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Grade 2: Social Studies: People in the World






Instructional Design: Mary Richard, Cindy Vervynck, and Julie Maisonneuve



Stage 1 - Desired Results




Established Goals:
Specific Outcomes:
-Know  the location of selected country  SS
-express in writing, applying the skills of revising and editing  LA
-organise information from more than one source  LA

ICT Outcomes:
Below is a pdf file identifying all of the ICT outcomes touched on throughout this project. Click on the file to download it to your computer.


General Outcomes:
-to develop an appreciation, respect for, and understanding of people in other parts of the world.
Learn how those people meet their basic needs as well as other interesting facts about the chosen country.

Essential Questions:
Have I developed appreciation, respect and tolerance for people in different parts of the world and the variety of ways in which these people meet their needs?
Why do people in different parts of the world meet their needs in different ways?
Can I compare and contrast facts about Canada to new facts I have learned about the chosen country?

Students will know:
-Understand that the world is comprised of a variety of differing communities.
-Understand that each country has a flag to represent itself
-Generate three specific questions they would like to research about their country.

Students will be able to:
-open personal folder
-Surf the Internet
-locate a specific site
-copy and paste a graphic
-use the keyboard to type specific information
-save work into personal folder
-edit text
-locate the country on a map/globe, relative to the location of Canada
Research facts to anwer research questions





Stage 2 - Assessment Evidence






Performance Task(s)
You will create a trading card about a country of your choice. You will then present it to your peers.

Assignment:  Look on a map of the world and select a country you are interested in learning about.

Identify three specific facts you would like to know about your country.     
Copy and paste the flag of the country onto your trading card template.  
Write three or more jot notes highlighting what you have learned from your research.  
Edit your work for spelling and aesthetic appearance.  
In a clear voice and establishing eye contact with the audience, give an oral presentation about your country to the class.


Other Evidence (Quizzes, test, etc)
Teacher checklist of skills which students are expected to complete as the project unfolds.
See attached rubrics
1.  project
2.  oral presentation
3. self-assessment

Self Assessment
Students will complete a self-evaluation of time on task and lab work skills. They will also fill out a project evaluation at the end.







Stage 3 - Learning Plan






Teaching and Learning Activities
People in the World
Grade 2 Project
GP Vanier School
Done in class, before we start in the lab:
Talk about trading cards and introduce project. Look on a map of the world and select a country you are interested in learning about. Identify three specific facts you would like to know about your country.     
 
Lab period 1:
Log in to Appleshare, open the document containing links for country and flag sites. Visit the sites and find the facts you are looking for. Write them in your workbook.

In class, have students reword their sentences.
 
Lab period 2: Return to the flag site, copy (hold down mouse button) and paste the flag of the country onto your trading card template.
Resize the flag to fit onto the card. Continue researching and note taking.

In class, have students reword their sentences.
 
Lab period 3: Start to write the sentences prepared in class from the jot down notes taken during research.
* Bring a class list, at this point, the teacher can start evaluating students' computer skills and ability to write as she walks around in the lab.
        
Lab period 4: Edit your work for spelling and aesthetic appearance.  
Print your card, color your flag, and cut the outline.
Glue on cardboard.
In class, in a clear voice and establishing eye contact with the audience, give an oral presentation about your country to the class.

* The teacher evaluates the presentations using the rubric.


Key Design Elements

W   
How will students know where they are going, why they are headed there, and how they will be evaluated?
                
The rubrics will help them focus on expectations.
H
How will you hook the students at the beginning of the unit?

Perhaps the children could bring in their trading card collections to observe their making. Trading cards are very popular.

E
What will help students experience the big idea of this unit?  How will you equip them with the needed skills and knowledge?

The questions they will formulate to focus their research.
R
How will you get students to reflect and rethink?  How will you guide them in rehearsing, revising, and  refining their work?

Reflect on work using rubrics.

E
How will students exhibit and self-evaluate their growing skills, knowledge and understanding?

        


Additional Teacher Resources
These are documents for teachers and/or students that were developed to support the project.  Documents will always be available in pdf format as well as in the original format created (e.g. MS Word, AppleWorks, Inspiration, etc)

Click to download





Rubric(s)






Click to download Rubric RubricPeople.jpg


Rubric.jpg



Student Exemplars







The following exemplars represent an excellent, adequate and limited student samples. Please click on the exemplar to download a copy.  NB - You will need AppleWorks 6 installed on your computer to view.




 Last Modified: 1 August,2005