EDFOUND 291- Unit Plan for the West With Comments
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1 The Land of the West Fourth Grade Social Studies Prepared by: Gabrielle Papp for Larry M. Maurer, Instructor EDFOUND 291-03: Principles of Teaching Spring 2013, BU
Transcript of EDFOUND 291- Unit Plan for the West With Comments
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The Land of the West
Fourth Grade Social Studies
Prepared by:
Gabrielle Papp
for
Larry M. Maurer, Instructor
EDFOUND 291-03: Principles of Teaching
Spring 2013, BU
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Introduction
(Rationale and Importance)
In fourth grade social studies, students will learn about the five regions of the United
States of America. Each region will have its own unit, which will cover all aspects of social
studies, including the history, geography, culture, and economics of the region. It is important to
study the five different regions of the United States of America because each region has its own
unique landforms, climate, plants, animals, resources, and industries. This unit will cover
western America. The West is a region of extremes, containing the highest and lowest landforms
in the United States and as a result the most variations in climate. Natural resources vary across
the country and have shaped the movement of people to a region. For example, many people
moved to the West in search of gold which led to a population boom in the region. It is important
for students to learn about the land of the West in order to have a complete understanding of all
the different regions within the United States of America.
Students should recognize the importance of being knowledgeable about the country in
which they reside. Being able to identify the regions of the United States and their
characteristics, climates, and resources will allow students to picture the area and understand the
impact of a disaster in that region. For example, pollution in the Pacific Ocean can greatly impact
the fishing industries of the West and led to a nation-wide increase in the cost of fish. Having a
general knowledge of all regions can also be beneficial when traveling or relocating within the
country. Students will find the information about western America interesting because it gives
students an opportunity to discover other parts of America outside their state. Students may
develop an interest in the attractions of a region while reading about them. For example, after
learning about a national park or tourist attraction students may decide to visit that area in the
future.
Writing a unit plan is important for teachers because it helps organize the information
that is to be presented. While writing a unit plan, teachers are able to make decisions about what
they would like to teach out of the content and how they will align the information with state
standards. It allows teachers to focus each lesson on a specific topic within the unit, rather than
presenting important topics in an unclear manner. Deciding the correct sequence of topics within
a unit can greatly improve student comprehension. Unit plans also allow teachers to evaluate
which method of instruction best suits each lesson and will provide the highest levels of student
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engagement and comprehension. Formative and summative assessments included in the unit plan
will be used to measure student comprehension. Clearly stating the information students should
know upon completion of the unit through objectives, will serve as a guide for both the lessons
and assessments.
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General Objectives
1. Upon completion of the unit, students will be able to identify each mountain range’s
prominent characteristics.
2. Upon completion of the unit, students will be able to discuss the similarities and
differences of the natural attractions that can be found in West.
3. Upon completion of the unit, students will be able to identify the three climate types
found in the West and the basic characteristics of each.
4. Upon completion of the unit, students will be able to describe and illustrate the effects of
a rain shadow.
5. Upon completion of the unit, students will be able to identify each western state’s
resources.
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Pre-assessment
The pre-assessment for the unit will be implemented in the form of an open-ended quiz and will
be used to gauge all students’ prior knowledge on the subject. This quiz will be designed to cover
information from each lesson within the unit. Students will exchange papers and grade their
peers work as we go over the quiz together as a class. Students will be given an opportunity to
discuss their thoughts on the questions before we begin the unit.
1. What states are in the West? Circle the state you know the most about.
2. What type of landforms do you think you will find in the West?
3. Do you think there are volcanoes in this region? If yes, can you name one?
4. Do you know what a geyser is? If yes, please explain.
5. What type of climate do you think the West has? Is it hot, cold, wet, dry?
6. Have you ever heard of the Great Basin?
7. What is a rain shadow?
8. What types of industries do you think are in the West?
9. What is a greenhouse?
10. Do you know why people originally moved to California?
Comment [G1]: 8. Assessment & 7. Planning Using a pre-assessment as an informal way of grasping how much the students already know about the subject allows me to ensure that I am covering the material appropriately, allocating neither too much nor too little time on a topic.
Comment [G2]: 5. Motivation and Management Students can be motivated by assuming the role of teacher and correcting peer work. It also allows for discussion of answers among classmates.
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Body
Motivational Device for the Unit Plan: Show students image of a caravan traveling to the
West. Link to image: http://www.fillmorecentral.org/?p=9563. Ask students to describe what
they see. Do they think it would be challenging to travel to the West on foot? Would the region’s
landforms or climate hinder progress forward? Have students discuss these questions and make
their own conclusions before discussing that travel to the West was difficult, but many attempted
it for the region’s rich resources.
Topical Outline:
Lesson 1: Land Formations
PA Academic Standards :
o 7.1.4.A: Describe how common geographic tools are used to organize and
interpret information about people, places, and environment.
o 7.1.4.B: Describe and locate places and regions as defined by physical and human
features.
o 7.2.4.A: Identify the physical characteristics of places and regions.
o 8.3.4.B: Locate historical documents, artifacts, and places critical to United States
history.
Assessment Anchor Descriptors: None exist.
Lesson Methodology: Cooperative Learning
Main Points of the Lesson
o The Rocky Mountains serve as a continental divide
o Trees do not grow past the timberline
o Yellowstone National Park is a hot spot with geysers and hot springs as a result
o Volcanoes can be found in some of the western mountain ranges
Lesson 2: Climates
PA Academic Standards:
o 8.1.4.A: Identify and describe how geography and climate have influenced
continuity and change over time.
o 3.3.4.A5: Describe basic weather elements. Identify weather patterns over time.
o 3.3.4.A6: Identify basic landforms using models and simple maps.
Comment [G3]: 5. Motivation and Management Making the information more personal is a way to motivate students and strike interest in the subject.
Comment [G4]: 1. Content Pedagogy Aligning the PA Academic Standards to the lesson in order to make the lesson meaningful and relevant to the curriculum.
Comment [G5]: 4. Multiple Instructional Strategies Throughout the unit, multiple instructional strategies are used. In the first lesson, cooperative learning is used to enhance peer interaction during classwork time.
Comment [G6]: 1. Content Pedagogy These science standards are integrated into the social studies lesson to help students better understand the climate of the region.
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Assessment Anchor Descriptors:
o S4.D.2.1: Identify basic weather conditions and how they are measured.
Lesson Methodology: Constructive Learning
Main Points of the Lesson
o The West is a region of weather extremes
o There are three main climates in the West: tundra, desert, tropical
o The amount and type of precipitation varies by climate
o Mountains cause rain shadows on the eastern side of the mountain
o There is a relationship between climate and elevation
Lesson 3: Resources
PA Academic Standards:
o 1.2.4.E: Read, understand, and respond to essential content of text in all academic
areas.
o 3.3.4.A2: Identify basic properties and uses of Earth’s materials including rocks,
soils, water, and gases of the atmosphere.
o 7.3.4.A: Identify the human characteristics of places and regions using the
following criteria: economic activities
Assessment Anchor Descriptors:
o R4.A.2.4.1: Identify and/or explain stated or implied main ideas and relevant
supporting details from the text.
o S4.D.1.2: Identify the types and uses of Earth’s resources.
Lesson Methodology: Direct Instruction
Main Points of the Lesson
o The West produces a wide variety of fruits, vegetables, grains, and nuts
o Idaho is the biggest producer of potatoes in the United States
o Raising livestock, fishing, and mining are also important industries to the West
o Alaska and Hawaii both rely on the fishing industry as a source of revenue
o The timber industry reforests to replace the trees they cut down
Comment [G7]: 4. Multiple Instructional Strategies Student learning is less teacher focused and focused more on the individual to enhance understanding of the content from the lesson. Students will be able to grasp the climate differences between their area and the West.
Comment [G8]: 1. Content Pedagogy Using a language art standard to strengthen students skills in multiple disciplines at the same time to make the content more relevant.
Comment [G9]: 4. Multiple Instructional Strategies The third lesson is more teacher centered to present the information in way that is most conducive to learning the content of the lesson.
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UNIT: The Land of the West DATE: April 15, 2013
LESSON: A Land of Mountains TIME LENGTH: 40 minutes
PA ACADEMIC STANDARDS:
7.1.4.A: Describe how common geographic tools are used to organize and interpret information
about people, places, and environment.
7.1.4.B: Describe and locate places and regions as defined by physical and human features.
7.2.4.A: Identify the physical characteristics of places and regions.
8.3.4.B: Locate historical documents, artifacts, and places critical to United States history.
ASSESSMENT ACHOR DESCRIPTORS: None exist.
MOTIVATIONAL DEVICE: Show students a video clip of Old Faithful erupting. Link to
video: http://www.youtube.com/watch?v=tShhZvvIM84. Ask students if they know what is
being shown in the video clip. Have the students hypothesize about what substance is coming out
of the ground. Ask students if they know why the water has the appearance of smoke. Tell
students that this is just one of the many natural attractions that can be found in the West.
INSTRUCTIONAL OBJECTIVES:
1. After learning about the Rocky Mountains, students will be able to define (write) the
terms continental divide and timberline with 95% accuracy.
2. Upon completion of the lesson, students will be able to demonstrate comprehension (list)
of the natural attractions of Yellowstone National Park in less than five minutes.
3. Given a list of Western Mountain Ranges, students will be able to identify (match) the
names of the mountain ranges and their prominent characteristics with no error.
MATERIALS NEEDED: paper, pencil, worksheets
TECHNOLOGY NEEDED: computer with internet capabilities, projector
RESOURCES USED:
Foresman, S. (2005). Social studies: Regions. Glenview, Illinois: Pearson Education, Inc.
Old faithful up close [Web]. (2007). Retrieved from
http://www.youtube.com/watch?v=tShhZvvIM84
LESSON TYPE: Cooperative Learning
Comment [G10]: 7. Planning Using the standards to make objectives for the lesson, I create a plan for the lesson and students learning goals.
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LESSON OUTLINE:
I. Introduction
A. Show students they video clip of Old Faithful erupting as a motivational device
a. http://www.youtube.com/watch?v=tShhZvvIM84
B. Explain to students that the image in the video is an example of a geyser
a. Geysers shoot hot water into the air
C. This is just one of the many types of natural attractions of the West
II. The Rocky Mountains
A. Largest mountain system in North America
1. 350 miles wide
2. Highest peaks rise more than 14,000 feet above sea level
3. Rocky Mountains are in Colorado, Utah, Wyoming, Idaho, and Montana
B. Continental Divide
1. Imaginary line that runs along the crest of the Rocky Mountains
2. Rivers on the east side flow towards the Atlantic Ocean or the Gulf of Mexico
3. Rivers on the west side flow towards the Pacific Ocean
C. Timberline
1. The elevation on a mountain above which trees cannot grow
2. Many Rocky Mountain peaks rise above the timberline
a. These high peaks are covered in snow year-round
D. Animals
1. Black bears, grizzly bears, mountain lions, and elk live in the mountain forests
2. Chipmunks, coyotes, and moose live in the mountain valleys
3. Mountain goats and bighorn sheep can be found above the timberline
III. Yellowstone National Park
A. Oldest National Park in the World
1. Established in 1872
2. Covers more than 2.2 million acres in Wyoming, Idaho, and Montana
3. Famous for its natural attractions
a. Mountains, canyons, waterfalls, lakes, forests, and wildlife
B. Hot springs and geysers
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1. A hot spring is a pool of water heated by forces beneath Earth’s surface
2. A geyser is a type of hot spring that erupts, shooting hot water into the air
3. Over 10,000 hot springs and geysers in Yellowstone National Park
4. Old Faithful
a. Most famous geyser in the park
b. Erupts every 45 to 110 minutes
c. Sends boiling water more than a hundred feet into the air
C. Yellowstone is located over a “hot spot” in the Earth’s crust
1. A hot spot occurs where magma lies close to the Earth’s surface
a. Magma is molten rock
2. Magma heats groundwater that’s rises to the surface
3. Causes the hot springs and geysers
D. Wildlife roams free
1. Bison (buffalo), elk, moose, black bears, grizzly bears, and wolves
E. Students will be given a worksheet about Yellowstone National Park to complete in
groups of four.
1. Students will be allowed to use their textbooks and notes
2. The worksheet will ask students to draw on their prior knowledge on regions,
relative location and map reading skills.
IV. Western Mountain Ranges
A. Sierra Nevada
1. Extends through eastern California and western Nevada
2. Similar to the Rockies
3. Several peaks rise higher than 14,000 feet above sea level
B. Olympic Mountains
1. Lie along the Pacific coast in Washington
C. Cascade Range
1. In Washington, Oregon, and northern California
2. Have volcanoes
3. Mount St. Helens
D. Aleutian Range
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1. Found in Alaska
2. Have volcanoes
E. Volcanoes
1. A volcano is a mountain with an opening through which ash, gas, and lava are
forced
2. Lava, like magma, is molten rock
a. Magma that rises and flows on Earth’s surface is called lava
3. All the mountains of Hawaii are volcanoes
a. The chain of islands was formed by volcanoes
4. Hawaii’s Mount Kilauea is one of the world’s most active volcanoes
V. Summary
A. The Rocky Mountains are the large system of mountains that serve as a continental
divide
B. Attractions at the Yellowstone National Park include geysers, hot springs, and wildlife
C. The West has a variety of mountain ranges, some containing volcanoes
1. Rocky Mountains, Sierra Nevada, Olympic Mountains, Cascade Range, and the
Aleutian Range
D. Pose question: How are geysers similar to volcanoes?
1. Students will answer the question with a Think-Pair- Share activity
2. Think individually, discuss ideas with group members, and share with the class
3. Answers should include the word magma
KEY QUESTIONS:
1. Which mountain system is the largest in the United States?
2. What is different about the Rocky Mountains below the timberline and above the
timberline?
3. What are some natural attractions that can be found in the Yellowstone National Park?
4. How are geysers similar to volcanoes?
CLOSURE: Students will participate in a Think-Pair-Share activity. They will think
individually to answer the question, how are geysers similar to volcanoes. They will share their
ideas with their group members. Finally, each group will be given an opportunity to present their
answer to the entire class.
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DIFFERENTIATED LEARNING ACTIVITIES:
1. Tier I: Basic students will be mixed into groups heterogeneously so that they may be
aided by their on-level and advanced peers.
2. Tier II: On-level students will actively participate in group activity with little to no
support.
3. Tier III: Advanced students will be expected to lead discussions within the group without
dominating the conversation and help clarify questions for on-level and basic students
that may arise when completing the assigned activity.
FORMATIVE ASSESSMENTS:
1. Teacher will observe students while they work in groups to complete the given activities.
Teacher can make assessments based on level of participation and responses given.
2. Teacher will walk around the room to check that each group has written down three
examples of natural attractions that can be found in the Yellowstone National Park within
the allotted time before dismissing the class.
HOMEWORK: Make a Venn diagram to compare and contrast the Rocky Mountains and the
Sierra Nevada. Tell how they are similar and how they are different. Be prepared to share your
Venn diagram in groups.
REFLECTION:
1. Did the lesson engage all students and maintain a high level of interest?
2. Were all groups on task throughout the lesson?
3. Did I cover all of the lesson’s objectives?
Comment [G11]: 3. Diverse Learners As a teacher, I will know my students’ abilities and will be able to group them in a way that will suit all learners needs. Advanced peers will provided assistance to their peers.
Comment [G12]: 8. Assessment Using an informal formative assessment throughout the lesson to monitor student understanding will aid in assuring students have met instructional objectives.
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YELLOWSTONE NATIONAL PARK
NAME: ______________________ SECTION: ______ DATE: _____________
Use the map below to complete questions 1 to 4.
1. What region is Yellowstone National Park in?
2. Find your hometown on the map; do you live in the same region?
3. What is Yellowstone's Relative Location to your home?
4. What state(s) does Yellowstone National Park cover?
Use your textbook to complete the following questions.
5. When was the Yellowstone National Park established?
6. What kinds of animals live in Yellowstone National Park?
Comment [G13]: 1. Content Pedagogy Maps are used in social studies quite frequently. Teaching map skills will be incorporated into the lesson to enrich the content. The questions associated with the map are designed to be meaningful to the student.
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7. What kinds of plants can you find in Yellowstone National Park?
8. What are some of the special features in Yellowstone National Park?
9. What is the difference between a geyser and a hot spring?
10. What is the name of the most famous geyser in the park?
Using the map of Yellowstone National Park, complete questions 11 to 13.
11. What is Old Faithful's Relative Location to the Park?
12. What is the Relative Location of the Mammoth Hot Springs?
13. If we were going to visit Yellowstone National Park from Pennsylvania, which entrance would
we use?
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UNIT: The Land of the West DATE: April 16, 2013
LESSON: Climates in the West TIME LENGTH: 40 minutes
PA ACADEMIC STANDARDS:
8.1.4.A: Identify and describe how geography and climate have influenced continuity and
change over time.
3.3.4.A5: Describe basic weather elements. Identify weather patterns over time.
3.3.4.A6: Identify basic landforms using models and simple maps.
ASSESSMENT ACHOR DESCRIPTORS:
S4.D.2.1: Identify basic weather conditions and how they are measured.
MOTIVATIONAL DEVICE: Open two tabs in your web browser. In the first tab, bring up
climate information for Barrow, Alaska found online at U.S. Climate Data. Use link:
http://www.usclimatedata.com/climate-on-your-site.php?state=Alaska&id=2&weather
id=USAK0025&code=5&city=Barrow. In the second tab, have climate information for Death
Valley, California ready. Use link: http://www.usclimatedata.com/climate-on-your-
site.php?state=California&id=5&weatherid=USCA0286&code=46&city=Death Valley. Project
information onto the screen and allow students adequate time to look at both of the cities’
climate information, taking notes if necessary. Ask students to look at the temperatures and
decide which place they would rather live and why. Have students reveal their answers by show
of hands. Ask three students from each group why they chose to live in that city. Prepare
students for the lesson, by explaining that the weather and climate vary greatly in the West.
INSTRUCTIONAL OBJECTIVES:
1. Upon completion of the lesson, students will be able to identify (list) the three climate
types found in the West that were discussed and the basic characteristics of each with no
error.
2. Given a worksheet with an elevation map and a temperature map, students will be able to
come to a conclusion (write) about the relationship between temperature and elevation in
10 minutes.
3. Upon completion of the lesson, students will be able to describe (write) and illustrate
(draw) the effects of a rain shadow with 80% accuracy.
MATERIALS NEEDED: paper, pencil, worksheets, makers, construction paper, ruler, glue,
and scissors
Comment [G14]: 5. Motivation and Management Having the students make the information more personal to them serves as a motivational device and strikes interest in the lesson.
Comment [G15]: 7. Planning The standards were again used to create objectives to create a map for the lesson and ensure that educational and curricular goals are met.
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TECHNOLOGY NEEDED: computer with internet capabilities, projector
RESOURCES USED:
Foresman, S. (2005). Social studies: Regions. Glenview, Illinois: Pearson Education, Inc.
U. S. Climate Data (n.d.). Retrieved from http://www.usclimatedata.com/
LESSON TYPE: Constructive Learning
LESSON OUTLINE:
I. Introduction
A. Present students with climate information for Barrow, Alaska and Death Valley,
California.
1. http://www.usclimatedata.com/climate-on-your-site.php?state=
Alaska&id=2&weatherid=USAK0025&code=5&city=Barrow
2. http://www.usclimatedata.com/climate-on-your-site.php?state=
California&id=5&weatherid=USCA0286&code=46&city=Death Valley
B. Have students decide which city they would rather live in and why.
1. Share answers with class by show of hands
2. Call on students to explain why they chose the city they did
C. Discuss how these cities are examples of climate extremes found in the West.
II. The Frosty North
A. Alaska
1. Tundra- a cold, flat area where trees cannot grow
2. Barrow, Alaska: average temperature is -11˚F
3. Record low at -80˚F
a. January 23, 1971
b. Prospect Creek, Alaska
B. Other cold temperatures in the West
1. Idaho, Montana, Wyoming, Colorado, Washington
a. Experience wintery temperatures and heavy snowfall
C. Tourism
1. Downhill skiing and snowboarding in the mountains
2. Other winter activities
a. Cross-country skiing, snowshoeing, dog sledding, and ice fishing
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3. Mount McKinley
a. Highest peak in North America at 20,320 feet above sea level
b. Snow covered year round
III. A Region of Many Climates
A. Hawaii
1. Tropical climate- warm, wet climate
2. Temperatures rarely drop below freezing
3. Islands have tropical rainforests where plants grow large and full
B. Two main climates of California
1. Tropical climate
a. Two main seasons: rainy season in the winter and a dry season in the
summer
b. Winter weather only comes to parts of California, such as the mountains
2. Deserts in southern California
a. Death Valley
1. Part of the Great Basin
C. The Great Basin
1. A desert region in the West that includes most of Nevada and parts of Oregon,
Utah, Idaho, and Wyoming
2. The water from the streams in this area drains into the area
a. Great Salt Lake in Utah
3. Temperatures are very hot
4. Few trees, desert shrubs that require little water
D. Students will be given time to make a layered Foldable
1. Each climate type will have its own page
2. Students will have time to add the characteristics of each climate type
3. The Foldable may be revisited and added to throughout the class
E. Students will be given a worksheet to work on individually
1. Students will be using their map reading skills.
2. Students will be asked to make their own conclusions based on the information
found in the maps.
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3. After students have finished the worksheet, we will discuss our findings
IV. Precipitation in the West
A. Dry Area
1. Fewer than two inches of rain fall each year in Death Valley, California
a. From October 3, 1912 to November 8, 1914 there was no rain at all
B. Record snowfalls
1. Rainer Paradise Ranger Station in Washington recorded 1,122 inches of snow
in the year 1970
2. Silver Lake, Colorado experienced 76 inches in a 24-hour period
C. Rainy West
1. Mount Waialeale in Hawaii is the wettest place on Earth
a. Average yearly rainfall is 460 inches or more than 38 feet
2. Parts of Washington are also very wet
a. West of the Cascades, in much of the Olympic Peninsula of
Washington, precipitation averages more than 135 inches per year
b. Effected by the Cascade Range
3. Rain shadow of the Cascade Range
a. Winds from the ocean bring warm, moist air east. As warm air rises
along the mountains it becomes cooler.
b. Cool air cannot hold moisture and moisture falls out in the form of rain
or snow.
c. By the time the clouds pass the mountains, they carry little moisture.
d. Areas east of the Cascades lie in the rain shadow and receive much less
rain
D. Pose question: Do you think it is a coincidence that we see three different precipitation
patterns in the West?
1. Allow time for students to give their opinions
2. Reinforce the three climate types each have their own characteristics
3. Have students revisit their Foldable and add precipitation information to each
climate type
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V. Summary
A. The northern part of Alaska is a frozen tundra with average temperatures below
freezing
B. Both a tropical climate and a desert climate can be found in California.
C. The West is home to the wettest and driest places in the United States.
D. Students will be given a notecard to complete a 3-2-1 activity
1. Students will be asked to write down the three (3) main points of today’s lesson
2. Students will then provide two (2) examples that support their main points
3. Lastly, students will write down one (1) question they still have about the
climates covered in today’s lesson
KEY QUESTIONS:
1. How does the temperature in the northern part of the West differ from the southern part?
2. How does a rain shadow work?
3. What are three different climates found in the West?
4. Why might the West be known as a region of weather contrast?
CLOSURE: Students will create a 3-2-1 notecard. Each student will receive an index card. On
their index card, they will write down three ideas or concepts they learned today. They will write
down two examples or uses of the information learned. Lastly, students will be able to write
down one unsolved question they have about the topics covered. All questions will be reviewed
and answered in the next class period.
DIFFERENTIATED LEARNING ACTIVITIES:
1. Tier I: Basic students will be given a completed layered look book foldable with pre-
labeled tabs and be provided with the appropriate information to include.
2. Tier II: On-level students will modify precut foldable materials and complete their
foldable using a skeleton outline.
3. Tier III: Advanced students will be asked to complete their own layered look book
foldable using their notes.
FORMATIVE ASSESSMENTS:
1. During the lesson, I will check for understanding by asking students to repeat the three
kinds of climates that can be found in the West. If they are unable to provide the correct
answer, I will revisit the three climate types.
Comment [G16]: 3. Diverse Learners The differentiation is designed to ensure that all students can access the information regardless of abilities. The assignment is adapted depending on the learners needs.
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2. Students will be asked to explain why areas east of the Cascade Range receive much less
rainfall. If students are not able to describe a rain shadow with 80% accuracy, the class
will reexamine how rain shadows work.
HOMEWORK: Write a journal entry about what it might be like to live in Barrow, Alaska.
How might it be different from the way you live now? What advantages are there to living in
such a cold climate?
REFLECTION:
1. Were all students’ needs met? Did I accommodate for visual, auditory, and
tactile/kinesthetic learners?
2. Were the students able to successfully answer questions throughout the lesson designed
to evaluate their comprehension?
3. Did students ask any questions that revealed a topic needs to be revisited?
Comment [G17]: 8. Assessment Informal formative assessment is conducted throughout the lesson to make sure that students are on task for meeting instructional objectives.
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UNIT: The Land of the West DATE: April 17, 2013
LESSON: Resources of the West TIME LENGTH: 40 minutes
PA ACADEMIC STANDARDS:
1.2.4.E: Read, understand, and respond to essential content of text in all academic areas.
3.3.4.A2: Identify basic properties and uses of Earth’s materials including rocks, soils, water,
and gases of the atmosphere.
7.3.4.A: Identify the human characteristics of places and regions using the following criteria:
economic activities
ASSESSMENT ACHOR DESCRIPTORS:
R4.A.2.4.1: Identify and/or explain stated or implied main ideas and relevant supporting details
from the text.
S4.D.1.2: Identify the types and uses of Earth’s resources.
MOTIVATIONAL DEVICE: Students will be introduced to the one of the most famous
resources of the West with a short video clip about the California gold rush. Video link:
http://www.youtube.com/watch?v=GG_KO-UnXBU. After watching the video clip, the teacher
will explain that many of the pioneers that left for California did not strike it rich while
prospecting for gold. Teacher will discuss how gold originally drove people to the West, but
today many other resources bring wealth to the western states. These resources include fruits,
vegetables, grains, oil, minerals, and timber.
INSTRUCTIONAL OBJECTIVES:
1. Given a worksheet containing a list of the state names and resources of the West, students
will be able to identify (match) each western state’s resources with 90% accuracy.
2. Upon completion of the lesson, students will be able to explain (write) the fishing
industry of the West and the two states it benefits the most in a minute.
3. With the aid of their books and notes, students will be able to provide (write) three details
from the lesson that support the main idea that the West has many varied resources with
no error.
MATERIALS NEEDED: paper, pencil
TECHNOLOGY NEEDED: Computer with Internet capabilities, projector
RESOURCES USED:
Foresman, S. (2005). Social studies: Regions. Glenview, Illinois: Pearson Education, Inc.
Comment [G18]: 7. Planning The plan for the third lesson is outlined.
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StarfallEducation. (2011). Oh california, 1849 gold rush song [Web]. Retrieved from
http://www.youtube.com/watch?v=GG_KO-UnXBU
LESSON TYPE: Direct Instruction
LESSON OUTLINE:
I. Introduction
A. Students will be introduced to the one of the most famous resources of the West with a
short video clip about the California gold rush.
1. Video link: http://www.youtube.com/watch?v=GG_KO-UnXBU.
B. After watching the video clip, the teacher will explain that many of the pioneers that
left for California did not strike it rich while prospecting for gold.
C. Teacher will discuss how gold originally drove people to the West, but today many
other resources bring wealth to the western states.
1. These resources include fruits, vegetables, grains, oil, minerals, and timber.
II. The Plentiful West
A. Washington
1. Eastern Washington is famous for its many types of apples
2. Cherries, pears, and potatoes also grow in Washington
B. Idaho
1. The biggest producer of potatoes in the United States
C. California
1. Produces the widest variety of fruits, vegetables, and nuts
2. Many of the farms are in the Central Valley
a. Central Valley lies between the California Coastal Range and the Sierra
Nevada
3. Some fruits include: grapes, strawberries, peaches, plums, and melons
D. Alaska
1. Crops are barley, oats, hay, and potatoes
2. Because of the harsh climate, some crops are grown in greenhouses
a. A greenhouse is an enclosed structure that allows light to enter and
keeps heat and moisture from escaping.
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E. Hawaii
1. Tropical climate is good for growing sugarcane and pineapples
2. Other Hawaiian crops are macadamia nuts and coffee
III. Not Just Fruits and Vegetables
A. Livestock
1. Livestock are animals that are raised on farms and ranches
a. Cattle, sheep, and pigs
2. Beef cattle as a main source of income
a. Montana, Idaho, Colorado, Washington, Wyoming, Alaska, and Utah
3. Sheep and sheep products (wool)
a. Nevada, Utah, and Montana
B. Fishing
1. Alaska
a. Yearly fish catch is valued at more than a billion dollars
b. Cod, flounder, salmon, halibut, and other types of fish
c. Shellfish, such as crab and shrimp, are also important to Alaska’s
economy
2. Hawaii
a. Swordfish and tuna are caught off the coast
C. Minerals
1. Alaska and California produce oil
2. Coal, gold, and lead are mined in Colorado
3. Gold, silver, and copper are mined in Utah and Nevada
D. Students will complete a worksheet that encompasses all resources discussed
including fruits, vegetables, fish, and other minerals
1. We will go over the worksheet together as a class and students will be given an
opportunity to correct their answers
IV. Timber Industry
A. Wood and wood products
1. We use wood to build houses and furniture
2. Wood products include paper, which we use daily
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B. Timber companies reforest
1. Reforest means to plant new trees to replace the ones they have cut
2. They do this because wood is such a valuable resource
V. Summary
A. The West produces a wide variety of fruits, vegetables, grains, and nuts
B. Raising livestock, fishing, and mining are all important industries to the West’s
economy
C. The timber industry is also important to the West
D. Students will complete a One Minute Paper
1. Students will be given one minute to write about the fishing industry in the
West.
a. Answers should mention Alaska and Hawaii
2. After a minute, the teacher will ask for volunteers to read their paper aloud.
3. Teacher will reiterate the importance of the fishing industry to the economy of
the West.
KEY QUESTIONS:
1. What state is the biggest producer of potatoes in the United States?
2. What state produces the widest variety of fruits, vegetables, and nuts?
3. What other industry can be found in both Alaska and Hawaii?
4. Why do timber companies reforest?
CLOSURE: Students will be asked to complete a One Minute Paper. Students will be given one
minute to write about the fishing industry in the West. When the minute is up, the teacher will
ask for volunteers to read their paper aloud. Teacher will reiterate the importance of the fishing
industry to the economy of the West. Teacher will also provide examples of the fishing industry
in Alaska and Hawaii.
DIFFERENTIATED LEARNING ACTIVITIES:
1. Tier I: Basic students will be provided with completed guided notes and PowerPoint
printouts.
2. Tier II: On-level students will be provided with guided notes and be expected to fill in the
notes during teacher presentation.
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3. Tier III: Advanced students will be responsible for taking their own notes during the
teacher’s presentation.
FORMATIVE ASSESSMENTS:
1. Observe students as they respond to questions throughout the lesson. If students are not
able to list the main industries of the West without error, then I will review the content.
2. Before leaving class, students will be asked to complete a “ticket out the door” about one
thing they learner in class today to check for comprehension.
HOMEWORK: Complete a Main Ideas and Details diagram. Provide three details from the
lesson that support the statement, “the West has many varied resources.”
REFLECTION:
1. Did students respond well to motivational device?
2. Do the students demonstrate an understanding of the topics discussed in the lesson? Are
they able to correctly answer questions throughout the lesson?
3. Were the students engaged during the lesson?
Comment [G19]: 3. Diverse Learners All students will have access to the information regardless of ability to ensure that all students meet their educational goals.
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STATES AND THEIR RESOURCES
Name: _________________________ Section: ___________ Date: _____________
Match each state to the resources that can be found there. Some states may be used more than
once. The number of blanks by each number indicates how many states share that resource. Be
sure to fill in all blanks.
______ 1. Famous for many types of apples A. Utah
______ 2. Oil B. Colorado
______ C. Washington
______ 3. Crops include barley, oats, hay, and potatoes D. Hawaii
______ 4. Sheep and wool E. Nevada
______ F. California
______ G. Alaska
______ 5. Coal, gold, and lead are mined in this state H. Idaho
______ 6. Cod, flounder, salmon, halibut, and other types of fish I. Montana
______ 7. Gold, silver, and copper
______
______ 8. Produces the widest variety of fruits, vegetables, and nuts
______ 9. Biggest producer of potatoes in the United States
______ 10. Fish, such as swordfish and tuna
______ 11. Crops produced include sugarcane and pineapples
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Test Blueprint
Test Blue print for Unit Based on Instructional Objectives
(Cognitive Domain)
Instructional
Objective
Knowledge Comprehension Application Analysis Synthesis Evaluation Totals
1-1 1, 10 13, 17 18 5
1-2 3 14, 20 32 4
1-3 5, 8, 9 15, 16, 19 21 7
2-1 4, 11 22 30 4
2-2 23 1
2-3 12 29 2
3-1 24, 25 28 26 4
3-2 27 1
3-3 2,6,7 31 4
Totals 12 11 1 5 1 2 32
Comment [G20]: 8. Assessment The blueprint shows that the questions on the formal assessment are designed to test their understanding of the content. All instructional objectives covered are present on the assessment. The type of questions are also meant to ensure that the content is understood, not merely memorized.
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Unit 6 Test: The West
Name: _____________________ Section________ Date______________
Section I: Match each vocabulary word to its definition.
______ 1. elevation above which no trees can grow A. tundra
______ 2. to plant new trees to replace ones that have been cut down B. volcano
______ 3. hot spring that erupts and sends hot water from the earth into C. greenhouse
the air D. livestock
______ 4. very cold E. lava
______ 5. type of mountain with an opening through which ash, gas, F. frigid
and lava are forced G. reforest
______ 6. animals raised on farms or ranches for human use H. magma
______ 7. an enclosed structure that allows light to enter and keeps in I. timberline
heat and moisture J. rain shadow
______ 8. molten rock beneath the surface of the earth K. geyser
______ 9. molten rock that rises and flows on the surface of the earth L. continental
______ 10. imaginary line that runs along the crest of the Rocky Mountains divide
______ 11. cold, flat area where trees cannot grow
______ 12. side of a mountain range that receives less precipitation than
the other side
Section II: Fill in each blank with the name of a place that best fits the description.
13. Rivers to the east of the Rocky Mountains flow toward the________________.
14. The oldest nation park in the world is the ____________________.
15. A large desert region that covers many western states is ____________________.
16. _______________________ is the wettest place in the world.
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Section III: Circle the correct answer.
17. Which mountain system is the largest in the United States?
a. Cascade Range
b. Seirra Nevada
c. Rocky Mountains
d. Aleutian Range
18. What is different about the Rocky Mountains above the timberline?
a. it is covered in snow
b. no trees can grow
c. big horn sheep live here
d. all of the above
19. Mount St. Helens is in which mountain range:
a. Cascade Range
b. Olympic Mountains
c. Aluetian Range
d. Sierra Nevada
20. What is the name of the most famous geyser in Yellowstone National Park?
a. Great Fountain
b. Mount St. Helens
c. Old Faithful
d. Mount Kilauea
21. What does NOT come out when a volcano erupts?
a. ash
b. magma
c. lava
d. gas
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22. What are the two main climates that are in California?
a. desert and tundra
b. tropical and desert
c. tundra and tropical
d. tropical only
23. What is the relationship between temperature and elevation?
a. the higher the elevation the higher the temperature
b. the lower the elevation the lower the temperature
c. the lower the elevation the higher the temperature
d. there is no relationship between temperature and elevation
24. What state is the largest producer of potatoes?
a. Washington
b. Alaska
c. Oregon
d. Idaho
25. What state produces the widest variety of fruits, vegetables, and nuts?
a. Idaho
b. California
c. Colorado
d. Montana
26. What industry does a majority of the West benefit from?
a. coal mining
b. ice fishing
c. raising livestock
d. tourism
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27. What industry can be found in both Alaska and Hawaii?
a. oil drilling
b. fishing
c. coal mining
d. timber
28. What resource prompted people to head to California?
a. oranges
b. copper
c. gold
d. grapes
Section IV: Answer each question in 1-3 full sentences.
29. Why is the land on the east side of the Cascade Range drier than the land on the west side?
Describe the process that causes this to happen.
30. Compare and contrast the three climates that you can find in the West.
31. The West may have the most varied resources, but do you think they are the most valuable
resources to America? Think back to the resources of each region. Be sure to explain your
answer with examples.
32. What are the similarities and differences between geysers and volcanoes?
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Answer Key to Unit 6 Test
1. I 7. C 13. Rocky Mountains 17. C 23. C
2. G 8. H 14.Yellowstone 18. D 24. D
3. K 9. E 15. Great Basin 19. A 25. B
4. F 10. L 16. Mount Waialeale 20. C 26. C
5. B 11. A 21. B 27. B
6. D 12. J 22. B 28. C
Short Answers:
29.The land on the east side of the Cascade Range is dry because it is in the rain shadow. A rain
shadow forms when warm, moist air from the ocean passes over a mountain. The moisture in the
air is released before it gets to the other side, so the air is very dry on the east side of the
mountain.
30. In a tundra, the land is frozen and the temperature is frigid. The temperature in a desert is
opposite. In a desert, the temperature is hot and the land is dry. There is very little rain in a
desert. In a tropical climate, the air is moist and it is rainy. The temperatures are warm like a
desert.
31. Opinion question (looking for supporting argument): -Yes, I think that the resources of the
West are the most valuable because gold and silver is mined there. They also provide much of
America with fish, timber, and cattle.
-No, I think that the resources of the Northeast are more valuable because they have enabled
America to become industrialized. Coal and natural gas found in the Northeast provide the
source of fuel for the rest of America.
32. Geysers and volcanoes are both considered eruptions caused by magma heating and rising to
the surface. During volcanic eruptions, lava is released. Geysers are eruptions of boiling water
and steam.
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Bibliography
Cascade Volcano Observatory. (2003, April 29). Yellowstone national park. Retrieved from
http://vulcan.wr.usgs.gov/Volcanoes/Yellowstone/Maps/map_yellowstone.html
Foresman, S. (2005). Social studies: Regions. Glenview, Illinois: Pearson Education, Inc.
Lauby, A. (2013, March 25). Wagon’s west: An oregon trail group simulation. Retrieved from
http://www.fillmorecentral.org/?p=9563
Old faithful up close [Web]. (2007). Retrieved from
http://www.youtube.com/watch?v=tShhZvvIM84
Pearson Education, publishing as Fact Monster. (2007). The west. Retrieved from
http://www.factmonster.com/ipka/A0875018.html
Rogers Public School. (2011). Oracle thinkquest. Retrieved from
http://library.thinkquest.org/4552/
StarfallEducation. (2011). Oh california, 1849 gold rush song [Web]. Retrieved from
http://www.youtube.com/watch?v=GG_KO-UnXBU
U. S. Climate Data (n.d.). Retrieved from http://www.usclimatedata.com/
Comment [G21]: Overall, I am proud of this unit plan. I would not make many changes. However, when looking at differentiation I feel as though I did not grasp the idea as strongly as I do now.
