Lesson Planning

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Lesson Planning by Mind Map: Lesson Planning

1. Maps Lesson Plan

1.1. Objectives

1.1.1. From Manitoba Curriculum

1.1.1.1. Grade 10 Social Studies - Geographic Issues of the 21st Century

1.1.1.1.1. GLO

1.1.1.1.2. SLO

1.1.2. From ICT Continuum

1.1.2.1. Cognitive Domain

1.1.2.1.1. P-2.3 modifies or combines given formats to demonstrate learning

1.1.2.2. Affective Domain

1.1.2.2.1. R-1.3 Consolidates reflections to develop new questions for further inquiry and/ or strategies for improving learning and the learning process.

1.1.3. Bloom's Taxonomy

1.1.3.1. Applying stage: Students will use information in a new (but similar) way by locating the required information on a map.

1.1.3.2. Prerequisites

1.1.3.2.1. Students will have to know or have some knowledge of what the Provinces, Territories, and Capital Cities are in Canada.

1.2. Prerequisites

1.2.1. Review

1.2.1.1. Together as a Class, we will review what the Provinces, Territories, and Capital Cities are in Canada.

1.2.2. Goals

1.2.2.1. Students will be able to identify Canada's provinces, territories and capital cities on a map.

1.2.3. Set content

1.2.3.1. What are the Provinces, Territories, and Capital Cities are in Canada.

1.3. Resources

1.3.1. Materials

1.3.1.1. 1 Computer per student

1.3.1.2. Google Maps

1.3.1.3. Internet

1.3.2. People

1.3.2.1. Educator

1.3.2.2. Students

1.3.3. Facilities

1.3.3.1. Computer Lab

1.4. Notes

1.4.1. Lesson or Series Title

1.4.1.1. Locating Provinces, Territories, and Capital Cities in Canada using Google Maps

1.4.2. Goals of Each Lesson

1.4.2.1. Students will be able to identify what are and the location of the Provinces, Territories, and Capital Cities in Canada.

1.4.3. Objectives

1.4.3.1. KL-013 Locate provinces, territories, and capital cities on a map of Canada.

1.4.4. Reasoning

1.4.4.1. To familiarize students with Canada's geography.

1.4.4.2. Students will be able to gain knowledge on how to use Google Maps and file formats that you can add into the program.

1.4.5. Content

1.4.5.1. Provinces, Territories, and Capital Cities in Canada

1.4.6. Methods of Instruction

1.4.6.1. Together as a class, review the provinces, territories, and capital cities of Canada.

1.4.6.2. Have students create their own Google Maps identifying Canada's provinces, territories and capital cities.

1.4.6.2.1. Open Google Maps>Create a new map>Name the map "Provinces, Territories, and Capital Cities in Canada"> Rename Layer 1 to "Provinces and Territories in Canada">With Google search for "Provinces in Canada kmz file"> click the link to download the file "Canadian Lands.kmz">Import that file on Layer 1>you will now have your first layer of Provinces and Territories in Canada on your Map.

1.4.6.2.2. Create a new Layer>Rename the layer "Capital Cities in Canada" >With Google search for "Capital Cities in Canada Kmz"> click the link to download the file "Canadian_capitals.kmz">Import that file on Layer 2>you will now have your second layer of Capital Cities in Canada on your Map.

1.4.7. Methods of Evaluation

1.4.7.1. Ask students to send the link of their map, so that I can evaluate their work. I will use a rubric for the grading.

1.4.8. https://www.google.com/maps/d/edit?hl=en&mid=1iY8SAApPF4-4LsX3nPn7YPI8wVmO0Qla&ll=53.91956091509251%2C-93.884838&z=4

2. Collaborative Document Lesson Plan

2.1. Objectives

2.1.1. From Manitoba Curriculum

2.1.1.1. Grade 10 Essential Mathematics

2.1.1.1.1. GLO

2.1.1.1.2. SLO

2.1.2. From ICT Curriculum

2.1.2.1. Cognitive Domain

2.1.2.1.1. C-1.2 Collaborates with teacher to select audience for sharing information, ideas and/or work.

2.1.2.2. Affective Domain

2.1.2.2.1. P-1.2 Participates in establishing criteria for own work.

2.1.3. Bloom's Taxonomy

2.1.3.1. Stages

2.1.3.1.1. Remembering: Students will be able to recall, and recognize how to do the work from following along with the examples provided.

2.1.3.1.2. Understanding: Students will be able to explain what the difference and how to calculate regular hours worked and overtime hours worked.

2.1.3.2. Prerequisites

2.1.3.2.1. Students will be reminded of how to calculate time and a half, regular hours, and overtime hours.

2.1.3.2.2. As a class we will go over google docs, and how you make it shareable so that you can create a collaborative document.

2.2. Prerequisites

2.2.1. Review

2.2.1.1. I will give a brief explanation of each aspect of Canadian parliament and democracy before this lesson.

2.2.1.1.1. Students will be reminded of how to calculate time and a half, regular hours, and overtime hours.

2.2.1.2. As a class we will go over google docs, and how you make it shareable so that you can create a collaborative document.

2.2.2. Goals

2.2.2.1. To develop an understanding of employment earnings; calculation of regular hours and overtime hours worked.

2.2.3. Set Content

2.2.3.1. Students will be able to create a collaborative document with google docs. They will understand how to calculate regular hours worked and overtime hours worked.

2.3. Resources

2.3.1. Materials

2.3.1.1. One computer per student

2.3.1.2. Google Docs

2.3.2. People

2.3.2.1. Teachers

2.3.2.2. Students

2.3.3. Facilities

2.3.3.1. Computer lab

2.4. Notes

2.4.1. Lesson or Series Title

2.4.1.1. Essentials Math - Calculating regular hours and overtime hours worked.

2.4.2. Goals of Each Lesson

2.4.2.1. To understand the calculations of regular hours worked and overtime hours worked.

2.4.3. Objectives

2.4.3.1. 10E1.P.1. Demonstrate an understanding of calculations for gross pay and net pay earned through income sources; Regular and overtime hours

2.4.4. Reasoning

2.4.4.1. To develop an understanding of the calculations of regular hours and overtime hours worked.

2.4.5. Content

2.4.5.1. Students will make a collaborative document with google docs. They will follow examples of how to calculate regular and overtime hours worked. They will work through new questions collaboratively. They will understand how to calculate regular and overtime hours worked.

2.4.6. Methods of Instruction

2.4.6.1. In this Collaborative document, we will learn how to calculate hourly rate and overtime rate. As a class we will change the hourly rates and time worked, so that everyone has a chance to workout the answer.

2.4.7. Methods of Evaluation

2.4.7.1. Students' contributions to collaborative Google Doc.

3. Podcasts Lesson Plan

3.1. Objectives

3.1.1. From Manitoba Curriculum

3.1.1.1. Grade 3 Indigenous Education

3.1.1.1.1. GLO

3.1.2. From ICT Continuum

3.1.2.1. Cognitive Domain

3.1.2.1.1. R-1.1 participates in teacher-guided conferences to reflect on learning and the learning process

3.1.2.2. Affective Domain

3.1.2.2.1. P-1.1 uses given criteria to produce work

3.1.3. Bloom's Taxonomy

3.1.3.1. Stages

3.1.3.1.1. Remembering: Students will be able to remember how to say the numbers and words in the ojibway language

3.1.3.1.2. Understanding: Students will be able to interpret the language in both English and Ojibway.

3.1.3.1.3. Creating: Students will be able to create their own podcast in the Ojibway language.

3.1.3.2. Prerequisites

3.1.3.2.1. Students will already know how to pronounce each letters sound in Ojibway.

3.2. Prerequisites

3.2.1. Review

3.2.1.1. As a class we will go over the numbers and words in Ojibway. We will also search for other podcasts so that the students can have an idea of how to create one.

3.2.2. Goals

3.2.2.1. Students will be able to say everyday greetings and count up to 10 in Ojibway.

3.2.2.2. Students will be able to explain various interpretations of the same text.

3.2.3. Set Context

3.2.3.1. Students will be able to create a podcast with the help of the educator. They will be able to count and say everyday greetings in the Ojibway language.

3.3. Resources

3.3.1. Materials

3.3.1.1. Ipads for the students to listen to and to create the podcast

3.3.1.2. Internet and Wifi

3.3.1.3. Anchor Application

3.3.2. People

3.3.2.1. Teachers

3.3.2.2. Students

3.3.3. Facilities

3.3.3.1. Computer lab/Classroom

3.4. Notes

3.4.1. Lesson or Series Title

3.4.1.1. Indigenous Education - Learning every day greetings and counting in the Ojibway Language

3.4.2. Goals of Each Lesson

3.4.2.1. To be able to speak in the Ojibway language

3.4.3. Objectives

3.4.3.1. 2.2.1 Experience Various Texts - Experience texts from a variety of forms and genres and cultural traditions; explain various interpretations of the same text.

3.4.3.1.1. 2.1.1: A-4 Cognitive Strategies - Language and Cultural Learning - Repeat words or phrases in performing a language task

3.4.4. Reasoning

3.4.4.1. To implement and recreate the lost Ojibway language within the students

3.4.5. Content

3.4.5.1. Students will be able to create a podcast with the help of the educator. They will be able to count and say everyday greetings in the Ojibway language.

3.4.6. Methods of Instruction

3.4.6.1. Students will listen to the podcast of how to speak the every day greetings and count in the Ojibway language

3.4.6.2. As a class the students will say the every day greetings and count in Ojibway out loud

3.4.6.3. In groups of 4, the students will their own podcast in the Ojibway Language with the help of the Educator.

3.4.7. Methods of Evaluation

3.4.7.1. Rubric - Students will be evaluated on their comprehension of the text, as displayed in their podcasts.

3.4.8. https://anchor.fm/slh/embed/episodes/Ojibway---Podcast-e3rmsu/a-adq52p

4. Videocasts Lesson Plan

4.1. Objectives

4.1.1. From Manitoba Curriculum

4.1.1.1. Grade 10 Physical Education/Health Education

4.1.1.1.1. GLO

4.1.1.1.2. SLO

4.1.2. From ICT Continuum

4.1.2.1. Cognitive Domain

4.1.2.1.1. P-1.1 uses given criteria to produce work

4.1.2.2. Affective Domain

4.1.2.2.1. R-1.1 Participates in teacher-guided conferences to reflect on learning and the learning process

4.1.3. Bloom's Taxonomy

4.1.3.1. Remembering: Students will be able to recall and identify how to do the warm-up and cool-down stretches.

4.1.3.2. Understanding: Students will be able to describe and explain the steps of how to do each exercise.

4.1.3.3. Applying: Students will be able to apply the warm-up and cool-down stretches to their every day life activities.

4.1.3.4. Prerequitites

4.1.3.4.1. Students will be reminded of the benefits to stretching. They will also be reminded of how to do each stretching exercise.

4.2. Prerequisites

4.2.1. Review

4.2.1.1. I will ask the students if they had ever done any stretches. Do they know why its important to stretch.

4.2.1.2. As a class, we will go over the benefits to stretching.

4.2.2. Goals

4.2.2.1. Students will understand the importance of doing warm-up and cool-down stretches. They will know how to do the warm-up and cool-down stretches.

4.2.3. Set Content

4.2.3.1. Design and implement effective warm-up and cool-down routines before doing physical activities.

4.3. Resources

4.3.1. Materials

4.3.1.1. Gymnasium

4.3.1.2. Projector for the video

4.3.1.3. Projection screen

4.3.2. People

4.3.2.1. Instructor

4.3.2.2. Students

4.3.3. Facilities

4.3.3.1. Gymnasium

4.4. Notes

4.4.1. Lesson or Series Title

4.4.1.1. Physical Education/Health Education: Design and Implement effective warm-up and cool-down routines before physical activities

4.4.2. Goals of Each Lesson

4.4.2.1. Students will understand the importance of doing warm-up and cool-down stretches. They will know how to do the warm-up and cool-down stretches.

4.4.3. Objectives

4.4.3.1. K.2.S.2.C.3 - Fitness Management - Design and implement effective warm-up and cool-down routines for specific individual/dual-type physical activities

4.4.4. Reasoning

4.4.4.1. To implement the benefits of stretching before and after physical activities. Providing videos for the students to follow of how to do warm-up and cool-down stretches.

4.4.5. Content

4.4.5.1. Design and implement effective warm-up and cool-down routines before doing physical activities.

4.4.6. Methods of Instruction

4.4.6.1. They will follow along with the videos provided. Also provided is the steps written on google docs.

4.4.7. Methods of Evaluation

4.4.7.1. Rubric: They will be graded on participation .

4.4.8. Copy of April 25, 2019