1. Making Connections – Past, Present and Future Sharon Seslija, Mat Young, Erica Oliphant

2. Rationale To meet expectations of the Ontario Curriculum 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 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 To make connections between past, present and future

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

4. The Past – Integrating Novels into Grade 10 History Novel Museum Performance Assessment Novel Museum Performance Assessment Meets Provincial expectations Meets Provincial expectations Integrates research and citation skills Integrates research and citation skills Integrates literacy into the curriculum Integrates literacy into the curriculum Meets a variety of learning styles Meets a variety of learning styles Understanding by Design Understanding by Design Not an FSE Not an FSE

5. Twentieth Century Canadian History Novels Refer to package for novel list Refer to package for novel list Lots of choice Lots of choice Individual activity 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? Approached with a Historical point of view rather than the traditional English discipline; What can I learn about this time period from the novel?

6. Constructing the Project using GRASPS GOAL: Your task is to help a group of students understand key historic events in Canadian history. 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. 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. 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. 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. 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: STANDARDS AND CRITERIA FOR SUCCESS: Your exhibit needs to include: an original poster for your novel 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 book (objects, maps, etc. that are significant to the story) 3 to 5 artifacts from your research (primary sources) 3 to 5 artifacts from your research (primary sources) labels that explain the significance of the artifact to the historical period/event labels that explain the significance of the artifact to the historical period/event

7. The Six Facets of Understanding (Wiggins, McTighe) A Multifaceted View of what makes up a mature Understanding. A Multifaceted View of what makes up a mature Understanding. The Novel Museum Project addresses each of the following types of 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. 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. 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.

8. The Six Facets of Understanding (contd) 3. Can Apply: effectively use and adapt what we know in diverse contexts. 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. 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. 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. 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.

9. Visit the Novel Museum!

10. S & B Books Source for novels for novel museum Source for novels for novel museum Contact information: Contact information: 1-800 -997 -7099 http://www.sbbooks.com/

11. The Present – A Grade 10 Environmental Science Project Meets Provincial expectations Meets Provincial expectations Integrates research and citation skills Integrates research and citation skills Allows connections to be made between science units Allows connections to be made between science units Meets a variety of learning styles Meets a variety of learning styles Understanding by Design Understanding by Design Not an FSE Not an FSE

12. A Science Performance Assessment – G.R.A.S.P. Integration of chemistry, ecosystems and weather Integration of chemistry, ecosystems and weather Uses real life situations Uses real life situations Problem solving Problem solving Variety of resources Variety of resources Field studies to Fighting Island Field studies to Fighting Island

13. Fighting Island Background Canadian island in the Detroit River Canadian island in the Detroit River Heavily polluted – used as a dumping ground for various pollutants until 1950s 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 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 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 Students do field studies in fall and spring Accessible only by boat Accessible only by boat Field studies are brought back to class for further studies Field studies are brought back to class for further studies

14. Fighting Island Resources History and Background History and Background www.basf.com/corporate/news200 2/newsinfo_wildlife_100902.html www.basf.com/corporate/news200 2/newsinfo_wildlife_100902.html www.basf.com/corporate/news200 2/newsinfo_wildlife_100902.html www.basf.com/corporate/news200 2/newsinfo_wildlife_100902.html www.tellusnews.com/ahr/se@fight ing_is.html www.tellusnews.com/ahr/se@fight ing_is.html Detroit River Web Cam Site Detroit River Web Cam Site www.glmi.org/webcam www.glmi.org/webcam

15. The Future – Making Connections Skills Skills Understandings Understandings Attitudes Attitudes Career opportunities (connects to grade 10 Careers classes) Career opportunities (connects to grade 10 Careers classes)

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

17. Questions and Comments