RCG Journal of Pseudoscience

The internet and media swarm us everyday with “scientific facts” passing as truth. The only problem is that many of these claims aren’t actually based on science or research of any kind. They’re often a clever scheme designed to make someone a lot of money or trick people into behaving in a particular way.

Star Wars No Longer Fiction but Fact.jpgCan you think of some examples of scientific sounding claims that people make that aren’t actually scentifically-proven?

Let’s write our own “pseudoscience” articles and see if we can convince people out there that we really know what we’re taking about. Make it creative and wacky, but totally scientific-sounding and convincing? Here’s some prompts to get you thinking:

  • (psychology) “Recent brain research reveals that students can increase their memory by…”
  • (biology) “Scientists have discovered that they can alter the genetic structure of elementary students’ muscles by getting them to eat more…”
  • (chemistry) “Canadian scientists have discovered a new element named hockeyonium, created by mixing ___ and ____…” 

EXAMPLE? Here’s an example of a well-written science article. Use this as an example of how your’s should look and be composed. https://www.sciencenewsforstudents.org/article/early-birds-eat-better 

POSSIBLE DETAILS TO INCLUDE: 

  • Names of scientists, universities etc.
  • Describe the research study or experiment
  • Scientific sounding words (control groups, hypothesis, variable, names of elements etc.)
  • Convincing, persuasive sounding claims
  • Quotes from “real” people
  • Images, diagrams, illustrations, fake data (graphs) etc.

ASSESSMENT CRITERIA 

  • Powerful language
  • Convincing
  • Soundly structured paragraphs, sentences etc.
  • Detailed descriptions
  • Wacky and totally fake but sounds like real science

 

 

Student-led Conferences

Parents,

Please email your preference for a 30 minute period for student-led conferences no later than 5:00pm, Sunday, March 5.

During this time your child will share some of their learning with you and reflect on their goals for term three. Ms. Allan, Mrs. Weiss and/or Mr. Woelders will also be available to discuss any questions you have, but the goal is to have parents meet with students. 

After the conferences, we can schedule an alternative meeting with teachers if you feel it is required. 

Reminder: On March 8 and 9, students will be dismissed at 1:30pm each day.

Available times: 

Wednesday, March 8 (Ms. Allan/Mr. Woelders)

  1. 2:00-2:30pm 
  2. 2:30-3:00pm
  3. 3:00-3:30pm
  4. 3:30-4:00pm
  5. 4:00-4:30pm
  6. 4:30-5:00pm
  7. 5:00-5:30pm
  8. 5:30-6:00pm 
Thursday, March 9 (Ms. Allan/Mrs. Weiss)
  1. 2:00-2:30pm
  2. 2:30-3:00pm
  3. 3:00-3:30pm
  4. 3:30-4:00pm

First Peoples of Canada

Division 4 students are researching the First Peoples of Canada in order to help students at our school understand and appreciate the unique characteristics and cultural diversity of the First Peoples whose traditional territories reside inside the modern borders of Canada. 

PROJECT ASSESSMENT TOOLS

fpc-assessment

fullsizerender-2

Below are some links that will help you get started. Be careful with names of First Peoples groups. Some names have been changed back to the traditional names, so there could be confusion. 


Western Cordillera

Stella, Ryla & Aubrey Tsilhqot’in (Chilcotin)
Serena & Aichen Tsek’ehne (Sekani)
Lily & Karon Haida
Daniel & Markus Gwich’in
Ayden & Maria Nuu-cha-nulth (Nootka)
Jacob & Michael Coastal Salish*
Shuswap (Secwepemc)

Interior Plains

Jorgia & Kriselle Dakota-Sioux *
Jalen & Jayden C. Métis

Canadian Shield

Jadon Y. Woodlands Cree
Isaiah & Ryan Dene*
Matteo & Abhishek Kivallirmiut (Caribou Inuit)

Great Lakes/St. Lawrence lowlands

Thomas, Tyler & Jaden L. Wendat (Huron)
Alivia & Kaitlyn Haudenosaunee (Iroquois)

Arctic

Bowen Inuvialuit*

Appalachian Lowlands

Rylan Beothuk  
Didar Mi’kmaq

*Indicate there may be many different groups included in this people. 


RESEARCH INQUIRY QUESTIONS

research-proposal: Complete and hand in January 20

research-notes: Complete one for every source you use.

  • Students can use these questions to guide their research and note taking, or you can generate some of your own. The questions above were created by students, about the things they wanted to find out about. 
  • Use at least 3 or 4 of these questions to research in detail. You may use as many as you find necessary to communicate expert knowledge about the peoples you are learning about. 
  1. What are the beliefs of the First Peoples group I am researching? How do they share their beliefs and pass them on from generation to generation? How are they similar or different from other First Peoples? 
  2. How do these First Nations people pass on important knowledge and values to the generations? What was the role of stories and oral tradition? What was the role of art?
  3. What was here in Canada before Europeans arrived? What was the traditional territories of this First Nations people like? How did it change?
  4. How has this First Peoples group struggled for their rights and land? Provide examples. Have they been successful?
  5. What do these First Nations believe about their origins? How do they explain how they got here? What other evidence or theories are there about how North America was populated?
  6. How did colonization by Europeans affect or change these First Peoples?
  7. What kinds of technology did these First Nations people adopt? How did it work? 
  8. How did the First Nations people adapt to their geography (surrounding landscape)? How did they use the resources around them to survive?
  9. What kind of settlements or homes did the First Nations people develop?  
  10. What are the unique customs and cultural practices of this First Nations people? 
  11. Were there wars and conflict between First Peoples before Europeans arrived? How was warfare conducted? For what kinds of reasons did warfare or conflict break out between First Peoples? 
  12. What do these First Nations people understand about medicine and healing?
  13.  

HOW DO WE COMMUNICATE OUR LEARNING?

  • Students must choose an effective format (report, illustrations, models, art, essay, stories, info chart posters etc.) to communicate their learning. It must be able to present to the school by being posted in a hall. The format is up to you. 

mPod

Math Problem of the Day

Sorry division 4! I completely forgot to post this yesterday afternoon. There is still time in the week to have a math conversation with your parents or someone else.

mpod-jan18