Mary+W

Ideas
Title; Grades 4-5 Geography Objective: Students will gain and understanding on geographical features, time zones, and climate zones

**D-Quadrant Backward Planning **


 * Lesson Title **

Around the United States __**What is it you Want Students to Know and Be Able to Do? – **//Content Standards //__

Students will gain and understanding on time zones, climate zones, geographical features, animal life, and different cultures

__**21st Century Skills (ISTE NETS) **//What will you assess, specifically? //__ //Critical Thinking and Reasoning //

__**Transfer **: //Students will be able to independently use their knowledge, understandings, and skills acquired to //__//_// use reference skills such as maps, atlas, culture grams, world book on-line, etc. __**Essential Question **//Big, broad open question not subject specific //__ Why are things different in my country? __**Enduring Understanding: **// What do you hope students to remember 10 years from now? //__ That there are difference in our country that effect the reality of my world. __**Unit Questions: **//Open questions – subject specific //__ How does this effect how I dress? How does geography of my state effect the economy? What difference does time make in the state I live in?

__**<span style="font-family: Arial,sans-serif;">Content/Guiding Questions: **//<span style="font-family: Arial,sans-serif; font-size: 10pt;">Closed questions – fact finding //__ Which states have mountains? Which states get the most rain? How does day light savings time effect where we live? __**<span style="font-family: Arial,sans-serif;">How will you know they know it? **//<span style="font-family: Arial,sans-serif; font-size: 10pt;">Formative & Summative Assessment Strategies of content //__//and __skills__//

<span style="font-family: Arial,sans-serif;">Formative Assessments: Using a chart/checklist to observe skills in working with specfic tools (ex. atlas, culture grams, worldbook on-line) <span style="font-family: Arial,sans-serif;">Summative Assessments:


 * <span style="font-family: Arial,sans-serif;">Performance Assessment Task – G.R.A.S.P.S. __**


 * <span style="font-family: Arial,sans-serif;">Goal: **//<span style="font-family: Arial,sans-serif; font-size: 10pt;">The “hook” //<span style="font-family: Arial,sans-serif;">– //<span style="font-family: Arial,sans-serif; font-size: 10pt;">Your task is… ////<span style="font-family: Arial,sans-serif; font-size: 10pt;">an ////<span style="font-family: Arial,sans-serif; font-size: 10pt;">engaging introduction that kids can connect with – the “real world” situation //


 * <span style="font-family: Arial,sans-serif;">The Role **<span style="font-family: Arial,sans-serif;"> - //<span style="font-family: Arial,sans-serif; font-size: 10pt;">Who does this kind of work or problem solving in the “real world?” //


 * <span style="font-family: Arial,sans-serif;">The Audience – **//<span style="font-family: Arial,sans-serif; font-size: 10pt;">Who will you present your product to (other than the teacher)? //


 * <span style="font-family: Arial,sans-serif;">The Situation – **//<span style="font-family: Arial,sans-serif; font-size: 10pt;">More details on the goal //


 * <span style="font-family: Arial,sans-serif;">The product **<span style="font-family: Arial,sans-serif;"> – //<span style="font-family: Arial,sans-serif; font-size: 10pt;">What would you turn in to your boss? //


 * <span style="font-family: Arial,sans-serif;">Standards & Criteria for Success – **//<span style="font-family: Arial,sans-serif; font-size: 10pt;">Rubric criteria – what is expected? Should align with learning goals //