50 Years of Chief Peguis!

The staff at Chief Peguis Junior High is working through an in-house residency connected strategies from the Regie Routman Project and to our 50th anniversary celebration. Our plan is to publish this shared write in a variety of ways to inform our community about 50 Things You Need to Know About Chief Peguis Junior High.


Click here to share your writing!

Sustainability of the Planet - What Are 6 Things You Can Do to Reduce Your Ecological Footprint? Collection of Videos

What is happening to our planet?
https://www.youtube.com/watch?v=EtW2rrLHs08

Why do we even need to change?
https://www.brainpop.com/science/earthsystem/climatechange/

Is the climate really changing?
https://climate.nasa.gov/

How are animals adapting to Climate Change?
https://www.youtube.com/watch?v=ZCKRjP_DMII

What are young people doing to help?
https://www.youtube.com/watch?v=zuyriaAa2bM

What is Garbage Island and what does it look like?
Video 1 https://www.youtube.com/watch?v=2BjBEKQ99ns
Video 2 https://www.youtube.com/watch?time_continue=142&v=0EyaTqezSzs

How much waste is created from supermarket packaging?
https://www.cbc.ca/marketplace/episodes/2017-2018/plastic-waste-the-supermarket-challenge

Is that product really "green"?
https://www.cbc.ca/marketplace/episodes/2012-2013/lousy-labels-home-edition

Does Starbucks and Tim Hortons really recycle their cups?
https://www.cbc.ca/marketplace/episodes/2015-2016/coffee-cups

How much food do supermarkets waste?
https://www.youtube.com/watch?v=QLqkV8cP4xs

Supermarket Waste Update
https://www.cbc.ca/marketplace/episodes/2017-2018/food-waste-update

What Happens to Textile Waste?
https://www.youtube.com/watch?v=elU32XNj8PM

Pros and Cons of Solar Energy
https://www.nationalgeographic.com/environment/global-warming/solar-power/

7A I am poems

I am poems - as a PDF

The Earth's Crust

Les trois petits cochons - Videos

Owl Artwork

Today we will be creating some artwork to accompany our amazing writing about owls. To start, you will get a piece of Styrofoam to etch out an owl. Take a looks at some similar pieces of artwork to get an idea of what we will be working on.

Our pictures will obviously look slightly different but what are some things you notice about the templates?

Here's a link to a google search I did for "Clip Art" owls.  Simple designs will work best. Be sure to draw out your sample on paper first. If you want, you can go to the library at lunch and print off something you can trace on.

Predator vs Prey - A Simulation

Bald Eagle Stealing Rabbit from Fox (in Midair) from Kevin Ebi on Vimeo.

What is a predator? An organism that hunts other organisms for food.
What is a prey? An organism that is hunted by other organisms for food.

Today we are going to play a game to help us look at the predator/prey relationship. Please pay close attention as I explain the rules, so that I do not have to re-­explain things once we get outside. Be safe, have fun but don't get goofy!

The game starts with one student as a "fox" and the other students all as "rabbits." 

We play tag until the fox "catches" a rabbit.

If the fox catches a rabbit, it means they have eaten.

• The fox survives, and stays a fox 
• The rabbit is dead, and the energy it had becomes energy for the fox, therefore, it becomes a fox 

We then start a new round, repeating multiple times.

If a fox does not catch a rabbit, it means they have not eaten.

• The fox dies, its body decomposes into the soil, which gives nutrients to the grass, which is eaten by the bunny, providing the bunny with energy, it becomes a bunny 

We will play around 10 rounds, recording the number of foxes and rabbits at the end of each round.  Each round a fox may only catch one bunny. (Once a fox catches a bunny, it is to return to "Father Time")

We will need to create a tally to mark the number of foxes and rabbits after each interval. You will do this in your notebook.

After we have our information, let's think about what type of graph would be represent our information? What intervals would we use? What do good graphs have?

Here is a list of suggestions from another teacher's classroom that will give us some ideas of what to include.

Common Suggestions on Graphs:

• Make main title underline different (more dominant) than axis
• titles)
• Do not crowd titles against edge of paper
• Use pen for titles
• Main title should have larger font than axes titles
• Title should be specific, not general (e.g., “Flow Rate of
• Household Fluids”, not “Flow Rate Graph”)
• Underline titles
• Each main word of a title should have an upper case letter
• Spelling of title should be correct
• Don’t stop axis on a number, extend one square beyond last
• number
• Axis font should not be too big
• Include tick marks with axes beside all numbers
• Do not need to write all numbers along axes, write a number on
• every second line
• Be sure to list units (correct units) with axes
• Spacing on axis needs to be uniform
• Do not extend underlines too far from words
• Legends should have a box around them
• Leave space between the information in an information box and
• the outline
• Only use one colour for bars when you only have one set of data
• Keep spacing consistent
• Try to fill large empty paces with something
• Use the space you have on the page
• Need to use graph paper
• Pencil crayon or pen should be used for lines, not highlighter or
• marker
• In a legend, represent the data appropriately, i.e., do not draw a
• box in blue to represent a blue line on a line graph, draw a blue
• line to represent a blue line
• Use a ruler for ALL straight lines