Terminology and the Universal Wave Equation
Wave Interference
Transmission and Reflection of Waves
Standing Waves
Harmonics
Blinded by the Light
Learning Outcomes
Case Focus
Role and Situation
Case Background
Disclosure 1-5
Physics 30 and PI
Physics 30 Nuclear PBL
Have your kids go on a picture scavenger hunt in your home - either with a pencil and paper to make a list, or with a camera.
Unit- Canada and Our Atlantic Neighbors
This is a comprehensive unit for Grade 6 Social Studies. It includes references, resources and strategies needed for lessons, as well as assessment tools for all outcomes.
Shapes and Space Example Playlist for Grade 4 Math.
It is important to keep track of the good things that happen in your life. Use this calendar/chart to do so. It includes:
- What was the experience?
- What moods, feelings, and thoughts accompanied this event?
- How did your body feel, in detail, during this experience? (example: light or relaxed
- Were you aware of your pleasant feelings while the event was happening
- What body sensations, emotions, or thoughts are you experiencing now as you write about the event?
Part 1: What is a Podcast?
Part 2: The Importance of 21st Century Skills in Schools
Part 3: Choosing a Topic
Part 4: Retrieving Information – An Important Skill for Inquiry Learning
Part 5: Scripting Using Google Docs
Part 6: Recording Using Audacity
This year my major plan for integrating critical thinking and collaboration included a major classroom change. I was rearranged my classroom into pods and I started presenting my lessons in a flipped form.
The pods and flipped classroom provided an opportunity for critical thinking and collaboration. The students were to watch the videos and write down any questions they had on the material. They then met up as a group to go over the material. I found the students would have impressive conversations on the material. They then also worked in their pods to complete the daily practice. I found it was great for the students to be able to work together through problems and struggles. I was constantly happy to hear the students offer their own explanations to each other.
• Learn about different poetic terms
• Learn about a variety of different poem types
• Analyze a poem of your choosing using the TP-CASTT handout
• Learn how to write a variety of different types of poetry
• Write your own poem
A hand out to help students write a response, journal entry, essay or critical piece. A PEED rubric for paragraph writing is attached.
This unit covers Music strand outcomes CP6.7, 6.8, 6.9, CR6.1, 6.2, 6.3 and CH6.1. The following unit plan was created by Linda Haas (Davidson) and Jade Ballek (Learning Coach) in the 2011-2012 school year. It reflects Saskatchewan's updated curriculum and incorporates authentic learning experiences and technology integration. Assessments are provided for each lesson as well as the unit.
This resource is a student's review from the ELA year. Students are able to discuss where they feel they have improved, areas they need more help in, most memorable assignments, etc.
Discussion, Disclosure, Information Gathering
This PeBL PreCalc unit was submitted by Sandra Baldwin - 2016.
Pre Calculus Year Plan PC20
Chapter 6: Rational Expressions and Equations
PC20.3 I can expand and demonstrate understanding of rational expressions and equations (up to and including degree 2 numerators and denominators) including:
o equivalent forms of expressions
o operations on expressions
o solving equations that can be simplified to linear or quadratic equations.
Various materials to aide in teaching prediction strategies in the classroom.
1. What type of source is it?
2. Who authored/created it? 3. When was it created?
...
The grade 6 students completed their unit of study on principles of flight. As an end of unit project, they were asked to create a working prototype of a flying object. The students were given a couple of examples from the textbook (page 208 & 213) of objects they could create. These examples were given to encourage the students to think of ideas and gear them on the right track. Therefore, they were asked not to use these examples (although the students that had trouble thinking of their own project were able to use them). As a class, we agreed upon the required performance criteria. The students were then given a handout to fill in as they built their prototype. This handout was to be handed in once the project was completed. An assessment rubric was also given. The students were asked to write a paragraph on each of the assessment rubric categories, explaining how their prototype met that particular category. Next the students were given a few classes to work on their prototype. Once completed, the students were asked to give a presentation where they would describe their project and demonstrate it. The project was assessed using the criteria set out by the students and the rubrics in the teacher’s guide.