This art history video discussion looks William Holman Hunts "Our English Coasts ('Strayed Sheep')", 1852, oil on canvas, 432 x 584 mm (Tate Britain, London).

This art history video discussion looks William Holman Hunt's "The Awakening Conscience", 1853, oil on canvas, 762 x 559 mm (Tate Britain, London).

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.

In this activity, learners will use a hurricane tracking map, satellite images and weather maps to track a hurricane and predict its path. They will consider the meaning and appropriate use of a hurricane watch and a hurricane warning and how these impact public action. They will discuss the hurricane's path and their predictions in a simulated debriefing session and television appearance. Links to maps, data and images are provided. This activity is part of the Event-Based Science (EBS): Remote Sensing Activities.

Students learn what causes hurricanes and what engineers do to help protect people from destruction caused by hurricane winds and rain. Research and data collection vessels allow for scientists and engineers to model and predict weather patterns and provide forecasts and storm warnings to the public. Engineers are also involved in the design and building of flood-prevention systems, such as levees and floodwalls. During the 2005 hurricane season, levees failed in the greater New Orleans area, contributing to the vast flooding and destruction of the historic city. In the associated activity, students learn how levees work, and they build their own levees and put them to the test!

Students design and build a mechanical arm that lifts and moves an empty 12-ounce soda can using hydraulics for power. Small design teams (1-2 students each) design and build a single axis for use in the completed mechanical arm. One team designs and builds the grasping hand, another team the lifting arm, and a third team the rotation base. The three groups must work to communicate effectively through written and verbal communication and sketches.

This lab exercise exposes students to a potentially new alternative energy source hydrogen gas. Student teams are given a hydrogen generator and an oxygen generator. They balance the chemical equation for the combustion of hydrogen gas in the presence of oxygen. Then they analyze what the equation really means. Two hypotheses are given, based on what one might predict upon analyzing the chemical equation. Once students have thought about the process, they are walked through the experiment and shown how to collect the gas in different ratios. By trial and error, students determine the ideal combustion ratio. For both volume of explosion and kick generated by explosion, they qualitatively record results on a 0-4 scale. Then, students evaluate their collected results to see if the hypotheses were correct and how their results match the theoretical equation. Students learn that while hydrogen will most commonly be used for fuel cells (no combustion situation), it has been used in rocket engines (for which a tremendous combustion occurs).

Hank introduces us to biogeochemical cycles by describing his two favorites: carbon and water. The hydrologic cycle describes how water moves on, above, and below the surface of the Earth, driven by energy supplied by the sun and wind. The carbon cycle does the same... for carbon!

Discuss with your students what it means to be Canadian. Start by watching this short commercial https://www.youtube.com/watch?v=BRI-A3vakVg (You may choose to cut the beverage part out at the end or just use the sound at that point in the video.)

All other materials you need to do are attached including a rubric, parent letter, project planner with choices.

Students capture and examine air particles to gain an appreciation of how much dust, pollen and other particulate matter is present in the air around them. Students place "pollution detectors" at various locations to determine which places have a lot of particles in the air and which places do not have as many. Quantifying and describing these particles is a first step towards engineering methods of removing contaminants from the air.

Vous trouverez des activités et vidéos pour les petits. Ce site fait partie de la Zone Jeunesse de Radio-Canada.

Goals

(CS) Communication Skills Students will understand and create different kinds of messages in French in

Various experiential situations for a variety of purposes.
(GL) General Language Strategies Students will apply language learning skills and strategies as a vehicle for
personal, cognitive and social development.
(LK) Language Knowledge Students will apply knowledge of linguistic elements of the French
language accurately for specific communication needs.
(C) Culture Students will recognize the value of French language acquisition and
Francophone cultures through participation in a variety of activities.

Goals
(CS) Communication Skills Students will understand and create different kinds of messages in French in various experiential situations for a variety of purposes.
(GL) General Language Strategies Students will apply language learning skills and strategies as a vehicle for personal, cognitive and social development.
(LK) Language Knowledge Students will apply knowledge of linguistic elements of the French language accurately for specific communication needs.
(C) Culture Students will recognize the value of French language acquisition and Francophone cultures through participation in a variety of activities.

Goals
(CS) Communication Skills Students will understand and create different kinds of messages in French in various experiential situations for a variety of purposes.
(GL) General Language Strategies Students will apply language learning skills and strategies as a vehicle for personal, cognitive and social development.
(LK) Language Knowledge Students will apply knowledge of linguistic elements of the French
language accurately for specific communication needs.
(C) Culture Students will recognize the value of French language acquisition and
Francophone cultures through participation in a variety of activities.

Students develop an understanding of air pressure by using candy or cookie wafers to model how it changes with altitude, by comparing its magnitude to gravitational force per unit area, and by observing its magnitude with an aluminum can crushing experiment.

Students develop their understanding of the effects of invisible air pollutants with a rubber band air test, a bean plant experiment and by exploring engineering roles related to air pollution. In an associated literacy activity, students develop visual literacy and write photograph captions. They learn how images are manipulated for a powerful effect and how a photograph can make the invisible (such as pollutants) visible. Note: You may want to set up the activities for Air Pollution unit, Lessons 2 and 3, simultaneously as they require extended data collection time and can share collection sites.

In this activity, students will simulate the equal and unequal distribution of our renewable resources. Also, they will consider the impact of our increasing population upon these resources and how engineers develop technologies to create resources.

Students will identify how Martin Luther King JrŐs dream of nonviolent conflict-resolution is reinterpreted in modern texts. Homework is differentiated to prompt discussion on how nonviolence is portrayed through characterization and conflict. Students will be formally assessed on a thesis essay that addresses the Six Kingian Principles of Nonviolence.

This 7-minute video lesson looks at 2010 IIT JEE Paper 1 Problem 39.

This 7-minute video lesson continues to look at 2010 IIT JEE Paper 1 Problem 39.