The Healthy Habits Challenge is a 30 day initiative where students can track 6 healthy habits on an online platform. Data is sent weekly to teachers. The Healthy Habits notes are: healthy eating, physical activity, screen time, water intake, sleep time, and mental health (journaling). Challenges are run three times per year and classes or whole schools can sign up. The entire challenge is turnkey and all resources are FREE. The challenges are supported by our team, our resources, and prizes can include athlete visits, gym banners for most active schools, and much more. The goal of the challenges are to instil healthy habits at the elementary school age and allow the students to learn about accountability and goal setting while providing data on progress.
Do you really know where your food comes from? Learn about BC's food system and how we produce, process, distribute, and acquire local food, following the story of produce, grains, dairy and salmon. Thousands of people across this province make their living in BC's food system, and in these videos, you're going to meet a few of them.
This Climate Justice in BC resource package was designed to provide teachers with classroom-ready materials to engage their students with how climate action intersects with social justice. The curriculum features eight modules designed for students in Grades 8 to 12 that explore climate justice within the context of BC’s communities history, economy and ecology.These lessons tie into subject matter and prescribed learning outcomes (PLOs) already in BC’s curriculum, while providing a framework with which to unpack modern social and environmental issues, such as our industrial food system, consumerism and waste, transportation, and the
development of a green economy.
This resource is a tool kit of short PDF files that can be used in a variety of ways to improve a group’s ability to understand each other, resolve differences and make good decisions. It was developed to support a seminar series conducted by the Centre for the Study of Educational Leadership and Policy (CSELP) at SFU.
The tool kit could be useful for staff meetings, school-based team meetings or union executive meetings for example. It can also help individuals to deepen their understanding of the complexities of communication and improve their ability to be constructive participants in any type of discussion - whether as part of a group or more generally in their interpersonal relations.
Here are My Kid's Locker YouTube Playlists I created about the three Core Competencies. It has taken me 2 years to create these playlist and I will be continuing to add to them. You can also view them on #projectinspirekids through Twitter.
This suggested book list and corresponding activities for each book list highlight the 6 different core competencies and help children learn about the competencies and themselves. The Core Competency Portfolio resource and this one fit together perfectly and can be used together or separately.
Subject
Revised Curriculum
Cross-Curricular
Reflective practice
Keywords
primary
core competencies
Learning Standards
Students will connect to the core competencies using these recommended stories and corresponding activities. This activity accompanies the Core Competency Portfolio.
This guide is meant to support professional leaning among educators but may also be useful to parents or other adults who interact with children. It is designed to be used in self-directed inquiry groups but can also be used for personal study. It builds capacity for using engaged philosophical inquiry in drug education but the concepts and skills apply to education generally. The material in this guide is arranged as an 8-session inquiry, but you can adapt it to fit your own needs.
The theory and practice readings have been carefully selected to provide an accessible introduction to the material and stimulate the application of the ideas into practice. They familiarize you with foundational ideas and theories of philosophical inquiry and how they can be applied to different learning environments. They discuss different philosophical content (e.g., questions) and philosophical methods to help you with facilitation. They are meant to stimulate thinking not provide all the answers.
The material in this guide is arranged as an 8-session inquiry, but you can adapt it to fit your own availability and needs. Each session includes:
• a theory reading and a practice reading
• a short introduction to the material
• discussion questions that emerge out of the readings
• activities to work on individually, with colleagues or in the classroom
• suggestions for reflection and recording thoughts in your journal
The theory and practice readings have been carefully selected to provide an accessible introduction to the material and stimulate the application of the ideas into practice. They familiarize you with foundational ideas and theories of philosophical inquiry and how they can be applied to different learning environments. They discuss different philosophical content (e.g., questions) and philosophical methods (e.g., analytic, phenomenological and hermeneutic) to help you with facilitation. They are meant to stimulate thinking not provide all the answers.
The Vancouver Canucks ®, in collaboration with the NHL® and the NHLPA, are excited to announce a new education initiative called Future Goals. The Future Goals program makes two digital learning resources available to your district at no cost.
Future Goals - Hockey Scholar is for students in grades 5-7, exploring real-life applications of STEM concepts such as area/volume of an ice rink, conservation of energy of a falling puck, and speed/velocity using skates. This will be available Summer 2015 (in both English and French).
The other resource is our digital citizenship resource. It's available now and also no cost to your school. This is a web-based course for students in grades 5-8, covering topics such as
cyberbullying, online safety and conducting online research.
This lesson plan / activity would be a great jumping off point for starting Entrepreneurship or Personal Selling. The lesson starts off with review of what is entrepreneurship and then goes into the art of the handshake with discussion, video, and examples. Students get the opportunity to practice giving handshakes and from there The Pitch is introduced. The lesson closes with the students doing their very own introductions and elevator pitches in front of the class.
Physical literacy around dance and movements. Students discuss animals and movements. Animal theme music is played and students must freeze in their animal position when the music is paused.
Subject
Arts Education
Dance
Learning Standards
Learning Outcomes:
Cognitive: Have the students explore and think of different ways to express jungle animals. Have them focus on the animal’s body shape, how it moves, body parts, etc. As well, the students will develop their ability to hear and move with a beat.
Affective: Have the students move around their peers in an appropriate manner and remind them to be spatially aware of their surroundings. As well, students will develop their ability to express their feelings through music.
Psychomotor: Have the students move in the ways of the called out jungle animals. Moves such as flying, stomping, or galloping will be practiced. As well, students will enhance their ability to move about a space with a song as their guide.
Yoshifumi Murakami created this PowerPoint presentation focused on teaching languages using social media. He has included his recommendations for social media and hashtags to facilitate basic conversation between your students and native speakers of their target language.
Find out about the entire range of free Junior Achievement of BC provincial programs (Grade 5-12) and how they match the current BC curriculum. There will also be review of the newly refreshed programs in three grade levels (5-7, 8-9, 10-12). An interactive group game/activity will also be included.
Resources shared are from the PSA Super Conference 2017 - Makerspace in the classroom workshop. Provides a big picture perspective of how MakerED connects to the new curriculum and ADST.
Participants in this workshop will learn how the MakerEd movement with a STEAM focus is an effective way to integrate the Applied Design, Skills and Technology (ADST) curriculum into their classroom or school. We will explore the various buzzwords, resources, tools, technologies and potential assessment strategies found in classroom based makerspaces. Participants will have a hands on opportunity to explore littleBits (http://littlebits.cc/), Makey Makey (https://makeymakey.com/) and Micro:Bit tech (http://microbit.org/) and discuss strategies on how to connect ADST to a language arts/aboriginal unit.
Aboriginal connections with dance, culture, rules and structures.
Students can learn about the residential schools and explore movements and choreography related to rules and structures.
This guide is meant to support professional leaning among educators but may be useful to parents or other adults who interact with children. It is designed to be used in self-directed inquiry groups but can also be used for personal study. It is about the concept of resilience, and it helps build the capacity to nurture students’ (and others’) ability to adapt to adversity.
The readings have been carefully selected to provide an accessible introduction to the material and stimulate the application of the ideas into practice. The suggested discussion questions and activities are designed to help you engage with the material. You are encouraged to pursue other questions that might present themselves or experiment with other activities. The important thing is to engage with the ideas through an intentional process of inquiry.
The material is arranged as a 4-session inquiry, but you can adapt it to fit your own availability and needs.
This guide is meant to support professional leaning among educators but may be useful to parents or other adults who interact with children. It is designed to be used in self-directed inquiry groups but can also be used for personal study. It is about the concept of resilience, and it helps build the capacity to nurture students’ (and others’) ability to adapt to adversity.
The readings have been carefully selected to provide an accessible introduction to the material and stimulate the application of the ideas into practice. The suggested discussion questions and activities are designed to help you engage with the material. You are encouraged to pursue other questions that might present themselves or experiment with other activities. The important thing is to engage with the ideas through an intentional process of inquiry.
The PIR Live Event program engages classrooms across Canada in dynamic online webinars about a range of topics, introducing students to Canadian researchers, professionals, and facilities. Each PIR Live Event webinar features a Q&A with a different guest expert and/or a virtual tour of a research facility — and it’s FREE to participate!
Classrooms across Canada can join the discussion by submitting their questions during the webinar and getting answers in real time from our guest expert. If you can’t participate at the scheduled time for a PIR Live Event, you can submit your questions in advance to liveevent@pirweb.org and watch the video recording afterward on the Partners In Research YouTube channel with your class to hear the answers!
PIR Live Events are interactive, dynamic, and a great way to bring virtual experts and other classrooms into your classroom.
For more information and to see what webinars are coming soon, visit http://www.pirweb.org/en/pir-live-event/
I created this project during my practicum, and adapted it to both French Immersion 8 and Core French 11. A few years later a colleague adapted it for Spanish 10. I'm uploading it to share with others on behalf of my Professional Specialist Association: the BCATML. Please join us! www.bcatml.org
• recognize known French and cognates in new contexts
• listen to and practise pronunciation of the written word
• group new items into categories that are personally meaningful
• continue to record new vocabulary and phrases
• recognize and use common patterns
• adjust the message in order to use known expressions and vocabulary (presentation)
• use word webbing charts, tables, and other graphic organizers to support oral and written expression
• reflect on learning by recording personal goals, successful strategies, and new vocabulary and phrases
• recognize and use common patterns
• listen, view, or read selectively to focus on key information
• tolerate ambiguity of meaning when unable to understand fully
• transfer and adapt known structures to convey meaning in new contexts
• plan ahead for communicative activities by anticipating language and resources needed
• take risks with the language to extend language boundaries
• use a variety of reference materials, including dictionaries, for comprehension and production
• set personal goals in language skills and monitor their progress
• make personal notes to use as a reference for oral and written productions
• actively review common, useful expressions and patterns to refine communication
• self-monitor and correct recurring or significant errors in communication
• negotiate meaning by using questions in French and other techniques for clarification
• summarize information in oral, graphic, and written form
• use dictionaries, grammars, and other reference materials for clarity of comprehension and expression
• seek out and create practice opportunities in and out of the classroom (IDEA: go to a concert, invite someone to perform, or go on a field trip to present a few songs to younger classes, maybe core french 11 students present to Immersion french 8 students)
Duration
Multi-week unit (parts can be adapted for a few lessons)
Help children connect breathing, practiced through yoga poses, to physical and emotional benefits. This lesson plan uses a child-friendly illustrated book of yoga poses but it could also be paired with another Heart-Mind Online resource, Yoga in the Classroom for a more formal routine using mats.
Students will be able to: identify what happens to their body when stressed or anxious (physically and emotionally), practice deep breathing techniques (using yoga poses), recognize how and when deep breathing can be used to calm the body and mind
This resource is a visual journey to support classroom teachers, post secondary and adult educators to understand and learn about the hidden history of Indian Residential Schools. This document can be used towards developing self awareness in every discipline. Developing self awareness is a key element on the journey towards reconciliation. This resource can be used from K to post secondary in a diverse manner. E.g group discussion and exploration towards self awareness, whole class investigations and supports project base learning etc.
Providing opportunities for students to “lean into” their anxieties and face their fears of public speaking can seem counter intuitive, but it is the gradual, safe exposure to things that we are fearful of that helps us gain confidence and build resilience.
To provide students with strategies/ knowledge to help them regulate their breathing and calm their nerves when they speak publicly in front of an audience. Get students to connect with their bodies and understand the influence that their anxieties have on the performance of their bodily functions and vice versa.
Sky, Water, Earth is a collection of free, online, self-paced experiences that takes the form of a career preparation initiative for youths interested in the field of science. This is a year-long joint initiative between UBC Faculty of Education, the Vancouver Aquarium Marine Science Centre, and the HR MacMillan Space Centre that runs from September 2017 to September 2018.
The project guides youths to participate in learning playlists that help them build competencies outlined by the National Research Council Canada (NRC), some of which overlap with the BC Curriculum Core Competencies. Learners choose playlists they want to work on, each highlighting one or more of the NRC competencies for excellence in research - such as creative thinking, communication, teamwork, and more.
Students complete competency-based activities through playlists, and earn points which can be redeemed for a variety of unique Real-World Opportunities curated to build success in their future careers.
How did a secondary school initiate a culture transformation that virtually eliminated calls to the office for disrespectful behaviour between students in the first 3 months? At John Oliver Secondary School in Vancouver, this radical shift involved several factors: fostered student leadership, informed staff and the following, simple activity that was the catalyst for actions leading to feelings of being respected, valued and safe.
To increase the understanding of how behaviours and attitudes impact others.
To highlight the similarities between students.
To recognize some of the factors which may influence feeling safe at school.
To encourage student-led changes in school culture.
These steps document the journey which I undertook (and am still undertaking) to understand my emotional reactions and growth to the idea of decolonizing my thinking teaching, and classroom. Moving from ignorance to denial to communication, the steps are a reminder to me that I have come a long way in imbuing Indigenous content and ways of knowing in my French classroom, but I still have a long way to go.
Subject
Revised Curriculum
Cross-Curricular
Aboriginal Education
Social Justice
Reflective practice
Keywords
superconference
colonization
indigenization
settler
Learning Standards
This section of a presentation which I gave at the Superconference in Vancouver at the end of October supports the Social Responsibility core competencies.
Virtual Researcher On Call (VROC) is an educational program that connects K-12 classrooms with Canadian subject matter experts for customized, interactive video calls. The best part? VROC is available to teachers across Canada at no cost.
Over 350 Canadian researcher and professional profiles are listed in our online directory, ExpertBook. Educators can search this directory using key word(s) and contact these subject matter experts directly to request one or more video calls. VROC connections can take place in English or French.
BIG NEWS!!! VROC has recently expanded to include ALL SUBJECT AREAS. If you don’t find an appropriate subject matter expert for your desired topic in our directory, please email the details to vrocpc@pirweb.org and we will be happy to seek an appropriate expert on your behalf! (2-3 weeks notice recommended)
For more information, visit http://www.vroc.ca
With this set of lesson plans students will discover which occupations they have natural attributes for and explore one occupation of his or her choice from the recommended options. In lessons 1 - 3 Students will become familiar with Canada’s national employment sector(s) and explore 3 of the possible occupations within them and choose to learn about a particular occupation and learn which employment sectors that particular occupation is available in.
During lessons 4 - 7 Each student will create an informational recruiting brochure for an occupation of his or her choice. Students will work in a group to plan a possible field trip to a business or job site to observe workers in action and will plan and execute, a mock interview with a partner posing as a person employed in a specific occupation, either live, in front of the class, or on film.