UbD Georgia's Places and Rivers

8/3/2019 UbD Georgia's Places and Rivers

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UbD Stage 1

Title of

UnitGeorgias Places and Rivers

Grade

Level2

ndgrade

CurriculumArea

Social Studies TimeFrame

3 weeks

Stage 1Identify Desired ResultsContent Standards:

SS2G1 The student will locate major topographical features of Georgia and will

describe how these features define Georgias surface.

a. Locate all the geographic regions of Georgia: Blue Ridge Mountains, Piedmont, Coastal

Plain, Valley and Ridge, and Appalachian Plateau.

b. Locate the major rivers: Ocmulgee, Oconee, Altamaha, Savannah, St. Marys,Chattahoochee, and Flint.

Understandings

Students will understand that:

Location affects a societys economy, culture, and development.

Where people live matters.

The past helps us to understand how we live now. Georgia has a multitude of differing landforms from beaches to mountains.

Related Misconceptions:

Many people believe that because the Piedmont is home to most of Georgia'spopulation that this region is also the largest.

There are 6 main land regions of Georgia that include the Appalachian Plateau, theAppalachian Ridge and Valley Region, the Blue Ridge, the Piedmont, the Atlantic

Coastal Plain, and the East Gulf Coastal Plain, rather than 5 land regions.

Georgia has always looked the way it looks now. Georgia does not have a lot of geographic diversity.


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Essential Questions

Overarching Questions:

Why is the world around you importantin your life?

Why is the _(i.e. Piedmont, Blue RidgeMountains, Coastal Plain, AppalachianPlateau, and Valley and Ridge)_ located

there?

How do the geography, climate andnatural resources affect the way peoplelive and work?

How does where I live influence how Ilive?

What do you mean by region? What makes a region unique and

different?

What can we learn from the past? How can the places we live, make adifference in the way we live?

Topical Questions:

What are the names of Georgias sevenmajor rivers?

Where can you locate each of the fiveregions of Georgia on a map?

Where can you locate _______ Riveron a map? (Ocmulgee, Oconee,

Altamaha, Savannah, St. Marys,Chattahoochee, and Flint would need

to be inserted in the blank when it is

asked)

Why are so many of Georgias citiesand towns built near rivers?

How does living in ________ regionaffect the way we live?

How are the 5 regions, Piedmont,Coastal Plain, Appalachian Plateau,Valley and Ridge, and the Blue Ridge

Mountains alike and different (orunique)?

In what ways do people use the naturalresources of water (how do people use

rivers) based on where they are

located?

Knowledge and Skills

KnowledgeStudents will know:

Key termsregion, landform, coast,plateau, ridge, natural resource,

environment, river.

Where each river in Georgia is located.

SkillsStudents will be able to:

Locate Georgias 5 geographicalregions on a map.

Identify Georgias natural resources.


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The ways we use rivers and how riverthey are helpful to our way of life.

The names of the 5 regions in Georgiaand where they are located.

The differences and similarities betweeneach of the 5 regions.

Describe how peoples use of naturalresources affects the environment.

Locate Georgias major rivers.

Stage 2 - Evidence

Performance Task(s)

Performance Task 1: Students as Cartographers

Goal:Your goal is to produce a map that correctly identifies the locations of Georgias fiveregions and its major rivers.

Role: You are a cartographer who is plotting and illustrating the locations of Georgias majorrivers and five regions correctly on a map to be included in the Georgia History Exhibitat the

Georgia Museum of History.

Audience: You (second grade students) will be presenting your maps to Ms. Map Key, amuseum curator, who will be visiting our class after our maps are finished to decide which

maps she is going to include in the museums new state ofGeorgia History Exhibit.

Situation: Some very valuable maps, which were drawn in the 1900s (very old!), have been

stolen from the Georgia Museum of History. The museum curator has asked us, the number

one (#1) cartography company in the country, to recreate the maps that were stolen so that the

museums Georgia History Exhibitcan go on as scheduled. Your job is to work with a partnerand recreate one Georgia map with all five of the regions and the major rivers neatly andcorrectly drawn on the map using the provided parchment paper. The curator is expecting

excellence, so please do your very best!

Product Performance and Purpose: You (and your partner) will draw the boundary lines for

each Georgia region as well as draw the major rivers of Georgia onto the blank map, provided

by your boss. You will need to label each region and river and illustrate each region withdifferent colors. You will also need to identify one important thing about each region and

place it on your map. Make sure to include a legend and compass rose for your map. You and

your partner will work together taking turns, sharing ideas, and jobs (i.e., drawing, labeling,

coloring, presenting, etc.). You are your partner will then be asked to share your teams map

with the rest of the companys employees (the class) and with Ms. Map Key (the museum

curator). Ms. Map Key will use the attached rubric to check the completeness of your map in


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order to decide whose map(s) will be used in the Georgia History Exhibit.

Standards and Criteria for Success: See the rubric in the next section.

Performance Task 2: Tourism Association of Georgia Brochure

Goal: Your goal is correctly identify the five regions of Georgia and any important factsand/or information about each region that will be included in the information gathered in a

travel brochure for the state of Georgia.

Role: You are a tour guide and brochure maker that has been asked to research, plan, andcreate a new travel brochure for the state of Georgia using information gathered about the five

regions of Georgia.

Audience: You (Georgia Department of Economic Development tour guide) will be

presenting your travel brochure to your boss, Heidi Green, other tour guides, and tourists at aluncheon in 4 weeks. The brochure is being made to offer tourists with information about the

state of Georgia.

Situation: You work for the Tourism Association of Georgia as a tour guide. Your boss, Heidi

Green (Chair & Commissioner of the Georgia Department of Economic Development), calls

you and the other tour guides into her office and explains to that Georgia needs a new travelbrochure about the state and its 5 regions. The old brochures are out of date and not appealing.

Ms. Green wants you and the other tour guides to research and create new travel brochures (one

per student) to be viewed and used by tourists to the state of Georgia. Brochures will be placed in

all Georgia hotels, rest stops, welcome centers, etc. Ms. Green explains to each of you that all

brochures MUST be broken up into the five regions of Georgia where they will need to include a

map identifying each region, major cities, major rivers, local attractions, resources, types of

communities, and land description (with pictures). Ms. Green lets you know that your brochure

must be completed and ready to present to her, your colleagues and a few tourists at a luncheon in

4 weeks.

Product Performance and Purpose:Each tour guide (student) will research and use what theyalready know about Georgias 5 regions to create a travel brochure that will attract visitors to thestate of Georgia. The travel brochures are being made so that our state will have new and more

attractive brochures within our local businesses for tourists to use in order to gain knowledge

about Georgia and locate attractions they may find appealing. Your brochure will be presented to

your boss (Heidi Green), the other tour guides, and/or tourists and must include the following:

1.) The names of all 5 geographic regions.2.) What does the land look like? (description and picture)

3.) Names of any major rivers that flow through these regions.

4.) Names of major cities in the regions.

5.) Local attractions for visitors.

6.) Natural resources/manufactured products in each region.

7.) Types of communities in each region (ex. urban, rural, suburban)

8.) Either type out the brochure or write neatly with no spelling or grammar errors.


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9.) Have a creative appearance.

Standards and Criteria for Success: Also see the rubric in the next section for more detail.1.) The names of all 5 geographic regions.

2.) What does the land look like? (description and picture)








Performance Task(s) Rubric(s)

Performance Task 1: Students as Cartographers

Name: ______________________________ Date: _________________________

Teacher: ____________________________ Title of Work: _____________________

Beginning (1) Developing

(2)

Accomplished

(3)

Exemplary

(4)Points

Illustrations

students have 0

1 region(s) and

river(s) drawn on

their map

students have

2 - 3 regions

and rivers

drawn on

their map

students have

4 - 5 regions

and rivers

drawn on their

map

students have

all regions

and rivers

drawn on

their map

____/ 4

Labeling

students label 0

1 and regionsand/or rivers on

the map

students label2 - 3 land

regions and/or

rivers on the

map

students label4 - 5 land

regions and

rivers on the

map

students label

all regionsand rivers on

the map

____/ 4

Location

region and river

placement do not

at all match the

relative location

region and

river

placements

somewhat

match the

regions and

river

placements

mostly match

the relative

regions and

river

placements

exactly match

the relative ____/ 4


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of the regions

and rivers (0 - 2

correctplacements)

relative

location of the

regions andrivers (3 - 7

correct

placements)

location of the

regions and

rivers (8 - 10correct

placements)

location of the

regions and

rivers (12correct

placements)

Important

Facts

included 0 or 1

important facts

about only 1 of

the regions (01important facts)

included 1

important fact

about 2 or 3

of the regions

(23important

facts)

included 1

important fact

about 4 of the

regions (4

important

facts)

included 1 or

more

important

facts about all

5 of the

regions (5 or

more

important

facts)

____/ 4

Legend

legend was not

included and/or

was missing all12 of the 17symbols

legend was

included, but

missing 138 of the 17symbols

legend was

included, but

missing 74of the 17symbols

legend was

included and

all 17symbols were

identified

____/ 4

Compass

Rose

compass rose

was not included

or was labeled

incorrectly (02

correct

placements)

compass rose

was included,but was

labeled

incorrectly (3

5 correct

placements)

compass rose

was included,but was

labeled

incorrectly (6

7 correct

placements)

compass rose

was includedand was

labeled

correctly (8

correct

placements)

____/ 4

Spelling

6 or more

regions/rivers are

spelledincorrectly

3 -5

regions/rivers

are spelledincorrectly

1 - 2

regions/rivers

are spelledincorrectly

All

regions/rivers

are spelledcorrectly

____/ 4

Collaboration

and

Appearance

of Work

Students do not

cooperate at all

and the project is

unfinished/messy

or illegible

Students

somewhat

cooperate and

the final

project is

somewhat

neat/legible

Students

mostly

cooperate and

the final

project isneat/legible

Students

cooperate

well and the

final project is

neat andlegible

____/ 4

Total Points

EarnedTotal-----> ____/ 32


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Performance Task 2: Tourism Association of Georgia Brochure

Name: ______________________________ Date: _________________________

Teacher: ____________________________ Title of Work: _____________________

Content

Rubric for

Performance

Task 1

Criteria

Not Yet

(1 point)Needs

Improvement

(2 points)

Meets

Standard

(3 points)

Exceeds

Standard

(4 points)

Score

Regions The brochure

only includes

one region.

The brochure

includes three

of the regions,but not the

entire five.

The brochure

includes all

five of theregions.

The brochure

includes allfive regions

and.

additional

informationabout the

regions wasadded that

was not

required.

_____

out of

4

Rivers and

Cities

The brochure

includes a

river or a citybut not both

for one of the

regions.

The brochure

only includes

one river andone city for the

three of the

regions.

The brochure

includes

rivers andcities for all

regions.

The brochure

includes many

rivers andmany cities

for all regions.

_____

out of

4

Attractions

The brochure

does not

include anyattractions for

visitors to

visit.

The brochure

gives anexample of

one attraction.

The brochure

gives anexample of at

least one

attraction andprovides more

details on the

attraction.

The brochure

gives an

example of atleast one

attraction and

provides moredetails on the

attraction.

Also, provides

resources forthis attraction.

_____

out of

4

Natural

Resources/

Manufactured

The brochureincludes

either a

natural

The brochure

includes atleast one

natural

resource

The brochureincludes one

or more

natural

The brochure

includes threeor more

natural

resources and

_____

out of

4


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Products resource OR a

manufactured

product foreach region.

and/or at least

one

manufacturedproduct for

each region.

resources and

one or more

manufacturedproducts for

each region.

three or more

manufactured

products foreach region.

Communities

The brochure

has a type of

communityfor one

region, but

not all five.

The brochure

has a type of

community for3 of the

regions, but

not all five.

The brochure

has a type of

communityfor all five

regions.

The brochurehas a type of

community

for all fiveregions and

explains each

of the types.

_____

out of

4

Total Points

Earned

_____

out of

20

Other Evidence(e.g. tests, quizzes, work samples, observations)

TestGeorgia Regions and Rivers Unit Test

The students will complete at Unit Test over the five Georgia regions and its major rivers

independently. The assessment will have multiple choice, true/false, and short answerquestions.

FacetSelf-Knowledge//Explanation

QuizzesGeorgias Regions Quiz; Major Rivers of Georgia Quiz

The students will complete brief quiz over the Five Georgia Regions and a quiz over the

Major Rivers of Georgia.

FacetSelf-Knowledge/Explanation

Map SkillsLocating the Five Regions and Rivers on a Map; Yummy Map of GeorgiaThe students will use lap maps in order to identify and review the five regions of Georgia and

its major rivers. The students will be asked to locate each of the following on their maps:

Color each of the five regions a different color

Label each of the five regions Trace and color major rivers of Georgia blue Label each of the major rivers

The students will extend their learning of Georgias regions and majorrivers by making anedible map. They will use different edible objects to display the major river and the different

regions of our state.

FacetsApplication/Self-Knowledge


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Graphic Organizer: Tree MapThinking Map on the 5 Regions

The students will complete a thinking map graphic organizer (a Tree Map) for each of the five

regions in Georgia. Important facts and information about the five regions will be listed on thethinking maps.

FacetExplanation/Interpretation/Application

Electronic Review Game: Jeopardy

The students will participate in an electronic game about Georgias five regions and its majorrivers, Jeopardy style. The game is designed to aide students in reviewing for upcoming tests

and to help with any further understanding.

FacetSelf-Knowledge/Interpretation/Application

Journal Writing: Life as an animal in Georgias Regions

Students will write in their journals about the following given topic: Write about a day in yourlife as if you were an animal from one of the five Georgia regions.

If you could be one of the many animals that live in one of our five regions in Georgia,

Which would you be? Why? What region would you come from? What types of things

would you see? What would you do for the day?

FacetInterpretation/Application/Self-Knowledge/Perspective/Empathy/Explanation

Teacher Observation/Conferencing:The students will participate in class discussions and teacher conferencing.

FacetInterpretation/Application/Empathy/Explanation

Student Self-Assessments:

The students will reflect upon small group assignments (the map for the museum task) theyhave produced with their partners and their own role in completing the assignment.

FacetSelf-Knowledge/Explanation

Student Self-Assessment and Reflection

Self-Assessment and Reflection:

1. Each student will selfassess his/her travel brochure for the state of Georgia using thegiven rubric.

2. Students will assess their part in designing and making their groups map of GeorgiasFive Regions and its Major Rivers using the given rubric.


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3. My Georgia JournalThe students will keep a journal during the course of the unit,where they will reflect upon what they have learned and the essential question(s) that

was asked.

Stage 3: Plan Learning Experiences

Week 1

Materials: Georgias Regions and Rivers Pre-Test, writing journals, books about Georgias

regions and rivers, SS textbook, pencil, Regions Thinking Chart, Five Regions of Georgia

PowerPoint, the book The Twelve Days of Christmas in Georgia, speakers, Georgia On My

Mind by Ray Charles, Compare and Contrast homework sheet (and answers), Vocabulary and

Study Guide Quiz (and answers)

Vocabulary: Region, Landforms, Natural Resources, Geography, Climate, Appalachian Plateau,

Ridge and Valley, Blue Ridge, Piedmont, Coastal Plain (Upper Coastal Plain and Lower Coastal

Plain), River, Ocmulgee River, Oconee River, Altamaha River, Savannah River, St. Marys River,

Chattahoochee River, and Flint River.

Learning ActivitiesGeorgias Regions

(Day 1) - Give the students theGeorgia Regions and Rivers Pre-Test.docx.(Evaluation) (Day 1)Introduce and explain the standard (SS2G1 The student will locate major

topographical features of Georgia and will describe how these features defineGeorgias surface. a. Locate all the geographic regions of Georgia: Blue Ridge Mountains,

Piedmont, Coastal Plain, Valley and Ridge, and Appalachian Plateau.) and the essential

questions (listed below) for the activity. Also, discuss and explain the culminating

performance tasks (Students as Cartographers and Tourism Association of Georgia

Brochure) and the rubrics that go with them. (W)

Essential Questions to be Answered:

1. Where can you locate each of the five regions of Georgia on a map? (Day 2-5)2. How does living in ________ region affect the way we live? (Day 4)3. How are the 5 regions, Piedmont, Coastal Plain, Appalachian Plateau, Valley and

Ridge, and the Blue Ridge Mountains alike and different (or unique)? (Day 2-4)

4. Why is the _(i.e. Piedmont, Blue Ridge Mountains, Coastal Plain, AppalachianPlateau, and Valley and Ridge)_ located there? (Day 2)

5. What do you mean by region?(Day 1-2)6. What makes a region unique and different? (Day 2-4)

Note 1: Key vocabulary is introduced as they are mentioned in the learning activities,textbook, other reading material, and performance tasks. Students will read and discuss,
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with the teacher, relevant sections of the SS textbook (pages 74-99) in order to support

the learning activities and performance tasks. (Explore and Equip)

Note 2: As an ongoing activity, the students will write in a daily journal about thelearning activities, information, and performance tasks. Two additional journal entries

will be written on Days 5 & 10 (Day 5Write about a day in your life as if you were ananimal from one of the five Georgia regions.Answer the following questions: If you could

be one of the many animals that live in one of our five regions in Georgia, Which would

you be? Why? What region would you come from? What types of things would you see?

What would you do for the day?AND Day 10Explain why people live near rivers and

how they use our natural resources to live.).(Rethink, Revisit, Reflect, and Refine)

(Day 2)Have students watch Georgias Official Tourism videoGeorgia's OfficialTourism Video.flvto spark some interest in learning more about Georgia. Then ask the

class, Have you ever wondered why some places in Georgia are mountainous areas,

some are flat, and others are forest? Well, we are going to answer those questions inour unit about Georgia and its regions and rivers.(Hook)

(Day 3)Read the story,The Twelve Days of Christmas in Georgia (Twelve Days ofChristmas, State By State)bySusan Rosson SpainandElizabeth O. Dulemba(Oct 5,

2010) (Explore, Reflect, and Tailor)

(Day 3)Introduce the Regions by showing them on a map and asking the students ifthey have ever heard of the 5 regions of Georgia. Discuss each regions name and where

it is located on the map. (Hook, Explore, Equip, Tailor)

(Day 4)Give the students theRegions Thinking Map.docx.(Evaluation) Explain to thestudents that they will view a PowerPoint presentation and will need to record any

important information about each of the 5 regions of Georgia. (W) As the teacher

presents theFive Regions of Georgia.pptPowerPoint, the students will fill in their

thinking map recording important facts and information about each of the 5 regions.

(Explore and Equip)

(Send home on Day 4)Students will complete the Compare and Contrast Sheet(Compare and Contrast HW.pdf)for homework. It will be checked and graded the next

day by the teacher. (Revisit, Explore, and Evaluation) AnswersCompare and Contrast

HW Answers.pdf

(Day 5)Give the students a quiz using the Vocabulary and Study Guide sheet (eTeacher's Edition - Social..pdf). (Evaluation) AnswerseTeacher's Edition - Social

Answers.pdf

Day 5 Journal Entry: Students should write in their Georgia Journal about a dayin your life as if you were an animal from one of the five Georgia regions. Answer the

following questions: Which would you be? Why? What region would you come from?
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What types of things would you see? What would you do for the day? (Rethink,

Revisit, Reflect, and Refine)

Essential Questions Answered

1. Why is the world around you important in your life?2. How do the geography, climate and natural resources affect the way people live

and work?3. Where can you locate each of the five regions of Georgia on a map?4. How does where I live influence how I live?5. What can we learn from the past?6. How can the places we live, make a difference in the way we live?7. How does living in ________ region affect the way we live?8. How are the 5 regions, Piedmont, Coastal Plain, Appalachian Plateau, Valley and

Ridge, and the Blue Ridge Mountains alike and different (or unique)?

9. In what ways do people use the natural resources of water (how do people userivers) based on where they are located?

Week 2

Materials: Performance Task 1, graphic organizers (thinking maps), writing journals, books

about Georgias regions and rivers, SS textbook, pencil, crayons, markers, Internet access, blank

map of Georgia, Capzles Presentation

Vocabulary: Cartographer, Region, Landforms, Natural Resources, Geography, Climate,

Appalachian Plateau, Ridge and Valley, Blue Ridge, Piedmont, Coastal Plain (Upper Coastal Plain

and Lower Coastal Plain), River, Ocmulgee River, Oconee River, Altamaha River, Savannah River,

St. Marys River, Chattahoochee River, and Flint River.

Learning ActivitiesGeorgias Major Rivers

(Day 6)Introduce and explain the standard (SS2G1 The student will locate majortopographical features of Georgia and will describe how these features define

Georgias surface. b. Locate the major rivers: Ocmulgee, Oconee, Altamaha, Savannah,

St. Marys, Chattahoochee, and Flint) and essential questions (listed below) for the

activity. Also, discuss and explain the culminating performance task (Students as

Cartographers) and its rubric. (W)


1. What are the names of Georgias seven major rivers? (Days 6-10)2. Where can you locate ________ River on a map? (Ocmulgee, Oconee, Altamaha,Savannah, St. Marys, Chattahoochee, and Flint would need to be inserted in the

blank when it is asked) (Days 6-10)

3. Why are so many of Georgias cities and towns built near rivers? (Days 6-7)4. In what ways do people use the natural resources of water (how do people use

rivers) based on where they are located? (Days 6-7 & 10)


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with the teacher, relevant sections of the SS textbook (pages 104-111) in order to

support the learning activities and performance tasks. (Explore and Equip)


will be written on Days 5 & 10 (Day 5Write about a day in your life as if you were an

animal from one of the five Georgia regions.Answer the following questions: If you could





(Days 6-7)Give the students theRivers Thinking Map.docx.(Evaluation) Explain to thestudents that they will view a PowerPoint presentation and will need to record any

important information about each of the 7 major rivers in Georgia. (W) Introduce the 7

major rivers of Georgia by presenting their locations, important facts, and photographs

of each using the Web 2.0 tool Capzles. (Hook) As the teacher presents the Capzles

presentation athttp://www.capzles.com/25bcf970-10ae-4400-acd7-969800b2e30f, the

students will fill in their thinking map recording important facts and information about

each of the 7 major rivers. (Explore and Equip)

(Send home on Day 8)Have the students make a list of the 7 major rivers of Georgia for their homework. It will be checked and graded the next day by the teacher. (Revisit,

Explore, and Evaluation)

(Days 8-10)Break the students up into small groups of 2 or 3 to complete PerformanceTask 1. Give each group of students the Performance Task 1 Rubric and Task (

Performance Task 1.docx). Provide the students with paper with a blank map of

Georgia, pencils, crayons, markers, books (textbook), and access to the Internet in order

to produce well thought out and planned maps. Be sure to monitor/supervise your

students as they surf the web to locate important facts about each region and river in

Georgia. You are your partner will then be asked to share your teams map with the rest of

the companys employees (the class) and with Ms. Map Key (the museum curator). Ms.Map Key will use the attached rubric to check the completeness of your map in order to

decide whose map(s) will be used in theGeorgia History Exhibit

.(Revisit, Rethink,

Explore, Experience, and Evaluation)

Day 10 Journal Entry: Students should write in their Georgia Journal on thefollowing topic: Explain why people live near rivers and how they use our natural

resources to live. (Rethink, Revisit, Reflect, and Refine)

Essential Questions Answered

1. Why is the world around you important in your life?2. How do the geography, climate and natural resources affect the way people live
http://rivers%20thinking%20map.docx/http://rivers%20thinking%20map.docx/http://rivers%20thinking%20map.docx/http://www.capzles.com/25bcf970-10ae-4400-acd7-969800b2e30fhttp://www.capzles.com/25bcf970-10ae-4400-acd7-969800b2e30fhttp://www.capzles.com/25bcf970-10ae-4400-acd7-969800b2e30fhttp://performance%20task%201.docx/http://performance%20task%201.docx/http://performance%20task%201.docx/http://www.capzles.com/25bcf970-10ae-4400-acd7-969800b2e30fhttp://rivers%20thinking%20map.docx/


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and work?

3. How does where I live influence how I live?4. What can we learn from the past?5. How can the places we live, make a difference in the way we live?6. Why are so many of Georgias cities and towns built near rivers?7. In what ways do people use the natural resources of water (how do people use

rivers) based on where they are located?

Week 3

Materials: graphic organizers (thinking maps), writing journals, books about Georgias regions

and rivers, SS textbook, brochures, Internet access, photos (magazines), pencil, markers,

crayons, paper, computer

Vocabulary: Performance Task 2, Georgia Regions and Rivers Test, Region, Landforms, NaturalResources, Geography, Climate, Appalachian Plateau, Ridge and Valley, Blue Ridge, Piedmont,

Coastal Plain (Upper Coastal Plain and Lower Coastal Plain), River, Ocmulgee River, Oconee

River, Altamaha River, Savannah River, St. Marys River, Chattahoochee River, and Flint River.

Learning Activities Regions and Rivers of Georgia

(Day 11)Introduce and explain the standard (SS2G1 The student will locate majortopographical features of Georgia and will describe how these features define

Georgias surface. a. Locate all the geographic regions of Georgia: Blue Ridge Mountains,

Piedmont, Coastal Plain, Valley and Ridge, and Appalachian Plateau. b. Locate the major

rivers: Ocmulgee, Oconee, Altamaha, Savannah, St. Marys, Chattahoochee, and Flint)

and essential questions (listed below) for the activity. Also, discuss and explain theculminating performance task (Tourism Association of Georgia Brochure) and its rubric.

(W)


1. Why is the _(i.e. Piedmont, Blue Ridge Mountains, Coastal Plain, AppalachianPlateau, and Valley and Ridge)_ located there?

2. What do you mean by region?3. What makes a region unique and different?4. What are the names of Georgias seven major rivers?5. Where can you locate each of the five regions of Georgia on a map?6. Where can you locate ________ River on a map? (Ocmulgee, Oconee,Altamaha, Savannah, St. Marys, Chattahoochee, and Flint would need to be

inserted in the blank when it is asked)

7. How are the 5 regions, Piedmont, Coastal Plain, Appalachian Plateau, Valley andRidge, and the Blue Ridge Mountains alike and different (or unique)?

8. In what ways do people use the natural resources of water (how do people userivers) based on where they are located?


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with the teacher, relevant sections of the SS textbook (Page 95 and Resources pages R20-

21) in order to support the learning activities and performance tasks. (Explore and

Equip)








(Day 11)Have students reflect on what they have learned throughout this unit bywriting in their Georgia Journal. Be sure to include any important information about each

region and each of the major rivers. (Reflect, Revisit, and Explore)

(Days 11-13)Give each student a copy of Performance Task 2 (Performance Task2.docx) (Tourism Association of Georgia Brochure) and the corresponding rubric. The

teacher will explain that the students are going to be tour guides (brochure makers) and

the state of Georgia has asked them to research, plan, and create a new travel brochure

for our state. The teacher will explain to the students that their brochure will be

presented to their boss (Heidi Green), the other tour guides, and/or tourists and must

include the following:

1.) The names of all 5 geographic regions.2.) What does the land look like? (description and picture)








The students will identify the five regions of Georgia and any important facts and/or

information about each region that they gathered during their research to include intheir travel brochure for the state of Georgia. The students will use the Internet and

books from the media center to research any additional information for the brochure. Be

sure to monitor your students as they surf the Internet. Students will have other

brochures to look at as models. Brochure can be made on the computer or by hand. The

teacher will observe the students as they work on their brochure and help when needed.

(Revisit, Rethink, Explore Experience, Tailor, Evaluation)
http://performance%20task%202.docx/http://performance%20task%202.docx/http://performance%20task%202.docx/http://performance%20task%202.docx/http://performance%20task%202.docx/http://performance%20task%202.docx/


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(Day 13)The students will participate in an electronic game about Georgias fiveregions and its major rivers, Jeopardy style (I did not attach the game because it was too

big). The game is designed to aide students in reviewing for upcoming tests and to help

with any further understanding. (Revisit and Tailor)

(Day 14)Give the students theGeorgia Regions and Rivers Test.docx. (Evaluation)Self-Assessment and Reflection: (Evaluation and Reflection)

Each student will selfassess his/her travel brochure for the state of Georgia using theStudent Evaluation Rubric (Student Evaluation of Brochure.docx). (Reflect, Tailor,

and Evaluation)

Students will assess their part in designing and making their groups map of GeorgiasFive Regions and its Major Rivers using the given rubric

(Student Evaluation of Map.docx). (Reflect, Tailor, and Evaluation)

My Georgia JournalThe students will keep a journal during the course of the unit,where they will reflect upon what they have learned and the essential question(s) that

was asked. (Reflect, Tailor, Revisit, Rethink, Explore, and Evaluation)

Learning ActivitiesYummy Map of Georgia

(Day 15)Pre-make and separate the dough at home. (Dough recipe is listed below.)Dough Recipe:

* 2 cups smooth peanut butter

* 2 1/2 cups powdered milk

* 2 1/2 cups powdered sugar

* 2 cups white corn syrup

Pre-make and label toothpick flags with the following names to show Georgias 7

major rivers (make sets of 7): a. Ocmulgee

b. Oconeec. Altamaha

d. Savannah

e. St. Marys

f. Chattahoochee

g. Flint

Introduce and explain the standard (SS2G1 The student will locate major topographicalfeatures of Georgia and will describe how these features define Georgias surface. a.

Locate all the geographic regions of Georgia: Blue Ridge Mountains, Piedmont, Coastal

Plain, Valley and Ridge, and Appalachian Plateau. b. Locate the major rivers: Ocmulgee,

Oconee, Altamaha, Savannah, St. Marys, Chattahoochee, and Flint) and essential

questions (listed below) for the activity. (W)


1. What do you mean by region?2. What makes a region unique and different?3. How can the places we live, make a difference in the way we live?4. What are the names of Georgias seven major rivers?
http://georgia%20regions%20and%20rivers%20test.docx/http://georgia%20regions%20and%20rivers%20test.docx/http://georgia%20regions%20and%20rivers%20test.docx/http://student%20evaluation%20of%20brochure.docx/http://student%20evaluation%20of%20brochure.docx/http://student%20evaluation%20of%20brochure.docx/http://student%20evaluation%20of%20map.docx/http://student%20evaluation%20of%20map.docx/http://student%20evaluation%20of%20map.docx/http://student%20evaluation%20of%20map.docx/http://student%20evaluation%20of%20brochure.docx/http://georgia%20regions%20and%20rivers%20test.docx/


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5. Where can you locate each of the five regions of Georgia on a map?6. Where can you locate ________ River on a map? (Ocmulgee, Oconee, Altamaha,

Savannah, St. Marys, Chattahoochee, and Flint would need to be inserted in the blank

when it is asked)

7. How does living in ________ region affect the way we live?8. How are the 5 regions, Piedmont, Coastal Plain, Appalachian Plateau, Valley and Ridge,

and the Blue Ridge Mountains alike and different (or unique)?

9. In what ways do people use the natural resources of water (how do people use rivers)based on where they are located?

Note 1: Key vocabulary is introduced as they are mentioned in the learning activities,textbook, other reading material, and performance tasks. (Explore and Equip)








Ask the students if they have ever thought about what it would taste and look like to eattheir state. Well, today you are going to get thatopportunity.(Hook)

Review with the students the location and a brief description of the 5 regions of Georgiaand the 7 major rivers. Then explain to the students that they will extend their learningof Georgias regions and major rivers by making an edible map. They will use different

edible objects to display the different topographical features of our state. (Revisit and

Where/What)

Place students in groups of 2 or 3 students. Give each student or group of students (twoor three at the most), the reference map. Allow students to look at the map to find

Georgias regions and geographical features. Tape a piece of wax paper on top of each

students reference map in section R of their reading book, and give each group of

students a portion of the dough (enough to make the state of Georgia). (Organize, Tailor,

Experience, and Revisit)

Give the students the activity sheet describing what they are to do. Then have thestudents shape the dough into their best interpretation of Georgia and its shape using

the reference map in their textbook for help. Once the map is shaped, have the students

place the edible objects, coconut (dyed green), blue icing (the gel kind that comes in a

tube), chocolate chips, M&Ms, (that represent the landforms) onto the map. (They may

peek back and forth at their reference map for hints, if needed.) (Explore, Experience,


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and Refine) The teacher will observe the students as they work through making their

edible maps.

Have the students to place their pre-labeled toothpick flags on each river representation.(Explore, Experience, and Refine)

When the map is finished, have the students to share and compare their map with therest of the class. (Reflect, Tailor)

Look at each map and assess using the attached rubric. Then the students will be giventhe opportunity to EAT their state!!! (Reflect, Evaluate)

Resources

(Some information used within the unit was gathered from the Georgia Standards website for the state of Georgia.)

Branyan, J., Fain, K., Forehand, M., & Freeman, C. (2008). Unit 2 - Our Georgia (07/24/2008).

Retrieved fromhttps://www.georgiastandards.org/Frameworks/GSO%20Frameworks/SS%20Gr%202%0

Unit%202.pdf

Bryson, A. (2008). GRASPS title: Second grade social studies Georgia regions and rivers.

Retrieved from

http://teachingwithpurpose.com/GRASPSU08/Second_GA_Regions_Rivers_Bryson/Sec

ond_GA_Regions_Rivers_Bryson.htm

Oetter, D. & Skelton, C. (n.d.). Georgias rivers. Retrieved from

www.hercules.gcsu.edu/~doetter/projects/river/georgias_rivers.ppt

Robertson, H. (2008). The five regions of Georgia. Retrieved from

http://www.slideshare.net/Heatherrenee/the-five-regions-of-georgia
https://www.georgiastandards.org/Frameworks/GSO%20Frameworks/SS%20Gr%202%250Unit%202.pdfhttps://www.georgiastandards.org/Frameworks/GSO%20Frameworks/SS%20Gr%202%250Unit%202.pdfhttps://www.georgiastandards.org/Frameworks/GSO%20Frameworks/SS%20Gr%202%250Unit%202.pdfhttp://teachingwithpurpose.com/GRASPSU08/Second_GA_Regions_Rivers_Bryson/Second_GA_Regions_Rivers_Bryson.htmhttp://teachingwithpurpose.com/GRASPSU08/Second_GA_Regions_Rivers_Bryson/Second_GA_Regions_Rivers_Bryson.htmhttp://teachingwithpurpose.com/GRASPSU08/Second_GA_Regions_Rivers_Bryson/Second_GA_Regions_Rivers_Bryson.htmhttp://teachingwithpurpose.com/GRASPSU08/Second_GA_Regions_Rivers_Bryson/Second_GA_Regions_Rivers_Bryson.htmhttp://www.hercules.gcsu.edu/~doetter/projects/river/georgias_rivers.ppthttp://www.hercules.gcsu.edu/~doetter/projects/river/georgias_rivers.ppthttp://www.hercules.gcsu.edu/~doetter/projects/river/georgias_rivers.ppthttp://www.hercules.gcsu.edu/~doetter/projects/river/georgias_rivers.ppthttp://www.hercules.gcsu.edu/~doetter/projects/river/georgias_rivers.ppthttp://www.hercules.gcsu.edu/~doetter/projects/river/georgias_rivers.ppthttp://www.hercules.gcsu.edu/~doetter/projects/river/georgias_rivers.ppthttp://www.hercules.gcsu.edu/~doetter/projects/river/georgias_rivers.ppthttp://www.slideshare.net/Heatherrenee/the-five-regions-of-georgiahttp://www.slideshare.net/Heatherrenee/the-five-regions-of-georgiahttp://www.slideshare.net/Heatherrenee/the-five-regions-of-georgiahttp://www.hercules.gcsu.edu/~doetter/projects/river/georgias_rivers.ppthttp://teachingwithpurpose.com/GRASPSU08/Second_GA_Regions_Rivers_Bryson/Second_GA_Regions_Rivers_Bryson.htmhttp://teachingwithpurpose.com/GRASPSU08/Second_GA_Regions_Rivers_Bryson/Second_GA_Regions_Rivers_Bryson.htmhttp://teachingwithpurpose.com/GRASPSU08/Second_GA_Regions_Rivers_Bryson/Second_GA_Regions_Rivers_Bryson.htmhttps://www.georgiastandards.org/Frameworks/GSO%20Frameworks/SS%20Gr%202%250Unit%202.pdfhttps://www.georgiastandards.org/Frameworks/GSO%20Frameworks/SS%20Gr%202%250Unit%202.pdf

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