1. Video
1.1. Topic
1.1.1. Grade 4 Visual Arts
1.1.1.1. MB Curriculum
1.2. Arts Objective
1.3. ICT Objectives
1.3.1. G-2.2
1.3.2. G-1.2
1.3.3. G-1.3
1.3.4. G-3.1
1.3.5. P-2.1
1.4. Resources
1.4.1. Video equipment
1.4.1.1. Camera
1.4.1.2. Microphone
1.4.1.3. Laptop
1.4.1.4. Smartboard
1.4.1.5. Editing software
1.4.2. Computers
1.4.2.1. Computer account
1.4.2.2. Google Docs
1.4.2.3. Video link
1.4.2.3.1. Reference List
1.5. Notes
1.5.1. Activating Strategy
1.5.1.1. Diagnostic assessment
1.5.1.1.1. Discussion of visual arts elements
1.5.2. Acquiring Strategy
1.5.2.1. Show video of examples of art elements and how to give definitions in Google Docs
1.5.3. Assessment
1.5.3.1. Diagnostic
1.5.3.1.1. Review definitions of visual arts elements
1.5.3.2. Formative
1.5.3.2.1. Google Doc class collaboration
1.5.3.3. Summative
1.5.3.3.1. Quiz - matching definitions
2. Podcast
2.1. Topic
2.1.1. Grade 6 Science
2.1.1.1. Exploring the Solar System
2.2. Objective
2.2.1. GLO: A1, A2, B2, C5
2.2.1.1. SLO: 6-4-07 Describe how the conception of the Earth and its position in space have been continuously questioned and how our understanding has evolved over time. Include: from a flat Earth, to an Earth-centred system, to a Sun-centred system
2.2.2. Prerequisites
2.2.2.1. Knowledge of how to use Google Docs
2.3. Resources
2.3.1. Smartboard
2.3.1.1. Youtube video
2.3.2. Laptops/Computers
2.3.2.1. Headphones
2.4. Notes
2.4.1. Activating Strategy
2.4.1.1. Video with discussion
2.4.2. Acquiring Stragegy
2.4.2.1. Podcast: Using the Internet to find Information for Assignments
2.4.2.2. Students will research humanity's understanding of Earth's place using 3 parameters
2.4.2.2.1. flat Earth
2.4.2.2.2. Earth-centred system
2.4.2.2.3. Sun-centred system
2.4.3. Applying Strategy
2.4.3.1. Students will give examples of good and bad information sources along the above 3 parameters, recording them in a Google Doc
2.4.4. Assessment
2.4.4.1. Formative: Google Doc created by student.
3. Maps
3.1. Topic
3.1.1. Grade 4 Visual Arts
3.1.1.1. First Nations Artists in Canada
3.1.1.2. MB Curriculum
3.1.2. Grade 4 Social Studies
3.1.2.1. MB Curriculum
3.2. Objectives
3.2.1. Visual Arts GLO A-L1
3.2.1.1. Arts Objective 2-4 A-L1.3
3.2.1.2. Arts Objective 2-4 A-L1.4
3.2.2. Visual Arts GLO A-U1
3.2.2.1. Arts Objective 2-4 A-U1.2
3.2.3. Social Studies GLO 4.1.1 Mapping
3.2.3.1. 4-KL-019 Locate the provinces, territories, and capital cities on a map of Canada
3.3. Prerequisites
3.4. Resources
3.4.1. Computers/laptops
3.4.2. Smartboard
3.4.3. Google Map: First Nations artists in Canada
3.5. Notes
3.5.1. Activating Strategy
3.5.1.1. Diagnostic assessment
3.5.2. Acquiring Strategy
3.5.2.1. Exploring Google Maps
3.5.3. Applying Strategy
4. Collaboration
4.1. Topic
4.1.1. Visual Arts
4.1.1.1. Canadian First Nations Artists
4.1.2. Literacy with ICT
4.1.2.1. Collaborating with Google Docs
4.1.3. ELA
4.1.3.1. Working in Groups
4.2. Objective
4.2.1. Arts Objective 2-4 A-L1.2
4.2.2. Arts Objective 2-4 A-L1.3
4.2.3. Arts Objective 3-4 A-U1.2
4.2.4. ELA Objective 5.2.1
4.2.5. ELA Objective 5.2.2
4.2.6. LwICT Continuum Q-2.1
4.2.7. LwICT Continuum G-1.1
4.2.8. LwICT Continuum G-2.1
4.2.9. LwICT Continuum G-3.1
4.3. Prerequisites
4.3.1. Pre-teach concepts of line, colour, texture, shape, form, and space with examples
4.3.2. Review Canadian map with provinces
4.3.3. Lesson on how to use Google Docs
4.4. Resources
4.4.1. Computers/Laptops
4.4.1.1. Canada
4.4.2. Wifi
4.4.2.1. Collaborative Visual Arts Jigsaw
4.5. Method of Instruction
4.5.1. Jigsaw activity
4.5.1.1. Create groups
4.5.1.1.1. Expert groups x 5
4.5.1.1.2. Home groups
4.5.1.2. Before activity
4.5.1.2.1. Brainstorm what good group work looks like and sounds like
4.5.1.3. Direct Activity
4.5.1.3.1. Explain to the students that they are going to participate in a jigsaw activity.
4.5.1.3.2. 1. Have groups share their learning with the class.
4.5.1.3.3. 2. Have the students discuss their group skills and reflect on their learning.
4.5.1.4. They will move from home groups to expert groups. Each expert group will research a specific Canadian area for First Nations artists, recording their findings on their fact sheets.
4.5.1.5. They will then return to their home group and share their information.
4.5.1.6. In the end, each home group will have information about many artists.
4.5.1.7. In their home group, they will fill in a map, with one sample artist per province. This will likely happen next class.
4.5.2. References
4.5.2.1. http://www.eworkshop.on.ca/edu/pdf/Mod36_lp_jigsaw.pdf
4.6. Assessment
4.6.1. 1. Have groups share their learning with the class.
4.6.2. 2. Have the students discuss their group skills and reflect on their learning.