Land-Based Learning:

Exploring Mount
Yamnuska
 Table of Contents

Rationale …………………………...……………………. 2

Mount Yamnuska………………..………………………. 2

Details/Directions……………………………………………………...

History……………………………………………………...

Trip Itinerary………………………...…………………….

Grade 7………………………...…………………….

Activities …………………………………………. 3

Grade 8………………………...…………………….

Activities …………………………………………. 3

Grade 9 ………………………...…………………….

Activities …………………………………………. 3

Programs of Study…………………………………… 4

Math

Outdoor Ed

Physical Education

Science

References

Rationale
Leanne Simpson (2014) states, “Indigenous education is not Indigenous or education from
within our intellectual traditions unless it comes through the land, unless it occurs in an
Indigenous context using Indigenous processes” (Wildcat et. Al., 2014). She uses the graceful
technique of storytelling as a vehicle to express major components of land based pedagogy.
These include, but are not limited to the cyclic nature of learning and teaching, the idea of
learning from and with the land in order to prosper rather than survive, and the importance of
building meaningful relationships of “reciprocity, humility, honesty and respect with all elements
of creation, including plants and animals” (Simpson, 2014).

The new mandate for Alberta Education includes Indigenous perspectives and knowledge
throughout the curriculum, as new teachers we must ensure that we are
presenting/communicating these knowledges respectfully. Toulouse states that “aboriginal
learners and their success are dependent upon educators and schools respecting this
view. It requires changes in how we teach our Aboriginal learners. It means that the
pedagogy in classrooms must be inclusive of Aboriginal culture, language and worldview”
(2008, p.4). A trip into Calgary’s proximal Kananaskis country offers the opportunity for students
to connect with the land in a meaningful way while drawing on curricular outcomes. “Aboriginal
traditional knowledge and traditional ways of knowing are based on a natural order of life.
Aboriginal knowledge is typically represented as circles within circles to reflect the
interconnectedness of all living things as they pass through the cycles of their lives”
(McKeough, A., et al., 2008, p.150).

We created this resource to present the idea of land-based learning to students in an authentic
way which takes into account that this pedagogy is integral to Indigenous culture. “North
America, to the Native people living here is more than simply a place. Land embodies culture,
history and the remains of distant ancestors. Land is the source of all life and the basis of
identity. Land is sacred. An overriding sense in Aboriginal perceptions is that of gratitude for
nature’s bounty and beauty. Gratitude – and respect” (Suzuki, 1989, as cited in Henly, 1989, p.
11). It is a natural way to weave Indigenous education into the curriculum in a respectful way.
“Aboriginal students require a learning environment that honours who they are and where they
have come from. These strategies nurture the self-esteem – the positive interconnection
between the physical, emotional-mental, intellectual and spiritual realms – of Aboriginal
students” (Toulouse, P., 2008, p.1). As we know, what helps aboriginal learners excel will
generally help all learners in the same ways, but this is not true when reversed. We’ve built this
resource with interdisciplinarity in mind, having Math, Science, and Physical Education, play
integral roles. The learning outcomes cover multiple grade levels in all three disciplines, allowing
for a multitude of options to choose from when planning the trip. This resource also provides
opportunity for team teaching and community involvement - an important part of reconciliation in
regards to education.

Mount Yamnuska
Hike description: This hike is located in Bow Valley Park within Kananaskis country along the
edge of the Rocky Mountains. Students will hike up the left/west side of Yamnuska and only to
the top of the treeline in order to avoid dangerous exposure. The left/west side of Yamnuska is
considered a moderate hike, which can take 4-6 hours ("Yamnuska Mountain Scramble," n.d.)

The following items are provided:

Back up tents, stoves, pots, tarps, SPOT (emergency beacon locator)

Students should Bring:

Participants should bring:
□ Comfortable backpack(50-60L) or duffle bag to put all personal belongings in
□ rain jacket and pants
□ sleeping bag rated to approximately -10
□ closed cell foam/thermarest
□ sunscreen
□ a sun hat
□ bug spray
□ 2 pair underwear (preferably no cotton)
□ 2 pair socks (preferably no cotton)
□ 1 long underwear/shirt (preferably no cotton)
□ 2 t-shirts
□ 1 pair of shorts
□ 2 thin sweaters/fleece (preferably no cotton)
□ 1 pair quick drying pants (jeans are not ideal)
□ Sandals/ light runners to wear around camp
□ warm toque
□ 1 pair of mittens
□ Water bottles (1L)
□ flashlight/headlamp
□ dishes and cutlery
□ toothbrush and other toiletries
□ light towel, 1-2 garbage bags
□ Emergency supplies (inhalers, medication for allergies etc.)

General Itinerary of Trip:

 Day 1 Day 2

8:30 - 9:00 7:00 - 8:00

● Arrive to camping area and start with ● Students cook & eat breakfast
the Treaty 7 Land Acknowledgment 8:00 - 8:30
and learn some history of the area. ● Students clean up breakfast
9:00 - 9:30 8:30 - 9:30
● Students will be taught about bear ● Students pack up their gear and
safety, the 10 essentials and the 7 shelters
leave no trace principles. 9:30
9:30 - 10:30 ● Students head to Yamnuska
● Students will be shown and taught 10:00-10:15
about different shelters and how to set ● Students arrive to Yamnuska & Learn
them up Quick History of Mount Yamnuska
10:30 - 12:00 10:15 - 10:30
● Students will set up their own shelter ● Students are split into groups based
to spend the night in on ability levels (Fast, Slow, Medium).
12:00 - 1:00 10:30
● Students will have lunch ● Hike starts (fast group should start last
1:00 - 1:30 so they are not waiting for everyone at
● Orienteering the end of the day and slow group
1:30 - 2:15 should start first so they have more
● Students will participate in Mini Vision time to try and complete the hike )
Quest. 10:45 - 11:00
2:15-3:00 ● Quick Snack Break
● Students will be taught fire safety and 12:00 -12:30
different ways to make a fire ● Break for lunch
3:00-3:30 12:30
● Students will make their own fires in ● Continue with hike
groups 1:45 - 2:00
3:30-4:30 ● Snack Break
● Students will make bannock on stick 2:00
over their fire ● Continue with hike
4:30-5:00 2:30
● Students are given some free time ● Head back down
5:00-5:30 3:45 - 4:00
● Students will have a demonstration on ● Arrive back in the parking lot
how to cook on a coleman/outdoor 4:00 - 4:30
stove ● Load back into bus and head home
5:30 - 6:30
● Students will cook their Supper
6:30 - 7:00
● Clean up cooking area, put away
cooking gear
7:00 - 8:30
● Students will be given their survival
scenario and must figure out what to
do with what resources they have
been given
8:30 -10:30
● Students will be given free time
● Set up a fire so students have the
option to spend time sitting and
enjoying the fire
● Additional games can be set up if
students are bored
10:30
● Students head to bed

Meal Planning

Food Ideas

Breakfast: oatmeal with berries, peanut butter & apple on a pita, muffins, etc.
Lunch: pitas/wraps, pb & j, hummus and vegetables, fruit, etc.
Dinner: pasta, chilli, soup, stir-fry, tacos, fajitas, etc.
Snacks: trail mix, dried fruit, granola bars, beef jerky, etc.
-Students will need to bring 2 individual lunches and their own snacks.
-Students will cook dinner & breakfast in small groups

Lunch 1 Dinner 1 Breakfast 1 Lunch 2

Snacks

Day 1 Activities

Treaty 7 Land Acknowledgement:

“I would like to take this opportunity to acknowledge the traditional territories of the people of the
Treaty 7 region in Southern Alberta, which includes the Blackfoot Confederacy Siksika, Piikani,
and Kainai First Nations, the Tsuut'ina First Nation, and the Stoney Nakoda which includes the
Chiniki, Bearspaw, and Wesley First Nations” (“Territorial Acknowledgements,” n.d., para 2).

History of Kananaskis:
How the Kananaskis area was named: In 1857-1860 a famous explorer by the name of John
Palliser was in the area looking for a nice flat valley to put the railway through. While in the area
he met a S toney man by the name of Kananaskis. Kananaskis managed to survive an axe
wound to the head during battle. John Palliser was so impressed by Kananaskis that he
eventually started writing Kananaskis at the top of all his maps of the area. That is how this
beautiful area eventually became known as Kananaskis (D. Campbell, personal communication,
May 5, 2014).

Bear Safety
Bears don’t like surprises! Make your presence known- make noise, talk loudly, sing, always
travel in a group. Bears tend to avoid people.
What to do if you see a Bear: Talk to the bear in a normal voice, stay with group and if safe
back away from the bear slowly. Never run away from a bear. You can’t outrun a bear. They
have been clocked up to speeds of 35 mph, and they will chase fleeing animals.
If it attacks: If it’s black fight back (black bears are smaller, do not have a prominent shoulder
hump, they are not always black and vary in colour). If it's brown lay down (grizzly bears have a
prominent shoulder hump, they are not always brown and vary in colour).
Keep a clean camp: Don’t leave food/ litter on ground or at a site. Anything with an odor, such
as food, toothpaste, lip balm etc. Can attract bears and other animals. In order to mitigate such
risks, smellies must be stored in a bear safe or vehicle. When taking smellies to be stored, go
with a group of at least 4 people. The same can be said for any time something must be done
away from the group, such as using the bathroom or walking back to the tents. Cook far away
from where you are sleeping (B. Mahaffey, personal communication, June 25, 2014).

10 Essentials ("The Ten Essentials," n.d.):

1. Navigation:map, compass, GPS device, Spot beacon, etc
2. First Aid Kit
3. Headlamp/Flashlight
4. Sun Protection: sunglasses, hat, sunscreen
5. Knife
6. Fire starter: matches, lighter, tinder
7. Extra Food
8. Extra Water and a way to purify it
9. Shelter: lightweight tarp and small ropes
10. Extra clothes/rain gear

7 Leave no trace principles ("Leave No Trace Principles," n.d.):

Discuss the 7 leave no trace principles and their importance
(Grade 7 Unit A: Interactions and Ecosystems)
1. Plan ahead and prepare
2. Travel and camp on durable surfaces
3. Dispose of waste properly
4. Leave what you find
5. Reduce campfire impacts
 6. Respect wildlife
7. Be considerate of other visitors
Optional LNT skits: In pairs/and or teams, have groups plan a short skit of a LNT topic that you
have designated to them - have the group guess which topic is being acted out.

Shelter Building: Students will be provided with a ground tarp, a siltarp, and some ropes. They
will be taught how to make the a-frame shelter and a lean to shelter as well as some basic
knots. After their shelters are complete, teachers will double check them to ensure they are ok
to spend the night in. Additional backup tents will be provided in case of bad weather.

Orienteering
Introduce the basics of map reading
CoverI the following:
● What do all the lines mean?
● What do contours show?
● Where are we?
● Any landmarks?
● Colours on the map?
Introduce the compass and explain what it does. Show how to find north, how to hold a
compass and how to orientate yourself on a map using the compass.
Differentiation: Students can work alone, in pairs, or in groups to read the map and use the
compass.

Mini Vision Quest

Introduction: Discuss the importance of a Vision Quest within the Stoney Nakoda and Blackfoot
Culture. The Vision Quest is a traditional activity where a youth (traditionally a boy) would be
sent out on the land for multiple days in search of a vision. A spirit animal would appear during
the vision quest and give helpful knowledge about the individuals future. Whatever animal
appeared would be would be a guide for the rest of their life. The spirit animal would give
information about what items should be gathered for their personal medicine bundle which
would be used throughout the individual’s life in spiritual ceremonies. After the vision, the youth
would return home and Elders would help to interpret the vision. After the vision quest, the
youth would be now considered an adult (Sharp, 2002, p. 53).
Rules: Set out boundaries for students so they do not go too far. Students will pick a spot
where they can sit alone quietly in nature. Ideally, students should not be in the view of other
students as it may be distracting. Since this may not be possible let students know that they
should try and stay quiet, so they do not distract others Allow students to spend up to 30
minutes in their spot. Staff should walk around to monitor students during this exercise. It could
be an option for students to bring a notebook and pencil to record any observations (Henley,
1989).
Rock, Stick and Leaf Debrief: What rocked (rock), what stuck (stick), and what to leave behind
(leaf).
Differentiation: Students are given the option to draw their thoughts and observations instead of
writing it or discuss with a friend after the exercise is over.
Fire Building: What does a fire need to be successful? Tinder, oxygen & fuel. Use a firepit and
demonstrate the tipi and log cabin/hashtag fire layouts. Discuss and demonstrate how to
properly put out a fire (soak it, stir it, soak it).
Differentiation: Students will be taught different fire building techniques to choose from.

Bannock on a stick (Hansel, 2010):

● 1 cup flour
● 1 tsp baking powder
● 1/4 tsp salt
● 2 tbsp powdered milk
● 1 tbsp oil or butter

Mix all dry ingredients in a bag and than add liquids and mix together (Traditionally banonock was just
flour, water and lard so you can modify this recipe depending on what ingredients are available).

Have students find a stick that is good for cooking there bannock over the fire. Wrap the dough around
the stick and then you are ready to cook it over the fire. Make sure you do not wrap the dough too thick,
otherwise it will not cook properly.

Differentiation: The instructions for making bannock come in a variety of formats. Students can be given
through oral instruction, written instruction, through demonstration, or with pictures.

Stove Demonstration: Teach the basics of stove set up and and usage. Show students how to light the
stove and why they should be careful not to let out too much gas when lighting. If they do accidently let
out to much gas, let them know that they must let the stove air out before trying again. When cooking
with a stove it should be on a nice flat surface. Students should always be in a kneeling position, just in
case anything spills then they can jump back quickly. Let students know to never try and step over
stoves and that there should be no messing/goofing around by stoves or when cooking.

Survival Scenarios: First share with students helpful knowledge about what things they can build
or do to help them while they are out in nature. Examples: using long straight sticks or sturdy
hiking poles to help create a stretcher, than flipping a sweater inside out and pushing the
sticks/poles through each armhole, using a long straight stick or a hiking pole to brace a broken
arm, if stranded building a signal fire, using a bright colour to signal someone flying over of
location, using a signal mirror to alert pilots. Than give different survival scenarios to groups,
give them some time to plan what they would do and how they would handle the scenario.
Provide each group feedback on what they came up with.

Day 2 - Interpretive Hike

Yamnuska:
Traditional name of the mountain by the Stoney Nakoda is Iya Mnathka. This means flat faced
mountain. Along the top of the mountain people often see a face in the rock. Strong winds on
the mountain represent spirits who lived there. The surrounding area was considered as one of
the best places to hunt bighorn sheep (Rocky Mountain Outlook, 2018).

Some of the Plants found in the Area:

(Grade 9: Biological Diversity)

Trembling Aspens: One of the world biggest and heaviest trees due to the root system.
Groups of 100 or more trees are actually one big tree as they are connected underground by
the root system.
● Produces a white powdery substance that can be used as sunscreen (very minimal spf)
or stopping cuts from bleeding
● Elk eat the bark in the winter, bears mark the tree for territory and beavers use these
trees to build their dams.
● A grove of trembling aspens share the same DNA because the aspens grow from the
roots of the mother Aspen, the oldest tree in the grove. Because they share the same
DNA, when one tree catches a disease, the other trees will also be infect; if one tree
gets harmed (eg. experiences a cut from a knife), the other trees will feel it (J. Rosendall,
personal communications, August 10 2018)
Lodgepole pine: the provincial tree of Alberta. Tea can be produced from the the needles. The
seeds are edible and the oil, obtained through the process of distillation, is used as antiseptics
and insecticides (Royer & Dickinson, 2007, p.27).
Saskatoon berries: used by the North American Native people to make pemmican and dessert.
To make dessert, the Blackfoot would mix the berries with buffalo fat and blood. Pemmican is
made by pounding lean meat, mixing it with fat and berries (Royer & Dickinson, 2007, p.56).
Showy Asters: held sacred by Native peoples and used to ward of snakes (Royer & Dickinson,
2007, p.388).
Bear Berry: This berry has many medicinal properties and was used by local Indigenous
people to cleanse urinary problems and kidneys (personal communication, J. Powderface, May
15, 2015).
Silver Berry: These are high in vitamin c and iron and were used by local indigenous people to
treat indigestion and the flu (personal communication, J. Powderface, May 15, 2018).
Juniper: these berries help to lower blood sugar and these branches were burned by local
Indigenous people to help repel insects (personal communication, J. Powderface, May 15,
2018).
Bunch Berry: These berries were used by the local Indigenous people to treat inflammation,
fevers and pain (personal communication, J. Powderface, May 15, 2018).
Trembling aspens (Bake, 2014) Lodgepole pine

Saskatoon berries Showy Asters

Different Animals Found in the Area:

Grizzly bears: There are buffalo berries in the forest for bears to feed on just before they go
into hibernation. In 24 hours, these bears can eat up to 300 000 berries.

If you walk around and pay attention to the markings on the trees, you can sometimes see claw
marks on them. They usually belong to the bears who are marking their territory. If another bear
walks by and see the claw mark, it knows to avoid the area unless it is bigger or taller, then it
knows it is more dominant will make its own mark above the previous claw mark to tell the other
bear to find another territory (J.Rosendall, personal communications, August 10 2018).

Moose: A single moose usually weighs about 600 kg.They are usually fed on by wolves.
Females don’t have antlers whereas males do, in which they grow it every summer and shed it
every year during autumn (Frigon & Trenholm, n.d.).

Elk: Between May and June, female elks are calving so they can be aggressive. For males,
they are aggressive between September and November due to the rut season. This is when
males try to win the hearts of the female by battling each other and locking antlers to exert
dominance and win mating rights. Like the moose, male elks also shed their antler every year
(Holden, 2017).

Bighorn sheep: Can be sighted in the winter because that’s when they come down the
mountains. In the summer, they are found in the alpine tundras. The graze on grass and alpine
willows and also use mineral and salt licks, which contains elements like calcium (C), sulfur (S),
potassium (K), and sodium (Na). (D.Nguyen, personal communications, October 26, 2018)
Cougars: Cougars will avoid people while they hunt for mammals, including elks, moose, and
sheep. They tend to hunt between dusk and dawn. They like to travel through ravines and river
valleys, because they don’t like open terrains. Their dens can be located on cliff ledges, in tree
hollows, and under fallen logs (Alberta government, 2014)

Animals Symbolic Meaning

Bear - Inner Strength: “The powerful grizzly bear brings you the gift of inner strength to help
you through weak moments in your life. Like the female grizzly who overturns logs to feed
insects to her cubs, or to protect them from danger, you too must use your physical strength
appropriately” (Henley, 1989, p. 98).
Eagle - Vision: “The eagle flies high with incredible eyes. There is nothing the eagle cannot
see. So you too must have vision to know where you want to go in life – not just to see what’s
directly ahead, but to see beyond the visible. Keep your dreams close to your heart, for without
a vision you perish” (Henley, 1989, p. 99).
Wolf - Self Esteem: “Just as the wolf howls its proud song to the moon, you too must recognize
that you are a unique and special person. Give yourself some appreciation. Sing your own
song, for you are a lovable and capable person” (Henley, 1989, p. 96).
Raven - Curiosity: “The raven is never bored, always curious, always exploring every corner of
the world. So too must you awaken your sense of wonder – discover the hidden miracles in life
and immerse yourself in its endless wonders” (Henley, 1989, p. 96).
Deer - Peacefulness: “The gentle deer brings you the gift of a peaceful spirit. Deer are always
aware, always alert, but at the same time they are peaceful and gentle. Take time in your life
for the quiet pleasures, take a moment alone with your thoughts, in a beautiful meadow of
wildflowers or the hushed silence of the forest, and you will know the gift of the deer” (Henley,
1989, p. 98).
be assertive, to protect yourself from others acting against your own will” (Henley, 1989, p. 98).
Loon - Spirituality: “The call of a loon, from a glassy surface of a tranquil lake is a reminder for
you to seek your inner spirit. Like the loon who occasionally dives below the surface of the
water, your spirituality at times will feel distant, let it resurface, just as the loon must return to the
surface to sustain life” (Henley, 1989, p. 98).
Beaver - Self-control: “Beaver always knows when and where to act; beaver hears water
running through the dam and responds with more sticks and mud. You too must learn the
lesson of self-control to know when to take charge of circumstances affecting your life” (Henley,
1989, p. 98).
Debrief: What is your spirit animal and why?
Differentiation: Students have the option of writing out their thoughts if they are uncomfortable
with sharing their answer. Students also have the option of debriefing with another person or
smaller groups, rather than one big group.

Local Geology: Most of the mountain in the area are made of limestone, shale and
sedimentary rocks (personal communication, J. Powderface, May 15, 2015).
Extra Activities:

Capture The Flag: Set out a large boundary area as the playing field for students. Visibly
mark where the middle line is to split the playing field in half. Mark where the jail is on each
side. Split the group of students into two teams. Provide each team with two flags. Let
students know that when they hide the flag it must remain visible and cannot be buried
underneath anything. Let each side go and hide their flags. Each team must then try and
capture their opponents flags. First team to get both flags wins. If a student gets tagged while
looking for a flag on the opposite side, they must go to jail. The only way to get out of jail is to
have someone from their team run over and tag them without getting tagged themselves. If
they are successful than the pair should walk back with interlocked arms so other players know
not to tag them. If they do get tagged while trying to free their teammate, than that player will
have to go to jail themselves. There is no puppy guarding of the jails or the flags, players must
be at least 5 large steps away from the jail and flags.

Sardines: One students chooses a place to hide while the rest of the students close their eyes.
Once the students hiding is ready, all the other students will individually go and search for that
one student. Once someone finds the one person hiding, they have to hide with them as
discreetly as possible so that the other students do not notice. Eventually, all of the students find
the original hider and are packed into the hiding space together like “a can of sardines”. The last
person to find the hiding spot loses the game.

Greet A Tree: Group students in pairs and have them pick a starting point. One of the students
in the pair will be blindfolded and spun around a few times. The non-blindfolded student will
then lead their partner to a tree. The blindfolded student will feel the different features of the
tree and be returned back to the starting point and remove their blindfold. After their blindfold is
removed they must try and find the tree that they were led too. Then have pairs switch roles and
try again (Henley, 1989).

Lahal: Lahal is played by two teams (5 or 6 on each team).

● The two teams sit face to face and a captain is chosen.
● Each team is given one set of bones and the captains select one person on their team
to hold them.
● In a friendly manner (e.g. flip a coin), choose which team will guess first. The captain
guesses in which hand the opposing team’s holder has hidden the plain bone.
● The guessing team’s holder then places his/her bones so they match the position of the
other team’s bones; they both then show their bones.
● If they match, the guessing team wins the king stick and the possession of both sets of
bones.
● If they do not match, the other team has an opportunity to guess to win the stick.
● Whichever team wins possession of the king stick and the bones begins the game.
 ● The object of the game is to win all of your opponent’s sticks, plus the king stick. This is
done by guessing the position of the bones hidden in different participant’s hands.
(Parks and Recreation Ontario, n.d.)

Programs of Study

Outdoor Education:
https://education.alberta.ca/media/3114964/eoed.pdf
Students will:
● demonstrate basic knowledge, skills and attitudes necessary for safe, comfortable
outdoor experiences in all seasons
● demonstrate awareness and appreciation of living things and understanding of basic
ecological processes
demonstrate skill, judgment, confidence and sensitivity in a wide range of
environmentally responsible activities in outdoor settings

Physical Education:

General Outcome A: Students will acquire skills through a variety of developmentally

appropriate movement activities; dance, games, types of gymnastics, individual activities and
activities in an alternative environment; e.g., aquatics and outdoor pursuits.
● Basic Skills; Locomotor; Non-locomotor; Manipulative
● Application of Basic Skills in an Alternative Environment

Application of Basic Skills in an Alternative Environment (Grade 7-9):

 ● A7–7 demonstrate activity-specific skills in a variety of environments and using various
equipment; e.g., orienteering
● A8–7 apply activity-specific skills in a variety of environments and using various
equipment; e.g., cross-country skiing, skating
● A9–7 apply and refine activity specific skills in a variety of environments; e.g., hiking,
wall climbing

General Outcome C: Students will interact positively with others.

● Communication
● Fair Play
● Leadership
● Teamwork

Science:

Grade 7
Unit A: Interactions and Ecosystems (Social and Environmental Emphasis)
- How do human activities affect ecosystems? What methods can we use to observe and
monitor changes in ecosystems, and assess the impacts of our actions?

1. Investigate and describe relationships between humans and their environments, and
identify related issues and scientific questions
a. identify examples of human impacts on ecosystems, and investigate and analyze
the link between these impacts and the human wants and needs that give rise to
them (e.g., identify impacts of the use of plants and animals as sources of food,
fibre and other materials; identify potential impacts of waste products on
environments
- Interpretive hike: students discuss the 7 leave no trace principles
- The positive and negative effects humans can have on the
environment
-
Grade 8
Unit E: Freshwater and Saltwater Systems
- How do water, land and climate interact? What are the characteristics of
freshwater and saltwater systems, and how do they affect living things, including
humans?
 1. Describe the distribution and characteristics of water in local and global
environments, and identify the significance of water supply and quality to the
needs of humans and other living things
a. describe, in general terms, the distribution of water in Alberta, Canada and
the world; and interpret information about water characteristics (e.g.,
identify glaciers, snow, polar ice caps, groundwater and oceans as components
of Earth’s water; interpret graphical information on the availability of potable
water)
b. recognize that fresh water and salt water contain varying amounts of dissolved
materials, particulates and biological components; and interpret information on
these component materials
c. identify major factors used in determining if water is potable, and describe and
demonstrate tests of water quality (e.g., investigate and describe the physical
characteristics of a sample of water, such as clarity, salinity and hardness;
investigate biological tests)

2. Investigate and interpret linkages among landforms, water and climate

● describe the processes of erosion and deposition resulting from wave

action and water flow, by:
− identifying dissolved solids and sediment loads, and identifying
sources and endpoints for these materials
− describing how waves and tides are generated and how they
interact with shorelines
● investigate and describe stream characteristics (e.g., describe the slope, flow
rate and stream profile characteristics of a model stream on a stream table)

Grade 9
Unit A: Biological Diversity

- Focusing Question: What is biological diversity, and by what processes do

diverse living things pass on their characteristics to future generations? What
impact does human activity have on biological diversity?

1. Investigate and interpret diversity among species and within species, and describe how
diversity contributes to species survival
a. observe variation in living things, and describe examples of variation among
species and within species (e.g., observe and describe characteristics that
distinguish two closely related species)
b. identify examples of niches, and describe the role of variation in enabling closely
related living things to survive in the same ecosystem (e.g., investigate different
 bird species found in a local park ecosystem, and infer how each is adapted to
life within that ecosystem)
c. investigate and interpret dependencies among species that link the survival of
one species to the survival of others
i. Identify examples of symbiotic relationships (e.g., organisms that benefit
other organisms by providing habitat, food, means of fertilization, or a
source of oxygen)
ii. classify symbiotic relationships as mutualism, commensalism, parasitism
d. identify the role of variation in species survival under changing environmental
conditions (e.g.,resistance to disease, ability to survive in severe environments)

4. Identify impacts of human action on species survival and variation within species, and
analyze related issues for personal and public decision making
a. describe the relative abundance of species on Earth and in different environments
(e.g., note the overall abundance of insect species; note that in harsh
environments there are relatively fewer species found than in temperate and
tropical environments)
b. describe ongoing changes in biological diversity through extinction and extirpation
of native species, and investigate the role of environmental factors in causing these
changes (e.g., investigate the effect of changing river characteristics on the variety
of species living in the river; investigate the effect of changing land use on the
survival of wolf or grizzly bear populations)
c. evaluate the success and limitations of various local and global strategies for
minimizing loss of species diversity (e.g., breeding of endangered populations in
zoos, development of seed banks, designating protected areas, development of
international treaties regulating trade of protected species and animal parts)
Math:

General Outcome
Use experimental or theoretical probabilities to represent and solve problems involving
uncertainty.

Specific Outcome
Grade 7
Express probabilities as ratios, fractions and percents
Grade 8
Solve problems involving the probability of independent events.
Grade 9
Demonstrate an understanding of the role of probability in society.

General Outcome
Collect, display and analyze data to solve problems.
Grade 8
Specific Outcomes
Critique ways in which data is presented in circle graphs, line graphs, bar graphs and
pictographs.

Patterns in Nature
During the field trip students can be looking for different patterns in nature.

Grade 9
General Outcome
Describe and analyze position and motion of objects and shapes.
Specific Outcome - Demonstrate an understanding of line and rotation symmetry.

During the hike have the students find (take a picture or draw) 10 different examples of
symmetry in nature (Line and Rotational).
● Classify 2D shapes or designs based on the number of lines of symmetry (Line)
● Determine and justify if a shape has rotational symmetry about a point (Rotational)
○ Identify a line of symmetry and the order and angle of rotation

Baking
This can be done as part of the baking activity
General Outcome
Develop number sense.
Specific Outcomes
Grade 7
Demonstrate an understanding of adding and subtracting positive fractions and mixed numbers,
with like and unlike denominators, concretely, pictorially and symbolically (limited to positive
sums and differences).
Grade 8
Demonstrate an understanding of multiplying and dividing positive fractions and mixed numbers,
concretely, pictorially and symbolically.
Demonstrate an understanding of ratio and rate.
Solve problems that involve rates, ratios and proportional reasoning.
Grade 9
Demonstrate an understanding of rational numbers by:
● comparing and ordering rational numbers
● solving problems that involve arithmetic operations on rational numbers
References

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