Students learn about and discuss the process of taking a photograph.
Students learn about and discuss why photographs are made.
Students will make connections between their personal experiences and a work of art and use visual analysis to describe a portrait.
Students will "read" a visual image very much like they would read words in a story.
Students will spend more time looking at details and write an imagined interview with a sitter.
Students will apply what they have learned about portraits in a formal writing exercise.
Students will examine artworks, research literature, and create study drawings and a 3-D model for a monument to a literary figure.
Students will examine Charles-Antoine Coypel's "Self-Portrait" and understand what he shows in this work.
Students will use Van Gogh's "Portrait of Joseph Roulin" as inspiration for their own portraits of friends in the classroom.
Students will compare the daguerreotype of Edgar Allan Poe by an unknown photographer with Poe's writings in an effort to discover the character of this mysterious author.
Students explore 19th-century photographer Edward Curtis's documentation of a ritual performed by Native Americans. They then consider how ceremony and ritual practice are depicted and understood by those outside of a religious culture. Students use photography to document their own religious or spiritual rituals, and then examine one another's images and interpret their peers' spiritual beliefs based on the photographs.
Students learn about and discuss the objects commonly found in still-life paintings.
Students learn about and discuss the basic shapes used in artistic compositions.
Using the character of Edward Cullen from the Twilight series, this lesson introduces the Byronic hero and asks students to compare the Byronic hero to the traditional hero and villain.
This lesson pairs the reading of historical fiction with nonfiction to introduce students to the large themes of history.
Two students hide in the bathroom in order to avoid taking the math test, eventually telling their teacher they were trapped yb a giant squid. While waiting to speak to the principal, they go in to the lost and found, where they enter an imaginary world hidden in the lost and found bin.
Referring to a Roman gravestone for inspiration, students use a foam carving medium and carving tools to create a bas-relief (low-relief) gravestone for a beloved pet. Students then write an epitaph for the pet using a standard form of poetry that is appropriate for the setting, such as an elegy, ode, or couplet.
Why does the Moon not always look the same to us? Sometimes it is a big, bright, circle, but, other times, it is only a tiny sliver, if we can see it at all. The different shapes and sizes of the slivers of the Moon are referred to as its phases, and they change periodically over the course of a lunar month, which is twenty-eight days long. The phases are caused by the relative positions of the Earth, Sun, and Moon at different times during the month.
This is an activity about spacecraft design. Teams of learners will model how scientists and engineers design and build spacecraft to collect, store, and transmit data to earth. Teams will design a system to store and transmit topographic data of the Moon and then analyze that data and compare it to data collected by the Lunar Reconnaissance Orbiter .
Do you want your class to be part of Canada’s Space program?
With the Lunar Rover Research Challenge, students could control a Canadensys rover in a mock-lunar environment by winning this low-prep, high-impact competition. Canadensys recently received a contract from the Canadian Space Agency to send a rover to the moon as early as 2026.
You can do the project in 3-4 hours for a classroom experience or 6+ hours to compete.
Game-based!