Grade Five Project Collection

Teacher Librarian - Denise Rossmo-Wiegers
Attach Planning Template :
Project Title
Geographic Regions of Canada & First Nations Early Life
School / Teacher Name
Wildwood - Tricia Glova
Grade Level
5
Subject Area
Social Studies
Essential Question
(Drives instruction for the whole unit)
How did the attributes of the different geographic regions of Canada affect how the First Nations groups lived long ago?.
Assessment Tools: (i.e Rubric)

Other Supporting Documents

Culminating Project
student photostory
Link to Teacher or Classroom Blog
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Teacher Librarian - Dawn Opheim
Attach Planning Template :
Project Title
Can We Fix It?
School / Teacher Name
Pleasant Hill/Jori Baptist
Grade Level
4/5
Subject Area
Science
Essential Question
(Drives instruction for the whole unit)
Why are simple and complex machines so important?
How have natural and man-made forces and simple machines impacted individuals, societies and the environment?
How can we preserve or repair existing habitats from the damage humans/machines have caused?
Do the benefits of machines outweigh the negative effects on the environment?
Assessment Tools: (i.e Rubric)
Inquiry folders, discussion and chart paper, brochure rubric
Other Supporting Documents

Culminating Project
Brochure on burrowing owls or simple/complex machines
Link to Teacher or Classroom Blog
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Teacher Librarian - Sheena Hushagen
Attach Planning Template :
Project Title
You're Canadian, eh?
School / Teacher Name
Ecole Victoria School/ Russ Munkler
Grade Level
Grade 4/5
Subject Area
Social Studies
Essential Question
(Drives instruction for the whole unit)
What does it mean to be an engaged Canadian citizen
Assessment Tools: (i.e Rubric)
surveys, venn diagrams, rubrics, checklists, work samples
Other Supporting Documents

Culminating Project
representation explaining how they are engaged Canadians (poems, videos, voice threads
Link to Teacher or Classroom Blog
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Teacher Librarian - A.L. Robbins Jakes
Attach Planning Template :
Project Title
Heroes
School / Teacher Name
Sheryl Hamilton - College Park
Grade Level
4/5
Subject Area
Language Arts
Essential Question
(Drives instruction for the whole unit)

What is a "hero"? What makes a hero?

Assessment Tools: (i.e Rubric)
peer and self assessment, classroom discussions/involvement in frontloading lessons, rubric(s)
Other Supporting Documents
See planning template.

Culminating project
Students will create their own version of the "ultimate" hero (highlighting a wish, or passion for others) and present their creation at a Celebration of Learning to other grades. As well as an oral component where the students will share a bag of artifacts/clothing that help to describe their hero, students will highlight their hero's characteristics/contributions using the digital presentation tool Prezi. If time permits students will also create a VOKI to explain why they are indeed a legitimate hero and why they could be included in a 2014 collection of books on new "heroes." Three examples of Prezi - Ultimate Hero presentations:

http://prezi.com/n1z0tds9qw8u/?utm_campaign=share&utm_medium=copy

http://prezi.com/dyvhosegunub/?utm_campaign=share&utm_medium=copy&rc=ex0share

http://prezi.com/x7nrhc7eovf8/?utm_campaign=share&utm_medium=copy&rc=ex0share
Link to Teacher or Classroom Blog
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Teacher Librarian - Mrs. Ruth Elliott
Attach Planning Template :
Project Title
Global issues with Natural Resources
School / Teacher Name
Coralee Cuming-Klassen
Grade Level
Grade 5 & 6
Subject Area
Social Studies
Essential Question
(Drives instruction for the whole unit)
How does resource development and use contribute to the "haves" and the "have-nots" of society? (wealth, power, authority, poverty)
Assessment Tools: (i.e Rubric)

Other Supporting Documents

Culminating Project



Link to Teacher or Classroom Blog
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Teacher Librarian -Marge Roszell
Attach Planning Template :
Project Title

School / Teacher Name
Dundonald - Cindy Nienaber
Grade Level
Grade 5
Subject Area
Social Studies
Essential Question
(Drives instruction for the whole unit)
How are we all treaty people?
Students generated questions of their own under this umbrella.Capture.JPG 1.JPGCapture.JPG 2.JPGCapture.JPG 3.JPG
Assessment Tools: (i.e Rubric)
co-constructed rubrics for online products and oral presentations, conversations, products,


rubricsnip.JPGCapture.JPG
Other Supporting Documents
OTC site,
Culminating Project
student choice - photostory, prezi, newsletter, Fakebook,poster,
Teacher Librarian - Najla Akl
Attach Planning Template :
Project Title
Identity, Realism and
Metaphor: Digital Narrative Identity Texts on Immigration or Study-Abroad
Experiences by Middle Years EAL Students
School / Teacher Name
Brunskill school/ Megan Chan
Grade Level
5-8 EAL
Subject Area
Health/Social Studies
Essential Question
(Drives instruction for the whole unit)
How might students’ identity and experiences be
affirmed and valued within our school?
Assessment Tools: (i.e Rubric)
Co-construct rubric for digital narrative, student self assessment & peer assessment
- Use of Bloom’s Taxonomy – Classroom observations will provide evidence of learning, beginning at the ‘remembering’ stage, gradually moving up toward more complex and involved tasks, such as analyzing and creating/evaluating.


Other Supporting Documents
are the following websites to support learning:
http://www.shauntan.net/books/the-arrival.html http://www.youtube.com/watch?v=ToRVZZeYLoQ – Making Visual Narratives: Using Shaun Tan’s Book The Arrival in the classroom
http://www.scholastic.com/browse/video.jsp?pID=1640183585&bcpid=1640183585&bclid=1683701965&bctid=1688353686 http://www.shauntan.net/about.html
http://www.thelostthing.com/
||
Culminating Project
Each student will create a personal digital narrative using imovie on ipads
Link to Teacher or Classroom Blog
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Link to Teacher-Librarian's Blog

Teacher Librarian - A.L. Robbins Jakes
Attach Planning Template :
Project Title
Learning About Mysteries
School / Teacher Name
Ecole College Park/ Jim Hrycuik
Grade Level
Grade 5/6
Subject Area
ELA
Essential Question
(Drives instruction for the whole unit)
How are mystery stories told? How will my mystery story writing capture and engage my audience?
Assessment Tools: (i.e Rubric)
-rubrics created as guidelines for story writing and story trailers
- teacher/student conferences with each student to discuss elements of story development during writing and editing phase
Other Supporting Documents
See Inquiry planning template for details and progression of unit
Culminating Project
Students will create a "story" trailer to showcase mini-mystery stories written using The Mysteries of Harris Burdick by Chris Van Allsburg as motivators. To be shared at "Celebration of Learning" with care-partners. Here are a couple of story trailers:
http://animoto.com/play/zIJ2HC8g2rxfBR93xPDUGg
http://animoto.com/play/TfcelnCTodvluttZbpVlhw
Link to Teacher or Classroom Blog
......... ......................................................
Teacher Librarian - Denise Rossmo-Wiegers
Attach Planning Template :
Project Title
Newcomers to Canada
School / Teacher Name
Roland Michener / Warren Hay
Grade Level
Grade 5
Subject Area
Social Studies
Essential Question
(Drives instruction for the whole unit)
What motivates newcomers to come to Canada?
Assessment Tools: (i.e Rubric)

Other Supporting Documents

Culminating Project
Students will create a photostory highlighting various reasons why people choose to move to Canada.
Student Projects
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Teacher Librarian - Tanya Beattie
Attach Planning Template : We used GoogleDoc for planning. See description here - http://reflectingandsharing.blogspot.ca/2013/12/inquiry-project-fall-2013.html
Project Title
Injustice Inquiry
School / Teacher Name
Brevoort Park - Julie Hrynchyshyn
North Park Wilson - Carly Brown
Grade Level
Grade 5/6
Subject Area
Social Studies / ELA
Essential Question
(Drives instruction for the whole unit)
Driving Question - Injustice.jpg
Assessment Tools: (i.e Rubric)
Checklists
Self-Assessments
Peer-Assessments
Final Project rubric
Observations
Documentation of participation
Measure student understanding from oral answers and written responses
Other
Curricular Outcomes
Outcome PA6.3 (Power & Authority) Explore examples and explain how people, such as ethnic minority groups, the disabled, youth, and the elderly, may be affected by injustice or abuses of power
See partial listing of curricular connections and supporting documents in blog post (link to blog). Complete list in GoogleDoc.
PollEverywhere - used to determine student opinion and our starting point (see poll questions)
Comic Life (available on all SPS computers) - used to display student wonders and sub-questions (see student work samples)
Lino - used to determine student comprehension of the purpose of each text feature (see student work samples)
Tagxedo - used to create visual representations of meaningful words connected to their thoughts and feelings (see student work samples)
Culminating Project
The students wanted to bring awareness to injustice in their community. Students wrote a poem connected to ableism, ageism, classism, racism, or sexism. Each student wrote the poem as if they had experienced the injustice. They decided which words and phrases in their poem were the most powerful, and created a visual representation of these words and phrases using Tagxedo. Students were recorded as they read their spoken word poems. Videos were created using photostory. The videos were posted to each school`s YouTube channel and were then showcased on the school LibGuides.

(North Park - http://elementarylibguides.spsd.sk.ca/studentlearning, Brevoort Park - http://elementarylibguides.spsd.sk.ca/bpkSTUDENTLEARNING)
Student projects:
.n Libguide.JPG.....................B Libguide.JPG.................................................................................................
Link to Reflecting and Sharing Blog
reflectingandsharing.JPG
Teacher Librarian - Tamzen Kulyk
Attach Planning Template :
Project Title
Global Warming
School / Teacher Name
Hugh Cairns/Kevin Nelson
Grade Level
4/5
Subject Area
Social Studies
Essential Question
(Drives instruction for the whole unit)
Should people care about global warming? Why or why not?

Assessment Tools: (i.e Rubric)
Anecdotal notes
Blog
Graphic Organizer
Jot Notes
questions
self and peer assessment
Other Supporting Documents

Culminating Project
To be determined by students
Link to Teacher or classroom Blog
http://elementarylibguides.spsd.sk.ca/aecontent.php?pid=290200&sid=3503654

.........
Teacher Librarian - Yvonne Denomy
Attach Planning Template :
Project Title
Why are stories important?
School / Teacher Name
Ecole Victoria School / Kelly Gibson
Grade Level
5/6---
Subject Area
English Language Arts
Essential Question (Drives instruction for the whole unit)
Why are stories important? How are stories shared?
Assessment Tools: (i.e Rubric)
To be co-constructed "What does quality look like?" with students
Other Supporting Documents
Major key resources: Ruby Bridges Through My Eyes
Culminating Project
Create a museum box to curate a life story in at least 3 different ways ---- not yet completed as of sharing day. Will upload a project as one is completed. However, here are a few mini challenges to date:
Opinion about a Ruby statue writing project
Voki-perspective writing (Write Ruby's story from another perspective).--embeddiing is giving an odd code so just follow link to page and check out J.V.
for a great example.
http://www.voki.com/php/classroom/PLPP/key=c28471baeb3b625e7dabeaacba4259b0
Ruby Statue writing sample 4.JPG
Link to Teacher or classroom Blog
...........................................................................................................................
Link to TL's Blog
Why are stories important?
Teacher Librarian -Najla Akl
Attach Planning Template :
Project Title -
Saskatchewan
School / Teacher Name -
Vincent Massey/Lindsay Perrin
Grade Level -
4/5
Subject Area -
Social
Essential Question (Drives instruction for the whole unit) -
Why is agriculture important to the culture and economy of Saskatchewan?
Assessment Tools: (i.e Rubric) -
Rubric, checklists, assignments, inquiry folder, observations and conferences
Other Supporting Documents
Agriculture in the Classroom resource - The Heart of Saskatchewan's Past, Present and Future
Culminating Project
poster and presentation outlining their ques and what they learned, shared with the class and videotaped
Link to Teacher or classroom Blog
...................
Teacher Librarian - Sheena Hushagen
Attach Planning Template : Grade 5 Human Body Systems
Project Title
Human Body Systems
School / Teacher Name
Princess Alexandra - Laura Schill; Mayfair - Millicent Watson
Grade Level
5
Subject Area
Science
Essential Question (Drives instruction for the whole unit)
How is your body a machine?
Assessment Tools: (i.e Rubric)
Checklists, Rubric, Ancedotal Records, Group Assessments, Self Assessments/Evaluations,
Other Supporting Documents
Graphic Organizers, Websites, Print and Human Resources,
Culminating Project
Students will create a representation of at least two body systems how they function and
how they are interdependent to each other to make the body work like a machine
Link to Teacher or classroom Blog
...........................................................................................................................
Link to TL's Blog
http://shushagain.blogspot.ca/
Teacher Librarian - Paul Bazin
Attach PlanningTemplate:
2012-11-28 10.57.36.jpg
Project Title
Building a Community
School / Teacher Name
Lakeview School - Alyssa Goodwin
Grade Level
5 English
Subject Area
Social Studies/ELA
Essential Question (Drives instruction for the whole unit)
How do we know if a community is robust, wholesome and strong?
Assessment Tools: (i.e Rubric)
Checklists
Storyboards
Self-Assessments
Peer-Assessments
Rubrics
Other Supporting Documents
Graphic organizers
Websites
Exemplars
Print Resources
Electronic Resources
Culminating Project
Mid-Way: informational multimedia presentation created for students and community members
Final: Community action and infographic to bring information public.
Link to Teacher or classroom Blog
..........................................................................................................
Link to TL's Blog
http://cpbwsk.edublogs.org/
Teacher-Librarian:Jan Harrison
Designing Student-Performance Tasks Template (Doc):
Project Summary:
Project Title
Historical Fiction Literature Circles
School / Teacher Name
Megan Hernberg
Grade Level
Grades 5/6
Content Area
Language Arts/Social Studies
Driving Question
How will reading and studying picture books about historical social injustices impact our future perspectives and actions?
Scenario Task
Collect significant artifacts from your story's time period.
TYPE of Communication
Persuasive- Documentary
MODE of Communication
Museum Box
Student Digital Product
Museum Box
Other Supporting Documents
Encounter Museum Box
Teacher-Librarian:
Designing Student-Performance Tasks Template (Doc):
health inquiry project.doc
health inquiry project.doc
health inquiry project.doc

Project Summary:

Project Title
Life Choices and Health
School / Teacher Name
V.M.C.S.- Rob Friesen
Grade Level
5
Content Area
Science
Driving Question
How do peoples' choices in life affect their overall health.
Scenario Task
learn about the 4 main aspects of health. Survey a person with life
experience on how life choices have affected his/her health. Write a health
biography for this person. Make a photo story where you are telling the story
as if it was your own.
TYPE of Communication
narrative
MODE of Communication
photo story
Student Digital Product
photo story - this is my life
Other Supporting Documents
Teacher-Librarian - Jan Harrison
Designing Student-Performance Tasks Template (Doc/PDF):
Project Summary:
Corkboard Questions
Corkboard Project Ideas
Project Title
Understanding the Impact of Residential Schools in SK
School / Teacher Name
Brownell / Megan Hernberg
Grade Level
5/6
Content Area
Social Studies
Driving Question
How do First Nations stories influence/impact our present and future actions?
Scenario Task
To inform societal views, educate and evoke empathy for injustices, and provide a platform for expert feedback.
TYPE of Communication
Docudrama
MODE of Communication
PhotoStory
Student Digital Product

Other Supporting Documents

Teacher-Librarian - Marge Roszell
Designing Student-Performance Tasks Template (Doc/PDF):
Project Summary:
Corkboard ideas
Corkboard questions
Project Title
Be the Change
School / Teacher Name
Princess Alexandra/ C.L. Hayden
Grade Level
Gr. 5/6
Content Area
ELA/SS
Driving Question
What are our personal strengths and how can we use them to make the world a better place?
Scenario Task
Assume the role of ___ and use your personal strengths in order to help. Come up with a plan to make a difference
in their lives and make their world a better place.
TYPE of Communication
Persuasion
MODE of Communication
Written work,Wordle, Pod Cast, Photo Story, Power Point
Student Digital Product

Other Supporting Documents


Teacher Librarian - Najla Akl
Designing Student-Performance Tasks Template (Doc/PDF):
Project Summary:
Corkboard for Questions:
Corkboard for Project Ideas:
Project Title
xxxxxxxx
School / Teacher Name
Vincent Massey/ Rob Friesen
Grade Level
Gr. 5
Content Area
Social Studies
Driving Question
How would you deternine, and what would you consider, in recommending to new immigrant families where to settle in Canada?
Scenario Task
Students co-construct a survey for new immigrant families to complete which will list important considerations faced by these families when they choose where to settle in Canada. Based on this, students will gather information on an individual province, and compare/contrast with what they know of Saskatchewan. The students are eventually to make a decision and make a recommendation on where their family should settle.
TYPE of Communication
Students will compare and contrast information collected on their particular province, with information on Saskatchewan. Positive and negative considerations serve as persuasive arguments for students to arrive at a final destination choice.
MODE of Communication
We will produce a docudrama for each group (pairs of students). The students will film each part of the project showing the process as they go through it, starting from the first lesson. At the end they can use the video to create the docudrama. Interviews with their immigrant families could be a part of this.
Student Digital Product

Teacher Librarian - Marge Roszell
Designing Student-Performance Tasks Template (Doc/PDF):
DESIGNING+student+task+2010 Wilkinson.pdf
DESIGNING+student+task+2010 Wilkinson.pdf
DESIGNING+student+task+2010 Wilkinson.pdf

Project Summary:
Corkboard Me - Ideas
CorkboardMe - Questions

Project Title
xxxxxxxx
School / Teacher Name
Dundonald/Deb Wilkinson
Grade Level
5
Content Area
Social Studies
Driving Question
How have Canadian laws shaped the lives of its people?
Scenario Task
- Treaty museum curator
- Buffalo point of view
- Crown point of view
- Elder point of view
TYPE of Communication
persuasive and narrative
MODE of Communication
Teacher Librarian - Irene Kindrachuk
Designing Student-Performance Tasks Template (Doc/PDF):
Jodi's HEAT Design Template 1.doc
Jodi's HEAT Design Template 1.doc
Jodi's HEAT Design Template 1.doc

Corkboard Ideas
Question Corkboard
Project Summary
Project Title
Interactions and Interdependence of Nations
School / Teacher Name
Lawson Heights/Jodi Brissaw
Grade Level
Gr. 5/6
Content Area
Social Studies
Driving Question
How do relationships affect us globally and locally?
Scenario Task
Who am I? What is my identity docudrama
TYPE of Communication
Video
MODE of Communication
Docudrama
Student Digital Product

Other Supporting Documents
Teacher Lesson.docx
Teacher Lesson.docx
Teacher Lesson.docx
Student Learning Profile.docx
Student Learning Profile.docx
Student Learning Profile.docx

Docudrama Rubric w.docx
Docudrama Rubric w.docx
Docudrama Rubric w.docx

Elem_StoryBoard_Template[1].pdf
Elem_StoryBoard_Template[1].pdf
Elem_StoryBoard_Template[1].pdf
Technology Support Person -
Designing Student-Performance Tasks Template (Doc):
Project Summary:

Project Title
Simple Machines Inquiry
School / Teacher Name
Buena Vista - Danny Jutras
Grade Level
Grade 5
Content Area
Science
Driving Question
Can we effectively use media to capture/advertise learning?
Scenario Task

TYPE of Communication
Persuasive
MODE of Communication
iMovie
Student Digital Product

Technology Support Person - Lisa Proctor
Designing Student-Performance Tasks Template (Doc):
Project Summary:

Project Title
Cross Grade Book Trailers
School / Teacher Name
John Lake/Eruero/Lowe
Grade Level
Grade 4/5 and 7/8
Content Area
ELA
Driving Question
Read and Represent their understandings of a fictional text of their choice
Scenario Task

TYPE of Communication
Describe/Conclude (Persuasive)
MODE of Communication
Various (i-movie, windows movie maker, powerpoint, animoto)
Student Digital Product
Grade 4 Product
http://youtu.be/vrjYHfVn4XE
Grade 7/8 Product
http://www.youtube.com/watch?v=U33xMVIbo08&feature=player_embedded
Other Supporting Documents

Designing Student-Performance Tasks Template (Doc):
Project Summary:
Students will create their own town based on certain criteria to be placed in Fort Selkirk Canada (Yukon) and they will have to present their town to a board from a larger corporation with a mining interest as well as in interest in a second industry
Project Title
Town Planner
School / Teacher Name
John Lake/Angela Eruero
Grade Level
4/5
Content Area
Social/LA
Driving Question
What is needed to create a sustainable town within a northern Canadian community?
Scenario Task
Students were given a 500 population town in northern Yukon near Fort Selkirk and challenged to create a town plan that included mapping then present their decisions to the 'Fairenuff' corporation that consisted of teachers, parents and interested townspeople (peers)
TYPE of Communication
Persuasive
MODE of Communication
Modelling, commercial, powerpoint, WHATEVER they chose
Student Digital Product
commercial and powerpoint
Other Supporting Documents
there is a movie/commercial that is too large to place on here...

Technology Support Person - Shari Williams
Designing Student-Performance TasksTemplate(Doc):
Project Summary: Students learned about different human rights through the study of a variety of texts. They made comparisons/ contrasts, and made connections. Students showed their final connection to a human right of their choice by creating a comic life that presents a violation of a human right, and then shows a resolution.
Project Title
Human Rights in Comics
School / Teacher Name
Forest Grove School - Shari Williams
Grade Level
5
Content Area
Language Arts
Driving Question
How will students show text to self or text to world connections to human rights that have been studied.
Scenario Task
You have come across a human rght that has been violated, and must resolve the conflict in a Comic Life presentation.
TYPE of Communication
Persuasive
MODE of Communication
Comic Life
Student Digital Product



Other Supporting Documents