US Geography Unit Plan: ROAD TRIP! 2 (11/08/07 02:52 PM) Reviewer: Donna Pearson Reviewed on:

12/11/07 08:39 AM Only 4 lessons & no update. please complete UP. Diversity should be addressed in each lesson.

Unit Plan-Preliminary Pages

Setting (Context)

The setting of our school is in North Dakota, in a city similar to Grand Forks in size and economy. It is a high school called Bayside High School with

1,291 students grades 9-12. With 51% of students being male and 49% being female and we have 86 teachers in this school. Ethnically there are

3% American Indian, 2% Asian, 1% Hispanic, 1% Black and 94% White. Economically 9% of the student body is eligible for free lunch.

The school mission is "To foster an atmosphere of excellence, acceptance and equity."

The school philosophy is "To protect provide and improve the human condition while promoting individuality and self confidence through

education."

My Classroom:

9th Grade AP US Geography Class 26 students total: (50% male, 50% female)

3 minority students- 2 Native American, 1 Hispanic

Describe the setting in which this unit will be taught. What kind of school is it? Where is it situated? What is its purpose and mission? For what grade will

this unit be prepared? What are your students like? (These decisions will be made within the "school" meetings, and it should be obvious to the

instructor that you are all "teaching" in the same school.)

Standards

9–12.1.1 Interpret and evaluate various visual representations (e.g. charts, graphs, timelines, graphic organizers, maps, flow charts) of data

Students provide an insightful interpretation and evaluation of various visual representations of data.

Students provide a reasonable interpretation and evaluation of various visual representations of data.

Students provide a typical interpretation and evaluation of various visual representations of data.

Students provide a superficial interpretation and evaluation of various visual representations of data.

9–12.1.4 Use media (e.g., oral, written, websites, computer simulations, multimedia resources) to access, record, analyze, and communicate information relating to social studies

Students use an extensive variety of media to access, record, analyze, and communicate information related to social studies.

Students use many different media to access, record, analyze, and communicate information related to social studies.

Students use some different media to access, record, analyze, and communicate information related to social studies.

Students use a limited variety of media to access, record, analyze, and communicate information related to social studies.

9–12.5.2 Interpret the relationships between physical environments and society (e.g. , humans modify environment, environment modifies society, and use, distribution, and importance of resources)

Students interpret the relationships between physical environments and society with great detail.

Students interpret the relationships between physical environments and society with adequate detail.

Students interpret the relationships between physical environments and society with minimal detail.

Students interpret the relationships between physical environments and society with very limited detail.

9–12.5.1 Analyze the Earth’s human systems (e.g., population, culture, settlement, economic interdependence)

Students provide a substantive analysis of the Earth’s human systems.

Students provide a relevant analysis of the Earth’s human systems.

Students provide a typical analysis of the Earth’s human systems.

Students provide a superficial analysis of the Earth’s human systems.

My unit will address the standards listed above by using maps of the USA (physical and political) as a visual aid. Also by relating the physical and political maps to each other and then putting information from the two into

some activities. For the final project/ activity students will use web sites,

computer simulations and maps to construct a mock "road trip" using the information obtained in the pervious lessons.

What North Dakota state standards for your discipline does your unit plan

address? Note specific benchmarks within the standards. Be sure to explain how your unit addresses these standards. See the next section to attach the

appropriate standards.

Theme and Topic

The theme of this unit is "Road Trip", I chose this theme because I wanted to have the students get interested in US Geography and I believe that road

trips are culturally relevant and can be a creative and fun topic to get students involved with the lesson. The topic of my unit is US Geography

(politically and physically) focusing on the states, some major cities and physical attractions (i.e. Grand Canyon, Niagara Falls.....). The students will

be working in pairs for their final project in which they will construct a road trip of their own with the information they have recieved from the previous

lessons.

Describe the theme that you have chosen and explain the topic, concept

and/or skill from your subject area which you will teach through this theme. (Group decision on theme. Individual decisions on the subject matter

topics.)

Rationale for theme and topic Lots of words, but not a clear, concise explanation of WHY this theme was chosen. this is an explanation for the UP.

The topics of my subject area are very important for my students to learn because it is based off of the North Dakota State Standards. The information

being covered in this lesson is vital information that every US citizen should

know dealing with the geography of our country. This lesson will help prepare these students to become more informed democratic US citizens.

Why was this theme chosen? Why is it appropriate for an interdisciplinary

approach? Why is it appropriate for your learners? Why are the topics, concepts and/or skills in your subject area important for students to learn?

Scope, Sequence, Diversity good.

The unit will include the physical regions, 50 states and their capitals, Major

cities and the highway system of the United States. The order will be developmental; first starting out big and then focusing in on that subject. As

the lessons progress the students will use the prior knowledge from the lesson before. And by covering the entire USA the students will be able to

learn and associate themselves with cultural diversity.

How much will the unit include? In what order will it be approached? (Sequence, for example, can be chronological, developmental, thematic,

genre, or conceptual.) Considerations for both unit and lesson plan should be included to appropriately address student diversity.

Beliefs and Method this lesson or UNIT??? what methods????

Addressed!

One of my major beliefs is that learning should be fun and I truly believe that this unit does just that. I think its a fun and inventive way to learn about the geography of the USA. By incorporating many different methods the at least some part of the lesson will appeal to most students, making the activity enjoyable and fun. Existentialism involves the freedom of choice and problem solving in the classroom. This method can be used as a stepping stone from the classroom to the real world. These characteristics are important in the fact that the child can make a choice/decision and then also have the benefit/ consequence of this action, this will teach students to make good choices in life. With the freedom of choice the learner will learn about what is wrong and right in today’s society. This style of teaching takes most of the weight off of the teacher and makes the student learn by doing. The final project of this unit gives the students so many different choices and directions they can take their project. With reference to your Teaching and Learning Statement of Beliefs, which of your beliefs about teaching and learning are significant to this unit? What methods do you plan to use? Are your methods consistent with your philosophy?

Methods and the Learner

There is a specific young man you need to include accommodations for in this UNIT.

addressed!

Some of my methods include lecture, discussions and simulations/ hands on activities. I think by including many different types of methods, my lesson will appeal

to more students. Because not everyone learns the same way. Some accommodations I would make for a student with a learning disorder

would be to first get to know the student well so I can find out what he/ she

enjoys and what he/ she is good at. Then from there I would implement some activities for that student, that the class as a whole could participate

in, but the activity would directly benefit the special needs individual.

Accommodations for Blake- -Printed lecture notes with big print. Make sure all of my lecture notes are

available for him as we go over the information. -More time on assignments.

-Having a visual lesson I think would help Blake, it would give him something to focus his attention on visually.

Are your methods appropriate for your learners? How and why? What

accommodations might you consider for students with special needs or other diversity issues? Pick a particular disability (physical, mental, emotional,

learning) and describe the accommodations you would provide in this unit

for the student with this disability.

Unit Goals and Objectives

Unit Goals and Objectives Needs more detail.

STILL more detail!

Addressed!

To engage the students in activities and projects about the political and physical geography of the USA.

The purpose of this unit is to better prepare the students for being effective and active democratic US citizens.

The students will be able to as US citizens correctly identify all 50 states and their capitals and be able to discuss the purpose of knowing this information.

Also the students will be able to have a spacial understanding of the states

according to the highway system and be able to use this knowledge to design and schedule a "mock road trip" in which they will have to identify

and elaborate on certain regions, states and cities that the students pick.

What is the overall instructional goal (purpose) of the unit? (e.g. to provide

experiences that introduce students to a decade of the 50s) What are the

specific learning objectives of the unit as a whole? In other words, at the end of the unit, what will students know and be able to to do? (e.g. English

class-students will be able to identify themes within literature of the 50s. Students will be able to analyze the issue of censorship related to

McCarthyism.) Establishing goals and objectives will aid in determining how students will be assessed.

Unit Assessment Plan

Assessment Plan simulations are authentic assessments...therefore, it is not necessary to say "an authentic simulation". Needs lots more information.

Need a table/chart point distribution plan and categories that define what actively participated versus participated etc. is in each cell.

addressed!

I will use two different forms of assessment in this Unit (Formative and

Authentic). The final assignment is an simulation project.

Throughout the unit there will be participation assignments, a map quiz and a major group project.

The participation assignment will look like this: I will have a list of all of the names of my students and I will highlight their name if they contribute to

the class discussion, if they have a question or if they have a comment relevant to the topic being discussed. This participation assignment will

cover the whole unit so if you participated on day one you don't have to participate the rest of the unit (but the students don't know this). By lesson

2 and 3 I will start calling on students who haven't participated so they have

the opportunity to receive the participation points. Also I will let the class know at the beginning of the lesson that participation will counted for their

grade, so they know what is expected of them. I believe in active learning that is why I would like for all of my students to participate.

My philosophy is for students to apply the knowledge that they have learned. I believe that the final project does just that, the requirements for

the project are pulled from the previous lessons 1-4.

Describe in detail how you will assess student learning in this unit and explain the rationale for your choices, making certain that they fit with your

philosophy and are appropriate for the unit. Be sure to use the terms discussed in class when describing this section (e.g. formative, summative,

etc.). If you are seriously approaching this in an interdisciplinary way, you might consider a culminating assessment activity such as a celebration or a

mini Olympics, if that were the theme, in which all classes could participate

together. Prepare a point distribution plan. Such a plan helps you to see the

overall picture of your assessment plan. Provide a rubric for at least one

assignment.

Rubric

This rubric is for the final project in this unit. It can also be found in lesson 5.

Attachments MyRubric_1_.xls

Total Unit Points

Participation (Lesson 1 and 2) -------------------------- 40 Points National Park Web Site (Lesson 1) --------------------- 20 Points

Quiz 50 States (Lesson 3) ------------------------------- 20 Points Road Trip Outline Checklist (Lesson 5) ---------------- 20 Points

Final Project Road Trip (Lesson 5) --------------------- 100 Points -------------------------------------------------------------- TOTAL

-------------------------------------------------------------- 200 Points

Lesson Plan One

Descriptive Data

Topic of Lesson: Regions and Natural Landmarks of the USA

Grade Level: 9th

State Standards

9–12.1.1 Interpret and evaluate various visual representations (e.g. charts, graphs, timelines, graphic organizers, maps, flow charts) of data

Students provide an insightful interpretation and evaluation of various visual representations of data.

Students provide a reasonable interpretation and evaluation of various visual representations of data.

Students provide a typical interpretation and evaluation of various visual representations of data.

Students provide a superficial interpretation and evaluation of various visual representations of data.

Objectives Review???? think about moving upward in Bloom's taxonomy when creating objectives.

addressed.

The learner will be able to identify the regions of the USA and categorize the states in each region, as learned from previous lessons.

The learner will be able to differentiate, locate and identify some of the

natural landmarks (i.e. National Parks) in the USA.

Assessment Guidelines THis section is designed for you to outline what assessment tools you will employ in this lesson...directed at identifying what you students know and moving toward identifying what they have learned.

addressed.

An informative pre- assessment will be conducted at the beginning of class,

which will be a discussion based assessment. Where the teacher will look to see if the students are able to remember and discuss the topics previously

taught.

How will you know what the students know already--before your lesson? How will you know that the students learned and what they learned? How

will you check for understanding throughout the lesson? Plans for how you will assess student should occur before you plan the procedures. Remember

to correlate your objectives with your assessment. Be sure to choose the most appropriate form of assessment for your lesson. Typically one type of

assessment is chosen, not all three.

Formative Good!

The teacher will take note of students active participation and subject knowledge throughout the activity. With a pass/ fail for participating.

Procedures/Introduction where are the lecture notes?

Addressed!

- Overview the regions of the USA that the class learned last week. Ask the class questions and have them answer. (Example. How many regions are in

the USA?) This will serve as an informal assessment. (Approximately 10

mins) - Ask the class if anyone has visited a National or State Park. Open the class

up for sharing and discussion. (10 mins) - Lecture about the National Parks (Road Atlas),students should follow along

in their book (10 mins) -Show the video clips about Yellowstone National Parks- ask the students

follow up questions from the video. (8 min) -Tell the class for homework to visit the National Parks web site

www.nps.gov and print out an article on a National Park of their choice. Highlight main points and key ideas in the article. (2 mins)

-Overview about todays lesson, ask the students what they learned and

main points of the lesson. Tell them about what tomorrows lesson will cover

(5 mins)

How will you introduce the lesson? What will you do? What will the students do? How much time will each part take? In what order or sequence will the

activities occur?

Attachments lesson_1_10_National_Parks.doc, lesson_1_Regions_of_the_USA.doc

Activity

Find an article on a US National Park on the internet, print out the article, highlight the main points and key facts. The article is due the next class

day. The assignment is pass/ fail if the student turns in an article that is

highlighted they get full credit. The class will discuss what they found out about National Parks.

Conclusion

Overview the material covered in class that day (ask the students what was covered today, ask them what they learned).

Tell the class about the homework assignment that is due next class and have them write it down in their notebook.

Tell the class what will be covered the next day (50 states)

How will you wrap up this lesson?

Materials & Resources

World Atlas: A Resource for Students (1994 Edition) pg 32 Road Atlas: 2006 Portable Deluxe pg 8-17

What equipment, handouts, or other materials do you need to have prepared ahead?

Unitedstreaming

Welcome to Yellowstone

http://streaming.discoveryeducation.com/search/assetDetail.cfm?g

uidAssetId=8f7d3c33-cb82-4979-8043-393274289beb

Explore Yellowstone National Park, the first national park in the nation. With more than 2 million

acres of rich cultural history and precious natural resources, Yellowstone is one of the largest

national parks in the United States and one of the most geologically active places on Earth.

Yellowstone Park Today

http://streaming.discoveryeducation.com/search/assetDetail.cfm?guidAssetId=66cb3145-3f2a-48b6-8428-490b03df7db3

Explore Yellowstone National Park, the first national park in the nation. With more than 2 million

acres of rich cultural history and precious natural resources, Yellowstone is one of the largest

national parks in the United States and one of the most geologically active places on Earth.

Diversity Need to address this in every lesson!

Diversity in each region of the USA. Different kinds of Native Americans can

be found in all of the regions (Great Plains Indians and Pueblo Indians). Talk about regional stereotypes (Not only do Hispanics live in the south).

Accommodations good!

To make accommodations for Blake I can individually ask him a question

about the lesson or have him share what he knows about National Parks. Also I can give him handouts so he can physically see what is expected of

him. To help him pay attention in class there will be visual and auditory

teaching strategies. Also I think by keeping him actively engaged will help him focus more.

This is a case study that you will need to read and provide accommodations

for in relation to your lesson.

Blake

Blake's diagnosis consists of a central auditory processing disorder, mild sleep disorder, and

Attention Deficit Disorder. In elementary school, he received A’s and B’s and in the 5th

grade he

received the Presidential Award for academic achievement. A 504 plan outlining modification

and accommodations was written and revised every year since 3rd

grade. Throughout middle

school his grades were typically C’s and D’s with an occasional F. In the morning before going

to school, Blake takes a time-released stimulant medication for his ADHD. Blake’s teachers report that he does not appear to pay attention in class, but when they ask him a

question, he is able to give the correct answer. They also report that he is often seen “doodling”.

He is disorganized and appears to be sleepy. This is also affects his written work as he has

difficulty organizing his thoughts. He frequently forgets to use his planner and does not know

when assignments are due. Additionally, Blake has difficulty processing auditory information

and sometimes mixes up directions. This is noticeable when there is a moderate to high level of

background noise. Socially, Blake appears to have many friends. In the fall, he runs for the cross-country team and

in the winter months, he wrestles. During parent-teacher conferences, the teachers state that

Blake in not turning his homework receives no credit. The work he hands in, as well as his in-

class assignments and tests, scores a B or better.

Technology

Using the Unitedstreaming video clips to give the students some audio visual on a national parks. Clips are about 1 1/2 mins.

Lesson Plan Two

Descriptive Data

Topic of Lesson: The 50 States

Grade Level: 9th

State Standards

9–12.1.1 Interpret and evaluate various visual representations (e.g. charts, graphs, timelines, graphic organizers, maps, flow charts) of data

Students provide an insightful interpretation and evaluation of various visual representations of data.

Students provide a reasonable interpretation and evaluation of various visual representations of data.

Students provide a typical interpretation and evaluation of various visual representations of data.

Students provide a superficial interpretation and evaluation of various visual representations of data.

9–12.5.1 Analyze the Earth’s human systems (e.g., population, culture, settlement, economic interdependence)

Students provide a substantive analysis of the Earth’s human systems.

Students provide a relevant analysis of the Earth’s human systems.

Students provide a typical analysis of the Earth’s human systems.

Students provide a superficial analysis of the Earth’s human systems.

Objectives How can you move students more towards developing critical thinking skills with this lesson???

addressed.

The students will be able to identify, locate, arrange and assemble all 50 states. The students will be able to appropriately place each state in its correct

geographical region.

Assessment Guidelines

There will be a pre-assessment before the lesson starts to see what knowledge the students have about the subject. (Blank USA Worksheet)

How will you know what the students know already--before your lesson? How will you know that the students learned and what they learned? How

will you check for understanding throughout the lesson? Plans for how you

will assess student should occur before you plan the procedures. Remember to correlate your objectives with your assessment. Be sure to choose the

most appropriate form of assessment for your lesson. Typically one type of assessment is chosen, not all three.

Formative

The pre-assessment stated above is formative. One of the activities in class will be participation based activity with a authentic checklist.

Procedures/Introduction Where are the lecture notes???? What about students who do not answer questions????.... do they get treats? Why would you reward a student for something you EXPECT them to know????

addressed, but where are the lecture notes???

-Pre-Assessment - Blank USA Map Worksheet- (10 min) -Have the students share what states they think they have correct on their worksheet, and identify that state on a big blank US map. (10 min)

- Lecture on all 50 states- (including fun facts, biggest state, smallest, most populated....) the students can answer these questions which will get them

involved and interactive in lesson(20 min)

How will you introduce the lesson? What will you do? What will the students do? How much time will each part take? In what order or sequence will the

activities occur?

Attachments lesson_2_50_states.doc, lesson_2_fun_state_facts.doc

Activity

BIG BLANK USA MAP w/ Velcro states

Conclusion

Review what was covered today

Hand out the labeled 50 states map Tell the students to study the map because they will need to know the 50

states for tomorrows lesson

How will you wrap up this lesson?

Materials & Resources

Blank US map handout Labeled US map handout

BIG US blank map with velcro states

What equipment, handouts, or other materials do you need to have prepared ahead?

Attachments states.gif, usofam-bwl.gif

Diversity

See which other states some of the students have lived or visited. This topic

can lead into great group discussions about state demographics or state stereotypes.

Accommodations

The hands on activity (Blank USA Map with Velcro States) will help keep Blake focused during

the lesson, this activity will give Blake the chance to get out of his seat and move around.

This is a case study that you will need to read and provide accommodations for in relation to

your lesson.

Blake

Blake's diagnosis consists of a central auditory processing disorder, mild sleep disorder, and

Attention Deficit Disorder. In elementary school, he received A’s and B’s and in the 5th

grade he

received the Presidential Award for academic achievement. A 504 plan outlining modification

and accommodations was written and revised every year since 3rd

grade. Throughout middle

school his grades were typically C’s and D’s with an occasional F. In the morning before going

to school, Blake takes a time-released stimulant medication for his ADHD. Blake’s teachers report that he does not appear to pay attention in class, but when they ask him a

question, he is able to give the correct answer. They also report that he is often seen “doodling”.

He is disorganized and appears to be sleepy. This is also affects his written work as he has

difficulty organizing his thoughts. He frequently forgets to use his planner and does not know

when assignments are due. Additionally, Blake has difficulty processing auditory information

and sometimes mixes up directions. This is noticeable when there is a moderate to high level of

background noise. Socially, Blake appears to have many friends. In the fall, he runs for the cross-country team and

in the winter months, he wrestles. During parent-teacher conferences, the teachers state that

Blake in not turning his homework receives no credit. The work he hands in, as well as his in-

class assignments and tests, scores a B or better.

Lesson Plan Three

Descriptive Data

Topic of Lesson: State Capitals and Major Cities

Grade Level: 9th

State Standards

9–12.1.1 Interpret and evaluate various visual representations (e.g. charts, graphs, timelines, graphic organizers, maps, flow charts) of data

Students provide an insightful interpretation and evaluation of various visual representations of data.

Students provide a reasonable interpretation and evaluation of various visual representations of data.

Students provide a typical interpretation and evaluation of various visual representations of data.

Students provide a superficial interpretation and evaluation of various visual representations of data.

9–12.5.1 Analyze the Earth’s human systems (e.g., population, culture, settlement, economic interdependence)

Students provide a substantive analysis of the Earth’s human systems.

Students provide a relevant analysis of the Earth’s human systems.

Students provide a typical analysis of the Earth’s human systems.

Students provide a superficial analysis of the Earth’s human systems.

Objectives

The learner will be able to locate and label all 50 states. The learner will be able to categorize the state capital with its correlating state.

The learner will be able to evaluate the major cities of the USA.

Assessment Guidelines

There will be a quiz on the 50 states (which the students learned yesterday) towards the beginning of class.

How will you know what the students know already--before your lesson?

How will you know that the students learned and what they learned? How will you check for understanding throughout the lesson? Plans for how you

will assess student should occur before you plan the procedures. Remember to correlate your objectives with your assessment. Be sure to choose the

most appropriate form of assessment for your lesson. Typically one type of assessment is chosen, not all three.

Formative

Quiz on all 50 States -bonus label the Capitals

Procedures/Introduction Where is the quiz? Where are the lecture notes????

good attachments!

The introduction to the lesson will be a quiz of the 50 states with a bonus spot for the capitals. (10 min) Ask the students what capitals they know- list them on the board- what

state do the capitals go to? (10 mins)

Lecture on all 50 capitals and their matching states, top 10 biggest cities in America, Washington DC (25 min)

Closure- review what was covered today

How will you introduce the lesson? What will you do? What will the students do? How much time will each part take? In what order or sequence will the

activities occur?

Attachments uscap_nl.pdf, lesson_3_major_cities.doc,

lesson_3_Washington_DC.doc

Activity Interesting, physically oriented for those who need to move about....something the students will remember!

Match the State with its Capital - the class is divided into 2 groups, on opposite sides of the room. (it might

be helpful to clear some desks so the students can move from one side to the other)

-one of the groups will have some flashcards with the states and the other group will have the capitals

-The teacher will call out a state or capital then that student has to find the

corresponding state/ capital. For example the teacher calls out Texas so the

person with the Texas flashcards has to find the person with the Austin flashcard. Once they find each other they can place their flashcards in a pile

on the floor.

Conclusion

Review what was covered in class that day. Give the students a States/ Capitals matching worksheet for homework

How will you wrap up this lesson?

Materials & Resources

States and Capitals Flashcards The 50 States Quiz - blank map

- answer sheet map

What equipment, handouts, or other materials do you need to have prepared ahead?

Attachments usofam-dwl.gif, usofam-bwl.gif

Diversity

When going over the major cities of the USA. The students can look at

population diversity within each city. Also looking at the capitals and identifying unique ones that may have a different cultural background (ie.

Baton Rouge, Louisiana, means Red Baton in French).

Accommodations Perhaps, above indicates a lecture for 25 minutes..... what will Blake do during that time??????

good idea!

The discussions of the lesson will be student based which gives Blake an opportunity to

participate if he wants. I think with a discussion based lecture he will keep more focused because

it seems more like a conversation than the teacher just lecturing.

This is a case study that you will need to read and provide accommodations for in relation to

your lesson.

Blake

Blake's diagnosis consists of a central auditory processing disorder, mild sleep disorder, and

Attention Deficit Disorder. In elementary school, he received A’s and B’s and in the 5th

grade he

received the Presidential Award for academic achievement. A 504 plan outlining modification

and accommodations was written and revised every year since 3rd

grade. Throughout middle

school his grades were typically C’s and D’s with an occasional F. In the morning before going

to school, Blake takes a time-released stimulant medication for his ADHD. Blake’s teachers report that he does not appear to pay attention in class, but when they ask him a

question, he is able to give the correct answer. They also report that he is often seen “doodling”.

He is disorganized and appears to be sleepy. This is also affects his written work as he has

difficulty organizing his thoughts. He frequently forgets to use his planner and does not know

when assignments are due. Additionally, Blake has difficulty processing auditory information

and sometimes mixes up directions. This is noticeable when there is a moderate to high level of

background noise. Socially, Blake appears to have many friends. In the fall, he runs for the cross-country team and

in the winter months, he wrestles. During parent-teacher conferences, the teachers state that

Blake in not turning his homework receives no credit. The work he hands in, as well as his in-

class assignments and tests, scores a B or better.

Lesson Plan Four

Descriptive Data

Topic of Lesson: Overview Lessons 1, 2 & 3, and The US Highway System

Grade Level: 9th

State Standards

9–12.1.1 Interpret and evaluate various visual representations (e.g. charts, graphs, timelines, graphic organizers, maps, flow charts) of data

Students provide an insightful interpretation and evaluation of various visual representations of data.

Students provide a reasonable interpretation and evaluation of various visual representations of data.

Students provide a typical interpretation and evaluation of various visual representations of data.

Students provide a superficial interpretation and evaluation of various visual representations of data.

9–12.5.2 Interpret the relationships between physical environments and society (e.g. , humans modify environment, environment modifies society, and use, distribution, and importance of resources)

Students interpret the relationships between physical environments and society with great detail.

Students interpret the relationships between physical environments and society with adequate detail.

Students interpret the relationships between physical environments and society with minimal detail.

Students interpret the relationships between physical environments and society with very limited detail.

9–12.5.1 Analyze the Earth’s human systems (e.g., population, culture, settlement, economic interdependence)

Students provide a substantive analysis of the Earth’s human systems.

Students provide a relevant analysis of the Earth’s human systems.

Students provide a typical analysis of the Earth’s human systems.

Students provide a superficial analysis of the Earth’s human systems.

Objectives build???? While visualizing is a good idea.... how can you direct students toward developing critical thinking skills through the use of the upper level of Bloom's taxonomy relative to the highway system.

addressed.

The learner will be able to analyze all 50 states and their capitals, regions of the USA and major cities. The learner will be able to visualize the US highway system and understand

why it was built.

The learner will be able to map major features of the United States (ie, states, capitals, major cities, national parks and highways).

Assessment Guidelines More detail needed.

good.

Go over the quiz the students took from the day before (lesson #3). This will be a class discussion of the quiz to see if there was a major topic the class

did not understand. This will give the students a chance to voice their opinion of the quiz and to ask for help or verbal feed back.

To start off todays lesson I will ask the students if they know what highway goes through Grand Forks?

Start off the lesson with an interesting fact about Interstate-29.

How will you know what the students know already--before your lesson?

How will you know that the students learned and what they learned? How will you check for understanding throughout the lesson? Plans for how you

will assess student should occur before you plan the procedures. Remember to correlate your objectives with your assessment. Be sure to choose the

most appropriate form of assessment for your lesson. Typically one type of assessment is chosen, not all three.

Authentic

A "Game Show" about the lessons we have covered in the Unit ( Regions, National Parks, States, Capitals and Major Cities)

Procedures/Introduction notes????

good!! needed to include time construct for each segment of this part!

Play the song "Life is a Highway" for some background noise as the students

come to class (3 min) Ask the class what highway runs through Grand Forks? Include some fun

facts about Interstate-29 to transition into the lecture on the US highway system.(5 min)

Briefly lecture on the US Highway system (15 mins) Play the "Game Show Review Game" (use teacher notes from lessons 1, 2

and 3) (20 mins) closure- Recap on the highway system

Inform the class on tomorrows lesson. Give the students the rubric for the final project, let them break up into teams of 2 for this project. Tell them to

come to class tomorrow with ideas, and ready to do some research in the library. (3 min)

How will you introduce the lesson? What will you do? What will the students do? How much time will each part take? In what order or sequence will the

activities occur?

Attachments Life_is_a_Highway.doc

Activity

Game Show!!! (national parks, regions, states, capitals and major cities) - like Family Feud

- have multiple teams like 4-5 so everyone has more opportunities to participate

- write down their answer on a dry-erase board

Conclusion

I will end the lesson by giving the students their final project "Mock Road Trip". They will have a few minutes at the end of class to find a partner. Also

I will instruct the students on what will be covered next class period. We will be going to the computer lab, so the students can do some research

together, so come to class tomorrow with ideas already in mind on your project. And i will hand out the rubric for this assignment.

How will you wrap up this lesson?

Materials & Resources

Road Map

Atlas Game Show cards

Dry-erase boards (5)

lecture notes - "Life is a Highway"

What equipment, handouts, or other materials do you need to have prepared ahead?

Attachments Life_is_a_Highway.doc

Diversity Very good ideas!

Learn about the importance of the highway system in forms of supply and demand of exotic goods. For example the ability the to get Florida oranges

to Grand Forks, North Dakota. Or to get North Dakota Crystal Sugar to other parts of the United States. Having different forms of diverse goods by using

the highway system as a way to transport them. Not only is the highway used to transport goods, but people us this system to migrate to different

areas of the country.

Accommodations

By having hands on activities like the "Game Show", Blake will keep focused on what is going

on around him and hopefully this will prompt him to participate. I think this activity will be good

for Blake because he wont get bored with just looking at a piece of paper. It will take some focus

he will have to listen to the questions being asked to keep up in the game. But I do think that the

dry erase board will make it visually appealing to understand the material being covered.

This is a case study that you will need to read and provide accommodations for in relation to

your lesson.

Blake

Blake's diagnosis consists of a central auditory processing disorder, mild sleep disorder, and

Attention Deficit Disorder. In elementary school, he received A’s and B’s and in the 5th

grade he

received the Presidential Award for academic achievement. A 504 plan outlining modification

and accommodations was written and revised every year since 3rd

grade. Throughout middle

school his grades were typically C’s and D’s with an occasional F. In the morning before going

to school, Blake takes a time-released stimulant medication for his ADHD. Blake’s teachers report that he does not appear to pay attention in class, but when they ask him a

question, he is able to give the correct answer. They also report that he is often seen “doodling”.

He is disorganized and appears to be sleepy. This is also affects his written work as he has

difficulty organizing his thoughts. He frequently forgets to use his planner and does not know

when assignments are due. Additionally, Blake has difficulty processing auditory information

and sometimes mixes up directions. This is noticeable when there is a moderate to high level of

background noise. Socially, Blake appears to have many friends. In the fall, he runs for the cross-country team and

in the winter months, he wrestles. During parent-teacher conferences, the teachers state that

Blake in not turning his homework receives no credit. The work he hands in, as well as his in-

class assignments and tests, scores a B or better.

Lesson Plan Five

Descriptive Data Great lesson!

Topic of Lesson: Road Trip Project Work Day (Library Time)

Grade Level: 9th

Standards

9–12.1.4 Use media (e.g., oral, written, websites, computer simulations, multimedia resources) to access, record, analyze, and communicate information relating to social studies

Students use an extensive variety of media to access, record, analyze, and communicate information related to social studies.

Students use many different media to access, record, analyze, and communicate information related to social studies.

Students use some different media to access, record, analyze, and communicate information related to social studies.

Students use a limited variety of media to access, record, analyze, and communicate information related to social studies.

9–12.1.3 Collect, organize, evaluate, and synthesize information using the research processes (e.g., questioning techniques, research paper, presentation, mini-essays, debates, current events analysis)

Students provide substantive conclusions based on the research process.

Students provide reasonable conclusions based on the research process.

Students provide typical conclusions based on the research process.

Students provide superficial conclusions based on the research process.

Objectives

The learner will be able to imagine and create a mock road trip by using previous knowledge learned from lessons 1-4. Ultimately designing an

original group project.

Assessment Guidelines good!

Pre-assessment- Have each group of students get together and write down key points they want to include in their road trip (they should have disused

this with their partner last class period). While in the library the students

will have a checklist of things they need to cover in their project, they will

turn in one of the checklist, so I the teacher can check for understanding throughout the lesson.

How will you know what the students know already--before your lesson?

How will you know that the students learned and what they learned? How will you check for understanding throughout the lesson? Plans for how you

will assess student should occur before you plan the procedures. Remember to correlate your objectives with your assessment. Be sure to choose the

most appropriate form of assessment for your lesson. Typically one type of assessment is chosen, not all three.

Attachments lesson_5_Road_Trip_Outline.doc

Authentic

Mock Road Trip Project

Attachments MyRubric_1_.xls, lesson_5_Road_Trip_Project.doc

Procedures/Introduction

Start off class period in our classroom, then as a class go to the library.

Once there the students will get into their groups and start researching their project. They will have guidelines to follow along and the teacher will be

making sure everyone stays on task. To close the lesson, the teacher will remind the class of the project due date.

Library time (whole class period, 50 min)

How will you introduce the lesson? What will you do? What will the students do? How much time will each part take? In what order or sequence will the

activities occur?

Activity

Partner work in the library. The students will have to turn in a paper will information that they gathered from the lesson, that will help the

teacher evaluate if the students stayed on task.

Helpful Web sites

National Highway System

http://www.fhwa.dot.gov/hep10/nhs/index.html

U.S. Highways

http://www.us-highways.com/

Mapquest

http://www.mapquest.com/

National Park Service

http://www.nps.gov/

National Park Foundation http://www.nationalparks.org/

Attachments lesson_5_Road_Trip_Outline.doc

Conclusion

Get the students attention 5 mins before the class ends. Have them clean up

their area, log off the computers, finish up their checklists. Remind the students when the due date is for the project. Tell them if they have any

further questions come talk to me after class. Have them show me their checklist so I can clear them for participation.

How will you wrap up this lesson?

Materials & Resources

Computers and Library Time What equipment, handouts, or other materials do you need to have prepared

ahead?

Diversity Excellent questions to prompt thinking about our cultural society!!!

What is the major culture areas of the places you are visiting? What kind of people will you run into at these places? What cultural entertainment might

you see? Is there some food that might be culturally prominent in the places you visit?

Accommodations

Some accommodations for Blake for this lesson would be in the project. Reminding him about

the due date for this assignment, also informing his parents of this assignment so they will help

reinforce him to complete it during the weekend. Because this assignment is done with a partner,

not all of the pressure is put on Blake, and I think his partner will help push him to do well on

this project. Also because this is a hands on activity, I truly think Blake will enjoy this project.

During the class period I can pay closer attention to Blake to make sure he understands what is

expected of him, that he stays on task and if he needs any additional help.

This is a case study that you will need to read and provide accommodations for in relation to

your lesson.

Blake

Blake's diagnosis consists of a central auditory processing disorder, mild sleep disorder, and

Attention Deficit Disorder. In elementary school, he received A’s and B’s and in the 5th

grade he

received the Presidential Award for academic achievement. A 504 plan outlining modification

and accommodations was written and revised every year since 3rd

grade. Throughout middle

school his grades were typically C’s and D’s with an occasional F. In the morning before going

to school, Blake takes a time-released stimulant medication for his ADHD. Blake’s teachers report that he does not appear to pay attention in class, but when they ask him a

question, he is able to give the correct answer. They also report that he is often seen “doodling”.

He is disorganized and appears to be sleepy. This is also affects his written work as he has

difficulty organizing his thoughts. He frequently forgets to use his planner and does not know

when assignments are due. Additionally, Blake has difficulty processing auditory information

and sometimes mixes up directions. This is noticeable when there is a moderate to high level of

background noise. Socially, Blake appears to have many friends. In the fall, he runs for the cross-country team and

in the winter months, he wrestles. During parent-teacher conferences, the teachers state that

Blake in not turning his homework receives no credit. The work he hands in, as well as his in-

class assignments and tests, scores a B or better.

Technology

Helpful Web sites

National Highway System

http://www.fhwa.dot.gov/hep10/nhs/index.html

U.S. Highways

http://www.us-highways.com/

Mapquest

http://www.mapquest.com/

National Park Service

http://www.nps.gov/

National Park Foundation http://www.nationalparks.org/

Lesson Plan Six

Lesson Plan Seven

Descriptive Data

Topic of Lesson:

Grade Level:

State Standards

No standards added.

Objectives

Assessment Guidelines

How will you know what the students know already--before your lesson? How will you know that the students learned and what they learned? How

will you check for understanding throughout the lesson? Plans for how you will assess student should occur before you plan the procedures. Remember

to correlate your objectives with your assessment. Be sure to choose the most appropriate form of assessment for your lesson. Typically one type of

assessment is chosen, not all three.

Formative

Summative

Authentic

Procedures/Introduction

How will you introduce the lesson? What will you do? What will the students do? How much time will each part take? In what order or sequence will the

activities occur?

Activity

Activity

Conclusion

How will you wrap up this lesson?

Materials & Resources

What equipment, handouts, or other materials do you need to have prepared

ahead?

Unitedstreaming

No resources added.

Diversity

Accommodations

This is a case study that you will need to read and provide accommodations for in relation to

your lesson.

Blake

Blake's diagnosis consists of a central auditory processing disorder, mild sleep disorder, and

Attention Deficit Disorder. In elementary school, he received A’s and B’s and in the 5th

grade he

received the Presidential Award for academic achievement. A 504 plan outlining modification

and accommodations was written and revised every year since 3rd

grade. Throughout middle

school his grades were typically C’s and D’s with an occasional F. In the morning before going

to school, Blake takes a time-released stimulant medication for his ADHD. Blake’s teachers report that he does not appear to pay attention in class, but when they ask him a

question, he is able to give the correct answer. They also report that he is often seen “doodling”.

He is disorganized and appears to be sleepy. This is also affects his written work as he has

difficulty organizing his thoughts. He frequently forgets to use his planner and does not know

when assignments are due. Additionally, Blake has difficulty processing auditory information

and sometimes mixes up directions. This is noticeable when there is a moderate to high level of

background noise. Socially, Blake appears to have many friends. In the fall, he runs for the cross-country team and

in the winter months, he wrestles. During parent-teacher conferences, the teachers state that

Blake in not turning his homework receives no credit. The work he hands in, as well as his in-

class assignments and tests, scores a B or better.

Extensions (Optional)

Enrichment

Review

Activity

Technology

Audiovisual

Other

Lesson Plan Eight

Descriptive Data

Topic of Lesson:

Grade Level:

State Standards

No standards added.

Objectives

Assessment Guidelines

How will you know what the students know already--before your lesson? How will you know that the students learned and what they learned? How

will you check for understanding throughout the lesson? Plans for how you will assess student should occur before you plan the procedures. Remember

to correlate your objectives with your assessment. Be sure to choose the

most appropriate form of assessment for your lesson. Typically one type of assessment is chosen, not all three.

Formative

Summative

Authentic

Procedures/Introduction

How will you introduce the lesson? What will you do? What will the students do? How much time will each part take? In what order or sequence will the

activities occur?

Activity

Activity

Conclusion

How will you wrap up this lesson?

Materials & Resources

What equipment, handouts, or other materials do you need to have prepared

ahead?

Unitedstreaming

No resources added.

Diversity

Accommodations

This is a case study that you will need to read and provide accommodations for in relation to

your lesson.

Blake

Blake's diagnosis consists of a central auditory processing disorder, mild sleep disorder, and

Attention Deficit Disorder. In elementary school, he received A’s and B’s and in the 5th

grade he

received the Presidential Award for academic achievement. A 504 plan outlining modification

and accommodations was written and revised every year since 3rd

grade. Throughout middle

school his grades were typically C’s and D’s with an occasional F. In the morning before going

to school, Blake takes a time-released stimulant medication for his ADHD.

Blake’s teachers report that he does not appear to pay attention in class, but when they ask him a

question, he is able to give the correct answer. They also report that he is often seen “doodling”.

He is disorganized and appears to be sleepy. This is also affects his written work as he has

difficulty organizing his thoughts. He frequently forgets to use his planner and does not know

when assignments are due. Additionally, Blake has difficulty processing auditory information

and sometimes mixes up directions. This is noticeable when there is a moderate to high level of

background noise. Socially, Blake appears to have many friends. In the fall, he runs for the cross-country team and

in the winter months, he wrestles. During parent-teacher conferences, the teachers state that

Blake in not turning his homework receives no credit. The work he hands in, as well as his in-

class assignments and tests, scores a B or better.

Extensions (Optional)

Enrichment

Review

Activity

Technology

Audiovisual

Other

Lesson Plan Nine

Descriptive Data

Topic of Lesson:

Grade Level:

State Standards

No standards added.

Objectives

Assessment Guidelines

How will you know what the students know already--before your lesson? How will you know that the students learned and what they learned? How will you check for understanding throughout the lesson? Plans for how you

will assess student should occur before you plan the procedures. Remember

to correlate your objectives with your assessment. Be sure to choose the most appropriate form of assessment for your lesson. Typically one type of

assessment is chosen, not all three.

Formative

Summative

Authentic

Procedures/Introduction

How will you introduce the lesson? What will you do? What will the students do? How much time will each part take? In what order or sequence will the activities occur?

Activity

Activity

Conclusion

How will you wrap up this lesson?

Materials & Resources

What equipment, handouts, or other materials do you need to have prepared ahead?

Unitedstreaming

No resources added.

Diversity

Accommodations

This is a case study that you will need to read and provide accommodations for in relation to

your lesson.

Blake

Blake's diagnosis consists of a central auditory processing disorder, mild sleep disorder, and

Attention Deficit Disorder. In elementary school, he received A’s and B’s and in the 5th

grade he

received the Presidential Award for academic achievement. A 504 plan outlining modification

and accommodations was written and revised every year since 3rd

grade. Throughout middle

school his grades were typically C’s and D’s with an occasional F. In the morning before going

to school, Blake takes a time-released stimulant medication for his ADHD. Blake’s teachers report that he does not appear to pay attention in class, but when they ask him a

question, he is able to give the correct answer. They also report that he is often seen “doodling”.

He is disorganized and appears to be sleepy. This is also affects his written work as he has

difficulty organizing his thoughts. He frequently forgets to use his planner and does not know

when assignments are due. Additionally, Blake has difficulty processing auditory information

and sometimes mixes up directions. This is noticeable when there is a moderate to high level of

background noise. Socially, Blake appears to have many friends. In the fall, he runs for the cross-country team and

in the winter months, he wrestles. During parent-teacher conferences, the teachers state that

Blake in not turning his homework receives no credit. The work he hands in, as well as his in-

class assignments and tests, scores a B or better.

Extensions (Optional)

Enrichment

Review

Activity

Technology

Audiovisual

Other

Lesson Plan Ten

Descriptive Data

Topic of Lesson:

Grade Level:

State Standards

No standards added.

Objectives

Assessment Guidelines

How will you know what the students know already--before your lesson? How will you know that the students learned and what they learned? How

will you check for understanding throughout the lesson? Plans for how you will assess student should occur before you plan the procedures. Remember

to correlate your objectives with your assessment. Be sure to choose the most appropriate form of assessment for your lesson. Typically one type of

assessment is chosen, not all three.

Formative

Summative

Authentic

Procedures/Introduction

How will you introduce the lesson? What will you do? What will the students

do? How much time will each part take? In what order or sequence will the activities occur?

Activity

Activity

Conclusion

How will you wrap up this lesson?

Materials & Resources

What equipment, handouts, or other materials do you need to have prepared ahead?

Unitedstreaming

No resources added.

Diversity

Accommodations

This is a case study that you will need to read and provide accommodations for in relation to

your lesson.

Blake

Blake's diagnosis consists of a central auditory processing disorder, mild sleep disorder, and

Attention Deficit Disorder. In elementary school, he received A’s and B’s and in the 5th

grade he

received the Presidential Award for academic achievement. A 504 plan outlining modification

and accommodations was written and revised every year since 3rd

grade. Throughout middle

school his grades were typically C’s and D’s with an occasional F. In the morning before going

to school, Blake takes a time-released stimulant medication for his ADHD. Blake’s teachers report that he does not appear to pay attention in class, but when they ask him a

question, he is able to give the correct answer. They also report that he is often seen “doodling”.

He is disorganized and appears to be sleepy. This is also affects his written work as he has

difficulty organizing his thoughts. He frequently forgets to use his planner and does not know

when assignments are due. Additionally, Blake has difficulty processing auditory information

and sometimes mixes up directions. This is noticeable when there is a moderate to high level of

background noise. Socially, Blake appears to have many friends. In the fall, he runs for the cross-country team and

in the winter months, he wrestles. During parent-teacher conferences, the teachers state that

Blake in not turning his homework receives no credit. The work he hands in, as well as his in-

class assignments and tests, scores a B or better.

Extensions (Optional)

Enrichment

Review

Activity

Technology

Audiovisual

Other

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