Category: Assignment Info

In class we are reading the book We’re Not From Here by Geoff Rodkey. This book has some great connections with our unit on exploration/migration.

If you were absent, please make sure to catch up reading during our Silent Reading time in class, as the District books we are borrowing can’t go home.

Please answer the following questions in an e-port:

Title:  Reading Comprehension We’re Not From Here

Questions:

What were the three places the human population went after they left from the Mars Station?

Describe what you know about the Zhuri so far?

What was the problem with the immigration of humans to planet Choom? What happened?

What happened to Lan’s family when they arrived on Choom for the first time?

What do you think happened to the Nug on planet Choom? Why don’t the Zhuri want to talk about it?

Why do you think the housing for the Ororo, that Lan’s family is now staying in, is empty?

Describe Planet Choom, or at least what you know so far.

Think of a time you arrived at a new place or began something new. How do you think your feelings would be like Lan’s as his family came to Choom?

Hello Everyone!

During term two and three, we will be working concurrently and slowly 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.

FEBRUARY Step One:  Discussion of how to choose a research topic. Begin brainstorming questions around topics you like. Choose a topic by FEBRUARY 12th, MONDAY, end of day.

FEBRUARY 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 beginning 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 May 31st. All presentation items are due June 7th. We will present to the public in June, tentatively set for June 10th.

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 11th. 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

This e-port will help do an assessment check-in for our work on multiplicative thinking and the You Do the Math Skyscraper math material.

Please post ONE picture with all of your work on a page for this e-port. Thank you!

Title:  Math Check In January 2024

Questions:

What are vertices and faces on three-dimensional shapes?

How many faces does a sphere have, and why?

If I write the coordinates (3,5), how will I know where to find that point on a grid or map?

What is the area of a rectangle that is 3 feet wide and 6 feet long? What is the perimeter?

Which earthquake was the largest on the Richter Scale — 5.02, 5.20, 5.215, or 5.100? How do you know?

What is multiplication? What kinds of math vocabulary would you use to explain it to an alien that doesn’t know about our Earth math?

What is the difference between a factor and a multiple?

What is the difference between a prime and a composite number?

What are the factors of 36? Use a factor tree to figure this out and post a picture of your tree with this post.

How do you know if a number is divisible by three? What is this called (there was a special vocabulary word we used)?

What is a square root?

What does it mean to square a number?

What is the least or lowest common multiple of 3, 4, and 5? Show your work in the picture you post to this e-port.

Maggie, Juan, and Miya are all volunteering at the local hospital. Maggie works every 2 days, Juan works every 4 days, and Miya works every 5 days. When do Maggie and Juan work together (every how many days)? When do Maggie and Miya work together? When do Juan and Miya work together?

What is the greatest common factor of 24, 40, and 64? Use factor trees to show your thinking and find the answers. Show this in the picture you add to the e-port.

 

Hello Everyone!

In class, we have been discussing the positive and negative impact some of our human technologies have had, whether that impact was on us, other people, or the environment.

I would like you to think now about which machine, invention, or innovation you believe has had the GREATEST impact.

The machine, invention, or innovation can be from any culture or time period. Please let Ms. D know what you will be doing.

You will create a PowerPoint proving your point, using persuasive language, facts, and evidence to convince us.

During this project you will:

• Work solo
• Please find research about your machine, invention, or innovation using at least 5 resources, either books or the Internet.
• You will need to discuss the positive and negative impacts of your machine or technology on humans and the world. Be specific.
• Record your research in your journal, as well as the resource where you found the information.
• You will make a six-slide presentation.
• You will write a short commentary to say for each slide.
• You will present this to the class. Each presentation is designed to be very brief, as you state your case about why the item had the most impact.

Here are the slides you need to create

Slide 1:  Title of the machine, invention, or innovation. A picture of it. Your name and the date.

Slide 2:  Explain the machine or technology you plan to discuss. (Define it, tell its parts, where we would find it, what it is made of. When was it created, why was it made, and who invented it, if you can find that out.)

Slide 3:   How is this machine or technology used and how does it work? (Who uses it? Where would I see one being used? What is the science of how it works?)

Slide 4 and 5:  Explain the many different ways this machine has had a great impact. You can describe both positive and negative impacts.

Slide 6:   What is your bibliography of resources? Put them in a list in alphabetical order.  For websites: List name of website, name of article, author who wrote it, and the date (please do not put URLs or website addresses/links).  For books: List book name, author, date of publishing.

Criteria for Success:

I can use persuasive language to convince the audience this machine or technology is the MOST influential, including specific examples of how the machine or technology has had a large positive or negative impact on humans and/or the environment.

I can create a PowerPoint following the instructions, editing carefully for conventions, providing pictures, and providing clear statements to prove my case that are in an easy-to-read font and large enough to read from the audience.

I can write a brief script so I know what I am going to say for each slide. I will use different words in my script than the main points I write on the slides.

I can present my PowerPoint script without reading it, meaning I have practiced it well and am familiar with my main points without looking at the script too much.

I can take notes in my journal and include resources as required. I can write a basic bibliography on the last slide of my PowerPoint.

My PowerPoint includes some of the research I found, and I sound knowledgeable about my topic.

I can present my case for my machine or technology being the most impactful, using expression, volume, eye contact, enunciation, pauses, and body language as appropriate to make my points stick with the audience.

Please:

• Don’t use emoticons or cartoon-looking pictures.
• Don’t use lots of text. Keep points on slide brief and clear. Say more in your script.
• Don’t use fancy transitions that increase the overall time of the slideshow and waste time for you in finishing this project.
• Don’t include pictures that have any copyright symbols or writing of any kind on them.
• Don’t add any additional slides beyond six.
• Don’t use black, red, and neon colours that are hard to look at,
• Don’t use tiny or curly fonts no one can read,

PowerPoint Deadline will be February 9th. 

Thank you!

Ms. D

Hello Everyone!

Using our knowledge of simple machines, we will be building a Rube Goldberg machine in class!

Before we begin, please do some investigation over the next few days about Rube Goldberg.

• Google “Rube Goldberg” and “Rube Goldberg machines” and “Rube Goldberg cartoons” to get more information. Write down some notes in your journal.
• Then answer the following questions in an e-portfolio entry before you are allowed to start thinking about your own Rube Goldberg machine.
• Two websites to try are the biography of Rube Goldberg, and the official Rube Goldberg website.
• EPORT Title:  Rube Goldberg Research
• EPORT Questions:
  • Who was Rube Goldberg?
  • When was he born?
  • What did he do (his profession/job)?
  • What is a Rube Goldberg machine?
  • What was Rube Goldberg trying to communicate to the world through his machines (hint: something more than just making a fun machine)?
  • What kind of contests are there for Rube Goldberg in the world?
  • Any other cool facts about Rube Goldberg machines you discovered as you read online?

After you do research, NOW 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 videos of Rube Goldberg machines on YouTube.
3. Your contraption must use at least three simple machines.
4. Plan and consider materials – Make a drawing in your journal and a list of supplies.
5. Create something based on your plan (Friday, January 19th all morning)
6. Reflect, make adjustments to improve, and document changes to your plan with some notes, drawings, or diagrams in your journal.
7. Present final product – Show your final product and documentation in your journal of the process of building it to Ms. D
8.  Take a picture of your product and post it in a new e-port called “My Rube Goldberg Machine.” Tell me which simple machines were used, what went well, what you would do differently, and what competencies you had to use as you were working on this ADST task (communication, personal awareness and social thinking, critical thinking, creative thinking, social responsibility, identity)

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 in person and/or in your e-port. Marks will be given in socials/science, as well as ADST.

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?

Have fun! 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

E-Port Title:  Thinking About Technology

Questions:

What is technology? How would you define it?

Have humans developed technology that has had a positive impact on the world or a negative impact on the world? Explain with three examples that prove your point.

How has technology changed over time?

What are simple machines?

How do simple machines make work easier?

Name two compound machines in your home and tell me the simple machines you can find within the compound machine?

What is the formula for measuring how much work is done by a machine?

Hello Everyone!

In connection with our unit concepts of CREATIVITY and CHANGE, we are creating timelines to better understand how technology has changed over time due to constant human innovation.

Students are working with a partner, and they have chosen a topic to focus on.

It is important that we understand we are looking for human innovations in our timelines. For example, if you are looking at communication as a topic, then we are looking at the history of innovations, technologies, and tools that have been used for communication.

There is an example of a timeline hanging in the classroom on the topic of TRANSPORTATION. Please use this as a model to better understand how to create a timeline.

Here are the instructions and criteria list for the project, which we already talked about in class:

1. Choose a topic. Brainstorm the related words to your project topic, so you can better find information online and in books.
2. Use the books provided in the classroom or the internet.
3. When using a book, use the non-fiction features we discussed, such as the table of contents, index, key words, headings, and captions, to find info more quickly.
4. When using the internet, make sure to use some of the key words you brainstormed, not just the name of your topic. Ask for help if you need it!!
5. Take notes and record your sources in your journal. Please use a minimum of 4 sources.
6. Write down key ideas in your own words, as you will better remember what you learned. Don’t just copy.
7. Check sources for quality as we have discussed in class. Is the website from a business and has lots of ads? Who wrote the website? What is the ending of the web address (use .edu, .org, .gov for example)?
8. Do research independently, then come together with your partner to exchange notes and to discuss. Decide on 20 dates in time you would like to represent on your timeline. For date #20, please make a guess, based on your research, about where technology is going in this area. What will the future look like?
9. Ms. D will give you 4 sheets of 8.5″ x 14″ legal paper. Each partner will take two pieces of the paper, as well as 10 of the dates to complete. Create your half of the timeline. We will connect all four sheets together to make one large timeline at the end.
10. Timeline can go horizontal or vertical. You can decide how the line will be drawn on the paper.
11. You need an illustration for each date. You can use magazine cut outs or print outs from the internet to do your timeline; however, Ms. D will be unable to print pictures for you.
12. You need a 1-2 sentence description for each date. Descriptions can be typed and glued on the timeline, or handwritten in pencil, then done in fine liner so we can see them. Writing needs to be large enough to fill the space and be visible to others when it is hung up for display. I suggest not going any smaller than size 14 font, depending on how large your pictures are.
13. Please make a TITLE for your timeline which is larger than the other writing and is placed in between the two sections of the timeline done by you and your partner.
14. We will hang our results up for everyone to enjoy!

I CAN statements from the curriculum content and competencies that you will find on your assessment rubric:

I can find information for my timeline from a variety of sources and document my research in notes, recording key ideas and sources.

I can choose specific dates for my timeline and write descriptions of 1-2 sentences that show an understanding of how my specific technology or human innovation area has changed over time.

I can communicate using clear writing and edit for conventions of spelling, grammar, and punctuation.

I can use illustrations to communicate further information about each of the dates I chose on the timeline.

I can demonstrate an understanding and appreciate of evidence by looking through a variety of sources as I research.

I can sequence events on my timeline appropriately to show the positive and negative aspects of change in human innovations over time.

I can show knowledge of different types of machines and technology that have been created by humans to serve a specific purpose.

Due Date:  January 26th, Friday, end of day

Questions? Ask Ms. D!

Hello Everyone!

Happy New Year! Over the next four Wednesdays, you will receive class time to prepare a TED talk to present to the class.

We have already done some brainstorming, and Ms. D will be checking in with each student about their topic.

Now, here are the next steps:

1.  Draft five paragraphs for your speech in your journal.
2.  Paragraph one:  Introduce your passion. Start with a hook to get us interested that is NOT a question (because most people do — try something different.) Give a short anecdote about why you are going to talk about this. Use enthusiastic, persuasive language hook us into also being passionate about your interests! Don’t forget to use an intro and concluding sentence.
3.  Paragraph two:  What is the first reason this is your passion? Explain and give specific examples that back up this reason. Don’t forget to use an intro and concluding sentence.
4.  Paragraph three:  What is the second reason this is your passion? Explain and give specific examples that back up this reason. Don’t forget to use an intro and concluding sentence.
5.  Paragraph four:  What is the third reason this is your passion? Explain and give specific examples that back up this reason. Don’t forget to use an intro and concluding sentence.
6.  Paragraph five: Sum up all of the reasons in different words. Tell a short anecdote or set of facts that help us remember your topic and speech. End with a strong concluding sentence. What you say last is most often what your audience will remember the most.
7.  After drafting, type up a rough copy of these paragraphs. Size 12 Arial Font. Make sure to save it with the title of the project, your name, and the date in the file name. This way Ms. D can tell what it is.
8.  Give your speech a title (without the word passion in it — make it interesting and catchy!) Label the document with your name where we can see it if the speech is printed. Example “Photography is Perspective” by Ms. DeTerra
9.  Edit VERY carefully, looking at criteria. Read it out loud to be sure you caught any errors.
10.  Have a peer edit it carefully and discuss it with you.
11.  Make edits and prepare a final version.
12.  Send to Ms. D by sharing the file.
13.  Practice speech and present on February 1st, Thursday or February 2nd, Friday.

Proficiency Criteria:

1. Five full paragraphs with indents, transition words and phrases, complete sentences, intro and concluding sentences, and 5-8 sentences each.
2.  Descriptive and varied vocabulary. Use more interesting words and don’t be afraid to use a dictionary to get some ideas.
3.  Editing! No run-on sentences, capital letters in correct places, punctuation, etc.
4.  You describe your passion and give specific, interesting reasons why it is something you care about and why other people should care about it, too!
5.  Your speech begins with an engaging hook that is not a question, such that we become interested in listening to your speech.
6.  Your last paragraph has a strong ending, so we get the key message from you as you finish.
7.  Your sentences have some persuasive, enthusiastic language to convince us why this is an area of passion.
8.  You present your speech smoothly and with eye contact, showing you practiced at home and/or with partners in class. It doesn’t have to be memorized, but it needs to be well practiced so you are not reading from a sheet of paper.
9.  You present your speech using adequate volume, so people in the back of the classroom can hear.
10.  You present your speech with an appropriate pace and use pauses between important thoughts. You are not going too slow, but you are also not speaking so fast we can’t understand all of your thoughts.
11.  You present your speech with enthusiasm and energy, so we can tell you care about this topic!
12.  You present your speech with enunciation, making sure each word is pronounced fully, and that you use your teeth, lips, tongue, and full mouth to say the words.
13.  You use appropriate body language when presenting, not moving around too much, standing up straight, using only a few gestures to emphasize points.
14.  You work on this project IN CLASS and do the writing independently. Do not work on this project completely at home. In this way, Ms. D or Mr. H can answer questions and can see you are able to do peer editing and manage your time appropriately during open-project times.

We will do some practicing in class around speech techniques prior to presentation day!

I look forward to hearing about your passions!

Ms. D

Hello!

As part of our French studies, students will do a mini poster on a French-speaking country of their choice.

First Step: Research

In their journals, students need to find out:

1.  Where is the country?
2.  How big is the country and how many people live there?
3.  What is the country like? What is the topography  or land like? Major rivers, mountains, forests, deserts? Are they next to any major bodies of water?
4.  Which countries border this country?
5.  How did this country come to speak French? (history)
6.  What kinds of foods does this country eat? Any French ones?
7.  What kinds of resources does this country produce or sell?
8.  Are there any traditions this country is known for? Festivals?
9.  What are some of the major cities in the country?
10.  Any other interesting facts about this country you could share?

Step Two:  Find the French

You will label what you can for your poster in French. Find them online.

1.  Names of oceans and bordering countries? Do in French.
2.  Name of your country and its cities. Do in French.
3.  Names of mountain ranges and bodies of water in the country, in French.
4.  Items the country is known for – food, festivals, etc. find what you can in French.
5.  Single vocabulary words are fine. No sentences needed.

Step Three: Plan the Poster

Using their drawing books, students need to make a sketch of what the poster will be like.

1. The poster needs to be filled with a map outline of the country, surrounded by any oceans or other countries that border it.
2.  The countries and oceans bordering the country can be labeled with a single name in French and coloured.
3.  The country for the poster needs to have more detail – so if my country is France, it will be in the middle of the poster with mountains, rivers, cities on it, coloured, and labeled in French.
4.  Around the map will be blank space left for facts, words, and mini pictures that represent the research the student found, and they will be labeled in French and coloured.
5. Labels need to be fine lined.

Criteria:

1.  Show research in journal for the project, and include information in all the categories given above.
2.  Labeled correctly in French as per directions.
3.  Coloured, neat, and easy to read. Aesthetic and well-planned. Spaced out nicely so we can read everything. Use a ruler.
4.  Fine line words.

Due Date:  End of January

Hello Everyone,

New e-port! Please use your journal and our discussions in class to answer these questions.

Title:  Creativity

Questions:

What do you think creativity is?

Are people just naturally creative, or can creativity be taught? Please explain your answer with supporting detail.

What kinds of characteristics might you have if you had stronger creative-thinking skills?

What is an alternative uses test?

What does being creative feel like? For example, how did you feel when we were being creative with playdoh or with the Lego?

Why do you think human beings are made to be creative?

Why does daydreaming or allowing your mind to wander help us be creative?

What is the type of thinking you probably have if you are being creative?

Who is responsible for making sure you are not bored?

Why could being bored be a good thing sometimes?