1. ------------------------------------- Lesson Title: Lesson Duration: --------------------------------------
2. Maps (Grade 4 SS)
2.1. Objectives
2.1.1. MB Curriculum
2.1.1.1. 4-KL-015 Describe the relative locations of Manitoba and Canada in the world using cardinal directions.
2.1.1.2. 4-KL-019 Locate the provinces, territories, and capital cities on a map of Canada.
2.1.2. ICT Continuum
2.1.2.1. P-2.1 uses a given format to demonstrate learning
2.1.2.2. P-3.2 self-assesses work in order to edit it based on feedback and according to established criteria, conventions, and/or standards
2.1.2.3. G-1.3 uses a variety of strategies for gathering information
2.1.2.4. G-3.1 Records data or makes notes on gathered information and ideas using given categories
2.2. Prerequisites
2.2.1. Introduction/Set
2.2.1.1. Direct Instruction
2.2.1.1.1. Evaluation
2.2.1.1.2. 1) students will be given a worksheet with numerous different questions
2.2.1.1.3. 2) students will be asked to use google maps to answer the questions.
2.2.1.1.4. 3) Students will be asked to find capital cities, record temperature, find facts, record how far they are from areas, etc.
2.2.1.1.5. When students have finished their sheet it will be handed in to be graded.
2.2.1.2. Begin by learning about the different provinces in Canada.
2.2.1.3. Review Provinces and Capital cities
2.2.1.4. Review important areas/aspects of provinces
2.2.1.5. Have students each create their own color coated map of Canada with provinces/territories and capital cities.
2.2.1.6. Teach and review google maps and how to navigate
2.2.1.7. Do some sample questions together as a class.
2.3. Resources
2.3.1. Applications
2.3.1.1. Google Maps
2.3.1.2. Google docs for making questions
2.3.2. People/Grouping
2.3.2.1. Students will be doing this activity individually.
2.3.2.2. This activity could be done in groups of 2-3 if needed. This would be if I felt that students weren't ready to do the task alone.
2.3.3. Material
2.3.3.1. Students will have had to learn about the provinces/territories and their capital cities prior to this lesson.
2.3.3.1.1. Students will have created their maps on paper or using technology by this point so would be allowed to use those as a resource to help them with this assignment.
2.3.3.2. Computer or tablet
2.3.3.3. Question sheet and pencil for recording answers.
2.4. Notes
2.4.1. Lesson
2.4.1.1. What are the different provinces and territories in Canada?
2.4.1.1.1. What are their capital cities?
2.4.1.2. What are some interesting facts about these places?
2.4.1.2.1. What new facts did you learn? What did you already know?
2.4.1.3. What kind of weather are we seeing in this part of the country at this time?
2.4.1.4. How many km are you from a certain destination?
2.4.2. Method of Instruction
2.4.2.1. Verbal instruction will be given at the time of the assignment
2.4.2.2. Prior to the lesson students will have had numerous instructions on the social studies theme being taught (provinces/territories and capital cities)
2.4.2.3. Examples will be given prior to this lesson and group work will be done together to get students familiar with google maps and with the content that the lesson is teaching.
2.4.3. Summary
2.4.3.1. Extensions
2.4.3.1.1. Students can be asked about countries outside of Canada.
2.4.3.1.2. Students can be asked to create their own questions based off of Canada.
2.4.3.1.3. Students can begin to explore other cities and towns of the different provinces and territories.
2.4.3.1.4. Students can be given questions about the main bodies of water in Canada.
2.4.3.2. Students should have a good understanding of the different provinces and territories and where in Canada they are. They should also be aware of the capital cities and eventually bodies of water.
2.5. Example
2.5.1. Map
2.5.1.1. https://www.google.com/maps/d/u/0/edit?hl=en&mid=1azpT4mNuxM_-uWkBFO4NMHuRjO9kv0p4&ll=48.0190808982131%2C-110.12368999999998&z=5
2.5.2. Question sheet
2.5.2.1. Google Docs - create and edit documents online, for free.
3. Collaboration (Math - Grade one)
3.1. Objectives
3.1.1. Manitoba Curriculum
3.1.1.1. Problem Solving (Numbers) - Grade one
3.1.1.1.1. 1.N.5. Compare and order sets containing up to 20 elements to solve problems using referents, one-to-one correspondence [C, CN, ME, PS, R. V]
3.1.1.1.2. 1.N.6. Estimate quantities to 20 by using referents. [C, ME, PS, R, V]
3.1.1.1.3. 1.N.10. Describe and use mental mathematics strategies, including counting on, counting back, using one more, one less, making 10, starting from known doubles, using addition to subtract to determine the basic addition and related subtraction facts to 18. [C, CN, ME, PS, R, V]
3.1.2. ICT Continuum
3.1.2.1. Q-1.1 recalls and/or records prior knowledge; constructs questions with assistance
3.1.2.2. C-2.1 shares information, ideas, and/or work (without actively seeking descriptive feedback)
3.2. Prerequisites
3.2.1. Introduction/Set
3.2.1.1. Direct Instruction
3.2.1.1.1. Evaluation
3.2.1.1.2. I will have a google doc form created and on this document will be various different problem solving questions. Every day students will get 1-3 different problems that they will solve in small groups or as a whole class, working collaboratively to come up with the answers.
3.2.1.2. Create some problems.
3.2.1.3. Review good problem solving strategies.
3.2.1.4. Practice problem solving as a class.
3.2.1.5. Goals
3.2.1.5.1. Have students get creative with problem solving.
3.2.1.5.2. Give students a chance to create a problem of their own.
3.2.1.5.3. Assist students to create confidence with problem solving.
3.2.1.5.4. Have students work together in a respectful manner.
3.3. Resources
3.3.1. Applications
3.3.1.1. Smartboard
3.3.1.2. Mindmeister
3.3.1.3. Google Docs
3.3.1.4. Manitoba Curriculum
3.3.1.5. ICT continuum
3.3.2. People
3.3.2.1. Students will solve problems in small groups or as a whole class.
3.3.3. Materials
3.3.3.1. Paper
3.3.3.2. Pencil
3.3.3.3. Smartboard
3.4. Notes
3.4.1. Lesson
3.4.1.1. How can we solve problems?
3.4.1.2. Are there different methods to problem solving?
3.4.1.3. How can we create our own problems? How can we use what we know?
3.4.1.4. How can we work together to be successful and solve problems?
3.4.2. Method of Instruction
3.4.2.1. Spend some time going over different problem solving strategies. Discuss good teamwork skills and split classroom into small groups so they can work together to solve the problems of the day OR work together with the entire class to solve the problems. Will rotate between groups and whole class.
3.4.3. Summary
3.4.3.1. If students are in a group solving the problems that day, they will be asked to hand in a sheet with the answer and how they solved it. All group members need to have their name on the sheet. If the problems that day were done as a whole class, students will be expected to write their work on paper and hand it in.
4. Video (Grade two math game)
4.1. Objectives
4.1.1. Manitoba Curriculum
4.1.1.1. 2.N.9. Demonstrate an understanding of addition (limited to 1- and 2-digit numerals) with answers to 100 and the corresponding subtraction by using personal strategies for adding and subtracting with and without the support of manipulatives, creating and solving problems that involve addition and subtraction, explaining that the order in which numbers are added does not affect the sum, explaining that the order in which numbers are subtracted may affect the difference [C, CN, ME, PS, R, V]
4.1.1.2. 2.N.10. Apply mental mathematics strategies, including using doubles, making 10, using one more, one less, using two more, two less, building on a known double, using addition for subtraction to develop recall of basic addition facts to 18 and related subtraction facts. [C, CN, ME, R, V]
4.1.2. ICT Continuum
4.1.2.1. P-2.1 uses a given format to demonstrate learning
4.1.2.2. P-3.2 self-assesses work in order to edit it based on feedback and according to established criteria, conventions, and/or standards
4.2. Prerequisites
4.2.1. Introduction/Set
4.2.1.1. Direct Instruction
4.2.1.1.1. Evaluation
4.2.1.1.2. Students will be grouped in pairs and each pair will be given three dice (one with numbers 0-5, one with 1-20, and a dice with addition and subtraction signs on it). Each student will have their own recording sheet. One partner will roll all three dice and the other partner will have to solve the equation that was rolled and record it on their recording sheet. Players will continue to take turns rolling and recording for the class period.
4.2.1.2. Review what we know about mental math and numbers.
4.2.1.3. Review mental math strategies
4.2.1.4. Review addition and subtraction strategies
4.2.1.5. Watch a video on addition and subtraction
4.3. Resources
4.3.1. Applications
4.3.1.1. Use the Youtube Video I created to demonstrate the activity
4.3.2. People
4.3.2.1. Students will watch the recorded lesson together.
4.3.2.2. Students will work in pairs to do the activity.
4.3.3. Materials
4.3.3.1. 3 dice
4.3.3.2. Recording sheet
4.3.3.3. Pencil
4.3.3.4. Eraser
4.4. Notes
4.4.1. Lesson
4.4.1.1. How can we use mental math to solve problems?
4.4.1.2. What knowledge can we use to solve addition and subtraction problems?
4.4.1.3. Can we correctly record addition and subtraction problems?
4.4.2. Method of Instruction
4.4.2.1. Audio/visual - students will watch my video explaining the activity and doing a short demonstration.
4.4.3. Summary
4.4.3.1. Students will work in pairs to do this addition and subtraction activity after watching a short video explaining the activity and demonstrating how it is done. Students will have to remember the important things about adding and subtracting and they will be asked to record their problems on a recording sheet.
4.4.4. Video Lesson
4.4.4.1. <iframe width="560" height="315" src="Video Math Lesson - YouTube" frameborder="0" allow="accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture" allowfullscreen></iframe>
5. Podcast (Grade 5 ELA)
5.1. Objectives
5.1.1. Manitoba Curriculum
5.1.1.1. Language as sense making
5.1.1.1.1. Elements
5.1.1.1.2. Grade Band Descriptors
5.1.1.2. Language as a system
5.1.1.2.1. Elements
5.1.1.2.2. Grade Band Descriptors
5.1.1.3. Language as exploration and design
5.1.1.3.1. Elements
5.1.1.3.2. Grade Band Descriptors
5.1.2. ICT continuum
5.1.2.1. G-2.4 evaluates information and sources to determine context, perspective, bias, and/or motive
5.1.2.2. P-2.1 uses a given format to demonstrate learning
5.1.2.3. P-3.1 edits work based on feedback from teacher and/or peers, according to established criteria, conventions, and/or standards
5.1.2.4. C-2.4 shares revised work, as needed, to obtain additional descriptive feedback, and makes further revisions
5.2. Prerequisites
5.2.1. Introduction/Set
5.2.1.1. Direct Instruction
5.2.1.1.1. Evaluation
5.2.1.1.2. I will create a podcast that has lesson instructions and part of the lesson. The idea of this lesson is that students will be creating a different ending to a common fairytale. In my podcast I will briefly explain what is expected of them and what they will be doing and then I will also read the beginning of the book. I will leave out the ending and students will be expected to be creative and think of a different ending. Students will write out their endings and will have the opportunity to use a podcast platform to voice record the ending that they have created for the story as well.
5.2.1.2. Read the book with the students prior to doing this lesson.
5.2.1.3. Refresh memories on writing, grammar and punctuation.
5.2.1.4. Introduce students to the lesson with the podcast.
5.3. Resources
5.3.1. Applications
5.3.1.1. Synth
5.3.1.2. MindMeister
5.3.1.3. Google
5.3.2. People
5.3.2.1. Students will each create their own ending to the story. This will be an individual project.
5.3.3. Materials
5.3.3.1. pencil
5.3.3.2. paper
5.3.3.3. Little Red Riding Hood book
5.3.3.4. Computer/tablet for recording
5.4. Notes
5.4.1. Lesson
5.4.1.1. If you could change the ending of this story, how would it go?
5.4.1.2. How can we use what we know to write a different ending?
5.4.1.3. What can we use to help us write?
5.4.1.4. How can we be creative?
5.4.2. Method of Instruction
5.4.2.1. Students will listen to the podcast that I create. They will have already heard the full story prior to this lesson. During the podcast they will only be hearing the beginning of the story and they will be asked to create a different ending. After writing out the ending they will get an opportunity to make their ending into a podcast.
5.4.2.2. Orally- through the podcast.
5.4.3. Summary
5.4.3.1. Students are creating their own ending on paper and then making their own short podcast speaking their ending.
5.4.4. PODCAST LESSON
5.4.4.1. frameBorder="0" src="Synth" webkitallowfullscreen="true" mozallowfullscreen="true" allowfullscreen>