SRL


                 Term 4 -  Small things make a big difference!


SRL is combining with Inquiry so we can make the best Clarkville Story videos we can!!
You already know about persuasive techniques and slogans.  Next, you will find out about the power of language through tag lines (and in poetry in our literacy programme),  typography (font) and sound.

Your videos will be 1-2 minutes long, and they will communicate the 'essence' of Clarkville.  What is our story?  What is it that we want to communicate?

We have explored this in the past, so now it's time to perfect it!



LEVEL 1 and 2

Part 1  :   Taglines
Taglines sum up movies (and now books, blogs, businesses etc) in less than 10 words.

a)  Find the movies that match these taglines:

1.   They're here.
2.   Man is the warmest place to hide.
3.   Today the pond, tomorrow the world!
4.   Eight legs, two fangs, and an attitude.
5.   The true story of a real fake.
6.   Escape or die frying.
7.   Reality is a thing of the past.
8.   Bigger.  Better.  More absorbent.

b)   Read THIS SITE
Summarise the page into THREE key hints.

c)   Write a tagline for a movie with this summary:
"The Davies children have a different adventure every day.  Providing they are standing in the same place, in the laundry, at 4:34pm every day, they are transported to the Amazon jungle in the year 1850. Each day they have a fun adventure, and a challenge to master in order to return to their family home.  Will they always make it?"


Part 2  :   Typography

a) Use THIS SITE to research the topic and make a brainstorm showing the new learning you have made.



b) You might want to use the word VOICE in your Clarkville Story video.  Choose a suitable font for this word, and write the word in this font in your SRL book.

You may get some inspiration from the top designers HERE


Part 3  :   Sound

We know that emotion sells.  Sound is a great way to trigger emotions.

In movies, sound is used to build suspense, increase wonder, frighten us and build romance.

Watch these two videos:




In your SRL books:

1.  List 4 new things you have learned about the use of music and sound.

2.  Describe two ways you will use this information when you make your Clarkville Story video.



LEVEL 3 

Here are some other school promo videos for ideas:


1. Complete your video planning sheet

2. Draw a rough storyboard of your movie, including:
    a)  a general summary under each scene
    b)  text that will be included 
    c)  where the scene will be filmed
    d)  Equipment needed for your scene (including people!)

                         Week 7-8-9  Advertising Slogans

LEVEL 1

What works?

Go to THIS SITE



















a)   What is a slogan?

b)  List the 5 guidelines for a memorable slogan

c)   Scroll through the 65 slogans.  Choose your top 3 favourites and write them down. Explain why you chose them.

d)   Write a short, catchy slogan for Aspire.




LEVEL 2


Synthesising

Use the information from the sites below to gather the information you need to create (synthesise) a one-page "Hot Tips for Great Slogans"




Include at least 10 tips.




LEVEL 3


Synthesising  Part 2


Now it's time to get creative!

You will be making TWO ads using slogans.

First .... CHOOSE YOUR PRODUCT!!

You can choose from a paper clip, a push pin, a dice, an eraser OR your own 'unbelievably new and exciting' household invention. (check with us first, as you will need to have this as a real object)

Now ... YOU NEED TO MARKET IT! 
Imagine this product hasn't existed until now and it will change the world as we know it!

Come up with a short and brilliant SLOGAN.

1) Static Ad
Design an A4 ad that would be printed in a magazine.. Include a photo and your slogan. You can do this on a device or by hand.

2) Infomercial Video
Use your slogan and every advertising tip you have learned to make an annoying, cheesy ... but persuasive (and manipulative) 30s-1min TV ad.
Use WeVideo. This is an individual task, but you can include others as actors and helpers.




                       Week 4-5 ... The Olympics!

LEVEL 1

Find out the facts!!

a) Which New Zealander has won the most Olympic gold medals?  (doesn't have to be at just one Olympics)

b)  Find out what you would need to do to have qualified for the 100m Freestyle event at Rio.

c)  Name all of the NZers competing at the Athletic events in Rio

d)  Which year did NZ win the most Olympic medals?

e)  What new events have been added to the Olympics since 1980?

f)  Which events from the first modern Olympics (1896) still happen now?

g)  Since 1896, which NZer do you think has been the most world famous gold medallist?  Why?




LEVEL 2

Let's do some synthesising ...

Choose one question to investigate:

1)  Will there be Olympic records that never get broken?

Can humans keep getting better and better?   Are there some records that haven't been broken for a long time (and may never be broken)?   Which records keep getting broken every Olympics?  Are there some events that can be improved more than others?



Locate information (in bullet points) from at least 3 sources.

Write a paragraph (or more for 4A and above) that states your opinion, supported by evidence from your research.



2)  How has technology (and new techniques) made its impact on Olympic performances?

Scientific research has been applied to bikes, kayaks, shoes, clothing .... how much difference does it make?  What is the evidence?  


How have new techniques in swimming, high jump and weightlifting made a difference in Olympic results?

Locate information (in bullet points) from at least 3 sources.

Write a paragraph (or more for 4A and above) that states your opinion, supported by evidence from your research.


RESOURCES:

Are we reaching the end of world records?  HERE

Faster, higher, stronger?   HERE

Why Olympics records are broken or not?  HERE

Technology impact  HERE

Videos:  Science at the Olympics  HERE










                                    TERM 3
                       Week 1 ... Sport Science

LEVEL 1

a) Conduct the experiment below

Title
Left hand Vs Right hand accuracy

Aim
To test if there is a difference in accuracy between throwing a ball with your left hand Vs throwing with your right.

Method
1. Select a starting point, 
2. Use a metre ruler to measure 2m and place a box at the END of the 2m
3. Stand at the start line and throw 10 times to see if you can get the ball in the box
4. Record your results in a data table
5. Repeat steps 3 & 4 using the other hand


b) Define: Fair test

c) What are experiment variables? List the controlled variables for this experiment.

d) List the possible errors for your experiment


LEVEL 2

a) Research - is mental rehearsal of a skill as effective as the physical practice?  Use at least 3 different sources to find your information & record it in your SRL book.
Possible sources HERE and HERE  and sports science research HERE



b) Write a 1 sentence statement of your opinion based on your research.  (develop this further if you want to work at a higher Level 4 or 5  ... see rubric)

c) Use your knowledge about how to do a fair test, to design an experiment that tests your hypothesis (your guess about what you think will happen). Use the same format as the experiment above to write your method.

d) Check with Linda or Vikki to ensure you have designed a fair test.

e) Conduct your experiment!



Week 9-10  ....the -est !!!
LEVEL 1
This is a simple research task :   find 20 interesting "-est" facts.
e.g.   The tallest building,  the smallest horse,  the smelliest flower,  the fastest bird
Include the basic details (name, measurement) for each entry.
Cathie Jung has the smallest waist at 38 cm


LEVEL 2
The BEST city or town in the world
Research a favourite city or town and find THREE reasons why you think it's the best.  Try to think outside the box and find interesting reasons. A brainstorm is the best way to organise your thinking.
  • Write three paragraphs -  begin each paragraph with a reason, and then support this with facts and examples.
  • Add an introduction and conclusion to finish your argument.
This task will be marked using the SRL rubric for critical thinking (using evidence).
Look at this example to help you follow the correct structure for this task.
The underground town of Coober Pedy

LEVEL 3
The Ugliest
Start researching to find the most interesting 'ugliest' category  e.g.  ugliest fish, ugliest birds, ugliest cats, ugliest fruit, ugliest plants.

Collect 5 photos from your chosen category.  Use green screen (DoInk on iPad) or photo manipulation on Preview (MacBook) to put yourself in each photo - be creative with your poses!  You can add text if you want.
Make a Kizoa from your 5 photos, and upload to the student blog.  We will make an Aspire account for Kizoa.



Week 8 LEVEL UP

This week you will continue with your Level 3 miniature sets and also prepare for learning conferences.
1)  Complete Level 2 -  this will be used for evidence for Reading goals.  Name your Level 2 work in your SRL book and take a photo with the Aspire iPad.
2)  Inquiry Reflection SOLO -  open the document in your Inquiry folder in GoogleDrive.  Highlight the SOLO level you believe you have reached and add a comment to justify your choice.  Your evidence will be your Personal Narrative and the sheets you completed with the Inquiry narrative examples (e.g. Fast Car, Wongi )
3) Learning Conference Goal Reflection slides. You will use these slides for your learning conference. Find the slides document in your Reflection folder in GoogleDrive. Add evidence to each slide for your maths, reading and writing goals. Add a comment for Inquiry.

Week 4-6 LEVEL UP
LEVEL 1
In teams of 3 (at least 1 Yr 8, 1 girl and 1 boy):
  • Use a still photo, an iPad/iPod (green screen app) & green screen to put yourself into a miniature set (we did a quick tutorial last Friday)! 
  • Record it (up to 20 sec)
  • Save it to your Google Drive. 
  • Copy & paste the link onto the SRL task spreadsheet in student notes
  • In your SRL book, draw a quick reflection pie graph (see below)

LEVEL 2
What do you know:
  • LIST 4 movies that have used miniature sets
  • JUSTIFY (provide sound reasons or evidence to support a statement) why film makers would use miniatures rather than real size sets.  Focus on at least THREE REASONS, backed up with evidence, research and examples.
  • EXPLAIN (present a meaning with clarity, precision, completeness) what you found interesting about your research 
Some useful links:
Advantages for cost and better than CGI HERE
Advantages over CGI  HERE

General advantages HERE

Good information HERE



LEVEL 3
Watch the following video: https://youtu.be/TjAKVnMaco8 
Use a mindmap to brainstorm ideas to create your set:
  • Old-school --> pen & paper
  • New-school --> https://bubbl.us/mindmap  (or similar) - here's an example
  • build your set!
  • Create a 1 min film using your set with:
    • Title
    • Film story
    • Transitions
    • Closing Credits - including all who assisted with video production
  •  Share it to our student blog


Week 1-3 LEVEL UP ...
Ethics - what is the 'right thing' to do?
LEVEL 1

1A 

Bruce Weinstein is known as the 'Ethics Guy'.  Watch this video.





a)     After watching this video, what do you think Ethics is?

b)     Write down the 5 Ethics principles.


1B    

Read these two scenarios. Use the 5 principles  - what do YOU think should happen? (write 2-3 sentences for each)

1. 
Jordy and Art were playing a video game at Jordy's house. Art accidentally knocked over a glass of juice onto Jordy's computer. Jordy needs to get his computer repaired and thinks Art should pay for that. Art disagrees. He thinks it's Jordy's fault for keeping his drink too close to his computer. What should Art do?

2.
Thomas is captain of the football team and needs to choose players. He wants to pick the best players, but he knows that kids who don’t play as well will be not be chosen and will be upset. He doesn’t want to hurt anyone’s feelings, but he wants to have a strong team. What should Thomas do?





LEVEL 2

We will be working on a collaborative Google doc on Friday to argue for and against these ethical dilemmas.  You need to prepare by choosing a topic, choosing 'for' or 'against', researching and taking notes in your SRL book.

You have a choice of three topics:

1. Animal experimentation

Research here:  http://www.bbc.co.uk/ethics/animals/using/experiments_1.shtml

2.  Hunting

Research here:  http://www.bbc.co.uk/ethics/animals/using/hunting_1.shtml

http://www.adelaidenow.com.au/news/opinion/we-ask-those-for-and-against-duck-hunting-to-take-their-best-shot/story-e6freabc-1226580224889

3.  Animals for entertainment

Research here:  http://www.bbc.co.uk/ethics/animals/using/entertainment_1.shtml


LEVEL 3


Bioethics:  the study of ethics linked to the topic of biology.

 

A.   Read this definition of Bioethics.  

https://www.beep.ac.uk/content/46.0.html

In 1-2 sentences explain why you think it would be important to learn about bioethics.

 

B.   Select one of these topics and decide whether you are For or Against.

You will carry out a form of online debate on our Aspire student blog.  Our focus is on Critical Thinking -  check out the rubric.  We are looking for interesting points and opinions that are supported by evidence.

Sign up on our whiteboard.



TOPIC

YES

NO

1.  Cloning Pets

There are now a number of companies who will clone your pets for you. This costs up to US $100,000.  The process is quite reliable and will take about 6 months.

Should people be allowed to clone their pets?

http://www.myfriendagain.com/

http://www.telegraph.co.uk/news/uknews/12133278/First-British-couple-to-clone-dead-pet-dog-pick-up-puppies-from-South-Korea.html

http://www.sfgate.com/opinion/openforum/article/Is-animal-cloning-ethical-2737093.php

 

 

 

2.  Superhumans

 

The American defence research team is investigating the creation of transhumans – genetically modified humans who would be stronger and healthier. Biotechnology has created body enhancements that can alter many aspects of the human body.  Brain research is another area that could result in human enhancement.

 Should we allow technology and science research enhance our bodies to create superhumans?

 

Genetically modified humans:  http://www.biotecharticles.com/Biotech-Research-Article/Superhumans-Genetically-Modified-Humans-2895.html

https://www.khouse.org/enews_article/2011/1863/

 

Using technology: http://listverse.com/2013/05/12/10-incredible-ways-technology-may-make-us-superhuman/

 

Enhancing the brain:  https://vimeo.com/141479485

 

 

 

3.  GM Foods

Science has been used to alter the DNA of plants to either make them healthier (golden rice) or easier to grow in poor countries (GM aubergine). Sometimes GM foods are safer than the organic ones – NZ’s killer organic zucchini. Many people believe GM plants are harmful for people and the environment.

 

Should we continue to have GM foods?

 

Golden rice:  https://www.newscientist.com/article/mg22029410-600-golden-rice-creator-wants-to-live-to-see-it-save-lives/

GM Aubergine:  http://news.bbc.co.uk/2/hi/south_asia/8503825.stm

Killer organic zucchini:  http://www.scoop.co.nz/stories/PO0205/S00140.htm

 

 

4.  GM pets

 

Animals can be genetically modified so they have interesting traits such as tiny size, large ears and being glow-in-the-dark!!

 

Should we modify animals just so we can have fun pets?

 

Micro pig:  http://www.theguardian.com/world/2015/oct/03/micropig-animal-rights-genetics-china-pets-outrage

Glofish:  http://www.glofish.com/

Ethics:  https://aeon.co/essays/how-far-should-we-go-in-shaping-animals-for-aesthetic-pleasure

 

 

 

5.  Head transplants

 Medical research has now made this possible. Some people suffer from body wasting diseases while their minds are perfect. Other people are ‘brain dead’ with healthy bodies.

 

Should these healthy bodies be used for head transplant surgery for the ‘healthy brain’ patients?

 

Research:

https://www.theguardian.com/science/2015/oct/03/will-first-human-head-transplant-happen-in-2017

http://www.popsci.com/science/article/2013-07/would-human-head-transplant-be-ethical

 

 

 

6.  Designer babies - selecting embryos for gender, deafness, athletic ability

Preimplantation Genetic Diagnosis can be used to select for certain traits before the embryo is implanted for pregnancy.

These traits can be gender, eye colour or specifically wanting a genetic condition such as dwarfism or deafness. The process can also be used to screen for genetic diseases.

 

Should we be able to screen for designer babies?

 

http://health.howstuffworks.com/pregnancy-and-parenting/pregnancy/fertility/future-children1.htm

http://www.healthline.com/health-news/will-designer-babies-soon-be-a-reality-121814#1

https://www.newscientist.com/blog/shortsharpscience/2006/09/designer-deafness.html

  

 

 

7.  Xenotransplantation -  using animal organs to save humans

 

Organ transplants save human lives. There is always a shortage of available human organs, and many animal organs would be suitable.

 

Should we use animal organs for human organ transplants?

 

http://www.bioethics-today.org/xenotransplantation.htm

http://www.med.nyu.edu/highschoolbioethics/briefs/xenotransplantation

 

 

 

8.  De-extinction – bringing extinct species back to life

 

DNA can be recovered from any extinct species and cloning technology will soon make it possible to bring these animals back to life.

 

Should we resurrect our extinct animals from the dead?

 

Research:

http://www.nationalgeographic.com/deextinction/

(click on the links to read more)

 

 

Our Student Blog is HERE - once you have gathered your research, written your response and edited it, post it to the blog!




                          Week 9-10-11 LEVEL UP ...
Chernobyl and other environmental disasters - how do they happen and what damage is done?

LEVEL 1
(ESTIMATED TIME TO COMPLETE LEVEL 1 =  ~ 1 HOUR)

1a)  In pairs, discuss - Do you think Super-humans exist? Why / why not? (5 mins)


1b)   After your brief discussion, do a quick google search to find out the answer ... List 5 people & their 'super powers'

(10 mins ... watch your time because you will be surprised with what you find)


1c)  Go to the following Superhero name generator, enter your name and write a brief summary of your Superhero 

story (narrative that the generator provides) (3 mins)




1d)  Research & record 10 Superheroes who gained their powers after being exposed to some form of radiation. Write 

their name and summarise into 1 sentence, how they gained their powers. (10 mins max - you're likely to find them 

all in the same document!)


1e)  The Chernobyl disaster had devastating effects on not only the humans that lived there, but the animals and 

environment too. Watch the following EdPuzzle video to find out more: (10 mins)






LEVEL 2

SUMMARISING SKILLS

2a)  Read this article about the Chernobyl disaster.  Make bullet point notes (of the KEY facts) and then write a summary of less than 150 words.    (30 - 45  minutes)


2b)
 Summarise an article about another environmental disaster - either 'man-made' (nuclear, oil spill, air pollution, ocean waste) or natural (tsunami, volcano, earthquake).
Make bullet points (of the KEY facts) and write a summary of less than 150 words.   

          
                                

Use one of these links below, or find your own article (if you want to challenge yourself and be a Level 5 investigator - on the marking rubric)
(45 - 60 minutes)







LEVEL 3

IMPACTS and SOLUTIONS

3)  Use the information you found in Part 2 in Level 2 (another example of an environmental disaster) to make a presentation of the impacts of the disaster and provide some solution ideas.
Impacts -  look at the environment, animals, society (e.g. money, jobs, homes)
Solutions - how can we fix what happened?  How can we prevent the disaster, or be more prepared?

       




You can choose how you want to present this:  Google slideshow, movie, animation, model, poster, Scratch etc

(1 - 2 hours)



Week 6-7 LEVEL UP ...
If we have computers, do we need our memory?


LEVEL 1
(ESTIMATED TIME TO COMPLETE LEVEL 1 = 1HOUR AND 3 MINUTES)
  1. What is your favourite memory? (ESTIMATED TIME = 3 MINS)
  2. Click on the link below to watch the EdPuzzle video and answer the questions as you go (ESTIMATED TIME = 25 MINS)

3. Time to test your memory skills! We challenge you to remember the random items (yes they really are random!) from the list below, do you have what it takes? Create a memory palace OR creative story to help remember them.     (ESTIMATED TIME = 25 MINS OR LESS)

  • iPhone
  • Cat
  • Pillow
  • 27
  • Whiteboard marker
  • Chair
  • Basketball
  • Flowers
  • Tony Robbins
  • Cookie monster
  • Quadriceps
  • 20th December
  • Car
  • Chicken
  • Guitar
  • Square root of 1156 = 34
  • Snail
  • Keys

4. Test yourself on your awesome skills and record the results. (ESTIMATED TIME = 2 MINS)

5. Using correct grammar, punctuation and spelling, write out your memory story ensuring that your handwriting is neat! (ESTIMATED TIME = 8 MINS)


LEVEL 2

SUMMARISING SKILLS

1. Read this article about memory and learning Basic Facts.  Make bullet point notes and then write a summary of exactly 66 words.


2.  This page has a number of interesting articles about memory and the brain.  Choose one. Make bullet point notes and then write a summary of exactly 66 words.



LEVEL 3

Research any topic about memory, or how the brain works (neuroscience).

Some ideas are:  Sport science, magic (brain tricks), Health (e.g. strokes, alzheimers), military, criminal investigations, “mind reading”,  brain training, latest research into animal brains

Find 2-3 articles and bullet point the key points of each (one heading per article).


Write a report explaining:

  1. What it is (the main facts)

  2. How it impacts us in society now, and in the future.


Include pictures and diagrams if you can.


________________________________________________________________

Week 3  "Level up"  -  Are Apps making us lazy??





Level 1:


Read this:

https://vulcanpost.com/91251/10-best-apps-make-you-lazy/


Watch this:  (Ellen reviews bad apps)  https://www.youtube.com/watch?v=wTWMj0fTiPI


Questions:

  1. Which app do you think is the most pointless?  Why?

  2. Which of these lazy and pointless apps do you think might be useful?  Why?


Many apps are made that are really useful, but some of the best selling apps are really quite pointless.




  1. Find an app online that seems pointless, but has sold well.  

    1. What is the app?

    2. What does it cost?

    3. Describe how it works (in your own words)

    4. Give the stats of its success →  number of downloads. This figure is not available anywhere but an estimate can be calculated by multiplying the number of ratings by 30. For example, if the app has 74 ratings,

74 x 30 = 2220 downloads


4.  Outline your idea for a ‘pointless’ or ‘wasting time’ app.  These links may spark some ideas: 

http://www.businessinsider.com/kids-reveal-billion-dollar-app-ideas-2014-12


http://www.ibtimes.com.au/top-10-iphone-apps-should-be-created-1306236




Level 2:


Many researchers believe smartphones and other smart technology is making us lazy and dumbing us down.


  1. Read through these three articles and summarise the key information from all three articles into 12 main points. CHALLENGE: Can you do it in less?



2.   There are researchers who believe that smartphones and apps are making us smarter.  Find one internet article about this and summarise into 5 points.


3.  What do you believe?  Justify your answer.



Level 3:

What does this mean for us in the future?

Wall-E paints a picture of the future that doesn’t look great for human fitness:

https://www.youtube.com/watch?v=s-kdRdzxdZQ

Smartphones can do amazing things today that no-one believed would be possible 10-20 years ago.


  1. Find one area of phone or computer technology that is currently being developed and explain what it might be possible to achieve in the future.


  1. How will this affect us?