ALEX Lesson Plan

     

Oh, The Geographic Features We Can Explore!  Using QR Codes and Google Slides 

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  This lesson provided by:  
Author:Charissa Smith
System: Lawrence County
School: Lawrence County Board Of Education
  General Lesson Information  
Lesson Plan ID: 33872

Title:

Oh, The Geographic Features We Can Explore!  Using QR Codes and Google Slides 

Overview/Annotation:

In this lesson, students will work collaboratively to create a presentation showcasing the various geographic features around the world and use the appropriate academic vocabulary.  Students will present their group slide to the class.  Students will independently write a compare and contrast paragraph about two geographic features.

 

 Associated Standards and Objectives 
Content Standard(s):
Social Studies
SS2010 (2010)
Grade: 3
Geographic and Historical Studies: People, Places, and Regions
2 ) Locate the continents on a map or globe

•  Using vocabulary associated with geographical features of Earth, including hill, plateau, valley, peninsula, island, isthmus, ice cap, and glacier
•  Locating major mountain ranges, oceans, rivers, and lakes throughout the world (Alabama)
Insight Unpacked Content
Strand: Geography
Course Title: Geographical and Historical Studies: People, Places, and Regions
Evidence Of Student Attainment:
Students:
  • Locate the continents on a map or globe.
  • Use vocabulary associated with geographical features of Earth correctly.
  • Locate major mountain ranges, oceans, rivers, and lakes throughout the world.
Teacher Vocabulary:
  • geographical features
Knowledge:
Students know:
  • How to locate continents on a map or globe.
  • How to use vocabulary associated with geographical features of Earth.
  • How to locate major mountain ranges, oceans, rivers and lakes throughout the world.
Skills:
Students are able to:
  • Locate continents on a map or globe.
  • Use vocabulary associated with geographical features of Earth.
  • Locate major mountain ranges, oceans, rivers and lakes throughout the world.
Understanding:
Students understand that:
  • Maps and globes can be used to locate major geographical features of Alabama and the world.
Alabama Archives Resources:
Click below to access all Alabama Archives resources aligned to this standard.

Alabama Alternate Achievement Standards
AAS Standard:
SS.AAS.3.2- Define hill, plateau, valley, peninsula, island, isthmus, ice cap, and glacier.


Digital Literacy and Computer Science
DLIT (2018)
Grade: 3
R5) Locate and curate information from digital sources to answer research questions.

Insight Unpacked Content
Evidence Of Student Attainment:
Students will:
  • locate information from digital sources to answer research questions.
  • curate information to present or share with others.
Teacher Vocabulary:
  • curate
  • keyword
  • search engine
  • database
Knowledge:
Students know:
  • that information to research questions can be obtained from digital sources.
  • how to use resources to organize information.
  • how to use resources to present or share with others.
Skills:
Students are able to:
  • create a list of keywords or phrases to enter into a search engine and/or database such as the Alabama Virtual Library.
  • use additional words or punctuation to narrow search such as AND (+), OR, NOT (
  • ), and quotation marks.
  • organize information.
  • share information by creating a digital resource.
Understanding:
Students understand that:
  • information can be located from a digital source to answer research questions.
  • information can be organzied and shared by creating a digital resource.
Digital Literacy and Computer Science
DLIT (2018)
Grade: 3
13) Communicate key ideas and details collaboratively in a way that informs, persuades, and/or entertains, using digital tools.

Example: Create a digital presentation to persuade school administrators to allow additional time for lunch.

Insight Unpacked Content
Evidence Of Student Attainment:
Students will:
  • communicate key ideas and details collaboratively in a way that informs, persuades, and/or entertains using digitial tools.
Teacher Vocabulary:
  • key ideas
  • informs
  • persuades
  • entertains
  • communicate
  • digital tools
  • collaborate
  • online environment
  • tutorial
  • artifact
Knowledge:
Students know:
  • that digital tools are available that enable them to inform others.
  • that digital tools are available that enable them to persuade others.
  • that digital tools are available that enable them to entertain others.
  • how to locate directions or tutorials for working in digitial tools.
  • that communication has a specific purpose and audience.
  • that collaboration in digital tools can occur 24/7 in various locations.
Skills:
Students are able to:
  • design communications using various digital tools that informs, persuades, and/or entertains.
  • locate and follow directions or tutorials for working with digital tools.
  • explain the purpose of an artifact they create.
  • collaborate with peers in an online environment.
Understanding:
Students understand that:
  • various digital tools are available to communicate key ideas and details.
  • directions or tutorials can be located online to assist with creation.
  • all communication has a purpose.
Digital Literacy and Computer Science
DLIT (2018)
Grade: 3
16) Conduct basic keyword searches to produce valid, appropriate results, and evaluate results for accuracy, relevance, and appropriateness.

Examples: Use search techniques, check for credibility and validity.

Insight Unpacked Content
Evidence Of Student Attainment:
Students will:
  • conduct basic keyword searches to produce valid, appropraite results, and evaluate results for accuracy, relevance, and appropriateness.
Teacher Vocabulary:
  • keyword
  • search
  • valid
  • true
  • accuracy/accurate
  • relevance/relevant
Knowledge:
Students know:
  • strategies to conduct keyword searches.
  • strategies evaluate the accuracy of information.
  • not all information online is valid or true.
Skills:
Students are able to:
  • conduct basic keyword searches using basic words and phrases.
  • explain how they know information located online is valid or true.
Understanding:
Students understand that:
  • using specific keywords while searching will deliver best results.
  • not all information online is valid or true.

Local/National Standards:

 

Primary Learning Objective(s):

I can collect and display details about geographic features and present them to the class.

I can compare and contrast two geographic features.

Additional Learning Objective(s):

 
 Preparation Information 

Total Duration:

61 to 90 Minutes

Materials and Resources:

Technology Resources Needed:

Internet capable devices for groups of students to work with (one per group)

Access to Google Slides or other other presentation software

QR Code Scanner (App, Chrome Extension, or Webpage)

Document Camera or Projector to project Geometric Feature Resource Directions and Geographic Features KWL Chart

Background/Preparation:

Students need an understanding of what is contained in a paragraph and what is expected of them when writing a paragraph.  The hamburger paragraph rubric is helpful.

Students need a basic understanding of presentation software and ideally how to work collaboratively in Google Slides presentations.

Students should be able to access the internet and know how to type in a web address or scan a QR code.

Students need a basic understanding of keyboarding skills.

  Procedures/Activities: 

The teacher will tell the students that today we are going to learn about geographic features of the Earth. The teacher can ask students if they know what a geographic feature is and make a KWL chart on the board about geographic features.  The attached example KWL can be projected and filled in on an interactive whiteboard or projected with a document camera.

The teacher will then divide students into groups of 2 or 3.  The teacher can have each student say a number from 1-8 and then repeat.  Each number is a group of students (i.e., all of the 1's are a group) Each group will need a computer to utilize for research and creating their slide in the group slide show.  

The teacher will give each group a card with the name of their geographical feature written on it as well as a QR code and website printed on it.  The geographic features to be researched are hill, plateau, valley, peninsula, island, isthmus, ice cap, and glacier.

The teacher may give the following instructions:

"You are going to work with your group to become experts on a geographic feature.  You will research your feature and make a slide for our class slide show about your feature.  The geographical features are hill, plateau, valley, peninsula, island, isthmus, ice cap, and glacier."

"Each group will have a research recording sheet and a card with your geographic feature.  Your group's card will have a QR code and website listed.  Either scan the QR code or type in the web address to research your feature.  On the sheet, write 2 or more facts about your feature."  

"When you have 2 or more facts listed, open the class slide show and add your slide to it.  Use the checklist at the bottom of your research recording sheet to ensure you have met all the requirements."  

"When you are finished, you may choose another geographic feature and search for it on National Geographic Education (http://nationalgeographic.org/education/)."

Slideshow:

The teacher will create a presentation and share it with students through Google Slides (or each group can create a separate slide show and the teacher can copy/paste into one slide show).   Each group will add a slide to the class presentation including 2 or more facts and a picture.

After all groups are finished creating their slide, the teacher may give the following directions:

"Each of your groups will present your slide to the class.  As they are presenting, I want you to write down a fact about each geographic feature on your paper."

When all of the groups have finished presenting, the teacher will refer back to the KWL chart and add what the class has learned. 

Writing:

The teacher will tell students they are going to pick out two of the geographic features to compare and contrast.  The teacher will instruct the students to draw a Venn Diagram on their own paper and choose two geographic features.  The students will complete the Venn diagram and write a paragraph comparing and contrasting the geographic features they chose.



Attachments:
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  Assessment  

Assessment Strategies

Presentation:

The teacher can utilize the attached checklist for assessing student work.

Paragraph:

The teacher can utilize the attached rubric for assessing student work.  This rubric can be displayed in class for students to refer to when working.  The teacher can grade based on the paragraph as a whole or just one topic.

Acceleration:

Students who understand the concept well and complete their group slide quickly may go online to National Geographic Education and look at other geographic features.  They may also make a slide show of their own with more than one geographic feature shown.

Intervention:

Students who are a lower reading level can use the Speak It! Extension on Chrome to have the text read aloud.  

Students will be working in groups so the teacher can make sure that students are paired with their peer tutor.


View the Special Education resources for instructional guidance in providing modifications and adaptations for students with significant cognitive disabilities who qualify for the Alabama Alternate Assessment.