Part 1: Problem Based Learning Lesson

A Standards-Based Approach

Daily Lesson GAME Plan Template

Lesson Title: Darfur, Sudan lesson 1
Related Lessons: Internet Research
Grade: 7
Unit: Sudan
GOALS
-Students will discover/create a problem that they can work towards solving related to Darfur, Sudan while doing internet research in groups of three.

Content Standards:
7-G2.2.1 Describe the human characteristics of the region under study
7-G4.4.1 Identify and explain factors that contribute to conflict and cooperation between and among cultural groups
7-G6.1.1 Contemporary Investigations – Conduct research on contemporary global topics and issues, compose persuasive essays, and develop a plan for action

ISTE NETS-S

X Creativity and innovation

Communication and collaboration
X Research and information fluency

X Critical thinking, problem-solving, & decision-making
X Digital citizenship
X Technology operations and concepts

Instructional objective(s):
Students will discover/create a problem that they can work towards solving related to Darfur, Sudan while doing internet research in groups of three.

ACTION
Before-class preparation:

- Reserve one of the school computer labs for two days for 1st and 6th hours.
- Obtain the book Brothers in Hope: The Story of the Lost Boys of Sudan by Mary Williams

DURING CLASS
Time
Instructional Activities
Materials & Resources
Two forty-five minute class periods will be needed
Anticipatory Set (Lead-In):
I will ask students “What is Darfur?” Each student will be given a sticky note to write upon. I will instruct them to write down their answer or guess and stick it to the board. I will read their answers aloud to the class and give an award to each student that has an answer very close to being correct.

Step-By-Step Procedures:
· After the anticipatory set, I will explain a little bit about Darfur to the students. I will point it out on the classroom map and read the book Brothers in Hope: The Story of the Lost Boys of Sudan by Mary Williams.
· I will explain to students that they will be detectives. It is their job to figure out facts about Darfur.
· I will tell students to collect information about Darfur.
· Students will be told to create a question relating to the problem in Darfur.
· I will then place students in groups of three.
· Students will be told to figure out a problem related to Darfur and create a question.
· Students will then brainstorm ideas for solving this problem.

Computers

Notes: Students will be placed into groups of three by the teacher.

Ongoing assessment(s): Students will use knowledge obtained from this activity to collaborate with group members about a plan of action.

Accommodations and extensions:
Some students may need extra research time and time to formulate a question. Extra time will be given.

Backup plan:
I will show a PowerPoint presentations of Darfur, Sudan and read an article about it to the students. Then allow them to form their question and plan of action.

Part 2: Online Collaboration Lesson

Daily Lesson GAME Plan Template

Lesson Title: Darfur, Sudan lesson 2
Related Lessons:
Problem based lesson 1

Grade: 7
Unit: Sudan
GOALS
Content Standards:
7-G2.2.1 Describe the human characteristics of the region under study
7-G4.4.1 Identify and explain factors that contribute to conflict and cooperation between and among cultural groups
7-G6.1.1 Contemporary Investigations – Conduct research on contemporary global topics and issues, compose persuasive essays, and develop a plan for action



ISTE NETS-S

X Creativity and innovation
X Communication and collaboration
X Research and information fluency

X Critical thinking, problem-solving, & decision-making
X Digital citizenship
X Technology operations and concepts

Instructional objective(s):
Students will create a wiki page organizing information that they found out about Darfur, Sudan.

ACTION
Before-class preparation:

- Reserve one of the school computer labs for two days for 1st and 6th hours.
During class
Time
Instructional Activities
Materials & Resources
Two forty-five minute class periods will be needed
Anticipatory Set (Lead-In):
I will ask students “What is a Wiki?” I will throw a ball around the room and whoever catches the ball will explain their knowledge about wikis.
Step-By-Step Procedures:
· After the anticipatory set, I will explain a little bit about wikis to the students. I will also walk the students through the steps of setting up a wiki in wikispaces using the projector in the computer lab.
· I will explain to students that they will be creating their own wikis in their groups of three.
· Students that have internet access at home will be instructed to do some work on it from home.
· Students will organize the information found about Darfur and enter into a wiki page.
· The wiki will have to be aesthetically pleasing to the eye and all websites used for information must be cited in a citation page located within the wiki.
· Students will be instructed to create 3 pages relating to the problem that they discovered, the question that they created, and the plan of action that they decided upon. They should include facts and information based on these topics.
· Students will be able to use steps of the writing process such as editing and revising to improve their work and the work of their group members using the edit button in wikispaces.

Computers
Notes: Students will be placed into groups of three by the teacher. Students will be instructed to follow the rubric given for this activity.

Ongoing assessment(s): I will be able to monitor my students while in the computer lab. I will also make it mandatory for students to invite me into their wiki, so that I may observe their ongoing progress.
A rubric will be provided so that students have guidelines to follow and will know how they will be assessed.

Accommodations and extensions:

Some students may not have the ability to create a multiple page wiki. They may be given a shortened assignment and may create a one page wiki. If students do not have internet access at home, they may take books home from the library and use paper and pencil to take notes that can be entered into the wiki the following day.

Part 3: Digital Storytelling Lesson

Lesson Title: Darfur, Sudan lesson 3
Related Lessons:
Problem based lesson 1 and Online Collaboration lesson 2

Grade: 7
Unit: Sudan
GOALS
Content Standards:
7-G2.2.1 Describe the human characteristics of the region under study
7-G4.4.1 Identify and explain factors that contribute to conflict and cooperation between and among cultural groups
7-G6.1.1 Contemporary Investigations – Conduct research on contemporary global topics and issues, compose persuasive essays, and develop a plan for action


ISTE NETS-S

X Creativity and innovation
X Communication and collaboration
X Research and information fluency



X Critical thinking, problem-solving, & decision-making
X Digital citizenship
X Technology operations and concepts

Instructional objective(s):
Students will create a digital story summary of their findings of Darfur using Photo Story 3 for windows.
ACTION
Before-class preparation:

- Students will need access to computers that include the Photo Story 3 for windows software. Students should also have access to digital cameras in case they would like to include a picture of their group.

During class
Time
Instructional Activities
Materials & Resources
Two forty-five minute class periods will be needed
Anticipatory Set (Lead-In):
I will ask students “How many of you have created a digital story?” I will show students examples of Photo Story 3 projects created by students.
· I will explain to students that they will be creating their own digital story about Sudan in their groups of three.
· Students will have to explain the problem about Sudan that they learned from their research. They will give a summary of it using PhotoStory.
· Students will explain their solution to the problem.
· Students will search for images using the internet and library books.
· Students will include a citation page that will be inserted as the last slide in their digital story.
· A minimum of 15 slides will be expected.
· Students will be encouraged to be creative and add music, experiment with different fonts and use inflection during their narration.
Computers
Notes: Students were placed into groups of three by the teacher. Students will be instructed to follow the rubric given for this activity.

MONITOR

Ongoing assessment(s): I will be able to monitor my students while in the computer lab. I will meet with each group during each of the two days to monitor their progress.
A rubric will be provided so that students have guidelines to follow and will know how they will be assessed.

Accommodations and extensions:
Some students may not have the ability to create ten slides in their digital story. They may be given a shortened assignment and may create a one page wiki. Students may also need extra time. They will be given extra time and I will also meet with them at lunch and after school to ensure they become comfortable using the software.