The following resource contains the assets (or resources) to accompany the Sask DLC Social Studies 8 course. Please note that this is not the content of the course, but the assets used to support and deliver it. The files are organized in a zip folder and a collection. 

The following file contains the assets (or resources) to accompany the Sask DLC Grade 9 Social Studies. Please note that this is not the content of the course, but the assets used to support and deliver it. The files are organized in a zipped folder. You can download it and extract the files. Links are also provided to other materials like videos and other suggested resources. 

Free resources, including complete courses, made available by Open University — definitely MOOCish before MOOCs were cool.

Courses for students, parents, teachers and community members alike!

"Produced by The Open University, a world leader in open and distance learning, all OpenLearn courses are free to study. We offer nearly 1000 free courses across 8 different subject areas. Our courses are available to start right away."

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Subjects
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You can access all content without an account. However to save progress and make an account you need to be at least 13 years old. Students ensure you have teacher and parent permission to make an account.

Courses in: Health, Sports & Psychology; Education & Development; History & The Arts; Languages; Money & Business; Nature & Environment; Science, Math & Technology; Society, Politics & Law.

This is an open source (free) site that houses quality resources and support/PD for grades 6 to 8 math.
You will need to make an account to access the materials.

Our core curriculum comes complete with:

Student Materials – digital & print

Teacher Materials – including unit plans, lesson plans, digital and print assessments

Scope & Sequence

Integrated, lesson-specific supports for ELLs

Lesson-level strategies for students with disabilities

Family Resources

To foster success, a comprehensive suite of Professional Development options is available.

Lesson plans, activities, processional learning and more!

*templates for intermural and league teams
*teaching strategies
*assessment supports
*PE & Health Lessons
*Toolkits

There is something for EVERY GRADE here!

Level 1 - Grade 5+

Learning Outcomes: • I can articulate the purpose of Orange Shirt Day, and how symbols and testimony work to encourage social change. • I can articulate the history of residential schools in Canada and the ongoing intergenerational impact on Indigenous communities.

Essential Questions: • What does Orange Shirt Day symbolize? • What is the Truth and Reconciliation Commission? • What is the work of reconciliation, and what does it mean to you?

Students learn about the human body's system components, specifically its sensory systems, nervous system and brain, while comparing them to robot system components, such as sensors and computers. The unit's life sciences-to-engineering comparison is accomplished through three lessons and five activities. The important framework of "stimulus-sensor-coordinator-effector-response" is introduced to show how it improves our understanding the cause-effect relationships of both systems. This framework reinforces the theme of the human body as a system from the perspective of an engineer. This unit is the second of a series, intended to follow the Humans Are Like Robots unit.

PowerPoint Presentation (with Notes) to build collective responsibility and implement outcome based math 1-9.

This multigrade PBL unit, developed by Dani Vavra, outlines:

Protocol for unit
Details of the proposal
Outcomes from Life Transitions 20 and Health 9

This document, published by DEPARTMENT OF HEALTH AND HUMAN SERVICES Centers for Disease Control and Prevention, National Institute for Occupational Safety and Health, gives information on:

Electricity Is Dangerous
Dangers of Electrical Shock
Burns Caused by Electricity
Overview of the Safety Model
Recognizing Hazards
Evaluating Hazards
Controlling Hazards: Safe Work Environment

This extensive unit, developed by Cindy Menzies, details the outcomes, indicators, suggested lessons, classroom posters/student reference materials, formative and summative assessments for the following modules of Food Studies 7:

Module 1 – Kitchen Basics and Tools
Module 2 – Kitchen and Food Safety
Module 3 – Baking Basics
Module 4 – Cooking Basics

This document outlines the guidelines for middle level PAA survey courses and give the I Can Statements for the following modules:

Module 2: Kitchen and Food Safety
Module 3: Baking Basics
Module 13: Baking with Yeast
Module 5: Grains
Module 6: Vegetables and Fruits

This document outlines the I Can Statements for the following Grade 9 Clothing Textiles and Fashion modules:

Module 1: Introduction to Sewing
Module 2: The Basics - Successful Sewing
Module 7: Redesign, Restore or Recycle
Module 10: Textiles: The Science of Fabric

This extensive unit, developed by Cindy Menzies, details the outcomes, indicators, suggested lessons, classroom posters/student reference materials, formative and summative assessments for the following modules of Life Transitions 7:

Module 1 – Understanding Stress
Module 2 – Growing Independence

- Mechanical and Automotive 10
- Mechanical and Automotive A20
- Mechanical and Automotive A30
- Mechanical and Automotive B20
- Mechanical and Automotive B30

Getting Started with SolidWorks –
https://www.solidworks.com/sw/resources/getting-started-with-solidworks.htm


SolidWorks Curriculum and Lessons – https://www.solidworks.com/solution/job-functions/educators


SolidWorks Tutorials –
https://www.solidworks.com/sw/resources/solidworks-tutorials.htm

There are many who believe that "less is more" when it comes to using technology. This is the heart of the debate around recording vocals in music: how much manipulation is too much? If recording engineers and producers can use computers and software to digitally alter a vocal track, what happens to the original voice, and what role does talent play? To many, there is a fine line between the "perfection"that can be achieved with technology and the experience of "authenticity" in a recorded vocal performance. This lesson explores the ways in which music technology can enhance a singer's performance. It also considers the listener's interest in hearing the "authenticity" of a vocal performance. Either way, the heart of most popular music is the same, important center: the human voice.

As the lesson unfolds, students will get to investigate some of the ways listeners feel and relate to rhythms, focusing on the language used to describe "the beat," and the manners in which rhythms connect to a deeper past and seem to anticipate particular futures. If "the beat" was a concern in 1950s America, it was again a concern for some, decades later, when Gangsta Rap began to dominate the Billboard charts. How far have we come? And how can we study the past to learn more about the future we're making and the music we'll make it with? This lesson gets to the heart of the conflicts that arise as particular rhythms get made, released, listened to, and loved.

This lesson explores several strands of the musical "DNA" that make up the beat of popular music. Looking to the past, this lesson asks what it means to call music "Afro-Cuban" "Afro-Caribbean," or more broadly, "African-American." Students will use Soundbreakingclips of Santana and Beyonce and the Soundbreaking Rhythmic Layers TechTools to locate in American popular music influences stemming from the African-American church, Latin America and West Africa. Students will then explore the ways "the beat" of this music has, to some listeners, been perceived as "dangerous" while, for others, it is believed that music has been able to challenge obstacles of racism and segregation, bringing people from varied ethnic groups and lifestyles together in ways that words and laws could not.