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1. Title page, table of contents

Unit plant/Vocabulary Planning Guide

Stefanie RoederSST 309-05Fall 2014

Unit/Vocabulary Planning GuideTable of Contents

Page 3……………......Overview/Rationale/IntroductionPages 4-9…………….KUDs and I Can StatementsPage 10-11…………..Assessment IdeasPages 12-18………….Sequence of Instruction, including Vocabulary

Resource AttachmentsPage 19-24……………………Resource A: Script for Vocabulary instruction5-26……………………Resource B: Portable word wallPage 27……………………….Resource C: Personal Vocabulary SheetPage 28-29…………………....Resource D: Relia imagesPage 30……………………….Resource E: Blank Jeopardy Game Page 31 ………………………Resource F: Blank Charades CardsPage 32……………………….Resource G: Blank Matching Game CardsPage 33……………………… Vocabulary ListPage 34……………………….Citation Page

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2. Overview/Rationale/Introduction

Overview: (This example Overview statement is only about one of the GLCEs in this Geography unit. A complete Overview statement would include all of the GLCEs in the unit).This unit will introduce young students to the basic Geography concepts of using cardinal directions to describe the relative location of a significant place in the United States. Also this unit will introduce young students to the basic Geography concepts of comparing human and physical characteristics of a region to which Michigan (e.g., Great Lakes, Midwest) with those of another region in the United States. Fourth graders will understand cardinal directions and how to use them to find a significant place in the United States. Also fourth graders will understand the human and physical characteristics that Michigan belongs and what region Michigan is in.

Rationale: (This example of Rationale statement is only about one of the GLCEs in this Geography unit. A complete Rationale statement would include all of the GLCEs in the unit).It is important that students learn basic Geography concepts because they are the foundation of the relative locations of a place and by using the cardinal directions to find a significant place in the United States. Also it is important that students learn basic Geography concepts because they are foundation of the human and physical characteristics of Michigan or any state. Students and their families participate in acquiring and using cardinal directions and human and physical characteristics of Michigan every day by either traveling to different cities in Michigan or just by driving to go to the store and they use cardinal directions in the car to go the store, so an understanding of this basic life activity and use of the correct vocabulary is important. Students, even at this young age, can understand the basics of the Geographic locations in which we live.

Introduction: (This example Introductory statement is only about one of the GLCEs in this Geography unit. A complete Introduction would include a statement about all of the GLCEs in the unit).This unit about the basic Geography concepts of cardinal directions, human and physical characteristics of a certain place in Michigan or a significant place in the United States will allow students to participate in whole and small group discussion, read trade books in which the concepts are introduced in real-life scenarios, and view videos of what human and physical characteristics are of Michigan or a significant place. Students will engage in games, sorting activities, and other learning opportunities appropriate for Fourth graders. Students will demonstrate their learning by identifying pictures of the human and physical characteristics of Michigan or a significant place in the United States as such in a sorting activity, Charades, and matching activity.

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3. KUDs: The road map:GLCE (coding and wording); Verb(s) underlined; type of learning: Knowledge, Skill, Reasoning, Product

4-G1.0.1: Identify questions geographers ask in examining the United States. (e.g., Where is it? What is it like there? How is it connected to other places?Verb: IdentifyLOT: Skill

Knowledge (K) Understand (U) DO:Demonstration of Learning (DOL)

Vocabulary I Can

Students will know the use of geographic representations to acquire, process, and report information from a special perspective. Students will know what the vocabulary words mean after defining each of them. Students will also know what its like to be a geographer and to answer questions that geographers use while examining the United States.Geographers: work in many different areas such as environmental management, education, disaster response, etc.Examining: to inspect (someone or something) in detail to determine their nature or condition investigate thoroughly.

Students will understand the questions that I ask them by answering the questions that the teacher gives them to answer in order to examine the United States by the given questions that are given to them.

Students will act like a geographer and will answer the questions that the teacher asks them to answer out load or in a group written on a piece of paper that geographers use while examining the United States.

Geographers Examining

I CAN identify questions geographers ask in examining the United States.

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5

GLCE (coding and wording) and Verb underlined

4-G1.0.2- Use cardinal and intermediate directions to describe the relative location of significant places in the United States.Verb: DescribeLOT: Skill


Vocabulary I Can

Students will know what the relative location of a significant place in the United States by using Cardinal and intermediate directions.Cardinal direction: The four points of a direction are North, South, East, and West.Intermediate direction: one of the four intermediate compass directions located hallway between the cardinal directions. Northeast, halfway between north and east, is the opposite of southwest.Relative location: is described as a displacement from another site. A locality is likely to have a well-defined name but a boundary which is less well defined and which varies by context.

Students will understand how to use cardinal and intermediate directions to describe relative location of significant places in the United States such as their hometown, their grandparent’s house, or even a friend’s house.

Students will draw the cardinal and intermediate direction of the relative location that they are given of a significant place in the United States. Then the students will compare their work with another students work.

Cardinal direction

Intermediate direction

Relative location

I CAN use cardinal and intermediate directions to describe the relative location of significant places in the United States.


4-G1.0.4- Use geographic tools and technologies, stories, songs, and pictures to answer geographic questions about the United States.Verb: UseLOT: Skill


Vocabulary I Can

Students will know how to answer geographic questions about the United States by using geographic tools and technologies, stories, songs, and pictures.Geographic tools: tools geographer’s use in examining things.Technologies: the application of scientific knowledge for practical purposes, especially in industry.Geographic questions: questions that geographers ask in order to answer geographic questions.

Students will understand how to answer geographic questions about the United States given to them by their teacher. They will understand how to answer questions by using one of the following that they choose. Either songs, drawing, or pictures.

Students will answer geographic questions about the United States by using geographic tools and technologies by writing a story, or song, or by drawing pictures.

Geographic tools Technologies Geographic

questions

I CAN use geographic tools and technologies, stories, songs, and pictures to answer geographic questions about the United States.

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4-G1.0.5- Use maps to describe elevation, climate, and patterns of population density in the United States.Verb: DescribeLOT: Skill


Vocabulary I Can

Students will know how to use a map to describe elevation, climate, and patterns of population density in the United States.Elevation: the action or fact of elevating or being elevated. Height above a given level, especially sea level.Climate: the weather conditions prevailing in an area in general or over a long period.Population density: the number of people per unit of area usually quoted per square kilometer or square mile.

Students will understand how to use maps to describe elevation, climate, and patterns of population density in the United States and about their location of their hometown or on a specific state given to them by their teacher.

Students will use a map to describe elevation, climate, and patterns of population density in the United States by writing a paragraph about each vocabulary and how they used the map to describe each one.

Elevation Climate Population

density

I CAN describe elevation, climate, and patterns of population density in the United States by using a map.

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4-G2.01- Describe ways in which the United States can be divided into different regions (e.g., political regions, economic regions, landform regions, vegetation regions)Verb: DescribeLOT: Skill


Vocabulary I Can

Students will know how human activities help shape the Earth’s surface. Students will know what the vocabulary words mean.Regions: an area or division, especially part of a country or the world having definable characteristics but not always fixed boundaries.Political regions: a political division is a term of art in geography defining the concept of a geographic region accepted to be in the jurisdiction of a particular governmental entity.Economic regions: an economic region is a district or an administrative division of a city or territory that is designed according to some material

Students will understand how the United States can be divided into different and many regions by using a map that is provided by their teacher.

Students will draw the different regions on the United States map provided. Then they will present what they think the different regions of the United States are.

Regions Political regions Economic

regions Landform

regions Vegetation

regions

I CAN describe the different regions and how to divide the United States into different regions.

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distributive or productive criteria.Landform regions: a region that has the same surface features.Vegetation regions: all the plants or plant life of a place, taken as a whole.

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4-G2.0.2- Compare human and physical characteristics of a region to which Michigan belongs (e.g., Great Lakes, Midwest) with those of another region in the United States.Verb: CompareLOT: Skill


Vocabulary I Can

Students will know the comparisons of human and physical characteristics of a region to which Michigan belongs with those of another region in the United States. Students will also know what the vocabulary words mean.Great Lakes: A series of five lakes between the U.S. and Canada, comprising Lakes Erie, Huron, Michigan, Ontario, and Superior; connected with the Atlantic bye the St. Lawrence River.Midwest: as defined by the federal government, it comprises the states of Illinois, Indiana, Iowa, Kansas, Michigan, Minnesota, Missouri, Nebraska, North Dakota, Ohio, South

Students will understand how to compare and contrast the human and physical characteristics of a region to which Michigan belongs with those of another region in the United States. Students will understand the differences and similarities of a given region in Michigan compared to the differences and similarities with those of another region in the United States.

Students will write a paragraph explaining and comparing the human and physical characteristics to which Michigan belongs with those of another region in the United States.

Great Lakes Midwest Human

characteristics Physical

characteristics

I CAN compare the human and physical characteristics of a region to which Michigan belongs with those of another region in the United States.

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Dakota, and Wisconsin. It includes much of the Great plains, the region of the Great Lakes and the Upper Mississippi River Valley.Human characteristics: Characteristics of a place that are related to people; these might include buildings or parks.Physical Characteristics: defining traits. The first thing you see when you look at something.

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4. Assessment Ideas: a. How will you know they’ve learned it?After the lessons are concluded, students will be given a set of pictures to categorize and separate into the

categories of human and physical characteristics of Michigan or a significant place in the United States. They will correctly divide the pictures into two categories that clearly show their understanding of the two concepts of human and physical characteristics. b. How will you grade it?

I will observe students at work and use a checklist to determine which students understand the difference between human and physical characteristics and which do not. Students who correctly identify 80-100% of the pictures as human and physical characteristics will be considered as having ‘Mastered’ the material. Also after I observe the students I will give them a paper test the next day in class to make sure that they understand the difference between human and physical characteristics of a place and if they can understand how to use a cardinal direction by giving them a map of the United States on their test and they have to tell me in what direction a certain state is in.

5. Sequence of Instruction (including Vocabulary): What will you do? What will they do?

Lessons: How will you take them where they need to go? (Step-by-Step plan from A-Z)

Instructional strategies/Social constructs: How will they work?

(AND what will YOU do?)

Resources needed: What materials and resources will they need?

(Page #s read, graphic organizers, books, posters, realia, etc.…)

Using Marzano’s Six Steps for Effective Vocabulary Instruction:4-G2.0.2 Compare human and physical characteristics of a region to which Michigan belongs. (e.g., Great Lakes, Midwest) with those of another region in the United States.4-G1.0.2 Use cardinal and intermediate directions to describe the relative location of significant places in the United States. (Only using the term cardinal direction)Step 1

Instructional Strategies/Social constructs: How will they work?Students will participate in whole group discussion as the vocabulary words and the teacher introduces concepts.They will converse with one another in their groups as they develop there understanding. Students will independently show their work verbally in class and visually on paper. Students will view the videos then will respond in their groups and with the class in a Think, Pair,

Resources need: What materials and resources will they need?

Vocabulary script (Attachment A) Word Wall Cards with vocabulary words written on

them Bulletin board set up with Physical and

human characteristics of Michigan or another state.

Realia and images of Physical and human characteristics of Michigan (Attachment D)

Construction paper, pencils, journals or notebooks, etc.

Foldable

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Provide a description, explanation, or example of the new term.

Pre-test/Anticipatory set: The hook- introduces students to the new vocabulary by bringing in a road map that students can look at in groups. (One road map for each group) Grabbing their attention focused on the different regions to which Michigan belongs to by comparing those of another region in the United States. Also will show students how to use cardinal directions on a map to figure out how to locate a certain state or to say where a certain state is on the map.Lessons: How will you take them where they need to go?Direct Instruction:1. The teacher will begin the lessons by introducing the five vocabulary words according to the script and pictures (Attachments A & B), using Marzano’s Six Steps to Building Academic Vocabulary. The teacher will bring in realia to help connect the learning to real life.2. Teacher will show videos about human and physical characteristics of a region to which Michigan belongs to and will read trade books to illustrate the use of the different regions with those of another region in the United States. Teacher will demonstrate how to use

Share to the question, “ What region is does Michigan and the Great Lakes belong to?”

2. Students will listen to stories and view videos, then participate in whole group discussion where the teacher asks the questions (and others that arise): What human and physical characteristics are being used in this story/video?What region does Michigan belong to in this story/video?What cardinal direction is being used to describe the region of Michigan in this story/video?The words will be added to the Word Wall.

YouTube Video on human and physical characteristics of Michigan. http://www.youtube.com/watch?v=JcBkJEOnJi0

Internet access Regions of the United States

http://www.youtube.com/watch?v=uLxLs-QhXs0

Resources for Introducing Words:Beck, Isabel (2002) Bringing Words to Life, Chapter 2, “Introducing Vocabulary” and Chapter 6, “Making the Most of Natural Contexts.”

Marzano, R. and Pickering, D. (2005), Building Academic Vocabulary: Teacher’s Manual, Chapter 3, “Teaching the Selected Terms”

YouTube video on human and physical Characteristics of Michigan

http://www.youtube.com/watch?v=JcBkJEOnJi0

YouTube video on regions of the Untied States


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cardinal directions by using a map and asking where a certain state is by using the cardinal direction. Teacher will read trade books to illustrate the use of the cardinal directions of a certain place in the regions or the United States.

Step 2Ask students to restate the description, explanation, or example in their own words2. Students will then restate the description, explanation, or example in their own words. The students will write restate the meaning of the term in their own words by writing them down in their notebook or journal. Then the students will draw a picture of what they think the term means.

Students will use the questions from the stories/videos as the words are introduced to write their own meanings and understand. Then students will illustrate their writing and their own meanings by drawing pictures to represent their meanings.

If students have questions or misunderstanding the teacher will clear up any misconceptions at this point in order to clarify and correct students’ understandings.

Resources need: What materials and resources will they need?

Vocabulary script (Attachment A) Word Wall (Attachment B) Cards with vocabulary words written on

them Bulletin board set up with Physical and

human characteristics of Michigan or another state.

Realia and images of Physical and human characteristics of Michigan (Attachment D)

Construction paper, pencils, journals or notebooks, etc. (attachment C) personal vocabulary sheet

Foldable YouTube Video on human and physical

characteristics of Michigan. http://www.youtube.com/watch?v=JcBkJEOnJi0

Internet access Regions of the United States


Resources for Introducing Words:Beck, Isabel (2002) Bringing Words to Life, Chapter 2, “Introducing Vocabulary” and Chapter 6, “Making

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the Most of Natural Contexts.”

Marzano, R. and Pickering, D. (2005), Building Academic Vocabulary: Teacher’s Manual, Chapter 3, “Teaching the Selected Terms”

YouTube video on human and physical Characteristics of Michigan


YouTube video on regions of the Untied States


Resource for making Foldable:Zike, Dinah (2000) Foldable. New York, NY: Macmillan/McGraw-Hill

Step 3Ask students to construct a picture, symbol, or graphic representing the term.

Guided Practice:3A. Teacher will provide a great time of opportunity for students to talk about the regions to which Michigan belongs to and to with those of another region in the United States. Also the students will pick a state of any choice they choose and they will talk to their group members using the cardinal direction and having their group members figure out what state they choose by using their cardinal

A. Students will play a similar version of charades but using State cards and not acting out just giving examples of the state. Each student will pick a card of a state from the United States that is placed in the center of his or her groups face down. Then the student who picked the card will then have to try and explain where their state is on the map by just giving clues like cardinal directions and human and physical characteristics. Then the other group members will try to guess what state the student has.

Charades cards for playing charades Images of human and physical

characteristics to which region Michigan belongs. Map or picture of all the states and will students make their own cardinal directions. (Attachment D)

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directions.

3B. Teacher will provide pictures of human and physical characteristics to which region Michigan belongs. Teacher will also provide a map or picture of all the states and will have students make their own cardinal directions so they can use while determining what cardinal direction the states, human and physical characteristics are in.

B. Students will work in their groups to talk about and sort pictures of Michigan and its human and physical characteristics and the states that the students’ choose from playing charades, and by using their cardinal directions that they made.

Step 4Engage students periodically in activities that help them add to their knowledge of the terms in their notebooks.

4. Teacher will provide pictures of different human and physical characteristics of Michigan for students to sort and categorize prior to the assessment. Also the teacher will provide pictures of human and physical characteristics of different states in the United States for students to memorize and categorize and sort prior to the assessment.

Students will independently sort and categorize pictures to demonstrate understanding of the concepts of human and physical characteristics of different states and also the human and physical characteristics of Michigan.

Images of physical and human characteristics of Michigan. (Attachment D) The teacher may need to provide additional pictures so there is transfer of knowledge and understanding to the other human and physical characteristics.

Resources for Vocabulary Activities:Beck, Isabel (2002) Bringing Words to Life, Chapter 4, “Developing Vocabulary in the Earliest Grades,” and Chapter 5, Developing Vocabulary in the Later Grades.”

Marzano, R. and Pickering, D. (2005), Building Academic Vocabulary: Teacher’s Manual, Chapter 4, “Review Activities and Games.”

Step 5Periodically ask students to discuss the terms with one another.

5. Teacher will review and revise further lessons as needed for students

Students will revise their understanding and participate in further instruction as needed.

Teacher may need to provide additional pictures so there is transfer of knowledge and understanding to other human and physical characteristics that are not just in Michigan but also in different states.

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to understand the concepts of human and physical characteristics and Great Lakes, Midwest, Cardinal Directions and regions. This may include differentiated instruction for those needing further help and those who have mastered the ideas.

Step 6Involve students periodically in games that allow them to play with terms.

Students will be involved periodically in games that allow them to play with terms. Students will play Jeopardy and answer a series of questions that correspond with the terms that the students are learning and memorizing. The students will also play vocabulary Charades. Lastly if the students still need more instruction and help memorizing their vocabulary terms then students will play a matching game to try and match the vocabulary words with either pictures or the definitions of the terms.

Games will be played as often as possible to gain that emotional connection, competitive component, and build a classroom climate of enjoyable activity.

Students will have the option on what games they want to play in their small groups. If they can’t come to an agreement in their group about what game to play then the teacher will pick their game for them. Students will play Jeopardy and answer a series of questions to help them categorize and make connections with the vocabulary terms. Students will play vocabulary charades by choosing a card or picture and then acting out that picture or word of the card and trying to get their group members to figure out what picture or word they have. If students need more instruction and help memorizing their vocabulary terms then the students will play a matching game

Resource for Playing Games with Words:Marzano, R. and Pickering, D. (2005), Building Academic Vocabulary: Teacher’s Manual, Chapter 4, “Review Activities and Games”

Jeopardy blank template so that students can fill in their own jeopardy game board. (Attachment E)

Vocabulary Charade cards blank (Attachment F)

Memory matching cards (Attachment G) Flyswatter game

Teacher may need to provide additional pictures so there is transfer knowledge and understanding to other human and physical characteristics that are not just in Michigan but also in different states.

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to try and match the vocabulary words with either pictures of the definitions of the terms.

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5. Resource Attachments, labeled A, B, C.Resource A:

A Script for Vocabulary DevelopmentPhysical Characteristics:Step 1: Show students a video about human and physical characteristics about Michigan, and then find articles or short stories that use the word ‘Physical Characteristics’. Read a few of these to the class, or a few sentences from each that contain the word. Ask the students questions about the reading. “ When you listened to the reading what word stood out or was used the most?” Students might come up with other words, but hopefully they will pick out the word ‘physical characteristics’. Ask students another question, “have you heard this word before? If so, where?” How could you use it in a sentence? Have students share their answers or their thoughts in their small groups (Students may answer). Depending on what students have shared or said, give a correct definition of ‘physical characteristics’ to reiterate its meaning (bring out a map for a visual representation or understanding).

Step 2: Students will then restate the description, explanation, or example in their own words. The students will write, restate the meaning of the term in their own words by writing them down in their notebook or journal. Make sure that the students are using different descriptors that what the teacher used for the definition. Have students share in their small groups to see how they are similar and different from their group mates. Then have the students get up and do a Think-Pair-Share with the whole class to also see the similarities and differences from each other. Ask the students, “Would anyone like to share their definition?” Then compare a few students’ explanation of their own definition.

Step 3:Using their notebooks/journals that were used to write the definition, have the students draw a picture of what they think the term means. Remind students that they can be as creative as possible. Then in their small groups they will show their pictures/drawings to their group members to see what everyone thought the word means to them. Then have the students do another Think-Pair-Share with the whole class to see what others came up for their drawings.

Show the YouTube video about human and physical characteristics about Michigan: http://www.youtube.com/watch?v=JcBkJEOnJi0

Human Characteristics:Step 1:Show students a video about human and physical characteristics about Michigan, and then find articles or short stories that use the word ‘human characteristics’. Read a few of these to the class, or a few sentences from each that contain the word. Ask the students questions about the reading. “When you listened to the reading what word stood out or was used the most?” Students might come up with other words, but hopefully they will pick out the word ‘human characteristics’. Ask students another question, “have you heard this word

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before? If so, where?” How could you use it in a sentence? Have students share their answers or their thoughts in their small groups (students may answer) Depending on what students have shared or said, give a correct definition of ‘human characteristics’ to reiterate its meaning (bring out a map for a visual representation or understanding).

Step 2:Students will then restate the description, explanation, or example in their own words. The students will write, restate the meaning of the term in their own words by writing them down in their notebook or journal. Make sure that the students are using different descriptors that what the teacher used for the definition. Have students share in their small groups to see how they are similar and different from their group mates. Then have the students get up and do a Think-Pair-Share with the whole class to also see the similarities and differences from each other. Ask the students, “Would anyone like to share their definition?” Then compare a few students’ explanation of their own definition. Step 3:Using their notebooks/journals that were used to write the definition, have the students draw a picture of what they think the term means. Remind students that they can be as creative as possible. Then in their small groups they will show their pictures/drawings to their group members to see what everyone thought the word means to them. Then have the students do another Think-Pair-Share with the whole class to see what others came up for their drawings.

Students will play a similar version of charades but using State cards and not acting out just giving examples of the state. Each student will pick a card of a state from the United States that is placed in the center of his or her groups face down. Then the student who picked the card will then have to try and explain where their state is on the map by just giving clues like cardinal directions and human and physical characteristics. Then the other group members will try to guess what state the student has.

Show the YouTube video about human and physical characteristics of a place. https://www.youtube.com/watch?v=AYWpOJ1Vszc

Great Lakes:Step 1:Show students a video about the Great Lakes in Michigan, then find articles or short stories that use the word ‘Great Lakes. Read a few of these to the class, or a few sentences from each that contain the word. Ask the students questions about the reading. “ When you listened to the reading what word stood out or was used the most?” Students might come up with other words, but hopefully they will pick out the word ‘Great Lakes. Ask students another question, “have you heard this word before? If so, where?” How could you use it in a sentence? Have students share their answers or their thoughts in their small groups (Students may answer). Depending on what students have shared or said, give a correct definition of ‘Great Lakes’ to reiterate its meaning (bring out a map for a visual representation or understanding).

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https://www.youtube.com/watch?v=AYWpOJ1Vszc

Step 2: Students will then restate the description, explanation, or example in their own words. The students will write, restate the meaning of the term in their own words by writing them down in their notebook or journal. Make sure that the students are using different descriptors that what the teacher used for the definition. Have students share in their small groups to see how they are similar and different from their group mates. Then have the students get up and do a Think-Pair-Share with the whole class to also see the similarities and differences from each other. Ask the students, “Would anyone like to share their definition?” Then compare a few students’ explanation of their own definition. Step 3:Using their notebooks/journals that were used to write the definition, have the students draw a picture of what they think the term means. Remind students that they can be as creative as possible. Then in their small groups they will show their pictures/drawings to their group members to see what everyone thought the word means to them. Then have the students do another Think-Pair-Share with the whole class to see what others came up for their drawings.

Students will work in their groups to talk about and sort pictures of Michigan and its human and physical characteristics and the states that the students’ choose from playing charades, and by using their cardinal directions that they made.

Show the YouTube video about the Great Lakes in Michigan. https://www.youtube.com/watch?v=tAGffb9wWOQhttps://www.youtube.com/watch?v=R_JcrkC2wro

Midwest:Step 1:Show students a video about Midwest, and then find articles or short stories that use the word ‘Midwest’. Read a few of these to the class, or a few sentences from each that contain the word. Ask the students questions about the reading. “ When you listened to the reading what word stood out or was used the most?” Students might come up with other words, but hopefully they will pick out the word ‘Great Lakes. Ask students another question, “have you heard this word before? If so, where?” How could you use it in a sentence? Have students share their answers or their thoughts in their small groups (Students may answer). Depending on what students have shared or said, give a correct definition of ‘Midwest’ to reiterate its meaning (bring out a map for a visual representation or understanding).

Step 2:Students will then restate the description, explanation, or example in their own words. The students will write, restate the meaning of the term in their own words by writing them down in their notebook or journal. Make sure that the students are using different descriptors that what the teacher used for the definition. Have students share in their small groups to see how they are similar and different from their group mates. Then have the students get up and do a Think-Pair-Share with the whole class to also see the similarities and differences from each other. Ask the students, “Would anyone like to share their definition?” Then compare a few students’ explanation of their own definition.

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https://www.youtube.com/watch?v=R_JcrkC2wro

https://www.youtube.com/watch?v=tAGffb9wWOQ

Step 3:

Using their notebooks/journals that were used to write the definition, have the students draw a picture of what they think the term means. Remind students that they can be as creative as possible. Then in their small groups they will show their pictures/drawings to their group members to see what everyone thought the word means to them. Then have the students do another Think-Pair-Share with the whole class to see what others came up for their drawings. Students will understand the word of ‘Midwest’ by putting the word up on the word wall for a week so then that way the students can reiterate and memorize what the word ‘Midwest’ means.

Show the YouTube Video about the Midwest. https://www.youtube.com/watch?v=Jc1UCOm-8B4

Cardinal Directions:Step 1:Show students a video about Cardinal directions and how they are used and how to use them, and then find articles or short stories that use the word ‘Cardinal Directions’. Read a few of these to the class, or a few sentences from each that contain the word. Ask the students questions about the reading. “When you listened to the reading what word stood out or was used the most?” Students might come up with other words, but hopefully they will pick out the word ‘Cardinal Directions’. Ask students another question, “have you heard this word before? If so, where?” How could you use it in a sentence? Have students share their answers or their thoughts in small groups (students may answer). Depending on what students have shared or said, give a correct definition of ‘Cardinal Directions’ to reiterate its meaning (bring out a map or a compass for visual representation or understanding).

Step 2:Students will then restate the description, explanation, or example in their own words. The students will write, restate the meaning of the term in their own words by writing them down in their notebook or journal. Make sure that the students are using different descriptors that what the teacher used for the definition. Have students share in their small groups to see how they are similar and different from their group mates. Then have the students get up and do a Think-Pair-Share with the whole class to also see the similarities and differences from each other. Ask the students, “Would anyone like to share their definition?” Then compare a few students’ explanation of their own definition.

Step 3:

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https://www.youtube.com/watch?v=Jc1UCOm-8B4

Teacher will provide a map or picture of all the states and will have students make their own cardinal directions so they can use while determining what cardinal direction the states, and Michigan are in. Students will work in their groups to about and sort pictures of the United States and Michigan by using their cardinal directions that students made.

Show the YouTube video about Cardinal Directions. https://www.youtube.com/watch?v=UeeLivQH7Ok

Step 4: Teacher will provide pictures of different human and physical characteristics of Michigan for students to sort and categorize. Also teacher will provide pictures of human and physical characteristics of different states in the United States for students to memorize and categorize. First students will independently sort and categorize pictures to demonstrate understanding of the concepts of human and physical characteristics of different states and also the human and physical characteristics of Michigan. After the students are done doing this independently have the students get with their group members and compare to see if they sorted and categorized the pictures correctly. Teacher will also provide a map of the United States. Students will have to locate the Great Lakes by using their cardinal directions that they made. Students will also have to be able to recognize what the Midwest States are on the map by using their cardinal directions that they made.

Step 5: Teacher will review and revise further lessons as needed for students to understand the concepts of human and physical characteristics and Great Lakes, Midwest, Cardinal Directions and regions.

Step 6: Students will be involved periodically in games that allow them to play with vocabulary. Students will play Jeopardy and answer a series of questions that correspond with the terms that the students are learning and memorizing. The students will also play vocabulary Charades. Students will also play Flyswatter game. Lastly if the students still need more instruction and help memorizing their vocabulary terms then students will play a matching game to try and match the vocabulary words with either pictures or the definitions of the terms.

Flyswatter game. On the board are two words: ‘Human characteristics and physical characteristics’. Divide the class into two groups/teams. Each team has a person come up to the board, one at a time and the teacher shows the picture of a human or physical characteristic. The student who swats the right word first gets a point for his/her team. Play as many times with many pictures and many students so everyone gets a turn to swat the term.

Charades game. Students will be divided into two teams. One student will draw a picture or word from the basket. That student will then have to act what their word or picture is without talking to their group mates.

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https://www.youtube.com/watch?v=UeeLivQH7Ok

Jeopardy game. Students will be divided into two teams. There will be different categories with different questions that the teams will have to answer. Who ever get the most points wins extra credit points.

Matching game. Students will have to math the picture and word together. Students will take turns flipping over cards that have either pictures or words on them and they will have to try and match the words and pictures together.

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Attachment B (two pages)Portable Word Wall - Directions

Write the title of the topic, issue, or concept being introduced at the top of the page.

Give students 30-45 seconds to write down as many words as they know about that subject. You may also have them work in a pair or small group of 3.

At the end of that short time, ask them, “Is there anyone who has 30 words?” Ask for a number that nobody could have so that all students are on a level field and nobody feels either superior or inferior. This helps your lower students to be more willing to participate and volunteer in this activity. Then, come down in your numbers until you have someone (group) with the most to start with.

A representative from the group reads their words box-by-box, slowly. All class members write down the words in their boxes.

Ask if anyone has any more words not yet mentioned. Students add to their boxes.

This sheet becomes the basis for the vocabulary in the unit or concept and becomes a portable word wall. Students add to the sheet as they learn new words, or teacher adds words as they are studied.

Alternative idea:

Write two names, concepts, and ideas for comparison and/or contrast at the top of the page, each in a different color pen/pencil.Students take notes about the topic in the color assigned. After reading or other study, the students write a comparison about the two topics.

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Q - R S - T U - V W – X – Y - Z

I - J K - L M - N O - P

A - B C - D E - F G - H

Topic/Issue/Concept:

_______________________________________ 26

Attachment C

What I think it means: Definition in my own words:

Picture of what I think it is: Examples:

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Attachment D:

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Attachment E: 30

Attachment F:31

Attachment G: 32

Vocabulary List Geographers: work in many different areas such as environmental management, education, disaster response, etc. Examining: to inspect (someone or something) in detail to determine their nature or condition investigate thoroughly. Relative location: is described as a displacement from another site. A locality is likely to have a well-defined name but a

boundary which is less well defined and which varies by context. Cardinal Direction: the four points of a direction are North, South, East, and West. Intermediate Direction: One of the four intermediate compass directions located halfway between the cardinal directions.

Northeast, halfway between north and east, is the opposite of southwest. Geographic tools: tools geographer’s use in examining things. Technologies: the application of scientific knowledge for practical purposes, especially in industry. Geographic questions: questions that geographers ask in order to answer geographic questions. Elevation: the action or fact of elevating or being elevated. Height above a given level, especially sea level. Climate: the weather conditions prevailing in an area in general or over a long period. Population density: the number of people per unit of area usually quoted per square kilometer or square mile. Regions: an area or division, especially part of a country or the world having definable characteristics but not always fixed

boundaries. Political regions: a political division is a term of art in geography defining the concept of a geographic region accepted to be in

the jurisdiction of a particular governmental entity. Economic regions: an economic region is a district or an administrative division of a city or territory that is designed according

to some material distributive or productive criteria. Landform regions: a region that has the same surface features. Vegetation regions: all the plants or plant life of a place, taken as a whole. Great Lakes: A series of five lakes between the U.S. and Canada, comprising Lakes Erie, Huron, Michigan, Ontario, and

Superior; connected with the Atlantic bye the St. Lawrence River. Midwest: as defined by the federal government, it comprises the states of Illinois, Indiana, Iowa, Kansas, Michigan, Minnesota,

Missouri, Nebraska, North Dakota, Ohio, South Dakota, and Wisconsin. It includes much of the Great plains, the region of the Great Lakes and the Upper Mississippi River Valley.

Human characteristics: Characteristics of a place that are related to people; these might include buildings or parks. Physical Characteristics: defining traits. The first thing you see when you look at something.

Works Cited

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Beck, I., McKeown, M., and Kucan, L. (2002) Bringing Words to Life. New York, NY: The Guilford Press

Marzano, R. and Pickering, D. (2005), Building Academic Vocabulary: Teacher’s Manual. Alexandria, VA: Association for Supervision and Curriculum Development

Zike, Dinah (2000) Foldable. New York, NY: Macmillan/McGraw-Hill

YouTube.comhttps://www.youtube.com/watch?v=UeeLivQH7Okhttp://www.youtube.com/watch?v=JcBkJEOnJi0https://www.youtube.com/watch?v=Jc1UCOm-8B4https://www.youtube.com/watch?v=tAGffb9wWOQhttps://www.youtube.com/watch?v=R_JcrkC2wrohttps://www.youtube.com/watch?v=AYWpOJ1Vszc

Other resources:Allen, Janet (1999) Words, Words, Words: Teaching Vocabulary in Grades 4-12Graves, Michael (2009) Teaching Individual Words: One Size Does Not Fit AllGraves, Michael (2006) Vocabulary Book: Learning and Instruction, Michael Graves Academic Vocabulary, Retrieved 2/23/12 from http://jc-schools.net/tutorials/vocab/strategies.html Games and Activities that Build Academic Vocabulary, Retrieved 2/23/12 from http://www.sedl.org/afterschool/downloads/vocab_games_pp.pdf

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http://www.sedl.org/afterschool/downloads/vocab_games_pp.pdf

http://jc-schools.net/tutorials/vocab/strategies.html

https://www.youtube.com/watch?v=AYWpOJ1Vszc

https://www.youtube.com/watch?v=R_JcrkC2wro

https://www.youtube.com/watch?v=tAGffb9wWOQ

https://www.youtube.com/watch?v=Jc1UCOm-8B4


https://www.youtube.com/watch?v=UeeLivQH7Ok

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