1. ------------------------------------- Lesson Title: Lesson Duration: --------------------------------------
2. Collaborative
2.1. Objectives
2.1.1. ICT Objective
2.1.1.1. G-1.3 Uses a variety of strategies for gathering information
2.1.1.2. G-3.2 organizes gathered information using co-developed strategies
2.1.1.3. C-2.3 uses descriptive feedback to improve and/or revise work
2.1.1.4. P-2.1 uses a given format to demonstrate learning
2.1.1.5. G-2.2 identifies whether information is sufficient and/or suitable for purpose and audience
2.1.1.6. R-1.2 independently reflects on learning and the learning process
2.1.2. From Manitoba Curriculum - Subject Area Objective
2.1.2.1. Grade 7 Science Cluster - Earth's Crust
2.1.2.1.1. 7-4-04: Investigate and describe the processes of weathering and erosion, and recognize that they cause changes in the landscape over time. Include: physical, biological, and chemical weathering
2.1.2.1.2. 7-4-05 Explain how rocks on the Earth constantly undergo a slow process of change through the rock cycle
2.1.2.1.3. 7-4-10 Describe methods used to control soil erosion, and recognize the importance of soil conservation.
2.2. Prerequisites
2.2.1. Review
2.2.1.1. Review basic ICT skills
2.2.1.1.1. How to create a Google account
2.2.1.1.2. How to use Google Docs
2.2.1.1.3. How to use Google Slides
2.2.2. Goals
2.2.2.1. Students are using ICT appropriately to reflect their learning
2.2.2.2. Students display problem solving and critical thinking skills
2.2.2.3. Students understand how weathering and erosion negatively affects our land and how humans can minimize those affects
2.2.3. Set Context
2.2.3.1. Last weeks lesson
2.2.3.1.1. Finished up the rock cycle lesson, introduced how weathering and erosion is a critical component of the rock cycle
2.2.3.2. This weeks lesson
2.2.3.2.1. Understanding how different types of weathering and erosion can affect land topography, and inquire what possible solutions can be used to minimize the affects of weathering and erosion
2.2.3.3. Next weeks lesson
2.2.3.3.1. Introduce environmental, social, economic factors in which to consider when making informed decisions about land use.
2.3. Resources
2.3.1. Materials Needed
2.3.1.1. Computers/laptops with access to internet
2.3.1.2. Rubric for students
2.3.1.3. Google Accounts
2.3.1.3.1. Google Docs
2.3.2. References
2.3.2.1. Manitoba Science Curriculum (page 3.56)
2.3.2.2. ICT Continuum
2.3.2.3. Video on how to use Google Docs
2.4. Notes
2.4.1. Lesson or Series Title
2.4.1.1. Processes of Weathering & Erosion Group Research
2.4.2. Content
2.4.3. Method of Instruction
2.4.3.1. Activate
2.4.3.1.1. We will read through the descriptions for the different types of weathering/erosion
2.4.3.2. Acquire
2.4.3.2.1. Introduce the assignment to the students
2.4.3.2.2. Give a demonstration on how to use Google Docs/Google Slides
2.4.3.3. Apply
2.4.3.3.1. Students should form groups of 3 and select the type weathering/erosion process they would like to research
2.4.3.3.2. Groups should set up their Google Docs/Slides and begin collaborating their research
2.4.3.3.3. Students should ultimately create a Google Document or Slideshow that describes the main problems AND possible solutions to the weathering/erosion process they selected.
2.4.4. Method of Evaluation
2.4.4.1. Formative
2.4.4.1.1. Give students feedback on how well they work with their groups
2.4.4.1.2. Give students formative feedback as they prepare their Google Docs for presenting
2.4.4.2. Summative
2.4.4.2.1. Use a rubric to assess the quality of the students:
3. Videos
3.1. Objectives
3.1.1. ICT Objective
3.1.1.1. P-3.1 edits work based on feedback from teacher and/or peers, according to established criteria, conventions, and/or standards
3.1.1.2. P-2.1 uses a given format to demonstrate learning
3.1.1.3. P-1.1 uses given criteria to produce work
3.1.1.4. Q-2.1 follows a given plan for an inquir
3.1.1.5. G-1.3 uses a variety of strategies for gathering information
3.1.1.6. R-1.2 independently reflects on learning and the learning process
3.1.2. Subject Area Objective
3.1.2.1. Grade 6 Mathematics - Shape and Space
3.1.2.1.1. 6.SS.8. Identify and plot points in the first quadrant of a Cartesian plane using whole-number ordered pairs.
3.2. Prerequisites
3.2.1. Review
3.2.1.1. Review Basic ICT Skills
3.2.1.1.1. How to do screen-recording using platforms such as Techsmith or Screencastify
3.2.1.1.2. How to use Google Drawings
3.2.1.1.3. How to save a file
3.2.1.1.4. How to use YouTube
3.2.1.1.5. How to embed things on a webpage
3.2.1.2. Set Context
3.2.1.2.1. Last Week
3.2.1.2.2. This Lesson
3.2.1.2.3. Next Week
3.2.2. Goals
3.2.2.1. Students have a clear understanding of how to plot ordered pairs in the first quadrant of a Cartesian plane
3.2.2.2. Students use ICT platforms appropriately to reflect their learning
3.3. Resources
3.3.1. Materials Needed
3.3.1.1. Computers/laptops with access to the internet and have Google Chrome downloaded
3.3.1.2. Rubric to be distributed to the students
3.3.1.3. ScreenCastify
3.3.1.4. Techsmith
3.3.1.5. Google Drawings
3.3.1.6. Google Accounts
3.3.2. References
3.3.2.1. Manitoba Mathematics Curriculum
3.3.2.2. ICT Continuum
3.4. Notes
3.4.1. Lesson or Series Title
3.4.1.1. Graphing Ordered Pairs Tutuorial
3.4.2. Method of Instruction
3.4.2.1. Activate
3.4.2.1.1. Ask students if they have ever watched any YouTube tutorials before
3.4.2.1.2. Depending on results from the first activating question, as them what kind of tutorials they watch and if they have ever watched a Math tutorial on YouTube
3.4.2.2. Acquire
3.4.2.2.1. Introduce Cartesian planes and explain how ordered pairs work. Do some examples together
3.4.2.2.2. Introduce the tutorial assignment and show the sample tutorial created on Google Drawings
3.4.2.2.3. Hand out rubric to students
3.4.2.2.4. Go over any questions students might have about using Google Drawings
3.4.2.3. Apply
3.4.2.3.1. Have students start using Google Drawings by inserting an image of a Cartesian plane
3.4.2.3.2. Using a set of ordered pairs supplied by the teacher, students will begin plotting the x and y points on the graph
3.4.3. Method of Evaluation
3.4.3.1. Formative
3.4.3.1.1. Provide formative feedback to students as they work on their tutorial videos
3.4.3.2. Summative
3.4.3.2.1. Use the rubric to evaluate the quality of each students tutorial
4. Podcast
4.1. Objectives
4.1.1. From ICT Continuum
4.1.1.1. Q-2.2 adapts a given plan or co-constructs a plan for an inquiry
4.1.1.2. G-1.1 gathers information from given source(s)
4.1.1.3. G-2.4 evaluates information and sources to determine context, perspective, bias, and/or motive
4.1.1.4. G-3.2 organizes gathered information using co-developed strategies
4.1.1.5. P-1.1 uses given criteria to produce work
4.1.1.6. C-2.2 seeks descriptive feedback when sharing information, ideas, and/or work with others
4.1.1.7. R-1.2 independently reflects on learning and the learning process
4.1.2. From Manitoba Curriculum
4.1.2.1. Subject Area - ELA Practices
4.1.2.1.1. Sense Making
4.1.2.1.2. Exploration & Design
4.1.2.1.3. Power & Agency
4.1.2.2. Modality of Language
4.1.2.2.1. Reading
4.1.2.2.2. Writing
4.1.2.2.3. Speaking
4.1.2.2.4. Representing
4.1.2.3. Lens
4.1.2.3.1. Social, Cultural, Historical (others, relationships)
4.1.2.3.2. Personal/Philosophical (myself, self-awareness and growth)
4.1.2.3.3. Environmental & Technological (the world)
4.2. Prerequisites
4.2.1. Review
4.2.1.1. Review Basic ICT Skills
4.2.1.1.1. How to use Synth
4.2.1.1.2. How to create and save an audio file
4.2.1.1.3. How to embed things on a webpage
4.2.1.2. Set Context
4.2.1.2.1. Last Week
4.2.1.2.2. This Lesson
4.2.1.2.3. Next Week
4.2.2. Goals
4.2.2.1. Students are able to identify which sections of a novel are most significant
4.2.2.2. Students have a clear understanding of the persuasive genre of texts
4.2.2.3. Students use ICT appropriately to reflect their learning
4.3. Resources
4.3.1. Materials Needed
4.3.1.1. Computers/laptops with access to internet
4.3.1.2. Microphone/headphones for students to use
4.3.1.3. Rubric to be distributed to the students
4.3.1.4. Synth
4.3.2. References
4.3.2.1. Manitoba ELA Support Document
4.3.2.2. ICT Continuum
4.3.2.3. How to use Synth
4.3.2.4. Sample Trailer for a Novel
4.4. Notes
4.4.1. Lesson Series or Title
4.4.1.1. Podcast Novel Trailers
4.4.2. Method of Instruction
4.4.2.1. Activate
4.4.2.1.1. Ask students to find a partner and discuss the last book they finished reading in novel study.
4.4.2.1.2. Give each student 5-10 minutes to discuss the plot, main characters, and why they chose to read that book. Encourage prompting questions to deepen students thinking about their novels.
4.4.2.2. Acquire
4.4.2.2.1. Introduce the genre of persuasive writing to the students - ensure they are aware that the goal is to convince someone of something. In this lesson, they are trying to convince people to read a specific novel.
4.4.2.2.2. Introduce students to the assignment - hand out rubric during this time
4.4.2.2.3. Teach students how to use the Synth function
4.4.2.3. Apply
4.4.2.3.1. Students will then select a novel they have read and begin planning their 2-3 minute "commercial" for that novel.
4.4.3. Method of Evaluation
4.4.3.1. Diagnostic
4.4.3.1.1. Ask if any students listen to Podcasts, and have a discussion about the different kinds they might listen to
4.4.3.1.2. Ask students what they already know about the persuasive genre of writing
4.4.3.2. Formative
4.4.3.2.1. Give students formative feedback based on how they go about putting their Podcast's together
4.4.3.3. Summative
4.4.3.3.1. Use a rubric to give an overall evaluation of the students Podcast
5. Maps
5.1. Objectives
5.1.1. ICT Objective
5.1.1.1. Q-1.2 constructs simple questions (e.g., who, what, when, where); makes predictions, hunches, educated guesses, and hypotheses
5.1.1.2. Q-2.2 adapts a given plan or co-constructs a plan for an inquiry
5.1.1.3. G-1.3 uses a variety of strategies for gathering information
5.1.1.4. G-2.3 evaluates whether information and sources are current, reliable, and valid
5.1.1.5. G-3.3 organizes gathered information using student-developed strategies
5.1.1.6. P-3.1 edits work based on feedback from teacher and/or peers, according to established criteria, conventions, and/or standards
5.1.1.7. C-2.2 seeks descriptive feedback when sharing information, ideas, and/or work with others
5.1.1.8. R-1.2 independently reflects on learning and the learning process
5.1.2. Subject Area Objective - Manitoba Curriculum
5.1.2.1. Grade 8 Social Studies - Cluster 5: Shaping the Modern World (circa 1400 to 1850)
5.1.2.1.1. 8-KI-021 Give examples of the impact of interactions between Europeans and indigenous peoples of Africa, Asia, Australasia, and the Americas from the fifteenth to nineteenth centuries
5.1.2.1.2. 8-KL-026 Illustrate on a world map the voyages of European explorers during the fifteenth to eighteenth centuries.
5.1.2.1.3. 8-KG-043 Identify major events in Europe, Africa, Asia, Australasia, and the Americas during the fifteenth to eighteenth centuries.
5.1.2.1.4. 8-KG-044 Explain the motivations for and the impact of global exploration and territorial expansion from the fifteenth to eighteenth centuries.
5.1.2.1.5. 8-VC-003 Appreciate the struggles of past societies for their importance in shaping the modern world
5.1.2.1.6. 8-VH-013 Appreciate the contributions of past societies to the shaping of the modern world.
5.2. Prerequisites
5.2.1. Review
5.2.1.1. Set Context
5.2.1.1.1. Last Week
5.2.1.1.2. This Lesson
5.2.1.1.3. Next Week
5.2.1.2. Basic ICT Skills
5.2.1.2.1. Review how to create a map using Google My Maps
5.2.1.2.2. How to search up and mark a specific location using My Maps
5.2.1.2.3. How to add a detailed description to a marked location using My Maps
5.2.1.2.4. How to save and share a My Map to Google Drive
5.2.2. Goals
5.2.2.1. Students appreciate the contributions of past societies to the shaping of the modern world
5.2.2.2. Students are thinking critically about their methods of research
5.2.2.3. Students are using ICT appropriately to reflect their learning experience
5.3. Resources
5.3.1. Materials
5.3.1.1. Computers/laptops/iPads with access to Internet
5.3.1.2. Access to Google My Maps
5.3.1.3. Rubric distributed to the students
5.3.2. References
5.3.2.1. Manitoba Social Studies Curriculum
5.3.2.2. ICT Continuum
5.3.2.3. Google My Maps Tutorial Video
5.4. Notes
5.4.1. Lesson Series or Title
5.4.1.1. Map of European Exploration
5.4.2. Method of Instruction
5.4.2.1. Activate
5.4.2.1.1. Ask students if they have any prior knowledge about famous/well-known European explorers.
5.4.2.1.2. Review the YouTube video on how to use My Maps
5.4.2.2. Acquire
5.4.2.2.1. Introduce the assignment to the students. Instruct to them that they will be expected to choose a famous European explorer and plot one of their voyages in Google My Maps. They must include 3-5 marked locations, with descriptions included for each location they chose to mark
5.4.2.2.2. Show them and go over in detail the sample map that I created
5.4.2.2.3. Hand out the rubric to the students
5.4.2.3. Apply
5.4.2.3.1. Instruct students to start independently working on their projects
5.4.3. Method of Evaluation
5.4.3.1. Formative
5.4.3.1.1. Can assess how much students engage/participate in the opening discussion about if they already know of any famous European explorers.
5.4.3.1.2. Observe/listen to how efficiently students conduct their research.
5.4.3.2. Summative
5.4.3.2.1. Use the rubric to assess students final work.