This is an individual strategy in which students are presented with a list of statements that are related to the topic(s) presented in a text/video that will be read or viewed. While some of the statements may be clearly true or false, a good anticipation guide includes statements that provoke disagreement and challenge students’ beliefs about the topic. Includes student graphic organizer.

Why use it?
- To access and activate prior knowledge of the topic of a piece of written text or video
- To introduce a new topic from reading an article on the topic or viewing a video
- To build a student’s personal interest in the subject he/she will be reading about or seeing
- To establish a purpose for reading text/viewing a video (students read to gather information that will either confirm or dispute their initial beliefs and cause them to rethink their beliefs)
- To develop critical-thinking skills

CASE STUDY OVERVIEW
Andre’s Case is about a fictional character named Andre, a teenage boy with type I diabetes. As students participate in this case study they will explore the science and ethics surrounding diabetes and the future potential of stem cell therapy.

Suggested Timing: 3-6 class periods plus time outside of class.

Includes teacher and student resources.

This site offers ways to use the learning strategy of "Pivoting" and allowing you help your student apply their research.

The term “pivot” in entrepreneurial thinking practice describes a change in strategy without a change in vision. This activity reinforces the importance of building the ability to pivot directly into the start of a project.

Pivoting helps students to identify and focus on the most valuable elements of an idea through a process of hypothesizing, researching, and modification.

Why is it Valuable?
Learning is a process of continually adding to our ideas, and modifying ideas that are based on flawed assumptions or incomplete information. Our ability to learn is frustrated when we become overly protective of our ideas, or start to see them as end points rather than stepping stones to more sophisticated concepts.
By encouraging students to continually test and revise their ideas as their projects take shape, we are arming them with a fundamental tool for lifelong learning.

This document contains an annotated list of online resources which can assist with the exploration of the ethical aspects of stem cell research and treatment options.

This is an individual or whole class strategy which combines reading/viewing comprehension skills with critical thinking skills. Individually or in groups, students choose one or several points from the timeline and create a sub-timeline related to the selected point(s). (Includes student graphic organizer)

Why use it?
- To examine events on a Canadian timeline in the context of a broader global timeline
- To help students develop the understanding that scientific discoveries and innovations contribute to, and are part of, a larger body of knowledge
- To consolidate learning after reading or viewing new material

This document outlines a framework to assist educators and curriculum and resource developers in providing Canadian students with opportunities to develop awareness and understanding of biotechnology.

The purposes of the Biotechnology Learning Continuum, Grades 7 to 12 are:

- to identify opportunities for teachers, resource developers and curriculum developers to develop units, lesson plans and learning resources about biotechnology;
- to support the implementation of existing curriculum requirements within the context of biotechnology; and
- to be used as a resource by curriculum developers for future curriculum revisions to ensure that students develop an understanding of biotechnology and its current and future impact on our lives.

What is Chunk-Chew-Check?
This three-part strategy provides students with time to process information and then demonstrate their learning. This is a small group activity.

Why use it?
To provide students with opportunity to process and make sense of new information.
To prevent students from becoming overcome by a large amount of information coming at too quick a pace.
To help students connect new information with information already in their long term memory.
To provide teachers with immediate information that allows for differentiation throughout the learning process.

A Consequence Map is a graphic organizer that requires students to think about the potential long-term impacts of a real or imaginary event, issue, problem, trend, or developing technology. Consequence mapping encourages deeper thinking about interrelationships and cause and effect.

Why use it?
- To have students think about the potential consequences, both intended and unintended, of an event, action, issue, problem, trend, or developing technology
- To develop systems thinking and critical thinking skills
- To help students identify and understand cause and effect relationships

This is an individual, pair or small group learning strategy which is used to help students organize information for the purpose of making a decision. People often use this method informally to make decisions about their own lives. (Includes student worksheet)

Why use it?
- To develop decision-making skills
- To identify the costs (disadvantages, downsides, etc.) and benefits (advantages, upsides) of a given issue or choice

This is an individual strategy which uses a graphic organizer to help students understand the meaning of key concepts. Includes student graphic organizer.

Why use it?
- To consolidate learning during reading or viewing new material
- To give students the opportunity to explain their understanding using specific examples from a text or video
- To have students develop skills of isolating, processing and reorganizing key information
- To have students to create visual representations of information which allow the mind 'to see' patterns and relationships between concepts

A Consensus Mat is a group discussion strategy that gives each student in a group an opportunity to record his/her responses, ideas, information or points of view. Students share and discuss these ideas and as a group produce a collective, agreed-upon response (consensus).

Why use it?
- To sort given or researched facts, analyse information or brainstorm ideas
- To give students opportunity to consider different points of view
- To provide students with opportunity to explain their ideas and points of view
- To enhance critical thinking skills
- To help students develop collaboration and consensus-building skills

This is a strategy that helps students to obtain and summarize information presented in a video. Includes student graphic organizer.

Why use it?
- To make video viewing more interactive than passive
- To help students focus their viewing of videos
- To help students summarizing information presented through videos
- To support students who are visual as well as auditory learners

Use the slippery sidewalks as inspiration to try this practical activity! Students work collaboratively to design and build a non-slip boot tread that uses friction to prevent slipping on an incline.

All materials are listed and provided including assessment and supporting media.

Help your students to structure brainstorms using design thinking.

Design thinking is a mindset and a methodology used to better understand problems and implement creative solutions. This collaborative activity introduces a process used by design teams as they generate ideas and solve problems.

Why is it Valuable?
• It encourages intrinsic motivation.
• It combines multiple learning styles.
• It encourages self-assessment.

The CurioCity 100 Years of Canadian Pharmaceutical Research and Development (Canadian Innovations in Pharmaceuticals) Timeline Educators’ Guide is organized as follows:

Introduction
Using the Canadian Innovations in Pharmaceuticals Timeline in the Classroom
Connecting to Curriculum
Engaging Students Using Learning Strategies
Engaging Students Using Discussion Starters
Extending Student Learning
Connecting to Content on CurioCity

This is an individual learning strategy which encourages student reflection about content learning through reading or viewing. Exit Slips are completed as a follow-up to a reading or viewing activity and can be used as a ‘ticket’ to exit the class. Includes student graphic organizer.

Why use it?
- To reflect or review learning of a new topic of study or discussion
- To assess student learning at the end of a class or lesson

This CurioCity Educators’ Guide to Innovation & Entrepreneurship is intended to offer a variety of teaching ideas and connections to useful resources to help build and practice entrepreneurial thinking skills with your students and create an awareness of the potential for entrepreneurship in their futures.

Key Ideas encompassed within this resource collection include:
- A foundation in science, technology, engineering and mathematics (STEM) provides a strong base for developing entrepreneurial skills and a launching platform for aspiring entrepreneurs
- Becoming an entrepreneur is a career option for students with knowledge of STEM
- Many new products and business start-up ventures are based on products and process that are derived from and/or rely on STEM knowledge and the skill-sets learned through active involvement in STEM fields
- Canada has many successful entrepreneurs with STEM backgrounds

Watch a series of videos that will teach kids how to code and go on a variety of fun STEM adventures!

See how the Energy4Travel Action Project links with specific courses, strands/topics and outcomes/expectations. These .pdfs will provide you with complete curriculum connection listings by province or territory.

Included are connections to specific Saskatchewan learning outcomes for grades 8-12.

Participants in the Energy4Travel Action Project will become aware of the energy consumed just about every day that is often taken for granted - the energy consumed getting us from place to place!

As citizen scientists, students will be able collect data about their personal transportation usage and then compare data with classmates and others across Canada.

The Energy4Travel Action Project is suitable for classes in grades 8-12 as well as school clubs, after-school programs, home-schoolers and non-school organizations such as church groups, Scouts Canada, etc., who work with youth ages 13-18.

Includes teacher and student resources for the following topics:
- MINDS-ON 1: Transportation & You
- MINDS-ON 2: Vehicle Energy Sources
- ACTION 1: Energy4Travel Data Collection
- Data Collection [.html]
ACTION 2: Energy4Travel Data Analysis & Action Plan
- CONSOLIDATION: Impacts & Implications