AshleyDodson


 * 5 URLS**
 * These websites are terrific resources for students and teachers.**

Printable maps of the world

Games and videos for children

Learn about students and schools in Africa-choose Africa For Kids

Maps and information about Africa (This is one of my personal favorites)

Skill building site: Drill practice: vocabulary, geography,math

Geography, climate and history of countries in Africa

Teacher resources including rubric generator


 * WEBSITE**
 * [Ashley Dodson's Website]


 * SOFTWARE EVALUATION**

Hardware: Adobe Flash Player
 * Title:** Freerice
 * Publisher:** FreeRice is a non-profit website run by the United Nations World Food Program and is partnered with the Berkman Center for Internet & Society at Harvard University.
 * Founded:** October 2007
 * URL:** []
 * Cost:** Free
 * O/S:** Any

Content
|| || ||
 * The content is educational. || 5 ||
 * The content is valid and reliable. || 5
 * There are supplemental resources and sample lesson plans. || 1
 * The teacher can modify the user levels in the program. || 5

Ease of Use
|| || || || || ||
 * The directions are clear and easy to follow. || 5
 * The program is interactive. || 1
 * The program is easy to navigate through. ||~ 5
 * The students can exit the program at any time. || 5
 * The program saves students work. || 5
 * The program allows child to practice old and new skills. || 3
 * The program covers a variety of ability/skill levels. || 5 ||

Supporting Materials

 * The program has a teachers’ guide. || 1 ||
 * The program has understandable instructions. || 5 ||
 * The instructions and help functions are easy to access through the Internet. || 5 ||
 * There are supplemental resources and sample lesson plans. || 1 ||

Technical Quality

 * The installation and setup are easy. || 5 ||
 * The program loads quickly and is error-free. || 5 ||
 * The program works well. || 5 ||
 * The audio (sound) is clear. || 5 ||
 * The program is visually stimulating through active animation, color and graphics. || 3 ||

Assessment
|| || || || ||
 * The program has a pre-assessment. || 1
 * The program has a post-assessment. || 1
 * The program keeps an on-going record of a student’s progress. || 4
 * Teachers can assess students by evaluating progress reports. || 3
 * Assessment methods are appropriate and suited to the learning objectives. || 2

Strengths:
With an internet connection, the game is easy to load and play. It contains accurate content on a variety of subjects and levels. The levels are appropriate for beginners and progress to scholarly. You can set the level you desire or it is automatically adjusted for you. The game gives positive feedback in the form of grains of rice to be donated to the hungry around the world. The game works on the method of drill and practice whereas, an incorrect answer will prompt the correct answer to appear, and the question will continue to appear until it is mastered. The program motivates by allowing the student to donate an unlimited amount of rice, determined by the submission of correct answers.

Weaknesses:
=== The program has no teacher’s guide, supplemental resources or sample lesson plans. The program has no pre or post-assessment and although the program keeps an on-going record of students’ correct answers, there is no progress report to evaluate. The program does not have animation; however, the graphics are pleasing. ===

**Comments:**
To play the game, click on the answer that you think is correct. If you get it right, Freerice donates10 grains of rice to help end world hunger and you get another question. You can play as long as you want and donate as much rice as you like. When you are finished, you do not have to do anything. Your donation will automatically register. A bowl is displayed to the right of the question so a person gets instant gratification. For every 100 grains (10 correct answers), the bowl is emptied and a symbol appears to designate the accumulation of every 100 donated grains of rice. The player can explore a variety of subjects and it is free.

Around The World News
 * WEBQUEST**

A.SS7G1 - The student will locate selected features of Africa. A.SS7G2 - The student will discuss environmental issues across the continent of Africa. A.SS7G3 - The student will explain the impact of location, climate, and physical characteristics of population distribution in Africa. You are a **REPORTER** for **AROUND THE WORLD NEWS**. Your assignment is to write an informative article about Africa for the newspaper. Make your readers aware of the differences in climate, environment, and education between the United States and Africa. You have two days to complete this assignment.
 * Standards:**
 * Introduction:**

Since you have never been to Africa, you must do some research in order to plan your trip. Become familiar with the countries, climates, and population densities of Africa. This is vital for you must decide what cities or areas you will visit and what type of clothing will be necessary, in order for you to be comfortable on your quest for information. Below is a guide in obtaining information about the world’s second largest continent. Follow __ALL__ of the instructions below __COMPLETELY__ and you will be prepared for you trip.
 * Task:**

1. Label the 53 countries of Africa on the map and draw, then label, the following: Congo River, Nile River, East African Mountains (Ethiopian Highlands), Atlas Mountains, Lake Tanganyika and Lake Victoria.
 * Process:**

2. Create a climate map within the outline of Africa. Shade the climate areas (use different colors) and complete the map key. In your key, provide a brief description of each climate -temperature, annual rainfall, type of terrain, etc.

3. Notice the areas of dense population in relation to water supply and terrain. Write your observation on the lines provided and explain your answer in complete sentences.

4. Use the following web sites:

Discover Africa – Natural History of the African Continent.
[]

Geography – Explore a traditional African Safari.

[]

Facts about the continent of Africa.
[]

Landforms of Africa.
[]

Population and water scarcity in Africa.

[]

**Use the following URL for outline map of Africa and add the following key.**

Labeled Outline map of countries in Africa.

[]


 * KEY** for Map
 * **Desert -**
 * [[image:file:///C:%5CUsers%5CAshley%5CAppData%5CLocal%5CTemp%5Cmsohtmlclip1%5C01%5Cclip_image003.gif width="16" height="15"]] **Steppe -**
 * **Savanna - _**
 * **Humid Tropical -**
 * **Highland -**

__**My observation about population in relation to water supply is****:**__


 * 1.** You must now do some research on schools in Africa so that you will be prepared for your trip. Go to the following website and take at least one of the tours with students in Africa. List three things that are different between schools and students in the United States and Africa on the lines provided below. Use the following web site:

__[]

1.__ __2.__ __3.__
 * Three differences of the schools and students in the United States and Africa are:**

__**Evaluation:** Rubric WebQuest __ __ 5-excellent 4-very good 3-satisfactory 2-needs work 1-needs plenty of work __
 * Assign up to five marks for each point based on the following rating scale (5 being the highest):**
 * All countries and landforms identified and labeled correctly. || 5 4 3 2 1 ||
 * Climates identified and complete description given. || 5 4 3 2 1 ||
 * Climate zones clearly defined with overall pleasing presentation. || 5 4 3 2 1 ||
 * Necessary thought and opinion formed overall educated answers. || 5 4 3 2 1 ||
 * Student cited all 7 sources in order to obtain information for required fields || 5 4 3 2 1 ||
 * Student worked diligently using time wisely. || 5 4 3 2 1 ||

Total:

This is an introduction for students to the continent of Africa. When this project is complete, students will have been introduced the locations of countries, landmarks, climates and population density. The map will be used as a study guide in preparation of test. All topics will be revisited during class instruction and included on test.
 * Conclusion:**


 * LESSON PLAN**

**__Lesson Plans__**
 * __Subject:__** Social Studies


 * __Level:__** Grade 7


 * __Georgia Performance Standards:__**

SS7G - Geographic Understandings A.SS7G3 - The student will explain the impact of location, climate, and physical characteristics on population distribution in Africa.


 * __Duration:__** 1 Class (45 minutes)


 * __Objectives:__** Students will:

1. Identify the landforms and climates found in West Africa 2. Explain why the Niger River is important to the region.


 * __Materials:__** Graphic Organizers:

1. Four areas with extensions on each for description. (4 climate zones of West Africa with extensions for their description) 2. Internet connection for United Streaming video.


 * __Essential Question:__** Why is the Niger River important to the region of West Africa?


 * __Class Activities:__**

1. Bell Ringer: Name as many products as you can that are made from peanuts.

Possible answers: Candy, cookies, and oil for cooking.

Point out that peanuts originated in Africa, that they were brought from there to our continent, and that in the 1900’s they replaced cotton as the main crop grown on many southern farms. Tell students that they will learn about West Africa, where peanuts are an important crop.

2. Inform students that West Africa is largely a region of plains. There are low mountains in the southwest and high mountains in the northeast. Show the video of climate regions (link below) and ask students to think of Africa and pick four of the climate zones that they feel would exist in Africa.

(Video for climate regions from Discovery Education)

http://player.discoveryeducation.com/index.cfm?guidAssetId=14F3479C-E89B-4E33-A7EB-7BCD1796DD8D&blnFromSearch=1&productcode=US

3. Pass out graphic organizer with the Zones of West Africa’s four climates and their descriptions.

Instruct students by identifying the four major climate types, with descriptions, that stretch from east to west in bands or zones. Guide them in completing graphic organizer using the following information.


 * Desert (Sahara)** - The northernmost parts of the region lie within the Sahara, the first climate zone. The Sahara is the world’s largest desert. It stretches across northern Africa from the Atlantic Ocean to the Red Sea. Large areas at this dry climate zone have few or no people.


 * Steppe (Sahal)** – South of the Sahara is a region of dry grasslands called the Sahel. This second climate zone has a steppe climate. Rainfall varies greatly from year to year. In some years it never rains. During winter a dry, dusty wind called the harmattan blows south from the Sahara. During the late 1960’s a drought began in the Sahel. Crops failed for several years, and there was not enough grass for the herds. Animals overgrazed the land, and people cut the few large trees for firewood. Wind blew away fertile soil, and the Sahara expanded southward. Without plants for food, many animals and people died. Recent years have been rainier, and life has improved.


 * Tropical Savanna** – Farther south is the savanna zone. It contains good soil, thick grass, and scattered tall trees. Farmers can do well when the rains come regularly. However, the region is home to a dangerous insect. The tsetse (TSET-SEE) fly carries sleeping sickness, a deadly disease. Although insecticides can help control the flies, they are too expensive for most people to buy. (If there is enough time you can explain more about the tsetse fly at the end of class.)

4. Ask students to name the region’s climate zones and any landforms they know. Review the climate zones and introduce landforms for future lesson.
 * Humid Tropical (Coast and Forest)** – The fourth climate zone lies along the Atlantic and Gulf of Guinea coasts. Many of West Africa’s largest cities lie in the coastal zone. You will find a wet, humid tropical climate there. Plentiful rain supports tropical rain forest. However many trees have been cut to make room for growing populations. As a result, environmental damage is a serious problem.

Answers: Plains, mountains, desert, grasslands, forest, desert, steppe, savanna, humid tropical.

5. Allow students to work with partners in order to complete the graphic organizer. Instruct students to make drawings of what they think the terrain of the zones might look like (now that these have been discussed). Monitor and offer assistance when necessary.

The student’s completed graphic organizer should contain the following information:


 * __Zones of West Africa__**


 * Climate Zone Description**

Desert Sahara; Largest desert dry and sunny Few hardy plants such as cacti

Steppe Sahel; Semiarid, hot summers/cool winter Grassland and a few trees

Tropical Savanna Savanna; warm all year with rainy and dry seasons Good soil, thick grass, scattered trees

Humid Tropical Coast and Forest; Warm and rainy all year Rain Forest


 * __Close:__** Review – Have students answer the following questions as an introduction to future lessons.

1. What effect has drought had on West Africa’s vegetation?

Answer: Caused crops to fail and vegetation to die.

2. What natural resources are found in West Africa?

Answer: Diamonds, gold, iron ore, manganese, bauxite and oil.

3. What is West Africa’s most important river? Describe its two delta regions.

Answer: Niger River; inland delta – channels, swamps, and lakes; true delta – half of Nigeria’s coastline on the Gulf of Guinea.


 * __Critical Thinking:__** Making generalizations and predictions.

Where in the region would you expect to find the densest populations? Why?

Answer: Along the coastal zone because there is plenty of rain for growing crops.


 * __Additional Information/Extended Lesson__** - The Tsetse Fly

Found only in Africa near the equator, the tsetse fly transmits a parasite to humans by biting them. The parasite causes the deadly illness tryponosomiasis (tri-a-nu-suh-Y-uh-suhs), also known as sleeping sickness. Early symptoms include high fever, weakness, and headache. As the disease progresses, the parasite invades the central nervous system. Eventually, the patient may lapse into a comma and die. Medical treatment for trypanosoiasis requires hospitalization. Protection can help prevent tsetse fly bites and includes wearing khaki or olive-colored long pants and long-sleeved shirts and using a bed net at night.

Activity: Have students conduct research on other insects that transmit disease in tropical areas.


 * __Why It Matters:__** Tell students these reasons for knowing more about West Africa.

1. West Africa has a fascinating history. International relations are eased when we know the history of other regions.

2. Americans established the West African country of Liberia and some freed African American slaves settled there.

3. Products such as peanuts, coffee, and chocolate are exported from the region to the United States


 * __Follow Up:__**

Students Bell ringer the next day will be to list and give descriptions of the 4 major climates of West Africa. Students will also be asked to revisit today’s instructional material in future discussions of Africa. This information will be vital in comparisons/contrasts of other regions in Africa during the following days.