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P R O J E C T

Name of Project: Subject/Course: Other Subject Areas to Be Included: Recess Fun Social Studies, LA, Health

O V E R V I E W
Duration:
Teacher(s):TerriLynn Emms, Rebecca Soppit Grade Level: 3 weeks One

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Project Idea Summary of the issue, challenge, investigation, scenario, or problem:

Has there ever been a time when you or someone else has not had fun at recess? What was happening that made recess not fun?

Driving Question

Has there ever been a time when you or someone else has not had fun at recess? What was happening that made recess not fun? How can we make recess fun for everyone!

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Content Standards to be taught and assessed:

Social Outcomes 1.1.2 value the groups and communities to which they belong: demonstrate a willingness to share and cooperate with others (C, PADM) appreciate how their actions might affect other people and how the actions of others might affect them (C) demonstrate a willingness to resolve issues and/or problems peacefully (C, PADM) assume responsibility for their individual choices and actions 1.1.4 determine what makes their communities thrive by exploring and reflecting upon the following questions for inquiry: In what ways do people cooperate in order to live together peacefully? (C, I) In what ways do people help one anothe, at school and in groups to ensure the vitality of their community? (C) How do our actions and decisions contribute to the well-being of groups and communities? (C, I, PADM) Health Interactions Students will: identify the characteristics of being a good friend; e.g., consideration of feelings, kindness, listening examine how personal behaviour and attitudes can influence the feelings and actions of others; e.g., inviting others to join demonstrate simple ways to resolve conflict, with limited adult assistance; e.g., agree to try to solve the problem Group Roles and Processes Students will: work cooperatively with a partner; e.g., take turns, respect space and property of others recognize and accept individual differences within groups; e.g., ones own family Safety and Responsibility Students will: describe actions to use in unsafe or abusive situations; e.g., say no, get away, tell someone you trust and keep telling until someone believes you determine reasons for and apply safety rules at home and at school; e.g., demonstrate fire safety behaviours Understanding and Expressing Feelings Students will: recognize and demonstrate various ways to express feelings; e.g., verbal and nonverbal compare and contrast positive and negative nonverbal communication and associated feelings; Group Roles and Processes LA Outcomes: Group ideas and information into categories determined by an adult Identify or categorize information according to sequence, or similarities or differences Ask and answer questions to satisfy information needs on a specific topic Find information on a topic using a variety of sources such as concepts, people, and field study. Explore and use the keyboard to produce text Add details such as labels, captions and pictures to oral, print and other media texts Ask questions that contribute ideas related to class investigations on topics of interest Art: Students will record or document activities, people, and discoveries. Everyday activities can be documented visually. Stepping back from a work helps in judging how it can be improved. Finishing touches can be added to make a work more powerful

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21st Century Skills to be taught and assessed:

Collaboration:
Teamwork Skills for giving/ receiving critical friend

Other:

Communication (Oral Presentation)


Critical Thinking/Problem Solving 21 Century Skills : Problem Solving (identify problem, define solutions criteria, brainstorm possible solutions, pick best solution, implement and evaluate effectiveness). Social Outcomes 1.1.2 value the groups and communities to which they belong: Problem Solving share and : identify problem, find a PADM) demonstrate a willingness to Technique cooperate with others (C,model for problem solving model (teach it, use it with a fictitious example), become actions might detectives people their post it actions of others might appreciate how theirfun playgroundaffect other (assessand how the note submissions), differentiate by pairing struggling learners with stronger affect them (C) compatible peer, ongoing discussion and sorting of post it note submissions, revisit problem solving model, define success and demonstrate a willingness to resolve issues and/or problems peacefully (C, try it/model it, reevaluate success level, either communicate strategy (everyone having fun), brainstorm strategies, pick strategy and PADM) assume responsibility for their individual choices and actions (photo and caption) or communities thrive by exploring and reflecting upon 1.1.4 determine what makes their revise, try it and communicate it. Encouraging group of 4 to use critical friends protocol

Major Products & Performances

Group:

Presentation Audience: yes Class yes School Community Experts Web Other:

the following questions forfrom outside Sticky notes inquiry: Individual: In what ways do people cooperate in order to live together peacefully? (C, I) Scrapbook page In what ways do people help one anothe, at school and in groups to ensure the vitality of their community? (C) How do our actions and decisions contribute to the well-being of groups and communities? (C, I, PADM) Health Interactions Students hold Principal willwill:

P R O J E C T

O V E R V I E W

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Entry Event to launch inquiry, engage students: Assessments

a grade one assembly expressing her concerns that there are children who are not having fun at recess and she needs the help of the grade ones to find out why, and what can be done to ensure everyone has fun at recess.

identify the characteristics of being a good friend; e.g., consideration of feelings,

Formative kindness, listening Quizzes/Tests Assessments (During Project) examine how personal behaviour and attitudes Journal/Learning Log
can influence the feelings and actions of Preliminary Plans/Outlines/Prototypes others; e.g., inviting others to join

Practice Presentations Notes Checklists Concept Maps Other: Peer I like I wonder

yes yes

demonstrate simple ways to resolve conflict,

Rough Drafts

Online agree to try with limited adult assistance; e.g.,Tests/Exams to solve the problem Written Product(s), with rubric: Summative Group Roles and Processes Scrapbook page, Assessments Students will: (EndworkProject) with a partner; e.g., take of cooperatively
turns, respect space and property of others

Other Product(s) or Performance(s), with rubric: Peer Evaluation:


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Oral Presentation, with rubric

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Safety and Responsibility Students will:

9. recognize and accept individual differences

Multiple Choice/Short Answer Test Essay Test

Self-Evaluation Other:

Resources Needed

On-site people, facilities: Equipment: Materials: Community resources:

Principal, Crystal Sterling

Constable Smitts

Reflection Methods

(Individual, Group, and/or Whole Class)

Journal/Learning Log Whole-Class Discussion Survey yes

Focus Group Fishbowl Discussion Other: Self reflection rubric yes

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2011 BUCK INSTITUTE FOR EDUCATION