National+Parks

Revised: June, 2012
Collaborative lesson planning between Classroom Teacher/Library Media Specialist Mobile lab/Library desktop computers Library Media Center- print and online resources
 * Resources:**

Content:
-describe the basic elements of maps and mapping; -compare and contrast various types of maps, including thematic and topographic maps; -explain the purposes and distinguishing characteristics of different map projections; -analyze the advantages and disadvantages of using maps from different sources and different points of view; -describe concepts and geographic tools used to define and describe spatial -organization such as absolute and relative location, distance, direction, scale, movement and region. -describe the criteria used to define a region including physical traits and formal, functional, and vernacular cultural regions. -compare and contrast types of regions at the local, regional, and global level; -compare and contrast how cultures influence the characteristics of regions and how human characteristics make specific regions of the world distinctive.
 * TDOE Curriculum Standards 2012**
 * PI 3.1 understand the characteristics and uses of maps, globes, and other geographic tools and technologies.**
 * PI 3.3 understand the characteristics and uses of spatial organization of Earth’s surface**.
 * PI 3.5 understand that common physical, biological, and cultural characteristics create regions.**

ISTE Technology:
**ISTEStandard 3.0 Students will use technology productivity tools**. 3.1 Students use technology tools to enhance learning, increase productivity, and promote creativity. 3.2 Students use productivity tools to collaborate in constructing technology enhanced models, prepare publications, and produce other creative works.

5.1 Students use technology to locate, evaluate, and collect information from a variety of sources. 5.2 Students use technology tools to process data and report results. 5.3 Students evaluate and select new information resources and technological innovations based on the appropriateness for specific tasks.
 * ISTE Standard 5.0 - Students will select and use appropriate technology research tools. **

Introduction/Problem:
Students will take an “electronic field trip” to National Parks in the United States and Canada to find out what the natural landscape looks like in different regions of these countries. Each student will be assigned a National Park and produce an "eField Trip" to share with the class. Students may work in collaborative groups of two if needed.

**Clear Targets:**
TSWBAT compare/contrast the similarities and differences of the various geographic regions located in the United States and Canada as depicted in the selection of National Parks assigned TSWBAT utilize maps to describe the different landscapes located in the different regions. TSWBAT justify the use of different reference materials for research, as well as learn to cite information they use for their World Geography eField Trip Project.

Procedures:
The Classroom Teacher will have provided introductory instruction on related subject/terminology prior to visiting the library or starting project. The Library Media Specialist will instruct/review student access to library and technology resources both in print and online as they pertain to this assignment, including the Alexandria Library Software, Student Server, Student Home Folder, and using the Teacher DropBox

Each individual student will be assigned ONE National Park in either the United States or Canada and provide an independent project.
 * Each student will research and provide a __MINIMUM__ of:**
 * 1) Five pictures of various views of their individually assigned park
 * 2) One video clip related to their park and/or the related area geography
 * 3) Text/narration should include the following topic areas: year established as a national park, size of park, physical geography, __absolute location,__ animals in park (minimum 5), plants in park (minimum 5) and five (5) single word distinctive features of the park i.e.: geysers, bison, cactus.
 * 4) bibliographic information for all resource materials used including pictures and videos using citation help


 * Each __eField Trip PRESENTATION__ will also include:**
 * 1) Name of eField Trip and National Park (page, slide, clip etc.)
 * 2) Names of the work group members and class period
 * 3) One page/slide/clip (minimum) per topic information covered (see 3 above)
 * 4) MLA Citation page- list the sources for all materials used including pictures in MLA format (submit as MSWord document titled with group/student names/class period via student server DROPBOX)

Projects must include five (5) resources __at least__ one print book, one database and the three *REQUIRED websites listed below from the eField Trip website. Other resources are also provided.
 * REQUIRED RESOURCES-**
 * National Parks eField Trip Website**


 * *Absolute Location**


 * *Canadian National Parks **


 * *U.S. National Parks Service**


 * Worldbook Online**

Pictures and some background history
 * Explorra**

Video clips- Requires teacher/student username and password- available in school library
 * PowerMediaPlus**


 * PBS National Parks Video Clips**

Public Domain video
 * National Parks Video Clips**

Public Domain Archive
 * [|National Parks Digital Images]**

The GradingRubric is available for download on this site and will also be given to each student for review at the start of the project.

Student Product/Work:
Each student group of two will produce a presentation utilizing technology as appropriate: Updated lesson: Use any one of the available school software or Web 2.0 tools: //(adapt as needed)// Microsoft Publisher Brochure, Microsoft Movie Maker, Shutterfly, PhotoSynth, PhotoPeach

Original lesson version: PowerPoint - (sample project and template provided provided below)

Assessment/Rubric:
Each student will complete the Compare and Contrast Graphic Organizer for National Parks as students make their presentations. Students will be able to select the natural landscape features that are alike and the natural landscape features that are not alike for the different parks in each country.

Grading Rubric for Multimedia Presentations

Students will also complete a peer group evaluation.

Enrichment/Reteaching:
Adaptation for the student who has limited technology experience or those with limited home internet access: Review the directions and demonstrate with Sample Project below. Students may use the PowerPoint Template to complete their project as needed. A Sample Project is provided so students have a visual example of a PowerPoint project. Student may work with a collaborative partner.

[|Sample Project] [|PowerPoint Template]

Enrichment students may be required to produce a movie or a website/wiki on their assigned location.

PowerPoint presentations can be saved via Google Docs or SkyDrive for student who do not have current Office other presentation software at home.
 * Notes:**

Instruct students how to save work at home in a version compatible with school and how to save/attach to email or to USB drive.

"Absolute location" should be reviewed with students prior to project.

Collaborative Project groups should not be more than 2 so that all students in group do their "fair share."