home

My Libe 463 Wiki

=__Assignment 3__=



I have had nothing but troubles with my excel file. I think copying from work to home caused problems in the file and if I hadn't printed this out I would have nothing. This is the best I can do..I had to scan it in sections. (soooo frustrated) The important pages are the top two..the second is a continuation to the right of the first. At the very bottom of all the scanned excel worksheets are the rough files/data as pdfs.


 * OK AFTER ALL THAT BLATHERING, AND AT 1:36 AM I THINK I HAVE FOUND IT**















Now here are my rough/data files.

=Assignment 2 = = =

**Community Information **
Hillcrest Elementary School is located in a relatively modern residential suburb of Salmon Arm, B.C. Salmon Arm is located at the north end of the Okanagan Valley. It is surrounded by mountains and three lakes; Shuswap, Mara and Mabel. The following information summarizes the community:

Age distribution of population:

 * ~  ||~ Total ||~ Male ||~ Female ||
 * ~ Total population[| 4] || 16,010 || 7,520 || 8,495 ||
 * ~ 0 to 4 years || 695 || 340 || 360 ||
 * ~ 5 to 9 years || 765 || 395 || 365 ||
 * ~ 10 to 14 years || 1,055 || 535 || 520 ||
 * ~ 15 to 19 years || 1,155 || 605 || 555 ||
 * ~ 20 to 24 years || 805 || 415 || 390 ||
 * ~ 25 to 29 years || 605 || 300 || 305 ||
 * ~ 30 to 34 years || 640 || 320 || 325 ||
 * ~ 35 to 39 years || 840 || 375 || 470 ||
 * ~ 40 to 44 years || 1,120 || 525 || 595 ||
 * ~ 45 to 49 years || 1,330 || 600 || 730 ||
 * ~ 50 to 54 years || 1,205 || 540 || 670 ||
 * ~ 55 to 59 years || 1,220 || 590 || 625 ||
 * ~ 60 to 64 years || 965 || 420 || 550 ||
 * ~ 65 to 69 years || 895 || 425 || 470 ||
 * ~ 70 to 74 years || 870 || 415 || 460 ||
 * ~ 75 to 79 years || 745 || 320 || 425 ||
 * ~ 80 to 84 years || 545 || 225 || 320 ||
 * ~ 85 years and over || 555 || 185 || 370 ||
 * ~ Median age of the population[| 5] || 46.2 || 44.5 || 47.5 ||
 * ~ % of the population aged 15 and over || 84.3 || 83.1 || 85.3 ||
 * ~ Median age of the population[| 5] || 46.2 || 44.5 || 47.5 ||
 * ~ % of the population aged 15 and over || 84.3 || 83.1 || 85.3 ||

84% of Salmon Am's population is age 15 or over. The population is predominantly people between the ages of 40 and 59 years.

**Ethnic and Racial Groups:**
94% (14,905) of the population speak only English. Only 0.19% (30) speak neither English nor French. 97% of the population are Canadian Citizens.

**Educational Levels of the Population:**

 * No [|certificate] ; diploma or [|degree] **
 * Salmon Arm: || 3,245 || [[image:file:///C:/Users/Carole/AppData/Local/Temp/msohtmlclip1/01/clip_image002.gif width="66" height="10" caption="http://pics3.city-data.com/sg4.gif"]] || 24.60% ||
 * British Columbia: || 675,345 || [[image:file:///C:/Users/Carole/AppData/Local/Temp/msohtmlclip1/01/clip_image004.gif width="66" height="10" caption="http://pics3.city-data.com/sg6.gif"]] || 19.89% ||
 * High school certificate or equivalent**
 * Salmon Arm: || 3,455 || [[image:file:///C:/Users/Carole/AppData/Local/Temp/msohtmlclip1/01/clip_image002.gif width="66" height="10" caption="http://pics3.city-data.com/sg4.gif"]] || 26.19% ||
 * British Columbia: || 946,645 || [[image:file:///C:/Users/Carole/AppData/Local/Temp/msohtmlclip1/01/clip_image004.gif width="66" height="10" caption="http://pics3.city-data.com/sg6.gif"]] || 27.88% ||


 * Apprenticeship or trades certificate or diploma**
 * Salmon Arm: || 1,725 || [[image:file:///C:/Users/Carole/AppData/Local/Temp/msohtmlclip1/01/clip_image002.gif width="66" height="10" caption="http://pics3.city-data.com/sg4.gif"]] || 13.08% ||
 * British Columbia: || 368,355 || [[image:file:///C:/Users/Carole/AppData/Local/Temp/msohtmlclip1/01/clip_image004.gif width="66" height="10" caption="http://pics3.city-data.com/sg6.gif"]] || 10.85% ||


 * College; CEGEP or other non-university certificate or diploma**
 * Salmon Arm: || 2,525 || [[image:file:///C:/Users/Carole/AppData/Local/Temp/msohtmlclip1/01/clip_image002.gif width="66" height="10" caption="http://pics3.city-data.com/sg4.gif"]] || 19.14% ||
 * British Columbia: || 565,900 || [[image:file:///C:/Users/Carole/AppData/Local/Temp/msohtmlclip1/01/clip_image004.gif width="66" height="10" caption="http://pics3.city-data.com/sg6.gif"]] || 16.67% ||


 * University certificate or diploma below the bachelor level**
 * Salmon Arm: || 640 || [[image:file:///C:/Users/Carole/AppData/Local/Temp/msohtmlclip1/01/clip_image008.gif width="58" height="10" caption="http://pics3.city-data.com/sg4.gif"]] || 4.85% ||
 * British Columbia: || 184,395 || [[image:file:///C:/Users/Carole/AppData/Local/Temp/msohtmlclip1/01/clip_image015.gif width="65" height="10" caption="http://pics3.city-data.com/sg6.gif"]] || 5.43% ||


 * University certificate; diploma or degree**
 * Salmon Arm: || 1,600 || [[image:file:///C:/Users/Carole/AppData/Local/Temp/msohtmlclip1/01/clip_image002.gif width="66" height="10" caption="http://pics3.city-data.com/sg4.gif"]] || 12.13% ||
 * British Columbia: || 654,265 || [[image:file:///C:/Users/Carole/AppData/Local/Temp/msohtmlclip1/01/clip_image004.gif width="66" height="10" caption="http://pics3.city-data.com/sg6.gif"]] || 19.27% ||

**Economic Levels of the Populations**

 * Earnings and income**
 * Persons 15 years and over with earnings:** 8,845
 * **Median earnings** ||
 * || Salmon Arm: ||  || [[image:file:///C:/Users/Carole/AppData/Local/Temp/msohtmlclip1/01/clip_image002.gif width="66" height="10" caption="http://pics3.city-data.com/sg4.gif"]] || 21,429 CAD ||
 * British Columbia: ||  || [[image:file:///C:/Users/Carole/AppData/Local/Temp/msohtmlclip1/01/clip_image006.gif width="66" height="10" caption="http://pics3.city-data.com/sg7.gif"]] || 25,722 CAD ||   ||


 * Persons 15 years and over with earnings who worked full year:** 3,485
 * **Median earnings** ||
 * || Salmon Arm: ||  || [[image:file:///C:/Users/Carole/AppData/Local/Temp/msohtmlclip1/01/clip_image002.gif width="66" height="10" caption="http://pics3.city-data.com/sg4.gif"]] || 40,013 CAD ||
 * Province: ||  || [[image:file:///C:/Users/Carole/AppData/Local/Temp/msohtmlclip1/01/clip_image006.gif width="66" height="10" caption="http://pics3.city-data.com/sg7.gif"]] || 42,230 CAD ||   ||


 * Income status**
 * **In low income before tax - All persons** ||
 * || Salmon Arm: ||  || [[image:file:///C:/Users/Carole/AppData/Local/Temp/msohtmlclip1/01/clip_image002.gif width="66" height="10" caption="http://pics3.city-data.com/sg4.gif"]] || 11.1 % ||
 * British Columbia: ||  || [[image:file:///C:/Users/Carole/AppData/Local/Temp/msohtmlclip1/01/clip_image006.gif width="66" height="10" caption="http://pics3.city-data.com/sg7.gif"]] || 17.3 % ||   ||

**Employment Opportunities**

 * Occupation:**
 * Health 7%**
 * Sales and Service: 25%**
 * Art, Culture, Sport: 3%**
 * Trade: 19%**
 * Science: 5%**
 * Business: 15%**
 * Primary Industry:5%**
 * Management: 10%**
 * Processing and Manufacturing: 5%**
 * Government, Religion 8%**

**Modes of Transportation:**

 * Only 1% of the population utilize public transit. The rest use a car as their means of transportation.**

North Okanagan-Shuswap School District No. 83 is an area of 8,500 square kilometers located around the Shuswap Lake and North Okanagan. The school district encompasses the distinct communities of Malakwa, Sicamous, Grindrod, Enderby, Ashton Creek, Kingfisher, Armstrong, Spallumcheen, Falkland, Ranchero/Deep Creek, Silver Creek, Salmon Arm, Tappen, Sorrento, Celista, and Seymour Arm. The school district includes four First Nations bands. Comprehensive local education agreements and strong ties have been developed with the bands, which have resulted in both academic and cultural benefits. Because of the vast area the district has 17 community elementary schools, three middle schools and four secondary schools. There are also three storefront schools, an educational outreach program and one continuing education centre.

Salmon Arm has one public library, a branch of the Okanagan Regional LIbary (ORL). Established in 1936, the ORL serves over 360,000 people across an area covering 59,600 square kilometres through 29 branches. They offer various services online through the website. Membership is FREE to people within the library regions, giving them access to the 16th largest library in Canada. In addition to the immense selection of fiction and non-fiction books, magazines, newspapers, and reference materials available at the local branch, your library card gives you access to:


 * A myriad of programs for children and adults
 * Free in-branch Internet access at computer workstations or wireless
 * Join an online book club
 * Select from hundreds of feature film DVD titles, and television series on DVD
 * New music CD releases, and a huge collection of CDs for most music genres
 * Audiobooks and eBooks, and a multitude of online resources subscribed to by the library
 * A BC Library OneCard, giving you access to public libraries throughout the province
 * A variety of special services for members who are print disabled, living in remote areas of our region, or wanting materials in other languages
 * Suggest a book, magazine, DVD, or other material you would like the ORL to include in its collection
 * Write invigilated exams at our branches

Salmon Arm is home to one branch of Okanagan Regional LIbrary.

One campus of Okanagan College is located in Salmon Arm. Okanagan College has libraries at each of its four campuses in Kelowna, Penticton, Salmon Arm and Vernon. The Library selects materials in a variety of formats to support courses and programs as well as materials which are more general in nature and which support the educational goals of the Okanagan College community. The Library also collects material relating to the people and communities of the Okanagan region to help preserve the local historical record. For more information, see the Library Collections Policy at www.okanagan.bc.ca/administration/students/library/services/collections.html Online access to many licensed research databases, e-journals and e-books is available at each campus. These are also available to registered students and employees from off-site locations. The Library catalogue is available to everyone, both on and off campus. Library users may request and renew items online through the catalogue. Each campus library has study areas, access to computer workstations, library circulation and reference services, and computer printing and photocopy services.

Hillcrest Elementary:

The mission of Hillcrest Elementary School is to provide a positive educational experience for all students in a safe and comfortable environment. **We encourage acceptance of differences. Hillcrest emphasize cooperation, caring, and respect for self and others.** **Theyseek to provide a challenging curriculum with flexibility to meet the individual learning needs of each student. The school’s program will address all aspects of human development, including aesthetic, artistic, emotional, intellectual, physical, and social development and responsibility.** **In partnership with parents, and the community, the goal of Hillcrest Elementary is to nurture life long learning, essential for its future in a global society.**

**Enrollment:** **Presently the school enrolls kindergarten to Grade 5 and has a populations of 230 students. Built originally in 1972 dur to suburban growth in the area, the school completed major expansion in 1991, which included a full sized gymnasium, classrooms, library and a computer lab. In addition the school also has rooms specifically equipped for Science, Music, Fine Arts, and Special Needs Students. The families are predominantly English-speaking with a strong middle class socio-economic base.** **Hillcrest Elementary employs nine teachers, a Principal and Vice-Principal (part-time), a Learning Resource Teacher, a Librarian, a clerk plus several certified education assistants. Most teachers have a Bachelor of Education degree. There is a very small population of special needs students. There is one class of Grade 5 students, and one class of Grade 4/5 students. The total number of Gr.5 students is 40.** **The following link shows the school "report card". Hillcrest ranked 507/876 in 2008-09.**

http://britishcolumbia.compareschoolrankings.org/SchoolDetailsPrintable.aspx?schoolType=elementary&name=Hillcrest_Elementary_School&city=Salmon%20Arm **Potential Partners"**  **The local public library is an important resource for the community. Students can access the online catalogue. The following resources are available from home:**

Auto Repair Reference Center
 * **Automotive:** || AllData (In LIbrary Use Only, Kelowna, Vernon, and Salmon Arm)

Small Engine Repair Reference Center

Vehicle Safety and Inspection Standards Online (In Library Use Only) ||
 * **Books & Reading:** || Canadian Literary Centre

DearReader.com

Library To Go AudioBooks

Library To Go eBooks

Novelist

Outlook ||


 * **Business & Careers:** || Canadian Business and Current Affairs ||


 * **Consumer:** || MasterFile Premier (Browse under the Publications tab for //Consumer Reports//) ||
 * **Encyclopedias:** || Canadian Encyclopedia

Encyclopedia Britannica

World Book Online ||


 * **Environment:** || GreenFILE ||


 * **Genealogy:** || Ancestry.com (In Library Use Only) ||
 * **Kids:** || World Book Kids ||

QPLegalEze (In Library Use Only) ||
 * **Law:** || BC Codes (In Library Use Only)
 * **Magazines:** || Academic Search Elite

Canadian NewsStand

Canadian Business and Current Affairs

EBSCOHost

Opposing Viewpoints ||

**Current Events:** || Canadian Business and Current Affairs
 * **News &**

Canadian NewsStand ||

**Other community resources that are important for the library and the curriculum are:**

**http://www.learnforestry.com**

**Within this site is, among other things, a teaching kits for Grade 5 teachers which have direct curricular information relationship:**

**Silviculture Systems: Extracting a Living Resource** **Lesson Overview** **Lesson Plan** **Worksheets and Keys** **Teacher Backgrounds** There is also a website belonging to Canadian Women in Timber: http://candianwomenintimber.com

Canadian Women in Timber -

Is are a non-profit society whose purpose is to: •Encourage sound management and wise use of forest [|resources] in Canada for the benefit of all, with a focus on public education through schools and community organizations; •Enhance and foster public understanding of BC’s forest resources and sustainable forest management. Their aim is to foster an [|interest] and a passion for the natural science of forestry; management and operations/harvesting. This has direct curricular implications.

The website includes teaching materials, as well as an activity book for Grades K-5

**Grade 5:**

**The grade 5 students will be focusing on Earth and Space Science: Renewable and Non-Renewable Resources. Forty students and two teachers will make use of the collection for this portion of the curriculum. The teachers have Fine Arts backgrounds.** **The school library, with the Teacher-Librarian in attendance, is only available Monday and Tuesday in the library. The schedule is fixed, with each grade attending the library only once a week for 30 minutes. This means that the TL only has time to check in and out books, and no time for a information literacy program. Generally the TL reads a book to the class and then the students have time to exchange books. The students are encouraged (and sometimes required) to pick one Accelerated Reader text at their reading level and one other book (either fiction or non-fiction).** On days that the TL is not at Hillcrest, the library is available to the classroom teachers.

Bishop emphasizes the importance of doing a community analysis. It is important to know who are your library users, and who can you partner with. In Salmon Arm, it is possible to partner with the public library. Students can access the public library resources from home. There are also partnerships with Women In Timber, and Learn Forestry which have direct curricular benefits. However, logging in the area, and in B.C. in general, has declined significantly. Texts supporting the curriculum may be outdated. Stability of the population affects collection. Currently in Salmon Arm there is a decline in enrollment. Salmon Arm has little industry to attract young people with young families. Hillcrest Elementary "lost" a division this school year. Salmon Arm is a community with a good climate in the summer, where water sports are regular acitiviies. Also, its proximity to the mountains where skiing, snowmobiling are popular may make demands on the collection.




 * Library 463 Assignment 1**

I chose B.C.’s curriculum and selected Grade 5 Science as my grade level and subject. The major strands or units of the Grade 5 Science curriculum are: It is expected that students will be able to prepare an experimental plan that accurately and fairly tests different variables. By the end of Grade 5, students will understand how the main systems of the human body work together. Students will understand the relationship between forces and mechanical advantage in simple machines. By the end of the grade, students will have assessed the environmental considerations associated with the extraction and use of renewable and non-renewable resources. **1.** **Processes of Science**
 * http://www.bced.gov.bc.ca/irp/pdfs/sciences/2005scik7_5.pdf**
 * General Outcome 1- Processes of Science**
 * General Outcome 2-Life Science: Human Body**
 * General Outcome 3-Physical Science: Forces and Simple Machines**
 * General Outcome 4-Earth and Space Science: Renewable and Non-Renewable Resources**

It is expected that students will be able to prepare an experimental plan that accurately and fairly tests different variables.
 * General Outcome**
 * Specific Outcomes**

It is expected that students will: · **identify variables that can be changed in an experiment**

Ø accurately list variables that can be changed in a given Ø experiment (e.g., the amount, material, duration) Ø outline an experiment where factors can be determined (e.g., toy car rally) · **evaluate the fairness of a given experiment**

Ø accurately list variables in a given experiment that can be tested (e.g., running shoe tread) Ø create a comprehensive report on the fairness of a given experiment · **describe the steps in designing an experiment**

Ø identify several of the components in an experiment (e.g. ,PURPOSE: develop an experimental prediction, write a testable question, identify the variables, plan setup and equipment, predict possible outcomes, devise a set of tests PROCEDURE: conduct the investigation as planned, then collect the results. RESULTS: analyse the data and communicate the final conclusions) Ø with teacher support, prepare an experimental plan that shows all the necessary components **2.** **Life Science: Human Body**

**General** **Outcomes** Students will understand how the main systems of the human body work together.

**Specific Outcomes**

It is expected that students will: · ** describe the basic structure and functions of the human respiratory, digestive, circulatory, skeletal, muscular, and nervous systems **

Ø identify the organs and their functions in a human body system Ø illustrate the human respiratory, digestive, circulatory, skeletal, muscular, and nervous systems Ø with teacher support, conduct various experiments to safely measure and record the responses of the various systems (e.g., heart rate, lung capacity, and reaction time) · ** explain how the different body systems are interconnected **

Ø generate and answer several questions to investigate how body systems are integrated (e.g., How are the various systems connected to each other? Could one system live  without the other systems? If not, why not?) Ø demonstrate various ways in which body systems work together, using role plays, posters, and/or 3-D representations

**3.** **Physical Science: Forces and Simple Machines**


 * General Outcomes**

Students will understand the relationship between forces and mechanical advantage in simple machines.

** Specific Outcomes: **

It is expected that students will: · ** demonstrate how various forces can affect the movement of objects **

Ø accurately describe the effects of increasing and decreasing the amount of force applied to an object (e.g., lifting a wooden block) Ø compare the effects of friction on the movement of an  object over a variety of surfaces (e.g., sandpaper, rug, smooth wood, chalk dust, gravel) Ø with teacher support, design a fair test to see how an  object’s motion is affected by ramps with different surfaces, slope, length, and initial height · ** demonstrate mechanical advantage of simple machines, including lever, wedge, pulley, ramp, screw, and wheel **

Ø identify and classify everyday devices according to the six basic machines (lever, wedge, inclined plane, screw, roller, axle, wheel, and pulley) Ø compare the advantages and disadvantages of various simple machines for identical tasks (i.e., choosing the right machine for the right job) Ø · ** design a compound machine ** Ø identify the simple machine incorporated into the working parts of compound machines designed for a specific task (e.g., lifting, pulling, and carrying heavy loads) Ø proficiently assemble a compound machine, illustrating in detail how it is constructed from a combination of simple machines · d**escribe applications of simple and compound machines used in daily life in BC communities** Ø give several examples of some common heavy machines that contain simple machines (e.g., fork-lift, grader, crane, log-loader) Ø illustrate in detail how a combination of simple machines can be used to solve various problems in daily life Ø describe the various ways in which Aboriginal peoples in BC have used machines to meet basic and artistic needs in their daily lives **4** **. Earth and Space Science: Renewable and Non-Renewable Resources**

**General Outcomes**

By the end of the grade, students will have assessed the environmental considerations associated with the extraction and use of renewable and non-renewable resources.

**Specific Outcomes**

It is expected that students will: · **analyse how BC’s living and non-living resources are used** Ø with teacher support, analyse data and correctly classify BC’s resources as renewable or non-renewable (e.g. renewable: salmon; non-renewable: copper) Ø explain in detail various ways in which BC’s resources are used (i.e., for commercial and/or recreational purposes) · **identify methods of extracting or harvesting and processing BC’s resources**

Ø illustrate several examples of resource harvesting or extraction (e.g., salmon, trees, oil, gas, water, copper, coal) Ø trace a finished BC resource-based product (e.g., a tin of salmon, cedar basket, oil and gas) to its source · **analyse how the Aboriginal concept of interconnectedness of the environment is reflected in responsibility for and caretaking of resources**

Ø illustrate in detail various ways in which Aboriginal peoples take care of the land and the resources Ø explain, citing examples, how and why Aboriginal peoples’ unique relationship with the environment demonstrates responsibility for the land and resources · **describe potential environmental impacts of using BC’s living and non-living resources** Ø identify and describe a variety of solutions to address the issue of natural resource management in BC (e.g., conservation of resources through recycling) Ø collect relevant data and coherently articulate various points of view on a local resource issue in BC


 * Rationale**


 * At the Grade 5 Science level, Resource-based learning and ultimately, the development of information literacy is a strong component of the curriculum. Skills for accessing, evaluating, using and applying information are carefully targeted, ensuring that the students meet the outcomes for information literacy identified in the curriculum. In examining Renewable and Non-renewable resources, the students need to access a wide range of resources in various mediums for learning. Students need to use a wide range of resources in various mediums to approach a theme, issue or topic of study in ways which allow for a range of learning styles and access to the theme or topic via cognitive or affective appeals. Resource-based learning actively involves students, teachers and teacher-librarians in the effective use of a wide range of print, non print and human resources. In today’s rapidly changing world, students need to have access to a wide array of __current__ primary and secondary resources in all formats. I want to identify new resources that would be an important addition to the library collection.**


 * B.C. is a province that relies heavily on its natural resources, both renewable and non-renewable. The environmental impact of the use of these resources has been a very contentious topic over the past few decades. The method of extraction of these resources has changed greatly over the past century, and should be reflected in the library collection.**


 * A strong component of Forces and Simple Machine and Renewable and Non-Renewable Resources is how Aboriginal peoples use simple machines and how they take care of the land and the resources. I want to see how well the collection addresses the influence of the Aboriginal peoples regarding these topics.**


 * I have a strong background in research and forestry and am familiar with these topics both within the processes of science and on an operational level. As well, as part of a teaching practicum I taught several lessons on Simple Machines. Although not a teacher-librarian, I have access to the library in the elementary school that my nine year old daughter in grade 4 attends.**