Expect:
A.) Explain the following - insulae, consols, patriarch, gladiator (detailed answers)
B) Know Your Role as A Roman Trades Person (good, historic detail)
1) your job 2) your product and how it was made 3) where did your Roman character get the materials 4) describe your trade as an ancient Roman
C) Choose one important Roman topic and explain in detail their importance(5 marks)
Roman Warfare - Roman Homes - Roman Technology
IMPORTANT: Be sure to study all highlighted notes especially and read over all your notes.
A.) Explain the following - insulae, consols, patriarch, gladiator (detailed answers)
B) Know Your Role as A Roman Trades Person (good, historic detail)
1) your job 2) your product and how it was made 3) where did your Roman character get the materials 4) describe your trade as an ancient Roman
C) Choose one important Roman topic and explain in detail their importance(5 marks)
Roman Warfare - Roman Homes - Roman Technology
IMPORTANT: Be sure to study all highlighted notes especially and read over all your notes.
Reading/Creative Writing Assignment
Draft due Fri. Oct 16, Good copy (large) due Wed. Oct. 23
Success Criteria:
A Legend has: 1.) A hero 2.) has some truth, 3.) has an important message 4.) has a villain or challenge 5.) has courage, amazing skill or magic 6.) is exaggerated
The Format: Follow the steps as outlined on the DRAFT copy.
1.) Captions are completed using a rule 2.) italics capital letters 3.) erase ruler lines 4.) the picture, caption and speaking bubbles together, should tell the story 5.) use detail and description in captions and pictures to tell the legend's story 6.) foreground and background pictures, lightly sketched, coloured 7.) Trend penned (fine black, marker) pictures, caption lettering and bubble lettering title
Refer to Classic Illustrated works for ideas - click here
Assessment Based on: 1.) clearly following the criteria 2.) neatness & care 3.) careful planning 4.) story detail and description 5.) story ideas 6.) audience appeal 7.) editing and punctuality 8.) how close the legend poster looks like an authentic Classic Illustrated booklet (see above)
The Steps: Complete a draft (by Friday Oct. 16) edit with a parent or another reliable student/sibling, conference with teacher, complete good copy (Friday Oct. 23), present briefly to class.
The Mission: To design and construct a capsule to protect a raw egg when dropped from four storys onto pavement. The capsule must have a hatch (locking mechanism) and a hatch (door). No parachutes are allowed!
Student's Responsibilities:
1.) To listen carefully, complete all assignments accurately and neatly to gain an understanding of gravity, drag (air resistance), crumple zones (shock absorbing & give) cushioning and all things "eggy".
2.) To parent an egg for four days, in a safe cradle, taking care of it at school and at home. At the end of the four days the student is to "blow out" their egg and keep it safe at home until Wed. June 10 when it will be brought to school for our school open house and Thursday's Egg Drop Day. Students are to keep a detailed Parenting An Egg Log as well.
Note: Any student that loses a baby egg in a suspicious or malicious manner may be requested to go to Egg Court where their peers will judge whether they receive a new egg given the evidence.
3.) To create a draft, a good copy blueprint (on large chart paper) and construct a capsule to protect a raw egg.
4.) To bring in any materials from home (recycled preferred) or tools to complete the capsule at school. All aspects of the project must be done at school. Students may, however, experiment with materials or create prototypes at home to test integrity but all must be built at school.
5.) Bring a white shirt (lab coat) and clip board for the project.
6.) The students must construct their capsules within the approximate dimensions and materials as outlined in their blueprints. The closer, the better.
7.) Students are required to bring a parent note regarding the use of any tools or supplies that may be safety concerns.
(e.g. glue guns, sharp blades or construction tools) Only the student with a parent note can use those tools to construct in the classroom. Sorry partners!
8.) Students are expected to behave appropriately during all stages of the project and respect the scientific process.
9.) Students will record data during the Egg Drop. They do not have to record data when their capsule drops to enjoy the experience fully.
10.) Have fun! The best learning is "doing" learning!
Student's Responsibilities:
1.) To listen carefully, complete all assignments accurately and neatly to gain an understanding of gravity, drag (air resistance), crumple zones (shock absorbing & give) cushioning and all things "eggy".
2.) To parent an egg for four days, in a safe cradle, taking care of it at school and at home. At the end of the four days the student is to "blow out" their egg and keep it safe at home until Wed. June 10 when it will be brought to school for our school open house and Thursday's Egg Drop Day. Students are to keep a detailed Parenting An Egg Log as well.
Note: Any student that loses a baby egg in a suspicious or malicious manner may be requested to go to Egg Court where their peers will judge whether they receive a new egg given the evidence.
3.) To create a draft, a good copy blueprint (on large chart paper) and construct a capsule to protect a raw egg.
4.) To bring in any materials from home (recycled preferred) or tools to complete the capsule at school. All aspects of the project must be done at school. Students may, however, experiment with materials or create prototypes at home to test integrity but all must be built at school.
5.) Bring a white shirt (lab coat) and clip board for the project.
6.) The students must construct their capsules within the approximate dimensions and materials as outlined in their blueprints. The closer, the better.
7.) Students are required to bring a parent note regarding the use of any tools or supplies that may be safety concerns.
(e.g. glue guns, sharp blades or construction tools) Only the student with a parent note can use those tools to construct in the classroom. Sorry partners!
8.) Students are expected to behave appropriately during all stages of the project and respect the scientific process.
9.) Students will record data during the Egg Drop. They do not have to record data when their capsule drops to enjoy the experience fully.
10.) Have fun! The best learning is "doing" learning!
ANCIENT ROMAN TEST - Thursday May 21
The Test Items/Topics:
1.) Define the roles of and explain: consols, plebeians, senate (2 marks each)
2.) Discuss the importance of each in Roman society: slaves, Roman roads, insulae, gladiators (2 marks each)
3.) Technology - Choose one of the following and explain four significant details: aqueducts, arches, walls (4 marks each)
4.) Gods & Goddesses - match the gods with what they symbolized e.g. Mars = god of war, Venus = god of love (8 marks)
5.) Roman Army - Choose one of the following and give details - Soldiers Life, Roman War Weapons (4 marks)
6.) Your Roman Trade/Persona - write 10 significant details you learned about your trade, product an citizen's life (10 marks)
Always give good detail and descriptions. Be sure to proof read all your answers before handing in. Good studying!
The Test Items/Topics:
1.) Define the roles of and explain: consols, plebeians, senate (2 marks each)
2.) Discuss the importance of each in Roman society: slaves, Roman roads, insulae, gladiators (2 marks each)
3.) Technology - Choose one of the following and explain four significant details: aqueducts, arches, walls (4 marks each)
4.) Gods & Goddesses - match the gods with what they symbolized e.g. Mars = god of war, Venus = god of love (8 marks)
5.) Roman Army - Choose one of the following and give details - Soldiers Life, Roman War Weapons (4 marks)
6.) Your Roman Trade/Persona - write 10 significant details you learned about your trade, product an citizen's life (10 marks)
Always give good detail and descriptions. Be sure to proof read all your answers before handing in. Good studying!
Water Still Experiment assigned Wed. Feb. 25 - due Tuesday March 3, 2015
Students were provided with an experiment "how to" outline page with an experiment process page on the flip side. This experiment was illustrated in the Voyage of the Mimi Episode "Making Dew" and then modeled by Mr. Revington in class to show the students what's expected, the materials and how to assemble the still. Students were instructed to consult with Mr. Revington if they required any materials if they didn't have them available at home or clarification. The experiment takes at least three days.
NOTE: As all materials and the method are outlined on the hand out I have not included it here. The experiment is also in the Expeditions page of "Making Dew" in the text, Voyage of the Mimi.
SUGGESTION: Paper or plastic cups work fine. Do not spill the salt water in the cup or the experiment will need to be completed again due to contamination. Be sure to place the experiment in a warm, well lit place.
THE MISSION: to create a mini water cycle where salt water will be turned into purified, distilled water by way of evaporation and condensation.
SUGGESTION: Paper or plastic cups work fine. Do not spill the salt water in the cup or the experiment will need to be completed again due to contamination. Be sure to place the experiment in a warm, well lit place.
THE MISSION: to create a mini water cycle where salt water will be turned into purified, distilled water by way of evaporation and condensation.
Canadian Province & Territory Media Poster Assignment - due Mon. January 19, 2015
Students have chosen a province or territory to study. They will research and complete a draft that includes all aspects of the assignment (see below). Good copy templates will be handed out Mon. Jan. 12 Areas of focus are:
1. Map of province/territory showing main cities, capital, land regions and waterways. Label & colour
2. List its two major natural resources
3. Identify three major tourist attractions
4. List three important historical events that took place here
5. Illustrate the provincial/territory flag
6. Identify two major land regions (eg. mountains, natural regions)
7. Explain three interesting facts
8. Main First Nations tribes of the region
1. Map of province/territory showing main cities, capital, land regions and waterways. Label & colour
2. List its two major natural resources
3. Identify three major tourist attractions
4. List three important historical events that took place here
5. Illustrate the provincial/territory flag
6. Identify two major land regions (eg. mountains, natural regions)
7. Explain three interesting facts
8. Main First Nations tribes of the region
Novel Study Activity Sheet List - bracketed dates are when the latest sheet was assigned
These are pages that should be completed within three days and filed in the student's Language yellow duo-tangs.
* Title Page
1. Picking a Novel Sheet - choose 2 books
2. Novel Study Words (Independent choice) Spelling List # 1 - Create your own word search, descriptive sentences
3. Personal Spelling Words (New Words I've Learned) Best descriptive sentence, alphabetical order
4. Novel Study Activity #2 - comprehension, noun, verb and page number
5. Novel Study 2 pg. 2 - Parts of A Novel - how many pages, logo, publisher, spine, What are the following? (Fri. Nov.7)
6. Creative Activity 10C - Acting As A Novel Character: Tips & Basic Planner (due Wed. Nov. 19, Thurs. Nov. 20)
7. Spelling List #3 - 2nd Independent Novel Study List (15 words)
8. What Gifts I'd Buy For My Main Characters
9. Novel Study Activity #6 Movie Poster - movie poster, Super Scan Your Story (Thursday Nov. 27)
10. Novel Character/Setting Sketches - 6 picture and descriptive sections (Monday Dec. 1)
1. Picking a Novel Sheet - choose 2 books
2. Novel Study Words (Independent choice) Spelling List # 1 - Create your own word search, descriptive sentences
3. Personal Spelling Words (New Words I've Learned) Best descriptive sentence, alphabetical order
4. Novel Study Activity #2 - comprehension, noun, verb and page number
5. Novel Study 2 pg. 2 - Parts of A Novel - how many pages, logo, publisher, spine, What are the following? (Fri. Nov.7)
6. Creative Activity 10C - Acting As A Novel Character: Tips & Basic Planner (due Wed. Nov. 19, Thurs. Nov. 20)
7. Spelling List #3 - 2nd Independent Novel Study List (15 words)
8. What Gifts I'd Buy For My Main Characters
9. Novel Study Activity #6 Movie Poster - movie poster, Super Scan Your Story (Thursday Nov. 27)
10. Novel Character/Setting Sketches - 6 picture and descriptive sections (Monday Dec. 1)
Due: Monday Nov. 24
Create a new carton product by using another carton's net. (A net is the carton's shape when opened up)
You must make a new product that's different from the carton you use as a template.
Find a carton and carefully take it apart. Try not to be any bigger than a cereal box size.
Trace your carton's template (A net) on Bristol board supplied in class.
Draw your outside lines in solid lines and the folded lines with dots.
On the other side, design your carton/product. (Plan, sketch, colour and outline in Trend pen, markers are acceptable)
Be sure to include: A product title (brand), logo, blurb, bar code, product information) Refer to another product box for help.
Note: Make it look a close to a "real" carton design as you can. You can also make up your own original product too
Create a new carton product by using another carton's net. (A net is the carton's shape when opened up)
You must make a new product that's different from the carton you use as a template.
Find a carton and carefully take it apart. Try not to be any bigger than a cereal box size.
Trace your carton's template (A net) on Bristol board supplied in class.
Draw your outside lines in solid lines and the folded lines with dots.
On the other side, design your carton/product. (Plan, sketch, colour and outline in Trend pen, markers are acceptable)
Be sure to include: A product title (brand), logo, blurb, bar code, product information) Refer to another product box for help.
Note: Make it look a close to a "real" carton design as you can. You can also make up your own original product too
Performances on Wed. Nov. 19, Thurs. Nov. 20 - Major Final Assignment
Novel Study Character Presentation Criteria
- 1:00 to 1:30 retelling of their novel dressed and acting like a character from their novel.
- Choose a character and tell your storyline from that character's perspective.
- Dress like your character and use a prop
- Add enhancements such as background music, additional props to build atmosphere
- Be sure to:
- include your novel (show the class).
- rehearse your presentation several times to a small audience (time it too so it works within the time frame of 1:00 to 1:30).
- use a dynamic, character voice, speak clearly and with good volume.
- give good eye contact to your audience.
- know your story and don't read a script. Its a performance not a reading.
* Include hooks, setting, character, problem , solution and a well written ending
- use good expressions
Note: Everyone gets nervous. Know you're the class expert on your story and have fun with it.
Nervousness is a sign you want to do a job well.
Novel Study Character Presentation Criteria
- 1:00 to 1:30 retelling of their novel dressed and acting like a character from their novel.
- Choose a character and tell your storyline from that character's perspective.
- Dress like your character and use a prop
- Add enhancements such as background music, additional props to build atmosphere
- Be sure to:
- include your novel (show the class).
- rehearse your presentation several times to a small audience (time it too so it works within the time frame of 1:00 to 1:30).
- use a dynamic, character voice, speak clearly and with good volume.
- give good eye contact to your audience.
- know your story and don't read a script. Its a performance not a reading.
* Include hooks, setting, character, problem , solution and a well written ending
- use good expressions
Note: Everyone gets nervous. Know you're the class expert on your story and have fun with it.
Nervousness is a sign you want to do a job well.
We're well on our way to preparing for our 2015 Ancient Roman Living Museum on Thursday, May 7. The early Britain Roman town of Londinium is steadily materializing and your child has chosen a trade and Latin name. Here is an outline of the expected schedule for your child to experience comfortable, success with this assignment. Support web sites can be found on our class web site (Edu. Sites). Please encourage your child to ask questions and please feel free to email with any questions you may have.
Week of April 20 to 24 - Complete skill/product part of the project. Please take 3 to 10 pictures and develop them.
Week of April 27 - May 1 - Complete medieval trade costume.
May 5 - Students to bring in their costumes to have their pictures taken.
May 3 to 6 - Market stall to be completed
Thurs. May 7 - School Visits (1:00 to 3:15) and Community Visits (3:45 to 5:00)
The Ancient Roman Living Market - The student desks will be arranged to resemble a Roman forum and our students will be the trades people in market stalls. Students are to present a trade/profession persona by creating an authentic costume, an authentic looking product, a market stall covering with guild crest and act in 'Roman citizen persona' for this presentation. There is no written information needed for this project, although in class students will continue to complete work sheets that are directly related that will support the students in preparing for their roles. These will be kept in their black Ancient Roman unit duo-tangs.
We will spend a good amount of class time organizing and preparing the students for their dramatic roles as medieval characters ('personas'). The students will line the sides of our forum pretending to sell their wares and services during the presentation. Visitors can walk the streets and ask questions to the student actors who will remain in 'persona' (character). We are inviting other classes to visit this day as well and expect close to five hundred visitors in all. Students will also learn several Latin phrases to use at the open house.
NOTE: There are no display boards, written sheets or booklets that need to be done. As discussed with the kids, it's like a reenactment, and they are dressing up as authentic Roman trades people. Students will be assessed on their authentic costume, their project/tool workmanship, dramatic role as an ancient Roman trades person and their eye pleasing market stall decor.
Week of April 20 to 24 - Complete skill/product part of the project. Please take 3 to 10 pictures and develop them.
Week of April 27 - May 1 - Complete medieval trade costume.
May 5 - Students to bring in their costumes to have their pictures taken.
May 3 to 6 - Market stall to be completed
Thurs. May 7 - School Visits (1:00 to 3:15) and Community Visits (3:45 to 5:00)
The Ancient Roman Living Market - The student desks will be arranged to resemble a Roman forum and our students will be the trades people in market stalls. Students are to present a trade/profession persona by creating an authentic costume, an authentic looking product, a market stall covering with guild crest and act in 'Roman citizen persona' for this presentation. There is no written information needed for this project, although in class students will continue to complete work sheets that are directly related that will support the students in preparing for their roles. These will be kept in their black Ancient Roman unit duo-tangs.
We will spend a good amount of class time organizing and preparing the students for their dramatic roles as medieval characters ('personas'). The students will line the sides of our forum pretending to sell their wares and services during the presentation. Visitors can walk the streets and ask questions to the student actors who will remain in 'persona' (character). We are inviting other classes to visit this day as well and expect close to five hundred visitors in all. Students will also learn several Latin phrases to use at the open house.
NOTE: There are no display boards, written sheets or booklets that need to be done. As discussed with the kids, it's like a reenactment, and they are dressing up as authentic Roman trades people. Students will be assessed on their authentic costume, their project/tool workmanship, dramatic role as an ancient Roman trades person and their eye pleasing market stall decor.
The Three Responsibilities for students to complete their project are:
A Roman citizen character costume - authentic looking costume with a Latin name (Livius, Maximus) and a personality to match.
An authentic product/or tool - that this character would use or make to be displayed in the forum.
IMPORTANT NOTE: This year students are encouraged to receive skill development on their trade from an expert to enhance their understanding. eg. a student choosing to be a blacksmith by trade may need to visit a "real" blacksmith to learn some trade skills, a student choosing to be a Roman potter may choose to make an amphora at a skilled potter's workshop using a kiln. Take 3 to 10 pictures (developed) to share in a small booklet at our open house.
Market stall decor for their desk - (cloth, linen towel) to decorate their desk. Students are to include a Latin symbol or name of their profession) to advertise their stall. We look forward to another authentic learning event. It will be an experience they will always remember. We expect over 500 visitors this year which may include students, family members, media, professors, teachers and other community members.
A Roman citizen character costume - authentic looking costume with a Latin name (Livius, Maximus) and a personality to match.
An authentic product/or tool - that this character would use or make to be displayed in the forum.
IMPORTANT NOTE: This year students are encouraged to receive skill development on their trade from an expert to enhance their understanding. eg. a student choosing to be a blacksmith by trade may need to visit a "real" blacksmith to learn some trade skills, a student choosing to be a Roman potter may choose to make an amphora at a skilled potter's workshop using a kiln. Take 3 to 10 pictures (developed) to share in a small booklet at our open house.
Market stall decor for their desk - (cloth, linen towel) to decorate their desk. Students are to include a Latin symbol or name of their profession) to advertise their stall. We look forward to another authentic learning event. It will be an experience they will always remember. We expect over 500 visitors this year which may include students, family members, media, professors, teachers and other community members.
Gr. 5 - Three Levels of Government Test - Wed. Feb. 12
See spiral bound booklet called London, Ontario Canada (everything is there)
Need to know:
1.) Canada is a democracy and a parliamentary style government
2.) Understand each level: federal (national), provincial, municipal
3.) Know examples of service responsibilities for each government level (e.g. postal = federal, education = Provincial
4.) Know glossary terms (e.g. civil servant, majority, minority)
5.) Identify important elements of each level (e.g. House of commons, legislative assembly)
6.) Name one prime minister and explain their importance in Canadian history (e.g. see your assignment)
7.) Identify positions in government and name who fills that present position. (Joe Fontana is mayor of London)
Be sure to check your notes and be sure that you have all them completed accuractely.
See spiral bound booklet called London, Ontario Canada (everything is there)
Need to know:
1.) Canada is a democracy and a parliamentary style government
2.) Understand each level: federal (national), provincial, municipal
3.) Know examples of service responsibilities for each government level (e.g. postal = federal, education = Provincial
4.) Know glossary terms (e.g. civil servant, majority, minority)
5.) Identify important elements of each level (e.g. House of commons, legislative assembly)
6.) Name one prime minister and explain their importance in Canadian history (e.g. see your assignment)
7.) Identify positions in government and name who fills that present position. (Joe Fontana is mayor of London)
Be sure to check your notes and be sure that you have all them completed accuractely.
The ISP is an assignment, above and beyond the regular classroom assignments and activities. It is intended as an enrichment project for highly motivated or gifted students. Listed below is the criteria for the ISP with intended schedule deadlines. Visit this page regularly to receive updates, tips and additional criteria extensions.
A1.) Choose your topic. List several topics that appeal to your passions, do some reading to see if the subject matter really perks
your interests and if there's a reasonable amount of information available to do in depth research on.
A2.) Conference with your teacher. (before Dec. 22) Be sure to have some references available to share. Be sure to read over the
criteria and have an idea of what you will do for each assignment within the criteria.
A3.) Begin your research seeking out books, articles and primary internet sites that will be a good resources for your ISP journey.
A4.) Non-fiction book. Select six sub topics to write your own book chapters. Each chapter should be at least four pages typed
(14 font), double spaced. Refer to other published books related to your topic to get an idea on what chapters can be written on.
You may want to change your sub topic (chapter) or even narrow down your book topic to a specific theme.
A5.) Conference with your teacher. (before Jan. 30) List your six chapters (sub topics) and if you feel you'd like to add additional
chapters please notify your teacher at this time.
A6.) Conference with your teacher with your chapter drafts. (Mon. March 3)
B) Visit a significant place that has a significant connection to your topic. Include a brief log of your visit and include at least two
photos.
C) Create a map that pertains to one aspects of your topic. Be sure to sketch, include title, a legend and colour.
D) Interview a leader or a personality that is an expert in the field of your topic. Prepare interview questions, record your interview,
then type out a transcript of your full interview. Be sure to include a photo of you and your personality. Tip: You may want to
contact this person well in advance to be sure you can schedule an interview. This can also be completed at the time of your
significant place visit. To see an example click here
E) Design and produce a creative chart (pie, bar, line) that can give insight into an aspect of your topic. This is not a typical chart
but rather a creative chart that exhibits your design and artistic capabilities.
F) Complete a book, web site or media report on your topic. Although you will be reading a variety of resources choose one and
complete.
G) Design and produce an interesting fact page. Include at least six interesting facts, then sketch and colour illustrations to go
with each fact.
H) Your choice. Anything you'd like to include in your ISP? This is your chance.
I) Include a bibliography of resources. Categorize your resources as either primary or secondary resources.
J) Compile a glossary of words that directly relates to your topic.
ISP due date is:
If you have any questions don't hesitate to ask. Although conference times are scheduled, these are formal meetings. There will be tutorials on specific ISP criteria (B through J) starting after Jan. 30. If you're working on your ISP at home and have questions, have your parents send me an email and I'll answer them as soon as I'm able. Good luck!
your interests and if there's a reasonable amount of information available to do in depth research on.
A2.) Conference with your teacher. (before Dec. 22) Be sure to have some references available to share. Be sure to read over the
criteria and have an idea of what you will do for each assignment within the criteria.
A3.) Begin your research seeking out books, articles and primary internet sites that will be a good resources for your ISP journey.
A4.) Non-fiction book. Select six sub topics to write your own book chapters. Each chapter should be at least four pages typed
(14 font), double spaced. Refer to other published books related to your topic to get an idea on what chapters can be written on.
You may want to change your sub topic (chapter) or even narrow down your book topic to a specific theme.
A5.) Conference with your teacher. (before Jan. 30) List your six chapters (sub topics) and if you feel you'd like to add additional
chapters please notify your teacher at this time.
A6.) Conference with your teacher with your chapter drafts. (Mon. March 3)
B) Visit a significant place that has a significant connection to your topic. Include a brief log of your visit and include at least two
photos.
C) Create a map that pertains to one aspects of your topic. Be sure to sketch, include title, a legend and colour.
D) Interview a leader or a personality that is an expert in the field of your topic. Prepare interview questions, record your interview,
then type out a transcript of your full interview. Be sure to include a photo of you and your personality. Tip: You may want to
contact this person well in advance to be sure you can schedule an interview. This can also be completed at the time of your
significant place visit. To see an example click here
E) Design and produce a creative chart (pie, bar, line) that can give insight into an aspect of your topic. This is not a typical chart
but rather a creative chart that exhibits your design and artistic capabilities.
F) Complete a book, web site or media report on your topic. Although you will be reading a variety of resources choose one and
complete.
G) Design and produce an interesting fact page. Include at least six interesting facts, then sketch and colour illustrations to go
with each fact.
H) Your choice. Anything you'd like to include in your ISP? This is your chance.
I) Include a bibliography of resources. Categorize your resources as either primary or secondary resources.
J) Compile a glossary of words that directly relates to your topic.
ISP due date is:
If you have any questions don't hesitate to ask. Although conference times are scheduled, these are formal meetings. There will be tutorials on specific ISP criteria (B through J) starting after Jan. 30. If you're working on your ISP at home and have questions, have your parents send me an email and I'll answer them as soon as I'm able. Good luck!