11/8/24

Welcome to the families of our new orientation students!  It was great seeing you on Monday and with each passing day this week, it was noticeable in our students how much more comfortable and relieved they were to be at PAL. I’ve enjoyed my interactions with each of them so far and I know the staff shares the same feeling. Here’s to hoping for much more success in the coming days, weeks and years of their PAL careers.

At the end of the month, we will hold one of the many tremendous PAL traditions – PAL Thanksgiving on November 26^th. While we pride ourselves on our level of community and family involvement, we do need to keep some guest restrictions in place to fit everyone in our facility. Our senior students exclusively will be able to bring a guest of their choice to PAL Thanksgiving. My hope is that when our underclassmen reach senior status, they, too, can invite a special person in their life to our annual event. Seniors will need to let their advisor, and Dara, know the name of the guest they wish to bring no later than next Friday November 15^th.

We’ll end this week’s update on a strong scholastic note. We finalized block 3 grades this week and I am happy to share that six of our students had straight “A’s”! Aiden Aichlmayr-Gonzalez, Madden Burdsall, Cassidy Conrady, Lilly Hooper, Jack Knutson and Alayla Osterhout achieved this feat with several other students earning all “A” grades with a “B” or two in other classes. Additionally, senior Caleb Storseth was honored as PAL’s Student of the Month for October with the Kiwanis Club! Congratulations are in order all around!

Enjoy your weekend,

Matt Carey

mcarey1@helenaschools.org

406-324-1632

YEARBOOK SENIOR BABY PICS/OPTIONAL PARENT ADS

Please submit a baby picture (younger than 2 years old) to palyearbook1@gmail.com or we can scan and return a picture. DUE DATE – NOVEMBER 1, 2024.

OPTIONAL PARENT YEARBOOK ADS – must be submitted and paid in full by November 1, 2024.

Ad Size, picture(s) and word limits:

• ¼ page = $25 – 2 pictures – 30 words or less
• ½ page = $45 – 3 pictures – 50 words or less
• Full page = $85 – 5 pictures – 70 words or less

Message to Student:

Pictures may be submitted digitally to palyearbook1@gmail.com.  Printed pictures may also be submitted to Marie Rauch to be scanned and returned.

DEADLINE – 3:15 p.m. November 1, 2024

Questions? Contact Marie Rauch at mrauch@helenaschools.org or 406-324-1643

 

Block 4 Course Descriptions 

 Ryan:  

 Elections – A timely class, we will be analyzing the November 5th elections, specifically the results/outcome, while looking at party platforms and what the results mean for the people of our great nation. Current events will be mixed in with lessons and discussion pertaining to the system of American elections and Electoral College.  

 SS.CG.9-12 The civics and government content standards for ninth through twelfth grade are that each student will  

SS.CG.9-12.1 analyze and evaluate the ideas and principles contained in the foundational documents of the United States, and explain how they establish a system of government that has powers, responsibilities, and limits  

SS.CG.9-12.2 analyze the impact of constitutions, laws, treaties, and international agreements on the maintenance of domestic and international relationships  

SS.CG.9-12.3 evaluate the impact of international agreements on contemporary world issues SS.CG.9-12.4 apply civic virtues and democratic principles when working with others  

SS.CG.9-12.5 evaluate how citizens and institutions address social and political problems at the local, state, tribal, national, and/or international levels  

SS.CG.9-12.6 evaluate the American governmental system compared to international governmental systems 

 News n Views – Students will play an active role in choosing headlines to discuss and participating in analysis of the days’ top headlines. As usual, all opinions are welcome and encouraged, and students will utilize their civil conversation skills to work any existing differences in opinion.  

 SS.CG.9-12.8 evaluate appropriate deliberative processes in multiple settings  

SS.CG.9-12.9 evaluate government procedures for making decisions at the local, state, national, tribal, and international levels  

SS.CG.9-12.10 analyze historical, contemporary, and emerging means of changing societies, promoting the common good, and protecting rights  

SS.CG.9-12.11 analyze the impact and roles of personal interests and perspectives, market, media, and group influences on the application of civic virtues, democratic principles, constitutional rights, and human rights  

SS.CG.9-12.12 evaluate citizens’ and institutions’ effectiveness in ensuring civil rights at the local, state, tribal, national, and international levels 

 PE – In this joint OR/Academy PE class, the YMCA will be our primary location for weightlifting and basketball. Weather allowing, class could possibly be held outside; be ready for anything! 

• Identify the different energy systems used in physical activities;  

• Accept differences between personal characteristics and the idealized body images and elite performance levels portrayed in various media;  

• Advocate for responsible behavior of self and others in a variety of physical activities;  

• Analyze the benefits of a variety of feedback techniques;  

• Examine moral and ethical conduct in specific competitive situations;  

• Assume a leadership role in a physical activity setting (i.e., coach, referee, group leader);  

• Advocate for acceptance of other’s ideas, cultural diversity and body types by engaging in cooperative and collaborative movement projects;  

• Apply best practices for participating safely in physical activity, exercise and dance;  

• Analyze the health benefits of a self-selected physical activity;  

• Choose an appropriate level of challenge to experience success while participating in a selfselected physical activity; and  

• Evaluate social interactions and supports in a variety of physical activities. 

Michele: 

  Bal-A-Vis-X & Pam Grout’s Thank and Grow Rich 

 Bal-A-Vis-X stands for Balance, Auditory, Visual, eXercises that cross the midline. Midline crossing tasks help strengthen the neural connections between the two hemispheres of the brain. This enhanced connectivity is crucial for various cognitive functions, including problem-solving, reading, writing, and math skills. After practicing Bal-A-Vis-X exercises for half of the class, students will practice reading aloud Pam Grout’s Thank and Grow Rich, an experiment in shameless gratitude and unabashed joy. Her use of “party games” creates a treasure hunt, discovering where your life is already rich and abundant. 

 CCRA.R.10 Read and comprehend complex literary and informational texts independently and proficiently.

SL.1 Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively. 

 YMCA Water Safety & Swimming Class 

This class teaches basic water safety and survival skills, then progresses into lap swimming.

PE 1.1 a. Refine activity-specific movement skills in one or more lifetime activities

PE 4.7 a. Apply best practices for participating safely in physical activity, exercise and dance

 

Marie:  

 Not submitted 

 

Nate:  

 Pre-algebra 

The Pre-Algebra course is to serve as a bridge between computational mathematics and Algebra.  This course will build a foundation of algebraic concepts using technology, manipulatives, problem solving, and cooperative learning.  We will focus on building logical thinking skills, estimation, and connections between math and everyday applications.  This course is designed to prepare students for Algebra I. 

Montana State Standards: 8.MP.1, 8.MP.2, 8.MP.4, 8.MP.5, 8.MP.6, 8.MP.7, 8.MP.8 

 Algebra 1A 

In the Algebra 1A course students will be introduced to basic algebraic skills and provided the foundation for all subsequent math courses. Topics include, but are not limited to, properties of real numbers, relations, linear, quadratic, and exponential functions, graphing equations and inequalities. This course lays the foundation for mathematical literacy that will help students be successful in every subsequent course in mathematics. 

Montana State Standards: HS.MP.1, HS.MP.2, HS.MP.3 HS.MP.4, HS.MP.5, HS.MP.6, HS.MP.7, HS.MP.8 

Algebra 1B 

Algebra 1B will represent the second half of algebra that introduces students to variables, algebraic expressions, equations, inequalities, functions, and all their multiple representations. In this class, students will develop the ability to explore and solve real-world application problems, demonstrate the appropriate use of graphing calculators, and communicate mathematical ideas clearly. 

Montana State Standards: HS.MP.1, HS.MP.2, HS.MP.3 HS.MP.4, HS.MP.5, HS.MP.6, HS.MP.7, HS.MP.8 

Geometry 

This course will cover various Geometry topics and principles, including coordinate and spatial geometry, introductory trigonometry, angles, parallel lines, congruent and similar triangles, polygons and other figures, circles, the Pythagorean Theorem, etc. We will also focus on problems that serve to review our Algebra skills and continue to develop our critical thinking skills through various problem-solving and real-world situation 

Montana State Standards: HS.MP.1, HS.MP.2, HS.MP.3 HS.MP.4, HS.MP.5, HS.MP.6, HS.MP.7, HS.MP.8 

3D Printing 

Students in this course will be learning how to use the a 3D printer and 3D printing software.  We will be using TinkerCAD to design things to print.  The focus will be on scale and functionality of our 3D designs to be printed. 

Montana Standards:  HS.MP.4, HS.MP.1, HS.MP.6 

 Emily T:  

OR Art: an introduction to our art classes with a focus on self-discovery. Whether a student has had several art classes prior to this or none, this course is designed to make students comfortable in the PAL art classroom as well as provide an opportunity to let them tell their story through the creative process.

 Each student will:

 VA1. develop plans for creating art and design works using various materials and methods from traditional and contemporary practices

VA3. complete artworks or designs incorporating relevant criteria as well as personal artistic vision

VA5. apply appropriate methods or processes to display artwork in a specific place

VA7. evaluate the effectiveness of an artwork as perceived by a variety of audiences VA8. defend an interpretation of an artwork or collections of artworks

VA10. incorporate knowledge of personal, social, cultural, and historical life to create artworks

 

Tablescapes and Centerpieces: This class will focus on design, specifically occupied and unoccupied space. The students will work collaboratively and individually to design and build table-top décor and centerpieces for PAL Thanksgiving. The remainder of the block will focus on how to write a thoughtful thank you note.

each student will:

VA1. develop plans for creating art and design works using various materials and methods from traditional and contemporary practices

VA3. complete artworks or designs incorporating relevant criteria as well as personal artistic vision

VA5. apply appropriate methods or processes to display artwork in a specific place

VA7. evaluate the effectiveness of an artwork as perceived by a variety of audiences

VA8. defend an interpretation of an artwork or collections of artworks

VA9. analyze a collection of artwork based on sets of criteria

 Ceramics: This class will focus on clay hand-building skills in addition to a variety of design techniques and decoration. This class is appropriate for students who already have skills in the ceramics arts as well as those who are true beginners.  Students will have the option of taking this class as a single or double period.

Each student will:

VA1. develop plans for creating art and design works using various materials and methods from traditional and contemporary practices

VA3. complete artworks or designs incorporating relevant criteria as well as personal artistic vision

VA5. apply appropriate methods or processes to display artwork in a specific place

VA7. evaluate the effectiveness of an artwork as perceived by a variety of audiences

VA8. defend an interpretation of an artwork or collections of artworks

VA10. incorporate knowledge of personal, social, cultural, and historical life to create artworks

 

 Isaiah:  

China – This class will be studying the history of China and the evolution of its government, culture, and influence on the world. We will be studying this through their art, advancements, inventions and more.  

 SS.CG.9-12.10 analyze historical, contemporary, and emerging means of changing societies, promoting the common good, and protecting rights 

SS.G.9-12.5 evaluate the impact of human settlement activities on the environmental, political, and cultural characteristics of specific places and regions 

 Vietnam – This class will study the effects of the Vietnam War. Students will study not only what happened in Vietnam, but the social impacts that took place in the United States, how it affected policy changes, civil rights activists, and more. We will also be looking at the long term ramifications of the Vietnam War that we still see today.   

 SS.H.9-12.8 analyze the ways in which the perspectives of those writing history shaped the history they produced 

SS.H.9-12.6 distinguish between long-term causes and triggering events in developing a historical argument 

 

Emily P:   

BioEthics course description 

In this course we will investigate various bioethics topics. Some of the topics covered in the past have been cloning, genetic screening, animal welfare, sustainable agriculture, organ transplantation and allocation, access to fresh water, and many more topics. Students will get to pick some of the topics. The primary goal will be to recognize the relationship between science, society, and ethical considerations. Students will practice and develop critical reasoning skills, especially the ability to justify an ethical position AND do so with a respectful dialogue among your peers with diverse perspectives.

LS2.C design, evaluate, and refine a solution for reducing the direct and indirect impacts of human activities on the environment and biodiversity and analyze scientific concepts

 OR Science 

Each student will be preparing a discrepant event to perform for 4th or 5th graders at the end of the block. A discrepant event is something that surprises, startles, puzzles, or astonishes the observer. Often, a discrepant event is one that does not appear to follow basic “rules of nature” and the outcome of a discrepant event is unexpected or contrary to what one would have predicted. The event throws the student “off balance” intellectually which most likely will motivate them to further investigate the science concept. This strategy is often used in science classes because most children feel the need to have questions answered, and there are many discrepant events that occur in the realm of scientific knowledge. This will promote problem-solving skills on the part of the student. The 4th grade children will be guided while finding a solution, using guided questions and prompts from the PAL students, and the 4th grader will discover the reason for the discrepant event. My students, in their role as teachers, will each become an expert on a different discrepant event, as well as learn from their fellow classmates about multiple science concepts.

Science Content Standards:

HS-PS1-5 Apply scientific principles and evidence to provide an explanation about the effects of changing the temperature or concentration of the reacting particles on the rate at which a reaction occurs.

HS-PS2-4 Use a mathematical representation of Newton’s Law of Gravitation and Coulomb’s Law to explain gravitational and electrostatic forces between objects.

 Yoga 

The class will be doing various forms of yoga in this class. We will utilize the common space and on occasion a yoga studio in downtown Helena.

PE Standards

1. Refine activity-specific movement skills in one or more lifetime activities
2. Evaluate the importance of stretching and flexibility in lifetime activities
3. Apply best practices for participating safely in physical activity, exercise, and dance
4. Analyze the health benefits of a self-selected physical activity
5. Choose an appropriate level of challenge to experience success while participating in a self selected physical activity

  HE Standards

7. Propose ways to reduce or prevent injuries and health problems;
8. Determine the accessibility of products and services that enhance health;
9. Use strategies to prevent, manage, or resolve interpersonal conflicts without harming self or others;
10. Develop a plan to attain a personal health goal that addresses strengths, needs, and risks; 36. Assess personal health practices and overall health status; 35. Develop a plan to attain a personal health goal that addresses strengths, needs, and risks; 36. Assess personal health practices and overall health status;

Science Standards

Develop and use a model to illustrate the organizational structure of interacting systems that provide specific functions within multicellular organisms. HS-LS1-2

plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis. HS-LS1-3

 

Sam:  

Holiday-Themed Fiction Writing 

Students will write several guided works of creative short fiction. As per the holiday season, we will focus on writing within holiday themes (Halloween, Christmas, etc.) 

Outcomes/Objectives: To write creatively vivid works of fiction, mainly short stories, that meet the guided criteria of the genre.     

Standards: Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters. 

 Reading on Your Own (R.O.O.) 

In this class students will establish a book of their choice and read it in class.  They will share a guided “book talk” with the class at the end of the block to evaluate their chosen book and generally critique the reading experience.  

Outcomes/Objectives:  

Engage with a chosen book and hopefully ignite a love of reading as a form of information and entertainment.   

Standards: Standards: 

-Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text. 

-Compare and contrast findings presented in a text to those from other sources (including their own experiments, and knowledge derived culture), noting when the findings support or contradict previous explanations or accounts. 

 Guitar and its Players 

This class will encompass a brief, but hopefully lasting, introduction to both the history of the guitar and its players as well as physically learning to play the guitar.   

Outcomes/Objectives: To have a historical and cultural perspective on the guitar as an evolved musical instrument.  Appreciate and celebrate major influences both musically and technically.  Have some firsthand exposure through the practice of playing the guitar to connect with the instrument aesthetically and tangibly.    

Standards: Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) building on others’ ideas and expressing their own clearly and persuasively. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.   

Vocabulary Expansion (Games and Activities) 

 The class will be guided through texts, activities, and games, with the intent of expanding student’s existing vocabularies.   

Outcomes/Objectives:  

Through exploration of chosen texts and participating in word-centric activities and games, students will expand upon their understanding and use of words in their lexicon.   

Standards:  

-Learn to approach language as a matter of craft and informed choice among alternatives.  

-Focus on understanding words and phrases, their relationships, and their nuances and on acquiring new vocabulary, particularly general academic and domain-specific words and phrases. 

 Brooke:  

 Not submitted