In Food Studies 7 and 8 students already have the basic background so I really like Food Studies 9 to be all about creating – providing them with the end result and having them think through the process to create that desired result. So long as they are able to explain their process and meet the criteria there are few limitations put on them. Students view videos on cake decorating, we discuss varieties of cakes, purposes for learning to cake decorate and do some searches of different designs and ideas to get a feel for what they would like to learn. We then get a cake decorator in (locally we have 2!) and they do a demo of simple basics and they get time to practice. We then have a Cake Boss day where they decorate their cake in a time limit and are judged by volunteer teachers.

This fun twist on the popular game of Tic-Tac-Toe has students using their calculator skills. The game board could easily be adapted according to skill level and mathematical operation.

The Grade 6 and 8 Social Studies classes will collaboratively create a display
demonstrating Canadian treaties. This will provide the students with an
opportunity to be engaged in a high-level task, discussing, making shared
decisions, and designing a product that demonstrates deeper learning.

This comprehensive document is produced by Canada Heritage. It is available in both French and English.

Science Background:
• Sulfuric acid removes water from the sugar (Dehydration).
• Reaction is very exothermic (releases heat)
• With water removes you are left with elemental carbon
• Much of the water is boiled off as steam

Materials: Sulfuric acid, sugar, beaker, glass stir rod, dish to collect overflow

Directions:
1. Fill beaker 2/3 full of sugar. 100-250 mL is a good size
2. Add concentrated Sulfuric Acid so it just covers sugar
3. Mix with glass stir rid (you may need to add some more acid)
4. When beaker heats up (sugar turns brown) stop stirring.
5. Reaction may take a few minutes. Be patient.

Game Instructions and Career Jenga Questions:
On the blocks of the Jenga game, the teacher will write different career-related questions for students to answer. These questions should help students further explore Career Education curriculum Goals and Outcomes.

This game can be played different ways, be creative!

Students will become aware of how career planning is influenced by their present situation, which includes their self-concept, friends, family, community and available resources. Students will recognize that career planning is affected by what they know about the future concerning themselves, friends, family, community and available resources. Students will acknowledge that career planning reflects personal goals and lifestyle goals. Students will consider career plans that accommodate change and growth in their personal life and their family life, as well as in the world of work. Students will develop the lifelong skill of making career planning decisions that reflect personal goals, lifestyle goals and career goals. Students will develop and apply successful job search skills. Students will become familiar with employee interview skills which they can apply, now and in the future, to getting a job and perhaps to changing jobs. Students will consider those skills and attitudes needed to retain a job. Students will develop the lifelong skills of making decisions about job search, changing jobs, retaining jobs and job loss.

This awesome science video outlines how and why engineers ask themselves "what-if" questions as they identify variables in the solutions to the problems they are working on.

Criteria for Historical Thinking
Very well To some extent To a limited degree Not at all Not applicable
...

Question stems and prompts you can use to draw out the historical thinker in all your students
To begin a unit or lesson focused on historical significance:
• Why should we bother to learn about X (a person, event, or development)?
• Why does everyone remember Y?
• Why is X historically significant?
• What was the importance of X (a person or document)?
• Was X (a person or document) really that important?

Question stems and prompts you can use to draw out the historical thinker in all your students
To make reasoned and insightful inferences:
• This clearly shows that …
• From X (a detail) we can infer that …
• X (a detail) suggests that …
• It doesn’t say so, but … is probably the case, because X (a detail) …

Criteria for Historical Thinking
Very well To some extent To a limited degree Not at all Not applicable
...

Question stems and prompts you can use to draw out the historical thinker in all your students
To increase familiarity with some of the elements of continuity and change and related vocabulary:
• How would you describe the things that have stayed the same since X (a date or event)?
• How would you describe the changes? Were they widespread or limited in scope? Did they happen suddenly or slowly?
• Did the changes improve things (that is, progress), or did they make things worse (that is, decline)?
• Why did certain elements stay the same while others changed?

Criteria for Historical Thinking
Very well To some extent To a limited degree Not at all Not applicable

Question stems and prompts you can use to draw out the historical thinker in all your students
To begin a unit or lesson focused on cause and consequence:
• What were the short- and long-term causes of X (an historical event)?
• What were the consequences of X (an historical event)?
• Was it really X (a person) who gave birth to Y (a development)?
• What kind of a difference did X make to Y (a community)?
• What lay behind X (an historical event)?
• How did X (a cause or an historical event) make a difference?
• Was X a success? In what ways?
• Whose lives changed because of X (an historical event)?
...

Criteria for Historical Thinking
Very well To some extent To a limited degree Not at all Not applicable

Question stems and prompts you can use to draw out the historical thinker in all your students
To consider the perspectives of people in their historical context:
• If this action doesn’t seem to make sense, isn’t what you might expect, or is surprising, why did X (a person) take this course of action?
• If this action appears to have been the best response, why did X (a person) not take this course of action?
• What did X (a group or individual) feel was most important in their life at this particular time?
...

Criteria for Historical Thinking
Very well
To some extent
To a limited degree
Not at all
Not applicable

Question stems and prompts you can use to draw out the historical thinker in all your students
To think about ethical positions in a textbook:
• How do textbooks convey ethical positions?
• Whose ethical positions do they represent?
• What ethical positions does our textbook take?
• What evidence do you see of these positions? (e.g., particular words or phrases)
• Which ethical positions in this textbook do you agree with (if any); which do you disagree with (if any)?
• How can it be useful to be aware of the ethical dimension in a textbook?
...