Making Connections Past, Present and Future

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Making Connections Past, Present and Future

• Sharon Seslija, Mat Young, Erica Oliphant

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Rationale

• To meet expectations of the Ontario Curriculum
• To give students a good base in research skills,
  citation and academic honesty before going on to
  the senior grades
• To make connections between past, present and
  future

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The Process

• Assessment Learning Team
• Used the Design Down process to develop both
  projects
• Used performance assessment for assessment and
  evaluation
• Integrated the four stage research process into
  both projects

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The Past Integrating Novels into Grade 10
History

• Novel Museum Performance Assessment
• Meets Provincial expectations
• Integrates research and citation skills
• Integrates literacy into the curriculum
• Meets a variety of learning styles
• Understanding by Design
• Not an FSE

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Twentieth Century Canadian History Novels

• Refer to package for novel list
• Lots of choice
• Individual activity
• Approached with a Historical point of view rather
  than the traditional English discipline What
  can I learn about this time period from the
  novel?

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Lets Look at the Project!
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Constructing the Project using GRASPS

• GOAL Your task is to help a group of students
  understand key historic events in Canadian
  history.
• ROLE You are to create a museum exhibit based on
  a Canadian History Novel of your choice.
• AUDIENCE The target audience are Grade 9
  students eager to learn about next years history
  topics.
• SITUATION You have been asked to role play a
  character in your novel and teach others about
  the historical period/event in Canadian history
  and convince people to read your novel.
• PRODUCT PERFORMANCE AND PURPOSE You need to
  create a novel museum exhibit and role play the
  main character of your novel.
• STANDARDS AND CRITERIA FOR SUCCESS Your exhibit
  needs to include
• an original poster for your novel
• 3 to 5 artifacts from your book (objects, maps,
  etc. that are significant to the story)
• 3 to 5 artifacts from your research (primary
  sources)
• labels that explain the significance of the
  artifact to the historical period/event

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The Six Facets of Understanding (Wiggins, McTighe)

• A Multifaceted View of what makes up a mature
  Understanding.
• The Novel Museum Project addresses each of the
  following types of Understanding
• 1. Can Explain provide thorough, supported, and
  justifiable accounts of phenomena, facts and
  data.
• 2. Can Interpret tell meaningful stories offer
  apt translations provide a revealing historical
  or personal dimension to ideas and events make
  it personal or accessible through images,
  anecdotes, analogies and models.

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The Six Facets of Understanding (contd)

• 3. Can Apply effectively use and adapt what we
  know in diverse contexts.
• 4. Have Perspective see and hear points of view
  through critical eyes and ears see the big
  picture.
• 5. Can Empathize find value in what others might
  find odd, alien, or implausible perceive
  sensitively on the basis of prior direct
  experience.
• 6. Have Self-Knowledge perceive the personal
  style, prejudices, projections, and habits of
  mind that both shape and impede our own
  understanding we are aware of what we do not
  understand and why understanding is so hard.

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Visit the Novel Museum!
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S B Books

• Source for novels for novel museum
• Contact information
• 1-800 -997 -7099
• http//www.sbbooks.com/

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The Present A Grade 10 Environmental Science
Project

• Meets Provincial expectations
• Integrates research and citation skills
• Allows connections to be made between science
  units
• Meets a variety of learning styles
• Understanding by Design
• Not an FSE

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A Science Performance Assessment G.R.A.S.P.

• Integration of chemistry, ecosystems and weather
• Uses real life situations
• Problem solving
• Variety of resources
• Field studies to Fighting Island

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Lets Look at the Project!
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View Students Projects
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Fighting Island Background

• Canadian island in the Detroit River
• Heavily polluted used as a dumping ground for
  various pollutants until 1950s
• In 1970 major flood which sent half the island
  and its pollutants into the river
• Now owned by a company (BASF) who has turned the
  island into a pheasant hunting ground and a
  student science study centre
• Students do field studies in fall and spring
• Accessible only by boat
• Field studies are brought back to class for
  further studies

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Students At Fighting Island
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Fighting Island Resources

• History and Background
• www.basf.com/corporate/news2002/newsinfo_wildlife_
  100902.html
• www.tellusnews.com/ahr/se_at_fighting_is.html
• Detroit River Web Cam Site
• www.glmi.org/webcam

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The Future Making Connections

• Skills
• Understandings
• Attitudes
• Career opportunities (connects to grade 10
  Careers classes)

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Questions and Comments
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Link to Presentation and Handouts

• Go to www.gecdsb.on.ca
• Click on School Directory
• Go to Secondary Schools and pull down Belle River
  District High School
• Enter and find the Making Connections title