1. Video
1.1. Prerequisites
1.1.1. Review
1.1.1.1. The different animal groups.
1.1.1.2. How to make a slideshow.
1.1.2. Goals
1.1.2.1. Research an animal.
1.1.2.2. Make a slideshow presentation.
1.1.2.3. Take a self-teaching test.
1.1.3. Intro/Set
1.1.3.1. Begin by explaining project.
1.2. Notes
1.2.1. Lesson or Series Title
1.2.1.1. Animal Reasearch Presentation
1.2.2. Goals
1.2.2.1. The students will be able to research an animal of their choosing for the criteria given.
1.2.2.2. The students will be able to make a slideshow presentation to tell me about their research.
1.2.2.3. The students will be able to take a self-teaching test and answer questions about the different animal groups.
1.2.3. Objectives
1.2.3.1. 6-1-12 Classify vertebrates as fishes, amphibians, reptiles, birds, and mammals, and provide examples to illustrate the diversity within each group.
1.2.4. Analysis
1.2.4.1. Reasoning
1.2.4.1.1. The students will learn how to make a slideshow.
1.2.4.1.2. The students will learn about how animals vary within the different groups.
1.2.5. Content
1.2.5.1. Researching an animal.
1.2.5.2. Making a slideshow.
1.2.5.3. Take a self-teaching test.
1.2.6. Method of Instruction
1.2.6.1. I will begin by reviewing the different animal groups. Then I will introduce the assignment and explain that I want the students to choose an animal to research.
1.2.6.2. Next, I will play my slideshow presentation for the students so they can see what their presentation should look like.
1.2.6.3. I will get the students to log on to a computer or tablet to begin their research.
1.2.6.4. Once students have done their research and made their slideshow they will send it to me.
1.2.6.5. After they finish they will take a 5 question self-teaching test on the different animal groups to end the lesson.
1.2.7. Method of Evaluation
1.2.7.1. Demonstration Project
1.2.7.1.1. I will show the students my video presentation of my slideshow.
1.2.7.2. Assessment
1.2.7.2.1. Of
1.2.7.2.2. As
1.2.7.2.3. For
1.2.8. Accomodations
1.2.8.1. Word
1.2.8.1.1. I will write out the steps of the lesson.
1.2.8.2. Picture
1.2.8.2.1. I will show images of the steps of the lessons.
1.2.8.3. Body
1.2.8.3.1. I will get the students to act out the steps as i instruct.
1.2.8.4. Music
1.2.8.4.1. We will listen to songs about animals on Youtube.
1.2.8.5. Naturalist
1.2.8.5.1. We could go on a walk and see if we can spot someone walking their dog.
1.2.8.6. People
1.2.8.6.1. The students can work with a partner.
1.2.8.7. Self
1.2.8.7.1. The student can watch an instructional Youtube video indepentently.
1.2.9. Summary
1.2.9.1. Review
1.2.9.1.1. Self-teaching test.
1.3. Resources
1.3.1. Materials
1.3.1.1. Smartboard
1.3.1.2. Youtube
1.3.1.2.1. https://youtu.be/1bPhSHG4Jb8?si=o45F_dIIRB4Zvyhh
1.3.1.3. Website "Kiddle" for research
1.3.1.4. Google Forms Test
1.3.1.4.1. https://docs.google.com/forms/d/1tZYVP3O7hzIsl_mzKA3LeQFWpv4VpIBtQe-Bbz85ZWY/edit?pli=1
1.3.2. People
1.3.2.1. Teacher
1.3.2.2. EA
1.3.3. Facilities
1.3.3.1. Computer lab
1.4. Objectives
1.4.1. MB K-12 Curriculum
1.4.1.1. 6-1-12 Classify vertebrates as fishes, amphibians, reptiles, birds, and mammals, and provide examples to illustrate the diversity within each group.
1.4.2. From ICT Continuem
1.4.2.1. G-1.1 gathers information from given source(s) (primary or secondary).
1.4.2.2. G-1.3 uses a variety of strategies for gathering information
1.4.2.3. G-2.1 identifies relevant information from sources
1.4.2.4. G-3.1 Records data or makes notes on gathered information and ideas using given categories
1.4.2.5. G-3.2 organizes gathered information using co-developed strategies
2. Podcast
2.1. prerequisites
2.1.1. Review
2.1.1.1. The different kinds of connections we can make to texts.
2.1.1.2. How to record a podcast.
2.1.2. Goals
2.1.2.1. The students will be able to pick a short book that they can make a connection to.
2.1.2.2. The students will be able to record a podcast of themselves reading outloud and then explain the connection they made to the book after they read.
2.1.3. Intro
2.1.3.1. Introduce the book and the project.
2.2. resources
2.2.1. Materials
2.2.1.1. Smartboard
2.2.1.2. Audio reading of "The Paper Bag Princess".
2.2.1.2.1. https://open.spotify.com/show/1eKLQ72StMIOfS9eaMvFNI?si=a0680363b3ad4833
2.2.1.3. Book of student's choosing.
2.2.1.4. Spotify For Podcasters
2.2.2. People
2.2.2.1. Teacher
2.2.3. Facilities
2.2.3.1. Computer Lab
2.3. notes
2.3.1. Lesson Title
2.3.1.1. Connecting to Texts: Book Reading Podcast
2.3.2. Goals
2.3.2.1. The students will be able to listen to a podcast of me reading a story and then explaining the connection I made to it.
2.3.2.2. The students will be able to then choose a book that they make a connection to.
2.3.2.3. The students will be able to record themselves reading their chosen book and then explain the connection they made to it on a podcast.
2.3.3. Objectives
2.3.3.1. ELA: Learners are using and talking about a variety of strategies and processes to understand and create texts.
2.3.4. Analysis
2.3.4.1. Reasoning
2.3.4.1.1. The students will learn how to make connections to texts
2.3.5. Content
2.3.5.1. Open by introducing the activity and explaining that we will be listening to a podcast of a book about a princess and a dragon. Tell the students to pay attention to the story and my explanation of how I connected to it.
2.3.5.2. Play the podcast and then tell the students to choose a book from the classroom library that they can make their own connection to.
2.3.5.3. Once the students have chosen a book they can record themselves reading the book and explaining their connection on a podcast.
2.3.6. Method of Instruction
2.3.6.1. Play a podcast of myself reading a story and explaining the connection I made to the book.
2.3.6.2. Students choose a book to read and explain their connection to it on a podcast.
2.3.7. Method of evaluation
2.3.7.1. Demonstration project
2.3.7.1.1. The students will listen to my podcast episode.
2.3.7.2. Assessment
2.3.7.2.1. For
2.3.7.2.2. Of
2.3.8. Accomodations
2.3.8.1. Word
2.3.8.1.1. The students can read the physical copy of my book if they are still unclear.
2.3.8.2. Picture
2.3.8.2.1. The student can choose a picture book.
2.3.8.3. Body
2.3.8.3.1. We can get students to act out a skit from a book and show how we can connect to it.
2.3.8.4. Music
2.3.8.4.1. Listen to songs relating to the student's chosen book on Youtube.
2.3.8.5. Naturalist
2.3.8.5.1. We will go outside and connect the book to things we see outside.
2.3.8.6. People
2.3.8.6.1. Students can discuss with each other.
2.3.8.7. Self
2.3.8.7.1. The student can watch a Youtube video on text connections independently.
2.3.9. Summary
2.3.9.1. Review
2.3.9.1.1. Have the students email me a link to their podcast.
2.4. objectives
2.4.1. ELA: Learners are using and talking about a variety of strategies and processes to understand and create texts.
3. Map
3.1. prerequisites
3.1.1. Review
3.1.1.1. Names of provinces, territories, and capital cities.
3.1.2. Goals
3.1.2.1. Draw boarders around the provinces and territories to show where they are located.
3.1.2.2. Pin the capital cities to show where they are located within the provinces and territories.
3.1.3. Intro
3.1.3.1. Begin by naming the provinces, territories, and capital cities on the smart board.
3.2. resources
3.2.1. Materials
3.2.1.1. Kindergarten to Grade 8 Manitoba Curriculum 2013
3.2.1.2. Smartboard
3.2.1.3. Google Maps
3.2.1.3.1. Link to custom google map https://www.google.com/maps/@57.5802534,-131.4045064,3z/data=!4m2!6m1!1s1_0owbTuGQI24CKEdogxhxaLepEsMJhA?authuser=0&entry=ttu
3.2.2. People
3.2.2.1. Teacher
3.2.2.2. EA
3.2.3. Facilities
3.2.3.1. Computer lab or classroom with laptops or tablets.
3.3. objectives
3.3.1. MB K-12 Curriculum
3.3.1.1. Social Studdies Grade 4
3.3.1.1.1. 4-KL-019: Locate the provinces, territories, and capital cities on a map of Canada.
3.3.2. ICT Continuem
3.3.2.1. P-2.1: Uses a given format to demonstrate learning.
3.4. notes
3.4.1. Lesson Title
3.4.1.1. The Provices, Territories, and Capital Cities of Canada
3.4.2. Goals
3.4.2.1. The students will be able to open their computers or tablets and get on to google maps.
3.4.2.2. The students will be able to follow instructions to create a layer of a map with all of the provinces and territories.
3.4.2.3. The students will be able to create a second layer of a map with all of the capital cities.
3.4.3. Objectives
3.4.3.1. 4-KL-019: Locate the provinces, territories, and capital cities on a map of Canada.
3.4.4. Analysis
3.4.4.1. Reasoning
3.4.4.1.1. The students will learn where the provinces, territories, and capital cities are located on a Canadian map.
3.4.4.1.2. The students will learn how to create a custom map.
3.4.5. Content
3.4.5.1. Open by reviewing the names of the provinces and territories and their corresponding capital cities.
3.4.5.2. Get the students to log into google maps and demonstrate how to create a layer of a custom map with all of the provinces and territories. We will draw lines around all of the provinces and territories individually and choose a different colour for each one.
3.4.5.3. Then I will demonstrate to the students how to create a second layer of the map with all of the capital cities. We pill place a pin on each one of the capital cities and add in a note if needed.
3.4.6. Method of Instruction
3.4.6.1. Begin with asking the students to name the provinces and territories and write them on the Smartboard. Then ask the students to name the capital cities and write them beside their corresponding province or territory.
3.4.6.2. Then, get the students to long onto a tablet or computer and ask them to go to google maps. While they are doing this, I will pull up google maps on the Smartboard for the students to see.
3.4.6.3. Demonstrate how to create a layer of a custom map and draw lines around all of the provinces and territories individually. Then choose a different colour for each one.
3.4.6.4. Demonstrate how to create a second layer of a map and pin all of the capital cities.
3.4.7. Method of Evaluation
3.4.7.1. Demonstration Project
3.4.7.1.1. Students will follow my instruction and make a custom map with two layers that displays the boarders of each province and territory and the location of the capital cities.
3.4.7.2. Assessment
3.4.7.2.1. Of
3.4.8. Accomodations
3.4.8.1. Word
3.4.8.1.1. Explain to the student using words where the provinces, territories, and capital cicites are located on the Canadian map.
3.4.8.2. Picture
3.4.8.2.1. Show the student pictures of the Canadian map on the smartboard and point out where the provinces, territories, and capital citites are located.
3.4.8.3. Body
3.4.8.3.1. Get students to point to where the provinces, territories and capital cities are on a map.
3.4.8.4. Music
3.4.8.4.1. Listen to songs about the provinces and territories on Youtube.
3.4.8.5. Naturalist
3.4.8.5.1. Create a map of Canada outside with the students.
3.4.8.6. People
3.4.8.6.1. Work with a partner on the assignment.
3.4.8.7. Self
3.4.8.7.1. Use a tablet or laptop to look up the answers independently.
3.4.9. Summary
3.4.9.1. The students will be able to recognize where the provinces and territories of Canada are.
3.4.9.2. The students will be able to recognize where the capital cities are and which province or territory they are located in.
3.4.9.3. We will end by listing off the provinces and territories and their corresponding capital cities again.