Sean Bloomfield

KSP 619
Interdisciplinary Technology Integration Lesson Plan

Lesson Title: Oil Distribution in Southwest Asia

Related Lessons Learning about GDP in 7th Grade Civics, Learning about HDI
(Human Development Index) in the Latin America unit, Learning about
tectonic plates in Science.

Grade Level: 8

Unit: Southwest Asia/Middle East

Academic Discipline: Modern Global Studies and Earth Science

Goals
o

Specific Minnesota standards: (Social Studies) 8.3.4.10.5 Understand

the meaning, use, distribution and importance of resources changes
over time.
(Social Studies) 8.3.3.7.1 - The
characteristics, distribution and complexity of the
earths cultures influence human systems (social,
economic and political systems).
(Earth Science) 8.3.1.1.3 - The movement of
tectonic plates results from interactions among the
lithosphere, mantle, and core.

Specific NETS-S standards:

1. Creativity and Innovations: Students demonstrate creative

thinking, construct knowledge, and develop innovative products
and process using technology.

Create original works as a means of personal or group

expression.

Use models and simulations to explore complex systems

and issues.

2. Communication and Collaboration: Students use digital media

and environments to communicate and work collaboratively,
including at a distance, to support individual learning and
contribute to the learning of others.

Interact, collaborate, and publish with peers, experts, or

others employing a variety of digital environments and
media.

Communicate information and ideas effectively to

multiple audiences using a variety of media and formats.

Contribute to project teams to produce original works or

solve problems.

3. Research and Information Fluency: Students apply digital tools

to gather, evaluate, and use information.

Plan strategies to guide inquiry.

Locate, organize, evaluate, analyze, synthesize, and

ethically use information from a variety of sources and
media.

Evaluate and select information sources and digital tools

based on the appropriateness to specific tasks.

Process data and report results.

4. Critical Thinking, Problem Solving, and Decision Making:

Students use critical thinking skills to plan and conduct research,
manage projects, solve problems, and make informed decisions
using appropriate digital tools and resources.

Plan and manage activities to develop a solution or

complete a project.

Collect and analyze data to identify solutions and/or make

informed decisions.

Use multiple process and diverse perspectives to explore

alternate solutions.

5. Digital Citizenship: Students understand human, cultural, and

societal issues related to technology and practice legal and
ethical behavior.

Advocate and practice safe, legal, and responsible use of

information and technology.

Exhibit a positive attitude towards using technology that

supports collaboration, learning, and productivity.

Demonstrate personal responsibility for lifelong learning.

Exhibit leadership for digital citizenship.

6. Technology Operations and Concepts: Students demonstrate a

sound understanding of technology concepts, systems, and
operations.

Understand and use technology systems.

Select and use applications effectively and productively.

Transfer current knowledge to learning of new

technologies.

Specific NETS-T standards:

1. Facilitate and Inspire Student Learning and Creativity:

Teachers use their knowledge of subject matter, teaching and
learning, and technology to facilitate experiences that advance
student learning, creativity, and innovation in face-to-face and
virtual environments.

Promote, support, and model creative and innovative

thinking and inventiveness.

Engage students in exploring real-world issues and solving

authentic problems using digital tools and resources.

Promote student reflection using collaborative tools to

reveal and clarify students conceptual understanding and
thinking, planning, and creative processes.

2. Design and Develop Digital Age Learning Experiences and

Assessments: Teachers design, develop, and evaluate authentic
learning experiences and assessments incorporating
contemporary tools and resources to maximize content learning
in context and to develop the knowledge, skills, and attitudes
identified in the Standards S.

Design or adapt relevant learning experiences that

incorporate digital tools and resources to promote student
learning and creativity.

Provide students with multiple and varied formative and

summative assessments aligned with content and
technology standards, and use resulting data to inform
learning and teaching.

3. Model Digital Age Work and Learning: Teachers exhibit

knowledge, skills, and work processes representative of an
innovative professional in a global and digital society.

Demonstrate fluency in technology systems and the

transfer of current knowledge to new technologies and
situations.

Collaborate with students, peers, parents, and community

members using digital tools and resources to support
student success and innovation.

Model and facilitate effective use of current and emerging

digital tools to locate, analyze, evaluate, and use
information resources to support research and learning.

4. Promote and Model Digital Citizenship and Responsibility:

Teachers understand local and global societal issues and
responsibilities in an evolving digital culture and exhibit legal
and ethical behavior in their professional practices.

Advocate, model, and teach safe, legal, and ethical use of

digital information and technology, including respect for
copyright, intellectual property, and the appropriate
documentation of sources.

Address the diverse needs of all learners by using learnercentered strategies providing equitable access to
appropriate digital tools and resources.

Promote and model digital etiquette and responsible

social interactions related to the use of technology and
information.

Write objectives:

Students will understand how tectonic plates and geography

impact the creation of oil.

Students will understand how oil is distributed among Middle

Eastern countries.

Students will analyze the impact that oil has on the quality of life
in Middle Eastern countries.

Students will analyze the relationship between oil producing

countries and oil consuming countries.

Action
o

Before-Class Preparation

Ensure that all technology is properly working.

Have printed directions and directions available on class

website.

Provide examples to students of short documentaries and digital

stories:
http://digitalstorytelling.coe.uh.edu/example_stories.cfm?
id=21&cid=21

Ensure that Teach TCI online text is readily available to all

students, and that students can view the clip from Strip the
City, starting at 25:14, where they discuss the creation of oil.

Ensure that Earth Science text is available to students.

State technologies to be used (i.e., Skype)

Word Processing Applications - Google Docs.

Data Collection and Analysis Tool - Mentimeter

(www.mentimeter.com)

Students will chart their groups progress on Instagram

throughout the project, and provide feedback to other
groups.

Multi-Media Creation Windows Movie Maker

As a teacher, I will collect data on students prior use of

Windows Movie Maker and Instagram, along with their
comfort levels of those tools. This will be conducted
through student devices before the unit begins.

Communication and Collaboration Software Instagram

Using Google Docs, students will create a script and

storyboard for their digital story about the creation,
distribution, and impact of oil in the Middle East. They will
work collaboratively on Google Docs, either in the same
setting or separated through the use of sharing.

Students will use Windows Movie Maker 2.6 to create a

documentary about the creation, distribution, and impact
of oil in the Middle East.

During Class 5 days, 50 minutes per class period, 2 classes per day
(Science and Social Studies)

Day 1: Social Studies

Students will complete an analysis of the distribution of oil

in the Middle East in groups of three. This analysis will
consist of reading population charts and viewing maps,
and guessing based on population and land area which
countries in the Middle East contain the most oil.

Students will read which countries do in fact have the

most oil reserves in the Middle East, and understand that
the oil is not distributed equally.

Students will read charts showing the GDP and GDP per
capita in the same Middle Eastern countries, and make a
guess as to the HDI (Human Development Index) of each
of the countries. Students learned about GDP at the start
of the year, and in 7th grade Civics. Students learned
about quality of life and the HDI index during the Latin
America unit.

Students will read which countries to in fact have the

highest and lowest HDI rankings, and compare that to
GDP and Per Capital GDP, analyzing why there are
differences in the rankings (Some countries choose to use
their oil wealth on different things).

Day 1: Science

Students will learn about tectonic plates through a

combination of lecture, video, and a hands-on activity
with a model of the globe.

Day 2: Social Studies

Students will analyze a third set of charts, this time on

which countries rank the highest for oil reserves in the
world, and which countries rank the highest for oil
consumption in the world. They will then make educated
guesses for which countries are a part of OPEC (an
international alliance of countries with vested interests in
oil prices), and which countries helped support Kuwait
during the Iraq invasion in 1991, and why.

Students will then read about the relationship between oil

producing and oil consuming countries, and how that
relationship has manifested in alliances and conflict on a
global scale.

Day 2: Science

Students will watch a segment of the documentary about

the creation of Dubai, and how oil formed nearby.
https://www.youtube.com/watch?v=S1oX9L6e6_Q (start at
25:15)

Students will learn about the movement of tectonic plates

in the region of the Middle East, and its impact on
landforms and the creation of oil.

Day 3: Social Studies

Students will be introduced to the documentary project,

will be assigned groups of 4-5, and will begin their
research, script, and storyboard on Google Docs.

Day 3: Science

Students will be introduced to the documentary project,

will be assigned groups of 4-5, and will begin their
research, script, and storyboard on Google Docs.

Student groups were assigned so that each group has

students who are in science together and social studies
together. Not the entire group will be together at once,
but at least 2 members at a time. The use of google docs
and Instagram will be vital in working collaboratively in a
virtual environment.

Day 4: Social Studies

Students will continue work on their storyboard and script,

and will have it signed off by the teacher.

Once completed with the story board and script, students

will begin working on their Movie Maker documentary.

Day 4: Science

Students will continue work on their storyboard and script,

and will have it signed off by the teacher.

Once completed with the story board and script, students

will begin working on their Movie Maker documentary.

Day 5: Social Studies

Students will continue working on, and eventually

complete their documentary on the creation, distribution,
and impact of oil on the Middle East.

Once completed, students will finalize, and submit the

document to Google Classroom.

Day 5: Science

Students will continue working on, and eventually

complete their documentary on the creation, distribution,
and impact of oil on the Middle East.

Once completed, students will finalize, and submit the

document to Google Classroom.

Instructional Activities

Include Individual and Collaborative activates (both are required)

Individual:

Students will read the individual sections of the

online text (Teach TCI) and answer questions in
their online notebook at the end of each analysis
activity on days 1 and 2 in social studies. These
answers are submitted to the teacher for review to
ensure individual student comprehension.

Students will individually post to Instagram their

groups progress at the end of either day 3, day 4,
or day 5. Each group will have two group members
post; one in science and one in social studies. Their
posts are required to include an image or video,
and a caption that indicates their groups progress
and learning for the day.

Students will individually post a comment to at

least one other groups progress post on Instagram.
The comments are required to be informative,
respectful, and constructive in nature.

Collaborative:

Students will work collaboratively in small groups of

3 on days 1 and 2 of social studies to analyze the
charts, graphs, and maps and make educated
guesses on the distribution, quality of life, and
international relationships of countries due to oil.

Students will work collaboratively in science on day

1 to use a hand-held, constructible globe with
tectonic plates to view where those plates are,
where they meet, and the various layers of the
Earth.

Students will work with their assigned groups of 4-5

to conduct further research, create a script,
storyboard, and documentary on the creation and
distribution of oil, and its impact on the Middle
East.

Materials and resources

Mentimeter Questions before the unit begins to test comfort

level and prior use of technologies:

Google Docs Storyboard Template

https://docs.google.com/document/d/1yTiLK94YaNYq9bJ4tFH_vIH
fMfamnJ9qA6psebLsd1Q/edit?usp=sharing

Teach TCI: Online Textbook and student notebooks

www.teachtci.com

Instagram: Daily postings by groups that show progress and

learning. Daily posts by individuals that provides constructive
feedback to groups. An example posting is below:

Windows Movie Maker: Use Windows Movie Maker to create the

documentary. The documentary must be between 5 and 10
minutes in length, and teach us about the creation of oil in the
Middle East, relating tectonic plates, the distribution of oil in
Middle Eastern countries, and how oil has impact the countries
in the Middle East. Example screenshots of a project are below:

Student Directions on Google Docs:

https://docs.google.com/document/d/1BsMFFaRXUK1XZdDCY4BT
_x4T3Dpdzwt5qAGhrDEMoPY/edit?usp=sharing

Monitor
o

Ongoing Assessment Formative:

Formative Assessment #1: Students work in groups in Social

Studies on days 1 and 2 to analyze charts and maps to make
guesses towards the distribution and impact of oil on Middle
Eastern countries.

Formative Assessment #2: Students complete reading notes by

completing their online student notebook after each section of
the Teach TCI text (www.teachtci.com)

Formative Assessment #3: Students post their groups progress

to Instagram twice per day on days 3, 4, and 5 (Once in Social
Studies, once in science).

Formative Assessment #4: Students comment on other groups

progress on Instagram by providing respectful and constructive
feedback.

Summative Assessment:
Summative Assessment #1 - Social Studies Objectives Rubric:
Distribution
of oil in the
Middle East

Impact of oil
on the
countries in
the Middle
East

1
Group did not
include
examples of
oil distribution
in the Middle
East, nor did
they conclude
how it is
distributed.

Group did not

discuss how
oil impacts
the Middle
East, or used

2
Group
included
examples of
how oil is
distributed
throughout
the Middle
East, but did
not conclude
that it is
distributed
unevenly.
Group
discussed
how oil
impacts the
Middle East,

3
Group included
1 or 2
examples of
how oil is
unevenly
distributed
throughout the
Middle East.

4
Group included
at least three
examples of
how oil is
distributed
unequally
throughout the
Middle East.

Group
discussed 1 or
2 modern or
historical
examples of

Group
discussed at
least three
modern or
historical

incorrect
information
on its impact.

but did not

provide
examples.

how oil has

impacted
countries in
the Middle
East, including
international
relationships,
political
success or
unrest,
creation or
destruction of
communities,
or the
distribution of
wealth.

examples of
how oil has
impacted
countries in
the Middle
East, including
international
relationships,
political
success or
unrest,
creation or
destruction of
communities,
or the
distribution of
wealth.

Summative Assessment #2 Science Objectives Rubric:

Plate
Tectonics in
the Middle
East

Creation of
Oil in the
Middle East

1
Group did not
discuss plate
tectonics in
discussing the
creation of oil.

2
Group
mentioned
plate
tectonics, but
did not make a
connection
between it and
oil creation.

3
Group made a
connection
between plate
tectonics and
oil, but did not
discuss it in
detail.

Group did not

discuss the
creation of oil
in the Middle
East.

Group
discussed that
oil was created
in the Middle
East, but did
not provide
steps towards
its creation.

Group included
1 or 2 steps in
the creation of
oil in the
Middle East.

4
Group
discussed the
science
behind plate
tectonics, and
how they
created the
proper
conditions for
oil to be
created.
Group
included at
least three
steps in the
creation of oil
in the Middle
East.

Accommodations and Extensions

Students without prior knowledge or experience of Movie

Maker are given the opportunity to attend 10 minute
coaching sessions on days 3, 4, and 5.

Students with IEP or 504 plans will be accommodated to

the extent of their individualized plan, and will maintain a
rigorous standard of completing or showing their learning.

Gifted students will extend their learning by creating a

more detailed documentary, through additional research
and advanced Movie Maker options.

Back-Up Plan

If Movie Maker does not work, all students already have google
accounts, so they may use WeVideo, a google app, which is
accessible at home or at school. WeVideo has a free version,
which would work for a very basic documentary, but is not ideal
for the students who wish to go above and beyond in their
creativity.

If technology is not working at all, students will handwrite the

scripts and storyboards, and create a skit of their documentary
that will show the same understanding as the documentary
would have.

Evaluation
o

Lesson Reflection and Notes

This lesson is a large portion of the Middle East unit for Social
Studies and of the Tectonic Plates unit for Earth Science. 8 th
graders completing this lesson will do so in both classes, and
there are separate rubrics for summative assessment that each
subject will use. The lesson incorporates a wide variety of
technology, it meets several Minnesota State Standards in Social
Studies and Science, and also meets a large portion of the NETS
S and NETS T standards for technology.

Write a detailed description of the progression of the lesson with times

included.

Day 1: Social Studies (50 minutes)

10 minutes: Students will complete an analysis of the

distribution of oil in the Middle East in groups of three.
This analysis will consist of reading population charts and
viewing maps, and guessing based on population and land
area which countries in the Middle East contain the most
oil.

10 minutes: Students will read which countries do in fact

have the most oil reserves in the Middle East, and
understand that the oil is not distributed equally.

15 minutes: Students will read charts showing the GDP

and GDP per capita in the same Middle Eastern countries,
and make a guess as to the HDI (Human Development
Index) of each of the countries. Students learned about
GDP at the start of the year, and in 7th grade Civics.
Students learned about quality of life and the HDI index
during the Latin America unit.

15 minutes: Students will read which countries to in fact

have the highest and lowest HDI rankings, and compare
that to GDP and Per Capital GDP, analyzing why there are
differences in the rankings (Some countries choose to use
their oil wealth on different things).

Day 1: Science

Students will learn about tectonic plates through a

combination of lecture (15 minutes), video (10 minutes),
and a hands-on activity with a model of the globe (25
minutes).

Day 2: Social Studies

20 minutes: Students will analyze a third set of charts,

this time on which countries rank the highest for oil
reserves in the world, and which countries rank the
highest for oil consumption in the world. They will then
make educated guesses for which countries are a part of
OPEC (an international alliance of countries with vested
interests in oil prices), and which countries helped support
Kuwait during the Iraq invasion in 1991, and why.

30 minutes: Students will then read about the relationship

between oil producing and oil consuming countries, and
how that relationship has manifested in alliances and
conflict on a global scale.

Day 2: Science

10 minutes: Students will watch a segment of the

documentary about the creation of Dubai, and how oil
formed nearby. https://www.youtube.com/watch?
v=S1oX9L6e6_Q (start at 25:15)

40 minutes: Students will learn about the movement of

tectonic plates in the region of the Middle East, and its
impact on landforms and the creation of oil.

Day 3: Social Studies

Students will be introduced to the documentary project

(10 minutes), will be assigned groups of 4-5 (5 minutes),
and will begin their research, script, and storyboard on
Google Docs (30 minutes).

5 minutes: Groups will update group progress on

Instagram.

Homework: Individual students will provide feedback to at

least one other groups posting.

Day 3: Science

Students will be introduced to the documentary project

(10 minutes), will be assigned groups of 4-5 (5 minutes),
and will begin their research, script, and storyboard on
Google Docs (30 minutes).

5 minutes: Groups will update group progress on

Instagram.

Homework: Individual students will provide feedback to at

least one other groups posting.

Student groups were assigned so that each group has

students who are in science together and social studies
together. Not the entire group will be together at once,
but at least 2 members at a time. The use of google docs
and Instagram will be vital in working collaboratively in a
virtual environment.

Day 4: Social Studies

45 minutes: Students will continue work on their

storyboard and script, and will have it signed off by the
teacher.

Once completed with the story board and script, students

will begin working on their Movie Maker documentary.

5 minutes: Groups will update group progress on

Instagram.

Homework: Individual students will provide feedback to at

least one other groups posting.

Day 4: Science

45 minutes: Students will continue work on their

storyboard and script, and will have it signed off by the
teacher.

Once completed with the story board and script, students

will begin working on their Movie Maker documentary.

5 minutes: Groups will update group progress on

Instagram.

Homework: Individual students will provide feedback to at

least one other groups posting.

Day 5: Social Studies

45 minutes: Students will continue working on, and

eventually complete their documentary on the creation,
distribution, and impact of oil on the Middle East.

Once completed, students will finalize, and submit the

document to Google Classroom.

5 minutes: Groups will update group progress on

Instagram.

Homework: Individual students will provide feedback to at

least one other groups posting.

Day 5: Science

45 minutes: Students will continue working on, and

eventually complete their documentary on the creation,
distribution, and impact of oil on the Middle East.

Once completed, students will finalize, and submit the

document to Google Classroom.

5 minutes: Groups will update group progress on

Instagram.

Homework: Individual students will provide feedback to at

least one other groups posting.

Unit reflection and notes

The Middle East unit overall will contain several parts. The first,
geography, will come before this. The last part, which comes
directly after this lesson, will be about the distribution of water
in the Middle East, and its shrinking supply.

References
o

Video on Dubai: https://www.youtube.com/watch?v=S1oX9L6e6_Q

Student directions:
https://docs.google.com/document/d/1BsMFFaRXUK1XZdDCY4BT_x4T3
Dpdzwt5qAGhrDEMoPY/edit?usp=sharing
o Storyboard template:
https://docs.google.com/document/d/1yTiLK94YaNYq9bJ4tFH_vIHfMfamnJ9qA6
psebLsd1Q/edit?usp=sharing
o Instagram: www.instagram.com
o Windows Movie Maker: http://windows.microsoft.com/enus/windows/get-movie-maker-download
o Teach TCI: www.teachtci.com
o

Video on creation of oil: https://www.youtube.com/watch?

v=8YHsxXEVB1M