Group+1

Description of Tool: an interactive poster that can include text, media and pictures - a collage of various media
==How does tool apply to your curricular area? (if your group contains more than one curricular area, give an example in each area) Social Studies example: use as a differentiation tool for European country projects - it will be one of several choices to show information regarding assigned country. All required rubric information would be provided on the their glogster "poster"==

==Where does tool fit in Digital Blooms and why? Remembering: information previously taught in class might be used to research information for the poster; Understanding: have to show understanding of history, government, economics, culture and geography for specified country; Applying: they have to apply the information learned about their country AND the technology by creating the poster; Analyzing: by taking the provided information and breaking it down to the MOST important facts; Evaluating: students will post their drafts and analyze each others projects; Creativity: students will create unique posters using a variety of methods (text, photographs, videos, music, etc.) to demonstrate comprehension of their European country==

=Part 2=

Original Lesson Plan : (changes made in //LARGE ITALICS//)
=Travel //POSTER// for Western Europe //USING GLOGSTER//= Students will explore a particular country in Western Europe and get a general overview of the country. This is an activity designed to cover a great amount of material in a brief period of time.


 * A lesson plan for grades 6 Social Studies**

By [|Debra Martinez]

Learning outcomes
Students will learn the following about their assigned country:
 * Major attractions
 * Languages spoken
 * Religions practiced
 * Education system
 * Climate and crops produced
 * Government Operations
 * Typical foods
 * Jobs of the people
 * Recreational Activities

Time required for lesson
7 Days

Materials/resources

 * Various books on Western European countries (found in most middle school libraries.)

Technology resources
Internet Access (**//GLOGSTER & INFORMATION RESOURCES)//**

Pre-activities
Students should be aware of which countries make up the Western European Region. They should also be aware of the 5 **//FIELDS OF LEARNING SOCIAL STUDIES//**

Activities
Students will research a country in Western Europe. They will then compile their information into a travel **//POSTER//** for their country. The **//POSTER//** should answer specific questions about the country and be attractive. It should create a desire to visit the country. Photographs - **//UPLOADED// //FROM//** books or the internet should be included in the **//POSTER//**. Students may work as individuals or they may work in pairs. The teacher may make that decision. Countries may be “drawn out of the hat” or randomly assigned.

Assessment

 * //RUBRIC WILL BE HANDED OUT BY TEACHER//**

Grade 6

 * **Goal 1**: The learner will use the five themes of geography and geographic tools to answer geographic questions and analyze geographic concepts.
 * **[|Objective 1.01]**: Create maps, charts, graphs, databases, and models as tools to illustrate information about different people, places and regions in South America and Europe.
 * **Goal 2**: The learner will assess the relationship between physical environment and cultural characteristics of selected societies and regions of South America and Europe.
 * **[|Objective 2.01]**: Identify key physical characteristics such as land forms, water forms, and climate,and evaluate their influence on the development of cultures in selected South American and European regions.
 * **[|Objective 2.03]**: Examine factors such as climate change, location of resources, and environmental challenges that influence human migration and assess their significance in the development of selected cultures in South America and Europe.
 * **Goal 6**: The learner will recognize the relationship between economic activity and the quality of life in South America and Europe.
 * **[|Objective 6.01]**: Describe different levels of economic development and assess their connections to standard of living indicators such as purchasing power, literacy rate, and life expectancy.
 * **Goal 8**: The learner will assess the influence and contributions of individuals and cultural groups in South America and Europe.
 * **[|Objective 8.02]**: Describe the role of key groups and evaluate their impact on historical and contemporary societies of South America and Europe.
 * **Goal 10**: The learner will compare the rights and civic responsibilities of individuals in political structures in South America and Europe.[|Objective 10.02]