Author:
Juan Luis
Subject:
Geography, Social Studies
Material Type:
Activity/Lab, Lesson, Lesson Plan
Level:
High School
Tags:
  • 5 Themes of Geography
  • Lesson Plan
  • Natural Disasters
  • Social Studies
    License:
    Creative Commons Attribution
    Language:
    English
    Media Formats:
    Graphics/Photos

    Creating DOK Pamphlets Using iPad

    Creating DOK Pamphlets Using iPad

    Overview

    This lesson plan aims at incorporating technology, in this case the Pages app on iPad, to create pamphlets that demonstrate depth of knowledge of social studies content. 

    Image Source

    Josh Sorenson, Pexels, Picture Taken:  August 17, 2018

    Summary

    This lesson is designed for a 9th grade World Geography course demonstrating their understanding of natural disasters and the human-environment interaction. Students will create pamphlets that analyze the complex relationship between the environment and people - specifically in Asia - and connect them to the five themes (standards). Using Pages, they will create quality pamphlets that they can distribute and present to their peers. 

    Time Frame: 150 minutes 

    Format: Hybrid (in-person/virtual)

    Background

    Educators would benefit from a basic understanding in using the Pages app on the iPad. The following resources are great at providing you with foundational knowledge about the app: 

    1. Apple's Pages for iPad Guide 

    2. Matthew Pullen's, "Page's Tips: Getting Started with Pages (iPad Tutorial 2020)"  

    3. Matthew Pullen's, "Page's Tips: Creating Templates for Learner's Work (iPad Tutorial 2020)" 

    Ideally, the educator will also need to have taught about types of natural disasters before engaging in this lesson, and have provided students with opportunities along the unit for them to familiarize themselves with them. 

    Goals and Outcomes

    Objectives: 

    By the end of the lesson, students will be able to: 

    • Identify significant forces that influence the physical environment (WGS 1.1) 
    • Cite evidence of how the distribution of natural resources affects physical and human systems (WGS 1.3) 
    • Propose actions that mitigate or solve issues (WGS 1.4)
    • Explain factors that cause voluntary and involuntary migration (WGS 2.2)

      Success Criteria:

      • Students will create a pamphlet using the Pages app on the iPad that addresses the role of humans with their environment, with particular importance placed on mitigating/solving issues and the human-environment relationship. 

      Planning Instruction

      Student Background Knowledge

      • Prior to this lesson, students will need to have an understanding of natural disasters, specifically tsunamis, droughts, wildfires, floods, earthquakes, and volcanic eruptions. 

      Strategies for Diverse Learners

      • Teachers should engage in gradual release of responsbility and demonstrate how to use features creating a model of the pamphelt using the Pages iPad app. Have students copy the steps and assess for understading by using a thumbs up, or a number signal. Then have them use some features independently and have them check-in with you as they complete them. 
      • Include the instructions in a printed format, as well as displayed prominently in the classroom. Review the instructions and ask students to repeat. 
      • Teachers can provide students with a list of natural disaster events that have occurred in Asia and assign individual students to research one item from the list. 
      • Provide a word bank for MLs that provide a review of critical terms that they'll encounter when researching their event. 

      Instruction

      Provide one iPad to each student or if working in groups provide one iPad to every 4-5 students. If working in a group, members should collaborate by assigning each other a theme/item from the list. 

      The students will then research, respond to, and transfer the following items - integrating them later into their pamphlet: 

      Section 1 (Top Left, Page One): 

      Students will describe how environmental changes affect human migration and provide one image that shows the number or percentages of people displaced by natural disasters. (WGS 2.2)

      Section 2 (Center, Page One): 

      Students will answer the following central question for this section: How can countries mitigate the damage, costs (economic and human),  and prevalence of natural disasters? (WGS 1.4)

      Section 3 (Top Right, Page One): Cover Page 

      Students will include provide the title of their event, an image post natural disaster, and their name(s). 

      Section 4 (Top Left, Page Two): 

      Students will provide an inforgraphic relating to the natural disaster's economic costs and answer the following central question: Are the policies of (Insert Country Here) in regard to environmental changes and standards of living sustainable in the long run given a rise in natural disasters? (WGS 5.5)

      Section 5 (Center, Page Two): 

      Students will respond to the following central question and include one image that explores the division or unity that occurs after natural disasters: Has the the government of (Insert Country Here) collaborated with their own political parties or other nations, in exploring new resource control or land use? (WGS 4.3)

      Section 6 (Top Right, Page Two): 

      Students will respond to the following central question and include one image that analyzes the enriching cultural traditions that are born from calamities: How have people honored the victims of the natural disaster, and how do their cultural values affect their perspective on death and destruction? (WGS 3.2, 3.7)

      Students will plan what to write in each section after researching. It is recommended that teachers model how to accomplish this by asking students to follow along, thinking outloud, and referring to background knowledge learned in class. Once students have finished researching and have planned what to write in their pamphlet, direct them to grab an iPad. They will then open the Pages app, and scroll to the Museum Brochure. Maintain the required elements (outlined above) prominently displayed in the classroom, and provide at least one printed example at every corner of the room to provide for students to quickly access. It is encouraged that this project be used at the end of a unit or a trimester, given the need for more classtime. 

      Once all students have completed their pamphlet, direct them to save it as a PDF. Based on the number of iPads you have, you can ask them to print them or to put them around the classroom as a gallery walk/reading mill. Alternatively, if you have an Apple TV or a Chromecast, students can cast them to your projector. As students read through the entries they should be completing a graphic organizer (see, think wonder). 

      Assessment

      Criterion 

      Excellent 4 

      Good 3 

      Developing 2 

      Beginning 1 

      Pamphlet and Graphics 

      All sections are attractive. Text is minimal, easy to read. All of the sections satisfy the element requirements. 

      Most sections are attractive. Text is easy to read. Most of the pictures, graphics, and effects enhance pamphlet. 

      Some sections are easy to read. Amount of text is too much. Less than half the sections have pictures, graphics, or effects. 

      The sections are not easy to read. The amount of text is insufficient. There is little use of pictures, graphics, or effects. 

      Content 

      All information is accurate and follows all project requirements. Information is paraphrased. Student demonstrates strong in-depth understanding of the content. 

      Most information is accurate and follows most project requirements. Information is paraphrased. Student demonstrates an understanding of the continent. 

      Some of the information is accurate and follows some of the project requirements. Information may be paraphrased. Student demonstrates some understanding of content. 

      Information is not accurate and does not follow the project requirements. Information is not paraphrased. Student struggles with understanding the content. 

      Grammar and Punctuation 

      Capitalization and punctuation are correct throughout the presentation. There are no grammatical errors. 

      There are fewer than 2 grammatical errors in the presentation. 

      There are less than 5 grammatical errors in the presentation. 

      There are many (more than 5)  grammatical errors in the presentation. 

      Use of Class Time 

      (This does not go on your grade, but serves as feedback as how to better maximize the use of class time)

      Used time well during the class period. Focused on getting the product done. Never distracted others. 

      Used time well during the class period. Usually focused on getting the project done and never distracted others. 

      Used some of the class time well during the class period. There was some focus on getting the project done but occasionally distracted others. 

      Did not use class time to focus on project OR distracted others. Reminders were given. 

      Organization of Sections 

      Information is organized in a clear, logical way. It follows all of the project guidelines for organization. The audience is able to follow the presentation easily. 

      Most information is organized in a clear, logical way. It follows most of the project guidelines for organization. The audience is able to follow most of the presentation. 

      Some information is logically sequenced. Some of the project guidelines are missing. The audience is able to follow some of the presentation. 

      There is no clear plan for the organization of information. There are several project guidelines for organization missing. The audience finds it difficult to follow the presentation.