U . S . G e o g r a p h y U n i t Unit Length: 5 weeks Grade: 5th Date: April 22, 2014 Author: Kelley Camozzi

 

U.S. Geography Unit Grade 5

Introduction This is a fifth grade unit that focuses on the geography and topography of the United

States. This social studies unit integrates the content areas of mathematics, drama, music,

physical education, science and language arts within a five-week timeline (the first two weeks

are included in this report). Throughout this unit, students are working on and completing a

variety of activities at an individual level, as part of a large group, or in a small group depending

on the activity.

This unit will be introduced in the class as a whole group activity. It will begin with the

play, U.S. Geography written by Ron Fink and John Heath. In the play, aliens from outer space

travel to Earth searching for a new place to live. Captain Alpha sends scouting parties to tour all

sections (regions) of the country in hopes of finding the best place to settle. The play focuses on

the alien scouts’ reports of the U.S states, capitals, and natural features. As the unit progresses,

students will explore and learn about the geography and topography of the United States while

reading the play. Graphics and additional science, physical education, and vocabulary activities

will help to strengthen the students’ understanding of the topography and geography of the U.S.

I plan to differentiate using multiple intelligences strategies by incorporating activities

that extend to each intelligence. I have included bodily-kinesthetic activities such as Steps

Across America as well as movements to make vocabulary words comprehensible. Steps Across

America, for example, is a physical education integration activity that encourages students to

stay active and move by wearing pedometers during the unit. Students will keep track of the

number of steps they take in a day and record their results. Each day the students will total up

their groups’ step count (mathematics integration) to see how far they have “walked” across the

United States. The goal is to be the first team to “walk” across America ( # of steps = # of inches

“walked”). The teacher will record and track each team’s progress on a large U.S. map using

U.S. Geography Unit Grade 5

different colored yarn (one color for each group). This unit also lends itself nicely to the

integration of the preforming arts and music by including the U. S. Geography play to benefit

those who are musically intelligent. For those verbal/linguistic students, the play script adds lots

of rich vocabulary and vivid detail to help explain the geography and topography the U.S.

This unit covers a large variety of multiple intelligences and Bloom’s Taxonomy of

learning by including hands-on activities that allow students to gain knowledge, comprehend the

knowledge, apply the knowledge learned when working on the team task and the play, and

evaluate their efforts afterwards.

I plan to incorporate the use of ipads into this unit by using them to film choreography

moves for the songs in the play. A small group of students will choreograph and film dance

moves to go with one of the eleven songs in the play, U.S. Geography and use the video to teach

the those moves to the rest of the class. All students will get a chance to choreograph and film

moves for at least one song in the play.

As for differentiation, I plan to use GLAD strategies such as the Cognitive Content

Dictionary, Pictorial Input Chart and Team Task to make content more comprehensible for the

students who are English language learners. I also plan to use visuals, student-friendly

definitions, and movements to make the vocabulary words used in the script more

understandable. This unit allows student opportunities to work independently, with partners, and

in small groups when completing the team task, Steps Across America activity, science labs,

play choreography and play scenes. Teamwork, responsibility, communication, and problem

solving are just a few of the important virtues practiced in this unit. The unit will conclude in the

classroom with the performance of the play U.S. Geography, and with the completion of the

team task.

U.S. Geography Unit Grade 5

Team Task Rubric U.S. Geography and Topography

Student Name: _______________________

CATEGORY 4 3 2 1 Labels – Accuracy At least 90% of the

items are labeled and located correctly.

80-89% of the items are labeled and located correctly

79-70% of the items are labeled and located correctly

Less than 70% of the items are labeled and located correctly

Map Legend/Key Legend is easy-to-find and contains a complete set of symbols, including a compass rose.

Legend contains a complete set of symbols, including a compass rose.

Legend contains an almost complete set of symbols, including a compass rose.

Legend is absent or lacks several symbols.

Spelling/ Capitalization

95-100% of the words on the map are spelled and capitalized correctly.

94-85% of the words on the map are spelled and capitalized correctly.

84-75% of the words on the map are spelled and capitalized correctly.

Less than 75% of the words on the map are spelled and/or capitalized correctly.

Labels & Features – Neatness

90-100% of the labels/features can be read easily.

89-80% of the labels/features can be read easily.

79-70% of the labels/features can be read easily.

Less than 70% of the labels/features can be read easily.

Scale All features on map are drawn to scale and the scale used is clearly indicated on the map.

Most features on map are drawn to scale and the scale used is clearly indicated on the map.

Many features of map are NOT drawn to scale even though a scale used is clearly indicated on the map.

Many features of map are NOT drawn to scale AND/OR there is no scale marker on the map.

Knowledge Gained When shown a blank base map, the student can rapidly and accurately label at least 10 features.

When shown a blank base map, the student can rapidly and accurately label 8-9 features.

When shown a blank base map, the student can rapidly and accurately label 6-7 features.

When shown a blank base map, the student can rapidly and accurately label fewer than 6 features.

U.S. Geography Unit Grade 5

Rubric Description

This rubric will be used to evaluate the team tasks, which will be completed by each

small group (4 students) in the class. Students will work together to create maps that show what

they have learned about U.S. geography and topography throughout the unit.

The categories assessed in this assignment are accuracy of labels, map legend/key,

spelling/capitalization, labeling of features and it’s neatness, scale, and knowledge gained. Each

of these categories will be assessed at an individual and group level. Students will also be given

a rubric to evaluate their maps on an individual basis.

This rubric is leveled from 4-1 allowing students to still receive some points even if they

do they very minimum. For this assignment, I am looking for overall neatness, accuracy, and

correctness because students are creating and completing maps, which are suppose to be neat and

accurate sources. Aside from this rubric, students are also receiving a participation and effort

grade (4-1) based on the amount of information they have added to their group’s map.

Participation and effort are based on the student’s assigned color shown in the legend/key and

the amount of work that is drawn on the map using that specific color.

U.S. Geography Unit Grade 5

Resources Children’s Books and Websites

• National Geographic Kids http://kids.nationalgeographic.com/kids/

Teacher Reference Materials (textbooks, books, articles, websites):

• Social Studies o National Geographic http://www.nationalgeographic.com/ o Virtual tour

• Physical Education: o Pecentral.org o Havefunteaching.com o Pedometers (class set)

• Performing Arts: o Educational Songs & Children’s Music from Songs for Teaching

http://www.songsforteaching.com/index.html o U.S. Geography: Songs for Teaching Musical Play

A musical play for kids (Grades K-9) about U.S states, capitals, and natural features. The play is written by Ron Fink and John Heath.

http://www.songsforteaching.com/badwolfpress/usgeographymusicalplay.htm

• Science: o Hands-On Science Lab—Plate tectonics: A Moving Story (5 labs 30 min labs)

1. Convection Currents/Layers of the Earth 2. Continental Drift 3. Earthquakes: Transform Boundaries 4. Convergent and Divergent Boundaries 5. Subduction and Volcanoes

Multimedia (digital images, video, music)

• Music and lyrics for U.S. Geography • National Geographic Kids (pictures of U.S Monuments and U.S. National Parks)

Community resources (field trip): • Samuel P. Taylor Park, California Department of Parks and Recreation

o http://www.parks.ca.gov/?page_id=469

Materials for hands-on investigation: • Blank U.S. map with regions outlined • California State University, Chico Hands-On Science Intern Lab Manual

o Plate Tectonics Unit

U.S. Geography Unit Grade 5

Reflection

After creating this two-week schedule of a five-week unit I realized how much time,

effort, and research is needed to design and plan a unit. I have been teaching various parts of this

unit during my student teaching in a fifth grade classroom at Lynwood Elementary School. The

play has become the overarching activity for social studies block and is quite popular among the

students. Every day the students are itching to work on different parts of the play or work on

their team task. The team task was introduced during week three of this unit to allow for my

directing teacher and/or myself to work on different scenes from the play with small groups of

students.

During this unit I had the opportunity to teach the GLAD Pictorial Input Chart activity to

the students at my placement. I have only seen the pictorial input chart used and taught once or

twice before. This was my first time teaching the GLAD strategy. After teaching this lesson, I

learned that GLAD strategies take a lot of practice. The U.S. story was very detailed (contained

lots of word cards and pictures to represent several U.S. geographical and topographical

features), which made it difficult to remember the order, and more importantly, the facts that

were included in the story. The most challenging aspect of this lesson was explaining the

topographical features or word cards without giving away the answer by simply saying the name

out loud (Ex: Rocky Mountains). I tried to give the students as many hints as I could before

giving the word away completely. The students sensed my nervousness and were very patient

with my story telling abilities. I was very appreciative of their sympathy.

Overall, I enjoyed creating and teaching various parts of this unit, even though it became

challenging at times. This process also gave me more practice and experience with long-term

planning as well as curriculum integration, which I will mostly likely be using at some point in

the near future.