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Hello Everyone,

After you have chosen a person who has done something to change the world and solve problems, you will make a PowerPoint presentation about them, and about how you are inspired to make change or solve problems of your own because of what you learned!

Here are the steps for the project:

• Choose a person using the previous blog post of articles. Please let Ms. D know who you are doing.
• Do research on the person, recording notes in your journal.
• Create the slideshow per the instructions below, then present it to the class.
• You may want to make index card notes for your presentation, because you can’t read off of the slides.
• You must have a script for your presentation, and you need to practice before presenting.

Here are the slideshow requirements:

• Slide One:  Title of your presentation, your name, the date, a picture of the person.
• Slide Two-Three:  Introduction to your person. Where were they born, their education, their interests, job, birthdate, or any personal details you can find.
• Slide Four:  What problem they solved and why? Why were they interested in this problem? How is it related to the UN Global Goals?
• Slide Five:  What did they do to solve it? Did they invent something, innovate, or campaign to make change?
• Slide Six:  How do you feel about what they did? What problem are you inspired to solve now as a result of the action they took?
• Slide Seven:  What is your plan to solve the problem you have identified as something you want to take care of? (Your action plan)
• Limit text on each slide and try to use pictures to illustrate your point. You will be talking to present it, so you do not need too much text.
• Please do not use fonts that are smaller than size 12 font, and avoid scripty, cursive, capital letters (which indicate shouting), and microscopic, hard-to-read fonts.
• Use one of the themes on PowerPoint for colours of backgrounds and format, rather than creating your own. You want to avoid using colours that make it hard to read what you have on the screen (such as white on black, yellow on red, etc.)
• If you use a picture, do not put text directly on top of it, because it is hard to read. You can make a coloured box on top of a picture, such as a white, rectangle box, and then put text on top of that, if you want to create captions for your pictures.

This project will be due no later than February 8th, and then we will do presentations February 8th – 10th.

Today we had a great conversation about how to collaborate successfully!

While we have improved as a group with our collaboration and communication skills, we are still practicing strategies for ensuring our group finishes on time, and that everyone has a positive experience as they work together.

Here are some tips we talked about. Review these at home, too!

1. ALWAYS talk in I STATEMENTS instead of YOU STATEMENTS, because then you aren’t being bossy of someone else, you are expressing your feelings, opinions, and thoughts to the group.
2.  Listen to others’ ideas! GROUP THINK is stronger than SOLO think, with more creativity!
3.  Remember to PLAY YOUR ROLE. For example, we had a chairperson who kept track of whose turn it was to speak, and we split up our recent project into parts, so you wouldn’t have to do the whole thing yourself!
4.  You have the RIGHT to ask anyone in your group for HELP! It is okay not to know something, and it is okay to ask for assistance when something is new for you. There will always be something you don’t know out there!
5.  You have the DUTY to assist anyone who asks for HELP! We’ve all needed help before, right? A stronger group is one where everyone knows what is going on and feels supported.
6.  Helping is NOT the same as giving answers. Don’t give it all away or tell someone how to do something. Give them some pointers to get started, or show them a quick example of how you did something in the past. They need to learn by doing it on their own, so they have the skill for next time.
7.  Pay attention to what other group members need. Use personal awareness. If you see someone struggling or standing alone, find ways to help them or to include them in what you are doing!
8.  No one is done until everyone is done. The group requires everyone to understand what is going on, otherwise the project or task becomes a solo one. Make sure everyone is successful, and then YOU are successful.
9.  Give reasons for your suggestions. Rather than telling someone to just DO something, say, “I think this might work because……”
10.  Explain by telling how. Instead of giving orders to DO something, give your idea, explain why, and then give the first step. How do we get started with your idea?
11.  Make a PLAN.  Have a written plan at the beginning of the project, so everyone can refer to it when they are confused. Lay out the steps for the project. This way everyone knows what the bigger TASK is as a group!
12.  TAKE TURNS.  Make sure you aren’t the one doing all the talking. Have a chairperson who recognizes whose turn it is to speak. Give everyone their moment to give ideas!
13.  Disagree with IDEAS not PEOPLE. Say, “I think we could change this idea so the audience can understand what we are saying more clearly.” Don’t say, “Bob, I think your idea is ridiculous and I don’t like what you are saying.” (Again, I statements help!)
14.  Confusion is part of learning.  Remember to breathe as when you work in a group, sometimes it takes time to sort things out. Be patient. Understand things may take a bit of time to work out! It is okay to be confused and to need help from other group members, too. Learning means not everything is perfect, because there will be mistakes and messiness!
15. No talking outside of your group.  Don’t wander around the classroom talking to other friends. Stay with your group. If you find yourself wandering, read your body, maybe you need a physical or outdoor break so you can be more focused.
16. Say your “BECAUSES” and give reasons for your ideas. Your ideas are more likely to be accepted if you have a reason, data, or evidence behind them.

 

Again, great discussion today. Keep up your efforts to collaborate well!  GROUP THINK vs SOLO THINK!

 

Ms. D

 

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

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 projection, enunciation, pace, expression, 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. Remember to be respectful as you work as a group. Remember to be respectful as we talk or present information about these sensitive events in our history.
2. Meet with your group and brainstorm ideas, having one person write down all the things suggested, and one person who is the chair and recognizes who talks. Make sure everyone has a voice. Then take a vote about what might work best. Have
3. You will need to create a presentation that is creative but serious in tone, where each person in the group plays a part to help tell the story of the discrimination issue.
4. 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.)
5. 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.
6. Get the script approved by Ms. D.
7. Practice the script as a group.
8. Make props if they are needed to help tell the story.
9. Find costumes if you would like, but they are not required.
10. Present to the class using appropriate projection, enunciation, pace, body language, and expression.

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 27th, Friday, and we will begin presenting that day. If we need to make adjustments for absences, we will do that. Those with longer absences may need to present a speech instead of being part of a group.

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!

This project is meant to offer a fun and engaging 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.

Hello Everyone!

We are now done with our first unit on STRUCTURE, although we will continue to talk about some of the things we were learning about. For example, we are going to do in-class presentations about Your World (the planet everyone has been creating), and I am looking forward to seeing the different planets we can go visit! We will also keep practicing our writing skills, looking at structure of sentences, using transition words, and organizing our ideas into solid paragraphs.

Everyone did a great job this term, whether it was creating mixed media art, building towers in critical-thinking challenges, learning about animal adaptations, discussing how form follows function, learning how to use PowerPoint, making an oral presentation, doing experiments, making a planet…… Wow! We did a lot! Congratulations to all of Division 5 for their hard work. I will post a Term One Overview soon, so you can see everything we did.

We have already begun discussing a new unit, which will last through the beginning of February.

Title:  Solving the Conundrum

Key Concepts: Perspective, Problem-solving

Core Competency Focus:  Critical Thinking

Unit Focus Statement:

Problem solving involves careful observation, critical thinking, and consideration of multiple perspectives.

An Inquiry Into:

• Tools for problem solving (consensus building, “7 Norms of Collaboration”, the “Ladder of Inference)
• Math and Science used in forensics to solve crimes
• Problem solving in math, including discussions about proportionate reasoning
• Elements of a good story, perspective taking in writing, and writing a mystery
• Using perspective to make art, and using art to find perspective
• Ethics
• Human rights (Personal, Children, Aboriginal, International)
• Why racism and discrimination happen
• Past discrimination in Canada (Japanese Internment, Chinese Head Tax, Residential Schools, Komagata Maru)
• Reparation and Reconciliation

Some (But Not All!) of Our Upcoming Activities:

• Class Culture Party Friday, Dec. 9th
• You Do the Math Solve a Crime, and Crime Scene Investigation experiments
• Hour of Code and Ozobots Dec. 5th – Dec. 16th
• Burnaby Art Gallery Virtual Workshop in January, TBD
• Discussion of ethics through pictures books, followed by class debates around hard questions
• Discussion about culture, our own identities, and how those things colour our beliefs about the world, and our perspective
• Writing a mystery story!
• Reading and discussion of My Name is Seepeetza
• Looking at the UN Declaration of Human Rights and Convention on the Rights of a Child, and comparing it to the Canadian Charter of Rights and Freedoms
• Field trip to the Museum of Vancouver to learn about Reconciliation, January 17th, Tuesday

More to come as we start to unpack the unit!

Have a good week!

Ms. D

Hello Everyone,

Supplies for Grade 4/5 MACC, Division 5, are different than those for the other intermediate divisions of Suncrest.

We share a lot of our resources in the class as we work on projects. Thus, I have provided a list of items to bring in September, and many of them do not need personal names, as they will be used by everyone. Other items do require a personal name. The list tells you which ones, and I have also provided pictures so you can purchase quality brands that do last for students, and we have consistent supplies for everyone.

Thank you for reading the supply list carefully. Supplies are not needed until the second week of school.

See you next fall on September 6th, our first day together, from 9-10 AM only. The rest of that week will be full days.

Find the supply list here: MACC Student Supply List 2022 2023

As a culminating project in connection with our unit on “Getting Our Needs Met,” we will actively apply financial literacy, economics, and resource management to the selling of a product at MACC MALL!

Students will:

• Get a Business Permit: Work independently or with a partner. Some students working with a partner may be choosing to make their own product, but working with someone to receive support from a fellow classmate during the process. Others are working with a partner to produce one item. Ms. D’s permit office will provide you with permission for whichever you decide to do.
• Create a draft plan of a product: Using the ADST design cycle, brainstorm ideas, then narrow it down to one product. Draw a picture in your journal of the product, and list the potential supplies needed.
• Get a patent at the Patent Office:  Ms. D will provide patents and product approval to students as they report to the Patent Office.
• Receive $100 Start Up Money, Set Up Budget:  Each student receives $100 in start up funds from the bank. They will keep track of their spending in their journal or in Excel (may be easier in a journal, as we don’t always have a computer available during building time.)
• Purchase Supplies: Go to Ms. D’s store, and she will provide you with supplies at a cost. Menu of costs is on the whiteboard. Please do not buy new things for this project. If you bring crafty items or recyclables from home, please show them to Ms. D for price determination. Using scissors, markers, pencils, glue sticks you own, and storage boxes is free. Hot glue guns, tacky glue, hole punches, and special cutters can be rented for a flat fee on the menu board.
• Make a prototype: Build a prototype, show it to peers, and receive feedback. Also, get it approved by the patent office. Make adjustments if needed, as per the ADST design cycle.
• Make more product!  Start mass production so you can sell it at MACC MALL.
• Advertising and Packaging:  You will need some ads to help sell your product, and you may want something for your display. Creating these comes out of your budget. Set a price that is a whole number under $10.
• Sell your items at MACC MALL:  We will have multiple classes come through. They will receive 10 tickets each, and each ticket represents $1.
• Did you make a profit?  Similar to Cookie Mining, did you make a profit?
• REFLECT:  After the process, write an eport entry to reflect, and Ms. D will respond with assessment.

CRITERIA — Students will be able to:

• Use communication skills with the Patent/Building Permit Offices, fellow MACC Mall Participants, Ms. D’s Store, and their partners successfully to get their needs met.
• Apply the ADST design cycle, which includes brainstorming/ideating, prototyping/creating, and adjusting ideas as needed before you get to the final product.
• Keep an organized budget and make independent decisions successfully to not go beyond their $100 start up and to try and make a profit.
• Apply financial literacy and math skills in that budget successfully.
• Use creative and critical thinking skills to think about their potential audience of consumers and to create a product that appeals to that audience.
• Communicate about their product using visual media of their choice and writing conventions effectively.
• Reflect on the experience, relating MACC Mall to our understanding about how humans use a variety of tools and systems to get their needs and wants met.
• Participate in MACC Mall independently without production help from home, finishing the majority of construction in the classroom so Ms. D can comment and help with the process.

WHEN IS THE PRODUCT DUE:

We will try to finish the products by end of May, but Ms. D will also monitor production and set an appropriate date for MACC Mall with classes when we are closer to completion. (We can’t have a store without finished products!)