Laura

Clark
Sarah Sleno
Emily Thompson
Breanna Milne

Unit Creative Project

The creative project for the Skate Park Unit will be individual student
portfolios that showcase a number of formative assessments completed throughout
the unit. Throughout the unit, students are given opportunities to take leadership
roles and determine what items will go into their portfolios and why. Student
choices will be facilitated and mediated by the teacher, ensuring that their portfolios
showcase learning and growth. For example, students begin the unit by reviewing
their previous knowledge on formal letter writing and actually write letters to city
council members regarding skate board parks in the community. Students also work
through inquiry-based lessons about advertising where they create flyers to
fundraise money for building a skate park. The flyers they create will be included in
their portfolio. City council, funding, and social committees are explored through
role-play, media viewing, and critical analysis. Students are also taught lessons on
angles and degrees to incorporate mathematic knowledge and skills into their
understanding of skate parks.
At the end of the unit, students will gather various worksheets, drawings, art
projects, written and visual representations, and personal reflections and organize
them according to a standardized format in their portfolio. The class will present
their portfolios to the students in a grade 5 class. Each grade 6 student will be
paired up with a grade 5 student to explain their learning experiences and the items
in their portfolio. Before the presentations, students will be given class time to
practice their presentations with a peer to alleviate any confusion or stress.
Students will not be assessed on their presentations to their grade 5 partners, the
purpose is to provide an opportunity for each student to showcase their learning
and hard work.