Thinkfinity+Lesson+Review

Lessons That Use Technology: Review Form Please rate the following statements in terms of how well each applies to this particular activity. 0 – not accurate, 1- somewhat accurate, 2- moderately accurate, 3 – highly accurate
 * Name of Lesson: Mission Geography: Europe ||
 * Curriculum Area: Social Studies ||
 * Grade-Level Span: Grades 6-8 ||
 * Your name: Carol McAveney ||
 * Web Site URL (make this a link):... [] ||
 * Appropriate for the grade levels indicated ||
 * Appropriate for the grade levels indicated ||

**3**
||
 * A good example of the use of technology in this content area ||
 * 2** ||
 * Sufficiently detailed to generate a full lesson plan ||
 * 3** ||
 * An appropriate representation of the subject area ||
 * 3** ||
 * Clearly written ||
 * 3** ||


 * **BRIEFLY DESCRIBE THE LESSON:** ||
 * In 6-8 sentences briefly describe the purpose of the lesson and how it is accomplished.

In this lesson, students will work in groups and research an assigned region of Europe. In their research, they will learn about the geography, culture, and history of that specific region. Afterwards, they will take on the role of "tour operators", and create a brochure that outlines a three week tour/itinerary of the region. The brochure must cover at least three countries in that region, transportation methods, cultural, geographic, and historical landmarks that a tourist would come across on their trip. The brochure will later be shared with the class in an oral presentation. In order to complete this lesson, students will be using the Internet to complete their research, as well as to create and design their brochure on a web-based brochure making site. ||


 * **TECHNOLOGY STRENGTHS OF THIS LEARNING ACTIVITY** ||
 * Please list two ways this lesson has students use technology. Explain in a paragraph (6-8 sentences) (one for each) why you think it is/isn't an effective use of technology. ||
 * 1st - Students must use the Internet to complete research for their region/countries. In the area of Social Studies, having the latest up-to-date information is essential. Definitely over the past 20 years, many borders have changed, new countries have formed, and new cultural and historical landmarks have been established. Websites such as the CIA World Factbook or Lonely Planet can provide that up-to-date information that students will need for these types of assignments. Students will be able to view maps, see pictures of cities and landmarks, and learn about other cultural information through the Internet. This is extremely effective because most, if not all, students are not able to just go to Paris or Moscow and learn these things first hand. ||
 * 2nd - Students will use an Internet-based brochure making program to create a tour guide brochure that outlines their tour itinerary. I think that this is a fun, creative way to make brochures in any curriculum. The program that the lesson has the students use is "Print Press". This piece of software is OK, but students will actually have to cut-and-paste pictures to put in their brochure. I prefer to use My Brochure Maker, because it has nice pre-made layouts to use and you can replace the pictures with your own. But overall, having the students use some type of software, whether it's installed software or an Internet-based software, to create a brochure is fun and educational. ||

**2. WHAT NETS*S STANDARDS DOES THE LESSON ADDRESS?**

2. Communication and Collaboration 3. Research and Information Fluency 5. Digital Citizenship 6. Technology Operations and Concepts
 * List the NETS*S this lesson provides students with an opportunity to practice. Please make constructive suggestions for ways a teacher could modify the lesson to include more technology experiences for students. ||
 * 1. Creativity and Innovation

I believe that this lesson met the above NETS*S standards for students. The only standard that I felt was lacking was number four, //Critical Thinking, Problem Solving, and Decision Making,// because the students did not have to define or work on authentic problems or develop a solution to the problem. The teacher ideally would provide everything, such as websites to gather information, outine what information should be gathered, and define the end product.

In order to make this lesson a little more student centered, I would give the students the websites on the lessons, but I would have the groups research other sites to gain historical and/or cultural information and graphics. Many cities around the world have websites that outline city-wide activities and historical/cultural events and landmarks. I would also take it a step further and use this as an opportunity to have the students learn how to evaluate websites. Finally, I think I would try to give the students choices as to how they would want to display their information. They could do a tour brochure, or perhaps develop a website for their tour guide company which could also outline their itinerary. Also, brainstorming as a class and letting the students give suggestions as to how to create their final product would be something that I would do to get the students to "buy in". ||


 * 3** **. WHAT IS THE LoTI LEVEL OF THE LESSON? (Defend your answer)**
 * Decide what you think the LoTI level of the lesson is. Defend your answer by using the LoTI matrix that we discussed in class ||
 * After looking at the LoTI matrix, I believe that this lesson learns toward being a level 3, or Infusion. I believe that this lesson is a mostly teacher centered type of lesson. The process, the guidelines, the websites, and the end project are all laid out for the students by the teacher. The students are able to work independently and as a group on the computer through research and designing their brochure. The students do have to go through the information and evaluate it and apply it to complete their project. Being able to evaluate information is higher order thinking, but I believe that there is not enough true higher-order thinking skills necessary to complete this project. ||