Health:
There was a moment when I thought this unit may be going on to long but then I realized that was a very narrow way of looking at the topic. The 10-lesson unit is not moving along as fast as I thought it would.
There is a lot of discussion, talk, and role-play going on. I would also like to think that we are learning some crucial lessons about how to relate to one another. Ms. Jocelynn shared a short video about learning how to communicate with each other.
The video recaps the three main type of communication we often see. It is quite possible that these types overlap:
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| https://vimeo.com/151070684 |
Math:
I forgot to post this on GC last night. It is an example of conversion from the King Henry metric chart.
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| Use the chart to determine if you are travelling up (decimal moves left) or down (decimal moves right) the conversion chart. Once you have done this, count the number of spots you have to move and go for it. In this example, when we moved the decimal, we added zeros to serve as place value holders. |
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| Working from left to right, each container's capacity is ten times greater. So, the 1 mL becomes 1000mL or 1 litre by the end. |
This is not a very good photo of the unit for centilitre (cL):
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| from: https://hywelsbiglog.wordpress.com/2008/06/26/beer-review-imported-stella-artois/ |
But why did we decide upon the powers of ten in the Metric System. Let's ask this wise person from back in the day...
Geography:
In the Grade 7 curriculum, one of the overall expectations is this:
Application: analyse some challenges and opportunities presented by the physical environment and ways in which people have responded to them (FOCUS ON: Spatial Significance; Interrelationships)
In Grade 8, one of the sub-expectations reads like this:
A1.2 analyse how processes related to the physical
environment may affect human settlements in
the future
Together, they relate to a story like the unfortunate news coming out of Brantford, Ontario (https://www.google.ca/maps/place/Brantford,+ON/@43.1475872,-80.3441055,12z/data=!3m1!4b1!4m5!3m4!1s0x882c65e278ea730f:0x353da5a5a466f9e0!8m2!3d43.1393867!4d-80.2644254). We will use this to look at how the abstract expectations relate to something in the real world and use our Geographic eyes to understand it. The following clip comes from Global News.
More information can be found here:
http://www.cbc.ca/news/canada/hamilton/brantford-flooding-1.4544791
Shared via the CBC News Android App
To help you understand what it means to have Geographic eyes, we will use the example of the 2003 Northeast Blackout, which a lot of you were not around to experience.
Shared via the CBC News Android App
To help you understand what it means to have Geographic eyes, we will use the example of the 2003 Northeast Blackout, which a lot of you were not around to experience.
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| http://www.elp.com/Electric-Light-Power-Newsletter/articles/2016/08/13-years-after-the-northeast-black-of-2003-changed-grid-industry-still-causes-fear-for-future.html |
some images from Toronto: https://www.thestar.com/photos/2013/08/13/blackout_2003_the_day_in_photos.html
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