Students learn about weight and drag forces by making paper helicopters and measuring how adding more weight affects the time it takes for the helicopters to fall to the ground.
Socially-based Curriculum Unit
This unit, developed for ENG3E (English, Grade 11, Workplace Preparation - Ontario), uses W.P. Kinsella’s short story anthology Dance Me Outside for a study of the past and present treatment of Natives in Canada, but also for an understanding of the behaviour of non-Natives.
The big ideas that students will understand include: tolerance, awareness, and acceptance of Native culture. The key knowledge concepts include:
- learning about different types of values and value systems as they apply to individuals and different cultures;
- learning more about the definitions of stereotypes, discrimination and racism as they apply to the stories studied;
- learning about standard and non-standard language usage and their place in different societies;
- differentiating between connotation and denotation.
Skills that the students will learn as a result of this unit include reading for meaning and analysis, and critical thinking skills.
The unit culminates in a comparison of the book with its film adaptation.
This is an activity about utilizing proportional mathematics to determine the height of lunar features. Learners will use the length of shadows to calculate the height of some of the lunar features. This activity is Astronomy Activity 6 in a larger resource entitled Space Update.
Students gain a basic understanding of the engineering components behind telecommunications, in particular, the way telephone communication works to link one phone to another for conventional landline and cellular telephones. During this entire-class activity, students simulate how phone calls are connected by acting out a variety of searches for both local and long-distance calls. Students end up with a good understanding of how phone calls are transmitted from callers to recipients.
Use the icons across the top of the site to navigate to find ideas.
Be sure to look at "Drawing for Kids" and "Crafts & Activities"
This tutorial will explain how to report a resource that is broken, out of date or has errors. You can use this same method to provide feedback, ask questions or connect with a person at the Resource Bank.
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.
Help your child learn!
This website is packed full of ideas to help your child learn every day!
Students will create a beginning resume that represents their current work experience and demonstrates their knowledge of rhetorical situations for professional writing.
This website allows students to uoload writing they have done. The site then reviews the writing and gives tips to improve it.
Today we’re going to talk about ethical data collection. From the Tuskegee syphilis experiments and Henrietta Lacks’ HeLa cells to the horrifying experiments performed at Nazi concentration camps, many strides have been made from Institutional Review Boards (or IRBs) to the Nuremberg Code to guarantee voluntariness, informed consent, and beneficence in modern statistical gathering. But as we’ll discuss, with the complexities of research in the digital age many new ethical questions arise.
Students use a hurricane tracking map to measure the distance from a specific latitude and longitude location of the eye of a hurricane to a city. Then they use the map's scale factor to convert the distance to miles. They also apply the distance formula by creating an x-y coordinate plane on the map. Students are challenged to analyze what data might be used by computer science engineers to write code that generates hurricane tracking models. Then students analyze a MATLAB® computer code that uses the distance formula repetitively to generate a table of data that tracks a hurricane at specific time intervals. Students come to realize that using a computer program to generate the calculations (instead of by hand) is very advantageous for a dynamic situation like tracking storm movements. Their inspection of some MATLAB code helps them understand how it communicates what to do using mathematical formulas, logical instructions and repeated tasks. They also conclude that the example program is too simplistic to really be a useful tool; useful computer model tools must necessarily be much more complex.
Hank and his brother John discuss heredity via the gross example of relative ear wax moistness.
Students randomly select jelly beans (or other candy) that represent genes for several human traits such as tongue-rolling ability and eye color. Then, working in pairs (preferably of mixed gender), students randomly choose new pairs of jelly beans from those corresponding to their own genotypes. The new pairs are placed on toothpicks to represent the chromosomes of the couple's offspring. Finally, students compare genotypes and phenotypes of parents and offspring for all the "couples" in the class. In particular, they look to see if there are cases where parents and offspring share the exact same genotype and/or phenotype, and consider how the results would differ if they repeated the simulation using more than four traits.
The best part of teaching angles? They’re everywhere! Even in pasta noodles! This fun activity has students explore angles in a very engaging way.
In Social Studies 8, students worked over a 6-week period to create Heritage Fair projects on a topic of their choice connected to Canadian history. Throughout the process, I taught a series of mini-lessons that covered the Big Six Historical Thinking Concepts, as well as research methods and techniques. The flexibility of the project allowed students to cover a wide variety of topics within the Social Studies 8 curriculum.
This artifact encompasses creativity, collaboration, and critical thinking as it
presents the process of creating heritage fair projects with grades 4 and 5 students.
The heritage fair project was completed through a co-teaching and focused on
student-centered learning and project-based learning.
The new website for the Heritage Fairs (& High School Heritage Challenge) is now live and ready to accept project submissions for the Virtual Heritage Fair (grades 4-8) and the High School Heritage Challenge (grades 9-12)!
The Heritage Fair program provides the opportunity for students and their families, teachers and communities to learn about diverse Living Heritage projects.
There is still lots of time to prepare and submit a project to these contests, as the deadline is Monday, April 24. The online contests are open to all students in Saskatchewan.
Links to register and submit projects are on the homepage, as well as available in the dropdown menus for each respective contest.
Be sure to check out the Heritage Fairs toolkit that will give you topic inspiration, a list of popular research sources, and a detailed breakdown on how to create your presentation and share your findings. The toolkit is available in both English and French.
Le nouveau site web des Fêtes du patrimoine (et du Défi du patrimoine au secondaire) est maintenant en ligne et prêt à accepter les soumissions de projets pour la Fête du patrimoine virtuelle (niveaux 4 à 8) et le Défi du patrimoine au secondaire (niveaux 9 à 12) !
Le programme des Fêtes du patrimoine offre l'occasion aux élèves et à leurs familles, aux enseignants et aux communautés d'en apprendre davantage sur divers projets de patrimoine vivant.
Il reste encore beaucoup de temps pour préparer et soumettre un projet à ces concours, car la date limite est le lundi 24 avril. Les concours en ligne sont ouverts à tous les élèves en Saskatchewan.
Les liens pour s'inscrire et soumettre des projets se trouvent sur la page d'accueil, ainsi que dans les menus déroulants de chaque concours respectif.
Assurez-vous de consulter la trousse des Fêtes du patrimoine qui vous fournira de l'inspiration pour votre sujet, une liste de sources de recherche populaires et une description détaillée sur la création de votre présentation et le partage de vos résultats. La trousse est disponible en anglais et en français.
This Heritage Minute follows the life of Onondaga long-distance runner Gagwe:gih, whose name means “Everything.” Known around the world as Tom Longboat, he was one of the most celebrated athletes of the early 20th century.
1 min. video
A eulogy is given for Tommy Prince, Canada’s most-decorated Indigenous war veteran.
For more information about Tommy Prince, visit: http://www.thecanadianencyclopedia.ca