1. Maps Lesson Plan
1.1. Objectives
1.1.1. From Manitoba Curriculum
1.1.1.1. Grade 10 Geographic Issues (20S)
1.1.1.1.1. GLO
1.1.1.1.2. SLO
1.1.2. From ICT Continuum
1.1.2.1. Cognitive Domain
1.1.2.1.1. Pr-3.1 designs and creates non-sequential ICT representations
1.1.2.2. Affective Domain
1.1.2.2.1. E-3.2 weighs personal benefits and risks of using ICT
1.1.3. Bloom's Taxonomy
1.1.3.1. Applying stage: Students will use information in a new (but similar) way by locating the required information on a map.
1.1.3.2. Prerequisites
1.1.3.2.1. Students will need to be reminded of the provinces, territories and capital cities within Canada.
1.2. Prerequisites
1.2.1. Review
1.2.1.1. As a class, we will review Canada's provinces, territories and capital cities.
1.2.2. Goals
1.2.2.1. Students will be able to identify Canada's provinces, territories and capital cities on a map.
1.2.3. Set content
1.2.3.1. Canada's provinces, territories, and capital cities.
1.3. Resources
1.3.1. Materials
1.3.1.1. One computer per student
1.3.1.2. Google Maps
1.3.2. People
1.3.3. Facilities
1.3.3.1. Computer lab
1.4. Notes
1.4.1. Lesson or Series Title
1.4.1.1. Geographic Literacy: Canada's Geography
1.4.2. Goals of Each Lesson
1.4.2.1. To have students identify elements of Canada's geography.
1.4.3. Objectives
1.4.3.1. KL-013 Locate provinces, territories, and capital cities on a map of Canada.
1.4.3.2. S-201 Organize and record information in a variety of formats and reference sources appropriately. Examples: maps, graphs, tables, concept maps...
1.4.4. Reasoning
1.4.4.1. To give students an opportunity to consolidate and extend their map knowledge of both human and physical elements of Canada and North America.
1.4.4.2. To familiarize students with Canada's geography before exploring the interrelationship between human and physical aspects of the world.
1.4.5. Content
1.4.5.1. Canada's provinces, territories and capital cities.
1.4.6. Methods of Instruction
1.4.6.1. Review provinces, territories and capital cities as a class.
1.4.6.2. Have students independently create Google Maps identifying Canada's provinces, territories and capital cities.
1.4.7. Methods of Evaluation
1.4.7.1. Work Sample of students' maps.
1.4.8. Example: https://www.google.com/maps/d/edit?mid=z3_tZgcU-2Q0.k6bd0ToKZA9s&usp=sharing
2. Collaborative Document Lesson Plan
2.1. Objectives
2.1.1. From Manitoba Curriculum
2.1.1.1. Grade 9 Social Studies
2.1.1.1.1. GLO
2.1.1.1.2. SLO
2.1.2. From ICT Curriculum
2.1.2.1. Cognitive Domain
2.1.2.1.1. G-3.2 assesses textual, numerical, aural, and visual information, as well as the sources of the media, to determine context, perspective, bias, and/or motive.
2.1.2.2. Affective Domain
2.1.2.2.1. Co-3.2 weighs benefits and challenges of collaborating on learning with ICT
2.1.3. Bloom's Taxonomy
2.1.3.1. Stages
2.1.3.1.1. Understanding stage: Students will make sense of information they gather.
2.1.3.1.2. Evaluating stage: Students will critically examine information gathered to determine its validity.
2.1.3.2. Prerequisites
2.1.3.2.1. Students will be reminded of appropriate websites to use and how to determine the validity of information gathered.
2.1.3.2.2. As a class, we will review how to use Google Docs.
2.2. Prerequisites
2.2.1. Review
2.2.1.1. I will give a brief explanation of each aspect of Canadian parliament and democracy before this lesson.
2.2.1.2. As a class, we will review appropriate websites to gather information from and how to determine the validity of information gathered.
2.2.1.3. As a class, we will review how to use Google Docs.
2.2.2. Goals
2.2.2.1. To develop a working knowledge of Canada's parliamentary structure and function.
2.2.3. Set Content
2.2.3.1. Aspects of Canadian parliament and democracy: constitutional monarchy, federalism, Governor General, Prime Minister, Cabinet, House of Commons, Senate.
2.3. Resources
2.3.1. Materials
2.3.1.1. One computer per student
2.3.1.2. Google Docs
2.3.2. People
2.3.3. Facilities
2.3.3.1. Computer lab
2.4. Notes
2.4.1. Lesson or Series Title
2.4.1.1. Democracy and Governance in Canada: Law, Order, and Good Government
2.4.2. Goals of Each Lesson
2.4.2.1. To familiarize the students with Canada's parliamentary system and democracy.
2.4.3. Objectives
2.4.3.1. KC-006 Describe Canadian parliamentary democracy. Include: constitutional monarchy, federalism, Governor General, Prime Minister, Cabinet, House of Commons, Senate.
2.4.4. Reasoning
2.4.4.1. To familiarize the students with Canada's parliamentary system and democracy.
2.4.4.2. To develop a sense of Canadian citizenship in the students.
2.4.5. Content
2.4.5.1. Components and structure of Canada's parliament and democracy.
2.4.6. Methods of Instruction
2.4.6.1. In groups, have students create a collaborative Google Doc explaining the various components of Canada's parliament and democracy.
2.4.7. Methods of Evaluation
2.4.7.1. Students' contributions to collaborative Google Doc.
2.4.8. Example: https://docs.google.com/document/d/15dRqJnUSnOHCAdkCbiiCRvPZrca3H1QB1SovdL0-2yk/edit?usp=sharing
3. Podcasts Lesson Plan
3.1. Objectives
3.1.1. From Manitoba Curriculum
3.1.1.1. Grade 9 English
3.1.1.1.1. GLO
3.1.2. From ICT Continuum
3.1.2.1. Cognitive Domain
3.1.2.1.1. Pr-3.1 designs and creates non-sequential ICT representations
3.1.2.1.2. Pr-3.2 self-assesses ICT representations to go beyond established criteria by enhancing meaning and/or artistry, according to topic, audience, purpose, and occasion
3.1.2.2. Affective Domain
3.1.2.2.1. E-3.2 weighs personal benefits and risks of using ICT
3.1.3. Bloom's Taxonomy
3.1.3.1. Stages
3.1.3.1.1. Analyzing stage: Students will deconstruct the story of Romeo and Juliet and explore relationships.
3.1.3.1.2. Evaluating stage: Students will critically examine information from the story and make judgments.
3.1.3.1.3. Creating stage: Students will use information to create something new.
3.1.3.2. Prerequisites
3.1.3.2.1. Students will need to have read "Romeo and Juliet" and have a good understanding of the story. A wide variety of comprehension strategies will need to be explored and utilized before this lesson.
3.2. Prerequisites
3.2.1. Review
3.2.1.1. As a class, we will review over key points throughout the story that students may base their podcast on.
3.2.1.2. Students will need to be reminded how to write from an alternative perspective.
3.2.2. Goals
3.2.2.1. Students will be able to take on an alternative perspective.
3.2.2.2. Students will be able to explain various interpretations of the same text.
3.2.3. Set content
3.2.3.1. Respond to text
3.2.3.2. Take alternative perspective
3.3. Resources
3.3.1. Materials
3.3.1.1. "Romeo and Juliet"
3.3.1.2. RAFT pre-writing organizational sheet
3.3.1.3. One iPad per every two students.
3.3.2. People
3.3.3. Facilities
3.3.3.1. Computer lab
3.4. Notes
3.4.1. Lesson or Series Title
3.4.1.1. Romeo and Juliet: Final Project News Report
3.4.2. Goals of Each Lesson
3.4.2.1. To deepen the students' comprehension of the text.
3.4.3. Objectives
3.4.3.1. 2.2.1 Experience Various Texts - Experience texts from a variety of forms and genres and cultural traditions; explain various interpretations of the same text.
3.4.4. Reasoning
3.4.4.1. To evaluate students on their ability to comprehend the text. By having students take an alternative perspective, they are given the opportunity to express the depth of their understanding of the text.
3.4.5. Content
3.4.5.1. Respond to text
3.4.5.2. Take alternative perspective
3.4.6. Methods of Instruction
3.4.6.1. Model writing from an alternative perspective
3.4.6.2. Have students plan and write out their podcasts.
3.4.6.3. In pairs, have students create their podcasts.
3.4.7. Methods of Evaluation
3.4.7.1. Rubric - Students will be evaluated on their comprehension of the text, as displayed in their podcasts.
3.4.8. Example: https://soundcloud.com/user-460598483/romeo-and-juliet-podcast
4. Videocasts Lesson Plan
4.1. Objectives
4.1.1. From Manitoba Curriculum
4.1.1.1. Grade 10 Geography
4.1.1.1.1. GLO
4.1.1.1.2. SLO
4.1.2. From ICT Continuum
4.1.2.1. Cognitive Domain
4.1.2.1.1. Pr-3.3 designs and creates simulations and models using ICT applications
4.1.2.2. Affective Domain
4.1.2.2.1. E-3.2 weighs personal benefits and risks of using ICT
4.1.3. Bloom's Taxonomy
4.1.3.1. Applying stage: Students will use information in a new (but similar) way by making personal connections with specific places through creation of guided tours.
4.1.3.2. Prerequitites
4.1.3.2.1. Students will need to be taught that place plays an important role in the creation of peoples' identities.
4.1.3.2.2. Students will need to be reminded how to make connections and shown how to make connections to specific places.
4.2. Prerequisites
4.2.1. Review
4.2.1.1. As a class, we will review the importance of place in the creation of identity.
4.2.1.2. As a class, we will review how to make personal connections to places.
4.2.2. Goals
4.2.2.1. Students will be able to make personal connections to various places.
4.2.3. Set Content
4.2.3.1. Relationship between identity and place
4.3. Resources
4.3.1. Materials
4.3.1.1. One computer per student
4.3.1.2. Google Maps
4.3.1.3. Jing software
4.3.2. People
4.3.3. Facilities
4.3.3.1. Computer lab
4.4. Notes
4.4.1. Lesson or Series Title
4.4.1.1. Geographic Literacy: Place and Identity
4.4.2. Goals of Each Lesson
4.4.2.1. To have students identify personal connections to various places.
4.4.3. Objectives
4.4.3.1. VI-002 Appreciate the importance of place to their identity.
4.4.3.2. S-403 Present information and ideas in a variety of formats appropriate for audience and purpose.
4.4.4. Reasoning
4.4.4.1. To evaluate students on their appreciation of place to their personal identities.
4.4.5. Content
4.4.5.1. Relationship between place and identity
4.4.6. Methods of Instruction
4.4.6.1. Review making connections.
4.4.6.2. Using Jing, students will independently create guided tours on Google Maps explaining the importance of various locations within a city/country of significance to them.
4.4.7. Methods of Evaluation
4.4.7.1. Work Sample of students' guided tour using Jing.
4.4.8. Example: http://screencast.com/t/XuZ3LnuecCb9