As students learn about the creation of biodomes, they are introduced to the steps of the engineering design process, including guidelines for brainstorming. Students learn how engineers are involved in the design and construction of biodomes and use brainstorming to come up with ideas for possible biodome designs. This lesson is part of a series of six lessons in which students use their growing understanding of various environments and the engineering design process, to design and create their own model biodome ecosystems.

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Plan your visit and explore tours and resources!
Resources include:
*downtown Saskatoon fossil tour
*Birds
*meteorites
*Kahoot games
*Science Videos
*Science activities
*Colouring
*On Safari tour

This activity illustrates the interrelationship between science and engineering in the context of extinction prevention. There are two parts to the activity. The first part challenges students to think like scientists as they generate reports on endangered species and give presentations worthy of a news channel or radio broadcast. The second part puts students in the shoes of engineers, designing ways to help the endangered species.

The following resource contains the external assets (or resources) to accompany the Sask DLC Wildlife & Habitat Studies 10/20 courses. Please note that this is not the content of the course, but the assets used to support and deliver it. 

This free, online article, developed for elementary teachers, describes a Kindergarten polar science, standards aligned, unit centered on The Polar Express developing literacy, math, and science skills.

Students learn about population density within environments and ecosystems. They determine the density of a population and think about why population density and distribution information is useful to engineers for city planning and design as well as for resource allocation.

Coral reefs off the west coast of Maui are readily accessible and heavily used by visitors and locals alike. Managers needed a plan to boost the resilience of the reefs so they could continue providing critical habitat for marine species.

This YouTube playlist has video lessons of the various topics in Grade 10 Science in SK.

You are a member of the Habitat Research Team. Your job is to figure out what may happen to habitats when countries or business want to do something in that habitat. When a government or corporation contacts you, they usually have a question or problem about how a habitat is affected by a natural activity or human activity.
The interest of the country or business varies. They may want to build something on the land, find out the effects of a natural disaster on a habitat or want an explanation when they notice the sharp increase or decrease in a population of species of plant or animal.
The Government of the (made up) country of Banglapore (pronounced Bang-la-pour) is looking to build a large number of factories in some of its habitats. Banglapore is an island off the coast of Japan. It is a poor country with a lot of natural resources. Banglapore has a lot of forests (temperate and coniferous) habitats, a mountain range, freshwater habitats, and grasslands habitats. Banglapore wants to use its natural resources to build industry for the country to improve the lives of its citizens.
Your job is to answer the questions of the Banglapore Government and provide any information they need while they plan to build their factories.

Open Educational Resources (OER) for K-12 Science including - lessons, videos, simulations, professional learning and on-demand teacher support.

*more is being developed so keep checking for new materials*
*CHECK GRADES OTHER THAN WHAT YOU TEACH TO FIND ADDITIONAL SK LESSON TOPICS*

"We’ve made our curriculum free for all educators because high quality instructional materials and professional learning can bridge the opportunity gap for all students. The units underwent a rigorous 18-month development process with teacher and student voices across the country informing the selection of the phenomena and each unit’s storyline. Using our curriculum, teachers have seen their students strengthen their ability to solve problems, become more curious about the world around them, and be excited to discover the wonders of science in their classrooms."

Welcome to Secondary Science Implementation Support. This site from the Ministry of Education in SK has a huge collection of excellent supports for High School Science.

There are currently over 500 supports available.

Select "Support Materials" from the menu on the left.

This site houses materials developed to support teachers' implementation of secondary science courses. The Support Materials section contains materials that have been developed and refined by each of the course-specific Secondary Implementation Support teams. Teachers are free to use these materials as they wish.
Any teacher may post questions in the Discussion Board and/or share their materials. Note that copyright must be respected in all cases.

Support materials for Science 10, Health Science 20, Environmental Science 20, Physical Science 20, Chemistry 30, Physics 30, Biology 30, Earth Science 30, Computer Science 20 and Computer Science 30 have been posted.

You must be logged into Blackboard to see the supports.

This resource can help you access Blackboard as a SK Teacher if you are having difficulty: https://s3.amazonaws.com/sws.oercommons.org/media/editor/30/Accessing_Blackboard.pdf (Copy and paste this url into a browser).

Please note: You will need to click "Open this in a new window" to view the resource when the message appears.

One of Southern California’s few remaining tidal marshes—and the habitat it provides for marine life and endangered birds—is threatened by sea level rise. A collaborative effort is underway to help these wetlands stay above water.

"The website includes clusters of task-based lessons and examples of tasks that fit within each of Willis’ (1996) six types of tasks. The LCD Group is also dedicated to promoting intercultural communicative competence (see Foundations section) in the second language classroom and has included a section of activity ideas and lesson plans to demonstrate how intercultural themes can be embedded in and complement second language instruction."

The Take Me Outside Organization believes in a future where spending time outside learning, playing and exploring is a regular and significant part of every student's day. The website has a excellent teaching resources that include ready to go activities for all ages that connect to learning outside.

This resource effectively illustrates the ways in which animals are important to the health and future of the planet. Four lessons demonstrate how human activities, including those related to climate change can result in habitat fragmentation and threaten the viability of entire ecosystems. The resource includes a teacher's guide, background information, student activity pages, videos and extension ideas for individual, group and community action.

Activity One: What’s your View? (1 x 60 minutes)

Teachers set up a 'four corners' activity in which students read a variety of statements concerning animal welfare and decide if they agree or disagree. The class then discusses as a group the importance of animals in sustaining healthy ecosystems and the value of their relationships with humans.

Activity Two: Video (1 x 60 minutes)

Students watch a video called “Why Animals Matter” and complete a short quiz to check their understanding of key concepts raised in the video. A discussion follows on what can be done to make the world a better place for animals. Suggestions for extension activities are included.

Activity Three: Eco-investigation (3 x 60 minutes)

Students go outside to study local biodiversity. Working in groups, they select a 2m square sample site near the school yard and determine the variety of plant, fungi and animal life found. The inventory includes the abiotic characteristics of soil, rocks, water sources as well as any evidence of human disturbance. Students are also asked to take notice of the resources that species need to survive (food, water, cover and space) and how humans have impacted these resources.

Activity Four: Understanding Habitat (3 X 60 minutes)

After a discussion on the inter-dependency of the four core elements of a habitat, the class is invited to brainstorm ideas as to the causes and effects of habitat fragmentation and the importance of wildlife corridors. Students then review a newspaper article describing how habitat fragmentation due to road construction in parts of India has impacted elephant populations. Four groups of students take on the role of stakeholders in a wildlife corridor project for the benefit of these elephants. Groups must develop a persuasive statement to reflect their point of view. Peer evaluation and class discussion follow.

An extension activity suggests students research the habitat requirements of a wild animal, how these needs can be threatened by human disturbance and what solutions should be considered.

Geared towards students in grade 3-5, this virtual field trip from the American Museum of Natural History explores how animals adapt to their environments in order to survive.

This field trip includes a teachers guide, student worksheets and extension activities.

Of all of the water on Earth, most of it is saltwater and we need freshwater to live. There's not that much Freshwater for us (and other life) to get to. So how do different animals deal with different amounts of water where they live? In this episode of Crash Course Kids, Sabrina talks about the adorable Nerpa and how they deal with rough conditions to live in Freshwater!

Leave No Trace, or LNT, principles are a group of best practices for enjoying our wild spaces. In this video, Miranda talks about the seven principles of Leave No Trace and how you can follow them to leave the wilderness as beautiful as you found it.