DOCSLIB.ORG

Waste and Our World General Learner Expectations Stud

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Waste and Our World General Learner Expectations Stud APPENDICES A. Science SLP Curriculum Grade 4 Topic A: Waste and Our World General Learner Expectations Students will: 4­5 Recognize that human activity can lead to the production of wastes, and identify alternatives for the responsible use and disposal of materials. Specific Learner Expectation: Key Vocabulary: Language Skills: Other Skills: 1. Identify plant and animals wastes, and describe ­waste ­identifying how they are recycled in nature. For example, ­recycle ­describing plant leaves serve as a source of food for soil ­break down/ ­sequencing insects, worms and other creatures. The wastes of decompose these animals may then be further broken down ­soil by molds, fungi and bacteria. ­insect ­creature ­mold ­fungi ­bacteria 2. Identify and classify wastes that result from ­waste ­identifying human activity. ­activity ­classifying 3. Describe alternative methods of disposal, and ­disposal ­comparing/ ­evaluation identify possible advantages and disadvantages of advantages/ contrasting each. disadvantages ­identifying ­describing 4. Distinguish between wastes that are readily ­waste ­classifying biodegradable and those that are not. biodegradable ­comparing/contrasting 5. Compare different kinds of packaging, and infer ­packaging ­comparing/contrasting ­evaluation the relative advantages and disadvantages of that ­consumer ­inferences packaging. In evaluating different forms of ­environment ­pragmatics packaging, students should demonstrate the (perspective­ ability to consider a consumer perspective as well taking) as an environmental perspective 6. Identify methods of waste disposal currently ­methods ­identifying ­personal experience used within the local community. ­waste ­disposal ­local ­community 7. Identify kinds of wastes that may be toxic to ­toxic ­classifying people and to the environment. ­wastes ­environment 8. Identify alternative materials and processes ­materials ­identifying that may decrease the amount of waste ­processes produced. ­decrease 9. Identify ways in which materials can be reused ­reuse ­identifying ­brainstorming or recycled, including examples of things that the ­recycle ­describing ­personal experience student has done. 10. Develop a flow chart for a consumer product ­flow chart ­cause­effect ­hierarchy of that indicates the source materials, final product, ­consumer ­describing organization its use and method of disposal. ­product ­sequencing ­using resources ­source ­materials ­disposal 11. Identify actions that individuals and groups ­waste ­cause­effect ­brainstorming can take to minimize the production of wastes, to ­recycle ­identifying ­personal experience recycle or reuse wastes and to ensure the safe ­reuse handling and disposal of wastes. ­reduce/ minimize ­handling ­disposal 12. Develop and implement a plan to reduce ­waste ­brainstorming waste, and monitor what happens over a period ­plan (understanding ­procedure of time. what a good plan entails) ­monitor Topic B: Wheels and Levers General Learner Expectations Students will: 4­6 Demonstrate a practical understand of wheels, gears and levers by constructing devices in which energy is transferred to produce motion. Specific Learner Expectation: Key Vocabulary: Language Skills: Other Skills: 1. Explain how rollers can be used to move an ­rollers ­cause­effect ­procedure object, and demonstrate the use of rollers in a ­explaining practical situation. 2. Compare the wheel and the roller, and identify ­wheel ­comparing/ ­personal experience examples where each are used. ­roller contrasting ­identifying 3. Construct devices that use wheels and axles, and ­wheels ­describing ­procedure demonstrate and describe their use in: ­axles ­problem­solving • model vehicles ­model vehicle • pulley systems ­pulley system • gear systems. ­gear system 4. Construct and explain the operation of a drive ­drive system ­explaining ­procedure system that uses one or more of the following: ­belt ­problem­solving • wheel­to­wheel contact ­elastic • a belt or elastic ­chain • a chain ­cog • cogs or gears ­gear 5. Construct and explain the operation of a drive ­drive system ­explaining ­procedure system that transfers motion from one shaft to a ­shaft ­problem­solving second shaft, where the second shaft is: ­parallel • parallel to the first ­angle • at a 90° angle to the first. ­speed Students who have achieved this expectation will ­direction be aware of changes in speed and direction that result from different ways of linking components. 6. Demonstrate ways to use a lever that: ­lever ­cause­effect ­procedure • applies a small force to create a large force ­force • applies a small movement to create a large movement 7. Predict how changes in the size of a lever or the ­lever ­cause­effect position of the fulcrum will affect the forces and ­fulcrum ­inferences movements involved. Topic C: Building Devices and Vehicles that Move General Learner Expectations Students will: 4­7 Construct a mechanical device for a designated purpose, using materials and design suggestions provided. 4­8 Explore and evaluate variations to the design of a mechanical device, demonstrating that control is an important element in the design and construction of that device Specific Learner Expectation: Key Vocabulary: Language Skills: Other Skills: 1. Design and construct devices and vehicles that ­vehicle ­problem­solving ­procedure move or have moving parts ­ linkages, wheels and ­linkage ­brainstorming axles ­wheel ­axle 2. Use simple forces to power or propel a device; ­power ­inferences ­procedure e.g., direct pushes, pulls, cranking mechanisms, ­propel moving air, moving water and downhill motion. ­crank ­mechanism ­motion 3. Design and construct devices and vehicles that ­vehicle ­problem­solving ­procedure employ energy­storing or energy­consuming ­energy­storing ­cause­effect ­brainstorming components that will cause motion; e.g., elastic ­energy­consuming bands, springs, gravity, wind, moving water. ­motion ­elastic ­spring ­gravity 4. Recognize the need for control in mechanical ­control ­problem­solving devices, and apply control mechanisms where mechanical ­inferences necessary. ­mechanism 5. Compare two designs, identifying the relative ­design ­comparing/ ­evaluation strengths and weaknesses of each. ­strength/ weakness contrasting 6. Identify steps to be used in constructing a device ­vehicle ­pragmatics ­procedure or vehicle, and work cooperatively with other ­problem­solving students to construct the device or vehicle. ­sequencing 7. Design and construct several different models of ­model ­pragmatics ­evaluation a device and evaluate each model, working ­problem­solving ­brainstorming cooperatively with other students. ­procedure Topic D: Light and Shadows General Learner Expectations Students will: 4­9 Identify sources of light, describe the interaction of light with different materials and infer the pathway of a light beam. Grade 5 Topic A: Electricity and Magnetism General Learner Expectations Students will: 5­5 Demonstrate safe methods for the study of magnetism and electricity, identify methods for measurement and control, and apply techniques for evaluating magnetic and electrical properties of materials. Specific Learner Expectation: Key Vocabulary: Language Skills: Other Skills: 1. Recognize and appreciate the potential dangers ­electrical current ­cause­effect involved in using sources of electrical currents: ­battery ­classifying • understand that household electrical currents are ­electricity potentially dangerous and not a suitable source for ­short circuit experimentation • understand that small batteries are a relatively safe source of electricity, for experimentation and study, but that care should be taken to avoid short circuits • understand that short circuits may cause wires to heat up, as well as waste the limited amount of energy in batteries. 2. Describe and demonstrate example activities ­electricity ­describing ­procedure that show that electricity and magnetism are ­magnetism related: ­magnet • demonstrate that electricity can be used to create magnetism • demonstrate that a moving magnet can be used to generate electricity. 3. Demonstrate and interpret evidence of magnetic ­magnetic field ­inferences ­procedure fields around magnets and around current­carrying ­current­carrying wire wires, by use of iron filings or by use of one or ­iron filing more compasses. ­compass 4. Demonstrate that a continuous loop of ­continuous loop ­cause­effect ­procedure conducting material is needed for an uninterrupted ­conducting material flow of current in a circuit. ­current ­circuit 5. Distinguish electrical conductors ­ materials that ­conductor ­classifying allow electricity to flow through them ­ from ­electricity insulators ­ materials that do not allow electricity ­insulator to flow through them. 6. Recognize and demonstrate that some materials, ­resistor ­identifying ­procedure including resistors, are partial conductors of ­partial conductor electricity. ­electricity 7. Predict the effect of placing an electrical ­electrical resistance ­cause­effect resistance in a simple circuit; e.g., in a circuit with a ­simpe circuit ­inferences light bulb or electric motor. 8. Recognize that the amount of electricity we use ­electricity ­identifying in our homes is measured in kilowatt hours. ­kilowatt hours 9. Interpret and explain: ­electrical meter ­explaining • the reading on a household electrical meter ­efficiency label • efficiency labels on electrical appliances. 10. Draw and interpret, with guidance, circuit ­circuit diagram ­identifying diagrams
Load more

Recommended publications
  • Grade 4 Program of Studies
    SOCIAL STUDIES KINDERGARTEN TO GRADE 12 PROGRAM RATIONALE AND PHILOSOPHY Social studies provides opportunities for students Canada’s historical and constitutional to develop the attitudes, skills and knowledge that foundations, which reflect the country’s will enable them to become engaged, active, Aboriginal heritage, bilingual nature and informed and responsible citizens. Recognition multicultural realities. A pluralistic view and respect for individual and collective identity is recognizes that citizenship and identity are shaped essential in a pluralistic and democratic society. by multiple factors such as culture, language, Social studies helps students develop their sense environment, gender, ideology, religion, of self and community, encouraging them to spirituality and philosophy. affirm their place as citizens in an inclusive, democratic society. DEFINITION OF SOCIAL STUDIES PROGRAM VISION Social studies is the study of people in relation to each other and to their world. It is an issues- The Alberta Social Studies Kindergarten to focused and inquiry-based interdisciplinary Grade 12 Program of Studies meets the needs and subject that draws upon history, geography, reflects the nature of 21st century learners. It has ecology, economics, law, philosophy, political at its heart the concepts of citizenship and identity science and other social science disciplines. in the Canadian context. The program reflects Social studies fosters students’ understanding of multiple perspectives, including Aboriginal and and involvement in practical and ethical issues Francophone, that contribute to Canada’s evolving that face their communities and humankind. realities. It fosters the building of a society that is Social studies is integral to the process of enabling pluralistic, bilingual, multicultural, inclusive and students to develop an understanding of who they democratic.
    [Show full text]
  • Revisiting ANPC's Rare Plants Book
    Iris No. 69 • January 2013 The Alberta Native Plant Council Newsletter Revisiting ANPC’s Rare Plants Book by Linda Kershaw of Alberta, you will see that each Line drawing – Illustrations came consists of five main components: from a variety of sources, including an a block of text (name, description, ANHIC collection of commissioned and notes); a photo; a line drawing; drawings and a variety of previously an Alberta distribution map; a North published works (most notably the America distribution map. five-volume Flora of the Pacific Northwest published by the University of Text – Although the four editors Washington Press). The ANPC even compiled, organized, and edited the commissioned some original drawings information, there were also more to fill the last remaining gaps. than 30 additional Alberta botanists who contributed species accounts Alberta distribution map – The and other text (you can see their detailed Alberta dot maps were smiling faces on page 483 of the provided by ANHIC during the last book). Alberta Environment staff days of production. These were (first through the Recreation and generated electronically using the Protected Areas Program and later ANHIC/ACIMS (Alberta Conservation through the Alberta Natural Heritage Information Management System) Information Centre [ANHIC]) was database. key to the project, from generating When Rare Vascular Plants of Alberta the initial species list to sorting out North America distribution map was finally published in 2001, it was taxonomic problems and providing a – The Biota of North America the culmination of 10 years of work wide range of information. Also, several Program (BONAP) at the University of involving many dedicated volunteers.
    [Show full text]
  • TDR Vegetation (Pdf)
    Technical Data Report Vegetation ENBRIDGE NORTHERN GATEWAY PROJECT AMEC EARTH & ENVIRONMENTAL A division of AMEC Americas Limited Calgary, Alberta David E. Reid, M.Sc., P. Biol. Carol E. Thompson, B.Sc. Mary Ann Johnson, B.Sc., P. Biol. Laura C. Roberts, M.Sc., P. Biol. 2010 Preface This technical data report (TDR) relies primarily on data collected up to September 2008. These data are used in the vegetation environmental and socio-economic assessment (ESA) for the Enbridge Northern Gateway Project, Volume 6A Part 1, Section 8, which also includes more recent data collected up to June 2009. Some minor discrepancies may occur between this TDR and the ESA because of the different datasets. Vegetation Technical Data Report Table of Contents Table of Contents 1 Introduction ...................................................................................................... 1-1 1.1 Spatial Boundaries ............................................................................................. 1-1 1.1.1 Project Development Area ............................................................................. 1-1 1.1.2 Project Effects Assessment Area .................................................................. 1-1 1.2 Physiographic Regions ....................................................................................... 1-2 1.3 Ecosystem Classification .................................................................................... 1-2 2 Methods ..........................................................................................................
    [Show full text]
  • Many Voices Combined-Grade Correlation Package
    Many Voices Combined-Grade Correlation Package Grade Three / Grade Four © 2006 Pearson Education Canada Inc. Teaching Combined Grades Linkages and Sequencing The materials in Many Voices reflect the following linkages and sequencing inherent in the Alberta Social Studies Program of Studies. These provide continuity that assists teachers in planning a combined-grades program. (Please see table below.) The following strategies reflect ways in which some teachers approach the teaching of Social Studies in a combined-grades classroom. Separate Programming • Use teaching assistants and parent volunteers whenever possible. • Use cross-grade “buddies” to assist with tasks. • Place independent extension activities for both grades at centres. • Partner with another teacher. Integrated Programming • Use peer modelling and cooperative learning. • Alternate programs (e.g., for a Grade 1–2 classroom, teach the Grade 1 program one year and use the Grade 2 program the following year). • Choose one grade’s program to use as the basic program and then modify up or down for the other grade. • Use the core concepts of citizenship and identity and the program strands as organizers, and integrate the content of each grade where possible. • Find some common strands or related outcomes and choose appropriate activities and support materials. See the related outcomes below as an example. • Examine the skills within each grade level. Combine the skills when planning instructional activities for both classes. This supports planning for Differentiated Instruction. For example, when presenting mini-lessons on a particular skill such as geographical thinking, highlight the outcomes in both grades to the entire class. Some students will be able to work at grade level and others will have the opportunity to work on this skill below or above grade level.
    [Show full text]
  • Annotated Bibliography of The
    Annotated Bibliography of the Cultural History of the German-speaking Community in Alberta Second Up-Date: 1997- 2003 A project of the German-Canadian Association of Alberta 8 2004 Compiler: Manfred Prokop Annotated Bibliography of the Cultural History of the German-speaking Community in Alberta: 1882-2000. Second Up-Date: 1997-2003 In collaboration with the German-Canadian Association of Alberta #203, 8708-48 Avenue, Edmonton, AB, Canada T6E 5L1 Compiler: Manfred Prokop Modern Languages and Cultural Studies, University of Alberta, Edmonton, AB, Canada T6G 2E6 Phone/Fax: (780) 467-6273. E-Mail: [email protected] ISBN 0-9687876-0-6 8 Manfred Prokop 2004 TABLE OF CONTENTS Overview ............................................................................................................................................................................................... 1 Quickstart ............................................................................................................................................................................... 1 Description of the Database ................................................................................................................................................................. 2 Brief history of the project ................................................................................................................................................... 2 Materials ...............................................................................................................................................................................
    [Show full text]
  • The Rocky Mountain Region
    Chapter 02 5/5/06 3:40 PM Page 18 Chapter 2 The Rocky Mountain Region What makes the Rocky Mountain region a unique part of Alberta? My Dad works for the Canadian National Railway, and our family moved to Jasper because of his work. I think living in the Rocky Mountain region is like living in the middle of a silvery crown. In the Rocky Mountains, you can see snow on the mountain tops, even during the summer. My new friends at school pointed out a mountain called Roche Bonhomme (rosh boh num), a French phrase that means “good fellow rock.” It is also called Old Man Mountain. If you stand in Jasper and look up at the mountains in the northeast, you will see what looks like a sleeping man. Whenever I leave my house, I always look up at him and silently send him my greetings. On my birthday, I was given my own camera. I took the picture you see here and many others. This is a beautiful area in all four seasons. My photos tell part of Alberta’s story. I think you can really see the side view of the sleeping man’s face in this photo of Roche Bonhomme. 18 NEL Chapter 02 5/5/06 3:40 PM Page 19 What I Want to Know… …About the Rocky Mountain Region The Rocky Mountain region begins at the southwestern border of Alberta. It is part of the Rocky Mountain chain. The mountains run northwest and southeast along the western side of North America.
    [Show full text]
  • Alberta – a Sense of the Land TEACHERTEACHER PACKAGE PACKAGE
    Alberta – A Sense of the Land TEACHERTEACHER PACKAGE PACKAGE Thank you for booking a Teacher’s Pet In-School Field Trip! In this package, you will find some key documents that will help you prepare for your upcoming fieldtrip. This package includes: Field Trip Form Checklist Letter Learning outcomes that will be explored during the fieldtrip Information Sheets about payments and volunteers Please use the Checklist Letter as your guide as you prepare your classroom for our visit. Please note that all documents are copyrighted and any reproduction or distribution of these documents electronically or otherwise, in whole or in part, is strictly prohibited except for the purposes of this singular scheduled field trip. If you have any questions, please feel free to contact us at 780 434 8224 1-888-634-8738 for Calgary Email: [email protected] We are looking forward to visiting your classroom and engaging your students in an energetic and interactive learning experience! No bus needed! Best wishes, We come to your classroom! The Teahe’s Pet Team Alberta – A Sense of the Land FOR YOUR INFORMATION Payments Please note our Payment Policy: 1. You will be invoiced once the field trip has taken place. This invoice will be emailed directly to the accounts payable individual at your school. 2. Payments may be by cheque or credit card. 3. If paying by cheque, please make the cheque out to Teacher's Pet Educational Services and mail to: Teahe’s Pet Educational Services 11215-180 Street Edmonton, AB T5S 0B4 4. If paying by credit card, please call the office at: 780 434 8224 (Edmonton) 1 888 634 8738 Please note: We are an approved vendor in your school district.
    [Show full text]
  • Alberta Hansard
    Province of Alberta The 30th Legislature Second Session Alberta Hansard Thursday afternoon, October 22, 2020 Day 56 The Honourable Nathan M. Cooper, Speaker Legislative Assembly of Alberta The 30th Legislature Second Session Cooper, Hon. Nathan M., Olds-Didsbury-Three Hills (UCP), Speaker Pitt, Angela D., Airdrie-East (UCP), Deputy Speaker and Chair of Committees Milliken, Nicholas, Calgary-Currie (UCP), Deputy Chair of Committees Aheer, Hon. Leela Sharon, Chestermere-Strathmore (UCP) Neudorf, Nathan T., Lethbridge-East (UCP) Allard, Hon. Tracy L., Grande Prairie (UCP) Nicolaides, Hon. Demetrios, Calgary-Bow (UCP) Amery, Mickey K., Calgary-Cross (UCP) Nielsen, Christian E., Edmonton-Decore (NDP) Armstrong-Homeniuk, Jackie, Nixon, Hon. Jason, Rimbey-Rocky Mountain House-Sundre Fort Saskatchewan-Vegreville (UCP) (UCP), Government House Leader Barnes, Drew, Cypress-Medicine Hat (UCP) Nixon, Jeremy P., Calgary-Klein (UCP) Bilous, Deron, Edmonton-Beverly-Clareview (NDP) Notley, Rachel, Edmonton-Strathcona (NDP), Carson, Jonathon, Edmonton-West Henday (NDP) Leader of the Official Opposition Ceci, Joe, Calgary-Buffalo (NDP) Orr, Ronald, Lacombe-Ponoka (UCP) Copping, Hon. Jason C., Calgary-Varsity (UCP) Pancholi, Rakhi, Edmonton-Whitemud (NDP) Dach, Lorne, Edmonton-McClung (NDP) Panda, Hon. Prasad, Calgary-Edgemont (UCP) Dang, Thomas, Edmonton-South (NDP) Phillips, Shannon, Lethbridge-West (NDP) Deol, Jasvir, Edmonton-Meadows (NDP) Pon, Hon. Josephine, Calgary-Beddington (UCP) Dreeshen, Hon. Devin, Innisfail-Sylvan Lake (UCP) Eggen, David, Edmonton-North West (NDP), Rehn, Pat, Lesser Slave Lake (UCP) Official Opposition Whip Reid, Roger W., Livingstone-Macleod (UCP) Ellis, Mike, Calgary-West (UCP), Renaud, Marie F., St. Albert (NDP) Government Whip Rosin, Miranda D., Banff-Kananaskis (UCP) Feehan, Richard, Edmonton-Rutherford (NDP) Rowswell, Garth, Vermilion-Lloydminster-Wainwright (UCP) Fir, Tanya, Calgary-Peigan (UCP) Rutherford, Brad, Leduc-Beaumont (UCP) Ganley, Kathleen T., Calgary-Mountain View (NDP) Sabir, Irfan, Calgary-McCall (NDP), Getson, Shane C., Lac Ste.
    [Show full text]
  • Natural Regions and Subregions of Alberta
    Natural Regions and Subregions of Alberta Natural Regions Committee 2006 NATURAL REGIONS AND SUBREGIONS OF ALBERTA Natural Regions Committee Compiled by D.J. Downing and W.W. Pettapiece ©2006, Her Majesty the Queen in Right of Alberta, as represented by the Minister of Environment. Pub # T/852 ISBN: 0-7785-4572-5 (printed) ISBN: 0-7785-4573-3 (online) Web Site: http://www.cd.gov.ab.ca/preserving/parks/anhic/Natural_region_report.asp For information about this document, contact: Information Centre Main Floor, 9920 108 Street Edmonton, Alberta Canada T5K 2M4 Phone: (780) 944-0313 Toll Free: 1-877-944-0313 FAX: (780) 427-4407 This report may be cited as: Natural Regions Committee 2006. Natural Regions and Subregions of Alberta. Compiled by D.J. Downing and W.W. Pettapiece. Government of Alberta. Pub. No. T/852. Acknowledgements The considerable contributions of the following people to this report and the accompanying map are acknowledged. Natural Regions Committee 2000-2006: x Chairperson: Harry Archibald (Environmental Policy Branch, Alberta Environment, Edmonton, AB) x Lorna Allen (Parks and Protected Areas, Alberta Community Development, Edmonton, AB) x Leonard Barnhardt (Forest Management Branch, Alberta Sustainable Resource Development, Edmonton, AB) x Tony Brierley (Agriculture and Agri-Food Canada, Edmonton, AB) x Grant Klappstein (Forest Management Branch, Alberta Sustainable Resource Development, Edmonton, AB) x Tammy Kobliuk (Forest Management Branch, Alberta Sustainable Resource Development, Edmonton, AB) x Cam Lane (Alberta Sustainable Resource Development, Edmonton, AB) x Wayne Pettapiece (Agriculture and AgriFood Canada, Edmonton, AB [retired]) Compilers: x Dave Downing (Timberline Forest Inventory Consultants, Edmonton, AB) x Wayne Pettapiece (Pettapiece Pedology, Edmonton, AB) Final editing and publication assistance: Maja Laird (Royce Consulting) Additional Contributors: x Wayne Nordstrom (Parks and Protected Areas, Alberta Community Development, Edmonton, AB) prepared wildlife descriptions for each Natural Region.
    [Show full text]
  • Canadian Shield
    Grade 4 - Regions of Alberta 4.1 Alberta: A Sense of the Land General Outcome Students will demonstrate an understanding and appreciation of how elements of physical geography, climate, geology and paleontology are integral to the landscapes and environment of Alberta. Specific Outcomes Values and Attitudes Students will: 4.1.1 Value Alberta’s physical geography and natural environment: • appreciate the diversity of elements pertaining to geography, climate, geology and paleontology in Alberta (LPP) • appreciate how Alberta’s fossil heritage contributes to the province’s unique character (LPP) • appreciate the variety and abundance of natural resources in Alberta (ER, LPP) • appreciate the environmental significance of national and provincial parks and protected areas in Alberta (ER, LPP) • appreciate how land sustains communities and quality of life (ER, LPP) • demonstrate care and concern for the environment through their choices and actions (LPP) Knowledge and Understanding Students will: 4.1.2 Examine, critically, the physical geography of Alberta by exploring and reflecting upon the following questions and issues: • Where is Alberta located in relation to the other provinces and territories of Canada? (LPP) • What are the major geographical and natural vegetation regions, landforms and bodies of water in Alberta (e.g., prairie region, forests, rivers, hoodoos, Rocky Mountains, oil sands)? (LPP) • What are the factors that determine climate in the diverse regions of Alberta (e.g., latitude, mountains)? (LPP) • What are the significant
    [Show full text]
  • Rocky Mountain Region
    Grade 4 - Regions of Alberta 4.1 Alberta: A Sense of the Land General Outcome Students will demonstrate an understanding and appreciation of how elements of physical geography, climate, geology and paleontology are integral to the landscapes and environment of Alberta. Specific Outcomes Values and Attitudes Students will: 4.1.1 Value Alberta’s physical geography and natural environment: • appreciate the diversity of elements pertaining to geography, climate, geology and paleontology in Alberta (LPP) • appreciate how Alberta’s fossil heritage contributes to the province’s unique character (LPP) • appreciate the variety and abundance of natural resources in Alberta (ER, LPP) • appreciate the environmental significance of national and provincial parks and protected areas in Alberta (ER, LPP) • appreciate how land sustains communities and quality of life (ER, LPP) • demonstrate care and concern for the environment through their choices and actions (LPP) Knowledge and Understanding Students will: 4.1.2 Examine, critically, the physical geography of Alberta by exploring and reflecting upon the following questions and issues: • Where is Alberta located in relation to the other provinces and territories of Canada? (LPP) • What are the major geographical and natural vegetation regions, landforms and bodies of water in Alberta (e.g., prairie region, forests, rivers, hoodoos, Rocky Mountains, oil sands)? (LPP) • What are the factors that determine climate in the diverse regions of Alberta (e.g., latitude, mountains)? (LPP) • What are the significant
    [Show full text]
  • Backcountry Map of Jasper National Park
    WILLMORE WILDERNESS PARK Resthaven to Grande Cache and Icefield Wildhay Willmore Wilderness Park Sharing the Trail Smoky Azure Rock Lake Hikers often share trails and campsites with horse parties and/or 72 Blue Creek River mountain bicyclists in certain parts of the park. Respect for others Chown 71 88 Glacier 87 83 82 can go a long way toward reducing conflicts. Move off the trail to Creek allow horse parties to pass, and avoid sudden movements. Twintree 79 Rock Lake Cyclists must dismount and walk their bicycles when they Lake 86 SIDE encounter horses or hikers. 74 Topaz TRAILSTRAILS 80,81 Lake 73 40 75 70 85 84 62 63 Calumet Glaciers Snake 66 Swoda Indian 64,65 Indian 76 Calumet 67 104 River Peak 68 NORTH BOUNDARY 61 Snake 69 to Hinton 103 Moosehorn and 109 107 Snake Indian Falls 59,60 Edmonton N Brûlé Lake 78 JASPER 0 5 10 15 MOOSEHORN Kilometres 77 Upright Creek Miles River 0 5 10 NATIONAL 58 102 101 Roche Ronde 16 Robson 108 PARK 2 L E G E N D Robson 110 Celestine Glaciers 57 Lake Fiddle TRAILS Roche MT. ROBSON PROVINCIAL PARK Snaring River Miette Hiking Only 105 Mystery Hiking, Horse Use 111 Lake ATHABASCARIVER ATHABASCARIVER Jasper Hiking, Horse, Mountain Biking Lake Talbot to Prince George Snaring 1 Lake Moose River CAMPGROUNDS and Prince Rupert 112 30 SNARING Utopia River Horse Camps FIDDLEFIDDLE RIVERRIVER Miette Hiker/Horse Camps 117 Rocky 31 5 to Valemount 32 Hiker - Fires Permitted and Kamloops 33 Hiker - Fires Not Permitted Moose Lake 106 118 Roadside Campground River Bridgland 119 Pyramid River SATURDAY Roche Alpine Huts NIGHT LOOP Fraser River NIGHT LOOP Pyramid Bonhomme 120 42 Lake 89 Glacier Yellowhead 43 40 LOOKING FOR TRIP IDEAS? 16 Lake 41 Jacques Mountain Peak Lake Maligne JACQUES LAKE The following trail descriptions briefly JASPER JACQUES LAKE 90 outline the park’s main hikes.
    [Show full text]