Surface Geology of Saskatchewan: Past, Present, & Future.

EC7.3 Investigate the characteristics and formation of the surface geology of Saskatchewan, including soil, and identify correlations between surface geology and past, present, and possible future land uses.

Surface Geology

   

How Has/Will Surface Geology Changed in Our Community?

Homework: Make a three-column table in your science duo tang with the main title as “Changing Places.” The first column as “Past”, second column as “Present” and third column as “Future Possibility.” Ask your parents to help you fill in what they know, from what they have in seen in our community or in another one that they have lived in.

Example:

Past:                                                 Present:                        Future Possibility:

Civic Auditorium                          Empty space                Sports center

Pasture land by hospital             New housing                Housing and more businesses

Farmers Fields                              Land for mining          Back to farming land

 

Positive and Negative Effects of Development

Brainstorm with a group of 3-4 people:

*Think of the environment, people, and the economy while answering.

What are the positive and negative effects of housing development?

p.617 of teacher guide

Pick a Product

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Material development means that we are producing more and more and more and more. We need to think about if we need it, why we are purchasing it and if we should support its creation. We need to ask the hard questions.

• Is it creating pollution?
• How do I get rid of it after I am done using it? Can it be recycled? Where does it go?
• Can I be using something else to save waste? Is there a better solution?

YOUR TASK:

1. Pick a common, everyday product you use daily with your group of 2-3 people.
2. Find out and make a list of what materials are used to make the product.
3. Find out how those materials are made and where each material and its ingredients come from. (Make a note if transportation is needed during the making of the material).
4. Answer these questions:
   1. What kind of packaging is used? Make sure to include this in your material list.
   2. Look at the minerals used to make the materials in your product. What are the impacts on the environment from mining these minerals?
   3. How does the product get to you? What does that do to the environment?
   4. How do you get rid of it after you are done using it? Can it be recycled? Where does it go? Where does the garbage go? Does this garbage have an effect on the landscape?
   5. Can you suggest any changes that could be made to the product to reduce its impact on the environment?
   6. Are you going to keep using it or make any changes?

USE YOUR GROUPS STRENGTHS TO MAKE A PRESENTATION ABOUT YOUR PRODUCT.

 

Personal Food Choices and Nutritional Knowledge

USC7.5

Evaluate personal food choices and needs by applying accurate and current nutritional knowledge (e.g., content labels).

FOOD!

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What Do We Know About Food? Questions?

Where Do I Access Healthy Eating Information?

Canada’s Food Guide Website

Food Guide: Servings and Activity

Kids Health: Teen Page

Kids Health: Recipes for Kids

Food Labels: Noticing the Vitamins, Sodium, Sugar, Fat, and Calorie Content

Kids Health Labels Introduction Video

1. Collect food labels from foods you eat often/print them off of the internet.
2. Put them in a basket in the classroom.
3. Look at KD and egg nutritional label as an example together.
4. Answer the following questions based on your food label:

a) What is the 1st, 2nd and 3rd highest amount of ingredients?

b) How much of the food is the nutrition label talking about? (1/4 box, 56 g, 6 pieces etc.)

c) How many calories are there?

d) Is there saturated or trans fat? How much? Is this a good thing?

e) How much cholesterol and sodium? Is this healthy?

f) What is fibre? How much of there is it?

g) You want as low of sugar as possible. How much sugar does your food have?

h) How much protein does your food have? Why does your body need protein?

I) List the minerals/vitamins it contains.

j) Where was this food produced?

LAST QUESTION: Overall, is this food healthy? Why or why not?  (Use the information you collected above to write a small paragraph on your food label).

(Images from Google)

Food Labels Explained: Article, video and definitions

What Are the Consequences of Not Learning About Healthy Eating?

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Poor nutrition can impair our daily health and well being and reduce our ability to lead an enjoyable and active life.

In the short term, poor nutrition can contribute to stress, tiredness and our capacity to work, and over time, it can contribute to the risk of developing some illnesses and other health problems such as:

• being overweight or obese
• tooth decay
• high blood pressure
• high cholesterol
• heart disease and stroke
• type-2 diabetes
• osteoporosis
• some cancers
• depression
• eating disorders

Pick one of these health problems. Post on your health blog with the title as the health problem you chose. Find out…

1. What is it? How are ways you could get it?
2. How can you prevent it?
3. Find a picture of it to post with the information you found.

How Do I Tell What is True? Are the Labels Tricking Me?

Save the packaging from something you eat at lunch.

Lets analyze it!

Tracking What I Eat For A Week!

Let’s track general health- including eating habits!

 

End of Unit Celebration:

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Healthy Snack Party Challenge!

Challenge: To design a healthy, creative snack with a minimum of two ingredients. You need to draw or copy and paste pictures together make an illustration of the snack. The ingredients need to be clearly labelled and the nutrition label for the food item needs to be cut and pasted beside the healthy snack.

You should think about:

1. Protein.
2. Fibre.
3. *Bonus is you have a poly/mono unsaturated fat too!
4. What can not be in it (student diet restrictions). – Peanuts

The healthy snack that is the most creative, and is healthy, will be supplied for the whole class! We will vote on a snack that is both.

En Masse Project: Themed Doodling

1. Look at En Masse. Look at some of the artists that partake in this. View this video to see their process.
2. Begin doodling. Focus on line and shape first.  (See Wacky Hair for Elements of Art Guidance)
3. Look up your grade level theme and brainstorm multiple topics.
4. Focus on one topic that you could sketch specifically. What could you practice drawing basic lines and shapes for?
5. Try making a basic shape to represent your idea. Add lines.
6. Continue playing with elements/principles of art to create.
7. Begin wacky hair project using the ideas you have learned.

Interactions and Interdependence

IN 7.1: Investigate examples of conflict, cooperation, and interdependence between Canada and circumpolar and Pacific Rim countries.

IN 7.2: Examine the effects of globalization on the lives of people in Canada and in circumpolar and Pacific Rim countries.

IN 7.3: Analyze the relationship of technology to globalization.

Grade 7 Social

Interactions and Interdependence

Dynamic Relationships

Power and Authority

Resources and Wealth

 

Extracting Earth’s Geological Resources & Impacts on Society and the Environment

EC7.2

Identify locations and processes used to extract Earth’s geological resources and examine the impacts of those locations and processes on society and the environment.

Minerals and Their Properties

All rocks are made of minerals.  A mineral is a pure substance that forms naturally within the earth. Some rocks, such as limestone, consist of mostly one mineral (calcite); other rocks, such as granite, are made of many minerals (quartz, feldspar, mica).

There are THOUSANDS of minerals, but only five minerals combine to form most of the rocks in the Earth’s crust:

• Calcite, quartz, feldspar, mica and hornblende.

Click on the mineral links to see what each looks like! If possible, examine minerals in class.

 

Look at p.288 and copy down the below. Write down the definition and an example for each of the following listed.

Properties of Minerals

Geologists identify minerals by their properties (features that a material/object has).

Colour:

Lustre:

Streak:

Hardness:

 

Check out the Mineral Resource Map of Saskatchewan! You could also find a mineral resource map on p. 302 of your science textbook.

Copy and answer the questions in your dutoang:

1. What minerals are around Estevan?
2. What minerals are around Regina?
3. What minerals are around Saskatoon?
4. What minerals are around Stony Rapids?

How Do Rocks Form?

The first step to identifying a rock is identifying the minerals it contains. To learn the whole story, you need to know how the rock formed!

Igneous, Sedimentary, Metamorphic: Become an Expert

Challenge:

1. Pick one of the rocks.
2. Answer: What is it? How is this rock formed?
3. Show two examples of this rock.
4. Explain where in the world you would find this rock.

Use iMovie, Prezi, a poster, create a rap, Powtoon, or an illustration to show your work! Let me know if you want to present it another way.

Research Tools:

Videos: Search on YouTube

Written: Science Textbook: P.290-294

Websites:

ZME Science Website

Geology Website

Kids Love Rocks Website

 

 

Mining: The removal of minerals from Earth

Potash Mining Video

Picture taken from the top of the boom on the dragline at Estevan Sherritt Coal Mines (now called Westmoreland Coal) in 2010-2012

Me sitting in a dragline bucket. This bucket scoops up the sand/clay/soil in between the layers of coal. The top soil is removed by a scraper or dozer before the dragline scoops.

This is the scraper I drove. The bucket in the middle picked up material. I put topsoil in a pile to save for after the coal was dug out, built roads by laying clay down and pushed (or was pushed) by another scraper to help do the job!

Sometimes scrapers got stuck! The scraper is stuck in topsoil.

This is a hauler that takes the coal to the power plant.

Mining Operations in SK : Go to page 12 and 13 on this link. Make a list of the mines and what they mine. Make the table in your science dutoang.

 

Mineral Find

Look at the map on p.302 in your science textbook. Complete the steps below in your science duotang. Find as many as you can in 30 minutes! You get a point for the mineral and each use you find. Group to find the most, gets a prize!

1. Make two columns in a table labelled “Mineral” and “Use(s)”.
2. Pick a mineral.
3. Find out what people use the mineral for on a laptop.
4. If you finish them all, you can pick any mineral you want in the world!
5. The last five minutes of the challenge, you have to brainstorm what positives or negatives come out of mining all these minerals for you and the environment.

 

Check these out:

Facts from the Canadian Encyclopedia about the Canadian Shield:

• The Canadian Shield is made up of Precambrian rock and underlies about half the total area of Canada.
• This vast expanse of ancient Precambrian igneous, metamorphic and sedimentary rocks, glacial overburden, forest and muskeg has been Canada’s leading source of precious and base metals.
• The area has large amounts of base metals, gold, iron ore and uranium. Because of its large size and favourable geological features, the Canadian Shield has ongoing potential for the discovery of many additional mineral deposits.
• Precambrian (The Canadian Shield) YouTube Video

Westmoreland Coal (Estevan’s Coal Company) Website

What Changes Rocks on Earth’s Surface?

Weathering and Erosion

Watch the following video and answer the questions below in your duotang:

1. What is weathering? What causes weathering?
2. What is erosion?

Evidence of Geological Change: Fossils

Fossils are traces of once-living things that are preserved in rocks! Fossils are THE SAME AGE as the sedimentary rock in which they are found.

Watch the following TWO videos and write down at least ten things you learn as you listen about Scotty.

Read the following Global News article from August 16th, 2018.Answer underneath your facts about Scotty what is happening with him now?

Soil

Grab your textbook. Divide a looseleaf page into 6 equal sections (fold). Title it “Soil.” Write the following terms, one for each box. Write the definition and draw a visual image to describe the word. You can label your picture.

• Soil (p.325)
• Humus (p.325)
• Pores (p.331)
• Fertile Soil (p.325)
• Texture (p.328)
• Saskatchewan Soil (p.333) In this box, list the types of soil in SK and circle the type of soil that is surrounding Estevan.

Impacts on Society and the Impacts on the Environment

Find an article online by yourself or with a partner that talks about the impact of mining on the environment or society! Example article here.

1. Highlight the important parts!
2. Circle the author (who wrote it).
3. Circle the date it was written.
4. Write a 2-3 sentence summary on the back or a separate page of what it says about the impact on the environment.

You can look at: Global News Regina, Saskatoon Star Pheonix, Estevan Mercury

CBC (Canadian Broadcasting)

CTV (Canadian News)

EC 7.1 Impacts of Catastrophical Geological Events & Forces Within the Earth’s Crust.

EC 7.1 Analyze societal and environmental impacts of historical and current catastrophical geological events, and scientific understanding of movements and forces within the Earth’s crust.     

p.253 Unit begins in SK Science 7 textbook

Exploring the Earth

• What do you think is in the earth?
• What is surrounding them when they fall?
• Why do you think there is water at the bottom?
• Is this fictional?

Construct a visual representation of the composition of Earth, including the crust, upper and lower mantle, core, and inner core. (c)

Compare the earth to the following fruits:

Coconut, orange, dragonfruit

 

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Kiwi, avocado, nectarine

 

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1. Which fruit is closest to the inside of the earth? How? Talk to your group and think of reasons as to why the fruit your group picked is best to represent the earth.
2. Create a visual representation of the earth by yourself or in a group of 2 including: the crust, upper and lower mantle, outer core and inner core. Accuracy of size proportion of each layer is important. Also, incorporate two facts inside each layer from the following site:

https://www.natgeokids.com/uk/discover/geography/physical-geography/structure-of-the-earth/ .

 

If you finish:

1. Fun Exploration: Journey to the Centre of the Earth
2. Write down three of the most interesting facts you read as you went to the core.
3. Explore any article here that catches your eye.

 

The Earth’s Crust

p.262 SK Science 7 textbook

Discuss:

• Does the Earth’s structure change?
• What causes earthquakes/volcanoes/mountains?
• What is the Earth’s crust made of?
• What/where are trenches? What/where are ridges?

 

Theory of Plate Tectonics

p.263 SK Science 7 textbook

• Look at trenches and ridges on p.263
• Map activity “Fascinating Patterns” (p.264): Mark trenches, ridges, earthquake chart. What do you notice?

Movements at Plate Boundaries

Diverging boundaries are plates that move apart.

The Mid-Atlantic ridge diverges. How does this explain why Iceland is growing wider?

At converging boundaries, plates come together. There are two different kinds: A trench may form, or huge mountain ranges! Look at p.269 in Science 7 textbook.

Transform boundaries are when plates slide along beside each other. The rocks bind and catch on each other, causing earthquakes. You can find this boundary on the West coast of Canada.

San Andreas Fault: A Crack in the Earth’s Crust

• West coast of the United States.

What is happening here? What two major plates are on either side?

Earthquakes

Read p.272-277 in Science 7 textbook.

Copy and paste the title and these questions on to a word document and answer them.

Earthquakes

1. How are earthquakes caused? (there is more than one way!)
2. What measures an earthquake?
3. How long do earthquakes last?
4. The largest earthquake ever recorded in Saskatchewan was measured at _____ on the Richter scale.

Mountains

(The Himalayan Mountains)

Copy and paste the title and below information, then answer it on the same word document as your earthquake questions.

Mountains

Define the following terms using the textbook(p.279-283), a laptop, or books:

• Mountain range
• Mountain building
• Folding

Find out:

The Himalayas are rising at a rate of 1cm a year: What two plates collide to form the Himalayas?

 

 

Skills to Help Build Healthy Relationships

CG7.2

Develop and demonstrate the behaviours and understandings needed for building healthy relationships (i.e., emotional, spiritual, mental, and physical).

(d) Identify strategies to practise personal management skills such as time management, adaptability, responsibility, and life/school balance.

Time Management

What is time management?

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1. What do you do with your time? Write down what a regular day would look like from 6am in the morning until 11pm at night. One during the week and one day on the weekend.
2. Make a separate list of top 5 important things in your life that you think you should always take time to think about.
3. Let’s look at your time together.
4. Ask yourself:
   • Are the top 5 important things in one of your regular days during the week or weekend?
5.  Click this link: https://flipgrid.com/f440e2 Find a quiet spot to record yourself. You may need your notes on your days and the important list.

Which tip would help you best?

1. Spend time on important things before they become urgent.
2. Don’t be ruled by urgency. Never avoid important activities because of merely urgent tasks.
3. Do important things early. Waiting until they’re urgent will only increase stress.
4. Number your tasks in order of their importance. Complete them in that order.

 

 

(a) Demonstrate acceptance and flexibility for the feelings and beliefs of others in personal and group situations

(e) Practice effective communication skills such as assertiveness, conflict resolution, and problem solving which could be used in stressful situations.

Negotiating Skills

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What have you negotiated on before? What is negotiating?

1. Teacher reads the scenario on p.91-92 of Careers For Life.
2. Answer the questions in “Activity” on p.92 in groups of 2-3.
3. Think of your group as your business partners. You have made $100 together, and you need to decide what to spend it on, as a group. Negotiate what to do with the money. You will present it to the class in 15 minutes. You will also explain what you did to negotiate (ideas are on p.93 in yellow box if you are not sure how to word it).

 

(c) Identify positive characteristics of people and how they lead to healthy relationships with others

Positive Attitude

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1. Read p. 88 with a partner.
2. Copy numbers 1-12 on p.89. Write down your score behind the number.
   • Example:     1. Am I friendly? 3      2. Do I stop myself from complaining a lot? 1
3. How did you score? Write it down underneath ( “Mostly negative,” “Middle grounded,” or “Positively charged” ).
4. Answer these questions underneath:
   • Does it match what you already thought of yourself?
   • Did anything surprise you?
   • What did you notice you could work on?