Turtle Island Tribute
March 2026
March 11—Student Success Meetings
March 25 - System PM - No school
March 26 - Campus PD - No school
March 27 - April 6 - Spring Break - No school
April 7 - Classes resume
ursa Teaching Team For 2025-2026
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
Kajal Keshvani - kkeshvani@thirdschools.ca - Senior High 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
Kayla Kondics - kkondics@thirdschools.ca - Music
March is an exciting time in our school community, and I would like to begin by acknowledging the tremendous work our students continue to do each day. It is a joy for our staff to connect with students in their classes, see their progress, and celebrate the learning taking place across our program.
Applications for the upcoming school year are now open, and we encourage families who are planning to continue with us—or who know others interested in our program—to begin the application process. We are grateful for the continued trust families place in our school.
March report cards have now been uploaded to SchoolCloud, and I encourage families to take some time to review them with their students. This week, we are also holding Student Success Meetings, which provide a valuable opportunity for students, parents, and teachers to connect, reflect on progress, and set goals for the remainder of the year.
Looking ahead, please note that Professional Development Days and Spring Break will have our school closed from March 25 through April 6. We hope this time offers families a chance to rest, recharge, and enjoy some well-deserved time together.
Thank you for being such an important part of our community. It is truly a privilege to support your students and share in their learning journey.
The Turtle as a Symbol
The turtle holds deep meaning in many Indigenous cultures and is closely connected to the idea of Turtle Island, a name used by many Indigenous Peoples to refer to North America. In several creation stories, the land was formed on the back of a great turtle, symbolizing the earth as a place sustained through balance and cooperation among living beings. Because turtles live long lives, they are often associated with longevity and wisdom. Their steady, grounded movement represents stability and resilience, reflecting the idea that the world rests securely on the turtle’s back. The turtle also connects to time and natural cycles—some teachings note that the 13 large scutes (sections) on a turtle’s shell correspond to the 13 lunar months in a year. Together, these teachings remind us of the importance of patience, respect for the land, and living in harmony with the natural rhythms of the world.
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.
Moving through March, we will start to consolidate what we have been learning so far this year into working on, with, and through poetry. This started with a focus on identifying rhyme and alliteration in Dr. Seuss books; with a refresher on syllables, we are moving into rhyming couplets and creating rhythm in our sentences by playing with words to match syllables. We are also being detectives and learning about action words and how we tell if they are happening in the past, present, or future. A great way to encourage and reinforce rhyming is through the use of riddles, or playing eye spy but with the clues being “I spy with my little eye, something that rhymes with ______."
It has been a big month. Grade 1’s are working on adding and subtracting bigger numbers with money, and the grade 2's are working on introducing basic low-number multiplication and division work. These may seem like very big and scary concepts until you realize that students have been skip-counting (multiplying) groups of numbers and coins for a while now, and the concept of division has been shared with them as long as we have asked them to share with others. “If you have 6 cookies that you need to give to two friends, how many does each one get?" Feel free to practice and reinforce these ideas in your home by asking for help with tasks that require multiplying and dividing around the kitchen. “Can you get the potatoes out that we need for dinner? I was going to make everyone 5 mini potatoes each.” Or "Can you help serve dinner onto the plates? I made 12 pieces of broccoli; make sure everyone gets the same amount to start.”
Science is shifting from our focus on light and sound energy to exploring the different forces that are acting on and around us. As we play with forces, we will be starting to look at different ways that we can work with different materials and use forces to help us do work and build machines. With this in mind, please keep clean materials around that would usually be placed in the recycling, such as cardboard boxes, plastic containers, metal cans, string or ribbon, etc.
As we move towards spring in health class, our focus is shifting towards safety in our homes and community. Fire awareness and recognizing dangers in our environment are at the top of the list this month. With this, we ask that you speak with your students about your family’s fire escape plans, meeting places, and ways to access help in case of an emergency. With the changing seasons and coming nice weather, it is also a good time to go over expanded play autonomy and responsibilities, as students are getting older and may be able to venture further into the community on their own or with friends.
May the return of spring bring warmth and light to everyone.
ELA 3/4
Personal narrative stories are complete! Please take the time to have your child read their masterpiece! We continue to use our reading strategies with our daily reading.
Using a short checklist, like the one below, can help your child remember what they read the previous day.
Math 3/4
We have started multiplication. Manipulatives or visuals are beneficial when it comes to learning this skill. Have them practice grouping items and then practice their skip counting. We will soon be looking at the multiplication chart and learning how we can use this to practice their math facts.
How to help your child’s numeracy skills…
Having your child complete daily activities, from telling time, counting money, and cooking to more difficult tasks, such as understanding mobile phone plans, planning a trip, reading a map, and understanding timetables, are just a few ways to help with their math skills.
Grade 2 – Celebrations and Culture
We have been learning about culture and how families and communities celebrate special traditions. We are discovering that culture includes the foods we eat, the languages we speak, the holidays we celebrate, and the traditions that are important to our families.
Ask your child:
What is a tradition your family celebrates?
How are celebrations around the world similar or different?
Grade 3/4 – Explorers
Students are just beginning to learn about the early explorers who travelled to Canada. We are exploring who they were, why they came, and how their journeys changed the land and the people who were already living here.
What is the name of one explorer, and what were some challenges they faced during their journey?
Grade 5/6 – Types of Government
Students are learning about the three levels of Canadian government and how they work together to serve citizens. They are identifying the responsibilities of each level and exploring real-life examples of how laws and decisions impact their daily lives. We are also discussing why it is important to understand how our government works and how citizens can be involved.
Use this game to have them show you what each level of government is responsible for.
https://learn.parl.ca/en/games/aroundtown/index.html
Grade 7 – War and Peace
Students are learning about the important role forts played during the fur trade in early Canada. We are exploring why forts were built, where they were located, and how they became centers of trade, communication, and cultural exchange.
Students had the opportunity to create their own forts. There were some very creative forts built. I appreciate the time they put into this project.
Have a look at their fort—ask them to name the different areas of the fort. How is their fort different than the stores that we shop in today?
Grade 8 – Meiji Era
The Meiji Era of Japan introduces us to the events that occurred as the Japanese people moved from an isolated colonial state to a modern, industrial state. We have looked at how their scientific, technological, and philosophical ideas emerged and quickly spread to the rest of the world.
What were some of the ideas/thoughts that were addressed when Japan started to open?
Grade 9—Collective Rights
Some topics that we have focused on are Metis rights, official languages, and the history of residential schools. Immigration will be our next focus.
What are 5 main words they would use to describe our collective rights unit? Why did they choose those words? How do those words fit into our unit? Have them give examples.
March report cards have now been uploaded to SchoolCloud, and we encourage families to take some time to review them with their students. These reports provide a helpful snapshot of student progress and an opportunity to reflect on learning so far this semester.
Student Success Meetings will be held on Wednesday, March 11. Parents who would like to meet with a teacher are asked to reach out directly to that teacher to arrange a meeting time, as teachers will be managing their own virtual meeting schedules.
These meetings are an important opportunity to stay connected and work together as a team to support student success. If you are not available during the scheduled meeting times, please feel free to contact the teacher to arrange an alternate time that works for you. We look forward to connecting with you and continuing to support your student’s learning journey.
Dear Families,
In health class, students have recently been learning about integrity and ethics—important values that help guide our decisions and behaviour in everyday life. We discussed how integrity means doing the right thing even when no one is watching and how ethics help us decide what is fair, honest, and respectful toward others.
To explore this idea, we watched a TED-Ed video called “The Wallet Test.” In the video, researchers dropped lost wallets in different cities around the world to see how many people would return them. The results were very interesting: in many cases, more people returned wallets that contained money than wallets that did not. This suggests that people often feel a stronger sense of responsibility to do the right thing when someone else could be harmed or lose something valuable.
After watching the video, students discussed questions such as:
- What would you do if you found a lost wallet?
- Why do people choose to do the right thing?
- How do honesty and empathy influence our actions?
Students shared thoughtful ideas about trust, responsibility, and empathy, and how these values are important not only in health care professions but also in everyday life.
Encouraging young people to think about integrity helps them build strong character and make responsible choices in school, relationships, and future careers.
You may want to ask your child at home:
“What would you do if you found a lost wallet?” 👛
Thank you for supporting conversations about character, ethics, and responsible decision-making.
English 7
We have just completed our essays and Google Sites. We will begin the Play unit shortly. Students will learn a little about playwriting and voice work for acting. This will be a fun and interactive unit.
Social 10
Students have completed a short unit on economics. This economic theory will provide the basis for understanding the positives and negatives of globalization at the local, national, and international levels.
Social 20
Grade 11 students have just begun analysis of the French Revolution as a basis for understanding nationalism. This leads to the understanding of ultranationalism. The analysis of the French Revolution will focus on the events leading up to the revolution, the historical events, and the resulting changes in social, economic, and political systems.
Social 12
Students at the grade 12 level focus on ideologies and how they impact social, political, and economic systems. Students explore the thinkers behind the development and evolution of liberalism. Students then apply this thinking to a variety of case studies to identify and argue liberalism.
This month in Grade 8/9 ELA, students are reading the novel Red Scarf Girl. The memoir tells the story of Ji-li Jiang, a young girl growing up in China during the Cultural Revolution, and explores the challenges she faces as political pressures begin to shape her family, friendships, and identity.
As we read the novel, students will continue developing their understanding of persuasive techniques, with a particular focus on propaganda and how it can influence people and societies. Through discussions and activities, students will also explore themes of cultural change and identity, helping them think critically about how historical events can shape personal experiences and beliefs.
Biology 30
We’ve been doing some really meaningful work in Biology 30 over the past few weeks, and it’s been exciting to see how everything is starting to connect as we move toward the end of this unit.
Our recent classes have focused on the nervous system and sensory biology, with students exploring how the brain and body work together to detect, interpret, and respond to information from the environment. We examined how neurons communicate through electrochemical signals, how the central and peripheral nervous systems coordinate responses, and how homeostasis is maintained through complex feedback mechanisms. Along the way, students practiced applying concepts to real biological examples, helping them move beyond memorization toward deeper biological reasoning.
A major highlight has been our exploration of the human senses, especially vision. We looked closely at the anatomy of the eye and how structures such as the cornea, lens, iris, and retina work together to produce clear images for the brain to interpret. Discussions went beyond simple structure and function—students considered perception, optical illusions, sensory processing, and how the brain actively interprets rather than simply records information. These conversations have led to some fantastic curiosity and thoughtful questions in class.
We have also been connecting sensory physiology to everyday experiences—from motion sickness and depth perception to aging-related changes in vision—helping students see how biology explains real-world phenomena. The goal has been to strengthen scientific thinking while building confidence with diploma-level concepts and language.
As we approach the end of this unit, our focus is now shifting to completing our work on the senses before moving into the endocrine system, where students will explore how hormones provide another powerful communication network in the body. This transition will allow students to compare fast nervous signaling with slower, longer-lasting hormonal regulation—a key big-picture theme in Biology 30.
Overall, students should feel proud of their progress. The level of thinking, discussion, and engagement has continued to grow, and we’re building a strong foundation for the next section of the course. As always, consistent review and completion of class materials will help reinforce understanding as we move forward.
Thank you for your continued support—we're looking forward to finishing this unit strong and beginning the next chapter together!
It has been a busy and exciting start with our science courses at ursa!
Physics 30 students have just completed their first test on momentum and have now moved into Unit 2A: Electrostatics. The class is finding this new unit surprisingly engaging—shockingly interesting, you might say! ⚡ We are beginning to explore electric charge, forces between particles, and the fundamentals of electric fields.
In Physics 20, we recently completed Unit 1A: One-Dimensional Kinematics, with a unit test scheduled for next week. The pace in this course has certainly not slowed down! Students have already begun working with two-dimensional motion, which adds a whole new layer of challenge and insight as we analyze motion in both horizontal and vertical directions.
In Biology 20, students have just completed our first unit, Energy and Matter in the Biosphere, and are preparing to demonstrate their understanding on the unit test. Hopefully, they have the energy to make their study efforts truly matter!
Finally, in Science 10, we are about halfway through the chemistry unit. Students recently completed their first online quiz, and we continue to emphasize that success in this unit comes from finding the right balance between consistent practice and thoughtful study.
It has been great to see students engaging with these concepts and building momentum (pun intended!) as we move further into the semester.
“Somewhere, something incredible is waiting to be known.” - Carl Sagan
Students across our science courses are exploring how scientific ideas connect to the world around them. In Science 14, students are investigating acids and bases and how indicators identify them, while Science 24 students are learning to describe chemical reactions using word equations by identifying reactants and products. In Science 20, students are studying redox reactions and electrochemical cells to understand how electron transfer produces electricity in batteries and how corrosion can be prevented. At the same time, Science 30 students are exploring DNA, chromosomes, and genetic inheritance, learning how genetic information is organized and how scientists use tools such as karyotypes to study human genetics. Science Explorers (Grades 7-9) students are also engaging in hands‑on experiments and engineering challenges, exploring concepts such as air pressure, buoyancy, and surface tension.
Science in the News
A major recent development in science involves CRISPR gene editing, a technology that allows scientists to precisely modify DNA. Researchers are using this tool to better understand genetic diseases and develop new treatments by correcting faulty genes. This connects directly with what students are learning in Science 30 about DNA and chromosomes.
Video: How CRISPR Gene Editing Works
CRISPR-Cas9 gene editing and how it works—with Jennifer Doudna
This term in Math, students explored the concepts of area and volume of 3-dimensional shapes such as cubes and rectangular prisms. They practiced calculating measurements using formulas and learned how units are used to describe space and surface area. Students also strengthened their multiplication skills by solving multi-step word problems that required careful reading and problem-solving strategies. Through practice questions and real-world examples, students worked on explaining their thinking and showing their work clearly. For extra practice at home, students can try fun math games and activities at https://www.mathplayground.com/.
This term in English Language Arts, students participated in a novel study and read either Tuck Everlasting, A Wrinkle in Time, or Holes. They completed weekly reading questions and classroom jobs that helped them think about characters, plot, and important themes in the stories. Students also practiced grammar skills and learned how to use proper sentence structure, punctuation, and descriptive language in their writing. Through discussions and written responses, students developed stronger reading comprehension and communication skills. For fun writing practice at home, students can try creative story prompts at: https://www.kids-writing-prompts.com
High School Homerooms
Our monthly High School Homeroom Block will take place on Monday, March 16th at 9:30 am. This session will focus on Mental Health and Stress. We will discuss coping strategies, self-regulation, mindfulness, knowing when and where to ask for help, and digital wellness.
All Grade 10–12 students are expected to attend their homeroom block. We appreciate families helping ensure students are available and ready to participate.
Graduation 2026
We are excited to share that planning is well underway for our Grade 12 Graduation Ceremony and Dinner. This special celebration will take place on Friday, June 19th at the Deerfoot Inn.
Graduation is a monumental milestone, and we look forward to celebrating the achievements of our graduating students alongside their families and friends. All Grade 12 students are warmly invited to attend and share in this meaningful occasion with those who have supported them throughout their journey.
Please watch your email this week for further details about the event, including information on purchasing tickets and additional event logistics. We are looking forward to celebrating this important moment together.
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