Projects

__Joanna LJoanna LGroup 1 Goal:__
**To examine the local, indigenous, and global interactions and interdependence of individuals, societies, cultures and nations. ** **4:00 - 4:35**
 * First Name Last Initial || Grade Level || Outcome (Exact working if known or wording as checked with Marnie if Gr. 2 - 4 ||
 * Raquel F. || 1 || IN 1.1 Investigate the traditions, celebrations, and stories of members in the classroom and community, including First Nations, Metis, and Inuit people. ||
 * Gina B. || 1 || IN 1.2 Examine cultural diversity in the family and school, including exploration of how people are similar and how they are different. ||
 * Kelsey S. || 1 || IN 1.3 Assess ways in which relationships help to meet basic human needs. ||
 * Vanessa H. || 1 || DR 1.3 Demonstrate awareness of interdependence of living things with the natural environment. ||
 * Stacey L. || 1 || IN 1.1 Investigate the traditions, celebrations, and stories of members in the classroom and community, including First Nations, Metis and Inuit people. ||
 * [|Tiffany C.] || 1 || IN 1.2 Examine cultural diversity in the family and school, including exploration of how people are similar and how they are different. ||
 * Jen O. || 5 || IN5.1: Develop an understanding of Aboriginal Heritage of Canada ||

__Group 2 Goal:__
**4:40 - 5:10**
 * To analyze the dynamic relationships of people with land, environments, events, and ideas as they have affected the past, shape the present, and influence the future . **
 * **First Name** **Last Initial** || **Grade Level** || **Outcome (Exact working if known or wording as checked with Marnie if Gr. 2 - 4** ||
 * Lisa M. || 1 || DR1.1 - Investigate and examine stories of the recent or distant past that can help to understand the present, and the student's place in their family and the world. ||
 * Bethann H. || 1 || DR1.2 - Compare kinship, families of the past with family of the present, including First Nations Metis and Inuit families, with respect to change, diversity, worldviews. Illustrate that change is natural, that worldviews evolve, and that diversity is valued. ||
 * Kari K. || 1 || DR1.4 - Identify globes and maps as representations of the surface of the Earth, and distinguish land and water masses on globes and maps. ||
 * Stacy D. || 1 || DR1.5- Identify and represent the orientation in space and time of significant places and events in the community. ||
 * Amy Sc. || 5 || DR 5.2- Assess the impact of the environment on the lives of Canadians. ||
 * Danielle D. || 5 || DR 5.1 - Analyse the historical and contemporary relationship of people to land in Canada. ||
 * Amy St. || 5 || DR 5.3 - Identify the European influence on Canadian society. ||

__Group 3 Goal:__
**5:25 - 5:45** federal government ||
 * To investigate the processes and structures of power and authority, and the implications for individuals, communities, and nations.**
 * First Name Last Initial || Grade Level || Outcome (Exact working if known or wording as checked with Marnie if Gr. 2 - 4 ||
 * Daniella T. || 5 || PA 5.3 Develop an understanding of the nature of the treaty relationship with Canada's
 * Brittney B. || 1 || PA 1.1 Examine actions and practices in the family, classroom and on the playground that support peace and harmony, including rules and decision -making processes. ||
 * Carrie S. || 5 || PA5.3 Develop an understanding of the nature of the treaty relationship with Canada's federal government. ||
 * Sara H || 1 || PA1.2 Examine the causes of disharmony resulting in conflict and ways of returning to harmony after conflict. ||

__Group 4 Goal:__
**5:50 - 6:20** **6:25** - Complete learning logs and peer evaluation on two presentations
 * To examine various worldviews about the use and distribution of resources and wealth in relation to the needs of individuals, communities, nations, and the natural** **environment, and contribute to sustainable development.**
 * First Name Last Initial || Grade Level || Outcome (Exact working if known or wording as checked with Marnie if Gr. 2 - 4 ||
 * Brandee C. || 1 || RW1.2 - Review ways in which work may be managed and distributed in familes, schools, and groups. ||
 * Joanna L || 5 || RW 5.1 -Explain the importance of sustainable management of the environment to Canada's future ||
 * Shaelynn S. || 1 || RW 1.1 - Explore the influence of physical and mental needs and wants on personal physical, spiritual, and emotional well being. ||
 * Sabrina S. || 4 || RW4.2(Possible Outcome in Renewed Curriculum) Analyze and determine the importance of saskatchewan's resources which sustain Saskatchewan as a whole. ||
 * Kendra W. || 4 || RW4.1(Possible Outcome in Renewed Curriculum) Develop an understanding of natural resources available in Saskatchewan and the effect on the people ||
 * Caitlyn W. || 5 || RW5.1 Explain the importance of sustainable management of the environment to Canada's future. ||
 * Jenn Smith || 1 || RW1.1 Explore the influence of physical and mental needs and wants on personal physical, spiritual, and emotional well being ||
 * Trisha L. || 1 || RW 1.2 Review ways in which work may be managed and distributed in families, schools and groups. ||