Curriculum

=Curriculum Plan for Global Perspectives at the Elementary Level 2010-2011= Geography is used to explain the past, interpret the present, and plan for the future. **__Essential Question:__** What are the criteria to create a region? How is one place different than another place? Why does culture impact place? **__Competencies__:** > Identify the criteria used to define a region. > Evaluate the characteristics of places and regions from a variety of points of view. > **__Standards__:**
 * == **__Enduring Understanding__:** ==


 * __**National Social Studies Standards 2010: **__

**3. PEOPLE, PLACES, AND ENVIRONMENTS** //Social studies programs should include experiences that provide for the study of people, places, and environments.//

//Social studies programs should include experiences that provide for the study of global connections and interdependence.// > > > > > > > > > Literacy:Reading comprehension:
 * 9. GLOBAL CONNECTIONS**
 * **__PA Standards 2010: __**
 * > Geography

> Writing:Types of Writing: > 1.4.4.B. ||  || **7.1.4.B** Describe and locate **places** and **regions** as defined by physical and **human features.** Identify the human characteristics of **places** and **regions** using the following criteria: Read, understand and respond to essential content of text in all academic areas. Write multi-paragraph informational pieces (e.g., descriptions, letters, reports, instructions). * Use relevant graphics (maps, charts, graphs, tables, illustrations, photographs). ||
 * 7.3.4.A:**
 * Population
 * Culture
 * 1.2.4.A.**
 * 1.4.4.B.**

Activities

 * **__Anticipatory Set (Classroom and Technology Teachers)__**
 * 1) Introduce students to the idea of how maps display the world as it exists at a certain time.
 * 2) Powerpoint/Photostory of one country over a time period.
 * 3) View Pennsylvania through Google Earth. Then go to 3 other countries in Google Earth: Canada, India, Japan, and Kenya.
 * 4) Discussion of what differences students notice in the topography, i.e., desert, forest, mountains
 * 5) Kidspiration organizer[[file:Comparison of Locations.kid]][[file:Student anticipatory instructions.docx]]
 * 6) How might these physical differences affect the lifestyles of the children there?
 * ** Anticipatory Followup (Individual Classrooms) **
 * 1)  View 3 video clips from Teachers Domain:India, Japan, and Kenya


 * 1) Refine their Kidspiration organizer (Compare and Contrast) to blend topography and culture.
 * 2) Write a paragraph about a day in their life in school


 * **Participating Schools (individually)**
 * 1) Collaborative development of compare and contrast evaluation of US vs. the other countries.
 * 2) Classroom teacher to lead compare and contrast on Smartboard (what did students learn from their individual group Google Earth/video viewings)
 * 3) Introduction of which country/countries students will video conference with.
 * 4) Discussion of what students need to do before the video conference.
 * 5) **Preparation of presentation to partner school about school at each of the schools:**
 * 6) //Complete culture quilt squares://
 * 7) //Our school//
 * 8) //Our classroom//
 * 9) //Our favorite hobbies//
 * 10) //Our favorite foods//
 * 11) Other ideas:
 * 12) **subjects**
 * 13) **length of school day**
 * 14) **recess activities**
 * 15) **traditions (Mummers Parade, Thanksgiving, Valentine Day, July 4)**
 * 16) **companies specific to here: Oscar Mayer, Tastycake**
 * 17) **Backup in place of foods: where we live**


 * **__VideoConference of Participating schools__**
 * 1) Sharing of each school's culture quilt
 * 2) Performance
 * 3) Questions - Round Table Discussion