Author:
James Dalrymple
Subject:
Social Science
Material Type:
Unit of Study
Level:
High School
Tags:
  • ESUCC
  • NE Blended
  • Nebraska Department of Education
    License:
    Creative Commons Attribution Non-Commercial Share Alike
    Language:
    English

    Education Standards

    BlendEd Best Practices: Geography Portfolio

    Overview

    This resource was created by Matt Skiles in collaboration with James Dalrymple as part of the 2019-20 ESU-NDE Digital Age Pedagogy Project. Educators worked with coaches to create Unit Plans promoting BlendEd Learning Best Practices. This Unit Plan is designed for 9-12 Social Studies.

    Unit Plan

    BlendEd Learning Best Practices

     

    Unit Title: Geography Portfolio Project

     

    Content Area Skills:  Social Studies Standards:

     

    SS HS.3.1 Evaluate where (spatial) and why people, places, and environments are organized on the Earth’s surface.

     

    SS HS.3.2 Evaluate how regions form and change over time.

     

    SS HS.3.3 Analyze how the natural environment and cultural landscape are transformed by natural and human forces and interpret how humans adapt to their surroundings.

     

    SS HS.3.4 Compare and contrast patterns of human populations and culture over space and time on a local, national, and global scale.

     

    SS HS.3.5 Evaluate issues and/or events using geographic knowledge and geospatial skills to make informed decisions.

    Digital Age Skills: ISTE Student Standards:

     

    Empowered Learner, Creative Communicator, Global Collaborator

     

     

    Duration of Unit: Year long

    Unit Author:  Matt Skiles

    BlendEd Coach:  JD Dalrymple

     

     Overview of Unit: My project will be a comprehensive geography portfolio for my students.  This will consist of 8 individual projects put together over the course of one school year.

     

     

     

    This project is for juniors and seniors at Ogallala High School.  This project will be designed to accomplish both Nebraska Social Studies standards as well as ISTE standards.  Assessment will be completed based on rubrics attached to the individual projects.  Students will also be required to use different presentation mediums for each project (GoogleSlides, Visme, Website, etc.).  This will allow them to cultivate their digital skills as well as accomplish the subject standards.  This project was conceived after a survey was sent out using GoogleForms.  The data received showed that many students are not very knowledgeable about places outside of their immediate relative location.  This project gives students the freedom and creativity to explore our world on their own as well as put together a professional looking portfolio.  This portfolio will consist of eight parts, one project for each continent covered and two contributions each unit to our classroom Photo Ark

     

     

    Geography Portfolio Project

     

    Empower Learners

    Empower Learners is a transitional segment to Cyclical Unit Design. The purpose is to both Review prior learning and Preview upcoming learning.

     

    Learning Objectives
    Content Area Skills: Student Friendly Learning Objectives:
    SS HS.3.5 Evaluate issues and/or events using geographic knowledge and geospatial skills to make informed decisions.I can see cause and effect correlations between people and their environment.
      
      
      

     

    Empower Learner Activity
    Detailed Description (self-assessment, goal sheet, action plan)Their first project will be looking at people and the environment as it pertains to National Parks in North America
    Link to Empower Learner Activity https://docs.google.com/presentation/d/1ZQR257CFbFr1rzYai6sDjA2MBk4lLIhknhh5QZSvfJQ/edit?usp=sharing Slides 6 and 7My students will be given a Pre/Post questionnaire that will assess their knowledge of the material and familiarity and comfortability with different technology mediums.  This survey will allow me to see what they do know and what they have learned.  For example, they will be required to pull up their first edited photo vs. their end of the year photo and see how their skills have improved.  Here is a link to that survey: https://docs.google.com/forms/d/e/1FAIpQLSd3tnWzEOlm_LE6a6y6Z9GtqQZeX_h1SvyC3qb8PpFRPrL4qA/viewform?usp=sf_link 

     

     

     

    Knowledge Application

    The purpose of Knowledge Application is to promote deeper-level learning through student creation of learning artifacts demonstrating both Content Area and Digital Age Skills. A key goal is to provide some degree of control over how students will show what they know.

     

     

    Artifact Profile
    Title of the Artifact: Unit 3 - South AmericaCanva Example - https://www.canva.com/design/DADth0vFFNM/HNvFkq0648mGir4_ItAIeg/view?utm_content=DADth0vFFNM&utm_campaign=designshare&utm_medium=link&utm_source=sharebuttonVisme Example - https://my.visme.co/projects/ep9prz3x-galapagos-islands#s3Piktochart Example - https://create.piktochart.com/output/43155741-iguazu-falls
    Detailed Description: You will become familiar with a famous city, landmark, ancient ruins, or natural wonder found in South America and create a presentation with images and facts about the significance of that South American site, where it is and why people should visit there, and present it to the class.  You need to record important facts about your site including location, purpose of significance, and any other important information.  You need at least 7 images and at least one map (one of your images can be a map).   One way to appreciate the diversity of the continent’s geography, culture, and history is to focus on South America’s natural and cultural treasures.
    • What is the cultural, historical, or natural significance of your location.
    • Where is it?  (Remember, your teacher loves maps!)
    • At least 7 images
    • At least one video clip (45 seconds to 1 minute of footage)
    Content Area Skills Addressed:  SS HS.3.2.b Examine the importance of places and regions to individual and social identity and how identities change over space and time.Digital Age Skills Addressed:Empower Learners, Creative CommunicatorLink to Rubric: Rubric

     

     

    Knowledge Deepening

    During Knowledge Deepening, the Content Area Skills required of the Learning Artifact are broken down into bite-sized tasks. A key goal is to provide some degree of choice over how students practice the Content Area Skills.

     

     

     

    Task 1:
    Description:  This is an example of our natural disasters unit
    Component:  Natural Disasters (This example is for hurricanes)Must Do’s:May Do’s:
    Process - Individually go over natural disastersExamine hurricane ppt.Jim Cantore vs Cat 5 WindsHurricane Damage
    Practice - Deeper look at how hurricanes form and their physical makeupCreate a hurricaneInside a HurricaneWhat storm surge looks like
    Product - understanding what characteristics are needed for hurricane formationAnatomy of a HurricaneAim a Hurricane

    (Organized by 3 Ps)

     

     

     

    Task 2:
    Description:  Your job is to be a field reporter live at the scene of a natural disaster of your choosing.  Your report must include:
    • A realistic disaster taking place at a realistic location (i.e. no tornadoes in Alaska)
    • A detailed explanation of the causes of your disaster (use the information we have talked about in class, notes, and assignments)
    • Estimated monetary cost of disaster (you may have to research similar disasters in the past to get an accurate estimate)
    • Find out if and where community shelters and assistance would be located at (do people shelter in place, evacuate, self quarantine, etc.)
    • At least 7 images and one video clip
    • A map showing one or more of the following:
    • Path of the disaster
    • People or area affected
    • Danger zones (earthquake fault lines, wildfire zones, etc.)
    Must Do’s:Must Do’s are solid black bullet points aboveMay Do’s:May do more than one disasterResources: Disaster Choices

     

     

    Direct Instruction

    Direct Instruction scaffolds the learning process for all students. A key goal is to incorporate BlendEd strategies to effectively differentiate instruction in order to maximize learning.

     

     

    Learning Path
    Day #DescriptionBlendEd ModelResources
    1El Nino lesson - students will be guided on a webquest to learn about El Nino.  Warming sea surface temperatures will lead into the next topic of hurricanes.Self paced non linear webquest AssignmentWebsite
    2-4Students will begin to learn about hurricanes (see above)Students may continue to practice or omit practicesSee knowledge deepening above
    5Transition to storms, i.e thunderstorms, hail, cloud seeding ChunkingExamples of cloud seeding
    6-7Previous days lesson will transition into more serious weather diasters: Tornados They can see a tornado that was very close to us in the “Extra” linkKnowledge applicationAssignmentWebsiteExtra
    8Plate Tectonics - understanding of plate tectonics will transition to our next disaster: EarthquakesSelf paced interactiveAssignment
    9-11Earthquakes, students will examine earthquakes and attempt to design an earthquake proof building Movement, kinesthetic learnersTaskDebrief
    12Analyze similarities when looking at other disasters caused by tectonic action, i.e. avalanches, landslides, volcanoes, tsunamisChunkingUnleash the Avalanche
    13Pandemics, part 1 - students will read a scenario about people who have been infected at a carnival.  They must analyze each patient and try to figure out the source of the outbreak.  Part 2 in class simulation where each student has a dixie cup with water.  One student has a cup of sodium hydroxide, after four rounds of “interacting” with other students, an indicator is applied and we see which students are infected and then trace the disease back to find patient zeroFlex modelMovementAssignment is in PDF form, I can send it to you if desiredSolve the Outbreak
    14Stop the Disaster - Interactive game where students choose a disaster and try to design a city in such a way to mitigate disasterGamificationStop the Disaster
    15Culminating activity: Your job is to be a field reporter live at the scene of a natural disaster of your choosing.  Your report must include:
    • A realistic disaster taking place at a realistic location (i.e. no tornadoes in Alaska)
    • A detailed explanation of the causes of your disaster (use the information we have talked about in class, notes, and assignments)
    • Estimated monetary cost of disaster (you may have to research similar disasters in the past to get an accurate estimate)
    • Find out if and where community shelters and assistance would be located at (do people shelter in place, evacuate, self quarantine, etc.)
    • At least 7 images and one video clip
    • A map showing one or more of the following:
    • Path of the disaster
    • People or area affected
    • Danger zones (earthquake fault lines, wildfire zones, etc.)
    ChoiceDisaster Options