ICT- Grade 9 S.S

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ICT- Grade 9 S.S by Mind Map: ICT- Grade 9 S.S

1. Map Lesson plan

1.1. Objectives

1.1.1. From ICT continuum Cogntive Objective Pr-3.1 designs and creates non-sequential ICT representations Affective Objective M-3.1 synthesizes knowledge and information to solve unique ICT problems

1.1.2. From MB curriculum GLO- The Land: Places and People Students explore the dynamic relationships of people with the land, places, and environments. SLO- 9-KI-017 Give examples of ways in which First Nations, Inuit, and Métis peoples are rediscovering their cultures.

1.2. Prerequisites

1.2.1. Review Lower Level of Blooms taxonomy understanding that place names have not always been known as what European/Canadian people refer to places.

1.2.2. Goals try to connect to learners intrinsic motivation - examples of traditional names/places

1.2.3. Set Context Gain Attention Plant the hook

1.3. Resorucs

1.3.1. Materials Web links http://mfnerc.org/community/interactive-map/ Applications Google Maps Data sources

1.3.2. People Permissions Parental Division Is someone else involved? interviewees

1.3.3. Facilities IT group on side? any blocks need lifting?

1.4. Notes

1.4.1. Lesson or Series title Aboriginal Peoples in Canada

1.4.2. Goals of each lesson Are Aboriginal people rediscovering their culture? If so, how?

1.4.3. Objectives Identify 5 traditional place names in Map. Identify the location of at least 3 Manitoba pow wows on reserve. Identify at least 2 events where Aboriginal people are rediscovering or reclaiming their culture and identity.

1.4.4. Reasoning Inclusion of Aboriginal perspectives

1.4.5. Content Examples of ways Aboriginal people are reconnecting with culture Pow Wow Beading Language Reclaming Traditional Place names Oral history

1.4.6. Method of Instruction Power Point, Video

1.4.7. Method of Evaluation Creation of Map displaying the required elements.

2. Collaborative Document Lesson plan

2.1. Obejctives

2.1.1. From ICT continuum Cogntive Objective P-3.1 evaluates original inquiry questions and creates new questions for future inquiry Affective Objective Co-3.1 leads a group in the process of collaborative learning

2.1.2. From MB curriculum GLO- Historical Connections- Students explore how people, events, and ideas of the past shape the present and influence the future. SLO- -KH-030 Describe social and cultural injustices in Canada’s past. Examples: status of women, Chinese head tax, wartime internments of ethnic groups as enemy aliens, Jewish immigration restrictions during World War II, Indian Act...

2.2. Prerequisites

2.2.1. Review What is a social or cultural injustice?

2.2.2. goals Students will brainstorm a list of social and cultural injustices along with resources in the collaborative online document.

2.2.3. context Rights and freedoms have not always been respected or protected in Canadian history.

2.3. Resources

2.3.1. material Books/Internet

2.3.2. people Classmates/E.A/Teacher

2.3.3. faciltiles Computers/Laptops

2.4. Notes

2.4.1. Lesson or Series title Pluralism and Integration

2.4.2. Goals of each lesson Has Canada ever committed social or cultural injustices? if so how?

2.4.3. Objectives identify social and cultural injustices and identify possible resources.

2.4.4. Reasoning Recognizing Canada does not have crystal clear history. there are plenty of examples of a dark past.

2.4.5. Content Brainstorming and gathering resources for a future inquiry project regarding a historical or contemporary social or cultural injustice in Canada.

2.4.6. Method of Instruction Powerpoint/Group disccsuion/online collaberation

2.4.7. Method of Evaluation Did students participate and collaborate in a meaningful manner? (self-assessment with teacher observations)

3. Podcast Lesson plan

3.1. Objectives

3.1.1. From ICT continuim Cognitive Objective G-3.1 incorporates new information with prior knowledge and adjusts inquiry strategies Affective Objective S-3.2 weighs benefits versus risks to society of creating new ICTs

3.1.2. From MB curriculum Grade 9 S.S Unit One- Diversity and Pluralism in Canada GLO- Identity, Culture, and Community Students- explore concepts of identity, culture, and community in relation to individuals, societies, and nation

3.2. Prerequisites

3.2.1. Review Review Basic ICT skills how to use audioicty how to save a file how to connect a microphone and adjust the volume how to upload and download files how to embed things on a webpage This unit we have been examining diversity in the classroom and in the country. we are near the end of the unit, we will be looking at examples of where in the past Canada was unwelcoming to differences.

3.2.2. Goals I hope to accomplish students to gain a better understanding of Residential schools. Both Aboriginal and non-Aboriginal students gain a better sense of the issue of Residential schools.

3.2.3. Set Context The legacy of Residential schools still impacts us today (inter-generational impact) Residential schools are a dark part of Canada's history.

3.3. Resources

3.3.1. Materials multimedia computer audio files

3.3.2. People Possibly a Residential school survivor Second or third generation relative or community member of a Residential school survivor Aboriginal Classmate

3.3.3. Facililites computer lab Smudging Room Skype account Honorarium

3.4. Notes

3.4.1. Lesson or Series Title Aboriginal Peoples in Canada

3.4.2. Goal of Each Lesson Have Residential schools impacted the Aboriginal Community? If so, how?

3.4.3. Objectives interview and examine the possible implications Residential schools had on the Aboriginal population.

3.4.4. Reasoning social issue that needs to be addressed

3.4.5. Content impacts of Residential schools

3.4.6. Method of Instruction Video, lecture and podcast interview inquiry into affects of Residential schools.

3.4.7. Method of Evaulation Exit slips/self-assements

4. Videocast Lesson plan

4.1. Objectives

4.1.1. From ICT continuum Congintive Objective 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 Affective Objective E-3.1 evaluates effects of personal ICT behaviour on others

4.1.2. From MB curriculum Grade 9 English Language Arts- GLO 1-Explore thoughts , ideas, feelings and experiences. Combine Ideas (1.2.3) Structure and restructure ideas and information to extend current understanding and to broaden personal perspectives of the world.

4.2. Prerequisites

4.2.1. Review Students will have already been exposed to screencatsify in previous lessons

4.2.2. Goals Using the screencatsify technology as the lesson

4.2.3. Set Context Mass Media and Pop Culture influences individuals, groups and communities. such as (decision making, perspectives, identity, culture.)

4.3. Resources

4.3.1. Matierals Microphone Youtube Media and Pop Culture sources Screencastify

4.3.2. People Students

4.3.3. Facilities Computer Lab

4.4. Notes

4.4.1. Lesson or Series Title Media and Pop culture influence

4.4.2. Goals of Each Lesson How does media and pop culture influence us? What affect does this influence have on us as individuals, groups and communities?

4.4.3. Objectives Students gain understanding of how Media and Pop Culture can influence identity, culture, and perspective.

4.4.4. Reasoning To better allow students to understand that we do not live in a bubble uninfluenced by our surroundings. we are subconsciously and consciously influenced by the media and pop culture.

4.4.5. Content Media News Media Magazine articles Radio Blogs Social Media Pop Culture Music Video/ Music Tv shows Youtube Internet

4.4.6. Method of Instruction Teacher will provide possible examples of ways the media and pop culture influence individuals. (decision making, perspectives, identity, culture) Teacher will clearly demonstrate examples of Canadian media and pop culture in comparison to those of American and European sources.

4.4.7. Method of Evaluation Students will share their online presentations in small groups and will receive feedback from both students and teacher. This activity will be Formative, but there will also be a component of this activity on the test. thus, including a Summative aspect.