~Covering the Globe, One Flag at a Time~
by Rachel Sonneman, Melissa Collins, and Anna Rawson
3rd grade Social Studies
~Project Overview~
Students will gain the opportunity to look through the cultural lens of students similar in age through the ePals global community. Our class will be taking a trip around the globe, to learn about other country's flags and the cultures that call them home.
The culminating activity of this project will be for each student to be a representative of a different country. Students will share the history of the flag, the country it represents, and what the flag might mean to an individual from that country. Additionally, students will create the flag of their assigned partner to be displayed and presented to the classes.
~Instructional Materials Needed~
Computers
Paper
Country questionnaire form
Pencils
Smartboard
ePals global community website
Websites relating to specific countries
Microphones
Encyclopedia (hard copy and digital
Glue
Construction Paper
Crayons, markers, colored pencils
Class made USA fact sheet (made in advance)
Scissors
Printer
Projector
Google Slides
Adobe Illustrator
~Washington Technology Standards Addressed~
EALR 1: Integration
Students use technology within all content areas to collaborate, communicate, generate innovative ideas, investigate and solve problems.
Component 1.2: Collaborate
Use digital media and environments to communicate and work collaboratively to support individual learning and contribute to the learning of others.
Component 1.3: Investigate and Think Critically
Research, manage and evaluate information and solve problems using digital tools and resources.
EALR 2: Digital Citizenship
Students demonstrate a clear understanding of technology systems and operations and practice safe, legal and ethical behavior.
Component 2.1 Practice Safety
Demonstrate safe, legal and ethical behavior in the use of information and technology.
~Justification for Washington Technology Standards Being Met~
Students will show that they have met Component 1.2 and 1.3 by using ePals and Skype to communicate with their assigned flag pal partner who will be residing in a different country. Using Google docs students will exchange the following information with their flag pal partner: colors and symbols included on the flag, meaning of colors and symbols, history of the flag, along with a personal interpretation of what the flag means to the flag pal partner. After investigating, exchanging information, and thinking critically, students will individually create the flag of their flag pal partner using Adobe Illustrator. Partners will collaborate using Google Slides to create an oral presentation. Skype will be used to help each students to execute their final flag presentation. Final presentations will be used to assess individual knowledge acquired through their collaboration with their flag pal partner and will also contribute to the learning of others. which will include the information gained from their flag pal partner. The flags that the students create will be used as part of their presentation and will also be displayed in the classroom.
~Project Plan~
(1) Student A: Virginia Grainger Elementary, Okanogan, Washigton, USA, 6 years old, First Grade
Student B: Global Wisdom International School, Chejerla, Nellore, India, 7 years old, First Grade
(2) Using prior knowledge acquired from a previous lesson, in which students researched the American flag, students will be able to contribute to a collaborative discussion with an assigned flag pal partner. Students will exchange information using Skype, Google Slides and their pre-made country questionnaire form to help guide them. The specific questions on the form will include the following information: colors and symbols included on the flag, meaning of colors and symbols, history of the flag, and a personal interpretation of what the flag means to the flag pal partner.
(3) Students are expected to collaborate with their flag pal partner using Google Slides to create a joint presentation. The presentation will include the information collected from the questionnaires. Presentations are expected to be a minimum of five minutes and a maximum of ten minutes. Students will present to both classes simultaneously using Skype and Google Slides. Presentations are expected to show their knowledge acquired from their flag pal partner and students are expected to share their knowledge through their oral presentation to contribute to the learning of others. It is expected that the flag that they have created using Adobe Illustrator will be used to enrich their presentation. Summative assessment will be administered using a rubric. Rubric components will consist of the following guidelines to be included in the presentation: colors and symbols included on the flag, meaning of colors and symbols, history of the flag, and a personal interpretation of what the flag means to the flag pal partner. Following the presentation each flag will be displayed within the classroom to support the idea of learning from others.
~Final Comments~
This project was based upon the "Flag Activity Project" based on ePals Global Community Projects, found at http://www.epals.com/project-detail.php?id=e21d977a-670c-4189-92c1-06f8d8201947
Credit can be given to Anna Rawson, Melissa Collins, and Rachel Sonneman towards the completion of this project.