1. Podcast Lesson Plan
1.1. Objectives
1.1.1. MB ELA Curriculum Framework
1.1.1.1. Grade 6-8 Grade Band Descriptors
1.1.1.1.1. Learners are exploring multiple perspectives, points of view, and interpretation
1.1.2. Literacy with ICT and Inquiry Processes Across the Curriculum
1.1.2.1. ELA: Inquiry Process
1.1.2.1.1. 3.1 Plan and Focus
1.1.2.1.2. 4.4 Present and Share
1.1.2.1.3. 5.2 Encourage, Support, and Work with Others
1.1.3. Objective
1.1.3.1. Each group will be making a podcast that involves an interview with a member of the community. The group will be responsible for conducting their interview, all recording, and editing of their podcast.
1.1.4. Grade
1.1.4.1. Grade 6 - ELA
1.2. Resources
1.2.1. Required Resources
1.2.1.1. Device for student to record audio on
1.2.1.2. Device for student to preform research on
1.2.1.3. Device to email and connect with community members to interview
1.2.1.4. Device for students to edit and upload their podcast with
1.3. Pre Req
1.3.1. Review
1.3.1.1. ICT Skills to Review:
1.3.1.1.1. Audio Recording
1.3.1.1.2. Audio Editing
1.3.2. Goals
1.3.2.1. Students will work collaboratively in small groups to produce a podcast. The podcast will be an interview with a member from the community. The goal is to get the class more involved in the community and to explore multiple community member's perspective. My hopes is that the students interview teachers, local politicians, local artists, indigenous leaders, coaches, and other community members that the students want to highlight.
1.3.2.2. To have students work collaboratively
1.3.2.3. To have students incorporate ICT into my ELA classroom
1.3.3. Set Context
1.3.3.1. Who in our community has made an impact in your life or in the community?
1.3.3.2. To connect the students with the community and build a stronger community through the project.
1.4. Notes
1.4.1. Delivery Method
1.4.1.1. Direct Instruction
1.4.1.1.1. Demonstrate for the students how to use the Anchor app to edit and create their podcasts.
1.4.1.1.2. Review all ICT skills the students will need for the project.
1.4.1.2. Guided Practice
1.4.1.2.1. As a class we will work our way through using Anchor. I will demonstrate skills and have the students follow along so they can learn the skills.
1.4.1.3. Independent Practice
1.4.1.3.1. Students will need to work independently in their groups to complete their podcasts.
1.4.2. Evaluation
1.4.2.1. Student's will be evaluated using a rubric on their completed podcast.
1.4.2.2. Each group will play their lesson for the class on the day it will be released to public.
1.4.3. Lesson Title
1.4.3.1. From our Classroom to the Community
1.4.3.1.1. A podcast that involves interviews with community members to build and grow a stronger community.
1.4.4. Goal of each Lesson
1.4.4.1. Lesson 1: Introduce to the class that we will be making podcasts as a class about the community. Brainstorm together who they think we should interview and what they would like to include in the podcast.
1.4.4.2. Lesson 2: Play the class my podcast example so they get an idea of what they are going to be creating. Create groups and begin brainstorming who they would like to interview
1.4.4.3. Lesson 3: Ensure the students have someone they would like to interview. Have the groups draft letters to who they are going to be interviewing.
1.4.4.4. Lesson 4: Arrange interviews for the students. They can be in person, on zoom, or over the phone.
1.4.4.5. Lesson 5 and beyond: Students will have a timeline to edit and finish their podcasts so we can start a weekly release schedule of our podcast.
2. Map Lesson Plan
2.1. Objectives
2.1.1. MB Social Studies Curriculum
2.1.1.1. 4-KL-020
2.1.1.1.1. Locate on a map and describe geographic features of Manitoba
2.1.1.2. 4-KL-025
2.1.1.2.1. Describe places of historic, cultural, or environmental significance in Manitoba.
2.1.2. Literacy with ICT and Inquiry Processes Across the Curriculum
2.1.2.1. Social Studies Skills
2.1.2.1.1. Produce to Show Understanding
2.1.2.1.2. Gather and Make Sense
2.1.3. Objective
2.1.3.1. Each student will create a map that highlights 5-10 geographic features, historic place, culturally significant place, or environmentally significant location on a google map of Manitoba. At each location, the student will create a short note (2-3 sentences) explaining why they included it on their map. Students could include lakes and rivers, landforms, vegetation, forests, parks, cities and towns, First Nations communities, their house, Lower Fort Garry, the Forks, musée de Saint-Boniface, Thunderbird House, provincial/national parks
2.1.4. Grade
2.1.4.1. Grade 4 - Social Studies
2.2. Resources
2.2.1. Required Resources
2.2.1.1. Each student will require a device to complete the lesson. Laptop or Chromebook.
2.2.1.2. Each student will need to be signed up for a gmail account which will be done prior to this class.
2.3. Pre Req
2.3.1. Review
2.3.1.1. Review all required ICT skills required for the students to complete the lesson
2.3.1.1.1. Google Maps
2.3.1.1.2. Google Classroom
2.3.2. Goals
2.3.2.1. Students will research and locate geographic features, historic places, culturally significant places, and environmentally significant locations in Manitoba. After they have found the locations they want to highlight, they will highlight them on a google map and create a note at each location explaining why they chose to use it. Each student will need to include 5-10 locations.
2.3.3. Set Context
2.3.3.1. Does Manitoba have any mountains? Lakes? Rivers?
2.3.3.2. Are there any places in Manitoba that are Historically or Culturally significant?
2.3.3.3. What places in Manitoba are significant to you?
2.4. Notes
2.4.1. Delivery Method
2.4.1.1. Direct Instruction
2.4.1.1.1. Explain that the class will be creating a map that highlights important places in Manitoba.
2.4.1.2. Guided Practice
2.4.1.2.1. Have each student log onto their google accounts and open up google maps. Model for the students how to locate their houses on google maps and how to create a note at a location. By modeling this and having the students follow along, they will learn all skills required to complete the lesson.
2.4.1.3. Independent Practice
2.4.1.3.1. Students will then research and locate the locations in Manitoba that they would like to highlight on their maps.
2.4.2. Evaluation
2.4.2.1. Students will be evaluated using a rubric on their completed maps
2.4.3. Lesson Title
2.4.3.1. Amazing Maps of Manitoba
2.4.4. Goal of Each Lesson
2.4.4.1. Lesson 1: Brainstorm as a class places that are important in Manitoba. Create a MindMap to record all of the classes ideas and post it in the Google Classroom. All students will be able to access this map to help them if they are having a hard time coming up with ideas.
2.4.4.2. Lesson 2: Model for the class how to locate a location on a map and create a note at that location. Students will follow along and find their homes on their map and create a note. Each student should have 1 of their locations completed by the end of the first lesson if they followed along.
2.4.4.3. Lesson 3 & 4: Students will have the next 2 classes to research and create their maps. Students
3. Video Lesson Plan
3.1. Objectives
3.1.1. MB Grade 12 Pre Calculus Curriculum
3.1.1.1. 12P.R.2.
3.1.1.1.1. Demonstrate an understanding of the effects of horizontal and vertical translations on the graphs of functions and their related equations
3.1.1.2. 12P.R.3.
3.1.1.2.1. Demonstrate an understanding of the effects of horizontal and vertical compressions and stretches on the graphs of functions and their related equations.
3.1.1.3. 12P.R.4
3.1.1.3.1. Apply translations, compressions, and stretches to the graphs and equations of functions.
3.1.2. Literacy with ICT and Inquiry Processes Across the Curriculum
3.1.2.1. Math - Problem Solving
3.1.2.1.1. Produce to Show Understanding
3.1.2.1.2. Communicate
3.1.3. Objective
3.1.3.1. Each student will create maps using Desmos to display an understanding of vertical and horizontal translations, vertical and horizontal compressions and stretches, and how to apply translations.
3.1.4. Grade
3.1.4.1. Grade 12 - Pre Calc
3.2. Resources
3.2.1. Required Resources
3.2.1.1. Each student will need a device to access Desmos and Google Classroom
3.2.1.1.1. Desmos | Graphing Calculator
3.2.1.1.2. Laptop
3.2.1.1.3. Chromebook
3.2.1.1.4. Cellphone
3.2.1.1.5. iPad / Tablet
3.3. Pre Req
3.3.1. Review
3.3.1.1. ICT Skills to Review
3.3.1.1.1. Demonstrate how to use Desmos and how to create and save graphs off the website.
3.3.1.1.2. Review with the class how to access and post things onto Google Classroom
3.3.1.2. Math to Review
3.3.1.2.1. The Effects of Horizontal and Vertical Translations
3.3.1.2.2. The Effects of Horizontal and Vertical Compressions and Stretches
3.3.1.2.3. How to apply translations, compressions, and stretches to graphs
3.3.2. Goals
3.3.2.1. Students will use their knowledge to create graphs displaying their understanding of translations, compressions, and stretches of graphs.
3.3.3. Set Context
3.3.3.1. How can we affect the shape of a basic graph?
3.3.3.1.1. Parabola
3.3.3.1.2. Radical
3.3.3.1.3. Absolute
3.3.3.2. How can you shift a graph vertically?
3.3.3.3. How can you move a graph horizontally?
3.3.3.4. How can you stretch a graph horizontally?
3.4. Notes
3.4.1. Delivery Method
3.4.1.1. Direct Instruction
3.4.1.1.1. I will have a tutorial video posted to the Google Classroom demonstrating how to use Desmos
3.4.1.2. Independent Practice
3.4.1.2.1. Students will need to create maps to display their understanding of translations, compressions, and stretches.
3.4.2. Evaluation
3.4.2.1. Students submitted graphs will be used to evaluate if the students are understanding the concept.
3.4.2.2. Student's submitted graphs will be evaluated using a rubric to assess if the student.
3.4.3. Lesson Title
3.4.3.1. Review of Translations, Compressions, and Stretches of Graphs
3.4.4. Goal of Each Lesson
3.4.4.1. Lesson 1: Students will be given time to watch the tutorial video posted in the Google Classroom. Then they will use the remainder of the class time to create their graphs.
3.4.4.2. Lesson 2: Students will have the class to complete the assignment. This is also an opportunity to ask any questions and clear any confusions up.