Category Archives: Grade 12

Music Monday

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  1. Reflect on how these songs contribute to making the community or natural world a better place and identify how the lyrics actions call others to action and can work to make positive change. 

These songs help bring awareness to the community. They cover important ideas regarding the First Nations. They educate people on the importance of Canada’s past regarding the struggles of the First Nations so we can make our community a safer place for these individuals.

2. How do these songs represent that something is unfair? What is that “something”? Explain.

These songs represent the abuse the First Nations have gone through specifically taking their land, voice, and traditions. They show how it is unfair to take land and traditions without giving them anything back.

What emotions do these songs generate for you? Compare your emotions between each song. Which one is more compelling? And why?

The Zolas song makes me sad while Simpsons song makes me feel guilty. The zolas sing from a white view so they don’t touch on specific examples of what the First Nations have been through, they just talk about how we took their land. Whereas Simpson talks about personal experiences regarding the abuse the government has put on them. Simpson is more compelling because she is able to have emotion in her voice that corresponds to the lyrics. I get to feel what she is saying with her voice.

  1. What is important to each of the singers? What is the message they are trying to convey?

It is important that they share this information about the First Nations and what the government has taken from them. They both talk about taking back what was theirs and fighting back. They are sharing these experiences hoping that they shed light on the abuse that the First Nations have been through.

  1. Using one of your similarities and differences (not the example one given), discuss in a short paragraph (6-10 sentences) how music can convey different perspectives on the same cause?

Music can convey different perspectives in some cases. The songs from The Zolas Wreck beach/ Totem Park, and in Simpsons caribou ghosts and untold stories are examples of this. They both cover the idea of rebelling against the authorities regarding the government taking land from the First Nations. But The Zolas are talking from a white perspective and Simpson is talking from the First Nations view. The Zolas though talk about rebelling they end up complying and following the law, while Simpson talks about rebelling and meeting in secretive places to plan their attack. They both show that the government has taken things from the First Nations, but only Simpson talks about doing something about it, while the Zolas just sit on the beach. These 2 songs talk about a very important issue involving the First Nations that has been happening for many years.

Core Competency Self-Assessment

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A+P Cell Diffusion Lab

Communication

Communication-Collaboration: During the Cell diffusion lab I had to communicate with my peers and group mates to agree on the observations and errors in our lab. 2 people in the group did one experiment while the other 2 did a different experiment. At the end of each experiment we collaborated and communicated our insights on the experiment while analyzing both beakers. I collaborated with my peers to get the right information on the experiments that I didn’t have much information on and I shared my insight with my peers on the experiment me and my partner did. The experiment we did had some errors, our starch and IKI water solution had not diffused properly and or cell was left with the starchy white colour with a little hue of blue. I communicated with my group members and noted that our looked different then the other cells that our classmates had done. We talked to the teacher and worked out what went wrong, we had not twisted the cell enough to allow proper diffusion and we had not tied the ends of the cell tight enough. I communicated this error within the conclusion, and I made sure to inform my group members about it so they could also include it in their writing so they would not get marks off. I also communicated this error I the qualitative observations. I stated that the cell was still partially cloudy and that the molecules had not diffused across the membrane properly.

Critical Thinking: While doing the Cell Diffusion Lab in A+P, I had to use my critical thinking skills when we noticed that the experiment was done incorrectly. We had not tied the ends of the cell tight enough which caused the molecules to not diffuse properly. To insure we would not lose marks I wrote that error in the conclusion and in the questions. I used evidence from the experiment drew a conclusion with the data and analysis. I also had to use my critical thinking to decide what way the molecules diffused. The IKI solution had turned part of the cell blue, which means the IKI solution diffused into the cell. In the glucose experiment, I had to determine where the glucose and water diffused. The cell had grown in size and mass so I determined that the water had diffused into the cell The glucose test strips indicate that the glucose had diffused out of the cell and into the water. I use these analysis and observations to write up a conclusion as well.