Dimes for Teachers ICT

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Dimes for Teachers ICT by Mind Map: Dimes for Teachers ICT

1. Podcasts Lesson Plan Draft

1.1. Objectives

1.1.1. Cognitive Objective

1.1.1.1. Task: Plan and Question

1.1.1.2. Prerequisites

1.1.2. Affective Domain

1.1.2.1. Task

1.1.2.1.1. 1. Refrain from posting inappropriate material.

1.1.2.1.2. 2. Refrain from cyber bullying.

1.1.2.2. Prerequisites

1.1.2.2.1. 1. Mature attitude.

1.1.2.2.2. 2. Decency

1.1.2.3. Assessment

1.1.2.3.1. 1. Students will demonstrate cyberspace wherewithal by not publicly bullying other students on the collaborative Google doc.

1.1.2.3.2. 2. Students will also demonstrate cyberspace wherewithal by not publicly posting explicit images to the collaborative Google doc.

1.1.2.3.3. 3. Even though the collaborative Google doc is not all the cyber space the students will use, which means that it cannot be used to prove students are using the internet respectfully all the time, it is a space that requires students to think about what they are doing, and whether that is a good idea or not. This moment of reflection (as well as the choice not to be indecent) demonstrates wherewithal. Wherewithal is the essence of the ethic embedded within the affective domain's objectives.

1.2. Prerequisites

1.2.1. Review

1.2.2. Goals

1.2.2.1. "In this cluster, students investigate Earth’s geology, including rock and mineral formation, changes in the landscape over time, and human use of geological resources. Students describe processes involved in the location, extraction, processing, and recycling of geological resources found in Manitoba and Canada. Students recognize that soil is an important natural resource and they discuss the importance of soil conservation. Students identify environmental, social, and economic factors that should be considered in making informed decisions about land use. They examine theories explaining the Earth’s geology, and recognize the role of technology in the development of new scientific theories. Specialized careers involving the science and technology of the Earth’s crust are also explored" (http://www.edu.gov.mb.ca/k12/cur/science/found/5to8/7c4.pdf).

1.2.3. Set Context

1.2.3.1. Grade 7 Science Cluster Four

1.3. Resources

1.3.1. Materials

1.3.1.1. MP3 file on Rocks and Minerals

1.3.2. People

1.3.2.1. Classmates

1.3.3. Facilities

1.3.3.1. Google search

1.4. Notes

1.4.1. Lesson or Series Title

1.4.1.1. Lesson 1: Rock and Minerals

1.4.2. Goals of Each Lesson

1.4.2.1. Lesson 1:

1.4.2.1.1. Students will name three kinds of rocks.

1.4.2.1.2. Students will identify the kinds of rocks by connecting them with a photo.

1.4.2.1.3. Students will describe the formation process of each kind of rock.

1.4.3. Objectives

1.4.3.1. Same as goals above

1.4.4. Reasoning

1.4.4.1. If students can match a the rock with a picture and provide a description of its formation process, then they can demonstrate that they have analytical knowledge of the object. Analytical knowledge, i.e., knowledge of the object's causes, belongs to the higher order questioning of Bloom's taxonomy, in particular the analytical question.

1.4.5. Content

1.4.5.1. Taken directly from the Manitoba curriculum

1.4.5.1.1. Manitoba Curriculum Science Grade 7, Cluster 4: Earth's Crust 7-4-03 Describe the geological processes involved in rock and mineral formation, and classify rocks by their method of formation (p.7.136- 7.137). www.edu.gov.mb.ca/k12/cur/science/…und/5to8/7c4.pdf

1.4.6. Method of Instruction

1.4.6.1. ICT- podcast lesson

1.4.7. Method of Evaluation

1.4.7.1. Demonstration Project

1.4.7.1.1. Can they do it

1.4.7.1.2. Can they do it well

1.4.7.1.3. Can it be used by professional teachers

2. Podcast Lesson Plan

2.1. Plan

2.1.1. Manitoba Curriculum- Grade 7, Cluster 4: Earth's Crust.

2.1.2. Cluster Overview: In this cluster, students investigate Earth’s geology, including rock and mineral formation, changes in the landscape over time, and human use of geological resources. Students describe processes involved in the location, extraction, processing, and recycling of geological resources found in Manitoba and Canada. Students recognize that soil is an important natural resource and they discuss the importance of soil conservation. Students identify environmental, social, and economic factors that should be considered in making informed decisions about land use. They examine theories explaining the Earth’s geology, and recognize the role of technology in the development of new scientific theories. Specialized careers involving the science and technology of the Earth’s crust are also explored ( p.1).

2.2. General Learning Objectives (GLO): Investigate Earth's Geology

2.3. Specific Learning Objectives:

2.3.1. 7-4-04 Describe the geological processes in rock and mineral formation and classify rocks by their method of formation.

2.4. ICT Objectives

2.4.1. Cognitive Domain

2.4.1.1. G-2.2 Analyzes textual, numerical, aural, and visual information gathered from media sources, applying established criteria.

2.4.2. Affective Domain

2.4.2.1. Pr-2.3 Solves problems, reaches conclusions, makes decisions and/or proposes answers to questions by analyzing data/information and concepts using ICT

2.5. Strategies

2.5.1. Activating: Word Splash

2.5.1.1. Word splash is a collection of words randomly slashed across the virtual page. Students must sorts and those words in order to make a prediction about what they will hear.

2.5.2. Acquiring: Information Frame

2.5.2.1. Information frame is a graphic organizer that helps students arrange information. It consists of 16 rectangular boxes. Only one box rests on top. The top box is called Rock Formation. Under this box are 3 rows of 5 boxes. The top boxes for each row are called: igneous, sedimentary, and metamorphic. As students listen to the lesson, they must fill in the lower boxes with the appropriate information.

2.5.3. Applying:

2.5.3.1. Student will compare their Information Frames with each other.

2.5.3.2. They will create a group document. In the document they will insert photographs of the three kinds of rocks. They will identify the rocks the photographs depict. Students will indicate important properties.

2.5.3.3. When students finish creating the collaborative document, they are to save, copy and send to the teacher.

2.6. Assessment:

2.6.1. Summative Assessment: students will demonstrate understanding 1) by listing the three kinds of rocks, 2) by indicating what each kind of rock is made of, 3) by explaining their processes of formation and 3) by connecting their definition to a visual representation.

2.6.2. Criteria for evaluation: 1) can do some of the tasks well, 2) can do most of the tasks well, 3) can do all of the tasks well, 4) the outcome is equal to, or better than the teachers work.

2.7. Notes:

2.8. Resources

2.9. Prerequisites

2.10. Method of Instruction

2.10.1. Podcast Lesson

3. Videocast Lesson Plan Draft

3.1. Plan

3.1.1. Lesson one: Students will become familiar with the vocabulary necessary to investigate and describe the Earth’s crust.

3.1.1.1. Activating Strategy: Word Cycle.

3.1.1.1.1. In this strategy, the teacher sends all the students a file. The file is of a word cycle. In the centre of the word cycle, there are 10 words. Around the 10 words are 10 bubbles. The students must place the words in the bubbles. They will be able to do that by dragging the words and dropping them into the bubbles. Between each of the bubbles, e.g., between A bubble and B bubble, they must finish the statement "A is related to B." The students will do this individually, then compare with their group.

3.1.1.1.2. The words on the cycle will include: crust, mantle, outer core, inner core.

3.1.1.2. Acquiring Strategy: The acquiring strategy will be Note Frame (6.55).

3.1.1.2.1. "A note Frame is a typed copy of the material that the teacher expects students to note, with some of the words removed" (Success for all Learners, 6.55). Students must fill in the missing information by listening, or watching a presentation.

3.1.1.2.2. Before watching the presentation, the teacher will go over Note Frame in order to ensure that students know what they should look out for.

3.1.1.2.3. After the presentation, students will take turns sharing their Note Frames with their group. This will give each student an chance to revise, edit or improve their Note Frame.

3.1.1.3. Applying Strategy: The applying strategy will be Concept Frame (6.66, 6.111).

3.1.1.3.1. After the presentation, the teacher sends a file to all the students. The file is of a Concept Frame. A Concept Frame looks similar to layout of a blog. The layout of a blog consists of a bunch of boxes. Similarly, a Concept Frame consists of a bunch of boxes. Each box has a name, e.g., 1) concept 2) layers 3) composition, 4) measurements (e.g., temperature, depth, movement), and 5) Personal question: what do I want to know?, and 6) illustration etc.

3.1.1.3.2. The students must fill in the information required by each box. They will do that individually, and then collaboratively.

3.1.1.3.3. The frame will require them to provide a visual representation of the Earth's crust. It will also require the students to identify each layer of crust.

3.1.1.3.4. Although students may re-watch the presentation, but they will be encouraged to search for information on the internet. Students will not be limited to the boxes provided for by the teacher, but can add other boxes that they think are relevant. However, the boxes should be fairly exhaustive, so that students will be required to fill out most of the boxes if they are to demonstrate that they understand the lesson objectives.

3.1.1.3.5. Students search for specific information using the internet: examples of questions include: how deep is the Earth? What is the core's temperature? What is the core composed of? What are the other layers' temperatures? What are they composed of? Why do you think it is hotter at the centre? Why do you think the heavier elements are at the centre?

3.1.2. ICT Objectives-

3.1.2.1. Cognitive Domain

3.1.2.1.1. P-2.2

3.1.2.1.2. G-2.3

3.1.2.1.3. Pr-2.2

3.1.2.1.4. C-2.1

3.1.2.2. Affective Domain

3.1.2.2.1. E-2.4

3.1.2.2.2. Co-2.2

3.1.3. Cluster Overview: In this cluster, students investigate Earth’s geology, including rock and mineral formation, changes in the landscape over time, and human use of geological resources. Students describe processes involved in the location, extraction, processing, and recycling of geological resources found in Manitoba and Canada. Students recognize that soil is an important natural resource and they discuss the importance of soil conservation. Students identify environmental, social, and economic factors that should be considered in making informed decisions about land use. They examine theories explaining the Earth’s geology, and recognize the role of technology in the development of new scientific theories. Specialized careers involving the science and technology of the Earth’s crust are also explored ( p.1).

3.1.3.1. General Learning Objectives (GLO)

3.1.3.1.1. Investigate Earth's Geology

3.1.4. Specific Learning Objectives (SLO):

3.1.4.1. 7-4-01 Use appropriate vocabulary related to their investigations of the Earth’s crust. Include: crust, mantle, outer core, inner core, weathering (physical, biological, and chemical), erosion, rock cycle, fossil fuel, geothermal energy, continental drift theory, theory of plate tectonics. GLO: C6, D5

3.1.4.2. 7-4-02 Describe the Earth’s structure. Include: crust, mantle, outer core, inner core. GLO: C6, D5

3.2. Resources

3.2.1. Intenet

3.2.1.1. Class Group

3.2.2. Tablets

3.2.3. Bandwidth

3.3. Notes

3.4. Prerequisites

3.4.1. Students know how to form virtual groups.

3.4.1.1. Students know how to allow others to view their screen.

3.4.2. Students know how to share photos, files and links etc.

3.4.2.1. They can do this with the teacher, the whole class, their group or individual students.

3.4.3. Students know how to create individual mind maps on the web.

3.4.4. Students know how to create and participate in a group mind map.

4. Google Maps Lesson Plan

4.1. Plan

4.1.1. Manitoba Curriculum- Grade 7, Cluster 4: Earth's Crust.

4.1.2. Cluster Overview: In this cluster, students investigate Earth’s geology, including rock and mineral formation, changes in the landscape over time, and human use of geological resources. Students describe processes involved in the location, extraction, processing, and recycling of geological resources found in Manitoba and Canada. Students recognize that soil is an important natural resource and they discuss the importance of soil conservation. Students identify environmental, social, and economic factors that should be considered in making informed decisions about land use. They examine theories explaining the Earth’s geology, and recognize the role of technology in the development of new scientific theories. Specialized careers involving the science and technology of the Earth’s crust are also explored ( p.1).

4.1.3. General Leaning Objectives (GLO):

4.1.3.1. Investigate Earth's Geology

4.1.4. Specific Learning Objectives (SLO):

4.1.4.1. 7-4-07 Identify geological resources that are present in Manitoba and Canada, and describe the processes involved in their location, extraction, processing, and recycling. Include: fossil fuels, minerals. GLO: A5, B5, D3, D5

4.2. ICT Objectives

4.2.1. Cognitive Domain

4.2.1.1. G-2.3 categorizes information using the ICT suitable for the purpose

4.2.1.2. Pr-2.1 selects a suitable ICT application and/or device to create electronic work and explains the selection

4.2.1.3. C-2.1 discusses information, ideas, and/or electronic work using tools for electronic communication

4.2.2. Affective Domain

4.2.2.1. S-2.3 analyzes advantages and disadvantages of ICT use in society

4.2.2.2. Co-2.1 collaborates with peers to accomplish self-directed learning with ICT in various settings

4.2.2.3. M-2.2 perseveres in working through complex ICT problems using higher-level thinking skills

4.3. Strategies

4.3.1. Activating

4.3.1.1. Sort and Predict

4.3.1.1.1. Students are given a list of words. Next to the words are four boxes. Each box is a category. Students must place each word into its proper category. See Success for All Learners 6.34.

4.3.2. Acquiring

4.3.2.1. Sequence category

4.3.2.1.1. Students are given a sequence category organizer. This organizer has a rectagular box heading called problem. It has a rectangular bottom heading called outcome. Between the heading and the bottom are six squares connected by an arrow indicating sequence. Students must fill in the information.

4.3.3. Applying

4.3.3.1. Students will create a map.

4.4. Assessment

4.4.1. They will locate geological resources in Manitoba and Canada. They will identify mines by pegging them on a map. They will state the kind of mine (e.g., a nickel mine). They will get directions to the nearby town.

4.5. Notes

4.5.1. This will lead into a future project where student will compare Manitoba's resource extraction with another province's resource extraction.

4.6. Script: Activating

4.6.1. Teacher: Today we will begin our lesson with the Sort and Predict activating strategy. This strategy will job our memories, and provide us access to the lesson. Please look at the Smart Board.

4.6.2. Using the smart board, we will enter the virtual classroom. In the classroom, we will click on the file. The file is of Sort and Predict graphic organizer. On the left hand column are 10 words. On the right of that column are four boxes. Each box is of a certain category. Please put each word in a box. You can do this by clicking on the word, and dragging it into the box, or you can copy the word and past it into the box.

4.6.3. Ok. Now. Johnny. After we enter the virtual classroom, what do we do?

4.6.4. Johnny: We click on the file.

4.6.5. Teacher: Excellent. And Jennifer. Where do we put the words?

4.6.6. Jennifer: We put them in the boxes.

4.6.7. Teacher: Right. Now. Please turn on your tablets, download the file and complete the activity. When you are done check with your assigned groups. Afterwards, we we take it up as a class.

4.7. Script: Acquiring

4.7.1. Teacher: Now that we have separated objects (e.g., spoons, coins, etc.) from the metal from which they are made (e.g., silver, nickel, copper, etc.), where do you think metal comes from?

4.7.2. Johnny: they come from the Earth.

4.7.3. Teacher: Ok. That's correct, but where on the Earth?

4.7.4. Megan: I don't know.

4.7.5. Teacher: How can we find out where?

4.7.6. Lisa: Google.

4.7.7. Teacher: That's right. We can do that by using Google maps.

4.7.8. If everybody will look at the Smart Board. In the virtual classroom is another file called Sequence Category. If we click on it, we can see that a Sequence Category is a graphic organizer that lets you plot the steps of process or sequence. There is a long horizontal box at the top called problem. A problem indicates something that we want to do. On the bottom is a long horizontal box called outcome. Between the top and bottom are 6 square boxes connected by an arrow line. The arrow points the direction of time. We must fill in the stages of the sequence to the solution to our problem.

4.7.9. Ok. Now. What is our problem? What can we not know?

4.7.10. Jake: We do not know where metal for our spoons is on the Earth.

4.7.11. Teacher: That's right. Now how can we solve this problem? Christopher.

4.7.12. Christopher: Um. Google maps?

4.7.13. Teacher: Excellent. We can use Google maps to locate metals on the Earth.

4.7.14. That is what we are going to learn to do now. We are going to learn how to find metals on the map. There are steps to doing this. We must remember the steps. Please download the sequence category file from the virtual classroom. Enter the information for the problem. As I show you the process to find metal on the maps, make not of the steps by filling in the boxes. I will indicate each step using words such as first, second, third, etc.

4.7.15. Does everybody have their sequence category on their screen?

4.7.16. Students: Yes.

4.7.17. Alright. Everybody. Looking at the Smart Board. First, go to Google and enter Maps.

4.7.17.1. Go to my maps. Click on create new map, and then open a new page. Give the new map a title, e.g., Mines in Manitoba.

4.7.17.2. Now. What do we want to know.

4.7.17.3. Students: We want to know where metal is on the Earth.

4.7.17.4. Teacher: Okay. And what kind of metal are we looking for? What metals have we learned about?

4.7.17.5. Students: We learned about iron and nickel.

4.7.18. Teacher: Second. In the new browser page, type in mines in Manitoba.

4.7.18.1. Go to the wikipedia page called: list of mines in Manitoba.

4.7.18.1.1. Copy the coordinates.

4.7.19. Teacher: Third. Click on the Green tack and press add to map. The tack is now red. Click on the red tack and give it a name. What is the mine's name?

4.7.19.1. Students: I think it was Birchtree.

4.7.19.1.1. Teacher: That's right. If we don't know, we can always check. Yes it is Birchtree. Okay. Now we enter the name.

4.7.20. Teacher: Fourth, as you can see, it gives us an option to add a picture to our red tack. Press the add a picture icon that looks like a camera.

4.7.20.1. A search engine appears, enter Birchtree mine and select a picture. Good. Now our red tack has a picture of it.

4.7.21. Teacher: Fifth, we need to find the closest town to the mine. What is the closest town?

4.7.21.1. Students: the wiki page says Thomson.

4.7.21.1.1. Teacher: Okay. Now. In the search box on your map page, enter Thomson Manitoba.

4.7.22. Teacher: Sixth. Add directions from the mine to the town.

4.7.22.1. After you connect the mine to the town, connect them to the city you are in, Brandon. To do this press add destination, and type in Brandon MB.

4.7.22.1.1. That finishes the first layer of our map. To add another layer to the map, press add layer. That will allow us to locate another mine and town and connect it to our city.

4.8. Script: Applying

4.8.1. Teacher: Now, in your groups, click on the link called Manitoba Operating Mines. That link will provide you with a list of operating mines in Manitoba. As a group, locate 3-4 mines, their mining downs, and connect them to Brandon.

4.8.2. If you forgot the sequence, check your sequence category, or watch the video presentation of the sequence by clicking on the link in the virtual classroom. I will be walking around the room, monitoring everybody's progress, so if you need any help, just ask.

4.8.3. When you are finished. Combine each of your layers into one map.

4.9. Assessment:

4.9.1. Students will demonstrate lesson objectives by performing 5 tasks: first, they will create a new map. Second, they will locate and name a resource mine on the map. Third, they will add a picture to the map. Fourth, they will locate the mine's nearest city. And fifth, they will get directions to the mine and city from Brandon. If students satisfy most of these conditions, then they have demonstrated their understanding and satisfied the lesson objectives.

4.9.2. Criteria for evaluation: 1) can do some of the tasks well, 2) can do most of the tasks well, 3) can do all of the tasks well, 4) the outcome is equal to, or better than the teachers work.

4.10. Resourses

4.10.1. Internet, Tablets, Computers, Smart Board, virtual classroom, Google maps.

4.11. Prerequisites

4.11.1. Students know how to log into virtual account.

4.11.1.1. The virtual classroom will use a google email address.

4.11.2. Students know how to download files, and click on links in the virtual classroom.

4.11.3. Students know how to select empty boxes and add information such as text and photos.

4.11.4. Students know how to save, copy and send work to a) the teacher, and b) group members.

4.11.5. Students know how to take turns discussing their work with others.

4.11.5.1. Students also know how to formulate questions, ask their group members, and group problem solve.

4.12. Method of Instruction

4.12.1. Google maps lesson.

5. Final Paper

6. Videocast Lesson Plan

6.1. Plan:

6.1.1. Manitoba Curriculum- Grade 7, Cluster 4: Earth's Crust.

6.1.1.1. Cluster Overview: In this cluster, students investigate Earth’s geology, including rock and mineral formation, changes in the landscape over time, and human use of geological resources. Students describe processes involved in the location, extraction, processing, and recycling of geological resources found in Manitoba and Canada. Students recognize that soil is an important natural resource and they discuss the importance of soil conservation. Students identify environmental, social, and economic factors that should be considered in making informed decisions about land use. They examine theories explaining the Earth’s geology, and recognize the role of technology in the development of new scientific theories. Specialized careers involving the science and technology of the Earth’s crust are also explored ( p.1).

6.2. General Learning Outcome (GLO):

6.2.1. Investigate Earth's Geology.

6.3. Specific Learning Outcome (SLO):

6.3.1. 7-4-01 Use appropriate vocabulary related to their investigations of the Earth’s crust. Include: crust, mantle, outer core, inner core, weathering (physical, biological, and chemical), erosion, rock cycle, fossil fuel, geothermal energy, continental drift theory, theory of plate tectonics. GLO: C6, D5

6.3.2. 7-4-02 Describe the Earth’s structure. Include: crust, mantle, outer core, inner core. GLO: C6, D5

6.4. ICT Objectives

6.4.1. Cognitive Domain

6.4.1.1. P-2.2 adapts given electronic plans (examples: electronic storyboards, outlines, timelines, graphic organizers, science experiment reports...) N sc1.1, sc1.3, sc1.4, sc1.5, sc1.7, sc2.1

6.4.1.2. G-2.3 categorizes information using the ICT suitable for the purpose (examples: tables, graphic organizers, spreadsheets, outlines, prioritized email, geographic information system layers...) N sa1.5, sa2.3, sc2.1

6.4.1.3. Pr-2.2 revises electronic work to improve organization and clarity, enhance content and artistry, and meet audience needs, according to established criteria, feedback, and personal preferences (examples: by creating and/or critically revising text, images, and/or sound to enhance electronic work; by revising audio/video clips or effects; by adjusting the pace and transitions in multimedia presentations; by adding animation to web pages...) N sc1.1, sc1.2, sc1.3, sc1.4, sc1.5, sc1.6, sc1.7, sc2.1, sc2.2, sc2.3

6.4.1.4. C-2.1 discusses information, ideas, and/or electronic work using tools for electronic communication (examples: email, electronic whiteboards, web pages, threaded discussions, videoconferences, chats, instant messages, camera phones, wikis, blogs, podcasts, online whiteboards...) N sa1.11

6.5. Affective Domain

6.5.1. E-2.4 applies guidelines for ethical and responsible use of ICT (examples: respects others’ privacy, protects personal information, follows security procedures, respects intellectual property and credits sources, uses licensed software, discourages cyberbullying, collects data ethically, analyzes information ethically...)

6.5.2. Co-2.2 collaborates with others over distance using ICT (examples: email, web pages, threaded discussions, videoconferences, chats, instant messages, camera phones, wikis, blogs, podcasts, online whiteboards...)

6.6. Strategies:

6.6.1. Activating

6.6.1.1. Word Cycle

6.6.1.1.1. Students click on a file. The file is a word cycle vocabulary building strategy. It consists of a circle with ten bubbles around the circumference. In the middle of the circle, there are 10 words. Students must fill the bubbles with words. They can do this by copying the word and pasting it into the bubble. Between the bubble they must explain the relationship between the two words in the bubbles.

6.6.1.1.2. First, they should do the Word Cycle individually, then they should compare with their group, and finally make any changes they feel they should make.

6.6.2. Acquiring Strategy

6.6.2.1. Note Frame

6.6.2.1.1. A note frame is useful strategy students can use when watching a presentation. It gives students something to look out for in the presentation.

6.6.2.1.2. It consists of 5 sentences that are missing important words. Students must look out for those words by listening to the presentation.

6.6.3. Applying Strategy

6.6.3.1. Concept Overview

6.6.3.1.1. A concept overview is a reformulating strategy that helps students apply and extend information.

6.6.3.1.2. It consists of six empty boxes. Each box has a specific title: 1) new word or concept, 2) layers, 3) illustration, 4) questions: what I want to know, 5) dimensions/measurements, and 6) what I learned.

6.6.3.1.3. Students will fill in the missing information, individually and in collaboration with their groups.

6.6.4. Assessment:

6.6.4.1. Students will 1) draw the four layers of Earth 2) be able to list the four layers of the Earth; 3) indicate each layer's temperature, thickness and material composition; 4) explain why why each layer has such and such a temperature, thickness, and material composition, i.e., give the reasons, causes, etc.

6.6.4.2. Criteria for evaluation: 1) can do some of the tasks well, 2) can do most of the tasks well, 3) can do all of the tasks well, 4) the outcome is equal to, or better than the teachers work.

6.6.5. Notes

6.6.6. Resources

6.6.6.1. Internet, Tablets, Computers, Smart Board, virtual classroom, video player.

6.6.7. Prerequisites

6.6.7.1. Students know how to log into virtual account.

6.6.7.2. Students know how to download files, and click on links in the virtual classroom.

6.6.7.3. Students know how to select empty boxes and add information such as text and photos.

6.6.7.4. Students know how to save, copy and send work to a) the teacher, and b) group members.

6.6.7.5. Students know how to take turns discussing their work with others.

6.6.7.6. Students also know how to formulate questions, ask their group members, and group problem solve.

6.6.8. Method of Instruction

6.6.8.1. Videocast Lesson

6.6.8.2. Guest speaker from Australia

7. Collaborative Document Lesson

7.1. Plan:

7.1.1. Manitoba Curriculum- Grade 7, Cluster 4: Earth's Crust.

7.1.1.1. Cluster Overview: In this cluster, students investigate Earth’s geology, including rock and mineral formation, changes in the landscape over time, and human use of geological resources. Students describe processes involved in the location, extraction, processing, and recycling of geological resources found in Manitoba and Canada. Students recognize that soil is an important natural resource and they discuss the importance of soil conservation. Students identify environmental, social, and economic factors that should be considered in making informed decisions about land use. They examine theories explaining the Earth’s geology, and recognize the role of technology in the development of new scientific theories. Specialized careers involving the science and technology of the Earth’s crust are also explored ( p.1).

7.2. General Learning Outcome (GLO)

7.2.1. Investigate Earth's Geology.

7.3. Specific Learning Outcome (SLO).

7.3.1. 7-4-10 Describe methods used to control soil erosion, and recognize the importance of soil conservation. Examples: economically important to the agri-food industry, important for controlling the flow of water, necessary for plant growth... GLO: A5, B2, B5, E3

7.4. ICT Objectives

7.4.1. Cognitive Domain

7.4.1.1. G-2.3 categorizes information using the ICT suitable for the purpose

7.4.1.2. C-2.1 discusses information, ideas, and/or electronic work using tools for electronic communication

7.4.1.3. R-2.1 invites and shares constructive feedback, related to established criteria, to reflect on using ICT to learn

7.4.2. Affective Domain

7.4.2.1. Co-2.1 collaborates with peers to accomplish self-directed learning with ICT in various settings

7.4.2.2. Co-2.2 collaborates with others over distance using ICT

7.5. Strategies

7.5.1. Activating

7.5.1.1. Focused Free-Write: This is a writing-to-learn strategy (Success for all Learners, 6.30). Students will be asked to agree or disagree with the proposition: soil management is everybody's responsibility.

7.5.2. Acquiring:

7.5.2.1. Charting the Patterns. This is a strategy that requires students to chart organization structures for narrative text. It consists of six boxes: 1) title, 2) setting, 3) characters, 4) problem/conflict, 5) events and 6) resolution. As students watch the video/presentation, they must fill in the empty boxes with the relevant information.

7.5.2.2. The video presentation will be on the dirty thirties. When the summers were hot, dry and windy, much of the top soil was blown away called the dust bowl. Students will watch this video to understand the social and economic impacts of soil erosion.

7.5.3. Applying:

7.5.3.1. Travelling response. In this strategy, students use the information gathered from the Charting the Patterns strategy, and write about the importance of the soil. Afterwards, students will share their work with a partner. They will then comment on their partners work. To give a focus to their comment, students will be asked to fill in any missing information that their partner did not include.

7.5.3.2. In this activity, students will create a collaborative document using Google docs. For example, student A will create a Google document. They will share it with their partner, allowing him or her to edit it. Then they will write their travelling response on the document. They will wait until their partner is finished writing his or her own traveling response, and then proceeded to comment on their partners work. When both are finished commenting, students will be encouraged to change or edit their own work. After they finished editing, they will send it to the teacher, and possibly talk about it in class discussion.

7.6. Assessment

7.6.1. Based on information from the video, students will demonstrate their understanding by 1) giving reasons why soil is needed, 2) naming the causes for soil erosion, 3) offering a person/local solution to the problem (i.e., what can I do to prevent soil erosion? Or what can I do to build up the soil?

7.7. Resources

7.7.1. Internet, Tablets, Computers, Smart Board, virtual classroom, video player.

7.8. Method of Instruction

7.8.1. Video Presentation

7.8.1.1. Science/documentary film

8. Movie

8.1. General Description:

8.1.1. Movie. Music video. Continuous audio. Clip of different movie overlaid on music video. Both audios audible.

8.2. Plan:

8.2.1. 1. Mark the places for the clips.

8.2.1.1. The place for the clips will be a regular moments of chorus.

8.2.2. 2. Determine the length of the clips.

8.2.2.1. The length of the clips will depend on the length of the chorus.