So... what makes the wind? You might be surprised to learn that it has to do with two of Earth's spheres; The Hydrosphere and the Geosphere. In this episode of Crash Course Kids, Sabrina takes us to the beach to chat about how the wind comes into being and why that's pretty darn awesome!

Just the basics

Sun West School Division computers have Audacity installed. If you would like to use Audacity as home, the download Link: http://audacity.sourceforge.net/

Mentor texts were shared with students over several lessons with
the focus on getting ideas for creative writing stories. The mentor
texts were used as springboards for brainstorming ideas and writing
sensory details.

Summary I began my 21st Century journey this year hoping to create a classroom blog. My main goal was to allow parents a glimpse into their child’s daily life at school. I pictured students blogging daily about what we were up to in class and parents commenting and asking questions regularly. This, unfortunately, was not the case. I encountered problem after problem until the idea just fizzled by the wayside. So, on to the next idea! A few years ago, I attended a session by a teacher who was doing stop-motion animation with her class. I latched onto that idea and quickly purchased the iMotion app. I started making videos with my five year old son (who loved it!!!) and soon felt comfortable enough to introduce the technology to my class. The students were very excited to try it! We had only one problem… we only had one ipad. Several students got the opportunity to create a stop-motion animation as part of a book report project. (They did a stop-motion animation in place of creating a diorama.) However, most students did not get a chance to try it due to time limitations with only one ipad. Out of the students who did not get to create a stop-motion animation, a couple of them asked if they could create a digital diorama using Minecraft. Several other students overheard and wanted to do one too. I was curious to see what they would do so I allowed them to try it. The results were fantastic!!! We connected each students’ personal device to the SmartBoard to present their dioramas to the rest of the class. (We learned that we can’t use the airwatch to have a “live” diorama on the SmartBoard, but we fixed that problem by taking still pictures (screenshots) of the scene and displaying it that way.)

Summary:
PWIM – Picture Word Induction Model is an inquiry based language arts strategy that uses pictures to elicit words from children’s vocabulary. It begins with what students already know and allows them to hear and see words many times. It allows the development of sight word vocabulary and provides opportunities for various word work activities using the student generated words.

Activity Description During my 21stCE meeting with Carole Butcher, I was introduced to Padlet and I immediately saw an application for it in my primary level classroom which is k-3. Although the way we are using it may not be how Padlet is intended to be used, it works great the activity we’ve named Snack Words! Every day before snack time in the morning, each student takes a turn at the Smart Board finding and moving a word they know. They touch and slide the words from one side of the board to the other. After they have had their turn with the Snack Words board, they are allowed to get their snack. I use my discretion about which words they should be able to read and ask them to choose more than one if the word they’ve chosen is too easy for them.

I adapted an assignment designed for younger students to fit my class and the use of technology. Students were put into groups and given an iPad. I put up the QR Codes listed at the bottom of this page around the gym in 3 separate groups for the types of dance covered. The groups then had to scan their QR Codes and work collaboratively together to create an original dance piece. After presenting their choreography to the class they were to then teach their peers the basic steps of the dance style they learned.

Summary :
The students used their voice to convey the characters from Jonathan London Froggy books for the Kindergarten students.
Outcomes:
CP6.4 Initiate and develop roles in selected drama forms (radio drama).
b. Use language to achieve a dramatic purpose when speaking
c. Assume different types of roles and fictional identities in drama work.
d. Demonstrate a willingness to take risk in developing new roles.
e. reflect on, and explain, how the various roles function and express different identities within the work.
f. Draw on own life experience and imagination when speaking and representing ideas in a role.

So when water evaporates, what happens? Where does that water go? Does just vanish? Is it no more? Can matter ever just go away? Well, the answer is no, it can't. But it can LOOK like it does. In this episode of Crash Course Kids, Sabrina shows us how Conservation of Mass actually works with Sugar and Water.

A resource for teachers to prepare a scrapbook for students to fill in. A great Valentine's Day actitivity!

This is a project that was completed in grade 3 Social Studies class on building a Viking Settlement/Community. It met the following outcomes
Outcome: IN3.1 Analyze daily life in a diversity of communities.
Outcome: IN3.2 Analyze the cultures and traditions in communities studied.
Outcome: DR3.2 Assess the degree to which the geography and related environmental and climatic factors influence ways of living on and with the land.
Outcome: PA3.1 Compare how decisions are made in the local community and communities studied.
Outcome: RW3.1 Appraise the ways communities meet their members’ needs and wants.
Outcome: RW3.2 Analyze the creation and distribution of wealth in communities studied.
Outcome: CC3.4 Write to communicate ideas, information, and experiences pertaining to a topic by creating easy-to-follow writing (including a short report, a procedure, a letter, a story, a short script, and a poem) with a clear purpose, correct paragraph structure, and interesting detail.
Outcome: CR3.1 Comprehend and respond to a variety of grade-level texts (including contemporary and traditional visual, oral, written, and multimedia) that address: identity (e.g., Spreading My Wings) community (e.g., Hand in Hand) social responsibility (e.g., All Together) and make comparison with personal experiences.

Make learning come to life! Engaging in Virtual Reality Exploration can transport students to spaces/places they have not had an opportunity to visit in person. As well, these experiences can help expand their awareness and understanding of our world. Engaging in Virtual Reality Explorations appeals to certain learning styles.

In my leadership unit in grade 9 health my students spent time reflecting on how
healthy decisions are important for a healthy future. In an effort to have students
dream positively for their futures, and really focus on the importance of healthy life
choices, I had them create vision boards. Students were encouraged to dream about
their visions for their futures and create a canvas that would display these future
visions. We talked a lot about how leaders spend time planning for the future they
want to have, and create visions and goals for getting to where they want to be in
life.

This module focuses on the many subtle ways artists convey meaning about the status of individuals in societies through their use of materials, techniques and images. Many of the earliest
societies and cultures have given us insights into their lives and traditions through their art works. Study art works from a variety of cultures and time periods, with a focus on class distinctions as evidenced in the works. Look at traditional symbols of power such as land and wealth, and move to more contemporary aspects such as knowledge and communication. Make comparisons between art works from a variety of cultures and time periods and your own.

Outcome: CP7.10
Create visual art works that express ideas about the importance of place (e.g., relationship to the land, local geology, region, urban/rural landscapes, and environment).

Study of the Canadian Group of Seven
Assignment
1. Students will do and oral presentation about their Group of Seven artist
- Points to include are who, what, where, when, style, types of art, favourite medium of art, how long he belonged to the group,
- Include at least three examples of their art work – books would be awesome (wheatland library, Rossville library, colour printouts from home)
2. Student will complete 2 replicas of their artist. These will be done with water colour, tempra, charcoal or pastel.
3. Students will be prepared to explain the importance of place as given in the above outcome.

Created by Arlene Low ( Learning Coach)Objectives:  Local and Regional CultureI Can use analytical and critical thought to respond to art works based on the many contexts of visual art at a local and regional culture level.I Can initiate and develop ideas for art-making, transpose these ideas into art forms using a variety of media, and reflect upon their processes and their completed works within the contexts of visual art.Personal Reflection of the Product

Students recently studied a longer text and I wanted a cumulative project for them to demonstrate skills of Representing. I had seen a poster that showed paint chip colours to represent the highs and lows of parenting, with the emotional journey going from being a new parent to more experienced parent. I loved the idea of having to identify the changes of a person’s experience and represent it through colour, so we used that poster as inspiration for this project in ELA.
Students had to review the plot events of the movie, identify x number of specific events (we picked 21 so it was thorough), and then choose the colour they individually felt best represented how the character would have felt during that event. For example, at one point the character is accused of being a Communist sympathizer; students could have identified dark colours to relay the tension the character would have felt in that moment. Because students used an app for the project, they created unique colours, rather than just picking blue or yellow; their yellow was their own tone of yellow, so the individualization of each image is absolutely unique.

This graphic organizer is used for developing vocabulary. It includes:

Word/Part of Speech
Definition
Drawing or Symbol for the Word
Sentence