ICT Integrated Lesson Plan

 

 ICT Lessons

Author

Kelly Harris

Title

Real Lives Assignment:  Chercher une vie!

Grade Level

12

Subject Area

Études Planétaires Géographie

Overview of unit/lessons/activities (assumptions of prior knowledge/learning)

Students should have some prior knowledge of developed and developing countries, resource distribution, poverty and disease, and economic inequalities.  It is suggested to implement this lesson near the end of the semester as it incorporates many of the key concepts of the course.  It is most closely related to Unit 6:  The Global Factory.

Correlations to ICT and curriculum outcomes

Curriculum Outcomes:

2.2:  To search for the relationships between human settlement and response, and natural perils and their occurrence.

6.1:  To enable students to identify and explain characteristics of developed and developing countries.

6.2:  To analyze the effects of uneven development.

6.3:  To investigate the relationship between developed and developing countries and its impact on the human and natural environment.

 

 

ICT Outcomes:

 

SEHI 12.3:  Critically analyze the impacts of evolving technologies on themselves, societies, and the environment.

CT 12.4:  Discover, share and reflect upon their own and others' cultures, values, and understandings as they are expressed in electronic and other formats.

PTS 12.2:  evaluate, select, and use the following to learn and to represent curriculum concepts under study: specialized software, including computer-based simulations...

Projected timeline for preparation and for carrying out activities

 80-120 minutes

Equipment Requirements: (computers, software, etc)

 Real Lives Software

Computers (one per student or one per 2 students)

Internet Access

Teaching materials provided (Blacklines, worksheets, templates, teacher materials)

 Chercher une vie- La tâche

Resources available for teacher/student use (websites, references, etc)

 Teachers should review the "Real Lives"  program prior to implementing this lesson.  Command features should be explained to students in advance.  See User Guide.

Detailed instructions for each activity or lesson (teacher notes, activity information, learning strategies, teacher role, student roles)

1- Demander aux élèves :

  • Quels étaient les plus grands événements dans votre vie jusqu’à ce moment?

  • Quels seront les grands événements de votre avenir?   Qu’est-ce que vous anticipez dans les années qui viennent?  (Discuter)

  • Pensez-vous que les adolescents autour du monde ont les mêmes types d’expériences? Quelles sont les similarités et différences?  (Discuter)

     

2- Expliquer le programme "Real Lives".  Montrer un exemple au projecteur.

3- Distribuer la tâche.  Les élèves peuvent travailler seul ou en paires.

4- Après avoir complété la tâche, demander aux élèves d’identifier les meilleures et les pires décisions qu’ils ont prises pendant leurs vies.   Discuter. 

 

 

 

Student products expected

Cause and Effect Diagram

 

Samples (include teacher notes, assessment information, student work if available)

 No samples available

Logistics (organization, grouping, management issues, access to technology)

 Computers with Internet access needed for at least every 2 students.

 

Assessment information (e.g., rubrics for products and/or process)

Numerical values on worksheet.

Possible extensions

 Have students present their diagrams in small groups.

Have students complete a Venn diagram comparing their actual life to their "real" life.