1. Maps Lesson Plan
1.1. Objectives
1.1.1. Grade 5 Social Studies
1.1.1.1. 5.3.2 KL-020 Locate on a map of Canada places and regions of historical significance to the fur trade and the Metis Nation
1.1.1.2. KL-021 Give examples of ways in which the fur trade operations were influenced by the land
1.1.1.3. KH-034 Describe the historical significance of Canadian place names
1.1.1.4. VL-007 Appreciate the significance of the land and natural resources in the development of Canada
1.1.1.5. ICT- G-1.1 Gathers information from given sources
1.1.1.6. ICT- G-3.1 Records data or makes notes on gather information and ideas using given categories
1.2. Prerequisites
1.2.1. For review the students will need to know the vocabulary expected for the unit, and the previous unit will be the base of this unit.
1.2.2. For students to successfully create a google map and to locate the important places/things during the Fur Trade. The students will also create notes in the location spots so they will have their own maps with definitions, concepts, and ideas.
1.2.3. Educational context in Social Studies with ICT connection by creating a map on Google MyMaps
1.3. Resources
1.3.1. Computer Lab, Google Drive accounts
1.3.2. The students, and the teacher are needed within this lesson. Also, if there is an EA it may be beneficial to have an extra set of eyes when using the computers.
1.3.3. Computer Lab/Classroom with Laptops
1.4. Notes
1.4.1. The Importance of the Land During the Fur Trade Using Google Maps
1.4.2. To help students understand the use of ICT for other subject areas, and how they are able to take notes and collect data/information and store it in a google drive.
1.4.3. Fur Trade Routes | The Canadian Encyclopedia The Manitoba Curriculum and the ICT Manitoba Curriculum Continuum
1.4.4. Some background will be provided to students, and the students will be given selected websites to access for the information for their map.
1.4.5. The students will be evaluated based on the points located on their map (the points covered throughout) and the notes/information they put in each point.
2. Podcast Lesson Plan
2.1. Objectives
2.1.1. Grade 12- Social Studies Canadian Law pg. 378 present two case studies
2.1.1.1. Module 3- Criminal Law
2.1.1.1.1. 3.2-Demonstrate an understanding of the elements of a criminal offence, such as actus reus,mens rea, nd absolute liability.
2.1.1.1.2. 3.3 Describe and analyze criminal offences that involve people, such as homicide, assault, and sexual assault.
2.1.1.1.3. 3.8- Describe the structure of the Canadian criminal court system and the roles of participants, such as the judge, witnesses, jury, Crown counsel, defence counsel, and other court personnel.
2.1.1.1.4. 3.9 Describe the steps of a criminal trial, including preliminary inquiry, plea negotiations, opening statement, examination, verdict, and appeal.
2.1.1.2. Module 4- Civil Law
2.1.1.2.1. 4.1 Define civil law and how it differentiates from criminal law, particularly in terms of purpose, structure, procedure, and resolution.
2.1.1.2.2. 4.2 Assess the various elements involved in civil procedures, including parties involved in civil actions, stages in a civil action, class action lawsuits, and civil courts.
2.1.1.2.3. 4.3 Describe various types of compensation, such as damages and injunctions, as well as alternative dispute resolution methods, such as negotiation, mediation, and arbitration
2.1.1.2.4. 4.5 Analyze elements, examples, and defences of intentional and non-intentional torts, such as negligence, invasion of privacy, and defamation of character.
2.1.1.3. ICT: R-1.3 consolidates reflections to develop new questions for further inquiry and/or strategies for improving learning and the learning process
2.1.1.4. ICT: Q-2.3 designs own plan for an inquiry
2.1.1.5. ICT: G-2.2 identifies whether information is sufficient and/or suitable for purpose and audience
2.1.1.6. ICT: P-1.4 evaluates and revises criteria for own work, as needed
2.2. Prerequisites
2.2.1. Students will review the difference between civil and criminal law after the teaching of the two. The will be expected to provide a detailed response between what makes the two different
2.2.2. Students to understand the difference between civil law and criminal law and how to use real life case studies to differentiate (distribute podcasts randomly to each students and they will analyze the podcast and decide whether it is criminal or civil and provide detail why)
2.2.3. Textbook and Case study learning will be the focus prior to the creation of podcast using technology devices and programs
2.3. Resources
2.3.1. The students notes, computer lab with programs to create podcast, teacher will need to create an online folder with all podcasts
2.3.2. A lab or quiet space will be needed for the students to create their podcast.
2.4. Notes
2.4.1. Case Study Podcast
2.4.2. To have students understand the difference between civil and criminal law and present it through creating a podcast. The podcasts will be handed out at random and students will determine whether it is civil or criminal law based on the information provided.
2.4.3. The students will complete the civil law and criminal law course objectives prior to completing this assignment. Step 2 will be to learn how to create a podcast. Step 3 will be determining the random podcast to be either civil or criminal and to justify their reasoning.
2.4.4. First step will be in the classroom and the second, and third part of the task will be completed in a computer lab or on computers/tablets in the classroom.
2.4.5. Prior to distributing the podcasts the teacher will listen to them and deem the appropriate area of law and evaluate the students based on their responses in comparison with the law. Also, the students will be evaluated on their creativity and choice of case study and a rubric will be used to determine the process of evaluation.
3. Videocast Lesson Plan
3.1. Objectives- Grade 5 Math
3.1.1. Math
3.1.1.1. 5.N.4. Apply mental mathematics strategies for multiplication, such as: annexing then adding zeros halving and doubling using the distributive property Determine the products when one factor is a multiple of 10, 100, or 1000 by annexing zero or adding zeros (e.g., for 3 x 200, think 3 x 2 and then add two zeros). Apply halving and doubling when determining a product (e.g., 32 x 5 is the same as 16 x 10).
3.1.1.2. 5.N.2. Apply estimation strategies, including: front-end rounding Compensation compatible numbers n problem-solving contexts Select and use an estimation strategy to solve a problem. Apply front-end rounding to estimate n sums (e.g., 253 + 615 is more than 200 + 600 = 800) Determine the approximate solution to a problem not requiring an exact answer. Provide a context for when estimation is used to: make predictions check reasonableness of an answer and determine approximate answers
3.1.1.3. ICT R-1.1 participates in teacher-guided conferences to reflect on learning and the learning process
3.1.1.4. ICT P-1.1 uses given criteria to produce work
3.1.1.5. P-2.1 uses a given format to demonstrate learning
3.2. Prerequisites
3.2.1. This lesson will be provided as an example to the students after 5.N.2 and 5.N.4 are completed. This is a video lesson for instructional purposes.
3.2.2. To use prior knowledge to assist the student learn the new material
3.2.3. Math but incorporate technology. This is a video lesson that is instructional based for the teacher to use to teach new material.
3.3. Resources
3.3.1. Computer Lab, Library to find a book, tablet to take pictures or a scanner, Google accounts
3.3.2. Grade 5 class
3.3.3. Computer lab, and Library, and tablet/scanner, Google accounts
3.4. Notes
3.4.1. Book Edit
3.4.2. The first step would be to complete these two outcomes to reveal the task to complete. The second will be to teach the children how to use GoogleSldes and Screencastify. Lastly, the students will complete their book edit.
3.4.3. The first step will be completed within the classroom and will consist of various methods of delivery.
3.4.4. Students will read other books and try to see how they could use the new information into other books.
3.4.5. I initially recorded the book edit for students to make it. ignore the information about instruction for students to create an edit, it is strictly a lesson delivery.
4. Collaborative Document Lesson Plan
4.1. Objectives
4.1.1. Grade 5 Science, Cluster 4
4.1.1.1. 5-4-09 provide examples of severe weather forecasts,and describe preparations for ensuring personal safety during severe weather and related natural disasters. Examples: tornado, thunderstorm, blizzard,extreme wind chill, flood, forest fire...
4.1.1.2. G-1.3 uses a variety of strategies for gathering information
4.1.1.3. G-3.1 Records data or makes notes on gathered information and ideas using given categories
4.1.1.4. G-2.3 evaluates whether information and sources are current, reliable, and valid
4.1.1.5. P-2.1 uses a given format to demonstrate learning
4.2. Prerequisites
4.2.1. Students will have reviewed the severe weather they will be researching and presenting. Also, a review for how to use the google accounts would be useful (ex. how to share with someone, google slides, etc.) Teaching the students how to use MindMeister is essential for the planning of this presentation.
4.2.2. The students will present and create a presentation collaboratively on Googleslides about a given severe weather topic.
4.2.3. Research and previous information sheets/lessons will be the the focus prior to the Googleslides creation.
4.3. Resources
4.3.1. Computers, or Lab and the classroom, possibly library if students chose to use books
4.3.2. Classroom and Computer space.
4.4. Notes
4.4.1. Severe Weather Research and Presentation
4.4.2. To help students use online presentations collaboratively to research a given topic.
4.4.3. The first set of instruction would be teaching or recapping the students on using Googleslides. Also, the students will be given selected websites to complete their research on the information will be placed on a MindMeister map. They will create a presentation based on the information in the mindmeister.
4.4.4. The presentation on the slides will be evaluated as well as an oral component of presenting. The validity of the information is important as well.