Where in the World???

Researching countries and cultures around the globe

Jennifer M McGrath

Background Information

● Target audience- 15 second grade students

● Saint Stephen School, Worcester, MA● Lessons take place in the classroom and

the computer room● Each student has access to a computer

● Unit 1: Where do WE live?● Unit 2: How did we get

HERE?● Unit 3: Where do OTHERS

live?

Social Studies Curriculum Overview

● Researching several countries on six different continents

● Geography & map skills● Different cultures of people around the

world

Unit 3: Where do OTHERS live?

● Students will learn that the world is made up of many different countries, each with their own geography and way of life

● Students will appreciate the similarities and differences of people living throughout the world

● Students will enhance their map skills by finding countries on a world map. They will locate & label neighboring countries, capitals, major cities and natural landmarks.

● Students will learn how to use and create a map key● Students will learn how to do research to answer questions by

using books, maps, handouts and the internet● Students will work cooperatively to research and create a report● Students will improve their communication skills by preparing

and presenting oral reports● Students will use technological resources to gather information

about various countries

Unit 3 Goals

● Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently

● By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range.

● Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.

● With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.

● Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations).

● Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. a. Follow agreed-upon rules for discussions b. Build on others’ talk in conversations by linking their comments to the remarks of others. c. Ask for clarification and further explanation as needed about the topics and texts under discussion.

● Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue.

Grade 2 Common Core Standards that will be Addressed

Objectives:● Students will discuss what they know about

various countries● Students will define key vocabulary words● Students will practice accessing Google drive● Students will practice using Google docs● Students will learn how to use the research

databases● Students will begin to collect research for the

unit project● Review directions for the unit project

Lesson 1: Introduction to Unit 3

Prerequisite Knowledge

● Students will have a Gmail account assigned to them at the beginning of the year. They will know how to sign into their account and access their email.

Lesson 1: Introduction to Unit 3

Lesson Duration & Location:● Lesson takes place over two days● Located in the classroom and computer roomMaterials:

Vocabulary cards Computers/printersCulture pictures Internet connectionHomework sheet HighlightersCanada booksShared Google Doc “Country project”

Lesson 1: Introduction to Unit 3 (continued)

Day 1Warm Up Activities:● Students partner up. Try to name and write

down as many countries as possible.● Country Picture Matchup - students match

pictures to the country they are most often associated with

● KWL chart- students choose a country and complete chart

Lesson 1: Introduction to Unit 3 (continued)

Teach● Each country has many things that makes it unique. (types

of clothing, food, money, religion, government) Many times a country’s culture is affected by its geography

● US culture is different from other countries since it is made up of parts of many other cultures; our country is a nation of immigrants

● Define and discuss each of the following vocabulary words.● Write on sentence strips and hang in pocket chart to be

referred to during the course of the unit.● Vocabulary:

Culture ClimateGovernment CapitalLandmarks CurrencyReligion Map keyGeography National anthem

Lesson 1:Unit Introduction (continued)

● Introduce unit project o 3 country reports have to be completed

one will be completed in class one will be completed cooperatively with a group one will be completed individually

● Start completing class report on the country of Canadao Read together Canada informational bookso Later in the unit the class will be divided into groups of

3-4 students and assigned a country.o Students are assigned a country for individual report

based on their family’s ancestry

Lesson 1:Unit Introduction (continued)

Teach (Day 2 in the Computer Room)

● Have students access their gmail accounts● Find the Country Project Document that was shared with

them● Students need to open document ● Read directions together and discuss requirements● Explain how to create a new copy of the document that can

be edited by each individual studento File + Make a copyo Rename “Student’s name Canada Report”o Teach students how to share document with

teacherso Practice copying & pasting inside document

Lesson 1:Unit Introduction (continued)

Teach (Day 2 in the Computer Room)

● Help students find the following educational databases & websites:

o Encyclopedia Britannica Onlineo KidsInfoBitso EnchantedLearning.como kidtopia.info

● Bookmark each site for easier searching

Lesson 1:Unit Introduction (continued)

Teach (Day 2 in the Computer Room)

● Activity: ● Students pair up and search databases

for information about Canada. ● Find the Canadian flag. ● Copy & paste into project document.

➔ Each pair needs to print 2 information pages from a database to read.➔ Once printed take turns reading orally➔ Use highlighters to find important

information

Lesson 1:Unit Introduction (continued)

Homework Assignment

● Create a Google doc● Title it “Country Homework by Name”

● Write the definition of 1 vocabulary word● Use the vocabulary word in a sentence● Search Encyclopedia Britannica Online

● Find a “fun fact” about Canada ● Copy & paste it into document

● Share the document with teacher

Lesson 1:Unit Introduction (continued)

Assessment● Goal 1: Students will discuss what they know

about various countries■ Students will participate in class

discussion■ Students will have a KWL chart with:

● 1 known fact about a country● 3 questions to discover about a country

❖ Students will complete Country Picture Matchup sheet correctly

Lesson 1:Unit Introduction (continued)

AssessmentGoal 2: Students will define key vocabulary

words● Students will write a sentence using a

vocabulary word● Students will participate in class

vocabulary discussions● Students will be able to give an

example of each vocabulary word when asked orally

Lesson 1:Unit Introduction (continued)

AssessmentGoal 3: Students will practice accessing

Google drive● Students will sign into Google account● Students will click on drive icon● Students will use Google drive at

school and at home

Lesson 1:Unit Introduction (continued)

AssessmentGoal 4: Students will practice using Google docs

● Students will be able to create new document● Students will be able to create duplicate document● Students will use keyboard shortcuts to cut and

paste● Students will highlight text in document to be

replaced● Students will share document with others● Students will use Google docs at home and school

Lesson 1:Unit Introduction (continued)

AssessmentGoal 5: Students will learn how to use the

research databases

● Students will find several research databases● Students will bookmark site locations● Students will enter keywords in search fields● Students will copy facts from database into Country

Report Document● Students will take note of the database where facts

come from● Students will independently find 1 fact about

Canada

Lesson 1:Unit Introduction (continued)

AssessmentGoal 6: Students will begin to collect research

for the unit project

● Students will begin to enter information into Country Report document

● Students will read material in class and at home about Canada

● Students will make use of print and online resources

Lesson 1:Unit Introduction (continued)

AssessmentGoal 7: Review directions for the unit project

Students will read aloud the directions for the unit project

Students will ask questions to clarify understanding

Lesson 1:Unit Introduction (continued)

Assessment

● Students will be assessed through teacher observation

● Students will use a self-assessment checklist to evaluate confidence levels using technology tools

● Student homework will be evaluated using the Homework Rubric

Lesson 1:Unit Introduction (continued)

Follow Up

● Students who struggle to complete assignments will receive extra teacher attention to help improve skill levels

● Students scoring low confidence will be paired with a peer mentor to help raise confidence

● Students with a low homework grade will be given remedial vocabulary practice sheet

Lesson 1:Unit Introduction (continued)

Self-Assessment Checklist

Lesson 1: Unit Introduction (continued)

Technology Skill Piece of Cake I think I Can I’m not really sure

I have no clue!! Help!

Access Google Account

Find Google Drive

Open a new document

Share a document

Make duplicate document

Copy & Paste

Lesson 1 Homework Rubric

Lesson 1: Unit Introduction (continued)

Possible Points Earned Points

Created a Google Doc 10

Titled correctly 05

Vocabulary word defined 10

Vocabulary word used in a sentence

10

1 fun fact 10

Document shared 05

Total Possible Points 50

● Google drive● Google Docs● Gmail● Encyclopedia Britannica Online● KidsInfoBits● EnchantedLearning.com● Signupgenius.com● kidtopia.info● Facebook & Twitter

Technology Tools Used in Lesson 1

For the past five years, I have been teaching this unit on countries but without the use of any

technology. I am so excited to introduce technology into my classroom this year. Here are ways that the technology will improve this lesson.

Benefits of Using Technology

● Google Drive/Google Docs:

students can work at home or school without losing important information and directions will always be handy

student work will stay organized and neat no need for photocopying; saves time and money

Benefits of Using Technology

Research online databases

■ students will be able to find information on their own; in the past I located informational books for each student and transported from the public library to school

■ students will be able to copy and paste information right into their report; much faster and neater than copying large amounts of information

Benefits of Using Technology

● Facebook & Twitter

■ used to help parents stay informed of due dates and student progress; especially important since the project spans several months

Benefits of Using Technology

● Signupgenius.com

■ Students/parents can stay informed of food dishes being brought in for World Fair Day

■ Keep track of food allergies easily

Benefits of Using Technology