Fast Track to Learning Lesson Plan
Lesson Name: World Cultures and Geography Alphabet eBook
Teacher Name: Mr. Daniel Wiersema/Ms. Kara Kulick
Teacher Email: daniel.wiersema@del-valle-k12.tx.us/ kara.kulick@delvalle.k12.tx.us
Grade Level: Sixth Grade
Subject Area: World Cultures and Geography
Campus: Ojeda Middle School
Date(s) of Lesson: Cumulative Project that will take several weeks starting in April. Ten (five from each teacher) students will be chosen to participate in sessions on how to create eBooks and then research and produce content for their final projects.
Students will complete the assignment in time for Fast Track Showcase on May 28, 2014
Learning Outcomes:
Students will create “Alphabet eBooks” as a summative activity for the 2013-14 school year. Students will identify and describe content-specific vocabulary, geographic locations, and content relevant to the curriculum.
Students will be graded (via rubric) on accuracy of content, use of technology, creative presentation, and completion of assigned research and final product.
TEKS:
(4) Geography. The student understands the factors that influence the locations and characteristics of locations of various contemporary societies on maps and globes and uses latitude and longitude to determine absolute locations. The student is expected to:
(A) locate various contemporary societies on maps and globes using latitude and longitude to determine absolute location;
(B) identify and explain the geographic factors responsible for patterns of population in places and regions;
(C) explain ways in which human migration influences the character of places and regions;
(D) identify and locate major physical and human geographic features such as landforms, water bodies, and urban centers of various places and regions;
(E) draw sketch maps that illustrate various places and regions; and
(F) identify the location of major world countries such as Canada, Mexico, France, Germany, the United Kingdom, Italy, Spain, Norway, Sweden, Russia, South Africa, Nigeria, Iraq, Afghanistan, Israel, Iran, India, Pakistan, the People's Republic of China, the Republic of China (Taiwan), Japan, North and South Korea, Indonesia, and Australia.
(6) Geography. The student understands that geographical patterns result from physical environmental processes. The student is expected to:
(A) describe and explain the effects of physical environmental processes such as erosion, ocean currents, and earthquakes on Earth's surface;
(10) Economics. The student understands categories of economic activities and the data used to measure a society's economic level. The student is expected to:
(A) define and give examples of agricultural, wholesale, retail, manufacturing (goods), and service industries;
(B) describe levels of economic development of various societies using indicators such as life expectancy, gross domestic product (GDP), GDP per capita, and literacy
(11) Government. The student understands the concepts of limited and unlimited governments. The student is expected to:
(A) identify and describe examples of limited and unlimited governments such as constitutional (limited) and totalitarian (unlimited);
(B) compare the characteristics of limited and unlimited governments;
(15) Culture. The student understands the similarities and differences within and among cultures in various world societies. The student is expected to:
(A) define culture and the common traits that unify a culture region;
(B) identify and describe common traits that define cultures;
Other Standards:
(22) Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to:
(A) use social studies terminology correctly;
(B) incorporate main and supporting ideas in verbal and written communication based on research;
(C) express ideas orally based on research and experiences;
(D) create written and visual material such as journal entries, reports, graphic organizers, outlines, and bibliographies based on research;
(E) use standard grammar, spelling, sentence structure, and punctuation; and
(F) use proper citations to avoid plagiarism.
(23) Social studies skills. The student uses problem-solving and decision-making skills, working independently and with others, in a variety of settings. The student is expected to:
(A) use a problem-solving process to identify a problem, gather information, list and consider options, consider advantages and disadvantages, choose and implement a solution, and evaluate the effectiveness of the solution; and
(B) use a decision-making process to identify a situation that requires a decision, gather information, identify options, predict consequences, and take action to implement a decision.
Technology Standards:
(1) Creativity and innovation. The student uses creative thinking and innovative processes to construct knowledge, generate new ideas, and create products. The student is expected to:
(A) identify, create, and use files in various formats such as text, raster and vector graphics, video, and audio files;
(B) create original works as a means of personal or group expression;
(2) Communication and collaboration. The student collaborates and communicates both locally and globally to reinforce and promote learning. The student is expected to:
(A) participate in personal learning networks to collaborate with peers, experts, or others using digital tools such as blogs, wikis, audio/video communication, or other emerging technologies;(B) communicate effectively with multiple audiences using a variety of media and formats; and
(4) Critical thinking, problem solving, and decision making. The student makes informed decisions by applying critical-thinking and problem-solving skills. The student is expected to:
(A) identify and define relevant problems and significant questions for investigation;
(B) plan and manage activities to develop a solution, design a computer program, or complete a project;
(C) collect and analyze data to identify solutions and make informed decisions;
(D) use multiple processes and diverse perspectives to explore alternative solutions;
(E) make informed decisions and support reasoning; and
(F) transfer current knowledge to the learning of newly encountered technologies.
(5) Digital citizenship. The student practices safe, responsible, legal, and ethical behavior while using technology tools and resources. The student is expected to:
(A) understand copyright principles, including current laws, fair use guidelines, creative commons, open source, and public domain;
(B) practice ethical acquisition of information and standard methods for citing sources;
Introduction Activities/Process:
Project Timeline:
Thursday, April 24th, 2014
* Prospective project students meet with Mr. Wiersema and Ms. Kulick to receive project expectations, learner's contracts, and parent/guardian permission slips (for picture/video appearances).
Due Monday, April 28th
Week 1 (April 28th - May 2nd)
* Students meet with teachers to "test drive" Book Creator app
* Students will make sample videos, create/use pictures, and record sample audio to familiarize themselves with basic functions of the app before use in projects
Week 2 (May 5th - May 9th)
* Students will be presented with the self, peer, and teacher rubric (all the same) that their project will be evaluated on
* Students receive "planning guides" for alphabet books.
* Students will decide which people, places, vocabulary, concepts/idea that will be featured in the eBook.
* Students will determine which alphabet entries will feature which media
Week 3 (May 12th - May 16th)
* Students will create media for their eBooks
- Record audio
- Record video
- Insert chosen images
- Illustrate concepts
- Write/film skits
Week 4 (May 19th - May 23rd)
* Students will create media for their eBooks
- Record audio
- Record video
- Insert chosen images
- Illustrate concepts
- Write/film skits
Week 5 (May 26th - May 28th)
* Students will edit and finalize projects for presentation
Tech Engagement:
Students will produce their project using the app “Book Creator” that will feature images, videos, audio, and written content on the iPads.
Product/Project: World Cultures & Geography Alphabet Book
Each student will complete an Alphabet eBook. This book will contain the following:
1. A title slide
2. 26 pages (1 page per letter)
· 2-3 sentence description (Written or spoken depending on the medium)
· Visual or audio:
***At least 5 videos
*** At least 5 audios
· One skit (video)
***** Written by student, performed with other iPad project students
· Pictures
*****At least 16 pictures or drawings
o Suggestions: maps
Each slide must represent any of the following:
- A person or group of people
o For example) Nelson Mandela, dictator, European Union, indigenous people
- A place
o For example) Amazon Rainforest, Panama Canal
- Vocabulary word
o For example) scarcity, landlocked
- A concept/idea
o For example) supply & demand, conflict
Evaluation:
Students will use a self-assessment rubric, a peer-assessment rubric (other members of the iPad project will evaulate each other’s projects), and the teacher will grade via a rubric.
*** All three rubrics will be the same and will be presented to students before the beginning of the project so they know the standards to hold themselves and their peers to.
