The last period of glaciation left a profound effect on the topography of Saskatchewan. Evidence of this effect, and of the impact of the glacier's grinding, sorting, and redeposition of parent material on today's soils form the major focus of this unit. The force of human actions as an agent of change is also considered.
Since their earliest outdoor experiences, students have been altering, and observing alterations of, the soil and landforms . This unit of study asks them to focus their thoughts on some of the causes of the effects which surround them. To infer causes for these effects, students consider the 'why' of the surface features and soil characteristics of the province.
Understanding the search for cause and effect relationships in the historical sciences is an important component in student's education. Students must see that science is not all laboratory based controlled experimentation and prediction. The creation of theory from observing evidence of nonrepeatable historical events is the core of some areas of science.
Since soils are certainly a renewable resource, and the topography of Saskatchewan could be considered as renewable, this unit would integrate very well with the core unit Renewable Resources in Saskatchewan.
Science writing and reading activities, as discussed in this Guide, should be incorporated into each lesson. Reading maps and charts, writing directions for procedures and travels, writing advertisements for various regions of the province at different times in history by modelling them after travel advertisements in magazines are ways through which students may refine their understanding of the concepts of science and develop their ability to communicate through the written word.
Science challenge, as described in this Guide, is meant to extend students' critical and creative thinking abilities in the context of the science concepts being studied. Activities involving science challenge should be incorporated into science lessons in each unit. The challenge is intended to give each student a chance to investigate an area of interest in more depth than would be possible for all students in a class to do. Science challenge is a key strategy for bringing the Adaptive Dimension to the classroom, and for encouraging independent learning.
This unit may be coordinated with the grade 7 social studies units on location and resources. How does the shape, and shaping, of the land shape society? How are locations in Saskatchewan described? Why does each quarter section of land have an address? How do we know that Saskatchewan has changed latitude?
1.1 Assess the effect of the major geological events of the Quaternary period in Saskatchewan.
1.2 Illustrate the positions of the icefronts, glacial lakes, and drainage channels at various stages of the last period of glaciation.
1.3 Identify, using appropriate maps, landforms shaped by the glaciers and their meltwaters.
1.4 Contrast the appearance of glacial landforms as seen from the air or from the ground.
1.5 Use maps as a way of gathering information about an area.
2.1 Observe and describe samples of sandy, silty and clayey soils.
2.2 Identify the regions where chernozemic, podzolic, and organic soils are found.
2.3 Describe the conditions under which the chernozemic, podzolic, and organic soils develop.
2.4 List the nutrients which are stored and released by the soil.
2.5 Illustrate the nutrient cycles in the soil.
3.1 Describe the vegetation of the province when Europeans arrived.
3.2 Discuss how wind, water, and fire have altered the face of the prairies.
3.3 Describe the impact of agriculture and forestry on the province's lands.
3.4 Consider the effect of urbanization on Saskatchewan.
4.1 Make careful observations during active involvement in constructing knowledge, and discuss the observations with others.
4.2 Focus attention on student knowledge and the gaps in their knowledge of glaciation, soils, and effect of human activity on the land.
4.3 Reflect upon how knowledge is developed and tested in the historical sciences.
5.1 Incorporate both technical vocabulary and common terms with specialized usage into talk and writing.
5.2 Develop skills in reading and interpreting maps, diagrams, and other visual aids which are used to communicate information in the study of glaciers and soils.
5.3 Understand how soils are categorized.
Note: Many of the resources listed in Science: An Information Bulletin for the Middle Level - Key Resource Correlations describe activities or ideas for activities.
Divide the class into eleven groups. Each group has the task to make a papier-mâché representation of the province at one of the selected times in this period. Use Ivory Snow mixture as paint for the papier- mâché. Mix glue and Ivory Snow soap to make a thick paste. Use it to coat the "glaciers" on the maps of Saskatchewan. Indicate the location of your school on the maps, as well as the location of major Saskatchewan cities and towns.
Looking at these maps, estimate when the habitat would have been able to support plant and animal (including human) life.
Sources of information on the glacial history of Saskatchewan are the Atlas of Saskatchewan (Richards, 1969), Geology of Saskatchewan (Gordon, 1979), and Geological History of Saskatchewan (Storer, 1989).
Factors: A8, B10, B15, B24, B25, B26, C8, C18, C19, E4, F5
Objectives: 1.1, 1.2, 4.2, 5.2
Assessment Techniques: individual and group anecdotal records, self-assessment checklists
Instructional Methods: cooperative learning groups, research project, reading for meaning
Extension: Imagine you are a plant that is one of the first colonizers of post-ice age Saskatchewan. What kind of plant would you be? How would you have arrived in Saskatchewan? What would the soil be like? Would there be other types of plants, or just plants of your species? Write your story.
This same idea, with different cue questions, could be used for animals or humans.
Imagine that you are a newspaper reporter with a time machine. Write an
article describing what you would see and experience when you had the machine
take you back to the area south of the Qu'Appelle valley. Compare that region
to the region south of the southernmost part of Eagle Creek, and to those
areas today.
Factors: A9, B10, B26, C9, C12, F5
Objectives: 3.1, 3.2, 4.2, 4.3
Assessment Techniques: written assignment for portfolio, oral assessment
items
Instructional Methods: research project, report, discussion
If you can't visit a site, predict what the topography, native vegetation,
soil type would be like at a site featuring one or more of these glacial
features. Identify a school in a region where these features exist and send
your prediction to a grade 7 at that school. Ask them to comment on your
prediction and return their comments to you. Take pictures (polaroid or
video) which illustrate glacial features in your area. Exchange these records
with schools in other areas.
Factors: B10, C8, C9, C15, E4, G6
Objectives: 1.2, 1.3, 1.4, 2.3, 4.1, 5.2
Assessment Techniques: group rating scale, source of extended open
response test items
Instructional Methods: explicit teaching, didactic questions, field
trips
If the soil remains in a ball, squeeze the soil upwards between the thumb
and the forefinger so that it forms a ribbon. If a ribbon will not form
but the soil crumbles as it is forced between the thumb and forefinger,
the soil is classified as loamy sand.
If a ribbon forms, the length of ribbon before it breaks is used in further
determination of soil type. Take a sample of the ribbon and form a watery
paste in the palm. There must be enough water so that you can feel the texture
of the soil particles. A good idea is to have samples of pure sand, silt,
and clay to try this with them before doing these tests. That will make
it easier to put the soil sample in one category or the other. The following
chart summarizes this test.
Collect soil horizon samples from a variety of sites in your area. Make
sure you get permission from the land owner before removing samples. Try
to take the samples so that the area is disturbed as little as possible.
Remove the sample so that the soil horizons are clearly visible. One way
to do that is to make an excavation with straight sides to an appropriate
depth. Then remove thin samples showing the profile from the exposed edge.
Replace the material from the original excavation.
Sketch and write descriptions of the profiles collected.
To sample soil, throw the cardboard a short distance away onto soil which
can be removed. Remove the soil from the sampled area to a depth of 6-8
cm. Look for large animals (earthworms, ants, beetles, grasshoppers, etc.)
as the area is excavated. Include them in your count. Sift the soil through
a course screen, then a fine screen, and finally through cheesecloth. At
each stage, examine the screenings for organisms and gently crush any lumps
of soil.
Put the portion which comes through the cheesecloth in an aluminum pan.
Place the pan on a stand and heat from underneath with a heat lamp or 150
W light bulb. The heat from below may drive small organisms to the surface.
Alternatively, the soil which comes through the cheesecloth could be placed
bit by bit on white paper and separated into a thin layer to search for
organisms. A magnifying glass, binocular microscope or other magnifier will
be useful at this stage.
From the count of the organisms in the sample calculate the number of
organisms in 1 hectare (100 m by 100 m). What is the niche of the organisms
in the soil? Diagram a food web involving the organisms which you are able
to identify.
Ribbon < 2 cm
If the sample is mainly gritty, like fine sandpaper, the soil is called
sandy loam.
If there is some grit and some smoothness, the soil is classifies
as loam.
If the predominant feeling is smooth, the soil is placed in the silty
loam soil group.
Ribbon between 2 and 5 cm long
If the sample is mainly gritty, like fine sandpaper, the soil is called
sandy clay loam.
If there is some grit and some smoothness, the soil is classified
as clay loam.
If the predominant feeling is smooth, the soil is placed in the silty
clay loam soil group.
Ribbon longer than 5 cm
If the sample is mainly gritty, like fine sandpaper, the soil is called
sandy clay.
If there is some grit and some smoothness, the soil is classified
as clay.
If the predominant feeling is smooth, the soil is placed in the silty
clay soil group.