1. Course/Subject: Grade 10 Social Studies - Geographic Issues of the 21st Century Lesson Title: Using Google Maps to discover areas of Mining on Indigenous lands. Lesson Duration: 60 minutes
2. ICT/Math Class
2.1. Lesson
2.1.1. Objectives
2.1.1.1. Grade 10 Essential Mathematics
2.1.1.1.1. Essential Understandings
2.1.1.1.2. Curricular Outcomes
2.1.1.2. GLO
2.1.1.2.1. SLO
2.1.1.3. Literacy with ICT Across the Curriculum: A Model for 21st Century Learning from K-12.
2.1.1.3.1. Q-2.1 follows a given plan for an inquiry.
2.1.1.3.2. G-2.1 identifies relevant information from sources.
2.1.1.3.3. G-3.1 records data or makes not on gathered information and ideas using given categories.
2.1.1.3.4. P-1.1 uses given criteria to produce work.
2.1.1.3.5. P-2.1 uses a given format to demonstrate learning.
2.1.2. Required Resources
2.1.2.1. Materials
2.1.2.1.1. Computers or laptops with a good internet connection.
2.1.2.1.2. SMARTboard or other projector
2.1.2.1.3. Google Maps access; YouTube access.
2.1.2.1.4. Headphones
2.1.2.1.5. Spreadsheet software, such as Microsoft Excel.
2.1.2.2. Permissions
2.1.2.2.1. Access to Microsoft - Subscription at workplace.
2.1.2.2.2. Log in information for computer access
2.1.2.2.3. Open Internet Access - No blocked sites; Ability to connect devices to school server.
2.1.2.3. Support
2.1.2.3.1. Technology Support - School Tech Support person (or group). If needed* (Ken Bauer - FSD; Frontier HelpDesk; Robert Rideout - Computer Teacher Senior Years; Jimmock Albert - Middle Years Computer Teacher
2.1.2.3.2. YouTube videos to practice and gain proficiency at using websites. Making sure there are no potential barriers. ("How to" videos).
2.1.2.4. Prerequisites
2.1.2.4.1. Students should know how to log into a computer on their school computers, or have access to the internet from a personal device.
2.1.2.4.2. Students should have general knowledge of how to navigate the internet.
2.1.2.4.3. Computer and Internet Safety Regulations (School rules; Classroom rules) - Acceptable Use Policies.
2.1.2.4.4. Students should have general knowledge of how to use Microsoft Excel.
2.1.2.4.5. Students should have general knowledge of how to navigate Google Maps.
2.1.2.4.6. Good Knowledge/Skill of Perimeter, Area, Units of Measurement, Multiplication - Might need a quick refresher.
2.1.3. Introduction/Set
2.1.3.1. Activate (10 minutes)
2.1.3.1.1. Hook
2.1.3.2. Acquire (15 minutes)
2.1.3.2.1. Discuss the goal of the lesson and briefly introduce what we will be doing - Students will need to begin thinking about somewhere they would like to travel to, and somewhere they'd like to stop along the way. Have them do this for a few minutes while everyone is logging in and setting up, then begin the lesson.
2.1.3.2.2. Students will be finding the cost of fuel associated with travelling vast distances, so they they will have an idea of how expensive things can be when considering a trip/vacation.
2.1.3.2.3. Quick review of perimeter, area, calculating cost (Teacher can also do this while showing the class what they need to do -Guiding through the process & reminding students of key information).
2.1.3.2.4. Access Google Maps *If students need a quick tutorial, a link has been provided.
2.1.3.2.5. With the computer connected to a SmartBoard, the teacher will model what the students need to do for the assignment (or record guidelines and expectations on Screencastify so students can access on their own)
2.1.3.3. Apply (30 minutes)
2.1.3.3.1. Closing (5 minutes)
2.1.4. Notes
2.1.4.1. Evaluation
2.1.4.1.1. Assessment Evidence
2.1.4.2. Analysis
2.1.4.2.1. Summary
2.1.4.3. Differentiation Strategies
2.1.4.3.1. Guided Practice
2.1.4.3.2. Direct Instruction
2.1.4.3.3. Independent Practice
2.2. Maps
2.2.1. Elements
2.2.1.1. Objectives
2.2.1.1.1. Students will use Google Maps to plan a trip, focusing on the costs associated with fuel. Students will consider other costs too, but the focus will be on fuel. Students will begin to see that there are many things that they need to consider before planning a trip.
2.2.1.1.2. Students will refresh their skills in calculating Perimeter and Area, as well an conversions (Ex: converting Km to M).
2.2.1.1.3. Begin using technology to record and complete tasks.
2.2.1.2. Prerequisites
2.2.1.2.1. How to use Google Maps.
2.2.1.2.2. How to use the Internet.
2.2.1.2.3. General computer navigation skills/know how.
2.2.1.2.4. No blocked/restricted sites.
2.2.1.2.5. Microsoft Excel.
2.2.1.3. Resources
2.2.1.3.1. Computer
2.2.1.3.2. Access to Google Maps
2.2.1.3.3. Access to Microsoft Excel.
2.2.1.4. Notes
2.2.1.4.1. Most information in this area is located within the Learning Plan above.
2.2.1.4.2. Make notes of students who are struggling with the use of technology - Maybe encourage them to join a Computer club or to do some self-exploration using the computer doing free time.
3. English Language Arts/ICT
3.1. Lesson
3.1.1. Objectives
3.1.1.1. Grade 10 English Language Arts
3.1.1.1.1. Essential Understandings
3.1.1.1.2. Curricular Outcomes
3.1.1.2. GLO
3.1.1.2.1. SLO
3.1.2. Required Resources
3.1.2.1. Materials
3.1.2.1.1. Basic template of resume for students to follow. (Brandon University website).
3.1.2.1.2. Computer/laptop with Internet Access
3.1.2.1.3. SMARTboard projector.
3.1.2.1.4. Screencastify recording of instructions for activity and walk-through.
3.1.2.1.5. Copy of list of adjective to use on resume - Goskills.com
3.1.2.2. Permissions
3.1.2.2.1. Access to Internet - Vice Principal notification.
3.1.2.2.2. Access to Google Account (Docs), Microsoft Word or other word processor.
3.1.2.3. Support
3.1.2.3.1. Career and Guidance Counsellor - Celeste Kozik (HBOIERC - Frontier School Division).
3.1.2.3.2. Ken Bauer - FSD Tech. Support
3.1.2.3.3. Jimmock Albert/Robert Rideout - Computer Teachers
3.1.2.4. Prerequisites
3.1.2.4.1. Basic computer knowledge and navigation of internet skills.
3.1.2.4.2. How to use Microsoft Word or Google Docs.
3.1.2.4.3. School Internet Acceptable Use Policy.
3.1.3. Inroduction/Set
3.1.3.1. Activate (10 minutes)
3.1.3.1.1. Hook
3.1.3.2. Acquire (15 minutes)
3.1.3.2.1. What is a resume? - Mini-lesson and class discussion & question(s).
3.1.3.2.2. Going through the basics of Mindmeister. YouTube video or through guided practice.
3.1.3.2.3. Let students know ths details of the assignment in a Screencastify.
3.1.3.3. Apply (35 minutes)
3.1.3.3.1. Closing
3.1.4. Notes
3.1.4.1. Evaluation
3.1.4.1.1. Assessment Evidence
3.1.4.2. Analysis
3.1.4.2.1. Summary
3.1.4.3. Differentiation Strategies
3.1.4.3.1. Guided Practice
3.1.4.3.2. Direct Instruction
3.1.4.3.3. Independent Practice
3.2. Screencastify
3.2.1. Objectives
3.2.1.1. Show students the importance of using technology to teach.
3.2.1.2. Show students the importance of a resume and skill development and the benefits it has for their futures.
3.2.1.3. Introduce Mindmeister as a new way to show ideas and information.
3.2.1.4. Computer and Internet Use - ICT
3.2.1.5. Considering the needs of different learners - audio/video - hands-on
3.2.2. Prerequisites
3.2.2.1. Student log in and passcodes for school computers - general know how.
3.2.2.2. Student anonymous "throw away" accounts - Log in and Passcodes. (Google Account & Mindmeister)
3.2.2.3. General computer and internet navigation.
3.2.2.4. Basic understanding of how to compile the necessary information to complete the sections of a resume.
3.2.3. Resources
3.2.3.1. Computer with Internet access - Google Chrome - Screencastify extension, speakers, microphone.
3.2.3.2. Access to Mindmeister, Google Docs.
3.2.3.3. Copy of list of adjective to use on resume - Goskills.com
3.2.3.4. Basic template of resume for students to follow. (Brandon University website).
3.2.3.5. Consult career guidance counsellor for assistance/information , if needed. (Or other community resource - Norway House Cree Nation Community Economic Development or NHCN Education, Training and Culture Division/Employment & Training.
3.2.3.6. Additional resource - University of Manitoba Career Services
3.2.4. Notes
3.2.4.1. This lesson may take more than one day. It can be carried on into the next day, if needed.
3.2.4.2. Students should have a basic understanding of resume creation and development, as well as it's importance/significance.
3.2.4.3. This lesson could also be Cross-curricular with Life Works courses.
3.3. Lesson Plan brief explanation
4. Social Studies/IT
4.1. Podcast
4.1.1. Objectives
4.1.1.1. Grade 10 Social Studies
4.1.1.1.1. Essential Understandings
4.1.1.1.2. Curricular Outcomes
4.1.1.2. GLO
4.1.1.2.1. SLO
4.1.1.3. Literacy with ICT Across the Continuum: A Model for 21st Century Learning from K-12.
4.1.1.3.1. Q.1.3 identifies information needs and constructs complex questions (e.g., how, why, what if)
4.1.1.3.2. Q.2.2 adapts a given plan or co-constructs a plan for an inquiry.
4.1.1.3.3. G-1.2 gathers information from additional sources (student-identified).
4.1.1.3.4. G-2.1 identifies relevant information from sources.
4.1.1.3.5. G-3.2 organizes information using co-developed strategies.
4.1.1.3.6. P-1.1 uses given criteria to produce work.
4.1.1.3.7. P-2.1 uses given format to demonstrate learning.
4.1.1.3.8. P-3.1 edits work based on feedback from teacher and/or peers, according to established criteria, conventions and/or standards.
4.1.2. Required Resources
4.1.2.1. Materials
4.1.2.1.1. Access to computer with Internet access
4.1.2.1.2. SMARTBoard or other projector.
4.1.2.1.3. Recording of Audio Podcast for Acquiring Stage of Lesson
4.1.2.1.4. Headphones/Speakers
4.1.2.1.5. Copies of "We can change our nation': Norway House reaches agreement to create greenest nickel mine in the world." - CTV News Winnipeg article. Feb 17, 2022. Devon McKendrick.
4.1.2.1.6. Microsoft Publisher access (to create poster)
4.1.2.2. Permissions
4.1.2.2.1. Access to Internet without restrictions/blocked sites.
4.1.2.2.2. Subscription to Microsoft programs
4.1.2.2.3. Vice Principal to use Technology that day - No issues
4.1.2.3. Support
4.1.2.3.1. Ken Bauer - FSD Tech support
4.1.2.3.2. Frontier HelpDesk
4.1.2.3.3. Robert Rideout - SY Computer/Technology/Photography Teacher
4.1.2.3.4. Jimmock Albert - MY Computer Teacher
4.1.2.4. Prerequisites
4.1.2.4.1. Knowledge of how to use Microsoft Publisher.
4.1.2.4.2. How to use Google Earth (or you may choose to do a Screencastify to show students how beforehand).
4.1.2.4.3. General computer and internet navigation.
4.1.2.4.4. Understanding of natural resources in Canada. Lesson on natural resources should be taught in advance. This lesson could follow.
4.1.2.4.5. More information about the mine that may be developed in Norway House and other FN territories.
4.1.2.5. Indigenous Perspective(s)
4.1.2.5.1. First Nations as land and water protectors
4.1.2.5.2. Respect for the environment/land/Mother Earth
4.1.2.5.3. Land for future generations
4.1.3. Introduction/Set
4.1.3.1. Activate (10 minutes)
4.1.3.1.1. Hook
4.1.3.2. Acquire (15 minutes)
4.1.3.2.1. Read article: "We can change our nation': Norway House reaches agreement to create greenest nickel mine in the world." - CTV News Winnipeg (5 minutes)
4.1.3.2.2. Read/Pair/Share - (10 minutes)
4.1.3.2.3. Podcast (5 minutes)
4.1.3.3. Apply (35 minutes)
4.1.3.3.1. Closing
4.1.4. Notes
4.1.4.1. Evaluation
4.1.4.1.1. Assessment Evidence
4.1.4.2. Analysis
4.1.4.2.1. Summary
4.1.4.3. Differentiation Strategies
4.1.4.3.1. Guided Practice
4.1.4.3.2. Direct Instruction
4.1.4.3.3. Independent Practice
4.2. Audio
4.2.1. Elements
4.2.1.1. Objectives
4.2.1.1.1. The podcast contained in this lesson will provide meaningfulness and authenticity to the lesson. (Norway House will be developing a mine in the near future). Students will explore the impacts (positive and negative) of mine development. Students will assess the environmental impacts that mining and natural resource extraction. Students will also begin voicing their opinions/stance on the potential issue.
4.2.1.2. Prerequisites
4.2.1.2.1. How to navigate the internet and be able to access the audio podcast.
4.2.1.2.2. Fairly good listening skills - To listen to audio and follow along with Teacher.
4.2.1.3. Resources
4.2.1.3.1. Computer with Internet access.
4.2.1.3.2. Headphones to avoid noise distractions. (or speakers)
4.2.1.3.3. Access to Spotify for Podcasters.
4.2.1.4. Notes
4.2.1.4.1. Teacher could provide an exemplar of the completed product (What the teacher is looking for).
4.2.1.4.2. Assess to see whether students had difficulty with technology. What might the teacher need to go back and do, or if extra time is needed.