Gabrielle



May 12, 2010

I am much more clear on how this unit should look now - and I appreciate learning how the tools work. The whole thing is making more sense! I am looking forward to working on the unit tomorrow. (and I will probably change a lot of it....)

Type in the content of your page here. =** Unit Plan Template  **= Click on any descriptive text, then type your own. media presentations could be produced as a culmination of the learning experience. ||  || Marzano: Acquisition of knowledge – declarative. Extension – compare and analyze. Meaningful use of knowledge Blooms: recalling, inferring, comparing, explaining, attributing ||  || Show Me: Knowledge: Social studies 3: principles and processes of governance systems. 4. economic concepts (including productivity ad the market system) and principle (including law of supply and demand). 5. the major elements of geographical study and analysis (such as location, place, movement, regions) and their relationships to changes in society and environment. 6. relationships of the individual and groups to institutions an cultural traditions. NETS 3. Research and information fluency. A. plan strategies to guide inquiry. B. locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media. C. evaluate and select information sources and digital tools based on the appropriateness to specific tasks. D. process data and report results Critical thinking problem solving and decision making: A. identify and define authentic problems and significant questions for investigation. B. plan and manage activities to develop a solution or complete a project. C. collect and analyze data to identify solutions and/or make informed decisions. D. use multiple processes and diverse perspectives to explore alternative solutions. Communication and collaboration: C. develop cultural understanding and global awareness Social Studies GLE’s: Physical characteristics of place, Human characteristics of place, Economy and career choice, Geographic features and maps. ||  || (critical Content) ||||||||  Ia. What do people need to form a community? Ib.How do people contribute to a community? IIa. Does the environment determine how people live? IIb. Does geography affect how people live? || ·   Project/rubric planning  ||  ·   Observations · ||  ·   Journal / photo journal entries  ||  ·   Benchmark test  ||  ·   Multimedia product –virtual map or documentary ·  Google earth Trip  || l
 * Unit Author ||  ||
 * First and Last Name ||||  Gabrielle Corley  ||   ||
 * School District ||||  Webster Groves School District  ||   ||
 * School Name ||||  District Level  ||   ||
 * School City, State ||||   ||   ||
 * Unit Overview ||  ||
 * Unit Title ||  ||
 * Seeking St. Louis ||   ||
 * Unit Summary ||  ||
 * St. Louis is used as the foundation for a study of economic, geographic, and cultural concepts. Classes select a variety of neighborhoods within St. Louis to research. Maps of these neighborhoods can be constructed,  including relative position of places and common characteristics. Students should find out the goods and services provided in St. Louis, identify natural, capital, and human resources in the area, and identify how taxes are used in the area. Most significantly, students can compare and contrast the neighborhood cultures in St. Louis. The unit is designed to build upon a series of field trips within the community during which students can conduct interviews, document observations, and gather additional data. A variety of multi
 * Subject Area ||  ||
 * Social Studies: Economy, Geography, and culture ||   ||
 * Grade Level ||  ||
 * Third ||   ||
 * Approximate Time Needed ||  ||
 * [[image:file:///C:/DOCUME%7E1/stgc/LOCALS%7E1/Temp/msohtml1/01/clip_image002.jpg width="481" height="20"]] ||   ||
 * Unit Foundation ||  ||
 * Habits of Learning Taxonomy ||  ||
 * HOM: Listening, applying past knowledge, gathering knowledge, learning continously
 * Targeted Content Standards and Benchmarks ||  ||
 * Show Me: Performance: 1.1 develop questions and ideas to initiate and refine research. 1.4: Use technological tools and other resources to locate, select and organize information. 1.9. identify, analyze and compare the institutions, traditions and art forms of the past and present societies.
 * Student Objectives/Learning Outcomes ||
 * Identify, evaluate, develop, analyze, relationships, characteristics of place ||
 * Curriculum-Framing Questions ||
 * |||| Essential Question |||||||| Why do people need each other? (Big Understanding - Interdependence)  ||
 * |||| Unit Questions |||||||| I. Why do we have neighborhoods? II. How does place affect a community?  ||
 * |||| Content Questions
 * Assessment Plan ||
 * Assessment Timeline ||
 * Before project work begins |||| Students work on projects and complete tasks |||| After project work is completed ||
 * ·  KWL  ||  ·   Brainstorming
 * ·  KWL  ||  ·   Brainstorming
 * ·  KWL  ||  ·   Brainstorming
 * ·  KWL  ||  ·   Brainstorming
 * Assessment Summary ||
 * [[image:file:///C:/DOCUME%7E1/stgc/LOCALS%7E1/Temp/msohtml1/01/clip_image006.jpg width="690" height="117"]] ||
 * Visual Ranking Elements (Complete this section if this tool will be used in the unit)  ||
 * Visual Ranking Project Name (For the Visual Ranking workspace)  ||
 * What is important to your community ||
 * Project Description (For the Visual Ranking workspace)  ||
 * Use this piece as background or scaffolding to remind students about the community unit they did previously. Group kids by neighborhood (see flower activity sample) and have them generate a list of what is important to their neighborhood. Then the whole group can participate in the ranking activity (consider inviting others outside the school as well). ||
 * Prompt (For the Visual Ranking workspace)  ||
 * What thing affects people the most in your neighborhood? ||
 * Sorting List (For the Visual Ranking workspace)  ||
 * Practice Ranking (For your future quick reference)  ||
 * Teacher ID: class ||||  Password:  ||
 * Practice Team ID 1: team1 ||||  Password:  ||
 * Practice Team ID 2: team2 ||||  Password:  ||
 * Seeing Reason Elements (Complete this section if this tool will be used in the unit)  ||
 * Seeing Reason Project Name (For the Seeing Reason workspace)  ||
 * Project Description (For the Seeing Reason workspace)  ||
 * Research Question (For the Seeing Reason workspace)  ||
 * Practice Map (For your future quick reference)  ||
 * Practice Team ID: ||||  Password:  ||
 * [[image:file:///C:/DOCUME%7E1/stgc/LOCALS%7E1/Temp/msohtml1/01/clip_image008.jpg width="647" height="18"]] ||
 * Research Question (For the Seeing Reason workspace)  ||
 * Practice Map (For your future quick reference)  ||
 * Practice Team ID: ||||  Password:  ||
 * [[image:file:///C:/DOCUME%7E1/stgc/LOCALS%7E1/Temp/msohtml1/01/clip_image008.jpg width="647" height="18"]] ||
 * Practice Team ID: ||||  Password:  ||
 * [[image:file:///C:/DOCUME%7E1/stgc/LOCALS%7E1/Temp/msohtml1/01/clip_image008.jpg width="647" height="18"]] ||

Showing Evidence Elements  (Complete this section if this tool will be used in the unit)   ||
 * Showing Evidence Project Name (For the Showing Evidence workspace)  ||
 * [[image:file:///C:/DOCUME%7E1/stgc/LOCALS%7E1/Temp/msohtml1/01/clip_image009.gif width="645" height="50"]] ||
 * Project Description (For the Showing Evidence workspace)  ||
 * [[image:file:///C:/DOCUME%7E1/stgc/LOCALS%7E1/Temp/msohtml1/01/clip_image010.gif width="655" height="64"]] ||
 * Prompt (For the Showing Evidence workspace)  ||
 * [[image:file:///C:/DOCUME%7E1/stgc/LOCALS%7E1/Temp/msohtml1/01/clip_image011.jpg width="635" height="39"]] ||
 * Practice Case (For your future quick reference)  ||
 * Practice Team ID: ||||  Password:  ||
 * Reviewing Team ID: ||||  Password:  ||
 * Claims ||
 * [[image:file:///C:/DOCUME%7E1/stgc/LOCALS%7E1/Temp/msohtml1/01/clip_image012.jpg width="463" height="23"]] ||
 * Evidence ||
 * [[image:file:///C:/DOCUME%7E1/stgc/LOCALS%7E1/Temp/msohtml1/01/clip_image013.jpg width="623" height="37"]] ||
 * Unit Details ||
 * Prerequisite Skills ||
 * [[image:file:///C:/DOCUME%7E1/stgc/LOCALS%7E1/Temp/msohtml1/01/clip_image015.jpg width="579" height="20"]] ||
 * Instructional Procedures ||
 * [[image:file:///C:/DOCUME%7E1/stgc/LOCALS%7E1/Temp/msohtml1/01/clip_image016.jpg width="688" height="84"]] ||
 * Accommodations for Differentiated Instruction ||
 * |||| Resource Student |||||||||| [[image:file:///C:/DOCUME%7E1/stgc/LOCALS%7E1/Temp/msohtml1/01/clip_image018.jpg width="576" height="84"]]  ||
 * |||| Nonnative English Speaker |||||||||| [[image:file:///C:/DOCUME%7E1/stgc/LOCALS%7E1/Temp/msohtml1/01/clip_image020.jpg width="576" height="99"]]  ||
 * |||| Gifted Student |||||||||| [[image:file:///C:/DOCUME%7E1/stgc/LOCALS%7E1/Temp/msohtml1/01/clip_image022.jpg width="558" height="82"]]  ||
 * Materials and Resources Required For Unit ||
 * Printed Materials || [[image:file:///C:/DOCUME%7E1/stgc/LOCALS%7E1/Temp/msohtml1/01/clip_image024.jpg width="532" height="35"]]  ||
 * Supplies || [[image:file:///C:/DOCUME%7E1/stgc/LOCALS%7E1/Temp/msohtml1/01/clip_image025.jpg width="516" height="51"]]  ||
 * Technology -Hardware || [[image:file:///C:/DOCUME%7E1/stgc/LOCALS%7E1/Temp/msohtml1/01/clip_image026.jpg width="500" height="70"]]  ||
 * Technology -Software || [[image:file:///C:/DOCUME%7E1/stgc/LOCALS%7E1/Temp/msohtml1/01/clip_image027.jpg width="529" height="69"]]  ||
 * Internet Resources || [[image:file:///C:/DOCUME%7E1/stgc/LOCALS%7E1/Temp/msohtml1/01/clip_image028.jpg width="519" height="52"]]  ||
 * Other Resources || [[image:file:///C:/DOCUME%7E1/stgc/LOCALS%7E1/Temp/msohtml1/01/clip_image030.jpg width="452" height="37"]]  ||

|| Copyright © 2010 Intel Corporation. All rights reserved. Intel, the Intel logo, Intel Education Initiative, and the Intel Teach Program are trademarks of Intel Corporation in the U.S. and other countries. *Other names and brands may be claimed as the property of others. ||
 * Seeing Reason Project Name (For the Seeing Reason workspace)  ||
 * What does your neighbor do? ||
 * Project Description (For the Seeing Reason workspace)  ||
 * How does what we do in our neighborhood affect everyone and everything else? Examine the relationships between people, peoples roles in the community, and social norms and how they work (or don’t work) together. For third grade this map would be labeled, the students would indicate relationships and provide explanations for their reasoning. Labels include: kids, parents, teachers, police workers, firefighters, crossing guards, rules/laws, single neighbor, grand-parent, grocery store… ||
 * Research Question (For the Seeing Reason workspace)  ||
 * How do we stay safe in our neighborhood? Look at people in the community (contributions, jobs…) Sort from different perspectives: child, parent, grand-parent, single person ||
 * Practice Map (For your future quick reference)  ||
 * Practice Team ID: ||  Password:  ||
 * [[image:file:///C:/DOCUME%7E1/stgc/LOCALS%7E1/Temp/msohtml1/01/clip_image008.jpg width="647" height="18"]] ||