1. Podcasting
1.1. Notes
1.1.1. Recording Sound using Audacity
1.1.2. Goals of Each Lesson
1.1.2.1. Analyze your recording and detect the different pitches to better understand frequencies
1.1.3. Objectives
1.1.3.1. Record an instrument using audacity while playing different pitches
1.1.3.2. Understand how frequencies change based on pitches being played
1.1.4. Reasoning
1.1.4.1. Helps students make a real world connection and understand the use of waves in music and the creation of sound
1.1.5. Content
1.1.5.1. Pick any instrument you are interested in listening to and record different notes being played on the instrument. Then edit this recording using audacity and add some voice recording in between explaining about what happens to the sound waves as each pitch is played.
1.1.6. Method of Instruction
1.1.6.1. The lesson teaching wavelengths and frequencies will already be taught but this is a good way of reinforcing that idea.
1.1.7. Method of Evaluation
1.1.7.1. This project will formatively assess their process of being able to follow a procedure in a lab. It will also summatively assess their knowledge of the physics outcomes listed.
1.2. Resources
1.2.1. Materials
1.2.1.1. Instrument
1.2.1.2. Computer
1.2.1.3. Microphone
1.2.2. People
1.2.2.1. Teacher
1.2.2.2. Technology advisor
1.2.3. Facilities
1.2.3.1. Computer Lab
1.2.3.2. Recording Department
1.3. Objectives
1.3.1. From ICT Curriculum
1.3.1.1. Cognitive
1.3.1.1.1. Pr-1.3 edits electronic work according to established criteria, conventions, and/or standards
1.3.1.1.2. G-1.1 finds and collects information (text, images, data, audio, video) from given media sources
1.3.1.2. Affective
1.3.1.2.1. Co-1.1 works with others in teacher-directed learning tasks using ICT and assists others with ICT knowledge and procedures
1.3.2. From Manitoba Curriculum
1.3.2.1. S3P-1-17 Investigate to analyze and explain how sounds are produced, transmitted, and detected, using examples from nature and technology.
1.3.2.2. S3P-1-19 Design, construct (or assemble), test, and demonstrate a technological device to produce, transmit, and/or control sound waves for a useful purpose.
1.4. Prerequisites
1.4.1. Review
1.4.1.1. Understanding of waves and how sound can change based on different frequencies
1.4.2. Goals
1.4.2.1. To hear aurally different pitches and understand how the frequencies will be affected based on what pitch is played
1.4.3. Set context
1.4.3.1. In order to correctly play an instrument you must have a sense of pitch and be able to see how higher frequencies can increase the pitch, this can all be understood by a basic concept of physics
2. Videocasting
2.1. Notes
2.1.1. Chemical Reactions
2.1.2. Goals of Each Lesson
2.1.2.1. See the use of chemical to create reactions
2.1.2.2. Understand how these reactions can be used in the real world to create different chemical compounds
2.1.3. Objectives
2.1.3.1. To create chemical reactions seen in industry
2.1.3.2. Use recording software to be able to share the reaction with others
2.1.4. Reasoning
2.1.4.1. Help students to understand that the concepts we are using are important for industry today
2.1.5. Content
2.1.5.1. Create a video of a chemical reaction and explain in the video what is happening during different parts of the reaction
2.1.6. Method of Instruction
2.1.6.1. Content is already learned in class then applied to the lab to explain the chemical reactions
2.1.7. Method of Evaluation
2.1.7.1. Summative assessment of your knowledge of chemical reactions
2.2. Resources
2.2.1. Materials
2.2.1.1. Recording Equipment
2.2.1.2. Chemicals
2.2.2. People
2.2.2.1. Teacher
2.2.2.2. Lab Technician
2.2.3. Facilities
2.2.3.1. Laboratory
2.2.3.2. Classroom
2.2.3.3. Computer Room
2.3. Objectives
2.3.1. From ICT Curriculum
2.3.1.1. Cognitive
2.3.1.1.1. Pr-2.1 selects a suitable ICT application and/or device to create electronic work and explains the selection
2.3.1.1.2. Pr-3.3 designs and creates simulations and models using ICT applications
2.3.1.2. Affective
2.3.1.2.1. S-1.1 identifies uses of ICT at home, at school, at work, and in the community
2.3.1.2.2. E-1.1 respects ICT equipment and personal technology space of other ICT users
2.3.2. From Manitoba Curriculum
2.3.2.1. C11-4-05 Perform a lab to illustrate the formation of solutions
2.3.2.2. C11-4-01 Describe and give examples of various types of solutions.
2.4. Prerequisites
2.4.1. Review
2.4.1.1. Know how to create a chemical reaction based on the lab training you have had
2.4.1.2. Know how to use video technology to record your demonstration and be able to dub sound overtop of it.
2.4.2. Goals
2.4.2.1. Identify chemical reactions
2.4.2.2. accurately explain how these reactions occur
2.4.3. Set context
2.4.3.1. In order for a company to produce any substance approved by the FDA you must first do a test run of the reaction and explain to executives what is happening
3. Online Collaboration
3.1. Resources
3.1.1. Materials
3.1.1.1. Textbook about chemistry
3.1.1.2. Wikipedia
3.1.2. People
3.1.2.1. Teacher
3.1.2.2. Peers
3.1.3. Facilities
3.1.3.1. Computer Lab
3.1.3.2. Laptop Cart
3.1.3.3. Google Account
3.2. Prerequisites
3.2.1. Review
3.2.1.1. Know the difference between acids and bases
3.2.1.2. Understand the definition of each type of acid or base that you can have
3.2.1.3. Students will know how to use google documents to create reports
3.2.2. Goals
3.2.2.1. Be able to identify acids or bases based on their chemical composition
3.2.2.2. Know the theory as to why these acids or bases are composed the way they are
3.2.3. Set context
3.2.3.1. What cleaning product should you use?
3.2.3.2. If an acid touches you what should you do?
3.3. Objectives
3.3.1. From ICT Curriculum
3.3.1.1. Cognitive
3.3.1.1.1. G-2.4 analyzes whether information collected from media sources is sufficient and/or suitable for purpose and audience
3.3.1.1.2. C-3.1 adjusts communication based on self-evaluation and feedback from a global audience
3.3.1.2. Affective
3.3.1.2.1. E-2.1 applies school division’s acceptable-use policy for ICT
3.3.1.2.2. E-2.2 applies safety guidelines when communicating electronically
3.3.1.2.3. Co-3.1 leads a group in the process of collaborative learning
3.3.2. From Manitoba Curriculum
3.3.2.1. C12-5-01 Outline the historical development of acid-base theories. Include: the Arrhenius, Brønsted-Lowry, and Lewis theories
3.3.2.2. C12-5-02 Write balanced acid-base chemical equations. Include: conjugate acid-base pairs and amphoteric behaviour
3.4. Notes
3.4.1. Acids and Bases Group Projects
3.4.2. Goals of Each Lesson
3.4.3. Objectives
3.4.3.1. To have groups first create a project about their acid or base theory
3.4.3.2. Then have the groups switch projects and try to improve each others work
3.4.4. Reasoning
3.4.4.1. It will help students begin to understand how the scientific community collaborates on documents when doing research
3.4.5. Content
3.4.5.1. Create a document using Google Documents and share it with your classmates and the teacher
3.4.6. Method of Instruction
3.4.6.1. Students will be taught about the types of acid-base theories and understand the fundamental concepts behind each theory. This project will help reinforce their understanding of the topic.
3.4.7. Method of Evaluation
3.4.7.1. Students will self assess their projects before they share them then reassess after their peers have improved on explaining each scientific theory. It will then be marked on a rubric by the teacher
4. GIS Lesson Plan
4.1. Prerequisites
4.1.1. Review
4.1.1.1. Understand that discoveries happened not just in North America but all over the world.
4.1.2. Goals
4.1.2.1. Students need to understand different scientific discoveries and that elements are named after places for significant advances took place.
4.1.3. Set context
4.1.3.1. Understand how to use Google Maps to mark locations
4.2. Objectives
4.2.1. From ICT Curriculum
4.2.1.1. Cognitive
4.2.1.1.1. G-1.1 finds and collects information (text, images, data, audio, video) from given media sources
4.2.1.1.2. Pr-1.1 participates in establishing criteria for student-created electronic work
4.2.1.1.3. C-2.1 discusses information, ideas, and/or electronic work using tools for electronic communication
4.2.1.2. Affective
4.2.1.2.1. Co-1.1 works with others in teacher-directed learning tasks using ICT and assists others with ICT knowledge and procedures
4.2.1.2.2. M-1.1 demonstrates confidence and self-motivation while doing ICT tasks alone and with others
4.2.2. From Manitoba Curriculum
4.2.2.1. S1-2-02 Investigate the historical progression of the atomic model. Include: Dalton, Thompson, Rutherford, Bohr,
4.2.2.2. S1-2-06 Investigate the development of the periodic table as a method of organizing elements.
4.3. Resources
4.3.1. Materials
4.3.1.1. Google Maps
4.3.1.2. Wikipedia
4.3.1.3. Chemistry Textbook
4.3.2. People
4.3.2.1. Teacher
4.3.3. Facilities
4.3.3.1. Computer Lab
4.4. Notes
4.4.1. Mapping Famous Chemists
4.4.2. Goals of Each Lesson
4.4.2.1. Our goal is to find the location where each of the famous chemists did he research.
4.4.3. Objectives
4.4.3.1. Understand where different scientific discoveries took place and there impact on our world.
4.4.4. Reasoning
4.4.4.1. Helps create context for students and see that discoveries happen everywhere and can benefit our day to day lives.
4.4.5. Content
4.4.5.1. Researching different chemists, you will need to find locations where they did their work. Any place they may have moved to, and relative locations compared to other famous scientists
4.4.6. Method of Instruction
4.4.6.1. First give a lesson based on what historical contributions each scientist did then have groups break off and find out about three different scientists. This will help students see a concise view of where scientific discoveries took place and that all parts of the world help contribute to our world today.
4.4.7. Method of Evaluation
4.4.7.1. Give a group mark based on participation and how well designed their map is. It should show where each scientist is from and where different discoveries took place relative to each other.