OCTOBER 2011 · ISSUE 2 · VOL. 9
THE CALGARY SCIENCE SCHOOL
Principal's Message The end of September brings with it an end to our Fall outdoor education schedule. All six hundred CSS students will have experienced their first overnight trip, whether it was Camp Sweet for the grade 4 to 8 students, or Bamfield for the grade nines. The weather was certainly cooperative, with only one trip experiencing poor weather. More than just good weather, our students experienced a myriad of activities, from geocaching, to fire building, to re-creating an early ranching experience, to campfires, and, of course, the much anticipated night hike. Activities were connected to curriculum and provided for an authentic experience that could not be re-created in any classroom setting. The teachers got to better know the students, the students saw their teachers in a completely different setting, and the social fabric of the classes was strengthened and woven more tightly through their experiences on those trips.
and for making the connections to our Lakeview neighbours that were made in the course of the development and installation of the garden.
Lastly, I want to acknowledge another aspect of the regular Fall routine for CSS. We welcomed sixteen student teachers to CSS this September. While that number may seem quite high for a school of our size, we believe that by having so many student teachers in the school, their collaborative experience is far richer, which will pay dividends in terms of their teaching. Not only does hosting student teachers provide pre-service teachers an opportunity to develop their craft, but it is also a great source of professional development for CSS staff. Our teachers have to deconstruct their own teaching when The Fall also means the end of the growing season for the working with their student teachers–that community garden initiative. By all reports (including my reflective deconstruction is a powerful form own self-reporting, as my family has a plot in the community of professional development and growth and garden), the first year of the garden was a tremendous is welcomed by our teachers. success. I want to again thank Tanya Stogre and the rest of the planning committee for making that project possible Darrell Lonsberry
In This Issue: October 2011
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Principal’s Message
8 3 4 6
Library News
School Council News
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Community Garden
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Tech Talk
Burkina Faso Fundraiser
Transportation News
14 7
Physical Education
Parents/Teachers Meetings
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CSS Counselling Services
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Grade 4's Camp Sweet
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Grade 5's Camp Sweet
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Bamfield Trip
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Upcoming Events 2
School Council News It was great to see such a large turnout at our School Council Annual General Meeting on September 7. Attendees enjoyed the benefit of a detailed overview of strategic plan developed last spring by the Calgary Science School Society’s Board of the Directors. An informative article outlining the reasons for developing a new strategic plan, along with a condensed version of the plan, appeared on pages 8 and 9 of the June issue of the Spectrum (available for viewing on the Publications page of the CSS website). In addition to the vision, mission, and culture and values statements, Board Chair Lori Wilhelm Einsporn, Superintendent Dr. Garry McKinnon and Principal Darrell Lonsberry reviewed the four key strategic initiatives and related priorities. The many things that make CSS our school of choice – technology, outdoor education, inquirybased learning, exemplary teaching and learning, collaboration and outreach, and more – are embedded in the new plan. At the same time, the strategic initiatives are responsive to Alberta Education’s interest in seeing charter schools continue to focus on innovation and research while providing
leadership in the transformation of education in our province. I urge you to take a few minutes to (re)read the article in the June 2011 Spectrum. Also at the AGM, a motion to rotate monthly School Council meetings between Tuesday and Wednesday nights was approved. Be sure to mark your calendar with the meeting dates for the rest of the school year: – – – – – – – – –
Tuesday, October 4 Wednesday, November 2 Tuesday December 6 Januar y: no meeting due to Winter Break Wednesday, Februar y 1 Tuesday, March 6 April: no meeting due to Spring Break Wednesday, May 2 Tuesday, June 5
One of the main items of business at any annual general meeting is elections. Thank you to all of the following individuals who volunteered to serve as this year’s School Council: Returning Members-at-Large: David MacKenzie, Denise Ronsky, Gail Swynstun-Abbi, Lianne Trewin New Members-at-Large: Michelle Williams, Jeff Douwes, Warren Anderson, Sheri Dafoe, Joni Carroll
Treasurer: Ray Caddy (last year – Vice President) Vice President: Karen Cuthbertson (last year – Secretary) President: Denise Kitagawa (returning)
Board Representative: Wendy Baillie (last year – Member-at-Large) Secretary: Kim Brundrit (last year – Member-at-Large)
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Thanks also to everyone who served on the 2010-11 School Council. The President’s Report presented at the AGM reviewed the many fundraising successes, guest speakers, activities, events and other contributions to the CSS community. Several people who served on the last year’s School Council have moved on to new things, including other volunteer roles within the CSS community: Dale Ronsky, Allison Earle, Marc Koole, Susanna Law and Karen Morrison. A copy of the 2010-11 President’s Report is posted on the Parents’ Corner bulletin board (just outside the school office). A variety of parenting resources are also posted, including healthy eating information provided by one of last year’s guest speakers and information on free parenting seminars offered by Alberta Health Services. If there
is other information you would like to see posted here, please email your request to schoolcouncil@calgaryscienceschool.com In August, many of you signed up to volunteer for various School Council programs. Be assured that we are slowly working our way through the planning stages for many of the activities and events and will be following up with you as the year progresses. Please consider coming out to the October School Council meeting, which will include a review of the June 2011 parent survey results and a discussion about how to reflect the results in an updated three-year plan for School Council. As always, a full meeting agenda will be circulated via email the week before the meeting. If there’s a topic you’d like to see addressed at the October meeting (or any future meeting), please email schoolcouncil@calgaryscienceschool.com
Denise Kitagawa School Council President
Burkina Faso Fundraiser Burkina Faso, Africa is in the top ten infant mortality rate of all the countries in the world. The classes of 7.1 and 7.2 are going to be raising money at lunch to purchase medical equipment for a group of Canadian Medical Professionals who are going there to help. We will do this by selling puzzle pieces. These puzzle pieces are being sold for $2 or more. The money that we raise is being sent with Careforce International who are going to Burkina Faso to set up a temporary clinic. The
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medical professionals will be buying a lot of medical supplies to take with them. 100% of the money we raise is going to buy these supplies. We really hope you buy a puzzle piece to help put together a better picture for Burkina Faso's future. Please make a donation.
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Jada B.– 7.1
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Transportation Update October 2011 After the busy route-planning efforts of Spring, Fall is the second busiest time for the Transportation Committee, and the CSS Transportation Analyst. Here’s what we have been working on: Tracking Route Times:
Of course, as the year goes on, new concerns arise, and parents With the lighter summer traffic, busing begins in August at a are encouraged to contact leisurely pace along most routes; but increased traffic after the their parent Route Volunteer Labour Day weekend can throw a real wrench into the estimated via transportationatcss@gmail. timing between stops. The Transportation Committee, along with com. the CSS Transportation Analyst, use the month of September to track actual route times, from which minor adjustments to pick-up/ Have you signed up for the CSS drop-off times can be made. Bus Message System? Collecting Busing Concerns: Parents were given until September 27th, to submit a request or concern regarding any route issue they may have had. The 11 parent Route Volunteers collected the concerns, and investigated issues relating to their own routes. From here, each Route Volunteer will prepare to present parent concerns from their individual route, along with their own recommendations, at a committee meeting on October 3rd. Established busing guidelines will direct the discussions at the meeting, and a vote will be taken by the committee, for each issue presented. Following this meeting, individual parents will be contacted with the committee decision regarding their issue. Accepted changes will be relayed to Southland Transportation for final approval, and changes will be instituted following the Fall Break in October. Because a lot of attention and detail goes into route-planning in late spring, based on the students who have registered for busing for the upcoming fall, policy dictates that the committee will generally be unable to accommodate requests for changes - other than very minor changes, along the established routes.
The CSS Bus Delay Notification System is in place to inform parents of buses running late. The messages are the same as those published on the home page of the CSS website, but are sent to your email or cell phone! Parents must re-subscribe to this service each year to receive text messages and/or email notices. Registering is easy – simply go to the CSS website, log into your Family Account, go to the “Subscriptions” area, and enter your cell phone number/ email address. If your child carries a cell phone, enter their
Although it is not generally known, bus drivers choose their own routes, based on what is established in the spring routeplanning sessions. It can be very disruptive to bus drivers when the committee changes a route and its timing after school begins, since the drivers too, have made personal arrangements, to accommodate their route schedule.
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phone number and get them in the loop, too. Please note that timely receipt of emails and text messages is subject to the service from your cell phone provider. There may be a service charge from your cell phone provider for receiving text messages, depending on your plan... As well, there are limitations to this system (eg Southland may be overwhelmed with messages to post); however, it will give up-to-date information the vast majority of the time. Subscribe to this service now, and be ready for winter!
For any questions, concerns or comments related to busing, please contact the transportation committee through their email at transportationatcss@gmail.com. This email will be checked two times per week by the committee. For urgent matters, please contact Kathy Babiuk in the front office.
The Transportation Committee/ Transportation Analyst
Alien In-line came to CSS from Sept 12-Sept 23 for grade 4-6's! Pictured here are the grade 5.4's and Murphy from grade 6 (who still kept active helping in the gym!)
Please see the PE website for all updates on Intramurals, Athletics, Teams and Information! 7
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From the Anne Tingle Library The Googlization of Everything (And Why We Should Worry About It), Siva Vaidhyanathan, University of California Press, 2010.
You don’t know (fill in the blank)? Well, just “Google” it. Wondering how to drive from home to a new location? Google Earth has text and maps to provide the answer. Need a new email account? Gmail. Have you watched a clip of an event on You Tube? That’s a Google product. Want a way to collaboratively develop and share a document, or perhaps set up a calendar of events that can then have invitees who may read and/or revise? Google has the answer for that too! And it’s all “free”? Is anything this good, really free? What is the true price? “.. [W]hat do we gain and what do we lose by inviting Google to be the lens through which we view the world?” The above question, from page 1 of The Googlization of Everything… is the essential question that guides the author’s quest to analyze the phenomenon of Google- its ubiquitous presence and the possible inherent social impacts of Google in our world. Why
do we embrace Google with such enthusiasm, and more concerning, with such trust? What is Google? Author Siva Vaidhyanathan is an authoritative voice in American copyright and intellectual property matters. A Media
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Studies and Law professor at the University of Virginia, he has, to his credit, published numerous academic books, some with intriguing titles: The Rise of Intellectual Property and How It Threatens Creativity, and my favorite, The Anarchist in the Library: How the Clash
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Between Freedom and Control and knowledgeable historical is Hacking the Real World and background to search engines Crashing the System. and the immergence of an omniscient and benevolent It sometimes seems that we Google, the author offers live in a fast food, drive-through chapters on the psychology society, and I wonder how behind our trust, and the ethical speedy access to information- and social impacts of embracing any information- and all things all things Google. In the chapter electronic, shifts our values called “The Googlization of and understanding of what true Knowledge”, the author explains knowledge is, and how that why the goal of digitalizing the impacts quality of life. I picked world’s libraries was doomed up this book in my ongoing from the beginning, and how need to develop a better Google is actually less a public understanding of the impact on copyright issues involving electronic access to books and information, and found that and much more. Following a broad
service, and more a huge revenue-generating machine. And, it is definitely not a library! Although an academic, Vaidhyanathan’s writing is accessible, and well rooted in our everyday world. Being more knowledgeable about how Google works, and perhaps understanding more clearly why we trust this technology with so much of our lives, deserves attention. This is not a cautionary tale. Rather, it is a resource for informed consumers of electronic information. Calgary Science School is a rich environment in which to observe, question, discover, and develop sound critical thinking skills. This is an excellent resource, which supports and informs our teaching and learning in the second decade of the 21st Century.
Donna Johnson Alden Teacher-Librarian
New We are very excited to welcome Michelle Hodgson to CSS in the capacity of library assistant. Michelle has worked with CSS in the past as a school assistant and outdoor education program coordinator, and now we welcome her experience and talents in our library. She is pursuing certification as a library assistant and has worked in that capacity in a Calgary school for the past 3 years. With Michelle joining our team again our library will be fully staffed on all instructional Days.
Darrell Lonsberry Principal www.calgaryscienceschool.com
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L AKEVIEW COMMUNITY The Lakeview Community Garden is flourishing, thanks to a partnership made up of the Lakeview Community Association, the CSS community (teachers, students, parents) and hard-working community plot holders. “The LCA has been very supportive and patient with this project and the many weather-related delays. The Lakeview community plot holders have been phenomenal in tending to the garden, specifically
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“We were also able to plant some perimeter trees (junipers and spruce), two rhubarb plants, and a Hansa Rose bush,” Stogre reports, “although we are still working on some final touches to the garden.”
The success of the garden is obvious: all 19 plots are alive and there has been a lot of positive feedback and support from the Lakeview community in general. Over the summer, much assistance was provided by fellow gardeners looking after each other's plots when someone was away, enhancing the strong sense of community in Lakeview. For further information, please contact the garden committee at lakeviewcommunitygarden@gmail.com Furthermore, the garden has a wait list, which indicates continuing interest and support for this kind of project. An essential component to the garden is the educational opportunities for CSS students. coming out for work bees and helping create the garden in the first place!” says Tanya Stogre, grade 5 teacher and Humanities Learning Coach. Despite poor weather this Spring, the committee, headed by Stogre, managed to build the garden and plant each of the 19 garden plots with many different plants and flowers.
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“Now that the garden is up and running, students in grades four and seven will be taking an active role in using the CSS plots as a place of experimentation, investigation, and research. Specifically, these two grades have Science curriculum that is directly linked to plants and food,” Stogre explains.
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A RD E N “In the coming years we would like to look into having our foods electives work with a chef to help students learn how to handle and prepare dishes that use the fresh produce from the garden. In addition, we are envisioning being able to grow some of the seedlings for the garden at the school and donate them to the gardeners for their plots. I would also love to see us being able to set up a harvest lunch or dinner with both CSS students and community plot holders. Connections with the food bank and the donation of some of our food to them is also an important goal. All of these endeavours will require time, patience, and support, but I am very excited about the possibilities.�
for the winter months will be happening at the end While there may be opportunities for winter of October. More information on this will be available gardening, something Stogre herself is very soon! interested in exploring, a clean-up of the beds and surrounding area in preparation For further information, please contact the garden committee at lakeviewcommunitygarden@gmail.com
Garden Committee Lake view Community 11
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Tech (nol ogy)Talk Social networking has become an extremely popular form of expression for adults and children over the years. As access to Internet technology has increased, so has our ability to communicate with others in ‘near time’. Sites like MySpace and Twitter have allowed users to interact and keep in touch with friends, family and even strangers. One of the most popular social networking sites on the Internet toDay is Facebook. We are seeing more and more of our CSS students utilizing this site at home and because of this, I want to talk a little about the Facebook phenomenon. Facebook has been a popular way for people to showcase who they are or who they wish to become. Users can display pictures, share stories, join groups and link content that they feel best represents themselves. Other members of this community can then search out people by their name, friends or group affiliations. This has been a popular way for individuals to share ideas and personal content, but we are finding that some students have had challenges properly interacting with peers and adults. The following are some social networking pitfalls from Facebook that we have seen. False representation – Facebook has a policy where students need to be 13 or older in order to access and create a profile. We have found younger students who have created a profile by lying about their age. Other students are legally able to create
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an account, but want to create a different persona for themselves. We have seen instances where grade 5-9 students have said that they were 16+. In both cases, students are telling falsehoods and misrepresenting themselves. Cyber Bullying – We see many cases where students say things online that they would not be comfortable saying to someone in person. It is easy for someone to use inappropriate language, slander or bully someone with the words they type into a Facebook page.
Inappropriate Content – Pictures, graphics and videos are an integral part of Facebook. Student access to still and video cameras are now commonplace. Many individuals post content that seems funny at the time, but can be detrimental to that individual (or others) a Day, week or even 10 years later. People fail to consider that once content is posted, they have lost control over its use. It can be saved or shared by anyone who can see the posting. Time Management – Some individuals allow sites like Facebook to consume a large portion of the time they spend at home. Computer time is spent posting content, dialoging with Facebook members or reading information about
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others instead of completing homework assignments or finding other activities during down time. The question becomes, what can parents do to protect and assist their child’s usage of social networking sites such as Facebook? Monitoring their usage of these sites is key. The following recommendations can help make this easier: • Have your child share their username and password for Facebook so that you have access to their account.This will allow you to see the friends they are interacting, with the individuals who access their account and the content being posted. • Create your own account and have your child add you as a friend. This will allow you to see when their page has been updated.
is important to know ever ything your child is agreeing to when an account is created. Although monitoring works in most instances, we have seen cases where students need extra assistance to protect themselves from some of the dangers of social networking. In these situations, we are able to work with the family and student involved to come up with other solutions. This can involved configuring curfews or time restrictions on laptop usage. The following sites can also be of assistance: http://www.netsmartz.org/index.aspx http://www.kidshelpphone.ca/en/home.asp http://www.media-awareness.ca/english/index.cfm http://www.wiredsafety.org/ http://www.getwebwise.ca/index.cfm http://www.protectchildren.ca/app/en/kik If you have any questions about this topic, or if I can provide assistance with your child’s usage of technology at the Calgary Science School, please do not hesitate to contact me.
• Restrict the laptop to specific areas of the house. Areas of high traffic such as a kitchen or living room allow for periodic obser vations of what is on the screen.
In future issues, I plan to discuss current trends in technology and provide strategies for supporting your children at home.
• Read Facebook’s policies (http:// www.facebook.com/policy.php). It
Assistant Principal
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Scott Petronech
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So, Should I Meet with the Teacher Over This? If you have ever asked yourself that question, I hope that you will find the following information useful. Keeping the lines of communication open between the school and home is vital to providing the necessary support and guidance to students. By monitoring the class websites, checking agendas for the grades 4-6 students, excavating backpacks to see what sort of work is happening in the school, and touching base with the teachers periodically, parents can help ensure students are staying on track and are maximizing the opportunities presented to them. When teachers connect with parents they may get a better sense of what else is happening in the life of that student, they can help to plan for absences or significant events that may impact school work, and they get to develop a closer relationship with the parents. I don’t think there would be any arguments against the notion that open lines of communication are a good thing. I do, however, believe that it is not always clear how and when to address some issues with teachers and administrators. I want to provide some advice and guidance for keeping those lines of communication open, particularly when there are more substantial issues that a parent may feel needs to be addressed with the teachers. Generally, it is almost always best to approach the teachers directly with any questions, concerns or issues that you may have. In my experience, the vast majority of occasions when a parent feels dissatisfied or concerned with something happening in the classroom, it is a result of a miscommunication or misunderstanding that is readily
addressed by having a frank and timely conversation with the teachers involved. Talking with the teachers early is vital. Our teachers welcome the opportunity to touch base with parents to see how things are going. It can sometimes be the case that parents are hearing and seeing things at home that are not apparent to the teachers, so touching base periodically can help ensure that everyone has the same information. The method of connecting with teachers is important and should be carefully considered. I have seen a simple misunderstanding turn into a significant problem because an email was misinterpreted or a phone message was unclear and abrupt. If at all possible, and unless you are just seeking some simple information, set up a meeting with the teacher. Electronic modes of communication are notorious for lacking nuance and subtlety, so a face to face meeting is best if the topic of conversation is potentially difficult. There are occasions when it is prudent to approach school administration prior to addressing an issue with a teacher. Of course, if the issue pertains to the school in general, please know that you can always make an appointment to see myself, Mr. Butterfield or Mr. Petronech. If the issue or concern relates to a teacher, we would be happy to discuss with you how to best approach the teacher. Having said that, it is a rare occurrence when I will usurp a teacher’s opportunity to address an issue with parents prior to school administration getting involved. Again, in almost all cases, when a parent takes their concern or issue directly to the teachers, there is a positive result.
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Darrell Lonsberry Principal
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How do I access the School Counsellor? Mrs. Mitchell-Flek is available every day of the week • External ser vice providers, workshops for students, parents and teachers to contact. There is and parent information sessions a schedule posted on her door indicating when she is available for the week. You can make an appointment with her through email shannon.m@calgaryscienc- What is confidentiality? eschool.com or by phone 403-282-2890 ext 233. When a student talks to a teacher or a school counselor there is a relationship of The CSS Student Services and Counselling website has trust and a duty of confidentiality is created. links to many community resources, information on Essentially what is shared in confidence is some of the key issues and concerns our students face, maintained in confidence. as well as information on high school registration and parent information sessions. You can access the site through the CSS Homepage under the “Quick Links” menu or at: https://sites.google.com/site/cssstudent- There are two main exceptions to servicescounselling/(remember to disable the "block the duty of confidentiality: pop ups" in your browser to access the quick links). 1. If the student discloses an intent to hurt themselves or others. Students: You can contact Mrs. Mitchell-Flek through your teacher or on your own through email, phone, by dropping by or leaving a note for me at the office. 2. If there is a disclosure of child abuse. Remember – no problem is too small or too big. Students are reminded of the limits of confidentiality and Mrs. Mitchell-Flek works What services are coordinated through the with students to report information or share concerns with the appropriate adults School Counsellor? (teachers, parents) in order to resolve the • Assessments – academic and social/emotional. issue or receive the appropriate support. Depending on the nature of the referral and the resources available, assessments will be conducted CSS believes in communication and collabby Mrs. Mitchell-Flek or through an external oration to best meet the needs of our students. As such, the school counsellor referral coordinated by the school. works with students to increase communi• Referrals for Occupational Therapy, Speech cation with peers, parents and teachers as Language Pathologist, Physical Therapy (through the required to meet a student’s academic and Calgar y/Rocky View Student Health Partnership) social/emotional needs. • Family & Agencies
Community
• Support with concerns
learning
Ser vices and
and
Support
social/emotional
• Learning Strategies and organization • Coordination of meetings with external ser vice providers (psychologists, counselors, occupational therapy, etc.)
Do Counselling notes become part of the Student Record? No, under the School Act, the Student Record Regulation specifically states that a “student record” must not include: • Notes and obser vations prepared by and for the exclusive use of a teacher, teacher’s assistant, counselor or
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principal, that are not used in program placement decisions
areas– educational, personal/social, career, moral-ethical and esthetic. This prevention inter vention involves a continual investment of time by teachers, counselors and administrators. Students need to learn life skills, such as how to identify and solve problems, make good decisions, and deal effectively with situations in their lives. Many of these issues are included in the provincial health curricula.
• Counseling records relating to the student that are or may be personal, sensitive or embarrassing to the student • Comprehensive School Counseling: • Developmental approach - provides instruction and support to address students’ developmental needs • Access for planning)
all
students
(individual
student
• Developmental/Preventative counseling as well as crisis counseling • School and community support • Career planning and development • Program management involving consultation, and counseling
coordination,
• Proactive • Goal-oriented • Accountable • Focus on evaluation and change based on student needs
Four Components of Comprehensive Counselling:
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Individual Student Planning – This involves three main activities: individual assessment, individual advisement, and planning. Each students must plan, monitor, and manage his or her learning, personal and career development.
3. Responsive Ser vices– These are activities that meet the students’ immediate needs and concerns. These activities include: consultation (with parents, students, teachers, and other individuals regarding strategies to help students), personal counseling, crisis counseling (for students and families as a short term/temporar y ser vice), and referral/coordination of ser vices. Support– 4. School/Community Activities that establish, maintain and enhance the school counseling program. Including professional development, staff and community relations, consultation with teachers, advisor y council works, community outreach, research and development.
1. Developmental Guidance Instruction – Developmental Guidance instruction is a preventative, proactive process. By providing students with relevant information and skills, in small groups and in classes, school staff can help students understand themselves better and actively facilitate thetir development in all
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Mrs. Mitchell-Flek School Counselling
Camp is
SwW– e e tfor Grade 4’s
This year’s grade 4 classes help pioneer several new Camp Sweet activities. Mixed in with such timeless classics as the Animal Game, Camp Fire and redirecting the Dog Pound Creek were Survivor Science, Math Sequencing and Rambling Rancher. Survivor Science required teams to create a landing pad of natural materials for a raw egg.
Most of the eggs survived the drop! Rambling Rancher was an Alberta western themed orienteering activity requiring teamwork, compass use, acting and throwing a lasso. Here is a small sample of the many memories created by our ranchers, builders, mathematicians and
campers from our fun times at Camp Sweet 2011. Many thanks to Mr. Sweet, Ms. Murray and all our parent volunteers!
John Cadman Grade 4
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Grade 5.4/5.3 Camp Sweet Class 5.3/5.4 went to Camp Sweet on September 17, 2011. It was a fun trip because we played so many games. We also experienced some new things. We did a wetlands study, where we collected creatures from the Sweet Wetland. There were tadpoles, frogs, and snails. There was also some river time, which was made really fun thanks to the grade sevens, who built a dam with a chute to slide through. It was a great way to cool down in the hot weather.
When we got there, we moved into our tents right away. Then we headed up to the tipis for lunch. After that, we had some free time. All of us enjoyed exploring and building forts. After that, we split into groups for activities. Green group went off with Ms. Barnes for nature scavenger hunt. We took so many pictures, that the cameras were three quarters of the way full. The blue group went and played lacrosse. Then we swapped to the other activity. Then we had a half hour of free time. The forts got bigger and we cooled down in the river. We soon headed off for magic spots. The veil of silence was lowered and we headed off. To me, it was the most peaceful time of my life. A half an hour later, we were called
in. Dinner was great! The Burgers were the best. I was starved. Well the clean up group did the dishes, and we had free time. I loved the refreshing sensation of the river. At eight, we had some hot chocolate and got our pjs on. We then went to the campfire. Mr. Sweet is the best guitar player I’ve ever heard. We then had the option to go on the night hike. I was surprised how many went. After that it was lights out. We all woke up to the smell of scrambled eggs and hash browns. We got dressed, and went to the fire. When we were called to breakfast, I was delighted by the taste of the eggs and warmed by the hash browns. After breakfast, we jumped right in to activities. The green group went to the wetland while the blue group listened to a first nations story with Ms. Trinh. After we swapped it was lunchtime. I just love grilled cheese
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sandwiches and tomato soup. Soon it was free time. We went in the river again because it was so hot. Soon, it was time for the animal game! As we headed to the animal graveyard, we all were talking about what we were. When the game started, it was every man for himself. It was so fun running around in the forest. It went by so fast. Soon, we were back in the river waiting for dinner to be ready. The
animal game had made us all hot cracked and we all felt warm and sweaty. It was so nice to and happy as Mr. sweet played have the river nearby. his guitar. Back outside it was getting dark. After the fire, we Finally, it was time to eat. told a few ghost stories then it Everyone had two helpings of was off to bed. beef on a bun. It was so good! We soon started a big game of When we woke up, we heard lacrosse. In the middle of it, I pancakes sizzling. We packed up went and explored the woods. quickly and headed to breakfast. After that, we played another In the middle of free time, I round of the animal game. By smelled something. It was the the time that was over, it was hot chocolate. We were called in lunchtime. We roasted our own and had a snack. Then it was back hot dogs. Then we had one last to the tipis fore the campfire. magic spot before we had to go. We sang so many songs. The fire The bus came and we got on. We had fun but there’s no place like home.
Austin L.– Gr. 5
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Fantastic and fun are just two words to describe Camp Sweet. The Grade Fives looked at exotic landscapes and went to the wetlands. In the morning, we sat by a fire and then ate a delicious homemade breakfast. During free time, we had a dip in the river to cool down.
animal game is an active game about the food chain. If you are a lower animal in the food chain, you have to be really fast to not get eaten or harmed by a cougar, disease, element or coyote.
During our night hike, we howled to the coyotes. We could hear them howling back at us when we were snuggled in our sleeping bags.
That why everyone loves Camp We then had magic spots and Sweet and if you go to Camp free time. Dinnertime quickly Sweet you will know that it is rolled around and we found fun. In the afternoon, we went to the ourselves getting into our forest to play what everyone pajamas and singing campfire Teagan W. and knows - the animal game. The songs. Nicole P.– Gr 5
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Bamfield 2011: Student Work use their wings to escape predators, snapping open and closed to show propel forward. Bamfield was truly a once in a lifetime experience, I made so many memories, and I wouldn’t trade in the experience for anything in the world.”
–Sonja G.– Gr. 9 Reflective Creative Writing… “It was a beautiful Wednesday morning when we went on the Alta. The fresh air and the view of the endless ocean was spectacular, but I found that the best part was seeing the Harbour Seal! Although we didn’t see many, they were amazing. More enchanting than a mermaid they dove down through the waters with “I learned the full impact of the things I great elegance. Their smooth bodies and small dotted learned because I got to watch these things eyes made them look like the faeries of the ocean.” happen rather than just reading about what –Andrea F.– Gr. 9 should happen. Like seeing how scallops use their mouths the same way that birds
“I made a lot of new friends during this trip, so many we have had. If you ask me, “would you go people I had never talked to before, I became closer to again”” – you are wasting your time, the people that I didn’t even know before Bamfield. I will answer will be: “YES!!!” miss Bamfield. I will miss the wind slipping through my –Rocky W.– Gr. 9 jacket, listening to the waves crashing against the shore in the distance. I will miss the laughter and enjoyment www.calgaryscienceschool.com
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Hilarious Haikus From Chelsea M. The Luscious Tumbleweed Blowing in the wind: From Where the Wild Things Are A mind of it’s own
The Wild Kutcher Creative Secret and stealthy The great red hooded bandit Watching intently
*A memorable highlight from Humanities time one night: Mrs. Waite crying and laughing hysterically at this ridiculous haiku! Thank you Chelsea!
*Again, a highlight – ask Mr. Kutcher for a demonstration!
Bamfield 2011: Through the “Newbies” Eyes As a new teacher at CSS, this was my first time going to Bamfield – and I think that at times I was more excited than the students were! It was incredible to be a part of what is central to learning here at CSS: the outdoors, scientific inquiry, and student engagement. I never thought that I would be watching grade nine students designing their own experiments with marine invertebrates, or out on the Pacific examining sea stars from the dredge at the bottom of the ocean, or for that matter, singing songs to retrieve the items that they left behind in a workshop! That being said, I am sure that the students will never forget their moment of redemption – when Mr. H had to sing in his classroom after forgetting his own bag on the bus… Throughout the week students were engaged in workshops and labs of all kinds, from collecting and examining plankton, learning about the adaptations of marine mammals, and discussing the effects of climate change on our Pacific coast, to exploring the rainforest and studying tidal pools (which they then created skits and songs about!). In the evening students had a chance to engage in Humanities workshops that had them writing haikus (some are included here!), 23
creating sketches to help them reflect on their experience, and delving into social issues in the area. I came home with a new understanding of the students that I am so privileged to teach, of the staff that I have the extreme fortune to work with, and the parents who were brave enough to volunteer to spend a week with 92 grade nine students. I will never again listen to “Billy Jean” (now engrained in my mind as “Ane-mo-nee”), practice yoga (“okay everyone, now let’s move into starfish pose”), see a glow-stick (bioluminescence!), or watch Spongebob (not that I watch Spongebob…) the same again. I am extremely grateful that I was able to have this experience to start off my year with CSS, and cannot wait to see what more the year will bring!
--Sincerely, and Anemoney, Mrs. Ivy Waite
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26– Day 1
27– Day 2
28– Day 3
29– Day 4
30– Day 5
1
2
3– Day 6
4– Day 1 VACCINATIONS: ALL GRADE 5'S, GRADE 9 GIRLS TEEN LEADERSHIP PARENT MEETING 6PM SCHOOL COUNCIL MEETING 7PM
5– Day 2
6– Day 3
7 PD DAY SCHOOL CLOSED
8
SENIOR BOYS & GIRLS VOLLEYBALL GAMES 9
10 11 HAPPY THANKSGIVING
16
17– Day 4
23
24– Day 2
30
31 PD DAY SCHOOL CLOSED
CROSS COUNTRY RUNNING MEET 4–6AM
FORGING CONNECTIONS CONFERENCE 12
13
14
15
18– Day 5 SENIOR GIRLS VOLLEYBALL– HOME
19– Day 6 JUNIOR GIRLS VOLLEYBALL– HOME
20– Day 1 SENIOR BOYS VOLLEYBALL– HOME
21 PD DAY SCHOOL CLOSED
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25– Day 3 SENIOR GIRLS VOLLEYBALL– AWAY BOARD MEETING 5:30PM
26– Day 4 BEGINNING BAND CONCERT 7PM
27– Day 5 SENIOR BOYS VOLLEYBALL– AWAY
28– Day 6
29
FALL BREAK
JUNIR GIRLS VOLEYBALL
1
HAPPY HALLOWEEN
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31
1 ORGANIZATIONAL DAY– NO CLASSES
2– Day 1 SCHOOL COUNCIL MEETING 7PM
3– Day 2
4– Day 3
5
LEAGUE VOLLEYBALL TOURNAMENTS
6
7– Day 4
8– Day 5
9– Day 6
10– Day 1
11 REMEMBRANCE DAY SCHOOL CLOSED
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13
14– Day 2 REPORT CARDS GO HOME
15– Day 3
16– Day 4
17– Day 5
18–
19
STUDENT LED CONFERENCE 4PM–8PM
8AM–1PM
20
21– Day 6
22– Day 1 BOARD MEETING 5:30PM
23– Day 2
24– Day 3
25– Day 4
26
27
28– Day 5
29– Day 6
30 – Day 1
DEC 1
2
3
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