WE2 Unit 16
David Spencer's Education Paragon is a free educational resource portal helping David Spencer's secondary school students, their parents and teaching colleagues with understanding, designing, applying and delivering assessment, curriculum, educational resources, evaluation and literacy skills accurately and effectively. This wiki features educational resources for Indigenous Aboriginal education, field trips for educators, Davids Music Jam, law and justice education, music education and outdoor, environmental and experiential education. Since our web site launch 10.5 years ago on September 27, 2006, online site statistics and web rankings indicate there are currently 1,868 pages and 11,682,604 page views using 7.85 Gig of bandwidth per month. Pages are written, edited, published and hosted by Brampton, Ontario, Canada based educator David Spencer. On social media, you may find David as @DavidSpencerEdu on Twitter, as DavidSpencerdotca on Linkedin.com and DavidSpencer on Prezi. Please send your accolades, feedback and resource suggestions to David Spencer. Share on social media with the hashtag #EducationParagon
CU Topics for WE1 | CU Topics for WE2
The Wilderness Experience Semester Two with David is an integrated program designed for an alternative secondary school setting by educator David Spencer. Wilderness Experience 2 (WE2) program provides three (3) secondary school course credits during semester two. Students should attend and participate in all classes, outdoor field trips and events. Literacy and communication skills developed during this program include jot note writing, writing journal entries, researching in public, college and university libraries, interviewing, script writing and oral reading comprehension. New media technology skills developed include audio and video recording presentations for the DVD authoring and documentary production for FM radio broadcasting and web podcasting. Students will be provided with opportunities to learn how to research, plan for, promote, hold and debrief a community event about an issue facing Indigenous Peoples.
Download the Wilderness Experience Information Brochure (PDF format).
- Environmental Science (SVN3M) This course provides students with the fundamental knowledge of and skills relating to environmental science that will help them succeed in life after secondary school. Students will explore a range of topics, including the role of science in addressing contemporary environmental challenges; the impact of the environment on human health; sustainable agriculture and forestry; the reduction and management of waste; and the conservation of energy. Students will increase their scientific and environmental literacy and examine the interrelationships between science, the environment, and society in a variety of areas. See more of the SVN3M Curriculum Guideline from the Ontario Ministry of Education. Text used is Environmental Science Interactions.
- Issues of Indigenous Peoples in a Global Context (NDW4M) This course provides students with an overview of the issues and challenges that confront indigenous peoples worldwide. Students will develop an understanding of the concerns and aspirations of the world's indigenous population, plan and conduct research on global issues that have an impact on indigenous peoples, and use information technology to consult materials related to the views of indigenous peoples throughout the world. See more of the NDW4M Curriculum Guideline from the Ontario Ministry of Education. Resources used include Canada and International Indigenous Affair, NativeWeb, Inc., International Indigenous Policy Journal, Indigenous Peoples Issues and Resources and Rights of Indigenous People
- Interdisciplinary Studies (IDC40G) This course emphasizes the development of practical skills and knowledge to solve problems, make decisions, create personal meaning, and present findings beyond the scope of a single subject or discipline. Through individual and collaborative inquiry and research into contemporary issues, real-life situations, and careers, students will apply the principles and skills derived from the complementary subjects and disciplines studied, evaluate the reliability of information, and examine how information technology can be used safely, effectively, and legally. They will also learn how to select strategies to define problems, research alternative solutions, assess their thinking in reaching decisions, and adapt to change as they acquire new knowledge. See more of the IDC40G Curriculum Guideline from the Ontario Ministry of Education.
Unit 16: Algonquin Provincial Park Assignment
Location: Research in the Library and at Home
Algonquin Provincial Park Assignment
Due Date: Thursday June 20 at 3 p.m.
Marks: 70 marks Thinking
Instructions: This assignment is for students who did NOT attend our canoe trip. All the the answers for this assignment can be found on the web by clicking on the web links within the question. Some answers can be found by asking students and teachers who attended our canoe trip.
- Refer to the canoe trip gear packing list for a canoe trip. List three (3) items that will protect a canoe tripper from the sun and insects. T= __/3 marks
- Refer to this map and list the major roads taken to get to Algonquin Park. T= __/4 marks
- According to this map, what is the total driving distance (km) and time (hours mins) it takes to travel by by bus to the canoe tripping outfitter in Algonquin Park? T= __/4 marks
- Name the major lake where we camped in Algonquin Park. T= __/1 mark
- In what year was Algonquin Provincial Park established? T= __/1 mark
- How many lakes are found in Algonquin Provincial Park? T= __/1 mark
- Name the group of Canadian artists who painted in Algonquin Provincial Park. T= __/1 mark
- The geology of Algonquin Provincial Park is made up of many types of rocks. Explain how metamorphic rock and igneous rock are formed. T= __/4 marks
- What does the First Nation term "Algonquin" mean? T= __/1 mark
- Name and provide three (3) points about the First Nation group that lived in the area before European encroachment. T= __/4
- According to the Pikwàkanagàn First Nation who lived near Algonquin Park, what happened during the “60’s Scoop”? T= __/3
- Particpants on our canoe trip saw and heard wildlife. Name eaach wildlife and provide two (2) interesting facts about each of these: wildlife #1, wildlife #2, wildlife #3 and listen to the sounds made by wildlife #4. T=__/12 marks
- What are invasive species and how are they harmful to the Algonquin Park environment? Explain. T= __/3
- Look at the portaging photos below. During our canoe trip, we had to carry our canoes and gear across a portage. Why did we stack our gear to the side of the trail and take two trips across the portage? Explain. T=__/2 marks
- Describe one advantage for portaging a canoe with two people and one advantage for portaging a canoe with one person? T= __/2 marks
- Look at the Picnic Lunch photos. Why is this an attractive location for canoeists? T=__/1
- List three foods that are good for packing on a canoe trip lunch. T=__/3
- Look at the Campsite photos. How did we use the canoe? Why was this a smart idea? Explain. T=__/2 marks
- Explain how we cooked our calazone for dinner. T=__/2 marks
- Explain the use and symbols for the paddles on the ground. Why was this a good idea? Explain. T=__/4 marks
- What was this box called and used for? Why was this a good idea? Explain. T=__/2 marks
- Look at the canoe sailing photos. Explain the four (4) steps involved in canoe sailing. T=__/4
- Why were we able to canoe sail back to our campground on Thursday afternoon? Explain. T=__/2
- Explain what we did in this photo when we arrived home. Why is this step important? T= __/2
- How could this map be useful if you wanted to go camping with some friends or family this summer? What does the map show? T= __/2