Art Education
CP8.3 Choreograph one section of group choreography.
We accomplished this when we were at the Mackenzie Art Gallery. We were to choreograph a dance that represented a piece of artwork in the gallery. I feel like we really learnt how to get different meanings out of these pieces, and we got to be creative in doing so. Every member of the group was to create a piece in the dance.
CP8.6 Express student perspectives on social issues (e.g., poverty, racism, homophobia, sustainability, gangs) in drama and/or collective creation.
When we were at the Royal Saskatchewan Museum, we did this. We created a skit on what was happening in Saskatchewan today, and we gravitated towards poverty, littering, racism, climate change and electricity usage. I feel like this showed others different interpretations on the issues in our province in a creative and entertaining way.
CR8.1 Respond to professional dance, drama, music, and visual art works through the creation of own arts expressions.
We also accomplished this outcome by doing the dances at the Mackenzie Art Gallery. We did this by creating a dance with a piece of professional art piece in the back of our minds.
Career Education
LW8.1 Compare skills taxonomies such as Essential Skills and Employability Skills and examine how an individual’s skills may influence possible future occupational choices.
I experienced this outcome when I was in the emergency vehicle with another girl. I noticed that she has the skills to really make me laugh, and she can lighten the moment. These skills would come in handy if she were possibly a comedian, veterinarian (calming down the animals, ensuring their safety to them) or a doctor or nurse (calming down patients, lightening the mod, making them feel secure).
CG8.1 Analyze one’s own self-image including personal skills, interests, and behaviours and their influences on one’s life and work.
This happened when we were at the school on our second night. One girl was getting frustrated with the noise level, but she calmly dealt with the situation. I noticed that she was getting frustrated, so I did my part in respecting her, and I realized that if I am respecting someone, they will respect me back. I realized that I have the ability to respect people, and I am interested in doing so. This could happen in a job where if someone was getting frustrated, I could easily respect them and make better connections and bonds with that individual because they know that I respect them. I get work done better if I am being respected, and if I am respecting them.
English Language Arts
CR8.5 Listen critically to understand, gather information, follow directions, form an opinion, and analyze oral presentations for diverse opinions, presenter’s point of view, values, and biases, stereotypes, or prejudices.
We did this when we were at the Floral Conservatory. We listened to the volunteers of the building, and they taught us how to create our bottle gardens, and if we didn’t listen to instructions, we wouldn’t have known what to do with the gardens.
We learnt about the volunteer’s point of views on the plants, and their passions for plants, teaching about flora, and just being around the plants. We also learned about the plants, and some different facts on them.
CC8.6 Use oral language to interact purposefully, confidently, and respectfully in a variety of situations including one-to-one, small group, and large group discussions (expressing feelings and viewpoints and contributing to group harmony).
We did this when we were at the Saskatchewan Sports Hall Of Fame. We did this when we were in this large conference room and we had a discussion about different stereotypes and prejudices that go on in the locker rooms of different sports. It was very interesting to find out that these sports that were created to bring us together and bringing us apart with the racism and bullying. The talks about bullying and racism really brought p feelings, viewpoints and emotions.
CC8.7 Use oral language to effectively express information and ideas of complexity in formal and informal situations (e.g., to debate a point, to participate in a meeting, to give a dramatic reading of a poem or play excerpt).
We accomplished this when we did our debate at the Saskatchewan Sports Hall Of Fame. We debated for a sport, and why it is the best, and we also gave points to prove it. A lot of people really got into the debate, and a fair amount of points were made that I never knew about certain sports, so I think we all learned a bit about most sports, and we got a better understanding of how each sport has its own pros and cons.
Health Education
USC8.1 Analyze and establish effective strategies of support for purposes of helping others increase health-enhancing behaviours.
We did this when we were at the Science Centre. When people went on the Gyro-Gym, we cheered each other on! When someone got cheered on, that boosts their self-esteem a bit, because they find confidence to complete the task with success. Being happy and feeling success is a form of healthiness, and being happy can make you feel healthier.
USC8.2 Analyze how personal prejudices/biases, and habits of mind shape assumptions about family identities, structures, roles, and responsibilities.
We also did this at our debate at the Saskatchewan Sports Hall of Fame. When we presented our prejudices of the other sports, which shaped the minds of others, it changed how they see that particular sport that you are going against. It made the audience think differently on the roles of the athletes playing this sport, and make them teeter how they think, and which sports they are with and against.
Physical Education
PE8.2 Apply an understanding of how to positively affect the major muscle groups (e.g., biceps, triceps, pectorals, abdominals, quadriceps, hamstrings) while clarifying an understanding of the effects of exercise and inactivity on the muscular system (e.g., increased/decreased strength, increased/decreased lean muscle, increased/decreased elasticity, increased/decreased muscle tone).
We did this when we were running around with our packs on our backs trying to find a bus stop. It positively affected our muscles, because it got our muscles a bit more used to carrying heavy amounts of gear on our backs. It worked our biceps, triceps, pectorals, quadriceps and hamstrings because it was a lot of work to run and haul all of the gear at the same time. We learned the importance of training, because if we hadn’t of trained, it would’ve been so much more difficult. I believe that this made us a lot more fit.
PE8.14 Analyze the influences of past and present social, cultural, and environmental perspectives on the need for recent physical movement initiatives (e.g., in motion, ParticipAction, Indigenous Games, walking paths) that support personal, family, and community active living and well-being.
We did this while we were at the Saskatchewan Sports Hall of Fame. We went around and saw some of the accomplishments of past athletes from the Olympics, Paralympics, Indigenous Games, and other sporting events. We saw that some people used sports to save their lives, and to get active, even if they had one leg or were in a wheelchair.
PE8.11 Demonstrate an understanding of the impact of current and emerging technologies (e.g., computer and video games, fitness equipment such as treadmills, heavy wooden racquets compared to lightweight fibreglass racquets, sports shoes) on fitness, fitness-related career options, and well-being.
We did this when we were having a discussion at the Saskatchewan Sports Hall of Fame. We talked about how modern technologies such as video games were interfering with how much people get outside to get exercise. It is causing people to get unhealthy and disconnected to the land, because you will remember that time when you made a touchdown at Taylor Field, but you won’t remember when you slayed the most zombies in a game.
Practical and Applied Arts
We did this when we dissected the sheep’s eyeball. We literally took the scalpel and tweezers and got out the lens of the eyeball. In the meantime, we were learning the anatomy of the eyeball, and how it works/ how we see. Then we looked at some different cells under a microscope, and we saw the diversity of the different cells, and what were the purpose of them.
We also did this at the Floral Conservatory. We got some dirt under our nails and created a bottle garden. We learned proper gardening techniques and the best ways to make sure your plant grows well. We also learned some different plant names, and what the water cycle is that goes on inside of the jars.
Science
CS8.1 Analyze the characteristics of cells, and compare structural and functional characteristics of plant and animal cells. [SI]
We did this when we were at the Science Centre. We looked under a microscope at different cells, including onion, muscle and some other things (hair, our finger, jackets). We compared the shape and size of the cells and also how many there were/ how tight together they were.
CS8.2 Demonstrate proficiency in the use of a compound light microscope to observe plant and animal cells. [SI]
We also did this at the Science Centre when we were looking at the cells. We experimenter with the different focuses and when we came to the right one, we went further and experimented some more. We got better after trying different things with the microscopes, and we figured out how to use the microscope effectively.
OP8.3 Compare the nature and properties of human vision with optical devices and vision in other living organisms. [CP, SI]
We did this when we dissected the sheep eyeball. We saw the different parts that were unique for the sheep, and we noticed that the eyeball was much larger than a human eyeball. We saw that the pupils were also different shapes, and the iris was very different looking. It changed a bit because the eyes were in formaldehyde for a long time, but we still got to look through the lens, and compare the size and shape.
Social Studies
IN8.2 Appraise the influence of immigration as a factor in Canadian cultural diversity.
We did this when we were at the Royal Saskatchewan Museum. There was a First Nations exhibit, and we got to analyze how the First Nations peoples survived off of the land. We saw how some (but few) of the things that First Nations people did were similar to what the European people did, or how some European traditions could’ve evolved from the First Nation’s culture. We also saw that some of the things that the Europeans did really affected how the First Nations peoples in Canada are living today, like the treaties and the reservations.
PA8.2 Examine the role of power and authority in the application of diverse decision-making processes in a variety of contexts.
We accomplished this outcome when we were at the Legislative Building. We got the chance to catch a bit of a debate or a decision being made in the chamber. It was a bit hard to understand because it was in French, but we could still understand what was going on after some of the French-speaking individuals in our class explained it to us. We got to hear some facts about the chamber, like how the Monarch isn’t allowed in the chamber without permission. This put into perspective that they take their decisions very seriously and make them pretty private.
Religion
We did religion when we were at Holy Rosary School. We did our circle of gratitude, and we took the time to give thanks to God, and say what we were grateful for from the past 2 days. It got pretty emotional for some people and I noticed how connected some people can get to God, and how thankful they were. Even though this is a small thing, we still made an effort to connect with God, Jesus and Mary, and we proved that we can incorporate religion into small things, like going to sleep.
CP8.3 Choreograph one section of group choreography.
We accomplished this when we were at the Mackenzie Art Gallery. We were to choreograph a dance that represented a piece of artwork in the gallery. I feel like we really learnt how to get different meanings out of these pieces, and we got to be creative in doing so. Every member of the group was to create a piece in the dance.
CP8.6 Express student perspectives on social issues (e.g., poverty, racism, homophobia, sustainability, gangs) in drama and/or collective creation.
When we were at the Royal Saskatchewan Museum, we did this. We created a skit on what was happening in Saskatchewan today, and we gravitated towards poverty, littering, racism, climate change and electricity usage. I feel like this showed others different interpretations on the issues in our province in a creative and entertaining way.
CR8.1 Respond to professional dance, drama, music, and visual art works through the creation of own arts expressions.
We also accomplished this outcome by doing the dances at the Mackenzie Art Gallery. We did this by creating a dance with a piece of professional art piece in the back of our minds.
Career Education
LW8.1 Compare skills taxonomies such as Essential Skills and Employability Skills and examine how an individual’s skills may influence possible future occupational choices.
I experienced this outcome when I was in the emergency vehicle with another girl. I noticed that she has the skills to really make me laugh, and she can lighten the moment. These skills would come in handy if she were possibly a comedian, veterinarian (calming down the animals, ensuring their safety to them) or a doctor or nurse (calming down patients, lightening the mod, making them feel secure).
CG8.1 Analyze one’s own self-image including personal skills, interests, and behaviours and their influences on one’s life and work.
This happened when we were at the school on our second night. One girl was getting frustrated with the noise level, but she calmly dealt with the situation. I noticed that she was getting frustrated, so I did my part in respecting her, and I realized that if I am respecting someone, they will respect me back. I realized that I have the ability to respect people, and I am interested in doing so. This could happen in a job where if someone was getting frustrated, I could easily respect them and make better connections and bonds with that individual because they know that I respect them. I get work done better if I am being respected, and if I am respecting them.
English Language Arts
CR8.5 Listen critically to understand, gather information, follow directions, form an opinion, and analyze oral presentations for diverse opinions, presenter’s point of view, values, and biases, stereotypes, or prejudices.
We did this when we were at the Floral Conservatory. We listened to the volunteers of the building, and they taught us how to create our bottle gardens, and if we didn’t listen to instructions, we wouldn’t have known what to do with the gardens.
We learnt about the volunteer’s point of views on the plants, and their passions for plants, teaching about flora, and just being around the plants. We also learned about the plants, and some different facts on them.
CC8.6 Use oral language to interact purposefully, confidently, and respectfully in a variety of situations including one-to-one, small group, and large group discussions (expressing feelings and viewpoints and contributing to group harmony).
We did this when we were at the Saskatchewan Sports Hall Of Fame. We did this when we were in this large conference room and we had a discussion about different stereotypes and prejudices that go on in the locker rooms of different sports. It was very interesting to find out that these sports that were created to bring us together and bringing us apart with the racism and bullying. The talks about bullying and racism really brought p feelings, viewpoints and emotions.
CC8.7 Use oral language to effectively express information and ideas of complexity in formal and informal situations (e.g., to debate a point, to participate in a meeting, to give a dramatic reading of a poem or play excerpt).
We accomplished this when we did our debate at the Saskatchewan Sports Hall Of Fame. We debated for a sport, and why it is the best, and we also gave points to prove it. A lot of people really got into the debate, and a fair amount of points were made that I never knew about certain sports, so I think we all learned a bit about most sports, and we got a better understanding of how each sport has its own pros and cons.
Health Education
USC8.1 Analyze and establish effective strategies of support for purposes of helping others increase health-enhancing behaviours.
We did this when we were at the Science Centre. When people went on the Gyro-Gym, we cheered each other on! When someone got cheered on, that boosts their self-esteem a bit, because they find confidence to complete the task with success. Being happy and feeling success is a form of healthiness, and being happy can make you feel healthier.
USC8.2 Analyze how personal prejudices/biases, and habits of mind shape assumptions about family identities, structures, roles, and responsibilities.
We also did this at our debate at the Saskatchewan Sports Hall of Fame. When we presented our prejudices of the other sports, which shaped the minds of others, it changed how they see that particular sport that you are going against. It made the audience think differently on the roles of the athletes playing this sport, and make them teeter how they think, and which sports they are with and against.
Physical Education
PE8.2 Apply an understanding of how to positively affect the major muscle groups (e.g., biceps, triceps, pectorals, abdominals, quadriceps, hamstrings) while clarifying an understanding of the effects of exercise and inactivity on the muscular system (e.g., increased/decreased strength, increased/decreased lean muscle, increased/decreased elasticity, increased/decreased muscle tone).
We did this when we were running around with our packs on our backs trying to find a bus stop. It positively affected our muscles, because it got our muscles a bit more used to carrying heavy amounts of gear on our backs. It worked our biceps, triceps, pectorals, quadriceps and hamstrings because it was a lot of work to run and haul all of the gear at the same time. We learned the importance of training, because if we hadn’t of trained, it would’ve been so much more difficult. I believe that this made us a lot more fit.
PE8.14 Analyze the influences of past and present social, cultural, and environmental perspectives on the need for recent physical movement initiatives (e.g., in motion, ParticipAction, Indigenous Games, walking paths) that support personal, family, and community active living and well-being.
We did this while we were at the Saskatchewan Sports Hall of Fame. We went around and saw some of the accomplishments of past athletes from the Olympics, Paralympics, Indigenous Games, and other sporting events. We saw that some people used sports to save their lives, and to get active, even if they had one leg or were in a wheelchair.
PE8.11 Demonstrate an understanding of the impact of current and emerging technologies (e.g., computer and video games, fitness equipment such as treadmills, heavy wooden racquets compared to lightweight fibreglass racquets, sports shoes) on fitness, fitness-related career options, and well-being.
We did this when we were having a discussion at the Saskatchewan Sports Hall of Fame. We talked about how modern technologies such as video games were interfering with how much people get outside to get exercise. It is causing people to get unhealthy and disconnected to the land, because you will remember that time when you made a touchdown at Taylor Field, but you won’t remember when you slayed the most zombies in a game.
Practical and Applied Arts
We did this when we dissected the sheep’s eyeball. We literally took the scalpel and tweezers and got out the lens of the eyeball. In the meantime, we were learning the anatomy of the eyeball, and how it works/ how we see. Then we looked at some different cells under a microscope, and we saw the diversity of the different cells, and what were the purpose of them.
We also did this at the Floral Conservatory. We got some dirt under our nails and created a bottle garden. We learned proper gardening techniques and the best ways to make sure your plant grows well. We also learned some different plant names, and what the water cycle is that goes on inside of the jars.
Science
CS8.1 Analyze the characteristics of cells, and compare structural and functional characteristics of plant and animal cells. [SI]
We did this when we were at the Science Centre. We looked under a microscope at different cells, including onion, muscle and some other things (hair, our finger, jackets). We compared the shape and size of the cells and also how many there were/ how tight together they were.
CS8.2 Demonstrate proficiency in the use of a compound light microscope to observe plant and animal cells. [SI]
We also did this at the Science Centre when we were looking at the cells. We experimenter with the different focuses and when we came to the right one, we went further and experimented some more. We got better after trying different things with the microscopes, and we figured out how to use the microscope effectively.
OP8.3 Compare the nature and properties of human vision with optical devices and vision in other living organisms. [CP, SI]
We did this when we dissected the sheep eyeball. We saw the different parts that were unique for the sheep, and we noticed that the eyeball was much larger than a human eyeball. We saw that the pupils were also different shapes, and the iris was very different looking. It changed a bit because the eyes were in formaldehyde for a long time, but we still got to look through the lens, and compare the size and shape.
Social Studies
IN8.2 Appraise the influence of immigration as a factor in Canadian cultural diversity.
We did this when we were at the Royal Saskatchewan Museum. There was a First Nations exhibit, and we got to analyze how the First Nations peoples survived off of the land. We saw how some (but few) of the things that First Nations people did were similar to what the European people did, or how some European traditions could’ve evolved from the First Nation’s culture. We also saw that some of the things that the Europeans did really affected how the First Nations peoples in Canada are living today, like the treaties and the reservations.
PA8.2 Examine the role of power and authority in the application of diverse decision-making processes in a variety of contexts.
We accomplished this outcome when we were at the Legislative Building. We got the chance to catch a bit of a debate or a decision being made in the chamber. It was a bit hard to understand because it was in French, but we could still understand what was going on after some of the French-speaking individuals in our class explained it to us. We got to hear some facts about the chamber, like how the Monarch isn’t allowed in the chamber without permission. This put into perspective that they take their decisions very seriously and make them pretty private.
Religion
We did religion when we were at Holy Rosary School. We did our circle of gratitude, and we took the time to give thanks to God, and say what we were grateful for from the past 2 days. It got pretty emotional for some people and I noticed how connected some people can get to God, and how thankful they were. Even though this is a small thing, we still made an effort to connect with God, Jesus and Mary, and we proved that we can incorporate religion into small things, like going to sleep.