Grade+Five+Project+Collection

=Grade Five Project Collection= (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?. || (Drives instruction for the whole unit) || **Why are simple and complex machines so important?** (Drives instruction for the whole unit) || What does it mean to be an engaged Canadian citizen || (Drives instruction for the whole unit) || ===**What is a "hero"? What makes a hero?**=== || ||
 * Teacher Librarian - Denise Rossmo-Wiegers**
 * Attach Planning** **Template** **:[[file:WildwoodGlova.docx]]**
 * 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
 * Assessment Tools: (i.e Rubric) ||  ||
 * Other Supporting Documents ||  ||
 * Culminating Project || student photostorymedia type="file" key="Jeremy.wmv"[[file:Inquiry Citation.docx]] ||
 * Link to Teacher or Classroom Blog || ........................................................................................................................... ||
 * Teacher Librarian - Dawn Opheim**
 * Attach Planning** **Template** **: [[file:Opheim Baptist Pleasant Hill.docx]]**
 * Project Title || Can We Fix It? ||
 * School / Teacher Name || Pleasant Hill/Jori Baptist ||
 * Grade Level || 4/5 ||
 * Subject Area || Science ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">Essential Question
 * 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? //** ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">Assessment Tools: (i.e Rubric) || Inquiry folders, discussion and chart paper, brochure rubric ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">Other Supporting Documents || [[file:Can We Fix It.docx]] ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">Culminating Project || Brochure on burrowing owls or simple/complex machines ||
 * Link to Teacher or Classroom Blog || ........................................................................................................................... ||
 * Teacher Librarian - Sheena Hushagen**
 * Attach Planning** **Template** **:[[file:hushagenmunklervictoria2014.docx]]**
 * <span style="font-family: Arial,Helvetica,sans-serif;">Project Title || You're Canadian, eh? ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">School / Teacher Name || Ecole Victoria School/ Russ Munkler ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">Grade Level || Grade 4/5 ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">Subject Area || Social Studies ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">Essential Question
 * <span style="font-family: Arial,Helvetica,sans-serif;">Assessment Tools: (i.e Rubric) || surveys, venn diagrams, rubrics, checklists, work samples ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">Other Supporting Documents ||  ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">Culminating Project || representation explaining how they are engaged Canadians (poems, videos, voice threads ||
 * Link to Teacher or Classroom Blog || ........................................................................................................................... ||
 * Teacher Librarian - A.L. Robbins Jakes**
 * Attach Planning** **Template** **: [[file:Heroes - Inquiry Planning Template.docx]] [[file:Inquiry Unit plan.docx]]**
 * <span style="font-family: Arial,Helvetica,sans-serif;">Project Title || Heroes ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">School / Teacher Name || Sheryl Hamilton - College Park ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">Grade Level || 4/5 ||
 * <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) || peer and self assessment, classroom discussions/involvement in frontloading lessons, rubric(s) ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">Other Supporting Documents || See planning template.
 * <span style="font-family: Arial,Helvetica,sans-serif;">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:

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[] || <span style="font-family: Arial,Helvetica,sans-serif;">(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) || || <span style="font-family: Arial,Helvetica,sans-serif;">(Drives instruction for the whole unit) || How are we all treaty people? Students generated questions of their own under this umbrella. ||
 * Link to Teacher or Classroom Blog || ........................................................................................................................... ||
 * Teacher Librarian - Mrs. Ruth Elliott**
 * Attach Planning** **Template** **:[[file:Resource unit planning-Cuming-Klassen.docx]]**
 * <span style="font-family: Arial,Helvetica,sans-serif;">Project Title || Global issues with Natural Resources ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">School / Teacher Name || Coralee Cuming-Klassen ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">Grade Level || Grade 5 & 6 ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">Subject Area || Social Studies ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">Essential Question
 * <span style="font-family: Arial,Helvetica,sans-serif;">Assessment Tools: (i.e Rubric) || [[file:I Search 1 1 (Resources).docx]] ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">Other Supporting Documents || [[file:Resources in my Home name.docx]] ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">Culminating Project || [[file:Resources in my Home name.docx]]
 * Link to Teacher or Classroom Blog || ....................................................................................................................... ||
 * Teacher Librarian -Marge Roszell**
 * Attach Planning** **Template** **:[[file:Nienaber-Roszell Inquiry Planning Template #3.docx]]**
 * <span style="font-family: Arial,Helvetica,sans-serif;">Project Title ||  ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">School / Teacher Name || Dundonald - Cindy Nienaber ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">Grade Level || Grade 5 ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">Subject Area || Social Studies ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">Essential Question
 * <span style="font-family: Arial,Helvetica,sans-serif;">Assessment Tools: (i.e Rubric) || co-constructed rubrics for online products and oral presentations, conversations, products,

|| <span style="font-family: Arial,Helvetica,sans-serif;">(Drives instruction for the whole unit) ||= How might students’ identity and experiences be affirmed and valued within our school? || [] [] || [] <span style="font-family: Arial,Helvetica,sans-serif;">(Drives instruction for the whole unit) || <span style="background-color: #00ffff; color: #4c00ff; font-family: Arial,Helvetica,sans-serif; font-size: 16px;">How are mystery stories told? How will my mystery story writing capture and engage my audience? || - teacher/student conferences with each student to discuss elements of story development during writing and editing phase || [] [] || <span style="font-family: Arial,Helvetica,sans-serif;">(Drives instruction for the whole unit) || What motivates newcomers to come to Canada? || North Park Wilson - Carly Brown || <span style="font-family: Arial,Helvetica,sans-serif;">(Drives instruction for the whole unit) || || Self-Assessments Peer-Assessments Final Project rubric Observations Documentation of participation Measure student understanding from oral answers and written responses || __ 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) ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">Other Supporting Documents || OTC site, ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">Culminating Project || student choice - photostory, prezi, newsletter, Fakebook,poster, ||
 * Teacher Librarian - Najla Akl**
 * Attach Planning** **Template** **: [[file:M.Chan.N.AklFall2013InquiryPlan.docx]]**
 * = <span style="font-family: Arial,Helvetica,sans-serif;">Project Title ||= ** Identity, Realism and **
 * Metaphor: Digital Narrative Identity Texts on Immigration or Study-Abroad **
 * Experiences by Middle Years EAL Students ** ||
 * = <span style="font-family: Arial,Helvetica,sans-serif;">School / Teacher Name ||= Brunskill school/ Megan Chan ||
 * = <span style="font-family: Arial,Helvetica,sans-serif;">Grade Level ||= 5-8 EAL ||
 * = <span style="font-family: Arial,Helvetica,sans-serif;">Subject Area ||= Health/Social Studies ||
 * = <span style="font-family: Arial,Helvetica,sans-serif;">Essential Question
 * = <span style="font-family: Arial,Helvetica,sans-serif;">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. ||
 * = <span style="font-family: Arial,Helvetica,sans-serif;">Other Supporting Documents ||= are the following websites to support learning: ||= [] [] – Making Visual Narratives: Using Shaun Tan’s Book //The Arrival// in the classroom
 * = <span style="font-family: Arial,Helvetica,sans-serif;">Other Supporting Documents ||= are the following websites to support learning: ||= [] [] – Making Visual Narratives: Using Shaun Tan’s Book //The Arrival// in the classroom
 * <span style="font-family: Arial,Helvetica,sans-serif;">Culminating Project || Each student will create a personal digital narrative using imovie on ipads ||
 * Link to Teacher or Classroom Blog || ......... ............................................................................................................. ||
 * Link to Teacher-Librarian's Blog ||  ||
 * Teacher Librarian - A.L. Robbins Jakes**
 * Attach Planning** **Template** **: [[file:hrycuik -Inquiry Planning Template.docx]]**
 * <span style="font-family: Arial,Helvetica,sans-serif;">Project Title || Learning About Mysteries ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">School / Teacher Name || Ecole College Park/ Jim Hrycuik ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">Grade Level || Grade 5/6 ||
 * <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;">Essential Question
 * <span style="font-family: Arial,Helvetica,sans-serif;">Assessment Tools: (i.e Rubric) || -rubrics created as guidelines for story writing and story trailers
 * <span style="font-family: Arial,Helvetica,sans-serif;">Other Supporting Documents || See Inquiry planning template for details and progression of unit ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">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:
 * Link to Teacher or Classroom Blog || ......... ...................................................... ||
 * Teacher Librarian - Denise Rossmo-Wiegers**
 * Attach Planning** **Template** **: [[file:Roland Michener Hay.docx]]**
 * <span style="font-family: Arial,Helvetica,sans-serif;">Project Title || Newcomers to Canada ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">School / Teacher Name || Roland Michener / Warren Hay ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">Grade Level || Grade 5 ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">Subject Area || Social Studies ||
 * <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 || Students will create a photostory highlighting various reasons why people choose to move to Canada. ||
 * Student Projects || .media type="file" key="bon.wmv" width="300" height="300".......media type="file" key="Olivia.wmv" width="300" height="300" ||
 * 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 || Injustice Inquiry ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">School / Teacher Name || Brevoort Park - Julie Hrynchyshyn
 * <span style="font-family: Arial,Helvetica,sans-serif;">Grade Level || Grade 5/6 ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">Subject Area || Social Studies / ELA ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">Essential Question
 * <span style="font-family: Arial,Helvetica,sans-serif;">Assessment Tools: (i.e Rubric) || Checklists
 * <span style="font-family: Arial,Helvetica,sans-serif;">Other || Curricular Outcomes
 * <span style="font-family: Arial,Helvetica,sans-serif;">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 - [], Brevoort Park - []) || <span style="font-family: Arial,Helvetica,sans-serif;">(Drives instruction for the whole unit) || Should people care about global warming? Why or why not? media type="custom" key="22695668" || Blog Graphic Organizer Jot Notes questions self and peer assessment ||
 * Student projects: || .[[image:n Libguide.JPG link="http://elementarylibguides.spsd.sk.ca/studentlearning"]].....................[[image:B Libguide.JPG link="http://elementarylibguides.spsd.sk.ca/bpkSTUDENTLEARNING"]]................................................................................................. ||
 * Link to Reflecting and Sharing Blog || [[image:reflectingandsharing.JPG align="center" link="@http://reflectingandsharing.blogspot.ca/2013/12/inquiry-project-fall-2013.html"]] ||
 * Teacher Librarian - Tamzen Kulyk**
 * Attach Planning** **Template** **:**
 * <span style="font-family: Arial,Helvetica,sans-serif;">Project Title || Global Warming ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">School / Teacher Name || Hugh Cairns/Kevin Nelson ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">Grade Level || 4/5 ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">Subject Area || Social Studies ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">Essential Question
 * <span style="font-family: Arial,Helvetica,sans-serif;">Assessment Tools: (i.e Rubric) || Anecdotal notes
 * <span style="font-family: Arial,Helvetica,sans-serif;">Other Supporting Documents ||  ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">Culminating Project || To be determined by students ||
 * Link to Teacher or classroom Blog || []

......... || 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. [] || how they are interdependent to each other to make the body work like a machine || Storyboards Self-Assessments Peer-Assessments Rubrics || Websites Exemplars Print Resources Electronic Resources || Final: Community action and infographic to bring information public. ||
 * Teacher Librarian - Yvonne Denomy**
 * Attach Planning** **Template** **:[[file:Inquiry Gibson and Denomy Stories are Important.doc]]**
 * <span style="font-family: Arial,Helvetica,sans-serif;">Project Title || Why are stories important? ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">School / Teacher Name || Ecole Victoria School / Kelly Gibson ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">Grade Level || 5/6--- ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">Subject Area || English Language Arts ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">Essential Question (Drives instruction for the whole unit) || Why are stories important? How are stories shared? ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">Assessment Tools: (i.e Rubric) || To be co-constructed "What does quality look like?" with students ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">Other Supporting Documents || Major key resources: Ruby Bridges //Through My Eyes// ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">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:
 * Link to Teacher or classroom Blog || ........................................................................................................................... ||
 * Link to TL's Blog || [|Why are stories important?] ||
 * Teacher Librarian -Najla Akl**
 * Attach Planning** **Template** **: [[file:Inquiry+Planning+Template_VMS_2012.docx]]**
 * <span style="font-family: Arial,Helvetica,sans-serif;">Project Title - || Saskatchewan ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">School / Teacher Name - || Vincent Massey/Lindsay Perrin ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">Grade Level - || 4/5 ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">Subject Area - || Social ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">Essential Question (Drives instruction for the whole unit) - || <span style="font-family: Arial,Helvetica,sans-serif;">Why is agriculture important to the culture and economy of Saskatchewan? ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">Assessment Tools: (i.e Rubric) - || Rubric, checklists, assignments, inquiry folder, observations and conferences ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">Other Supporting Documents || Agriculture in the Classroom resource - The Heart of Saskatchewan's Past, Present and Future ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">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**
 * <span style="font-family: Arial,Helvetica,sans-serif;">Project Title || Human Body Systems ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">School / Teacher Name || Princess Alexandra - Laura Schill; Mayfair - Millicent Watson ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">Grade Level || 5 ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">Subject Area || Science ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">Essential Question (Drives instruction for the whole unit) || How is your body a machine? ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">Assessment Tools: (i.e Rubric) || Checklists, Rubric, Ancedotal Records, Group Assessments, Self Assessments/Evaluations, ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">Other Supporting Documents || Graphic Organizers, Websites, Print and Human Resources, ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">Culminating Project || Students will create a representation of at least two body systems how they function and
 * Link to Teacher or classroom Blog || ........................................................................................................................... ||
 * Link to TL's Blog || [] ||
 * Teacher Librarian -** **Paul Bazin**
 * Attach Planning****Template****:[[file:active_citizenship_letter_outline.docx]][[file:Infographic Checklist.docx]]**
 * <span style="font-family: Arial,Helvetica,sans-serif;">Project Title || Building a Community ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">School / Teacher Name || Lakeview School - Alyssa Goodwin ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">Grade Level || 5 English ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">Subject Area || Social Studies/ELA ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">Essential Question (Drives instruction for the whole unit) || How do we know if a community is robust, wholesome and strong? ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">Assessment Tools: (i.e Rubric) || Checklists
 * <span style="font-family: Arial,Helvetica,sans-serif;">Other Supporting Documents || Graphic organizers
 * <span style="font-family: Arial,Helvetica,sans-serif;">Culminating Project || Mid-Way: informational multimedia presentation created for students and community members
 * 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: [[file:Project Summary - Museum Box Lit Circles.doc]]**
 * 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):**
 * [|Details]
 * [[file:sps-inquirycircles/health inquiry project.doc|Download]]
 * 78 KB


 * Project Summary:**

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. || in their lives and make their world a better place. ||
 * 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
 * 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): [[file:Project Summary - Residential Schools.doc]]**
 * Project Summary: [[file:Student Learning Profile.rtf]][[file:TeacherLessonEvaluation_Residential Schools.doc]]**
 * [|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 || media type="file" key="Keilan, Jon, Memphis Final.wmv" width="300" height="300" ||
 * Other Supporting Documents || [[file:Student Examples.tif]][[file:Residential School Docudramas.docx]][[file:Residential School Docudrama-Planning.docx]] ||
 * Teacher-Librarian - Marge Roszell**
 * Designing Student-Performance Tasks** **Template** **(Doc/PDF):[[file:Work with CL and Marge - DESIGNING+student+task+2010.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
 * 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):[[file:vmcsDESIGNING+student+task+2010.doc]]**
 * 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):**
 * [|Details]
 * [[file:sps-inquirycircles/DESIGNING+student+task+2010 Wilkinson.pdf|Download]]
 * 297 KB


 * Project Summary:**
 * Corkboard Me - Ideas**
 * CorkboardMe - Questions**

- Buffalo point of view - Crown point of view - Elder point of view ||
 * 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
 * TYPE of Communication || persuasive and narrative ||
 * MODE of Communication ||
 * Teacher Librarian ** ** - Irene Kindrachuk **
 * Designing Student-Performance Tasks ** ** Template ** ** (Doc/PDF): **
 * [|Details]
 * [[file:sps-inquirycircles/Jodi's HEAT Design Template 1.doc|Download]]
 * 83 KB


 * 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 || [[image:http://c1.wikicdn.com/i/mime/32/application/vnd.openxmlformats-officedocument.wordprocessingml.document.png width="32" height="32" caption="Teacher Lesson.docx" link="file:sps-inquirycircles/Teacher Lesson.docx"]] [[file:sps-inquirycircles/Teacher Lesson.docx|Teacher Lesson.docx]]
 * [|Details]
 * [[file:sps-inquirycircles/Teacher Lesson.docx|Download]]
 * 19 KB
 * [|Details]
 * [[file:sps-inquirycircles/Student Learning Profile.docx|Download]]
 * 436 KB


 * [|Details]
 * [[file:sps-inquirycircles/Docudrama Rubric w.docx|Download]]
 * 497 KB


 * [|Details]
 * [[file:sps-inquirycircles/Elem_StoryBoard_Template[1].pdf|Download]]
 * 209 KB ||
 * 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 || media type="file" key="egg.m4v" width="300" height="300" ||
 * Technology Support Person - Lisa Proctor**
 * Designing Student-Performance Tasks** **Template** **(Doc): [[file:Book Trailers Task Outline.doc]]**
 * Project Summary:**

[] Grade 7/8 Product [] || 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 || 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
 * Other Supporting Documents || [[file:book trailer storyboard.docx]][[file:Book_Trailer_Rubric[1].doc]][[file:Co-created+Criteria+for+book+trailers.docx]] ||
 * Designing Student-Performance Tasks** **Template** **(Doc): [[file:Town Planner outline.doc]]**
 * Project Summary:**
 * 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[[file:Dino Valley 2.pptx]] ||
 * Other Supporting Documents || there is a movie/commercial that is too large to place on here...
 * Technology Support Person - Shari Williams**
 * Designing Student-Performance Tasks****Template****(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 || media type="custom" key="12220430"

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 * Other Supporting Documents || [[file:Forest+Grove+StudentTask.doc]][[file:Student Learning Profile.docx]][[file:Comic Life Criteria.docx]] ||