4.Five+Day+Unit+Plan

Day One: Farrah Alikhan

Teacher(s) Name: __Farrah Alikhan, Jessica Chitty, Erica Jacobs, & Alyssa Larr__ Thematic Unit Theme/Title/Grade Level: __Regions of the United States/ “Trekking Through the Regions”/ 3rd Grade__ Wiki space address: ucf3regionsf11t.wikispaces.com
 * Daily Lesson Plan Day/Title: __Monday/ Geography of the Regions__ **

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! || Students will have an adequate understanding of how the U.S. is divided into the regions and what states make up each region. Students will be able to identify physical characteristics within their assigned region. Students will create their own model of their region through a salt-dough map and place the appropriate characteristics and resources in each region. || SS.3.A.1.2: Utilize technology resources to gather information from primary and secondary sources. SS.3.G.1.1: Use thematic maps, tables, charts, graphs, and photos to analyze geographic information. SS.3.G.1.2: Review basic map elements (coordinate grid, cardinal and intermediate directions, title, compass rose, scale, key/legend with symbols) 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.2.4: Describe the physical features of the United States, Canada, Mexico, and the Caribbean. SS.3.G.2.5: Identify natural and man-made landmarks in 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. LA.3.2.2.2: The student will use information from the text to answer questions related to explicitly stated main ideas or relevant details LA.3.4.1.2: The student will write a variety of expressive forms (e.g., chapter books, short stories, poetry, skits, song lyrics) that may employ, but not be limited to, figurative language (e.g., simile, onomatopoeia), rhythm, dialogue, characterization, plot, and appropriate format. MA.3.G.5.2: Measure objects using fractional parts of linear units such as 1/2, 1/4, and 1/10. * The curriculum will crossed through social studies, language arts and math in this lesson. || How will student learning be assessed? Authentic/Alternative assessments? Dough’s your assessment align with your objectives, standards and procedures? Informal assessment (multiple modes): participation rubrics, journal entries, collaborative planning/presentation notes || ** Unit Pre-Assessment: ** As an alternative assessment students will put together a puzzle of the United States, which is divided into the five regions (this will be done the week prior in their Social Studies class.) Students will be assessed based on their completed satchel projects, which will include all of their work from the week. (Projects will include: salt dough map, weather doll, shape poem, post card, people and populations individual assignments: color coded map with timeline, culture awareness cut-out, culture and diversity chart, habitat illustration, or communication drawing.) Students will be assessed on their completed worksheet, which will be based on the presentations from the peers. The teacher will ask the student questions regarding the different projects being created. The rubrics will be filled out for each student for the projects that are being formally assessed. Students will be assigned to go home at the end of each day and tell their parents all they have learned from that day’s lesson and all they have researched on their particular region. || Student Activities & Procedures 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. What accommodations or modifications do you make for ESOL, Gifted/Talented students, Learning/Reading disabilities (SLD), etc. || ** Week Prior: ** Teacher will ask the students questions to just think about independently and answer in their heads. Teacher: “What do you know about the United States regions?” Teacher: “How many regions do you think make up the United States?” Teacher: “Why do you think we are split into different regions?” Teacher: “What are several characteristics that you think differs between the regions?” (Example responses from students: “Population, climate, physical features, religion, food, culture, etc.”) Each student will be given a zip lock bag, which has laminated pieces of the United States. Students will be asked to put the pieces together to make the United States. Teacher: “How many of you have traveled some place where they needed to take things with them?” Teacher: “How did you carry these things around?” (Example: suitcases, purses, backpacks, etc.) “Well different cultures use different things to carry or collect things in.” Native Americans for example use to carry their belongings or medications in a bag called a satchel.” (Show students sample of satchel created) “Today we are going to create our own satchels for our U.S. Regions Unit we are starting next week. We are going to use the materials on your table to create this satchel.” The class will be divided into 5 groups of 5. Each group will be assigned a region and is responsible on becoming experts on this region so that on Friday at our “Share Fair” you can inform the class of everything you have learned and explored throughout the week. “Your satchel will be used to put all of your projects and creations in from the week. At the end of the Unit we will share all we have discovered and learned through the week.” “We will work through these steps together so follow along as we go through each process.” Step One: Take your pencils and outline a “U shape,” which takes up about the entire paper bag. Use your scissors to cut out this shape. Step Two: Use hole puncher and make holes around your bag about 1-inch apart. Step Three: Then choose a color of yarn and weave through the holes tying a knot at each end to sew your bag together. Step Four: Proceed by tying yarn through each hole allowing yarn to dangle on either side of the knot. Step Five: Take assorted beads and string three onto each piece of dangling string for the fringe. After stringing beads on then tie a knot at the end of each piece of yarn to hold beads on. Step Six: Put your satchel aside and pick three colors of yarn out and tie a knot at the top of them. Then braid them together to make the strap of your satchel. Step Seven: Take braided strap and tie it through the top holes on either side of the satchel. Now you have completed the creation of your satchel! Instruct students to decorate their bags with the crayons and markers on each table. Your Illustrations will reflect your region. Use your resources basket at each table to learn about a landmark you want to draw on your satchel that is dominant in your assigned region. Also be sure to have your regions name written bold and large on the center of your satchel. Teacher: “Who has traveled out of Florida before? Where did you go? What did you see? What was different?” For the next week we are going to travel through the 5 different regions that make up the United States. Today we will be learning about the geography of the regions. Tuesday we will be taking a look at the regions unique climates and crops. Wednesday we will be exploring our regions different tourist attractions and landmarks. Thursday we will be learning all about the people and the populations of your regions. And as we mentioned earlier Friday will be our class “Share Fair.” You each will be responsible for completing the daily assigned projects relating to your region, which will all be placed in the satchels you created in your art class the week before. Teacher will pull up Google maps on the IWB and show the students the specific regions by zooming in. First we will look at the world. Then we will zoom into the United States, once we are looking at just a map of the United States we will use the drawing feature on the IWB to show the outlines of the different regions. The teacher will proceed by directly teaching students about the physical characteristics in each region. To engage their background knowledge on what a physical map is the teacher will hold up a physical map and a basic map, allowing the students to compare and contrast the two. This will help them understand how the physical map will The teacher will do this by presenting physical maps that they can use as a reference to get a better grasp of how the regions look. (**ESOL Accommodation**: 3-D physical maps which they can physically hold and see.) Students will proceed by asking any questions they may have before they move on to making their salt dough maps. The teacher will show the students an example of what a salt dough map is and what it will look like in the end with the states divided, painted and the resources noted. (**ESOL Accommodation**: Teacher modeling steps, visual of finished product) Today we will only be creating the salt dough map and making the state outlines. Math will be incorporated in the measuring out of the maps and the sizes of the states within each region. The students will get together with their regions, moving their desks into a pod formation in order to work on their maps together. Before they begin their projects the rubric will be discussed in its entirety in order to ensure that they are not confused on what is being asked of them and what the expected results are. First students will be given a zip lock bag, which has an equal amount of salt and flour mixed together. Then students will get their water and mix their solution in a plastic bowl until it forms a play dough kind of material. In the center of each pod group there will be a basket, which has the materials in it for that particular region. These baskets will have picture books, maps on their regions, articles, etc. Anything that will help them with the creation of their salt dough maps and allows them to understand how their region was divided and what it looks like physically. Each student will use their hands to shape their dough onto their poster boards in the shape of their region. Then each region will have all of the outlines of each of the states within that particular region. Which will be created using toothpicks. Students will think about their region. Think about all they learned in their geography class earlier about the physical characteristics of their region. They will be shown an example of a completed shape poem and will also be shown the steps in creative thinking and design that it took to get to the final product. (**ESOL Accommodation:** Teacher modeling steps, visual of final product) The students will again get together with their regions, moving their desks into a pod formation in order to work together on their shape poems. They will choose an outline of something that is dominant in their region and they will create on a half piece of computer paper a simple outline of this image. (Ex. Cactus for the Southwest region) Then the outline they have created will be placed under the other half sheet of computer paper and they will write various words around the outline describing their region. (Ex. Hot, Sunny, Desert, coyote, etc.) These words can include but are not limited to climate, physical features, animals in their region, landmarks, famous people, etc.) Each group will have a dictionary on their table that they can use to make sure they are correctly spelling the words that make up their poems.  (**ESOL Accommodation:** The access of a resource that they can use to help them learn new words and spell words they do not know)  The teacher will rotate around the room informally assessing each student asking questions and assisting with the creation of their shape poems.  Students will be given the period to complete their poems and then glue their finished product to a piece of construction paper.  Shape poem will be stored in their satchel. || Puzzle of the United States Regions  Writing Utensil to label regions  Interactive White Board  Access to the internet to get on to Google maps Physical maps of the United States Flour ¼ Salt ¼ (Pre-measured and separated into zip-lock bags Water 1/8  Plastic Forks (to mix ingredients of salt dough maps with)  Plastic cups (to mix ingredients of salt dough map in)  Ruler  Protractor  Toothpicks  Basket of resources:  -National Geographic  -Textbooks  -Physical maps of the U.S. Regions  Computers (for additional research):  - Midwest Information:"http://www.factmonster.com/ipka/.html." Fact Monster.  © 2000–2007 Pearson Education, publishing as Fact Monster.  27 Nov. 2011 .  - Southwest Information: "http://www.factmonster.com/ipka/.html." Fact Monster.  © 2000–2007 Pearson Education, publishing as Fact Monster.  27 Nov. 2011 .  - West Information:"http://www.factmonster.com/ipka/.html." Fact Monster.  © 2000–2007 Pearson Education, publishing as Fact Monster.  27 Nov. 2011 . - Midwest Information:Midwestern Region." //NASPO//. National Association of State Procurement Officials, 2010. Web. 27 Nov. 2011. . - Maps of the Northeast Region: []   - //National Geographic Reading Expeditions//: //Readings About America, Travels Across America, & Travels Across America’s Past by Elspath Leacock//  Completed Salt Dough Map (for visual)  Publix brown paper bag  Scissors  Hole puncher  Yarn  Beads  Crayons  Completed Satchel (for visual)  Sheet of computer paper cut in half  Pencil/pen  Construction paper (to glue shape poem on)  Basket of resources  Glue  Dictionary (to look up words in order to spell them correctly)  Completed Shape Poem (for visual) ||
 * ** Learning Objectives **
 * ** NCSS Theme/ **
 * NGSSS- Next Generation **
 * Sunshine State Standards ** List each standard. Cutting and pasting from the website is allowed. || ** NCSS Theme: **
 * Geography ** : People, Places, and Environments
 * NGSSS- Next Generation Sunshine State Standards: **
 * ** Assessment **
 * Unit Post-Assessment: **
 * // On-going //**** Assessment: **
 * // Design for Instruction //
 * Exceptionalities **
 * Pre-Test **
 * ESOL Accommodation: ** Students with disabilities will be assisted by a teaching assistant in correctly putting the regions in the correct spots and labeling them correctly.
 * Gifted/Talented Students: ** For those students in your class whom may be at a higher level and may find this assignment too easy, arrange to give them a blank map of the United States, which they have to divide themselves into the regions. Once they have completed that allow them to attempt to label as many of the states within each region as well.
 * Satchel (Will be done in their Art Class) **
 * Anticipatory Set: **
 * Introduction ** :
 * Step By Step Instructions: **
 * Salt Dough Map (Will be done in their math class) **
 * ESOL Accommodation: ** If students in the class are challenged with any learning disability, or behavioral disability either a teaching aid or assistant teacher can help these children by creating the lines for the map and the measuring of the region for the student.
 * Shape Poem (Will be done in their Language Arts Class) **
 * ** Resources/Materials ** || ** Pre-Test Materials: **
 * Introduction ** :
 * Salt Dough Map: **
 * Satchel ** :
 * Shape Poem: **
 * Discussion Notes: **


 * Rubrics ** : Rubrics for the “Shape Poem” and “Salt Dough Map” are posted. This is one way you can analyze and assess whether the students accurately completed the assignment and gained sufficient knowledge.
 * Class Assistant ** : It is a good idea to have a student teacher or parent help with these projects in order to make sure class time is being used effectively and that everyone is staying on task and working efficiently. You can make your own sign-up sheet to organize which parent will sign up and assist for each project being done throughout the week.
 * Materials ** : All materials being used through this unit are very cheap and easily accessible, but if for any reason it is hard to get or afford these materials ask your students for donations or the borrowing of particular materials. You can create a request letter to send home with your students just simply asking for some donation of materials. (This can be combined with the inquiry about parent volunteers throughout the week.)
 * Extensions ** : Depending on your location you may be able to take your students on a field trip, giving them a real inside look of the environment in the region you reside in. (Example: If you reside in the Southeast taking your kids on a trip to a famous landmark like the Kennedy Space Center or to St. Augustine.)
 * ESOL Accommodations: ** Every project has ESOL Accommodations noted, but other accommodations will need to made daily as well as the ones stated. Your students will be working in groups to help one another and assist each other in the creation of their projects. Be sure you are explaining every step within each project thoroughly. It would also be a good idea to have these directions handy so that all the students can adequately see them and refer back to prior steps in order to work at their own pace. You can print them out and have them available at each table or you can have them projected on the IWB so that your students can see them from their seats.

Day Two: Erica Jacob

Daily Lesson Plan Day/Title: __Tuesday: Resources, Crops, and Climate in the Regions__** 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 work cooperatively with their group to research and gather information, pertaining to their region, from textbooks and online resources. The student will show an understanding of their region’s resources and crops, by creating a resource map. The student will demonstrate an understanding of map elements, by creating a legend on his/her map. The student will analyze maps, to determine his/her region’s climate zones. The student will demonstrate an understanding of the effect of climate on people, resources, and crops, by creating a weather doll. || 1. Geography 2. Economics 3. Science, Technology, and Society NGSSS: [|SS.3.A.1.2: Utilize technology resources to gather information from primary and secondary sources.] [|SS.3.G.1.1: Use thematic maps, tables, charts, graphs, and photos to analyze geographic information.] [|SS.3.G.1.2: Review basic map elements (coordinate grid, cardinal and intermediate directions, title, compass rose, scale, key/legend with symbols) .] [|SS.3.G.2.3: Label the states in each of the five regions of the United States.] [|SS.3.G.2.4: Describe the physical features of 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.] [|SS.3.G.3.2: Describe the natural resources in the United States, Canada, Mexico, and the Caribbean.] [|LA.3.1.6.2: The student will listen to, read, and discuss familiar and conceptually challenging text;] [|LA.3.6.2.1: The student will determine information needed for a search by narrowing or broadening a topic, identify key words;] [|VA.3.F.3.2: Collaborate to complete a task in art.] [|SC.3.L.17.1 Describe how animals and plants respond to changing seasons.] * The curriculum will be crossed through Social Studies, Language Arts, Science, and Visual Arts in this lesson. || 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: As an alternative assessment, students will put together a puzzle of the United States, which is divided into five regions. During the students’ centers time, the students will be assessed on their knowledge of the regions by playing the board game //Great States!// The teacher will be at this center and writing down observations. (This will be done the week prior in their Social Studies class.) Unit Post-Assessment: Students will be assessed based on their completed Satchel projects, which will include all of their work from the week (Salt-dough map, weather doll, shape poem, postcard, people and populations individual assignments; color coded map with time line, cultural awareness cutout, culture and diversity chart, habitat illustration, or communication drawings). Students will be assessed on their completed worksheet, which will be based on the presentations from their peers. On-going Assessment: Students will participate in the class discussion, answer questions, and/or ask questions. Students will be asked informal questions about the research they are performing for their region’s climate, resources, and crops. The teacher will observe students, while they are working on their resource maps and weather dolls, to make sure students are on task and putting in effort. The students will be assessed on their resource map and weather doll, based on the given rubrics. || Student Activities & Procedures 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. What accommodations or modifications do you make for ESOL, Gifted/Talented students, Learning/Reading disabilities (SLD), etc. || ** Review: ** The teacher will review the directions for the salt-dough maps, since they will have dried overnight. The teacher will review with the students how the United States is divided into regions. The students will break into their groups and while students are in their groups, they will study maps and figure out which states are in their region. Then, they will finish the geography part of their salt-dough maps. To do this, they will label each state in their region, on their map. The teacher will hold up an apple. This will tie into students’ interests and prior knowledge (ESE/ESOL: Activating prior knowledge). The teacher will introduce the lesson by asking the following questions: How many of you have ever eaten one of these? Have you ever considered where this apple came from? 1. The teacher will open the lesson by explaining that the food we consume, and the resources we use come from many different states and countries. The teacher will describe how the apple was grown in Washington and was shipped to Florida. The teacher will ask the following questions: Why do you think we receive goods and resources from other states? Do you think we could grow those same crops in Florida? Why? 2. After listening to several students responses, the teacher will explain to students that we cannot produce all of the crops and resources we need/currently use. This is because we do not have all of the resources in our state and we do not have the appropriate environment and climate to grow certain crops. 3. The teacher will then begin to describe the second portion of the salt-dough map project. The groups will browse through the various resources (internet, textbooks, maps) to research and find the crops and manufactured products/resources that are produced in their region. (ESE/ESOL: Cooperative learning) 4. After the students have researched and found out what is produced and grown in their region, they will select various small objects (which the teacher will provide) to represent those resources and crops. They will take those small objects and glue them to their maps in the correct location. (ESE/ESOL: Use of Visuals) 5. After students have glued all of their objects onto their maps, they will create a legend on their map. When students have completed their maps, they will place it in their Ziploc bag. 6. The teacher will introduce the topic of climate, by asking the students, “Remember earlier, class, when we were discussing resources and crops? Does anyone remember why we said we have to get some of our crops/resources from other states?” The teacher will listen to the responses of children and reinforce the fact that environment and climate affect the types of crops that can be grown in certain areas. (ESE/ESOL: Reinforcing and reviewing material) 7. “Today we are going to discuss the different climates in the regions of the United States. We remember that __climate__ is the word which describes a continuous pattern of weather.” 8. Next, the teacher will explain to students that there are eleven different climate zones, present in the United States. The teacher will display the Climate Zones map to the class. (ESE/ESOL: Use of the Visuals) She will direct students how to use the map. Each of the colors represents a different climate zone. 9. The teacher will then ask, “what do we do if we want to find out what the weather will be like today?” “Where do we look to find that information out?” The students will respond and the teacher will make sure they have listed different ways to determine the weather, such as the internet and the weather channel on television. 10. Each group will receive a Climate Zone map. The teacher will instruct the students that they are to look at their maps and figure out which Climate Zones are present in their region. Then, they will use their textbooks and online resources to find out what those climate zones (in their region) mean and define them in their own words. They will write a paragraph explaining the different climate zones in their region and their definitions. 11. Then, the students will use their online resources to find out what the weather is like in their region for the present day. The online resources to be used are [|www.weather.com], [|www.weather.gov] , etc. Students will write (on the same paper that they wrote about their climate zones) what the weather is like “today” in their region. 12. Students will use a variety of materials (felt, fabric, yarn, ribbon, buttons, etc) and will create a weather doll. Their weather doll must be dressed in clothing appropriate for the weather of that day. They are to create this doll on a piece of foam core; they will adhere all of the materials to that. 13. After they have completed their doll, they will glue their paper, which describes the climate zones and weather, onto the back of their weather doll. (*Gifted/talented students can be encouraged to give their doll a name and write a story about what their doll would be doing on this particular day, based on the weather in their region.) || // Tornadoes! // Author/Illustrator: Gail Gibbons // The United States: // //Region by Region// By: Patricia Kummer // My America: A Poetry Atlas of the United States // Author: Lee Bennett Hopkins Illustrator: Stephen Alcorn Online Resources: [] [] [] [] [] [|www.weather.com] [] Textbooks/Resources: Time for Kids: United States Atlas 2010 National Geographic Reading Expeditions: Social Studies: Travels Across America Book Sets (Northeast, Southeast, Midwest, Southwest, and West) by: Elspeth Leacock National Geographic Theme Sets: Weather and Climate by: Jasper Williams Textbook: Comparing Regions by Silver Burdett Ginn Textbook: States and Regions by Harcourt Brace Textbook: Regions Near and Far by Macmillan/McGraw-Hill United States Climate Map (5 student copies and 1 teacher copy) Craft Materials: 1. Salt Dough Map Materials: Dried maps that were created Day 1 Ziploc Bag Paint Markers Glue Small Items to Represent Resources/Crops (Sequins, Swedish Fish, root beer barrels, jelly beans, toothpicks, oats, barley, marshmallows, raisins, craisins, granola, small twigs, cotton balls, red hot candies, chocolate chips 2. Weather Doll Materials: 15x8 Piece of Foam Core Board  Glue  Scissors  Paper  Yarn  Googly Eyes  Markers  Crayons  Scraps of Fabric and Felt  Cotton Balls  Construction Paper  Foam Ball 3. Rubrics:  Salt Dough Map Rubric  Weather Doll Rubric || Discussion Notes:  The teacher should keep a notepad to take observation notes of students working in their groups and add it on to their graded satchel.  The teacher can send a letter home encouraging parents to come to the share-fair on Friday.  The teacher can encourage students to do any additional research at home, such as looking in old magazines, books, or family photos relating to their region.  As an extension activity, the class can take a field trip to a close-by landmark, such as St. Augustine or the Kennedy Space Center. *Feel free to alter the assignments based on materials you already have at home.
 * Teacher(s) Name: __Jessica Chitty, Farrah Alikhan, Erica Jacob, Alyssa Larr__ **
 * Thematic Unit Theme/Title/Grade Level: __Regions of the United States/”Trekking Through the Regions”/Third Grade__ **
 * Wiki space address: http://ucf3regionsf11t.wikispaces.com/ **
 * ** Learning Objectives **
 * ** 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 Themes:
 * ** Assessment **
 * // Design for Instruction //
 * Exceptionalities **
 * Anticipatory Set: **
 * Step-by-Step Instruction: **
 * (The Following will be done during the students science period) **
 * ** Resources/Materials ** || Children’s Literature:

Day Three: Jessica Chitty

Daily Lesson Plan Day/Title: __Wednesday/Landmarks of the Regions__** 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 be able to utilize materials in order to learn about key landmarks in their designated region. The student will be able to identify pictures of land marks in their designated area to put into a collage on their postcard. The student will be able to write a postcard to their family identifying key landmarks that they have “visited”. The student will not only be able to tell their family where they have “travelled” but be able to describe key physical features and what you can do at those landmarks. The student will be able to collaboratively use the IWB to present to the class the key landmarks of their region. || **Geography:** people, places, and environments. **Sociology:** Individuals, groups, and institutions. **NGSSS** o [|SS.3.A.1.2: Utilize technology resources to gather information from primary and secondary sources.] o [|SS.3.G.1.1: Use thematic maps, tables, charts, graphs, and photos to analyze geographic information] o [|SS.3.G.2.2: Identify the five regions of the United States.] o [|SS.3.G.2.3: Label the states in each of the five regions of the United States.] o [|SS.3.G.2.5: Identify natural and man-made landmarks in the United States, Canada, Mexico, and the Caribbean.] o [|LA.3.1.6.2: The student will listen to, read, and discuss familiar and conceptually challenging text] o [|LA.3.2.2.2: The student will use information from the text to answer questions related to explicitly stated main ideas or relevant details] o [|LA.3.3.1.1: The student will prewrite by generating ideas from multiple sources (e.g., text, brainstorming, graphic organizer, drawing, writer's notebook, group discussion,printed material)] o [|LA.3.3.4.3: The student will edit for correct use of punctuation, including end punctuation, apostrophes, commas, colons, quotation marks in dialogue, and apostrophesin singular possessives] o [|LA.3.3.5.1: The student will prepare writing in a format appropriate to audience and purpose (e.g., manuscript, multimedia)] o [|LA.3.3.5.2: The student will add graphics where appropriate] o [|LA.3.3.5.3: The student will share the writing with the intended audience] o [|LA.3.4.1.1: The student will write narratives based on real or imagined events or observations that include characters, setting, plot, sensory details, and a logicalsequence of events] o [|LA.3.4.2.4: The student will write a variety of communications (e.g., friendly letters, thank-you notes, formal letters, messages, invitations)] o [|LA.3.5.2.2: The student will plan, organize, and give an oral presentation and use appropriate voice, eye, and body movements for the topic, audience, and occasion] o [|VA.3.F.3.2: Collaborate to complete a task in art.] 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: ** As an alternative assessment students will put together a puzzle of the United States, which is divided into five regions. During the student’s centers time, the students will be assessed on their knowledge of the regions by playing the board game, //Great States!// (This will be done the week prior in their Social Studies class). Students will be assessed based on their completed satchel projects, which will include all of their work from the entire week. (Salt-dough map, weather doll, shape poem, postcard, cultural awareness cutout, travel tracer, the population tracker, people and populations individual assignments: color coded map with timeline, cultural awareness cutout, culture and diversity chart, habitat illustration, or communication drawings). Students will be assessed on their completed worksheet, which will be based on the presentations from their peers. Students will be asked informal questions about their regions landmarks during their research time. Students will be assessed on the accuracy and completion of their postcard. This will include accurate pictures of the landmarks in their region, and a completed letter to their parents about these landmarks. Students will be assessed on their participation throughout their group presentation on the landmarks in their region, using the IWB. || Student Activities & Procedures 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. What accommodations or modifications do you make for ESOL, Gifted/Talented students, Learning/Reading disabilities (SLD), etc. || ** Review: ** Ask students to pair up with an elbow partner and share the following: what region you are an expert in, what the geography of that region is, what the climate of the region is, and the crops that can grow in their climate because of the weather. Give students 3-5 minutes to discuss this with their partner. Once time is up, bring the class back together and have some students share any new things they have learned. 1) Read //America The Beautiful// by Wendell Minor. As you are reading the book, play the instrumental version of the song in the background. 1) After doing the anticipatory set proceed by telling students to get into their regions group and combine their desk together to create a pod where they will work cooperatively. (ESOL/ESE) 2) Ask students if anyone has heard of the word landmark? 3) Use Google Maps and zoom in on Disney World. Explain to students that this is an example of landmark in their home state, Florida 4) Then explain the meaning of the word landmark. //(Something that is identified by people as a popular or significant place or structure, throughout the land)// 5) Then pull up the statue of liberty on Google Maps. Ask students what this is a picture? Ask them to tell you what this is a landmark of**.** 6) Begin by explaining to the groups what the project is and what is expected from them. 7) Inform the students that each group will have two boxes of supplies. The first box will be filled with the supplies for the creation of the postcard. (Foam core board, glue, scissors, & markers.) The second box will be filled with the students learning/reading resources & a template to be completed by the student. (//National Geographic Reading Expeditions: Readings About America, Travels Across America, & Travels Across America’s Past.)// Throughout the different text there will be envelopes with cut out pictures of different landmarks. Explain to students that when they come across an envelope they are to take a picture out to put on their collage. Then they are to uncover a couple of facts to put on their landmarks worksheet. (ESOL/ESE) Once the students have uncovered all of their landmark pictures, they are to glue the pictures on the postcard to form a collage. 8) Instructor will walk around to the different groups and ask students what type of regions they are discovering and some key information about the landmark. The instructor will also be answering any questions students may have and making sure students are on track. 9) Inform students that they will choose a couple of landmarks as a group to present to the class using an IWB flip chart. Explain to students that a map of the United States will be on the IWB with several landmarks from the different regions. Show students an example of how they will draw a line from the landmark to which states it belongs in.After the students have complied their landmarks for their region they will present to the class a few of the landmarks they discovered, using an IWB flip chart. 10) Students will use their landmark template and prior knowledge from the previous day to compile a letter to their family which will go on their postcard. (ESOL/ESE) 11) Inform the students that the letter should consist of a creative piece of writing where they write to their family describing their travels through their region and the different main landmarks they visited. The letter should also include the state the landmark is are and how the weather is that day. (ESOL/ESE students will be held to a different standard. They will be required to write brief sentences about the landmarks and the weather.) // In your lesson be sure to label (ESOL; ESE) appropriate activities and modifications made for ESOL and ESE students. // || //America The Beautiful// by Wendell Minor Google Maps (viewing Disney World, and the Statue of Liberty) Supplies for the postcard ( 25 foam core boards: 1/student, glue scissors, markers) Resources for the postcard ( //National Geographic Reading Expeditions//: //Readings About America, Travels Across America, & Travels Across America’s Past by Elspath Leacock,// envelopes paper clipped to the appropriate text, pictures of important landmarks for each region: NASA; Florida, The White House; Virginia, Disney World; Florida, Statue of Liberty; New York, Empire State Building; New York, The Old North Church; Massachusetts, Yellow Stone National Park; Wyoming, Hoover Dame; Nevada, Golden Gate Bridge; California, The Mackinaw Bridge; Michigan, Football Hall of Fame; Ohio, Mount Rushmore; South Dakota, The Alamo; Texas, The Grand Canyon; Arizona, The Sonoran Desert; Arizona.) Template for students to record facts about the landmarks in their region. Rubric for postcard project. [|Landmarks_in_the_US[1[1].flipchart]] ||
 * Teacher(s) Name: __Jessica Chitty, Farrah Alikhan, Erica Jacobs, & Alyssa Larr__ **
 * Thematic Unit Theme/Title/Grade Level: __Regions of the United States/”Trekking Through the Regions”/ 3rd Grade__ **
 * Wiki space address: ucf3regionsf11t.wikispaces.com **
 * ** Learning Objectives **
 * ** NCSS Theme/ **
 * NGSSS- Next Generation **
 * Sunshine State Standards ** List each standard. Cutting and pasting from the website is allowed//.// || ** NCSSS Themes **
 * The curriculum will be crossed through Social Studies, Language Arts, and Visual Arts ** ||
 * ** Assessment **
 * Unit Post-Assessment: **
 * On-going Assessment: **
 * // Design for Instruction //
 * Exceptionalities **
 * Anticipatory Set: **
 * Step by Step Instruction: **
 * The following section will be done in their Language Arts block.) **
 * ** Resources/Materials ** || Smart Board

Discussion Notes:
 * Instructor should keep a list with the names of each student and provide space to take notes and observations about each student. Instructor should use this to make sure they have had dialogue with each student.
 * Try to encourage students to do additional research on their region at home and bring in any information they found.
 * In the prior week’s take home flyer, give parents some resources for games that will provide students with additional activities to practice.
 * Remember to stay flexible with your students. Encourage them to share their findings with their classmates. Also stay flexile with yourself, adjust your resources based on your students and on what is available to you.
 * If foam core board is too expensive for your postcard, use cardboard.
 * Modifications to the flip chart can be made. Example, the students can drag the picture to the appropriate region, instead of drawing a line.

Day Four: Alyssa Larr

/3rd Grade 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 identify cultures in the United States by Region The student will identify contributions (clothing) from various ethnic groups The student will compare population from the past to present The student will identify habitats and different foods of culture groups || [|SS.3.G.4.4: Identify contributions from various ethnic groups to the United States.] [|SS.3.G.4.2: Identify the cultures that have settled the United States, Canada, Mexico, and the Caribbean.] [|SS.3.G.4.3: Compare the cultural characteristics of diverse populations in one of the five regions of the United States with Canada, Mexico, or the Caribbean] [|LA.3.5.2.2: The student will plan, organize, and give an oral presentation and use appropriate voice, eye, and body movements for the topic, audience, and occasion] *The curriculum will be crossed through Language Arts and Social Studies. || 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: ** Students will put together a puzzle of the United States, which is divided into five regions. During the students’ centers time, the students will be assessed on their knowledge of the regions by playing the board game “Great States!” The teacher will be at the center and writing down observations. (This will be done the week prior in their Social Studies class.) Unit Post-Assessment: Satchel items: Students will be assessed based on their completed Satchel projects, which will include all of their work from the week (Salt-dough map, weather doll, shape poem, postcard, people and populations individual assignments; color coded map with time line, cultural awareness cutout, culture and diversity chart, habitat illustration, or communication drawings). Students will be assessed on their completed worksheet, which will be based on the presentations from their peers. Students will be assessed by a rubric on their individual assignment The teacher will ask the student questions regarding their researched information Teacher will observe the students to ensure they are staying on track and using their time wisely || 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. What accommodations or modifications do you make for ESOL, Gifted/Talented students, Learning/Reading disabilities (SLD), etc. || ** Reviews for previous days: ** The teacher will review information presented on all three days of the Unit Plan prior. From day one, they will review the five regions of the United States. Then, the teacher will ask the students to discuss the climate and landmarks. In Language Arts, students will complete a writing probe with the Topic “If you could visit any landmark in the United States, where would you visit? Why? Look at the artifacts in front of you. What do you notice about these artifacts? What do you think these artifacts are used for? Who do you think uses them? How do you think these artifacts are important in relation to your region? Many Native Americans have lived throughout the United States. Some Native Americans are still around today!! Although they are all Native Americans, many of them differ in many ways. A lot of them have different culture, transportation, population, communication and habitats. Today, you’ll be learning about a specific Native American group who lived in your region. They might still be living today. 1. Each group will be given an empty U.S. map and a set of artifacts. Students will use their senses with the objects and discuss where they think the artifacts come from. 2. The Southwest group will be given the Navajo Indians: Navajo Dolls, arrow heads and a photograph of Navajo pottery. The Northeast group will be given a picture of a canoe, wooden pipe, and a spirit mask. Their group will be Iroquois Indians. The Southeast group will be given civil war artifacts (ring, spoon, pan) Their group will be The Cherokee Indians. The Midwest group will be given a model of a teepee, a picture of a buffalo and a model of a horse. Their group will be the Plains Indians. The West group will be given a picture of an Aztec warrior, model of canoe, picture of a pictograph. Their group will be the Aztecs. 3. Each group will analyze their artifacts and based on their prior knowledge, they will discuss why some of these artifacts belong in their region. (ESE/ESOL: prior knowledge) 4. Each group member will be given a role, which include **culture keeper, population tracker, travel tracer, habitat hunter and communication specialist**. Students will research their group of people and their topics through the internet and will have their artifacts as resources as well. 5. After conducting their research, the **travel tracer** will the group map of where their group of people lived/are currently living. If students finish this assignment early, they will write a timeline of when and where they lived. 6. The **culture keeper** will draw, color and cut out clothing of their “cultural awareness cutout” on paper. The teacher will then laminate it and add velcro to it. If students finish this assignment early, they will create a variety of clothing for their cutout. 7. The **population tracker** will create a chart comparing the population size throughout the years. If students are finished early, they will write factors that may affect population 8. The **habitat hunter** will illustrate the type of places the group of people would live in. They will be required to have a title and at least one fact. If students finish early, they will add facts or illustrate another picture. 9. The **communication specialist** will find out what language their group speaks, and find out if they had any codes or signals. They will make an illustration of their findings. 10.Students will have a group discussion on what they’ve learned and share their individual projects. Students will write a reflection on what they’ve learned about their group. As the students are engaging in a discussion, the teacher will be going around and observing student participation. 11. On Friday, the students will present their population chart, cultural awareness cutout, language illustration, map of where the group lived, and illustration of the habitat. Each student will take their individual role assignment and place it into their satchel. || 12. Students will write a reflection on what they’ve learned and connect that to what they learned earlier in the week 13. Students will be give the writing probe: “If you could visit one landmark in the United States, what would it be? Why?” Online Resources: [] [] [] [|_http://inkido.indiana.edu/w310work/romac/pclothing.html__] [] [] [] [] [] [] [] [] []
 * Teacher(s) Name ** : __Jessica Chitty, Farrah Alikhan, Erica Jacob and Alyssa Larr__
 * Thematic Unit Theme/Title/Grade Level ** : __Regions/__Trekking Through the Regions
 * Wiki space address ** : http://ucf3regionsf11t.wikispaces.com/home
 * Daily Lesson Plan Day/Title ** : _**__Thursday/Native Americans in the Regions.__**
 * ** Learning Objectives **
 * ** 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: Geography: People, Places, Environments.
 * ** Assessment **
 * Unit Post Assessment: **
 * On-Going Assessment: **
 * ** Design for Instruction **
 * Student Activities & Procedures **
 * Exceptionalities **
 * Anticipatory Hook: **
 * Introduction: **
 * Step by Step Instruction: **
 * ** Resources/Materials ** || This will be done in the Language Arts Block:

computers for internet research Artifacts (sample): Navajo Dolls arrow heads civil war artifacts model of teepee model of horse/buffalo a picture of a canoe wooden pipe pictograph picture of canoe picture of Aztec Warrior

Materials: laminator Velcro paper cutouts blank maps of United States crayons Computers internet ESOL- scavenger hunt Paper Markers || Discussion Notes:

Assessment measures: Students will be given the rubric prior to completing the assignment to guide them to complete the assignment correctly. Parent Involvement: Parents will be invited to the Share Fair on Friday, where students will be able to present their work from the week! ESOL Accommodations: The accommodations that have been made for ESOL students are cooperating in small groups and having students create timelines. That will help students better understand the sequence of events. Another way to accommodate the ESOL students would be to utilize the IWB, especially to compare all of the travel tracers. If more time is permitted, it would be beneficial to have each student complete each individual project.

Day Five: Jessica Chitty, Erica Jacob, Farrah Alikhan, & Alyssa Larr

Teacher(s) Name: __Jessica Chitty, Erica Jacob, Farrah Alikhan, Alyssa Larr__

Thematic Unit Theme/Title/Grade Level: __Regions of the United States/”Trekking Through the Regions”/ 3rd Grade__

Wiki space address:


 * Daily Lesson Plan Day/Title: Friday/Share Fair **

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! || // Depending on the topic, 4-5 objectives are ample. All should begin with: // The student will work collaboratively to decide which group member will present which topic. The students will present all of their findings, projects, and research to the class. The students will learn about the other regions in the United States. The students will complete a template of their findings from their peers, and be able to write a brief reflection of which region they found the most interesting and provide supporting details. || 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: ** As an alternative assessment students will put together a puzzle of the United States, which is divided into five regions. During the student’s centers time, the students will be assessed on their knowledge of the regions by playing the board game, //Great States!// (This will be done the week prior in their Social Studies class). Students will be assessed based on their completed satchel projects, which will include all of their work from the entire week. (Salt-dough map, weather doll, shape poem, postcard, cultural awareness cutout, travel tracer, the population tracker, people and populations individual assignments: color coded map with timeline, cultural awareness cutout, culture and diversity chart, habitat illustration, or communication drawings). Students will be assessed on their completed worksheet, which will be based on the presentations from their peers. Instructor should complete the presentation rubric and make note of any further observations. The completion of the share fair template. || Student Activities & Procedures 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. What accommodations or modifications do you make for ESOL, Gifted/Talented students, Learning/Reading disabilities (SLD), etc. || ** Review: ** Before the presentations begin the student’s will have time to get into their groups and put together their oral presentation. During this time students will be reviewing everything they learned from the prior days. The students will decide which subject they want to be responsible for presenting, and focus mainly on that portion during the review. 1) Have a member from each group pick a number out of a hat to determine the order of the presentations. 2) The instructor will pass out the share fair template to all of the students and explain that they will be using this to organize the information they learn from each presentation. 3) Groups will then present their region in the random order drawn. 4) While each group is presenting the instructor will grade the oral presentation; making further notes and observations where necessary. 5) Finally, students will complete number three on the share fair template, which ask them to reflect on the region that interested them the most and provide supporting details. 6) After all of the presentations have been completed, the teacher will collect all templates to be assessed. || All completed projects throughout the week. Template for the share fair. Rubrics for grading group presentation. ||
 * ** Learning Objectives **
 * ** 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 Themes **
 * **Geography:** people, places, and environments.
 * **Economics:** production, distribution, and consumption.
 * **Science, Technology, and Society**
 * **Sociology:** individuals, groups, and institutions.
 * [|LA.3.3.5.3: The student will share the writing with the intended audience.]
 * [|LA.3.5.2.1: The student will recall, interpret, and summarize information presented orally].
 * [|LA.3.5.2.2: The student will plan, organize, and give an oral presentation and use appropriate voice, eye, and body movements for the topic, audience, and occasion.]
 * NGSSS **
 * The curriculum will be crossed in multiple ways because students will be presenting to their peers, listening carefully while taking notes of peers presentations, and using the collaborative information to write a brief reflection. ** ||
 * ** Assessment **
 * Unit Post-Assessment: **
 * // On-going //**** Assessment: **
 * // Design for Instruction //
 * Exceptionalities **
 * Step by Step Instruction: **
 * ** Resources/Materials ** || Interactive White Board (Smart Board)

Discussion Notes:

If the presentations are not completed on Friday, they may roll over to Monday.