1. Podcast Lesson
1.1. Kindergarten Music
1.1.1. Rhythm of the Day
1.2. Objectives
1.2.1. K M-L3.1
1.2.1.1. Respond to and, with guidance, perform a steady beat and grade appropriate rhythmic patterns in a variety of metres.
1.3. Required Resources
1.3.1. Visual Anchor Charts for Note Values
1.3.2. Metronome
1.3.2.1. Online metronome | FREE interactive METRONOME | imusic-school
1.3.3. Voice Prompts Podcast
1.3.3.1. Podcast Lesson
1.3.4. Rhythm Cards
1.3.4.1. Example 1
1.3.4.1.1. Example 2
1.3.5. Blank Rhythm Cards
1.3.5.1. Example
1.3.6. Markers/Crayons
1.4. Prerequisites
1.4.1. K M–L2.1
1.4.1.1. Play and sing by ear, reproducing simple melodies, rhythms, and accompaniments
1.4.2. K M–L1.2
1.4.2.1. Explore and experiment with sounds from body percussion, instruments, and other sound sources
1.5. Notes
1.5.1. 50-minute lesson
1.5.2. Activating
1.5.2.1. 10 minutes
1.5.2.1.1. Teacher will select a rhythm card and clap out the beat while speaking the Taaa, Ta-a, Ta, and Ti-ti rhythm. Students will repeat the rhythm by marching out the beat using the Magic Feet prompts to measure their steps while voicing Taaa, Ta-a, Ta, and Ti-ti Ex: big long step for whole note, short little steps for eighth notes
1.5.3. Acquiring
1.5.3.1. 20 minutes
1.5.3.1.1. Using the Voice Prompts Podcast, class will work on clapping/tapping/stomping rhythms in sync with the metronome beat starting at 40bpm and increasing by 20bpm gradually to 120bpm to show students the progression of tempo.
1.5.4. Applying
1.5.4.1. 20 minutes
1.5.4.1.1. Students will create their own 4/4 rhythm cards using whole/half/quarter/eighth notes and practice their rhythms with a partner.
1.6. Assessment
1.6.1. Visual observations during lesson and partner work to see if students are grasping the concept of note values.
1.6.2. Visual observations to assess learning behaviors and partner work.
1.6.3. Reviewing student's rhythm cards to assess understanding of note values.
1.7. Adaptations
1.7.1. Students can have teacher help them write out their rhythm cards
1.7.2. Limit the choices of note values to 1 or 2 options if needed
2. Lesson Plan
2.1. Grade 8 Social Studies
2.1.1. Citizenship in Canada vs. Ancient Greece
2.2. Objectives
2.2.1. 8.3.3
2.2.1.1. KC-003
2.2.1.1.1. Compare criteria for citizenship and participation in government in ancient Greece and in contemporary Canada.
2.3. Required Resources
2.3.1. BLM 8.3.3c - Compare and Contrast: Ancient and Modern Democracy
2.3.1.1. Social Studies | Manitoba Education
2.3.2. Canadian Citizenship Test
2.3.2.1. http://www.citizenshipcounts.ca/quiz
2.3.3. Canadian Citizenship Criteria
2.3.3.1. Apply for citizenship: Who can apply - Canada.ca
2.4. Prerequisites
2.4.1. 8.3.2
2.4.1.1. KC-001 Describe the social organization of ancient Greece. Examples: classes of citizens, slavery; role and status of children, women, and men...
2.4.1.2. KI-015 Compare and contrast life in Sparta and Athens. Examples: social roles, education, governance, beliefs...
2.4.2. 8.3.3
2.4.2.1. KC-002 Describe the rise of democracy in ancient Greece.
2.4.2.2. VP-016 Appreciate the benefits of citizenship within a democracy.
2.5. Notes
2.5.1. 50-minute lesson
2.5.2. Activating
2.5.2.1. 10 minutes
2.5.2.1.1. As a class, complete an online Canadian Citizenship Test.
2.5.3. Acquiring
2.5.3.1. 20 minutes
2.5.3.1.1. As a class, students will explore the Canadian citizenship website to fill in the Canada section of the BLM worksheet.
2.5.4. Applying
2.5.4.1. 20 minutes
2.5.4.1.1. In partners, students will complete the Greece section of the BLM worksheet using information found in the Social Studies textbook.
2.6. Assessment
2.6.1. Summative
2.6.1.1. Students will submit completed worksheets to be marked based on completion, accuracy, and writing.
2.6.2. Formative
2.6.2.1. Observe students during group work for learning behaviors, research strategies, and effective collaboration skills.
2.7. Adaptations
2.7.1. Instead of writing the answers on the worksheet, students can provide their answers verbally, typed, or use a scribe.
2.7.2. Instead of filling in the worksheet, students can use a Pick & Sort activity to compare and contrast citizenship criteria for Greece and Canada.
2.7.3. For students who need an extra challenge, have them complete the Citizenship Test using a higher number of questions in a shorter timeframe. They could also analyze the attached article and provide their summary and analysis of it.
2.7.3.1. Liberals to expand citizenship eligibility to non-biological offspring
3. Map
3.1. Grade 9 Physical Education
3.1.1. Gillam School's Race to Churchill
3.2. Objectives
3.2.1. Activity Overview
3.2.1.1. Students will work together to accumulate KMs of physical activity to cover the 269km of distance between Gillam School and Duke of Marlborough School in Churchill.
3.2.1.2. Both schools will begin tracking their activity on the same day and compete with each other for who will reach their activity goals first.
3.2.1.3. Activity can be logged during PE classes or from home.
3.2.2. S.2.S1.A.1a
3.2.2.1. Participate in physical activities at a level that contributes to the goals of an individualized fitness plan.
3.2.3. S.2.S1.A.1b
3.2.3.1. Participate in planned and self-directed activities that maintain heart-rate levels in various zones (e.g., general health, basic fitness, healthy heart...).
3.2.4. K.3.S1.A.1
3.2.4.1. Review safety rules, routines, and procedures prior to participating in physical activity (e.g., allow space for full backswing and follow-through in golf...).
3.2.5. K.3.S1.A.4
3.2.5.1. Identify safety and risk factors for selected activities (e.g., cross-country skiing...) related to people (e.g., right of way, adaptations for persons with a disability...) , facilities (e.g., snow conditions...) , and equipment (e.g., appropriate clothing...).
3.3. Required Resources
3.3.1. Link to Race Routes
3.3.1.1. https://www.google.com/maps/d/u/3/edit?mid=1iSFhw6Q8zRlU_UfzD1DCf0XvmSizgeHv&usp=sharing
3.3.2. Gillam School's Online Tracker
3.3.2.1. Gillam School's Race to Churchill Tracker - Google Drive
3.4. Prerequisites
3.4.1. Basic Knowledge of Google Suite
3.4.1.1. Google Maps
3.4.1.2. Google Drive
3.4.2. K.1.S1.C.3
3.4.2.1. Describe the basic strategies employed in specific games and sports, including individual and team activities (e.g., pacing in running, varying placement of service...).
3.4.3. K.3.S1.A.2
3.4.3.1. Identify the common injuries (e.g., back injuries, knee injuries...) that may occur in personal fitness programming and how they can be prevented (e.g., using proper stretching techniques...)
3.4.4. K.2.S1.C.3
3.4.4.1. Design and implement effective warm-up and cool-down routines for specific team-related physical activities (e.g., volleyball, soccer, rugby...).
3.4.5. K.3.S1.A.1
3.4.5.1. Review safety rules, routines, and procedures prior to participating in physical activity (e.g., allow space for full backswing and follow-through in golf...).
3.4.6. K.3.S1.A.3
3.4.6.1. Explain the reasons (e.g., maintaining proper body temperature in rain, heat, cold, humidity...) for appropriate dress for selected indoor and outdoor activities (e.g., light and comfortable clothing for squash, layers and headwear for cross-country skiing...)
3.5. Notes
3.5.1. 50-minute lesson
3.5.2. Activating
3.5.2.1. 10 minutes
3.5.2.1.1. Introduce the Race to Churchill Activity
3.5.2.1.2. Video chat with Duke of Marlborough School or play pre-recorded message
3.5.3. Acquiring
3.5.3.1. 20 minutes
3.5.3.1.1. Introduce Race Routes
3.5.3.1.2. Explain criteria for participating in Race to Churchill Activity
3.5.3.1.3. Demonstrate how to create new Race Routes in Google Maps
3.5.4. Applying
3.5.4.1. 20 minutes
3.5.4.1.1. Students will create their own map layer to track the distance from their house to the school
3.6. Assessment
3.6.1. Review student work on Google Maps for completion
3.6.2. Check for completion of activity requirements ex: Each student must log a minimum of 3 activities on the Gillam School Online Tracker.
3.6.3. Over the course of the activity, students will also be asked to observe any differences in their fitness levels or activity preferences.
3.7. Adaptations
3.7.1. Students can create routes on printed maps
3.7.2. Students can complete their activities as individuals, partners, or groups
3.7.3. Different routes for different levels of fitness
3.7.4. Providing options for activity ex: run, walk, skip, bike, hop, crawl, etc.
3.7.5. Students may choose to record times, track calories burned, heart rate levels, etc.
4. Videocast
4.1. Grade 9 Science
4.1.1. What is a Black Hole?
4.2. Objectives
4.2.1. S1-4-08
4.2.1.1. Differentiate between the major components of the universe. Include: planets, moons, comets and asteroids, nebulae, stars, galaxies, black holes. GLO: D6, E1, E2
4.3. Required Resources
4.3.1. Materials for Demonstration
4.3.1.1. Camera mount or tripod
4.3.1.2. Camera
4.3.1.3. Stretchy Fabric (approx. 2' x 5')
4.3.1.4. Tape
4.3.1.5. Marker
4.3.1.6. Small/short item (ex: salt shaker, small tupperware, play-doh container)
4.3.1.7. Large/tall item (ex: 2L pop bottle, bottle of olive oil, water bottle)
4.3.1.8. 4 heavy items to weight down corners of fabric (textbooks, bags of flour)
4.3.2. Materials for Lesson
4.3.2.1. Post-it Notes
4.3.2.2. Projector/Smart Board
4.3.2.3. Demonstration Video
4.3.2.3.1. LINK HERE
4.4. Prerequisites
4.4.1. S1-4-09
4.4.1.1. Explain how various technologies have extended our ability to explore and understand space. Examples: robotics, Canadarm, Hubble telescope, Lunar Rover, shuttle, space station, Sojourner Rover, Pathfinder and Galileo space probes... GLO: A5, B1, B2, D6
4.5. Notes
4.5.1. 50-minute lesson
4.5.2. Activating
4.5.2.1. 10 minutes
4.5.2.1.1. Entrance Slips on Post-it Notes: What is a Black Hole?
4.5.2.1.2. Show video of Black Hole evolution.
4.5.3. Acquiring
4.5.3.1. 25 minutes
4.5.3.1.1. Review topics covered in the video with a focus on stellar evolution, mass, gravity, singularity, and event horizon.
4.5.3.1.2. Show video of Timespace Demonstration to extend student understanding of how light interacts with a Black Hole.
4.5.4. Applying
4.5.4.1. 15 minutes
4.5.4.1.1. Students will complete Google Quiz and submit for assessment.
4.6. Assessment
4.6.1. Google Quiz
4.6.1.1. What is a Black Hole?
4.7. Adaptations
4.7.1. Invite a guest speaker to discuss Black Holes in more detail. Ex: Perimeter Institute, Manitoba Museum, etc.
4.7.2. Have printed versions of the quiz available instead of having students complete online
4.7.3. Read quiz questions aloud to students
4.7.4. Scribe student answers