Monday, September 16, 2019

Tuesday, September 17. 2019

Today's schedule is CDAB

C & D Blocks Environmental and Social Sciences - In C (with Young in the LC) we'll be back in the Learning Commons to continue work on the Stranding Rock Sioux Tribe protest from 2016 in the Oceti Sakowin Oyate Territory over the Dakota Access Pipeline. From Hyphen magazine:
Between 1779 and 1871, the US entered over 500 treaties with Native American tribes, all of which have been broken or nullified. One of the largest acts of abuse was the Dawes Act, which allowed the federal government to divide land for Westward expansion and began a period of forced assimilation by turning Native Americans into subsistence farmers and removing tribal governments. The consequences of this act carried on into the 1970s during the Boarding School Era, where Native American children were taken from their families, made to cut their hair, change their names, and relinquish their language and traditions, often while facing physical and sexual abuse...a pattern similar to here in Canada.
So first...please watch the Mni Wiconi video then complete the handout I'll give you
Lastly please try to answer the following:

  1. Robert D. Bullard, the dean of the school of public affairs at Texas Southern University, defines environmental justice like this: Environmental justice is defined as the fair treatment and meaningful involvement of all people regardless of race, color, national origin, or income with respect to the development, implementation, and enforcement of environmental laws, regulations, and policies. Is the Dakota Access pipeline an example of environmental injustice? Why or why not?
  2. Is completing the pipeline — or stopping the pipeline — necessarily a win-lose situation? Is there a compromise solution that might please both protesters and pipeline supporters? And if not, is there a resolution that at least might be deemed fair and equitable considering all of the circumstances?
To help: Dakota Access Pipeline: What You Need to Know

In D (With Benton) you'll look at what is a First Peoples relationship with water? How is TEK (traditional ecological knowledge) used to assess the health of a freshwater system? We will be drawing food webs using text field guides as references and defining healthy ecological relationships. Reflections on “honoring water” comparing the BC government with those of the AFN

A Block Physical Geography - Okay...Lets get this out of the way right now....No,  the horribly bad 2003 movie "The Core" is not possible! No, not just bad but impossibly so.

We do not have the technology to burrow our way to the core of the earth and detonate a nuclear device in order to start the liquid outer core rotating. Sigh...so horrible ;)

Today we start with tectonics and the internal structure/composition of the earth. We'll take some notes down in the week 3 package on core, mantle, and crust and then, you may use the Earth Interior web page or the Dynamic Earth webpage or the Lumen Understanding Earth’s Interior page or the National Geographic Earth Interior page or the Live Science Earth Interior page to help with questions 7 & 8 from page 366 of your Geosystems text (answers can be found between pages 334 and 336 of the text).



Use this diagram for your notes in the week

For the rest of the class you may work on your Prince Rupert topographic map questions.

B Block Human Geography - Today we'll try to answer the Key Question "Why Is Global Population Increasing"? Geographers most frequently measure population change in a country or the world as a whole through three measures -  crude birth rate, crude death rate, and natural increase rate and we'll look at those today along with measures of fertility and mortality along with population pyramids.


You'll have some questions to work on for me in order to understand our key concept:
  1. About how many people are being added to the world’s population each year?
  2. How does the TFR in your family compare to the overall figure for North America? 
  3. Match the Country with the population pyramid and explain why (Canada, Chad & Germany)
  4. Name a type of community that might have a lot more males than females. Why so?
We'll also play around a bit on Gapminder to visualize these statistics

Sunday, September 15, 2019

Monday, September 16. 2019

Today's schedule is A-AG-BCD

A Block Physical Geography - Today we'll continue our work on the Prince Rupert topographic map from the Canadian Landscape (pages 20 - 23). We'll work on questions 1 & 2 together and then I'll need you to finish questions 3, 4 a & b, 5, 7 a,b,d & e, and 9 a & b. Use Google Earth or Google Maps to help you with this assignment. For more on Prince Rupert check out:
The Northern View
Love Prince Rupert
and remember the vids I posted on the blog Friday...they can help too

B Block Human Geography - Today we'll look at the Key Question: Where Is the World’s Population Distributed? Human beings are not distributed uniformly across Earth’s surface. We can understand how population is distributed by examining two basic properties - concentration and density. Today we'll examine where populations are concentrated looking at the concept of ecumene. Lastly we'll look at density in terms of arithmetic, physiological and agricultural forms. You've got three questions to answer for me today:
  1.  Why isn’t North America one of the four major population clusters?
  2. On the map in the week 3 package...use the maps on page 47 to prepare a sketch map that shows non-ecumene and very sparsely inhabited lands (remember map basics!)
  3.  In terms of food supply, which combination of measures of density is most important when considering whether a country’s population is too large? Why?



The national agricultural ecumene includes all dissemination areas with 'significant' agricultural activity. BTW...B.C.'s population passes 5 million, thanks to high international migration numbers

This map from National Geographic Everglades Threatened by City to the East, Salt Water From the West can help with last Friday's question on sustainability

C & D Blocks Environmental and Social Science - This week we are going to look at water use, consumption and competing stakeholders. We'll do this through the Standing Rock Sioux and the Dakota Access pipeline. I'll ask you to weigh the potential drawbacks and advantages of the pipeline project for all involved, then challenge you to develop a reasonable and just solution to the standoff.





So today we'll take a brief overview look at the history of the Dakota Access Pipeline and then I'll have you fill in this chart:
After you have time to work on your "Water for All" posters that you started last week and will also have time to finish the week two questions about clean fresh (potable) water ethics.

CNN Dakota Access Pipeline: What's at stake?
MSNBC Geography of Poverty: No Man's Land: The Last Tribes of the Plains
KQED Understanding the Standoff at Standing Rock
Energy Transfer Dakota Access Pipeline Facts
Indigenous Environmental Network Stand with Standing Rock

Thursday, September 12, 2019

Friday, October 13. 2019

Today's schedule is CDAB

C & D Blocks Environmental and Social Science - All Benton, all day...we may once again head down to do a Tsolum River Study taking a look at what some important characteristics of a river are along with a review of local hydrographs. If we are on the field study, we'll measure flow and volume; and check freshwater invertebrate identification as indicators of water quality. If we do not go to the Tsolum then we are in 115 to continue work on the field work from yesterday's study of riparian zones and restoration at the Courtenay Fish & Game Protective Association campsite. You may also work on Young's questions about potable fresh water ethics using Comox Lake (and its multiple user groups) as a reference. For help with the bathymetric cross section check out:
How do I construct a topographic profile? 
How to Draw a Cross-Section from a Topographic Map
GeoSkills: Drawing Cross Sections

A Block Physical Geography - Today we'll continue our work on the Prince Rupert topographic map from the Canadian Landscape (pages 20 - 23). We'll work on questions 1 & 2 together and then I'll need you to finish questions 3, 4 a & b, 5, 7 a,b,d & e, and 9 a & b. Use Google Earth or Google Maps to help you with this assignment and if you have a problem or question you should post a comment on this blog entry or e-mail me at my school address. To help visualize Prince Rupert watch these:




Aaaand...How to Read a Topo Map Find your way the old-school way by mastering the map.

B Block Human Geography - Today to help answer the Key Question: Why Are Some Human Actions Not Sustainable? we'll examine the concept of possibilism connected to sustainability and cultural ecology. Yesterday we looked at the United Nations Sustainable Development goals and today we'll examine two examples of how human beings have altered the physical environment in the Netherlands and in Florida. From the text...
Few ecosystems have been as thoroughly modified by humans as the Netherlands and Florida's Everglades. Because more than half of the Netherlands lies below sea level, most of the country today would be under water if it were not for massive projects to modify the environment by holding back the sea. Meanwhile, the fragile landscape of south Florida has been altered in insensitive ways.
So I'd like you to identify in point form the problems in both these locations and explain what have humans done (Describe the human modifications and adaptations to these two environments).







At the bottom of the page in our week 2 package I'd also like you to answer the following:

Both the Netherlands and the Florida Everglades face threats to sustainability. Which is better positioned to face future challenges? Explain your answer.    

Wednesday, September 11, 2019

Thursday, September 12. 2019

Today's schedule is DCBA

D & C Blocks Environmental & Social Sciences Today we are off the Courtenay and District Fish
& Game Protective Association facilities for the morning. There will be work from Benton to look at this morning and you may work on your Social Studies questions through the lens of the multiple users of Comox Lake.

Comox Lake supplies the Comox Valley Regional District with its main source
of drinking water. Comox Lake is very large with a surface area of 2100 hectares, a maximum depth of 110 meters in the central basin and a mean depth of 61 meters. The east basin is approximately 35 meters deep at its deepest point. The lake normally stratifies in the summer – that is, the upper layers of water warm up and are kept separate from the lower layers due to a difference in density. The depth of stratification varies by year with the thermocline generally
between 10 and 30 meters. Due to the size of the lake and the snow and glacial melt waters that supply summer flows, the water temperatures in the deep water are generally cold (5 – 6 °C). The upper layers (epilimnion) can get very warm (20.9°C)19. This can increase bacterial and parasite survival rates. So multiple users means multiple lenses/perspectives...hmmm maybe even Environmental Value Systems?

B Block Human Geography - Today we'll look at the Key Question: Why Are Some Human Actions Not Sustainable? We'll look at what a resource is (renewable and non-renewable) along with the uses and misuses of resources by humans. We'll figure out what "sustainability" means (The three pillars - social, environmental and economic) and take a look at the UN Sustainable Development Goals


 
I'll need you to fill in the chart in your week 2 package on the three pillars of sustainability: environment, economy, and society.


A Block Physical Geography - Today we'll do a brief introduction to topographic maps and I'll show you how to identify location, estimate area, calculate slope, and determine direction on them. We'll look at large versions of the 1:50000 scale topographic maps for the Comox Valley (92F10 and 92F11). For a large copy of the Forbidden Plateau 92F11 map click on the Online - En ligne (PDF or TIFF) at the GEOSCAN Fast-Link site. Using these maps we'll try to make sense of topographic maps in partners.


Here are a few webpages to help:
Natural Resources Canada Toporama
Reading Topographic Maps
Mount Union College Reading Topo Maps
United States Geological Survey Reading Topo Maps
National Wildfire Coordinating Group Reading Topographic maps pdf
Natural Resources & Water Queensland Australia Interpreting Topo Maps pdf
How Stuff Works Reading a Topographic Map

Tuesday, September 10, 2019

Wednesday, September 11. 2019

Today's schedule is BADC

B Block Human Geography - Today we'll talk about the arrangement of people and activities found in space and try to understand why those people and activities are distributed the way they are. We'll figure out what density, distribution, concentration and pattern have to do with people an activities on the Earth's surface. Along with this we'll look at connections, diffusion, interaction and hearths in order to see how people and activities impact and are impacted by each other (through spatial interaction and networks). I'll have some definitions for you to work on for me and we'll finish Crash Course Globalization (#1)

and take a look at Crash Course Globalization (#2)


A Block Physical Geography - Today we'll work on some basics of geography focusing on time zones, latitude and longitude, GPS, and the remote sensing technology of GIS.



For more on GIS check out:
ESRI What can I do with GIS?
National Geographic What is GIS?
Geolounge What is GIS
GIS Geography
VIU GIS programs
UVIC Geomatics program

D & C Blocks Environmental and Social Sciences - D Block with Benton you'll try to understand why algae is the basis for life on Earth (a little history and evolution of algae and the effects on the Atmosphere and Biosphere). Your lab component: Dissection Scope intro and rough survey. Compound Microscope review and survey for algae and micro organisms. Drawings and questions for write-up. In C Block with Young we'll continue looking at the ethics, or lack of, when dealing with the inequality of access to fresh, clean water.
Graphic by Barbara Aulicino from https://www.americanscientist.org/article/why-we-need-water-ethics
From "Principles of Water Ethics" by: Bruce Jennings, Kathryn Gwiazdon, and Paul Heltne
Many questions confront the world today. How can we ensure that an adequate supply of clean water is available, both for today and for coming generations? How equitable will access to it be? How should it be managed, and by whom? What will the implications of climate change be on the quality and quantity of fresh water? Is clean water destined to become for the twenty-first century what petroleum was for the twentieth, a source of geopolitical power and conflict? Will social change concerning water use come through technological innovation or through cultural and value change, or some combination of both?
All of these questions surround the issue of water ethics which are connected to the Environmental Value Systems, worldviews and paradigms we started the week with. This is not just a "look it's only in developing countries" thing...it's a Canada thing too. It is hard to imagine that in 2019, First Nations in Canada could lack access to clean drinking water in their own territories — but many do. In fact, 400 of 618 First Nations were under at least one water advisory between 2004 and 2014.

As of February 4, 2019, there were 62 long-term drinking advisories throughout Canada. The Neskantaga First Nation in Northern Ontario, for example, has had a water boil advisory in place for the last 23 years. Access to water is a human right under international law, and  Canada’s Constitution Act of 1982 provides for “essential public services of reasonable quality.” This means that the authorities have an obligation—as well as a moral imperative—to uphold this right. It also empowers people to demand that their governments take concrete and deliberate steps to ensure access to safe and affordable water for the population.

Canada still needs to do more to secure the right to water for all of its people and to live up to its commitments to First Nations communities.





You'll have time today after we discuss this issue to work on your "Water For All" Social Justice advocacy campaign posters in class.