Engaged Learning Project Draft Template

Title of Project: My view your view

Subject(s): Social Studies
Grade Level(s): 6th
Abstract:
In groups of 3-4, students will conduct research on concerns that effect Americans (I.e.
environmental issues, Scarcity, government, poverty, education etc.) Using information
researched students will use glogster to create an online profile and poster on their topic.
Glogsters created will display who, what, when, why on their chosen topic. All glogsters will be
corrected, presented in class, and then published for online use. Teacher at this point will act
as a facilitator and a guide to help students research, analyze, and create online profiles. Sixth
grade Social Studies consist of four units of study; Europe, Latin America, Canada, and
Australia. All of the units consist of topics that focus on environment, economics, government,
and culture. Each unit will be taught by teacher and at the end of each unit, students will add
to their profile on their given topic. The first Glogster will be used to help students compare
and contrast the issues that affect Americans and similarities and differences with worldwide
issues. Each glogster completed after the unit will be used as an evaluation tool. Students will
gain feedback from experts, people of the regions, and other students in other various world
regions through epals, video conferencing, skype, and classroom visits. Students will engage
in weekly discussions with their pen pals on provided topics. The weekly discussions and
feedback from experts will provide students with useful information, deep connections, and
multiple perspectives of various world concerns and issues.
Learner Description/Context:
Ballard- Hudson Middle school is located in an area where more than 95% of the population of
children are coming from a low socioeconomic status house hold. Ballard-Hudson serves
roughly 900 students predominately of African American decent. The school is funded through
title 1 funding; therefore, Ballard-Hudson Middle school provides students with an abundance
of technological resources. We have a fully equipped media center, two fully functioning
computer lab, three mobile Ipad carts, and teacher carts. Teacher carts are equipped with
wireless mouse and keyboard, media cable, docking cam, and slate. Students households are
not equipped with proper technology to fully complete performance task; therefore, the learning
experience will primarily take place at school through classroom resources media center. This
project focuses on DSRP. The students will build critical thinking techniques by building
distinctions, systems, relationships, and perspectives of issues and concerns that exist here in
the U.S in comparison to various world regions.
Time Frame:
The project will span the entire school year: There are four units in 6 th grade social studies.
Each unit takes 4-5 weeks to teach. The last two weeks of each unit will be focused on
performance task.
Standards Assessed:-Georgia Performance Standards
SS6G2: The student will discuss environmental issues in Latin America.
SS6G4: The student will describe the cultural characteristics of people who live in Latin
America and the Caribbean.
SS6G7: The student will discuss environmental issues in Canada.
SS6G9: The student will discuss environmental issues in Europe.
SS6G11: The student will describe the cultural characteristics of Europe.
Jo Williamson, Ph.D., Kennesaw State University

Engaged Learning Project Draft Template

SS6G13: The student will explain the impact of location, climate, and distribution of
natural resources, and population distribution on Australia.
SS6G14: The student will describe the cultural characteristics of people who live in
Australia.
ISTE: - International Society for Technology in Education
1. Creativity and Innovation
Student demonstrates critical thinking construct knowledge, and develop innovative products
and process using technology.
B. create original works as a means of personal or group expression.
3. Research and information literacy
Students apply digital tools to gather, evaluate, and use information.
B. Locate, organize, analyze, synthesize, and ethically use information from a variety of
sources and media.
2. Communication and Collaboration
Students will use digital media and environment to communicate and work collaboratively,
including at a distance, to support individual learning, and to contribute to the learning of
others.
C. Develop cultural understandings and global awareness by engaging with learners of
other cultures.
5. Digital Citizenship
Students understand human, cultural, and societal issues related to technology and practice
legal and ethical behavior.
Learner Objectives:
Students will be able to:
1. Explain environmental issues and concerns of United States, Europe, Latin America,
Australia, and Canada
2. Describe cultural characteristics as they relate to United States, Europe, Latin America,
Australia, and Canada
3. Trace cultural, governmental, and economical similarities and difference of United
States, Europe, Latin America, Canada, and Australia
4. Compare and contrast climate, location, and distribution of natural resources or United
States, Europe, Latin America, Australia, and Canada
The hook or Introduction:
Students will watch a 30 minute video entitled explorer 25 years by National Geographic.
While students watch the video, they will complete graphic organizer: What interest me, What I
wonder, and What is different. After watching the video, I will generate a class discussion on
the world asking probing questions about what was interesting, unique, and different in
comparison to their own culture.
Process:
Late July-Mid August- All online glogster profiles and epal emails, usernames, and
passwords will be created. I will also contact teachers in each region, set up video
conferencing time, and class visits.
Week 1: The project will start mid- august, after I have discussed the basic elements and
vocabulary associated with geography. The first week of the project, students will watch the
video, conduct multiple class discussions about video, and choose topics generated by student
and teacher. Students will be placed in groups by teacher.
Jo Williamson, Ph.D., Kennesaw State University

Engaged Learning Project Draft Template

Week 2 and 3: Research begins- Students will visit the media center and computer lab twice a
week to conduct research using Destiny. Destiny is a web site bought by the district that
provide safe web sites, magazines, and books directly connected to topic. Classroom
instruction will happen on the days students do not visit media center and computer lab.
Week 3 & 4: Glogsters (How do you view the world you live in) - Time from instruction will be
taken to demonstrate and understand the tools, accessibility, and usage of Glogster. All groups
will create a password and pen. Information, pictures, and videos researched the week prior
will be placed in Gloster.
Week 5: Constructive Criticism and Completion- Students this week will be provided a
checklist and critique rubric that was created by students and teacher in a whole group
session. Each class will evaluate each others Glogster, analyze information, check for
completion, and provide positive feedback. Students are looking for graphics that are relevant,
information that is clear, the 4 ws (who, what, when, why) are displayed, and grammatically
correct. Feedback will be given to each group via online discussion board. Each group will
present their Glogsters and their findings on the issue. Oral presentations will take place after
the end of each unit, student feedback, and completion of glogster. Presentation will be
evaluated by teacher based on clarity, preparedness, staying on topic, comprehension, and
use of information from collaboration with peers and experts.
September April: collaboration and creation- Teacher will take 4-5 weeks to teach each unit.
During each unit of study, students will visit the computer lab and communicate on discussion
board on the world wide issues. Also students will be provided individual epals that they will
frequently communicate with from the various world regions. The discussion and epal will
provide students with world perspectives on same topics created in week 3 & 4. Video
conferencing with teachers in the four regions of student will be done at the beginning of each
unit and at the end of each unit. Groups will create an additional Glogster after the initial
Glogster for each unit of study. The constructive criticism and completion process will repeat
after every unit of study. By the end of the first semester students should have completed 3
Glogsters, 6 evaluations, and 20 email and open discussions. By the end of the year, all four
unit Glogsters will be completed, 12 evaluations, 1 end of the year individual conference, and
40 emails and open discussions.
Product:
Students will create a learning profile on glogster online that will be illustrated and published.
The learning profile will display a glogster poster after each completed unit. A teacher created
rubric as well as a student created rubric will be used to grade each glogster page created in
the learning profile. Each glogster will be evaluated based on the following; knowledge, clarity,
graphic relevance, mechanics, attractiveness, content accuracy, and originality. The product
will be useful to all students and a useful instrument for other students and teachers in a
middle school social studies setting. The activity will be student driven, provide immediate
feedback throughout the project from peers and teacher, and real world forums will help build
connections and provide knowledge of the various regions studied in 6 th grade social studies. I
will provide a rubric to help assess products. Also, learning goals and targets will be set before
the project beginnings to help guide instruction and make sure student relate researched
information back to the specific standards learned in class.

Jo Williamson, Ph.D., Kennesaw State University

Engaged Learning Project Draft Template

Technology Use: To communicate with peers and pen pals, students will need internet
access, desktops, lap tops, ipads, or cellular devices. Communication will primarily be done
during the school day in computer labs and media center 2-3 times a week. All research will
need internet access. Glogsters will be created, developed, and published on computers;
however. Glogster can be viewed and evaluated through cell phones and ipads
References and Supporting Material:

Resources
Glogster
Epals
ResearchWorld Fact
book
Destiny

URL( Location)
www.glogster.com
www.epals.com

Rubric
Video

www.rubistar.4teachers.org
www.nationalgeographic.com
www.unitedstreaming.org
www.skype.com

Video
conferencin
g

www.cia.gov
https://bibbcountyga.follettdestiny.com/common/welcome.jsp?context=saas27_1034992

Jo Williamson, Ph.D., Kennesaw State University