1. ------------------------------------- Lesson Title: PENT ICT LESSONS MIND MAP Lesson Quantity: 3 --------------------------------------
2. Map
2.1. Grade 6 Social Studies/ICT
2.1.1. Objectives
2.1.1.1. Essential Understanding
2.1.1.1.1. Students will be able to locate the different places and water masses throughout Canada, while becoming familiarized with the country's geography.
2.1.1.2. Curricular Outcomes
2.1.1.2.1. 4-KL-019 Locate the provinces, territories, and capital cities on a map of Canada.
2.1.1.2.2. 4-KL-018 Locate the oceans, major land forms, lakes, and waterways on a map of Canada.
2.1.1.3. ICT Continuum
2.1.1.3.1. Gather and make sense
2.1.2. Required Resources/Materials
2.1.2.1. Computers
2.1.2.2. Ipads
2.1.2.3. Internet Access
2.1.2.4. Blank Map Of Canada
2.1.2.5. Google Maps
2.1.3. Introduction/Set
2.1.3.1. Activate
2.1.3.1.1. Start with telling them we are exploring Canada's Geography. Explain to the students the lesson. Ask if students have ever used google maps or heard of GIS before. Explain if they do not.
2.1.3.2. Acquire
2.1.3.2.1. Students will use Google Maps on a laptop or Ipad. They will explore the geography of Canada while I explain the concept of GIS and how it is used throughout Google Maps.
2.1.3.3. Apply
2.1.3.3.1. Hand students a blank map of Canada to fill in when they locate the provinces, territories, and capital cities.Show students other GIS sites and find their 3 words used for their home location.
2.1.4. Notes
2.1.4.1. Teaching Strategies
2.1.4.1.1. Independent Practice
2.1.4.1.2. Guided Practice
2.1.4.1.3. Direct Instruction
2.1.4.2. Evaluation/Assessment
2.1.4.2.1. For
2.1.4.2.2. As
2.1.4.2.3. Of
3. Grade 2 Math Video Lesson
3.1. Required Resources
3.1.1. Video
3.1.2. Number Line
3.1.3. Laptop or Ipad
3.1.4. Permission
3.1.5. Whiteboard Hands
3.1.6. Manipulatives
3.1.7. Whiteboard markers
3.2. Introduction/Set
3.2.1. Activate
3.2.1.1. Explain to the student the content of the lesson. Ask them if they done anything with this before. Show them the short video you made for them.
3.2.2. Acquire
3.2.2.1. Handout number lines to each student. Ask them to answer verbally or with a whiteboard hands the answer to what is greater or lesser.
3.2.3. Apply
3.2.3.1. Students will work on a handout where they need to input ">, <, =", have them use the alligator analogy of eating the bigger number.
3.3. Notes
3.3.1. Teaching strategies
3.3.1.1. Independent Practice
3.3.1.1.1. Have students make up with 5 scenarios that compares 2 numbers on their own.
3.3.1.2. Guided Practice
3.3.1.2.1. Students can rewatch the video on an ipad at their desk or work with a partner.
3.3.1.3. Direct Instruction
3.3.1.3.1. Instruct the rules and steps of the lesson to the class at whole and show them the video you made for them.
3.3.2. Evaluation/Assessment
3.3.2.1. For
3.3.2.1.1. Handout worksheet. Data from this will be thier formative assessment.
3.3.2.2. As
3.3.2.2.1. Have students make an equation for partner or classmate to answer.
3.3.2.3. Of
3.3.2.3.1. Have students answer random equation the white board using the alligator analogy before they leave class (exit slip)
3.4. Objectives
3.4.1. Essential Understanding
3.4.1.1. Students will be able to display or explain their understanding of numbers tha greater than/less than and those that are equal.
3.4.2. Curricular Outcomes
3.4.2.1. 2.PR.4 Record qualities and inequalities symbolically using the equal symbol or the not-equal symbol
3.4.2.2. 2.PR.3 Demonstrate and explain the meaning of equality and inequality by using manipulatives and diagrams.
3.4.3. ICT Continuum
3.4.3.1. Question and plan
3.4.3.1.1. Understands a given or formulated questions, task, or situation that introduces and applies mathematical ideas
4. Grade 4 Science Podcast Lesson
4.1. Objectives
4.1.1. Essential Understandings
4.1.1.1. Student will be able to understand that sounds are vibrations that can be modified and can desribe the importance of sound in jobs/hobbies.
4.1.2. Curricular Outcomes
4.1.2.1. 4-3-07 Demonstrate how the pitch and loudness of sounds can be modified.
4.1.2.2. 4-3-18 Describe the role of sound in different jobs and hobbies
4.1.3. ICT Continuum
4.1.3.1. Produce to show understanding
4.1.3.1.1. 4.1 Analyzing and interpreting
4.1.3.1.2. 3.2 Observing, measuring,recording
4.2. Required Resources
4.2.1. Internet Access
4.2.2. Permission
4.2.3. Device (Laptop, Ipad, smartphone)
4.2.4. Access to a speaker
4.2.5. KWL Graphic Organizer
4.2.6. Small instruments (ukeleles, drums, Kazoos, violin)
4.2.7. Podcast
4.3. Introduction/Set
4.3.1. Activate
4.3.1.1. Introduce that we will be exploring sounds. Have students use a KWL graphic organizer and fill out what they know about sound and what they want to learn about sound. Show them the short podcast you created.
4.3.2. Acquire
4.3.2.1. Have students investigate the different sounds of instruments make from youtube. Students will also look up jobs that rely on sound and make a list in their science journal of what they find
4.3.3. Apply
4.3.3.1. Have students explore and test out the small instruments and record their findings in their science journal. Have them take turns demonstrating how to modify the pitch and loudness of their instrument. Before the end of class, have students fill out what they learned in the KWL organizer.
4.4. Notes
4.4.1. Teaching strategies
4.4.1.1. Independent Practice
4.4.1.1.1. Student will find videos of sound they want to share with the class that showcase modified sound or sound-dependednt jobs.
4.4.1.2. Guided Practice
4.4.1.2.1. Teacher-guided small group research or partner with other.
4.4.1.3. Direct Instruction
4.4.1.3.1. Whole Group instruction or how to fill out KWL organizer on whiteboard (use it to compile their ideas), show step by step directions to research.
4.4.2. Evaluation/Assessment
4.4.2.1. For
4.4.2.1.1. Beginning of KWL organizer, what they verbally share in classroom discussion
4.4.2.2. As
4.4.2.2.1. Data they put into science journal
4.4.2.3. Of
4.4.2.3.1. Completed KWL Chart