Identity is a major focus of the grade 6 curriculum both in ELA and in Arts Ed. therefore I wanted to create a project that could be incorporated into both subjects.

Project: The students were given the task to create an infographic that would represent themselves – a bio that includes their personal values and opinions. I invited Arlene Low into the class to introduce the project and explain what infographics are.

I have decided to use the Inquiry process in my unit on rocks and
minerals. Since my students are familiar with the inquiry process and I
have already had some success with this style of teaching and learning, I
have decided to use a blended inquiry. It was be a blend of open and
guided inquiry where I was able to assist students as needed although
they had the freedom of posing their own questions and also had the
freedom to choose their own form of formal assessment such as a
written paper, a poster with an oral presentation, or a Power Point
presentation. I allowed the students to pose their own question in the
hope of sparking their curiosity and sense of wonder.

Image of the Inquiry Model discussing Planning, Retrieving, Processing, Creating, Sharing & Evaluating

Topic: Mysteries of the Human Brain and Imagination Before: As an introduction to the project, we looked at a variety of fiction and non-fiction literature selections related to the topic of the human brain and imagination. Students then could choose a topic from what we had studied in class or choose one of their own related to the human brain and imagination to create an inquiry project on.

We have been using more Inquiry and Project Based Learning in our Grade 4 Social Studies class at OES this year, with the students learning to think critically and work collaboratively as they investigated the “big questions” tied to the SS outcomes. They were encouraged to reach beyond the classroom and access resource people outside the school in their research. The Grade 4 Social Studies curriculum is based on Saskatchewan content and we were fortunate to connect with some excellent sources and learning partners from all around the province.

Summary: Students will create an interactive portfolio, using Adobe InDesign.
Demonstration of Creativity: Photography, by nature, is creative. Throughout
this course, students have demonstrated the use of the photographic triangle,
used different lenses, critiqued images, explored photojournalism and product
photography, manipulated and adjusted photographs, and much more. Although
the main focuses of Photography 20 is to acquire knowledge and develop skills in
photography, it’s the creativity that can make a photo stand out. This project
allows students to showcase their creative talent in a practical and relevant
manner.

As a pilot teacher for the new Physical Science 20 course, the challenge in the pilot year is to develop the
course content to meet student interests and student needs, while meeting the outcomes indicated by the new
curriculum. In an effort to teach outcomes and appropriate indicators, Aaron Biberdorf of Sun West Distance
Learning Centre and I developed an action plan to find interactive or virtual labs for each outcome for the
three major units of Physical Science 20. This would be most beneficial for the Distance Learning Centre,
where students are studying a science course but may not have access to lab materials while working
independently. Further, for students who are absent in a regular classroom and miss a lab, the virtual lab(s)
could be an alternative assignment.

How web pages are setup

Have you ever wondered what all of the mumbo jumbo in websites stands for? Why is it that with only one changed letter we are unable to access the site we want?

This lesson will turn you into internet detectives - you will have a series of tasks to perform.

Effective Internet Research Skills Overview

Step 1: Create a list of key words and phrases on the topic being researched
Step 2: Choose an internet tool:
· Subject Directories
· Search Engines and Meta-Search Engines
· Subject Guides
· Specialized Databases
· Site Search Engines
.....

This handout is designed for use in a high school classroom where Internet research is being utilized. In this handout, we are building student’s digital citizenship.

How safe are you on the internet? The following Scavenger Hunt will guide you through some basic rules of internet safety. This assignment is designed to take three computer class periods. We will share presentations in class in period four.

Part 1 – Introducing Google as a Search Engine
When looking for a very specific piece of information, it can be helpful to be able to write very specific searches, and Google provides operators to make that possible.
Learning Activity 1: Check out the video link to learn more about using Google effectively!

Search tools are not independently intelligent. They cannot understand what you type in, only match it. Sometimes, there are multiple types of meanings that match a query, so a savvy searcher uses special symbols or words, designated by the particular search tool in use at the time. These special symbols are called operators, and Google as a number of them.

This is an interview with First Nations lawyer and poet Francine Merasty. The interview is in three parts with each part focusing one one of her poems.
Part 1 Homebound-Residential Schools
Part 2 Fiery Woman-60's Scoop
Part 3 Reconciliation- TRC Calls To Action

Homebound-A Reading and Conversation with Cree poet Francine Merasty on the healing power of poetry. With grace and wit, Francine discusses how has helped her deal with the trauma of residential schools and celebrate the strength of her family.

Why Screencast?
Screencasts provide an opportunity for creators to show, rather than tell, someone else how to do something
Implications for the Classroom
Screencast content can potentially be more engaging and interactive if used with purpose.
Teachers can use screencasts to effectively teach through examples. Students can review steps as needed.

More and more classrooms are using weblogs as a tool for sharing and reflecting on learning experiences. Some teachers use weblogs as a communication tool, posting regular updates about the classroom so that parents are kept informed about classroom activities. Others teachers invite students to use blogs as a way to publish final written products such as stories, and critiques. Blogs can also be used to share rough drafts, and first impressions, to chronicle an entire learning journey. There are many different ways to incorporate either a class blog, or individual student blogs, into your own classroom. (Blogs from Sun West)