1. Maps Lesson
1.1. Objectives
1.1.1. ICT (P-1.1) uses given criteria to produce work
1.1.2. ICT (G-1.1) gathers information from given source(s) (primary or secondary)
1.1.3. ICT (G-3.1) Records data or makes notes on gathered information and ideas using given categories
1.1.4. Music (M-C2) Examining the impact of context (e.g., personal, social, cultural, political, economic, geographical, environmental, historical, technological) on music and music artists
1.2. Prerequisites
1.2.1. Review and listen to previous works that the Winnipeg Symphony Orchestra has performed.
1.2.2. Goals: 1. students gain appreciation for orchestral music. 2. students have a chance to practice creating a google map. 3. students learn about the history of the symphony orchestra.
1.2.3. The context of this lesson is based on the learning of and listening to repertoire that an orchestra might play.
1.3. Parental consent forms. Computers with an internet connection. Google account for creating maps. Sheet for recording soloist and concert repertoire. Sheet for recording 5 facts about the symphony orchestra.
1.4. Students Teacher Chaperones Bus driver Parents
1.5. The location where the Winnipeg Symphony Orchestra will perform the concert we go to see. The location that is chosen for supper. The location that is chosen for Fuel. The location that is chosen for a bathroom break. The school where we are departing.
1.6. Notes
1.6.1. Orchestral Music Appreciation
1.6.2. - Students will plan a route from Manigotagan, MB using Google Maps. - Students will have previously learned about the history of the orchestra and have listened to and learned about the pieces the orchestra will play during the concert they will be attending.
1.6.3. Content
1.6.3.1. Field trip to Winnipeg to see a concert of the Winnipeg Symphony Orchestra.
1.6.3.2. Practice planning a route using Google Maps based on a set of criteria outline by the teacher. (The teacher will make a choice on the final route)
1.6.3.3. Appreciation of the history of the orchestra as well as the music they will be playing.
1.6.4. Students will be given a tutorial on how to create a custom map in Google maps.
1.6.4.1. Students will then be given an assignment outline which describes what will need to be included on the map. i.e., fuel stops, times for travel including distances, places to eat, time of departure from home and from venue, time of arrival home after the concert.
1.6.4.1.1. Students will receive a sheet which requires them to look online for the concert we will attend and record, either on paper or in a digital document, the artist and the music that the orchestra will be playing.
1.6.5. Method of Evaluation
1.6.5.1. The Map will be graded as 50% of the project. It will be broken down into 20 points. The points will be awarded as follows: 1. Plan includes a gas station and outlines when and where we will stop for fuel. /2 2. The plan states where we will stop for a bathroom break both on the way there and on the way back. /2 3. The plan includes when everyone needs to be in the foyer of the school with all of the belongings they will bring. /2 4. Plan includes how many people will be on the bus and how many chaperones will be needed of each gender based on a 6:1 student:adult ratio. /4 5. Plan provides details on how long the drive will be based on the distance we travel and the stops we will need to make. /4 6. Plan includes a location for everyone to eat and approximately how long that should take and whether it should be before or after the concert. /2 7. Based on all of the previous points, the plan includes a time of departure from Manigotagan and an arrival time back in Manigotagan. /4
1.6.5.2. The Winnipeg Symphony Orchestra concert we will be attending is on April 26th. Answer the following questions. They will amount to 30% of the project. 1. Who is the soloist for this concert? /1 Answer: Gabriela Montero 2. What three pieces will be included in this concert? include the composer of each work. /6 Answers: Russian Easter Overture - Nikolai Rimsky-Korsakov; Piano Concerto No.1 - Piotr Ilyich Tchaikovsky; Pictures at an Exhibition - Modest Mussorgsky.
1.6.5.3. Find 5 facts about the development of the symphony orchestra. This will be worth 20% of the project. /5
1.7. Exemplar
1.7.1. Click on this link to see the itinerary for this field trip. https://drive.google.com/open?id=1qrOlueKC26UBaQQgWnJVUSYGOGvDwlxK&usp=sharing
2. Video Lesson
2.1. Objectives
2.1.1. Main objective 1
2.1.1.1. Science (6-0-4a) Carry out procedures that comprise a fair test. Include: controlling variables; repeating measurements to increase accuracy and reliability. GLO: C2
2.1.2. Main objective 2
2.1.2.1. ICT P-2.3 modifies or combines given formats to demonstrate learning.
2.1.3. Main objective 3
2.1.3.1. ICT Q-1.1 recalls and/or records prior knowledge; constructs questions with assistance.
2.2. Prerequisites
2.2.1. Review
2.2.1.1. Students will review the periodic table and figure out why a Coca-cola foams when you put a Mentos in it.
2.2.2. Goals
2.2.2.1. To become more familiar with the periodic table and to better understand specific elements.
2.2.3. Set context
2.2.3.1. Building a volcano for the science fair is a common yet interesting thing to do. Learning how to make one, whether entering it into a science fair or not, is engaging and interesting.
2.3. Materials
2.3.1. Mentos Cola Paper mache volcano form cleaning kit to clean up the mess Video camera to capture the explosion
2.4. People
2.4.1. Teacher Students
2.5. Facilities
2.5.1. Classroom with tile floor School Science lab
2.6. Notes
2.6.1. Lesson or Series Title
2.6.1.1. The science fair volcano
2.6.2. Goals of Each Lesson
2.6.2.1. To incorporate different elements of the periodic table that can cause safe overflows in the model volcano.
2.6.3. Objectives
2.6.3.1. To learn how different elements react to each other and why.
2.6.4. Content
2.6.4.1. The periodic table Instructional videos related to combining elements
2.6.5. Method of Instruction
2.6.5.1. Give students paper mache and the form for a volcano so they can create their own. Show the effect that a mentos has on a coca-cola. Show videos about the effect the elements involved have on each other.
2.6.6. Method of Evaluation
2.6.6.1. Is the volcano in the shape of a mountain. /2 Is there enough liquid and candy to make the volcano overflow. /2 Does the video capture each of the last points. /4 Total marks: /8
2.7. Exemplar
2.7.1. Attached is a video similar to what students will be expected to complete.
3. Podcast Lesson
3.1. Objectives
3.1.1. Main objective 1
3.1.1.1. Social Studies (8-S-203) Select and use appropriate tools and technologies to accomplish tasks.
3.1.2. Main objective 2
3.1.2.1. ICT (P-2.1) uses a given format to demonstrate learning.
3.1.3. Main objective 3
3.1.3.1. ICT (C-1.1) shares information, ideas, and/or work with a teacher-defined audience.
3.2. Prerequisites
3.2.1. Review
3.2.1.1. Students will watch the film "Alexander" which is directed by Oliver Stone.
3.2.2. Goals
3.2.2.1. Students will write a paper that describes a specific time in the life of Alexander the Great. Students will learn a part of history which they can attach meaning to when they learn about other things that were happening at the same time in history.
3.2.3. Set context
3.2.3.1. The context of this assignment revolves around a history unit based on ancient Greece.
3.3. Materials
3.3.1. A computer which has access to the internet.
3.4. People
3.4.1. Teacher Student Whoever the student chooses to talk about.
3.5. Facilities
3.5.1. School Classroom Could also complete this assignment at home.
3.6. Notes
3.6.1. Lesson or Series Title
3.6.1.1. Ancient Greek history.
3.6.2. Goals of Each Lesson
3.6.2.1. To provide a wider scope of the Macedonian empire at different points in history.
3.6.3. Objectives
3.6.3.1. For students to appreciate the gravity of how one person can impact and influence the masses.
3.6.4. Content
3.6.4.1. Film Reading Podcasting Writing
3.6.5. Method of Instruction
3.6.5.1. Teacher provides examples of texts for students to read which regard the subject of ancient Greece. Class watches the film "Alexander". A tutorial on how to create a podcast is given.
3.6.6. Method of Evaluation
3.6.6.1. The podcast will be evaluated based on the following criteria: /10 1. Clarity of speech. /5 2. Accuracy of content. /5
3.7. Exemplar
3.7.1. See attached for an example of a podcast about Alexander the Great. https://drive.google.com/file/d/17O5lKcsxgk82dvbKkGXrlY5X_md3NaE3/view?usp=sharing
4. Collaboration Lesson
4.1. MB Curricyul
4.1.1. ICT
4.1.1.1. Math (2.N.9.) Demonstrate an understanding of addition (limited to 1- and 2-digit numerals) with answers to 100 and the corresponding subtraction.
4.1.2. Main objective 3
4.1.2.1. ICT (P-2.1) uses a given format to demonstrate learning.
4.2. Prerequisites
4.2.1. Review
4.2.1.1. As a class, review how to add and subtract.
4.2.2. Goals
4.2.2.1. to have students correct each other's work via google docs.
4.2.3. Set context
4.2.3.1. The context for learning in this lesson is based on completing simple math problems and having peers help check each other's work.
4.3. Materials
4.3.1. a computer with access to the internet a google account
4.4. People
4.4.1. students teacher
4.5. Facilities
4.5.1. computer lab classroom with computers
4.6. Notes
4.6.1. Lesson or Series Title
4.6.1.1. Helping each other practice math
4.6.2. Goals of Each Lesson
4.6.2.1. Each lesson will focus on a more complicated math concept.
4.6.3. Objectives
4.6.3.1. to have students become more fluent in using whichever math skill that is currently being used. having students learn math through the context of checking another person's work.
4.6.4. Content
4.6.4.1. The content will vary from assignment to assignment. It will start from single number addition (4+2=6), then single number subtraction and later move on to double number addition and subtraction (55 - 25 = 30).
4.6.5. Method of Instruction
4.6.5.1. Teacher goes through each stage of math skill with the class as a whole. Then, everyone gets a practice sheet of their own and the teacher helps individual students. An assignment google doc is emailed to parents with instructions to share the document with another parent and the teacher. The students check each other's work via google docs.
4.6.6. Method of Evaluation
4.6.6.1. Each question is worth one mark and each page will have 25 questions on it. The students will show if they think the answers they are checking are correct or not by typing an asterisk (*) beside the answers they think are correct and by typing an (x) beside the answers they think are wrong. The answer checking will be worth 25 marks, one mark per correct typed character.