BU 03362 ICT Lesson Plans

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BU 03362 ICT Lesson Plans by Mind Map: BU 03362 ICT Lesson Plans

1. Podcast

1.1. Manitoba Outcome

1.1.1. K.4.S2.C.4a Examine the stress management strategies (e.g., deep breathing, relaxation exercises, guided imagery, exercising...) and defense mechanisms (e.g., denial, compensation, rationalization, daydreaming, regression...) that can be healthy or unhealthy ways of managing stress

1.1.2. Task Create a Podcast the includes a stress management technique that you would be able to play for someone in need of calming down, relaxing or de-stressing. This can be breathing exercises, guided imagery, confidence building, tai chi etc.

1.1.3. Prerequisites Discussing and investigating examples of stress management techniques Teacher example podcast of deep breathing and imagery.

1.1.4. Goals To equip the students with a variety of stress management techniques they can use in their own life or to help someone that may need de-stressing in the future.

1.1.5. Evaluation/Assessment Completion Mark

1.2. ICT Outcome

1.2.1. Pr-1.2 composes text, records sound, sketches images, graphs data, and/or creates video Is able to use Audacity to create a Podcast

1.2.2. S-1.1 identifies uses of ICT at home, at school, at work, and in the community Is able to identify how, when and where the podcast can be played/used and for what purpose.

1.2.3. Materials/Facilities Audacity computer program, headphones, microphone, computer, computer lab, quiet space to record.

1.2.4. Prerequisites Teacher led introduction to using Audacity and practice recordings in class.

1.3. Notes

1.3.1. Method of Instruction Teacher led lesson on using Audacity and Podcast demo (student involvement)

1.3.2. Accomodations Allow creativity beyond imagery, breathing and confidence building podcast. Students may have experience with another technique or come up with own idea.

2. Google Maps

2.1. Manitoba Outcome

2.1.1. S.5.S2.A.2 Design an action plan for active living on a daily basis for self and/or others (e.g., friend, sibling, senior citizen...) Task - Design and create a Google Map of a fitness circuit you can do in and around your community, showing stops along the way with specific exercises (at least 6 different exercises). Include man-made structures such as playgrounds, stairs, pathways etc., as well as natural structures such as big rocks and hills.

2.1.2. Prerequisites Class discussion and content on what is involved in an action plan and how to implement it into daily life in and around your community and further.

2.1.3. Goals To show that active living can be done in your own community and you can use the environment around you. A gym membership is not necessary and it is a good start and step in an action plan for yourself or suggestion for others.

2.1.4. Evaluation Rubric http://rubistar.4teachers.org/index.php?screen=ShowRubric&rubric_id=2588329

2.2. ICT Outcome

2.2.1. P-3.2 designs own electronic plans. Competency using Google Maps to create own Map and add features.

2.2.2. E-3.2 weighs personal benefits and risks of using ICT Can identify the benefit of using ICT in making a plan for active living.

2.2.3. Materials/Facilities Computer Lab in school/personal devide- for work during class time. Community areas for the students to explore on their own time to create authentic workout and map.

2.2.4. Prerequisites Basic Introduction on how to use Google Maps - In class teacher led tutorial.

2.3. Notes

2.3.1. Method of Instruction Present example Google Map of my own, then allow complete freedom to create their own; be creative! (Inquiry Based Teaching and Learning)

2.3.2. Accomodation Students with physical disabilities have free reign to do a community workout as they see fir for themselves and show me through a map. If community is limited to structures for workout or space etc., student may propose w different location.

3. Online Collaboration

3.1. Manitoba Outcome

3.1.1. K.2.S1.C.1b Identify types of strength exercises (i.e., isometric, isotonic) and stretching exercises (i.e., static, ballistic, passive) for personal fitness development (i.e., strength, endurance, range of motion)

3.1.2. Task Collaborate on fitness/workout plans with your group for each of the major muscle groups learned about in class (anterior legs, posterior legs, gleuts, arms and shoulders, upper back, abdominals/obliques). Each group member must contribute 1 strengthening exercise for each major muscle group to each workout and two stretching exercises. This project will take place on Mind Meister and must be shared with me.

3.1.3. Prerequisites Knowledge on major muscle groups (previous classes), structure of a muscle specific workout plan (previous classes).

3.1.4. Goals Teamwork, effective and successful group collaboration, understanding of major muscle groups, workout template creation.

3.1.5. Evaluation/Assessment Formative- Application of workouts/exercises into classes after creation

3.2. ICT Outcome

3.2.1. Pr-3.3 designs and creates simulations and models using ICT applications Creates MindMeister mind map

3.2.2. Co-2.1 collaborates with peers to accomplish self-directed learning with ICT in various settings All group members must contribute to same mind map.

3.2.3. Materials/Facilities Computer, Internet, MIndMeister account

3.2.4. Prerequisites Teacher led introduction and run through of how to use MindMeister and share it among a group of people.

3.3. Notes

3.3.1. Method of Instruction Teacher led "lecture" and inquiry based learning - MindMeister

3.3.2. Accomodations Students who have physical disabilities may not be able to apply the exercises to reality in the following classes. They are able to add their own modified/adapted exercises to the workout plan.

4. Videocasting

4.1. Manitoba Outcome

4.1.1. B12-2-03 Describe the structure of a DNA molecule. (GLOs: D1, D3) Include: double helix, nucleotides, base pairing, and gene

4.1.2. B12-2-03 : Describe the structure of a DNA molecule. (GLOs: D1, D3) Include: double helix, nucleotides, base pairing, and gene

4.1.3. Task Create an online presentation (PowerPoint, Google Slides, Prezi) that includes your knowledge and understanding of the structure of a DNA molecule. Include the shape, bases, nucleotides, pairing, genes etc. and narration of the presentation.

4.1.4. Prerequisites Students are familiar with the terms DNA, chromosomes, and genes from Grade 9 Science. They have not previously studied the structure of DNA, but they may have prior knowledge gained from the media and a small amount of terminology from previous years..

4.1.5. Goals To incorporate an interactive teaching and learning experience into the Biology classroom. Students will be evaluated on correct narration of content and inclusion of all points, as well as inclusion of additional animation and features that enhance the videocast.

4.1.6. Evaluation/Assessment Rubric

4.2. ICT Outcome

4.2.1. G-2.3 categorizes information using the ICT suitable for the purpose Is able to successfully categorize information within an online presentation.

4.2.2. M-1.1 demonstrates confidence and self-motivation while doing ICT tasks alone and with others Is able to successfully categorize information within an online presentation, showing confidence in videocasting knowledge and skills.

4.2.3. Materials/Facilities Textbook, computer lab, online search engines, screencast-o-matic, microphone, youtube account.

4.2.4. Prerequisites Teacher led introduction to various presentation tools such as Prezi, Google Slides and PowerPoint as well as Screencast-o-matic.

4.3. Notes

4.3.1. Method of Instruction Present information that needs to be included in presentation as example presentation (previously recorded on screencast-o-matic) Lecture by teacher

4.3.2. Accomodadtions Students can work in groups if it is a common request, for those with IEP/learning plan - provide appropriate accomodations.