Students continue the research begun in the associated lesson as if they were biomedical engineers working for a pharmaceutical company. Groups each perform a simple chemical reaction (to precipitate solid calcium out of solution) to observe what may occur when Osteopontin levels drop in the body. With this additional research, students determine potential health complications that might arise from a new drug that could reduce inflammatory pain in many patients, improving their quality of life. The goal of this activity is to illustrate biomedical engineering as medical problem solving, as well as emphasize the importance of maintaining normal body chemistry.

This unit integrates ELA and Arts Ed Outcomes in the hopes of the students being able to show what they know through the use of the text, “If You’re Not From the Prairie”.

2. Opening activity: Give students the line “If You’re Not From the Prairie”…. In partners, have students generate a list of things that are unique to Saskatchewan. Encourage them to think of something the other groups will not have on their lists. Post these lists. After reading “If You’re Not From the Prairie”, compare the student-generated lists to the ideas mentioned in the poem. Check off how many student ideas were included in the poem. (Could make it a competition, depending on the class, and have a ‘Saskatchewan' for the pair of students with the most ideas included in the poem)

Ignition – Digital Literacy & Responsibility™ combines the power of cutting-edge instructional design, new media, and simulations to educate teens and empower them with the skill set to leverage technology safely and effectively. The four-hour curriculum, designed for students in grades 6 – 9—informs students about how technology works and provides an introduction to STEM careers. In addition to the modules, students apply their learning in virtual environments, demonstrating their mastery of issues such as privacy, security, cyberbullying, conducting online research, digital relationships, and the viral nature of the web.

Grades 6 to 9

This Course Covers
Digital Footprint
Internet Safety
Cyberbullying
Conducting Online Research
Digital Time Management
STEM Careers

This art history video discussion looks at Giacomo Barozzi da Vignola & Giacomo della Porta's "Church of Il Gesج_", consecrated 1584, Rome; and Giovanni Battista Gaulli's (also known as il Baciccio) "The Triumph of the Name of Jesus", Il Gesج_ ceiling fresco, 1672-1685.

L’enfant fera des activités de lecture, d’écriture et de communication orale en explorant le thème de la saison d’hiver et du temps froid.

Cette leçon aborde la lecture, l'écriture et la communication orale.

Il y a aussi des documents à télécharger.

Watch French news and entertainment.
Learn the language in a few clicks.

How it works
1. Test
Watch a video and test your understanding with a short quiz.
2. Learn
Turn on subtitles and click on the words you don't know to learn them.
3. Review
Bookmark vocabulary and use flashcards to memorize your words.

This art history video discussion examines the "Mihrab" (prayer niche), 1354--55 (A.H. 755), just after the Ilkhanid period, Isfahan, Iran, polychrome glazed tiles, 135-1/16 x 113-11/16 inches / 343.1 x 288.7 cm (Metropolitan Museum of Art, New York).

This is a direct task suitable for the early stages of learning about exponential functions. Students interpret the relevant parameters in terms of the real-world context and describe exponential growth.

Illuminations works to serve you by increasing access to quality standards-based resources for teaching and learning mathematics, including interactive tools for students and instructional support for teachers.

The website includes:
- Lesson plans
- Online math strategy games against a computer or other players across the world
- Activities
-

In this role-playing activity, students learn how cellular phone service works, its advantages and its limitations. Students also learn about the advantages and limitations of satellite phone service. Phone communication involves many aspects of science, math and engineering, and this activity conveys to students how these technologies help people to stay better connected. Students use what they learn to understand what communication options might be available for Maya and her parents, Spacewoman Tess and Spaceman Rohan.

ImTranslator is a great site for translations and comparisons at the same time. You can get a simple translation, back translation, and comparison between PROMT, Google, and Microsoft translators all at a same place. The site offers tons of languages as it links to other popular translation services like Google too.

As for extras, there are a bunch of helpful tools like the Back Translation tool which automatically translates the target text back to the original—this helps you compare for accuracy.

Take advantage of the automatic language detection, dictionary, spelling, and decoder feature with checkmarks. Or use the buttons to copy, paste, use text-to-speech, or share the translation via email. ImTranslator also provides special accent characters that include currency, math, and company symbols.

Use imagination and creativity to create pictures out of abstract squiggles and marks.

This YouTube channel offers FREE educational videos of Science, Art, Health and More!

Students are introduced to the concept of inertia and its application to a world without the force of friction acting on moving objects. When an object is in motion, friction tends to be the force that acts on this object to slow it down and eventually come to a stop. By severely limiting friction through the use of the hover pucks, students learn that the energy of one moving puck is transferred directly to another puck at rest when they collide. Students learn the concept of the conservation of energy via a "collision," and will realize that with friction, energy is converted primarily to heat to slow and stop an object in motion. In the associated activity, "The Puck Stops Here," students will investigate the frictional force of an object when different materials are placed between the object and the ground. This understanding will be used to design a new hockey puck for the National Hockey League.

Youth who participate in the art and essay stream can submit an art piece, essay, or other representation to express their vision of a reconciled Canada and what they hope others will learn from their submission.

Youth who participate in the project stream are asked to go one step further and submit a plan on how their project will address Reconciliation in their community or school.

Youth from select projects in both streams will be invited to participate in virtual leadership training exercises.

At the end of the school year, a national celebration will be held to honour up to twelve projects from the art and essay stream and up to fifteen projects from the project stream.

Created by the University of Regina Hill and Levene Schools of Business, the Imagineur program is made up of 8 online modules designed for high school and university students who are interested in becoming entrepreneurs. There is also an educator's kit that can be downloaded for each module.

Échéance: le 26 janvier 2024

ARTS & COMPOSITIONS

«Les élèves qui participent au volet arts et compositions sont invités à soumettre une œuvre d’art, un essai ou toute autre représentation qui exprime leur vision de la réconciliation au pays. Jusqu’à douze projets seront choisis dans le volet arts et compositions et seront inclus dans un livret artistique présentant leur œuvre et leur message. »

PROJETS

«Les élèves qui participent au volet projets sont invités à aller plus loin en soumettant un plan et un budget pour leur vision de la réconciliation dans leur communauté ou leur école. Les projets suivants sont envisagés : inviter des survivants, des aînés ou des gardiens du savoir à prendre la parole dans le cadre d’une série d’activités d’apprentissage; construire une installation artistique permanente représentant la réconciliation à l’école; ou encourager le bénévolat dans les communautés sur le thème de la réconciliation. Six projets du volet projets recevront 750 $, six recevront 1 000 $ et trois recevront 1 500 $. Ces projets seront également reconnus dans un livret artistique.»

FORMATION AU LEADERSHIP & CÉRÉMONIE NATIONALE

«Douze projets du volet arts et compositions et du volet projets seront sélectionnés et honorés lors d’une cérémonie nationale. Les élèves responsables de ces projets auront la possibilité de participer à des exercices de formation au leadership en ligne. Les élèves dont les projets auront été sélectionnés dans le volet projets recevront une micro-subvention pour concrétiser leur vision de la réconciliation au pays.

Pour en connaître davantage, veuillez communiquer avec l’équipe du programme Imaginez le Canada :

Téléphone : 204 474-6069 ou sans frais au 1 855 415-4534 (Amérique du Nord)

Email: imagineacanada@umanitoba.ca »

Create your own impact craters! When astronauts visit the Moon for the Artemis III missions, they will be able to study the craters that may contain water and ice. Testing and studying these craters may help NASA identify areas on the Moon that are rich in water and other resources to determine how to best use those materials while on the lunar surface.

This week we are building on last week’s outline of American stratification to explore how class differences affect people’s daily lives. We’ll explore variations in everything from values & beliefs to health outcomes, and look at how these things can perpetuate inequality across generations.

In which John Green teaches you about European Imperialism in the 19th century. European powers started to create colonial empires way back in the 16th century, but businesses really took off in the 19th century, especially in Asia and Africa. During the 1800s, European powers carved out spheres of influence in China, India, and pretty much all of Africa. While all of the major (and some minor) powers in Europe participated in this new imperialism, England was by far the most dominant, once able to claim that the "sun never set on the British Empire." Also, they went to war for the right to continue to sell opium to the people of China. Twice. John will teach you how these empires managed to leverage the advances of the Industrial Revolution to build vast, wealth-generating empires. As it turns out, improved medicine, steam engines, and better guns were crucial in the 19th century conquests. Also, the willingness to exploit and abuse the people and resources of so-called "primitive" nations was very helpful in the whole enterprise.