YAY - You did it!

Links from Class

Here are the videos we used to review today in class
https://www.youtube.com/watch?v=_slUL3kMZlU

http://www.youtube.com/watch?v=OYoaLzobQmk

http://www.youtube.com/watch?v=gWkcFU-hHUk

Tomorrow be prepared for you Science Cells and Systems Final Assessment and math Fractions and Integers Final Assessment. 

Final Review

On June 17& 18 there will be math and science final performance based assessments.

The science topics will be
 Cells and Systems
-  know some specialized cells and their functions
-  know the major body systems, their function, organs, and specialized cells involved.
- diffusion and it's role in the human body
- microscope parts and use
- hypertonic and hypotonic solutions
- parts of plant and animal cells

Mix and Flow Matter
- be able to define and measure flow rate, density, viscosity
- solubility, what is it, why are substances soluble or insoluble?
- How do things dissolve?
- classifications of matter

The math topics will be
Fractions and integers
- be able to add subtract, multiply and divide fraction and integer numbers
- model multiplication and division of fraction and integer numbers

Linear Relations and Solving Equations
- identify a relationship as linear or non-linear
- graph a linear relationship based on a table of values or an equation
- solve a linear equations

Math and Science

Math Homework

Complete  MathLinks Page 376 #5-10 for homework tonight.

Science

Make sure you have in your notebook all the parts of the eye, their location and function.  Think about who you want in your dissection group.

Meiji Time - Magazine task

By the mid-19^th Century, Japan was becoming a more urbanized society.  It had tried to isolate itself, but Japan’s contact with the outside world was inevitable.  Several countries caused Japan concern, helped them to make changes and modernize the country. 

YOUR TASK: create your version of the Meiji Time Magazine.  DUE: Tues. June 9

Your group will be required to complete the following elements in your news magazine and provide Ms. Peterson with a printed copy:

1. Front Cover with an effective or symbolic main image based on any related topic that follows.  You need to ‘spoof’ the cover of TIME Magazine – we’ll spend some time with examples, or you can get your own ideas at www.time.com.

2. You must write 1 article on (maximum 1 page)

o  Feature piece on Emperor Meiji 

3. Public Service Announcement on the Charter Oath (1 page)

o  Create a PSA that informs the public of the new rules in Japan according to the charter oath.   Consider various marketing techniques and be sure to include visuals to help explain. 

4.  Editorial Piece: (maximum 1 page)

o  Write an editorial or opinion article showing the conflicting viewpoints for opening Japan.  There should be information presented for both for and against viewpoints.  

5. Advertisements:  You must include 3 or more advertisements related to Meiji Japan.  These can be half page in size or smaller.  Examples include, but are not limited to:

o  Restoration of Imperial Rule

o  New Ideas about Government

o  Foreign Influence & Trade in Japan (China, Russia, Europe, USA)

o  Join the Civil War

o  Tourism of Tokyo

o  Education Reform

o  Promotion of Industrialization

Citizenship and Identity -       Knowledge and Understanding: Demonstrates knowledge of key facts, concepts, and historical knowledge Demonstrates an understanding of content (including specific ideas and themes, such as political, economic, social and cultural consequences within Japan and as well as global affects)	Skills for Inquiry -       Thinking and Examination: Use critical/creative thinking skills. Able to think critically and creatively in order to analyze and present understanding of key pieces related to Meiji Japan in relation to specific themes, ideas, people, events, and facts.	Communication -       Informed and Persuasive Expression and organization of ideas and information in written and visual form. Able to communicate and understanding of key pieces related to Meiji Japan in relation to specific themes, ideas, people, events, and facts.	Point of View -       Consideration of  all sides Demonstrates an understanding of varying perspectives connected to Meiji Japan, internal and external sources.	Representing through Media -       Application of ideas and knowledge: Able to transfer knowledge, skills and understanding of key pieces related to Meiji Japan in relation to specific themes, ideas, people, events, and facts and present knowledge into a media presentation.
Assessment Indicators	1 –Not Meeting -        limited effectiveness -       Insufficient understanding -       Struggles to meet expectations of task	2 – Basic -       some effectiveness -       task is adequate and simplistic -       task is rehearsed and familiar	3 – Good -       considerable effectiveness -       in-depth and well developed -       shows evidence of a new way of learning	4 – Excellent -       high degree of effectiveness -       through and fine distinctions -       complex thinking -       presented in a novel and diverse way

Meiji Japan

BLACK SHIPS & SAMURAI...editorial cartoons

                     

Black Ships & Samurai, an essay by John Dower, documents U.S. commodore Matthew Perry's encounters in Japan in 1853 and 1854, largely through images produced by Japanese and American artists. In this activity, you will analyze the art produced by artists during this historic encounter to see how different artists captured the same or parallel events.

The Black Ships & Samurai Essay is divided into short illustrated sections.
For this activity, you will be focusing on particular sections of the Essay—
“Perry”; “Encounters: Facing East” and “Encounters: Facing West”; “Portraits”; or “Gifts”. 

- Read at least one section of the Essay.

- Select one piece of artwork (by a Japanese artist) that when analyzing can be viewed from a particular perspective of a scene, event, or person.

- Be sure to think how this image could be used as a form of Editorial/Political Bias (or even Propaganda) and hopefully in some form of satire with obvious historical context.

- As you are selecting an image from the assigned website: BLACKSHIPS AND THE SAMURAI,

consider the following questions and answer them in a Google doc
-(share with Ms. Peterson - jepeterson@educbe.ca):

What draws your attention to the image?

What makes it funny, or serious, AND what it is referring to?

Who does the image(s) appeal to?

What does this tell us about Japanese society? Japanese traditions? Japanese worldview? 

Math and science

Math

Complete practice 9.2 in your linear relations notebook.

Science

Complete questions 1-8 from Science Focus 8 page 207.

Humanities

HOMEWORK and due tomorrow - questions related to the movie, Spirited Away

Spirited Away movie questions:

1.      What was the theme or themes of this film? How did the director use the element of spirits to tell us a message? What were the messages? Was he successful in doing so?

2.      This movie was made using Japanese storytelling techniques and art design. Explain how the movie was something that could be understood and appreciated without knowing much about Japan?

3.      3. Do you think there were clear portrayals of good and evil in this movie? Why?

4.      How does the conception of spirits portrayed in this movie connect to Japanese culture? Provide examples of how it differs from your own or other cultural conceptions of spirits?

5.      What scenes portrayed usage of Japanese language and social customs such as bowing and honorific language? Why were they used in that occasion? What did they signify about Japanese culture?

6.      Each key character in the film faces a set of challenges. Use a chart to record what these problems are and how each character overcame them.

a.      Character: Chihiro and Haku

b.      What challenges did the character face?

c.       How did they resolve their challenges?

d.      Describe how the characters learned anything or changed over the course of movie.

7.      Chihiro’s character develops a lot throughout the film she stops being grumpy and selfish and becomes patience and learns to look after herself. At the end of the film she is excited about going to a new school and making new friends, is no longer frightened. Miyazaki based Chihiro on a real ten year old little girl do you think the character is believable? Are there any similarities between you and Chihiro? Do you agree with the action of Chihiro? What would you have done in Chihiro’s situation?

8.      This film was recommended by a student who indicated they felt it was a great connection to our Japan unit. Why would you recommend this film? Based on what you know, how would you explain to a teacher the connections between the film and Japanese history?

Today we continued work related to Japan but taking a closer look at Meiji Japan and we read a short story titled "Just Lather, That's All".

Contact and Change in Meiji Japan (ch. 15)
- work in Journals using textbook information for the following 7 big topics:
1. Commodore Perry - bio
2. Pressures from outside; strategies and responses (what/who, why, how, response from Japan)
- questions 1 and 2 found on pages 327-331
3. Pressures from within (pg.333)
4. Disorder and Civil War (pg.335)
5. New Ideas about government (pg. 336-340)
- Meiji (pg.337)
- Five Charter Oath (pg. 338)
- Oligarchy (p.339)
6. Education reform (pg. 340-342)
7. Industrialization (.pg. 343-348)

Just Lather, That's All - short story
Vocab: strop, feigned, faction, excursion, ineradicable, avenger AND 3 of your choice
- define it
- find it in the story
- explain it (connected to the story OR connected to you OR a visual representation)
Example:
Strop - a leather band for sharpening razors
- "I was passing the best of my razors back and forth on a strop."
- the barber needs to keep his razor sharp so he can shave the beards of his clients
or
- My grandfather uses a rock to sharpen various blades
or
- the movie Sweeny Todd featured a strop

Math and Science Work

Science

In class we have been investigating the concept of refraction.  Students completed two small investigations about refraction from the textbook.  The procedures to those investigations can be found on page 200 and 201.  The "What Did you Find Out",and "Analyse, Conclude, and Apply" question from page 200 and 201 are due tomorrow.

Math

In your Linear Relations notebook finish Example 3 and "Show you Know" from the first set of notes as well as practice pages 9.1.  This is due tomorrow

Monday

Today we started watching the movie Spirited Away.
- students have a question sheet that will be completed tomorrow after the movie

   

Science

Mirrors station 3 and 4 are due for Thursday.  The video is on D2L if you want to watch it again.

Edo: A Closed Society

Chapter 14

To be completed for tomorrow (students has 2 periods today to work on this)

1. B-THRILD handout (reading strategy for looking at the textbook)

- Bold words (vocabulary)

- Titles

- Headings

- Read

- Illustrations and extras

- Last Section

- Discussion Questions

Math Homework

For Monday please complete.
Pg 93 #12, 17
Pg 104 #3-11

Hum Homework for this evening

We only have 1 more class period to complete the following task: (which means everyone should be doing a little bit of homework this evening)

Create a chart showing members of feudal Japan and their roles within society. Charts should include (but NOT limited to) shoguns (leaders), samurai warriors, artisans, women, monks, merchants and farmers. 

Your chart needs to:
- State and explain society member’s role in society
- Explain daily routine with a minimum of three examples
- Explain the challenges of their lives with a minimum of three (3) examples
- Explain the advantages of their place in society with a minimum of three (3) examples

Helpful resources for Japan :-)

Japan resources

Commanding shoguns and fierce samurai warriors, exotic geisha and exquisite artisans—all were part of a Japanese renaissance between the 16th and 19th centuries when Japan went from chaos and violence to a land of ritual refinement and peace. But stability came at a price: for nearly 250 years, Japan was a land closed to the Western world, ruled by the shogun under his absolute power and control. Japan: Memoirs of a Secret Empire brings to life the unknown story of a mysterious empire, its relationship with the West, and the forging of a nation that would emerge as one of the most important countries in the world. 

Japan: Memoirs of a Secret Empire

EPISODE ONE: THE WAY OF THE SAMURAI
Tokugawa Ieyasu unifies Japan and establishes a dynasty that will rule Japan for over 250 years. 


EPISODE TWO: THE WILL OF THE SHOGUN
The grandson of Ieyasu, Tokugawa Iemitsu, tightens control over Japan's warlords and expels all foreigners. 


EPISODE THREE: THE RETURN OF THE BARBARIANS
Isolated from the West, 18th century Edo flourishes culturally and economically, becoming one of the liveliest cities in the world. But foreign forces are coming. 

May 5 - EDO JAPAN

Meet the People of Edo Japan

After becoming supreme ruler in the late 16th century, Tokugawa Ieyasu moved Japan's capitol to Edo, (now known as Tokyo) transforming the sleepy fishing village into the country's premier political and economic center. Ieyasu and his heirs forced the country's daimyo lords to finance the expansion of Edo, and to live in the city during part of every other year. The new construction of the city and the vast number of samurai in need of goods and pleasurable pursuits lured merchants, craftsmen and entertainers from all over Japan, and by the 17th century, the population had surpassed a million, making Edo one of the largest cities in the world. For almost three hundred years, Japan's shoguns maintained domestic peace while they isolated the country from Western influence. In Edo, a diverse population flourished amidst a cultural and economic renaissance. Meet the people of Edo! and meet more here!!


Your task:

In Google docs, create a chart showing members of feudal Japan and their roles within society. Charts should include (but NOT limited to) shoguns (leaders), samurai warriors, artisans, women, monks, merchants and farmers. 

Your chart needs to:
- State and explain society member’s role in society
- Explain daily routine with a minimum of three examples
- Explain the challenges of their lives with a minimum of three (3) examples
- Explain the advantages of their place in society with a minimum of three (3) examples 

Science and Math homework

Pg 85 #9-21 MathLinks 8 to be completed for homework tonight.

Humanities

We have completed our introduction to Japan by investigating origin stories and taking an in-depth look at how Japan's geography has shaped their unique identity.

- on Monday, students must hand in their journals and have scrapbook entry 1 completed (postcards and written task).
- on Wednesday, students will have an assessment connected too Japan's geography and Chapter 12.

Next week we will start looking at Edo Japan and rule under the Shogun.

In extending our learning about isolation - contact - change we have watched the The Village.

Science

Today in science student did 3 mini labs and reading that support three conclusions about light

1: Light is a form of energy.  Like other sources of energy it has the ability to do work (cause change).

 2: Light energy can be transformed into other types of energy such as electrical, thermal, or kinetic.

3:  Light travels in rays, straight lines, radiating from the source in every direction.  When light ray hit a surface they can be reflected, absorbed, or transmitted, or some combination of these.

In their notebook they should have a description of the lab setup, observations, and a paragraph explain which of the three conclusion can be support by their observations.  Additionally, for homework students need to complete the topic 1 Review Questions from page 186 of the textbook.

Japan - Scrapbook Entry #1

My Journey Through Japan

- Scrapbook Entry #1 -

You have just reached Japan in the year 1600. You are amazed by the tiny country with the millions of people, the lush vegetation, and the sometimes volatile weather patterns!

Within days of your arrival, you experience your first typhoon. Luckily, you meet a very friendly teenager who invites you to wait out the typhoon in their family home. During the storm, your new friend tells you about how the sometimes extreme weather has affected their life, what it’s like to live in a small country with so many people, and how the lives of Japanese people can be very different because of the many types of landscapes in the various regions of Japan.

You have decided to write your first entry in your Travel Scrapbook about this unique geography, as well as document what you see by including several postcards.

Considering the geography tasks you have recently completed in class, write a detailed response about how the geography in Japan has influenced the way of life, or worldview, of the Japanese people. Don’t forget to write about what you know on the physical size of Japan, the population, the topography, its location, the climate, its resources, and the forces of nature it faces. Your response must be well thought out, edited and most importantly connected to elements of worldview. 

Provide several postcards that effectively illustrate the physical size, topography, location,  climate, and worldviews (connected to geography) of Japan.

Math and Science

Math

Students have been working on ways to identify if a number is a perfect square.  In class we discussed 4 ways to determine if a number is a perfect square and then practice those strategies on an assignment.  If students did not finish the assignment was homework.

Science

After looking at different sources of light we realized the sources of light we rely on the most begin with electrical energy.  Therefore we have been investigating the cost of using electricity. On D2L students are to follow the link "Kilowatt Hours" to read and take notes and then open the file "The Cost of Electricity" and complete the calculation in their notebooks.

I-Cubed - Tri-fold Guidelines

Tri-Fold Guidelines

Using your reflections in Google DOCS, you must summarize your information to be displayed on your Trifold.  You must discuss the following:

·          Name of Product

·          Your products slogan

·          Problem statement

·          Paragraph(s) including the possible solutions to the problem and the evolution of your final product design.   You should include an analysis of why you chose the materials you did to make your product, the production costs.

·          Summary of strengths and weakness of design/materials

·          Survey questions and results displayed graphically. 

·          Labelled diagrams of your various designs and final product.

·          Concluding paragraph describing the evolution of your idea from problem to product with suggestions for possible improvements.  

I-Cubed Blogging: Please make sure the following sections are complete...

Building Process

Besides answering the following questions, you could also include photographs at each of the stages of your build to include in your blog and final tri-fold presentation

1.       How is your group working together so far (communication, power, participation, etc)

2.     What did you accomplish today? Who did what?

3.      Did you encounter any challenges when building your design?

4.     Did you modify/change anything from your original plan?

5.     Did you make any decisions? What are they? How do you and your group come to these decisions?

6.     What do you need to do next?

7.     Outline your group’s plan for the building phase?

8.     What jobs need to be done? By whom? By when

The Testing Process

1.      Explain the procedure that your group developed to test your product (or part of your product).  What were you testing?  Why did you choose this feature to test?  What were your controlled variables?  What was your responding variable?  What was your manipulated variable?

2.     Does your invention work?

3.     Do you need to modify it to make it better?

4.     What changes could you make?

5.     Did you modify/change anything from your original plan? 

Marketing Process

1.      Do you have a catchy name for your product?

2.     Do you have a slogan for your product?

3.     What did it cost to produce?  What are the individual unit costs for each part?

4.     What price would you sell it for?

5.     Who is your target market for your product?

6.     What colors would attract consumers to buy your product?

7.     What was life like before your product existed?  What is life like with your product?