DOCSLIB.ORG

An Expedition to the Hudson Bay Lowlands D R a B B O

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
An Expedition to the Hudson Bay Lowlands D R a B B O An Expedition to the Hudson Bay Lowlands d r a b b O y t r a M : o Special Report by Jon McCracken Photo Essay by Ron Ridout t o h P e got the call late last winter. Don Sutherland, zoologist for the WOntario Ministry of Natural Resources' Natural Heritage Information Centre (OMNR-NHIC) was assembling a six-person crew of volunteers to spend two weeks this summer on the Hudson Bay lowlands, gathering information for the Ontario Breeding Bird Atlas. It was an exceptional opportunity, and Ron Ridout and I (both of Bird Studies Canada) jumped at the chance, as did Marty Obbard (OMNR's provincial bear biologist), Colin Jones (NHIC biologist), and Peter Burke (free-lance biologist and wildlife artist). Our destination was as far north as you can get in Ontario – the Pen Islands region, tucked into the province's extreme northwestern corner on Hudson Bay, right next to the Manitoba border. The nearest community is Fort Severn, about 100 kilometres to the southeast. American Golden-Plover/Pluvier bronzé A large colony of about 8000 pairs of Snow Geese, and exceptional numbers of migrating Black Scoters, Hudsonian expertly plunked us down on a suitable Godwits, and Red Knots, help make the gravel ridge about 7 kilometres from the region a globally Important Bird Area. coast and about the same distance to the tree Relatively little is known about the region's line. Perfect! summer bird life, however, so our mission was to survey a land area that encompassed Home Sweet Home some 200 square kilometres. No problem. After months of careful planning, the We were greeted by sweeping, open team rendezvoused on 21 June in vistas filled with life and adventure as far as One of the very few Stilt Sandpiper nests ever documented in Ontario. Un des très rares nids de Bécasseau à échasses trouvé en Ontario. Peterborough, ON, before driving 9 hours the eye and imagination could see. Before north to Timmins. The next morning, we nightfall, we had established base camp on the area. Small pockets of stunted spruce loaded about 550 kilograms of gear into an one of the many long, narrow ridges that run trees, seldom standing more than 4 metres OMNR Twin Otter and flew north to through the coastal region. Only a metre or high, were scattered along the edges of the Moosonee on the James Bay coast. From so high, these ancient beach ridges are firm ridges. Somewhat taller trees were there, we flew northwest to Peawanuck for and dry, and carpeted with a thin layer of concentrated along creek margins and back refuelling. Before long, we were over the lichens, moss, and rhododendron. More in the tree line. About 2 kilometres from Pen Islands region. Down below, Hudson expansive wet, sedge-grass meadows, camp, a massive boulder – a relic from the Bay was still almost completely frozen ponds, and small lakes lay between the last Ice Age – towered 4 metres high in the over. The pilot quickly sized things up and ridges. A few narrow creeks wound through otherwise featureless landscape. 4 BIRDWATCH CANADA E When we arrived, snowdrifts lay here powered a laptop computer and battery flannel shirt, thermal t-shirt, jeans, long and there in sheltered areas, and many of the charger. johns (sometimes two pairs), two pairs of R lakes were still partially ice covered. A shallow latrine was dug outside the socks, insulated hiking boots, and a toque. U Likewise, plant life was very obviously perimeter and fitted with a bucket (and Humour also helps warm the spirit. There T weeks behind the normal seasonal seat!). A three-sided tarp wall provided was a lot of laughter in our camp. A progression. In fact, it was not until towards privacy and acted as a welcome windbreak. In wide, open spaces like this, your E the end of our stay that rhododendrons Owing to a fibre-rich diet, there was often a sense of perspective becomes distorted. F finally started to bloom, and shrubs began to morning line up for the facilities. Things were either much farther away leaf out. Summer was unusually late. Good food and lots of it are essential than they appeared, or vice versa. Mirages Our base camp was modest, but for field camp morale. Colin prepared were also common. From camp, small efficient and comfortable. A large, canvas exceptionally delicious and hearty dinners pressure ridges of ice out on Hudson Bay T “wall tent” (suspended from a wooden nightly over the propane camp stove. We ate often looked like huge, snow-swept frame that Marty expertly lashed together well and we ate lots. Drinking water was mountain ranges. R with rope) served as the kitchen, dining fetched from a nearby shallow pond in At this latitude, the sun set at about O room, storage area, meeting room, and canvas bags, and then hand-pumped 11:30 p.m. and was up again before 4:30 office. We snored our nights away in through a ceramic filter to remove all a.m. An eerie twilight gave way to true P personal pup tents. potential pathogens. None of us got sick. As darkness for only about an hour each E With the arrival of summer on the for bathing and shaving – forget about it! night. R Field Work and Play L From the moment we touched down, A we felt like modern day explorers. Fuelled I by a constant stream of new discoveries C and situations, every day found us giddy E P S Study Area Manitoba Parasitic Jaeger/Labbe parasite Our meeting tent also served as kitchen, dining room, and office. La tente où l’on tenait nos réunions servait également de cuisine, de salle à manger et de bureau. Quebec with excitement. Weather, Weather Everywhere At night, we were lulled to sleep by mournful wails of Common Loons, pitiful Ontario On a few balmy days, the thermometer hit sighs of Pacific Loons, the pumping of the plus side of 20o C. However, distant bitterns, cackling parties of Snow temperatures all too often refused to budge Geese, hee-haw braying of Stilt Sandpipers, beyond single digit values, and usually yodelling Tundra Swans and Sandhill dipped below freezing at night. The Hudson Cranes, whoo-ooshing Wilson's Snipe, and Bay coast is a wind-swept region. Sustained ticking Yellow Rails. Rhythmic snoring gales (60-80 kph) routinely tested the sounds, which droned from all six tents, endurance of our tents and our stamina in rounded out the symphony. the field. On more than one occasion, we After enjoying a hearty breakfast each were, quite literally, very nearly blown morning, we donned heavy daypacks, broke away by the experience. On the upside, the into pairs, and scattered in different cold winds kept rumoured onslaughts of directions, aiming to cover as much territory Hudson Bay coast, we were keenly aware of biting insects to a bare minimum. as possible. A typical day's outing entailed the safety concerns posed by marauding Lacking any insulating layers of body hiking 10-20 kilometres, mostly slogging polar bears. To provide warning, a delicate fat, I often found myself fashionably through mucky expanses of shallow marsh, trip-wire was strung around the camp decked out in a Mustang survival suit over either in hip waders or rubber boots. Peter perimeter and hooked up to a loud alarm top a goose down parka, followed by a and Colin camped in the distant tree line one system. A small, gas-powered generator goose down vest, wind breaker, sweater, night to better document species that weren't FALL 2004, NUMBER 29 5 otherwise present on the tundra. Otherwise, over the camp daily on foraging forays we normally returned to base camp each to the coast. A splendid adult Peregrine day. Falcon sailed low overhead one Safety was key. Personal GPS units afternoon. But the oddest bird of the trip allowed us to pin-point our locations to was the Mourning Dove that Don found within a few metres and efficiently navigate – hundreds of kilometres north of its to and fro. For personal protection against known breeding range. There were bears, one person in each crew lugged a some other oddball things, like a Yellow shotgun loaded with “cracker shells,” Warbler nest that was almost entirely which are fired into the air and explode made out of white ptarmigan feathers, loudly. Everyone also carried a variety of and a robin nest that didn't contain any other noisemakers. In the event of a truly mud. life-threatening encounter, 12-gauge slugs Presumably because they so could be brought into play. Miniature seldom encounter people, we were walkie-talkies, with an effective range of struck by the relative fearlessness of about 5 kilometres, allowed us to maintain many animals. Willow Ptarmigan were contact with one another in the field. A especially “tame.” The contents of one satellite phone provided scheduled daily Hudsonian Godwit's nest couldn't be communications with OMNR staff in Moosonee. By far the most common bird on the open tundra was Savannah Sparrow, which nested abundantly in the wet A glint of sunlight in her eye was all that alerted Jon McCracken to this nesting Hudsonian Godwit. meadows. Horned Lark Un reflet dans l’oeil de cette Barge hudsonienne a permis and Lapland and Smith's à Jon McCracken de la découvrir sur son nid. longspurs were also common in open areas. only a few towards the end of the Among the trees and expedition. shrubs, Common The region is also normally an Redpoll, White-crowned exceptional summering area for up to Sparrow, and American 200 polar bears, one of the highest Tree Sparrow were densities in the world.
Load more

Recommended publications
  • Assessment of the Vulnerability of Peatland Carbon in the Albany Ecodistrict of the Hudson Bay Lowlands, Ontario, Canada to Climate Change
    Ministry of Natural Resources and Forestry Assessment of the vulnerability Science and Research of peatland carbon in the Albany Ecodistrict of the 46 Hudson Bay Lowlands, Ontario, CLIMATE CHANGE Canada to climate change RESEARCH REPORT CCRR-46 Responding to Climate Change Through Partnership Assessment of the vulnerability of peatland carbon in the Albany Ecodistrict of the Hudson Bay Lowlands, Ontario, Canada to climate change Jim McLaughlin, Maara Packalen, and Bharat Shrestha Forest Research and Monitoring Section Ontario Ministry of Natural Resources and Forestry 2018 Science and Research Branch • Ministry of Natural Resources and Forestry © 2018, Queen’s Printer for Ontario Printed in Ontario, Canada Single copies of this publication are available from [email protected]. Cette publication hautement spécialisée Assessment of the Vulnerability of Peatland Carbon in the Albany Ecodistrict of the Hudson Bay Lowlands, Ontario, Canada to Climate Change n’est disponible qu’en anglais conformément au Règlement 671/92, selon lequel il n’est pas obligatoire de la traduire en vertu de la Loi sur les services en français. Pour obtenir des renseignements en français, veuillez communiquer avec le ministère des Richesses naturelles et des Forêts au [email protected]. Some of the information in this document may not be compatible with assistive technologies. If you need any of the information in an alternate format, please contact [email protected]. Cite this report as: McLaughlin, J., M. Packalen and B. Shrestha. 2018. Assessment of the vulnerability of peatland carbon in the Albany Ecodistrict of the Hudson Bay Lowlands, Ontario, Canada to climate change. Ontario Ministry of Natural Resources and Forestry, Science and Research Branch, Peterborough, ON.
    [Show full text]
  • Carbon Storage and Potential Methane Production in the Hudson Bay Lowlands Since Mid-Holocene Peat Initiation
    ARTICLE Received 28 Aug 2013 | Accepted 9 May 2014 | Published 11 Jun 2014 DOI: 10.1038/ncomms5078 Carbon storage and potential methane production in the Hudson Bay Lowlands since mid-Holocene peat initiation Maara S. Packalen1, Sarah A. Finkelstein2 & James W. McLaughlin3 Peatlands have influenced Holocene carbon (C) cycling by storing atmospheric C and releasing methane (CH4). Yet, our understanding of contributions from the world’s second largest peatland, the Hudson Bay Lowlands (HBL), Canada, to peat-climate-C-dynamics is constrained by the paucity of dated peat records and regional C-data. Here we examine HBL peatland development in relation to Holocene C-dynamics. We show that peat initiation in the HBL is tightly coupled with glacial isostatic adjustment (GIA) through most of the record, and occurred within suitable climatic conditions for peatland development. HBL peatlands initiated most intensively in the mid-Holocene, when GIA was most rapid and climate was cooler and drier. As the peat mass developed, we estimate that the HBL potentially released 1–7 Tg CH4 per year during the late Holocene. Our results indicate that the HBL currently stores a C-pool of B30 Pg C and provide support for a peatland-derived CH4 contribution to the late Holocene atmosphere. 1 Department of Geography, University of Toronto, Toronto, Ontario, Canada M5S 3G3. 2 Department of Earth Sciences, University of Toronto, Toronto, Ontario, Canada M5S 3B1. 3 Ontario Forest Research Institute, Ontario Ministry of Natural Resources, Sault Ste. Marie, Ontario, Canada P6A 2E5. Correspondence and requests for materials should be addressed to M.S.P.
    [Show full text]
  • Summary of the Hudson Bay Marine Ecosystem Overview
    i SUMMARY OF THE HUDSON BAY MARINE ECOSYSTEM OVERVIEW by D.B. STEWART and W.L. LOCKHART Arctic Biological Consultants Box 68, St. Norbert P.O. Winnipeg, Manitoba CANADA R3V 1L5 for Canada Department of Fisheries and Oceans Central and Arctic Region, Winnipeg, Manitoba R3T 2N6 Draft March 2004 ii Preface: This report was prepared for Canada Department of Fisheries and Oceans, Central And Arctic Region, Winnipeg. MB. Don Cobb and Steve Newton were the Scientific Authorities. Correct citation: Stewart, D.B., and W.L. Lockhart. 2004. Summary of the Hudson Bay Marine Ecosystem Overview. Prepared by Arctic Biological Consultants, Winnipeg, for Canada Department of Fisheries and Oceans, Winnipeg, MB. Draft vi + 66 p. iii TABLE OF CONTENTS 1.0 INTRODUCTION.........................................................................................................................1 2.0 ECOLOGICAL OVERVIEW.........................................................................................................3 2.1 GEOLOGY .....................................................................................................................4 2.2 CLIMATE........................................................................................................................6 2.3 OCEANOGRAPHY .........................................................................................................8 2.4 PLANTS .......................................................................................................................13 2.5 INVERTEBRATES AND UROCHORDATES.................................................................14
    [Show full text]
  • Canadian-Geography-And-Mapping
    Canadian Geography and Mapping Skills Encouraging Topic Interest Keep a class collection of maps showing population, climate, topography, etc., to help students develop an understanding and appreciation of different types of maps. The Government of Canada website (http://gc.ca/aboutcanada-ausujetcanada/maps-cartes/maps-cartes-eng.html) and tourism bureaus are great sources of free maps. Encourage students to add to the class collection by bringing in a variety of maps for roads, tourist attractions, neighbourhoods, parks, amusement parks, floor plans, etc. Also have atlases and other resources handy for further study. Vocabulary List Record new and theme-related vocabulary on chart paper for students’ reference during activities. Classify the word list into categories such as nouns, verbs, adjectives, or physical features. Blackline Masters and Graphic Organizers Use the blackline masters and graphic organizers to present information, reinforce important concepts, and to extend opportunities for learning. The graphic organizers will help students focus on important ideas, or make direct comparisons. Outline Maps Use the maps found in this teacher resource to teach the names and locations of physical regions, provinces, territories, cities, physical features, and other points of interest. Encourage students to use the maps from this book and their own information reports to create an atlas of Canada. Learning Logs Keeping a learning log is an effective way for students to organize thoughts and ideas about concepts presented. Student learning logs also provide insight on what follow-up activities are needed to review and to clarify concepts learned. Learning logs can include the following types of entries: • Teacher prompts • Connections discovered • Students’ personal reflections • Labelled diagrams and pictures • Questions that arise • Definitions for new vocabulary Rubrics and Checklists Use the rubrics and checklists in this book to assess students’ learning.
    [Show full text]
  • Ontario Curriculum
    2018 REVISED The Ontario Curriculum Social Studies Grades 1 to 6 History and Geography Grades 7 and 8 The Ontario Public Service endeavours to demonstrate leadership with respect to accessibility in Ontario. Our goal is to ensure that Ontario government services, products, and facilities are accessible to all our employees and to all members of the public we serve. This document, or the information that it contains, is available, on request, in alternative formats. Please forward all requests for alternative formats to ServiceOntario at 1-800-668-9938 (TTY: 1-800-268-7095). CONTENTS PREFACE 3 Elementary Schools for the Twenty-First Century . 3 Supporting Students’ Well-Being and Ability to Learn . 3 INTRODUCTION 6 The Vision and Goals of the Social Studies, History, and Geography Curriculum . 6 The Importance of Social Studies, History, and Geography in the Curriculum . 9 Citizenship Education Framework . 10 Social Studies . 10 History . 11 Geography . 12 Concepts Underlying the Social Studies, History, and Geography Curriculum . 13 Indigenous Education in Ontario . 14 Roles and Responsibilities in Social Studies, History, and Geography . 15 THE PROGRAM IN SOCIAL STUDIES, HISTORY, AND GEOGRAPHY 19 Curriculum Expectations . 19 The Strands in the Social Studies, History, and Geography Curriculum . 22 The Inquiry Process in Social Studies, History, and Geography . 23 Spatial Skills: Using Maps, Globes, and Graphs . 25 ASSESSMENT AND EVALUATION OF STUDENT ACHIEVEMENT 27 Basic Considerations . 27 The Achievement Chart for Social Studies, History, and Geography . 31 SOME CONSIDERATIONS FOR PROGRAM PLANNING IN SOCIAL STUDIES, HISTORY, AND GEOGRAPHY 36 Instructional Approaches . 36 Cross-Curricular and Integrated Learning . 39 Planning Social Studies, History, and Geography Programs for Students with Special Education Needs .
    [Show full text]
  • The Smallpox Epidemic of 1782-83 Among the Hudson Bay Lowland Cree
    "God was Angry with Their Country": The Smallpox Epidemic of 1782-83 among the Hudson Bay Lowland Cree VICTOR L YTWYN Historical and Geographical /Consulting Services ,The Hudson Bay Lowlands is a vast subarctic region ·of predominantly swampy, low-lying terrain (see Figure 1). The Aboriginal people who oc- , cupied the Hudson Bay Lowlands at the time of European contact !n the 17th century were known as "Winepeg Athinuwick" and "Muchiskewuck Athinu­ wick", meaning 'the people of the sea-coast' and 'the people of!he swampy ground' respectively (Graham 1969: 192). They were linked by language and culture to a much larger group of people living in the interior ofNorth America who were commonly called Cree. In this paper, for the purpose of clarity and continuity, the people of the Hudson Bay Lowlands will be called the Lowland Cree. In 1610, Henry Hudson led the first European voyage into Hudson Bay and made contact with aboriginal people in James Bay, probably in the vicinity of Point Comfort (Kenyon 1986:1 ). Other Europeans followed, including Thomas Button, who spent the winter of 1612-13 at the mouth ofthe Nelson River (Fox 1635), Jens Munk, who wintered at the mouth of the Churchill River in 1619-20 (Munk 1980), and Thomas James and Luke Fox, the former wintering on Charlton Island in James Bay (Fox 1635, James 1740). Although aboriginal people were contacted by some of the European explorers, none of the reports provide detailed accounts of the Lowland Cree population. Hence, it is impossible to assess the impact of these brief European contacts on the health of the Lowland Cree.
    [Show full text]
  • 2011 277 Wetlands of the Ontario Hudson Bay Lowland
    2011 BOOK REVIEWS 277 Wetlands of the Ontario Hudson Bay Lowland: A Regional Overview By John L. Riley. 2011. Nature Conservancy of Canada, Toronto, Ontario. 156 pages. + appendices. Paper and available on - line: NCC – http://www.natureconservancy.ca OMNR – http://www.mnr.gov.on.ca/en/Business/FarNorth What is a fen? Are there different kinds of fens and cient and informed land use planning – and here we how do you tell them apart? Here is an overview that have the basis for it. answers these and many other questions for one of The use of many colour photos not only increases the most important wetland areas in the world. In fact the book’s appeal, but also is important in illustrating the Hudson’s Bay Lowland is the world’s third largest the subject matter. It is of interest to think a little more wetland and the largest in North America, – and 83% about the photos. Several of them show the author of it is in Ontario. It takes up ¼ of the province and and/or his colleagues on a sunny day with a blue sky spills over into Quebec and Manitoba. The area has a – and of course it looks like fun. Try to imagine the significant effect on earth’s climate by sequestering risks associated with this remote area and the extreme atmospheric carbon. It also home to a fascinating diver- discomfort of biting insects and bad weather. Work- sity of plants and animals. This globally important ing in the lowlands was not an easy job. landscape is likely to experience rapid environmental The first chapter entitled “Regional Overview” cov- changes over the next few decades.
    [Show full text]
  • Hudson Bay Swamp Life, Because of Their Ability to Adapt to the Natureworks
    662 Hudson Bay swamp life, because of their ability to adapt to the NatureWorks. “Swamps.” New Hampshire Public changing environment,and to take advantage of a Television, 2012. http://www.nhptv.org/nature range of water levels. Fish here include largemouth works/nwep7i.htm. bass, bluegill, warmouth, red-ear sunfish, alligator Nickell, Joe. “Tracking the Swamp Monsters.” gar, freshwater drum, flathead catfish, and buffalo Committee for Skeptical Inquiry 25, no. 4 (2001). fish. Enormous quantities of crawfish thrive in Honey Island Swamp. Human Impact In 1980, President Jimmy Carter authorized the Hudson Bay 37,000-acre (15,000-hectare) Bogue Chitto National Wildlife Refuge (NWR), located north of and adja- Category: Marine and Oceanic Biomes. cent to Honey Island Swamp. The swamp is now a Geographic Location: North America. permanently protected wildlife area under the con- Summary: The second-largest bay in the world, trol of this refuge, and managed by the Louisiana Hudson Bay supports diverse cold-water coastal Department of Wildlife and Fisheries. A larger part and marine ecosystems. of the swamp is claimed as the Pearl River Wildlife Management Area (WMA). The Pearl River WMA, Named for the Dutch explorer Henry Hudson, at 35,000 acres (14,000 hectares), is comparable to Hudson Bay is the second-largest bay in the world, the Bogue Chitto NWR in size. after the Bay of Bengal. It is a marine bay and mar- Honey Island Swamp remains intact except for ginal sea in northern Canada that drains most of its waterways. The swamp is accessible only by the central area of the country as well as parts of boat or on foot; few roads exist in the area, and the upper Midwest of the United States, about 1.5 none within the borders of the swamp.
    [Show full text]
  • THE ONTARIO CURRICULUM | Social Studies, Grades 1To 6; History and Geography, Grades 7 and 8
    2013 REVISED The Ontario Curriculum Social Studies Grades 1 to 6 History and Geography Grades 7 and 8 The Ontario Public Service endeavours to demonstrate leadership with respect to accessibility in Ontario. Our goal is to ensure that Ontario government services, products, and facilities are accessible to all our employees and to all members of the public we serve. This document, or the information that it contains, is available, on request, in alternative formats. Please forward all requests for alternative formats to ServiceOntario at 1-800-668-9938 (TTY: 1-800-268-7095). CONTENTS PREFACE 3 Elementary Schools for the Twenty-First Century . 3 Supporting Students’ Well-Being and Ability to Learn . 3 INTRODUCTION 6 The Vision and Goals of the Social Studies, History, and Geography Curriculum . 6 The Importance of Social Studies, History, and Geography in the Curriculum . 9 Citizenship Education Framework . 10 Social Studies . 10 History . 11 Geography . 12 Concepts Underlying the Social Studies, History, and Geography Curriculum . 12 Roles and Responsibilities in Social Studies, History, and Geography . 14 THE PROGRAM IN SOCIAL STUDIES, HISTORY, AND GEOGRAPHY 18 Curriculum Expectations . 18 The Strands in the Social Studies, History, and Geography Curriculum . 21 The Inquiry Process in Social Studies, History, and Geography . 22 Spatial Skills: Using Maps, Globes, and Graphs . 24 ASSESSMENT AND EVALUATION OF STUDENT ACHIEVEMENT 26 Basic Considerations . 26 The Achievement Chart for Social Studies, History, and Geography . 29 SOME CONSIDERATIONS FOR PROGRAM PLANNING IN SOCIAL STUDIES, HISTORY, AND GEOGRAPHY 34 Instructional Approaches . 34 Cross-Curricular and Integrated Learning . 37 Planning Social Studies, History, and Geography Programs for Students with Special Education Needs .
    [Show full text]
  • Social Studies History and Geography
    Ministry of Education REVISED The Ontario Curriculum Social Studies Grades 1 to 6 History and Geography Grades 7 and 8 2004 Contents Introduction . 2 The Importance of Social Studies, History,and Geography . 2 Social Studies . 2 History . 2 Geography . 3 The Goals of Social Studies, History,and Geography Education . 3 Concepts Underlying the Social Studies, History,and Geography Curriculum . 3 Roles and Responsibilities in Social Studies, History,and Geography Education . 5 The Program in Social Studies, History, and Geography . 7 Curriculum Expectations . 7 Subject Areas and Strands in the Curriculum . 8 Assessment and Evaluation of Student Achievement . 9 Basic Considerations . 9 The Achievement Chart for Social Studies, History,and Geography . 10 Some Considerations for Program Planning in Social Studies, History, and Geography . 14 Teaching Approaches . 14 Cross-Curricular and Integrated Learning . 14 Study of Current Events . 15 Planning Social Studies, History,and Geography Programs for Exceptional Students . 15 English As a Second Language and English Literacy Development (ESL/ELD) . 16 Antidiscrimination Education in Social Studies, History,and Geography . 17 Literacy,Numeracy,and Inquiry/Research Skills . 17 The Role of Technology in Social Studies, History,and Geography . 18 Guidance and Social Studies, History,and Geography . 18 Health and Safety in Social Studies, History,and Geography . 18 Part 1: Social Studies, Grades 1 to 6 . 19 Heritage and Citizenship . 20 Canada and World Connections . 34 Part 2: History and Geography, Grades 7 and 8 . 51 History . 52 Geography . 65 Glossary . 78 Une publication équivalente est disponible en français sous le titre suivant : Le curriculum de l’Ontario – Études sociales, de la 1re à la 6e année – Histoire et géographie, 7e et 8e année, 2004.
    [Show full text]
  • Subglacial Drainage, Eskers, and Deforming Beds Beneath the Laurentide and Eurasian Ice Sheets
    Subglacial drainage, eskers, and deforming beds beneath the Laurentide and Eurasian ice sheets PETER U. CLARK Department of Geosciences, Oregon State University, Corvallis, Oregon 97331-5506 JOSEPH S. WALDER U.S. Geological Survey, Cascades Volcano Observatory, 5400 MacArthur Boulevard, Vancouver, Washington 98661 ABSTRACT over a deforming bed and that developed over a rigid, nondeforming substrate (Rothlisberger, 1972; Shreve, 1972). In particular, Walder Glatiological theory predicts that the subglacial drainage network and Fowler showed that if subglacial water pressure is close to the at the base of gently sloping ice sheets resting on deforming sediment ice-overburden pressure and the hydraulic gradient (largely controlled should consist of many wide, shallow, probably braided "canals" dis- by ice-surface slope) is low (such as at the base of a gently sloping ice tributed along the ice-sediment interface, rather than an arborescent sheet), then the drainage network over a deforming bed should consist network of relatively few large tunnels, as would develop over a rigid of numerous wide, shallow, braided channels along the ice-sediment substrate. A corollary prediction examined here is that eskers, which interface. Meltwater would flow relatively sluggishly through such a form in large subglacial tunnels, should be rare where subglacial bed drainage network. In contrast, meltwater flowing over a rigid sub- deformation occurred, but they may be relatively common where the strate or over a deformable bed at relatively high hydraulic gradient bed was rigid. Bed deformation would be most likely where subglacial would drain through an arborescent network of relatively few large till was relatively continuous, fine-grained, and of low permeability— tunnels at substantially higher flow velocity.
    [Show full text]
  • Landscapes and Landforms
    wine makin TEACHING RESOURCES and STUDENT ACTIVITIES … for online The Geography Teachers Association and classroom learning of NSW & ACT Inc. Volume 52 No 2 2020 IN THIS ISSUE: STAGE 4: Teacher Guide STAGE 4: LANDSCAPE AND LANDFORMS Snapshot 1 : Geomorphic processes Snapshot 2 : Landscape diversity and change Snapshot 3: Meandering Rivers Snapshot 4: Earthquakes Canada 1: Major landforms, geomorphic processes & geomorphic hazards Canada 2: Unique landforms & geomorphic processes Canada 3: Landscape values & protection STAGE 4: WATER IN THE WORLD Snapshot: Water cycle processes & connections Canada 4: Water resources & hazards Canada 5: The Bow River STAGE 4: Virtual Fieldwork STAGE 4: Skills Stimulus STAGE 5: Teacher Guide STAGE 5: SUSTAINABLE BIOMES Snapshot: Biomes & their productivity Pollinators, bees & food Grassland Biomes STAGE 5: ENVIRONMENTAL CHANGE Tundra Investigative Study Sydney Harbour Estuary STAGE 5: Virtual Fieldwork STAGE 5: Skills Stimulus CAREERS Careers in Geography Stages 4 and 5 Physical geography edition PROJECTS • REPORTS • RESOURCES • ARTICLES • REVIEWS EXECUTIVE 2020 President Susan Caldis Vice Presidents Lorraine Chaffer Sharon McLean Alexandria Warnock Honorary Treasurer Grant Kleeman Councillors OFFICE OF THE GEOGRAPHY TEACHERS’ Paul Batten ASSOCIATION OF NEW SOUTH WALES Karen Bowden ABN 59246850128 Drew Collins Address: 67–71 St Hilliers Rd, Auburn NSW 2141 Michael da Roza (ACT representative) Postal Address: PO Box 699 Lidcombe NSW 1825, Australia Catherine Donnelly Telephone: (02) 9716 0378, Fax: (02)
    [Show full text]