Lessons Integrating Information and Communication Technology within a Curriculum Area


Andy Gallant


Atlantic Canada Report

Grade Level


Subject Area

Social Studies

Overview of unit/lessons/activities (assumptions of prior knowledge/learning)

  • Students will create a report that will show an in-depth knowledge of the various geographical and climatic features of Atlantic Canada. Students will produce various items, on paper and using the computer, to demonstrate knowledge of outcomes, including a map, graph, web page, news article, Inspiration map, paper / Publisher brochure, and more. In the web page, they will demonstrate understanding of how latitude, air masses, ocean currents, and elevation affect climate, in Atlantic Canada, and in Canada generally. If possible, identify any students with strong skills with Front Page web design, or with web design with other software - try to pair ‘stronger-skilled’ students with those with no experience. All students will be familiar with map work and graphing, but fewer will be skilled with Front Page.
  • Preparation: the teacher should have a decent understanding of MS Front Page or other webpage authoring software before beginning the lesson. It would be helpful if the teacher is able to make a basic page (using tables), with knowledge of how to add / change color, font, add hyperlinks, merge cells, etc.
  • If the teacher has experience with Inspiration and Publisher, the level of integration can be increased. Google Earth, a free program, is also an option for the ‘prediction’ activity, as students can punch in the co-ordinates given and watch as the program ‘soars’ over the earth.

Correlations to ICT and curriculum outcomes

Social Studies course - Physical Setting Outcomes

Outcome 1.1 – identify and locate the Atlantic region in the Canadian, North American, and global context

Outcome 1.2 – identify the area, size, and physical features of Atlantic Canada

Outcome 1.3 – identify basic weather and climatic patterns of Atlantic Canada

ICT Outcomes:

CT 9.2 – design and build Internet websites of student-produced pages about a curriculum topic

BOC 9.1 – operate computers for representation of learning, independently and safely

BOC 9.2 – use and create information texts in a range of media

Projected timeline for preparation and for carrying out activities

Implementation: Students should be able to complete the work in about 1 week (5 one-hour lessons); however, some students more adept at technology may finish sooner, while those less comfortable with computers may need more time. See “Logistics” below for more info / suggestions.

Equipment Requirements: (computers, software, etc)

- Computers with Internet connection, web publishing software (MS Front Page), Inspiration, Microsoft Publisher, Google Earth (or similar program), Atlantic Canada in the Global Community textbook (or similar text), any atlas showing Atlantic Canada.

- Note: Google Earth is free and can be downloaded here. You may want to ask your school board technical support personnel to install the program in your classroom and/or in the computer lab. You can install the program easily, but unless ‘deep freeze’ is off, it will be erased whenever the computers shut down or restart.

Teaching materials provided (Blacklines, worksheets, templates, teacher materials)

Resources available for teacher/student use (websites, references, etc)

- Front Page & Inspiration help – “JITT clips” - http://www.myhrsb.ca/Functions/Curriculum/techint/pd/jitt/index.html

- More Front page help - www.LearningElectric.com

- Atomic Learning is very helpful in learning / helping understand all programs – www.atomiclearning.com

- HRSB (IEIE software and resources) help with Publisher, Front Page, Inspiration, and more - http://www.myhrsb.ca/Functions/Curriculum/techint/pd/tutorials/index.html

Detailed instructions for each activity or lesson (teacher notes, activity information, learning strategies, teacher role, student roles)

See the “Step by Step Instructions” document.

NOTE: They will need to save their work to the school server, under their names, so that the teacher can view them when time allows. They should not save to the desktop. If possible, have them connect their pages to their LifeWork Portfolio pages, so that they can be viewed (and marked) from any computer. If published, ensure that no personal / identifying information is included in the web page, such as student phone numbers, pictures, etc.

Student products expected

See the Student Checklist (rtf) or Student Checklist (pdf)

Samples (include teacher notes, assessment information, student work if available)

Logistics (organization, grouping, management issues, access to technology)

This can be done as a whole class in a computer lab, if available, in 4-5 days; if only classroom computers are available, approximately 6 days. However, other outcomes can be addressed while students rotate on in-class computers. The teacher can modify the lesson depending on equipment available.

A maximum of 2 per computer is suggested, one per computer if possible. If time / knowledge permits, pair students with different abilities on a computer – for example, a ‘strong’ tech student paired with a ‘computer novice’ student.

Assessment information (e.g., rubrics for products and/or process)

Possible extensions

If time / equipment / knowledge is available, have students add special features to their site. In Front Page, they can work with the “Web Component” menu to add features such as HTML scripts, Hover Buttons, Marquees, etc. See www.dynamicdrive.com for great HTML scripts that students can add to their pages, such as ‘cursor snakes’ and more.

The students could use Microsoft Publisher to make the news article.

Adaptations for students requiring additional support

For IPP students, or students with adaptations / modifications, a possible adjustment would be to pair them up with a student who has experience with Front Page, and both could build the web page together. In addition, the teacher could have most students create their own prediction table, graph templates, and mind maps, but students with modifications could use the templates included (pie and bar graph, mind map, prediction table, etc.).

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