1. Podcast Lesson Plan (Grade 4 - Creating Art)
1.1. Notes
1.1.1. Assessment
1.1.1.1. As
1.1.1.1.1. Learners ask questions about their learning throughout the lesson.
1.1.1.2. For
1.1.1.2.1. Note idividual student's confussions or patterns of confussion in the class.
1.1.1.3. Of
1.1.1.3.1. Ensure each student can listen to media arts (Soundcoud Podcast) and use it to inspire and trigger ideas for their art creations. Ensure students are following the criteria of listening to the podcast audio recording to produce art work.
1.2. Objectives
1.2.1. MB K-12 Curriculum
1.2.1.1. K-8 VA-CR1.2 - Consider other art disciplines (media arts) to inspire and trigger ideas for art creation.
1.2.2. ICT Continuum
1.2.2.1. P-1.1 - Uses given criteria to produce work.
1.3. Prerequisites
1.3.1. Activate (5 Minutes)
1.3.1.1. I will start the lesson by asking the students if they know what an audio recording is. Depending on their answers I will state that an audio recording is where sound is recorded onto a electrical machine/device where records of sound can be kept.
1.3.2. Acquire (15 Minutes)
1.3.2.1. Next, I will dive into a mini lesson that audio recordings can be captured on different apps like Audacity or Vocaroo. I will explain that once recordered and editied (if wanted) you may upload audio recordings (also know as Podcasts) to different apps such as Soundcloud for the public to hear, or specific individuals if you choose to keep your account private. After the mini lesson on audio recordings/podcasts I will explain that we will be listening to a Podcast to create art.
1.3.3. Apply (25 Minutes)
1.3.3.1. The students task is to listen to the five minute podcast and use media arts (the Podcast) to inspire and trigger ideas for art creation. Using their student devices they will open Soundcloud and using a guest account search "jkr30mdk" where they will access the Podcast for this lesson. Once they have listened to the 5 minute podcast, they will create an art piece on paper based off their listening experience. Students may pause the podcast as they go taking time to reflect on whats being heard. Students also have the oppourtunity to replay the podcast if they need to listen to it again. Students must then use the story read to them to inspire their art piece. With a blank paper students will draw and colour a piece of art inspired by the podcast.
1.3.4. Prerequisites - Students must have knowledge on being able to open their laptops, login, be able to open Google and search.
1.4. Resources
1.4.1. Equipment
1.4.1.1. Student laptop/computer, headphones, paper, pencils, colouring pencils.
1.4.2. Web Access
1.4.2.1. Internet, Soundcloud
1.4.3. Accounts
1.4.3.1. Guest Soundcloud account
2. Videocast Lesson Plan (Grade 2 - Cluster 4 Air and Water in the Environment)
2.1. Notes
2.1.1. Assessment
2.1.1.1. As
2.1.1.1.1. Learners ask questions about their learning throughout the lesson.
2.1.1.2. For
2.1.1.2.1. Note idividual student's confussions or patterns of confussion in the class.
2.1.1.3. Of
2.1.1.3.1. Students must complete the Google Form self-teaching quiz which will give them a mark.
2.2. Objectives
2.2.1. MB K-12 Curriculum
2.2.1.1. 2-4-07 - Desccribe evidence of water changing state, and recognize that these changes are part of the water cycle.
2.2.2. ICT Continuum
2.2.2.1. G-3.1 - Records data or makes notes on gathered information and ideas using given categories.
2.3. Prerequisites
2.3.1. Activate (5 Minutes)
2.3.1.1. I will tell the students that we will be doing a fun lesson listening to a book and answering questions. I will then ask them what the water cycle is.
2.3.2. Acquire (20 Minutes)
2.3.2.1. I will explain that the water cycle is the process that water goes through our environment. I will then ask the students if they know what YouTube is and how to navigate it. After this, I will ask them how many educational books they have listened to on YouTube. I will then show they how to get to YouTube, how to use the search bar on YouTube to find channels, and how to watch specific videos.
2.3.3. Apply (20 Minutes)
2.3.3.1. They will be handed out the water cycle sheet. Their task is to get their student laptop/computer, open YouTube and go to the channel "jkr30mdk" to find the video they will be watching. As they watch the video they will be fill in the water cycle work sheet, taking note of what each stage looks like, to draw and colour in the boxes. They can pause and rewind the video as many times as needed to fill out the sheet. After they have finish their assignment they will hand it in then complete the 5 question google forms quiz to test their knowledge.
2.4. Resources
2.4.1. Equipment
2.4.1.1. Student laptop/computer, headphones, pencil, pencil crayons, science recording sheet, colouring pencils.
2.4.2. Web Access
2.4.2.1. Students need access to YouTube to watch the video provided for the assignment.
2.4.3. Accounts
2.4.3.1. Students will need a computer account that allows them to access YouTube.
3. Map Lesson Plan (Grade 2 - Our Local Communities)
3.1. Notes
3.1.1. Assessment
3.1.1.1. As
3.1.1.1.1. Learners ask questions about their learning throughout the lesson.
3.1.1.2. For
3.1.1.2.1. Note idividual student's confussions or patterns of confussion in the class.
3.1.1.3. Of
3.1.1.3.1. Ensure each student can locate their community on a map of Canada, can describe characteristics of their local community, and can record accurate data and takes notes about the place they have decided to research/explore.
3.2. Objectives
3.2.1. MB K-12 Curriculum
3.2.1.1. 2-KL-018 - Locate their local community on a map of Canada.
3.2.1.2. 2-KI-005 - Describe characteristics of their local communities.
3.2.2. ICT Continuum
3.2.2.1. G-3.1 - Records data or makes notes on gathered information and ideas using given categories.
3.3. Prerequisites
3.3.1. Activate (5 Minutes)
3.3.1.1. I will activate the students by asking them what country, province, and town we live in. Next, I will ask them if they have ever seen Google Maps before. We will zoom in from the Global view, to the Canadian Country view, to the Manitoba Province view, to then locate our community of The Pas on the map.
3.3.2. Acquire (20 Minutes)
3.3.2.1. With the help of Google Maps we will first freely explore our local community of The Pas. After a few minutes I will pull up the first layer that has major buildings pinned in our community. We will then talk about characterists of our community. I will then pull up the second layer on the map that has our houses pinned. I will describe that this is where we all live in our community. Next, I will deactivate the first and second layer to display only the third layer which will have my choosen place pinned. We will explore the address of my place and what is around my place. I will then activate my fourth layer which will show my pinned house with a line to show how far away it is from my choosen place.
3.3.3. Apply (20 Minutes)
3.3.3.1. Students will have access to their own laptop/computer. Students will apply what they have learned about characteristics of their local community on the map by researching/exploring one place on their own map. Students will expore Google Maps making notes of the address of their choosen place, what is around their choosen place, and how many blocks away their home is from their choosen place.
3.3.4. Prerequisites - Students must have knowledge on being able to open their laptops, login, be able to open Google and search.
3.4. Resources
3.4.1. Equipment
3.4.1.1. Smart Board, student laptops/computers, pencil, Social Studies notebooks
3.4.2. Web Access
3.4.2.1. Access to Google Maps
3.4.3. Accounts
3.4.3.1. Teacher Google Maps account