Grade+Seven+Project+Collection

=Grade Seven Project Collection= (Drives instruction for the whole unit) || **Is protecting our natural resources important?** (Drives instruction for the whole unit) || How do children react to the rules, policies and laws that impact their lives? || (Drives instruction for the whole unit) || How do I lead so others will follow? ||
 * Teacher Librarian -Shawn Johnson**
 * Attach Planning** **Template** **:[[file:Assessment for Science Inquiry Project 7&8.docx]][[file:Toor Inquiry Project Spring 2014 for wiki (3).docx]]**
 * Project Title || Water/Soil Inquiry ||
 * School / Teacher Name || Alvin Buckwold/Kendra Toor ||
 * Grade Level || 7/8 ||
 * Subject Area || Science ||
 * Essential Question
 * What are the societal and environmental impacts of historical and current catastrophic geological events?** ||
 * Assessment Tools: (i.e Rubric) ||  ||
 * Other Supporting Documents ||  ||
 * Culminating Project ||  ||
 * Link to Teacher or Classroom Blog || ........................................................................................................................... ||
 * Teacher Librarian -Marge Roszell**
 * Attach Planning** **Template** **:[[file:Dundonald RobRozCase.docx]]**
 * Project Title || Making a Difference ||
 * School / Teacher Name || Dundonald/Edie Robinson and Sarah Casey ||
 * Grade Level || gr. 7 ||
 * Subject Area || S.S/ELA ||
 * 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 || Represent a child in a situation where rules, policies or laws impacted their lives in either past or present events around the world[[file:DID YOU KNOW VIDEOS.wlmp]] Telemedia commercials (Adopt a Village), and interviews (representing a child from a Pacific Rim country) ||
 * Link to Teacher or Classroom Blog || ......... ............................................................................................................. ||
 * Link to Teacher-Librarian's Blog || [] ||
 * Teacher Librarian - Sheena Hushagen**
 * Attach Planning** **Template** **:**
 * <span style="font-family: Arial,Helvetica,sans-serif;">Project Title || Social Responsibility - Personal Choice or Societal Obligation? ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">School / Teacher Name || Ecole Victoria ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">Grade Level || 7 and 8 ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">Subject Area || English 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) || rubric, surveys, ancedotal records, co-constructed criteria, ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">Other Supporting Documents ||  ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">Culminating Project || Public Service Announcements ||
 * Link to Teacher or Classroom Blog || ..mmmmmmmayomemme.mm.............................................mm.......................................................................... ||
 * Link to Teacher-Librarian's Blog || notjustalibrarian.blogspot.com (teacher blog) mmemayo.blogspot.ca ||

<span style="font-family: Arial,Helvetica,sans-serif;">(Drives instruction for the whole unit) || Why are some countries wealthier than others? ||
 * Teacher Librarian - Denise Rossmo-Wiegers**
 * Attach Planning** **Template** **:[[file:Roland Michener Haight.docx]]**
 * <span style="font-family: Arial,Helvetica,sans-serif;">Project Title || Resources and Wealth ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">School / Teacher Name || Roland Michener / James Haight ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">Grade Level || grade 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) || [[file:Haightrubric1.docx]] ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">Other Supporting Documents || [[file:plans.docx]][[file:Haight discussion.docx]] ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">Culminating Project || [[file:Haightprojectsheet.docx]][[file:Haightprojectsheet.docx]]

Students will use Infographics and Prezi to illustrate their findings on the connections between wealth and resources within a country.

|| <span style="font-family: Arial,Helvetica,sans-serif;">(Drives instruction for the whole unit) || How well do you know yourself and your personal limits? (Grade 7) Kid speak -Do you know your limits? à Where is your stupid line? How does knowing yourself and your personal limits help you influence and support others? (Grade 8 ) STUDENT CREATED QUESTIONS AS WELL: Using: || [] cludes...................... || <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 & leading roles Measure student understanding from oral answers and written responses || __Career Education 7__ CC7.2 (Connections to Community) Analyze the contributions work makes to the individual and their community, including globally Communicate some examples of how one can contribute to the community through unpaid work)  __English Language Arts 7__  CC7.1 (Compose and Create) Create various visual, oral, written, and multimedia  (including digital) texts that explore __social responsibility__ (eg. Taking Action) PollEverywhere - used to poll collective student understanding Today's Meet - used to gather student thoughts / opinions - check-in CorkboardMe - used for brainstorming ideas for project Bubbl.us - used to plan student's final projects || (Display on interactive bulletin board) || .......................................................................................................... || <span style="font-family: Arial,Helvetica,sans-serif;">(Drives instruction for the whole unit) || How is good health best created? What do my peers need to know about (first aid, infectious diseases, peer relationships, nutrition)? || Student Google Docs: [|First Aid], [|Nutrition],[|Infection],[|Relationships] Student Google Doc Pathfinders: [|First Aid], [|Nutrition,][| Infection], [|Relationships] || .................................................................................................................. || <span style="font-family: Arial,Helvetica,sans-serif;">(Drives instruction for the whole unit) || How can I blend the artist's method/technique with my sense of place to create a unique piece of art? || <span style="font-family: Arial,Helvetica,sans-serif;">(Drives instruction for the whole unit) || How can I Step Up and make a difference in the world? || Written Examples Rubrics Media Text ||
 * Teacher Librarian - Lisa Proctor**
 * Attach Planning** **Template** **:[[file:Inquiry+Planning+Template mitch .docx]]**
 * <span style="font-family: Arial,Helvetica,sans-serif;">Project Title || Exploring Personal Limits ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">School / Teacher Name || John Lake/Mitch Lowe ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">Grade Level || grade 7 and Grade 8 ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">Subject Area || Health ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">Essential Questions (for each grade)
 * <span style="font-family: Arial,Helvetica,sans-serif;">Assessment Tools: (i.e Rubric) || [[file:PSA rubric - modified from digitales.docx]] ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">Other Supporting Documents || [[file:PMI chart.docx]][[file:Criteria of an Effective PSA.docx]][[file:capture of persuasive writing concept map.docx]] ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">Culminating Project || Creation of a PSA that could be shared with Sask Health ||
 * Link to Teacher or classroom Blog || ..
 * Teacher Librarian - Tanya Beattie**
 * Attach Planning** **Template** **:[[file:7 - Inquiry Plan Template - NPW_Beattie_Skaalid.docx]]**
 * <span style="font-family: Arial,Helvetica,sans-serif;">Project Title || Social Action ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">School / Teacher Name || North Park Wilson School - Virginia Skaalid ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">Grade Level || 7 ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">Subject Area || Career Education / English 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) || Checklists
 * <span style="font-family: Arial,Helvetica,sans-serif;">Other Supporting Documents || **Curriculum Outcomes**
 * <span style="font-family: Arial,Helvetica,sans-serif;">Culminating Project || Create a PSA (in the form of an audioboo) to persuade others to make a positive difference in their community.
 * Student projects: || ..[[image:sps-inquirycircles/ian, nash, luke.png align="left" link="@http://audioboo.fm/boos/1255441-ian-nash-luke"]]
 * Link to TL's Blog || ==http://reflectingandsharing.blogspot.ca/2013/03/inquiry-project-spring-2013.html== ||
 * Teacher Librarian -Susan Funk**
 * Attach Planning** **Template** **:[[file:BrevoortParkReidFunk.docx]]**
 * <span style="font-family: Arial,Helvetica,sans-serif;">Project Title || Healthy Lifestyles ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">School / Teacher Name || Brevoort Park/ Rob Reid ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">Grade Level || 7 ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">Subject Area || Health and ELA ||
 * <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 || [[file:Planning Doc.docx]][[file:Pathfinder Generic.doc]]
 * <span style="font-family: Arial,Helvetica,sans-serif;">Culminating Project || Making a PSA to persuade peers to make healthy lifestyle choices ||
 * Link to Teacher or classroom Blog || .........
 * Link to TL's Blog || [|www.sfens.wordpress.com] direct link to this project [|reflections] ||
 * Teacher Librarian - Karen Routley**
 * Attach Planning** **Template** **:**
 * <span style="font-family: Arial,Helvetica,sans-serif;">Project Title || Hands, Minds, Technology on Canadian Art ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">School / Teacher Name || River Heights/ Deighan Remoundos ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">Grade Level || 7 ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">Subject Area || Arts Ed; ELA ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">Essential Question
 * <span style="font-family: Arial,Helvetica,sans-serif;">Assessment Tools: (i.e Rubric) || Writing rubrics for research document ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">Other Supporting Documents || Evernote; student writing; Edmodo; bib.me; ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">Culminating Project || Art installation featuring student research about an artist, and their own representation of the artist's style ||
 * Link to Teacher or classroom Blog || [[file:Inquiry planning template Gr. 7.docx]]EdEdmodoejl....................................................................... ||
 * Link to TL's Blog || LibGuides Ms. Remoundos' page ||
 * Teacher Librarian - Kristen Smith**
 * Attach Planning** **Template** **:**
 * <span style="font-family: Arial,Helvetica,sans-serif;">Project Title || EcoSystems ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">School / Teacher Name || W.P. Bate Warren Wiegers ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">Grade Level || 7 ||
 * <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) || What if there were no ...? ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">Assessment Tools: (i.e Rubric) || Rubric ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">Other Supporting Documents || graphic organizers, print resources, and database ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">Culminating Project || [[file:Rose Bud.comicdoc]] ||
 * Teacher Librarian - Alison Robbins Jakes**
 * Attach Planning** **Template** **:**
 * <span style="font-family: Arial,Helvetica,sans-serif;">Project Title || Step Up! ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">School / Teacher Name || Queen Elizabeth / Michael Milen ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">Grade Level || 7/8 ||
 * <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) || Today's Meet
 * <span style="font-family: Arial,Helvetica,sans-serif;">Other Supporting Documents ||  ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">Culminating Project || Informational / Persuasive Media Presentation ||
 * Link to Teacher or classroom Blog || [|http://stepupqe.blogspot.ca] .............................................................................................................. ||
 * Link to TL's Blog ||  ||

<span style="font-family: Arial,Helvetica,sans-serif;">(Drives instruction for the whole unit) || How do systems of government affect the quality of life for different societies? || <span style="font-family: Arial,Helvetica,sans-serif;">(Drives instruction for the whole unit) || How does understanding events from the past make a difference in the future of Canadian identity? || http://video.spsd.sk.ca/uploads/Rossmo-WiegersD2013325145151.mp4 || [|Corkboard for projects]
 * Teacher Librarian -Jaelynne Cherwoniak**
 * Attach Planning** **Template** **: [[file:KWL Power & Authority, Quality of Life.docx]]**
 * <span style="font-family: Arial,Helvetica,sans-serif;">Project Title || Quality of Life/ Government ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">School / Teacher Name || Sutherland /Amy Cosgrove ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">Grade Level || 6/7 ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">Subject Area || Social ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">Essential Question
 * Teacher Librarian - Denise Rossmo-Wiegers**
 * Attach Planning** **Template** **:[[file:Roland Michener Template - Inquiry 2012-2013.docx]]**
 * <span style="font-family: Arial,Helvetica,sans-serif;">Project Title || Canada's Past - Canada's Future ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">School / Teacher Name || Roland Michener / Leah Dayday ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">Grade Level || Grade 7 / 8 ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">Subject Area || Language Arts / 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) || - discussion at fire-side chat ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">Other Supporting Documents || media type="custom" key="22562024"
 * <span style="font-family: Arial,Helvetica,sans-serif;">Culminating Project || Students will create a public service announcement informing other youth about a Canadian historical event which has affected the present Canadian identity. After viewing PSA's, students will take part in a "fire-side"chat to discuss essential question. ||
 * Teacher-Librarian - Laurie Hnatiuk** **Designing Student-Performance Tasks** **Template** **(Doc/PDF):[[image:http://c1.wikicdn.com/i/mime/32/application/msword.png]] 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 ||
 * TeacherLibrarian - Kim Johnson**
 * Designing Student-Performance Tasks** **Template** **(Doc/PDF): [[image:http://c1.wikicdn.com/i/mime/32/application/msword.png 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: 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 Name - Erika Bakker**
 * Corkboard Questions**
 * Designing Student-Performance Tasks** **Template** **(Doc/PDF):**
 * [[file:sps-inquirycircles/Misbah School - Student Performance Tasks - SCIENCE.docx|Misbah School - Student Performance Tasks - SCIENCE.docx]]**

__Sub Questions:__
 * Project Summary:**
 * Project Title || Organisms effect on ecosystems ||
 * School / Teacher Name || Cassandra Shangraw, Misbah ||
 * Grade Level || 7 ||
 * Content Area || Science ||
 * Driving Question || Why is the ecosystem a delicate balance?
 * How do organisms impact their ecosystem?
 * How are the organisms and the ecosystem interdependent?
 * If imbalance occurs, how is balance/homeostasis restored ||
 * Scenario Task || You are an expert (scientist, dr, environmentalist) research a new organism that has been unleash into the Sask. ecosystem. ||
 * TYPE of Communication || Student will decide ||
 * MODE of Communication || Student will decide ||
 * Student Digital Product || [[file:sps-inquirycircles/Agribition_General_Assembly_2011.ppt|Agribition_General_Assembly_2011.ppt]] ||
 * Other Supporting Documents || **[[file:sps-inquirycircles/Mousecat Brainstorming Example.pdf|Mousecat Brainstorming Example.pdf]]**
 * [[file:sps-inquirycircles/Inquiry Project - Student handout.docx|Inquiry Project - Student handout.docx]]**
 * [[file:sps-inquirycircles/Science Inquiry Project Rubric.docx|Science Inquiry Project Rubric.docx]]** ||
 * Teacher-Librarian - Sandra Cochlan**
 * Designing Student-Performance Tasks** **Template** **(Doc/PDF):[[file:DESIGNING+student+task+2010_math.doc]]**


 * Project Summary:**

CIT Questions- Students will demonstrate understanding of mathematics. How can I inform others? What format would be appropriate for my audience? || of their reflection, sharing of their learning from different persepectives, representations(concrete,pictorial,physical,verbal) and their real-world connection. Math concepts chosen by students from grade 7 & 8 Math Curriculum. Students as Teachers || ||
 * Corkboard**
 * Corkboard for Questions**
 * Project Title || Instructional Math Videos ||
 * School / Teacher Name || Alvin Buckwold/ Jenn Robertson ||
 * Grade Level || 7/8 ||
 * Content Area || Mathematics (CIT incorporation) ||
 * Driving Question || How can I communicate my mathematical understandings?
 * Scenario Task || Communicating Mathematical Understanding-Students will create a collection of an instructional Math videos to help benefits from their understanding-an interplay
 * Students will show the video to the class along with a mini-lesson, where they will facilitate an activity for the class based on their Math concept.
 * Students will self-evaluate their video/assessment based on how their classmates completed the activity.
 * Students will conference with teacher(s) and video journal throughout the process. ||
 * TYPE of Communication || How to Directions (and Beyond)
 * MODE of Communication || Video Journaling, Corkboard.me to communicate thinking, student created videos ||
 * Student Digital Product || media type="file" key="Student Sample Video E.wmv" width="300" height="300"media type="file" key="Tessellations.wmv" width="300" height="300" ||
 * Other Supporting Documents || [[file:TeacherLesson_UnitProfileTemplate.doc]]

[|Corkboard for projects]
 * TeacherLibrarian - Kim Johnson**
 * Designing Student-Performance Tasks** **Template** **(Doc/PDF): [[file: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 ||  ||

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. __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 || 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 || Step two: Utilize I write Like algorithym to generate an author of prominence to compare their writing. Step three : Go to public library to pull sample pieces to generate excerpts of exemplary writing traits. Step four : create a t-chart that dichotomizes the students sample traits with the author exemplary traits Step five: Analysis of their writing based upon the traits that they have found or not found in both their writing and the famous author's writing Step six: taking this new found skill of analysis students will learn about how to use traits of writing to create a book review of a library book of their choice from our local LRC. Step seven :Students will take the book reviews that they have written to create a podcast of their book review which will be linked to the actual book using a QR code which will be placed inside the jacket of the book. The purpose of the podcast is to encourage someone to read a book from our local collection. || - comparing themselves to a person who has made a difference - identifying an action plan for contributing to their world (how can they make a difference like the person they compared themselves to) ||
 * Teacher-Librarian - Laurie Hnatiuk**
 * Designing Student-Performance Tasks** **Template** **(Doc/PDF):[[file:CRS Designing Template.doc]]**
 * Project Summary:**
 * [|CorkboardMeQuestions]**
 * Corkboard Ideas & Scenario**
 * 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?
 * Scenario Task || Advertisement- Multimedia of pros and then blooper video (of cons)
 * TYPE of Communication || Persuade ||
 * MODE of Communication || Video/podcast ||
 * Student Digital Product || [] used for reflection of ongoing inquiry moving from Teacher ownership to student ||
 * Other Supporting Documents ||  ||
 * Teacher-Librarian - Greg Wihak**
 * Designing Student-Performance Tasks** **Template** **(Doc/PDF):**
 * Project Summary: Within a thematic study of culture, society, economy, technology and globalization, students will investigate and analyze the effects of globalization on people in**
 * Saskatchewan (teenagers, farmers, business owners, financial advisors, etc.) They will create multi-media presentations what these effects are and how they influence people's daily lives.**
 * [|CorkBoardMe Questions:]**
 * Corkboard Ideas and Questions:**
 * Project Title || Globalization ||
 * School / Teacher Name || Prince Philip / Rita Roy ||
 * Grade Level || 6/7 ||
 * Content Area || Social Studies ||
 * Driving Question || How does globalization affect the lives of Saskatchewan citizens? ||
 * Scenario Task || Students will take on roles as members of the Saskatchewan community and create multi-media presentations that portray how globalization affects them and their activities. ||
 * TYPE of Communication || Student choice ||
 * MODE of Communication || multi-media ||
 * Teacher-Librarian - Yvonne Denomy**
 * Designing Student-Performance Tasks** **Template** **(Doc/PDF):[[file:What is an effective government unit.doc]]**
 * Project Summary: Create a public service announcement intiating change in policy or government to support the needs of a member of Canadian society**
 * (from a perspective such as single parent, poverty etc.)**
 * Corkboard for Questions: [|Corkboard]**
 * Corkboard for Project Ideas:**
 * Project Title || Government ||
 * School / Teacher Name || Ecole Victoria/Keri Sutton ||
 * Grade Level || 7/8 French Immersion ||
 * Content Area || Social Studies ||
 * Driving Question || Is a federal government necessary? ||
 * Scenario Task || Create a 30 second public service announcement to persuade others to vote yes or no to self-government (federal government). ||
 * TYPE of Communication || Analyse and persuade ||
 * MODE of Communication || video ||
 * Student Digital Product || [[file:Goverment -Carly et Kaylan.isf]][[file:Government costa rica by kobe.isf]] ||
 * Teacher-Librarian -** **Paul Bazin**
 * Designing Student-Performance Tasks** **Template** **(Doc/PDF):**
 * Project Summary: [[file:DESIGNING student task Brunett.doc]]**
 * [|Cork Board]**
 * Corkboard for Project Ideas:**
 * Project Title || Writing Beyond ||
 * School / Teacher Name || Lakeview/J Brunett ||
 * Grade Level || 7/8 ||
 * Content Area || Writing LA ||
 * Driving Question || How does the analysis and application of texts influence improvement in our reading and writing? ||
 * Scenario Task || Step one: Students generate short story writing sample.
 * TYPE of Communication || Analyse and Persuade ||
 * MODE of Communication || Podcast ||
 * Student Digital Product || media type="custom" key="12126008"media type="custom" key="12126048" ||
 * Teacher-Librarian - Audrey MacDonald**
 * Designing Student-Performance Tasks** **Template** **(Doc/PDF):[[file:LBP Soroski student task]]**
 * Project Summary:**
 * [|Corkboard questions]**
 * [|Corkboard project ideas]**
 * Project Title || Citizenship ||
 * School / Teacher Name || Lester B.Pearson / Carrie Soroski ||
 * Grade Level || 7 ||
 * Content Area || Social Studies/ELA/Health ||
 * Driving Question || What makes a contributing citizen ||
 * Scenario Task || Student Digital Product - Informative Writing and Video
 * TYPE of Communication || Informative Writing and Video ||
 * MODE of Communication ||  ||
 * Student Digital Product ||  ||
 * Other Supporting Documents ||  ||
 * Teacher-Librarian: Ruth Elliott **
 * Designing Student-Performance Tasks Template (Doc/PDF): **
 * [|Details]
 * [[file:sps-inquirycircles/Westmount Designing Student Task Nov 30 2011.doc|Download]]
 * 81 KB

(Problem Based Learning Model) || **Driving Questions:** Why did Residential Schools have such a negative impact on First Nations People? What are the effects of suppression of choice and voice on First Nations Residential School Survivors? When did Residential Schools operate?Why did they exist?What was the purpose of Residential Schools?What happened to people who attended Residential Schools? How can we find the stories of the survivors and learn from their experiences? How can we create a collaborative space to learn from? Create a [|collaborative board (Wall Wisher)] where all students can post their research in the form of videos, web pages, pictures and text. Create a [|search story (Google Search Stories)] to document the process and questions being asked as the "Need to Know" questons are being answered. Students chose to give voice to the topic of their choice after studying residential schools. Example 1. "How can I create a visual representation to show the abuse that students suffered?" Example 2. "How can I give a voice to the survivors of Residential Schools, to show how many people lost their identity?" Students saved their created work onto their own [|blogs (Kid Blog)]to provide a limited stage for peer feedback. Questions of the work comes in the form of class discussion as well as comments on their blogs. Students have their own page on the class project website.Students will explain their work in the form of an Art Gallery walk. || || [] [] [] [] []
 * [|Corkboard for Questions] **
 * Corkboard for Project Ideas: **
 * Project Title || Choice and Voice ||
 * School / Teacher Name || Westmount/Rob Janzen ||
 * Grade Level || 7/8 ||
 * Content Area || English Language Arts, Social Studies ||
 * Driving Question
 * Need to Know:**
 * Inquiry and Innovation:**
 * 21st Century Skills:**
 * Student Voice and Choice:**
 * Feedback and Revision:**
 * Publicly Presented Project:**
 * Scenario Task || Create a visial representation to give a voice to the survivors of Residential Schools in order to show how many people lost their identity. ||
 * TYPE of Communication || Acknowledgement (First stage in the circle of healing) ||
 * MODE of Communication || Student Choice, Visual representation ||
 * Student Digital Product || []#!
 * Other Supporting Documents || [|http://www.wix.com/janzenr/residential-school-project#!research-process] ||
 * Technology Support Person - Charles Paul Bazin Webster**
 * Designing Student-Performance Tasks** **Template** **(Doc):[[image:http://c1.wikicdn.com/i/mime/32/application/pdf.png link="file:sps-inquirycircles/Designing Student Performance Tasks Template Lakeview 2011-2012.pdf"]] [[file:sps-inquirycircles/Designing Student Performance Tasks Template Lakeview 2011-2012.pdf|Designing Student Performance Tasks Template Lakeview 2011-2012.pdf]]**
 * Project Summary:**
 * Project Title || Power Struggles ||
 * School / Teacher Name || Lakeview - Jason Brunett ||
 * Grade Level || 7/8 ||
 * Content Area || ELA and Writing ||
 * Driving Question || How do amazing authors and exemplary texts motivate us to read and improve our writing? ||
 * Scenario Task || The production of written texts on personal blogs that extend the read-aloud. ||
 * TYPE of Communication || Personal expression, short writing pieces, analyze/conclude and the list goes on ||
 * MODE of Communication || Blog posts ||
 * Student Digital Product || []

These are a few of the first blog post samples as drafts. || || [] ||
 * Other Supporting Documents || [[file:inquiry scope and sequence.docx]]
 * Technology Support Person - L. Proctor**
 * Designing Student-Performance Tasks** **Template** **(Doc): [[file:DESIGNING_student_task_2010 Lowe.doc]]**
 * Project Summary: Write a poem and then create a rhythm on garage band to use as a background to narrate your poem**
 * Project Title || Poetry to a Beat ||
 * School / Teacher Name || John Lake/ Mitch Lowe ||
 * Grade Level || Grade 7/8 ||
 * Content Area ||  ||
 * Driving Question ||  ||
 * Scenario Task ||  ||
 * TYPE of Communication ||  ||
 * MODE of Communication ||  ||
 * Student Digital Product || []
 * Other Supporting Documents || [[file:poetry to a beat on Ipads.docx]] ||
 * Technology Support Person - Brian Gurney**
 * Designing Student-Performance Tasks** **Template** **(Doc):**
 * Project Summary:**
 * Project Title || Where Challenge ||
 * School / Teacher Name || Montgomery / Brian Gurney ||
 * Grade Level || 7/8 ||
 * Content Area || Science ||
 * Driving Question || What on Earth is in your stuff and WHERE on Earth does it come from? ||
 * Scenario Task || Demonstrate how non-renewable Earth resources are essential to our everyday lives. ||
 * TYPE of Communication || Persuassive ||
 * MODE of Communication || Choice ||
 * Student Digital Product || [|Paint- Where Challenge][|English Saddles - Where Challenge][|Buttons: What’s in a Cell Phone? (Click on Entry)] ||
 * Other Supporting Documents || [[file:WHERE Challenge.pdf]][|Where Challenge Site] ||
 * Technology Support Person - **
 * Designing Student-Performance Tasks ** ** Template ** ** (Doc): **
 * Project Summary: **
 * Project Title || Communicating in Math ||
 * School / Teacher Name || Jenine Tan: Hugh Cairns School ||
 * Grade Level || Grade 7 ||
 * Content Area || Math ||
 * Driving Question || In what ways can I demonstrate/represent my understanding in math and what strategies did I use to help me? ||
 * Scenario Task ||  ||
 * TYPE of Communication ||  ||
 * MODE of Communication ||  ||
 * Student Digital Product || [|Gr.7 HCVC Blog] ||
 * Other Supporting Documents || [[image:http://c1.wikicdn.com/i/mime/32/application/msword.png width="32" height="32" caption="designing student tasks math template.doc" link="file:sps-inquirycircles/designing student tasks math template.doc"]] [[file:sps-inquirycircles/designing student tasks math template.doc|designing student tasks math template.doc]]
 * [|Details]
 * [[file:sps-inquirycircles/designing student tasks math template.doc|Download]]
 * 81 KB ||


 * Technology Support Person - Charles Paul Bazin Webster**
 * Designing Student-Performance Tasks** **Template** **(Doc):[[file:Designing Student Performance Tasks Template Lakeview 2011-2012.pdf]]**
 * Project Summary:**
 * Project Title || xxxxxxxx ||
 * School / Teacher Name || Lakeview - Jason Brunett ||
 * Grade Level || 7/8 ||
 * Content Area || ELA and Expository Writing ||
 * Driving Question || How do amazing authors and exemplary texts motivate us to read and improve our writing? ||
 * Scenario Task || The production of a book review for the purpose of school wide consumption in the LRC using weekend QR codes and podcasting. ||
 * TYPE of Communication || Personal expression, short story, analyze/conclude ||
 * MODE of Communication || Podcast Book Review ||
 * Student Digital Product || media type="custom" key="12114054" ||
 * Other Supporting Documents || [[file:Teacher Unit Profile Lakeview 2011-2012.pdf]]

|| Groups will create a PSA around body image that shares the research they found and possible answers to their inquiry questions [] || ||
 * Technology Support Person - Lisa Proctor**
 * Designing Student-Performance Tasks** **Template** **(Doc): [[file:Body Image outline.doc]]**
 * Project Summary:**
 * Project Title || Body Image Public Service Announcements ||
 * School / Teacher Name || John Lake/Mitch Lowe ||
 * Grade Level || Grade 7/8 ||
 * Content Area || Health/LA ||
 * Driving Question || **Groups created their own inquiry questions around the topic after discussion around good inquiry question creation** ||
 * Scenario Task || **Assess how body image satisfaction/dissatisfaction and over-reliance on appearance as a source of identity and self-esteem affects the quality of life of self and family.** ||
 * TYPE of Communication || Personal Expression/Narrative ||
 * MODE of Communication || Pulbic Service Announcement ||
 * Student Digital Product || Commercialmedia type="file" key="Tyree and Caylie.wmv" width="300" height="300"
 * Other Supporting Documents || [[file:storyboard.docx]][[file:Body Image PSA project2.docx]][[file:PSA criteria rubric.docx]]
 * Technology Support Person - Brian Gurney**
 * Designing Student-Performance Tasks** **Template** **(Doc):**
 * Project Summary:**
 * ~ Project Title || Cell Phone PSA ||
 * School / Teacher Name || Montgomery School/Brian Gurney ||
 * Grade Level || 7/8 ||
 * Content Area || Science ||
 * Driving Question || What is important when persuading a target audience ||
 * Scenario Task || We now know the health concerns associated with cell phone use. Persuade the public of your stand on the issue. ||
 * TYPE of Communication || Public Service Announcement ||
 * MODE of Communication || Video (photo story, movie maker, anamoto etc) ||
 * Student Digital Product ||  ||
 * Other Supporting Documents || [[file:Public Service Announc Feedback.docx]], [[file:psarubric[1].pdf]], [[file:Analytical-StoryBoarding-Checklist1.pdf]] ||
 * Technology Support Person - ** ** Kristen Smith **
 * Designing Student-Performance Tasks ** ** Template ** ** (Doc): **
 * Project Summary: **
 * [|Details]
 * [[file:sps-inquirycircles/FHNStudentLearning.rtf|Download]]
 * 68 KB


 * Project Title || Product Advertisment. ||
 * School / Teacher Name || Fairhaven/Chris Catton ||
 * Grade Level || Grade 7/8 ||
 * Content Area || language arts/science ||
 * Driving Question || How can we communicate to pursuade others? ||
 * Scenario Task || You have created a Hovercraft and now you must create a commercial for your product. ||
 * TYPE of Communication || Persuasive Advertisement ||
 * MODE of Communication || student choice ||
 * Student Digital Product || [|AD2] ||