Sun West endorsed resources.
Sun West endorsed resources.
A series of pamphlets has been developed with the goal of supporting parents and caregivers as they promote positive math thinking in the home. The printable pamphlets, developed in collaboration with sector partners, also provide an overview of what students will be taught in school in each of grades 1-9, based on Saskatchewan curricula.
A leader's guide and activities for developing resilience for you and your team. 8.5" × 11", 88 pages, 264 KB.
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.
Haida Art-Indigenous Art
Math Colour By Number
Sums 9-16
Bunny
By Allan Weir, Haida
NativeNorthwest.com
This site offers 40+ Best Indoor Activities for young children.
4th grade physical science unit focusing on waves and transference of energy.
In this lesson, students will explore how visual arts can be a tool to advance social justice and cultural change. Students will use a critical media literacy framework to closely examine the 1956 Gordon Parks Life magazine photo essay, “The Restraints: Open and Hidden,” and explore other unpublished photographs Parks took during
this assignment. Students will then explore how current artists such as Devin Allen continue to be inspired by Parks’ work to illuminate injustices through the visual image. Students will see the power of visual art to break down barriers of understanding, bring individuals closer to injustices occurring in their communities, and solidify the historical record for future generations.
Welcome to CAST Science Writer, the tool that supports students in writing lab and class reports. This tool is geared toward middle school and high school students.
Science Writer is an interactive, web-based instructional learning tool designed to help students in writing a complete science report; it supports students throughout the process of writing a science report. Research has revealed several effective instructional practices in improving the written language performance of students, and Science Writer has been designed to provide these:
- A breakdown of the report writing process into manageable components
- Scaffolds for each step of the writing process
- an organizational structure for report writing
- Sentence starters to help initiate the writing
Science Writer is a technology-based learning environment that can provide plentiful opportunities for practice—a critical element to successful reading or writing strategy instruction. Science Writer enables students to demonstrate their knowledge of science concepts through writing, structures the writing processes as it relates to content-area writing, structures the thought process required for scientific writing, provides opportunities for structured practice and utilizes the Universal Design for Learning (UDL) Framework to meet the needs of a wide range of students. Science Writer's Agent characters, Max, Sam and Eko, provide tailored support. Max and Sam give students a model and the reasoning behind it, and Eko gives students specific hints on how to progress. Additional support and tools are detailed throughout this manual.
Enjoy this video to teach First Nations traditional pow wow dance.
How To Pow Wow - https://www.youtube.com/watch?v=IePIeLBi6hI
This site gives students the opportunity to learn all about cells, microbes and the immune system
CELLS alive! represents 30 years of capturing film and computer-enhanced images of living cells and organisms for education and medical research. The site has been available continuously and updated annually since May of 1994 and now hosts over 4 million visitors a year. All text, images, and layout are provided by me, Jim Sullivan. Every effort has been made to minimize errors or typos, but any you find on these pages are my doing as well.
The majority of the site is free of cost and registration for anyone with internet access. With up to 45,000 visitors a day during the school year, hosting costs are an issue. Students and teachers who purchase downloads for classroom use make this possible.
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?
Child-Led, Hands-On, Active Learning for Kids including:
Math
Reading
Writing
Sports and Recreation
Colors
Multilingual Teaching Tips (lots of Chinese resources)
Our approach to civic education is about providing opportunities for students to experience their democracy first-hand rather than by reading about it in a textbook. By reaching students throughout their school career, during and between election periods, we hope to prepare them to be responsible and informed citizens.
CIVIX programming focuses on the themes of elections, government budgets, elected representatives and digital media literacy. Programs available include:
(1) Student Vote - an election enables teachers to bring democracy alive in the classroom
(2) Student Budget Consultation - combines civic education and financial literacy
(3) Rep Day - connects students with their elected representatives for a virtual or in-person meeting
(4) CTRL-F - a module providing quick strategies students can use to investigate and evaluate information
(5) PoliTalks - supports educators in bringing political discussions to the classroom - Materials are free with
registration, and programming is designed for grades 5-12
(6) Democracy Bootcamp - professional development conference for teachers designed to improve their
democratic engagement and delivery of CIVIX programming
The Canadian Mental Health Association (CMHA), founded in 1918, is one of the oldest voluntary organizations in Canada. Each year, we provide services and supports to more than 1.3 million Canadians through the combined efforts of more than 11,000 volunteers and staff across Canada in over 330 communities.
As the nationwide leader and champion for mental health, CMHA facilitates access to the resources people require to maintain and improve mental health and community integration, build resilience, and support recovery from mental illness.
CMHA branches across Canada provide a wide range of innovative services and supports to people who are experiencing mental illness and their families. These services are tailored to the needs and resources of the communities where they are based. One of the core goals of these services is to help people with mental illness develop the personal tools to lead meaningful and productive lives.
Students use washable paints, markers, and construction paper to illustrate a month from the traditional Cree Calendar
Students will be able to:
illustrate a month from the traditional Cree calendar;
demonstrate an understanding of the changes, cycles and patterns that occur in nature through words and images;
draw/paint geometric and organic shapes;
create the illusion of depth in space using size;
connect personal life experiences to their artworks.
In this lesson, students look at how data is collected and used by organizations to solve problems in the real world. The lesson begins with a quick review of the data problem solving process they explored in the last lesson. Then students are presented three scenarios that could be solved using data and brainstorm the types of data they would want to solve them and how they could collect the data. Each problem is designed to reflect a real-world service that exists. After brainstorming, students watch a video about a real-world service and record notes about what data is collected by the real-world service and how it is used. At the end of the lesson, students record whether data was provided actively by a user, was recorded passively, or is collected by sensors.
In this lesson, students work in groups to design aluminum foil boats that will support as many pennies as possible. Groups have two rounds to work on their boats, with the goal of trying to hold more pennies than they did in round 1. The structure of the activity foreshadows different steps of the problem solving process that students will be introduced to in more detail in the following lesson. At the end of the lesson students reflect on their experiences with the activity and make connections to the types of problem solving they will be doing for the rest of the course.
This lesson introduces the formal problem solving process that students will use over the course of the year, Define - Prepare - Try - Reflect. The lesson begins by asking students to brainstorm all the different types of problems that they encounter in everyday life. Students are then shown the four steps of the problem solving process and work together to relate these abstract steps to their actual experiences solving problems. First students relate these steps to the aluminum boats problem from the previous lesson, then a problem they are good at solving, then a problem they want to improve at solving. At the end of the lesson the class collects a list of generally useful strategies for each step of the process to put on posters that will be used throughout the unit and year.
In this lesson students apply the problem solving process to three different problems in order to better understand the value of each step. They will solve a word search, arrange seating for a birthday party, and plan a trip. The problems grow increasingly complex and poorly defined to highlight how the problem solving process is particularly helpful when tackling these types of problems. The lesson concludes with students reflecting on their experience with the problem solving process. They will justify the inclusion of each step and will brainstorm questions or strategies that can help them better define open-ended problems, as this is often the most critical step.
This lesson will likely take two class periods or more to complete. The first two problems may fit into a single class period but the third will need to be moved to a second day.