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Understanding By Design Unit Template (Revised & adapted) Drafted 6/19/13 Title of Unit The Geography of the United States Grade Level 4 Unit 1 and New York Subject Social Studies Time Frame Developed By Stage 1 - Identify Desired Results Narrative about this Unit of Study: (including the Big Idea) The geography section introduces students to the U.S. regions and then the N.Y.S. regions. Geography is explored to understand how it drives human events. The history section begins by studying how Native Americans used nature before Europeans arrived. Ultimately Europeans began to settle in what is now America, claiming land. The environment is altered as people meet their needs to live. Learning Outcomes – Identified Primary Standards What relevant goals will this unit address? Standard 1: History of the United States and New York Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in the history of the United States and New York. Standard 3: Geography Students will use a variety of intellectual skills to demonstrate their understanding of the geography of the interdependent world in which we live—local, national, and global—including the distribution of people, places, and environments over Earth’s surface. Understandings What understandings about the big ideas implied in the PLOs are desired? Essential Questions What provocative questions will foster inquiry into the content? Students will understand that... 4.3.a Physical maps of the United States illustrate the many lakes, rivers, mountains, woodlands, and plains of the United States and New York. 4.3.b The physical features, climate, terrain, and natural resources throughout the United States and New York allow different kinds of economic activity and production. 4.3.c The United States can be conceived as having geographic regions in which states are grouped by common physical features and economic systems, and New York is part of the Northeastern region of the United States. 4.4.a Physical and political maps of New York show the location of rivers, lakes, mountains, waterways, highways, and railroads, all of which have an impact on where and how people live and interact with each other. How did environment and natural resources influence the development of the Native American Communities in New York State? How have humans used the extensive, diverse, and unique geography comprised of different regions, physical features, and climates to form communities in the United States? How do the geography and natural resources of New York affect where and how people live? How have humans modified their environment by altering the physical landscape and harvesting or mining natural resources? 4.4.b New York is organized into counties and regions and has both industrial and agrarian areas where people have developed lifestyles that support these modes of economic production. 4.4.c Some areas of the state have been reserved as state parks or preserves to allow for various types of recreation and to preserve the natural landscape and native species of New York. 4.4.d Types of housing, forms of agriculture and economic production, development of cities, and the construction of transportation systems and structures are examples of ways in which people have adapted to and altered the physical environment in New York. Knowledge: What knowledge will student acquire as a result of this unit? Skills What skills will students acquire as a result of this unit? Students will know... Students will be able to… Interpret data from physical and political maps How to read physical and political maps of the United States How geography determines the lifestyles and economy How to locate New York State in relation to other states Geographic features (bodies of water and landforms) of New York State and New York City determine how people live and interact with each other Natural landscapes of New York are reserved as state parks Humans alter the environment for housing, economy, development of cities and transportation systems Classify the location of New York State in relation to other states. Describe important geographic features of the United States and New York State Categorize common features in regions Develop arguments for the preservation of land Design plans for humans to alter the environment without consequences Ask authentic questions. Stage 2 – Assessment Evidence Performance Task Through what authentic performance task will students demonstrate the desired understandings, knowledge, and skills? Brief Written Description of the Performance Task Part I Students will use various maps to describe the following information: (A) What information on the map are you able to use to locate places and identify features? Describe where New York State is located? What geographic features (bodies of water and landforms) can you identify in and around New York State? (B) What information can you identify about the United States? Which map or maps helped you? *Use the above as a pre assessment. After teaching the unit the above will be the post assessment where students must provide evidence from the Unit. Rubric for Assessment: Social Studies Framework Key Ideas Maps illustrate physical features, climate, terrain, and natural resources Level 4 Exceeds Standards Demonstrates a thorough and insightful understanding and application of mapping concepts, content and vocabulary and the relationship between ideas. Level 3 Meets Standards Demonstrates an understanding and application of mapping concepts, content and vocabulary and recognizes relationships between ideas. Level 2 Approaching Standards Sometimes demonstrates an understanding of mapping concepts, content and vocabulary and sometimes recognizes relationships between ideas. Level 1 Not Meeting Standards Rarely demonstrates understanding of application of mapping concepts, content and vocabulary or relationships between ideas. The United States has an extensive, diverse, and unique geography comprised of different Uses social studies vocabulary when drawing conclusions, relevant inferences, and making Makes relevant inferences and draws conclusions about the unique regions of the Makes relevant and irrelevant inferences and conclusions pertaining to the unique regions of the Attempts to make inferences and draw conclusions about the unique regions of the regions, features, climates generalizations of the and communities unique regions of the United States. Geography and natural Analyzes and evaluates resources affect how the relationships between people live and their need people and their need to to alter the environment alter their environment orally, in writing, and using visual representations. Extends thinking and applies information to analyze and evaluate relationships between ideas, different perspectives, global issues and identifies and provides solutions to problems. United States. United States. United States but are off topic or irrelevant. Communicates relevant ideas and information and explains relationships of people and their need to alter their environment orally, in writing, and using visual representations. Uses information to makes connections between content and concepts of local and world issues and discusses problems and possible solutions. Does not communicate information or any attempt is not relevant. Does not show an understanding of the relationship of people and their need to alter the environment. Human need to preserve land as state parks Collects, organizes and explains information from various sources listened to, observed, or read. Knows and describes relevant ideas and information. Applies understanding of content to explain concepts. Communicates relevant as well as irrelevant information when attempting to explain relationships of people and their need to alter their environment orally, in writing, and using visual representations. Sometimes uses relevant information to make connections between content and concepts of local and world issues and tries to discuss problems and their solutions. Collects information from various sources listened to, observed or read however it is not organized. Sometimes ideas described are not relevant, therefore understandings are not clearly explained. Independently collects, organizes, and analyzes relevant information from numerous sources listened to, observed, or read. Information from various sources listened to, observed or read is not relevant. Ideas and understandings are not described in clear language or sentences. Other Evidence Through what other evidence – student work samples, observations, quizzes, tests, self-assessment or other means – will students demonstrate achievement of the desired results? Map Display of US including regions, climates, and geographic features Map Display of NYS including physical features and economic focuses driven by those physical features Cause and effect chart of humans need to alter the environment and the outcome Objective(s) Related to knowledge, skills or both? Listed Aim or Learning Intention of Each Lesson. Assessment Resources Bold words are academic language (vocabulary words) that teacher should introduce AND display on word walls to students Analyze physical and political maps of Lesson Focuses: Attachment on Server: 1. Reading Maps: Physical Maps, NYS Blank Map Template the United States in order to identify *** Trade Books and Social Studies Unit Political Maps and illustrate the many lakes, rivers, Guides**** 2. Understanding the Key Features mountains, woodlands, and plains of **** http://picturingamerica.neh.gov/ of the Maps. the United States and New York. **** 3. Explore various maps of different regions; understanding New York State is in the Northeast region. World Continents Map 4. Explore the lakes, rivers, mountains, woodlands and www.eduplace.com plains of the United States and New York Learning About New York State http://www.gilderlehrman.org/historyby-era/americas-1620 Understand how the climate, terrain and natural resources throughout the United States and allow different kinds of economic activity and production. Lesson Focuses: 1. Understand climate, terrain, and natural resources throughout the United States. 2. Discover the connection between economic activity and production with the climate, terrain, and natural resources of the state. Attachment on Server: Regions Activity Sheet (0ngoing assessment) Geographic regions of the United States are grouped by common features and economies Lesson Focuses: Cause and Effect chart Region/Feature/Economy/Lifestyle (students must have specific reasons with evidence describing 1. 2. Identify common geographic regions Chart features and economies Attachments on Server: NYS Landform Organizer (Landform/Who or What Lives There) NYS Regions Organizer (Region/Pictures/Facts) how the features of the region have determined the economy and lifestyles) New York is part of the Northeast region and has physical features that determine its economy. Lesson Focuses: 1. Zoom in on the Northeast region to draw conclusion on how physical features of the region influence the economy. 2. New York counties and regions have industrial and agrarian areas where people have developed lifestyles based on the economic production New York’s physical and political maps show the location of features that impact the lifestyles and interactions of the people inhabiting the state. Lesson Focuses: New York is organized into counties and regions where lifestyles are developed based on their common features New Yorkers have altered their environment to meet their needs Lesson Focuses: Natural landscapes and native species have been reserved as state parks Lesson Focuses: 1. New York has reserved and preserved areas as state parks for recreation and the preservation of natural landscapes. 1. 2. 1. Assessment: Choose one NYS region and describe why you would like to live there based on its geographic features. http://www.nygeo.org/regions.html http://www2.lhric.org/pocantico/newyor k/regions.htm Review the features of New York States on the maps Determine connections between the features, lifestyles, and interactions of the people. Categorize the regions and lifestyles Lesson Focuses: 1. Humans have modified and altered their environment to harvest resources, develop housing, industrial areas, and create transportation systems Universal Design for Learning REPRESENTATION The ‘what’ of teaching & learning.. ACTION & EXPRESSION ENGAGEMENT The ‘how’ of teaching & learning… Visual Representation video clips enlarged text and images Brain Pop Jr Discovery Education Vocabulary Explicit teaching-pre-teaching through content area texts Content word walls Collaborative learning Small group instructions Read Aloud/ Guided Reading/Writing Shared reading/writing Independent Reading/writing Graphic organizers Question and questioning Multimedia Smart board lessons Explicit teaching modeling The ‘why’ of teaching and learning… Independent, partner, small group work to research and discuss ideas Understand the part geography plays in shaping the economy and lifestyles of the people Reinforce awareness of humans altering the land to meet their needs Understand the need to preserve natural landscapes From: Wiggins, Grant and J. McTighe. (1998). Understanding by Design, Association for Supervision and Curriculum Development, ISBN # 0-87120-313-8 (pbk)