Edith's ICT Lesson Plans

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Edith's ICT Lesson Plans by Mind Map: Edith's ICT Lesson Plans

1. Podcast Lesson Plan

1.1. Resources

1.1.1. Materials

1.1.1.1. Words To O'Canada

1.1.2. People

1.1.2.1. Librarian

1.1.3. Facilities

1.1.3.1. Use recorder to tape themselves

1.1.3.1.1. Library

1.1.3.2. ICT Lab

1.1.3.2.1. Internet connection

1.1.3.3. Soundcloud Account

1.2. Notes

1.2.1. Lesson or Series Title

1.2.1.1. Social Studies Grade 1: Cluster 2: My Environment -1.2.2 My Province and Country

1.2.2. Goals of Each Lesson

1.2.2.1. Students will be communicating. Students will focus on various aspects of citizenship in Manitoba and Canada. They memorize the words to the national anthem in English or French, and, additionally for Aboriginal students, in a First Nation, Inuit, or Métis language. Students come to understand that they live in a province called Manitoba and a country called Canada,and that we have two official languages in this country.

1.2.3. Method of Instruction

1.2.3.1. Introduce and discuss to learn how to memorize and understand the Canada's national anthem by using the English version to Cree language,read the Canada's national anthem to identify and memorize the words to the national anthem. Students will be asked how to demonstrate and understand the Canada's national anthem.

1.2.3.1.1. Activating: Following the singing of the national anthem during opening exercises or at a school assembly, students brainstorm and discuss reasons for singing the national anthem.Ideas may be recorded on chart paper and posted for future reference.

1.2.4. Method of Evaluation

1.2.4.1. Rubric

1.3. Prerequisites

1.3.1. Review

1.3.1.1. Social Studies Grade 1: Cluster 1: I Belong, students have completed Cluster 1: I Belong

1.3.2. Set context

1.4. Objectives

1.4.1. Manitoba Curriculum

1.4.1.1. Social Studies Grade 1: Cluster 2: My Environment.

1.4.1.1.1. KC-003 Recite the words to Canada’s national anthem in English or French.

1.4.2. ICT Continuum

1.4.2.1. C-1.1 shares information, ideas, and/or work with a teacher-defined audience

1.4.3. Blooms Taxonomy

1.4.3.1. Remember- The students recall or remember the information.

2. Collaboration Lesson Plan

2.1. Resources

2.1.1. Materials

2.1.1.1. Venn Diagram

2.1.2. People

2.1.2.1. Technician Specialist

2.1.2.2. Students from a different province.

2.1.3. Facilities

2.1.3.1. Smart board-Students will learn through smart board with internet and speakers.

2.1.3.1.1. Classroom Setting

2.1.3.2. ICT Lab

2.1.3.2.1. Internet Connection

2.1.3.3. Skype

2.1.3.3.1. Students will Skype with other students in the same grade in another location to compare results of the same experiment.

2.2. Notes

2.2.1. Lesson or Series Title

2.2.1.1. Science Grade 4: Cluster 1 Habitats and Communities. Explore and compare ways in which plant and animal communities satisfy their needs in particular habitats.

2.2.2. Goals of Each Lesson

2.2.2.1. Students will begin to recognize the complex interactions that take place between plant and animal populations within a community. Through investigations, students study influences, both naturally occurring and human-caused,that can alter habitats and affect plant and animal populations. Students will also address the role traditional knowledge and technology play in learning more about and caring for plant and animal population.

2.2.3. Method of Instruction

2.2.3.1. Introduction: Introduce and discuss to learn how to identify and understand the habitat of Animals and communities by using the English version to Cree Language,read the habitat of the Animals and communities to identify and memorize the environment of where all animals need to survive. They live in or around water or on land. Animals live throughout North America, but stay clear of deserts and the far northern areas of Canada. Use the images and names provide on the bulletin board that go with understanding the habitat of Animals and communities.

2.2.3.1.1. Activating: Discussion - Students will be asked to think howto identify and understand the habitats of Animals and communities. Students will be asked to think to understand the habitat of Animals and communities, and how the effects of the positions each living thing has developed to their adult stage.

2.2.4. Method of Evaluation

2.2.4.1. Rubric

2.3. Prerequisites

2.3.1. Review

2.3.1.1. Science Grade 4: Cluster 1: Habitats and Communities, students have completed Cluster 1: Habitats and Communities

2.3.2. Set context

2.4. Objectives

2.4.1. Manitoba Curriculum

2.4.1.1. Science Grade 4: Cluster 1 Habitats and Communities.

2.4.1.1.1. 4-0-6c. Choose and identify relevant attributes for use in a classification system, and create achart or diagram that shows the method of classifying. (Math PR-II.2.4) GLO: C2, C3, C5 4-0-6d. Sort and classify according to an established classification system. (Math PR-II.2.4) GLO: C2, C3 4-0-7d. Construct meaning in different contexts by connecting new experiences and information to prior experiences and knowledge. (ELA 1.2.1,2.1.2) GLO: A2, C

2.4.1.1.2. SLO 4-1-09 Recognize that plant and animal populations interact within a community.GLO: D2

2.4.2. ICT Continuum

2.4.2.1. C-2.2 seeks descriptive feedback when sharing information, ideas, and/or work with others View Examples View Student Friendly View Idea for Classroom Practice View Resources

2.4.3. Blooms Taxonomy

2.4.3.1. Remember- The students recall or remember the information.

2.4.3.1.1. Understanding - The students explain ideas of concepts.

3. Map Lesson Plan

3.1. Resources

3.1.1. Materials

3.1.1.1. Map of The Wolrd - Map of Canada

3.1.1.2. Map of Manitoba

3.1.2. People

3.1.2.1. Teacher and Students

3.1.3. Facilities

3.1.3.1. ICT Lab

3.1.3.1.1. Internet Connection

3.1.3.2. Smartboard

3.1.3.2.1. Classroom setting

3.1.3.3. Google maps

3.2. Notes

3.2.1. Lesson or Series Title

3.2.1.1. Social Studies Grade 2: Cluster 2: Communities in Canada 2.2.2 Features of Canadian Communities.

3.2.2. Goals of Each Lesson

3.2.2.1. Students will explore various aspects of life in two communities in Canada. Canadian communities have many features in common. Students locate the two communities to be studied on a map of Canada. They research the natural and constructed features in each community, as well as common features shared by all communities.

3.2.3. Method of Instruction

3.2.3.1. Introduction: Introduce and discuss to learn how to identify and understand to construct a Map of Canada of a familiar place and identify the characteristic of a map.

3.2.3.1.1. Activating: Students will be asked to think how to identify the a map. Collaborative groups of students explore local, provincial, and Canadian maps, and identify whether familiar features (e.g., boundaries, bodies of water, land forms,roads...) are natural or constructed. Students locate on a map of Canada familiar communities and the two communities to be studied.

3.2.4. Method of Evaluation

3.2.4.1. Rubric

3.3. Prerequisites

3.3.1. Review

3.3.1.1. Social Studies Grade 2: Cluster 1: Our Local Community, students have completed Cluster 1.

3.3.2. Set context

3.4. Objectives

3.4.1. Manitoba Curriculum

3.4.1.1. Social Studies Grade 2: Cluster 2: Communities in Canada

3.4.1.1.1. 2.2.2 Features of Canadian Communities KL-023 Locate communities studied on a map of Canada.

3.4.2. ICT Continuum

3.4.2.1. G-1.1 gathers information from given source(s) (primary or secondary) View Examples View Student Friendly View Ethics and Responsibility View Health and Safety View Idea for Classroom Practice

3.4.3. Blooms Taxonomy

3.4.3.1. Remember- The students recall or remember the information.

3.4.3.1.1. Understanding - The students explain ideas of concepts.

4. Video Lesson Plan

4.1. Resources

4.1.1. Materials

4.1.1.1. Learn about Senses through the unit. -When You Use Your Senses What do you use for each of your 5 senses.

4.1.2. People

4.1.2.1. Technician Specialist

4.1.3. Facilities

4.1.3.1. Smart board-Students will learn through smart board with internet and speakers.

4.1.3.1.1. Classroom Setting

4.1.3.2. ICT Lab

4.1.3.2.1. Internet Connection

4.1.3.3. Youtube

4.2. Notes

4.2.1. Lesson or Series Title

4.2.1.1. Science Grade 1: Cluster 2: The Senses-The awareness of the environment and the many materials that are found within it is based on our sensory experiences.

4.2.2. Goals of Each Lesson

4.2.2.1. Students will know the senses are immediate and automatic. Students will have the ability to use their senses safely and effectively involves focus, discernment, awareness, and judgement. Students will learn more about what the senses are, how they operate, and how they must be protected. Students also refine their observation skills.

4.2.3. Method of Instruction

4.2.3.1. Introduction: Five Senses: Can You Taste with Your Eyes? Introduce and discuss by explaining to learn how to identify and recognize to match the five senses with their corresponding body parts. Students will identify to point to the body part they would use to taste an apple. Ask students to point to the body part they would use to touch a dog. Tell students that today they will explore their five senses: sight, touch, smell, taste, and hearing. Each of the senses has a related body part.

4.2.3.1.1. Activating: -Students will be asked to think and explore how different body parts go with different senses. -Students will be asked, "Can you taste an apple with your eye?" Have students share their responses. Prompt them to answer why you can't taste an apple with your eye. -Students will be asked, "Can you smell a flower with you ear?" and "Can you hear a baby cry with your hand?" Ask students to share their responses and reasoning.

4.2.4. Method of Evaluation

4.2.4.1. Rubric

4.3. Prerequisites

4.3.1. Review

4.3.1.1. Science Grade 1: Cluster 1: Characteristics and Needs of Living Things, students have completed Cluster 1.

4.3.2. Set context

4.4. Objectives

4.4.1. Manitoba Curriculum

4.4.1.1. Science Grade 1: Cluster 2: The Senses-Activating Senses

4.4.1.1.1. 1-0-4g. Verbalize questions and ideas during classroom learning experiences. GLO: C6 1-0-5a. Observe using a combination of the senses. GLO: C2

4.4.1.1.2. 1-2-02Identify the five senses and describe the main body parts with which they are associated.Include: sight and eyes; smell and nose; hearing and ears; taste and tongue; touch and skin.GLO: D1

4.4.2. ICT Continuum

4.4.2.1. G-1.1 gathers information from given source(s) (primary or secondary) View Examples View Student Friendly View Ethics and Responsibility View Health and Safety View Idea for Classroom Practice

4.4.3. Blooms Taxonomy

4.4.3.1. Remember- The students recall or remember the information.

4.4.3.1.1. Understanding - The students explain ideas of concepts.