D-Quadrant Backward Planning

Lesson Title : Nine For California Atlas Project : 5th grade

What is it you Want Students to Know and Be Able to Do? – Content Standards

Content area : Social Studies : Geography: Students will be able to use an atlas to locate cities and states.
use the legend to determine the miles between each city.
Content area : Mathematics Students will use math to add mileage, figure how many days it would take, and how much gas needed to make
the trip.
Contend area: Reading, Writing and Communication: Students will use the atlas index to to locate cities and states.

21st Century Skills (ISTE NETS) What will you assess, specifically?

Critical thinking and Reason :
  • plan an manage activities to develop a solution or complete a project
  • Collect and analyze data to identify solutions and /or make informed decisions
  • use multiple processes and diverse perspectives to explore alternative solutions

Information Literacy:
  • locate, organize, analyze, evaluate uses of information from reference sources
  • evaluate and select information sources
  • process data and report results
  • select and use applications effectively and productivity

  • communicate information and ideas effectively

  • advocate and practice safe, legal, responsible use of information
  • exhibit a positive attitude toward learning productivity
  • demonstrate personal responsibility for lifelong learning
  • exhibit leadership for their project

  • apply existing knowledge to generate new ideas, products or processes
  • create originals work
  • use models and simulations to explore
  • identify trends and forecast possibilities

Transfer: Students will be able to independently use their knowledge, understandings, and skills acquired to _

Foster the knowledge of using an atlas to locate cities and states, calculate mileages, how many day it would take and how much gas it would take its cost.
This would transfer into real world for taking vacation, or business trips.

Essential Question Big, broad open question not subject specific

How do I use an atlas?
What can I use a road atlas for?

Enduring Understanding: What do you hope students to remember 10 years from now?

Students will know that traveling takes a lot of careful planning: finding their destination and how to get there, the expenditures,
and what tools are available to help them to plan.

Unit Questions: Open questions – subject specific

What is the difference between the types or transportation?
How would you use the atlas for future projects?
What are the steps in using the atlas?
What other types of maps are useful?

Content/Guiding Questions: Closed questions – fact finding

What are the steps in using the atlas?
How do I use the atlas to locate cities?
How do I find the distance between one point to another?
What part of the atlas would you fine the longitude and latitude?
Are atlases up dated?
Are atlases useful?

How will you know they know it? Formative & Summative Assessment Strategies of content and skills

Formative Assessments:

Students will take a teacher prepared test following the step and procedures in using an atlas. A checklist will be used
of the to monitor their procedures.

Formative Assessments:

Which 21st century skill will you be monitoring through formative assessments, specifically? (checklist, journal, rubric, etc)

Summative Assessments:

Students will create a trip with in the U.S. from their home a city of their choice and following the step and procedures
share them with the class.

Performance Assessment Task – G.R.A.S.P.S.

Goal: The “hook”Your task is…an engaging introduction that kids can connect with – the “real world” situation

Read "Nine for California" to the students and show them the map that the stage coach traveled. Explain to them that we are going to pretend that we
are taking a vacation and visit the same cities the stage coach travel through. We will need to know were each city is located, how far it is between
the cities, how long will it take to travel the same trail, and compare the time with the stage coach. Also when using today's transportation, an automobile,
how much gas would it uses and how much would that gas cost.

The Role - Who does this kind of work or problem solving in the “real world?”

Pretend you are sales person and you need to use an atlas to locate cities and states, calculate mileages, how many days it would take and how much gas it would take and cost,
would transfer into real world for taking vacation, business or, current sports trips.

The Audience – Who will you present your product to (other than the teacher)?

Present it to other students in the classroom, and to their parents. Explain how they can use the atlas, to locate where
they live and how far it is to a location of their choice. Share their learning experience with another class or share them on a wiki.

The Situation – More details on the goal

The Audience –You might want to increase the effect of “the hook” by broadening the audience and purpose.
Students listen to the book "Nine for California" will compare the differences in events of traveling in a stagecoach and
traveling today's for of transportation.

The productWhat would you turn in to your boss?

Students will produce a map with locations of cities and template that shows the longitude and latitude along with the millage and gas information

Standards & Criteria for Success – Rubric criteria – what is expected? Should align with learning goal s
Math problem solving
Data collection and evaluation