Canada and Trade

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GRADE 6 EXPLORER PROJECT

Explorers Explore Canada

You, in a small group of three students, will research and report on one famous explorer. You will be graded on the following items:
-research notes in your own words
-a Power Point presentation about your explorer with maps
-a Comic Life comic strip about ONE of your explorer’s major accomplishments
-a Smart Board “Matching Game” using Notebook 10 about your explorer for the class to do after your presentation

For Your Explorer You Must Include:

- place and date of birth
- country he explored for
- purpose of exploration
- years of voyages and some details of each voyage
- area of Canada explored
- trading done with natives
- major accomplishment
- death

One of these explorers will be assigned to you:
John Cabot, Jacques Cartier, or Samuel de Champlain

Online Resources:
Think Quest: Explorers

http://library.thinkquest.org/J002678F/welcome.htm

Enchanted Learning: Canadian Explorers
http://www.zoomwhales.com/explorers/canada.shtml

Passageways: True Tales of Adventure
http://www.collectionscanada.gc.ca/explorers/kids/index-e.html

Dictionary of Canadian Biography Online
http://www.biographi.ca/index-e.html

European Explorers:
http://www.cdli.ca/CITE/explorer.htm




Book Resources:

Canada Revisited
Cabot, Cartier, and Champlain worksheets
Nelson Literacy

Here is a Comic Life comic about Christopher Columbus:

The Story of Stuff: Comic Life Project

STORY OF STUFF
THE MATERIALS ECONOMY

Project Instructions:

Do some research on any one of the issues below and create a comic strip to teach others your age about your topic. Be sure to go back to the documentary “The Story of Stuff” at http://www.storyofstuff.com/ and click on the “Learn More” links.

1. Choose a Topic (i.e. a problem like “extraction” or a solution like “saving forests”)

2. Research and take good notes

3. Use Comic Life to Create Your Comic Strip. Free Copy at http://plasq.com/comiclife-win

PROBLEMS:
1) EXTRACTION:
-“we are running out of natural resources”
-“coltan in the Congo”

2) PRODUCTION:
- How safe are the 100 000 Synthetic chemicals used in production?
- “Toxics In Toxics Out”
- B.F.R.’s Brominated Flame Retardants
- Human Breast Milk has the Highest Level of Many Toxic Contaminants.
- Toxic Pollution from Production

3) DISTRIBUTION:
- Externalized Costs: How They Keep the Prices Down and the Products Moving

4) CONSUMPTION:
- A Nation of Consumers
- 1% of All Products are Still In Use 6 Months After Being Purchased
- Planned Obsolescence “Designed for the Dump”
- Perceived Obsolescence “Change How Stuff Looks”
- “Work…Watch….Spend” Treadmill

5) DISPOSAL:
- “We each make 4.5 pounds of garbage a day”.
- Garbage Dumps (Landfills) and Incinerators
- Dioxin: the most toxic man made substance
- 1:70 Ratio of Garbage at Home and Garbage at Production
- Some Garbage Cannot be Recycled

SOLUTIONS:
- Saving Forests
- Clean Production
- Labour Rights
- Fair Trade
- Conscious Consuming
- Blocking Landfills and Incinerators
- Taking Back Our Government
- Sustainability
- Green Chemistry
- Zero Waste
- Closed Loop Production
- Renewable Energy
- Local Living Economies

Here is an Example:

Here is the Rubric:

GRADE 6 NATIVE POSTERS

Please use the online poll to the right of this message to vote on your favourite poster. You can vote for more than one....

Poster A:
Poster B:

Poster C:

Poster D:

Poster E

Poster F:

Poster G

Poster H:

Social Studies Poster Contest: Aboriginal People and Their Environment

ABORIGINAL PEOPLE AND THEIR ENVIRONMENT POSTER



Task: You have been studying the 6 Native Ways of Life and how these 6 groups lived differently depending on their environment. You are going to create a full colour poster illustrating some of the key points you have learned about your Native Group. Be sure that your poster includes:

• Name of Your Native Group (i.e. Arctic, Eastern Woodlands, etc.)
• Name of Their Way of Life (i.e. Fisher, Hunter, Farmer, etc.)
• Image(s) Showing the Environment (Climate, Landforms, Vegetation)
• Image(s) Showing Natural Resources (Plants, Animals)
• Image(s) Showing Basic Needs (Food, Clothing, Shelter)
• Name of Key Words (Longhouse, Tepee, Buffalo, Igloo, Cedar Trees, Salmon)
• Your Name

First, do google image searches for varous photos and pictures relating to your group. Save these photos in a folder in your home drive.

Next choose a photo of your native group's environment for the background of your poster. Open this photo in Photo Shop and be sure to resize the image to 11" X 8.5".

Use the text tool to type in the title (Name of Your Native Group and their Way of Life) in a large font, any key words in a medium font, and your name in a smaller font.

Finally, add some smaller photos from the Natural Resources and Basic Needs pictures you have saved in your folder.

Organize your poster in a creative, informative and attractive way.

Here is an example:

Term One: Media Literacy Project - POSTER

Major Media Literacy Product for Term One

POSTER CONTEST

This term we have looked at 3 Media Literacy Concepts:

• Brand Recognition






• The Media Triangle






• Product Placement

Choose one of the concepts and use Microsoft Word OR Photoshop Elements to create an 11" x 8.5" poster informing young people about "What Media Literacy means to you?"

Your poster will have the words "Media Literacy is...______________"

The illustration(s) and brief statement(s) will illustrate one concept you have learned this term.

The best projects will be printed poster size in full colour.

Here are 3 examples:

Here is a great website to find the different brands that appear in the movies!

brandchannel.com

REMEMBER TO BE AWARE OF THE PURPOSE AND INTENDED AUDIENCE WHEN CREATING A MEDIA TEXT!

HERE IS THE EVALUATION RUBRIC:

Product Placement Lesson

Lesson Five
Product Placement in the Movies

Do a YouTube search for "Behind the Screens".... the documentary is in 5 parts on YouTube. Be sure the students are aware the three ways in which products are integrated into the movies we watch today (Cross Promotions, Merchandising, and Tie-Ins). All three are explained with examples in "Behind the Screens: Hollywood goes Hypercommercial 3 of 5" on YouTube.

Cross Promotions: the product is in the film and mentioned plus the commercials about the product mention the film.

Merchandising: what else can you sell as a result of the movie (i.e. t-shirts, mugs, toys). Some characters in movies are actually created because they can easily become toys (i.e. "ToyStory")

Tie-Ins: the product and the film have an agreement/arrangement. For example, Disney and McDonalds have had a 10 year agreement that any Disney movie will be promoted with products (toys with Happy Meals) at McDonalds.

Movie makers are nolonger interested in making great movies they are more interested in making great deals.

Product Placement Activity:
Have the students find their own examples of product placement in movies they know. If possible some may even bring in the VHS or DVD. It might be more productive (and provocative) to have them review a few of their own favorite movies. Ask the students to find examples of Cross Promotions, Merchadising, and Tie-Ins

Resources:
YouTube Behind the Screens
Behind the Screens Study Guide
Product Placement Assignment

Links to Examples of Product Placement:
Wayne's World
Austin Powers
Spiderman
Home Alone