1. Podcast Lesson Plan
1.1. Objectives
1.1.1. Kindergarten to Grade 8 Mathematics Manitoba Curriculum Framework of Outcomes
1.1.1.1. Mathematics Grade 1
1.1.1.1.1. Learning Outcome(s):
1.1.2. ICT Continuum
1.1.2.1. Cognitive Objective
1.1.2.1.1. C-1.1 Shares information, ideas, and/or work with a teacher-defined audience
1.1.2.2. Affective Objective
1.1.2.2.1. Health and Safety Guidelines
1.1.2.2.2. The Ethics and Responsibility Guidelines
1.1.3. Blooms Taxonomy
1.1.3.1. Creating - design
1.2. Prerequesites
1.2.1. Review
1.2.1.1. Review what a pattern is
1.2.2. Goals
1.2.2.1. Be able to identify patterns by hearing, and to create patterns using an online music similuator
1.2.3. Set Context
1.2.3.1. Give the students an example of hearing a pattern
1.2.4. Ask a Question
1.2.4.1. Do you think you can make a pattern for your classmates to guess at the end of today's class?
1.3. Resources
1.3.1. Matierials
1.3.1.1. Headphones
1.3.1.2. Google Docs - record patterns in podcast
1.3.1.3. Song Maker - Chrome Music Lab
1.3.2. Facilities
1.3.2.1. Teacher computer and speakers
1.3.2.2. Individual student laptops
1.3.3. People
1.3.3.1. S.Meisner voice podcast
1.4. Notes
1.4.1. Lesson Title
1.4.1.1. Musical Patterns
1.4.2. Goal of the Lesson
1.4.2.1. Be able to hear patterns, extend patterns, and create musical patterns
1.4.3. Objectives
1.4.3.1. MB Curriculum Outcome
1.4.3.1.1. 1.PR.1. Demonstrate and understanding of repeating patterns (two to four elements) by describing, reproducing, extending, and creating patterns using manipulatives, diagrams, sounds, and actions
1.4.3.2. ICT Continuum
1.4.3.2.1. C-1.1 Shares information, ideas, and/or work with a teacher-defined audience
1.4.4. Reasoning
1.4.4.1. To introduce students to patterns that they cannot see
1.4.5. Content
1.4.5.1. A podcast of musical patterns for students to record, and an intro to using Song Maker
1.4.6. Method of Instruction
1.4.6.1. Activate
1.4.6.1.1. Have the students refresh their memory on what a pattern is and to make a musical example using clapping, snapping, and stomping
1.4.6.2. Acquire
1.4.6.2.1. Play the podcast for students through the classroom speakers and have them record the pattern names on their Google doc and send it to you so that you can see their knowledge on hearing patterns
1.4.6.3. Apply
1.4.6.3.1. Create their own musical patterns on Song Maker
1.4.6.4. Closing
1.4.6.4.1. Challenge the class to guess the patterns that their classmates have created by taking turns and playing each students created patterns
1.4.6.5. Adaptations/Variation
1.4.6.5.1. Have students listen to a few patterns and only try to figure out a couple
1.4.6.5.2. Simplify the patterns for the studetns who require adaptations
1.4.7. Method of Evaluation
1.4.7.1. Of
1.4.7.1.1. End of unit assessment (n/a)
1.4.7.2. For
1.4.7.2.1. Listen to the newly created patterns to see if they are understanding, and look at the Google docs the students sent
1.4.7.3. As
1.4.7.3.1. Get the students to send you a thumbs up or down emoji to let you know if they had an easy or hard time hearing the patterns
2. Video Lesson Plan
2.1. Objectives
2.1.1. Kindergarten to Grade 12 English Language Arts Curriculum Framework
2.1.1.1. Grade Band Descriptors - Grade 3
2.1.1.1.1. Learners are reflecting on and using what they know about texts and themselves to make purposeful and personal decisions.
2.1.1.1.2. Learners are building stamina for engagement, perseverance, and interactions with text.
2.1.2. ICT Continuum
2.1.2.1. Cognitive Objective
2.1.2.1.1. P-2.3 Modifies or combines given formats to demonstrate learning.
2.1.2.2. Affective Objective
2.1.2.2.1. Health and Safety Guidelines
2.1.2.2.2. The Ethics and Responsibility Guidelines
2.1.3. Bloom's Taxonomy
2.1.3.1. Remembering - Text Reading
2.2. Prerequesites
2.2.1. Review
2.2.1.1. Review the previous chapters of the book, and what has happened
2.2.2. Goals
2.2.2.1. Be able to listen and follow along to reading, while comprehending what the book is about
2.2.2.2. Be able to create a digital book report that is pleasing to look at
2.2.3. Set Context
2.2.3.1. Review with students what they have listened to in the book so far and introduce the task for after they finish the last video
2.2.4. Ask a Question
2.2.4.1. What has happened in the book Pax so far?
2.3. Resources
2.3.1. Materials
2.3.1.1. Youtube
2.3.1.2. Google Docs - for book report
2.3.1.3. Pax by Sara Pennypacker
2.3.2. Facilities
2.3.2.1. Individual students laptops
2.3.2.2. MB Curriculum
2.3.3. People
2.3.3.1. S.Meisner - voice in video
2.4. Notes
2.4.1. Lesson Title
2.4.1.1. Pax - The Final Stretch
2.4.2. Goal of the Lesson
2.4.2.1. Finish the last few chapters of their book club book and complete a final book report
2.4.3. Objectives
2.4.3.1. MB Curriculum Outcome(s)
2.4.3.1.1. Grade Band Descriptors
2.4.3.2. ICT Continuum
2.4.3.2.1. P-2.3 Modifies or combines given formats to demonstrate learning.
2.4.4. Reasoning
2.4.4.1. To build the students comprehension strategies and build skills using technology
2.4.5. Content
2.4.5.1. Finish the book Pax for their book club group and create a book report that can be shared with the class - not everyone is reading the same book at the same time
2.4.6. Method of Instruction
2.4.6.1. Activate
2.4.6.1.1. Start with a recall of what the students have already read in their book club books with their group and see if anyone had any questions
2.4.6.2. Acquire
2.4.6.2.1. The book club groups will then get their laptops and watch the last video for their book and do a quick reflection on what the book was about
2.4.6.3. Apply
2.4.6.3.1. The students will then create a digital book report to share with their classmates
2.4.6.4. Closing
2.4.6.4.1. Get an individual from each of the several book club groups to create a group and share their book reports. This will help students in choosing which book club they might want to take part in for the next book club
2.4.6.5. Adapatations/Variation
2.4.6.5.1. To adapt this lesson for students they could be asked to just listen to the audio instead of following along with the words
2.4.7. Method of Evaluation
2.4.7.1. Of
2.4.7.1.1. Collect the book reports and check the students levels of comprehension - did they understand what they read and the messages of the book?
2.4.7.2. For
2.4.7.2.1. Listen in on the conversations between groups sharing their book reports to see how I might change things and do them differently
2.4.7.3. As
2.4.7.3.1. Ask the students if they feel ready to take on another book to read
3. Map Lesson Plan
3.1. Objectives
3.1.1. Kindergarten to Grade 8 Social Studies - Manitoba Curriculum Framework of Outcomes
3.1.1.1. Social Studies Grade 4
3.1.1.1.1. Learning Outcome(s):
3.1.2. ICT Objectives
3.1.2.1. Cognitive Objective
3.1.2.1.1. P-1.4 Evaluates and revises criteria for own work, as needed
3.1.2.1.2. C-2.4 Shares revised work, as needed, to obtain additional descriptive feedback, and makes further revisions
3.1.2.2. Affective Objective
3.1.2.2.1. Health and Safety Guidelines
3.1.2.2.2. The Ethics and Responsibility Guidelines
3.1.3. Bloom's Taxonomy
3.1.3.1. Remembering - Labelling Activity
3.2. Prerequesites
3.2.1. Review
3.2.1.1. Review the provinces and territories of Canada
3.2.2. Goals
3.2.2.1. Be able to identify the provinces and territories, and the captial cities of Canada
3.2.2.2. Learn the capital cities of Canada through their own research
3.2.3. Set Context
3.2.3.1. Show the students a blank map of Canada, and then one that I have outlined the provinces and territories individually on to set the stage for the lesson
3.2.3.1.1. Students will then be ask if they are up for the challenge of being able to label all of the provinces and territories, and the capital cities of Canada
3.2.4. Ask a Question
3.2.4.1. How many provinces and how many territories does Canada have?
3.2.4.1.1. 10 Provinces
3.3. Resources
3.3.1. Materials
3.3.1.1. Google My Maps
3.3.1.2. Google Chrome
3.3.1.3. Cut-outs of the provinces and territories
3.3.2. Facilities
3.3.2.1. Individual student laptops
3.3.2.2. MB Curriculum
3.3.3. People (n/a)
3.4. Notes
3.4.1. Lesson Title
3.4.1.1. Geography of Canada
3.4.1.1.1. Social Studies - Grade 4 - Cluster 1
3.4.2. Goal of the Lesson
3.4.2.1. Students will be able to accurately identify and label the provinces and territories, and capital cities of Canada
3.4.3. Objectives
3.4.3.1. MB Curriculum Outcome
3.4.3.1.1. 4-KL-019 Locate the provinces, territories, and captial cities on a map of Canada
3.4.3.2. ICT Continuum
3.4.3.2.1. P-1.4 Evaluates and revises criteria for own work, as needed
3.4.3.2.2. C-2.4 Shares revised work, as needed, to obtain additional descriptive feedback, and makes furhter revisions
3.4.4. Reasoning
3.4.4.1. To make the students aware of their Country and the different provinces, territories, and capital cities of Canada
3.4.4.1.1. Social Studies Curriculum Outcome
3.4.5. Content
3.4.5.1. A map of Canada for labeling and identifying provinces, territories, and capital cities of Canada
3.4.5.1.1. Social Studies Curriculum Outcome
3.4.6. Method of Instruction
3.4.6.1. Activate
3.4.6.1.1. Students will be given cut outs of all the provinces and territories (each one a different colour), and challenged to piece the puzzle of Canada together correctly. Once complete their map puzzle, they can get a classmate to check their work.
3.4.6.2. Acquire
3.4.6.2.1. Students will login to their school laptops, and will be required to do research (Google Chrome) on Canada and its provinces and territories. They will need to know where each province and territory is located, as well as finding the capital city for each province and territory. They will also need to find the capital of Canada. *Make sure they are not mixing this up with the capital of Ontario.*
3.4.6.3. Apply
3.4.6.3.1. Students will then open the Google My Maps application to create their own map of Canada. They will create three layers. The first layer will be the outlines of each province and territory that is shaded in with a different colour. The second layer of their map will have pins of each capital city, again each pin will be in a different colour; this colour could be coordinated to the shade colour of the territory or province. The third layer will be a separte pin of the capital city of Canada. Once the students have completed each layer they are finished the assignment.
3.4.6.4. Closing
3.4.6.4.1. To end this lesson, the students will complete the self-teaching quiz to see how much of what they learned they remember. Once they finish that they will self-assess by giving a thumbs up or down on how confident they feel about labeling the provinces, territories, and capital cities of Canada. This will give me, as a teacher, some feedback on if and where they need more work on this outcome.
3.4.6.5. Adaptations/Variation
3.4.6.5.1. This lesson could be adapted to become less of a work load all at once by breaking the layers down into different lessons. This lesson could also be changed to add more. This could be done by needing to map the different geographic regions of Canada.
3.4.7. Method of Evaluation
3.4.7.1. Of
3.4.7.1.1. End of unit assessment (n/a)
3.4.7.2. For
3.4.7.2.1. Observe the students creating their maps, and if they are finding the correct information to label their maps of Canada
3.4.7.3. As
3.4.7.3.1. Ask the students to give a thumbs up or down to answer if they feel like they can confidently label the map of Canada with provinces, territories, and capital cities