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= Problem Based Learning Lesson =

Grade Level: 2nd Subject: Social Studies


 * Georgia Performance Standards: **

SS2G1 The student will locate major topographical features of Georgia and will describe how these features define Georgia’s surface. a. Locate all the geographic regions of Georgia: Blue Ridge Mountains, Piedmont, Coastal Plain, Valley and Ridge, and Appalachian Plateau. b. Locate the major rivers: Ocmulgee, Oconee, Altamaha, Savannah, St. Mary’s, Chattahoochee, and Flint.


 * ISTE-NETS:**


 * Engage students in exploring real-world issues and solving authentic problems using digital tools and resources.
 * Students apply digital tools to gather, evaluate, and use information.


 * Description of Lesson:**

The students will be learning about Georgia's five regions and rivers. They will be able to locate the different regions on a map of Georgia and also be able to explain what kind of land each region has. The students will be posed with the questions What are the five regions of Georgia, Where are the regions located, and what is the land like in those regions? I will put the students into groups and each group will be assigned a region. They will research the specified region using the internet and then they will present it to the class. "Now as never before, digital technologies serve as powerful portals for students to examine and follow their own interests within the social studies classroom as consumers of information and data." (Cennamo, Ross, & Ertmer (2009)


 * Steps of the Lesson: **


 * 1) I will start the lesson off by posing the questions of what are the five regions of Georgia, where are the regions located, and what is the land like in that region? This part of the lesson will be done whole group. I will ask the students if anyone has been to any of the different regions and have them tell the class what they saw and what it was like. The students will be able to use their social studies books to find what the five regions are.
 * 2) Once we have named the five regions as a group, I will break the students up into small collaborative groups and give each group a different region to research. They will be in charge of answering the questions that I asked. The five different groups will be Coastal Plain, Piedmont, Blue Ridge Mountains, Valley and Ridge and Appalachian Plateau.
 * 3) Each group will use the internet to research their specified region. They are to find pictures and descriptions telling what the region is like.
 * 4) Once the students have finished their research and have gotten the information that they need they are to create a mini presentation showing pictures as well as facts about their region. They will be given options on how to create their presentation. They can use powerpoint, they can use word, or they can create a poster using the information they researched. The students will have to work together in their groups to figure out which option they chose.
 * 5) Once the students are done, they will present their region to the class.
 * 6) As each group is presenting, the students will be responsible for writing down 2 facts about each region. They will also be responsible for knowing about all 5 regions and not just their specific one.


 * Diverse Learners: **

In order to meet the needs of all my students I will make sure that I place them in groups that I know will work for them. Working in small groups will help the lower learner feel more comfortable. I will give them extra time to complete the assignment if needed as well as extra support and guidance.


 * Evaluating and Assessing: **

My role during this lesson is to be the facilitator. The students will become self-directed learners and research their questions. I will evaluate the students using a rubric. They will be asses ﻿ sed on group participation, overall presentation and the facts that they write for each region during the other presentations.

Cennamo, K., Ross, J. & Ertmer, P. (2009). Technology Integration for Meaningful Classroom Use: A Standards-Based Approach. (Laureate Education, Inc., Custom ed.). Belmont, CA: Wadsworth, Cengage Learning.


 * Project Based Learning Lesson Part II: Online Collaboration Lesson **

Grade Level: 2nd Subject: Social Studies


 * Georgia Performance Standards: **

> information on a topic.
 * SS2G1 Locate all the geographic regions of Georgia: Blue Ridge Mountains, Piedmont, Coastal Plain, Valley and Ridge, and Appalachian Plateau.
 * ELA2W1 Uses a variety of resources (encyclopedia, Internet, books) to research and share


 * ISTE-NETS:**

>
 * Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.
 * Students i nteract, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media.


 * Description of Lesson: **

My students will continue learning about Georgia's regions as well as the different rivers that run throughout Georgia. They will collaborate with other students across the state of Georgia through a blogs. They will get to experience first hand from other students that live in each region what it is like and get pictures of those different regions. My students will be responsible for teaching the other students about the Piedmont Region since that is the region in which they live. I will be in contact with the other teachers of the other regions by email and we will exchange blog information.


 * Steps of the Lesson: **


 * 1) The first and most important step is to teach the students how to use the blog that they will be using to communicate with the other students. They will need to know how to post a comment or entry as well as respond to the other students. I will have a seperate blog for each region. I will check out the laptop carts from the media center and step by step show the students how to log in and how to post.
 * 2) The students will stay in the same groups as they were for the problem based learning lesson. This time instead of learning about a different region, they will inform the other students about the Piedmont. They will have to explain the land features, things to do, and even temperature.
 * 3) They shouldn't need to do anymore research on the Piedmont since a group presented the information to them and they were responsible for writing facts down, but if they need to, they can go on to http://library.thinkquest.org/CR0213900/, which is a thinkquest website about Georgia's Five Regions. This website is great because it was created by other students, so the students will get to experience seeing what they are about to do with the collaborative blog.
 * 4) The students will have to post on their specified blog each day to update the other schools about our region. Each day will involve a different topic. Day 1 will be land features, Day 2 will be temperature, Day 3 will be resources, and Day 4 will be things to do.
 * 5) This blog will be a great tool for the students to interact with other students in different parts of Georgia. To 2nd graders the state of Georgia is as big as the world, so they will love this activity.
 * 6) At the end of the week, the students will come together whole group and discuss if they learned anything new from the other schools that they hadn't learned from our previous presentations.


 * Diverse Learners: **

For those students who have a hard time typing or writing, I will let them record their responses through a podcast and post those on the blog. I will also continue to watch how the groups are working and if there needs to be any changes. I will be a support to all groups especially the groups who need a little extra help and attention.


 * Evaluating and Assessing: **

I will evaluate the students by their active participation as well as their blog posts and comments. Similar to this class, I will make sure that each student responds to at least 2 different postings. At the end, I will give them a unit test based off of the information that they learned during these lessons. "Assessment data can be used to set goals for student learning, monitor learning through formative assessments, and evaluate learning through summative assessments." (Cennamo, Ross, & Ertmer (2009)

Cennamo, K., Ross, J. & Ertmer, P. (2009). Technology Integration for Meaningful Classroom Use: A Standards-Based Approach. (Laureate Education, Inc., Custom ed.). Belmont, CA: Wadsworth, Cengage Learning.