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INQUIRY LAB
COMPETENCY BASED INQUIRY CURRICULUM
SAINT LAMBERT INTERNATIONAL
Name:____________________________________________________
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Table of contents
Checklist…………………………………………………..…………………………….. 4
Reflection #1…………………………………………………….. …………………….. 5
Time Management Plan……………………………………….. …………………….. 7
Reflection #2……………………………………………………………………………. 9
Where and how can I gather information?.......................... .............................. 10
Accessing the Tools of Inquiry
Electronic Resources….. ……………………………………………………... 11
Paper Based Resources………...…………………………………………….. 12
Human Resources………………..……………………………………………. 13
Organizing Sources……………………..……………………………………………. 14
Reflection #3…………………………….. ……………………………………………. 15
Beginning the Research
Choosing an Area of Inquiry ..……………………………….. ……………. 16
Narrowing Your Choice……………………………………………………………….. 17
Exploring Information Sources………………………………………. ……………... 17
Accessing Prior Knowledge 1………………………………………………………. 19
Accessing Prior Knowledge 2
Topic 1……………………………………………………………. …………….. 20
Topic 2……………………………………………………………. …………….. 21
Topic 3……………………………………………………………..…………….. 22
Reflection #4……………………………………………………………………………. 23
Accessing Areas of Research Knowledge…………………………. …………….. 24
Reflection #5…………………………………………………………….. …………….. 24
Topic Selection………………………………………………………….. …………….. 25
Reflection #6…………………………………………………………….. …………….. 25
Reflection #7……………………………………………………………………………. 26
Framing Research Questions………………………………………….…………….. 27
Refining the Purpose of the Inquiry…………………………………..……………. 28
Reflection #8…………………………………………………………….. …………….. 28
Categorizing the Questions…………………………………………………………. 30
Creating a Survey………………………………………………………..…………….. 31
Piloting a Survey……………………………………………………….. .……………. 33
Creating an Interview Protocol………………………………………. ……………. 34
Checkpoint………………………………………………………………..……………. 35
Gathering Information…………………………………………………. ……..…….. 36
Note-Talking……………………………………………………………………………. 37
Reflection #9…………………………………………….. ……………………………. 41
Reporting Research……………………………..…………………………..………… 42
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Concept Map……………………………………………………………………………. 42
Reflection #10……………………………………………………………………..…… 43
Writing the Research Report………………………………………………………… 44
Developing a Product…………………………………………………………………. 44
Reflection #11………………………………………………………………………….. 45
PRODUCT ……………………………………………………………………………. 46
Reflection #12 ………………………………………………………………………… 47
Appendix A ……………………………………………………………………………. 49
Appendix C …………………………………………………………………………….. 50
Appendix D …………………………………………………………………………….. 51
Appendix E ……………………………………………………………………………. 58
Appendix F …………………………………………………………………………….. 59
Appendix G Subject Specific Assessments ……………………………………… 60
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As you complete each of the tasks below, place a check mark in the box.
Accessing the tools of inquiry
Electronic Resources Paper-Based Resources
Human Resources
The Checklist and Time Management Plan
Proposed dates of completion
Beginning the Research -Choosing areas of interest
-Narrowing the choice -Exploring Information
Brainstorm prior knowledge Evaluating prior knowledge, level of interest and resources
Topic Selection Framing questions
Refining the purpose of the inquiry -Categorizing questions
-Developing and piloting a survey
Gathering Information Notetaking
-from electronic resources -from paper-based resources
-from human resources through survey and interviews Data Analysis
Concept map
Reporting Information Report: Rough Draft Report: Final Draft
Product Presentation
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Reflection #1: Before Beginning Inquiry Lab
A process journal is a place where you will record your reflections as you work through
a project.
SELF-MANAGEMENT: Reflection- Keep a journal to record reflections.
What is self-reflection? Why is it a valuable learning tool?
DEFINITION OF SELF-REFLECTION
Why is self-reflection a valuable learning tool?
What questions can I ask when I am trying to self-reflect?
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When taking on a new project, being open to trying new skills, techniques and
strategies is important to the learning process.
What skills do you need to tackle a new project?
How does reflecting on the things you do help you become a better learner?
How does looking back at the new skills, techniques and strategies you are
experimenting with help you move forward in your project?
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TIME MANAGEMENT PLAN
RESEARCH PHASE
Proposed date of completion
Date of completion
Feedback
Accessing the tools of inquiry
Electronic Resources
Paper-Based Resources
Human Resources
Beginning the Research
-Choosing areas of interest -Narrowing the choice -Exploring Information
Brainstorm prior knowledge
Evaluating prior knowledge, level of interest and resources
Topic Selection
Framing questions
Refining the purpose of the inquiry
-Categorizing questions -Developing and piloting a survey
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Gathering Information
Notetaking -from electronic resources -from paper-based resources -from human resources through survey and interviews
Data Analysis
Concept map
Reporting Information
Report: Rough Draft
Report: Final Draft
Product
Presentation
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Reflection #2 Before “Accessing the Tools of Inquiry”
Research gives us the opportunity to learn by accessing information to inform ourselves
and others.
RESEARCH: Information Literacy- Access to be informed and inform others.
What do I know about doing research?
What do you know about accessing different types of information?
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Where and how can I gather information?
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Accessing the Tools of Inquiry
Electronic Resources: Where you’ve been, what you’ve seen
Search Engine Search Term Interesting Observations on the Search
1.
2.
3.
4.
5.
6.
URLS of interesting sites that you may want to revisit
1.
2.
3.
4.
5.
6.
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Paper-Based Resources
Library Search
Map of your Local Library
Legend: Use symbols to represent the location of each type of resource
Δ Primary source
♥ Secondary source
Visual
Fiction
Periodical
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Human Resources
A possible research topic is: ________________________________________
Interview an expert: Realistically, who can you interview?
Survey for information: Who would you survey? What information will be surveyed?
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TOPIC: _________________________________________________________
Using the specific resources that you have found (Electronic, Paper-Based and
Human), complete the following chart. Identify each resource as according to type and
whether it is a primary or secondary source.
Primary Sources
A primary source provides direct or firsthand evidence about an event, object, person, or work
of art. Primary sources include historical and legal documents, eyewitness accounts, results of
experiments, statistical data, pieces of creative writing, audio and video recordings, speeches,
and art objects. Interviews, surveys, fieldwork, and Internet communications via email, blogs,
listservs, and newsgroups are also primary sources. In the natural and social sciences, primary
sources are often empirical studies—research where an experiment was performed or a direct
observation was made. The results of empirical studies are typically found in scholarly articles
or papers delivered at conferences.
Secondary Sources
Secondary sources describe, discuss, interpret, comment upon, analyze, evaluate, summarize,
and process primary sources. Secondary source materials can be articles in newspapers or
popular magazines, book or movie reviews, or articles found in scholarly journals that discuss or
evaluate someone else's original research.
Resource Type (Visual; Audio-Visual; Experimental; Fiction;
Periodical; Experiential)
Primary Secondary
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Reflection #3: After “Accessing the Tools of Inquiry”
When building a rich foundation for research, it is necessary to seek out a diversity of
resources which you may not have considered before. It can feel challenging to try new
approaches as it requires more effort.
SELF-MANAGEMENT: Affective Skills (Resilience)- Practice dealing with changes and
challenges.
What have you learned about doing research using...
Electronic Resources
Paper-Based Resources
Human Resources
What challenges have you identified in your preliminary research? How will you
overcome them?
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Beginning the Research
Choosing an Area of Inquiry
Record areas of interest encountered while exploring various resources.
1. __________________________________________________________________
2. __________________________________________________________________
3. __________________________________________________________________
4. __________________________________________________________________
5. __________________________________________________________________
6. __________________________________________________________________
7. __________________________________________________________________
8. __________________________________________________________________
9. __________________________________________________________________
10. __________________________________________________________________
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Narrowing Your Choice
Identify three areas of particular interest from the previous page.
1. ___________________________________________________________
2. ___________________________________________________________
3. ___________________________________________________________
Exploring Information Sources
For each of the three topics you listed, determine the availability of electronic, human
and paper-based resources.
Topic #1
Source Availability
High Medium Low
Electronic ● Text ● Images ● Audiovisual
Paper-based ● Text ● Images
Human ● Interview ● Survey
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Topic #2
Source Availability
High Medium Low
Electronic ● Text ● Images ● Audiovisual
Paper-based ● Text ● Images
Human ● Interview ● Survey
Topic #3
Source Availability
High Medium Low
Electronic ● Text ● Images ● Audiovisual
Paper-based ● Text ● Images
Human ● Interview ● Survey
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Accessing Prior Knowledge I
For each of your three areas of interest, record everything you know.
TOPIC #1 TOPIC #2 TOPIC #3
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Accessing Prior Knowledge II
Write all of your prior knowledge on each of the three possible topics in a paragraph.
Include a topic sentence, followed by explanatory and concluding sentences.
Topic #1
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Topic #2
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Topic #3
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Reflection #4 After “Accessing Prior Knowledge”
Many elements need to be considered, such as what we know and how we are able to
use that knowledge, before making a decision on a path for inquiry.
Combine knowledge, understanding and skills to create products or solutions.
(THINKING, X: Transfer.)
How does my prior knowledge help me to inquire into the world around me?
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Accessing Areas of Research Knowledge
Areas of Interest
Prior Knowledge Level of Interest Resources
High Medium Low High Medium Low High Medium Low
1.
2.
3.
Reflection #5: After “Accessing Areas of Research Interest”
Learning and inquiring is a personal experience that is not the same for everyone. We
make choices for ourselves as learners guided by our values, interests and abilities.
Consider personal learning strategies- how can my understanding of personal
strengths and weaknesses help me develop my own strategies for learning? (SELF-
MANAGEMENT, V. Reflection.)
When looking at the chart analyzing my prior knowledge, level of interest and availability
of resources, which of these is the most important factor for you in making a decision?
Why?
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The topic I shall research is:
______________________________________________________________
Reflection #6: After “Topic Selection”
Choosing an area of inquiry is exciting but also presents challenges. We can be better
equipped to overcome possible obstacles if we can predict them and plan strategies for
their resolution.
Plan strategies and take action to achieve personal and academic goals. (SELF-
MANAGEMENT: III, Organizational Skills.)
What influenced my choice of topic?
What difficulties do I anticipate in researching my topic? How might I overcome those
challenges?
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Reflection #7: Before “Brainstorming Research Questions”
Questions are the building blocks for knowledge so it is important to formulate good
ones.
A good question:
Ends in a question mark
Serves a purpose
Is neutral and free of bias
Opens up a conversation
Formulate factual, topical, conceptual and debatable questions. (THINKING: VIII.
Critical Thinking)
Why do I need to develop strong research questions?
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Framing Research Questions
Develop questions about your topic for each interrogative.
If you think of other questions, record them in the space at the bottom of the page.
Who?
1. _______________________________________________________________
2. _______________________________________________________________
What?
1. _______________________________________________________________
2. _______________________________________________________________
Where?
1. _______________________________________________________________
2. _______________________________________________________________
When?
1. _______________________________________________________________
2. _______________________________________________________________
Why?
1. _______________________________________________________________
2. _______________________________________________________________
How?
1. _______________________________________________________________
2. _______________________________________________________________
Other:
1. _______________________________________________________________
2. _______________________________________________________________
3. _______________________________________________________________
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Refining the Purpose of the Inquiry
Stating the Goal
Taking into consideration the questions you have just created and referring to appendix
E, state the goal of your inquiry project.
Reflection #8- After “Stating the Goal”
Goals are developed when your focus your topic. Asking questions is a good way to
focus your learning.
Set goals that are challenging and realistic. (SELF-MANAGEMENT, III. Organizational
Skills)
How did my questions lead me to my goal?
The goal of my research is...
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Categorizing the Questions
Sort the questions from the framing research questions page (Pg. 27) into the
categories below, keeping the goal of your research in mind.
Overarching Research Question
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Supplementary Research Questions
1. ______________________________________________________________________
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2. ______________________________________________________________________
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3. ______________________________________________________________________
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4. ______________________________________________________________________
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5. ______________________________________________________________________
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Interview Questions
1. ______________________________________________________________________
______________________________________________________________________
2. ______________________________________________________________________
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3. ______________________________________________________________________
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4. ______________________________________________________________________
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5. ______________________________________________________________________
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Survey Questions
1. ______________________________________________________________________
______________________________________________________________________
2. ______________________________________________________________________
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3. ______________________________________________________________________
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4. ______________________________________________________________________
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5. ______________________________________________________________________
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Other
1. ______________________________________________________________________
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2. ______________________________________________________________________
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3. ______________________________________________________________________
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4. ______________________________________________________________________
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5. ______________________________________________________________________
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Creating a Survey
Open-ended questions:
In an open-ended question, the person surveyed is not given a choice of answers. He or
she must answer with a personal answer.
Ex: What do people like to do in Lac St-Jean?
What is your opinion on recycling?
My open-ended questions are:
1. ________________________________________________________________
________________________________________________________________
2. ________________________________________________________________
________________________________________________________________
3. ________________________________________________________________
________________________________________________________________
4. ________________________________________________________________
________________________________________________________________
5. ________________________________________________________________
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Forced-Response Questions:
In a forced-response question, the person surveyed is given a choice of answer. Here
are some possible examples of formats:
1.
YES NO
2.
1 2 3 4
Circle your answer, 1 being the lowest and 4 being the highest.
3.
Strongly Disagree Disagree Agree Strongly Agree
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My forced-answer questions, including the choice of response format are:
Q:
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R:
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Q:
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R:
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Q:
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R:
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Q:
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R:
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Piloting a Survey
Steps:
1. Determine a pilot group between 5 and 10 people that represent your target
group.
2. Administer the survey.
3. Read the answers and make any necessary adjustment(s) to your survey. You
can also ask for verbal or written feedback from your pilot group.
Results from my pilot survey
Were there any questions that needed modification?
Yes ▢ If so, how many? ________ No ▢
If yes, write the original question. Explain what the problem is (question itself, choice of
answer, other)
Original Question:
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Revised Question:
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Response:
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Original Question:
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Revised Question:
____________________________________________________________________________
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Response:
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Creating an Interview Protocol
First and foremost, the person you will be interviewing MUST be an expert in the
domain.
Steps for conducting an interview:
1. Prepare a written protocol of your interview questions
2. Find your expert
3. Contact your expert and make an appointment
4. Forward your questions to the expert before the interview.
5. Conduct the interview by phone, email, in person, skype, facetime, google or by
letter.
6. If possible, record his or her answers using an audio or video tape recorder, or by
recording the expert’s responses in writing.
7. Transcribe or take notes from the interview data.
8. Make MLA citation for your interview
9. Send a thank you note.
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1. What have I accomplished so far?
2. What am I going to do next?
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Gathering Information & Collecting Data from Various Sources
Text:
Read the selection and record the main idea on the note-taking sheet, keeping your
research questions in mind. Reread the sections of particular interest and record
supporting details on the note-taking sheet.
Image:
Study the image. Record the main idea of what you see on the note-taking sheet,
keeping your research questions in mind. Continue to study the image and record the
details on the note-taking sheet.
Audio-Visual:
Watch and/or listen to the entire sequence. Record the main idea on the note-taking
sheet. Review the sequence and record details on the note-taking sheet.
Interview:
Locate your interview subject and arrange a time and place for the interview. Use the
questions developed in the step “Refining the Purpose of the Inquiry”. Obtain written
consent to audio or video record the interview. Record additional questions and take
notes on the note-taking sheet during the interview. Follow up with a thank you note,
phone call or email.
Survey:
Use the questions developed in the step “Refining the Purpose of the Inquiry”. Develop
and print multiple copies of your questionnaire. Arrange to access a relevant target
group. After administering the questionnaire, tally and summarize the results. Record
your findings on the note-taking sheets.
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Note-Taking
https://medium.goodnotes.com/the-best-note-taking-methods-for-college-students-
451f412e264e
https://www.oxfordlearning.com/5-effective-note-taking-methods/
Locate your resources.
Choose a Note Taking method as described on the pages that follow (Cornell, Mapping ... etc.)
Collect data using the appropriate procedure for your choose method.
Record key words or details in notebooks in your own words.
Additional note-taking sheets are available from your teacher.
#1: The Outline method
The Outline method is one of the best and most popular note-taking methods for college students. It lets you organize your notes in a structured form, helping you save a lot of time for further reviewing and editing. As the name suggests, this method requires you to structure your notes in form of an outline by using bullet points to represent different topics and their subtopics. Start writing main topics on the far left of the page and add related subtopic in bullet points below using indents.
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#2: The Cornell Method
It is a unique note-taking method that finds its application in a variety of situations. What differentiates it from other methods is the page layout. The page is divided into three or four sections starting from one row at the top for title and date (optional) and one at the bottom along with two columns in the center. 30% of width should be kept in the left column while the remaining 70% for the right column.
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#3: The Boxing/Sentence Method
This method might be still widely unknown but gains increasing popularity. All notes that are related to each other are grouped together in a box. A dedicated box is assigned for each section of notes which cuts down the time needed for reading and reviewing. iPad note-taking apps like our app GoodNotes are especially helpful for this method because content on the page can be reordered or resized subsequently. That way, you can just write down notes like you would normally do and then reorder them afterward to assign them to particular boxes. Digital note-taking also allows you to zoom in on the page, which helps to focus on one topic at a time during the review.
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#4: The
Charting Method
It is an ideal method for notes that involve a lot of information in form of facts and statistics, that need to be learned by heart. The information will be organized in several columns, similar to a table or spreadsheet. Each column represents a unique category which makes the rows easily comparable.
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#5: The Mapping Method
When the lecture content is intense, the mapping method works best. It helps organize your notes by dividing them into branches, enabling you to establish relationships between the topics. Start with writing the main topic at the top of the map. Keep dividing it into subtopics on the left and right as you go down.
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Reflection #9 - After “Gathering Information”
Our research doesn’t always bring the results we expect. Some of our questions may
remain unanswered.
Identify obstacles and challenges. (THINKING, VIII. Critical Thinking)
For which questions have I had difficulty finding answers? How can I explain this? What
might I do differently in future research?
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Reporting Research
Constructing a Concept Map
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Reflection #10- After “Coding Data and Constructing a Concept Map”
The way we organize data allows us to analyse it in different ways and create a new
understanding.
Analyse complex concepts and projects into their constituent parts and synthesize them
to create new understanding. (THINKING, VIII. Critical Thinking)
What steps did I follow in constructing my concept maps?
Stepping back and reflecting on your concept map, what new ideas and links are
emerging?
45
Writing the Research Report
Use the concept map and this outline to write your report.
1. Write an introduction to your report, including the topic, questions and resources
used.
2. Summarize the information listed under the first sub-topic of your concept map.
3. Repeat step 2 for each subtopic.
4. Summarize your answers to your research question and draw your conclusions.
Directions for further research, limitations of your study and barriers/constraints
encountered in the research process should be included here.
5. Add charts, tables and graphs.
6. Paginate your report and prepare a Table of Contents.
7. Edit and revise your report.
Developing a Product
Develop a product that highlights one or two aspects of your research that are of
particular interest for presentation at Knowledge Fair. Your display must include this
workbook and your process journal. Appendix F contains suggestions for products.
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Reflection #11- After “Writing the Research Report”
Now that you have completed your research paper, it is time to use your thinking skills
and creativity to develop a product that will share your knowledge with a broader
audience.
THINKING: Critical Thinking- Propose and evaluate a variety of solutions
What is the most interesting aspect of my research report? Refer to your concept
map and research paper to guide you.
Use the space below to brainstorm ideas of what kind of product you can create to
demonstrate your knowledge of your selected sub-topic. ***link to Appendix of
product ideas?***
How will I use my research to plan my product?
47
PRODUCT
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Reflection #12- After “Developing and Presenting a Product”
Congratulations on a job well done! Remember that learning is a process and we are
always building on experiences from project to project. This means we need to reflect
on all aspects of our experience, positive and negative.
Self-Management: Reflection- Identify strengths and weaknesses of personal learning
strategies
What have I learned? How have I learned?
What problems or limitations have I encountered? Which one will I focus on
overcoming when I do my next project?
49
Appendix A
Glossary of Technology Terms
ADDRESS Identifies where a site is located. Ex: http://www.education.gouv.qc.ca/en/teachers/quebec-education-program/secondary/
BROWSER A program that lets you see information on the Internet. Ex: Google Chrome, Firefox, Safari.
DOMAIN NAME Part of a website address. It identifies a server on the Internet. A domain name is separated by periods. It can also identify the type of host: .com- commercial/company .gov or .gouv- government .edu- educational institutiom .org- non-profit organization .ca- particular country, in this case Canada
DOWNLOAD To transfer a file or program to your computer/device from another, remote computer or device.
HOMEPAGE The first page of a website. Links to the other pages on this site.
HTML Hypertext Markup Language. A language that creates text files (HTML files) to construct websites. It lets the text include codes that define fonts, layout, embedded graphics and hyperlink texts.
HTTP Hypertext Transmission Protocol. To protocol for the Internet and the way in which web pages are transferred.
IMAGE A term for graphics used in the WWW. Image files are formatted as GIFs or JPEGs.
INTERNET A network of computers that are interconnected in all parts of the world.
SEARCH ENGINE A program that allows you to find websites with a specific term or terms within it. Ex: Google
URL Uniform Resource Locator. Another term for address, it indicates where a website is located.
WWW World Wide Web. Information on the Internet that is accessed using the HTTP protocol.
WEB SITE A location on the WWW. It can consist of one page or of many pages that are linked to each other.
50
Appendix C
Resources
Airport
Almanac
Animation
Arboretum
Arena
Archive
Armed forces base
Art gallery
Artifact
Atlas
Audiotape
Barber
Beauty Salon
Biography
Book
Brochure
Business
Catalog
CD
CEGEP
Celebrity
City hall
CLSC
Club
Collection
Court house
Database
Diagram
Dictionary
Doctor
Eco-museum
Encyclopedia
Expert
Experiment
Family
Farm
Field trip
Film
Fire station
Friend
Game
Garage
Globe
Government office
Graph
Historical society
Hospital
Hotline
Index
Intern
Interview
Journal
Journalist
Letter
Magazine
Manual
Map
Model
Maquette
Museum
NFB
Neighbour
Newspaper
Observation
Oral history
Painting
Pamphlet
Performance
Photograph
Picture
Police station
Public library
Questionnaire
Radio
School library
Senior citizen
Slides
Store
Survey
Teacher
Telephone book
Television
Textbook
Travel agency
University
Writer
Yellow pages
zoo
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Appendix D
How to List Resources
Basic Formatting for a Book
Last Name, First Name. Title of Book. City of Publication, Publisher, Publication Date.
*Note: the City of Publication should only be used if the book was published before 1900, if the
publisher has offices in more than one country, or if the publisher is unknown in North America
1. Author. Wagamese, Richard.
2. Title of Source. Indian Horse.
Container 1
3. Title of Container,
4. Other contributors,
5. Version,
6. Number,
7. Publisher, Douglas and MacIntyre,
8. Publication date, 2018.
9. Location.
Wagamese, Richard. Indian Horse. Douglas and MacIntyre, 2018.
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Basic Formatting for a Page on a Website
Editor, author or compiler name (if available). “Title of Page.” Name of Site. Publication date,
URL, date of access.
1. Author. Judah, Ben.
2. Title of Source. “England’s Last Gasp of Empire.”
Container 1
3. Title of Container, The New York Times,
4. Other contributors,
5. Version,
6. Number,
7. Publisher,
8. Publication date,
12 July 2016
9. Location. https://www.nytimes.com/2016/07/13/opinion/englands-last-gasp-of-empire.html.
Judah, Ben. “England’s Last Gasp of Empire.” The New York Times, 12 July 2016,
https://www.nytimes.com/2016/07/13/opinion/englands-last-gasp-of-empire.html.
Accessed 18 March 2019.
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Basic Formatting for an Interview in Person
Last Name, First Name. Personal interview. Date of Interview.
1. Author. Jensen, Jana.
2. Title of Source. Personal interview.
Container 1
3. Title of Container,
4. Other contributors,
5. Version,
6. Number,
7. Publisher,
8. Publication date,
18 March 2019.
9. Location.
Jensen, Jana. Personal interview. 18 March 2019.
54
Basic Formatting for an Interview by Email
Author of the Message (Last Name, First Name). “Subject Line.” Recipient of Message (First
Name, Last Name.), Date message was sent.
1. Author. Witczak, Kristen.
2. Title of Source. “ Question about Knowledge Fair Dates.”
Container 1
3. Title of Container,
4. Other contributors, Received by Jana Jensen.
5. Version,
6. Number,
7. Publisher,
8. Publication date,
12 February 2019
9. Location.
Witczak, Kristen. “Question about Knowledge Fair Dates.” Received by Jana Jensen, 12
February 2019.
55
Basic Formatting for a Youtube Video
“Title of Video.” Youtube, uploaded by (Name of Uploader), upload date, URL.
1. Author.
2. Title of Source. “Why buying plastic-free groceries is so hard (Marketplace).”
Container 1
3. Title of Container,
Youtube,
4. Other contributors,
CBC News
5. Version,
6. Number,
7. Publisher,
8. Publication date,
11 January 2019
9. Location. https://www.youtube.com/watch?v=n5Qbi_dB3Qo
“Why buying plastic-free groceries is so hard (Marketplace).” Youtube, uploaded by CBC News,
11 January 2019, https://www.youtube.com/watch?v=n5Qbi_dB3Qo.
56
Basic Formatting for a Painting, Sculpture or Photograph
Artist’s Name (Last Name, First Name). Title of Piece. Year of Creation, Location of the Artwork.
1. Author. Da Vinci, Leonardo.
2. Title of Source. Mona Lisa- Portrait of Lisa Gherardini, wife of Francesco del Giocondo.
Container 1
3. Title of Container,
4. Other contributors,
5. Version,
6. Number,
7. Publisher,
8. Publication date,
c. 1503
9. Location. Musée du Louvre, Paris.
Da Vinci, Leonardo. Mona Lisa- Portrait of Lisa Gherardini, wife of Francesco del Giocondo. c.
1503, Musée du Louvre, Paris.
57
Basic Formatting for a Class Presentation or Lecture
Speaker’s Name (Last Name, First Name). “Title of Presentation.” Organization for the
Presentation, Presentation Date, Location of the presentation. Type of Presentation.
1. Author. Plante, Isabelle.
2. Title of Source. “How did Beethoven’s 9th Symphony Affect Romantic Music?”
Container 1
3. Title of Container,
Music 202
4. Other contributors,
5. Version,
6. Number,
7. Publisher,
8. Publication date,
1 October 2018.
9. Location. Saint Lambert International High School, Saint-Lambert, QC. Class Lecture.
Plante, Isabelle. “How did Beethoven’s 9th Symphony Affect Romantic Music?” Music 202, 1
October, 2018, Saint Lambert International High School, Saint-Lambert, QC. Class
Lecture.
58
Appendix E
Goals
To…
Analyze
Change
Collect
Compare
Compose
Construct
Contribute
Create
Criticize
Define
Describe
Design
Develop a belief statement
Develop a philosophy
Develop a theory
Discuss
Dissect
Dramatize
Evaluate
Explain
Exemplify
Improve
Inform
Interpret
Interview
Label
Measure
Model
Observe
Predict
Present
Quantify
Recommend
Record
Reinterpret
Renew
Revise
Solve
Survey
Summarize
Test
Other: __________________
59
Appendix F
Products
Advertisement
Animation
Archive
Art
Audiotape
Bibliography
Brochure
Bulletin board
Campaign
Cartoon
Chart
Collection
Computer program
Costume
Crossword puzzle
Dance
Debate
Demonstration
Diagram
Diary
Dictionary
Display
Doll
Etching
Family tree
Film
Flag
Game
Garden
Graph
Jigsaw puzzle
Journal
Lecture
Letter
Machine
Magazine
Map
Maquette
Menu
Mobile
Mock trial
Model
Mural
Museum
Music
Needlework
Newspaper
Painting
Petition
Photographs
Play
Poem
Poster
Press conference
Puppet show
Questionnaire
Quilt
Radio program (podcast?)
Recipe
Scrapbook
Sculpture
Slide show
Speech
Statue
Story
Storyboard
Survey
Television Show
Timeline
Toy
Website
Other: ______________________
60
Appendix G
Subject Specific Details
Dans le cadre du projet interdisciplinaire de la Foire aux connaissances (Knowledge Fair), je voudrais que ma classe de secondaire 2 programme enrichi participe de la façon suivante : les élèves auront à produire un texte du genre formel de leur choix qui aura comme objectif de représenter, de manière créative, leur démarche pour leur projet. Voici les critères qui seront utilisés : Critère D : Utilisation de la langue sous forme orale et écrite i. de s’exprimer à l’oral et à l’écrit à l’aide d’un vocabulaire varié, de structures grammaticales et
de conventions complexes ; de s’exprimer à l’oral avec aisance et avec une intonation correcte ;
ii. d’organiser les informations et les idées, et d’utiliser une large gamme de connecteurs logiques ;
iii. d’adapter la langue au contexte.
PHASE 5 0 1-2 3-4 5-6 7-8
0-39% 40-59%
60-69%
70-77%
78-84%
85-89%
90-95%
96-100%
Vocabulaire varié
L’é
lève n
’att
ein
t A
UC
UN
des n
ive
au
x d
écrits
.
Éprouve des difficultés à utiliser un vocabulaire varié.
S’exprime à l’aide d’un vocabulaire varié, mais fait parfois des choix inappropriés.
Fait bon usage du vocabulaire varié, en général avec précision.
S’exprime de manière efficace à l’aide d’un vocabulaire varié avec précision.
Structures grammaticales
Éprouve des difficultés à utiliser des structures grammaticales variées.
S’exprime à l’aide de structures grammaticales, mais fait parfois des choix inappropriés.
Fait bon usage des structures grammaticales, en général avec précision.
S’exprime de manière efficace à l’aide des structures grammaticales avec précision.
Conventions complexes
Éprouve des difficultés à s’exprimer à l’aide de conventions complexes.
S’exprime à l’aide de conventions complexes, mais fait parfois des choix inappropriés.
Fait bon usage des conventions complexes, en général avec précision.
S’exprime de manière efficace à l’aide des conventions complexes avec précision.
Expression à l’oral
Commet de nombreuses erreurs de prononciation et d’intonation qui affectent l’aisance et la
Commet quelques erreurs de prononciation et d’intonation : compréhension difficile qui
S’exprime avec aisance. Commet quelques erreurs d’intonation. Ne gêne pas la compréhension.
Utilise une excellente intonation et aisance facilitant la communication.
61
compréhension difficile.
affecte l’aisance.
Organisation des informations et des idées
Organise peu les infos et les idées.
Organise certaines infos et idées.
Organise les infos et idées de manière satisfaisante.
Organise de manière claire et efficace les infos et les idées.
Utilisation d’une large gamme de connecteurs logistiques
N’utilise pas de connecteurs logiques.
Utilise une gamme limitée de connecteurs logiques, pas toujours appropriée.
Utilise une gamme de connecteurs logiques avec précision.
Utilise une large gamme de connecteurs logiques avec précision favorisant le développement des idées.
Adaptation de la langue au contexte
Fait peu d’efforts pour adapter la langue au contexte.
Adapte parfois la langue au contexte.
Adapte généralement la langue au contexte.
Adapte efficacement la langue au contexte.
Commentaires :
CRITÈRE C – RÉPONSE À DU TEXTE ORAL, ÉCRIT ET VISUEL i. de répondre de manière appropriée à du texte oral, écrit et visuel ; ii. de participer à des échanges étudiés ou non pour partager des idées sur un éventail de sujets
d’intérêt personnel et de portée mondiale ; iii. d’exprimer des idées, des points de vue et des sentiments, et de communiquer des
informations dans un large éventail de situations ; iv. de communiquer en tenant compte du registre, du but et du style
0 1-2 3-4 5-6 7-8
20-39%
40-59%
60-69%
70-77%
78-84%
85-89%
90-95%
96-100%
Réponse au texte
L’é
lève n
’att
ein
t a
ucu
n n
ive
au
x
décrits
.
Fait peu d’efforts pour répondre au texte. Ses réponses sont souvent inappropriées.
Répond à du texte mais certaines réponses peuvent être inappropriées.
Répond de manière appropriée.
Répond précisément de manière approfondie.
Partage d’idées sur les sujets d’intérêts personnels et de portée mondiale.
Participe peu dans des échanges étudiés ou non. Idées pas toujours liées à des sujets
Participe dans une certaine mesure dans des échanges étudiés ou non. Quelques idées sont
Participe de manière satisfaisante dans des échanges étudiés ou non. Des idées sont
Participe avec aisance dans des échanges étudiés ou non. Donne toute une série d’idées
62
d’intérêts personnels et mondiaux.
liées à des sujets d’intérêts personnels et mondiaux.
liées à des sujets d’intérêts personnels et mondiaux.
organisées et informatives sur des sujets d’intérêts personnels et mondiaux.
Exprimer des idées et sentiments
Exprime un petit nombre d’idées et de sentiments.
Exprime quelques idées et sentiments.
Exprime des idées et sentiments.
Exprime efficacement un large éventail d’idées et de sentiments.
Communiquer des infos dans les textes simples et complexes
Communique peu d’infos dans des textes simples et complexes.
Communique quelques infos dans des textes simples et complexes mais ses idées ne sont pas toujours pertinentes ou détaillées.
Communique des infos dans des textes simples et complexes. Idées pertinentes et détaillées.
Communique des infos et ses idées sont pertinentes et développées et soutenus par des exemples et illustrations dans des situations familières et inhabituelles.
Communiquer en tenant compte du destinataire et du but
Communique en tenant peu compte du destinataire et du but.
Communique en tenant partiellement compte du destinataire et du but.
Communique en tenant compte du destinataire et du but de manière satisfaisante.
Communique en tenant parfaitement compte du destinataire et du but.
Commentaires :
63
Alternative Perspectives: Project Description
Using an artmaking technique previously learned in art class this year, you will be asked to
create an “alternative perspective” art work of your Rube Golberg machine. Your work must be
a minimum 8” x 11” and must illustrate an interesting point of view not easily recognizable from
traditional perspective.
Perspective: the art of drawing solid objects on a two-dimensional surface so as to give the right
impression of their height, width, depth, and position in relation to each other when viewed from
a particular point.
Criterion A: Knowledge and Understanding Maximum 8:
i. demonstrates knowledge of the art form studied, including
. concepts, processes, and the use of appropriate language.
Criterion B: Developing Skills Maximum 8:
i. demonstrates the acquisition and development of the skills and
techniques of the art form studied
ii. demonstrate the application of skills and techniques to create, perform
and/or present art
Criterion C: Thinking Creatively Maximum 8:
ii. outline alternatives, perspectives, and imaginative solutions.
iii. demonstrate the exploration of ideas through the developmental process to
the point of realization.
Achievemen
t
Level
0 1-2 3-4 5-6 7-8
Level descriptor (A)
The student does not reach a standard described by any of the descriptions below.
The student:
i.
demonstrates
limited
knowledge of
the art form
studied;
including
concepts,
processes,
and limited
use of
appropriate
language.
The student:
i.
demonstrates
adequate
knowledge of
the art form
studied;
including
concepts,
processes,
and
adequate use
of appropriate
language.
The student:
i.
demonstrates
substantial
knowledge of
the art form
studied;
including
concepts,
processes,
and
substantial
use of
appropriate
language.
The student:
i.
demonstrates
excellent
knowledge of
the art form
studied;
including
concepts,
processes,
and excellent
use of
appropriate
language.
Level descriptor (B)
The student does not reach a standard
The student:
i.
demonstrates
limited
acquisition
The student:
i.
demonstrates
adequate
acquisition
The student:
i.
demonstrates
substantial
acquisition
The student:
i.
demonstrates
excellent
acquisition
64
described by any of the descriptions below.
and
development
of the skills
and
techniques of
the art form
studied.
ii. demonstrates limited application of the skills and techniques to create, perform and/or present art.
and
development
of the skills
and
techniques of
the art form
studied.
ii.
Demonstrate
adequate
application of
the skills and
techniques to
create,
perform
and/or
present art.
and
development
of the skills
and
techniques of
the art form
studied.
ii.
Demonstrate
substantial
application of
the skills and
techniques to
create,
perform
and/or
present art.
and
development
of the skills
and
techniques of
the art form
studied.
ii.
Demonstrate
excellent
application of
the skills and
techniques to
create,
perform
and/or
present art.
Level descriptor (C)
The student does not reach a standard described by any of the descriptions below.
The student:
ii. presents a
limited
outline of
alternatives,
perspectives,
and
imaginative
solutions.
iii.
demonstrates
limited
exploration of
ideas through
the
developmenta
l process to
the point of
realization.
The student:
ii. presents a
adequate
outline of
alternatives,
perspectives,
and
imaginative
solutions.
iii.
demonstrates
adequate
exploration of
ideas through
the
developmenta
l process to
the point of
realization.
The student:
ii. presents a
substantial
outline of
alternatives,
perspectives,
and
imaginative
solutions.
iii.
demonstrates
substantial
exploration of
ideas through
the
developmenta
l process to
the point of
realization.
The student:
ii. presents an
excellent
outline of
alternatives,
perspectives,
and
imaginative
solutions.
iii.
demonstrates
excellent
exploration of
ideas through
the
developmenta
l process to
the point of
realization.
.
65
Alternative Perspective Assessment
Name: ___________________________________
Criterion A: Knowing and Understanding
Subject-group Objective Mark Comments/Feedback
i. Demonstrate knowledge and
understanding of the art form
studied (pencil crayon color-
layering, watercolor,
mosaicking, or painting);
including concepts, processes,
and the use of appropriate
language
Criterion B: Developing skills
Subject-group Objective Mark Comments/Feedback
i. Demonstrate the acquisition
and development of the skills
and techniques of the art form
studied (pencil crayon color-
layering, watercolor,
mosaicking, or painting).
ii. Demonstrate the application
of skills and techniques of the
art form chosen to create,
perform and/or present art
Criterion C: Thinking Creatively
Subject-group Objective Mark Comments/Feedback
ii. Outline alternatives,
perspectives, and imaginative
solutions during the
brainstorming process and
initially sketching of your
alternative perspective.
iii. Demonstrate the exploration
of ideas in the developmental
process (brainstorm, sketches,
artmaking process) to the point
of realization.
66
Subject Specific Math Assessment
Design a LOGO Goal: To design a logo that visually represents the theme of your project using only 2D shapes.
Products:
1. Create a scale drawing of your logo on graph paper include all measurements for dimensions of each 2D shape used (must use at least one curved shape to obtain level 8).
2. Clearly display on lined paper, all the calculations for the area of each 2D shape you used. Work must be clearly written and labeled.
3. On a white paper, create a circle graph and chart (percentage & angle) that represents the total area of each shape in your logo. You must show all calculations and steps needed to create the graph in an organized manner. Angle measurements must be precise.
4. Also create a final colored version of your logo on another separate sheet white paper (you are not restricted to the measurements of your scale drawing) as part of your knowledge fair display.
Evidence of the process:
1. The sequence of steps you took to get to your drawing are identified & underlined as headings
2. Clearly display on lined paper, all the calculations for the area of each 2D shape you made as well as
the total area of your logo. Work must be easy to follow, labeled and correct. For example, highlight key
steps or answers, use subheadings and include proper units.
Criterion A - Knowing & Understanding (strand ii):
Strand ii: Apply the selected mathematics successfully when solving problems.
Level
Achieved
Level Descriptor
0 The student does not reach a standard described by the descriptors below
1-2 The student is able to occasionally apply the selected mathematics
3-4 The student is able to adequately apply the selected mathematics
5-6 The student is able to usually apply the selected mathematics
7-8 The student is able to consistently apply the selected mathematics
Criterion C - Communicating (strand iv):
Strand iv: Organize information using a logical structure to show understanding
Level
Achieved
Level Descriptor
0 The student does not reach a standard described by the descriptors below
1-2 The student is able to occasionally organize information
3-4 The student is able to adequately organize information
5-6 The student is able to present work that is usually organized
7-8 The student is able to present work that is consistently organized
67
Science Challenge:
Rube Goldberg Machine
Tasks:
1. You must design, carry out and write up an experiment investigating one type of simple machine.
2. You and your team will plan, design and build a RUBE GOLDBERG contraption according to the
specifications below.
Your contraption should:
* Perform one everyday task and relate to your research topic.
* Include at least 5 steps
* Include a variety of simple machines (at least 3 different ones)
* Be stable, can stand on its own and may not be larger than one cafeteria table.
* Be made using items found at home or borrowed from a friend. Please do not purchase anything for this
project.
* Take less than 10 minutes to set up and 2 minutes to reset.
* Include a “blueprint” indicating the START and FINISH with arrows tracing the route of movement.
Science Evaluation Criteria:
Research & Experiments à Criteria B & C
* You must design and carry out an experiment using one type of simple machine.
Rube Goldberg Machine Evaluation:
Criteria 5 3-4 1-2
Ten minute set up &
two minutes to reset
Yes --------- No
Stands on its own Yes ----------- No
Task Completion
Task completed on both
runs
Task completed on one
run
Task not completed on
either run
Reliability (Out of 10) Machine runs perfectly
for both runs. No
interventions needed
Machine requires
interventions on one
run
Machine requires
interventions on both
runs
Repeatability Machine ran identical
on both runs
----------
Machine ran differently
on each run
Simple Machines Machine has more than
3 different simple
machines
Machine has at least 3
different simple
machines
Machine has two or
fewer different simple
machines
Number of steps Machine has more than
5 steps
Machine has 4-5 steps Machine has less than 4
steps
TOTAL: /40
68
Music Composition Project Sec 2
Group Task: to compose an original melodic piece to accompany your Gold Ruberg video.
To compose and export your melody as an mp3 and pdf score you will use Flat
(https://flat.io/en), which is a free, collaborative, web-based and app-based, open-source music
notation software.
Your original exported mp3 composition must:
❏ have a definite melodic form (ABAB, AABA, ABAC)
❏ have a good melodic flow
❏ use eighth notes, quarter notes, and half notes (rests are optional)
❏ have an appropriate difficulty level
❏ accompany your Gold Ruberg video seamlessly Your printed/pdf score must:
❏ include a title, instrumentation, and composers’ names
❏ include key and time signature
❏ include tempo markings, dynamics and articulations
Descriptors 3 (excellent) 2 (satisfactory) 1 (limited)
Melodic Form
Melodic Flow
Rhythmic Flow
Difficulty Level
Accompany Video
Score Markings
Music Composition Project Sec 2
You must print or email me a pdf copy of your musical score: [email protected]
You must add your original music to your Gold Ruberg video (using iMovie or any other video
editing platform) and upload it to Youtube (public, private or unlisted) and share it with me:
**** If you email me and do not receive an email telling you that “I got your project!” then
assume I have not received your email!!!
DUE DATE: Wednesday April 17th, 2019 (in the afternoon) Worth: 20%
69
Reflective Video Log Calendar Handout:
Use the calendar below to keep track of what you are filming and what ATL skills is
being represented in the clip. Make sure that in each of the daily boxes you make note
of the following:
o The ATL skill that is being displayed in the clip,
o One sentence describing what is occurring in the clip, and
o The class the video took place in.
Legend:
Create a legend by colour coding your days into ATL skill
categories. This will help illustrate an overall picture of what
skills you used to complete the project. In this cell below
create your colour coded legend.
⟹ Collaboration skills
⟹ Organization skills
⟹ Reflection skills
⟹ Information literacy skills
⟹ Critical-thinking skills
⟹ Creative-thinking skills
Thursday 28 Friday 29
Monday 1 Tuesday 2 Wednesday 3 Thursday 4 Friday 5
Monday 8 Tuesday 9 Wednesday 10 Thursday 11 Friday 12
70
Monday 15 Tuesday 16
Reflective Clip: In the box answer the reflection questions. These answers will provide your teams with a transcript for the
reflective clip.
1) Define in your own team’s words what innovation means.
2) Outline any key ATL skills that you developed during this project.
3) Describe how your multi-genre project could have been improved.
71
K. Rea & L. Thompson
Ethics & Religious Cultures – Sec. 2.
Term 3 Knowledge Fair – Innovation:
Reflective Video Log:
Key Concept: innovation
Related concepts: ??
Global Context: ??
Statement of Inquiry: innovative systems allow knowledge to be creatively transformed and represented
in different forms and styles.
IB Assessment:
Criterion D: Evaluating (iii)
Task: during the duration of the Knowledge Fair your team will create a series of six-seconds a day
videos recording your inquiry process. At the end of the Knowledge Fair your team will edit and compile
these videos together to create a video journal. The goal of the video journal is to create a reflection that
illustrates your team’s learning experience throughout the multi-genre research project in an innovative
manner.
Step 1: Organizing your film crew & equipment
Someone in your group will need a smart device with a camera, sufficient space to record videos, and a
USB key. Apple devices are preferable as you can download iMovie directly to your phone for video
72
editing. Android devices will also work, but things can get complicated when transferring video files to
the school’s iMacs.
Step 2: What are you trying to capture on your videos?
The aim of these videos is to keep a visual record behind your team’s process of creating its multi-genre
research project. This means that you need to include videos that display the following ATL skills in
action during the creation of your project:
o Collaboration skills
o Organization skills
o Reflection skills
o Information literacy skills
o Critical-thinking skills
o Creative-thinking skills
Step 3: Staying organized.
You will use the Video Log Calendar handout to keep track of your recordings and to provide some brief
notes on your content.
Step 4: Introductions and reflections.
You will start your video with a 30 – 60 second introductory clip. Your introductory clip should include
the following:
o An introduction of each of your team members’ names,
o A quick outline of the theme behind this year’s Knowledge Fair,
o A quick explanation behind what the multi-genre research project is and what you had to do to complete
it, and
o A final comment informing your audience to enjoy the video.
You will end your video with a 60 – 90 second reflective clip. Your reflective clip should answer the
following questions:
o Define in your own team’s words what innovation,
o Outline any key ATL skills that you developed during this project, and
o Describe how your multi-genre project could have been improved.
Step 5: Editing.
When editing your video using iMovie, you will need to have text overlayed on each clip stating the
following things:
o The date or days until the knowledge fair and
o What specific ATL skills is being addressed in the clip
Criterion D: Evaluating
(iii) outline how the solution could be improved
73
Achievement
Level:
Level Descriptor:
0 The student does not reach a standard described by any of the descriptors below
1-2 The student: i. Creates a video that is limited in terms of filming, editing, and
transitions between clips. ii. Completes a limited video log calendar with minimal
labels and a no legend explaining its layout. iii. Creates an introductory clip that
addresses in a limited manner the theme behind the knowledge fair, an explanation
of what a multi-genre research project is, and a discussion behind the creative
process of the project. iv. Creates a video that displays in a limited manner 1 - 2 ATL
skills used during the process of the multi-genre research project. v. Creates a
reflective clip that addresses the evaluation questions in an limited manner.
3-4 The student: i. Creates a video that is somewhat appealing in terms of filming,
editing, and transitions between clips. ii. Completes an adequate video log calendar
with a range of labels and a legend explaining its layout. iii. Creates an introductory
clip that addresses in an adequate manner the theme behind the knowledge fair, an
explanation of what a multi-genre research project is, and a discussion behind the
creative process of the project. iv. Creates a video that displays in an adequate
manner AT LEAST 3 ATL skills used during the process of the multi-genre research
project. v. Creates a reflective clip that addresses the evaluation questions in an
adequate manner.
5-6 The student: i. Creates a video that is visually appealing in terms of filming, editing,
and transitions between clips. ii. Completes a considerable video log calendar with
an range of detailed labels and a legend explaining its layout. iii. Creates an
introductory clip that addresses in a considerable manner the theme behind the
knowledge fair, an explanation of what a multi-genre research project is, and a
discussion behind the creative process of the project. iv. Creates a video that displays
in a considerable manner 4 ATL skills used during the process of the multi-genre
research project. v. Creates a reflective clip that addresses the evaluation questions in
a considerable manner.
7-8 The student: i. Creates a video that is exceptional and visually appealing in terms of
filming, editing, and transitions between clips. ii. Completes a sophisticated video
log calendar with an extensive range of detailed labels and a legend explaining its
layout. iii. Creates an introductory clip that addresses in a sophisticated manner the
theme behind the knowledge fair, an explanation of what a multi-genre research
project is, and a discussion behind the creative process of the project. iv. Creates a
video that displays in a sophisticated and creative manner AT LEAST 5 ATL skills
used during the process of the multi-genre research project. v. Creates a reflective
clip that addresses the evaluation questions in a sophisticated and creative manner.
