Grade+Six+Project+Collection

=Grade Six Project Collection=
 * Teacher Librarian - Lisa Proctor**
 * Attach Planning** **Template** **:**

(Drives instruction for the whole unit) || ** What determines a country’s quality of life? (Grade 6) **
 * Project Title || Quality of Life ||
 * School / Teacher Name || John Lake/Stacey Salter ||
 * Grade Level || Grade 6/7 ||
 * Subject Area || Social, ELA ||
 * Essential Question

** Sub Question (Grade 7): How can you contribute to the sustainability of a countries quality of life? **
|| || (Drives instruction for the whole unit) || How would our Canadian identity changed, have we not worked to right the wrongs of the past? How have Canadians worked to eliminate slavery and bring the true intentions of treaty back to FN people? What is the connection between Canada’s role in trying to provide freedom for slaves and First Nations people and the treaties? Freedom Fighters or Colonial Oppressors? What is the true identity of Canada? || (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) || || (Drives instruction for the whole unit) || How can I make a difference? || http://elementarylibguides.spsd.sk.ca/studentshowcase || [] ......................................................................................................... || (Drives instruction for the whole unit) || 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 || [] [] || North Park Wilson - Carly Brown || (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) ||
 * Assessment Tools: (i.e Rubric) || [[file:Quality of Life Project rubric.docx]]
 * Other Supporting Documents || Our libguide has a page created for the project which outlines the co constructed mind map (popplet) that guided their research [] ||
 * Culminating Project || Each student will be responsible for sharing their essay, supporting visuals (infographics, pics etc) at the assembly of nations. ||
 * Link to Teacher or Classroom Blog || ........................................................................................................................... ||
 * Teacher Librarian - Jaelynne Cherwoniak**
 * Attach Planning** **Template** **:[[file:Slavery Inquiry.doc]]**
 * <span style="font-family: Arial,Helvetica,sans-serif;">Project Title || How do we right past wrongs? ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">School / Teacher Name || Sutherland/Joorisity ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">Grade Level || Grade6 ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">Subject Area || social studies/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 || Infographic/Smore ||
 * 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 -****Laurie Hnatiuk**
 * Attach Planning** **Template** **:**
 * <span style="font-family: Arial,Helvetica,sans-serif;">Project Title || How Can I Make a Difference? ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">School / Teacher Name || Forest Grove Shari Williams ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">Grade Level || 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) || rubric [[file:Infographics.docx]] ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">Other Supporting Documents || [[file:Williams_Hnatiuk Forest Grove Inquiry Template.docx]] ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">Culminating Project || media type="custom" key="24671614"
 * 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;">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:
 * 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) || What is the most important contributions/inventions have happened in SK/Canada? || <span style="font-family: Arial,Helvetica,sans-serif;">(Drives instruction for the whole unit) || media type="custom" key="22689712" ||
 * 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 -**
 * Attach Planning** **Template** **:**
 * <span style="font-family: Arial,Helvetica,sans-serif;">Project Title || SK/Canadian symbols and significance ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">School / Teacher Name || River Heights/Breanne Allen ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">Grade Level || 4/5 immersion ||
 * <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 || Present your idea to the gov't/people about a SK/Canadian symbol you would like to change to represent a significant contribution to Cdn society. ||
 * Link to Teacher or Classroom Blog || ............................................................... ||
 * Teacher Librarian - Tamzen Kulyk**
 * Attach Planning** **Template** **:**
 * <span style="font-family: Arial,Helvetica,sans-serif;">Project Title || Social Issues ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">School / Teacher Name || Greystone/ Christine Yun ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">Grade Level || 6 ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">Subject Area || Social Studies and Science ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">Essential Question
 * <span style="font-family: Arial,Helvetica,sans-serif;">Assessment Tools: (i.e Rubric) || interview, anecdotal notes, expository writing, reflective blogs, diigo, annotated references, peer and self assessment, co-created criteria for culminating project ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">Other Supporting Documents || media type="custom" key="22689684" ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">Culminating Project || In progress ||
 * Link to Teacher or classroom Blog || []

[] ..... || <span style="font-family: Arial,Helvetica,sans-serif;">(Drives instruction for the whole unit) || How does Canadian culture connect to the culture of your country of study? Show evidence to support your answer. || TL infographic sample [] || understanding of the three curricular objectives. Possible Scenario: Using the knowledge you have gained about your chosen country through the three activities, you must design a pavilion for Saskatoon's Folk Fest. Your pavilion must adhere to the criteria (co-created with student and teacher) and exemplify the culture of your country. Your classmates will comprise a panel that will rank the submissions and choose the top three pavilions to be represented at Folk Fest. || 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. [] || Sub questions (student created): 1. What would life be like if treaty promises had been kept? 2. What would life be like if treaties hadn't been created in Canada/SK? 3. Why was the Indian Act implemented? || One sample of a product my students made. Please note: they attempted Cree as one student has a parent who is Cree. However, he was unsure he remembered it correctly. || Trade Embargo (Digital Project) [|Corkboard for Project Ideas:] in their lives and make their world a better place. || ||
 * Teacher Librarian - Diane Barsi**
 * Attach Planning Template: [[file:Inquiry+Planning+Template_Holliston.docx]]**
 * <span style="font-family: Arial,Helvetica,sans-serif;">Project Title || I Am "..." Canadian! ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">School / Teacher Name || Holliston/Dave McDougall ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">Grade Level || 6/7 ||
 * <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 picture gallery, an infographic and a video that show their
 * Link to Teacher or classroom Blog || ......... ||
 * Teacher Librarian - Dawn Opheim**
 * Attach Planning** **Template** **:[[file:Space Inquiry+Planning.docx]]media type="file" key="amanda scooter competition.wav" width="300" height="50"media type="file" key="Carter Legend.wav" width="300" height="50"media type="file" key="victoria's oral story telling.wav" width="300" height="50"**
 * <span style="font-family: Arial,Helvetica,sans-serif;">Project Title || Space ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">School / Teacher Name || Lawson Heights/Jodi Brissaw ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">Grade Level || 6 ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">Subject Area || Science and LA ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">Essential Question (Drives instruction for the whole unit) || What would need to change on Mars to support life? ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">Assessment Tools: (i.e Rubric) || Rubrics and Observations ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">Other Supporting Documents ||  ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">Culminating Project || Oral Storytelling/Robotics/Brochure ||
 * Link to Teacher or classroom Blog || ........................................................................................................................... ||
 * Link to TL's Blog ||  ||
 * 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: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: Erika Bakker**
 * Designing Student-Performance Tasks** **Template** **(Doc):**
 * [[file:sps-inquirycircles/Misbah School - DESIGNING+student+task+2010 - SOCIAL STUDIES.doc|Misbah School - DESIGNING+student+task+2010 - SOCIAL STUDIES.doc]]**
 * [[file:sps-inquirycircles/Inquiry project introduction.docx|Inquiry project introduction.docx]]**
 * [[file:sps-inquirycircles/S.S. Inquiry Project Rubric.pdf|S.S. Inquiry Project Rubric.pdf]]**
 * [[file:sps-inquirycircles/Student Sample Inquiry Project _Social Studies 2012.pdf|Student Sample Inquiry Project _Social Studies 2012.pdf]]**
 * Project Summary:**
 * Project Title || xxxxxxxx ||
 * School / Teacher Name || Cassandra Shangraw ||
 * Grade Level || 6/7 ||
 * Content Area || Social Studies/Language Arts/Career Ed. ||
 * Driving Question || "How can I make a difference in the world?" ||
 * Scenario Task || Choose a local issue of your choice, research and create an Action Plan. ||
 * TYPE of Communication || Writen Report/Presentation ||
 * MODE of Communication || Student Choice ||
 * Student Digital Product || Student Choice ||
 * Other Supporting Documents ||  ||
 * Teacher-Librarian:** Tamzen Kulyk
 * Designing Student-Performance Tasks** **Template** **(Doc):[[file:designing template for global issues grade 6 (2)-activists.doc]]**
 * Project Summary:** Determining gifts and talents in order to make positive change in the world.
 * Project Title || Be the Change You Wish to See in the World ||
 * School / Teacher Name || Greystone Heights School: Aaron Hansen ||
 * Grade Level || Grade 6 ||
 * Content Area || ELA and Social Studies ||
 * Driving Question || How are people around the world affected by injustices or abuses of power? ||
 * Scenario Task || What are my gifts/talents and how can I use them to guide and initiate change in local and global communities. for the better good ||
 * TYPE of Communication || Blog ||
 * MODE of Communication || Persuasive ||
 * Student Digital Product || Blog and video ||
 * Other Supporting Documents ||  ||
 * Teacher-Librarian:** Jan Harrison
 * Designing Student-Performance Tasks** **Template** **(Doc): [[file:Social-Planning for Country Study Project.doc]]**
 * Project Summary:** Atlantic Country Study Project
 * Project Title || xxxxxxxx ||
 * School / Teacher Name || Caswell, Tanya Deneiko ||
 * Grade Level || 6 ||
 * Content Area || Social ||
 * Driving Question || What do countries advertise and promote to encourage immigration and tourism in their country? ||
 * Scenario Task || You have been hired by your countries tourism council to create a commercial promoting what the country has to offer. This is going to be used in an international advertising campaign to increase tourism and perhaps stimulate immigration. Their goal is to bring more people to their country to learn about their land and people. ||
 * TYPE of Communication || Advertisement/Commercial ||
 * MODE of Communication || Animoto ||
 * Student Digital Product ||  ||
 * Other Supporting Documents || [[file:Final Project Outline-Commercial.docx]] ||
 * Teacher-Librarian - Jan Harrison**
 * Designing Student-Performance Tasks** **Template** **(Doc/PDF):[[file:Social - Planning for Treaty Inquiry.doc]]**
 * Project Summary:**
 * Corkboard Question**
 * Corkboard for Project Ideas:**
 * Project Title || Treaty Relationships and Promises - Cause and Effect ||
 * School / Teacher Name || Caswell-Tanya Deneiko ||
 * Grade Level || 6 AcTal ||
 * Content Area || Social Studies and ELA ||
 * Driving Question || How do the treaty relationship and promises effect people in Saskatchewan?
 * Scenario Task || You have been asked to use your knowledge of treaties to create a series of videos that the OTC and teachers can use to help inform people your age (middle years) about treaty relationships and the treaty promises in SK/Canada, and guide them in conversations regarding treaties. Create a docudrama based on your question, information you have gathered, and what you have learned. ||
 * TYPE of Communication || Docudrama (narrative) ||
 * MODE of Communication || video based, will use research along with voiceover, pictures, and documents ||
 * Student Digital Product || media type="file" key="Ty, Katie, Flan, Cody, Rishona.m4v" width="300" height="300"
 * 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 -** Tamzen Kulyk
 * Designing Student-Performance Tasks** **Template** **(Doc/PDF):**
 * Project Summary:** Communities
 * [|Corkboard Brainstorm]**
 * Project Title || xxxxxxxx ||
 * School / Teacher Name || Greystone Heights School: Aaron Hansen ||
 * Grade Level || Grade 6 AcTal ||
 * Content Area || Social Studies and ELA ||
 * Driving Question || How are we connected? ||
 * Scenario Task || You are a news reporter, analyze and evaluate the impact a global event has had on your community and the world. ||
 * TYPE of Communication || DocuDrama ||
 * MODE of Communication || Analyzing ||
 * Student Digital Product ||  ||
 * 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** **- Irene Kindrachuk**
 * Designing Student-Performance Tasks** **Template** **(Doc/PDF):[[file:Jodi's HEAT Design Template 1.doc]]**
 * Corkboard Ideas**
 * Question Corkboard**
 * Project Summary**
 * Project Title || Interactions and Interdependence of Nations ||
 * School / Teacher Name || Lawson Heights/Jodi Brissaw ||
 * Grade Level || Gr. 5/6 ||
 * Content Area || Social Studies ||
 * Driving Question || How do relationships affect us globally and locally? ||
 * Scenario Task || Who am I? What is my identity docudrama ||
 * TYPE of Communication || Video ||
 * MODE of Communication || Docudrama ||
 * Student Digital Product || media type="file" key="DOCUDRAMA - Danica_1.wmv" width="300" height="300" ||
 * Other Supporting Documents || [[file:Teacher Lesson.docx]][[file:Student Learning Profile.docx]]
 * Technology Support Person - Dawn Morgan**
 * Designing Student-Performance Tasks** **Template** **(Doc):**
 * Project Summary:[[file:secondyearcohort_christineanddawn_2012.docx]][[file:secondyearcohort_christineanddawn_2012.docx]]**
 * Project Title || Health - Stress Management ||
 * School / Teacher Name || Dr. John G. Egnatoff ||
 * Grade Level || 6 ||
 * Content Area || Health ||
 * Driving Question || How can you determine if your strategies for dealing with stressful situations are successful? ||
 * Scenario Task ||  ||
 * TYPE of Communication || Narrative ||
 * MODE of Communication || Comic Life ||
 * Student Digital Product || [[image:sps-inquirycircles/round2a.jpg width="324" height="420"]][[image:sps-inquirycircles/round_2b.jpg width="323" height="419"]] ||
 * Other Supporting Documents ||

||
 * Technology Support Person - Dawn Morgan**
 * Designing Student-Performance Tasks** **Template** **(Doc): [[file:DESIGNING_student_task_2010_ssalter.doc]]**
 * Project Summary:**
 * Project Title || Persuasive Commercials ||
 * School / Teacher Name || Mayfair School--Stacey Salter ||
 * Grade Level || Grade 5/6 ||
 * Content Area || Language Arts ||
 * Driving Question || How can using quotations marks help students write with more persuasion using xtranormal.com? ||
 * Scenario Task || The production of a script and commercial using xtranormal.com ||
 * TYPE of Communication || Persuasive advertisement ||
 * MODE of Communication || animation ||
 * Student Digital Product || xtranormal.com ||
 * Other Supporting Documents || Introduction (teacher) []

Student samples []

[] ||