This resource contains everything you need to get started using Help Me Tell My Story and Help Me Talk about Math in your classroom!A copy of the presentation is provided as well as all supporting documents and handouts.
This PBL leads students to study and analyze people and events connected with "English Civil War and Glorious Revolution". The PBL includes disclosures for the students to consider and assessments (formative and summative). A PowerPoint of pictures of the historically important people is attached.
In the 21CC project the students will put together a trunk full of artifacts or ‘keepsakes’ from the perspective anyone who would have lived through the 1920s and 30s. The truck has to demonstrate the change the occurred over that 20 year span. The artifacts must be tangible (not only a picture of an artifact but a picture could be an artifact); could be original or replica (made by them). It follows the 6 phases of creativity with a student project guide and an artifact presentation rubric.
These rubrics were developed to aid in the study of the World Wars
Gas Warfare
Historical Newspaper
Description of the trenches
The main purpose of grading is to inform our pedagogy. A grade should tell the student, the teacher and the parents how a student performs in comparison a well-defined standardized outcome.
The grade should help direct the students further learning by identifying the student’s position on the journey to mastery.
A form to share with students and parents so that you know what supplies students have at hand.
This project was created in conjunction with the McDowell Research project - Decolonizing curriculum. It was designed collaboratively with Indigenous teachers and is intended for Indigenous students. It is place based on Treaty Four, George Gordon First Nation. It is based on a holistic planning and assessment foundation.
This resource was created collaboratively with Grade 4 teachers.
These tasks, rubrics and exemplars support high quality instruction and assessment. They have been adapted by Horizon School Division Grade 5 teachers.
This resource supports high quality instruction and assessment. It was created collaboratively with Grade 6 teachers.
This resource supports high quality instruction and assessment. It was created collaboratively by Horizon School Division teachers.
This resource supports high quality instruction and assessment practices. It was created collaboratively by Horizon School Division grade 8 teachers.
This resource supports high quality instruction and assessment.
These tasks, rubrics, and exemplars support high quality instruction and assessment practices.
Horizon utilizes the SaskMATH Screeners which can ge found on this resource or can be downloaded directly from SaskMATH.The links to the Horizon Common Math assessments are also found in this resource. These are the Provincial math assessments that Horizon Teachers adapted for Horizon School Division. These can be further supported by the resources found on the Ministry Edonline site: https://www.edonline.sk.ca/ultra/organizations/_2869_1/cl/outline.
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.
This resource was created to support high quality writing instruction and assessment practices in grade 1.
The purpose of us feeling anxiety in our bodies is so that we will ‘DO SOMETHING’ to try to eliminate the event, situation or thing that we are worried about. This is a primitive and basic survival instinct that we still have deeply embedded in our brains. The problem is…we don’t need to run away from saber tooth tigers anymore!
However, instead of having the idea of “I need to get rid of this feeling” we need to change it to “whatever is happening right at this moment, I CAN HANDLE that.”
What we need to do is learn about anxiety and how it works in our bodies and then break anxiety down into small pieces, and take it step by step. It may start with learning about how anxiety works and feels in our bodies; the sensations we get from anxiety. Starting with what happens in our brain and body when we are anxious. Then we need to learn what we can do with those sensations to lessen them and our anxiety. Then we work on our anxious thoughts and work to change the dialogue we have in our heads about anxiety. Essentially we break anxiety down into small chewable bites. This is in order to give you some success.
An emotional IQ survey.
In this problem-based learning activity, students learn how the intensity and distribution of rainfall and the structure of clouds are critical information for flight navigators. Students assume the role of climatologists and assist a newspaper reporter in determining the veracity of a pilot's statement about weather conditions he encountered in flight using TRMM (Tropical Rainfall Measuring Mission) satellite data. The resource includes teacher notes, student worksheet, glossary and an appendix introducing problem-based learning. This resource is the second of the 3-part learning module, Investigating the Climate System:Precipitation.