Discover the heritage and traditions of the Innu through their stories and material culture.

Available in French and English.

According to Innu oral tradition, the world is an island created by wolverine and mink after a great flood. The archaeological record shows that the Innu and their ancestors have occupied a large portion of Labrador and eastern Quebec for two thousand or more years. The Innu refer to this territory as "Nitassinan."

The site includes:
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You're in a movie theater, watching the new horror flick. The audience knows something that the main character does not. The audience sees the character's actions are not in his best interest. What's that feeling -- the one that makes you want to shout at the screen? Christopher Warner identifies this storytelling device as dramatic irony.

This educator toolkit offers a general road map with a collection of tools and resources for developing and implementing a successful STEM-based project.

The detailed steps in Inquiry-Based Learning Educator Toolkit are outlined as follows:
STEP 1: Identify and Clarify Your Project Idea
STEP 2: Craft the Focus Question
STEP 3: Plan the Assessment
STEP 4: Launch the Project
STEP 5: Manage the Project
Conclusion, Appendix and References

It is intended to support educators in developing their understanding of inquiry-based learning, its application in the Health and Physical Education Curriculum, and the benefts it provides to students.

This guide is divided into four sections to support educators in exploring inquiry in health and physical education. Section One provides an overview of inquiry-based learning as it applies to Health and Physical Education. Section Two provides an overview of assessment in inquiry-based learning and related implementation tools. Section Three demonstrates how educators may apply an inquiry-based learning approach in Health and Physical Education, with guidelines for educators to use as they consider different components of the Inquiry Framework. Section Four provides sample inquiry plans for both elementary and secondary Health and Physical Education, including related implementation tools.

I have decided to use the Inquiry process in my unit on rocks and
minerals. Since my students are familiar with the inquiry process and I
have already had some success with this style of teaching and learning, I
have decided to use a blended inquiry. It was be a blend of open and
guided inquiry where I was able to assist students as needed although
they had the freedom of posing their own questions and also had the
freedom to choose their own form of formal assessment such as a
written paper, a poster with an oral presentation, or a Power Point
presentation. I allowed the students to pose their own question in the
hope of sparking their curiosity and sense of wonder.

Image of the Inquiry Model discussing Planning, Retrieving, Processing, Creating, Sharing & Evaluating

Topic: Mysteries of the Human Brain and Imagination Before: As an introduction to the project, we looked at a variety of fiction and non-fiction literature selections related to the topic of the human brain and imagination. Students then could choose a topic from what we had studied in class or choose one of their own related to the human brain and imagination to create an inquiry project on.

We have been using more Inquiry and Project Based Learning in our Grade 4 Social Studies class at OES this year, with the students learning to think critically and work collaboratively as they investigated the “big questions” tied to the SS outcomes. They were encouraged to reach beyond the classroom and access resource people outside the school in their research. The Grade 4 Social Studies curriculum is based on Saskatchewan content and we were fortunate to connect with some excellent sources and learning partners from all around the province.

An interactive applet and associated web page that demonstrate the inscribed angle of a circle - the angle subtended at the periphery by two points on the circle. The applet presents a circle with three points on it that can be dragged. The inscribed angle is shown and demonstrates that it is constant as the vertex is dragged. Links to other related topics such as Thales Theorem. Applet can be enlarged to full screen size for use with a classroom projector. This resource is a component of the Math Open Reference Interactive Geometry textbook project at http://www.mathopenref.com.

This task shows how to inscribe a circle in a triangle using angle bisectors. A companion task, ``Inscribing a circle in a triangle II'' stresses the auxiliary remarkable fact that comes out of this task, namely that the three angle bisectors of triangle ABC all meet in the point O.

This task is primarily for instructive purposes but can be used for assessment as well. Parts (a) and (b) are good applications of geometric constructions using a compass and could be used for assessment purposes but the process is a bit long since there are six triangles which need to be constructed.

This task provides an opportunity for students to apply triangle congruence theorems in an explicit, interesting context.

This problem introduces the circumcenter of a triangle and shows how it can be used to inscribe the triangle in a circle. It also shows that there cannot be more than one circumcenter.

This task focuses on a remarkable fact which comes out of the construction of the inscribed circle in a triangle: the angle bisectors of the three angles of triangle ABC all meet in a point.

Students study insects depicted in a seventeenth-century drawing. They research winged insects, identifying unique characteristics and those common to all insects. Students closely observe winged insects and create detailed drawings of wings.

Students observe live insects and examine insects depicted in a seventeenth-century drawing. They identify the three characteristics of an adult insect: a three-part body (head, thorax, and abdomen), six legs, and antennae. They collect and draw live insects, incorporating a variety of shapes and lines.

Students observe and study insects depicted in a seventeenth-century drawing. They identify characteristics common to all insects and those unique to particular species. Students research and draw insects, incorporating a variety of lines and shapes and using value to depict three-dimensionality.

Developed for first grade. Primary Biological Content Area Covered:; Students will learn about the different parts of an apple.; Students will learn the different varieties of apples.; Students will learn why apples are good for their health.; Students will learn how apples fit into the food pyramid, which will lead to further discussion on healthy eating.Biology In Elementary Schools is a Saint Michael's College student project. The teaching ideas on this page have been found, refined, and developed by students in a college-level course on the teaching of biology at the elementary level. Unless otherwise noted, the lesson plans have been tried at least once by students from our partner schools. This wiki has been established to share ideas about teaching biology in elementary schools. The motivation behind the creation of this page is twofold: 1. to provide an outlet for the teaching ideas of a group of college educators participating in a workshop-style course; 2. to provide a space where anyone else interested in this topic can place their ideas.

The tools for educators include:
~ Problems of the Month - The Problems of the Month are non-routine math problems designed to be used schoolwide to promote a problem-solving theme at your school. Each problem is divided into five levels of difficulty, Level A (primary) through Level E (high school), to allow access and scaffolding for students into different aspects of the problem and to stretch students to go deeper into mathematical complexity.
~ Jumpstart Guide for Practitioners - guide to accompany the Problems of the Month
~ Formative Re-engaging Lessons - Formative Re-Engaging Lessons involve a cycle of inquiry, instruction, assessment, analysis, selection, and re-engagement around a mathematical concept. Each Formative Re-Engaging Lesson includes a classroom video of the lesson, downloadable lesson plan, student pages, pre- and post-assessments, and supporting instructional materials.
~ Classroom Videos
~ Resources for Social and Emotional Learning in Mathematics Classrooms