# Lesson Planning

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Lesson Planning Door

## 1. Videocast Lesson Plan

### 1.1. Grade 7 Science - Forces and Structures The example provided is for parents to set up their own gmail account so they can contribute to class conversation via google docs.

1.1.1. 7-3-01 Use appropriate vocabulary related to their investigations of forces and structures. Include: frame, shell, solid, centre of gravity, stability, compression, tension, shear, torsion, internal and external forces, stress, structural fatigue, structural failure, load, magnitude, point and plane of application, efficiency. GLO: C6, D4

1.1.2. 7-3-02 Classify natural and human-built structures found locally and around the world. Include: frame, shell, solid. GLO: E1

1.1.3. C-1.1 shares information, ideas, and/or work with a teacher-defined audience P-3.1 edits work based on feedback from teacher and/or peers, according to established criteria, conventions, and/or standards

### 1.2. Prerequisites

1.2.1. Students will be adding to a google doc with their parents to identify different kinds of structures they see in one given day. Both the student and parents can take pictures of the structures, upload them to a google doc and try to correctly identify them.

1.2.2. Students will be able to use the correct vocabulary to classify structures. Students will also be able to demonstrate they can work collaboratively.

1.2.3. This will be an ongoing assignment. Throughout the unit students and parents can add to their document. Some class time will be given but it will also encourage parents to be part of their child's education by making their contributions art home and having their child help them identify the kind of structure they took a picture of.

### 1.3. Notes

1.3.1. What is the Structure?

1.3.2. The goal of this lesson is to help students correctly identify the structures they see every single day. This lesson was also created to help get parents involved in their child's education.

1.3.3. Students will be able to identify different structures using the correct vocabulary as well as demonstrate their understanding of editing work on an ongoing basis given certain criteria.

1.3.4. Grade 7 Science - Forces and Structures

1.3.5. The teacher will start this unit off by taking students on a short neighbourhood walk where they try to find as many different types of structures as they can. The teacher will then have students write a note to their parents using google docs (the students will already be familiar with this). The student's homework will be to show their parents the "how to set up a gmail and using google docs" video that the teacher made.

1.3.6. Students will be evaluated throughout the unit on how accurately they identify structures in their everyday life as well as their contribution to the google document.

### 1.4. Resources

1.4.1. Manitoba Grade 7 Science Curriculum

1.4.2. Manitoba ICT curriculum

1.4.3. Devices, parent information, structures neighbourhood walk sheet

## 2. Podcast Lesson Plan

### 2.1. Grade 8 Cluster 2: Early Egypt

2.1.1. KI-013 Describe life for various groups in an early society of Mesopotamia, Egypt, or the Indus Valley.

2.1.2. KH-029 Identify people, events, and ideas in an early society of Mesopotamia, Egypt, or the Indus Valley.

2.1.3. Q-1.1 recalls and/or records prior knowledge; constructs questions with assistance. G-2.3 evaluates whether information and sources are current, reliable, and valid. C-1.4 seeks connections for a broader audience to improve or extend understanding.

### 2.2. Prerequisites

2.2.1. Students will create their own Podcast describing what life was like in early Egypt.

2.2.2. Students will be able to show they know what life was like in early societies such as Egypt.

2.2.3. This will take place during grade 8 social studies.

### 2.3. Notes

2.3.1. Early Egypt Podcast

2.3.2. Goals of Each Lesson

2.3.3. Students will act as though Podcasts existed in early Egypt. Their job is to pay attention in class, as well as find the most relevant information to create a 5 episode podcast series all about Egypt. Students will pretend they are a citizen in early Egypt and will describe what life is like.

2.3.4. Grade 8 Social Studies - Early Egypt

2.3.5. Instruction - The instruction will be broken up into mini lessons. The first mini lesson will cover some background information on Egypt. In small groups students will conduct their own research on early life and will present a 2 minute presentation to the class as a small group. The next mini lesson will focus on creating a podcast using Vocaroo. After this students will be free to conduct research and the teacher will facilitate a structured work period, checking up on students to ensure they are on the right track.

2.3.6. At the end of each day students will have to answer one question on a exit slip which refers to ancient Egypt. They will either have to answer a question on the government, jobs, family structure, or religion. This will be up to the student to choose based on what they did their research on. They will have to write down one thing they learned about one of these topics as well as provide the teacher will the source where they got their information from. As a summative assessment the teacher will listen to the students podcast.

### 2.4. Resources

2.4.1. Manitoba Grade 8 Social Studies Curriculum - Cluster 2

2.4.2. Manitoba ICT curriculum

2.4.3. Technology devices to research and record podcast on

## 3. Collaborative Lesson Plan

### 3.1. Social Studies - Cluster 3 Communities of the World

3.1.1. 3.3.1 Locating World Communities Locate communities or countries studied on a world map or globe.

3.1.2. 3.3.2 Living with the Land Recognize that people have diverse ways of living on or with the land. Appreciate the sacredness of living on and with the land.

3.1.3. ICT Curriculum Outcomes: G-3.2 organizes gathered information using co-developed strategies. Q-2.1 follows a given plan for an inquiry.Q-1.3 identifies information needs and constructs complex questions (e.g., how, why, what if)

### 3.2. Prerequisites

3.2.1. During whole group instruction the teacher will go over different contents and a few key points about living on each.The teacher will review with students how to use google slides so they are all familiar with the process.

3.2.2. The students will create a collaborative google slide presentation on places around the world and how people in these places use the land to not only survive but thrive.

3.2.3. Students will be given a mini lesson on the research process. Students will then be given time to complete their research on the given community they choose and will be able to select the most important points to include in the presentation.

### 3.3. Notes

3.3.1. Places around the World Collaborative presentation

3.3.2. To help students engage in the research process and collaboratively present their findings via technology (google slides).

3.3.3. Students will demonstrate they are able to research a place a round the world and present their finds to the class by sharing their findings on a collaborative google slide project. Students will be able to show they know how a specific community in the world uses the land and provide examples of how the land is used in these different places. Students will be asked to present their slide orally to the class when the document is completed.

3.3.4. Social Studies - Places around the world

3.3.5. Method of Instruction - Students will first be given a mini lesson on how to research and will be asked to choose community to research. The teacher will approve their choice before they begin research. Once they have chosen a place they will research the ways in which these communities use the land and will provide 3-5 specific examples on a slide that they will share in a collaborative presentation. Throughout the research process the teacher will one-on-one conference with each student to ensure they are developing a better understanding of the community they chose.

3.3.6. Students will be evaluated on the accuracy of their research, their overall contribution to collaborative document, and their oral speaking skills.

### 3.4. Resources

3.4.1. Manitoba Social Studies Curriculum - Grade 7

3.4.2. Manitoba ICT curriculum

3.4.3. Computers, tablet, or other technology available for research and access to google slides

3.4.4. Classroom, technology support, teacher

## 4. Map Lesson Plan

### 4.1. Social Studies Grade 6 - Cluster 3 Building a Nation

4.1.1. KL-022 Locate on a map of Canada the major landforms and bodies of water.

4.1.2. P-1.1 uses given criteria to produce work

4.1.3. P-2.1 uses a given format to demonstrate learning

### 4.2. Prerequisites

4.2.1. Students will be asked as a whole group what bodies of water they know in Canada. Students will watch a video on Youtube of the different significant bodies of water in Canada.

4.2.2. Students will be able to identify on a map the different bodies of water in Canada. Students will be able to use Google Maps to produce their results.

4.2.3. During Social Studies students will engage in collaborative discussion, whole group instruction, as well as independent work where they will create a map using google Maps to locate and identify the major bodies of water in Canada.

### 4.3. Notes

4.3.1. Locate the major bodies of water in Canada.

4.3.2. This lesson will help students gain a deeper understanding of Canada's geographical context.

4.3.3. By the end of this lesson students will be able to demonstrate they know that there are different bodies of water that are important to Canada. Students will be able to locate these on a Google Map provided by the teacher. During this time students will also be able to demonstrate they are able to ask effective questions to come to the correct answer.

4.3.4. Content: Social Studies - Building a Nation

4.3.5. Method of Instruction - Students will engage in a large group discussion about the bodies of water in Canada. This will help the teacher know how advanced the students are. After this, the teacher will show a short video on Youtube which describes some of the major bodies of water in Canada. Following the video the teacher will provide students with access to the Google Map and student's will have to locate the bodies of water on the provided map.

4.3.6. The Google Map that students work on will be taken in as a summative mark. Throughout the class the teacher will walk around the room and observe to see if students are grasping the concept. If the teacher finds students are struggling they will provide a mini lesson the next day to reinforce the social studies content or the ICT skills that are covered.

### 4.4. Resources

4.4.1. Grade 6 Social Studies Curriculum - Building a Nation

4.4.2. Manitoba ICT Curriculum

4.4.3. Computer lab or devices to work on such as school iPads

4.4.4. Google Maps