ICT Lesson Planning

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ICT Lesson Planning by Mind Map: ICT Lesson Planning

1. Theory of Flow?

2. Video>

2.1. Objectives>

2.1.1. ICT Continuum

2.1.1.1. Cognitive

2.1.1.1.1. 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

2.1.1.2. Affective

2.1.1.2.1. M-2.1 investigates ICT problems and applies strategies to solve them

2.1.2. Grade 6 Physical Education / Health Education

2.1.2.1. Specific Outcomes

2.1.2.1.1. Movement

2.1.2.2. General Outcomes

2.1.2.2.1. K.1.6.A.1 Recognize that there are different applications of the basic movement skills to different physical activities (e.g., striking skill used in baseball, hockey, paddleball...).

2.2. Prerequisites>

2.2.1. Review

2.2.1.1. ICT

2.2.1.1.1. Video Recording

2.2.1.1.2. Video Uploading

2.2.1.1.3. What recording device(s) to use

2.2.1.1.4. Demo Example

2.2.1.2. Phys Ed

2.2.1.2.1. Basic techniques of sports covered throughout the year (i.e. soccer pass, volleyball spike, basketball shot, curling throw, badminton positioning, etc.)

2.2.2. Goals

2.2.2.1. A cross-curricular ICT and Phys Ed lesson. This is a year-end assignment, where the goal is to have students demonstrate their understanding of the proper technique of a certain sport (their choice). They will do so through physically explaining and demonstrating the technique while incorporating the use of video capturing, uploading & editing to save & present their demonstration.

2.2.2.1.1. Students will be broken into teams of 2

2.2.2.1.2. They will work together to choose a sport and sport-specific technique.

2.2.2.1.3. They will then work together to demonstrate the technique while ensuring it is properly videotaped. Students will be asked to demonstrate poor technique, and then improve that technique by giving "tips" learned in class.

2.2.2.1.4. Students will upload the video to the computer, and then edit is as needed

2.2.2.1.5. Students' videos will then be presented to the class and peers

2.2.3. Set context

2.2.3.1. Students will use this opportunity to prove/demonstrate their understanding of the difference between proper and improper technique with sport-specific skills

2.2.3.2. Students will utilize iPads to capture, edit and produce a video of the demonstration, proving their ability in technological expectations while also utilizing a project presentation option.

2.3. Resources>

2.3.1. Materials

2.3.1.1. iPads

2.3.1.2. Access to Video Editing tool (Youtube, iMovie)

2.3.1.3. Sport-specific Equipment

2.3.2. People

2.3.2.1. Student & Peer

2.3.3. Facilities

2.3.3.1. Sport-allowing space for demonstration

2.3.3.2. Classroom for Video Editing/Production

2.4. Notes>

2.4.1. Lesson or Series Title

2.4.1.1. Teach us!: Sport Technique Tutorial

2.4.2. Objectives

2.4.2.1. To engage students in deeper understanding of a sport-specific technique

2.4.2.2. To have students demonstrate their understanding of proper sport-specific movement/techniques

2.4.2.3. To have students demonstrate their ability to capture video appropriately (in frame, stable, audio, etc.)

2.4.2.4. To have students demonstrate their ability to edit and combine clips to create one full video

2.4.2.5. To have students demonstrate an ability to envision, and produce, a logical sequencing for their video presentation

2.4.3. Reasoning

2.4.3.1. Assignment encourages teacher-independent, and peer-collaborative, learning.

2.4.3.2. Provides the student an opportunity to demonstrate their knowledge of a certain technique without the pressure of a one-on-one demonstration with the teacher

2.4.3.3. Encourages the use of video editing and production, which is a valuable tool for presentations

2.4.4. Method of Instruction

2.4.4.1. Teacher will explain the expectations, review some sport-specific skills & direct students to Youtube to research other sport-specific skills, show a demonstration video, and then intermittently meet with students during their filming & production

2.4.5. Method of Evaluation

2.4.5.1. Rubric

3. Podcasting

3.1. <Objectives

3.1.1. ICT Continuum

3.1.1.1. Cognitive

3.1.1.1.1. 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

3.1.1.2. Affective

3.1.1.2.1. S-2.2 analyzes various ICT skill and competency requirements for personal career choices

3.1.2. English Language Arts Grade 6

3.1.2.1. Specific Outcomes

3.1.2.1.1. 3.1.2 Ask Questions: Formulate relevant questions to focus information needs for an inquiry.

3.1.2.2. General Outcomes

3.1.2.2.1. 3: Students will listen, speak, read, write, view, and represent to manage ideas and information.

3.2. <Prerequisites

3.2.1. Review

3.2.1.1. ICT

3.2.1.1.1. How to use a computer microphone

3.2.1.1.2. Audacity & audio creation/editing

3.2.1.1.3. Internet Archive; uploading to the internet

3.2.1.2. ELA

3.2.1.2.1. Interviewing techniques

3.2.1.2.2. How to interact & ask response-oriented questions

3.2.1.2.3. Organization, preparation & ordering questions

3.2.1.2.4. Show an example(s) of interviews

3.2.2. Goals

3.2.2.1. To work on the ability to formulate questions by leading an interview with an adult or older student, while incorporating an understanding of podcast creation through Audacity and web uploading through Archive.org

3.2.2.1.1. Student will choose a peer to interview, and follow through with the interview

3.2.2.1.2. Student will create at least 8 interview questions prior to the scheduled meeting

3.2.2.1.3. Student will lead the interview, including creating an introduction to the interview, conducting the interview, and offering a concluding point(s) about the information found

3.2.2.1.4. Student will conduct the interview using a computer microphone and edit the interview into a useable audio file using Audacity

3.2.2.1.5. Student will upload the audio file to the appropriate location in archive.org

3.2.3. Set context

3.2.3.1. The interviewing process will assist students in achieving the ability to think more critically about the world around them. Asking impromptu questions will improve interaction and deeper understanding for the student.

3.2.3.2. The ICT incorporation will improve students' confidence and abilities to create and upload podcasts to the internet

3.3. <Resources

3.3.1. Materials

3.3.1.1. Computer/iPad

3.3.1.2. Microphone accessory or within Computer/iPad

3.3.1.3. Paper (Interview questions)

3.3.1.4. Youtube/CBC/CNN (Interview Examples)

3.3.1.4.1. Good

3.3.1.4.2. Bad

3.3.1.5. Internet Accessibility

3.3.2. People

3.3.2.1. Teacher

3.3.2.2. Student

3.3.2.3. Peer to Interview

3.3.3. Facilities

3.3.3.1. Classroom

3.3.3.2. Computer Room (if no in-room access to iPads)

3.4. <Notes

3.4.1. Lesson or Series Title

3.4.1.1. Inquisitor Extraordinaire: Interviewing a "Celebrity"

3.4.2. Objectives

3.4.2.1. To improve students' ability to interview and interact

3.4.2.2. To introduce the concept of deeper understanding through active listening and impromptu question formulation

3.4.2.3. To improve students' confidence with ICT programming such as podcast-creation, Audacity usage, and archive.org uploading

3.4.2.4. To consider an individual, and be able to create questions related to their field of employment, experience and/or interests

3.4.3. Reasoning

3.4.3.1. Assignment will encourage students to interact, without direct continued instruction from the teacher, with the Manitoba curriculum

3.4.3.2. Students will be able to improve interaction and deeper understanding skills

3.4.4. Content

3.4.4.1. Students identify an interviewee, consider related questions for the interviewee, conduct the interview using a microphone and Audacity editing tool, demonstrate deeper understanding skills through impromptu questioning, edit and create the audio file as necessary, upload the podcast interview to archive.org

3.4.5. Method of Instruction

3.4.5.1. Demonstration & explanation to class, followed by student-led learning (interviews)

3.4.6. Method of Evaluation

3.4.6.1. Rubric

3.4.6.1.1. Completion

3.4.6.1.2. Interview Questions relatedness to interviewee

3.4.6.1.3. Ability to ask impromptu questions

3.4.6.1.4. Clear in speaking and interviewing

3.4.6.1.5. Audio file created in an audible fashion, using required software

3.4.6.1.6. Audio file upload properly

3.4.6.1.7. Incorporation of Introduction & Conclusion

3.4.6.1.8. Addition of Music or Noises to Audio (to reach the "exceptional/exceeding level" assessment

3.4.7. Permissions

3.4.7.1. Sign to allow for upload to internet

4. Maps

4.1. Objectives

4.1.1. MB Curriculum Grade 7 Social Studies

4.1.1.1. GO

4.1.1.1.1. Cluster 1: People and Places in the World

4.1.1.2. SO

4.1.1.2.1. 7.1.3 Global Population Trends

4.1.1.2.2. 7-S-2 Managing Information and Ideas

4.1.2. ICT

4.1.2.1. Cognitive

4.1.2.1.1. P-2.1 constructs “how and why” questions, predictions, hunches, educated guesses, and hypotheses and identifies information needs

4.1.2.2. Affective

4.1.2.2.1. M-2.2 perseveres in working through complex ICT problems using higher-level thinking skills

4.2. Prerequisites

4.2.1. Review

4.2.1.1. Terminology of Population Clusters

4.2.1.2. Google Maps & Shape creation

4.2.2. Goals

4.2.2.1. To identify & comprehend where the largest population clusters are in the world

4.2.2.2. To demonstrate an understanding on how to layer on Google Maps, and create shapes to represent those clusters on a map

4.2.3. Set context

4.2.3.1. Students will research to find out the Top 10 population clusters

4.2.3.2. Students will then make shapes on locations in Google Maps for those 10 population clusters, and include population information for those areas

4.3. Resources

4.3.1. Materials

4.3.1.1. Computer/iPad accessibility

4.3.1.2. Research ability (internet or up-to-date texts)

4.3.2. People

4.3.2.1. Students

4.3.2.2. Teacher

4.3.3. Facilities

4.3.3.1. Classroom

4.3.3.2. Computer Lab or Library (Texts)

4.4. Notes

4.4.1. Lesson or Series Title

4.4.1.1. Mapping the World's Population Clusters

4.4.2. Objectives

4.4.2.1. To have students gain an understanding of population distribution/population densities in the world

4.4.2.2. To have students become more familiar with the world's population make-up

4.4.2.3. To demonstrate an ability to research and accurately assemble data (population)

4.4.2.4. Demonstrate an ability to interpret and meaningfully present data through Google Maps

4.4.2.5. To demonstrate an understanding of how to operate Google Maps, create custom maps, and layer

4.4.3. Content

4.4.3.1. Keyhole Markup Language Files (Mapping) .kml

4.4.4. Method of Instruction

4.4.4.1. Worksheet for Reference

4.4.4.2. Teaching intro & then worksheet/Google Maps guided self-work

4.4.5. Method of Evaluation

4.4.5.1. Rubric

4.4.6. Examplar

5. Collaboration>

5.1. Objectives>

5.1.1. ICT Continuum

5.1.1.1. Cognitive

5.1.1.1.1. G-2.1 refines information searches using a variety of media sources

5.1.1.2. Affective

5.1.1.2.1. Co-2.1 collaborates with peers to accomplish self-directed learning with ICT in various settings

5.1.2. Grade 6 Social Studies

5.1.2.1. Specific Outcomes

5.1.2.1.1. KH-028: Identify causes, events, individuals, and consequences of the 1885 Northwest Resistance.

5.1.2.2. General Outcomes

5.1.2.2.1. Cluster 1: Aboriginal Peoples & the Growing Nation of Canada

5.2. Prerequisites>

5.2.1. Review

5.2.1.1. ICT

5.2.1.1.1. Google Docs

5.2.1.1.2. Communicating in Google Docs

5.2.1.1.3. Editing, Contributing & Reading in Google Docs

5.2.1.2. Social Studies

5.2.1.2.1. Territorial European Expansion into Canada

5.2.1.2.2. Definition & History of Aboriginals

5.2.1.2.3. Displacement of Aboriginals

5.2.1.2.4. Territorial Disputes

5.2.1.2.5. Louis Riel

5.2.1.2.6. Metis

5.2.1.2.7. North West Mounted Police & Transportation Barriers

5.2.2. Goals

5.2.2.1. Collaborative social studies learning through the integration of ICT achievements about the NorthWest Rebellion, 1885, and the circumstances causing, during, and following the situation, using a Jigsaw Classroom-style learning approach

5.2.2.1.1. Students will be broken into groups of 4 (as class size allows)

5.2.2.1.2. Teacher will give a brief, but clear, explanation of the NorthWest Rebellion, and the circumstances leading to it (explain the issue of land and law disputes to students in a tactile/relative way)

5.2.2.1.3. Students will work collaboratively to research 4 aspects of the North West Rebellion.

5.2.2.1.4. Students will use Google Docs to complete their assignment, and be asked to add in information individually

5.2.2.1.5. Teacher can track each students' contributions to see both: who is contributing more/less than others, and if anyone is having trouble comprehending the topic and requires further individual attention

5.2.3. Set context

5.2.3.1. Economic, Social, Transportation, and European/Indigenous relations, led to the North West Rebellion. Students will use this lesson segment as an opportunity to learn more about the topic

5.2.3.2. Research will be completed by students using computers and/or text books/information books.

5.3. Resources>

5.3.1. Materials

5.3.1.1. Computers/iPads

5.3.1.2. Google Accounts

5.3.1.3. Google Docs

5.3.1.4. Text and Information Books

5.3.2. People

5.3.2.1. Teacher

5.3.2.2. Students

5.3.2.3. Aboriginal Elder (speaking presentation, potentially)

5.3.2.4. Parental Consent (Google Docs)

5.3.3. Facilities

5.3.3.1. Classroom

5.3.3.2. Computer Lab

5.4. Notes>

5.4.1. Lesson or Series Title

5.4.1.1. The Causes and Results of the NorthWest Rebellion of 1885

5.4.2. Objectives

5.4.2.1. To inform students about the North West Rebellion

5.4.2.2. To assess students on their knowledge and understanding of the rebellion

5.4.2.3. To assess students on their ability to incorporate ICT outcomes into their learning

5.4.2.4. To assess students on their ability to use Google Docs

5.4.2.5. Assess students' ability to collaborate, lead when necessary in group settings, and contribute without teacher prompting

5.4.2.6. To research, and then present the information researched

5.4.3. Reasoning

5.4.3.1. Assignment will encourage students to interact, without direct continued instruction from the teacher, with the Manitoba curriculum

5.4.3.2. Students will be able to work collaboratively, and teacher will be able to track who has contributed what to the assignment

5.4.4. Content

5.4.4.1. Collaborative groups of students create a Mind Map representing the key causes, events, individuals, and consequences of the Northwest Resistance of 1885. Groups present their Mind Maps to the class, and discuss how events may have transpired differently had one of the leaders made a different decision at a key point in the conflict. Each student writes an Exit Slip responding to the presentations and discussion.

5.4.5. Method of Instruction

5.4.5.1. Jigsaw Technique (4 people per group, each student in the group researches one aspect of the topic, students then collaborate as a group to complete the assignment... each group then brings its points back to the class to discuss them)

5.4.5.1.1. Collaborative work between students, with guidance and continued checks/deeper understanding notes from teacher

5.4.5.1.2. Class instruction

5.4.5.1.3. Google Docs tutorial

5.4.5.1.4. Speaker giving first-hand/generational knowledge (if applicable)

5.4.6. Method of Evaluation**

5.4.6.1. Self Evaluation (3 things I: Knew, Learned, Still Want to Learn More About)

5.4.6.2. Peer Evaluation (how well did others contribute and work with one another)

5.4.6.3. Teacher Rubric (Assess collaborative work, final product, contribution, understanding, Google Doc use, peer assessment)

6. schrockguide.net/assessment-and-rubrics.html