The land, the people, and the government!
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Unit Author |
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First
and Last Name |
Karla
Te Slaa |
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SF
private |
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School
Name |
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Unit
Overview |
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Unit
Title |
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The |
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Unit Summary |
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This unit will give the
students a brief overview of how the This unit will give the
students insight of the people in our country, their rights and
responsibility. It will also give the
students an overview of our governmental system. We will take a look at the history,
purpose, and function of the government.
We will spend some time focusing on the three branches of government,
and an interactive webquest to cement this concept. The students will also take a
look at our economy, and the concepts of supply and demand. They will have a hands-on opportunity to
create a business of their own. They
will have to apply what they have learned and try and run their
business. They may experience failure,
or success, but they will be applying the knowledge of economy. This unit is designed to be
the basis of our year. We will give
brief consideration to the foundations of our country, and then go into
individual units of each region. |
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Subject
Area |
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Social Studies |
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Grade
Level |
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4th
grade |
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Approximate Time Needed |
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10-
45 minute lessons |
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Unit Foundation |
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Targeted Content Standards and Benchmarks |
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1. Students will be able to analyze
the relationships among the natural environments, the movement of peoples,
and the development of societies. 2. Students will be able to analyze information from geographic
representation, tools, and technology to define location, place, and region. 3. The students will be able to describe the way the
government provides for the needs of its citizens. 4. Students will be able to list
the rights and actions of a responsible citizen. 5. Analyze the role and relationships of economic systems on the
development, utilization, and availability of resources on societies. |
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Student Objectives/Learning Outcomes |
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Lesson 1: The students will be able to understand
relative/absolute location. The
students will be able to locate a place using lines of longitude and
latitude. The students will be able to
locate a place by using relative location. Lesson 2: Students
will identify natural resources and the way people use them. The students will understand how people
change their environment to meet their needs. Lesson 3: The students will understand cultural diversity
in the Lesson 4: The students will be able to analyze symbols that
represent important ideas, people, and events in Lesson 5: The students will be able to understand when and
why the government was started. The
students will be able to describe what form of government we have. Lesson 6:The students will be able to understand the
rights and responsibilities of a Lesson 7:The students will be able to locate and study
important government, historic, cultural, and educational sites in The
students will be able to understand how and why Americans honor and remember
the nation’s past. Lesson 8:The students will be able to understand basic
economics concepts related to scarcity.
The students will be able to explain how the United States Government
economy has changed over time. Lesson9: The students will be able to apply what they have
learned in regards to the economy. Lesson 10: The students will be able to apply the
information they have learned about the Untied States, and produce a
summative project. |
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Curriculum-Framing Questions |
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Essential Question |
What do you know about the place that you live? |
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Unit Questions |
What makes the |
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Content Questions |
Lesson 1: Where is the
What is longitude and latitude? Lesson 2: What are resources? What are
renewable/nonrenewable resources? What resources does your state
have? Why do we need resources? Lesson 3: Why do Americans have different ways of
life, and what unites them?
Lesson 4: What are some examples of our American
patriotism? What symbols do we have that help remind us of our country? Lesson 5: When did the American leaders form the
first “government?”
Who were some important men in this process? Lesson 6: What are the three branches of government,
and what are their functions? Lesson 7: Why was our nation’s capital given its
name? What are some historical places
precious to our country in this city? Lesson 8: What is economy? What are the three basic industries in our economy? Lesson 9: How does a business work? What does supply/demand mean? Lesson 10: What did you think was interesting
about the |
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Assessment Plan |
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Assessment Timeline |
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Assessment Summary |
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I
am going to be using teacher observation throughout our unit. I am going to watch how the students
interact with the information, and how well they are grasping the
concepts. I
also will be using word webs, and KWL charts to assess their prior knowledge
of basic lessons. When
the students are working in groups, I will be making anecdotal notation of
their behavior, and interaction with the information. When
the students work on projects, I will have checklists of qualifications that
the students will have to meet. I also
will have a rubric for one of their assignments. |
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Unit Details |
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Prerequisite Skills |
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The
students will need to have basic understanding of The
students will need to have the ability to work comfortably with a SMART
board, and be able to work independently with the internet. |
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Instructional Procedures |
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Lesson 1: Where is the Introduction: Publisher brochure: “Where Are You?” a)
I will hand out my
brochure “Where Are You?” and we will go over together our global
address. b)
We will discuss relative
and absolute locations. We will
discuss how we can figure out our “general” or relative location based on
other places, and how our absolute location can only be described with
longitude and latitude. c)
We will discuss vocab:
hemisphere, equator, continent, border, relative location, absolute location Body: a.)
We will go to the
computer lab, and I will have the students go to the computer lab and do the
following self-taught lesson on the concepts of longitude and latitude. It goes through in great detail the
explanation of our vocabulary words, and uses in the real world. http://www.lakelandsd.com/tutorial/lesson1.html b.)
We will discuss that
by using long/lat. is the only way to determine something’s ALSOLUTE
location. We will practice using a map, and locating specific town’s absolute
location. c.)
Then we will discuss
relative location. We will talk about
how this is using other places location to help describe another. We will practice using key terms such as
“south of,” or “on the north border of” etc. d.)
We will practice
locating various locations using only relative locations. Closure: a)
As a closure activity,
the students are going to go to this website:http://classroom.jc-schools.net/basic/ssmaps.html
and locate any four cities in our state.
They will then make cards with their longitude and latitude degrees. b)
The students will then
get in groups of 2, and their partner is going to have to locate the city
based on their long/lat descriptions on their cards. c)
Then the students are
going to have to make 3 cards with 3 clues of “relative location” written on
them. They will have to get back with their partner, and have them see if
they can locate their secret location in the least amount of clues
possible! Lesson 2: Our valuable resources Introduction: a)
We will discuss the
new vocabulary words: natural resources, renewable, ground water,
nonrenewable, conservation, and environment. b)
We will play a SMART
board game using the vocabulary review template. In this activity, the students will have to
look up the definition in their books, and be able to give a short
definition, part of speech, synonym, and use it in a sentence. Body:
a)
We will read from the
textbook pg. 32-36 on Natural Resources b)
We will have a class
discussion on these topics. Discussing why Natural resources are important to
our country, what specific resources are in our country, and how we can
protect them. Closure: The students will get
together with a partner, and quiz each other on the vocabulary words from the
introduction. Lesson 3: The American People Introduction: a)
We will begin with a
look at the vocabulary words: culture, patriotism, immigrate, population,
rural, urban, and suburb. b)
We will create a KWL
chart on each word by using a SMARTboard template. c)
I will be able to see
exactly how much each student already knows about each word. Body: a)
We will read pgs. 42- 46
in our textbook b)
We will then have a
discussion on what makes someone an American. c)
We will talk about the
many cultures in our country today, and how it makes our country diverse. d)
We will talk about the
country’s motto: “ e)
We will discuss what
the American people share, and what things unite us as a country. (e.g.:
monuments, patriotism, and holidays.) Closure: a)
As a closure activity,
I am going to give each student the following list: motto, monuments,
cultures, patriotism, where we live, immigration, religions, where we came
from, holidays. They are going to have
to go to the computer lab and construct a table. And sort the list into two categories:
“Things that make Americans diverse,” and “Things that unite Americans.” b)
On the top of this
document, I am going to have the students type the c)
Then they are going to
go to the internet, and import one picture that shows patriotism. Lesson 4: Patriotism, and our beloved symbols. Introduction: We are going to begin
this lesson by going to the following website http://bensguide.gpo.gov/3-5/symbols/index.html
Body: a)
This lesson is going
be primarily at the students own pace. b)
They are going to go
into the lab, and go into this website, and click on each of the symbols and
read about them. c)
The students are going
to be creating an online photo album with some of the d)
They will also be
required to add a description of each symbol- and interesting fact about
it. Closure: As a closure activity, we are going
to present our albums to the class, on a projector in our
classroom! Lesson 5: Our Government part I: history Introduction: a)
I am going to begin
this lesson by showing a video/cartoon on the early stages of the government,
the constitution, and how it as written. http://www.schooltimegames.com/Videos/SocialStudies/SocialStudies_0.html b)
I will then hand out a
newspaper that I created in Publisher which briefly outlines and describes
our government. We will read through
it together. Body: a)
We will read our
textbook pg 50- 51, which lays out the foundation for our government, the
original plan, the writing of the constitution, and it describes our form of
government. b)
We will discuss the
constitution and what it is: the supreme law of the land-our nation’s highest
law. c)
We will discuss who
has to follow the constitution, and what happens if someone does not follow
it. d)
We will as a class,
brainstorm ideas for our “Class Constitution,” by creating a web of ideas. e)
Then students will get
with a partner and actually write a “Class Constitution” f)
We will read through
each other’s constitution! Closure: The students will go to the following website and
learn about how does government affect me? http://pbskids.org/democracy/ Lesson 6: Our Government part II: What it does, and its branches. Introduction: a)
We will go back to the
Publisher handout from yesterday- and we will look at the chart on the back
laying out the three branches of government. b)
I will then have the
students go to: and look through the branches for themselves. http://bensguide.gpo.gov/3-5/government/branches.html
Body: a)
I will have the
students read pg. 52-55 in our textbook, explicitly laying out the jobs,
members, and duties of each branch of government. b)
I will then have the
students form teams, and I have developed a SMARTboard jeopardy game for the
branches. Closure: As
a closure activity, for the next few days I am going to have the students work on a webquest-
designed to research all of the branches! http://www.madison.k12.ky.us/district/projects/WebQuest/Govern/branches.htm
Lesson 7:Our country’s capital: Introduction:
The
students are going to watch a powerpoint on I found online- which will
give them a basic overview and understanding of the importance of places. Body: a)
I am going to have the
students read pg. 56-57 in our textbook.
This will peak the students interest, seeing a few facts and photos of
our capital. b)
I will then direct
then to our textbook’s website and virtual tour! Http://www.harcourtschools.com/ss1 c)
There they will be
able to explore the capital, learn about various monuments and historic
places. d)
While they are doing
this, they will need to say 10 of their favorite D.C photos- for a scrapbook
that they will be making. e)
Then the students will
go to http://www.myalbummaker.com
and create a scrapbook of various places in Closure: After
the students return from their virtual tour- I am going to have each students create an online
postcard to describe to a family member what they learned and saw in
http://www.readwritethink.org/materials/postcard/ Lesson 8:Our country’s
economy Introduction: I
will ask the students to brainstorm ideas in a web on the board, what they think it would take to create and
run a business. Body: a)
As a class we will
read pg 58- 63 in our textbook. Which
lays out what Free Market Economy is, the factors of production, and how a
business actually works. b)
We will make a list of
what actually is needed to create and run a business based on what we read. c)
Then we will compare
and contrast this list, with the one we created in the introduction d)
We will discuss basic
supply/demand, and how it affects businesses.
e)
We will discuss the
types of economy: supply/ manufacture- and examples of each. Closure: As a closure, I am going to have
the students role play a business with a group. They will have to make a list of things
they need, can afford, and the profit they home to
make. I will tell them that
tomorrow, they will be actually be creating a lemonade
stand business online- and they will need to think about all of the things
they will need. Lesson 9:Let’s try it! A lesson on economy Introduction: We will review what we learned
about businesses and economy. We will make a list on the board of the
definition of: profit, supply, and demand. Body: a)
The students are going
to go to: http://coolmath4kids.com b)
They will need to
click on “Lemonade Stand” c)
The goal of this
activity is to make as much money as you can in one month’s time. In this
lemonade stand, You'll have complete control over almost every part of your
business, including pricing, quality control, inventory control, and
purchasing supplies. You'll also have
to deal with the weather, which can be unpredictable. Unfortunately, the weather will play a big
part when customers are deciding whether or not to buy your product. d)
Other factors which
will make or break your business is the price you charge. Customers are more apt to pay higher prices
when the product (your lemonade) is more in demand - When the weather is
hotter. As the temperature drops, and
the weather turns bad (overcast, cloudy, rain), don't expect them to pay
nearly what they would on a hot, hazy day. e)
The other major factor
which comes into play is your customer's satisfaction. As you sell your product, people will
decide whether or not they like it, and how much they like or dislike
it. As time goes on, they'll start to
tell their friends, neighbors, and relatives (hence, your 'popularity'). Sell a good product for a good price and
you'll build business over time; overcharge for inferior products, and you'll
be out of business sooner than you'd think.
Another more direct form of customer satisfaction affecting sales
takes place directly at the stand. As
customers buy your product, you'll see some tell you what they think by the
bubbles over their heads. If customers
are enjoying their product, others are more likely to buy. If they're expressing their
dissatisfaction, other customers are more likely to take their business
elsewhere. Closure: a)
The students are going
to have to reflect on the process that they went through to create a
business. They will have to write in
what we call a “Powerful Paragraph,” and they are going to have to reply to
my post: b)
Ok students, now you have
spent some time with creating your lemonade stand business. Reflect by using
a "powerful paragraph" on your experience. What kind of things did
you have to keep in mind while you were creating your business? What things
were important? What did you have to keep in mind? Did you make a profit?!!! c)
The students are also going to read each other’s
blog on their experience, and comment on each other’s blog! Lesson 10: Let’s recap! Introduction: a)
As a class, we are
going to make a list on the board and recap some of our favorite things in
our unit. We are going to discuss with
one another some highlights of the unit. b)
I will explain to the
students that they are going to create a final activity for our unit. They are going to have to recap our unit by
creating either a brochure, or a powerpoint on the Body: a)
I am going to briefly
explain to the students their options!
They can either create a 5 slide powerpoint, or a brochure from http://www.mybrochuremaker.com b)
They will be responsible
for creating this final project recapping the c)
I will have a basic
checklist of requirements that I will use to evaluate this final project. Closure: a)
When the students are
finished, they are going to have an opportunity to share their presentation
or brochure with the class. b)
While the students are
waiting for their other classmates to finish their projects, they can play US games and activities at: http://bensguide.gpo.gov/3-5/games/index.html
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Accommodations for Differentiated Instruction |
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Resource Student |
I
will allow resource students to have extra time on assignments, they also
will be allowed a mentor-buddy to work with them whenever they whenever they
need. I will break down various
assignments, and requirements for various things. They also will be able to work in the
resource room with the resource teacher whenever they feel the need. |
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Non-Native English Speaker |
I
will have the students work with an ELL specialist in this unit. I will also try to break down the concepts,
and apply them to their culture with their basic understanding. |
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Gifted Student |
I
will have gifted student do various presentations, or “teaching
opportunities” for their peers. I will
allow them the choice of being a peer mentor, or teacher’s helper throughout
this unit. They will be able to
explore, and uncover various related topics of their choice. |
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Materials and Resources Required For Unit |
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Technology – Hardware |
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Camera X Computer(s) Digital Camera DVD Player X Internet Connection |
Laser Disk X Printer X Projection System Scanner Television |
VCR Video Camera Video Conferencing Equip. |
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Technology – Software (Click boxes of all software
needed.) |
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Database/Spreadsheet Desktop Publishing E-mail Software Encyclopedia on CD-ROM |
X Image Processing X Internet Web Browser Multimedia |
Web Page Development X Word Processing |
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Printed Materials |
Lesson
1: Publisher brochure Lesson
2: Text book Lesson
3: Text book Lesson
5:Publisher newspaper, textbook Lesson
6: Textbook Lesson7:
Textbook, printed album and postcard Lesson8:
Textbook |
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Supplies |
Lesson
1: Publisher
brochure, note cards. Lesson
2: Text book, SMARTboard vocab. template Lesson3:
Textbook, SMARTboard KWL template, computer lab Lesson4:Compter
lab, projector Lesson5:
online video, old looking paper- and various things for writing our
constitution. Lesson6:
SMARTboard jeopardy game Lesson7:
Washinton, D.C powerpoint, textbook Lesson8:Textbook,
whiteboard to make lists Lesson9:
whiteboard, Miss Te Slaa’s blog Lesson10:
powerpoint |
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Internet Resources |
Lesson
1: http://www.lakelandsd.com/tutorial/lesson1.html http://classroom.jc-schools.net/basic/ssmaps.html Lesson3: Ability to
search for a picture on patriotism. Lesson4: http://bensguide.gpo.gov/3-5/symbols/index.html
www.myalbummaker.com Lesson5: online video http://www.schooltimegames.com/Videos/SocialStudies/SocialStudies_0.html Lesson6:
http://bensguide.gpo.gov/3-5/government/branches.html
http://www.madison.k12.ky.us/district/projects/WebQuest/Govern/branches.htm
webquest: http://www.madison.k12.ky.us/district/projects/WebQuest/Govern/branches.htm
Lesson 7: http://www.harcourtschools.com/ss1
http://www.readwritethink.org/materials/postcard/ Lesson8: Lesson9: http://coolmath4kids.com Miss Te Slaa’s
blog: http://missteslaa.blogspot.com/
Lesson10: http://www.mybrochuremaker.com http://bensguide.gpo.gov/3-5/games/index.html
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Other Resources |
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