Day: January 8, 2021

Independent Projects – Brainstorming Topics, Due Jan. 25th

Hello Everyone!

In term three, one of the major things we focus on is an independent research project. We end the year by doing a formal presentation of our findings.

But right now, we are in term two. While I will provide more specific information on the entire project later, right now we just need to decide on our topics!

So, by January 25th, I would like to know your topic.

How do you choose a topic for IP or Independent Project?

  1. Make sure the topic is something you are really passionate about. Do not choose a topic just because an adult suggested it, and do not choose a topic because you are trying to do something similar to your friends. It has to be something you want to know about! (Otherwise, this process is not fun at all.)
  2. Topics need to be something you are not already an expert on. Or, if it is something you have studied before, you need to come up with new questions about the topic.
  3. Topics need to be deep and take time to explore, but they also need to be specific so you have some direction. For example, I am not going to study “how do lights work” as that will not take very long to do, and I can probably use one resource to answer that question. But, I am also not going to study “plants” – this is too big of a topic and could be about anything! A good example would be “how electricity use affects the environment” or “what we can learn from indigenous knowledge about plants”
  4. Brainstorm several options before settling on one. Discuss with Ms. D. Let’s talk together about your topic. Have more than one option just in case.
  5. Can you answer this topic using only one resource, or will you need to use more than one? A measure of a good topic is that you will need to use more than just GOOGLE to figure it out. You will need to look at book resources, maybe do some interviews of experts, or perhaps do an experiment and document it.
  6. Make sure the topic is at your level. Some topics are far too complex, and we won’t be able to find resources that will help you (at least not at your reading level, and not within the Burnaby Libraries.) So, please listen to Ms. D’s guidance when I say, let’s find a way to make it age appropriate for you.
  7. Do not do a topic you have done as a previous Genius Hour or Independent Project topic.  If you want to continue research from a previous project, then let’s talk about how this project will be different and answer NEW questions you have about that topic of interest. Maybe try to be open minded to doing something new so you expand your knowledge!
  8. You can choose to expand on something we have talked about in class. If you want to do genetics, for example, even though we have been talking about it in class, then that is great! This is a good opportunity to expand on unit topics.

Okay, that is all for now. In class we will talk about this some more. Time to start brainstorming!

Ms. D

Discrimination in Canada Project, Part 2

Hello Everyone!

So, now that we have our research notes, having used book and internet resources to gather information, we can work on our presentation!

You will work with the other students who chose your discrimination topic to create an oral presentation for the class, so we can learn from your research.

You will be evaluated on:

  • Making sure everyone in your group has an opportunity to practice public speaking.
  • Public-speaking skills including volume, enunciation, pace, and body language, which we will review in class.
  • Including information that answers all of the questions from the research, that Ms. D gave you before.
  • Providing information in a clear way so the class can take notes on what you found out!

Steps for creating this presentation:

  1. Meet with your group and brainstorm ideas.
  2. You will need to create a skit that is serious in tone, where each person in the group plays a part to help tell the story of the discrimination issue.
  3. For example, you might have one narrator, someone representing those who were discriminated against, someone representing the group doing the discriminating, and someone representing the people who did something to make the situation right (the person who made the apology or wrote a letter apologizing.)
  4. Write a script. You may want to divide the issue into two parts – one group doing the event, and another group doing the reconciliation or apology.
  5. Practice the script as a group.
  6. Make props if they are needed to help tell the story.
  7. Find costumes if you would like, but they are not required.
  8. Present your skit in front of the class.

Again, each person needs a speaking role. Use your research and make sure you answer all of the questions through your presentation.

Presentations will be due January 21st, Thursday, and we will present that Thursday and Friday. If we need to make adjustments for absences, we will do that.

Ms. D will be giving you class time for all of the steps for this project, but you can also do some practicing of your part at home or make props at home. You can also bring in items from home to serve as props, rather than making them.

If you have any questions, please let me know!

Have fun with this, as it was meant to be a fun way to make sure we understand these four, significant events in our history, and how these major problems were made right or not by Canadians.