The Saskatchewan Wildlife Federation is a non-profit, non-government, charitable organization of over 32,000 members enhancing fish and wildlife habitat since 1929. Ready to take the next step toward a better Saskatchewan?
Spotlight on Careers is an opportunity for secondary students to explore potential future career paths. Participants in a Spotlight are exposed to post-secondary opportunities, hands-on experiences, and mentorship from professionals in a specific industry.
Students develop an understanding of the concepts of "push" and "pull" as they "save" stuffed animals from danger using LEGO MINDSTORMS(TM) NXT robots. After learning more about the concepts through a robot demonstration, students explore the concepts themselves in the context of saving stuffed animala from the table edges. They choose to either push or pull the animal to safety, depending on the orientation of the robot and toy. They see the consequences of their choices, learning the importance of understanding these force concepts and the differences between them.
Examine the principles of saving money.
Teacher Guide included.
1-3 hours
Differentiate between saving and investing.
Teacher Guide included.
1-2 hours
This lesson will focus on web page planning, basic design, and layout of uploading images to web pages created by the student. Drawing material (colored paper, pencils, glue scissors) will be available for students wishing to create original artwork to upload.
People are at the heart of Environment and Climate Change Canada (ECCC)’s science. Over half of ECCC’s workforce is in science and technology. Science behind the scenes gives you a glimpse of some of their work. Science Careers
"Learn about outer space, leading scientific exploration, new technology, earth science basics, & more with science videos & news from Science Channel."
Including "How It's Made"
Free Science Channel Episodes
How the Universe Works
Outrageous Science
Earth Science
Myth Busters Jr
An overview of cooking sugar and the stages it goes through.
Experts say the increase in ticks is partly due to longer seasons of warm weather, Laura Sciarpelletti has the full story.
Please note:
*You will need to be logged into your blackboard account to access these resources
*Click the green button on the left to enrol to gain access
*Contact network services if you require support at stans@gov.sk.ca or 1-866-933-8333
The Secondary PAA Implementation Support organization houses a variety of materials to support the implementation of several PAA curricula. As members of implementation working teams, teachers developed, adapted or identified resources/materials for:
Accounting 10, 20, 30;
Career and Work Exploration 10, 20, A30, B30;
Financial Literacy 20, 30;
Information Processing 10, 20, 30; and,
Robotics and Automation 10, 20, 30.
Disclaimer: These resources have not undergone a formal evaluation. Due to copyright permissions, full access to this space is limited to educators in Saskatchewan.
Educators can self-enrol in the organization after logging into Blackboard. Please note that any teacher in Saskatchewan has access to these resources.
Welcome to Secondary Science Implementation Support. This site from the Ministry of Education in SK has a huge collection of excellent supports for High School Science.
There are currently over 500 supports available.
Select "Support Materials" from the menu on the left.
This site houses materials developed to support teachers' implementation of secondary science courses. The Support Materials section contains materials that have been developed and refined by each of the course-specific Secondary Implementation Support teams. Teachers are free to use these materials as they wish.
Any teacher may post questions in the Discussion Board and/or share their materials. Note that copyright must be respected in all cases.
Support materials for Science 10, Health Science 20, Environmental Science 20, Physical Science 20, Chemistry 30, Physics 30, Biology 30, Earth Science 30, Computer Science 20 and Computer Science 30 have been posted.
You must be logged into Blackboard to see the supports.
This resource can help you access Blackboard as a SK Teacher if you are having difficulty: https://s3.amazonaws.com/sws.oercommons.org/media/editor/30/Accessing_Blackboard.pdf (Copy and paste this url into a browser).
Please note: You will need to click "Open this in a new window" to view the resource when the message appears.
How self-care products, including natural health products, cosmetics and non-prescription drugs, are regulated in Canada.
«Durant la Semaine Canada en programmation, des élèves à l’échelle du pays programmeront ensemble pour déverrouiller le Monde des émojis et bâtir un monde meilleur pour tous les émojis.
L’année dernière, les élèves à l’échelle du Canada ont appris à programmer et rempli le Monde des émojis de milliers d’émojis de 💩 caca 💩. Malheureusement, ces émojis ont relâché trop de CO₂ et le Monde des émojis est maintenant exposé à des changements climatiques majeurs.
En tant que membre du personnel enseignant, vous serez aux commandes, et nous serons vos copilotes. Notre mission est de réduire les émissions de CO₂ causées par les milliers d’émojis de caca du projet de la Semaine Canada en programmation de l’année dernière.
Commencez dès maintenant en recevant nos plans de leçons en vedette directement dans votre boîte de réception. C’est le temps de programmer! 🚀»
The semitruck and trailer is what I would call a simple project. This is a project that student
could make in their 1st year of IA in grade 7 or 8, (I have had grade 12 students make the truck
and A or B-train.) When the students are making their project they are demonstrating to me that they have understood and follow the safety for each of the machines available using. In Mr.
Kurulak’s class you must watch the safety presentation/demo for each machine, and then write a safety exam for that machine earning at least an 80% on the 1st try, if the student does not pass it on the 1st try they must get 100% correct on any rewrites, whatever Mark they get on their 1st exam is what I count towards their report card marks, as I’m assuming at that point I am expecting you know that information.
This unit describes a general approach to guiding students to complete service-based engineering design projects, with specific examples provided in detail as associated activities. With your class, brainstorm ideas for engineering designs that benefit your community or a specific person in your community. Then, guided by the steps of the engineering design process, have students research to understand background science and math, meet their client to understand the problem, and create, test and improve prototype devices. Note that service-based projects often take more time to prepare, especially if you arrange for a real client. However, the authors notice that students of both genders and all ethnicities tend to respond with more enthusiasm and interest to altruistic projects.
This site offers a wealth of resources on safety for youth at work.
The task was for the students to design a pillow, create their own patterns, and then sew the pieces together accordingly. Students then self evaluated their pillows and reflected on what they could have done to improve. Part of the assessment was class time used as well. Some of the projects turned out
incredible. You try to encourage them to pick designs that are both difficult enough, as well as not too difficult.
30 minute video provides step-by-step instruction on sewing 8 basic seams.