Ms. Halas Moulton

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

Create a one page info-graphic on one of the issues raised in the carbon footprint calculator.  Work in groups of 2-3 to inform about the impact on the environment and ways which people could reduce their carbon footprint. Use credible sources of information and name your source in the bottom right hand side of your image.

 Topics raised:

  1. eating animal-based products
  2. eating locally
  3. eating processed food
  4. eating packaged food
  5. housing and housing construction materials
  6. power usage
  7. energy efficient appliance
  8. renewable energy sources
  9. generation of trash - purchasing
  10. generation of trash - recycling
  11. daily/weekly transportation - carpooling and public transportation
  12. flying on a plane
File infographic_rubric.docx12.79 KB

Posted: January 29, 2018

Environmental Science - Carbon Footprint Calucuator

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?  


Post your thoughts and your comments on others from the class here:

Posted: January 29, 2018

Environmental Science Survey

Download the attached file and create your own SMART Notebook assignment following the model.  Here is a guide for the assignment but going above and beyond the list is encouraged:



Page 1 Name

 Frame + Picture + Background

Page 2

Personal Intelligence

Screenshot and link

Page 3 Family and friends

Fades (aka simple reveals) and grouping

Page 4 – Hobbies

Pull tabs

Page 5


Magic reveals

Page 6 –

Shining Star time

Do two of the following: magic reveals, link sound, animated gifs


File sn_assignment.docx13.02 KB
Binary Data intro_smart_notebook.notebook78.35 MB

Posted: January 29, 2018

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, pen and maybe colouring stuff.

 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 Tuesday, Wednesday and Thursday at lunch upon request. 

Digital Productions – period 1

This course is designed with the intention of learning how to use a wide range of digital media tools to communicate with an audience.  Students will explore editing photos, websites, video, audio, and animations.  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.


Tentative assignments

Semester  1

Smart Notebook

Photoshop assignment x3

Web Design


Semester 2

Audio editing

Green screen

Stop Motion




Final project that includes aspects of all of the previous units



Sciences FI9 – period 2 and 3

The aim of the grade 9 science program is to develop scientific literacy.  Scientific literacy is a combination of the science-related attitudes, skills, and knowledge students need to develop.  These skills will allow students to become lifelong learners, and to maintain a sense of wonder about the world around them. To develop scientific literacy, students require diverse learning experiences that provide opportunities to explore, analyze, evaluate, synthesize, appreciate, and understand the interrelationships among science, technology, society, and the environment. (ACSC)

 Course Content: The grade 9 science program consists of two units:

 Unit#1: Space (6-8 weeks)                                           Unit #2: Reproduction (8-10 weeks)

a)      Star vs. Planet                                                  a) Cell Theory

b)      The Solar System                                            b) Cell Growth and Reproduction

c)      Effects of Planetary Motion                           c) Cell Division

d)      Rotation vs.  Revolution                                d) Zygotes and Development

                                                                                     e) DNA

 f) Cloning

 Marking Scheme:

 25% - Lab Work/Reports/Projects

30 % - Unit Tests (two to three per unit)

20 % - Quizzes (three to five per unit)

25% - Daily Assignments/Homework/Preparedness (having all materials required for class)

 Term 1: 35%                                     Term 2: 35%                                     Final Exam: 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.


Tentative topics:

  1. Introduction to the issues
  2. Climate change and critical thinking
  3.  Animals and ecosystems
  4. Food production
  5. Energy generation
  6. Sustainable housing

Tentative assignments:

Terms 1 and 2








Final project that includes aspects of all of the previous units





Posted: January 18, 2018

This final writing assignment is worth 30% of your final mark.  It is and open book (as in you can consult books, the internet, discuss with others...) written final reflection.  Do not just ramble off the top of your head in a stream of consciousness - take time to plan and organize your thoughts before you start writing with an introduction, several paragraphs and a conclusion.  Total length 600-1000 word, but don't get hung up on counting words - you want to put in good detail and reflection not try to impress with lots of word or just enough. 


  1. Discuss what you consider to be the biggest issue(s) in the world today.  
  2. What are some possible solutions for our government or international organization?  
  3. What is your role in changing world issues?  How can you effect change?








The discussion lacks insight, depth or is superficial.

Response could be short and/or have irrelevant information.

It shows little understanding or evidence to support opinions.

The writing shows some limited insight, depth and is mostly connected with the main topic. It may contain some irrelevant material. The writing shows some understanding of the topic. 

The discussion shows some insight and depth. The content is connected with the topic. It may contain some irrelevant material but is for the most part on task. The student's personal opinion is expressed in an appropriate style.  The opinions are supported by detail and examples that show understanding of the content.

The writing shows insight, depth and understanding. It is well connected with the topic.  All content is relevant. The student's personal opinion is expressed in an appropriate style. It shows a high level of understanding and learning.







·    Incomplete and many grammatical mistakes

·    Information is unclear

·        Many spelling errors

·        Information may be off topic

·        Wording is unclear

·        Organization is sometimes hard to follow

·     Some spelling mistakes

·     Some parts off topic

·     Good organization

·     Ideas flows from one to the next

·        No spelling errors

·        Well organized ideas

·        Words/ideas/sentences are clear and flow intelligently from one to the next







·       Did not do a lot of research

·       A lot of information is guessed/common knowledge/incorrect

·       Limited research with some understanding of the situation but it may be limited to only one specific situation


·       Good research

·       Credible sources

·       Discussion includes several countries outside of Canada


·       Advanced research

·       Able to explain in depth while discussing well beyond just the Canadian experience








Due Date: 

Thursday, January 18, 2018
  1. Do the quiz:
  2. Reflect 150 words - Were you surprised by your result? How does it compare to others in the class? What could you change? What can't  you change?  What could be added or taken away from this calculator?
  3. Finish your environmental project

Posted: December 11, 2017

Create a company brand:

  • Choose five words that describe your company well
  • Choose a colour and a font ( that fit your description
  • Come up with a logo
  • Design letter head, t-shirts, business cards, packaging, a website, an app cover etc. to go with your company

Posted: December 6, 2017

In response to your questions:

  1.  If a student gets removed from the trip by the school because of their mis-behaviour will the money be refunded?
  2.  If a student gets sick and needs to leave early or stay later is the teacher covered/staying with them?  What happens to the chaperone to student ratio of the group that is left behind?
  3.  Can they use debit in Europe?
  4.  Do they need any immunizations?
  5.  How much can they buy in Europe and bring back without penalty?


1) No, this not a covered reason to cancel. Standard cancellation policies apply, however if they are being replaced by another student, the cancellation fee is reduced. If the traveller/family upgrades to the PLUS travel protection plan, they could claim 75% of the cancellation fee through the 'cancel for any reason' cover.

2) If a chaperone needs to fly home with a student, they would need to have travel protection too (for the flight cost to be covered). In the case of this tour, there would still be enough board-approved chaperones to look after the remaining students, even if a particular school's ratio dropped down from such an incident. If a student is hospitalised and the tour needs to continue to the next destination, the plan actually covers the cost of an adult family member to fly over the Europe to be with the student.

3) Yes, debit cards are accepted. I would just be careful about how many times you would use them. ie. don't rely on interac/eftpos for every transactions or purchase, as the Canadian bank will likely charge you $5 every time! Instead, use it to withdraw Euros once or twice during the tour. This sort of thing is included in our pre-departure information, so we'll go through all this in 12-15 months time.

4) No vaccines are required for the countries you are travelling to, however it is recommended that travellers are up to date with their standard shots (measles, tetanus, the flu shot is usually a good idea too)

5) $800 worth of goods is the limit for overseas purchases, before you may have to pay duty. This amounts may change between now and when you travel.


PDF icon junobeachpresentation.pdf13.75 MB

Posted: December 5, 2017

Two day research project on environmental issues.  In partners of your choice.  Must be presented to the class on Thursday.  Strongly encouraged to use lots of pictures and short video clips. Seek to show a Canadian example and one-three examples from other countries.



  • desertification 
  • ocean acidification
  • plastic in the ocean
  • enviroment as person
  • strip mining
  • loss of ecosystems
  • other


Answer the following:

  1. What is the problem? Give many examples with pictures/video.
  2. What is the economic importance of this resource?
  3. What are the long term impacts on the area?
  4. What solutions are being offered?
  5. What do you consider to be the realistic solution? *You must consider the need to  develop the economy as well





File environmentalproblemsrubric.docx13.62 KB


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Added: Mon, Apr 23 2018