Rebecca Van Pelt

FRIT 7734

Georgia Southern University

Collaborative Teaching Unit

Candidate as Instructional Partner

Spring 2014

Title of Unit

Reference and Information Sources

Content Area:

Social Studies

Grade Level

7

Duration:

3 Days

(150 min)

Standards for the 21st Century Learner Goals:I. AASL Standards:

a. 1: Inquire, think critically, and gain knowledge

b. 2: Draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge.

II. Skills Indicator(s):

a. 1.1.4 Find, evaluate, and select appropriate sources to answer questions.

b. 1.1.6 Read, view, and listen for information presented in any format (e.g. textual, visual, media, digital) in order to make inferences and gather meaning.

c. 2.1.4 Use technology and other information tools to analyze and organize information.

d. 2.1.5 Collaborate with others to exchange ideas, develop new understandings, make decisions, and solve problems.

III. Benchmark(s):

a. 1.1.4

i. Identify and recognize appropriate sources to gain information.

ii. Evaluate sources based on appropriate URL guidelines.

b. 1.1.6

i. Through peer reviewing and presentations, students will read, view, and listen to further their knowledge

c. 2.1.4

i. Students will use a Web 2.0 tool from a generated list to organize their information to present to the class.

d. 2.1.5

i. Through use of peer review, students will exchange ideas to help make the presentation more interesting and informational.

IV. Dispositions Indicator(s):

a. 1.2.2 Demonstrate confidence and self-direction by making independent choices in the selection of resources and information.

b. 2.2.4 Demonstrate personal productivity by completing products to express learning.

V. Responsibilities Indicator:

a. 1.3.5 Use information technology responsibly.

VI. Self-Assessment Strategies Indicator(s):

a. 1.4.3 Use interaction with and feedback from teachers and peers to guide own inquiry process.

b. 1.4.4 Seek appropriate help when it is needed.

Georgia Performance Standards:

SS7G2 The student will discuss environmental issues across the continent of Africa. a. Describe the impact climate and location has on population distribution in Africa. b. Describe how the mountain, desert, and water features of Africa have affected the population in terms of where people live, the types of work they do, and how they travel.

Enduring Understanding/Essential Questions:

Students will understand that location affects a society’s economy, culture, and development.

1. What is the impact of climate and location on population distribution in Africa?

2. How do the mountain, desert, and water features of Africa affect the population in terms of where people live, the types of work they do, and how they travel?

Scenario:Students will research population distribution, types of transportation, types of employment,natural resources, and literacy rates. Additionally, students will use the information gleaned from the study of selected physical features in Democratic Republic of the Congo (Zaire), Egypt, Kenya, Nigeria, South Africa, and Sudan in order to complete the chart in Day 2. After completing the chart they will choose one of the available Web 2.0 tools to create a multimedia presentation?

Learning Experiences

Day 1

The SLMS will show students the pathfinder and how to assess it from the website. She will then guide students through the available resources

needed to create the final multimedia assignment. The SLMS will discuss how to do an internet search and find appropriate URLs. The video Creditable Website? can be shown: http://youtu.be/AFEwwG7rq0E The teacher and the SLMS will assist students in evaluating the sources they find. The SLMS and the teacher will review the rubric for the multimedia project and review the different Web 2.0 tools they may choose from to complete their presentations. Students will then begin to conduct a sample research assignment using the websites from the list https://delicious.com/vanpelt

Web 2.0 tools students may choose from to create presentations.http://www.glogster.com/

http://animoto.com/

http://www.slideshare.net/

http://www.prezi.com

Day 2

Students will use the information learned on research to fill in the chart below making sure to site sources. The students will be pared with a peer to compare their information and use their charts to create a multimedia presentation using a Web 2.0 tool of their choice. https://delicious.com/vanpelt The websites provided can be used as guidelines to find information for the chart.

Countries Total Pop.

Major Cities/Pop

Employment

Major Landforms

Climate Natural Resources

Democratic Republic of Congo (Zaire)EgyptKenyaNigeriaSouth AfricaSudan

Day 3

Each pair of students will present a multimedia presentation of one of the categories from the chart filled in on the previous day.

Web 2.0 tools students may choose from to create presentations.http://www.glogster.com/

http://animoto.com/

http://www.slideshare.net/

http://www.prezi.com

a. The students will use the rubric to self assess and assist each other with their presentation.b. The SLMS and teacher will use the rubric to assess the students’ final presentations.

Criteria: 4 3 2 1Content Information

All content/information regarding countries is exceeded.

All content/information regarding countries is included.

Content/information was missing in one area.

Content/information was missing in two or more areas.

Creativity and Order

Makes excellent use of technology and uses graphics to enhance the presentation.

Makes good use of technology and uses graphics to enhance the presentation.

Makes use of technology, but it distracts from the presentation, graphics are blurry.

Little or no technology used.

Collaboration with Peers

Always listens to, shares with, and supports others efforts.

Almost always listens to, shares with, and supports others efforts.

Usually listens to, shares with, and supports others efforts.

Rarely listens to, shares with, and supports others efforts.

Grammar No misspellings or grammatical errors

Three or less words misspelled or grammatical errors.

Four or less misspelled words or grammatical errors.

Four or more misspelled words or grammatical errors.

Sources All sources meet acceptable guidelines.

¾ of sources used meet acceptable guidelines.

½ of sources used meet acceptable guidelines.

Less than ½ of sources used meet acceptable guidelines.