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Description: Matter cycles. Matter for growth, maintenance and reproduction in all organisms cycles through the ecosystem and Earth processes. All life needs certain matter in order to stay alive. This includes nitrogen, phosphorus, and water; oxygen for many but not all animals; and carbon dioxide for plants, to name a few kinds of matter.

Subject: Cross-Curricular; Outdoor Education; Earth Science; Environmental Science; Geography

URLs: https://www.hctfeducation.ca/wp-content/uploads/2014/09/ThreeRsinForest_DetectiveSheet_CopyPage.pdf; https://www.hctfeducation.ca/wp-content/uploads/2014/09/ThreeRsinForest_GuidedImagery_CopyPage.pdf; https://www.hctfeducation.ca/wp-content/uploads/2016/08/Ecosystems_Primer.pdf; https://www.hctfeducation.ca/wp-content/uploads/2014/09/ThreeRsinForest_Lesson.pdf; https://www.hctfeducation.ca/wp-content/uploads/2014/09/ForestStories_Lesson.pdf; https://www.hctfeducation.ca/lessons/earth-ecosystems-and-ecology/

Learning Standards: To understand, through guided visualization (part 1) and hands-on investigations (part 2), how matter cycles through an ecosystem. To gain an understanding of decomposition, a community of forest recyclers, and the critical role decomposers play in the food web and the cycling of matter.

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Description: Step one: Have students look at a picture for clues to answer who, what, where, when, why and how questions about the battle depicted in the picture. Step two: Have students examine primary sources (9 sources available). Teacher may choose to have students look at all 9 or allow students to select 6 to look at. Students will try to piece together the causes and components of the incident depicted in the picture presented in step one. Step three: Offer students a secondary source on the battle of Seven Oaks in order that they gain an overview of the Battle of Seven Oaks. I recommend TC2's Snapshots of Nineteenth Century Canada for this. Step four: Present the Culminating Task where students can create a short story, a new broadcast or a skit depicting an interpretation of stories behind the Battle of Seven Oaks. There is an assessment rubric provided and a self/team evaluation sheet. Make this your own. It is a lot of fun. I have tried it!

Learning Standards: Historical Thinking (Evidence and Interpretation) Learners will look at clues from primary sources in order to interpret the story behind a picture (The Battle of Seven Oaks).

Name	MIME Type
seven-oaks-worksheet-package-1.pdf	application/pdf
1-royal-charter-ruperts-land.pdf	application/pdf
1-map-of-ruperts-land-1.pdf	application/pdf
2-lord-selkirks-land-grant.pdf	application/pdf
3-earl-of-selkirk-letter-march-1819.pdf	application/pdf
4-rrs-governor-miles-macdonell-proclamation.pdf	application/pdf
5-william-mcgillivray-north-west-company-march-14-1818-letter.pdf	application/pdf
6-john-pritchard-1817-narrative-on-seven-oaks.pdf	application/pdf
7-john-sherbrooke-letter.pdf	application/pdf
8-daniel-harmon-journal-account-of-june-19-1816.pdf	application/pdf
9-alexander-ross-memoire.pdf	application/pdf
10-area-map-of-seven-oaks-1816.pdf	application/pdf
c-w-jefferys-watercolor.pdf	application/pdf
culminating-assignment-battle-of-seven-oaks-1.pdf	application/pdf
culminating-task-battle-of-seven-oaks-rubric.pdf	application/pdf
self-and-team-evaluation.pdf	application/pdf

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