Summary – Students embark on a scavenger hunt at their school and in their community, searching for real world examples of the 6 simple machines and how they exert force on an object to put it in motion.

Video on How to Screencast- Using the Smart Recorder
Video on Using Smart Tool Recorder

A snapshot is a basic technique, yet a tremendous aid to any piece of fiction when implemented correctly. A snapshot is basically a moment in a story where you take a temporarily stop from the plot to describe something specific in a story. Generally this can be used to create suspense or draw strong emotions out of the reader.

If you feel your story is getting a bit dull, but you need to still build up to the plot, use a snapshot! It can also be used when you want to add more emotion, feeling, and realism to a story.

Take a scene from your story that you feel didn't have enough emotional impact, suspense, or realism. Once you have that sentence, expand on it. Try to get down every sense you can think of.. How it made you feel, how it smelled, etc. It should be picture perfect. Depending on what emotion you want to convey will directly impact how you write your snapshot.

For this project, I began by creating a web about "Snow" and where I thought the topic could lead to with the students. Next I started a "Snow" web with the students and had them tell me all that they knew about snow. After that we came up with some questions about snow and what we wanted to learn. From there, I provided some invitations for the students in the classroom to explore and learn from.

This resource evolves from there; from discussing what we can do to stay warm in winter, learning poems and songs, reading books, doing gross and fine motor activities before finally building an igloo.

Social Experience Blogging is an assignment that can provide students an
opportunity to express themselves while thinking about social experiences or
situations that they have been involved in. With Psychology 20 focusing on
the world of social psychology, it is important for students to reflect upon their
lives and look at the world with their own personal scope. This provides
students with a chance to customize blogs to their own liking and have a
vehicle for personal expression.

The three Grade 2 classes at OES were divided into small groups, to produce a video of the services offered by the Jim Kook Recreation Complex in Outlook, Sk. Each group was given an area of the recplex that provides a recreational service to the community. These included curling rink, bowling alley, archery, etc. Students began with an activity to describe their specific area. Teachers had provided a screen shot within each area for eatery student. Students were then given the opportunity to practice taking video with the iPad. The next step was to visit the recplex and have each child video their specific screen shot. This was planned around an afternoon of Bowling and Skating for the Grade Two students. Each group was pulled from their activity to shoot their video. At a later date, students were given the opportunity to edit and voice over their video footage. This worked well when all the students were doing an art activity with one teacher, and the other two teachers were able to pull the students in small groups to do the editing.

This comprehensive document outlines all of the outcomes and indicators for Social Studies 6-9 written in I Can Statements.

The document is included in the Sun West Multi-grade document.

Folkfest is an annual event linked to curricular outcomes for Grade 6. Goals are to improve and refine Folkfest components with the use of “Student Showcase” and various professional development opportunities. Students will be guided into various uses of technology to display and showcase their projects.

This mini unit provides students an opportunity for developing an understanding of Power and Authority in the context of using stories It includes a cross-curricular opportunity for ELA and Health. In the unit there is the development of some essential questions, brainstorming ideas, ideas for using short stories (The Recess Queen, The Cat in the Hat) to explore characters using their power, as well as scenarios where they consider the use of authority. Graphic organizers helps students to consider the similarities and differences between power and authority.

- created by Danielle Jamieson

Social Studies DR 2.4 (b d) Treaty Promise Lesson Package

This lesson package contains (1) a lesson overview), (2) a detailed lesson description, and (3) student handouts. It covers the relationship of First Nations people to the land, the treaty promise, and reasons for treaty.

This resource includes:
An Overview of Grade Two: My Community, Social 2 summary of Outcomes, Social 2 – “I can” Student Friendly Statements, and a Social 2 Sample 2 Year Plan.
This comprehensive plan includes (for each of the five Grade 2 SS topics):
o Unit Plan
o Unit Resources
o Table of Contents Lesson Organizer
o Lessons
o Assessment Tools

Grade 3 SS I Can Statements for outcomes in the following areas:

Geography, Mapping, Environmental and Climatic Factors
Community Comparisons
Power and Authority
The Rights of the Child

Feed The World BBQ Cook-Off

In this case, students will investigate heat, temperature, specific heat capacity and latent heat. UNICEF has approached your class to construct a solar oven using inexpensive and common materials. The students will investigate the principles of heat, temperature, specific heat capacity and latent heat while constructing an actual solar oven, testing it on water and presenting their design to the folks from UNICEF in a BBQ send off for their kick-off campaign for your oven.

Task: Each group of partners will use their Ipads to find objects in their school that start with the sound ch. See the example from your teacher.
This project fosters creativity by having students find their own pictures to represent a chosen sound. Students will creatively represent these sounds using the Shadow Puppet App. In addition they will make up silly sentences using their chosen sound and record these as part of their presentation.

Letter Accompanying EAL A1 Resource
SECPSD EAL A10L Online Resource
Unit 1- Who Am I?
Unit 2- My New School
Unit 3- Date & Time
Unit 4- Weather
Unit 5/6- Where I Live/Money
Unit 7- Place and Directions
Unit 8- Personal Health
Unit 9- Food
Unit 10- Physical Activities/Hobbies
Unit 11- Clothing
Summative Assessment Project

Each student will choose a topic to be the “teacher” for regarding Space Science. Some topics are more difficult than others, so choosing topics should be guided. They will be in charge of teaching the class about their topic, including providing handouts to assist with learning and an assessment with a rubric to check understanding.

How we personalized it? What needed to be changed and why?
We went to Loreburn to experience their personalized math program first hand and loved it. On the return drive home to Eaton, we decided to make the commitment to personalize math for our students.
We made this decision because we noticed that students were not engaged and their attitudes towards math were negative; math was either “too difficult”, “too easy”, or they were just
going through the motions. We found that students had gaps in both their math knowledge
and skills and that the gaps were in a variety of places. In order to fill those gaps in a
meaningful way, as well as for students to continue their math journey by earning their
knowledge, we chose implement a personalized or blended learning approach.

The students will be introduced to renowned Canadian First Nations Artist Henry Roy Vickers through his website: http://www.royhenryvickers.com/. Information that will be covered are his biography, inspirations, accomplishments in Canada, and around the world, to causes he advocates for, and his impact and influence on Canadian art. Discuss how there is often an animal in Vickers’ work and then introduce the concept of the connection First Nations people have with nature and how there is a belief that people have their own spirit animal.