This lesson is an experiential approach to Indigenous people’s history.

Grade Levels: 9/10, 11/12
Subject Area: First Nations, Métis and Inuit, Social Studies, History, Language Arts, Art, Social Justice

The module consists of learning material that is delivered through an Indigenous pedagogical approach. There is extensive context-setting in the form of introductory activities (talking circles, guest speakers, a field-trip to a museum) to front-load the main activity, which is literally, walking (and learning) on the lands of Indigenous people’s ancestors. The location of this “learning on the land” is situated in the Victoria School District, British Columbia, but the module can be applied in any territory in Canada provided proper protocols with respect to working with the Indigenous nation on whose land the school is situated, are established first. Anne Tenning models how teachers can use an Indigenous approach to teaching social studies. A possible outcome in so-doing, is that other disciplinary inquiries may be addressed simultaneously. Ms. Tenning also uses “real life” examples to illustrate how deeply students are impacted by Indigenous guest speakers, and she uses student testimonials as evidence. Ms. Tenning uses a first person narrative to explain how she conducts her classes.

Reading 101 is a self-paced professional development course for K-3 teachers, developed by Reading Rockets. The program provides teachers with an in-depth knowledge of reading and writing so they are prepared to guide their students into becoming skilled and enthusiastic readers and writers.
Course Modules include:
- Print Awareness
- Phonological and Phonemic Awareness
- Phonics
- Fluency
- Vocabulary
- Spelling
- Comprehension
- Writing
- Assessment

Included are files related to the outcomes and modules related to teaching Welding 10 as well as ones containing information on:

Developing a Safety Plan for the Welding Shop
Reporting an Incident and Incident Reporting Procedures

Assess one’s self-awareness (i.e., one’s ability to perceive own emotions and tendencies) and self-management (i.e., ability to stay flexible and positively direct personal behaviour) for the purpose of enhancing well- being of self and others.

A wellness inventory for overall Wellness. This inventory is used in Grade 10. (Wellness wheel)

By listening to and looking at the qualities of various scales, students learn to identify the differences between the major, minor, and blues scales.

Everyone wants things in their life. The problem is we often just think about what we want and then feel sad that we don’t have what we want. Sometimes we can obtain what we want by changing what we are doing, how we are acting or what we are thinking! Other times what we want depends on someone else changing or doing something. This is where we run into problems! When our wants depend on someone else, we are often doomed in ever being able to get that want fulfilled. If this is the case, then we must change what we want. Or realize we need to make a change without them changing.
In the table below ask yourself the following questions, and then fill in the boxes and do what you need to do to get your want.

This demonstration will show how increased temperatures will hasten the melting of ice in the environment, contributing to a rise in sea level and subsequent flooding of coastal areas. Materials required include 2 aquariums, plastic wrap, a clamp light with a 60 watt bulb, modeling clay, ice, pebbles and rocks, and a ruler. Teacher background information, student worksheets and a scoring rubric are included. This is Activity 3 of the learning module, Too Many Blankets, part of the lesson series, The Potential Consequences of Climate Variability and Change.

This resource is made for grade 2 but could be adapted to any grade and any subject.
I wanted the students to know how important the skill of critical thinking is in all areas of study and of life. I developed this lesson and put it in the introductory section of our Distance Moodle course for Grade 2. It is self-contained and could be done in any class, at any time of year.
Throughout the lessons the student will see the critical thinking icon and make the connection.

Theis webinar was recorded on October 21, 2021 as part of the Lunch and Learn series. Participants will learn how to:  Send back approved work and view comments in the creative toolsUse new Accessibility features to create Accessible contentUse Progress and Skills to support data informed instruction. Add voice recording or audio files to labels, shapes, images, and captions and lock the size of objects on the canvas

This is a lesson about the distribution of dust in the solar system. Learners will use data from the Student Dust Counter (SDC) Data Viewer to establish any trends in the distribution of dust. Students record the number of dust particles, or hits, recorded by the instrument and the average mass of the particles in a given region.

White Rose Math is a teacher group which offers math training and resources, including lesson plans and ideas. The resources on the site are meant for parents and teachers. The content is organized by grade level based on the British system. The White Rose Maths Team has prepared a series of maths lessons for each year group from Year 1-8. Every lesson comes with an answer key and a short video showing the teacher or parent clearly and simply how to help the child to complete the activity successfully.

For students K-8.

Looking to boost engagement and participation when students are learning outside of a traditional classroom? This blog post outlines a free platform for remote teaching and how you can use a virtual whiteboard this school year!

"Whiteboard.chat" is a web-based platform, and there is no sign-up required. It’s completely free to use and works across devices. You can use Whiteboard.chat on Chromebooks, and it doesn’t require a strong Internet connection.

The team at Whiteboard.chat developed this platform from the ground up to simulate the same type of modeling you might use in a traditional classroom environment. Each student has their own individual board and can see the teacher’s whiteboard in real time. The teacher can see the student’s boards all at once, too, getting a birds-eye view of their screen as they are working.

As students work on their own, they can raise a virtual hand if they need support. This allows a teacher to join that students’ board and provide individual assistance. It’s an excellent feature for supporting individual students who are part of a big group.

Once students have developed conceptual understanding of the basic operations they need to develop fluency with the facts. One quick way to include daily practice and motivate students to master these basic facts is through the use of the Who Has? card decks. These decks can be created for virtually any topic and frequent use as both a whole class practice or as a center activity for partners or small groups will provide facts practice in a highly-motivating format.

In this problem-based learning (PBL) scenario, students prepare a presentation for investors showing how their fishing company has a significant advantage because it locates upwelling zones and fishing areas using TRMM (Tropical Rainfall Measuring Mission) and other satellite data. Prior to launching the PBL, students learn about wind: the topics of air pressure, coriolis effect, upwelling and the role of differential heating on the atmosphere are explored in classroom demonstrations. Materials required include a beaker, coffee grounds, drinking straw, balloon, flashlight, and turntable. The resource includes teacher background information, glossary, assessment rubric, and an appendix introducing problem-based learning.

Word Connections is a supplemental reading intervention program.

It includes 40 lessons (40 min each), divided into four units of instruction.

Developed for students in third grade and above who continue to experience challenges with word reading even though they have developed foundational decoding skills.

The lessons focus on promoting automaticity with reading “big words.”