Potential+Projects

toc =Driving Question: How Diverse Are Our Cultures?= = = = 1. Global Grocery list = -Students create a grocery list for a family for a week and include 20 common things that families would typically buy where they live, be general for example if you have apples on your list choose a 5lbs bag of apples. Each list Then students go shopping either online or physically go to a grocery store to find the prices and create a total for their grocery list include tax, and then also convert the total cost to the other countries currency. Present the finished list to your group mates. Compare the two lists and find items that they share in common and compare the items directly for cost, brands, etc.. Then look at the items that are different? What are they? Are they available in the other country? If they are what is the cost? If they are not available what are the products and what are they used for? Create a final product together which includes all the information gathered, comparisons done, and conclusions reached. The final product must present the information in a visual manner that is easy to understand and will present well to the classes and teachers.

= = = = = 2. How Much Power Do You Use? = -Students compare the amount of power their family uses (stundents need to live in a building where they pay their power). All students obtain power bills from home and compare them with their home country partner looking at cost and also KWH (kilowat hours) the power bills must be from the same month. If there is a problem bringing in the bill they could simply record the KWH. The students then research where their power comes from in New Brunswick and Spain, what are all the sources of power? Present their findings to the students from the other country. Compare the similarities and differences of power usage for a specific time period. Compare the sources of power in your area. What are the same what are different? Would the other country be able to produce power the same way yes/no and why? Looking at power which country would you consider to be greener?

= 3. The Distance between us. = - Where exactly are we in relation to each other? Where are you and where are we. Students need to find out the differences in locations for the two towns where the schools are. The tools we have available to us now on the internet to find places and people are amazing. If you wanted to visit each other how would you get there. Students must create a travel plan to go to the other school. Include cost, measurements of distance, time and of course types of travel available. There are many online tools to find this is out. Prepare a presentation on the trips in the form of a travel magazine. Locally you will have to provide options for where people could stay and what they could do while they were visiting. = 4. School Yard Environment become a horticulturist. = -Students compare their schoolyards vegetation in the form of trees. Students first document the school ground with photos and then classify the trees in their school yard and present their findings to their group mates. They then compare all of the trees and compile the data. Compare the trees in the schoolyards, are there any the same? Different? Similar? Look more closely at the trees that are different, would they be able to survive in the other countries environment? If so are they available to purchase in the area? Maybe you'll want to actually obtain one to celebrate this project.

= 5. School stats How different are we? = - Students determine 10 or more pieces of date that they are going to collect about their school. Collect the data within a week, share their data with their group. Look at the data to see similarities or differences of the two schools. Prepare a presentation of what is the same and what is different about the schools.

= 6. What determines the weather where we live? = - Students look at the current weather that is being experienced where they live. Record the daily high and daily low for your location for a week and also what was happening (rain, snow, etc). After data is collected compare the weather and look at the differences. Then answer the following questions: What affects the weather where you live? Why do we not have the same weather? Are there any local factors that cause particular weather patterns? What are the biggest concerns with weather where you live?

= 7. Schoolyard litter and recycling =

= 8. How different is McDonalds? Burger King? =  - Students compare the common restaurants where they live. Students first go to their local restaurant and obtain permission from the restaurant to document the menu, building, workers, hours of business etc. Present their findings to their group in order to compare what is the same and what is different. Together the students will create a presentation on their findings. They may want to promote their project to classes in other countries to compare yet again.

= 9. Whats in your news? = - Students decide what they are going to monitor (newspapers, television,websites) and follow the headlines for a week in the news, they should pick 3-4 categories (Sports, Lifestyle, Celebrity, Events,National,Local). After collecting a week of headlines present them to their group with dates attached. Together compare what was in the news looking for similarities, differences, trends, and other interesting things. The group should also dig deeper and discuss what effects the news and makes it both similar and different.

= 10. You are what you eat. = - students record everything they eat for a week (EVERYTHING) after a week they present their results to their group with things labeled by dates and meals. After sharing students compare what they have eaten looking for similarities and differences. If there is a lack of either then they may wish to dig deeper into particular brands or kinds of apples for example. Together prepare a presentation on their topic to share showing the similarities and differences of their diets in the two different countries. It may also be interesting to share recipes, to try a food from the other country for a meal and then report back to the group.

= 11. Are you getting enough sleep? = -Students track their sleep for a week when they go to bed and when they wake up. They then create a graph of their sleep patterns for the week and share it with their group. Compare to see similarities and differences, and then look at comparative data about sleep patterns within their country for their age group. Why would their be differences? What may affect sleeping habits? Is there a problem and how could it be solved?

= 12. Who Do you Cheer For? = -Students look at what sports are most popular in their area. They can look up statistics for the amount of people who play certain sports where they are from provincially or nationally. Also once they have decided what the most popular sports are they can look at how the sport is organized and at what level it is played. Are there professional athletes? How much do they get paid? How well known are the players? How involved are fans? How big is the stadium they play in? How many people go to watch and how often? After collecting information on the above questions and points present to the group and compare. Together create a presentation about sports in Canada and Spain/Catalonia what is similar? How can you compare? What is different? What can we learn from this?

= 13. Olives? = - Apparently olives are popular in Catalonia what about Canada? In this project students record what they eat for a week EVERYTHING INCLUDING HOW MUCH. Then present their diet to their group. Compare the two diets and decide what is similar and what is different. What does our food say about us, or does it say anything? Prepare a presentation about what you found most interesting and what we can learn from this? We may want to look at the health of people in both locations maybe a lesson is to be learned? How many olives do Catalans eat?

= 14. How active are you? = -Record your activity for a week sports, exercise, gym class. Record what you did and for how long you did it. Are kids more active in Canada or Catalonia or can we even use this information to make that judgment? You will also need to include where you think you are as far as activity among your classmates are you more, less or average compared to other students? After the week of collecting data present your information to your group. Compare looking at the amount and type of activity you took part in. What is similar? What is different? What might influence the amount and type of activities that students from Canada and Catalonia take part in?

= 15. Music to my ears = -Spend a week gathering information about the music that you and your classmates listen to. Record artists, bands, types, and also how, when and where you listen to music. Also where do you get your music or learn about new music you may like? Present the data you have collected to your group. What is similar? What is different? If you find similarities ask yourselves why would students in Catalan listen to the same music as Canadian students? How would that happen? Has it always been this way? With the differences ask yourselves why the differences? Was there any music you were introduced to that you like? Also how popular are musicians? Are they in the news? Do kids go crazy for certain artists? Create a presentation with your group looking at the similarities and differences around the topic of music. = 16. Roof over your head = - Building and Housing is interesting if you compare houses in different places. Document with pictures and measurements of room sizes of typical houses in your area use your own house friends or relatives make sure you have permission from whoever owns the house to take pictures. Also take some pictures of prominent buildings in your area such as large buildings that people use or go to such as malls, government buildings, historical buildings, etc. Cost of housing should be looked at as well, which could be easily found through local real estate ads. Present your information to your group and compare the similarities and differences with buildings in your local area. Together with your group create a presentation about housing and buildings in your two locations make sure you include what is similar and what is different about housing and buildings in your area.

= 17. Are you stylish = - What are the styles of clothes kids are wearing or wanting to wear. Document the fashion of students in your area, use pictures, advertisements, interviews etc. to find out what is "in style" or what are the types of styles that students in your area are wearing. Also look at where you believe influences for fashion in your area come from and if possible provide examples of these influences. Present your information to your group and compare what you have found. What are the similarities and what are the differences? What about the influences? Are they the same? Is fashion as important here as it is there? There are several questions that could be answered in this project. Create a presentation around your information to present to the group.