Innovation+Project+Sem+70

Class Lists for student names
- there will be six classes of grade 1 students... more class lists will be posted soon!

Yusuf Aakifah Amorrah Filip Benyamin Stela H. ESL Renil Sameer Marwa Rayyan Alfira Atilla Redwan Sahil HSP Hadia Vanda Sebastian ESL Tanaz Eymen || Adeeb Sungeetha Aathavan Jozef Zahra Arisha Filip Joshua Rifqa Oliver Kristian Noor Alishba Nicol Ales Jasmika Danish Zoya || Abdilaziz Aeman Afifah Ahmed Ashfi Ayan Bahram Daniyal Elif Gabi Greeshma Kofran Lubomira Mahalat Miroslava Roaa Sofia Yonge Yunus Zainab || Sam, Filip, Katrin Setaayish Nina Ghena Hila Laura Bilal Omran Rivija Fatima J'Naya Dominik Mohamed Hamdi Meena Tallha Blake O'Neal ||  ||   ||
 * Class 1: Ms. Walsh || Class 2: Ms. Popescu || Class 3. Ms. Tsang || Class 4. Ms. Girardi-D'souza ||  ||   ||
 * Samaira

Timeline
8:30-10 Homeroom || 11 8:30-4:30 DNA Fingerprinting || 12 8:30-10 Homeroom || 18 Field Trip DNA Splicing || 8:30-10 Homeroom || 25
 * **Wednesday** ||  **Thursday**  ||  **Friday**  ||
 * ||  ||  5
 * Intro project**
 * Choose topic**
 * Brainstorm** ||
 * 10
 * Work on Storybooks**
 * Finish story by end of period** ||
 * 17
 * 1:15-3:45**
 * Work on Storybooks**
 * Construction** || 19
 * 24
 * 1:15-3:45**
 * Practice reading/pacing storybook to class, feedback, finishing touches** || 26

**Visit Grenoble to read Storybooks to Grade 1 students**
||
 * Groups: **
 * Group || Students ||
 * 1 || Thomas, Neyah ||
 * 2 || Bronwyn, Shounak ||
 * 3 || Priscilla, Cameron ||
 * 4 || Chris, Julie ||
 * 5 || Abishaa, Jackson ||
 * 6 || Charlotte, Jadon ||
 * 7 || Emily, Kavita ||
 * 8 || Terrenz, Lauren, Erum ||
 * 9 || Manal, Toby, Sabina ||
 * 10 || Lewis, Sarah, Nicola ||

Sign Up in the table, below, for one of the following topics in the Science or Math curriculum:

 * ** Sustainability and Stewardship (Biology) – 2 groups ** ||   ||
 * Sabina, Toby, Manal || Living things grow, take in food to create energy, make waste, and reproduce. //(Overall expectations 2 and 3)// ||
 * ^  || Plants and animals, including people, are living things. //(Overall expectations 2 and 3)// ||
 * Thomas, Neyah || Living things have basic needs (air, water, food, and shelter) that are met from the environment. //(Overall expectations 1, 2, and 3)// ||
 * ^  || Different kinds of living things behave in different ways. //(Overall expectations 2 and 3)// ||
 * (common theme for both groups) || All living things are important and should be treated with care and respect. //(Overall expectations 1, 2, and 3)// ||
 * **Structure and Function Matter (Chemistry or Physics) – 2 groups ** ||
 * Charlotte and Jadon || Objects have observable characteristics and are made from materials. //(Overall expectation 3)// ||
 * ^  || Materials have specific properties. //(Overall expectations 2 and 3)// ||
 * || An object is held together by its structure. //(Overall expectation 2)// ||
 * ^  || The materials and structure of an object determine its purpose. //(Overall expectations 1 and 3)// ||
 * (common theme for both groups) || Humans make choices related to their use of objects and materials that have a direct effect on the environment. //(Overall expectation 1)// ||
 * **<span style="font-family: Calibri,sans-serif;">Energy Sustainability and Stewardship (any science) – <span style="color: #ff0000; font-family: Calibri,sans-serif;">1 group ** ||
 * Abishaa and Jackson || <span style="font-family: Calibri,sans-serif;">Everything that happens is a result of using some form of energy. //(Overall expectations 1, 2, and 3)// ||
 * ^  || <span style="font-family: Calibri,sans-serif;">The sun is the principal source of energy for the earth. //(Overall expectation 3)// ||
 * ^  || <span style="font-family: Calibri,sans-serif;">Humans need to be responsible for the way in which we use energy. //(Overall expectations 1 and 2)// ||
 * **<span style="font-family: Calibri,sans-serif;">Change and Continuity (physics or biology) – <span style="color: #ff0000; font-family: Calibri,sans-serif;">1 group ** ||
 * Nicola, Sarah, Lewis || <span style="font-family: Calibri,sans-serif;">Changes occur in daily and seasonal cycles. //(Overall expectations 1, 2, and 3)// ||
 * ^  || <span style="font-family: Calibri,sans-serif;">Changes in daily and seasonal cycles affect living things. //(Overall expectations 1 and 3)// ||
 * || ** <span style="font-family: Calibri,sans-serif;">Number Sense and Numeration – <span style="color: #ff0000; font-family: Calibri,sans-serif;">1 group | Lauren, Erum, Terrenz ** ||
 * || * <span style="font-family: Calibri,sans-serif;">read, represent, compare, and order whole numbers to 50, and use concrete materials to investigate fractions and money amounts;
 * <span style="font-family: Calibri,sans-serif;">demonstrate an understanding of magnitude by counting forward to 100 and backwards from 20;
 * <span style="font-family: Calibri,sans-serif;">solve problems involving the addition and subtraction of single-digit whole numbers, using a variety of strategies. ||
 * **<span style="font-family: Calibri,sans-serif;">Measurement – <span style="color: #ff0000; font-family: Calibri,sans-serif;">1 group Cameron & Priscilla ** ||
 * || * <span style="font-family: Calibri,sans-serif;">estimate, measure, and describe length, area, mass, capacity, time, and temperature, using non-standard units of the same size;
 * <span style="font-family: Calibri,sans-serif;">compare, describe, and order objects, using attributes measured in non-standard units. ||
 * **<span style="font-family: Calibri,sans-serif;">Geometry and Spatial Sense – <span style="color: #ff0000; font-family: Calibri,sans-serif;">1 group Kavita and Emily ** ||
 * || * <span style="font-family: Calibri,sans-serif;">identify common two-dimensional shapes and three-dimensional figures and sort and classify them by their attributes;*
 * <span style="font-family: Calibri,sans-serif;">compose and decompose common two-dimensional shapes and three-dimensional figures;
 * <span style="font-family: Calibri,sans-serif;">describe the relative locations of objects using positional language. ||
 * **<span style="font-family: Calibri,sans-serif;">Patterning and Algebra – <span style="color: #ff0000; font-family: Calibri,sans-serif;">1 group Chris and Julie ** ||
 * || * <span style="font-family: Calibri,sans-serif;">identify, describe, extend, and create repeating patterns;
 * <span style="font-family: Calibri,sans-serif;">demonstrate an understanding of the concept of equality, using concrete materials and addition and subtraction to 10 ||

Innovation Project

 * You will participate in, reflect on, and communicate insights gained from experiencing an innovation process.
 * Your innovation process will involve creating a visitor interactive connecting the theme of energy to one of the existing exhibit halls.

Cardboard is an Amazing Build Material

 * [|James Grashow makes the 'Bardboard Bernini']
 * [|Wintergatan Marble Machine]

Brainstorming
[|Collective Energy Ideas]

**Experience Description Templates**

Visitor Survey Samples

Innovation Groups

 * Exhibit Hall || ====**Space**==== || ====**Biomechanics**==== || ====**Science Arcade**==== || ====**Human Edge**==== || ====**Living Earth**==== ||
 * Mentor || **Felipe** || **Azadeh** || **Dave** || **Mia** || **Julie** ||
 * Team || Terrenze || Bronwyn || Christopher || Julie || Toby ||
 * || Lewis || Cameron || Priscilla || Nicola || Emily ||
 * || Charlotte || Abishaa || Kavita || Erum || Jadon ||
 * || Manal || Thomas || Sabina || Shounak || Neyah ||
 * || Sarah || Lauren ||  || Jackson ||   ||

Sample Presentation Sem69 - Pregnancy Simulation Sample Presentation Sem69 - Maglev Train
 * Sample Presentations**