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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.

Unit
overview

The unit will have students create a photographic
journal consisting of 15 to 30 photographs. Accompanying the photographic
journal will be a written journal. Students will choose a subject, prepare an
outline and then spend 5-10 days documenting the subject. Students will write a
brief synopsis for each photo taken and end the unit with a presentation
(physical or digital) of their work.

Outcomes
(1996
Visual Art 10, 20, 30 Curriculum Guide)

A lesson plan template, rubric and collection of links that teachers can use to guide students to think critically and connect social issues that address the story that a totem pole can tell.

Welcome to our family YouTube channel, Art For Kids Hub! We love doing art together and hope you follow along with us. Many of our lessons are perfect for any age, all you need is a few supplies!

For the 2014/2015 school year at KCS, all the Arts Ed 9 outcomes were intergraded into all the grade 9 courses. I was given 4 outcomes to cover in my Science 9 course. My ongoing goal in all my science classes is to relate science to the student’s lives and the real world as much as possible. Having to cover the specific arts outcome gave me the opportunity to teach my students about the science behind ceramics, an art form that relies heavily on chemistry, specifically the properties of the elements from the periodic table. I utilized the expertise of Devon Coles, who runs the local art gallery, the Garden Gallery, in Kindersley where he produces ceramics, to give the students insight into his ceramics process and the chemistry involved. Students then created their own ceramics pieces at the art gallery and used their knowledge of the properties of elements from the periodic table to predict which glaze Devon put on their piece before it was cured in the kiln.

Artifact: From Tracey Uhrich at RCHS for Outcome WA10.1 (Workplace and Apprenticeship Math 10)

Artifact Description: Students need to gather data from grocery store and make decisions on best to purchase. They must work together to put their findings into a PowerPoint to share with their peers.

Asbestos presents a potential health hazard to workers at many work sites. It has been used in a variety of applications because of its strength and unique fire and chemical resistant properties.
Exposure to asbestos has been linked to serious health problems for many years. To ensure protection against exposure to asbestos, both workers and employers must be aware of its properties, how it affects the body and what special precautions are required when asbestos is present at the work site. Read the resource below for more information on asbestos. Inlcuding its properites, effects, controlling the exposure and employer and worker responsibilities.

A rubric to assess the 6 phases of assessing creativity and innovation, Creativity Process Poster, a student chart to self-assess creativity and innovation and a chart outlining the 6 phaese of the creative process.

What students say...
What students do...
What students produce...

Type of assessment, What it assesses, What it looks like in the science classroom

Factors or Events
Changes and Continuity
Progress and Decline
1. Not yet within Expections
2. Minimally Meets Expectations
3. Fully Meets Expectations
4. Exceeds Expectations

This five-point rubric assesses the following aspects of historical thinking:
Establishes/Argues Position
Citing Evidence
Corroboration
Assessing Account Status
Contextualization

Air resistance! It's a thing! In this episode of Crash Course Kids, Sabrina does her own Astronaut Experiment to show us how we can prove it!

Introduction

If you were asked to draw the structure of an atom, what would you draw? Throughout history scientists have accepted five atomic models. Our perception of the atom has changed from the early Greek model because of clues or evidences that have been gathered through scientific experiments. As more evidence was gathered old models were discarded or improved upon. Your goal is to trace the atomic theory through history.