I. Curricular Framework

Concept:

Attributes

Essential Question:

What is the region I am most interested in in the U.S. and what are its characteristics?

Bridge:

Mapping

Content:

Outcomes:

II. Standards Aligned

III. Instruction and Assessment

1. Connect: Connecting to the Concept Experientially

Objective: Students will observe a variety of souvenirs and use these symbols as clues to identify special places in the U.S.
Activity: Each student brings in a souvenir representing a special location in the U.S., i.e. sea shell, post card, monument replica, Indian bracelet, etc. Souvenirs are divided randomly into 6 baskets, and the class into 6 groups. Each group is given a basket of souvenirs band told to brainstorm on possible locations each souvenir represents. Each group must reach a consensus on the best predicted location and provide a rationale for its choice.
Evaluation: Involvement of students and completion of task.

2. Attend: Attending to the Connection

Objective: Students will analyze the souvenir experience.
Activity: Each group shows each of its souvenirs, giving its predicted location and rationale for that choice. A secretary uses large, colorful markers to record the information on a chart headed: Souvenir – Guessed Location – Actual Location. The owner of the souvenirs then provides the actual location. Students discuss appropriateness of the rationale for each choice. (Several short class times may be scheduled to complete this activity as opposed to one lengthy session.) The souvenirs are then displayed on a bulletin board labeled: The U.S.: A Land of Great Variety.
Evaluation: Quality of discussion.

Assessment, Phase One, Level of Engagement, Fascination:

3. Image: Creating a Mental Picture

Objective: Students will use a verity of art materials to develop their own outline map of the U.S.
Activity: Each student makes a large outline shape of the United States using at least four different types of material. Choice of materials might include paper, string, paint, noodles, paper clips, pins, ribbon, yarn, construction paper, bottle caps, etc. Display outline maps in the classroom.
Evaluation: Completion of activity.

Assessment, Phase Two, Seeing the Big Picture:

4. Inform: Receiving Facts & Knowledge

Objective: Students will learn about the seven geographical regions of the U.S.
Activity: Textbook, workbooks, vocabulary workbooks, lectures, experiences, note taking, and map work are among the strategies used to teach students about the seven geographical regions of the U.S.
Evaluation: Participation and quality of note taking.

Assessment, Phase Three, Success with Acquiring Knowledge:

5. Practice: Developing Skills

Objective: Students will reinforce learning through directed practice.
Activity: Workbooks, check-up questions, vocabulary work, map skills, group and panel discussions, partner work, and quizzes will be used to correctly identify states and provide information about each geographical region.
Evaluation: Quality and accuracy of work.

Assessment, Phase Four, Success with Acquiring Skills:

6. Extend: Extending Learning to the Outside World

Objective: Students will explore career options.
Activity: Students brainstorm possible states or places they might like to live in. Each student then explores several places of interest before choosing one for a final research project.
Evaluation: Participation and project selection.

7. Refine: Refining the Extension

Left Mode – Refine
Objective: Students will show proof of learning through a research project.
Activity: Students research, write, refine, and complete a written report as a major portion of their project. The report is to focus on how the geographical choice will affect their lives. Students then complete a secondary project (posters, floats made from shoe boxes, mural, puppets, scrapbook, dramatization, etc.) representing their choice.
Evaluation: Quality of completed projects and research process.

8. Perform: Creative Manifestation of Material Learned

Objective: Students will share their learning.
Activity: Class sits around large floor map of the U.S. Each student presents report and secondary project, moving from state to state as the report directs. Questions, answers, explanations, and positive feedback are then accepted. (Six or seven reports per day until completed.) Students answer the Essential Question, “What is the region I am most interested in in the U.S. and what are its characteristics?”
Evaluation: Quality of presentation and response to presentation.

Assessment, Phase Five,Performance, Creative Use of Material Learned: