Landslide Coulee Science Project

The IB Science 9 class will be on a school field trip to the Landslide Coulee on June 5^th, 2014.  You will be participating in a number of activities during the field trip.  As part of your science class you will be asked to locate and examine a number of the plants native to this particular environment.  You will use an identification key that will be produced prior to your trip.  The identification key should have a color photograph of the plant along with a description of the prominent characteristics of the plant.  You will take a picture of the plant and email or text it to blaine.pearce@rbe.sk.ca or 306-530-5637.  In addition, you have been provided with both the common and scientific name of the plant.  You are to identify the meaning of the scientific name as well as the genus and species of the plant.  The list of plants to be examined is shown below.

Gumweed (Grindelia Squarrosa)                              Wild Strawberries (Fragaria glauca)

Chokecherry (Prunus virginiana)                              Hawthorn (Crataegus)

Common Plantain (Plantago major)                         Silverberry (Elaeagnus commutate)

Goldenrod (Solidago)                                               Sage (Artemisia)

Red Osier Dogwood (Cornus stolonifera)                Gooseberry / Wil Current (Ribes americanum)

Wild Licorice (Glycyrrhiza lepidota)                       Western Canada Violet (Viola rugulosa)

Cattail (Typha latifolia)                                            Canada Buffaloberry (Shepherdia argentea)

Wild Rose (Rosa acicularis)                                      White Birch (Betula papyrifera)

Horsetail (Equisetum arvense)

The identification key and description of the names along with the genus and species will be due on May 26^th.

Post trip reflection

Talk with your group and discuss some of the memorable experiences of the day yesterday at Landslide Coulee. Share in a paragraph or two some of your overall thoughts about your experience on the trip.

Tipi Measurements

Now that we are back from our field trip to Landslide Coulee, your group must share your math knowledge of your tipi measurements. You will be required to post the following:
1. Tipi measurements - perimeter, area. Tell us how you measured the dimensions (steps, string, tape measure).
2. Explain the process you used to find your measurements.
3. Thoughts on the size of the tipi rings you found (how many could sleep in the tipi, what would some of the greatest challenges be of living in a tipi this size (think of space, weather, location, etc.).

Cemetery Study

Below is a copy of the Cemetery study you will be doing on the trip today.

First Nations, Settlers and the Land

Cemetery Study

1.      The church:

a.      What is the name of the church?_______________________________

b.      What year was it built?_______________________________________

c.       Who was the church built in memory of?_________________________

d.      What evidence is there that the church is still in use?_________________________________________________________.

e.      What is the purpose of the bell tower?_________________________________

2.      The cemetery:

a.      What direction do the graves face?

b.      Find the Catley family markers.  What year did Mark Catley die? _____________

What is the name of the person who was married to Mark Catley?________________________________________________. 

How did you know that?_____________________________________________

c.       Look at all the markers before you choose one marker to study in detail.  Sketch the marker:

·         What is the name on your marker_________________________________________________

·         Date of death

·         Date of birth_____________________________________________

·         How old was the person when they died?

A few other areas to point out or look for if there is enough time:

·         The oldest grave

·         The oldest person buried in the cemetery

·         The most recent grave

·         Look for an unmarked grave.  (Why do you think that it is unmarked?)

·         How old is the oldest person buried in the cemetery.

Les plantes de Landslide Coulee

Les plantes de Landslide Coulee

Grindélie (Gumweed)

Grindelia Squarrosa

Aronia (Choke cherry)

Prunus virginiana

Plantain commun (common plantain)

Plantago major

Solidage (goldenrod)

Solidago

Cornus sericea (Red Osier Dogwood)

Cornus stolonifera ou sericea

Réglisse sauvage (Wild licorice)

Glycyrrhiza lepidota

Massette-quenouille (Cattail)

Typha latifolia

Rose sauvage (Wild rose)

Rosa acicularis

Prêle (Horsetail)

Equisetum arvense

Fraises sauvages (Wild strawberries)

Fragaria glauca

Aubépine (Hawthorn)

Crataegus

Elaeagnus (Silverberry)

Elaeagnus commutate

Sauge (sage)

Artemisia

Groseillier/Groseille sauvage (Gooseberry/Wild currant)

Ribes americanum

Violette du Canada occidentale

(Western Canada Violet)

Viola rugulosa

Shéperdie (Buffaloberry)

Shepherdia argentea

Bouleau blanc (White birch)

Betula papyrifera

Projet de Landslide Coulee

            Pendant votre voyage vous devez participer à plusieurs activités. Pour votre cours de science vous allez trouver et examiner plusieurs plantes de cet environnement. Vous allez utiliser une clé d’identification que vous allez créer en classe avant le voyage. Votre clé d’identification devrait inclure une image en couleur du plant ainsi avec une description des caractéristiques importants des plantes. Vous allez aussi inclure la signification du nom scientifique de la plante quand vous faites vos recherches. Pendant votre voyage vous allez prendre une photo de la plante quand vous le trouvez. Vous devez aussi prendre des notes des utilisations des plantes par les premières nations dans cet endroit. Vous avez besoin de cette information pour votre présentation finale. Vous devez assurer qu’au moins un membre de votre équipe était dans l’image aussi. Vous allez envoyer les images par courriel à jennifer.l.merk@rbe.sk.ca . La liste des plantes à trouver sont numérotés en dessus :

Grindélie (Gumweed)

Grindelia Squarrosa

Aronia (Choke cherry)

Prunus virginiana

Plantain commun (common plantain)

Plantago major

Solidage (goldenrod)

Solidago

Cornus sericea (Red Osier Dogwood)

Cornus stolonifera ou sericea

Réglisse sauvage (Wild licorice)

Glycyrrhiza lepidota

Massette-quenouille (Cattail)

Typha latifolia

Rose sauvage (Wild rose)

Rosa acicularis

Prêle (Horsetail)

Equisetum arvense

Fraises sauvages (Wild strawberries)

Fragaria glauca

Aubépine (Hawthorn)

Crataegus

Elaeagnus (Silverberry)

Elaeagnus commutate

Sauge (sage)

Artemisia

Groseillier/Groseille sauvage (Gooseberry/Wild currant)

Ribes americanum

Violette du Canada occidentale

(Western Canada Violet)

Viola rugulosa

Shéperdie (Buffaloberry)

Shepherdia argentea

Bouleau blanc (White birch)

Betula papyrifera

La clé d’indentification est due à la fin de la classe le 3 juin.

Tipi Education with Ms. Cassell

Today, Ms. Cassell came and spoke to us about about Tipi's and some traditional Aboriginal beliefs and practices surrounding tipi education. Some things that she spoke about were tipi's, the significance of each tipi pole, prayer cloths, tobacco and it's significance and importance in Aboriginal culture, kinship, Elder practices, etc. Please respond to the following....
1. What was the most interesting thing(s) you learned from her lesson?
2. Would you ever sleep in a tipi? Why or why not?
3. There are 14 tipi teachings. What stood out for you from these? Why did this really stand out for you?

If you get a chance, Ms. Cassell recommended the movie Dancing With Wolves. Check it out for some good examples of tipis. 

Cultural Identity Exercise

On May 27, you took part in a Cultural Identity activity where you first defined your own Cultural Identity Structure and then recorded information about your own culture in a Venn diagram. You'll have the opportunity to share what you've learned about your own cultural identity with your group. Tell us a little about this experience and what you learned/realized about your own and your group members Cultural Identity.

Gr. 9 IB & FI Math 9 Assignment

Prior to our trip to Landslide Coulee this Thursday, you have a little bit of math homework! Please complete the following tasks.

1. Estimate the perimeter and the area of your bedroom.
2. Calculate the perimeter and the area of your bedroom.
3. Draw to scale your bedroom.
4. List the pieces of furniture that you have in your bedroom.
5.  Measure/estimate the height of the bedroom.
6. List any windows and their approximate size in your bedroom.

Hand in for Thursday June 12th.

Mr. Asselin

Le capteur de(s) Reve(s) - Dream Catchers

Last Thursday, May 29 you each made your own Dream Catcher in class. This was a great experience that hopefully taught you several things leading up to our trip this Thursday. Please take a few minutes to write a quick response to share your thoughts on your experience of creating a Dream Catcher.

Pre-trip Planning

Good morning field trippers!

It seems very fitting that today the planning for the Landslide Coulee trip begins as it rains cats and dogs outside!  Well, we'll keep our fingers crossed for some good weather on June 5.

As we get prepared for a great day on June 5, there will be quite a bit of learning that takes place in the classroom prior to our departure. Cultural identity, math, Dream Catchers, Tipi education lessons and activities will all take place before we depart on June 5 along with reflective blogging throughout the learning process prior to, during and following our visit to Landslide Coulee. 

More details will come as we prepare you for the trip on what your assignments will all look like, but start to think about how your group would like to demonstrate your learning in your final project. You will be given quite a bit of freedom in what your final group assignment looks like so start thinking about what your finished project will look like. Will it be a Prezi, a power point, an interactive blog, a website, the sky is the limit. Regardless of what it looks like in the end, it will demonstrate what you have learned over the 2 week period leading up to an following your trip.

Mr. Bussiere & Mr. Asselin