Vous êtes sur la page 1sur 14

New York State Academy for Teaching and Learning

Learning Experience Outline

Name: Erin Conners

Email: ErinKConners@gmail.com

Title of Learning Experience: The Alien Project: Experiencing Geography Firsthand

Grade Level: 9th or 10th Grade Global Studies

Goals and Objectives:

The purpose of the Learning Experience is for students to understand that

geography is more than memorizing places on a map, but that it has shaped the

way of life on this planet. Students will have been engaged with geography

throughout the school year.

Ÿ Students will integrate and draw upon their knowledge of geography to help them with

the Alien Project.

Ÿ Students will provide evidence that they understand that geography can change the way

of life on the planet.

Ÿ Students will use research tools to help them build a mock society in a different area of

the world.

Ÿ Students will evaluate sources for quality and validity.

Ÿ Students present their project to the rest of the class in a comprehensive and detailed
manner.

Ÿ Students will use creativity and insight in the formation and presentation of this project.

Ÿ Students will create a charter for their society, including basic laws and rights.

Ÿ Students will use cooperation and diplomacy to develop an international governing body.

Standard Three- Geography:

“Students will use a variety of intellectual skills to demonstrate their understanding of the

geography of the interdependent world in which we live- local, national, and global-

including the distribution of people, places, and environments over the Earth’s surface.”

Performance Indicators:

Ÿ Understand the development and interactions of social/cultural, political, economic, and

religious systems in different regions of the world.

Ÿ Investigate the characteristics, distribution, and migration of human populations on

the Earth’s surface.

Ÿ Analyze how the forces of cooperation and conflict among people influence the division

and control of the Earth’s surface.

Geography in the curriculum is as follows:

1. Elements of Geography

Ÿ Human Geography

Ÿ Physical Geography

Ÿ Political Geography

Ÿ Migration

Ÿ Trade

Ÿ Environment and Society

Ÿ The uses of geography


2. Critical Thinking Skills

Ÿ Asking and answering geographic questions

Ÿ Analyzing theories of geography

Ÿ Acquiring, organizing, and analyzing geographic information

3. Identifying and defining world regions

Ÿ Concepts and Themes:

Ÿ Human/Physical Geography

Ÿ Movement of People and Goods

Ÿ Environment and Society

Ÿ Change

Ÿ Needs and Wants

Ÿ Interdependence

Ÿ Culture

Standard Two- World History

“Students will use a variety of intellectual skills to demonstrate their

understanding of major ideas, eras, themes, developments, and turning

points in world history and examine the broad sweep of history from a

variety of perspectives.”

Performance Indicators:

• Examine the social/cultural, political, economic, and religious norms and


values of Western and other world cultures.

• Define culture and civilization, explaining how they developed and

changed over time. Investigate the various components of cultures

and civilizations including social customs, norms, values, and

traditions; political systems; economic systems; religions and

spiritual beliefs; and socialization or educational practices.

Prior Knowledge:

Students will have an entire year of preparation for the project, during which I will be helping

them learn the above information. This will all be drawn upon for the culminating project.

Basic Skills:

These may not be basic for every student, but review is good for all students. They will need

to know how to read maps, weather reports, and search the Internet and other sources for

information. They will also need to know basic physical geography. The review (or teaching)

of these skills can be taught cooperatively with a math and science teacher.

Skills:

Students will need to know how to use a computer, mainly for research. The rest of the

project can be done using posters, film, plays, etc.

Assessment:

The assessors:

Ÿ The teacher will assess the majority of the project and will assess according to a rubric

(included).

Ÿ This is group work, so students will be grading their group members, as well as
themselves. This grade will count for a small percentage (10%) of their presentation

grades.

Ÿ When students give the presentation. I would like their classmates to anonymously give

them written feedback. The students will each be given a copy of the rubric to assess the

presenters. This will count for 5% of their presentation grade.

Ÿ Students will create a Charter for their society, establishing purpose and basic laws, such

as a Bill of Rights. Students can base this on existing documents, such as the U.S.

Constitution.

Ÿ Students will be participating in a type of “street fair” where they attempt to convince

passersby (other teachers, fellow students, and perhaps parents) that they have the best

society. This will give students an opportunity to be creative. They can make different

types of food from their country, dress in their “traditional” clothing; play “traditional”

music, etc.

Ÿ Each month, students will be required to complete a research assignment that will help

them complete the final project. These assignments will include guided question sheets

that will require them to find information about their assigned group and then they will

begin to narrow the possible geographic locations. I will narrow the possible settlement

locations to 15-20 locations. This will still allow students to research each location and

match their society's needs with the “perfect” settlement. This will prevent the students

from going on a wild goose chase.

I will create a detailed rubric for the students to read at the beginning of the

school year. I will also assign them groups and give them the specifics of the

assignment in the beginning of the school year, so they can keep the project in

mind. I believe that several rubrics will be necessary, because there are so many

different components to the project. I would also have the project due in

increments, so they are not rushing at the end of the year to finish the project.
This rubric represents students understanding of the project as a whole. It does not

represent any specific portion of the project.

Outstanding Almost Not Quite Needs Work

There

Influence of Student Student Student is Student does not


Geography understands understands beginning to understand that
on Human that that understand that geography
Populations geography geography geography influences
influences the influences the influences the social/cultural,
development development development and political,
and and interaction of economic, and
interaction of interaction of social/ cultural, religious systems
social/ social/ economic, and in different
cultural, cultural, religious systems regions of the
political, political, in different world.
economic, economic, regions of the
and religious and religious world, but still
systems in systems in needs further
different different study in this area.
regions of the regions of the
world. world, but is
missing some
(2-5)
important
elements.
Characterist Student Student Student is Student does not
ics of investigates investigates beginning to investigate the
Human the the investigate the characteristics of
Populations characteristic characteristic characteristics of human
s of human s of human human populations
populations populations populations around the world
around the around the around the world and does not
world and the world but and does not understand how
influence of does not fully understand how geography
geography on understand geography influenced these
these how influenced those characteristics.
characteristic geography characteristics. Student needs
s. influenced Students needs substantial work
these more work in this in this area.
characteristic area.
s.

Cooperation Student Student does Student is Student does not


and Conflict analyzes how not fully beginning to analyze the
geographical understands understand how influence of
location can how geographical geographical
cause geographical location can cause location on the
cooperation location can cooperation cooperation
and/or cause and/or conflict and/or conflict
conflict cooperation among human among human
among and/or populations or populations or
human conflict how geographical how this
populations, among location influences the
influencing human influences the division and
the division populations or division and control of Earth's
and control of how control of Earth's surface. Student
Earth's (or geographical surface. Student needs
Earth 2's) location needs work in this considerable
surface. influences the area. work in this area.
division and
control of
Earth's
surface.
Social/ Student Student does Student is Student does not
Cultural examines the not fully beginning to examine the
Norms and social/ examine the examine the social/ cultural
Values cultural social/ social/ cultural norms and values
norms and cultural norms and values of existing
values of norms and of existing cultures and does
existing values of cultures. Student not use these to
cultures and existing did not use these develop the
uses these to cultures or to develop the social/ cultural
develop the use these to social/ cultural values of their
social/ develop the values of their society. Student
cultural social/ society. Student needs
values of cultural needs more work considerably
their society. values of their in this area. more work in this
society. area.

Economic Student Student does Student is Student does not


Systems examines not fully beginning to examine the
economic examine the examine the economic system
systems of economic economic systems of existing
existing systems of of existing cultures and does
cultures and existing cultures. Student not use these to
uses these to cultures or did not use these develop the
develop the use these to to develop the economic system
economic develop the economic system of their society.
system of economic of their society. Student needs
their society. system of Student needs considerably
their society. more work in this more work in this
area. area.

Political Student Student does Student is Student does not


Systems examines the not fully beginning to examine the
political examine the examine the political system
systems of political political systems of existing
existing systems of of existing cultures and does
cultures and existing cultures. Student not use these to
uses these to cultures or did not use these develop the
develop the use these to to develop the political system
political develop the political system of of their society.
system of political their society. Student needs
their society. system of Student needs considerably
their society. more work in this more work in this
area. area.
Traditions, Student Student does Student is Student does not
Religion and examines the not fully beginning to examine the
Spirituality traditions and examine the examine the traditions and
religious traditions and traditions and religious systems
systems religious religious systems of existing
existing systems of of existing cultures and does
cultures and existing cultures. Student not use these to
uses these to cultures or did not use these develop the
develop the use these to to develop the traditions and
traditions and develop the traditions and religious systems
religious traditions and religious systems of their society.
systems of religious of their society. Student needs
their society. systems of Student needs considerably
their society. more work in this more work in this
area. area.

Culture and Student Student does Student is Student does not


Civilization examines and not fully beginning to examine or
understands examine and examine and understand the
the meaning understand understand the meaning of
of culture and the meaning meaning of culture and
civilization of culture and culture and civilization or
and can civilization or civilization and explain how they
explain how explain how how they developed over
they they developed over time. Student
developed developed time. Student needs
over time. over time. needs more work considerably
in this area. more work in this
area.

Student Work: Not yet available

THIS IS A SAMPLE ASSIGNMENT SHEET THAT I WOULD GIVE THE STUDENTS

The Alien Project

Imagine...
It is the year 3100 A.C. You are leaving planet Earth on a spaceship.

Scientists have discovered an exact replica of planet Earth in a

“galaxy far, far, away.” You have been selected from thousands of

candidates to join the crew. Your mission is to form new societies on

Earth 2. Each society will have certain needs and you must be

careful to select the best geographical location, or else your society

will fail. Once you have established your society, you will create a

system of laws and rights. You will also establish traditions for your

society.

I have separated your class into groups of four. Each group will represent a

society with different needs and wants. For example, Group A grows wheat.

You will need to find the requirements for wheat growing, such as how much

rain it needs, how much sunlight, the best soil type, etc. This will help you

decide where to settle on Earth 2.

This project will be ongoing throughout the school year. You will use what you

are learning in class to aid you in the project, as well as using outside

resources (websites, books, magazines, journals, etc). You will work with your

group members to create a multi-dimensional and functional society.

The project timeline is as follows:


September 10 (today): You will be separated into groups of four. You will

receive your needs and wants today. You will also receive a map with 20

different geographic coordinates. You will use what you have been learning in

Science class to determine the location on a map.

Due September 15th: Your group must hand in one map with all 20

locations plotted on the map.

October 1st and 2nd: We will be working with the librarian in the computer

lab to learn how to research using books, journals, magazines, and online

sources.

Due October 15th: FOOD PLAN- Does your society grow its own food or

do you rely on trade for your food? If you grow your food, what requirements

does your food need to grow? If you rely on trade, what does your society

have to trade?

Due November 15th: TRANSPORTATION PLAN: What type of

transportation does your group use? Will you need navigable rivers, flat

terrain, oceans, etc. Please include a picture or drawing of your method of

transportation.

December 1st: NARROW YOUR CHOICES: You will narrow your potential

geographic locations to 10. You must include justification for each location

that you have chosen to exclude.

Due December 15th: ANIMALS: What type of animals does your group

rely on? Do you use the animals for transportation or food, or both? What do
you need to ensure the survival of these animals?Due January 1st:

HOUSING- What type of shelter do you require? What is it protecting you

from, i.e. cold winters, rain, etc.? Please hand in a drawing or picture.

Due January 15th: Please name your society, you will be a full-fledged country soon! Also,

please invent 3 national holidays, with a full explanation of each holiday.

Due February 1st: Narrow your possible geographic locations down to four. Justify the

locations you have excluded.

Due March 1st: Final geographic location is chosen. Group must justify each aspect of their

civilization with this location. For example, The society grows wheat and central North

America is best suited for this because...

Due March 15th: What natural resources do you need for your society to function? Is there

competition for your resources? How will your society handle resource competition or

scarcity of resources?

March 21st: What religion will your society follow? Is it an existing religion, based on those

from the original Earth, or did your group invent this religion. What are the basic tenements

of this religion? How did your geography influence the development of this religion?

Due March 24th: CLOTHING- What type of clothing will your society wear? Why? Please

hand in a drawing or picture.

Due April 3rd: Draft of Society's Charter is due. You should look at examples of existing

documents, such as the Magna Carta, Declaration of Independence, U.S. Constitution, U.S.

Bill of Rights, etc. You will receive a more detailed assignment sheet later in the year.

Due April 8th: ECONOMY- What economic system does your society follow? How has your

geographic location determined this system?

Week of April 15th: PRESENTATIONS: A different group will be presenting their society to

the class each day. You will have 40 minutes to present. Be creative! You can use film, music,

dramatic skits etc. to present your society. NO POWERPOINT IS ALLOWED!!! Get


Creative!!! You will receive a more detailed assignment sheet later in the year.

May 1st: STREET FAIR: Each group will be participating in a street fair during the lunch

period. This is a time to present your country to your classmates and teachers. I also

encourage you to invite your parents or other family members. You will receive a more

detailed assignment sheet later in the year.

Week of May 15th: Each group will be representing their societies at an international

meeting to debate the creation of an international governing body and what it will consist of.

You will receive a more detailed assignment sheet later in the year.

Time Required: This project would be built upon and conducted over the course of

a school year. I will establish these goals at the beginning of the school year. I would like to

use a syllabus, similar to that of a college course. This will give students adequate time to

plan their assignment. I am having a portion of the assignment completed each month, so

the students will not be rushing at the end of the school year to complete such a large

assignment. Some of these dates may have to be adjusted throughout the semester.

Resources: I do not want to give the students the exact locations to find information,

because research is such an important part of the project. Computers and the Internet will

be the most valuable resources. Students will also need poster board, markers, crayons,

paint, and whatever else they need. I would like to work with the art teacher to provide a

place for them to work with these materials and a person to help them with the artistic

components of the project.

Johnston,Ronald J.. The Dictionary of Human Geography. 4 ed. Malden, Mass: Blackwell

Publishing, 2000.

The Dictionary of Human Geography is a great source because it not only gives students

background knowledge, but provides them with sources for further research.

"CIA World Factbook." www.cia.gov/library/publications/the-world-factbook/ (accessed

December 5, 2010).
The CIA World Factbook provides students with a resource to research what makes a society

and what common criteria are used to judge countries, such as literacy rates, infant

mortality rates, life expectancy, GDP per capita.

"World Climate." www.WorldClimate.com (accessed December 5, 2010).

This site provides students with information on their climate and climates around the world.

This will help students eliminate potential geographical sites based on their climate.

“United Nations.” www.un.org (accessed December 5, 2010).

The United Nations website provides examples of government and international government

documents. Students can use these documents to help them develop their societies’

government, such as their Bill of Rights.

Instructional Modifications: This will alter the traditional classroom structure throughout

the school year. I think that this is a good thing because it helps students remain engaged in

learning. Several times throughout the year I would bring the class to the library or

computer lab, so they can do in class research with their groups. Class will also be held in

the hallway at least once during the semester for the street fair mentioned above. For

students with IEPs and 504 plans, I will follow any instructional modifications required,

including technology to assist with computer work. I will provide alternatives to students are

not able to participate in any aspect of the project.

Reflection: I know that this project needs more work and development, but I think that with

time, it could be used to include many aspects of the Standards and Performance Indicators.

By making the students develop a society, they are not only engaging in geography, but in

history, government, and economics, as well as developing their research skills, their public

speaking skills, and enhancing their creativity and ability to work in a group setting. This

exercise will tie together everything they have learned in the class, as well as teach them

the valuable skills of research, writing, public speaking, and cooperation.