1st NATIONS PROJECT
1st NATIONS PROJECT
HUMANITIES 9
GENERAL ASSIGNMENT REQUIREMENTS
You can work individually or in groups of up to 4 people. Expectations for each assignment will vary according to the number of people in your group. In your group you will be expected to develop the following three items for the topic of your project. The written report must be done individually however the station study and presentations can be done in groups. Different sections cover different learning outcomes and will be evaluated based on those outcomes. Missing aspects may result in an incomplete grade.
A) WRITTEN REPORT
B) STATION STUDY
C) PRESENTATION
REQUIREMENT #1: WRITTEN REPORT
Each individual must write a minimum of a 1000 word report on their topic. The report must provide a detailed description of the important historical aspects of your topic. It must be divided into headings or subtopics. The basic headings must cover the following topics: An explanation of what your topic is, the key elements regarding your topic (ie. Who/what/where/when/how/why), and the reasons why it was an important cultural part of 1st nations peoples lives.
Some ideas for section headings are as follows: Types, Methods, Uses, Materials, Key elements, Styles, Forms, Systems, techniques, routines, How they ____?, Where they____? Who was involved? What they_______? When they____? Why they____?, Seasons, Organization, practices, Items of interest, Preparation, Traditions, Customs, Ceremonies, etc. (see topics list for other ideas or create your own) Remember: The more sections- the easier it will be to write.
It must have an introduction and a conclusion. It will be marked on content, appearance, organization, and
grammar. It must also have a title page, a table of contents, at least 1 visual element that is referred to
specifically in the report. (ie. Diagrams, pictures, tables, maps, charts, etc), and a works cited page. Your
report must be typed and double spaced, using a normal font, with a size of 12 or 14. You will be given further
information on the report guidelines and expectations, as well as a mark breakdown later.
REQUIREMENT #2: THE STATION STUDY
Individuals need to create a minimum of 4 activities for their station studies while groups need to create at least 4 activities per person in their group to fulfill the requirements of the station study. All station studies must include a variety of learning activities such as:.
Written material with questions to answer (ie sections of reports, texts, or summaries)
Visual materials to comment or ask questions about (ie. Maps, posters, pics, slides, video, artifacts, models etc)
Oral Materials (ie-Songs, music, tapes of information etc)
Hands on participation activities (ie. Draw, make, do etc)
All station studies must have a minimum of 1 written, 1 visual, and one hands on activity. Each activity must have a specific learning objective, in other words, there must be something that you expect other students will learn by doing that activity. Stations will be marked on creativity, content and their ability to inform and interest other students in the class. You will be given further information on the station study later, including an information sheet and mark breakdown. There must also be a quiz to be taken after the station study is done based on what the objectives and what they should have learned.
REQUIREMENT #3: CLASS PRESENTATION
Individuals must give at least a 5 minute presentation to the class based on their topic. Groups must give a presentation that is 5 minutes times the number of people in their group. Presentations can be a maximum of half an hour (unless permission is given by your teacher) An agenda for the presentation will be required, that must be given at the beginning that indicates your specific learning objectives for your presentation. (ie. What should students have learned by the end of your presentation.) , and what you will be doing in your presentation.
What you decide to do in your presentation is left up to the creativity of the group, but must not be you reading your report! Presentations can look at one or a few elements of a topic in detail but should not try to teach us everything about the topic. They should be interesting and informative and must include all of the following items:
A) Visual Aids (ie. Pictures, posters, diagrams, maps, charts, tables, models, role play, etc)
B) Class Participation (ie. Discussions, games, activities, etc)
C) A 5 mark quiz (times the number of people in your group) based on your learning objectives
POSSIBLE RESOURCES TO USE FOR YOUR PROJECT
The following is a list of items that you might find useful for any of your projects. They do not all have to be included but are simply an idea generator to help you find resources.
A) PRINTED- textbooks, stories, poems, diaries, reference books, pamphlets, posters, brochures etc.
B) VISUAL- pictures, video, films, slides, photographs etc.
C) MAPS- sketch maps, wall maps, atlas, globe, topographic maps etc.
D)GRAPHICS- sketches, profiles, diagrams, graphs, charts, tables, puzzles etc.
E) AUDIO- tapes/records of stories, legends poems, songs, interviews, descriptions, noises etc.
F) TACTILES- tools, artefacts, clothing, objects, replicas, equipment, models, sculptures, etc
G) PEOPLE- elders, parents, teachers, fellow students, librarians, home school coordinators etc.
H) GAMES- role plays, simulations,
CHOOSING YOUR TOPIC
When choosing your topic you should keep a few things in mind. First of all, you want to choose a topic that you will be able to find enough resources on to do all the things you need to do. Some topics will be easier to find information on than others. Secondly, if you plan to work as a group, you should pick topics underneath one category so that they more easily work together. Remember that group members cannot do the same topic as someone else in their group. Due to limited resources only two people will be allowed per topic choice. The underlined topics are categories. The topics listed beneath them are the ones you choose from.
Topic Choices -(A maximum of two people can do any topic. )
If you are working in a group no one can have the same topic as someone else
ECONOMY
1) FISHING (rivers/lakes and ocean)(TYPES/METHODS/USES/WEAPONS)
2) LAND HUNTING AND GATHERING (Animals & Plants) (TYPES/METHODS/USES/WEAPONS)
3) SEA HUNTING AND GATHERING- (Sea Animals, Fish, Shellfish & Plants) (TYPES/METHODS/
USES/WEAPONS)
4) TRADE/BARTERING/ECONOMY-(with other nations and amongst themselves) (ROUTES/ METHODS/ PARTNERS/ TYPES/ITEMS TRADED ETC..)
TECHNOLOGY
1) HOUSING/SHELTERS (ie longhouses/shelters/decoration/set up) (TYPES/METHODS/MATERIALS/TOOLS)
2) TRANSPORTATION (CANOES/SLEDS/WATER/LAND ETC) (TYPES/METHODS/TOOLS)
3) USE OF ANIMAL PARTS (ie how they used all the parts of the animal to survive) (HIDE,ANTLERS, BONES,
FUR, SINEW, FOOD ETC)
5) TOOLS/INVENTIONS/TECHNOLOGY/SCIENCE (TYPES/MATERIALS/METHODS/USES)
6) WEAPONS AND ARMOUR (TYPES/MATERIALS/METHODS/USES)
7) USES OF PLANTS-(medicine/food/everyday items and uses)MEDICINAL AND OTHER USES
(TYPES/USES/METHODS)
8) SEASONAL FOODS/SEASONAL ROUNDS (TYPES/SEASONS/PREPARATION/STORAGE/COOKING
METHODS)
ART
1) CLOTHING/REGALIA (EVERYDAY/ CEREMONIAL) (TYPES/METHODS/TOOLS/MATERIALS)
2) JEWELLRY & ADORNMENT –BODY ART (ie. Tattoos/Headresses etc) (TYPES/METHODS/
TOOLS/MATERIALS)
3) CEREMONIAL ITEMS/MUSICAL INSTRUMENTS (masks/musical instruments etc) (DRUMS/ RATTLES/
WIND INSTRUMENTS ETC)
4) TOTEM POLES (TYPES/METHODS/MATERIALS/TOOLS/MEANINGS)
5) WEAVING (cedar/wool/other materials)- (TYPES/METHODS/MATERIALS/TOOLS/USES)
6) CARVING TECHNIQUES IN WOOD (cedar carving)AND STONE (ie petroglyphs/stone carving)
(TYPES/METHODS/TOOLS/USES/MATERIALS)
7) PAINTING (TYPES/METHODS/COLOURS/SHAPES/TOOLS/FORMS/MATERIALS)
8) SONG AND DANCE (TYPES/METHODS/MEANINGS/PURPOSES/USES IN CEREMONIES AND
EVERYDAY LIFE)
SOCIETY/POLITICS
1) CLANS/ CRESTS (FAMILY/KINSHIP)
2) MARRIAGE (CUSTOMS/RULES ETC)
3) POTLATCH (CUSTOMS/ TYPES/ METHODS/ ORGANIZATION/IMPORTANCE)
4) WARFARE/DEFENSE (SET UP OF VILLAGE/DEFENSIVE STRATEGIES/REASONS/TYPES/METHODS)
5) FAMILY STRUCTURE (ROLES OF MEN, WOMEN, CHILDREN IN SOCIETY)
6) LANGUAGES (STRUCTURE, SOUNDS,COMMON WORDS ETC)
7) POLITICS/GOVERNMENT/LAWS/CUSTOMS/OWNERSHIP
8) RECREATION (SPORTS/GAMES/TRADITIONS)
RELIGION/RITUAL
1) SUPERNATURAL/ SPIRIT WORLD (BELIEFS/CUSTOMS/ELEMENTS)
2) CEREMONIES/SHAMANISM (TYPES/MEANINGS/PURPOSES)
3) ADAAWX (ORAL HISTORIES) (MYTHOLOGICAL CHARACTERS/MEANINGS/PURPOSES)
GENERAL
1) IF YOU THINK OF A TOPIC NOT ON THIS LIST THAT IS APPROPRIATE TALK TO ME AND WE CAN CONSIDER IT.
Preparing for writing a research report
When trying to research a topic sometimes it helps to create questions to help you focus your research. Using the topic you have chosen create a list of at least 25 questions that you might want to answer for your topic. Use words like how, who, what, when, where, and why to start you off.
Example:
Let’s say you have the topic: Education of First nations peoples
Here are some possible questions:
1. How were first nations peoples educated?
2. How did they decide who would teach the children?
3. How did they decide what they would teach them?
4. Who taught them?
5. Who decided on the subjects of education?
6. Who needed to be educated?
7. What topics were taught?
8. What did the girls learn?
9. What did the boys learn?
10. When did they learn?
11. When did they start learning?
12. When did they finish their education?
13. Where were they educated?
14. Where were they sent for schooling?
15. Where did they do their learning?
16. Why did they need to be educated?
17. Why did boys and girls learn different things?
18. Why didn’t everyone learn the same things?
19. Were boys and girls taught differently?
20 Was education the same as it is today?
21. Did only certain people teach?
22. Did only certain people get to be educated?
23. Was education considered important?
24. How did teachers learn their subjects?
25. Was education a life long process?
26. Was education considered important?
Using notes to create a report outline
Once you have taken notes on your topic and the questions you came up with you will need to organize your writing. To do this you will need to put your notes into categories that will form the sections of your report.
For example, if the topic was Education of First nations peoples, as in the example above, you might have sections such as: Topics taught, The teachers, Girls Education, Boys education, The importance of education etc. Using the categories you come up with you can then organize your report into paragraphs in each section that explain what you learned about those sections. In addition you can brainstorm other subtopics that you might want to research and use a thesaurus to look up other possible words to look up in the index or table of contents.
Tips for when you’re reading and taking notes
First: Take down the information from the book to put in your works consulted sheet.
Second: Find out where the information is most likely to be
• When researching textbooks, look for your topic by searching the table of contents and the index. Look not only for your specific topic, but also for synonyms or related topics. This could also mean looking for specific items related to your topic. For example, if you were doing a research report on cars you could also look up words like automobile or vehicles. In addition you could look up related items such as specific types of cars (ford) or things about the car, like engines, wheels etc.
• Once you have identified places in the book where you think there might be relevant information you will need to go through these sections and take notes.
• When using the internet you will also need to use the techniques of using synonyms and related topics as well to narrow your search. Try to put as many words about your topic into the search category so it will narrow it down to what you are looking for.
Second: read a section of your textbook chapter
• Read just enough to keep an understanding of the material. Only read one paragraph at a time.
• Do not take notes during this first reading. Instead focus on understanding the material and the big ideas. Reason: It is tempting to take notes as you are reading the first time, but this is not an efficient technique since you are likely to take down too much information and simply copy without understanding.
• Remember to use all the text features for taking notes. Notes can sometimes refer to charts, pictures etc that you want to use in your report or in other parts of the project.
Third: Review the material
• Locate the main ideas, as well as important sub-points – ask yourself the following questions- What is the main idea of the paragraph? What are the specific details that tell us information about the main idea?
• Set the book aside.
• Paraphrase (summarize this information): (use sticky note technique- own words, point form, one note to a sticky)
Reason: Putting the textbook information in your own words forces you to become actively involved with the material
Third: write the paraphrased ideas as your notes (ie on the sticky note page)
• Do not copy information directly from the textbook –it must be written in your own words.
• Add only enough detail to understand what you need to remember (point form not sentences)
Read one paragraph at a time. At the end of the paragraph ask yourself the following questions:
1. What facts did I learn about my topic in this paragraph?
2. Which of these facts are new ? (in other words you haven’t got this information already)
3. Will these facts be useful in your report?
If the answer is yes, or maybe, then write down the facts/details/information in point form, in your own words, on the note paper. Do not write down information that will definitely not be useful to your report. If you are not sure then you can take notes on it and decide on its usefulness later.If the information is visual in nature, like a picture you might want to use, write down a quick description of the visual and all the information needed to find it again.
First nations report guidelines
When researching your topic you will need to include the following information in your report.
1. The importance of the topic to first nations people (historically)
2. The critical information needed to understand the topic: ie. Who, what ,where, when, why, how etc.
3. Items of general interest (things that you think people would find interesting/informative)
What your report must contain:
1. Your report needs to be a minimum of 1000 words long.
2. It must be typed.
3. It must be double spaced.
4. The typing must be a 12 or 14 font and easy to read.
5. The typing must only be on one side of the page.
6. Each page must be numbered.
7. There must be a table of contents that includes sections of the report, the works consulted, and the visuals.
8. There must be a title page.
9. The title page must have your name, my name, the date and the topic you have researched.
10. The title page must be decorated in some fashion in line with the topic you have researched.
11. Your report must contain at least 5 visuals. These can either be included as part of the body or as an appendix.
ie. Pictures, maps, graphs, tables etc.
12. You must refer to these visuals within your report.
13. Each visual must be labeled.
Ie. Figure. 1: Picture of boy learning to carve
14. All visuals taken from other sources must be given credit.
Ie. Pg. 69, Learning to Carve. By Robert Blake, 2001.
15. Your report must have a works consulted at the end of it. (see works consulted handout)
Aspects to be evaluated
Appearance (title page/ typing/ numbering)
Title page (decoration, content)
Visuals (appearance/ amount/ references)
Organization (sections/details/format/introduction/conclusion)
Content (informative/interesting/coverage of required details)
Works cited (all books/research materials covered/proper format)
Writing & Grammar (sentence errors/ paragraph structure/transitions/format)
REPORT SKELETON PARAGRAPHS OUTLINE
INTRODUCTION / CONCLUSION
Topic: First Nations Peoples- Language
Opening statement: The First Nations Peoples of the Northwest coast had a very rich and diverse culture,
which included a multitude of aspects
Headings (categories/sections):
1. Sounds
2. Special letters/symbols
3. language groups
4 alphabet
5 oral and written language
6 sign language
Background information:
Detail/Fact 1: Many different languages on Northwest coast
Detail/Fact 2: Many similarities between languages
Detail/Fact 3: Had to communicate between different tribes-often difficult
SAMPLE SKELETON INTRODUCTION PARAGRAPH
(Opening statement) The First nations peoples of the Northwest Coast had a very rich and diverse culture, which included a multitude of aspects. (Lead in sentence) One of the most interesting topics to learn about with regards to First Nations peoples on the Northwest Coast is that of (Topic.) (Topic) was important to the peoples of the Northwest Coast because (background information- details/facts). In order to truly understand this element of First Nations history one must take a look at (headings/categories/sections). As you will soon see, (Topic) was an essential element of First Nations peoples lives.
SAMPLE INTRODUCTION PARAGRAPH
Guide to sample introduction paragraph.: Opening statement. Lead in sentence (including topic).
Background Information. Headings list. Conclusion sentence.
The First Nations Peoples of the Northwest coast had a very rich and diverse culture, which included a multitude of aspects. One of the most interesting topics to learn about with regards to the First Nations peoples of the Northwest Coast is that of their language. Language was very important to the peoples of the Northwest Coast because there were many different languages spoken, despite the similarities between the languages, which often made communication difficult between the different nations. In order to understand this element of First Nations Peoples History one must take a look at both their oral and written languages, the sounds, the alphabet (including special symbols and letters), sign language used, and the different languages that were spoken. As you will soon see, Language was an essential element of First Nations peoples lives on the Northwest coast.
Paragraph writing from notes for reports (example for body paragraph of report)
Topic- Vampire Bats
Heading- Distinguishing characteristics
a)intelligence -most intelligent of all bats
-can remember and map all previous food sources
b)feeding -can starve to death in less than 48 hours due to fast metabolism
-unable to eat anything other than blood
-they only take about a teaspoon of blood in a feeding
c)bodies -they have the most efficient kidneys in the entire animal kingdom.
-they start to urinate as they feed
-they have twenty teeth-only fron two incisors are used for drinking blood
- their blood contains an anti coagulant saliva that causes its victims to
keep bleeding for a while
Vampire bats have many characteristics that distinguish them as being very unique. Firstly, they are the most intelligent of all the bat species. In fact they can remember and map all of the places they have found food before. Secondly, their feeding habits are very interesting. For example, they are unable to eat anything but blood (about a teaspoons worth in one feeding), and can starve to death in less than 48 hours, due to their fast metabolisms. Lastly, their bodies have many special features. For instance, even though they have twenty teeth, only the front two are used to drink the blood of their prey. In addition, their kidneys are so efficient (highest in the animal kingdom) that they actually start to urinate while they are feeding. In fact, their blood contains an an anti-coagulant saliva that keeps the wound bleeding for a long time after they have finished feeding. As one can see, vampire bats have some very rare qualities.
Title page example
Table of Contents Example
Report Format Example (for headings etc)
Works consulted Example
Appendix Example
Station Study Backboard Example
Written instructions on 4 types of station study activities.
Question and answer activities
When creating a question and answer activity what is important to remember is that you must have something for the students to read (at least a paragraph in length, but preferably not more than a page) and then answer questions on that reading. The readings can be taken from many different sources. These could include, but are not limited to, to the following:
-textbooks, storybooks, poems, interviews, diaries, reference books, pamphlets, posters, brochures etc.
The questions should be directly related to what the students have read. These question should also be simple to answer. Some examples of types of questions you could ask are:
-multiple choice, true/false, yes/no, matching, fill in the blanks, or other similar easy to answer questions.
The answers to these questions must be written on their own paper and should relate to your learning objectives for your station. In addition, you must provide an answer key for these questions at your station for them to check their answers.
Even though there is reading and answering questions involved you should still try and make the activity fun for the students. This could be done by choosing interesting information to read about or by making your question activity more fun. (just make sure it is also informative ( ) You must also be sure to provide simple, easy to follow instructions for your activity.
Visual activities
When creating a visual activity the important thing to remember is that the activity must utilize a visual to help the students learn about your topic. Visual activities can use aspects of other activities such as question and answer, hands on, or oral, as long as they use a visual in the activity. In fact, as long as a visual is used in the activity, it can be considered a visual activity. Visuals can include, but are not limited to the following:
-filmstrips, pictures, slides, photographs, models, maps, artifacts, videos,
sketches, drawings, diagrams, graphs, charts, puzzles, tools, clothing, objects etc.
These types of activities should be fun and let the student enjoy learning about your topic.
Whatever your visual activity is however, you must make sure it teaches the student something important about your topic. What it should teach them should be made clear in your learning objectives.
Hands on activities
When creating a hands on activity the important thing to remember is that the person doing the activity must either make or do something in the context of learning the important elements about your topic. Hands on activities require participation on the part of the student but do not have to require writing. In fact, if any writing is involved it should be brief, and to the point. These types of activities should be fun and let the student enjoy learning about your topic. Types of activities that could be considered hands on are things such as, but not limited to:
-putting a puzzle together, playing a game, making something (like a model or making paint), drawing something (like a design or poster), trying to do something (like dancing or weaving), creating something (like a replica of an artifact) or even doing a role play etc.
Whatever your hands-on activity is however, you must make sure it teaches the student something important about your topic. What it should teach them should be made clear in your learning objectives.
Oral Activities
When creating an oral activity the key element to remember is that the students must either be required to do something oral (spoken) or listen to something oral as part of the activity. Other than that the activity can have elements from any one of the other 3 types of activities (hands on, visual or question and answer). The length of the oral requirement should be a minimum of 1 minute and a maximum of 5 minutes (unless you have a special reason for it needing to be longer)
Types of oral activities could include, but are not limited to, the following:
-taped instructions, having students read a story out loud, having students act something out that requires speaking, having students sing, have students ask each other questions, having students discuss something, having students participate in some sort of oral question and answer (ie trivia), taped recordings of stories, legends, descriptions, noises, interviews, songs, video etc.
The oral activity should be directly related to what the students are learning about your topic in the activity. The activity should also relate to your learning objectives for your station. In addition, you must provide an answer key if necessary for the activity. Additionally, you should try and make the activity fun for the students. This could be done by choosing interesting information to work with. (just make sure it is also informative ( ) You must also be sure to provide simple, easy to follow instructions for your activity.
|Reference # |CALL #./ Search|Book Title/ web site address|Author or Editors |Publisher |Place published /|Date published |Pages |
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First nations station study guidelines
Planning a Station Study
1) Dedice what you want the students to learn based on the following: What’s important or interesting? What materials are available? What learning objective can there be?
2) Research your topic (find the resources you need for your station study)
3) Make a list of the possible activities and materials to use at your station
4) Make sure your ideas are feasible- ie. Will they work?
5) Develop your activities and materials for your station study
6) Create your finished station study for use in class
Things to Remember when planning a station study
1) All materials must be user friendly (easy to understand and directions given)
2) All materials must relate to your assignment topic
3) Students must be able to complete station study activities unassisted
4) Answers for activities must be provided at your station
5) Each individual or group must hand in a fill in the blank questions sheet for their station (at least one question and answer for each activity.
6. Any requests for equipment/materials/photocopies needed must be made well in advance.
7. All materials used must be given credit. Ie works consulted.
8. You must create a list of learning objectives for your station study.
-You must have at least 1 objective to be achieved for each activity.
-Each objective must be measurable-in other words you must be able to tell if it has been achieved.
ie. (Bad objective- the students will be able to understand how first nations peoples learned- this is a
hard objective to measure since you have no specific way for the students to demonstrate their
understanding of the concept) (Good objective- the students will be able to identify/list three ways that first nations children were taught- this is a better objective because it is specific and you can easily see if students are able to list three things)
CLASS PRESENTATION
YOU WILL BE EXPECTED TO PRESENT A 5 MINUTE (X THE # OF PEOPLE IN YOUR GROUP) PRESENTATION TO THE CLASS ON YOUR TOPIC (S). YOU WILL NEED TO MAKE SURE TO INCLUDE THE FOLLOWING;
1. AN AGENDA OF WHAT WILL HAPPEN DURING THE PRESENTATION
2. AT LEAST THREE LEARNING OBJECTIVES.
3. A PRESENTATION PLAN.
4. AN ACTIVITY BASED ON YOUR PRESENTATION. (something involving participation by class)
5. YOU MUST USE VISUALS.
6. YOU MUST CREATE A QUIZ. (5 MARKS MINIMUM- MC/MTCH/LISTS/FIB/ OR T/F)
7. YOU MUST BE PREPARED TO ANSWER QUESTIONS FROM THE CLASS.
AGENDA EXAMPLE
1. TOPIC
2. LEARNING OBJECTIVES
3. ACTIVITIES
4. REVIEW
5. QUIZ
6. QUESTIONS
LESSON PLAN EXAMPLE
Part 1: Planning your Presentation
Section 1: Objectives (ie. What will they have learned by the end of your lesson/presentation?)
1. You must have at least 3 objectives to be achieved.
2. Each objective must be measurable. (in other words, you must be able to tell if it has been achieved)
ie. (Bad objective- the students will be able to understand how first nations peoples learned- this is a hard objective to measure since you have no specific way for the students to demonstrate their understanding of the concept)
ie. (Good objective- the students will be able to identify/list three ways that first nations peoples learned - this is a better objective because it is specific and you can easily see if students are able to list three things)
Section 2: Materials/Resources List
1. You must have a list of all materials and resources needed for the lesson. (ie photocopies, visuals, handouts pictures, books, posters etc)
Section 3: Lesson Procedure
1. You must have a step by step plan for your lesson.
2. You must have estimated times for how long each step will take.
3. You must have detailed notes for each step and how it will be taught.
4. You must have a detailed explanation/plan for how objectives will be measured.
5. You must have some sort of hands on way of presenting the material and teaching them the objectives you have created.
Part 2: Lesson Presentation
Section 1: Introduction
1. You must create an agenda for your lesson and present it to the class.
2. You must inform the class of the objectives of your lesson and explain the purpose of each objective .
3. You must inform the class of the topic of your lesson, and how it relates to your topic using specific
examples.
Section 2: Lesson steps
1. You must go through your lesson plan step by step, explaining each part in detail.
2. You must attempt to make the lesson interesting as well as informative.
3. You must relate the lesson to your topic
4. You must make sure everyone in your group is involved in the lesson.
5. You must use visual aids to help with your lesson.
6. You must keep the class involved in the lesson.
Section 3: Activities
1. You must explain the instructions for your activities to the class.
2. You must show and explain an example of your activities to the class.
3. You must show how your assignment relates to the objectives of your lesson
Section 4: Review of Objectives
1. You must check whether or not the class has achieved your objectives.
Section 5: Quiz/questions
1. You must check whether or not the class has achieved your objectives by giving them a quiz.
2. Ask the class if anyone has any questions and be prepared to answer them.
Station Study Instructions for Activities
1. Every activity at your station study must have instructions so that a person can do the activity without you being there.
2. The instructions must be easy to understand and easy to follow.
3. The instructions must be written step by step and include everything the person needs to do in the activity, even if it seems obvious.
4. Answer keys and examples should be provided for activities.
Station study Activity instructions example
Station study Instructions activity- Fill in the Blanks worksheet.
In this activity you will be required to read some information on the topic of station study instructions. Once you have read the information follow the steps below to complete the activity.
1. Read the Section: Station Study Instructions for Activities
2. After reading the section, answer the fill in the blank worksheet provided below. (it will follow these instructions)
3. Write the answers for the fill in the blank questions on your own paper.
4. When you have answered all the questions check the answer key provided to see if you were right.
Fill in the Blanks Worksheet
Find the answers to fill in the blanks on this worksheet by reading the section on Station Study Activity instructions. Write the answers down on your own piece of paper. Check your answers on the answer key provided.
1. Station study instructions should be easy to _______________ and easy to ____________.
2. Station study instructions should be written in a _____________ by ______________ format.
3. Your instructions should let a person do the activity without ________________ being _______________.
4. Even _____________ instructions should be included.
5. Examples and an answer __________ should be provided for activities.
Answer key:
1. understand, follow
2. step, step
3. you, there
4. obvious
5. key
Stations study Plan
Activity #1-
Description
Objective-
Instructions/steps-
Materials needed-
Activity #2-
Description
Objective-
Instructions/steps-
Materials needed-
Activity #3-
Description
Objective-
Instructions/steps-
Materials needed-
Activity #4-
Description
Objective-
Instructions/steps-
Materials needed-
Learning objectives verbs to use
|Identify |Recall |solve |
|Recognize |acquire |prepare |
|Name |distinguish |operate |
|Describe |state |generalize |
|Illustrate |define |plan |
|Demonstrate |label |predict |
|Show |reproduce |demonstrate |
|Display |order |instruct |
|List |Translate |compute |
|Record |Convert |use |
|Specify |Interpret |perform |
|Differentiate |Transform |implement |
|Compare |Select |employ |
|Observe |Indicate |solve |
|Detect |Represent |Analyze |
|Classify |Formulate |Estimate |
|Discover |Explain |Investigate |
|Explore |Classify |Breakdown |
|Distinguish |Apply |Determine |
|Catalog |Sequence |Dissect |
|Restate |carry out |Contrast |
|Argue |Organize |Examine |
|Discuss |Theorize |interpret |
|Derive |Design |Write |
|Relate |Build |Plan |
|Generalize |Systematize |Integrate |
|Conclude |Combine |Formulate |
|produce |Summarize |Propose |
|Evaluate |Test |Specify |
|Verify |Judge |Produce |
|Assess |Rank |Select |
|Measure |Measure |Check |
|Operate |Appraise |Judge |
|Use |Adjust |Justify |
|move |Repair |Evaluate |
|Defend |Taste |Support |
|Criticize |Bend |cooperate |
|assess | | |
| | | |
Station Study Rubric
No / Yes
Not evident / Very Evident
0 1 2 3 4
Fix up zone .
|Score |BASICS |
|0 1 2 3 4 |1. Do they have 4 activities? |
|0 1 2 3 4 |2. Is there one hands on activity? |
|0 1 2 3 4 |3. Is there one visual activity? |
|0 1 2 3 4 |4. Is there one written (question/answer) activity? |
|0 1 2 3 4 |5. Do they have one learning objective per activity? |
|0 1 2 3 4 |6. Are their learning objectives measurable? |
|0 1 2 3 4 |7. Are their ideas feasible (possible)? |
|0 1 2 3 4 |8. Do they have answer keys for their activities? |
|0 1 2 3 4 |9. Do they have instructions for their activities? |
|0 1 2 3 4 |10. Are their instructions well written? (ie easy to read, easy to follow, arranged in a logical order|
| |etc) |
|0 1 2 3 4 |11. Do they have a works consulted? |
|0 1 2 3 4 |12. Do they have a reasonable amount of visuals on their station? |
|0 1 2 3 4 |13. Do they have a title on their station? |
|0 1 2 3 4 |14. Is their name on their station? |
|0 1 2 3 4 |15. Are all the materials needed for each activity at the station? |
|0 1 2 3 4 |16. Do they have a list of materials they will need to do each activity at their station? |
|0 1 2 3 4 |17. Do they have a fill in the blank question sheet that has a minimum of 1 question per activity? |
|0 1 2 3 4 |18. Is there an answer key for their fill in the blank activity? |
|0 1 2 3 4 |19. Is their station interesting/fun? |
|0 1 2 3 4 |20. Does their station appear neat and organized? |
|0 1 2 3 4 |21. Do they have a reasonable amount of content (information) in their station activities? (ie Would |
| |people learn quite a bit about their topic after doing the station?) |
|0 1 2 3 4 |22. Can people do their station without them being there? (ie. Is it stand alone?) |
|0 1 2 3 4 |23. Have they provided clean up materials to avoid messes at their station? |
|0 1 2 3 4 |24. Is their station creative and/or original? |
|0 1 2 3 4 |25. Is their station user friendly? (ie. Easy to do and understand) |
|0 1 2 3 4 |WRITTEN (QUESTION/ANSWER)ACTIVITIES |
|0 1 2 3 4 |26. Do they have a piece of writing that the students must read to do the activity? |
|0 1 2 3 4 |27. Are there easy to answer questions (at least 5) based on that reading? (ie. Fill in the blank, |
| |true/false, multiple choice, matching etc) |
|0 1 2 3 4 |28. Is there a correct answer key for the activities? |
|0 1 2 3 4 |VISUAL ACTIVITIES |
|0 1 2 3 4 |29. Is there a visual for students to base the activity on? |
|0 1 2 3 4 |30. Have they told the students where to look for the visual? |
|0 1 2 3 4 |HANDS ON ACTIVITIES |
|0 1 2 3 4 |31. Does the activity require the student to make or do something? |
|0 1 2 3 4 |32. Does the activity relate to their topic of study? |
| |OVERALL |
|0 1 2 3 4 |33. What else could be done to make their station study better? |
Presentation rubric
No / Yes
Not evident / Very Evident
0 1 2 3 4
Fix up zone .
| |BASICS |
|0 1 2 3 4 |1. Have they chosen one or two items from their topic to teach the class about? |
|0 1 2 3 4 |2. Have they got 3 learning objectives (per person)? |
|0 1 2 3 4 |3. Are these objectives measurable? |
|0 1 2 3 4 |4. Have they got an agenda for their presentation? |
|0 1 2 3 4 |5. Do they have a presentation plan? |
|0 1 2 3 4 |6. Do they have an activity for their presentation? |
|0 1 2 3 4 |7. Do they have at least one visual to use during their presentation? |
|0 1 2 3 4 |8. Do they have a quiz (5 marks per person) based on their presentation and learning objectives? |
| |AGENDA |
|0 1 2 3 4 |9. Does the agenda have the topic (s)? |
|0 1 2 3 4 |10. Does the agenda have 3 learning objectives per person? |
|0 1 2 3 4 |11. Does the agenda list the activity (s) for the presentation? |
|0 1 2 3 4 |12. Does the agenda have a section for a review? |
|0 1 2 3 4 |13. Does the agenda have a section for a quiz? |
|0 1 2 3 4 |14. Does the agenda have a section for questions? |
|0 1 2 3 4 |15. Does the agenda list the names of the people in the group? |
| |PRESENTATION PLAN |
|0 1 2 3 4 |16. Does the plan include the learning objectives? |
|0 1 2 3 4 |17. Does the plan include a complete list of materials and resources that will be needed for the |
| |presentation? |
|0 1 2 3 4 |18. Does the plan have a lesson procedure? |
|0 1 2 3 4 |19. Is the lesson procedure in chronological order? |
| |20. Are times estimated for each part of the lesson? |
|0 1 2 3 4 |21. Are detailed notes included with each part of the lesson? |
|0 1 2 3 4 |22. Are detailed explanations of how to teach the learning objectives in the lesson procedure? |
|0 1 2 3 4 |23. Is a hands on way of presenting the material included in the lesson procedure? |
| |LESSON PRESENTATION |
|0 1 2 3 4 |24. Is the complete agenda written on the board? |
|0 1 2 3 4 |25. Have they explained their topic, along with the learning objectives and gone through the agenda |
| |with the class? |
|0 1 2 3 4 |26. Have they gone through each part of their lesson in a logical order? |
| |27. Was the lesson informative? |
|0 1 2 3 4 |28. Was the lesson interesting/creative/original/ fun etc? |
|0 1 2 3 4 |29. Did the lesson relate to their topic? |
|0 1 2 3 4 |30. Did they avoid just simply reading their report? |
|0 1 2 3 4 |31. Was everyone in the group involved? |
|0 1 2 3 4 |32. Did they use visual aids to help them in their lesson? |
|0 1 2 3 4 |33. Did they have an activity for the class based on their lesson topic? |
| |34. Did they have instructions for that activity that made sense and were easy to follow? |
|0 1 2 3 4 |35. Did they explain the instructions for the activity? |
|0 1 2 3 4 |36. Did they have an example for their activity? |
|0 1 2 3 4 |37. Did they show how their assignment related to their topic? |
|0 1 2 3 4 |38. Did they do a review to see if the class knew the objectives before the quiz? |
|0 1 2 3 4 |39. Did they give a quiz to the class and go through the answers? |
|0 1 2 3 4 |40. Did they respond to questions from the class on their presentation |
Report Writing Rubric
No / Yes
Not evident / Very Evident
0 1 2 3 4
Fix up zone .
|Score |PREWRITING |
|0 1 2 3 4 |1. Have they completed enough notes to be able to write the length of report required in the |
| |assignment? |
|0 1 2 3 4 |2. Are their notes written according to the guidelines given by the teacher? |
|0 1 2 3 4 |3. Do they have a rough copy of their works consulted? |
|0 1 2 3 4 |4. Do they have visuals to use in their report? (must have a minimum of 1) |
| |OUTLINE FORMAT –INTRODUCTION |
|0 1 2 3 4 |5. Do they have a good opening statement? |
|0 1 2 3 4 |6. Do they have headings for their topic? (ie. Sections/categories?) |
|0 1 2 3 4 |7. Do they have background information about their topic? (2-3 details) |
|0 1 2 3 4 |8. Is there enough information in their headings to complete the length of report required by the |
| |assignment? |
| |ORGANIZATION- INTRODUCTION |
|0 1 2 3 4 |9. Does the introduction start with the opening statement? |
|0 1 2 3 4 |10. Does the introductory paragraph have a good topic sentence to follow the opening statement? (ie- |
| |states the main idea and captures the readers attention) |
|0 1 2 3 4 |11. Does the introductory paragraph give background information about the topic? |
|0 1 2 3 4 |12. Does the introductory paragraph mention all of the main categories that are going to be included |
| |in the report? |
|0 1 2 3 4 |13. Does the introductory paragraph have a conclusion sentence that states the purpose of the report |
| |and leads us into the first section? |
| |BODY PARAGRAPH OUTLINES-FORMAT |
|0 1 2 3 4 |14. Is there a heading for the section? |
|0 1 2 3 4 |15. Are there subheadings for the section? |
|0 1 2 3 4 |16. Are there enough facts/details to support each heading/subheading? |
|0 1 2 3 4 |17. Is there an introductory statement at the beginning of the section that explains what the heading |
| |has to do with the topic, and the aspects that will be being discussed about that heading? |
|0 1 2 3 4 |18. For each subheading is there a good topic sentence that states what the section is about and why |
| |it was important? |
|0 1 2 3 4 |19. For each body paragraph are there enough facts/details to explain the section topic? |
| |OUTLINE FORMAT –CONCLUSION |
|0 1 2 3 4 |20. Do they have a good conclusion statement? |
|0 1 2 3 4 |21. Have they restated the headings for their topic? (ie. Sections/categories?) |
|0 1 2 3 4 |22. Have they summarized the importance of their topic ? |
|0 1 2 3 4 |23. Do they have a conclusion sentence? |
| |ORGANIZATION- CONCLUSION |
|0 1 2 3 4 |24. Does the conclusion start with a closing statement? |
|0 1 2 3 4 |25. Does the conclusion paragraph have a good topic sentence to follow the closing statement? (ie- |
| |states the main idea and captures the readers attention) |
|0 1 2 3 4 |26. Does the conclusion paragraph summarize the important information about the topic? |
|0 1 2 3 4 |27. Does the conclusion paragraph mention all of the main categories that have been included in the |
| |report? |
|0 1 2 3 4 |28. Does the conclusion paragraph have a conclusion sentence that states the purpose of the report |
| |makes us think about the importance of the topic? |
No / Yes
Not evident / Very Evident
0 1 2 3 4
Fix up zone .
| |OVERALL REPORT GUIDELINES |
|0 1 2 3 4 |1. Is there an introduction? |
|0 1 2 3 4 |2. Are there at least 3 sections? |
|0 1 2 3 4 |3. Is there a conclusion? |
|0 1 2 3 4 |4 . Is it the required length? |
|0 1 2 3 4 |5. Is it typed using a normal font with a size of 12 or 14? |
|0 1 2 3 4 |6. Is the report double spaced? |
|0 1 2 3 4 |7. Have they only used one side of the page? |
|0 1 2 3 4 |8. Is each page numbered? |
|0 1 2 3 4 |9. Is there a table of contents that has sections, works consulted and visuals? |
|0 1 2 3 4 |10. Is there a title page with all required elements? (name, teachers name, date, topic) |
|0 1 2 3 4 |11. Is there title page decorated in line with their research topic? |
|0 1 2 3 4 |12. Does their report contain at least one visual? |
|0 1 2 3 4 |13. Is there visual mentioned in the report? |
|0 1 2 3 4 |14. Is each visual labeled? |
|0 1 2 3 4 |15. Does their report contain a works consulted? |
|0 1 2 3 4 |16. Is the works consulted in alphabetical order? |
|0 1 2 3 4 |17. Does the works consulted follow the correct format according to the handout given out by the |
| |teacher? |
| |OVERALL REPORT WRITING |
| |WORD CHOICE |
|0 1 2 3 4 |18. Will the reader understand the author’s words? |
|0 1 2 3 4 |19. Did the author have a variety of words? |
| |SENTENCE FLUENCY |
|0 1 2 3 4 |20. Do the sentences begin in different ways? (transitions) |
|0 1 2 3 4 |21. Do the sentences vary in length? |
|0 1 2 3 4 |22. Is the paper easy to read? (Does it make sense?) |
| |WRITING CONVENTIONS |
|0 1 2 3 4 |23. Are the paragraphs indented? |
|0 1 2 3 4 |24. Are spelling,capitals and punctuation correct? |
|0 1 2 3 4 |25. Are the ideas presented in a logical order? |
| |ANYTHING ELSE |
| | Is there anything else that could be done to improve the report? |
-----------------------
[pic]
1ST NATIONS REPORT
Name:
Date:
Class:
Teacher:
Block:
Table of Contents
INTRODUCTION…………………………. PG #
HEADING 1……………………………….. PG#
Subheading 1…………………….. PG#
Subheading 2……………………... PG#
Figure #1: _______......................... PG#
HEADING 2…………………………. …… PG#
Subheading 1……………………... PG#
Subheading 2…………………….. PG#
HEADING 3…………………………. …… PG#
Subheading 1…………………….. PG#
Subheading 2…………………….. PG#
CONCLUSION …………………………… PG#
APPENDIX…………………………........... PG#
Figure 2: ____________.................. PG#
Figure 3:_____________................. PG#
WORKS CONSULTED…………………… PG#
INTRODUCTION
HEADING 1
Subheading 1
Subheading 2
(your picture, table, graph etc)
Figure 1: _________
(source)
(Put picture, table, graph etc here)
Works Consulted
“Being yourself.” World Book Encyclopedia. 2004 ed.
Bradford, Roger. “Harnessing your inner self.” World Book
Encyclopedia. 2003 ed.
Brown, Bob. Editing your work: A review. New Jersey:
McMillan Inc., 1999.
---. Publishing your essays. Washington, DC., Dreamstar
Publishing, 1998.
Irwin, Steve. Doing it yourself is best. Vancouver, BC, Esteem
works inc., 1997.
Jenkins, Dylan , et. al. Be proud of who you are. Ottawa, Ontario,
Rayford publishing Inc., 2004.
Parks, Stephen. Guidelines for Better Editing. Online. January 7,
2003. < > Keyword: editing
Quagmire, Suzie, and Richard Jones. Doing your Homework is
Great! Hamilton, Ontario, Educators Inc., 2002.
“Self Esteem.” Microsoft Encarta. CD-ROM. New York: Funk and Wagnalls, 2002.
Trump, Donald. Personal interview. 07 Oct. 2002.
Appendix
Figure 2: ___________
(source)
[pic]
Figure 3: ___________
(source)
(your picture, table, graph etc)
STATION STUDY TITLE
by_________
In this station you
will be learning
about…
Basic Instructions
Activity #1
(description)
Learning Objectives:
Instructions:
Activity:
Activity #3
(description)
Learning Objectives:
Instructions:
Activity:
Activity #2
(description)
Learning Objectives:
Instructions:
Activity:
Activity #4
(description)
Learning Objectives:
Instructions:
Activity:
................
................
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