Visual Representation of Leader Biography

For the past two days in Humanities, students have been sharing their visual representations of their leader biographies. Below are a few examples of their artifacts.

For Thursday....

1. Science Topic 1-3 Assessment

Topic 1-3 Assessment Preparation: Review Vocabulary and "I can" statements

Topic 1: Static Electricity
Topic 2: Current Electricity
Topic 3: Ohm's Law and Series/Parallel Circuits

2. Humanities: Visual Representation Presentation on your Leader

3. Ugly Sweater Day

SPIRIT DAYS THIS WEEK

THURSDAY: UGLY CHRISTMAS SWEATER

FRIDAY: PAJAMA DAY

RESULTS

Students please complete your RESULTS: Personal Development, Citizenship, Character and email to Ms.Peterson (jepeterson@educbe.ca) and Ms.Atwal (jkatwal@cbe.ab.ca)

Personal Development

Citizenship

Character

Humanities

Students are working on their Leader Biography task (please see previous blog posts for more information)

Homework: all research needs to be completed for TUESDAY. Students will have 2 classes on Tuesday and 2 classes on Wednesday to create and FINISH their visual representation of their leader. Presentations will take place on Thursday, no exceptions.

REFERENCING HELP

A reference on your source sheet should look like:

Author’s last name, first name (if known). “Title of Article or Page”. Date of publication or last revision (if known). Name of organization / company. Date you accessed the website.                                                                                                                     Website URL.

Example:

“Big Apple History.” 2005. Educational Broadcasting Corporation.  Aug. 23, 2006 

     http://pbskids.org/bigapplehistory/index-flash.html

Newman, Alexander.  "Smart Animals."  2006.  National Geographic for Kids.  November 23, 2014

     http://www.nationalgeographic.com/kids

So a handy guide for sourcing is:

What is the authors name?
What is title of the article / page?
What is the date it was published or last revised?
What is the name of the organization or company of the article / page?
What is the date you accessed the website?
What is the website URL?

Science

Reminders:

Lab Write Up: "Series and Parallel Circuits" Page 287 for Tuesday

Topic 1-3 Assessment on Thursday, December 18 - Review vocabulary and "I can" statements

Topic 1: Static Electricity
Topic 2: Current Electricity
Topic 3: Ohm's law and series/parallel circuits

Monday: Cardel Field Trip

Come prepared for our Cardel Field Trip on Monday!!!!

-Bring a lunch
-Dress to be active
-Swim wear if you are swimming
-Helmet/Skates if you are on the ice

Upcoming Spirit Days

Thursday, December 18 - Wear your best ugly Christmas sweater!

















]
Friday, December 19 - PJ Day!

Zinc Saves Lives Campaign

Me to We group has launched Zinc Saves Lives campaign. Zinc deficiency is a global health challenge - 2 billion people worldwide are affected and nearly 450,000 children die every year from complications associated with zinc deficiency. One AA battery contains the amount of zinc that can save the lives of 6 children. This We Day, Tech has partnered with Call2Recycle to help keep batteries out of landfills and help get since to those who need it most. At HDC, we will set up buckets in the office and library to collect used batteries.

Science

Resistance Roadblock (Page 280) - Class demonstration

Topic 1-3 Quiz next Thursday, December 18 - review vocabulary and "I can" statements

• Topic 1: Static Electricity
• Topic 2: Current Electricity
• Topic 3: Ohm's law and series/parallel circuits

Personal Development, Citizenship, and Character Reflection

Learning Goals

Steps:
1. Copy and paste the following into a google doc.

2. Title doc 'YOUR NAME DEC RESULTS'

3. Immediately share with jepetrson@educbe.ca, syperritt@educbe.ca, and (only 903) jkatwal@educbe.ca

4. Complete the three reflections following the example provided.

5. Ask for editing.

Example:

Judith has shown the ability to set and work towards learning goals by using feedback from others about how to improve learning in a positive manner. She was able to do this when she received feedback on her Gattaca Essay, learned from it, and then improved her writing for her Leadership essay.

Reflecting on Personal Development

(Your name) ______________ has shown the ability to set and work towards learning goals by:    (Possible ideas could be to reflect on your high school registration, career exploration or development of your learner profile within IRIS) (circle one) a)       creating goals based on self-assessment to understand things of interest in learning. or b)  using feedback from others about how to improve learning in a positive manner. or d) willingly exploring ideas and taking the initiative to learn. (He/she) was able to do this when/by:  (give example)

Reflecting on Citizenship

(Your name) ______________ has taken on responsibilities in the learning community by: (Reflect on service hour completion, contribution to student activities, school teams or set future goals for completion of service hours!!!) b)  contributing to events of common concern at HDC.   Or e) showing concern for the dignity and equality of students and teachers at HDC Or g)  learning about unfamiliar ways of thinking and living and using diverse viewpoints in learning. (He/She)  was able to do this when/by:  (give example)

Reflecting on Character

(Your name) ______________makes responsible decisions by:  (You can reflect on how you worked on group projects in Humanities or Science)  c)  taking an active part in positive problem solving   Or d) thinking about how individual actions may affect others Or f) showing courage and conviction when making difficult decisions and raising issues (He/She) was able to do this when/by: (give example)

Leader Biography

Leader BIOGRAPHY: Come to class on Thursday with a leader in mind to start your research!

TASK:  To create a Biography of a Leader of your choice.

Helpful Websites:

o    Top 50 Leaders for 2014:

http://fortune.com/2014/03/20/fortune-ranks-the-worlds-50-greatest-leaders/Find out the basic facts of the person's life

o    Time Magazines Top 100 Leaders for 2014: http://time.com/time100-2014/

A biography is simply the story of a life. Biographies analyze and interpret the events in a person's life. They try to find connections, explain the meaning of unexpected actions or mysteries, and make arguments about the significance of the person's accomplishments or life activities. Biographies are usually about famous or infamous people, but even a biography of an ordinary person can tell us a lot about a particular time and place. They are often about historical figures, but they can also be about people still living. Many biographies are written in chronological order. Some focus on a theme and others focus on specific topics or accomplishments.

Visual Representation of your Research for your Leader Biography will take place in ONE of the following FORMS:

o   Treasure Chest OR Suitcase of...  In your box include research and images to show your leader’s life and accomplishments

o    Writing a Picture Book about the leader…In your book, create your leader as the main character with he/she communicating how they became a leader and what they learned and accomplished in the process

o    Become your Leader…Dress up and Present your leader’s obstacles and achievements

o    Walk a Mile in your Leader’ Shoes (show us their journey)… Recycle a pair of shoes and illustrate them with your research and images to show who your leader is

o    When you Close your Eyes and think of Leadership what do you See... Create a podcast or audio recording of your leader’s life

o    Their Stamp on History… Create a 3 stamp series to commemorate your leader and provide a written explanation

o    Create a Heritage Minute…In 90seconds, represent the significance of your leader

Science: Introduction to Ohm's Law

Students were introduced to Ohm's Law and given a problems worksheet due for Thursday. Please show formula, work, and final answer in each response. We will have a Topic 1-3 Quiz next Thursday, December 18. Start reviewing your vocabulary and I Can statements for this unit.

Helping Bags for Mustard Seed

Helping Bags for the Mustard Seed:

9-03 Please bring in disposable razors and shaving cream.

9-04 Please bring in tuques.

Humanities

Chapter 3 Assessment: Wednesday, December 10.

Students completed a post-assessment of Chapter 3 key ideas and compared with pre-assessment of Chapter 3. Students identified some concepts they are struggling with and made a plan on how to review tonight. As well, students have a purple Chapter 3 review sheet.

Students participated in our first jig-saw learning activity with students taking ownership of one of the following and becoming an expert and sharing with peers.

Historical Example 1 ~ First Nations and the Indian Act

Historical Example 2 ~ Canadian Women and the Right to Vote

Historical Example 3 ~ The Internment of Ukrainian Canadians

Historical Example 4 ~ The Internment of Italian Canadians

Historical Example 5 ~ The Internment of Japanese Canadians

Science

Current and Voltage Investigation (Page 276-277)

Part A: Measuring Current data table and analysis questions due Wednesday (P 276).

Part B: Measuring Voltage data table and analysis questions due Wednesday (P 277).


We will be collecting Science Journals at the end of the week.

Leader Biography Task

                                                 Leader BIOGRAPHY     

TASK:  To create a Biography of a Leader of your choice.

Helpful Websites:

o    Top 50 Leaders for 2014:

http://fortune.com/2014/03/20/fortune-ranks-the-worlds-50-greatest-leaders/Find out the basic facts of the person's life

o    Time Magazines Top 100 Leaders for 2014: http://time.com/time100-2014/

A biography is simply the story of a life. Biographies analyze and interpret the events in a person's life. They try to find connections, explain the meaning of unexpected actions or mysteries, and make arguments about the significance of the person's accomplishments or life activities. Biographies are usually about famous or infamous people, but even a biography of an ordinary person can tell us a lot about a particular time and place. They are often about historical figures, but they can also be about people still living. Many biographies are written in chronological order. Some focus on a theme and others focus on specific topics or accomplishments.

Visual Representation of your Research for your Leader Biography will take place in ONE of the following FORMS:

o   Treasure Chest OR Suitcase of...  In your box include research and images to show your leader’s life and accomplishments

o    Writing a Picture Book about the leader…In your book, create your leader as the main character with he/she communicating how they became a leader and what they learned and accomplished in the process

o    Become your Leader…Dress up and Present your leader’s obstacles and achievements

o    Walk a Mile in your Leader’ Shoes (show us their journey)… Recycle a pair of shoes and illustrate them with your research and images to show who your leader is

o    When you Close your Eyes and think of Leadership what do you See... Create a podcast or audio recording of your leader’s life

o    Their Stamp on History… Create a 3 stamp series to commemorate your leader and provide a written explanation

o    Create a Heritage Minute…In 90seconds, represent the significance of your leader

Science

Current and Voltage Investigation (Page 276-277)

Pre-lab write up needed for Part A and Part B for this investigation. Students use rulers to draw your data tables and circuits.

Part A: Measuring Current (Page 276)

Draw the circuit diagram and data table for your observations.

Part B: Measuring Voltage (Page 277)

Draw the circuit diagram and data table for your observations. Leave space to answer analysis questions.

Thursday, Dec. 4

1. Field Trip Forms - Grade 9s are going to Cardel Place on Monday, Dec. 15 and forms MUST be returned to homeroom teachers this coming Monday, Dec. 8.

2. Humanities: Individual Rights (purple handout) - complete for Monday (jot notes only, use pages 100-114 in the text/Ch.3 to help answers the questions)
 Link to Chapter 3

3. Helping Bags for the Mustard Seed: 903 to bring in disposable razors and shaving cream, 904 to bring in tuques. 

High School Overview

Please look at the following link for more information regarding high school:

http://www.cbe.ab.ca/programs/high-school/Pages/default.aspx

Census at School Survey
Students in 9-03 and 9-04 that have not completed the Census at School Survey need to complete the survey at home prior to the weekend.

       Website:   http://www.censusatschool.ca/students/
         Click on 'Fill in Online Survey now' link under image

Homeroom 9-03 login
Class ID: 1919
Password: 903

Homeroom 9-04 login
Class ID: 1920
Password: 904

Announcements

1. Students bring back your signed Cardel Field Trip forms by THURSDAY!
2. William Aberhart High School Open House: Thursday evening 6:30-8:30pm
2. Spirit Day on Thursday: Formal Wear!

Science

Students completed "Light That Bulb?" Lab (Science Focus 9 Pg. 272)

Questions:

1. What requirements must the circuit meet?
2. What role does each component play in a simple circuit?

Humanities

Finish your scenarios worksheet -agree/disagree and give your explanations.

Announcements

1. Students bring back your signed Cardel Field Trip forms by Thursday, Dec. 4
2. Guidance Teacher from Bowness High School visiting students designated to this high school for Grade 10 on Wednesday.
3. High School Open House: William Aberhart December 4, 6:30-8:30pm.

9-3 Homeroom has been asked to collect disposable razors and shaving cream for Helping Bags that will be given to the Mustard Seed. Last day to bring in items is December 12. All students are encouraged to participate in this campaign.

Helping Bags go to the Mustard Seed

Humanities

Completed Essays due on Tuesday! Please ensure you have completed the self-assessment on the essay rubric.

We will finish listening to the last two groups for Charter puzzle pieces and do a group assessment of the task.

Zinc Saves Lives Campaign

Me to We group has launched Zinc Saves Lives campaign this week. Zinc deficiency is a global health challenge - 2 billion people worldwide are affected and nearly 450,000 children die every year from complications associated with zinc deficiency. One AA battery contains the amount of zinc that can save the lives of six children. This We Day, Tech has partnered with Call2Recycle to help keep batteries out of landfills and help get since to those who need it most. At HDC we will set up buckets in the office and library to collect used batteries.

Humanities

Please come to school on Monday with your essay "How a Leader can Influence Others" completed and self-assessed with the pink essay rubric sheet. As well, ensure you have shared and peered edited your essays using Google Docs or other forms of communication. Moreover, we are looking forward to seeing your completed Charter puzzle pieces as well as hearing your section of the Charter.

Charter Puzzle

Chapter 3 Powers and Exponents Assessment on Tuesday, December 2

REVIEW QUESTIONS

Math

Topic 3.4 Using Exponents to Solve Problems

Questions:

Page 118 #4-11

Boys' Night: Thursday Evening

Humanities

Students spent time writing their body paragraphs in class and are asked to bring in a draft copy of their Leadership essay for Thursday. The draft essay should have a title, introduction paragraph, three body paragraphs and a conclusion. Thursday, students will participate in peer edits and finalizing their essay content.

No-Nos of Essay Writing

Charter Section research continued today with students finding laws and cases applicable to their section of the Charter. Students will be given their puzzle piece on Thursday to transfer over their research.

Humanities

Students started working on their Canadian Charter of Rights and Freedoms: Put the puzzle together task today. Students were assigned to groups and selected a part of the Charter to investigate. We will be creating puzzle pieces and putting together the Charter puzzle. Students will be presenting their piece of the puzzle on Friday, November 28 to their peers.

Canadian Charter

Humanities - Nov. 24

Essay work (9-3/9-4)
- today we worked on writing a Thesis statement and worked toward writing a fluent introductory paragraph
- please see D2L for information on essays (PPTs, handouts, links, examples, etc)
HOMEWORK: complete a rough draft of an introductory paragaph (hook, comments and background information, thesis statement)

Charter of Rights and Freedoms (9-4)
- students began a group task: each group chose a section of the charter and all have a puzzle task to complete over the next couple of classes. (see D2L for the handout).
HOMEWORK: rewrite your charter section and provide an overview in your own words/grade 9 friendly language

Upcoming Boys' Night on Thursday, Nov. 24 Evening

Humanities

Charter -

On Thursday we presented within small groups regarding Rights and Responsibilities at home, at school, with friends, and within in the community. Many student were channeling their adults and it was great to see :-)

We moved on to looking at Canada's Charter of Rights and Freedoms. Students have been asked to spend some time looking through Chapter 3 of their textbook.

Essay work - 

Please come to school on Monday with a planning page for your essay: how a leader can influence others.

Science

Students have completed the Biology Unit and the assessment will take place on Monday. Some resources to review "I can" statements (orange sheet), class notes and activities, and vocabulary in preparation for the assessment. See below an example of some mind maps we created to study our key concepts from Topic 5 and 6.

Topic 5

.

Topic 6

Math

In Math today, students reviewed vocabulary associated with Exponents. Students completed a Frayer Model for vocabulary to explain their word. In the Frayer model, students communicated their math word understanding with definition, visual, examples, and non-examples. See below our developing Math Word Wall, Frayer model template, and student example.

Frayer Model

Humanities: Chapter 3

Students participated in small group discussions around rights at home, school, with friends and community. Students recognized rights, positives, negatives, and responsibilities with their rights examples. Class discussion led to common understandings about rights and how students recognize them in their daily lives.

Students will be looking at Chapter 3 for the next few weeks and can do some pre-reading to familiarize themselves with upcoming concepts and vocabulary.

Homework:

Planning page with notes and or mind map to brainstorm ideas around how a leader can influence others.