Instructions on how to create a Biology 30 scrapbook. As well, there is a Articles Rubric/Marking Template attached

A travel agency is trying to boost travel to different parts of the world by increasing the advertising and selling vacation packages. You have been hired to make a presentation to sell a travel package

Working as a group, develop a short presentation to the class to sell your vacation package. Presentations can be in the form of a talk show that will be include a digital powerpoint, website or recorded aided by a green screen. You will present your talk show to the class.

This year in Grade Seven Industrial Arts we completed a unit on drafting as well as wood and
shop safety. In the final half of the year we were in the wood shop. Throughout all of these units the students were using critical thinking when it came to measuring, drawing, lay out, shop safety, cutting and assembly as well as design. While drafting was fairly individualized, the wood shop environment emphasized collaboration while measuring, cutting, drilling and assembly.

Our project was to have our students compare birthday celebrations in other countries with those of their own. Students learned about birthdays in 3 other countries and then planned and carried out birthday parties that they hosted and attended. The parties were recorded on ipads. At the end they had to self-assess their role. The outcomes were for the students to be able to tell about traditions and celebrations in their families along with their classmates' and to be able to tell how families around the world are similar and different.

December 2012 Issue
January 2013 Issue
February 2013 Issue
March 2013 Issue
April 2013 Issue
May 2013 Issue

Science Background:

Most nonpermanent markers use inks that are made of colored pigments and water. On a coffee filter, the water in the ink carries the pigment onto the paper. When the ink dries, the pigment remains on the paper.

When you dip the paper in water, the dried pigments dissolve. As the water travels up the paper, it carries the pigments along with it. Different-colored pigments are carried along at different rates; some travel farther and faster than others. How fast each pigment travels depends on the size of the pigment molecule and on how strongly the pigment is attracted to the paper. Since the water carries the different pigments at different rates, the black ink separates to reveal the colors that were mixed to make it.

Chromatography is one of the most valuable techniques biochemists have for separating mixtures. It can be used to determine the ingredients that make up a particular flavor or scent, to analyze the components of pollutants, to find traces of drugs in urine, and to separate blood proteins in various species of animals (a technique that's used to determine evolutionary relationships).

Included are the support materials for Grade 2 Blended Learning Math - Unit 1 Lesson 1 - Numbers to 100:

YouTube video on counting by 1's, 2's, 5's and 10's to 100.
Manipulatives and Templates to support Lesson 1
Assessment and Evaluation for Unit 1

Over the past several years that I have taught Science 9, I always assigned a major
independent project to cover the outcomes in the Exploring Our Universe unit. Since this
unit is a favorite with my students, I began to integrate some instructional pieces above and
beyond their major projects, and ended up with a loose version of a blended learning unit.
Unlike the other units in Science 9, Exploring Our Universe lends itself well to blended
learning as the content can be easily comprehended by most students without lecture-style
teaching. Instead, students are provided with a range of instructional experiences, which
include small group work, computer-based learning, individual work areas, and teacherlead
small groups. Students have a choice for most activities, which means all the outcomes
will be covered, but the depth and areas of focus will vary from student to student. All
activities are self-pacing, and will receive either a formative or summative assessment
throughout the unit. As you will see, some activities work well as for both small group work
and individual work areas. We use Pearson Saskatchewan Science 9 as a textbook for this
unit

Your blog project is intended to serve several purposes and fill many objectives:

Purposes:

To express your personal responses to projects and learning that occurs throughout the course
To make connections between classroom learning and your own experiences
To reflect on learning opportunities in the classroom
To share your ideas and thoughts an audience – peers, parents, community (local/global)
To share your voice about issues and topics related to this course
To link to websites and sources with related materials
Objectives:

Share and present ideas
Make connections
Reflect on learning
Demonstrate respectful communication in an online environment

We used blogging for many assignments, journals, and in place of exit slips often. We started out with familiarizing ourselves with how to log in and create posts. Our earliest posts were very basic, starting with introducing ourselves and writing about our likes, dislikes, what we did on the weekend, etc. Students were asked to create responses about a novel study we had done, The Mouse and the Motorcycle. I created prompts and had students submit their posts. After finishing the novel, we watched the video and then posted a compare/contrast assignment on the blog. We also used the "Piracy Pirates" game at mediasmarts and blogged about 3 things we learned and the connections we made between online privacy/safety and our own experiences. Students were always encouraged to make quality comments to their peers after posting.

Included: A Bloom's Revised Taxonomy Poster, Bloom Taxonomy's Classroom Smart Notebook presentation and Bllom templates.

Creating
arrange, blend, deduce, devise, construct, create, design, present, rearrange, rewrite, synthesize, write

Evaluating
appraise, argue, award, critique, defend, interpret, judge, measure, select test, verify

Analyzing
Classify, compare, contrast, test, distinguish, determine, form, generalizations, categorize, illustrate, select, survey, transform

Applying
Choose, convert, determine, demonstrate, differentiate, discover, discuss, examine, experiment, prepare, produce, record, use

Understanding
classify, describe, demonstrate, discriminate, fill in, find, identify, outline, predict, represent, trace

Remembering
acquire, define, lable, list, match, read, recall, retrieve, recognize, state

Summary: The grades 4 and 5 music classes at OES had the opportunity to experience, create, practice and perform body percussion raps. I taught them a Hand Rap, which we practiced and performed together using various sounds objects. We figured out the rhythms to go with the Hand Rap, then enjoyed some videos of other groups using body percussions rhythms to create performances. We discussed and analyzed these performances before creating our own criteria for a composition assignment using body percussion. Finally the students were divided into small groups and given class time to create their own body percussion compositions, followed by practice and performances.

Learning Outcome HB5.2 - Investigate the structure, function, and major organs
of one or more human body systems such as the digestive, excretory,
respiratory, circulatory, nervous, muscular, and skeletal systems. [SI, TPS]
Goal: Identified areas of the Science 5 curriculum where student development of
models of scientific concepts would be appropriate.

Students were encouraged to use their creativity to show their understanding and report on a book given the following three choices. All students presented their book reports and gave a book talk in front of the class.

Choose from various BreakoutEDU Challenges to support students with life/career explorations as they explore curriculum outcomes.

I created this rubric for Grade 3 health the focus was on bullying. I believe that this assessment reflects 21st century learning because I was able to incorporate technology in a purposeful way for students to share their knowledge. This assessment allows student to share their understanding of the important topic of bullying through an interactive app called sock puppets. This app provides student the opportunity to create a situation they have experienced or seen bullying representing it through sock puppets. In order to expand on 21st century learning next time I would give the students options on different apps they can use to share their understanding of bullying using technology.

Criteria for Historical Thinking Very well To some extent To a limited degree Not at all Not
applicable
Student begins analyzing a primary source by asking basic sourcing questions, for example:
– Who was the author/creator?
– When was the source produced?
– Who is the audience?

Christmas Concert Assessment:

Outcome: CR2.5: Create sound compositions using communities as inspiration & CR 2.6: Create and perform music that demonstrates understanding of:

Outcome: CR4.3: Assume a range of roles and strategies in drama work, using a Saskatchewan context as inspiration