Chris Wood
W540
Plan of Study 2: Global Awareness
Lesson Plan Title: Latin America: A Picture is Worth a 1000 Words
I.
Lesson Preview
a. Grade Level = High School (Primarily 9th and 10th Graders)
b. Subject Area = Geography / History of the World
c. Estimate Time to Complete = 4 to 5 class periods (45 minute class periods)
d. Lesson Overview:
i. This lesson will serve as an introductory component to the Latin America unit I
do with my students in November. The lesson will help introduce Latin America
to my Geography / History of the World (GHW) students. The lesson will
actually be a mini-unit in which students will be using pictures of landmarks and
other cool places in one of three cities (Havana, Cuba, Mexico City, Mexico, and
Rio de Janeiro, Brazil) to help them learn more about the city as well as its
geographical features. Students will be using Tag Galaxy and Google Earth as
globalization tools to help complete the required tasks. Finally each student will
be provided a netbook and will be working at their own pace to complete the
mini-unit. Students should be able to finish the task within five class periods.
e. Resources:
i. Tag Galaxy: http://www.taggalaxy.com/
ii. Google Earth (already installed on each netbook)
iii. Individual student PBWiki account via www.pbwiki.com (students have an
account already)
iv. You Tube videos:
1. Havana, Cuba – Lonely Planet Video:
http://www.youtube.com/watch?v=OWoKUEK1zlc
2. Mexico City, Mexico – Lonely Planet Video:
http://www.youtube.com/watch?v=vUh9T3WKHHM
3. Rio de Janeiro Travel Guide:
http://www.youtube.com/watch?v=OarN4mmUAF0
f. Theory to Practice:
i. There are many technology resources available to help educators bring global
perspectives directly into the classroom. Geography and History of the World is
probably one of the most ideal courses to incorporate new types of technology
into the classroom to help students gain a better global awareness. Allowing
students more time to gain global skills is a critical skill for today’s children to be
successful in the 21st century due to the reality that we live in a global society
today, and are no longer isolated into separate regions across the globe.
Incorporating programs such as Google Earth and Tag Galaxy into my classroom
will allow my students to gain an instant connection to places across the world.
Google Earth provides opportunities for students to learn about any location
across the world instantly and gives them a visual reference. Tag Galaxy helps
students interpret and hypothesize what a certain place is like through visual
representation and the information provided with each picture.
II.
ii. How can our school and our teachers bring global perspectives directly into each
subject and classroom?
Standards
a. Indiana State Standards
i. GHW.4.4
Analyze and assess how the physical and human environments
(including languages used) of places and regions changed as the
result of differing imperialist and colonial policies. (Spatial
Interaction, Change over Time, Cultural Landscape, National
Character, Physical Systems, Sense of Place, Spatial Variation,
Spatial Organization)
ii. GHW.5.1
Ask and answer geographic and historical questions about the
origin and growth of towns and cities in different regions of the
world and in different time periods. Compare and contrast the
factors involved in the location and growth of towns and cities
for different time periods. (Origins, Change over Time, Human
Environment Interactions, Spatial Variation)
iii. GHW.8.3
Identify and describe how the physical and human
environments have been altered in selected countries due to
trade, commerce and industrialization. Propose strategies for
controlling the impact of these forces on the environments
affected. (Cultural Landscape, Change over Time, Physical
Systems, Human Environment Interactions, Human Livelihoods)
iv. GHW.9.2
Identify regional resource issues that may impede
sustainability*, economic expansion and/or diversification*.
Assess the impact of these issues on the physical and human
environments of specific regions. Propose strategies for dealing
with regional resources issues. (Human Environment
Interactions, Spatial Distribution, Spatial Interaction, Change
over Time, Spatial Organization, Physical Systems, Spatial
Variation, Human Livelihoods)
v. GHW.11. 2
Analyze the ways in which people’s changing views of particular
places and regions as recreation and/or tourist destinations
reflect cultural changes. (Change over Time, Spatial Interaction,
Cultural Landscape.)
b. ISTE Standards
III.
i. 2. Communication and Collaboration
Students use digital media and environments to communicate and work
collaboratively, including at a distance, to support individual learning
and contribute to the learning of others. Students:
a.
interact, collaborate, and publish with peers, experts, or others
employing a variety of digital environments and media.
b.
communicate information and ideas effectively to multiple
audiences using a variety of media and formats.
c.
develop cultural understanding and global awareness by
engaging with learners of other cultures.
d.
contribute to project teams to produce original works or solve
problems.
ii. 3. Research and Information Fluency
Students apply digital tools to gather, evaluate, and use information.
Students:
a.
plan strategies to guide inquiry.
b.
locate, organize, analyze, evaluate, synthesize, and ethically use
information from a variety of sources and media.
c.
evaluate and select information sources and digital tools based
on the appropriateness to specific tasks.
d.
process data and report results.
iii. 4. Critical Thinking, Problem Solving, and Decision Making
Students use critical thinking skills to plan and conduct research,
manage projects, solve problems, and make informed decisions using
appropriate digital tools and resources. Students:
a.
identify and define authentic problems and significant questions
for investigation.
b.
plan and manage activities to develop a solution or complete a
project.
c.
collect and analyze data to identify solutions and/or make
informed decisions.
d.
use multiple processes and diverse perspectives to explore
alternative solutions.
Instructional Plan
a. Objectives
i. Students will:
1. Research historical and current information for a city of their choice in
Latin America.
2. Interpret both written and visual digital resources.
3. Create and edit a wiki page to present his / her findings.
4. Organize resources and present it in clear manner.
5. Develop an awareness of the culture for the Latin American city of their
choice.
b. Lesson Plan
i. Day 1:
1. Go over mini-unit expectations.
a. Click here for a copy of the mini-unit assignment
i. Note: Created as a PBwiki page which students would
have an instant link to from their own wiki pages.
2. Introduce Google Earth and Tag Galaxy to students so they can feel
more comfortable with them.
a. The first day of the mini-unit will be a training day to help
students become more comfortable with how to use Google
Earth and Tag Galaxy. In addition, I will help them understand
how to save images from Google Earth so they can use them in
their wiki later.
ii. Days 2 - 5:
1. Students will use the classroom set of netbooks (35 available) to
research and begin completing tasks.
a. Note…may be beneficial to take five minutes at beginning of
each day to discuss topics / issues that multiple students have
had.
2. One-to-one computing will be used for students to complete the tasks.
Students will work at their own individual pace.
3. As the teacher, I will periodically check on each student to see how they
are doing with the required tasks and help them with any issues that
may develop as they work on completing the mini-unit.
4. Ideally students should be done within 4 work days, but if one
additional day is needed, then it is okay to give one additional class
period.
c. Student Accommodations
i. Special Needs:
1. For part 2, my special needs students will only be required to find three
instead of five landmarks or cool places. For part 3, they will only be
required to save four pictures from Google Earth instead of five. In
addition, they will only be required to include two bullet points for each
of their four Google Earth pictures instead of the minimum of three.
2. At the high school, the amount of modifications that are done are
limited, but typically the two modifications that are given to the vast
majority of special needs students are shorten assignments and
additional time (when requested).
a. Click here for a copy of the modified assignment for special
needs students.
ii. ENL / ESL:
1. For my ENL / ESL students, each section has been reduced by about half.
For part 1, they will only need to make list of three things about the
video instead of five. For part 2, students will be required to create a
list of 2 places instead of 5. For part 3, they only need to find three
items instead of five.
a. I feel it is important for all students to get the opportunity to
use both Tag Galaxy and Google Earth. As a result, I decided it
was more important to reduce the amount required for each
part instead of eliminating any certain portion.
2. Even though the number of ENL students I have is small, the vast
majority of the approximate half dozen students I have are at a Level II
according to the ENL ILP. Typically for a Level II student, the general
rule is to reduce the amount of requirements for them by about half
compared to the mainstream student. The expectations for the amount
/ quality of writing are not as much as it is for the mainstream student
however.
a. Click here for a copy of the modified assignment for ENL / ESL
students.
iii. Gifted and Talented Students
1. For part 3, students will be required to find a total of 10 pictures (2 for
each of their 5 landmarks / places) instead of the five required for the
mainstream student. G/T students have one major addition in part 3.
They will be required to create a “sight-seeing tour” in Google Earth.
The “sight-seeing tour” will enable the G/T students to show visitors
their images of their locations through an automated process. The G/T
students will then “share / post” the tour in a Google Earth community
group. Then the students will put the link for the community group on
the wiki page so others can view the tour of their landmarks and other
cool places.
a. Click here for a copy of the modified assignment for ENL / ESL
students.
d. Citations
i. Boss, S. (2010, February 24). Resources to Help Your Class Go Global. Retrieved
October 9, 2010, from edutopia.com: http://www.edutopia.org/globalclassroom-tips-resources
ii. Google Earth. (Unknown). Projects for My Subjects - Google Earth for Educators.
Retrieved October 9, 2010, from sitescontent.google.com:
http://sitescontent.google.com/google-earth-for-educators/classroomresources/projects-for-my-subject
iii. Jacobs, H. H. (2010). Curriculum 21: Essential Education for a Changing World.
Alexandria, VA: ASCD.
iv. Warner, M. (Unknown). 25 Interesting Ways to Use Google Earth in the
Classroom. Retrieved October 9, 2010, from www.ideastoinspire.co.uk:
http://www.ideastoinspire.co.uk/googleearth.htm
IV.
Assessment
Name: ___________________________
A Picture is Worth a 1000 Words Project Rubric
Beginning
(1 Point)
Developing
(2 Points)
Accomplished
(3 Points)
Exemplary
(4 Points)
Little mastery of
content is shown.
Did not
accomplish the
required tasks.
Partial mastery of
content is shown.
Shows evidence of
preliminary
research, but needs
more.
Mastery of content is
shown however, did
not try to go above
the required.
Little mastery of
content is shown.
Did not
accomplish the
required tasks.
Partial mastery of
content is shown.
Shows evidence of
preliminary
research, but needs
more.
Mastery of content is
shown however, did
not try to go above
the required.
Little mastery of
content is shown.
Did not
accomplish the
required tasks.
Partial mastery of
content is shown.
Shows evidence of
preliminary
research, but needs
more.
Mastery of content is
shown however, did
not try to go above
the required.
Complete mastery
of the content is
shown. Topic
thoroughly
researched and
went beyond the
requirements.
Complete mastery
of the content is
shown. Topic
thoroughly
researched and
went beyond the
requirements.
Complete mastery
of the content is
shown. Topic
thoroughly
researched and
went beyond the
requirements.
Wiki project was
unoriginal and
displays little
creativity and a
lack of
incorporating
technologies into
final product to
prove global
awareness.
Wiki project was
somewhat original,
but additional
effort is required.
Shows preliminary
evidence of
incorporating
technologies into
final product to
prove global
awareness.
Project was mostly
original and shows
adequate evidence of
creativity. Show a
mastery of
incorporating
technologies into final
product that prove
global awareness.
Raw
Score
Weight
Score
Individual
Content
Areas:
Part 1
Part 2
Part 3
Overall
Project
Creativity
and Global
Awareness
Component
Teacher
Comments:
Project was highly
original and shows
significant
evidence of
creativity. Final
product shows a
complete mastery
of incorporating
technologies into
final product and
proves global
awareness.
X1
X1
X2
X1
Total
Points
/ 20
V.
Student Example
a. Click here to view an example of student work.
i. Note…this was created by me to simulate what would be expected from a
mainstream student.