PDAF Successful Profiles - Junior
Click on the project title in the table to view the profile.
2015-2016
ALLy-Ship
15-16/05/J
School: Dr. T.L. Sullivan Middle School
Grade: 6-8
School Board: Cape Breton Victoria Regional School Board
Project Coordinator: Joanne Walker
When it comes to talking openly about disabilities, we avoid to do so. Further attention to positive actions in the form of creative programming and instructional practices in schools offer schools leadership to enhance the reach of policies for further engaging elements of inclusion and nurturing the collaborative culture to address needs of students living with disabilities.
The “Ally-ship" project will encourage students and teaching staff to become stronger allies for students living with disabilities. The goals of this project are to develop curriculum resources and embed into instructional practices as well as school community student led events to support messages and nurture attitudes that disabilities are not unspeakable conditions. Students will learn to define their peers with disabilities not by their disabilities but adjust their social views to address "false messages" in how they think of disabilities. In achieving these goals together as a school community we become strong as supporting allies for confronting discomforts students may have in interacting with students living with disabilities. Thus offer a more welcoming learning environment for these interactions to occur more freely. Policies alone do not create the changes and acceptance we desire actions do.
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On Wobbly Ground
15-16/06/J
School: Bridgewater Elementary School
Grade: 6
School Board: South Shore Regional School Board
Project Coordinator: Megan Comstock
My grant “On Wobbly Ground” is to support the use of wobble chairs in the classroom. Each child will have the opportunity to use a wobble chair as their classroom chair. This allows students to not only improve on their core strength, but also allows an opportunity for movement while working. It allows an outlet for restlessness and extra energy. The chairs will be put in place immediately and will be used for the duration of the school year. Any extra chairs will be placed in rooms for children who teachers feel could use one.
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Drama Therapy with Sensory Supports for LC Students and Circle of Friends
15-16/28/J
School: St. Agnes Junior High
Grade: 7-9
School Board: Halifax Regional School Board
Project Coordinator: Johanna Calder
Team Members: Jill MacLean
Drama Therapy with Sensory Supports for Learning Center students and Circle of Friends will be a collaborative project that involves LC students with complex challenges and the wider student body. Experiential drama activities that involve role play and incorporate multi sensory stimulation such as music, light and tactile materials present positive programming opportunities for social learning and engagement. Drama therapy is a wonderful tool for supporting social and behavior learning. Drama has been increasingly used to support students with ASD. This project will include social stories and role play to support students with behavioral challenges, as well as those with sensory programming needs. With volunteer support from Dalhousie University theater students, stories and games will be expanded into multisensory experiences.
In addition to community involvement from university theater students and paraprofessionals, the wider student body will also be engaged in this drama project. A Circle of Friends group will be established in the school to include a wide range of students who will engage in weekly activities with LC students such as cooking, lunch time games, jewelry making, gym time and walking groups. This Circle of Friends group will participate in the drama therapy programming with LC students in the spring, after relationships are built. Circle of Friends and LC students will then collaborate to create and perform a multisensory theater experience for the school community.
The project will be implemented throughout the school year. Daily LC circle time includes opportunities for storytelling, music and drama. This routine is already well established and will be expanded to include Circle of Friends students. Circle of Friends students will join LC students for social activities as well as regular Circle Time check ins starting in January 2016. As relationships develop and trust is built, activities will expand to include drama therapy throughout the winter and spring. Drama therapy and role play will then be developed into a short performance piece for the wider school community.
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Winter Outdoor Survival Skills Program
15-16/37/J
School: Clayton Park7-9 Junior High
Grade: 7-9
School Board: Halifax Regional School Board
Project Coordinator: Mary Lou Buckle
The project is integrating the use of Outdoor Equipment into the Physical Education Curriculum by: Students travelling on snow shoes into the woods pulling a freight toboggan loaded with an expedition tent, wood stove, ground sheet, storage box, a Sam McGee tarp, and two Conover packs for shelter. Students will learn about and experience what it takes to survive in the woods and the tent and stove will ensure safety and protection from hypothermia. The storage box and Conover packs will be used to carry extra clothing for students for those who may not be prepared while enjoying outdoor pursuits.
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Fitness Tracking - Cross Curricular Health Improvement
15-16/51/J
School: Sir Robert Borden Jr. High
Grade: 7-9
School Board: Halifax Regional School Board
Project Coordinator: Danyl Fraser
As studies have shown, there is a direct correlation between physical inactivity, lack of sleep, and poor academic performance. Many of the students at our school receive little physical activity during an average day with most of their activity coming during Physical Education class or during their walk to and from school. Many of their daily hours are spent in a sedentary position in front of video games or computers. In order to increase the physical and mental health of our students, while incorporating technology in a cross-curricular manner, we will be purchasing a class set of the Fitbit activity monitoring wristbands. It is our hope that the analysis of the raw data of and by our students daily activities will encourage them to increase their daily activity, increase their nightly sleep, and improve their overall health by making these improvements a part of their regular routine. The potential benefits and goals are to:
- increase and monitor physical activity.
- analyse through technology, their commitment to lifelong fitness.
- help students realize that they are always being physically active (doing a little always adds up and that it is not hard to do.)
- promote healthy competition-(internally motivated) among each other and against themselves.
- physically see what they have done and analyze through charts and graphing.
- integrate physical education, technology, and mathematics outcomes.
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Canoeing Is Canadian Identity
15-16/70/J
School: Chester Area Middle School
Grades: J: 7-8
School Board: SSRSB
Project Coordinator: Shaun Kirk
Team Members: Peter Hindle
This program will include teaching of all the sessions included within the Paddle Canada Waterfront Program Manual by two Paddle Canada Level 1 Instructors who are teachers at Chester Area Middle School. It will allow students to develop paddling skills and safe travel within small and calm waters. Safe attitudes and behaviours around water will be encouraged, which is important for students that live around Chester and Nova Scotia in general. The canoes will continue to engage students within school, which is an area for improvement within the school’s Continuous School Improvement Plan. The physical activity student’s get while canoeing will aid with concentration within the classroom for other subject courses. Cooperation and group work will be encouraged, as two paddlers will be working together to perfect strokes and move the canoe to their desired location together.
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9-Hole Disc Golf Course
15-16/73/J
School: Bible Hill Junior High
Grades: 8 & 9
School Board: Chignecto Central
Project Coordinatora: Troy Baird & Vikki MacLaughlin
Team Member: Ben Smith
The purpose of this project is to provide students with a unique learning opportunity that will not only address curricular outcomes in Physical & Health Education, but also Math, Science, and beyond. The creation of the course will also yield experiences in hiking, snowshoeing, cross country running and skiing, orienteering, and more. Project Coordinators are confident to attract those students whom are otherwise normally disengaged within a traditional Physical Education environment, and to present opportunities needed to develop the knowledge, attitudes, and habits that are necessary to lead healthy and active lifestyles.
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Ready, Set, Code!
15-16/75/J
School: Saint Mary’s Bay Academy
Grades: 9
School Board: TCRSB
Project Coordinator: Erin Mullen
The project for which I have received PDAF funds is for a class set of Arduino project kits for the Technology Education program at Saint Mary’s Bay Academy. These kits, when used within Grade 9 Technology Education, will help build a technology program within the school which gives these students a skill which is becoming increasingly attractive to future employers and higher education programs: coding. The goal of this project is to provide students with the skills they need to move forward in the areas of STEM by creating tangible products: computer coding to deliver instructions to the Arduino circuits.
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Rocky Lake Mountain Biking Initiative
15-16/90/J
School: Rocky Lake Junior High
Grades: J: 7-9
School Board: HRSB
Project Coordinator: Dave Brown
Rocky Lake Mountain Bike Initiative will provide a positive cycling experience. This mode of transportation provides health benefits and protects our planet. Cycling offers students a needed balance to more modern technologies. Our program will reach out to students from diverse cultural and economic backgrounds providing the opportunity to participate in mountain biking, enjoying the benefits from the positive social and physical aspect of the sport. Our program teaches safety and skills. Using mountain biking as a tool we can foster skills and confidence that nurture a life long love for the sport. Being active while enjoying the outdoors offer both physical and mental health benefits our students. Having students enjoy nature while being active is an ongoing goal of our school.
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2014-2015
Giving your Class a Classkick
14-15/58/J
School: Leslie Thomas Jr. High
Grade: 11-12
School Board: Halifax Regional School Board
Project Coordinator: Mark Hulshof
At the start of the 2015 school year I will conduct assessments both formative and summative on the application Classkick. Classkick allows the classroom teacher to load a worksheet, exercise, exit slip, or assessment onto the application. Students will then assess the application using an IPad. The students' work is then received in real time on the teacher's Ipad. All student screens are visible to the teacher. Students can ask for help by raising their hand (pressing a button on the app). The teacher can check the student's work in real time or at their own convenience. Students can also receive help from other students. If help is accepted other students can access another student's work and guide them as they complete the activity. In an attempt to run a paperless classroom the students will do all their work on the IPad in class or at home. Contact time with the teacher will improve and students will be more aware of their progress in the class.
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Putting Our Heads in the Cloud: 21st Century Classrooms using Google Apps
14-15/62/J
School: Sir Robert Borden JHS
Grade: 7-9
School Board: Halifax Regional School Board
Project Co-ordinator: Tiffany Clarke
Cloud based technologies are changing the way we: deliver content; engage students; organize our work; transfer & transmit information; and develop critical thinking and collaboration skills. Our students use devices to communicate, play games, create and view videos in their private lives. Shifting the focus of use from personal to educational use students will give student the opportunity to use what they already know while learning new skills. Incorporating cloud based technology tools into the classroom promotes a less competitive more collaborative style of learning – students working towards a common goal. Google Apps for Education teaches students accountability, responsibility, and productivity.
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2013-2014
iPad App Creation
13-14/02/J
School: Chester Area Middle School
Grade: 8 & 9
School Board: South Shore Regional School Board
Project Coordinator: Todd Symes
Through use of iPads, Xcode software and other apps through Apple, students will design and develop their own APPs as part of their IBL units at Chester Area Middle School. The students will be working in a small-group setting at the grade six and eight levels.
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We Interrupt This Show For a Public Service Announcement
13-14/03/J
School: Duncan MacMillan High School
Grade: 8
School Board: Halifax Regional School Board
Project Coordinator: Beth Baker
This project will see my grade 8 English classes create, and share with the school, a variety of public service announcements (PSA). In groups and as a full class, students will watch, analyze and research a number of different PSA. Next, students will learn about script writing. Once done, they will select a topic directly linked to their outcomes. The topics would include, but not be limited to, the following:
- Gambling
- Alcohol, Caffeine, Tobacco, and/or Drug use
- Oral Health
- Pregnancy
- Mental Heath
- Active Transportation
- Body Image
- Healthy Relationships
- Social Networking
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Universal Design for Learning (UDL) using iPads in Classrooms
13-14/16/J
School: St. Mary’s Bay Academy
Grade: 9
School Board: Tri-County Regional School Board
Project Coordinator: Jennifer Thibault
As digital natives, today’s youth are completely comfortable with using technology and in many cases, are more engaged when permitted to use technology in their learning. The use of iPads and mobile technology is affordable, mobile, and easily updated as new apps are developed. SMBA will introduce ipad minis into the grade 9 curriculum in a target class with diverse educational needs. Students will be instructed on basic iPad/app usage and will use iPads to access information as well as to show acquisition of knowledge for assessment purposes. The teacher will model digital citizenship while using the iPad for instruction.
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Electric Circuit Building in the Science Classroom
13-14/28/J
School: Lockview High School
Grade: 9
School Board: Halifax Regional School Board
Project Coordinator: Carla Cooper
This project is designed to give students hands on approach to simple and parallel circuits using pre-fabricated circuit kits in the science 9 classroom. However, since LHS lacks a Technology Education 9 program, this project is intended to be interdisciplinary; covering science 9 outcomes while exposing students to electro technologies.
In this unit, students frequently explore the relationships between current, potential difference, resistance, power and energy mathematically. Using the circuit kits will provide a visual to this relationship while allowing students to discover how circuits are used in simple electronics. This will provide all students with hands on learning opportunities to maximize student success in this unit. This project lends itself nicely to cover a variety of learners from simple circuits to higher level thinking/problem solving with the more complex circuits.
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English Language Arts Technology Assistance (iPads)
13-14/38/J
School: Drumlin Heights Cons. School
Grade: 7-9
School Board: Tri-County Regional School Board
Project Coordinator: Katrina Mood
Team Members: Dwayne Landry, Jennifer Samms
Teaching children to be digital citizens and about digital literacy is an important part of the 21st century. With the access to a group of iPad minis (6) I will be able to use the iPads during center instruction, workshop (reading and writing), enrichment activities, as a motivational tool, app smashing, and using audio books as well as the endless amount of apps that I continue to explore each day. I also have installed the license Reflector on my computer which allows me to project anything the children do on the iPads through the LCD wirelessly. So stories they make, or if I want an audio book to play, everything can be projected for whole class visuals.
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Interactive Mental Math with the Mimio Vote
13-14/42/J
School: Leslie Thomas Jr. High School
Grade: 7-9
School Board: Halifax Regional School Board
Project Coordinator: Jodie MacIlreith
Mental math can take any form in the math classroom; however, traditionally it has been pencil and paper for 5 minutes a day. Hence, in order to take mental math and estimation to the next level and further engage and challenge our students, we would like to introduce the MimioVote system to our math classes. This system works in conjunction with the MimioTeach and contains 32 hand-held rechargeable devices that allow students to wirelessly select multiple choice and true /false answers to mental math questions. These devices can be individually assigned to each student to track their progress meeting outcomes and recorded in a spreadsheet.
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Voices of the Drum
13-14/46/J
School: Truro Jr. High School
Grade: 7
School Board: Chignecto Central Regional School Board
Project Coordinator: Nick Fisher
Team Members: Brian Hayden, Tracy Skinner, Shelley MacLean
How does music reflect societies both past and present? To answer this question students in grade 7 will explore the cultural significance of West African drumming traditions and their connection to local musical practices. In addition to drum making and performance, students will incorporate aspects of Social Studies, ELA, FLA, Mikmaq Language Arts, Physical Education, Visual Art, Technology Education, and Textile Arts and Design to prepare an artistic presentation for community members and their fellow students.
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CNC Vinyl Cutting
13-14/49/J
School: Leslie Thomas Jr. High School
Grade: 7-9
School Board: Halifax Regional School Board
Project Coordinator: Rob MacIlreith
Our project “CNC Vinyl Cutting” is designed to give Junior High Technology Education students the opportunity to transfer text or pictures they have designed into a vinyl medium using Computer Numerical Control (CNC) Technology. The goals are to further spark students’ interest in Technology Education and its link to the fields of communications and industrial manufacturing. This enrichment equipment will provide the students the opportunity to explore the world of CNC and its applications in both the fields of Communications Technology and/or Engineering, as well as, looking at how CNC technology is applied in the industrial and manufacturing world through signage and graphic arts.
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The Use of 3D Printers in Education: Enhancing Technology, Science, Engineering, Social and Entrepreneurial Skills in ALL students
13-14/63/J
School: Bayview Community School
Grade: 7-9
School Board: South Shore Regional School Board
Project Coordinator: Ann Wentzell
Team Members: Jamie Renouf, Jim Dexter, Barbara Welsford
3D Printing is cutting-edge technology in industry today. The use of 3D printers in classrooms will expose students to modern additive manufacturing processes and aid in development of creativity, current industry based technology skills, enhancement of spatial intelligence, imagination and collaborative problem solving skills. All students can engage in and be part of design of a product, development of a process for production and marketing and creating a potentially salable products before their very eyes! With this project we will be introducing a wide variety of students, including those with disabilities on IPP's, to the 3D printer, it's design capabilities and broad based skills enhancement potential. Utilizing 3D printers will meet science, technology, engineering and math outcomes as well as building social, collaborative problem solving, entrepreneurial skills and prepare our students for the technology and skill challenges they will meet along their career paths. Two printers will allow use in different classrooms and grade levels including opportunities for IBL students to expand their technical, creativity and entrepreneurial skills.
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Mindfulness-Based Learning Community
13-14/83/J
School: Truro Jr. High
Grade: 7
School Board: Chignecto-Central Regional School Board
Project Coordinator: Michelle Gillis
I intend to use the PDAF funding to blend mindfulness-based education with the seventh-grade English language arts curriculum. Throughout the year, students will focus on units of study which include mindful optimism, listening, smelling and tasting, gratitude, kindness and compassion. Beginning with transforming the physical make-up with the classroom and extending as far as donating funds toward micro-finance opportunities in third world countries, this mindfulness-based learning approach will help create a peaceful, compassionate classroom culture, and provide students the opportunities to experience true academic engagement as well as interpersonal and intrapersonal growth.
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2012-2013
Math, Science & Technology in your backyard!
12-13/21/J
School: East Richmond Education Centre
Grade: 7-8
School Board: Strait Regional School Board
Project Coordinator: Tommy Samson
Team Members: Jason David, Paul Samson
Students in grade 7 and 8 at East Richmond Education Centre will be learning about the importance of Math and Science in production technology through the design and building of picnic tables. This project is a joint effort of the 7-8 Math, Science and Technology Education teachers at EREC. At its completion, the project will have involved approximately 60 students building 30 picnic tables and exploring 20 different outcomes in Math, Science and Technology Education. A focus will be placed on: safety in the workplace; systems of efficiencies; structural integrity; and the importance of teamwork!
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i-Carver
12-13/28/J
School: Leslie Thomas Junior High School
Grade: 9
School Board: Halifax Regional School Board
Project Coordinator: Rob MacIlreith
Our project “i-Carver” is designed to give the Junior High Technology Education students the opportunity to transfer text or pictures they have designed into a wood medium using Computer Numerical Control (CNC) Technology. The goals in this project are to further spark students’ interest in Technology Education and its link to the fields of communications, engineering and industrial manufacturing. This enrichment equipment will provide the students an opportunity to explore the world of CNC and some of its applications in both the field of Communications Technology and/or Engineering, as well as, looking at how CNC technology is applied in the industrial and manufacturing world.
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Paris Pen Pals
12-13/29/J
School: Yarmouth Consolidated Memorial High School
Grade: 9
School Board: Tri-County Regional School Board
Project Coordinator: Vanessa Gallant
The grade 9 immersion classes at YCMHS have a very exciting opportunity to learn about the French culture. They have started a correspondence with a class at Collège Jean Moulin in Chevilly-Larue, France.
The students will have the chance to ask questions to peers of a similar age to find out what life is like living in France - both as a student and an adolescent. They will also be looking at the differences and similarities between our cultures.
As they will be writing to French first language students, they will be focusing on grammar concepts practiced in class. With my previous experiences with this project, students want to ‘show off’ their French ability, and tend to focus more on their writing then with other writing assignments.
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For the Love of Reading and Writing
12-13/52/J
School: Duncan MacMillan High School
Grade: 7-8
School Board: Halifax Regional School Board
Project Coordinator: Beth Baker
I titled this project “For the Love of Reading and Writing” as it incorporates e-readers and iPads to inspire students to become engaged in reading and writing activities. The e-readers and iPads will be used for a number of different units throughout the school year, and address a number of specific needs within our school; one being our need to engage students in literacy based activities. Making reading more appealing to students, especially struggling ones, is the first step in having them meet their reading and viewing outcomes and fostering a love of learning.
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Team-Based Problem Solving in Jr. High with Mindstorm Robotics
12-13/71/J
School: George P. Vanier Jr. High School
Grade: 7-8
School Board: Halifax Regional School Board
Project Coordinator: Cheryl Walker
Team Members: Randy Hudson
Lego "Mindstorms" robotics sets allow students to build and program small robots which use various sensors to interact with their environment. Students choose which sensors to use and then design, construct and program the robot to perform specific tasks. The goals of the robotics program are to enhance Problem Solving skills, Communication skills, and skills involving Technological Competence.
The goals of our project are twofold; first to use Lego "Mindstorms" robotics to encourage team-based problem solving skills in the Science and Math classrooms and second to encourage positive teamwork experiences for students who have difficulty with social interaction.
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Duke of Edinburgh
12-13/83/J
School: Berwick and District School
Grade: 8
School Board: Annapolis Valley Regional School Board
Project Coordinator: Lysane Comeau
Team Members: Bill Walsh
Upon entering grade 8, students will begin by looking for volunteer opportunities in the community, participate in physical activity outside of phys. Ed. and look for a skill to develop. Throughout the year students will learn about environmental preservation and prepare for an adventurous journey to Kejimkujik National Park in June. Upon completion, students will submit a portfolio to the Duke of Edinburgh’s Award program to qualify for a Bronze award. Students will be invited to continue the program with younger students once they move on to high school. This will provide more leadership roles for students in the community.
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Promoting Student Engagement and Achievement through Technology
12-13/88/J
School: Gaetz Brook Jr. High
Grade: 7-9
School Board: Halifax Regional School Board
Project Coordinator: Heather Bray
Team Members: Angela Carruthers, Chantelle Doucette, Caroline Morin-LeClerc, Jayne Breton
"Gaetz Brook Junior High is implementing flexible grouping for students in mathematics. Our math team has tried many different techniques for engaging students in mathematics such as making connections to real-life experiences, hands-on learning, math club, many, many extra help sessions, working in small groups, math buddies and much more. As part of this project are going to use technology to assist in math learning. We will use Mimio boards to present interactive lessons and students will use Mimio Technology to solve problems, use applications, play games and interact with the teacher and other students."
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It’s A Social Media World!
12-13/92/J
School: Park West School
Grade: 9
School Board: Halifax Regional School Board
Project Coordinator: Lorna Bennett
Team Members: Tara Peach, Lynn Hayes, Sheliah Tulloch
Bullying can affect many aspects of a person's life, including their psychological, emotional and physical well being. Cyber bullying through social media sites and networking can be very damaging to adolescents and teens. Many alleged victims of cyber-bullying are wilfully engaging in conversations and photos that ultimately lead to their own downfall. In this project, students will engage in conversations, create mock social media sites from book club novels and through role play of fictional characters, teacher created scenarios and guest speakers, real life issues will be addressed touching upon cyber-bullying, anxiety and depression. Once finished, a cumulative task of creating a public service announcement around the implications of social media in a teenager’s life may be created to present to the school. Through these activities students will make connections to events that occur in their daily lives and eventually see repercussions and consequences for their own actions. This project will focus on critical thinking as well as critical literacy in a meaningful real life situation.
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iPads Used to Support a Differentiated Math Classroom
12-13/93/J
School: Herring Cove Jr. High
Grade: 9
School Board: Halifax Regional School Board
Project Coordinator: Belinda Maier
This project aims to create differentiated units in Grade 9 Math that allow all students to receive the appropriate level of challenge in the math classroom. Students will be working in groups through differentiated learning activities, supported by video lessons created by the teacher on an iPad app called “Show Me”. These videos will review pre-requisite skills, introduce new concepts, or guide students through discovery activities. Groups will work through the lessons together and through the practice material individually. The teacher, acting as a learning facilitator, will circulate throughout the class, conferencing with students, completing ongoing formative assessment, and encouraging group collaboration.
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Panther Pride Starts Here
12-13/96/J
School: Truro Jr. High
Grade: 6-9
School Board: Chignecto Central Regional School Board
Project Coordinator: Susan Gaudet/Kelly Hume
Team Members: Donna Spacek, Derrick Perigo, Serena Lewis
Panther Pride Starts Here will provide a program of support for students who need opportunities for confidence building through skills development.
This integrated middle school program of inquiry based learning will provide opportunities for students to participate in modules that include entrepreneurial, social, business and problem solving skills to address positive behavior change and improve school attendance. Participation in the modules will be based on individual needs such as academic, social, economic and cultural. Students will be involved in leadership roles through service in the school and community allowing for academic and social success. Student success will lead to increased pride and sense of belonging at Truro Junior High School.
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2011-2012
ePearl: Electronic Portfolio Encouraging Active Reflection Learning
11-12/04/J
School: Fairview Jr. High School
Grade: 8
School Board: Halifax Regional School Board
Project Coordinator: Lawrence Rigby
Team Members: Mario Eleftheros, Sandy MacDougall, John Moshett
The goal of this PDAF project is to use electronic portfolios to increase student engagement through the use of the technology. The ePEARL (Electronic Portfolio Encouraging Active Reflection Learning) system will give the students of Fairview Junior High school the opportunity to build electronic portfolios that encourage active learning, self-regulation and reflection.
Student’s individual ePEARL portfolios will be created and developed as a part of the Junior High Healthy Living Course but students will be expected to populate the portfolio with artifacts and reflections from each of their other subject areas. Students will also be encouraged to include artifacts from their personal life that demonstrates personal growth outside their academic development.
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Student Success – Putting All Students First
11-12/16/J
School: Coldbrook & District School
Grade: 7
School Board: Annapolis Valley Regional School Board
Project Coordinator: Jan Routledge
Teaching in the 21st century not only involves the teacher using technology to engage, enhance and differentiate learning but students need it at their finger tips. We have come a long way in recent years by using technology as a teaching tool but we have failed to provide students with special needs this aid to learning. By purchasing several iPads for my classroom, I will reach more learners, improve student achievement, and close the gap in learning. I will better meet their needs by motivating learning, fostering independence, and simplifying communication.
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Hebbville Grade 9 Academy
11-12/03/J
School: Hebbville Academy
Grade: 9
School Board: South Shore Regional School Board
Project Coordinator: Jamie Renouf
Team Members: Mena Evans, Tanya Daniels, Kate Hyslop
Recently, Hebbville Academy was asked to participate in an initiative to address the diverse and changing needs of grade nine students. We propose to invite grade nine students to participate in several innovative interdisciplinary units. Three periods (40 minutes each) after lunch three times per cycle (6 day cycle) will be dedicated to four concurrent four and a half week units that will integrate technology, experiential learning, collaborative problem solving, and critical thinking. Coupled with our existing computer lab and two portable lap-top carts, we are requesting the support in purchasing 10 Netbook computers. Technology must play an integral role by giving students access to the information, collaborative learning environment, and publishing technologies that portable computers will afford them. Through project-based, collaborative learning, we hope to address the roughly 65% of middle school students in Nova Scotia who feel disengaged at school and the approximately 64% who feel their existing learning is not relevant to their lives.
Goals:
- To improve the relevancy of our students’ learning opportunities
- To improve our students’ feeling of engagement with school
- To engage our students in project-based, self-directed learning
- To improve our students’ knowledge of crucial 21st Century skills
An evolution in education is necessary to meet the needs of a new generation of digital natives. We must engage in innovative teaching practices to give our students the 21st Century skills that they will need to be successful in the information age.
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What’s the Message?
11-12/24/J
School: Astral Drive Jr. High
Grade: 9
School Board: Halifax Regional School Board
Project Coordinator: Jim Zelios
As stated by the Department of Education, “The 2010-2011 school year will see the fifth administration of the Junior High Literacy Assessment, the purpose of which is to monitor the progress of individual students in meeting a representative number of reading and viewing and writing outcomes of the Atlantic Canada English Language Arts Curriculum.”
The concept for my project is for students to increase their technological ability along with literacy and problem solving skills with various software programs including Audacity, and Windows Movie Maker.
Once students have completed mini-units on how to use the software, they will start their message by brainstorming and writing an imagery piece that will form the base line for their end product, ‘Message Video’. Students will then create a storyboard which will align their written work with their imagery. During Technology Education, students will create their video using Windows Movie Maker in combination with Audacity. Students will have a number of options on how to proceed with their end product; one being students will take still frames of objects on backgrounds and import these frames in Windows Movie Maker. They will then add voice and sound effects/music using Audacity to complete their feature film.
The purpose of this digital video unit is to present students with an opportunity to demonstrate learning that occurs in their school subjects. Students will work cooperatively with a small group of peers to create their short video. In this case, students will work on an interdisciplinary unit within the Language Arts and Technology Education framework. The hope is by having students working hands-on, creating their own works of art with instructional tools and materials (using video production and editing equipment and software) the students will feel empowered and thus be motivated to learn and share their learning.
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Meeting the Language Acquisition Needs of the EAL Learner
11-12/42/J
School: St. Agnes Jr. High School
Grade: 7-9
School Board: Halifax Regional School Board
Project Coordinator: Renée Hynes
Team Members: Steve Coutts, Diana Aleksis, Leanne Fournier
With the approval of our PDAF grant proposal, St. Agnes Junior High is excited to implement a creative project to help meet the language acquisition needs of our students while helping them achieve curriculum outcomes and participate in the social dynamics within the classroom setting.
Our PDAF project will enable us to integrate educational technology into our content rich lessons and provide multisensory access to that content while facilitating comprehension and allowing EALs to participate more effectively in academic discourse.
In addition, using multimedia apps to deliver content enhances traditional methods of delivery that are largely text-based. This project opens up the door to critical thinking by lowering the language barrier and channeling the instructional focus to academic content.
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Lights, Camera, Inquiry
11-12/51/J
School: Sir Robert Borden Jr. High School
Grade: 7-9
School Board: Halifax Regional School Board
Project Coordinator: Tiffany Clarke
Team Members: Tina Buott
The Lights, Camera, Inquiry project creates opportunities for students interested in exploring the area of multimedia as a means of visual communication. The PDAF grant will provide our students access to professional software and equipment that will enable them to experiment with film production, animation and broadcasting.
One avenue of exploration is a multimedia assignment. Students will create a six-word phrase representing either: who they are right now; their future goal; or advice for future Sir. Robert Borden students. Students will bring their words to life by creating a visual representation of their phrase.
Subject area teachers will be encouraged to incorporate multimedia project options. Our hope is that students will seek out and borrow the equipment for creating multimedia presentations.
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Les pouces verts en l’air
11-12/57/J
School: Centre scolaire de la Rive-Sud
Grade: 7-9
School Board: Conseil scolaire acadien provincial
Project Coordinator: Gisèle Boudreau
Valorisant le développement agricole et rapprochant les liens communautaires avec les élèves, Les pouces verts en l'air! contribuera à l'apprentissage d'être un citoyen vert. Ce projet souligne l'importance de planter des légumes et des herbes par nos propres mains ainsi qu'expérimenter culinairement avec la fraîcheur des produits locaux et organiques. De génération en génération, nos ancêtres connaissaient très bien les aliments qu'ils mangeaient; pendant ces temps modernes, on réalise que c'est le temps à prendre conscience de notre rôle intégral pour continuer les traditions d'agriculture. Mettant l'accent sur l'initiative, ce projet sèmera chez tous une appréciation du passé et une réflexion pour l'avenir.
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Language acquisition through interactive text
11-12/64/J
School: Bridgetown Region High School
Grade: 6-9
School Board: Annapolis Valley Regional School Board
Project Coordinator: Amanda Connell
Team Members: Dr. Meredith Burton, Glen Melanson
The main goal of our project is to allow students to use 21st century technologies (flash drives, e-books, MP3 players, digital text) for French language acquisition, as they do for their mother tongue.
This program will be implemented in class through literature circles, guided reading, independent reading, and small group reading. The audio capacities will allow our students to hear different French accents and dialects. The PDAF materials will add opportunities to differentiate for learners’ needs with culture and diversity-rich reading options.
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Homage to “The Kneeling African”
11-12/77/J
School: Madeline Symonds Middle School
Grade: 6-9
School Board: Halifax Regional School Board
Project Coordinator: Mary Beth Osburn
Team Members: Dina Burtt, Cathy Munroe, Mary Hill, Karen Muhaney, Leeann Carter, Ellen Phillips, Stephen Hare
Students from Grade 6 - 9 will be manufacturing and designing their own buttons (1 ½” & 2 ¼” in size) using: their own design ideas, as part of PDR, Science, Math, Language Arts, Physical Education and much more!
This desire to be heard is not particular to contemporary students - the button making phenomenon started back in 1787 with Josiah Wedgewood of the Wedgewood pottery dynasty who ordered the production of "The kneeling African" depicting a slave in chains and uses the slogan "Am I not a man and a brother?" to promote the British anti-slavery movement. This early button is believed to be the first use of a slogan and a forerunner of today's political buttons.
Buttons are a messaging tool between one people. Buttons communicate information and make commentary on issues. Those who have access to button making equipment really have access to their "own printing press"! From a visual arts point of view, the button is like a small canvas for the ordinary person to express themselves. The button may be small in stature - but is can be used as a powerful tool for the oppressed or as a quiet form of passive resistance or proud support. Students love the notion of manufacturing their ideas and having their voice heard.
Button making has a rich and fascinating history - and its beauty lies in its simplicity. Button making is a tactile experience - it is perfect for the kinesthetic learner...it is all things to all people, and has been for centuries. It is the perfect vehicle for communication in a Junior High school setting such as Madeline Symonds Middle school.
Power to the button!
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Poetry Alive
11-12/80/J
School: Cunard Jr. High
Grade: 7-9
School Board: Halifax Regional School Board
Project Coordinator: James Curry
Team Members: Justin Hickey, Rob Crawley
Poetry Alive involves moving poetry into the 21st century. With the use of new and innovative software, students will be challenged to bring their poetry to life using both audio and visual means. Using portable and wireless ‘Netbook’ technology, students will be able to present their ideas by accessing the latest in media software while at the same time developing essential presentation skills. This project also allows students to create and share their poetic creations while learning to strengthen their writing and expressive skills. Poetry then becomes “alive” for students in a way that is not only current but also relevant in today’s computer age.
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I-Pads Enhancing the Physical Education Curriculum
11-12/83/J
School: Cunard Jr. High School
Grade: 7-9
School Board: Halifax Regional School Board
Project Coordinator: Mary Lou Buckle
The project is integrating the use of I-Pads into the Physical Education curriculum by using them to:
- video skill acquisition and give formative feedback
- to look up dances, learn them in small groups, video them and then present them to the class
- to use White Board - the drawing application to illustrate movement or game strategies
- to use them as stations for fitness to demonstrate the movement required (i.e. squats, lunges, bicycle crunches, etc.)
- to use them as music players to perform gymnastic routines
- to video the gymnastic routines, to use them as an aid for correction and improvement
- to present new skill using You Tube to demonstrate
- to use them as project tools to look up information on the internet
- Professional Development using face Time with other Physical Education Teachers
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2010-2011
Les forms à 3D
10-11/01/E J
School: École Jean Marie-Gay
Grade: 7
School Board: acadien provincial (CSAP)
Project Coordinator: Monette Boudreau
Ce projet a pour but d’aider les élèves de construire des objets 3D.
Ce projet va développer le processus de visualisation et de résolution de problème en travaillant avec l’outil information innovateur intitulé “Mathématiques : forme et espace”. Cet outil est un CD conçu pour le tableau blanc interactif pour le matériel de manipulation, les polydrons. Les élèves seront capables de manipuler et construire des polydrons en utilisant ce CD.
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The Social Communication Challenge
School: Five Bridges Jr. High
Grades: 7-9
School Board: Halifax Regional School Board
Project Coordinator: Theresa Jennings
Team Members: Joanne Faryniuk, Sue Hannem
Students with Autism Spectrum Disorder, as well as others who have significant social and communication difficulties, require direct support and coaching on appropriate social interactions. This PDAF grant will provide funding to develop and implement a social communication skills program at Five Bridges Junior High.
The funding will be used in two main ways:to develop a structured program within the school to foster positive personal development, and to provide new, co-operative activities with opportunities to coach students on how to make productive use of social free time.
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Digital Sounds and Images
School: E.B. Chandler Jr. High School
Grade: 7-8
School Board: Chignecto-Central Regional School Board
Project Coordinator: Ken MacKenzie
Team Members: Laura Wilson, Kathleen Jennings, Sandra Huntley
Four teachers at E.B. Chandler, (Laura Wilson, Music, Sandra Huntley, Art/ELA, Kathleen Jennings, Science/Technology, Ken MacKenzie, PST/AT) with the help of a NSTU PDAF grant have developed a new initiative at E.B. Chandler Junior High School in Amherst:Digital Sounds and Images.Sound recording and production, music and electro acoustic composition, studio design, video production and computing, visual imaging are just some of the exciting new topics that will be introduced. There are rooms available to allow us an opportunity to supervise and challenge interested students from our grade 7 and 8 classes. Before school, at noon and after school there will be a program where those interested will be able to challenge their multimedia creativity by being exposed to equipment and programs that otherwise would never be available until much later in their education.
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Developing Musical Skills Through Composition
Grade: 7-9
School: New Glasgow Jr. High
School Board: Chignecto-Central Regional School Board
Project Coordinator: Laura Bowman
The project Developing Musical Skills Through Composition aims to augment the new Music 8 curriculum through regular classroom use of Orff instruments.
Through the Music 8 curriculum, students learn to compose, notate and perform their own music, selecting the form, expression, and notation that best express their musical intent.
To fully realize the possibilities in this program, each student will have access to Orff instruments, which can produce pentatonic and diatonic scales, are easy and non-intimidating to play, and are varied in pitch and timbre. Such instruments create opportunities for students to easily experiment with melody, create varied textures, and perform without embarrassment or frustration in the use of their instrument. With each student being able to work with an instrument during each class, musical concepts will be continuously put into practice.
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Destination ImagiNation - An Enrichment Program for Exceptional Learners
10-11/42/J
School: Eric Graves Memorial Jr. High
Grade: 7-8
School Board: Halifax Regional School Board
Project Coordinator: Bhreagh MacDonald
Destination ImagiNation is an educational program in which student teams solve open-ended Challenges and present their solutions at Tournaments. Teams are tested to think on their feet, work together and devise original solutions that satisfy the requirements of the Challenges. Participants gain more than just basic knowledge and skills - they learn to unleash their imaginations and take unique approaches to problem solving.
By introducing this program, our goal is to focus on meeting the needs of exceptional learners and those students with high academic achievement by providing them the opportunity of enrichment programming to supplement, extend, and build on curriculum outcomes.
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Engaging Students in Music Using Cutting Edge Portable Digital Technology
10-11/41/J
School: South Queens Jr. High
Grade: 7-9
School Board: South Shore Regional School Board
Project Coordinator: Warren Dobson
Team Members: Theresa Webb, Barbara Welsford, Barbara Cochrane
The goal of this project is to enhance access to musical skill development through participation in an iPad Band. Previously, some students with disabilities have had difficulties accessing and utilizing various instruments. Musical instrument ?apps? allow users of the iPad to perform music in a variety of orchestral instrument styles. The South Queens iPad Band project will offer students opportunities to develop and enhance self-esteem and social skills while learning new technology and engaging in fun and exciting curriculum-based activities.
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2009-2010
Bringing Drama to Malcolm Munroe Jr. High
09-10/16/J
School: Malcolm Munroe Memorial Jr. High
Grade: 7-9
School Board: Cape Breton-Victoria Regional School Board
Project Coordinator: Penny Steele
Team Members: Delynn Reid
This exciting development of a drama program at Malcolm Munroe Jr. High will be a wonderful addition to the school giving young people one more outlet for their incredible artistic talents. Watching the development of community, self confidence, loyalty, dedication and personal skills in a project that encompasses all three grade levels is both wonderful and fulfilling.
The first major presentation will be Into the Woods Jr., a musical with challenging singing and acting parts. Students will benefit from extensive singing and acting lessons as well as learning the many faucets of a production from costumes to lighting and publicity. Over thirty students are involved in the project to be performed December 4-6, 2009. This grant money will be used to assist in the mounting of the production and as seed money for future productions.
In further developing the Drama Program monies will be set aside specifically for the purchase of scripts and books to enable the development of a regular drama program at the school that will exist outside of production times.
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Green Screen and Post Production: Where the Magic Happens!
09-10/37/J
School: Leslie Thomas Jr. High
Grade: 7-9
School Board: Halifax Regional School Board
Project Coordinator: Rob MacIlreith
Our Project “Green Screen and Post-Production: Where the Magic Happens!” is designed to give our Junior High Communications Technology students the opportunity to create digital photography and video and enhance them during post production. This project will provide the hands-on experience of creating some simple special effects using green screen technology in a variety of media. Students will gain a new sense of completion and satisfaction by being able to take their project “to the next level”, using tools and technology that are not commonly available in everyday life.
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Le veto: santé, connaissances, plaisir et mode de vie
09-10/42/J
School: NDA School
Grade: 7-8
School Board: CSAP Regional School Board
Project Coordinator: Perry Muise
Team Members: Michel Aucoin
Les recherches démontrent que le manque d’exercice est un, des principaux facteurs de risque pour l’obésité. Or, nous savons que, les études terminées, beaucoup de jeunes abandonnent l’activité physique. Un des buts de notre projet est donc d’influencer nos élèves pour qu’ils adoptent le vélo comme mode de transport et de plaisir pour toute la vie. De plus, les sentiers de vélo les feront pénétrer au c’ur de la forêt où ils apprendront à connaître, respecter et aimer la nature sauvage. Le vélo leur donnera également accès à des sentiers historiques où ils prendront connaissance de l’histoire des Acadiens de la région. Enfin, le plaisir et la camaraderie qu’ils vivront au hasard des sorties de vélo (jeux Géo-cache et autres) risquent d’avoir un effet positif sur leur vie sociale et leur estime de soi. Nos objectifs constituent ainsi un enrichissement du programme des écoles publiques de la Nouvelle-Écosse qui vise le maintient d’un esprit sain dans un corps sain.
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2008-2009
Active Learning Room
08-09/05/J
School: E.B. Chandler Jr. High
School Board: Halifax Regional School Board
Project Coordinator: Ken MacKenzie
Team Members: Jane Wood, Candice Murphy, Adrien Amirault
Thanks to a PDAF grant from the Nova Scotia Teachers Union, EB Chandler Junior High School in Amherst will be making many changes to their Learning Centre. These changes will enhance the traditional Learning Centre environment by taking the school library (which has become an early morning and noon hour unsupervised drop in centre used primarily for socializing) and transform it into a multipurpose Learning Centre.
This area would now provide many new activities before school, at noon hour and during the school day, all under teacher support and supervision. With the help of the PDAF grant providing funds for many new and exciting materials (math, science, reading, thinking, etc.) students would now have the opportunity for productive use of both social free time and Learning Centre time helping to develop positive changes to attitudes and learning processes.
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Improving Math Literacy at the Middle Level
08-09/16/J
School: West Hants Middle School
School Board: Annapolis Valley Regional School Board
Project Coordinator: Ian Campbell
Team Members: Mack Tye, Glen Farley, Val Ross
West Hants Middle School has set a SMART goal that focuses on improving instruction, being consistent between and among grade levels and differentiated instruction. This project focuses on achieving that goal and more specifically, improving math literacy across all three grade levels, 7-9. All math teachers will be provided with the necessary hardware for using Accelerated Math, math management software designed by Renaissance Learning. This software will allow teachers to focus on individual student needs while tracking progress and giving each student immediate feedback on their learning. West Hants Middle School hopes that this software will provide a more differentiated approach to student instruction while also providing the means to track outcome achievement on an individual basis.
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The Senteo Interactive Response System
08-09/21/J
School: Harold T. Barrett Jr. High
School Board: Halifax Regional School Board
Project Coordinator: Thomas Hobbs
For my PDAF project, I have been approved funding for a Senteo Interactive Response System and a SMART board. With this system in place in the classroom, I will be able to create quizzes and tests based on curriculum outcomes and display them using the LCD projector. The students will then key in the answers with a remote and their responses will be tallied and displayed on their screen. This occurs immediately and each student will automatically see how well they know a specific topic.
This system will allow constant questioning and feedback which will keep the students engaged and focused on the material being introduced in class. The data will then be used to provide feedback to students and to adjust my teaching according to identified needs.
I will use this tool as a means of both summative and formative assessment. The use of the Senteos and SMART board will be an ongoing part of assessment and evaluation during the school year. I will not only use it at the end of units or topics, but also during the learning process to make sure students are on the right track and engaged in the classroom.
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Virtual Tour du Monde
08-09/06/J
School: Pugwash District High
School Board: Chignecto Central Regional School Board
Project Coordinator: Misty Martell-Ferdinand
Team Members: Ben Robichaud, Terry Ryan, Louise Cloutier, Eppy MacDonald
A new and exciting teaching approach is being implemented this year in the Junior High Core French Program at Pugwash District High School. Grades will be combined and a project based approach will be used to deliver curriculum.
The French Lab will serve as a unique location for students to learn through a project based thematic approach. Students will prepare projects to fit into the 4 cultural themes connecting strands such as history, literature, art, dance, music, cuisine, games drama, tourism, language, economy, and traditional dress in the French culture.
Students will appreciate guest speakers, presentation, music groups and theatre productions in or about French language and culture. Students will promote awareness in the school and community by way of cafes, plays, concerts and connecting with the elementary school. Students will have the unique experience of "living the culture".
The goals for the project are: to create meaningful and relevant learning activities for students in grades 7 to 9; to integrate meaningful communication and cultural components to the Anglophone population; to provide hands on, project and resource based learning opportunities and authentic assessment; to integrate Technology, Art, Music, Family Studies, Physical Education and Social Studies; to have students immersed, involved, and aware of cultural learning experiences; to promote life long learning and encourage students to continue appreciating a second language; to help students develop language and communication skills that they will need to complete hands-on, inquiry-based, collaborative projects involving higher order thinking skills; to have students develop important analytical skills that will help them become productive, successful citizens who know how to ask questions, solve problems, communicate effectively and improve themselves about the local and global issues that affect their lives.
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Engaging a wide variety of Differentiated Learners with hands-on technology
08-09/54/J
School: Hebbville Academy
School Board: South Shore Regional School Board
Project Coordinator: Andrea Conrad
Team Members: Barb Welsford, Jamie Renouf, Steve Johnson
Students, teachers and PSA staff will be introduced to the Smartboard and taught how to use the technology to support differentiated learners. Training sessions will begin upon installation of the technology in September. Throughout the year, students who are on individualized program plans will complete classroom projects using technology in the areas of video production and slide shows along with incorporating the Smartboard into presentations. Also, new computer programs to support language arts and mathematics will be introduced to classroom teachers, hopefully giving them more tools to further the classroom goal to be "only as special as necessary" for students on individual programs.
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