Students evaluate book reviews written by other children, discussing their components and effectiveness, and write reviews of favorite books to record on video or post online.
Investigate various types of credit and credit products available to individuals.
Teacher Guide included.
7-10 hours
Middle Years introduction to the challenge mindset using UN SDGs to explore careers that make a difference.
Unarchived examines “traditional” archives in British Columbia, those rooted in European colonial practices upheld by government, academic and other settler institutions. Records preserved in such repositories centre and privilege the stories of the dominant culture, perpetuating the re-telling of biased histories. This film challenges typical archival practice and encourages the viewer to question what is not being told, to make space for diverse voices and to build capacity for alternative archives.
Unarchived examines “traditional” archives in British Columbia, those rooted in European colonial practices upheld by government, academic and other settler institutions. Records preserved in such repositories centre and privilege the stories of the dominant culture, perpetuating the re-telling of biased histories. This film challenges typical archival practice and encourages the viewer to question what is not being told, to make space for diverse voices and to build capacity for alternative archives.
Despite obstacles in his life such as a family illness and the Great Depression, Uncle Jed achieved his dream of opening a barbershop at age 79.
"The site provides an informal on-line course covering essential science content, as well as a searchable database of resources for the classroom."
*Evolution 101!
*Teaching Evolution
*Learn Evolution
This package is intended for Grade 7 students and covers the Treaty Education outcomes for this grade level. Through this resource, students will come to better understand treaties, their history and impact on our country, how they continue to affect Indigenous people in Canada, and how we are all treaty people.
This lab-based course covers the foundational principles of modern life science as outlined in the Next Generation Science Standards (NGSS). It also includes approximately a third of the Earth and Space Science standards, primarily those connected to environmental science and ecology. The course emphasizes all three dimensions of the NGSS, with special attention to the crosscutting concepts of Patterns and Energy and Matter. Additionally, scientific inquiry and engineering design practices are emphasized throughout the course. The course is designed to follow a chemistry course and so builds on student understandings of molecules as they explore the biomolecular underpinnings of life's functions, the evolution of life, and the interactions of life in ecosystems. Technological, historical, political, and environmental aspects of biology will also be addressed. Critical thinking, data analysis, and argumentation from evidence are also emphasized.
Anchoring Phenomenon: A baby is born and seems perfectly healthy, but after a few days starts to exhibit strange symptoms that could lead to physical impairment or even death. What is causing the problem? Can the baby be saved? Unit Essential Question: How and why do cells make the molecules they need and get rid of the molecules they don’t need? What happens if steps in this process aren’t working?
For this unit plan, see the old unit calendar (link on left sidebar, click ALT3 tab at the bottom). Once we update this unit to the new Doc template, we will post it here. This is now unit 3, but it used to be unit 2 (we will update file and folder numbering as we continue to revise the units). Thanks for your patience as we work hard this year to update all of the materials to the new unit template and unit/standards arrangements.
Anchoring Phenomenon: Identical twins have the same DNA yet one was diagnosed with breast cancer and the other was not?? One about diabetes? Unit Essential Question: Why are some people diagnosed with diabetes and breast cancer while others are not?
For this unit plan, see the old unit calendar (link on left sidebar, click ALT5 tab at the bottom). Once we update this unit to the new Doc template, we will post it here. This is now unit 5, but it used to be unit 6 (we will update file and folder numbering as we continue to revise the units). Thanks for your patience as we work hard this year to update all of the materials to the new unit template and unit/standards arrangements.
This unit is under construction and should be ready by January 2019. Some of the materials for this unit will be taken from the former Unit 4 (Ecosystems Matter and Energy) but will also contain new material. Here is some of the source material that will be in the new unit when we get to it.
For this unit plan, see the old unit calendar (link on left sidebar, click ALT7 tab at the bottom). Once we update this unit to the new Doc template, we will post it here. This is now unit 7, but it used to be unit 4 (we will update file and folder numbering as we continue to revise the units). Thanks for your patience as we work hard this year to update all of the materials to the new unit template and unit/standards arrangements.
Listed here are unit plans currently available for elementary, middle and secondary levels.
Enter subject or grade level into our keyword search to explore available unit plans or use the filters for level and subject.
Students will choose a media (letter, art with a written or verbal explanation, video, presentation, speech, persuasive paper) from menu, in order to express their opinion on a topic. Their opinions will need to be supported by evidence that is gathered from text or other informational sources. The purpose of the final product is to advocate for another person in order to make a positive change in the world. The students will be presented with a problem that they will have to advocate for a change using research to support their opinions.
Primary Text(s) (Module 5):
● The One and Only Ivan by Katherine Applegate
In this novel, Ivan is a silverback gorilla who lives in a mall circus. Ivan is good friends with the other animals in the exhibit. Through advocacy Ivan is able to be freed and find a better life.
"Are you ready to take your agricultural business to the next level? Then you're in the right place! In this course, you'll explore agricultural business strategy and planning, farm management, succession planning and financial fundamentals. Invest a few hours in this free, online course1 and you'll gain the knowledge and confidence to make a lifetime of better informed decisions for yourself and your business. Invest in your business. Invest in yourself."
Complete 8 Modules.
In this activity, learners will use satellite images of the San Francisco Bay Area to evaluate urban development in an earthquake-prone region. They will prepare an executive summary of their findings that incorporates diagrams or images. Links to the satellite images are provided. This activity is part of Event-Based Science: Remote-Sensing Activities.
Engineers design and implement many creative techniques for managing stormwater at its sources in order to improve and restore the hydrology and water quality of developed sites to pre-development conditions. Through the two lessons in this unit, students are introduced to green infrastructure (GI) and low-impact development (LID) technologies, including green roofs and vegetative walls, bioretention or rain gardens, bioswales, planter boxes, permeable pavement, urban tree canopies, rainwater harvesting, downspout disconnection, green streets and alleys, and green parking. Student teams take on the role of stormwater engineers through five associated activities. They first model the water cycle, and then measure transpiration rates and compare native plant species. They investigate the differences in infiltration rates and storage capacities between several types of planting media before designing their own media mixes to meet design criteria. Then they design and test their own pervious pavement mix combinations. In the culminating activity, teams bring together all the concepts as well as many of the materials from the previous activities in order to create and install personal rain gardens. The unit prepares the students and teachers to take on the design and installation of bigger rain garden projects to manage stormwater at their school campuses, homes and communities.