1.+Five+Day+Unit+Plan

Teacher(s) Name: __Jaymy Vargas, Kelly Gillis, Megan Deal, Danica Wiley, Megan Boss__ Thematic Unit Theme/Title/Grade Level: **__The Five Regions of the United States/The Fab-Five Regions __**__/**Grade 3** __ Wiki space address: http://ucfgr3regionssp12t.wikispaces.com/ = Daily Lesson Plan Day/Title: __Day 1/ Explore the Southeast Region__ =

Word Processed by Jaymy Vargas What will students accomplish / be able to do at the end of this lesson? Be sure to set significant (related to SSS), challenging and appropriate learning goals! || v Students will be able to recognize the Southeast Regions of the United States v Students will be able to identify the climate, vegetation, and physical features of the Southeast Region v Students will be able to recognize specific music, landmarks, and natural recourses of the Southeast Region v Students will be able to utilize a web diagram to document information gathered during the presentation v Students will show their understanding of a State from the Southeast Region with their creation of a post card and license plate. || III. People, Places, and Environment IX. Civic Ideals and Practice For the pre-assessment, the teacher will display a set of questions on the IWB. There will be ten questions focusing on the regions of the United States. Most of the questions will be measuring for general knowledge of the regions, but a few will be asking specifics about the regions. The questions will include pictures so as to keep the students focused on the material and help ESOL/ESE students understand the questions better. This is a traditional assessment, with emphasis on the authentic assessment because of the direct relation to the unit.
 * =Learning Objectives =
 * **NCSS Theme/ **
 * NGSSS- Next Generation **
 * Sunshine State Standards **List each standard. Cutting and pasting from the website is allowed. //<span style="font-family: Times,serif; font-size: 9pt;">These can be downloaded from the Florida Dept of Education [|http://flstandards.org]. // || **<span style="font-family: Times,serif;">NGSS Themes: **
 * <span style="font-family: Times,serif;">Social Studies **
 * //<span style="font-family: Times,serif;">SS.3.G.2.2: Identify the five regions of the United States. //
 * //<span style="font-family: Times,serif;">SS.3.G.2.3: Label the states in each of the five regions of the United States. //
 * //<span style="font-family: Times,serif;">SS.3.G.2.5: Identify natural and man-made landmarks in the United States, Canada, Mexico, and the Caribbean. //
 * //<span style="font-family: Times,serif;">SS.3.G.2.4: Describe the physical features of the United States, Canada, Mexico, and the Caribbean. //
 * //<span style="font-family: Times,serif;">SS.3.G.3.2: Describe the natural resources in the United States, Canada, Mexico, and the Caribbean. //
 * //<span style="font-family: Times,serif;">SS.3.G.3.1: Describe the climate and vegetation in the United States, Canada, Mexico, and the Caribbean. //
 * <span style="font-family: Times,serif;">Language Arts **
 * //<span style="color: windowtext; font-family: Times,serif; text-decoration: none;">[[file:///G:/Spalding%20SS%20LP%20template%202011%20%28rev%29.doc|LA.3.4.2.2: The student will record information (e.g., observations, notes, lists, charts, map labels, legends) related to a topic, including visual aids as appropriate;]] //
 * //<span style="color: windowtext; font-family: Times,serif; text-decoration: none;">[[file:///G:/Spalding%20SS%20LP%20template%202011%20%28rev%29.doc|LA.3.4.2.4: The student will write a variety of communications (e.g., friendly letters, thank-you notes, formal letters, messages, invitations); and]] //
 * //<span style="color: windowtext; font-family: Times,serif; text-decoration: none;">[[file:///G:/Spalding%20SS%20LP%20template%202011%20%28rev%29.doc|LACC.3.W.3.8: Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.]] //
 * <span style="font-family: Times,serif;">Visual Art **
 * //<span style="color: windowtext; font-family: Times,serif; text-decoration: none;">[[file:///G:/Spalding%20SS%20LP%20template%202011%20%28rev%29.doc|VA.3.O.2.1: Use creative and innovative ideas to complete personal artworks.]] // ||
 * **<span style="font-family: Times,serif;">Assessment **
 * <span style="font-family: Times,serif; font-size: 9pt;">How will student learning be assessed? Authentic/Alternative assessments?
 * <span style="font-family: Times,serif; font-size: 9pt;">Does your assessment align with your objectives, standards and procedures?
 * <span style="font-family: Times,serif; font-size: 9pt;">Informal assessment (multiple modes): participation rubrics, journal entries, collaborative planning/presentation notes || **<span style="font-family: Times,serif;">Unit Pre-Assessment: **

<span style="font-family: Times,serif;">The student will answer these questions with a clicker. Their scores will be displayed at the end, though there will be numbers instead of names so the students are not embarrassed. This way, they can see how much the rest of the class seems to know. The teacher will review the students-answered questions later to see who knows what.

<span style="font-family: Times,serif;">This assessment will take place one or two weeks prior to this unit plan so the teacher may use what the students already know and need to know in order to plan instruction and determine what should go into the unit.

<span style="font-family: Times,serif;">For the post-assessment, the teacher will assess the students by displaying a set of questions on the IWB, similar to the pre-assessment questions, using another traditional/authentic assessment. But instead of then, there will be twenty. The same ten questions from the pre-assessment will be on the post-assessment, and there will be ten new questions focusing on what they learned. These questions will also include pictures so as to keep the students focused on the material and help ESOL/ESE students understand the questions better.
 * <span style="font-family: Times,serif;">Unit Post-Assessment: **

<span style="font-family: Times,serif;">The students will answer with a clicker. The teacher will review their answers afterwards (alone, not in front of the students) in order to gage their understanding. The questions will focus on the regions and their specific aspects such as landmarks, natural resources, climate, vegetation, and physical features, as well as the states.

<span style="font-family: Times,serif;">This assessment will take place on the following Monday after this week of the unit. This way, the teacher can gauge student understanding and determine what they learned. If there is time, it may be given on Friday to the week-long unit.

<span style="font-family: Times,serif;">Students will do an entrance card on what they know about the regions and what they would like to learn. Questions that will be asked to entice students will be: <span style="font-family: Times,serif;">Students will go back to their entrance card and answer the questions for what they wanted to learn and what they learned. They will then do an exit card stating what they learned and an AHA moment that they had. || Student Activities & Procedures
 * //<span style="font-family: Times,serif;">On-going //****<span style="font-family: Times,serif;"> Assessment: **
 * <span style="font-family: Times,serif;">What is a region?
 * <span style="font-family: Times,serif;">What are the regions of the United States?
 * <span style="font-family: Times,serif;">Can you write one state from each region?
 * <span style="font-family: Times,serif;">Name a state that you have traveled to? What region do you think it belongs to?
 * //Design for Instruction//


 * <span style="font-family: Times,serif; font-size: 9pt;">What best practice strategies will be implemented?
 * <span style="font-family: Times,serif; font-size: 9pt;">How will you communicate student expectations?
 * <span style="font-family: Times,serif; font-size: 9pt;">What products will be developed and created by students?
 * <span style="font-family: Times,serif; font-size: 9pt;">Consider //Contextual Factors// (learning differences/learning environment/learning styles) that may be in place in your future classroom.

Exceptionalities
What accommodations or modifications do you make for ESOL, Gifted/Talented students, Learning/Reading disabilities (SLD || 1. Welcome students and tell them that this week is going to be full of exciting activities that will teach them about the five regions of the United States. (Anticipatory Set) Tell students that the way a person talks and acts might be shaped by where they live. Ask the students to say what state they live in. Then the teacher will read two stories that are based on the Southeastern states.

2. The teacher will call students group by group to sit at the carpet. Tell students that these two stories that they will hear will be based on one of the southern states. Read two short stories from: //With a Whoop and a Holler: a bushel of lore from way down South// By: Nancy Van Laan. Show the front cover of the book and the pictures of the stories being read. ( ESOL strategy picture walk, visuals) v Ask students what they thought of the two stories? v Did any of you see any differences or similarities in both stories? Provide plenty of time for the students to answer all the questions. (ESOL strategy wait time)

3. Have students go back to their seats and have a student give out the web diagram handout. Explain to students that they will be learning one of the five regions of the United States. Give each student an index card and tell them that they will do an entrance card on what they know about the regions and what they would like to learn. The teacher will write on the board the questions that will be asked to the students:
 * What is a region?
 * What are the regions of the United States?
 * Can you write one state from each region?
 * Name a state that you have traveled to?
 * What region do you think it belongs to?

4. Tell students to put away their index cards because they will bring them out later.

5. Have students clean their desk except for a writing instrument and their web diagram. Turn on the interactive whiteboard. Tell students that they will see a power point on the Southeastern Region. The power point will show the climate, physical features, natural resources, landmarks, and vegetation. The main focus will be on Florida (Kennedy Space Center, The Everglades), Virginia (Jamestown), West Virginia (Appalachian Mountain, mining), Tennessee (Cotton plantation), Louisiana (types of music Bluegrass Music, Dixieland Jazz, Delta Blues, Cajon Music) include clips of the types of music, and North Carolina (The Wright Brothers First Flight). When talking about West Virginia and how mining is one of their natural resource, show and pass around the rocks. Students should be taking notes on their web diagram while teacher is showing the power point and talking about the region. (**ESOL/ESE Accommodation:** Teacher will highlight key points in the power point that will help students understand the region. Key points will be repeated throughout the lesson.)

6. Once the presentation is done tell students that now that they have learned about the Southeastern Region and have completed the web diagram they will choose a state and create a license plate. Tell them to use the information that they wrote as a guide to the activity. The teacher will show the license plate that was created by him/her as a way to model what is expected from them (ESOL strategy modeling). The teacher will pass the construction paper already shaped like a license plate and any other materials that students might need. Students will create their own license plate on the state that they will pick. The license plate could include a landmark, a natural resource from that state or the climate. Students will create their own numbers and letters to write on their license plate. While students are creating their license plate, in groups of four they will go up to the fabric map of the United States and post their initials, place of birth or living area if born on another country and a fact about that state. Students will use a posted note to do this and tag with the help of the teacher their information. (**ESOL/ESE Accommodation:** Before creating their license plate ESOL/ESE students will have the option of being grouped with another student to make this activity more enjoyable and informative.)

7. When done students will share their license plate with a classmate and share something that they learned about the state that they picked. Students will place their license plate on their Bag Ladies Backpack for safe keeping.

8. Once students are done sharing their creation they will go back to their entrance card and answer the questions for what they wanted to learn and what they learned. They will then do an exit card stating what they learned and an AHA moment that they had. Exit and entrance cards will be turned in to the teacher for review. Students will be graded on their understanding of the lesson and if questions where asked and answered.

9. In class/ take home activity: If time permits students will create a postcard where they will draw a landmark, a natural resource, or the climate on the state that they picked in front of the card to send to a family member or whom ever they would like to send it to from the Southeast state that they would like to visit (students will pretend that they are visiting that state already). On the back they will write what they saw on their visit and say one fact or one landmark from that state. For this activity the teacher will give each student a piece of craft paper already shaped as a post card and if activity is done in class any other materials that they will need will be given. (ESOL/ESE strategy drawing) || <span style="font-family: Times,serif;">Discussion Notes:
 * ==Resources/Materials== || * Unit Plan Wiki
 * //With a Whoop and a Holler: a bushel of lore from way down South// By: Nancy Van Laan.
 * Interactive Whiteboard (IWB)
 * PowerPoint
 * Construction paper shaped like a postcard and license plate
 * Color pencils
 * Crayons
 * Markers
 * Stapler
 * Post it notes
 * Index Cards
 * Scissors
 * Dry-erase Markers
 * Fabric Map of United States
 * Bag Ladies Backpack
 * [[file:Southeast Region Powerpoint.pdf]] ||
 * <span style="font-family: Times,serif;">Pre-Assessment was given one or two weeks prior to help plan for this unit.
 * <span style="font-family: Times,serif;">Bag Ladies Backpack will be made on the Friday before the Unit is taught, each student will make their own with the help of the teacher.
 * <span style="font-family: Times,serif;">If the teacher has extra time during the lesson he/she may decide to have the students grouped into groups of four or five depending on the class size and have the students create a flag for the Southeast Region. Each group’s flag should be different and creative. Students will use a large poster board to create their flags. When done the students flags will be showcased all over the classroom.
 * <span style="font-family: Times,serif;">The PowerPoint is to large to fit into Wiki, for the Louisiana slide for each type of music input that specific type of music.

Teacher(s) Name: __Jaymy Vargas, Kelly Gillis, Megan Deal, Danica Wiley, Megan Boss__ Thematic Unit Theme/Title/Grade Level: **__<span style="font-family: Garamond,serif; font-size: 14pt;">The Five Regions of the United States/The Fab-Five Regions __**__<span style="font-family: Garamond,serif; font-size: 14pt;">/**Grade 3** __ Wiki space address: http://ucfgr3regionssp12t.wikispaces.com/ = Daily Lesson Plan Day/Title: __Day 2/ Navigate to the Northeast Region__  =

Word Processed by Kelly Gillis <span style="font-family: Times,serif; font-size: 9pt;">What will students accomplish / be able to do at the end of this lesson? Be sure to set significant (related to SSS), challenging and appropriate learning goals || * The student will learn what states make up the Northeast region. <span style="font-family: Times,serif;">III. People, Places, and Environment
 * = <span style="font-family: Times,serif;">Learning Objectives =
 * The student will learn and understand various characteristics of the Northeast region, such as natural resources, landmarks, physical features, climate, and vegetation.
 * The student will work in a group to create a web organizer on an assigned characteristic about the Northeast region.
 * The student will work independently to write a poem on any state in the Northeast region with information about landmarks and physical features. ||
 * **<span style="font-family: Times,serif;">NCSS Theme/ **
 * <span style="font-family: Times,serif;">NGSSS- Next Generation **
 * <span style="font-family: Times,serif;">Sunshine State Standards **<span style="font-family: Times,serif; font-size: 10pt;">List each standard. Cutting and pasting from the website is allowed. //<span style="font-family: Times,serif; font-size: 9pt;">These can be downloaded from the Florida Dept of Education[|http://flstandards.org]. // || **<span style="font-family: Times,serif;">NGSS Themes: **

<span style="font-family: Times,serif;">For the pre-assessment, the teacher will display a set of questions on the IWB. There will be ten questions focusing on the regions of the United States. Most of the questions will be measuring for general knowledge of the regions, but a few will be asking specifics about the regions. The questions will include pictures so as to keep the students focused on the material and help ESOL/ESE students understand the questions better. This is a traditional assessment, with emphasis on the authentic assessment because of the direct relation to the unit.
 * SS.3.G.2.5: Identify natural and man-made landmarks in the United States, Canada, Mexico, and the Caribbean.
 * SS.3.G.2.4: Describe the physical features of the United States, Canada, Mexico, and the Caribbean.
 * SS.3.G.3.2: Describe the natural resources in the United States, Canada, Mexico, and the Caribbean.
 * SS.3.G.3.1: Describe the climate and vegetation in the United States, Canada, Mexico, and the Caribbean.
 * W.3.2: Introduce a topic and group related information together; include illustrations when useful to aiding comprehension ||
 * **<span style="font-family: Times,serif;">Assessment **
 * <span style="font-family: Times,serif; font-size: 9pt;">How will student learning be assessed? Authentic/Alternative assessments?
 * <span style="font-family: Times,serif; font-size: 9pt;">Does your assessment align with your objectives, standards and procedures?
 * <span style="font-family: Times,serif; font-size: 9pt;">Informal assessment (multiple modes): participation rubrics, journal entries, collaborative planning/presentation notes || **<span style="font-family: Times,serif;">Unit Pre-Assessment: **

<span style="font-family: Times,serif;">The student will answer these questions with a clicker. Their scores will be displayed at the end, though there will be numbers instead of names so the students are not embarrassed. This way, they can see how much the rest of the class seems to know. The teacher will review the students-answered questions later to see who knows what.

<span style="font-family: Times,serif;">This assessment will take place one or two weeks prior to this unit plan so the teacher may use what the students already know and need to know in order to plan instruction and determine what should go into the unit.

<span style="font-family: Times,serif;">For the post-assessment, the teacher will assess the students by displaying a set of questions on the IWB, similar to the pre-assessment questions, using another traditional/authentic assessment. But instead of then, there will be twenty. The same ten questions from the pre-assessment will be on the post-assessment, and there will be ten new questions focusing on what they learned. These questions will also include pictures so as to keep the students focused on the material and help ESOL/ESE students understand the questions better.
 * <span style="font-family: Times,serif;">Unit Post-Assessment: **

<span style="font-family: Times,serif;">The students will answer with a clicker. The teacher will review their answers afterwards (alone, not in front of the students) in order to gage their understanding. The questions will focus on the regions and their specific aspects such as landmarks, natural resources, climate, vegetation, and physical features, as well as the states.

<span style="font-family: Times,serif;">This assessment will take place on the following Monday after this week of the unit. This way, the teacher can gauge student understanding and determine what they learned. If there is time, it may be given on Friday to the week-long unit.


 * On-going Assessment**:

The students will review postcards from days prior in order to remember what they learned. This will be a quick assessment that the teacher can walk around and listen to that shows if they remember the information well.

The students will complete a web organizer that focuses on a characteristic of the Northeast region. Then, they will share these findings with the class, thereby helping the class learn more about each characteristic and the Northeastern region overall. The teacher will listen to them sharing to assess if they understand the information they learned about that day.

As the students are writing their own poems, they'll be recalling information they learned that day and using it to create the poem. Afterwards, the teacher can review these poems and assess whether or not the students understood the information. || Student Activities & Procedures
 * //Design for Instruction//


 * <span style="font-family: Times,serif; font-size: 9pt;">What best practice strategies will be implemented?
 * <span style="font-family: Times,serif; font-size: 9pt;">How will you communicate student expectations?
 * <span style="font-family: Times,serif; font-size: 9pt;">What products will be developed and created by students?
 * <span style="font-family: Times,serif; font-size: 9pt;">Consider //Contextual Factors// (learning differences/learning environment/learning styles) that may be in place in your future classroom.

Exceptionalities
What accommodations or modifications do you make for ESOL, Gifted/Talented students, Learning/Reading disabilities (SLD || 1. **Review (5 mins):**
 * Ask students to take out their Postcards from the day before.
 * Have students share with an elbow partner the state they chose and some key facts about it. **(ESOL/ESE - cooperative learning/group work)**
 * Teacher will call on a few volunteers to share their postcard with the class.
 * What state did you pick?
 * What facts did you write down?

2. **Lesson (20 mins)**: (Anticipatory set) Teacher will display different maps of the Northeast region on the board, such as a labeled states map, a climate map, and a physical features map. **(ESOL/ESE - images and visuals)** These are great for visual learners, and the teacher will orally discuss the maps for the auditory learners.

3. The teacher will ask the students a few discussion questions like, "Can anyone tell me what kind of things you see on these maps? Has anyone ever been to these states?" After some discussion, the teacher will then introduce the Northeastern region. The teacher will communicate during this time that students are expected to answer questions, contribute background knowledge, and pay attention to the material being covered so they may use it later for an activity.

4. Teacher will take a few minutes to describe each map specifically as it relates to the Northeastern region.
 * Labeled States Map: What is one state that you see in this region? Is anyone from one of these states? Does anyone have family in one of these states?
 * Climate Map: Teacher tells students to look at the key, which tells what the different colors stand for as it relates to different climates. What color do you see mostly in this region? What does the color stand for?
 * Physical Features Map: Who likes mountains? In what state(s) do you see mountains on this map? What other features do you see?

[|Climate Map]

5. The teacher will also tell the students orally about vegetation, famous and important landmarks, and natural resources in the Northeastern region. The teacher will interact with the students by inviting them to share their guesses of what vegetation, landmarks, and natural resources are in this area.

6. After discussing the maps, the students will do a Jigsaw activity. Students will work in their table groups to complete a web organizer based on a characteristic of the Northeast Region. **(ESOL/ESE - cooperative learning/group work)** In order to model the web organizer, the teacher will put an example on the IWB. She will go through and model how to put one characteristic in the middle and connect five facts to that middle part. All this will be using IWB technology.

[|Web Organizer]

7. To give an example of how this activity will be done, group one has natural resources. They will write ‘natural resources’ in the middle of the web. In each spot that branches from the middle, they will write a fact. Each group will have a different characteristic. The groups will each write five facts that stem from the middle.

8. Every student in a group will have a role. Teacher will pull names out of a can to decide who will be the reader, the recorder, the artist, and the sharer. The reader reads for information. The recorder writes it down. The artist draws a picture that goes along with the facts that they write on the web organizer. Finally, the sharer will speak at the end.

9. Each student who is the sharer will share his or her findings with the class. These students will each have about two minutes to share.

10. As students share their information, the teacher will place landmarks to their appropriate states in the region.

11. **Activity (30 mins)**: Teacher will read three poems from //My America: A Poetry Atlas of the United States// by Lee Bennet Hopkins. **(ESOL/ESE/SLD) - visuals, reading slow with intonation)**

12. Students will reflect after each poem: What are some things in the poem you noticed about ? What would you do if you were there? The teacher will ask these questions to get them thinking.

13. The teacher will share her own poem about a state as an example, modeling out loud answering those questions about the poem, putting it on the ELMO so students can see it.

14. Students will then write their own poem. They will choose a state in the Northeast region and include landmarks and physical features in their writing. The teacher will walk around while they work to help, observe, and assess. **(ESOL/ESE - writing about specific points of focus with help from teacher)**

15. Teacher will call on a few volunteers to share their poem to the class.

16. Students will then create a postcard of a state in the Northeast region. They may choose the state. The postcard should include a picture, a landmark, and some general information about that state.

17. If they do not complete it, students will take their postcard home to finish. After the teacher quickly reviews them both, they will put this and their poem in their Bag Ladies’ Backpack. || Discussion Notes: Teachers can either use physical maps or internet maps to display maps of labeled states, physical features, or climate.
 * == Resources/Materials == || * Resources/Materials:
 * //My America: A Poetry Atlas of the United States// by Lee Bennet Hopkins
 * Labeled states map
 * Climate map
 * Physical features map
 * Powerpoint/ActiveInspire
 * ELMO
 * Web organizer sheets
 * Postcards
 * Markers/Crayons ||

Teacher(s) Name: __Jaymy Vargas, Kelly Gillis, Megan Deal, Danica Wiley, Megan Boss__ Thematic Unit Theme/Title/Grade Level: **__<span style="font-family: Garamond,serif; font-size: 14pt;">The Five Regions of the United States/The Fab-Five Regions __**__<span style="font-family: Garamond,serif; font-size: 14pt;">/**Grade 3** __ Wiki space address: http://ucfgr3regionssp12t.wikispaces.com/ = Daily Lesson Plan Day/Title: Day 3/Migrating to the Midwest =

Word Processed by Megan Deal What will students accomplish / be able to do at the end of this lesson? Be sure to set significant (related to SSS), challenging and appropriate learning goals! || * The student will recall information learned about the Northeast region of the United States.
 * =Learning Objectives=
 * The student will deepen understanding of the features of the Midwest by listening to a song and watching the corresponding video.
 * The student will work with a group to create a chart listing physical features, climate, and natural resources by examining a variety of maps used as visual aids.
 * The student will work with a partner to identify a variety of text features in a book scavenger hunt in order to gain knowledge of the states in the Midwest.
 * The student will view a virtual tour of Mount Rushmore using the Interactive White Board.
 * The student will create a postcard that demonstrates understanding of the features of the Midwest. ||
 * **NCSS Theme/**
 * NGSSS- Next Generation**
 * Sunshine State Standards**List each standard. Cutting and pasting from the website is allowed. //These can be downloaded from the Florida Dept of Education// [|//http://flstandards.org//]//.// || * NCSS Theme: People, Places, and Environments


 * SS.3.G.2.2: Identify the five regions of the United States.
 * SS.3.G.2.5: Identify natural and man-made landmarks in the United States, Canada, Mexico, and the Caribbean.
 * SS.3.G.2.4: Describe the physical features of the United States, Canada, Mexico, and the Caribbean.
 * SS.3.G.3.2: Describe the natural resources in the United States, Canada, Mexico, and the Caribbean.
 * SS.3.G.3.1: Describe the climate and vegetation in the United States, Canada, Mexico, and the Caribbean.


 * MU.3.S.2.1: Identify patterns in songs to aid the development of sequencing and memorization skills
 * LA.3.1.7.1: The student will identify a text's features (e.g., title, subheadings, captions, illustrations), use them to make and confirm predictions, and establish a purpose for reading
 * LA.3.4.2.2: The student will record information (e.g., observations, notes, lists, charts, map labels, legends) related to a topic, including visual aids as appropriate
 * LA.3.4.2.4: The student will write a variety of communications (e.g., friendly letters, thank-you notes, formal letters, messages, invitations) ||
 * **Assessment**
 * How will student learning be assessed? Authentic/Alternative assessments?
 * Does your assessment align with your objectives, standards and procedures?
 * Informal assessment (multiple modes): participation rubrics, journal entries, collaborative planning/presentation notes || **Unit Pre-Assessment**:

The teacher will display 10 questions on the //Interactive White Board// focusing on the regions of the United States-one question per slide. Some will ask general questions about the regions, while others will focus on specific details. Pictures will be included with the questions in order to help students comprehend the questions being asked, specifically ESOL and ESE learners. This is a traditional assessment with emphasis on authentic assessment because of the direct relation to the unit.

Students will answer these questions with IWB clickers. Scores will be displayed at the end of the assessment for students to see how well they did compared to their peers; however, in order to prevent embarrassment, numbers will be shown instead of names. The teacher will review the student-answered questions later that specifies which students answered which questions correctly and then plan for instruction.

This assessment will take place one or two weeks prior to this unit plan so the teacher may use what the students already know and need to know in order to plan instruction and determine what should go into the unit.


 * Unit Post-Assessment:**

Similar to the pre-assessment, a set of questions will be displayed on the Interactive White Board, with one question displayed per slide. The same ten questions from the pre-assessment will be on the post assessment, except ten additional questions will be asked. This makes a total of 20 questions.

The students will answer with a clicker. The teacher will review their answers afterwards (alone, not in front of students) in order to gauge their understanding. The questions will focus on the regions and their specific aspects such as landmarks, natural resources, climate, vegetation, and physical features, as well as the states.

This assessment will take place on the following Monday after this week of the unit. This way, the teacher can gauge student understanding and determine what they learned. If there is time, it may be given on Friday of the week-long unit.

Student Activities & Procedures
 * //On-going//** **Assessment:**
 * In pairs, students will complete a Brain Dump to review the previous lesson. The teacher will informally assess student learning by circulating around the room.
 * Each student will complete a Think-Puzzle-Explore activity. This is used as a pre-assessment to evaluate what students know and what they’re interested in learning.
 * Each student will complete a chart on printer paper that includes physical features, natural resources, and climate. Their answers given when discussing whole-group and in small groups is also an informal assessment.
 * Students will work in pairs to complete a book scavenger hunt. Their answers on the worksheet and discussion in class will be informally assessed.
 * Each student will make a post-card and include facts about a landmark or state of their choosing.
 * Students will complete a 20-Fact Challenge at the end of the lesson. Individually, students will write as many things as they can about what they learned (trying to reach 20 facts). After 3 or 4 minutes, they will then work with a partner to think of more to reach 20 facts. ||
 * //Design for Instruction//


 * What best practice strategies will be implemented?
 * How will you communicate student expectations?
 * What products will be developed and created by students?
 * Consider //Contextual Factors// (learning differences/learning environment/learning styles) that may be in place in your future classroom.

Exceptionalities
What accommodations or modifications do you make for ESOL, Gifted/Talented students, Learning/Reading disabilities (SLD), etc. || 1. //Review:// Have students take out a sheet of paper. With a partner, students will do a Brain Dump and write as many things as they can remember about the previous lesson.

2. Remind students that they learned about the Northeast region, including its climate, physical features, natural resources, and landmarks. Encourage them to include any facts they learned about the state they chose to write their poem. Circulate to monitor their efforts.

3. Go over student responses to the Brain Dump as a whole group. Ask, “What are some things you learned?” Then review the web made on the IWB about the Northeast region and compare their responses to the facts on the web.


 * ESOL/ESE strategies: Pair work, allow student to use his/her notes when writing down facts, allow student to simply discuss what they learned and have their partner record their responses, write the directions down, have the student make a chart on his/her own paper separating each of the topics: natural resources, climate, landmarks, and physical features.**

4. //Pre-assessment:// Students will complete a Think-Puzzle-Explore activity. Distribute one sheet of blank printer paper to each student.

5. Have students, individually, draw a large square. Inside the square, draw a 2nd square. Inside the 2nd square draw a 3rd square.

6. Ask students, “What do you //think// you know about the Midwest?” Have them answer inside the 1st square. Then ask, “What //questions or puzzles// do you have about the Midwest?” Have them record their responses inside the 2nd square. Finally, ask “What does the topic make you want to //explore//?” Have them write their answers inside the 3rd square.


 * ESOL/ESE strategies: Challenge Gifted and Talented students by having them think of at least five responses to each of the questions. For ESOL and ESE students, write the questions on the board and put “think”, “questions” and “explore” in bold; give the student a pre-made graphic organizer (with the squares already drawn).**

7. //Anticipatory Set//: Show the slice of bread. Ask, “What does this bread have to do with the Midwest region of the United States?”

8. Wait a few seconds after asking the question. Then have students turn and talk to a neighbor to discuss their thinking. After about 30 seconds, allow students to volunteer to share their answers.

9. Explain that the Midwest is the Breadbasket of America. Discuss what a breadbasket is while showing a picture. Explain that the fertile soil in the region allows farmers to produce abundant amounts of crops like wheat, soybeans, corn, and oats.


 * ESOL/ESE strategies: Visuals, allotted wait time, think-pair-share. Other accommodations include: have students with learning disabilities write their thinking in a notebook that they keep with them, repeat the question verbally for auditory learners and write it on the board for visual learners.**

10. Show the YouTube video about the Midwest that goes along to"Single Ladies" by Beyonce. Ask students, “What are some interesting facts you learned from the song?” Have students share with the class.


 * ESOL/ESE strategies: Music for musical and auditory learners, visuals imbedded in the video for visual learners. Both music and visuals also assist ESOL learners.**

11. Group students, with 4-5 in each group. Show a map outlining the five regions of the United States on the //Interactive White Board.//

12. Point to the Midwest region and outline it with your finger. Ask students, “Where is the Midwest compared to the Northeast region?” and “What land and water is surrounding the Midwest?”


 * ESOL/ESE strategies: Visuals, pointing; for students who have difficulties with auditory processing, processing speed, or working memory, have them audio record the lesson or take notes.**

13. Distribute the maps showing the physical features (1 per group). Introduce the chart on the //Interactive White Board// showing physical features, natural resources, and climate in three separate columns.

14. Distribute blank sheets of printer paper to each student. Tell students to fold their paper hamburger style in thirds: fold one side half-way, and then fold the other side on top. Have them write “Physical Features”, “Climate”, and “Natural Resources” in each column and title it “Midwest Physical Geography” in different colored markers. Show students a sample.

15. Tell students that they are going to use the maps (looking at the Midwest region) to note key points in the chart in bulleted form. MODEL how to do this by giving an example, making sure that the entire class can see the map underneath the doc cam: look at the map, describe one thing that you see, and write it in bullet form in the “Physical Features” column. (Assign each sub-category a different color.)

16. Have students look at the maps in their group. Ask students, “What is something you see in the Midwest region?” Write one response onto the IWB and have students do the same onto their own charts. (GUIDED PRACTICE)

17. Now have students discuss in their groups the physical features that they see in the Midwest, reminding them to note what they see in their own charts. After 2-3 minutes, discuss with the class what each group noticed. Write their responses onto the IWB and have students add any additional information they did not include in their individual charts.

18. Distribute the climate and natural resources maps. Repeat steps 15 through 17 with first climate, then natural resources. Model first how to read each map and fill in the chart, do one example with the class, then give each group an opportunity to discuss with each other and complete the chart together without assistance from the teacher. Circulate to each group to monitor their efforts.


 * ESOL/ESE strategies: Cooperative learning, visuals, tangible objects, demonstration, graphic organizer, notes in bulleted form. Other accommodations include: allow students to draw pictures instead of writing, simplify the graphic organizer by numbering each bullet under the three topics and drawing horizontal lines to separate them, pair the ESOL/ESE learner with a buddy. For Gifted and Talented students, make the assignment more challenging by having them instead, do a similarity/differences chart to note similarities and differences of the Midwest compared to the Northeast region.**

19. Pair students. Distribute copies of “Go, Go America” of the states from the Midwest to each pair, as well as the scavenger hunt form.

20. Explain to students that they are going to do a book scavenger hunt which contains a variety of text features. When you say “Go!” students will flip through their copies of the states in the Midwest to find the answers to the questions on the form. Encourage students to look at the various text features to help them complete the scavenger hunt.

21. The pair who finishes first will recite their answers to the class after everyone else is finished. Allow students to share interesting facts they found.


 * ESOL/ESE strategies: Pair work, discovery learning activity. For students who have trouble writing or reading quickly, pair them with a student who is able to write the answers and read the facts to the ESOL/ESE student. For GT students, provide additional- more difficult- questions on the form and after the scavenger hunt have them share facts they learned that they hadn’t known before.**

22. While students share interesting facts ask, “What landmarks did you notice that are in the Midwest?” Students should say Mt. Rushmore as one of their responses.

23. Ask, “Whose faces are on Mount Rushmore?” Allow wait time while students look for the answer. Explain that Mount Rushmore is a man-made landmark.

24. Take a virtual tour of Mt. Rushmore using the //IWB//. Tour the Mountain Sculpture and if you have time, explore the Visitor's Area, Presidential Trail, and Mount Rushmore Sight Plan!


 * ESOL/ESE strategies: Contextual support through visuals, authentic experience, allowed wait time. For ESOL and GT students, encourage students to ask questions (and HOT questions) for clarification. For students who have working memory difficulties, have them take bulleted notes describing Mt. Rushmore.**

25. After touring a few different places, keep the IWB screen on one area to continue touring Mt. Rushmore.

26. Distribute construction paper to each student (pre-cut to match the size of an actual postcard). Explain that they are going to write a postcard relating to the Midwest region.

27. Students will draw a state or landmark of their choosing on the front. On the back of one side they will write a short note to whomever they wish. They will pretend they visited that state and write what they learned and saw. On the other side they will create a fake address to send the post card to. They may use their notes from the lesson or copies of the scavenger hunt to do this.


 * ESOL/ESE strategies: Hands-on activity, variety of reference material to complete activity, use of drawings. ESOL students or students with a LD may be paired with another classmate to work on the postcard together. For those who have difficulties with auditory processing or processing speed, write the directions down. GT students may be challenged to incorporate more than one fact into their note.**

28. Have students take out their Think-Puzzle-Explore activity. Tell them, “Now you’re going to have the chance to answer the questions you had before the lesson about the Midwest region.” Have them answer each question inside the 3rd square.

29. Have students take out a sheet of paper. Tell them that they are going to complete the 20-Fact Challenge: Individually, they will have three minutes to write as many facts as they can remember about the Midwest, trying to reach 20 facts. They will number each of their facts.

30. After 3 minutes, students will have one minute to work with a partner to think of more facts they learned to reach at least 20.

31. Have students share interesting facts they learned about the Midwest.

Discussion Notes: //Make comments here related to ideas for assessment measures, homework, parent involvement, field trips, or extension to the unit plan ideas.//
 * ESOL/ESE strategies: Numbered information, pair work. Allow ESOL students to write 1-2 words if they cannot write complete sentences. For students who have trouble writing, allow them to use a voice recorder to say what they learned for the individual part and have their partner write for them for the pair work part of the activity. For Gifted and Talented students, have them note more facts or answer critical-thinking questions.** ||
 * ==Resources/Materials== || * Sheet of notebook paper and pencil (for each student)
 * Printer paper (each student)
 * Slice of bread
 * YouTube song of the Midwest, “Single Ladies” by Beyonce: YouTube video
 * Maps showing physical features, climate, and natural resources
 * “Go, Go America” by Dan Yaccarino (Scholastic Press, 2008)
 * Mt. Rushmore virtual tour
 * Construction paper (post cards)
 * Interactive White Board
 * Doc cam
 * Markers/colored pencils
 * [[file:SSE 3310 Unit Plan-Scav Hunt.docx]]
 * [[file:SSE 3310 Unit Plan Midwest PowerPoint.pptx]] ||
 * Instead of using bread, the teacher can use any other food that is produced as part of the “Breadbasket”, such as oats, wheat, corn, and soybeans.
 * If there is time in the lesson, the teacher may incorporate a di-cut activity in which students identify and label the states in the Midwest region. The teacher can give each student a set of di-cuts (already cut out) in a zip-lock bag. The student can then label each state and arrange them in their correct spots. They can be glued to a sheet of construction paper and added to the regions unit backpack.
 * If the teacher chose to incorporate the di-cut activity but is short on time, she can choose to start the postcard activity in class and allow students to finish it as homework.
 * After students have finished a section on their chart (for example, physical features) the teacher may allow students to write their observations onto the IWB themselves instead of the teacher writing it.

Teacher(s) Name: __Jaymy Vargas, Kelly Gillis, Megan Deal, Danica Wiley, Megan Boss__ Thematic Unit Theme/Title/Grade Level: **__<span style="font-family: Garamond,serif; font-size: 14pt;">The Five Regions of the United States/The Fab-Five Regions __**__<span style="font-family: Garamond,serif; font-size: 14pt;">/**Grade 3** __ Wiki space address: http://ucfgr3regionssp12t.wikispaces.com/
 * Daily Lesson Plan Day/Title: Day 4 / Struttin’ into the Southwest United States **

Word Processed by Danica Wiley
<span style="font-family: Times,serif; font-size: 9pt;">What will students accomplish / be able to do at the end of this lesson? Be sure to set significant (related to SSS), challenging and appropriate learning goals! || * ====<span style="font-family: Times,serif; font-size: 10pt;">The student will be able to identify the four states in the Southwest region of the United States. ====
 * =<span style="font-family: Times,serif;">Learning Objectives =
 * ====<span style="font-family: Times,serif; font-size: 10pt;">The student will where in the United States the Southwest region is located. ====
 * ====<span style="font-family: Times,serif; font-size: 10pt;">The student will identify at least one natural or man-made landmark from each state in the region. ====
 * ====<span style="font-family: Times,serif; font-size: 10pt;">The student will describe physical features, natural resources, and climate/vegetation of the region. ====
 * ====<span style="font-family: Times,serif; font-size: 10pt;">Students will work in groups to research and interact with information at learning stations for each state in the region. ====
 * ====<span style="font-family: Times,serif; font-size: 10pt;">Students will gather information in a foldable to document what they learn. ==== ||
 * **<span style="font-family: Times,serif;">NCSS Theme/ **
 * <span style="font-family: Times,serif;">NGSSS- Next Generation **
 * <span style="font-family: Times,serif;">Sunshine State Standards **<span style="font-family: Times,serif; font-size: 10pt;">List each standard. Cutting and pasting from the website is allowed. <span style="font-family: Times,serif; font-size: 9pt;">These can be downloaded from the Florida Dept of Education [|//http://flstandards.org//]<span style="font-family: Times,serif; font-size: 9pt;">. || ====<span style="font-family: Times,serif; font-size: 11pt;">NGSS Themes: ====

<span style="font-family: Times,serif; font-size: 11pt;">W.3.7. Conduct short research projects that build knowledge about a topic.
====<span style="font-family: Times,serif; font-size: 11pt;">W.3.8. Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories. ==== ||
 * **<span style="font-family: Times,serif;">Assessment **
 * <span style="font-family: Times,serif; font-size: 9pt;">How will student learning be assessed? Authentic/Alternative assessments?
 * <span style="font-family: Times,serif; font-size: 9pt;">Does your assessment align with your objectives, standards and procedures?
 * <span style="font-family: Times,serif; font-size: 9pt;">Informal assessment (multiple modes): participation rubrics, journal entries, collaborative planning/presentation notes || ====<span style="font-family: Times,serif;">Unit Pre-Assessment: ====

====<span style="font-family: Times,serif;">For the pre-assessment, the teacher will display a set of questions on the IWB. There will be ten questions focusing on the regions of the United States. Most of the questions will be measuring for general knowledge of the regions, but a few will be asking specifics about the regions. The questions will include pictures so as to keep the students focused on the material and help ESOL/ESE students understand the questions better. This is a traditional assessment, with emphasis on authentic assessment because of the direct relation to the unit. ====

====<span style="font-family: Times,serif;">The students will answer these questions with a clicker. Their scores will be displayed at the end, though there will be numbers instead of names so the students are not embarrassed. This way, they can see how much the rest of the class seems to know. The teacher will review the student-answered questions later to see who knows what. ====

====<span style="font-family: Times,serif;">This assessment will take place one or two weeks prior to this unit plan so the teacher may use what the students already know and need to know in order to plan instruction and determine what should go into the unit. ====

====<span style="font-family: Times,serif;">For the post-assessment, the teacher will assess the students by displaying a set of questions on the IWB, similar to the pre-assessment questions, using another traditional/authentic assessment. But instead of ten, there will be twenty. The same ten questions from the pre-assessment will be on the post-assessment, and there will be ten new questions focusing on what they learned. These questions will also include pictures so as to keep the students focused on the material and help ESOL/ESE students understand the questions better. ====

====<span style="font-family: Times,serif;">The students will answer with a clicker. The teacher will review their answers afterwards (alone, not in front of students) in order to gauge their understanding. The questions will focus on the regions and their specific aspects such as landmarks, natural resources, climate, vegetation, and physical features, as well as the states. ====

====<span style="font-family: Times,serif;">This assessment will take place on the following Monday after this week of the unit. This way, the teacher can gauge student understanding and determine what they learned. If there is time, it may be given on Friday of the week-long unit. ====

//<span style="font-family: Times,serif;">On-going //<span style="font-family: Times,serif;"> Assessment:
Student Activities & Procedures
 * ====<span style="font-family: Times,serif;">Four state foldable with key facts about each of the four states in the region. Students will note details of landmarks, physical features, natural resources, and climate and vegetation. This will be added to the student’s Bag Ladies' Backpack. ====
 * ====<span style="font-family: Times,serif;">The Postcard the students make from each region assesses the information the learned from that specific region, observing students choice of state, and details provides an understanding of how much material they are maintaining. Upon review of the postcards at the beginning of each lesson, student’s have the opportunity to deepen their understanding by explaining what they learned the previous day. ==== ||
 * //Design for Instruction//


 * <span style="font-family: Times,serif; font-size: 9pt;">What best practice strategies will be implemented?
 * <span style="font-family: Times,serif; font-size: 9pt;">How will you communicate student expectations?
 * <span style="font-family: Times,serif; font-size: 9pt;">What products will be developed and created by students?
 * <span style="font-family: Times,serif; font-size: 9pt;">Consider //Contextual Factors// (learning differences/learning environment/learning styles) that may be in place in your future classroom.

Exceptionalities
What accommodations or modifications do you make for ESOL, Gifted/Talented students, Learning/Reading disabilities (SLD), etc. || # ==== Review (5-10 min.): Ask students to take out their Postcards from the day before. Have students share with an elbow partner the state they chose and some key facts about it. If time allows, students will group together with others that selected the same state and compare pictures and facts that they selected to put on the card. ==== > ==== ==== = =
 * 1) ==== Anticipatory Set (5 min.): Are you ready to go on a road trip to the Southwest? Raise your hand if you have traveled to a state in the southwest region before? Reference the fabric map used at the beginning of the unit to note if any students were born in one of the four southwest states. (ESOL strategy: Linking information to student’s prior knowledge, use of visuals) ====
 * 2) ==== Instructional Lesson (10-15 min.): Students will view a Prezi to see the southwest at a glimpse. It will include a map to show the name and shape of each state in the southwest region. The Prezi will also prompt students to recall specifically what are: physical features, landmarks, natural resources, and climate/vegetation. I will ask for volunteers to recall what each definition is and then we will view the actual definition. (ESOL/ESE: scaffolding, do not call on the first student who raises hand, give proper wait time or use fairness jar to call upon students) As a class we will read aloud (ESOL Strategy: choral response). Students will need a solid understanding of each definition to complete the activity on their own. After reviewing the definition I will ask students to predict what type of physical features, landmarks, natural resources, and climate/vegetation they think can be found in this region. I will show pictures from the southwest and ask "Is this a plain?" or "Is this a plateau?" After student responses we will continue to examine features of the southwest. ====
 * 1) ==== After the Prezi, students will be given a sheet of construction paper and I will model how to fold their foldable. Laying the paper down oriented “Landscape” fold each side into the middle creating two flaps. Cut each flap in half, creating four, and label each with a state: Arizona, New Mexico, Texas, and Oklahoma. (ESOL/ESE: Modeling) ====
 * 2) ==== Activity (25 min, 5 min per station plus transitions): Students will be divided into four groups. The groups can be arranged so that there are mixed ESOL/ESE/SLD and non ESOL/ESE/SLD and students can assist one another (ESOL: small groups). Each group will go to a center (one for each state in the region) and discover specific information about a particular state in the southwest. Each station will have a poster board of sorts with specific information accompanied by books and a computer for research. On their foldable students will outline physical features, landmarks, natural resources, and climate and vegetation unique to the southwest. Students will write and draw pictures to represent this information (For visual learners). At each station students will pick up a di cut of the state, label the capital, and glue it to their foldable. At time the teacher will honk a horn and students will drive their own pretend car to the next station. ====
 * 3) ==== Postcard (5-10 min): The class will return to their seats and pick one of the states they just learned about to create a post card similar to the others they have been making through the week. They should decide what they will draw and at least three facts to write about to a family member or friend. If they do not finish, they will take the postcard home to complete as homework. ==== ||
 * ==Resources/Materials== || * Prezi: []
 * Drag and Drop Quiz: <span style="color: #442244; font-family: Arial,sans-serif; font-size: 9pt;">[]
 * Facts about the 50 States [|http://www.50states.com]
 * Construction Paper (Foldable)
 * Di-cuts of Arizona, Oklahoma, New Mexico, and Texas
 * Blank post card
 * //Oklahoma// by Allan Carpenter
 * //New Mexico// by Allan Carpenter
 * //Arizona// by Allan Carpenter
 * //Texas// by Allan Carpenter
 * //The Battle of the Alamo// by Matt Doeden
 * //I’m going to Texas// by Mary Dodson Wade
 * Fabric Map of the United States
 * Interactive White Board
 * Markers/Crayons
 * Glue ||

=
<span style="font-family: Times,serif;">Discussion Notes: As students finish at the state stations, they can have an opportunity to quiz themselves by coming up to the IWB and doing the Drag and Drop Southwest quiz. =====

<span style="font-family: Times,serif;">Use of the book //I'm going to Texas// by Mary Dodson is great for ELL students because it is written in both English and Spanish.
= = = =

Teacher(s) Name: __Jaymy Vargas, Kelly Gillis, Megan Deal, Danica Wiley, Megan Boss__ Thematic Unit Theme/Title/Grade Level: **__<span style="font-family: Garamond,serif; font-size: 14pt;">The Five Regions of the United States/The Fab-Five Regions __**__<span style="font-family: Garamond,serif; font-size: 14pt;">/**Grade 3** __ Wiki space address: http://ucfgr3regionssp12t.wikispaces.com/ = Daily Lesson Plan Day/Title: Day 5 / The Wild, Wild Western Region =

Word Processed by Megan Boss
<span style="font-family: Times,serif; font-size: 9pt;">What will students accomplish / be able to do at the end of this lesson? Be sure to set significant (related to SSS), challenging and appropriate learning goals! || <span style="font-family: Times,serif;">The student will recall information learned about the four regions from the previous lessons.
 * =<span style="font-family: Times,serif;">Learning Objectives =

<span style="font-family: Times,serif;">The student will outline the main points of the Western region presentation using a concept map advanced organizer.

<span style="font-family: Times,serif;">The student will create a flipbook that displays an understanding of the Western region including landmarks, physical features, natural resources, climate, vegetation, and the states.

<span style="font-family: Times,serif;">The student will compose a postcard that consists of focused writing and a drawing that shows their understanding of the aspects of the West.

<span style="font-family: Times,serif;">The student will successfully identify the geographical aspects of the five regions of the United States using an IWB. || <span style="font-family: Times,serif;">III. People, Places, and Environments <span style="font-family: Times,serif;">IX. Civic Ideals and Practice
 * **<span style="font-family: Times,serif;">NCSS Theme/ **
 * <span style="font-family: Times,serif;">NGSSS- Next Generation **
 * <span style="font-family: Times,serif;">Sunshine State Standards **<span style="font-family: Times,serif; font-size: 10pt;">List each standard. Cutting and pasting from the website is allowed. //<span style="font-family: Times,serif; font-size: 9pt;">These can be downloaded from the Florida Dept of Education //[|//http://flstandards.org//]//<span style="font-family: Times,serif; font-size: 9pt;">. // || **<span style="font-family: Times,serif;">NGSS Themes: **


 * <span style="font-family: Times,serif;">Standards: **
 * SS.3.G.2.2: Identify the five regions of the United States.
 * SS.3.G.2.3: Label the states in each of the five regions of the United States.
 * SS.3.G.2.5: Identify natural and man-made landmarks in the United States, Canada, Mexico, and the Caribbean.
 * SS.3.G.2.4: Describe the physical features of the United States, Canada, Mexico, and the Caribbean.
 * SS.3.G.3.2: Describe the natural resources in the United States, Canada, Mexico, and the Caribbean.
 * SS.3.G.3.1: Describe the climate and vegetation in the United States, Canada, Mexico, and the Caribbean.
 * LA.3.2.2.3- The student will organize information to show an understanding of main ideas within a text through charting, mapping, or summarizing.
 * LA.3.4.2.2: The student will record information (e.g., observations, notes, lists, charts, map labels, legends) related to a topic, including visual aids as appropriate;
 * LA.3.4.2.1: The student will write in a variety of informational/expository forms (e.g., rules, summaries, procedures, recipes, notes/messages, labels, instructions, graphs/tables, experiments, rubrics);
 * LA.3.3.5.2: The student will add graphics where appropriate

<span style="font-family: Times,serif;">Content areas addressed in this lesson: Social Studies, Language Arts ||


 * **<span style="font-family: Times,serif;">Assessment **
 * <span style="font-family: Times,serif; font-size: 9pt;">How will student learning be assessed? Authentic/Alternative assessments?
 * <span style="font-family: Times,serif; font-size: 9pt;">Does your assessment align with your objectives, standards and procedures?
 * <span style="font-family: Times,serif; font-size: 9pt;">Informal assessment (multiple modes): participation rubrics, journal entries, collaborative planning/presentation notes || **<span style="font-family: Times,serif;">Unit Pre-Assessment: **

<span style="font-family: Times,serif;">For the pre-assessment, the teacher will display a set of questions on the IWB. There will be ten questions focusing on the regions of the United States. Most of the questions will be measuring for general knowledge of the regions, but a few will be asking specifics about the regions. The questions will include pictures so as to keep the students focused on the material and help ESOL/ESE students understand the questions better. This is a traditional assessment, with emphasis on authentic assessment because of the direct relation to the unit.

<span style="font-family: Times,serif;">The students will answer these questions with a clicker. Their scores will be displayed at the end, though there will be numbers instead of names so the students are not embarrassed. This way, they can see how much the rest of the class seems to know. The teacher will review the student-answered questions later to see who knows what.

<span style="font-family: Times,serif;">This assessment will take place one or two weeks prior to this unit plan so the teacher may use what the students already know and need to know in order to plan instruction and determine what should go into the unit.


 * <span style="font-family: Times,serif;">Unit Post-Assessment: **

For the post-assessment, the teacher will assess the students by displaying a set of questions on the IWB, similar to the pre-assessment questions, using another traditional/authentic assessment. But instead of ten, there will be twenty. The same ten questions from the pre-assessment will be on the post-assessment, and there will be ten new questions focusing on what they learned. <span style="font-family: Times,serif;">These questions will also include pictures so as to keep the students focused on the material and help ESOL/ESE students understand the questions better.

The students will answer with a clicker. The teacher will review their answers afterwards (alone, not in front of students) in order to gauge their understanding. The questions will focus on the regions and their specific aspects such as landmarks, natural resources, climate, vegetation, and physical features, as well as the states.

This assessment will take place on the following Monday after this week of the unit. This way, the teacher can gauge student understanding and determine what they learned. If there is time, it may be given on Friday of the week-long unit.


 * //<span style="font-family: Times,serif;">On-going //****<span style="font-family: Times,serif;"> Assessment: **

<span style="font-family: Times,serif;">In this specific lesson, there are a few methods of on-going assessment. Student Activities & Procedures
 * <span style="font-family: Times,serif;">The students will review from the days prior using postcards. The teacher will observe and informally assess based on postcard content and how much the students seem to know about the states/regions they’re explaining to a partner.
 * <span style="font-family: Times,serif;">The students will create content maps to take notes on the presentation. These will be reviewed by the teacher later to see how well the students understood the material.
 * <span style="font-family: Times,serif;">The teacher will monitor the student’s comprehension by asking interactive questions about the presentation that will foster discussion and gauge understanding.
 * <span style="font-family: Times,serif;">The students will create flipbooks that include the important aspects of the Western region. While they are working, the teacher will walk around and informally assess them as they work, watching what they’re drawing and writing. These will later be reviewed by the teacher to assess their understanding.
 * <span style="font-family: Times,serif;">The students will create another postcard for the Western region and write information about the West. These are informal assessments to see what they have learned thus far.
 * <span style="font-family: Times,serif;">The teacher will display a picture of the US regions on the IWB. The students will then label the US regions. The teacher will observe and assess, keeping notes of who labeled correctly and who had trouble. ||
 * //Design for Instruction//


 * <span style="font-family: Times,serif; font-size: 9pt;">What best practice strategies will be implemented?
 * <span style="font-family: Times,serif; font-size: 9pt;">How will you communicate student expectations?
 * <span style="font-family: Times,serif; font-size: 9pt;">What products will be developed and created by students?
 * <span style="font-family: Times,serif; font-size: 9pt;">Consider //Contextual Factors// (learning differences/learning environment/learning styles) that may be in place in your future classroom.

Exceptionalities
What accommodations or modifications do you make for ESOL, Gifted/Talented students, Learning/Reading disabilities (SLD), etc. || 1. **(Review – 5 minutes)** The students will take out all their postcards from the previous four days. They will Think, Pair, Share: find a partner that they have not shared with yet in the previous four days and share their postcards.


 * ESOL/ESE** **Accommodation**: The teacher can pair ESOL and ESE students with more gifted students so that they may work cooperatively and learn from those students.

2. They will each talk about the states they chose, some key facts about those states, and the landmarks they drew. They will be participating in cooperative learning. Each student will have two minutes to share. The teacher will call out when it is time to switch.

3. **(Anticipatory Set & Lesson – 20 minutes)** The teacher will ask a few questions to the class: “Has anyone ever heard of the Rocky Mountains? How about the Grand Canyon? Are you familiar with Hollywood? Who has been to any of these places?”

4. After the class discusses a few of the shared answers, the teacher will explain that all these places are part of the Western region of the United States.

5. The teacher will show a PowerPoint on the Interactive White Board (IWB). This presentation will reveal different aspects of the West, focusing heavily on climate, vegetation, physical features, landmarks, and natural resources. It will also briefly review each state: Alaska, Hawaii, California, Colorado, Idaho, Nevada, Montana, Utah, Oregon, Wyoming, and Washington.

6. The teacher will set up a serious learning environment by keeping the focus on the lesson without any off-topic discussion. In order to make sure that the presentation appeals to all different styles of learning, it will include real-life images for visual learners, the oral delivery from the teacher for auditory learners, and large text with important words emphasized for ESOL and ESE learners.


 * ESOL/ESE Accommodation**: The teacher can emphasize the key ideas of this presentation (the five areas of study) over and over again so the students completely understand what to focus on. The teacher can also give these students extra time to answer discussion questions or nudge them in the right direction, not just skipping over them when they are taking more time to answer.


 * Gifted Accommodation**: The teacher can direct more difficult discussion questions at these students in order to get them thinking critically at a higher level. Examples of these questions are: “If you lived in Colorado, what do you think the temperature would be like when you walked outside? Can you think of any other natural or manmade landmarks in the West not shown on the slides? Name one of the pictures you saw in the video about the Western region.”

7. While they are viewing the presentation, they will each draw a concept map, an advanced organizer, on a piece of paper in order to take notes. In the main circle will be the West. Then, in circles that go off of the main one, the students will write the main concepts of the presentation. They can then draw smaller circles around these to take notes about each concept.

8. The students will be familiar with this good note-taking strategy, but the teacher will still model by showing the class what it looks like before the presentation. During the presentation, the teacher will communicate expectations for work by emphasizing that they should focus on the five aforementioned areas of study.


 * ESOL/ESE Accommodation**: The teacher can observe ESOL/ESE students while the class is creating their concept maps and direct these students if they need extra help, modeling for them how they would take notes on a concept.

9. The teacher will continually monitor the students’ comprehension by asking interactive questions during the presentation such as, “Has anyone ever visited these states? What did you see when you went there? Is anyone familiar with these physical features/landmarks? What is a temperate climate like? Can you think of any other landmarks that you don’t see here?” etc.


 * ESOL/ESE Accommodations**: The teacher can move slowly through the presentation to make sure these students understand, as well as students with reading disabilities. Since their comprehension will take a little longer, the presentation can focus on pictures and specific aspects, moving slowly as opposed to quickly.

10. After the presentation, the students will watch a short, interesting pictorial video about the five regions. They can take notes on this as well using their concept map if they wish.

11. **(Activity & Demonstration – 35 minutes)** The students will now create a flipbook about the content presented. The teacher will model how to make the flipbook (though the students will already be familiar with flipbooks), taking four sheets of white paper and folding at the appropriate lengths to create the flipbook, stapling it at the top.

12. The teacher will demonstrate for the students, walking around to observe, so that everyone knows exactly how to do it. This is an especially good activity for students because it appeals to many different learning styles. It is a hands-on activity that includes visuals, art, language, reflection, and discussion with the teacher or other peers.

13. **(Practice)** The students will write come up with a creative title for the flipbook about the Western Region and put this and their name on the first flap. The second through sixth flaps will be labeled as climate, vegetation, physical features, landmarks, and natural resources.

14. The seventh flap will be the Western region. The students should draw it and label the states. The eighth flap will be an aspect of their choice that they thought was important in the West from the lesson.

15. When they lift up each flap, the students will write information about each aspect on the top. For example, under climate, they will write the type of climate or main climates that are prevalent in the West.

16. Underneath that information, the students will draw a picture or two representing the aspect.

17. Students should write what they remember from the presentation, the video, and their content map graphic organizer. These objectives will be set at the beginning of the activity so the students know what they are supposed to do. The teacher will communicate high expectations for successful student creation of the flipbooks by setting these objectives. They have fifteen minutes to do this.

18. The students may work with a partner on their flipbooks. This way, they can discuss the elements they want to include for each aspect of the Western region.


 * ESOL/ESE Accommodation**: Cooperative learning and group work will benefit these students because they can work with someone else who can help them, just as they can also help their partner.

19. The teacher will communicate expectations for the students’ best work by walking around the classroom, observing and helping students who are stuck. This will be a very informal assessment: teacher observation. Anything not finished in time will be continued later if they finish their work for another subject early or completed for homework.


 * ESOL/ESE Accommodation**: If these students are having trouble doing the activity, the teacher can ask them questions about the information to get them thinking, working with them while walking around the class. They can also spend some time working with them during lunch or recess.


 * Gifted Accommodation**: If these students finish more quickly, the teacher can ask them to add to their description of the aspects of their flipbooks, including more information or detailed pictures.

20. After the flipbook, the teacher will pass out blank postcards. The students will create a postcard from one state of their choice in the Western region. This is another good activity for varying learning styles.

21. On the front, they will draw a picture of a landmark from that state. On the back, they will address it to someone they know and act as if they visited that state, writing about what they saw and learned. They will include physical features, natural resources, and/or vegetation.


 * ESOL/ESE Accommodation**: Because writing about physical features, natural resources, and vegetation is a lot to handle, these students can use the aid of technology to make their writing easier. They may use the computer to look up these concepts for the West. Also, instead of drawing an image, they may use an image they found online of a landmark in the West.


 * Gifted Accommodation**: Encourage these students to write in-depth about physical features, natural resources, and vegetation as well as anything else they find appropriate.

22. In order to help the students figure out what they want to write, the teacher will ask general discussion questions such as, “What landmarks have we seen in our tour of the West? Do you remember any pictures from the video that you want to write about? What was the weather like in the West? What kind of vegetation do you see when you look around?” They have five minutes, and anything not finished will be completed for homework.

23. **(Practice & Sharing)** After the postcards and before the post-assessment, the class will close the unit by doing a group activity on the IWB.

24. The teacher will display a picture of the United States with the regions color coded. Every student will have a turn to come up and contribute a label for something: the regions, mountains, rivers, deserts, vegetation, climate, landmarks, and/or natural resources.

25. The students will draw the labels right onto the picture using the IWB pen. They will refer to a teacher-made key that will show symbols representing how to label each aspect.

26. For example, rivers will be blue squiggles. Mountains will be green triangles. Regions will be written on the side in the color of the correct region on the map. Climate will be labeled as a sun, raindrops, snow, or other weather/temperature symbols. Landmarks will be labeled with a star on the place and its name written on the side. Natural resources will be labeled with a square and its name written on the side. They will have ten minutes to do this.


 * ESOL/ESE Accommodation**: These students may feel uncomfortable going in front of the class to label the region map. The teacher can encourage them to go up, giving them pushes in the right direction for what can be labeled if they are having trouble. The teacher can also give them a bit of extra time to think about what to label.


 * Gifted Accommodation**: The teacher can encourage gifted students to try to label the natural resources and the vegetation since these may be the more difficult aspects.

29. The teacher will collect student products and review them, handing them back before the end of the day. The students will collect the products they created in this lesson plan and add them to their ‘Bag Ladies Backpacks’ that they will be storing their items in throughout the unit plan. || <span style="font-family: Times,serif;">Discussion Notes:
 * ==Resources/Materials== || * Interactive White Board
 * IWB pen
 * Western Region PowerPoint [split into two parts for sake of Wiki max file upload size of 20 MBs]
 * [|Regions Youtube video]
 * Four postcards created on four previous days
 * Concept map advanced organizer example
 * Flipbook example
 * Four sheets of white paper per student
 * Blank postcard for each student
 * Stapler
 * Pens
 * Pencils
 * Crayons
 * Colored pencils
 * Picture of the US and Key for IWB (unlabeled and labeled, respectively)
 * ‘Bag Ladies Backpacks’ for each student ||
 * <span style="font-family: Times,serif;">In lieu of a PowerPoint presentation when teaching the lesson about the regions, the teacher can use a Glog. This would be great because the teacher could link the websites of different states to the glog as well as displaying pictures and interactive websites that teach more about the five main areas of study in this unit.
 * <span style="font-family: Times,serif;">The post-assessment for this unit will be given on the following Monday after this week of the unit. This way, the teacher can gauge student understanding and determine what they learned. If there is time, it may be given on Friday of the week-long unit.
 * <span style="font-family: Times,serif;">If the teacher has extra time during this lesson, he/she may decide to use a few extra activities such as the [|interactive map of the regions] . This map shows the different physical features of the United States and is colorful and easy to navigate.

<span style="font-family: Times,serif;">Pre-Assessment Powerpoint:

<span style="font-family: Times,serif;">Post-Assessment Powerpoint: