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ToolkitTeaching Social Science ?Prof. Jason ListerMonday, April 14th, 2015Diana Di Benedetto 260581384Sara Gurreri 260583581Faiza Hussain 260582723Hailey Iacono 260533827Kelsea Lane 260583785McGill UniversityIntroduction to ToolkitThis toolkit incorporates techniques specific to geography that are intended particularly for cycle two and three students. In order to adequately explore this topic, a variety of resources that cater towards a wide range of learners were carefully selected. Moreover, in order to explore the different notions associated with geography, the incorporation of various learning techniques and tools are made prominent in the toolkit. This was accomplished by stepping outside of the realm specific to mapping, as educators often restrict themselves to such subjects when teaching geography. Furthermore, the activities within the toolkit were constructed to foster students’ developments in the three social science competencies, in addition to, integrating knowledge from different subject areas, such as art and science, for the purpose of providing students an engaging and innovative learning experience.This toolkit incorporates an art based lesson plan that, by the end, will aid students to create a collaborative classroom map of Montreal that depicts what the city would look like if the long lost rivers and lakes were still above ground. In order to reach the objective, students will engage in various activities throughout the lesson plan, which will develop their skills in the social science competencies one and two. From the completion of this lesson plan, students will gain an understanding of territorial changes that took place over the course of time. In addition, students will begin to progress among some of the cross curricular competencies, such as working in teams and communicating effectively, as assignments are to be completed in groups of five.Furthermore, the toolkit includes two expository storybooks, which are heavily based on informing students’ understanding with regards to mapping by examining longitude, latitude, and landforms. The books are carefully selected to include many images to help reinforce students’ understandings of complex notions related to mapping. Moreover, in order to integrate cross-curricular subjects, the selected books also include references to other subjects, such as history, which is prominent in the field of social studies. In this manner, while students become familiar with mapping, they are also simultaneously acquiring new knowledge of how maps alternated and modernized over time, as stories of different explorers discovering new routes are told.In addition to the selection of the informational storybooks, the toolkit also includes carefully chosen online sources, which focus on different types of platforms. Engaging websites and authentic applications that can be accessed from Ipads are just some exemplars. All sources provide students with audio and visual resources, which relate to the theme of geography, allowing students to learn in an interactive and pioneering manner. All too often, Geography is seen as a monotonous topic; however, these online sources can help create a more engaging learning experience for both teachers and students alike. ???Ultimately, the toolkit includes a section dedicated to supplementary activities and resources, which will also be meaningful in enhancing student learning. These are additional sources that were selected during the research process of assembling the toolkit. However, unfortunately, they were not utilized as the main components of the toolkit. In spite of this, because they are equally significant and valuable in fostering students’ understanding of geography in the social sciences, they were included in the additional category of the toolkit. In this way, educators and/or users of the toolkit can have an abundance and variety of useful tools to utilize in their own future classrooms.Art Based Lesson Plan Imagining what the city of Montreal would look like with its long lost riversCycle: Cycle 3 (Grade 5 or 6)Duration: 2 class periods (each 60 minutes)Materials:a computer with Internet access (to be able to show students different websites)a large printed map of Montreal (i.e. recent/current)a large printed map of Saint Pierre`s river locationstracing paperclaysculpting toolscrayonsscissorsgluepaintMELS Elementary Social Studies Competencies addressed:??? ??? ??? ??? COMPETENCY 1: TO UNDERSTAND THE ORGANIZATION OF A SOCIETY IN ITS TERRITORY ??? ??? ??? COMPETENCY 2: TO INTERPRET CHANGE IN A SOCIETY AND ITS TERRITORYThroughout the lesson, students will be analyzing a map of Montreal, which indicates the locations of underground lakes and rivers. Students will be able to make comparisons of the Montreal territory between the past and present, as well as explore how the disappearance of rivers and lakes has affected society.Cross-curricular competency:Works in a team: For this lesson, students will be working in groups of 5, in order to create a map of Montreal with lakes and rivers. Students will collaborate with one another, sharing and putting their ideas together. They will communicate with each other, all while demonstrating respect and acceptance towards one another.Learning Goal (Objective)By the end of this lesson, students will be able to create a collaborative classroom map of Montreal that depicts what the city would look like if the long lost rivers and lakes were above ground.Prior Knowledge“recognize elements of the organization of that society in its territory” (MELS, 2001, pg., 189)Students should be familiar with Montreal’s geographical organization. ?Students should be familiar with various sculpting techniques.It is suggested that students have used clay or similar materials prior to this lesson. ?Intro (5-10 minutes)To introduce students to the topic of this arts based activity, the teacher will engage students in a short discussion about the territory of Montreal.The teacher may ask students questions such as:What do you notice about how our city, Montreal, is organized?What types of buildings and objects occupy most of society’s space? (i.e. office buildings, department stores, schools, community centres, etc.)Do you often see rivers and lakes? Do you think that there are many of them?Have you ever wondered what is underground?At this moment, the teacher can inform students that there are hidden lakes and rivers in Montreal; we cannot see them because they are underground.Development (rest of class time, as well as next class)The teacher will show students three websites (or if students have access to a computer lab they can explore the websites themselves): this time, the teacher will explain to students the history behind Montreal's “lost rivers.” ?Once students have familiarized themselves with the history behind Montreal’s “lost rivers,” the teacher will focus on Saint-Pierre River. The teacher will discuss Saint-Pierre River's history with students and show them various maps that illustrate where the river was located. ?During this time the teacher can also show their students a video: ?????Once done, the teacher can then say something like: “Wouldn’t it be interesting to picture what Montreal would like if these rivers and lakes were still around?”This conversation will now lead into the explanation of the arts-based activity that students will be working on.Groups of five will be given a section of a current map, a map that illustrates Saint-Pierre Rivers’ locations, tracing paper, clay, and sculpting tools. ?Each group must use their mapping skills as they will be placing the tracing paper over the current map handout and drawing where Saint-Pierre River was located. ?Once groups have finished mapping out the river on their tracing paper, they will envision how those areas would look if Quebec settlers and developers would have built around the river. ?Once students have discussed their ideas, they will sculpt a city around the river. ?During this time, students will be provided with clay and various sculpting tools. ?If students are not familiar with sculpting the teacher can explain to the class how to sculpt the clay with various tools. ?Once students are done creating their cities, the teacher can have each group share their finished project with the class.To display the maps, the teacher will put them all together to form one large map.EvaluationFor this arts-based lesson, students will be evaluated based upon different criteria.Given that it is difficult to evaluate and give students a grade based on creativity, they will evaluated based upon the knowledge and understandings that their art (map) demonstrates. ??Evaluation criteria:Clear identification and illustration of the underground/hidden rivers and lakesThe map demonstrates an accurate visual representation of the organization of the city of MontrealStudents have made modifications to the map of Montreal, imagining what Montreal would look like if we built around these rivers and lakes (i.e. buildings and different spaces would be altered to accommodate for the water spaces). ?Even though all of the group’s maps will be placed together to create one huge map, students will be evaluated based on each group’s map.The maps will be assessed based on a rubric that the teacher would create, which should contain the above mentioned evaluation criteria. In order for students to know how they will be evaluated and what to expect, the teacher will distribute the evaluation rubric to students before they begin to work on their maps. Summary of Book #1: Knowlton, J. (1985). Maps and Globes. New York, NY: HarperCollins Publishers.Knowlton’s Map and globes, is a fictional storybook containing various informational-based literature, creating an engaging yet educational read for cycle two students. The storybook is an excellent selection for a social studies classroom because it draws upon multiple learning subject-areas, such as history, geography, and the modernization of science. Briefly, the book offers a concise history of mapmaking, simple explanations as to how to read maps and globes, and provides an introduction to the various forms of maps that have existed over the course of time. The storybook offers insights to the history of mapmaking, as civilizations, over time, began using different materials and sources to construct their maps. By introducing the history of maps, the readers are informed of how the concept of “mapping” has changed and progressed with modernization. The book accomplishes this by providing concrete examples of maps that existed over a thousand years ago. For instance, the book makes references to the construction of charts, woven with reeds and palm leaves, which were used to distinguish the current of the oceans and wave directions. As the story progresses, the misconception that the world is flat is confronted, and an alternative and feasible explanation for the world being round is brought into perspective. The “globe” is therefore appointed as the most precise and ideal representation of the world today.Subsequent to establishing the history of maps and their alterations over time, the storybook introduces students to different methods on how to read and interpret maps and globes. By explaining that reading maps is similar to learning a language, the book emphasizes becoming familiar with numbers, names, directions, and symbols, and begins to provide specific examples and explanations for each. Summary of Book #2:Alexander, H. (2010). A child's introduction to the world: Geography, cultures, and people - from the grand canyon to the great wall of china. New York, NY: Black Dog & Leventhal Publishers. A Child’s Introduction to the World is a resourceful informational book written by Heather Alexander. This book would be a useful tool to use in a social science cycle three classroom since it covers a variety of social science topics. More specifically this book focuses on the topic of geography, providing students with an overview of planet earth.In part one of the text, students are provided with basic information about longitude and latitude, landforms, and population density. In addition, this book also presents students with map stories and teaches them how to read a map. The second part of the book provides students the opportunity to discover the six different continents, as well as specific features and characteristics about each one. Each section focuses on a specific continent by creating a profile with characteristics such as climates, biomes, wildlife, governments, people, and cultures. Within each continent’s profile there are also biographies of numerous explorers. ???This book provides students with a solid foundation on the topic of geography which can be used as an extra resource within the classroom. Specifically this book helps students in cycle three develop competency three which states, “To be open to diversity of societies and their territories.” This text presents students with a variety of locations and populations they may have never encountered before. When encountering this new information they must remain open-minded to these diverse cultures. This informational book may help students foster new ideas about other territories around the world. ???Online sources: 1.??? The iPad app Barefoot World Atlas allows students to explore Earth’s regions through an interactive and engaging interface. Upon opening the app there is a 3D representation of the globe, which students can then zoom into or scroll through. The entire globe is covered with icons that students can touch, which then provide students with information and facts about historical monuments, people, or places. Ultimately, the app allows students to familiarize themselves with both the world map and each region's history and special reference points.Towards the beginning of the semester our goal is for students to develop a genuine interest for history and geography. ?For this reason, we believe the Barefoot World Atlas is useful since it provides students with a stimulating and engaging interface that will help capture students’ interest in geography. The app will elicit students’ prior knowledge by allowing them to make connections to information they have learned in other subject areas or to information that they have discovered independently. It will also allow students to explore an interactive atlas and locate places on a globe (MELS, 2001). ?This application helps students develop competency one and three and can be used in both cycle two and three. Moreover, because Barefoot World Atlas also displays the average CO2 emissions of each country, it can be used as an excellent resource to utilize in lessons concerning the environment. ??? 2. ??? The ?incorporation of authentic learning activities are often helpful in providing students with the engaging and adaptable classroom setting to learn effectively. In view of that, the online resource, Geoguesser, is an equally engaging activity requiring students to use their critical and analytical skills. Through the use of this web-based geography game, students are challenged to use their prior and new knowledge to identify real-life locations from around the world through the provided Google street view, while also becoming familiar with learning map skills, different regions, topography, language and various other cultural elements.This online tool can be used in the social science classroom for cycle two and three, with either the whole-class, small groups or even individually, to inform their knowledge of various geographical locations. Furthermore, this resource can be employed in order to build students’ understanding of notions related to natural resources, road signs, language, and culture (for instance, what side of the road are people driving on?). This tool helps develop social studies competency 3, as students are prompted to situate societies and territories in space (QEP, 2006). Students may accomplish that by integrating their knowledge from various other subject areas (geography, history, English), to formulate connections between their prior knowledge and personal experiences to be able to successfully guess the correct location. ??3. ??? Skype in the classroom is an online tool that connects classrooms from all around the world. Skype in the classroom allows students in different countries to video chat with one another. It is a fun and interactive tool that can be used in the social sciences classroom to learn.?????????? Skype in the classroom can be used in relation to the topic of “Techniques Specific to Geography.” For one, a teacher and his or her students can Skype with a class in a different country. Students from both countries can ask each other questions related to their locations on the world map, as well as compare their locations to one another. Before starting the Skype, the teachers can each discuss with their students about the country that they will Skype with and ask students what they would like to know about the other country. Students can formulate questions such as “Where in the world is your country situated? Are you to the North, South, East or West of the Equator? Is your country to the North, South, East or West of our country? Which ocean of the world is your country the closest to?” Students would be practicing their use of geographical language. Teachers can also choose to not tell their students which country they will be Skyping with. By asking their location related questions and referring to a map of the world in front of them, students can try to guess which country they are Skyping with. We think that Skype in the classroom works best for Cycle 3 students since they have to video chat. If a Cycle 2 teacher would like to use this online tool, the teacher can pre-outline how the Skype will unfold and give students particular tasks and questions. 4. ??? Tour Builder is a way to show people the places they have visited by creating their own tour. There is a gallery that includes multiple tours for examples or for simple observation. However, in order to use Tour Builder, one must have a Google account and install Google earth plugin to view the tours, which are three-dimensional.Students can create their own tour by adding their own locations on the map, as well as photos, text, and videos. ?They can share their experiences with their classmates through Tour Builder, with the use of Google Earth which enables them to see the tour in 3 dimensions. Students can create their own tour or the teacher can create one as a class. Tours can be set to private to ensure that only the teacher and students have access to their creations. This source allows students to develop competency 1 and can be applied for both cycle 2 and 3. 5. ??? Learning about geography in the classroom should not merely consist of maps and naming continents. Students should also be taught about the different biomes around the world, as these biomes play a large role in our ecosystem. ?Pines to Vines- the Forest Biome is an iPad application which students can use to learn about forests around the world.Within this application, students can learn the information through a variety of multimedia. This application includes a glossary, fun facts about each biome, and interactive maps. Moreover, there in an integration of scientific information about the biomes throughout. Teachers can also save student progress by keeping track of their notes and test results. In addition, this app also contains additional materials such as lesson plans for educators to use free of charge, which teachers can use to help support student learning. Furthermore, there is a feature in which students and teachers can adjust reading levels that range from grades 1-8. This application can help support student development in competency three (cycle 3). They can use this application to begin to distinguish unique differences, as well as similarities between territories. 6.??? Tiny Countries is an interactive application which is extremely useful and can be used in a social science classroom. Teachers can easily download this game from the app store to a classroom iPad. Today, many students spend most of their time being stimulated by video games, making in-class lectures seem extremely boring. This application can be used to help support student learning in an engaging manner. Students can use prior knowledge learned in lectures to help Tiny the Chicken find Dr. Evil and make learning geography fun.This application includes 75 countries and 6 continents. Throughout the game, students must complete a mission in which they must use previous knowledge to help locate where doctor Evil is hiding. Alongside the mission, the application provides students with information about the locations they encounter. This game would be great for students who appear to be reluctant to engage in geography lessons. In order to complete a mission, students must answer a series of questions regarding capitals, bordering countries or specific monuments within a country to provide the students with clues on the location. Once students begin to use this application they may begin to develop competency 3, cycle 2, as students will begin to take note of the diversity between territories presented within the app. ???Additional Resources - This website includes geography games of the different locations in the world such as Canada, United States, Africa, Asia and Europe. For example, in Canada students can play games about the provinces and their capitals, where they will be given a capital and have to click on the province the capital belongs to. This website targets social science competency 1. - This website includes geography games, much like the other site, however, this website also includes identifying regions, mountains, volcanoes, and rivers on a map. This website targets social science competency 1. – Google maps enables students to use maps to find different locations, and being able to travel through time. As well as being able to access what the location looks like by clicking street view. This website targets social science competency 2. website is titled Mapmaker interactive. Students have access to a map of the world where they can draw a polyline, insert markers, and create a legend. This website targets social science competency 1. Activities for students The National Geographic site offers different activities teachers can use with their students. The activities are separated by cycle and grade level which makes it easier for teachers. The activities target social science competencies 1, 2 and 3. Similar to the previous website, this website provides fun activities for students in geography. Students can play map games and puzzles, as well as creating their own map. The activities target social science competency 1. ReferencesBooks:Alexander, H. (2010). A child's introduction to the world: Geography, cultures, and people - ??????????from the grand canyon to the great wall of china. New York, NY: Black Dog & Leventhal ?????????Publishers. Knowlton, J. (1985). Maps and Globes. New York, NY: HarperCollins Publishers.Online Sources:Anton, W. (2013, May 10). GeoGuessr - Let's explore the world! Retrieved April 12, 2015, Retrieved from Inc. (2015). Tour Builder. Retrieved from Publishing LLC. (2014). Pine to Vines- The Forest Biome (Version 1.4) [Mobile ??????????application software]. Retrieved from ? ??????????? HYPERLINK "" mt=8&ign-mpt=uo%3D8 ??Skype. (2015, January 1). Skype in the classroom. Retrieved from Software. (2013). Tiny Countries (Version 1.2.1) [Mobile application software]. ?????????Retrieved from Limited. (2015). Barefoot World Atlas [Mobile application software]. ?????????Retrieved from from lesson plan:Emond, A. (2015, January 1). Under Montreal. Retrieved from Rivers. (2015, January 1). Retrieved from resources:EastDock Media. (2014). World Geography Games. Retrieved from Geographic. (2015). Mapmaker interactive. Retrieved from Geographic. (2015). Map skills for elementary students. Retrieved from , B., & Chapgar, J. Geography games. Sheppard Software. Retrieved from , M. (2012, July 4). 30 fun geography activities for kids. Imagination soup. Retrieved from , H. (2014, April 23). With google maps, it’s now possible to travel through time. Retrieved from Competencies: Ministère de l'?ducation, du Loisir et du Sport (MELS) (2001). Quebec Education Program. Retrieved from ................
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