Science Background:
An object in flight is constantly engaging in a tug of war between the opposing forces of lift, weight (gravity), thrust and drag. Flight depends on these forces – whether the lift force is greater than the weight force and whether thrust is greater than drag (friction) forces.
Lift and drag are considered aerodynamic forces because they exist due to the movement of an object (such as a plane) through the air. The weight pulls down on the plane opposing the lift created by air flowing over the wing. Thrust is generated by the propeller (engine) and opposes drag caused by air resistance. During take-off, thrust must counteract drag and lift must counteract the weight before the plane can become airborne.
If a plane or bird flies straight at a constant speed:
• lift force upwards = weight force downwards (so the plane/bird stays at a constant height)
• thrust force forwards = opposing force of drag (so the plane/bird stays at a constant speed).

Advanced mastery of provincial curricular outcomes; shows in-depth understanding and it able to apply knowledge and skills in new situations.
Solid mastery of provincial curricular outcomes; shows understanding and it able to apply knowledge and skills.
Adequate mastery of provincial curricular outcomes; shows some degree of understanding and needs to learn more to apply knowledge and skills.
Limited mastery of provincial curricular outcomes; shows minimal understanding and requires further support to learn the knowledge and skills needed.
Falls well below provincial curricula outcomes; shows no understanding and requires intensive support.

The purpose of this lesson is to reveal students’ perceptions about art, what defines art, why people create art. It is a chance to explore the concept of identity through an arts lens.

Curricular Connections
• CR 6.1 – Create personal responses to a variety of arts expressions (e.g., respond to music using poetry, or respond to visual art using music).
• CR 6.2 - Investigate and identify ways that the arts can express ideas about identity.
• CH 6.1 - Investigate how personal, cultural, or regional identity may be reflected in arts expressions.

Assessment
Arts Ed Journal Reflection

Materials
• Large paper
• Markers and crayons (optional)
• White paper
• Smart Board lesson
• Student Handout #1 and #2
• Arts Ed Journal Entry #1 Handout
• Computer with speakers

Students created an “all about me” book as a summative assessment from various lessons that I taught as part of a UBD. We had many books and videos learning about others, and themselves, they also brought various items for show and tell, etc. The focus was more on writing or drawing pictures as part of a book for the final assessment of the UBD. I thought it would be way better to do a small page and use Aurasma instead of creating a booklet.

Students will examine and understand the potential of online collective fundraising (e.g. Kickstarter, GoFundMe, IdieGoGo) and it’s potential impact on alternative sources of energy (Gravity, Electricity, Wind Energy). The example that I will show them is called the Gravity Light. It uses the principle of conservation of energy to convert gravitational potential energy into kinetic energy and then into electrical energy. Students will then do some research on Kickstarter, Indiegogo, and/or GoFundMe to find an alternative source of energy that is in development and awaiting funding.
Students will look at areas including potential impact to the environment, potential impact to the economy, barriers to success, alternative ideas that they have thought of because of doing this research, amount of money that can be made from this project, etc.

In the past, students were given a mark of zero for:
 Incomplete homework  Late assignments  Missing assignments  Non participation in class activity  Cheating

Problems with this Practice:
 A mark of zero is often an inadequate reflection of student learning.  A zero is skews the overall average for the negative (outlier).  A zero is often given to as a consequence for learning behaviours, not a learning outcome, essentially serving as a punishment for infractions. (T. Guskey)  Although often intended to motivate students, a zero can have the opposite effect on students, instead causing some student to give up.  If a grade or mark is intended to provide information about performance, a zero offers no feedback or suggestions for improvement.

Looking for an alternative to the traditional mad minute? These files involve either the SMART Board or an overhead projector.

This folder contains 41 Safety and Health Fact Sheets from the American Welding Society.

Students sat in a circle around a collection of about twenty posters of First
Nations art laid on the floor. Students shared thoughts about what they saw in
common in many of the pieces of art (ie. Animals, faces, colors, etc.)
Students looked at the piece of art nearest them and looked for animals, faces,
etc. We listed the ideas that had been shared.
The following day, students were given a graphic organizer containing each of
the ideas generated the day before. In pairs, they analyzed one piece of art
they’d not seen before. They completed the graphic organizer and were asked

This is available in website and app versions. This is a very user friendly way to make podcasts.  There are a variety of sound effects, clips etc to be used to make a polished more professional sounding podcast.  Students - make sure you have your school's and parent's permission before using this! 

Summary: This year my students created a concept map to summarize their learning in the science unit of
animal adaptations and classification. I created a list of terms and concepts that students must have on
their map, and offered opportunities for students to add their own knowledge. Prior to the assignment
the students and I created an assessment rubric to evaluate their learning.

Here is a short story and or power point that gives perspective on the various learning abilities and expectations we may have.

We started this project by reading the story “Over & Under the Snow” By Kate
Messner. While reading the story, we talked about the different animals that we
saw and what they did in the pictures. After reading the book we, we made a
chart of animals that lived over the snow and animals that lived under the snow
(both from the story and our prior knowledge. We then decided to make a large
mural of what animals do over and under the snow with the list that we had
made. Students were split into different groups that were in charge of various
animals (ex. animals under the snow, animals over the snow, animals in the sky
and nature). Using their creativity, they were to create pictures of animals in their
certain category through collaboration with one another.

A great way to show anxiety is to do a drama performance and act it out for others to see what anxiety is really like for someone.
Dealing with Anxiety:
Video series “Stopping the Noise in your Head: The New Way to Overcome Anxiety and Worry”
1. Find a situation that scares you…really cares you!
a) For example flying in an airplane. Have an actor pretending to be on a plane with ‘anxiety’ sitting beside them
2. Move towards that thing….get the stress going.
3. Acknowledge that doubt, stress, and discomfort.
4. Welcome what is happening…..
5. Give yourself a motivational or instructional comment…give me more
6. Go back to the task
7. Give yourself a “ point” for being able to go back to the task.

The following resource is a powerpoint on anxiety. It covers the following:
- What anxiety is
- Steps to help kids overcome anxiety
- Parenting patterns that work and don't work
- Anxiety enhancers

When you are consider these apps, please contact the Sun West tech office to inquire about our volume-purchasing program.
Make brief notes by the apps that you explore so that you can report back to the group.

Students working collaboratively on a mini-archaeology dig to locate and identify artifacts, create hypotheses about the objects and what information they tell us about a society, and research past artifacts to determine if their hypotheses were correct. Students had to use collaboration when working on the dig, when creating their hypotheses, when measuring the artifacts, and when forming conclusions. Additionally, students had to use critical thinking when formulating theories, researching and reviewing data online, assessing their ideas, analyzing and comparing their hypotheses with archaeology studies online, and when justifying their hypotheses (and proving them) with the artifact data they discovered online, and forming conclusions.

This awesome science video the students are asked to be part of the engineering process as they are help with an architectural design as a solution to a problem.