Editing Lesson plans

The two lesson plans below were found in the CanComm government database. The first lesson plan was made by Claudine Rouge, an experienced teacher of 23 years, for a Gr.10 Core French class in early October of 2048. She shared in her two weeks' notice that she was unable to continue to teach with the shift to an online education system. The second was made by recently graduated Science teacher Jenny Lamb. Her Gr.10 class was working on the physics unit, and the semester was nearly at an end in December when she would have taught the lesson. While the sources are unclear, it seems that she attended the workshops provided by the TDSB to ensure her approach would promote student participation during her classes. 

'''Mme. Claudine Rouge (Lesson Plan - Gr. 10 Core French, October 2048)'''

LISTENING (Écoute)
* Demandez aux élèves de regarder une vidéo YouTube sur les diverses cultures francophones.
* https://www.youtube.com/watch?v=MIvbHbn-tQk&list=PLH1LpR4wsxJJU5VArQPwjDbTK0ZtIqEiq
* Demandez aux élèves de répondre à des questions de compréhension
* Fiche de travail sur Microsoft Classroom
* 10 minutes
READING (Lecture)
* Demandez aux élèves de faire des recherches sur un pays spécifique.
* 30 minutes
WRITING (Écriture)
* Demandez aux élèves de créer une petite présentation PowerPoint sur ce qu'ils ont trouvé au cours de leurs recherches.
* 20 minutes
ORAL (Orale)
* Demandez aux élèves de partager leurs découvertes.
* 15 minutes

'''Ms. Jenny Lamb (Lesson Plan - Gr. 10 Science, December 2048)'''
[https://www.edu.gov.on.ca/eng/curriculum/secondary/science910%202008.pdf The Ontario Curriculum, Grades 9 and 10: Science, 2008 (revised)]
* Program and Level: Gr. 10 Science (SNC203)
* Class Profile: 78 students (12 students with IEP / require accommodations)
* Overall Expectations: A.1. Students are expected to exhibit scientific investigation skills in both inquiry and research across the four key areas: initiating and planning, performing and recording, analyzing and interpreting, and communicating.
* Specific Expectations: 
* Students will formulate scientific questions about observed relationships, ideas, problems, and/or issues, make predictions, and/or formulate hypotheses to focus inquiries or research. 
* Students will select, organize, and record relevant information on research topics from various sources.
* Students will analyse and interpret qualitative and/or quantitative data to determine whether the evidence supports or refutes the initial prediction or hypothesis.
* Overall Expectations: E.1.2.3. Students are expected to assess the effectiveness of technological devices and methods that utilize light and evaluate their social benefits; conduct an inquiry into the properties of light, predicting its behavior, especially in relation to reflection in plane and curved mirrors and refraction in converging lenses; show an understanding of various characteristics and properties of light, particularly in relation to reflection in mirrors and both reflection and refraction in lenses.
* Specific Expectations: 
* Students will analyse a technological device related to human perception of light. 
* Students will use an inquiry process to investigate the refraction of light as it passes through media of different refractive indices, compile data on their findings, and analyse the data to deter mine if there is a trend.
* Students will identify the factors, in qualitative and quantitative terms, that affect the refraction of light as it passes from one medium to another

{| class="wikitable"
|+ Lesson Plan (Physics)
|-
| Introduction Activity (15 minutes) || * Ask students to make sure they are signed onto the CanComm platform using their TDSB emails so that they are not missed by the program when attendance is being taken.
* Ask students to keep their camera on, and their microphones muted. 
* Virtual questionnaire set up so that students can review terminology learned from last class, as well as for me to gain an understanding of how much information they retained. 
* Competitive questionnaire, remind students to log onto CanCommPolls with their student numbers so that they can see the correct questions on their phone screens. 
* I’m using the poll to check engagement, as well as assess what areas the students might still be confused about. 
|-
| Refraction of Light Lesson (15 minutes) || * Slides prepared (make sure to include large letters and plain background for two students with a modified IEP)
* Information on concept: Key words; Ask students what they already know in regards to the information being discussed. 
* Ask the students to stand up, go to a nearby window, and take a look outside (gives them the opportunity to move around, hopefully will keep them engaged during the next part of the lesson). When the students return (give them a minute), ask them to tell you what they saw. 
* NOTE TO SELF: Hopefully none of them say anything about the sun, that way the next slide is more impactful!
* Show students the effects of a prism (make sure to adjust the camera so that it takes a wide shot of the entire room). I use my phone’s flashlight. Describe the phenomenon, explain why this occurs. 
|-
| Activity/Experiment (30 minutes) || Ask them to signal if they have all the necessary materials (list sent to them and their parents in an email on Monday)
* A clear glass of water
* A flashlight or a sunny window
* A white sheet of paper or a blank wall
Walk through the process of creating the rainbow with the students (remember some of them will be with their buddies)
* Fill a clear glass with water.
* Place the white sheet of paper on a flat surface or hold it against a wall where you can project light.
* Position the glass near a sunny window. If using a flashlight, make sure you can shine it through the glass.
* Move the paper or adjust the angle of the glass to capture the rainbow created on the surface.
Next experiment is similar, but have the students use a small mirror and a bowl to do something similar. 
* Fill a large bowl halfway with water and put a mirror inside it so that part of the mirror is under the water and part is out.
* Place it near a sunny window with direct light coming in, or use a flashlight.
* Hold a white piece of paper above the bowl.
* See how the rainbow changes depending on how close and far away you move the paper from the mirror. 
Make sure students are recording their observations (check in and give suggestions throughout the experiment). Students submit their notes at the end (not marked, just want to see what they found). 
* Experiment with the angle of the glass and the light source.
* Observe how the position affects the intensity and visibility of the rainbow.
* Ask students to take notes on their observations, including the colors they see and how they changed with different angles.
* Encourage them to sketch/take pictures of what they are doing. 
|-
| Final Discussion (15 minutes) || Have the students share some of their findings, encouraging them to show their rainbows. Important points to remember: 
* Explain how light refracts and disperses when passing through water droplets (or a prism), creating a spectrum of colors.
* Discuss the order of colors in a rainbow (red, orange, yellow, green, blue, indigo, violet) and the concept of the visible spectrum.
|-
| Homework (post on CanComm) || Ask students to explore the concept of light refraction in other contexts, have them post a 100 word response on the class forum. We will be discussing these next class.
|}

Lesson Reflection: Went well! Some of the students still won’t keep their cameras on at the start of class, but all of them are participating during the introduction activity. Maybe will need to review concepts again next class, lots of students were confused about the different types of light emission terms (chemiluminescence, bioluminescence, incandescence,fluorescence, phosphorescence, triboluminescence; from an electric discharge or light-emitting diode). Most students turned their cameras on during the slides and concept presentation (Success! Felt a little lonely in the biology unit when they were all too shy). Asking the students to stand up and move around for a bit was a good idea. They all seemed prepared to talk more afterwards and share their ideas. 

Activity seemed to have high engagement with all of the students. They had their cameras on and were eager to begin the experiment. Glad that all of them had the necessary materials prepared, will make sure to send a thank you email to the families. Was a bit hard to keep track of what everyone was doing, maybe next time will divide the students into break out rooms to check in with them easier during the process. Notes submitted on their observations vary, but they all had something to hand in at the end. Nice seeing the pictures they shared. Loved that so many students wanted to say something during the discussion, they seemed to have grasped some of the concepts discussed during the lesson really well. Next class we will look at light refraction in other ways. Remind them that they need to have their parents submit a signed copy of their e-form for the field trip to the Art Museum (specifically the stained glass / mirrors exhibit). Remind them that class is not cancelled if they do not attend (still need 23 confirmations).