Lesson Planning

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Lesson Planning by Mind Map: Lesson Planning

1. Podcast Lesson Plan

1.1. Prerequisites

1.1.1. Anonymous Google Account

1.1.2. Blogger Page

1.1.3. Audacity

1.1.4. Vocaroo

1.2. Objectives

1.2.1. ICT Continuum Outcomes Affective Objective Task Cognitive Objective Task

1.2.2. Manitoba Grade 7 Social Studies Outcomes G.L.O 7.1.3 Global Population Trends S.L.O KG-032 Identify on a world map the more and less developed nations and explain why a nation is considered to be more or less developed through a podcast

1.3. Resources

1.3.1. Materials Computers with internet access and microphone for recording Audacity Vocaroo

1.3.2. People Teachers Students

1.3.3. Facilities Classroom Computer lab

1.3.4. ICT Continuum

1.3.5. Manitoba Social Studies Curriculum

1.4. Notes

1.4.1. Lesson or Series Title

1.4.2. Goals of The Lesson Students brainstorm a list of words that come to mind when they hear the terms more-developed countries and less-developed countries, recording their ideas under each of the two categories, and naming examples of countries (if they are able). They will do this using a podcast. Working individually, students then complete an Anticipation Guide in which they respond to a series of debatable general statements about more-developed and less-developed nations. NOTE: Alert students to stereotypes or unfounded generalizations they may have about less-developed countries and the meaning of development. Revisit the Anticipation Guide later in the learning experience, discussing what students have learned, and identifying reasons why they may have held certain stereotypes to be true.

1.4.3. Content

1.4.4. Method of Instruction Podcast World Geography Unit

1.4.5. Method of Evaluation Podcast will have the type of answers I am looking for that they can listen to after they complete the assignment.

2. Maps Lesson Plan

2.1. Prerequisites

2.1.1. Anonymous Google Account

2.2. Objectives

2.2.1. ICT Continuum Outcomes Cognitive Objective P-1.2 follows given plans Affective Objective M-1.1 demonstrates confidence and self-motivation while doing ICT tasks alone and with othe

2.2.2. Manitoba Grade 7 Social Studies Curriculum Outcomes G.L.O 7.1.2 The Global National Environment S.L.O KL-016 Locate on a world map the continents, major landforms, and major bodies of water.

2.3. Resources

2.3.1. Materials Computers with internet access Google Maps

2.3.2. People Teachers Students

2.3.3. Facilities Classroom

2.3.4. Manitoba Social Studies Curriculum

2.3.5. ICT Continuum

2.4. Notes

2.4.1. Lesson or Series Title

2.4.2. Goals of the Lesson For my map lesson, students will go on Google Maps and create points indicating the seven continents and color code them. They will also point pins to 7 Major bodies of water. There will be a list of 12 to choose from.

2.4.3. Content

2.4.4. Method of Instruction How to use Google Maps Previous lesson(s) on the 7 continents and major bodies of the world.

2.4.5. Method of Evaluation Checklist Did they correctly label all 7continents? Did they correctly label all 7 required bodies of water? Did they colour code the 7 continents?

3. Videocast Lesson Plan

3.1. Prerequisites

3.1.1. Use of Youtube

3.2. Objectives

3.2.1. ICT Continuum Outcomes Affective Objective Task Cognitive Objective Task

3.2.2. Manitoba Grade 7 Social Studies Outcomes G.L.O 7.1.1 Mapping the GLobe S.L.O KL-015 Explain the purpose of latitude, longitude, parallels, and meridians. KP-038 Compare the accuracy of various map projections and describe their influence on perceptions of the size and importance of the continents.

3.3. Resources

3.3.1. Materials Computers with internet access Youtube account Oranges Plastic knife Markers

3.3.2. People Teachers Students

3.3.3. Facilities Classroom Computer lab

3.3.4. ICT Continuum

3.3.5. Manitoba Social Studies Curriculum

3.4. Notes

3.4.1. Lesson or Series Title

3.4.2. Goals of the Lesson Collaborative groups of students use a large orange as a model for the Earth, drawing approximations of the Equator, the Tropics of Cancer and Capricorn, and the polar circles. Students then draw four lines of longitude, evenly spaced, connecting the poles. Students then cut the orange carefully down from the North Pole to the South Pole, pulling off the peel carefully without tearing it. If they try to spread the peel to flatten it on the table, they will note that lines and shapes are distorted and the peel warps and becomes crinkly. In order to get the peel to lie flat, they will need to cut a small slit from each pole halfway towards the Equator. Students discuss and reflect on what this tells them about the accuracy of map projections (Will they always represent shape, size, distance and direction accurately? Will they create certain perceptions of the world depending on how they represent each continent?).

3.4.3. Content

3.4.4. Method of Instruction World Geography Unit Videocast Youtube video until the end of that step shown on video then they will follow along with me.

3.4.5. Method of Evaluation Did they follow the steps?

4. Collaborative Lesson Plan

4.1. Prerequisites

4.1.1. Knowledge of Google Docs

4.2. Resources

4.2.1. Materials Computers with internet access Google Docs

4.2.2. People Teacher Students

4.2.3. Facilities Classroom Computer lab

4.2.4. ICT Continuum

4.2.5. Manitoba Social Studies Curriculum

4.3. Objectives

4.3.1. ICT Continuum Outcomes Affective Objective Task Cognitive Objective Task

4.3.2. Manitoba Grade 7 Social Studies Outcomes G.L.O 7.1.1 Mapping the Globe S.L.O KL-021 Explain standards related to time zones. Include: International Date Line, Universal Time, local time, Prime Meridian, Time Zones.

4.4. Notes

4.4.1. Lesson or Series Title

4.4.2. Goals of The Lesson Using print and electronic resources, collaborative groups of students gather information about the purpose of the Prime Meridian, Universal Time (UT), Local Time, International Date Line, and Time Zones. There will be 5 Students working on this, using Google Docs they will invite me to their doc and will each add their section. They will also draw on the time zone divisions on the map in the Google Doc.

4.4.3. Content

4.4.4. Method of Instruction World Geography Unit

4.4.5. Method of Evaluation Did they each contribute their part? Was their section correct? Was the part they answered in their own words? Was it just copied and pasted?