A brief Summary of what students will do in this project:
- Students will work in groups of four.
- They will research, read, and summarize in their own words two First Nations “Trickster” stories.
- They will then create their own Trickster story by either writing a short story, drawing a comic strip, or by acting it out for the class.
- Each group will create two math problems, focusing on graphing, that connect with their original Trickster story.
- Students will then exchange their math problems with other students.
- Students will complete the worksheet that another group has created. This will be done collaboratively.
- Students will each submit a reflection of their experiences.
Roles for students in Groups:
- Students will be placed into groups of four.
- Students will choose their roles from the options provided.
- Students will submit the names of their group members and their designated roles to the teacher prior to starting the project.
- Group roles will consist of: Research coordinator, Artistic Coordinator, Math Coordinator, Reflection Coordinator.
- Research coordinator will be responsible for ensuring that the 2 summaries of the researched Trickster stories are completed.
- Creative Story coordinator will be responsible for ensuring that the original story is completed.
- Math coordinator will be responsible for ensuring that their original math worksheet is completed and that they complete and hand in the worksheet given to them by another group.
- Reflection coordinator will be responsible for ensuring that all reflections are completed..
- Each student is responsible for contributing to all aspects of this assignment. Coordinators are designated to act as a leader of their respective portion of the assignment.
Suggested time for the project: 1 week
How much class time: 5 classes
How much homework: 3 hours
How much class time: 5 classes
How much homework: 3 hours
Idea for a lesson hook: The following is a link to an audio presentation of the Trickster Story--Raven and the Tides. The Prezi Presentation included in the "Lesson Page" is designed to use this hook.:
http://birdnote.org/show/how-raven-made-tide
http://birdnote.org/show/how-raven-made-tide
Math Outcomes: Graphing and linear equations.
Connections to the BC Curriculum (Big Ideas, Competencies, and Content-grade 7):
Math:
Social Studies:
Math:
- Numeracy helps us to see patterns, communicate ideas, and solve problems
- We can apply mathematics to inquiry questions and use it to communicate information and data
- Discrete linear relations, using expressions, tables, and graph
- Cartesian coordinates and graphing
Social Studies:
- Origins, core beliefs, narratives, practices, and influences of religions, including at least one indigenous to the Americas
- Make ethical judgements about past events, decisions, and actions, and assess the limitations of drawing direct lessons from the past
- Language and text can be a source of creativity and joy.
- Think critically, creatively, and reflectively to explore ideas within, between, and beyond texts
- Recognize and appreciate the role of story, narrative, and oral tradition in expressing First Peoples’ perspectives, values, beliefs, and points of view
Context for the choice of our topic:
We chose this topic because we enjoy Trickster Stories and they are an engaging way to build curiousity and interest in First Nations’ Culture.
The moral ambiguity of Trickster characters helps facilitate class discussion and meets learning outcomes regarding ethical judgements, assessing and refining texts, and understanding story structure (criteria: story had to have a motive, a trick, and an outcome that explains a natural phenomena.
We chose this topic because we enjoy Trickster Stories and they are an engaging way to build curiousity and interest in First Nations’ Culture.
The moral ambiguity of Trickster characters helps facilitate class discussion and meets learning outcomes regarding ethical judgements, assessing and refining texts, and understanding story structure (criteria: story had to have a motive, a trick, and an outcome that explains a natural phenomena.
Why this project may be appealing to students:
The main reason why this project may be appealing to students is because of the degree of choice they are given. Students choose what roles they will take on, to what degree they work collaboratively, and how they create their story.
Students learn and are empowered as they create their own math problems and share them with other students.
Also, students get to focus on Trickster First Nations stories. These stories can be read, listened to, or watched.
The main reason why this project may be appealing to students is because of the degree of choice they are given. Students choose what roles they will take on, to what degree they work collaboratively, and how they create their story.
Students learn and are empowered as they create their own math problems and share them with other students.
Also, students get to focus on Trickster First Nations stories. These stories can be read, listened to, or watched.