Katie Kennedy

FRIT 7234
Grade: 6th
Subject: Social Studies
Unit: Latin America
Lesson 1: Physical Features of Latin America
SS6G1 – Locate selected features of Latin America.
e. Locate on a world and regional political-physical map: Amazon River, Amazon Rainforest,
Content Standards
Caribbean Sea, Gulf of Mexico, Atlantic Ocean, Pacific Ocean, Panama Canal, Andes
Mountains, Sierra Madre Mountains, and Atacama Desert.
1. Empowered Learner: Students leverage technology to take an active role in choosing,
achieving, and demonstrating competency in their learning goals, informed by the learning
sciences.
ITSE Standards 1d. Students understand the fundamental concepts of technology operations,
demonstrate the ability to choose, use and troubleshoot current technologies and are able
to transfer their knowledge to explore emerging technologies.
Essential Question Why is it important to know the physical features of a country?
Learning Objective Students will be able to identify and define the ten physical features of Latin America.
• Amazon River
• Amazon Rainforest
• Caribbean Sea
• Gulf of Mexico
• Atlantic Ocean
Vocabulary
• Pacific Ocean
• Panama Canal
• Andes Mountains
• Sierra Madre Mountains
• Atacama Desert
Inquiry Focus Authenticity, Deep Understanding, Assessment, Appropriate Use of Technology, Learner Success
 1. LOCATING INFORMATION EFFICIENTLY
Digital Information Fluency
Curated List of Resources (via Symbaloo): https://www.symbaloo.com/mix/latinamerica7
Student Learning Activities
and Technology Use
Assessment
Homework
1.E Learners select and apply appropriate search strategies to effectively and efficiently
locate reliable digital information related to their academic learning goal(s)
• The teacher will invoke prior knowledge of physical features by asking students, “What
are some prominent physical features in the United States?”
• After discussion, the teacher ask students to access their graphic organizer for the day.
Students will use the curated list of resources to independently investigate the physical
features of Latin America while defining them and mapping them on the graphic
organizer using Kami to annotate. (Technology Level: Engage)
• As students finish at different times, they will answer a discussion question found on
padlet. The question will read: “How do you think the physical features of Latin America
have affected the settlement of people?” Students will research and find their own
reliable sources before contributing to the discussion. (Deep Understanding)
• The teacher will facilitate a discussion with the class by reviewing the comments on
padlet. (Technology Level: Enhance) (Appropriate Use of Technology) (Assessment)
• Students will complete the assessment. After finishing the assessment, students will play
a quizlet matching game with the physical features. (Learner Success)
• Students will be given a blank map on Google Docs and use the drawing feature to fill in
the ten physical features. Students will submit this assignment in Google Classroom for
the teacher to assess. (Assessment)
• Students will use sketch.io to sketch the physical features around their neighborhood /
city that stand out to them and post their sketch on the class web page. (Technology
Level: Extend) (Authenticity)

Lesson 2: Environmental Issues in Latin America

SS6G2 – Explain the impact of environmental issues in Latin America.
Content Standards a. Explain the causes and effects of air pollution in Mexico City, Mexico.
b. Explain the environmental issue of destruction of the rain forest in Brazil.
 1. Empowered Learner: Students leverage technology to take an active role in choosing,
achieving, and demonstrating competency in their learning goals, informed by the learning
sciences.
ITSE Standards 1d. Students understand the fundamental concepts of technology operations,
demonstrate the ability to choose, use and troubleshoot current technologies and are able
to transfer their knowledge to explore emerging technologies.
Essential Question How can human beings impact the environment in which they live?
Students will be able to explain the causes and effects of major environmental issues of Latin
Learning Objective America.
• Smog
• Air pollution
Vocabulary
• Deforestation
• Lumber
Authenticity, Assessment, Appropriate Use of Technology, Student Success, Performances of
Inquiry Focus Understanding, Ethical Citizenship
1. LOCATING INFORMATION EFFICIENTLY
1.B Learners create effective and efficient search queries
Digital Information Fluency 1.E Learners select and apply appropriate search strategies to effectively and efficiently
locate reliable digital information related to their academic learning goal(s)
Curated List of Resources (via list.ly): https://list.ly/l/4OMT
• The teacher will facilitate a discussion by asking students, “How can humans impact our
environment?” Students may use prior knowledge to provide various answers. The
teacher will then explain that Latin America also has environmental issues caused by the
humans living there. (Authenticity)
Student Learning Activities • Students will partner up and complete a station activity while using GoConqr to take
and Technology Use notes, bookmark important links, etc. (Appropriate Use of Technology)
• At each station is a task list. The partners will use the task list to investigate various
environmental effects of Latin America using the Curated Resources List provided to
them. After reviewing each resource, students will answer the guiding questions for that
station. They will research and find their own sources to answer those questions.
Students will give credit to the authors of their researched links. While reviewing each
 resource and answering the guiding questions, students will take notes and bookmark
important websites and links. (Appropriate Use of Technology) (Technology Level:
Enhance)
• After students complete the station activity and time is called, the partners will access
Flipgrid to record a video summarizing what they learned in each station and the take-
aways from the activity. This will be posted to the class board. (Assessment)
(Performances of Understanding) (Student Success) (Technology Level: Enhance)
• As a ticket-out-the-door, students will complete a self-assessment over their confidence
in today’s material. (Technology Level: Engage)
• Informal assessment will be conducted throughout the station activity as the teacher
monitors and assists students who need guidance.
Assessment
• Flipgrid video will be used as a formative assessment to assess student learning.
• Students will self-assess using Google Forms.
• Students will use penzu online or the penzu mobile app to record an observation in their
online journal. As students ride home (whether bus or car) or walk home, they will record
Homework any environmental effects they see and note them as a positive effect or negative effect.
(Appropriate Use of Technology) (Authenticity) (Technology Level: Extend)

Lesson 3: Impact of Environmental Features of Latin America

SS6G2 – Explain the impact of environmental issues in Latin America.
Content Standards a. Explain the causes and effects of air pollution in Mexico City, Mexico.
b. Explain the environmental issue of destruction of the rain forest in Brazil.
2. Digital Citizen: Students recognize the rights, responsibilities and opportunities of living,
learning and working in an interconnected digital world, and they act and model in ways that are
safe, legal and ethical.
2c. Students demonstrate an understanding of and respect for the rights and obligations
ITSE Standards of using and sharing intellectual property.
6. Creative Communicator: Students communicate clearly and express themselves creatively for
a variety of purposes using the platforms, tools, styles, formats and digital media appropriate to
their goals.
 6a. Students choose the appropriate platforms and tools for meeting the desired objectives of
their creation or communication.
6c. Students communicate complex ideas clearly and effectively by creating or using a
variety of digital objects such as visualizations, models or simulations.
6d. Students communicate complex ideas clearly and effectively by creating or using a
variety of digital objects such as visualizations, models or simulations.
Essential Question How can I inform and educate others of the environmental issues in Latin America?
Students will be able to design a PSA poster that describes and illustrates an environmental issue
Learning Objective in Latin America while following ethical use guidelines.
• Plagiarism
• Citation
• Fair use
Vocabulary • Smog
• Air pollution
• Deforestation
• Lumber
Deep Understanding, Assessment, Appropriate Use of Technology, Student Success,
Inquiry Focus Performances of Understanding, Ethical Citizenship
1. LOCATING INFORMATION EFFICIENTLY
1.B Learners create effective and efficient search queries
2. EVALUATING INFORMATION EFFECTIVELY
Digital Information Fluency 2.A Learners evaluate the quality of a search result to determine its usefulness in the search
process
3. USING INFORMATION ETHICALLY
3.A Learners ethically use digital information
Curated List of Resources (via Weebly): https://kakennedyportfolio.weebly.com/ethical-use-
curation.html
Student Learning Activities • The teacher will present students with the problem: Many inhabitants of Latin America
and Technology Use aren’t aware or educated on the environmental issues their countries are facing. How can
we help inform and educate these people? (Deep Understanding)
 • Students will begin to verbalize ideas of different types of public service announcements
they could make to inform and educate the public of Latin America.
• The teacher will then explain the importance of publicizing accurate information, and
since we are not experts that we will have to get our information from those who are.
The teacher will also explain how detrimental it is to give credit where credit is due and to
not use others’ work if you are not allowed. (Ethical Citizenship)
• The teacher will lead the students to the curated list of resources which they will
investigate independently. Students will learn what plagiarism is, why plagiarism is
wrong, how to cite their sources, what fair use is, and investigate some sites that allow
anyone to use their images. (Appropriate Use of Technology) (Ethical Citizenship)
(Technology Level: Engage)
• Before beginning their PSA Project, students will participate in a Kahoot game over ethical
use guidelines and the information in the curated list of resources so the teacher can
assess student knowledge over the concept. (Student Success) (Technology Level: Engage)
• Following the Kahoot, students will partner up and complete the PSA project. Students
will research the environmental issue of their choice (one of the three covered in Day 2’s
plan), create and design a public service announcement poster, and cite all sources on the
poster. The teacher will monitor and assist as needed. Students may refer back to the
Curated List of Resources as needed. (Performance of Understanding) (Assessment)
(Appropriate Use of Technology) (Technology Level: Enhance)
• Students will complete an exit ticket on Socrative over ethical use guidelines.
(Assessment) (Technology Level: Engage)
• Kahoot Quiz over ethical use guidelines / curated list of resources
Assessment
• PSA project over environmental issues in Latin America
• Students will present their PSA to at least two family members. The two family members
will provide feedback via a Google Form. Students will have the opportunity to
Homework incorporate this feedback during the next day’s class period. (Student Success)
(Technology Level: Extend)