I decided to do this activity as a fun way to get my students engaged in the ever daunting physics unit in science 10. This activity was very easy to set up and I already had access to most of the materials at school. The basic idea of this was to create a launcher or sling shot with the materials you are given that will launch your army man the farthest. I gave each group 3 tries as sometime the launch didn’t go as planned. We marked the farthest launch and I had a prize for the winning group.

Summary
In Art we have been working on different creative movements. We have
been exploring how we can tell stories through our own bodies. Our first
major assignment was telling. We have been exploring different ways to use technology in our
classroom.

Stop Motion is an animation technique which physical objects, drawings, or people are altered and photographed one picture at a time to give an illusion of movement when displayed in sequence. For this assignment, students created a 30sec- 2 min video depicts a conflict and
resolution. You may approach this concept in whatever way deem
appropriate.

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.

Goldenview Colony School Language Arts gr 3-8

My students each made a story wheel to show their creativity. They had to use visualization strategies to create their own illustrations for a story book that they had never seen or heard before. My PLT group has been working on Visualization strategies all year.

Simple, but effective strategies to encourage creative thinking. These strategies include: assumption busting, negative brainstorming, storyboarding and using a decision tree. 

The following is a chart on stress awareness. It includes the following questions:
- What was the stressful situation or event?
- What body sensations did I feel?
- What emotions did I have?
- What were my thoughts?
- How did I react or respond?

CREATING STRONG PASSWORDS
• A strong password is an important part of keeping your information safe online
• We will cover important tips in this presentation that will help you create a strong password.
Different resources on creating strong passwords

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.

Phase 1: Reflecting
Phase 2: Planning
Phase 3: Retrieving
Phase 4: Processing
Phase 5: Creating
Phase 6: Sharing
Phase 7: Evaluating

The purpose of my 21st Century Learning Goal is for students to be able to showcase their learning of curricular knowledge through creating explanatory videos. I have used this type of assessment technique primarily in the grade 7 math and science classroom. Through the creation of their videos, students will improve their oral explanation techniques as well as their use of manipulative and other visual aids. Students are able to showcase their creativity through these videos in ways they wouldn’t otherwise be able to through more traditional pen and paper or electronic document methods. They are able to explain oral or textually, and are also able to demonstrate their knowledge through the use of creative manipulative to demonstrate ideas and concept.

This resource is a handout for students with tips, tricks and steps with writing a formal essay.

TASK: Student will practice reading, writing, speaking and listening about type of Transportation.
Activity, To Do, Finished

Purpose:
● To provide a collaborative ongoing process to support learning. ( Davies, 2001)
● To showcase the student's learning by having them lead the evidence of learning
● To collaboratively set learning goals for the student
● To involve students in the assessment process to improve student achievement
( Black & Wiliam 1998; Stiggins 2001)

A 21st Century Competency Workshop:Consider Purpose and Audience. 3Purpose and Audience Padlet. 4Setting Criteria. 5Determining and Setting Criteria. 6Showcase Criteria Template #1. 6Showcase Criteria Template #2: 8Collecting Evidence and Artifacts. 9Collecting Evidence and Artifacts. 10Artifact Checklist: Template #1. 10Self Assessment/Reflection and Goal Setting. 11Self-assessment and Goal Setting. 12Self-Assessment Pause and Think Strategies. 12Phrases and Prompts. 12Margin Symbols. 13Reflection Cards and Templates. 13Self-Assessment Look for Proof Strategies. 14Proof Cards and Templates. 15Before and After Proof and Templates. 19Personal Records and Templates. 20Self-Assessment Connect-to-Criteria Strategies. 20Met/Not Yet Met Ideas and Templates. 21Sample Match and Templates. 21Performance Rubric and Templates. 22Goal Setting Strategies. 24Short Term Goals and Templates. 24Long Term Goals and Templates. 25Additional Goal Setting Templates. 29Assessment 31Engage in Assessment. 32Resources. 33 

The outcome for this artifact is to see student engagement and introduce vocabulary. It is based on recommendations from a Speech and Language Pathologist for students with Autism. This was part of an Eiip goal. When creating these stories it is important to keep the following suggestions in mind.

· Stories should be created using simple vocabulary and sentences. The stories should also be created using a repetitive format which will lend itself to allow the student to, eventually, fill in blanks in the story by handing picture cards to the reader (e.g., “Peter plays in the snow with ____.”).
· If there is, eventually, an expectation for students to point to individuals in his/her personalized stories (e.g., mom, dad), he/she will need to have separate pictures to be taught who is who in pictures. Begin this process using errorless learning. This means that the student’s finger should be guided to select the right person he/she has been asked to identify in the picture.
· If the student has demonstrated an interest in turning pages in books, it may be beneficial to use ‘page fluffers’ in the personalized stories to make the pages easier for him/her to manipulate and turn. (Joelle Lowen, 2016)
Ideally the student will be able to complete the cloze sentence either by using a picture or saying the word.

This PowerPoint resource includes multiple tips for students about to take their departmental exams. It covers general tips, ELA tips, Math tips and different strategies.

Kindergarten/Grade 1 Project:
Students used Educreations to choose an Olympic event that they would have like to compete in. On their first page they introduced themselves, second page they stated the sport their were interested in, third page they inserted their face onto an athlete of the sport they chose. Students presented them to each other by using the Smart Board as a projector.
Grade 2/3 Project:
As a summative assessment of the Animal Research Projects, we used Educreations to share our learning. Each student took a photo of their written report, inserted pictures of their animal from the internet, and orally reflected on their learnings by stating three stars and one wish.
Grade 4/5 Project:
As a summative assessment the students used a tech tool to compose and create a book talk. The Educreation included book cover and images to represent book, author, characters, various scenes as visuals. They use the tools to further demonstrate their opinions about their books. Some also shared a fluency sample as well.

Teachers and students at Loreburn have been developing and implementing a Guided Math course in the Elementary and Middle years. This was to address the issues of students’ gaps in knowledge and skill as they progressed. In addressing this issue, teachers have used the same philosophy of student responsibility and mastery to guide students to show their higher level thinking by creating outlines and creating lessons on Smartnotebook, Educreations and Explain Everything. Students have a specific guideline and template to follow but have total control of what outcomes they wish to create lessons for and how they want to show and demonstrate their knowledge and skills.

This studying/learning graphic organizer helps students develop a plan to deciding what to study and how to study it. It is a very structured format that used the chunking technique for sorting information.

This awesome science video explores how engineers discover solutions to their problems by identifying the parts of the solution that fail (failure points) and using that information to design better solutions that won't fail.