Teacher Process
TASK 1 ( teachers will need to have paper, colored pencils, and computers with internet capabilities in order to accomplish Task #1) A. When students gather, each group is given a human inhabited continent and sent to the listed website for that continent. MAPS (Pick one country out of your groups assigned continent. Students must have different countries.) CHINA EUROPE Africa ASIA North America South America B. Once students arrive at freeworldmaps.net their first task is to choose a country to study within that continent. This country will be studied individually so students should choose a country that they have an interest in, or where they may some day like to travel to. C. Once a country is chosen the students should click on their country and begin to draw a map of the countries physical and political geography. Student will need to list the following characteristics within their map. Physical Geography 1. Mountain Ranges 2. Oceans 3. Lakes 4. Rivers Political Geography 1. Surrounding Countries and boarders 2. Cities 3. Capital D. When students complete their maps they are to turn them into the teachers for assessment. TASK 2 ( Students will need to have access to the web, paper, pencils and have some knowlage of bar graphs in order to accomplish Task #2) The next step of the process will focus on exploring the question: Is there a correlation between literacy and life expectancy on the six human inhabited continents? Compare continent demographics and explain possible reasons for the statistics found. A. In order to successfully answer this question groups must first find out the world?s average life expectancy at birth. The world?s average life expectancy at birth can be found at the following site with an easy to understand bar graph. Students should records findings. Plus answer the following questions. 1. Do people live longer in 2008 that the did in 2003. If so, how many years? 2. Who lives longer, males or females? B. Next, the group must find the world?s average literacy rate, before finding information on their own country. The world?s literacy rate can be found at the following site with an easy to understand chart. Students should records findings. Plus answer the following questions. 1. What eight countries have the 2/3 of the world illiterate adults? 2. Do you find more illiterate adults in males or females? C. Students should turn their findings and questions into the teacher for assessment. They will be used later in Task 4. TASK 3 ( Students will need to have access to the web, paper, pencils and have some knowlage of demographic data in order to accomplish Task #3) A. Next, students will use an atlas to record the following demographics about their chosen country. - Population - Age Structure - Median Age - Population growth rate - Birth rate -Death rate - Net migration rate -Sex ratio -Infant mortality rate -Life expectancy at birth -Total fertility rate -HIV/AIDS -Major infectious diseases -Nationality -Ethnic groups -Religions -Languages -Literacy B. An example of China?s demographics can be found on the ?Teachers Pages? of this web quest. C. Once the information is found within an atlas in the library or online students will be one step closer to answering the question, Is there a correlation between literacy and life expectancy on the six human inhabited continents? TASK 4( Students will need to have access to the web, paper, pencils and have some knowlage of bar graphs in order to accomplish Task #4) A. Now students will get their information on world literacy and life expectancy at birth back from their instructor. With this information they will be able to compare the world rates with their countries? literacy and life expectancy at birth rates. Once students have calculated and compared the differences with percentages they will make an easy to understand bar graph. An example of an easy to understand bar graph can be found at the following cite. B. Information on the bar graph needs to include: 1. World?s literacy rate. 2. World?s life expectancy at birth rate. 3. Your countries? literacy rate. 4. Your countries? life expectancy at birth rate. 5. Percentage of difference between the two variables. C. When complete, the student will turn their finished graph into the teacher for assessment. TASK 5( Students will need to have: access to the web, paper, pencils and have some knowlage of travel in order to accomplish Task #5) A. Students will embark on a self guided exploration of their own country and begin to plan their imaginary vacation which will last the span of a week. A variety of real travel agencies and their agendas should be explored online to help students understand the countries? main attractions and accommodations. The following site will help students explore what travel destinations are available in their chosen country. B. The students? travel plans need to include the following information: 1. Transportation plans: includes transportation by air, sea and land. 2. Living accommodations: includes all hotels or huts you will be staying in throughout your trip. 3. Meal plans: restaurants or place you plan to eat for that meal. 4. Plans to visit at least four main attractions, that your country is famous for. 5. A general schedule of each days events. C. The travel plans? purpose is to be as realistic as possible. Students should plan realistic transportation suitable for their time frame. They should also research an learn about their countries? culture, demographics and main attractions. An example of this can be found on the Teacher?s Pages within this web quest. D. Students should turn their travel itinerary in to the teacher for assessment.
TASK 6 (Students will need to have: access to the web, paper, pencils, colored pencils and have some knowlage of travel/ demographics and bar graphs in order to accomplish Task #6) A. The overall assessment of the unit will be focused on a presentation about the student?s imaginary trip and all the wonderful things they were able to experience within their chosen country. When the students share their information about their country the instructor will be sure to record the countries? literacy and life expectancy rate on the board. B. Students will then create a final bar graph to answer the question: Is there a correlation between literacy and life expectancy on the six human inhabited continents? All of the student?s countries will appear on this bar graph and each student will create their own. C. Finally students should compare continent demographics ( similarities and differences) and explain possible reasons for the statistics found based on their explorations.