1. Collaborative Document Lesson Plan
1.1. Objectives
1.1.1. From ICT Curriculum
1.1.1.1. Cognitive Objective
1.1.1.1.1. P-3.1 evaluates original inquiry questions and creates new questions for future inquiry
1.1.1.1.2. 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
1.1.1.1.3. P-2.2 adapts given electronic plans
1.1.1.1.4. G-2.3 categorizes information using the ICT suitable for the purpose
1.1.1.1.5. Pr-2.1 selects a suitable ICT application and/or device to create electronic work and explains the selection
1.1.1.2. Affective Objective
1.1.1.2.1. Co-3.1 leads a group in the process of collaborative learning
1.1.1.2.2. Co-3.2 weighs benefits and challenges of collaborating on learning with ICT
1.1.2. From Manitoba Curriculum
1.1.2.1. Physics 40S
1.1.2.1.1. GLO
1.1.2.1.2. SLO
1.2. Prerequisites
1.2.1. Review
1.2.1.1. Concepts from Grade 9 Astronomy Unit
1.2.1.2. Basic ICT Skills
1.2.1.2.1. How to login to google
1.2.1.2.2. How to invite people to your google drive folder and document
1.2.1.2.3. How to link websites to a google document
1.2.2. Goals
1.2.2.1. Ensure students look at both their self assessment rubric and the teachers rubric
1.2.3. Set context
1.2.3.1. Talk briefly about the importance of space science.
1.2.3.2. Tell the students the can research any aspect of space science provided they feel that it matches with the objective and rubrics
1.3. Resources
1.3.1. Materials
1.3.1.1. Laptops or other connected device available during class time.
1.3.2. People
1.3.3. Facilities
1.3.3.1. Library Resources
1.4. Notes
1.4.1. Lesson or Series Title
1.4.1.1. Grade 12 Physics
1.4.1.1.1. Unit: Exploration of Space
1.4.2. Goals of Each Lesson
1.4.2.1. Have student groups collaboratively create a resource around an in interesting space science topic.
1.4.3. Objectives
1.4.3.1. Develop students ability to work together
1.4.3.2. Have them increase their own interest in space technology.
1.4.4. Content
1.4.4.1. Students will be curating their own content.
1.4.5. Reasoning
1.4.5.1. This assignment is quite general but it gives a reasonably low stress opportunity for the students to practice using online collaboration in a science class.
1.4.6. Method of Instruction
1.4.6.1. Activate
1.4.6.1.1. Talk about examples of useful devices that have arisen from discoveries in space sciene
1.4.6.1.2. Talk about how eventually in University the students will be using online collaboration for any group task
1.4.6.2. Acquire
1.4.6.2.1. Read through the assignment instructions on the class web page.
1.4.6.3. Apply
1.4.6.3.1. Have the students work in their groups on the research task.
1.4.7. Method of Evaluation
1.4.7.1. For,As
1.4.7.1.1. Student Self-Evaluation
1.4.7.2. Of
1.4.7.2.1. Teacher evaluation
2. Maps Lesson Plan
2.1. Objectives
2.1.1. From ICT Curriculum
2.1.1.1. Cognitive Objective
2.1.1.1.1. R-3.1 self-monitors learning goals, reflects on the value of ICT to complete learning tasks, and sets personal goals for using ICT to learn
2.1.1.1.2. 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
2.1.1.1.3. 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
2.1.1.2. Affective Objective
2.1.1.2.1. Co-2.1 collaborates with peers to accomplish self-directed learning with ICT in various settings
2.1.1.2.2. M-1.1 demonstrates confidence and self-motivation while doing ICT tasks alone and with others
2.1.1.2.3. E-1.1 respects ICT equipment and personal technology space of other ICT users
2.1.2. From Manitoba Curriculum
2.1.2.1. Science 20F
2.1.2.1.1. GLO
2.1.2.1.2. SLO
2.2. Prerequisites
2.2.1. Review
2.2.1.1. Go over the basic types of severe weather events.
2.2.1.2. Basic Google Maps usage
2.2.2. Set context
2.2.2.1. Talk about how GIS are used to help scientist and Disaster specialists help during severe weather events.
2.3. Resources
2.3.1. Materials
2.3.1.1. School Laptops or BYOD
2.3.1.2. Google Account
2.3.2. People
2.3.2.1. Teacher for guidance on appropriate weather events.
2.3.3. Facilities
2.3.3.1. School Laptops or BYOD
2.4. Notes
2.4.1. Lesson or Series Title
2.4.1.1. Class: Grade 10 Science
2.4.1.1.1. Unit: Weather
2.4.2. Goals of Each Lesson
2.4.2.1. Have the students understand that severe weather events happen all over the world.
2.4.3. Objectives
2.4.3.1. Have the students develop ability adding value to a Google Maps pin.
2.4.4. Reasoning
2.4.4.1. This will allow students to see how severe weather events occur all across the world.
2.4.4.2. The pictures and video should also inform them of the large impact these events have on the people they effect.
2.4.5. Content
2.4.5.1. The students will be finding their own content although my exemplar could help guide their thoughts.
2.4.6. Method of Instruction
2.4.6.1. Active
2.4.6.1.1. Show the video about Hurricane Katrina and its effects.
2.4.6.1.2. Talk about Severe weather, ask the class for input.
2.4.6.2. Acquire
2.4.6.2.1. Go over the assignment outline with the class.
2.4.6.2.2. Talk about what is expected from each question
2.4.6.2.3. Use the exemplar to support the discussion
2.4.6.3. Apply
2.4.6.3.1. Have the students work by themselves to find two severe weather events.
2.4.6.3.2. Considering making strategic groupings if any adaptations need to be considered.
2.4.7. Method of Evaluation
2.4.7.1. Of
2.4.7.1.1. Mark the students according to if they met the criteria set out in the assignment. Basically one mark for each point relevant to each question.
2.4.7.2. For
2.4.7.2.1. Watch how fluent the students appear to be with the Google Maps software
2.4.7.3. As
2.4.7.3.1. Students will be reflecting on their learning in the last question of the assignment
3. Videocast Lesson Plan
3.1. Objectives
3.1.1. From ICT Curriculum
3.1.1.1. Cognitive Objective
3.1.1.1.1. P-3.1 evaluates original inquiry questions and creates new questions for future inquiry
3.1.1.1.2. 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
3.1.1.1.3. Pr-3.1 designs and creates non-sequential ICT representations
3.1.1.1.4. Pr-3.3 designs and creates simulations and models using ICT applications
3.1.1.2. Affective Objective
3.1.1.2.1. M-3.1 synthesizes knowledge and information to solve unique ICT problems
3.1.1.2.2. M-2.2 perseveres in working through complex ICT problems using higher-level thinking skills
3.1.2. From Manitoba Curriculum
3.1.2.1. GLO
3.1.2.1.1. Mathematical Processes
3.1.2.1.2. Collect, display, and analyze data to solve problems.
3.1.2.2. SLO
3.1.2.2.1. 11A.RP.1. Research and give a presentation on a historical event or an area of interest that involves mathematics.
3.2. Prerequisites
3.2.1. Review
3.2.1.1. General Spreadsheet Usage,
3.2.1.2. General Use of Videocast software
3.2.1.2.1. Jing
3.2.2. Goals
3.2.3. Set context
3.3. Resources
3.3.1. Materials
3.3.1.1. Computer available
3.3.1.2. Microphone
3.3.2. People
3.3.2.1. Anyone they might need for their presentation
3.3.3. Facilities
3.3.3.1. Computer Lab
3.4. Notes
3.4.1. Lesson or Series Title
3.4.1.1. Grade 11 Applied Mathematics
3.4.1.1.1. Unit: Data Analysis
3.4.2. Goals of Each Lesson
3.4.2.1. Have the students present how they might use ICT and mathematics in their everyday life
3.4.3. Objectives
3.4.3.1. Have the students demosntrate proper technology use in the math classroom
3.4.3.2. Have the students use videocast software
3.4.3.3. Have the students effectively communicate the usefulness of mathematics in everyday life
3.4.4. Reasoning
3.4.4.1. Often times we, math teachers, do not have students connect math to their lives, this is a way to achieve that
3.4.5. Content
3.4.5.1. Other than the presentation of my videocast as an exemplar the content is largely student created
3.4.6. Method of Instruction
3.4.6.1. Activate
3.4.6.1.1. Ask students when they use mathematics in their everyday lives
3.4.6.2. Acquire
3.4.6.2.1. Do a quick recap of some technologies they could use
3.4.6.2.2. Show how to use Jing, again
3.4.6.2.3. Go over the assignment outline
3.4.6.2.4. Show my personal video
3.4.6.3. Apply
3.4.6.3.1. Have the students decide on their topics
3.4.6.3.2. Have the students work on developing their personal math videocast
3.4.7. Method of Evaluation
3.4.7.1. Formative
3.4.7.1.1. From gauging students progress throughout the lesson
3.4.7.1.2. How smoothly they can choose a mathematical process to demonstrate
3.4.7.2. Summative
3.4.7.2.1. Marked from the simple rubric listed in the assignment
4. Podcast Lesson Plan
4.1. Objectives
4.1.1. From ICT Curriculum
4.1.1.1. Cognitive Objective
4.1.1.1.1. P-2.1 constructs “how and why” questions, predictions, hunches, educated guesses, and hypotheses and identifies information needs
4.1.1.2. Affective Objective
4.1.1.2.1. S-1.1 identifies uses of ICT at home, at school, at work, and in the community
4.1.2. From Manitoba Curriculum
4.1.2.1. GLO
4.1.2.1.1. C2. demonstrate appropriate scientific inquiry skills when seeking answers to questions
4.1.2.2. SLO
4.1.2.2.1. 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.
4.1.2.2.2. S3P-0-2b: Propose problems, state hypotheses, and plan, implement, adapt, or extend procedures to carry out an investigation.
4.2. Prerequisites
4.2.1. Review
4.2.1.1. Notion of Frequency and Pitch
4.2.2. Goals
4.2.2.1. Have a genera idea regarding the wave nature of sound
4.2.3. Set context
4.3. Resources
4.3.1. Materials
4.3.1.1. Device capable of playing an audio device
4.3.1.2. Teacher supplied podcast file
4.3.2. People
4.3.3. Facilities
4.4. Notes
4.4.1. Lesson or Series Title
4.4.1.1. Grade 11 Physics
4.4.1.1.1. Waves Unit
4.4.2. Goals of Each Lesson
4.4.2.1. Familiarize students with the doppler effect before class
4.4.3. Objectives
4.4.3.1. Have the students identify the movement of an object from its Doppler frequencies
4.4.4. Reasoning
4.4.4.1. Audio is the best format to explore the nature of the relatively familiar Doppler Effect
4.4.5. Content
4.4.5.1. >2:00 Minute podcast that goes through multiple real-life situations where the doppler effect is playing a role in the perception of sound
4.4.6. Method of Instruction
4.4.6.1. Activate
4.4.6.1.1. This whole "lesson" is intended to be a pre-class activation so that familiarity with the doppler effect is achieved
4.4.6.2. Acquire
4.4.6.2.1. By following along with the podcast the students will become acquainted with the doppler effect
4.4.6.3. Apply
4.4.6.3.1. When students are thinking about the final example they will be applying their, although relatively limited, knowledge of the doppler effect
4.4.7. Method of Evaluation
4.4.7.1. Formative
4.4.7.1.1. Have a class discussion about the nature of each objects pitch shifting
4.4.7.1.2. Have the students discuss, in small groups, what they think produced the last doppler effect demonstration
4.4.7.2. Summative
4.4.7.2.1. No Summative assessment for the podcast material specifically