| The Family Treasures multimedia project, which we will work on as a
group, is a Grade 3 ICT & Social Studies assessment task. We have modifed
it slightly, and use this as a starting point for individual electronic
portfolios.
[Sample Storyboard
using Inspiration] [Sample Multimedia
Presentation]
BACKGROUND
The local museum has asked us to create a virtual museum highlighting
our community's past. Including collections of family treasures will illustrate
some changes that have occurred in our community over time.
TASK
Select a family treasure (i.e., photo, object, story, recipe, item
of clothing, etc.). Research this family treasure to discover it's history
by interviewing a grandparent or family member. Keep a record of this interview
by tape recording it or taking notes. You may also research this treasure
by reading about it in a family record such as a diary, web site, or history
book. How does the treasure represent a change from the past to the present?
Bring your family treasure (or a picture of it) to our first professional
seminar on January 10th. You will create individual multimedia presentations
using powerpoint to share your family treasure with the class. You may
need to scan or take a digital camera picture of your family treasure to
place it in your multimedia presentation. Finished projects will become
the first part of your electronic portfolio.
PRESENTATION
Your presentation will need to include:
- A representation of your family treasure
- The treasure's history
- How this item represents change from past to present
- Predictions on how this item may look and may be used if it exists
in the future.
EXTENSION
We will do the following during seminar: Compare your family treasure
with another class member's. How does it differ from your family treasure?
How did your classmate find the information about their family treasure?
What questions did your classmate ask? What differences and similarities
can you find in how this treasure represents a change from the past to
the present?
Scoring Guide: Social Studies
| 4 |
easily identifies possible sources and location of information;
eg. print, non-print, interviews, survey
independently acquires information by listening to or reading
simple historical accounts
effectively collects relevant information through direct
observation in the community and by interviewing parents and /or community
resource people
insightfully predicts future changes in the community
collects appropriate pictures of ways in which the community
has changed or may change
|
| 3 |
identifies possible sources and location of information;
eg. print, non-print, interviews, survey
acquires information by listening to or reading simple historical
accounts
collects information through direct observation in the community
and by interviewing parents and /or community resource people
predicts future changes in the community
collects pictures of ways in which the community has changed
or may change
|
| 2 |
with guidance, identifies possible sources and location of
information; eg. print, non-print, interviews, survey
with guidance, acquires information by listening to or reading
simple historical accounts
with guidance, collects information through direct observation
in the community and by interviewing parents and /or community resource
people
with guidance, attempts to predict future changes in the
community
with guidance, collects pictures of ways in which the community
has changed or may change
|
| 1 |
with direct assistance, identifies apossible source of information;
eg. print, non-print, interviews, survey
with direct assistance, acquires limited information by listening
to or reading simple historical accounts
with direct assistance, collects minimal information through
direct observation in the community and by interviewing parents and /or
community resource people
with direct assistance, attempts to predict future changes
in the community
collects a picture which does not adequately depict ways
in which the community has changed or may change
|
|
Scoring Guide: Technology
| 4 |
effectively follows a plan to complete an inquiry
formulates insightful new questions as research progresses
successfully shares information collected from electronic
sources to add to a group task
efficiently uses technology to support and present conclusions
develops focused questions that reflect a personal information
need
effectively summarizes data by picking key words from gathered
information and by using jottings, point form, or retelling
makes insightful predictions based on organized information
|
| 3 |
follows a plan to complete an inquiry
formulates new questions as research progresses
shares information collected from electronic sources to add
to a group task
uses technology to support and present conclusions
develops questions that reflect a personal information need
summarizes data by picking key words from gathered information
and by using jottings, point form, or retelling
makes predictions based on organized information
|
| 2 |
with guidance, follows a plan to complete an inquiry
with guidance, formulates new questions as research progresses
with guidance, shares information collected from electronic
sources to add to a group task
with guidance, uses technology to support and present conclusions
with guidance, develops questions that reflect a personal
information need
with guidance, summarizes data by picking key words from
gathered information and by using jottings, point form, or retelling
with guidance, makes predictions based on organized information
|
| 1 |
with direct assistance, follows some of a plan to complete
an inquiry
unable to formulate new questions as research progresses
with direct assistance, shares information collected from
electronic sources to add to a group task
with direct assistance, uses technology to support and present
conclusions
unable to develop questions that reflect a personal information
need
with direct assistance, summarizes data by picking key words
from gathered information and by using jottings, point form, or retelling
with direct assistance, makes predictions based on organized
information
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