World Geography, Author: Celeste S. Norman, Grade Level: 2, Subject Area: Social Studies and English Language Arts, This geography unit begins early in the school year with the "launch" of a Teddy Bear on a trip around the world. The Teddy Bear carries instructions for travel, a journal, addresses, and other information which allows the students to communicate with the people who have the bear.

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LU Title: World Geography	Author: Celeste S. Norman
Grade Level: Second	School Address: PO Box 187 Parishville, NY 13672
Subject Area: Social Studies and English Language Arts	School Phone/Fax: (315)265-4642

Unit Overview:

This geography unit begins early in the school year with the "launch" of a Teddy Bear on a trip around the world. The Teddy Bear carries instructions for travel, a journal, addresses, and other information which allows the students to communicate with the people who have the bear. The Teddy Bear is given to someone who is going on an international flight with a note to flight attendants asking that he be shared with children.

Each day students will check e-mail for responses from the Teddy Bear. As responses come in students will plot his travels on a classroom map and globe. Each student will choose a location to study in detail, they may choose a place the bear has visited or a place they would like him to visit. This compilation of e-mail will be a daily practice, and students will take turns reporting orally to the whole group. While small groups of students are collecting information about the bear's travels the rest of the class will be researching their specific location, practicing mapping skills, using GeoSafari Globe, completing puzzles and word finds, sorting and classifying information, taking notes and completing learning logs and travel journals. This is an ongoing practice which takes 15-20 minutes each day.

During one extended time period each week, 60-80 minutes, students will study a variety of geographical topics including continents, oceans, equator, longitude, and latitude. Students will also use this extended time to conduct more in depth research and comparisons, use the Internet for an information resource, and make presentations to classmates to share information. Students also share and compare learning logs, complete k-w-l for specific locations and interact in think-pair-share and cooperative group activities such as classifying information, and deciding which information is geographically and/or culturally significant.

Rubrics will be used to assess learning logs, travel journals, notes, summaries, the ability to use maps and globes, the ability to share information in writing and orally, content of writing, form of writing, use of Internet and other technology, the ability to choose valuable information and restate it accurately, and organization of information in a valuable format. These activities are the formative assessment for the unit.

The final task for the unit is the invention of a travel brochure (180-200 minutes). Each student, using the location they have selected to study throughout the unit, makes a travel brochure. The travel brochure will include written components as well as visual components. Students must use "decision making" to choose accurate and valuable information to include in their travel journal, information which would appeal to an audience of their peers and entice them to visit the location. They must also decide how to organize the travel brochure so that it is visually appealing to others. Students are required to investigate the geography and culture of a specific area, as well as to investigate the value of technological resources such as the Internet, word processors, scanners, and digital cameras. Finally each student will present their travel brochure to an audience of their peers and their parents.

This unit requires an extended time frame, but does not necessarily take a large block of teaching time each day. Students are taught to use the appropriate technology early in the year and the collection and recording of information becomes an independent daily activity. The large blocks of weekly time are used to introduce new information (continents, graphic organizers, K-W-L) and to share and compare information with others. The travels of the Teddy Bear hold the students' interest…they are always eager to find out where the bear is and what he is doing!

CONTENT KNOWLEDGE

Declarative	Procedural
Identify and list continents.	Use the internet to communicate with people around the world. Locate specific locations using an atlas.
Identify and list oceans.	Locate specific locations using a globe.
Identify the equator and lines of longitude and latitude. Name three major mountain ranges. Name three major rivers.	Plan a travel brochure for a specific locale.
Describe how geography influences culture.	Assemble visual components of a travel brochure using a scanner and/or digital camera.
Describe how geography influences the types of food people eat.	Collect information and resources for a travel brochure using the internet.
Describe how geography influences the types of homes people live in.	Publish travel brochure.
	Present travel brochure.

ESSENTIAL QUESTIONS

How does the geography of a location influence people’s culture including their homes, foods, clothing and traditions?
Are there influences, other than geography, which affect cultures?

INITIATING ACTIVITY

Students will send a Teddy Bear on a trip around the world. The Teddy Bear will have a passport with information which will make it possible for the people he meets to correspond through e-mail and /or written correspondence with our second grade class. The Teddy Bear will begin his trip early in the school year by going to an airport, with travel plans asking that he visit each continent and return to his home school by a specific date. As the Teddy Bear meets new people around the world students will plot his travels on a map in the classroom. Students will also ask for specific information about climate, geography, homes, native or ethnic foods and cultural traditions and activities.

Connection to State Learning Standards

Content Area: Social Studies and English Language Arts

Level: Elementary K-2

Benchmarks:

Students will

Understand how to develop and use maps and other graphic representations to display geographic issues, problems, and questions.
Describe the physical shape of the Earth's surface and investigate the continual reshaping of the surface by physical processes and human activities.
Investigate the characteristics, distribution, and migration of human populations on the Earth's surface.
Explain how technological change affects people, places and regions.

Benchmarks:

Students will:

Gather and interpret information from children's reference books, magazines, textbooks, electronic bulletin boards, audio and media presentations, and from such forms as charts, graphs, maps, and diagrams.
Select information appropriate to the purpose of their investigation and relate ideas from one text to another.
Select and use strategies they have been taught for note taking, organizing, and categorizing information.
Ask specific questions to clarify and extend meaning.
Make appropriate and effective use of strategies to construct meaning from print.
Support inferences about information and ideas with reference to text features, such as vocabulary and organizational patterns.

Standard: Social Studies Standard 3: Geography (elementary)

Standard: English Language Arts Standard 1: Language for Information and Understanding(elementary) Listening and Reading

Unit Theme: World Geography

Standard: Mathematics, Science, and Technology Standard 2: Information Systems (elementary)

Standard: English Language Arts Standard 1: Language for Information and Understanding(elementary) Speaking and Writing

Benchmarks:

Students will:

Use a variety of equipment and software packages to enter, process, display, and communicate information in different forms using text, tables, pictures, and sound.
Telecommunicate a message to a distant location with teacher help.
Access needed information from printed media, electronic databases, and community resources.
Describe the uses of information systems in homes, schools, and businesses.
Understand that computers are used to store personal information.
Demonstrate ability to evaluate information.

Benchmarks:

Students will:

Present information clearly in a variety of oral and written forms such as summaries, paraphrases, brief reports, stories, posters, and charts
Select a focus, organization, and point of view for oral and written presentations.
Include relevant information and exclude extraneous material.
Use the writing process to produce well-constructed informational texts.
Observe basic writing conventions, such as correct spelling, punctuation, and capitalization, as well as sentence and paragraph structures appropriate to written forms.

Learning Experiences

Declarative Knowledge

What declarative knowledge should students be in the process of acquiring & integrating? As a result of the unit, the student will know or understand…

What experiences or activities will be used to help students acquire & integrate this knowledge?

What strategies will be used to help students construct meaning, organize and/or store the knowledge?

Describe what will be done.

-North, East, South, West (cardinal directions)

-the name of each continent

-the name of each ocean

-the names of three major rivers (Mississippi, Nile, Amazon)

-the names of three major mountain ranges (Rocky Mountains, Andes Mountains, Atlas Mountains)

-how geography influences culture

-how geography influences the types of food people eat

-how geography influences the types of homes people live in

-track Teddy Bear’s travels through the e-mail and other correspondence

-complete world map puzzles with continents and oceans labeled

-plot specific locations on a map and globe

-complete continent and ocean word finds and crossword puzzles

-review technical material including descriptions of major climate regions and homes that people live in, and recipes for ethnic foods (read aloud by teacher and/or independently by students)

-review literary material describing different locations and cultures worldwide (read aloud by teacher and/or independently by students)

-note taking

-K-W-L for specific locations

-mnemonic devices (created by students) for continents and oceans

-word splash and graphic organizer to classify and interpret information

- compare geography, climate, homes, and cultures of specific locations through reciprocal teaching

- organize collected information in a variety of ways: notes, graphic organizers, photo journal, travel log

-on a daily basis read and discuss information that comes in from Teddy Bear

-students plot Teddy Bear’s travels on a world map and a globe

-as Teddy Bear "lands" in a new location (if the response from the bear is poor, students will choose locations to research) students use a variety of resources to further research the geography, climate, and culture of the area, resources include internet web sites, travel brochures, magazines, and traditional research material

-after compiling data in the form of notes, photos, drawings, and diagrams students will organize information in a variety of ways including graphs, written work, photo journals, lists, and graphic organizers

Learning Experiences

Procedural Knowledge

What procedural knowledge will students be in the process of acquiring & integrating? As a result of this unit, students will be able to :

-locate the legend, key, and cardinal directions on a map or globe

-locate the equator, lines of longitude, and lines of latitude on a map and globe

-locate specific continents on a map

-locate specific oceans on a globe

-locate specific continents on a globe

-locate specific countries on a map and/or globe

-gather materials and information for a travel brochure

-assemble a travel brochure

-present a travel brochure to an audience of peers

What will be done to help students construct models, shape & internalize the knowledge?

-students will have daily practice plotting locations on a world map which follow their Teddy Bear’s travels

-use Zip Zap Map World computer program

-construct maps of small locales such as schoolrooms, homes, backyards, etc

-use GeoSafari Electronic Globe

-write about the geography and culture of specific locations

-discuss the geography and culture of specific locations

-classify information into lists of geographical and cultural information

-compare and contrast the geography and culture of specific locations

Describe what will be done.

-construct a travel brochure for a location

-gather information on a location using a variety of resources including the Internet

-collect maps and photographs from a variety of resources including the Internet

-organize information in a readable and interesting format

-present information, using travel brochure, to a group of students

-answer related questions during presentation

Learning Experiences

Extending and Refining

What knowledge will students be extending and refining? Specifically, they will be extending and refining their understanding of…What reasoning process will they be using? Describe what will be done.

The influence of environment, specifically geography, on people and their cultures.

They will classify and compare information about a variety of geographical locations.

They will classify and compare information about a variety of cultures.

Students will construct support, in the form of a travel brochure, for visiting a location of their choice.

What reasoning process will they be using?

Comparing
Classifying
Constructing Support

Describe what will be done?

Gather information from a variety of sources, including the Internet, to learn about locations around the world.
Identify differences and similarities among locations around the world. Consider geography and culture.
Classify geographical information about locations on each continent.
Classify cultural information about locations on each continent.
Based on comparing and classifying activities, produce a travel brochure which would convince an elementary age student to visit that location.


*What knowledge* will students be using meaningfully? Specifically, they will be demonstrating their understanding of and ability to...........**	What reasoning process will they be using?	Describe student's products and performances and the criteria for evaluation.
Give valuable information about the geography and culture of a specific location. Compare geography and culture of locations worldwide.	[x] Decision Making (selecting from seemingly equal alternatives or examining the decisions of others) [ ] Problem Solving (seeking to achieve a goal by overcoming constraints or limiting conditions) [x] Invention (creating something to meet a need or improve on a situation) [ ] Experimental Inquiry (generating an explanation for a phenomenon and testing the explanation) [x] Investigation (resolving confusions or contradictions related to a historical event, a hypothetical past or future event, or to the defining characteristics of something) [ ] Systems Analysis (analyzing the parts of a system and how they interact) [ ] Other:	Products/Performances Students will Investigate how geography influences culture by collecting information from at least three different sources, including the Internet. The information will be organized in a meaningful manner in a travel brochure. Students will Invent a travel brochure that they will use to inform people about a specific location.
		Criteria for evaluation Formative Assessment will be taken on student notes, learning logs, travel journals, class participation, use of available resources, oral and written presentation of information, and organization of materials. (see attached rubrics) Final Assessment will be taken on a travel brochure and presentation made by each student. Key: 4-Expanding Knowledge 3-Independent Application 2-Developing Through Practice 1-Needs Support

Rubric # 1: Acquiring Information, Formative Assessment

Key Questions:

What are the key items that will be evaluated? This rubric will be used to evaluate daily class participation, note taking, the proper use of maps and globes in daily work, the use of resources to collect information about a given topic, and the ability to work in cooperative groups. Specifically each student will have these products or performances evaluated using this rubric:

Daily class participation in gathering information and sharing it with classmates.

Notebooks which include notes on specific locations, including geographical and cultural information.

Cooperative group work where students locate continents, oceans, landforms and some countries on a map and globe.

The appropriate use of resources (for note taking and research purposes).

Class Participation

Organizing Information

Cooperative Group Work

Use of maps, globes, atlases

Use of Resources

-contributes on a daily basis

-offers valuable comments

-information is clearly organized

-chooses appropriate graphic organizer

-always interacts well with others

-always engaged in appropriate and relevant discussion

-independently locates specific countries on a map, globe, or atlas

-independently locates lines of latitude and longitude

-independently locates cardinal directions

-independently locates equator

-uses a wide variety of resources appropriately, including technology and the Internet

-often contributes to class discussions

-most comments are pertinent

-information is usually clearly organized

-usually chooses appropriate graphic organizer

-usually interacts well with others

-most often engaged in appropriate and relevant discussion

-independently locates continents and major oceans on a map, globe, or in an atlas

-independently locates cardinal directions

-independently locates equator

-uses many resources appropriately, including technology and the Internet

- occasionally contributes to class discussions

-some pertinent comments

-some information is in a clear manner

-sometimes chooses appropriate graphic organizers

-sometimes interacts well with others

-discussion is sometimes appropriate and relevant

-independently locates five continents and three oceans on a map, globe, or in an atlas

-locates cardinal directions

-locates equator

-uses some resources appropriately, including technology and the Internet

-does not contribute to class discussions

-does not organize information

-does not use graphic organizers appropriately

-does not interact well with others

-discussion is not relevant or appropriate

-is not able to locate continents or oceans independently

-does not use cardinal directions

-does not use resources or does not use appropriate resources

-does not use technology or the Internet

NOTE: Rubric or other performance assessment instruments may be used.

Rubric # 2: Classifying, Comparing, and Organizing Information

Formative Assessment

Key Questions:

What are the key items which will be evaluated using this rubric? This rubric will be used to evaluate the students' ability to choose valuable information to support their research and conclusions (content), the appropriateness of graphic organizers which students select, the grammar and structure of written work, and students' oral sharing of information with their classmates. Specifically this rubric will be used to assess these products and performances:

The content of learning logs, travel journals and daily notes

The form of written work including letters or e-mail to others, learning logs, travel journals and written descriptions.

The use of graphic organizers to classify and compare geographical vocabulary and to compare information related to a variety of locations (food, dress, and geography).

The oral presentation of information gathered from the Internet, maps, globes, and other resources.

	Use of Meaningful Information	Use of Graphic Organizers	Written Work	Oral Presentation
4	-shows a deeper understanding of how geography influences culture -always chooses valuable and appropriate information about culture and geography -always compares information logically and with supporting facts -logically supports classification	-independently invents graphic organizers which are used to effectively organize information	-always uses complete sentences -always uses appropriate punctuation and capitalization -written work organized in a manner that is interesting and easy to read -uses a word processor independently	-speaks clearly -expresses ideas well -interesting and holds audiences attention
3	-usually chooses valuable and appropriate information about culture and geography -usually compares information logically and with supporting facts -attempts to support classification with facts	-independently selects graphic organizers which are used to effectively organize information	-usually uses complete sentences -usually uses punctuation and capitalization -written work is organized in a logical manner -uses a word processor with minimal assistance	-speaks clearly -expresses ideas well
2	-sometimes chooses valuable and appropriate information about culture and geography -sometimes compares information logically and with supporting facts -is not able to provide support for classification	-needs help to select graphic organizers which effectively organize information	-sometimes uses complete sentences -sometimes uses punctuation and capitalization -written work is usually organized in a logical manner -is beginning to acquire keyboarding skills	-speaks clearly -some difficulty expressing ideas
1	-needs help to choose valuable or appropriate information -is not able to compare information logically or to use supporting facts -is not able to classify facts or information	-is unable to use graphic organizers to effectively organize information	-rarely uses complete sentences -rarely uses punctuation and capitalization -is unable to organize written work in a logical manner -has difficulty using a keyboard	-is unable to speak clearly -is unable to clearly express an idea

Rubric # 3: Travel Brochure

Key Questions:

What are the key items which will be evaluated using this rubric? This rubric will evaluate the travel brochure, the meaningful use task for this unit.

	Content of Brochure	Visual Appeal	Variety of Sources Used	Brochure Organization	Oral Presentation
4	-wide variety of information including many specific geographical and cultural details -clearly and concisely written	-many colorful, interesting photographs and/or drawings -many interesting titles	-used a wide variety of sources for information including the Internet	-very well organized, clearly labeled, easy to read	-speaks clearly -expresses ideas well -interesting and holds audiences attention
3	-variety of information including some specific geographical and cultural details -clearly written	-some colorful, interesting photographs and/or drawings -some interesting titles	-used many sources for information including the Internet	-well organized, labeled, easy to read	-speaks clearly -expresses ideas well
2	-variety of information including few specific geographical and cultural details -clearly written	-few colorful, interesting photographs and/or drawings -few interesting titles	-used some sources for information including the Internet	-somewhat well organized, easy to read	-speaks clearly -some difficulty expressing ideas
1	-little information including few specific geographical and cultural details -not clearly written	-no colorful, interesting photographs and/or drawings -no interesting titles	-used few sources for information -did not use the Internet	-poorly organized, no labels, difficult to read	-is unable to speak clearly -is unable to clearly express an idea

Have You Considered These Yet?

Learn to Learn Skills: In this unit students learn about the diversity of people in the world. By learning about some of the causes of diversity, students are better able to empathize with people who come from different cultures.

Students will acquire skills which they can use to research locations they may wish to visit in the future.

Assessment Modifications:

On an individual basis rubrics will be modified to meet student needs.

Unit Schedule/Time Plan:

This unit will begin with the "launch" of the Teddy Bear early in the school year. As responses come back students will work daily for 15-20 minutes compiling and classifying information. Larger blocks of time will be used on a weekly basis (60-80 minutes) for activities which include organizing and comparing information. The final project, the travel brochure, will require approximately 180 minutes, some of which will include use of a word processor, a printer and the Internet. The total length of time for the completion of this unit is 25 weeks.

Written Overview: This second grade geography unit introduces students to world geography through the use of a "Traveling Teddy Bear" and the Internet. Students track their Teddy Bear as he travels throughout the world and communicate with people through e-mail. Students collect information about geography and culture and compare specific regions and locations. The culminating experience is for each child to choose a place they would like to visit and make a travel brochure advertising that location. The travel brochures will be presented to other students and then compiled as a resource for future classes.