Great Grade 8 What Next Pack

Grade 8 What Next? 2009 1

TThhee GGrreeaatt GGrraaddee 88

WWhhaatt NNeexxtt?? PPrroojjeecctt 2009

Student Name:_____________________

Project Supervisor: _________________


Your Project

The Great Grade 8 “What Next?” Project focuses on the AoI

Human Ingenuity.

It intends to give you an understanding of the impact and

consequences of our inventions and creations. It is about

understanding the past, in order to understand the future.


What Next?

Launch Day Schedule 30th January

Time Event Place

9.30 After Registration, go to the MS Commons Homeroom

teachers

9.40 – 10.10 What Next?

Introduction to the project by

Julf Helsingius

MS

Commons

Subject

teachers

supervise

10.10 – 10.20 Time to move to next session

10.20 – 10.50 What Next for Energy?

N Avril

MS

Commons

Subject

teachers

supervise

10.50 – 11.00 Time to move to next session

11.00 – 11.30 Working together: some group work

techniques

MS

Commons

G Delaney

Homeroom

teachers

supervise

11.30 – 11.45 Break

11.45 – 12.30 What Next? Getting started

MS

Commons

S York

12.30 – 13.00 Lunch

Provided by ISA

US Art

Room

13.00 – 14.00 Group work US Library AoI

leaders

14.00 – 14.15 Break

14.15 – 15.15 Group work US Library AoI

leaders

15.15 – 15.30 Debrief with group supervisors


Your Process

You will be working in groups of five or six to choose a topic to

explore.

Investigate: 30th January – 5th February Allocate group roles

Choose a „trigger‟ and brainstorm around this topic area

Develop questions for research from your brainstorm

Decide on the sources you will use and set up Noodlebib for this project

Start your research process (see p 15)

Create notes (paraphrasing) for relevant information that helps you

answer your key questions

Plan: 5th February – 10th February Gather the research information from the group

Organise the information on the origin, context, development and

impact of the original idea or invention

Make sure you have cited your sources in your write-up

Brainstorm ideas for the future development of this idea/ invention and

its impact.

Choose three (3) ideas and complete the “Pros and Cons” thinking sheet

Decide as a group on one idea to develop further.

Plan your product and decide on your presentation format (see p 5)

Create: 10th February – 24th February Check the plan for the product and the presentation

Create the product and the presentation

Evaluate: 24th February – 5th March

Present and display your product

Complete your group evaluation at the end of the process

Complete your Self-Evaluation sheet (in this folder) for each session


Your Presentation

Your project will have the following components:

1. A Group Folder (yellow), containing your research findings on

the past of your topic (origins, context)

2. A Group Product which might be a prototype or an

advertisement; it could be a video, a website or a

performance; it might be a PowerPoint introducing your new

ideas to the audience

3. Individual folders from each of the group members (this folder)

showing your work and your self-evaluations

Then, on March 5th, your group will have 8 – 10 minutes (no more!!!)

to present your What Next? project to an audience of classmates

and family. This should include an overview of the invention/idea, why

it is important, what its impact has been and what you believe the

future could hold. Each person in the group will be involved.

Your Timeline

30th January : Big Thinking Day Topics, Guidelines,

Examples, Thoughts 2-24th February : Doing Days Finding Information,

Reading & Using Information 27th February : Completion &

Reflection Day

Evaluating, Editing,

Concluding, Sign off

3rd March Practice Day

5th March : Presentation Day Presenting “What Next” to ISA


Triggers

Inventions and ideas that changed the world

Topic Before Invention or Idea Now Future

Art

“Self-Portrait at the Age of 34”. Online Photograph. Encyclopædia Britannica Online School

Edition. 6 Jan. 2009 <http://school.eb.co.uk/eb/art-76060>.

Pablo Picasso

“Guernica”. Online Photograph. Encyclopædia Britannica Online School Edition. 6 Jan. 2009

<http://school.eb.co.uk/eb/art-15435>.

"Hirst, Damien." Online Photograph. Encyclopædia Britannica Online School Edition. 6 Jan. 2009 <http://school.eb.co.uk/eb/art-110993>.

?

Computers

"IBM 650." Online Photograph. Encyclopædia Britannica

Online School Edition. 6 Jan. 2009 <http://school.eb.co.uk/eb/art-19213>.

The Microchip

"computer: computer chip." Online Photograph. Encyclopædia

Britannica Online School Edition. 6 Jan. 2009 <http://school.eb.co.uk/eb/art-88097>.

"Computers and Information Systems." Online Photograph.

Encyclopædia Britannica Online School Edition. 7 Jan. 2009 <http://school.eb.co.uk/ebi/art-94030>.

?

Food

"food." Online Photograph. Encyclopædia Britannica Online

School Edition. 7 Jan. 2009 <http://school.eb.co.uk/eb/art-117092>.

Industrial Processing

"food processing: spray washing of tomatoes." Online Photograph.


"food processing: prepared meals." Online Photograph.


?

http://school.eb.co.uk/eb/art-76060





http://school.eb.co.uk/ebi/art-94030






Communication

"clay tablet." Online Photograph. Encyclopædia Britannica Online School Edition. 7 Jan. 2009


The Telephone

"telephone." Online Photograph. Encyclopædia Britannica Online School Edition. 7 Jan. 2009


"iPhone." Online Photograph. Encyclopædia Britannica Online School Edition. 6 Jan. 2009 <http://school.eb.co.uk/eb/art-

108086>.

?

Sport

"bicycle race, 1890." Online Photograph. Encyclopædia

Britannica Online School Edition. 7 Jan. 2009 <http://school.eb.co.uk/eb/art-96316>.

Bicycle Chain

"block chain." Online Art. Encyclopædia Britannica Online

School Edition. 7 Jan. 2009 <http://school.eb.co.uk/eb/art-4757>.

"Cycling." Online Photograph. Encyclopædia Britannica Online School Edition. 7 Jan. 2009 <http://school.eb.co.uk/eb/art-

108199>.

?

Music

"popular music." Online Photograph. Encyclopædia Britannica Online School Edition. 7 Jan. 2009


Recording & Playback

"Graphophone: Brief history of sound-recording devices." Online Art.

Encyclopædia Britannica Online School Edition.

7 Jan. 2009 <http://school.eb.co.uk/eb/art-19406>.

"earphone: man wearing earphones." Online Photograph. Encyclopædia Britannica Online School Edition.

7 Jan. 2009 <http://school.eb.co.uk/eb/art-100788>.

?

Other topics could include

medicine – transport – war – fashion – medicine – farming – work - school













What N

ext?

Muse

um

30

th January 2

00

9

T

ake som

e tim

e to look around

the W

hat Nex

t? Muse

um.

C

hoose

two arte

facts that inte

rest you and

comple

te th

e ch

art below

I w

onder…

(w

hat questions d

o you

have ab

out this?)

I th

ink…

(what d

o you think th

is means?)

I se

e…

(what can you see?)

Nam

e of

artefact


Starting Tasks 30th January 2009

Things to do Notes

Done (tick)

Assign Group Roles

for each session

Read list in this folder (p 10)

Fill in roles on your sheet, with

the dates (p 12)

Mark this in your agenda

Choose „trigger‟ to

explore

Discussion director organises

group discussion

Brainstorm ideas

List of Keywords

Decide on key

questions for

research (see this

folder for ideas)

Find background

information .

List your top 3

sources

Supervisor sign off


Group Roles and Responsibilities

There are 5 -6 members in each group, and each member takes it in turn to do one

of the following jobs throughout the project.

1. Director: As the group director, it is your job to direct the group discussion each

day the group meets. You also help with the research.

2. Journal Writer: You are responsible for writing notes to summarize the important

decisions of each meeting. This will include notes on these topics:

Research

Which Big Questions are you working on this session?

Which Little Questions are you researching?

Who is doing what?

Product

How will you create your product?

What materials are needed?

How /when will you get these?

Are there costs involved? How much? Who will pay?

How long will it take you (REALISTICALLY) to complete your

product?

Who will you need to ask for help?

Challenges

What challenges or problems do you foresee?

How to you plan to address / solve these?

3. Communications Officer: You are responsible for timekeeping – making sure the

group is on task and on time! You also liaise (talk with) your Group Supervisor and show

him/her the group’s Journal each session.

4 & 5 (6). Researchers and Developers: You are responsible for the research and

developing the new product. You involve the other members in doing the research and

creating the product so that everyone is working together.

You must include your task notes for each session in your folder.

http://www.jsd.k12.ak.us/dzh/staff_projects/Lit_Circ/group_roles/discussion.html


What Next? 2009

Fill this into your Agenda!

The What Next? projects will be exhibited in Grade 8’s Innovation Centre, in the Main Foyer

from March 6th to 13th.

Session Date Periods Tasks Teachers Location

Week 2 30th

January

All day Groups Topic

choice Questions

See schedule See

schedule

Week 1 Mon 2nd

February

P 3 & 4

Eng & Hum

Research

techniques

F Patterson

C Hasbach

D Saxby

M Tweedie

0.31

0.36

Thurs 5th

February

P 7 & 8 Eng

& PE

Research and

Development

AoI leaders

Donna

US

Library

Fri 6th

February

P 2- 4 Eng

PE, Hum,

Homeroom

Research and

Development

AoI leaders

Donna

US

Library

Week 2 Mon 9th

February P 7 & 8

Arts

Development AoI leaders

Donna

US

Library

Tues 10th

February

P 7 & 8

Eng & Hum

Development AoI leaders

Donna

US

Library

Week 1 Tues 24th

February

P 1 & 2

Tech

Evaluation AoI leaders

Donna

US

Library

Fri 27th

February

P 2 – 4 Hum,

PE, Eng

Sign off with

group supervisor

P4

AoI leaders

Homeroom

teachers

Donna

US

Library

Week 2 Tues 3rd

March

P 7 & 8

Hum & Eng

Presentation

practice

F Patterson

C Hasbach

AoI leaders

0.31 0.36

US

Library

Eng Sci

PE

Lang B Hum

Thurs 5th

March

P 1- 4

Lunch

P 6- 8

Set- up and

Practice

Presentations

AoI Leaders

Donna

US

Library

Drama

Studio


Roles: Planning Sheet

Think about days you might be away during this time,

and plan your roles wisely

Group Work Tips Share tasks fairly, using the „roles and responsibilities‟ sheet

Use people‟s talents and skills

Be supportive – talk through problems

Encourage everyone to give ideas

Admit mistakes and learn from them

Don‟t be afraid to explore ideas and make suggestions

Listen, listen, listen

Date Role that day

30 Jan

2 Feb

5 Feb

6 Feb

9 Feb

10 Feb

24 Feb

27 Feb

3 March

5 March Presenter


What Next? Individual Assessment

Criterion G: Personal Engagement

Maximum level: 4

This criterion focuses on an overall assessment of your engagement and ATL skills during the

planning and development stages of the What Next? project.

The assessment will take account of:

organization and commitment to the task working behaviours the amount of encouragement you needed to stay on task and complete the project, your interaction with other students in your group and between you and your

supervisor, the attention to deadlines and procedures, your use of your folder and the group journal

Each person will receive an individual grade

Level of

Achievement

Descriptor

0 The student has not reached a standard described by any of the descriptors here

1

This What Next? project shows little evidence of any of the required qualities and

working behaviours.

2

This What Next? project is judged to be satisfactory in terms of most of the required

qualities and working behaviours.

3

This What Next? project is judged to be good in terms of most of the required

qualities and working behaviours.

4

This What Next? project is judged to be outstanding in terms of the required qualities

and working behaviours.


Planning Sheets

My Brainstorming

Key words


Research Process

THINK FIRST

What do you know already?

Plan what you need to do and when

Get background information - use encyclopaedias and

dictionaries

FIND

Use a variety of information sources

Add the sources you use into a MLA Bibliography (use

Noodlebib)

Be critical - is the information reliable? biased? up-to-date?

USE

Pick out information that helps answer your critical questions

Make notes in your own words

Information (quotes/opinions/statistics) should be accurately

written and cited

TELL

Organise the information together, in a relevant way

Complete your bibliography and check your citations

Make sure you have answered your critical questions

THINK AGAIN

Reflect on your work and on your research process

What do you think went well?

Is there anything that you'd do differently next time?

What new questions have come up?


Big Questions Little Questions

What is the invention or idea?

Origin:

Who invented it,

When and where

Why is it important?

Context:

Why did he/she/they have the

idea?

How did people manage before?

Process and Product

How was it produced?

Development:

How did the invention develop?

What was its impact? Impact:

What changed after the

invention?

What Next?

What do you believe the future holds?


Our Key Questions

Resources to use – ideas of where to find stuff

Dictionary – understand what the word means

Encyclopaedias – get background information

Books

Magazines

Interviews

CDs / DVDs

Websites


My Self-Assessment

Date Role that day Self-

assessment

(out of 4)

Evidence for choosing this level Supervisor’s

signature

30 Jan

2 Feb

5 Feb

6 Feb

9 Feb

10 Feb

24 Feb

27 Feb

3 March

5 March Presenter

Documents

Great Grade 8 What Next Pack