Lesson Planning

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Lesson Planning by Mind Map: Lesson Planning

1. Podcasts Lesson Plan

1.1. Objectives

1.1.1. From ICT Continuum

1.1.1.1. Affective Objective

1.1.1.1.1. E-1.2 recognizes guidelines for safety and security

1.1.1.1.2. E-3.2 weighs personal benefits and risks of using ICT

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

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

1.1.1.2. Cognitive Objective

1.1.1.2.1. P-2.1 constructs “how and why” questions, predictions, hunches, educated guesses, and hypotheses and identifies information needs

1.1.1.2.2. G-3.1 incorporates new information with prior knowledge and adjusts inquiry strategies

1.1.1.2.3. G-1.3 records data or makes notes on gathered information and ideas using given categories and given ICT

1.1.1.2.4. G-1.4 collects primary data using electronic devices

1.1.1.2.5. 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

1.1.1.2.6. Pr-1.3 edits electronic work according to established criteria, conventions, and/or standards

1.1.1.2.7. C-1.1 displays and/or discusses electronic work

1.1.2. From Manitoba Curriculum

1.1.2.1. GLO (s)

1.1.2.1.1. Develop an undertstanding of employment earnings

1.1.2.1.2. Develop skills to make informed consumer decisions.

1.1.2.2. SLO (s)

1.1.2.2.1. Demonstrate an understanding of calculations for gross pay and net pay earned through income sources including: wages, salary, contracts, commisions, and piecework.

1.1.2.2.2. Solve problems that involve unit pricing and currency exchange, using proportional reasoning.

1.1.2.3. Achievement Indicator

1.1.2.3.1. Describe, using examples, various methods of earning income.

1.1.2.3.2. Identify and list jobs that commonly use different methods of earning income, such as hourly wage, wage and tips, salary, piecework, commission, contract, bonus, and shift premiums.

1.1.2.3.3. Describe the advantages and disadvantages for a method of earning income, such as hourly wage, piecework, salary, commission, and contract.

1.1.2.3.4. Determine or compare the unit price of two or more items

1.1.2.3.5. Solve, using proportional reasoning, a contextual problem that involves currency exchange.

1.1.3. From Bloom's Wheel

1.1.3.1. Students will interview a family member/relative that can speak to how math was in the past and how it is seen in society now. Students will make connections among their understanding of math and their relative's understanding of math. They will evaluate responses and make a decision on what they believe is the best context of mathematics.

1.2. Prerequisites

1.2.1. Students have been shown resources available to create podcasts and audio files.

1.2.2. Students have had previous lessons on personal finance.

1.3. Resources

1.3.1. Materials

1.3.1.1. Assignment and Rubric

1.3.1.2. Device capable of recording and storing audio files (preferably a computer with microphone)

1.3.1.3. Notecards

1.3.1.4. Audacity, Jing, and other alike programs

1.3.2. People

1.3.2.1. Students

1.3.2.2. Interviewees

1.3.2.2.1. Consent from Interviewees for recording

1.3.2.3. Teacher

1.4. Notes

1.4.1. Lesson or Series Title

1.4.1.1. Grade 10 Math: Introduction to Essentials

1.4.1.1.1. Unit: Personal Finance

1.4.2. Lesson Goal(s)

1.4.2.1. To have students become familiar with the way Math has changed over the years.

1.4.2.2. To compare how Math was viewed/used by previous generations versus how we view/use it today.

1.4.2.3. To use technology as an aid in presenting information.

1.4.3. Reasoning

1.4.3.1. To show students how helpful using technology such as podcasts can be in organizing, storing, and presenting information.

1.4.3.2. To see how valuable Math is and was in society.

1.4.3.3. To introduce students to recording people and privacy and consent rules around recording.

1.4.4. Method of Instruction

1.4.4.1. Activate

1.4.4.1.1. Begin with a KWL about Math's past. Students will fill out the K and the W.

1.4.4.2. Acquire

1.4.4.2.1. Students will interview a senior citizen to gain perspective on Math's past.

1.4.4.3. Apply

1.4.4.3.1. Students will take what they learned from their interviewee and present it to the class, essentially peers teaching peers about Math's past.

1.4.5. Method of Evaluation

1.4.5.1. Formative

1.4.5.1.1. AS

1.4.5.1.2. FOR

1.4.5.2. Summative (OF)

1.4.5.2.1. Podcast and presentation, graded based on teacher-generated rubric.

2. Maps Lesson Plan

2.1. Objectives

2.1.1. From ICT Continuum

2.1.1.1. Cognitive Objective

2.1.1.1.1. P-3.2 designs own electronic plans

2.1.1.1.2. G-1.1 finds and collects information (text, images, data, audio, video) from given media sources

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

2.1.1.1.4. C-1.1 displays and/or discusses electronic work

2.1.1.2. Affective Objective

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-2.4 applies guidelines for ethical and responsible use of ICT

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

2.1.2. From Manitoba Curriculum

2.1.2.1. GLO

2.1.2.1.1. Develop an understanding of owning and operating a vehicle

2.1.2.2. SLO

2.1.2.2.1. 2E5.V.1. Solve problems that involve the acquisition, operation, and maintenance of a vehicle, when: buying, leasing, and leasing to buy [C, CN, PS, R, T]

2.1.2.3. Achievement Indicator

2.1.2.3.1. Achievement Indicator: Determine costs associated with operating a vehicle including regular maintenance, repairs, fuel consumption, or depreciation.

2.1.3. From Bloom's Wheel

2.1.3.1. Students will learn about fuel economy and apply this knowledge to evaluate costs associated with owning a vehicle in order to create their own road trip which is a real life application of today's concept.

2.2. Prerequisites

2.2.1. Students will remember (have previous experience) using ratios and proportions which is what is required for this lesson.

2.2.2. The next step will be applying this prerequisite knowledge to a new context in order to understand costs associated with owning a vehicle.

2.3. Resources

2.3.1. Materials

2.3.1.1. Computers/BYOD

2.3.1.2. Google Maps

2.3.1.3. Fuel Economy Project Handout

2.3.1.4. Textbook Section on Fuel Economy

2.3.1.5. Chart paper

2.3.1.6. Markers

2.3.2. People

2.3.2.1. Teacher

2.3.2.2. Students

2.3.3. Facilities

2.3.3.1. High School Computer Lab or BYOD

2.4. Notes

2.4.1. Lesson or Series Title

2.4.1.1. Unit: Vehicle Finance

2.4.1.1.1. Topic 3: Operating a Vehicle: Fuel Economy

2.4.2. Lesson Goal(s)

2.4.2.1. Learn about fuel economy and how to calculate the fuel costs for operating a vehicle

2.4.2.2. Understand the expenses involved in taking a road trip

2.4.3. Reasoning

2.4.3.1. This is a good way for students to understand that there are costs associated with "fun" things that we do

2.4.3.2. Students will also have the chance to learn how we can use technological tools for everyday activities

2.4.4. Method of Instruction

2.4.4.1. Activate: Small group activity

2.4.4.1.1. In small groups, brainstorm to find typical gas prices in your region.

2.4.4.1.2. Students will use chart paper to compile lists

2.4.4.1.3. We will reconvene as a class and update lists with a whole-class discussion

2.4.4.2. Acquire: Through oral instruction and reading through required textbook section, teacher-led examples, practice questions

2.4.4.3. Apply: Assignment 3: Fuel Economy

2.4.5. Method of Evaluation

2.4.5.1. Formative: Student self-assessment on notebook questions (answer key provided)

2.4.5.2. Summative (OF)

2.4.5.2.1. Teacher-generated rubric provided to students with assignment (see assignment)

2.4.5.3. Formative

2.4.5.3.1. AS

2.4.5.3.2. FOR

3. Collaborative Document Lesson Plan

3.1. Objectives

3.1.1. From ICT Continuum

3.1.1.1. Cognitive Objective

3.1.1.1.1. P-2.1 constructs “how and why” questions, predictions, hunches, educated guesses, and hypotheses and identifies information needs

3.1.1.1.2. P-3.2 designs own electronic plans

3.1.1.1.3. G-1.3 records data or makes notes on gathered information and ideas using given categories and given ICT

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

3.1.1.1.5. G-1.4 collects primary data using electronic devices

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

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

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

3.1.1.1.9. 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

3.1.1.1.10. Pr-1.3 edits electronic work according to established criteria, conventions, and/or standards

3.1.1.2. Affective Objective

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

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

3.1.1.2.3. E-3.1 evaluates effects of personal ICT behaviour on others

3.1.1.2.4. E-2.2 applies safety guidelines when communicating electronically

3.1.2. From Manitoba Curriculum

3.1.2.1. GLO

3.1.2.1.1. Collect, display, and analyze data to solve problems

3.1.2.2. SLO

3.1.2.2.1. 9.SP.3. Develop and implement a project plan for the collection, display, and analysis of data by: - formulating a question for investigation - choosing a data collection method that includes social considerations - selecting a population or a sample - collecting the data - displaying the collected data in an appropriate manner - drawing conclusions to answer the question [C, PS, R, T, V]

3.1.2.3. Achievement Indicators

3.1.2.3.1. Create a rubric to assess a project that includes: - the assessment of a question for investigation - the choice of a data collection method that includes social considerations - the selection of a population or a sample and justifying the choice - the display of the collected data - the conclusions to answer the question

3.1.2.3.2. Develop a project plan that describes a question for investigation the method of data collection that includes: - social considerations - the method for selecting a population or a sample - the method to be used for collection of the data -the methods for analysis and display of the data

3.1.2.3.3. Complete the project according to the plan, draw conclusions, and communicate findings to an audience.

3.1.2.3.4. Self-assess the completed project by applying the rubric.

3.1.3. From Bloom's Wheel

3.1.3.1. Students will use concepts learned in class to apply their understanding of data analysis to analyze, evaluate, and create a project plan for the collection, display, and analysis of data

3.2. Prerequisites

3.2.1. This will be the last part of the data analysis unit - students will have already learned the effects of bias, use of language, ethics, cost, time and timing, privacy, and cultural sensitivity on the collection of data; as well as done several activities and exercises related to this topic.

3.2.2. Students will be familiar with using Google Sheets (inputting formulae and data charts)

3.3. Resources

3.3.1. Materials

3.3.1.1. Computer/Google Compatible Device

3.3.1.2. Google Forms/Sheets/Docs

3.3.1.3. Assignment Sheet

3.3.1.4. Collaborative Rubric Template

3.3.2. People

3.3.2.1. Students

3.3.2.2. Teacher

3.3.2.3. Population/Sample

3.4. Notes

3.4.1. Lesson or Series Title

3.4.1.1. Grade 9 Math

3.4.1.1.1. Unit: Statistics & Probability (Data Analysis)

3.4.2. Lesson Goal(s)

3.4.2.1. Demonstrate how to use ICT tools for simplifying the process of collecting, analysing, and displaying data

3.4.3. Reasoning

3.4.3.1. Data collection can often be a complicated process for students. Using the Google forms can be very useful for students for helping them collect, organize, and display their thoughts.

3.4.3.2. Implementing collaboration in data analysis

3.4.4. Method of Instruction

3.4.4.1. Activate

3.4.4.1.1. Group Discussion: Restate that we have been talking about data collection and analysis for a few weeks now. Ask students what their favourite method of displaying data is.

3.4.4.2. Acquire

3.4.4.2.1. One of the prerequisites is that students are familiar with using Google software. This has been delivered in previous lessons. I will reiterate what we have learned and show the example that I have created in order to get students focused on the assignment that I am going to expect them to do.

3.4.4.2.2. I also have a tutorial prepared and available to the students should they need it.

3.4.4.3. Apply

3.4.4.3.1. Students will carry out the data analysis with ICT assignment and collaboratively create a rubric to self-assess.

3.4.5. Method of Evaluation

3.4.5.1. Summative (OF)

3.4.5.1.1. There will be no formal marks tied to this assignment. Students will self-assess their projects using the collaborative rubrics that they created. However, it is not good teaching practice to let the students choose their marks for themselves or other students. Therefore, this will be a formative exercise.

3.4.5.2. Formative

3.4.5.2.1. AS

3.4.5.2.2. FOR

4. Videocast Lesson Plan

4.1. Objectives

4.1.1. From ICT Continuum

4.1.1.1. Cognitive Objective

4.1.1.1.1. P-3.1 evaluates original inquiry questions and creates new questions for future inquiry

4.1.1.1.2. P-3.2 designs own electronic plans

4.1.1.1.3. G-1.1 finds and collects information (text, images, data, audio, video) from given media sources

4.1.1.1.4. G-1.2 identifies sources of information and provides bibliographic/reference data

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

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

4.1.1.1.7. Pr-1.3 edits electronic work according to established criteria, conventions, and/or standards

4.1.1.1.8. C-1.1 displays and/or discusses electronic work

4.1.1.2. Affective Objective

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

4.1.1.2.2. E-2.1 applies school division’s acceptable-use policy for ICT

4.1.1.2.3. E-3.2 weighs personal benefits and risks of using ICT

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

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

4.1.2. From Manitoba Curriculum

4.1.2.1. GLO

4.1.2.1.1. Identify the factors that affect health, and explain the relationships among personal habits, lifestyle choices, and human health, both individual and social.

4.1.2.1.2. Identify and demonstrate actions that promote a sustainable environment, society, and economy, both locally and globally.

4.1.2.2. SLO(s)

4.1.2.2.1. Increase awareness of personal wellness, such as personal and family health history.

4.1.2.2.2. Develop a personal wellness plan.

4.1.2.2.3. Recognize how personal wellness plans affect others.

4.1.2.3. Skills & Attitudes Outcomes

4.1.2.3.1. Demonstrate a willingness to reflect on personal wellness.

4.1.2.3.2. Synthesize information obtained from a variety of sources.

4.1.2.3.3. Communicate information in a variety of forms appropriate to the audience, purpose, and context,

4.1.3. From Bloom's Wheel

4.1.3.1. Students will use their knowledge of personal wellness and translate it to apply it to their life and how they can be healthy.

4.1.3.2. They will use ICT to synthesize information that they may obtain from a variety of sources.

4.1.3.3. They will communicate this information to an audience by creating a videocast. Students will evaluate their work to recognize how their personal wellness plan may affect others.

4.2. Prerequisites

4.2.1. Students will be familiar with using ICT tools from previous units. Students will understand how to use screencastify, jing, audacity, vocaroo, and YouTube (to name a few) to create and organize their information.

4.2.2. Students have already had a lesson on personal wellness and understand what a personal wellness plan is and what it is composed of.

4.3. Resources

4.3.1. Materials

4.3.1.1. Computers with appropriate equipment and software as per division regulations

4.3.1.2. Personal wellness plan assignment

4.3.1.3. Personal wellness plan notes

4.3.2. People

4.3.2.1. Students

4.3.2.2. Teacher

4.3.3. Facilities

4.3.3.1. Computer lab booked for backup if necessary

4.4. Notes

4.4.1. Lesson or Series Title

4.4.1.1. Grade 11 Biology

4.4.1.1.1. Unit 1: Wellness & Homeostasis

4.4.2. Lesson Goal(s)

4.4.2.1. Have students use ICT resources to create and analyze a personal wellness plan.

4.4.2.2. Students will use ICT to synthesize information from multiple sources in order to become more aware of personal wellness and how their personal wellness may affect others.

4.4.3. Reasoning

4.4.3.1. This topic is a great way to integrate ICT in the classroom

4.4.3.2. Students will be able to think of personal wellness from both their perspective and the perspective of others.

4.4.4. Method of Instruction

4.4.4.1. Activate

4.4.4.1.1. Brief discussion: What is the difference between health and personal wellness?

4.4.4.2. Acquire

4.4.4.2.1. Lesson on Personal Wellness (Powerpoint), including personal survey and health history.

4.4.4.3. Apply

4.4.4.3.1. Creating a personal wellness portfolio

4.4.5. Method of Evaluation

4.4.5.1. Summative (OF)

4.4.5.1.1. Not applicable to this lessoon

4.4.5.2. Formative

4.4.5.2.1. AS

4.4.5.2.2. FOR