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Activity Description

At this stage, Students will be asked to create a presentation and a corresponding product in order to demonstrate their learning. Students will create a product (examples provided below) that they will use to support their presentation. In their presentation, students will need to explain what they learned throughout their research. A more specific description of the expectations for what students must discuss in their presentation can be found under the assessment plan.

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Product and Presentation Ideas:

Visual Presentations

  • Slide or Poster Presentation
  • Make a Video
  • Make a Brochure

Food

  • Bannock
  • Pemmican

Art

  • Painting
  • Beading Patterns, drawn or beaded
  • Carving, drawn or carved
  • Birch Etchings
  • Petroglyph
  • Soapstone Carving

Music

  • Noise maker
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Modifications for Diverse Learners

Following guidelines put forth by the Universal Design for Learning, our Interactive learning resources aims to include for various ways to incorporate (1) multiple means of representation, (2) multiple means of engagement, and (3) multiple means of expression.

Ways in which we may include UDL’s within this step might include:

  • formative feedback as students plan how they will present their learning as well as while they are working to create their final product
  • consistently checking in to assure that all students’ needs are being met
  • allowing students to choose from a variety of tools (physical and digital) to represent their learning.
  • allowing students to choose different forms in which they may present their learning
  • allowing students to work towards their final learning goal at a self-guided pace determined by various goals and deadlines set by the student and the teacher.
  • Teachers may break down this step even further to provide students with a more organized task list with smaller stepping stones. (Ex. What will you make? How will you make it? What do you need? Check you have all the information, etc.) Work with the student, to build smaller steps.
  • Allow students with visual impairments to present vocally and use textile or audio materials within their presentation.
  • Allow students with hearing loss to create more visually centered products. 
    • If students have questions or comments after a presentation, write them on the board.
    • Interpreters may participate within the student’s presentation. 

Student choices for tools, final product, and pace will be regulated and discussed with the teacher in order to promote responsibility of one’s own learning, and so the teacher is made aware and may assist the student along their learning journey.

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Learnining Outcomes

Throughout and at the conclusion of this step of the resource, students will demonstrate that they are learning to and are able to:

  1. Explain why people, events, or places are significant to various individuals and groups (Social Studies 3).
  2. Construct arguments defending the significance of individual/groups, place, events, or developments (Social Studies 4).
  3. Decide on how and with whom to share their product (ADST 3/4).
  4. Demonstrate their product, tell the story of designing and making their product, and explain how their product contributes to the individual, family, community, and/or environment (ADST 3).
These Learning Outcomes/Curricluar Competencies were taken directly from the BC Grades 3 and 4 Social Studies and Applied Design, Skills, and Technology curriculum. References to grades and subjects of each outcome can be found italicized in brackets following the given competency.
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Assessment Plan

In order to assess students’ achievement of the previous learning outcomes, student must demonstrate that they have and can:

  • Determine how they will demonstrate what they have learned via a visual informational presentation or by creating a product to represent what they have learned (students still must explain.
  • Students will demonstrate their understanding of the connection between communities, cultural objects or art, and the land by explaining and defending the reasoning of the significance of the land to the community and culture. 
  • Students must explain what they have learned from their research regarding the essential and guiding questions given.
  • Students may create a product that helps students demonstrate this significance. They must be able to explain why their product supports, represents or demonstrates the reason of significance.
  • If they choose to make a product that is not done in a presentation style they must:
    • Create a product relevant to the indigenous community that they have chosen to research
    • Explain how, when, by whom, or why the product is used (ceremony, tradition, survival, etc.)
    • Explain the materials that they used within their product as well has references the traditional materials that would have been used to create a similar product
    • Determine if there is a seasonal influence on the chosen/created product.
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Resources for Educators

The following links and resources can be used by educators to help inspire students and allow them to discover creative ways to demonstrate their learning, explain how a teacher can assist and support students as they create their final product, and the benefits of differentiation through student choice.

*Limits: Some resource may contain too many options for students. It may be useful to go through and break them down to appropriate and meaningful choices.

  • Creating Products to Show and Share Learning
    • This website page provides educators with methods for consideration and ways to support students as they work towards creating their final product. Topics include making samples, assessment, project revision, introducing new creative tools, and more!
  • 100 + Final Product Ideas for Project-Based Learning
    • This website page provides educators with over 100 ideas for final products for projects. Teachers can choose some options for their students to choose from or they can have students go through the list! Some suggestions may even spark new ideas.
  • Differentiating by Offering Choices
    • This website page discusses the increase in student success when students’ are able to have a voice and a choice in their own learning.
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Resources for Students

The following links and resources can be used by students to help them think of way to demonstrate their learning as well as give them new skills using digital technology.

* Limits: The following resources may not be useful for all students as some may choose to demonstrate their learning using a different format.

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References

B.C. Ministry of Education. (2021). Social Studies 4. Retrieved from: https://curriculum.gov.bc.ca/sites/curriculum.gov.bc.ca//files/curriculum/social-studies/en_social-studies_k-9_elab.pdf

B.C. Ministry of Education. (2021). Social Studies 3. Retrieved from: https://curriculum.gov.bc.ca/sites/curriculum.gov.bc.ca//files/curriculum/social-studies/en_social-studies_k-9_elab.pdf

B.C. Ministry of Education. (2021). Applied Design, Skills, and Technologies 3. Retrieved from: https://curriculum.gov.bc.ca/sites/curriculum.gov.bc.ca//files/curriculum/adst/en_adst_k-9_elab.pdf

B.C. Ministry of Education. (2021). Applied Design, Skills, and Technologies 4. Retrieved from: https://curriculum.gov.bc.ca/sites/curriculum.gov.bc.ca//files/curriculum/adst/en_adst_k-9_elab.pdf

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