HAZLETON AREA SCHOOL DISTRICT
HAZLETON AREA SCHOOL DISTRICT
DISTRICT UNIT/LESSON PLAN
DISTRICT UNIT/LESSON PLAN
Teacher Name : Jerry Kolbush
Grade Level (s): Fourth Grade
Building : Valley
Subject : Social Studies
Start Date(s): November
Unit Plan
Unit Title: an educational unit title summarizes content across several lessons that establishes and reinforces certain skills and essential knowledge for grade levels and
content areas.
Land and Water in the Northeast
People of the Northeast
The Northeast
Essential Questions: Essential questions are concept in the form of questions. Questions suggest inquiry. Essential questions are organizers and set the focus for the
lesson or unit. Essential questions are initiators of creative and critical thinking. Essential questions are conceptual commitments focusing on key concepts implicit in the
curriculum
What is a Peninsula?
Why are the hilly areas of the Northeast ideal for growing grapes?
Why do you think lighthouses are more common along the Maine coastline?
How are cranberries harvested?
What roles does sap play in the life of a plant?
When is sap harvested from maple trees?
How does population from factories end up in Chesapeake Bay?
What is one feature that the bays of the Northeast have in common?
What ocean feeds into Shark Bay?
How did Shark Bay get its name?
If the Narragansett family was unable to hunt, do you think it had to go without meat?
How many of the original colonies were located in the Northeast?
How did the movement against slavery grow in the Northeast?
What was the cause of the Civil War?
What was the purpose of the Thirteenth Amendment?
Why do you think it took so long for women to gain the right to vote?
Standards: PA Core Standards, PA Academic Standards/Anchors (based on subject)
7.2: Physical Characteristics of Places and Regions
7.2.4. A; Identify the physical characteristics of places and regions
7.2.4. B Identify the basic physical processes that affect the physical characteristics of places and regions
Summative Unit Assessment :
Summative Assessment Objective
Assessment Method (check one)
____ Rubric ___ Checklist __x__ Unit Test __x__ Group
__x__ Student Self-Assessment
Students willLearn about the Northeast Region of the United States.
____ Other (explain)
Land and Water in the Northeast
Day
Objective (s)
Students willIdentify the two Great Lakes
between which Niagara Falls is
located.
Identify the two main features for
which Niagara Falls is known.
Identify the three main mountain
ranges in the northeastern part of
the Appalachian Mountains
1
Identify the two states in the
Northeast that do not border the
Atlantic Ocean.
Describe the operations of a
hydroelectric power plant
Social Studies textbook pages 104109 The Beautiful Northeast
Social Studies textbook pages 110111 Read a Cross-Section Diagram
DOK
LEVEL
1
2
3
4
Activities / Teaching Strategies
Activities
Note Taking
Lecture
Introduce the Lesson
Drill and Practice
Compare and Contrast
Main Idea and Details/Summarization
Peer Discussion
Teaching Strategies
Direct Instruction
Interactive Instruction
Independent Study
Grouping
DAILY PLAN
W
S
L
Materials / Resources
Textbook
Notebook
Discussion whole groups
Small group
Vocabulary Words from the Lesson
Computers
Assessment of Objective (s)
Formative-Agree/Disagree
Thumbs Up and/Down
Choral response/observe
Think-Pair share
Random Reporter
Integrating Technology
Summative- Test/Quiz/Class/Class
Work
Student Self – AssessmentDiscussion whole group
Students willIdentify key steps in the
production of maple syrup.
1
2
3
4
Explain why grapes grow well in
certain areas of the Northeast.
2
Identify the largest lake of the
Finger Lakes.
1
2
3
4
Explain how pollution from a
factory gets into Chesapeake Bay
3
Explain why Chesapeake Bay is
important to the Northeast.
Describe what goods the
Europeans and Native Americans
traded
4
Explain why the Iroquois
Confederacy was established
Identify events leading from
colonization up to the founding of
the United States.
Explain why immigrants came to
the United States
Textbook
Notebook
Discussion whole groups
Small group
Vocabulary Words from the Lesson
Computers
Activities
Note Taking
Lecture
Introduce the Lesson
Drill and Practice
Compare and Contrast
Main Idea and Details/Summarization
Peer Discussion
1
2
3
4
Activities
Note Taking
Lecture
Introduce the Lesson
Drill and Practice
Compare and Contrast
Main Idea and Details/Summarization
Peer Discussion
Teaching Strategies
Direct Instruction
Interactive Instruction
Independent Study
Formative-Agree/Disagree
Thumbs Up and/Down
Choral response/observe
Think-Pair share
Random Reporter
Integrating Technology
Summative- Test/Quiz/Class/Class
Work
Student Self – AssessmentDiscussion whole group
W
S
L
Textbook
Notebook
Discussion whole groups
Small group
Vocabulary Words from the Lesson
Computers
Teaching Strategies
Direct Instruction
Interactive Instruction
Independent Study
Describe actions a resident of the
Chesapeake Bay area could take to
help preserve the bay.
Social Studies textbook pages 116119 The Plentiful Sea
Students willDescribe sachem
W
S
L
Teaching Strategies
Direct Instruction
Interactive Instruction
Independent Study
Explain why water is essential to
the production and growth of
cranberries.
Social Studies textbook pages 112115 Resources of the Northeast
Students willDefine the name of the people
who fish Chesapeake Bay
Activities
Note Taking
Lecture
Introduce the Lesson
Drill and Practice
Compare and Contrast
Main Idea and Details/Summarization
Peer Discussion
Formative-Agree/Disagree
Thumbs Up and/Down
Choral response/observe
Think-Pair share
Random Reporter
Integrating Technology
Summative- Test/Quiz/Class/Class
Work
Student Self – AssessmentDiscussion whole group
W
S
L
Textbook
Notebook
Discussion whole groups
Small group
Vocabulary Words from the Lesson
Computers
Formative-Agree/Disagree
Thumbs Up and/Down
Choral response/observe
Think-Pair share
Random Reporter
Integrating Technology
Summative- Test/Quiz/Class/Class
Work
Student Self – AssessmentDiscussion whole group
Social Studies textbook pages 126129 The Narragansett People and
The Land of New Beginnings
Students willExplain the meaning of the word
abolitionist
1
2
3
4
Identify important women’s right
reformers.
5
Explain why reformers fought to
win voting rights for women.
6
Describe how Pittsburg’s
industries, like those of the other
northeastern cities, have changed
over the years.
Describe the relationship between
the people and the economics of
northeastern cities.
Social Studies textbook pages 142146 Cities Grow and Change
W
S
L
Textbook
Notebook
Discussion whole groups
Small group
Vocabulary Words from the Lesson
Computers
Teaching Strategies
Direct Instruction
Interactive Instruction
Independent Study
Social Studies textbook pages 130
to 138 Taking a Stand
Students willIdentify why Northeastern cities
developed where they did.
Activities
Note Taking
Lecture
Introduce the Lesson
Drill and Practice
Compare and Contrast
Main Idea and Details/Summarization
Peer Discussion
1
2
3
4
Activities
Note Taking
Lecture
Introduce the Lesson
Drill and Practice
Compare and Contrast
Main Idea and Details/Summarization
Peer Discussion
Teaching Strategies
Direct Instruction
Interactive Instruction
Independent Study
Formative-Agree/Disagree
Thumbs Up and/Down
Choral response/observe
Think-Pair share
Random Reporter
Integrating Technology
Summative- Test/Quiz/Class/Class
Work
Student Self – AssessmentDiscussion whole group
W
S
L
Textbook
Notebook
Discussion whole groups
Small group
Vocabulary Words from the Lesson
Computers
Formative-Agree/Disagree
Thumbs Up and/Down
Choral response/observe
Think-Pair share
Random Reporter
Integrating Technology
Summative- Test/Quiz/Class/Class
Work
Student Self – AssessmentDiscussion whole group