Around the World in 186 Days

Around The World
In 186 Days
Dona Maggio
Sunrise Middle School
1750 NE 14th St.
Ft. Lauderdale, FL 33304
754-322-4700
[email protected]
For information concerning IMPACT II opportunities, such
as interschool visits, staff development, workshops and
Adapter and Disseminator grants, please contact:
The Broward Education Foundation
600 SE Third Avenue, 1st floor
Fort Lauderdale, FL 33301
IMPACT II is a program of The Broward Education Foundation
Table Of Contents
Goals and Objectives .........................................
1
Course Outline ......................................................
3
Sample Worksheets............................................ 11
Evaluation and Student Assessment............ 16
Lesson Plans............................................................. 17
Resource List .......................................................
18
* Software * Materials* Web sites*
Bibliography...........................................................
19
Goals
The purpose of this project is to broaden my students’ awareness
of the world around them through the use of appropriate research
and reference materials such as maps, globes, atlases, the internet
and print materials. This program has helped to increase my
students’ test scores in area of FCAT cluster 4. The use of hands on
materials aids my students in making connections which motivates
them to learn about the world in a fun and exciting way.
This program’s innovative method of using real world settings, hands
on reference materials and essential questioning to build cognitive
complexity, allows students to make learning connections that foster
critical thinking and problem solving skills.
Objectives
Objective: 1. The students will use a variety of resources to research
locations in the world.
Objective: 1. The students will use various literary texts to develop a thoughtful response to a
literary selection.
Common Core State Standard:
RL 6.1. Cite textual evidence to support analysis of what the text says explicitly as well as
inferences drawn from the text.
RI 6.7. Compare and contrast the experience of reading a story, drama, or poem to listening to or
viewing an audio, video, or live version of the text,
including contrasting what they “see” and “hear” when reading the text to what they perceive
when they listen or watch.
RI 6.9 Determine an author's point of view or purpose in a text and explain how it is conveyed
in the text.
1
Objectives
in the text.
1
Objectives
Objective: 2. The student will write a draft of a script to use in a podcast.
Common Core State Standards
W 6.1 Write arguments to support claims with clear reasons and relevant evidence.a. Introduce claim(s) and organize
W 6.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through
the selection, organization, and analysis of relevant content.
W 6.6 Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts,
and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume,
Technology The student develops the essential technology skills for using and understand conventional and current
tools, materials and processes.
SL 6.5 Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words
to develop a coherent understanding of a topic or issue.
National Educational Technology Standards (NETS)
http://cnets.iste.org/
Technology Foundation Standards for Students
1. Basic operations and concepts
* Students demonstrate a sound understanding of the nature
and cooperation of technology systems.
2. Social, ethical, and human issues
* Students practice responsible use of technology systems,
information, and software.
* Students develop positive attitudes toward technology uses
that support lifelong learning, collaboration, personal pursuits,
and productivity.
3. Technology productivity tools
* Students use technology tools to enhance learning, increase
productivity, and promote creativity.
* Students use productivity tools to collaborate in constructing technologyenhanced models, prepare publications, and produce other creative works.
4. Technology communications tools.
* Students use a variety of media and formats to communicate information
and ideas effectively to multiple audiences.
5. Technology research tools
* Students use technology to locate, evaluate, and collect information from a
variety of sources.
6. Technology problem-solving and decision-making tools
* Students use technology resources for solving problems and making
informed decisions.
* Students employ technology in the development of strategies for solving
problems in the real world.
2
* Students use technology resources for solving problems and making
informed decisions.
* Students employ technology in the development of strategies for solving
problems in the real world.
2
Course Outline
Students begin the unit with an overview of the use of globes.
The instructional focus is on the equator line and hemispheres.
Use this time to tie in math concepts which will help students to
see their world in a different way.
I used small hand held globes & the large classroom
globe from our Nystrom globe kit to give my
students hands on practice.
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3
Course Outline
Next, give each student an Atlas and a desk map with both
the World and the United States. Take the time to discuss the
importance of identifying and using the map’s keys and legends.
Use the scavenger hunt activity found in
the worksheets section of this packet to
give students practice using keys, charts and
legends. The activity will help them to identify,
locate, distinguish, interpret and analyze information found in
maps and atlases.
The students will really enjoy the activity and once
they complete the hunt, they will gain valuable
experience using a variety of tools to gather
information.
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4
Course Outline
The second part of the unit switches gears to a research project
with the use of a research guide which focuses on essential and
supporting questions to foster higher order thinking skills.
Essential questions are open-ended questions that lead to discovery and
stimulate further interest in the topic. They also clearly support the targeted
standards.
Supporting questions are the “smaller” questions that will lead students to
answer the essential question. They tend to be more topic- and subjectspecific.
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5
Course Outline
I used several essential questions to guide students along
their journey of the world. The unit incorporates
science, weather, and cultural exploration.
Essential Question 1:
“If you could take a trip anywhere in the world where would
you go?” Why?
Have each student choose a location in the world they would
like to travel to.
Essential Question 2:
“Imagine you were flying the plane/piloting the
ship/driving the bus/conducting the train, what
route would you take?
After determining a travel location, have students identify the
best method of travel. Use graphs, charts, and maps to show
your the travel route.
6
Course Outline
best method of travel. Use graphs, charts, and maps to show
your the travel route.
6
Course Outline
Use supporting questions that help to peek students interest.
Supporting Questions:
“What time of year or season is the best time to visit?
Why?
Describe the location you visited.
“What are some of the foods and customs you experienced on
your trip?” Give three examples of each.
Each question should be open ended enough to
inspire and spark the student’s imagination there
by engaging them in an exciting learning
experience, where they are the conductors
and the teacher is the facilitator.
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7
Course Outline
Students used maps, globes, the internet and a variety of
print materials to assist them with research.
Research on the constructivist theory shows that students
engaged in activities using essential questioning as a means to
stimulate learning produces higher order cognitive complexity
then direct questioning alone as in question response
(Bruner, 1990).
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Course Outline
8
Course Outline
After gathering information on the location, my students used
Keynote to create an electronic presentation of their journey to
share with the class.
Without giving students the opportunity to practice their newly
found skills in context through hands on activities that allow
them to make actual world correlations, we run the risk
of developing knowledge and skills that have no
meaning to the learner and therefore are
easily forgotten.
9
Course Outline
meaning to the learner and therefore are
easily forgotten.
9
Course Outline
Where In The Reference
Section Would You Find It?
This reference based game is a great way to keep your students
interested in information exploration. Use the school TV station
or announcement system to broadcast a reference question once
or twice a week.
I announced the question live on the school’s TV
announcements every Tuesday and Thursday morning.
All students in the school are encourage to participate. Students
place their answers to the multiple choice questions in a large bin
in the media center. On Friday, answers to the questions are
read and two winners are drawn from the answer bins. Student
winners select from a prize basket filled with books, posters,
maps, globes, and school supplies.
The questions help to keep my students thinking
about the different types of resources and
reference materials used to locate
information.
10
Sample Worksheets
information.
10
Sample Worksheets
Scavenger Hunt
Research Guide
Keynote Sheet
11
Atlas/Map/Globe
11
Atlas/Map/Globe
Scavenger Hunt
Use a legend to answer the following questions.
1. Locate a world or U.S. map and draw the
symbol for rivers.
2. On a map what does a circle with a red star in the
center mean?
3. Find the equator line on a globe and list one
country found in the northern hemisphere.
4. Use a globe to locate one country in the
northern and one country in southern hemisphere.
Northern Hemisphere
Southern Hemisphere
5. Use a map to find a location in the world where
Southern Hemisphere
5. Use a map to find a location in the world where
there are:
(a) 100,000 people per square mile
(b) 200,000 people per square mile
(c) Over 300,00 people per square mile
6. Use an atlas to find 2 locations where there an
elevation of 1,000 feet and 5,000 feet.
1,000 feet elevation
5,000 feet elevation
7. Locate a world or U.S. map and draw the
symbol for a city and name a city
8. On the large Physical map, what is the symbol oil?
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Research Guide
If you could take a trip anywhere in the world where would you go?
Location:
Why?
1. Choose a location in the world you would like to travel to.
Continent:
Hemisphere:
Imagine you were flying the plane/piloting the ship/driving the
bus/conducting the train, what route would you take?
2. Use graphs, charts, and maps to help you identify your travel
route.
Draw a map to show your route.
What time of year or season is the best time to visit?
Why?
3. Describe the location you visited.
Does it snow, is it rainy or is it hot?.....
What are the weather conditions in the winter, summer,
spring and fall?
What are some of the foods and customs you experienced on your
trip?
4. Give three examples of each.
What are some of the foods and customs you experienced on your
trip?
4. Give three examples of each.
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Keynote Presentation Guide
Use this guide to help you create an electronic
presentation of your journey.
Slide 1: Title (my journey to.....)Your name,
your picture & the year.
Slide 2: Name of location, continent &
hemisphere.
Slide 3: Why you choose this location and a map
or picture of the country.
Slide 4: Scan your travel route map or create an
electronic travel map to your location.
Slide 5: List 3 foods and customs found in your
country.
Slide 6: Resource slide. List all resources used,
i.e., web sites, online encyclopedias, print
materials, pictures & maps used.
country.
Slide 6: Resource slide. List all resources used,
i.e., web sites, online encyclopedias, print
materials, pictures & maps used.
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LESSON PLAN
Title:
Around The world In 186 Days
Curriculum Area:
Social Studies Sunshine State S S. B. 1.2, S S. B. 2.2
Information Literacy Standards: LA.A.2.2
National Education Technology Standards (NETS)
Subject Area:
Social Studies/Information Literacy
Grade Level :
3-5 grades
Equipment Needed:
Technology: Classroom, computer lab, or laptop cart computers
with internet access, digital camera, scanner,online
encyclopedia & books from the media center
Software:
Netscape or Firefox
URL (s):
http://savvycat.broward.k12.fl.us/
http://auth.grolier.com/login/go_login_page.html
http://www.worldbookonline.com/wb/Login?ed=wb
Learning
Objectives:
Keynote or Powerpoint
1. The students will use a variety of resources to
research a location in the world.
2. The student will create a multimedia project to present the
the research.
3. The student will understands why certain areas of the world are
more densely populated than others.
4. The student uses maps, globes, charts, graphs, and other
geographic tools including map keys and symbols to gather and
interpret data and to draw conclusions about physical patterns.
5. The student locates and describes the physical and cultural
features of major world political regions.
See Course Outline ~ Research guide for complete unit instructions.
Evaluation:
The students will be evaluated on their research and
Keynote projects by the grading rubric reviewed prior
to the project.
more densely populated than others.
4. The student uses maps, globes, charts, graphs, and other
geographic tools including map keys and symbols to gather and
interpret data and to draw conclusions about physical patterns.
5. The student locates and describes the physical and cultural
features of major world political regions.
See Course Outline ~ Research guide for complete unit instructions.
Evaluation:
The students will be evaluated on their research and
Keynote projects by the grading rubric reviewed prior
to the project.
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Around the World
Research Rubric
Atlas/Map/Globe Scavenger Hunt 20
Around The World Research
40
Multimedia Project
40
Total:
Comments:
100
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RESOURCE LIST
Materials
Computers
Encyclopedias
Scavenger Hunt
Research Packet
Atlases
Digital Camera
Scanner
Drawing Paper
Maps
Globes
Internet web sites:
Savvycat
http://savvycat.broward.k12.fl.us/
Sunshine State Standards
http://www.firn.edu/doe/curric/prek12/frame2.htm
National Educational Technology Standards (NETS)
http://cnets.iste.org/
Research Web sites
Savvycat
http://savvycat.broward.k12.fl.us/
Grolier Online
http://auth.grolier.com/login/go_login_page.html
World book Online
http://www.worldbookonline.com/wb/Login?ed=wb
http://auth.grolier.com/login/go_login_page.html
World book Online
http://www.worldbookonline.com/wb/Login?ed=wb
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Bibliography
Kearsley, G. (1994b). Constructivist theory (J. Bruner). [Online]. Available:
http://www.gwu.edu/~tip/bruner.html [December 1, 1999].
Moore, Kenneth, D. (2005). Effective Instructional Strategies: From Theory to
Practice
Butler, B.S. (1997). Web-based instruction (WBI): Using the world wide web to
support classroom-based education: Conclusions from a multiple-case study. In B.
H. Khan (Ed.), Web-based instruction, (pp. 417-423). New Jersey: Educational
Technology Publications.
Gillani, B.B. & Relan, A. (1997). Incorporating interactivity and multimedia into
web-based instruction. In B. H. Khan (Ed.), Web-based instruction, (pp. 231-237).
Educational Technology Publications: New Jersey.
Jonassen, D. (1998). Designing constructivist learning environments. In C.M.
Reigeluth (Ed.), Instructional theories and models, 2nd edition, pp. 1-21. Mahwah,
NJ: Lawrence Erlbaum. Available:
http://www.ed.psus.edu/insys/who/jonassen/cle/cle.html [December 1, 1999].
Web sites:
Savvycat
http://savvycat.broward.k12.fl.us/
Sunshine State Standards
http://www.firn.edu/doe/curric/prek12/frame2.htm
National Educational Technology Standards (NETS)
http://cnets.iste.org/
Grolier Online
http://auth.grolier.com/login/go_login_page.html
World book Online
http://www.worldbookonline.com/wb/Login?ed=wb
http://www.firn.edu/doe/curric/prek12/frame2.htm
National Educational Technology Standards (NETS)
http://cnets.iste.org/
Grolier Online
http://auth.grolier.com/login/go_login_page.html
World book Online
http://www.worldbookonline.com/wb/Login?ed=wb
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