I have been doing expert writing with the older students for a …
I have been doing expert writing with the older students for a few years now as an independent English Language Arts project while I am working with the younger students. However, I have been disappointed with the variety and creativity in presentations. I give them a list of possible formats and they choose the topic they are interested in researching and how they want to present what they have learned. Only 1 or 2 have been brave enough to deviate from the traditional written report, or poster. My plan was to do a variety of creativity projects from the Destination Imagination series to foster creativity and get them in the right frame of mind before doing their projects. I insisted that they had to choose a format other than a written report, or poster.
Throughout the year I have used this as a review for the …
Throughout the year I have used this as a review for the end of each unit. I create five or six critical thinking questions that apply what we have been learning about. I print them on color paper and spread them around the room. I pair the students up, and have they move about the room solving the questions. I only have ten students in my class so I’m fortunate to have only five pairs at a time. I usually pair them up as sort of a strong and weak combination. This is an attempt to have them collaborate on the problems while using critical thinking.
The students were starting a lesson on franchising and how it can …
The students were starting a lesson on franchising and how it can be considered a form of entrepreneurship. We discussed the benefits and drawbacks of being either a franchisor or a franchisee. To engage the students into some heavier content I found a graphic novel, “Tales o f Garcon, The Franchise Players”, on the website Teachers pay Teachers. This was a great resource meant for business/ economics students. I found the first 2 chapters fit perfectly into an entrepreneurship course. The first chapter was a free download and examined the concept of franchising. It outlined the history of franchises, the players involved, discussed business terminology and ended in a dramatic fashion forcing the students to ask themselves the following: • Potential risks involved in franchising • Legalities of franchising • Protection available to both parties
As a unit end project, students were given a menu of choices …
As a unit end project, students were given a menu of choices to select from. They had to complete two projects - one with respect to characterization in Romeo and Juliet, and the other with respect to themes. One of the creative project options was to complete a Thinglink. Thinglink involves uploading a picture and inserting text, image, video, or sound files into the photo. I provided a tutorial to students prior to beginning the assignment.
Students are grouped together to explore the relationship between the vertex of …
Students are grouped together to explore the relationship between the vertex of quadratic functions that they have learned in previous math courses with derivatives and critical numbers in Calculus. By allowing the exploration they are able to think critically, work collaboratively, and use digital technology (graphing calculators or Desmos software) to create connections. At the end of the exploration each group has the chance to speak with me where I invite more conversations about how they made the connection and can apply that to what we are learning in Calculus.
Our fish project is an inquiry based project done over a 4 …
Our fish project is an inquiry based project done over a 4 month period. It incorporates curricular connections in ELA, Math, Arts Ed. and Science. Creativity and collaboration are the highlighted dispositions.
Science Background: Substances can mixed in order to produce substances of completely …
Science Background: Substances can mixed in order to produce substances of completely different states. Materials: corn syrup, 2 beakers, 2 colours of food colouring, stirring rod, vinegar, baking soda, vegetable oil, teaspoon, water, 50mL graduated cylinder, medicine dropper Directions: 1. Pour 30mL of corn syrup into a beaker. Stir in 3 drops of food colouring. Sprinkle a heaping spoonful of baking soda on top of the corn syrup. 2. Measure 30mL of water into a graduated cylinder. Hold the beaker at an angle and carefully pour the water down one side. Add 30mL of vegetable in the same way. 3. In a separate beaker pour 20mL of vinegar and add 3 drops of food colouring. 4. Fill the medicine dropper with the vinegar mixture. 5. Position the dropper so the tip is at the very bottom of the beaker with corn syrup. Squeeze the bulb to release the vinegar into the first beaker.
My creative artifact is about Ukrainian Easter Eggs also known as Pysanka. …
My creative artifact is about Ukrainian Easter Eggs also known as Pysanka. Students made authentic Pysanka using the traditional methods for a cultural Ukrainian expression of the Easter celebrations
The purpose of this portfolio is to give an overview of your …
The purpose of this portfolio is to give an overview of your child’s progress in all the developmental areas throughout the school year. Samples of your child’s work are collected and used to show his/ her learning. Your child helps to make decisions about what to put into this portfolio. They are accessible to you and your child at anytime throughout the school year.
The work samples collected in this portfolio will give you an idea of the curriculum and daily activities used in our prekindergarten program.
During the preschool years, young children greatly expand their knowledge, understandings and abilities. They actively explore and discover their world through experiences using their senses of touch, sight, smell, hearing and taste.
Different activities connect to different outcome in Physical Science 20 and Physics …
Different activities connect to different outcome in Physical Science 20 and Physics 30. To give students a chance to use their creative and critical thinking skills in a variety of physics related challenges. Students track their activities and do reflections on their own learning. (See sheet at bottom) Students are given the opportunity to connect to their Fun Physic Friday challenges to the curriculum goals and aims dependent on the course.
There are a number of ways to use Genius Hour in the …
There are a number of ways to use Genius Hour in the classroom. There are many web resources to view and access to help guide you along your Genius Hour path as well. I accessed Facebook as well and joined several groups that discussed ways to implement Genius Hour. As this was my first time trying this out with the students, there are a few things that I would adjust for next time, but here is my version! In this project, students were allowed to choose a topic that interested them to create a large scale project on. Students were able to choose to do these projects on their own or in partners/groups. They filled out a proposal and then we met and discussed what they would be working on and what their products would look like. Every day 4, I gave students one period (56 minutes) to work on their Genius Hour creations. Students were asked to create outlines of their projects and journal entries stating their progress. The final product could be their choice but they would be presented to the class in some way. When beginning the project, we went over the Creativity Process and discussed the way that student would follow and use this process. We followed each step of the process as we went through the journey and discussed. Students would receive marks on their overall project as well as their presentation. As well, they completed a self-assessment afterwards.
What is Genius Hour? Genius Hour is a set amount of time …
What is Genius Hour? Genius Hour is a set amount of time for students to create projects based on their passions and interests, research a deeper level of their passion, and finally present on their own learning.
How We Introduced Genius Hour: 1. Show Pep talk video and introduce Genius Hour (see link) 2. Start with what is your passion? – that is all (Students think first then add a post-it telling me their passion) 3. How can we turn your passion into a project? Students write ideas and conference with me. 4. Once they all have projects, the time is their own. One hour every 6 day cycle to work on project. (Can be more than one project; if they finish the first, they come up with another) 5. The less rules the better (mine have to present at a Genius Fair (like a science fair) and have visuals for their table when done their project
This lesson covers the following outcomes: Outcome 7.1 – I can explore …
This lesson covers the following outcomes: Outcome 7.1 – I can explore how movement and forces in the Earth’s crust, including earthquakes, volcanoes and mountainbuilding, has added to the development of the theory of plate tectonics. 7.1 d. I can compare and contrast some of the catastrophic events (earthquakes, volcanic eruptions) of the past by on my own. 7.1 h. I can describe how scientists measure the effects of earthquakes and volcanoes (e.g. seismology, Richter scale). 7.1 i. I can give examples of ways that science and technology can help reduce the effects of catastrophic events on people and communities (e.g. building codes in earthquake zones, earthquake readiness training, reducing the effect of a volcanic eruption).
For the bulletin board activity, I laminated four large "lightbulbs" to hang …
For the bulletin board activity, I laminated four large "lightbulbs" to hang up. I use these lightbulbs for a variety of purposes; critical thinking, collaboration, big ideas from units of study and important information that students can access quickly. I use this for a variety of different subjects (ELA, Math, Science) and could easily be adapted. The possibilities are endless.
Resource includes unit "This is Me". This unit includes a booklet that …
Resource includes unit "This is Me". This unit includes a booklet that the students make about themselves. It covers their family, likes, wishes, future and autographs.
Students were excited to learn about Owls in their habitats, different kinds …
Students were excited to learn about Owls in their habitats, different kinds of owls, and their characteristics! Being able to explain why they achieved or how they achieved the mark they did make them eager to go and correct (add more details to picture) or know exactly what they had to do because they came up with the leveling system.
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