Suzie814

toc =My Subjects= =Math=

Term 1 Reflection
During term 1 in math, I learned a lot. We learned about ratios, rates and proportional reasoning. This unit was fairly easy for me, and it was fun to do. I understood it pretty well, and I enjoyed the unit. The classes got to make a video about rates, ratios, or proportional reasoning based on Sesame Street videos. I partnered with Emily and we had a fun time planning and filming or video, and eating the cookies we used after. The unit after that was about the Pythagorean relationship, which is basically the formula for finding the area of a triangle, or finding the missing side length for a triangle. That unit was okay and I understood it pretty well. We also learned about squaring and square roots. I liked that unit too, and I found it fun to make the number lines.

 I did most of my work for term 1, but sometimes I would forget to do homework or I wouldn’t finish something, and I’d forget to finish it. For the most part, I finished my work. It makes math a lot harder if you let those Mathlinks pages pile up.

In term 2, I will try to keep on top of all the homework and work, and I will pay more attention in class. I will also try to miss less days of because whenever I miss a math class, I just get confused and it’s hard to catch up. I will also try to study for my math tests more. I normally get one wrong, and it ticks me off. I will try to get the highest mark I can on those math tests. http://spmath84110.blogspot.com/2010/11/math-pages-125-127.html

Proportion, Ratio and Rate
Here is my Sesame Street video [|link]. Here's the video

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Pythagoras
Here is my [|Pythagoras post.]

Percent
Here is a link to my [|percent post.] Here is a link to my [|final percent post.] Here is my percent video:

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Term 2 Reflection
In term 2, we learned about percents, surface area and volume. For this term, I did well on percents and volume. Surface area and volume was okay, but it was kind of confusing. Overall, I think I did really great, even though my math mark went from a 90 to a 89. I think it’s because I was mostly confused with the surface area and volume thing, but when I got it, it was easy. I did really well on my tests, and I got perfect on most of them, except for a few pesky ones.

 Like I mentioned before, I struggled mostly with surface area and a bit with volume. It took me some time to get the whole surface area thing, but when I got it, it became easy. Volume started out really easy, but then it got harder with the confusing math problems. Some math problems made absolutely no sense to me, but when they were explained, I said “oooh!” The whole pipe concept was weird, but i eventually got that too. I didn’t like it when the textbook started calling a pipe something else, though. You called it a pipe first, why don’t you just stick with that!? Are you //trying//  to confuse me?

 Next term, I will do better by paying attention more, so I don’t have to ask as many stupid questions. (They’re still coming, Mr. Harbeck.) I will also try to comment more on the blog and try to do more blog work so I can get an even higher mark. I should probably study more, too. That would be a good idea. I also have to prepare my brain for confusing computer stuff like audioboo. That will be hard, though. Computers confuse the heck out of me.

 I learned a lot about percents, surface area and volume. We learned how to calculate percents, and change them to fractions and decimals, and solve problems with them. With surface area, we learned how to find the surface area of cylindrical prisms, rectangular prisms (and square prisms) and triangular prisms. We learned the formula for finding it, and how to solve problems based on it. We also learned how to find the volume for those things too, and the formulas for finding it. We also solved problems to do with volume. It was pretty much like the surface area unit, except with volume.

Surface Area
Here is my [|surface area post]:

Volume
Here is my [|volume post:]

Integers
Here is my [|integer post.]

Language Arts
2. What opportunities and threats are faced by Canada’s forest and woodlands?

 - The opportunities that Canada’s forests and woodlands face are pretty plentiful. Canada has many forests and woodlands that we try our best to protect. These forests and woodlands are thriving with wildlife and animals have a great place to stay. The threats that Canada’s forests and woodlands face are that they are being cut down for many purposes. Humans need more room for buildings and such, and we are cutting them down for room, and for wood to build things. These forests and woodlands also face pollution, and the area is becoming dry and fruitless.

 3. How does The Man Who Planted Trees relate to us, to you, to the school, and to the local community?

 -This play relates to us because I’m pretty sure that we have all done at least one nice, selfless thing for someone else, just like Elzeard in the play. Maybe some of us have planted trees or plants? I’m pretty sure that we all can relate to it. The play relates to me, because I have planted lots of plants and flowers in my family’s garden. Planting my small garden is hard enough, and I can’t imagine how Elzeard managed to plant so many trees. That must have been a ton of work! The school can related to The Man Who Planted Trees because our school has planted trees, to put it simply. Students and teachers have planted trees around the school to help the environment. Students also go around picking up trash and garbage on the streets, too. Our school recycles, and is very eco friendly and willing to help the environment without a thanks.

 5. What motivates people and organizations in their approach to the environment? Consider the following: money, publicity, votes, community benefits, prizes and awards? What limits their ability to be “green”?

 -I think what motivates people and organizations in their approach to the environment is many different things. It could be because the organization could get more people who are interested in being “green” to help their organization. It could also be to get a good reputation with people to let them think that the organization truly cares about the environment. Organizations could get prizes awards for being very eco friendly and gain publicity. Or maybe some organizations really care about the environment. The same goes for people, too. People could be motivated to be “green” so people will think better thoughts about them and so other people think they care for the earth. There are many different reasons.

<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; font-style: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;"> 6. What are the different character’s attitudes to the forest?

<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; font-style: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;"> - Jean: I think Jean thought that Elzeard building a forest all by himself was a bit far fetched, but I think Jean respected him for it. As the forest grew, Jean got more and more fascinated and awed by the forest. I think Jean liked and appreciated what Elzeard was doing greatly and thought the forest was beautiful.

<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; font-style: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;"> - The charcoal burners: They seemed careless and didn’t really think about what their actions were doing to the forest. They did their job and probably didn’t care about the forest that much.

<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; font-style: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;"> - Elzeard Bouffier: I think Elzeard was sad that the place he was living in was so sad and barren. I think Elzeard decided to make the forest to change the dreary place and make it more of a nice and habitable place. Of course Elzeard greatly cared for the forest, and took well care of it. It was almost like the trees were his children. He didn’t care whether he got thanked for his selfless act or not.

<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; font-style: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;"> - Government Official: I don’t think the Government Official really cared much about the forest. He probably just decided to protect it to make it seem like he cared about the environment.He boasted about himself a lot and didn’t seem to care about the forest at all.

<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; font-style: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;"> - Member of Parliament: The Member of Parliament didn’t care as well. He was conceited and probably cared about himself more than anything. He was a lot like the Government Official and seemed as if he thought he was the most important thing in the world.

<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; font-style: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;"> - Timber merchants: The timber merchants probably didn’t care about the forest, either. They <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; font-weight: normal; text-decoration: none; vertical-align: baseline;">//are// <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; font-style: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">timber merchants. If they really cared about trees, they wouldn’t be timber merchants in the first place, and they wouldn’t have cut down the trees.

<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; font-style: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;"> - Villagers: I think the villagers thought the forest was wonderful, but didn’t really think much about how the forest got there in the first place. Barley any people lived in the area before the forest was made and the villagers are probably very grateful for the forest, even though they didn’t know how it got there.

<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; font-style: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;"> 10. How do trees affect climate at a local and global level?

<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; font-style: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;"> - Trees affect climate at a global level by changing carbon dioxide into oxygen and without oxygen... well, you know. Trees are cut down and used to make many things such as furniture, buildings and houses and it affects things at a local level.

GRADE EIGHT STUDENT ASSIGNMENT- PORTFOLIO REFLECTION TASK/INTENT/CRITERIA Throughout the year I have completed assignments based on Assessment for Learning practices. The learning process has followed the three key components:

Subject: English Language Arts

TASK: What was I asked to do for this assignment?

- I was required to make a definition card for a simile. The students were to write the definition of a simile on the left side and visually represent a simile they came up with on the right.

INTENT: Why am I completing this assignment?

- To recognise similes in writing and to apply similes in our own writing.

CRITERIA: How do I know what I needed to do to be successful in completing this assignment?

- Write an accurate definition of the word simile. - Come up with a proper simile of our own. - Illustrate our simile properly (neat, clear, outlined, creative, borders coloured).

NEXT STEPS: - I can now recognize a smile and come up with my own. - I can now visually represent a simile. - I can now use similes in my writing.

**<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; font-style: normal; text-decoration: none; vertical-align: baseline;">My Thank You Ma'am Drawing **


GRADE EIGHT STUDENT ASSIGNMENT- PORTFOLIO REFLECTION TASK/INTENT/CRITERIA Throughout the year I have completed assignments based on Assessment for Learning practices. The learning process has followed the three key components:

Subject: English Language Arts

TASK: What was I asked to do for this assignment?

- I was required to compose a friendly letter using information from a short story.

INTENT: Why am I completing this assignment?

- There are several reasons I am doing this writing assignment. First I learned the elements of a short story. Next, we learned the components to write in a friendly letter format. Then, we applied specific story details and wrote in the first person as if we were a character from the short story.

CRITERIA: How do I know what I needed to do to be successful in completing this assignment?

- Use proper friendly letter format referring to the letter frame - Compose the rough copy letter using specific details from the short story and write the letter from the perspective of one of the main characters in the story. - Remember to use appropriate tone and audience for the letter - Complete all steps in the writing process as set out in the assignment directions.

NEXT STEPS:

- Upon completion of this assignment I can know identify story elements and the components to write in a friendly letter format. - I can now apply specific story details and write in the first person as if I were a character from the short story. - I can now use proper tone and audience for the letter.

My Peace Drawing
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My Cro-Magnon Drawing
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GRADE EIGHT STUDENT ASSIGNMENT- PORTFOLIO REFLECTION TASK/INTENT/CRITERIA Throughout the year I have completed assignments based on Assessment for Learning practices. The learning process has followed the three key components:

Subject: Social Studies

TASK: What was I asked to do for this assignment?

- I was required to illustrate four quads about Cro-Magnon life: Food, homes, tools and social structure. Us students were to illustrate these four categories as best we could.

INTENT: Why am I completing this assignment?

- There are several reasons why I completed the illustration assignment. First, I now know I can demonstrate my knowledge through drawing instead of writing. - I also had to organize key points into four categories of Cro-Magnon life.

CRITERIA: How do I know what I needed to do to be successful in completing this assignment?

- Visually represented four categories easily and were well understood (specific details) by the viewer. - Use all space and draw a scene from Cro-Magnon life. - Finish the product (colour, outline, heading, subheadings, layout).

NEXT STEPS:

- I can now use a process to visually represent any time period in history. I can now use design elements and layout techniques to do a drawing task.

Science
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French
=Practical Arts= =Phys ed/Health= =Band= =Music=