Following from our work relating to the Number System we looked at Pascal’s Triangle, which contains all the Natural numbers and a wealth of numerical patterns. Students were introduced to this triangle via a path counting game and enjoyed the hunt for patterns. This however led us to the question of why it is called Pascal’s Triangle. Students were tasked with some research into the history of the triangle, which led to differing opinions as to whether Blaise Pascal deserves all the credit. Al-Karaji’s name was brought up but quickly ruled out and our final class debate was between Pascal, Jia Xian or nobody. After opening speeches, we took a vote and surprisingly no-one voted for Pascal, Jia Xian was the favourite. After the main debate Pascal recovered slightly, gaining 3 votes, but after closing speeches the class overwhelmingly voted for nobody. The students felt that the triangle should be named the Binomial Triangle or something else relating to the mathematics contained within, rather than a person. Throughout the debate the students remained respectful and brought up some excellent points that were well researched and referenced. It was great to hear them discuss possible bias and give space to the ideas of others. They’ve also been hard at work making connections between polynomial expressions and solving equations involving rational numbers and deserve a break. I hope you all have a restful spring break.

However, Bethany noted, sometimes we get taken over by really intense emotions and the tools above just don’t seem to cut it. For times like these, learning specific distress tolerance skills can support us when our sympathetic nervous system (‘fight, flight or freeze’) is rapidly taking over and getting in the way of how we’d like to show up.

For this, Bethany taught us how to ‘hack’ our nervous system - by purposely activating the parasympathetic nervous system which is our natural state of ‘rest and digest’. The acronym she taught to remember these powerful tools is TIPP: Temperature (like cold water on the face), Intense exercise (like jumping jacks for a few minutes), Paced breathing (inhale for 4, exhale for 6), and Progressive muscle relaxation (systematically decrease muscle tension by tensing and relaxing).

To illustrate this phenomenon, Bethany showed a video demonstrating the mammalian dive reflex, an automatic physiological response in mammals when the face is in contact with cold water. When cold water hits the trigeminal nerve around the nose and eyes, heart rate rapidly decreases and the body conserves oxygen for the brain and heart, activating the parasympathetic nervous system and entering the body into a more restful state.

Next, students got to try it out for themselves by simulating the same reflex by placing a bag of ice around their eyes and nose and putting their heads upside down. A fun experiment to track on smart watches to see if their heart rates decreased in real time! In daily life, splashing cool water on the face can aim to have a similar effect to help us connect with our more balanced ‘wise mind’. Thank you, Bethany, for the TIPP!

Given that I had only just started with them (and after hearing that some students are still getting settled into the more mature conduct expected of high school students) I put a greater emphasis on lab safety when starting our Chemistry unit. The day before our experiment, I saw the students were too rowdy for the upcoming lab. My go-to saying is ‘not in the science lab’, as we have a lot of expensive and sensitive equipment in the lab as well as experimental setups that we need to be safe around. However, when using the bunsen burner and lab glassware the following day, I was pleasantly surprised by the students’ conduct and safe practices when using lab equipment! Kudos on the grade 8s for stepping up.

For this lab, the students examined the flame colours of different metal chlorides. The copper (green) and strontium (scarlet red) flame colours were the most striking, and the students enjoyed mixing different solutions to see the different flame colour mixes.

In truth, history illuminates our present and it’s telling always serves a greater purpose. How do we then decide what is significant? Well, it depends on the subject and our aims.

Take who invented the lightbulb as an example. Most students instinctually feel like this is of global significance. It’s the lightbulb after all! But, is it really that significant? The lightbulb might be important to our world, but who invented it is mostly just a footnote. Perhaps important to the nation who can claim the inventor, their family, and the industry built around it, but not of particular importance to the rest of us.

But what about the context of how it was invented? After all, it’s not really one person who invented the lightbulb. It was built on a legacy of many others and capitalized on by a particularly ruthless capitalist (Thomas Edison). That story might have some significance for us. Maybe some will look at it as a way to demonstrate how capitalism can at times stifle innovation and popularize less than ideal versions of inventions in the name of market capture. Or, maybe you see it differently and it’s instead an example of how we can take a new technology and make it accessible to all. Neither of these interpretations is necessarily right or wrong, they’re investigations into history that can only be uncovered through an examination of significance. The more interpretations, the richer our understanding can be, so long as they’re firmly routed in evidence.

Which is the second thing we approach in class and brings us to our first diagnostic project. I like to start the semester with a more open ended project that lets students pursue their interests. It let’s me see how far their skills have developed and help tailor activities to better elicit their interest.

Students were tasked with choosing an event, person, thing, idea, etc. that they deemed historically significant and then create a presentation for the class to look at in a gallery style. Below are some of the title pages that came out of this assignment. The variety of topics are quite interesting. I encourage you to ask your child about their project!

After this, we’ll begin exploring the Medieval Ages through a bit of time travel.

The grade 8s have transitioned well into Math 9. We’ve started the semester off learning about the Number System, not only looking at subsets of the Real Number System but also investigating Complex Numbers; we had fun deciding what to do with our “imaginary friends” when we physically made a number line. We’ve also been practicing our operations with integers and fractions and on Friday took a day off from our routine to explore mobius loops, which students used to create the connected hearts you see in the photos.

Hannah described her varied path of education from several different institutions which led to interesting study opportunities in Palau, Japan, and Switzerland. Even though Hannah failed the oral exam to complete her architecture seal the first time she attempted, she regrouped and successfully passed on the second try - reassuring students that it’s okay to fail and setbacks don’t have to define you.

Hannah spoke about the need for more women in architecture (~80% of architects are men). She also shared about the collaborative nature of the role (coordinating with surveyors, engineers, builders, etc.) and highlighted some meaningful projects she’s designed, like an addiction recovery centre opened in a historical fire hall in Powell River.

Students asked about what the day-to-day work looks like (a lot of filling out forms!), how much math is involved (not so much, this is the domain of engineers), and what building in Vancouver Hannah finds most interesting (Vancouver House). Hannah brought in some vintage tools like an electric eraser and an old stencil for drawing toilets and plumbing by hand, as well as a handmade model which is rare these days, as most are now made by 3D printer.

To conclude our lessons in geometry, we talked about famous fractals such as the Sierpiński triangle and the Koch snowflake. Students also made thoughtful connections to the tessellation art pieces they created in art class! We also discussed how geometric shapes appear in many board games.

As we move toward the final weeks of the semester, we will focus on reviewing key topics from the course. In addition, students will refine their problem-solving journals, revisiting past entries to improve explanations and reflect on their learning.

Bethany shared that although there are many benefits to being a high achieving student (like persistence, creativity, curiosity, and discipline), these students can also often struggle in the transition to high school. Perfectionism and high expectations can increase the pressure students feel about their performance at school, and their self-worth can become dependent on grades.

Bethany shared a model to help students continue to strive for excellence while also maintaining a sense of self-worth that is more stable and less dependent on external validation. She described a model of 3 states of mind: our Reasonable Mind (strictly logical), our Emotional Mind (ruled by emotion), and our Wise Mind (which has the ability to integrate both logic and emotion in a balanced middle).

We practiced getting into the Wise Mind mode - through taking deep breaths, relaxing muscles, grounding into the body, and asking clarifying questions like, “What would someone who wants the best for me want me to do?”. We look forward to having Bethany back again in February for the second part to this workshop, exploring additional tools to support emotional regulation and resilience.

During the workshop, students learned all about the macaron: where it comes from, how it is made, and the main ingredients used to create this classic French dessert. The presentation given by the shop’s owner, David, was interactive and engaging. Students were encouraged to ask and answer questions (in French), reinforcing what we have been learning in class.

One of the highlights of the visit was the hands-on portion of the workshop. Each student had the chance to pipe their very own macarons! The students were focused, enthusiastic, and engaged throughout the whole process. At the end of the session, everyone left with three macarons to taste, which was a great way to end the workshop.

This field trip was a wonderful way to celebrate our learning before the holidays. It allowed students to see how language and culture connect to the world outside the classroom, while also building confidence in using French. It was a fun, educational, and memorable way to wrap up the food unit.

We started the unit by focusing on proper warm-up routines. Students learned a variety of dynamic stretches to prepare their muscles for movement, followed by static stretches to improve flexibility and support recovery. These small habits became an important part of every class and helped students understand how to prepare and recover before and after their runs.

Throughout the unit, students explored different training methods, including interval runs that helped improve speed and endurance. They also practiced tempo runs, allowing them to get familiar with the pace they hoped to use on race day. We even included recovery runs to ensure students learned the value of slowing down and listening to their bodies.

Every student showed determination, teamwork, and a positive attitude from start to finish. I am incredibly proud of how much they have grown!

The purpose of this practice test was to break the review into clear stages and help students identify which areas they needed to focus on before the actual test. During the review period, students discussed their ideas with peers and supported each other. In this way, students learned to consciously monitor their own learning and to seek out learning resources and support when needed.

Another meaningful activity was the cow eye dissection. Before we began, we discussed why animal specimens are used for learning and how we can show respect to animals even after death. We also reviewed the different roles students could take if they did not feel comfortable with hands-on dissection, such as Recorder, Materials Manager & Information Specialist, and Clean-Up Coordinator. There were a few minor disagreements about responsibilities, but they were resolved through teamwork and communication.

When students received the cow eyes, they did not react with discomfort. Instead, they approached the task professionally, carefully dissecting and examining each structure. The dissection deepened their understanding of the eye by allowing them to observe and explore the organ in three dimensions. They were surprised to discover that the texture and color of some parts differed from what they had expected. Students were also guided to consider how the shape, color, and texture of each structure relate to its function in the eye.

I’m glad everyone was engaged and learned something from this lab!

Our Grade 8 students have had a great start to the year in French! Over the past several weeks, we have been working on important skills to help students feel more confident using French in class.

We began with everyday topics such as greetings, numbers, and common vocabulary for places and classroom items. Students also learned about French letter patterns, including accents, which are very important for clear pronunciation and meaning.

We then moved into an introduction to verbs in the present tense, which will eventually help students build simple sentences. To practice their new vocabulary, students also completed a creative “Dream School” project. They designed and described their ideal school, and it was wonderful to see how imaginative they were!

This month, students also started using a new online reading platform! They can choose a story, listen with their headphones, and follow the words on the screen. They can even change the speed of the audio and use a helpful vocabulary column on the side that gives English translations! This tool makes reading less stressful and helps students understand more while building confidence. The platform also helps students discover new vocabulary that they can use later in their projects and writing activities.

We have also now started our “Food Unit”! In our most recent class, students learned new food vocabulary and will continue exploring this theme in the weeks ahead.

In the Desmos challenge, students graphed lines to guide marbles toward hitting the stars. They investigated how changing the coefficient and constant in a linear equation y = ax + b affects the steepness and position of the line. Here are a few samples of student work:

Just before the fall break, students completed a numeracy task by researching a Halloween recipe of their choice. There were some interesting Halloween treats, such as ghost mochi, gummy eyeballs, and witch fingers, etc. Through this activity, students discussed the math concepts behind baking, such as fractions, ratios, rates, proportional reasoning, area, and volume. A special thanks to Laiken, who actually baked his Halloween sugar cookies for the class!

We have also been enjoying some board games and card games, which gave students another way to think strategically and practice mathematical reasoning.

Before the winter break, we will continue exploring real-world applications involving number concepts (such as fractions, percent, and decimals) and developing skills in solving linear equations.

We went to the Pacific Museum of Earth and did a scavenger hunt there. When we looked at the earth model, students were able to identify its layers using the knowledge we learnt earlier this term! We also discovered fun facts about rocks, minerals and discussed what actions to take during an earthquake.

One of the most valuable lessons came from question #8 of the scavenger hunt. Simply trading answers could lead to misinformation. Instead, asking “How did you get this answer?” or “Why is this your answer?” and “where did you find it?” helps us think critically and evaluate the reliability of information. This process of questioning and reasoning is also what makes learning meaningful and lasting.

Thursdays are our Science News Presentation Days. Each student has a chance to present on a science topic that interests them. Their peers give constructive feedback afterwards. This activity allows students to explore scientific ideas they care about, consider their social and environmental implications, and practice communicating science concepts in clear and engaging ways.

We’ve practiced using evidence to support or revise our hypotheses - just like scientists do! Here are some observations and data from a student’s lab:

We have completed our open-book quizzes and our first closed-book test, and students are gradually finding their rhythm in high school science learning. Adjusting to a new school environment takes time. It happens that students miss assignments or couldn’t find learning materials. Besides in-class instructions, our teacher Sazz has provided sessions on organization, time management and how to use Google Classroom and Google Calendar effectively. Gradually, students have become more comfortable with the routines and expectations, and our classroom is running more smoothly.

Over the past two weeks, we have explored some interesting mathematical ideas while reviewing key topics such as integer operations, factors and multiples, and adding and subtracting fractions. One of our first adventures took us back in time as students investigated an image of a mysterious Babylonian tablet. Some groups figured out that it represents the 9 times table (in base 60)! We also looked at the ancient Chinese puzzle, the Tangram, and discussed how the ancient Greeks applied the golden ratio in architecture. Moreover, students have also engaged in some problem-solving activities together, learning to share their mathematical thinking with their peers.

The class wrote their very first math quiz today, and most students did well! I'm excited for our journey ahead, and I look forward to seeing the students' growth in Math 8 this semester!

The morning kicked off in the forest with a couple of team-building workshops. Students had to cross a fictional “river” together, steal a “jewel” from a museum without getting caught, and swing across tricky waters using a long rope. Each challenge required quick thinking, clear communication, and plenty of trust. There were lots of smiles and some hilarious moments when things did not go quite as planned, which only added to the fun.

In the afternoon, students moved to the climbing and belaying portion of the course. Students geared up and took turns climbing while their classmates belayed and cheered them on. For many, it was their first time climbing, but the encouragement from their peers made all the difference. Watching students support one another, celebrate small victories, and push past their comfort zones was truly awesome!

For those wondering, the number of steps to solve Towers of Hanoi with n pieces can be written recursively as

whereas with Spin-Out we get the more complicated recurrence

It was satisfying to work out the recurrences from the puzzle mechanics and to see a relationship between these two seemingly quite different puzzles.

Overall, the class has been a great experience. I’m amazed that students were dedicated to this optional program and many of them completed their homework each week for no tangible reward beyond learning new things. I had a blast! At the same time, those not in the program benefitted from review sessions with more individual attention to solidify their understanding. I think it was a win-win and hope to do more of this in the future.

Early stages:

Lifting up the shelf and putting it in position:

(Mostly) finished product:

In the end, the bookshelf turned out great! It fits perfectly in the corner, looks great, and even contains a hidden sealed time capsule of Grade 8 lore. Each shelf was designed by a different group of 2-3 students so that everyone could leave their mark. Now, we just need to add the books!

They spent two full hours jumping, flipping, and having a blast. There was trampoline dodgeball (with teachers Alex, Ben, and Sarah jumping in too!), basketball dunk zones, flips into the foam pit, and non-stop music under black lights and glowing neon.

The energy was high and the laughs were non-stop. Whether it was someone trying a crazy new trick or just bouncing around with friends, everyone was all in. Trampoline dodgeball was also definitely a highlight, especially seeing the teachers get right into it with the students.

It was the perfect way to end the year with pure fun, lots of movement, and a chance to hang out together outside of school.

What a great way to wrap up the year in PHE!

Thanks Elana for taking photos!