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Christmas Tree Ornaments
This is a picture of a simple Christmas tree ornament you can make with your class. This ornament is a small wooden replica of an old two-runner snow sled like the Flexible Flyer (seen below). They are fairly easy to put together, and if your students are patient enough, they can be decorated, dated, and personalized. They make great gifts to parents and grandparents. This particular sled is 19 years old and is hung with pride on our tree each year.
What materials do you need? Popsicle sticks, white glue, paint, and either short pieces of wool or some glittery embroidery thread for the pull rope. Some prior preparation is necessary. First, you need to cut enough popsicle sticks to various lengths (as shown here) to give each student an assembly "kit". A sharp X-acto knife will do the trick but as popsicle sticks are pretty tough, it's best that an adult does the cutting of the pieces. Pre-drill two holes in the steering column for the string.
White carpenter's glue works well, though hot glue guns will do in a pinch. The various short cross-members are spot glued across the longer pieces in the assembly "kit". Runners are glued on after the deck of the sled dries.
Water based tempra paints are okay, but sometimes students glob the paint on with their brushes in their hurry to get the job done. This softens the glue bonds and sometimes the sled will fall apart after the paint job - especially the glue holding the runners (on edge) to the undercarriage of the sled.
Low odor latex spray paint is quicker and less likely to create structural problems. Also, if you use spray paint, you will be less likely to clog up the holes on the steering column where the string goes. You can have your choice of colours and finishes as well. Remember that all the freshly painted sleds look alike, so be sure to come up with some way to identify each child's sled.
Brightly coloured embroidery thread works really well for the hanger. Err on the side of caution and cut your pieces of string or thread long (15-20 cm) just in case you need the excess to tie knots.
Marsville 2008
The Marsville project was created in part to honour the space shuttle crew that was lost in the 1986 Challenger accident. The Canadian National Marsville Program began in 1993. Several thousand students from across the country participate in Canadian National Marsville each year. The purpose of this project is to create a positive vision for young Canadians of the technological society they will inherit in the 21st century.
Marsville teaches students in grades 6-8 about the planet Mars, space, the technology of space exploration, science, and mathematics. Through a series of individual and group activities, students are introduced to the planet Mars and the specific challenges it poses to human colonization. Students from across Canada form teams to create a solution to a specific biological or social problem assigned to them for the Martian Colony.
One of the first tasks we had to undertake was to design a mission patch for our Marsville mission. Noah, Kelly, and Tammy were the artists who designed these awesome looking mission patches for our three teams.
We are on our way to Marsville on Friday, April 18, 2008. Our goal is to be able to live on Mars. Our class' assignment is to provide the Marsville colony with a waste management system. We hope to be able to discover interesting ways to deal with waste materials (water, food, construction materials, heat, etc.) that might be generated in a human settlement on Mars.
Our Project Managers, (Noah, Kelly, & Tammy) will be overseeing the whole project including the construction of a Mars habitat. Plastic film and duct tape will be their primary construction materials.
Students who assume the role of Project Engineer (Enrica, Amber & Vanessa) and Research Analyst (Ian, Monica, & Kyle) will be in charge of researching, designing, and building some form of waste management system for Marsville. The materials that they will be using to construct their models are cardboard, different kinds of tape, straws, tin foil, and toilet paper rolls.
A group of Team Physicians (Jonathan, Taylor, & Jordan) will be growing tomatoes (as part of a project called TomatoSPHERE). They will try to find out if germination rates are affected when plant seeds are exposed to zero-gravity and radiation levels found in space. Our team physicians will also design a space suit.
A team of Material Specialists (Kayla, Nick, & Jaren) will plan the menu for our day on Mars. They will chose foods from Canada's Food guide and they hope our meal does not create a lot of waste. They are also responsible for locating construction materials for the waste management life support system models.
Three Robotics Engineers (Daniel, Keenan, & Josh) will be conducting an experiment with LEGO LOGO. They will be building it with robot pieces from a robotics kit and programming it to do a number of tasks using a computer. They will also be making mechanical models using a Capsela kit.
A committee of Communications Specialists (Natasha, Byron, & Nick C.) and Public Affairs Officers (Mark, Vanessa G., & Mulenga) will be working on posters advertising the fact that we are on our way to Mars, as well as recording our progress by taking lots of pictures. They will also be making our photo ID badges, as well as assist in posting information to our web sites.
A team of Project Scientists (Joe, Brandon, & Antonio) will be conducting various experiments and graphing their data.
About one fifth of the Earth's atmosphere is oxygen. The atmosphere of Mars contains only about 0.15% oxygen. Oxygen is the third most abundant element found in the sun, and it plays a part in the carbon-nitrogen cycle, a process responsible for energy production. About two thirds of our bodies, and nine tenths of water, is oxygen. Oxygen is colourless, odourless, and tasteless. It is essential for respiration of all plants and animals and for most types of combustion.
Using electricity, it is pretty easy to split water molecules to create pure hydrogen and oxygen. This process is called electrolysis. One big advantage of this process is that we can do it anywhere - just as long as we have a source of water and electrical power. We hope to find some water on Mars somewhere - either frozen in the polar caps of Mars or in the soil or rocks below the surface. Naturally we will be bringing some water with us, but that won't be enough for a long term stay on Mars. Water that we use in the spaceship on our journey to Mars will be constantly recycled - even the water vapor we breathe out will be collected. Electrolysis of water will be one of our main sources of O².
The electricity required for electrolysis will probably be provided by large solar panels we will have in position around our Mars habitat. During electrolysis, water gets separated into hydrogen and oxygen and we plan to store both gases. Some of the oxygen will be used for breathing, while some might be stored for use in our habitat's fuel cells. Fuel cells use the gases hydrogen and oxygen to producing electrical energy. Because they do not consume fossil fuels fuel cells are considered environmentally friendly.
Solar cells (like the ones you see on calculators and satellites) are really called photovoltaic cells. Photovoltaic means light and electricity. We will use them to convert the sunlight on Mars into electricity. What do we do when the sun isn't shining or the weather on Mars (dust storms) prevents enough sunlight from getting to our solar panels? We'll probably have a back-up system of batteries. Any electrical power we don't use while the sun is shining we'll store in batteries for use later.
A second way we intend to produce oxygen to breathe is to use plants in a greenhouse that is connected to our habitat. As you can see from the equation for photosynthesis below, plants give off oxygen as a byproduct. We can use this oxygen to breathe! Figures that we have seen on websites like the Ontario Corn Producers website (www.ontariocorn.org) suggest that an average hectare of corn produces enough oxygen per hectare per day in mid summer (on Earth) to meet the respiratory needs of about 325 people. So that means if we can build a fairly large greenhouse on Mars and grow plants, we should be able to do two things for our air supply - filter out carbon dioxide and produce oxygen.
Carbon dioxide (CO²) is a colorless, odorless, tasteless gas. It is part of the atmosphere on Earth, making up about 1% of the volume of the air we breathe. On Mars, the atmosphere is mainly It does not burn, and under normal conditions it is stable, inert and nontoxic. Carbon dioxide is a raw material for photosynthesis in green plants and is a product of animal and human respiration. Although it is not a poison, it can cause death by suffocation if inhaled in large amounts, so it is important to remove excess CO² from the air we breathe in our Mars Habitat.
How can we remove carbon dioxide? Well, we came up with one method that involves some materials we may be able to bring with us on the trip to Mars. It is possible that some of the materials could be manufactured on Mars or found on Mars when we get there. If we pass air through a series of filters made out of ascarite, we should be able to scrub the excess CO² out of the air. Ascarite is asbestos impregnated with sodium hydroxide; according to one of our mentors (a chemistry professor at the University of Ottawa) it absorbs carbon dioxide:
2 NaOH (s) + CO² (g)----> Na²CO³ (s) + H²O (l)
What is great about this is that you get two nicely usable products - sodium carbonate (baking soda) and liquid water...always of use! In fact, since there is a lot of carbon dioxide in the Martian atmosphere, we could convert it to water and then either drink/use it or split by electrolysis to obtain oxygen.
Another method we hope to use to remove excess CO² would be to use a greenhouse full of plants like corn, wheat, or soybeans to treat the air. During photosynthesis, plants convert carbon dioxide and water into sugar molecules and oxygen through a series of reactions. The overall equation for the photosynthesis can be written down like this:
6 CO² + 6 H²O + sunlight ---> C6H12O6 + 6 O²
A lot of this sugar is stored in the form of carbon. Most of it gets used by the plant to provide energy to grow and to provide its structure. When you dry the plant out you will find that for each kilogram of dried plant, roughly half (0.45 kg) of it is carbon - that means our plant removes more than a kilogram of carbon dioxide from the atmosphere. This is because each carbon dioxide molecule contains two oxygen atoms.
Our third method is a backup system. CO² dissolves well in water, and if we pass it through a solution of limewater (a saturated water solution of calcium hydroxide) the carbon dioxide gas will be removed.
Space Projects![img]](/and/media.php?mid=7324&xwm=true) This year in science, our class did a unit of study on Space and Space Exploration. Students used books, computer software and the internet, videos and television broadcasts, and newspapers (like the Ottawa Citizen) to study and research many things related to this science strand. We've finished our unit on Space and Space Exploration, but we thought you might like to see pictures of some of the great projects presented in class. Projects ranged from board games to collections of crossword puzzles on space topics to webpages about various planets to dioramas of the Solar System to models of imaginary planets and real space probes.
Pumpkin Math![img]](/and/media.php?mid=10225&xwm=true) You might not think that pumpkins and calculators have much to do with each other but on Friday, October 27, our class used a big pile of pumpkins, some paper, pencils, and some calculators to sharpen our estimating, measurement, and data collection skills. We also used this activity to apply what we have been learning in class about mean, median, and percentages, to a real thing. Students worked in small groups to make observations about their pumpkins and collect some interesting data - stuff like estimating and then making actual measurements of the circumference, height, and mass of the pumpkin (in both uncarved and carved states). Each group's data was recorded on a special chart by students and collated on a master chart by their teacher. Follow-up lessons were done to compute the mean and median values, and to evaluate the learning that took place. After the math was completed, everyone got to carve a spooky face on their pumpkin. The pumpkin activity took two whole blocks to complete. Our class had a special visitor (Mr. Kelly) watching them as they scooped pumpkin guts. At the end of the day, some lucky students even got to take their well-designed jack o'lanterns home!
Voyage of the MimiIn Science, our class is beginning a unit on the diversity of life. We are using a multimedia unit called the Voyage of the Mimi. This unit consists of video and print materials, hands-on activities, and student-directed and collaborative projects.
The videos consist of dramatic episodes paired with a related documentary-style "expeditions." The episodes take students on an exciting adventure as they join a diverse group of people on a scientific expedition to study humpback whales in the Gulf of Maine. Actors accurately depict how "researchers" seek to answer questions about whales and their environment.
The video episodes follow the adventures of the crew of the Mimi, a converted French tuna trawler outfitted as a modern ocean-going vessel. Mimi is chartered to two scientists who are studying humpback whales.
Throughout the voyage, crew members construct hypotheses, make observations and measurements, and collect and analyze data. Each episode is about 15 minutes long.
Following each "dramatic" episode, students watch documentary-style video "expeditions" that allow them to visit a variety of locations where scientists are working on different aspects of research on humpback whales or marine biology that relates to a topic presented in the corresponding episode.
As we follow the events of the Mimi's voyage, we are led through a sequenced set of concepts and activities that relate directly to maps and navigation, whales and their environment, and the essential elements of ecosystems.
Summary of Episodes
In "All Aboard," crewmembers meet and load the Mimi for the voyage. "Planet Ocean" takes C.T. Granville (Ben Affleck, in one of his earliest acting roles) to the New England Aquarium to learn how marine biologists explore the ocean and how the ocean affects our lives. In "Setting Sail," the crew sights whales and collects data for analysis. "Whale Watch" goes to the Provincetown Center for Coastal Studies to learn about whale research. "On the Shoals" features a failure in the Mimi's electrical system that requires the crew's skills in navigating, map and chart reading, sonar, radio, beacons, and triangulation. "Mapping the Blue Part" goes to the Lamont-Doherty Geological Observatory of Columbia University to learn how the ocean floor is mapped. In "Counting Whales", the crew learns how to conduct a whale census using a computer. "Whale Bones" goes to the National Museum of Natural History to learn about fossil records, evolution, field research methods, and the natural history of whales.
"Going Fishing" shows how researchers correlate whales' feeding behavior with temperature data. "Scraping the Bottom" goes to the Woods Hole Marine Biological Laboratory to see how many varieties of sea life contribute to basic research. "Home Movies" features crewmembers viewing rare footage of humpback whales with calves; they hear whale songs and learn about humpback migration patterns from a film about a Caribbean research expedition. "Songs in the Sea" visits the workshop of a whale song expert who uses hydrophones and a spectrum analyzer. In "Fastening On", the crew visits a whaling museum and tags a whale with a transmitter to track its movements. "Hands Full of Words" visits a student at the only liberal arts college founded for deaf students, Gallaudet College in Washington, D.C. In "Tracking the Whale", the Mimi is caught in a storm and disabled. "The World's Worst Weather" goes to the weather station atop Mount Washington in New Hampshire.
In "Shipwrecked", the Mimi, damaged by a storm, is beached on an island, and the captain's life is in jeopardy from hypothermia. "Goose Bumps" goes to the U.S. Army Environmental Research Laboratory to study the effects of extreme weather conditions on humans. "Making Dew" shows how the crew overcomes a life threatening challenge by devising a solar still for drinking water. "Water, Water Everywhere" visits a physicist who is working to purify seawater to solve a drinking water shortage on Long Island and also discusses his ethical dilemma regarding working on nuclear weapons. "The Feast" takes the crew foraging on the island, where they find an abundance of food. "A New Alchemy" goes to the New Alchemy Institute to learn about food chains, ecosystems, self-sufficiency, and benign technology. In "Rolling Home", crewmembers decide to rescue themselves. "Boat Shop" visits a school for boat builders. In "Separate Ways", crewmembers review their accomplishments and depart. "A Sailor and a Scientist" visits the Massachusetts Institute of Technology to learn about magnetic force.
MSW LogoThis term our grade 6 class is learning to use LOGO. LOGO was originally developed in 1967 by Seymour Papert and a team at MIT. It was originally designed to introduce children to programming concepts, and to help develop better thinking skills that could be transferred to other contexts. It is easy to learn, easy to use, easy to read, but also powerful and able to cope with complex problems.
![img]](/and/media.php?mid=27614&xwm=true) Our class got interested in using LOGO, partly because we are doing a unit in motion geometry in math and partly because we wanted to try doing something creative with the computer. Our teacher showed us some of the neat things we could do with LOGO. The version of LOGO that we are using is MSW LOGO (Windows based), which is available from Softronics, Inc. as freeware on the Internet.
At first, students in our class got to experiment with basic LOGO commands such as cs (clearscreen), home, ht (hideturtle), st (showturtle), label, fd (forward), bk (back), rt (right), lt (left), circle, arc, repeat, pu (penup), pd (pendown), pe (penerase), ppt (penpaint), setpc (setpencolor), setfc (setfloodcolor), setscreencolor, setpensize, fill, etc. They were then taught how to use the program's "editor" to write short computer programs or procedures.
We hope to post a few examples of some of our best work with LOGO here on our class web page. We hope you enjoy our efforts.
TOMATOSPHERE
Since the spring of 2003, our grade 6 class has participated in a unique and exciting online educational experience sponsored by Heinz Canada, the University of Guelph, the Centre for Research in Earth and Space Technology, and various government agencies such as the Canadian Space Agency, Agriculture and Agri-Food Canada, and the Natural Sciences and Engineering Research Council of Canada.
TOMATOSPHERE is an educational outreach project reaching over 5000+ classrooms in communities across Canada. The project uses the excitement of space exploration as a medium for teaching students about science, space, and agriculture, and about Canada as a world leader in the support of long-term space flight. We are again participating in this "experiment" during the months of April / May 2006.
Around the beginning of March, our class received two packets of Heinz tomato seeds in the mail. One package contained seeds that spent 19 months on the International Space Station (ISS) where they have been orbiting the earth in zero-gravity. They were sent to space in January 2004 on a Russian Progress flight and returned in August of 2005 on board the space shuttle Discovery. The second set of tomato seeds has been exposed to no unusual environmental conditions (i.e. the control group), but of course, we are not told which group is which until after we submit our results. We planted 40 seeds of each type and tracked germination over several weeks in April and May. The seeds that turned out to be the "control group" had a marginally better germination rate (82.5% - 33 out of 40 seeds germinated) than the "seeds from space" (80% - 32 out of 40 seeds germinated). At the end of the experiment, students get to take some tomato seedlings home to plant in their backyard gardens.
We are part of a large Canada-wide experiment where we monitor and compare the germination and growth rates of these two different packets of seeds. The results of our experiment get posted online and combined with the results from all the other classrooms participating in the experiment. Tomatoes are chosen because they are practical and valuable plants for space applications. They provide wholesome nourishment, as well as purified water through evaporation from their leaves.
Doing experiments like watching these seeds grow helps answer questions such as how we supply space exploration missions with life support requirements - food, water, oxygen and the need to consume carbon dioxide exhaled by crew members. Simply traveling to and from Mars - the closest planet to Earth - could take almost three years. It's important to know how to grow food for the journey there... not to mention the long stay on Mars waiting for a launch window for the return journey!
Classroom Photos
These are Zebra Finches, a species of bird originally from Australia. In the wild, they live in open grasslands with some bushes and trees. Zebra Finches are one of the world's most popular cage birds ranking 3rd behind the Budgerigar and Canary. This is mainly because they breed well in captivity. Our Zebras lay 3-6 eggs every 3-4 months and both parents participate in raising the young. We love watching the baby birds hatch, even if they are a bit noisy.
These goldfish spend the summer in a pond in our teacher's back yard.
This is one of two Garter snakes we have in the class. Garter snakes (genus Thamnophis) are the most common snakes around our neighbourhood. Our Garter snakes measure between 60 to 80 cm in length, and we feed them earthworms, slugs, and fish.
TechnoSpud Projects
For the past six years, TechnoSpud.com has been running online projects that utilize things like Oreo cookies, hard boiled eggs, Froot Loops cereal, and even paper airplanes as a way to integrate the teaching of math, science, language arts, and the use of technology into the classroom. Our class has been participating in Technospud projects for the past several years.
On the morning of December 17th, 1903, at 10:35 a.m. in the morning, Orville Wright made history by making the first heavier-than-air, machine powered flight in the world. His flight lasted just twelve seconds and covered just 120 feet. On the fourth and final flight of the day, his brother Wilbur traveled 852 feet, remaining airborne for 57 seconds. That morning the Wright brothers became the first people to demonstrate sustained flight of a heavier-than-air machine under the complete control of the pilot.
To celebrate the Centennial Anniversary of this flight, our class participated in a Technospud online project called, "The Wright Stuff".
This project was a one day event where we created paper airplanes and flew them for distance.
Each of us got to toss our paper airplanes, record flight and we then posted our information to the TechnoSpud website along with over 150 classrooms across Canada and the United States.
During late September and early October of 2004, we participated in this interesting and yummy project. Students scrape and weigh the creme filling from bags of Nabisco's Oreo Chocolate and Creme Sandwich Cookies AND bags of Nabisco's Oreo Chocolate and Creme Double Stuf Sandwich Cookies to try and determine whether the mass of the creme filling in the Double Stuf cookies was actually "double" that of the regular Oreo cookies. Our data was compiled along with 255 other classes (an estimated 7 600 students) in the United States, Canada, Argentina, and Malaysia. Our "study" concluded that the average mass of Double Stuf cookies was close to but not quite double the mass of regular Oreo cookies. Check out the OREO Trivia page at www.technospudprojects.com.
During the first week of April of 2005, we joined students in schools from all over the world as we decorated and rolled our hardboiled eggs for distance, learning about estimation, averaging, measurement, and more, while we had some fun!
Now an annual event, the Great Egg Roll is in its 5th year.
During January and February of 2006, we joined students in 292 schools across Canada and the United States as we collectively tested the commonly held belief (hypothesis) that the color appearing MOST frequently in boxes of Kellogg's Froot Loop cereal would be red. Each participating class was responsible for counting the contents of one box of Froot Loops.
In all, over half a million Froot Loops were counted in this experiment. After the data was collected, we discovered the following color distribution in boxes of Froot Loops - orange was the most common color encountered with 19.7% of the total; 16.8% were red; 15.1% were yellow; 14.4% were green; 13.8% were purple; 13.7% were blue; less than half of 1% were pink; and approximately 6% of the Froot Loops counted were broken.
What a fun way to learn about estimation, averaging, and finding percentages!
Tinkerplots![img]](/and/media.php?mid=7818&xwm=true) During 2003 and 2004 students in selected classes (one Grade 4, 5, and 6) at our school took part in a Board-sponsored Data Literacy Pilot Project. We tested a piece of software called Tinkerplots, at the time under development by the Statistics Education Research Group at the University of Massachusetts. Our teacher even got to meet two of the people on the software design team, Cliff Konold and Craig Miller, and give them some feedback on how our classes used the program.
Our classes have continued to use the software ever since then. The commercial version of Tinkerplots (version 1.2) is currently available from Key Curriculum Press. This software is licensed for use in all publicly funded schools in Ontario, Canada.
Tinkerplots is really cool! It is a software construction set that allows students to build their own plots to analyze data. By ordering, stacking, and separating data icons, students gradually organize data to answer their questions. Our students analyze data sets that come with the program and we even download data from the Internet to create new data sets. Once we get the hang of the program, we often conduct a survey at school to create our own "homemade" data set.
Students (and teachers) in our classes are keenly interested in hockey, so each year we extract some stats from the official National Hockey League website about the top players and we try to make some connection between scoring records during the regular season and the various attributes of those players (such as height, weight, year of birth, nationality, penalty minutes, ice time, etc.). So far, we have collected data on the top 120 NHL players from 2003, 2004, and 2006. (Unfortunately, 2005 was the year of the NHL lockout, so that's why there is a gap.)
We made a another data set about the top 60 goalies in the NHL in 2003 based on information we extracted from NHL.com and various NHL team websites. Since then we have experimented with similar data sets about MLB players and players in the NBA.
If you use Tinkerplots with your class and would like a copy of our NHL data sets, click on the following links -
NHL_2003
NHL_2004
NHL_2006
NHLGoalies_2003
Please let us know what you think of our data.
Mathematics Links
AAA Math - this website contains a series of basic math lessons. There are hundreds of pages, each with an explanation of a particular math topic as well as an interactive practice and various challenge games.
BrainBashers - This site contains thousands of puzzles, brainteasers, games and optical illusions. New puzzles are posted weekly.
Dictionary of Units of Measure - written and maintained by Russ Rowlett, Director of the Center for Mathematics and Science Education at the University of North Carolina at Chapel Hill, this "dictionary" includes descriptions of an amazing list of units of the metric system used in everyday life or in science, many of the units of the English traditional system, and selected traditional units from cultures other than English.
MathFROG - sponsored by The Centre for Education in Mathematics and Computing at the University of Waterloo, this free mathematics site offers Fun Resources and Online Games for students in Grades 4, 5, & 6.
National Library of Virtual Manipulatives for Interactive Mathematics - A National Science Foundation supported project that began in 1999 to develop a library of uniquely interactive, web-based virtual manipulatives or concept tutorials, mostly in the form of Java applets, for mathematics instruction (K-12 emphasis). To view this site, you must use a web browser with Java enabled.
NECTAR Foundation - NECTAR specialises in the development and marketing of educational software in the kindergarten to grade 12 program with a focus on mathematics, science and language software programs.
Ottawa Senators "Read to Succeed" Program"Read to Succeed" is a literacy initiative presented by the Ottawa Senators Hockey Club free of charge. Designed to help teach students from JK to Grade 8 the importance of reading, the program was launched throughout Ottawa and Gatineau in January 2003. An in-school reading program, "Read to Succeed" generates excitement, rewards participation, and provides the opportunity to win class visits and prizes. Hundreds of classes have participated in the first 3 seasons of "Read to Succeed".
In the fall of 2004, our class registered to participate in the "Read to Succeed" program. At the start of each month we had to submit our class' reading goal for the month,and at the end of each month, we had to verify that our class did achieve the stated reading goal. Classes that reach their posted reading goal for the month get entered into a monthly draw to win a Sparty party and/or a visit from a member of the Ottawa Senators.
As luck would have it, our class was selected as the grand prize-winner for the month of December, and we enjoyed a surprise visit from Spartacat on January 21, 2004. We couldn't believe it when Spartacat came walking into our room that day! Spartacat brought us many treats and goodies. We received pizza, drinks, Ottawa Senators souvenir lapel pins and binders, lots of autographs, tickets for our entire class to attend an Ottawa Senators Home game, AND we also had an Ottawa Senators player - #20 Antoine Vermette - come and speak to us about the importance of reading (as well to answer our many questions).
We consider ourselves to be very lucky to have won, and are very thankful that the Ottawa Senators are supporting this program to promote literacy.
Click on an item below to see what we've been up to this year.
Student Vote 2006 - St. Luke School was one of more than 3080 schools across the country in 299 (out of 308) Federal ridings that participated in the Student Vote program. Our class organized the vote at our school.
![img]](/and/media.php?mid=7387&xwm=true) Tinkerplots - we extracted some stats from the official National Hockey League website on the top players of 2003, 2004, and 2006 to see if there was some connection between scoring during the regular season and the various attributes of NHL players (such as height, weight, year of birth, nationality, penalty minutes, ice time, etc.). Last Updated: 2009-03-16
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