Students worked in collaborative learning groups to ask questions and research on the above outcomes. Next, students had to build their own musical instrument and manipulate its sound in a presentation format of their choice, to show their learning.
We were learning about the importance of First Nations peoples to Canada in Social Studies 5. Students learned about the Medicine Wheel, the importance of the Circle to FN history, and how the FN structures their government, among other concepts. After researching, students compared FN peoples` way of structuring their government with Hutterians` government structure, and found them to be quite similar, which was an eye opener for them. Using a retelling strategy, students worked in small groups to find out certain information, and then as a whole group to share their findings. Students then took the information and as a whole group, collaborated to design a poster that could be hung in any classroom in Canada, showing the structure of government of First Nations people.
Students are introduced to the properties of acids and bases, as well as how to name them. This lesson
takes place over two class periods usually. We begin by discussing what students know about acids and
bases. We try to create a student generated list of features. This has ranged from a very small list to
large list in the past, depending on student experiences. Next, I give a lesson on the definition of acids
and bases, followed by some properties. Next, students use a lab to experience and determine which is
an acid or a base (and the relevant strengths) using a stations lab.
Following the lab, students may choose to work in groups or with me in a smaller group on naming and
writing formula for acids and bases. They then practice naming and correct as a group.
Students created an “all about me” book as a summative assessment from various lessons that I taught as part of a UBD. We had many books and videos learning about others, and themselves, they also brought various items for show and tell, etc. The focus was more on writing or drawing pictures as part of a book for the final assessment of the UBD. I thought it would be way better to do a small page and use Aurasma instead of creating a booklet.
Students will examine and understand the potential of online collective fundraising (e.g. Kickstarter, GoFundMe, IdieGoGo) and it’s potential impact on alternative sources of energy (Gravity, Electricity, Wind Energy). The example that I will show them is called the Gravity Light. It uses the principle of conservation of energy to convert gravitational potential energy into kinetic energy and then into electrical energy. Students will then do some research on Kickstarter, Indiegogo, and/or GoFundMe to find an alternative source of energy that is in development and awaiting funding.
Students will look at areas including potential impact to the environment, potential impact to the economy, barriers to success, alternative ideas that they have thought of because of doing this research, amount of money that can be made from this project, etc.
Summary: This year my students created a concept map to summarize their learning in the science unit of
animal adaptations and classification. I created a list of terms and concepts that students must have on
their map, and offered opportunities for students to add their own knowledge. Prior to the assignment
the students and I created an assessment rubric to evaluate their learning.
Students working collaboratively on a mini-archaeology dig to locate and identify artifacts, create hypotheses about the objects and what information they tell us about a society, and research past artifacts to determine if their hypotheses were correct. Students had to use collaboration when working on the dig, when creating their hypotheses, when measuring the artifacts, and when forming conclusions. Additionally, students had to use critical thinking when formulating theories, researching and reviewing data online, assessing their ideas, analyzing and comparing their hypotheses with archaeology studies online, and when justifying their hypotheses (and proving them) with the artifact data they discovered online, and forming conclusions.
Artifact: From Tracey Uhrich at RCHS for Outcome WA10.1 (Workplace and Apprenticeship Math 10)
Artifact Description: Students need to gather data from grocery store and make decisions on best to purchase. They must work together to put their findings into a PowerPoint to share with their peers.
A travel agency is trying to boost travel to different parts of the world by increasing the advertising and selling vacation packages. You have been hired to make a presentation to sell a travel package
Working as a group, develop a short presentation to the class to sell your vacation package. Presentations can be in the form of a talk show that will be include a digital powerpoint, website or recorded aided by a green screen. You will present your talk show to the class.
This year in Grade Seven Industrial Arts we completed a unit on drafting as well as wood and
shop safety. In the final half of the year we were in the wood shop. Throughout all of these units the students were using critical thinking when it came to measuring, drawing, lay out, shop safety, cutting and assembly as well as design. While drafting was fairly individualized, the wood shop environment emphasized collaboration while measuring, cutting, drilling and assembly.
Over the past several years that I have taught Science 9, I always assigned a major
independent project to cover the outcomes in the Exploring Our Universe unit. Since this
unit is a favorite with my students, I began to integrate some instructional pieces above and
beyond their major projects, and ended up with a loose version of a blended learning unit.
Unlike the other units in Science 9, Exploring Our Universe lends itself well to blended
learning as the content can be easily comprehended by most students without lecture-style
teaching. Instead, students are provided with a range of instructional experiences, which
include small group work, computer-based learning, individual work areas, and teacherlead
small groups. Students have a choice for most activities, which means all the outcomes
will be covered, but the depth and areas of focus will vary from student to student. All
activities are self-pacing, and will receive either a formative or summative assessment
throughout the unit. As you will see, some activities work well as for both small group work
and individual work areas. We use Pearson Saskatchewan Science 9 as a textbook for this
Learning Outcome HB5.2 - Investigate the structure, function, and major organs
of one or more human body systems such as the digestive, excretory,
respiratory, circulatory, nervous, muscular, and skeletal systems. [SI, TPS]
Goal: Identified areas of the Science 5 curriculum where student development of
models of scientific concepts would be appropriate.
I created this rubric for Grade 3 health the focus was on bullying. I believe that this assessment reflects 21st century learning because I was able to incorporate technology in a purposeful way for students to share their knowledge. This assessment allows student to share their understanding of the important topic of bullying through an interactive app called sock puppets. This app provides student the opportunity to create a situation they have experienced or seen bullying representing it through sock puppets. In order to expand on 21st century learning next time I would give the students options on different apps they can use to share their understanding of bullying using technology.
The Grade 6 and 8 Social Studies classes will collaboratively create a display
demonstrating Canadian treaties. This will provide the students with an
opportunity to be engaged in a high-level task, discussing, making shared
decisions, and designing a product that demonstrates deeper learning.
Game Instructions and Career Jenga Questions:
On the blocks of the Jenga game, the teacher will write different career-related questions for students to answer. These questions should help students further explore Career Education curriculum Goals and Outcomes.
This game can be played different ways, be creative!
The goal of this unit is for grade nine students to explore some of the civilizations and societies that have shaped society today. Students will have a balance of independent and collaborative formats to demonstrate their learning.
The unit will be broken up into the following periods of history. There will be a center in the room for each time period, and students must complete all of the work for one civilization before they are permitted to move to the next. Each student will have a folder in which to file their completed assignments. There is a checklist on the front of each folder that students must use to keep track of what assignments have been completed and handed in.
All year long we study the grade 7 social studies outcomes and explore the relationships between Canada and other Pacific Rim countries. We also spend a significant amount of time on proper paragraph and essay structure in expository writing. There is no greater motivation for the kids than this folk fest project we complete at the end of the year. They work collaboratively with a partner to research, ask questions, and explore the culture of a Pacific Rim country they choose. They must complete the outline, cite their sources, and hand in an essay portion as a partnership. Next, the real fun begins. Exploring the extras is a favourite time because it involves pictures, videos, artifacts, and food! Amazingly, my students have had the privilege of being the 1:1 classroom this year and will be able to incorporate technology in their presentations. We learned how to use several programs like Prezi, Zondle, and One True Media that they can use to add creativity and excitement to their folk fest display. The culmination of their hard work is a full morning where parents and classes alike can walk through and learn from the students about Pacific Rim countries. Once they have finished teaching others, all of the delicious food artifacts are shared in a potluck where we can debrief the morning.
The plan for our school this year was to incorporate critical thinking and collaboration into creating an atmosphere where our students were more aware of their health and to be more physically active. We provided them with information and encouraged them to think critically and deeper as to why their health and physical fitness are so very important.
Students collaboratively worked in teams to make up their own games or to play games designated by the teacher.
We also incorporated daily Brain Gym activities into their fitness regime. We felt these exercises beneficial for students to do at the beginning of each day. These exercises integrate the brain and body and enhance learning ability and academic performance.
We also set up a fitness circuit. Students were tested three times during the year and were encouraged to improve their previous testing time