Teaching Students Healthy Living Skills: A Case Study Approach!

The following activity is a great culminating task once you have taught your students about healthy meal options, physical activity components, and why it is important to make healthy lifestyle choices.  Instead of simply asking students to explain the previous … Continue reading →

Scientific Literacy: Using QAR to help students learn about the Ontario Greenbelt

A scientifically literate person may be described as “one who is aware that science, mathematics, and technology are interdependent human enterprises with strengths and limitations; understands key concepts and principles of science; is familiar with the natural world and recognizes … Continue reading →

Using PEEL Responses as a Framework for Making Connections

The Ontario Language Arts curriculum document is divided into four strands—Oral Communication, Reading, Writing, and Media Literacy.  In both the Oral Communication and Reading strands, expectation 1.6 requires students to “extend understanding of texts by connecting, comparing, and contrasting the … Continue reading →

Science Resource: To Mine or Not to Mine…That is the Question!

The following case study is designed for grade 6-8 students who are learning about natural resources, the Earth’s crust, the human impact on our environment, land use, and industries.  Students will be deciding whether a copper deposit should be mined … Continue reading →