Option 1: RESEARCH Top 3 flight contributions CRITERIA: Create a magazine entry …
Option 1: RESEARCH Top 3 flight contributions
CRITERIA:
Create a magazine entry or a digital story telling creations, which includes 3 paragraphs (& pictures) on what you consider to be the top 3 biggest contributions to flight. Make sure to list your references. If you are doing a digital story telling creation you will only need a rough copy and not a good copy. Make sure you are including how it impacts humans and your daily life. Option 2: Create an online timeline
Create a timeline using an online tool from one of the tools suggestion from the article below (or any other ones you may find!):
The students would work in groups to prepare an entrée and a …
The students would work in groups to prepare an entrée and a dessert. They would receive five mystery ingredients that they would have to incorporate into their dishes on the spot without a recipe to follow. They had to use their cooking knowledge and skills to come up with a meal and a desert that showcased the mystery ingredients, without looking for or using recipes (critical thinking). They worked in groups and, because they were restricted in time, had to be able to communicate quickly and work together well (collaboration). They made videos similar to the ones at the beginning of the show where the competitors introduce themselves. (Technology - new cameras/cellphones to video).
Science Background: Light travels in straight lines, and this activity allows students …
Science Background: Light travels in straight lines, and this activity allows students to observe light and think critically about how they experience light in their lives. A common misconception for students is that the light comes from their eyes to light up the object, so drawing rays as arrowheads that show the direction of the light is a key concept. Materials: index cards, ruler, coloured markers or pencils, hole punch, sticky tack, drinking straw, flashlight or ray box, beaker or glass, water
Science Background: Sound waves behave in the same way as light and …
Science Background: Sound waves behave in the same way as light and water waves. This activity allows students to “see” sound. Materials: plastic wrap, small yogurt container, elastic band, 1mL salt, tuning fork, water
For this project, students were placed into teams of health care researchers. …
For this project, students were placed into teams of health care researchers. Each team was assigned a certain pathogen (I used fungi, bacteria, and viruses since three teams worked well for the class size that I had) and told to develop a presentation to convince a group of investors to invest in the fight against their pathogen. Presentations were expected to be professional (not a Bristol board poster with pictures glued on it) and timed (students were cut off after their time limit – finished or not). Students were assessed based on content, quality, and professionalism. An independent panel was brought in to judge the student presentations and decide how much of their money to invest.
Process For Teaching Inquiry 1. Set up MOTIVATE – with essential question …
Process For Teaching Inquiry 1. Set up MOTIVATE – with essential question and frontloading, personally connect students to content 2. Standards or goals Meeting them through MULTIPLE MODALITIES and MEASURES to Articulate major learning goals, both conceptual (what) and strategic (how). o Provide multiple ways for learning and demonstrating learning of the standards/end goals/ enduring understandings through independent culminating projects 3. Sequence or scaffold for gradual release of responsibility by MODEL – for – Teacher does/students watch MENTOR – with – Teacher does/students help and students do together/teacher helps MONITOR – by – Student does/Teacher assesses and helps as needed
Science Background: • Liquids have characteristic properties based on the molecules they …
Science Background: • Liquids have characteristic properties based on the molecules they are made of. • As different molecules are combined they can have different properties. • Temperature can impact molecules. • Physical changes of materials Materials: Ice Cubes, 1 cup half and half, 1/2 cup Kosher salt, 2 tablespoons sugar, 1/2 teaspoon vanilla extract, 1 pint-size ziplock bag, 1 gallon-size ziplock bag, Any of your favorite ice cream mixins
Science Background: A food chain is a simplified way to show the …
Science Background:
A food chain is a simplified way to show the relationship of organisms that feed on each other. It’s helpful to classify animals in a simple food chain by what they eat, or where they get their energy.
Green plants, called producers, form the basis of the aquatic food chain. They get their energy from the sun and make their own food through photosynthesis. In the Great Lakes, producers can be microscopic phytoplankton (plant plankton), algae, aquatic plants like Elodea, or plants like cattails that emerge from the water’s surface.
Herbivores, such as ducks, small fish and many species of zooplankton (animal plankton) eat plants. Carnivores (meat eaters) eat other animals and can be small (e.g., frog) or large (e.g., lake trout). Omnivores are animals (including humans) that eat both plants and animals. Each is an important part of the food chain.
In reality, food chains overlap at many points — because animals often feed on multiple species — forming complex food webs. Food web diagrams depict all feeding interactions among species in real communities. These complex diagrams often appear as intricate spider webs connecting the species.
This lesson demonstrates that changes in one part of a food chain or web may affect other parts, resulting in impacts on carnivores, herbivores, and eventually on producers. An example of this might be the harmful effects of pollution. The point that should be made is that when something disrupts a food web, humans should try to understand and minimize the disturbance. Students should also come to recognize that humans, too, are part of this complex web of life.
This unit integrates ELA and Arts Ed Outcomes in the hopes of …
This unit integrates ELA and Arts Ed Outcomes in the hopes of the students being able to show what they know through the use of the text, “If You’re Not From the Prairie”. The resource includes outcomes for ELA and Art, along with unit plan.
The purpose of the assignment was for students to demonstrate their understanding …
The purpose of the assignment was for students to demonstrate their understanding of the responsibilities of a municipal government and illustrate how citizens can be involved in making decisions that affect their local community. In partners, the students choose a cause or idea that they thought could be implemented in our municipality to improve the lives of the citizens. A presentation was created to explain the proposal, its importance and how it could be implemented. We invited our local mayor to our class to hear the proposals.
My action plan is currently focusing on including questions for deeper understanding …
My action plan is currently focusing on including questions for deeper understanding (Blooms Taxonomy) in both Science and ELA 8. I wanted to also focus on using the 6 Thinking Hats of Debono alongside Blooms Taxonomy question in ELA to guide but not direct discussion on specific topics (Black Negative, Yellow Positive, Blue control, etc.) as well as integrating basic technology into PE games (Heart rate monitors, mileage/stepper counters during activity to measure distance covered, etc.) with a focus on eventually using more in depth tech in PE (QR codes, etc.)
Put the word inferring on the board, have they ever heard of …
Put the word inferring on the board, have they ever heard of it? Explain it is something we do all the time, it just has a special name. – figuring out what something is when it isn’t totally explained in the story - Using clues to make good guesses How do we do this? - look at the pictures, what do you see - How do the characters act - What do the characters say - What other information can you get from the text Have students practice with facial expressions – what does the audience infer? What evidence leads them to this?
Identity is a major focus of the grade 6 curriculum both in …
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.
We have been using more Inquiry and Project Based Learning in our …
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 …
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 …
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.
This handout is designed for use in a high school classroom where …
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.
Students will be utilizing the program Musescore (a program available to download …
Students will be utilizing the program Musescore (a program available to download for free) to create a composition for their instrument. They will utilize the instant feedback given by the computer program to make adjustments to their piece until they are satisfied with how it sounds. It will allow them to create music in a structured environment that will force them to have an understanding of rhythm as well as the limits of both their playing and their instrument in a risk free environment. Students, upon completing their assignments will then need to perform their short song for the class. After a students has completed the solo assignment, they will have an understanding of how to use them Musescore and will allow them to move onto a more collaborative activity.
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