Geography Test is moved to Thursday

Hi 7D,

On Friday, our 7/8 girls soccer team advanced to the quarter finals and our next games are on Monday.  As a result, your geography test has been moved to Thursday.

Enjoy your weekend!

Ms. Gulian

Geography Unit 2 Study Guide

i) National Geographic Videos

For each of the natural disasters (i.e. Earthquake, Hurricanes, Tornadoes, Tsunamis), please study the following:

-How are they formed?
-How are they measured?
-What is being done to prevent/deal with them today?
-Interesting facts (i.e. how many Earthquakes occur per year?  Which was the largest hurricane on record? etc.)
-Links between natural disasters and global warming (pg. 96, 100 of textbook)
In addition, please study your notes on volcanoes from pages 70-72 of the textbook.

ii) Topographic maps

-What is topography?
-How to read contour lines

iii) Diagrams
-Diagrams on page 69-69; zones of the earth

iv) Global Warming
-David Suzuki vs. Patrick J. Michaels
-Greenhouse effect
-Effects of rising temperature

v) World Agricultural Patterns
-All bolded vocabulary
-Effects of climate, soil and natural vegetation
-Commercial Vs. Specialized Agriculture

Mono Cliffs Reminders

Link for Geography Videos

Here is the link for the National Geographic videos on Natural Disasters:

http://environment.nationalgeographic.com/environment/natural-disasters/forces-of-nature/

Geography Earthquake/Tsunami Questions

Earthquakes Vs. Tsunamis 

1. In your own words, explain why earthquakes occur.

2. Copy and label the diagram of the Earth's zones on page 68.

3. How do scientists measure the strength of an earthquake?

4. In your own words, explain what causes a tsunami.

5. Copy and label the diagram on page 69.

6. What is the connection between earthquakes and tsunamis?

Geography Study Guide

*Know and understand the terms for Unit 1

-What is a geographer? 

-What are the two basic questions that geographers always ask when they are studying the earth? 

-List and define each of the five themes of geography

-Explain the difference between absolute and relative location

-How would you describe the physical features of a place? 

-How would you describe the human features of a place? 

-Which theme would geographers use to study the consequences of peoples' actions? 

-Which theme helps geographers understand cultural changes? 

-On maps, what do geographers use to show regions? 

-What are the advantages and disadvantages of a globe? 

-What are the advantages and disadvantages of flat maps? 

-Prime Meridian, Equator, Lines of latitude, Lines of longitude, the Northern Hemisphere, the Southern Hemisphere, the North Pole, the South Pole 

Math Test Concepts for Monday, April 4th

Angles Concepts: 

-Supplementary angles

-Complementary angles

-Opposite angles

-Corresponding angles ("F" pattern)

-Alternate angles ("Z" pattern)

-Measuring angles using a protractor

-Applying rules we know about angles to calculate the missing angles in a diagram (i.e. without a protractor)

-Rules about triangles

-Applying rules about triangles to find the missing angle(s) 

Geography Questions

Questions that the 5 Themes Answer 

Location
-Where is the place (longitude, latitude, continent, hemispheres)?
-How far way from is it? (travel time by plane, distance in miles or kilometers)?
-What countries are neighbors of the country?

Place
-Describe the place (size, shape)
-What is the climate (temperature, rainfall)?
-What kinds of physical features are there (mountains, rivers, deserts)?
-Describe the people who love there (nationalities, traditions, etc.)

Human-Environment Interactions
-How do people use the land (farming, herding, mining, industry)?
-How have people changed the land?
-Where do most people live (near a river or coastline, in the mountains)?
-Why do you think people settled there (water, safety, food, natural beauty)?

Movement
-How will you travel to the place (route, drive, fly, walk)?
-Does the country export goods to other places? If so, what and where?
-Does the country import goods to other places? If so, what and where?
-Why would people leave or move to the country (jobs, family, climate, war)?

Regions
-What language(s) do people speak?
-What are the political divisions of the country (states, provinces, republics)?
-How is the country similar to any of its neighbors (traditions, language, climate)?

Mediasmart articles

Please review the topics listed under "Digital and Media Literacy" on the website:  

www.mediasmarts.ca

By clicking on the topics on the drop down list, you will be able to find articles about each topic. Read through a variety of the articles about topics you find interesting. Take notes on interesting facts, statistics, anecdotes, etc. you feel would help support your opinion piece. If possible, print a few articles to bring to class.

Please note, the topics related to pornography and sexting listed on the website are not suitable topics for this research. 

Recipe Success Criteria

Procedural Writing Success Criteria

Goal: To write instructions that clearly and accurately teach others how to prepare a specific meal.

Success Criteria: I can…

-include a clear title/goal for my procedure (e.g. “How To Make…”)

-include details like hands on time, total time (i.e. hands on time + baking time), number of people my recipe serves

-list specific materials and quantities that are needed for my procedure

-break down my instructions into step-by-step sequence

-number each step and start each step on a new line

-create instructions that are accurate and detailed so that no assumptions need to be made

-use transition words to start each step (first, then, next, after that, etc.)

-use imperative tense verbs (wash, fold, mix, stir, boil, etc.)

-include adjectives and adverbs to clarify my instructions (slowly, carefully, etc.)

-include photos/illustrations of my meal

-include a brief history of my meal (i.e. where did you learn how to cook it, how long has it been in your family, what is the traditional name of your dish, what does it mean, etc.) 

Please make sure to refer to the example of a Lasagna recipe that was distributed in class. 

Just a reminder that you are welcome to bring in a sample of your dish if you wish to do so but it is not mandatory and will not influence your overall mark on the assignment. 

Due Date: Wednesday, February 17th, 2016. 

History Open Book Test Chapters 6-8

Key Concepts for Ch. 6-8 History Test

(Open Book)

Chapter 6: The War of 1812 (pgs 110-123)

-the major battles of the war of 1812 (Detroit, Queenston Heights, York, Stoney Creek, Beaver Dams, Lundy's Lane & Washington and Baltimore)

-Conditions in the military; life of a soldier 

-the Treaty of Ghent 

-Effects of the war on BNA

Chapter 7: Conflict & Conflict Resolution (pgs 138-141)

-Types of conflict: Wars, Rebellions, Protests & Demonstrations, Strikes

Chapter 8: The Rebellions of 1837-1838 (pgs 148-152, 162-163)

-Democratic governments

-Undemocratic governments

-Government elites

-Economic Decline

-Aftermath of the rebellions 

Date of test: Friday, February 5th, 2016.  

Make sure you bring your notes to school!!  You may only use your notes - no textbook. 

11 Tips for Writing a Personal Recount

11 Tips for Writing a Personal Recount/Exposition

1) Follow the instructions. 

Pay attention to requirements concerning length, as well. Your teacher may tell you how many words, pages, or paragraphs your recount needs to be. If these instructions are not included and you aren't sure about how long the piece must be, consider asking your teacher directly.

2) Understand the purpose. 

Ask yourself what you hope to achieve by writing your recount. You need to accurately portray a real event you were personally involved in.

·         Most recounts are meant to inform, entertain, or do some combination of the two. Personal recounts are generally written for entertainment, but if your teacher asks you to describe an event he or she was not present for—like what happened during your last sports game or during a time when a substitute teacher led class—you also need to make sure that you provide plenty of accurate information about that event.

3) Know your audience. 

Think about your audience when writing your recount. Ask yourself what your audience might hope to gain or see from your writing.

·         For classroom purposes, your recount will usually be written for either your teacher or your peers. Your teacher will want to see that you followed the instructions he or she provided. Your classmates will usually want to be entertained with a story they can enjoy or relate to.

4) Watch the mood. 

Consider how your audience might feel after reading your recount. For instance, some stories might make the reader feel happy while others might make the reader feel sad. Make sure that the story you tell matches the mood you hope to put the reader in.

·         For example, if you need or want to write a personal recount about a fun summer memory, you probably shouldn't write about your best friend moving away. As a sad memory, describing the loss of your friend won't create the “fun” mood your recount is supposed to have.

5) Pick an appropriate title.

Most recounts have a title, and that title should summarize the text in a few words.

·         Choose something simple. For instance, a recount about your favorite pet might be titled, “My Favorite Pet.”

6) Set the orientation. The orientation includes all of the background details the reader will need to understand your story. You could also label the orientation as the "setting" of your story.

·         Identify the participants. Even though a personal recount must retell a story from your own life, other people will probably be involved in your story, too. Mentioning these individuals early on will prevent the reader from being surprised or confused later.

·         Explain when the activity happened and where it happened, as well. These details are crucial if you want your readers to understand the events of your story.

·         For example, if you choose to write about a beach vacation spent with your family, consider starting with something like, “I spent the first week of July with my mother, father, sister, Uncle Eric, and Aunt Lydia. We stayed at a hotel on the beach.”

7) Recall and relay the correct sequence of events. 

Your recount should describe one significant incident, but each event or step that happened during that incident happened in a specific order. Make sure that you write those events in chronological order (the order they originally occurred in).

·         For instance, if school was canceled for the day because of a major blizzard, you should mention the blizzard first, followed by the discovery that school was canceled. Write about what you did with your day off only after explaining why you had that day off.

8) Pick out important details. 

A lot may have happened during the activity you describe in your recount, but if you provide too many details, you can overwhelm or bore the reader. Stick with important details that push the story along instead of slowing it down.

·         As a general rule, only describe events that the reader would not be able to predict. When writing a personal recount about your weekend, you could describe the games you played, the people you met with, and any special treats you may have enjoyed. You do not need to explain that you went to sleep each night or ate breakfast each morning, however, since those are things your teacher expects you to do every weekend.

·          

9) Separate major parts into different paragraphs.

Each major event in your recount should have its own paragraph. If you cram too many details into one paragraph, the story can seem cluttered and confusing.

·         For personal recounts that cover an extended period of time, each paragraph might describe one easily separated portion of that time. A recount about your weekend might include one paragraph for Friday evening, one paragraph for Saturday, and one paragraph for Sunday. A recount about your summer might include one paragraph for May, one paragraph for June, one paragraph for July, and one paragraph for August.

10) Include descriptive details as needed. 

Descriptive details may not seem necessary at first, but they can help strengthen the image you're describing in the mind of your readers.

·         This is especially important when you are writing a personal recount about someone or something important. Personal recounts about your favorite pet should include a description of how your pet looks. Personal recounts about your grandparents should include descriptions of how your grandparents look and sound.

11) Re-orient the reader. 

Near the end of the recount, you should note the setting again to tie things up and remind the reader of what you were describing.

·         Consider including a personal opinion about what happened. For instance, you might say conclude a personal recount about your Christmas with a statement like, “This past Christmas was very fun.”

·         You may also need to conclude by describing the outcome of the activity. If you are telling a recount about your visit to the doctor, end with an explanation of what your doctor told you or what medicine he or she gave you.

Holiday Recount: Example of Brainstorming, Introductory Paragraph & Paragraph 1

Holiday Recount Rubric