1. Maps (Grade 7 Social Studies)
1.1. Prerequisites
1.1.1. Review
1.1.1.1. Review basic ICT skills
1.1.1.1.1. How to find and use Google Maps.
1.1.1.1.2. How to create layers within the maps.
1.1.1.1.3. How to save a file required for upload to your Google Map.
1.1.1.1.4. How to upload the file to your Google Map.
1.1.1.1.5. How to share your Google Map.
1.1.1.2. Reminder of outomes from Grade 6 and expectations for this lesson.
1.1.1.2.1. Grade 6 Outcome for Managing Information and Ideas: 6-S-201 Organize and record information in a variety of formats and reference sources appropriately. Examples: maps, charts, outlines, concept maps...
1.1.1.2.2. Grade 6 Outcome: 6-KL-022 Locate on a map of Canada the major landforms and bodies of water.
1.1.1.2.3. Outcomes for this lesson: See Objectives.
1.1.2. Goals:
1.1.2.1. Students will create a map in Google Maps to locate and describe the major climatic and vegetation zones in the world.
1.1.3. Introduction/Set:
1.1.3.1. Discuss the importance of understanding global climatic and vegetation zones.
1.1.3.1.1. Students will use google maps to locate these zones.
1.1.3.2. Köppen Climate Classification System.
1.1.3.2.1. There are 5 major climate zones: Tropical; Dry; Temperate; Continental; Polar.
1.1.3.2.2. 30 subtypes
1.1.3.3. Climate determines the type of vegetation growing in an area, so vegetation is an indicator of climate zone.
1.1.3.4. Temperature and precipitation determine vegetation.
1.1.3.5. Can you identify the five major climate zones and show them on a map?
1.1.3.5.1. Climate zones help scientists understand biomes and ecosystems, and how these are affected by climate change. Using google maps, identify where the five main climate zones begin and end providing information about key attributes.
1.1.3.6. BU Lesson Plan templates
1.1.3.6.1. Activate (10 minutes)
1.1.3.6.2. Acquire (15 minutes)
1.1.3.6.3. Apply (20 minutes)
1.1.3.6.4. Closure (5 minutes)
1.2. Objectives
1.2.1. Manitoba K-12 Curriculum
1.2.1.1. Social Studies Grade 7
1.2.1.1.1. Cluster 1: World Geography. Students examine human and physical geography and their connections. This study includes a focus on maps and mapping, population clusters, principal regions, bodies of water, vegetation and climatic zones, more and less developed nations, and time zones.
1.2.1.2. ICT Continuum
1.2.1.2.1. ICT Objectives
1.3. Resources
1.3.1. Materials:
1.3.1.1. Computer.
1.3.1.2. Internet access.
1.3.1.3. Access to relevant journals/ scientific information.
1.3.2. People:
1.3.2.1. Scientists.
1.3.3. Facilities:
1.3.3.1. Computer lab.
1.3.3.2. Google Maps account
1.4. Notes
1.4.1. Lesson or Series Title
1.4.1.1. Cluster 1: World Geography.
1.4.2. Goal of lesson
1.4.2.1. Students identify the major climatic and vegetation zones in the world using ICT.
1.4.3. Objectives
1.4.3.1. Students use google maps to show the major climatic and vegetation zones.
1.4.3.2. Students upload information regarding key attributes and photos found online to show understanding.
1.4.4. Analysis
1.4.4.1. Gather and Make Sense
1.4.4.2. Produce and Show Understanding
1.4.5. Content
1.4.5.1. Students will review with teacher how to use Google Maps, add layers, mark a location, draw lines, upload a photo or document with information on key attributes and share their finished map with their teacher.
1.4.5.2. Students will identify major climatic and vegetation zones on Google Maps and add required information.
1.4.6. Method of Instruction
1.4.6.1. Direct Instruction
1.4.6.1.1. Stand and Deliver
1.4.6.2. Guided Practice
1.4.6.2.1. Teacher models use of Google Maps and students follow.
1.4.6.3. Independent Practice
1.4.6.3.1. Students use their ICT skills to produce their map with required information.
1.4.7. Method of Evaluation
1.4.7.1. Students will share their map with the teacher for assessment.
1.4.7.1.1. Have they identified the 5 zones?
1.4.7.1.2. Have they added information regarding key attributes?
1.4.7.1.3. Did they add pictures to show the vegetation in these zones?
1.4.7.2. Assessment
1.4.7.2.1. For
1.4.7.2.2. As
1.4.7.2.3. Of
1.4.8. Accommodations
1.4.8.1. For struggling students: Additional assistance or modified expectations (maybe just identification of the 5 climatic and vegetation zones on the map)
1.4.8.2. For students needing to be further challenged: Add more information to your map - mark tropical rainforests, deserts, temperate forests, grasslands and tundra regions.
1.4.9. Summary
1.4.9.1. Review
1.4.9.1.1. What worked?
1.4.9.1.2. What didn't work?
1.4.9.1.3. Are additional resources needed for next time? (e.g., more time/greater demonstration of using google maps).
1.4.9.1.4. What would you change for next time?
2. Podcast (Grade 4 Health)
2.1. Prerequisites
2.1.1. Review
2.1.1.1. Review basic ICT skills.
2.1.1.1.1. How to use applications.
2.1.1.1.2. How to save a file.
2.1.1.1.3. How to upload and download files.
2.1.1.1.4. How to embed things on a web page.
2.1.1.1.5. Ensuring that Soundcloud upload is set to private to protect students.
2.1.1.1.6. How to send the link to the recording to the teacher.
2.1.1.2. What have we studied and where are we going?
2.1.1.2.1. Review previous in class discussion and learning about healthy lifestyles.
2.1.1.2.2. Review ICT process for making podcasts.
2.1.1.2.3. Discuss task for today's lesson.
2.1.2. Goals
2.1.2.1. Students consider what constitutes a healthy lifestyle and changes they might like to make in their own lives.
2.1.2.1.1. Students will consider implications of their plans (e.g., If I want to play soccer twice a week, what does that mean for my family/could I pick something more manageable?
2.1.3. Introduction/Set
2.1.3.1. Physical activity is good for the body and the mind.
2.1.3.2. Eating foods from all the food groups in recommended quantities will be beneficial for our health.
2.1.3.2.1. If we are vegetarian/vegan, we must make sure we are getting certain nutrients from other sources.
2.1.3.3. Drinking water is healthier than drinking soda.
2.1.3.4. Question: What can we do to keep our bodies and minds healthy?
2.1.3.4.1. What are the consequences of not considering our lifestyle choices?
2.1.3.5. BU Lesson Plan templates.
2.1.3.5.1. Activate (5 minutes)
2.1.3.5.2. Acquire (12 minutes)
2.1.3.5.3. Apply (30 minutes)
2.1.3.5.4. Conclude (3 minutes)
2.2. Objectives
2.2.1. Manitoba K-12 Curriculum
2.2.1.1. Physical Education/Health Education
2.2.1.1.1. General Learning Objective
2.2.2. From ICT Continuum
2.2.2.1. Cognitive Objective
2.2.2.1.1. Communicate
2.2.2.1.2. Produce to Show Understanding
2.2.2.2. Affective Objective
2.2.2.2.1. Ethics and Responsibilities Guidelines
2.2.3. Bloom's Taxonomy
2.2.3.1. A Bloom's Digital Taxonomy for Evaluating Digital Tasks
2.3. Resources
2.3.1. Materials
2.3.1.1. Multimedia computer
2.3.1.1.1. Audio files
2.3.2. People
2.3.2.1. Students
2.3.2.1.1. Teacher
2.3.2.2. Accommodations
2.3.2.2.1. Those who do not feel able to speak on the recording can nominate a friend to narrate their contribution.
2.3.2.3. Permissions
2.3.2.3.1. Parents will be notified prior to the project and assured that necessary precautions are being taken to keep their child safe.
2.3.3. Facilities
2.3.3.1. Computer
2.3.3.1.1. Classroom
2.4. Notes
2.4.1. Lesson Title:
2.4.1.1. Personal action plans for daily personal health practices and active living podcasts
2.4.2. Goals of lesson
2.4.2.1. Use ICT to enhance learning.
2.4.2.2. Work collaboratively with classmates.
2.4.2.3. Understand what constitutes healthy living.
2.4.3. Objectives
2.4.3.1. Students work collaboratively to produce a class podcast on healthy living.
2.4.3.2. Students gain some knowledge of making podcasts through actively performing the task of recording and editing.
2.4.3.2.1. Constructivist approach
2.4.4. Analysis
2.4.4.1. Reasoning
2.4.4.1.1. Why was this format chosen to support this lesson?
2.4.5. Content
2.4.5.1. Application of ICT in the classroom.
2.4.5.2. Class collaboration.
2.4.5.3. Encourages students to consider making choices for a healthy life.
2.4.6. Method of Instruction
2.4.6.1. Direct instruction
2.4.6.1.1. Teacher instructs students on processes to make a podcast.
2.4.6.1.2. Teacher leads class in making a mind map of ideas to consider when students are writing their contribution to the podcast.
2.4.6.2. Guided practice
2.4.6.2.1. Teacher shows students what they will do.
2.4.6.3. Independent practice
2.4.6.3.1. Students have the opportunity to use the applications to record and edit their own contribution to the class podcast.
2.4.7. Method of Evaluation
2.4.7.1. Demonstration Project
2.4.7.1.1. Checklist to assess
2.4.7.2. Assessment
2.4.7.2.1. For
2.4.7.2.2. As
2.4.7.2.3. Of
2.4.8. Accommodations
2.4.8.1. Permissions
2.4.8.1.1. Email to parents to inform them of the project in advance.
2.4.9. Summary
2.4.9.1. Review
2.4.9.1.1. What worked?
2.4.9.1.2. What didn't work?
2.4.9.1.3. Was one lesson long enough or does it need to be changed to a two lesson process?
2.4.9.1.4. Do I need to change anything else before next time?
3. Video (Grade 2 Music)
3.1. Prerequisites
3.1.1. Review
3.1.1.1. Show students use of technology to enhance learning experience.
3.1.1.1.1. Introduce students to the concept of making videos to use as a teaching tool (watch video made by teacher).
3.1.1.2. What have we studied and where are we going?
3.1.1.2.1. New unit on Sound.
3.1.2. Goals
3.1.2.1. Students develop awareness of surroundings.
3.1.2.2. Students identify sounds in everyday life.
3.1.2.3. Students consider how these could be represented by musical instruments.
3.1.2.4. Students develop awareness of how technology enhances their learning experience.
3.1.3. Introduction/Set
3.1.3.1. Being mindful of our surroundings helps keep us safe.
3.1.3.2. We live in a busy world.
3.1.3.3. What sounds might we hear in our everyday life?
3.1.3.4. BU Lesson Plan templates
3.1.3.4.1. Activate: 10 minutes
3.1.3.4.2. Acquire: 15 minutes
3.1.3.4.3. Apply/Assess: 25 minutes
3.2. Objectives
3.2.1. From ICT Continuum
3.2.1.1. Cognitive Objective
3.2.1.1.1. Question and Plan
3.2.1.1.2. Gather and Make Sense
3.2.1.1.3. Communicate
3.2.1.2. Affective Objective
3.2.1.2.1. Managing Privacy
3.2.1.2.2. Ethics and Responsibilites Guidelines
3.2.2. Manitoba K-12 Curriculum
3.2.2.1. Music
3.2.2.1.1. General Learning Objective
3.3. Resources
3.3.1. Materials
3.3.1.1. Multimedia computer
3.3.1.1.1. Video files
3.3.1.2. Cell phone for initial recording
3.3.1.3. *Listen* by Gabi Snyder (Book)
3.3.2. People
3.3.2.1. Students
3.3.2.1.1. Teacher
3.3.2.2. Accommodations
3.3.2.2.1. Additional adult: Educational Assistant if available.
3.3.2.2.2. Non-hearing students use sight, smell and touch to identify nature.
3.3.2.3. Permissions
3.3.2.3.1. General permissions from parent to conduct local Field Trip.
3.3.3. Facilities
3.3.3.1. Computer
3.3.3.1.1. Classroom
3.4. Notes
3.4.1. Lesson Title:
3.4.1.1. 'Sounds' Field Trip
3.4.2. Goals of each lesson
3.4.2.1. Students listen and identify sounds heard in everyday life, particularly those of the natural world.
3.4.3. Objectives
3.4.3.1. Students hone their listening skills
3.4.3.2. Greater awareness of surroundings.
3.4.4. Analysis
3.4.4.1. Reasoning
3.4.4.1.1. Why was this format chosen to support this lesson?
3.4.5. Content
3.4.5.1. Introduction: Video/Group mind map: sounds heard
3.4.5.2. Sound Walk.
3.4.5.3. Class Discussion.
3.4.6. Method of Instruction
3.4.6.1. Direct Instruction
3.4.6.1.1. Low tech, student centred
3.4.6.2. Guided Practice
3.4.6.2.1. Teacher directed but student focused.
3.4.6.3. Independent Practice
3.4.6.3.1. Students identify sounds as they walk and share what they heard in a class discussion.
3.4.7. Method of Evaluation
3.4.7.1. Assessment
3.4.7.1.1. For
3.4.7.1.2. As
3.4.7.1.3. Of
3.4.8. Summary
3.4.8.1. Review
3.4.8.1.1. What worked?
3.4.8.1.2. What didn't work?
3.4.8.1.3. Are additional resources needed for next time? (e.g., longer field trip?)
3.4.8.1.4. What would you change for next time?