1. Evidence of Learning
The student work that was created as a result of this project represented four important
21st skills. The students were actively engaged in building knowledge through inquiry.
They were given the ”big questions” and then were asked to come up with their own
answers. They arrived at these answers throughout the unit and by completely various
learning activities.
The use ofICT was vitally important to this unit. The students needed to use technology
for their research, to collect information (video recorded interviews), to compile and
create a finished product (documentaries) and to then share their products with others
(our project website / youtube.)ICT enabled us to extend our learning beyond the
classroom walls in ways that would have been impossible in the past.
The student solved real world problems innovatively. Our real-world problem was
learning about immigrants and refugees in a small rural community that doesn’t have
any new immigrants or refugees. The new curriculum asks the students to analyze
Canada as a multicultural nation. We wanted to make the learning more engaging and
authentic for our learners so we decided to solve this problem for ourselves AND for
other students in our school division; students that live in remote communities that may
not have access to real people as resources (immigrants and refugees.)The solution to
this problem was to create documentaries to share with others within our school division
and our province via our website. Our second real-world problem was to help the Prince
Albert Multicultural Council create a webpage outlining their services as they did not
currently have one.The website creation will help the PAMC advertise their services to
immigrants and refugees that come to Prince Albert and area, hoping they will have a
smoother transition into our community.The students work was innovative as it solved
real world problems thus benefiting themselves and others (students in remote areas
and immigrants and refugees) in our community.
The students developed their communication skills through the creation of their
documentary. They worked very hard to keep their role and audience in mind as they
created a well-organized documentary that would synthesize the learning they had been
doing over the past month. The students helped us develop a rubric to guide them
throughout the creation of the documentary. In small groups they divided up the work
and created documentaries that answered our “big questions.”
What would it be like to be an immigrant or a refugee coming to Canada in the
19th Century and in the 21st Century?

2. How can we help immigrants and refugees make this transition to Canada
smoother?
The students were to compose and create a multimedia, oral and written text that
explored, identity, community, social responsibility and expressed personal thoughts
shaped through inquiry.(Saskatchewan English language arts outcome CC5.1)The
students made sure their message was clear and specific, their ideas were logical and
well-organized and answered Who, What, Why, Where, When, and How. The
studentsused a variety of sources to build their knowledge and provide relevant
evidence to support their understandings (thesis) as they are portrayed in their
documentaries.
Student Work
o Mouse Mischief – PowerPoint Presentations
 We contacted the EAL (English as an Additional Language) teacher at
Carlton Comprehensive High School to ask her if we could help her teach her
students English using Mouse Mischief. The students used a list of words
provided by the teacher to create the Mouse Mischief presentation to her
class. We then visited the students at their school and presented the Mouse
Mischief slides. Our students were given the opportunity to help the EAL
students with their conversational English by interviewing them.
o Student E-mail
 Our class was partnered with students throughout our school division that
were identified as immigrants or refugees in our community. These students
are a part of the SWIS (Settlement Workers in Schools) in our school division.
Our students had the opportunity to help these students learn and practice
English by communicating via email. Our students benefited from these
communications in that they had the opportunity to learn more about their
partner’s experiences coming to Canada as an immigrant or refugee.
 The age-alike SWIS students visited our school with the SWIS workers to
share their experiences as immigrants and refugees. The SWIS workers
taught the kids more about the citizenship and immigration policies in Canada
and what their advocacy group role is in our community.
o Museum Box – Web 2.0 tool
 Our students used Museum Box, a new web 2.0 tool, to create a cube that
would answer the question: “What would it feel like to be an immigrant?” The

3. students used the knowledge they had built throughout class lessons and
interviews to help them take on the role of an immigrant and create their own
museum box.
o Documentary “What is it Like to Walk in Someone Else’s Shoes?”
 The students were required to use Window Movie Maker to create
documentaries that answered the essential questions:
What would it be like to be an immigrant or refugee coming to Canada
in the 19th Century? In the 21st Century?
How can we make this transition smoother?
 The students took on the role of reporter for Kayak Magazine. They were
required to create a documentary aimed at teaching Canadian Children about
the evolution of Canada as a multicultural nation.
 We arranged a field trip to the Prince Albert Multicultural Council to interview
the immigrants and refugees that are a part of the English for Employment
class. The students took video footage to edit and add to their
documentaries. Communication with the immigrants / refugees involved
problem solving because language was a barrier at times.
 The students were required to use Microsoft Excel to graphically display the
country of origin of immigrants and refugees coming to Canada in the 21st
Century.
 The students used Bing to research Canadian advocacy organizations that
help immigrants and refugees to come to Canada.
o Weebly (class created website)
 To answer the essential question “How can we make the transition to Canada
smoother?” our class decided to help our local advocacy group create a
webpage to help them reach a broader audience.
 During our field trip to the Prince Albert Multicultural Council our students
interviewed the Executive Director, his assistant, and the council’s teacher to
find out what information they wanted to have on their website.
 As a class, we designed a website for the Council. The students even
suggested including a translator widget that would help people that didn’t
speak English understand the content of the website.

4.  The students used Autocollage to create interesting graphics for the website
and to make “Thank-you” cards for our collaborators.
 Finally, we created a QR code to display in the window of the Prince Albert
Multicultural Council to further advertise the website the students created.