1. Contextual Factors
Contextual Factor
Instructional Implications for unit
Socio-economic:
Your classroom is a mixed bag of SES. A
majority of students are middle class, but there
are also some students in poverty as well as
some living in affluence. Student appearance
and interactions make it clear which ones are
the “Have’s” and “Have not’s”.
When the 5 groups are formed for this unit’s
projects the students will be grouped to provide
different experiences and interactions with
each other. During the unit the teacher will
demonstrate the different opportunities for the
students to explore various regions of the US.
Race/Ethnicity:
Most of your students are White but there are a
rather large number of Hispanic and AfricanAmerican students. Some students have had
numerous experiences within the American
culture/traditions, while others have had
limited to no experience with American
culture/traditions.
This unit will be beneficial for all the students
in the classroom because of the complete US
regions study. Each student will identify with a
region and learn about other regions. The
students will work together as a class
community with the projects. Students will be
partnered with another student of other cultural
and traditional experiences. This unit will build
an understanding of diversity by exploring
each region of the US.
The students will be grouped in mixed gender
groups for projects during this unit. Each
gender will identify with the other by studying
the regions. There will be physical activities
and oral discussions to engage all the students’
interests during the lessons.
Gender:
Rather even mix of male and female; most
boys are into ‘typical’ boy things and are
physically active; most girls are into ‘typical’
girl things and find language useful way to
interact.
Language:
About a third of your class is considered
ELL—English is not their first/native
language; there is a wide variety of English
fluency among the ELL students.
Special Needs:
A few of your students have been diagnosed
with ADD and/or ADHD.
The teacher will identify common Spanish
words that will tie into the SW region of the
US unit study. The ELL teacher specialist will
be consulted prior to the unit and invited to
participate during the unit. At the end of the
unit, during the reports the ELL teacher will be
available for interpretation of the portfolios and
during parent/teacher conferences as necessary.
Modifications will be made when necessary for
the students having over active issues. The
students will have a pre-designated location to
move to when they are feeling hyper and they
will have activities available to them. The
teacher will keep contact with the parents of
the hyper-active student to collaborate the best
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Developmental/Grade/Age:
Five students are below fourth grade level.
Twelve students are at fourth grade level.
Four students are above the fourth grade level.
The class age ranges from nine years old to
eleven years old.
Disabilities
Hearing impaired
possible strategies for keeping the student on
task and engaged during instruction.
The students will be grouped with
developmental abilities taken into
consideration. The lessons will be tiered to
accommodate the mental and developmental
abilities of the students.
Teacher will wear and speak into the voice
enhancer at all time during instruction. Student
will sit with their desk facing the best view of
the teacher at all times during instruction. The
class will add ASL signing to their daily
routines. The teacher will keep in contact with
regular parental conferences regarding the
student.
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2. Unit Title, Rationale, and Subject
Knowledge Information
Road Trip USA
This unit will cover all five major social science disciplines. Through the study of the
regions of the United States the students will grasp an understanding of the geography, history,
civics, anthropology, sociology and economics of this great nation by participating in the Road
Trip lessons planned by the teacher.
It is important to understand the world around you to develop a respect for other diverse
cultures and how they live. Even in the United States we all have different traditions and ways to
do things. For instance, in the northern region people do not eat black-eye peas, they are
considered hog food. On the other hand black-eye peas are a tradition on New Year’s Day in the
southern region. We speak differently and live differently but we all are still the same. This is a
concept that is crucial to our understanding of how we all fit together in the grand scheme of life.
The students will also learn important life skills that they possibly are not learning at
home. They are going to learn how to maneuver from state to state and contemplate what they
are seeing during their road trip. They are going to learn to ask critical questions and delve
deeper into the development of the region.
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The United States is divided into five regions. These regions are the Northeast, Southeast,
Midwest, Southwest, and the West. The regions of the United States are grouped by history,
traditions, economy, climate, and geography. Each region is distinctly different from one
another. The states in the five regions are all in the same area of the United States. (Projects for
Students by Students) http://library.thinkquest.org/4552/
NORTHEAST REGION
The climate for the northeast region is different depending upon which area you are in. There are
cool to hot summers and very cold winters. The yearly precipitation for the northeast region is
about 46 inches in a year. That includes rainfall and snowfall. The average July temperature is
69o F. The average January temperature is 21o F.
A few famous people of the northeast region are John Quincy Adams who was the 6th president
and his father who was president as well, John Adams. Pauline Newman was a famous Jewish
immigrant who lived in New York City. Squanto helped the pilgrims survive the hard life in the
Plymouth Colonies.
The major landforms of the northeast region are the Appalachian Mountains. Daniel Boone
created a pass through the Appalachian Mountains. The Appalachian Mountains are a mountain
range in the eastern U.S. Valleys, which are natural trough in the Earth's surface. Hills are an
elevation of the Earth's surface that has a distinct summit.
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The states that make up the northeast region are: Connecticut, Maine, Massachusetts, New
Hampshire, Rhode Island, Vermont, Delaware, Maryland, New Jersey, New York, and
Pennsylvania. This regions approximate total population is 57,518,000.
The manufactured products or resources of the northeast region tell a lot about the employment
the people have and what is valued in this region. Some of these manufactured products and
resources are: foods, syrups, paper products, chemicals, clothing, electrical equipment, lumber,
medicines, printed materials, plastics, processed foods, and maple syrups.
The natural products and resources of the northeast region will give an idea about what the
region is made up of and the people will value these natural products and resources because it
will include an employment base for the people. These items have the potential to provide a
healthy economy. The natural products and resources include: coal, gravel, iron, natural gas, oil,
sand, stone, zinc, fruits, vegetables, poultry, and cattle.
Tourism brings tourist dollars into the region and will assist with circulating the economy. A few
of these attractions are: New York City- New York, Independence Hall- Pennsylvania,
Plymouth- Massachusetts, Statue of Liberty- New York, and the Empire State Building- New
York.
SOUTHEAST REGION
The climate in the southeast region is puzzling with Louisiana having the warmest average July
temperature of 82o F and Kentucky having the coldest average January temperature of 34o F. The
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yearly precipitation for the Southeast region is approximately 606 inches a year which includes
snowfall and rainfall.
The famous people of the southeast region are Hernando DeSoto - Spanish Explorer, James
Madison - 4th President, Martin Luther King Jr. - Civil Rights Leader and Abraham Lincoln16th President.
The major landforms of the southeast region are the Great Smoky Mountains, Appalachian
Mountains, Coastal Plain, Big Cypress Swamp, and the Blue Ridge Mountains.
The states that make up the southeast region are: Alabama, Arkansas, Florida, Georgia,
Kentucky, Louisiana, Mississippi, North Carolina, South Carolina, Tennessee, Virginia, and
West Virginia.
The manufactured products or resources of the southeast region tell a lot about the employment
the people have and what is valued in this region. Some of these manufactured products and
resources are: chemicals, glass, electrical equipment, and dairy products.
The natural products and resources of the southeast region will give an idea about what the
region is made up of and the people will value these natural products and resources because it
will include an employment base for the people. These items have the potential to provide a
healthy economy. The natural products and resources include: farming (beef, fruits, hogs,
poultry, rice, sugarcane, vegetables), fishing (shrimp, fish, clams, lobsters, scallops), and mining
(oil, zinc, coal, iron, natural gas).
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Tourism brings tourist dollars into the region and will assist with circulating the economy. A few
of these attractions are: Stone Mountain Natural Park – North Carolina, Mammoth Cave –
Kentucky, and St. Augustine – Florida.
MIDWEST REGION
The climate in the Midwest region ranges from the temperature in the Midwest states range from
-40o F in Dakotas and Minnesota to 120o F in Southern Missouri. The rainfall in the Midwest
can and does very as much as 50 inches in Northwestern Missouri to 13 inches in Western North
Dakota.
The famous people of the Midwest region are Sparky Anderson - Basketball manager, Neil
Armstrong - First man on the moon, Tom Brokah - TV Journalist, Johnny Carson - TV host,
George Custer – General, James Dean – Actor, Walt Disney -Film producer, Edison, ThomasInventor, Ford, Gerald- President of the United States, Ford, Henry- Motor car inventor, Frawly,
William- Actor, Garfield, James- President of the United States, Grant, Ulysses- Union Army
General, President of the United States, Harding, Warren- President of the United States,
Harrison, Benjamin- President of the United States, Hayes, Rutherford- President of the United
States, Hoover, Herbert- President of the United States, Horse, Crazy- Indian chief, Letterman,
David- TV host, Madonna- Singer, Newhart, Bob- Actor, and Reagan, Ronald- President of the
United States.
The major landforms of the Midwest region are the Black Hills, a mountain range in South
Dakota and the Bad Lands, a region of tiny steep hills and deep gullies made by erosion.
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The states that make up the Midwest region are: Illinois, Indiana, Iowa, Kansas, Michigan,
Minnesota, Missouri, Nebraska, North Dakota, Ohio, South Dakota, and Wisconsin.
The manufactured products or resources of the Midwest region tell a lot about the employment
the people have and what is valued in this region. Some of these manufactured products and
resources are: books, processed foods, dairy products, automobiles, chemicals, packaged meat,
machinery, paper products, electrical equipment, and metal products.
The natural products and resources of the Midwest region will give an idea about what the region
is made up of and the people will value these natural products and resources because it will
include an employment base for the people. These items have the potential to provide a healthy
economy. The natural products and resources include: beef cattle, beets, wheat, dairy cows,
sorghum, corn, grain, poultry, hogs, flower seeds, hay, oats, sheep, oil, coal, gold, copper, iron,
lead, crushed stone, natural gas, and limestone.
Tourism brings tourist dollars into the region and will assist with circulating the economy. A few
of these attractions are: Abraham Lincoln's home- Illinois, Big Spring- Michigan, Indianapolis
Motor Speed Way- Indiana, Mt. Rushmore- South Dakota, Chimney Rock-Nebraska, St. Louis
Arch- Missouri, and the Football Hall of Fame- Ohio.
SOUTHWEST REGION
The climate in the southwest region can go up to 157o F in southwestern Arizona. The lowest
temperature recorded in the southwest is -50o F in Southern New Mexico. The yearly
precipitation is 86 inches, mostly from the state of Oklahoma.
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The famous people of the southwest region are Earl Campbell- Basketball, David Crocket American Frontiersman, Dwight Eisenhower - President, Buddy Holly- Singer, Mickey MantleBaseball player, Nolan Ryan - Baseball player, and Roger Staubach- Football player.
The major landforms of the southwest region are the Plains which are low, flat land, Rocky
Mountains which are mountain ranges that run through the northern part of New Mexico and the
Plateau which are mountains with flat tops.
The states that make up the southwest region are: Arizona, New Mexico, Oklahoma, and
Texas. The total population of the southwest region is approximately 21,408,665.
The manufactured products or resources of the southwest region tell a lot about the employment
of the people have and what is valued in this region. Some of these manufactured products and
resources are: chemicals, electrical equipment, machinery, metal products, petroleum, and
The natural products and resources of the southwest region will give an idea about what the
region is made up of and the people will value these natural products and resources because it
will include an employment base for the people. These items have the potential to provide a
healthy economy. The natural products and resources include: farming (beef cattle, citrus fruits,
cotton, dairy cows, grain sorghum, hay, melons, rice, sheep, vegetables, wheat), fishing (crabs,
fish, oysters, shrimp), and mining (coal, copper, natural gas, oil, potash, silver, uranium).
Tourism brings tourist dollars into the region and will assist with circulating the economy. A few
of these attractions are: Grand Canyon, Meteor Canyon-Arizona, Gila Wilderness, Carlsbad
Caverns-New Mexico, Fort Sill, Washita Battle Field-Oklahoma, and Lyndon Johnson Space
Center, Alamo-Texas.
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WEST REGION
The climate in the west region consists of California and Hawaii has the warmest July
temperature of 75 degrees F. Alaska has the coldest January of 5 degrees F. The yearly
precipitation for the west region is about 32 inches a year that includes snowfall and rainfall.
The famous people of the west region are Geronimo who was an Apache Chief, Barry Goldwater
who was an Arizona Senator and ran for President in 1964. Paul Laxalt a Senator and once the
Republican Governor of Nevada, Sandra D. O'Connor, the first and only female justice on the
Supreme Court, and Linda Ronstadt - a native of Tucson, AZ
The major landforms of the west region are the Rocky Mountains extends more than 3,000 miles
across the western part of North America, Great Basin - a large desert that covers 200,000 square
miles in California, Idaho, Nevada, Utah, Wyoming, Mt. Ranier - 14,410 ft., 4,392 meters,
Cascade in Washington, Highest peak in Washington, Mt. McKinley - 20,320 ft. 6,194 meters,
Alaska Range in Alaska, Highest peak in North America, Mt Hood -11,239 ft, 3,426 Meters,
Cascade in Oregon, Inactive volcano with many glaciers and the Great Plains - vast, dry land in
North America.
The states that make up the west region are: Colorado, Idaho, Montana, Nevada, Utah,
Wyoming, Alaska, California, Hawaii, Oregon, and Washington.
The manufactured products or resources of the west region tell a lot about the employment of the
people have and what is valued in this region. Some of these manufactured products and
resources are: chemicals, dairy products, electrical equipment, jet airplanes, lumber, metal
products, paper products, processed foods, and machinery.
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The natural products and resources of the west region will give an idea about what the region is
made up of and the people will value these natural products and resources because it will include
an employment base for the people. These items have the potential to provide a healthy
economy. The natural products and resources include: fishing (crabs, fish, oysters, scallops,
shrimp), mining (coal, copper, gold, lead, national gas, oil, silver, uranium, zinc), and farming
(beef cattle, coffee, cotton, dairy cows, fruit, hay, potatoes, rise, sheep, sugar beets, barley, sugar
cane, vegetable, wheat).
Tourism brings tourist dollars into the region and will assist with circulating the economy. A few
of these attractions are: Glacier Bay – Alaska, Yellow Stone –Wyoming, Canyonlands –Utah,
Rocky Mountains –Colorado, Yosemite –California, Glacier –Montana, Hoover Dame –Nevada,
Idaho Falls –Idaho, Crater Lake –Oregon, Olympic –Washington, and Diamond Head –Hawaii.
The Pre-Assessment for the Road Trip Unit will be a map of the blank United States with
directions to use colored pencils and outline the regions. For each of the regions the students
were to give one example each for the following: landmark, landform, and natural resource. I
was able to give the pre-assessment to seven 5th grade students in the class I was observing. One
student felt confident he could outline the regions. He labeled the regions and attempted to list
the landmark, landform and natural resource he could remember. The five names of the regions
were correct but labeled incorrectly. On the back he listed a few correct landforms and some
natural resource for one of the regions. The other six students took much longer and really guest
the regions names and locations. Their placement was incorrect although close. These students
did not have any suggests for the landform, landmark or natural resource.
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Road Trip Unit Pre and Post-Assessment
Directions: Using colored pencils outline and color the regions of the United States. For each
region give one example for all of the following: landmark, landform, and natural resource.
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3. Standards and Objectives
PASS
4th Grade Social Studies
Standard 1: The student will develop and practice the process skills of social studies.
1. Demonstrate the ability to utilize research materials, such as encyclopedias, almanacs,
atlases, newspapers, photographs, visual images, and computer-based technologies.
Standard 2: The student will analyze the regions of the United States from a spatial
perspective.
1. Interpret geographic information using primary and secondary sources, atlases, charts,
graphs, and visual images. 3. Construct and use maps of the regions of the United States, the
continents, and the world to demonstrate understanding of relative location, direction,
latitude, longitude, scale, size, and shape, using appropriate geographic vocabulary, tools, and
technologies.
Standard 4: The student will describe the human systems (e.g., migrations, settlements,
cultural mosaics, and economic interdependence) identified with the major regions of the
United States, Including human interaction with the environment. 2. Explain how people are
influenced by, adapt to, and alter their environment, including agricultural efforts, housing,
occupations, industries, transportation, and communication.
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Grade 4 Math
Standard 2: Number Sense and Operation – The student will use numbers and number
relationships to acquire basic facts. The student will estimate and compute with whole
numbers, fractions, and decimals. 1. Number Sense a. Apply the concept of place value of
whole numbers through hundred millions (9 digits) and model, read, and write decimal
numbers through the thousandths. 2. Number Operations a. Estimate, add, or subtract decimal
numbers with same and different place values to solve problems (e.g., 3.72 + 1.4, $4.56 $2.12).
Grade 4 Language Arts
Standard 1: Writing Process – The student will use the writing process to write coherently. 1.
Use a variety of prewriting activities such as brainstorming, clustering, illustration, webbing,
and graphic organizers. 2. Select a focus and an organizational structure based upon purpose,
audience, length, and required format and write one or more drafts by categorizing ideas,
organizing them into paragraphs, and blending paragraphs in longer text. 3. Revise selected
drafts by adding, elaborating, deleting, combining, and rearranging text. 4. Edit drafts to ensure
standard usage, mechanics, spelling, and varied sentence structure. 5. Share writing with peers
and adults.
Oral Language/Listening and Speaking: The student will demonstrate thinking skills in
listening and speaking. Standard 3: Group Interaction – The student will use effective
communication strategies in pairs and small group context. 1. Show respect and consideration
for others in verbal and physical communication. 2. Demonstrate thinking skills in listening,
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speaking, reading, and writing. For example, students are expected to gather information,
organize and analyze it, and generate a simple written or oral report. 3. Participate in story
telling, give oral book reports, and present poems, stories, plays, and pantomime.
Reading/Literature: The student will apply a wide range of strategies to comprehend,
interpret, evaluate, appreciate, and respond to a wide variety of texts. Standard 5: Research
and Information – the student will conduct research and organize information. 1. Accessing
information – Select the best source for a given purpose. 2. Interpreting Information – Analyze
and evaluate information from a variety of sources. c. locate, organize, and synthesize
information from a variety of print, non-print and technological resources (e.g., dictionaries,
reference books, atlases, magazines, informational texts, thesaurus, and technology/Internet).
d. Report on the findings of research in a variety of formats including written, oral, and/or
visual presentations.
Grade 4 Visual Art
Standard 3: Visual Art Expression - The student will observe, select, and utilize a variety of
ideas and subject matter in creating original works of art. 1. Make original works of art using a
variety of materials (media), and techniques (skills), and sources for ideas. 2. Use observation,
memory and imagination in making original works of art.
Page 15 of 40
NCSS
Culture: explore and describe similarities and differences in the ways groups, societies, and
culture address similar human needs and concerns
People, Places, and Environments: a. construct and use mental maps of locales, regions, and
the world that demonstrate understanding of relative location, direction, size, and shape; b.
interpret, use, and distinguish representations of the earth, such as maps, globes, and
photographs; c. use appropriate resources, data sources, and geographic tools such as atlases,
data bases, grid systems, charts, graphs, and maps to generate, manipulate, and interpret
information; e. locate and distinguish among varying landforms and geographic feature, such as
mountain plateaus, islands, and oceans
Individual Development and Identity: h. work independently and cooperatively to accomplish
goals.
Production, Distribution, and Consumption: g. explain and demonstrate the role of money in
everyday life; h. describe the relationship of price to supply and demand;
Global Connections: a. explore ways that language, art, music, belief systems, and other
cultural elements may facilitate global understanding or lead to misunderstanding; b. give
examples of conflict, cooperation, and interdependence among individuals, groups and nations
Subject Matter Knowledge Objectives
K1. Students will identify all five regions of the United States.
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K2. Students will label all five regions of the United States on a blank map using a different
colored pencil color for each region.
K3. Students will identify one landmark, landform and natural resource for each of the five
regions of the United States.
K4. Students will label each region with one landmark, landform and natural resource for each
of the five regions of the United States.
K5. Students will describe the human system.
Skill Objectives
S1. Students will use the atlas or encyclopedia to find the 5 US regions and one landmark, one
landform and one natural resource for each region.
S2. Students will research activity expenses to complete their Budget Worksheet.
S3. Students will collaborately construct a time line.
S4. Student will draft, edit, and share with their group their final paper.
S5. The group will present the Memory Album to the class.
S6. Students will organize the information collected to create a visual presentation.
Higher Order Reasoning
H1. Students will work collaboratively together and use the Budget Worksheet provided at the
center to plan for their vacation and expenses.
H2. Students will solve for the total budget for their vacation and determine if they have
enough to fund the vacation.
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H3. Given the timeline the student will individually write a 1-2 page paper.
H4. The group will work together to create a Memory Album.
H5. The student will use illustrations to compose the Memory Album.
H6. Students will conduct research and organize information.
H7. Students will analyze and evaluate information.
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4. Design for Instructions
Prior to this Unit the students will participate in reading The Watsons go to Birmingham by
Christopher Paul Curtis (1963), Banham Doubleday and Becoming Naomi Leon by Pam Ryan
Munoz (2007), Scholastic Press. These two books will introduce the idea that people are
different but the same in different places across the United States. On the first day of the Road
Trip Unit the students will be given the pre-assessment of a blank map of the United States with
the instructions to color the regions of the US with different colors and list one landmark,
landform and natural resource for each of the five regions. The students will be introduced to
research with atlases, encyclopedias, and on-line searches. They will identify and label a blank
US map with information they discover from their research. The research will include the five
regions of the United States and one landform, one landmark and one natural resource for each
region. Upon completion of their maps the class will have a grand conversation about each
region and the various landmarks, landforms and natural resources the students discovered.
The students will be put into five groups and will receive a region of the US to visit on a virtual
vacation. The students will plan a one week vacation with their group using the group etiquette
skills previously reviewed. Each group will select an envelope that will have play money inside
to pay for their vacation. They will use their play money to fund their vacation, collect
information to plan the virtual vacation (expenses for travel, activities, lodging, food, etc),
construct a time line for the week of travel, and construct a memory album of the vacation. At
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the end of the unit the groups will present their “memory album” of where they virtually
travelled using technology for the class.
Each student will individually select a location of their choice from the region their group was
assigned and create a poster displaying specific information about the location. Included on the
poster will be a written and edited paragraph about each of the following: a famous person, an
artist, the music, food, tourist attractions and climate. The poster will also include a map pinpointing the location on a map, any landmarks, landforms, population and natural resources.
The students can add any other information that they would like to enhance their display and
be as creative as possible. The posters will be displayed in the hall for family night. This activity
will be done in centers.
Trade books
Curtis, Christopher Paul. The Watsons Go to Birmingham - 1963 (1995), Delacorte Press, New York.
Ryan, Pam Munoz. Becoming Naomi Leon (2004) Scholastic Press, New York.
Hopkins, Lee Bennett. Illustrated by Alcorn, Stephen. My America a Poetry Atlas of the United States
(2000), Simon & Schuster, New York.
McNair, Sylvia. U.S. Territories (2001), Grolier Publishing, New York.
Schultz, Patricia. 1,000 Places to See In the USA and Canada Before You Die (2007), Workman
Publishing, New York.
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Lesson Unit
Lesson # & Title
Teacher
Subject Area
Grade Level
Time Frame
Road Trip
1 - U.S. Regions
Geography/Social Studies
4th Grade
2 one hour class periods
Stated Objectives
PASS:
Social Studies Standard 1: The student will develop and practice the process skills of social
studies.
1. Demonstrate the ability to utilize research materials, such as encyclopedias, almanacs,
atlases, newspapers, photographs, visual images, and computer-based technologies.
Social Studies Standard 2: The student will analyze the regions of the United States from a
spatial perspective.
1. Interpret geographic information using primary and secondary sources, atlases, charts,
graphs, and visual images. 3. Construct and use maps of the regions of the United States, the
continents, and the world to demonstrate understanding of relative location, direction,
latitude, longitude, scale, size, and shape, using appropriate geographic vocabulary, tools, and
technologies.
Objectives:
 Students will identify all five regions of the United States. (K1)
 Students will label all five regions of the United States on a blank map using a different
colored pencil color for each region. (K2)
 Students will identify one landmark, landform and natural resource for each of the five
regions of the United States. (K3)
 Students will label each region with one landmark, landform and natural resource for each
of the five regions of the United States. (K4)
 Students will use the atlas, encyclopedia or internet to find the 5 US regions and one
landmark, landform and natural resource. (S1)
Technology
Lab tops with internet access
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Materials
Blank map of the United States, colored pencils, atlas, encyclopedia
Procedures
1. Tell the class there are five different regions of the United States.
2. Introduce the atlas to the students and discuss finding information in the encyclopedias
and on-line.
3. Ask the student to get out their colored pencils and distribute the blank United States
map.
4. Using the resources provided the student will identify the 5 regions and one of the
following from each region: landmark, landform and natural resource.
5. The students will label each region using the colored pencils and list one landmark,
landform and natural resource per region on the map.
6. Have a grand conversation with the class about the different things each student found
and listed for each region on their map.
7. Turn in completed map after class discussion.
Modification
Monitor the class for students that are having difficulty using the atlas, looking up information in
the encyclopedia or on-line.
Assessment
Formative: Discuss the class’ findings with a grand conversation and turn in completed map.
This map is also the Pre and Post- Assessment for the Unit.
Sources
Blank map:
http://www.google.com/imgres?imgurl=http://www.50states.com/maps/usamap.gif&imgrefurl=h
ttp://www.50states.com/maps/usamap.htm&h=768&w=652&sz=10&tbnid=_SM8eRb72RAPsM
:&tbnh=142&tbnw=121&prev=/images%3Fq%3Dblank%2Busa%2Bmap&zoom=1&q=blank+u
sa+map&usg=__wJp3GnLu8yA3v1edD1z9-C6CFQ=&sa=X&ei=1BDfTNusGsP_lgeOzuWYAw&ved=0CCAQ9QEwAw
Page 22 of 40
Lesson Unit
Lesson # & Title
Teacher
Subject Area
Grade Level
Time Frame
Road Trip
2 - Vacation/Budget Planner
Math/Social Studies
4th Grade
2 one hour class periods
Stated Objectives
PASS
Grade 4 Math Standard 2: Number Sense and Operation – The student will use numbers
and number relationships to acquire basic facts. The student will estimate and compute
with whole numbers, fractions, and decimals. 1. Number Sense a. Apply the concept of place
value of whole numbers through hundred millions (9 digits) and model, read, and write decimal
numbers through the thousandths. 2. Number Operations a. Estimate, add, or subtract decimal
numbers with same and different place values to solve problems (e.g., 3.72 + 1.4, $4.56 - $2.12).
Grade 4 Social Studies Standard 1: The student will develop and demonstrate the process
skills of social studies. 1. Locate, gather, analyze, and apply information from primary and
secondary sources using examples of different perspectives and points of view.
Objectives
 Students will work collaboratively together to use the Travel Planner and Budget Worksheet
provided at the center to plan for their vacation and expenses. (H1)
 Students will research activities expenses to complete their Travel Planner and Budget
Worksheet. (S2)
 Students will solve for the total budget for their vacation and determine if they have
enough to fund the vacation. (H2)
Technology
Lab tops with internet access.
Materials
Budget Worksheet, calculator, pencil, Vacation Planner Folder, play money envelope
Procedures
1. Take one Vacation Planner Folder from the Vacation Planner Board and write the names of
your group members on the front and the US region you are planning your vacation.
2. Select money envelope from the Vacation Planner Board.
3. Use the money in the envelope to plan your vacation budget without going over.
Page 23 of 40
4. Select a state from assigned region to fly to from Oklahoma City, Will Rogers Airport or
mileage to drive.
5. Group must visit four of the following places in any combination: tourist attractions,
museums, landforms, national parks, historical sites, dinner theatres, and musical or drama
productions, etc.
6. Research expenses listed on your suggested Budget Worksheet.
7. Complete Vacation Planner and Budget Worksheet.
8. Calculate the total budget. If you went over you must reduce or delete expenses or search
more affordable activities from your budget then recalculate until you are within your
allotted budget.
9. Add Vacation Planner and Budget Worksheet to your Vacation Planner Folder.
10. Complete Student Evaluation.
Modification
Monitor vocabulary for ELL students.
Assessment
Formative: Complete Student Evaluation
Vacation Planner Folder when complete is a Summative Assessment.
Source
Budget worksheet: (delete bar tab and alcohol)
http://www.budgetworksheets.org/printable-travel-vacation-budget-worksheets/
Page 24 of 40
Group Evaluation Form
Project: _____________________________
Date: _________________________
Group Member Name: ______________________
1.
2.
3.
4.
5.
6.
Always
Sometimes
Never
Always
Sometimes
Never
Always
Sometimes
Never
Works well with the group
Spends too much time off task
Dominates discussions
Makes reasonable contributions to discussions
Contributes ideas and questions
Is not carrying their share of group activities
Comments:
Group Member Name: ______________________
1.
2.
3.
4.
5.
6.
Works well with the group
Spends too much time off task
Dominates discussions
Makes reasonable contributions to discussions
Contributes ideas and questions
Is not carrying their share of group activities
Comments:
Group Member Name: _______________________
1.
2.
3.
4.
5.
6.
Works well with the group
Spends too much time off task
Dominates discussions
Makes reasonable contributions to discussions
Contributes ideas and questions
Is not carrying their share of group activities
Comments:
Page 25 of 40
Lesson Unit
Lesson # & Title
Teacher
Subject Area
Grade Level
Time Frame
Road Trip
3 – Vacation Timeline Paper
Language Arts
4th Grade
2 one hours class periods
Stated Objectives
PASS
Grade 4 Language Arts Standard 1: Writing Process – The student will use the writing process
to write coherently. 1. Use a variety of prewriting activities such as brainstorming, clustering,
illustration, webbing, and graphic organizers. 2. Select a focus and an organizational structure
based upon purpose, audience, length, and required format and write one or more drafts by
categorizing ideas, organizing them into paragraphs, and blending paragraphs in longer text. 3.
Revise selected drafts by adding, elaborating, deleting, combining, and rearranging text. 4. Edit
drafts to ensure standard usage, mechanics, spelling, and varied sentence structure. 5. Share
writing with peers and adults.
Objectives:
 Students will collaboratively construct a timeline. (S3)
 Given the timeline the student will individually write a 1-2 page paper. (H3)
 Student will draft, edit, and share with their group their final paper. (S4)
Technology
N/A
Materials
Timeline, paper, pencil, editing wheel, Vacation Planner Folder
Procedures
1. Students will use their Vacation Planner to construct a timeline as a group.
2. Use the timeline as a graphic organizer to write a draft, 1-2 pages about a day in your
vacation.
3. Students will use their edit wheels to finalize their paper.
4. Share your paper with your group.
5. Students put your paper in your Vacation Planner Folder in chronological order with your
group.
Page 26 of 40
6. Complete Student Evaluation.
Modification
Tier the writing assignment for the learners level of understanding.
Assessment
Formative: Complete Student Evaluation
Vacation Planner Folder when complete is a Summative Assessment.
Source
Timeline:http://www.google.com/imgres?imgurl=http://library.thinkquest.org/J001156/writing%
2520process/sl_go_timeline.gif&imgrefurl=http://library.thinkquest.org/J001156/writing%2520p
rocess/sl_go_timeline.htm&usg=__0XJsfblb7sAqusddeMbLZdN3W80=&h=875&w=684&sz=3
&hl=en&start=0&sig2=18JiQGYosJJYXohXhHFMiQ&zoom=1&tbnid=J7hDxyIQD9tItM:&tbn
h=159&tbnw=109&ei=uNDfTJuaIo72swOplomsCg&prev=/images%3Fq%3Dgraphic%2Borgan
izers%2Btimelines%26um%3D1%26hl%3Den%26client%3Dfirefoxa%26sa%3DX%26rls%3Dorg.mozilla:enUS:official%26biw%3D1280%26bih%3D828%26tbs%3Disch:1&um=1&itbs=1&iact=hc&vpx=
437&vpy=60&dur=1472&hovh=254&hovw=198&tx=142&ty=158&oei=uNDfTJuaIo72swOplo
msCg&esq=1&page=1&ndsp=23&ved=1t:429,r:2,s:0
Page 27 of 40
Group Evaluation Form
Project: _____________________________
Date: _________________________
Group Member Name: ______________________
7.
8.
9.
10.
11.
12.
Always
Sometimes
Never
Always
Sometimes
Never
Always
Sometimes
Never
Works well with the group
Spends too much time off task
Dominates discussions
Makes reasonable contributions to discussions
Contributes ideas and questions
Is not carrying their share of group activities
Comments:
Group Member Name: ______________________
7.
8.
9.
10.
11.
12.
Works well with the group
Spends too much time off task
Dominates discussions
Makes reasonable contributions to discussions
Contributes ideas and questions
Is not carrying their share of group activities
Comments:
Group Member Name: _______________________
7.
8.
9.
10.
11.
12.
Works well with the group
Spends too much time off task
Dominates discussions
Makes reasonable contributions to discussions
Contributes ideas and questions
Is not carrying their share of group activities
Comments:
Page 28 of 40
Lesson Unit
Lesson # & Title
Teacher
Subject Area
Grade Level
Time Frame
Road Trip
4 - Memory Album
Art/Language Arts
4th Grade
2 one hour class periods
Stated Objectives
PASS
Grade 4 Visual Art Standard 3: Visual Art Expression - The student will observe, select, and
utilize a variety of ideas and subject matter in creating original works of art. 1. Make original
works of art using a variety of materials (media), and techniques (skills), and sources for ideas.
2. Use observation, memory and imagination in making original works of art.
Grade 4 Language Arts – Oral Language/Listening and Speaking: The student will demonstrate
thinking skills in listening and speaking. Standard 3: Group Interaction – The student will use
effective communication strategies in pairs and small group context. 1. Show respect and
consideration for others in verbal and physical communication. 2. Demonstrate thinking skills in
listening, speaking, reading, and writing. For example, students are expected to gather
information, organize and analyze it, and generate a simple written or oral report. 3. Participate
in storytelling; give oral book reports, and present poems, stories, plays, and pantomime.
Objectives:
 The group will work together to create a Memory Album. (H4)
 The student will use illustrations to compose the Memory Album. (H5)
 The group will present the Memory Album to the class. (S5)
Technology
Internet access and printer if groups want to download photos or illustrations on-line or photo
shop.
Materials
Any materials (that are available in the art cabinet or from home) the students feel will best
illustrate their Memory Album.
Procedures
1. Group will have discussion about how to prepare their Memory Album.
2. Group will plan and gather the pages for their Memory Album. Include contents of Vacation
Planner Folder.
Page 29 of 40
3. Group work together to complete the illustration in their Memory Album.
4. The group will practice the 10 minute presentation of the Memory Album to the class.
5. The group will present their collaborated Memory Album to the class.
Modification
ELL teacher and ASL interpreter will be needed for the presentation.
Assessment
Formative: Complete Student Evaluation
Vacation Planner Folder when complete is a Summative Assessment.
Rubric: Memory Album and Presentation.
Source
N/A
Page 30 of 40
Oral Presentation Rubric : Memory Album
Teacher Name:
Student Name:
________________________________________
CATEGORY
Preparedness
4 Points
Student is
completely
prepared and has
obviously
rehearsed.
3 Points
Student seems
pretty prepared
but might have
needed a couple
more rehearsals.
2 Points
The student is
somewhat
prepared, but it is
clear that rehearsal
was lacking.
1 Point
Student does not
seem at all
prepared to
present.
Time-Limit
Presentation is 5-6
minutes long.
Presentation is 4
minutes long.
Presentation is 3
minutes long.
Presentation is less
than 3 minutes OR
more than 6
minutes.
Stays on Topic
Stays on topic all
(100%) of the time.
Stays on topic
most (99-90%) of
the time.
Stays on topic
some (89%-75%) of
the time.
It was hard to tell
what the topic
was.
Comprehension
Student is able to
accurately answer
almost all
questions posed by
classmates about
the topic.
Listens intently.
Does not make
distracting noises
or movements.
Student is able to
accurately answer
most questions
posed by
classmates about
the topic.
Listens intently but
has one distracting
noise or
movement.
Student is able to
accurately answer
a few questions
posed by
classmates about
the topic.
Sometimes does
not appear to be
listening but is not
distracting.
Student is unable
to accurately
answer questions
posed by
classmates about
the topic.
Sometimes does
not appear to be
listening and has
distracting noises
or movements.
Listens to Other
Presentations
http://rubistar.4teachers.org
Page 31 of 40
Lesson Unit
Lesson # & Title
Teacher
Subject Area
Grade Level
Time Frame
Road Trip
5 – 3P (Perfect Place Poster)
Social Studies/Language Arts
4th Grade
2 one hour class periods
Stated Objectives
Grade 4 Social Studies Standard 4: The student will describe the human systems (e.g.,
migrations, settlements, cultural mosaics, and economic interdependence) identified with the
major regions of the United States, Including human interaction with the environment. 2.
Explain how people are influenced by, adapt to, and alter their environment, including
agricultural efforts, housing, occupations, industries, transportation, and communication.
Grade 4 Language Arts Reading/Literature: The student will apply a wide range of strategies
to comprehend, interpret, evaluate, appreciate, and respond to a wide variety of texts.
Standard 5: Research and Information – the student will conduct research and organize
information. 1. Accessing information – Select the best source for a given purpose. 2.
Interpreting Information – Analyze and evaluate information from a variety of sources. c.
locate, organize, and synthesize information from a variety of print, non-print and technological
resources (e.g., dictionaries, reference books, atlases, magazines, informational texts,
thesaurus, and technology/Internet). d. Report on the findings of research in a variety of
formats including written, oral, and/or visual presentations.
Objectives:
 Students will describe the human system. (K5)
 Students will conduct research and organize information. (H6)
 Students will analyze and evaluate information. (H7)
 Students will organize the information collected to create a visual presentation. (S6)
Technology
Internet access and printer if student wants to download photos or illustrations on-line or
photo shop.
Materials
Poster board, colored pencils, crayons, markers, paper
Page 32 of 40
Procedure
1. Construct a state map of the perfect place of the student’s choice from their assigned
region.
2. Label state map with the following: name, capital, landforms and pinpoint your perfect
place.
3. Using any research material of student choice collect information for the following: famous
landmarks, tourist attractions, climate, population of state, famous person, artist, music,
food, traditions.
4. Use three of the previous pieces of information in paragraph form on the visual
presentation.
5. Select a poster board for 3P.
6. Create a visual presentation with the information collected.
7. Display 3P visual presentation in the hall.
Modification
N/A
Assessment
Formative: Student Check List for 3P
Source
N/A
Page 33 of 40
3P Checklist (20 Points)
Name: ________________________________
Check all that apply.
Labeled state map
4 Points
_____ name
_____ capital
_____ landforms
_____ my perfect place.
My 3P (must include 6 of the following)
6 Points
_____ famous landmarks
_____ tourist attractions
_____ climate
_____ population of state
_____ famous person
_____ artist
_____ music
_____ food
_____ traditions
Informational Paragraph
_____ Three of the previous pieces of information in paragraph form.
10 Points
_____ I am proud of my Visual Presentation.
Priceless
Page 34 of 40
5. Assessment Plan
Instructional Design/Assessment Table
Instructional
Activities
Learning Objective
Assessments
Students will identify all five regions of the
United States. (K1)
Label a blank map of the
United States identifying
the five regions.
Students will label all five regions of the
United States on a blank map using a
different colored pencil color for each
region. (K2)
Label and color a blank
map of the United States
identifying the five
regions.
Students will identify one landmark,
landform and natural resource for each of
the five regions of the United States. (K3)
Students will label each region with one
landmark, landform and natural resource
for each of the five regions of the United
States. (K4)
Identify one landmark,
one landform and one
natural resource for each
of the five regions.
Label one landmark, one
landform and one
natural resource for each
of the five regions.
Pre-Assessment
Formative
Post-Assessment
-blank US map
Pre-Assessment
Formative
Post-Assessment
-blank US map
Students will describe the human system.
(K5)
Visual presentation
3P Poster
Formative:
-3P Poster
Students will use the atlas or encyclopedia
to find the 5 US regions and one landmark,
landform and natural resource. (S1)
Research one landmark,
one landform and one
natural resource for each
of the five regions.
Complete Budget
Worksheet by
researching expenses.
Formative
Post-Assessment
Students will research activity expenses to
complete their Budget Worksheet. (S2)
Students will collaboratively construct a
timeline. (S3)
Vacation Planner Folder
Timeline
Page 35 of 40
Pre-Assessment
Formative
Post-Assessment
-blank US map
Pre-Assessment
Formative
Post-Assessment
- blank US map
- Blank US Map
Summative:
completed Vacation
Planner Folder
Formative: Student
Evaluation
Summative: Vacation
Planner
Folder(completed)
- Student Evaluation
Instructional
Activities
Learning Objective
Student will draft, edit, and share with
their group their final paper. (S4)
Vacation Timeline Paper
The group will present the Memory Album
to the class. (S5)
Memory Album
Students will organize the information
collected to create a visual presentation.
(S6)
Visual Presentation
- 3P Poster
Assessments
Summative:
completed Vacation
Planner Folder
Formative: Student
Evaluation
Rubric: Memory
Album and
Presentation
Formative: Student
Check List for 3P
Students will work collaboratively together Complete Budget
and use the Budget Worksheet provided at Worksheet and calculate.
the center to plan for their vacation and
expenses. (H1)
Students will solve for the total budget for
their vacation and determine if they have
enough to fund the vacation. (H2)
Given the timeline the student will
individually write a 1-2 page paper. (H3)
The group will work together to create a
Memory Album. (H4)
The student will use illustrations to
compose the Memory Album. (H5)
Summative:
completed Vacation
Planner Folder
Formative: Student
Evaluation
Complete Budget
Summative:
Worksheet and calculate. completed Vacation
Planner Folder
Formative: Student
Evaluation
Vacation Timeline Paper
Summative:
completed Vacation
Planner Folder
Formative: Student
Evaluation
Memory Album
Formative: Student
Evaluation
Summative: Vacation
Planner
Memory Album
Formative: Student
Evaluation
Summative: Vacation
Planner
Students will conduct research and
organize information. (H6)
Visual Presentation
- 3P Poster
Formative: Student
Check List for 3P
Students will analyze and evaluate
information. (H7)
Visual Presentation
- 3P Poster
Formative: Student
Check List for 3P
Page 36 of 40
The assessments that I chose for this Unit will foster to main objective that people (students) are
all different and we do things differently. We all have our own different strengths and
weaknesses and we can come together to be excellent. The Pre and Post Assessment on the
Blank US map have a rubric for following directions and meeting the requirements of the
assignment. This will assess the student’s prior knowledge of the basic topic information to help
me plan the Unit appropriately. After the Unit is complete the Post Assessment of the Blank US
map will demonstrate the collected knowledge during the Unit.
The Memory Album Presentation is done as a group but each student will have their own rubric
that I will use during the presentation. This rubric shows the student exactly what the assessment
will be focusing done during their presentation and while others are presenting. Being respectful
is part of the understanding I want my students to grow through. The points are distributed
whether or not the requirements were met.
The Student Evaluation will be completed after each group project. There are three group
projects, the Vacation Planner Folder that will include the Budget Worksheet, Timeline and the
Memory Album Presentation. The self and group member assessment will give me an idea of the
distributed work in the groups. This will also let me know the skills that each student is
successful at and could use improvement on. Social skills are important to function in society. A
little encouragement can go a long way. This assessment will help keep and keep focused my
special needs students.
The Student Checklist will be used to let the student check off the required criteria for their 3P
Visual Presentation. The points for each piece of criteria is given on the assessment. The student
will also use the checklist to met the criteria while creative their poster. The writing element on
Page 37 of 40
the poster will evaluate the writing ability of the student. Following directions in our community
classroom is an important element as well.
Page 38 of 40
6. Anticipatory Planning
Questions that could arise from students regarding the Road Trip Unit.
? Are the oceans and gulf included in the regions?
? Which region has the highest population?
? Which region has the lowest population?
? Who set which state belongs to which region?
? Why do we have regions designated in the United States?
? Are the lines for the regions distinct?
? Do the people in the region all identify with the region?
? Could lumping all the people in a region together be stereotyping?
? How did the regions get so distinctly different?
? What region do you have family living in?
? How are they different from us?
? Why are they different from us?
Individual or small group activities that could arise from the Unit.
1. Send letters to other students in the five regions.
2. Make and bring traditional food from the different regions.
3. Projects how the regions got the way they are.
4. Have family or friends that live in other regions send a picture, traditional recipe for the
holidays and a sample of traditional music.
5. Ask parents to send a list of all the places they have friends and family and mark it on a
large classroom map.
Page 39 of 40
6. Ask other schools to send us take out menus of restaurants we do not have in Oklahoma.
Compare and Contrast a similar restaurant.
7. Reports on Presidents from the different regions.
8. Graph the different average temperatures for the seasons and compare.
9. Collect dialect from the various regions, even recordings from them reading the same
paragraph.
10. Research specific vocabulary people of specific regions use on a daily basis.
Page 40 of 40