PDAF Successful Project Profiles - Elementary

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2012-2013
Creating the Ultimate Classroom for Boys and Girls
StoryWall (with math literature)
Math Journal Presentation
Succeeding in Reading: Using the iPad to Support Early Literacy Intervention
Our Voices Our Stories
Succeeding in Reading: Using the iPad to support Early Literacy Intervention
Math Balances
Theatre Du Lecteur
Increasing Student Collaboration & Problem Solving Skills with Robotics Education
Making Science Soar, Parrot A.R. Drone Integration in Gr. 6 Science Unit Flight
Developing Music Literacy
We Are (A Community Exploration)
"APPS"SOLUTELY Wonderful Technology for Leadership, School Accreditation and Intergenerational Activities

 

2011-2012
2010-2011
The Jumping Flea (Ukulele) in the Classroom Enhanced Learning with Elmo
WW Math! Integrating the Workshop Approach with Math Workstations Hollywood North
Crééons, écrivons, lisons, présentons Rubbing Shoulders with our Forebears
ROCK STARS Program Magnetic Barrier Game Boards for Core French Fluency
North River Elementary School Bike Club Communications Technology for WES
Egg Hatching Project  iPOWER
iWorkshops Promoting P.L.A.Y.
Strong Girls Phonological Awareness Training Program (PAT-P)
The Development of Activity Kits to Enhance Fine Motor Skills in Elementary Students and Students with Significant Motor Disabilities Vermicomposting for the School Garden
Enhancing Collaborative Learning in the 21st Century Classroom Hover Cam Technology Enhances Education
Video Counselling Between Two Elementary Schools  
Students in Motion  
Move your body, fuel your brain  
Magnificent Mindfulness: Calm the Mind and Body  
Hands Reaching Across the Curriculum  
Ensemble, nous apprenons  
2009-2010
2008-2009
Fish Friends Abbey's Memorial Butterfly Garden
Les Arts du Cirque Elementary Guitar Project
Teaching - Robot C for Lego Mindstorms Les Poi ou Le Défi Fy!
Technology/Listening Station with Audiobook Library Trikking into the Future
Kiln/Pottery Project Math Toolkits
Learning Science Through Games Sensory Integration Makes Sense!
A Fit Body = A Healthy Mind Implementation of the KLLIC Program
  A Literacy Based School Community Website
  Back to the Future with SMARTboard Technology
  The Rainbow Connection

2012-2013

Creating the Ultimate Classroom for Boys and Girls
12-13/06/E

School: Annapolis East Elementary
Grade: P-1
School Board: Annapolis Valley Regional School Board
Project Coordinator: Jill MacDonald

The Ultimate Classroom will attempt to incorporate practical suggestions found in research about how boys and girls learn, and use this information to better address the needs of all children. Students will explore and learn through technology, art, science, mathematics, music and literacy, all being linked through meaningful play and oral language.

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StoryWall (with math literature)
12-13/19/E

School: Meadowfields Community School
Grade: P-6
School Board: Tri County Regional School Board
Project Coordinator: Elsa Maan

The Primary to Six students at Meadowfields Community School will soon experience math in a unique and shared way through Math StoryWalks. Multiple copies of math literature books are bought. Each page is separated and mounted on card stock and laminated. The book is then displayed in the school or playground (by Velcro to walls or stakes) so that students must ‘travel’ between pages to get the whole story. The ‘travel’ between pages includes instructions to solve a math problem before they get to the next or to ‘travel’ a certain way (tiptoe, zigzag, hop). A copy of the entire book will be available in the school library after that particular StoryWalk is done.

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Math Journal Presentation
12-13/20/E

School: AG Baillie Memorial Elementary
Grade: 4-5
School Board: Chignecto-Central Regional School Board
Project Coordinator: Nicole MacInnis
Team Members: Nancy Boudreau

“Math Journal Presentation” is an exciting new way to make mathematics even more interesting using the latest available technologies. Students will be presenting their knowledge of an outcome to the class using the latest technologies from SMART. They will be incorporating the brand new SMART LightRaise 40wi interactive projector which turns any wall or whiteboard into an interactive workspace, the SMART Document Camera with Mixed Reality Tools for viewing of 3D objects and SMART Response PE interactive response system. These three innovative new technologies will be linked together with SMART Notebook 11 allowing students to create seamless, interactive and exciting presentations.

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Succeeding in Reading: Using the iPad to Support Early Literacy Intervention - A Program Development Assistance Fund Project
12-13/25/E

School: Tantallon Elementary School
Grade: P-2
School Board: Halifax Regional School Board
Project Coordinator: Melanie Connors

The main goal of this project is to motivate struggling readers in the early literacy intervention program by engaging them in learning activities using iPads. The iPads will travel with the French immersion ELT teacher to meet with groups of up to three students in various classes in grades one and two immersion. The iPads will be used during the less structured portions of the lessons such as the word study and writing components. There are many excellent French learning applications that are perfect for use during the less structured fifth session of each week when games and various other fun activities are encouraged.

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Our Voices Our Stories
12-13/35/E

School:  Cobequid Education Centre 
Grade:  P-2
School Board:  Halifax Regional School Board
Project Coordinator:  Angela Wisen
Team Members:  Helen McPhee, Sherry Archibald, Jen Brayton

The goal of the storytelling project is to mesh together traditional oral story telling and modern technology. The project will begin with the oral story telling tradition as students explore stories from diverse cultures. For example, we will explore the stories of Canada’s Aboriginal population through the purchase of the Turtle Island levelled reading books. We will also incorporate the personal stories and experiences of our students as student voices become an integral part of the curriculum. We will use theiPads made available through the PDAF to explore digital story telling as the modern expression of this ancient art. A story is a powerful vehicle and it can change the classroom form having one expert opinion to many voices of experience and knowledge!

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Succeeding in Reading:  Using the iPad to support Early Literacy Intervention
12-13/36/E

School:  Tantallon Elementary School
Grade 1
School Board:  Halifax Regional School Board
Project Coordinator:  Melissa Walsh

With this grant, I will purchase six iPads for use in my classroom for literacy centers as well as for small group instruction. This technology use will create more successful programming for my students. The iPads will be used to support the learning of all students, especially those who are experiencing difficulty meeting the Language Arts outcomes. Students will have the opportunity to practice technological skills while practicing their reading and writing skills.

I use centers to teach and reinforce reading and writing literacy lessons in my classroom. The iPads will be an ideal device to use in my lessons since they are a form of technology sure to reach my struggling readers. Using the iPads in my lessons, struggling learners will hopefully require less support from outside of the classroom, or if necessary, for shorter periods of time. I will work with our school’s resource and Early Literacy Support Teacher to choose Apps and games to help support my students receiving support.

The iPads will also be used for students who may need extra challenge or enrichment. During writing, students can use the App Pages. My students will play learning games, math games and do other activities that promote literacy skills. I will use the iPads during mini lessons on a particular sound or letter.

I truly appreciate the opportunity to extend my teaching and student learning. I have always enjoyed working with lower elementary students and I am very excited to be able to provide additional support through technology to improve skills in both reading and writing.

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Math Balances
12-13/42/E

School:  Hammonds Plains Cons. School
Grade: 2
School Board:  Halifax Regional School Board
Project Coordinator:  Penny Auld
Team Members:  Margaret Judge, Pamela Zawidzki, Leona Bekkers

We would like to purchase 40 Math Balances for use in math centers to be shared between our Grade 2 classes. These math balances were introduced to us by our Math Coaches this fall. The balances are a wonderful tool to have the children explore different ways to represent a number (10 is the same as 8 and 2). We feel that these balances would be a wonderful differentiated learning experience in math. It would also give the students a hands-on visual tool to recognize that numbers can be composed in many different ways. As a center, the math balances would be a great way to engage students in meaningful, educational exploration in a way that lessens their anxiety towards math and math vocabulary and instills a love of learning.

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Theatre Du Lecteur
12-13/43/E

School:  Hammonds Plains Cons. School
Grades: 4-5
School Board:  Halifax Regional School Board
Project Coordinator:  Lydie Gascuel
Team Members:    Becky Himmelman

This resource "THEATRE DES LECTEURS – ENSEMBLE 1 (CONTES ET LEGENDES) by CHENELIERE will be used in both a grade 4 and 5 classroom to supplement French Language Arts curriculum. The aim is to improve fluency in reading as well as introducing students to different French Literature. Students will be using this resource in small groups based on their reading level. Each character will be assigned according to the students' reading-level. Students can then be assessed on their ability to read an appropriate leveled text.

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Increasing Student Collaboration & Problem Solving Skills with Robotics Education
12-13/58/E

School: Bedford South School
Grade: 6
School Board: Halifax Regional School Board
Project Coordinator: Shelly Tulloch
Team Members: Clare Bonin, Debbie Metherall

This project aims to create anchor technology integration classrooms using innovative classroom practice to foster collaboration amongst students and model a collaborative approach to student learning to support student success is a large and diverse classroom using LEGO NXT Mindstorm Robots to deliver the grade six curriculum at Bedford South. 

This project aims to

  1. Encourage a constructivist approach to learning,
  2. Develop collaboration, communication skills amongst students, and confidence in the STEM fields
  3. Develop positive attitudes about teamwork and collaboration
  4. Develop a best practice resource guide for the integration of robotics as a means to deliver the existing grade six curriculum in a collaborative setting.

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Making Science Soar, Parrot A.R. Drone Integration in Gr. 6 Science Unit Flight
12-13/72/E

School:  New Ross Consolidated School
Grade:  6
School Board:  South Shore Regional School Board
Project Coordinator:  Peter Millett

Humans have long entertained a fascination with flight. This fascination can be readily observed as Grade 6 students explore the concepts of flight as part of the Nova Scotia Grade 6 Science Curriculum. New Ross Consolidated Grade 6 students will now be able to participate in the unique experience of piloting their own small aircraft, and have the incredible perspective of actually being on board the craft itself. The Parrot AR Drone is a four rotor, quadcopter that is controlled from a variety of mobile devices. The Parrot drone has the capability to send real time HD images to a mobile device from two onboard cameras. Students will be able to learn about aircraft design and flight control as if they were actually onboard an aircraft. This project offers students an experiential learning opportunity for Grade 6 science curriculum with the prospect to explore the 21st Century career fields of Unmanned Aerial Vehicles. 

For more information: Parrot AR Drone http://ardrone2.parrot.com/usa/

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We Are (A Community Exploration)
12-13/79/E

School:  Gertrude Parker School
Grade: P-1, 5-6
School Board:  Halifax Regional School Board
Project Coordinator:  Stephanie Hawkins 
Project Team Members:  Crystal Isert

A strong sense of community within the classroom, the school and the surrounding neighbourhood is an integral part of developing positive, productive citizens.  “We Are; A Community Exploration” is a year long project exploring what it means to be a part of the École Gertrude Parker School community. Students in Grades Primary and One English and Grades Five and Six French Immersion will work collaboratively to define their school community and develop an understanding of what contributes to making this community what it is. These understandings will then be expressed and shared with other members of the community through a series of stop motion animation clips the students will create using the iPads.

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Developing Music Literacy
12-13/73/E

School:  Holland Road Elementary School
Grade: P-6
School Board:  Halifax Regional School Board
Project Coordinator:  Kerstin Boyce
Team Members:    Rick Hooke, Lynne Robertson, Jacqueline Doucette

Holland Road School is a very rural school, and historically has strongly supported the arts. This project will provide much-needed technology in the music room, which will be accessible to all. Students in the school will have access to technology tools to create and record their own music, supporting the legacy of the arts at HRES.

This project is innovative since, for the first time at Holland Road School, students will have the opportunity to create music with technology.   We have many students who have excelled in music and now we can  give them the experience of learning to compose and record their own ideas  by providing them with I-pads with music recording opportunities. 

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''APPS''SOLUTELY Wonderful Technology for Leadership, School Accreditation and Intergenerational Activities
12-13/91/E

School:  École Stella-Maris
Grade: M-6
School Board:  Conseil scolaire acadien provincial
Project Coordinator:  Suzanne Belliveau
Team Members:  Nathalie LeBlanc, Réjeanne Gaudet

École Stella-Maris is implementing portfolios at all grade levels as the evaluation process and school communication objective with IPADS through PDAF.  Another objective is improving writing skills with APPS in French.  Also, teachers integrating new APPS, related to curriculum outcomes, have been identified as a priority, which supports IPADS.

The school strives to work with the community and see the contribution that the IPADS can provide.  Monthly classroom visits to senior homes will bring this technology to enrich the visits, share work done through IPADS, share student’s leadership qualities, as well as share their activities and good deeds through portfolios.

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2011-12

The Jumping Flea (Ukulele) in the Classroom
11-12/05/E

School: North River & Debert Elementary
Grade: 2-6
School Board: Chignecto-Central Regional School Board
Project Coordinator: Philip Black
Team Members: Darrell Fitzgerald, Erma Cox

The ukulele is a small, inexpensive stringed instrument, suitable for students from lower elementary on up. It is ideal tool for teaching music literacy, and a springboard for further instrument study. This project is spearheaded by a music teacher and guitar player, who had the great fortune of studying with James Hill this past summer. I am currently in year one of his three year Ukulele Teacher Certification Program.

Our PDAF grant will allow both North River and Debert Elementary Schools to purchase classroom sets of Makala concert ukuleles, along with method books, music stands, and teacher resources. All students from grade 2 to grade 6 in my two schools will learn to play these instruments, using James Hill and J. Chalmers Doane's newly published series, entitled Ukulele in the Classroom, as a primary resource. We are indeed fortunate to have these two giants of ukulele in music education living just down the road! I will organize extracurricular ukulele groups for those students who wish to go to the next level, and purchase their own instruments.

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WW Math! Integrating the Workshop Approach with Math Work Stations
11-12/08/E

School: Dwight Ross Elementary
Grade: 1-2
School Board: Annapolis Valley Regional School Board
Project Coordinator: Gillian MacIntosh

WW Math! aims to integrate the workshop approach, outlined in Investigations, with Debbie Diller’s work station approach to learning centres. Combining these two approaches will create a stronger and more effective math workshop that teaches math concepts in an optimal way while benefiting from a structure that provides time for small group instruction, differentiation, and reflection. The project will engage students in grades one and two in highly motivating tasks. Students will be active participants in their own learning, as they explore math tools, problem solve, and use reasoning skills while performing tasks at their optimal learning level.

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Crééons, écrivons, lisons, présentons
11-12/15/E

School: École Jean-Marie-Gay
Grade: 2
School Board: Conseil scolaire acadien provincial
Project Coordinator: Monette Boudreau
Team Members: Lori Ann Comeau, Maria Hanna

Étant l'enseignante de la deuxième année, j'aimerais rendre mes élèves actifs dans leurs apprentissages. Les élèves aiment lire et écrire mais parfois, c'est un défi d'ajouter un élément innovateur ainsi que motiver les élèves.

Avec ce projet, les élèves auront la chance d'élargir leur connaissance au sujet des stratégies vedettes en salle de classe à l'aide des iPad. Les élèves auront la chance d'écrire de petites histoires à travers l'application «Pages». Ils auront aussi la chance de faire la lecture de livres électroniques à travers «iBooks» dans le but d'améliorer leur compréhension en lecture et leur aisance.

De plus, les élèves auront l'occasion de mieux explorer leurs intérêts. Ils seront plus motivés de s'engager dans le processus d'écriture ainsi que celle d'évaluation en donnant des rétroactions car la technologie leur est familier.

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ROCK STARS Program
11-12/12/E

School: Rockingstone Heights School
Grade: 1
School Board: Halifax Regional School Board
Project Coordinator: Eileen Lunney
Team Members: Ali Sangster, Jill Ginn, Craig Myra

The Rockingstone Spectacularly Talented and Respectful Students “ ROCK STARS “ program provides students in grades primary to six the opportunity to take part in co-operative learning activities designed to help develop social skills and demonstrate respect and kindness to others all in an environment of fun. Each day our ROCK STARS meet, select games, puzzles, or art activities, and practice friendship and caring in a fun-filled atmosphere. The program goals are to develop a positive learning environment, enhance students respect for others, and build a strong community among students, teachers, staff and families. Become a Rockingstone ROCK STAR today.

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North River Elementary School Bike Club
11-12/29/E

School: North River Elementary
Grade: 3-6
School Board: Chignecto-Central Regional School Board
Project Coordinator: Steve Caudle
Team Members: Jimmy Morrison, Darrell Fitzgerald

North River Elementary School has taken on the task of establishing a grass-roots bike club for our students in grades three through six. At present we will use existing school ground property for teaching biking fundamentals and have biking clinics that would bring in members of the community to share their knowledge. At a later date, we will incorporate use of local trails into the program and network with other clubs (junior and senior high) within our area and have them act as mentors for the elementary-aged students.

The club will introduce students to a lifetime recreational activity, provide an out-of-school recreational opportunity for students who live mainly in rural settings and give access to an activity that many students who, due to socio-economics, could not otherwise participate in.

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Egg Hatching Project
11-12/23/E

School: Ian Forsyth Elem. School
Grade: 2
School Board: Halifax Regional School Board
Project Coordinators: Laura Goodland & Diane MacDonald

According to the unit, Animal Growth and Change, students should investigate the life cycle of an organism first-hand. We chose the life cycle of a chicken. With an incubator having an automatic turner, students observe the required temperature, humidity, and turning of the eggs necessary for the chicks’ development. This is comparable to a mother hen in real life. Because of the incubator in the classroom, students observe the chick entering the world and the various changes in behaviour and appearance for approximately two weeks.

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iWorkshops
11-12/32/E

School: New Minas Elementary
Grade: P/1
School Board: Annapolis Valley Regional School Board
Project Coordinator: Tabatha Durling
Team Members: Marie Boudreau

Technology is an integral part of today’s society ad will continue to be so in the future. The use of iPads will help foster lifelong learning and technological competency which will support students’ confidence and future experiences with technology.

The implementation of iPads in our P/1 classrooms will provide motivational experiences that will in turn enhance our workshop approach in both literacy and math. Through the use of various apps, students will be active participants in their own learning experiences, which will support all strands of the LA and Math curriculums. The iPad will also provide opportunity for differentiated instruction in small group and workshops, as well as improve students’ literacy and math skills.

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Strong Girls
11-12/65/E

School: Central Spryfield School
Grade: 5-6
School Board: Halifax Regional School Board
Project Coordinator: Lisa MacDonald
Team Members: Heather Topshee, Tracey Warner

Strong Girls is a philosophical approach to having girls experience key universal values that will enhance their self-image, self-esteem, social relationships, and personal growth. Strong Girls explores: What do healthy relationships look and feel like? How does respect feel? What does beauty look and feel like? How do I have value? The girls meet every Monday during lunch hour. Each session focuses on one of the five values or ‘stars’: Peace, Respect, Wellness, Friendship, Beauty. The girls are challenged to consider the depth of their own qualities. They are learning to value themselves, to see their own thoughts, ideas, choices and opinions as meaningful.

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The Development of Activity Kits to Enhance Fine Motor Skills in Elementary Students
and Students with Significant Motor Disabilities
11-12/68/E

School: SSRSB Elementary Schools
Grade: P-6
School Board: South Shore Regional School Board
Project Coordinator: Barbara Cochrane
Team Members: Barbara Welsford

The Development of Activity Kits to Enhance Fine Motor Skills in Elementary Students and Students with Significant Motor Disabilities Fine motor is the ability to coordinate the small muscles of the hand.

Tasks requiring fine motor skills include grasping, picking up small or large items, release, imitating and copying patterns, handwriting, using scissors and many more activities performed in early elementary classrooms.

All children will benefit from opportunities to enhance the development of fine motor skills.

Occupational Therapists in our school board note that 90% of their referrals are for fine motor skill support.

What they are seeing are children who cannot grasp a pencil and paper appropriately, manipulate and pick up small objects to complete a task, use scissors, engage in hand eye coordination activities, utilize manipulatives etc.

Children who have difficulties with fine motor readiness skills have difficulties later on with pencil grasp, printing and writing, string beads, dressing oneself (use of buttons, zippers etc).

Students with significant disabilities often display difficulties with fine motor skills.

Fine motor skills also come into play when stacking blocks, playing with toys, developing control in their environment and also during eating and drinking. Effective fine motor skills are critical to success in school.

We are seeing many students enter school and in early elementary who lack efficient fine motor skills to engage in and complete classroom tasks.

This project will address those needs.

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Enhancing Collaborative Learning in the 21st Century Classroom
11-12/71/E

School: Hebbville Academy
Grade: 6
School Board: South Shore Regional School Board
Project Coordinator: Amy Sullivan
Team Members:  Andrea Conrad, Corrine Eisnor, Martine Wade

The grade six team at Hebbville Academy (SSRSB), will be experimenting with Apple TV and AirPlay technology. In combination with iPod Touch and/or iPad mobile devices, teachers and students will engage in classroom activities from their seats.  The iPad can be projected with a couple of simple steps ... and it works wirelessly! All students and teachers in the classroom will be connected, some with their personal devices and some with the school’s devices. Students can complete activities, from their desks, projecting their responses/ comments/ input on the large TV screen at the front of the class. All activities can be initiated and controlled by the teacher with the appropriate apps. Student responses, videos, images, websites, etextbooks, novels, reading, writing, and project-based activities can be shared. Students will be more engaged as a large group, be able to effectively "privatize" their learning at the same time and engage directly with the teacher using their mobile device. Teachers are able to control the digital activities and monitor engagement, task completion and learning from anywhere in the classroom.

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Video Counselling Between Two Elementary Schools
11-12/72/E

Schools: Mill Village Cons. & Dr. J.C. Wickwire Academy
Grade: P-6
School Board: South Shore Regional School Board
Project Coordinator:  Michael Worthylake
Team Member:  Denise Burgess

This project will provide video-counselling to students in a small, rural school (Mill Village Consolidated). The grant will provide two iPads for connecting students to the school guidance person so that they can connect with Guidance through video and access app, videos and counselor-generated PowerPoints. This project will enhance, not replace, existing guidance services. In addition, the iPads will also be used to connect with outside agencies that support students, by means of providing video conferencing during team meetings.

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Students in Motion
11-12/74/E

School: Rockingstone Heights   
Grade: 6-8
School Board:  Halifax Regional School Board
Project Coordinator: Esther Bishop

The goal of this Students in Motion PDAF Grant is to address the motor challenges of Learning Centre students who currently lack comfort and experience with most types of sports equipment. Adapted bicycles will provide them with the experience of learning a life-long skill, increase their self-esteem and improve their motor skills.

There is no similar program being offered in the school or the community for these students. Currently,there is no other occasion for them to learn and enjoy an activity that other students have access to on a regular basis.

The students will be developing trust and learning co-operation amongst themselves and with the facilitators. Some will take on leadership roles and all will be instructed in appropriate social skills such as taking turns, waiting their turn, and requesting items and support, as needed. Learning patience and dealing with frustrations will also be taught and implemented. Team spirit will be encouraged and rewarded.

Students in Motion meets all of the 8 strands in the The NS Public Schools Programs in the Physical Education Q-2 Section of the curriculum. They are : Personal fitness, Leadership, Personal fitness and group safety, Outdoor Pursuits, Sports Science Sport and Society, Sports Experience and Recreation and Leisure.

This project will be a valuable learning experience for both students and facilitators.

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Move you body, fuel your brain
11-12/78/E

School: École Beaubassin
Grade: 5
School Board: Conseil Scolaire Acadien Provincial 
Project Coordinator: Colette Doucet

Having been closely working with children for the past ten years, I feel obligated to educate them in the field of mind-body connection.  Since our physical health is so closely related to all aspects of our lives, I believe children need a daily physical activity routine. This is why I started a daily 20 minute run around the school. In order to compliment this physical activity routine which will be implemented with my students in the beginning of the 2012 school year, I will have the students wear heart rate monitors. These monitors will track each students heart rate and have them reach their target heart rate. This will inspire them to work harder and better their physical abilities which will have a ripple effect in all areas of their lives.

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Magnificent Mindfulness: Calm the Mind and Body
11-12/82/E

School: Yarmouth Central Elementary School
Grade: P-6
School Board: Tri County Regional School Board
Project Coordinator: Bonnie LeBlanc
Team Members: Jared Purdy, Elaina Armstrong, Marsha Posey

The Magnificent Mindfulness: Calm the Mind and Body equipment grant will allow for maximum participation and inclusion of all students. This equipment will allow all students a comfortable space to experience participation in guided mindfulness activities during Physical Education class, Resource or at recess/lunch. In today’s busy and sometimes stressful world we feel it is important to allow students to have this experience and be able to have time to calm their mind and body. It also gives them a calming tool they can continue to use for a lifetime.

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Hands Reaching Across the Curriculum
11-12/85/E

School: Harry R. Hamilton School
Grade: P-6
School Board: Halifax Regional School Board
Project Coordinator: Allyson Walker
Team Members:  Julie Fifield, Gail Langille, Shelley Gudger

Our project called "Hands Reaching Across the Curriculum" has been developed to support student learning by involving students in hands-on activities through life science projects. "Hands Reaching Across the Curriculum" will use life science projects to create hands-on experiences that help students make connections across the curriculum. It will focus on developing the "eighth intelligence" which is now being described as the natural intelligence or people who are nature smart. This project was developed to enhance the learning of our students by helping them to understand that they are ALL part of a larger system, and that everything that they do has an impact on something else and that everything is connected.

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Ensemble, nous apprenons
11-12/87/E

School: École Jean-Marie-Gay
Grade: 2
School Board: Conseil scolarie acadien provincial
Project Coordinator: Monette Boudreau
Team Members:  Lori Ann Comeau, Marie Hanna, Michel Gaudet

Les élèves auront la chance d'élargir leur connaissances à travers la nouvelle techonologie qui prend sa place dans nos école et notre avenir. Avec Apple TV, un projecteur, un MAC et des iPads, voici la chance pour les élèves de devenir apprenants actifs ainsi que jouer le rôle de l'enseignant. Je souhaite qu'à travers ce projet, tous les élèves seront capables de connaître du succès et d'augmenter leur estime de soi en étant engagé et motivé dans ses propres apprentissages à leur niveau. Je serai capable de toucher les intelligences multiples de mes élèves ainsi que faire l'enseignement différencié dans mon quotidien à travers divers sujets scolaires.

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2010-2011

Enhanced Learning with Elmo
10-11/07/E

School: Falmouth District
Grade: P-6
School Board: Annapolis Valley Regional School Board
Project Coordinator: Theresa Atwell

Using technology based tools to promote student learning is crucial if we want our children to be successful and productive members of society in the decades to come.  The use of Elmo TT-02RX is a tool that encourages a new and innovative approach to teaching literacy.

This project involves students in the use of the Elmo Digital Presenter to improve their understanding in literacy and technology and to enhance their speaking and listening skills. It involves students sharing and viewing various forms of text in order to discuss and critique the six traits of writing. The digital presenter will also be used to model and reinforce the ?reading to learn? strategies. 

In addition to this, students will use laptops to create text to be viewed using the Elmo in order to share, reflect and revise.

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Hollywood North
10-11/05/E

School: Greenfield Elementary
Grade: 4,5,6
School Board: Cape Breton-Victoria Regional School Board
Project Coordinator: Diane Lewis
Team Members: Joyce Morrison, Lowell Cormier, Jim Beaton

Cape Breton is very luck that an internationally renowned Danish Writer/Director/Producer - Annett Wolf has retired here. She has made movies with the icons of mid 20th Century Hollywood and she knew Elvis! These days she is dedicating her life to protecting the environment of the north. Her concern for the direction we are taking has influenced my students.

We plan to study the Arctic through the eyes of the artists, environmental activists and people of the north and make art about the effects of global warming.

Their work will be posted online and in a gallery at our local Credit Union. The students are very passionate about making a positive contribution to the future.

Stay tuned!

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Rubbing Shoulders with our Forebears
10-11/08/E

School: Arcadia Consolidated School 
Grade: P-6
School Board: Tri-County Regional School Board
Project Coordinator: Jim Rideout

This project is a contribution to the 250th anniversary of settlement of Yarmouth. Town Point, where the first settlers landed, is in Arcadia Consolidated School?s catchment area, and has a cemetery dating from 1761. For Rubbing Shoulders With Our Forebears, students will do gravestone rubbings at the Cemetery. At the Yarmouth County Museum and Archives, students will research and write about the person whose gravestone they rub. Their work will be displayed at Arcadia School. Display areas will be rendered fire-safe by covering hallway bulletin boards with hinged plexiglass purchased with PDAF funds. These display areas will be reusable for future student artwork.

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Magnetic Barrier Game Boards for Core French Fluency

School: Portland Estates Elementary
Grade: 4, 5, 6
School Board: Halifax Regional School Board
Project Coordinator: Barbara MacKenzie-Murray

I want to promote better spontaneous fluency in my students to provide them with the skills and motivation to speak only in French while sitting with their peers in groups and outside the classroom. I will purchase "MagneTalk® Match-up Adventures Kit."  Students communicate to each other across this magnetic whiteboard easel type barrier to give and receive information toward a common result. This kit targets many language and listening skills such as following directions, giving directions, storytelling, improving vocabulary, etc. It includes various scenes like camping, the ocean, and outer space. The kit includes a reproducible workbook with a French translation on the CD-ROM.

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Communication Technology for WES

School: Weymouth Consolidated
Grade: 1,3,4
School Board: Tri-County Regional School Board
Project Coordinator: Tammy McCauley
Team Members: Jennifer Theriault, Russell Deveau, Tammy Farrell-Walker  Summary:

As we look to the future, we see technology is going to continue to play an important role in our daily living.As we look at our students with challenges we see how this can become a useful tool. We have chosen to use the IPOD touch which can effectively be used as an augmentative communication device; it is compact and portable. This device will also be used by peers; so more socially acceptable,it can be used anywhere, in turn, create a more independent individual who will be able to communicate his/her needs and wants in the society. We have also chosen to introduce the program intellikeys which will allow easier access to the computer. This enables us to customize the keyboard and usage of the computer to each individual's needs.

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iPOWER

School: Brookhouse Elementary
Grades: 4-5
Board: Halifax Regional School Board
Project Coordinator: Rebecca Dunstan
Team Members: Gina Wilson, Heather Thompson, Holly Laventure

Successful integration of students with intellectual disabilities often becomes more difficult as they move to the upper elementary grades. The iPower! plan is to purchase iPads and take advantage of the many learning applications available in language arts, math, comprehension and even life skills development. The purpose of this project is to provide some of these students with the opportunity to work on the early learning skills they need while maintaining a positive sense of self. The goals include increased enthusiasm for learning, improved academic performance, technological competence, and positive peer relationships.

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Promoting P.L.A.Y. (Positive Leadership Activities for Youth)

School: Hebbville Academy
Grades: P to 5
School Board: South Shore Regional School Board
Project Coordinator: Teri Cochrane
Team Members: Claire Eddy, Adam Dedrick

The Positive Leadership Activities for Youth (P.L.A.Y.) program aims to achieve five major goals:

  1. To develop and nurture the leadership, organizational and teaching skills of upper elementary students.
  2. To develop the skills and knowledge of lower elementary students in the areas of effective communication, cooperation, positive socialization, fair play and respect for rules and safety.
  3. To promote the benefits of physical activity.
  4. To reduce situations of negative conflict, behaviour and bullying
  5. To have fun playing social and active games.

P.L.A.Y. leadership training includes four one hour training sessions that combine classroom instruction and hands-on practice to develop leadership skills, to learn a variety of games and to acquire strategies to successfully teach the games to younger students. After completion of the training program, the leaders will teach active games to lower elementary students during a designated P.L.A.Y. time. The program will be implemented with both indoor and outdoor activities.

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Phonological Awareness Training Program (PAT-P)

School: Harbourside Elementary
Grade: P-6
School Board: Cape Breton-Victoria Regional School Board
Project Coordinator: Kelly Roberts
Team Members: Paula MacNeil, Donna Dinault, Sheila Halloran

The Phonological Awareness Training Program will identify and support students at Harbourside Elementary who require further work in the area of phonological awareness to improve outcomes in reading. Specific phonological awareness skill development such as sound identification, rhyming, blending sounds, sound manipulation and segmenting will be delivered through general classroom teaching, resource or learning disability program support. Students will be screened using the Phonological Awareness Test upon referral from the school?s program planning team. Materials available through the PAT-P encompass a wide variety of materials and activities, from letter and sound manipulatives, games, songs, sorting work, folder tasks, software and group activities. Some materials will be available to loan for families to work on specific skills at home as well as for staff professional development.

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Vermicomposting for the School Garden
10-11/52/E

School: Oxford School
Grade: 2
School Board: Halifax Regional School Board
Project Coordinator:   Michelle Humber
Team Members:   Tye Murray

The grade two class at Oxford school is starting a vermicomposting program to promote the use of more sustainable natural fertilizers in the school food garden. Students will have a five tray Red Wiggler worm composter in the classroom to care for and observe the life cycle of the worms and to compost students' school food waste into a natural fertilizer for the school food garden. This will connect students further with the school garden and increase understanding of soil nutrients and how they impact on plant growth This project will allow students to see the interconnectedness and interdependence of living organisms within the a garden atmosphere. It will teach the importance of composting and increase understanding of what green bin waste is used for. This project will provide students with hands-on, interactive and engaging activities as an alternative to traditional seat work and research.

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Hover Cam Technology Enhances Education
10-11/59/E

School: Hebbville Academy
Grade: P-5
School Board: Halifax Regional School Board
Project Coordinator: Angela Gladwin
Team Members: Scott Rawdins; 8 P-5 Classroom teachers  

This project involves purchasing nine document cameras to support and complement the presentation of curriculum in the Grades Primary to Grade Five classrooms as well as in the Learning Centre. It will promote the guided gradual release of responsibility model as well as be a tool for assessment for learning.

The document camera is a real time tool. Its specifications include a high-resolution HD compatible, native 3-megapixel camera accompanied by proprietary software that adds useful features. It is both Mac and PC compatible. The document camera is able to show live, large screen images. This would allow for student observation and recording of science processes, opportunities for students for shared reading and writing along with many other cross curricular activities.  

The cameras will be used regularly if not daily in the classrooms in most subject areas. The cameras are simply plugged into existing computers and used with existing classroom projectors and smart boards.

This project supports all of the Essential Education Graduation Learning areas. Areas it especially supports are :
Communication - The need for students to be able to use the listening, viewing, speaking, reading and writing modes of Language and Mathematical and Scientific concepts and symbols to think, learn and communicate effectively.
Problem Solving - The need for students to be able to use the strategies and processes needed to solve a wide variety of problems, including those requiring language and mathematical and scientific reasoning.
Technological Competence - The need for students to be able to use a variety of technologies, demonstrate and understanding of technological applications, and apply appropriate technologies for solving problems. 

This project focuses upon all of the organizing strands for many subject areas, particularly English Language Arts and Information and Communication Technology. The General Outcomes include the expectation that

  • the students will be able to communicate information and ideas effectively and clearly, and to respond personally and critically
  • the students will be expected to select, read and view with understanding a range of literature, information, media and visual texts
  • the students will be expected to interpret, select, and combine information using a variety of strategies, resources and technologies
  • the students will be expected to create texts collaboratively and independently, using a variety of forms for a range of audiences and purposes
  • the students will be able to identify and describe ways in which information available for use at various levels can be created, stored, used, represented, and transmitted with teacher assistance.

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2009-2010

Fish Friends
09-10/20/E

School: Newport Station & Windsor Elem. Schools
Grade: P-6
School Board: Annapolis Valley Regional School Board
Project Coordinator: Sarah Sabean

The Fish Friends Program, coordinated by the Atlantic Salmon Federation, is a hands-on science program in which students raise trout from fertilized eggs to the fry stage, where they release them into a local stream. The Fish Friends program addresses direct concerns such as the possible extinction of a particular species, here the Inner Bay of Fundy Atlantic salmon. The children exposed to the program learn the life cycle of salmon and the harmful effects humans can have on wildlife.  Students who exhibit behavioural challenges will be responsible for managing this project while teachers of all grades will integrate aspects of it into their science lessons.

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Les Arts du Cirque
09-10/21/EJS

School: Beaubassin
Grade: P-5
School Board: Conseil scolaire acadien provincial
Project Coordinator: Régis Belanger 

Le projet des « arts du cirque » se veut une incursion dans ce monde fascinant et magique qu'est le cirque. Par ce projet, les élèves seront amenés à découvrir la jonglerie, l'équilibre, les échasses, l'uni-cycle, les diabolos, les bâtons fleurs, etc. En utilisant les différents appareils et leur créativité, les jeunes devront monter un mini-spectacle et démontrer à une, ou des classes, leurs diverses habiletés. Grâce à ce projet, j'espère aller chercher une clientèle qui n'est pas nécessairement porter sur le sport, au sens propre. Ces jeunes ont plein de capacités à développer et à nous faire découvrir même si celles-ci ne sont pas traditionnellement utilisées en classe d'éducation physique.

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Teaching - Robot C. for Lego Mindstorms
09-10/27/E

School: Brooklyn District
Grade:  5
School Board: Annapolis Valley Regional School Board
Project Coordinator: Theresa Atwell
Team Members: Paul Wozney, Stephanie Bird

My project will use interactive Lego Mindstorms NXT 2.0 along with laptop computers to support both science and IT outcomes for grade 5. The Mindstorms kits allow students to work together to plan, design and build a machine to solve a Labyrinth challenge. By doing this they will learn what firmware is and how to download it to their robots. They will also come to understand the fundamentals of the role of the programmer, how the robot sees the world, and what syntax is. Students will discover how to program their robots to carry out a task and will see how robots use feedback from sensors to interpret the robots to complete an obstacle course on its own. Reflecting on the effectiveness of each design will be an integral part of each lesson with the robotics. As well, giving students a chance to showcase their creations at a science fair within our school gym will allow the grade 5 scientists to discuss their work with an audience.

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Technology/Listening Station with Audiobook Library
09-10/38/E

School: Coldbrook & District School
Grade: 3-4
School Board: Annapolis Valley Regional School Board
Project Coordinator: Jill Conrad-Tracey
Team Members: Lisa Jones

I wanted to grasp the technology that the kids are already embracing (computers and ipods) and combine them with literature and small group work. I will be downloading an audiobook library as well as personally creating podcasts of specific lessons and using them daily. It allows the children to hear phrased and fluent reading of novels as well as view a live recording of me teaching a lesson while I am teaching something different or working with other students. I am thrilled to be able to use this technology with my Grade 3/4 class. Thank you NSTU!

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Kiln/Pottery Project
09-10/40/E

School: Ian Forsyth Elementary
Grade: P-6
School Board: Halifax Regional School Board
Project Coordinator: Karen VanBuskirk
Team Members: Jan Garrison, Andrew MacNeil

The “Kiln/Pottery Project” at Ian Forsyth Elementary School is intended to offer an “in house” experience with the medium of clay to all students. The cost of providing clay building opportunities to a school population off site is expensive and therefore an unrealistic venture for teachers to pursue. The project will bring the experience of clay making to the students, reducing the cost and increasing the opportunity that many students would not normally benefit from.

The goals of the project are multifaceted:

  • generating an awareness of the historical uses and traditions of clay making in different cultures
  • hands on experience with the natural medium of clay
  • development of aesthetic expression and critical awareness
  • development of the clay making process using a variety of techniques and tools
  • connection of art and literacy experiences through engagement of actively constructing knowledge
  • supporting professional development of staff interested in learning clay making skills
  • providing opportunities for senior students to mentor in the clay making process

The project will begin with the senior grades creating tools for the cart. The pottery cart will be a mobile unit containing tools, clay and a resource binder of lesson plans. A selection of Power Point resources will be provided to support teachers in the introduction of the lessons, historical information and visual samples. Teachers will select an activity appropriate for their grade level and outcome objectives. Teachers will be supported in the delivery of the lesson by the pottery specialists on site until they are comfortable delivering lessons independently. After students create with the clay, the pieces will then be delivered to the kiln where they will be fired. Students will then have the opportunity to embellish their fired works in a subsequent lesson.

The objective is to reach each classroom at least once by the end of 2010. The goal for the following year is to meet with each grade on two occasions, developing and elaborating on the skills they have learned.

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Learning Science Through Games
09-10/31/E

School: Southdale-North Woodside
Grade: 2-6
School Board: Halifax Regional School Board
Project Coordinator: Brian Ellenberger
Team Members: Mary Ann Wallin, Robyn Bent

The “Learning Science Through Games” project at Southdale-North Woodside Elementary School is designed to foster hands on learning experience for students at the grades two to six level. Students will be encouraged to engage in creating a game that displays their understanding of the outcomes taught in a specific unit providing them the opportunity to be critical thinkers, as well as promoting problem solving and positive social interaction skills. Students will have the opportunity to teach the science outcomes they have learned to other students through their game and the instructions they develop for playing it.

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A Fit Body = A Healthy Mind
09-10/43/E

School: Southdale-North Woodside School
Grade: P-6
School Board: Halifax Regional School Board
Project Coordinator: Alastair MacDonald
Team Members: Randy Bullerwell

This project is designed to promote physical fitness opportunities for our grades primary to six students through playground games and activities. The idea for the project came from a recent presentation by Dr. Stewart Brown titled; "Can't Problem Solve if You Haven't Played". As a school, we see as a priority an opportunity to provide students with quality physical activities beyond the normal gym classes. Through these physical activities, students will be able to focus more on their academics. It is also hoped that this program will provide positive social interaction amongst students and alleviate physical aggression.

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2008-2009

Abbey's Memorial Butterfly Garden
08-09/11/E

School: Mountainview Elementary
School Board: Cape Breton-Victoria Regional School Board
Project Coordinator:  Michelle Planetta
Team Members:  Eleanor Nolan, Lynne O'Neill, Jeannie Stone

In July 2007, Abbey MacKillop (a Mountainview student who had just completed grade primary) and her father died in a car accident. Abbey's older sister Emily survived and continues to be a treasure in our school. Abbey enjoyed reading during her primary year, and this planted the seed for the concept of creating a butterfly memorial garden, which would serve as a quiet place for a child to read. Our plan then expanded into a setting for an entire class in a natural outdoor environment. By bringing people together and allowing for discussions and reflections on Abbey's life, we will be building a rich community within our school.

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Elementary Guitar Project
08-09/20/E

School: Joseph Giles Elementary
School Board: Halifax Regional School Board
Project Coordinator:  Robert Piccott
Team Members:  Heather Mitchell, Adele Megann

Learning to play a musical instrument can be a fulfilling and enriching life pursuit. In particular, the guitar has a universal appeal that children embrace with enthusiasm and dedication. Offering a guitar program for students within a public school ensures that all students are given the opportunity to learn. For many students, it can make all the difference and will have positive spinoffs in other areas of the curriculum. This PDAF grant has made it possible to purchase quality guitars and materials that will enable us provide guitar instruction for 25 of our students each year. This investment in our students will have benefits that will last a lifetime.

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Les Poi ou Le Défi Fy!
08-09/13/E

School: Beaubassin School
School Board: Acadien Provincial
Project Coordinator:  Régis Belanger

Les POI sont des petites chaînettes au bout desquelles on ajoute différents objets et avec lesquels ont crée des séquences de mouvements circulaires de toutes sortes. Autrefois utilisés par les tribus Maoris pour la chasse et améliorer la dextérité des femmes qui tissaient beaucoup, ils sont maintenant plus utilisés dans les arts du cirque ou de spectacles alliant le feu, les couleurs diverses et les halos de lumières provoqués par la vitesse de rotation. Ils combinent la danse, la gymnastique et demande de très bonnes habiletés de coordination et de synchronisation. Enfin, les POI peuvent contribuer à réduire les troubles d'apprentissage, les problèmes de comportement et améliore le rendement scolaire des élèves en difficulté.

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Trikking into the Future
08-09/38/E

School: Seton Elementary
School Board: Cape Breton-Victoria Regional School Board
Project Coordinator:  Paula MacRae

Elementary students will be introduced to a new and innovative full-body fitness machine called the Trikke. The Trikke enables the student to experience a new way to propel themselves on wheels, getting a full-body workout in the process. It provides fun and challenges for students of all skill levels, while enhancing overall health and well-being by utilizing all the major muscle groups and developing cardiovascular fitness in a low-impact and mentally engaging manner. This project will provide students with an opportunity to develop the habit of being active on a daily basis and to recognize activity as a rewarding pursuit that enhances a healthy lifestyle.

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Math Toolkits
08-09/03/E

School: Musquodoboit Valley Education Ctr.
School Board: Halifax Regional School Board
Project Coordinator:  Wanda Dillman
Team Members:  Janice Murray, Jeannette Higgins, Lewis Ingram

Our project involves the development of mathematics toolboxes for each student from grades Primary to six. Each September, toolboxes will be distributed to students containing grade appropriate manipluatives. Throughout the year, new manipulatives will be added to support learning outcomes. As students learn to self-select manipulatives to illustrate their ideas and understanding, these concrete materials become "thinking tools". By accepting responsibility for communicating their understanding in unique ways, students will demonstrate an increased perception that mathematics needs to make sense to them personally. They will learn to be flexible in their understanding of concepts and to represent that understanding in a variety of contexts. Students will be able to assess their own understanding to advance their own learning.

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Sensory Integration Makes Sense!
08-09/32/E

School: Sycamore Lane Elementary
School Board: Halifax Regional School Board
Project Coordinator:  Heather Coates Jones
Team Members:  Geoff Hill

The program, "Sensory Integration Makes Sense!" is designed to create a sensory diet that enables students to meet their educational outcomes within the school environment. In addition it will provide the tactile experiences that enhance the students' fine motor skill building. The goal of this project is to create an area within the Learning Centre that will cater to the specific sensory needs of our students, allowing us to implement strategies that provide the sensory diet required. This includes activities that allow the children to experience general tactile stimulus, vestibular stimulus, and proprioceptive stimulus.  These activities will be supplemented with both fine motor and gross motor activities. Students supported by this program would access it several times daily in order to meet their individual sensory needs.

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Implementation of the KLLIC Program
08-09/36/E

School: Gorham Education Centre
School Board: South Shore Regional School Board
Project Coordinator: Sheri McGill
Team Members:  Richelle Parlee

Two Primary classrooms in the South Shore Regional School Board have been selected to participate in the Kindergarten Language & Literacy in the Classroom (KLLIC) Program. It is a 30-week language & literacy based program designed by the Hamilton-Wentworth District School Board in Ontario, to be delivered by speech-language pathologists within the Primary classroom, in coordination with the classroom teacher. It is a research-based program designed to augment the Primary Language Arts curriculum by targeting articulation, phonological awareness, print awareness, grammar & syntax, basic concept development and other literacy outcomes.

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A Literacy Based School Community Website
08-09/45/E

School: Barton Consolidated School
School Board: Tri County Regional School Board
Project Coordinator:  Krista Oswald
Team Members:   Theresa Nickerson, Lynda Marshall, Shelley Mahen, Heidi Tudor, Kathy Stockman

Our project will establish a literacy-based web site aimed at Grades Primary to three that will be a resource for all members of the community of schools that it will service. This literacy-based web site will provide easy and flexible access to resources that will address all learning styles. A main aim of the project is to inform parents/guardians about and assist them with the vitally important role they play in the literacy development of their children. It is expected that this web site will foster partnerships with all members of the school community, and have a far-reaching, direct and positive impact on student success, empowering them to be lifelong learners.

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The Rainbow Connection ...Linking Gross and Fine Motor Skills with Academics
08-09/55/E

School: Harry R. Hamilton School
School Board: Halifax Regional School Board
Project Coordinator: Allyson Walker
Team Members: Gail Langille, Shelly Gudger, Kim Webb

"The Rainbow Connection...Linking Gross and Fine Motor Skills with Academic Achievement" will provide students, who experience challenges relating to fine and gross motor skills, daily opportunities to further develop their skills through motivating experiences. It will teach students strategies on how to build up their hand strength through various gross motor activities. This will empower students by giving them the knowledge and the tools to help themselves improve. It is hoped that through our project, students will see themselves as capable, successful, and confident in everyday tasks that require fine motor control such as dressing, eating, and technology.

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Back to the Future with SMARTboard Technology
08-09/46/E

School: Aldershot Elementary 
Grade: P-5
School Board: Annapolis Valley Regional School Board
Project Coordinator: Pamela Langille
Team Members: Shelley Morse, Cathy Reimer

Our project will use interactive response systems (SMART Response - formerly called Senteos) to further differentiate our instruction in the classroom while creating opportunities for our students to become familiar with, and explore computer technology they would not otherwise experience. We will also be purchasing a SMART document camera, two Airliner wireless slates and related software.

With the interactive nature of the SMART Response systems and the other related whiteboard accessories the students at Aldershot School will be introduced to a 21st century learning environment. In this environment our students will be more motivated, more engaged and more enthusiastic towards learning. Our lessons will be more interesting and captivating, and activities will seem like they've been brought "to life"! In turn, the students will be very excited and more involved in their learning.

The SMART document camera is an amazing, yet simple, teaching tool that can help turn a classroom into a spontaneous and dynamic learning environment. The Airliner wireless slates will enable us to teach from anywhere and allow students to interact with information from their seats. Since the interactive whiteboard and other SMART technologies speak to the multiple senses of sight, sound and touch, they will assist us in reinforcing topics and creating a compelling focal point in the classroom. We will use our new tools to bring up images or diagrams during a lesson that provide additional reference material, thereby benefiting all students, and in particular those with learning and behavioral challenges.

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Home > Professional Development > Grants & Opportunities > PDAF Projects > Successful Project Profiles > Elementary

PDAF Successful Project Profiles - Elementary

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2012-2013
Creating the Ultimate Classroom for Boys and Girls
StoryWall (with math literature)
Math Journal Presentation
Succeeding in Reading: Using the iPad to Support Early Literacy Intervention
Our Voices Our Stories
Succeeding in Reading: Using the iPad to support Early Literacy Intervention
Math Balances
Theatre Du Lecteur
Increasing Student Collaboration & Problem Solving Skills with Robotics Education
Making Science Soar, Parrot A.R. Drone Integration in Gr. 6 Science Unit Flight
Developing Music Literacy
We Are (A Community Exploration)
"APPS"SOLUTELY Wonderful Technology for Leadership, School Accreditation and Intergenerational Activities

 

2011-2012
2010-2011
The Jumping Flea (Ukulele) in the Classroom Enhanced Learning with Elmo
WW Math! Integrating the Workshop Approach with Math Workstations Hollywood North
Crééons, écrivons, lisons, présentons Rubbing Shoulders with our Forebears
ROCK STARS Program Magnetic Barrier Game Boards for Core French Fluency
North River Elementary School Bike Club Communications Technology for WES
Egg Hatching Project  iPOWER
iWorkshops Promoting P.L.A.Y.
Strong Girls Phonological Awareness Training Program (PAT-P)
The Development of Activity Kits to Enhance Fine Motor Skills in Elementary Students and Students with Significant Motor Disabilities Vermicomposting for the School Garden
Enhancing Collaborative Learning in the 21st Century Classroom Hover Cam Technology Enhances Education
Video Counselling Between Two Elementary Schools  
Students in Motion  
Move your body, fuel your brain  
Magnificent Mindfulness: Calm the Mind and Body  
Hands Reaching Across the Curriculum  
Ensemble, nous apprenons  
2009-2010
2008-2009
Fish Friends Abbey's Memorial Butterfly Garden
Les Arts du Cirque Elementary Guitar Project
Teaching - Robot C for Lego Mindstorms Les Poi ou Le Défi Fy!
Technology/Listening Station with Audiobook Library Trikking into the Future
Kiln/Pottery Project Math Toolkits
Learning Science Through Games Sensory Integration Makes Sense!
A Fit Body = A Healthy Mind Implementation of the KLLIC Program
  A Literacy Based School Community Website
  Back to the Future with SMARTboard Technology
  The Rainbow Connection

2012-2013

Creating the Ultimate Classroom for Boys and Girls
12-13/06/E

School: Annapolis East Elementary
Grade: P-1
School Board: Annapolis Valley Regional School Board
Project Coordinator: Jill MacDonald

The Ultimate Classroom will attempt to incorporate practical suggestions found in research about how boys and girls learn, and use this information to better address the needs of all children. Students will explore and learn through technology, art, science, mathematics, music and literacy, all being linked through meaningful play and oral language.

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StoryWall (with math literature)
12-13/19/E

School: Meadowfields Community School
Grade: P-6
School Board: Tri County Regional School Board
Project Coordinator: Elsa Maan

The Primary to Six students at Meadowfields Community School will soon experience math in a unique and shared way through Math StoryWalks. Multiple copies of math literature books are bought. Each page is separated and mounted on card stock and laminated. The book is then displayed in the school or playground (by Velcro to walls or stakes) so that students must ‘travel’ between pages to get the whole story. The ‘travel’ between pages includes instructions to solve a math problem before they get to the next or to ‘travel’ a certain way (tiptoe, zigzag, hop). A copy of the entire book will be available in the school library after that particular StoryWalk is done.

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Math Journal Presentation
12-13/20/E

School: AG Baillie Memorial Elementary
Grade: 4-5
School Board: Chignecto-Central Regional School Board
Project Coordinator: Nicole MacInnis
Team Members: Nancy Boudreau

“Math Journal Presentation” is an exciting new way to make mathematics even more interesting using the latest available technologies. Students will be presenting their knowledge of an outcome to the class using the latest technologies from SMART. They will be incorporating the brand new SMART LightRaise 40wi interactive projector which turns any wall or whiteboard into an interactive workspace, the SMART Document Camera with Mixed Reality Tools for viewing of 3D objects and SMART Response PE interactive response system. These three innovative new technologies will be linked together with SMART Notebook 11 allowing students to create seamless, interactive and exciting presentations.

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Succeeding in Reading: Using the iPad to Support Early Literacy Intervention - A Program Development Assistance Fund Project
12-13/25/E

School: Tantallon Elementary School
Grade: P-2
School Board: Halifax Regional School Board
Project Coordinator: Melanie Connors

The main goal of this project is to motivate struggling readers in the early literacy intervention program by engaging them in learning activities using iPads. The iPads will travel with the French immersion ELT teacher to meet with groups of up to three students in various classes in grades one and two immersion. The iPads will be used during the less structured portions of the lessons such as the word study and writing components. There are many excellent French learning applications that are perfect for use during the less structured fifth session of each week when games and various other fun activities are encouraged.

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Our Voices Our Stories
12-13/35/E

School:  Cobequid Education Centre 
Grade:  P-2
School Board:  Halifax Regional School Board
Project Coordinator:  Angela Wisen
Team Members:  Helen McPhee, Sherry Archibald, Jen Brayton

The goal of the storytelling project is to mesh together traditional oral story telling and modern technology. The project will begin with the oral story telling tradition as students explore stories from diverse cultures. For example, we will explore the stories of Canada’s Aboriginal population through the purchase of the Turtle Island levelled reading books. We will also incorporate the personal stories and experiences of our students as student voices become an integral part of the curriculum. We will use theiPads made available through the PDAF to explore digital story telling as the modern expression of this ancient art. A story is a powerful vehicle and it can change the classroom form having one expert opinion to many voices of experience and knowledge!

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Succeeding in Reading:  Using the iPad to support Early Literacy Intervention
12-13/36/E

School:  Tantallon Elementary School
Grade 1
School Board:  Halifax Regional School Board
Project Coordinator:  Melissa Walsh

With this grant, I will purchase six iPads for use in my classroom for literacy centers as well as for small group instruction. This technology use will create more successful programming for my students. The iPads will be used to support the learning of all students, especially those who are experiencing difficulty meeting the Language Arts outcomes. Students will have the opportunity to practice technological skills while practicing their reading and writing skills.

I use centers to teach and reinforce reading and writing literacy lessons in my classroom. The iPads will be an ideal device to use in my lessons since they are a form of technology sure to reach my struggling readers. Using the iPads in my lessons, struggling learners will hopefully require less support from outside of the classroom, or if necessary, for shorter periods of time. I will work with our school’s resource and Early Literacy Support Teacher to choose Apps and games to help support my students receiving support.

The iPads will also be used for students who may need extra challenge or enrichment. During writing, students can use the App Pages. My students will play learning games, math games and do other activities that promote literacy skills. I will use the iPads during mini lessons on a particular sound or letter.

I truly appreciate the opportunity to extend my teaching and student learning. I have always enjoyed working with lower elementary students and I am very excited to be able to provide additional support through technology to improve skills in both reading and writing.

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Math Balances
12-13/42/E

School:  Hammonds Plains Cons. School
Grade: 2
School Board:  Halifax Regional School Board
Project Coordinator:  Penny Auld
Team Members:  Margaret Judge, Pamela Zawidzki, Leona Bekkers

We would like to purchase 40 Math Balances for use in math centers to be shared between our Grade 2 classes. These math balances were introduced to us by our Math Coaches this fall. The balances are a wonderful tool to have the children explore different ways to represent a number (10 is the same as 8 and 2). We feel that these balances would be a wonderful differentiated learning experience in math. It would also give the students a hands-on visual tool to recognize that numbers can be composed in many different ways. As a center, the math balances would be a great way to engage students in meaningful, educational exploration in a way that lessens their anxiety towards math and math vocabulary and instills a love of learning.

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Theatre Du Lecteur
12-13/43/E

School:  Hammonds Plains Cons. School
Grades: 4-5
School Board:  Halifax Regional School Board
Project Coordinator:  Lydie Gascuel
Team Members:    Becky Himmelman

This resource "THEATRE DES LECTEURS – ENSEMBLE 1 (CONTES ET LEGENDES) by CHENELIERE will be used in both a grade 4 and 5 classroom to supplement French Language Arts curriculum. The aim is to improve fluency in reading as well as introducing students to different French Literature. Students will be using this resource in small groups based on their reading level. Each character will be assigned according to the students' reading-level. Students can then be assessed on their ability to read an appropriate leveled text.

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Increasing Student Collaboration & Problem Solving Skills with Robotics Education
12-13/58/E

School: Bedford South School
Grade: 6
School Board: Halifax Regional School Board
Project Coordinator: Shelly Tulloch
Team Members: Clare Bonin, Debbie Metherall

This project aims to create anchor technology integration classrooms using innovative classroom practice to foster collaboration amongst students and model a collaborative approach to student learning to support student success is a large and diverse classroom using LEGO NXT Mindstorm Robots to deliver the grade six curriculum at Bedford South. 

This project aims to

  1. Encourage a constructivist approach to learning,
  2. Develop collaboration, communication skills amongst students, and confidence in the STEM fields
  3. Develop positive attitudes about teamwork and collaboration
  4. Develop a best practice resource guide for the integration of robotics as a means to deliver the existing grade six curriculum in a collaborative setting.

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Making Science Soar, Parrot A.R. Drone Integration in Gr. 6 Science Unit Flight
12-13/72/E

School:  New Ross Consolidated School
Grade:  6
School Board:  South Shore Regional School Board
Project Coordinator:  Peter Millett

Humans have long entertained a fascination with flight. This fascination can be readily observed as Grade 6 students explore the concepts of flight as part of the Nova Scotia Grade 6 Science Curriculum. New Ross Consolidated Grade 6 students will now be able to participate in the unique experience of piloting their own small aircraft, and have the incredible perspective of actually being on board the craft itself. The Parrot AR Drone is a four rotor, quadcopter that is controlled from a variety of mobile devices. The Parrot drone has the capability to send real time HD images to a mobile device from two onboard cameras. Students will be able to learn about aircraft design and flight control as if they were actually onboard an aircraft. This project offers students an experiential learning opportunity for Grade 6 science curriculum with the prospect to explore the 21st Century career fields of Unmanned Aerial Vehicles. 

For more information: Parrot AR Drone http://ardrone2.parrot.com/usa/

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We Are (A Community Exploration)
12-13/79/E

School:  Gertrude Parker School
Grade: P-1, 5-6
School Board:  Halifax Regional School Board
Project Coordinator:  Stephanie Hawkins 
Project Team Members:  Crystal Isert

A strong sense of community within the classroom, the school and the surrounding neighbourhood is an integral part of developing positive, productive citizens.  “We Are; A Community Exploration” is a year long project exploring what it means to be a part of the École Gertrude Parker School community. Students in Grades Primary and One English and Grades Five and Six French Immersion will work collaboratively to define their school community and develop an understanding of what contributes to making this community what it is. These understandings will then be expressed and shared with other members of the community through a series of stop motion animation clips the students will create using the iPads.

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Developing Music Literacy
12-13/73/E

School:  Holland Road Elementary School
Grade: P-6
School Board:  Halifax Regional School Board
Project Coordinator:  Kerstin Boyce
Team Members:    Rick Hooke, Lynne Robertson, Jacqueline Doucette

Holland Road School is a very rural school, and historically has strongly supported the arts. This project will provide much-needed technology in the music room, which will be accessible to all. Students in the school will have access to technology tools to create and record their own music, supporting the legacy of the arts at HRES.

This project is innovative since, for the first time at Holland Road School, students will have the opportunity to create music with technology.   We have many students who have excelled in music and now we can  give them the experience of learning to compose and record their own ideas  by providing them with I-pads with music recording opportunities. 

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''APPS''SOLUTELY Wonderful Technology for Leadership, School Accreditation and Intergenerational Activities
12-13/91/E

School:  École Stella-Maris
Grade: M-6
School Board:  Conseil scolaire acadien provincial
Project Coordinator:  Suzanne Belliveau
Team Members:  Nathalie LeBlanc, Réjeanne Gaudet

École Stella-Maris is implementing portfolios at all grade levels as the evaluation process and school communication objective with IPADS through PDAF.  Another objective is improving writing skills with APPS in French.  Also, teachers integrating new APPS, related to curriculum outcomes, have been identified as a priority, which supports IPADS.

The school strives to work with the community and see the contribution that the IPADS can provide.  Monthly classroom visits to senior homes will bring this technology to enrich the visits, share work done through IPADS, share student’s leadership qualities, as well as share their activities and good deeds through portfolios.

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2011-12

The Jumping Flea (Ukulele) in the Classroom
11-12/05/E

School: North River & Debert Elementary
Grade: 2-6
School Board: Chignecto-Central Regional School Board
Project Coordinator: Philip Black
Team Members: Darrell Fitzgerald, Erma Cox

The ukulele is a small, inexpensive stringed instrument, suitable for students from lower elementary on up. It is ideal tool for teaching music literacy, and a springboard for further instrument study. This project is spearheaded by a music teacher and guitar player, who had the great fortune of studying with James Hill this past summer. I am currently in year one of his three year Ukulele Teacher Certification Program.

Our PDAF grant will allow both North River and Debert Elementary Schools to purchase classroom sets of Makala concert ukuleles, along with method books, music stands, and teacher resources. All students from grade 2 to grade 6 in my two schools will learn to play these instruments, using James Hill and J. Chalmers Doane's newly published series, entitled Ukulele in the Classroom, as a primary resource. We are indeed fortunate to have these two giants of ukulele in music education living just down the road! I will organize extracurricular ukulele groups for those students who wish to go to the next level, and purchase their own instruments.

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WW Math! Integrating the Workshop Approach with Math Work Stations
11-12/08/E

School: Dwight Ross Elementary
Grade: 1-2
School Board: Annapolis Valley Regional School Board
Project Coordinator: Gillian MacIntosh

WW Math! aims to integrate the workshop approach, outlined in Investigations, with Debbie Diller’s work station approach to learning centres. Combining these two approaches will create a stronger and more effective math workshop that teaches math concepts in an optimal way while benefiting from a structure that provides time for small group instruction, differentiation, and reflection. The project will engage students in grades one and two in highly motivating tasks. Students will be active participants in their own learning, as they explore math tools, problem solve, and use reasoning skills while performing tasks at their optimal learning level.

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Crééons, écrivons, lisons, présentons
11-12/15/E

School: École Jean-Marie-Gay
Grade: 2
School Board: Conseil scolaire acadien provincial
Project Coordinator: Monette Boudreau
Team Members: Lori Ann Comeau, Maria Hanna

Étant l'enseignante de la deuxième année, j'aimerais rendre mes élèves actifs dans leurs apprentissages. Les élèves aiment lire et écrire mais parfois, c'est un défi d'ajouter un élément innovateur ainsi que motiver les élèves.

Avec ce projet, les élèves auront la chance d'élargir leur connaissance au sujet des stratégies vedettes en salle de classe à l'aide des iPad. Les élèves auront la chance d'écrire de petites histoires à travers l'application «Pages». Ils auront aussi la chance de faire la lecture de livres électroniques à travers «iBooks» dans le but d'améliorer leur compréhension en lecture et leur aisance.

De plus, les élèves auront l'occasion de mieux explorer leurs intérêts. Ils seront plus motivés de s'engager dans le processus d'écriture ainsi que celle d'évaluation en donnant des rétroactions car la technologie leur est familier.

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ROCK STARS Program
11-12/12/E

School: Rockingstone Heights School
Grade: 1
School Board: Halifax Regional School Board
Project Coordinator: Eileen Lunney
Team Members: Ali Sangster, Jill Ginn, Craig Myra

The Rockingstone Spectacularly Talented and Respectful Students “ ROCK STARS “ program provides students in grades primary to six the opportunity to take part in co-operative learning activities designed to help develop social skills and demonstrate respect and kindness to others all in an environment of fun. Each day our ROCK STARS meet, select games, puzzles, or art activities, and practice friendship and caring in a fun-filled atmosphere. The program goals are to develop a positive learning environment, enhance students respect for others, and build a strong community among students, teachers, staff and families. Become a Rockingstone ROCK STAR today.

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North River Elementary School Bike Club
11-12/29/E

School: North River Elementary
Grade: 3-6
School Board: Chignecto-Central Regional School Board
Project Coordinator: Steve Caudle
Team Members: Jimmy Morrison, Darrell Fitzgerald

North River Elementary School has taken on the task of establishing a grass-roots bike club for our students in grades three through six. At present we will use existing school ground property for teaching biking fundamentals and have biking clinics that would bring in members of the community to share their knowledge. At a later date, we will incorporate use of local trails into the program and network with other clubs (junior and senior high) within our area and have them act as mentors for the elementary-aged students.

The club will introduce students to a lifetime recreational activity, provide an out-of-school recreational opportunity for students who live mainly in rural settings and give access to an activity that many students who, due to socio-economics, could not otherwise participate in.

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Egg Hatching Project
11-12/23/E

School: Ian Forsyth Elem. School
Grade: 2
School Board: Halifax Regional School Board
Project Coordinators: Laura Goodland & Diane MacDonald

According to the unit, Animal Growth and Change, students should investigate the life cycle of an organism first-hand. We chose the life cycle of a chicken. With an incubator having an automatic turner, students observe the required temperature, humidity, and turning of the eggs necessary for the chicks’ development. This is comparable to a mother hen in real life. Because of the incubator in the classroom, students observe the chick entering the world and the various changes in behaviour and appearance for approximately two weeks.

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iWorkshops
11-12/32/E

School: New Minas Elementary
Grade: P/1
School Board: Annapolis Valley Regional School Board
Project Coordinator: Tabatha Durling
Team Members: Marie Boudreau

Technology is an integral part of today’s society ad will continue to be so in the future. The use of iPads will help foster lifelong learning and technological competency which will support students’ confidence and future experiences with technology.

The implementation of iPads in our P/1 classrooms will provide motivational experiences that will in turn enhance our workshop approach in both literacy and math. Through the use of various apps, students will be active participants in their own learning experiences, which will support all strands of the LA and Math curriculums. The iPad will also provide opportunity for differentiated instruction in small group and workshops, as well as improve students’ literacy and math skills.

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Strong Girls
11-12/65/E

School: Central Spryfield School
Grade: 5-6
School Board: Halifax Regional School Board
Project Coordinator: Lisa MacDonald
Team Members: Heather Topshee, Tracey Warner

Strong Girls is a philosophical approach to having girls experience key universal values that will enhance their self-image, self-esteem, social relationships, and personal growth. Strong Girls explores: What do healthy relationships look and feel like? How does respect feel? What does beauty look and feel like? How do I have value? The girls meet every Monday during lunch hour. Each session focuses on one of the five values or ‘stars’: Peace, Respect, Wellness, Friendship, Beauty. The girls are challenged to consider the depth of their own qualities. They are learning to value themselves, to see their own thoughts, ideas, choices and opinions as meaningful.

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The Development of Activity Kits to Enhance Fine Motor Skills in Elementary Students
and Students with Significant Motor Disabilities
11-12/68/E

School: SSRSB Elementary Schools
Grade: P-6
School Board: South Shore Regional School Board
Project Coordinator: Barbara Cochrane
Team Members: Barbara Welsford

The Development of Activity Kits to Enhance Fine Motor Skills in Elementary Students and Students with Significant Motor Disabilities Fine motor is the ability to coordinate the small muscles of the hand.

Tasks requiring fine motor skills include grasping, picking up small or large items, release, imitating and copying patterns, handwriting, using scissors and many more activities performed in early elementary classrooms.

All children will benefit from opportunities to enhance the development of fine motor skills.

Occupational Therapists in our school board note that 90% of their referrals are for fine motor skill support.

What they are seeing are children who cannot grasp a pencil and paper appropriately, manipulate and pick up small objects to complete a task, use scissors, engage in hand eye coordination activities, utilize manipulatives etc.

Children who have difficulties with fine motor readiness skills have difficulties later on with pencil grasp, printing and writing, string beads, dressing oneself (use of buttons, zippers etc).

Students with significant disabilities often display difficulties with fine motor skills.

Fine motor skills also come into play when stacking blocks, playing with toys, developing control in their environment and also during eating and drinking. Effective fine motor skills are critical to success in school.

We are seeing many students enter school and in early elementary who lack efficient fine motor skills to engage in and complete classroom tasks.

This project will address those needs.

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Enhancing Collaborative Learning in the 21st Century Classroom
11-12/71/E

School: Hebbville Academy
Grade: 6
School Board: South Shore Regional School Board
Project Coordinator: Amy Sullivan
Team Members:  Andrea Conrad, Corrine Eisnor, Martine Wade

The grade six team at Hebbville Academy (SSRSB), will be experimenting with Apple TV and AirPlay technology. In combination with iPod Touch and/or iPad mobile devices, teachers and students will engage in classroom activities from their seats.  The iPad can be projected with a couple of simple steps ... and it works wirelessly! All students and teachers in the classroom will be connected, some with their personal devices and some with the school’s devices. Students can complete activities, from their desks, projecting their responses/ comments/ input on the large TV screen at the front of the class. All activities can be initiated and controlled by the teacher with the appropriate apps. Student responses, videos, images, websites, etextbooks, novels, reading, writing, and project-based activities can be shared. Students will be more engaged as a large group, be able to effectively "privatize" their learning at the same time and engage directly with the teacher using their mobile device. Teachers are able to control the digital activities and monitor engagement, task completion and learning from anywhere in the classroom.

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Video Counselling Between Two Elementary Schools
11-12/72/E

Schools: Mill Village Cons. & Dr. J.C. Wickwire Academy
Grade: P-6
School Board: South Shore Regional School Board
Project Coordinator:  Michael Worthylake
Team Member:  Denise Burgess

This project will provide video-counselling to students in a small, rural school (Mill Village Consolidated). The grant will provide two iPads for connecting students to the school guidance person so that they can connect with Guidance through video and access app, videos and counselor-generated PowerPoints. This project will enhance, not replace, existing guidance services. In addition, the iPads will also be used to connect with outside agencies that support students, by means of providing video conferencing during team meetings.

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Students in Motion
11-12/74/E

School: Rockingstone Heights   
Grade: 6-8
School Board:  Halifax Regional School Board
Project Coordinator: Esther Bishop

The goal of this Students in Motion PDAF Grant is to address the motor challenges of Learning Centre students who currently lack comfort and experience with most types of sports equipment. Adapted bicycles will provide them with the experience of learning a life-long skill, increase their self-esteem and improve their motor skills.

There is no similar program being offered in the school or the community for these students. Currently,there is no other occasion for them to learn and enjoy an activity that other students have access to on a regular basis.

The students will be developing trust and learning co-operation amongst themselves and with the facilitators. Some will take on leadership roles and all will be instructed in appropriate social skills such as taking turns, waiting their turn, and requesting items and support, as needed. Learning patience and dealing with frustrations will also be taught and implemented. Team spirit will be encouraged and rewarded.

Students in Motion meets all of the 8 strands in the The NS Public Schools Programs in the Physical Education Q-2 Section of the curriculum. They are : Personal fitness, Leadership, Personal fitness and group safety, Outdoor Pursuits, Sports Science Sport and Society, Sports Experience and Recreation and Leisure.

This project will be a valuable learning experience for both students and facilitators.

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Move you body, fuel your brain
11-12/78/E

School: École Beaubassin
Grade: 5
School Board: Conseil Scolaire Acadien Provincial 
Project Coordinator: Colette Doucet

Having been closely working with children for the past ten years, I feel obligated to educate them in the field of mind-body connection.  Since our physical health is so closely related to all aspects of our lives, I believe children need a daily physical activity routine. This is why I started a daily 20 minute run around the school. In order to compliment this physical activity routine which will be implemented with my students in the beginning of the 2012 school year, I will have the students wear heart rate monitors. These monitors will track each students heart rate and have them reach their target heart rate. This will inspire them to work harder and better their physical abilities which will have a ripple effect in all areas of their lives.

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Magnificent Mindfulness: Calm the Mind and Body
11-12/82/E

School: Yarmouth Central Elementary School
Grade: P-6
School Board: Tri County Regional School Board
Project Coordinator: Bonnie LeBlanc
Team Members: Jared Purdy, Elaina Armstrong, Marsha Posey

The Magnificent Mindfulness: Calm the Mind and Body equipment grant will allow for maximum participation and inclusion of all students. This equipment will allow all students a comfortable space to experience participation in guided mindfulness activities during Physical Education class, Resource or at recess/lunch. In today’s busy and sometimes stressful world we feel it is important to allow students to have this experience and be able to have time to calm their mind and body. It also gives them a calming tool they can continue to use for a lifetime.

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Hands Reaching Across the Curriculum
11-12/85/E

School: Harry R. Hamilton School
Grade: P-6
School Board: Halifax Regional School Board
Project Coordinator: Allyson Walker
Team Members:  Julie Fifield, Gail Langille, Shelley Gudger

Our project called "Hands Reaching Across the Curriculum" has been developed to support student learning by involving students in hands-on activities through life science projects. "Hands Reaching Across the Curriculum" will use life science projects to create hands-on experiences that help students make connections across the curriculum. It will focus on developing the "eighth intelligence" which is now being described as the natural intelligence or people who are nature smart. This project was developed to enhance the learning of our students by helping them to understand that they are ALL part of a larger system, and that everything that they do has an impact on something else and that everything is connected.

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Ensemble, nous apprenons
11-12/87/E

School: École Jean-Marie-Gay
Grade: 2
School Board: Conseil scolarie acadien provincial
Project Coordinator: Monette Boudreau
Team Members:  Lori Ann Comeau, Marie Hanna, Michel Gaudet

Les élèves auront la chance d'élargir leur connaissances à travers la nouvelle techonologie qui prend sa place dans nos école et notre avenir. Avec Apple TV, un projecteur, un MAC et des iPads, voici la chance pour les élèves de devenir apprenants actifs ainsi que jouer le rôle de l'enseignant. Je souhaite qu'à travers ce projet, tous les élèves seront capables de connaître du succès et d'augmenter leur estime de soi en étant engagé et motivé dans ses propres apprentissages à leur niveau. Je serai capable de toucher les intelligences multiples de mes élèves ainsi que faire l'enseignement différencié dans mon quotidien à travers divers sujets scolaires.

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2010-2011

Enhanced Learning with Elmo
10-11/07/E

School: Falmouth District
Grade: P-6
School Board: Annapolis Valley Regional School Board
Project Coordinator: Theresa Atwell

Using technology based tools to promote student learning is crucial if we want our children to be successful and productive members of society in the decades to come.  The use of Elmo TT-02RX is a tool that encourages a new and innovative approach to teaching literacy.

This project involves students in the use of the Elmo Digital Presenter to improve their understanding in literacy and technology and to enhance their speaking and listening skills. It involves students sharing and viewing various forms of text in order to discuss and critique the six traits of writing. The digital presenter will also be used to model and reinforce the ?reading to learn? strategies. 

In addition to this, students will use laptops to create text to be viewed using the Elmo in order to share, reflect and revise.

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Hollywood North
10-11/05/E

School: Greenfield Elementary
Grade: 4,5,6
School Board: Cape Breton-Victoria Regional School Board
Project Coordinator: Diane Lewis
Team Members: Joyce Morrison, Lowell Cormier, Jim Beaton

Cape Breton is very luck that an internationally renowned Danish Writer/Director/Producer - Annett Wolf has retired here. She has made movies with the icons of mid 20th Century Hollywood and she knew Elvis! These days she is dedicating her life to protecting the environment of the north. Her concern for the direction we are taking has influenced my students.

We plan to study the Arctic through the eyes of the artists, environmental activists and people of the north and make art about the effects of global warming.

Their work will be posted online and in a gallery at our local Credit Union. The students are very passionate about making a positive contribution to the future.

Stay tuned!

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Rubbing Shoulders with our Forebears
10-11/08/E

School: Arcadia Consolidated School 
Grade: P-6
School Board: Tri-County Regional School Board
Project Coordinator: Jim Rideout

This project is a contribution to the 250th anniversary of settlement of Yarmouth. Town Point, where the first settlers landed, is in Arcadia Consolidated School?s catchment area, and has a cemetery dating from 1761. For Rubbing Shoulders With Our Forebears, students will do gravestone rubbings at the Cemetery. At the Yarmouth County Museum and Archives, students will research and write about the person whose gravestone they rub. Their work will be displayed at Arcadia School. Display areas will be rendered fire-safe by covering hallway bulletin boards with hinged plexiglass purchased with PDAF funds. These display areas will be reusable for future student artwork.

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Magnetic Barrier Game Boards for Core French Fluency

School: Portland Estates Elementary
Grade: 4, 5, 6
School Board: Halifax Regional School Board
Project Coordinator: Barbara MacKenzie-Murray

I want to promote better spontaneous fluency in my students to provide them with the skills and motivation to speak only in French while sitting with their peers in groups and outside the classroom. I will purchase "MagneTalk® Match-up Adventures Kit."  Students communicate to each other across this magnetic whiteboard easel type barrier to give and receive information toward a common result. This kit targets many language and listening skills such as following directions, giving directions, storytelling, improving vocabulary, etc. It includes various scenes like camping, the ocean, and outer space. The kit includes a reproducible workbook with a French translation on the CD-ROM.

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Communication Technology for WES

School: Weymouth Consolidated
Grade: 1,3,4
School Board: Tri-County Regional School Board
Project Coordinator: Tammy McCauley
Team Members: Jennifer Theriault, Russell Deveau, Tammy Farrell-Walker  Summary:

As we look to the future, we see technology is going to continue to play an important role in our daily living.As we look at our students with challenges we see how this can become a useful tool. We have chosen to use the IPOD touch which can effectively be used as an augmentative communication device; it is compact and portable. This device will also be used by peers; so more socially acceptable,it can be used anywhere, in turn, create a more independent individual who will be able to communicate his/her needs and wants in the society. We have also chosen to introduce the program intellikeys which will allow easier access to the computer. This enables us to customize the keyboard and usage of the computer to each individual's needs.

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iPOWER

School: Brookhouse Elementary
Grades: 4-5
Board: Halifax Regional School Board
Project Coordinator: Rebecca Dunstan
Team Members: Gina Wilson, Heather Thompson, Holly Laventure

Successful integration of students with intellectual disabilities often becomes more difficult as they move to the upper elementary grades. The iPower! plan is to purchase iPads and take advantage of the many learning applications available in language arts, math, comprehension and even life skills development. The purpose of this project is to provide some of these students with the opportunity to work on the early learning skills they need while maintaining a positive sense of self. The goals include increased enthusiasm for learning, improved academic performance, technological competence, and positive peer relationships.

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Promoting P.L.A.Y. (Positive Leadership Activities for Youth)

School: Hebbville Academy
Grades: P to 5
School Board: South Shore Regional School Board
Project Coordinator: Teri Cochrane
Team Members: Claire Eddy, Adam Dedrick

The Positive Leadership Activities for Youth (P.L.A.Y.) program aims to achieve five major goals:

  1. To develop and nurture the leadership, organizational and teaching skills of upper elementary students.
  2. To develop the skills and knowledge of lower elementary students in the areas of effective communication, cooperation, positive socialization, fair play and respect for rules and safety.
  3. To promote the benefits of physical activity.
  4. To reduce situations of negative conflict, behaviour and bullying
  5. To have fun playing social and active games.

P.L.A.Y. leadership training includes four one hour training sessions that combine classroom instruction and hands-on practice to develop leadership skills, to learn a variety of games and to acquire strategies to successfully teach the games to younger students. After completion of the training program, the leaders will teach active games to lower elementary students during a designated P.L.A.Y. time. The program will be implemented with both indoor and outdoor activities.

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Phonological Awareness Training Program (PAT-P)

School: Harbourside Elementary
Grade: P-6
School Board: Cape Breton-Victoria Regional School Board
Project Coordinator: Kelly Roberts
Team Members: Paula MacNeil, Donna Dinault, Sheila Halloran

The Phonological Awareness Training Program will identify and support students at Harbourside Elementary who require further work in the area of phonological awareness to improve outcomes in reading. Specific phonological awareness skill development such as sound identification, rhyming, blending sounds, sound manipulation and segmenting will be delivered through general classroom teaching, resource or learning disability program support. Students will be screened using the Phonological Awareness Test upon referral from the school?s program planning team. Materials available through the PAT-P encompass a wide variety of materials and activities, from letter and sound manipulatives, games, songs, sorting work, folder tasks, software and group activities. Some materials will be available to loan for families to work on specific skills at home as well as for staff professional development.

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Vermicomposting for the School Garden
10-11/52/E

School: Oxford School
Grade: 2
School Board: Halifax Regional School Board
Project Coordinator:   Michelle Humber
Team Members:   Tye Murray

The grade two class at Oxford school is starting a vermicomposting program to promote the use of more sustainable natural fertilizers in the school food garden. Students will have a five tray Red Wiggler worm composter in the classroom to care for and observe the life cycle of the worms and to compost students' school food waste into a natural fertilizer for the school food garden. This will connect students further with the school garden and increase understanding of soil nutrients and how they impact on plant growth This project will allow students to see the interconnectedness and interdependence of living organisms within the a garden atmosphere. It will teach the importance of composting and increase understanding of what green bin waste is used for. This project will provide students with hands-on, interactive and engaging activities as an alternative to traditional seat work and research.

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Hover Cam Technology Enhances Education
10-11/59/E

School: Hebbville Academy
Grade: P-5
School Board: Halifax Regional School Board
Project Coordinator: Angela Gladwin
Team Members: Scott Rawdins; 8 P-5 Classroom teachers  

This project involves purchasing nine document cameras to support and complement the presentation of curriculum in the Grades Primary to Grade Five classrooms as well as in the Learning Centre. It will promote the guided gradual release of responsibility model as well as be a tool for assessment for learning.

The document camera is a real time tool. Its specifications include a high-resolution HD compatible, native 3-megapixel camera accompanied by proprietary software that adds useful features. It is both Mac and PC compatible. The document camera is able to show live, large screen images. This would allow for student observation and recording of science processes, opportunities for students for shared reading and writing along with many other cross curricular activities.  

The cameras will be used regularly if not daily in the classrooms in most subject areas. The cameras are simply plugged into existing computers and used with existing classroom projectors and smart boards.

This project supports all of the Essential Education Graduation Learning areas. Areas it especially supports are :
Communication - The need for students to be able to use the listening, viewing, speaking, reading and writing modes of Language and Mathematical and Scientific concepts and symbols to think, learn and communicate effectively.
Problem Solving - The need for students to be able to use the strategies and processes needed to solve a wide variety of problems, including those requiring language and mathematical and scientific reasoning.
Technological Competence - The need for students to be able to use a variety of technologies, demonstrate and understanding of technological applications, and apply appropriate technologies for solving problems. 

This project focuses upon all of the organizing strands for many subject areas, particularly English Language Arts and Information and Communication Technology. The General Outcomes include the expectation that

  • the students will be able to communicate information and ideas effectively and clearly, and to respond personally and critically
  • the students will be expected to select, read and view with understanding a range of literature, information, media and visual texts
  • the students will be expected to interpret, select, and combine information using a variety of strategies, resources and technologies
  • the students will be expected to create texts collaboratively and independently, using a variety of forms for a range of audiences and purposes
  • the students will be able to identify and describe ways in which information available for use at various levels can be created, stored, used, represented, and transmitted with teacher assistance.

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2009-2010

Fish Friends
09-10/20/E

School: Newport Station & Windsor Elem. Schools
Grade: P-6
School Board: Annapolis Valley Regional School Board
Project Coordinator: Sarah Sabean

The Fish Friends Program, coordinated by the Atlantic Salmon Federation, is a hands-on science program in which students raise trout from fertilized eggs to the fry stage, where they release them into a local stream. The Fish Friends program addresses direct concerns such as the possible extinction of a particular species, here the Inner Bay of Fundy Atlantic salmon. The children exposed to the program learn the life cycle of salmon and the harmful effects humans can have on wildlife.  Students who exhibit behavioural challenges will be responsible for managing this project while teachers of all grades will integrate aspects of it into their science lessons.

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Les Arts du Cirque
09-10/21/EJS

School: Beaubassin
Grade: P-5
School Board: Conseil scolaire acadien provincial
Project Coordinator: Régis Belanger 

Le projet des « arts du cirque » se veut une incursion dans ce monde fascinant et magique qu'est le cirque. Par ce projet, les élèves seront amenés à découvrir la jonglerie, l'équilibre, les échasses, l'uni-cycle, les diabolos, les bâtons fleurs, etc. En utilisant les différents appareils et leur créativité, les jeunes devront monter un mini-spectacle et démontrer à une, ou des classes, leurs diverses habiletés. Grâce à ce projet, j'espère aller chercher une clientèle qui n'est pas nécessairement porter sur le sport, au sens propre. Ces jeunes ont plein de capacités à développer et à nous faire découvrir même si celles-ci ne sont pas traditionnellement utilisées en classe d'éducation physique.

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Teaching - Robot C. for Lego Mindstorms
09-10/27/E

School: Brooklyn District
Grade:  5
School Board: Annapolis Valley Regional School Board
Project Coordinator: Theresa Atwell
Team Members: Paul Wozney, Stephanie Bird

My project will use interactive Lego Mindstorms NXT 2.0 along with laptop computers to support both science and IT outcomes for grade 5. The Mindstorms kits allow students to work together to plan, design and build a machine to solve a Labyrinth challenge. By doing this they will learn what firmware is and how to download it to their robots. They will also come to understand the fundamentals of the role of the programmer, how the robot sees the world, and what syntax is. Students will discover how to program their robots to carry out a task and will see how robots use feedback from sensors to interpret the robots to complete an obstacle course on its own. Reflecting on the effectiveness of each design will be an integral part of each lesson with the robotics. As well, giving students a chance to showcase their creations at a science fair within our school gym will allow the grade 5 scientists to discuss their work with an audience.

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Technology/Listening Station with Audiobook Library
09-10/38/E

School: Coldbrook & District School
Grade: 3-4
School Board: Annapolis Valley Regional School Board
Project Coordinator: Jill Conrad-Tracey
Team Members: Lisa Jones

I wanted to grasp the technology that the kids are already embracing (computers and ipods) and combine them with literature and small group work. I will be downloading an audiobook library as well as personally creating podcasts of specific lessons and using them daily. It allows the children to hear phrased and fluent reading of novels as well as view a live recording of me teaching a lesson while I am teaching something different or working with other students. I am thrilled to be able to use this technology with my Grade 3/4 class. Thank you NSTU!

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Kiln/Pottery Project
09-10/40/E

School: Ian Forsyth Elementary
Grade: P-6
School Board: Halifax Regional School Board
Project Coordinator: Karen VanBuskirk
Team Members: Jan Garrison, Andrew MacNeil

The “Kiln/Pottery Project” at Ian Forsyth Elementary School is intended to offer an “in house” experience with the medium of clay to all students. The cost of providing clay building opportunities to a school population off site is expensive and therefore an unrealistic venture for teachers to pursue. The project will bring the experience of clay making to the students, reducing the cost and increasing the opportunity that many students would not normally benefit from.

The goals of the project are multifaceted:

  • generating an awareness of the historical uses and traditions of clay making in different cultures
  • hands on experience with the natural medium of clay
  • development of aesthetic expression and critical awareness
  • development of the clay making process using a variety of techniques and tools
  • connection of art and literacy experiences through engagement of actively constructing knowledge
  • supporting professional development of staff interested in learning clay making skills
  • providing opportunities for senior students to mentor in the clay making process

The project will begin with the senior grades creating tools for the cart. The pottery cart will be a mobile unit containing tools, clay and a resource binder of lesson plans. A selection of Power Point resources will be provided to support teachers in the introduction of the lessons, historical information and visual samples. Teachers will select an activity appropriate for their grade level and outcome objectives. Teachers will be supported in the delivery of the lesson by the pottery specialists on site until they are comfortable delivering lessons independently. After students create with the clay, the pieces will then be delivered to the kiln where they will be fired. Students will then have the opportunity to embellish their fired works in a subsequent lesson.

The objective is to reach each classroom at least once by the end of 2010. The goal for the following year is to meet with each grade on two occasions, developing and elaborating on the skills they have learned.

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Learning Science Through Games
09-10/31/E

School: Southdale-North Woodside
Grade: 2-6
School Board: Halifax Regional School Board
Project Coordinator: Brian Ellenberger
Team Members: Mary Ann Wallin, Robyn Bent

The “Learning Science Through Games” project at Southdale-North Woodside Elementary School is designed to foster hands on learning experience for students at the grades two to six level. Students will be encouraged to engage in creating a game that displays their understanding of the outcomes taught in a specific unit providing them the opportunity to be critical thinkers, as well as promoting problem solving and positive social interaction skills. Students will have the opportunity to teach the science outcomes they have learned to other students through their game and the instructions they develop for playing it.

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A Fit Body = A Healthy Mind
09-10/43/E

School: Southdale-North Woodside School
Grade: P-6
School Board: Halifax Regional School Board
Project Coordinator: Alastair MacDonald
Team Members: Randy Bullerwell

This project is designed to promote physical fitness opportunities for our grades primary to six students through playground games and activities. The idea for the project came from a recent presentation by Dr. Stewart Brown titled; "Can't Problem Solve if You Haven't Played". As a school, we see as a priority an opportunity to provide students with quality physical activities beyond the normal gym classes. Through these physical activities, students will be able to focus more on their academics. It is also hoped that this program will provide positive social interaction amongst students and alleviate physical aggression.

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2008-2009

Abbey's Memorial Butterfly Garden
08-09/11/E

School: Mountainview Elementary
School Board: Cape Breton-Victoria Regional School Board
Project Coordinator:  Michelle Planetta
Team Members:  Eleanor Nolan, Lynne O'Neill, Jeannie Stone

In July 2007, Abbey MacKillop (a Mountainview student who had just completed grade primary) and her father died in a car accident. Abbey's older sister Emily survived and continues to be a treasure in our school. Abbey enjoyed reading during her primary year, and this planted the seed for the concept of creating a butterfly memorial garden, which would serve as a quiet place for a child to read. Our plan then expanded into a setting for an entire class in a natural outdoor environment. By bringing people together and allowing for discussions and reflections on Abbey's life, we will be building a rich community within our school.

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Elementary Guitar Project
08-09/20/E

School: Joseph Giles Elementary
School Board: Halifax Regional School Board
Project Coordinator:  Robert Piccott
Team Members:  Heather Mitchell, Adele Megann

Learning to play a musical instrument can be a fulfilling and enriching life pursuit. In particular, the guitar has a universal appeal that children embrace with enthusiasm and dedication. Offering a guitar program for students within a public school ensures that all students are given the opportunity to learn. For many students, it can make all the difference and will have positive spinoffs in other areas of the curriculum. This PDAF grant has made it possible to purchase quality guitars and materials that will enable us provide guitar instruction for 25 of our students each year. This investment in our students will have benefits that will last a lifetime.

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Les Poi ou Le Défi Fy!
08-09/13/E

School: Beaubassin School
School Board: Acadien Provincial
Project Coordinator:  Régis Belanger

Les POI sont des petites chaînettes au bout desquelles on ajoute différents objets et avec lesquels ont crée des séquences de mouvements circulaires de toutes sortes. Autrefois utilisés par les tribus Maoris pour la chasse et améliorer la dextérité des femmes qui tissaient beaucoup, ils sont maintenant plus utilisés dans les arts du cirque ou de spectacles alliant le feu, les couleurs diverses et les halos de lumières provoqués par la vitesse de rotation. Ils combinent la danse, la gymnastique et demande de très bonnes habiletés de coordination et de synchronisation. Enfin, les POI peuvent contribuer à réduire les troubles d'apprentissage, les problèmes de comportement et améliore le rendement scolaire des élèves en difficulté.

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Trikking into the Future
08-09/38/E

School: Seton Elementary
School Board: Cape Breton-Victoria Regional School Board
Project Coordinator:  Paula MacRae

Elementary students will be introduced to a new and innovative full-body fitness machine called the Trikke. The Trikke enables the student to experience a new way to propel themselves on wheels, getting a full-body workout in the process. It provides fun and challenges for students of all skill levels, while enhancing overall health and well-being by utilizing all the major muscle groups and developing cardiovascular fitness in a low-impact and mentally engaging manner. This project will provide students with an opportunity to develop the habit of being active on a daily basis and to recognize activity as a rewarding pursuit that enhances a healthy lifestyle.

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Math Toolkits
08-09/03/E

School: Musquodoboit Valley Education Ctr.
School Board: Halifax Regional School Board
Project Coordinator:  Wanda Dillman
Team Members:  Janice Murray, Jeannette Higgins, Lewis Ingram

Our project involves the development of mathematics toolboxes for each student from grades Primary to six. Each September, toolboxes will be distributed to students containing grade appropriate manipluatives. Throughout the year, new manipulatives will be added to support learning outcomes. As students learn to self-select manipulatives to illustrate their ideas and understanding, these concrete materials become "thinking tools". By accepting responsibility for communicating their understanding in unique ways, students will demonstrate an increased perception that mathematics needs to make sense to them personally. They will learn to be flexible in their understanding of concepts and to represent that understanding in a variety of contexts. Students will be able to assess their own understanding to advance their own learning.

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Sensory Integration Makes Sense!
08-09/32/E

School: Sycamore Lane Elementary
School Board: Halifax Regional School Board
Project Coordinator:  Heather Coates Jones
Team Members:  Geoff Hill

The program, "Sensory Integration Makes Sense!" is designed to create a sensory diet that enables students to meet their educational outcomes within the school environment. In addition it will provide the tactile experiences that enhance the students' fine motor skill building. The goal of this project is to create an area within the Learning Centre that will cater to the specific sensory needs of our students, allowing us to implement strategies that provide the sensory diet required. This includes activities that allow the children to experience general tactile stimulus, vestibular stimulus, and proprioceptive stimulus.  These activities will be supplemented with both fine motor and gross motor activities. Students supported by this program would access it several times daily in order to meet their individual sensory needs.

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Implementation of the KLLIC Program
08-09/36/E

School: Gorham Education Centre
School Board: South Shore Regional School Board
Project Coordinator: Sheri McGill
Team Members:  Richelle Parlee

Two Primary classrooms in the South Shore Regional School Board have been selected to participate in the Kindergarten Language & Literacy in the Classroom (KLLIC) Program. It is a 30-week language & literacy based program designed by the Hamilton-Wentworth District School Board in Ontario, to be delivered by speech-language pathologists within the Primary classroom, in coordination with the classroom teacher. It is a research-based program designed to augment the Primary Language Arts curriculum by targeting articulation, phonological awareness, print awareness, grammar & syntax, basic concept development and other literacy outcomes.

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A Literacy Based School Community Website
08-09/45/E

School: Barton Consolidated School
School Board: Tri County Regional School Board
Project Coordinator:  Krista Oswald
Team Members:   Theresa Nickerson, Lynda Marshall, Shelley Mahen, Heidi Tudor, Kathy Stockman

Our project will establish a literacy-based web site aimed at Grades Primary to three that will be a resource for all members of the community of schools that it will service. This literacy-based web site will provide easy and flexible access to resources that will address all learning styles. A main aim of the project is to inform parents/guardians about and assist them with the vitally important role they play in the literacy development of their children. It is expected that this web site will foster partnerships with all members of the school community, and have a far-reaching, direct and positive impact on student success, empowering them to be lifelong learners.

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The Rainbow Connection ...Linking Gross and Fine Motor Skills with Academics
08-09/55/E

School: Harry R. Hamilton School
School Board: Halifax Regional School Board
Project Coordinator: Allyson Walker
Team Members: Gail Langille, Shelly Gudger, Kim Webb

"The Rainbow Connection...Linking Gross and Fine Motor Skills with Academic Achievement" will provide students, who experience challenges relating to fine and gross motor skills, daily opportunities to further develop their skills through motivating experiences. It will teach students strategies on how to build up their hand strength through various gross motor activities. This will empower students by giving them the knowledge and the tools to help themselves improve. It is hoped that through our project, students will see themselves as capable, successful, and confident in everyday tasks that require fine motor control such as dressing, eating, and technology.

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Back to the Future with SMARTboard Technology
08-09/46/E

School: Aldershot Elementary 
Grade: P-5
School Board: Annapolis Valley Regional School Board
Project Coordinator: Pamela Langille
Team Members: Shelley Morse, Cathy Reimer

Our project will use interactive response systems (SMART Response - formerly called Senteos) to further differentiate our instruction in the classroom while creating opportunities for our students to become familiar with, and explore computer technology they would not otherwise experience. We will also be purchasing a SMART document camera, two Airliner wireless slates and related software.

With the interactive nature of the SMART Response systems and the other related whiteboard accessories the students at Aldershot School will be introduced to a 21st century learning environment. In this environment our students will be more motivated, more engaged and more enthusiastic towards learning. Our lessons will be more interesting and captivating, and activities will seem like they've been brought "to life"! In turn, the students will be very excited and more involved in their learning.

The SMART document camera is an amazing, yet simple, teaching tool that can help turn a classroom into a spontaneous and dynamic learning environment. The Airliner wireless slates will enable us to teach from anywhere and allow students to interact with information from their seats. Since the interactive whiteboard and other SMART technologies speak to the multiple senses of sight, sound and touch, they will assist us in reinforcing topics and creating a compelling focal point in the classroom. We will use our new tools to bring up images or diagrams during a lesson that provide additional reference material, thereby benefiting all students, and in particular those with learning and behavioral challenges.

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