Introduction letter and permission slip to go on field trip Ø Students’ maps of their assigned state and other maps of the United States will be assessed for accuracy and completion. Ø Students’ writing will also be assessed for content accuracy, spelling, and/or grammar errors. Ø Posters and written assignments will be assessed on quality and correctness. Ø Students’ will be assessed on group participation and contribution. Unit Questions: Where is the state we are studying?Ĭontent Questions: What makes us a strong country? Be able to identify the different aspects of a state (ex-state bird, motto, flower, etc.) Know the different resources included in these maps Be able to understand and create a resource map for various states Research information on 1 or 2 assigned states Learn the words to 3 songs that describe the United States of America.Identify and locate all 50 states of the union.Identify on a map the United States of America.Provide a concluding statement or section related to the information or explanation presented. Use precise language and domain-specific vocabulary to inform about or explain the topic.Į.
Link ideas within categories of information using words and phrases (e.g., another, for example, also, because).ĭ. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.Ĭ. Introduce a topic clearly and group related information in paragraphs and sections include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.ī. Write informative/explanatory texts to examine a topic and convey ideas and information clearly.Ī. Understand how regions are created from common physical and human characteristics.Ĥ – G2.0.1 Describe ways in which the United States can be divided into different regions (e.g., political regions, economic regions, landform regions, vegetation regions).Ĥ – G2.0.2 Compare human and physical characteristics of a region to which Michigan belongs (e.g., Great Lakes, Midwest) with those of another region in the United States. Use geographic representations to acquire, process, and report information from a spatial perspective.Ĥ – G1.0.1 Identify questions geographers ask in examining the United States (e.g., Where it is? What is it like there? How is it connected to other places?).Ĥ – G1.0.2 Use cardinal and intermediate directions to describe the relative location of significant places in the United States.Ĥ – G1.0.3 Identify and describe the characteristics and purposes (e.g., measure distance, determine relative location, classify a region) of a variety of geographic tools and technologies (e.g., globe, map, satellite image).Ĥ – G1.0.4 Use geographic tools and technologies, stories, songs, and pictures to answer geographic questions about the United States.Ĥ – G1.0.5 Use maps to describe elevation, climate, and patterns of population density in the United States. State of Michigan GLCES and Common Core Standards Remembering, Understanding, Applying, Analyzing, Evaluating, and CreatingĪpproximate Time Needed: 18 days 60 minute lessons daily Name and locate states and capitals, major rivers, mountain ranges, and regions that make up this country we live in. Also to become acclimated to the 50 states and their capitals. The primary objective of this lesson plan is to get students working together as a team. The Fifty Nifty United States Unit Overview
Allen Rubin EDU346A Thematic Unit Assignment Summer 2013
0 kommentar(er)
