Lesson Planning

1. Collaboration

1.1. Objectives

1.1.1. ICT Continuum

1.1.1.1. Cognitive Task

1.1.1.1.1. G-2.2 analyzes textual, numerical, aural, and visual information gathered from media sources, applying established criteria

1.1.1.2. Affective Task

1.1.1.2.1. Co-3.1 leads a group in the process of collaborative learning

1.1.2. Grade 5 ELA

1.1.2.1. 4.4.1 Share Ideas and Information Share information on a topic with class members in a planned and focused group session using a variety of strategies [such as interactive dialogues, demonstrations, dramatizations, audio-visual and artistic representations...].

1.1.2.2. Cross Curricular with Grade 5 Social Studies:KH-037 Give reasons for the migration of the United Empire Loyalists and describe their impact on Canada. Include: American Revolution, hardships, settlement areas, cultural diversity of the Loyalists.

1.2. Prerequisites

1.2.1. Review

1.2.1.1. Cross curicular review: currently studying the loyalists in social studies.

1.3. Notes

1.3.1. Essential Questions

1.3.1.1. How did the migration of the Loyalists impact Canada?

1.3.2. Essential Understandings

1.3.2.1. Students will understand how to work together to compile research into a project.

1.3.3. Method of Instruction

1.3.3.1. Students will be put into groups of 2. Using resources found on the computer, students will research the loyalists. using that information, they will collaborate to write a narrative about the life of a loyalist that has just come to Canada.

1.3.4. Method of Evaluation

1.3.4.1. Performance task: Narrative will be handed in. They will also being marked on the ability to work together in a group.

2. Podcasting

2.1. Objectives

2.1.1. Grade 8 Social Studies

2.1.1.1. KI-016 Describe the importance of Greek myths in Ancient Greek culture

2.1.2. ICT Continuum

2.1.2.1. Cognitive

2.1.2.1.1. G-2.1 refines information searches using a variety of media sources

2.1.2.2. Affective

2.1.2.2.1. Co-2.1 collaborates with peers to accomplish self-directed learning with ICT in various settings

2.2. Notes

2.2.1. Essential Understandings

2.2.1.1. Students will understand that greek myths had an impact on Ancient Greek life

2.2.1.2. Students will understand that greek myths are the foundation of some of our modern stories

2.2.2. Method of Instruction

2.2.2.1. We will have a class discussion about what myths they have heard of, and any pop culture references (ex. percy jackson series)

2.2.3. Method of Evaluation

2.2.3.1. Students will be put into groups of 3. Using print and media resources, they will research one greek myth and re-explain the myth in terms of how it applied to the greeks back then and how it could apply to us now.

2.2.3.2. Rubric

2.3. Resources

2.3.1. Materials

2.3.1.1. Computers, books

2.3.2. Facilities

2.3.2.1. Computer lab

3. Videos

3.1. Outcomes

3.1.1. Grade 5 Science

3.1.1.1. 8-3-04 Identify products in which viscosity is an important property, and evaluate different brands of the same product, using the design process.

3.1.2. ICT Continuum

3.1.2.1. Cognitive

3.1.2.1.1. Pr-1.2 composes text, records sound, sketches images, graphs data, and/or creates video

3.1.2.2. Affective

3.1.2.2.1. Co-2.1 collaborates with peers to accomplish self-directed learning with ICT in various settings

3.2. Prerequisites

3.2.1. Review

3.2.1.1. Review with the students key definitions and terms

3.2.1.2. Review the Design process

3.3. Notes

3.3.1. Essential Understandings

3.3.1.1. Students will understand that different products' effectiveness is related to its viscosity.

3.3.2. Method of Instruction

3.3.2.1. Working in small groups of 4, the students will create a commercial that:

3.3.2.1.1. 1.accentuates a product’s viscosity or compares it to that of other brands

3.3.2.1.2. 2.illustrates/demonstrates why the product is the most desirable, based on its viscosity

3.3.2.2. The different commercials will be presented to the class

3.3.3. Method of Evaluation

3.3.3.1. Students will submit the video they made

3.3.3.2. Marking Criteria (Rubric)

3.4. Resources

3.4.1. Materials

3.4.1.1. Depends on what experiment they choose

3.4.1.2. Video Camera

3.4.2. People

3.4.2.1. Students will be in groups of 4

3.4.3. Facilities

3.4.3.1. Science lab/empty classrooms

4. Maps

4.1. Outcomes

4.1.1. Grade 5 Math

4.1.1.1. 5.N.11. Demonstrate an understanding of addition and subtraction of decimals (to thousandths), concretely, pictorially, and symbolically, by using personal strategies using the standard algorithms using estimation solving problems

4.1.2. ICT Continuum

4.1.2.1. Cognitive

4.1.2.1.1. Pr-2.3 solves problems, reaches conclusions, makes decisions, and/or proposes answers to questions by analyzing data/information and concepts using ICT devices and/or applications

4.1.2.2. Affective

4.1.2.2.1. M-1.1 demonstrates confidence and self-motivation while doing ICT tasks alone and with others

4.1.3. Essential Understandings

4.1.3.1. Students will understand that math exists in everyday life

4.1.3.2. students will begin to understand the concept of budgeting and planning a large scale trip

4.2. Resources

4.2.1. Materials

4.2.1.1. Computers

4.2.1.1.1. Google

4.2.1.2. Smartboard

4.2.2. Facilities

4.2.2.1. Computer Lab

4.3. Notes

4.3.1. Method of Instruction

4.3.1.1. Activate

4.3.1.1.1. Class discussion about things you need to think about when planning a trip

4.3.1.2. Acquire

4.3.1.2.1. mini lesson on adding/subtracting etc decimals.

4.3.1.3. Apply

4.3.1.3.1. Trip planning project

4.3.2. Method of Evaluation

4.3.2.1. Performance task: the project will be evaluated for accuracy and math problem solving skills.