Ms. Halas Moulton

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

Choose a topic:

1. Agriculture

2. Forests

3. Fresh water use

4. Ocean Fisheries

5.  Energy resources

6. Climate change

7. Air pollution

8. Water pollution

Start the first part - the research

  1. Why is this a problem?
  2. Some examples around the world
  3. Some people that are already trying to make a change on this topic

 

Posted: August 30, 2019

Environmental Science 120 - Footprint calculator

Type a reflection and edit it in Word then paste it here in the comments section.  You can use these questions to guide your reflection: Were you surprised at your result?  What are areas in your life that you could easily reduce your impact on the planet? What areas would be more difficult?  What are some areas of your life that you never even considered as having a negative impact on the environment?  Do you challenge the use of some of the areas they use to calculate ones carbon footprint?  

Posted: August 27, 2019

 

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.

 BLMS 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 Monday, Tuesday, Wednesday and Friday.

Sciences humaines (Social Studies) FI9 – period 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. 

 

Terms 1 and 2

70%

Quizzes and Tests

40%

Projects

40%

Classroom and homework  

20%

Final

30%

Final exam

30%

 

Histoire Ancienne (Ancient History) FI10 – period 3

This course is designed to explore history including learning how to read documents, reflect on primary documents, and do research projects.  Students will learn about Early Humans, Mesopotamians, Egyptians, Greeks and Romans. 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. 

 

Terms 1 and 2

70%

Quizzes and Tests 30%

30%

Projects 50% (Diorama – Paleolithic vs. Neolithic, Hammurabi assignment, Egypt research project, Greece comparative film essay,

Roman project)

50%

Classroom and homework  (Timeline, archeological dig, wanted poster)

20%

Final

30%

Final exam

30%

 World Issues 120 – period 4

This course is designed with the intention exploring world issues that are both relevant to the students and current by studying evolving issues.  Students will read, write, interview and present projects.  The emphasis of this course is on collaborative learning and discussion; therefore, students with irregular attendance are not likely to succeed. 

 Participants in this course must be respectful of the opinions and cultures of others within the class.  This class will not be emotionally comfortable.  The subjects discussed will be controversial and our opinions may be challenged.

 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.

 

Terms 1 and 2

70%

Daily assignments

30%

Projects

40%

Reflections

30%

Final

30%

Final project that includes aspects of all of the previous units

30%

 

Environmental Science 120 – period 5

This course is structured very differently than most courses currently being offered.  It structured around student interests and current environmental issues.  Students will consider the environment from the perspective of their own personal behaviours, government, Indigenous perspectives and sustainable development.  

 

Most importantly students should realize that this will be a project-based course where they choose their own environmental concerns and implement strategies to improve that problem.  They will need to be active learners. They will work from a scientific perspective to research, experiment and present their findings with respect to a current issue.

 

Terms 1 and 2

Quizzes/assignments

30%

Projects

30%

Eco-points

40%

Final

Final project that includes aspects of all of the previous units

30%

 

 

Posted: June 13, 2019

See attached for the final assessment.

AttachmentSize
Microsoft Office document icon final_writing_rubric.doc48.5 KB

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

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

You can share your findings with me in a Powerpoint, essay, poster.  MUST BE IN YOUR OWN WORDS.

AttachmentSize
Microsoft Office document icon endangeredanimalrubric_2.doc34 KB

Posted: May 14, 2019

Pour aller a Word click https://outlook.office.com/  login avec yourschoollogin@nbss.nbed.nb.ca  mot de passe - ton mot de passe pour l'école   Click les neufs points en haut à gauche.

 

 

Cliquez sur les feuilles attachées pour les labos.

 

1)     Labo de limte de croissiance cellulaire (extrait des épines) – Copier et coller le titre, problème, matériel, procède.  Ajoutez votre propre hypothèse, votre feuille d’observation, explique tes résultats et répondez aux questions de conclusion.

 

2)     Labo de plantes – Écrivez votre titre, nom, la date, le problème, l’hypothèse, matériel, procède, attaché votre feuille d’observations, résultats et conclusion.

 

Problem: Understand how different levels of acidity affect the mass of shells

Background knowledge:

 

Hypothesis:  If_______ then _______ because

Materials:

Procedure:

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

1)            Title and names

2)            Statement of the Problem

3)            Background Information:

a)   What is the historical pH level in the ocean?

b)   How much is the pH changing?

c)    What organisms does the changing pH affect?

d)   What is causing the change in pH levels?

e)    What common household ingredients could be mixed with water to change pH in water?

 

4)            Hypothesis: If __________ then ______________ because

5)            Materials (as a list)

6)            Procedure

7)            Results:

a)   Analyze your results and explain it to the world - be scientific explaining what you proved with your experiment

b)   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.

8)            Conclusion: 

a)           Answer your intital question

b)           Explain whether your hypothesis was correct

c)           Explain any potential mistakes in this experiment (like evaporation)

d)           How can this information be applied to the real world problem of the rise in ocean acidification?

e)           What further research could be done in our lab and out on the oceans to learn more about this problem?

 

AttachmentSize
File lab_report_template.docx12.83 KB
File evaluation_labo.docx14.57 KB
  1. Birds-eye view of your own property including cardinal directions
  2. Draw your dream property including cardinal directions, landscaping and features you can use (hills, ponds, ...)
  3. Draw a detailed floor plan of your dream sustainable house.  Consider insulation, heating, water, using local materials, electricity generation, ...

Consider electricity, efficiency, comfort/creativity and the outside environment.

Posted: April 5, 2019

Test mercredi le 10 avril, 2019

  1. Choose a country that has been colonized.  (You can't choose Canada or Europe). Tell the teacher your choice.
  2. Place that country on a world map (2 points)
  3. Create a timeline of 10 important events in the colonization of that country (20 points)
  4. Explain two laws or policies from that country that are discriminatory and explain (6 points)
  5. Name two leaders who are speaking out (or have spoken out) for indigenous rights in that country and explain their message (6 points)
  6. Name some of the steps that country has taken for reconciliation (4 points)
  7. What do you propose needs to be done to further improve the situation in that country? (2 points)

You can present your learning in a PowerPoint or poster or writing piece.  Make sure you count out your points in your presentation so that you get full marks.  We will work on this alternating days for a week or so - it will be due April 12th.

Pages

Image Galleries

Videos

Added: Mon, Apr 23 2018

Documents

SMART Content Creation Seminar
Green Screen Instructions
Green Screen Evaluation