Fishing Project
Students will research facts mostly in English and then work on getting the information into their own words in French. We have four books in class with the information in French where they can go for key vocabulary words and facts: Nos origines (Grade 4 text book), Le cedre et la mer (groups all have photocopied pages), Les haida and Les salish.
The students choose which First Nations band to represent:
We already know that the fish was used as a source of food. We want to know what tools they used to catch them, what the tools were made of, which parts of the fish were used for other purposes, and at what time of the year fish were caught. In other words, we need interesting details. Information must include how these people fished 150 years ago but may include present-day fishing technology.
Most students are working in groups, and a few are doing their own work. Students may choose a poster format (max 2 downloaded images or photos), a power point presentation, a painting, a diorama (shoe box or cookie sheet model), another kind of model or representation of fishing tools used by the First Nations. The format is open, however, it must be accompanied by an oral presentation in French. This presentation does not need to be memorized. Students can read from paper or from cards. Models and posters need to be neatly presented with clear title (all capital letters 5cm tall), name of student, no more than 2 printed photos, but up to 6 personal drawings, and facts clearly printed by hand or computer.
Students must present 7 – 10 interesting facts including descriptive detail.
Expectations:
Approaching expectations Student unclear about meaning of words used in presentation or using English words. Unclear pronunciation or not able to be heard by audience. Student not taking the presentation seriously. Less than required number of interesting facts or facts directly copied from a book or website.
Meeting expectations Student understands all the words in the presentation. Little or no English used. Student speaks clearly and loud enough for the audience to hear. The student has researched the topic and has found 7+ interesting facts. The more interesting facts presented with some detail and understanding, the better the assessment of the project. If you do the minimum work, you will get the comment “minimally meeting expectations”, while if you gather lots of facts and images, you will be “fully meeting expectations”. The model or poster or power point is neat and information clearly presented for all to understand.
Exemplary The student presents the topic without reading notes. The student has rehearsed the presentation and chosen words that everyone can understand or else the meaning is explained to the audience. The student speaks clearly, and not too fast or too slow. There is no English used in the presentation. The many facts are interesting and presented in a logical manner (first, second, third if there is a certain order needed).
We have supplies in the classroom for the models such as: Plasticene, Popsicle sticks, raffia, leather. Students can gather sticks and bark found outside, and find other materials around the home to use as well. Yes you can use a hot glue gun, but try wrapping with string as the First Nations did.
Timeline:
November 23- 30 – find 2 good books with information and write down 10 notes about fishing techniques on note paper provided. Find at least 1 good photo. Draw at least 1 good sized image of a fishing tool.
December 1-5 – look up facts on the internet. Sites will be recommended.
December 6-9 – finish up projects, models, drawings and practice presentations
December 12-16 – presentations (times to be advised so parents may attend).
*Dear Parents: This project may be extended into January due to the Christmas Concert schedule.
The students choose which First Nations band to represent:
- Coast Salish
- Haida
- Nuu-chah-nulth
- Other coastal band like the Sto:lo
We already know that the fish was used as a source of food. We want to know what tools they used to catch them, what the tools were made of, which parts of the fish were used for other purposes, and at what time of the year fish were caught. In other words, we need interesting details. Information must include how these people fished 150 years ago but may include present-day fishing technology.
Most students are working in groups, and a few are doing their own work. Students may choose a poster format (max 2 downloaded images or photos), a power point presentation, a painting, a diorama (shoe box or cookie sheet model), another kind of model or representation of fishing tools used by the First Nations. The format is open, however, it must be accompanied by an oral presentation in French. This presentation does not need to be memorized. Students can read from paper or from cards. Models and posters need to be neatly presented with clear title (all capital letters 5cm tall), name of student, no more than 2 printed photos, but up to 6 personal drawings, and facts clearly printed by hand or computer.
Students must present 7 – 10 interesting facts including descriptive detail.
Expectations:
Approaching expectations Student unclear about meaning of words used in presentation or using English words. Unclear pronunciation or not able to be heard by audience. Student not taking the presentation seriously. Less than required number of interesting facts or facts directly copied from a book or website.
Meeting expectations Student understands all the words in the presentation. Little or no English used. Student speaks clearly and loud enough for the audience to hear. The student has researched the topic and has found 7+ interesting facts. The more interesting facts presented with some detail and understanding, the better the assessment of the project. If you do the minimum work, you will get the comment “minimally meeting expectations”, while if you gather lots of facts and images, you will be “fully meeting expectations”. The model or poster or power point is neat and information clearly presented for all to understand.
Exemplary The student presents the topic without reading notes. The student has rehearsed the presentation and chosen words that everyone can understand or else the meaning is explained to the audience. The student speaks clearly, and not too fast or too slow. There is no English used in the presentation. The many facts are interesting and presented in a logical manner (first, second, third if there is a certain order needed).
We have supplies in the classroom for the models such as: Plasticene, Popsicle sticks, raffia, leather. Students can gather sticks and bark found outside, and find other materials around the home to use as well. Yes you can use a hot glue gun, but try wrapping with string as the First Nations did.
Timeline:
November 23- 30 – find 2 good books with information and write down 10 notes about fishing techniques on note paper provided. Find at least 1 good photo. Draw at least 1 good sized image of a fishing tool.
December 1-5 – look up facts on the internet. Sites will be recommended.
December 6-9 – finish up projects, models, drawings and practice presentations
December 12-16 – presentations (times to be advised so parents may attend).
*Dear Parents: This project may be extended into January due to the Christmas Concert schedule.