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KWalters wse social studies project
Project Overview Part 1: Define
Teacher(s) Name(s): Kristy Walters
Name of Project:
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WSE 7th grade social studies project:
How would life be the same and how would life be different?
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Duration: 2 weeks plus prior information |
Subject/Course:
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7th grade social studies |
Grade Level: 7 |
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Other subject areas to be included, if any:
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research, writing |
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Project Idea
Summary of the issue, challenge, investigation, scenario, or problem:
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Students should be able to compare and contrast their life as a rural/suburban Michigander to people in other countries. Ideally, the students will realize that while major differences exist, the basic human siliarities truly make us a human race. |
| Driving Questions |
How would life be the same and how would life be different if you were a tween in the eastern hemisphere? |
| Content and Skills Standards to be addressed: |
7 – G1.2.6
Apply the skills of geographic inquiry (asking geographic questions, acquiring geographic
information, organizing geographic information, analyzing geographic information, and answering
geographic questions) to analyze a problem or issue of importance to a region of the Eastern
Hemisphere.
7 – G2.2.1
Describe the human characteristics of the region under study (including languages, religion,
economic system, governmental system, cultural traditions).
7 – G2.2.3 Analyze how culture and experience influence people’s perception of places and regions (e.g., that
beaches are places where tourists travel, cities have historic buildings, northern places are cold,
equatorial places are very warm).
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T+A |
E |
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T+A |
E |
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21st Century Skills
to be explicitly taught and assessed (T+A) or that will be encouraged (E) by project work, but not taught or assessed:
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Collaboration: taking turns, sharing ideas, assigning roles etc. |
E |
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Using print and Internet Resources as well as knowledge learned in class to analyze information |
T+A |
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| Presentation: eye contact, speaking loudly, practicing the presentation prior to presenting, using note cards, being prepared on time |
T+A |
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| Critical Thinking: this will mostly be taught through modeling and think alouds in the class with scaffolding |
E |
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Presentation Audience: staff members, peers, community (possibly) |
| Culminating Products and Performances |
Group: Groups of three students will be expected to create a presentation to share with the class regarding the similarties and differences betweent themselves and teens in a specific part of the Eastern Hemisphere. |
Class: |
The class will grade each others' presentations using a rubric |
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| Community: |
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| Individual: Each student will be responsible for turning in a venn diagram or compare/contrast graphic organizer of their choosing prior to beginning the project. In addition, individuals will also be asked to update their individual contributions to the group on a daily basis. Each student will also write a short in-class reflection at the culmination of the presentations. |
Experts: |
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| Web: |
internet resources will be provided to the students. They will also have the opportunity to search for their own |
| Other: |
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Part 2: Design
| "Grabber" to launch inquiry & generate interest: |
KWL chart about what life is like in other parts of the world |
Venn Diagram comparing/contrasting life as a U.S. tween and life as a tween in Africa, Australia, or Central Asia |
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| Assessments: |
Formative Assessments:
(Checkpoints during Project)
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Quizzes/Tests (these were given during 6 week long discussions on the continents) |
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Practice Presentations |
X |
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Journal/Learning Log |
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Notes |
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Preliminary Plans/Outlines/Prototypes |
X |
Checklists |
X |
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Rough Drafts |
X |
Concept Maps |
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Online Tests/Exams |
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Other: Venn Diagram & table |
X |
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Summative Assessments:
(End of Project)
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Written Product(s), with rubric:
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X |
Other Product(s) or Performance(s), with rubric: |
X |
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Oral Presentation, with rubric |
X |
Peer Evaluation |
X |
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Multiple Choice/Short Answer Test |
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Self-Evaluation |
X |
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Essay Test |
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Other: |
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Debriefing
Methods
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(Individual, Group, and/or Whole Class) |
Journal/Learning Log |
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Focus Group |
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| Whole-Class discussion |
X |
Fishbowl Discussion |
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| Survey |
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Other: |
Written Reflections |
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| Resources Needed |
On-site people, facilities: |
general education teacher, special education teacher, media specialist, computer lab |
| Equipment: |
computers with internet resources, pre-printed articles, library books |
| Materials: |
student share folder with resources available for the students to use, textbooks from the media center |
| Community resoruces: |
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Project Teaching and Learning Guide
| Project: |
Course/Semester: |
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Knowledge and Skills Needed by Students
to successfully complete culminating products and performances, and do well on summative assessments
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Scaffolding/Materials/Lessons to be Provided
by the project teacher, other teachers, experts, mentors, community members--Describe the active teaching needed to support learning
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| Students will need access to a variety of resources including books from the media center |
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The media specialist will gather necessary written materials for the students to use |
| Students will need to know where to look to find appropriate internet resources |
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The teachers will gather appropriate internet sites as well as videos that the students can use |
| Students will need to know when to trust internet resources |
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The students will be directed on the differences between sites ending in ".com, .edu, .gov, .org" etc. |
| Students need to become critical thinkers about informationt they gather |
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Students will learn the difference between reliable and unreliable resources |
| Students will need assistance from their groupmates as well as the teachers to find enough appropriate information to create their multi-media project |
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Students will receive opportunites from the teachers to get assistance with revising/editing, and further questions to extend their thinking |
| Students will need to know what the expectations for the summative project are |
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Teachers will provide students with a checklist and rubric |
| Students will need to have a thorough understanding and be able to ask questions about the summative project |
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Students will go over the checklist rubric prior to beginning the project so that expectations and timelines are clear |
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Project Calendar (Project should be 1 or more weeks)
Project Start Date:
| Week(s) |
MONDAY |
TUESDAY |
WEDNESDAY |
THURSDAY |
FRIDAY |
| One |
15
No school
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16. The class will work collaboratively to make a list of what we know about tweens who live in suburban Michigan. |
17. Students will individually choose a region to compare/contrast themselves with using a venn diagram or concept map of their choosing *students should have prior knowledge of some information about tweens in other countries because of previous classroom investigations |
18. Students will get into groups of 2 or 3 based on the region they chose to work on. Together students in that group will work to come up with a list of information they need about their region. Jobs will be delegated. Once the list is approved by a teacher, students can begin their research using print materials |
19. Stud ents will use the internet to continue researching their questions and find more information. Teachers will be available to assist the students in their research efforts. |
| Two |
22. Students will have their final in-class day to research and continue finding information to answer their questions. Assistance will be available from the teachers. Students will be expected to hand in a check-list at the end of the hour as well as a plan of who is to finish anything not done and when |
23. Students will begin putting together thier multi-media presentation. Students will work collaboratively. Flash drives will be available so that students can take information from one computer and put it on another. |
24. Students will finish putting together their multi-media project and practice their presentation. |
25. Students will present to the class. The class will fill out rubrics based on the presentation as well as fill in information about tweens in other countries. |
26. Presentations will conclude and students will write a reflection on the experience. |
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KWalters wse social studies project
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Comments (1)
Jocelyn Farkas said
at 9:44 pm on Aug 26, 2009
Kristy,
In looking at your critical question, I would suggest being a little more specific with a focus on a society. If I am not mistaken, the 7th grade GLCE's now cover Ancient Greece and Rome. How could you incorporate that GLCE's into a comparison and contrast question?
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