1. Collaborative Lesson Plan: Grade 7 Social Studies Concept Map
1.1. Objectives/Outcomes
1.1.1. From ICT Continuum
1.1.1.1. Cognitive Objectives
1.1.1.1.1. Q-2.1 follows a given plan for an inquiry
1.1.1.1.2. G-2.1 identifies relevant information from sources
1.1.1.1.3. C-1.1 shares information, ideas, and/or work with a teacher-defined audience
1.1.1.2. Affective Objectives
1.1.1.2.1. Respects the rights of others to have their own perspectives
1.1.2. Manitoba Grade 7 Social Studies Curriculum:
1.1.2.1. General Learning Outcome
1.1.2.1.1. The Land: Places and People: Students will explore the dynamic relationships of people with the land, places, and environments
1.1.2.2. Specific Learning Outcome
1.1.2.2.1. KL-019 - Identify factors that influence the movement of people around the world.
1.2. Prerequisites
1.2.1. Review
1.2.1.1. Discuss definitions
1.2.1.1.1. emigration vs. immigration
1.2.1.2. Ask key question and discuss as a class
1.2.1.2.1. Why do we think people choose or are forced to leave their own countries?
1.3. Required Resources
1.3.1. Student
1.3.1.1. Laptop/PC with web access
1.3.1.2. Social Studies notebook, pencil
1.3.2. Teacher
1.3.2.1. Manitoba Curriculum
1.3.2.2. Lesson Plan
1.3.2.3. Whiteboard/Smart Board
1.4. Notes
1.4.1. Lesson Title
1.4.1.1. Factors Influencing the Movement of Peoples
1.4.2. Lesson Objectives
1.4.2.1. 1. To determine, through research, the factors involved in the emigration of people across the globe.
1.4.2.2. 2. To work collaboratively within their groups, then as an entire class, to build a concept map that covers the major factors surrounding emigration.
1.4.2.3. 3. To become familiar and capable with creating and formatting a Mindmeister concept map.
1.4.3. Learning Plan
1.4.3.1. Activate
1.4.3.1.1. - Open up topic by asking students if they would ever leave Canada. If so, why?
1.4.3.1.2. - Ask why they think people living in other places might leave their home countries. Create a knowledge chart on the board to keep track of ideas.
1.4.3.1.3. - Review the 6 major factors outlined in the curriculum and have students copy them in their notebooks. Discuss the difference between push and pull factors.
1.4.3.1.4. - Show students the Mindmeister concept map that they will be contributing to and give them a tutorial on its use.
1.4.3.2. Acquire
1.4.3.2.1. - Split the class into groups of 3-5, assigning each group one of the major factors of emigration to research.
1.4.3.2.2. - Students will work in their group to research their topic, listing and explaining their findings on the concept map.
1.4.3.2.3. - Ensure that groups are recording the sources of their information, and that they are using a variety of online and library resources.
1.4.3.3. Apply
1.4.3.3.1. - Once each group has completed their section of the concept map, have them present their findings to the class using the Smart Board, describing the push and pull factors they discovered within their topic.
1.4.3.3.2. Review the assignment with the class, highlighting any factors that might have been missed or incorrect and discussing them as a group.
1.4.4. Cross-Curricular Connections
1.4.4.1. Mathematics
1.4.4.1.1. Stats & Probability: Have students study the number of emigrants from or immigrants to different countries to calculate ratios and probabilities.
1.4.4.2. ELA
1.4.4.2.1. Have students choose a book on the topic of global population movements and write a report or narrative piece on the topic.
1.4.4.3. Science
1.4.4.3.1. Students could study the environmental factors associated with emigration and the causes of it.
1.4.5. Assessment Plan
1.4.5.1. For
1.4.5.1.1. Review what students know about the topic before starting the assignment through class discussion/questions.
1.4.5.1.2. The teacher will be moving from group to group throughout the research/reporting process and reviewing their work.
1.4.5.2. As
1.4.5.2.1. Students will be able to view the work of the other groups throughout the collaborative concept map building process.
1.4.5.3. Of
1.4.5.3.1. Groups will be graded on the quality of their research and writing, as well as their use of the concept map and group cooperation.
2. Video Lesson Plan: Grade 8 Mathematics How-To Tutorial
2.1. Objectives/Outcomes
2.1.1. From ICT Continuum
2.1.1.1. Cognitive Objectives
2.1.1.1.1. Q-2.3 designs own plan for an inquiry
2.1.1.1.2. G-3.2 organizes gathered information using co-developed strategies
2.1.1.1.3. P-2.3 modifies or combines given formats to demonstrate learning
2.1.1.1.4. C-2.3 uses descriptive feedback to improve and/or revise work
2.1.1.2. Affective Objectives
2.1.1.2.1. considers the impact of sharing information (e.g., considers who will see the information, how will it be used, who will own it)
2.1.1.2.2. protects personal information (e.g., applies security tools, privacy settings, password management)
2.1.1.2.3. respects intellectual property rights of self and others
2.1.2. Manitoba Grade 8 Mathematics: Support Document for Teachers Mathematics | Manitoba Education
2.1.2.1. General Learning Outcome
2.1.2.1.1. Shape and Space: Measurement
2.1.2.2. Specific Learning Outcome
2.1.2.2.1. Develop and apply the Pythagorean theorem to solve problems.
2.2. Prerequisites
2.2.1. Review
2.2.1.1. Concepts learned so far during the year. Students will select from these for creating their tutorials.
2.2.1.2. Safe use of the internet and school computers.
2.3. Required Resources
2.3.1. Student
2.3.1.1. Laptop/PC with internet access
2.3.1.2. Math notebooks to look back on previous work for how-to video ideas.
2.3.2. Teacher
2.3.2.1. Lesson Plan
2.3.2.2. Smart Board/projector for showing tutorials and working as a group during brainstorming phase.
2.4. Notes
2.4.1. Lesson TItle
2.4.1.1. Math Concept How-to Tutorial
2.4.2. Lesson Objectives
2.4.2.1. 1. To select a math concept that has been covered during the year so far, which the student found challenging to learn.
2.4.2.2. 2. To create a how-to tutorial style video that teaches the math concept you found challenging.
2.4.2.3. 3. To gain experience using a screen recording software such as Techsmith Capture or Screencast-o-matic.
2.4.3. Learning Plan
2.4.3.1. Activate
2.4.3.1.1. - As a class we will look at some examples of how-to videos and brainstorm together what should be included in this type of tutorial.
2.4.3.1.2. - Show the class your sample how-to video as an exemplar.
2.4.3.1.3. - Provide students with a list of potential math concepts they may choose from to create tutorials for.
2.4.3.2. Acquire
2.4.3.2.1. - During a period where the class has computer access, go over how some of the various screen recording software works, and have them do some practice runs with Techsmith and Smoothdraw.
2.4.3.2.2. - Next, have students prepare their how-to plan of their chosen math concept.
2.4.3.3. Apply
2.4.3.3.1. - Students can complete the assignment at home or at school depending on access to the necessary technology supports.
2.4.3.3.2. - How-to videos can be shared with the teacher who will compile them into a collaborative resource online. The how-to videos could also be watched together as a class to showcase students work.
2.4.4. Assessment Plan
2.4.4.1. For
2.4.4.1.1. - The teacher will have opportunity to observe students working with the ICT aspects of this assignment during the practice period.
2.4.4.2. As
2.4.4.2.1. Students will have opportunity to view the work done by their peers, and potentially make use of it in their own learning.
2.4.4.3. Of
2.4.4.3.1. Videos will be submitted to the teacher for grading based on the math content of their how-to tutorials, as well as their use of the ICT software.
3. Podcast Lesson Plan: Grade 6 ELA Book Review
3.1. Objectives/Outcomes
3.1.1. From ICT Continuum
3.1.1.1. Cognitive Objectives
3.1.1.1.1. Q-1.3 identifies information needs and constructs complex questions (e.g., how, why, what if)
3.1.1.1.2. P-2.1 uses a given format to demonstrate learning
3.1.1.1.3. P-3.2 self-assesses work in order to edit it based on feedback and according to established criteria, conventions, and/or standards
3.1.1.1.4. C-2.3 uses descriptive feedback to improve and/or revise work
3.1.1.1.5. R-1.1 participates in teacher-guided conferences to reflect on learning and the learning process
3.1.1.2. Affective Objectives
3.1.1.2.1. Respects the rights of others to have their own perspectives - (e.g., recognizes there are many points of view to consider, considers and tries to understand opinions/ideas of others)
3.1.2. From English Language Arts Curriculum Framework:
3.1.2.1. Language as Sense Making
3.1.2.1.1. Be aware of and articulate the ways that one engages with text.
3.1.2.2. Language as System
3.1.2.2.1. Recognize, apply, and adapt rules and conventions
3.1.2.3. Language as Power and Agency
3.1.2.3.1. Recognize and analyze inequities, viewpoints, and bias in texts and ideas.
3.2. Prerequisites
3.2.1. Review
3.2.1.1. ICT aspect
3.2.1.1.1. - Go over the use of the Anchor podcasting application.
3.2.1.1.2. - Review how to edit and submit the audio file for when students have completed their assignment.
3.2.1.2. Book Review basics
3.2.1.2.1. - Discuss the components of a good book review.
3.2.1.2.2. - Show students your sample podcast book review.
3.3. Required Resources
3.3.1. Student
3.3.1.1. Laptop/PC with internet access
3.3.1.2. Chosen book to review
3.3.2. Teacher
3.3.2.1. Lesson Plan
3.4. Notes
3.4.1. Lesson TItle
3.4.1.1. Podcast Book Review
3.4.2. Lesson Objectives
3.4.2.1. 1. To explore a chosen work of fiction or non-fiction. Students should be asking deep and insightful questions about their books, looking within, about, and beyond what is on the pages.
3.4.2.2. 2. To create their own recorded book review that implements thoughtful analysis of the main components of the text and author.
3.4.2.3. 3. To build competency with the Anchor Podcasting program. using it to record, edit, and submit their podcast book reviews.
3.4.3. Learning Plan
3.4.3.1. Activate
3.4.3.1.1. - Explain to the students that they will be selecting a book to read and then recording a podcast style review on their chosen text using Anchor. Help with the book selection process during a library period.
3.4.3.1.2. - This lesson will extend over a period of weeks as students read through their chosen book and prepare for their review.
3.4.3.1.3. - Show students your sample podcast review as an exemplar of what you will be looking for and give a tutorial for using Anchor.
3.4.3.2. Acquire
3.4.3.2.1. - Students will read through their text, keeping a journal on the plot, major themes, settings, characters, insights or questions they have, etc.
3.4.3.2.2. - During this span of several weeks, spend occasional ELA periods discussing their texts and helping prompt students to think deeply and ask insightful questions about their book.
3.4.3.2.3. Provide several examples of other book review formats throughout this process. (eg. video, written, audio) to give students a broader view of this style of writing.
3.4.3.3. Apply
3.4.3.3.1. - Once they have completed reading their text and prepared a script for their review, students will take turns recording, editing and submitting their podcasts during computer lab/laptop time.
3.4.4. Assessment Plan
3.4.4.1. For
3.4.4.1.1. During the weeks that students are reading their books and preparing to write and record their reviews, the teacher will have opportunities to check in with students individually and in groups to see how they are progressing.
3.4.4.2. Of
3.4.4.2.1. Students will submit their recorded podcast reviews to be graded by the teacher based on content, craft, and presentation.
4. Maps Lesson Plan: Grade 10 Science Virtual Learning Tour
4.1. Objectives/Outcomes
4.1.1. From ICT Continuum
4.1.1.1. Cognitive Objectives
4.1.1.1.1. Q-2.2 adapts a given plan or co-constructs a plan for an inquiry
4.1.1.1.2. G-3.2 organizes gathered information using co-developed strategies
4.1.1.1.3. P-2.1 uses a given format to demonstrate learning
4.1.1.1.4. R-1.2 independently reflects on learning and the learning process
4.1.1.2. Affective Objectives
4.1.1.2.1. Respects intellectual property rights of self and others: Students will be expected to acknowledge any source material used in the creation of their Google Earth Projects.
4.1.2. Senior 2 Science: Manitoba Curriculum Framework of Outcomes
4.1.2.1. General Learning Outcomes
4.1.2.1.1. D5 - Understand the composition of the Earth’s atmosphere, hydrosphere, and lithosphere, as well as the processes involved within and among them.
4.1.2.1.2. E2 - Describe and appreciate how the natural and constructed world is made up of systems and how interactions take place within and among these systems.
4.1.2.2. Specific Learning Outcomes
4.1.2.2.1. S2-4-01 - Illustrate the composition and organization of the hydrosphere and the atmosphere. Include: salt water, fresh water, polar ice caps/glaciers, troposphere, stratosphere.
4.2. Prerequisites
4.2.1. Review prior knowledge
4.2.1.1. Subject
4.2.1.1.1. Discuss alpine glacial features that we have talked about in class up to now.
4.2.1.1.2. Set a hook by showing students some photos of different prominent glaciers around the world.
4.2.1.2. ICT
4.2.1.2.1. Give a brief Google Earth tutorial via SmartBoard or through a shared video link.
4.3. Required Resources
4.3.1. Student
4.3.1.1. Web access - Laptop/PC
4.3.1.2. Link to Google Earth Lesson
4.3.1.2.1. Alpine Glacial Features Tour
4.3.2. Teacher
4.3.2.1. Lesson Plan
4.3.2.2. Google Earth tutorial video
4.3.2.3. Assessment Rubric
4.4. Notes
4.4.1. Lesson TItle
4.4.1.1. Alpine Glacial Formations: Google Earth Tour
4.4.2. Lesson Objectives
4.4.2.1. 1. To examine, using Google Earth, real world examples of some of the features of alpine glaciers.
4.4.2.2. 2. To gain an understanding of the factors involved in the formation of alpine glaciers and their features.
4.4.2.3. 3. To build confidence in the use of Google Earth and it's "Projects" feature.
4.4.3. Learning Plan
4.4.3.1. Activate
4.4.3.1.1. - Introduce the lesson by discussing with the class what we have learned so far about glaciers.
4.4.3.1.2. - Show the Google Earth tutorial video and go over any questions students have about the application.
4.4.3.1.3. - Explain that you will be sending the students on a virtual tour of some alpine glaciers and share the link to the Google Earth Project you created.
4.4.3.2. Acquire
4.4.3.2.1. - Once students are online, they will follow your link and begin working their way through each location, reading the info provided and watching the video links for more in depth explanations of each glacial feature.
4.4.3.2.2. - Remind students to be recording information and diagrams/sketches on each glacial feature in their science journals.
4.4.3.3. Apply
4.4.3.3.1. - Once the class has completed their tours, explain that they will now be creating a Google Earth Project to submit to you for grading.
4.4.3.3.2. - Ask students to find examples *in Canada only, of each of the following glacial features: Cirque, Arete, Horn (pyramidal peak), medial moraine, and terminal moraine.
4.4.3.3.3. - Ask them to placemark each of these features on their Google Earth Project along with a brief definition of each, and share the link with you for grading.
4.4.4. Cross-Curricular Connections
4.4.4.1. Social Studies
4.4.4.1.1. Have students explore some of the social and economic impacts that melting glaciers are having on communities around the globe.
4.4.4.2. ELA
4.4.4.2.1. Students could write an informational report on glaciers and their features.
4.4.4.3. Mathematics
4.4.4.3.1. Have students measure and compare glacial features from around the world using Google Earth's measurement tools.
4.4.5. Assessment Plan
4.4.5.1. For
4.4.5.1.1. While students are working through the Google Earth Project tour, move around the room checking in with each of them to assess understanding of both the ICT aspects of the lesson as well as the science curriculum objectives.
4.4.5.2. As
4.4.5.2.1. Students will have the opportunity to assess their own learning as they use what they've practiced earlier in the class to work on creating their own Google Earth Project.
4.4.5.3. Of
4.4.5.3.1. Students will be assessed on the Google Earth Project they create. Assessment will cover both their use of the ICT platform as well as the evidence of their understanding of the concepts covered.