Happy Friday,                                                                                                                       05/22/26

We are moving ever closer towards the end of the year and our students and staff continue to keep their momentum these final few weeks of school. Many of our classes are out the building for different activities around town and it’s great to see the excitement and hear the conversation as they walk back in the door. Whether it be entomology collecting bugs, Birth of Montana exploring local historic hotspots or get out side simply “getting outside”, these unique class offerings are very much a big reason why our students want to come to PAL!

I’ll continue to emphasize the final few big events as we finish the school year. Grad walk for our seniors is on Wednesday the 27^th where all the graduates across the district will travel to their previous schools as inspiration to their younger colleagues. Many of our PAL grads-to-be are going to participate and it’s wonderful to see they want to “give back” in some small way and offer encouragement to younger students. The following Wednesday June 3^rd will be our Yearbook party in the morning where students will get to sign one another’s yearbooks and enjoy some treats compliments of the snack shack. Later, our school BBQ will happen from 1055am-1155am. We would love for you to attend, but if you would please RSVP so we can encourage an accurate head count for food it would be appreciated. Besides the tasty meal with your student and the PAL community, there will be an exciting announcement to share during the lunch! The next event would be Graduation on Friday June 5^th, 1pm at the HMS auditorium. I will continue to meet with senior students and reiterate the day with them, but I’d like to remind you as well of their schedule the final few school days: last class day is Thursday June 4^th. On Friday June 5^th students will meet me at the HMS auditorium at 10am for graduation practice from 10am-11am. They will then be released to get a quick lunch, needing to be back at the auditorium by 12pm to ensure the ceremony starts promptly at 1pm! Lastly, PAL Reviews can start to be scheduled by calling the Dara on our main school line (324-1630) to schedule a time for your student’s PAL review on Monday June 8^th or Tuesday June 9^th. Seniors do not need to schedule a PAL review.

Enjoy the Memorial Day Holiday,

Matt Carey

mcarey1@helenaschools.org

406-324-1632

 

F/R Application – Free and reduced priced school meals application

My MealTime – check lunch balances, deposit money

 

 

Block 12 Course Descriptions

 

Ryan:

Criminal Justice 

In this US History/US Government class/Social Studies, students will examine the history and power of the American Judiciary. Class will analyze Article III of the US Constitution, the 4th, 5th, 6th and 8th Amendments. Caselaw will be examined, as well as numerous guest speakers, including police officers and lawyers. 

US History Standards

• H.9-12.1 analyze how unique circumstances of time, place, and historical contexts shape individuals’ lives 
• H.9-12.2 analyze change and continuity in historical eras in US and world history SS.H.9-12.3 identify ways in which people and groups exercise agency in difficult historical, contemporary, and tribal contexts 
• H.9-12.4 analyze multiple, and complex causal factors that have shaped major events in US and world history, including American Indian history 
• H.9-12.5 explain events in relation to both their intended and unintended consequences, including governmental policies impacting American Indians 
• H.9-12.6 distinguish between long-term causes and triggering events in developing a historical argument 
• H.9-12.7 analyze how historical, cultural, social, political, ideological, and economic contexts shape people’s perspectives 
• H.9-12.8 analyze the ways in which the perspectives of those writing history shaped the history they produced 
• H.9-12.9 evaluate how historiography is influenced by perspective and available historical sources

US Government Standards

• 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 
• CG.9-12.2 analyze the impact of constitutions, laws, treaties, and international agreements on the maintenance of domestic and international relationships
• CG.9-12.6 evaluate the American governmental system compared to international governmental systems
• 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

 

Birth of Montana 

 

Students will learn about the story of the greatest state in the Union, our very own Montana. This all-day class will be a mix of traditional and alternative lessons, consisting of work out of the Historical Society’s Montana History textbook, bits and pieces of Ken Burns’ “The West” and numerous field trips to historical sites around Western Montana, including First Peoples Buffalo Jump State Park, Fort Benton, the Fort Harrison Military Museum and MORE!

• H.9-12.1 analyze how unique circumstances of time, place, and historical contexts shape individuals’ lives
• H.9-12.2 analyze change and continuity in historical eras in US and world history
• H.9-12.3 identify ways in which people and groups exercise agency in difficult historical, contemporary, and tribal contexts
• H.9-12.4 analyze multiple, and complex causal factors that have shaped major events in US and world history, including American Indian history
• H.9-12.5 explain events in relation to both their intended and unintended consequences, including governmental policies impacting American Indians
• H.9-12.6 distinguish between long-term causes and triggering events in developing a historical argument
• H.9-12.7 analyze how historical, cultural, social, political, ideological, and economic contexts shape people’s perspectives
• H.9-12.8 analyze the ways in which the perspectives of those writing history shaped the history they produced
• H.9-12.9 evaluate how historiography is influenced by perspective and available historical sources

 

Michele:

 

Traditional Indigenous Games—HP or SSt

This course integrates physical activity and cultural learning through traditional Indigenous games such as two-ball. Students develop movement skills, teamwork, and game strategies while examining the cultural, historical, and contemporary significance of Indigenous games. Instruction includes Joe Pichardo, Indian Education Specialist, to ensure authentic perspectives and respectful engagement with Indigenous traditions.

Students participate in gameplay, reflection, and discussion to explore how sport connects to community, identity, and wellness.

Physical Education (ARM 10.53.710; 10.53.719):
Students will:

• Demonstrate competency in motor skills and movement patterns through two-ball gameplay
• Apply strategies, tactics, and spatial awareness in game settings
• Analyze the cultural and historical roles of games, including American Indian traditions
• Exhibit responsible personal and social behavior, teamwork, and respect for others
• Recognize the value of physical activity for health, enjoyment, and social interaction

Social Studies (Montana Content Standards, 9–12):
Students will:

• Analyze cultural traditions and perspectives, including Indigenous communities
• Apply civic and collaborative skills when working with others (SS.CG.9-12.4)
• Evaluate the role of tribal sovereignty and Indigenous perspectives in society (SS.CG.9-12.7)
• Examine how cultural practices contribute to community identity and continuity

 

OR Mindfulness Class with Yoga4Classrooms

This introductory course provides students with foundational mindfulness techniques using the Yoga4Classrooms approach. Through simple yoga-based movement, breathing exercises, and relaxation techniques, students will journal and discuss self-awareness, focus, and emotional regulation skills.

The class emphasizes creating a calm and supportive learning environment while promoting overall well-being. Students will learn practical strategies to reduce stress, improve concentration, and enhance resilience—tools that can be applied both in and out of the classroom. No prior yoga experience is required, and all activities are designed to be accessible and engaging for all participants.

English Standards

Writing Standards: Text Types and Purposes

Standard 1: Write arguments to support claims with clear reasons and relevant evidence.

Standard 2: Write informative/explanatory texts to examine and convey complex ideas clearly and accurately.

Standard 3: Write narratives to develop real or imagined experiences or events.

• Through journaling, students articulate their thoughts and experiences related to mindfulness, crafting narratives that reflect personal growth and understanding.

Speaking and Listening Standards: Comprehension and Collaboration

Standard 1: Initiate and participate effectively in collaborative discussions on various topics.

Standard 3: Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.

• Class discussions on mindfulness practices enable students to engage collaboratively, enhancing their ability to articulate ideas and evaluate differing perspectives.

Health Standards

Comprehend Concepts Related to Health Promotion and Disease Prevention

• Students learn mindfulness techniques to enhance self-awareness and emotional regulation, promoting mental health and reducing stress.

Analyze the Influence of Family, Peers, Culture, Media, Technology, and Other Factors on Health Behaviors

• Through discussions, students explore how various factors influence their stress levels and emotional responses, leading to improved focus and resilience.

Demonstrate the Ability to Use Interpersonal Communication Skills to Enhance Health and Avoid or Reduce Health Risks

• Engaging in group activities and discussions fosters a supportive learning environment, enhancing students’ communication skills and emotional well-being.

Fairy Trails—ENG, MTH, or HP

Course Description:
This interdisciplinary course combines outdoor recreation, creative expression, and applied mathematics through hands-on collaboration with community partners. Students will work with Prickly Pear Land Trust to hike local trails, practice low-impact foraging, and design/build temporary fairy houses using natural materials. Students will also partner with Tizer Gardens to help stage seasonal fairy gardens and participate in planting and landscaping projects.

Back at PAL, students will design and construct temporary outdoor installations inspired by their fieldwork, applying measurement, geometry, and spatial reasoning. They will develop original fictional narratives connected to their structures, integrating descriptive writing, storytelling techniques, and audience engagement. The course emphasizes environmental stewardship, creativity, collaboration, and real-world problem solving.

Physical Education (ARM 10.53.710; 10.53.719):
Students will:

• Participate regularly in outdoor physical activity (e.g., hiking, trail work) to enhance fitness and well-being
• Demonstrate responsible personal and social behavior in outdoor and group settings
• Apply safety practices and environmental awareness in natural settings
• Recognize the value of lifelong physical activity through outdoor recreation

English Language Arts (Montana Content Standards, 9–12):
Students will:

• Write narratives to develop real or imagined experiences using effective technique and well-structured sequences (W.11-12.3)
• Produce clear and coherent writing appropriate to task, purpose, and audience (W.11-12.4)
• Use descriptive language and sensory details to convey setting and character
• Engage in collaborative discussions and present ideas effectively (SL.11-12.1, SL.11-12.4)

Mathematics (Montana Content Standards, High School):
Students will:

• Apply geometric concepts (e.g., scale, proportion, area, and volume) to design and build structures (G-MG, G-GMD)
• Use measurement tools and units accurately in real-world contexts
• Model with mathematics to solve design and construction problems (MP4)
• Make strategic use of tools and precision in planning and installation (MP5, MP6)

Marie:

OR Careers – PowerPoint

Students will create a PowerPoint presentation that compiles classes taken and materials learned during their first quarter at PAL.  They will present their PowerPoint at the end of the block.

Self-Assessment – Achievement Standard: Apply knowledge gained through individual assessment to develop a comprehensive set of goals and an individual career plan. • List positive characteristics about yourself; • Identify personal likes and dislikes; personal, physical and mental characteristics; and individual talents and interests; • Correlate personal, physical, and mental characteristics with the requirements of various career opportunities; • Complete a variety of standardized interest and career assessments • Compare personal skills and aptitudes with various career options; • Assess and analyze personal talents and interests to future careers; • Determine attitudes needed for career success

NATIONAL STANDARDS FOR BUSINESS EDUCATION

Career Development III. Career Readiness Expectations Communication II. Interpersonal Skills V. Employment Communication Economics & Personal Finance – Personal Finance I. Personal Decision Making Management IV. Personal Management Skills VI. Human Resource Management

Written Communication – Achievement Standard: Prepare clear, complete, concise, correct, and courteous written messages for personal and professional uses. • Communication competencies such as reading and comprehending written communications and information • Use correct spelling, grammar, word, and number usage, punctuation and formatting • Adapt language and style for specific audiences • Proofread business documents to ensure that they are clear, correct, concise, complete, consistent, and courteous • Identify factors affecting the readability of text

NATIONAL STANDARDS FOR BUSINESS EDUCATION

Communication I. Foundations of Communication III. Written Communication V. Employment Communication Information Technology VI. Input Technologies VIII. Digital Media Management IV. Personal Management Skills

Careers – Keyboarding through Google Docs

Students will be using Edutyping.com; Nitrotyping; and Google Docs – BE Publishing; to learning proper keyboarding skills, improve their confidence keyboarding, and keyboarding and editing in Google Docs.

Keyboarding or Input Technology Achievement Standard: Use various input technologies to enter and manipulate information appropriately including but not limited keyboarding and mouse.

Objectives • Develop touch keyboarding techniques; • Develop touch keyboarding skills at acceptable speed and accuracy levels of 30 wpm with five (5) or fewer errors; • Proofread and edit copy for accuracy, content, correct grammar, spelling, and punctuation; • Use pointing devices such as the mouse

NATIONAL STANDARDS FOR BUSINESS EDUCATION

Communication I. Foundations of Communication III. Written Communication Information Technology VI. Input Technologies

Consumer Economics – Sewing– Students will work with flannel making baby item, pillow, or pajama pants; Montana State Standards CTE.9-12 (c) attend to personal health and financial well-being: (i) evaluate validity of health and financial information, products, and services; (ii) analyze financial practices including budgeting, banking, savings, investments.

Careers – Summer Jobs and Money

Students will prepare a pocket resume they can carry with them to help in applying for summer jobs. Students will learn about personal hygiene and how to dress for the job.  Students will identify financial goals for their earned money and how to save and manage money, so it is available when needed.

NATIONAL STANDARDS FOR BUSINESS EDUCATION Career Development III. Career Readiness Expectations Communication II. Interpersonal Skills V. Employment Communication Career Readiness Expectations – Achievement Standard: Relate the importance of career readiness skills to career development and application in the workplace. Objectives–Work Ethic • Adhere to policies, rules, and regulations of the organization; • Follow oral and written instructions; • Explain the importance of becoming involved in company activities; • Be prompt and establish a good attendance record; • Complete tasks within given time frames; • Respect and adhere to the chain of command when a conflict or problem occurs; • Discuss the necessity of assuming responsibility for quality of work performed; • Explain the value of seeking additional tasks and responsibilities; • Discuss the importance of displaying loyalty to the organization Objectives–Workplace Relationships • Demonstrate the importance of cooperation among people to accomplish a task; • Describe work-related activities in the home, community, and school; • Explain the importance of dress code, attendance, and other expectations in the workplace; • Explain the importance of respect for the feelings and beliefs of others; • Demonstrate appropriate social skills for the workplace; • Demonstrate problem-solving skills; • Describe how the workplace environment influences behavior

NATIONAL STANDARDS FOR BUSINESS EDUCATION Economics & Personal Finance – Personal Finance I. Personal Decision Making III. Managing Finances and Budgeting II. Earning and Reporting VI. Banking and Financial Institutions VIII. Protecting Against Risk Information Technology III. Digital Citizenship Achievement Standard: Develop and evaluate a spending/savings plan. • Use financial concepts and tools to make personal decisions regarding spending. • Define financial planning • Describe the benefits of financial planning • Understand the components of a spending plan • Review how financial goals can be met by using a spending plan • Analyze the spending plan process • Create a spending plan

 

Sage:

OR Math 

OR Math focuses on strengthening strategic reasoning, quantitative analysis, and problem-solving skills through applied mathematical contexts. During this three-week block, students will explore patterns, evaluate outcomes, and make informed decisions using mathematical reasoning and modeling. Emphasis is placed on perseverance, precision, and effective communication as students justify strategies, analyze results, and refine their thinking in collaborative settings. This course supports flexible problem-solving skills essential for success across disciplines.

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

 

Math Games 

Math Games emphasizes mathematical reasoning, strategy development, and decision-making through interactive problem-solving experiences. Throughout this three-week block, students will apply number sense, probability, logic, and critical thinking to analyze situations, plan strategies, and adapt approaches based on outcomes. Students will justify their reasoning, use appropriate tools, and communicate mathematical ideas clearly while collaborating in a structured learning environment that reinforces engagement and confidence 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

 

Fairy Trails—ENG, MTH, or HP

This interdisciplinary course combines outdoor recreation, creative expression, and applied mathematics through hands-on collaboration with community partners. Students will work with Prickly Pear Land Trust to hike local trails, practice low-impact foraging, and design/build temporary fairy houses using natural materials. Students will also partner with Tizer Gardens to help stage seasonal fairy gardens and participate in planting and landscaping projects.

Back at PAL, students will design and construct temporary outdoor installations inspired by their fieldwork, applying measurement, geometry, and spatial reasoning. They will develop original fictional narratives connected to their structures, integrating descriptive writing, storytelling techniques, and audience engagement. The course emphasizes environmental stewardship, creativity, collaboration, and real-world problem solving.

Physical Education (ARM 10.53.710; 10.53.719):
Students will:

• Participate regularly in outdoor physical activity (e.g., hiking, trail work) to enhance fitness and well-being
• Demonstrate responsible personal and social behavior in outdoor and group settings
• Apply safety practices and environmental awareness in natural settings
• Recognize the value of lifelong physical activity through outdoor recreation

English Language Arts (Montana Content Standards, 9–12):
Students will:

• Write narratives to develop real or imagined experiences using effective technique and well-structured sequences (W.11-12.3)
• Produce clear and coherent writing appropriate to task, purpose, and audience (W.11-12.4)
• Use descriptive language and sensory details to convey setting and character
• Engage in collaborative discussions and present ideas effectively (SL.11-12.1, SL.11-12.4)

Mathematics (Montana Content Standards, High School):
Students will:

• Apply geometric concepts (e.g., scale, proportion, area, and volume) to design and build structures (G-MG, G-GMD)
• Use measurement tools and units accurately in real-world contexts
• Model with mathematics to solve design and construction problems (MP4)
• Make strategic use of tools and precision in planning and installation (MP5, MP6)

Intro to Electrical- MTH or SCI

This course is an introduction to electrical circuits and basic household wiring.  We will cover electrical safety, concept and theory, Ohm’s Law, alternating current generation, and basic tools.  Students will learn about wiring outlets, switches, and light fixtures through example and hands-on learning labs. Using real-world electrical problems, students will have an opportunity to troubleshoot common wiring issues and further develop their problem-solving skills in the context of electrical systems.

MT Math Standards: HS.MP.1, HS.MP.2, HS.MP.3 HS.MP.4, HS.MP.5, HS.MP.6, HS.MP.7
MT Science Standards: HS-PS2-1, HS-PS2-2, HS-PS2-3, HS-PS2-4
Folf—MTH or HP

This course combines applied mathematics, strategy, and planning, with outdoor physical activity and development of physical skill.  Playing frisbee golf (Folf) requires walking moderate distances over variable terrain while estimating distances from a target, evaluating how disc design influences distance performance, and throwing a disc with accuracy and precision.  Students develop number sense working with positive and negative integers as well as navigate social dynamics in a friendly competitive atmosphere.

MT Math Standards: HS.MP.1, HS.MP.2, HS.MP.3 HS.MP.4

 

Emily T:

Sculptures – students will dive into the world of three-dimensional art in this new-to-PAL class.  We will be working with cardboard, papier mache, and paper to create art that can be experienced in the round. A group critique will round out the class.

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

 

Heather:

FOLF

FOLF is a physical education course designed to promote lifelong fitness, teamwork, recreation, and healthy living through a physical and outdoor activity. Students will participate in individual and group activities that encourage physical fitness, cooperation, communication, and personal wellness. The course emphasizes participation, positive sportsmanship, goal setting, and building healthy habits that support physical and mental well-being. Students will also develop skills related to safety and active lifestyle choices. FOLF is designed to provide students with enjoyable movement opportunities while increasing confidence, social interaction, and overall fitness. This class will be held outside each day. Please bring appropriate clothing, footwear, a water bottle, and sunscreen.

 

Whistleblower

Students are going to “blow the whistle” on an issue (health related) they have a problem with or want to bring attention to. For example, students may choose to “blow the whistle” on the makers of Red Bull. Students will state what they see as the problem and do research on why they believe it’s a problem. If it’s an issue with Red Bull, what is the issue? Is the issue what the drinks are made with? Is the issue that any kid of any age can buy and drink Red Bull? Students will write a letter to whoever they are blowing the whistle on and state why with research to back it up. Students will then create a PowerPoint or poster or some multimedia to go along with their findings.

 

Get Outside

Get Outside is an activity based class designed to connect students with the outdoors while promoting physical health, teamwork, and personal well-being. Students will participate in a variety of outdoor activities. The course emphasizes building lifelong fitness habits and positive social interaction. Students will learn how to plan and engage in healthy recreational activities with choice built into the class. This course is designed to be inclusive and adaptable to all ability levels, encouraging students to challenge themselves, reduce stress, and develop an appreciation for being active in natural environments. Students need a water bottle, athletic clothes (bring layers for varying weather), and shoes appropriate for activity each day of the class.

 

VR

VR – This class uses TRANSFR VR to prepare students for success in both postsecondary education and the modern workforce. Students will gain hands-on experience in simulated career environments that mirror real-world industries such as healthcare, advanced manufacturing, public safety, and skilled trades. By practicing technical tasks and workplace problem-solving in VR, students build confidence, transferable skills, and career awareness. In addition to industry-specific training, students strengthen essential employability skills including communication, teamwork, digital literacy, and adaptability. Students learn the steps/education needed to enter the areas of interest.

 

Emily P:

Entomology Course Description:

In this cross-curricular science and art class students will be catching insects all over town and building their own insect collection, displayed in their own bug boxes. They will learn proper insect catching, killing, pinning, and mounting techniques. They will be participating in a number of possible art projects including a 3D model of an insect using a coconut as their medium, insect paintings on ceiling tiles, epoxy insect jewelry, and mounting insects on shadow boxes.

Science standards

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

HS-LS2-7  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 used by American Indians to maintain healthy relationships with environmental resources.

HS-LS3-3 apply concepts of statistics and probability to explain the variation and distribution of expressed traits in a population.

HS-LS4-5 Construct an explanation based on evidence for how natural selection leads to adaptation of populations

Art standards:

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 art

 

Plants Course Description:

This is a botany class which takes place for the last quarter of the school year (blocks 10, 11, & 12). The students participate in planting a large number (hundreds) of vegetables from seed before transferring them to larger containers, and ultimately ending up gardens throughout Helena. This is the 15th year we have done this project. Thanks to a Helena Education Foundation grant, we have a greenhouse for this exciting and productive project. We have multiple community partners to make productive use of our endeavors. Local experts, including a master gardener, come into the classroom to inform and inspire the PAL students. The students will transfer plants to the Helena Food Share Garden plots to provide the Food Share with free fresh produce. We work closely with volunteers at both Helena Food share and the community gardens to get our plants in the ground at the beginning of June. The rest of the plants will go home with students to grow their own gardens throughout the summer. Students who have never grown anything before are able to grow, eat and share vegetables with others. Students learn about nutrition and the value of growing food, promoting important lifelong skills.

Science Content standards

HS-LS2-7 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 used by American Indians to maintain healthy relationships with environmental resources.

Health Enhancement content standards

39. Discuss ways to advocate for a variety of healthy practices and behaviors that will maintain or improve the health of self and others;
40. Analyze the role of individual responsibility for enhancing health;

 

Gymnastics Course Description:

The class will be going to Gym406 and utilize their amazing gymnastics facility, including trampolines, tumble track, air track and pit. They will be learning how to safely use all the equipment and work toward accomplishing a skills goal set at the beginning of the class.

 

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. Develop a plan to attain a personal health goal that addresses strengths, needs, and risks;
10. Assess personal health practices and overall health status;

 

Flower Art and Science Course Description:

Spring flowers are here! This class will be collecting flowers and creating art while learning about the anatomy and physiology of angiosperms. Students will identify and define the function of essential and accessory floral parts. By the end of the block students will understand the relationship between flower structure and pollinator attraction.

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
• construct an explanation based on evidence for how natural selection leads to adaptation of populations over time. HS-LS4-4.
• Construct an explanation based on evidence for how natural selection leads to adaptation of populations HS-LS4-5.

Art standards

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 art

 

 

Sam:

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 influencers 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.

 

OR English (Speech Preparation)

This class will specifically prepare the OR class for their exit, PAL review style, speech.

Outcomes/Objectives: Students will gain confidence and basic techniques for giving a thorough speech as they exit from orientation and join the PAL academy.

Standards: Standards: Evaluate a speaker’s or texts point of view, reasoning, and use of evidence and rhetoric, including culturally diverse contexts, identifying any fallacious reasoning or exaggerated or distorted evidence.

 

Birth of Montana

Students will learn about the story of the greatest state in the Union, our very own Montana.

Outcomes/Objectives: This all-day class will be a mix of traditional and alternative lessons, consisting of work out of the Historical Society’s Montana History textbook, bits and pieces of Ken Burns’ “The West” and numerous field trips to historical sites around Western Montana, including First Peoples Buffalo Jump State Park, the Old Montana State Prison, the Capitol building, old Governor’s Mansion and MORE! Our trips will include a lot of walking/hiking, so bring good shoes!

Social Studies Standards:

• SS.H.9-12.1 analyze how unique circumstances of time, place, and historical contexts shape individuals’ lives
• SS.H.9-12.2 analyze change and continuity in historical eras in US and world history
• SS.H.9-12.3 identify ways in which people and groups exercise agency in difficult historical, contemporary, and tribal contexts
• SS.H.9-12.4 analyze multiple, and complex causal factors that have shaped major events in US and world history, including American Indian history
• SS.H.9-12.5 explain events in relation to both their intended and unintended consequences, including governmental policies impacting American Indians
• SS.H.9-12.6 distinguish between long-term causes and triggering events in developing a historical argument
• SS.H.9-12.7 analyze how historical, cultural, social, political, ideological, and economic contexts shape people’s perspectives
• SS.H.9-12.8 analyze the ways in which the perspectives of those writing history shaped the history they produced
• SS.H.9-12.9 evaluate how historiography is influenced by perspective and available historical sources

Eng. 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.
• -Students conduct inquiries that require analysis of documents. Students use multiple sources, including both primary and secondary sources.
• -Evaluate a speaker’s or texts point of view, reasoning, and use of evidence and rhetoric, including culturally diverse contexts, identifying any fallacious reasoning or exaggerated or distorted evidence.
• -Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain.
• -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.

 

Brooke:

 

Sheila:

The Roman Military

This course allows students to explore the Roman military structure and development. This course will use cultural readings, videos (The Eagle), and cooperative learning. Students will focus on building thinking skills and comparing ancient Roman culture to modern culture. Students will connect Latin roots to English words.

SS.H.9-12.7, SS.H.9-12.8, SS.H.9-12.9

World Language Content Standards 2.1, 5.1, 7.1, 8.1

Latin All Around

Students will explore how Latin can be found in diverse places. They will look at how Latin is used in science, law, academic language, and other places. This course will use podcasts, technology, games, and cooperative learning. Students will focus on building thinking skills.

SS.H.9-12.7, SS.H.9-12.8, SS.H.9-12.9

World Language Content Standards 2.1, 5.1, 7.1, 8.1