Counties of Pennsylvania

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Introduction

Each student will use the internet to gather information about the counties of Pennsylvania. The information will be entered into a class-designed database and an "electronic" report will be presented to the class. The presentation will be included in the student's portfolio.

This unit was developed by Buck Jones at Marywood University, Pennsylvania in MED 529, Integrate IT: Integrating the Internet into the Curriculum, Sr. Kathleen Burns, IHM, Instructor. It adapts the WebQuest design for developing a Unit of Study.

Content Areas and Grades

This unit focuses on social studies (fifth grade geography) and involves both language arts skills (communication) and technology skills (internet, database).

All fifth grade students at the Downingtown Area School District [DASD] are required to study the counties of Pennsylvania. However, this unit could easily be adapted to the study of states, regions, etc. and would apply to grades 3 through 6.

This particular unit comes after the study of Chester County. The teacher will be able to build upon the known (Chester County) and bridge to the new (i.e. other Pennsylvania counties).

Curriculum Standards

The Downingtown Area School District is working to realign its curriculum with State and National Standards. The unit of study, Counties of Pennslvania, will satisfy the following curriculum objectives.

Social Studies:
Each student will demonstrate an understanding of geography through the study of Pennsylvania counties. (This supports the National Council for the Social Studies, Strand Three: People, Places and Environments.) He/she will be able to

• identify key components of selected Pennsylvania counties
• draw comparisons/contrasts among other Pennsylvania counties
• determine relationships among the counties (economic, geographic, etc.)

Languages Arts (Communication):
Each student will research, prepare and deliver reports using appropriate technology tools. (This supports the Language Arts standards, approved by the DASD School Board.)

• follow standard research procedures (note taking, citations [books, internet], etc.)
• follow standard report procedures (choose presentation medium [Powerpoint, word processing, video, etc.], storyboard the presentation, etc.)

Technology Skills:
Each student will demonstrate proficiency in Internet searching and database design. (This supports the Technology standards, under revision for the 1997-98 school year.)

• internet skills: guided searching, printing, etc.
• database skills: design, data entry, searching/sorting, etc.

Resources Needed

• library
• internet access
• Filemaker Pro "PA Counties" database
• Powerpoint, Microsoft Word
• video camera
• digitizing equipment: scanner, camera
• printer
• supplies: paper, markers, etc.

Required Teacher Skills

In order to implement this unit plan, the teacher needs to be proficient in the use of

• internet search tools (it would be possible for the librarian to assume the responsibilities of training the students in the use of internet search tools);
• Filemaker Pro database;
• Powerpoint, Microsoft Word;
• a video camera (it would be possible for the librarian/audio-visual specialist to assume the responsibilities of training selected students in the use of a video camera); and
• digitizing equipment.

Outline of Activities

There are three basic components to this unit, which could be accomplished in approximately 11 class periods.

• research (library and internet) - 4 class periods
• database (data entry and data manipulation) - 3 class periods
• electronic presentation - 4 class periods
1. Research (review): How do we describe the counties of Pennsylvania? During this class period, the teacher reviews the key traits of Chester County (location, population density, county seat, government officials, etc.). At the end of the presentation and student discussion, students will capture the "essence" of Chester County by writing a few sentences in their notebooks. This class forms the basis for the student research of other counties.
2. Research (internet): What can we find out about Chester County on the internet? Up to this point, students have relied on library materials and textbooks to research Chester County. During this class period, the teacher (or librarian) takes the students to the internet lab to demonstrate the use of internet to locate additional information about Chester County. Examples: LibertyNet provides statistical information on Chester County. MetaChester County provides an search index of "all sites" related to Chester County. Finally, the Yahoo site has information on all the Pennsylvania counties.
3. Research (library and library lab): What can we find out about other counties? Students are given different counties to research. They are encouraged to use library materials, textbook(s), and the internet. This lesson takes place in the library and library lab. Students will be provided an "information sheet" to fill out based on the discussion of day one. In addition, they must find out "something interesting" about their county using the internet. They begin by gathering census information. Additionally, they should perform a directed search (e.g. Delaware County Pennsylvania) using one of the specified search engines.
4. Research (library and library lab): What captures the essence of the county under investigation? Students should look over their notes and write a few sentences that "accurately portrays" their county. They should then look for a graphic that represents the county. This graphic could come from the internet or be scanned from library materials.
5. Database: What is a database and how is it useful? In this lesson, the teacher reviews the basic components of the database that they had learned in 4th grade (field, record, etc.). Using their information sheets, students will create a new record and enter information about their county.
6. Database: How can we use the database to make comparisons among the counties? Once the student information has been accurately entered into the database, the teacher can demonstrate the use of searching, sorting, etc. Certain questions should be easily answered using a database: What county has the greatest female population? What county has the most colleges? What county has the most farmland? Students should ask some questions that could be answered by the database. Also, students should explore what questions cannot be answered? What would have to be done to be able to answer such questions (a. redesign the database and b. research/enter the information). Stress that the database is only as useful as the design. This will become an important point in other units that involve the students in more database design work.
7. Database: What comparisons can be made among the counties? With the help of topographical maps, etc. and the database of information, students should mark down some key similarities and differences of their county and several other counties. Since the database contains the "encapsulated summary" of the county, this may be a good place to start. For example: Are all similar counties located in close proximity to one another? Is there a relationship between geographic size and population? Students should be able to defend their answers.
8. Presentation: What distinguishes one county from another? Students will bring together what they have researched and what they have gathered from the database to create an electronic presentation which highlights "their" county. They may use Powerpoint, Word, or create a video. Regardless of their choice, this lesson will review Powerpoint and allow an opportunity for students to make their choice on the presentation medium.
9. Presentation: Students will spend this day creating their storyboard and having it approved.
10. Presentation: One more class period may be designated as a "working period." The students will be given another week to work on the project after school or at home.
11. Presentation: When students are ready (before, but not after the due date), class presentations can be made. Students (and teacher) will evaluate the projects based on clearly defined specifications.

Evaluation

Upon completion of the unit, each student will have applied internet and language arts skills to the social studies curriculum, specifically, the counties of Pennsylvania.

10 pts.-Students must complete the Chester County summary on day one.

10 pts.-Students must complete the "information sheet" for their county on day three.

10 pts.-Students must complete the county summary on day four.

10 pts.-Students must capture a graphic (scanned or internet) of their county by day five.

10 pts.-Students must enter the information into a database on day five.

10 pts.-Students must successfully search/sort information on the database by day six.

10 pts.-Students must complete the "compare/contrast" sheets on day seven.

10 pts.-Students must submit their storyboard by day ten.

30 pts.-Student presentations are graded by students/teacher based on the criteria of Content, Creativity, & Composition.

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