1. Podcast Grade 5 Science: Cluster 4: Weather
1.1. Objectives
1.1.1. 5-4-01 Use appropriate vocabulary related to their investigations of weather. Include: weather; properties; volume; pressure; air masses; fronts; weather instrument; severe weather; forecast; accuracy; water cycle; climate; terms related to public weather reports, and cloud formations. 5-4-02 Describe how weather conditions may affect the activities of humans and other animals. 5-4-04 Recognize that warm and cold air masses are important components of weather, and describe what happens when these air masses meet along a front. 5-4-07 Identify and describe components of public weather reports from a variety of sources. 5-4-09 Provide examples of severe weather forecasts, and describe preparations for ensuring personal safety during severe weather and related natural disasters.
1.1.1.1. -Students will be able to indentify weather patterns and use proper vocabulary. -Students will record their own podcasts for the class. -Students will present their podcasts to the classroom.
1.2. Prerequisits
1.2.1. -Previous knowledge in weather terms highly suggested.
1.3. Resources
1.3.1. -Laptop -Paper -Pen/Pencil -Internet -Textbooks/Books (for research)
1.4. Notes
1.4.1. -Students will gather their information and record their podcasts, sharing with the classroom. -Students will work individually as the assignment is small.
2. Video Lesson Grade 5 Social Studies: Cluster 4: From British Colony to Confederation (1763-1867)
2.1. Objectives
2.1.1. 5.4.1 Early Immigration and the Impact of the Loyalists KI-011 Describe ways in which migration to another country or contact with other cultures may affect identities. KH-037 Give reasons for the migration of the United Empire Loyalists and describe their impact on Canada. 5.4.2 Sharing the Land KH-039 Describe the reasons for, main events of, and impact of the Selkirk Settlement of the Red River. 5.4.3 Conflict and Reform KI-013 Compare daily life in Canada East and Canada West. KH-038 Identify the causes, major events, and results of the War of 1812. 5.4.4 Negotiating Confederation KH-042 Describe the roles of individuals in building Canadian Confederation.
2.2. Prerequisits
2.2.1. Prior knowledge of events are not necessary as this project will work as an intro project as well as a unit end project.
2.3. Resources
2.3.1. -Laptop -Camera -Paper -Pencil/Pen -Internet -Textbook or books (for research) -YouTube access
2.4. Notes
2.4.1. -Students will pretend there are televisions in this time period (1763-1867) and they are news reporters. -Students will pick a major historical event in Canadian history in this time frame, research it, and make a news report based on the event they picked. -Depending on classroom size, students can work either in a group or independently.
3. Maps Grade 10 Science: Cluster 1: Dynamics of Ecosystems
3.1. Objectives
3.1.1. S2-1-02 Discuss factors that may disturb biochemical cycles. S2-1-04 Describe the carrying capacity of an ecosystem. S2-1-05 Investigate and discuss various limiting factors that influence population dynamics. S2-1-07 Describe potential consequences of introducing new species and species extinction on an ecosystem. S2-1-08 Observe and document a range of organisms that illustrate the biodiversity within a local or regional ecosystem. S2-1-09 Explain how the biodiversity of an ecosystem contributes to its sustainability.
3.1.1.1. -Students will be able to identify habitats/biomes, animals that live there and carrying capacity. -Students will be able to identify charactistics of the biomes in the area. -Students will display and share research.
3.2. Prerequisits
3.2.1. Previous teachings going into all outcomes is necessary. Project will best be used as the unit end project.
3.3. Resources
3.3.1. -Laptop -Printer -Paper -Pen/Pencil -Internet -Outdoor Shoes -Google Maps
3.4. Notes
3.4.1. -Ask students if they know about habitats and/or biomes and why each one serves a purpose. After a brief discussion, have the students break into groups (3-4 students would be best). -Explain to the students about how they are going to be looking for geocaches in different habitats. Explain that they will be recording their observations. -Hand students coordinates of geocaches, showing them how to pin that location onto their google map.
3.4.1.1. -Once their maps have the locations, have the students print them out in their groups and go to each location. If there is not enough supervisors, have the students start their presentation while waiting for everyone to finish. -Ensure students are properly dressed and go to each location. Have multiple geocaches in each location so the groups can each find their own. -Once the geocaches are located, discuss the area and brainstorm which animals would live there and why. -Do this with every location.