Day: January 27, 2023

Hello Everyone,

As we come to the end of our unit on problem solving, we are looking at two things:

Number one, we are going to explore the Global Goals of the United Nations that were made to help solve some big world problems by the year 2030.

Number two, we are going to talk about what YOU, as young people, can do to help with these goals!

To help us with this, we will watch the first two links in class and discuss. Then, you will take some time to read over some stories of how young people chose to make a difference, when they encountered a problem in the world.

You will be choosing one person to research further and to create a PowerPoint presentation about them and how they inspire you to make a change in your world, too. You will need to get your choice of person approved by Ms. D before moving forward with further research.

More details to come in my next post about the project criteria.

Here are some websites to look over to get you started. You may choose a person not listed here, but our goal is to have each student do someone different.

Please choose someone by end of day January 31st, Tuesday.

UN Malala Introducing the World’s Largest Lesson and Global Goals 2016

UN World’s Largest Lesson Changing the World 2016

Ten Young People Who Changed the World

UN Young People Making a Difference

Six Young Activists Changing the World

40 Incredible Kids Who Changed the World

Merit Leighton and Marlowe Peyton, Plastic Patrol

Genesis Palacio  Vegetarianism

Mia Hansen Jamba Juice Petition

Katy Butler Bullying Film Petition

Jonas Corona Love in the Mirror Helping Kids Who Are Homeless

Miguel Billings Homes for People in Haiti After Hurricane

Mikaila Ulmer Me & the Bees Nutrition and Pesticide Concerns

Alex Myteberi Helping a Syrian Boy During Syrian Civil War

Zianna Oliphant Speaking Up Against Violence Against Black People

Tokata Iron Eyes Indigenous Voices About Climate Change

Robby Novak  YouTube Star Kid President Inspires Positivity

Lalita Prasida Sripada Srisai  Invention to Clean Water

Ann Makosinski Hand-Powered Flashlight

Leah Nelson Becuz I Care Campaign for Kindness

Marley Dias  Activist to Author 

Levi Draheim Fight Against Global Warming

Ruby Bridges Civil Rights Trailblazer

Yash Gupta Helping Others See

Anne Frank  Power of Her Diary

Stevie Wonder Blind Musician Makes a Difference

Aisholpan Nurgaiv  Eagle Huntress

Louis Braille  Inventor

Sacagawea Explorer

Dylan Mahalingam  Philanthropist in the Digital Age

Wolfgang Mozart  A Musician at a Young Age

Helen Keller  Biography

Ryan Hreljac  Philanthropist Ryan’s Well

Adele Ann Taylor Advocate for Literacy

Akrit Jaswal  Young Surgeon

Thandiwe Chama Children’s Rights Activist

Margaret Knight Inventor

Jack Andraka Scientist, Pancreatic Cancer

Katie Stagliano Philanthropist, Katie’s Krops

Malala Yousafzai Activist for Girls’ Rights

Greta Thunberg Swedish Environmental Activist

Sylvia Mendez Activist for Racial Equality

Rene Silva Journalist to Change Lives

Nicholas Lowinger Philanthropist, Gotta Have Sole

Samantha Smith  US Ambassador

Nkosi Johnson Activist for Kids with HIV/AIDS

Praveen Kumar Gorakavi  Engineer Helping Others

Emma Watson  Actor and Activist

Cassandra Lin  Environmental Activist

Om Prakash Gurjar Children’s Rights Activist

Clara Schumann Musician

Easton Lachappelle Robotics Engineer

Claudette Colvin Advocate for Equality

Muzoon Almellehan  Activist for Girls’ Rights and Education

Hello Everyone!

Over the course of term two and three, we will be working concurrently on an Independent Project while we are also doing unit work. 

We have already begun talking about this in class, For example, we have discussed what makes a great topic, why we do an independent project, and how to ask great questions using the Jar of Inquiry concept model on our wonderings board in class.

Why do we do an Independent Project?

Doing an Independent Project allows us an opportunity to pursue a topic of passion. It also addresses many of the curricular and core competencies across subject areas, developing research, critical-thinking, observation, communication, documentation, project-management, and personal awareness skills.

What are the steps we will take? 

We put these in our planner, so students are aware of the dates. We will continue to revisit the planner as a tool for managing the project throughout term two and three.

JANUARY Step One:  Discussion of how to choose a research topic. Choose a topic by January 31st end of day.

JANUARY Step Two:  We will begin to Brainstorm search terms and synonyms around the topic to help with research. We will discuss how to ask questions and form a set of Jar of Inquiry questions about the topic, so we ask deeper questions! Ms. D will ask students to do these things in their journals and check in with the check plus system as we go, to make sure everyone is on track.

FEBRUARY/MARCH Step Three:  Begin to look for secondary resources, such as books in the school library and Burnaby Public Libraries. Please visit the public library! We will discuss techniques for using reputable sources online as we do web research. Give topics to Ms. Ho, who will help us request books from other libraries in the District if possible. Begin to take notes in our journal and in an online document, whichever works best, using the T Chart model discussed in class, using questions to drive the research, and recording resources. Research in February/March. Final research notes will be due June 1.

APRIL Step Four:  After Spring Break, we will have a discussion in class about primary research, which is required and can include an interview, experiment, visit to a location, or making of something. Primary research ideas need to be approved/discussed with Ms. D by first week of April. Spend April working on this.

MAY Step Five:  We will discuss making a formal bibliography, and students can begin to create this beginnning May 1st. We will also discuss potential presentation ideas — there are many different options! May will be spent getting final notes together, finishing the bibliography, and beginning our presentation pieces.

JUNE Step Six:  We will finalize our presentation items. All notes, bibliography, and primary research are due to Ms. D on June 1st. All presentation items are due June 9th. We will present to the public on Monday, June 12th, from 12-2 PM.

JUNE Step Seven:  After presenting, each student will do a reflection on the whole process and fill out a rubric about how they did. The reflection is the most important part of the entire process and is due June 14th. It lets Ms. D know what you learned, what you are proud of, and how you want to improve in the future. It shows your personal awareness and willingness to engage in your own growth and goals.

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