4th+Grade+Geography

=Unit Template=

Overview of the unit. This would have the “big ideas” for the unit. What you want the kids to “get out of the unit”. What are the big questions your class is working with / studying.
 * The regions of the United States **


 * * Suggested Materials
 * Key Vocabulary
 * Essential Question(s)
 * Enduring Understandings
 * Unit Objectives
 * Beginning the Unit
 * As the Unit Continues
 * Toward the End of the Unit ||

=Suggested Materials= Here's what you need – Suggested materials National Geographic Travels Across America Series Harcout Brace Social Studies States and Regions text World map United States map Connecticut map Regional maps School Library state reference books

=Key Vocabulary= country continent equator Prime Meridian Tropic of Cancer Tropic of Capricorn Directions:cardinal and intermediate longitude latitude Physical and natural features and resources rural urban suburban metropolis megalopolis climate biomes/regions landforms

= = __ Essential Questions: __ · How do natural landforms, geography, and types of resources affect historical development across the regions of the United States? · How does where you live affect how you live? __ Enduring Understandings:  __ · United States is comprised of five different regions that are defined by their natural land forms. · The environmental and geographic features of these regions of the United States have affected the economic, cultural and historical lives of the people who live there. __ Unit Objectives:  __ · Students will identify the environmental and geographic features of Connecticut and a state in another region of the United States to compare how they impacted the development of those regions. · Students will explain how humans and the environment are affected by each other by tracing the growth of regions of the United States according to their geographical features like mountains, waterways, weather patterns, etc.

= = =Beginning the Unit=

//Launching a unit// l How do you have a discussion / experience at the beginning of a unit to: excite, prompt imagination, enthusiasm, interest. l How do you find out what students already know about the essential questions? l Mini-lessons ideas l Creating a plan to study a unit Have students give a "top 5 list" for places they would want to live and give a "top 5 list" for least likely places they would want to live. Have a class discussion on why?? How would their lives change? What are the essential elements they look for in their top 5 list? How does where you live affect how you live?

=As the Unit Continues=

l Creating a plan to study a unit l Specific mini-lessons / activities that support the unit l A timeline to help students / teachers think about how to plan their unit Students will journal a journey across the United States that demonstrate the changes in landscape. ( ie.Lewis and Clark journey) Students will design maps for each region, including capitall and waterways. [|http://earth.google.com] - Use google earth to create virtual trips across the country. Use the sticky note feature to record thoughts / facts about the places you are directing people to visit. Students will work in regional groups to put together a large map that exhibits the whole country. Plan a trip to a region that demonstrates understanding of the necessities for visiting the region. Send a Travelog to solicit information about different regions in the United States and the world. Portraits of America--use paintings to recognize the differences in the regions. Students can contact individual state travel departments to solicit brochures about the states. Students will create, develop, and present individual projects.

Mini lesson ideas:

Better use of google. What are ways I can use Google or other search engines to better find information. I use the command "site:" in google to find information on a particular website "Susan Boyle site:cnn.com" or to search a domain name (for example if you want information from education sites, universities etc.) "site:.edu"

Getting beyond Google: Explain to children "What do I do if Google isn't giving me the information I need?" Here are some things I think / do to find the information I need: I use encyclopedias, atlases, maps, newspapers, class books, time for kids.

Understanding your audience. I think about the people who will be reading and learning from my work, and thinking about that helps me to consider a bunch of things in my research: What information do I want to collect? What do I want to do with that information? How will I make a project that excites or engages my audience?

=Toward the End of the Unit=

How do you assess students? Could consist of: Rubrics to evaluate final student work Checklists for observing students during social studies time Performance assessment Any communication documents to help parents know about a unit of study What types of “celebrations” might happen at the end? What mini-lessons might you need for wrapping the unit up? Student reflection

Rubrics to be included Tips for managing the unit How do you schedule the unit? How do you structure the class to support the unit goals?