Science Review

Space Unit Review has been added to D2L under news.

Math & Science

Great work on your research stations...we will look at Triangulation tomorrow.

Keep pushing forward with your Space review.  Format is multiple choice & PBA/numerical response...assessment is Thursday for the double.

Math:  today we covered similar triangles (corresponding angles & corresponding proportional sides)

Please complete worksheet 4.3 ****pay close attention to the last 2 questions.

Please complete p.151-152 textbook #12-20 choose 5.

Math & Science Updates

Science Space Exploration Unit Assessment is on Thursday next week for the double period.  Multiple choice & PBA format...

Please have your Space activities complete for Monday and ensure that you are reviewing this weekend.  We have research time booked on Monday in the library with technology.

I have posted a link to the online textbooks via Learn Alberta on the side of the 904 blog.  Remember Science in Action is needed for Life Cycle of a Star.  User name is LA06 and the password is 4105 (both are zeroes).  

Math...please have your scale diagram & scale factor worksheets complete for Monday.  You could look ahead in 4.2 and try some word problems...files are loaded in D2L under news.  We will move into Similar Polygons and have an assessment on Wednesday.

Helping Bag campaign wraps up on Monday.  

Math & Science Update

Woo hoo...904 negotiated and they decided that the textbook matches the couple of worksheets today...therefore, just do the worksheets & we'll make the textbook work go away...this work must be done for Monday!!

Please keep the Science rolling...you should be almost done your activities.

Helping Bags

Leadership: Helping Bags Campaign

HDC Leadership students are spearheading our 2^nd annual service project called Helping Bags.  Our goal is to collect items to fill 30 gift bags with items for people in need. 

This project will run from November 23-December 11.  We will be collecting a variety of items for the homeless, assembling them into bags for individuals, and distributing them to the Mustard Seed in December.  

903:  Shaving Cream & Razors 

Math & Science Updates

Wow...lots on the go.  Can't believe it is December already!!

Math Rational Number Exam will take place on Monday, Dec 7th for the double period.
Multiple choice & written format.  Please ensure that you have a calculator for this assessment.  You will not be able to use a cell phone as a calculator.  Thanks.

Space Science Final Assessment will take place on Dec 17th unless there is a conflict with the talent show etc.  If there is a conflict, we will need to write on Dec 16th.  Please mark your calendars.

Great Math review today for the double period.  We were so lucky to have Ms. Wensley to support us.  Please work through the review questions from the board today as well as the  Chapter 2 review and the Practice Chapter 2 test in the textbook (posted on D2L under news on Oct 21).

Space Exploration activities are on-going...please keep moving forward with this work especially if Hum is light.  You should be through helio/geo-centric, azimuth/altitude, telescopes & most of spectroscopy at the minimum.  You might need a couple minutes in class to finish with the astrolabes & you will need some support on the Investigation on p. 381.  This activity booklet is the vast majority of this shorter unit.

If you have not brought in the $5 for your journal, please bring it in asap.  Thank you.

Hum for the week of Nov.30 - Dec. 3

Monday
- went to Robert Thirsk to see Treasure Island

Tuesday
- read Touching Spirit Bear
- Shared information from our Justice Placemats
- reviewed some of the Justice PPT with Ms. Peterson (duties of a jury and the role and responsibilities as citizens)

Wednesday
- read TSB
- review YCJA and Criminal Code, as well as advocacy groups

Thursday
- read TSB
- finish up the overview of Justice and prep for following week

No school on Friday

Hum

Hi everyone,

Thank you for being patient with Ms. Peterson and being so incredibly amazing this whole week when she had NO voice.

Please make sure you have each read through Chapter 2 (Justice) and have worked on the overview booklet as we will jump into the big concepts this coming week and finish the unit quickly. Don't forget that their is vocabulary attached and you are responsible for those items (we will cover this week).

The key areas we will review this week are: (check D2L for more information)

-          How do citizens and organizations participate in Canada's justice system?  (ie: jury duty, knowing the law, advocacy, John Howard Society, Elizabeth Fry society)

-          What are citizens' legal roles and their responsibilities?

-          What is the intention of the Youth Criminal Justice Act

Also note that you will have a unit assessment on (most likely) Tuesday, December 15 and this will include pieces of Government also.

We will continue reading Touching Spirit Bear on Monday too. :-)

Have a wonderful Sunday!!

Math & Science

Thanks for being so amazing while I was away this week.  It really means a lot to me.

Math:  finished up our Fraction Check In today as you were a bit tight on time yesterday
           we will move into Square Roots tomorrow...this Unit will be coming to an end shortly so perhaps you should start some exam prep this weekend

Science:  Space Exploration Unit...today we watched a super cool nuclear physicist :) TED talk Brian Cox Why we need Explorers?

Biodiversity Unit Exams were reviewed today in class.

Please think of 5 questions that pertain to Space...be ready to share tomorrow.

I will post a digital copy of our first Space assignment in D2L if you want to work ahead tonight.

Hum - Wednesday, November 25

Touching Spirit Bear – Reader Response Questions (Ch. 9, 10, 11)

- choose 1 question from each chapter to answer (complete in journals)

- be sure to provide evidence from the novel to support your answers

- you may answer in complete sentences, jot notes, visuals, quotes, etc.

Chapter 9

1.      Cole comments that “Nobody else cared about him, so why should he care about himself?” Is it true that nobody else cares about him? Even if nobody cares about Cole, why should he care about himself?

2.      What happens to the tree with the sparrow’s nest during the electrical storm?

3.      Why do you think Cole calls out to see if the baby sparrows are okay?

Chapter 10

4.      Cole notices that the baby sparrows tried to do something before their death. What was it? How does Cole relate this to his experience growing up?

5.      Cole begins to think about the circle of life. What is this circle, according to Cole, and how does he feel about his role in it?

6.      Cole thinks “The power to choose was the real power, not the fake power of making others afraid.” Explain this statement

7.      What does Cole catch to eat at the end of this chapter?

Chapter 11

8.      In this chapter, what are some of the things Cole does to survive?

9.      Spirit Bear appears near Cole at the end of this chapter. What do you think will happen to Cole?

Humanities

For homework:

1. Finish the JUSTICE placemat activity. Regardless of how it is completed (creatively in journals or digitally), please make sure the final product is put it into your journals

• it is...
• it is not...
• it looks like...
• synonyms
• antonyms
• symbols for...

Touching Spirit Bear

2. Today we read until the end of Chapter 8.
- please complete the following questions for Thursday (can be done digitally but has to be put into journals)

Chapter 4

1. According to the Keeper, what is the point of the Circle, and why does regular justice often fail?

Chapter 5

1. Review the four comments made about Cole at the Circle on page 46. Which comments do you agree with? Which ones do you disagree with? Justify your answer.

Chapter 6

1. Garvey discusses some of the reasons that isolation works to help heal a criminal. What are these reasons?

2. Outline what will happen to Cole after the banishment is over (what do you think will happen to Cole? What will he learn? Will he change?).

Chapter 8

1. As Cole lays bleeding, he thinks to himself “What luck… [t]o end up on an island with a stupid bear that didn’t have brains enough to run away.” Has Cole realized his responsibility for what has happened?

2. Cole states he would rather be in a prison cell than on the island. What are his reasons?

3. What does Cole’s crushing of the caterpillar indicate about his personality, even in his beaten state?

4. Look back to Peter’s comments at the Circle on page 50. What parallels are there between what Peter wanted for Cole and what has happened to him?

5. Do you feel bad for what has happened to Cole? Why or why not?

Hum - Monday, November 23

1. Today we read Touching Spirit Bear. We finished part way through chapter 6 and will continue reading tomorrow. Also, tomorrow students will receive TSB vocabulary to review over this week.

2. We also worked did a pre-assessment task about Justice and how a good conversation about the difference between fair, equity/equitable, equality, restoration, rehabilitation, and reintegration. See below for the unit vocabulary. When working on vocabulary, you should include the word, its definition, a symbol to represent it, and some sort of further explanation or connection to the word.

3. Student also began work on a Justice placemat
(see below for what needs to be completed within the placemat)
- work on some of this for homework in your journals
- we will have a bit of time tomorrow to complete..

JUSTICE

• it is...
• it is not...
• it looks like...
• synonyms
• antonyms
• symbols for...

Vocabulary for our Justice Unit

Justice

Justice system

Accused

Victim

Fair and equitable

John Howard Society

Elizabeth Fry Society

Youth Criminal Justice Act

Criminal Code

Process for Young Offenders

Consequences for youth under the YCJA

Rehabilitation

Reintegrate

Sentence

Community service

Criminal record

Jurist

Jurors

Juries

Unanimous

Defense

Sequester

Prosecutor

Prosecution

Lady Justice

Advocacy groups

Links to practice questions & Brothers of Bogota NY Times article

http://www.edquest.ca/

https://questaplus.alberta.ca

http://www.nytimes.com/2015/07/12/magazine/the-mixed-up-brothers-of-bogota.html?_r=1

Check out the following links if you are looking for some practice questions & a cool article to read through!

Ma/Sci

Great review today for the Biodiversity Exam!

I have attached the SMART file in D2L.  Ensure that you go into the Cougar Community shell and scroll down to March 2012 to get the instructions on how to open a SMART file at home.

Biodiv exam is Monday 2 parts.  40 M/C and PBA

Double Math on Tuesday next week (fraction operations)

Wednesday next week:  Fraction operation check in

Ma/Sci Update

Wow...amazing work with GATTACA and GMOs.  We are officially finished our Biodiv Unit and will review for Monday's exam tomorrow.

Today we went over the Topics 3-5 Science quiz and added them to student portfolios.

Biodiv Exam is Monday Nov 23rd.  2 parts:  40 multiple choice & 1 PBA

I have posted review questions (PDF) on D2L for you to look over.

I will have outlines for you tomorrow for our review.

Please complete the following Math questions...I will post the answers on D2L as a jpeg.

-5  3/8 divided by 6  2/9

7  2/11 - (-3  1/2)

4  4/7 x -1/3

Wednesday, Nov. 18

We have completed our Gattaca mini unit in Science and Humanities. Students have written an immense amount of thoughtful, mature responses to the big questions they were given. Mrs. Krushel and Ms. Peterson will be assessing over the next week.

In Humanities we learned about Spirit Bear and started our novel study, Touching Spirit Bear by Ben Mikaelsen. We also had a quick chat of the YCJA, the youth criminal justice act, and Circle Justice (Restorative Justice). We will start this Social studies unit tomorrow.

Legend of the Spirit Bear: https://www.youtube.com/watch?v=A5HORdG_8mA

National Geographic: https://www.youtube.com/watch?v=NkLeHnl-lPI

TSB

Chapter 1

1. Where is Cole being sent, and why is he being sent there?

2. How does Cole feel about banishment as a punishment?

3. How does Cole view adults and authority? Cite examples from the book.

4. Garvey, the youth probation officer, introduces Cole to the concept of Circle Justice. Briefly describe what Circle Justice is.

5. Why does Garvey state “Something terrible has happened to you to make you want to kill a poor small animal”? Do you agree or disagree with this statement? Why or why not. 

YCJA:
- https://www.youtube.com/watch?v=KdZacGdgJrs
- https://www.youtube.com/watch?v=QIUeMgH0HrQ&list=PLjp6GdJz-EA7lSOJLqdIx5CXI9sCexram
- https://www.youtube.com/watch?v=opKavIlPmBI&list=PLcqpzuxhI92xqlFNMTB57YlSURJt-0Z3l&index=28
- https://www.youtube.com/watch?v=lx4pDSo_D68&list=PLcqpzuxhI92xqlFNMTB57YlSURJt-0Z3l&index=29
- https://www.youtube.com/watch?v=kmGuTGIoMd4&list=PLcqpzuxhI92xqlFNMTB57YlSURJt-0Z3l&index=30

High School Open Houses

Central Memorial Open House Thursday, Nov 19th 7:00-8:30 pm

James Fowler -  November 25, 2015 from 6:00-8:00pm

Ernest Manning – November 26, 2015 from 6:30-9:30pm

Queen Elizabeth – December 7, 2015 from 6:00-8:00pm

Thirsk, Bowness, Churchill open houses are in January...stay tuned.

Gattaca written responses

As you are revising your written responses (Essay and paragraph responses), please use the PEC paragraph formatting... at a basic level of writing for grade 9, each paragraph should have an identifiable POINT, a section of EVIDENCE with EXPLANATIONS and EXAMPLES provided to support, and CONCLUSION statement and possibly a transitional COMMENT if needed.

Point

- What's your point?
- Re-write the question as a statement.
Evidence, Example and Explanation
- Explain reasons for your point.
- What evidence do you have?
Conclusion and Comment
- Restate your point sentence.
- Comment on your topic.

Please take a look at the editing checklist below. This is in-depth and gives you a good idea of how we will revise our essay writing (question 1) tomorrow.

Persuasive Essay -  Editing

Introductory paragraph

·        Attention grabber

·        Background information on issue and current situation

·        Summary of issue’s controversy – parties involved, their views, and why they are debating issue

·        Position / THESIS statement – clearly asserts strong position and gives general, overarching reason(s)

Body paragraph 1

·        Topic sentence – reasserts position and develops central argument/appeal for paragraph

·        Appeals/sub-appeals – arguments/reasons to support the paragraph

·        Specific evidence – specific details to back up and support the appeals

·        Commentary – explanation of evidence and explanation of how and why the evidence and appeals together are convincing that the essay’s position is the correct and strongest position

·        Opposing argument – identify opposition and what their main argument is in response to the argument(s) of this paragraph

·        Rebuttal/ or refutation (proving something is wrong) of opposing argument 

·        Concluding sentence

·        As an editor, can you identify:

- What TYPE of appeal is this body paragraph focused upon?

- Is it obvious? Why or why not?

- Are there ways the writer can make the appeal stand out more?

Are there appeals, and is there evidence, that could be added for a stronger argument?

Body paragraph 2

·        Topic sentence – reasserts position and develops central argument/appeal for paragraph

·        Appeals/sub-appeals – arguments/reasons to support the paragraph

·        Specific evidence – specific details to back up and support the appeals

·        Commentary – explanation of evidence and explanation of how and why the evidence and appeals together are convincing that the essay’s position is the correct and strongest position

·        Opposing argument – identify opposition and what their main argument is in response to the argument(s) of this paragraph

·        Rebuttal/refutation of opposing argument

·        Concluding sentence

·        As an editor, can you identify:

- What TYPE of appeal is this body paragraph focused upon?

- Is it obvious? Why or why not?

- Are there ways the writer can make the appeal stand out more?

Are there appeals, and is there evidence, that could be added for a stronger argument?

Body paragraph 3

·        Topic sentence – reasserts position and develops central argument/appeal for paragraph

·        Appeals/sub-appeals – arguments/reasons to support the paragraph

·        Specific evidence – specific details to back up and support the appeals

·        Commentary – explanation of evidence and explanation of how and why the evidence and appeals together are convincing that the essay’s position is the correct and strongest position

·        Opposing argument – identify opposition and what their main argument is in response to the argument(s) of this paragraph

·        Rebuttal/refutation of opposing argument

·        Concluding sentence

·        As an editor, can you identify:

- What TYPE of appeal is this body paragraph focused upon?

- Is it obvious? Why or why not?

- Are there ways the writer can make the appeal stand out more?

Are there appeals, and is there evidence, that could be added for a stronger argument?

Concluding paragraph

·        Restatement (creatively) of the position statement

·        Concluding summary and concluding commentary – summarize the most important arguments reader should consider and remember, and comment upon why and how all the pieces put together in the body paragraphs add up to a strong, convincing, important argument that the reader should go along with

·         Call to action – tells reader what to do to help the cause and/or get involved and offer support

We Are Silent Video

Please check out the following link.

https://youtu.be/TibVIMkqMsg

Math/Science

GATTACA is your priority tonight please & thank you.

Please complete these fraction operations using your cheat sheets from last week:

-1/2 x -3/8             -5 3/4 +  -3 1/9             -8/3 divided by 5/2         -6 1/2 - 4/9

You need to be preparing for your Biodiversity Unit Exam which will take place on Monday Nov 23rd.  We have already covered the course material for the PBA.

If you are ahead of the game with GATTACA tonight, you could start working through finishing the unit.  We will review on Thursday so this should be done by Wednesday.  You will have a class period to work on it tomorrow.

Please start working through the following items in your Science journals:

You are responsible for researching the following topics & summarizing the information you find in your Journals.  Be sure to try and find examples/diagrams that will help you develop your understanding of each topic.

Technology & Variation (Topic 5)

1. What is genetic engineering?  What are genetically modified (GM) organisms?
2. What are some examples of its use in medicine & agriculture?
3. Why are GM foods produced?  What are some examples of GM products on the market?
4. What are some issues or concerns about GM foods?

Technologies & Breeding (Topic 6)
5. What is artificial selection/selective breeding and how have people used this technology in the past?
6. Complete the Find Out Activity on p. 59.  Complete questions #1-4 with a partner.

Human Impacts on Biodiversity (Topic 7)
7. Use the information in Investigation 1-K to compare extirpation & extinction.
8.  Use the information in Topic 7 to summarize 5 ways that humans have impacted biodiversity.

Human Actions to Protect Biodiversity (Topic 8)
Use the information in Topic 8 to summarize 4 strategies that humans have used to protect biodiversity.

Gattaca

Today we watched Gattaca in periods 2, 3, and 4.

Everyone received the written task and assessment (blue booklet). Also, students were provided with graphic organizers to support their essay (question 1).

Homework for tonight: work on question #1 (choose a position/argument, brainstorm ideas, build your evidence to support your thesis, start working on a rough copy... all in Google Docs)

Students will have 2 periods tomorrow to work on their written responses and the expectation is that all writing will be completed in a rough copy for Monday. On Monday we will edit and revise as well as self and peer assess. The due date for the final copies of the Gattaca Written tasks is on Tuesday, November 17.

Homework for Friday &weekend: have all rough copies of written tasks completed in google docs 

Gattaca Journal Questions

In Google Docs answer the following question. Your answer should be in complete sentences and paragraphs. Please type your answers, double space, and use 12 pt font.

1)   The technology to manipulate DNA in the way portrayed in the movie GATTACA is not yet available, but might be one day.  Write an essay describing whether or not you think that the technology portrayed in the movie should be used the way it was in the movie.  Do you think scientists should manipulate the DNA so parents could choose their children’s traits?  Should they be able to choose all the traits or only those that may shorten the life of the child?  Who should decide?  Should there be laws to enforce when and how genetic engineering should be used?

In the same Google Doc, that you answered the previous question, answer one of the following five discussion questions.  Make sure you indicate which questions you are answering.  Your answer should be in complete sentences and paragraphs. Please type your answers, double space, and use 12 pt font.

2)   During a scene in GATTACA, Vincent’s parents visited a doctor who specialized in child conception to select the best traits for his future brother.  They hoped that his brother would have the best possible chances for a successful life.  Some of the traits selected seem like a good decision, while others seem to cross „the line‟. List some of the traits that were manipulated for Anton, Vincent’s brother and identify if you think each one is a trait that should be pre-selected before birth or is a trait that should be left to chance.  What criteria did you use to decide which traits were acceptable to change and which ones were not?  Whose decision should this be?  Should there be laws about which traits could be manipulated and which should be left alone?  Where should those laws draw the line?

3)   One of the first questions asked by the geneticist to Vincent’s parents was to choose the sex of their baby.  Molecular biologists have developed a technique that enables parents to select the sex of their future child.  This technique simply separates the X carrying sperm from the Y carrying sperm and inseminating females with the preferred sex chromosomes.  This procedure is currently banned except for medical reasons (potential parents with sex-linked diseases may choose to have a girl, avoiding the possibility of having a boy with hemophilia, for example).  Should sex selection for medical and non-medical reasons be available?  What do you think are some of the implications of this technique?

4)   During the gala party scene in GATTACA, a woman submits a saliva sample from a recent kiss to screen her potential boyfriend/husband’s DNA.  Is she violating his rights by doing this without his knowledge?  Is this in any way similar to performing a background check?  How much would a DNA screen reveal about someone’s personality and intelligence.

5)   How does the discrimination (called genoism) Vincent faces in the film GATTACA similar to contemporary racism or classism?  Were their laws against genoism in the film?  Did they keep discrimination on the basis of genetics from happening?  How does that compare to current laws against racism?

6)   In the film GATTACA, Vincent fails to meet the genetic requirements for being a successful pilot at GATTACA. When Vincent is born, his genetic profile is lifted from his foot. He will die at 30, has poor eyesight and a weak heart. As an "Invalid," Vincent is eligible only for manual labor. Why waste education on an early death? So Vincent cleans the floors at the Gattaca Corporation with no hope of realizing his dream of riding corporate rockets to distant planets.   Yet, later in the movie, the program director describes “Jerome” as “one of our best”.  Likewise, the real Jerome has an excellent genetic profile yet fails to lead a successful life.  Does this support the idea that genetically determining an individual’s traits means that you can insure success?  Why or why not?

In the same Google Doc, answer one of the following choices related to question 7 discussion questions.  Make sure you indicate which questions you are answering.  Your answer should be in complete sentences and paragraphs. Please type your answers, double space, and use 12 pt font.

7)   In the film GATTACA Vincent’s parents are told that he will not be allowed to go to school with other children because the school cannot afford the insurance rates to cover an invalid child. Knowledge of one’s genetic profile could profoundly affect the price of insurance.  Insurance companies work on a risk assessment basis, where individuals with a greater potential for developing health complications are charged more than individuals who are deemed healthy.  For example, if you smoke you are charged more).  Actuarialists look at statistics to determine how much their clients should be charged.  With current advancements in genetic testing, there is much potential to discriminate those with “bad genes”.  It is quite possible that individuals classified as high risk individuals may be denied the opportunity to purchase insurance.  However, insurance companies must operate as a business, looking out for themselves and their client’s best interests.

A)                You are representing an individual who has obtained a genetic screen and would like to purchase some insurance.  Results show that you are at an extremely high risk for developing cancer and hypertension.  However, you are currently a healthy individual who does not smoke and exercises on a regular basis.  Explain why you should be given the opportunity to purchase insurance at a reasonable price.

B)                 You are representing an insurance company.  A potential client approached your company about the possibility of purchasing insurance.  After reviewing her file, including a gene scan, you realize that she falls into a high-risk category.  Explain to her why you need to charge her considerably more for insurance.

C)                 Do you think insurance companies should have the right to genetically screen their clients and use that information to decide upon their insurance rates?  Why or why not?