Task: Each group of partners will use their Ipads to find objects in their school that start with the sound ch. See the example from your teacher.
This project fosters creativity by having students find their own pictures to represent a chosen sound. Students will creatively represent these sounds using the Shadow Puppet App. In addition they will make up silly sentences using their chosen sound and record these as part of their presentation.

How we personalized it? What needed to be changed and why?
We went to Loreburn to experience their personalized math program first hand and loved it. On the return drive home to Eaton, we decided to make the commitment to personalize math for our students.
We made this decision because we noticed that students were not engaged and their attitudes towards math were negative; math was either “too difficult”, “too easy”, or they were just
going through the motions. We found that students had gaps in both their math knowledge
and skills and that the gaps were in a variety of places. In order to fill those gaps in a
meaningful way, as well as for students to continue their math journey by earning their
knowledge, we chose implement a personalized or blended learning approach.

Outcomes Art CPK.2 Explore a variety of drama strategies including: • role • imaging • parallel play • journeys • meetings. CPK.4 Create art works that express own observations and ideas about the world.

ELA CRK.1 Comprehend and respond to a variety of visual, oral, print, and multimedia texts that address identity (e.g., exploring interests), community (e.g., belonging), and social responsibility (e.g., contributing). CRK.2 View and interpret the basic message of visuals and objects in a variety of texts including models, photographs, dramas, dance creations, and videos. CRK.3 Listen, comprehend, and respond to gain meaning in oral texts. CRK.4 Comprehend, retell, and respond to basic ideas in stories, poems, songs, and informational texts read to them. CCK.1 Compose and create various visual, multimedia, oral, and written texts that explore and present thoughts, ideas, and experiences CCK.2 Use and construct symbols, pictures, and dramatizations to communicate feelings and ideas in a variety of ways. CCK.3 Use oral language to converse, engage in play, express ideas, and share personal experiences.

Social Studies PAK.1 Understand and respect the agreed-upon rules of the classroom, playground, and school, and recognize that rules and expectations are designed to promote a state of safety, selfregulation, peace, balance, and harmony PAK.2 Recognize situations in which disagreement may be part of living, studying, and working together, and that resolution may be an avenue to progress to a state of peace, balance, and harmony.

Activity- 1. Divide the students into groups. Introduce action plan and materials available for use to create the strongest and tallest structure. 2. Each group has to draw and label a blueprint of their plan/design. 3. Create a rubric with students to evaluate their structures. 4. Fascilitate and ask each group questions – What are you using in your design to create strength and stability.(We used this to create a shadow puppet on the ipads that demonstrated their learning.) Assessment 5. Students will test their structures strength using textbooks. Video tape. (Have textbooks readily available) **While presenting to each group in front of the class. 6. Students collaboratively created a Shadow Puppet, designed a dialogue together, and share their learning about structures. 7. Parents were engaged as we showcased our learning at Student Led Conferences on our Smartboard.

Role and Situation
Students are a team of television producers. They have been asked to create a reality show that has the participants engage in challenges, tasks, choices and survival type situations. The reality show will consist of 3 - 5 episodes. The team will end the project with a brief presentation to a room of entertainment executives to "pitch" their show and a 20 –60 second commercial or promotional video of their show.
This PBL was created to extend student learning from the unit “Finding the Courage”. Specifically, my students studied the novel Hatchet by Gary Paulsen, and I wanted to create a meaningful connection for them that attaches to real-world situations. Students are competing against their other classmates to create the best possible Reality TV show, as well as they are utilizing critical thinking, creativity, communication, collaboration, and computer and digital technologies.

During the unit of Native Studies students were introduced to First Nation's Talking Circles. Students were introduced to the concept of a talking circle and proceeded to collaborate with one another to determine the rules and protocols that will be used during their talking circle.

Summary - Derek Doll Technology Integration - Space Station Project
Grade Six Science Space Unit- This is a Powerpoint that shows the Space Station building process and explains the steps for making a Powerpoint to share on the Ipads.

Students in Mathematics 6/7/8 work in mixed-grade groups to determine a “Top 5” list of concepts from the course based on provided criteria developed over the course of the year. Students choose a format in which to share their “Top 5” including rationale for why each concept connects to mathematics outside of the classroom. Ultimately, students present their conclusions in an attempt to convince the panel that their “Top 5” is the most deserving of entering the Mathematics Hall of Fame. I decided to use mixed-grade groups for this project in an attempt to encourage more rich conversation as students need to explain concepts in order to convince their peers of their importance. The timing of this project at the end of the year also allows the work to serve as review for final written evaluations.

Summary: Infographics have become a very popular method of sharing information. Students learned how to read infographics by looking at various examples of basic graphics and then expanded to a wide variety of methods used to show information on different topics.
The theme that was being focused on was An Eye on the Natural and Technological Environment. Because of rotation of themes, I ended up with three grades doing the same theme, however they covered their own outcomes for their grade as can be seen above.

Summary:
PWIM – Picture Word Induction Model is an inquiry based language arts strategy that uses pictures to elicit words from children’s vocabulary. It begins with what students already know and allows them to hear and see words many times. It allows the development of sight word vocabulary and provides opportunities for various word work activities using the student generated words.

Activity Description During my 21stCE meeting with Carole Butcher, I was introduced to Padlet and I immediately saw an application for it in my primary level classroom which is k-3. Although the way we are using it may not be how Padlet is intended to be used, it works great the activity we’ve named Snack Words! Every day before snack time in the morning, each student takes a turn at the Smart Board finding and moving a word they know. They touch and slide the words from one side of the board to the other. After they have had their turn with the Snack Words board, they are allowed to get their snack. I use my discretion about which words they should be able to read and ask them to choose more than one if the word they’ve chosen is too easy for them.

I adapted an assignment designed for younger students to fit my class and the use of technology. Students were put into groups and given an iPad. I put up the QR Codes listed at the bottom of this page around the gym in 3 separate groups for the types of dance covered. The groups then had to scan their QR Codes and work collaboratively together to create an original dance piece. After presenting their choreography to the class they were to then teach their peers the basic steps of the dance style they learned.

Summary :
The students used their voice to convey the characters from Jonathan London Froggy books for the Kindergarten students.
Outcomes:
CP6.4 Initiate and develop roles in selected drama forms (radio drama).
b. Use language to achieve a dramatic purpose when speaking
c. Assume different types of roles and fictional identities in drama work.
d. Demonstrate a willingness to take risk in developing new roles.
e. reflect on, and explain, how the various roles function and express different identities within the work.
f. Draw on own life experience and imagination when speaking and representing ideas in a role.

This is a project that was completed in grade 3 Social Studies class on building a Viking Settlement/Community. It met the following outcomes
Outcome: IN3.1 Analyze daily life in a diversity of communities.
Outcome: IN3.2 Analyze the cultures and traditions in communities studied.
Outcome: DR3.2 Assess the degree to which the geography and related environmental and climatic factors influence ways of living on and with the land.
Outcome: PA3.1 Compare how decisions are made in the local community and communities studied.
Outcome: RW3.1 Appraise the ways communities meet their members’ needs and wants.
Outcome: RW3.2 Analyze the creation and distribution of wealth in communities studied.
Outcome: CC3.4 Write to communicate ideas, information, and experiences pertaining to a topic by creating easy-to-follow writing (including a short report, a procedure, a letter, a story, a short script, and a poem) with a clear purpose, correct paragraph structure, and interesting detail.
Outcome: CR3.1 Comprehend and respond to a variety of grade-level texts (including contemporary and traditional visual, oral, written, and multimedia) that address: identity (e.g., Spreading My Wings) community (e.g., Hand in Hand) social responsibility (e.g., All Together) and make comparison with personal experiences.

Make learning come to life! Engaging in Virtual Reality Exploration can transport students to spaces/places they have not had an opportunity to visit in person. As well, these experiences can help expand their awareness and understanding of our world. Engaging in Virtual Reality Explorations appeals to certain learning styles.

In my leadership unit in grade 9 health my students spent time reflecting on how
healthy decisions are important for a healthy future. In an effort to have students
dream positively for their futures, and really focus on the importance of healthy life
choices, I had them create vision boards. Students were encouraged to dream about
their visions for their futures and create a canvas that would display these future
visions. We talked a lot about how leaders spend time planning for the future they
want to have, and create visions and goals for getting to where they want to be in
life.

Students recently studied a longer text and I wanted a cumulative project for them to demonstrate skills of Representing. I had seen a poster that showed paint chip colours to represent the highs and lows of parenting, with the emotional journey going from being a new parent to more experienced parent. I loved the idea of having to identify the changes of a person’s experience and represent it through colour, so we used that poster as inspiration for this project in ELA.
Students had to review the plot events of the movie, identify x number of specific events (we picked 21 so it was thorough), and then choose the colour they individually felt best represented how the character would have felt during that event. For example, at one point the character is accused of being a Communist sympathizer; students could have identified dark colours to relay the tension the character would have felt in that moment. Because students used an app for the project, they created unique colours, rather than just picking blue or yellow; their yellow was their own tone of yellow, so the individualization of each image is absolutely unique.

Assess one’s self-awareness (i.e., one’s ability to perceive own emotions and tendencies) and self-management (i.e., ability to stay flexible and positively direct personal behaviour) for the purpose of enhancing well- being of self and others.

Summary: This year I developed 21st Century Competencies through Critical Thinking, Creativity and Collaboration using the Grade 6 Science outcomes on the Diversity of Living Things and PAA Woodworking. The students prepared a poster on a bird of their choice, they gave an oral presentation on their bird, they drew sketches of a bird house, constructed and painted their houses.

The way this assignment is formatted, it is meant to be outside measuring inaccessibly tall. The students already had a very good understanding of the primary trig ratios and how to use them, as they had already taken Foundations and Pre-Calculus 10. We did a quick review of sine, cosine and tangent. If I had a group of students who were unfamiliar with the ratios, I would take a day or two to introduce the ratios. A good understanding of the trig ratios is necessary for them to be able to do a good job with this assignment.

Since we were using apps on the iPad, I took a good 20-30 minutes to explain the logistics behind how to hold the iPad, etc. in order to get accurate measurements with the Tape Measure app and the Clinometer app.