7-8_2

=Grade 7-8 Curriculum Inquiry Projects - Round Two= Post a summary for each inquiry project being designed by teachers participating in this PD project. Complete the basic information fields in the chart below AND attach your "" document completed with your TL.

Product || Help the People [] media type="youtube" key="iq3XLv1bJyY" height="215" width="360" Bullycide [] media type="youtube" key="Q3sIHFk3rT8" height="215" width="320" || [|Corkboard for projects] media type="file" key="MOEIN'S MOVIE.wmv" width="300" height="300" media type="file" key="Mehvish's PSA.wmv" width="300" height="300" ||
 * Teacher-Librarian:** Tamzen Kulyk
 * Student-Performance Tasks** **Template** **(Doc):[[file:student tasks for service learning.doc]]**
 * Project Summary:**
 * Project Title || Service Learning ||
 * School / Teacher Name || Greystone Heights/ Michelle Pantel ||
 * Grade Level || Grade 8 ||
 * Content Area || Social Studies, ELA, Career Ed, Arts Education ||
 * Driving Question || **Driving Question**:How can I make a difference in the world?
 * Essential Questions:** Where do you think you could make an impact within a world issue of your choice? 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? ||
 * Scenario Task || How can I make a difference in the world? ||
 * TYPE of Communication || Student choice: Personal Expression, Docudrama, documentary, advertisement, short story, narrative. ||
 * MODE of Communication || Student Choice: Education, Activism, Reflection. Some examples (but not limited to) TedTalk, public service annoucement, documentary ||
 * Student Digital
 * Other Supporting Documents ||  ||
 * Teacher-Librarian: Sandra Cochlan**
 * Designing Student-Performance Tasks** **Template** **(Doc):[[file:student+tasks+for+service+learning.doc]]**
 * Project Summary:**
 * Project Title || Global Issues ||
 * School / Teacher Name || Alvin Buckwold/ Jenn Robertson ||
 * Grade Level || Grade 7 & 8 ||
 * Content Area || Social Studies ||
 * Driving Question || **Driving Question:** If Canada could focus on one Global Issue to support, which one would they choose?
 * Supporting Questions:** How did the issue come about in this Country? What needs to be done to overcome the issue? If Canada were to help, how would this impact the world for present and future generations? ||
 * Scenario Task || Create a digital presentation to convince Canada to focus on your global issue. ||
 * TYPE of Communication || Digital Presentation ||
 * MODE of Communication || Student Choice of Presentation Software (Sliderocket, Prezi, etc.) ||
 * Student Digital Product ||  ||
 * Other Supporting Documents ||  ||
 * Teacher-Librarian: Denise Rossmo-Wiegers**
 * Designing Student-Performance Tasks** **Template** **(Doc): [[file:wildwood.2.doc]][[file:teacher lessonprofile.2.doc]][[file:Student Learning Profile (2).docx]]**
 * Project Summary: Book Trailers**
 * Project Title || Spread the Word ||
 * School / Teacher Name || Wildwood / Jim Best ||
 * Grade Level || Grade 8 ||
 * Content Area || Language Arts ||
 * Driving Question || What aspects and qualitites of a book trailer will attract other students to read it? ||
 * Scenario Task || Create a book trailer about a book which you would like others to read. ||
 * TYPE of Communication || persuasive, informative ||
 * MODE of Communication || Photostory Animoto ||
 * Student Digital Product || Book Trailer ||
 * Other Supporting Documents ||  ||
 * Teacher-Librarian:**
 * Designing Student-Performance Tasks** **Template** **(Doc):**
 * Project Summary:**
 * Project Title: Treaty EducationBooks || xxxxxxxx ||
 * School / Teacher Name: Westmount, Rob Janzen ||  ||
 * Grade Level: Grade 7 & 8 ||  ||
 * Content Area Social Studies & Language Arts ||  ||
 * Driving Question: How can we explain Canadian Treaty fundamentals to Grade One students? ||  ||
 * Scenario Task ||  ||
 * TYPE of Communication ||  ||
 * MODE of Communication ||  ||
 * Student Digital Product ||  ||
 * Other Supporting Documents ||  ||
 * TeacherLibrarian - Kim Johnson**
 * Designing Student-Performance Tasks** **Template** **(Doc/PDF): [[image:http://c1.wikicdn.com/i/mime/32/application/msword.png width="32" height="32" link="file:sps-inquirycircles/DESIGNING Nov 3.doc"]] [[file:sps-inquirycircles/DESIGNING Nov 3.doc|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 || [[file:Xiaofu2SLP.pdf]][[file:DESIGNING_May_11[1].doc]][[file:Xiaofu1SLP.pdf]] ||
 * Teacher-Librarian: Jaelynne Cherwoniak**
 * Designing Student-Performance Tasks** **Template** **(Doc):**
 * Project Summary:**
 * Project Title || xxxxxxxx ||
 * School / Teacher Name || Sutherland School/Wayne Gering ||
 * Grade Level || 8 ||
 * Content Area || Career Ed/Social Studies ||
 * Driving Question || Is our government meeting the current needs of people? ||
 * Scenario Task || PSA ||
 * TYPE of Communication || persuasion ||
 * MODE of CommunicationSA || PSA ||
 * Student Digital Product || Movie Maker, Jamendo. Jam Studio, Audacity
 * Other Supporting Documents ||  ||
 * Teacher-Librarian - Laurie Hnatiuk** **Designing Student-Performance Tasks** **Template** **(Doc/PDF):[[image:http://c1.wikicdn.com/i/mime/32/application/msword.png width="32" height="32"]] CRS Designing Template.doc**
 * Project Summary:** 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.
 * 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? __ 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 ||
 * Scenario Task || Advertisement- Multimedia of pros and then blooper video (of cons) 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 ||
 * TYPE of Communication || Persuade ||
 * MODE of Communication || Video/media type="file" key="Seth Final.MOV" width="300" height="300" ||
 * Student Digital Product || [] used for reflection of ongoing inquiry moving from Teacher ownership to student ||
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Student Learning Profile