October 2011 Spectrum

Principal's Message

THE CALGARY SCIENCE SCHOOL

and for making the connections to our Lakeview neighbours that were made in the course of the devel-opment 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 devel-opment for CSS staff. Our teachers have to deconstruct their own teaching when working with their student teachers–that reflective deconstruction is a powerful form of professional development and growth and is welcomed by our teachers.

Darrell Lonsberry

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.

The Fall also means the end of the growing season for the community garden initiative. By all reports (including my own self-reporting, as my family has a plot in the community garden), the first year of the garden was a tremendous success. I want to again thank Tanya Stogre and the rest of the planning committee for making that project possible

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OCTOBER 2011 · ISSUE 2 · VOL. 9

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In This Issue:October 2011

www.calgaryscienceschool.com 2

1 Principal’s Message

3 School Council News

4 Burkina Faso Fundraiser

6 Transportation News

7 Physical Education

16 CSS Counselling Services

18 Grade 4's Camp Sweet

19 Grade 5's Camp Sweet

22 Bamfield Trip

24 Upcoming Events

8 Library News

10 Community Garden

12 Tech Talk

14 Parents/Teachers Meetings

In This Issue:October 2011


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, inquiry-based 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 – January: no meeting due to Winter Break – Wednesday, February 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

Board Representative:Wendy Baillie (last year – Member-at-Large)Secretary: Kim Brundrit (last year – Member-at-Large)

Treasurer: Ray Caddy (last year – Vice President)

Vice President:Karen Cuthbertson (last year – Secretary)

President: Denise Kitagawa (returning)

www.calgaryscienceschool.com4

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 [email protected]

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 [email protected]

Denise Kitagawa School Council President

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

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.

Jada B.– 7.1

Burkina Faso Fundraiser


Tracking Route Times:

With the lighter summer traffic, busing begins in August at a leisurely pace along most routes; but increased traffic after the Labour Day weekend can throw a real wrench into the estimated timing between stops. The Transportation Committee, along with the CSS Transportation Analyst, use the month of September to track actual route times, from which minor adjustments to pick-up/drop-off times can be made.

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 investi-gated 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 guide-lines 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.

Although it is not generally known, bus drivers choose their own routes, based on what is established in the spring route-planning 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 accom-modate their route schedule.

Transportation Update October 2011

Of course, as the year goes on, new concerns arise, and parents are encouraged to contact their parent Route Volunteer via [email protected].

Have you signed up for the CSS Bus Message System?

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

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:


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 trans-portation committee through their email at [email protected]. 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!


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

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

From the Anne Tingle Library

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

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 collabora-tively 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?”

From the Anne Tingle Library

The Googlization of Everything (And Why We Should Worry About It),Siva Vaidhyanathan, University of California Press, 2010.


Between Freedom and Control is Hacking the Real World and Crashing the System.

It sometimes seems that we live in a fast food, drive-through society, and I wonder how speedy access to information- any information- and all things electronic, shifts our values and understanding of what true knowledge is, and how that impacts quality of life. I picked up this book in my ongoing need to develop a better understanding of the impact on copyright issues involving electronic access to books and information, and found that and much more. Following a broad

and knowledgeable historical background to search engines and the immergence of an omniscient and benevolent Google, the author offers chapters on the psychology behind our trust, and the ethical and social impacts of embracing all things Google. In the chapter called “The Googlization of Knowledge”, the author explains why the goal of digitalizing the world’s libraries was doomed from the beginning, and how Google is actually less a public

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 infor-mation. 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

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

NewNew


“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, inves-tigation, and research. Specifically, these two grades have Science curriculum that is directly linked to plants and food,” Stogre explains.

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.

“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 [email protected]

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.

LAKEVIEW 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

COMMUNITY GARD E N


For further information, please contact the garden committee at [email protected]

Garden Committee Lake view Community

GARD E N

for the winter months will be happening at the end of October. More information on this will be available soon!

“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.”

While there may be opportunities for winter gardening, something Stogre herself is very interested in exploring, a clean-up of the beds and surrounding area in preparation


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 students who have created a profile by lying about their age. Other students are legally able to create

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.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

Tech (n o l o gy) Talk


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 recom-mendations 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.

• Restrict the laptop to specific areas of the house. Areas of high traffic such as a kitchen or living room allow for periodic observations of what is on the screen.

• Read Facebook’s policies (http://www.facebook.com/policy.php). It

is important to know everything 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.aspxhttp://www.kidshelpphone.ca/en/home.asphttp://www.media-awareness.ca/english/index.cfmhttp://www.wiredsafety.org/http://www.getwebwise.ca/index.cfmhttp://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.

In future issues, I plan to discuss current trends in technology and provide strategies for supporting your children at home.

Scott Petronech

Assistant PrincipalAssistant Principal


If you have ever asked yourself that question, I hope that you will find the following infor-mation useful. Keeping the lines of commu-nication 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 miscommu-nication 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.

Darrell LonsberryPrincipal

So, Should I Meet with the Teacher Over This?


Mrs. Mitchell-Flek is available every day of the week for students, parents and teachers to contact. There is a schedule posted on her door indicating when she is available for the week. You can make an appointment with her through email [email protected] or by phone 403-282-2890 ext 233.

The CSS Student Services and Counselling website has links to many community resources, information on some of the key issues and concerns our students face, 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-servicescounselling/(remember to disable the "block pop ups" in your browser to access the quick links).

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. Remember – no problem is too small or too big.

What services are coordinated through the School Counsellor?

• Assessments – academic and social/emotional. Depending on the nature of the referral and the resources available , assessments will be conducted by Mrs. Mitchell-Flek or through an external referral coordinated by the school.

• Referrals for Occupational Therapy, Speech Language Pathologist, Physical Therapy (through the Calgary/Rocky View Student Health Partnership)

• Family & Community Services and Support Agencies

• Support with learning and social/emotional concerns

• Learning Strategies and organization

• Coordination of meetings with external service providers (psychologists, counselors, occupa-tional therapy, etc .)

How do I access the School Counsellor?• External service providers, workshops

and parent information sessions

What is confidentiality?

When a student talks to a teacher or a school counselor there is a relationship of trust and a duty of confidentiality is created. Essentially what is shared in confidence is maintained in confidence.

There are two main exceptions to the duty of confidentiality:

1. If the student discloses an intent to hurt themselves or others.

2. If there is a disclosure of child abuse.

Students are reminded of the limits of confidentiality and Mrs. Mitchell-Flek works with students to report information or share concerns with the appropriate adults (teachers, parents) in order to resolve the issue or receive the appropriate support.

CSS believes in communication and collab-oration to best meet the needs of our students. As such, the school counsellor works with students to increase communi-cation with peers, parents and teachers as required to meet a student’s academic and social/emotional needs.

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 observations prepared by and for the exclusive use of a teacher, teacher’s assistant, counselor or


principal, that are not used in program placement decisions

• 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 all students (individual student planning)

• Developmental/Preventative counseling as well as crisis counseling

• School and community support

• Career planning and development

• Program management involving coordination, consultation, and counseling

• Proactive

• Goal-oriented

• Accountable

• Focus on evaluation and change based on student needs

Four Components of Comprehensive Counselling:

1. Developmental Guidance Instruction – Developmental Guidance instruction is a preventative, proactive process. By providing students with relevant information and skil ls, in small groups and in classes, school staff can help students understand themselves better and actively facil itate thetir development in all

areas– educational, personal/social, career, moral-ethical and esthetic . This prevention intervention involves a continual investment of time by teachers, counselors and adminis-trators. Students need to learn life skil ls, such as how to identify and solve problems, make good decisions, and deal effectively with situations in their l ives. Many of these issues are included in the provincial health curricula.

2. 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 Services– 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/temporary service), and referral/coordination of services.

4. School/Community Support– Activities that establish, maintain and enhance the school counseling program. Including professional devel-opment, staff and community relations, consultation with teachers, advisory council works, community outreach, research and development.

Mrs. Mitchell-Flek School Counselling


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

Camp is SwW–e e tfor Grade 4’s


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.

Grade 5.4/5.3 Camp Sweet

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 activ-ities. 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


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 and sweaty. It was so nice to have the river nearby.

Finally, it was time to eat. Everyone had two helpings of beef on a bun. It was so good! We soon started a big game of lacrosse. In the middle of it, I went and explored the woods.

In the middle of free time, I smelled something. It was the hot chocolate. We were called in and had a snack. Then it was back to the tipis fore the campfire. We sang so many songs. The fire

cracked and we all felt warm and happy as Mr. sweet played his guitar. Back outside it was getting dark. After the fire, we told a few ghost stories then it was off to bed.

When we woke up, we heard pancakes sizzling. We packed up quickly and headed to breakfast. After that, we played another round of the animal game. By the time that was over, it was lunchtime. We roasted our own hot dogs. Then we had one last magic spot before we had to go. The bus came and we got on. We had fun but there’s no place like home.

Austin L.– Gr. 5


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.

In the afternoon, we went to the forest to play what everyone knows - the animal game. The

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.

We then had magic spots and free time. Dinnertime quickly rolled around and we found ourselves getting into our pajamas and singing campfire songs.

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 Sweet and if you go to Camp Sweet you will know that it is fun.

Teagan W. and Nicole P.– Gr 5


Bamfield 2011: Student Workuse 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 great elegance. Their smooth bodies and small dotted eyes made them look like the faeries of the ocean.”

–Andrea F.– Gr. 9

“I made a lot of new friends during this trip, so many people I had never talked to before, I became closer to people that I didn’t even know before Bamfield. I will miss Bamfield. I will miss the wind slipping through my jacket, listening to the waves crashing against the shore in the distance. I will miss the laughter and enjoyment

we have had. If you ask me, “would you go again”” – you are wasting your time, the answer will be: “YES!!!”

–Rocky W.– Gr. 9

“I learned the full impact of the things I learned because I got to watch these things happen rather than just reading about what should happen. Like seeing how scallops use their mouths the same way that birds


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!),

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

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!


October 201125 26 – Day 1 27– Day 2 28– Day 3 29– Day 4 30– Day 5 1

2 3– Day 6

SENIOR BOYS & GIRLS VOLLEY-BALL GAMES

4– Day 1VACCINATIONS:ALL GRADE 5'S, GRADE 9 GIRLSTEEN LEADER-SHIP PARENT MEETING 6PMSCHOOL COUN-CIL MEETING 7PM

5– Day 2 6– Day 3

CROSS COUN-TRY RUNNING MEET 4–6AM

7PD DAYSCHOOL CLOSED

8

9 10HAPPY THANKSGIVING

11 12 13 14 15

16 17– Day 4 18– Day 5SENIOR GIRLS V O L L E Y B A L L –HOME

19– Day 6JUNIOR GIRLS V O L L E Y B A L L –HOME

20– Day 1SENIOR BOYS V O L L E Y B A L L – HOME

21PD DAY SCHOOL CLOSED

22

23 24– Day 2 25– Day 3SENIOR GIRLS VOLLEYBALL–AWAYBOARD MEET-ING 5:30PM

26– Day 4BEGINNING BAND CONCERT 7PM

JUNIR GIRLS VOLEYBALL

27– Day 5SENIOR BOYS VOLLEYBALL– AWAY

28– Day 6 29

30 31PD DAY SCHOOL CLOSED

HAPPY HAL-LOWEEN

1

FALL BREAK

FORGING CONNECTIONS CONFERENCE


October 2011 November 201130 31 1 2– Day 1

SCHOOL COUN-CIL MEETING 7PM

3– Day 2 4– Day 3 5

6 7– Day 4 8– Day 5

9– Day 6 10– Day 1 11REMEMBRANCE DAYSCHOOL CLOSED

12

13 14– Day 2REPORT CARDS GO HOME

15– Day 3 16– Day 4 17– Day 5 18– 19

20 21– Day 6 22– Day 1BOARD MEET-ING 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

ORGANIZATIONAL DAY– NO CLASSES

STUDENT LED CONFERENCE

4PM–8PM 8AM–1PM

LEAGUE VOLLEYBALL TOURNAMENTS

October 2011 Spectrum

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Transcript of October 2011 Spectrum