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Lessons by Mind Map: Lessons

1. Podcast

1.1. Objectives

1.1.1. ICT

1.1.1.1. Cognitive

1.1.1.1.1. P-2.1 constructs "how and why" questions, predictions, hunches, educated guesses and hypotheses and identifies information needs

1.1.1.1.2. P-3.2 Designs own electronic plans

1.1.1.1.3. G 2.4 - Analyzes whether information collected from media sources is sufficient and/or suitable for purpose and audience

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

1.1.1.1.5. Pr. 1.2 composes text, records sound, sketches images, graphs data, and/creates video

1.1.1.2. Affective

1.1.1.2.1. E - 1.1 respects ICT equipment and personal technology space of other ICT users

1.1.1.2.2. E - 2-1 Applies school division's acceptable use policy for ICT

1.1.1.2.3. E 2.2 - applies safety guidelines when communicating electronically

1.1.1.2.4. E 2.4 applies guidelines for ethical and responsible use of ICT

1.1.1.2.5. S-2.1 analyzes current trends in ICT to predict effects of emerging technologies

1.1.1.2.6. M 1.1 demonstrates confidence and self-motivation while doing ICT tasks alone and with others

1.1.2. Manitoba Curriculum

1.1.2.1. Grade 9 ELA

1.1.2.1.1. 1.1.1 Express Ideas

1.2. Resources

1.2.1. Material

1.2.1.1. computers with microphones, poems

1.2.2. People

1.2.3. Facilities

1.3. Prerequistes

1.4. Notes

1.4.1. Lesson Title

1.4.1.1. Remembrance Day Poetry

1.4.2. Goal

1.4.3. Method of Instruction

1.4.3.1. Activate

1.4.3.1.1. What do the students know about Remembrance Day? Class discussion. Bring up the poem "Flanders Fields" by John McCrea.

1.4.3.2. Acquire

1.4.3.2.1. Students will find a poem online that relates to Remembrance Day, or veterans, or this theme.

1.4.3.3. Apply

1.4.3.3.1. Students will use Audacity to record themselves reading their chosen poems. They will include why they have chosen the poem and what it means to them. They may not choose Flanders Fields as this will be the example that is discussed in class.

1.4.4. Method of Evalution

1.4.4.1. Students will be formatively evaluated based on their podcast of reading their poem, as well as why they have chosen the poem and what it means to them.

2. Collaborative Document

2.1. Objectives

2.1.1. ICT

2.1.1.1. Cognitive

2.1.1.1.1. 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 preference

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

2.1.1.2. Affective

2.1.1.2.1. E 1.1 - respects ICT equipment and personal technology space of other ICT users

2.1.1.2.2. E 2.1 - applies school division's acceptable-use policy for ICT

2.1.1.2.3. E 2.2 - applies safety guidelines when communicating electronically

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

2.1.1.2.5. Co 2.2 Collaborates with others over distance using ICT

2.1.2. Manitoba Curriculum - Grade 10 Social Studies

2.1.2.1. KL - 011 - Locate major physical features on a map of North America

2.1.2.2. KL- 012 Locate international political divisions on a map of North America

2.1.2.3. KL-013 Locate provinces, territories, and capital cities on a map of Canada

2.1.2.4. KL-010 Describe the relationship between physical and human geography

2.1.2.5. S-100 Collaborate with others to achieve group goals and responsibilities

2.2. Resources

2.2.1. Materials

2.2.1.1. Computers, Google Accounts

2.2.2. People

2.2.3. Facilities

2.3. Prerequistes

2.3.1. Review

2.3.1.1. Prior to this lesson we would've discussed What is Geography and some of the key vocabulary

2.3.2. The students have active Google Accounts and have had a previous lesson exploring Google Maps and Google Earth practicing navigating themselves.

2.4. Notes

2.4.1. Lesson Title

2.4.1.1. Physical and Human Geography

2.4.2. Goal

2.4.2.1. Provides opportunities for students to identify elements of each. The learning experience then proceeds to introduce students to the critical geographic concept of the dynamic interrelationships between the physical and human aspects of the world. This learning experience also gives students an opportunity to consolidate and extend their map knowledge of noth human and physical elements of Canada and NOrth America.

2.4.3. Method of Instruction

2.4.3.1. Activating: North American Experience

2.4.3.1.1. Working in small groups, students identify memorable places they have visited in North America. Students describe both the physical and human feature of places visited. Students will map these on Google Maps on a shared account and have a list on Mindmeister identifying the places. Together they will discuss possible relationships between physical and human geography for each Mindmeister

2.4.3.2. Acquiring: Map Physical Features of North America

2.4.3.2.1. In their groups, on Google Maps students located and label the major physical features in North America. Students label the major political divisions on the map of North America. Students use Google Earth to identify countries that are dominated by one or two major physical features and those that have a variety of physical features. Students discuss the possible implications of phyiscal features on the type and variety of human activities.

2.4.3.3. Applying: Scenes of North America

2.4.3.3.1. Students collect a variety of pictures depicting physical features and human (cultural activities in North America. Students attach pictures to their Google Maps account and justify their choice of location for each picture. This will be recorded on Mindmeister

2.4.4. Method of Evaluation

2.4.4.1. Assessment Strategies - Assess the location of pictures and accompanying explanations for the student's understanding of the relationship between physical and human geography in North America. Assess the students' skill in selecting appropriate pictures from a variety of sources. Assess the students skill in organizing and placing pictures in appropriate locations on the map of North America.

2.4.5. Reasoning

3. Videocasting

3.1. Objectives

3.1.1. ICT Curriculum

3.1.1.1. Cognitive

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

3.1.1.1.2. Pr-3.3 designs and creates simulations and models using ICT applications

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

3.1.1.2. Affective

3.1.1.2.1. E-2.1 applies school division's acceptable use policy for ICT

3.1.1.2.2. E-1.1 respects ICT equipment and personal technology space of other

3.1.1.2.3. E-2.2 applies safety guidelines when communicating electronically

3.1.1.2.4. S-2.1 analyzes current trends in ICT to predict effects of emerging technologies

3.1.1.2.5. S-2.2 analyzes various ICT skill and competency requirements for personal career choices

3.1.1.2.6. M-1.1 - demonstrates confidence and self-motivation while doing ICT tasks alone and with others

3.1.2. Manitoba Curriculum

3.1.2.1. 9.N.1 An understanding of powers with integral bases (excluding base 0) and whole-number exponents by: representing repeated multiplication using powers, using patterns to show that a power with an exponent of zero is equal to one, solving problems involving powers. • Determine the sum of two powers such as 5^2 + 5^3 or 3^2 + 2^3 and record the process. • Determine the different of two powers such as 43 – 42 and record the process

3.1.2.2. 9.N.4- Explain and apply the order of operations, including exponents, with and without technology. • Demonstrate and explain with examples, the need for a standardized order of operations • Solve a problem by applying the order of operations without the use of technology and record the process. • Solve a problem by applying the order of operations with technology and record the process • Identify the error in applying the order of operations in an incorrect solution.

3.2. Resources

3.2.1. Material

3.2.1.1. Math Makes Sense 9, iPads or computers

3.2.2. People

3.2.3. Facilities

3.3. Prerequisties

3.3.1. Review

3.3.1.1. Previous to this lesson we would have talked about exponent and how they work.

3.4. Notes

3.4.1. Lesson Title

3.4.1.1. Order of Operations

3.4.2. Goal

3.4.2.1. The importance of and how to apply the Order of Operations

3.4.3. Method of Instruction

3.4.3.1. Activate

3.4.3.1.1. Why is this important? For Skill Testing Questions!! Being able to solve problems properly. Review BEDMAS, what it is and how to apply to questions. As a class, we will practice doing a word problem and how to solve them.

3.4.3.2. Acquire

3.4.3.2.1. Students will play Number Riddles Game OR Order of Operations Bowling with a partner.

3.4.3.3. Apply

3.4.3.3.1. Math Makes Sense 9 Page 66 – 67 #3-8,10,11, 15, 17, 20ab, 21cd, 22

3.4.4. Method of Evaluation

3.4.4.1. Using the Ipads or computers Video Question Robbie, Marcia, and Nick got different answers when they evaluated this expression: (-6)2 – 2 [(-8) ÷ 2]2 Robbie’s answer was 68, Marcia’s answer was 4 and Nick’s answer was -68. a. Who had the correct answer? b. Show and explain how the other two students might have got their answers. Where did they go wrong

4. Map

4.1. Outcomes

4.1.1. Social Studies Curriculum

4.1.1.1. Essential Questions 11.3.2

4.1.1.1.1. How did territorial expansion, immigration and industrialization change life for men and women in Canada?

4.1.1.1.2. Canadian Expansion sea to sea

4.1.2. ICT Curriculum

4.1.2.1. Pr-1.1 participates in establishing criteria for student-created electronic work

4.1.2.2. G-1.5 Questions whether information from media sources is real, useful and/or distracting

4.1.2.3. Co-3.1 leads a group in the process of collaborative learning

4.2. Assignment

4.2.1. Google Accounts, Google Maps

4.2.2. Map of Canada, Label the provinces and note when they came into Confederation and their reason for doing so

4.3. Lesson

4.3.1. Activate

4.3.1.1. Start with asking students what immigration is and if any of them have immigrated recently into Canada (if you know your class and know what students may have recently immigrated you can talk to these students ahead of time to see if they are willing to tell their stories). Tell your story of your background of what countries your ancestors are from. Show this on Google maps, making note of the countries the ancestors came from and when.

4.3.2. Acquire

4.3.2.1. The class will be divided into groups of 4 (or so). Within the groups, two of the students will be required to find out their own histories, as much as they can as to what country their ancestors were from and an approximate date. Students will have to create a Google Account and map where their family is from and when they came to Canada. The other two students will research a history of Canada including why difference provinces joined Confederation and when. This information will be added to the Google Map (they will work on it collaboratively).

4.3.3. Apply

4.3.3.1. Using the combined information of when immigrants came to Canada, and when different provinces where created as well as the policies intact, students will try to determine if their ancestors came to Canada because of a policy put into place and the impact that had on Canada

4.3.4. Assessment

4.3.4.1. students will be assessed on the detail put into their map. Each of the provinces should be labeled, the date they joined confederation and any history on why they joined and policies in place.

4.4. Resources

4.4.1. Material

4.4.1.1. Destinations

4.4.2. People

4.4.3. Facilities