Lesson Plan

Teacher: Mr. Lucas Miller

Grade/Subject: Gr. 5 Computers

Topic: Histories and Stories of

Ways of Life in Canada

Date: Friday
Duration: 50 min.

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

General Learning Outcomes:
1. Soc. 5.2 Students will demonstrate an understanding of the people and the stories of Canada and their
ways of life over time, and appreciate the diversity of Canadas heritage.
2. ELA 5.5 Students will listen, speak, read, write, view and represent to respect, support, and collaborate
with others.
3. ICT P.3 Students will communicate through multimedia.
Specific Learning Outcomes:
1. Soc. 5.2.1 Appreciate the complexity of identity in the Canadian context: recognize how an
understanding of Canadian history and the stories of its peoples contributes to their sense of identity.
(Acknowledge Aboriginal, Francophone, British, and other diverse groups).
2. ELA 5.5.2 Contribute ideas to help solve problems, and listen and respond constructively.
3. ICT P.3.2.1 create a multimedia presentation, incorporating such features as visual images (clip art,
video clips), sounds (live recordings, sound clips) and animated images, appropriate to a variety of
audiences and purposes.

LEARNING OBJECTIVES
Students will:
1. demonstrate collaboration and constructively respond to discussion.
2. use iPads to create a 1-munite video depicting a Canadian historical event.

ASSESSMENTS
Observations:
Using the observation checklist, take note of
who is participating in discussion and
decision-making.

Key Questions:
Have you seen a heritage minute before?
What can be done to maximize your groups
working time?

Written/Performance Assessments:
Videos will be collected and shown to the entire class the following week with a grade assigned based
on the accuracy of their historical event (will have been formatively assessed and scaffolded through
formative assessment in their outline and script).

LEARNING RESOURCES CONSULTED

Resource #1: Alberta Program of Studies
Resource #2: Historica Canada

MATERIALS AND EQUIPMENT

* iPads, projector
* Handouts, group folders with scripts returned and assignment handouts

PROCEDURE
Introduction (10 min.):
Hook/Attention Grabber:

Assessment of Prior
Knowledge:

Show students the Heritage Minute on Laura Secord (https://youtu.be/p1nFOAp5KCw)

Explain to students that Heritage Minutes were shown on the CBC to
have Canadians of all ages informed and engaged with Canadian history
in order to foster a national identity.
Hand out Two Stars and Wish slips.
Students will give some feedback based on what their peers think they
can and cannot do in the video. This feedback will allow students to think
about others methods and others perspectives on the group project.
Direct students to fill out what they think will be their strength (two stars)
during their video performance and what may be a weakness or
something theyre nervous about (wish).
Students will turn to their elbow partners and give each other advice on
the wishes they have.

Expectations for Learning

and Behaviour:
Advance
Organizer/Agenda:
Transition to Body:

Students will give constructive advice for their peers wishes.

Students work cooperatively in groups to develop a minute long video.
Students use iPads appropriately in video making and editing.
How to: iPad Videos
Group project
Allow students to gather their own iPad
While students collect their iPads bring yours to the from of the classroom
Use 1-2-3 eyes on me to bring attention back to instruction

Body (35 min.):

Learning Activity #1:
Go through with students the step-by-step
process they will use to record their video.
Show students your iPad as you do each step
along with them
o Open up Camera
o Swipe left/right to Video
o Press the red record button to start
recording
o Press the button again to stop
recording
o Once you have the video clips you
want to use, share the clips with me
on Google Drive using the share
button.
o Attach a file name with your bookmark
color group and what order the clip
goes in.
Eg. For the blue groups first
clip the want to use name it
Blue 1; for Purples third clip,
name it Purple 3.
Once all students show green on the last step
have students stand in their bookmark color
group of 4 to assign directions for the video.
Have one student from each group collect
their group folder.

Assessments/Differentiation:
After each step, students will indicate with
their stoplight sticky notes whether they
understand (green), need their buddy to help
(yellow), or need the teachers help (red).
o What can be done to maximize your
groups working time?
Possible answers: Ask
questions and stay on-task.

Learning Activity #2:

Assign each group to an area of the school.
o Blue: Classroom
o Purple: Library
o Green: Boot Room
o Yellow: Atrium
o Red: Break-Out Room
Read the assignment page and accompanied
rubric with the students and dismiss them to
their areas.
When students finish recording they will
return to the classroom to send videos on
Google Drive.
o If groups require more time they can
continue recording during flex period.

Assessments/Differentiation:
Along with your EA, periodically check in on
students to ensure they are on task and
appropriately using their iPads.
Make observations using your observation
checklist.

Sponge Activity:
When students finish have them move to Feedback from Students and then read their Daily 5 books. Groups
that say they are not finished by the end may work on this activity during flex period. Notify them it is due online
after flex.

Closure (5 min.):
Consolidation/Assessment
of Learning:

Do a thumbs up/down poll. Ask if students had fun and were able to use the
camera recorder properly. Based on this assessment have a conversation on
what worked and what didnt. Students will then get to write their thoughts on a
Ticket Out-of Class.

Feedback From Students:

Students will rate the project on a scale of 1 to 5, then comment on the activity on
a Ticket Out-of-Class, to be handed in after. This will shape future projects I do
with this class and in upcoming years.
Let students know you appreciated their teamwork and abilities to cooperate. You
will compile their videos to showcase next week in class. The showcase will
ensure that all students get to observe the different cultures noted in the learner
outcomes.
Have students hand in their folders. As you collect each group have them quietly
line up for gym.

Feedback To Students:

Transition To Next Lesson:

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Make Your Own

Heritage Minute
The CBC has asked you to perform a heritage minute based on one of your groups
Dear Canada or I Am Canada diaries. Using the outline and script you drafted in
previous classes with the help of your iPad film a one-minute short film depicting the
main event of your chosen book.
How To: iPad Movie
a. Open up Camera
b. Swipe left/right to Video
c. Press the red record button to start recording
d. Press the button again to stop recording
e. Once you have the video clips you want to use, share the clips with me on Google Drive
using the share button.
f. Attach a file name with your bookmark color group and what order the clip goes in.
i. Eg. For the blue groups first clip the want to use name it Blue 1; for Purples
third clip, name it Purple 3.
Procedure
1. Go to you assigned area of the school.
2. Using the script and outline, film your groups historical event.
a. Remember to mention the qualities you explored in your group discussions.
b. Mr. Miller and Ms. Baldy will be checking in on your group to ensure you are on task.
3. Once you have finished your recording, come back to the classroom to share your clips with Mr.
Miller on Google Drive
Checklist
____ Accurate representation of historical event
____ All group members are represented within the film
____ Script is performed integrating some feedback that was given
____ Personal quality of protagonist is clearly identified
____ Video includes live recording
____ Video includes sound clips

---------------------------------------------------------------------------------------------------NOTICES
These videos will be shown not only to your classmates but at the end of school assembly as
well, where other teachers, students, parents, and political figures will be watching. Be
respectful of their eyes, ears, and minds.
RECORDING YOUR FILM SHOULD NOT TAKE LONGER THAN HALF AN HOUR, HOWEVER
FOR GROUPS THAT STRUGGLED WITH FILMING, YOU MAY USE FLEX PERIOD TIME TO
FINISH THE ASSIGNMENT.
ALL VIDEO CLIPS MUST BE HANDED IN AFTER FLEX PERIOD SO MR. MILLER CAN
COMPILE THE VIDEOS FOR SHOWCASING NEXT WEEK

Criteria

Performance
Level

Heritage Minute Grading Rubric

Accuracy
x2
Soc. 5.2
Students will demonstrate an
understanding of the people
and the stories of Canada
and their ways of life over
time, and appreciate the
diversity of Canadas
heritage.

Ideas
ELA 5.3
Students will listen, speak,
read, write, view and
represent to manage ideas
and information.

Collaboration
ELA 5.5
Students will listen, speak,
read, write, view and
represent to respect,
support, and collaborate with
others.

Presentation
ICT P.3
Students will communicate
through multimedia.

GOLD
5 points

SILVER
3 points

BRONZE
1 point

Represents historical
information to a high
degree of accuracy.
Demonstrates an
insightful
understanding of
Canadian history and
its connection to
identity.

Represents historical
information to an
adequate degree of
accuracy.
Demonstrates a clear
understanding of
Canadian history and
its connection to
identity.

Represents historical
information to a
minimal degree of
accuracy.
Demonstrates a
vague understanding
of Canadian history
and its connection to
identity.

Key events and ideas

discussed in the
outline and script
were emphasized and
communicated
meaningfully.

Key events and ideas

discussed in the
outline and script
were noted and
expressed clearly.

Key events and ideas

discussed in the
outline and script
were mentioned
minimally.

Discusses qualities
portrayed in diverse
cultures and
communities. Ideas
from all members
were thoughtfully
considered.

Mentions qualities
portrayed in diverse
cultures and
communities. Ideas
from all members
were somewhat
considered.

Misses qualities
portrayed in diverse
cultures and
communities. Ideas
from all members
were limitedly
considered.

All elements of video

and sound clips are
present. Portrays a
respect towards the
perceived audience.

Most elements of
video and sound clips
are present. Portrays
thought towards the
perceived audience.

Few elements of
video and sound clips
are present. Portrays
little thought
towards the perceived
audience.

POOR
0 points

No score
awarded
because
there is
insufficient
evidence of
student
performance
based on the
requirements
of the
assessment
task.

Total Grade: _______

25 .
Feedback:

Ticket Out-of-Class
This project was:
1
Bad

5
Awesome

One thing I loved about this project was

________________________________________________
One thing I would change about this project is
________________________________________________

Ticket Out-of-Class
This project was:
1
Bad

5
Awesome

One thing I loved about this project was

________________________________________________
One thing I would change about this project is
________________________________________________

Ticket Out-of-Class
This project was:
1
Bad

5
Awesome

One thing I loved about this project was

________________________________________________
One thing I would change about this project is
________________________________________________