Project 1: Project Groundhog
This submission for a Stellar Schools Project for Gander Academy is based on the following beliefs:
Gander Academy has a long history of using resource-based teaching. This approach has been used in all areas of study, particularly in Language Arts, Science and Social Studies in the primary grades for many years. This Stellar School proposal is an extension of a resource based unit on weather and climate and learning about other places.
Upon the completion of phase one of this project, we will have:
There are three curriculum areas being addressed by this project. They are Science, Social Studies and Language Arts. Details will be provided later.
Intended Learning Outcomes
The intended learning outcomes of the project and their relationship to provincial learning outcomes are listed below.
1. Research Skills:
Through Project Groundhog, primary students will research weather related topics using the resources of the schools library. They will also be recording weather statistics for their community from the radio or television or learning to read a thermometer placed outside their classroom.
2. Science and Social Studies
This project will compliment topics covered in the primary science and social studies programs. The science program contains a unit on the weather. The social studies program includes units peoples interaction with weather and seasonal changes. In language students are encouraged to use weather vocabulary and to write about weather related topics. This Stellar School project will mean a continuation of this work. With the help of their teacher, student will share the weather information collected with other classes in their group. They will learn about weather in other places and decide, based on the weather information received, whether the groundhog was right when it emerged from its home and looked for its shadow. The diagrams and illustrations that compliment this work will be scanned images of student drawings and photographs. These will be shared with other classes via attachments using email.
3. Language Skill Development
At the primary level, writing is a collaborative process. Teachers often write stories on flip charts. Students often provide the teachers with ideas and contribute to the content. Since Project Groundhog is a teacher directed activity, letters to other students will be written by the students, but typed on the computer by the teacher. Essentially, the computer screen will replace the flip chart. Through the activity, teachers will be introducing writing concepts.
4. Art and Computer Imaging
One Project Groundhog involves sending pictures via the Internet. Scans of student artwork can be sent to schools via email attachments. At Gander Academy, the artwork will be added to the schools webpage devoted to the project.
Intended learning outcomes for Technology Education
The use of computers and computer related equipment will require students to learn basics computer skills such as using a mouse, keyboarding, using Windows, navigating the Internet using a web browser, image processing and writing with a word processor. The work will stored on the network server. Through their participation, students will learn the fundamentals of networking. All computer related activities will be monitored to ensure that the expectations as outlined in the sections on the nature of technology, communications technology and production technology as presented in A Curriculum Framework for Technology Education; Living in a Technological Society are accomplished. This Stellar Schools project will help students to:
Project Groundhog will enhance the weather unit covered in the primary grade. It will give Gander Academy students access to certain Internet resources. This will compliment the ones that exist in the schools and towns library and the resources teacher have collected over the years.
The training required for this project will draw on the resources of the school based computer resource teacher for Gander Academy. Inservice sessions are planned for mid-January shortly before the project is to begin.
This projects impact on the school and curriculum could be evaluated in the following ways: