1. Podcast
1.1. Learning Objectives
1.1.1. Manitoba Curriculum
1.1.1.1. https://www.edu.gov.mb.ca/k12/cur/science/found/5to8/index.html
1.1.1.1.1. https://www.edu.gov.mb.ca/k12/cur/science/found/5to8/5c1.pdf
1.1.1.1.2. 5-1-01 Use appropriate vocabulary related to their investigations of human health.
1.1.1.1.3. 5-1-06 Identify the major components of the digestive system, and describe its role in the human body. Include: teeth, mouth, esophagus, stomach, and intestines break down food
1.1.1.1.4. 5-1-07 Identify the major components of the skeletal, muscular, and nervous systems, and describe the role of each system in the human body. Include: the skeleton provides protection and support; muscles, tendons, and ligaments enable movement; brain, spinal cord, and nerves receive sensory input, process information, and send out signals.
1.1.1.1.5. 5-1-08 Identify skin as the major component of the integumentary system, and describe its role in protecting and supporting the human body.
1.1.1.1.6. 5-1-09 Identify components of the human body’s defenses against infections, and describe their role in defending the body against infection. Include: tears, saliva, skin, white blood cells.
1.1.1.1.7. 5-1-10 Identify the major components of the respiratory and circulatory systems, and describe the role of each system in the human body. Include: the nose, trachea, and lungs take in oxygen and expel carbon dioxide; the heart, blood vessels, and blood transport oxygen, nutrients, and waste products such as carbon dioxide.
1.1.1.1.8. 5-1-11 Describe how the human body gets rid of waste. Include: kidneys filter blood and dispose of waste as urine; lungs give off waste carbon dioxide; the rectum collects and expels undigested food matter.
1.1.1.1.9. 5-1-12 Give examples of how systems of the human body work together. Examples: the circulatory system transports nutrients from the digestive system and oxygen from the respiratory system to the muscular system...
1.1.1.1.10. 5-1-13 Identify and describe factors necessary to maintain a healthy body. Include: daily physical activity, a balanced diet, fluid replacement, adequate sleep, appropriate hygiene practices, regular check-ups.
1.1.1.1.11. 5-1-14 Evaluate information related to body image and health from media sources for science content and bias. Examples: glamorization of smoking in movies, promotion of unrealistic role models in magazines, trivialization of scientific information on television...
1.1.1.1.12. 5-1-15 Explain how human health may be affected by lifestyle choices and natural- and human-caused environmental factors. Include: smoking and poor air quality may cause respiratory disorders; unhealthy eating and physical inactivity may lead to diabetes or heart disease; prolonged exposure to the Sun can cause skin cancer.
1.1.2. Manitoba ICT
1.1.2.1. https://www.edu.gov.mb.ca/k12/tech/lict/index.html
1.2. Required Resources
1.2.1. Computer/Laptop
1.2.1.1. Spotify for Podcasters
1.2.2. Research Outline/Script for Podcast
1.3. Introduction/Set
1.3.1. Podcast lesson is based off the Grade 5 Science curriculum. Cluster 1: Maintaining a Healthy Body
1.3.2. Students will create a podcast on a major body system of their choice: digestive, skeletal, muscular, nervous, integumentary (skin), respiratory, and circulatory.
1.3.3. Activate
1.3.3.1. Introduce and play the pre-recorded podcast episode that goes over the science podcast assignment.
1.3.3.2. Introduce the podcast assignment with a pre-made podcast episide that will explain the podcast assignment.
1.3.4. Acquire
1.3.4.1. Students will choose their chosen body system after listening to the teacher podcast episode. Planning and research will be conducted in this phase.
1.3.4.2. Have students choose the body system they are going to create a podcast about.
1.3.5. Apply
1.3.5.1. Students will begin their transition into creating their own podcast episode.
1.3.5.2. Students will begin their research on their chosen body system and create a plan/outline before moving on to the recording section of the assignment.
1.4. Notes
1.4.1. Teaching Strategies
1.4.1.1. Direct Instruction
1.4.1.1.1. Students will be shown how to structure their podcast through the planning phase using an outline.
1.4.1.1.2. Students will listen to & watch a pre-recorded podcast/video of me explaining the assignment & demonstrating how to create a podcast using the recommended platforms.
1.4.1.2. Guided Practice
1.4.1.2.1. This will include teacher-student conferencing; circulate the classroom seeing where each student is at, how they are doing in their planning/creating phases; assist/redirect students as needed.
1.4.1.3. Independent Practice
1.4.1.3.1. Teacher responsibility gradually fades as students take on more responsibility for how they want their podcast to look; problem solving; troubleshooting.
1.4.1.3.2. Students will be focused on their outlines/plans and will transition into the recording aspect of the assignment.
1.4.2. Assessment
1.4.2.1. For
1.4.2.1.1. Observe student engagement; how could things be improved/changed to support student learning.
1.4.2.2. As
1.4.2.2.1. Conferencing with students and their experience with the planning/research phase to when they transition to the recording phase.
1.4.2.3. Of
1.4.2.3.1. The student chose a body system to research and included its role in the healthy functioning of the human body.
2. Video
2.1. Learning Objectives
2.1.1. Manitoba Curriculum
2.1.1.1. https://www.edu.gov.mb.ca/k12/cur/science/found/5to8/index.html
2.1.1.1.1. 5-1-01 Use appropriate vocabulary related to their investigations of human health.
2.1.1.1.2. 5-1-06 Identify the major components of the digestive system, and describe its role in the human body. Include: teeth, mouth, esophagus, stomach, and intestines break down food
2.1.1.1.3. 5-1-07 Identify the major components of the skeletal, muscular, and nervous systems, and describe the role of each system in the human body. Include: the skeleton provides protection and support; muscles, tendons, and ligaments enable movement; brain, spinal cord, and nerves receive sensory input, process information, and send out signals.
2.1.1.1.4. 5-1-08 Identify skin as the major component of the integumentary system, and describe its role in protecting and supporting the human body.
2.1.1.1.5. 5-1-09 Identify components of the human body’s defenses against infections, and describe their role in defending the body against infection. Include: tears, saliva, skin, white blood cells.
2.1.1.1.6. 5-1-10 Identify the major components of the respiratory and circulatory systems, and describe the role of each system in the human body. Include: the nose, trachea, and lungs take in oxygen and expel carbon dioxide; the heart, blood vessels, and blood transport oxygen, nutrients, and waste products such as carbon dioxide.
2.1.1.1.7. 5-1-11 Describe how the human body gets rid of waste. Include: kidneys filter blood and dispose of waste as urine; lungs give off waste carbon dioxide; the rectum collects and expels undigested food matter.
2.1.1.1.8. 5-1-12 Give examples of how systems of the human body work together. Examples: the circulatory system transports nutrients from the digestive system and oxygen from the respiratory system to the muscular system...
2.1.1.1.9. 5-1-13 Identify and describe factors necessary to maintain a healthy body. Include: daily physical activity, a balanced diet, fluid replacement, adequate sleep, appropriate hygiene practices, regular check-ups.
2.1.1.1.10. 5-1-14 Evaluate information related to body image and health from media sources for science content and bias. Examples: glamorization of smoking in movies, promotion of unrealistic role models in magazines, trivialization of scientific information on television...
2.1.1.1.11. 5-1-15 Explain how human health may be affected by lifestyle choices and natural- and human-caused environmental factors. Include: smoking and poor air quality may cause respiratory disorders; unhealthy eating and physical inactivity may lead to diabetes or heart disease; prolonged exposure to the Sun can cause skin cancer.
2.1.2. Manitoba ICT
2.1.2.1. https://www.edu.gov.mb.ca/k12/tech/lict/index.html
2.2. Required Resources
2.2.1. Computer/laptop to watch the video lesson.
2.2.2. Headphones if necessary/preferred.
2.3. Introduction/Set
2.3.1. Students will follow the steps of the video lesson to create their own Body Systems Podcast based off the grade 5 science curriculum.
2.3.2. Activate
2.3.2.1. Watch the video
2.3.3. Acquire
2.3.3.1. Follow the steps while watching the video, rewinding when applicable.
2.3.4. Apply
2.3.4.1. Students are able to take the newly learned skills and apply it to the creation of their own podcast episode.
2.4. Note
2.4.1. Teaching Strategies
2.4.1.1. Direct Instruction
2.4.1.1.1. Direct instruction is presented in a video format. The video lesson will instruct students how to create their own podcast.
2.4.1.2. Guided Practice
2.4.1.2.1. Students will follow along with the video on their own devices (laptop/computer) asking for assistance as needed.
2.4.1.3. Independent Practice
2.4.1.3.1. Students will take the information shown through the video to create their Body System Podcast using the programs/software recommended by the teacher.
2.4.2. Assessment
2.4.2.1. For
2.4.2.1.1. Observe students and their progress on creating their own podcast episode. What the video helpful or did it cause more confusion?
2.4.2.2. As
2.4.2.2.1. Observe and ask students if the video was useful for them when creating their own podcast episode.
2.4.2.3. Of
2.4.2.3.1. Did students use the pre-recorded video to help them with the steps of creating their own podcast?
3. Map
3.1. Learning Objectives
3.1.1. Manitoba Curriculum
3.1.1.1. https://www.edu.gov.mb.ca/k12/cur/socstud/foundation_gr4/gr4_fulldoc.pdf
3.1.2. https://www.edu.gov.mb.ca/k12/cur/gis/pdf/gis_outcomes.pdf
3.1.3. 4-KL-016 Locate the geographic regions on a map of Canada. Examples: Western Cordillera, Prairie Region, Canadian Shield, St. Lawrence - Great Lakes Lowlands, Atlantic Region, Arctic Region...
3.1.4. 4-KL-018 Locate the oceans, major landforms, lakes, and waterways on a map of Canada.
3.1.5. 4-KL-019 Locate the provinces, territories, and capital cities on a map of Canada.
3.1.6. Manitoba ICT
3.1.6.1. https://www.edu.gov.mb.ca/k12/tech/lict/index.html
3.2. Required Resources
3.2.1. Computers/Laptops
3.2.2. Wifi
3.3. Introduction/Set
3.3.1. Students will create a personalized map that will include three layers with three items within each layer.
3.3.1.1. Activate
3.3.1.1.1. Explore my pre-made Map of my Life. Show students what will be expected of them in regards to the number of layers and number of items per layer.
3.3.1.2. Acquire
3.3.1.2.1. Students will attempt to navigate the Google Maps; exploring the platform and then attemping to follow the proper steps needed to complete map assignment.
3.3.1.3. Apply
3.3.1.3.1. Students will try to create their own map and add the required number of layers and items per layer.
3.4. Notes
3.4.1. Teaching Strategies
3.4.1.1. Direct Instruction
3.4.1.1.1. Showing students on the SmartBoard/Projector on how to navigate Google Maps and creating our own personalized map. Giving the students a quick overview before diving deeper into what is expected of them.
3.4.1.2. Guided Practice
3.4.1.2.1. Students will work alongside the teacher with their laptop/computer; following along with the steps to creating their own personalized map with required layers and items.
3.4.1.3. Independent Practice
3.4.1.3.1. Students will explore and build their own personalized maps from the steps that were presented by the teacher.
3.4.2. Assessment
3.4.2.1. For
3.4.2.1.1. Observe and ask (exit slip) students if the Google Maps app supported their learning of social studies by incorporating technology.
3.4.2.2. As
3.4.2.2.1. Students will complete the
3.4.2.3. Of
3.4.2.3.1. Interactive self-teaching quiz