name shelby & jovina date november 5, 2013 school grade ......practice math skills by...

Name __Shelby _& Jovina _____Date_November 5, 2013______ School __South L___________Grade Level ____Third Grade__________ Lesson Plan Title _Geographical Characteristics of A Region_______________ Learning Objective Needs to focus on learning not the activity Evidence outcome on new standards

Students will be able to create a chronological timeline of historical cultures and events, specific to Colorado, and how the history relates to the geographical characteristics.

Standards New Standards All lesson plans must include literacy and social studies

Content: Social Studies, Literacy, and Math

Standards: Geography Third Grade Standard: 1.b

Find oceans and continents, major countries, bodies of water, mountains,

and urban areas, the state of Colorado, and neighboring states on maps.

History Third Grade Standard: 2.b Chronologically sequence important events in a community or

region Standard: 1.3. Mathematics

In the real number system, rational numbers have a unique location on the number line and in space.

Concept and Skills: Students will practice literacy skills by writing events on the timeline and reading about historical events. Students will practice math skills by constructing a chronological timeline. Students will practice history and social studies skills by researching and learning about geographical features, maps, peoples, cultures, and historical events specific to Colorado.

Assessment * How will student process &/or product be assessed? * How will you document?

Formative / Summative assessment: Groups will be graded using a grading rubric (see attached)

Resources /Materials Manipulative, list titles of books, software, etc.

Teacher: Ms. H and Ms. S Students: whole class instruction

Technology: Internet Research Student Grouping How will you group:

Students will be placed in small groups of 3-4 students (per group). This is so that students can use their peers as resources and practice working together to achieve an end goal. The groups should only consist of a few students so that every student in the group has the opportunity to contribute ideas and learn successfully. Expectations for groups: All students are expected to contribute to their group. All students should be working during the allotted working times, and should be respectful of the ideas and learning styles of their group mates.

Differentiation *How will you differentiate for success of all students? Select two of the follow to address on each lesson

Special Needs: Students will special needs will be given access to interactive websites i.e. websites that have audio text, imagery, and even online picture galleries to make learning more accessible. These students will also get to conference with the teacher, before presenting, to make sure that the student is comfortable with the information that they have learning, and that it’s accurate. GT: Students who are gifted and talented will be expected to do work that is challenging for them. While this assignment is focused on geographical regions of Colorado, students who are GT will do a chronological timeline for Colorado and another region of their choice/interest.

Guiding questions What you will do to introduce and guide the learning?

• Before • During • After

Introduction: • Who knows what a geographical feature is? • What do geographical features look like on a map?

Questions to promote thinking before learning:

• What are some geographical features important to Colorado?

• Who are some important people/cultures that helped to found Denver of other parts of Colorado?

Questions to promote thinking during learning:

• How did these people use geographical features to live?

• Why are the geographical features of Colorado important to how we live?

Question to have students summarize learning of objective:

• What are two new geographical features that

you learned about, and how are they important to the way that we live?

• What are two new historical facts that you have learned during your research and how have they shaped your learning?

Procedure

Day 1:

1. Whole group instruction will be given to the class in regards to Colorado geographical features and historical events related to these features.

2. Students will look at geographical maps and learn how to identify different geographical features using them (mountain regions, rivers, lakes, cities, etc.)

3. Students will read (as a class) a variety of articles that discuss how peoples and cultures in Colorado have survived using these geographical features.

4. A group discussion will be had on how these geographical features are important to how we live today.

Day 2:

1. Students will placed into small groups of 3-4 students per group.

2. Students will be given directions on how to conduct their research. Internet information, online articles, information discussed in class, and books from the library can all be used for resources.

3. Students will be given poster-board, scissors, glue, and markers to create their chronological timelines.

4. Students will be given time, after the work time, to present their information to the class.

Colorado Geographical Regions Presentation Rubric

Criteria Proficient

3 Acceptable

2 Unacceptable

1 Content of the Information

Students have both people and events on their timeline. Students have connections for each person (group of people) and event to a geographical feature used for survival.

Students have both people and events on their timeline. Students have some connections between people and events to geographical features used for survival.

Students have events or people on their timeline. Students have two or less connections between people and events to geographical features used for survival.

Presentation The group presents at least 5 people and or/events and their connection to the geographical features. The information is presented clearly so that the class can understand the information.

The group presents at least 4 people and or/events and their connection to the geographical features. The information is presented clearly so that the class can understand the information.

The group presents 2 or fewer people and or/events and their connection to the geographical features. The information is not presented clearly so that the class can understand the information.

Timeline There are at least 8 different plots on the timeline. All of the dates are in chronological order. The group uses pictures on their timeline.

There are at least 6 different plots on the timeline. All of the dates or in chronological order. The group uses pictures on their timeline.

There are 4 or fewer plots on the timeline. The dates are not in chronological order. The group does not use pictures on their timeline.

Contribution All of the group members present information from the timeline.

At least 2 group members present information from the timeline.

Only one person from the group presents information from the timeline.

Name __Shelby_& Jovina _____Date_November 5, 2013______ School __South L___________Grade Level ____Third Grade__________ Lesson Plan Title _The Environment and its Effects on our Lives _______________ Learning Objective Needs to focus on learning not the activity Evidence outcome on new standards

Students will be able to come up with a remedy to an environmental issue using research as evidence to their thinking.


Content: Geography and Literacy

Standards:

Geography: 1.d Identify geography-based problems and examine the ways that people

have tried to solve them History: 1.c compare information from multiple sources

recounting the same event Literacy research and reasoning: 1.a

Conduct short research projects that build knowledge about a topic.

Concept and Skills: Students will practice literacy skills by: writing about, researching, and reading about environmental issues. Students, as a whole class, will practice geography skills by learning about different geographical regions around the world, and how issues taking place in these regions is affecting the peoples that inhabit that area.


Formative / Summative assessment: Groups will be graded using a grading rubric (see attached)


Teacher: Ms. Hencmann and Ms. Salas Students: whole class instruction and individual work Technology: Internet Research

Student Grouping How will you group:

Students will be completing their research independently. This is so that each student can research the environmental issue of their choice. Students can also choose the format for which they can want to present their information to the class. Expectations for groups: Each student is expected to work for the entire time allotted to work on research. All students are expected to present their findings to the class.


Special Needs: Students will special needs will be given access to interactive websites i.e. websites that have audio text, imagery, and even online picture galleries to make learning more accessible. These students will also get to conference with the teacher, before presenting, to make sure that the student is comfortable with the information that they have learning, and that it’s accurate. GT: Students who are gifted and talented will be expected to do work that is challenging for them. Students should choose two different environmental issues. Students should research both of these issues, and make a Venn Diagram comparing and contrasting the two topics. Student only have to report on one of the topics.



Introduction: • What is an example of an environmental issue?


• Do different environmental issues around the world affect the people that live in those regions differently?

• Why? Questions to promote thinking during learning:

• Think about the similarities and differences between environmental issues that affect the world, and region specific environmental issues.

Question to have students summarize learning of objective: • What are three new things that you learned from your

research?

Procedure

Day 1:

5. Whole group instruction will be given to the class in regards to Environmental issues.

6. Students will look at geographical maps and watch YouTube clips on different environmental issues (cutting down trees in the rainforest, melting of the ice caps, endangered species, poaching, oil spills, global warming

etc.) 7. Students will read a variety of articles that explain these

issues and how they affect the people that live in these regions.

8. A group discussion will be had on environmental issues can have a large impact on our lives.

Day 2:

5. Students will conduct individual research on an environmental issue of their choice.

6. Students will be given directions on how to conduct their research. Internet information, online articles, information discussed in class, and books from the library can all be used for resources.

7. Students should come up with a remedy to fix the environmental issue that they chose.

Day 3: Students will determine how they want to format their findings and present it to the class from the following options:

• Power point • Paper • Poster board • Remedy campaign (brochure) • Movie

Students will then present their findings to the class.

Fixing Environmental Issues Presentation Rubric

Criteria Proficient

3 Acceptable

2 Unacceptable

1 Content of the Information

The student has one environmental issue and connects it to how it affects the lives of people who live in that region. The student has at least 5 details or facts that explain how it affects the people.

The student has one environmental issue and connects it to how it affects the lives of people who live in that region. The student has at least 4 details or facts that explain how it affects the people.

The student has one environmental issue and connects it to how it affects the lives of people who live in that region. The student has two or fewer details or facts that explain how it affects the people.

Presentation The student presents 5 details to the class about how the environmental issue affects the people of that region. The presentation is easy to read and understand.

The student presents 4 details to the class about how the environmental issue affects the people of that region. The presentation is easy to read and understand.

The student three of fewer details to the class about how the environmental issue affects the people of that region. The presentation is not easy to read and understand.

Creativity The student uses 2 visuals to help facilitate their presentation. It is clear that the student put in effort to complete the research.

The student uses 1 visual to help facilitate their presentation. It is clear that the student put in effort to complete the research.

The student uses no visuals to help facilitate their presentation. It is clear that the student did not put in effort to complete the research.

Remedy The student presented a possible remedy to the environmental problem and included three research-supported details

The student presented a possible remedy to the environmental problem and included two research-supported details

The student presented a possible remedy to the environmental problem and included one or fewer research-supported details

Name __S_& Jovina _____Date_November 5, 2013______ School __South L___________Grade Level ____Third Grade__________ Lesson Plan Title _Region vs. Region _______________ Learning Objective Needs to focus on learning not the activity Evidence outcome on new standards

Students will construct a compare and contrast chart that discusses the trade, resources, economies, and lifestyles of two different regions.


Content: Geography, Economics and Science

Standards: Geography 2.d

Characterize regions using different types of features such as physical, political, cultural, urban and rural

Economics 1.e Give examples of how trade benefits

individuals and communities and increases interdependency

Science 2.a

Investigate and identify two or more ways that Earth’s materials can be broken down and/or combined in

different ways such as minerals into rocks, rock cycle, formation of soil,

Concept and Skills: Students will practice literacy skills by writing down the attributes of different regions, and reading about them. Students will practice their economics and geography skills by learning about trades, economies, and different physical and economic features of different regions. Students will practice science skills by looking at the natural resources of different regions.


Formative / Summative assessment: Students will complete a compare and contrast chart. Students should show similarities and difference for each separate area that defines that region. Students should show that they put effort and thought into their work by using examples and data as evidence to their answers. ( see attached)

Resources /Materials Manipulative, list titles

Teacher: Ms. Hencmann and Ms. Salas

of books, software, etc. Students: whole class instruction and individual work Technology: Internet Research

Student Grouping How will you group: Students will complete work and research individually Expectations for groups: Students should use research, data, and examples as rationale for their answers, within the compare and contrast chart.


Special Needs: Students will special needs will be given access to interactive websites i.e. websites that have audio text, imagery, and even online picture galleries to make learning more accessible. GT: Students who are gifted and talented will be expected to do work that is challenging for them. Students should compare and contrast three different regions rather than two.



Introduction: • What factors determine what makes how people

of one region live different from other regions? Questions to promote thinking before learning:

• What is an economy? • What is trade? • What are natural resources? • What is a lifestyle?

Questions to promote thinking during learning: • How could natural Resources affect a region’s

economy? • How do trade and natural resources tie in with a

region’s economy? • How are the people’s lifestyles of a region affected

by the economy? Question to have students summarize learning of objective:

• What are three new things that you learned from comparing and contrasting different regions?

Procedure

Day 1:

9. Whole group instruction will be given to the class in regards to what makes up a region and how it differs from other regions.

10. Students will look at trade, economies, natural resources, and lifestyles of different regions, and how all of these

factors are connected. 11. Students will read (as a class) a variety of articles that

discuss what defines a region of people. 12. A group discussion will be had about these factors.

Day 2:

8. Students will begin their individual research. 9. Students will be given directions on how to conduct their

research. Internet information, online articles, information discussed in class, and books from the library can all be used for resources.

10. Students will be given their compare and contrast chart to fill out while they research.

Compare and Contrast ______________vs.______________

Criteria: Region 1: Region 2: Similarities Economy

Trade

Natural Resources

Dress

Geographical Features

Government

Cultural Information

Name: Jovina and Shelby Date: 11/02/13 School: South L Elementary Grade Level: Third Grade Lesson Plan Title: Learning Objective Needs to focus on learning not the activity Evidence outcome on new standards

Students will be able to discuss different wants and needs and how they impact our daily lives.


Content: Economics, Geography, and Science Standard: Economics 1.a Describe the difference between producers and consumers and explain how they need each other Geography 2.b Identify the factors that make a region unique including cultural diversity, industry and agriculture, and land forms Science 2.c Utilize a variety of media sources to collect and analyze data around Earth’s materials and the processes by which they are formed Concept and Skills: discussions, comparing, grouping


How did you determine objective and lesson were appropriate? Grading is based off a rubric, please see attached. Formative / Summative assessment: students will have both observation of discussion and a journal entry turned in where it can be graded and looked at for common errors and areas of improvement.


Teacher: will need different purchased goods (i.e. food, electronics, CDs, clothing, books, magazines, ipod, etc.) will also provide journal topic for students, and discussion topics. Students: will need their S.S. journals, pencil, definition of want and need, and different examples of international goods that can be purchased. Technology:

Student Grouping How will you group: We will group students by their group tables so they can have different materials set up at each group for different table rotations Expectations for groups: We expect students to be on task and having an appropriate conversation of their goods and discuss why they would classify them as a want or a need. I expect students to be honest and leave goods at each table rotation so that each of their peers has an opportunity to look at and have a discussion about.

Differentiation *How will you differentiate for success of all students?

ELL: We will have different items from their country so that they have added background of different food, books, etc. that they can discuss with their peers. Special Needs:

Select two of the follow to address on each lesson

GT: we would like the students to discuss what items would be high in demand based off their interests and if they would like to be a producer of that item or just a consumer. This will be added to their journal entry that will be turned into the teacher.



Introduction: Questions to promote thinking before learning:

• What are items that you want? • What are items you need? • Is there an item that can be both a want and need? • How do you think wants and needs change across cultures?


• Are you noticing items you have at home? • Do you have the same ideas of want and need as your group? • Do you think any of these items can be found in another country? • Will they be in a similar category that you have put it in?


• Does your family purchase more wants or needs? • Are there other items that weren’t here that you can think of as a want,

need? • Why do we buy things that are just wants and not necessary?

Procedure

List each step in your lesson • I will set up items in each group • They will have 10-15 minutes to discuss their items • They will rotate to a new table • At each table they will discuss the items set out • After going through each table rotation they will write independently

about what they discussed in their groups.

Criteria

Proficient 3

Acceptable 2

Unacceptable 1

Content of the Information

Students have both wants and needs discussed in their journal Students have connections for most of the items displayed. And have good explanation on why they classified them as a want or need.

Students have both wants and needs discussed in their journal Students have connections for some of the items displayed. And have an explanation on why they classified them as a want or need.

Students have events or people on their timeline. Students have two or less connections between some of the items displayed. And have minimal explanation on why they classified them as a want or need.

Grammar

There are fewer than 6 errors in their writing

There are fewer than 10 errors in their writing

There are more than 12 errors in their writing

Name: Jovina and Shelby Date: 11/02/13 School: South L Elementary Grade Level: Third Grade Lesson Plan Title: Learning Objective Needs to focus on learning not the activity Evidence outcome on new standards

Students will be able to classify different purchased goods as a want or need.


Content: Geography, Civics and Oral expression and Listening Standard: Geography 2.c Locate the community on a map and describe its natural and human features Civics 2.a Identify the origins, structure, and functions of local government Oral expression and listening 1.a Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace. Concept and Skills


How did you determine objective and lesson were appropriate? Grading is based off a rubric, please see attached. Formative / Summative assessment: students will have written information on their government and a group write up on what makes their government better.


Teacher: will need different research materials on different governments from both past and present. Students: will need writing utensil, research materials, and their S.S. journal to write about their findings on their type of government. Technology:

• Different websites on different types of government and their cultures. • Books from the library (school and outside resources) • Videos examples.

Student Grouping How will you group: We will group students randomly so that students are not always working with the same peers and so all students have time to interact with each other. Expectations for groups: We expect students to be on task and sharing their findings with their group members and discussing what they think should be added to their group debate for this government type. Group members should

be kind and respect all learning styles. Differentiation *How will you differentiate for success of all students? Select two of the follow to address on each lesson

ELL: We will have as many visuals as possible to help explain what it is they are learning and researching. Having a vocabulary journal as needed. Special Needs: will have a visual vocabulary notebook, a scribe if needed, bigger text if needed, screen reader if needed, more allotted time for research. GT:



Introduction: Questions to promote thinking before learning:

• What are good things to have in a government? • What are bad things to have in a government? • Is there a right way to govern any country?


• Are you noticing anything different about your researched government from our own in today?

• Do you have the same ideas of good and bad as your group? • What do you like about your researched government?


• Is there anything you would change about your government? • Are there other places where your government can be found? • Would you want that government for your country? Why or why not?

Procedure

List each step in your lesson • I will set up items in each group • They will have 30minutes do to research on the first day • They will write down information on their government • On day 2 they will have 10 extra minutes to do more research on their

government • After going over their information as a group they must put together

what they think would showcase why their government is the better one to have.

Criteria

Proficient 3

Acceptable 2

Unacceptable 1


Students have detailed information on their government and include at least 10 facts about it in their debate

Students have information on their government and include at least 6 facts about it in their debate

Students have minimal information on their government and include less than 5 facts about it in their debate

Presentation

The group presents their debate platform about why their government is the better option to use and uses their research to back up their decision The information is presented clearly so that the class can understand the information.

The group presents their debate platform about why their government is the better option and uses some of their research to back up their decision. The information is presented clearly so that the class can understand the information.

The group presents their debate platform about why their government is the better option but does not use any of their research information to back up their decision. The information is not presented clearly so that the class can understand the information.

Contribution

All of the group members present information from the research.

At least 2 group members present information from the research.

Only one person from the group presents information from the research.

Name: Jovina S and Shelby H Date: 11/02/13

School: South Elementary Grade Level: Third Grade

Lesson Plan Title: Government Officials

Learning Objective

Students will be able to compare different roles in government across different countries.

Standards

New Standards

All lesson plans must include literacy and social studies

Content: Geography, Civics and Oral expression and Listening

Standard: Civics 2.c Identify and explain a variety of roles leaders, citizens, and others play in local government

Geography 2.a Observe and describe the physical

characteristics and the cultural and human features of a region

Oral expression and listening 2.a Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on building others’ ideas and expressing their own clearly.

Concept and Skills

Comparing, discussing, research on different roles in different countries.

Assessment

How did you determine objective and lesson were appropriate? Grading is based off a rubric, please see attached.

Formative / Summative assessment: students will have a presentation of their assigned government role.

Resources /Materials

Manipulative, list titles of books, software, etc.

Teacher: will need different research materials on different government officials from different countries.

Students: will need writing utensil, research materials, and their S.S. journal to write about their findings on their type of government official.

Technology:

• Different websites on different types of government officials and their cultures.

• Books from the library (school and outside resources)

• Videos examples.

Student Grouping How will you group: students will not be grouped on this project.

Expectations for groups: each student is expected to use their time wisely and gather as much information on their government official.

Differentiation

*How will you differentiate for success of all students?

Select two of the follow to address on each lesson

ELL: We will have as many visuals as possible to help explain what it is they are learning and researching. Having a vocabulary journal as needed.

Special Needs: will have a visual vocabulary notebook, a scribe if needed, bigger text if needed, screen reader if needed, more allotted time for research.

GT: will have students partner up and compare and contrast their government officials.

Guiding questions

• Before

• During

• After

Introduction:


• What are good things to have as a government?

• What are bad things to have as a government?


• Are you noticing anything different about your researched government official from another country?

• What do you like about your researched government official?


• Is there anything you would change about your government official job?

• Are there other places where your government official can be found?

Procedure

List each step in your lesson

• I will set up items for students to use.

• They will have 60 minutes do to research on the first day

• They will write down information on their government official

• On day 2 they will have 20 extra minutes to do more research on their government

• After going over their information they must create a presentation on their government official.

Criteria

Proficient 3

Acceptable 2

Unacceptable 1


Students have detailed information on their government officials and include at least 10 facts about it in their presentation

Students have information on their government officials and include at least 6 facts about it in their presentation

Students have minimal information on their government official and include less than 5 facts about it in their presentation

Presentation

The student presents their government official and compares it to another countries same job title. The information is presented clearly so that the class can understand the information.

The student presents their government official and compares it to another countries same job title. The information is presented clearly so that the class can understand the information.

The student presents their government official but does not compare it to another countries same job title. The information is not presented clearly so that the class can understand the information.

Name:______________________________

Date: ________________________________

Unit Pre-Test

How Are our Lives Incorporated?

1. What is an Environmental issue?

2. What is a geographical feature? The pictures below are examples of geographical features.

3. Which Geographic feature do we live off of in Colorado? A. The desert B. The Atlantic Ocean C. The Rocky Mountains D. The Rainforest

4. The difference between a producer and a consumer is: ________________________________________________________________________________________________________________________________________________________________________________________________________________________

5. Circle the following jobs that are considered a part of our government The president

A Judge

A teacher

A hairdresser

A postman

A Baker

A Police Officer

A governor

A Senator

A Firefighter

A cashier

A Congressman

Draw a line to match the terms with the definitions:

1. Trade

2. Economy

3. Government

4. Region

5. Natural Resources

6. Producer

7. Consumer

8. Culture

A. A person Who Purchases goods and Services.

B. A person or company

that makes, grows, or supplies good s and services.

C. The governing body of a nation, state, or community.

D. The arts, food, language, and traditions of a group of people.

E. Materials or Substances such as minerals , waters, forests, and other items that occur in nature and can be used for economic gain.

F. The wealth and resources of a country or region in terms of the consumption of goods and services.

G. The action of buying and selling goods and services

H. An area of division having definable characteristics.

Name:______________________________ Date: ________________________________

Unit Post-Test


6. Explain an environmental issue and how you could fix it.

7. Name three different geographical features. The pictures below are examples of geographical features.

8. Which Geographic feature do we live off of in Colorado?

E. The desert

F. The Atlantic Ocean G. The Rocky Mountains H. The Rainforest

Explain How we use this geographic feature:__________________________________________________________________________________________________________________________________________________________________________________________________________________________

9. The difference between a producer and a consumer is: ________________________________________________________________________________________________________________________________________________________________________________________________________________________

10. Circle the following jobs that are considered a part of our government The president

A Judge

A teacher

A hairdresser

A postman

A Baker

A Police Officer

A governor

A Senator

A Firefighter

A cashier

A Congressman

11. Draw a line to match the terms with the definitions:

16. Trade

17. Economy

18. Government

19. Region


21. Producer

22. Consumer

23. Culture

I. A person Who Purchases goods and Services.

J. A person or company


K. The governing body of a nation, state, or community.

L. The arts, food, language, and traditions of a group of people.

M. Materials or Substances such as minerals , waters, forests, and other items that occur in nature and can be used for economic gain.

N. The wealth and resources of a country or region in terms of the consumption of goods and services.

O. The action of buying and selling goods and services

P. An area of division having definable characteristics.

Use the map above for Questions 7-10 12. Label all of the continents. 13. Label two of the major Oceans 14. Draw three mountain regions and label them 15. Draw 5 rivers and label them

Name:______________________________

Date: ________________________________

Unit Post-Test Teacher Key


1. Explain an environmental issue and how you could fix it. An environmental is global warming. This issue could be fixed by limiting the amount of greenhouse gases we produce. Driving your car less, composting, and using renewable energy are all possible solutions.

2. Name three different geographical features. The pictures below are examples of geographical features. Three Geographical features are: mountain regions, rivers and oceans.

3. Which Geographic feature do we live off of in Colorado?

I. The desert J. The Atlantic Ocean K. The Rocky Mountains L. The Rainforest

Explain How we use this geographic feature: We use the Rocky Mountains For drinking water, we use the mountains for agriculture, and we use the ski resorts to help our economy.

4. The difference between a producer and a consumer is: A producer is someone who makes good and or services and a consumer uses goods and services.

5. Circle the following jobs that are considered a part of our government

The president

A Judge

A teacher

A hairdresser

A postman

A Baker

A Police Officer

A governor

A Senator

A Firefighter

A cashier

A Congressman

6. Draw a line to match the terms with the definitions:

1. Trade

2. Economy

3. Government

4. Region


6. Producer

7. Consumer

8. Culture

A. A person Who Purchases goods and Services.

B. A person or company


C. The governing body of a nation, state, or community.

D. The arts, food, language, and traditions of a group of people.

E. Materials or Substances such as minerals , waters, forests, and other items that occur in nature and can be used for economic gain.

F. The wealth and resources of a country or region in terms of the consumption of goods and services.

G. The action of buying and selling goods and services

H. An area of division having definable characteristics.

Use the map above for Questions 7-10 7. Label all of the continents.

North America, South America, Asia, Europe, Africa, Australia, Antarctica 8. Label two of the major Oceans

Pacific, Atlantic, Indian 9. Draw three mountain regions and label them

Rocky mountains, Himalayas, Adirondack mountains

10. Draw 5 rivers and label them Platte river, Colorado river, amazon river, Niger river, Rio Grande River

End of unit project!

Students must gather all the information on the social studies unit we have gone over and pick out some of the information they thought was the most important. They should also pick details that they liked learning about when we were going over the unit. Once they have all the information that they want to include I will ask them to make a rough draft of a round lantern with all the information that they picked out drawn on it or written out. When it is approved by the teacher they will be able to start on the final piece of it.

Students will place all their information on a premade blank cloth/paper lantern. They will be able to draw different images of countries, people, land marks, bodies of water, different goods etc. that we went over as a class. This will display all the information we went over as a class but can also be put on display in the classroom and later on in the students’ home. This is a creative and fun activity that they can do that will showcase all they have learned.

Materials

Blank lanterns maps

Markers string

Glue S.S. journals

Criteria

Proficient 3

Acceptable 2

Unacceptable 1


Students have at least 12 detailed facts to be included from the unit.

Students have less than 10 details from the unit included.

Students have minimal information from the unit.

Presentation

The students have quality pictures and several different formats of information included on their globes (i.e. Different regions, map features, governments, judicial jobs, wants, needs, etc.)

The students have pictures and some differentiated formats of information included on their globes (i.e. Different regions, map features, governments, judicial jobs, wants, needs, etc.)

The students have few pictures and minimal formats of information included on their globes (i.e. Different regions, map features, governments, judicial jobs, wants, needs, etc.)

Creativity

Students use a variety of colors, has 15 images, writing to explain different information learned throughout the unit.

Students use a variety of colors, has 10 images, and some writing to explain different information learned throughout the unit.

Students use colors, have less than 8 images, and uses minimal writing to explain different information learned throughout the unit.

name shelby & jovina date november 5, 2013 school grade ......practice math skills by...

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