Académique Documents
Professionnel Documents
Culture Documents
Participating Teachers and Schools: RVIS/Bahrain - Amy OMeara & Luke Meinen, TAISM/Oman - Christopher Lang, Brian Kuti, Abby
Newman. ISG Jubail/ Saudi Arabia - Alexis Snider, Tonia Lopez, Steve Rampling, VIS/Qatar - Margo Tripsa, Cindy Natiello, Al Bayan/Kuwait -
Aaron Shelby (Instructional Coach), Jaber Al Anazi, UAE - none at this time
Stage 1- Desired Results
ISTE Standards:
Research and Information Fluency
Students apply digital tools to gather, evaluate, and use information
Communication and Collaboration
Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual
learning and contribute to the learning of others
Digital Citizenship
Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior
Transfer
describe the geography, culture, population, industry, history, environment, and government of their own country.
describe the geography, culture, population, industry, history, environment, and government of the other 5 GCC countries.
tell what the GCC is and why it was formed.
cite sources used for research
create and add pins to a collaborative Google Map
create presentations appropriate for audience and purpose
synthesize information from shared presentations to inform final project
collaborate appropriately with peers, both in class and long distance
Show an understanding of digital citizenship during long distance interactions
Meaning
UNDERSTANDINGS (broad statement) Essential Questions
onsidering...
Societies create and adopt systems of governance to address What is the GCC?
human needs, rights, and citizen responsibilities. Why was the GCC formed?
The causes and effects of connections among societies through Who belongs to the GCC?
trade, international exchange and diplomacy. What do the GCC countries have in common?
How is each GCC country governed?
How has the GCC Countries location changed and impacted
development over time?
Acquisition
the countries in the GCC are Bahrain, Kuwait, Oman, Qatar, Using research skills to find out about their home Gulf Country
United Arab Emirates, and Saudi Arabia accessing the Together in the GCC website and using the
the GCC was formed in 1981 for both political and economical projects online tools
benefits learning from other groups presentations to gather
their Gulf Countries have a different types of Monarch
information about other countries and collecting notes to
Governments
the Gulf Countries have always benefited from their proximity inform final project
and cooperation collaborating online with other students about the projects
how governments of the GCC cooperate to meet needs and content, but not sharing personal information
wants of its peoples
the Gulf Countries have a rich cultural history
the Gulf Countries have changed in many ways through cultural
and technological developments
what citizenship means in terms of membership in, and
allegiance to, a country or a union of countries.
the elements of the a monarchy political system.
the organization and major responsibilities of the various levels
of governments of their residing country and the GCC.
the country leaders and national government representatives.
Stage 2- Evidence
Code
PERFORMANCE TASK(S):
Transfer 1. Week One: Students will research the GCC in teams at their school. It is up to each teacher to decide how their students
Meaning will organize and/or showcase this learning. Students will play a shared Kahoot game that covers GCC trivia. The Kahoot
Making site creates a report on the individual scores for each game. We will all have the login details on the Kahoot account it is
made on so that we can access those reports. It is important that the students use a unique name so that teachers can pick
out their students scores. See this video tutorial on playing Kahoot through Google Hangouts.
2. Week Two and Three: School teams will research their own country and specific cities or areas to create presentations
containing details of the cities and areas within their countries. We will schedule Google Hangouts between classrooms
for teams to present their presentations to at least one other class via Google Hangouts on Air. The type of presentation is
up to the teacher.
3. Week Four and Five: Teams need to choose 10 cities they think are best suited for the train stops within the 6 GCC
countries. When choosing the cities, they would need to consider the cities' geographical interests, cultural interests,
population, industry interests, historical interests, and environmental interests. Teams would create Google Maps with the
stations and present their route and city choices in a video (or screencast). The videos would hopefully include visuals
and evidence to persuade the audience of their route.
Formative Assessments:
Observation and Discussion
Other suggestions for week 1, 2 or 3 research:
Create slideshow to organize and present
Create green screen news report
Blog post or research paper about GCC
Create a nonfiction book about the GCC
Summative Assessments:
Final project from weeks 4 and 5 (see above)
**Rubric to come
OTHER EVIDENCE:
Learning Events
Here is the sheet of GCC trivia questions and answers (please add to it if you have additional information)
Suggestions:
Student teams could create a slideshow presentation to teach the others about a topic (make sure you give credit to your text and
image sources)
Students could create newscasts to teach a topic to their peers
Students could create a ThingLink Image about a topic complete with embedded videos, facts, and links to articles
Students could interview knowledgeable community members and include the voice or video recording in their presentation
Research and s earch engine tricks could be taught and practiced by completing a list of questions taken from the notes below.
Collaborative note taking via Google Docs and/or Diigo would be a valuable addition to the lesson.
Once the research is completed, groups can present and discuss their research findings. Teacher may choose to have a mock oral quiz or
Jeopardy game to prepare kids for the Kahoot game. Because this is only a week, the students are allowed to use their notes during the
games.
Classes will schedule Google Hangouts to play the shared Kahoot game and test their knowledge of the GCC
Use this Google Spreadsheet to document the date, time, and class you are competing against
Differentiation Suggestions:
For students needing English language support:
Before beginning the research, students will go over the research questions with the teacher, highlighting key words and phrases
to use when doing the research
While researching, students will pick out the important words from the website/informational book and put them into sentences
using their own words. If necessary, students can use dictionaries in their native languages or Google Translate for unfamiliar
words or phrases
Students may also be paired with high level/native English speaking students who can help them record the information in their
own words
Other differentiation ideas:
The amount of research questions can be divided among the students in the group, so that the amount of research required by
individual students is more manageable.
Week Two and Three (Feb. 7th - 18th)
Instructional Activities
Explain to the students that this week they will gathering information about the a particular area or city within their home country. The
information gathered will help them and others to decide which areas or cities are best for train stations. Possible resources include
web-based resources, informational books, teacher frontloading, first person accounts (guest speakers), field trips (real life or virtual).
The research topics are the areas:
geographical interests/features
cultural interests/features
population interests/features
industrial interests/features
historical interests/features
environmental interests/features
religious interests/features
Assessment/Performance Task
Teams will create presentations to showcase the details of a city or area within their country. Other teams will use these presentations to
make an informed decisions on the best places for train stops.
We will schedule Google Hangouts on Air (for recordings to be available for student access or teacher assessment) between classrooms so
that teams can present to other classrooms in the GCC countries
Use this Google Spreadsheet (2nd sheet) to document the date, time, and class you are presenting to
Because this is a broad topic with a lot of information that may be difficult to find in kid-friendly language, teacher frontloading, and
knowledgeable guest speakers (Arabic teachers, expats who have lived in the country for more than 10 years) could provide first hand
accounts of the topics. Also going on field trips to the areas would provide opportunities for valuable learning about the areas features
that would support a train station.
Students will learn how to create a Google Map and share it with their team member to collaboratively complete the task.
Students will learn how to communicate with their team members at other schools via Google Hangouts, Google Apps (Drive, Slides, Docs,
email, maybe create a Google Plus Group for team members to collaborate). A reminder of netiquette and when/where to communicate
with group members
Participating teachers will pair their small groups up with ONE other classes small groups to make the communication (and
monitoring of) easier. The paired teachers will decide based on their students strengths and needs who should be paired with who.
Resources / Materials:
Access to computer with a webcam and internet
Website to house all the details of the project
WeVideo - sign in with Google
Computer/Tablets with access to the Google Apps for Education
Student Blogs (optional)
Shared Kahoot account
Informational Texts: The Gulf Cooperation Council, Notes gathered about the GCC, Wikipedia - GCC, Article about the GCC Train plans
Research sites:
Use Diigo to create and share a resource list with students
InstaGrok
Internet Public Library
Kid Rex
(Look below for the Atlas. This section was to document the changes we decided on)
1. Date Range
a. January 31 - March 3
2. Week 1: Schools will research the GCC in teams at their school
a. Randi will put together an initial list of questions so that teachers can prepare their research goals
i. I am hoping that anyone who knows about the GCC can also add questions
ii. Throughout the week, teachers can add questions if new/interesting information surfaces; other teachers will need to check the
document that week to make sure they are setting up their class for success on the trivia game
b. We will schedule Google Hangouts between the classes to play a trivia game to test their GCC Knowledge
i. We will use Kahoot so that the scores can be saved and used as an assessment if teacher chooses
ii. We will create a sign-up sheet with timings
iii. Teachers can sign up their classes to verse another class using Kahoot via Google Hangouts
1. at least once, but more is an option
2. if bandwidth is an issue, you may just have to play the game with another class at your school
3. Week 2 and 3: School teams will research their own country and specific cities or areas.
a. Teams will create Presentations to showcase the details of the cities and areas within their countries
b. Other teams will use these presentations to provide information when deciding on train stops
c. Topics for research:
i. What are the areas:
1. geographical interests/features
2. cultural interests/features
3. population interests/features
4. industrial interests/features
5. historical interests/features
6. environmental interests/features
7. religious interests/features
d. We will schedule Google Hangouts between classrooms
i. teams will present their presentations to at least one other class via Google Hangouts on Air
1. again, well have a signup sheet with times
ii. recordings of the Google Hangouts will be available for students to access when researching train stops