Student groups compete to design a process that removes the most iron from fortified cereal. Students experiment with different materials using what they know about iron, magnets and forces to design the best process for removing iron from the cereal samples.

"Un ensemble de ressources, comprenant des vidéos, un guide pour les enseignants et des plans de leçons élaborés par l'Association canadienne des libertés civiles afin d'impliquer les jeunes dans des discussions sur les droits et responsabilités des citoyens.

"C'est pas juste !" est une série développée par la Fondation d'éducation sur les libertés civiles du Canada pour inviter les enfants de 7 à 11 ans à réfléchir de manière critique sur ce que signifie vivre dans une démocratie."

L’élève aura l’occasion de revoir le vocabulaire portant sur la saison de l’hiver.
L’enfant pourra se servir du vocabulaire pour créer des phrases ou des courts textes.

Ici on travaille la lecture, l'écriture et la communication orale. On y retrouve aussi des documents à télécharger.

L’élève aura l’occasion de participer à différentes activités de lecture, écriture et communication orale en explorant le thème de la fête.

On aborde la lecture, l'écriture et la communication orale avec des documents à télécharger.

Écrite par Alexis Normand et Shawn Jobin, Cet horizon est la chanson thème de l'Année provinciale des Fransaskois 2012.
Paroles inclus dans le lien.

This art history video discussion examines Paul Cezanne's "Bathers (Les Grandes Baigneuses)," c. 1894-1905, oil on canvas, 127.2 x 196.1 cm (The National Gallery, London).

This art history video discussion examines Paul Cه_zanne's "Still Life with Apples," oil on canvas, 1895-98 (MoMA).

This art history video discussion examines Paul Cezanne's "Still Life with Plaster Cupid", oil on canvas, c.1895 (Courtauld Gallery, London).

This art history video discussion examines Paul Cezanne's "The Large Bathers," 1906, oil on canvas, 82-7/8 x 98-3/4 inches / 210.5 x 250.8 cm (Philadelphia Museum of Art).

This art history video discussion examines Paul Cezanne's "The Red Rock," c. 1895, oil on canvas, 91 x 66 cm (Musee de l'Orangerie, Paris).

Criteria for Historical Thinking
Very well To some extent To a limited degree Not at all Not applicable
...

Question stems and prompts you can use to draw out the historical thinker in all your students
To begin a unit or lesson focused on historical significance:
• Why should we bother to learn about X (a person, event, or development)?
• Why does everyone remember Y?
• Why is X historically significant?
• What was the importance of X (a person or document)?
• Was X (a person or document) really that important?

Question stems and prompts you can use to draw out the historical thinker in all your students
To make reasoned and insightful inferences:
• This clearly shows that …
• From X (a detail) we can infer that …
• X (a detail) suggests that …
• It doesn’t say so, but … is probably the case, because X (a detail) …

Criteria for Historical Thinking
Very well To some extent To a limited degree Not at all Not applicable
...

Question stems and prompts you can use to draw out the historical thinker in all your students
To increase familiarity with some of the elements of continuity and change and related vocabulary:
• How would you describe the things that have stayed the same since X (a date or event)?
• How would you describe the changes? Were they widespread or limited in scope? Did they happen suddenly or slowly?
• Did the changes improve things (that is, progress), or did they make things worse (that is, decline)?
• Why did certain elements stay the same while others changed?

Criteria for Historical Thinking
Very well To some extent To a limited degree Not at all Not applicable

Question stems and prompts you can use to draw out the historical thinker in all your students
To begin a unit or lesson focused on cause and consequence:
• What were the short- and long-term causes of X (an historical event)?
• What were the consequences of X (an historical event)?
• Was it really X (a person) who gave birth to Y (a development)?
• What kind of a difference did X make to Y (a community)?
• What lay behind X (an historical event)?
• How did X (a cause or an historical event) make a difference?
• Was X a success? In what ways?
• Whose lives changed because of X (an historical event)?
...

Criteria for Historical Thinking
Very well To some extent To a limited degree Not at all Not applicable

Question stems and prompts you can use to draw out the historical thinker in all your students
To consider the perspectives of people in their historical context:
• If this action doesn’t seem to make sense, isn’t what you might expect, or is surprising, why did X (a person) take this course of action?
• If this action appears to have been the best response, why did X (a person) not take this course of action?
• What did X (a group or individual) feel was most important in their life at this particular time?
...

Criteria for Historical Thinking
Very well
To some extent
To a limited degree
Not at all
Not applicable