In this activity we read, analyzed and responded creatively to the poem by Emily Dickinson, “Because I Could Not Stop for Death”.
We are given ownership of our learning in Makerspace and that is so energizing. We choose what we want to learn, how we want to learn, who we want to learn with.
We created a digital presentation about Early Societies in groups and shared with other groups in our class.
Our Grade 1 and 2 class participated in a Waste-free Lunch Challenge. Prior to Earth Day we read “We Are The Earth” by Bobbie Kalman and discussed how we can protect the earth.
We created our poem around the theme of aging in Western society and found images to show while we recorded ourselves reading our poem.
The robot Dash is a new addition to our Library Learning Commons Makerspace and an option for us to program.
We investigated theoretical and experimental probability using technology.
We created visual reports about an animal, plant, or animal life cycle. “I took a picture of a tadpole. I drew a mouth on it and then I telled what it does.”
In this learning activity we used literary devices, especially metaphors, to illustrate ten things that we know to be truths in video format.
“Vingt Sous Vingt” project allowed us to develop our French oral skills when listing 20 goals we want to achieve before we reach the age of 20.
We web conferenced with an author who gave us writing tips to use to make our stories more exciting.
We used an app to explain how we measured the perimeter around our school.
In this activity we got to choose a topic we actually researched through a survey. We shared our results and analysis through a presentation and ePortfolio.
We created a documentary to show the progression and the effectiveness of a Paper Flying Machine.
Projet Génial provided us an opportunity to explore an authentic project of interest where we connected with others beyond the school to support our learning, blogged, and created a final artifact to share with others about what we learned.
We learned how to code to build a strong, stable structure. We created real-life examples of structures in our world.
We analyzed a law case using a framework called FIDO and then created a cartoon summary . Throughout the process we participated in online discussions and reflections.
We selected a musical piece of interest, reviewed professional recordings performed by others, decided what we wanted to include in our own performance, and recorded ourselves performing.
We took a program called Mindomo which is a big mind map maker where you add in your topics, subtopics, and pictures. Then we exported it and then we could write our paragraphs.
We researched and used collaborative drawing tools to create a community infographic message.
In this activity we studied a variety of social science theories. Then we designed t-shirts that represented these theories and got peer feedback by posting in an online discussion forum.
We are learning to use written and oral communication skills to effectively communicate a message to a chosen audience as a Ted Talk presenter.
We created a sales pitch about our tent designs which we filmed to present to future investors. We shared our work online to get feedback from students from another school.
We used stop motion to develop beginning, middle, and end concepts of storytelling.
In this activity we investigated how the stars and celestial objects move in the sky.
In this activity, we explored the principles of animation and graphic design for visual storytelling with self-created designs, modelling colour theory and incorporating stop motion.
We created a book about First Nations people using collaborative presentation software to share with other classes in the school library.
Our class did an Early Settler inquiry through role play, collaborative presentations and a community field trip to compare life from back then to now.
In this activity we designed our own lab procedure with our partners using collaborative documents.
In this activity we explored the how, why and environmental factors of naturally occurring landforms around the world using interactive maps.
We were given three clues. Then researched and tried to discover the matching European Explorer.
Our kindergarten class used an app to make their learning visible, and we shared our learning through web conferencing with another kindergarten class.
In this activity we connected with a researcher from York University through Adobe Connect. We could ask her questions and connect with her using social media as well.
In this activity we worked with kindergarten students and built 3D models of a potential outdoor classroom.
During Genius Hours we researched a topic that we wanted to become an expert in and came up with a creative way to share with our class.
Our French Immersion class experienced the Student “Expert Talks” activity to strengthen our oral language skills and prepare for writing informational text.
We took video of ourselves to self-assess and improve a sport skill.
In this activity the Grade 9 Geography and the Grade 11 HSP3U classes blogged together and provided feedback on each other’s work.
In French class we expanded our oral language skills by creating weather videos for cities all over the world using the green screen.
In this activity we created a cooperative game for students in other classes. We reflected and shared our learning using collaborative documents throughout.
We improved our oral presentation skills by creating and recording a Pecha Kucha - style presentation.
We are investigating colonization in a room where we have the freedom to decide how we are going to learn, where we need to learn and then structure our learning and create a product based on our big question.
Our classroom is paperless where we use a mind map for our notes that is shared with our teacher and used for collaboration with peers for feedback as learning.
This experiential learning partnership, between the Visual Arts Department at Unionville High School and the City of Markham, collaborated to design mural concepts for the Pan Am Centre.
