Global Classroom Module

Global Classroom Module: Using Geography to Compare

Human and Physical Characteristics
Patrick Garvin
Integrating Technology: Global Perspectives
Professor: Dr. LeAnn Derby
EDTC 645
Summer 2016

Global Classroom Module

Introduction
Working in conjunction with the Global School Net project, Learning by Sharing, this
Global Classroom Module will address the topic of Human and Physical Geographical
Characteristics. My 7th Grade World Cultures class will be working collaboratively with global
partners in order to master this topic. Students will complete tasks such as taking and sharing
photographs that demonstrate their knowledge of geographical characteristics as well creating a
Google Slides project with classmates from across the world.
By the end of the module, students will have mastered the following objectives:

Describe key characteristics of human and physical geography

Identify human and physical characteristics of the land area around their school
Interpret and compare the human and physical geography of their global partners

school to those of their own school.

Develop a positive rapport with their global partners
Describe key characteristics of human and physical geography of their assigned

country
Evaluate the notes gathered by their global partner
Develop a Google Slides Presentation that shares the geographical characteristics of
their assigned country

Global Classroom Module: Pre-Planning Template

Summary: The main goal for this Global Classroom Module is for students to discover the
human and physical characteristics of several regions in the world. This goal is part of the 7th
grade Social Studies curriculum in the Maryland. To accomplish this task, students from different
participating classrooms will work together in using geography skills such as map reading and
make use of geography tools such as photography to accomplish their assigned tasks.

Global Classroom Module

Background concerning the school and the group you are working with: I currently am
working at the Regional Institute for Children and Adolescents (RICA) in Baltimore. We are a
level 5 residential facility that specializes in teaching children with emotional disabilities. Our
population is transient and draws from several different Local Education Agencies (LEAs) that
include, Baltimore City, Baltimore County, Howard County, Anne Arundel County, among
several others. The student population ranges anywhere from 70-110 at any given time. The
social economic conditions vary since the student population constantly changes and draws from
all over the state, although we generally draw from low income areas. The majority of students
are generally African American, although this too can change depending on the current
population. Most of our students are on Individualized Education Programs (IEPs).
Time frame: Over a six week period divided into two units of three weeks each.
Subject And Grade level: 7th Grade Social Studies (World Cultures)
Proposed Topic and Rationale:
Topic: Using geography to compare human and physical characteristics of places and regions
Rationale: Geography is not just about studying maps, political boundaries and memorizing
capitols. Its valuable in that it allows students to learn about the world outside of their familiar
boundaries of home and school. The activities that the students will engage in will allow them to
connect to other schools around the world through Web 2.0 technology and allow for them to
interact with students with different cultural backgrounds.
Global Network You Plan to Use: http://www.globalschoolnet.org/

Global Classroom Module

Key Challenges:
Challenge 1: Communication Depending on where the other participating schools are located,
navigating the time zones may make timely and efficient communication difficult. The best
situation would be to create a blog/discussion page in which the students can communicate with
each other. This would allow classes to share their discoveries when it would be most convenient
for them.
Challenge 2: Meeting Deadlines This gets more difficult when the numbers of participating
schools increase. In our area, we can lose days to snow, but perhaps overseas they may lose days
in school due to storms or other disasters. Other factors, such as teachers falling behind in the
curriculum could impact the ability to meet the deadline. To deal with these issues, it might be
valuable to create soft deadlines, or ones that give a set period to respond. For example, during
the photograph activity, perhaps students can be given 1 week window in which to share their
photographs rather than a set deadline.
Challenge 3: The Digital Divide Massive difficulties could arise if students are unfamiliar with,
or do not have ready access, to the technology that will be used during the module. In order top
accommodate for this, there should be mini lessons that would prepare students to use the needed
technology. If access is a problem, teachers will need to make sure that reserve space in the
computer labs or libraries ahead of time.
Prior Knowledge:
Students will need to know basic geographical skills such as interpreting the physical
characteristics of a map. They will also need to be able to know how to take, download, and

Global Classroom Module

modify pictures from a digital camera. Students will need to be familiar with how to respond to
discussion blogs and will need to be able to navigate and make comments on Voicethread. To
assess whether or not the students have the required knowledge, they can be given a pretest.
Teacher observation may also be used in combination.

Standards and Key Concepts

Content Standards:
Maryland State Curriculum - Social Studies, Grade 7
3.A.1
a - Use maps to compare geographic locations of places and regions
b - Use photographs and thematic maps to compare human and physical characteristics of places
and regions

National Education Technology Standard for Students NETS (S):

1.b - Create original works as a means of personal or group expression
2.a - Interact, collaborate, and publish with peers, experts, or others employing a variety of
digital environments and media
2.c - Develop cultural understanding and global awareness by engaging with learners of other
cultures
5.b - Exhibit a positive attitude toward using technology that supports collaboration, learning,
and productivity
6.b - Select and use applications effectively and productively

Global Classroom Module

Global Theme: Comparing human and physical characteristics of places and regions most
closely aligns with the 8th global category: Race and Ethnicity: Human Commonality and
Diversity. The overall plan is to have students interact with classes over the world which will
expose them to many different cultures. This will hopefully allow them to broaden their views
about people that live in the world and will help to curb racial and/or ethnic stereotypes.
Pre-Lesson Steps:
1. Create a fully fleshed out project and post it onto a global network, in this case
http://www.globalschoolnet.org/.
2. After gathering interested classes, discuss what medium should be used and the potential due
dates for the activities.
3. Discuss with the teachers what the student work would look like and if any additional
materials need to found to supplement the activities.
4. Perhaps have an introduction between the classes that would not be related to the project so
that they may be more comfortable with each other.

Technology Use:
Students will make use of the following:
1. Voicethread to share their photographs and comment on others.

Global Classroom Module

2. Digital Cameras to take pictures of their geographical surroundings.

3. Weebly in order to create and respond to blogs.
4. Presentation tools such as Prezi or Slideshare to complete their summative assessment.
Essential Question (s):
1. How does geography impact human characteristics of a place or region?
2. What are similarities that you share with the other classes? Are there any differences? If so,
what are they?
3. How can understanding geography help the world develop cultural understanding?
Starting Activity For Module: To hook students into the module, they can complete a fun
introductory activity. They can start by introducing themselves on a blog by stating their name
and their favorite food to eat. Then as a class activity, students can be placed into groups and
collaboratively create, using Google Sheets, a chart that displays a different class favorite foods
to eat. Once all of the classes they have finished they can compare the charts and write down any
similarities and differences that they see on a blog entry.

Lesson Plans:
Summary of Two Lesson Plans:

Global Classroom Module

The first lesson is a hands on and collaborative activity that will help to introduce key concepts
of the module. Students will be placed into groups and will take pictures using a digital camera
(if digital ones are not available, the images will have to be scanned) of the surrounding physical
features around the school (for example, hills, trees, rivers, etc.). They will then upload these
pictures onto Voicethread and give a brief commentary (using microphones) about their
surroundings. Once finished, the Voicethreads will be sent to the other participating classrooms
and vice-versa. Students will then make comments on the other Voicethreads. Following this,
students will note their observations on a blog entry.
The second lesson will be collaborative research on an unrepresented country or region,
depending on the number of participating classes and students. Students will be grouped up with
one member of each different class (if the numbers are too large, the groups can be split further)
and will be assigned a region to research. Students will use predetermined web resources as well
as one resource that they have discovered on their own. During class time, students will research
and take notes onto a Google Docs made specifically for their group. Students will be able to
make comments asynchronously on their partners work through on the Google Doc. Students
will then write a report on the human and physical characteristics of their assigned region.
Summative Assessment: The final assessment for the Global Classroom Module will be a
collaborative project to be completed by the same groups from the second lesson. They will
adapt their written report into an online presentation that shares the information that they
discovered during their research along with a comparison of that information with their own
home countries.

Global Classroom Module

Lesson Plan Template # 1

Lesson Title:

Where am I? (Lesson # 1 of the World Geography Module)

Grade Level/Subject Area:

7th Grade/World Cultures

Concept/Topic:

The concept of this lesson is for students to be able to identify the

physical characteristics of the areas that their global partners live in.
Students will also be introduced to the concept of asynchronous
collaborative work through distance learning.

Length of Lesson:

Three 45 minute classes (Day 1+2 Consecutive, Day 3 NonConsecutive)

This lesson is broken up into three major parts that will take up three
full class periods. On the first day, students will be taking pictures of the
geographical features that are around the school with digital cameras.
Day two will involve students formatting and uploading their pictures
onto Voicethread. Day three, which will occur at the beginning of the
following week, will allow students to review and comment on the
Voicethreads of their global partners.

Standards Addressed:
(Local or National
Standards)

Content Standards: Maryland State Curriculum - Social Studies,

Grade 7
3.A.1

Use maps to compare geographic locations of places and regions

Use photographs and thematic maps to compare human and
physical characteristics of places and regions

(MSDE, 2016)

National Education Technology Standard for Students NETS (S):

1.b - Create original works as a means of personal or group expression
2.a - Interact, collaborate, and publish with peers, experts, or others
employing a variety of digital environments and media
2.c - Develop cultural understanding and global awareness by engaging
with learners of other cultures

Global Classroom Module

10

5.b - Exhibit a positive attitude toward using technology that supports

collaboration, learning, and productivity
6.b - Select and use applications effectively and productively

(ISTE, 2007)
Lesson Goals:

There are three major goals in this lesson. The first is for students to
become more familiar and comfortable in working with their global
partners. This will assist them in future assignments within the module.
The second goal is for students to become comfortable with the Web 2.0
collaborative technology (in this case Voicethread) that they will be
using. The third goal is to introduce students to concepts of human
(Language, Religion) and physical geography (Terrain, Climate).

Performance Objectives:

Students will be able to

Describe key characteristics of human and physical geography

Identify human and physical characteristics of the land area

around their school

Interpret and compare the human and physical geography of

their global partners school to those of their own school.

Develop a positive rapport with their global partners

Introduction:

Students will be introduced to the concepts of both human and physical

characteristics of geography. To do so, they will read through the
definitions and examples provided on the reading Geographic
Characteristics found in Appendix A and by completing an analysis of
the characteristics that they see at home. Students will then be given
digital cameras so that they can take pictures of examples of human and
physical geography that can be found just outside the school building.
They will share these images with their global partners by uploading
them onto Voicethread. When all the schools have shared their
Voicethreads, students will pair up with a global partner and identify the
human and physical characteristics of geography that can be found in
their partners photos. Students will then complete a blog that compares
the characteristics of geography found in their area and their partners.

Step-By-Step Procedures:

Before students participate in the module, they will be informed that

they will be participating in a Global SchoolNet project called
Learning by Sharing that was created by Peter Fararik. They will

Global Classroom Module

11

brainstorm the expectations of student behavior while on the internet

and will be told that they will be interacting with students from other
countries for the duration of the project.
Day 1:
Warm up: Students will answer the following question on their drill
sheet, How would you describe your front yard? Include three
characteristics that would help people visualize the area that you are
describing. Discuss the answers and inform students that they have
listed potential human and physical characteristics of geography.
1. Hand out, Geographic Characteristics (Appendix A) and read
together as a class. Then have students fill in the characteristics
that they have observed about where they live in the appropriate
column.
2. Students will be introduced to Learning by Sharing by
accessing the following link as a class. Learning By Sharing.
Explain that they will be participating in it by sharing
information about the geographical characteristics that they will
be discovering. Assign each student a global partner that they
will be interacting with throughout the module.
3. Show students an example of a photograph (Appendix B) that
shows physical and/or human geographical characteristics and
ask them to identify the characteristics that they see.
4. Distribute digital cameras to each student. They will then go
outside of the school and take at least 5 photographs that show
the human and physical geographical characteristics of the area.
5. When they get back to class, they will upload their pictures onto
their thumb drives.
6. To make sure they are on the right track ask, What
characteristics have you observed so far?

Day 2:
Warm up: Students will respond to the following on their drill sheet,
Which geographical characteristics did you see yesterday that you
believe are commonly found elsewhere?
1. Students will read the article, Tip to Get the Most Out of
Windows 10s New Photo App found here. Inform them to pay
close attention to the Edit and Enhance section as they will be

Global Classroom Module

12

editing the pictures they took yesterday shortly.

2. Students will use Windows Photos App to edit their photos.
3. Students will watch the tutorial, Voicethread The Basics
found here. Inform students that they will now be uploading 5
pictures that they took so that students from other participating
schools can look at and comment on them.
4. Students will upload their photos to their Voicethread account.
5. Ask students what they expect the students from other countries
will learn from the photos that they posted.

Day 3:
Warm up: Students will respond to the following question on their drill
sheet: What geographical characteristics, both human and physical, do
you expect to on your world partners Voicethread?
1. Students will look at their global partners photos on Voicethread
and comment on each slide. Comments will include at least 3
geographical characteristics that they see for each photo
2. Students will respond the classroom blog by sharing the
geographic characteristics that they discovered about their global
partners area. They will also write a well-developed paragraph
that compares their partners area to their own.
3. When they have completed their blog, they will respond to two
of their classmates post by sharing any differences and
similarities that they see.

Technology Requirements:

Class Projector
1:1 Tech/Student Device Ratio
Voicethread Account
Weebly Classroom Blog Access
Digital Cameras with USB Connection.
Microphones
Windows 10 with Windows 10 Photos App

Global Classroom Module

13

Internet Connection
Flash Drives

Resources:

http://www.iste.org/standards/standards/iste-standards
http://mdk12.msde.maryland.gov/instruction/curriculum/social_studies/i
ndex.html
http://mdk12.msde.maryland.gov/share/pdf/social_studies/GEOGRAPH
Y/Geo_Ch_Chart.pdf
http://www.pcmag.com/article2/0,2817,2488238,00.asp
https://www.youtube.com/watch?v=jlpyJthISTQ
http://www.globalschoolnet.org/gsnpr/ViewProject.cfm?
sr=41&pID=3862

Related URLs:

https://www.weebly.com/
https://voicethread.com/

Assessment Based on
Objectives:

Students will create a blog entry on the class blog (through Weebly) that
identifies and compares the human and physical geographical
characteristics of both their area and the area that their global partner
resides. They will be looking at the geography of additional countries
when they look at respond to their classmates discoveries as well. The
greater the number of global schools that are participating, the greater
the scope of the responses will be.

Follow-Up:

As a follow up, students can check their Voicethread to see how their
global partner responded to their photos. This can be extended by
allowing students to post commentary to their global partners
responses. In addition, students can choose and share 1 photo that their
global partner shared with them to the rest of the class.

Global Classroom Module

14

Classroom Management:

Students should be redirected when they become off task. All online
correspondences, including interaction on Voicethread and on the
classroom blog should be monitored by the teacher. Close attention
should be paid on the treatment of the digital cameras, flash drives, and
computer devices. The teacher should also maintain close proximity to
the students to maintain behavior and to answer any questions.

Accommodations:

Almost all of the students at RICA have an IEP and most operate below
grade level in reading and writing. With this in mind several
accommodations should be made available. This includes text to speech
software for the articles that they will be reading as well as access to a
word processor when completing their blog entries. A contrasting
keyboard should be made available for students that have difficulty with
using the computer due to vision issues.

(Special needs / gifted &

talented)

Comments / Notes:

The library, computer lab, or mobile computer cart needs to

signed out prior to starting the lesson.

Make sure to white list the sites the kids will be using before
they try to access it. This may require communicating with
IT.

Label all of the cameras and flash drives. We dont want

them to walk.

Monitor all online activity to make sure that students are

using the internet safely.

Global Classroom Module

15

Lesson Plan Template # 2

Lesson Title:

Where are They? (Lesson #2 of the World Geography Module)

Grade Level/Subject Area:

7th Grade/World Cultures

Concept/Topic:

The concept of this lesson is for students to be able to identify the

human and physical geographical characteristics of the areas that were
not covered in Lesson #1. Students will continue with asynchronous
collaborative work through distance learning. They will conclude their
work by developing and sharing an on-line presentation.

Length of Lesson:

Two non-consecutive 90 minute sessions (composed of two 45 minute

classes in each session.
This lesson is broken up into two major parts that will take up four full
class periods. On the first two days, students will be taking notes on a
Google Docs note sheet. Days three and four will involve students
creating a collaborative presentation using Google Slides that shares the
information that they discovered from the first two days.

Standards Addressed:
(Local or National
Standards)

Content Standards: Maryland State Curriculum - Social Studies,

Grade 7
3.A.1

Use maps to compare geographic locations of places and regions

Use photographs and thematic maps to compare human and
physical characteristics of places and regions

(MSDE, 2016)

National Education Technology Standard for Students NETS (S):

1.b - Create original works as a means of personal or group expression
2.a - Interact, collaborate, and publish with peers, experts, or others
employing a variety of digital environments and media
2.c - Develop cultural understanding and global awareness by engaging
with learners of other cultures

Global Classroom Module

16

5.b - Exhibit a positive attitude toward using technology that supports

collaboration, learning, and productivity
6.b - Select and use applications effectively and productively

(ISTE, 2007)
Lesson Goals:

There are three major goals in this lesson. The first is for students to
successfully utilize research skills in order to discover more information
about their assigned country. The second goal is for students to become
proficient in using GAFE (Google Apps for Education) in this case both
Google Docs and Google Slides. The third goal is for students to
continue to develop a mastery of the concepts of human and physical
geography.

Performance Objectives:

Students will be able to

Describe key characteristics of human and physical geography

of their assigned country

Evaluate the notes gathered by their global partner

Develop a Google Slides Presentation that shares the

geographical characteristics of their assigned country

Introduction:

Students will build on the concepts of both human and physical

characteristics of geography that they have learned so far and will
develop and share a project with a global partner that shares the
characteristics of a country that has not been covered yet (Topics will
vary depending on the location of participating schools. This will begin
with partnered students collaboratively taking notes on their assigned
country using a Google Docs Template. They will take the information
that they discover and will create a Google Slides presentation that will
share the information with the rest of the participating classes.

Step-By-Step Procedures:

Day 1 & 2 (Session 1):

Warm up: Students will answer the following question on their drill
sheet, When working with someone from across the globe, what are
some important things to consider? Include at least two concerns or
suggestions.
1. Assign each student a global partner (determined beforehand
with other participating teachers) and a topic. Topics will vary
based off of the participating classes. The important thing is that

Global Classroom Module

17

the assigned country will not be one that was covered before in
the previous assignments in the module.
2. Prepare students for using Google Docs by projecting the
YouTube clip, Google Docs Tutorial 01 Basics found here.
Answer any questions that students may have about using
Google Docs.

3. Give students their GAFE Account information so that will have

access to Google Docs and later access to Google Slides. Have
them log on and preview the note sheet (Appendix C) that they
will be using to gather information about their assigned country.
Inform them that they will be responsible for the human or
physical characteristics and that their global partner will be
gathering information on the other characteristic (determined
beforehand with the other participating teachers).
4. Hand out the Geography Project information sheet (Appendix
D). It Includes the links to the CIA World Factbook found here
and a National Geographic Travel site found here. Go over the
rubric of the project that each student will complete with their
partner.
5. Students will be given the rest of the time to research and read
through the information on their assigned country and
geographical characteristic. They will take notes of their
discoveries on their Google Doc note sheet. If on day two, they
see their partners work they can review it and make any
suggestions for corrections.

Day 3 & 4 (Session 2):

Warm up: Students will respond to the following on their drill sheet,
Identify one geographical characteristic that you have learned about
your assigned country from your research that is similar to where we are
at. Are there any characteristics that are different?
1. Students will review their Google Docs notes that they created
with their global partners making sure to provide suggested
corrections if they see anything that they believe needs to be
fixed.

Global Classroom Module

18

2. Prepare students for using Google Slides by projecting the

YouTube clip, Google Slides Tutorial 4 Creating an
Interactive Presentation found here. Answer any questions that
students may have in using Google Slides.
3. Review the Geography Project information sheet (Appendix D)
answering any questions that they have about completing the
assignment. Be sure to go over the rubric as it will determine the
overall grade for the project.
4. Students will be given the rest of the time to complete their
Google Slides presentations. They should spend their time
integrating the notes that they gathered as well as finding images
that will make their presentations look more appealing. Students
will again be focused n their assigned characteristic since their
global partner will be working on the other characteristic. On the
second day, if they see their partners work, they can
communicate any error that they see or make suggestions for
improvements.

Technology Requirements:

Class Projector
1:1 Tech/Student Device Ratio
GAFE (Google Apps for Education) Account
Internet Connection
Flash Drives

Resources:

http://www.iste.org/standards/standards/iste-standards
http://mdk12.msde.maryland.gov/instruction/curriculum/social_studies/i
ndex.html
https://www.youtube.com/watch?v=s6V_h43BIY&list=PLwXXOxvDboeagQBUlNBfC_-t9vA9c3bul
https://www.cia.gov/library/publications/the-world-factbook/
http://travel.nationalgeographic.com/travel/countries/
https://www.youtube.com/watch?
v=qg916OPTmWs&index=4&list=PLwXXOxvDboea6SnnRK4ToVXb

Global Classroom Module

19

-tDLn_mfZ

Related URLs:

https://www.google.com/

Assessment Based on
Objectives:

Students will create a Google Slides presentation with their global

partner. This involves using their notes from their collaborative Google
Docs assignment about the geographical characteristics of their assigned
country. The available topics will depend on the classrooms that are
participating in the project since they will be assigned countries that
have not been covered before in a previous assignment. Each partner
will be responsible for covering one characteristic (Human or Physical)
in the presentation.

Follow-Up:

As a follow up, students will share their presentations with their

respective classes. This can be done by projecting and sharing each
presentation in front of the class, or the class can visit the link of the
presentation on their own devices. Students should take notes while
going through each presentation.

Classroom Management:

Students should be redirected when they become off task. All online
correspondences, including interaction on Google Docs and Google
Slides should be monitored by the teacher. Close attention should be
paid on the treatment of flash drives and computer devices. The teacher
should also maintain close proximity to the students to maintain
behavior and to answer any questions.

Accommodations:

Almost all of the students at RICA have an IEP and most operate below
grade level in reading and writing. With this in mind several
accommodations should be made available. This includes text to speech
software for the articles that they will be reading as well as access to a
word processor when completing their notes. A contrasting keyboard
should be made available for students that have difficulty with using the
computer due to vision issues.

(Special needs / gifted &

talented)

Global Classroom Module

Comments / Notes:

20

The library, computer lab, or mobile computer cart needs to

signed out prior to starting the lesson.

Make sure to white list the sites the kids will be using before
they try to access it. This may require communicating with
IT.

Label all of the flash drives. We dont want them to walk.

Monitor all online activity to make sure that students are

using the internet safely.

Global Classroom Module

Appendix A (MSDE, n.d.)

21

Global Classroom Module

22

Global Classroom Module

23

Global Classroom Module

24

Global Classroom Module

Appendix B

25

Global Classroom Module

26

Appendix C

Note Sheet
Country Name:

Physical Characteristics
Physical Features

Weather and Climate

Soil

Minerals

Vegetation

Animal Life

Global Classroom Module

Human Characteristics
Human-Made Features

Language

Religion

Political System

Economic Activities

Population Distribution

27

Global Classroom Module

28

Appendix D

Geographic Characteristics Project

Directions: You and your global partner will be completing a project that details the physical and
human geographical characteristics of an assigned country. To successfully complete the project,
perform the following steps:

Step 1: Both you and your partner will be assigned the task of researching the geographical
characteristics of your assigned country. One of you will be responsible for taking notes on the
physical characteristics while the other will take notes on the human characteristics.
Please use the resources below for your information gathering.
CIA Factbook - https://www.cia.gov/library/publications/the-world-factbook/
National Geographic - http://travel.nationalgeographic.com/travel/countries/
Use the Google Doc provided to you to take your notes. Please take the time to review and
comment on your partners notes.

Step 2: Both you and your partner will create a Google Slides presentation that shares the
information discovered while researching the geographical characteristics of your assigned
country. Be sure to include information on the following:
Physical Characteristics - Physical Features, Weather and Climate, Soil, Minerals, Vegetation,
Animal Life
Human Characteristics - Human-Made Features, Language, Religion, Political System,
Economic Activities, Population Distribution

Be sure to include 1 photo on each slide and be creative!!!!

Check out the rubric on the next page to see how you will be graded!

Global Classroom Module

29

Geographic Characteristics Project Rubric

Geographic
Characteristic
s Notesheet

Google Slides
Content

Overall
Presentation

Beginning
1
Identified 1 or
fewer facts for each
characteristic; The
notes are
incoherent.

Developing
2
Identified 1-2 facts
for each
characteristic; The
notes need more
detail.

Accomplished
3
Identified 3 facts
for each
characteristic; The
notes have
adequate detail.

Exemplary
4
Identified 4 facts
for each
characteristic; The
notes are very
detailed.

There are several

key missing
components of the
geographical
characteristics;
There are fewer
than 1 photo per
slide.

There are some

missing
components of the
geographical
characteristics;
There are fewer
than 1 photo per
slide.

Most components
of the geographical
features are
represented; There
is at least 1 photo
per slide.

All of the
components of the
geographical
features are
represented; There
is at least 1 photo
per slide.

The slides are

unorganized; There
are 5 or more
grammatical errors.

The slides are

mostly
unorganized; There
are 4 or more
grammatical errors.

The slides are

mostly organized;
There are 3 or
fewer grammatical
errors.

The slides are well

organized; There
are 2 or fewer
grammatical errors.

Global Classroom Module

References
Globaled.org. (2016). Web.archive.org. Retrieved 21 June 2016, from
https://web.archive.org/web/20141227042918/http://www.globaled.org/guidelines/page2.php
ISTE Standards. (2016). Iste.org. Retrieved 21 June 2016, from
http://www.iste.org/standards/standards/iste-standards
MSDE,. Geographic Characteristics (1st ed.). Retrieved from
http://mdk12.msde.maryland.gov/share/pdf/social_studies/GEOGRAPHY/Geo_Ch_Chart.pdf
Teaching And Learning: Social Studies: School Improvement in Maryland. (2016).
Mdk12.msde.maryland.gov. Retrieved 21 June 2016, from
http://mdk12.msde.maryland.gov/instruction/curriculum/social_studies/index.html

30