Classification: DL6.2 Examine how humans organize understanding of the diversity of living things.
Characteristics and Behaviours: DL6.3 Analyze the characteristics and behaviours of vertebrates (i.e., mammals, birds, reptiles, amphibians, and fish) and invertebrates.
Adaptations: DL6.4 Examine and describe structures and behaviours that help individual living organisms survive in their environments in the short term and species of living organisms adapt to their environments in the long term.

My artifact is an inquiry project for Doing the Right Thing in ELA 9. This artifact focuses on creativity as students are required to complete a project through creative media and work on an individual challenge or issue that is important to them. This project requires students to think critically and innovatively. The project consists of six phases that help break down the task of creating such a product.

Use this mind map to compare (find similarities) and contrast (find differences) in any subject area.

In this episode of Crash Course Kids, Sabrina talks about why things on the bottom of the Earth, don't just fall off into space.

This project completes Module requirements for both Communication Studies 20 (Module 6, 9, and 15: Persuasive Speaking, Writing and Presenting Proposals, and Writing Collaboration), and Entrepreneurship 30 (Most of the early modules related to Business Plan preparation: Modules 4, 5, 6, 8, 9, 10, 11, 12,13, and 14).-21C Competencies: Developing Critical Thinking and Collaboration Skills

Three Children Stories that have been adapted to script format adapted by Arlene Low: Small Saul, Busy Beaver, Tooter the Skunk

Word Document Assessment on CFR progress
Categories: Entering, Emerging, Beginning, Developing, Expanding, Proficient
Check boxes: Listening, Speaking, Reading, Writing

This math assessment consists of 5-11 questions for each grade K-8, an answer key and a place to record student results for each question.

Student Playlist
Task: Student will be able to create a digital story about….

Pilot Stage
This working document is in pilot stage during the 2014-2015 school year. It is anticipated that the final document will be released in September 2015.
Proprietary Notice
This document contains information that is proprietary to the Province of Saskatchewan. Any reproduction, disclosure, or other use of this document is expressly prohibited, except as authorized in writing by the provincial Ministry of Education. No part of the content of this document may be reproduced in any form or by any means without the prior written permission of the province.

Pilot Stage This working document is in pilot stage during the 2015-2016 school year. It is anticipated that the final document will be released in September 2016. Proprietary Notice This document contains information that is proprietary to the Province of Saskatchewan. Any reproduction, disclosure, or other use of this document is expressly prohibited, except as authorized in writing by the provincial Ministry of Education. No part of the content of this document may be reproduced in any form or by any means without the prior written permission of the province.

Word Document Assessment on Middle Level CFR progress

Categories: Entering, Emerging, Beginning, Developing, Expanding, Proficient

Check boxes: Listening, Speaking, Reading, Writing

Engaging EAL students in their learning involves best practices that are sensitive to the students’ specific needs and provide a safe and inviting environment where they are willing to take risks and involve themselves in their language acquisition. The strategies included here are good teaching practices for all students, including those just learning to speak, read, write and understand the intricacies of the English language.

The "EAL Toolkit" includes 50 strategies for the effective teaching of EAL learners

INTRODUCTION Adoption of the Common Framework of Reference (CFR) as a language reference tool has facilitated ministry collaboration with school divisions on approaches that promote greater consistency with planning, instruction, and assessment of learners with English as an Additional Language (EAL) needs.
The CFR is an international, skill-based language framework that focuses on language use to perform meaningful tasks in authentic contexts. For school-aged children with EAL needs, an authentic context is the school and meaningful tasks are associated with learning outcomes. For children learning English, the CFR outlines success through a continuum of observable behaviours and descriptors of language progress that are applicable to the context of schooling.
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Adoption of the Common Framework of Reference (CFR) as a language reference tool has facilitated ministry collaboration with school divisions on approaches that promote greater consistency with planning, instruction, and assessment of learners with English as an Additional Language (EAL) needs.
The CFR is an international, skill-based language framework that focuses on language use to perform meaningful tasks in authentic contexts. For school-aged children with EAL needs, an authentic context is the school and meaningful tasks are associated with learning outcomes. For children learning English, the CFR outlines success through a continuum of observable behaviours and descriptors of language progress that are applicable to the context of schooling.

Explicitly teach connotative and denotative language. (See notes & scanned advertisements, which are completed as a class – teacher directed - and handout, which is done in a small group and then corrected as a class). Students will then partner up, select an innocent everyday item, get it approved, and design a “safe” or “family friendly” advertisement for placement in an innocuous magazine such as Family Circle, Canadian Home Workshop, or Knitting World. Students then start thinking outside the box for what loaded language they can incorporate into their advertisement to appeal to readers’ humour and sell to a very different audience. These advertisements will be somewhat racier and more riské as they are designed to be placed in magazines such as Men’s Health, Cosmopolitan, and the like. I then encourage students to complete the ads using an appropriate computer program, but this isn’t a set requirement. Some students are very artistic and prefer to free hand their work.

Project:
You are a teenager with an amazing idea for a new documentary that you are sure everyone will want to see! You just know that if this documentary gets picked up you will hit the big time. In order for this documentary to hit the big screen, you first have to pitch it to a big time Executive Director, and convince him/her that this film is worth the money.

In this excerpt, Robert Ross, a 19-year-old Canadian officer during WWI, "faces the horrors of war and makes desperate decisions to protect the soldiers whose lives he holds in his hands."