Phys. Ed. How many Calories

How many calories activity!


1 .What was your snack that you just ate?



2. How many calories did you just take in?

Calories/grams

e.g. 250 Calories/100 grams, but the snack is bag is 500 grams

Calculation- 250 X 5 = 1500 Calories taken in.

Use the following websites to help figure it out if there is not a Nutrition facts table.

http://www.readersdigest.ca/health/daily-calorie-counter

http://www.fitwatch.com/caloriecounter.html



3. Target Heart Rate

Go to the following website and figure out your target heart rate and your target ranges?

Please Copy the Chart

http://www.fitwatch.com/qkcalc/thr.html



3. Work out

How long do you have to work out in your target heart rate to burn off your snack?

http://www.blogger.com/goog_1393993518

FYI - Math Past Assignments

PAST ASSIGNMENTS...

Unit 3 - PYTHAGOREAN RELATIONSHIP

Page 85-86 3.1 Squares and Square Roots All due: Wednesday, Oct. 26

Level A: #1-5, 7, 9, 11, 15, 17

Level B: # 1-5, 7, 9, 11, 15, 17, 18, 23, 24

Level C: # 1-4, 7, 9, 15, 21, 22, 24-27

"Get Ready" Handout - for new Pythagorean Relationship Unit

3.1 Squares and Square Roots -

Read p. 80-85

Assignment:

Define and give an example of the following:

-Square Number

-Perfect Square

-Prime Number

-Prime Factors

-Prime Factorization

-Square Root and symbol

Copy Chart on p. 77 "Verbal Visual Chart"

*** All due for Thursday, Oct. 13

Review Handouts for test - due Friday, October 14

"Edible Ratio Problem" (and answer key and "treat") - due Friday, Oct 14 (for the "Math Ratio party")

Math Test - Ratios, Rates and Proportion Thursday, October 13th

Practice Test p. 72-73 (different levels) - Correct in class and record marks

4 Hand outs (double sided): Ratios, Proportions and Perscents: was due Thursday, Sept. 29th

Past Assignments... so you know what we we've been doing...Chapter Review p. 70-71  was due: Tuesday, October 4th

A: 1-5, 6, 8, 9, 10, 11, 12, 15, 16

B: 1-5, 6, 8, 9, 10, 11, 12, 14, 15, 16, 18

C: all

p. 68-69 was due: Friday (even if there was the bike trip!)

A: 15, 17, 18, 19, 20

B: 17, 18, 19, 21, 22, 23, 25

C: 19, 22, 24 - 28

p. 66-67 2.3 Porportional Reasoning  Assignment - Due: Wednesday, Sept 21

Level A: 1, 3, 4, 6, 8, 9, 10, 13, 14

Level B: 1-16

Level C: 1-16

p. 65-66 - 2.3 Proportion do the Show You know (2 sets) and summarize the key ideas.
QUIZ: MONDAY, SEPTEMBER 27TH (DELAYED DUE TO OTHER EVENTS THIS WEEK) on 2.1 Ratios, 2.2 Rates, AND 2.3 Proportional Reasoning Concepts . Allowed a "foldable study sheet" for quiz.p. 59-60 2.2 Rates
Level A: 1-5, 6, 8, 10, 13
Level B: 1-5, 6, 7, 8, 10-15, 16
Level C: 1-5, 7, 8, 14-19
** You can "trade" a number with like-skills for another number from another level.
was due: Friday, Sept. 16
p. 51-53 -- 2.1 "2 Term and 3 Term Ratios"
Level A: 1-4, 5, 6, 9, 11, 12, 19
Level B: 1-4, 5, 6, 9, 11-18
Level C: 1-4, 5, 6, 9, 11, 13, 14, 15, 19-22
was due: Monday, Sept. 12th
** Show all your work and demonstrate your understanding in written form.Level A - Adaptation  - Less questions, but outcomes are covered.
Level B - Base - "Typical" amount of questions to explore outcomes.
Level C - Challenge - Need a Challenge or Extention! Tougher questions.

WELCOME TO THE GLOBAL VILLAGE

WELCOME TO THE GLOBAL VILLAGE...

Our latest lesson in ELA, "Welcome to the global village" connects to the video "miniature earth" go to
www.miniature-earth.com to check it out.
This video is short but powerful... many ideas will be useful for your upcoming glog assignment.


Animated version of the same message...
http://www.youtube.com/watch?v=FtYjUv2x65g&feature=related

Declaration of Global Citizenship...
http://www.youtube.com/watch?v=TvrifCnO1iw&feature=related

VIEWING QUESTIONS...What are 3 of the main declarations or points shared on what it means to be a global citizen?
 Be the Change YOU Want to See in the World...
Ever think that you are just one person... What can YOU do to make a difference?? Check out this video...
http://www.youtube.com/watch?v=nGyutkBvN2s&feature=related

VIEWING QUESTIONS...What's the video's main message? How can a young person demonstrate the "power of one"?Ways an Australian Elementary School is Changing the world ... 5 minutes a day...
http://www.youtube.com/watch?v=oROsbaxWH0M&feature=related


Power and Vision... Animated Video on why it's important to BELIEVE that CHANGE IS POSSIBLE... IF YOU HAVE VISION!
http://www.youtube.com/watch?v=XZVIWZGheXY&feature=related


VIEWING QUESTIONS...
What's the overall message of the video? What is the underlying message that the creator wants the audience to understand? (Use your "INFERENCING" skills)


Why is it important to have power and vision? Why did these 2 elements make a difference?


Who are the pragmistists and pessimists of our society? Why is it important not to get "bogged down" by these individuals? 


Why is it important to believe and get out and TRY? 




You might also want to check out the U.N.'s website...
http://www.worldforworld.org/index.asp

http://www.undp.org/mdg/basics.shtml


CIDA's site for Millenium Goals
http://www.acdi-cida.gc.ca/mdgs


One International - Make Poverty History
http://www.one.org/c/international/actnow/3835/?gclid=CISGgvuho6wCFZIDQAodd268SQ


Make Poverty History - Canada
www.makepovertyhistory.ca


MAKE POVERTY HISTORY
"Click Video" - So what's all the clicking about?
http://www.youtube.com/watch?v=KCejNNipg9o





VIEWING QUESTIONS...

What's the significance of the click?
What's the video about?
What's the underlying message?
What impact does having all the celebrities involved in the video have on the viewer?

One Campaign Video...
http://www.youtube.com/watch?v=h5HNUk_yDQk&feature=fvwrel


One by U2 - Poverty Awareness Video
http://www.youtube.com/watch?v=GaNUzbMsKU8&feature=related




Make Poverty History - Bono...
He is just so awesome!!
http://www.youtube.com/watch?v=Eih_ybKdVXU&feature=related





United Under the Sky...

Alanis Morissette - "Citizen of the Planet"...

http://www.youtube.com/watch?v=TmnLBPENNys

Lyrics...

I start up in the north I grow from special seed
I sprinkle it with sensibility
from French and Hungarian snow
I linger in the sprouting until my engine's full

Then I move across the sea
To European bliss
To language of poets
As I cut the cord of home
I kiss my mother's mother
look to the horizon

wide eyed, new ground
humbled by my new surroundings

I am a citizen of the planet
My president is kwan yin
My frontier is on an airplane
my prisons: homes for rehabilitating

Then I fly back to my nest, I fly back with my nuclear but everything is different
So I wait, my yearn for home is broadened, patriotism expanded by callings from beyond
So I pack my things nothing precious all things sacred

I am a citizen of the planet
My laws are all of attraction
My punishments are consequences
Separating from source the original sin

I am a citizen of the planet
democracy's kids are sovereign
Where the teachers are the sages
And pedestals fill with every parent

And so, the next few years are blurry, the next decade's a flurry of smells and tastes unknown
Threads sewn straight through this fabric through fields of every color one culture to another

I come alive and I get giddy I am taken and globally naturalized
I am a citizen of the planet
From simple roots through high vision
I am guarded by the angels
My body guides the direction I go in

I am a citizen of the planet
My favorite pastime edge stretching
Besotten with human condition
these ideals are borne from my deepest within

What lines grab your attention the most? Which ones do you connect with? Explain the connection.

" I am not an Athenian, or a Greek, but a citizen of the world" - Socrates

Are you a citizen of the world? Take the quiz...

http://blogthings.com/areyouacitizenoftheworldquiz/

 

AGS RUBRICS

Architecture Goes to School – Sketch Up Project Rubric

CATEGORY EXPLANATION

4 Outstanding... Looks Like the Work was Created by an Expert!

3 Very Good... Looks Like You Know What You are Doing... But, add a bit more!

2 Needs More…Looks Like You Need to Put in More Time on Work!

1 Needs Lots of Work... Are You Finished??? Really??

Expectations…

Variety

4 Many different shapes were used to create design

3 5 or 6 different shapes were used to create design

2 Only 3 or 4 repeated shapes were used to make design

1 Only 1 or 2 repeated shapes were used to make design

Details

4Highly detailed

3 Moderately detailed

2 Few details

1 No details – simple shapes only

Extras

4 High quality landscaping or furnishings evident

3 Some landscaping or furnishings evident

2 Few or irrelevant landscaping or furnishings evident

1 No landscaping or furnishings evident

Accuracy

4 Design looks like a real-life representation

3 Model generally looks life-like

2 Model has some life-like qualities

1 Model lacks proportion – not life-like

Textures

4 Shapes filled with appropriate textures

3 Not all shapes are filled or some textures seem unnatural

2 Few shapes filled and/or incoherent use of textures

1 No textures used

Creativity

4 Strong creative elements present

3 Creativity evident

2 Design shows little creativity

1 Design lacks creativity

Aesthetics

4 Very attractive design

3 Appealing design

2 Design has limited appeal

1 Design needs major work

Overall Quality

4 High quality design

3 Above average quality

2 Average to below average quality

1 Poor quality

Use of Class time

4 Class time as used wisely. Much effort went into the planning and design of the house. Student put in extra time outside of class.

3  Class time could have been used wiser. A little outside time was spent on project.

2 Model has two or three   interior features. Difficult to recognize assigned subject.

1  Model has no interior features.  

Architecture Goes to School - Graphic Design Rubric

CATEGORY EXPLANATION

4 Outstanding... Looks Like the Work was Created by an Expert!

3 Very Good... Looks Like You Know What You are Doing... But, add a bit more!

2 Needs More…Looks Like You Need to Put in More Time on Work!

1 Needs Lots of Work... Are You Finished??? Really??

Expectations…

Graphics Clarity

4 Graphics are used effectively and have strong impact on the total design.

3 Most graphics are used and generally have an impact on the message of the design.

2 Most graphics are focused on the message of the project, but could have been used more effectively by virtue of size or location, rhythm...

1 Graphics fail to convey the meaning of the project and there is a lack of under- standing demonstrated by poor sizing or placement.

Graphics Originality

4 The graphics and text used on the design project reflect and significantly enhance the “architectural story”; and are communicated in a descriptive manner through text and words… all corresponds to project plans.

3 The graphics and text used on the design project reflect the “architectural story”  and are communicated clearly – corresponds to project plans.

2 The graphics and text used on the design project somewhat connect to the “architectural story”; however many ideas on plan are missing from the graphics.

1 Graphics and text do not demonstrate any connection to the design plans.

Design Attractiveness

4 The design project is exceptionally attractive in terms of design, layout, neatness, dominance, rhythm, size…

3 The design project is attractive in terms of design, layout and neatness and demonstrates an understanding of the use of design tools.

2 The design project is acceptably attractive though it may be a bit disorganized and does not demonstrate a clear under- standing of layout: dominance, size, rhythm, balance…

1 The design project is distractingly cluttered or devoid of necessary elements and very poorly designed. It is not attractive.

Graphics Relevance

4 All graphics are related to the topic and make it easier to understand.

3 All graphics are related to the topic and most make it easier to understand.

2 All graphics relate to the topic.

1 Graphics do not relate to the topic.

Overall Quality

4 High quality design

3 Above average quality

2 Average to below average quality

1 Poor quality

 Use of Class Time

4 Used time well during each class period. Focused on getting the project done and worked in a collaborative manner with others. Put in extra time on project at home.

3 Used time well during each class period. Usually focused on getting the project done and usually worked in a collaborative manner with others.

2 Used some of the time well during each class period. There was some focus on getting the project done but occasionally distracted others.

1 Did not use class time to focus on the project OR often distracted others. Needed much prompting from the teacher.

Architecture Goes to School - Writing Project Rubric

CATEGORY EXPLANATION

4 Outstanding... Looks Like the Work was Created by an Expert!

3 Very Good... Looks Like You Know What You are Doing... But, add a bit more!

2 Needs More…Looks Like You Need to Put in More Time on Work!

1 Needs Lots of Work... Are You Finished??? Really??

Expectations…

 Ideas and Content

4 Original treatment of ideas, with a great deal of support

3 Mundane but adequate treatment of ideas with some support

2 Unoriginal or trivial ideas with marginal support

1 ideas are incomprehensible or incomplete

Supporting Details in Writing and Connections

4Highly detailed, all visuals accurately explained using vocabulary learned in AGS unit

3 Moderately detailed, all visuals fairly well explained in detailed language

2 Few details explained, somewhat general

1 Very few details, very general or no information included on buildings

Organization of Ideas

4 Organization is clear and original strong introduction, effective closure and smooth transitions between ideas

3 Well organized and logical effective introduction, adequate closure and transitions

2 Inadequate organizational plan, lacks effective introduction and closure

1 No organizational plan is evident

Word Choice

4 Word choice is vivid, precise, and purposefully selected

3 Word choice is appropriate, but may lack clarity and originality

2 Immature vocabulary, may  overuse some words

1 Vocabulary is limited

Summary

4 Highlights important information conclusions are logical and reasonable and clearly relate to the questions posed in the introduction

3 Important points indicated conclusions are reasonable and relate to the questions posed in the introduction

2 Not all of the important points are identified there are some gaps in logic relating conclusions to the questions posed in the introduction

1 Important points not identified conclusion does not relate to questions posed in the introduction

Conventions

4 Any errors in spelling, grammar and punctuation are usually examples of risk taking

3 A few errors in conventions, but errors do not interfere with the meaning of the piece

2 Frequent errors that may, at times, interfere with the understanding of the piece

1 So many errors in conventions that the piece is barely comprehensible

Overall Quality

4 High quality writing

3 Above average quality

2 Average to below average quality

1 Poor quality

Use of Class Time

4 Used time well during each class period. Focused on getting the project done and worked in a collaborative manner with others. Put in extra time on project at home.

3 Used time well during each class period. Usually focused on getting the project done and usually worked in a collaborative manner with others.

2 Used some of the time well during each class period. There was some focus on getting the project done but occasionally distracted others.

1 Did not use class time to focus on the project OR often distracted others. Needed much prompting from the teacher.

Architecture Goes to School - Sustainability Project Rubric

CATEGORY EXPLANATION

4 Outstanding... Looks Like the Work was Created by an Expert!

3 Very Good... Looks Like You Know What You are Doing... But, add a bit more!

2 Needs More…Looks Like You Need to Put in More Time on Work!

1 Needs Lots of Work... Are You Finished??? Really??

Expectations…

 Ideas and Content for Sustainability Concepts

4 Original treatment of ideas, with a great deal of support - ideas are reflective, original and explained in the student's own words - everything explored is highly relevant to the building or site, and extends beyond "basic" sustainable concepts

3 Fairly Original, reflective and adequate treatment of ideas with some support - but not all information presented is in student's own words - concepts explored have a some connection to the building constructed or the site

2 Unoriginal or trivial ideas with marginal support - concepts have very a very general connection to project site

1 ideas are incomprehensible or incomplete or do not connect at all to project site

Supporting Details in Sustainability Related Concepts

4Highly detailed, all sustainable visuals accurately explained using sustainability related vocabulary

3 Moderately detailed, all sustainability visuals fairly well explained in detailed language

2 Few sustainable details explained, somewhat general

1 Very few details, very general or no information included on buildings

Organization of Ideas

4 Organization is clear and original strong introduction, effective closure and smooth transitions between ideas

3 Well organized and logical effective introduction, adequate closure and transitions

2 Inadequate organizational plan, lacks effective introduction and closure

1 No organizational plan is evident

 Sustainability Research Connection to Site

4 Research is accurate, with at least 5 ideas fully explored and supported by detailed information that are relevant and connect to the project site.

3 Research is evident and fairly accurate, with 3-5 ideas explored, information is relevant and connects to project site

2 Research is lacking or extremely general - there were 2 – 3 ideas that connect to project site

1 Research has nothing to do with project site, no connection

Summary

4 Highlights important information, conclusions are logical and reasonable and clearly relate to the questions posed in regards to why we design sustainably.

3 Important points indicated, conclusions are reasonable and relate to the question posed in regards to why we design sustainably

2 Not all of the important points are identified there are some gaps in logic relating conclusions to the questions posed...

1 Important points not identified conclusion does not relate to questions posed...

Conventions

4 Any errors in spelling, grammar and punctuation are usually examples of risk taking

3 A few errors in conventions, but errors do not interfere with the meaning of the piece

2 Frequent errors that may, at times, interfere with the understanding of the piece

1 So many errors in conventions that the piece is barely comprehensible

Overall Quality and Use of Diagrams

4 Diagrams and illustrations are neat, accurate and clearly relate to the sustainability -  they provide additional insight to the content

3 Diagrams and illustrations are accurate and are related to sustainability

2 Diagrams and illustrations where present are neither neat nor entirely accurate 

1 Diagrams and illustrations where present are neither neat nor accurate; and they don’t appear to relate to sustainability

Use of Class Time

4 Used time well during each class period. Focused on getting the project done and worked in a collaborative manner with others. Put in extra time on project at home.

3 Used time well during each class period. Usually focused on getting the project done and usually worked in a collaborative manner with others.

2 Used some of the time well during each class period. There was some focus on getting the project done but occasionally distracted others.

1 Did not use class time to focus on the project OR often distracted others. Needed much prompting from the teacher.

Architecture Goes to School – Visual Organizers Rubric

CATEGORY EXPLANATION

4 Outstanding... Looks Like the Work was Created by an Expert!

3 Very Good... Looks Like You Know What You are Doing... But, add a bit more!

2 Needs More…Looks Like You Need to Put in More Time on Work!

1 Needs Lots of Work... Are You Finished??? Really??

Expectations…

Graphics Clarity

4 Graphics are used effectively and have strong impact on the total design.

3 Most graphics are used and generally have an impact on the message of the design.

2 Most graphics are focused on the message of the project, but could have been used more effectively by virtue of size or location, rhythm...

1 Graphics fail to convey the meaning of the project and there is a lack of under- standing demonstrated by poor sizing or placement.

Graphics Scanning and Collection

4 Images were well chosen from group’s sketchbooks that were relevant to project, student scanned images on his/her own

3 Images were well chosen from  group’s sketchbooks  and were fairly relevant to project, images were scanned

2 Very few images were chosen from group’s sketchbooks – may  lack relevancy

1 No images selected

Collaboration

4  Student collaborated well with other Visual Organizers and Mentor Architects – stayed focused and made decisions in regards to the layout

3 Student collaborated fairly well with other Visual Organizers and Mentor Architects – stayed fairly focused and made decisions in regards to the layout

2 Student needed prompting to engage in collaborating on the layout

1 Students did not make a contribution to collaborating or layout

Visual Organizer Tools

4 Student created titles or graphics, which enhanced the layout or participated in the creation of materials for final presentation – he/she highly motivated to do a good job in creating an organized final product

3 Student created titles or graphics, which enhanced the layout or participated in the creation of materials for final presentation – he/she made an effort to help with the final product

2 Student created a minimum of presentation materials for the layout for final presentation

1 Student created very few graphics or any materials to enhance final presentation

Overall Quality

4 High quality design

3 Above average quality

2 Average to below average quality

1 Poor quality

Use of Class Time

4 Used time well during each class period. Focused on getting the project done and worked in a collaborative manner with others. Put in extra time on project at home.

3 Used time well during each class period. Usually focused on getting the project done and usually worked in a collaborative manner with others.

2 Used some of the time well during each class period. There was some focus on getting the project done but occasionally distracted others.

1 Did not use class time to focus on the project OR often distracted others. Needed much prompting from the teacher.

Peer Collaboration Project Rubric

	4	3	2	1
Participation	Group member participated fully and was always on task in class.	Group member participated most of the time and was on task most of the time.	Group member participated but wasted time regularly or was rarely on task.	Group member did not participate, wasted time, or worked on unrelated material.
Leadership	Group member assumed leadership in an appropriate way when necessary by helping the group stay on track, encouraging group participation, posing solutions to problems, and having a positive attitude.	Group member sometimes assumed leadership in an appropriate way.	Group member usually allowed others to assume leadership or often dominated the group.	Group member did not assume leadership or assumed it in a nonproductive manner.
Listening	Group member listened carefully to others’ ideas.	Group member usually listened to others’ ideas.	Group member sometimes did not listen to others’ ideas.	Group member did not listen to others and often interrupted them.
Feedback	Group member offered detailed, constructive feedback when appropriate.	Group member offered constructive feedback when appropriate.	Group member occasionally offered constructive feedback, but sometimes the comments were inappropriate or not useful.	Group member did not offer constructive or useful feedback.
Cooperation	Group member treated others respectfully and shared the workload fairly.	Group member usually treated others respectfully and shared the workload fairly.	Group member sometimes treated others disrespectfully or did not share the workload fairly.	Group member often treated others disrespectfully or did not share the workload fairly.
Time Management	Group member completed assigned tasks on time.	Group member usually completed assigned tasks on time and did not hold up progress on the projects because of incomplete work.	Group member often did not complete assigned tasks on time, and held up completion of project work.	Group member did not complete most of the assigned tasks on time and often forced the group to make last-minute adjustments and changes to accommodate missing work.

Write the proficiency level from the rubric that fits each group members’ participation in the box under the collaboration skill. Include your own name in the list.

Group Member	Participation	Leadership	Listening	Feedback	Cooperation	Time Management