Turtle Island Tribute
February 2026
February 1-28 - Early Bird Registration for Returning Families
February 9-13 - Teacher's Convention/Professional Development - No Online/On-site Classes
February 16 - Family Day - No school
March 6 - Report Cards
March 11 - Student Success Meetings
Faculty and Staff
ursa Teaching Team For 2024-2025
Melanie Guest – mguest@thirdschools.ca – Elementary ELA, Math, Science, Health
Tina Parish – tparish@thirdschools.ca – Elementary ELA, Math, Social Studies, Junior High Social Studies
Jason Ash – jash@thirdschools.ca – Elementary ELA, Math, Onsite Foods
Sonita Bhavra – sbhavra@thirdschools.ca – Elementary Science, Junior High Math, Science, Health, Genius Hour
Thera MacKinnon – tmackinnon@thirdschools.ca – Junior High ELA, Senior High ELA, Social Studies, Art
Tracy Gilluley – tgilluley@thirdschools.ca – Principal, Junior High ELA
Dean Ingram – dingram@thirdschools.ca – Associate Principal Distance, Senior High Math and Science
Susan Alexander – susana@thirdschools.ca – Senior High Math and Science
Isadore Snook - isnook@thirdschools.ca - Senior High Math and Science
Graeme Ford - gford@thirdschools.ca - Elementary/Jr High Drama
Erin Hiemstra - ehiemstra@thirdschools.ca - Elementary Art and PE
Jeff Watt - jwatt@thirdschools.ca - Senior High Art
Benjamin Howells- bhowells@thirdschools.ca - Music
As we move into February, I’d like to take a moment to share a few important updates and reminders with our families.
From February 9–13, our school will be closed for Teachers’ Convention Week. During this time, there will be no online or onsite classes, as our teachers will be engaged in professional learning and growth. This week also provides a valuable opportunity for students to catch up on any outstanding work, as teachers will be preparing report cards, which will be shared in early March.
A reminder as well that Monday, February 16 is Family Day, and there will be no classes. We hope you enjoy this time together as a family.
For our senior high students, Semester Two is now underway. This is a wonderful opportunity for a fresh start and academic reset, setting clear goals and building strong habits for the term ahead.
Finally, registration is now open for returning ursa families. Families who register by February 28 are eligible for Early Bird tuition, while registration will open to the general public on March 1.
Thank you, as always, for your continued partnership and support. We are grateful to be part of your child’s learning journey.
Warm regards,
Tracy Gilluley
What Does “Turtle Island” Mean?
You may hear the term Turtle Island used in Indigenous teachings and stories. In many Indigenous creation stories, the land we now call North America was formed on the back of a giant turtle. While these stories vary among Nations, they share important common themes.
At the heart of these teachings is the idea that the land was created through cooperation and care, highlighting the deep interconnectedness of all living things. Turtle Island stories remind us of the importance of respecting the natural world and understanding the land as living and sacred, rather than something to be owned.
For Indigenous Peoples, Turtle Island is more than a geographic name—it represents a worldview grounded in balance, responsibility, and relationship. Sharing this understanding helps us all deepen our respect for the land and the many stories connected to it.
As we head into the Family Break this February, I would like to wish everyone an opportunity to rest and recharge.
This past month in ELA, we have been working on looking at and picking out the key parts of a story and what messages or morals are being shared in them, and students are working on writing their own stories. It has been incredible to watch the creativity of the class. We will be continuing to work on these skills throughout the month ahead. Gru Languages offers a free set of story dice that you can use as idea starters to make up fun and silly stories at home!
https://grulanguages.com/resource/story-dice/ Or create your own by sticking pictures of characters, settings, and problems onto regular dice you have at home!
In math, we have been building our number sense, place value, and pre-multiplication and division skills by skip counting through songs, movements, and using hundreds charts this past month. After the break, we will be using these skills to put them into practice with the use of money! If you have a jar of coins kicking around or have not checked the cushions of the couch lately, this may be the time to do so. Students will receive printable coin templates, but the real thing is definitely more tactile and fun to learn with. A great way to support this learning over the next month would be to offer children an allowance or a way to earn money through jobs at home, then have them calculate how many coins they are to receive for their efforts over the break. Alternatively, take them when you go shopping for the family and ask them to count out the money (or a smaller part, such as the change) that you need to pay for your groceries.
As we finish up our light and sound units in science, we will be working on our next build project when we return from break. Note that it will require a collection of glass cups, jars, or bottles (ideally the same size and style), so you may want to start collecting them now or retrieve any you have from the recycling bin before it goes out. The other thing that we will be monitoring and talking about over the next month is the Flight of Artemis II. It was set to launch on February 6th, however, the launch has been pushed back another month, with the earliest possible launch date now being March 8th. Fun Fact: Did you know that you cannot hear any sound in outer space? Ask your student to explain why!
In Health, we are continuing to work on what it means to be a good citizen. Volunteering and offering to help or doing things around our house before being asked to is a bucket filler for our friends, families, and communities. But it does not stop there; spreading kindness to others leaves a lasting good feeling in ourselves, filling our buckets as well. If you do not know what these buckets I am talking about are, check out the book Have You Filled a Bucket Today by Carol McCloud at your local library, or listen to it here https://www.youtube.com/watch?v=iF6NEvfS1ro&t=21s
Have a great break and family reset time; we will see you back after Family Day!
ELA 3-4
They have almost finished their narrative stories! They have worked very hard on this piece of writing, and I cannot wait to read them all. We will be sharing their stories after the February break.
We have started to do more read-alouds since Christmas.
There are many benefits to read-alouds:
*Helps with literacy skills
*Improves comprehension
*Builds connections
*Learn new words and definitions
Math 3-4 - Problem of the Day… for a Week!
Monday - Number of the Day: 145
Odd or Even?
Write in expanded form.
What is 100 more?
100 less?
Write in word form.
Tuesday - Problem of the Day:
Mark had 351 Pokémon cards. He bought 79 more cards. How many cards does he have now?
Wednesday - Problem of the day
Find 3 objects in your house that are 1 meter long.
Find 3 objects that are between 5 and 10 cm long.
Thursday - Problem of the Day:
Choose a book—find the perimeter
Friday – Problem of the Day
Sandy found 225 seashells on the beach. She gave 114 of the seashells to Fred. How many
seashells does Sandy have left?
Social 2 – Celebrations
Enjoy a story about different celebrations around the world!
https://www.youtube.com/watch?v=peCfoZnuf3o
Social 3/4 – Alberta Leaders
If they were the mayor, what rules would they want their citizens to follow? What would be the hardest part of leading a community?
Grade 5/6 – Democracy
What are the 3 types of government that we have learned so far? What is the difference between each one? Have them complete the bingo board – give them a definition and have them explain the meaning – can they get a bingo? (see bottom for board)
Grade 7 – After the fur trade…
What were the significant battles that occurred after the fur trade? How did this affect the people of Canada?
Play this “Would you rather” game with your child… we did this in class. After you are done, compare the two lives that you chose.
https://www.youtube.com/watch?v=pZbQj3cUiKs
Grade 8 – From Isolation to Adaptation: Japan
We wrapped up our unit on Edo Japan. We will now begin to see how Japan opened up to the rest of the world.
https://wayground.com/admin/quiz/62699da51d67d2001dd5a6e3/edo-japan?source=quiz_share
Grade 9 – Treaties
Each student was responsible for researching and presenting a different treaty. What treaty did they do research on, and what area does it fall in Canada? Why is it important to learn about these treaties?
In health class, students have been learning about stress—what it is, what causes it, and how it affects both the body and mind. We discussed common sources of stress for students, including schoolwork, friendships, family responsibilities, and extracurricular activities. Students explored how stress can show up in different ways, such as changes in mood, trouble sleeping, difficulty concentrating, or physical symptoms like headaches and stomachaches.
Most importantly, students learned healthy strategies for managing stress. These included positive self-talk, staying organized, being physically active, getting enough sleep, practicing relaxation techniques, and knowing when to ask for help from a trusted adult. Through discussions and activities, students were encouraged to recognize their own stress signals and understand that feeling stressed at times is normal—but how we respond to stress matters.
By learning about stress and coping strategies, students are building skills to support their mental and emotional well-being now and in the future.
For more information, visit this website from Alberta Health Services - Stress in Children and Teenagers
https://myhealth.alberta.ca/Health/pages/conditions.aspx?hwid=ug1832
English 7
We have completed the novel The Refugee. The harrowing tales of survival tugged at our heartstrings and helped us recognize the experiences of thousands and thousands. After our novel and vocabulary assessments, students will create beautiful mapped journeys of character survival and write a literary essay. I am very impressed by the compassion the students expressed for our characters' journeys of survival.
Social 10
Globalization is a process that is making the world's citizens increasingly interdependent economically, socially, politically, environmentally, and technologically. In the Grade 10 Social Studies program, students will explore multiple perspectives on the origins of globalization and its local and national impacts on lands, cultures, economies, human rights, and quality of life. Students will examine the relationships among globalization, citizenship, and identity to enhance skills for citizenship in a globalizing world.
Social 20
Students will examine historical and contemporary perspectives on nationalism in Canada and globally. They will explore the origins of nationalism and its impacts on individuals and communities in Canada and other regions. Examples of nationalism, ultranationalism, supranationalism, and internationalism will be examined from multiple perspectives. Students will develop personal and civic responses to emergent issues related to nationalism. As perspectives on personal identity continue to evolve, so do understandings of nationalism and what it means to be a member of a collective, community, state and nation. This evolution is significant in the Canadian context as nationalism continues to shape visions of identity and nation. Understanding the significance of nationalism enhances appreciation of the interrelationships among nationalism, internationalism, citizenship, and identity.
Social 30
Social Studies 30 focuses on the origins and complexities of ideologies, examining the multiple perspectives and principles of classical and modern liberalism. In other words, how did our ideas of rights and freedoms evolve? What are the positive and negative consequences of giving or taking away rights? Social studies provides opportunities for students to develop the attitudes, skills, and knowledge that will encourage them to become engaged, informed, and responsible citizens. The program emphasizes the importance of diversity as it reflects multiple perspectives, including Aboriginal and Francophone, that contribute to Canada’s evolving society. Social studies encourages students to engage in active and responsible citizenship at the community, provincial, national, and global levels.
This month in Grade 8/9 English Language Arts, our focus is on Functional Writing, with an emphasis on learning how to write clear, effective business emails. Students are practicing professional tone, structure, and purpose—skills that are valuable both in school and beyond.
Later in the month, we will begin a novel study of Red Scarf Girl by Ji-Li Jiang. This powerful memoir shares the author’s experiences growing up during the Chinese Cultural Revolution and invites students to think critically about identity, perspective, and the impact of historical events on individuals and families.
I’m looking forward to the thoughtful discussions and strong writing this unit will inspire.
Welcome to semester 2 and the beginning of Chemistry 30. I am pleased to once again be working with this group of students as they take on the final chemistry course of the high school program.
Chemistry 30 builds on concepts from Chemistry 20 and focuses on how chemical principles apply to real-world systems and post-secondary science pathways. The course begins with a brief review of key Chemistry 20 concepts, followed by the Thermochemistry unit. Students will then move on to electrochemical processes, organic chemistry, and acid–base equilibrium. Throughout the course, emphasis is placed on problem-solving, critical thinking, and understanding the connections between chemistry, technology, and society.
As a diploma course, Chemistry 30 is fast-paced and academically intense. Students are expected to stay organized, review material regularly, and engage consistently with the coursework. A complete set of estimated start dates for each unit is available in the course syllabus posted in Canvas.
To support student success, a virtual tutor is available. As always, however, I strongly encourage students to reach out to me directly if they need clarification or extra help—early communication makes a significant difference. Parents and guardians are also encouraged to contact me at any time should they have questions or concerns regarding their child’s progress.
I look forward to a productive and successful semester.
Welcome to semester 2 and the start of Biology 30. I am pleased to once again be working with this group of students as we begin the final biology course of the high school program.
Biology 30 explores living systems from the cellular level through to populations and communities.
Over the semester, students will study:
- how the nervous and endocrine systems maintain balance within the body,
- human reproduction and development,
- cell division, genetics, and molecular biology, including DNA and biotechnology, and
- population and community dynamics, with a focus on environmental interactions and human impact.
We are starting with the nervous system. The full course and estimated dates are available inside of the course syllabus, which is housed in Canvas.
As a diploma course, Biology 30 is fast-paced and academically demanding. Students will be expected to stay organized, manage their time carefully, and engage consistently with the course material. Regular assessments and cumulative learning are key features of the course.
To support student success, a virtual tutor is available for additional assistance. That said, I strongly encourage students to reach out to me directly whenever they need clarification or extra help—early questions prevent late stress. Parents are also encouraged to contact me at any time if they have concerns or questions about their child’s progress.
I am looking forward to a productive and successful semester ahead.
Semester 1 Wrap-Up
Semester 1 has now come to a close, and I’m pleased to report that all math final exams went very well overall. It was a productive and focused semester, with students demonstrating strong effort and growth across their courses. Most importantly, there were no failures to report, which speaks to the commitment of the students and the consistent work they put in throughout the term. I am looking forward to building on this momentum when teaching science in Semester 2.
Welcome to a New Science Semester!
A brand-new semester has begun, and we are off to an exciting start across all science courses! This term, students will learn through hands-on investigations, at-home experiments, and virtual labs, helping them connect science concepts to everyday life in meaningful, practical ways.
Science Quote of the Month
“The important thing is to never stop questioning.”— Albert Einstein
Across Science 14, 24, 20, and 30, students are beginning the semester by building a strong foundation in how matter behaves and changes and how these changes connect to real life. In Science 14, students explore the properties of matter with a focus on safe handling of chemicals at home and in the workplace. Science 24 and Science 20 students examine physical and chemical changes, learning how substances interact, transform, and react in everyday situations, environmental systems, and industry. Science 30 students begin with biology, focusing on homeostasis and how the circulatory, respiratory, and immune systems work together to maintain balance in the human body. Together, these courses emphasize understanding, real-world application, and scientific thinking that students can carry beyond the classroom.
Online Science Explorers – Wednesdays
Our Online Science Explorers sessions on Wednesdays are focused on an engineering & invention theme. Students are designing and building balloon-powered cars and wind-powered sail cars, exploring forces and motion, energy transfer, and the design, testing, and improvement process. These activities encourage creativity, problem-solving, and an understanding of how engineering principles are applied in real-world design.
Families may also be interested in community STEM opportunities such as the APEGA Science Olympics, which promotes hands-on engineering challenges and teamwork:
https://www.familyfuncanada.com/calgary/apega-science-olympics/
Grade 5/6 ELA
In English Language Arts, Grade 5/6 students are strengthening their grammar and sentence structure skills while learning how authors create suspense in writing. Students practice using precise nouns, strong verbs, conjunctions, and varied sentence types to improve clarity and flow. Through mentor texts and guided writing, they explore how suspense is built using pacing, descriptive language, cliffhangers, and point of view. Students apply these techniques in their own narratives, revising and editing their work to communicate ideas clearly and engage readers.
🔗 Practice at home:
Students can reinforce grammar and writing skills at Khan Academy—Grammar:
https://www.khanacademy.org/humanities/grammar
Math 5/6
In mathematics, Grade 5/6 students are developing a deeper understanding of perimeter, area, and volume, with a focus on rectangular prisms. Students calculate the perimeter and area of regular and irregular shapes and explore volume by building and analyzing three-dimensional models. They also practice metric conversions (mm, cm, m, km; mL, L; g, kg) to solve real-world problems. Practical applications include measuring classroom objects, designing floor plans, and determining how much space or material is needed for everyday tasks—helping students see how math connects to life outside the classroom.
🔗 Practice at home:
Students can practice measurement, area, volume, and conversions at IXL Math:
High School Homerooms
Our monthly High School Homeroom Block will take place on Monday, February 23rd at 11 am. This session will focus on Leading with Purpose. We will discuss leadership, citizenship, and the student voice.
All Grade 10–12 students are expected to attend their homeroom block. We appreciate families helping ensure students are available and ready to participate.
CTS Courses
Student Reminder: Staying on Track with All Courses
As we reach the halfway point of the school year, this is an important reminder for students to stay on top of all courses, including both core classes and asynchronous courses. While it can be easy to focus most of your attention on live, scheduled classes, asynchronous courses require steady, consistent progress throughout the year.
With a week off coming up, this is a perfect opportunity to catch up, complete outstanding assignments, and get ahead where possible. Staying engaged now will help prevent a stressful backlog later in the year, especially when final exams and end-of-year deadlines approach.
A little effort now can make a big difference later—use this time wisely to set yourself up for success.
Independent schools play an important role in Alberta’s education system by offering families choice, flexibility, and diverse learning environments, while still meeting provincial curriculum standards and accountability requirements. Ensuring schools like Third Schools (ursa/LYNX/Third Academy) are fairly funded helps maintain accessibility for families and supports strong educational outcomes for students across the province.
It is equally important that public conversations about education funding are based on accurate, balanced information. We encourage families to take a few minutes to visit https://educatedchoices.ca/, where you can find clear, factual resources about independent schools in Alberta.
In particular, we recommend watching the short video Why Parents Choose Independent Schools which highlights the value these programs bring to students, families, and the broader education system.
Thank you for staying informed and for supporting a strong, diverse education landscape for all learners.
Teen Hub
As students grow into their teenage years, developing connections with peers becomes increasingly important. However, we understand that home-educated teens may not always have access to the same social opportunities as their peers in traditional school settings. That’s why we’re excited to continue our peer-to-peer mentoring program for students in grades 7-12 enrolled in ursa’s Distance, Parent Directed, and Shared Responsibility programs.
This program will provide a fun and interactive space for your child to meet and connect with like-minded students. Using platforms like Kumospace, participants will have the chance to engage in meaningful conversations, share experiences, and make lasting friendships. Our program will be led by a teaching professional who will guide the students through these interactions in a structured and supportive way.
We believe this mentoring program will help your child develop important social skills while giving them the opportunity to make new friends and feel part of a larger community. It's a chance to explore new connections, learn from peers, and build a positive online experience—all while staying in the comfort of home.
Please fill out this form to let us know if you are interested:
https://forms.gle/4qT9CKN2f1kobeN79
We’re excited about the possibilities this program will offer and would love for your child to be a part of it. If you have any questions or would like more details, please don’t hesitate to reach out to our coordinator.
Alisha Brignall BGS, B.Ed M.Ed
Home Education Manager
abrignall@thirdschools.ca
587-703-7942