Standards Based Unit of
Study
Unit
Planning Template
Teacher(s): Kellie Barrett
Subject(s)/Course(s):
Social Studies Grade/Level:
4th
Unit Topic/Focus:
Geography
Integration with other content areas (if applicable):
Estimated time for implementation:
5 days
Connections to
previous/future learning: students have been learning about
Standards Visit the KDE Website for quick access to the Academic Expectations,
Program of Studies (Revised April 2006), and Core Content for Assessment
(Version 4.1). The documents on the KDE web site makes it easier to
copy and paste the standards you are addressing into your standards-based unit
of study and lessons plans.
|
1.1 Students use reference tools such as dictionaries,
almanacs, encyclopedias, and computer reference programs and research tools
such as interviews and surveys to find the information they need to meet
specific demands, explore interests, or solve specific problems. 1.16 Students use computers and other kinds of technology to
collect, organize, and communicate information and ideas. 2.19 Students recognize and understand the
relationship between people and geography and apply their knowledge in
real-life situations. |
SS-4-G-U-1 Students will
understand that the use of geographic tools (e.g., maps, globes, charts, graphs)
and mental maps help interpret information, understand and analyze patterns,
spatial data and geographic issues. SS-4-G-S-1 Students will
demonstrate an understanding of patterns on the Earth’s surface, using a
variety of geographic tools (e.g., maps, globes, charts, graphs): a)
locate
and describe major landforms, bodies of water and natural resources located
in regions of b)
locate,
in absolute and relative terms, major landforms and bodies of water in
regions of |
SS-04-4.1.1 Students
will use geographic tools (e.g., maps, charts, graphs) to identify and
describe natural resources and other physical characteristics (e.g., major
landforms, major bodies of water, weather, climate, roads, bridges) in
regions of Kentucky and the United States. SS-04-4.1.2 Students
will use geographic tools to locate major landforms, bodies of water, places
and objects in |
Interdisciplinary, Meaningful and Authentic: Students need geographic knowledge to
analyze issues and problems to better understand how humans have interacted
with their environment over time, how geography has impacted settlement and
population, and how geographic factors influence climate, culture, the economy
and world events. A geographic perspective also enables students to better
understand the past and present and to prepare for the future.
Context (Unit
Organizer): Students will explore map skills and understand the purpose of maps and
how they are useful. Students will better understand the geography of
Essential Questions
(3-5 questions that guide lesson planning/focus and demonstrate):
- How can students use maps in their daily lives
and how are they useful?
- How can students use technology to assist them
with learning?
- What are some important landforms/features in
Culminating
Activity/Assessment, A product or performance that: Students will use technology to research topics of interest (landforms,
natural resources, bodies of water) in Kentucky and create a travel brochure.
This brochure should entice students to visit these locations and will include
a map and driving directions from the school, pictures, and facts about the
site.
|
CATEGORY |
4 |
3 |
2 |
1 |
|
Content - Accuracy |
All facts in the brochure are
accurate. |
99-90% of the facts in the brochure
are accurate. |
89-80% of the facts in the brochure
are accurate. |
Fewer than 80% of the facts in the
brochure are accurate. |
|
Attractiveness & Organization |
The brochure has exceptionally
attractive formatting and well-organized information. |
The brochure has attractive
formatting and well-organized information. |
The brochure has well-organized
information. |
The brochure's formatting and
organization of material are confusing to the reader. |
|
Spelling & Proofreading |
No spelling errors remain after one
person other than the typist reads and corrects the brochure. |
No more than 1 spelling error remains
after one person other than the typist reads and corrects the brochure. |
No more than 3 spelling errors remain
after one person other than the typist reads and corrects the brochure. |
Several spelling errors in the
brochure. |
|
Graphics/Pictures |
Graphics go well with the text and
there is a good mix of text and graphics. |
Graphics go well with the text, but
there are so many that they distract from the text. |
Graphics go well with the text, but
there are too few and the brochure seems "text-heavy". |
Graphics do not go with the
accompanying text or appear to be randomly chosen. |
Resources / Technology:
- State map of
- Globe
- http://earth.google.com/
- http://parks.ky.gov/
- http://www.uky.edu/KentuckyAtlas/ky-parks.html
- http://www.nps.gov/state/ky/
- http://www.kentuckytourism.com/
- http://www.mapquest.com/
- http://www.geocities.com/mllekellie/
Outline of Daily Plans
|
Day |
Activity |
|
Monday |
·
KWL chart on ·
Explain brochure project due Friday, students
will pair up ·
Allow time to brainstorm topic ideas |
|
Tuesday |
·
KWL on using maps ·
Explain how to use a map and driving directions ·
MapQuest ·
Guess the location game ·
Allow time for students to research topics on
the internet ·
Assessment: students can correctly identify
locations from game |
|
Wednesday |
·
Time to work on brochures and use internet ·
Assessment: answer questions from VFT |
|
Thursday |
·
Finish up brochures ·
Assessment: answer questions from VFT |
|
Friday |
·
Present brochures ·
Assessment: see rubric |
