3-4

=Grade 3-4 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.

Essential Questions:What structures can we find in the world around us?What are the different types of joinery used in building structures ? What characteristics of strong, stable and balanced natural and human built structures.How can the observation of natural structures help humans design their own structures? || example for "Survival Expert" "You are Les Stroud's apprentice learning how to survive in any environment. You are stuck in the altiplano with just grass, short trees, stones, and a hotspring pool. Why do you need to know about structures? What types of structures and joinery do you need to know about and why? " ||
 * Teacher-Librarian - Lesley Walters**
 * Designing Student-Performance Tasks** **Template** **(Doc/PDF):[[file:Student task template - Jan 13.doc]]**
 * Project Summary: [[file:parson structure plan.docx]]**
 * [|Corkboard]**
 * Corkboard for Project Ideas:**
 * [|Corkboard for Inquiry Questions]:**
 * Examples of student work:[]**
 * Project Title || Structures and Materials ||
 * School / Teacher Name || James L. Alexander School / Allan Parson ||
 * Grade Level || Gr. 3 ||
 * Content Area || Science ||
 * Driving Question || Driving question:How do the materials you use, and the way you put those materials together, change how a structure works?
 * Context || * Ongoing:For each lesson, 4 students will work with the TL to communicate their class’s leanings through providing written exemplars, recorded explanations or annotated images. These will be posted to a class blog that will invite commentary and feedback from families and other students. Throughout the process new communication tools will be introduced.
 * Task A: The culminating activity to the “Is IT A Solid, Frame or Shell Structure” lesson is a guided inquiry that will involve research into jobs and hobbies that require an understanding of structures and materials. Students will communicate their learning by authoring a graphic poster using Comic Life. Each student will post their product to the blog. This is the activity that will be hilighted at the january meeting
 * Task B: The culminating activity to the unit is an open inquiry where a structure will be designed, built and tested. Each student will have representative photos of their planning, building and finished product. These photos will be uploaded to Voice Thread, narrated by the students and posted to the class blog. It may also be integrated as part of the class’s assembly. ||
 * Scenario Task || Task A: students will be presented with a variety of scenarios, each depicting a job or hobby, and prompting them to respond to a specific challenge.
 * TYPE of Communication || Task A: Advertisement ||
 * MODE of Communication || Task A: Comic Life Graphic Poster distributed through the class blog ||
 * Student Digital Product ||  ||
 * Other Supporting Documents ||  ||


 * Teacher-Librarian** **- Kristen Smith**
 * Designing Student-Performance Tasks[[file:R2SRecycle.doc]]**
 * Project Summary:**
 * [|Project Ideas Corkboard]**
 * [|Inquiry Questions][[file:Student_Learning_Profile[1].rtf]][[file:TeacherLesson_UnitProfileTemplate[1].doc]]**

Students will create a persuasive public service announcement using their I wonder statements. They will make How-To Posters for recycling locations in the school. They will present their campaign to the student body at an assembly. ||
 * Project Title || Recycling Counts ||
 * School / Teacher Name || W.P. Bate - Maria Bekolay ||
 * Grade Level || Resource Gr. 3 - 5 ||
 * Content Area || Read to Succeed ||
 * Driving Question || What can we do to improve the effectiveness of our school recycling program? ||
 * Scenario Task || The students have been hired by the school Recycling Rangers to create a media campaign to improve the effectiveness of the school recycling program.
 * TYPE of Communication || Persuasive, Narrative, Informative/Expository ||
 * MODE of Communication || Comic Life, Picnik, One True Media. ||
 * Student Digital Product || [[file:shaycien 2toprint.pdf]][[file:jessica final.pdf]][[file:Presentationforsmaple1.pptx]] ||
 * Other Supporting Documents || [[file:Poster Scoring Guide.rtf]][[file:Poster Scoring Guide.docx]] ||


 * Teacher-Librarian - Mickey Jutras**
 * Designing Student-Performance Tasks** **Template** **(Doc/PDF):**
 * Project Summary:**
 * [|Corkboard for Inquiry Questions]**
 * Corkboard for Project Ideas:**
 * Project Title || Our Community, Our City ||
 * School / Teacher Name || Pleasant Hill - Ben Eng ||
 * Grade Level || Grade 2 and 3 ||
 * Content Area || Social Studies/LA ||
 * Driving Question || What shapes a community? ||
 * Scenario Task || Students will create a 30 sec presentation advertising their community/city ||
 * TYPE of Communication || Advertise/Persuade/Inform ||
 * MODE of Communication || Multimedia Tool (eg, Animoto) that facilitates integration of music, voice, text, and photos into a flowing presentation ||
 * Student Digital Product ||  ||
 * Other Supporting Documents ||  ||

George Rozdilsky || Photostory ||
 * Teacher-Librarian - Diane Barsi**
 * Designing Student-Performance Tasks** **Template** **(Doc/PDF): [[file:George's+Design+Template.doc]]**
 * Project Summary: [[file:TC2 Inquiry Planning template for George2.pdf]]**
 * [|Corkboard Questions]**
 * [|Corkboard for Project Ideas:]**
 * Project Title || The Faces of Saskatchewan ||
 * School / Teacher Name || Holliston School -
 * Grade Level || Gr. 4/5 ||
 * Content Area || Social Studies ||
 * Driving Question || How does cultural diversity shape and continue to shape Saskatachewan, your community and you? ||
 * Scenario Task || Two options for students to choose from.
 * 1: You are a potential immigrant presenting to an immigration panel. You must convince them why you should be allowed to come to Saskatchewan.
 * 2: Background: You are an immigrant student. What things do you need to feel welcome in school to ensure your success, to fell like you belong? Design and create a Welcoming Center in our school to accommodate the needs of immigrant students. ||
 * TYPE of Communication || Persuasive ||
 * MODE of Communication || Documentary
 * Student Digital Product ||  ||
 * Other Supporting Documents ||  ||


 * Teacher-Librarian -** **Ruth Elliott**
 * Designing Student-Performance Tasks** **Template** **(Doc/PDF): [[file:DESIGNING+student+task 2012 King George.doc]]**
 * Project Summary:**
 * [|Corkboard for Questions]:**
 * [|Corkboard for Project Ideas]**
 * Project Title || Community ||
 * School / Teacher Name || King George - Mary Jo Devine ||
 * Grade Level || Read to Succeed ||
 * Content Area || Gr. 3-6 ||
 * Driving Question || What has been unique about the King George community over the past 100 years? ||
 * Scenario Task || Summary Report ||
 * TYPE of Communication || Photostory, Pixie, Voice Thread ||
 * MODE of Communication ||  ||
 * Student Digital Product ||  ||
 * Other Supporting Documents ||  ||

Corkboard Questions Corkboard - Ideas Meredith Greenshields ||
 * Teacher-Librarian -** **Najla Akl**
 * Designing Student-Performance Tasks** **Template** **(Doc/PDF):[[file:brunskill_Designing+Student+Performance+Tasks.doc]]**
 * Project Summary:**
 * Project Title || Diversity at our School ||
 * School / Teacher Name || Brunskill / Janelle Martin &
 * Grade Level || Gr. 2/3 ||
 * Content Area || Social Studies & Language Arts ||
 * Driving Question || How does Brunskill School embrace its diverse cultures? ||
 * Scenario Task || investigating, analyzing and presenting a persuasive argument ||
 * TYPE of Communication || persuasive ||
 * MODE of Communication || Pixie ||
 * Student Digital Product ||  ||
 * Other Supporting Documents || [[file:PIXIE CO-CONSTRUCTED RUBRIC.docx]][[file:Student Learning Profile - A.rtf]] ||

to send to your MLA. || http://aginquiry.wikispaces.com/ ||
 * Teacher-Librarian -** **Susan Funk**
 * Designing Student-Performance Tasks** **Template** **(Doc/PDF):[[file:Design of Farming Inquiry.doc]]**
 * [|Corkboard Question]**
 * [|Corkboard on Agriculture]**
 * Corkboard on Writing**
 * Project Summary: Agriculture Inquiry**
 * Project Title || [Working Title] ||
 * School / Teacher Name || Brevoort Park School /Merril Bulin ||
 * Grade Level || Gr. 4 ||
 * Content Area || SS and ELA ||
 * Driving Question || Why is agriculture important to the future of Saskatchewan? ||
 * Scenario Task || You are a concerned citizen of Sask. Prepare a persuasive graphic poster on your issue in agriculture
 * TYPE of Communication || PSA: Analyze/Persuade ||
 * MODE of Communication || Comic ||
 * Student Digital Product || [[file:sps-inquirycircles/memo1.jpg|memo1.jpg]] [[file:sps-inquirycircles/memo2.jpg|memo2.jpg]] [[file:sps-inquirycircles/shdola1.jpg|shdola1.jpg]] [[file:sps-inquirycircles/shadola2.jpg|shadola2.jpg]] ||
 * Other Supporting Documents || [[file:sps-inquirycircles/agcomic scoring guide.htm|agcomic scoring guide.htm]] [[file:sps-inquirycircles/Teacher Evaluation Ag project.doc|Teacher Evaluation Ag project.doc]] [[file:sps-inquirycircles/Ag student learning response.docx|Ag student learning response.docx]]

media type="file" key="2 Photostory salamander ps seth Lucius taimour.wmv" width="300" height="300" ||
 * Teacher-Librarian - Jan Harrison**
 * Designing Student-Performance Tasks** **Template** **(Doc/PDF): [[file:DESIGNING+student+task+2010 first draft.doc]]**
 * Project Summary:**
 * Cork Board Questions : Cork Board Habitat**
 * Project Title || xxxxxxxx ||
 * School / Teacher Name || Caswell / Crystal Lambert ||
 * Grade Level || Gr 3/4 ||
 * Content Area || Science ||
 * Driving Question || How are things interrelated within a habitat? ||
 * Scenario Task || Create docudrama using photostory ||
 * TYPE of Communication || docudrama ||
 * Student Digital Product || media type="file" key="2 Photostory rabbits Taylah, Jayden and Tannah.wmv" width="300" height="300"
 * Other Supporting Documents ||  ||

[|Corkboard inquiry questions]
 * Teacher-Librarian - Karen Routley**
 * Designing Student-Performance Tasks** **Template** **(Doc/PDF) :[[file:sps-inquirycircles/HEATBuckle DESIGNING+student+task+2010.doc|HEATBuckle DESIGNING+student+task+2010.doc]]**
 * Project Summary:**
 * [|Corkboard question]**
 * Corkboard for Project Ideas:**
 * Project Title || How can I persuade others to read good books? ||
 * School / Teacher Name || Ecole Henry Kelsey - Julienne Buckle ||
 * Grade Level || Gr. 4/5 ||
 * Content Area || ELA ||
 * Driving Question || What is effective communication? ||
 * Scenario Task || create a book trailer ||
 * TYPE of Communication || persuasive ||
 * MODE of Communication || book trailermedia type="file" key="Jr. book trailer movie.wmv" width="300" height="300" ||
 * Student Digital Product || media type="file" key="Simon's book trailer.wmv" width="300" height="300" ||
 * Other Supporting Documents ||  ||
 * Teacher-Librarian:**
 * Designing Student-Performance Tasks** **Template** **(Doc):**
 * Project Summary:**
 * Project Title || xxxxxxxx ||
 * School / Teacher Name ||  ||
 * Grade Level ||  ||
 * Content Area ||  ||
 * Driving Question ||  ||
 * Scenario Task ||  ||
 * TYPE of Communication ||  ||
 * MODE of Communication ||  ||
 * Student Digital Product ||  ||
 * Other Supporting Documents ||  ||