled or composted. This waste ends up in landfills. Be sure to consider garbage, recycling, food waste, and human waste. 

Students were also challenged to review and incorporate the United Nations Sustainable Development Goals.

Students created incredible presentations using CoSpaces, a 3-D Model, and Minecraft to showcase their proposed cities. Check out their presentations below: