New Brunswick Teacher Resources

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Fifth graders investigate the different provinces of Canada by examining maps.  In this Canadian geography lesson, 5th graders utilize the web to research the culture, and history of the Canadian province New Brunswick.  Students view a blank map of Canada and fill in the geographical locations.
Sixth graders write an invitation letter to potential immigrants to St. John, New Brunswick, Canada. Using internet research, 6th graders gather information from a virtual museum exhibit highlighting the positive reasons to move to St. John. A welcome poster is created in conjunction with their welcome letter.
Explore and examine the changes in New Brunswick forestry, shipbuilding, and communication through technology. Your class will research the "Saint John: an Industrial City in Transition," virtual exhibit and then prepare a presentation based on the changes in each industry. Each student creates a written description of each image.
Twelfth graders create an electronic presentation documenting information about St. John, New Brunswick, Canada. Using research from an interactive web exhibit, 12th graders create a PowerPoint presentation documenting the human attributes of the time period they are researching and present their project to the class.
Students research arctic climates. In this Web-quest investigation, students will identify Arctic climate changes, explain the effects of these changes, relate the changes to other regions, and write their findings in a letter format.
In this reading comprehension Canadian history worksheet, students read a multi paragraph passage about the holiday in Canada. Students answer 12 questions.
High schoolers utilize Canadian Atlas, identify air masses that affect Canada, distinguish between cold and warm fronts, research and examine causes of weather extremes in Canada, and identify dangers associated with weather extremes.
Twelfth graders identify the way advertisements are constructed to influence out lives and our values. They review advertisements from the 1800s and 1900s and how they may have influenced people living in that time. Using this ad, 12th graders reconstruct it to fit a modern audience while conveying the same message.
In this Canadian capitals worksheet, students answer 15 multiple choice questions regarding the capitals of Canada's provinces and their geography.
Twelfth graders compare and contrast advertising styles and motives from 1920 to present. Using internet research and print advertisements students make comparisons and inferences about the function of marketing. At the culmination of the lesson, 12th graders create their own advertisements.
Seventh graders create a piece of historical fiction documenting the immigrant experience in New Brunswick, Canada in the 1800s. Using Internet research from a web exhibit, 7th graders synthesize historical facts with their description of immigrant life during this period.
Ninth graders create a scavenger hunt with clues related to a building they have researched. Working in small groups, they use the internet and traditional resources to find information pertaining to a historical building. Students use their information to create a scavenger hunt with clues about their researched building.
High school freshmen search for examples of justice, kindness, peace, and tolerance in news media, and brainstorm how they can promote these attributes in their school, community, and world. Directions for a role-play activity, a vocabulary list, and cross-curriculum extensions are included.
A great way to learn to understand people and their environment is to study their folktales. Stories from China, Vietnam, India, Iran, Persia, and Palestine offer an opportunity for readers to investigate the cultures of Asia. A list of suggested stories, activities, cross-curriculum, as well as school/home extensions, and assessments are included with the scripted plan.
The class will first consider personal money management and budgeting. They will then turn the tables and use their skills to budget for philanthropic ventures, developing a service project to support a local non-profit organization. This resource includes all materials, including handouts and key words.
There is plenty of talk these days about our carbon footprints, but what about our water footprints? Do we think much about the amount of water we use in a given day or how safe it really is? Raise awareness with this resource. A colorful handout serves as an anticipatory guide to get participants thinking about the importance of water. They examine four different water samples and try to guess which one is which. They also participate in a very visual activity comparing the availability of water in different countries. 
How does consumerism affect global poverty? Upper graders find out about cost benefit, wants and needs, and making good consumer choices as they explore this global topic. They role-play an impulse spending experience and work through the process of making a wise choice about buying an expensive item. This includes cross-curricular extension activities.
This is the introductory lesson in a series about air quality. Why is it so important that we breathe clean air? How can we make sure we're keeping our air clean? A discussion is the central idea of the lesson, and example questions are posted to help spark that with your class. Then, part two requires groups to read a passage and create a presentation on one of four topics: ozone, particle pollution, carbon dioxide, or sulfur dioxide. 
What are the causes and effects of pollutants on the quality of the air we breathe? Groups research emission standards, emission controls, career opportunities in the area of air quality control, and things government and individuals can do to ensure clean air. Part of a series of lessons on air quality.
Working in groups, class members develop survey questions to be used on campus to identify groups that feel excluded or disrespected. After assembling the questions and conducting the survey, class members analyze their findings and craft a report that is shared with the staff. Individuals then reflect in journals about what they have learned.

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