Lesson Planning BU03326

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Lesson Planning BU03326 by Mind Map: Lesson Planning BU03326

1. Maps Lesson

1.1. Objective

1.1.1. From ICT Continuum

1.1.1.1. Cognitive Objective

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

1.1.1.2. Affective Objective

1.1.1.2.1. Co-2.2 collaborates with others over distance using ICT

1.1.2. From the Manitoba Curriculum

1.1.2.1. Senior 2 Social Studies: Geographic Issues of the 21st Century: Natural Resources

1.1.2.1.1. General learning objective

1.1.2.1.2. Citizenship as a Core Concept

1.2. Prerequisities

1.2.1. Review

1.2.1.1. sustainable development

1.2.1.2. globalization

1.2.1.3. consumption

1.2.1.4. Students have been taught how to use Google Maps and Animaps in a previous lesson.

1.2.1.5. Students used Google Docs to collaboratively answer a series of questions based on the Garbage Patch lesson and the Movie Message in the Waves.

1.2.2. Goals

1.2.2.1. Students will understand the implications of our throw away society and begin to understand the difficulties associated with the clean up of our oceans.

1.2.3. Set context

1.2.3.1. How does human consumption and waste management affect the natural ecosystems and our natural resources.

1.3. Resources

1.3.1. Materials

1.3.1.1. Google Maps

1.3.1.1.1. Animaps

1.3.1.2. Smartboard

1.3.1.3. Message in the Waves Video Documentary

1.3.2. People

1.3.2.1. Blake Hamilton, Marquis Project

1.3.2.2. Animaps Youtube Channel

1.3.3. Facilities

1.3.3.1. Computer Lab

1.3.3.2. Student Laptops

1.4. Notes

1.4.1. Lesson or Series title

1.4.1.1. Responsible Global Citizenship

1.4.1.1.1. Environmental Degradation and Consumerism

1.4.2. Lesson Duration

1.4.2.1. 2 Classes

1.4.3. Goals of each lesson

1.4.3.1. Collect information from a variety of sources and display information on an interactive map.

1.4.3.2. What environmental impacts do my personal consumer choices make?

1.4.3.3. Where does my trash go?

1.4.4. Reasoning

1.4.4.1. It is difficult for students to conceptualize the fact that the garbage patches are not necessarily a stationary island in the ocean of garbage. Students will learn that they are in constant motion within the oceanic gyres, due to ocean currents.

1.4.4.1.1. The animated map will help concrete thinkers to conceptualize the movement of the oceanic garbage patches. The pictures associated are pinned to locations around the globe helping the students to realize that this is not an isolated problem, but a global issue.

1.4.5. Content

1.4.5.1. global ocean currents, gyres, and garbage patches

1.4.6. Method of Instruction

1.4.6.1. Flipped Classroom

1.4.6.2. Inquiry

1.4.6.3. Socratic

1.4.6.4. Experiential

1.4.7. Method of Evaluation

1.4.7.1. Summative Assessment

1.4.7.1.1. Natural Resource Project

2. Podcast Lesson

2.1. Objective

2.1.1. From ICT Continuum

2.1.1.1. Cognitive Objective

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

2.1.1.2. Affective Objective

2.1.1.2.1. S-1.1 identifies uses of ICT at home, at school, at work, and in the community

2.1.2. From the Manitoba Curriculum

2.1.2.1. General Learning Outcomes

2.1.2.1.1. Communicate orally and interact spontaneously, keeping in mind the message, fluency and accuracy

2.1.2.2. Specific Learning Outcomes

2.1.2.2.1. Students use rhythm, pace, and intonation to communicate and to interact as modelled by the teacher.

2.2. Prerequisities

2.2.1. Review

2.2.1.1. Students are working on their accuracy and fluency in oral communication.

2.2.1.1.1. This is an monthly oral assignment/component to the course

2.2.2. Goals

2.2.2.1. Students will be able to create an audio file (podcast) recording themselves dictating a set piece of text.

2.2.3. Set context

2.2.3.1. Students work from home recording themselves speaking french for part of their course requirement.

2.3. Resources

2.3.1. Materials

2.3.1.1. Audacity

2.3.1.2. Sound Cloud

2.3.1.3. A computer with a microphone

2.3.1.4. The written french passage that

2.4. Notes

2.4.1. Lesson or Series title

2.4.1.1. Modern Quebecois Culture

2.4.2. Objectives

2.4.2.1. Students will produce an audio file using a recording platform and submit their podcast each month.

2.4.3. Content

2.4.3.1. Learning about modern technology in Quebec. Students will use a audio recording application to record themselves reading this selected passage for summative assessment.

2.4.4. Method of Instruction

2.4.4.1. Socratic

2.4.4.1.1. Teaching French as an additional language has been turning towards an emphasis on oral fluency.

2.4.5. Method of Evaluation

2.4.5.1. This will be an Assessment of Learning or Summative Assessment. One of the greatest challenges faced by a Senior Years French teacher is assessing oral fluency in the limited class time that is available when you have upwards of 30 students in a class. Podcasting will be an efficient way to quickly and conveniently assess students articulation, intonation and fluency outside of the classroom.

2.4.5.1.1. Rubric

3. Videocast Lesson

3.1. Objective

3.1.1. From ICT Continuum

3.1.1.1. Cognitive Objectives

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

3.1.1.2. Affective Objectives

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

3.1.2. From Manitoba Curriculum

3.1.2.1. General Learning Outcomes

3.1.2.1.1. Global Citizenship

3.1.2.2. Specific Learning Outcomes

3.1.2.2.1. S-201 Organize and record information in a variety of formats and reference sources appropriately. Examples: maps, graphs, tables, concept maps...

3.2. Prerequisites

3.2.1. Review

3.2.1.1. Students are working towards creating their own Google Map for their Unit Summative Assessment

3.2.1.2. Students have created a Google and Twitter account

3.2.2. Goals

3.2.2.1. Students are to create a Videocast and publish it to YouTube

3.2.3. Set context

3.2.3.1. This video will be an important part of formative assessment. To see if they students understand how to not only create videocasts, but also if they understand how to create a google map.

3.3. Resources

3.3.1. Facilities

3.3.1.1. Computer lab

3.3.1.2. A quiet space for recording

3.3.2. Materials

3.3.2.1. Class Website

3.3.2.2. Laptops

3.3.2.3. Google Maps

3.3.2.4. Screencastify

3.3.3. Facilities

3.3.3.1. Computer lab

3.4. Notes

3.4.1. Lesson or Series Title

3.4.1.1. Responsible Global Citizenship

3.4.1.1.1. Google Maps Tutorial

3.4.2. Reasoning

3.4.2.1. According to Bloom's Taxonomy the highest order of thinking is considered creating. Having the students create and demonstrate their understanding through a tutorial would be a great way to evaluate their learning.

3.4.3. Content

3.4.3.1. Creating a multimedia Map using Google Maps which they can work on for their final unit assessment.

3.4.4. Method of Instruction

3.4.4.1. Individual Project

3.4.4.2. Experiential learning

3.4.5. Method of Evaluation

3.4.5.1. Summative Assessment (Rubric on the website)

4. Collaborative Document Lesson

4.1. Objective

4.1.1. From ICT Continuum

4.1.1.1. Cognitive Objective

4.1.1.1.1. Plan to Show Understanding (4.2) -Present information and ideas orally, visually, concretely, or electronically

4.1.1.2. Affective Objective

4.1.1.2.1. Co-2.2 collaborates with others over distance using ICT

4.1.2. From the Manitoba Curriculum

4.1.2.1. Senior 2 Social Studies: Geographic Issues of the 21st Century: Natural Resources

4.1.2.1.1. General learning objective

4.1.2.1.2. Citizenship as a Core Concept

4.2. Prerequisities

4.2.1. Review

4.2.1.1. sustainable development

4.2.1.2. globalization

4.2.1.2.1. consumption

4.2.1.3. Students have been working on an Environmental Unit in Geography and have selected a Natural Resource to research for a summative unit project.

4.2.1.3.1. Students have learned various perspectives including stakeholders and first nations groups.

4.2.2. Set context

4.2.2.1. Students need to collect information and data in a collaborative document before they can create their Google Map.

4.3. Resources

4.3.1. Materials

4.3.1.1. Smartboard

4.3.1.2. Google Docs

4.3.1.3. Internet and Print Resources

4.3.2. People

4.3.3. Facilities

4.3.3.1. Computer Lab

4.3.3.2. Student Laptops

4.4. Notes

4.4.1. Lesson or Series title

4.4.1.1. Responsible Global Citizenship

4.4.1.1.1. Environmental Degradation and Consumerism

4.4.2. Goals of each lesson

4.4.2.1. Collect information from a variety of sources in collaboration with peers on a group project

4.4.3. Reasoning

4.4.3.1. Collaboration is essential in the work place. Giving students tools for real world success and allowing students to collaborate on group projects remotely.

4.4.4. Content

4.4.4.1. global ocean currents, gyres, and garbage patches

4.4.5. Method of Instruction

4.4.5.1. Inquiry

4.4.5.2. Socratic

4.4.5.3. Experiential

4.4.6. Method of Evaluation

4.4.6.1. Formative Assessment

4.4.6.1.1. Collaborate with peers in answering questions on Human Consumption and Environmental Degradation

4.4.6.2. Rubric