1. Map Assignment: Grade 4 social studies
1.1. Objectives
1.1.1. Mintoba Curriulum
1.1.1.1. Outcomes: Cluster 1: Geography of Canada
1.1.1.1.1. 4-KL-017 Describe characterisitcs of the geographic regions of Canada.
1.1.2. LwICT Continuum
1.1.2.1. Outcomes: Produce to Show Understanding
1.1.2.1.1. G-1.1 Gathers information from given source(s) (primary or secondary).
1.1.3. Activate
1.1.3.1. The students will watch a quick video on the seven different geographic regions in Canada.
1.1.4. Aquire
1.1.4.1. I will go into more detailed notes about the seven different geographic regions in Canada.
1.1.5. Apply
1.1.5.1. The students will go through the different points on the Google map and identify the different geographic regions of Canada shown. They will complete the hand out for this lesson. The students will answer wich provinces make up the different geographic regions in Canada.
1.1.6. Assessment
1.1.6.1. OF
1.1.6.1.1. I will have the students hand in their assignment so I can see if the students are understanding the outcomes of the lesson.
1.1.6.2. FOR
1.1.6.3. AS
1.2. Prerequisites
1.2.1. Next level topic
1.3. Resources
1.3.1. Google Maps
1.3.1.1. Manitoba Grade 4 Science Curriculum
1.3.1.1.1. The LwICT Continuum
1.4. Notes
1.4.1. Future adaptations
2. Video Assignment: Grade 5 Science
2.1. Objectives
2.1.1. Mintoba Curriulum
2.1.1.1. Cluster 1: Maintainting a Healthy Body
2.1.1.1.1. 5-1-01 Use appropriate vocabulary related to their investigations of human health.
2.1.1.1.2. 5-1-07 Identify the major components of the skeletal, muscular, and nervous systems, and describe the role of each system in the human body.
2.1.2. LwICT Continuum
2.1.2.1. Produce to show understanding
2.1.2.1.1. P-2.1 uses a given format to demonstrate learning
2.1.2.2. Gather and make sense
2.1.2.2.1. G-2.1 identifies relevant information from sources
2.1.2.2.2. G-2.2 identifies whether information is sufficient and/or suitable for purpose and audience
2.1.3. Activate
2.1.3.1. Students will watch a short video about the human body and the major components of the skeletal, muscular, and nervous systems.
2.1.4. Aquire
2.1.4.1. I will do a recap of the human body and the different major components. Then the students will be responsible for creating a presentation to show to the class. For this they will choose one of the systems to research and present on using Google Slides. Here, I will then use the video showing the students how to use google slides.
2.1.5. Apply
2.1.5.1. The students will take what they already have learned and what they have researched, and they will create a presentation using Google Slides. If they need a refresher on how to use Google Slides, they can refer to the video tutorial.
2.2. Assessment
2.2.1. AS
2.2.2. FOR
2.2.3. OF
2.2.3.1. Student products will be evaluated and assessed based on a grading rubric.
2.3. Notes
2.3.1. Future adaptations
2.4. Prerequisites
2.4.1. Next level topic
2.5. Resources
2.5.1. Manitoba Curriculum
2.5.1.1. Google Slides
2.5.1.1.1. YouTube
2.5.1.2. LwICT Continuum
3. Podcast Assignment: Grade 3 Writing Activity
3.1. Objectives
3.1.1. Manitoba Curriculum ELA
3.1.1.1. LwICT Continuum
3.1.2. Outcomes: Learners are making decisions about how to communicate ideas.
3.1.2.1. Language as sense making
3.1.2.1.1. Learners will use language and vocabulary modelled and displayed in the classroom and other contexts in their own speaking and writing. With time, learners begin to make oral, visual, and written communication more interesting and developed.
3.1.3. Outcome: P-1.1 uses given criteria to produce work
3.1.3.1. Students will listen to the prepared podcast and follow the instructions that are introduced in the podcast.
3.1.3.1.1. Outcome: C-2.1 shares information, ideas, and/or work (without actively seeking descriptive feedback)
3.1.4. Activate
3.1.4.1. Students will read a story book about sounds and emotions.
3.1.5. Aquire
3.1.5.1. I will talk about how different sounds can make us feel different ways. I will discuss how we can communicate these different feelings using words. I will demonstrate how I can write how a sound makes me feel.
3.1.6. Apply
3.1.6.1. I will then play the podcast that has different sounds recorded and instructions provided. The students will write in their writing journal and describe using juicy words, how those sounds make them feel. They will then come up with a new sound that we can add to the podcast as a class.
3.2. Assessment
3.2.1. AS
3.2.2. FOR
3.2.2.1. I will walk around and observe the students and see the different writing strategies they are using.
3.2.3. OF
3.2.3.1. I will have the students hand in their writing so I can see if they used the best describing words possible.
3.3. Notes
3.3.1. Future adaptations
3.4. Prerequisites
3.5. Resources
3.5.1. Sound Cloud
3.5.1.1. Manitiba Curriculum
3.5.1.1.1. LwICT Continuum