Topics: Mathématiques, Français arts langagiers

Subject: Mathématiques

Domaine : Nombre

Ce projet d’apprentissage à distance comprend quatre sections qui ont été conçues autour du concept du nombre, du développement du sens du nombre et de la relation d’égalité :
Introduction
Scénario 1 – Une collection de boutons
Scénario 2 – Ma collection
Scénario 3 – Le nombre 10
Les scénarios consistent d’expériences d’apprentissage qui peuvent se dérouler sur plusieurs jours. Les expériences d’apprentissage proposées sont une combinaison de parties synchrones et asynchrones qui peuvent être adaptées en fonction de la situation et de l’accès à la technologie ou à la connectivité.

1re année
FR-21-0002

Topics: Mathématiques

Subject: Mathématiques

Domaine : La forme et l’espace

Ce scénario d’apprentissage permettra aux élèves de réaliser l’importance de participer au développement des formules géométriques à l’étude. Lors des expériences d’apprentissage les élèves développeront la formule de la circonférence (Partie 1) et de l’aire d’un cercle (Partie 2). Enfin ce scénario permettra aux élèves de faire un lien avec les perspectives autochtones en explorant Le cercle de vie (Partie 3).

7e année
FR-21-0013

Topics: Sciences humaines

Subject: Sciences humaines

Regroupement : Façonner le Canada contemporain (de 1945 à nos jours), Le Canada aujourd’hui : démocratie, Diversité et influence du passé (6e année)

Au cours de cette activité conçue par Élections Canada, les élèves choisiront une chose qu’ils aimeraient changer dans leur communauté et examineront des cas historiques de réels changements : l’octroi du droit de vote aux femmes du Manitoba et la reconnaissance des droits des peuples autochtones (droits ancestraux et issus de traités) dans la Constitution du Canada. Ils étudieront ensuite les différents types d’actions menées par des citoyens afin de comprendre comment survient un changement politique et s’inspireront de ces études de cas afin de mener leur propre action citoyenne pour une cause qui leur tient à cœur. Des instructions par étapes et les liens vers le matériel pertinent se trouvent dans le guide d’apprentissage hybride ci-dessous. Cette ressource et plusieurs autres sont accessibles sur notre site Web : www.electionsetdemocratie.ca

6e année
FR-21-0037

Topics: Mathematics

Subject: Mathematics

Strand: Number

This is a collection of Learning experiences focused on the concepts of two-digit addition and subtraction.

Grade 2
EN-21-0005

Topics: Science, English Language Arts

Subject: Science

Cluster: Growth and Changes in Animals

This learning experience can be an independent student learning experience or can be led by a teacher through synchronous learning (In-class or online). Information is provided for the student to read and view about how animals grow and change and the habitats they live in. Students compare babies with their parents and explain similarities and differences.

Grade 2
EN-21-0049

Topics: Social Studies, English Language Arts, Drama, Visual Arts

Subject: Social Studies

Cluster: Living in Manitoba (Grade 4), History of Manitoba

Through a variety of activities, students will gain knowledge and understanding of the Treaties and the Treaty relationship. Research information on the Treaties. Communicate what they think citizens should about the importance of Treaties. Appreciate the significance of the Treaties in their lives past and present, and how “We are all Treaty People.” This project is a combination of both synchronous and asynchronous learning experiences.

Grade 4
EN-21-0017

Topics: Principe directeur no 3

Subject: Autre

L’apprentissage et le bien-être des élèves sont améliorés lorsque les élèves ressentent un sentiment d’autonomie et de responsabilité favorisé par la voix des élèves, l’autorégulation et la métacognition. Les stratégies suivantes aident à développer des compréhensions communes et à accroître la mise en œuvre des pratiques pour améliorer l’autonomie et la responsabilité des élèves. Les enseignants sont encouragés à choisir des stratégies en fonction des besoins d’apprentissage de leurs élèves, à les essayer et à déterminer, avec leurs collègues, comment parvenir à une mise en œuvre de qualité.

Topics: Principe directeur no 2

Subject: Autre

L’apprentissage et le bien-être des élèves sont améliorés lorsque les élèves ont un sentiment d’efficacité dans leur capacité à démontrer leurs progrès et leurs réalisations dans un environnement en ligne. Les stratégies suivantes aident à construire des compréhensions communes et à accroître la mise en œuvre des pratiques fondées pour améliorer l’efficacité des élèves. Les enseignants sont encouragés à choisir des stratégies en fonction des besoins d’apprentissage de leurs élèves, à les essayer et à déterminer, avec leurs collègues, comment parvenir à une mise en œuvre de qualité.

Topics: Mathematics

Subject: Mathematics

Strand: Patterns and Relations

Students will explore the progression of how patterns can be plotted on a T-table or graph. Students will then explore how patterns have rules that can generate equations. These equations can be used to solve problems.

Grade 7
EN-21-0028

Topics: Visual Arts, Mathematics, Science

Subject: Visual Arts

Essential Learning Area: Art Language and Tools, Creative Expression in Art, Understanding Art in Context and Valuing Artistic Experience

Through this project, young artists will develop their artistic decision-making skills and be exposed to art language and tools such as texture, pattern and repetition. Science curriculum content will be integrated throughout such as aspects of the design process and conducting preliminary research on trees.

Kindergarten
EN-21-0090

Topics: Principe directeur no 1

Subject: Autre

L’apprentissage et le bien-être des élèves sont améliorés lorsque les élèves ont l’impression d’appartenir à une communauté dans laquelle chacun est valorisé, accepté et soutenu. Les stratégies suivantes aident à construire des compréhensions communes et à accroître la mise en œuvre des pratiques pour bâtir une communauté. Les enseignants sont encouragés à choisir des stratégies en fonction des besoins d’apprentissage de leurs élèves, à les essayer et à déterminer, avec leurs collègues, comment parvenir à une mise en œuvre de qualité.

Topics: Sciences humaines, Sciences, Français arts langagiers, Mathématiques, Éducation artistique, Éducation physique

Subject: Sciences humaines

Regroupement : Le Canada aujourd’hui : démocratie, Diversité et influence du passé (6e année), La qualité de vie dans le monde (7e année), Sociétés contemporaines en Europe et dans les Amériques, Comprendre les sociétés passées et actuelles (8e année)

Apprendre de la Terre, c’est renforcer votre relation avec la Terre. L’expérience d’apprentissage basée sur l’enquête est transversale et intègre les perspectives autochtones. L’apprentissage par l’expérience consiste en un éventail de 25 activités liées à la terre. Les élèves sont encouragés à agir et à réfléchir sur l’ensemble de l’expérience d’apprentissage. L’unité a été conçue pour être principalement dirigée par un enseignant ou un aidant avec un certain travail indépendant effectué par l’élève.

6e année, 7e annnée, 8e année
FR-21-0041

Topics: English Language Arts, Social Studies

Subject: English Language Arts

Essential Question: How do artifacts tell our stories and deepen our understandings of ourselves, others, and our relationship to history?

This learning experience draws on concepts of artifactual literacy. Students investigate how artifacts tell our stories and deepen our understandings of ourselves, others, and our relationship to history. Students have opportunities to explore multiple forms of texts including visual objects and artifacts that embody lived experiences, values, identities, and cultures. They are introduced to the role of artifacts in history to tell the stories of the past and how multiple perspectives enrich our shared histories. Students are challenged to gather a collection of personal artifacts that represent them, investigate the story of each artifact, and share their findings in an exhibit. This learning experience can be done online synchronously or asynchronously, or a combination of both.

Grade 8
EN-21-0053

Topics: Sciences de la nature, Français arts langagiers

Subject: Sciences de la nature

Regroupement : Les machines simples

Ce scénario d’apprentissage propose une démarche qui comprend des séquences synchrones, avec enseignements ciblés, ainsi que des séquences asynchrones de travail indépendant. Il permettra aux élèves d’explorer le concept des forces et comprendre comment les machines simples sont partout et facilitent le travail. Un défi de design de conception d’une machine de Rube Goldberg est proposé aux élèves. Ce scénario comprend aussi une exploration des annonces publicitaires et la conception d’une annonce pour vendre leur machine.

5e année
FR-21-0007

Topics: Physical Education

Subject: Physical Education

Broad Area of Learning: Use of basic transport, balance, and manipulation skills in a variety of movement experiences and settings.

Balance is the ability to adjust and control body movement during everyday activities such as sitting, walking, dressing, and riding a bike. Static balance refers to the ability to maintain control of the body while it is stationary. Dynamic balance is the ability to maintain control of the body while in motion. In this lesson, students will examine some basic static balance poses and explore dynamic balance while moving.

Kindergarten, Grade 1, Grade 2
EN-21-0131

Topics: Social Studies, English Language Arts, Mathematics, Visual Arts

Subject: Social Studies

Cluster: I Belong, My Environment, Connecting with Others (Grade 1)

In this learning experience, students explore connecting and belonging by focusing on what it means to be Indigenous in Manitoba and Canada. Students have the opportunity to discover, share, and reflect on First Nations, Metis, and Inuit peoples experiences in Canada, ending with a focus on National Indigenous Day, June 21. This unit was designed to be primarily teacher- or caregiver-led with some independent work completed by the student.

Grade 1
EN-21-0079

Topics: Guiding Principle #1

Subject: Other

Student learning and well-being are enhanced when students feel like they belong to a community in which everyone is valued, accepted, and supported. The following strategies help build common understandings and increase the implementation of evidence-based practices for building community. Teachers are encouraged to purposefully select strategies based on their student learning needs, try them in practice, and determine, along with their colleagues and with support from school leaders, how to achieve quality implementation.

Topics: Science, Mathematics

Subject: Science

Cluster: Weather

This learning experience begins with a couple of synchronous lessons to set the stage for the experience. Afterwards, the students can work mostly asynchronously. Several of the learning activities require data collection over a period of 5 days. These should all be started early in the experience and can be running simultaneously to allow for reflection at the end of the experience on what students observed.

Grade 5
EN-21-0055

Topics: Mathematics, Social Studies

Subject: Mathematics

Strand: Number

This learning experience explores the conceptual meaning of fractions through visualization, problem solving and estimation while examining the common experience of breakfast from around the world. The activities blend asynchronous and synchronous instruction and can be adapted to meet your specific learning environment.

Grade 3
EN-21-0078

Topics: Science, English Language Arts, Mathematics

Subject: Science

Cluster: Characteristics and Needs of Living Things

This learning experience can be an independent student learning experience or can be led by a teacher through synchronous learning. Information is provided for the student to read about the basic needs of living things and then develop a plan to care for a new pet. Students can choose any pet to care for while they explore different living spaces and compare the basic needs met.

Grade 1
EN-21-0003

Topics: Sciences humaines

Subject: Sciences humaines

Regroupement : Façonner le Canada contemporain (de 1945 à nos jours), Le Canada aujourd’hui : démocratie, Diversité et influence du passé (6e année), La géographie du monde et la qualité de vie dans le monde (7e année)

Au cours de cette activité conçue par Élections Canada, les élèves examineront la notion d’équité et traceront les limites des circonscriptions d’un pays imaginaire, dans le but de créer les circonscriptions les plus équitables possible. Ils interpréteront des cartes et analyseront des données démographiques et géographiques pour faire la distinction entre égalité et équité. Ils découvriront ensuite le véritable processus utilisé pour délimiter les circonscriptions fédérales au Canada. Des instructions par étapes et les liens vers le matériel pertinent se trouvent dans le guide d’apprentissage hybride ci-dessous. Cette ressource et plusieurs autres sont accessibles sur notre site Web : www.electionsetdemocratie.ca

6e année, 7e année
FR-21-0039

Topics: Social Studies

Subject: Social Studies

Cluster: Shaping Contemporary Canada (1945 to Present), Canada Today: Democracy, Diversity and the Influence of the Past (Grade 6)

In this activity from Elections Canada, students think about something they would like to change in their community, examine historical case studies that involve real change: women getting the right to vote in Manitoba and the inclusion of Aboriginal and Treaty Rights in Canada’s Constitution, examine the actions taken by citizens to understand how political change happens and use that understanding as a model for their own civic action on an issue they care about. Step-by-step instructions and links to materials are featured in the Blended Learning Guide below. This resource and many more can also be found on our website at www.electionsanddemocracy.ca

Grade 6
EN-21-0087

Topics: English Language Arts

Subject: English Language Arts

Essential Question: How can we use imagery to create detailed descriptions and show our complex relationship with a place?

This project uses model texts to demonstrate how imagery is used in creating detailed and nuanced descriptions of two places: New York City and Winnipeg. Additionally, students see how the imagery used shows the speakers’ complex relationships with these cities. After analyzing the model texts, students write their own poems in the same structure about their own chosen places (schools, neighbourhoods, towns, cities, or imagined places from the perspective of a character). It is designed to be used synchronously with time for students to work asynchronously but can be easily adapted to be a fully asynchronous activity.

Grade 8
EN-21-0092

Topics: Social Studies, English Language Arts

Subject: Social Studies

Cluster: Our Local Community, Communities in Canada

This integrated project infuses the social studies Cluster 1, Our Local Community, and Cluster 2, Communities in Canada with English language arts. Students engage with the mentor texts, Carson Crosses Canada and The Best Things to Do in St. John’s, to learn more about various places across Canada (Cluster 2) and compare them to their community (Cluster 1). Students are then guided through the writing process to create a persuasive letter or present a persuasive speech.

Grade 2
EN-21-0041

Topics: Sciences humaines, Français

Subject: Sciences humaines

Regroupement La géographie mondiale

Ce projet de cours culminant, dirigé par l’enseignant engage les élèves à créer leur propre île. Les élèves écrivent leur propre « récit géographique » pour mettre en évidence l’interrelation entre la géographie physique et humaine de leur île. Les élèves peuvent travailler sur ce projet indépendamment avec les suivis de l’enseignant.

7e année
FR-21-0018

Topics: Science, English Language Arts, Mathematics

Subject: Science

Cluster: Growth and Changes in Plants

Through hands-on experiences, students will examine dandelions. Topics range from how they grow, to their usefulness, to art inspired by dandelions. Most learning activities can be completed independently. Opportunities to share learning in synchronous environments would greatly enhance this learning experience.

Grade 3
EN-21-0080

Topics: Sciences humaines, Français

Subject: Sciences humaines

Regroupement Les cultures d’ailleurs : Asie, Afrique et Australasie

Ce scénario d’apprentissage propose une démarche qui comprend des séquences synchrones, avec enseignements ciblés, ainsi que des séquences asynchrones de travail indépendant. Ce scénario offre aux élèves l’occasion de mettre en œuvre des habiletés de recherche, de pensée et de communication dans le contexte d’un voyage virtuel autour du monde. Quoique ce scénario s’appuie sur un regroupement précis en Sciences humaines, il peut très bien être adapté à tout autre regroupement de cette même matière et toute autre matière selon vos besoins.

7e année
FR-21-0019

Topics: Français langue première

Subject: Français langue première

Cette étude d’un court métrage animé encourage surtout l’enseignement asynchrone, mais propose également des situations d’apprentissage qui encouragent des délibérations en petit groupe et en plénière. L’élève sera capable de démontrer sa compréhension d’un court métrage, d’interpréter les messages implicites et de rédiger un texte relevant les traits physiques et les traits de personnalité d’un personnage

8e année
FR-21-0014

Topics: Français

Subject: Français

Ce projet met en valeur la conjugaison à l’impératif, des expressions idiomatiques, du vocabulaire pour faire la cuisine, le travail de groupe et la communication orale spontanée. Il est possible d’y intégrer les mathématiques. La réalisation du projet favorise un enseignement asynchrone.

6e année
FR-21-0027

Topics: Science

Subject: Science

Cluster: Water Systems

Students will demonstrate through experimentation and interpretation how water density impacts buoyancy, how dissolved materials change the density of water, how buoyancy and density are interconnected, and how freshwater and saltwater have different density and buoyancy properties.

Grade 8
EN-21-0045

Topics: Social Studies, English Language Arts

Subject: Social Studies

Cluster: World Geography, Global Quality of Life (Grade 7)

This teacher-led, culminating course project (which could begin after Clusters 1 and 2) engages students to create their own island. Students write their own “geography story” to highlight the interrelationship between the physical and human geography of their island. Students can work on this project independently with teacher check-ins.

Grade 7
EN-21-0031

Topics: Social Studies

Subject: Social Studies

Cluster: Shaping Contemporary Canada (1945 to Present), Canada Today: Democracy, Diversity and the Influence of the Past (Grade 6)

In this activity from Elections Canada, students explore how much they care about the decisions of the federal government and how much voting matters to them. They participate in a series of voting simulations where they can see, in a fun and engaging way, how voter turnout affects these decisions, watch a video to consolidate their learning and then reconsider their answer to the question, “Does voting matter?” Step-by-step instructions and links to materials are featured in the Blended Learning Guide below. This resource and many more can also be found on our website at www.electionsanddemocracy.ca

Grade 6
EN-21-0084

Topics: Drama

Subject: Drama

Essential Learning Area: Drama Language and Performance Skills, Creative Expression in Drama, Valuing Drama Experience

Students will watch a read aloud story and an instructional video to learn about camping and how to make a pretend campfire. They will use the information to design their own campsite that they will use in a dramatic play activity. Students will record themselves describing the props they constructed and the additional elements they added from around their home to create their set. They will be asked to pretend that they are setting up their campsite, roasting marshmallows and telling stories around a campfire. Through this activity, students will exercise story-telling skills and practice their performance skills.

Kindergarten
EN-21-0091

Topics: Science, English Language Arts

Subject: Science

Cluster: Air and Water in the Environment

This learning experience has some asynchronous/independent learning opportunities but it is suggested that the teacher lead the class through synchronous learning (in-class or online) with regular check-ins and discussion points. Information is provided for the student to read and view how water cycles through the different forms, and students learn about the importance of clean drinking water and the unfair distribution of safe drinking water in different parts of the world, including Manitoba.

Grade 2
EN-21-0062

Topics: Éducation physique

Subject: Éducation physique

Stratégies gagnantes
FR-21-8047

Topics: Science, English Language Arts, Mathematics

Subject: Science

Cluster: Electricity

This project is an independent student-learning experience with teacher check-ins, varies in difficulty level, and is cross-curricular. There are four mini-project options for the student to choose from with a bonus option if the teacher so chooses. There are two science options: Energy Efficient Homes (Grade Level difficulty) and Electrical Vehicles versus Gas Powered (Challenge); one mathematics option: Choosing the best graph to represent electricity data usage by province; one language option: Create a narrative on the safety precautions to take at home or in the community; and the bonus option (see www.Tinkercad.com).

Grade 6
EN-21-0025

Topics: Science, English Language Arts

Subject: Science

Cluster: Growth and Changes in Animals

This learning experience can be an independent student learning experience or can be led by a teacher through synchronous learning (In-class or online). Information is provided for the student to read and view about how animals grow and change and the habitats they live in. Students compare babies with their parents and explain similarities and differences.

Grade 2
EN-21-0050

Topics: Guiding Principle #3

Subject: Other

Student learning and well-being are enhanced when students feel a sense of autonomy and responsibility fostered through student voice, self-regulation, and metacognition. The following strategies help build common understandings and increase the implementation of evidence-based practices for enhancing student autonomy and responsibility. Teachers are encouraged to purposefully select strategies based on their student learning needs, try them in practice, and determine, along with their colleagues and with support from school leaders, how to achieve quality implementation.

Topics: Guiding Principle #2

Subject: Other

Student learning and well-being are enhanced when students have a sense of efficacy in their ability to demonstrate progress and achievement in an online environment. The following strategies help build common understandings and increase the implementation of evidence-based practices for enhancing student efficacy. Teachers are encouraged to purposefully select strategies based on their student learning needs, try them in practice, and determine, along with their colleagues and with support from school leaders, how to achieve quality implementation.

Topics: Social Studies, English Language Arts

Subject: Social Studies

Cluster: Living in Manitoba: Environmental Stewardship and Sustainability

This integrated social studies and ELA project invites students to investigate environmental stewardship and sustainability through guided inquiry around the question: How can our words and actions right the wrongs of the past? They use a variety of texts to explore these ideas and deepen their understanding of multiple perspectives and opinions. Students are challenged to create free verse poetry to share their thoughts, feelings, and opinions as they consider solutions and actions that they and others can take to be good stewards of their environment.

Grade 4
EN-21-0054

Topics: Sciences humaines, Français, Sciences de la nature, Mathématiques

Subject: Sciences humaines

Regroupement : Le commerce des fourrures

Les élèves étudieront la surconsommation, et la traite de fourrures par rapport à la colonisation du Canada par le biais d’une question d’enquête : Est-ce que la surconsommation du castor a contribué à l’existence du Canada?
Les élèves travailleront ensemble avec l’enseignant ainsi qu’indépendamment sur des projets et des travaux, avec un suivi de l’enseignant.

5e année
FR-21-0008

Topics: Mathematics

Subject: Mathematics

Strand: Shape and Space

This collection of tasks is designed around the concept of Space and Shape, specifically using direct or indirect measurement to solve problems. The sections (coloured blocks on slide 6 of the PowerPoint) represent independent sets of learning experiences that could function effectively as 45 minute to 1-hour sessions with a combination of synchronous and asynchronous parts, some of which are easily adaptable either way, depending on your situation and access to technology and connectivity.

Grade 7
EN-21-0048

Topics: Mathematics

Subject: Mathematics

Strand: Number

Four number relationships will be explored through the lessons in order for students to understand the importance of the number ten. Highlighting these number relationships is crucial to supporting students’ development of number sense. The lessons focus on developing and strengthening these number relationships.
• One and Two More/Less
• Anchors and Benchmarks of Five and Ten
• Part-Part-Whole Relationships
• Spatial Relationships (Subitizing)

Grade 1
EN-21-0001

Topics: Mathematics

Subject: Mathematics

Strand: Number

Four number relationships will be explored through the lessons in order for students to understand the importance of the number five. Highlighting these number relationships is crucial to supporting students’ development of number sense. The lessons focus on developing and strengthening these number relationships.
• One and Two More/Less
• Anchors and Benchmarks of Five and Ten
• Part-Part-Whole Relationships
• Spatial Relationships (Subitizing)

Kindergarten
EN-21-0035

Topics: Français arts langagiers - immersion

Subject: Français arts langagiers - immersion

À travers des leçons synchrones, asynchrones et en petit groupe, ce projet de deux semaines permet aux élèves de lire trois contes merveilleux, de comprendre les caractéristiques du conte et de rédiger leur propre conte merveilleux. Le projet final donne l’occasion d’évaluer la communication orale spontanée.

6e année
FR-21-0012

Topics: Sciences de la nature, Français

Subject: Sciences de la nature

Regroupement : Le son

Le scénario d’apprentissage Explorons le son invite les élèves à explorer les différentes propriétés du son et de construire leur propre instrument de musique.
Ce scénario a été conçu en tenant compte des phases de l’étude scientifique et du processus de design. Il propose des liens avec des concepts scientifiques et langagiers. Il consiste d’expériences d’apprentissage qui peuvent se dérouler sur plusieurs jours et se faire de façon synchrone ou asynchrone. Elles peuvent être adaptées en fonction de la situation et de l’accès à la technologie ou à la connectivité.Le choix d’utiliser ou non une expérience d’apprentissage revient à l’enseignant.

4e année
FR-21-0024

Topics: Social Studies

Subject: Social Studies

Cluster: Communities in Canada

Mini-unit about First Nations communities in Manitoba. Students will learn about wants and needs of community members, locations of First Nations communities in Manitoba, cultural/linguistic groups, different community roles/jobs, and buildings that you can find in a community. This is predominately designed to be teacher-led or it could also be student independent work supported by caregivers.

Grade 2
EN-21-0007

Topics: Physical Education

Subject: Physical Education

Broad Area of Learning: Participation in fitness activities that contribute to personal fitness development.

Personal fitness development is important for improving cardiovascular endurance, muscular strength/endurance, and flexibility. In this lesson, students will participate in an AMRAP (As Many Reps As Possible) workout. Modifications of each exercise will be provided to allow students to challenge themselves appropriately.

Grade 3, Grade 4
EN-21-0116

Topics: Physical Education

Subject: Physical Education

Broad Area of Learning: Participation in fitness activities that contribute to personal fitness development.

Personal fitness development is important for improving cardiovascular endurance, muscular strength/endurance, and flexibility. In this lesson, students will participate in an AMRAP (As Many Reps As Possible) workout. Modifications of each exercise will be provided to allow students to challenge themselves appropriately.

Grade 5, Grade 6
EN-21-0114

Topics: Physical Education

Subject: Physical Education

Broad Area of Learning: Participation in fitness activities that contribute to personal fitness development.

Personal fitness development is important for improving cardiovascular endurance, muscular strength/endurance, and flexibility. In this lesson, students will participate in a HIIT (High Intensity Interval Training) workout.

Grade 5, Grade 6
EN-21-0122

Topics: Physical Education

Subject: Physical Education

Broad Area of Learning: Participation in fitness activities that contribute to personal fitness development.

Personal fitness development is important for improving cardiovascular endurance, muscular strength/endurance, and flexibility. In this lesson, students will participate in a fun bean bag toss where they get the opportunity to score points and choose exercises to challenge themselves appropriately.

Grade 3, Grade 4
EN-21-0137

Topics: Physical Education

Subject: Physical Education

Broad Area of Learning: Participation in fitness activities that contribute to personal fitness development.

Personal fitness development is important for improving cardiovascular endurance, muscular strength/endurance, and flexibility. In this lesson, students will participate in a “Burpee” ladder. Proper burpee technique will be taught followed by a demonstration of the “Burpee” ladder. Burpee modifications will be provided to allow students to challenge themselves appropriately.

Grade 3, Grade 4
EN-21-0112

Topics: Physical Education

Subject: Physical Education

Broad Area of Learning: Participation in physical activities that contribute to fitness development and enjoyment.

Participating in physical activity and exercise are important health maintenance strategies for people of all ages. This lesson focuses on warm-up ideas, an introduction to and participation in cardio‑kickboxing. This cardio-kickboxing fitness class combines martial arts techniques and movements which seek to build cardiovascular fitness, improve coordination, and flexibility.

Kindergarten, Grade 1, Grade 2
EN-21-0124

Topics: Physical Education

Subject: Physical Education

Broad Area of Learning: Sustained participation in moderate to vigorous activities for personal fitness development.

Personal fitness development is important for improving cardiovascular endurance, muscular strength/endurance, and flexibility. In this lesson, students will learn about cardiovascular endurance, how to measure heart rate, and exercise intensity. Students will participate in a cardiovascular endurance circuit and practice taking heart rate to gauge personal exercise intensity. Modifications of each exercise will be provided to allow students to challenge themselves appropriately.

Grade 7, Grade 8
EN-21-0107

Topics: Physical Education

Subject: Physical Education

Broad Area of Learning: Participation in fitness activities that contribute to personal fitness development.

Personal fitness development is important for improving cardiovascular endurance, muscular strength/endurance, and flexibility. In this lesson, students will participate in a step-based workout. Modifications of each exercise will be provided to allow students to challenge themselves appropriately.

Grade 3, Grade 4
EN-21-0130

Topics: Physical Education

Subject: Physical Education

Broad Area of Learning: Participation in fitness activities that contribute to personal fitness development.

Personal fitness development is important for improving cardiovascular endurance, muscular strength/endurance, and flexibility. In this lesson, students will participate in a HIIT (High Intensity Interval Training) workout. Modifications of each exercise will be provided to allow students to challenge themselves appropriately.

Grade 5, Grade 6
EN-21-0115

Topics: Physical Education

Subject: Physical Education

Broad Area of Learning: Participation in physical activities that contribute to fitness development and enjoyment.

Personal fitness development is important for improving cardiovascular endurance, muscular strength/endurance, and flexibility. In this lesson, students will participate in an introduction to yoga. Students will learn simple breathing exercises and the movements involved in a sun salutation pose.

Kindergarten, Grade 1, Grade 2
EN-21-0117

Topics: Physical Education

Subject: Physical Education

Broad Area of Learning: Participation in physical activities that contribute to fitness development and enjoyment.

Personal fitness development is important for improving cardiovascular endurance, muscular strength/endurance, and flexibility. In this lesson, students will participate in a muscular endurance circuit. Students will complete two sets of four exercises.

Kindergarten, Grade 1, Grade 2
EN-21-0111

Topics: Physical Education

Subject: Physical Education

Broad Area of Learning: Sustained participation in moderate to vigorous activities for personal fitness development.

Personal fitness development is important for improving cardiovascular endurance, muscular strength/endurance, and flexibility. In this lesson, students will participate in a high knees and push-up challenge. Students will work at a level to challenge themselves appropriately.

Grade 7, Grade 8
EN-21-0101

Topics: Physical Education

Subject: Physical Education

Broad Area of Learning: Sustained participation in moderate to vigorous activities for personal fitness development.

Personal fitness development is important for improving cardiovascular endurance, muscular strength/endurance, and flexibility. In this lesson, students will participate in a muscular endurance circuit. Modifications of each exercise will be provided to allow students to challenge themselves appropriately.

Grade 7, Grade 8
EN-21-0108

Topics: Physical Education

Subject: Physical Education

Broad Area of Learning: Participation in physical activities that contribute to fitness development and enjoyment.

Personal fitness development is important for improving cardiovascular endurance, muscular strength/endurance, and flexibility. In this lesson, students will participate in a no equipment needed introductory circuit using 6 different movements. Modifications of each exercise will be provided to allow students to challenge themselves appropriately.

Kindergarten, Grade 1, Grade 2
EN-21-0113

Topics: Physical Education

Subject: Physical Education

Broad Area of Learning: Sustained participation in moderate to vigorous activities for personal fitness development.

Personal fitness development is important for improving cardiovascular endurance, muscular strength/endurance, and flexibility. Plyometrics, also known as jump training, are exercises in which muscles exert maximum force in short intervals of time with the goal of increasing power (speed/strength). In this lesson, students will participate in a plyometric workout.

Grade 7, Grade 8
EN-21-0134

Topics: Physical Education

Subject: Physical Education

Broad Area of Learning: Sustained participation in moderate to vigorous activities for personal fitness development.

Personal fitness development is important for improving cardiovascular endurance, muscular strength/endurance, and flexibility. In this lesson, students will participate in a resistance training circuit. Modifications of each exercise will be provided to allow students to challenge themselves appropriately.

Grade 7, Grade 8
EN-21-0109

Topics: Physical Education

Subject: Physical Education

Broad Area of Learning: Participation in fitness activities that contribute to personal fitness development.

Personal fitness development is important for improving cardiovascular endurance, muscular strength/endurance, and flexibility. In this lesson, students will participate in a series of stretches and yoga poses.

Grade 5, Grade 6
EN-21-0135

Topics: Physical Education

Subject: Physical Education

Broad Area of Learning: Participation in fitness activities that contribute to personal fitness development.

Personal fitness development is important for improving cardiovascular endurance, muscular strength/endurance, and flexibility. In this lesson, students will participate in a skipping rope workout. Modifications of each exercise will be provided to allow students to challenge themselves appropriately with or without a rope.

Grade 5, Grade 6
EN-21-0126

Topics: Physical Education

Subject: Physical Education

Broad Area of Learning: Participation in physical and fitness activities that contribute to personal fitness development.

Personal fitness development is important for improving cardiovascular endurance, muscular strength/endurance, and flexibility. In this lesson, students will participate in an EMOM (Every Minute on the Minute) workout. Each exercise will be provided to allow students to challenge themselves appropriately.

Grade 3, Grade 4
EN-21-0120

Topics: Physical Education

Subject: Physical Education

Broad Area of Learning: Participation in fitness activities that contribute to personal fitness development.

Personal fitness development is important for improving cardiovascular endurance, muscular strength/endurance, and flexibility. In this lesson, students will participate in a Tabata workout. Modifications of each exercise will be provided to allow students to challenge themselves appropriately.

Grade 5, Grade 6
EN-21-0119

Topics: Physical Education

Subject: Physical Education

Broad Area of Learning: Participation in physical activities that contribute to fitness development and enjoyment.

Personal fitness development is important for improving cardiovascular endurance, muscular strength/endurance, and flexibility. In this lesson, students will participate in a three-house challenge which combines cardio-vascular fitness with simple movement exercises in a fun challenge. Students will participate at a level that meets their own personal fitness.

Topics: Physical Education

Subject: Physical Education

Broad Area of Learning: Sustained participation in moderate to vigorous activities for personal fitness development.

Personal fitness development is important for improving cardiovascular endurance, muscular strength/endurance, and flexibility. In this lesson, students will participate in an introduction to yoga. Students will learn simple breathing exercises, movements, and poses.

Grade 7, Grade 8
EN-21-0127

Topics: Sciences humaines

Subject: Sciences humaines

Regroupement : Façonner le Canada contemporain (de 1945 à nos jours), Le Canada aujourd’hui : démocratie, Diversité et influence du passé (6e année), La géographie du monde et la qualité de vie dans le monde (7e année)

Au cours de cette activité conçue par Élections Canada, les élèves réfléchiront aux différentes communautés dont ils font partie, puis étudieront la notion de communauté électorale. Ils analyseront leur propre circonscription fédérale et la compareront à au moins une autre, en utilisant des cartes et des fiches d’information, et consolideront leur apprentissage en répondant à des questions, par exemple : « Quel député pourrait représenter avec le plus de facilité ma communauté électorale? » Des instructions par étapes et les liens vers le matériel pertinent se trouvent dans le guide d’apprentissage hybride ci-dessous. Cette ressource et plusieurs autres sont accessibles sur notre site Web : www.electionsetdemocratie.ca

6e année, 7e année
FR-21-0040

Topics: Social Studies

Subject: Social Studies

Cluster: Shaping Contemporary Canada (1945 to Present), Canada Today: Democracy, Diversity and the Influence of the Past (Grade 6), World Geography, Global Quality of Life (Grade 7)

In this activity from Elections Canada, students reflect on the various communities they belong to and consider the idea of their electoral community, examine their federal electoral district and compare it to at least one other electoral district, using maps and fact sheets, and consolidate their learning by considering such questions as, ”Which member of Parliament would have an easier job representing my electoral community?” Step-by-step instructions and links to materials are featured in the Blended Learning Guide below. This resource and many more can also be found on our website at www.electionsanddemocracy.ca

Grade 6, Grade 7
EN-21-0089

Topics: Mathematics

Subject: Mathematics

Strand: Number

This collection of tasks is designed around the concept of number, more specifically understanding fractions, using decimal operations, and order of operations. The six main sections (coloured blocks on Slide 6 of PowerPoint) represent independent sets of three-part learning experiences that could function effectively as 45 minute to 1 hour sessions with a combination of synchronous and asynchronous parts, some of which are easily adaptable either way, depending on the situation and accessibility to technology and connectivity.

Grade 6
EN-21-0024

Topics: Science, English Language Arts

Subject: Science

Cluster: Habitats and Communities

This learning experience can be an independent student learning experience or can be led by a teacher through synchronous learning (in-class or online). Information is provided for the student to read and view about living things and the habitats and environments they live in. Students review natural and man-made changes that can affect the well-being and sustainability of a particular animal. Students demonstrate their learning through writing and artistic creation.

Grade 4
EN-21-0015

Topics: English Language Arts, Physical Education, Health

Subject: English Language Arts

Essential Question: How do my habits and routines affect my health and wellness?

This inquiry project infuses mental wellness and literacy. Students engage with various texts to activate their thinking and reflect on their current practices. They are then challenged to add healthy and/or delete unhealthy habits from their daily routines. This can be used as an asynchronous independent learning experience; however, teachers can adapt this to use during their synchronous learning time.

Grade 8
EN-21-0032

Topics: Science

Subject: Science

Cluster: Water Systems

Students will explore and demonstrate that water, as compared to other substances, has a high heat capacity and is able to dissolve a solute. They will compare and contrast characteristics and properties of fresh water and salt water through research and experimentation while using appropriate vocabulary related to their investigations of water systems. Students will be actively engaged in critical inquiry through the implementation of the Scientific Inquiry Cycle.

Grade 8
EN-21-0046

Topics: Literacy

Subject: Other

High-Yield
EN-21-8012

Topics: Numeracy

Subject: Other

High-Yield
EN-21-8010

Topics: Mathematics

Subject: Mathematics

Strand: Number, Patterns and Relations, Shape and Space

These are non-curricular specific tasks (they cover a range of topics and grade levels and can be adjusted as needed by the classroom teacher). They are intended to engage students in mathematical thinking for the purpose of gaining insight into their own mathematical mindset. Although no assessment tools are included for these tasks, there is opportunity for teachers to gather evidence of student learning in all three subject-area categories (i.e. knowledge and understanding, mental math and estimation, and problem solving).

Grade 4, Grade 5, Grade 6, Grade 7, Grade 8
EN-21-0018

Topics: Social Studies, English Language Arts, Mathematics, Science, Visual Arts, Physical Education, Health

Subject: Social Studies

Cluster: The World Around Me (Kindergarten)

In this learning experience, students will explore and discover how the natural world around them helps them live through a variety of play-based activities. Students will explore and observe nature, and sort and create using natural items. Students are also introduced to Indigenous perspectives about Mother Earth and how to care for our Earth, in this learning experience. The unit was designed to be primarily teacher- or caregiver-led, -guided, -supervised, with some independent work completed by the student.

Kindergarten
EN-21-0066

Topics: Science, English Language Arts, Mathematics

Subject: Science

Cluster: Position and Motion

Through unplugged coding project-based experiences students will explore how to describe and classify objects and how to communicate instructions. This learning experience could be completed mostly asynchronously, but would be greatly enhanced with synchronous discussions to share students’ experiences with the problem-solving process throughout the experience.

Grade 2
EN-21-0065

Topics: Sciences humaines, Français

Subject: Sciences humaines

Regroupement : Des sociétés développées

Ce scénario d’apprentissage propose une démarche qui comprend des séquences synchrones, avec enseignements ciblés, ainsi que des séquences asynchrones de travail indépendant. Ce scénario offre aux élèves l’occasion de mettre en œuvre des habiletés de recherche, de pensée, de communication orale et multimodale et de création dans le contexte de divers scénarios permettant d’explorer l’impact environnemental des actions humaines. Quoique ce scénario cible un regroupement précis en Sciences humaines, il peut très bien être adapté à tout autre regroupement de cette même matière selon vos besoins.

7e année
FR-21-0030

Topics: Social Studies, English Language Arts, Mathematics, Dance, Drama, Music

Subject: Social Studies

Cluster: Shaping Contemporary Canada (1945 to Present)

Students will explore the impact of Canadian technology, innovation, and inventions on life in Canada through 4 activities: 1) examination and sorting of Indigenous technology, innovation, and inventions; 2) interviewing a family/ community member; 3) researching a contemporary Canadian technology, innovation, or invention; and, 4) creating their own technology, innovation, or invention through an inquiry-style process that culminates in writing a persuasive letter/email to a person of influence. This project is combination of synchronous and asynchronous activities.

Grade 6
EN-21-0026

Topics: Inclusive Practices

Subject: Other

High-Yield
EN-21-8036

Topics: Social Studies, English Language Arts, Mathematics, Science, Visual Arts

Subject: Social Studies

Cluster: Communities of the World (Grade 3)

This project allows students to discover and explore Indigenous Peoples of the World. Students participate in many activities that illuminate the importance of Indigenous Peoples’ connection to the land and their culture, past, present, and future. The project focuses in on Indigenous Peoples from 6 continents: First Nation, Métis, & Inuit of North America; Maya of Central America; Sami of Northern Europe, Maasai of East Africa; Hmong of Southeast Asia; and Aboriginal & Torres Strait Islanders of Australia. The unit was designed to be primarily teacher- or caregiver-led with some independent work completed by the student

Grade 3
EN-21-0059

Topics: Physical Education

Subject: Physical Education

Broad Area of Learning: Functional use of selected and activity specific movement skills in a variety of physical activities and settings.

Net/Wall games provide students with the opportunity to apply fundamental movement skills in a variety of physical activities such as volleyball, tennis, badminton, and racquetball. Net/Wall games are one category of Teaching Games for Understanding (TGfU). In this lesson, students will apply the concepts of net/wall games to create and play a game using a variety of equipment in different environments.

Grade 7, Grade 8
EN-21-0110

Topics: English Language Arts, Physical Education, Health

Subject: English Language Arts

Essential Question: What can you do to improve your wellness and promote healthy habits?

This multidisciplinary project infuses English language arts and physical education/ health education. The learning experience is organized around three main inquiry questions around wellness. Each inquiry begins with a provocation to engage and active student thinking. Students engage with various texts to explore the ideas and experiences of others and to reflect on their current habits and routines. They are challenged to create an action plan and design a motivational text with positive affirmations to reach their goals.

Grade 7
EN-21-0027

Topics: Mathematics

Subject: Mathematics

Strand: Shape and Space

This is a collection of learning experiences focused on the concepts of identifying, sorting, comparing, and constructing 3-D objects and 2-D shapes.

Grade 2
EN-21-0043

Topics: Mathematics

Subject: Mathematics

Strand: Number

This is a collection of learning experiences that focus on the concepts of equivalent fractions.

Grade 5
EN-21-0019

Topics: Mathematics

Subject: Mathematics

Strand: Number

This two-week unit focuses on working with numbers up to 1000, specifically counting, number patterns, and estimation of quantities.

Grade 3
EN-21-0009

Topics: Science, English Language Arts, Mathematics

Subject: Science

Cluster : Maintaining a Healthy Body

This learning experience is based on the idea that most New Year’s resolutions are about improving one’s health. Students will create a personal healthy living plan while remote learning or a campaign to encourage youth to make healthy choices. This is mostly an independent experience that could be enhanced with whole group sharing and teacher check-ins.

Grade 5
EN-21-0020

Topics: Sciences humaines, Français, Sciences de la nature

Subject: Sciences humaines

Regroupement : La géographie du Canada

Au cours de cette unité, l’élève imaginera que sa famille part à la découverte d’une région moins connue du Canada. Pour cela, il étudiera en profondeur l’une des principales régions physiographiques du Canada. Il en découvrira la végétation, le climat, le relief, les animaux et la façon dont ceux-ci se sont adaptés à leur environnement. Enfin, l’élève devra choisir ce qu’il mettra dans ses bagages pour être bien préparé à cette excursion.
Ce projet a des partie d’enseignement synchrone et des partie d’étude asynchrone.

4e année
FR-21-0006

Topics: Éducation physique

Subject: Éducation physique

Grand domaine d’apprentissage : Utilisation fonctionnelle des habiletés fondamentales de déplacement, d’équilibre et de manipulation dans le cadre de plusieurs expériences et contextes de motricité.

Une habileté motrice est une habileté dans laquelle un élève manipule un objet avec les mains, les pieds ou d’autres parties du corps. Les habiletés motrices sont fondamentales au développement des habiletés propres au sport. Dans ce cours, les élèves examineront les habiletés motrices fondamentales de préhension d’objet. Les élèves vont explorer les progressions, les habiletés et les jeux permettant d’améliorer la préhension.

3e année, 4e année
FR-21-0100

Topics: Sciences de la nature, mathématiques

Subject: Sciences de la nature

Regroupement : L’électricité

Ce projet permettra aux élèves de comprendre les circuits électriques en vivant des expériences pratiques à l’aide de simulations. Ils pourront aussi recueillir des données sur leur utilisation de l’électricité et comparer la consommation et les sources d’électricité en analysant des données de différentes provinces et territoires au Canada. Certaines parties de cette expérience d’apprentissage sont synchrones, mais il y a aussi beaucoup de travail qui peut être fait de façon asynchrone.  

6e année
FR-21-0010

Topics: Éducation physique

Subject: Éducation physique

Grand domaine d’apprentissage : Exploration des habiletés fondamentales de déplacement, d’équilibre et de manipulation dans le cadre de plusieurs expériences et contextes de motricité.

Les habiletés de locomotion comprennent les différentes façons de se déplacer : marcher, courir, sautiller, sauter à cloche-pied, galoper, se déplacer en traînant les pieds, sauter. Les habiletés de locomotion sont fondamentales pour la participation à l’activité physique. Dans ce cours, les élèves examineront les habiletés fondamentales de course. Ils exploreront les progressions, les habiletés et les jeux permettant d’améliorer la course.

Maternelle, 1re année, 2e année
FR-21-0105

Topics: Éducation physique

Subject: Éducation physique

Grand domaine d’apprentissage : Utilisation d’habiletés motrices déterminées et propres à des activités dans le cadre de plusieurs expériences et contextes d’activités physiques.

L’équilibre est une habileté pour ajuster et contrôler les mouvements du corps pendant les activités quotidiennes comme s’asseoir, marcher, s’habiller et se promener à bicyclette. L’équilibre statique se rapporte à l’habileté à maintenir le contrôle du corps au repos. L’équilibre dynamique est l’habileté à maintenir le contrôle du corps en mouvement. Dans ce cours, les élèves examineront certaines postures de base d’équilibre statique et ils examineront l’équilibre dynamique en mouvement.

7e année, 8e année
FR-21-0118

Topics: Éducation physique

Subject: Éducation physique

Grand domaine d’apprentissage : Exploration des habiletés fondamentales de déplacement, d’équilibre et de manipulation dans le cadre de plusieurs expériences et contextes de motricité.

Les habiletés de locomotion comprennent les différentes façons de se déplacer : marcher, courir, sautiller, sauter à cloche-pied, galoper, se déplacer en traînant les pieds, sauter. Les habiletés de locomotion sont fondamentales pour la participation à l’activité physique. Dans ce cours, les élèves examineront les habiletés fondamentales de sauter. Ils exploreront les progressions, les habiletés et les jeux permettant d’améliorer le saut.

Maternelle, 1re année, 2e année
FR-21-0116

Topics: Éducation physique

Subject: Éducation physique

Grand domaine d’apprentissage : Utilisation d’habiletés motrices déterminées et propres à des activités dans le cadre de plusieurs expériences et contextes d’activités physiques.

L’élève démontre les habiletés de manipulation en appliquant les mouvements sélectionnés (bondir et dribbler) de façon fonctionnelle dans une variété de jeux d’équipe, incluant les sports multiculturels (p. ex., ballon panier, handball, quatre coins, etc.). Dans cette leçon, les élèves vont examiner et pratiquer l’habileté motrice en faisant bondir ou en dribblant une balle en gardant compte des principes biomécaniques (pointe des doigts, absorber la balle, gérer la force et la hauteur du dribble).

5e année, 6e année
FR-21-0112

Topics: Éducation physique

Subject: Éducation physique

Grand domaine d’apprentissage : Utilisation d’habiletés motrices déterminées et propres à des activités dans le cadre de plusieurs expériences et contextes d’activités physiques.

L’élève démontre les habiletés de manipulation (botter, lancer, frapper, etc.) en appliquant les principes biomécaniques (p. ex., l’élan, parties du corps, application de force) pour assurer un mouvement contrôlé et équilibré. Dans cette leçon, les élèves vont examiner et pratiquer l’habileté motrice en bottant un objet avec le pied. Les élèves vont explorer les différentes façons et les progressions de botter avec le but de comprendre leurs utilisations dans les différentes situations de jeu comme le soccer, le football ou le rugby.

5e année, 6e année
FR-21-0111

Topics: Éducation physique

Subject: Éducation physique

Grand domaine d’apprentissage : Utilisation d’habiletés motrices déterminées et propres à des activités dans le cadre de plusieurs expériences et contextes d’activités physiques.

L’élève démontre les habiletés de manipulation (botter, lancer, frapper, etc.) en appliquant les principes biomécaniques (p. ex., l’élan, parties du corps, application de force) pour assurer un mouvement contrôlé et équilibré. Dans cette leçon, les élèves vont examiner et pratiquer l’habileté motrice en frappant un objet avec une extension du corps (p. ex., bâton, raquette, nouille de piscine). Les élèves vont explorer les différentes façons de frapper pour comprendre leurs utilisations dans les jeux comme le baseball, le golf et le tennis.

5e année, 6e année
FR-21-0113

Topics: Éducation physique

Subject: Éducation physique

Grand domaine d’apprentissage : Utilisation d’habiletés motrices déterminées et propres à des activités dans le cadre de plusieurs expériences et contextes d’activités physiques.

Une habileté motrice est une habileté dans laquelle un élève manipule un objet avec les mains, les pieds ou d’autres parties du corps. Les habiletés motrices sont fondamentales au développement des habiletés sportives. Dans ce cours, les élèves examineront les habiletés motrices fondamentales du jonglage. Les élèves vont explorer les progressions, les habiletés et les jeux permettant d’améliorer le jonglage.

7e année, 8e année
FR-21-0120

Topics: Éducation physique

Subject: Éducation physique

Grand domaine d’apprentissage : Exploration des habiletés fondamentales de déplacement, d’équilibre et de manipulation dans le cadre de plusieurs expériences et contextes de motricité.

Une habileté motrice est une habileté dans laquelle un élève manipule un objet avec les mains, les pieds ou d’autres parties du corps. Les habiletés motrices sont fondamentales au développement des habiletés sportives. Dans ce cours, les élèves examineront les habiletés motrices fondamentales du lancer en-dessous. Les élèves vont explorer les progressions, les habiletés et les jeux permettant d’améliorer le lancer en-dessous.

Maternelle, 1re année, 2e année
FR-21-0115

Topics: Éducation physique

Subject: Éducation physique

Grand domaine d’apprentissage : Utilisation fonctionnelle des habiletés fondamentales de déplacement, d’équilibre et de manipulation dans le cadre de plusieurs expériences et contextes de motricité.

Une habileté motrice est une habileté dans laquelle un élève manipule un objet avec les mains, les pieds ou d’autres parties du corps. Les habiletés motrices sont fondamentales au développement des habiletés sportives. Dans ce cours, les élèves examineront les habiletés motrices fondamentales du lancer en-dessus. Les élèves vont explorer les progressions, les habiletés et les jeux permettant d’améliorer le lancer en-dessus.

3e année, 4e année
FR-21-0114

Topics: Mathématiques, Sciences de la nature, Français

Subject: Mathématiques

Domaine : La forme et l’espace, La statistique et la probabilité

Le scénario d’apprentissage L’histoire de Cochonnet invite les élèves à explorer diverses versions de l’histoire des trois petits cochons et à résoudre un problème. Ce scénario a été conçu en tenant compte des phases du processus de design. Il propose des liens avec des concepts mathématiques, scientifiques et langagiers. Il consiste d’expériences d’apprentissage qui peuvent se dérouler sur plusieurs jours et se faire de façon synchrone ou asynchrone. Elles peuvent être adaptées en fonction de la situation et de l’accès à la technologie ou à la connectivité.

3e année
FR-21-0023

Topics: Sciences humaines, Français, Mathématiques

Subject: Sciences humaines

Regroupement Deux communautés canadiennes

Un survol de plusieurs communautés francophones et autochtones du Canada. Amples occasions de visionner, d’écouter, et de discuter en français.

2e année
FR-21-0021

Topics: Sciences humaines, Français, Mathématiques

Subject: Sciences humaines

Regroupement Deux communautés canadiennes

Une exploration plus cernée d’une communauté autochtone québécoise avec possibilités de comparaisons avec sa communauté et un projet culminant.

2e année
FR-21-0022

Topics: Sciences humaines, Français, Education artisitque

Subject: Sciences humaines

Regroupement : La géographie, L’environnement, L’eau et la terre

Un survol de plusieurs communautés francophones du monde avec multiples occasions de visionner, d’écouter, et de discuter en français. Comprend un projet de recherche avec rubrique d’évaluation.

3e année
FR-21-0026

Topics: Éducation physique

Subject: Éducation physique

Grand domaine d’apprentissage : Participation soutenue à des activités modérées ou vigoureuses pour l’amélioration de la condition physique personnelle.

Le développement de la condition physique est important pour améliorer l’endurance cardio‑vasculaire, la force ou l’endurance musculaire et la flexibilité. Dans ce cours, les élèves participeront à AMRAP (autant de répétitions que possible). La séance d’entraînement commencera avec un échauffement, suivi de 3 séries de 4 exercices. La séance d’entraînement se terminera avec 30 secondes de 4 autres exercices. Des modifications de chaque exercice seront proposées pour permettre aux élèves de chercher à se dépasser de manière convenable.

7e année, 8e année
FR-21-0108

Topics: Éducation physique

Subject: Éducation physique

Grand domaine d’apprentissage : Participation à des activités physiques qui contribuent au développement de la condition physique personnelle.

Le développement de la condition physique est important pour améliorer l’endurance cardio‑vasculaire, la force ou l’endurance musculaire et la flexibilité. Dans ce cours, les élèves participeront à AMRAP (autant de répétitions que possible). Des modifications de chaque exercice seront proposées pour permettre aux élèves de chercher à se dépasser de manière convenable.

3e année, 4e année
FR-21-0103

Topics: Éducation physique

Subject: Éducation physique

Grand domaine d’apprentissage : Participation à des activités physiques qui contribuent au développement de la condition physique personnelle.

Le développement de la condition physique est important pour améliorer l’endurance cardio‑vasculaire, la force ou l’endurance musculaire et la flexibilité. Dans ce cours, les élèves participeront à AMRAP (autant de répétitions que possible). La séance d’entraînement commencera avec un échauffement, suivi de 3 séries de trois exercices. La séance d’entraînement se terminera avec 30 secondes de 3 autres exercices.

5e année, 6e année
FR-21-0107

Topics: Éducation physique

Subject: Éducation physique

Grand domaine d’apprentissage : Participation à des activités physiques qui contribuent au développement de la condition physique personnelle.

Le développement de la condition physique est important pour améliorer l’endurance cardio‑vasculaire, la force ou l’endurance musculaire et la flexibilité. Dans ce cours, les élèves participeront à une activité physique amusante. Des modifications de chaque exercice seront proposées pour permettre aux élèves de chercher à se dépasser de manière convenable.

3e année, 4e année
FR-21-0117

Topics: Éducation physique

Subject: Éducation physique

Grand domaine d’apprentissage : Participation à des activités physiques qui contribuent au développement de la condition physique personnelle.

Le développement de la condition physique est important pour améliorer l’endurance cardio‑vasculaire, la force ou l’endurance musculaire et la flexibilité. Dans ce cours, les élèves participeront à une échelle de « Burpee ». Cette technique sera enseignée, suivie d’une démonstration. Des modifications au « Burpee » seront proposées pour permettre aux élèves de chercher à se dépasser de manière convenable.

3e année, 4e année
FR-21-0101

Topics: Éducation physique

Subject: Éducation physique

Grand domaine d’apprentissage : Participation soutenue à des activités modérées ou vigoureuses pour l’amélioration de la condition physique personnelle.

Le développement de la condition physique est important pour améliorer l’endurance cardio‑vasculaire, la force ou l’endurance musculaire et la flexibilité. La plyométrie, aussi appelée l’entraînement de saut, est un ensemble d’exercices de musculation à force maximale à courts intervalles, en vue d’augmenter la puissance (la vitesse et la force) du corps. Dans ce cours, les élèves participeront à un entraînement d’exercices de plyométrie.

7e année, 8e année
FR-21-0119

Topics: Éducation physique

Subject: Éducation physique

Grand domaine d’apprentissage : Participation soutenue à des activités modérées ou vigoureuses pour l’amélioration de la condition physique personnelle.

Le développement de la condition physique est important pour améliorer l’endurance cardio‑vasculaire, la force ou l’endurance musculaire et la flexibilité. Dans ce cours, les élèves participeront à une séance d’entraînement Tabata. La séance d’entraînement sera 20 secondes de travail de forte intensité, suivies de 10 secondes de repos. Il y aura deux séries de quatre exercices. Des modifications de chaque exercice seront proposées pour permettre aux élèves de chercher à se dépasser de manière convenable.

7e année, 8e année
FR-21-0109

Topics: Éducation physique

Subject: Éducation physique

Grand domaine d’apprentissage : Participation à des activités physiques qui contribuent au développement de la condition physique personnelle.

Le développement de la condition physique est important pour améliorer l’endurance cardio‑vasculaire, la force ou l’endurance musculaire et la flexibilité. Dans ce cours, les élèves participeront à un circuit général, y compris un échauffement et deux séries de circuits de quatre exercices qui font appel au poids du corps. La première série est axée sur l’endurance musculaire et la deuxième série est axée sur l’agilité.

5e année, 6e année
FR-21-0106

Topics: Éducation physique

Subject: Éducation physique

Grand domaine d’apprentissage : Participation à des activités physiques qui contribuent au développement de la condition physique et qui sont agréables.

Le développement de la condition physique est important pour améliorer l’endurance cardio‑vasculaire, la force ou l’endurance musculaire et la flexibilité. Dans ce cours, les élèves participeront à une activité d’introduction au circuit sans équipement qui utilise 6 mouvements différents. Des modifications de chaque exercice seront proposées pour permettre aux élèves de chercher à se dépasser de manière convenable.

Maternelle, 1re année, 2e année
FR-21-0102

Topics: Éducation physique

Subject: Éducation physique

Grand domaine d’apprentissage : Participation à des activités physiques qui contribuent au développement de la condition physique et qui sont agréables.

Le développement de la condition physique est important pour améliorer l’endurance cardio‑vasculaire, la force ou l’endurance musculaire et la flexibilité. Dans ce cours, les élèves participeront à une introduction au yoga. Ils apprendront des exercices respiratoires simples et des mouvements d’une salutation au soleil.

Maternelle, 1re année, 2e année
FR-21-0104

Topics: Français, Sciences humaines

Subject: Sciences humaines

Grande idée : Le gaspillage vestimentaire : image, Étude poème, Textes courants, Document audiovisuel, Prise de position orale

Au cours de cette unité, l’élève réfléchira au rôle de la mode dans la société ainsi qu’à son impact social et environnemental.
Grâce à une variété d’activités, les élèves exploreront la mode vestimentaire du Moyen Âge et de la Renaissance pour en faire une comparaison avec les tendances d’aujourd’hui et le rapport que l’on entretient avec celle-ci. Ensuite, les élèves étudieront l’impact social et environnemental de la mode ainsi que des solutions et actions écologiques à entreprendre afin de contribuer à réduire l’empreinte écologique.

8e année
FR-21-0029

Topics: Sciences humaines

Subject: Sciences humaines

Regroupement : Façonner le Canada contemporain (de 1945 à nos jours), Le Canada aujourd’hui : démocratie, Diversité et influence du passé (6e année), La qualité de vie dans le monde (7e année)

Au cours de cette activité conçue par Élections Canada, les élèves réfléchiront aux notions d’inclusion et d’exclusion, puis examineront ensemble des études de cas portant sur le droit de vote de divers groupes distincts aux élections fédérales. Ils créeront ensuite une ligne du temps qui indiquera comment chacun des groupes a été exclu ou inclus dans la démocratie canadienne au cours de l’histoire et en apprendront davantage sur l’histoire du droit de vote aux élections fédérales au moyen d’une vidéo et d’une infographie. Des instructions par étapes et les liens vers le matériel pertinent se trouvent dans le guide d’apprentissage hybride ci-dessous. Cette ressource et plusieurs autres sont accessibles sur notre site Web : www.electionsetdemocratie.ca

6e année, 7e année
FR-21-0038

Topics: Sciences humaines, Français

Subject: Sciences humaines

Regroupement : La formation du monde moderne (1400 à 1850)

Ce scénario d’apprentissage propose une démarche qui comprend des séquences synchrones, avec enseignements ciblés, ainsi que des séquences asynchrones de travail indépendant. Ce scénario offre aux élèves l’occasion de mettre en œuvre des habiletés de recherche, de pensée, de communication orale et multimodale et de création dans le contexte de divers scénarios permettant de découvrir le Moyen Âge. Quoique ce scénario cible un regroupement précis en Sciences humaines, il peut très bien être adapté à tout autre regroupement de cette même matière selon vos besoins.

8e année
FR-21-0028

Topics: Sciences de la nature, Mathématiques, Français immersion

Subject: Sciences de la nature

Regroupement La croissance et les changements chez les animaux

Les élèves auront l’occasion d’apprendre au sujet de l’ours polaire. À travers d’une étude scientifique, les élèves vont explorer la vie, les habitudes, et les besoins des ours polaires. Ce projet intègre une variété de concepts mathématiques tout en développant les compétences linguistiques en français.

2e année
FR-21-0020

Topics: Social Studies, English Language Arts, Mathematics, Science, Visual Arts, Health

Subject: Social Studies

Cluster: The World Around Me (Kindergarten), My Environment, Connecting with Others (Grade 1), Our Local Community, Communities in Canada, The Canadian Community (Grade 2)

Learning from the Land is about strengthening your relationship with the land. The inquiry-based learning experience is cross-curricular and incorporates Indigenous perspectives. Experiential learning consists of 25 land-based activities to choose from. Students are encouraged to take action and reflect on the whole learning experience. The unit was designed to be primarily teacher- or caregiver-led with some independent work completed by the student.

Kindergarten, Grade 1, Grade 2
EN-21-0071

Topics: Social Studies, English Language Arts, Mathematics, Science, Visual Arts, Health

Subject: Social Studies

Cluster: Connecting with Canadians, Communities of the World (Grade 3), Living in Manitoba (Grade 4), First Peoples (Grade 5)

Learning from the Land is about strengthening your relationship with the land. The inquiry-based learning experience is cross-curricular and incorporates Indigenous perspectives. Experiential learning consists of 25 land-based activities to choose from. Students are encouraged to take action and reflect on the whole learning experience. The unit was designed to be primarily teacher- or caregiver-led with some independent work completed by the student.

Grade 3, Grade 4, Grade 5
EN-21-0072

Topics: Social Studies, English Language Arts, Mathematics, Science, Visual Arts, Health

Subject: Social Studies

Cluster: Canada Today: Democracy, Diversity and the Influence of the Past (Grade 6), Global Quality of Life (Grade 7), Human Impact in Europe or the Americas (Grade 7), Understanding Societies Past and Present (Grade 8)

Learning from the Land is about strengthening your relationship with the land. The inquiry-based learning experience is cross-curricular and incorporates Indigenous perspectives. Experiential learning consists of 25 land-based activities to choose from. Students are encouraged to take action and reflect on the whole learning experience. The unit was designed to be primarily teacher- or caregiver-led with some independent work completed by the student.

Grade 6, Grade 7, Grade 8
EN-21-0073

Topics: Éducation physique

Subject: Éducation physique

Grand domaine d’apprentissage : Utilisation d’habilités motrices déterminées et propres à des activités dans le cadre de plusieurs expériences et contextes d’activités physiques.

Les jeux filet/mur offrent aux élèves la possibilité d’utiliser des habiletés motrices fondamentales dans diverses activités physiques telles que le volleyball, le tennis, le badminton et le racquetball. Les jeux filet/mur sont une catégorie d’Apprendre et comprendre par le jeu (ACpJ). Dans ce cours, les élèves s’exerceront aux habiletés en volleyball à effectifs réduits dans des situations contrôlées et des jeux à effectifs réduits.

7e année, 8e année
FR-21-0110

Topics: Sciences de la nature, Français, Mathématiques

Subject: Sciences de la nature

Regroupement : Les arbres

Découverte du vocabulaire des arbres, les principales parties des arbres et leur utilité. Ces activités peuvent se faire de façon synchronisme ou asynchronisme.

Maternelle
FR-21-0016

Topics: Sciences humaines

Subject: Sciences humaines

Regroupement : Citoyenneté

Ce scénario d’apprentissage propose une démarche qui comprend des séquences synchrones, avec enseignements ciblés, ainsi que des séquences asynchrones de travail indépendant. Ce scénario offre aux élèves l’occasion de mettre en œuvre des habiletés de recherche, de pensée et de communication. Quoique ce scénario s’appuie sur des regroupements précis en Sciences humaines, il peut très bien être adapté à tout autre regroupement de cette même matière et toute autre matière selon vos besoins.

6e année
FR-21-0011

Topics: Sciences humaines, Français

Subject: Sciences humaines

Regroupement : Les sociétés anciennes

Ce scénario d’apprentissage propose une démarche qui comprend des séquences synchrones, avec enseignements ciblés, ainsi que des séquences asynchrones de travail indépendant. Dans ce scénario, l’élève est amené à effectuer une recherche, à analyser, évaluer et transformer les informations trouvées pour ensuite collaborer avec des coéquipiers dans la planification d’une présentation médiatique. L’élève est enfin amené à réagir à une question en exprimant à l’écrit ses opinions. Quoique ce scénario cible un regroupement précis en Sciences humaines, il peut très bien être adapté à tout autre regroupement de cette même matière et toute autre matière. 

8e année
FR-21-0015

Topics: Sciences humaines, Français, Education artistique

Subject: Sciences humaines

Regroupement : Vivre au Manitoba, L’histoire du Manitoba

Grâce à une variété d’activités, les élèves acquièrent des connaissances et une compréhension des traités et des relations conventionnelles, font des recherches sur les traités, communiquent l’importance des traités pour les citoyens, apprécient l’importance des traités dans leur vie passée et présente, et comment « nous sommes tous des gens issus de traités ». Ce projet est une combinaison d’expériences d’apprentissage synchrones et asynchrones.

4e année
FR-21-0025

Topics: Science, Mathematics

Subject: Science

Cluster : Forces and Simple Machines

This project focuses on the exploration of levers, their classes and uses, identifying lever anatomy using proper vocabulary, identifying levers present in everyday life, inquiry and building of a scale trebuchet for accuracy and power, and building a lever to move an object. Secondary learning goals include measurement, the implementation and exploration of levers using critical inquiry and the problem-solving loop, and presentation and communication skills when explain final project through written, digital, or oral media.

Grade 5
EN-21-0021

Topics: Social Studies, English Language Arts, Mathematics, Dance, Drama, Music, Visual Arts

Subject: Social Studies

Cluster: Fur Trade

Students will explore life during the fur trade through a look at the people, their work, and their daily lives. Students will also have opportunity to design and build a fur trading post and/or a birchbark canoe, as well as analyze and compare life during the fur trade with life today. This project involves a combination of synchronous (real-time) instruction, teacher check-ins, and student independent (asynchronous) work. This project is best suited for students that have access to technology but may be adapted as a printable project.

Grade 5
EN-21-0022

Topics: Social Studies, English Language Arts, Mathematics, Visual Arts, Dance, Physical Education, Health

Subject: Social Studies

Cluster: I Belong, My Environment, Connecting with Others (Grade 1)

In this social studies inquiry of the Manitoba Metis and Louis Riel, Grade 1 students and their teacher, peers, and families discover why we celebrate Louis Riel Day. Children develop agency and independence through a blend of synchronous, online learning, asynchronous hands-on learning, and open-ended, collaborative activities in this inquiry. Students grow to understand how people, events, and ideas of the past shape the present and influence the future. They use Social Studies skills to manage information and ideas through the clusters of I Belong, My Environment, and Connecting with Others and have opportunities for social-emotional learning as well. This inquiry also offers cross-curricular learning opportunities in English Language Arts, Mathematics, Physical Education/Health and the Arts and addresses the integratables of Diversity and Inclusion, and First Nations/Metis/Inuit Perspectives. Students can work individually or groups, virtually or in-class, and with the support of their families.

Grade 1
EN-21-0051

Topics: Français, Sciences humaines

Subject: Sciences humaines

Thème : Ma famille

L’objectif de ce scénario d’apprentissage est de permettre aux élèves de découvrir deux pronoms possessifs importants qui sont utilisés dans la communication orale et écrite au quotidien. De plus, il renforce le vocabulaire disciplinaire relié aux thèmes de la famille, des vêtements et des couleurs. Bien que chaque situation d’apprentissage implique un enseignement synchrone, il y a également des occasions pour le travail asynchrone. La pratique pédagogique au cœur de ce scénario d’apprentissage est L’approche intégrée.

1re année
FR-21-0001

Topics: Physical Education

Subject: Physical Education

Broad Area of Learning: Functional use of selected and activity-specific movement skills in a variety of physical activities and settings.

Net/wall games consist of two opposing teams or individuals divided by a net, or may share the same playing area against a wall. The object of the game is to transfer an object into the opponent’s area within the boundaries. In this lesson, students will examine some basic strategies for net/wall activities.

Grade 7, Grade 8
EN-21-0136

Topics: Physical Education

Subject: Physical Education

Broad Area of Learning: Use of selected and activity-specific movement skills in a variety of physical activities and settings.

Activity specific movement skills combine and apply selected movements to a variety of physical activity categories. In this lesson, students will examine the basic manipulation skill of bouncing and dribbling. Students will attempt to identify and control factors that may affect the development of bouncing and dribbling.

Grade 5, Grade 6
EN-21-0128

Topics: Physical Education

Subject: Physical Education

Broad Area of Learning: Functional use of basic transport, balance, and manipulation skills in a variety of physical activities and settings.

A manipulation skill is one in which a student handles an object with the hands, feet, or other body parts. Manipulation skills are basic to the development of sport skills. In this lesson, students will examine the basic manipulation skill of catching. Students will explore progressions, skills, and games to improve catching.

Grade 3, Grade 4
EN-21-0102

Topics: Physical Education

Subject: Physical Education

Broad Area of Learning: Use of selected and activity-specific movement skills in a variety of physical activities and settings.

Kicking and foot manipulation are skills in which a student handles an object with the feet. These foot striking skills involve applying a force to an object with the foot or leg, and are used in sports like soccer, football, and rugby. In this lesson, students will examine the basic skill of kicking. Students will explore progressions, skills, and games to improve kicking.

Grade 5, Grade 6
EN-21-0125

Topics: Physical Education

Subject: Physical Education

Broad Area of Learning: Functional use of basic transport, balance, and manipulation skills in a variety of physical activities and settings.

A manipulation skill is one in which a student handles an object with the hands, feet, or other body parts. Manipulation skills are basic to the development of sport skills. In this lesson, students will examine the basic manipulation skill of overhand throwing. Students will explore progressions, skills, and games to improve overhand throwing.

Grade 3, Grade 4
EN-21-0121

Topics: Physical Education

Subject: Physical Education

Broad Area of Learning: Use of basic transport, balance, and manipulation skills in a variety of movement experiences and settings.

A manipulation skill is one in which a student handles an object with the hands, feet, or other body parts. Manipulation skills are basic to the development of sport skills. In this lesson, students will examine the basic manipulation skill of rolling. Students will explore progressions, skills, and games to improve rolling.

Kindergarten, Grade 1, Grade 2
EN-21-0123

Topics: Physical Education

Subject: Physical Education

Broad Area of Learning: Functional use of selected and activity-specific movement skills in a variety of physical activities and settings.

A manipulation skill is one in which a student handles an object with the hands, feet, or other body parts. Manipulation skills are basic to the development of sport skills. In this lesson, students will examine the basic manipulation skill of striking. Students will explore progressions, skills, and games to improve striking.

Grade 7, Grade 8
EN-21-0100

Topics: Physical Education

Subject: Physical Education

Broad Area of Learning: Functional use of selected and activity-specific movement skills in a variety of physical activities and settings.

A manipulation skill is one in which a student handles an object with the hands, feet, or other body parts. Manipulation skills are basic to the development of sport skills. In this lesson, students will examine the basic manipulation skill of juggling. Students will explore progressions, skills, and games to improve juggling.

Grade 7, Grade 8
EN-21-0132

Topics: Social Studies

Subject: Social Studies

Cluster: Shaping Contemporary Canada (1945 to Present), Canada Today: Democracy, Diversity and the Influence of the Past (Grade 6), World Geography, Global Quality of Life (Grade 7)

In this activity from Elections Canada, students consider the concept of fairness and, while being as fair as possible, draw electoral boundaries on the map of an imaginary country, interpret maps and analyze demographic and geographic information to consider the distinction between equality and equity, and learn about the real process to determine federal electoral districts in Canada. Step-by-step instructions and links to materials are featured in the Blended Learning Guide below. This resource and many more can also be found on our website at www.electionsanddemocracy.ca

Grade 6, Grade 7
EN-21-0088

Topics: Science, English Language Arts, Mathematics, Social Studies

Subject: Science

Cluster: Interactions Within Ecosystems

Students will inquire, research, and design a city block that will consider ways to produce energy, provide inhabitants with food, handle waste efficiently, transport people, while ensuring that nature is welcomed, and Indigenous cultures are represented.

Grade 7
EN-21-0029

Topics: Mathematics

Subject: Mathematics

Strand: Number, Patterns and Relationships, Shape and Space

This is a collection of synchronous and asynchronous activities to support the development of foundational mathematical understanding in Kindergarten.

Kindergarten
EN-21-0052

Topics: Science, Mathematics

Subject: Science

Cluster: Solar Systems

This learning experience can be an independent student learning experience or can be led by a teacher through synchronous learning (In-class or online). Students will be creating a plan to travel and live on the next most habitable planet. Through inquiry and design students will learn about the planetary order and unique characteristics, gravity and the purpose of the moon, travel time and distance from the sun, Canadian astronauts and their scientific contributions, and space missions and the importance of technological advancements.

Grade 6
EN-21-0057

Topics: Mathematics

Subject: Mathematics

Strand: Number

This collection of tasks is designed around the concept of multiplication and division, more specifically introducing multiplication and division. The 6 main sections (colored tabs on top of each slide) represent independent methods/types of tasks for teaching with a combination of synchronous and asynchronous parts, some of which are easily adaptable either way depending on your situation and access to technology and connectivity.

Grade 3
EN-21-0056

Topics: Sciences humaines

Subject: Sciences humaines

Regroupement Le Canada aujourd’hui : démocratie, Diversité et influence du passé (6e année)

Nos Histoires Nos Voix est un projet présenté par la Société Histoire Canada, qui permet aux élèves d’explorer une histoire importante dans le passé de leur communauté et de la partager avec les Canadiens de partout au pays par l’entremise des médias sociaux, d’un concours en ligne facultatif, d’un forum virtuel optionnel pour les jeunes et d’une publication spéciale mettant en vedette des projets gagnants. En apprenant et en partageant ces histoires, les Canadiens découvriront de nouveaux personnes, lieux et événements qui illumineront notre passé diversifié et nous uniront en tant que Canadiens. Les élèves peuvent travailler sur ce projet indépendamment avec l’appui des enseignants. En particulier, ce projet améliorera la compréhension et l’application des concepts de pensée historique, comme établir l’importance historique et recourir aux preuves découlant des sources primaires.

6e année
FR-21-0033

Topics: Sciences humaines

Subject: Sciences humaines

Regroupement : Vivre au Canada

Nos Histoires Nos Voix est un projet présenté par la Société Histoire Canada, qui permet aux élèves d’explorer une histoire importante dans le passé de leur communauté et de la partager avec les Canadiens de partout au pays par l’entremise des médias sociaux, d’un concours en ligne facultatif, d’un forum virtuel optionnel pour les jeunes et d’une publication spéciale mettant en vedette des projets gagnants. En apprenant et en partageant ces histoires, les Canadiens découvriront de nouveaux personnes, lieux et événements qui illumineront notre passé diversifié et nous uniront en tant que Canadiens. Les élèves peuvent travailler sur ce projet indépendamment avec l’appui des enseignants. En particulier, ce projet améliorera la compréhension et l’application des concepts de pensée historique, comme établir l’importance historique et recourir aux preuves découlant des sources primaires.

4e année
FR-21-0032

Topics: Science

Subject: Science

Cluster: Water Systems

Students will demonstrate through experimentation and interpretation how water density impacts ocean currents, how convection impacts ocean currents, what role the Coriolis Effect plays in global ocean currents, and how land masses and continents impact ocean currents.

Grade 8
EN-21-0047

Topics: Social Studies

Subject: Social Studies

Cluster: Living in Canada

Our Stories Our Voices is a project inspired by Canada’s History Society, which allows students to explore a story that is important in their community’s past and share it with Canadians across the country through social media, an optional online contest, an optional virtual youth forum, and a special publication featuring winning projects. By learning about and sharing these stories, Canadians will discover new people, places, and events that illuminate our diverse past and unite us as Canadians. In particular, this project will enhance students’ understanding and application of the Historical Thinking Concepts, such as establishing historical significance and using primary source evidence. Students can work on this project independently with teacher check-ins.

Grade 4
EN-21-0063

Topics: Social Studies

Subject: Social Studies

Cluster: Canada Today: Democracy, Diversity and the Influence of the Past (Grade 6)

Our Stories Our Voices is a project inspired by Canada’s History Society, which allows students to explore a story that is important in their community’s past and share it with Canadians across the country through social media, an optional online contest, an optional virtual youth forum, and a special publication featuring winning projects. By learning about and sharing these stories, Canadians will discover new people, places, and events that illuminate our diverse past and unite us as Canadians. In particular, this project will enhance students’ understanding and application of the Historical Thinking Concepts, such as establishing historical significance and using primary source evidence. Students can work on this project independently with teacher check-ins.

Grade 6
EN-21-0064

Topics: Science, Mathematics

Subject: Science

Cluster: Daily and Seasonal Changes

A project-based learning experience examining the patterns related to time such as day/night, weeks, and seasons. Experiences are designed so students will develop their understanding of the outcomes and apply them in their final project. This can be done asynchronously but would benefit from opportunities for students to share their learning and thinking. Cross-curricular connections include patterns and sorting.

Grade 1
EN-21-0060

Topics: Social Studies, English Language Arts, Visual Arts

Subject: Social Studies

Cluster: Understanding Societies Past and Present (Grade 8)

This teacher-led activity promotes Peace Literacy and encourages students to take collective action for peace. Students can work individually or groups, virtually or in-class, to create individual paper hearts or peace doves (or have students choose another symbol of peace) that can be arranged into a collective peace message. These creations will then be used to decorate a designated area around the school or community. Having an opportunity to discuss what makes them feel the world around them is a safe and peaceful place will not only be a positive way to engage discussion around International Days such as The Day of Peace (September 21) but it will also give students an opportunity to create artwork that helps change the feeling of their school and surrounding community. Students can work on this project independently with teacher check-ins.

Grade 8
EN-21-0039

Topics: Social Studies, English Language Arts, Visual Arts

Subject: Social Studies

Cluster: Me, The People Around Me

This teacher-led activity promotes Peace Literacy and encourages students to take collective action for peace. Students can work individually or groups, virtually or in-class, to create individual paper hearts or peace doves (or have students choose another symbol of peace) that can be arranged into a collective peace message. These creations will then be used to decorate a designated area around the school or community. Having an opportunity to discuss what makes them feel the world around them is a safe and peaceful place will not only be a positive way to engage discussion around International Days such as The Day of Peace (September 21) but it will also give students an opportunity to create artwork that helps change the feeling of their school and surrounding community. Students can work on this project independently with teacher check-ins or Kindergarten children will benefit from support from their grown-ups and will learn though active exploration and play. No synchronous (real-time) instruction is required.

Kindergarten
EN-21-0037

Topics: Science, Mathematics, Visual Arts

Subject: Science

Cluster: Optics

A project-based unit using perspective to help us understand the characteristics and properties of light, surface area, and volume. Activities based on the multiple intelligences are used to develop understanding of these topics that culminates in a design project. Included in this plan are some suggestions for introductory synchronous instruction. Teacher check-ins and student sharing of learning is encouraged throughout the unit.

Grade 8
EN-21-0034

Topics: Physical Education

Subject: Other

High-Yield
EN-21-8043

Topics: Science, English Language Arts, Mathematics

Subject: Science

Cluster: Water Systems

This learning experience examines the impact of plastics on our water systems and the interconnectedness of global and local water systems. Students will apply their understanding of this interconnectedness to creating a campaign to improve the management of our water systems. Most learning activities can be completed independently but will be enhanced with key synchronous experiences that will enrich students’ learning throughout this experience.

Grade 8
EN-21-0067

Topics: Mathematics

Subject: Mathematics

Strand: Patterns and Relations

This collection of tasks is designed around the concept of patterns and relations as well as using patterns to solve problems. The sections (coloured blocks on Slide 6 of the PowerPoint presentation) represent independent sets of learning experiences that could function effectively as 45 minute to 1 hour sessions with a combination of synchronous and asynchronous parts, some of which are easily adaptable either way depending on your situation and access to technology and connectivity.

Grade 8
EN-21-0033

Topics: Pratiques inclusives

Subject: Other

Stratégies gagnantes
FR-21-8020

Topics: Mathematics

Subject: Mathematics

Strand: Statistics and Probability

The project is meant as a complete unit covering all the outcomes for Grade 7 and Grade 8 in the Manitoba curriculum. The goal is to develop a deeper understanding of probability. The activities are problem-based (such as the context of whether a game is fair or not) and set up as science experiments.
Probability experiments with more than two independent events are directed more for Grade 8 students.
For Grade 8 learning outcomes, have students identify the various strategies that students use to solve problems. Additional math problems can be found in the Grade 8 Mathematics Support Document for Teachers (BLM 8.SP.2.4 and BLM 8.SP.2.5: Probability Problem Practice)

Grade 7, Grade 8
EN-21-0076

Topics: Mathematics

Subject: Mathematics

Strand: Statistics and Probability

The project is meant as a complete unit covering all the outcomes for Grade 6 in the Manitoba curriculum. The goal is to develop a deeper understanding of probability. The activities are problem-based (such as the context of whether a game is fair or not) and set up as science experiments.

Grade 6
EN-21-0075

Topics: Mathematics

Subject: Mathematics

Strand: Statistics and Probability

The project is meant as a complete unit covering all the outcomes for Grade 5 in the Manitoba curriculum. The goal is to develop a deeper understanding of probability. The activities are problem-based (such as the context of whether a game is fair or not) and set up as science experiments.

Grade 5
EN-21-0074

Topics: Littératie, Mathématiques, Musique et mouvements, Activités sensorielles, Exploration créative

Subject: Autre

Thème : Activités en littératie et en numératie

Programme d’activités provenant de Partenariat en Éducation. Pour en savoir plus, visitez leur site web à l’adresse https://www.thelearningpartnership.ca/programmes/bienvenue-a-la-maternelle

Maternelle
FR-21-0031

Topics: Sciences humaines

Subject: Sciences humaines

Regroupement : Façonner le Canada contemporain (de 1945 à nos jours), Le Canada aujourd’hui : démocratie, Diversité et influence du passé (6e année)

Au cours de cette activité conçue par Élections Canada, les élèves réfléchiront à leur propre expérience de la répartition des tâches et visionneront deux courtes vidéos sur la façon dont les responsabilités gouvernementales sont séparées et sur l’incidence de cette séparation sur les élections au Canada. Ils feront ensuite des activités à trois stations d’apprentissage pour découvrir les divers aspects des élections à chacun des trois paliers de gouvernement et consolideront leurs connaissances en prenant part à une discussion en groupe et en menant une réflexion personnelle sur ce qu’ils ont appris; ils exploreront également comment ils peuvent participer au processus électoral. Des instructions par étapes et les liens vers le matériel pertinent se trouvent dans le guide de l’enseignant ci-dessous. Cette ressource et plusieurs autres sont accessibles sur notre site Web : www.electionsetdemocratie.ca

6e année
FR-21-0035

Topics: Sciences humaines, Français immersion, Mathématiques, Sciences de la nature, English Language Arts, Arts visuels, Musique, Éducation physique

Subject: Sciences humaines

Regroupement : Ma place parmi les Canadiens

Cette étude indépendante offre aux élèves l’opportunité d’explorer le concept de famille en participant aux expériences d’apprentissage authentiques et intégrées. L’utilisation intensive des tâches pratiques engage les élèves tout en permettant un dégagement de la technologie. Les apprenants vont démontrer leurs connaissances de nombreuses manières. Outre les tâches présentées dans ce projet, il est prévu que les élèves reçoivent l’enseignement direct et synchrone des concepts fondamentaux en littératie et numératie (tels que les composants d’un programme de lecture et de l’écriture équilibrée, le développement du concept du nombre, et les tâches ouvertes en mathématiques).

3e année
FR-21-0004

Topics: Social Studies, English Language Arts, Visual Arts

Subject: Social Studies

Cluster: First Peoples (Grade 5), Early European Colonization, Fur Trade, From British Colony to Confederation (Grade 5), Building a Nation, Shaping Contemporary Canada (1945 to Present), Canada Today (Grade 6), Global Quality of Life (Grade 7), Human Impact in Europe or the Americas (Grade 7), Understanding Societies Past and Present (Grade 8), Transition to the Modern World and Shaping the Modern World (Grade 8)

Students will deepen their understanding of the impact of residential schools in Canada in this inquiry-style learning experience focused on truth and reconciliation. As they work through the information and activities, students have several opportunities to sensitively reflect on Indigenous Worldviews of Education, children’s experiences at residential schools, and what we can do to honour Residential School Survivors, families, and communities. This learning experience may be used anytime throughout the school year, as well as on September 30, Orange Shirt Day and National Day for Truth and Reconciliation. This unit was designed to be primarily teacher- or caregiver-led with some independent work completed by the student.

Grade 5, Grade 6, Grade 7, Grade 8
EN-21-0082

Topics: Social Studies, English Language Arts, Visual Arts

Subject: Social Studies

Cluster: Me, The People Around Me, The World Around Me (Kindergarten), Belong, My Environment, Connecting with Others (Grade 1), Our Local Community, Communities in Canada, The Canadian Community (Grade 2), Connecting with Canadians, Exploring the World, Communities of the World (Grade 3), Exploring an Ancient Society (Grade 3), Living in Canada, Living in Manitoba (Grade 4), History of Manitoba, Canada’s North (Grade 4)

In this learning experience, students deepen their understanding of “every child matters” by learning about Indigenous children’s experiences at residential schools in Canada. Students have several opportunities to reflect on their own identity, and what we can do to show that we care. This learning experience may be used anytime throughout the school year, as well as on September 30, Orange Shirt Day and National Day for Truth and Reconciliation. This unit was designed to be primarily teacher- or caregiver-led with some independent work completed by the student.

Kindergarten, Grade 1, Grade 2, Grade 3, Grade 4
EN-21-0081

Topics: English Language Arts, Mathematics, Science, Social Studies, Physical Education, Visual Arts

Subject: English Language Arts

Theme: Mini-lessons

Mini-lessons covering different subject areas, offered by Louis Riel School Division.

Grade 3, Grade 4
EN-21-0013

Topics: English Language Arts, Mathematics, Science, Social Studies, Physical Education, Visual Arts, Drama, Music

Subject: English Language Arts

Theme: Mini-lessons

Mini-lessons covering different subject areas, offered by Louis Riel School Division.

Grade 5, Grade 6
EN-21-0023

Topics: English Language Arts, Français arts langagiers, Mathematics, Science, Social Studies, Outdoor Learning, Visual Arts

Subject: English Language Arts

Theme: Mini-lessons

Mini-lessons covering different subject areas, offered by Louis Riel School Division.

Grade 1, Grade 2
EN-21-0004

Topics: English Language Arts, Mathematics, Visual Arts

Subject: English Language Arts

Theme: Mini-lessons

Mini-lessons covering different subject areas, offered by Louis Riel School Division.

Kindergarten
EN-21-0038

Topics: Français arts langagiers, English Language Arts, Mathématiques, Arts visuels

Subject: Français arts langagiers

Thème : Mini-leçons

Mini-leçons portant sur différentes matières, partagées par la Division scolaire Louis Riel.

Maternelle
FR-21-0017

Topics: Français arts langagiers, English Language Arts, Mathématiques, Sciences de la nature, Sciences humaines, Éducation physique, Arts visuels, Arts dramatiques, Musique

Subject: Français arts langagiers

Thème : Mini-leçons

Mini-leçons portant sur différentes matières, partagées par la Division scolaire Louis Riel.

3e année, 4e année
FR-21-0005

Topics: Français arts langagiers, English Language Arts, Mathématiques, Sciences de la nature, Sciences humaines, Éducation en plein air, Arts visuels

Subject: Français arts langagiers

Thème : Mini-leçons

Mini-leçons portant sur différentes matières, partagées par la Division scolaire Louis Riel.

1re année, 2e année
FR-21-0003

Topics: Français arts langagiers, English Language Arts, Mathématiques, Sciences de la nature, Sciences humaines, Éducation physique, Arts visuels, Arts dramatiques, Musique

Subject: Français arts langagiers

Thème : Mini-leçons

Mini-leçons portant sur différentes matières, partagées par la Division scolaire Louis Riel.

5e année, 6e année
FR-21-0009

Topics: Science, English Language Arts, Mathematics

Subject: Science

Cluster: Sound

A unit about sound and musical instruments that could be completed asynchronously that would benefit from some synchronous instruction and opportunities to share learning and thinking. Included are two opportunities for scientific inquiry and a design challenge. Cross-curricular connections to symmetry and author’s purpose for writing.

Grade 4
EN-21-0016

Topics: Social Studies, English Language Arts, Mathematics, Visual Arts

Subject: Social Studies

Cluster: Living in Manitoba (Grade 4), History of Manitoba

This inquiry unit is designed to introduce learners to a living, thriving Metis community that began in the early 1800s: St. Laurent, Manitoba. Students have the opportunity to learn who the First Nations and Metis people are and to learn about the community of St. Laurent. Students discover St. Laurent’s spirit through exploration of Metis symbols, history, language, food, fishing, sash use, beading, games. and celebrations. The unit was designed to be primarily teacher- or caregiver-led with some independent work completed by the student.

Grade 4
EN-21-0068

Topics: Principe directeur no 1

Subject: Autre

Cette stratégie de développement communautaire invite les élèves à mettre leur appareil photo en marche pendant la période d’apprentissage à distance.

Stratégies gagnantes
FR-21-8030

Topics: Principe directeur no 3

Subject: Autre

L’aide visuelle véhicule la structure, la routine et la prévisibilité et rappelle constamment les attentes. Les aides visuelles peuvent être des images, des listes de vérification écrites, des horaires, des procédures par étapes, des notes autocollantes pour promouvoir l’autonomie.

Stratégies gagnantes
FR-21-8035

Topics: Principe directeur no 3

Subject: Autre

L’analyse de tâche décompose les tâches complexes ou nouvelles en petites tranches plus raisonnables et plus facilement exécutables, et emploie souvent des aides visuelles pour favoriser l’autonomie et la réussite des élèves.

Stratégies gagnantes
FR-21-8019

Topics: Principe directeur no 1

Subject: Autre

Les élèves présentent les points forts, les points à améliorer et les autres éléments de leur identité en créant leur profil d’élève.

Stratégies gagnantes
FR-21-8045

Topics: Principe directeur no 3

Subject: Autre

Cette stratégie peut être utilisée avant, pendant et après une séance d’apprentissage à distance pour appuyer la métacognition, renforcer l’autonomie et favoriser le sens de responsabilité chez les élèves de l’apprentissage à distance.

Stratégies gagnantes
FR-21-8025

Topics: Principe directeur no 2

Subject: Autre

Les billets d’entrée et de sortie permettent aux élèves de déterminer leur propre degré de compréhension et d’établir leurs propres objectifs d’apprentissage pour une séance d’apprentissage à distance.

Stratégies gagnantes
FR-21-8024

Topics: Principe directeur no 3

Subject: Autre

Les bouteilles sensorielles servent d’aides visuelles pour diriger l’attention de l’élève sur un endroit lorsqu’il n’y a pas de règlements. C’est une bonne stratégie pour les élèves hyperactifs, inattentifs ou qui ont des difficultés d’autorèglementation.

Stratégies gagnantes
FR-21-8014

Topics: Principe directeur no 1

Subject: Autre

Les cartes postales vidéos aident les élèves recevant un apprentissage à distance à éprouver un sentiment d’appartenance. L’enseignant enregistre certaines expériences personnelles au long de la semaine et les présente à la classe.

Stratégies gagnantes
FR-21-8011

Topics: Principe directeur no 1

Subject: Autre

Offre des conseils pour encourager les élèves à mettre leur appareil photo en marche pendant la période d’apprentissage à distance.

Stratégies gagnantes
FR-21-8031

Topics: Principe directeur no 3

Subject: Autre

La relaxation musculaire progressive est une activité qui peut apporter le calme et la sensation aux différentes parties du corps en tendant et en relâchant ces parties individuelles du corps. Cette stratégie enseigne la relaxation musculaire progressive aux élèves. Les vidéos sont disponibles en tant que ressources éducatives additionnelles.

Stratégies gagnantes
FR-21-8022

Topics: Compétences en communication

Subject: Autre

Cette stratégie fournit des suggestions pour aider les élèves qui ont des difficultés à produire certains sons conversationnels.

Stratégies gagnantes
FR-21-8054

Topics: Compétences en communication

Subject: Autre

Cette stratégie contient des activités d’enrichissement linguistique par des jeux de plein air et des jeux de compétences pratiques.

Stratégies gagnantes
FR-21-8052

Topics: Principe directeur no 1

Subject: Autre

Cette stratégie de développement communautaire invite les élèves à mettre leur appareil photo en marche.

Stratégies gagnantes
FR-21-8033

Topics: Principe directeur no 2

Subject: Autre

La création des mèmes est une façon très stimulante et pertinente sur le plan culturel pour amener les élèves à participer et à montrer qu’ils comprennent des sujets difficiles.

Stratégies gagnantes
FR-21-8037

Topics: Principe directeur no 3

Subject: Autre

Cette stratégie est conçue pour veiller à ce que les élèves recevant un apprentissage à distance comprennent ce qu’on voit, ce qu’on ressent et ce qu’on entend quand on est à l’écoute active.

Stratégies gagnantes
FR-21-8026

Topics: Principe directeur no 3

Subject: Autre

La famille travaille ensemble à la conception d’un lieu de travail à domicile qui permettra à l’élève d’apprendre efficacement.

Stratégies gagnantes
FR-21-8021

Topics: Principe directeur no 2

Subject: Autre

Les enseignants travaillent avec les élèves pour établir des objectifs qui reposent sur les résultats d’apprentissage et qui s’inspirent des résultats d’évaluation.

Stratégies gagnantes
FR-21-8028

Topics: Principe directeur no 2

Subject: Autre

L’établissement d’objectifs en collaboration permet aux élèves de participer à des conversations relatives aux résultats d’apprentissage du programme d’études.

Stratégies gagnantes
FR-21-8023

Topics: Principe directeur no 3

Subject: Autre

L’apprentissage à distance peut augmenter la durée du temps que les élèves et le personnel passent dans une position fixe devant l’ordinateur. Demeurer assis pendant de longues périodes peut causer des douleurs, la raideur et la fatigue qui peuvent affecter négativement l’autorèglementation et l’apprentissage. Examiner les façons simples et pratiques d’intégrer l’étirement dans la routine quotidienne de l’apprentissage à distance.

Stratégies gagnantes
FR-21-8016

Topics: Principe directeur no 1

Subject: Autre

Les excursions virtuelles permettent aux élèves de participer à une expérience commune dans une plateforme interactive. Cette stratégie contient des conseils pratiques sur comment faciliter une excursion virtuelle, ainsi que des liens pour des excursions en ligne gratuites.

Stratégies gagnantes
FR-21-8012

Topics: Principe directeur no 2

Subject: Autre

Les élèves créent un portfolio électronique pour célébrer et pour prouver leurs succès.

Stratégies gagnantes
FR-21-8036

Topics: Motricité fine

Subject: Autre

Cette stratégie contient des activités qui aident à développer la force de préhension et la dextérité.

Stratégies gagnantes
FR-21-8048

Topics: Motricité fine

Subject: Autre

Cette stratégie comprend la progression du développement lors de l’apprentissage de l’utilisation des ciseaux. Des activités de pré-découpage et des bonnes techniques de positionnement sont également incluses.

Stratégies gagnantes
FR-21-8051

Topics: Compétences en communication

Subject: Other

Cette stratégie cible les habiletés en conscience phonologique en fournissant des exemples de domaines de développement et de compétences.

Stratégies gagnantes
FR-21-8053

Topics: Principe directeur no 2

Subject: Autre

Un exemple d’histoire sociale qui décrit comment les élèves continueront d’apprendre et à progresser pendant l’apprentissage à distance.

Stratégies gagnantes
FR-21-8038

Topics: Principe directeur no 3

Subject: Autre

L’horaire de l’apprentissage à domicile permet aux familles d’établir des horaires d’apprentissage à domicile appropriés à l’âge des enfants et qui tiennent compte de toutes les compétences.

Stratégies gagnantes
FR-21-8018

Topics: Principe directeur no 2

Subject: Autre

Les élèves découvrent leurs propres forces en explorant les intelligences multiples et travaillent sur la connaissance de soi et la défense des besoins et des intérêts spécifiques en apprentissage.

Stratégies gagnantes
FR-21-8013

Topics: Principe directeur no 2

Subject: Autre

Les élèves développent la résilience et la confiance dans leur apprentissage dans le cadre de cette stratégie axée sur la réussite pour l’autoévaluation des élèves.

Stratégies gagnantes
FR-21-8041

Topics: Principe directeur no 3

Subject: Autre

Utiliser la lecture et la récitation en chœur pour retenir les élèves qui, autrement, auront des difficultés à rester attentifs pendant les cours en ligne.

Stratégies gagnantes
FR-21-8044

Topics: Motricité fine

Subject: Autre

Cette stratégie contient des activités qui aident les enfants à apprendre à dessiner les lignes et les formes en préparation de l’impression.

Stratégies gagnantes
FR-21-8050

Topics: Compétences en communication

Subject: Autre

Cette stratégie fournit des exemples de matériel de littératie adapté pour les lecteurs émergents ou les personnes qui ne savent pas lire et des outils en ligne pour la promotion du développement de la littératie.

Stratégies gagnantes
FR-21-8055

Topics: Principe directeur no 2

Subject: Autre

Le moment choisi pour les affirmations positives permet aux élèves d’enregistrer des énoncés positifs sur eux-mêmes en 1 minute.

Stratégies gagnantes
FR-21-8015

Topics: Principe directeur no 1

Subject: Autre

Les moments de lien solide favorisent des liens intentionnels fréquents entre les enseignants et les élèves.

Stratégies gagnantes
FR-21-8042

Topics: Principe directeur no 3

Subject: Autre

Conseils pour la création des possibilités de mouvement stimulantes pour les élèves en milieu d’apprentissage à distance. Les choix d’équipements et d’arrangement d’obstacles sont examinés. Cette stratégie est importante pour les élèves hyperactifs, inattentifs ou qui ont des difficultés d’autorèglementation.

Stratégies gagnantes
FR-21-8039

Topics: Principe directeur no 1

Subject: Autre

Une stratégie d’enseignement différencié réel et éprouvé qui se prête bien aux discussions en ligne. Penser-Écouter-Réfléchir favorise les discussions et les participations en groupe dans les concepts du programme d’études.

Stratégies gagnantes
FR-21-8043

Topics: Motricité fine

Subject: Autre

Cette stratégie favorise un bon positionnement et une bonne prise du crayon.

Stratégies gagnantes
FR-21-8049

Topics: Principe directeur no 3

Subject: Autre

La réflexion métacognitive est destinée à permettre aux élèves d’acquérir un sens d’autonomie et de responsabilité dans leur processus d’apprentissage.

Stratégies gagnantes
FR-21-8032

Topics: Principe directeur no 3

Subject: Autre

En utilisant cette pratique, les enseignants peuvent aider les élèves à se corèglementer en respirant profondément. Cette stratégie est importante pour les élèves hyperactifs, inattentifs ou qui ont des difficultés d’autorèglementation. Les vidéos sont disponibles en tant que ressources éducatives additionnelles.

Stratégies gagnantes
FR-21-8017

Topics: Principe directeur no 1

Subject: Autre

Cette stratégie de développement communautaire vise à déterminer si l’enseignant est à l’écoute de ses élèves.

Stratégies gagnantes
FR-21-8040

Topics: Principe directeur no 2

Subject: Autre

Cette stratégie peut être utilisés pour améliorer la motivation, le comportement positif et la conformité des élèves en matière d’accomplissement de tâche.

Stratégies gagnantes
FR-21-8029

Topics: Principe directeur no 3

Subject: Autre

Cette stratégie comprend une analogie de thermomètre permettant d’offrir aux individus ou aux groupes un apprentissage concret en matière de résolution de problème et d’autorèglementation.

Stratégies gagnantes
FR-21-8027

Topics: Principe directeur no 1

Subject: Autre

Chaque élève produit une vidéo pour se présenter à ses camarades de classe. Cette activité stimulante est centrée sur l’élève et offre à l’élève la possibilité d’explorer sa propre identité.

Stratégies gagnantes
FR-21-8046

Topics: Principe directeur no 2

Subject: Autre

La démonstration et la célébration de la réussite, ainsi que l’apprentissage des uns et des autres, sont les objectifs clés de cette stratégie d’enseignement en ligne synchrone qui tire le meilleur parti possible d’une plateforme d’apprentissage en ligne.

Stratégies gagnantes
FR-21-8034

Topics: Stratégies gagnantes en numératie

Subject: Autre

Stratégies gagnantes
FR-21-8006

Topics: Stratégies gagnantes en numératie

Subject: Autre

Stratégies gagnantes
FR-21-8000

Topics: Stratégies gagnantes en sciences humaines

Subject: Other

Stratégies gagnantes
FR-21-8003

Topics: Stratégies gagnantes pour l'apprentissage

Subject: Autre

Stratégies gagnantes
FR-21-8002

Topics: Stratégies pour appuyer la communication orale

Subject: Other

Stratégies gagnantes
FR-21-8004

Topics: Stratégies pour appuyer la communication orale

Subject: Autre

Stratégies gagnantes
FR-21-8007

Topics: Stratégies pour appuyer la communication orale

Subject: Autre

Stratégies gagnantes
FR-21-8005

Topics: Stratégies pour appuyer la communication orale

Subject: Autre

Stratégies gagnantes
FR-21-8001

Topics: Communication Skills

Subject: Other

This strategy provides examples of adapted literacy materials for emergent/non readers and online tools for promoting early literacy development.

High-Yield
EN-21-8051

Topics: Guiding Principle #2

Subject: Other

Admit and exit slips involve students in determining their own level of understanding and setting their own learning goals for a remote classroom session.

High-Yield
EN-21-8003

Topics: Guiding Principle #1

Subject: Other

This well “scaffolded” activity builds critical thinking skills through conversations that foster content understanding.

High-Yield
EN-21-8004

Topics: Guiding Principle #3

Subject: Other

Remote learning can increase the amount of time students and staff are sitting stationary at a computer. Prolonged sitting can often cause pain, stiffness, and fatigue which can all negatively affect self-regulation and learning. Review easy and practical ways to incorporate stretching into the daily remote learning routine.

High-Yield
EN-21-8026

Topics: Guiding Principle #1

Subject: Other

Tips and tricks to help encourage students to turn on their cameras during remote learning.

High-Yield
EN-21-8039

Topics: Guiding Principle #3

Subject: Other

Use choral reading and speaking to keep students who may otherwise have difficulty maintaining focus of their attention actively involved during online lessons.

High-Yield
EN-21-8016

Topics: Guiding Principle #2

Subject: Other

Collaborative goal setting engages students in conversation about curricular learning goals.

High-Yield
EN-21-8002

Topics: Guiding Principle #3

Subject: Other

Using this tool, teachers can assist students to co-regulate by deep breathing. This strategy is beneficial for students who are over active, inattentive, or struggle with self-regulation. Videos are available as additional teaching resources.

High-Yield
EN-21-8001

Topics: Guiding Principle #1

Subject: Other

Students share their strengths, stretches and elements of their identity through the creation of a student profile.

High-Yield
EN-21-8008

Topics: Guiding Principle #3

Subject: Other

Incorporating movement breaks into any student’s day can increase engagement, alertness, regulation, and attention. A crucial strategy for students who are over active, inattentive, or struggle with self-regulation.

High-Yield
EN-21-8019

Topics: Fine Motor Skills

Subject: Other

This strategy contains activities that help develop hand strength and dexterity.

High-Yield
EN-21-8044

Topics: Guiding Principle #3

Subject: Other

Home learning schedules assist families in creating at home learning schedules that are age appropriate and respect all abilities.

High-Yield
EN-21-8027

Topics: Guiding Principle #1

Subject: Other

This is a community-building strategy that focuses on how well a teacher listens to their students.

High-Yield
EN-21-8042

Topics: Guiding Principle #1

Subject: Other

This is a community-building strategy that invites students to turn on their cameras.

High-Yield
EN-21-8040

Topics: Guiding Principle #2

Subject: Other

Teachers work with students to develop goals grounded in learning outcomes and informed by the results of assessment.

High-Yield
EN-21-8037

Topics: Communication Skills

Subject: Other

This strategy contains language enrichment activities through outdoor play and life skills.

High-Yield
EN-21-8048

Topics: Guiding Principle #2

Subject: Other

Creating memes is a fun and culturally relevant way for students to engage and show their understanding of challenging academic content.

High-Yield
EN-21-8029

Topics: Guiding Principle #3

Subject: Other

Metacognitive reflection is designed to support students in developing a sense of autonomy and responsibility for their learning.

High-Yield
EN-21-8030

Topics: Guiding Principle #1

Subject: Other

Moments of genuine connection ensure intentional, frequent teacher/student interactions.

High-Yield
EN-21-8011

Topics: Guiding Principle #3

Subject: Other

Tips on how to create engaging movement opportunities for students in a remote learning environment. Obstacle setup and equipment choices are reviewed. This strategy is beneficial for students who are over active, inattentive, or struggle with self-regulation.

High-Yield
EN-21-8017

Topics: Guiding Principle #2

Subject: Other

Students find their own strengths through exploring multiple intelligences and work towards self-understanding and advocacy in learning.

High-Yield
EN-21-8024

Topics: Fine Motor Skills

Subject: Other

This strategy promotes proper pencil positioning and grasp.

High-Yield
EN-21-8045

Topics: Communication Skills

Subject: Other

This strategy targets phonological awareness skills by providing examples of development areas and skills.

High-Yield
EN-21-8049

Topics: Guiding Principle #2

Subject: Other

Positive statement timing encourages students to record positive statements about themselves in 1 minute.

High-Yield
EN-21-8005

Topics: Fine Motor Skills

Subject: Other

This strategy contains activities that help children learn how to draw lines and shapes in preparation for printing.

High-Yield
EN-21-8046

Topics: Guiding Principle #3

Subject: Other

This strategy incorporates a thermometer analogy to support individuals or groups with concrete learning related to problem solving and self-regulation.

High-Yield
EN-21-8022

Topics: Guiding Principle #3

Subject: Other

Families work together to design a workspace in the home that will enable the student to learn effectively.

High-Yield
EN-21-8018

Topics: Guiding Principle #3

Subject: Other

This strategy is designed to ensure that remote learners understand what whole body listening looks like, feels like, and sounds like.

High-Yield
EN-21-8034

Topics: Fine Motor Skills

Subject: Other

This strategy includes the developmental progression of learning to use scissors. Also included are pre-cutting activities and proper positioning techniques.

High-Yield
EN-21-8047

Topics: Guiding Principle #3

Subject: Other

This strategy is to be used before, during and after a remote learning session to support metacognition, enhance autonomy, and foster responsibility in remote learners.

High-Yield
EN-21-8009

Topics: Guiding Principle #3

Subject: Other

Sensory bottles serve as a visual “anchor” to bring a student’s focus into one place when feeling dysregulated. This is a beneficial strategy for students who are hyperactive, inattentive, or struggle with self-regulation.

High-Yield
EN-21-8020

Topics: Guiding Principle #2

Subject: Other

Students create an e-portfolio to celebrate and provide evidence of their successes.

High-Yield
EN-21-8041

Topics: Guiding Principle #2

Subject: Other

An example of a social story that describes how students will continue to learn and progress during remote learning.

High-Yield
EN-21-8035

Topics: Communication Skills

Subject: Other

This strategy provides suggestions to help students who have difficulty producing certain speech sounds.

High-Yield
EN-21-8050

Topics: Guiding Principle #3

Subject: Other

Task analysis reduces complex or new tasks into manageable pieces, often including visual supports to promote student independence and success.

High-Yield
EN-21-8021

Topics: Guiding Principle #3

Subject: Other

Progressive muscle relaxation is a tool that can bring calm and awareness to different parts of the body through tensing and relaxing those individual body parts. This strategy teaches progressive muscle relaxation to students. Videos are available as additional teaching resources.

High-Yield
EN-21-8028

Topics: Guiding Principle #2

Subject: Other

Students develop resilience and confidence in their learning through this success focused strategy for student self-assessment.

High-Yield
EN-21-8031

Topics: Guiding Principle #1

Subject: Other

A tried and true differentiated instruction (DI) strategy that lends itself well to online discussion. Think-Listen-Reflect promotes group discussion and engagement in curricular concepts.

High-Yield
EN-21-8007

Topics: Guiding Principle #2

Subject: Other

Token boards can be used to help increase student motivation, positive behaviour, and compliance with regards to task completion.

High-Yield
EN-21-8025

Topics: Guiding Principle #1

Subject: Other

Students create a video to introduce themselves to their classmates. This engaging activity is student-centered and provides an opportunity to explore their own identity.

High-Yield
EN-21-8006

Topics: Guiding Principle #1

Subject: Other

Video postcards help remote learners feel connected. The teacher records some of their personal experiences throughout the week and shares them with the class.

High-Yield
EN-21-8013

Topics: Guiding Principle #1

Subject: Other

Virtual field trips engage students in a shared experience through an interactive platform. This strategy includes practical tips on how to facilitate a virtual field trip, as well as links for online field trips that are free of cost.

High-Yield
EN-21-8023

Topics: Guiding Principle #2

Subject: Other

Demonstrating and celebrating success, as well as learning from one another, are key purposes of this synchronous online teaching strategy that makes the most of an online learning platform.

High-Yield
EN-21-8032

Topics: Guiding Principle #3

Subject: Other

Visual support communicates structure, routine, and predictability and offers a permanent reminder of expectations. Visual supports can include pictures, written checklists, schedules, first/then schedules, and/or post-it notes to help promote independence.

High-Yield
EN-21-8033

Topics: Guiding Principle #1

Subject: Other

This community-building strategy invites students to turn on their cameras during remote learning.

High-Yield
EN-21-8038

Topics: Science

Subject: Science

Cluster: Materials and structures

This project focuses on the exploration of structures and materials through the implementation of the Scientific Inquiry and problem solving loops. Students will research (with provided videos), build prototypes, assess, and critique solutions of structure, material and their designs to build understanding of materials and structures. Secondary learning goals include measurement, the implementation and exploration of materials and structures by using critical inquiry and the problem-solving loop, and presentation and communication skills when explain final project through written, digital, or oral media.

Grade 3
EN-21-0010

Topics: Science, English Language Arts

Subject: Science

Cluster: Earth’s Crust

Students will explore the Earth’s crust and technology, and research that contributes to our understanding of the Earth’s crust through a variety of creative text forms. The learning experience culminates with students conducting a self-directed inquiry into an area that they are still curious about and will share their learning in a self-selected creative text form. This experience combines both synchronous and asynchronous instruction.

Grade 7
EN-21-0070

Topics: Science, English Language Arts, Mathematics

Subject: Science

Cluster: Weather

Students will explore extreme weather and emergency preparedness and will contribute to the creation of a video show about extreme weather. This learning experience also includes connections to measurement and representing numbers. This experience combines both synchronous and asynchronous instruction. Students will need access to a device that can record video to complete the final learning challenge.

Grade 5
EN-21-0069

Topics: Social Studies, English Language Arts, Mathematics, Science, Visual Arts

Subject: Social Studies

Cluster: First Peoples (Grade 5)

This study of Indigenous Food and Agriculture will support students’ understanding of the importance of Indigenous peoples as the first farmers of Canada and Manitoba, and how Indigenous agricultural knowledge helped support the development of Canada. Students will deepen their appreciation and learning through a variety of choice activities. This project is a combination of synchronous and asynchronous activities.

Grade 5
EN-21-0044

Topics: Mathematics

Subject: Mathematics

Strand: Shape and Space

Students will examine constructed and natural patterns that exist with tracking the passage of time. Activities in this learning experience build to the creation of a personal timeline of a day in their lives. Most activities can be completed independently but would be greatly enhanced with discussion and sharing sessions held synchronously to develop a deeper understanding of the big ideas about the passage of time.

Grade 3
EN-21-0077

Topics: Science, English Language Arts

Subject: Science

Cluster: Earth’s Crust

This integrated Science and English language arts learning experience invites students to investigate their own and others’ perspectives regarding sustainable development of geological resources. Through guided inquiry students have opportunities to explore a variety of texts representing multiple perspectives and opinions, to deepen and inform their own and others understandings. Students will consider how and what influences their personal perspectives and understandings of resource extraction. Students are challenged to create actionable plans to support sustainable development. This learning experience combines online synchronous and asynchronous learning.

Grade 7
EN-21-0058

Topics: Science, English Language Arts, Mathematics

Subject: Science

Cluster: Inquiry and Design Process

This is a STEAM (Science, Technology, Engineering, Arts, and Mathematics) project that can be adapted for both synchronous and asynchronous time. Students will experiment with household items and apply critical thinking strategies while participating in this play-based activity.

Kindergarten
EN-21-0083

Topics: Physical Education

Subject: Physical Education

Broad Area of Learning: Functional use of selected and activity-specific movement skills in a variety of physical activities and settings.

Balance is the ability to adjust and control body movement during everyday activities such as sitting, walking, dressing, and riding a bike. Static balance refers to the ability to maintain control of the body while it is stationary. Dynamic balance is the ability to maintain control of the body while in motion. In this lesson, students will examine some basic static balance poses and explore dynamic balance while moving.

Grade 7, Grade 8
EN-21-0133

Topics: Physical Education

Subject: Physical Education

Broad Area of Learning: Functional use of basic transport, balance, and manipulation skills in a variety of physical activities and settings.

Transport skills include different ways to move around the environment including walking, running, hopping, skipping, galloping, shuffling, and jumping. Transport skills are essential to participation in physical activity. In this lesson, students will participate in progressions, skills, and games to improve galloping and the side shuffle.

Grade 3, Grade 4
EN-21-0104

Topics: Physical Education

Subject: Physical Education

Broad Area of Learning: Functional use of basic transport, balance, and manipulation skills in a variety of physical activities and settings.

Transport skills include different ways to move around the environment including walking, running, hopping, skipping, galloping, shuffling, and jumping. Transport skills are essential to participation in physical activity. In this lesson, students will examine the basic transport skill of hopping and skipping. Students will explore progressions, skills, and games to improve both hopping and skipping.

Grade 3, Grade 4
EN-21-0103

Topics: Physical Education

Subject: Physical Education

Broad Area of Learning: Use of basic transport, balance, and manipulation skills in a variety of movement experiences and settings.

Transport skills include different ways to move around the environment including walking, running, hopping, skipping, galloping, shuffling, and jumping. Transport skills are essential to participation in physical activity. In this lesson, students will examine the basic transport skill of jumping. Students will explore progressions, skills, and games to improve jumping.

Kindergarten, Grade 1, Grade 2
EN-21-0106

Topics: Physical Education

Subject: Physical Education

Broad Area of Learning: Use of basic transport, balance, and manipulation skills in a variety of movement experiences and settings.

Transport skills include different ways to move around the environment including walking, running, hopping, skipping, galloping, shuffling, and jumping. Transport skills are essential to participation in physical activity. In this lesson, students will examine the basic transport skill of running. Students will explore progressions, skills, and games to improve running.

Kindergarten, Grade 1, Grade 2
EN-21-0118

Topics: Science, English Language Arts, Mathematics, Social Studies, Education for Sustainable Development, Visual Arts

Subject: Science

Cluster: Trees

Winter trees reveal their fantastic shapes and intricate branches. As children explore winter trees, they meet important kindergarten outcomes in science, as well as measuring, comparing, noticing shapes, and recording (mathematics), drawing, painting, and collaging with natural materials (visual arts education), experiencing poetry and writing about their learning (English language arts), making decisions that reflect care, concern, and responsibility for the environment (Social Studies), using technology to support learning (ICT), and caring for trees (ESD). Kindergarten children will benefit from support from their grown-ups and will learn though active exploration and play. No synchronous (real-time) instruction is required.

Kindergarten
EN-21-0036

Topics: Mathematics

Subject: Mathematics

Strand: Patterns and Relations

This is a collection of learning experiences that focus on the concepts of increasing and decreasing patterns.

Grade 3
EN-21-0008

Topics: Mathematics

Subject: Mathematics

Strand: Shape and Space, Patterns and Relations, Number

This is a collection of learning experiences grounded in the concepts of area and perimeter, enhanced through patterns and the development of mental math multiplication strategies. Synchronous time is preferred for some of the learning experiences; however, the majority are adaptable to an independent format if necessary.

Grade 4
EN-21-0014

Topics: Sciences humaines

Subject: Sciences humaines

Regroupement : Façonner le Canada contemporain (de 1945 à nos jours), Le Canada aujourd’hui : démocratie, Diversité et influence du passé (6e année)

Au cours de cette activité conçue par Élections Canada, les élèves réfléchiront à leur intérêt pour les décisions du gouvernement fédéral et à l’importance de voter. Ils participeront à une série d’élections simulées, où ils prendront connaissance, d’une façon amusante et stimulante, des effets de la participation électorale sur les décisions gouvernementales et ensuite visionneront une vidéo de synthèse et réévalueront leur réponse à la question « Voter est-il important? ». Des instructions par étapes et les liens vers le matériel pertinent se trouvent dans le guide d’apprentissage hybride ci-dessous. Cette ressource et plusieurs autres sont accessibles sur notre site Web : www.electionsetdemocratie.ca

6e année
FR-21-0036

Topics: Social Studies

Subject: Social Studies

Cluster: Shaping Contemporary Canada (1945 to Present), Canada Today: Democracy, Diversity and the Influence of the Past (Grade 6), Global Quality of Life (Grade 7)

In this activity from Elections Canada, students reflect on the question of inclusion and exclusion, then work together to examine case studies of different groups with respect to voting rights in federal elections. They create a “timeline with attitude” that shows how a group was included or excluded in Canadian democracy over time and then learn about the history of the federal vote through a video and an infographic. Step-by-step instructions and links to materials are featured in the Blended Learning Guide below. This resource and many more can also be found on our website at www.electionsanddemocracy.ca

Grade 6, Grade 7
EN-21-0086

Topics: Social Studies, English Language Arts, Mathematics, Science, Visual Arts

Subject: Social Studies

Cluster: Global Quality of Life (Grade 7), Human Impact in Europe or the Americas (Grade 7)

Water is Life is a learning experience that focuses on quality of life and human impact on the natural environment in Canada. Students learn First Nations perspectives on water, boil water advisories in Canada, role models making a difference, and raising awareness. Students work through a variety of choice activities (songs, art, books, videos, websites, etc.). Students focus on how they can take action to ensure that everyone has water for life. This project is a combination of synchronous and asynchronous activities.

Grade 7
EN-21-0040

Topics: Science, English Language Arts, Mathematics

Subject: Science

Cluster: Air and Water in the Environment

This learning experience is about water conservation, the impacts of our usage of water as well as the effect of humans on the quality of water. This experience can be completed asynchronously but would benefit from some synchronous instruction and opportunities for students to share their learning and thinking. Cross-curricular connections include collecting and organizing data, measuring volume, using texts to learn about the environment, and language to express ideas.

Grade 2
EN-21-0042

Topics: Literacy, Mathematics, Music and Movement, Sensory, Creative Exploration

Subject: Other

Theme: Literacy and Numeracy Activities

Program of activities from The Learning Partnership. For more information, visit their website at https://www.thelearningpartnership.ca/programs/welcome-to-kindergarten

Kindergarten
EN-21-0061

Topics: Science, English Language Arts, Mathematics

Subject: Science

Cluster: The Senses

An asynchronous unit that can be supplemented with synchronous instruction to support sharing of learning and development of the mathematics concepts.

Grade 1
EN-21-0002

Topics: Social Studies, English Language Arts, Mathematics, Science, Physical Education, Music, Visual Arts

Subject: Social Studies

Cluster: Communities of the World (Grade 3)

This independent study provides students the opportunity to explore the concept of family through integrated, authentic learning experiences. Extensive use of hands-on activities will keep students engaged, while providing breaks from technology time. Students will demonstrate their learning in a variety of ways. In addition to the tasks provided in this project plan, it is expected that students be provided direct, synchronous instruction of fundamental concepts in literacy and numeracy (such as the components of a balanced reading and writing program, as well as number talks, and open-ended numeracy tasks).

Grade 3
EN-21-0012

Topics: Science, Mathematics

Subject: Science

Cluster: Forces That Attract or Repel

This learning experience can be an independent student learning experience or can be led by a teacher through synchronous learning (In-class or online). Information is provided for the student to read and view about magnets and static electricity. Through investigation students learn about objects that attract or repel one another as well as they learn to follow the scientific inquiry cycle and design process. There is 1 mini lesson on magnets, 2 magnetic tasks, 1 mini lesson on static electricity, 1 static electricity task and 1 final experiment of the student’s choice to apply all they have learned.

Grade 3
EN-21-0011

Topics: Social Studies

Subject: Social Studies

Cluster: Canada Today: Democracy, Diversity and the Influence of the Past (Grade 6)

In this activity from Elections Canada, students are asked to reflect on their experience dividing tasks, watch two short videos on how government responsibilities are divided and the impact this has on elections in Canada, deepen their understanding by completing activities at various learning stations to explore the three levels of government along with various aspects of elections at each level, and consolidate their understanding through a class discussion and personal reflections, exploring how they can actively engage in the electoral process. Step-by-step instructions and links to materials are featured in the Teacher’s Guide below. This resource and many more can also be found on our website at www.electionsanddemocracy.ca

Grade 6
EN-21-0085

Topics: Science, Mathematics

Subject: Science

Cluster: Growth and Changes in Animals

A project-based learning experience to help us understand how animals grow and change over time. Experiences are designed so students will develop their understanding of the outcomes and apply them in the final project. Included in this plan are suggestions for launching the experience, independent learning experience suggestions and assessment. Teacher check-ins are encouraged.

Grade 2
EN-21-0006

Topics: Science, English Language Arts, Mathematics

Subject: Science

Cluster: Earth’s Crust

Project-based learning experiences examining how we can communicate ideas about the Earth without using oral or written language. The experiences can be completed independently but can be supported with synchronous mini-lessons and sharing of student work and ideas.

Grade 7
EN-21-0030