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.

This 3-minute video lesson concludes the discussion of 2010 IIT JEE Paper 1 Problem 39.

An excellent collection of FNME Resources from Alberta Education.
This includes:
*Online print resources
*Curriculum resources
*Professional learning resources
*First steps for professional development

In which Stan Muller talks about some of the problems in Intellectual Property law as it exists today. He'll also teach you a little about how IP law applies to everyone's favorite media platform, YouTube. Lastly, he'll do a little prognosticating, and try to predict how IP law might change in the future.

Tell me about it in your own words! If students can paraphrase the information they have read, then youÄand theyÄcan be confident that they understand it.

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.

This task illustrates the process of rearranging the terms of an expression to reveal different aspects about the quantity it represents, precisely the language being used in standard A-SSE.B.3.

This rich task is an excellent example of geometric concepts in a modeling situation and is accessible to all students. In this task, students will provide a sketch of a paper ice cream cone wrapper, use the sketch to develop a formula for the surface area of the wrapper, and estimate the maximum number of wrappers that could be cut from a rectangular piece of paper.

The purpose of this task is to engage students, probably working in groups, in a substantial and open-ended modeling problem. Students will have to brainstorm or research several relevant quantities, and incorporate these values into their solutions.

Science Background:
• Liquids have characteristic properties based on the molecules they are made of.
• As different molecules are combined they can have different properties.
• Temperature can impact molecules.
• Physical changes of materials
Materials: Ice Cubes, 1 cup half and half, 1/2 cup Kosher salt, 2 tablespoons sugar, 1/2 teaspoon vanilla extract, 1 pint-size ziplock bag, 1 gallon-size ziplock bag, Any of your favorite ice cream mixins

Students examine how the power output of a photovoltaic (PV) solar panel is affected by temperature changes. Using a 100-watt lamp and a small PV panel connected to a digital multimeter, teams vary the temperature of the panel and record the resulting voltage output. They plot the panel's power output and calculate the panel's temperature coefficient.