This graphic organizer outlines the difference between a summary and a paraphrase. It also outlines the steps in writing a summary. A short selection is included for practice. This is a good resource for any subject area.

For this project, students were placed into teams of health care researchers. Each team was assigned a certain pathogen (I used fungi, bacteria, and viruses since three teams worked well for the class size that I had) and told to develop a presentation to convince a group of investors to invest in the fight against their pathogen.
Presentations were expected to be professional (not a Bristol board poster with pictures glued on it) and timed (students were cut off after their time limit – finished or not). Students were assessed based on content, quality, and professionalism. An independent panel was brought in to judge the student presentations and decide how much of their money to invest.

In this episode of Crash Course Kids, Sabrina talks about what properties are and how we can measure them to tell us more about an object.

Goals

(CS) Communication Skills Students will understand and create different kinds of messages in French in

Various experiential situations for a variety of purposes.
(GL) General Language Strategies Students will apply language learning skills and strategies as a vehicle for
personal, cognitive and social development.
(LK) Language Knowledge Students will apply knowledge of linguistic elements of the French
language accurately for specific communication needs.
(C) Culture Students will recognize the value of French language acquisition and
Francophone cultures through participation in a variety of activities.

Goals
(CS) Communication Skills Students will understand and create different kinds of messages in French in various experiential situations for a variety of purposes.
(GL) General Language Strategies Students will apply language learning skills and strategies as a vehicle for personal, cognitive and social development.
(LK) Language Knowledge Students will apply knowledge of linguistic elements of the French language accurately for specific communication needs.
(C) Culture Students will recognize the value of French language acquisition and Francophone cultures through participation in a variety of activities.

Goals
(CS) Communication Skills Students will understand and create different kinds of messages in French in various experiential situations for a variety of purposes.
(GL) General Language Strategies Students will apply language learning skills and strategies as a vehicle for personal, cognitive and social development.
(LK) Language Knowledge Students will apply knowledge of linguistic elements of the French
language accurately for specific communication needs.
(C) Culture Students will recognize the value of French language acquisition and
Francophone cultures through participation in a variety of activities.

Process For Teaching Inquiry 1. Set up MOTIVATE – with essential question and frontloading, personally connect students to content 2. Standards or goals Meeting them through MULTIPLE MODALITIES and MEASURES to Articulate major learning goals, both conceptual (what) and strategic (how). o Provide multiple ways for learning and demonstrating learning of the standards/end goals/ enduring understandings through independent culminating projects 3. Sequence or scaffold for gradual release of responsibility by MODEL – for – Teacher does/students watch MENTOR – with – Teacher does/students help and students do together/teacher helps MONITOR – by – Student does/Teacher assesses and helps as needed

A simple organizer for younger students to assist in collecting information from reading.

Science Background:
• Liquids have characteristic properties based on the molecules they are made of.
• As different molecules are combined they can have different properties.
• Temperature can impact molecules.
• Physical changes of materials
Materials: Ice Cubes, 1 cup half and half, 1/2 cup Kosher salt, 2 tablespoons sugar, 1/2 teaspoon vanilla extract, 1 pint-size ziplock bag, 1 gallon-size ziplock bag, Any of your favorite ice cream mixins

Science Background:

A food chain is a simplified way to show the relationship of organisms that feed on each other. It’s helpful to classify animals in a simple food chain by what they eat, or where they get their energy.

Green plants, called producers, form the basis of the aquatic food chain. They get their energy from the sun and make their own food through photosynthesis. In the Great Lakes, producers can be microscopic phytoplankton (plant plankton), algae, aquatic plants like Elodea, or plants like cattails that emerge from the water’s surface.

Herbivores, such as ducks, small fish and many species of zooplankton (animal plankton) eat plants. Carnivores (meat eaters) eat other animals and can be small (e.g., frog) or large (e.g., lake trout). Omnivores are animals (including humans) that eat both plants and animals. Each is an important part of the food chain.

In reality, food chains overlap at many points — because animals often feed on multiple species — forming complex food webs. Food web diagrams depict all feeding interactions among species in real communities. These complex diagrams often appear as intricate spider webs connecting the species.

This lesson demonstrates that changes in one part of a food chain or web may affect other parts, resulting in impacts on carnivores, herbivores, and eventually on producers. An example of this might be the harmful effects of pollution. The point that should be made is that when something disrupts a food web, humans should try to understand and minimize the disturbance. Students should also come to recognize that humans, too, are part of this complex web of life.

This unit integrates ELA and Arts Ed Outcomes in the hopes of the students being able to show what they know through the use of the text, “If You’re Not From the Prairie”. The resource includes outcomes for ELA and Art, along with unit plan.

This unit integrates ELA and Arts Ed Outcomes in the hopes of the students being able to show what they know through the use of the text, “If You’re Not From the Prairie”.

2. Opening activity: Give students the line “If You’re Not From the Prairie”…. In partners, have students generate a list of things that are unique to Saskatchewan. Encourage them to think of something the other groups will not have on their lists. Post these lists. After reading “If You’re Not From the Prairie”, compare the student-generated lists to the ideas mentioned in the poem. Check off how many student ideas were included in the poem. (Could make it a competition, depending on the class, and have a ‘Saskatchewan' for the pair of students with the most ideas included in the poem)

This is a cross-curricular unit using the poem "If You're Not from the Prairie".
It includes Grade 4 outcomes for ELA, Arts Ed and Social Studies.
Created by Danielle Jamieson

Data indicating the amount of, destinations and languages spoken by immigrants to Saskatchewan.

The purpose of the assignment was for students to demonstrate their understanding of the responsibilities of a municipal government and illustrate how citizens can be involved in making decisions that affect their local community.
In partners, the students choose a cause or idea that they thought could be implemented in our municipality to improve the lives of the citizens. A presentation was created to explain the proposal, its importance and how it could be implemented. We invited our local mayor to our class to hear the proposals.

My action plan is currently focusing on including questions for deeper understanding (Blooms Taxonomy) in both Science and ELA 8. I wanted to also focus on using the 6 Thinking Hats of Debono alongside Blooms Taxonomy question in ELA to guide but not direct discussion on specific topics (Black Negative, Yellow Positive, Blue control, etc.) as well as integrating basic technology into PE games (Heart rate monitors, mileage/stepper counters during activity to measure distance covered, etc.) with a focus on eventually using more in depth tech in PE (QR codes, etc.)

• View, listen to, read, comprehend, and respond to a variety of texts that address identity (e.g., Exploring Loyalty, Love, and Relationships), social responsibility (e.g., Equal Opportunity), and efficacy (e.g., Surviving and Conquering).
• View, listen to, read, and respond to a variety of visual, oral, print and multimedia (including digital) texts that address the grade-level themes and issues related to identity, social responsibility, and efficacy including those that reflect diverse personal identities, worldviews, and backgrounds (e.g., appearance, culture, socio-economic status, ability, age, gender, sexual orientation, language, career pathway).
• The students will be reading and responding to the novel The Loki Wolf, which focuses on social responsibility and efficacy. The Loki Wolf reflects worldviews, cultures, and focuses on surviving and conquering. The students will be able to learn about various worldviews and cultures through Norse Narratives.

Put the word inferring on the board, have they ever heard of it? Explain it is something we do
all the time, it just has a special name. – figuring out what something is when it isn’t totally
explained in the story
- Using clues to make good guesses
How do we do this? - look at the pictures, what do you see
- How do the characters act
- What do the characters say
- What other information can you get from the text
Have students practice with facial expressions – what does the audience infer? What evidence
leads them to this?