7-8

=Grade 7-8 Curriculum Inquiry Projects - Round One=

Post a summary for each inquiry project being designed by teachers participating in this PD project. Complete the basic information fields AND attach a PDF of your "HEAT Student Performance Task" completed with your TL.

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? || (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. || ||
 * 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 ||  ||
 * 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] ||

- comparing themselves to a person who has made a difference - identifying an action plan for contributing to their world (how can they make a difference like the person they compared themselves to) ||
 * Teacher-Librarian - Audrey MacDonald**
 * Designing Student-Performance Tasks** **Template** **(Doc/PDF):[[file:LBP Soroski student task]]**
 * Project Summary:**
 * [|Corkboard questions]**
 * [|Corkboard project ideas]**
 * Project Title || Citizenship ||
 * School / Teacher Name || Lester B.Pearson / Carrie Soroski ||
 * Grade Level || 7 ||
 * Content Area || Social Studies/ELA/Health ||
 * Driving Question || What makes a contributing citizen ||
 * Scenario Task || Student Digital Product - Informative Writing and Video
 * TYPE of Communication || Informative Writing and Video ||
 * MODE of Communication ||  ||
 * Student Digital Product ||  ||
 * Other Supporting Documents ||  ||

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. ||
 * 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" ||
 * 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 - Greg Wihak**
 * Designing Student-Performance Tasks** **Template** **(Doc/PDF):**
 * Project Summary: Within a thematic study of culture, society, economy, technology and globalization, students will investigate and analyze the effects of globalization on people in**
 * Saskatchewan (teenagers, farmers, business owners, financial advisors, etc.) They will create multi-media presentations what these effects are and how they influence people's daily lives.**
 * [|CorkBoardMe Questions:]**
 * Corkboard Ideas and Questions:**
 * Project Title || Globalization ||
 * School / Teacher Name || Prince Philip / Rita Roy ||
 * Grade Level || 6/7 ||
 * Content Area || Social Studies ||
 * Driving Question || How does globalization affect the lives of Saskatchewan citizens? ||
 * Scenario Task || Students will take on roles as members of the Saskatchewan community and create multi-media presentations that portray how globalization affects them and their activities. ||
 * TYPE of Communication || Student choice ||
 * MODE of Communication || multi-media ||
 * Student Digital Product ||  ||
 * Other Supporting Documents ||  ||

1. Model Canada Student Exchange: Sell that Canada is a desirable place to host student exchange. Model jot notes and organizing data 2. Comparison of countries: China is mini-lesson. Immerse section of lessons modeling one criteria of research comparing China and Canada. Allow adequate time per lesson to study the aspect using a country of their choice and replicate the skills used 3. Coalesce research. Discover key points to use for multimedia presentation. Storyboard Skill - Persuasive Writing 4. Create multimedia presentation. Stresses how their research country is the same and how different. Showcase at assembly and at television at front of school. Advertisement in school newspaper highlighting their country. __ Sub focus __ Comparing a Pacific or Atlantic Rim country with Canada Specifically tying in Interdependence, trading partners, science and technology, resources, climate, geography, interaction/trade, wealth || You are a tour guide/travel agent trying to persuade a class of students to choose your country to go on a student exchange the following year. - radio announcement or tourism video ||
 * Teacher-Librarian - Laurie Hnatiuk**
 * Designing Student-Performance Tasks** **Template** **(Doc/PDF):[[file:CRS Designing Template.doc]]**
 * Project Summary:**
 * [|CorkboardMeQuestions]**
 * Corkboard Ideas & Scenario**
 * Project Title || Student Exchange ||
 * School / Teacher Name || Caroline Robins/ Greg Bereza ||
 * Grade Level || 6/7 ||
 * Content Area || Social Studies ||
 * Driving Question || How are we the same and how are we different?
 * Scenario Task || Advertisement- Multimedia of pros and then blooper video (of cons)
 * TYPE of Communication || Persuade ||
 * MODE of Communication || Video/podcast ||
 * Student Digital Product || [] used for reflection of ongoing inquiry moving from Teacher ownership to student ||
 * Other Supporting Documents ||  ||

[|Corkboard for projects]
 * 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 - 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**
 * 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]]


 * Teacher Librarian Name - Erika Bakker**
 * Corkboard Questions**
 * Designing Student-Performance Tasks** **Template** **(Doc/PDF):**
 * [[file:sps-inquirycircles/Misbah School - Student Performance Tasks - SCIENCE.docx|Misbah School - Student Performance Tasks - SCIENCE.docx]]**

__Sub Questions:__
 * Project Summary:**
 * Project Title || Organisms effect on ecosystems ||
 * School / Teacher Name || Cassandra Shangraw, Misbah ||
 * Grade Level || 7 ||
 * Content Area || Science ||
 * Driving Question || Why is the ecosystem a delicate balance?
 * How do organisms impact their ecosystem?
 * How are the organisms and the ecosystem interdependent?
 * If imbalance occurs, how is balance/homeostasis restored ||
 * Scenario Task || You are an expert (scientist, dr, environmentalist) research a new organism that has been unleash into the Sask. ecosystem. ||
 * TYPE of Communication || Student will decide ||
 * MODE of Communication || Student will decide ||
 * Student Digital Product || [[file:sps-inquirycircles/Agribition_General_Assembly_2011.ppt|Agribition_General_Assembly_2011.ppt]] ||
 * Other Supporting Documents || **[[file:sps-inquirycircles/Mousecat Brainstorming Example.pdf|Mousecat Brainstorming Example.pdf]]**
 * [[file:sps-inquirycircles/Inquiry Project - Student handout.docx|Inquiry Project - Student handout.docx]]**
 * [[file:sps-inquirycircles/Science Inquiry Project Rubric.docx|Science Inquiry Project Rubric.docx]]** ||

to government that would better suit the need of that individual. ||
 * 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 ||  ||

[|Corkboard]
 * 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 - 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" || ||
 * 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]]