1. Podcast
1.1. Prerequistes
1.1.1. Students do not have to have previous knowledge about sound as the podcast will be an introductory to sound.
1.1.2. Students must have access to the blog.
1.1.3. Students must have access to the internet.
1.1.4. Students must have access to a shared google doc.
1.2. Objectives
1.2.1. Manitoba K-12 Curriculum
1.2.1.1. Science Gr4
1.2.1.1.1. 4-3-04 Identify and classify various sounds using student-generated criteria. GLO: C2, D4
1.2.1.1.2. 4-3-05 Recognize that sounds are caused by vibrations. Include: the human voice relies on the vibrations of vocal cords. GLO: D3, D4
1.2.2. From ICT Continuum
1.2.2.1. Cognitive Objective
1.2.2.1.1. G-1.2 gathers information from additional sources (student-identified)
1.2.2.1.2. G-3.3 organizes gathered information using student-developed strategies.
1.2.2.2. Affective Objective
1.2.2.2.1. Respects privacy rights of self and others
1.3. Resources
1.3.1. Science World: Sounds
1.4. Notes
1.4.1. Activate: To begin the podcast, I will talk briefly about sound. I will play different sounds and see explain how different materials create different sounds.
1.4.2. Acquire: Through the podcast, I will explain what sound is, how sound works, and that sound is a form of energy. Soundwaves bounce off mediums and travel to our ear, and that is why we can hear things.
1.4.3. Apply: Students will classify sounds using their own student-generated criteria. Students will use ICT to research different categories of sounds, and exploring their surroundings.
2. Video
2.1. Prerequistes
2.1.1. Computer
2.1.2. Access to internet
2.1.3. Ability to access specific online elements
2.2. Objectives
2.2.1. Manitoba K-12 Curriculum
2.2.1.1. 5-KI-005 Describe characteristics of diverse First Peoples cultures before contact with Europeans.
2.2.1.2. 5-KI-006 Compare daily life in diverse First Peoples communities. Examples: food, clothing, shelter; roles of men, women, children, Elders...
2.2.2. ICT
2.2.2.1. Cognitive Outcomes
2.2.2.1.1. Q-1.2 constructs simple questions (e.g., who, what, when, where); makes predictions, hunches, educated guesses, and hypotheses
2.2.2.2. Affective Outcome
2.2.2.2.1. respects intellectual property rights of self and others
2.3. Resources
2.3.1. First Nations in Canda
2.3.2. The World Indigenous
2.4. Notes
2.4.1. Activate: To begin the video, I will ask the students what they know about First Nations people in Canada. I will also show the students a little video about First Nations people.
2.4.2. Acquire: I will go over some of the resources that I have found and we will go over characterics of First Peoples cultures before contact with Europeans. We wll compare daily life in diverse First Peoples communities. We will learn about the roles of each family, food, clothing, and shelter.
2.4.3. Apply: The students will come up with a research powerporint using simple quuestions, and make hypotheses about what they think life was like. We will also understand the importance of respecting intellectual property rights of self and others by understanding that sourcing your data is important.
2.4.4. Evaluation:
2.4.4.1. 4: student understands that resources should be sourced. Students understand the idea of coming up with a hypothesis. Students understand the material.
2.4.4.2. 3: students have a few sources sourced. Students were sort of able to udnerstand the concept of a research question. Students sort of understood the materials.
2.4.4.3. 2. Student only had a couple of their sources sourced. Student did not understand the the concept of research questons. Student did not comprehend the material.
2.4.4.4. 1. Student did not source any of their resources. Students did not understand the concept of research questions. Student's did not understand the material.
3. Map
3.1. Prerequistes
3.1.1. Students must know the major natural resources in Canada
3.1.2. Students must know basic demographic features of Manitoba
3.1.3. Students must be able to identify what settlement is in Canada, and what it meant for Manitoba.
3.1.4. Basic ICT understanding
3.1.4.1. Multimedia computer
3.1.4.1.1. Google Account
3.1.4.1.2. Link to blog
3.1.4.1.3. Mind Meister Account
3.2. Objectives
3.2.1. GIS Specific Learning Outcomes
3.2.1.1. Specific Learning Outcomes
3.2.1.1.1. 4-KL-021 Locate on a map and identify major natural resources in Manitoba.
3.2.1.1.2. 4-KL-022 Describe the main demographic features of Manitoba. Include: population, population distribution, cultural communities.
3.2.2. Manitoba K-12 Curriculum
3.2.2.1. Specific Learning Outcomes
3.2.2.1.1. 4-VL-005 Appreciate Canada’s vast and diverse geography.
3.2.2.1.2. 4-KL-026 Describe the influence of the natural environment on settlement in Manitoba.
3.3. Resources
3.3.1. Economic Development, Investment, Trade and Natural Resources
3.3.2. World Population Review: Cities in Manitoba 2023
3.4. Notes
3.4.1. Activate: Students knowledge will be activated by opening up a conversation about what we know about maps, and what makes maps important. We will discuss Manitoba and I will ask the students what natural resources they think Manitoba will have.
3.4.2. Acquire: Students will acquire knowledge through the use of Google Maps. The map will have many layers, each with a different layer that will contain a different natural resource. For example, the first will have forestry, that is a natural resource that Manitoba has ample of. Then, we will move on to the population, where we will circle the most populated areas.
3.4.3. Apply: Students will pick one resource to study. Then, they will create their own map with different layers. They will study one resource, and create a presentation that will explain why that resource was influential to Manitoba, where there is an abundance on a map, and if that affected where the population settled down in Manitoba.
4. TPACK Presentaton
4.1. Resources
4.1.1. Koehler, M., & Mishra, P. (2009). What is technological pedagogical content knowledge (TPACK)? Contemporary Issues in Technology and Teacher Education, 9(1), 60–70.
4.1.2. Morales-López, Y., Chacón-Camacho, Y., & Vargas-Delgado, W. (2021). TPACK of prospective mathematics teachers at an early stage of training. Mathematics, 9(15), 1741
4.1.3. Adams, C. (2019). TPACK model: The ideal modern classroom. Technology and the Curriculum: Summer 2019. https://pressbooks.pub/techandcurr2019/chapter/tpack-modern-classroom/
4.1.4. https://educationaltechnology.net/technological-pedagogical-content-knowledge-tpack-framework/