User's Resource


User's Resource

How-to use LRNG

1. As a learner

2. As a Sky, Water, Earth community instructor

    3. As a classroom teacher evaluating your own students

    Teacher's resources

    Teacher's resources

    As an educator, you have a few ways to use the Sky, Water, Earth playlists

    Option 1: Encourage your students to be independent learners on Sky, Water, Earth.

    • Once your students have signed up they can explore the playlists on their own, at their own pace. 
    • Students will receive formative feedback from the Community Instructors and other learners via the online community
    • Students will submit the entire playlist for summative feedback from the Community Instructors.
    • Students will earn the associated badge and points when they complete a playlist. They can redeem the points for a real-world opportunity of their choice. 

    Option 2: Become a Group Leader and enrol your students as learners in your group.

    • Incorporate the playlists into your course and guide your students along the playlists.
    • You will be the only person who can see and evaluate your students' submissions on LRNG.
    • Your students can still receive additional feedback from the Community Instructors and other learners via the online community
    • Students will earn the associated badge and points when they complete a playlist. They can redeem the points for a real-world opportunity of their choice. 
    • This is not an automated option, so let us know if this is how you want to use Sky, Water, Earth and we will send you the setup information.

    Option 3: Access the playlist content without enrolling yourself or your students

    • Preview the available playlists without signing up for an LRNG account.
    • All Sky, Water, Earth playlists are licensed under Creative Commons AttributionShareAlike 4.0 International License, which means you can reuse and remix the content to fit your curriculum.
    • Your students are welcomed to post their questions and work to the online community for feedback from the Community Instructors and other learners.
    • Since you are only using the material in class and not instructing your students to submit to LRNG, they will not be able to earn the associated badge and points nor access the real-world opportunities. If you would like them to access the opportunities, please consider Option 2.

    Important note about student access

    The playlists are hosted on a platform called, which is hosted in the US and hence not FIPPA compliant.

    If you wish to make Sky, Water, Earth a mandatory assignment, your students need to be notified and give consent their student information can be stored on the US server. Alternatively, you could suggest the students create an account using an alias name and email address (as long as you know who they are). This is a standard practice we recommend to Canadian instructors who use non-FIPPA compliant platforms for a mandatory assignment.



    Suggested alignment between Sky, Water, Earth and the B.C. Science Curricular Standards

    While all the learning playlists were designed with these BC Science Learning Standards in mind, the table below maps which playlists target which standards. A description of each playlist is available at

    How strongly does the playlist align with the indicators in the learning standard?


    Strong alignment with most indicators in the standard


    Strong alignment with many indicators in the standard

    Strong alignment with a few indicators in the standard


    B.C. Sciences Learning Standards
    & Some of the Indicators

    Sky, Water, Earth Playlists

    Scientific communication:
    Writing for the public

    Scientific communication:
    Presenting to the public

    Scientific communication: Creating
    explainer videos on STEM topics

    Scientific communication:
    Getting Started with Blogging

    What is research?
    Why do we research?

    Beginning your research:
    Understanding primary source article

    Planet hunters:
    The search for life beyond earth

    Creative Thinking:
    Designing an ecosystem

    Creative Thinking: Create
    360-degree photography

    Questioning and Predicting
    • Demonstrate a sustained intellectual curiosity about a scientific topic or problem of personal interest
    • Make observations aimed at identifying their own questions about the natural world
    • Formulate multiple hypotheses and predict multiple outcomes
    Planning and Conducting
    • Plan, select, and use appropriate investigation methods
    • Assess risks and address ethical, cultural and/or environmental issues associated with various methods
    • Select and use appropriate equipment, including digital technologies to collect and record data
    Processing and Analyzing Data and Information
    • Experience and interpret the local environment
    • Seek and analyze patterns, trends, and connections in data
    • Construct, analyze and interpret graphs
    • Draw conclusions that are consistent with evidence
    • Analyze cause-and-effect relationships
    • Evaluate methods, experimental conditions, and conclusions
    • Evaluate validity, limitations, and bias in own work and sources
    • Consider the changes in knowledge over time as tools and technologies have developed
    • Connect scientific explorations to careers in science
    • Consider social, ethical, and environmental implications in findings and investigations
    Applying and Innovating
    • Contribute to care for self, others, community, and the world through individual or collaborative approaches
    • Transfer and apply learning to new situations
    • Generate and introduce new/refined ideas when problem solving
    • Contribute to finding solutions at a local and/or global level
    • Consider the role of scientists in innovation
    • Formulate physical or mental theoretical models
    • Communicate scientific ideas, claims, information and ideas with evidence-based arguments and using appropriate language
    • Express and reflect on a variety of experiences, perspectives, and worldviews through place

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