5-6

=Grade 5-6 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 file of your "HEAT Student Performance Task" completed with your TL.

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 * 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]]

- Buffalo point of view - Crown point of view - Elder point of view ||
 * Teacher Librarian - Marge Roszell**
 * Designing Student-Performance Tasks** **Template** **(Doc/PDF):[[file:DESIGNING+student+task+2010 Wilkinson.pdf]]**
 * Project Summary:**
 * Corkboard Me - Ideas**
 * CorkboardMe - Questions**
 * 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 ||  ||
 * 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 ||  ||
 * Other Supporting Documents ||  ||

in their lives and make their world a better place. ||
 * 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 ||  ||

Trade Embargo (Digital Project) [|Corkboard for Project Ideas:]
 * 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 ||  ||
 * 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" ||
 * Other Supporting Documents || [[file:Student Examples.tif]][[file:Residential School Docudramas.docx]][[file:Residential School Docudrama-Planning.docx]] ||

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. ||
 * 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"
 * Other Supporting Documents ||  ||
 * Teacher-Librarian -Anne Brander**
 * Designing Student-Performance Tasks** **Template** **(Doc/PDF):**
 * Project Summary:Culture and Communities**
 * Project Title || xxxxxxxx ||
 * School / Teacher Name || Neal Cantin ||
 * Grade Level || 6/7 ||
 * Content Area || Social Studies ||
 * Driving Question ||  ||
 * Scenario Task ||  ||
 * TYPE of Communication ||  ||
 * MODE of Communication ||  ||
 * Student Digital Product ||  ||
 * 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 ||  ||