The purpose of this activity is to preform an analysis on a variety of urine and stool samples in order to understand the procedure and purpose of these tests in the health care world.

You will be assigned one of the attached case studies that relate back to the urine and stool samples that you analyzed during the Excrement Lab Activity. Your challenge is to use the additional patient information combined with the lab results to determine a diagnosis.

As a unit end project, students were given a menu of choices to select from. They had to complete two projects - one with respect to characterization in Romeo and Juliet, and the other with respect to themes. One of the creative project options was to complete a Thinglink. Thinglink involves uploading a picture and inserting text, image, video, or sound files into the photo. I provided a tutorial to students prior to beginning the assignment.

Students are grouped together to explore the relationship between the vertex of quadratic functions that they have learned in previous math courses with derivatives and critical numbers in Calculus. By allowing the exploration they are able to think critically, work collaboratively, and use digital technology (graphing calculators or Desmos software) to create connections. At the end of the exploration each group has the chance to speak with me where I invite more conversations about how they made the connection and can apply that to what we are learning in Calculus.

The Sun West Student Email system is a valuable tool for communication for students, parents and teachers. Students can use this system to send assignments back and forth between school and home. It is a safe, controlled communication environment.

Every one of use gets anxious or worried at some times in our life. This is normal. We are supposed to get worried, because worrying keeps us safe and out of danger. If we were never afraid of falling, we might walk along rooftops. Which would be very dangerous and really bad for our health and safety! We may worry about being in a car accident. So because of this we wear a seat belt to minimize our chances of getting hurt. We still take the risk of being in a car, but we minimize the chances of getting hurt by wearing our seatbelt.
Throughout our day we encounter varying degrees of worry or anxiety. Some of these are understandable and sometimes our worries seem to be unreasonable. Describe specific situations that make you anxious and the level of discomfort it gives you. On a scale of 0 to 10 ( 0 being not at all anxious, and 10 being extremely anxious) rate how much each situation affects you.
After ranking the situations that make you anxious, think about things that you could do to change the ranking to a lower level. Write that down on a separate piece of paper and then DO IT, don’t avoid it.
For Example: If I am feeling overwhelmed by an assignment, I could break the assignment down into smaller sections and then tackle each section one day at a time. This would lower my anxiety level (on the scale) about getting the assignment done. BUT, I would also get the assignment done and not AVOID doing it because it makes me anxious.
It is important to identify the things that make us anxious, but it is even more important to figure out a way that we can reduce our anxiety about something, and then ACTUALLY work on reducing the anxiety.
Attachment includes chart for this.

Through Problem based learning the students will take the perspective of a fictional character from the mid 1800’s to gain a perspective on the external forces that pushed Canada towards Confederation. The students will be given disclosures that guide them to further enquiry regarding topics like the U.S. manifest destiny, the British Corn Laws, the Treaty of Reciprocity, the U.S. Civil War, and the Fenian raids into Canada. Through this enquiry process, the students will be challenged to use the historical thinking concepts of: historical significance, continuity and change, cause and consequence, and historical perspective. Once the students have completed their research around all of the disclosures they will then need to write a speech that outlines what they believe to be the best course of action for the elected assembly of Canada to take, considering all of the external pressures that are on the British colonies of North America at this point in history. The students are required to be creative in their speech as they do not have any information in the disclosures that tells the students that these events would contribute to Canada’s Confederation in 1867.

In this episode of Crash Course Kids, Sabrina talks about the way energy moves, or flows, through an ecosystem and how that movement forms Food Chains!

Learning Activity 1: Watch the 45 minute video Facebook Obsession. During viewing, record benefits and potential concerns raised during the documentary.

Learning Activity 2: Is Facebook beneficial or harmful in the school setting? … in the work world?

Family History Inquiry Project in action.

In this Grade 1 inquiry project, the students compare past and present. They make personal connections and are engaged in the process of finding out what life really was like in the past, as well as find similarities to their own lives. Through the use of technology, iPod Nanos and mini-camcorders, students will not bogged down by their limited writing abilities. For English language learners, the use of technology permits them to gather stories in their families' native language.

FEED ME! In this episode of Crash Course Kids, Sabrina has a chat with us about what living things eat to get energy. What makes something an omnivore, or a carnivore, or an herbivore? And how do plants fit in to all of this? Find the answers in this engaging video.

Mon compte rendu de lecture
Un livre extraordinaire

The Fight or Flight Response is an automatic brain response your body has to a perceived dangerous situation. The Fight or Flight Response’s purpose is to protect you from potential danger. The problem, is that it is a primitive response and often the world we live in now does not have the same dangerous situations as when this response first developed in our brains. We no longer have the threat of wild animals, however, the threat of writing a test or exam, or handing in an assignment, or speaking in front of a group of people still continues to illicit the same physical reaction in our brain for some people. When a person feels threatened, the fight-or-flight response is automatically triggered, and the body changes that occur still prepares us to either ‘fight’ the threat, or ‘flee’ the threat (even though it is impractical to ‘flee’ from an assignment) the brain response is the same as if it was a wild animal. The resource includes what it is and how to manage it.

What can we learn from the art works of First Nations and Métis people?
How is FNMI art changing? How does FNMI art works reflect their unique culture?

CH 4.2 Analyze and respond to arts expressions of various Saskatchewan First Nations and Métis artists.

Multi-grade connections:
CH 3.2 Demonstrate an awareness of traditional and evolving arts expressions of Saskatchewan First Nations and Métis artists in own communities or regions.

CH 5.2 Compare traditional and evolving arts expressions of First Nations, Métis and Inuit artists from different regions of Canada, and examine influences of pop culture on contemporary arts.

Our fish project is an inquiry based project done over a 4 month period. It incorporates curricular connections in ELA, Math, Arts Ed. and Science. Creativity and collaboration are the highlighted dispositions.