Online Activity 3.6 & 3.

7
By Alison Wild & Taylor Pickett

Lesson 1:
Link to Minecraft world: ​https://education.minecraft.net/lessons/minecraft-money

Grade 2 Math: Counting

General GLO 1:​ Develop Number Sense

Outcome(s)

Specific Outcome(s) SLO 1:​ Say the number sequence 0 to 100 by:
● 2s, 5s and 10s, forward and backward, using starting points that are multiples of
2, 5 and 10 respectively

SLO 4:​ Represent and describe numbers to 100, concretely, pictorially and symbolically.

SLO 10:​ Apply mental mathematics strategies for basic addition facts and related
subtraction facts to 18.

Learning Students will:

Intentions ● Count by 1’s, 5’s, 10’s, and 25’s
● Represent numbers using physical and visual representations
● Assign coins ​and ​Minecraft blocks to a monetary value (e.g. what blocks can be
used to make 15 cents)
● Add coin values together (up to 2 dollars)

Stage 2: Assessment Evidence

Formative 1) “Whiteboard Check-in” Summative 1) “Classroom Coffee Shop”

Assessment Assessment menu
2) Count your Coins

3) Minecraft
Follow-along/Tally
Worksheet

4) Exit Slip

Stage 3: Learning Experience

Prior to ● Students been assessed in counting Resources to ● Real coins
Lesson: to 100 by 1’s, 2’s, 5’s, 10’s, and 25’s Bring: ● Count your coins activity
previously ● Magnetic money for
● Students have been learning to whiteboard
count and add money ● Minecraft activity follow-along
● Terminology such as nickel, dime, worksheet
quarter, dollar, and toonie have ● “Classroom coffee shop”
been introduced as well template for students to use
when creating their menu
● Paper money for students to
buy products with
● Laptops (minecraft activity)

Time: Content/Description Notes/Materi

als

INTRODUCTION & PRE-ASSESSMENT

10 minutes WHITEBOARD CHECK-IN

I would begin the pre-assessment by showing students real-life versions of a penny, Real coins
nickel, dime, quarters, dollar, and toonie - students will pass these coins around the
room.

I would write a monetary value on the white board (e.g. 35 cents) and students would Dry erase
be randomly selected to come up and stick ​magnetic money ​to each value (e.g. 10 markers
¢​, 10 ¢ , 10 ¢
​ ​ , and 5 ¢
​ ​ ​ ​
).
Magnetic
Another student would then be selected to show a different way to make 35 cents Money
(e.g. 25 ​¢ + 10 ¢)

As a class we would count the money aloud (e.g. 10, 20, 30, 35).

COUNT YOUR COINS ACTIVITY

With a partner, students will play 3 rounds of “count your coins” using the​ plastic
coins.

“Count your
Coins” sheet
- Paper clip
- Pencil
 - Plastic
sleeve
- Dry erase
marker
- Plastic
coins

Worksheet and activity retrieved from ​Teachers Pay Teachers

BODY
45 minutes MINECRAFT FOLLOW-ALONG/TALLY WORKSHEET
Dry erase
Prior to starting Minecraft, I will draw and label the coloured blocks on the whiteboard markers
with the ​value and coin type ​(e.g. blue box = 25 cents = a quarter). I will also write
down the navigation keys.

On personal devices, students will navigate through the “Minecraft Money” world and
follow along with the ​chart​ - identifying which block combinations they used for each Laptops/Com
problem in the world and how these blocks equate to real coins. puter set

Students will put a tally count under each block type that they used for each problem

BLOCK TYPE

Problems ​ . . . .

25 cents 10 cents 5 cents 1 cent

Minecraft
10 cents I
Money chart
15 cents I I

25 cents I Pencil/eraser
39 cents III I IIII

100 cents IIII

 Circle the
Answer to the $1.60 $2.50 $1.10
Roller Coaster
Question

CLASSROOM COFFEE SHOP

After exploring minecraft, students will create their own “Classroom Coffee Shop”
menu with assigned prices (max. 2 dollars per item) using the provided ​template​.

Food and
Drinks Menu
Template

Pencil/marke
rs/crayons

Menu template retrieved from ​Twinkl

Students will include 2-3 items under each category (starters, main courses,
desserts, cold drinks, and hot drinks).

Students must identify - if possible - ​at least 2​ combinations of coins that can be
added together to buy each item. Students will write these combinations under each
item.

(e.g. 1 dollar scone = and 25 ​¢​+25 ​¢​+ 25 ​¢​+25 ​¢ ​

OR​ 10¢ + 10¢ + 10¢ + 10¢
+10¢ + 10¢ + 10¢ + 10¢ + 10¢ +10¢​).
 Students will check with me that their prices are accurate and the combinations add
up and before they create their ​final draft m
​ enu Plastic coins

Students will work in groups of 4 to buy items from eachothers’ menu using ​plastic
coins
● $5 spending limit for each student - each student will have a different
combination of coins to make up the $5

Students will ​submit ​their completed menu

5 minutes CLOSING
CLASS REFLECTION
Questions:

1) What were some difficulties you faced when navigating through Minecraft?
2) How did Minecraft help you understand the value of money?
3) What was something you learned today?
4) What is your ​favourite ​item on your personal menu?

EXIT SLIP

I will provide each student with an exit slip where they will ​circle​ the correct amount
of money shown in the image Exit Slips

I would base the exit slip on the sample below (using Canadian rather than American
coins)

Exit ticket retrieved from: ​Teachers Pay Teachers

 Lesson 2:
Link to Minecraft world:​ ​https://education.minecraft.net/lessons/wwf-test

Grade 9 Science: Biodiversity

General
Outcome(s) Unit A: Biological Diversity ​(Social and Environmental Emphasis)

GLO 1:​ Investigate and interpret diversity among species and within species, and
describe how diversity contributes to species survival.

GLO 2:​ Investigate the nature of reproductive processes and their role in transmitting
species characteristics.

GLO 4​: Identify impacts of human action on species survival and variation within
species, and analyze related issues for personal and public decision making.

Specific Outcome(s)
● SLO: 2.4:​ distinguish those characteristics that are heritable from those that are
not heritable, and identify.
characteristics for which heredity and environment may both play a role
● SLO: 4.2: ​describe ongoing changes in biological diversity through extinction
and extirpation of native species, and investigate the role of environmental
factors in causing these changes.
● SLO: 4.4:​ investigate and describe the use of biotechnology in environmental,
agricultural or forest management; and identify potential impacts and issues.

Learning Students will:

Intentions ● Develop an understanding of what causes species to become extinct through
using Minecraft
● Compare the past rate of extinction to the current rate of extinction
● Research an extinct species
● Determine the major influences of extinction
 Stage 2: Assessment Evidence

Formative ● KWL Chart Summative ● Performance Task

Assessment ● Exit Slip Assessmen ○ Students will research
○ Name​ 2​ major t 1 ​species that they
causes of a came across in the
species extinction Minecraft world and
○ Name ​2​ species conduct a research
that are extinct project on that given
○ Name ​1​ way to specie.
slow down the
rate of extinction Guiding questions include:
● Class Discussions -What is the species you are
researching?
-What does the species look like? (key
physical features)
-Why are they extinct? (causes:
human vs environmental)

Stage 3: Learning Experience

Prior to ● Students will have developed an Resources ● Performance task outline and
Lesson: understanding of what biodiversity to Bring: rubric
is and how living things pass on ● KWL charts
their different characteristics to ● Exit slip questions
future generations. ● Pencils
● Laptop/Ipad
● Species Journal

Time: Content/Description Notes/Mate

rials
5 minutes Focus Questions:
● What is extinction?
● What impact does human activity have on species?
● What are the major causes of species extinction?
● How has the rate of extinction changed over the years?

Introduction:
● I will go over today's task and write an agenda on the board

Lesson Agenda:
1. FIll out a KWL Chart
2. Play “Extinction! Safari” Minecraft World
3. Go over performance task instructions, expectations and rubric
4. Start working on assignment by researching an extinct animal
10-15 Activity One:​ ​KWL Chart KWL Chart
minutes Once all students have arrived, the first activity they will do is completing a ​KWL
chart.​ Students will fill in what they ​K​now about extinction and what they ​W​ant to
learn about extinction.

KWL chart retrieved from: ​Pinterest

Activity Two: Extinction! Safari

30 minutes Laptop/Ipad
After students have filled out the ‘K’ and the ‘L’ portion of the chart, we will move into
playing Extinction! Safari Minecraft world.
Pen and
Paper
The ​goal of this activity​ is for students to virtually ride a rollercoaster while
examining different species that have become extinct and learn about the causes of
Species
extinction. As students are engaging in this game, they will be writing down key
Journal
information regarding the various species they came across throughout their
rollercoaster journey in their ​‘species journal.’

The species journal is a formative assessment tracker that allows students to keep
track of the species they learned about.

Students will:
1. Write down each species name,
2. List some key physical characteristics of them
3. Draw an illustration of what the species look like.
 Species Journal:
Name of Key Features: Illustration:
Species:

10-15 Activity Three: “Think, Pair, Share”

minutes After students have explored and completed the Minecraft task, we will proceed into a
classroom discussion regarding the important elements they have learned.

To start the class discussion, I will ask students to think about​ two​ things they have
learned about biodiversity and extinction, after they have come up with that, they will
turn to their elbow partner and share, then do the same in a group setting (4-5
people). This will act as a formative assessment tool and a review strategy that will
help students in their performance task. Laptop/
Rest of class Ipad
time Activity Four: Performance Task
I will spend the first 5 minutes going over what the performance task entails, how
students will be graded and answer any questions students may have.

The activity will focus on the knowledge students gained from the Minecraft world.
Students will be required to pick​ one​ of the species they learned about and conduct
research on the species.
 ● Some guiding research questions include:
A. What does the species look like?
B. Why is the species extinct?
C. What type of food this species used to eat?
D. Where did this species live?

● Tips for researching project:

A. Ensure sources are accurate, reliable and are non-biasis
B. Do not plagiarize others work
C. Always reference

Students will have plenty of class time to work on their research projects. They can
complete this assignment in partners if they wish. If students decide to do it in
partners they will need to make a list of who did what and submit it with their finished
assignment.

Students will have ​2 weeks​ to complete this assignment.

Part one:
Performance Task Planning Outline (Mandatory):

Name of the species I picked

_______________________________________________________________
_______________________________________________________________

List the physical characteristics of this specie:

____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________

Describe the living conditions of your species:

____________________________________________________________________
____________________________________________________________________
________________________________________________________

What type of food does your species eat?

____________________________________________________________________
____________________________________________________________
________________________________________________________________
What caused your species to become extinct?
____________________________________________________________________
____________________________________________________________________
________________________________________________________

Once students have filled in the performance task planning guide and showed me,
they can move on to the next portion of the assignment.

The ​second part​ of the task is to create a powerpoint, brochure, infographic, poster
or comic strip based on the research students conducted. If students have another
option in how they want to represent their findings, they can come ask me and I will
approve it. ​(I will provide students with previous work so give them some ideas
and examples).

Sample of Rubric:
Rubric retrieved from: ​ation.txstate.edu
5 minutes Conclusion: KWL Chart
Students will complete an exit slip before leaving the classroom and fill out the ​‘L’
(what they learned) ​ in the KWL chart:

Answer ​ONE​ of the questions: Exit Slips

1. List 3 causes of extinction
2. How did Minecraft help you learn about extinction
3. Define the term extinction and provide 1 way to slow down the rate of
extinction

Exit ticket retrieved from: ​Teachers Pay Teachers

 Lesson 3:
Link to Minecraft world:
https://education.minecraft.net/lessons/farming-industrial-revolution

Grade 12 Social Studies: Industrial Revolution

General
Outcome(s) GLO:2: ​Students will understand impacts of, and reactions to, liberalism.

Specific Outcome(s) ● SLO: 2.6: ​examine the impacts of liberal thought on 19th century society
(laissez-faire capitalism, industrialization, class system, limited government)
(PADM, ER, TCC)

● SLO: 2.7:​ examine ideologies that developed in response to liberalism

(socialism, Marxism) (PADM, ER, TCC)

Learning Students will:

Intentions ● Gain an understanding of what the Industrial Revolution is
● Identify major events that led to the Industrial Revolution
● Examine the positives of living in a technology-driven society
● Analyze the key inventions that came from the Industrial Revolution
● Identify the historical figures that played a role in the Industrial Revolution
● Developing an understanding of how to use Minecraft

Stage 2: Assessment Evidence

Formative ● Classroom discussions Summative ● Inventions of the

Assessment ○ I will ask questions throughout the Assessmen Industrial
lesson and students will write their t Revolution
answers on a sticky note and place it project
on the whiteboard. As a class we will
go over the answers. Students will research
● Exit slip three ​inventions that
took place during the
● Concept map Industrial Revolution and
○ At the beginning of the lesson, students create advertisement
will construct a concept map or campaigns.
knowledge web outlining key
information, events and elements that
came from the industrial revolution.
 ○ Here is a template they can use or
they can design their own:

● Kahoot Game:
○ At the end of the lesson students will
play a short ​4 question quiz​ to review
and reflect upon the information they
have learned regarding the Industrial
Revolution.

○ Link to Kahoot Game:

https://create.kahoot.it/share/industrial-r
evolution/11b17949-bcd6-4e78-841c-1f
ab01ee23a2
 Stage 3: Learning Experience

Prior to ● Students will have Resources ● Laptop/Ipad

Lesson: background knowledge to Bring: ● Pencils
pertaining to the concepts ● Paper
of liberalism and how it ● Concept Map Template
affects society. ● Compare & Contrast Template
● Sticky notes (class discussion)
● Peer evaluation Chart

Time: Content/Description Notes/Mater

ials

Focus Questions:
● What is the Industrial Revolution?
● How did the Industrial Revolution make life easier for people?
● How did the Industrial Revolution affect agriculture?
● What were the technology, social and economic changes that arose from the
Industrial Revolution?
● What were the key events in the Industrial Revolution?

Lesson Agenda:
1. Question of the day (impacts of technology)
2. Concept maps
3. Minecraft activity ‘Farming Industrial Revolution’
4. Inventions of the Industrial Revolution project
5. Kahoot Quiz

10 minutes Introduction:
● The lesson will begin with students discussing the question of:
Pencils
How technology has impacted our lives today

● I will pass out sticky notes and students will write down 2 reasons regarding Sticky notes
the effects of technology then stick it on the whiteboard.
20 minutes Activity One: Concept Map Design: Ipads
After students have finished discussing the impact of technology, we will move onto
generating a concept map outlining key elements of the Industrial Revolution. Concept
Students may work collaboratively to discuss and research information about the Map
Industrial Revolution (class Ipads will be passed out). Templates

Students will watch this short YouTube video ​(4.34)​ to help them fill out their
concept maps:

“What was the Industrial Revolution?” ​https://youtu.be/vizSn5_uZNg

Once students have finished, we will review the information as a class to ensure
everyone has the key points needed before partaking in the Minecraft activity.

Students have the option to write out their concept map or do it digitally. If students
decide to do it digitally, here are some link they may use:

1. Popplet:​ ​https://www.popplet.com
2. Creately:​ h​ ttps://creately.com/lp/concept-map-maker/
3. Lucidchart:
https://www.lucidchart.com/pages/examples/concept-map-maker
30 Minutes
Activity Two: ‘Farming Industrial Revolution’
After students have completed their concept maps, they will move on to exploring
and engaging in the ​Minecraft world.

This Minecraft world will immerse students back into the time when the Industrial
Revolution first began. Students will initially begin in a pre-industrial revolution
where they will construct a farm and find work. After completing that quest they will
 move on to the Industrial Revolution period where they can see the difference in the Compare
economy, society and within technology. and Contrast
Template
While students are partaking in this Minecraft World, they will fill out a ​compare and
contrast chart​ that depicts the difference in the pre-industrial era versus the
post-industrial era.

Here is a template students can use or create their own:

Compare and contrast chart retrieved from:

https://www.biologycorner.com/worksheets/graphic_compare.html

Rest of class Activity three: Inventions of the Industrial Revolution

time Once students have successfully completed the quests in the Minecraft world, they
will move onto the summative assessment portion.
This is a research project that can be done in groups of no more than 3 people ​(if Peer
students are doing it in groups they will be completing a peer evaluation on evaluation
their group members contributions and submitting that with their project). Chart

● Tips for researching project: Sample of

D. Ensure sources are accurate, reliable and are non-biasis Rubric
E. Do not plagiarize others work
F. Always reference Planning
Guide
Sample of the peer evaluation chart:

Image retrieved from: ​http://www.dexform.com/download/peer-evaluation-rubric-2

Inventions of the Industrial Revolution​ is a research project students will
complete. The ​goal of this assignment​ is to get students to think about the
progression of technology and inventions that occurred from the Industrial
Revolution.

Throughout the students' journey in the Minecraft world, they would have gotten
some ideas regarding different inventions. They will use that information, plus
research extra information to design ​three​ advertisement brochures, collages,
videos, infographics, etc on​ three​ inventions that came out of the Industrial
Revolution.

An​ example ​may be the​ steam engine

● Guiding Research Questions:

1. What did the steam engine do?
2. Who invented the steam engine?
3. When was the steam engine invented?
4. What are some pros of the steam engine?

Part One:
Students will fill out an inventions planning guide to ensure they have all the
information needed to complete the assignment, then show me and once they get
approved they can move onto part two.

Planning Guide Worksheet:

Name of invention What does it do? Who came up with Do we still use it
the invention? today?

1.

2.
 3.

Part Two:
After students have completed the ​planning guide worksheet ​and showed me,
they can move onto the designing portion.

Students will create ​three​ different advertisements for each invention. The
advertisements can be in the form of a poster, video, PowerPoint, brochure, etc.

Students will be given plenty of class time to work on the project and it will be due in
2 weeks.

● Each advertisement should include:

1. Name of the invention
2. Use of the invention
3. Why people should buy this item
4. List of pros and cons ​(2 for each)
5. Use images, phrases, keywords to help “sell” the invention to the
public.
 Sample rubric:

Rubric retrieved from: ​ation.txstate.edu

5 Minutes Conclusion:
Students will do a Kahoot Quiz as a formative assessment marker to see what they Kahoot Link
have learned from today's lesson. Laptop/Ipad
 ● Kahoot Link:
https://create.kahoot.it/share/industrial-revolution/11b17949-bcd6-4e78-841c
-1fab01ee23a2

Exit Slip Questions:

Students will response to​ ONE ​of the questions below:

1. List 2 pros and 2 cons of using Minecraft

2. How did Minecraft help you learn about the Industrial Revolution
3. Describe 2 ways to improve using Minecraft in the classroom

Image retrieved from: ​The Art of Education