TPAK
Dr. Koehler and Mishra say that students learn best with the mixture of technology, content and pedagogy so I hope I have designed my project in that matter. In the days leading up to the project some of technology instruction will take place. I will conduct mini-demonstrations on how to use the new programs and provide the students with a cheat sheet how to create logins and basic movement. So when we get to the lab I won’t have 40 seventh graders whining Ms. Key what do I do next. We will also go over the project requirements.
Grade: 7th grade Social Studies
Topic: Chapter 23 - Japan and the Koreas
Summary of project: Students will take a pre-survey collecting data on what they already know about chapter 23. The students will be divided into groups to research Japan, North and South Korea about the physical features, histories, cultures, government and economies. They will use a variety of technology to share their findings with fellow classmates. The students will be asked to review the work of others for content knowledge only prior to taking a survey to assess their overall knowledge on Japan and the Koreas.
OBJECTIVES: Standard 1 History: 7.1.17, 7.1.4, 7.1.11, 7.1.15,7.1.18 Students will examine the major movements, events and figures that contributed to the development of Japan, North and South Korea from ancient civilizations to modern times by examining religious institutions, trade and cultural interactions, political institutions, and technological developments.
Standard 2 Civics and Government: 7.2.2, 7.2.3,7.2.5 Students will trace the development of different forms of government in different historical eras and compare various contemporary political structures in Japan, North and South Korea in terms of power, approach to human rights and the roles of citizens.
Standard 3: Geography: 7.3.1,7.3.2,7.3.4, 7.3.5,7.3.6,7.3.7,7.3.9,7.3.10,7.3.12, Students will explain how atmospheric and oceanic systems affect the seasons and climate. They will understand and use technology and grid systems to identify and locate places geographically. They will identify and categorize the major geographic characteristics and region. They will also name and locate major physical features, countries and major cities, and use geographic skills and technology to examine geographic relationships within and between this region and the rest of the world.
Standard 4 Economics: 7.4.1,7.4.2,7.4.3,7.4.4,7.4.6,7.4.8 Students will examine the influence of physical and cultural factors upon the economic systems found in countries of Africa, Asia and the Southwest Pacific
http://dc.doe.in.gov/Standards/AcademicStandards/PrintLibrary/socialstudies.shtml
MATERIALS:
• One computer per student
• Register for a social networking on Frig.ge and create class groups
• Printed requirement and rubric sheet for the students plus a few extra to post
• Copy of individual assignments to post
• Textbook or online password
• Paper
• Pen/Pencil
• Cheat sheets for different technology to be used
• Will need to add students to groups after ID’s are created unless used this media before
THINGS FOR TEACHER TO DO
• Create class site on Frig.
• Determine the number of groups and sizes needed for each class period and topics the group will cover. This will vary slightly from period to period depending on the class size and ability.
• Create cheat sheets for the technology
• Create the assessments in Survey Monkey
• Reserve computer lab
• Plan some class time to demonstrate using the cheat sheets and using the technology before going to the lab
• Have sample presentations created in SlideBomb
REQUIREMENTS:
1. Meet with group members and discuss work assignments
2. Gather needed materials
3. Complete pretest on Survey Monkey
Click here to take survey
4. Create a login on Frig http://frid.ge/
5. Research topic
6. Welcome page http://frid.ge/23-japan-and-koreas-project
7. Blog entries of accomplishments
8. Create a presentation summarizing the groups findings using Slidebomb
9. Create a login http://www.go2web20.net/site/?a=SlideBomb
10. Post your completed presentation to the class frig page. http://frid.ge/
11. View and post your comments about your classmates projects. If you need a reminder about manner refer to the Welcome Post.
12. Take a post test on Survey Monkey.
ASSESSMENT:
The Survey Monkey and http://www.bie.org/tools-freebies/collaboration_rubric/ for daily behavior
Frid ge is a social networking site that is private and can be deleted when you are done. The students love Facebook so I thought they would enjoy using a similar program but without all the distractions. I set up some groups for different classes where they would post their different blogs without seeing each other research since the groups will have the same topics through out the day. We will then put all the presentations under the project blog where all the classes can view and comment. (This is the one above)
I asked them to create their presentation in SlideBomb because unlike PowerPoint it allows of collaboration with comments and all members of the group can get to the presentation if one member is absent. It was very user friendly with drag and drop features. I created a short presentation as a sample.
My assessment was in two parts one a pre and post survey in Survey Monkey with questions that are written in the Standardize Test Format
Click here to take survey
Here is a sample of the pretest
Finally the rubric for daily behavior while working in groups in the lab I use this one often. It is in the freebies from the BIE.org
http://www.bie.org/tools-freebies/collaboration_rubric/
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