1. ------------------------------------- Lesson Title: Lesson Planning with a Concept Map in Mantioba Currilcum Grade 8 and 10 Lesson Duration: Each 50 Minute Lesson --------------------------------------
2. Manitoba Curriculum Grade 8 Science Podcast
2.1. Exploring Physical Science: Matter and Chemical Change
2.2. Introduction/Set
2.2.1. By the end of this lesson, students will be able to:
2.2.2. Define matter and identify the different states of matter
2.2.3. Describe the properties of matter, including mass, volume, and density
2.2.4. Explain the difference between physical and chemical changes in matter
2.2.5. Identify examples of physical and chemical changes
2.3. Required Resources
2.3.1. Podcast: "Matter and Chemical Change"
2.3.2. Computer or tablet
2.3.3. Note-taking material (e.g. notebook, pen/pencil)
2.4. Learning Objectives
2.4.1. Introduce the topic of matter and chemical change by asking students if they have ever wondered what matter is made of and what happens when matter undergoes changes.
2.5. Literacy with ICT for Parents
2.6. Notes
2.6.1. Teaching Strategies/Learning Plan
2.6.1.1. Activating
2.6.1.1.1. Instruct students to listen to the "Matter and Chemical Change" podcast individually or in pairs.
2.6.1.1.2. Encourage students to take notes on important concepts and vocabulary discussed in the podcast.
2.6.1.1.3. After the podcast, have students participate in a class discussion to review the key concepts presented in the podcast and complete Quiz on Google Forms. Some discussion questions may include:
2.6.1.1.4. What is matter?
2.6.1.1.5. What are the different states of matter?
2.6.1.1.6. What are the properties of matter?
2.6.1.1.7. What is the difference between physical and chemical changes in matter?
2.6.1.1.8. Can you give examples of physical and chemical changes?
2.6.1.2. Acquiring
2.6.1.2.1. To reinforce the concepts, distribute a worksheet or handout with questions related to the podcast. Examples of questions may include:
2.6.1.2.2. Define matter and give examples.
2.6.1.2.3. What are the three states of matter? Describe their properties.
2.6.1.2.4. Define mass, volume, and density.
2.6.1.2.5. Give an example of a physical change and a chemical change.
2.6.1.2.6. Explain the difference between a physical and chemical change.
2.6.1.3. Applying
2.6.1.3.1. Wrap up the lesson by reviewing the key concepts discussed in the podcast and class discussion.
2.6.1.3.2. Ask students to reflect on what they learned and how they can apply this knowledge in their daily lives.
2.6.1.3.3. Encourage students to continue exploring the properties of matter and chemical changes in their own time.
2.6.1.4. Closure
2.6.1.4.1. Students will be assessed based on their participation in the Podcast class discussion and completion of the worksheet or comment on the Podcast.
2.6.2. Assessment
2.6.2.1. FOR learning
2.6.2.1.1. Before starting the lesson, use a pre-assessment to gauge students' prior knowledge on the topic of matter and chemical change. This could be in the form of a short quiz, survey or class discussion.
2.6.2.1.2. During the lesson, use formative assessments to check for understanding and adjust teaching accordingly. Examples of formative assessments include asking questions during the class discussion, monitoring students' note-taking, and circulating the room to check in with students individually or in small groups.
2.6.2.2. OF learning
2.6.2.2.1. At the end of the lesson, administer a summative assessment to assess students' understanding of the concepts covered in the lesson. This could be in the form of a written test, project, or presentation.
2.6.2.2.2. Use rubrics or checklists to ensure that the assessment aligns with the learning objectives and that all students are being evaluated fairly and consistently.
2.6.2.3. AS learning
2.6.2.3.1. Encourage students to engage in self-assessment and reflection throughout the lesson. Have them review their notes and identify areas where they need further clarification or practice.
2.6.2.3.2. Use peer-assessment and collaborative learning activities to promote a growth mindset and encourage students to learn from one another.
2.6.2.3.3. Provide opportunities for students to set their own learning goals and track their progress towards achieving them. This could be in the form of individual learning plans, learning journals or self-assessment checklists.
3. Manitoba Curriculum Grade 10 ICT Social Studies Using Google Maps
3.1. Topic: Environmental Sustainability in Manitoba
3.1.1. Use Google Earth and Google Maps to analyze environmental sustainability in Manitoba
3.1.1.1. Literacy with ICT for Parents
3.1.1.2. Introduction/Set
3.1.1.2.1. What are the environmental issues in Manitoba, and what factors contribute to these issues?
3.1.1.2.2. What is the impact of human activities on the environment in Manitoba, and how can we evaluate and measure this impact?
3.1.1.2.3. What are the current practices and technologies used to promote environmental sustainability in Manitoba, and how effective are they?
3.1.1.2.4. What are the current practices and technologies used to promote environmental sustainability in Manitoba, and how effective are they?
3.1.1.2.5. What is the impact of climate change on the environment in Manitoba, and what are the potential solutions for addressing these impacts?
3.1.1.2.6. What is the role of individuals, organizations, and governments in promoting environmental sustainability in Manitoba, and how can we work together to achieve sustainable outcomes?
3.1.1.2.7. How can we use technology, including geographic information systems (GIS), to gather and analyze data related to environmental sustainability in Manitoba, and what insights can we gain from this data?
3.1.1.2.8. How can we effectively communicate about environmental sustainability issues in Manitoba, including the impact of human activities on the environment and the potential solutions for addressing environmental issues?
3.1.1.2.9. What actions can we take as responsible citizens to promote environmental sustainability in Manitoba, and how can we encourage others to join us in these efforts?
3.1.1.3. Learning Objectives
3.1.1.3.1. Students will learn how to use Google Earth and Google Maps to analyze environmental sustainability in Manitoba.
3.1.1.3.2. Students will be able to identify and evaluate the impact of human activities on the environment in Manitoba.
3.1.1.3.3. Students will be able to propose sustainable solutions to address environmental issues in Manitoba.
3.1.1.3.4. Curriculum Outcomes (MB) Students will be able to...
3.1.1.3.5. LwICT Continuum
3.1.1.3.6. General Learning Outcomes
3.1.1.4. Required Resources
3.1.1.4.1. Indigenous Perspective
3.1.1.4.2. Materials
3.1.1.5. Notes
3.1.1.5.1. Teaching Strategies/Learning Plan
3.1.1.5.2. Assesment
4. Manitoba Curriculum Grade 8 Social Studies Video Lesson
4.1. Early Societies of Mesopotamia, Egypt, or the Indus Valley
4.2. Introduction/Set
4.2.1. Students will be able to identify and describe the characteristics of early societies in Mesopotamia, Egypt, or the Indus Valley.
4.2.2. Students will be able to analyze the impact of geography and resources on the development of these societies.
4.2.3. Students will be able to compare and contrast the similarities and differences between the three societies.
4.2.4. Provide students with a reading or video on the chosen society, and have them take notes on the characteristics of that society, including government, religion, and daily life.
4.2.5. Have students work in small groups to create a chart comparing and contrasting the societies.
4.2.6. Using maps and images, discuss how geography and resources influenced the development of each society.
4.3. Learning Objectives
4.3.1. 8.2.2 Interaction with the Natural Environment
4.3.1.1. KL-023 Locate on a map the major landforms, bodies of water, and population clusters of a society of Mesopotamia, Egypt, or the Indus Valley.
4.3.1.2. KL-024 Give examples of the influence of the natural environment on ways of life in an early society of Mesopotamia, Egypt, or the Indus Valley.
4.3.1.3. KE-054 Describe technologies and tools in an early society of Mesopotamia, Egypt, or the Indus Valley. Examples: animal and crop domestication, irrigation, construction, weapons, transportation.
4.3.1.4. VE-017 Appreciate the ideas and technologies of early societies.
4.3.2. Knowledge of the historical development and evolution of early societies in Mesopotamia, Egypt, or the Indus Valley, including their government, religion, economy, social structures, and daily life.
4.3.3. Understanding of the impact of geography and resources on the development of early societies in Mesopotamia, Egypt, or the Indus Valley.
4.3.4. Ability to analyze and compare the similarities and differences between early societies in Mesopotamia, Egypt, or the Indus Valley.
4.3.5. Ability to evaluate the contributions and legacies of early societies in Mesopotamia, Egypt, or the Indus Valley to modern society.
4.3.6. Development of critical thinking skills through the examination and interpretation of primary and secondary sources related to early societies in Mesopotamia, Egypt, or the Indus Valley.
4.3.7. Development of research skills through the collection and organization of information related to early societies in Mesopotamia, Egypt, or the Indus Valley.
4.3.8. Development of effective communication skills through the presentation of findings related to early societies in Mesopotamia, Egypt, or the Indus Valley.
4.3.9. Literacy with ICT
4.3.9.1. Inquiry Process: Generating Questions
4.3.9.1.1. Have students generate inquiry questions about early societies in Mesopotamia, Egypt, or the Indus Valley. Encourage them to consider topics such as religion, government, social structure, economy, and daily life.
4.3.9.1.2. Use a digital tool like MindMeister to collect and organize the questions. This can allow students to see and build upon each other's questions, and help to guide the direction of the inquiry.
4.3.9.2. Literacy with ICT: Research and Inquiry
4.3.9.2.1. Provide students with a list of reliable websites, databases, and other digital resources related to early societies in Mesopotamia, Egypt, or the Indus Valley.
4.3.9.2.2. Have students conduct research using digital tools such as Google Docs, Google Slides, or OneNote to collect and organize information from their sources.
4.3.9.2.3. Encourage students to use digital tools such as mind mapping software to organize their research and make connections between ideas.
4.3.9.3. Inquiry Process: Analyzing and Interpreting
4.3.9.3.1. Have students analyze and interpret primary and secondary sources related to early societies in Mesopotamia, Egypt, or the Indus Valley. This could include documents, artifacts, artwork, and maps.
4.3.9.3.2. Encourage students to use digital tools such as annotation software to mark up the sources and highlight key ideas.
4.3.9.3.3. Have students use digital collaboration tools like Google Docs or Microsoft Teams to work together and share their analysis and interpretation of the sources.
4.3.9.4. Literacy with ICT: Presenting Findings
4.3.9.4.1. Have students create a multimedia presentation such as a video, podcast, or website to share their findings about early societies in Mesopotamia, Egypt, or the Indus Valley.
4.3.9.4.2. Encourage students to use digital tools such as video editing software, audio recording software, or website builders to create a polished and engaging presentation.
4.3.9.4.3. Have students share their presentations with the class or publish them online to share with a wider audience.
4.4. Required Resources
4.4.1. Textbook or online resources on early societies in Mesopotamia, Egypt, or the Indus Valley. Maps and images of the regions. Writing materials.
4.5. Literacy with ICT for Parents
4.6. Notes
4.6.1. Teaching Strategies/Learning Plan
4.6.1.1. Acitivating
4.6.1.1.1. Brainstorming activity where students share what they already know about early societies in Mesopotamia, Egypt, or the Indus Valley. This can activate prior knowledge and create a foundation for the learning that follows.
4.6.1.1.2. Role-playing activity where students take on the roles of different members of a society in Mesopotamia, Egypt, or the Indus Valley. This can activate students' empathy and help them to better understand the perspectives of people from different time periods and cultures.
4.6.1.2. Acquiring
4.6.1.2.1. Research activity where students use primary and secondary sources to gather information about early societies in Mesopotamia, Egypt, or the Indus Valley. This can help students acquire knowledge and develop research skills.
4.6.1.2.2. Reading and note-taking activity where students read a text or watch a video about early societies in Mesopotamia, Egypt, or the Indus Valley and take notes on the key characteristics and developments of those societies. This can help students acquire knowledge and develop note-taking skills.
4.6.1.3. Applying
4.6.1.3.1. Comparison and contrast activity where students compare and contrast the similarities and differences between the three societies. This can help students apply their knowledge and develop critical thinking skills.
4.6.1.3.2. Creative project activity where students use their knowledge of early societies in Mesopotamia, Egypt, or the Indus Valley to create a project such as a diorama, poster, or video that showcases the key characteristics and developments of one or more of the societies. This can help students apply their knowledge and develop creativity and presentation skills.
4.6.1.4. Closure
4.6.1.4.1. Recap the similarities and differences between the early societies in Mesopotamia, Egypt, or the Indus Valley.
4.6.1.4.2. Discuss the impact these societies have had on the world today.
4.6.1.4.3. Encourage students to continue exploring the topic on their own.
4.6.2. Assessment
4.6.2.1. FOR Learning
4.6.2.1.1. Students will work in pairs to create a presentation showcasing the similarities and differences between the three societies, including how geography and resources influenced their development.
4.6.2.2. OF Learning
4.6.2.2.1. Students' understanding of the characteristics and development of the early societies will be evaluated through their quiz results and presentation.
4.6.2.3. AS Learning
4.6.2.3.1. Students will be given a short quiz on the characteristics of the early societies in Mesopotamia, Egypt, or the Indus Valley.