As part of this stream, project teams will be exploring innovative ways to support:

Thinking – “The thinking competency encompasses the knowledge, skills and processes we associate with intellectual development. It is through their competency as thinkers that students take subject-specific concepts and content and transform them into a new understanding. Thinking competence includes specific thinking skills as well as habits of mind, and metacognitive awareness.”

SD8 - Mt. Sentinel Secondary

Interactive Games and Storytelling
Our school vision is to explore and implement innovative ways to support all of our diverse learners. Our project aims to enhance our ADST course work by focusing on cross-curricular partnership with English/Language Arts areas. Our objective is two-fold:

  1. To demonstrate how skills applicable across the curriculum;
  2. To enhance learning opportunities for our reluctant readers and

The project process will use an ADST application of learning (design thinking methods) to create interactive games. Students will use skills from their English/Language arts (creative writing) with technology to design interactive devices, which will be prototyped by students that have written instructional/design plans. The devices will be shared with a wider school audience in a learning fair. By developing a partnership between our ADST and English/Language Arts curriculum, our hope is to offer a more dynamic approach of building writing skills through interacting with language in a more hands-on and design thinking way.

For a potential example of what an end project may look like, see link: (makey makey, laptop hidden in casing)

SD19 - Columbia Park Elementary

The Food Truck Revolution!
How can we use Scratch programming and Makey Makey to create an interactive learning environment that will deepen students critical and creative thinking skills and develop an appreciation of the entrepreneurial world?

This is a project-based learning activity that integrates Financial Literacy skills, Math skills (decimals, area, perimeter, percentages, data collection & graphing), Careers, Health and ADST (applied design skills and technology).

The project begins with students being introduced to the startup world of creating your own business. Students will be introduced to the new trend of food trucks that have become very popular in many cities. They will learn and design a company name and logo, along with effective advertising and marketing strategies. Students will work as a team to research food trucks and come up with the type of food they would like to sell in their truck. They will research popular food truck menu items and cost out food prices at our local food stores. A local food truck will visit the school where the students can explore and ask questions. Students will then create a 30 miniature model of their food truck using properties of area, perimeter and geometry. The end product, will be a large-scale 30 model (which includes both interior and exterior) of their food truck and incorporates Makey Makey and Scratch programming. The food truck will be made out of cardboard with touch points in and out of it and include information they have created and researched throughout the project such as marketing advertisements, menu options, set up costs and running costs. This activity allows for creativity, design, problem solving and collaboration with others. It also allows for easy differentiation and scaffolding of learning for students to take their learning to a place where they all will find success.

SD35 - Dorothy Peacock Elementary

Thinking Synergy, Scratch, and Saving Salmon
We will use Scratch, Makey Ma keys, Mac laptops and a camera to build knowledge, skills andprocesses of thinking deeply about coding and our local salmon issue. Yorkson Creek is a salmon spawning creek next to our school, and we did not have salmon return back to our stream thisyear. Through the use of coding – specifically Makey Makeys and Scratch – students will build a simulation game that shows the obstacles, habitat issues and pollution problems our salmon face. Dovetailing coding, communication (i.e. use of the camera to document our journey) and awareness to our local community issue will allow students to think critically, problem solve, and bring awareness to our decline in spawning salmon.

April Salmon Synergy projectMay Saju Exploring Salmon Synergy ProjectMay Showcase Day Movie 1May Showcase Day Movie 2

SD45 - Ecole Pauline Johnson

International Music Makey Makey
Our vision is to leverage STEAM (specifically coding and technology) to learn and create songs from student’s personal cultural heritage using Makey Makey’s as their primary instrument. Students will showcase their musical creations and present where they come from to other classes with the possibility of a presentation at our district Lighthouse Festival.

SD45 Kittredge – Project Description
SD45 Kittredge – Success Criteria

SD62 - Journey Middle School

“Makey-ing” Science Fun
To use coding and Makey Makey to increase experiential understanding in topics from the grade 7 science curriculum. The SET-BC supports would be used for students to create and present simulation of different topic for example creating a game that uses natural selection (science), or an interactive
narrative to show plot of book (ELA). To develop students’ inquiry mindsets through opportunities for structured, controlled, guided, and free inquiry tasks. To embed Universal Design for Learning principles such as multiple means of representation, engagement, and expression in curriculum.

SD82 - New Hazelton Elementary

Coding and Creating: Designing for Science, Math and Social Studies
Our vision for this project is to use coding and design to engage students in science, math, and social studies activities; students will explore the curriculum with technology, and communicate their understanding through simulations, models, and structures.

SD82 NHE Grade 7 Synergy Barr Millar Teaching Team
SD82 NHE Grade 7 Synergy Interview BloopersSD82 New Hazelton Elementary School Grade 3-4 Synergy Project Barr Millar

Student Sample 1Student Sample 2Student Sample 3