## 1. Lesson 1: Maps

### 1.1. Objectives

1.1.1. ICT Curriculum

1.1.1.1. 3.2 Gather/Select information from oral, visual, material, print, or electronic sources

1.1.1.2. 3.3 Sort/Categorize/Organize and record information using visual organizers/Reference

1.1.2. MB Curriculum

1.1.2.1. Social Studies: Grade 6 Cluster 1: Building a Nation (1867-1914)

1.1.2.2. 6-KH-027 Identify individuals and events connected with Manitoba’s entry into Confederation. Include: Louis Riel, Red River Resistance, Métis Bill of Rights, provisional government.

### 1.2. Notes

1.2.1. Lesson or Series Title

1.2.1.1. Historical Figure Using Google Maps

1.2.2. Method of Instruction

1.2.2.1. Activate

1.2.2.1.1. Review with the class the individuals and events connected with Manitoba’s entry into Confederation that was previously discussed. Introduce the activity. Tell your students that they will be creating their own Google Maps that will highlight an event or individual of their choice. Model how to make a custom map and how to add points/layers for the students. Ask students if they have any questions about the activity.

1.2.2.1.2. Note: This lesson can be a review for students, to help them understand and remember important individuals or events before a quiz takes place.

1.2.2.2. Acquire

1.2.2.2.1. First students must choose an individual or event that was previously discussed in class. Some examples that students can choose for their maps include, Canadian prime ministers between 1914 and 1945, or Louis Riel. The student must research this individual/event, and find at least 3 locations that are significant to this individual/event. Students will then create an interactive map that highlights the important locations of the chosen individual/event. The students should have at least 3 points in their map of the locations that are important to the event or individual that they chose.

1.2.2.3. Apply

1.2.2.3.1. Once students finish their maps, they should find classmates who have also finished. Students should show their map to at other students, to learn about other events or individuals. Students need to view at least 3 maps made by other students, and then record on their worksheet why the locations on their classmates maps are important and how it relates to class material. The worksheets will be taken in for assessment.

1.2.3. Method of Evaluation

1.2.3.1. Diagnostic

1.2.3.1.1. Have a discussion with the class to find out about their previous experience using Google Maps. This will allow for the teacher to know what must be included in their example, so that the students will be able to use the technology correctly and with confidence.

1.2.3.2. Formative

1.2.3.2.1. The teacher will give students feedback on their chosen individuals or events, and will provide feedback when students begin researching. The teacher will also provide formative feedback when students are sharing their maps with each other, and when the students are filling in their worksheets.

1.2.3.3. Summative

1.2.3.3.1. The worksheets will be assessed based on the quality of their answers. Students must relate the new information to what was previously learned in class, and show an understanding.

### 1.3. Prerequisites

1.3.1. Review

1.3.1.1. The teacher must review how to use Google Maps. This review should include making custom maps, adding points, and adding layers.

1.3.2. Goals

1.3.2.1. Determine important relevant locations in the life of an important individual or event (related to Manitoba’s entry into Confederation). Gain a further understanding of Google Maps, and the different ways it can be used. Determining important information, and using critical thinking skills.

1.3.3. Set context

1.3.3.1. Students will already need to be familiar with Google Maps, and with how to do research on Google. Students will also need to be familiar with the individuals and events connected with Manitoba’s entry into Confederation.

### 1.4. Resources

1.4.1. Materials

1.4.1.1. The teacher will need the lesson plan, the example map, and enough worksheets for all of the students. The students will each need either a computer, laptop, or tablet.

1.4.1.2. Lesson Idea

1.4.1.2.1. Revolutionary Figure using Google Maps – Teacher-Created Lesson Plan | Common Sense Education

1.4.2. Permissions

1.4.2.1. Permission may be needed to use Google Maps, or may be needed for students to create Google accounts.

## 2. Lesson 2: Collaboration

### 2.1. Objectives

2.1.1. ICT Curriculum

2.1.1.1. 3.1 Initiating Researching, Planning, Implementing a Plan

2.1.1.2. 4.4 Concluding and Applying

2.1.2. MB Curriculum

2.1.2.1. Science: Grade 6 Cluster 1: Diversity of Living Things

2.1.2.2. 6-1-01 Use appropriate vocabulary related to their investigations of the diversity of living things. Include: classification system, classification key, palaeontologist, terms related to names of kingdoms and types of vertebrates and invertebrates. GLO: C6, D1

2.1.2.3. 6-1-06 Identify the five kingdoms commonly used for the classification of living things, and provide examples of organisms from each to illustrate the diversity of living things. Include: monerans, protists, fungi, plants, animals. GLO: A1, D1, E1, E2

### 2.2. Notes

2.2.1. Lesson or Series Title

2.2.1.1. Exploring the Five Kingdoms

2.2.2. Method of Instruction

2.2.2.1. Activate

2.2.2.1.1. The teacher will briefly introduce the five kingdoms to the class. The teacher will explain that all living organisms can be divided into these five kingdoms. The teacher will then explain to the class that they will be working on a collaborative research activity. The teacher will divide the class into 5 groups, and each group will be given a different kingdom to research.

2.2.2.2. Acquire

2.2.2.2.1. Students will meet with their groups. The teacher will provide the students with a handout that indicates the main information they should find for their kingdom. Students can divide up the research between their group members. Students can find information using Google Search, or classroom books. When students find information, they will add it to the classroom Google Slides presentation. Each group will be responsible for organizing their information, pictures, and interesting facts in the collaborative presentation. All groups will be contributing to this one document, so that when it is complete, it will include all of the information for all 5 kingdoms.

2.2.2.3. Apply

2.2.2.3.1. When every group is finished adding to the Google Slides presentation, it will be presented to the whole class. Each group will present their portion. The students will then be informed about all 5 kingdoms by the end of this presentation.

2.2.3. Method of Evaluation

2.2.3.1. Diagnostic

2.2.3.1.1. Before introducing the activity, have a class discussion to see how familiar students are with Google Slides. The teacher can then use this information, and take some time to go over Google Slides with the students if necessary.

2.2.3.2. Formative

2.2.3.2.1. The teacher will provide students with feedback during the research and collaboration process. The teacher will guide and help students as needed.

2.2.3.3. Summative

2.2.3.3.1. The teacher will grade the presentation portion of this assignment. The presentation, and each students teamwork will be assessed.

2.2.3.3.2. Presentation Rubric

2.2.3.3.3. Teamwork Rubric

### 2.3. Prerequisites

2.3.1. Review

2.3.1.1. The teacher must review how to use Google Slides. The teacher should also give some advice on working collaboratively with Google Slides.

2.3.2. Goals

2.3.2.1. Students will learn about the 5 kingdoms, and understand that every living thing fits into one of these kingdoms. Students will also learn to work collaboratively with others, and gain a better understanding of Google Slides. Students will learn from their classmates, as well as teach their classmates. They will understand how valuable it is to work well with others, and gain skills that make working in a group easier.

2.3.3. Set context

2.3.3.1. Students will need to know how to use Google Search, and how to organize information found. The teacher would have briefly introduced the 5 kingdoms to the class before beginning this activity.

### 2.4. Resources

2.4.1. Materials

2.4.1.1. The teacher will need the lesson plan, and enough handouts for each student. The students will each need either a computer, laptop, or tablet.

2.4.2. Permissions

2.4.2.1. Permission may be needed to use Google Slides, or may be needed for students to create Google accounts.

## 3. Lesson 3: Podcast

### 3.1. Objectives

3.1.1. ICT Curriculum

3.1.1.1. 3.1 Plan and Focus

3.1.1.2. 3.3 Organize, Record, and Assess

3.1.1.3. 4.1 Generate and Focus

3.1.1.4. 4.4 Present and Share

3.1.2. MB Curriculum

3.1.2.1. English Language Arts: Grade 6 General Outcome 2: Students will listen, speak, read, write, view, and represent to comprehend and respond personally and critically to oral, literary, and media texts.

3.1.2.2. 2.3 Understand Forms and Techniques

3.1.2.2.1. 2.3.3 Vocabulary: Identify how and why word structures and meaning change, and use accurate word meaning according to context.

### 3.2. Notes

3.2.1. Lesson or Series Title

3.2.1.1. Word-of-the-Day Podcast

3.2.2. Method of Instruction

3.2.2.1. Activate

3.2.2.1.1. The teacher will have a discussion with the class about the importance of learning new words and adding these words to our vocabularies. The teacher will introduce the class to Podcasting, and ask the students how familiar they are with Podcasts. The teacher will tell the students that they will be creating Word-of-the-Day podcasts, as this will help them learn new words.

3.2.2.2. Acquire

3.2.2.2.1. The teacher will have a sig-up sheet for the students. This sheet will include a large variety of words for students to choose from. Students will choose one word off of the list that they do not know. Students will then be told to research the word, either using a dictionary/thesaurus, or using Google Search. Students should gather information about the word to include in their podcast. Their recordings should include: the word (pronounced properly), syllabic pronunciation of the word, spelling of the word, meaning of the word, the word in a sentence, and synonyms and/or antonyms of the word. Students will also have the freedom to be creative with this, and can include other facts that they found interesting about the word, or anything else that relates to or uses the word (example, a short haiku or poem that uses the word).

3.2.2.3. Apply

3.2.2.3.1. Once students have finished researching their words, and have gathered enough information, they will create short 2-minute podcasts about their word. Students will then share their podcasts with the class.

3.2.3. Method of Evaluation

3.2.3.1. Diagnostic

3.2.3.1.1. Before introducing the activity, have a class discussion to see how familiar students are with podcasts. The teacher can go over what a podcast is, why they are used, and how to make them.

3.2.3.2. Formative

3.2.3.2.1. The teacher can provide feedback to the students while they are researching their words, and while they are making their podcasts.

3.2.3.3. Summative

3.2.3.3.1. The assignment will be assessed using a podcast rubric.

3.2.3.3.2. Podcast Rubric

### 3.3. Prerequisites

3.3.1. Review

3.3.1.1. The teacher must review how to find accurate information, and the best resources to use. The teacher must also review how to make a podcast. This includes how to record voice, how to edit podcasts, and how to best organize podcasts and research information.

3.3.2. Goals

3.3.2.1. Students will understand how podcasts work, and the benefits to listening to podcasts or making podcasts. Students will also learn a variety of new words that they can add to their ELA journals, and use in future writing assignments and daily life.

3.3.3. Set context

3.3.3.1. Students will need to know how to use Google Search, dictionaries, and how to organize information found. The teacher would have explained to the class the importance of increasing our vocabularies prior to beginning this activity.

### 3.4. Resources

3.4.1. Materials

3.4.1.1. The teacher will need the lesson plan. The students will each need either a computer, laptop, or tablet. The students will need access to editing and voice-recording technology. The students may also need headphones and/or microphones.

3.4.1.2. Lesson Idea

3.4.1.2.1. How to Use Podcasting in Your Classroom: Podcast Lesson Ideas and Tips

3.4.2. Permissions

3.4.2.1. Permission may be needed for students to create a podcast, and/or use the voice-recording technology.

## 4. Lesson 4: Video

### 4.1. Objectives

4.1.1. ICT Curriculum

4.1.1.1. 3.1 Understands a given or a formulated question, task or situation that introduces and applies mathematical ideas, develops a plan.

4.1.1.2. 4.4 Communicates conclusion/solution.

4.1.2. MB Curriculum

4.1.2.1. Mathematics: Grade 5, Strand: Number. GLO: Develop number sense.

4.1.2.2. 5.N.7. Demonstrate an understanding of fractions by using concrete and pictorial representations to create sets of equivalent fractions, and to compare fractions with like and unlike denominators.

### 4.2. Notes

4.2.1. Lesson or Series Title

4.2.1.1. Exploring Fractions with Screencastify

4.2.2. Method of Instruction

4.2.2.1. Activate

4.2.2.1.1. The teacher will review equivalent fractions with the class. The teacher will also review fractions with like and unlike denominators. The teacher will then introduce Screencastify to the students, and talk about the role videos can play in learning. The teacher can also show an example video to the class, so that the students understand what is expected of them.

4.2.2.2. Acquire

4.2.2.2.1. The teacher will provide the students with a worksheet that includes many different fractions. This worksheet will include sets of equivalent fractions, as well as fractions with like and unlike denominators. Students will then use their creativity, and using Screencastify, they will create a video demonstrating their understanding. Students can draw pictorial representations of the fractions, and they can also come up with their own fractions that are equivalent to the fractions on their worksheet. Students must demonstrate using pictures why the fractions are equal.

4.2.2.3. Apply

4.2.2.3.1. After students created their videos, they must watch at least 2 other videos created by their classmates. The teacher will then lead a class discussion on what the students experiencing while creating the videos. Students will then write in their math journals about what they learned, and about why the videos helped them better understand fractions.

4.2.3. Method of Evaluation

4.2.3.1. Diagnostic

4.2.3.1.1. Before introducing the activity, have a class discussion to see how familiar students are with video screening. The teacher can go over what video screening is, what it can be used for in math, and how to make a video.

4.2.3.2. Formative

4.2.3.2.1. As the students make their videos, the teacher will walk around the class and get an understanding of which students understand the concepts, and which students need more practice and time dedicated to fractions. The teacher will then be able to plan for future lessons, and will know which students may need extra help.

4.2.3.3. Summative

4.2.3.3.1. This lesson won’t be a summative piece, but this lesson will serve as practice for students, and as formative assessment for the teacher.

### 4.3. Prerequisites

4.3.1. Review

4.3.1.1. The teacher must review how to use Screencastify. The teacher will also review equivalent fractions, and comparing fractions with like and unlike denominators.

4.3.2. Goals

4.3.2.1. The students will become more familiar with the concepts, and this lesson will serve as practice. The teacher will gain an understanding of which students get it, and which students are going to need more time on the topic. The teacher will also gain an understanding of which pictorial representations make most sense to the students, and which ones they prefer.

4.3.3. Set context

4.3.3.1. Students will need to know how to use Screencastify. The teacher would have briefly gone over the concepts before beginning the activity.

### 4.4. Resources

4.4.1. Materials

4.4.1.1. The teacher will need the lesson plan, and enough worksheets for each student. The students will each need wither a computer, laptop, or tablet. Students may also need headphones or microphones if they are expected to add voiceovers to their videos. The students will need access to Screencastify, or another video screen capturing program.

4.4.2. Permissions

4.4.2.1. Permission may be needed for students to record a video, and/or use the video-recording technology.