1. Video Lesson Plan
1.1. Objectives
1.1.1. ICT
1.1.1.1. Affective
1.1.1.1.1. M-2.2 perseveres in working through complex ICT problems using higher-level thinking skills
1.1.1.1.2. Co-2.2 collaborates with others over distance using ICT
1.1.1.2. Cognitive
1.1.1.2.1. G-1.4 collects primary data using electronic devices
1.1.1.2.2. Pr-1.3 edits electronic work according to established criteria, conventions, and/or standards
1.1.2. Grade 5 Physical Education & Health
1.1.2.1. GO: Grade 5 Movement
1.1.2.2. SO:
1.1.2.2.1. K.1.5.B.3b Show an understanding of the terms that describe the action of the muscles and joints (e.g., flexion, extension, rotation...).
1.2. Resources
1.2.1. Materials
1.2.1.1. Google account: The students will need a YouTube account for them to create their video and post it to the web
1.2.1.2. Video Camera/Smart phone
1.2.1.3. Computer: the students will need the computer in order to edit their YouTube video
1.2.2. People
1.2.2.1. Sports coach: The students will ask a sports coach for direction on the game of curling to make their YouTube video a success
1.2.3. Facilities
1.2.3.1. Computer Lab
1.2.3.2. Curling rink
1.3. Prerequisites
1.3.1. Review
1.3.1.1. ICT
1.3.1.1.1. How to make a video with their video camera/labtop
1.3.1.1.2. How to export their video to YouTube
1.3.1.1.3. How to embed a link
1.3.1.1.4. How to edit their video once it is on YouTube
1.3.1.1.5. How to use Jing and Screencastify
1.3.1.1.6. The students will need to understand the safety guidelines while posting a video on the web
1.3.2. Goals
1.3.2.1. Pr-1.3 edits electronic work according to established criteria, conventions, and/or standards
1.3.3. Set context
1.3.3.1. Students will be required to form a YouTube video that demonstrates the sport of curling. They will be expected to discuss these rules and procedures while filming on the ice. They will familiarize the audience with the correct turns, sweeping and how to keep score. While performing this task, they we be required to work collaboratively with a partner.
1.3.3.2. Physical Education
1.3.3.2.1. Students will need to be familiarized with the rules of curling, as well as the safety while being on the curling ice
1.4. Notes
1.4.1. Create a YouTube Video on the game of curling
1.4.2. The lesson will evaluate the students' knowledge of creating a YouTube video, while editing it. It also tests their personal movement patters, as well as the movement of their muscles and joints while on the curling ice.
1.4.3. Objectives
1.4.3.1. Students will demonstrate confidence and self-motivation while doing the ICT task of creating and editing a YouTube video
1.4.3.2. Students will successfully work with others and engage in the process of collaborative learning
1.4.3.3. Students successfully captures the audience and gets the purpose and how the game of curling is practiced.
1.4.4. Reasoning
1.4.4.1. When students create a YouTube video, this is helping the instructor evaluate their knowledge on the game of curling. The main reasoning goal is the students can improve their athletics, while learning knowledge on a sport at the same time.
1.4.5. Content
1.4.5.1. Students will need a couple lessons on the game of curling before they can capture a video of their curling skills on the ice.
1.4.5.2. Students will need to be taught how to use the following ICT applications: Screencastify, YouTube and how to edit different YouTube videos.
1.4.5.3. Students will have to physically be taught how to practice the game of curling
1.4.6. Method of Instruction
1.4.6.1. Review the rules of curling and how to physically perform the game of curling on the ice.
1.4.6.2. The students will work in pairs in order to create the YouTube video.
1.4.6.3. Part of the evaluating process, the students will have to conference with the instructor and talk about their video while they demonstrate it to the teacher.
1.4.7. Method of Evaluation
1.4.7.1. ICT
1.4.7.1.1. Can students create a video successfully, as well as edit their 3-5 minute video. This video can be created using Jing, their phone or Screencastify
1.4.7.1.2. Can students edit their video in YouTube correctly
1.4.7.1.3. Can the students correctly embed their edited YouTube video to their blog
1.4.7.2. Forming a YouTube video on the game of curling
1.4.7.2.1. Can the students identify the correct rules of curling?
1.4.7.2.2. Can the students work collaboratively in pairs?
2. Podcast Lesson Plan
2.1. Objectives
2.1.1. ICT
2.1.1.1. Affective
2.1.1.1.1. Co-2.2 collaborates with others over distance using ICT
2.1.1.2. Cognitive
2.1.1.2.1. Pr-2.1 selects a suitable ICT application and/or device to create electronic work and explains the selection
2.1.2. Grade 8 English Language Arts
2.1.2.1. GO 1:
2.1.2.1.1. Students will listen, speak, read, write, view, and represent to explore thoughts, ideas, feelings, and experiences.
2.1.2.2. SO:
2.1.2.2.1. 1.1.3 Experiment with Language and Form Experiment with memorable language to convey personal perceptions, feelings, experiences, thoughts, and ideas in various forms.
2.2. Resources
2.2.1. Materials
2.2.1.1. Microphone
2.2.1.2. Computer
2.2.2. People
2.2.2.1. Teacher: for assistance
2.2.3. Facilities
2.2.3.1. Computer lab
2.3. Prerequisites
2.3.1. Review
2.3.1.1. ICT
2.3.1.1.1. How to connect and use a microphone
2.3.1.1.2. How to record your voice through the Audacity
2.3.1.1.3. How to edit your voice once the podcast is finished through the program called Audacity
2.3.1.1.4. How to save your podcast you have created
2.3.1.1.5. How to embed the audio link to your blogger
2.3.1.1.6. How to save the audio files
2.3.1.2. Previous Poetry Lessons
2.3.1.2.1. How to analyze and understand poetry
2.3.1.2.2. How to understand the language and power that a poem may have while you read it
2.3.1.2.3. What do stanzas represent In a poem?
2.3.1.2.4. How to interpret the power of punctuation throughout a poem?
2.3.1.2.5. What role does rhyming play in a poem?
2.3.2. Goals
2.3.2.1. Pr-2.1 selects a suitable ICT application and/or device to create electronic work and explains the selection
2.3.3. Set Context
2.3.3.1. It is essential that students understand the meaning of poetry. In this lesson, students are required to make a podcast that talks about the meaning of poetry and how this can be analyzed through reading.
2.4. Notes
2.4.1. Read poetry in a podcast and discuss the importance of punctuation
2.4.2. Goals of Each Lesson
2.4.2.1. Pr-2.1 selects a suitable ICT application and/or device to create electronic work and explains the selection
2.4.3. Objectives
2.4.3.1. Students will be able to make a podcast through Audacity and show success while doing so
2.4.3.2. Students can successfully understand the meaning of Poetry. This can be seen through the podcast they have created, with the required expectations
2.4.3.3. Students show confidence through the required ICT applications
2.4.4. Reasoning
2.4.4.1. The students will create a podcast so they can understand the importance of punctuation in a poem. This podcast will help them familiarize their knowledge with ICT applications as well as hear the difference between the poem read in two different ways.This will help them see the difference of what a poem sounds with or without punctuation.
2.4.5. Content
2.4.5.1. Students will need instruction on audacity, recording, how to use a microphone and how to make a podcast
2.4.5.2. Several lessons will be taught on using punctuation in a poem
2.4.5.3. Several lessons will be taught on how to use ICT applications
2.4.6. Method of Instruction
2.4.6.1. A whole class demonstration on how to make a podcast. This will be demonstrated several times through the program Audacity.
2.4.6.2. Students will work independently and work towards finding a poem in English Language Arts that they could use for poetry on their podcast.
2.4.6.3. If students are struggling with ICT applications that are required for making a podcast, the instructor will provide two more classes for discussing ICT applications
2.4.7. Method of Evaluation
2.4.7.1. ICT
2.4.7.1.1. Can students use Audacity correctly? How well on a scale of 1-10 (This will be evaluated in a rubric) by Kathy Shrock. This can be found via Twitter
2.4.7.1.2. Can they embed a file correctly, while making a podcast
2.4.7.1.3. What does the end product of their podcast sound like? Could they have done more to make it sound better? Does it portray their understanding of poetry?
2.4.7.2. The process of understanding punctuation in a poem.
2.4.7.2.1. How does the student work independently?
2.4.7.2.2. Does the student understand how a poem sounds with and without punctuation?
3. Maps Lesson Plan
3.1. Objectives
3.1.1. ICT
3.1.1.1. Cognitive
3.1.1.1.1. R-1.1 participates in guided conferences to think about using ICT to learn
3.1.1.2. Affective
3.1.1.2.1. Co-1.1 works with others in teacher-directed learning tasks using ICT and assists others with ICT knowledge and procedures
3.1.2. MB Curriculum: Grade 4 Social Studies
3.1.2.1. GO: Cluster 3: Living in Manitoba
3.1.2.2. SO
3.1.2.2.1. 4-KI-005 Identify cultural communities in Manitoba. Using GIS (General Information System) and GPS (General Positioning System)
3.2. Resources
3.2.1. Materials
3.2.1.1. GIS (Geographic Information System)
3.2.1.1.1. Labtop
3.2.1.1.2. Smartphone
3.2.1.1.3. Ipad/Tablet
3.2.1.1.4. Google Earth
3.2.1.1.5. Google Maps
3.2.1.2. Google Account
3.2.2. People
3.2.2.1. Teacher
3.2.2.2. Guest speaker: You could have a guest speaker that could come into the class and speak to them about the power of GIS mapping systems
3.2.3. Facilities
3.2.3.1. Computer Lab
3.3. Prerequisites
3.3.1. Review
3.3.1.1. ICT: Briefly familiarize the importance of ICT and how ICT programs can be used in a classroom
3.3.1.2. Previous lessons
3.3.1.2.1. What is a Culture?
3.3.1.2.2. What is Identity?
3.3.1.2.3. What is a community?
3.3.1.2.4. What is a Region? Could this be a place?
3.3.1.2.5. What is the importance of community?
3.3.1.2.6. Give a review of Manitoba towns, and the transportation options that are possible with the Manitoba towns you have expected them to find the distances between.
3.3.2. Goals
3.3.2.1. P-3.2 designs own electronic plans
3.3.2.1.1. Students will be expected to pin point locations of communities around their hometown. This will be done through the application of Google Earth and Google Maps
3.3.2.1.2. They will be required to calculate the driving, walking and bus distance between each of these communities
3.3.2.1.3. They will be required to make an account on Geo guesser and record 5 different communities all throughout Canada. They will record this with a partner and discuss the differences.
3.3.2.1.4. Students will also include a street map of one community that is near their hometown using Google Maps
3.3.2.1.5. Students will be required to find a YouTube video of a cultural event at one of these locations
3.3.3. Set context
3.3.3.1. Communities are extremely important in the society we live in today. Cultures, communities and regions are evident in these places and have an impact on our identities.
3.4. Notes
3.4.1. Living in Manitoba
3.4.2. The lesson will assess if a student can identify the cultural communities on the Google Maps they have created.
3.4.2.1. The student will also be evaluated on the ICT evaluation of being able to pin point the required locations on a map. They will be evaluated on calculating the driving, walking and bus distance between each community.
3.4.2.1.1. The student will be able to understand the program: Google Maps and the features that are embedded in the program
3.4.3. Objectives
3.4.3.1. Students will show confidence and success through the ICT application: Google Maps
3.4.4. Reasoning
3.4.4.1. The task of students creating a required Google map of communities will improve their skills in ICT. Being able to see this will improve their visual sense of what their communities may look like on a map. After the ICT task, the students will be asked to think about each community and consider how it shapes their own identity
3.4.5. Content
3.4.5.1. There will be previous lessons presented to the students on the explanation on what different communities may look like. Also, what is a society with several different identities.
3.4.5.2. Students will need 2 computer class on how to make a Google account if they do not have on already. Also, another class to familiarize themselves with the features Google Maps has to offer.
3.4.6. Method of Instruction
3.4.6.1. A whole class on the instruction on how to use Google Maps once you have created a Google account.
3.4.6.1.1. Students will work independently on their devices with their Google accounts on making a map
3.4.6.2. In this Summative assessment, students are required to work independently
3.4.6.3. While the students are working on their maps in class, the teacher will go around the class to make sure that they are on topic. If not, a couple other classes will be used for further direction
3.4.7. Method of Evaluation
3.4.7.1. The students will be given a rubric during the first class, so that they are under the correct understanding of what they will be graded on.
3.4.7.1.1. Have they pin pointed the locations correctly?
3.4.7.1.2. Have they changed the colors of each pin point?
3.4.7.1.3. Have they determined the correct distances explained from each community?
3.4.7.1.4. Have they made community and identity connections between each Manitoba town?
3.4.7.1.5. Did the students create the Google map successfully?
3.4.7.1.6. Did the student collaboratively interact with their peers during the activating lesson
4. Collaboration Lesson Plan
4.1. Objectives
4.1.1. ICT Continuum
4.1.1.1. Cognitive
4.1.1.1.1. G-1.4 collects primary data using electronic devices
4.1.1.1.2. G-1.5 questions whether information from media sources is real, useful, and/or distracting
4.1.1.2. Affective
4.1.1.2.1. Co-1.1 works with others in teacher-directed learning tasks using ICT and assists others with ICT knowledge and procedures
4.1.1.2.2. M-2.1 investigates ICT problems and applies strategies to solve them
4.1.2. MB Curriculum: Grade 4 Social Studies
4.1.2.1. GO: Cluster 1: Geography of Canada
4.1.2.2. SO:
4.1.2.2.1. 4-KL-016 Locate the geographic regions on a map of Canada. Examples: Western Cordillera, Prairie Region, Canadian Shield, St. Lawrence-Great Lakes Lowlands, Atlantic Region, Arctic Region...
4.2. Resources
4.2.1. Materials
4.2.1.1. Computers
4.2.1.2. MindMeister: The students will collaboratively work independently or in pairs to record the major characteristics of each vegetation zones.
4.2.1.3. Internet: to find characteristics of the different vegetation zones
4.2.1.4. The JigSaw Classroom: For the Applying Stage, divide the class up into different groups and testing them on information they have learned.
4.2.1.5. Google account: The students will need a google account in order to communicate on MindMeister
4.2.2. People
4.2.2.1. Teacher
4.2.2.2. You could go on a field trip to Oak Hammock Marsh. This field trip will have guest speakers and they could talk about the different kinds of vegetation zones all throughout Canada.
4.2.2.3. Classmates: promoting peer interaction
4.2.3. Facilities
4.2.3.1. Computer Lab
4.2.3.2. Oak Hammock March: (Guest speakers)
4.3. Prerequisites
4.3.1. Review
4.3.1.1. ICT
4.3.1.1.1. Setting up a Google account in order to participate in MindMeister as a class. They will be taught how to make a Blogger so that they can share their work collaboratively
4.3.1.1.2. MindMeister: Students will work in groups and form a MindMeister document of all the different kinds of vegetation zones across Canada.
4.3.1.1.3. How to use MindMeister as a class
4.3.1.2. Previous Lessons
4.3.1.2.1. What is a Geographic Region?
4.3.1.2.2. What are vegetation zones?
4.3.1.2.3. What kinds of vegetation zones are in Canada?
4.3.1.2.4. What vegetation zone is Manitoba in?
4.3.1.2.5. Give various examples of characteristics in each vegetation zones
4.3.2. Set context
4.3.2.1. Vegetation Zones are present all throughout Canada. Each zone has different characteristics which impact every area of Canada differently
4.3.3. Pr-2.1 selects a suitable ICT application and/or device to create electronic work and explains the selection
4.3.3.1. How students are interacting with their peers through Ether pad. Are they contributing knowledge and using the application correctly?
4.3.3.2. As a teacher, we will be able to monitor the student discussions. We will be able to mark the progress each student is making and record this as a grade
4.3.3.3. The students will be able to use the Internet to find the required information for Cluster 1. They will then be able to apply this into the ICT program of Mind Meister, while working collaboratively with their students.
4.4. Notes
4.4.1. Geography of Canada: Identify the geographic regions and vegetation of Canada
4.4.2. The lesson will assess the students understanding of the Geographic regions of Canada.
4.4.2.1. The lesson will also evaluate the students ability to work collaboratively as a class. This will be seen in the assessment tool of using Etherpad as a class.
4.4.2.1.1. The lesson will also evaluate the students capability of using the JigSaw Classroom.
4.4.3. Objectives
4.4.3.1. Students will successfully use the application of MindMeister and JigSaw Classroom in a ICT learning environment.
4.4.3.2. Students will be required to use the internet to research the vegetation zones and find characteristics for each of the zones.
4.4.4. Reasoning
4.4.4.1. As a group, students will gather information and communicate collaboratively with each other. Once information is gathered, the students will be required to make a Mind Meister web of the different vegetation zones and the characteristics that apply to each.
4.4.5. Content
4.4.5.1. Students will be required to research each vegetation zone and identify two characteristics of each
4.4.5.2. They will be tested on whether or not they can work collaboratively on the programs MindMeister and JigSaw Classroom
4.4.5.3. Students will have 3 full classes to research on their own. The summative assessment will be how they researched and how they work with their classmates through an ICT program
4.4.6. Method of Instruction
4.4.6.1. A whole class instruction on the different Geographic regions of Canada and the vegetation zones that are embedded in each
4.4.6.2. A class tutorial on MindMeister and the JigSaw classroom
4.4.6.2.1. As a class, we will sample each program to ensure the whole class understands how to communicate and use it correctly. If needed, we may need more classes to go through these examples
4.4.6.3. Students will be engaged as a whole class at the beginning of the lesson. They will familiarize themselves with how to use these programs. Independently, they will be require to find two characteristics for each vegetation zone. Following this, they will work independently or get into pairs and map their research on Mind Meister.
4.4.7. Method of Evaluation
4.4.7.1. Students will be evaluated on
4.4.7.1.1. Have the students identified all of the Geographic regions of Canada?
4.4.7.1.2. Have the students identified the vegetation zones of each geographic regions?
4.4.7.1.3. Has the student participated in classroom discussion through the programs of MindMeister and JigSaw classroom?
4.4.7.1.4. Have the students found all of the minimum information that was required of them?
4.4.7.1.5. Peer and Self Assessment: This will be graded on a rubric. The rubric will be made as a class between the teacher and the students
4.4.7.1.6. Have the students created a Google account correctly. This will ensure that they can share there work collaboratively on their blogger.