The 5 levels in large print; an easy to read visual for the classroom

These I Can Statements for Grade 4 Social Studies where developed by a team of Sun West teachers at the opening in-service days in August, 2011.

Make learning come to life! Participating in hands-on STEAM (Science, Technology, Engineering, Art, Math) Challenges can provide students with opportunities to develop new skills and understandings related to their preferred life/career choices. These challenges help students build 21st Century Skills while exploring potential occupations of interest. Students will be able to reflect on what areas best fit their interest, skills, values, etc. as they work to create the life they want to live.

This template offers an outline for getting you started with designing STEM challenges.

This powerpoint focuses on:
-Defining STEM/STEAM​
- Benefits of STEM/STEAM​
- STEM/ STEAM Format​
- Assessing STEM/ STEAM​
- Showcasing STEM/ STEAM ideas and resources​
- Connecting to Outcomes/ Planning Time

STEM Challenges Powerpoint

Workshop Targets:

•Defining STEM/STEAM
•Benefits of STEM/STEAM
•STEM/ STEAM Format
•Assessing STEM/ STEAM
•Showcasing STEM/ STEAM ideas and resources
•Connecting to Outcomes/ Planning Time
•Feedback

This standard covers all aspects of safety and health in the welding environment, emphasizing oxygen gas and arc welding processes with some coverage given to resistance welding. It contains information on protection of personnel and the general area, ventilation, fire prevention and protection, and confined spaces. A significant section is devoted to precautionary information, showing examples, and an extensive bibliography is included.

These are digital copies of the Before, During and After reading strategies posters that are available from Saskatchewan Learning.

The purpose of Kindergarten to Grade 12 Social Studies is to help students know and appreciate the past, understand the
present, influence the future, and make connections between events and issues of the past, the present, and the future.
Further, its purpose is to make students aware that, just as contemporary events have been shaped by actions taken by
people in the past, they have the opportunity to shape the future. The ultimate aim is for students who have a sense of
themselves as active participants and citizens in an inclusive, culturally diverse, interdependent world. (Ministry of
Education, Social Studies 9, 2009).
...

The purpose of Kindergarten to Grade 12 Social Studies is to help students know and appreciate the past, understand the present, influence the future, and make connections between events and issues of the past, the present, and the future. Further, its purpose is to make students aware that, just as contemporary events have been shaped by actions taken by people in the past, they have the opportunity to shape the future. The ultimate aim is for students who have a sense of themselves as active participants and citizens in an inclusive, culturally diverse, interdependent world. (Ministry of Education, Social Studies 9, 2009).

Attached are three infographics from the Ministry of Education to assist middle level and high school EAL teachers as they provide support with ELA outcomes: Comprehend and Respond Strategies Compose and Create Strategies Assess and Reflect Strategies 

How to administer the assessments:
• Literally only takes 5 minutes
• Four choices for each grade (student passage page and teacher recording page)
• Student reads for 60 seconds and teacher records errors
• After 60 seconds you read the story to the student (while they follow along) to remove any difficulties s/he may had had in word recognition or fluency that could hamper comprehension
• Remove passage from student and ask what they remember from the passage
• Prompting is allowed, but noted
...

Students were given a copy of the grid listing habitats. Each child was asked to select one square on the grid and then research a list of animals that live in that habitat. They recorded only information for one of the grids. When this was completed, each student shared what they learned with the class, and each student filled in the new section on their chart. Our last task was for the students to complete the exit slip, explaining how this made learning things easier. They all decided it was easier to research part of the information and share.