Category: Assignment Info

Doing Research and Taking Notes

Hello Everyone!  We went over some of these things today in class, as we start our research on HBC. I am posting them here so you have it as a reference.

When we take notes for a project, here are some tips!

  • Record your notes in your journal.
  • Write down the resource you are using first, then write notes.
  • Make sure you know what information you are looking for before you start.
  • Read the instructions for the project to make sure you are asking the right questions about the thing you are researching.
  • Use a T-Chart OR organize your notes by question. On one side of the T chart, write down the question. On the other side, write down the answers you find.
  • Don’t copy down everything you read. Only write down key points! Do write down enough so you can remember what you read.
  • Use your own words to summarize what you read, rather than copying.
  • Keep your notes neat so you can find them and use them for your project later!

When you find resources for your research, here are some tips!

  • Use information that is more recent. For books, in the last 15 years, and for websites in the last five years are general guidelines you could use.
  • Use books first if you can. They have well-research and well-presented information.
  • In books, use non-fiction features to help you get to the info more quickly (index, table of contents, headings, captions)
  • Use websites that are REPUTABLE, where you know the information is true. Avoid .com endings, and look for endings such as .edu, .gov, and .org that represent better websites.
  • When you go to find a website, start by using websites suggested by Ms. D on the Articles of Interest or during class. After that, you can use Google to search.
  • When searching on Google, remember to think of synonyms for what you are searching for.
  • When you get Google search results, be careful not to use results that say AD next to them, as those are ads. Also, don’t use the first website that is there — scroll down a bit to see what you find, and only use websites with reputable endings.
  • Avoid wiki websites as those are group edited and not always reputable.
  • If you get stuck, as for help! Be a good communicator!
  • If a website doesn’t have what you want, don’t spend much time on it. There are many other websites out there.
  • Don’t get distracted by videos — stick with reading rather than just going to YouTube and watching videos.

How do you record a resource?

For a book:

  • Title of the book
  • Name of the author or group that wrote the book
  • Name of the publisher
  • Where was it published
  • Copyright date

For a website:

  • Title of the Website
  • Name of the article in quotes
  • Name of the author (look at top and bottom of the article, or in the About Us section of the website)
  • Date of the article (look at the top and bottom of the article — sometimes it will just say ‘last updated on….’ and that is okay to record for the date.)
  • Date you were at that website (websites change all the time.)

Good luck researching!

Ms. D

Human Body Corporation Project

Division 5 students have been doing a great job investigating the human body through hands-on body stations, reading, watching videos, and class discussion. We have lots of great questions already about how the system of the body works!

We have been discussing the Universal Systems Model and how every system has an INPUT, PROCESS, OUTPUT, and FEEDBACK. We are identifying the many INPUTS our human body system needs to work correctly, such as sleep, exercise, good nutrition, and balance. We will continue these discussions over the next few weeks.

Part of taking care of the human body SYSTEM is making good decisions. We are talking about what we have control over in terms of personal choices that will help us grow, learn, and feel better each day. If you want to make a good decision, how do you do it? Maybe you have to consider the DATA, to find out if the input into the system is a good one. Or, perhaps you need to find out if a certain OUTPUT/OUTCOME is more likely based on your investigations. This is all connected to our math discussions about data and probability!

If you missed these recent videos shown in class, here you go!

Real Science Circulatory and Respiratory System

Ted Ed How Does the Heart Pump Blood

YouTube The Blood Flow Song

Ted Ed How the Digestive System Works

There are more in the Articles of Interest section of the blog and on Kidshealth.org.

Now, we will work on the Human Body Corporation!

In class we will work on practicing effective paragraphs, as well as why and how you would write a business letter. We will write samples together to prepare for doing our first project with a rubric — Human Body Corporation!

Each person will choose an organ to represent in the human body.

As a body organ, we will pretend you are an employee of the Human Body Corporation.

Due to recent cost increases, the Human Body Corporation needs to fire workers.  Uh oh! You might lose your job! You need to write a letter to the Human Body Corporation explaining why you are very important to the human body and should not be fired!

In your letter, you need to describe to the Corporation the following characteristics of your organ:

  • Tell what the name of your organ is and where you are located
  • Identify what systems of the body you work with
  • Describe how you work with these systems
  • List the other organs that work with you in your system
  • Describe your main functions or jobs as a Human Body organ
  • Tell the Corporation how you perform those functions or jobs
  • Tell the Corporation why you are important and why they should not fire you
  • Explain what might happen to the Human Body Corporation if they fired you

Do some further research on your organ. In your JOURNAL, make a new page called “Human Body Corporation Notes.” Write down a bullet point from the list above, and then take some notes in your own words from what you read online or in the books you can find in class.

Next step, you will draft your letter. You will need to use a proper BUSINESS LETTER format to write your letter.

Edit the letter carefully and then have a peer do an edit. Do not let the peer fix the mistakes – that is your job. I am looking for careful use of capitalization and punctuation, complete sentences, and sentences that have a variety of starts to them (instead of all I am this, or I do that.) Try to begin using conjunctions to connect ideas (and, but, however, or), and transition words and phrases (furthermore, next, in this case, etc.)

Then, finally, you will type a finished final draft to turn in to Ms. D, and you will read your letter to the Human Body Corporation (the rest of the class.)

Work on this project will mostly be done in class.

You may use the book or online resources in the classroom to find out information that supports your position AND include this evidence in your letter.

Remember, we showed you a business letter sample in class, and it had specific parts to include:

  1.  Addresses and dates  (Make up the address — use something funny)
  2.  An opening/greeting with a colon
  3.  No indents
  4.  A first paragraph introducing yourself, who you are, and what you are asking of the Human Body Corporation
  5.  A second paragraph really pleading your case about why you are important. If you need two paragraphs for this, it is okay. Remember to avoid big blobs of text. The Human Body Corporation is busy and likes to read its information in quick, easy-to-digest parts.
  6.  A final paragraph summing up what you have said and thanking the Human Body Corporation for being gracious about reading your letter.
  7.  A closing (Respectfully, With respect, Sincerely)
  8.  A signature

The Human Body Corporation looks forward to hearing your case!

Ms. D

E-Portfolios and How They Work

Hello!

Soon, each student will be given their e-portfolio!

What is an e-portfolio?

It is like a mini version of the blog you are reading, created using WordPress. On the e-portfolio, students will post pictures, reflections, and answers to assessment questions, which will allow us all to give them feedback about how they are doing.

Who can access the e-portfolio?

The e-portfolio access point is on the blog, but requires a password, which I will send in e-mail to everyone. Each student’s e-port is only accessible by the teacher, student, principal, and parents. It is not public, nor is it accessible by other students. Parents use their own access user ID and password, and students are advised to keep their passwords private.

How often will students put something on the e-portfolio?

Typically there will be something once per week, but it depends on what we are doing and whether we have a long or short week.

Where do we find the questions for e-portfolios?

Students will find the questions on this blog. That way if they are absent, they can still find them.

When are e-portfolios due?

I tell students to try and finish the e-portfolio entry by one week from the time it is assigned.

When I go to assess entries, if I find one is not done, I will go ahead and publish it in its incomplete version, so parents and the student can see there is one not finished. If a student were to have many entries not complete, I will also email home. E-portfolios are an important part of assessment, so please make sure they do get done.

Can a student get help for answering e-portfolio questions?

Students can use their journals and blue binders to answer questions. They are not to use the internet, nor are they to receive any help from parents at home. Parents CAN answer questions about spelling or grammar, of course, but they shouldn’t be writing the answers by dictation for students or editing the material for them prior to posting. Both parents and teacher can give feedback, though, in the comments, after the entry is posted, about how they can improve either their content or communication skills.

Students are not to cut and paste from websites, nor use any other digital tools, to create or to copy content.

The questions are often personal in nature, so I am really asking students to do their own thinking about the connections they are making with the curriculum.

I also collect writing samples in class so I can see how their writing in person matches with what they are producing online, so it is best if they do not cut and paste or get writing help.

How does a student get feedback?

Both teacher and parents can give feedback by making a comment directly on the e-portfolio. It is important it is STRENGTH-BASED FEEDBACK. Start with what you notice is done well, and then choose one to two things maximum to comment on that they could develop for next time. This may include things like language arts writing skills or organization of their response.

When the teacher provides feedback, you will see a reference to the PROFICIENCY SCALE.

Take into mind e-portfolio entries in our class function for assesment of multiple things at the same time, given the integrated nature of subjects. For example, on a single entry, I may be able to look at understandings of socials and science, while also looking at language arts sentence structure.

How should answers be given?

Answers need to be in complete sentences or paragraphs as appropriate. If it asks for a list, then give a list, otherwise, please use complete sentences.

How long should answers be?

Answers need to answer the question. But, more writing does not equal higher quality. I will read whatever they post, but they do not need to write a novel! They also need to be aware of their time. Set aside the 30-40 minutes after school each day to catch up, and use the time wisely when given in class. Focus on giving the answer, not on writing a long story. I will provide examples in class of what I mean, so they can see what I mean before we start.

When will this begin?

Soon! I plan to get e-portfolios out to students by end of week, and then parents will receive their passwords at some point over the next two weeks, as I have to go in to each of the 24 e-ports individually to set that up, and it takes time.

Stay tuned for more information!

Ms. D

 

Nature Space ADST Project

Hello Everyone,

Our time outdoors during this unit has resulted in some discussions about how walking is great for your physical and mental health and how being in nature makes us feel relaxed and calm.

Let’s give some ideas to the school about what it could look like! Invent a natural space you would enjoy spending time in during your breaks. What natural elements would you include? Get creative! Remember, this is not a playground, so no playground equipment. Think trees, rocks, natural space, garden, etc.

Try to include math in the way you design your elements! Can angles, perfect circles, and/or Fibonacci play a role in your design? How will your elements work with the surrounding natural space rather than against it?

Try to include some of the indigenous plants, trees, and shrubs we will talk about in class in your space!

Here are the steps for the project with a partner!

  1. Make an individual brainstorm plan (knowing you will need to adjust your ideas once you are with a partner). Look at the websites below for ideas.
  2. Measure the actual space. We will be basing it off of the space beyond the swings in the upper intermediate playground area.
  3. Compare ideas with multiple classmates to further develop your ideas.
  4. Choose a partner you feel you can work with, and who has similar ideas (not your best friend — a classmate who can compliment your ideas.) If you are unable to get matched up, Ms. D will help. You may not work with a partner you have done things with before this year.
  5. On grid paper, begin to plan out a space together. Each block is equal to 2 feet.
  6. Start thinking with your partner about what the scale will be for the box I will provide for your project model. Set the scale and tell Ms. D.
  7. Brainstorm what materials you may need. I have lots of things including pieces of wood, sand, clay, paint, and more, but maybe you want something specific from outdoors or from home?
  8. Write a quick explanation on your e-port for me by June 15th about what your plan is and why you are doing it the way you are.
  9. Create the model! Go crazy!
  10. Write a reflection about your model on your e-port. What went well in your design process? What would you change for next time? How did it go working with a partner? Do you think this model represents a natural space someone could actually build? Is it doable? Due by June 27th.

Here are the criteria, which will be put into a rubric for your thinking!

  • Show an appropriate sense of scale when creating elements in your natural space. (applied math)
  • Include only natural elements and have a variety of different types of things to make the space interesting.
  • Use indigenous plants, trees, and shrubs, and tell us which ones.
  • Include math patterns we discussed during this unit in your design, as well as angles, shapes, equidistant measurement, balanced thinking,
  • Show thinking, through the model and your reflection, about creating a realistic space that will allow all ages to relax and enjoy the natural elements you included.
  • Use a variety of materials to represent your natural elements.
  • Show evidence in your reflection of your design process, including ways you would improve the process for next time, how you worked with materials, and how you worked with your partner.
  • Create a model that communicates your ideas clearly through specific, neat features, and clear sections
  • Provide a written explanation that further details your thinking and design process.

The written explanation for your project is due by June 15th. The model and reflection is due June 27th.

Websites As Food For Thought:

Oberlander Landscapes in Vancouver

Nine Buildings Inspired by Nature – BBC

Mathematics Garden Design

Pictures of Math in Garden of Versailles

Parc Guell Math – Gaudi

Geometry of Gaudi

The Mathematics of Play, Video

Mathematical Art of MC Escher

MC Escher Math Gallery

Nature and Architecture

10 Ways Architecture and Nature Can be Combined

Reconnecting to Nature Through Landscape and Design

Andy Goldsworthy Art

James Brunt Artist

Ten Best Roof Gardens

Math-Inspired Playground

How Fibonacci Can Make Your Garden Beautiful

Chihuly Gardens and Glass

Elements of French Garden Design with Math

The Magic of Islamic Geometric Design

Five Elements to Creating a Nature Play Space for Children

How 3D Printing Helped Us Build a Nature Space

 

Nature Connection Websites

If you would like to investigate a topic with more depth, or you just need to rewatch a video from class, here are some links for you!

Math:

Math in Nature Video Series (seen in class)

Numberphile YouTube How to Trisect an Angle with Origami

How Plants Tell Time, TED Ed

The Science Behind Natures Patterns, Smithsonian Magazine

Can One Math Pattern Explain All Nature? YouTube

Alan Turing’s Patterns in Nature, Wired Magazine

Math Patterns in Nature, The Franklin Institute

Some zebras are developing odd stripes, humans may be to blame, CBC

The unexpected math of origami, TED Ed

The Math and Magic of Origami Robert Lang TED Talk

Fold and Cut Theorem Numberphile YouTube

Describing nature with math, PBS NOVA

Nature by the Numbers, Golden Ratio and Fibonacci, YouTube

Doodling in Math Class, Fibonacci Part 1

Doodling in Math Class, Part 2

Doodling in Math Class, Part 3

Painted with Numbers, Math Patterns in Nature, The Guardian

The Magic of Fibonacci, YouTube

Incredible Geometric Shapes Found in Nature, YouTube

Fibonacci in Nature Go Figure

The Golden Angle Go Figure

Fibonacci and Spirals, Fractal Foundation

Videos, Fractal Foundation

Pi and the Fibonacci Sequence, PBS

 

Science:

How Nature Gets Its Rhythms, TED Ed

Bird Video Library, Cornell Lab of Ornithology

Quizzes from the NCC to Learn About Animals

6 Ways Mushrooms Can Save the World, TED

Suzanne Simard How Trees Talk to One Another, TED

Nature is Everywhere, We Just Need To Learn to See It, TED

Plants Use an Internet Made of Fungus, TED Ed

What is a Fungus?, TED Ed

Reasons for the Seasons, TED Ed

Where We Get Our Fresh Water, TED Ed

Symbiosis, A surprising tale of species cooperation, TED Ed

Why do we harvest horseshoe crab blood, TED Ed

A simple way to tell insects apart, TED Ed

Birds of the World Database, Cornell Lab of Ornithology

Bird Sounds of the World, Birds.net

University of Victoria Ethnobotany Plant Profiles

Inside the Killer Whale Matriarchy, YouTube

Jellyfish Predate Dinosaurs, How did they live so long?

Hydrothermal vents, Geysers of the Deep 

Taking a Lichen to Lichen, Island Nature Blog

Lichens, Go Hiking

Bees, SFU

BC Species Explorer, BC Government Website

Fern Identification, Stanley Park Ecology Blog

Tree Book BC

Ocean Networks Canada

Arctic Diversity, Ocean Networks

E-Flora BC Plants Database at UBC

Seaweeds and Sea Grasses BC Coast

Seaweeds the Ocean’s Superfood and Where to Get It

Edible Seaweed of the Pacific Northwest

Slideshow All About Seaweed

TED, the Roots of Plant Intelligence

Can Plants Talk to One Another, TED Ed

Got Seeds?, TED Ed

Why we’re storing millions of seeds, TED Talks

Zoology UBC Mushrooms Database

The Electrical Blueprints that Orchestrate Life – Ted Ed

 

Health

Trees are not just for the birds, Birds Canada

Nature’s Sounds Improve Well Being, CBC

NCC Nature Tours

The Healing Power of Plants

Blue Space is the New Green Space

 

Socials and Social Responsibility:

TED Ed Climate Change Game of Tetris

TED Ed Climate Change Series of Videos and Lessons

Bill Nye Climate Change National Geographic/YouTube

Bill Nye 5 Things to Remember About Climate Change, YouTube/Nat Geo

Scientists team up with First Nations to revive herring stocks, CBC

Healthy Food Systems for a Healthy Planet, David Suzuki Foundation

Intact Forest, Boreal Forest Conservation

Disappearing Frogs, TED Ed

Difference Between Global Warming and Climate Change USGS (plus other articles)

Reforestation, Impact on Climate, TED Ed

Threat of Invasive Species, TED Ed

Invasive Species in BC

Burnaby Climate Action Plan

From the top of the food chain down, rewilding our world, TED Ed

Buildings Made of Fungus Could Live, Grow, Biodegrade, CBC

Climate Solutions 101

The Indigenous Science of Permaculture

Walking in Two Worlds, Inuit-Led Research in the Arctic, Science World

How Science and First Nations oral traditions are converging, CBC

Article List of Indigenous Traditional Knowledge and Western Science Connections, Stitcher

Clam Garden Network

Our Home on Native Land Maps

The Great Bear Sea Curriculum Video Links

13 Moons of the Wsanec

Silolem Moons

Moon Phases from First Nations Perspective, Teacher Blog

First Peoples Interactive Map BC

Secwepemc World View You Tube

Mysteries of Ancient Clam Gardens

Aboriginal Uses of Plants

SFU Ethnobiology Database for Indigenous Names/Uses of Plants and Animals

Inuit Sky (Astronomy)

Inuit Knowledge and Climate Change Movie

Sacred Relationship Videos About Aboriginal Connection to Water and Land

First Nations Traditional Foods Fact Sheets

Climate Change Bill Nye, Found on YouTube

A Subsistence Culture Impacted by Climate Change, Alaska, PBS

Keepers of the Coast Movie, Vimeo

Northern Abalone in Haida Gwaii

Why Beavers Matter, CBC

Eyes and Ears on the Land and Sea Movie, Vimeo

Indigenous Plant Diva, Vimeo

11 Foods Already Being Impacted by Climate Change, Rolling Stone

Micro organisms and their role in combating climate change, TED Talk

Sea Urchins in Haida Gwaii

Kelp Forest Disappeared in Haida Gwaii, and here is how they were revived

Indigenous Knowledge and Ocean Science, TED

Pacific Northwest Forests Deliberately Planted by Indigenous Peoples

What’s In the Air You Breathe – Ted Ed

Genetically Modified Grass Can Suck Toxins Out of the Ground – CBC

 

Language Arts:

Raven Stories

Raven Goes Fishing Story/Video

The Raven Symbol in art

Common Raven Overview, Cornell Lab of Ornithology

Common Raven, National Bird Project

Squamish Legends Database

Raven, a Haida Creation Story, YouTube

The Raven in Haida Culture

The Raven and Oral Traditions BC First Nations

Make 1,000 Ravens for Reconciliation

Vimeo, What is Difference Between Raven and Crow

Caw vs Croak Crow vs Raven Sounds YouTube

Raven and Crow Training Test YouTube

EPort Boundary Bay

Title:  Boundary Bay Trip

Questions:

1. How do you show respect for the ecosystem we visited today? What behaviours should we have in nature like the shoreline, and why?

2.  What is a specific organism you could find at the high tide line? Tell me what you know about them.

3.  What are organisms you can find in the inter tidal zone before the water?

4. What are tips you can give to someone digging for creatures in the tidal mud, so they can find them?

5. What are some of the threats to organisms at the seashore?

6. Tell me something else you learned today.

7. What did you enjoy about the trip?

Bonus:  How can you tell a male from a female Crab?

 

Independent Project Reflection, Due June 15th

In your e-port, please answer the following questions by June 15th, please. You will need to wait to answer questions 5-7 until after we present on June 12th.

 

TITLE:  Independent Project Reflection

QUESTIONS:

  1.  Why did you choose this topic for independent project?
  2.  What are some questions you asked as you did research and what categories were they in?
  3.  What did you choose to do for primary research? How did it go?
  4.  What did you choose to do for your presentation?
  5.  After presentation day, how did your presentation go when speaking with the public about your topic?
  6.  What are you most proud of from this project?
  7.  What would you do differently for next year when doing independent research?

E-PORT Curious Crows and Symbiosis

TITLE:  Curious Crows and Symbiosis

QUESTIONS:

How do you tell the difference between a crow and a raven?

What is a crow’s job in our ecosystem? Please be specific and give examples.

Who lives longer, a crow or a raven? Why?

What kinds of things would be a threat to a crow?

How are crows smart?

What is symbiosis?

What are the three types of symbiosis — tell me what they are and give an example of each one.

Bonus Question Only (answer if you can): She mentioned biomagnification and crows. What is this, and what does it have to do with crows?

End of Week Check In May 18th

Hello Everyone,

Here is a check in for everyone about what we are working on. This isn’t everything, but just an overview of some of the key items so you keep on track. Thank you!

Socials/Science:
E-Port Check In on Connection (overdue)
Map of Ecoprovinces Handout (due by Friday May 19)
Animal Research in Journal (we will check in on May 19)
Discussion on Symbiosis and Notes in Journal (done in class)
VARC Presentation on Curious Crows (done Tuesday May 16)
E-Port on VARC Presentation and Symbiosis (due Thursday, May 25)

Language Arts:
Greek/Latin Tasks (overdue)
AutoBio Poem in Journal (overdue)
Questions Poem in Journal (overdue)
List of Facts Poem in Journal (overdue)
Things I Like/Dislike  and   Mixed Senses Poems  (overdue)
Alliteration List ABCs and Poem (due Tuesday, May 23)
Ode (due Tuesday, May 23)
Lyrics Rewrite (due Tuesday, May 23)
Reading of Skeleton Tree Novel (done in class)

Math:
Measurement Handout (overdue)
Origami Hummingbird and Notes in Journal on Geometry – Origami Math (done in class)
Tricky Triangles Handout, Making a triangle and using it for art (done in class)
Planet Earth Math (ongoing, in class on EPIC or using handouts in school only)

Independent Project:
Notes, digital or journal (overdue)
Bibliography  (due May 31 to Ms. D in email)
Primary Research Documents (due May 31 to Ms. D in email)
Handouts (due June 8th)
Presentation Items (due June 9th so we can check in before presentation day)
Reflection on E-Port (due June 15th)

Other:

Core Competency Reflection (due June 15th)

Monday May 15 Check In – Ongoing work we are doing!

To help keep students on track, I always write down assignments on the board and go over planners with everyone, so we all know how to use our 30-40 minutes. I can’t do this all of the time, but as we have a lot going on right now, and we are working on our personal awareness and self-management skills, I think it would be helpful to have a list here to refer to. I will update it every few days.

***Time is given in class for all of these things, but everyone needs to be using their 30-40 minutes to do catch up.

Socials/Science:
E-Port Check In on Connection (due Wed May 17)
Map of Ecoprovinces Handout (due by Friday May 19)
Animal Research (we will check in on May 19)

Language Arts:
Greek/Latin Tasks (due Tues May 16)
AutoBio Poem in Journal (overdue)
Questions Poem in Journal (due Tues May 16)
List of Facts Poem in Journal (due Tues May 16)
Things I Like/Dislike  and   Mixed Senses Poems  (due Wed May 17)

Math:
Measurement Handout (Marked in class today May 15, please turn in)

Independent Project:
Notes, digital or journal (overdue)
Bibliography  (due May 31 to Ms. D in email)
Primary Research Documents (due May 31 to Ms. D in email)
Handouts (due June 8th)
Presentation Items (due June 9th so we can check in before presentation day)

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