Through traditional ecological knowledge and ocean navigation, understand how the indigenous peoples around the world succeeded on their lands well before modern science and technology were invented. Compare this knowledge to modern ocean navigation by diving head first into the Volvo Ocean Race, a sailing race across the globe with sustainability at its heart. Discover the incredible things which all peoples are able to accomplish through their understanding of place, nature, and the ocean.

If being alive on Earth were a contest, humans would win it hands down. We're like the Michael Phelps of being alive, but with 250,000 times more gold medals. Today Hank is here to tell us the specifics of why and how human population growth has happened over the past hundred and fifty years or so, and how those specifics relate to ecology.

In which Stan Muller subs for John Green and teaches you about energy and humanity. Today we discuss the ideas put forth by Alfred Crosby in his book, Children of the Sun. Historically, almost all of the energy that humans use has been directly or indirectly generated by the sun, whether that be food energy from plants, wind energy, direct solar energy, or fossil fuels. Stan looks into these different sources, and talks about how humanity will continue to use energy in the future as populations grow and energy resources become more scarce.

This is a YouTube video hosted by Kevin Gawletz, the Industry Education Co-ordinator, where he chats with Spencer Vandenburg about being a hunting and fishing guide. In the video Spencer outlines his journey as he has developed a successful career as a guide for hunting and fishing.

In this episode of Crash Course Kids, Sabrina talks about what properties are and how we can measure them to tell us more about an object.

Have you ever wondered what it would be like to live in an igloo?It would be pretty cold compared to the houses we live in now. Could you imagine living with over forty other people in one big house? Living with that many people would be like sharing a house with your whole class and all the teachers in your school!

The environment that we live in affects everything that we do. Canada is a country with a lot of different environments. There are parts of Canada where the temperature is freezing and all you can see is snow for most of the year. There are places where it rains a lot of the time and places where it is very dry. There are places that have mountains and some that are flat. There are rivers, lakes and oceans. Canada has a very diverse landscape.

In the past, First Nations were the only people living in Canada.They are the First Nations because they were the first occupants of North America. In Canada, each First Nation had to adapt to their environment in different ways. The houses they built, the food they ate, and the activities they did were all greatly affected by the environment they lived in.

Here you can look at three different aboriginal cultures from three different parts of Canada: the Huron, the Haida, and the Inuit. You can compare them to see how different their ways of life were because of where they lived.

Teaching resources available.

Hank introduces us to biogeochemical cycles by describing his two favorites: carbon and water. The hydrologic cycle describes how water moves on, above, and below the surface of the Earth, driven by energy supplied by the sun and wind. The carbon cycle does the same... for carbon!

Discuss with your students what it means to be Canadian. Start by watching this short commercial https://www.youtube.com/watch?v=BRI-A3vakVg (You may choose to cut the beverage part out at the end or just use the sound at that point in the video.)

All other materials you need to do are attached including a rubric, parent letter, project planner with choices.

I Am Stronger is an initiative designed to stop the activities of bullying and cyber-bullying. This is done through awareness and education around cyber safety, the effects of bullying, and supporting youth-led initiatives.

I Am Stronger believes that the answers to solving the issues of bullying and cyber-bullying lie in the hearts and minds of those who experience it on a daily basis - the youth of today.

The Ministry of Education has partnered up with I Am Stronger to provide small grants of up to $1000 for youth-led initiatives to adress bullying and cyber-bullying within the province of Saskatchewan. The goal is to empower youth to take their ideas and turn them into positive action that can influence social change in schools, communities and online. The grant provides youth the opportunity to collaborate with others to find solutions to stop bullying, and then turn their ideas into action while inspiring others to do the same. We believe that together we can all make a difference.

Students will analyze "Man with a Hoe" by Jean-Francois Millet, and learn how the artist's use of shape and space creates emphasis. Students will discuss their interpretations of the painting and provide visual evidence to back up their ideas. They will create a persona poem that demonstrates their interpretation of how the man in the painting feels. Students will then illustrate their understanding of how shape and space creates emphasis by drawing a person in their family who works hard.

The following are the outcomes each grade will work on in Saskatchewan. The outcomes are written in student and parent friendly language using "I Can" statements.
You will find all the outcomes organized by grade and subject for the full year.

Goals

(CS) Communication Skills Students will understand and create different kinds of messages in French in

Various experiential situations for a variety of purposes.
(GL) General Language Strategies Students will apply language learning skills and strategies as a vehicle for
personal, cognitive and social development.
(LK) Language Knowledge Students will apply knowledge of linguistic elements of the French
language accurately for specific communication needs.
(C) Culture Students will recognize the value of French language acquisition and
Francophone cultures through participation in a variety of activities.

Goals
(CS) Communication Skills Students will understand and create different kinds of messages in French in various experiential situations for a variety of purposes.
(GL) General Language Strategies Students will apply language learning skills and strategies as a vehicle for personal, cognitive and social development.
(LK) Language Knowledge Students will apply knowledge of linguistic elements of the French language accurately for specific communication needs.
(C) Culture Students will recognize the value of French language acquisition and Francophone cultures through participation in a variety of activities.

Goals
(CS) Communication Skills Students will understand and create different kinds of messages in French in various experiential situations for a variety of purposes.
(GL) General Language Strategies Students will apply language learning skills and strategies as a vehicle for personal, cognitive and social development.
(LK) Language Knowledge Students will apply knowledge of linguistic elements of the French
language accurately for specific communication needs.
(C) Culture Students will recognize the value of French language acquisition and
Francophone cultures through participation in a variety of activities.

An excellent collection of FNME Resources from Alberta Education.
This includes:
*Online print resources
*Curriculum resources
*Professional learning resources
*First steps for professional development

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

In which Stan Muller talks about some of the problems in Intellectual Property law as it exists today. He'll also teach you a little about how IP law applies to everyone's favorite media platform, YouTube. Lastly, he'll do a little prognosticating, and try to predict how IP law might change in the future.

Note: This lesson was designed for students with autism. The students will review a few elements of art, specifically colors, shapes, and different types of lines. They will identify these elements in Vincent van Gogh's painting Irises. The students will then practice drawing different types of lines and shapes in different colors, and will use these elements of art to produce an original crayon-resist piece inspired by Irises.

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

Free Instructions (step-by-step) for good icebreaker ideas! On this website you will find over 100+ of our favorite family friendly icebreakers and group activities. These easy-to-follow guides are useful for a wide variety of settings: classrooms, corporate training and team building, camps, youth groups, parties, retreats, hanging out with friends! Please share this site with your friends!

Below, you can find them sorted by your group size (small, medium, large and extra large) and by type (active, get-to-know-you, team building, party game, etc.).