Ms. Halas Moulton

Mrs. Halas Moulton teaches Graphic Arts, Digital Tech, Science, Social Studies, Make, Environmental Issues and World Issues

Posted: August 29, 2018

Welcome back!

All courses:

Due to the importance of being and active contributing members of a group for many of the projects marks will be earned based on the days present and working on a project.  For example, if a project takes ten class days to complete and a student only attends five they will receive 50% of the mark that the group received.

 All marks are based on a scale where a “C” indicates that work is sufficient but needs in improvement; a “B” is proficient; and an “A” indicates exceptional work. Students will have many opportunities for feedback and to improve their work before they hand in a final project.

 

Supplies: All courses need a USB, headphones, binder, paper and pen.

 

Late assignment policy:

-    To get full marks, assignments need to be handed in by the assigned due date.

-    For every date late, after the assignment due date, 10% will be deducted from the mark (up to a maximum of 40%).  Weekends count as one day.

-    If a student is absent on a due date, a written excuse from a parent or guardian must be presented upon the student’s return, or the late-day deductions will apply.

-    A student’s mark cannot be lower than 60% given that the student deserves a passing grade on the assignment to begin with.  Any work getting a mark of less than 60% will receive that grade.

-    In order to be graded, all work must be handed in no later than 2 weeks after the given due date of the assignment.  Term marks are final.

 BLMS Attendance Incentive –

Exams are normally worth 30% of students’ mark. To reach Academic Incentive, a student must meet the following criteria:

1)                Miss 5 or fewer classes in that particular subject (school activities exempted); AND

2)                Be in good standing (not owing for assignments, projects, etc.)

 

The subject teacher will then apply one of the three following options to the student’s advantage:

1)                15% Final Exam, 85% Class Mark

2)                50% Final Exam, 50% Class Mark

Extra help is available at lunch upon request. 

 

 Sciences humaines (Social Studies) FI9 – period 1 and 2

This course is designed with the intention exploring all aspects of Canadian identity.  We will cover topics including culture, geography, politics, immigration, world issues, and history.  This course includes many projects and hands-on activities.  Students will not have homework every night, but there will times where they will be working on big projects and have work to do at home. 

 Tentative marking scheme 

Semester 1

 

Quizzes and Tests 30%

Projects 50%

Classroom and homework 20%

 

35%

Semester 2

35%

Final

Final evaluation project shows knowledge of all the units

30%

 

Graphic Arts – period 4

This course is designed with the intention of learning how to critically appreciate and create graphic designs.  Students will explore taking and editing images.  This course can be an introductory for students interested in doing design as a career or for personal use like making cards, posters, brochures and re-touching pictures.  The emphasis of this course is on continuous learning as a community of learners.  Students with limited computer skills can do very well in this course; however, students with irregular attendance are not likely to succeed as all the work is done in class using our software.

Materials: Sketchbook or duotang with blank paper 

 Tentative marking scheme 

Semester  1

Daily sketchbook 10%

Reflections 10%

Workflow, planning and team work 20%

Designs 60%

 

35%

Semester 2

35%

Final

Final project that includes aspects of all of the previous units

30%

 

 Coop MAKE 120 – period 5 

 BLMS MakerSpace explores STEAM projects that involve Science, Technology, Engineering, Arts and Mathematics. This course will enable students to undertake creative, innovative and entrepreneurial projects in the classroom.  Students will explore a variety of technologies while designing and engineering their own projects.  The course is designed to apply the 4C’s of creativity, critical thinking, collaboration and communications.  These skills are beneficial in any workplace and are essential for life-long learning. 

 Tentative marking scheme

 

Semesters  1 and 2

Attitude 33%

Skills 33%

Work habits 34%

 

35% each

Final

Final project that includes aspects of all of the previous units

30%

 

 

 

 

Posted: August 27, 2018

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Binary Data makingplaugust2018.notebook129.29 MB
File handout_august_pl_2018.docx431.53 KB

Voir les feuilles attachés comme guide pour ton travail.

Vérifie ton travail avec http://bonpatron.com/ et spellcheck dans Word.

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File modele_labo.docx15.09 KB
File evaluation_labo.docx14.48 KB

Choose an endangered animal and do a project. The way you present your findings in your choice but you must research this:

  • Some key points about the animal and their habitat
  • Human impact on the animals and their environment
  • What is being done to help those animals?
  • What more do you suggest should be done?

You can choose how you want to share your learning but you must present it to the class - powerpoint, poster, live action role play...

Also remember to finish up your sustainable house  - it should reflect you and as many environmentally friendly design ideas you can squish into one abode.

 

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Microsoft Office document icon endangeredanimalrubric.doc34 KB

Posted: May 9, 2018

1.      What are some types of renewable energy?  Why is that good for the environment? (2)

2.      What are some types of non-renewable energy?  Why is that bad for the environment (2)

3.      Why do companies choose to move towards green energy? (3)

4.      What consumes the most electricity in your house? (2)

5.      What time of day is peak energy use at your house? Explain. (3)

6.      In what ways can you change your energy use? (3)

7.      If you were to build a house (with lots of money to spend) what would you incorporate into the design to make it more energy efficient? (5)

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PDF icon nb_energy.pdf37.2 MB

Watch a stop motion video done by previous students which can be found on the right and evaluate them using the rubric.  Write out at least 2 positive comments and 2 suggestions of how it could be better.  BE DETAILED and SPECIFIC.

 

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Microsoft Office document icon stop_motion_rubric_1.doc41.5 KB

Posted: April 26, 2018

Type up your lab.  SEE ATTACHED for your evaluation rubric and guide to writing a lab.

1)       Title

         Statement of the Problem:

2)      Background Information:

3)      Hypothesis: if/then/because 

4)      Development (materials and procedures)

5)      Results:

  • Analyze your results and explain it to the world - be scientific explaining what you proved with your experiment
  • Ex.  The shell that was in lemon juice for 13 days with a pH of 5 experienced a change in weight of 12%.  It was also observed that the colour changed, 5 2mm holes were formed and the shell became very brittle breaking easily with slight hand pressure.

Conclusion:  THIS PART IS INDIVIDUAL - the rest of the lab can be in your groups - I want to see your thinking here!

  • Answer your intital question
  • Explain whether your hypothesis was correct
  • Explain any potential mistakes in this experiment (like evaporation)
  • How can this information be applied to the real world problem of the rise in ocean acidification?
  • What further research could be done in our lab and out on the oceans to learn more about this problem?
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File lab_report_template.docx12.83 KB
File evaluation_labo.docx14.57 KB

http://www.cbc.ca/listen/shows/columnists-from-cbc-radio/episode/15536257

1.      How many tons of seafood are harvested each year?

2.      Why did the carbon footprint increase for fisheries since the 90’s?

3.      Do you think that seafood carbon footprint labelling is a good idea?  Why does Susanna Fuller argue that eating fish has a lower carbon footprint than other protein?

4.      What is by-catch?

5.      Should all food be labelled for carbon footprint? 

6.      What level of government would be responsible for such a food labelling program?

7.      For someone labeling carbon footprint do you think that they should consider – fuel? Equipment manufacture? By-catch? Waste of the animal? Waste for cleaning? How far the markets are from where the food is produced (transportation costs)? Damage done to the local environment? Packaging?

8.      Is there a way to make reducing our carbon footprint easier for the consumer to make an informed choice?

Posted: April 23, 2018

Pages

Videos

Added: Mon, Apr 23 2018

Documents

SMART Content Creation Seminar
Green Screen Instructions
Green Screen Evaluation