BC Education - Technology Education 11 and 12

Sample 1: Grade 5

Topic: Photo Safari

1. Prescribed Learning Outcomes:

Communicating
It is expected that students will:

ask and respond to simple questions
communicate likes, dislikes, wants, and needs
respond to classroom instructions

Aquiring Information
It is expected that students will:

identify specific information from French-language resources to complete authentic tasks
express acquired information in oral and visual forms

Experiencing Creative Works
It is expected that students will:

respond to creative works from the Francophone world

2. Overview

Students worked in pairs over a two-week period. Each pair researched two animals and produced a fiche (information sheet) for each animal. The fiches were collected to form a class photo safari. Evaluation was based on:

participation in oral activities
animal information sheet
role-play situation
oral presentation

3. Planning for Assessment and Evaluation

The teacher introduced the character Babar and explained how the Babar stories were originally written in French. The teacher then read Babar et la Baleine to students. "Babar and the Whale" could also have been read.
In English, the class discussed the animals mentioned in the story. The teacher explained that students would be creating a photo safari and in pairs would present role plays. The teacher provided students with the names of animals in French. The students practised the vocabulary by means of flashcards, crossword puzzles, and word searches.
The class brainstormed, using English when required, the types of information that might be included on the animal information sheets. Using simple multimedia software, the teacher designed a form to be used by students to collect their data. The students scanned pictures and downloaded them onto the forms.
Working in pairs, students chose two animals to research and present to the class. They also picked an additional animal or animals for their role play. The teacher provided a list of French-language web sites (including federal government agencies, zoos), CD-ROMs, and picture books that students could consult.
To give students the sentence frames they needed, the class worked through a sample sheet for an animal.
The presentation to the class was in the form of the word game Qui-suis-je? (Who am I?) Students wrote five clues describing their animal (e.g., Je suis très grand. Je suis gris.) After each clue, the class attempted to guess the animal. If the class was unable to guess after five clues, the presenting student received a point. If the class guessed correctly, each class member was awarded a point. The individual with the most points won the game.
Students were given a choice of role-play situations:
- purchasing a real or stuffed animal
- looking for a lost animal
- performing a puppet show in which two animals converse
In pairs, students presented the role plays to the class.
After the presentations, the fiches were collected and displayed as a class photo safari.

4. Defining the Criteria

The teacher discussed the following criteria
at the beginning of the activity and offered frequent reminders as students worked. Students had copies of the criteria and rating scales in their notebooks.

Individual Participation During Project Work
To what extent does the student:

attempt to use French in asking and responding to simple questions
use visual and contextual clues to guess meaning
respond to classroom instructions

Animal Information Sheet
To what extent does the student:

record required information
show evidence of research
provide a photo, picture, or drawing of the animal

Oral Presentations
To what extent does the student:

take risks; make an effort to speak French
follow simple directions for classroom routines
use practised structures to ask and answer questions
show interest and perseverance in using French resources
pronounce familiar words and phrases with increasing accuracy

5. Assessing and Evaluating Student Performance

The teacher used performance rating scales to determine the extent to which students were able to demonstrate learning outcomes identified at the beginning of the unit. Different rating scales were used for their animal information sheets and participation in oral activities. The class discussed the rating scales before students began their assignments, and all students had copies of the scales. The same rating scales were adapted for other performance tasks throughout the year.

Animal Information Fiche (Sample)

Participation in Oral Activities

Criteria	Game Rating	Role Play Rating
takes risks; makes effort to speak French
follows simple directions for classroom routines (game) communicates likes, dislikes, wants, and needs (role play)
uses practised structures to ask and answer questions
shows interest and perseverance in using French resources
pronounces familiar words and phrases with increasing accuracy

Key:

3 - Independently/minimal support
2 - With some support
1 - With continuing support
0 - Not demonstrated

Animal Information Fiche

Rating	Criteria
Outstanding 4	Goes beyond the basic requirements to demonstrate additional learning (e.g., includes adjectives not presented in class). Effectively uses creativity, colour, and visual enhancement.
Very Good 3	Complete and accurate. Uses vocabulary provided to present information. Uses colour or other visual enhancement. May include minor errors.
Satisfactory 2	Basic. Includes required information and vocabulary provided. May omit colour or other visual enhancement, or use wrong word in places.
Requirements Not Met 1	May be incomplete, inappropriate, or incomprehensible.

Last Modified: February 2002

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