12-15+min+Active+Learning+Lesson+Plans+and+Handouts

Detailed Lesson Plan Handouts (from Demonstration of inquiry-based or active learning lesson)

Winter 2015 Course: Science 9 Outcome:**Science 9 Physical Science – Atoms and Elements (AE) ** ●  AE9.1 Distinguish between physical and chemical properties of common substances, including those found in household, commercial, industrial, and agricultural applications. Indicator: d. Investigate common materials and describe them in terms of their physical properties such as smell, colour, melting point, boiling point, density, solubility, ductility, crystal shape, conductivity, hardness, lustre, texture, and malleability. || || Science 9- Reproduction Outcome: RE9.1 Indicators:
 * **Name** || **Topic (Course and Outcome)** || **Detailed Lesson Plan** ||
 * Jesse Armstrong || Making Ice Cream
 * Silke Svenkeson || Beaker Babies
 * Examine the process of and influences on the transfer of genetic information and the impact of that understanding on society past and present. [CP, DM] **

Identify examples of dominant and recessive traits in humans and other living things.

Observe, collect, and analyze class and/or family data of human traits that may be inherited from parents (e.g., eye colour, chin shape, ear lobes, and tongue rolling). ||  || Health Science 20 Outcome: HS20-NU2 Analyze dietary choices based on personal and cultural beliefs and scientific understanding of nutrition ||
 * Ryan Bernhard || Nutrition and body Composition

https://phet.colorado.edu/en/simulation/eating-and-exercise

http://www.hc-sc.gc.ca/fn-an/alt_formats/hpfb-dgpsa/pdf/food-guide-aliment/view_eatwell_vue_bienmang-eng.pdf || Outcomes: CE9.2 Analyze the relationships that exist among voltage, current, and resistance in series and parallel circuits. [SI] Indicators: b. Demonstrate the role of switches and variable resistors in series and parallel circuits, and identify practical examples of switches and variable resistors in daily life. c. Model the characteristics of series and parallel circuits using analogies or visual and/or physical representations. || http://phet.colorado.edu/en/simulation/circuit-construction-kit-ac || Biology 30 – The Chemical Basis of Life
 * Rachel Piatt || **// Title of the Activity: //** Bubbling Lava Lamp **// Curriculum/Learning Context: //** Science 9 – AE9.1 Distinguish between physical and chemical properties of common substances, including those found in household, commercial, industrial, and agricultural applications. || [[file:Detailed Lesson Plan Handout.docx]] ||
 * Ryan Cox || ** CIrcuit Construction Kit **
 * Brayden Ursaki || Extracting DNA from Cheek Cells
 * **3. Describe the structure of nucleic acids**
 * Describe the similarities and differences in the structure of DNA and RNA. || [[file:Lesson_DNA from Cheek Cells.docx]] ||
 * Brett Goller || Sorting Salt and Pepper/Pop Can Races

** CE 9.1 ** Demonstrate and analyze characteristics of static electric charge and current electricity, including historical and cultural understandings
|| ||
 * Ryan Desjardins || Effects of Physical Activity on Heart and Respiratory Rate

HS20-HB1 Analyze the anatomy and physiology of a healthy human. f. Design and carry out an investigation to examine baseline values used for assessing health such as heart rate, O2 saturation, blood pressure, temperature, and respiratory rate. (K, S, A, STSE) || || AE 9.1 Distinguish between physical and chemical properties of common substances, including those found in household, commercial, industrial, and agricultural applications. [SI] || || SCI10-CR4 Investigate the rates of chemical reactions, including factors that affect the rate. Indicator D - Design and perform an experiment to determine how various factors affect chemical reaction rates, including identifying and controlling major variables. (S, STSE, A) || ||
 * Chelsey Sundby || Science 9
 * Alix Tuffs || Grade 10 Science Curriculum (new) Chemical Reactions unit.

Fall 2014 Physical Science 20 FC1 & HT2 || ||   || Any science course and the outcome that you see fit. || || Bird Beak Adaptation Activity || || || Biology 30, Chemistry 30, Physical Science 20, Science 10 || ||
 * **Name** || **Topic (Course and Outcome)** || **Detailed Lesson Plan** ||
 * Dakota de Caux || Science 10 CR1 & CR3
 * Katie Abdai ||  || [[file:Domonstration of inquiry-based or active learning lesson2 - Katie Abdai]] ||
 * Angus Dickin || Health Science 20 Heart and Breath || [[file:ECUR398_Demonstration_Dickin_Angus.docx]] ||
 * Michele Duong || Mystery Box
 * Kaitlin Dycer || Science 9 SCI9-AE and Science 10 SCI10-CR2 || [[file:ECUR 398 Inquiry Based Lesson Plan - Kaitlin Dycer.docx]] ||
 * Raecine Franke || Biology 30- Evolution Unit (old curriculum)
 * Ashlynn Harms || Health Science 20 Heart Rate || [[file:Heart Rate Mini Lesson.docx]] ||
 * Kyle Harms ||  ||   ||
 * Krysten Hildebrand || Interdisciplinary, Biology, Chemistry or Health Science 20 || [[file:Math Caper Student Worksheet.odt]]
 * Mathew Janzen || Science 10 || [[file:Matt J Demonstration.docx]] ||
 * Bryan Mitchell || Health Science 20 HS20-CE1 || [[file:Ecur 398 12 minute activity Bryan Mitchell.docx]] ||
 * Lynnea Moore || Environmental Science 20 (ES20-TE1), Native Studies 20 || [[file:Lesson Plan Black Knot.docx]] ||
 * Heidi Neufeld || Physical Science 20 PS20-PW1 || [[file:Boomwhackers lesson.docx]] ||
 * Alison Park || Physical Science 30 - Mechanical Energy || [[file:Alison Park - Demonstration of inquiry-based and active learning lesson.docx]] ||
 * Jola Pisz ||  || [[file:Pisz_Demo of Inquiry.docx]] ||
 * Brittany Pocock ||  || [[file:Pocock_Demonstration_Plan.docx]] ||
 * Tracee Thompson ||  || [[file:Ebola activity Ryan.docx]] ||
 * Vanessa Thompson || Science 10 SCI10-CR1 and SCI10-CR4 || [[file:Demonstration of inquiry (Lava Lamps) -Vanessa Thompson.docx]] ||
 * Terri Thunder || Physical Science 20 PS20-HT2 || [[file:ThunderTerri_InquiryBasedLessonDemo_Educ398.docx]] ||
 * Jordan Witzaney || Cell Biology and Osmosis