ICT Lesson Plans

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ICT Lesson Plans by Mind Map: ICT Lesson Plans

1. Maps Lesson Plan

1.1. Objectives

1.1.1. From ICT Curriculum Cognitive Objective C-1.1 displays and/or discusses electronic work. Affective Objective Co-2.1 collaborates with peers to accomplish self-directed learning with ICT in various settings

1.1.2. From Manitoba Curriculum Grade 9 French Specific Learning Objective General Learning Objective

1.1.3. Bloom's Wheel Creating Formulate a plan

1.2. Lesson Specifics

1.2.1. French Countries

1.2.2. Essential Questions Which countries speak French? What are some interesting places in french speaking countries? ex. landmarks, attractions

1.2.3. Reasoning In exploring different french speaking countries, students will learn an advantage of speaking french is being able to travel and live in a large number of countries. Students will use google maps to explore different french speaking countries. They will be required to identify specific interesting places in the countries.

1.2.4. Method of Instruction Activate Why do we learn french? What are some reasons we should learn a second language? Aquire As a class, we will explore google maps Teacher will demonstrate pin pointing locations, attaching videos and photos, and creating transportation routes As a class, we will also brainstorm french speaking countries Apply Students will be working with a partner to explore a French speaking country. Students must choose a country and determine a plan to research the country and find the information required. Students will use Google Maps to uncover their courntries Students will share their maps and the class can look at each others' work.

1.2.5. Method of Evaluation Stategy OF LEARNING Criteria Rubric

1.3. Resources

1.3.1. Materials Computers Access to internet

1.3.2. People

1.3.3. Facilities

1.4. Prerequisites

1.4.1. Review Basic understanding of what google maps is and some functions within

1.4.2. Goals Incorporate technology into basic french

1.4.3. Set context Ways in which knowing a second language can be beneficial

2. Collaborative Document Lesson Plan

2.1. Objectives

2.1.1. From ICT Curriculum Cognitive Domain Pr-1.2 composes text, records sound, sketches images, graphs data, and/or creates video Affective Domain Co-2.2 collaborates with others over distance using ICT

2.1.2. From Manitoba Curriculum Grade 9 Social Studies General Learning Outcome Specific Learning Outcome

2.1.3. Bloom's Wheel Creating Compose

2.2. Lesson Plan Specifics

2.2.1. Aboriginal Opportunities and Challenges

2.2.2. Essential Questions What are examples of opportunities and challenges that affected aboriginals and First Nations treaties? How can we collaboratively create a growing list of the examples as a class?

2.2.3. Reasoning To be an active member of Canadian society, students need to be aware of the opportunities and challenges that affect FIrst Nations. In using a collaborative document such as Google Documents, students will work together to gather information.

2.2.4. Method of Instruction Activating Brainstorming Acquiring Students will research different examples Students will be asked to record specific details Applying Students will share their informaiton on Google Document that is accessible to the whole class Students will then be able to access to these examples when working through the rest of the cluster about creating social justice in Canada

2.2.5. Method of Evaluation Strategy FOR Learning Criteria Observation

2.3. Prerequisites

2.3.1. Review Google Documents Students will have already used google documents prior, but now they are using it as a collaborative tool

2.3.2. Goals Collaborative research

2.3.3. Set context There are many opportunities and challenges that affect First Nations and we need to be aware of them In creating a collaborative document, we will be able to create a large list that will expose a certain degree of social injustice in Canada

2.4. Resources

2.4.1. Materials Google Documents computers

2.4.2. People Students may choose to speak to elders or other members of the aboriginal community to gather examples

2.4.3. Facilities computer lab

3. Podcasts Lesson Plan

3.1. Objectives

3.1.1. From ICT Curriculum Cognitive Domain Pr-3.3 designs and creates simulations and models using ICT applications Affective Domain S-1.1 identifies uses of ICT at home, at school, at work, and in the community

3.1.2. From Manitoba Curriculum Grade 9 French General Learning Outcome Specific Learning Outcome

3.1.3. Bloom's Wheel Creating Produce

3.2. Notes

3.2.1. Lesson Specifics Basic French Conversations Essential Questions How can I communicate essential questions in french? Reasoning Students will be communicating in French, but also recording their conversations. Method of Instruction Activate Aquire Apply Method of Evaluation Stategy Criteria

3.3. Prerequisites

3.3.1. Review students will already be familiar with soundcloud

3.3.2. Goals students will now see the value in recording audio files

3.3.3. Set context

3.4. Resources

3.4.1. Materials Soundcloud computers

3.4.2. People Other french speakers in the school family

3.4.3. Facilities quiet rooms

4. Videocast Lesson Plan

4.1. Objectives

4.1.1. From ICT Curriculum Cognitive Domain G-1.5 questions whether information from media sources is real, useful, and/or distracting Affective Domain Co-1.1 works with others in teacher-directed learning tasks using ICT and assists others with ICT knowledge and procedures

4.1.2. From Manitoba Curriculum Grade 9 ELA General Learning Outcome Specific Learning Outcome

4.1.3. Bloom's Wheel Evaluating Critique

4.2. Lesson Plan Specifics

4.2.1. Media

4.2.2. Essential Questions How are specific news articles written from a certain perspective? What biases are evident in certain media outlets?

4.2.3. Reasoning Students will be using Screencastify to do a "think aloud" while reading a news article. Students will be asked to be critical thinkers and not simply absorb all that the media produces.

4.2.4. Method of Instruction Activating Brainstorm Acquiring As a class, we will look at a specific news article Teacher will model how to do a think aloud when critiquing an article Applying Students will work with a partner to critique a news article. They will be using Screencastify to record the article they are reading and to record their thinking process of their critique.

4.2.5. Method of Evaluation Strategy FOR Learning Criteria Can students form an opinion based on the news article they read? Can they effectively use Screencastify to express their thought process?

4.3. Prerequisites

4.3.1. Review Students will have already been exposed to Screencastify in other lessons.

4.3.2. Goals To use Screencastify to show thought prcoess

4.3.3. Set context In this media influenced society, students need to be able to form opinions and think critically about what they read in news articles.

4.4. Resources

4.4.1. Materials Screencastify media sources microphone

4.4.2. People partner

4.4.3. Facilities computer lab