1. Maps Lesson Plan
1.1. Subject
1.1.1. Grade 9 Science
1.1.2. Unit
1.1.2.1. Cluster 3: The Nature of Electricity
1.2. Objectives
1.2.1. ICT Corriculum
1.2.1.1. Cognitive Objective
1.2.1.1.1. G-2.1 refines information searches using a variety of media sources
1.2.1.1.2. 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
1.2.1.2. Affective Objective
1.2.1.2.1. E-2.4 applies guidelines for ethical and responsible use of ICT
1.2.2. Manitoba Curriculum
1.2.2.1. General Learning Objective
1.2.2.1.1. B2. recognize that scientific and technological endeavours have been and continue to be influenced by human needs and the societal context of the time
1.2.2.1.2. B5. identify and demonstrate actions that promote a sustainable environment, society, and economy, both locally and globally
1.2.2.1.3. C4. demonstrate appropriate critical thinking and decision-making skills when choosing a course of action based on scientific and technological information
1.2.2.1.4. C8. evaluate, from a scientific perspective, information and ideas encountered during investigations and in daily life
1.2.2.2. Specific Learning Objective
1.2.2.2.1. S1-3-24 Use the decision-making process to address an issue associated with the generation and transmission of electricity in Manitoba. Include: hydroelectric power, sustainability. GLO: B2, B5, C4, C8
1.2.2.2.2. S1-0-2a. Select and integrate information obtained from a variety of sources. Include: print, electronic, specialists, other resource people. (ELA: S1: 3.1.4, 3.2.3; Math: S1-B-1, 2; TFS 2.2.1) GLO: C2, C4, C6; TFS: 2.2.2, 4.3.4
1.2.2.2.3. S1-0-5c. Record, organize, and display data using an appropriate format. Include: labelled diagrams, graphs, multimedia (ELA: S1: 4.1.1, 4.1.2) GLO: C2, C5; TFS: 1.3.1, 3.2.2
1.2.3. Blooms Wheel
1.3. Prerequisites
1.3.1. Review
1.3.1.1. Lower level blooms taxonomy
1.3.2. Goals
1.3.2.1. connect to learners intrinsic motivations
1.3.3. Set context
1.3.3.1. Gain Attention
1.3.3.1.1. Set the hook
1.3.4. Prior Knowledge
1.3.4.1. Proficient with Google Maps
1.3.4.2. Proficient finding online data
1.3.4.3. This is performance task of Unit - Electricity concepts will be introduce as unit progresses
1.4. Resources
1.4.1. Materials
1.4.1.1. Web links
1.4.1.1.1. To be found by the students
1.4.1.2. Applications
1.4.1.2.1. Google Maps
1.4.1.3. Data Sources
1.4.1.3.1. To be found using web links
1.4.1.4. Project Handout
1.4.1.4.1. Students handout to scope assignment, expectations, define assessment
1.4.2. People
1.4.2.1. Permissions
1.4.2.1.1. Parental
1.4.2.1.2. Division
1.4.2.2. Is someone else infolved
1.4.2.2.1. No additional personnel involved
1.4.3. Facilities
1.4.3.1. Book the computer lab / laptop cart
1.5. Notes
1.5.1. Lesson or Title
1.5.1.1. Map Power Generation in Manitoba: Hydroelectric, Fossil fuel, Wind Generation of Electricity
1.5.2. Goals of Lesson
1.5.2.1. Students understand where the majority of their energy is generated in Manitoba
1.5.2.2. Understand locations of power generation
1.5.2.3. Understand importance of power transmission
1.5.2.4. Touch on data / politics of Bipole III
1.5.3. Objectives
1.5.4. Reasoning
1.5.4.1. Performance task allows combination of objectives in single project
1.5.5. Content
1.5.5.1. Students create a personal Google map that has layers showing the major hydroelectric, fossil fuel, and wind generation facilities in Manitoba. Tag each location with data on size, age, and distance from major market (Winnipeg)
1.5.6. Method of Instruction
1.5.6.1. Performance project to pull together the environmental aspect of the energy we use
1.5.7. Method of Evaluation
1.5.7.1. Student Maps submitted for assessment based on rubric shared at beginning of project
2. Collaborative Document Lesson Plan
2.1. Subject
2.1.1. Senior 3 Physics 30S
2.1.2. Unit
2.1.2.1. Topic 2: The Nature of Light
2.1.2.1.1. Topic 2.2: Particle and Wave Models of Light
2.2. Objectives
2.2.1. From ICT Continuum
2.2.1.1. Cognative Objective
2.2.1.1.1. P-3.2 designs own electronic plans
2.2.1.1.2. G-2.1 refines information searches using a variety of media sources
2.2.1.1.3. Pr-3.1 designs and creates non-sequential ICT representations
2.2.1.1.4. C-2.1 discusses information, ideas, and/or electronic work using tools for electronic communication
2.2.1.2. Affective Objective
2.2.1.2.1. Co-2.1 collaborates with peers to accomplish self-directed learning with ICT in various settings
2.2.1.2.2. Co-3.2 weighs benefits and challenges of collaborating on learning with ICT
2.2.2. From Manitoba Curriculum
2.2.2.1. General Learning Objective
2.2.2.1.1. Recognize that scientific knowledge is based on evidence, models, and explanations, and evolves as new evidence appears and new conceptualizations develop (GLO A2Recognize that scientific knowledge is based on evidence, models, and explanations, and evolves as new evidence appears and new conceptualizations develop (GLO A2))
2.2.2.2. Specific Learning Objective
2.2.2.2.1. S3P-2-09: Outline the historical contribution of Galileo, Roemer, Huygens, Fizeau, Foucault, and Michelson to the development of the measurement of the speed of light.
2.3. Prerequisites
2.3.1. Prior Knowledge
2.3.1.1. Students will have an understanding of waves
2.3.1.2. Students will have prior lesson Models, Laws & Theories
2.3.1.3. Students will understand evolving theories of light
2.3.2. Skills
2.3.2.1. Student will be familiar with Mindmeister, all necessary approvals for online work
2.3.2.2. Students will be familiar with Google suite (specifically Google docs, slides), all necessary approvals for online work
2.4. Resources
2.4.1. Materials
2.4.1.1. Students handout to scope assignment, expectations, define assessment
2.4.2. People
2.4.2.1. Class and teacher no other personnel resources req'd
2.4.3. Facilities
2.4.3.1. Book computer lab or laptop cart
2.5. Notes
2.5.1. Lesson Title
2.5.1.1. Speed of Light Research Project: Students research the contributions of the following scientists to the speed of the light: Galileo, Roemer, Huygens, Fizeau, Foucault, and Michelson.
2.5.2. Lesson Goals
2.5.2.1. Understand history of determining speed of light
2.5.2.2. Understanding how to research, collaborate and present using ICT
2.5.3. Overview
2.5.3.1. Students to be split into teams of 6, use jigsaw learning and collaborate using Mindmeister to pull together a collaborative presentation using Google Slides - Present to rest of class
2.5.4. Reasoning
2.5.4.1. Jigsaw learning allows us to cover the content quickly, and fits well with ICT objectives of research, collaborate, & present.
2.5.5. Content
2.5.5.1. Students research the contributions of the following scientists to the speed of the light: Galileo, Roemer, Huygens, Fizeau, Foucault, and Michelson. Share research on scientist, test method, diagram of apparatus, speed of light determined.
2.5.6. Method of Instruction
2.5.6.1. This could fall into a scaffolded inquiry method.
2.5.7. Method of Evaluation
2.5.7.1. I will be able to see collaborative work in the history view of MindMeister , get access to their Slide presentation.
2.6. Examplar
2.6.1. Speed of Light Research Project
2.6.1.1. Galileo
2.6.1.1.1. Scientist
2.6.1.1.2. Test Method
2.6.1.1.3. Diagram of Apparatus
2.6.1.1.4. Speed of Light Determined
2.6.1.2. Roemer
2.6.1.2.1. Scientist
2.6.1.2.2. Test Method
2.6.1.2.3. Diagram of Apparatus
2.6.1.2.4. Speed of Light Determined
2.6.1.3. Huygens
2.6.1.3.1. Scientist
2.6.1.3.2. Test Method
2.6.1.3.3. Diagram of Apparatus
2.6.1.3.4. Speed of Light Determined
2.6.1.4. Fizeau
2.6.1.4.1. Scientist
2.6.1.4.2. Test Method
2.6.1.4.3. Diagram of Apparatus
2.6.1.4.4. Speed of Light Determined
2.6.1.5. Foucault
2.6.1.5.1. Scientist
2.6.1.5.2. Test Method
2.6.1.5.3. Diagram of Apparatus
2.6.1.5.4. Speed of Light Determined
2.6.1.6. Michelson
2.6.1.6.1. Scientist
2.6.1.6.2. Test Method
2.6.1.6.3. Diagram of Apparatus
2.6.1.6.4. Speed of Light Determined
3. Podcast Lesson Plan
3.1. Subject
3.1.1. Senior 3 Physics 30S
3.1.2. Unit
3.1.2.1. Topic 1.3: Sound
3.1.2.1.1. S3P-1-24 Explain the Doppler effect, and predict in qualitative terms the frequency change that will occur for a stationary and a moving observer.
3.2. Objectives
3.2.1. From ICT Continuum
3.2.1.1. Cognative Objective
3.2.1.1.1. 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 preferences
3.2.1.1.2. Pr-3.3 designs and creates simulations and models using ICT applications
3.2.1.2. Affective Objective
3.2.1.2.1. Co-2.1 collaborates with peers to accomplish self-directed learning with ICT in various settings
3.2.1.2.2. S-2.3 analyzes advantages and disadvantages of ICT use in society
3.2.2. From Manitoba Curriculum
3.2.2.1. General Learning Objective
3.2.2.1.1. Demonstrate appropriate scientific inquiry skills when seeking answers to questions (GLO C2)
3.2.2.2. Specific Learning Objective
3.2.2.2.1. S3P-1-24 Explain the Doppler effect, and predict in qualitative terms the frequency change that will occur for a stationary and a moving observer.
3.3. Prerequisites
3.3.1. Prior Knowledge
3.3.1.1. Students will have an understanding of waves
3.3.1.2. Students will have prior lessons on sound,
3.3.1.3. Assignment to be preceded by lesson on Doppler effect and sonic boom
3.3.2. Skills
3.3.2.1. Student will be familiar with working with vocaroo, audacity and soundcloud, all necessary approvals for online work
3.3.2.2. Students will be familiar with Google suite, all necessary approvals for online work
3.4. Resources
3.4.1. Materials
3.4.1.1. Students handout to scope assignment, expectations, define assessment
3.4.2. People
3.4.2.1. Class and teacher no other personnel resources req'd
3.4.3. Facilities
3.4.3.1. Book computer lab or laptop cart
3.4.3.2. Have basket of headphones / microphones for students to use
3.5. Notes
3.5.1. Lesson Title
3.5.1.1. Doppler effect and Sonic Boom podcast project.
3.5.2. Lesson Goals
3.5.2.1. Understand compression of sound waves with motion at high speed.
3.5.2.2. Demonstrate use of pod-casting skills
3.5.3. Overview
3.5.3.1. Students to be split into teams of 2,Students to collect sound files illustrating doppler effect and sonic boom and tie them together in a podcast that demonstrates understanding of the Doppler Effect and Sonic Boom. - Share with rest of class
3.5.4. Reasoning
3.5.4.1. Doppler effect aural component lends itself well to demonstrating podcasting abilities.
3.5.5. Content
3.5.5.1. Students must have a solid understanding of the Doppler effect in order to put the demonstration together. Show 2 examples of Doppler effect, and 1 sample of sonic boom, explain differences and what is happening with the sounds.
3.5.6. Method of Instruction
3.5.6.1. This could fall into a scaffolded inquiry method.
3.5.7. Method of Evaluation
3.5.7.1. Student podcasts will be shared with the class. Assessment based on rubric shared at beginning of project
4. Videocast Lesson Plan
4.1. Subject
4.1.1. Grade 10 - Introduction to Applied and Pre-Calculus Mathematics
4.1.2. Strand
4.1.2.1. Relations and Functions
4.1.3. Unit
4.1.3.1. Systems of Linear Equations
4.2. Objectives
4.2.1. From ICT Continuum
4.2.1.1. Cognative Objective
4.2.1.1.1. 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 preferences
4.2.1.1.2. C-2.1 discusses information, ideas, and/or electronic work using tools for electronic communication
4.2.1.2. Affective Objective
4.2.1.2.1. Co-2.1 collaborates with peers to accomplish self-directed learning with ICT in various settings
4.2.1.2.2. S-2.3 analyzes advantages and disadvantages of ICT use in society
4.2.2. From Manitoba Curriculum
4.2.2.1. General Learning Objective
4.2.2.1.1. Develop algebraic and graphical reasoning through the study of relations.
4.2.2.2. Specific Learning Objective
4.2.2.2.1. 10I.R.9. Solve problems that involve systems of linear equations in two variables, graphically and algebraically. [CN, PS, R, T, V]
4.2.2.3. Achievement Indicators
4.2.2.3.1. Determine and verify the solution of a system of linear equations algebraically.
4.3. Prerequisites
4.3.1. Prior Knowledge
4.3.1.1. Students will have an understanding of Linear Equations
4.3.1.2. Students will have prior lessons on systems of linear equations,
4.3.1.3. Assignment to be preceded by lesson on systems of linear equations, algebraic and graphic solutions.
4.3.2. Skills
4.3.2.1. Student will be familiar with working with Video. Cameras, youtube, and Jing, all necessary approvals for online work
4.3.2.2. Students will be familiar with Google suite, all necessary approvals for online work
4.4. Resources
4.4.1. Materials
4.4.1.1. Students handout to scope assignment, expectations, define assessment
4.4.2. People
4.4.2.1. Class and teacher no other personnel resources req'd
4.4.3. Facilities
4.4.3.1. Book computer lab or laptop cart
4.4.3.2. Have basket of headphones / microphones for students to use
4.4.3.3. Digital cameras for students who may not have a smart phone
4.5. Notes
4.5.1. Lesson Title
4.5.1.1. Systems of Linear Equations Videocast Lesson
4.5.2. Lesson Goals
4.5.2.1. Understand Graphical and algebraic methods to solve a system of linear equations to solve real world problems
4.5.2.2. Demonstrate use of videocasting skills
4.5.3. Overview
4.5.3.1. Students to be split into teams of 2, Students are to videocast themselves demonstrating how to solve a system of linear equations using two of the 3 methods. (Graphically, Algebraic Substitution, Algebraic Elimination on the premise that they are creating a lesson for a student that has missed the last couple days of class. this will demonstrates understanding of the techniques and their interchangeability. Any preference based on the system of liner equations. - Share with rest of class
4.5.4. Reasoning
4.5.4.1. If you can teach a piece of content that demonstrates a solid grasp of the content. The video essentially a performance task. Videocasting is a way to test their videocasting abilities and record completion of the task.
4.5.5. Content
4.5.5.1. Students must have a solid understanding of the 3 methods used to solve linear equations that we covered in the unit in order to put the demonstration together.
4.5.6. Method of Instruction
4.5.6.1. This could fall into a scaffolded inquiry method.
4.5.7. Method of Evaluation
4.5.7.1. Student videocasts will be shared with the class. Assessment based on rubric shared at beginning of project