District 3 GrassRoots Showcase

I. Briefly review the project form. Discuss the project theme, outline and time line; review the project and curriculum objectives.

All projects in District 3 faced a unique timetable this year, with the Canada Games two week break coming a few weeks before the Easter break. Most projects therefore didn't get started until just after the breaks. Nearly all of the teachers involved are 'first-timers' at being involved in an Internet based project. Many of them attended mini-courses that I offered on Internet topics and techniques to develop their skills. I also assisted in classroom techniques when the students were completing their websites.

II. Show the audience the outcome of the project proposal.

As I was the GrassRoots Coordinator from District 3 for the time period January 1999 - May 1999, I offered to present a couple of the projects that had been completed by teachers who were unable to attend Hook, Line and Net. I created a website to link to the three projects I showcased. All District 3 1999 projects completed to date are linked on that website.

Results and a tour of these projects can be seen at: http://www.stemnet.nf.ca/~aneville/d3showcase/default.htm

The three projects I showcased were : Virtually Paris, Gotta Brain, Don't Flush It Down Your Drain , and Rug Hooking, An Exploration of a Traditional Newfoundland Art Form.

III. Briefly comment on any successes or problems that were encountered throughout the life of the project.

In Virtually Paris, students planned and took a 10 day vacation to Paris, France using the information and sites available on the Internet. Along with the regular classwork involving travel, food and french culture vocab, the students were then required to write individual four page websites detailing their trip and the sites they saw. This project was completed in French.

The Gotta Brain, Don't Flush It Down Your Drain project was a Grade 12 Biology effort. Students designed a survey, collected and processed the data detailing the many types of things people are flushing down the drain that should be more properly disposed in a waste or even hazardous disposal site. Corner Brook, like many cities in Newfoundland, does not have a waste treatment system; all storm and sewer drains empty into the harbour. It is becoming an issue with the public and communities in the area.

The Rug Hooking project ellicited interest from many students in the school. Students involved in the project said that they now wanted to know more about rug hooking or mat making in other ares. Regions they discovered when searching on the Internet included the UK, New England and the southern US. It was a topic that they could mention to an older relative and get positive feedback on. Students also had the opportunity to create individual rugs and try out a variety of techniques.

IV. Comment on any aspects of the project that you would do differently.

In all projects the biggest problem seemed to be fitting the availablility of the computer equipment into the classroom schedule. In several cases, a single classroom computer became the backbone of the project work and not the computer lab. This seems to be the way to go. Several teachers have indicated that when they do their next project they want a computer placed in the classroom for project use. Many schools can accomodate this without raiding the lab set. Access and reliability of the computers, Internet, and peripherals such as scanners and digital cameras are also important and frustrating concerns for the teachers. Many indicated interest but turned down the opportunity to participate because of the (sometimes perceived) unreliabilty of either their school computers or internet connection.

V. Comment on if and how the project can be expanded next year.

Many students have commented on new ideas for projects or where their projects could expand. Some of these suggestions appear feasible for the comming year and will likely show up as projects in the 1999-2000 year.