While meeting with your PeBL Mentor, use the following to reflect on where you are at and areas for potential growth. Your PeBL Mentor is here to support you with ideas for moving throughout the I-do We-do You-do process, provide you with resources and/or access to other subject-alike mentors, co-plan and co-teach. You may move back and forth between these areas (as you should) based on student need and opportunity, so it is not an either/or, but rather a reflection on whether you are providing all three levels at various times. 

This editable excel template allows users to document and track personal monthly investments, savings, income and expenses.

Early in the year, have the students fill in the questionnaire and begin to think of activities they would enjoy participating in. This will help the teacher make decisions regarding class activities and individual time for students. Spend some time in a lab allowing students to find activities that will work on areas identified in their FITT plan (for example, if they want to improve their flexibility on the sit and reach by 10 cm, have them research exercises that increase flexibility). Students will add these exercises to their portfolio. Allow students time to work on their FITT plans during designated times throughout the year. Students can track results through FItstats fitness tests performed 5 times per year.

Title page, Page Requirement, Picture Requirement, Clarity and Neatness, Spelling & grammar, Content

Summary
Personal portfolios will allow the students to use creativity to choose and show and share their strengths and personal portfolio.

Personal Portfolios
The object of the portfolio is to showcase yourself and your strengths as well as accomplishments. The portfolio should give the reader a clear overview of who you are as a person, your strengths, and why you should be chosen for a particular job, school, or whatever applying for.

In order to feel good about ourselves, we need to pay attention to the 5 different areas of our life that bring us wellness.
1. Spiritual- How do I fit in this world? What is my purpose in life? What things can I do to feel happy? What can I appreciate?
2. Physical- What physical activity did I do today? Did I eat healthy?
3. Emotional- What feelings did I have today? If I had negative feelings today, how can I change them to positive feeling
4. Intellectual- What is something I learned today? What did I discover that was new?
5. Social- Did I talk with anyone today? Did I spend time with a pet today? Did I get connected to others face to face today?

This guide has been created to support schools with developing and monitoring personalized goals (PGs) for students.Watch the video "What's New in 2022?" (most recent video) to get started this year. 

I piloted the Roadways tier 3 reading intervention program. I followed the program with fidelity; however, I personalized it for the students that I worked with. The portion that I found needed to be more personalized was the teacher reading portion. I used the props that were recommended in the Reciprocal reading guide. They worked well to introduce the concepts to my students, but after a while they focused so much on the props that they had a difficult time focusing on the task at hand. I felt hat other strategies needed to be added. Everyday we still focus on the Fab Four (Summarize, Clarify, Question and Predict), but everyday I add in another activity focusing on one of the Fab Four Strategies.

- Kindergarten and Grade 1 year end plans - segmenting words - isolating initial sounds- Kindergarten Phonological Awareness Intervention Ongoing Tracking Form

The following resource includes a list of physical warning signs for anxiety along with a website.

My plan for my 21st century competency dealt with critical thinking and creativity in designing a personal skill related fitness plan in my Physical Education 8 class. The assignment I had the students complete was a personal plan in an area, of a sport or activity, that they struggled in. Students were encouraged to develop skills in an activity or sport they enjoyed. This was determined in order to develop a physical education program that was designed for their needs. In order to develop this skill plan, students were taught about the components of skill related fitness, different types of muscle fibers, and different planning methods (i.e. F.I.T.T.) in class one. They were then given two classes to work on their plan. Throughout the year, they were given class time to work on their own plans and practice what they had put down on paper.

1.1 Review of Nomenclature Assignment
1.2 Representing and Balancing Chemical Equations Assignment
1.3 Types of Equations Assignment
1.4 Ionic Equations Assignment
1.5 The Mole Assignment
1.6 Molar Mass & Conversions Assignment
1.7 Lab Activity Kool Aid Concentration
1.8 Mole to Mole Stoichiometry Assignment
1.9 Mass to Mass Stoichiometry Assignment
1.10 Gas Stoichiometry Assignment
1.11 Percent Yield Assignment

1.1 Review of Nomenclature
1.2 Introduction to Chemical Reactions
1.3 Types of Reactions
1.4 Ionic Equations
1.5 The Mole
1.7 Concentration
1.8 Mole to Mole Stoichiometry
1.9 Mass to Mass Stoichiometry
1.10 Gas Stoichiometry
1.11 Percent Yield

Intro
This course was meant to help explain phenomena that happen every day, all around us. Typically, we used math and equations in this course. However, there are many ways to explain our world, and one of them is to capture an image of a scientific phenomenon (event, occurrence, etc) related to physics or chemistry.

The Task
To capture an image(s) that shows a scientific phenomenon. This can be done by photographing something that shows physics or chemistry in the world, creating an optical illusion, or another form of art approved by me. Then, you will need a 2-page, double spaced, 12pt font write-up in your own words explaining the science behind your phenomenon.

Final Project Outline
Final Exam
Answer Sheet
Formula Sheet
Unit 1 & 2 Review Notebook Files

Kinetic Molecular Theory and Heat
Temperature Scales and Thermal Expansion worksheet & assignment
Specific Heat Capacity worksheet & assignment
Latent Heat
Thermodynamics questions & key
Unit 1 Heat Exam

Kinetic Molecular Theory and Heat
Temperature Scales and Thermal Expansion
Specific Heat Capacity
Latent Heat