ICT Lesson Plan

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ICT Lesson Plan by Mind Map: ICT Lesson Plan

1. Collaboration

1.1. Resources

1.1.1. Materials

1.1.1.1. Web based applications: Google Maps, Etherpad

1.1.2. People

1.1.2.1. Teacher/students

1.1.3. Facilities

1.1.3.1. School, computers

1.2. Notes

1.2.1. Understanding physical locations of Manitoba Treaties 1, 2, 3, 4

1.2.2. Goal

1.2.2.1. To introduce students to Google Maps and Etherpad applications

1.2.3. Objectives

1.2.3.1. To raise students comfort level with note making and peer collaboration via ICT technologies

1.2.4. Reasoning

1.2.4.1. G-1.3 and Co-2.1 fit well with the MB curriculum outcome 6-KI-007

1.2.5. Content

1.2.5.1. Face-to-face, small group discussion, observation

1.2.6. Method of Instruction

1.2.6.1. I will model the activating, acquiring, applying strategies of the assignment by asking students questions about treaties, showing students the treaties via Google Maps MB treaties and adding information about the treaties into the Etherpad application.

1.2.7. Method of Evaluation

1.2.7.1. Collaboration Rubric: Grades 6-12 (https://www2.uwstout.edu/content/profdev/rubrics/secondaryteamworkrubric.html)

1.3. Prerequisites

1.3.1. Review

1.3.1.1. ADD INFORMATION

1.3.2. Goals

1.3.2.1. ADD INFORMATION

1.3.3. Set context

1.3.3.1. ADD INFORMATION

1.4. Objectives

1.4.1. G-1.3 records data or makes notes on gathered information and ideas using given categories and given ICT UPDATE

1.4.1.1. Task

1.4.1.1.1. Students will gather data from Google Maps

1.4.1.2. Prerequisite

1.4.1.2.1. ADD INFORMATION

1.4.2. 6-KI-007 Give reasons for the establishment of treaties and reserves and describe their impact on individuals, families, and communities.

1.4.2.1. Task

1.4.2.1.1. Students will answer the group questions about the treaties outlined in Google Maps on Etherpad. Information gathered from the questions can then be utilized to make graphs in math.

1.4.2.2. Prerequisites

1.4.2.2.1. ADD INFORMATION

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

1.4.3.1. Task

1.4.3.1.1. Students will work alongside peers to answer the group questions on Etherpad

1.4.3.2. Prerequisites

1.4.3.2.1. ADD INFORMATION

2. Podcast

2.1. Objectives

2.1.1. General Outcome 1: Students will listen, speak, read, write, view, and represent to explore thoughts, ideas, feelings, and experiences. 1.1.5 Self-monitor growth in language learning and use, using predetermined criteria.

2.1.1.1. Students will listen to the pronunciation of the numbers and familiarize themselves

2.1.1.2. Prerequisites

2.1.1.2.1. ADD INFORMATION

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

2.1.2.1. Students will produce a recording of the numbers 1 to 10 in Ojibway

2.1.2.2. Prerequisites

2.1.2.2.1. ADD INFORMATION

2.1.3. Co-1.1 works with others in teacher-directed learning tasks using ICT and assists others with ICT knowledge and procedures

2.1.3.1. Students will collaborate with each other in the proper pronunciation of the numbers

2.1.3.2. Prerequisites

2.1.3.2.1. ADD INFORMATION

2.2. Prerequisites

2.2.1. Review

2.2.1.1. ADD INFORMATION

2.2.2. Goals

2.2.2.1. ADD INFORMATION

2.2.3. Set context

2.2.3.1. ADD INFORMATION

2.3. Notes

2.3.1. Learning to count in Ojibway

2.3.2. Goal

2.3.2.1. To introduce students to podcasting utilizing Audacity and Internet Archive

2.3.3. Objectives

2.3.3.1. To have students become comfortable with recording sound and working with others using ICT

2.3.4. Reasoning

2.3.4.1. The cognitive and affective domains enhance the outcome of the English Language Arts curriculum

2.3.5. Content

2.3.5.1. Individual project, self-motivation

2.3.6. Method of Instruction

2.3.6.1. I will activate, acquire and apply the lesson by introducing students to Audacity and Internet Archive, utilizing the program, and having the students apply their learned knowledge to the application. Students will additionally produce a podcast of the Ojibway numbers from 1 to 10

2.3.7. Method of Evaluation

2.3.7.1. Rubric

2.4. Resources

2.4.1. Materials

2.4.1.1. Computers, Web based applications: Audacity, Internet Archive

2.4.2. People

2.4.2.1. Teacher/students

2.4.3. Facilities

2.4.3.1. Computer lab, school

3. Video

3.1. Resources

3.1.1. Materials

3.1.1.1. For the first component-computers, spreadsheet software. For second component-beads, needles, broad cloth

3.1.2. People

3.1.2.1. Permission from parent, teacher/students, a person skilled at beading

3.1.3. Facilities

3.1.3.1. For first component-computer lab/access to computers, school

3.2. Notes

3.2.1. Learning to bead with ICT

3.2.2. Goals of Lesson

3.2.2.1. The overall goal of the lesson is to get the students confident with using a spreadsheet software program by performing repetitious tasks within the program

3.2.3. Objectives

3.2.4. Reasoning

3.2.4.1. I chose the ICT curriculum based on the overall goals in the cognitive and affective domains

3.2.5. Content

3.2.5.1. Simulation and individual project

3.2.6. Method of Instruction

3.2.6.1. I will instruct this activity by physically showing the students how to make a beaded design using a spreadsheet software program on the smartboard

3.2.7. Method of Evaluation

3.2.7.1. https://www.teacherspayteachers.com/FreeDownload/Art-Rubric-2012441

3.3. Prerequisites

3.3.1. Review

3.3.1.1. ADD INFORMATION

3.3.2. Goals

3.3.2.1. ADD INFORMATION

3.3.3. Set context

3.3.3.1. ADD INFORMATION

3.4. Objectives

3.4.1. K-8 A-U1.1-engage thoughtfully with artworks from various times, places, and peoples

3.4.1.1. Task

3.4.1.1.1. Students will learn the basic steps to creating a beaded design

3.4.1.2. Prerequisites

3.4.1.2.1. ADD INFORMATION

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

3.4.2.1. Task

3.4.2.1.1. Students will learn to use a spreadsheets software program, in a step-by-step process shown using the Screencast-O-Matic, to make a design to be used for beading

3.4.2.2. Prerequisites

3.4.2.2.1. ADD INFORMATION

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

3.4.3.1. Students will create a beaded design in a spreadsheet software program

3.4.3.2. Prerequisites

3.4.3.2.1. ADD INFORMATION

4. Maps

4.1. Objectives

4.1.1. 5-KL-016 - Locate on a map of North America the traditional territories of First Peoples

4.1.1.1. Students will locate on Google Earth the traditional territory of Ojibway people

4.1.1.2. Prerequisites

4.1.1.2.1. ADD INFORMATION

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

4.1.2.1. Students will be able to produce possible answers to help them understand the reasoning behind the traditional territory of Ojibway people

4.1.2.2. Prerequisites

4.1.2.2.1. ADD INFORMATION

4.1.3. Co-1.1 works with others in teacher-directed learning tasks using ICT and assists others with ICT knowledge and procedures

4.1.3.1. Students will familiarize themselves and others with the Google Earth application while learning about the traditional territory of the Ojibway people

4.1.3.2. Prerequisites

4.1.3.2.1. ADD INFORMATION

4.2. Prerequisites

4.2.1. Review

4.2.1.1. ADD INFORMATION

4.2.2. Goals

4.2.2.1. ADD INFORMATION

4.2.3. Set context

4.2.3.1. ADD INFORMATION

4.3. Notes

4.3.1. Traditional Territories with ICT

4.3.2. Goal

4.3.2.1. To introduce students to the Google Earth application

4.3.3. Objectives

4.3.3.1. To have students become comfortable with the inquiry process and working with others learning tasks using ICT

4.3.4. Reasoning

4.3.4.1. The cognitive and affective domains enhance the outcome of the Social Studies curriculum

4.3.5. Content

4.3.5.1. Online collaboration-multiple people can work on a map at once, would need to change the domains to relate

4.3.6. Method of Instruction

4.3.6.1. I will activate, acquire and apply the lesson by introducing students to Google Earth, utilizing the program, and having the students apply their learned knowledge to the application. Students will additionally produce a similar map of the traditional territory of the Ojibway people.

4.3.7. Method of Evaluation

4.3.7.1. http://www2.powayusd.com/teachers/kfarrer/Rubrics/physical_map%20rubric.htm

4.3.7.2. Rubric

4.4. Resources

4.4.1. Materials

4.4.1.1. Web based application: Google Earth

4.4.2. People

4.4.2.1. Teacher/students

4.4.3. Facilities

4.4.3.1. Computer lab, school