ND Curriculum Initiative

Subject & Standards

3. Economic Concepts: 6. Human Development and Behavior:

Equipment/Materials Needed

Glogster Accounts for Students (set up by teacher), Library research databases, Computer access for students, Projector for the presentation of posters

Understandings & Goals

To identify a global, regional or local issue and how it impacts the world.

Questions Answered

What types of issues have a great impact on our world today?
How do we analyze sources to conduct research?
How do we organize information that we have collected?
How can we present our research findings to others?

Procedures

1.  Spend class time discussing possible issues/problems that could be improved in our world. (1 class period)
2.  Students chose one issue that they cared deeply about, and that they wanted to change (we used this as an interdisciplinary unit with English class – persuasive essays).
3.  Students researched their selected issue, looking for statistics/facts that would provide support to their argument. We had printed articles on the students topics using our library’s database and the Internet. (about 2 class periods)
4.  Students were given a unique nickname and password from the accounts managed by the educator from glogster.com/edu. The students were given a slip of paper with their nickname and password on it, and were asked to write down this information in their planner. Additionally, I kept copies that had all of the students’ nickname and password information. Many students who had computer access at home actually began working on their Glogster poster prior to our time in the computer lab.
5.  One class period was devoted to showing students the various tools and options available on Glogster. The computer display was connected to an ActivBoard so students could see the tasks being completed. A sample Glogster poster with their required elements was made so that students could see what types of information they needed to include on their Glogster.
6.  A rubric was given to the students so they knew what was expected from their Glogster poster. This was given to students prior to the class time we spent working on our Glogster posters.
7.  A “how-to”/instruction sheet was given to students that explained the basic steps for Glogster actions.
8.  We reserved the computer lab for two days for students to complete their Glogster. Most students completed their poster in about 1 ½ class periods.
9.  Presentation of Glogster posters in class. We viewed the posters by clicking on the individual student accounts that were “housed” under my own teacher account. We spent two days presenting our information.