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This document shows the planning and post-SITY reflection write up.

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This module features a Grade 6 activity where students go on the school yard to collect fallen leaves then create a dichotomous key to classify the different types of leaves. Students will use EDWIN to help guide their learning for this activity.

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This module features a Grade 6 activity that asks students to watch two National Geographic 360 videos, one on lions and one on orangutans, before created a Venn diagram to compare and contrast characteristics of the two animals.

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This module features a Grade 5 activity where students will use a Merge Cube to explore different organs of the body and how they function together to maintain a healthy body. Students will create a poster of the organ they have chosen to focus on and present it to their classmates.

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This module features a Grade 6 activity that asks students to create an informational video to teach their classmates about natural phenomena such as tides, eclipses, and moon phases. They will use a green screen to aid them in the creation of their videos.

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This document contains feedback from my colleagues on all four of the technology integrated modules from our class WeVu page.

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This is a video of myself and Hannah Boucher presenting our SITY experiment outside to a group of our colleagues.

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This chart shows the feedback and comments given by our colleagues through WeVu.

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This document contains notes that highlight some main topics from our discussion of this week's course readings.

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Do schools kill creativity?/The having of wonderful ideas/The art (and science) of asking questions

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Do schools kill creativity?/The having of wonderful ideas/The art (and science) of asking questions

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This document contains notes from our group discussion of the class readings "Do schools kill creativity?" by Ken Robinson, "The having of wonderful ideas" by Eleanore Duckworth, and "The art (and science) of asking questions" by Meredith A. Park Rogers and Sandra K. Abell.

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This video shows how our CoP would implement our Micro-Teaching lesson in the classroom.

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This documents shows the feedback given by our colleagues on the Micro-Teaching video.

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This document contains a personal reflection on my overall experiences throughout the semester.

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This demo was an excellent hands-on experience that I think students would love to participate in. It was a great way for students to explore electricity and use a trial-and-error approach to get their circuits to light up.

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For my 100-mile-diet inquiry I chose to create a booklet comprised of vegetarian recipes that centre around locally grown ingredients that are typically available in season at farmer's markets around Nova Scotia.

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Hands-on learning experiences are so beneficial for students who are kinaesthetic learners.

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The example demos completed during this class were simple but so effective. We explored how a simple questions such as "what happens when objects fall" can guide an entire lesson.