<\/p>\n
Weekly check-in<\/strong>\u00a0(\u201cattendance\u201d) \u2013 reminder to reply via email\u00a0by Thursday,\u00a0<\/strong>attendance will be entered into MyEd at the end of each week; your reply to me can be a simple emoji, gif, meme, a simple hello – I will reply back with a thumbs up (“like”) response to let you know I have checked you off for attendance.<\/p>\n Be well & stay safe!<\/p>\n PLee<\/em><\/span><\/p>\n Question about TERM 3 Marks:\u00a0 “How will all this affect my final mark?”<\/em><\/strong> Assignments for Week of MAY 4:<\/strong><\/p>\n All courses:\u00a0<\/strong> continue making your ongoing observations\/questions\/thoughts<\/strong> on the current health crisis situation in your Digital Portfolios<\/strong>; as well, all students will have until approximately the end of May to submit any work for Term 3 (online learning assignments) not already submitted.<\/p>\n GEO12<\/strong> –\u00a0 Go to MOODLE and explore the UNIT “RESOURCES & SUSTAINABILITY”. 2)\u00a0 Energy Alternatives:\u00a0 Research energy alternatives to oil.\u00a0 Choose TWO that in your opinion should be pursued by our government, explaining both the advantages as well as disadvantages\/challenges. PEPS12<\/strong> – Research the debate that many regions now face regarding Economic Health vs Physical Health and the possibility of lifting restrictions.\u00a0 Present the key points for each, including some of the perspectives\/stakeholders of each topic. SS10M<\/strong> – Go to MOODLE UNIT 3 – review the TWO sections “POPULATION” and “LIVING STANDARDS” 2)\u00a0 How has the current health crisis forced us to re-examine the following concepts of Living Standards: SS8M<\/strong> – Go to MOODLE and read CROSSROADS Chapter 2 LEAD10<\/strong> 2)\u00a0 Extracurricular Activity (doing something for yourself):\u00a0 Describe something that you have done (ie. learned, practiced, created, explored) during this current health crisis.<\/p>\n Format for submission:\u00a0 student choice but visuals\/picture where possible Checking in students for locker clear out<\/p><\/div>\n *My examples: <\/p>\n <\/p>\n <\/p>\n 2) Cooking – sometimes a personal “Chopped” Challenge to use up whatever ingredients are on hand<\/p>\n Steak and Parmesan Tagiatelle<\/p><\/div>\n Homemade Fries w\/ Basil & Spring Onion<\/p><\/div>\n Egg & Fries<\/p><\/div>\n Homemade Pho<\/p><\/div>\n <\/p>\n <\/p>\n","protected":false},"excerpt":{"rendered":"<\/p>\n Weekly check-in (\u201cattendance\u201d) \u2013 reminder to reply via email by Thursday, attendance will be entered into MyEd at the end of each week; your reply to me can be a simple emoji, gif, meme, a simple hello – I will reply back with a thumbs up (“like”) response to let you know I have […]<\/p>\n","protected":false},"author":224,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[11,7,21,17,3],"tags":[12,8,22,18,4],"class_list":["post-821","post","type-post","status-publish","format-standard","hentry","category-geography-12","category-leadership-10","category-peps12","category-social-studies-10","category-social-studies-8m","tag-geography-12","tag-leadership-10","tag-peps12","tag-social-studies-10","tag-social-studies-8m","odd"],"_links":{"self":[{"href":"https:\/\/blogs.vsb.bc.ca\/ptlee\/wp-json\/wp\/v2\/posts\/821","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.vsb.bc.ca\/ptlee\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/blogs.vsb.bc.ca\/ptlee\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.vsb.bc.ca\/ptlee\/wp-json\/wp\/v2\/users\/224"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.vsb.bc.ca\/ptlee\/wp-json\/wp\/v2\/comments?post=821"}],"version-history":[{"count":4,"href":"https:\/\/blogs.vsb.bc.ca\/ptlee\/wp-json\/wp\/v2\/posts\/821\/revisions"}],"predecessor-version":[{"id":825,"href":"https:\/\/blogs.vsb.bc.ca\/ptlee\/wp-json\/wp\/v2\/posts\/821\/revisions\/825"}],"wp:attachment":[{"href":"https:\/\/blogs.vsb.bc.ca\/ptlee\/wp-json\/wp\/v2\/media?parent=821"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/blogs.vsb.bc.ca\/ptlee\/wp-json\/wp\/v2\/categories?post=821"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/blogs.vsb.bc.ca\/ptlee\/wp-json\/wp\/v2\/tags?post=821"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}
\n–\u00a0 Students’ TERM 2 cumulative mark will serve as a provisional baseline<\/strong> mark from which your work and engagement in TERM 3 will serve to improve on.\u00a0 Consistent engagement (communication, attendance) plus submitted work will raise the mark up until the cut-off date (approximately end of May).\u00a0 Work not submitted and\/or lack of engagement (communication, attendance) can bring the mark back down, but not lower than the provisional baseline mark established by the end of TERM 2.<\/p>\n
\n1)\u00a0 Blue Gold video questions:
\n–\u00a0 What is the video’s message on this resource?
\n–\u00a0 Explain one new realization or question that this video prompted in your thinking.
\n–\u00a0 Should we be as concerned as the video’s makers think we should be?\u00a0 Why or why not?
\nFormat for submission:\u00a0 paragraph or point form answers
\nDue Date:\u00a0 May 5 (soft deadline)\/May 8 (hard deadline)<\/p>\n
\nFormat for submission:\u00a0 student choice
\nDue Date:\u00a0 May 11 (soft deadline)\/May 17 (hard deadline)<\/p>\n
\nFormat for submission:\u00a0 student choice
\nDue Date:\u00a0 May 11 (soft deadline)\/May 17 (hard deadline)<\/p>\n
\n1)\u00a0 Look at examples of actual populations of Canada; how does a population pyramid help a government plan for its people?
\n–\u00a0 Create a population “pyramid” for your household.\u00a0 Include everybody that lives in your household.\u00a0 Due to the vast difference in numbers, your household population pyramid will most likely appear drastically different than what is used to represent a country, but you should apply the same criteria and cohort differentiations.
\n–\u00a0 In your household population pyramid, what are the primary (foremost) needs for each cohort represented?
\nFormat for submission:\u00a0 student choice
\nDue Date:\u00a0 May 11 (soft deadline)\/May 14 (hard deadline)<\/p>\n
\n–\u00a0 housing?\u00a0 (availability, affordability, homelessness)
\n–\u00a0 income?\u00a0 (minimum wage, living wage, universal basic income, definition and valuing of essential services)
\n–\u00a0 in light of the issues and problems that the current health crisis has revealed, what are your recommendations\/opinion on the issues of housing and income?
\nFormat for submission:\u00a0 student choice
\nDue Date:\u00a0 May 15 (soft deadline)\/May 17 (hard deadline)<\/p>\n
\n1)\u00a0 Historical – from your reading:\u00a0 Prior to the English Civil War, what the general relationship between government (ie. the monarch) and the people?
\n2)\u00a0 General thinking:\u00a0 What factors lead people to want to change\/re-define the relationship between themselves and government?
\n3)\u00a0 Current Relevancy and Critical Thinking: – In the current health crisis, describe one way in which government has adapted\/changed?
\nFormat for submission:\u00a0 student choice
\nDue Date:\u00a0 May 11 (soft deadline)\/May 17 (hard deadline)<\/p>\n
\n1)\u00a0 Volunteering (doing something for others):\u00a0 Describe something that you are now volunteering with during this current health crisis (it can be something within your actual household).<\/p>\n
\nDue Date:\u00a0 May 8 (soft deadline)\/May 11 (hard deadline)<\/p>\n
\n1)\u00a0 I volunteer grocery-shop for people who are unable to.\u00a0 Also volunteered to help with students’ locker clear out.<\/p>\n