WINTER 2018 Vol. 11 Issue 2
A HAMILTON DISTRICT CHRISTIAN HIGH PUBLICATION
Arts Block: Building a Rich Experience | 6 Science & Faith Beauty, Wonder & Gratitude | 8 Future Ready: Discovering Your Passion through Venture & Co op | 14
BRIDGE DAYS
Connecting Life & Learning
www.hdch.org | 905.648.6655 |
@HDCH_info
HDCH:info whyHDCH hdch.org | Winter 2018
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Winter 2018 | Vol. 11 Issue 2
PRI N CI PAL’S M E SS AGE
4 Bridge Days 6 Arts Block 12 Our Faithful Presence 14 Future Ready 22 The Short List
Connecting Life and Learning Building a rich experience Catching up with Kendra Slagter ‘14 and Ben Vanderwindt ‘16 Discovering your passion through Venture & Co op Education Gaining a deeper understanding through project-based learning
24 Fish Market DNA Survey
Students discover mislabeling in DNA Survey
ON THE COVER
Esther DeJong & Gemma Esp working in the Atrium ~ Photo: Hank Rintjema Editorial Team Adrianne Sprogis, Cheryl Webb Send all address changes to: info@hdch.org Advertising is invited. Please contact: asprogis@hdch.org Letters to the Editors Questions, comments and story ideas are welcome. Please email the editorial team at info@hdch.org.
Connections is a semi-annual publication of Hamilton District Christian High. All contents © Copyright 2018. No part of this magazine may be reproduced in whole or in part without express permission. Circulation 4000
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The life inside of Hamilton District Christian High (HDCH) is inspiring. Every day, our students and staff come to school and it is beautiful thing to watch the learning and community we create together. As I write this introduction, I am once again impressed by God’s faithfulness to our school and our school community. I like paging through Connections, flipping it like it’s the HDCH ‘camera roll’ and scanning it like a it’s a blog post. In many ways, this publication is designed to give you a small representation of how it feels to be at HDCH. We hope to give you an idea of the breadth and depth of what happens here, and some different lenses through which to see us. On these pages, you will find snapshots and stories of this life, learning, community, faith and love. The work of this magazine is the work of amazing people. They have put this project together, and from my perspective it is a great product. On behalf of the HDCH Board and Leadership Team, congratulations to the Connections team and a huge hive-five. And for the rest of you, may you be blessed by what you read in this magazine, as we have been.
Enjoy!
Nathan Siebenga, Principal
#whyHDCH
with Jessica Star, Grade 12 student I have been attending HDCH for the last three and a half years and am very excited to be finishing my high school years here. There are many ways that HD is special and unique. The sense of community in the school is really special. At HD, I feel supported by my fellow classmates and valued and cared for by my teachers. There is an interconnectedness in the school body that doesn’t end after graduation. Former students are often seen in the school, reconnecting with past teachers and updating them on their studies and significant events in their lives. I have truly been blessed to have the opportunity to build relationships with students and teachers who share the same beliefs as me, and who strive to live their lives for the glory of God.
THE LEARNING AT HD WOULD NOT BE AS EXCEPTIONAL AS IT IS WITHOUT THE INCREDIBLE TEACHERS. The teachers at HD care deeply for each individual that they teach and they want to see all students grow and flourish. They make time for students’ questions and concerns and often ask for feedback on projects and assignments so that they can improve them in future years. Every teacher at HD strives to create a learning environment that supports and prepares each student for life after high school. By having high expectations, the teachers develop resilience, competence, and
creativity in the students that prepare them for success in the post-secondary years.
PHOTO : HANK RINTJEMA
Another way that HD is unique is the value that is given to diverse ways of learning. HD uses project based learning in every class and grade. This allows students to learn through hands-on projects and assignments. Students are able to combine their skills in research and creativity to create projects that incorporate material that has been learned in class and even apply it to needs in their communities.
Bridge Days are another way that students can take learning outside of the classroom and apply what they have learned in new environments. In many ways, project based learning and bridge days help students take their learning to deeper levels both personally and communally.
HDCH has had a huge impact on my growth and development as a student, a person, and a believer. I will indeed be honoured and blessed to one day call myself an HD alumni.
Yesterday, the Knights Junior Girls VolleyBall team took the 5th set against Henderson 15-12. They are off to SOSSA. Congratulations, Knights!
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McMaster Neuroscience grad students joined grade 12 Biology students to run hands-on activities involving the brain and nervous system.
Grade 10 Venture students travelled to Cedar Haven Farm in Freelton to learn about their organization, and helped to manage and clear invasive species.
The grade 12 Kinesiology class visited McMaster’s Performance Lab to participate in fitness tests.
Grade 10 History class visited Hamilton Central Library to check out the exhibit “Prime Time.”
Bridge Days:
Connecting Life & Learning By Christy Bloemendal, Vice-Principal Deeper In and Further Out is a phrase we have been using to describe our vision for good learning. We are pursuing the creation of learning experiences that facilitate deep and lasting development of character, knowledge, and skills.
As we continue to pursue this vision of learning that goes Deeper In and Further Out, we use school structures to help us achieve this vision. Bridge Days are one of these structures that help us pursue deeper learning.
As we have researched what these experiences can look like in education, we have realized that one way to go Deeper In our learning is to get Further Out. This might mean going Further Out of the building on a field trip, serving or engaging in our communities; it might mean having an expert community member come to HD and be involved in our classes; it might mean presenting our learning to community members, or even connecting to experts or audiences around the world remotely.
Bridge Days have been around HDCH for over ten years. They were originally developed with the idea of ‘bridging life and learning;’ this concept translates well to Deeper In and Further Out. Twice a semester, each class has the opportunity to spend a double period diving deeply into their course material in one way or another. Class expands to the length of either the entire morning or the entire afternoon to make way for an extended learning experience.
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3 BRIDGE DAYS >> 1) Grade 9 geography classes went on “Hometown Tours” of various nearby communities, guided by locals, to learn about human geography. 2) Biology students travelled to Ringelberg Farms to discover more about how biology is used on farms. Students got their hands dirty and learned about the use of genetics, the biochemistry of feed and the biomonitoring of cows. 3) The grade 11 art class visited the Art Gallery of Ontario to see the special exhibit Monsters in Art, take a tour of Baroque, Renaissance, and Canadian art, and the contemporary gallery. 4) Grade 12 English students visited the famed Hamilton Grant Avenue Studios where they worked with world-class engineers and recording equipment in preparation for the Hamlet media project. 5) Grade 9 Science students went hiking at the Royal Botanical Gardens, learned about invasive species, and spent some time using special equipment to extract Common Buckthorn from the property. 6) French students travelled to a local French bakery where they ordered food in French, and heard the owner’s story and business experiences in French. 7) Dance instructors from Hamilton Hoppers visited history students to teach The Charleston and related history.
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Bridge Days have been used for field trips, guest speakers, hosting a workshop or clinic for an audience, tackling a complex lab or mathematical concept that benefits from an extended amount of time, design or performance challenges, integrated class projects, presentations of learning, and more. Our bi-weekly newsletter, The UKnight, highlights many of our Bridge Day activities in its “Deeper In and Further Out” section. Keep an eye for it this semester to see the exceptional learning happening through these experiences! We are excited to see how the Bridge Days structure has continued to support good learning over the years, and we appreciate the hard work our teachers invest in making them valuable learning experiences. Whether diving deeply into something on-site, or heading out into the community to learn from others, Bridge Days make connections in how we can use the learning we do in high school to serve God, engage in our communities, and love our neighbours.
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Arts Block: Building a rich experience. By Cheryl Webb, Director of Operations & Sara Whetstone, Drama Teacher In past, grade 9 students have had to choose among Instrumental Music, Visual Arts, and Drama for their Arts elective. But for this school year, HDCH launched a new initiative: the Grade 9 Integrated Arts Block. What’s the Arts Block? Student Abby describes it this way: “First, groups rotated through each kind of art, getting a chance to learn what the class was about and participate in some of the classes’ activities. After a few weeks of rotations, we got to choose one of the three arts to specialize in and take that class for the next six weeks. Closer to the end of the semester, the visual art, music and drama classes joined up once again to share what they had accomplished--whether it was a playing a musical piece, putting on a skit or sharing a portfolio of artwork!”
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Offering grade 9 students the opportunity to experience all three strands of art will allow them to make a more informed choice about arts electives and extra-curriculars in the future. Exposing the students to the Arts through the eyes of our expert teachers offers the students a passionate introduction to all three Arts and helps to inspire going deeper into the arts in future years. “Before I started Arts Block I wasn’t sure if I was going to like it because I didn’t really want to go to all of the different types of arts. I like drama and music, but I had no interest
At the end of the semester, students took on a group project that involved creating integrated, interactive Art installations with a focus on a particular country. This was the culmination of the course’s design, since teachers orchestrated the Arts Block to begin with how Art impacts us individually, then move through Art and our communities, Art and our country, and finally Art and our world. “You get to enjoy some time doing group projects incorporating the three classes to make a perfect final project that can relate and connect to more people.” ~ Aidan Student Leah shared that this project was her favourite and the one she was most and proud of. “My group had the United Kingdom as our country,” says Leah, “and we turned the door that used to be for the dark room into a phone booth.” Remember Alanna, who didn’t think she was good at visual art? She says that the paintings her group made for their installation about Sweden “were probably the
PHOTOS: HANK RINTJEMA
in visual art. After doing Arts Block, I realized that I still really enjoyed visual. I didn’t have to be good, I just had to use my creativity and do the best I could.” ~ Alanna
best pieces of art we have made. I was really proud of them.” Arts Block also exposed students to quality art experiences. In first semester, this involved a trip to the Art Gallery of Ontario and to the Grand Theatre in London to see the musical Once. Students really enjoyed these outings, especially the theatre experience, and these trips generated good discussion about the impact and purpose of Art in society. Student responses to the new Arts Block have been varied; some have willingly tried to stretch themselves and try new things, while others have been resistant to stepping outside their comfort zones. All in all, teachers have been encouraged that some students surprised themselves by how much they liked an aspect of art that they didn’t expect to enjoy. “Arts Block introduced me to all the different resources I have access to in the school, and how to use many different mediums! “ ~ Abby
Not only have the students been learning, but the teachers have as well. Two goals they have for next semester are, first, to increase the amount of integration between the Arts, and second, to have more skill-building assignments at the beginning of the course to help create better final products. When we asked students what they would change they had ideas. Overall, they liked how the course went for its first time through. One students suggestion was this: “I want to experience all three arts for a longer period of time!” If one of the goals was to leave students wanting more, then the first semester of Arts Block was a success.
“if anything, [Arts Block] reinforced me wanting to take Arts in the future.” ~ Isaac
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Science & Faith
Beauty, wonder & gratitude By Kim Oppertshauser, Science Teacher
The relationship between science and faith is rich and complex. In a high school setting, faith is not meant to enter the Science classroom only when the Bible is quoted, when ethics are challenged or when debate is engaged. Science and faith continue to be mutually enriching
lifetimes -- without suffering brain damage. In fact, the bird’s anatomy doesn’t allow its brain to move within its skull. This device is designed to mimic the woodpecker’s anatomy; it stabilizes the human brain by slightly increasing pressure on the neck, which in turn “increases
and complementary.
blood volume in the veins around the brain, helping to reduce the organ’s movement inside the skull.” Genius!
I like to study technology as a way of seeing purposeful design in creation. Although technology is man-made, much of it is based on structures that exist in nature. My grade 12 Biology students study different technologies that gain function by mimicking the architecture and design of part of creation. One example is the dialysis machine. Though much larger than a kidney, and while it is less efficient and certainly less convenient, the components of the dialysis machine work together to gain the function of a kidney and remove waste products from the blood. Recently, the Globe and Mail featured an invention, fashioned around nature, to help protect athletes’ brains. Sports equipment maker Bauer unveiled a collarlike device that claims to protect against brain damage in athletes who play contact sports like hockey, football, and soccer. The inspiration behind this piece of technology was the woodpecker. The idea of using a collar-like device began for the inventors when they noticed how woodpeckers could withstand millions of high-energy impacts over their
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As a Science Department at HDCH, we are highly intentional in encouraging high school students to see the beauty, wonder, and gratitude in studying Science, rather than just task completion, deadlines, and grades. We outline these reasons in the introductory Science lessons of grade 9, highlighting the number one reason: To appreciate and praise God as Creator, creating a response in us of awe and gratitude. I admit, however, that no matter how many brains we dissect or how many explosions we set off, the prevalent culture of task completion, deadlines and grades is hard to overcome. For me, the beauty, wonder, and gratitude are natural. I can study the way the genetic code dictates the amino acid sequence of all the proteins in the body semester after semester and never wane in my enthusiasm for how awesome it is. But, for some students, it’s just a lot of vocabulary and a complicated process. So I now incorporate Psalm 19 into the senior Biology curriculum.
Psalm 19:1-4 The heavens declare the glory of God; the skies proclaim the work of his hands. Day after day they pour forth speech; night after night they reveal knowledge. They have no speech, they use no words; no sound is heard from them. Yet their voice goes out into all the earth, their words to the ends of the world.
Verse one affirms the divinity of God and states that His creation declares this glory. A dandelion by its very existence is shouting out that there is a God. It’s saying “Look at me...God made me…I’m awesome!” Verse 2: “Day after day, night after night…” The revelation of God through his creation is perpetual and uninterrupted. He doesn’t merely uphold creational laws sometimes. We can count on them all of the time. Verse 3: That they have no speech, no words, no sound covers all languages and all cultures. It is universal. Verse 4: Their voice goes out to all the earth because the revelation is worldwide in scope. Science isn’t perfect. The message of creation is perfect. Our interpretation of that message - Science - is subject to the fall and not always right. In the same way that the Scriptures are inerrant but our understanding of that message - theology - is subject to the fall and not always true. The message of the Scripture and the message of creation are always true and will always agree. But, theology and science don’t always agree because they are human activities.
Biomedical Innovation Students learn how science and business converge The grade 12 Biology class enjoyed a presentation from a biomedical technology company, Newsol Technologies Inc., located in Caledon, Ontario. Dr. Orson Bourne and Rob Massar introduced students to the world of biomedical devices. Their invention, the personalized peritoneal dialysis machine, was the topic of discussion. The fascinating collision between the worlds of science and business was a new perspective for the students. Our guests demonstrated a portable dialysis machine that can cater to a person’s unique physiology and run in the comfort of their home while they sleep. Patients in Europe are currently using these devices, and they expect that within a year Newsol will have their Canadian Medical Devices License and be able to begin marketing in Canada. The class was interested in the science behind this invention that can drastically improve the quality of life for people with kidney failure while they wait for a kidney transplant. Equally interesting was the world of patents, profits, licensing and marketing that must be taken into consideration for a business like Newsol Tech. The presentation was a great connection between the homeostasis unit and the real world applications of the concepts that are learned.
With this collection of thoughts on faith and science, my goal is to encourage us to pause so we may look at nature, or think about the workings of a dialysis machine, and have a response of praise and wonder for the beauty and design in creation. See article at: https://www.theglobeandmail.com/sports/newdevice-can-protect-athletes-from-microdamage-in-brain-bauersays/article36328056/
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EcoArt Competition Hamilton’s natural environment is inspiring! HDCH art students, in collaboration with the Royal Botanical Gardens and the Cootes to Escarpment EcoPark System, have created the Eco-Art Competition to help raise awareness and appreciation of the EcoPark System. Hamilton exists in a unique location from an ecological standpoint, with many vulnerable plant and animal species that need to be studied and protected. The students feel that artists can play an important role to help preserve the beauty of nature around us, by sharing their artwork.
Capturing Bronze in OFSAA Boys A Volleyball Hamilton District Christian High Senior Boys Volleyball Team had an exceptional season, capping it off with a bronze medal victory at the OFSAA Boys A Volleyball Tournament in Woodbridge. The HDCH Knights went 3-1 in pool play with their only loss coming to the eventual champions, Louis Riel. After winning an emotional quarterfinal match against Durham Christian High School, they lost the next day in a tough five-set match in the semifinal against Toronto District Christian High. The team advanced to a very challenging bronze medal match against Brampton Christian Academy: the sets went 25-23, 19-25, 20-25 and 25-21, but HDCH won 18-16 in the fifth set to secure the bronze medal.
The Eco-Art contest invites other artists to submit a 2D artwork based on scenery from the EcoPark. Selected entries will be displayed at Cafe 541 in the spring of 2018. The top six entries will be displayed at the Royal Botanical Gardens in the summer of 2018. Learn more at: https://ecoart05.wixsite.com/ecoart
This is the first time HDCH has won a medal at OFSAA for boys volleyball. “It was an unforgettable season for the ‘Mountain men,’” remarked Joseph van der Woerd (Libero and Co-captain).
Intergenerational Bible Study Group The Christians in Society class, in conjunction with four Redeemer University College students, has invited retired Christians to join them in an Adult and Youth Bible Study at HDCH. The vision is to have an intergenerational Bible Study for learning, growing and deepening our faith together in a small group setting. The group meets biweekly on the first and third Tuesday of the month in the HDCH cafeteria from 9 – 10:15 in the morning. The first session took place on February 6th. The group welcomes retired adults to join them on any of the Tuesday mornings that suit. For more information, contact Pauline VanderVelde at pvandervelde@hdch.org.
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Chemistry Students cleaning water with BioSand Filter When chemistry students began studying Tiffany Creek’s questionable water quality, their teacher introduced them to a treatment method that provides safe water for over 1.5 million people: the BioSand Filter.
Sweeping the podium @ SOSSA Congratulations to our Alpine Ski and Snowboard teams on fantastic racing at SOSSA. Our alpine ski team had a great race at and came in second overall! Our top individual racer was Henrique Ghigli who came in 5th. Our snowboard team took 1st overall, and also swept the individual podium. Congrats to Evan Roque on racing to 1st, Justin Sawyer coming in 2nd, and Lucas Eising who took 3rd. Their first-place team finish has earned them and teammate Michael Farrugia a berth at OFSAA.
Mr. Hordyk’s chemistry students worked with Samaritan’s Purse Canada’s model to build their own filter from plastic materials. BioSand Filters last for many years, require no power supply, and have no moving parts to wear out. When water is poured into the filter, it passes through a naturally forming bio layer where micro-organisms are eliminated, then through carefully selected layers of sand and gravel. When the water comes out of the filter spout a few seconds later, it’s entirely safe for anyone to use for drinking, bathing, and cooking. Once the students resolved some of their initial construction challenges, and poured stream water into their filter, they saw how effective BioSand filter technology is in transforming polluted water. “Getting the test results back and learning that the filter had removed the e-Coli bacteria was so rewarding,” said student Jessica Star. “It was really fulfilling to see our hard work pay off.” “The project expanded our knowledge of what is actually in water, and how important safe water is to our health. It made me appreciate our access to clean water—not just to drink, but to clean and bathe in, too,” noted Jon Spears, chemistry student. Mr. Hordyk said the students’ excitement and pride at constructing a working filter convinced him to keep the filter in his classroom. “We will be sharing this story with future chemistry classes.”
French students teach French The grade 11 French class visited the grade 7 French immersion class at Norwood Park Elementary School in Hamilton. HD students taught the class about Franco-Ontarian history and culture, and the many ways that French-speaking people in Ontario protect and celebrate their heritage. The group shared presentations, given entirely in French, that required active involvement from the grade 7 students.
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Our Faithful Presence
Catching up with Recent Alumni By: Gillian Doucet Campbell, Director of Admissions and Advancement
As the Director of Admissions and Advancement at HDCH, I have the unique opportunity to meet with grade 7 and 8 students and their families as they plan for High School, as well as connect with a range of alumni. What a privilege! I enjoy hearing and seeing the results of community investments of prayer and finances – the long-term fruit God is bearing through our alumni, students, staff, and all the friends of HDCH as they serve, pray, and give both near and far.
“I got in! I’m going to . . .” With second semester well underway, hallway conversation amongst HDCH’s grade 12 students often includes where a student is headed after graduation. With about 95% of HDCH grade 12 graduates going to their school of first choice, many students are thrilled to share their news. The decision about next steps is never made lightly. With the support of HDCH’s Student Services department, much exploration, thought and prayer are put into these decisions that students and their families make together. Recently, I caught up with two HDCH Alumni who reflected on how they chose their next steps and how they’re doing now. Kendra Slagter ’14 and Ben Vanderwindt ’16 both chose a Christian post-secondary school – one near and one far.
Kendra Slagter ‘14 REDEEMER UNIVERSITY COLLEGE Kendra is in her fourth year at Redeemer University College in the Honours Social Work program. She admits that the nearby location was not appealing at first: “In High School I use to think, ‘I’m getting out of here. I’m done with Hamilton,’ and now I’m just down the road -- and it was the best choice.” It was Kendra’s visit to Redeemer that changed her mind. She says that “it instantly felt like home and I knew it was where God was calling me to be.” Kendra has been thrilled with her decision to attend Redeemer. She says, “Redeemer has done a phenomenal job at fostering
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community. It has a unique atmosphere that makes you feel at home and comfortable.” Besides getting involved in many aspects of Redeemer, including as the President of the Student of Applied Social Sciences group, she has enjoyed living in dorm. She has also appreciated the small class sizes at Redeemer. Kendra comments that people in her program have “become a family. We’ve grown alongside each other over the four years of our program.” Smaller class sizes have also meant one-on-one time with professors. “The professors at Redeemer truly care about the success of their students and are intentional about developing relationships with us,” Kendra says, adding, “they are committed to our learning and success and my professors believe in who I am as a person and they believe in my passions.”
Ben Vanderwindt ’16 CALVIN COLLEGE For Ben, Calvin College -- in Grand Rapids, Michigan, about 5 hours west of Hamilton -- was the place for him. At Calvin, Ben is studying Political Science and Organizational Communications with a minor in French. While both his parents and two of his siblings also attended Calvin, that’s not why Ben chose to go there: “Calvin College has a mission I believe in and want to be shaped by. It also has a number of alum who I respect and strive to be like.” The mission of Calvin College is to “equip students to think deeply, to act justly, and to live wholeheartedly as Christ’s agents of renewal in the world.” This mission is important to Ben, who comments, “Students at Calvin learn what it means to have
thoughtful, civic engagement in the public square from a faith-based posture. We truly are taught how to think critically and thoughtfully about our place in the world.” Despite only being in his second year at Calvin, Ben has been involved in intramurals, including volleyball, hockey and badminton as well as a part of the Outdoor Adventure Club, Biking Club, and Apologetics Club. This year he is a Residence Assistance (RA) in dorm. Being an RA seems right up Ben’s alley. When you hear Ben talk about Calvin College, you feel his excitement about learning from and with others through dialogue. “My favourite class so far has been a Political Science Theory course focusing on the philosophy of justice. The class had twenty students and was led by Professor Watson, a Princeton-educated Political Theorist. We read Socrates, Plato, Marx, Kuyper, and many more. Then in every class we would have a discussionlike debate on the week’s readings. Having a moderated space to organize your ideas and have those ideas challenged by peers was critical to the worldview I now have and am developing.”
While these are only two stories from among our many alumni, they provide a glimpse of who our HDCH graduates are and who our current and future students may become. Our graduates span the globe – from Ancaster to Grand Rapids and far beyond – extending our faithful presence both near and far. Are you an alum of HDCH? I would be delighted to connect with you to learn what you’ve been doing since graduation. Let’s connect! You can reach me at gdoucetcampbell@hdch.org or by calling 905-648-6655, ext. 113. This post is sponsored by Redeemer University College and Calvin College, whose support of our annual Golf Tournament is much appreciated.
Ben feels that as a student at Calvin, he has “such a unique opportunity to build relationships with top scholars in their field,” adding that “it’s a regular occurrence for students at Calvin to grab lunch, a coffee, or dinner with a Professor.”
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PHOTOS : HANK RINTJEMA
Discovering your Passion through Venture & Co op
Future Ready
By Adrianne Sprogis, Communications Specialist
Co operative Education provides students with the opportunity to explore the possibilities in a continuously changing world of work; enables them to bridge their academic and workplace knowledge; and challenges them to learn, grow, and contribute wherever they go. Grade 12 student Iris Mulder was unsure what kind of co op placement she was interested in. But the idea of working at Cable 14 intrigued her. After some resume preparations, a meeting, and then an interview with the Community Programming Network co-op coordinator, Iris was started on a pathway to discovering her passion--though she didn’t know that at the time. Iris enjoyed all the hands-on learning at her co op placement at Cable 14. She had the opportunity to train with industrystandard equipment and technology. Now she has confidence in using an audio board, video switcher, and camera control unit as well as XPression Real Time Motion Graphics. But most importantly, Iris has found a potential career path.
“THE PLACEMENT WAS NOT WHAT I HAD EXPECTED. ON MY FIRST DAY, I WAS ALREADY HELPING DURING THE FILMING OF ONE OF OUR SHOWS!” Iris continued, “This experience opened my eyes to a new career choice. I never expected to love production as much as I do... After high school, I want to continue in this field, and I would love to go to college for television production. I know that I will be returning to volunteer at Cable14 as soon as possible.” The placement worked well for Cable 14, too. Commuity Engagement Coordinator, Amanda Groulx, shared that “Iris brought terrific energy, enthusiasm, and flexibility to her role at Cable 14. She’s learned a wide variety of production roles, making her a valued member of our studio crew. We would love to take on more students like Iris in the future.” Cable 14 and community TV stations across Ontario have been working with High School Co op Students for many years. They provide opportunities for students who are looking for experience in TV to work on real broadcast productions. This work gives them exposure to how things are done in a real-world environment and allows them to try a variety of roles.
Amanda adds that “students who co op with Cable 14 get access to our staff and their knowledge of the industry so that they can ask questions and be more aware of the environment they’d be entering if they choose TV. Students learn how to act and govern their time in a creative environment, which is much less structured than a traditional office. It exposes them to many behind the scenes opportunities they may not have considered in the past, which can help them decide which post-secondary programs may interest them.” Co op partners benefit from student placements. Amanda notes “because of the co op students and volunteers who spend their time on our productions, Cable 14 has the human resources do more productions and provide more local coverage for Hamiltonians.”
“CO OP IS ONE OF THE BEST THINGS I’VE EVER DONE; I’VE LOVED MY TIME AT CABLE 14 AND ALL THE PEOPLE I’VE MET. NOT TO MENTION HAVING CONNECTIONS LIKE THAT IS A GREAT THING TO HAVE FOR THE FUTURE.”
Learn more about how you can get involved with Venture and Co operative Education at hdch.org/venture hdch.org | Winter 2018
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Delta Waterfowl Gaining field experience supporting post-secondary pursuits. By Adrianne Sprogis, Communications Specialist The co op placement at Delta Waterfowl was an excellent match for Curtis Eelkema as it provided him with the opportunity to experience environmental management and to work in construction. “I CAME INTO THIS CO OP OPENMINDED AND NOT EXPECTING ANYTHING IN PARTICULAR. I AM VERY HAPPY WITH THE WAY THINGS TURNED OUT BECAUSE I GOT TO BE A PART OF THE GROWTH OF DELTA WATERFOWL AS WELL AS MAKE GREAT CONNECTIONS.” ~ Curtis As part of the Great Lakes Initiative, Curtis assisted in building and installing 170 hen houses in Southern Ontario for ducks. His first challenge was to source suppliers for flax straw for the inside of the hen houses, then to look for ponds to place the hen houses. This involved a search on google maps to locate appropriate ponds, and then to get the landowners permission to use the pond. In addition, Curtis was introduced to falconry, a way of hunting small game and ducks using trained hawks and falcons. Maya Basdeo, Ontario Waterfowl Programs Manager, appreciated the level of
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competence that Curtis demonstrated. She noted, “When I asked Curtis to provide an estimate of how much lumber was needed to build a hawk enclosure, I expected a sketch on a piece of paper. Instead, Curtis designed with a 3D model with an accurate lumber estimate using Tinker Cad. I was amazed that these kinds of skills are taught in high school, and that he took the initiative to use the best tools at his disposal!” Co operative placements and experiential learning with Delta Waterfowl will benefit Curtis, who hopes to enroll in the Fish & Wildlife Technician program at Flemming College in September. A work placement such as this has given him exposure and experience directly related to his field of study and future career. Many transferable skills are practiced and learned during a placement that helps make students more job-ready and attractive to future employers. Curtis notes, “I believe this co op has prepared me better for my career as now have more of an idea of what goes on in a job in the area of environmental management. A co op placement helps you learn more about yourself and your interests because it puts you into the world of work to learn instead of just hearing about what it might be from inside a classroom.”
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Community-building Road Trip By Pauline VanderVelde, Educator The Christians in Society class focused on their role as Christians living in society by learning about, supporting and volunteering within our community. Christians in Society and ESL students helped out at the Good Shepherd’s Venture Distribution Centre. The Distribution Centre Coordinator provided the students with insight into the vision and goals of the Good Shepherd and how they try to support others with respect and care to meet their needs. The group was challenged to consider their present lives, and encouraged both to donate excess items in their home to local charities and to try to find ways to support their community. After learning about this donation program, the students worked together to re-package items needed in Good Shepperd’s Market Place. Reflecting on this outreach, the students shared how this experience enabled them to look into their own lives differently and to reflect on the things that they take for granted. From here, the group went to 541 Eatery and Exchange to learn about this non-profit organization that supports the Barton Street community through healthy food initiatives, a button program, and community meeting space. The students were able to purchase buttons to provide meals, learn about volunteer opportunities, and discover a great place to return for a meal.
Our Ski & Snowboard team is looking forward to gate training @MtStLouis
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Miner Niner Knights Front Line By Kyle Grootenboer, Phys-Ed Teacher The Miner Niner Knights Front Line mini ‘Tough Mudder’ was not about how fast people could cross the finish line. Instead, this grade 9 project was about encouraging participants to have fun with fitness. It was about teamwork, camaraderie, and building something special. Healthy eating, smart sleeping habits, a strong devotional life, and positive social relationships are all explored as part of overall wellness in the grade nine Health and Physical Education course. When these semester one classes were deciding on a project, the one thing that stood out to them was physical fitness and the importance of fitness fun. Students were to engage in a project that would answer the question, “How can we have fun being fit?” When the class watched a video about the popular Tough Mudder event and were inspired: “What if we made a Tough Mudder-style Course?”
A “Tough Mudder” is an endurance event series built around obstacle courses that test mental and physical strength. It is a group event where participants help their teammates complete the course, putting others before themselves. As they planned their course, students were given the choice of what area of fitness competence they would like to focus on: balance, muscular strength, cardiovascular endurance, muscular endurance, or flexibility. The students combined their knowledge of course material with creativity to create an obstacle that would be both fun and challenging for the school community. Students spent many classes planning and brainstorming their obstacles, considering potential locations on the school grounds, equipment needs, and how their obstacle connected to their fitness component. The grade nine girls and boys phys-ed classes had a “test” day where they set up their challenges and tested them. From here, students gave each other feedback and collaborated on how to improve each other’s obstacles. “I LOVED PARTICIPATING IN KNIGHTS FRONT LINE! IT WAS A GREAT WAY TO TAKE THE SKILLS AND TECHNIQUES THAT WE LEARNED, AND USE THEM IN A FUN AND COMPETITIVE WAY.” ~ Hannah The entire school was invited to participate in the final ten-stage course. Participating teams that completed the Front Line were entered into a draw for a pizza party. Many things had to come together for Knights Front Line to run smoothly. The weather was a significant factor that would contribute to its success.
Students were uncertain as to how much participation the event would attract and how well-prepared the students leading each obstacle would be. But when the day of the Front Line arrived, their worries all got pushed aside as soon as the sun came out and the music started. While it was a chilly November day, many participants came out in groups to work together to complete each challenge. Thirty-five teams of a total of 122 participants dragged each other up wet and soapy tarps and offered a helping shoulder to friends as they walked across a slackline--among other challenges. Twenty-seven teams had the stamina to complete the full course. “I WAS HAPPY WITH THE OUTCOME OF THE COURSE. IT WAS SO COOL TO SEE HOW MANY PEOPLE FROM THE SCHOOL CAME OUT TO DO IT.” ~ Joelle “I LOVED THERE WAS MUSIC IN THE BACKGROUND. I LOVE HOW EVERYONE WAS INVOLVED IN CREATING IT AND HOW MUCH TEAMWORK WAS NEEDED FOR COMPLETING THE COURSE.” ~ Hallie Smiles, laughs, deep breaths, hands on knees, red faces could be seen everywhere -- it was clear how intense the fun and fitness were Everyone came together with the same mindset of having fun while being active. The Miner Niners Mini ‘Tough Mudder’ was a great success and truly made fitness fun! “IF WE DID IT AGAIN, I THINK I WOULD MAKE IT LONGER AND HARDER. ALSO, I THINK IT WOULD BE A LOT OF FUN IF WE DID IT IN THE SUMMER - WE COULD USE MORE WATER AND MUD!” ~ Kaelyn
Lives of Service Start Now By Duncan Todd, Vice Principal
“What can I do about...?” The grade 12 World Issues class completed this question with their own choice of a world issue: environmental, socio-economic justice, human rights, etc. Through researching the issue from a number of perspectives, doing a root cause analysis, and contacting an “expert” currently engaged in that particular field, students came up with a practical plan of action for what they could contribute to addressing the problem. For most students this became about so much more than grades or a class credit. Their research took them deeper into an issue and they discovered passion and compassion they never realised they had. Many experienced the excitement of realising that they could actually make a difference right now where they were. Here are a few samples of websites that were part of some students’ plans for raising awareness, advocating, and drawing others into care and action. They are well worth a look! SAVE THE SALMON savethesalmonoflakeontario.weebly.com FRESH WATER IN HONDURAS freshwaterinhonduras.weebly.com TEENS MENTAL HEALTH jilliankoning.wixsite.com/mentalillnessinfo HELPING REFUGEES howtohelprefugees.weebly.com RISING SEA LEVELS katerinadimakis.wixsite.com/risingsealevels
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Knight’s Eatery Reloadable Cards We are pleased to offer a convenient way to purchase food at HDCH. Just like any gift card, a balance is loaded on a Knight’s Eatery card and declines as purchases are made. The online function provides convenience to purchase and reload without having to travel
with cash. Simply pick up your card from the front office. Set up your card by going to: knightseatery.ackroo.net to register and load your card. Follow the instructions online to set up an account and check your balance.
Waterloo Math Contest
Xella and Archer are growing up!
Sixteen students from across all grades participated in the Canadian Senior and Intermediate Math Contests hosted by the University of Waterloo.
Remember the service dogs from our Fall issue of Connections? Xella and Archer are growing up.
Xella
Thanks to Dundas Granite Curling Club for a great learning experience. The leaders were helpful and encouraging for our @HDCH_Info students. Fantastic time!
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PHOTOS: HANK RINTJEMA
This year HDCH had the most participants ever! The Waterloo University Math Contest gives students the opportunity to show their competence in math knowledge, problem-solving, creativity, and resilience as they grapple with challenging questions.
Just enjoying a little ping pong. #whyHDCH
archer
hdch.org/events Continue to check our website for details on these events and more.
connect with us
MAY 3 ~ Seniors’ Day MAY 7 ~ Membership Meeting MAY 24-26 ~ Spring Play Murder’s In The Heir is an Audience Interactive Murder-Mystery Comedy. Enjoy student performances each evening.
JUL 9-13 ~ Basketball Camp AUG 13-17 & 20-24 Volleyball Camps
JUN 6 Celebration of Learning Join us on this summer evening to see presentations, performances, food, displays and discussions all around the school. It will be a true celebration!
SEP 15 Golf Tournament Join us at Flamborough Hills for the 13th annual HDCH Golf Tournament!
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The Short List Gaining a deeper understanding through project-based learning.
GEOGRAPHY
APPLIED MATH
PHYSICS
Livable Cities
Linear Systems Project
Rocket Pickup Truck Races
Using their knowledge of linear systems, Grade 10 Applied Math students analyzed the costs associated with purchasing and operating a new vehicle with a diesel, hybrid, or electric engine and compared that to a gasoline engine.
Grade 11 Physics students were tasked to design one kilogram, rolling-style vehicle, that can be powered by a standard 12 g CO2 cartridge to deliver an additional one kilogram lab mass a distance 5.00 m in the shortest time.
The class modelled the costs of each engine type with a linear equation, solved the linear system, and interpreted the solution in a way that is meaningful for car shoppers. The students offered offer the results of their comparison back to the dealerships they visited to show assist potential buyers.
A transferrable remote force sensor was used to record the force performance characteristics of the engine for later mathematical analysis regarding Newtonian mechanics.
Students studied one of three locations in Hamilton’s Ward 3 to propose how the land could be used to better meet the needs of the citizens in the area. After researching, reporting and modelling, students had the opportunity to present their recommendations to City of Hamilton Ward 3 Councillor, Matthew Green. Matthew Green took the time to listen to the proposals and to discuss current and future initiatives in the City.
“Hands-on learning and creating things is a really good and unique way to learn. It makes not only your brain process what you are learning, but also it gets you fully engaged and thinking all the time” ~ Brooke
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In addition to the models, students created poster board presentations showing design considerations, construction details, mathematical analysis of data acquired, and performance reflections in light of Newton’s Laws of Motion.
The PBL Advantage Project-based learning is a dynamic classroom approach where students explore real-world problems and challenges to gain a deeper understanding with more in-depth exploration. The student-centered design allows for play, experimentation, and simulations to address authentic issues, and work with peers and community members. The following is a snapshot of some of the projects in this academic year.
“Creating things unlocked the creative side of my brain, and I found I could do more with my hands and head than I ever imagined - something I wouldn’t have found out if we didn’t do hands-on work. “ ~ Ruth Ann
MEGABLOC
SCIENCE
FOOD & NUTRITION
Little Free Libraries
The Light of the World
Four Season Celebration
Adding Little Free Libraries (LFL) to our neighbourhoods makes books available to everyone and supports a positive sense of community. The MegaBloc class learned about this international initiative and spent time planning, designing multiple drafts, prototyping, and finally constructing the libraries in the woodshop.
Throughout scripture, light is used as a metaphor to describe truths about God and His Kingdom. In our study of optics, our goal is to use the various object of optics (light sources, mirrors, lenses, etc) to make art connected to a verse in scripture.
Students had the opportunity to use various tools in the process including several software programs, Laser cutters, 3D printer, and machinery in the shop. This semester’s class made thirteen unique Little Free Libraries that are being adopted into different parts of our local communities and beyond. Each library will be stocked with books that suit its location, and mapped on the international LFL database.
Grade 10 Science students created reflective pieces to study how the metaphor of light connects to our lives as Christians. Projects included sculpture, a series of photographs, and displays that uses light to portray a truth in scripture.
Grade 10, 11 and 12 Food and Nutrition Students highlighted Canada’s geographical four season diversity through a culinary celebration of locally-grown products. Eating locally-grown, unprocessed products is the best thing for our daily nutritional intake. The Foods students had the opportunity to prepare, plan and serve a seasonal appetizer, main entree or dessert. The results were delicious!
“I truly feel that I learn more through hands-on learning, because instead of learning information that I forget a week later, I got to learn new skills that will stick with me for the rest of my life.” ~ Aaron
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Fish Market DNA
Students discover mislabelling in DNA Survey Grade 12 biology students recently participated in the Let’s Talk Science Fish Market Survey Project, supported by the Centre for Biodiversity Genomics at the University of Guelph and other community partners. Through this data collection project, students had the opportunity to contribute real data to a project about food fraud.
“It was a good experience for the class as it gave us a chance to apply our knowledge to an area outside of the classroom. We now have a stronger understanding of how formal studies are carried out. It was interesting to see the results come in after we tested all the samples.” Leah As part of the project, students across Canada were asked to collect samples of fish from local grocery stores. The fishes of interest included cod, swordfish, Sockeye and King salmon, snapper and Red snapper, as well as Alaskan and Pacific halibut. Students uploaded data about their specimens, including the purchase location, the price, the species indicated on the label and photos of the samples. Small pieces of tissue from the fish were removed, placed into vials and shipped to the University of Guelph, where the fish DNA was extracted, amplified using Polymerase Chain Reaction (or PCR) and DNA barcoded.
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The barcodes go into BOLD Data System, a publicly accessible database of DNA barcodes accessible by researchers worldwide.
the results Once the results were in, the students learned that of the Canada-wide 223 sequenced fish samples, 38 of the samples were labelled as species that aren’t supposed to be consumed in Canada according to the Canadian Food Inspection Agency Fish List. Five fish samples were found to be incorrectly labelled, and were being sold under the wrong name. The overall Canada-wide results indicated that approximately 19% of the fish samples collected had labelling errors of some kind. HDCH sent in ten samples collected from local grocery stores including Fortinos, Zehrs, Longos, Sobeys located in Ancaster, Hamilton, Brantford and Waterdown. All of these samples proved to be appropriately labelled.
“This project was an excellent opportunity for us. It proved how high the possibility of fish mislabelling and the potential for exploitation is. It was enlightening, and at the same time disturbing, to see how the market is run.” Theoktisti
this matters There are many consequences to product mislabelling. Consumers could be exposed to toxins and allergens.
Consumers may also be paying more than their fish is worth. Fish populations can be impacted, including species at risk, as it would not be clear to consumers if the fish was harvested in a sustainable manner.
“Participating in the fish market DNA barcoding was a great way for us to see how what we were learning in our class is used in research. Seeing the results also opened our eyes to the fact that the fish we are buying may not be what the label says that it is and that we are able to help find the problem in the industry as high school students simply by sending in a small piece of fish.” ~ Owen Learn more at: explorecuriocity.org
ESLDO students marvelled at the variety of aquatic creatures they observed at Ripley’s Aquarium. Students worked on creating an information poster for teachers who are considering a field trip to the aquarium. The pictures they took of their experience were on display during the Celebration of Learning in January.
#Lego #ev3 robot to help visually impaired people navigate their surroundings. #whyhdch
whyhdch Students from @redeemeruc were an authentic audience for the ESL Cultural Presentations this afternoon. #whyHDCH
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Come and Golf with us
September 15, 2018 @ Flamborough Hills By: Gillian Doucet Campbell, Director of Admissions and Advancement In September HDCH held its Annual Golf Tournament. It was a spectacular, sold out event, filled with friends, family, and fundraising that resulted in over $54,000 raised for tuition assistance and general maintenance of HDCH. These funds ensure the continued exceptional Christian education that HDCH provides to families. We are proud to partner with the Hensen Family through their various company holdings, including TruNorth Decking and Dayside Windows.
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We are also grateful to all our sponsors for their continued support of the mission and vision of HDCH. You make HDCH possible. We are appealing to the generosity of golfers, sponsors, and donors to help continue to provide exceptional Christian education. Please join us for another fantastic day of golf that includes a BBQ lunch, prime rib dinner (vegetarian option available as well), awards and raffle, taking place Saturday, September 15 at Flamborough Hills Golf Club.
Get your foursome ready early for this not-to-be -missed event! Register today at hdch.org/golf or call Gillian at 905-648-6655, ext. 113 or email gdoucetcampbell@hdch.org.
Get details at: hdch.org/golf
Creating a legacy is more than leaving an inheritance. Your legacy is about the values, principles, and ideals you’ve cultivated throughout your life. It includes how you’ve lived, what you’ve done, and the lasting benefit you’ve created in the lives of others. While finances are a component of that, real riches are much more than money and property. You’re invited Wednesday, May 16th to learn more about legacy gifts and your Will with Christian Stewardship Services at 7:30 p.m. in the HDCH Library. To talk more about your legacy and HDCH or to RSVP for the May 16th event, please contact Gillian Doucet Campbell at 905-648-6655 x113 or gdoucetcampbell@hdch.org.
Come and See The best way to see if Hamilton District Christian High is right for you is to come and experience our community for yourself. Drop by the school to take a tour, attend a class, meet teachers and staff and enjoy a meal from our cafeteria. We look forward to meeting you!
/HDCH.info /HDCH_Info HDCHtube /whyhdch
92 Glancaster Road, Ancaster, ON 905.648.6655 info@hdch.org
To learn more, visit www.hdch.org
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HAMILTON DISTRICT CHRISTIAN HIGH 92 Glancaster Road Ancaster, ON Canada L9G 3K9 T 905.648.6655 | F 905.648.3139 | E info@hdch.org