Author:
Sheramy Green
Subject:
Other, Geography
Material Type:
Lesson, Lesson Plan
Level:
Middle School, High School
Tags:
  • Country
  • Lesson Plan
  • Research
  • uol9-12
  • uolso
  • uolsocialstudies
    License:
    Creative Commons Attribution Non-Commercial
    Language:
    English
    Media Formats:
    Text/HTML

    Education Standards

    Explore the World a Country at a Time

    Explore the World a Country at a Time

    Overview

    This lesson plan gives students a chance to learn about a country of their choice by accessing two databases to pull information from: Culturegrams and World Book Online. They are given a list of topics that need to be included in their project (which also serves as their assessment). They will be using Adobe Express to create a video highlighting their country, giving space for the topics they've researched.

    For cover image:

    Photo by Vlada Karpovich: https://www.pexels.com/photo/person-opening-a-map-on-the-floor-7368277/

    photo resource

     

    Lesson plan idea:

    https://www.uen.org/lessonplan/view/42845

     

    Background for Teachers

    To teach this lesson, you will need an understanding of UOSL databases, specifically Culturegrams and World Book online. They are both very intuitive and easy for students to navigate, but teachers should know what tools are available in each.

    Here are some tutorials to consider:

    World Book tutorial

    Culturegrams - this is a math example, but a good intro

    You will also need to be familiar with the video creation tool in Adobe Express. This tool is very easy to use for teachers and students. Very little demonstration will be necessary.

     

     

    Summary

    This lesson has students create an Adobe video about their country of choice using UOSL's resources: Culturegrams and Worldbook. They will consult each source to get the most valuable information for their graphic.

    This should take 1 class period, face to face. This could also be assigned as an online project if a students will be absent. Teacher will need to make sure they have login info for UOSL if accessing remotely.

     

     

    Step 1 - Goals and Outcomes

    Learning Intentions:

    • Students will be able to access UOSL resources (Culturegram and Worldbook) to curate a digital resource to highlight a country of their choice. Students will answer required questions by using Adobe video to highlight associated information about their country.
    • Students will know how to access databases and pull information from them.

    Success Criteria:

    • Students will include population, language, foods, map, culture, resources, and historical information about their country. Students will use a digital design tool to display the information on their country.

    Step 2 - Planning Instruction

    Step 2 Planning Instruction

    Student Background Knowledge

    Prior to this lesson, students will need to be familiar with a global map and be provided with a list of associated countries to consider. Students should know how to access UOSL, but might not yet know how to use the resources needed for this assignment. Students should have Adobe Express to curate digital assets, however Adobe video is easy to use and will have a very small learning curve. Students should know that they must cite their sources and give credit using quotes, etc.

    Teacher can share some info on a country as an example to get students excited about exploring new cultures, countries, etc.

    Strategies for Diverse Learners

    Students who struggle to read can opt to include images in their digital asset that can be explained verbally as opposed to writing sentences of text. Students can also be paired up to complete the assignment, each contributing part. One student could read while another transcribes information.

    Struggling students may need additional help with digital tools. Students can be given the option to record voice captions for their information as opposed to typing sentences. Extra time can also be given.

    ML's (if Spanish speaking) could be required to just use WorldBook online Spanish version.

    Step 3 - Instruction

    Step 3 Instruction

    Introduction: Have students navigate to UOSL > high school and let them know they will be using 2 resources (1 for Spanish speakers) to create an infographic about a country in the world. You can choose to narrow this to certain continents or give students more choice. Make sure they understand that smaller, less-known countries might not have enough info available to complete the requirements for the assignment.

    Teacher: Demonstrate Culturegrams and Worldbook online. Students should understand that they need to pull information from both sources and cite those sources at the end of the Adobe video they will create.

    Give students a few minutes to explore the two resources.

    Teacher: show slide (attached) to give students a list of things they should include in their digital resource (Adobe video) about their country of choice. 

    Here's what students should research and include (see attached image)

    1. Placement on a map including nearby countries

    2. The flag - what does it represent?

    3. Population

    4. Climate

    5. Food

    6. Culture

    7. Language

    8. Landmarks

    9. Interest facts including industry, crops, etc.

    Students: access two database sources along with accessing Adobe express > video (next step).

    Students: Students should open Adobe express, login, and choose to create a new video. Templates could be used, or students can be more creative. Students can type the information into the video slides or use voice narration.

    It make take students more than 1 class period to finish. Have students share their videos and talk about their countries at their tables. Invite students to share with the class as well.

    Have students turn the video in (download or direct link) for grading.

    Step 4 - Assessments

    Step 4 Assessments

    The assessment for this lesson is their digital project. Students will also present their country project to their tables and if they choose, to the whole class. Questioning will be an important part of assessing what students have learned about their chosen country. The teacher will also be observing the process and listening to table discussions as students showcase their work to each other.

    Main grade is based on the project, however. 

    Rubric is attached.