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U . S . G e o g r a p h y U n i t Unit Length: 5 weeks Grade: 5th Date: April 22, 2014 Author: Kelley Camozzi
U.S. Geography Unit Grade 5
Introduction This is a fifth grade unit that focuses on the geography and topography of the United
States. This social studies unit integrates the content areas of mathematics, drama, music,
physical education, science and language arts within a five-week timeline (the first two weeks
are included in this report). Throughout this unit, students are working on and completing a
variety of activities at an individual level, as part of a large group, or in a small group depending
on the activity.
This unit will be introduced in the class as a whole group activity. It will begin with the
play, U.S. Geography written by Ron Fink and John Heath. In the play, aliens from outer space
travel to Earth searching for a new place to live. Captain Alpha sends scouting parties to tour all
sections (regions) of the country in hopes of finding the best place to settle. The play focuses on
the alien scouts’ reports of the U.S states, capitals, and natural features. As the unit progresses,
students will explore and learn about the geography and topography of the United States while
reading the play. Graphics and additional science, physical education, and vocabulary activities
will help to strengthen the students’ understanding of the topography and geography of the U.S.
I plan to differentiate using multiple intelligences strategies by incorporating activities
that extend to each intelligence. I have included bodily-kinesthetic activities such as Steps
Across America as well as movements to make vocabulary words comprehensible. Steps Across
America, for example, is a physical education integration activity that encourages students to
stay active and move by wearing pedometers during the unit. Students will keep track of the
number of steps they take in a day and record their results. Each day the students will total up
their groups’ step count (mathematics integration) to see how far they have “walked” across the
United States. The goal is to be the first team to “walk” across America ( # of steps = # of inches
“walked”). The teacher will record and track each team’s progress on a large U.S. map using
U.S. Geography Unit Grade 5
different colored yarn (one color for each group). This unit also lends itself nicely to the
integration of the preforming arts and music by including the U. S. Geography play to benefit
those who are musically intelligent. For those verbal/linguistic students, the play script adds lots
of rich vocabulary and vivid detail to help explain the geography and topography the U.S.
This unit covers a large variety of multiple intelligences and Bloom’s Taxonomy of
learning by including hands-on activities that allow students to gain knowledge, comprehend the
knowledge, apply the knowledge learned when working on the team task and the play, and
evaluate their efforts afterwards.
I plan to incorporate the use of ipads into this unit by using them to film choreography
moves for the songs in the play. A small group of students will choreograph and film dance
moves to go with one of the eleven songs in the play, U.S. Geography and use the video to teach
the those moves to the rest of the class. All students will get a chance to choreograph and film
moves for at least one song in the play.
As for differentiation, I plan to use GLAD strategies such as the Cognitive Content
Dictionary, Pictorial Input Chart and Team Task to make content more comprehensible for the
students who are English language learners. I also plan to use visuals, student-friendly
definitions, and movements to make the vocabulary words used in the script more
understandable. This unit allows student opportunities to work independently, with partners, and
in small groups when completing the team task, Steps Across America activity, science labs,
play choreography and play scenes. Teamwork, responsibility, communication, and problem
solving are just a few of the important virtues practiced in this unit. The unit will conclude in the
classroom with the performance of the play U.S. Geography, and with the completion of the
team task.
U.S. Geography Unit Grade 5
Team Task Rubric U.S. Geography and Topography
Student Name: _______________________
CATEGORY 4 3 2 1 Labels – Accuracy At least 90% of the
items are labeled and located correctly.
80-89% of the items are labeled and located correctly
79-70% of the items are labeled and located correctly
Less than 70% of the items are labeled and located correctly
Map Legend/Key Legend is easy-to-find and contains a complete set of symbols, including a compass rose.
Legend contains a complete set of symbols, including a compass rose.
Legend contains an almost complete set of symbols, including a compass rose.
Legend is absent or lacks several symbols.
Spelling/ Capitalization
95-100% of the words on the map are spelled and capitalized correctly.
94-85% of the words on the map are spelled and capitalized correctly.
84-75% of the words on the map are spelled and capitalized correctly.
Less than 75% of the words on the map are spelled and/or capitalized correctly.
Labels & Features – Neatness
90-100% of the labels/features can be read easily.
89-80% of the labels/features can be read easily.
79-70% of the labels/features can be read easily.
Less than 70% of the labels/features can be read easily.
Scale All features on map are drawn to scale and the scale used is clearly indicated on the map.
Most features on map are drawn to scale and the scale used is clearly indicated on the map.
Many features of map are NOT drawn to scale even though a scale used is clearly indicated on the map.
Many features of map are NOT drawn to scale AND/OR there is no scale marker on the map.
Knowledge Gained When shown a blank base map, the student can rapidly and accurately label at least 10 features.
When shown a blank base map, the student can rapidly and accurately label 8-9 features.
When shown a blank base map, the student can rapidly and accurately label 6-7 features.
When shown a blank base map, the student can rapidly and accurately label fewer than 6 features.
U.S. Geography Unit Grade 5
Rubric Description
This rubric will be used to evaluate the team tasks, which will be completed by each
small group (4 students) in the class. Students will work together to create maps that show what
they have learned about U.S. geography and topography throughout the unit.
The categories assessed in this assignment are accuracy of labels, map legend/key,
spelling/capitalization, labeling of features and it’s neatness, scale, and knowledge gained. Each
of these categories will be assessed at an individual and group level. Students will also be given
a rubric to evaluate their maps on an individual basis.
This rubric is leveled from 4-1 allowing students to still receive some points even if they
do they very minimum. For this assignment, I am looking for overall neatness, accuracy, and
correctness because students are creating and completing maps, which are suppose to be neat and
accurate sources. Aside from this rubric, students are also receiving a participation and effort
grade (4-1) based on the amount of information they have added to their group’s map.
Participation and effort are based on the student’s assigned color shown in the legend/key and
the amount of work that is drawn on the map using that specific color.
U.S. Geography Unit Grade 5
Resources Children’s Books and Websites
• National Geographic Kids http://kids.nationalgeographic.com/kids/
Teacher Reference Materials (textbooks, books, articles, websites):
• Social Studies o National Geographic http://www.nationalgeographic.com/ o Virtual tour
• Physical Education: o Pecentral.org o Havefunteaching.com o Pedometers (class set)
• Performing Arts: o Educational Songs & Children’s Music from Songs for Teaching
http://www.songsforteaching.com/index.html o U.S. Geography: Songs for Teaching Musical Play
A musical play for kids (Grades K-9) about U.S states, capitals, and natural features. The play is written by Ron Fink and John Heath.
http://www.songsforteaching.com/badwolfpress/usgeographymusicalplay.htm
• Science: o Hands-On Science Lab—Plate tectonics: A Moving Story (5 labs 30 min labs)
1. Convection Currents/Layers of the Earth 2. Continental Drift 3. Earthquakes: Transform Boundaries 4. Convergent and Divergent Boundaries 5. Subduction and Volcanoes
Multimedia (digital images, video, music)
• Music and lyrics for U.S. Geography • National Geographic Kids (pictures of U.S Monuments and U.S. National Parks)
Community resources (field trip): • Samuel P. Taylor Park, California Department of Parks and Recreation
o http://www.parks.ca.gov/?page_id=469
Materials for hands-on investigation: • Blank U.S. map with regions outlined • California State University, Chico Hands-On Science Intern Lab Manual
o Plate Tectonics Unit
U.S. Geography Unit Grade 5
Reflection
After creating this two-week schedule of a five-week unit I realized how much time,
effort, and research is needed to design and plan a unit. I have been teaching various parts of this
unit during my student teaching in a fifth grade classroom at Lynwood Elementary School. The
play has become the overarching activity for social studies block and is quite popular among the
students. Every day the students are itching to work on different parts of the play or work on
their team task. The team task was introduced during week three of this unit to allow for my
directing teacher and/or myself to work on different scenes from the play with small groups of
students.
During this unit I had the opportunity to teach the GLAD Pictorial Input Chart activity to
the students at my placement. I have only seen the pictorial input chart used and taught once or
twice before. This was my first time teaching the GLAD strategy. After teaching this lesson, I
learned that GLAD strategies take a lot of practice. The U.S. story was very detailed (contained
lots of word cards and pictures to represent several U.S. geographical and topographical
features), which made it difficult to remember the order, and more importantly, the facts that
were included in the story. The most challenging aspect of this lesson was explaining the
topographical features or word cards without giving away the answer by simply saying the name
out loud (Ex: Rocky Mountains). I tried to give the students as many hints as I could before
giving the word away completely. The students sensed my nervousness and were very patient
with my story telling abilities. I was very appreciative of their sympathy.
Overall, I enjoyed creating and teaching various parts of this unit, even though it became
challenging at times. This process also gave me more practice and experience with long-term
planning as well as curriculum integration, which I will mostly likely be using at some point in
the near future.