You will be assigned one of the attached case studies that relate back to the urine and stool samples that you analyzed during the Excrement Lab Activity. Your challenge is to use the additional patient information combined with the lab results to determine a diagnosis.

This resource will provide you with information if you are already doing Personalized Learning, or all you need to get started with Personalized Learning in your classroom.
It provides 5 clear strategies to apply each week. It provides an excellent instructional model and a wealth of resources.

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.

INVESTIGATE HOW THE FORCES OF THRUST, DRAG, LIFT, AND GRAVITY ACT ON LIVING THINGS AND CONSTRUCTED DEVICES THAT FLY THROUGH THE AIR.

DESIGN A WORKING PROTOTYPE OF A FLYING OBJECT THAT MEETS SPECIFIED PERFORMANCE CRITERIA.

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 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.

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).

Summary of Plan for Communication and Computer and Digital Technologies:

I wanted the students to have a realistic scenario in which they would have to display and use data to persuade an audience of a particular point of view. I thought of a sales pitch by a travel agent. I created 13 different scenarios for my 13 students. Each scenario detailed the names of each individual travelling, the reason for the trip, the group’s budget, the duration of the trip, and preferred location of travel. Student blindly selected a scenario. The student would assume the role of the travel agent and their sales pitch to the class using a Power Point presentation. They would use the rubric to guide the development of their presentations.

Using a teacher made wikispace; each student was given a God to
first research and become an expert in order to take on that God’s
role on Mount Olympus. After the research was completed,
students were given a scenario where all of their God’s have been
kicked off of Mount Olympus by Zeus and they must now defeat
him by use of the wiki. They will need to complete twelve
“labours” in order to reach the top, and Zeus. Students completed
a variety of assignments in order to learn about Greece and
Mythology in an interactive style; allowing for student discovery,
utilization of all learning styles, and giving students the
opportunity to take learning into their own hands.

In summary, the purpose of this artifact was to increase the amount of group collaboration and critical thinking in my PAA classes. Typically in my PAA class, students pick a project and follow strict plans that will lead to their resulting projects. This group activity will require students to collaborate and think critically in order to come up with their own way to accomplish a simple task.

The Mindset Kit
Learn about adaptive learning mindsets and strategies that promote them with this free, online resource designed for educators and parents.

Mindset Meter
Quickly understand the prevalence and distribution of the various adaptive learning mindsets in your school or classroom with this surveying tool.

This information all comes from Perts from (www.perts.net). PERTS empowers educators to improve student outcomes by applying research-based practices.

This is part of the Heritage Saskatchewan Heritage Fairs initiative. “The Heritage Fairs program is an opportunity for students in grades 4-8 all over Saskatchewan to research, present, and explore Living Heritage topics of their choice.” https://heritagesask.ca/ We had local judges assess the projects. 3 Went on to the Regional fair and 1 is going on to the Provincial Fair.
Connection to critical thinking: Historical Thinking is a competency which is designed around 6 concepts that “help students explore the forest of historical data.” Ken Osborne. Better put, it is a way to critically think about and engage in history rather than have students simply address history at the knowledge and comprehension level of thinking. This is all based on the book The Big Six Historical Thinking Concepts by Peter Sexias and Tom Morton.

This artifact encompasses creativity, collaboration, and critical thinking as it
presents the process of creating heritage fair projects with grades 4 and 5 students.
The heritage fair project was completed through a co-teaching and focused on
student-centered learning and project-based learning.

Option 1: RESEARCH Top 3 flight contributions

CRITERIA:

Create a magazine entry or a digital story telling creations, which includes 3 paragraphs (& pictures) on what you consider to be the top 3 biggest contributions to flight. Make sure to list your references. If you are doing a digital story telling creation you will only need a rough copy and not a good copy.
Make sure you are including how it impacts humans and your daily life.
Option 2: Create an online timeline

Create a timeline using an online tool from one of the tools suggestion from the article below (or any other ones you may find!):

The students would work in groups to prepare an entrée and a dessert. They would receive five mystery ingredients that they would have to incorporate into their dishes on the spot without a recipe to follow. They had to use their cooking knowledge and skills to come up with a meal and a desert that showcased the mystery ingredients, without looking for or using recipes (critical thinking). They worked in groups and, because they were restricted in time, had to be able to communicate quickly and work together well (collaboration). They made videos similar to the ones at the beginning of the show where the competitors introduce themselves. (Technology - new cameras/cellphones to video).

For this project, students were placed into teams of health care researchers. Each team was assigned a certain pathogen (I used fungi, bacteria, and viruses since three teams worked well for the class size that I had) and told to develop a presentation to convince a group of investors to invest in the fight against their pathogen.
Presentations were expected to be professional (not a Bristol board poster with pictures glued on it) and timed (students were cut off after their time limit – finished or not). Students were assessed based on content, quality, and professionalism. An independent panel was brought in to judge the student presentations and decide how much of their money to invest.

The purpose of the assignment was for students to demonstrate their understanding of the responsibilities of a municipal government and illustrate how citizens can be involved in making decisions that affect their local community.
In partners, the students choose a cause or idea that they thought could be implemented in our municipality to improve the lives of the citizens. A presentation was created to explain the proposal, its importance and how it could be implemented. We invited our local mayor to our class to hear the proposals.

My action plan is currently focusing on including questions for deeper understanding (Blooms Taxonomy) in both Science and ELA 8. I wanted to also focus on using the 6 Thinking Hats of Debono alongside Blooms Taxonomy question in ELA to guide but not direct discussion on specific topics (Black Negative, Yellow Positive, Blue control, etc.) as well as integrating basic technology into PE games (Heart rate monitors, mileage/stepper counters during activity to measure distance covered, etc.) with a focus on eventually using more in depth tech in PE (QR codes, etc.)

Put the word inferring on the board, have they ever heard of it? Explain it is something we do
all the time, it just has a special name. – figuring out what something is when it isn’t totally
explained in the story
- Using clues to make good guesses
How do we do this? - look at the pictures, what do you see
- How do the characters act
- What do the characters say
- What other information can you get from the text
Have students practice with facial expressions – what does the audience infer? What evidence
leads them to this?