I’m embarrassed to say this because I’m a biologist and should know better: until this week I kinda sorta thought the words “geology” and “geography” were interchangeable. They’re not.
Geology is the study of the physical features of the earth and the processes that shape them, geography broadens the scope to include the interactions between Earth’s physical and biological processes as well as the relationship of these processes to human culture. I’m learning already.
Terminology aside, I learned a ton this week working with the Geography 12 students taught by my friend and superstar teacher, Fiacre Byrne at Elgin Park Secondary. A while back, “Mr. Byrne” suggested we design a sustainability activity together. I said yes, despite knowing zip about sustainability, even the definition (I’m sensing a pattern here…). I think teaching is a wonderful incentive to learn something new.
Mr. Byrne and I designed a lesson plan* to get his students integrating and applying major concepts from geography to a local example right at their doorstep, Boundary Bay. Boundary Bay is a marine bay in Metro Vancouver, B.C., part of the larger Fraser River estuary, and is renowned for its abundant eelgrass habitat and popularity with migratory birds. It even has a volcano—at least, a view of one in clear weather—the spectacular Mt. Baker in nearby Washington State.
*Posted below for any interested educators to use and adapt as you like.
I spent two classes with Mr. Byrne’s awesome students (photos below). In the first, we started with a quick map-reading exercise to become familiar with the study area, Boundary Bay Regional Park (BBRP), followed by a “what if” sustainability activity, with small groups assigned a hypothetical-but-realistic development project for BBRP. Each group researched and presented the pros and cons of their project to society, economy and environment (e.g., “Convert BBRP to agricultural land that is part of the Grassland Set-Aside Stewardship Program.”). The learning goals, adapted from the Prescribed Learning Outcomes of the B.C. Grade 12 Geography Curriculum, were for students to:
- identify and describe general features of BBRP and the surrounding area from satellite images (using Google Maps).
- identify costs and benefits to the environment, economy and society of developing BBRP for different purposes, e.g., conservation, industry, agriculture. management, including societal, economic and environmental consequences.
- apply effective oral communication skills to geography topics.
For the second class, we took a field trip to BBRP for some first-hand experience identifying and thinking about geographic processes. The learning goals this time were for students to:
- recognize that any given environment, like Boundary Bay, is the result of and influenced by the major processes taught in Geography 12.
- identify an example of a process or topic (e.g., erosion, soil type, adaptation of plants) from each major course theme (atmosphere, hydrosphere, biosphere, geomorphology)
- identify an environmental feature shaped (mostly) by a gradual process such as erosion, mountain building, etc.
- identify an environmental feature shaped (mostly) by a more rapid process such as weather, tides, human activities, etc.
Overall, I think the in-class activity and field trip were quite effective at getting the students to apply the concepts and skills they had learned to a local example. I also think the challenge level was appropriate; for example, during the in-class activity, I noticed that most students were comfortable using Google Maps, but tended to make only vague observations (“the park looks grey”) unless prompted with targeted questions (e.g., “Do you see any forest in the park? How can you tell?)
During the presentations, I noticed that job creation was a benefit discussed by every group yet only in vague terms like “turning the park into a farm will create lots of jobs”. I realize that the students had only 30 minutes to prepare and so couldn’t do in-depth research. However, I was struck by how similar their talks echoed what I commonly hear in the media as the most important consideration to so many societal discussions (or so it seems to me). Also, nearly every group used either “local” or “sustainable” to describe the benefits of their project.
For the field trip, I think the worksheets were necessary to get students to form concrete answers—to really stay on task—while outside and surrounded by so many distractions. The photo scavenger hunt (find and photograph the various information signs scattered along the trail, to use in a later class) was a great way to ensure everyone walked the entire trail. Most students were happy to do so anyway, of course, and seemed engaged in noticing all the wonderful geography right in their own backyard.
I mean, c’mon, who doesn’t love getting to see a volcano?
My thanks again to Mr. Byrne and his terrific Geography 12 students for a great educational experience.
2 Responses
Peter Newbury (@polarisdotca)
Cool experience, Bridgette – I bet the students and Mr. Byrne got lots more out of it. As a “scholarly” teacher, a couple of things occured to me while reading your post, for the next time you plan the trip to BBRP or somewhere else:
– take advantage of the students’ social media skills and create some community: Could you set up (and provide pre-trip training if nec) a field trip flickr account or Pinterst board so students could immediately post their pix? Imagine the richness of the de-brief in class the next day when Mr. Byrne can find awesome examples of each sight and experience using the students’ own pictures. Students could create the photo-montages like you did.
– Do you see the great opportunity for some educational research? Imagine you created a concept inventory tied directly to the PLOs and give it as a pre- and post-test! It could help you and Mr. Byrne improve the lessons. It would look awesome on your CV and Mr. Byrne’s and in the EBEducation portfolio. It might even attract some funding from the community – here’s a project with demonstrated impact on students’ understanding of the local ecosystem. That’s winning all around!
Bridgette
Oh wow, Peter, I hadn’t thought at all about incorporating social media with this project but I bet it would have been great to do…hmmm…maybe I should talk to Fiacre, I mean, Mr. Byrne about this.
And you’re right about there being an opportunity for ed research. I had considered a pre-/post-test, but I didn’t even suggest the idea to Mr. Byrne because in this case I was only volunteering, which made me hesitant to suggest testing as part of my visit. I suppose it could have happened during the classes before and after. Anyway, I agree that a definite improvement to this activity would be to include something to demonstrate learning. Again, a great idea to talk about with Mr. Byrne. Thank you!