Introducing the motion and relative position unit with this engaging and
interactive lesson allows students to demonstrate their understanding of
relative position. Being a new teacher to the Sun West School Division, I
wanted to submit an artifact that included most of the 21st century
competencies focused on within the division thus far. Within this
introduction lesson, students will use their creativity and collaboration skills
to create a collage that demonstrates their understanding of relative
position. Since students are using technology to complete the learning
activity, they are also practicing their digital citizenship skills. The digital
citizenship elements that are addressed within this lesson are: digital access
(element of respect) and digital rights and responsibilities (element of
protect). Students are demonstrating an understanding that using
technology is a right, not a privilege and that they must work together on
the IPads to complete a task. Students will also demonstrate an
understanding that the IPads are being used as a learning tool, so they must
only use them as instructed.

A fun way for the students to learn music theory, using more than just
a pencil and paper! This gets them moving, dancing, singing, and adds a
bit of fun competition to motivate the learners. I feel that in order
for the students to be able to perform on an instrument at the end of
the year concert we have, the students need to know how to read the
notes, rests and their rhythms!
Pre work – on the floor I use black electrician tape or black hockey
tape would work as well to mark of the 5 lines on the music staff. I
have then made a big treble clef and bass clef a laminated to put on
the floor.

In the past students had difficulty keeping their focus on academic
collaboration when using One Note. It was key for me to help the students
frame thought-provoking questions in their entries that would invite valuable
comments. Also when commenting, it was important that the students knew
the difference between social and academic writing. A true educational online
collaboration is not about socializing, but about students and teacher helping
each other grow in their learning. This was a different writing space than
students are accustomed to. At the end of this unit the students had explored
other student authored pages, talked about online safety, online identity and
cyber bullying and worked together to create a display showcasing their novel
study collaboration.

As part of the ELA theme Chocolate students were asked to think about
how new products are developed. They brainstormed new chocolate products and
then selected their best idea to continue. Each student was asked to create a
marketing plan, radio or TV ads, as well as print ads promoting their products.
How it demonstrates Creativity? I followed the 6 Phases of Creativity from the
Learning Together Booklet. Students were told the basic framework for the
assignment, but they were given total freedom for selecting the product and
designing the elements of the assignment. They did several brainstorming tasks
along the way to help them refine their ideas.

In the past students had difficulty keeping their focus on academic collaboration when using One Note. It was key for me to help the students frame thought-provoking questions in their entries that would invite valuable comments. Also when commenting, it was important that the students knew the difference between social and academic writing. A true educational online collaboration is not about socializing, but about students and teacher helping each other grow in their learning. This was a different writing space than students are accustomed to. At the end of this unit the students had explored other student authored pages, talked about online safety, online identity and cyber bullying and worked together to create a display showcasing their novel study collaboration.

Students were required to research nuclear reactors and use this information to create a model
of a reactor containing all of the main features.

21 CC Goals:
• Develop Creativity
• Develop Collaboration
• Develop Computer and Digital Technologies (where applicable)

Students in our grade one class find this culminating project a lot of fun as we talk about all the different ways that many recycled materials can be used to create other things that are useful or just plain fun to build! Many of the students create things with the help of the parents, but we ask that the ideas for what to build are supplied by the students themselves, of course parents do like to help with the construction phase in most cases. We have the students come up with the ideas for what they would like to build at school, often using the construction sheet as a guideline to take home for the building
process.

My artifact this year was teaching a Guided Math unit with my Grade 7 class. I had my students
work together with similar abilities to achieve full learning potential. My supports and guidance while doing this unit was other teachers in our school who are already implementing Guided Math in their classroom. Students collaborated well within their groups and were happy with the process and their individual results.

Students work in pairs to create venn diagrams that will show the differences and similarities between an online and an offline community. The class brainstormed examples together, creating a large list on the board. Examples include: twitter, vine, Instagram, the school volleyball team, places people work, a youth group center. Once pairs have selected their communities, they used Creatly.com to create a venn diagram that showed their ideas about how each community is unique yet has some things in common. When students completed their venn diagram, they posted it on a Small Group in Edmodo to share it with the class. Students then individually commented on each of the other pairs diagrams, telling them one thing they liked about the diagram and one thing that they think might have been done better.

To give students an aid to help them track their food intake and track their exercise.

MyFitnessPal is a website ( www.myfitnesspal.com ) that helps people count their calories by entering it into an online diary, as well as keep track of their exercise. • Exercise Tracker: MyFitnessPal has more than 350 exercise stored in its database, and it shows how much each person burns during each activity, based on their specific height, weight, and gender. It includes most cardio and strength training workouts, as well as yoga and Pilates. • The app’s calorie counter is basically an online diary of each MyFitnessPal member’s intake. The counter allows members to set daily goals, and the app can add multiple foods at once. It also automatically stores food and meals that members eat often, which makes them easy to find when they eat them again and need to log them. • MyFitnessPal is not a one-size-fits-all app. Personal diet profiles can be changed to fit a person’s specific needs, whether they are on a strict diet or have certain recommendations from their doctor or dietitian. The program calculates caloric need based on height, weight, gender, and lifestyle.

LessonIntroduction
-students will be handed out a review sheet on measuring angles, perpendicular lines, parallel lines and angle bisectors. (10 mins)

Body
-Students will be instructed to use popsicle sticks and marshmallows to construct a building. They are to ensure that some walls will be perpendicular to each other as well as parallel along with the roof. An expectation is that the building will be symmetrical and all angles on each side will be equal to the other side. (30 mins)

Patient Problem Solving is a method of solving problems that you don't
already know how to solve. You are required to ask questions in order to
even start solving the problem. Sometimes those questions are asked of the
teacher, sometimes other students, and sometimes Google. For example,
students are asked to use a ticker tape timer to calculate their speed. First of
all students (and maybe you as the teacher) need to figure out what a ticker
tape timer does. There are a variety of ways to solve these problems, and
creativity will help them get to an answer.

Intro
This course was meant to help explain phenomena that happen every day, all around us. Typically, we used math and equations in this course. However, there are many ways to explain our world, and one of them is to capture an image of a scientific phenomenon (event, occurrence, etc) related to physics or chemistry.

The Task
To capture an image(s) that shows a scientific phenomenon. This can be done by photographing something that shows physics or chemistry in the world, creating an optical illusion, or another form of art approved by me. Then, you will need a 2-page, double spaced, 12pt font write-up in your own words explaining the science behind your phenomenon.

This year my major plan for integrating critical thinking and collaboration included a major classroom change. I was rearranged my classroom into pods and I started presenting my lessons in a flipped form.
The pods and flipped classroom provided an opportunity for critical thinking and collaboration. The students were to watch the videos and write down any questions they had on the material. They then met up as a group to go over the material. I found the students would have impressive conversations on the material. They then also worked in their pods to complete the daily practice. I found it was great for the students to be able to work together through problems and struggles. I was constantly happy to hear the students offer their own explanations to each other.

On November 25th, the Grade 1-2’s invited their parents in to participate in a
simulated tour through the rainforest, which was set up in our classroom. The kids
created models of all the animals we studied in our unit, and helped me create
a rainforest canopy, and river in our room. We strategically placed the animals,
turned off the lights (rainforests are dark), and played a rainforest soundtrack to
help with the simulation. The kids carried flashlights while touring their parents
around the room. Afterwards, they were asked to sit down with their parents and
go through a “King of the Rainforest” Questionnaire (which was really a study
guide).

In small groups, students were to create a piece of art out of
recycled materials. Students were given creative freedom to design, plan,
and build their projects.

Congratulations! You have just graduated from a Master’s program in Genetic Counseling, one of the
most prestigious degree in Canada! You have been hired to work as part of a team of 4 genetic
counselors. As part of a new and rapidly changing field of work, you know that this will naturally come
with a bit of research. Your task is to research the area of your specialty.

Observe, illustrate, and analyze living organisms within local
ecosystems as part of interconnected food webs, populations, and
communities
Analyze how ecosystems change in response to natural and human
influences, and propose actions to reduce the impact of human behavior on a
specific ecosystem

The Resiliency Thought Bubbles project provides an opportunity for students to
demonstrate their knowledge of Microsoft Word. The assignment requires students to
use critical thinking and creativity in writing their own original idea that demonstrates
both Fixed Mindset and Resiliency. Students were shown a series of videos that
demonstrate the meaning of Resiliency then challenged to use critical thinking when
they wrote their own examples. Finally, I selected one student example from each of my
six PAA Multimedia classes and created a bulletin board display; the display includes a
Brain illustration that was a collaborative and creative endeavor between a grade ten
student and a grade twelve student.

To work collaboratively in small groups and as a whole class, to compose a list of leveled questions to ask Austin.
Students will use Bloom’s Taxonomy Flip Chart for Critical Thinking to assist in leveling questions.
-Come up with 3 questions that you could ask, based on what we have studied in our rocks and minerals unit.
-Write down the level of question you believe it is.
-In groups of 3, use your flip charts to discuss each of your questions from Step 1.
-You must agree on what level you are going classify each question as.
-After leveling questions, take your sheets to the charts posted at the front of the room. Put a checkmark under the level of question that you designated each as. (9 checkmarks/group)