Grade+Eight+Project+Collection

=Grade Eight Project Collection= (Drives instruction for the whole unit) || How can I influence government or other authority to be responsive to my concerns, wants, and needs? || Alan's Project Jonas's Project || (Drives instruction for the whole unit) || **Is protecting our natural resources important?** [] (Drives instruction for the whole unit) || **What are our responsibilities to others?** || Peer-Assessments Final Project rubric Observations Documentation of participation Measure student understanding from oral answers and written responses || = [|Reflecting and Sharing] = ................................................................................................ || (Drives instruction for the whole unit) || How do I lead so others will follow? || (Drives instruction for the whole unit) || What makes a good story? ||
 * Teacher Librarian - Diane Barsi**
 * Attach Planning** **Template** **:[[file:Inquiry Planning Template_blankGrade 8 adams.docx]][[file:Grade 8 Inquiry Project.docx]]**
 * Project Title || What's Your Passion? ||
 * School / Teacher Name || Holliston, Phil Adams ||
 * Grade Level || 8 ||
 * Subject Area || Social Studies/Language Arts ||
 * Essential Question
 * Assessment Tools: (i.e Rubric) || [[file:Rubric Inquiry.docx]][[file:Presentation rubric.docx]][[file:Inquiry Self Reflection.docx]] ||
 * Other Supporting Documents || [|What's Your Passion padlet] ||
 * Culminating Project || Using a digital presentation of choice students will persuade gov't or other authority of need for change or for maintaining status quo.
 * Link to Teacher or Classroom Blog || ........................................................................................................................... ||
 * Teacher Librarian -Shawn Johnson**
 * Attach Planning** **Template** **:[[file:Assessment for Science Inquiry Project 7&8.docx]][[file:Toor Inquiry Project Spring 2014 for wiki (3).docx]]**
 * Project Title || Water/Soil Inquiry ||
 * School / Teacher Name || Alvin Buckwold/Kendra Toor ||
 * Grade Level || 7/8 ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">Subject Area || Science ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">Essential Question
 * What are the societal and environmental impacts of historical and current catastrophic geological events?** ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">Assessment Tools: (i.e Rubric) ||  ||
 * Teacher Librarian - Tanya Beattie**
 * Attach Planning** **Template** **:** We used GoogleDoc for planning. See description here -
 * <span style="font-family: Arial,Helvetica,sans-serif;">Project Title || Holocaust Inquiry (Social, Cultural, Historical Contexts - JUSTICE/ HEROES) ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">School / Teacher Name || Gillian McPhail (BVP) & Michelle Gossen (NPW) ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">Grade Level || 8 ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">Subject Area || ELA ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">Essential Question
 * <span style="font-family: Arial,Helvetica,sans-serif;">Assessment Tools: (i.e Rubric) || ChecklistsSelf-Assessments
 * <span style="font-family: Arial,Helvetica,sans-serif;">Other Supporting Documents || see blog for details ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">Culminating Project || see blog for details ||
 * Link to Reflecting and Sharing Blog || ...
 * Teacher Librarian - Sheena Hushagen**
 * Attach Planning** **Template** **:**
 * <span style="font-family: Arial,Helvetica,sans-serif;">Project Title || Social Responsibility - Personal Choice or Societal Obligation? ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">School / Teacher Name || Ecole Victoria ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">Grade Level || 7 and 8 ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">Subject Area || English Language Arts ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">Essential Question
 * <span style="font-family: Arial,Helvetica,sans-serif;">Assessment Tools: (i.e Rubric) || rubric, surveys, ancedotal records, co-constructed criteria, ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">Other Supporting Documents ||  ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">Culminating Project || Public Service Announcements ||
 * Link to Teacher or Classroom Blog || ..mmmmmmmayomemme.mm.............................................mm.......................................................................... ||
 * Link to Teacher-Librarian's Blog || notjustalibrarian.blogspot.com (teacher blog) mmemayo.blogspot.ca ||
 * Teacher Librarian - Charles Paul Bazin Webster**
 * Attach Planning** **Template** **:**
 * <span style="font-family: Arial,Helvetica,sans-serif;">Project Title || Literacy Inquiry ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">School / Teacher Name || École Lakeview / Erica Baldo ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">Grade Level || 8 French Immersion ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">Subject Area || French Language Arts ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">Essential Question
 * <span style="font-family: Arial,Helvetica,sans-serif;">Assessment Tools: (i.e Rubric) || [[file:Évaluation Bande-Dessinée.docx]][[file:Bande-dessinée.docx]] ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">Other Supporting Documents || Student writing sample:



Student conferences with teacher (in the internet achive):

[]

[] || .................................................................................................................. || <span style="font-family: Arial,Helvetica,sans-serif;">(Drives instruction for the whole unit) || How well do you know yourself and your personal limits? (Grade 7) Kid speak -Do you know your limits? à Where is your stupid line? How does knowing yourself and your personal limits help you influence and support others? (Grade 8 ) STUDENT CREATED QUESTIONS AS WELL: Using: || [] cludes...................... || <span style="font-family: Arial,Helvetica,sans-serif;">(Drives instruction for the whole unit) || What are you willing to do to stand up for what you believe in? || .................................................................................................................. || <span style="font-family: Arial,Helvetica,sans-serif;">(Drives instruction for the whole unit) || ** How **** can individuals promote awareness of Social Justice Issues? ** || .................................................................................................................. ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">Culminating Project || Creating their own original multiple paragraph piece of writing and representing a section of the work using whichever visual tool they prefer to enhance their story. ||
 * Link to Teacher or classroom Blog || .........
 * Link to TL's Blog || [] ||
 * Teacher Librarian - Lisa Proctor**
 * Attach Planning** **Template** **:[[file:Inquiry+Planning+Template mitch .docx]]**
 * <span style="font-family: Arial,Helvetica,sans-serif;">Project Title || Exploring Personal Limits ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">School / Teacher Name || John Lake/Mitch Lowe ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">Grade Level || grade 7 and Grade 8 ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">Subject Area || Health ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">Essential Questions (for each grade)
 * <span style="font-family: Arial,Helvetica,sans-serif;">Assessment Tools: (i.e Rubric) || [[file:PSA rubric - modified from digitales.docx]] ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">Other Supporting Documents || [[file:PMI chart.docx]][[file:Criteria of an Effective PSA.docx]][[file:capture of persuasive writing concept map.docx]] ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">Culminating Project || Creation of a PSA that could be shared with Sask Health ||
 * Link to Teacher or classroom Blog || ..
 * Teacher Librarian -Sheena Hushagen**
 * Attach Planning** **Template** **: www.shushagain.wikispaces.com**
 * <span style="font-family: Arial,Helvetica,sans-serif;">Project Title || Social Action ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">School / Teacher Name || Mayfair Community School-Rochelle Chambers ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">Grade Level || Grade 7/8 ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">Subject Area || Language Arts ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">Essential Question
 * <span style="font-family: Arial,Helvetica,sans-serif;">Assessment Tools: (i.e Rubric) ||  ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">Other Supporting Documents ||  ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">Culminating Project ||  ||
 * Link to Teacher or classroom Blog || .........
 * Link to TL's Blog || [|www.notjustalibrarian.blogspot.com] ||
 * Teacher Librarian - Jaime Schroeder**
 * Attach Planning** **Template** **:[[file:schroeder klasen buena vista inquiry circles template B.docx]]**
 * <span style="font-family: Arial,Helvetica,sans-serif;">Project Title || Is it Fair? In Search of Social Justice ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">School / Teacher Name || Shauna Klassen - Buena Vista ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">Grade Level || Gr. 8 ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">Subject Area || Language Arts / Social ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">Essential Question
 * <span style="font-family: Arial,Helvetica,sans-serif;">Assessment Tools: (i.e Rubric) ||  ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">Other Supporting Documents ||  ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">Culminating Project || Social Justice Fair ||
 * Link to Teacher or classroom Blog || .........
 * Link to TL's Blog || [] ||

media type="file" key="MOEIN'S MOVIE.wmv" width="300" height="300" media type="file" key="Mehvish's PSA.wmv" width="300" height="300" || [|Corkboard for projects] Product || Help the People [] media type="youtube" key="iq3XLv1bJyY" height="215" width="360" Bullycide [] media type="youtube" key="Q3sIHFk3rT8" height="215" width="320" || [|Corkboard]
 * Teacher-Librarian: Jaelynne Cherwoniak**
 * Designing Student-Performance Tasks** **Template** **(Doc):**
 * Project Summary:**
 * Project Title || xxxxxxxx ||
 * School / Teacher Name || Sutherland School/Wayne Gering ||
 * Grade Level || 8 ||
 * Content Area || Career Ed/Social Studies ||
 * Driving Question || Is our government meeting the current needs of people? ||
 * Scenario Task || PSA ||
 * TYPE of Communication || persuasion ||
 * MODE of CommunicationSA || PSA ||
 * Student Digital Product || Movie Maker, Jamendo. Jam Studio, Audacity
 * Other Supporting Documents ||  ||
 * TeacherLibrarian - Kim Johnson**
 * Designing Student-Performance Tasks** **Template** **(Doc/PDF): [[image:http://c1.wikicdn.com/i/mime/32/application/msword.png link="file:sps-inquirycircles/DESIGNING Nov 3.doc"]] [[file:sps-inquirycircles/DESIGNING Nov 3.doc|DESIGNING Nov 3.doc]]**
 * Project Summary:**
 * Corkboard Me**
 * Project Title || Me To We ||
 * School / Teacher Name || Lakeridge-Kelly Lacey/ Roland Michener-Leah Dayday ||
 * Grade Level || 7/8 ||
 * Content Area || Language Arts ||
 * Driving Question || How am I making a difference? ||
 * Scenario Task || PSA/Global Justice conference ||
 * TYPE of Communication || persuasion ||
 * MODE of Communication || PSA-digital story: Conference - some accompanying visual presentation ||
 * Student Digital Product ||  ||
 * Other Supporting Documents || [[file:Xiaofu2SLP.pdf]][[file:DESIGNING_May_11[1].doc]][[file:Xiaofu1SLP.pdf]] ||
 * Teacher-Librarian: Denise Rossmo-Wiegers**
 * Designing Student-Performance Tasks** **Template** **(Doc): [[file:wildwood.2.doc]][[file:teacher lessonprofile.2.doc]][[file:Student Learning Profile (2).docx]]**
 * Project Summary: Book Trailers**
 * Project Title || Spread the Word ||
 * School / Teacher Name || Wildwood / Jim Best ||
 * Grade Level || Grade 8 ||
 * Content Area || Language Arts ||
 * Driving Question || What aspects and qualitites of a book trailer will attract other students to read it? ||
 * Scenario Task || Create a book trailer about a book which you would like others to read. ||
 * TYPE of Communication || persuasive, informative ||
 * MODE of Communication || Photostory Animoto ||
 * Student Digital Product || Book Trailer ||
 * Teacher-Librarian: Sandra Cochlan**
 * Designing Student-Performance Tasks** **Template** **(Doc):[[file:student+tasks+for+service+learning.doc]]**
 * Project Summary:**
 * Project Title || Global Issues ||
 * School / Teacher Name || Alvin Buckwold/ Jenn Robertson ||
 * Grade Level || Grade 7 & 8 ||
 * Content Area || Social Studies ||
 * Driving Question || **Driving Question:** If Canada could focus on one Global Issue to support, which one would they choose?
 * Supporting Questions:** How did the issue come about in this Country? What needs to be done to overcome the issue? If Canada were to help, how would this impact the world for present and future generations? ||
 * Scenario Task || Create a digital presentation to convince Canada to focus on your global issue. ||
 * TYPE of Communication || Digital Presentation ||
 * MODE of Communication || Student Choice of Presentation Software (Sliderocket, Prezi, etc.) ||
 * Teacher-Librarian:** Tamzen Kulyk
 * Student-Performance Tasks** **Template** **(Doc):[[file:student tasks for service learning.doc]]**
 * Project Summary:**
 * Project Title || Service Learning ||
 * School / Teacher Name || Greystone Heights/ Michelle Pantel ||
 * Grade Level || Grade 8 ||
 * Content Area || Social Studies, ELA, Career Ed, Arts Education ||
 * Driving Question || **Driving Question**:How can I make a difference in the world?
 * Essential Questions:** Where do you think you could make an impact within a world issue of your choice? What evidence and deciding factors result in your decision? Do you feel your action made a positive impact? How will this experience impact you today, tomorrow, and in the future? ||
 * Scenario Task || How can I make a difference in the world? ||
 * TYPE of Communication || Student choice: Personal Expression, Docudrama, documentary, advertisement, short story, narrative. ||
 * MODE of Communication || Student Choice: Education, Activism, Reflection. Some examples (but not limited to) TedTalk, public service annoucement, documentary ||
 * Student Digital
 * Teacher-Librarian - Denise Rossmo-Wiegers**
 * Designing Student-Performance Tasks** **Template** **(Doc/PDF): [[file:wildwood.doc]]**
 * Project Summary:**
 * Corkboard for Project Ideas:**

presentation software and present a virtual tour of that country’s cultures based on the cultural patterns researched. The tour will culminate with information showing how this culture has already had an affect our Canadian culture due to immigration from that country. Primary focus will be from a Saskatchewan angle yet may be reflected nationally. || media type="file" key="avery italy.wmv" width="277" height="240" || || to government that would better suit the need of that individual. ||
 * Project Title || Grade 8 Culture Unit ||
 * School / Teacher Name || Wildwood/ Jim Best ||
 * Grade Level || 8 ||
 * Content Area || Social Studies ||
 * Driving Question || How does diversity in culture shape society? ||
 * Scenario Task || After researching the culture of a country whose people are immigrating to Canada, the students will use.Photo story or a similar
 * TYPE of Communication || Describe / Conclude ||
 * MODE of Communication || Presentation Software (Photo story / Powerpoint) ||
 * Student Digital Product || media type="file" key="Brazil Serena.wmv" width="271" height="230"
 * Other Supporting Documents || [[file:Student Learning Profile (2).docx]]
 * Teacher Librarian Name - Karen Routley**
 * Designing Student-Performance Tasks** **Template** **(Doc/PDF): [[file:sps-inquirycircles/HEATKrogstad DESIGNING+student+task+2010.doc|HEATKrogstad DESIGNING+student+task+2010.doc]]**
 * Project Summary: Students will determine criteria for effective Book Trailers and create some.**
 * [|Corkboard question]**
 * Corkboard Project Ideas:**
 * Project Title || Building Credibility ||
 * School / Teacher Name || River Heights/Gerry Krogstad ||
 * Grade Level || 8 ||
 * Content Area || Language Arts ||
 * Driving Question || How can my students use effective communiciation to persuade others? ||
 * Scenario Task || Create Book Trailer - use persuasive pictures, words, music to highlight major themes, plot, etc. ||
 * TYPE of Communication || Persuasive ||
 * MODE of Communication || multi-media- start with Photostory, later choose from Photostory, Moviemaker, Animoto, etc. ||
 * Student Digital Product ||  ||
 * Other Supporting Documents ||  ||
 * Teacher Librarian Name - Jaelynne Cherwoniak**
 * Designing Student-Performance Tasks** **Template** **(Doc/PDF):[[file:What is an effective government unit.doc]]**
 * Project Summary:**
 * Corkboard for Questions:[|Corkboard]**
 * Corkboard for Project Ideas:**
 * Project Title || Government ||
 * School / Teacher Name || Sutherland/Wayne Gering ||
 * Grade Level || 8 ||
 * Content Area || Social Studies ||
 * Driving Question || How do diverse perspectives shape our identity and citizenship for an effective government? ||
 * Scenario Task || Assume a perspective(unemployed, FNIM, single parent, etc) and then create a public service announcement proposing a structure or change
 * TYPE of Communication || analyze and persuade ||
 * MODE of Communication || Inspiration and Voicethread ||
 * Student Digital Product || [|voicethread][[file:Aboriginal Self-government.isf]] ||
 * Other Supporting Documents ||  ||
 * Teacher-Librarian - Sandra Cochlan**
 * Designing Student-Performance Tasks** **Template** **(Doc/PDF):[[file:DESIGNING+student+task+2010_math.doc]]**


 * Project Summary:**

CIT Questions- Students will demonstrate understanding of mathematics. How can I inform others? What format would be appropriate for my audience? || of their reflection, sharing of their learning from different persepectives, representations(concrete,pictorial,physical,verbal) and their real-world connection. Math concepts chosen by students from grade 7 & 8 Math Curriculum. Students as Teachers || || [|Corkboard for projects] Step two: Utilize I write Like algorithym to generate an author of prominence to compare their writing. Step three : Go to public library to pull sample pieces to generate excerpts of exemplary writing traits. Step four : create a t-chart that dichotomizes the students sample traits with the author exemplary traits Step five: Analysis of their writing based upon the traits that they have found or not found in both their writing and the famous author's writing Step six: taking this new found skill of analysis students will learn about how to use traits of writing to create a book review of a library book of their choice from our local LRC. Step seven :Students will take the book reviews that they have written to create a podcast of their book review which will be linked to the actual book using a QR code which will be placed inside the jacket of the book. The purpose of the podcast is to encourage someone to read a book from our local collection. || (Problem Based Learning Model) || **Driving Questions:** Why did Residential Schools have such a negative impact on First Nations People? What are the effects of suppression of choice and voice on First Nations Residential School Survivors? When did Residential Schools operate?Why did they exist?What was the purpose of Residential Schools?What happened to people who attended Residential Schools? How can we find the stories of the survivors and learn from their experiences? How can we create a collaborative space to learn from? Create a [|collaborative board (Wall Wisher)] where all students can post their research in the form of videos, web pages, pictures and text. Create a [|search story (Google Search Stories)] to document the process and questions being asked as the "Need to Know" questons are being answered. Students chose to give voice to the topic of their choice after studying residential schools. Example 1. "How can I create a visual representation to show the abuse that students suffered?" Example 2. "How can I give a voice to the survivors of Residential Schools, to show how many people lost their identity?" Students saved their created work onto their own [|blogs (Kid Blog)]to provide a limited stage for peer feedback. Questions of the work comes in the form of class discussion as well as comments on their blogs. Students have their own page on the class project website.Students will explain their work in the form of an Art Gallery walk. || || What evidence and deciding factors result in your decision? Do you feel your action made a positive impact? How will this experience impact you today, tomorrow, and in the future? || [] [] [] [] []
 * Corkboard**
 * Corkboard for Questions**
 * Project Title || Instructional Math Videos ||
 * School / Teacher Name || Alvin Buckwold/ Jenn Robertson ||
 * Grade Level || 7/8 ||
 * Content Area || Mathematics (CIT incorporation) ||
 * Driving Question || How can I communicate my mathematical understandings?
 * Scenario Task || Communicating Mathematical Understanding-Students will create a collection of an instructional Math videos to help benefits from their understanding-an interplay
 * Students will show the video to the class along with a mini-lesson, where they will facilitate an activity for the class based on their Math concept.
 * Students will self-evaluate their video/assessment based on how their classmates completed the activity.
 * Students will conference with teacher(s) and video journal throughout the process. ||
 * TYPE of Communication || How to Directions (and Beyond)
 * MODE of Communication || Video Journaling, Corkboard.me to communicate thinking, student created videos ||
 * Student Digital Product || media type="file" key="Student Sample Video E.wmv" width="300" height="300"media type="file" key="Tessellations.wmv" width="300" height="300" ||
 * Other Supporting Documents || [[file:TeacherLesson_UnitProfileTemplate.doc]]
 * TeacherLibrarian - Kim Johnson**
 * Designing Student-Performance Tasks** **Template** **(Doc/PDF): [[file:DESIGNING Nov 3.doc]]**
 * Project Summary:**
 * Corkboard Me**
 * Project Title || Me To We ||
 * School / Teacher Name || Lakeridge-Kelly Lacey/ Roland Michener-Leah Dayday ||
 * Grade Level || 7/8 ||
 * Content Area || Language Arts ||
 * Driving Question || How am I making a difference? ||
 * Scenario Task || PSA/Global Justice conference ||
 * TYPE of Communication || persuasion ||
 * MODE of Communication || PSA-digital story: Conference - some accompanying visual presentation ||
 * Student Digital Product ||  ||
 * Other Supporting Documents ||  ||
 * Teacher-Librarian - Yvonne Denomy**
 * Designing Student-Performance Tasks** **Template** **(Doc/PDF):[[file:What is an effective government unit.doc]]**
 * Project Summary: Create a public service announcement intiating change in policy or government to support the needs of a member of Canadian society**
 * (from a perspective such as single parent, poverty etc.)**
 * Corkboard for Questions: [|Corkboard]**
 * Corkboard for Project Ideas:**
 * Project Title || Government ||
 * School / Teacher Name || Ecole Victoria/Keri Sutton ||
 * Grade Level || 7/8 French Immersion ||
 * Content Area || Social Studies ||
 * Driving Question || Is a federal government necessary? ||
 * Scenario Task || Create a 30 second public service announcement to persuade others to vote yes or no to self-government (federal government). ||
 * TYPE of Communication || Analyse and persuade ||
 * MODE of Communication || video ||
 * Student Digital Product || [[file:Goverment -Carly et Kaylan.isf]][[file:Government costa rica by kobe.isf]] ||
 * Other Supporting Documents ||  ||
 * Teacher-Librarian -** **Paul Bazin**
 * Designing Student-Performance Tasks** **Template** **(Doc/PDF):**
 * Project Summary: [[file:DESIGNING student task Brunett.doc]]**
 * [|Cork Board]**
 * Corkboard for Project Ideas:**
 * Project Title || Writing Beyond ||
 * School / Teacher Name || Lakeview/J Brunett ||
 * Grade Level || 7/8 ||
 * Content Area || Writing LA ||
 * Driving Question || How does the analysis and application of texts influence improvement in our reading and writing? ||
 * Scenario Task || Step one: Students generate short story writing sample.
 * TYPE of Communication || Analyse and Persuade ||
 * MODE of Communication || Podcast ||
 * Student Digital Product || media type="custom" key="12126008"media type="custom" key="12126048" ||
 * Teacher-Librarian: Ruth Elliott**
 * Designing Student-Performance Tasks Template (Doc/PDF): [[file:Westmount Designing Student Task Nov 30 2011.doc]]**
 * [|Corkboard for Questions]**
 * Corkboard for Project Ideas:**
 * Project Title || Choice and Voice ||
 * School / Teacher Name || Westmount/Rob Janzen ||
 * Grade Level || 7/8 ||
 * Content Area || English Language Arts, Social Studies ||
 * Driving Question
 * Need to Know:**
 * Inquiry and Innovation:**
 * 21st Century Skills:**
 * Student Voice and Choice:**
 * Feedback and Revision:**
 * Publicly Presented Project:**
 * Scenario Task || Create a visial representation to give a voice to the survivors of Residential Schools in order to show how many people lost their identity. ||
 * TYPE of Communication || Acknowledgement (First stage in the circle of healing) ||
 * MODE of Communication || Student Choice, Visual representation ||
 * Student Digital Product || []#!
 * Other Supporting Documents || [|http://www.wix.com/janzenr/residential-school-project#!research-process] ||
 * Teacher-Librarian: Tamzen Kulyk**
 * Designing Student Performance Tasks:** [[file:student tasks for service learning.doc]]
 * Corkboard: [|Driving Questions and Sub Questions]****Corkboard: [|Project Ideas]**
 * Project Summary**
 * Project Title || Citizenship ||
 * School / Teacher Name || Greystone Heights/ Michelle Pantel ||
 * Grade Level || 8 AcTal ||
 * Content Area || Social Studies, English Language Arts, and Career Education ||
 * Driving Question || **Driving Question**:How can I make a difference in the world?
 * Essential Questions:** What are world issues? What makes it a world issue? Where do you think you could make an impact within a world issue of your choice?
 * Scenario Task || Choose a world issue that you feel is important, make a plan, and evaluate the impact. ||
 * TYPE of Communication || Narrative ||
 * MODE of Communication || Student Choice ||
 * Student Digital Product || [] ||
 * Other Supporting Documents ||  ||
 * Technology Support Person - Charles Paul Bazin Webster**
 * Designing Student-Performance Tasks** **Template** **(Doc):[[image:http://c1.wikicdn.com/i/mime/32/application/pdf.png link="file:sps-inquirycircles/Designing Student Performance Tasks Template Lakeview 2011-2012.pdf"]] [[file:sps-inquirycircles/Designing Student Performance Tasks Template Lakeview 2011-2012.pdf|Designing Student Performance Tasks Template Lakeview 2011-2012.pdf]]**
 * Project Summary:**
 * Project Title || Power Struggles ||
 * School / Teacher Name || Lakeview - Jason Brunett ||
 * Grade Level || 7/8 ||
 * Content Area || ELA and Writing ||
 * Driving Question || How do amazing authors and exemplary texts motivate us to read and improve our writing? ||
 * Scenario Task || The production of written texts on personal blogs that extend the read-aloud. ||
 * TYPE of Communication || Personal expression, short writing pieces, analyze/conclude and the list goes on ||
 * MODE of Communication || Blog posts ||
 * Student Digital Product || []

These are a few of the first blog post samples as drafts. || || [] || http://prezi.com/hgtv_ztarqjz/social-thinger/ ||
 * Other Supporting Documents || [[file:inquiry scope and sequence.docx]]
 * Technology Support Person - L. Proctor**
 * Designing Student-Performance Tasks** **Template** **(Doc): [[file:DESIGNING_student_task_2010 Lowe.doc]]**
 * Project Summary: Write a poem and then create a rhythm on garage band to use as a background to narrate your poem**
 * Project Title || Poetry to a Beat ||
 * School / Teacher Name || John Lake/ Mitch Lowe ||
 * Grade Level || Grade 7/8 ||
 * Content Area ||  ||
 * Driving Question ||  ||
 * Scenario Task ||  ||
 * TYPE of Communication ||  ||
 * MODE of Communication ||  ||
 * Student Digital Product || []
 * Other Supporting Documents || [[file:poetry to a beat on Ipads.docx]] ||
 * Technology Support Person - Tyler Rittinger**
 * Designing Student-Performance Tasks** **Template** **(Doc):**
 * Project Summary:**
 * Project Title || Immigration Projects ||
 * School / Teacher Name || Montgomery/Tyler Rittinger ||
 * Grade Level || 8 ||
 * Content Area || S.S. ||
 * Driving Question || Reasons for immigrating to Canada ||
 * Scenario Task || Research and create examples of historical fiction using a student-created immigration story ||
 * TYPE of Communication ||  ||
 * MODE of Communication || Optional (Travel Journal, Timeline, Short Story, etc.) ||
 * Student Digital Product || http://prezi.com/dyaiq8u25zx4/immigration-timeline/
 * Technology Support Person - Brian Gurney**
 * Designing Student-Performance Tasks** **Template** **(Doc):**
 * Project Summary:**
 * Project Title || Where Challenge ||
 * School / Teacher Name || Montgomery / Brian Gurney ||
 * Grade Level || 7/8 ||
 * Content Area || Science ||
 * Driving Question || What on Earth is in your stuff and WHERE on Earth does it come from? ||
 * Scenario Task || Demonstrate how non-renewable Earth resources are essential to our everyday lives. ||
 * TYPE of Communication || Persuassive ||
 * MODE of Communication || Choice ||
 * Student Digital Product || [|Paint- Where Challenge][|English Saddles - Where Challenge][|Buttons: What’s in a Cell Phone? (Click on Entry)] ||
 * Other Supporting Documents || [[file:WHERE Challenge.pdf]][|Where Challenge Site] ||
 * Technology Support Person - Charles Paul Bazin Webster**
 * Designing Student-Performance Tasks** **Template** **(Doc):[[file:Designing Student Performance Tasks Template Lakeview 2011-2012.pdf]]**
 * Project Summary:**
 * Project Title || xxxxxxxx ||
 * School / Teacher Name || Lakeview - Jason Brunett ||
 * Grade Level || 7/8 ||
 * Content Area || ELA and Expository Writing ||
 * Driving Question || How do amazing authors and exemplary texts motivate us to read and improve our writing? ||
 * Scenario Task || The production of a book review for the purpose of school wide consumption in the LRC using weekend QR codes and podcasting. ||
 * TYPE of Communication || Personal expression, short story, analyze/conclude ||
 * MODE of Communication || Podcast Book Review ||
 * Student Digital Product || media type="custom" key="12114054" ||
 * Other Supporting Documents || [[file:Teacher Unit Profile Lakeview 2011-2012.pdf]]

||

Groups will create a PSA around body image that shares the research they found and possible answers to their inquiry questions [] || ||
 * Technology Support Person - Lisa Proctor**
 * Designing Student-Performance Tasks** **Template** **(Doc): [[file:Body Image outline.doc]]**
 * Project Summary:**
 * Project Title || Body Image Public Service Announcements ||
 * School / Teacher Name || John Lake/Mitch Lowe ||
 * Grade Level || Grade 7/8 ||
 * Content Area || Health/LA ||
 * Driving Question || **Groups created their own inquiry questions around the topic after discussion around good inquiry question creation** ||
 * Scenario Task || **Assess how body image satisfaction/dissatisfaction and over-reliance on appearance as a source of identity and self-esteem affects the quality of life of self and family.** ||
 * TYPE of Communication || Personal Expression/Narrative ||
 * MODE of Communication || Pulbic Service Announcement ||
 * Student Digital Product || Commercialmedia type="file" key="Tyree and Caylie.wmv" width="300" height="300"
 * Other Supporting Documents || [[file:storyboard.docx]][[file:Body Image PSA project2.docx]][[file:PSA criteria rubric.docx]]


 * Technology Support Person - Brian Gurney**
 * Designing Student-Performance Tasks** **Template** **(Doc):**
 * Project Summary:**
 * ~ Project Title || Cell Phone PSA ||
 * School / Teacher Name || Montgomery School/Brian Gurney ||
 * Grade Level || 7/8 ||
 * Content Area || Science ||
 * Driving Question || What is important when persuading a target audience ||
 * Scenario Task || We now know the health concerns associated with cell phone use. Persuade the public of your stand on the issue. ||
 * TYPE of Communication || Public Service Announcement ||
 * MODE of Communication || Video (photo story, movie maker, anamoto etc) ||
 * Student Digital Product ||  ||
 * Other Supporting Documents || [[file:Public Service Announc Feedback.docx]], [[file:psarubric[1].pdf]], [[file:Analytical-StoryBoarding-Checklist1.pdf]] ||
 * Technology Support Person -** **Kristen Smith**
 * Designing Student-Performance Tasks** **Template** **(Doc):**
 * Project Summary:[[file:FHNStudentLearning.rtf]]**
 * Project Title || Product Advertisment. ||
 * School / Teacher Name || Fairhaven/Chris Catton ||
 * Grade Level || Grade 7/8 ||
 * Content Area || language arts/science ||
 * Driving Question || How can we communicate to pursuade others? ||
 * Scenario Task || You have created a Hovercraft and now you must create a commercial for your product. ||
 * TYPE of Communication || Persuasive Advertisement ||
 * MODE of Communication || student choice ||
 * Student Digital Product || media type="file" key="Hovercraft_Commercial__Advertising_to_Persuade_Others-Girls.mp4" width="295" height="280" ||