Page 1 | January 2014
Volume 5 Issue 8
May 2014
IN THIS ISSUE: From the Headmaster
2
ELT Update
4
May Drama Productions
5
Grade 10 Personal Projects
6
Annual Fund Update
8
Deputy Headmaster Blog
10
Grade 7 Student Achievements 11
CONGRATULATIONS Class of 2014
Convocation 2014
12
Library Update
14
Notes from the Administration
15
Student Achievements
15
Green Pages
18
Around Meadowridge
22
Command Terms
23
Grade 4 Camp Sasamat
24
2014-2015 Gryphon Council
26
Grade 11 Biology
27
MEADOWRIDGE SCHOOL 12224-240th Street Maple Ridge, BC V4R 1N1 www.meadowridge.bc.ca t: 604.467.4444 | f: 604.467.4989 The Meadowridge Mini Gryphon is printed in-house to reduce costs. Meadowridge School is proud to be an accredited International Baccalaureate Continuum World School.
Page 2 | May 2014
m ead owr idge sch o o l
FROM THE HEADMASTER
The Meadowridge Graduation: To Diploma or not to Diploma? The advantages of a Meadowridge Graduation… I was speaking yesterday with a parent about his child, and what might be the best plan for her graduation. This father was in a bit of a quandary, because the IB Diploma did not seem to be the right route for his child. I agreed that it did not seem like the best overall programme for his child and so I suggested a Meadowridge Graduation rather than an IB Diploma. This parent had a sense from somewhere that the IB Diploma for every kid was the intention of our school. It is not. Here is our intention: Our programmes have to fit our kids; our kids do not have to fit a particular programme. There are a few points to remember when thinking about a Meadowridge Graduation. •
The International Baccalaureate Programme is the cake; The Meadowridge Graduation is the icing; the IB Diploma is a candle. Either way, it is an honour!
A student who graduates from our school gets a British Columbia Dogwood Certificate, essentially saying that they have completed a BC Graduation programme of largely Honours courses. For some students who want to complete some or all of first year university, the IB Higher Level courses are an option that we offer. For those who want to demonstrate the strongest University preparation in the world, we offer the full IB Diploma. •
Marks in IB courses have very favourable transfer to percentages, and both can be reported.
I have witnessed parents becoming quite concerned when looking at the IB marks. This past week, we provided our graduating students with their predicted marks. Here are two samples… Notice the percentages and the IB marks. Our students get both IB and regular percentages reported, and can use this in a variety of ways.
Student “A” Transcript COURSE Group
Subject
Level
Grade 11 Final IB Score
Grade 11 Conversion
Anticipated IB Score
Grade 12 Conversion
Group 1
Language & Literature
SL
3
75
4
85
Group 2
Spanish
SL
2
69
3
75
Group 3
History
SL
3
75
3
75
Group 4
Biology
SL
4
85
4
85
Group 5
Mathematics
SL
5
89
5
89
Group 6
Theatre
HL
4
85
4
85
Anticipated Additional Points (ToK and Extended Essay):
N/A
Anticipated Diploma Total Score:
N/A
Student “A” is a Meadowridge Graduation student, taking IB courses, but not a full IB Diploma. Although this student did not quite get an average of 4 (about 3.87) in IB marks, the provincial percentage calculation is 82%, enough for provincial Honour Roll. This student opted not to do a Diploma, so was not required to do the Extended Essay, and was able to choose a more personal range of subjects. This student only has to report provincial percentages, and has obtained an excellent report. The translation from IB marks to regular marks is a distinct advantage.
Page 3 | May 2014
FROM THE HEADMASTER
(Continued)
Student “B” Transcript DIPLOMA Group
Subject
Level
Grade 11 Final IB Score
Grade 11 Conversion
Anticipated IB Score
Grade 12 Conversion
Group 1
Language & Literature
HL
6
95
6
95
Group 2
Spanish
SL
4
85
6
95
Group 3
History
SL
6
95
5
89
Group 4
Biology
HL
3
75
3
75
Group 5
Mathematics
SL
3
75
3
75
Group 6
Theatre
HL
6
95
6
95
Anticipated Additional Points (ToK and Extended Essay):
3
Anticipated Diploma Total Score:
32
Student “B” is a Diploma student. In provincial percentages, the marks translate as 87%. However, because the Diploma marks provide 32 points, the student qualifies for many universities which require greater than 87%. At a number of universities, this student would be given credit for some or all of first-year courses. In this case, the Diploma marks are more beneficial than the percentage marks. What is important, then, is to make a decision on whether it would be better for a student to pursue a Diploma, or to take IB courses which result in a Meadowridge Graduation. The choice is a positive one, regardless of which option is chosen. The Diploma provides some advantages to some students, and the Meadowridge Graduation confers a different set of advantages. Since we have adopted IB courses, our students actually take FEWER COURSES for a Meadowridge Graduation, and have more study time than was the case just a few years ago. •
We will work with families to build the right set of courses for their child; the IB Diploma is only one option.
We want to make sure that each of our kids takes the right set of courses. For some, that may mean a lesser load if they are in very high-level sports. For others, it may mean working to recognize a maternal language. Some students may want a stronger focus on the Arts; others may want to really understand Math and the Sciences. The IB Diploma may not be right for these students, so we can create just the right timetable for them to celebrate their strengths, and still graduate with a significant graduation certificate from one of the best schools in the country, and one of only a few hundred in the world that offer the IB Continuum, ending in an IB Diploma or Meadowridge Graduation. All of our students are IB kids; some finish a course of high school, and some go on to university courses while still in high school. •
Come and meet with us, and let us make sure that we build the right programme for your child.
Our kids are growing into scientists, actors, teachers, lawyers, veterinarians, business people, entrepreneurs, artists, psychologists, and are considering a hundred possibilities. Let us work together to ensure that their path is strong, engaging, and prepares them well…regardless of what it is called! - Mr. Hugh Burke, Headmaster
“Our kids are growing into scientists, actors, teachers, lawyers, veterinarians, business people, entrepreneurs, artists, psychologists, and are considering a hundred possibilities. Let us work together to ensure that their path is strong, engaging, and prepares them well… regardless of what it is called!”
m ead owr idge sch o o l
Page 4 | May 2014
EDUCATIONAL LEADERSHIP TEAM UPDATE Hello Friends and Families of Meadowridge School! Like many of you, I cannot believe there are only three weeks left in the school year. Some important news regarding your school, includes: GETTING READY FOR THE NEXT YEAR This year isn’t even over, but the Educational Leadership Team is working hard to prepare for the next. To note, Mr. Banack and Directors are in the final stages of creating next year’s timetable and teacher room assignments are being solidified. Mr. Donaldson is working with teachers to organize Professional Development activities for June. We have much planned, including a workshop by Dr. Ross Laird on student mental health and addictions, organized by Mrs. Hughes-Grant; a review of growth goals, curricular plans and Command Terms and preparations for “Next Chapter” changes to the MYP. Meanwhile, we are updating the Meadowridge Student Agenda and organizing the New Family Orientation to take place August 28th. CONGRATULATIONS TO OUR GRADUATES On Thursday, May 29th, all members of our community (even those families who don’t currently have a student in Grade 12) were invited to attend convocation. Our first-ever group of Diploma Graduates walked the stage. We are so proud of the 42 students graduating this year. 100% of them are attending post-secondary institutions. Collectively they have gained entrance into 137 world class universities in Canada and across the world. As a group, they are recipients of $637,000 in scholarships and bursaries. We are very proud of our graduates and excited for where they will go and what they will contribute to the world as they write the next chapter in their lives. SMASHED ASSEMBLY FOLLOW UP On Thursday, May 15th staff and students in Grades 8 to 11 viewed a presentation entitled SMASHED by M.A.D.D. (Mothers Against Drunk Driving) about the dangers of driving or being a passenger of those driving while under the influence of drugs or alcohol. The assembly detailed the difficult situations teenagers often find themselves in and outlined specific strategies for keeping themselves and friends safe. To follow, there were video testimonials from those who had lost loved ones to impaired driving. A powerful moment was created when the speaker shared his own story of losing a loved one. After the assembly, students returned to homerooms where they debriefed with teachers. M.A.D.D estimates impaired driving “claims between 1,250 and 1,500 lives and causes close to 64,000 injuries in Canada each year”. It will be no surprise, that both staff and students have their own personal stories. Some of these were shared voluntarily in the safety of homeroom. My thanks to staff, students and parents who helped to provide a safe, caring environment for students. We invite your feedback on the effectiveness of our efforts to provide information so that students and families can navigate these difficult topics and make informed decisions.
Artwork provided by the Grade 3 Spring Gallery!
WHAT’S HAPPENING IN THE NORTH FOREST Of the lush 27 acres of campus we have, approximately ten acres encompass our “North Forest”. The school has yet to incorporate this property from the Agricultural Land Reserve, but we do arrange field trips to the area for students from time to time. Recently, Mr. Burke asked that teachers come together to identify the ways in which this property supports educational programming. A dozen educators from across the school met recently to inventory learning activities supported by the North Forest. We also conducted a tour of the area. Teachers have worked with students to plant gardens, conduct explorations, inventory animal and plant species, take and analyze water samples and inform their math lessons. Likewise, this natural setting provides the perfect backdrop for inspiring writing in journals and novel reading. CONNECTING FUNDRAISING TO THE CONSTRUCTION OF A MYP SCIENCE LAB Make our dreams come true and work with others to help fundraise for the construction of an instructional space that will support the exploration of the Sciences in Grades 6 to 7 and beyond. Recently, the ELT met with our Advancement Team and teachers to share proposals for classroom design, discuss learning possibilities arising from this space and its connection to the support of world class instructional programming across the school. On June 7th we invite you to our Annual Fundraising Golf Tournament. All funds raised from this event will go to this project. TEACHER TRAINING UPDATE Six DP teachers have been trained as examiners (6 out of 17 – 35%) and are therefore on the cutting edge of changes and expectations within their subject areas. This knowledge will lead to a great advantage for students. During June PD, we will be looking at aligning BC Curriculum outcomes with DP so that transfer credit is easier. Time will also be spent creating IB Unit Planners. - Mr. Jason Parker, Deputy Headmaster
Page 5 | May 2014
MAY DRAMA PRODUCTIONS PYP Presents: The Jungle Book
MYP Presents: Pressure MYP Drama students presented Pressure, a candid play which showcased an uncompromising look at the pressures youth face, with no easy answers or neat and tidy endings. - Mrs. Danielle Donovan, MYP Teacher
PENNY Camryn S. (Grade 7)
ALEX Shubeg D. (Grade 6)
TERA Vanessa L. (Grade 7)
KYLIE Claudia M. (Grade 6)
Penny, along with her ever-present clipboard, does everything she can to look good on her college applications, including organizing the Spring Formal and keeping her grades high enough to fulfill her parents’ expectations and win a scholarship.
Alex, a new immigrant learning English so she can get a job and support her sick mother and two younger siblings, tries to gain friends by learning jokes, which she tries out on her only friend Ally (Severine T., Grade 7, left).
Tera is new in school and trying to find where she fits in. After being warned by Amy (Nicole S., Grade 6, left) that her date to the dance might have an ulterior motive, she struggles to make a decision about what to do with the knowledge.
Kylie wants to be a stuntwoman but her parents (Nicole S., Grade 6 and Daniel O., Grade 7) pressure her to choose an academic path like her older brother.
Page 6 | May 2014
m ead owr idge sch o o l
GRADE 10 PERSONAL PROJECTS
Congratulations!
Page 7 | May 2014
GRADE 10 PERSONAL PROJECTS
(Continued)
THIS YEAR’S PROJECTS Thank You for the Music Chloe Y.
Building a Strut Bar Owen K.
Learning Computer Programming Cameron B.
Smoothie Recipe Book Hannah W.
Making a Scale Model Johnny Z.
Handcrafted Longboard Sam G.
Learning Computer Programming Nathan H.
Confidence Campaign Poppy W.
Designing an Outdoor Classroom Seerit H.
Wireless Electricity Thomas B.
Creating a Family Recipe Book Chloë W.
Writing and Producing My Own EP Frances M.
Building a Half Stack Guitar Amp Sean T.
Solar Power Frank S.
The Pater Family – a History Joanna P.
Cake Business: Napoleon’s Cakes Jessica B.
Color Tones of Photography and Effect on One’s Feeling
Soap Making Kaitlin H.
Scarves for Charity Joyce K.
Re-Decorating My Bedroom on a Budget
Bob C.
Painting Shoes Emilee L.
Diabetes Explained Amanda B.
Erika D.
Soccer Video Lachlan N.
Perceptions of My World Robert R.
Decals Riley J.
Creating Digital Art Ralph P.
Manga Mark C.
Creating Electronic Music Cullen J.
Building a NBA Basketball Hoop Khushbash D.
How Do Our Fears Change As We Age?
Building an Electric Guitar Brandon J.
Colin G.
Creating a Dress Alexa T. Constructing a Pancake Tutu Eleanor M. The Running Project Claire B. Learning How to Do Henna Mehima K. Psychological Impact of Rape Jasmine C. Wilderness Survival Joseph B. Bat Houses Kevin R.
Learning How to Use Blender to 3D Animate Timothy X.
Cookbook for the Home Cook Eugene I. Training for Basketball Jason B.
My Transition from Provincials to Nationals in Gymnastics Ellie D. How to Interact and Communicate With Others by Learning the Russian Language Vienna K.
Page 8 | May 2014
m ead owr idge sch o o l
Mr. & Mrs. Kevin & Tracey Kennedy Dr. Seoung Joon Kim & Mrs. Inhwa Sung Drs. Murthy & Anu Korada Mr. & Mrs. Al-Karim & Zain Lalji Drs. Ockie Lampen & Kathy Robson Mr. & Mrs. Manuel & Virna Lau Mr. & Mrs. Tom & Rhonda Laurie Mr. Daniel Le Page Anonymous
Mr. Tao Zhou and Ms. Chao Gao
Anonymous
Drs. Joe & Diana Germain
Mr. Ke Bai & Mrs. Ye Hu
Drs. Deepu & Reena George
Mr. Tim Coleman & Miss Tessa Bainbridge
Mr. Bob Gill & Mrs. Diana Carwithen
Mr. Feng Qin and Ms. Hua Bai
Dr. Kavyan Ashnaei & Mrs. Maryam Heydariarabloo
The Barber Family
Mr. Kenneth Go & Mrs. Connie Chow-Go
Mr. & Mrs. Randy & Leslie Bargen
Mr. Steve Guo & Mrs. Yun Wei
Mr. & Mrs. Chris & Jodi Barrass
Dr. Daniel Gouws & Mrs. Kimberley Buchanan Gouws
Mr. Christopher & Mrs. Lisa Begg Mrs. Kristal Bereza Dr. Michael Orser & Ms. Christine Bickle Prof. Nicholas Blomley & Ms. Jessie Hill Mr. Rhys Clarke & Mrs. Julie Bournival The Brookshaw Family
Mr. & Mrs. Alan & Marlene Graveson Mr. & Mrs. Warwick & Carolyn Green Mr. & Mrs. Craig & Natalie Gunning Mr. Xiu Kang & Mrs. Baowei Yue Halpern’s Limited Mr. Lianjie Zu and Ms. Bo Han
Mr. Hugh Burke & Ms. Eva Boyd Mr. Antonio de Oliveira Jr. & Mrs. Amanda Casanova
Mr. & Mrs. Richard & Tammy Haywood Mr. & Mrs. William & Leona Healy
Mr. Lance Leger & Ms. Sarah Ward Mr. & Mrs. Darrell & Kim Lester Mr. & Mrs. Sean & Kara Lisik Dr. Jun Liu & Mrs. Xiao Wei Zhan Mr. & Mrs. Yang & Xiaoping Liu Mr. Daofeng Liu & Ms. Quming Chen Mr. Hai Qing Liu & Mrs. Lie Jing Gu Mr. Federico Lopez & Ms. Claudia Martinez Ms. Xiao Hong Zhou Mr. Wenping Luo & Mrs. Juana Zhu Mr. Jack Ma & Mrs. Helen Shao Drs. Samir & Sangita Malhotra Mr. & Mrs. Robert & Shirley Brunetta Mr. Jamie Marriott Mr. Gareth Mason & Ms. Carolyn Treger Mr. John McLaughlin & Ms. Cheryl David Ms. Sherrie Metz Ms. Christy Mooney
Mr. & Mrs. Cherokee & Joyce Chamorro
Mr. & Mrs. Don & Linda Hincks
Mr. Jun Chen & Mrs. Zhe Zhou
Mr. Patrick Ho & Ms. Dawn Feng
Mr. Gang Chen & Ms. Linda Li
Mr. & Mrs. Paul & Christine Holtved
Mr. Richard Choi & Mrs. Angie Lee
Ms. Cindy Hops
Mr. Roy Choi & Mrs. Jeong-Mi Ryu
Mr. Wayne Huang & Mrs. May Yan
Mr. & Mrs. Patrick & Barbara Niwa
Mr. Mark Conaghan
Mr. Mark Grant & Mrs. Carrie HughesGrant
Mr. David Noble Ms. Toni Perretta
Mr. Richard Hui & Ms. Stephanie Lee
Ms. Angela Pallister
Dr. Geoffrey Hutchinson & Dr. Sarah Charney
Mr. Jason Parker & Mrs. Nancy Vertel
Mr. & Mrs. Jeff & Katherine Crawford Dr. Malcolm Crozier & Mrs. Alicia Osorio Bustos Mr. Clinton & Mrs. Michelle Denesiuk Mr. Avio Diniz & Ms. Patricia Lapointe Mr. & Mrs. Matthew & Wendy Dockerty Mr. Terry Donaldson
Mr. John Hwang & Mrs. Catherine Kim Mr. & Mrs. Ty & Jadina Irving Drs. Sriram & Mahalaxmi Iyer Mr. Zhihu Jia & Mrs. Xiaosheng Wang
Dr. & Mrs. Arash & Sanaz Soufi
Mr. Peng Han & Ms. Guo Hua Luan
Dr. & Mrs. Bill & Barbara Durno Mr. Bradley Senner & Ms. Tanya Cloete Jay Fraser
Mr. Jingquan Lin & Ms. Lu Li Lee Mr. Jingsong Niu & Mrs. Jing Wen Ms. Lynelle Johns
Mrs. Hallie Fraser Mr. & Mrs. Sam & Yamini Gandesha
Mr. & Mrs. Bruce & Judy Johnston
Ampersand Advisory Group Mr. & Mrs. Skigh & Vanessa Murray Ms. Danielle Noël
Mr. & Mrs. Terrance & Moira Passley Mr. & Mrs. Philip & Nicola Pitzey Mr. & Mrs. Igor & Katerina Pogrebinsky Mr. Han Qian & Ms. Sha Tao Mr. Raymond Qu & Mrs. Hui Huang Mr. & Mrs. Sheetal & Seema Rawal Mr. George Read & Ms. Fay Kingwill Mr. Quan Ren & Mrs. Lin Wu Dr. John Reynolds & Dr. Isabelle Côté Mr. & Mrs. Shawn & Jada Sawatzky
The above donors are recognized for their gifts to the Annual Fund as of May 28, 2014.
Page 9 | May 2014
Mr. Karsten Scharf & Mrs. Oksana Novakovska Mr. & Mrs. Aaron & Pamela SchultzLessing Mr. & Mrs. Michael & Chantal Schutz Ms. Jennifer Maynes Dr. & Mrs. Allen & Rosie Shen Mr. & Mrs. Gurjit & Parneet Sidhu Mr. & Mrs. Justin & Jennifer Simpson Dr. & Mrs. Matthew & Masumi Smith Mr. Troy Sobotka & Ms. Andrea Frisby Mr. & Mrs. Dennis & Norma-Jean Spika Mr. & Mrs. Scott & Yoshimi Spurgeon Mr. Kevin Sun & Ms. Feng Li Mr. Kefei Tan & Mrs. May Guo Mr. & Ms. Peter & Alison Thompson Dr. Amrik Tung Mr. & Mrs. Julian & Marilyn Turner Mr. & Mrs. David & Lyn Tyler Dr. & Mrs. Hanif & Sophie Ukani Mr. Steven Jang & Mrs. Nikki Lee Ms. Michelle Vally Mr. Xuesong Wang & Mrs. Mingxia Zhang
Ms. Tamara Warner Mr. & Mrs. Matthew & Jennifer Watt Mr. & Mrs. Rick & Susan Waugh Dr. & Mrs. Lawrence & Tracey Welsh Mr. & Mrs. William & Kimberley Weselowski Ms. Samantha Coates Mr. William Wong & Ms. Tina Lee Mr. Yongmin Wu & Mrs. Lily Huang Mr. Zhao Bo Xin & Mrs. Wen Wen Wang Mr. Feng Xu & Mrs. Shuo Chen Mr. Patrick Xue & Ms. Lucy Qiu Mr. Zitao Ye & Mrs. Jenny Lu Mr. Bing Yin Tam & Mrs. Rui Lan Wu Mrs. Hwa Youn Cho Mr. Xiaoping Yuan & Ms. Hongli Gong Mrs. You Ying Zeng Mr. James Zhang & Mrs. Yvonne Wei Mr. Yong Zhang & Mrs. Wenqing Chen Mr. Shanhai Zhao & Mrs. Li Wan Mr. Peng Fan and Ms. Ning Zhao Ms. Gilda Zivec Mr. Li Zuo & Mrs. Ann Yi He
T hank You!
annualfund@meadowridge.bc.ca
Page 10 | May 2014
m ead owr idge sch o o l
DEPUTY HEADMASTER BLOG
Student Reflections After Successful Completion of the Diploma Programme
Forty-two students in the IB Diploma Programme are about to graduate. They are our first cohort to do so. As an IB World School we offer all three programmes (PYP/MYP/DP) and so having our first graduates complete DP is a culminating moment. Given the rigours of the programme and the fact that we have not walked this path before, there has been some nervousness. Teachers were anxious about ensuring their students’ success on exams they didn’t create themselves. In DP, final exams are typically worth 50% to 80% of the final mark. Some parents wondered if their children were capable of responding well to the demands of the programme. Myths persist that IB is only for “geniuses”. Students who have yet to enter DP, wonder if they have the talent and commitment required to be successful. At the time of writing, graduates themselves were in the throes of living the experience and had much to say about the realities of surviving and thriving in DP. To get a sense for how students were doing, I spent a morning shadowing Nicole in Grade 12, interviewing Seniors and seeing their classes in action. We began our morning with Mr. Kennedy in History. Class activities were typical. Students were preparing for an exam by creating thought-webs on Fidel Castro. After, they engaged in a review activity. What I found impressive, however, was the degree to which students were able to articulate balanced perspectives on complex issues, defend their views and draw upon a deep understanding of history. Students were not only able to demonstrate a mastery of the Cuban revolution, but compared and contrasted elements from other totalitarian regimes, including Stalin’s Soviet Russia and Nazi Germany. Reflecting on my own preparation, it was my impression that the quality of discussion and depth of thought rivaled typical university settings. The list is incomplete, but some of the advantages of DP, include: HOLISTIC PREPARATION Students receive a balanced education, having to take a series of courses from across six subject-areas, including: Language & Literature, French or Spanish, Individuals & Societies, Experimental Sciences, Mathematics & Theatre/Visual Arts. At the same time, they
“What I found impressive, however, was the degree to which students were able to articulate balanced perspectives on complex issues, defend their views and draw upon a deep understanding of history.” are able to specialize according to their interests, given three of the six subjects are studied at Higher Level (240 hours of instruction) and three at Standard Level (150 hours of instruction). Theory of Knowledge and early preparation from MYP/PYP align with the philosophy of connecting knowledge across content-areas where possible. GLOBAL ASSESSMENT STANDARDS One of the emerging challenges of the personalization agenda is in establishing the relative value of academic programming across systems. As ministries come to grips with the costs of marking external evaluations and the sometimes distractive powers of preparing for high-stakes tests, such assessments are less fashionable. For many, the freedom to explore and invent one’s own educational pathways is tempered by a desire to establish recognizable criteria for success and a credential that will aid students in their future. What students will know is prescribed by a globally-standardized curriculum. Students complete final exams that are valued at 50% to 80%. These marks are externally assessed. This model ensures that what your child knows is assessed not only in relation to others students in the class or across the province, but in relation to students from across the world. HOW THE CORE INFLUENCES LEARNING The core sets students up to be life-long learners, who contribute to a better world and are better prepared to both enter university and survive its rigours. Theory of Knowledge helps students understand intellectual bias, as well as, how they engage in the world and construct meaning themselves. The metacognitive skills they develop help them to be more reflective learners. Creativity, Action and Service requirements for graduation mean that students take their learning from theory to action as they interact with the world in meaningful ways and attempt to bring about positive change. Having to develop in-depth understanding of a topic of personal interest
Page 11 | May 2014
When assessing the challenges of DP, both students spoke of expectations from parents and misconceptions about how IB marks convert to traditional percentages and letter grades. Likewise, having to take classes across six subject areas requires students to build skills across areas that they might find challenging. “Expectations for yourself in classes is a challenge. It’s hard to accept that you won’t be perfect in every single subject-area. Given the standard, you can’t be perfect in all subjects.”
as part of their Extended Essay, students have an opportunity to explore learning passions and develop their own expertise. At the same time, they hone the research and writing skills required to excel in a post-secondary learning environment. Interviewing students about what was required to be successful in DP, they shared that one was required to be more organized and, indeed, put in a lot of effort. In Nicole’s own words, “It’s very important that you meet deadlines and spread out your work so you have time to do well on key assignments. Use your paper agenda and phone to get yourself organized. Many of your assignments cannot be done the night before.”
Despite the difficulties of balancing homework load and doing well across diverse subject areas, both Nicole and Rijk, felt that DP was providing them with exemplary preparation for post-secondary success. In Nicole’s own words, “It has prepared us very well academically. It gives us independence and we have developed responsibility for ourselves. We don’t get chased around to get work done. It’s our own problem. Our work prepares us for university. We write university-level essays and labs.”
While she admitted school had to be a priority in her life in order to be successful, Nicole thought it was important to not let study take control of your entire life. In order to stay balanced, Nicole carved out time for those things that helped her recharge, stay happy and motivated. “Don’t let go of your extra-curriculars, but realize that you won’t be able to do everything. Just doing school work will burn you out. Life outside of school gives you perspective.”
If you review the accomplishment of our first DP graduating class, there is strong evidence that all students are capable of completing the DP and that it prepares them well for university acceptance. 100% of our 42 graduates will go on to post-secondary education having gained acceptance into 137 high-calibre universities from across Canada and beyond; 30 of 42 students were admitted to their first choice. Collectively they have earned $637,000 in scholarships and bursaries.
Another graduate, Rijk felt that prior study in the MYP was helpful in providing a good foundation for success and the work ethic required to excel in the DP. In terms of difficulty, he felt that “anyone could do the programme” if they were motivated and organized. “People like to blow up the difficulty of the programme,” he said. He felt that if you “work well with your time and don’t procrastinate you will be successful.”
- Mr. Jason Parker, Deputy Headmaster
STUDENT ACHIEVEMENTS GRADE 7 student achievements 1
2
5
6
Thank you to Mrs. Karmali for compiling our Grade 7 achievements!
3
4
1.
Three Meadowridge students participated in the Vista 5K and all three won medals in their divisions! Ethan E. (Grade 7) won 1st place, Sam R. (Grade 7) won 3rd place and Tori F. (Grade 7) won 1st place.
2.
Erika G. recently competed in the Pacific West Dance Competition and placed 1st in Kahiko Hula (traditional chant/dance). She was subsequently presented with a trophy and bursary for ‘Most Outstanding Kahiko’.
3.
Inara K. competed in the Nor Westers track meet and won 1st place in the 200m and 2nd place in the 100m!
4.
Curtis F. was awarded with his Black Belt for Sun Hang Do Martial Arts.
5.
Swaraj A. was the sole recipient for the ’Male Sportsmanship Award’ during the recent BC Winter Games. Swaraj won for his attitude towards karate!
6.
Nicole E. was awarded 3rd place for 3’ Jumpers at the Thunderbird Season Opener.
m ead owr idge sch o o l
OUR FIRST GRADUATING DP STUDENTS
Page 12 | May 2014
Page 13 | May 2014
Mehar K. Queen’s University Accelerated Route to Medical School The Queen’s University Accelerated Route to Medical School (QuARMS) is the only programme of its kind in Canada and is offered to only ten applicants per year. The programme allows students who are accepted to take a shortened, two-year undergraduate degree with direct entry into Queen’s Medical School. To be considered for the QuARMS programme, students must apply to the school, meet the admissions requirements and be nominated for the Chancellor’s Scholarship. Of the students who meet the QuARMS requirements, the pool is narrowed to 300 nominees and after thorough interviews, 40 are selected. From the 40 students, only 10 are accepted into the QuARMS programme. Our very own student, Mehar, was one of the few, outstanding students accepted into this exclusive programme. Congratulations Mehar! Look for interviews with Mehar and Genevieve, along with some of our other 2014 graduates, in this year’s Talon!
Genevieve R. Parliamentary Page Program at the University of Ottawa Each year, the Parliamentary Page Program welcomes only 40 students from across Canada to work as Pages in the House of Commons. To be accepted to the Page Program, applicants must meet the rigid demands of the application process: students must have a high academic average, be fully bilingual in both official languages and be accepted into one of the Universities in the National Capital Region, meeting all the criteria of the University admissions as well. We are proud to announce that Genevieve was one of the 40 students to be accepted this year. Genevieve will be attending the University of Ottawa, completing an Honours Bachelor of Arts with a specialization in English while working in the prestigious Page Program. Congratulations Genevieve!
42 Outstanding Graduates 137 Post-Secondary Acceptances Over $637,000 in Scholarships and Bursaries The Meadowridge Class of 2014 has been accepted to the following post-secondary institutions: CANADIAN Acadia University Art Institute of Vancouver Bishop’s University Douglas College Emily Carr University George Brown College King’s University College Kwantlen University Langara University McGill University Mount Allison University Ontario College of Art & Design Queen’s University Queen’s University (QuARMS) Quest University Canada
Ryerson University Simon Fraser University Thompson Rivers University Trinity Western University University of British Columbia University of Calgary University of Guelph University of Guelph-Humber University of Ottawa (Parliamentary Page Program) University of the Fraser Valley University of Toronto University of Victoria University of Waterloo University of Western Ontario York University
AMERICAN Caldwell College California Polytechnic State University Hofstra University Howard University Pennsylvania State University Saint Louis University University of Connecticut INTERNATIONAL St. George’s University London College of Communication University of Dundee University of the Arts London (Central Saint Martins)
Page 14 | May 2014
m ead owr idge sch o o l
LIBRARY UPDATE Scholastic Book Fair
Our Library was pleased to hold our second annual Scholastic Book Fair. While the book fair provided an exciting opportunity for students to buy new books, it was also a fundraiser for the Library. With the fair sales totaling over $5,200 the school earned over $2,900 in free books. We have refreshed our collection with a mix of non-fiction, Junior and Young Adult fiction. Watch for these books on display in the weeks to come! The book fair would not have been possible without a committed and enthusiastic group of volunteers. We are very thankful for the parents who helped to set up and run the checkout desk, the MYP students who were personal shoppers and assistants, and our anonymous Geronimo Stilton mascot. Congratulations to Alyssa U. (Grade 4) for winning the door prize which included a $25 shopping spree for herself and a $25 shopping spree for her teacher, Ms. Lum. As well, congratulations to Rabin M. (Grade 5) for guessing the number of fishy crackers in the bowl. - Mrs. Heather Nicholson and Mrs. Christal Storgaard, Teacher-Librarians
Thank you! May Book Donations
Aaqeel K.
Ty B., Dedicated to Masi Ji Parm (Samra)
I Love Ugali and Sukuma Wiki
Treasury of Egyptian Mythology
Page 15 | May 2014
NOTES FROM THE ADMINISTRATION Student Uniform: Pants, Shorts and Sunny Weather
We appreciate the effort of families to support and follow school policy so that we can provide an environment where students learn and play comfortably. Recently, the school was asked to clarify uniform policy regarding whether or not students were allowed to wear shorts on Mondays and Fridays prior to June. The answer is “no”. The policy is… •
Students are allowed to wear shorts with No. 2 uniform from April 1st to Thanksgiving.
•
Students are allowed to wear their shorts with No. 1 uniform in June and September only.
The intention is to balance the comfort needs of our students while maintaining a formal appearance on those days where important events, like assemblies and school tours, are underway. Given this rationale, we ask all students (even our youngest) to be in No. 1 dress every Monday and Friday and even for special events like Convocation and at Year End Awards Ceremonies on Thursday, June 19th. Typically, weather is mild between April and June and we believe it reasonable to have students wear pants twice a week. Summer does not begin officially until June 21st. Bear in mind, however, that if weather prior to June is unseasonably hot, the administration will waive the requirement for pants on Mondays and Fridays. Stay tuned for communications through your Grade Rep or the Mini Gryphon. Our goal is not to make wearing the uniform a "punishment" and we respect feedback from all members of our community in regards to Student Dress Code. Mr. Banack and the Student Uniform Committee have been asked to review our dress code policy and to address inconsistencies in the code, simplify it and seek feedback from parents, students and teachers about the code and whether it meets the needs of our community. We recently sent out a survey in which feedback from 126 respondents was collected and is currently being considered. For the time being, the committee (of which five out of nine members are parents) has ratified our current code. It continues to be reviewed. There is, in all of this, a tension that often creates frustration. We ensure our children take part in school routines (regardless of personal preference) that connect them to the entire community and build their sense of belonging to a special place for learning and living. The student uniform is central to this. At the same time, we understand that we don't want to send our children to school knowing they will be overly uncomfortable.
Dot Painting Artwork provided by Grade 9!
STUDENT ACHIEVEMENTS Jack D. (Grade 5) Tennis Jack was awarded with a trophy as a finalist in the Great West Fitness Spring Compass for Boys Under 12 Singles Tennis!
Caleb D. (Grade 4) BMX Caleb is ranked first in two seperate BMX rankings and sixth in the Canadian National BMX Ranking. Caleb was even recently featured in a BMX magazine, Rush!
Page 16 | May 2014
m ead owr idge sch o o l
STUDENT ACHIEVEMENTS
(Continued)
Eight Students Qualify for the Provincial High School Track & Field Championsip For those that aren’t aware we sent 34 high school athletes to the Upper Fraser Valley and from there we had 12 athletes qualify to advance and move on to the Fraser Valley. The Fraser Valley is a massive zone, by far the largest in the province, the top eight in each event move on to the Provincial High School Track and Field Championship. Good luck to Thomas L. (Grade 12), Liam W. (Grade 12), Alexandra W. (Grade 11), Nicholas H. (Grade 12), Ryan C. (Grade 12), and Josh L. (Grade 12) in representing the Meadowridge Gryphons at Provincials at the end of May.
Provincial Qualifying Athletes and Events Thomas L. Senior Boys High Jump (highest jump cleared in competition this season 1.75m) Liam W. Senior Boys 100m (fastest competition time this season 11.28 seconds) Senior Boys 200m (fastest competition time this season 23.26 seconds) Senior Boys 4 x 100m Relay (team ‘anchor’) Alexandra W. Senior Girls Long Jump (longest jump in competition this season 4.61m) Meadowridge Senior Boys (Liam W., Josh L., Nicholas H. & Ryan C.) 4 x 100m Relay (fastest competition time this season 46.42 seconds) There was a total of five Meadowridge track records broken at the high school level this year by a group of five athletes. Three were individual records and two were in relays. One student was involved in four of them and another student was involved in three of them! Way to go Gryphons! - Mr. Scott Spurgeon, Director of Athletics
Bob C. Achieves Marksmanship Level in Sea Cadets
Senior GVISAA Badminton Finals
Bob C. (Grade 10) has been a member of the Royal Canadian Sea Cadets for three years; as a member, Bob has had the opportunity to learn the essential skills to be a strong leader and has learned naval drills such as tying knots, naval communications, sailing, shooting and more! Bob is currently a Master Seaman and, as part of his rank, Marksmanship is an additional level to be achieved. Bob explains, “There are four levels of Marksmanship, Level 4 is the hardest to get.” Bob achieved Level 4 Marksmanship through precision pellet shooting. Congratulations, Bob!
Karmali Family Achievements | Hockey & Soccer
Zain K. (Grade 9) was selected to play for the Renegades Rep Ball Hockey Team and will be representing Ridge Meadows in the Western Cup Championships against teams from the Western Provinces. Meanwhile, younger brother Imran K. (Grade 6) has been selected for the U13 West Coast Division 1 Soccer (Gold) League! Way to go!
Congratulations to our team comprised of players from Grades 7 to 12 who represented the Meadowridge Seniors at the GVISAA Finals; the team placed Third and earned the trophy for the Most Sportsmanlike Team!
Page 17 | May 2014
STUDENT ACHIEVEMENTS
(Continued)
Concour d’art Oratoire Early in the month of May, four of our Meadowridge students represented our school at the provincial Concours d’art Oratoire 2014. Yannie L. (Grade 9), Ellie M. (Grade 10), Jennifer A. (Grade 11) and Victoria H. (Grade 12) demonstrated fantastic public speaking skills, creativity and confidence speaking French. This year, almost 10,000 students in British Columbia and Yukon took part in this event, and in a very tough competition, Ellie M. won a silver medal! Please congratulate all four ladies for an outstanding performance and enthusiasm in learning the French language and promoting French culture. - Mrs. Katerina Pogrebinsky, MYP/DP Teacher
Yannie L. La Barbie Fabuleuse Eleanor M. La Fin du Monde Jennifer A. Histoires stéréotypes de Films Hollywood
Félicitations Eleanor!
Victoria H. Les Médias Sociaux
PYP Cross Country Meet After running many laps around the front field training for the big race, students in Grades 1 to 4 were ready to take part in the School District 42 Primary and Intermediate Cross Country Meets in late April. The younger grades ran a 1 km race around Albion Sports Field and the older students ran 2 km at Alouette Lake. There was a lot of strong competition from other schools in the district. Congratulations to all the runners for taking part. All participants received a ribbon and those runners who came in the top 25 received a special ribbon. - Mrs. Nicola Pitzey, PYP Teacher
Grade 1 Girls Vanessa M. (7), Ava E. (11), Katelyn A. (12), Ruby B. (13), London M. (18), Eliza S. (21), Taylor D., Maya B., Anika I., Julin L., Natalia P., Aliyah M., Rebecca C., Annika C., Diya D., Abigail O., Averena L., Maya S., Keya P., Kayla P., Sarah M., AnnaBella W., Dylan D., Jesen S. Grade 1 Boys Heath H. (7), Krish S. (14), Nikolas H. (19), Philip A. (21), Rockford F., Liam B., Andy X., Simon G., Jaitan M., Ethan H., Hari B., Gary B., Ryan F., Joshua L., Samrath S. Grade 2 Girls Anna S. (2), Mackenzie H. (3), Keryme M. (9), Ava H. (19), Svea S. (20), Sofia P., Vylet S., Julia Z., Madisyn M., Ellie R., Gracie P., Amelie B., Shaana P., Megan L., Brooklyn C., Holly H. Grade 2 Boys Sam P. (7), Matthew D. (10), Omer W., Ashwin K., Aaqeel K., Carter G., Owen S., Yilu G. Grade 3 Girls Sabrina F. (11), Alina C. (14), Sawyer M. (15), Kaylyn B. (23), Anika F. (25), Sarayu N., Cooper J., Isabella Z., Sofia P., Jessica S., Jade S., Sharlene S., Natalia P. Grade 3 Boys Jerome Y. (14), Jasper Y. (17), Brendan A. (21), Rahul M. (23), Rain Z. (25), Ty B. Grade 4 Boys Joel O. (24), Aston G., Daniel W., Ali W.
Page 18 | May 2014
Mea d ow r idge Sch o o l
greenPages Life Ethics from Nature
One of my Grade 3 students asked me the other day in the North Forest, "Mr. Willms, why do you love nature so much?" It caught me a bit off guard because I know that I love nature, but I have rarely expressed that love in words. As I gathered my thoughts, I explained to the group of students, that had now gathered around me under our meeting spot (the Western hemlock that welcomes people into the North Forest) that, "I love nature because it is the one place that I feel calm and it always has some sort of mystery, a story, something new for me to discover and experience." I was a bit disappointed in myself that my students did not know why I loved nature so much and I began to wonder, that if many of my students do not understand my passion for nature, I am sure that many of their parents (and parents of previous students), probably do not know why I value environmental education with such high esteem. The following is a piece of my nature journey so far, and how its ripples of discovery and experience have shaped me as a person and as an educator.
"I love nature because it is the one place that I feel calm and it always has some sort of mystery, a story, something new for me to discover and experience." I grew up on the east end of Abbotsford and the house that I lived in for almost 20 years was one of the first in a newly developed subdivision. There were numerous empty lots for me to hack out blackberry-thicket forts, climb towering cedar trees and build dirt jumps for my BMX bike. But the one place that I treasured the most was “the creek”. To this day, if you mention the creek around my family we are all immediately transported to Stoney Creek which was about a two minute stroll along the cat-walk and down the stairs. At the creek I poked enormous, dead, spawned Chinook salmon with sticks, I hung over rocks and watched the newly hatched fry dart around, I experienced the piercing cold spring run off sneak over the tops of my gum boots, the smell of freshly cut elderberry (smells like peanut butter) to clear a spot for my fort and I felt the bite of stinging nettle on my legs. I feel that the growing disconnect between nature and humans in our ‘developed’ world has devalued these types of childhood moments to just experiences that do not equate to valuable learning.
I believe that my childhood and the rich experiences that I had are when my intrinsic (belonging to the essential nature of a thing) value for nature and the environment started to develop To explain this I will use the simple analogy of a human-to-human relationship. If two reasonable strangers are placed in a room and are told to care for each other they will most likely do their best to make small talk and be polite. However, odds are that these niceties will eventually run out, that is unless they are able to develop more meaningful and personal conversation; which would begin to develop an intrinsic value for each other. It is this type of relationship, between nature and humans, that is sadly lacking in our Canadian society (our Western society for that matter) and we find ourselves amidst environmental exhaustion and devastation because many people do not genuinely care for the earth that we depend upon for life. The world that we share is unimaginable and I long for students to be able to engage the beauty and wonder that it is, not just what humans have ignorantly manipulated it to be. That said, I am thrilled that Meadowridge has purchased and is beginning to open up the North Forest as a place to experience the natural wonder and beauty nature offers. I care about recycling, shrinking my carbon footprint, using less plastic, eating local products and growing my own food because I intimately know what I am trying to preserve and sustain for the present and future generations. I believe that Meadowridge students ought to develop this intrinsic connection to nature as a significant part to them being able to holistically, “Live well, with others and for others, in a just community.” - Mr. James Willms, PYP Teacher
Page 19 | May 2014
Grade 5 in the Garden With shovel, rake and pail in gloved hands, the Grade 5 students headed over to the North Forest. Our goal… to grow succulent and hearty vegetables for our PYP salad bar and have a better appreciation for nature in our own backyard. It was a beautiful sunny day to observe wiggling worms, scrambling spiders and buzzing bees. First, we used our tools (thank goodness!) to yank all the unwanted deeply rooted weeds to prepare our soil beds for the delicate process of seeding. We hope to grow pumpkins and zucchinis this May… yum! Our weekly visits are timely as they connect with our current Grade 5 Unit of Inquiry, Sharing the Planet. - Mr. Avio Diniz, PYP Teacher
Grade 4 Releases their Classroom-raised Salmon In January, 55 chum salmon eggs were delivered to our classroom. We were really excited to learn and follow the life cycle of the salmon. When we saw them hatch it was an amazing experience. We were very fascinated to see and learn about this alevin stage of the salmon life cycle. We couldn’t wait until they turned into fry! There were two tests that we did to monitor the water, pH and ammonia test. We learned more and more about the salmon throughout the year. We all had a turn at feeding the fry and we could see our fish grow larger each week. On May 16th, it couldn’t have been a better day to release our fry because it was Fryday. Fifty-four out of the 55 salmon were going to be released. Only one salmon egg didn’t hatch. It was very exciting, but we were sad to release the fry because we had formed a connection with them. We each had an opportunity to release our fry into Kanaka Creek. We watched the fish swim away into their natural habitat. We hope that all our fish will survive and return back to spawn three years from now. When we returned from the field trip to Kanaka Hatchery, we discovered that we had left one behind in the classroom fish tank! Thank you to Mr. Guo for returning to the hatchery to release our last salmon. The Salmonoids in the Classroom project will be something we will fondly remember about Grade 4. - Mrs. Connie Chow-Go & Mrs. Audrey Lum, PYP Teachers More Pictures on Page 20!
Mea d ow r idge Sch o o l
greenPages
Grade 4 Releases their Classroom-raised Salmon (continued)
Page 20 | May 2014
Page 21 | May 2014
Grade 10 Greenhouse Experiments
In the Greenhouse
The students in Grade 10 Science are in the process of designing and implementing a lab as part of the Ecology Unit. They are investigating a factor that will affect the growth of plants. The students have been given radish seeds that they planted and placed in the greenhouse. Once the seeds have germinated, they will apply their factor and conduct the experiment. The factors range from toxicity to varying the wavelengths of light. - Mrs. Deepti Rajeev, MYP Teacher
650 The number of plants that our Diploma Programme Year 1 students will grow this year in the new greenhouse.
Page 22 | May 2014
m ead owr idge sch o o l
AROUND MEADOWRIDGE Grade 9 Design and Build their Own Rube Goldberg Machines A Rube Goldberg machine is a complex device that perform simple tasks in indirect, convoluted ways. The Grade 9 students have been designing and building a Rube Goldberg Machine for Design and Technology. This assignment has tested the student’s creativity, organisational skills and tenacity to the limit inside and outside the classroom. As the students are required to video the operation of their machine from beginning to end without a break, it has also challenged their patience and sanity. Cries of exacerbation and of jubilation are not uncommon during this unit. - Mr. Darrell Lester, MYP Teacher
Grade 8 Visits the Maritime Museum The Grade 8 students went to the Vancouver Maritime Museum to expand their knowledge of Exploration. They had the chance to walk the decks of the St. Roch and experience how tight the living quarters were on board a ship. They learned about the immigration of people to Canada from India and found out some interesting things about pirates! After lunch they had some free time in the park, with lots of groups breaking out and playing soccer, football, volleyball, and other games. Here is what they had to say: “I really enjoyed the trip. My favourite part was when we got to go inside the boat. It was really neat to see how the people lived while on the ship. I noticed that the rooms were tiny! I would not be able to fit my every day essentials in that small space! I found the trip to be quite organized. I especially appreciated the time to look around the museum on our own, and to play with the interactive exhibits! Overall, I think that the trip was very educational, and I had a great time!” - Shivani G. “The best part of the trip was playing Jackpot in the park outside. The boat St. Roch was also really cool to see. The crew’s cabin was so tiny. “ – Darius B. “It was Ah-mazing! I liked how we got free time on the beach. I even saw a Russian Wolfhound (my favourite dog). I found some sea glass and I fed a crow. I thought the story of the ship was really interesting. I bought a pin at the gift shop to remember it. I loved the bedrooms and the kitchen. I thought the layout was very practical.” – Josie J.
Page 23 | May 2014
COMMAND TERMS
Bridging Terms Across the PYP, MYP and DP International Baccalaureate COMMAND TERMS Analyze
Break down in order to bring out the essential elements or structure. To identify parts and relationships, and to interpret information to reach conclusions.
Annotate
Add brief notes to a diagram or graph.
Apply
Use knowledge and understanding in response to a given situation or real circumstances.
Appraise
Evaluate, judge or consider text or a piece of work.
Argue
Challenge or debate an issue or idea with the purpose of persuading or committing someone else to a particular stance or action.
Calculate
Obtain a numerical answer showing the relevant stages in the working.
Classify
meadowridge school
Exemplify
Represent with an example.
Explain
Give a detailed account including reasons or causes.
Explore
Undertake a systematic process of discovery.
Formulate
Express precisely and systematically the relevant concept(s) or argument(s).
Identify
Provide an answer from a number of possibilities. Recognise and state briefly a distinguishing fact or feature.
Infer
Deduce; reason from premises to a conclusion. Listen or read beyond what has been literally expressed.
Interpret
Arrange or order by class or category.
Use knowledge and understanding to recognise trends and draw conclusions from given information.
Comment
Investigate
Give a judgment based on a given statement or result of a calculation.
Compare
Give an account of the similarities between two (or more) items or situations, referring to both (all) of them throughout.
Compare and contrast
Give an account of the similarities and differences between two (or more) items or situations, referring to both (all) of them throughout.
Construct
Develop information in a diagrammatic or logical form.
Contrast
Give an account of the differences between two (or more) items or situations, referring to both (all) of them throughout.
Deduce
Reach a conclusion from the information given.
Define
Give the precise meaning of a word, phrase, concept or physical quantity.
Demonstrate
Observe, study, or make a detailed and systematic examination, in order to establish facts and reach new conclusions.
Justify
Give valid reasons or evidence to support an answer or conclusion.
Label
Add title, labels or brief explanation(s) to a diagram or graph.
List
Give a sequence of brief answers with no explanation.
Measure
Find the value for a quantity.
Outline
Give a brief account.
Predict
Give an expected result of an upcoming action or event.
Present
Offer for display, observation, examination or consideration.
Prove or make clear by reasoning or evidence, illustrating with examples or practical application.
Prove
Derive
Recall
Describe
Reflect
Design
Recognize
Determine
Show
Discuss
Sketch
Distinguish
Solve
Document
State
Manipulate a mathematical relationship to give a new equation or relationship. Give a detailed account or picture of a situation, event, pattern or process. Produce a plan, simulation or model. Obtain the only possible answer. Offer a considered and balanced review that includes a range of arguments, factors or hypotheses. Opinions or conclusions should be presented clearly and supported by appropriate evidence. Make clear the differences between two or more concepts or items. Credit sources of information used by referencing (or citing) following one recognized referencing system. References should be included in the text and also at the end of the piece of work in a reference list or bibliography.
Estimate
Find an approximate value for an unknown quantity.
Evaluate
Use a sequence of logical steps to obtain the required result in a formal way. Remember or recognize from prior learning experiences. Think about deeply; consider. Identify through patterns or features. Give the steps in a calculation or derivation. Represent by means of a diagram or graph (labelled as appropriate). The sketch should give a general idea of the required shape or relationship, and should include relevant features.
Obtain the answer(s) using appropriate methods. Give a specific name, value or other brief answer without explanation or calculation.
Suggest
Propose a solution, hypothesis or other possible answer.
Summarize
Abstract a general theme or major point(s).
Synthesize
Assess the implications and limitations; make judgments about the ideas, works, solutions or methods in relation to selected criteria.
Combine different ideas in order to create new understanding.
Examine
Use
Consider an argument or concept in a way that uncovers the assumptions and interrelationships of the issue.
Apply knowledge or rules to put theory into practice.
What is a Command Term? The Command Terms are a series of instructional terms that indicate the level of thinking or type of performance that is required of students. By ensuring we use the same command terms in the same ways across PYP/MYP/DP we establish a common language for learning across the entire school. This provides continuity amongst our grade levels and programme instructional efforts. It should further prepare students for academic success and ease transition between programmes.
Page 24 | May 2014
m ead owr idge sch o o l
GRADE 4 CAMP SASAMAT REFLECTIONS
NICOLE S. (Grade 4) “Camp Sasamat was the best time ever! We went kayaking and got all soaked but it was worth it because we were really fast. Canoeing was pretty slow and it was a lot of work. At least we got to go all around the lake. We learned how to make smores using graham crackers, marshmallows, and chocolate chips. It was so good. We learned how to build shelters from scratch using sticks, leaves and vines to tie it so it will be stable. Then, we went rock-climbing and did the vertical playground.” Alyssa U. (Grade 4) “I absolutely loved camp. My most favourite part was…… everything! On day one, the activities were: canoeing (during canoeing I saw a very beautiful view of the trees, lake and beach), archery (my arrow hit the target every time I tried - mostly the bull’s-eye), arts & crafts (I painted the view of the lake from the forest), low ropes (I went on all the rope courses and after played a game of camouflage). Finally, we had a campfire. We sang songs and played games.”
Page 25 | May 2014
GRADE 4 CAMP SASAMAT
(Continued) Devon A. (Grade 4) “I loved all the activities. We did kayaking, went canoeing twice, rock climbing, cutting wood and making graham cracker smores, low ropes, archery and the vertical playground. That was the most fun because you had to climb up and over wood, ropes tires and more. I did OK but Daniel and Caleb made it ALL THE WAY.”
Aston G. (Grade 4) “My group’s first activity was canoeing. We headed down to the canoeing area and all sat down in the boat. We headed off. We paddled and paddled until we went under the bridge and out of camp. It was almost lunch so we went back under the bridge again and headed back. We went inside the lodge to go eat our lunch and our lunch was turkey sandwiches. It was my first time eating turkey sandwiches but I had them anyway.”
Page 26 | May 2014
m ead owr idge sch o o l
2014-2015 GRYPHON COUNCIL MEMBERS I would like to congratulate and welcome the following members of the executive branches of both Junior and Senior Council for the 20142015 school year! I look forward to working with both councils for the remainder of this year and throughout the next school year.
2014/2015 Senior Gryphon Council PRESIDENT Alia V. (Grade 11)
ARTS GRYPHONS Luna L. (Grade 11) & Jessica B. (Grade 10)
GRADE 9 REPRESENTATIVES Deaven G. (Grade 8) & Emma H. (Grade 9)
VICE PRESIDENT Poppy W. (Grade 10)
SPORT GRYPHON Khushbash D. (Grade 10)
2014-2015 Junior Gryphon Council
SECRETARY Morgan W. (Grade 11)
HOUSE GRYPHON Taya H. (Grade 11)
TREASURER Mehima K. (Grade 10)
MEDIA GRYPHON Douglas Z. (Grade 11)
ACTIVITIES GRYPHONS Chloe W. (Grade 10) & Colin G. (Grade 10)
ENVIRONMENTAL GRYPHON Lisa R. (Grade 11)
COMMUNITY SERVICE GRYPHONS Jessica J. (Grade 11) & Shivani G. (Grade 8)
GRADE 10 REPRESENTATIVES Donya A. (Grade 9) & Berrender J. (Grade 9)
PRESIDENT Munsa K. (Grade 7) VICE PRESIDENT Shubeg D. (Grade 6) SECRETARY Sindhjua N. (Grade 7) TREASURER Denise Z. (Grade 6)
Thank you to everyone who ran for both councils; it takes a lot of bravery to put yourself forward to take on speeches and an election. I look forward to working with both councils for the remainder of this year and throughout the next school year! - Mrs. Carrie Hughes-Grant, Director of Student Life
EXTENDED FIELD TRIP PICTURES: SPAIN
Page 27 | May 2014
GRADE 11 BIOLOGY: EXAMINING YEAST When a person hears the word “yeast”, one generally assumes that the conversation would revolve around baking bread or possibly making wine. Yeast has been used in these processes for thousands of years, making yeast microbes one of the earliest domesticated organisms. Archaeologists digging in Egyptian ruins found early grinding stones and baking chambers for yeast-raised bread, as well as drawings of 4,000-year-old bakeries and breweries. If you don’t already know, yeast are tiny single-celled (unicellular) fungi. These organisms in the Kingdom Fungi are not capable of making their own food; therefore fungi, like many other organisms, need to obtain or consume food for energy. They rely on sugar found in their environment to provide them with this energy so that they can grow and reproduce. Yeast, like bacteria, grow in or on their food source. Yeast produce and release digestive proteins (enzymes) into their environment where the sugar molecules are found. Complex sugar molecules are then broken down into simple sugars, such as glucose, that can be absorbed by the yeast and used for food (energy) through a process called cellular respiration. Yeast is a facultative anaerobe, meaning that it can participate in aerobic respiration (with oxygen) when possible, but when this is impossible, it respires anaerobically (without oxygen).
“Yeast produce and release digestive proteins (enzymes) into their environment where the sugar molecules are found. Complex sugar molecules are then broken down into simple sugars, such as glucose, that can be absorbed by the yeast and used for food (energy) through a process called cellular respiration.” During this process, the yeast will break down the glucose and release CO2 gas as a by-product of respiration; which of course is why bread will rise. After learning about the process of respiration, the students of Mr. Marriott’s IB Biology class had to design a lab that investigated a factor that would affect the rate of respiration of yeast in the presence of a simple sugar, such as glucose or fructose. Some of the investigated factors were the concentration of the sugar, pH of the solution, temperature, salinity and concentration of ethanol (end-product of fermentation which can become toxic to the yeast). The students had to then decide how they would measure the rate of respiration. Many students used the new Vernier CO2 probes to measure the amount of CO2 produced over a period of time in order to determine the rate of respiration. Some students used an inverted graduated cylinder full of water to see the volume of CO2 produced over a specific time period. After the lab was concluded the students had to complete a full lab write-up, including data collection, data processing, a conclusion and evaluation. - Mr. Jamie Marriott, MYP Teacher
Borrow a cup of sugar?
Mea d ow r idge Sch o o l
Funat Spirit Day