A resource to help school divisions, teachers and education professionals better understand and support students whoa re gender and/or sexually diverse. It provides teaching resources and information for administrative resources. It is also available in French.
The Government of Saskatchewan is committed to ensuring schools are safe and inclusive environments. It is a priority that all students and staff feel included, protected and respected. Students may feel unsafe at school for a variety of reasons. Students who do not feel safe or valued are at risk of having lower grades, higher rates of skipping school, higher rates of risky behaviour or higher rates of depression (Egale, 2011).
The purpose of the Deepening the Discussion: Gender and Sexual Diversity Toolkit is to:
*acknowledge the shared responsibility of ensuring that all students and staff who identify as gender and/or sexually diverse have the same opportunities for safety, socialization and success in schools;
*assist school divisions to fulfill their ethical and professional responsibilities to provide safe, equitable and inclusive learning environments for students and staff, regardless of the actual or perceived differences;
*provide a framework for school divisions to address and support gender and sexual diversity;
*build upon and focus the conversation of gender and sexual diversity for all school division and school administration and staff (Deepening the Discussion: Gender and Sexual Diversity (2015));
*provide resources and tools to support critical conversations and school division’s planning for gender and sexual diversity; and,
*support the Education Sector Strategic Plan (ESSP) by providing a supportive learning environment which allows all students the opportunity to remain in school and graduate.
These projects for grades 4-12 are designed to last 1-2 weeks.
The projects are cross-curricular and could be done via distance learning or in classrooms using technology.
Click the blue box that says "Start Teaching from the Catalog" to get started!
"These courses offer flexibility; you can start using a course immediately, or you can modify a course (adding content or changing the duration) to fit your context and need. See below for more details about the courses. We hope you'll be able to use them to support your students during distance learning.
-Your friends at the Deeper Learning Hub at HTH GSE"
They are currently free but this could change (if you are here and they are no longer free, please let go to the help centre (click your profile in the top right corner and select help centre) and add a ticket to let us know).
More From the Creators...
Want to learn more about the DL Hub Courses? Read on!
Who designed these courses?
"The DL Hub partnered with a talented group of instructional designers who built each project based course. Course designers work as High Tech High teachers, High Tech High Graduate School of Education faculty, and nationally recognized PBL consultants, and curriculum designers. More details about each course designer are available on the about page of each course.
How do I assign a course to my students?
To assign a course to your students, make a copy by clicking "Take With Your Own Group." You'll need to create a free Pathwright account so that you can tweak the course or add elements, and then invite your students to take the course.
Who can see my students' work?
The DL Hub is committed to protecting the privacy of student data. When a teacher makes a copy of a course they have created a private version of that course. Only the teacher and other students enrolled in the course will have access to the data. The agreement with our platform partner details that Pathwright ensures compliance with all applicable federal and California laws and regulations regarding collection and maintenance of student data, including, but not limited to, Children’s Online Privacy Protection Act (COPPA), Family Educational Rights and Privacy Act (FERPA), and California’s Student Online Personal Information Protection Act.
Can I use these courses to inspire my own curriculum?
Yes! We hope these courses can serve as a model of deeper learning through distance learning. Feel free to take inspiration from the courses and create your own curriculum that connects students to their learning in meaningful ways."
Developed for second grade. Students will: use their sense of touch and sight to discover differences between several types of seeds; discuss why seeds come in different shapes and sizes; make connections between art and science; discuss the growth process of a seed; discuss how different seeds are used in different products.Biology In Elementary Schools is a Saint Michael's College student project. The teaching ideas on this page have been found, refined, and developed by students in a college-level course on the teaching of biology at the elementary level. Unless otherwise noted, the lesson plans have been tried at least once by students from our partner schools. This wiki has been established to share ideas about teaching biology in elementary schools. The motivation behind the creation of this page is twofold: 1. to provide an outlet for the teaching ideas of a group of college educators participating in a workshop-style course; 2. to provide a space where anyone else interested in this topic can place their ideas.
Sal discusses the conditions of matrix dimensions for which addition or multiplication are defined. Created by Sal Khan.
This feature article from the National Aeronautics and Space Administration's Earth Observatory discusses the use of satellite imagery to evaluate desertification which is occurring in the Sahel, a region of central African savannah that forms the boundary between the Sahara Desert to the north and the wetter, more fertile regions to the south. Topics include the use of Very High Resolution Radiometer (VHRR) data, obtained from National Oceanic and Atmospheric Administration (NOAA) meteorological satellites, to develop a vegetation index, and exactly how the term 'desertification' should be defined in order to distinguish temporarily degraded land from that which has permanently lost productivity.
This feature article from the National Aeronautics and Space Administration (NASA) Earth Observatory discusses the use of satellite imagery to evaluate desertification which is occurring in the Sahel, a region of central African savannah that forms the boundary between the Sahara Desert to the north and the wetter, more fertile regions to the south. Topics include the use of Very High Resolution Radiometer (VHRR) data, obtained from National Oceanic and Atmospheric Administration (NOAA) meteorological satellites, to develop a vegetation index, and exactly how the term 'desertification' should be defined in order to distinguish temporarily degraded land from that which has permanently lost productivity.
So, if gravity pulls everything down, then why don't things on the bottom of the Earth get pulled down into space? In this episode of Crash Course Kids, Sabrina talks about gravity and explains that when we talk about gravity pulling things down, what we really mean is gravity is pulling things TOWARD the Earth. Really, it's all about attraction.
Through listing and observation, students identify the many texts that they read and compose: including books and magazines, television shows, movies, audio broadcasts, hypertexts, and animations.
Savagery, treachery, lost innocenceÉ "Lord of the Flies" is rife with character development. Use this lesson to help students chart the character changes of Ralph and Jack, both in groups and individually.
This awesome science video goes over the process of defining success that engineers use when they are solving problems, part of the engineering process.
This awesome science video goes over the hows and whys that engineers consider when they are trying to define a problem, the first step in the engineering process.
This video defines PeBL and explains the goal of the PeBL philosophy at Sun West School Division. This video was created in 2017.
An interactive applet and associated web page that demonstrate the intersection of two lines. The applet shows two line segments with draggable end points. As the lines are moved, the intersection point id continuously updated. If the two segments do not intersect, a message pops up to that effect. Applet can be enlarged to full screen size for use with a classroom projector. This resource is a component of the Math Open Reference Interactive Geometry textbook project at http://www.mathopenref.com.
An interactive applet and associated web page that demonstrate the properties and behavior of a square. The applets shows a square with all vertices draggable. As you drag any one, the others move to ensure the figure remains a square. It can be seen that the sides remain parallel and congruent, and the interior angles remain 90 degrees Applet can be enlarged to full screen size for use with a classroom projector. This resource is a component of the Math Open Reference Interactive Geometry textbook project at http://www.mathopenref.com.
This is a game which focuses on the challenge of moving a "rubble pile" asteroid. Players have the option of using bombs, impactors, or "pusher" ships. It is a simpler version of Rubble! and part of the Killer Asteroids Web Site. The site also features a background overview of the differences between asteroids and comets, information on different types of asteroids (rubble piles vs monoliths), and a discussion of how at risk Earth really is to an asteroid or comet impact.
Students learn about nanocomposites, compression and strain as they design and program robots that compress materials. Student groups conduct experiments to determine how many LEGO MINDSTORMS(TM) NXT motor rotations it takes to compress soft nanocomposites, including mini marshmallows, Play-Doh®, bread and foam. They measure the length and width of their nanocomposite objects before and after compression to determine the change in length and width as a function of motor rotation.
This art history video discussion examines Edgar Degas' "The Bellelli Family", 1858-67, oil on canvas (Musee d'Orsay, Paris). Degas was in his mid-twenties when he painted this canvas. It depicts from left to right, the ten-year-old Giovanna, her mother, the artist's paternal aunt Laura, her younger daughter, Giula age 7, and the Baron Gennaro Bellelli. Preperatory sketches for the painting may have been made in Florence where the family was living, the Baron had been exiled from Naples. The picture may have been completed in Paris.
This art history video discussion examines Edgar Degas' "The Dance Class" oil on canvas, 1874 (Metropolitan Museum of Art).
This art history video discussion examines Edgar Degas' "At the Races in the Countryside", 1869, oil on canvas, 36.5 x 55.9 cm / 14-3/8 x 22 inches (Museum of Fine Arts, Boston).