Project Based Learning - Plastic

PBL Organizational Chart

Tuesday, July 5, 2011

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Our Group

Video-Plastic vs. Mushrooms

Websites

Safe Water Bottle
The New Sandwich Bag
Toxic Relationship with Plastic
Liquid Wood
Plastic:Is there an alternative material?
Life Without Plastic
Alternative Materials
Bad Plastics

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Blog Archive

▼ 2011 (10)
- ▼ July (10)

Class Profile (25 Students)

1 with LD (severe dysgraphia)
1 Gifted LD (excellent computer skills, cannot read or write)
1 with LD (severe dyslexia)
1 with Cancer (going through chemo treatments - must be included from home)
2 ADHD
1 Charge Syndrome
1 Severe ASD
2 Aspergers
1 ODD
1 Down Syndrome (non-verbal, globally delayed, emergent reader and writer, social, can be non-compliant)
1 Cerebral Palsy (verbal, limited gross motor control, dependent wheelchair user, difficulties with fine motor skills, slight visual impairment, able to read well and comprehend with enlarged print)

Grade 7 Curriculum Outcomes

Language Arts
Speaking & Listening
1.3 respond to questions to provide clarification and elaboration
1.4 express a point of view and support it with explanations, reasoning or personal examples
1.5 use active listening skills to identify main ideas and details
2.1 practice a range of strategies that contribute to effective talk in small-group and whole-class discussion
3.1 demonstrate active speaking and listening skills
3.2 demonstrate respect for others by expressing ideas and opinions in a manner that reflects sensitivity to others
3.4 begin to demonstrate an awareness that language can be used to influence and manipulate
Reading
4.2 identify and select texts to read widely and experience a variety of texts from different provinces and countries
4.5 identify and use a variety of reading and viewing processes and strategies (predicting, connecting, questioning, inferring, etc.) to construct meaning from texts
4.6 assess personal processes and strategies for reading and viewing various texts
5.1 identify relevant or interesting topics and questions for further study
5.2 recognize the need for a variety of reliable information to meet learning needs
5.3 locate and select information from a variety of print and non-print sources
5.4 experiment with a variety of approaches and strategies for conducting research
6.2 explain a personal point of view in response to texts
7.5 demonstrate an awareness that values and personal experiences influence understanding of and critical responses to texts
Writing
8.2 use writing to extend, explore and reflect on ideas
8.5 experiment with interesting stylistic effects
10.1 use specific prewriting, drafting, revising, editing, proofreading, and presentation strategies to produce a variety of texts
10.3 use various technologies for the purpose of communication
Social Studies
7.2.2
Analyze how commodities that lead to economic empowerment have changed
-identify major economic commodities that have been valued over time
-examine the importance of land and natural resources as economic commodities in Canada’s history
-examine the various economic commodities in contemporary society
7.5.1
Evaluate the conditions of everyday life for the peoples of Canada at the turn of the 20th century
describe the geo-political make-up of Canada in the early 1900s
research and describe Canadian society and the technological changes that were affecting it at the turn of the 20th Century
compare the conditions of everyday life for Canadians at the turn of the 20th century based on the following criteria: socio-economic status, geographic region, ethnic group, urban/rural, and gender
Math
General Outcome: Use patterns to describe the world and to solve problems.
␣ Describe, using everyday language in spoken or written form, the relationship shown on a graph to solve problems.
␣ Match a set of linear relations to a set of graphs.
␣ Match a given set of graphs to a given set of linear relations.
General Outcome: Collect, display and analyze data to solve problems.
Determine mean, median and mode for a given set of data, and explain why these values may be the same or different.
␣ Determine the range for a given set of data. ␣ Solve a given problem involving the measures of
central tendency.
␣ Provide a context in which the mean, median or mode is the most appropriate measure of central tendency to use when reporting findings.
Science
Describe how humans have influenced the environment. Include
(i) habitat loss/destruction
(ii) harvesting resources
(iii) pollution
(iv) introduced species
Use various sources to research individuals or groups in Canada interested in protecting the environment. (112-4, 112-8, 209-5) Include:
(i) local groups and individuals
(ii) national groups and individuals
(iii) international groups and individuals
Organize, compile and display data using tables and graphs
Design and conduct an experiment to test identified questions, state a hypothesis, identify and control major variables.
State a conclusion, based on experimental data, and explain how evidence gathered supports or refutes an initial idea.
Provide examples of problems that arise in the environment that cannot be solved using only scientific or technological knowledge. (113-10) Include:
(i) decline in cod stocks
(ii) oil slicks/spills
(iii) acid rain

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Tuesday, July 5, 2011

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Grade 7 Curriculum Outcomes