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__by: HANNAH RACHAEL AND BRIANNE__

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**OUR PLAN :)**

Group Members & Grade Levels Rachel Brianne Hannah Teacher/School Nicole Billingsley – Alexander Robinson Elementary Imagine that you have been asked to do a group research project about the local community. The project will take 2-3 weeks. You can find samples of plans and projects at http://121.sd42.ca/ PART 1: Research Questions Brainstorm some questions you could ask about a particular aspect of the community (ex. Housing, land use, schools, etc.) Should the staff take more consideration at the public pools? How does dog poop affect our community? Should there be another hospital in Maple Ridge? If the tolls for the golden ears bridge went down would more people use it? Should we have less liquor stores in our community? Should our community spend money on health care or shopping malls? Should we have security cameras in stores? Should there be more doctors in our community? Should there be another homeless shelter in our community? Should there be more after school activities for kids? Do animals have enough support in the local SPCA? Should we put more garbage cans around the community? Should high schools have longer lunch hours than elementary schools? Is their not enough money going towards health care? Should more police officers be around the community? Should we add more streetlight to the community? Should there be a HST? Has business in local stores gone down since the HST? Should we have more animal shelters? Should there be better employment? Are 16 year olds to young to be able to drive? Should there be electric cars? Should students have Fridays off?

QUESTIONS IN CONSIDERATION: Should the SPCA take care of large animal too? Are 16 year olds to young to be able to drive? Should there be more officers around the community? Should kids have a say in what goes on in the community? Should companies film for movies in maple ridge? Should we spend more money improving the “city” part of the town or help the farmland? Should people in Maple Ridge be more earthquake ready? Why do kids bully other kids in our community?

Choose one question that will guide your research – this is the question the final presentation would answer. Box 2 Eg: Should the money we use for laptops go to other school funds? Tell why you chose your question. Should the driving age be increased? Who do you think might be interested in your research/finished project? Why? -Because there’s lots of different points of view -We can easily interview people - We can get information from lots of people

Self Assessment: 1 2 3 4 Question Box 1 Few questions All yes/no questions Some questions A few open ended questions Many questions Some are original Lots of questions Some are ‘deep’ Question Box 2,3 Doesn’t make sense Short, vague answer Clear reasons for the importance of the question Thoughtful response relate to greater good

PART 2: Gathering Information – remember to use lots of different types of sources, including real people! The text boxes will expand as you type. What information – facts and evidence -- will help you answer your question in a convincing way? How will you find that information? (Where will you look? What tools will you use?) How will you check to make sure your information/facts are accurate and useful? We need to know how many 16 year olds have gotten into accidents in the past year? We also want to know the different opinions of people because we want to know if they think 16 is to young to drive. When we hear their opinions it will be easier to find an answer. We will also find out what the ages of new drivers are in other countries/ provinces. We will also interview kids and see what they think. Well give the same survey to 16-17 year olds and also adults to see what they think and also to help see what locals think of 16 year olds driving. Well interview driving coaches because there experts and they probably think 16 is a good age to drive because they have the most experience. Well interview police officers because they have files they’ve taken care of so they have an idea of how responsible 16 year olds are. We also are going to make up a test of questions 16 year olds will need to know when they are driving and give them the questions to see how much they already know about driving We’ll get it from the internet to compare what ages can drive in different places and to see the risks of accidents and how long it takes them to get their license and what they have to do, drivers to see if they thought they were ready when they were 16, 16 year olds to see what they had to do to get their learners, parents to see if they think their kid is/was ready for driving, books if we can find information on it, we’ll see how many accidents 16 year old have gotten in from people at ICBC to help back up different points of veiw, -Talk to people who are reliable -make sure they understand our questions - make answers clear and powerful -don’t ask random people on the street (make sure they know what their talking about)

Self Assessment: 1 2 3 4 Information Box 1,2 Vague, rely on one source A few resources and how they will be used Many resources and how they will be used Extensive use of resources and how they will be used Information Box 3 no suggestions for checking facts Vague plan to check facts One clear strategy for checking facts A few clear strategies for checking facts

PART 3: Working Together A. What are the main steps or jobs that need to be done to accomplish your plan? List them in the order you will need to do them. Be as specific as possible. After you have listed the jobs, work together to decide who will do each job. You can list as many steps/jobs as you need. Please number them so teachers who read your plan can tell exactly what is in each step. Add additional rows as needed. Number of jobs Some main jobs we will need to do (Column 1) Who will do them (Column 2) 4 Interview ICBC people Brianne (at home) 4 Interview police Rachel (at home) 3 2  3 Interview questions Survey questions Send out survey questions (16 year olds, parents, police) Together (think of them) Together (in class) Togetherout of class (over email, in person etc.) Interview driving coach Together 15

5 Research

Put together imovie (edit) Get as much as we need as we go along (so we will start with some information but get more as we go along)

Together in class

How will you make sure you work together well as a team? Or how will you deal with problems that arise between group members We will do a lot of the work together, so no one has to do more work than others. If there’s a problem we can improvise and make sure everybody’s happy. We can make sure we agree on everything before we make any changes and make sure all the work is fair.

Self Assessment: 1 2 3 4 Together Column 1 Plan won’t work Vague, part of the question will be addressed Plan could work Plan is very detailed Together Column 2, Box 3 No idea Tasks with little explanation Tasks with details for working together Tasks with clear ideas for working together