This resource was created by Sr. Indigenous Consultant Elizabeth Zdunich from the Sask DLC. This learning activity bundle may be used with students to honour National Ribbon Skirt Day, and may also be used at any time throughout the year. Supporting videos and/or articles are provided for elementary, middle years and high school, as  well as a template to design your very own ribbon skirt or shirt. 

First Nations University has developed a new science teaching resource called the National Science Laboratory Video Lessons for Indigenous Youth. The resource includes a variety of materials that bring together Indigenous knowledge and modern science, such as interviews with elders and knowledge keepers, laboratory manuals, and videos of lab experiments completed by students at Carlton Comprehensive High School in Prince Albert, Saskatchewan.

FNU professor and project lead Arzu Sardarli explained that Indigenous knowledge on topics such as heat retention in teepees can be explained using the laws of physics and applied toward house construction today. "It's important not only for Indigenous students, it's very helpful for any student and I hope what we created within this project will be used by mainstream schools, too,” said Sardarli.

The educational materials developed include interviews with Elders and Knowledge Keepers, and laboratory manuals and videos for high school Biology, Chemistry and Physics classes.

NFB Education is proud to partner with the National Centre for Truth and Reconciliation to help teachers educate students about Indigenous realities during National Truth and Reconciliation Week, as well as throughout the year.

This year, the theme of National Truth and Reconciliation Week is “Remembering the Children,” where we memorialize the children lost to the residential school system and honour Survivors and their families. The expanded program features age-appropriate material for students in Grades 1–12.

All sessions will be held virtually on Hubilo. Registration is required to stream live or pre-recorded sessions and to participate in the Q&A segment. The link for registration is provided on this page.

This lesson challenges students' views of Native Americans as a vanished people by asking them to compare their prior knowledge with information they gather while reading about contemporary Native Americans.

Canadian Teachers of grades 4-11 classes can find free, downloadable, printable Teachers’ Resource Kits (TRK’s). These materials are usable as is or customizable for printing and use in the classroom, and include lesson plans, reference to background materials, in-class exercises, quizzes, and grading rubrics.

Themes included are:
- Myths, Legends, & Stories
- Poems
- The Spirit of the Drum
- The Science of Sound
- Constructing an Instrument
- Journals

The site also has other resources to explore.

Les enseignants canadiens des classes de 4e à 11e année peuvent trouver gratuitement des trousses pédagogiques téléchargeables et imprimables (TRK). Ces matériaux sont utilisables tels quels ou personnalisables pour l'impression et l'utilisation en classe, et comprennent des plans de cours, des références à des documents de fond, des exercices en classe, des quiz et des grilles d'évaluation.

Les thèmes inclus sont :

Mythes, Légendes et Histoires
Poèmes
L'Esprit du Tambour
La Science du Son
Construction d'un Instrument
Journaux
Le site propose également d'autres ressources à explorer.

Le Native Dance projet Web est une vaste dialogue sur la culture, l’histoire et les connaissances traditionnelles des Autochtones avec les partenaires culturels, les établissements d’enseignement, le gouvernement et l’industrie privée.

"This page is for educators and students. The Native Plant Society of Saskatchewan is a strong advocate of nature education.

Find: Games, simulations, interactive prairie websites, posters, booklets, curriculum, lesson plans, coloring pages for local species.

In addition to the resources found here, we also support schools by:

providing free printed materials
leading field tours
delivering outdoor and classroom presentations
hosting opportunities to "ask an expert", where students can interact with a professional biologist or related occupation though in person events or Skype. In some cases, we can arrange for French-speaking experts.

We also support the establishment of native plant learning gardens on school grounds by offering free native seeds, printed resources, personal visits, presentations and expert advice to help with all stages of the process. The gardens can be as small as a square meter."

In the past students had difficulty keeping their focus on academic
collaboration when using One Note. It was key for me to help the students
frame thought-provoking questions in their entries that would invite valuable
comments. Also when commenting, it was important that the students knew
the difference between social and academic writing. A true educational online
collaboration is not about socializing, but about students and teacher helping
each other grow in their learning. This was a different writing space than
students are accustomed to. At the end of this unit the students had explored
other student authored pages, talked about online safety, online identity and
cyber bullying and worked together to create a display showcasing their novel
study collaboration.

The National Museum of the American Indian honors American Indian Code Talkers.

During World War I and World War II, hundreds of American Indians joined the United States armed forces and used words from their traditional tribal languages as weapons. The United States military asked them to develop secret battle communications based on their languages—and America’s enemies never deciphered the coded messages they sent. “Code Talkers,” as they came to be known after World War II, are twentieth-century American Indian warriors and heroes who significantly aided the victories of the United States and its allies.

This site offers information on:
- Native Languages
- Boarding Schools
- Code Talking
- Coming Home
- Survival
- Recognition

Students are introduced to our planet's structure and its dynamic system of natural forces through an examination of the natural hazards of earthquakes, volcanoes, landslides, tsunamis, floods and tornados, as well as avalanches, fires, hurricanes and thunderstorms. They see how these natural events become disasters when they impact people, and how engineers help to make people safe from them. Students begin by learning about the structure of the Earth; they create clay models showing the Earth's layers, see a continental drift demo, calculate drift over time, and make fault models. They learn how earthquakes happen; they investigate the integrity of structural designs using model seismographs. Using toothpicks and mini-marshmallows, they create and test structures in a simulated earthquake on a tray of Jell-O. Students learn about the causes, composition and types of volcanoes, and watch and measure a class mock eruption demo, observing the phases that change a mountain's shape. Students learn that the different types of landslides are all are the result of gravity, friction and the materials involved. Using a small-scale model of a debris chute, they explore how landslides start in response to variables in material, slope and water content. Students learn about tsunamis, discovering what causes them and makes them so dangerous. Using a table-top-sized tsunami generator, they test how model structures of different material types fare in devastating waves. Students learn about the causes of floods, their benefits and potential for disaster. Using riverbed models made of clay in baking pans, students simulate the impact of different river volumes, floodplain terrain and levee designs in experimental trials. They learn about the basic characteristics, damage and occurrence of tornadoes, examining them closely by creating water vortices in soda bottles. They complete mock engineering analyses of tornado damage, analyze and graph US tornado damage data, and draw and present structure designs intended to withstand high winds.

Students learn about frequency and period, particularly natural frequency using springs. They learn that the natural frequency of a system depends on two things: the stiffness and mass of the system. Students see how the natural frequency of a structure plays a big role in the building surviving an earthquake or high winds.

Today we’re going to talk about how computers understand speech and speak themselves. As computers play an increasing role in our daily lives there has been an growing demand for voice user interfaces, but speech is also terribly complicated. Vocabularies are diverse, sentence structures can often dictate the meaning of certain words, and computers also have to deal with accents, mispronunciations, and many common linguistic faux pas. The field of Natural Language Processing, or NLP, attempts to solve these problems, with a number of techniques we’ll discuss today. And even though our virtual assistants like Siri, Alexa, Google Home, Bixby, and Cortana have come a long way from the first speech processing and synthesis models, there is still much room for improvement.

Hank guides us through the process of natural selection, the key mechanism of evolution.

Students apply their understanding of the natural water cycle and the urban "stormwater" water cycle, as well as the processes involved in both cycles to hypothesize how the flow of water is affected by altering precipitation. Student groups consider different precipitation scenarios based on both intensity and duration. Once hypotheses and specific experimental steps are developed, students use both a natural water cycle model and an urban water cycle model to test their hypotheses. To conclude, students explain their results, tapping their knowledge of both cycles and the importance of using models to predict water flow in civil and environmental engineering designs. The natural water cycle model is made in advance by the teacher, using simple supplies; a minor adjustment to the model easily turns it into the urban water cycle model.

Students are introduced to natural disasters, and learn the difference between natural hazards and natural disasters. They discover the many types of natural hazards avalanche, earthquake, flood, forest fire, hurricane, landslide, thunderstorm, tornado, tsunami and volcano as well as specific examples of natural disasters. Students also explore why understanding these natural events is important to engineers and everyone's survival on our planet.

In this lesson, students will identify the Earth's natural resources and classify them as renewable or non-renewable. They will simulate the distribution of resources and discuss the fairness and effectiveness of the distribution. Students will identify ways that they use and waste natural resources, and they will explore ways that engineers interact with natural resources.

Students whose first language is not English reflect on nature through readings, a visit to a green area, and bookmaking using the writing process and peer feedback.

Students take a walk on the wild side when they research an animal and create a scavenger hunt activity for their classmates.

This is a hands-on lab activity about the composition of salt. Learners will explain the general relationship between an element's Periodic Table Group Number and its tendency to gain or lose electron(s), and explain the difference between molecular compounds and ionic compounds. They will then use household materials to build a model to demonstrate sodium chloride's cubic form and describe the nature of the electrostatic attraction that holds the structure of salt together. Background information, common preconceptions, a glossary and more is included. This activity is part of the Aquarius Hands-on Laboratory Activities.

Students research the structure of salt to understand the difference between molecular compounds and ionic compounds