CISH MAPLE DRAGON (April Week 1, Part 3)

Grade 6

This week, Grade 6 students completed their summative lab, investigating how drag affects the distance traveled by their paper airplanes. They then explored the history and development of rockets. They conducted two interactive simulations to examine how different components of a rocket — such as fins, fuel, and nosecone shape — influence its stability and flight performance. To conclude the unit on Flight, students completed a written reflection on their learning, evaluating their participation, effort, and the new knowledge and skills they gained throughout the unit.

Grade 7

This week, the grade 7 students finished their summative on their unique organisms and finished their collaboration with the 1st-grade students. The first-grade students showed the 7th-grade students how to make their organism into their animal card game. Additionally, there was a lot of AI usage in this unit's discussions, and exemplars of AI citations were given.

Grade 8

This week, the grade 8 students worked on their final summative lab. They examined activities that can affect their bodies, such as exercise or meditation. This looks at combining social-emotional learning from the year with body systems and their effect.

Grade 9-1

This week the 9-1 class reviewed content about food webs and energy pyramids. They practised this content with exam style questions as well.

Grade 9-2

This week, Grade 9-2 students explored food webs and energy pyramids, investigating how changes in one consumer can affect an entire ecosystem. They also examined the powerful ecological impact of reintroducing a pack of wolves into Yellowstone National Park, observing how this influenced multiple levels of the food web. To finish the week, students reviewed the differences between mitosis and meiosis in preparation for their test after the holidays.

Grade 10

Studies this week have continued to look at DNA. Students used research questions to self-study and investigate how mRNA is transcribed from DNA and then how it isused as a template for making proteins. They used the same inquiry-based approach to learning how to investigate DNA duplication. They also studied DNA folding into Chromosomes. The week ended up with quizzes written in CanGlory to consolidate and assess learning.

Biology Class - Grade 11

This week, DP1 students dedicated time to collaborative and individual reflection inalignment with their Internal Assessment (IA) development. Early in the week, students engaged in group discussions centered around their IA topics, methodology, and data collection strategies. These peer conversations allowed for the exchange of constructive feedback, clarification of research approaches, and reinforcement of the criteria for a successful IA. The activity encouraged critical thinking and strengthened students’ confidence in articulating their scientific investigations.

Towards the end of the week, students received their recent summative assessments. They were guided through a structured review of their performance, with a focus on analyzing errors and understanding how to improve. This reflective exercise aimed to reinforce content knowledge, exam technique, and mastery of command terms. 

Chemistry Class SL - Grade 11

This week, Grade 11 Chemistry students continued reviewing bonding concepts inpreparation for their midweek summative test. After the assessment, they returned to the lab to carry out a redox titration to determine the vitamin C content in various sources.

Chemistry Class HL - Grade 11

In a big week, chemistry students had an assessment on chemical bonding. They also repeated the experiment from the previous fort night to determine the amount of vitamin C in various drinks. As said previously, the experiment has been a huge learning curve for students as they begin to understand the rigour required to prepare for labs and plan their experiments. This time, the students were better prepared and organized. They had the opportunity to reflect and problem-solve the experiment.
Additionally, this week was Grade 10 course selection week. Both students and parents received information about the DP Chemistry course.

ESS Class - Grade 11

This week DP 1 ESS students completed their study of Water Systems (4.1), examining the global distribution of water resources and analyzing key components of the hydrological cycle. Students reflected on their recent Topic 3 assessment on Biodiversity and Conservation, identifying areas of strength and areas for growth in their understanding of conservation strategies and ecosystem management approaches. The class engaged in targeted review activities to address specific concepts that needed reinforcement, strengthening their systems thinking skills through the connection of biodiversity and water cycle concepts.

Physics Class - Grade 11

Grade 11 Physics students explored key thermodynamic concepts. They examined the entropy of non-isolated systems and analyzed four types of thermodynamic processes: isovolumetric, isobaric, isothermal, and adiabatic. Special focuswas placed on adiabatic processes in monatomic ideal gases, with emphasis onthe relationships between pressure, volume, and temperature. Students also investigated cyclic gas processes and their role in operating heat engines. The concept of heat engine efficiency was introduced and applied to real-world systems. Finally, students studied the Carnot cycle as a model of maximum efficiency. Throughout the week, ATL skills were developed, particularly incritical thinking and effective communication, as students interpreted diagrams, solved problems, and discussed energy transfer mechanisms in thermodynamic systems.

SEHS Class - Grade 11

This week marked the completion of Unit 3, bringing students to the halfway point of the SEHS theory curriculum. The focus was on VO₂ max, lactate inflection point, and the concept of excess post-exercise oxygen consumption (EPOC). Through discussions and case studies, students demonstrated strong critical thinking and research skills, deepening their understanding of physiological responses to exercise. Students also showed commendable self-management in preparing for the upcoming IA focus. After the break, we will begin Unit 4, shifting attention toward biomechanics and dedicating more time to developing individual investigations.

Biology Class - Grade 12

This week marked a significant milestone for DP2 students as they concluded the IB Biology curriculum with the final two sub topics: D4.2 Stability and Change and D4.3 Climate Change. These lessons explored the dynamic balance within ecosystems and the far-reaching impacts of anthropogenic factors on global climate patterns. With the curriculum now complete, the focus will shift after the spring break to intensive exam preparation. Students will engage in structured revision sessions and practice with past paper questions to consolidate their understanding and refine their exam strategies. This preparation is geared toward success in the upcoming IB examinations, with Paper 1A and 1B scheduled for May 12 and Paper 2 on May 13.

Chemistry Class HL - Grade 12

This week, studies for the Acids and Bases were completed. Students had to do a lotof self-study for this topic as they had time off and missed classes for various reasons. The week ended with a quick look at what is now termed electron-sharing reactions but we know as radicals. The updated course covers substitution reactions in alkanes using a free radical mechanism.

ESS Class - Grade 12

This week DP 2 ESS students analyzed their performance on the Biodiversity (Topic 3) test, identifying key areas for improvement in their conceptual understanding and exam technique. Students then engaged in timed Paper 1 practice sessions, developing their ability to respond efficiently to case study scenarios while strengthening their data analysis and evaluation skills. These focused exam preparation activities helped students refine their approach to structured essay questions and enhanced their capacity to apply environmental systems concepts to real-world scenarios.

Physics Class  - Grade 12

During the past week, Grade 12 Physics students explored key nuclear and thermodynamic concepts. They examined mass defect and binding energy, gaining insight into the energy released during nuclear reactions. The class analyzed fusion and fission in stars, understanding how these processes power stellar evolution. In modern physics, students investigated the photo electric effect, linking it to quantum theory and stopping potential. Thermodynamic studies focused on the Carnot cycle, highlighting efficiency in ideal heat engines. Throughout the week, students developed ATL skills with a focus on thinking and research, particularly in evaluating scientific data and designing inquiry-based tasks.

Grade 1

This week, Grade 1 students practiced with Marty, learning how to control the robot and program it to follow a sequence of commands.

Grade 2

This week, we revisited CoSpaces and began learning how to program in a 3D environment. Students explored how to add a circular path and code a character to walk along it.

Grade 3

This week, we returned to CoSpaces and began exploring physics, including gravity and how to simulate realistic movement and precise collisions in a 3D game environment.

Grade 4

This week, we returned to CoSpaces and began exploring physics, including gravity and how to simulate realistic movement and precise collisions in a 3D game environment.

Grade 5

In this week's lesson, the fifth graders finished coding their Rock-Paper-Scissors game. Through the project, they practiced using `else if` conditional logic and mastered changing images programmatically.

Grade 6

This week, students are completing Criteria C of the design cycle as they finalize their hydroelectric generators. Their builds are nearing completion, demonstrating problem-solving skills and careful material selection. When we return from the break, they will begin their final critique and reflections, evaluating their work and the overall design process. I’m extraordinarily proud of all the hard work the students have put into this project. Great work team!

Grade 7

This week, Grade 7 students made significant progress in their VEX Robotics unit, finalizing the construction of their robotic designs. They demonstrated strong problem-solving and critical-thinking skills, ensuring their robots met both aesthetic and functional expectations. Working collaboratively, students programmed their robots, managed battery charging, and meticulously prepared for their final demonstrations after the break.

It was inspiring to see students fully engaged in refining their designs, making last-minute adjustments, and supporting each other in coding their robots. Their enthusiasm and teamwork were evident as they shared knowledge and worked towards achieving the best possible outcomes. We look forward to seeing their completed projects in action when classes resume.

Grade 8

This week, Grade 8 students made significant progress in their 3D printing unit as they transitioned from digitally designing their UNSDG-aligned products in Tinkercad to preparing their files for printing. They learned how to convert their STL files into G-Code, making them compatible with our 3D printers.

Students then had the opportunity to engage hands-on with the 3D printers, refining their technical skills by practicing essential tasks such as operating the machines, loading and unloading filament, and ensuring their files were correctly recognized. This hands-on experience allowed them to problem-solve in real-time, reinforcing their understanding of the printing process.

It was a fantastic week of critical thinking, perseverance, and teamwork as students navigated challenges, supported each other, and worked towards successfully bringing their designs to life. Looking forward to seeing their final prints take shape in the coming lessons!

Grade 9

This week, our Grade 9 students embarked on an exciting journey into their Personal Project-aligned Design unit. This unit offers students the opportunity to create a product that addresses a global issue, aligning with one of the United Nations Sustainable Development Goals (UNSDGs). The challenge has been set, and students have stepped up with enthusiasm and creativity. They began by brainstorming ideas that resonated with them personally, ensuring a meaningful connection to their chosen problem. Following this, students conducted research and developed a proposal that justified their solution by answering key design questions. Once their proposals were approved, they moved on to crafting presentations that showcased their product ideas, success criteria, and action plans.

Grade 10

The grade 10s review theuse of nested for loops before being presented with a problem. Researchsuggests that being able to recall times tables fluently is helpful when itcomes to other Math activities. Primary schools teach pupils their timestables, so they can recall them and don't have to work them out. The class wasasked to work in groups and suggest code/pseudocode to solve the problem byproviding times tables for numbers 1 to 12.

Grade 11

This week in DP1, HL students completed the last few divs on trees to finish Topic 5 – Abstract Data Structures. All students studied the last four divs in Topic 4.3 - Use of programming languages. Our students were also tested on a previous topic, Topic 2, computer organization.

Grade 12

DP2 HL students completed the last four divs on D.2, features of Object-Oriented Programming. This concluded the last of the new study material. HL students also continued to work on preparing for their paper 3, case study exam. NB students work to complete the work on their senior programming project. This will be a significant portion of their final mark in CS120.

Grade 6

Mr. Hood’s Grade 6s completed their CanGlory reflections on their online magazine tasks. The Grade 6s then began working on the scripts for their online fitness video summative assessment tasks.

Meanwhile Mr. Dooley’s Grade 6 were also very busy this week. Students made some final touches to their fitness magazines updating their visual elements and ensuring their message was clear. The students started researching their Vlogs outlining a fitness routine that they can implement in their own lives to improve their health. Also, students joined PYPX and discussed the work the grade 5 students have produced for their projects.

Grade 7

Mr. Hood’s Grade 7s have spent the week working on their writing summative tasks. The task asks the Grade 7s to write a persuasive essay in which they discuss how their friends and family influence their taste in arts and crafts.

Meanwhile, Mr. Dooley’s Grade 7 students were also very busy this week. Students finished their compelling speeches detailing their tests in art and showing their own personalities.  The students completed a reflection task in CANGLORY where they looked at their performance during the speeches. Students also started working on their own investigative text where they looked at how their tastes in art forms can be influenced by their friends and family. The students joined the PYPX event where they had the opportunity to interact with grade 5 students and discuss their projects.

Grade 8

Mr. Hood's Grade 8s had a very interesting week in which they worked in groups to create a completely new and original sport that they believe will be played in 2050. They presented their sports to the class on Friday and their creativity was fantastic.

Meanwhile, Ms Bartoszak’s Grade 8 students commenced the week by successfully completing their listening summative assessments. To wrap up the week, students celebrated by dressing up as their favorite book or movie characters and delivered engaging presentations about their chosen characters, showcasing their creativity and passion for literature and media forms.

Grade 9

Mr. Hood’s Grade 9s completed reading Chapter 8 of Bridge to Terabithia this week. They also completed the Janice Avery task which asked them to review and analyze the theme of bullying in the novel and then discuss in groups how they would prevent someone from bullying them in a similar fashion. Some solutions were well thought out and creative.

Meanwhile, Mr. Dooley’s Grade 9 students were also very busy. Students continued their work on the novel ‘Bridge to Terabithia’ and the students completed some quizzes on CANGLORY based on the book. Students investigated the idea of bullying in the book and created their own detailed presentations suggesting a more effective solution that could have been adopted by the characters. The students started working on a review of the book so far ensuring that they cover all the key events and character development.

Grade 10

Ms. Najuma's Grade 10 Language Acquisition class spent the week collaborating on a role play inspired by a picture stimulus. Due to time constraints, the group decided which stages of the Hero’s Journey to include in their script. They completed the writing this week and will perform it together upon returning to school. Wishing everyone a restful and memorable spring break!

Meanwhile, Mr. Dooley’s Grade 10 students also worked very hard this week. Students continued their work on the novel ‘The Hunger Games’ looking at the themes in the book and character development as well as possible motivations they have seen. Students completed their work on the first act of their own stories and had a group feedback session looking at possible additions they could make to round out their stories. Students also completed some short film analysis looking at how the hero’s journey applies in different forms of media.

Grade 11

Mr. Kiefer’s and Ms Bartoszak’s DP students progressed in their conceptual understanding of leaflets by conducting thorough analyses, which they then presented to their peers. Following this, they shifted their focus to enhancing their listening skills, culminating in the completion of a listening summative assessment. In addition, they undertook a reading summative, further reinforcing their comprehension and analytical abilities.

Grade 12

MsBartoszak’s Grade 12 students commenced the week with an emphasis on enhancing their listeningand reading skills. They explored diverse contexts for speaking, includingengaging talks and dynamic debates centered on the theme of equality.Throughout the week, students sharpened their listening abilities whiledeepening their understanding of equal rights. They concluded their studies by continuinghoning their listening skills, tackling a variety of comprehension questions tofurther their proficiency.