Planning Guide
Creating Learner-Focused
Schools
* Madison-Oneida BOCES- This document may not be reproduced in any form without the expressed written consent of the District Superintendent or his designee.
| LU Title: This Land Is Your Land : Geology and Geography of Colton, NY |
Author(s): Rod Thomas, Cheryl Thomas, Vickie Bush |
| Grade Level: Grade 5 |
School Address: 4921 State Highway 56, Colton, NY 13625 |
| Subject Area: Science, English, Special Education |
School Phone/Fax: (315) 262-2100 |
CONTENT KNOWLEDGE
| Declarative |
Procedural |
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ESSENTIAL QUESTIONS
INITIATING ACTIVITY
Videotaped simulation of an airplane flight and crash. (To accompany readings from the unit-related novel, Hatchet, the students will watch a videotape of an airplane flight displaying landforms photographed during an actual flight over the Colton area. The videotape was edited to simulate the crash, which occurred in the novel.)
Connection to State Learning Standards
Content Area: Science
Level: Intermediate
| Benchmarks: Students explain how the atmosphere, hydrosphere, and lithosphere interact, evolve, and change. |
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Benchmarks: Students participate in an extended, culminating project. The project would require students to work effectively, gather and process information, generate and analyze ideas, observe common themes, realize ideas, and present results. |
| Standard: MST - 4 Physical Setting |
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Standard:MST - 7 Interdisciplinary Problem Solving |
Unit Theme:
| Standard: ELA - 1 Language for Information and Understanding |
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Standard: |
| Benchmarks: Use the process of pre-writing, drafting, revising, and proofreading to produce well-constructed informational texts |
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Benchmarks: |
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. |
| Know geographical features
Understand how geographical features are formed and are changing |
Using collaborative pairs, students will discuss and identify aerial photography slides.
Students will identify and organize aerial photography prints of land and water forms.
View videos : The Jr. Geologist Series (United Learning)
Students will find available information on land and water forms on web sites
Students will learn songs about geology |
Think-Pair-Share (C)
Carousel Graffiti on charts (O)
Video with three minute pause (C) Pairs Check (C)
Internet Search (C)
Songs, Rhymes (S) |
Each student attempts to identify the land or water form in the slide. Student discusses with a person next to him to reach consensus. Each pair shares their answer with the entire group. Small groups view landform photos with a time limit. Each group names and/or describes the landform. Groups rotate and add to information already on chart from previous group. Students view a series of videos. Teacher will pause the video and ask questions. Students answer, using white boards, and check answer with a neighbor. Students will visit the following web sites: Geography: Landforms and Bodies
of Water http://hammer.ne.mediaone.net/landforms
Landforms
http://www.ospi.wednet.edu:8001/curric
Using familiar tunes, students will learn songs through repetition to gain knowledge of land and water forms. |
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: |
What will be done to help students construct models, shape & internalize the knowledge? |
Describe what will be done. |
| Complete a field guide
Students will use computer word processing, draw application, and slide show application.
Students will use process of pre-writing. |
(M) Construct Models - demonstration of field guide completion (S) Ticket to Get on the Bus
(M) Graphic Organizer (M) Flow Chart
(S) Fish Bowl Activity to arrange steps in the process
(M) Teacher will provide writing checklist
(I) Repetition |
Teacher will present a slide of Sunday Rock (glacial erratic ) and demonstrate the process of completing a field trip guide graphic organizer using Think Aloud. Before boarding the bus for the field trip, the student will show the field guide with attached sticker on which the student has briefly explained the purpose and use of the field guide. Student will repeat the field guide process at every stop on the trip. Teacher will provide a written set of steps. Students will construct a flow chart of key steps in the process. Slips of paper with steps in the slide show process are placed in a jar. Students pull slips and then arrange themselves in correct order to show process. Given a series of pictures, the students will practice slide show development. Teacher will explain the steps in the writing checklist and model the editing process. Students will use peer editing
Students will repeat process for each slide caption and brochure segment |
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. |
| Land/water forms Ways land forms are changing Use of resources Dependency on land/water forms Word processing skills Draw application skills |
Deductive Reasoning Abstracting |
Students will use a graphic organizer to categorize land/water forms into groups using a variety of criteria. Students will participate in a field trip which includes a visit to Potsdam College Dept. of Geology and stops at various land and water forms within the CPCS district. Students will answer questions in a field trip guide which require students to compare and classify land forms and utilize deductive and inductive thinking skills. After reading the novel, Hatchet, by Gary Paulsen, the students will complete a graphic organizer on the main character's use of available resources and dependence on the land and water forms. Students will learn and practice word processing skills including editing. The students will manipulate titles and graphics within word processing, draw application, and slide show application. |
| Step 1 |
Step 2 |
Step 3 |
| 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. |
| Understanding of: -Land forms -How land forms were formed and are changing -Use of natural resources -How resources affect use of land |
[X] Invention
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Products/Performances Task 1 - The publisher of a science text book is interested in providing students with computer software that will help fifth grade students review for chapter tests. You are being asked to develop a Claris Works Slide Show, which could be used to help students review some of the concepts and ideas covered in Chapter 9. "Earth's Changing Crusts," of your text. Use the directions provide to produce a slide show for the purpose. Task 2 -The president of the local hiking club has asked you to prepare a wilderness survival guide for distraction to its members. Using the information gathered from this unit and from Brian's experiences with survival in Hatchet, create a survival guide, which includes tasks to do, effective selection and use of resources or geographical features, and life skills to incorporate. Follow the directions outlining the four major sections of the guide. |
| Criteria for evaluation |
Rubrics
(1 sent as attachment)
Field Trip Grading Standards
| PREPARATION |
BEHAVIOR |
LEARNING |
| Materials ready: |
Listens well |
Investigates |
| folder |
Follows directions |
Gathers information |
| pen or pencil |
Controls self |
Records data in folders correctly |
| lunch |
Cleans up independently |
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| appropriate clothing |
Exhibits good safety habits |
Makes positive contribution to discussion |
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| Needs some help getting ready |
Tries to listen |
Gathers information with help |
| Follows directions with a few reminders |
Records data with some errors |
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| Fair self-control |
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| Cleans up when asked |
Participates in discussion |
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| Depends on others for preparation |
Needs several reminders to listen and follow directions |
Is easily distracted |
| Little self-control |
Does not listen |
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| Doesn’t clean up Doesn’t exhibit good safety habits |
Interferes with the learning of others |
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| Learns little |
*********************************************************************************************************
| Isn’t ready |
Doesn’t behave |
Doesn’t learn |
SURVIVAL GUIDE RUBRIC
| Excellent (4) |
Acceptable (3) |
Needs Work (2) |
Unacceptable (1) |
| PERFORMANCE |
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| Consistently works toward group tasks or goals |
Contribution toward group work usually focused on task |
Conversation is often not on topic |
Off task most of time |
| Independently contributes to effective group relations |
Contributes to effective group relations with minimum assistance |
Needs consistent assistance to demonstrate skills needed for effective group relations |
Demonstrates few appropriate interpersonal skills |
| Meets all deadlines with written work |
Meets deadlines with written work with one exception |
Misses two deadlines with written work |
Does not show any effort to complete work on time |
| PRODUCT |
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| Uses precise, clear language |
Language used is satisfactory for understanding |
Language used is minimally adequate for understanding |
Use of language seriously interferes with understanding |
| Includes at least four examples from each subtopic |
Includes three examples |
Includes two examples |
Includes only one or no examples |
| Develops ideas fully through use of support material from novel |
Demonstrates satisfactory development of ideas |
Shows weakness in development and little use of support material |
Does not use support material to develop ideas |
| Writes steps in correct order |
Writes steps with one mistake |
Writes steps with two mistakes |
Complete lack of logical order |
| Includes accurate information |
Includes minor inaccuracies |
Includes significant inaccuracies |
Completely inaccurate |
| Uses complete sentences which demonstrate variety |
Uses complete sentences but little variety |
Uses mostly complete sentences |
Shows a lack of sentence sense |
| Makes few or no mechanical errors |
Mechanical errors do not interfere with communication |
Mechanical errors somewhat interfere with communication |
Errors seriously interfere with communication |
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Have You Considered These Yet?
Learn to Learn Skills: Learn how to use a field guide in order to organize information on a field trip. Learn how to create a computer slide show in order to gain and present additional knowledge about landforms. Learn how to access an internet web site to gain information.
Assessment Modifications:
Testing: extend the time allotted to complete the test, administer test in location with minimal distractions, read directions to student, simplify language in directions, questions read to student, simplify questions, provide additional examples, student reads test to teacher, test format changed; e.g. number of multiple choice answers decreased, number of concepts on a page reduced, word bank provided, decreased number of concepts learned; e.g. slide show test - student writes one descriptive sentence to describe land and water forms, amanuensis
Homework: read homework to student, read directions to student, read questions to student, tape record text, rewrite text at student's reading level, decreased number of concepts learned; e.g. number of vocabulary words/comprehension questions, use of graphic organizers, highlighted text/highlighting tape, amanuensis; e.g. as needed for note taking, essays, long answers, extended time allotted to complete task
Classroom Activities: special grouping, buddy system for reading partners and note taking, modified field trip guide; e.g. number of concepts reduced, sentence starters, questions rewritten at student's reading level
Unit Schedule/Time Plan: This unit takes approximately 3 to 4 weeks. Our six day cycle is a modified block schedule with forty minute periods for four days and extended block periods on days 5 and 6. The unit is taught during science, social studies, and English periods.
Written Overview: Interdisciplinary middle level unit incorporating technology to learn the geology and geography of a local area while learning writing and media skills. Also included in the unit activities are a musical play and observation/listening activities completed at a local pond in conjunction with the reading of the novel, Hatchet.
Teacher Resources:
Rand McNally Classroom Atlas. Rand McNally & Company. 1992
World Explorer - The United States and Canada. Prentice Hall. 1998
Paulsen, Gary. Hatchet. The Trumpet Club. 1987
Cohen, Dr. Michael. Discovering Science 5. Scott Foresman. 1991
The Junior Geologist Series. United Learning.