Independent Project Process — Project-Management Skills

Hello Everyone!

Independent project not only allows everyone to research something personally engaging to them, but also provides opportunities to learn project-management skills. Students will need to think ahead, find resources, document findings, and present their conclusions to the public in an interesting way. It is an exciting process that will be going on all during term three!

We have already talked about all of this in class, but here is a recap on the blog to refer to. We will be talking each week prior to presentation day about the mini goals to help keep us on track. I recommend using your agenda carefully to keep track of both unit and independent project (IP for short) work.

Independent Project Requirements:

  • Choose a topic that is personally engaging and important to you
  • Create questions to research using the wonderings board as a guide (in class)
  • Document your research, recording notes in your own words
  • Record resources and create a formal bibliography to show on presentation day
  • Use secondary resources that include online sites, books, and encyclopedias
  • Do primary research and document it in some way
  • Make a presentation to the public in an engaging, creative way (your choice)
  • Include some writing and something interactive as part of your presentation
  • Prepare some talking points on index cards prior to the presentation on June 10
  • Optional: Have a handout to distribute on presentation day

What is primary research? Here are some examples, and ask if you need help:

  • Do an experiment! Take pictures, record results, and write up your lab using the scientific method.
  • Do an interview with an expert. Create interview questions before you start, have Ms. D look them over, set up the interview, and record the results of the interview as part of your notes. Take a picture if possible!
  • Visit a location and have a new experience! Record your visit with pictures and notes. Include this information as part of your presentation.
  • Learn to do something for the first time! Learn through your research how to make or do something. Examples from past years — make an animation, create a micro controller, do a stop motion movie, make a painting, create a detailed model, or take care of a new pet! Document what you do with pictures and notes, then include this as part of your presentation.

What is required for the presentation?

  • Something visual, but it does not have to be a poster or trifold presentation. I tell everyone that doing a poster is what we are most comfortable with, but I encourage students to get creative! Having a visual can include a model, an interactive display, a set up of an experiment, a game people can play, and/or something people can see and read on a visual background display like a piece of poster board or simple cardboard display. Unlike a science fair, a trifold is not required.
  • Some writing about your project provided on a handout, a simple display, etc.
  • A bibliography that is printed out in 12 size font, with a title and your name, displayed somewhere at your station in the classroom during the presentation.
  • Index cards with talking points to help you know what to say when adults ask you about your topic. Record the key ideas you would like people to walk away with when they leave your station.

What kinds of creative displays are allowed?

  • Be creative! Models, games, taste tests, experiments, cartoons, computer displays, etc.
  • Be engaging!  People won’t read a ton of writing on a trifold. They also don’t watch long PowerPoint presentations. So, look for things people can DO and EXPERIENCE, or things in your display that you can actively talk about.
  • You can use technology. One laptop or one iPad is available to you, and we will have a sign up before the day of the presentation so you can tell Ms. D what you need and arrangements are made ahead of time. You must tell Ms. D BEFORE the day of the presentation what you need.
  • You can have handouts. Handouts for photocopying must be given to Ms. D the Friday before the presentation on June 5th. I will make a limited number of handouts for you.
  • Art and building supplies are available.  I have some cardboard, building  materials, and art supplies. Please don’t wait until the last week to ask for what you need. Also, I don’t have trifolds for people. If you want one, you will need to purchase at a Dollar Store, but it is NOT required. I can provide simple poster board
  • Be careful of size — we have 23/24 people presenting in the classroom, so we can’t all have our own table. Bigger doesn’t necessarily mean better. Just run your idea by Ms. D so we know it will fit in the classroom space.
  • Avoid water/liquids. We have had trouble in the past with anything liquid, because lots of people are in the space and water can spill. If you absolutely must have water, please tell Ms. D ahead of time.
  • Bring what you need for the day of the presentation! Serving food? Bring utensils and napkins. Need a special tool? Ask ahead of time or bring your own on the day of.
  • Need something printed? Last day to give me anything to be printed is June 5th, Friday. We can’t be dealing with the printer at the last minute. Thank you!

I am having trouble finding resources. What should I do?

  • Use communication and self-advocacy skills to speak up and let Ms. D know you need help. Ms. D will help you get on track, help you find websites, or brainstorm ways to expand your research.
  • Ms. Ho, our school librarian, is looking for resources that will be sent from high school libraries throughout the District. These books will be available in the classroom only, and Ms. D will provide you with time to use them and take notes.
  • Ms. D has sent out the topics to our Advanced Learning Team for any contacts and ideas.
  • Ask your parents for help, as well, because they may have knowledge of the topic, or be able to refer you to someone for help.
  • Go to the public library — preferably the main one — and ask the research librarian for help. Don’t limit yourself to the kids section, as some of what you need may be in the adult non-fiction area. You will need guidance, so ask for help. That’s what the research librarian is for!

How can I stay on track with this project?

  • When you receive time in class to do projects, please use the time wisely!
  • Use strategies such as taking breaks, using alternative spaces to work so you can avoid distractions, and mindful breathing — anything that helps you to stay focused during work periods.
  • Use your agenda and a calendar. Make mini goals for each week and check in to see that you have accomplished them.
  • Use the handouts Ms. D will give you, such as the bibliography example, so making a bibliography isn’t difficult for you. Ask for help if you need it!
  • Set aside at least 30 minutes after school, preferably before 8PM so you are not too tired to do work, to catch up on anything for the project.
  • Communicate calmly with Ms. D and/or your parents when you need to ask for help, feel stressed or overwhelmed, or when we ask you if you are okay.
  • It is okay for people to check in with you, because we are all here as your supports! Just because we call it an independent project means you need to do everything by yourself. 🙂

I hope this helps! There will be a rubric to come that helps us evaluate ourselves and how we used both curricular and core competencies during this learning experience. Remember, it is a learning experience! More important than the final product is the learning process. Focus on what you are learning, even when things don’t go as expected.

I look forward to working with all of you! See you on June 10th for the presentation of independent projects, from 12-2 PM.

Thank you,

Ms. D

Overview of Term Two, Spring 2020

Here is a review of the many things we did during term two! 

To tie the big ideas from our curriculum together into a larger, enduring understanding,
we studied all subjects through the lens of universal, conceptual themes.


First, we focused on the concepts of CREATIVITY and CHANGE
in our unit Human Creations

Unit Focus Statement:  

We use creativity and knowledge together to make innovations that change our world.


What is creativity? (Core Competency Creative Thinking, Career Education, Socials)

We used this unit to better understand the nature of creativity. What is it? Who has it and why? Can we cultivate it? Can it be taught? We did a variety of activities to explore creativity, such as reading a collection of picture books about imagination and ideas; doing theatre improvisation; creating Scratch programming and games as part of the Hour of Code week in December; and constructing maker art for the holidays out of mixed media such as wool and found objects.

Some activities were designed as “alternative uses” tests, which are often employed by researchers to test creativity. How many things can you make out of a small can of play doh in a short time period? We read the book The Perfect Square, then everyone took a plain, boring piece of paper, and with only five cuts and folding, constructed new 3D creations from our imaginations.


We watched several TED talks about creativity, and Ms. D shared research from the book Wired to Create about how creativity can be nurtured. We did shared, non-fiction readings from the Time Magazine: Creativity Issue to better understand the brain science behind creativity, and how people think creativity can be cultivated in our learning and daily lives.


Later this year, we will do independent inquiry projects, so each unit allows time to learn and apply specific research skills. This time, the focus was collecting and documenting primary research such as an experiment, interview, or observation.

We did playground observations to look at how students of all ages play, followed by rich discussions about how much play we have in our own lives, why play is important for creativity, and how play differs depending on your age.

We also did a creativity study, teaching younger classes how to make marble roller coasters. Some students helped with construction, while others recorded primary research observations. Afterwards, we had discussions to analyze results! Why was it a different experience for younger kids than for us? How do younger children feel and touch materials as they explore their potential uses? Why do younger children have a different attention span? Why does the way we play change as we get older?

Simple Machines!  (Science, Math, & Applied Design)


Creativity is important to solve problems! We explored how humans have used experimentation and scientific knowledge to create simple machines that make work easier. To begin our discussion, a pile of weird tools from Ms. D’s and Mr. L’s eclectic collection, including some antiques, were put out on tables for students to explore and draw. Everyone had to guess what the tools are used for and how they work!


Then, we identified the main simple machines and did hands-on activities to experiment with them. Let’s lift Ms. D up with one student using a giant wood lever and fulcrum!

We had car races down inclined planes, doing math involving distance/time/rate, and discovering how speed is related to the height of the plane. We lifted books up a plane using a Newton gauge, to show how less force is required when we add more distance. Using rulers and blocks we made cantilevers, taking into mind lever math developed by Archimedes involving balanced equations, measurement of distance from the fulcrum, and multiplication! That’s how cranes can lift so much weight!

We identified the steps of the design process, then created several devices using creative thinking and simple machines. First, we made marshmallow catapults, seeing who, with limited time and materials, could build a device that would successfully launch marshmallows the furthest across the classroom.

Then, we researched Rube Goldberg, who designed machines that were very complicated, but completed very easy tasks!  We created Rube Goldberg devices all over the classroom, using a variety of found materials, objects, and the design process. We also learned about hydraulics, discovering how liquids, unlike other states of matter, can’t be compressed! Working collaboratively, we made cranes and other unique devices.


Human Innovations over Time — Change 
(Socials, Language Arts)

Our creativity has led to many innovations that have changed our lives over time. What are those innovations? When did we start using simple machines? Has our use of technology been positive or negative?

We researched early indigenous innovations, such as snow goggles, inukshuks, umiaks, burins, and ulus. We learned what early tools were used for, which groups in Coastal B.C. created them, and how the tools addressed people’s basic needs. We also read about spindle whorls, which would be the inspiration for artwork in our next unit.

We read the book Ingenious and were surprised how many important innovations originated in Canada! We identified technologies used in different areas of our lives, such as communication, health, transportation, and entertainment; then we evaluated each one for its positive and negative impacts on humans. Each student chose to research one area further, creating a timeline to illustrate how technologies have changed over time.

We read the books Goodnight iPad and Nerdy Birdy Tweets to discuss how technology such as smartphones and social media can distract from other activities or relationships. What impact is technology having on children? Using a shared Padlet, we did a group inquiry to find reliable websites on this topic. We used our research to debate issues such as e-readers v.s. real books, technology use guidelines, and the impact of video games on children.


Idea Generation and Descriptive Detail in Creative Writing  
(Language Arts)

As a whole school, we are focusing on writing goals in the areas of idea generation and adding descriptive detail. There were many opportunities to practice, such as a persuasive debate speech, e-portfolio reflections, and creative stories. We did many daily quick writes, which involve a mini lesson followed by a short period of independent writing. At the end of term, we had writing conferences to set individual writing goals for the rest of the year. Sometimes we used creative prompts to get ideas flowing, such as those in the book The Creativity Project. We also discussed literary devices, like personification, simile, and metaphor, and practiced using a thesaurus to find higher-level vocabulary.


Math is a Creative Tool for Innovation! 
(Math and Critical-Thinking Strategies)

Using You Do the Math: Skyscrapers, we looked at the combination of math knowledge needed to build new things such as skyscrapers! This included understanding geometric solids, measurement, reading tables, plotting coordinates, area, and perimeter. We did problem solving involving basic fractions and decimals, and some students did surface area or algebraic challenges.


How can we approach multi-digit multiplication with creative thinking? Using Carole Fullerton’s Multiplicative Thinking, we played games to learn about multiples, factors, prime factor trees, squared numbers, exponents, and math properties (distributive, associative, and commutative.) We experimented with many different ways of solving 2 by 2 multiplication problems, such as the window, the FOIL method, mental math, and the traditional column approach.


Creativity in the Arts, PHE, and Languages! 
(Fine Arts, Music, PHE, French)

We couldn’t have the arts without creativity. Our creativity plus knowledge of arts elements and principles equals an amazing product! We discussed the colour wheel; primary, secondary, and tertiary colours; analogous and complementary colours; and how this information helps us in our presentations.

With this knowledge, we made amazing abstract colour trees blending oil pastels together!

Division 5 was heavily involved in the musical production of Snow Biz, whether making decorations and props, singing in the choir, setting up the stage, or playing a main part! It was an amazing performance!!

 

Our creativity played a role during physical education and health! We focused on getting our heart rate up by learning new dance moves and doing Just Dance challenges!

Before break, everyone will share dance moves they created, so we can do our own aerobic routine together.

Finally, for French, we have been using technology as a creative tool to do independently paced learning of French vocabulary. Lessons involve games, pronunciation and listening, as well as assessment to see what has been learned. We plan to use this vocabulary on a French country mini project.


Second, we focused on the concepts of EXPLORATION and IDENTITY
in our unit On the Move!

Unit focus statement:  

Migration is a response to challenges, risks, survival, and a natural need to explore.


How am I an explorer?   (Core Competency of Positive Personal and Cultural Identity)

What does it mean to be an explorer? What would you feel and do? We unpacked the meaning of exploration and realized it does not only apply to ancient explorers who crossed the seas. It can apply to us and involve risk-taking, or careful, methodical observation for art, science, and research. It can also mean making an effort to explore one’s identity and culture.

Through exercises in the book How to be An Explorer of the World, we will continue to hone our observation and noticing skills, particularly through explorations outside. We are also reading many picture books to facilitate discussions about our own identity, culture, and acceptance of others’ identities.

Migration — Humans  (Socials, Language Arts)


Why do people move from place to place? What is your own migration story? Students asked their parents for information about their family tree and charted the migration path of past generations coming to Canada.

Using the book Human Migration and Why We Live Where We Live, among other book and online resources, we discussed the many push and pull factors that cause people to move as they seek a better quality of life. We talked about how some people move all the time because of a “restless gene” that just makes them seek novelty and something new!

Using a TON of great books from the District Library, we did a group inquiry about “How did we get here?” How did we all come to be in Canada? What were the reasons people came here? Who was here first? We made a timeline on the board and listed the many reasons people came, such as trade, land, gold, and escaping war. Each student chose a historical figure to represent from this timeline, and before Spring Break, they will create a monologue to present about the person for our “Wax Museum of History.”

Students also looked at 10 different case studies of people trying to come into Canada and made decisions about which 5 would get to come in. This is part of an ongoing conversation about immigration policy in Canada and how the government makes decisions about who it lets in to the country. How do people become a citizen? Please check student e-portfolios as we continue to talk about these issues before break.

To better understand what it is like to be a refugee or immigrant, each student read a different historical fiction novel, such as Escape from Aleppo, Refugee, and Homes. We are using the Reading Power model to help us add depth and complexity to our reading. What connections are we making as we read? What are we visualizing in our heads while reading? What questions are we asking?


Migration – Animals 
 (Science and Language Arts)

We began our unit with an amazing trip to Reifel Bird Sanctuary, one of the local, protected estuaries where you can find migratory animals this time of year. We learned about local bird species, the essential things animals need to survive, and why the estuary is a popular stop on migration routes. Many of us fed birds for the first time, and we saw sandhill cranes, saw whet owls, and red-wing blackbirds, among other species. Dan, the biologist, also helped us find tracks of beavers and other animals in the snow!


The trip, along with the movie Winged Migration, helped us understand why and how animals migrate over long distances, between different biomes of the world, as well as their migratory triggers and cues. Each student chose a migratory animal to research further and created a Puppet Pal presentation about their findings using the iPad. We hope you can come see it when we have Student Led Conferences!

We also conducted a Citizen Science activity, participating in the Feb. 14-18 Backyard Bird Count! Everyone was surprised how many different species we could see right around the school, such as red-wing blackbirds, chickadees, a bald eagle, song sparrows, starlings, crows, gulls, and robins!

Art, Identity, and Spindle Whorls  (Socials, Fine Arts, Math)

We looked at a variety of indigenous art from across Canada and North America, trying to guess each piece’s origin according to the colours, images, and shapes used in the art. It really helped us to see how the art of a culture is connected to place. We represent in our art what we see locally and what is important to us.


We looked closely at the story of the Spindle Whorl, discovering how this spinning tool was not only carved with special artwork and passed down in families, but also represented the family’s identity and indigenous group.

Then we looked at the shapes and colours of art from local Salish groups such as the Musqueam peoples, as compared to form line shapes of art done by indigenous groups further north such as the Haida. Inspired by the art of Susan Point, each student created their own circular print, using geometry to create reflexive symmetry through reflection, rotation, and translation of Salish shapes.

Tiny House Revolution!  (Identity,  Math, Applied Design, Career Education)


People are choosing to live in less space, so their impact is less on the world. How does a living space represent you and your beliefs about what is essential? What choices would you make?  Using our ongoing work with multiplication, measurement, geometry, and proportionate reasoning, as well as the design process, students created tiny house models and discussed the area and perimeter of their final creations.

 

Term Two Music Notes from Ms. Fletcher:

While more information can be found on Ms. Fletcher’s blog, here is a summary of the main areas covered in music by our class:

Core Competencies:  Communication, collaboration, thinking, and personal awareness.

Big Idea: Music is a unique language for creating and communicating.

Curricular Competencies:  Students will explore elements of music, and create music collaboratively and as an individual. Students will experience and present creative works in a variety of ways.

Content/Overview: In music class students worked on developing music skills – beat, rhythm, tempo, pitch, dynamics, form and music literacy through playing hand chimes and ukuleles.

Overall, term two has been rich with learning experiences, and this overview is only a snapshot! We look forward to term three, with two new units and our independent projects on June 10th!

Bird Migration Discussion & Backyard Bird Count!

As we dive into a discussion about bird migration, flyways, and more, here are some articles to read about how climate change and birds are linked. Plus, there is the link to the Cornell Lab of Ornithology, where you can find out how to download EBird and Merlin, two apps that are useful for identifying birds and for counting birds as part of the citizen science Backyard Bird Count happening Feb. 14 – 17, 2020.

Scientific American Silent Skies: Billions of North American Birds Have Vanished

Audubon North America Has Lost More Than 1 in 4 Birds

Cornell Chronicle Nearly 30% of Birds in US Have Disappeared

Nature Canada How Climate Change is Impacting Birds

Mass Audubon Effects of Climate Change on Birds

Forbes Climate Change is Affecting Migration Timing of Birds

Cosmos Bird migratory patterns changing with climate

United Nations International Gathering on Birds to Discuss Migratory Species

Cornell Lab of Ornithology 

Ted Ed Video on Bird Migration Dangers

 

 

Tiny House Creation — Math Project

Hello Everyone!

Yesterday, everyone received a planning booklet and rubric for our Tiny House Project!

Please spend some time researching ideas. I am providing time in class, but you may also want to look at tiny house images on Google at home, too.

Then, use the booklet to plan out your ideas. After you have a finished plan, you will receive bristol board to make a mini Tiny House Model.

The model can be a tiny home, food truck, or any other type of small structure that takes up approximately 400 square feet. We did measurement of the classroom area to get a better sense of how much space this is. It is about half of our working area in the classroom (not including the cloakroom.)

As you create your model, you will include some 3D elements such as a bed, stove, etc. that you believe are necessary for your structure. There is a grid on the paper you will use to help you with measurement and with using proportionate reasoning, which is a large part of the math and visual-spatial competencies being used in this applied design project.

For example, you need to think about how tall a typical person using your structure would be, how much space they need to move around, and how tall items in the structure should be so they can be reached by the person using them.

You will also be telling me about the area and perimeter and/or volume of the items you placed in your tiny home. For those doing advanced math, we are adapting the project to include some fractions and decimal proportionate thinking about their designs.

Tiny House Models are due in two weeks. Have fun creating them in class! You need to finish a draft plan before I can give you supplies to create the real one. All structures are one level to start, and then you can do two levels if you have time.

Ms. D

Reading About Migration!

Hello Everyone!

Yesterday, everyone chose a chapter book / novel related to real-life migration or refugee stories. We had a wide selection to choose from thanks to our Suncrest and District libraries!

Over the next two weeks, we will be reading this book carefully to learn about the human migration experience in relation to our unit. We are also looking to practice our reading comprehension skills, using Adrienne Gear’s Reading Power prompts as a guide. Things we will look to do are:

  • Become more aware of how stories are structured — the elements of a good story; how dialogue is presented with appropriate capitalization, spacing, and punctuation; and how a story flows from beginning to end.
  • Visualize as we read, such that we use our senses to gather information and a picture of the setting and characters.
  • Make Connections as we read, finding ways to connect our own lives or current events to what we are reading.
  • Question as we read, asking deeper questions about the story that go beyond the basic information presented in the book.
  • Infer as we read, becoming a detective to think about the deeper meaning of a book, or to understand what isn’t written down in the text by the author.
  • Transform our thinking as we read, reflecting on how what we are reading is changing our thoughts or perspectives. What impact is the book having on us?

The final task will be to do a mini book report on your e-port. You will use elements of the assignments I give you on each area of reading comprehension to help you create the book report. Enjoy your reading!

Ms. D

Animal Migration Project — Puppet Pals!

Hello Everyone!

As you research your migratory animal and create a presentation on Puppet Pals to show your knowledge, please find out the answers to these questions:

  1. What is the name of your animal? Common name, scientific name, family/genus/class if you know about this.
  2. What does your animal look like? What adaptations (features of its body) help it deal with the habitat and biome it lives in?
  3. Where does your animal live? (Biome and habitat; specific location on map)
  4. Where does your animal travel to as it migrates? What is the migration route on a map?
  5. What biomes does it travel through and to? 
  6. What does your animal need to survive? Food/habitat/conditions
  7. What cue causes your animal to migrate? What type of migration is it? (use vocabulary from handouts and discussions in class)
  8. How is your animal important to the ecosystems it lives in?
  9. Is your animal endangered and why? Are there any problems with human activity bothering the animal’s migration route?
  10. Any other really cool and interesting facts about your animal?

Your presentation needs to show you are able to research and find information about your animal that connects directly with science curriculum content and curricular competencies, create a clear presentation using a new digital tool, and use creative thinking in the way you present information to us. A rubric will be provided for self-reflection when we are done.

Here is a basic Puppet Pals Instructional Video to get you started thinking about this technology tool if you haven’t used it already.

Here are some websites on migratory animals you may find helpful or interesting!

Earth Rangers Top Ten Most Amazing Animal Migrations

Nature Animal Migration

BBC Animal Migration Videos and Info

Cornell University Lab of Ornithology (study of birds — so any bird can be searched!)

NOVA Magnetic Field and Animal Migration

New Unit: The Way We Move!

Hello Everyone,

This past week, we began a new inquiry unit called The Way We Move!

Unit Focus Statement: Migration is a response to challenges, risks, survival, and a natural need to explore.

Concepts: EXPLORATION, IDENTITY

Core Competency: Positive Personal & Cultural Identity

Areas of Inquiry:

  • The nature of exploration
  • The reasons people move throughout the world
  • Human migration and its impact on Canada, indigenous cultures, and the world
  • The similarities between humanity and other animals as related to migration
  • Our own personal and cultural identity as a result of migration
  • Biomes of the world
  • Geography and maps
  • Personal narrative writing as related to identity
  • Tiny House Math Projects (Area, Perimeter, Multiplication, Division) related to what is most important to us
  • French Country Mini Project, as well as ongoing vocabulary learning

We look forward to….

  • Doing exploration of our identity, of our outside spaces, and more through the use of careful observation and documentation skills
  • Studying migratory birds and other animals, tracking their journeys and reporting about them in Puppet Pals
  • Writing mini stories designed to strengthen our idea-generation strategies, paragraphing, dialogue writing, and conventions
  • Making mini bird feeders for our playground trees
  • Creating a class map of our own family’s migration paths
  • Interviewing community members about immigration stories
  • Doing a group research timeline on how we all came to be in Canada, then writing mini monologues to present some of the key figures and events from our history
  • Making a Quilt of Belonging piece representative of our Cultural Background/Identity
  • Reading and analyzing books/stories related to immigration and refugees
  • Discussing immigration policies in Canada, and then making our own immigration policy for a made-up location
  • Doing activities and games related to multiplication, division, and geometry skills
  • Creating our own dance exploration and sharing with peers in PE
  • Finishing our Spindle Whorls, technology debates, and mini research on one of the indigenous groups of BC

Plans may change depending on time and other events going on at the school. We will do as much as we can in February and early March, and finish this unit before we go to Spring Break, or just after we return. Next unit will be on NEEDS and WANTS, talking about resources, geology, economics, trade, and more. Our independent project research and work will be ongoing from now until June.

More to come!

Ms. D

Technology Debates!

Hello Everyone!

Yesterday, we had a great conversation about the positive and negative aspects of technology and children. Many of you added articles to the PADLET about this, and Ms. D had the opportunity to review with you what makes a quality website for research. We reviewed strategies for web researching to ensure you are doing an effective search and that you are reading true information versus someone’s opinion or made up facts. Keep those journal notes from our discussion handy as we move forward with more independent research in the future!

We identified some areas of this debate about whether technology is a good thing for children or not. Each of you has chosen an area of focus and a partner to work with for the debates.

Here are the three resolutions we agreed upon in class:

  • E-Readers — Be it resolved that real books are better for children ages 0-17 than e-readers.
  • Video Games — Be it resolved that video games should be educational if children ages 0-17 are using them.
  • Balance/Overall Tech Use — Be it resolved that children ages 0-17 need guidelines and help controlling their use of technology such as smartphones.

How to get started?

  • Research online both the positive (for the resolutions above) and negative (against the resolutions above) sides of your debate topic.
  • You need to find facts that back up both sides of the debate, as you may debate both sides when we do presentations.
  • Keep the source of any evidence you find. Your speech will need to say things like, “According to TIME magazine 2014, …….” So, you need the date, author, and website where you found information.
  • We will talk together about persuasive language and how to write a debate introductory speech, which you will do with your partner.

Some websites to consider:

If any of these article links do not work, please let Ms. D know. Please also look on the Padlet, as you posted many great articles there!

NPR 5 Things to Know About Screen Time Right Now

BBC Gaming Addiction Classified as Disorder by WHO (World Health Organization)

NPR Risk of Teen Depression Linked to Smartphone Use

Globe and Mail Your smartphone is making you stupid, antisocial, and unhealthy, so why can’t you put it down?

Globe and Mail How Much Screen Time is Harmful

CBC News Tech Toys Could Put Kids Privacy at Risk

CBC Health News Screens ‘Not a Toy’

American Psychological Association Guidelines for Youth Using Digital Technologies (says 2015, but updated 2016)

CNN Why Parents Fear Technology (and some common rumours that feed the fears)

Fast Company 3 Ways Technology Is Helping Kids

Globe and Mail Youth and Technology: Power and Danger

Psychology Today Cognitive Benefits in Playing Video Games

BBC Future Why Video Games May Be Good For You

Telegraph Is Video Gaming Bad For You? Science FOR and AGAINST

So, how do we get started on a debate?

  • We create a statement we can debate, which is called a resolution. We finished that today.
  • We then form teams of two.
  • All team members do research that supports the negative and the positive side of the resolution they decided to focus on.
  • One team member will make a positive paragraph about the topic, and the other one will make a negative paragraph. Or, the two team members can work together on both.

During the actual debate, what do we do?

  • We flip a coin to determine which team is positive and negative.
  • Positive team goes first with an opening statement – 3 min. max
  • Negative team goes second with an opening statement – 3 min. max
  • We pause and think. Teams think about what has been said during opening statements and look for evidence in their collection that will help make a counter argument and prove their case! – 5 min.
  • Positive team provides a rebuttal — 1 min.
  • Negative team provides a rebuttal — 1 min.
  • Positive team sums up their arguments – 1 min.
  • Negative team sums up their arguments – 1 min.

Marks and Judging:

  • Each person will be marked on a rubric for their completion of evidence recorded in their journals, their public speaking skills used, and their overall thinking about the topic
  • Teams will be evaluated in the first rounds by Ms. D and the class. 
  • Everyone participates in minimum one round. Some people may do more if they win their rounds.
  • Winning does not impact your mark. Public speaking, being prepared, and completing your evidence does.
  • Debates will be from Jan 28 until we are finished mid-February.

Thank you!

Ms. D

E-Portfolio Questions Rube Goldberg

Hello Everyone,

As we had several people absent today due to inclement weather, I am posting the questions for our e-port due on Monday about Rube Goldberg. Here you go!

E-Port Title:  Rube Goldberg

  1. Who was Rube Goldberg? (include facts from the biography you needed to read per my previous blog entry about this assignment)
  2. What was your Rube Goldberg machine designed to do? (purpose)
  3. How was your machine supposed to work? (give the steps you designed in your original version)
  4. Did your machine as you planned it actually work? What would you/did you do differently to make it work?
  5. Which simple machines did you use? (you were required to use three)

If you were absent on the day of Rube Goldberg building, I encourage you to try making one at home. We also agreed that on Friday I would give you optional time to build some more during Free Choice Friday activities.

Thank you,

Ms. D

Rube Goldberg Fun!

Hello Everyone!

Using our knowledge of simple machines, we will be building a Rube Goldberg machine! Before we begin, please do some investigation. On Rube Tube you can watch a variety of Rube Goldberg contraptions and get some ideas. You can also read about Rube Goldberg himself on this biographical website and on this Rube Goldberg resource.

Google “Rube Goldberg Cartoons” under images if you would like to see even more.

Consider the DESIGN PROCESS as you create your own contraption!

  1. Ask a question – What task will your machine complete?
  2. Imagine what you would do – Brainstorm ideas and watch Rube Tube.
  3. Plan and consider materials – Make a draft in your journal and a list of supplies
  4. Create something based on your plan – all day Friday or Monday
  5. Reflect, make adjustments to improve, and document changes — Journal!
  6. Present final product – Show it to Ms. D

Your contraption must use at least three simple machines. Documentation of all your building steps is a must! I will be marking both your journal and your final presentation, so even if your product is amazing, you need written observations. Even if the machine doesn’t work, you need to show evidence of having considered simple machines and be able to explain your process to me.

We will build the machines on Friday Jan. 10th during a large chunk of the day. Begin looking for ideas and materials from home. I have a lot of building supplies here, but if you need something specific, then please look at home. You shouldn’t need to buy anything new, so please focus on recyclables and toys you already have. The contraption does not need to be big, either, so consider we will have 12 groups working in our space at the same time!

One way to make your machine more interesting is to consider how it might tell a story. When you watch the OK Go video on Rube Tube, it is based on a song. How does it tell a story or have a message? Or is it a funny task it will complete?

The only thing I don’t have in the classroom are pulleys, so if you are thinking of having a pulley device, you have to construct it.

Have fun! I will provide a rubric for you for this activity in class that talks about your design process. While it would be great if your machine is successful, I am more interested in how you used the design process and simple machines to complete this task.

Ms. D

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