UbD Georgia's Places and Rivers
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Transcript of UbD Georgia's Places and Rivers
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UbD Stage 1
Title of
UnitGeorgias Places and Rivers
Grade
Level2
ndgrade
CurriculumArea
Social Studies TimeFrame
3 weeks
Stage 1Identify Desired ResultsContent Standards:
SS2G1 The student will locate major topographical features of Georgia and will
describe how these features define Georgias surface.
a. Locate all the geographic regions of Georgia: Blue Ridge Mountains, Piedmont, Coastal
Plain, Valley and Ridge, and Appalachian Plateau.
b. Locate the major rivers: Ocmulgee, Oconee, Altamaha, Savannah, St. Marys,Chattahoochee, and Flint.
Understandings
Students will understand that:
Location affects a societys economy, culture, and development.
Where people live matters.
The past helps us to understand how we live now. Georgia has a multitude of differing landforms from beaches to mountains.
Related Misconceptions:
Many people believe that because the Piedmont is home to most of Georgia'spopulation that this region is also the largest.
There are 6 main land regions of Georgia that include the Appalachian Plateau, theAppalachian Ridge and Valley Region, the Blue Ridge, the Piedmont, the Atlantic
Coastal Plain, and the East Gulf Coastal Plain, rather than 5 land regions.
Georgia has always looked the way it looks now. Georgia does not have a lot of geographic diversity.
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Essential Questions
Overarching Questions:
Why is the world around you importantin your life?
Why is the _(i.e. Piedmont, Blue RidgeMountains, Coastal Plain, AppalachianPlateau, and Valley and Ridge)_ located
there?
How do the geography, climate andnatural resources affect the way peoplelive and work?
How does where I live influence how Ilive?
What do you mean by region? What makes a region unique and
different?
What can we learn from the past? How can the places we live, make adifference in the way we live?
Topical Questions:
What are the names of Georgias sevenmajor rivers?
Where can you locate each of the fiveregions of Georgia on a map?
Where can you locate _______ Riveron a map? (Ocmulgee, Oconee,
Altamaha, Savannah, St. Marys,Chattahoochee, and Flint would need
to be inserted in the blank when it is
asked)
Why are so many of Georgias citiesand towns built near rivers?
How does living in ________ regionaffect the way we live?
How are the 5 regions, Piedmont,Coastal Plain, Appalachian Plateau,Valley and Ridge, and the Blue Ridge
Mountains alike and different (orunique)?
In what ways do people use the naturalresources of water (how do people use
rivers) based on where they are
located?
Knowledge and Skills
KnowledgeStudents will know:
Key termsregion, landform, coast,plateau, ridge, natural resource,
environment, river.
Where each river in Georgia is located.
SkillsStudents will be able to:
Locate Georgias 5 geographicalregions on a map.
Identify Georgias natural resources.
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The ways we use rivers and how riverthey are helpful to our way of life.
The names of the 5 regions in Georgiaand where they are located.
The differences and similarities betweeneach of the 5 regions.
Describe how peoples use of naturalresources affects the environment.
Locate Georgias major rivers.
Stage 2 - Evidence
Performance Task(s)
Performance Task 1: Students as Cartographers
Goal:Your goal is to produce a map that correctly identifies the locations of Georgias fiveregions and its major rivers.
Role: You are a cartographer who is plotting and illustrating the locations of Georgias majorrivers and five regions correctly on a map to be included in the Georgia History Exhibitat the
Georgia Museum of History.
Audience: You (second grade students) will be presenting your maps to Ms. Map Key, amuseum curator, who will be visiting our class after our maps are finished to decide which
maps she is going to include in the museums new state ofGeorgia History Exhibit.
Situation: Some very valuable maps, which were drawn in the 1900s (very old!), have been
stolen from the Georgia Museum of History. The museum curator has asked us, the number
one (#1) cartography company in the country, to recreate the maps that were stolen so that the
museums Georgia History Exhibitcan go on as scheduled. Your job is to work with a partnerand recreate one Georgia map with all five of the regions and the major rivers neatly andcorrectly drawn on the map using the provided parchment paper. The curator is expecting
excellence, so please do your very best!
Product Performance and Purpose: You (and your partner) will draw the boundary lines for
each Georgia region as well as draw the major rivers of Georgia onto the blank map, provided
by your boss. You will need to label each region and river and illustrate each region withdifferent colors. You will also need to identify one important thing about each region and
place it on your map. Make sure to include a legend and compass rose for your map. You and
your partner will work together taking turns, sharing ideas, and jobs (i.e., drawing, labeling,
coloring, presenting, etc.). You are your partner will then be asked to share your teams map
with the rest of the companys employees (the class) and with Ms. Map Key (the museum
curator). Ms. Map Key will use the attached rubric to check the completeness of your map in
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order to decide whose map(s) will be used in the Georgia History Exhibit.
Standards and Criteria for Success: See the rubric in the next section.
Performance Task 2: Tourism Association of Georgia Brochure
Goal: Your goal is correctly identify the five regions of Georgia and any important factsand/or information about each region that will be included in the information gathered in a
travel brochure for the state of Georgia.
Role: You are a tour guide and brochure maker that has been asked to research, plan, andcreate a new travel brochure for the state of Georgia using information gathered about the five
regions of Georgia.
Audience: You (Georgia Department of Economic Development tour guide) will be
presenting your travel brochure to your boss, Heidi Green, other tour guides, and tourists at aluncheon in 4 weeks. The brochure is being made to offer tourists with information about the
state of Georgia.
Situation: You work for the Tourism Association of Georgia as a tour guide. Your boss, Heidi
Green (Chair & Commissioner of the Georgia Department of Economic Development), calls
you and the other tour guides into her office and explains to that Georgia needs a new travelbrochure about the state and its 5 regions. The old brochures are out of date and not appealing.
Ms. Green wants you and the other tour guides to research and create new travel brochures (one
per student) to be viewed and used by tourists to the state of Georgia. Brochures will be placed in
all Georgia hotels, rest stops, welcome centers, etc. Ms. Green explains to each of you that all
brochures MUST be broken up into the five regions of Georgia where they will need to include a
map identifying each region, major cities, major rivers, local attractions, resources, types of
communities, and land description (with pictures). Ms. Green lets you know that your brochure
must be completed and ready to present to her, your colleagues and a few tourists at a luncheon in
4 weeks.
Product Performance and Purpose:Each tour guide (student) will research and use what theyalready know about Georgias 5 regions to create a travel brochure that will attract visitors to thestate of Georgia. The travel brochures are being made so that our state will have new and more
attractive brochures within our local businesses for tourists to use in order to gain knowledge
about Georgia and locate attractions they may find appealing. Your brochure will be presented to
your boss (Heidi Green), the other tour guides, and/or tourists and must include the following:
1.) The names of all 5 geographic regions.2.) What does the land look like? (description and picture)
3.) Names of any major rivers that flow through these regions.
4.) Names of major cities in the regions.
5.) Local attractions for visitors.
6.) Natural resources/manufactured products in each region.
7.) Types of communities in each region (ex. urban, rural, suburban)
8.) Either type out the brochure or write neatly with no spelling or grammar errors.
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9.) Have a creative appearance.
Standards and Criteria for Success: Also see the rubric in the next section for more detail.1.) The names of all 5 geographic regions.
2.) What does the land look like? (description and picture)
3.) Names of any major rivers that flow through these regions.
4.) Names of major cities in the regions.
5.) Local attractions for visitors.
6.) Natural resources/manufactured products in each region.
7.) Types of communities in each region (ex. urban, rural, suburban)
8.) Either type out the brochure or write neatly with no spelling or grammar errors.
9.) Have a creative appearance.
Performance Task(s) Rubric(s)
Performance Task 1: Students as Cartographers
Name: ______________________________ Date: _________________________
Teacher: ____________________________ Title of Work: _____________________
Beginning (1) Developing
(2)
Accomplished
(3)
Exemplary
(4)Points
Illustrations
students have 0
1 region(s) and
river(s) drawn on
their map
students have
2 - 3 regions
and rivers
drawn on
their map
students have
4 - 5 regions
and rivers
drawn on their
map
students have
all regions
and rivers
drawn on
their map
____/ 4
Labeling
students label 0
1 and regionsand/or rivers on
the map
students label2 - 3 land
regions and/or
rivers on the
map
students label4 - 5 land
regions and
rivers on the
map
students label
all regionsand rivers on
the map
____/ 4
Location
region and river
placement do not
at all match the
relative location
region and
river
placements
somewhat
match the
regions and
river
placements
mostly match
the relative
regions and
river
placements
exactly match
the relative ____/ 4
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of the regions
and rivers (0 - 2
correctplacements)
relative
location of the
regions andrivers (3 - 7
correct
placements)
location of the
regions and
rivers (8 - 10correct
placements)
location of the
regions and
rivers (12correct
placements)
Important
Facts
included 0 or 1
important facts
about only 1 of
the regions (01important facts)
included 1
important fact
about 2 or 3
of the regions
(23important
facts)
included 1
important fact
about 4 of the
regions (4
important
facts)
included 1 or
more
important
facts about all
5 of the
regions (5 or
more
important
facts)
____/ 4
Legend
legend was not
included and/or
was missing all12 of the 17symbols
legend was
included, but
missing 138 of the 17symbols
legend was
included, but
missing 74of the 17symbols
legend was
included and
all 17symbols were
identified
____/ 4
Compass
Rose
compass rose
was not included
or was labeled
incorrectly (02
correct
placements)
compass rose
was included,but was
labeled
incorrectly (3
5 correct
placements)
compass rose
was included,but was
labeled
incorrectly (6
7 correct
placements)
compass rose
was includedand was
labeled
correctly (8
correct
placements)
____/ 4
Spelling
6 or more
regions/rivers are
spelledincorrectly
3 -5
regions/rivers
are spelledincorrectly
1 - 2
regions/rivers
are spelledincorrectly
All
regions/rivers
are spelledcorrectly
____/ 4
Collaboration
and
Appearance
of Work
Students do not
cooperate at all
and the project is
unfinished/messy
or illegible
Students
somewhat
cooperate and
the final
project is
somewhat
neat/legible
Students
mostly
cooperate and
the final
project isneat/legible
Students
cooperate
well and the
final project is
neat andlegible
____/ 4
Total Points
EarnedTotal-----> ____/ 32
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Performance Task 2: Tourism Association of Georgia Brochure
Name: ______________________________ Date: _________________________
Teacher: ____________________________ Title of Work: _____________________
Content
Rubric for
Performance
Task 1
Criteria
Not Yet
(1 point)Needs
Improvement
(2 points)
Meets
Standard
(3 points)
Exceeds
Standard
(4 points)
Score
Regions The brochure
only includes
one region.
The brochure
includes three
of the regions,but not the
entire five.
The brochure
includes all
five of theregions.
The brochure
includes allfive regions
and.
additional
informationabout the
regions wasadded that
was not
required.
_____
out of
4
Rivers and
Cities
The brochure
includes a
river or a citybut not both
for one of the
regions.
The brochure
only includes
one river andone city for the
three of the
regions.
The brochure
includes
rivers andcities for all
regions.
The brochure
includes many
rivers andmany cities
for all regions.
_____
out of
4
Attractions
The brochure
does not
include anyattractions for
visitors to
visit.
The brochure
gives anexample of
one attraction.
The brochure
gives anexample of at
least one
attraction andprovides more
details on the
attraction.
The brochure
gives an
example of atleast one
attraction and
provides moredetails on the
attraction.
Also, provides
resources forthis attraction.
_____
out of
4
Natural
Resources/
Manufactured
The brochureincludes
either a
natural
The brochure
includes atleast one
natural
resource
The brochureincludes one
or more
natural
The brochure
includes threeor more
natural
resources and
_____
out of
4
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Products resource OR a
manufactured
product foreach region.
and/or at least
one
manufacturedproduct for
each region.
resources and
one or more
manufacturedproducts for
each region.
three or more
manufactured
products foreach region.
Communities
The brochure
has a type of
communityfor one
region, but
not all five.
The brochure
has a type of
community for3 of the
regions, but
not all five.
The brochure
has a type of
communityfor all five
regions.
The brochurehas a type of
community
for all fiveregions and
explains each
of the types.
_____
out of
4
Total Points
Earned
_____
out of
20
Other Evidence(e.g. tests, quizzes, work samples, observations)
TestGeorgia Regions and Rivers Unit Test
The students will complete at Unit Test over the five Georgia regions and its major rivers
independently. The assessment will have multiple choice, true/false, and short answerquestions.
FacetSelf-Knowledge//Explanation
QuizzesGeorgias Regions Quiz; Major Rivers of Georgia Quiz
The students will complete brief quiz over the Five Georgia Regions and a quiz over the
Major Rivers of Georgia.
FacetSelf-Knowledge/Explanation
Map SkillsLocating the Five Regions and Rivers on a Map; Yummy Map of GeorgiaThe students will use lap maps in order to identify and review the five regions of Georgia and
its major rivers. The students will be asked to locate each of the following on their maps:
Color each of the five regions a different color
Label each of the five regions Trace and color major rivers of Georgia blue Label each of the major rivers
The students will extend their learning of Georgias regions and majorrivers by making anedible map. They will use different edible objects to display the major river and the different
regions of our state.
FacetsApplication/Self-Knowledge
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Graphic Organizer: Tree MapThinking Map on the 5 Regions
The students will complete a thinking map graphic organizer (a Tree Map) for each of the five
regions in Georgia. Important facts and information about the five regions will be listed on thethinking maps.
FacetExplanation/Interpretation/Application
Electronic Review Game: Jeopardy
The students will participate in an electronic game about Georgias five regions and its majorrivers, Jeopardy style. The game is designed to aide students in reviewing for upcoming tests
and to help with any further understanding.
FacetSelf-Knowledge/Interpretation/Application
Journal Writing: Life as an animal in Georgias Regions
Students will write in their journals about the following given topic: Write about a day in yourlife as if you were an animal from one of the five Georgia regions.
If you could be one of the many animals that live in one of our five regions in Georgia,
Which would you be? Why? What region would you come from? What types of things
would you see? What would you do for the day?
FacetInterpretation/Application/Self-Knowledge/Perspective/Empathy/Explanation
Teacher Observation/Conferencing:The students will participate in class discussions and teacher conferencing.
FacetInterpretation/Application/Empathy/Explanation
Student Self-Assessments:
The students will reflect upon small group assignments (the map for the museum task) theyhave produced with their partners and their own role in completing the assignment.
FacetSelf-Knowledge/Explanation
Student Self-Assessment and Reflection
Self-Assessment and Reflection:
1. Each student will selfassess his/her travel brochure for the state of Georgia using thegiven rubric.
2. Students will assess their part in designing and making their groups map of GeorgiasFive Regions and its Major Rivers using the given rubric.
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3. My Georgia JournalThe students will keep a journal during the course of the unit,where they will reflect upon what they have learned and the essential question(s) that
was asked.
Stage 3: Plan Learning Experiences
Week 1
Materials: Georgias Regions and Rivers Pre-Test, writing journals, books about Georgias
regions and rivers, SS textbook, pencil, Regions Thinking Chart, Five Regions of Georgia
PowerPoint, the book The Twelve Days of Christmas in Georgia, speakers, Georgia On My
Mind by Ray Charles, Compare and Contrast homework sheet (and answers), Vocabulary and
Study Guide Quiz (and answers)
Vocabulary: Region, Landforms, Natural Resources, Geography, Climate, Appalachian Plateau,
Ridge and Valley, Blue Ridge, Piedmont, Coastal Plain (Upper Coastal Plain and Lower Coastal
Plain), River, Ocmulgee River, Oconee River, Altamaha River, Savannah River, St. Marys River,
Chattahoochee River, and Flint River.
Learning ActivitiesGeorgias Regions
(Day 1) - Give the students theGeorgia Regions and Rivers Pre-Test.docx.(Evaluation) (Day 1)Introduce and explain the standard (SS2G1 The student will locate major
topographical features of Georgia and will describe how these features defineGeorgias surface. a. Locate all the geographic regions of Georgia: Blue Ridge Mountains,
Piedmont, Coastal Plain, Valley and Ridge, and Appalachian Plateau.) and the essential
questions (listed below) for the activity. Also, discuss and explain the culminating
performance tasks (Students as Cartographers and Tourism Association of Georgia
Brochure) and the rubrics that go with them. (W)
Essential Questions to be Answered:
1. Where can you locate each of the five regions of Georgia on a map? (Day 2-5)2. How does living in ________ region affect the way we live? (Day 4)3. How are the 5 regions, Piedmont, Coastal Plain, Appalachian Plateau, Valley and
Ridge, and the Blue Ridge Mountains alike and different (or unique)? (Day 2-4)
4. Why is the _(i.e. Piedmont, Blue Ridge Mountains, Coastal Plain, AppalachianPlateau, and Valley and Ridge)_ located there? (Day 2)
5. What do you mean by region?(Day 1-2)6. What makes a region unique and different? (Day 2-4)
Note 1: Key vocabulary is introduced as they are mentioned in the learning activities,textbook, other reading material, and performance tasks. Students will read and discuss,
http://georgia%20regions%20and%20rivers%20pre-test.docx/http://georgia%20regions%20and%20rivers%20pre-test.docx/http://georgia%20regions%20and%20rivers%20pre-test.docx/http://georgia%20regions%20and%20rivers%20pre-test.docx/ -
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with the teacher, relevant sections of the SS textbook (pages 74-99) in order to support
the learning activities and performance tasks. (Explore and Equip)
Note 2: As an ongoing activity, the students will write in a daily journal about thelearning activities, information, and performance tasks. Two additional journal entries
will be written on Days 5 & 10 (Day 5Write about a day in your life as if you were ananimal from one of the five Georgia regions.Answer the following questions: If you could
be one of the many animals that live in one of our five regions in Georgia, Which would
you be? Why? What region would you come from? What types of things would you see?
What would you do for the day?AND Day 10Explain why people live near rivers and
how they use our natural resources to live.).(Rethink, Revisit, Reflect, and Refine)
(Day 2)Have students watch Georgias Official Tourism videoGeorgia's OfficialTourism Video.flvto spark some interest in learning more about Georgia. Then ask the
class, Have you ever wondered why some places in Georgia are mountainous areas,
some are flat, and others are forest? Well, we are going to answer those questions inour unit about Georgia and its regions and rivers.(Hook)
(Day 3)Read the story,The Twelve Days of Christmas in Georgia (Twelve Days ofChristmas, State By State)bySusan Rosson SpainandElizabeth O. Dulemba(Oct 5,
2010) (Explore, Reflect, and Tailor)
(Day 3)Introduce the Regions by showing them on a map and asking the students ifthey have ever heard of the 5 regions of Georgia. Discuss each regions name and where
it is located on the map. (Hook, Explore, Equip, Tailor)
(Day 4)Give the students theRegions Thinking Map.docx.(Evaluation) Explain to thestudents that they will view a PowerPoint presentation and will need to record any
important information about each of the 5 regions of Georgia. (W) As the teacher
presents theFive Regions of Georgia.pptPowerPoint, the students will fill in their
thinking map recording important facts and information about each of the 5 regions.
(Explore and Equip)
(Send home on Day 4)Students will complete the Compare and Contrast Sheet(Compare and Contrast HW.pdf)for homework. It will be checked and graded the next
day by the teacher. (Revisit, Explore, and Evaluation) AnswersCompare and Contrast
HW Answers.pdf
(Day 5)Give the students a quiz using the Vocabulary and Study Guide sheet (eTeacher's Edition - Social..pdf). (Evaluation) AnswerseTeacher's Edition - Social
Answers.pdf
Day 5 Journal Entry: Students should write in their Georgia Journal about a dayin your life as if you were an animal from one of the five Georgia regions. Answer the
following questions: Which would you be? Why? What region would you come from?
http://georgia%27s%20official%20tourism%20video.flv/http://georgia%27s%20official%20tourism%20video.flv/http://georgia%27s%20official%20tourism%20video.flv/http://georgia%27s%20official%20tourism%20video.flv/http://www.amazon.com/Twelve-Days-Christmas-Georgia-State/dp/1402770081/ref=sr_1_10?s=books&ie=UTF8&qid=1291467354&sr=1-10http://www.amazon.com/Twelve-Days-Christmas-Georgia-State/dp/1402770081/ref=sr_1_10?s=books&ie=UTF8&qid=1291467354&sr=1-10http://www.amazon.com/Twelve-Days-Christmas-Georgia-State/dp/1402770081/ref=sr_1_10?s=books&ie=UTF8&qid=1291467354&sr=1-10http://www.amazon.com/Twelve-Days-Christmas-Georgia-State/dp/1402770081/ref=sr_1_10?s=books&ie=UTF8&qid=1291467354&sr=1-10http://www.amazon.com/Susan-Rosson-Spain/e/B001IXTP9A/ref=sr_ntt_srch_lnk_10?qid=1291467354&sr=1-10http://www.amazon.com/Susan-Rosson-Spain/e/B001IXTP9A/ref=sr_ntt_srch_lnk_10?qid=1291467354&sr=1-10http://www.amazon.com/Susan-Rosson-Spain/e/B001IXTP9A/ref=sr_ntt_srch_lnk_10?qid=1291467354&sr=1-10http://www.amazon.com/Elizabeth-O.-Dulemba/e/B002BLJJQC/ref=sr_ntt_srch_lnk_10?qid=1291467354&sr=1-10http://www.amazon.com/Elizabeth-O.-Dulemba/e/B002BLJJQC/ref=sr_ntt_srch_lnk_10?qid=1291467354&sr=1-10http://www.amazon.com/Elizabeth-O.-Dulemba/e/B002BLJJQC/ref=sr_ntt_srch_lnk_10?qid=1291467354&sr=1-10http://regions%20thinking%20map.docx/http://regions%20thinking%20map.docx/http://regions%20thinking%20map.docx/http://five%20regions%20of%20georgia.ppt/http://five%20regions%20of%20georgia.ppt/http://five%20regions%20of%20georgia.ppt/http://compare%20and%20contrast%20hw.pdf/http://compare%20and%20contrast%20hw.pdf/http://compare%20and%20contrast%20hw.pdf/http://compare%20and%20contrast%20hw%20answers.pdf/http://compare%20and%20contrast%20hw%20answers.pdf/http://compare%20and%20contrast%20hw%20answers.pdf/http://compare%20and%20contrast%20hw%20answers.pdf/http://eteacher%27s%20edition%20-%20social..pdf/http://eteacher%27s%20edition%20-%20social..pdf/http://eteacher%27s%20edition%20-%20social%20answers.pdf/http://eteacher%27s%20edition%20-%20social%20answers.pdf/http://eteacher%27s%20edition%20-%20social%20answers.pdf/http://eteacher%27s%20edition%20-%20social%20answers.pdf/http://eteacher%27s%20edition%20-%20social%20answers.pdf/http://eteacher%27s%20edition%20-%20social%20answers.pdf/http://eteacher%27s%20edition%20-%20social..pdf/http://compare%20and%20contrast%20hw%20answers.pdf/http://compare%20and%20contrast%20hw%20answers.pdf/http://compare%20and%20contrast%20hw.pdf/http://five%20regions%20of%20georgia.ppt/http://regions%20thinking%20map.docx/http://www.amazon.com/Elizabeth-O.-Dulemba/e/B002BLJJQC/ref=sr_ntt_srch_lnk_10?qid=1291467354&sr=1-10http://www.amazon.com/Susan-Rosson-Spain/e/B001IXTP9A/ref=sr_ntt_srch_lnk_10?qid=1291467354&sr=1-10http://www.amazon.com/Twelve-Days-Christmas-Georgia-State/dp/1402770081/ref=sr_1_10?s=books&ie=UTF8&qid=1291467354&sr=1-10http://www.amazon.com/Twelve-Days-Christmas-Georgia-State/dp/1402770081/ref=sr_1_10?s=books&ie=UTF8&qid=1291467354&sr=1-10http://georgia%27s%20official%20tourism%20video.flv/http://georgia%27s%20official%20tourism%20video.flv/ -
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What types of things would you see? What would you do for the day? (Rethink,
Revisit, Reflect, and Refine)
Essential Questions Answered
1. Why is the world around you important in your life?2. How do the geography, climate and natural resources affect the way people live
and work?3. Where can you locate each of the five regions of Georgia on a map?4. How does where I live influence how I live?5. What can we learn from the past?6. How can the places we live, make a difference in the way we live?7. How does living in ________ region affect the way we live?8. How are the 5 regions, Piedmont, Coastal Plain, Appalachian Plateau, Valley and
Ridge, and the Blue Ridge Mountains alike and different (or unique)?
9. In what ways do people use the natural resources of water (how do people userivers) based on where they are located?
Week 2
Materials: Performance Task 1, graphic organizers (thinking maps), writing journals, books
about Georgias regions and rivers, SS textbook, pencil, crayons, markers, Internet access, blank
map of Georgia, Capzles Presentation
Vocabulary: Cartographer, Region, Landforms, Natural Resources, Geography, Climate,
Appalachian Plateau, Ridge and Valley, Blue Ridge, Piedmont, Coastal Plain (Upper Coastal Plain
and Lower Coastal Plain), River, Ocmulgee River, Oconee River, Altamaha River, Savannah River,
St. Marys River, Chattahoochee River, and Flint River.
Learning ActivitiesGeorgias Major Rivers
(Day 6)Introduce and explain the standard (SS2G1 The student will locate majortopographical features of Georgia and will describe how these features define
Georgias surface. b. Locate the major rivers: Ocmulgee, Oconee, Altamaha, Savannah,
St. Marys, Chattahoochee, and Flint) and essential questions (listed below) for the
activity. Also, discuss and explain the culminating performance task (Students as
Cartographers) and its rubric. (W)
Essential Questions to be Answered:
1. What are the names of Georgias seven major rivers? (Days 6-10)2. Where can you locate ________ River on a map? (Ocmulgee, Oconee, Altamaha,Savannah, St. Marys, Chattahoochee, and Flint would need to be inserted in the
blank when it is asked) (Days 6-10)
3. Why are so many of Georgias cities and towns built near rivers? (Days 6-7)4. In what ways do people use the natural resources of water (how do people use
rivers) based on where they are located? (Days 6-7 & 10)
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Note 1: Key vocabulary is introduced as they are mentioned in the learning activities,textbook, other reading material, and performance tasks. Students will read and discuss,
with the teacher, relevant sections of the SS textbook (pages 104-111) in order to
support the learning activities and performance tasks. (Explore and Equip)
Note 2: As an ongoing activity, the students will write in a daily journal about thelearning activities, information, and performance tasks. Two additional journal entries
will be written on Days 5 & 10 (Day 5Write about a day in your life as if you were an
animal from one of the five Georgia regions.Answer the following questions: If you could
be one of the many animals that live in one of our five regions in Georgia, Which would
you be? Why? What region would you come from? What types of things would you see?
What would you do for the day?AND Day 10Explain why people live near rivers and
how they use our natural resources to live.).(Rethink, Revisit, Reflect, and Refine)
(Days 6-7)Give the students theRivers Thinking Map.docx.(Evaluation) Explain to thestudents that they will view a PowerPoint presentation and will need to record any
important information about each of the 7 major rivers in Georgia. (W) Introduce the 7
major rivers of Georgia by presenting their locations, important facts, and photographs
of each using the Web 2.0 tool Capzles. (Hook) As the teacher presents the Capzles
presentation athttp://www.capzles.com/25bcf970-10ae-4400-acd7-969800b2e30f, the
students will fill in their thinking map recording important facts and information about
each of the 7 major rivers. (Explore and Equip)
(Send home on Day 8)Have the students make a list of the 7 major rivers of Georgia for their homework. It will be checked and graded the next day by the teacher. (Revisit,
Explore, and Evaluation)
(Days 8-10)Break the students up into small groups of 2 or 3 to complete PerformanceTask 1. Give each group of students the Performance Task 1 Rubric and Task (
Performance Task 1.docx). Provide the students with paper with a blank map of
Georgia, pencils, crayons, markers, books (textbook), and access to the Internet in order
to produce well thought out and planned maps. Be sure to monitor/supervise your
students as they surf the web to locate important facts about each region and river in
Georgia. You are your partner will then be asked to share your teams map with the rest of
the companys employees (the class) and with Ms. Map Key (the museum curator). Ms.Map Key will use the attached rubric to check the completeness of your map in order to
decide whose map(s) will be used in theGeorgia History Exhibit
.(Revisit, Rethink,
Explore, Experience, and Evaluation)
Day 10 Journal Entry: Students should write in their Georgia Journal on thefollowing topic: Explain why people live near rivers and how they use our natural
resources to live. (Rethink, Revisit, Reflect, and Refine)
Essential Questions Answered
1. Why is the world around you important in your life?2. How do the geography, climate and natural resources affect the way people live
http://rivers%20thinking%20map.docx/http://rivers%20thinking%20map.docx/http://rivers%20thinking%20map.docx/http://www.capzles.com/25bcf970-10ae-4400-acd7-969800b2e30fhttp://www.capzles.com/25bcf970-10ae-4400-acd7-969800b2e30fhttp://www.capzles.com/25bcf970-10ae-4400-acd7-969800b2e30fhttp://performance%20task%201.docx/http://performance%20task%201.docx/http://performance%20task%201.docx/http://www.capzles.com/25bcf970-10ae-4400-acd7-969800b2e30fhttp://rivers%20thinking%20map.docx/ -
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and work?
3. How does where I live influence how I live?4. What can we learn from the past?5. How can the places we live, make a difference in the way we live?6. Why are so many of Georgias cities and towns built near rivers?7. In what ways do people use the natural resources of water (how do people use
rivers) based on where they are located?
Week 3
Materials: graphic organizers (thinking maps), writing journals, books about Georgias regions
and rivers, SS textbook, brochures, Internet access, photos (magazines), pencil, markers,
crayons, paper, computer
Vocabulary: Performance Task 2, Georgia Regions and Rivers Test, Region, Landforms, NaturalResources, Geography, Climate, Appalachian Plateau, Ridge and Valley, Blue Ridge, Piedmont,
Coastal Plain (Upper Coastal Plain and Lower Coastal Plain), River, Ocmulgee River, Oconee
River, Altamaha River, Savannah River, St. Marys River, Chattahoochee River, and Flint River.
Learning Activities Regions and Rivers of Georgia
(Day 11)Introduce and explain the standard (SS2G1 The student will locate majortopographical features of Georgia and will describe how these features define
Georgias surface. a. Locate all the geographic regions of Georgia: Blue Ridge Mountains,
Piedmont, Coastal Plain, Valley and Ridge, and Appalachian Plateau. b. Locate the major
rivers: Ocmulgee, Oconee, Altamaha, Savannah, St. Marys, Chattahoochee, and Flint)
and essential questions (listed below) for the activity. Also, discuss and explain theculminating performance task (Tourism Association of Georgia Brochure) and its rubric.
(W)
Essential Questions to be Answered:
1. Why is the _(i.e. Piedmont, Blue Ridge Mountains, Coastal Plain, AppalachianPlateau, and Valley and Ridge)_ located there?
2. What do you mean by region?3. What makes a region unique and different?4. What are the names of Georgias seven major rivers?5. Where can you locate each of the five regions of Georgia on a map?6. Where can you locate ________ River on a map? (Ocmulgee, Oconee,Altamaha, Savannah, St. Marys, Chattahoochee, and Flint would need to be
inserted in the blank when it is asked)
7. How are the 5 regions, Piedmont, Coastal Plain, Appalachian Plateau, Valley andRidge, and the Blue Ridge Mountains alike and different (or unique)?
8. In what ways do people use the natural resources of water (how do people userivers) based on where they are located?
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Note 1: Key vocabulary is introduced as they are mentioned in the learning activities,textbook, other reading material, and performance tasks. Students will read and discuss,
with the teacher, relevant sections of the SS textbook (Page 95 and Resources pages R20-
21) in order to support the learning activities and performance tasks. (Explore and
Equip)
Note 2: As an ongoing activity, the students will write in a daily journal about thelearning activities, information, and performance tasks. Two additional journal entries
will be written on Days 5 & 10 (Day 5Write about a day in your life as if you were an
animal from one of the five Georgia regions.Answer the following questions: If you could
be one of the many animals that live in one of our five regions in Georgia, Which would
you be? Why? What region would you come from? What types of things would you see?
What would you do for the day?AND Day 10Explain why people live near rivers and
how they use our natural resources to live.).(Rethink, Revisit, Reflect, and Refine)
(Day 11)Have students reflect on what they have learned throughout this unit bywriting in their Georgia Journal. Be sure to include any important information about each
region and each of the major rivers. (Reflect, Revisit, and Explore)
(Days 11-13)Give each student a copy of Performance Task 2 (Performance Task2.docx) (Tourism Association of Georgia Brochure) and the corresponding rubric. The
teacher will explain that the students are going to be tour guides (brochure makers) and
the state of Georgia has asked them to research, plan, and create a new travel brochure
for our state. The teacher will explain to the students that their brochure will be
presented to their boss (Heidi Green), the other tour guides, and/or tourists and must
include the following:
1.) The names of all 5 geographic regions.2.) What does the land look like? (description and picture)
3.) Names of any major rivers that flow through these regions.
4.) Names of major cities in the regions.
5.) Local attractions for visitors.
6.) Natural resources/manufactured products in each region.
7.) Types of communities in each region (ex. urban, rural, suburban)
8.) Either type out the brochure or write neatly with no spelling or grammar errors.
9.) Have a creative appearance.
The students will identify the five regions of Georgia and any important facts and/or
information about each region that they gathered during their research to include intheir travel brochure for the state of Georgia. The students will use the Internet and
books from the media center to research any additional information for the brochure. Be
sure to monitor your students as they surf the Internet. Students will have other
brochures to look at as models. Brochure can be made on the computer or by hand. The
teacher will observe the students as they work on their brochure and help when needed.
(Revisit, Rethink, Explore Experience, Tailor, Evaluation)
http://performance%20task%202.docx/http://performance%20task%202.docx/http://performance%20task%202.docx/http://performance%20task%202.docx/http://performance%20task%202.docx/http://performance%20task%202.docx/ -
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(Day 13)The students will participate in an electronic game about Georgias fiveregions and its major rivers, Jeopardy style (I did not attach the game because it was too
big). The game is designed to aide students in reviewing for upcoming tests and to help
with any further understanding. (Revisit and Tailor)
(Day 14)Give the students theGeorgia Regions and Rivers Test.docx. (Evaluation)Self-Assessment and Reflection: (Evaluation and Reflection)
Each student will selfassess his/her travel brochure for the state of Georgia using theStudent Evaluation Rubric (Student Evaluation of Brochure.docx). (Reflect, Tailor,
and Evaluation)
Students will assess their part in designing and making their groups map of GeorgiasFive Regions and its Major Rivers using the given rubric
(Student Evaluation of Map.docx). (Reflect, Tailor, and Evaluation)
My Georgia JournalThe students will keep a journal during the course of the unit,where they will reflect upon what they have learned and the essential question(s) that
was asked. (Reflect, Tailor, Revisit, Rethink, Explore, and Evaluation)
Learning ActivitiesYummy Map of Georgia
(Day 15)Pre-make and separate the dough at home. (Dough recipe is listed below.)Dough Recipe:
* 2 cups smooth peanut butter
* 2 1/2 cups powdered milk
* 2 1/2 cups powdered sugar
* 2 cups white corn syrup
Pre-make and label toothpick flags with the following names to show Georgias 7
major rivers (make sets of 7): a. Ocmulgee
b. Oconeec. Altamaha
d. Savannah
e. St. Marys
f. Chattahoochee
g. Flint
Introduce and explain the standard (SS2G1 The student will locate major topographicalfeatures of Georgia and will describe how these features define Georgias surface. a.
Locate all the geographic regions of Georgia: Blue Ridge Mountains, Piedmont, Coastal
Plain, Valley and Ridge, and Appalachian Plateau. b. Locate the major rivers: Ocmulgee,
Oconee, Altamaha, Savannah, St. Marys, Chattahoochee, and Flint) and essential
questions (listed below) for the activity. (W)
Essential Questions to be Answered:
1. What do you mean by region?2. What makes a region unique and different?3. How can the places we live, make a difference in the way we live?4. What are the names of Georgias seven major rivers?
http://georgia%20regions%20and%20rivers%20test.docx/http://georgia%20regions%20and%20rivers%20test.docx/http://georgia%20regions%20and%20rivers%20test.docx/http://student%20evaluation%20of%20brochure.docx/http://student%20evaluation%20of%20brochure.docx/http://student%20evaluation%20of%20brochure.docx/http://student%20evaluation%20of%20map.docx/http://student%20evaluation%20of%20map.docx/http://student%20evaluation%20of%20map.docx/http://student%20evaluation%20of%20map.docx/http://student%20evaluation%20of%20brochure.docx/http://georgia%20regions%20and%20rivers%20test.docx/ -
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5. Where can you locate each of the five regions of Georgia on a map?6. Where can you locate ________ River on a map? (Ocmulgee, Oconee, Altamaha,
Savannah, St. Marys, Chattahoochee, and Flint would need to be inserted in the blank
when it is asked)
7. How does living in ________ region affect the way we live?8. How are the 5 regions, Piedmont, Coastal Plain, Appalachian Plateau, Valley and Ridge,
and the Blue Ridge Mountains alike and different (or unique)?
9. In what ways do people use the natural resources of water (how do people use rivers)based on where they are located?
Note 1: Key vocabulary is introduced as they are mentioned in the learning activities,textbook, other reading material, and performance tasks. (Explore and Equip)
Note 2: As an ongoing activity, the students will write in a daily journal about thelearning activities, information, and performance tasks. Two additional journal entries
will be written on Days 5 & 10 (Day 5Write about a day in your life as if you were an
animal from one of the five Georgia regions.Answer the following questions: If you could
be one of the many animals that live in one of our five regions in Georgia, Which would
you be? Why? What region would you come from? What types of things would you see?
What would you do for the day?AND Day 10Explain why people live near rivers and
how they use our natural resources to live.).(Rethink, Revisit, Reflect, and Refine)
Ask the students if they have ever thought about what it would taste and look like to eattheir state. Well, today you are going to get thatopportunity.(Hook)
Review with the students the location and a brief description of the 5 regions of Georgiaand the 7 major rivers. Then explain to the students that they will extend their learningof Georgias regions and major rivers by making an edible map. They will use different
edible objects to display the different topographical features of our state. (Revisit and
Where/What)
Place students in groups of 2 or 3 students. Give each student or group of students (twoor three at the most), the reference map. Allow students to look at the map to find
Georgias regions and geographical features. Tape a piece of wax paper on top of each
students reference map in section R of their reading book, and give each group of
students a portion of the dough (enough to make the state of Georgia). (Organize, Tailor,
Experience, and Revisit)
Give the students the activity sheet describing what they are to do. Then have thestudents shape the dough into their best interpretation of Georgia and its shape using
the reference map in their textbook for help. Once the map is shaped, have the students
place the edible objects, coconut (dyed green), blue icing (the gel kind that comes in a
tube), chocolate chips, M&Ms, (that represent the landforms) onto the map. (They may
peek back and forth at their reference map for hints, if needed.) (Explore, Experience,
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and Refine) The teacher will observe the students as they work through making their
edible maps.
Have the students to place their pre-labeled toothpick flags on each river representation.(Explore, Experience, and Refine)
When the map is finished, have the students to share and compare their map with therest of the class. (Reflect, Tailor)
Look at each map and assess using the attached rubric. Then the students will be giventhe opportunity to EAT their state!!! (Reflect, Evaluate)
Resources
(Some information used within the unit was gathered from the Georgia Standards website for the state of Georgia.)
Branyan, J., Fain, K., Forehand, M., & Freeman, C. (2008). Unit 2 - Our Georgia (07/24/2008).
Retrieved fromhttps://www.georgiastandards.org/Frameworks/GSO%20Frameworks/SS%20Gr%202%0
Unit%202.pdf
Bryson, A. (2008). GRASPS title: Second grade social studies Georgia regions and rivers.
Retrieved from
http://teachingwithpurpose.com/GRASPSU08/Second_GA_Regions_Rivers_Bryson/Sec
ond_GA_Regions_Rivers_Bryson.htm
Oetter, D. & Skelton, C. (n.d.). Georgias rivers. Retrieved from
www.hercules.gcsu.edu/~doetter/projects/river/georgias_rivers.ppt
Robertson, H. (2008). The five regions of Georgia. Retrieved from
http://www.slideshare.net/Heatherrenee/the-five-regions-of-georgia
https://www.georgiastandards.org/Frameworks/GSO%20Frameworks/SS%20Gr%202%250Unit%202.pdfhttps://www.georgiastandards.org/Frameworks/GSO%20Frameworks/SS%20Gr%202%250Unit%202.pdfhttps://www.georgiastandards.org/Frameworks/GSO%20Frameworks/SS%20Gr%202%250Unit%202.pdfhttp://teachingwithpurpose.com/GRASPSU08/Second_GA_Regions_Rivers_Bryson/Second_GA_Regions_Rivers_Bryson.htmhttp://teachingwithpurpose.com/GRASPSU08/Second_GA_Regions_Rivers_Bryson/Second_GA_Regions_Rivers_Bryson.htmhttp://teachingwithpurpose.com/GRASPSU08/Second_GA_Regions_Rivers_Bryson/Second_GA_Regions_Rivers_Bryson.htmhttp://teachingwithpurpose.com/GRASPSU08/Second_GA_Regions_Rivers_Bryson/Second_GA_Regions_Rivers_Bryson.htmhttp://www.hercules.gcsu.edu/~doetter/projects/river/georgias_rivers.ppthttp://www.hercules.gcsu.edu/~doetter/projects/river/georgias_rivers.ppthttp://www.hercules.gcsu.edu/~doetter/projects/river/georgias_rivers.ppthttp://www.hercules.gcsu.edu/~doetter/projects/river/georgias_rivers.ppthttp://www.hercules.gcsu.edu/~doetter/projects/river/georgias_rivers.ppthttp://www.hercules.gcsu.edu/~doetter/projects/river/georgias_rivers.ppthttp://www.hercules.gcsu.edu/~doetter/projects/river/georgias_rivers.ppthttp://www.hercules.gcsu.edu/~doetter/projects/river/georgias_rivers.ppthttp://www.slideshare.net/Heatherrenee/the-five-regions-of-georgiahttp://www.slideshare.net/Heatherrenee/the-five-regions-of-georgiahttp://www.slideshare.net/Heatherrenee/the-five-regions-of-georgiahttp://www.hercules.gcsu.edu/~doetter/projects/river/georgias_rivers.ppthttp://teachingwithpurpose.com/GRASPSU08/Second_GA_Regions_Rivers_Bryson/Second_GA_Regions_Rivers_Bryson.htmhttp://teachingwithpurpose.com/GRASPSU08/Second_GA_Regions_Rivers_Bryson/Second_GA_Regions_Rivers_Bryson.htmhttp://teachingwithpurpose.com/GRASPSU08/Second_GA_Regions_Rivers_Bryson/Second_GA_Regions_Rivers_Bryson.htmhttps://www.georgiastandards.org/Frameworks/GSO%20Frameworks/SS%20Gr%202%250Unit%202.pdfhttps://www.georgiastandards.org/Frameworks/GSO%20Frameworks/SS%20Gr%202%250Unit%202.pdf