1. Lesson 1: Maps
1.1. Objectives
1.1.1. ICT Curriculum
1.1.1.1. 3.2 Gather/Select information from oral, visual, material, print, or electronic sources
1.1.1.2. 4.1 Select and use appropriate tools and technologies to accomplish tasks
1.1.2. MB Curriculum
1.1.2.1. SOCIAL STUDIES: Grade 7 Cluster 1: World Geography
1.1.2.1.1. 7-KL-015 Explain the purpose of latitude, longitude, parallels, and meridians.
1.1.2.1.2. 7-KL-016 Locate on a world map the continents, major landforms, and major bodies of water.
1.1.2.1.3. 7-KL-017 Locate on a world map and describe the major climatic and vegetation zones.
1.2. Notes
1.2.1. Lesson or Series Title
1.2.1.1. "I'm Feeling Lucky" with Google Earth
1.2.2. Method of Instruction
1.2.2.1. Activate
1.2.2.1.1. Begin with a conversation of places in the world students have traveled. Teacher can show images/maps of locations that they have visited (e.g., Banff, as in my embedded map, demonstrated with three popular tourist attractions).
1.2.2.1.2. Explain to students that they will be visiting locations at random and finding out important information about these locations. Demonstrate the "I'm Feeling Lucky" function of Google Earth, first modelling as a teacher, then allowing students time to explore.
1.2.2.2. Acquire
1.2.2.2.1. Students will then pick a location at random using the "I'm Feeling Lucky" button on Google Earth. They will each have a worksheet with prepared specific questions that will gauge their comprehension of material covered so far in the unit. The worksheet can be assessed summatively or formatively.
1.2.2.3. Apply
1.2.2.3.1. Students can create a short presentation of their selected location, including any images, a map of their location (on Google Earth), and the important information in their worksheet. This can be shared and presented with the class for further formative assessment.
1.2.3. Method of Evaluation
1.2.3.1. Diagnostic
1.2.3.1.1. Have a conversation with students to diagnose their level of understanding and knowledge of Google Earth
1.2.3.2. Formative
1.2.3.2.1. Formative assessment during research process, provide feedback
1.2.3.2.2. Formative assessment of presentation, provide feedback
1.2.3.3. Summative
1.2.3.3.1. Assessed based on accuracy of answers provided on worksheet
1.3. Prerequisites
1.3.1. Review
1.3.1.1. Review how to use Google Earth
1.3.2. Goals after this lesson
1.3.2.1. Gain a broader understanding of the scope of the size of the world
1.3.2.2. Gain further understanding of online maps
1.3.2.3. Students are thinking critically about different cultures, climates, and gaining an appreciation for their diversity
1.3.3. Set context
1.3.3.1. Students will already need to have learned about latitude and longitude, types of maps, and Google Earth
1.4. Resources
1.4.1. Materials
1.4.1.1. Each student will require a laptop, computer, or tablet
1.4.1.2. Prepared worksheet with questions
1.4.2. Permissions
1.4.2.1. Permission may be required to access Google Earth
2. Lesson 2: Video
2.1. Objectives
2.1.1. ICT Curriculum
2.1.1.1. 3.1 Plan and Focus
2.1.1.2. 4.1 Generate and Focus
2.1.1.3. 4.4 Present and Share
2.1.2. MB Curriculum
2.1.2.1. MATH Grade 4: Number
2.1.2.1.1. GLO: Develop number sense
2.2. Notes
2.2.1. Lesson or Series Title
2.2.1.1. Screencasting: Demonstrating Multiplication Strategies
2.2.2. Method of Instruction
2.2.2.1. Activate
2.2.2.1.1. Review with students the various strategies used in multiplication, including properties of 0 and 1, using arrays, patterns for 9s, halving/doubling, etc.
2.2.2.2. Acquire
2.2.2.2.1. Teacher will provide a list of multiplication questions, either on the whiteboard or on a worksheet. On their tablets, using a drawing/writing app, students will screen-record the strategies they use to solve the equations.
2.2.2.3. Apply
2.2.2.3.1. Once all students have completed a certain number of questions (dependent on each student's level and competency), the class can have a discussion of the strategies used and how the students are progressing in the multiplication strategies.
2.2.3. Method of Evaluation
2.2.3.1. Diagnostic
2.2.3.2. Formative
2.2.3.2.1. Teacher gains an understanding of which strategies work best for each student, what is and what is not going well. This lesson provides formative feedback for teachers and students
2.2.3.3. Summative
2.2.3.3.1. This lesson can lead to further summative assessment in a later assignment
2.3. Prerequisites
2.3.1. Review
2.3.1.1. Review how to use screencasting software
2.3.1.2. Review how to use iPad drawing/writing software
2.3.2. Goals after this lesson
2.3.2.1. Gain an understanding of which multiplication strategies work best for students.
2.3.2.2. Students will build a connection between the importance of ICT and what they are learning in the classroom
2.3.3. Set context
2.3.3.1. Students will have already learned about various multiplication strategies
2.4. Resources
2.4.1. Materials
2.4.1.1. Screencasting software
2.4.1.2. Microphone (if necessary)
2.4.1.3. Headphones (if necessary)
2.4.1.4. Computers, laptops, or tablets
2.4.1.5. Prepared questions, either on a worksheet or on the whiteboard
2.4.2. Permissions
2.4.2.1. Permission may be required to use equipment.
2.4.2.2. Permission to use and record with tablet or computer
3. Lesson 3: Podcast
3.1. Objectives
3.1.1. ICT Curriculum
3.1.1.1. 3.1 Initiating, Researching, Planning, Implementing a Plan
3.1.1.2. 4.4 Concluding and Applying
3.1.1.3. Reflecting on Science and Technology
3.1.2. MB Curriculum
3.1.2.1. SCIENCE: Grade 5 Cluster 4: Weather
3.1.2.1.1. 5-4-01 Use appropriate vocabulary related to their investigations of weather.
3.1.2.1.2. 5-4-02 Describe how weather conditions may affect the activities of humans and other animals.
3.1.2.1.3. 5-4-07 Identify and describe components of public weather reports from a variety of sources.
3.1.2.1.4. 5-4-08 Describe the key features of a variety of weather phenomena.
3.2. Notes
3.2.1. Lesson or Series Title
3.2.1.1. Weather Podcast
3.2.2. Method of Instruction
3.2.2.1. Activate
3.2.2.1.1. Have a discussion with students about how they learn or hear about local, regional, and global weather events, which can include going outside or looking out the window, word of mouth, listening to the radio, a weather app, or on social media. Provide a recent example (e.g., the recent extreme cold weather in Canada, namely Manitoba).
3.2.2.2. Apply
3.2.2.2.1. Students will formulate a list of important information that should be included in a weather report. In pairs, students will select a recent or historical strange, unusual, interesting, or catastrophic weather incident that has happened in the world. They are to create a script for a short podcast about this weather event to inform listeners about what the event specifically is, the dangers, risks, what people can do to protect themselves in the situation, etc.
3.2.2.3. Acquire
3.2.2.3.1. Using a voice-recording software available for the students on their classroom devices, they will create a podcast that is informative, creative, and professional, approximately 2 minutes in length. This can be shared with the class as a presentation.
3.2.3. Method of Evaluation
3.2.3.1. Diagnostic
3.2.3.1.1. Have a discussion about how students hear about weather events.
3.2.3.2. Formative
3.2.3.2.1. Teacher can provide formative feedback during the process of creating a podcast.
3.2.3.3. Summative
3.2.3.3.1. Assessed using a rubric
3.3. Prerequisites
3.3.1. Review
3.3.1.1. Review how to use voice recording software/technologies
3.3.1.2. Review how to use editing software
3.3.1.3. Review how to research online in order to ensure using trustworthy sources
3.3.2. Goals after this lesson
3.3.2.1. Students will further understand the importance of weather reporting
3.3.2.2. Students will gain a global and historical perspective on various types of weather phenomena
3.3.3. Set context
3.3.3.1. Students will have already learned about appropriate terminology in relation to weather and weather-related technology
3.4. Resources
3.4.1. Materials
3.4.1.1. Laptops or tablets with access to voice-recording and editing softwares
3.4.1.2. Headphones (if necessary)
3.4.1.3. Microphone (if necessary)
3.4.2. Permissions
3.4.2.1. Permission may be required for students to use equipment and record their voices.
4. Lesson 4: Collaboration
4.1. Objectives
4.1.1. ICT Curriculum
4.1.1.1. 3.1 Plan topic and goals, formulate questions for research
4.1.1.2. 3.2 Gather/Select information from oral, visual, material, print, or electronic sources; Sort/Categorize/Organize and record information using visual organizers/Reference
4.1.1.3. 4.2 Present information and ideas orally, visually, concretely, or electronically
4.1.1.4. 4.4/5.2 Cooperate and collaborate with others
4.1.2. MB Curriculum
4.1.2.1. SOCIAL STUDIES: Grade 8 Cluster 2: Early Societies of Mesopotamia, Egypt, or the Indus Valley
4.1.2.1.1. 8-KI-014 Describe the art, architecture, and science of an early society of Mesopotamia, Egypt, or the Indus Valley.
4.1.2.1.2. 8-KG-038 Identify defining characteristics of societies in Mesopotamia, Egypt, the Indus Valley, and China from 3500 to 500 BCE.
4.1.2.1.3. 8-KE-054 Describe technologies and tools in an early society of Mesopotamia, Egypt, or the Indus Valley.
4.2. Notes
4.2.1. Lesson or Series Title
4.2.1.1. Mesopotamia, Egypt, and Indus Valley: Collaborative Google Slides
4.2.2. Goals of Each Lesson
4.2.2.1. Collaborate to gain an understanding of an ancient society, and share this knowledge with classmates
4.2.3. Method of Instruction
4.2.3.1. Activate
4.2.3.1.1. This lesson will take place after the teacher has briefly outlined Mesopotamia, Egypt, and the Indus Valley generally, including location…… Have a conversation with the students mentioning the importance of historical and ancient art, architecture, science, and technology
4.2.3.2. Acquire
4.2.3.2.1. Students will work collaboratively in small groups of three to four students, choosing one of the three locations. In these groups, students will use Google Docs to formulate ideas, notes, and the organization of their assignment, researching using a Google search and classroom/library texts.
4.2.3.2.2. Using Google Slides, students will continue to work collaboratively to create a slideshow presentation with information, images, and interesting facts that they have learned in their research. Information required will include art, architecture, science, and technology of their region during this time frame (3500 to 500 BCE).
4.2.3.3. Apply
4.2.3.3.1. Students will present their Google Slides presentation collaboratively to the class. This way, all students will have the chance to gain exposure to each Mesopotamia, Egypt, and the Indus Valley. Both the Google Slides and the presentation can be assessed formatively.
4.2.4. Method of Evaluation
4.2.4.1. Diagnostic
4.2.4.2. Formative
4.2.4.2.1. Provide formative feedback to students during the collaboration process
4.2.4.3. Summative
4.2.4.3.1. Assessed with a rubric
4.3. Prerequisites
4.3.1. Review
4.3.1.1. Review how to use Google Docs
4.3.1.2. Review how to use Google Slides
4.3.2. Goals after this lesson
4.3.2.1. Students will gain skills necessary for working collaboratively with their peers
4.3.2.2. Students will share their knowledge with their peers, and learn from each other
4.3.2.3. Students will understand the importance of effective, careful, and collaborative research skills
4.3.3. Set context
4.3.3.1. Students will have already briefly learned about the historical significance of Egypt, Mesopotamia, and the Indus Valley
4.4. Resources
4.4.1. Materials
4.4.1.1. Computers, laptops, or tablets
4.4.1.2. Students may be required to have a Google account (dependent on school policies)
4.4.2. Permissions
4.4.2.1. Permission may be required for students to have/use Google accounts