Sciences - l'heure de génie


 Big idea:
• Demonstrate a sustained curiosity about a scientific topic or problem of personal interest.
• Démontrer une curiosité soutenue pour un sujet scientifique ou un problème d’intérêt personnel.
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​Learning intentions: 
This Genius Hour Science Project will culminate in a Science Fair open house in mid-March. The premise of this project is the exploration of inquiry learning. Projects will be related to students’ interests and the curriculum. Hence, students will choose their own projects and be given the freedom to pursue their learning goals. One aspect of this project is for students to find a real-world problem and then suggest a solution. We will be evaluating using the Critical-Thinking Rubric and the Science Process Rubric.

Click HERE for the CRITICAL THINKING RUBRIC
Click HERE for the SCIENTIFIC PROCESS RUBRIC 

HOW WILL STUDENTS BE ASSESSED: 

ONGOING ASSESSMENT:
• Student reflections: 
  • What is the project about?
  • What have you learned so far? 
  • What is hard?
  • How will you overcome the difficultly?
  • What will start with next time? 
• Periodic self-assessments of:
  • Critical Thinking Rubric 
  • Scientific Process Rubric

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SUMMATIVE ASSESSMENT: 
• During presentations of learning, students will explain the following: 
- What is this project about, what you learned, what was hard, and how you overcame your challenges.
• Students will use both the Critical-Thinking and Science Process Rubrics to self-evaluate
• Teachers will use these same rubrics to evaluate student learning and critical thinking abilities.
CRITERIA:
All projects will be presented as follows:
  • a 3-panel display board that includes topic, question, name, information and any data, graphs, discussion, diagrams
  • a model or experiment
  • the option to add some sort of video further explaining your learning
  • an explanation of a real-world problem related to your topic and your suggestions for solutions 

Step 1: ​Student select topics and questions

Student's topics and inquiry questions come from BC's curriculum (Grade 5, 6 & 7) 

​​​Click here for other POSSIBLE TOPICS and QUESTIONS ​​​

STEP 2: Write a project proposal 

Step 3: What should your presentation look like ?
here are some examples: 

You will need to include the following: 
(Green needs to be written in French and English) 
1) Titre /Title
2) La question / Question
3) Mes prédictions / My predictions
4) La discussion / Discussion (data, explanations, results, observations etc) 
5) Connexion avec le monde / Real-world connections (problems or examples)
6) La conclusion / Conclusion
7) Les sources / Sources 

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STEP 4: MIni guided lessons 

Here students will learn about how to research, gather information, note taking strategies, what is the scientific process and how to edit their work using Bon Patron.   
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Lesson 1: Practicing Editing with Bon Patron
Picture
Corrige les erreurs: 

1) J'aime manger des bananes

2)  Mélanie va à la bibliothéc chaque lundi. 

3) tu adores jouer au hockey. 

4) La chat est noire et blanche.

5) Les fille et les garçon ont peur des fantôme.
CORRIGE les erreurs:
Put the following paragraph into Bon Patron and correct all the errors.
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La gateau 
Sur samedi, Mélanie passe le journé avec son grand-mère. Elle aime passé du temp avec son grand-maman. Elles font toujour une activité spécial. 
 
Aujourd’hui, elles vont preparé une gateau. Une gateau au chocolat avec un glacage rose! C’est le préféré de Mélanie. 
 
Grand-maman alume le four. Ensuite, Mélanie et son grand-mère assemble les ingredient. Grand-maman sort la farine et Mélanie prend le sucre. Elles vont ensuite cherché le lait dans le réfrigérateur. 
 
Grand-maman mesure les ingredient, mais c’est Mélanie qui casse les oeuf. Elle ajoute ausi le lait et le cacao, puis elle mélange bien. Grand-maman verse le mélange dan un moulé et le met dans le four. 
 
Maintnant, il faut atendre. C’est le plus difficil. 

STEP 5 - find important vocabulary related to your topic and translate in French   

Step 6 - Gather information (facts), analyze it and write it in your own words (communicating findings) 

STEP 5 :  PREDICTIONS, PLANNING, EVALUATING and citing sources 
TIMELINE for this project: 
Work on 3 panel board:
• TBA
Practice for presentations
• Thursday, March 7
Presentations of learning: 
• Tuesday, March 12 from 1:35 to 2:25 pm