AFRICA

http://edweb.sdsu.edu/courses/edtec596/project1/africa.html

Unit Authors

This unit was developed by Jerrod Savala and Lenora Smith. It was presented to 7th and 8th graders at O'Farrell Community School.

Content Areas

This unit centers around Language Arts and Social Studies, incorporating Math and Computer Technology in some parts of the unit.

Organizing Theme

This unit deals with the continent of Africa, exploring several aspects related to life, history, and the physical features Africa has to offer.

Implementation

The time period allotted for this unit was roughly one month. Several days were used to gather and sort through information as well as reaffirming student comprehension. A "final" project which lasted two weeks was worked on in and out of class, with at least half of a 140 minute block dedicated daily to the completion of this project.

Outline of Activities

Week 1: The first week of instruction was used to gain an understanding of the students' prior knowledge of Africa and lay down a framework for the upcoming weeks. This was done through class discussions, worksheets, class reading, and videos. We felt that one of our main focuses would be the conditions in Africa and the varying climate zones and the geographical layout of the continent. To get a better understanding of the shape and terrain of Africa, atlas's were used to calculate elevations and land surfaces.

Week 2 :

The second week of instruction involved more specific details and facts. This was done through reading and outlining several chapters within their text. One day was used to do research in the library and to give them the opportunity to recognize where they might find important facts not listed in books within class. One technique that was used to develop and instill information in them was having them create questions and answers for a game of Jeopardy. This was done in groups, allowing students to take responsibility for their own learning. At the end of week two, each student had picked three countries in three different climate zones in which a final project would be centered around. After deciding the countries, each student or group of students (depending on what countries they chose) typed a letter to either the countries embassy or tourism board asking for information.

Week 3

: Week three was spent preparing the class for their final project. This was done by giving them a list of topics that would be focused on for each country and allowing them to work in groups, using every available resource to come up with facts based on the topics given to them. Each day was spent on a different country until they had complied enough facts to write a complete research paper. One day was spent viewing slides of Africa, shown by a teacher who had visited the country and could share her experiences. By the end of week three we were confident that all of the students had a basic understanding of Africa and a specialized knowledge of the countries they had chosen. We ended week three by having each student map out the route they would take if they were to travel from one country to the next, in order to visit each of their three choosen countries.

Week 4&5

: Weeks four and five signified the beginning of a two week final project. Everything done prior to this point had some relevance to this project. They were given an outline which explained what they were to do for the next two weeks. They were to imagine that they were on a journey in Africa, traveling from one of their choosen countries to the next. While on this journey they were to record in their own personal journals, a record of what they saw and did. This was to be done in first person and in journal style writing, as if they were really there. Their entries had to discuss the topics that were given to them earlier to research. They include: Climate, Major Geographical Locations, Types of Food and People, Religion, Language, Ways of Travel, Major Cities, Type of Government, History of the Country, Housing, Natural Resources, Education, and anything else they feel is relevant. Since they were to be gone for two weeks, they needed to have atleast 14 entries. This project would give them a chance to display their acquired knowledge on Africa and their ability to write creatively and clearly.

Student Products

At the end of this unit, students produced several write ups, worksheets, maps, and a complete journal of facts and made up experiences based on how they perceived Africa.

Thinking Skills Engaged

Several skills were either developed or enhanced during this unit. The students learned to problem solve by figuring out how they would react in situations they had never been in, as well as creatively expressing themselves in their journals. I think they exhibited critical thinking skills by taking factual information and implementing it into real life situations.

Lessons Learned

After this lesson was completed, both Lenora and I were satisfied with the results. We felt that because of the length of the unit, we needed to allow the students to be creative but also productive. By centering the unit on one major project that involved possible real life situations, the students were able to apply their knowledge and see an end product. We felt that if we were to do things differently, we would try to make more resources available to them and spend more time on the lifestyles and varying cultures within the continent.

This description was written by Jerrod Savala. Last updated on March 6, 1996.
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