Lesson: Where should I put my company?!
Instructor:
Shawn Wendell Davies, Instructional Technologist.
Grade Level: 8th Grade Georgia Studies
Explanation: This lesson is to be taught in a Georgia Geography Unit. In this unit, students are required to differentiate between the 5 regions of Georgia. Among the things that they must differentiate are; climate, physical features, key features, industry, and population.
Standards:
ISTE
1. Creativity and innovation Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology.
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.
3. Research and information fluency Students apply digital tools to gather, evaluate, and use information.
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.
6. Technology operations and concepts Students demonstrate a sound understanding of technology concepts, systems, and operations.
Gwinnett County AKS Standards:
8SS.C.30: describe Georgia with regard to physical features and location
Resources:
Estimated Lesson Time: 4 Days
Guiding Essential Question:
How do the the geographical regions in the State of Georgia differ?
Instruction and Activities:
Day One:
Day Two:
25 minutes
Day Three:
Day Four:
Assessment:
Formative: Students will be assessed formatively on:
Summative: Students summative assessment will be based on:
Instructor:
Shawn Wendell Davies, Instructional Technologist.
Grade Level: 8th Grade Georgia Studies
Explanation: This lesson is to be taught in a Georgia Geography Unit. In this unit, students are required to differentiate between the 5 regions of Georgia. Among the things that they must differentiate are; climate, physical features, key features, industry, and population.
Standards:
ISTE
1. Creativity and innovation Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology.
- Apply existing knowledge to generate new ideas, products, or processes
- Create original works as a means of personal or group expression
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.
- Interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media
- Communicate information and ideas effectively to multiple audiences using a variety of media and formats
3. Research and information fluency Students apply digital tools to gather, evaluate, and use information.
- Plan strategies to guide inquiry
- Locate, organize, analyze, evaluate, synthesize, and ethically use digital information
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.
- Identify and define authentic problems and significant questions for investigation
- Plan and manage activities to develop a solution or complete a project
- formation from a variety of sources and media
6. Technology operations and concepts Students demonstrate a sound understanding of technology concepts, systems, and operations.
- Understand and use technology systems b. Select and use app
Gwinnett County AKS Standards:
8SS.C.30: describe Georgia with regard to physical features and location
- 8SS.C.30.a: locate Georgia in relation to region, nation, continent and hemisphere
- 8SS.C.30.b: differentiate the five geographic regions of Georgia including the Blue Ridge Mountains, Ridge and Valley, Appalachian Plateau, Piedmont and Coastal Plain
- 8SS.C.30.c: locate and evaluate the importance of key physical features on the development of Georgia including Fall Line, Okefenokee Swamp, Appalachian Mountains, Chattahoochee and Savannah Rivers, and barrier islands
Resources:
- SmartBoard
- School Desktops
- Curated List on Georgia Geography
- School E-Class Course page
- Post-IT
- Google Docs
- Infographic
Estimated Lesson Time: 4 Days
Guiding Essential Question:
How do the the geographical regions in the State of Georgia differ?
Instruction and Activities:
Day One:
- Teacher will ask students “If they know why certain parts of the state are more populous than others?
- Students will then write there answers on a padlet, as well as comment on the padlet of at least one other student in the class.
- Teacher will then bring the class back together and read some of the answer aloud asking students to explain there answer as she sees fit.
- Students will then use their technology to pull up the Thinglink from their Social Studies e-class course page.
- The teacher will model for the students how to navigate the thinglink page
- While navigating the thinglink page students will be filling out their graphic organizers.
- Students will be encouraged to work in groups to get this done more.
- Teacher will ask students to write down on a slip of paper one things that they have notice about Georgia’s Geography as a ticket out the door.
Day Two:
- Teacher will give power instructions in which she explains to the class that they are to continue working on their thinglink until she calls time. *Teacher puts times on the board (this typically convinces students to work together that may not have been willing to work together the day before).
- Teachers will give each group a POST-IT and assign a region. The groups will then creatively explain what they learned about their regions to the rest of the class.
- Students will be required to take notes while other teams are presenting
25 minutes
- Student will be asked to turn in their notes as tickets out the door
Day Three:
- The teacher will give each group a company. Each group will be responsible for finding a new location (region) in Georgia based on the what the company does.
- Students will then take time with there groups discussing what the company needs/wants in a location
- Students will then use infographics to explain where they would suggest their company relocate to based on the information learned in their thinglink.
- Students use their infographic link, google docs and/or the discussion board on their e-class course page to finish working on their infographic and presentation
Day Four:
- Students will take turns presenting their infographic to the class, explaining why they choose to pick that particular region of another
- Student who are not presenting will be required to rate the groups that are presenting
Assessment:
Formative: Students will be assessed formatively on:
- Tickets out the door
- Class Participation
- Rating of other groups
Summative: Students summative assessment will be based on:
- Infographic
- Was their information correct?
- Was their presentation smooth?
- Did their pitch make since?