Cross Curricular Post PackageGrade Level: 7

LEARNING ACTIVITIES FOR THE CLASSROOM

HER

OES:

W

HAT

MAK

ES A

HER

O

TEAC

HER

’S G

UID

E

www.nsshf.com

Our exercises and content of our learning activity package is linked to the following Grade 7 Cross-Curricular learning out-comes:**

•English Language Arts 7

•Visual Arts 7

**The curriculum learning out-comes can be found on thefollowing page.

Outcomes Grade 7English 1.3 express clearly and with conviction, a personal point of view, and be able to

support that position2.2 recognize that different purposes and audiences influence communication

choices such as vocabulary, sentence structure, rate of speech, and tone during talk; consider appropriate communication choices in various speak-ing contexts

3.1 demonstrate active speaking and listening skills such as making eye con-tact, rephrasing when appropriate, clarifying comments, extending, refin-ing, and/or summarizing points already made

3.4 recognize that different situations (interviews, speeches, debates, conver-sation) require different speaking and listening conventions (questioning techniques, persuasive talk, formal language) appropriate to the situation

8.4 demonstrate an ability to integrate interesting effects in imaginative writ-ing and other forms of representation: - make effective language choices relevant to style and purpose-select more elaborate and sophisticated vocabulary and phrasing

9.1 produce a range of writing forms, for example, stories, cartoons, journals, business and personal letters, speeches, reports, interviews, messages, poems, and advertisements

9.2 recognize that a writer’s choice of form is influenced by both the writing purpose (to entertain, inform, request, record, describe) and the reader for whom the text is intended (e.g., understand how and why a note to a friend differs from a letter requesting information)

9.3 demonstrate an understanding that ideas can be represented in more than one way and experiment with using other forms such as dialogue, posters, and advertisements

Visual Arts7.1.1 select and apply design principles and the elements of art to achieve com-

positions7.1.2 use a variety of art media to explore themes from experience, observation

and imagination7.2.1 construct art that embodies meaning

Nova Scotia Sport Hall of Fame - www.nsshf.com Cross-Curricular Post Package

Grade 7 CROSS-CURRICULAR LEARNING OUTCOMES:

HER

OES:

W

HAT

MAK

ES A

HER

O

TEAC

HER

’S G

UID

E

Nova Scotia Sport Hall of Fame - www.nsshf.com Cross-Curricular Post Package

Grade 7 POST-VISIT LEARNINGACTIVITIES

HER

OES:

W

HAT

MAK

ES A

HER

O

TEAC

HER

’S G

UID

E

GRADE 7 INSTRUCTIONS

HALL OF FAME DISPLAY EXHIBIT

Before or after your visit to the Nova Scotia Sport Hall of Fame (NSSHF), it is recommended that you spend some time preparing and reviewing with your students for what they will see and learn during their visit. We have prepared some pre-visit and post-visit activities to help you maximize your students’ learning.

While visiting the NSSHF and touring our museum you will come across numerous “locker displays” that exhibit Future Hall of Famer and Inductee sporting artifacts, momentums and stories of their accomplishments.

Objective: Students will create a “Hall of Fame Display” similar to the ‘“ocker displays” at the NSSHF that showcases his/her own accomplishments and successes. This activity will allow students to be creative but also think critically about their own goals and accomplishments and how they achieved them.

Introduction: As an introduction to this activity get the students thinking about what goes on at a museum when creating a display/exhibit, by having a class or small group discussion. We have provided the following questions below that you may wish to use, with possible answers displayed.

1. How do you think a museum chooses the items to use in a display case or exhibit?

a. The contents in a display or exhibit are based on the museum’s access to memorabilia/artifacts (availability), its own collection, and loans from other people/organizations. Items are chosen based on how well they contribute to the overall theme of the display/exhibit as well as based on size. They are usually items that support the main theme or idea presented in the display/exhibit.

2. Where do you think these items come from? How does the museum come to possess them?

a. They can come directly from the person or family, from sports organizations, donations from community members or could be a loan from one of these parties. The museum doesn’t necessarily own all of the objects it has on display; many of the objects are loaned to the museum for a specific period of time.

3. What kinds of limitations might there be on what can and cannot be used in the display or exhibit?

a. Size of the object/size of the display exhibit, availability, access, the state of the object (could be damaged by light, or other museum conditions), security/value.

4. The Nova Scotia Sport Hall of Fame estimates that only 3-5% of their collection is on display in the museum. What do you think the curator has to consider when placing the objects or artefacts in the display or exhibit?

a. What is most important to display? How can we make the best use of our space? Does this display need to be behind glass? Does it require security such as an alarm, video cameras or a guard? What objects would be most useful or most appealing to the audience or visitors? Which items enhance the theme of the display or exhibit? Will the objects fit and how much room do we have to work with?

5. If you had to create a display or exhibit about your accomplishments, what would you choose to put in it? Would it be difficult or easy? Why?

a. Answers will vary.

Nova Scotia Sport Hall of Fame - www.nsshf.com Cross Curricular Post Package

Grade 7 POST-VISIT LEARNINGACTIVITIES

HER

OES:

W

HAT

MAK

ES A

HER

O

TEAC

HER

’S G

UID

E

THE NOVA SCOTIA SPORT HALL OF FAME

CONTINUED

Next, have your students reflect on their own accomplishments in sport, or in any other aspects of life that they have experienced success by completing the graphic organizer attached.

Once students have come up with some of their own accomplishments, have them sketch what their display would look like if they were in the Nova Scotia Sports Hall of Fame on the template provided. You may wish to show students the examples of displays at the Hall of Fame included in this package. The students’ lay out need not be the same as the NSSHF’s layouts. Remind the students that their display can be about any accomplishment, not just sports-related.

You may wish to collect this sketch and the accomplished graphic organizer as a rough copy prior to having them complete the Hall of Fame display assignment.

When students have finished these activities they can begin to work on the assignment. The assignment is to create an NSSHF display case on themselves, along with a write-up in their achievements and obstacles (assignment outline attached). On the presentation day, students can set up their displays around the class to create a class Hall of Fame. During this day students will observe each other’s display, and present their own display explaining the significance of each item they brought in. Students can bring in actual items from home (ex. a trophy) or they can create them.

www.novamuse.ca

Hall of Fame Display

Your task is to create a “Hall of Fame Display” similar to the “locker displays” at the Nova Scotia Sport Hall of Fame that showcases your own accomplishments and successes. You could choose to highlight your own accomplishments as a student, an athlete, an artist, a performer, a volunteer, a leader or another area in which you have found success. Use the template to help lay out the design for your display. This is your time to shine!

Required elements:

facddddddd

Written (handed in separately)

Write 2-3 paragraphs about yourself and your accomplishments. Your write-up must include:

• A description of at least 2 obstacles that you have overcome and how you did it

• At least 2 accomplishments you have achieved (academic, sports, arts, extra-curricular) and how you did it

• A list of 4-5 adjectives that describe yourself and an explanation of why you chose those words

• Your hero or role model, and an explanation of why

• One goal you have for yourself in the future and how you plan to accomplish it

Visual/Display

Create a visual display similar to those at the Hall of Fame. Your display must include:

• Your name and a photo or drawing of yourself • A small write-up on your greatest

accomplishment and an artifact that relates specifically to that accomplishment

• At least 4 other ‘artifacts’ that enhance your display (these could be photographs, objects, documents, etc.) and a brief description of each artifact

You can use either real artifacts (trophies, jerseys, shoes etc.) or you can create the artifacts for your display.

Presentation

When all projects are completed, the class will have a “Hall of Fame” day. Each student will set up their display somewhere in the classroom, and everyone will have a chance to walk around and look at their classmates work (like an art gallery or museum collection). You will also be expected to give a brief 2-3 minute presentation on your display. During your presentation, you must:

• Explain what each of your artifacts are and why you chose them. • Share with the class what your greatest achievement is and why.

Examples of Hall of Fame Displays

Examples of Hall of Fame Displays

My Hall of Fame Display Graphic Organizer

Your Name

Two Obstacles

Two Accomplishments

4-5 Adjectives

Ideas for Artefacts/Objects to Display

Nova Scotia Sport Hall of Fame www.nsshf.com

My Hall of Fame Display

(Your name)

(Your photo)

(Your Display)

Nova Scotia Sport Hall of Fame www.nsshf.com