PRAIRIE LAND
PRIDE
Small schools preparing students for big futures.
Prairie Land Regional Division #25
Issue 3, May 2016
Robotics Students Preparing for the Future
I
magine a world where you go into the hardware store and
instead of a human sales assistant helping you, a robot
guides you to the precise aisle and locates the exact
screws you need.
Or imagine grabbing a quick bite to eat – you place your order
and pay via touchscreen, your order is then cooked by a robot
chef and delivered to you at the counter or even to your table by
a robotic waitress.
As futuristic as these scenarios sound, it is estimated that within the next decade they will soon be a reality. Advancements in
technology and robotics are changing the world and today’s
students will be at the forefront.
“Imagine the impact it will have when thousands of fifth graders graduate with the ability to build robots,” asks Dennis
Kambeitz, Education and Business Development for EZ Robots.
“It will be part of their basic understanding.”
Much like their ease with computers and technology, robotics
will soon become second nature to many students, and those
students will have a distinct advantage in the work force.
“We need to look at how we educate our children,” he says,
adding educating students now about technology and robotics
will play a pivotal role in their future.
Prairie Land is one of a handful of school divisions across
Alberta that is giving its students the opportunity to experience
this great technology first-hand.
“Prairie Land is ahead of the curve than many other school
districts in the province,” said Kambeitz who praises the division’s decision to offer high quality robotics education.
Continued on page 2.
Inside this Issue
Test Taking tips from Project REACH
Page 4
Local Students Passionate about Rodeo
Page 6
SWAT Team an Influence at JCC
Page 10
Rattlesnakes at Berry Creek
Page 11
Physics 30 Investigates Collisions
Page 13
Students Learn about Poverty
Page 15
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1
PLRD Students Designing Their Own Robots
Continued from Page 1.
Berry Creek Community School, Delia School, Morrin
School, J.C. Charyk and Youngstown School all offer robotics
to its students as a junior or senior high option. The schools use
a variety of programs including Lego Mindstorms NXT and the
extremely popular EZ Robot program.
Some of the things students learn are general programming,
mechanical engineering terms and application, developing 3D
models and instructions, functional use of electricity, etc.
As technical as it sounds, Youngstown teacher, Michael MacKay says most of his students are able to quickly develop a
keen understanding of robotics.
“After a while some things become second nature to many
students and they even think differently, it is very interesting to
see this transformation,” said MacKay, one of the
division’s teachers with a background in technology whose understanding is an asset to his school.
Youngstown School utilizes EZ Robots – a Calgary based company that is changing the way people look at robotics.
“EZ Robots makes robotics so easy to use and do
that anyone can do it,” said Kambeitz. EZ Robots
provides an affordable, full-featured, easy to use
robot platform that allows building robots to be
easy and fun.
With step-by-step instructions, clip and play parts
and EZ Builder software, EZ Robots allows almost
anyone to create a robot.
“The largest benefit of using this program is that
it takes care a lot of the complexity and knowledge
needed to start doing robotics,” said MacKay.
“Students that do not know how to solder, create circuits or
even program can still create functional robots.”
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Youngstown students have completed a number of challenges
with their robots. Elementary students created custom actions,
mostly kicks and punches; dance offs; a camera system that
tracked and took videos of students, even cleaning robots that
could mop and vacuum. Jr/Sr High students created a homemade calculator program, interactive short stories, quadrupedal
and bipedal custom movements, and Robo-Olympics where
students chose events (running, handstands and hanging from
bars) and designed robots around them.
“Robotics turns students from consumers of technology to
creators of technology,” explains MacKay.
“The use of robotics and other programs like it empowers
students to become creators. This means they are no longer passively absorbing information, but they are actively creating it in
their own schemas.”
Giving students an opportunity to create something with such
cutting-edge technology is a great way to engage students and
get them excited about learning.
“Robotics have a huge upside in terms of the potential of being an engine that accelerates learning, collaboration, problem
solving and engagement,” said Deputy Superintendent Steven
Nielsen, who has seen first-hand how engrossed Prairie Land
students are in their robotics projects.
The training and experience these students are receiving will
benefit greatly in the future. According to Kambeitz, “Students
will have a hard time getting jobs without this knowledge.
Kambeitz speaks with great conviction about the future and
the economic impact of Software Substitution – the replacement
of human jobs by computers/technology. By exposing students
to robotics and other technology, they will be that much farther
ahead come graduation.
For more information about EZ Robots visit https://www.ezrobot.com/. Images courtesy of EZ Robot.
2
Combining the Resources of Public Libraries and Small Schools
T
ypically, rural areas and small schools have limited
resources. However, with today’s technology many
small communities find themselves with a wealth of
resources at their fingertips.
Most municipalities have a public library, however in some
small towns the public library is housed within the local school;
such is the case for four PLRD schools.
Veteran Municipal Library is a public library housed in the
school, however it is not associated with any library system.
Berry Creek, Consort and Delia are school housed libraries
part of the Marigold Library System.
“It definitely enhances the collection and the variety of resources, giving residents greater access,” said Laura Taylor,
Assistant Director for the Marigold Library System, describing
school housed public libraries.
“The Marigold Library System has a wide breadth of resources; and a small community has access to all of this because
of the connections between the school and the library.”
Marigold has 3.29 million titles in their online catalogue,
which does not include eBooks, eAudio, eMagazines, etc.
The partnership between Marigold and Prairie Land Regional
Division has a long withstanding history and it benefits both
students and community members.
“Our community is very fortunate,” said Susan Conners, librarian at Berry Creek.
“When the school was built in 1995 it was decided to include
a huge area in the centre of the building to develop a schoolhoused public library.”
It was a decision that has benefited many. Servicing a population of approximately 350, Berry Creek Library, as well as the
ones in Delia and Consort, has become a hub in its community.
“Our library is fortunate to have 100% of the students as library card holders,” said Conners, adding the resources available to students and teachers is immeasurable. From inter-library
loans and a vast online catalogue to eResources like Mango,
Prairie Land Regional Division #25
Box 670, 101 Palliser Trail
Hanna, AB T0J 1P0
Phone: 403-854-4481
Fax: 403-854-2803
Toll Free: 1-800-601-3898
Prairie Land Pride is a monthly
publication focusing on the
incredible work of our staff and students.
Tumblebooks, Solaro, Freegal, etc. and video conferences, students and community members can access information that may
otherwise not have been available without the school-housed
library.
It is partnerships such as these which PLRD prides itself on,
ensuring students have access to resources that will enable them
to receive the best education possible.
“Anytime you can work with your community, there is a sense
of belonging and support between the school and the community itself,” said Superintendent Cam McKeage.
“These partnerships are critical in our division.”
At Berry Creek, many of the programs available can be utilized by both students and adults; for example, the eResouces
such as Mango and Freegal. Other times it is a leisure night
course such as cold fusion that was easily offered to students as
an art project.
“Our resources, our programs, our technology – it is all thanks
to having a public library situated in our school,” said Conners.
For more information about the Marigold Library System visit
http://www.marigold.ab.ca/.
Prairie Land
Regional Division
Small schools
leading Education
in Alberta.
http://www.plrd.ab.ca/
For more information or to submit
story ideas please email
tanya.duckworth@plrd.ab.ca.
Prairie Land Pride
3
Test Taking Techniques and Strategies for Various Tests
Project REACH
Multiple Choice
 Read the question before you look at the answers.
 Come up with the answer in your head before looking at the possible answers.
 Eliminate answers you know aren’t right.
 Read all the choices before choosing your answer.
 If there is no guessing penalty, always take an educational guess
and select an answer.
 Don’t keep changing your answer, usually your first choice is the
right one, unless you miss-read the question.
 Manage your minutes. Flip through the whole test and manage your
time.
 Do several “sweeps.” Answer the ones you know first, then the
ones you’re pretty sure about. Leave the head scratchers for last.
Short Answer
 To study — use flashcards. Write the key terms, dates and concepts
on the front and the definitions, event and explanation on the back.
 Try to anticipate questions that will be asked on the test and prepare for them. Usually what your instructor emphasizes in class
will be on the test.
qualifiers and keywords.
 Qualifiers like “never, always and every” mean that the statement
must be true all of the time. Usually these type of qualifiers lead to
a false answer.
 Qualifiers like “usually, sometimes and generally” mean that the
statement can be considered true or false depending on the circumstances. Usually these type of qualifiers lead to an answer of true.
 If any part of the question is false, then the entire statement is false,
but just because part of a statement is true doesn’t necessarily make
the entire statement true.
Essay Questions
 Read the directions carefully; pay close attention to whether you
are supposed to answer all of the questions or only a specified
amount (i.e. answer two out of the three questions).
 Make sure you write down everything that is asked of you and
more. The more details and facts you write down the better.
 Budget your time, don’t spend the entire test time on one essay.
 If the question is asking for facts, do not give your personal opinion on the topic.
 Try not to leave an answer blank, come back to it after you finish
 When writing your essay, try to be as neat as possible.
 Make an outline before writing your essay. This way your essay
the rest of the test and make an educated guess. Other parts of the
test may give you clues to what the answer may be.
 Don’t write long introductions and conclusions, the bulk of your
 If you can think of more than one answer for a question, ask the
instructor what to do.
 Read the question carefully and make sure that you answer everything that it asks for; some short answer questions have multiple
parts.
True / False
 Usually there are more true answers than false on most tests.
 If there is no guessing penalty, guess; you have a 50% chance of
getting the right answer.
 Read through each statement carefully and pay attention to the
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will be more organized and fluid.
time should be spent on answering the question(s) asked.
 Focus on one main idea per paragraph.
 If you have time left at the end proofread your work and correct
any errors.
 Budget your time. If you have an hour to write 3 essays, spend no
more than 20 minutes on each essay, then if you have time left over
go back and finish an incomplete essays.
 If you aren’t sure about an exact date or number then use approximations, i.e. “Approximately 5,000” or “In the late 17th Century.”
 If you make a mistake, simply draw a line through it; it is much
neater and quicker than erasing it.
4
Tips for Parents: How to Handle Stress Before, During and After Student Exams
Before
 Make sure your child gets plenty of sleep, both the night before as well as several days leading up to the assessment.
 Provide a high quality breakfast and lunch (in case the exam is in the afternoon).
 Try to keep a normal routine, perhaps scaling back on after-school activities.
 Allow plenty of time for physical activity, free play and opportunities to unwind.
 Be positive and point out all of the things your child does well.
 Remind him/her that he or she is well prepared for the test and will likely do well.
 Be patient and be prepared to listen to your child’s concerns. Answer questions honestly and with short answers.
 Monitor your own anxiety.
 Maintain realistic, attainable goals and expectations for your child.
 Accept mistakes as a normal part of growing up. Let your child know that no one is expected to be perfect.
 Teach your child a few relaxation / stress management strategies such as:
* Deep controlled breathing
* Mindfulness exercises
* Listening to relaxing music
* Asking them what things might help them relax
 Share a time when you felt anxious or nervous.
 If needed, seek help from the school, the child’s teacher or a family resource worker.
During
 If your son or daughter becomes anxious during a test help them find ways to calm down.
* Deep breathing (breathing in through the nose and out through the mouth in a smooth motion).
* Calming statements such as simply saying “Relax,” quietly to oneself.
* Shift negative thoughts to more positive coping thoughts
such as “I will do the best I can” or “I prepared well for this
test.”
* Focusing on the problems that are easier first and then going
back to the more difficult problems.
After
 Ask one or two general questions about the test, such as “How did it
go?”
 Do NOT ask questions such as “How many do you think you got
wrong?” or “Do you think you did better than the other kids?”
 Remind them that “Sure tests are important, and you need to do your
best, but remember that there are other things that matter and are
more important things.”
It’s Test Day...Are you Ready?
cool. Use your time wisely.
 Exercise, stretch and do relaxation breathing.
 Read the questions on the exam carefully.
 Have a healthy breakfast and avoid caffeine.
 Don’t freak out if you cannot remember something, take
a deep breath and move to the next questions.
 Do positive visualization exercises.
* Close your eyes and breath deeply.
* Picture yourself writing your exam with little
stress and lots of confidence.
 Arrive to the exam early and prepared. Bring extra pens
and pencils.
 When the exam time begins, do a quick brain dump or
mind map on scrap paper to get your thoughts organized.
 Scan the exam and pace yourself. Start steady and stay
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 Engage in positive self talk. Your mind needs positive
thoughts and feelings to be productive. Stop any negative self talk and turn it into encouraging, positive
words.
 When you have completed the exam look it over before
you hand it in.
 After the exam reward yourself. “Let it go,” move on
and do not ponder on what you did not know on the
exam.
5
High School Rodeo — It’s a Way of Life
A
fter school sports are a way
of life for many students,
from spending countless
hours practicing after class to
travelling on weekends for tournaments,
meets, etc. Hockey, lacrosse, dance,
swimming, soccer – the list goes on and
on.
However, for some Alberta students,
their sport comes with a bit more adrenalin – RODEO.
There are 430 students from grades 6 to
12 that participate in the Alberta High
School Rodeo Association, in the junior
or high school division. Over the years
Prairie Land students have made a name
for themselves. Currently students from
J.C. Charyk School, Consort School and
Berry Creek Community School all participate in the high school rodeo circuit.
Incorporated in 1972, the Alberta High
School Rodeo Association (AHSRA)
encourages students to practice rodeo
while still focusing on their studies.
“It gives kids a chance to rodeo with
their peers,” said Betty Leischner, the
province secretary for the association,
adding students must submit a release
form from their school stating their
grades are in good standing.
Tammy Burns, administrative assistant
with J.C. Charyk, helps rodeo students
with fundraising. She also comes from a
long-standing rodeo family and is a proud
mother who is passionate about the program.
“The High School Rodeo’s mandate is
that students must be in good academic
and attendance standing to be eligible to
compete at the rodeos, which helps motivate students to work hard at school,”
said Burns.
Following in his parents’ footsteps,
Burns’ son Denton, Grade 6, now takes
part in the Wrangler Junior division in
breakaway roping and team roping. Burns
explains that Denton’s team roping partner is Trey Erion from Castor, AB, “His
dad and I used to rodeo together years
ago.”
“The people we see at the rodeos are
generations of cowboys and cowgirls.
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Lots of the parents are people that my
husband high school rodeoed with years
ago.”
Leischner concurs, “We see kids competing where their parents use to rodeo.
We are even starting to see third generations compete in high school rodeo.”
She also says there are more and more
first generation kids getting involved in
the sport.
So why rodeo? Why are students passionate about getting involved or carrying on the family tradition?
“It’s a lifestyle and that is how we
were raised and how our children are
raised,” said Burns.
Grade 12 JCC student, Logan Elder
who has been competing in saddle bronc
riding for three years, also comes from a
rodeo family. “I believe it has helped me
because I can get advice from my own
family members that have competed in
my same event.”
Like any sport, the skills students learn
are endless. Responsibility, sportsmanship, organizational skills as many are
multi-event participants, self-discipline,
goal setting, etc. – high school rodeo
participants are some of the most dedi-
cated athletes you will meet.
“Rodeo makes kids develop attributes
that will serve them well throughout their
lives and give them the opportunity's to
be successful regardless what path they
choose,” said Burns.
“Participating in rodeo has taught me
about responsibility, how much work it
takes to reach your ultimate goal and how
to focus on a commitment to achieve your
desired outcomes,” said Abigail Warwick, a Grade 10 student at JCC.
Again like other sports, students dedicate a huge amount of time practicing,
travelling to rodeos. High school rodeo
students participate in 20 rodeos during
the year, while the junior members travel
to 16 rodeos. The AHSRA is divided into
three districts to help cut down on travelling expenses. Depending on their success, students can qualify for the Canadian High School Rodeo Finals and the
National High School Rodeo Finals.
According to Leischner, Alberta students are very strong and can often be
found within the top 15 states and provinces at the national finals.
Continued on page 7.
Wyatt Simpson, Grade 11 student from Consort School, holds on tight in the saddle bronc
event. Simpson has qualified for Alberta High School Rodeo Finals in Grande Prairie, AB.
6
Local Students Successful at Jr/Sr Rodeo
Continued from page 6.
She also says many of the top participants at the Canadian Finals Rodeo and
the National Finals Rodeo are past high
school rodeo participants.
The AHRA provides the opportunity
for scholarships, buckles and prize money. However, most rodeo students are
proud to just participate in this amazing
culture, that promotes western lifestyle
and heritage.
“Rodeo creates lifelong friendships that
will last generations,” said Burns.
In addition to the AHSRA, some students participate in the Canadian Professional Rodeo Association (CPRA).
According to Katy Lucas, Director of
Marketing/Communications/Public Relations with the CPRA there are some
minimum ages for certain events. Rough
stock (saddle bronc riding, bull riding
and bareback riding) participants must
be 18. Timed events (tie down roping,
team roping, steer wrestling and ladies
barrel racing) do not have a minimum
age so students are able to participate.
“We also have Novice events (novice
saddle bronc and novice bareback riding)
that have a minimum age of 16 and maximum of 21. There is also Steer Riding or
Junior Steer Riding that has an age of 1115,” said Lucas.
Youngstown student Dixon Tattrie,
Grade 8, and JCC student JW Hart are
both steer riders with the CPRA.
Dixon Tattrie, Grade 8 student from
Youngstown School, is a steer rider with
the CPRA. Last year Tattrie qualified for
the Canadian Finals Rodeo in Edmonton
and currently sits in 8th position.
Abby Grantham, Grade 8 student from
JCC, finished 4th overall season leader
and ended up 7th overall in goat tying.
She also finished 6th overall in barrel
racing.
Abbegayle Brady, Grade 7 student from
JCC, participates in barrel racing, poles
and goat tying this season in the Alberta
High School Rodeo Association.
PLRD Rodeo
Participants Love
their Sport
Pictured at left:
Abigail Warwick, a Grade 10 student
from JCC participates in barrel racing,
poles and goat tying. Warwick was sitting
in the top 10 early in the season but her
barrel horse suffered an injury.
Pictured at right:
Darrion Percival, a Grade 6 student from
Consort School is a saddle bronc rider,
bareback rider and a steer rider. He is
currently in 3rd overall in saddle bronc.
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7
Prairie Land Students Take Pride in Rodeo
Kegan Bishell, Grade 7 student from Consort School, is the BAC bareback Provincial
Champion, BAC saddle bronc - 4th overall
in the province and bull riding - 5th in the
standings. Bishell chose not to compete at
Provincial Finals in this event. He also
qualified for Nationals in Tennessee but is
opting out this year.
Bishell also qualified for Canadians in
bareback and saddle bronc in Nanton the
last weekend in July, competing against
teams from BC, SK, and MB.
Denton Burns, Grade 6 student from JCC
had a very good year on the rodeo circuit.
Coming into breakaway roping in 20th
position, he finished 2nd in the average and
4th overall. In team roping he also placed
3rd in the average and finished 4th overall
with his partner Trey Erion from Castor.
Burns qualified for the Jr. High National
Finals Rodeo in Tennessee in both events
and will be representing Alberta and JCC
in breakaway roping and team roping with
Erion.
Logan Elder, Grade 12 student from JCC,
is leading District 2 saddle bronc, with two
rodeos left. His closest competitor is only
one point behind him, so he’ll have to do
well at the next two in order to keep his
status as season leader.
Provincial finals are the first weekend in
June at Grande Prairie. Last year Elder
qualified for the National High School Rodeo Finals in Rock Springs, Wyoming in
saddle bronc, an accomplishment he is very
proud of.
Memorable Rodeo Season for BCCS Rookie
It’s not often a young girl is taken under the wing of a group of cowboys to learn how to rope. For Grade 6 Berry Creek student
Kendal Pierson, she was fortunate to be able to learn the tricks of the trade with the men at the Sandhills Roping Club near Cessford,
AB, and she hasn’t stopped since.
In her rookie year, Pierson competed in ribbon roping, team roping, breakaway roping, barrel racing, pole bending and goat tying. She won the Season
Leader buckle for the breakaway, and ended up Reserve Rookie of the Year
(behind a girl in grade 8).
She made it to the Alberta Provincial Finals in five of the events, ending the
weekend in 3rd overall in breakaway roping. She also participated in a Light
Rifle competition and ended up as the top female shooter and in fifth place overall.
Pierson will travel to Lebanon, TN in June to represent her school and province in the National Junior High Rodeo Finals in breakaway roping and light
rifle competition.
There are many reasons why Pierson loves rodeo, the horses, the competition,
the hardware (prizes and buckles) and the friends from all over the province.
Pierson’s mother Connie explains, “There's competition in rodeo, but at the
same time they all do what they can to help each other out to win, even though
they will be competing against each other — something unique to this sport.”
“Kendal has proven that hard work and the willingness to learn from others
BCCS student Kendal Pierson, Grade 6 shows speed
can get you places.”
and determination during a breakaway roping event.
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8
Teacher from UK fits in well with Colony Schools
T
he landscape of Alberta is as diverse as the people
For local Hutterite colonies, community is a principle that
who call Alberta home. PLRD is no different – here
guides their daily life and Fielding says it is an amazing experiyou will meet the most amazing students, families
ence to be a part of.
and staff members.
“There is a real trust among the families, that they are all
The division is home to teachers from around the world, and
working for the good of the colony, both in the socio-economic
for Shaun Fielding, who hails from the UK, his first year in
sense, but also in a spiritual sense.”
Prairie Land has been a memorable one.
“There is a certain purity to their lives that is
Fielding teaches grades 4-9 at two colodifficult not to admire and respect.”
“The colonies value
ny schools, Neu Muehl Colony and
The colonies follow the Alberta curriculum,
the variety of ways
Handhills Colony. He teaches the writing
however students only attend until their 15th
portion of ELA, Social Studies, Health,
birthday so Fielding says there is a lot of key
the teaching and
PE/DPA and shares mathematics.
skills and capabilities to cram into that short
support staff instill
“It certainly is a unique opportunity to
time frame.
the above into their
experience something very few people in
“However, the students are motivated, eager
the world get to do,” said Fielding, adding
and committed to achieving excellence and
children.”
the opportunity to teach in the Hutterite
setting themselves up for success,” he said.
colonies was one he could not pass up.
Like anything there are some challenges, such
Shaun Fielding,
Fielding and his wife Julia, knew they
as English is not always their first language
PLRD teacher at Neu Muehl
always wanted to live abroad and after
and the colonies do not allow the use of any
Colony and Handhills
visiting Canada a few times they knew
technology.
Colony.
they would have a higher quality of life in
But kids are kids and Fielding says the are
Canada.
great fun.
They came to Canada in 2008, originally settling in Ottawa.
“They are extremely curious, inquisitive and share my dry
They then moved to Edmonton, back east to Toronto, then
sense of humor so there is quite a bit of banter in the classWhitby, ON and recently back to Alberta.
room.” He does his best to encourage the students and introduce
“We missed the ‘big skies’ of Alberta when we were in Onthem to new experiences and learning opportunities.
tario.”
It has not only been a learning experience for the students, but
Alberta is also known for its sense of community, particularly
for Fielding as well as he found himself immersed in the Hutterin rural communities.
ite culture.
“Families are incredibly appreciative of what the teachers and
educational assistants try to do and they are extremely generous,” he laughs, saying they are fed quite regularly at the colonies.
The colony teachers are highly valued by the families.
“Colonies understand the importance of what a public education can do for their children in providing the skills, capacities,
knowledge, thinking, communication and application necessary
to enable them to participate in Canadian society, economy and
culture.”
“The colonies value the variety of ways the teaching and support staff instill the above into their children,” explains Fielding.
With nine colony schools in PLRD, teachers work together to
ensure students receive a high quality education.
They must also ensure that education expectations of the
school division and the province are met while respecting the
culture and values of the families.
“The sense of collectivity and collegiality among the colony
school staff has impressed me during this first year,” he said,
adding the other staff members are a great resource.
Fielding and his wife Julia live in Drumheller with their boys,
Alastair (8) ad Evan (6).
Fielding has been teaching since 2004 and has a background
Shaun Fielding surveys the Alberta prairie landscape which he
now calls home.
in academic research and policy consulting.
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9
JCC SWAT Team Encourages Healthy Living
Group working on naturalized interactive playground.
M
any students take pride in
their school, helping keep
classrooms and common
areas clean, working to
make it a healthier place for students and
staff.
Junior and senior high students often
take a leadership role when it comes to
promoting health and wellness in their
school.
“If students have some investment in
their school they take ownership,” said
Nadine Hein, the PLRD School Health
Facilitator with Alberta Health Services.
Hein works directly with the J.C.
Charyk Student Wellness Action Team
(SWAT) which is made up of seven students dedicated to encouraging healthy
behaviors as well as creating a positive
school environment.
One of the major goals of the SWAT
team is to try and beautify the outside of
the school, says Hein, adding the group is
extremely dedicated to their cause.
“The group developed the idea of what
they wanted in an outdoor space, interviewed students in grades 1-9 and came
up with a plan to build a naturalized
interactive playground.”
The SWAT team, which is made up of
seven students in grades 8, 10 and 11,
have a complete design for the outdoor
space at JCC which includes a walking
path, trees and shrubs, places to sit such
as an outdoor classroom and even an
outdoor chalkboard.
“They are a really inventive group of
kids,” adds Hein saying the students
have approached numerous community
groups for funding and support as well
as made presentations to the school
board.
By beautifying their school grounds
and developing inviting outdoor spaces,
the group is hoping JCC will become a
destination for community members and
families.
“Our group is striving to develop out-
door spaces for both students and community members to enjoy as well as encourage people to develop active habits
and enjoy the outdoors more,” said Tia
Schnurer, Grade 11.
In addition to creating a community
gathering place, the SWAT team is also
starting the school garden, planting herbs
and vegetables for use in the concession
and smoothie days.
Ultimately the group wants to create a
healthy school environment and the students are proud of their work.
“The SWAT team is important to me
because it allows me to actively participate in changing my school’s attitude and
the culture surrounding healthy eating
and active living,” said Grade 11 student
Jordan Moench, adding while the group
gets help from Hein and JCC/PLRD staff,
the ideas and final decisions are made by
the students.
“In this way the SWAT team is truly a
student run group.”
J.C. Charyk Student Wellness Action Team members take pride in their school. Pictured from left to right are Kaite Wallace, Lindsey
Voltner, Jocelyn Graham, Tia Schnurer, Mareena Hein, Jordan Moench and Troy McKeage.
Prairie Land Pride
10
Students Learn about Rattlesnake Safety at Berry Creek
T
safe and what to do if ever bitten by a rattle snake.
here are some things that students in Prairie Land
The students also learned the differences between a rattlesnake
learn that is not taught in other school districts.
and
a Ball Python, native to west central Africa. Unlike the ratBerry Creek students recently had a special presentatlesnake,
the python is non-venomous and is a constrictor.
tion about rattlesnakes. They learned about the feaTo
the
delight
of some students (and the fear of others), Martures of the Prairie Rattlesnake, its habitat, and tips if they haptinson brought out Jackie, a Ball Python.
pen to come across a snake.
“It’s one thing to show pictures and videos of snakes and
So why rattlesnakes?
whole other experience if students are able to see one in person
“Because of where we live,” answered Berry Creek Commuand touch it, if they are up to it,” said Martinson, adding Jackie
nity School Principal Ryan Duckworth.
is a relaxed, good natured snake and is the perfect snake for
“It is also important to know more about an animal that could
students to meet.
be dangerous and is often misunderstood that lives in our area.”
Most of the students, and some staff members, eagerly lined
To educate the students, Duckworth brought in rattlesnake
up for a chance touch the snake.
expert Adam Martinson, who has been studying the rattlesnake
“By teaching people a little bit about rattlesnakes, including
population since 2008 at Dinosaur Provincial Park, a UNESCO
the value that they provide (free rodent control) and that they
World Heritage Site located 49 km south of Cessford.
aren’t aggressive (no one has ever died from a rattlesnake bite in
“Adam Martinson is a wealth of knowledge due to his reAlberta, and the snakes are usually more scared of us than we
search and experience with rattlesnakes at Dinosaur Provincial
are of them), I think people may look at them differently,” he
Park,” said Duckworth, adding Martinson did a presentation a
said.
few years ago at BCCS and recently offered to come back.
Martinson says rattlesnakes are a vital part of the southern
The badlands at the provincial park are the perfect habitat for
Alberta ecosystem. “If rattlesnakes were to disappear from the
rattlesnakes, who like dry grasslands and sagebrush, rock piles
land, we would likely see a significant increase in rodent popuand boulders says Martinson. This is also the type of environlations, which would then have a significant effect on vegetation
ment found around Cessford and Wardlow so many Berry Creek
health and agricultural productivity.”
students have their own snake encounter stories, which they
“I also believe they are such a unique species that it would be
were excited to share with Martinson.
a shame for future generations to not have the thrill of seeing a
“All of the students are genuinely interested, ask great quesrattlesnake in the wild.”
tions, often have excellent snake stories of their own to share,
For more information on the Prairie Rattlesnake visit http://
and I hope, walk away with a new appreciation for an often misaep.alberta.ca/fish-wildlife/species-at-risk/species-at-riskunderstood species,” said Martinson, adding it is important to
publications-web-resources/reptiles/default.aspx.
teach students, as well as adults, about rattlesnakes.
You can learn more about Dinosaur Park by visiting http://
“Ultimately the more we know about rattlesnakes and wildlife
www.albertaparks.ca/dinosaur.aspx.a
in general, the more inclined we are to go out of our way to try
and conserve these species,” he explains. “If we
want to conserve species in the future, it is today’s
students that are going to lead those efforts.”
In Canada the Prairie Rattlesnake is found in
southeastern Alberta and parts of southern Saskatchewan, and is currently listed as “May be at
Risk,” by Alberta Fish and Wildlife. However,
because there is not enough information about
snake populations, this species has also been designated a “Species of Special Concern.”
Conservation of this species is one of the reasons
Martinson started his research project, and thanks
to projects like his, more information is known
about rattlesnakes and how to protect them.
“As I learned more about the conservation challenges facing some of these species, I wanted to
focus my research on what could be done to help.”
During his presentation at BCCS, Martinson tested the students’ knowledge about rattlesnakes by
starting off with true and false questions. Many
were surprised to learn something new. Students
BCCS student Kenzie Lucas pets Jackie, a ball python, during a presentation on
learned how to identify a rattlesnake, how to stay snakes.
Prairie Land Pride
11
Hanna Primary Spirit Days Build School Culture
S
chool culture – it is a school’s values and beliefs;
symbols and stories; it is the heart of the school.
This year central administration put forth a challenge
to all of the schools in Prairie Land – “Examine your
school and look for new ways to improve the culture of your
school.”
“In looking at our previous AERR (Annual Education Results
Report) and survey results, it was clear that culture needed to be
a focal point going forward if we were to enhance student learning,” said Superintendent Cam McKeage.
“We recognize that school culture generally refers to the beliefs, perceptions, relationships, attitudes, and written and unwritten rules that shape and influence every aspect of how a
school functions, but within PLRD, we also expect to encompass more concrete issues such as the physical and emotional
safety of students, the orderliness of classrooms and public
spaces, and the degree to which a school embraces and celebrates racial, ethnic, linguistic or cultural diversity.”
All PLRD schools have been working to improve their school
culture and Hanna Primary has even involved its school council.
“When we brought this challenge to the school council, the
council chairperson Jackie Gold-Irwin suggested that we look at
forming school houses in an effort to help students from grade 4
to kindergarten get to know each other better” said Hanna Primary Principal Audra Limpert, adding Gold-Irwin remembers
having school houses when she was a child. She found they
were a great way to promote collaboration and pride in the
school.
Hanna Primary has four spirit teams, made up of students
from each grade, that work together during spirit days completing tasks and supporting each other. The Grade 4 students are
the leaders for the teams.
“The spirit days helped our grade four students to have a leadership role (planning and organizing the day’s events),” explains
Limpert.
“It has helped to build multi-graded bonds and friendships
between students.”
The school has hosted four spirit days so far, Pirate Day of
Respect, Fall (Halloween), Winter (Christmas) and Spring
(Easter).
During each of the spirit days there is usually a decorating
component (classroom doors, Christmas trees, Easter eggs), a
group competition – a mummy wrap, dance off, Easter egg
hunt, and grade specific relay races (reindeer races, unwrapping
multi-wrapped gifts with mitts on, bunny races, eggs on spoons,
etc.).
Points are awarded during spirit days, and at the end of the
year each team will earn a special field trip within the school
district.
Students are excited to participate in school events and have
formed new friendships thanks to the spirit teams. The staff at
Hanna Primary have worked hard to ensure students feel connected to their school and that their contributions are valued,
which again is important in developing a positive school culture.
School culture is thriving at Hanna Primary, which is evident
in the students and staff, as well as parents and community
members.
When it comes to school culture McKeage says it is important
to involve everyone.
“PLRD involves all different types and pieces of culture in
our division. These cultures include: school culture (student/
teacher/support staff/principal/parents/community), central office culture (students/school staff/CO staff/custodians/bus drivers/maintenance workers/parents/community) and all the interactions between each.”
Building and encouraging school culture takes time and focus,
however the value is immeasurable.
“To be done correctly, this process will take time and effort
but will be worth every minute if we are able to strengthen our
culture to a place that ultimately benefits student learning,” said
McKeage.
Hanna Primary Grade 3 students are all smiles as they show off last year's harvest with volunteer Barb Burgemeister. Planting the school
garden is underway for this year and it’s another way the school builds and promotes school culture among students, staff and community
members.
Prairie Land Pride
12
CONNECT WITH
YOUR SCHOOL
TODAY
Altario School
Phone: 403-552-3828
Fax: 403-552-3882
Address: General Delivery
Altario, Alberta T0C 0E0
Berry Creek Community School
Phone: 1-844-566-3743
Fax: 403-566-3736
Address: General Delivery
Cessford, Alberta T1R 1E2
Consort School
Phone: 403-577-3654
Fax: 403-577-2112
Address: 5215 50 Street
Bag Service 1002
Consort, Alberta T0C 1B0
Delia School
Phone: 403-364-3777
Fax: 403-364-3805
Address: Box 236
Delia, Alberta T0J 0W0
Hanna Primary
Phone: 403-854-3694
Fax: 403-854-2649
Address: 618 1st Street East
Box 1237
Hanna, Alberta T0J 1P0
J.C.Charyk Hanna School
Phone: 403-854-3642
Fax: 403-854-4759
Address: 801 4th Street West
Box 1270
Hanna, Alberta T0J 1P0
Morrin School
Phone: 403-772-3838
Fax: 403-772-3868
Address: Box 10
Morrin, Alberta T0J 2B0
Veteran School
Phone: 403-575-3915
Fax: 403-575-3870
Address: 201 Lucknow Street
Box 649
Veteran, Alberta
T0C 2S0
Youngstown School
Phone: 403-779-3822
Fax: 403-779-3868
Address: Box 69
Youngstown, Alberta
T0J 3P0
Colony Schools
Contact Darryl Hern at Delia
School
Phone: 403-364-3777
Darryl.hern@plrd.ab.ca
Prairie Land Pride
Learning Physics with RCMP Collision Analyst
F
or some subjects, it is sometimes hard to
show students that what they are learning in
class can be used in the real world.
Teachers often find themselves trying to
engage students, showing them real life applications,
which is exactly what Morrin science teacher Roberta
Moriarty did for her Physics 30 VC class for Morrin,
JCC, Youngstown and Berry Creek students.
“It’s important to show students what they do in
class can be applied in the real world,” said Moriarty.
Moriarty invited RCMP Constable Eric Doucette to
show Physics 30 students how he uses physics equations and applications when reconstructing vehicle
collisions.
Doucette is a Collision Analyst with the Drumheller
RCMP. He is responsible for analyzing motor vehicle
accidents, reconstructing scenes and determining the
cause of the accident
“When you go to a motor vehicle accident, one of
the first questions is, ‘Was the vehicle at fault, the
driver at fault or was it the environment?’,” says
Doucette.
Doucette takes in all of the evidence at the scene –
skid marks, debris fields, scuff marks, tire prints, positions of vehicles, etc. – photographing, recording
and measuring every detail.
When put together, these details can be used to calculate the speed a vehicle was travelling, stopping
distance, vehicle trajectory, etc. It is these real life
situations that students can appreciate.
“The students liked how they could see a direct correlation outside of the classroom,” said Moriarty.
Working with Doucette, the class was able to calculate the outcome of a variety of collisions, such as
what happens when a vehicle is rear-ended or what
happens when someone is texting and driving and
they hit the shoulder of the road.
“I was able to give them more than just numbers –
the distance of a skid mark, for example – something
they could picture,” said Doucette.
“A lot of the equations I use are similar to the ones
they are learning in class.”
Moriarty says this is a great way for students to see
the practical applications of what they are learning.
Doucette agrees. “It’s great to be able to show them
something practical and what they are learning is important.”
In addition to showing them math and science being
used outside of school, it is also a great opportunity
for students to get to know their local RCMP officers.
“It’s great for kids to get to know officers, not just
as law enforcement officials,” said Doucette who enjoys working with the schools.
Doucette, who has a mechanical background has
been with the RCMP for five years, and the past three
have been as a Collision Analyst.
13
Technology at the Forefront of Prairie Land Classrooms
P
rairie Land Regional Division is
known for making use of cutting
edge technology in its schools
and classrooms. Whether it is
new technology students will use when
they enter the work force or a new device
or program utilized by teachers, PLRD
does its best to ensure its staff and students are at the forefront of technology.
While having access to the technology
is great, what’s more important is the
ability to make use of the technology.
“It’s not so much about the technology
as it is the teacher's ability to determine
how to best incorporate it into learning
strategies to maximize learning potential,” said Deputy Superintendent Steven
Nielsen.
“From visiting other schools and school
divisions, I can confidently say that
PLRD is one of the leaders in terms of the
amount of available technology we have
for our students.”
This year, each school has received a
new Prowise table, a phenomenal tool
that combines a computer, a TV, a
touchscreen and a smart board all in one.
“The Prowise Learning table is basically just a giant IPad but has the ability to
have multiple students use it at the same
time.”
“It can either be used in a vertical
(presentation) type of configuration or
quickly be moved into a horizontal set up
as a table where students can gather
around,” explains Nielsen.
Known for their ease of use, the
Prowise touchscreens offer a 72” 4K Ultra HD screen, with 10 touchpoints, an
integrated soundbar and microphone, and
numerous features to ensure optimal performance and interactivity.
With its sturdy wheels, the Prowise is
easy to move from one room to another,
making it available to everyone. Staff can
just plug it in and get to work without
having to worry installing programs or
checking for updates.
Veteran School Principal Angela Boyes
says the Prowise is an extremely diverse
and mobile tool.
“Everyone in the school, from myself as
a principal, to the teachers and educational assistants, even the office staff are excited to use the Prowise,” said Boyes,
“and we are all excited for different reasons.”
From use during presentations or putting on a slide show during parent teacher
Prairie Land Pride
Consort Kindergarten students (pictured from top to bottom) Braden, Owen and Grayson
play an interactive adding game, Monkey Swing, with EA Miss Sarah Hadwin. The students use iPads to enter their answers and make their monkey climb the vine with every
correct answer. Teacher Jenny Gallaway who uses the Prowise table quite a bit says, “This
is the kids favorite game on the table.”
interviews to teaching kindergartens
how to count – the Prowise has something for everyone.
“The Prowise table is extremely versatile in the sense that it can be used for so
many different learning applications. It
also comes with educational programming with a wide range of subjects, subject levels, and interactive activities to
hopefully help increase engagement and
fun while learning new concepts,” said
Nielsen.
The Prowise comes complete with a
wide variety of apps for students of all
ages to learn about math, science, social
studies and language arts. Flash cards,
memory, competitive math-based activities – these are just some of the interactive activities teachers and students can
utilize.
Teachers can even use ProConnect,
which allows any internet-abled device
to connect to the Prowise, allowing students to answer questions on their
Chrome Books or tablets and then have
their answers show up on the Prowise
screen.
“It’s amazing,” said Boyes, adding
they have a junior high tech team who
utilize the Prowise quite frequently.
As Nielsen previously stated, it was
important to PLRD that staff be trained
to use the new equipment. “We also
have two awesome IT staff members
who have put on individual sessions for
any schools who have requested.”
To ensure their success, PLRD hosted
a professional development session with
the company. Jeff Schultz, with Electro-
board Education in California was on
hand to show staff exactly what the
Prowise can do.
“The Prowise is an amazing tool, with
fantastic resources that are easy to learn,”
said Schultz, Sales and Marketing Manager-Education with Electroboard Education.
With the Prowise, you can search the
internet, looking for images or videos.
There are no ads or pop-ups and no inappropriate content, making it perfect for
schools.
“It opens your mind for endless opportunities,” he said, adding they are always
looking for feedback. “We want to know
about the things that matter to Canadian
teachers.”
According to Schultz, Prowise was
launched in Canada in May 2015, after
two years of use in the United States and
Australia. The technology has been used
in Europe since 2009.
Each school is making use of the
Prowise in different ways.
“Some schools use the learning table
mainly as a learning center for the classroom, some use it for presentations in
areas of the school where technology was
not available, and some have incorporated it into enhancing video conferencing classes,” said Nielsen.
“We continue to listen to our principals,
teachers and students and try our best to
provide them with cutting edge technology that will be both well-used and act as a
tool to help enhance learning.”
For more information about the Prowise
table visit https://www.prowise.com/.
14
Delia and
Morrin Students
Take Part in
Emotional Poverty
Simulation
F
or many Albertans poverty is a way of life. For those
who have never experienced such devastating circumstances, it is hard to comprehend what life is like
when you cannot provide the most basic needs for
your family.
Food, shelter, clothing, education, medical care – the list
goes on.
These are just a few of the things some people struggle with
on a daily basis; wondering how they will make ends meet,
how will they feed their family?
On April 21, 2016 Hanna FCSS welcomed the United Way
of Central Alberta to put on a Poverty Simulation, an event
designed to create awareness about the everyday challenges
people are faced with who live in poverty and low income
situations.
“Participants gained a real understanding of what life is like
for those who are in this situation,” said Angela McGillion,
Community Services Programmer for the Town of Hanna.
“People were horrified and shocked to think this is what really
happens.”
For the simulation, 40 participants were given a name tag,
accompanied with a package of information. From single
mothers, college students, to young children and retirees –
each had a story about their situation and a variety of challenges they had to face.
There were four 15 minute sessions, each representing a one
week in a month. Participants had to find ways to get their
vehicle fixed so they could get to work, or get to the bank to
pay their rent when they worked all day, or find a babysitter so
they could get to school, etc.
While the simulation was aimed towards adults, particularly
those who work or volunteer with social service agencies,
PLRD Family Resource Workers (FRW) Cayla Martin from
Delia and Norma Jean Minchau from Morrin, both took two
students to the simulation.
“It was very real,” said Norma Jean Minchau, FRW. “You
could sense the frustration of what people were going
Prairie Land Pride
through.”
The simulation was extremely detailed said Minchau. From
police, banks, day care, social service agencies to food banks,
pawn shops and drug dealers – the scenarios were real life experiences.
She explained her students were very moved by the experience. “I’m certain they will remember it forever.”
“It was a great experience that opened our eyes up to a whole
new world and reality,” said Jack Adams, Grade 10, from Morrin.
Not only did the students learn about the various obstacles
people are faced with, they gained empathy as well as a deeper
appreciation for their own lives.
“The simulation was so unique because it put you in the shoes
of someone you might never be (i.e., a father of four, a teen
mom, etc.) so the experience not only allowed you to gain insights into poverty, but also into the lives of others - encouraging that second level of empathy,” said Cayla Martin, FRW.
Minchau and Martin believe the exercise was so impactful
that they want to bring a similar experience to their schools for
their students.
“It’s something we need to do,” said Minchau, explaining all
students should have a chance to “walk in someone else’s
shoes.”
The four students agree that the simulation is something everyone their age should experience.
“I think after all the students participate in the simulation they
will look at poverty in a different way and realize it is a serious
thing that many people are dealing with,” said Delia student
Taylor Olmstead, Grade 10.
As for Hanna FCSS, the individuals involved agreed the experience showed them improvements that need to be made in
order to help low income families.
“People recognized we needed this simulation to understand
what life is like for so many,” said McGillion, adding the overwhelming feedback showed the poverty simulation touched a
lot of people.
15