lesson Plans

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lesson Plans by Mind Map: lesson Plans

1. Video

1.1. Topic

1.1.1. grade 2 MB Curriculum

1.2. Objective

1.3. resources

1.3.1. computer account Permission parental approval School approval Goggle account permission

1.3.2. video equipment camera Microphone tripod Editing software

1.3.3. computer Editing software

1.4. Notes

1.4.1. Method Instruction Direct instruction Discovery learning

1.4.2. Assessment Diagnostic Formative Summative

2. Podcast

2.1. Topic

2.1.1. grade 2 social studies Mb curriculum

2.2. Objective

2.2.1. skills

2.3. Recourse

2.3.1. computor compture account permission

2.3.2. internet Vocaroo

2.3.3. microphone

2.3.4. speakers -headphones

2.4. Notes

2.4.1. method instruction direct intorsion

2.4.2. assentment formative

3. Maps

3.1. Topic

3.1.1. Grade 2 Social studies Manitoba curriculum

3.2. Objective

3.2.1. skill

3.3. Resources

3.3.1. computer computer account permission internet

3.3.2. white board marker

3.3.3. goggle maps

3.4. Notes

3.4.1. methode instruction direct instruction

3.4.2. assessments summative

4. Collaboration

4.1. Topic

4.1.1. DOCUMENT COMPONENTS Core Concept As illustrated in the preceding Conceptual Map, the core concept of citizenship provides a focus for social studies learning at all grades. Citizenship knowledge, values, and skills learning outcomes are included in each grade. (See page 6.) Diverse Perspectives The concept of diversity is integrated throughout the social studies curriculum. Knowledge and values learning outcomes are inclusive of diverse perspectives, and encourage critical consideration of differing viewpoints as students engage in purposeful dialogue with others. General and Specific Learning Outcomes This document contains both general and specific learning outcomes. The general learning outcomes are broad statements that provide a conceptual structure for social studies, and are the basis for the specific learning outcomes in each grade. Specific learning outcomes are statements that describe the skills, knowledge, and values that students are expected to achieve in each grade. These three types of specific learning outcomes are interdependent and are intended to be integrated throughout the social studies learning process. The six general learning outcomes (see page 9), which are the basis for the specific learning outcomes in each grade, are: • Identity, Culture, and Community: Students will explore concepts of identity, culture, and community in relation to individuals, societies, and nations. • The Land: Places and People: Students will explore the dynamic relationships of people with the land, places, and environments. • Historical Connections: Students will explore how people, events, and ideas of the past shape the present and influence the future. • Global Interdependence: Students will explore the global interdependence of people, communities, societies, nations, and environments. • Power and Authority: Students will explore the processes and structures of power and authority, and their implications for individuals, relationships, communities, and nations. • Economics and Resources: Students will explore the distribution of resources and wealth in relation to individuals, communities, and nations. Skills Learning Outcomes Social studies involves the development of discipline-related skills, including inquiry and research skills and methods, historical thinking, and geographic thinking. Social studies provides students with opportunities to refine the skills and competencies developed in other subject areas, such as skills in communication and media literacy, collaboration and cooperation, critical and creative thinking, problem solving, and decision making. As students apply these skills to complex social studies problems that may or may not have solutions, they develop competencies integral to active democratic citizenship. Overview 3 GRADE 35 3 Overview GRADE Skills learning outcomes (see page 12) are organized into four categories: • Skills for Active Democratic Citizenship • Skills for Managing Information and Ideas • Critical and Creative Thinking Skills • Communication Skills In this document, a list of grade-specific skills appears at the beginning of the grade description. The skills are also integrated in each learning activity in every grade. A continuum of social studies skills for Kindergarten to Grade 4 is found in Appendix E. Knowledge and Values Learning Outcomes Knowledge learning outcomes and values learning outcomes are intended to complement one another. Both are presented under each of the six general learning outcomes at the beginning of a grade, and are also grouped according to essential ideas within the learning experiences. Distinctive Learning Outcomes Some specific learning outcomes are designated as distinctive learning outcomes for Aboriginal (First Nations, Inuit, and Métis) or francophone students. Distinctive learning outcomes complement the specific learning outcomes. They are intended to enhance the development of language, identity, culture, and community for Aboriginal and francophone students. • Distinctive learning outcomes for Aboriginal students are intended for First Nations, Inuit, or Métis students in educational settings that include locally controlled First Nations schools, or settings where there are Aboriginal students, and where the school or school division has agreed that the distinctive learning outcomes be addressed. It is advisable that teachers selected to address the distinctive learning outcomes have a background in Aboriginal culture. • Distinctive learning outcomes for francophone students are intended for students enrolled in schools where francophone programming has been developed within the context of Section 23 of the Charter of Rights and Freedoms. DOCUMENT STRUCTURE Each grade from Kindergarten to Grade 4 contains the following components: • Grade Overview: A brief description of the content and focus of a given grade is presented in the grade overview. • Cluster Descriptions: The knowledge and values learning outcomes are organized into thematic groups referred to as clusters. The focus of each cluster is briefly described in the cluster descriptor. • Specific Learning Outcomes: Skills, knowledge, and values specific learning outcomes are presented in the following order: — Skills: The skills learning outcomes are organized in four categories, and intended to be integrated through each cluster. 36 — Knowledge and Values: The knowledge and values specific learning outcomes are presented under the Core Concept: Citizenship, and under each of the six general learning outcomes. — Cluster/Learning Experiences Overview: The knowledge and values learning outcomes within each cluster have been divided into smaller groups of related outcomes, referred to as learning experiences. The overview page presents each learning experience with the related knowledge and values learning outcomes. • Learning Experiences: Each learning experience provides a series of activating, acquiring, and applying strategies to address related knowledge and values learning outcomes, and contains the following components: — Skills Progress Chart (teacher tracking tool) — Student Portfolio Tracking Chart (student tool) — Engaging Students in the Cluster (strategies to activate the cluster) — Skills Set (an icon indicating the skills targeted in the learning activity) — Suggested Student Portfolio Selections (an icon indicating that a strategy may result in the creation of products, processes, or performances for inclusion in student portfolios) — Knowledge and Values Learning Outcomes (targeted outcomes) — Description of the Learning Experience — Vocabulary List — Connecting and Reflecting (end-of-cluster summative assessment activity) Overview 3

4.2. Objective

4.3. Recourse

4.4. Notes