1. Podcast Lesson
1.1. Objectives
1.1.1. ICT Curriculum
1.1.1.1. 4.2 Enhance and Improve
1.1.2. Manitoba Curriculum
1.1.2.1. English Language Arts: Grade 5
1.1.2.1.1. General Outcome 2: Students will listen, speak, read, write, view, and represent to comprehend and respond personally and critically to oral, literary, and media texts.
1.2. Prerequisites
1.2.1. Review
1.2.1.1. Students will need to know what classifies a "homophone"
1.2.2. Goals
1.2.2.1. Students will be able to correctly identify what a homophone is
1.2.2.2. Students will be able to correctly use homophones in a sentence
1.2.2.2.1. e.g., "Sarah ate four cookies" OR "Sarah goes to bed at eight o'clock"
1.2.3. Set context
1.2.3.1. Students will be working on expanding their vocabulary
1.3. Resources
1.3.1. Materials
1.3.1.1. A computer that has access to the Internet
1.3.1.2. A tablet, smartphone, or other devise that has the ability to play podcasts
1.3.2. Permissions
1.3.2.1. To complete this task, the permissions of the school division, ICT support, principal, and parents/guardians will need to be taken into consideration
1.4. Notes
1.4.1. Lesson or Series Title
1.4.1.1. Theme of the Week: Homophones
1.4.2. Method of Instruction
1.4.2.1. Activate
1.4.2.1.1. KWL questions (e.g., "Can anybody tell me what a homophone is?”)
1.4.2.1.2. Show a short YouTube video on identifying homophones
1.4.2.2. Acquire
1.4.2.2.1. After the YouTube video, I will ask students to turn to their table partner to discuss what they learned in the video, as well as brainstorm examples of homophones
1.4.2.2.2. Afterwards, I will invite students up to the SMART Board so they can write their brainstormed examples of homophones on it
1.4.2.3. Apply
1.4.2.3.1. Observe writing samples to see if students have gained an understanding on homophones
1.4.3. Method of Evaluation
1.4.3.1. Diagnostic
1.4.3.1.1. Brainstorm activity on SMART Board
1.4.3.2. Formative
1.4.3.2.1. Homophone activity sheet
1.4.3.3. Summative
1.4.3.3.1. Homophone test on Google Forms
2. Collaborative Lesson Plan
2.1. Objectives
2.1.1. ICT Curriculum
2.1.1.1. 3.1 Initiating & Researching
2.1.1.2. 3.2 Demonstrating Scientific and Technological Attitudes
2.1.1.3. 4.1 Analyzing and Interpreting
2.1.1.4. 4.4 Concluding and Applying
2.1.2. Manitoba Curriculum
2.1.2.1. Science: Grade 5 Cluster 1 – Maintaining a Healthy Body
2.1.2.1.1. 5-1-06 Identify the major components of the digestive system, and describe its role in the human body. Include: teeth, mouth, esophagus, stomach, and intestines break down food. GLO: D1, E2
2.1.2.1.2. 5-1-07 Identify the major components of the skeletal, muscular, and nervous systems, and describe the role of each system in the human body. Include: the skeleton provides protection and support; muscles, tendons, and ligaments enable movement; brain, spinal cord, and nerves receive sensory input, process information, and send out signals. GLO: D1, E2
2.1.2.1.3. 5-1-10 Identify the major components of the respiratory and circulatory systems, and describe the role of each system in the human body. Include: the nose, trachea, and lungs take in oxygen and expel carbon dioxide; the heart, blood vessels, and blood transport oxygen, nutrients, and waste products such as carbon dioxide. GLO: D1, E2
2.2. Prerequisites
2.2.1. Review
2.2.1.1. Review with students how to use Google Slides
2.2.2. Goals
2.2.2.1. Students will learn that humans have body systems that serve various functions and work together to ensure a healthy functioning of the body
2.2.3. Set context
2.2.3.1. Students will have already explored various factors (e.g., food choices, environmental factors, and other lifestyle choices) that contribute to an overall healthy functioning of the body. Now, the primary focus will be to explore various aspects of the human body systems and how they work together
2.3. Resources
2.3.1. Materials
2.3.1.1. Computers with access to the Internet
2.3.2. Permissions
2.3.2.1. To complete this task, the permissions of the school division, ICT support, principal, and parents/guardians will need to be taken into consideration
2.4. Notes
2.4.1. Lesson or Series Title
2.4.1.1. "Body Systems"
2.4.2. Method of Instruction
2.4.2.1. Activate
2.4.2.1.1. In a Think/Pair/Share, have students collaborate in their "body systems group" (either Digestive, Skeletal, Muscular, Nervous, Respiratory, or Circulatory) about the importance of their delegated system
2.4.2.2. Aquire
2.4.2.2.1. Introduce assignment to students, which is collaborate using Google Slides to research and present their body system to their classmates
2.4.2.2.2. Outline key topics for which students are to include in their portion of the assignment. Some of which include: function of the body system, what parts makes up that system, as well as location of the parts within that system
2.4.2.3. Apply
2.4.2.3.1. Have students get in their "body systems group" – the teacher can either assign students to group, or allow students to choose a body system they find most interesting (but putting a cap on each system)
2.4.3. Method of Evaluation
2.4.3.1. Diagnostic
2.4.3.1.1. Kahoot on the body systems
2.4.3.2. Formative
2.4.3.2.1. Provide feedback as students research their body system
2.4.3.2.2. Have students practice their presentation in front of the teacher prior to getting in front of the class
2.4.3.3. Summative
2.4.3.3.1. Rubric
3. Maps Lesson Plan
3.1. Objectives
3.1.1. ICT Curriculum
3.1.1.1. 3.2 Gather/Select information from oral, visual, material, print, or electronic sources
3.1.1.1.1. 3.3 Sort/Categorize/Organize and record information using visual organizers/Reference.
3.1.2. Manitoba Curriculum
3.1.2.1. Social Studies: Grade 6 Cluster 1 – Shaping Contemporary Canada (1867 to Present)
3.1.2.1.1. KL-025 Locate on a map of Canada the provinces, territories, and capital cities.
3.2. Prerequisites
3.2.1. Review
3.2.1.1. Review with students how to use Google Maps
3.2.2. Goals
3.2.2.1. Students will be able to locate the provinces, territories, and capital cities in Canada
3.2.2.1.1. Students are using ICT (Google Maps) to supplement their learning
3.2.3. Set context
3.2.3.1. Prior to this lesson, students will have an understanding on the 10 provinces and 3 territories in Canada
3.3. Resources
3.3.1. Materials
3.3.1.1. Computers with access to the Internet
3.3.2. Permissions
3.3.2.1. To complete this task, the permissions of the school division, ICT support, principal, and parents/guardians will need to be taken into consideration
3.4. Notes
3.4.1. Lesson or Series Title
3.4.1.1. "Locations in Canada"
3.4.2. Method of Instruction
3.4.2.1. Activate
3.4.2.1.1. To hook students, the teacher will show them a brief YouTube video that goes over all of the Canadian provinces, territories, and capital cities
3.4.2.2. Aquire
3.4.2.2.1. Introduce assignment to students, which is pinpointing important locations on a Canadian map (province and territory names as well as their capital cities)
3.4.2.3. Apply
3.4.2.3.1. Students using their previous knowledge to create their map
3.4.3. Method of Evaluation
3.4.3.1. Diagnostic
3.4.3.1.1. Ask students KWL questions about specific Canadian provinces and their capital cities
3.4.3.1.2. Ask students if they are familiar with Google Maps? e.g., Have they ever used Google Maps before (perhaps navigating a new city while on vacation)?
3.4.3.2. Formative
3.4.3.2.1. Provide feedback as students work on pinpointing locations on their maps
3.4.3.3. Summative
3.4.3.3.1. N/A
4. Video Lesson Plan
4.1. Objectives
4.1.1. ICT Curriculum
4.1.1.1. 3.2 Observing, Measuring, Recording
4.1.1.2. 3.2 Demonstrating Scientific and Technological Attitudes
4.1.2. Manitoba Curriculum
4.1.2.1. Science: Grade 5 Cluster 2 - Properties of and Changes In Substances
4.1.2.1.1. 5-2-03 Investigate to determine how characteristics and properties of substances may change when they interact with one other. Examples: baking soda in vinegar produces a gas; adding flour to water produces a sticky paste... GLO: C2, D3, E3
4.2. Prerequisites
4.2.1. Review
4.2.1.1. Review how to use video recording technology (such as Screencasitfy)
4.2.2. Goals
4.2.2.1. Students will be able to identify what a discrepant event is and the science behind why it happened
4.2.3. Set context
4.2.3.1. Upon exploration of this cluster, students will have explored the three states of matter (solid, liquid, and gas). They will have also explored various characteristics and properties that allow substances to be distinguished from one another (e.g., texture, hardness, strength, buoyancy).
4.3. Resources
4.3.1. Materials
4.3.1.1. Computers with access to the Internet
4.3.1.2. Some sort of video recording technology (such as Screencastify)
4.3.2. Permissions
4.3.2.1. To complete this task, the permissions of the school division, ICT support, principal, and parents/guardians will need to be taken into consideration
4.4. Notes
4.4.1. Lesson or Series Title
4.4.1.1. Discrepant Event
4.4.2. Method of Instruction
4.4.2.1. Activate
4.4.2.1.1. Show students an example of a discrepant event. An example of this is Rainbow Milk
4.4.2.2. Acquire
4.4.2.2.1. Introduce assignment to students, which is searching for a discrepant event, and then recording themselves conducting the experiment
4.4.2.3. Apply
4.4.2.3.1. The students recording their discrepant event, and then presenting it to their classmates
4.4.3. Method of Evaluation
4.4.3.1. Diagnostic
4.4.3.1.1. This task in general can be considered as diagnostic in the sense that it can evaluate what students already know about properties of and changes in substances
4.4.3.2. Formative
4.4.3.2.1. Provide feedback as students explore various discrepant events
4.4.3.3. Summative
4.4.3.3.1. Evaluating the student's scientific explanation behind their experiment