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									Lesson: Digital Cameras and Geography Lesson Overview: Throughout the year, I do daily geography with my students. Many of the skills that the students learn include directions, continents, oceans, countries, boundaries, the compass rose, and many others. Additionally, we spend a few weeks doing a maps and atlases unit which emphasizes these skills and incorporates many center activities. The goals for this lesson are included in many other lessons such as our Junior Achievement unit. Therefore, I don’t expect the students to gain a complete, solidified knowledge of the goals from this one lesson. However, this lesson should provide more information for the students to help them come to an understanding after our previous geography and community studies. For this lesson, students will use their clothing to demonstrate some of their map skills in Power Point. At the conclusion of the student created Power Point the class data will be used to show the class results to the students. We will compile our class results on a map using our activboard technology to display the class data all at once. Based on these results, we will have a class discussion about where are clothing is made in relation to the seven continents. Subject area/topic and Grade level/content area: This lesson incorporates technology into the area of geography at the second grade level. Goals/Essential Learnings: How are families alike and different? How are communities alike and different? What goods and services do communities provide? Objectives: In-Class Activity Objectives:  Students will be able to locate the country and continent where their shirt was made using maps and/or atlases.  Students will be able to describe the results of where their shirt is from in complete sentences.  Students will be able to describe the direction in which they would travel from Washington to that country in a complete sentence.

Technology Activity Objectives:  Students will be able to take a photo with the digital camera and transfer it with the camera card reader  Students will be able to create a Power Point slide including inserting a photograph, callout arrow, text boxes, and formatting the arrow.  Students will be able to successfully save their Power Point slide to their personal file. Discussion Objectives:  Students will be able to discuss how their family is alike and different from families on other continents and in other countries (based on the information that much of our clothing is made outside the USA).  Students will be able to discuss how our local community is alike and different from communities on other continents (students will speculate about how another community might be similar or different based on the fact that clothing is made there).  Students will be able to discuss that clothing is a good provided by communities from around the world and that those communities impact our way of life (even in as small of way as the clothing we wear). Standards: Social Studies GLEs:  G1.2.1a Locate places, major physical features, and human spatial patterns using maps, globes, and other sources  G1.1.b Use basic mapping elements to construct a map that displays information about school grounds, a neighborhood, or a local community  C3.2.1b Explain why a nation would want to develop relationships with other nations  E2.1.1a Recognize that people trade or exchange goods and services Technology Benchmarks:  2. The student as critical thinker and analyzer using technology.  4. The student as effective communicator through a variety of appropriate technologies/media.

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Communication GLEs:  1.1.1 Applies a variety of listening strategies to accommodate the listening situation  1.1.2 Applies a variety of listening and observation skills/ strategies to interpret information. Hardware and Software Required:  Projector  Class set of computers  Activboard  PowerPoint  Digital cameras  Color printer (optional) Time Required: 2 hours over a period of one week Approximately ½ hour for students to check shirt label, locate country, write three sentences about the location of that country. Approximately 1 hour for students to create a Power Point slide including their information. The discussion about our class findings could vary in time, but I would allow at least 20 minutes. * Reminder: this lesson ties into a bigger unit on communities and geography that lasts a period of weeks. Classroom Management: Students will be shown the end result of the project they will be creating to hook them. I will walk them through the steps of how to check their shirt label, have their picture taken, research where their country is, and write the sentences. I will put step-by-step directions on the board for student use while working. Students will be buddied up to check each other’s shirt labels (and by gender if necessary). Students will work independently, looking in atlases or on world maps, to locate their country. I will assist students who need extra help. I will also pull students as they work to take a picture of them in their shirt. Students will free-write on personal stories when they have finished writing their sentences. Before we go to the computer lab, I will give students directions for making their Power Point slide. I will walk through each step in the directions so students can see it done once before trying it on their own. In the computer

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lab, students will work alone and at their own pace. I will answer questions as they arise. Students will choose a typing program for practice when finished. We will have a class discussion on the carpet. Management should be minimal if students are engaged participants. Materials Needed:  Digital camera  Activity directions  World maps  Atlases  Paper, pencils  Power Point  Activboard  Color printer (optional) Evaluation Criteria: Students will be evaluated through teacher observations. I will work with students through each stage of this process and expect that all students complete the activity. Students will not be formally graded on this activity. It is used as an extension of understanding how we are tied to our world, other communities, and to reinforce our geography skills. Instead, this activity will be evaluated on a pass/needs-help-to-pass basis. Audience: Students’ slides will be shared as a class presentation. Slides will be printed and displayed on a bulletin board for guests and passing classes to see. Applied Practice: Throughout the year, I do daily geography with my students. Many of the skills that the students learn include directions, continents, oceans, countries, boundaries, the compass rose, and many others. Additionally, we spend a few weeks doing a maps and atlases unit which emphasizes these skills and incorporates many center activities. The lesson I did with my students was given during the month of April. In the future, I would incorporate this technology-geography lesson into our maps and atlases unit. I envision this lesson will be used in the future as a culminating project that the students create to show me they have a good understanding of using an

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atlas to locate their country, writing about which continent their country is found on, and using directions to navigate to their country from our state. I also think that teaching this lesson earlier in the year would work better with my students, because by April, second graders in my class are pretty computer savvy and can write more than a few sentences. I think the content that the students are asked to include both in geography and with technology will be better suited to their capability levels if it was done earlier in the year with our maps and atlases unit. This would also make our discussion of the class results more meaningful if this lesson were tied into our other community/geography lessons. The one aspect of the lesson that I was not able to try with my students this year was compiling the class data on one map using our activboard. I would like to include this in a future lesson, but am working to find out just how to make this idea functional with the students. (An example of what this might look like is included.) However, the students had such fun interacting with the maps, taking pictures with their shirt from another country, checking labels, and creating the Power Point slide. I will definitely try the lesson again!

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