This production is a stop animation video that depicts the history of land settlement in western Canada in the 1800s. The entire video was written and produced by my grade 3/4 students at Lucky Lake School. We studied the history, then they created the storyboard and wrote the script. All of the scenes were flimed with iPads on three different sets with students in the shop. I did the editing and added the sound and their prerecorded narration. All of the props where hand made from scratch or recycled materials. The entire project took one month to complete.

This is an excellent example of Project Based Learning in action!

This thematic unit from Comox Valley Schools (SD71) in B.C. is aimed at Grade 6 Core French students, but is suitable for older grades and would be easily adaptable for younger ones. It is focused on oral practice and participation and would also be useful in French Immersion classes!Content Authors: Comox Valley Schools, Learn71, Beth Peddle

Lessons & exemplars for high school visual and graphic arts courses.

This nonfiction piece tells about Barbara del Colorado, a village in Costa Rica. People needed a way to make money; a scientist suggested that they grow butterflies. The town now sells 250 pupae a month, making enough money to buy what they need.

The Horizon Writing Protocol document outlines the processes, modes, tasks, rubrics and exemplars for determining benchmark growth in writing. Grades 4, 7, 9 tasks, rubrics and exemplars with other grades added as they are created.

Hospitality Tourism & Recreation is a course designed to introduce the student to the various aspects of Hospitality industry. It is currently estimated that 30% of all the jobs in the state of California are available in the hospitality and food service workplaces therefore emphasis is placed on meeting the needs for the growing number of resources and services in the local area. This class is designed to give the student basic skills needed to acquire an entry level job in lodging, recreation, travel event planning and theme park/ exhibition occupations.

ŕHottest, Coldest, Highest, DeepestĚŇ takes the reader on a journey around the world to various continents found on Earth that contain unique natural features.

ŕHow Animals TalkĚŇ is an informational, nonfiction selection describing how various animals communicate or send messages. Animals communicate with each other to warn of danger, to share feelings, to attract a mate, and even prove dominance.

Through six lesson/activity sets, students learn about the functioning of sensors, both human and robotic. In the activities, student groups use LEGO MINDSTORMS(TM) NXT robots and components to study human senses (sight, hearing, smell, taste, touch) in more detail than in previous units in the series. They also learn about the human made rotation, touch, sound, light and ultrasonic sensors. "Stimulus-sensor-coordinator-effector-response" pathways are used to describe the processes as well as similarities between human/animal and robotic equivalent sensory systems. The important concept of sensors converting/transducing signals is emphasized. Through assorted engineering design challenges, students program the LEGO robots to respond to input from various LEGO sensors. The overall framework reinforces the theme of the human body as a system with sensors that is, from an engineering perspective. PowerPoint® presentations, quizzes and worksheets are provided throughout the unit.

This course is good for anyone over 13 years old!

"The How to Make a Comic Book online course is a project-centered course designed for all-age learners (ages 13+) who are brand new to the comic-making process. The course features a bevy of resources for new comic-makers including tutorials, models, comic industry guest speakers, and exercises.

The course walks participants through the full process of comic creation, starting at brainstorming and covering scripting, thumbnailing, penciling, lettering by hand, inking, and final assembly. The course culminates in the creation of a final 4-page comic."

Enroll in the course and the materials will be emailed to you.
The course is free, self-paced and should take 8-20 hours.

"In this e-mail based course, you will explore essential aspects of project-based learning design while also considering strategies for creating accessible and equitable online project-based learning experiences.

This course culminates in you creating an outline and planner to design and facilitate PBL in online spaces and for distance-learning."

This course is free and email based.
It should take teachers 4-10 hours to complete.

Come out ready to get your PBL rolling!

Understanding Science is from Berkley University focuses on teaching all about science and how it works.

Understanding Science 101 is a course that will teach you all about science and how it works.

Select "For Educators" and use the next menu to find the resources you need. Lessons, teaching guides, etc.

These activities for ages 11-16 explore the human impact of the climate emergency and provide new spaces, approaches and opportunities for climate education and social action.

This resource frames the climate emergency as a human rights and people-centered issue and supports teachers to promote a sense of agency and empowerment within young people.

This in turn is recognized as one strategy to help young people manage eco-anxiety, as well as disillusionment and disengagement with climate issues.

The resource includes five activities:

Activity 1 - Climate change, human rights and equality - An activity to introduce the links between climate change and human rights

Activity 2 - Climate justice - A mystery activity to demonstrate the inequalities inherent in the global interconnectedness of climate change. All people are affected in some way by the climate emergency but who you are and where you are in the world matters

Activity 3 – Critically thinking about evidence -An activity to examine case study films and make conclusions about which human rights are most threatened by climate change, which groups in society are most affected and what the solutions are.

Activity 4 – A climate consequences wheel - A consequences wheel activity using evidence from one case study film to make inferences about the different impacts of climate change on members of a community with different personal characteristics (for example: male or female).

Activity 5 – The climate game - A role play activity for which a clear space, either indoors or outdoors, is required. Learners compare the impacts of climate change on people from different backgrounds and in different circumstances. For some participants, the impacts of climate change overlap and are amplified. This strengthens learners’ understanding of intersectionality (interconnectedness).

Four lessons related to robots and people present students with life sciences concepts related to the human body (including brain, nervous systems and muscles), introduced through engineering devices and subjects (including computers, actuators, electricity and sensors), via hands-on LEGO® robot activities. Students learn what a robot is and how it works, and then the similarities and differences between humans and robots. For instance, in lesson 3 and its activity, the human parts involved in moving and walking are compared with the corresponding robot components so students see various engineering concepts at work in the functioning of the human body. This helps them to see the human body as a system, that is, from the perspective of an engineer. Students learn how movement results from 1) decision making, such as deciding to walk and move, and 2) implementation by conveying decisions to muscles (human) or motors (robot).

"This high quality PBL unit – designed for English, math, and science – invites students and teachers to explore solutions for hunger and malnutrition around the world. For every piece of artwork submitted from the project, the Bezos Family Foundation will donate $3 (up to $700,000) to youth-focused nutrition programs."

You will have to provide your information to download the project.

You could use this project to participate in the Hunger Challenge. https://www.studentsrebuild.org/challenges/hunger

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.

This website, provided by NASA's Earth Observatory, describes the science behind hurricanes. Sections include hurricane formation and decay, hurricane anatomy, information regarding storm surges, hurricane climatology, a description of the Saffir-Simpson scale and NASA study missions. Users will also find a list of references regarding hurricanes and hurricane science.

Through four lessons and four hands-on associated activities, this unit provides a way to teach the overarching concept of energy as it relates to both kinetic and potential energy. Within these topics, students are exposed to gravitational potential, spring potential, the Carnot engine, temperature scales and simple magnets. During the module, students apply these scientific concepts to solve the following engineering challenge: "The rising price of gasoline has many effects on the US economy and the environment. You have been contracted by an engineering firm to help design a physical energy storage system for a new hybrid vehicle for Nissan. How would you go about solving this problem? What information would you consider to be important to know? You will create a small prototype of your design idea and make a sales pitch to Nissan at the end of the unit." This module is built around the Legacy Cycle, a format that incorporates findings from educational research on how people best learn. This module is written for a first-year algebra-based physics class, though it could easily be modified for conceptual physics.

Students choose a question to explore, research it using a variety of resources, organize their information on a TCF chart, and then collaboratively write a class scientific explanation.

Dr. Seuss's "The Cat in the Hat" is used as a primer to teach students how to analyze a literary work using plot, theme, characterization, and psychoanalytical criticism.