4.+5+Day+Unit+Plan

Teacher(s) Name: __Greta Davis, Maria Vanegas, Erica Capranos__ Thematic Unit Theme/Title/Grade Level: __Geography/ US Regions/ 3rd Grade__ Wiki space address: __http://ucf3regionsf11th.wikispaces.com/__ = Daily Lesson Plan Day/Title: __Day 1/ Introduction-Physical Features__ = What will students accomplish / be able to do at the end of this lesson? Be sure to set significant (related to SSS), challenging and appropriate learning goals! || # The student will learn new terminology/vocabulary related to geography. III. People, Places, and Environments The pre-assessment will be given on the Monday a week before the unit plan takes place.
 * =Learning Objectives=
 * 1) The student will review map skills.
 * 2) The student will label the states in each region.
 * 3) The student will apply critical thinking skills to organize and use information from the internet and books related to their region.
 * 4) The student will identify physical features of the United States.
 * 5) The student will create a Glog to be part of their end of unit presentation. ||
 * **NCSS Theme/**
 * NGSSS- Next Generation**
 * Sunshine State Standards** List each standard. Cutting and pasting from the website is allowed. //These can be downloaded from the Florida Dept of Education// [|//http://flstandards.org//]//.// || **NCSS Theme**:
 * NGSSS:**
 * 1) SS.3.G.1.2 Review basic map elements (coordinate grid, cardinal and intermediate directions, title, compass rose, scale, key/legend with symbols).
 * 2) SS.3.G.2.2 Identify the five regions of the United States.
 * 3) SS.3.G.2.3 Label the states in each of the five regions of the United States.
 * 4) SS.3.G.2.4 Describe the physical features of the United States, Canada, Mexico, and the Caribbean.
 * 5) LA.3.1.6.1 The student will use new vocabulary that is introduced and taught directly.
 * 6) LA.3.5.2.2 The student will plan, organize, and give an oral presentation and use appropriate voice, eye, and body movements for the topic, audience, and occasion.
 * 7) LA.3.6.1.1 The student will read informational text (e.g., graphs, charts, manuals) and organize information for different purposes, including but not limited to being informed, following multi-step directions, making a report, conducting interviews, preparing to take a test, and performing a task.
 * 8) LA.3.6.4.2 The student will use digital tools (e.g., word processing, multimedia authoring, web tools, graphic organizers) to present and publish in a variety of media formats. ||
 * **Assessment**
 * How will student learning be assessed? Authentic/Alternative assessments?
 * Does your assessment align with your objectives, standards and procedures?
 * Informal assessment (multiple modes): participation rubrics, journal entries, collaborative planning/presentation notes || Unit Pre-Assessment:

Unit Post-Assessment: The post-assessment will take place after students present their Glogs to the class.

//On-going// Assessment: Students will be assessed by their checklists and teacher observations. || Student Activities & Procedures
 * //Design for Instruction//


 * What best practice strategies will be implemented?
 * How will you communicate student expectations?
 * What products will be developed and created by students?
 * Consider //Contextual Factors// (learning differences/learning environment/learning styles) that may be in place in your future classroom.

Exceptionalities
What accommodations or modifications do you make for ESOL, Gifted/Talented students, Learning/Reading disabilities (SLD), etc? || # Welcome students to class. Tell students that today we will be beginning our unit study on the different regions of the United States. Discussion Notes: Books from the booklist will be provided from the classroom library and the school library. Students will have the opportunity to borrow some novels about their region to take home. For homework students will be required to work on their Glogs. Review of vocabulary words can be assigned as homework today. Parents can quiz their children on vocabulary words using word/terminology flashcards.
 * 1) Read the book “The Scrambled States of America” by Laurie Keller. Before reading ask students what state we live in. Ask students which states they have lived in and if they know what part of the country they are located in. **(ESOL: Link lesson topic to students’ prior knowledge)**
 * 2) Pull up a blank map of the United States on the IWB and pass out blank paper maps to each student.[[file:United States National Atlas Map.flipchart]]
 * 3) Highlight the five regions on the IWB and instruct students to do the same. Ask students if they can identify any of the states and have them come up to label the states on the IWB map. Provide teacher assistance to label the states that students cannot identify. Students will also label the states on their maps. **(ESOL: Link lesson topic to students’ prior knowledge)**
 * 4) Seven new geography words will be presented using a flipchart. Students will chorally read the term and its definition. **(ESOL: Teach technical vocabulary supporting key concepts, list the most important words and phrases you use or plan to use in a** **presentation on a transparency or on the chalkboard) [[file:Vocabulary Words.flipchart]]**
 * 5) Students will create a flipbook of their vocabulary words. One side will have the vocabulary word and the other side will have its definition. A teacher sample will be provided. **(ESOL: Use direct instruction: Modeling, explaining, scaffolding, name the strategy and show how to use it.)**
 * 6) Ask students if they know of any of the physical features in our country. Ask how many students live near lakes or rivers. Lead a group discussion on the different physical features in the country including lakes, rivers, mountains, valleys, and oceans. Ask for a show of hands to indicate how many students have visited any of these places. **(ESOL: Link lesson topic to students’ prior knowledge)**
 * 7) Explain to students that they all will be acting as region investigators. Students will be assigned to a group based on mixed abilities. There will be approximately five students per group in a total of five groups. Each group will be responsible for investigating one region. **(ESOL: Promote cooperation (small groups)**
 * 8) Distribute region investigator name badges and set table tents on different tables for the groups to meet at.
 * 9) Present the group center rotation on the IWB. Explain to students that they will be rotating to different centers to research their region. There will be a computer center, books/maps, art, teacher assistance, and group collaboration. [[file:Group Center Rotation.pdf]]
 * 10) Explain that students will eventually be creating an individual brochure, a group Glog, and a presentation with their brochures and Glogs will be given at the end of the week. A teacher sample Glog will be presented. **(ESOL: Use direct instruction: Modeling, explaining, scaffolding, name the strategy and show how to use it.)**
 * 11) Explain to students that today they will be researching the physical features in their region. They will each be given a checklist of what they have to complete. They must each find and name two physical features in their region and which state(s) they are in. [[file:Day 1 checklist.docx]]
 * 12) Explain to students that they each will be creating a suitcase for their region to hold all of their findings.
 * 13) Students will be dismissed to work in their groups.
 * 14) In the computer center students may visit websites to research their physical features.
 * 15) There will be books and maps provided for students to do research in the book/map center.
 * 16) The art center will be used for the creation of their suitcases. All materials will be provided.
 * 17) Teacher assistance will be given to each group to make sure they are on the right track and to answer any questions. Each student will be given a username and password to their groups Glog so they can each work on it. **(ESOL: Continually monitor students’ comprehension)**
 * 18) During the group collaboration center students will discuss information they have found with each other and what they will add to their Glogs. They will also write what they will present about the physical features in their class presentation. **(ESOL: Use group assignments, portfolios, learning journals and non-print options as alternative assessment)**
 * 19) Students will also create a journal that will be used to record their observations through their region investigation. All materials and a student sample will be provided.
 * 20) Instruct students to put their materials in their suitcases at the end of the day. ||
 * ==Resources/Materials== || * IWB
 * “The Scrambled States of America” by Laurie Keller
 * Construction paper
 * Blank paper maps of the United States
 * Colored pencils
 * Name badges
 * Table tents
 * Markers
 * Day 1 checklist for each student
 * Teacher sample of flipbook, suitcase, Glog, and journal
 * Computers with internet access
 * Physical maps and globes
 * Books for each region [[file:Regions booklist.docx]]
 * []
 * [] ||

= Teacher(s) Name: __Greta Davis, Maria Vanegas, Erica Capranos__ = = Thematic Unit Theme/Title/Grade Level: __Geography/ US Regions/ 3rd Grade__ = = Wiki space address: __http://ucf3regionsf11th.wikispaces.com/__ = = Daily Lesson Plan Day/Title: __Day 2/ Climate__ = What will students accomplish / be able to do at the end of this lesson? Be sure to set significant (related to SSS), challenging and appropriate learning goals! || # The students will learn to expand their knowledge on using maps, become familiar with map features including keys and compass rose. III. People, Places, and Environments The pre-assessment will be given about a week before to allow time to carefully plan what is needed for each lesson in this unit.
 * =Learning Objectives=
 * 1) Students will use maps to learn about the climate in the United States.
 * 2) Students will be able to identify the Northeast, Southeast, Midwest, Southwest and West regions as well as identify the states that belong to each region.
 * 3) Students will create brochures of the different regions of the United States and be able to state important facts from each region.
 * 4) Students will be able to identify the climate associated to the different regions of the United States.
 * 5) The students will create a vocabulary booklet based on the words that they learned on Monday and Tuesday.
 * 6) The students will conduct research on the computer regarding the climate in their region.
 * 7) The students will continue to work on their group presentations and Glogs. ||
 * **NCSS Theme/**
 * NGSSS- Next Generation**
 * Sunshine State Standards** List each standard. Cutting and pasting from the website is allowed. //These can be downloaded from the Florida Dept of Education// [|//http://flstandards.org//]//.// || **NCSS Theme**:
 * NGSSS:**
 * 1) SS.3.G.1.2 Review basic map elements (coordinate grid, cardinal and intermediate directions, title, compass rose, scale, key/legend with symbols).
 * 2) SS.3G.2.2 Identify the five regions of the United States.
 * 3) SS.3.G.2.3 Label the states in each of the five regions of the United States.
 * 4) SS.3.G.3.1 Describe the climate and vegetation in the United States.
 * 5) SS.3.G.4.1 Explain how the environment influences settlement patterns in the United States.
 * 6) LA.3.1.6.1 The student will use new vocabulary that is introduced and taught directly.
 * 7) LA.3.5.2.2 The student will plan, organize, and give an oral presentation and use appropriate voice, eye, and body movements for the topic, audience, and occasion.
 * 8) LA.3.6.1.1 The student will read informational text (e.g., graphs, charts, manuals) and organize information for different purposes, including but not limited to being informed, following multi-step directions, making a report, conducting interviews, preparing to take a test, and performing a task.
 * 9) LA.3.6.4.2 The student will use digital tools (e.g., word processing, multimedia authoring, web tools, graphic organizers) to present and publish in a variety of media formats. ||
 * **Assessment**
 * How will student learning be assessed? Authentic/Alternative assessments?
 * Does your assessment align with your objectives, standards and procedures?
 * Informal assessment (multiple modes): participation rubrics, journal entries, collaborative planning/presentation notes || Unit Pre-Assessment:

Unit Post-Assessment: The post assessment will take place after all of the suitcases are completed and the students present their Glogs to the class.

On-going Assessment: Students will continually be assessed by their journal entries, checklists, their brochures, their vocabulary booklets and all other materials created for their suitcases. Teacher observations will be a form of assessment as well. || Student Activities & Procedures
 * //Design for Instruction//


 * What best practice strategies will be implemented?
 * How will you communicate student expectations?
 * What products will be developed and created by students?
 * Consider //Contextual Factors// (learning differences/learning environment/learning styles) that may be in place in your future classroom.

Exceptionalities
What accommodations or modifications do you make for ESOL, Gifted/Talented students, Learning/Reading disabilities (SLD), etc? || # To review Monday’s lesson for bell work students will write a journal entry about the physical features they may see if they looked out their window. They will also write four sentences using at least five out of the seven vocabulary words that were introduced on Monday. **(ESOL: use bilingual dictionary if they need help)** Students will keep their sentences in the journal/folders for future reference. Discussion Notes: Books from the booklist will be provided from the classroom library and the school library. Students will have the opportunity to borrow some novels about their region to take home. For homework students will be required to work on their Glogs. Review of vocabulary words can be assigned as homework today. Parents can quiz their children on vocabulary words using word/terminology flashcards.
 * 1) We will review the different regions by pulling up the map on the IWB. Students will name each region and the states that are located in them. **(ESOL: Use preview/review activities)**
 * 2) Present video on the different climates. []
 * 3) We will review the different climates presented in the video. Ask students what they learned from the video. Was there something they found interesting? Listen to their comments, ideas and answers. Highlight key information from the video. **(ESOL: review activities)**
 * 4) Read the story “The Snowy Day” by Ezra Keats.
 * 5) We will also review the story and discuss the Florida climate versus the climate presented in the story and note some key differences. Listen to student comments. See if they are familiar with other climates. If they are, what do they know about other climates in different regions? **(ESOL: Activate the students’ prior knowledge and experience).**
 * 6) Ask each group to concentrate on their region’s climate and discuss among themselves how people in their specific region live and work. Point out that the climate, land and water conditions affect the lifestyles of the people that live in specific regions. **(ESOL: Promote collaborative learning)**
 * 7) Show the students several different pictures from all over the United States during the different seasons so that students have an image of how summer, fall, winter and spring affect people all over the country. **(ESOL: Use of visual aids)**
 * 8) Hand out materials to each student so that the students may start working on their brochures (new product created by students to put into their suitcases) about their regions.
 * 9) Each student should make his or her own brochure. A format for the students to follow will be provided. The first section will contain facts about their region and the students would be free to select the state(s) that they would want to include. However, the brochure should be specific to each region and its attraction, bodies of water, climate, culture and economics. The students may include anything that they find appealing about their regions. For example, if they are working on the northeast, they can write about the Statute of Liberty, the Jersey Shore, the winter climate and the Empire State Building.
 * 10) The format of the brochure would be to include the following sections: **Important/Interesting Facts (about the __fill in region)__, Places to Visit, the Climate, Bodies of Water, Pictures/Drawings/Map** and the last section could be the student’s choice. The students could feature a section on foods, culture, history, economy, fashion or something else that they found interesting. The brochure is not expected to be completed in one day so the students would be able to add more information about their regions as the week continued. (Informal assessment of what information the students are learning from the lesson.)
 * 11) Teacher will introduce seven new vocabulary words for the students to learn. Teacher will also present the meaning of each word and explain it in detail. At this point, the students will be prepared to start to work on their vocabulary booklets (new product created by student to put into their suitcases) which will contain all 14 vocabulary words and definitions.
 * 12) Explain to students they will be returning to their groups. Show the group rotation on the IWB and review it to ensure everyone knows what they are supposed to do.
 * 13) Teacher would have the students take turns at the computer stations to research their climate. The first website that we would use would be [|www.weatherwizkids.com] which discusses tornadoes, hurricanes, winter storms, clouds and so much more. The second website that we would use would be [|www.nationalgeographic.com] which features a really nice atlas section. **(ESOL: Provide support through the use of audio and visual aids)**
 * 14) As additional review, teacher will have foam puzzles of the United States so that the students can take it apart and put the regions back together. They would work in their groups to do this so that they can learn the location of the states.
 * 15) There will be books, magazines and other materials available for students to use for their brochures.
 * 16) If students need to create special drawings (for example of places to visit or a small map), then groups can rotate at the art station and use the materials to trace, draw and color their brochures.
 * 17) Teacher will monitor student progress and provide assistance on an as-needed basis. Students should be working together on their research and should be working on their individual projects to place into their suitcases. **(ESOL: Scaffold and monitor student comprehension)**
 * 18) Instruct students to put away all materials back into their suitcases at the end of the lesson. ||
 * ==Resources/Materials== || * Video on Region
 * Interactive White Board
 * Globe
 * Foam map
 * Atlas books
 * Books on climate of the different regions
 * Magazines
 * Construction paper
 * Colored paper
 * Tracing paper
 * Glue
 * Markers/crayons
 * Colored pencils
 * Scissors
 * Regular white paper
 * Rulers
 * Computers
 * Brochure template
 * //The Snowy Day// by Ezra Keatz
 * [|www.weatherwizkids.com]
 * [|www.nationalgeographic.com] ||

= Teacher(s) Name: __Greta Davis, Maria Vanegas, Erica Capranos__ = = Thematic Unit Theme/Title/Grade Level: __Geography/ US Regions/ 3rd Grade__ = = Wiki space address: __http://ucf3regionsf11th.wikispaces.com/__ = = Daily Lesson Plan Day/Title: __Day 3/ Animals__ = What will students accomplish / be able to do at the end of this lesson? Be sure to set significant (related to SSS), challenging and appropriate learning goals! || # The student will write a journal entry to recap yesterday’s lesson. III. People, Places, and Environments The pre-assessment will be given on the Monday a week before the unit plan takes place.
 * =Learning Objectives=
 * 1) The student will review vocabulary words.
 * 2) The student will review the five regions of the United States.
 * 3) The student will review the states in each region.
 * 4) The student will use books, maps, computers, etc to research animals native to their region.
 * 5) The student will prepare a presentation of their region. ||
 * **NCSS Theme/**
 * NGSSS- Next Generation**
 * Sunshine State Standards** List each standard. Cutting and pasting from the website is allowed. //These can be downloaded from the Florida Dept of Education// [|//http://flstandards.org//]//.// || **NCSS Theme**:
 * NGSSS:**
 * 1) SS.3.G.1.2 Review basic map elements (coordinate grid, cardinal and intermediate directions, title, compass rose, scale, key/legend with symbols).
 * 2) SS.3.G.2.2 Identify the five regions of the United States.
 * 3) SS.3.G.2.3 Label the states in each of the five regions of the United States.
 * 4) LA.3.1.6.1 The student will use new vocabulary that is introduced and taught directly.
 * 5) LA.3.5.2.2 The student will plan, organize, and give an oral presentation and use appropriate voice, eye, and body movements for the topic, audience, and occasion.
 * 6) LA.3.6.1.1 The student will read informational text (e.g., graphs, charts, manuals) and organize information for different purposes, including but not limited to being informed, following multi-step directions, making a report, conducting interviews, preparing to take a test, and performing a task.
 * 7) LA.3.6.4.2 The student will use digital tools (e.g., word processing, multimedia authoring, web tools, graphic organizers) to present and publish in a variety of media formats. ||
 * **Assessment**
 * How will student learning be assessed? Authentic/Alternative assessments?
 * Does your assessment align with your objectives, standards and procedures?
 * Informal assessment (multiple modes): participation rubrics, journal entries, collaborative planning/presentation notes || Unit Pre-Assessment:

Unit Post-Assessment: The post-assessment will take place after students present their Glogs to the class.

//On-going// Assessment: Students will be assessed by their journal entries, checklists, the work complied in their suitcase, their brochures, and teacher observations. || Student Activities & Procedures
 * //Design for Instruction//


 * What best practice strategies will be implemented?
 * How will you communicate student expectations?
 * What products will be developed and created by students?
 * Consider //Contextual Factors// (learning differences/learning environment/learning styles) that may be in place in your future classroom.

Exceptionalities
What accommodations or modifications do you make for ESOL, Gifted/Talented students, Learning/Reading disabilities (SLD), etc? || # Welcome students to class. To review Tuesday’s lesson, for bell work students will write a journal entry about the weather they are experiencing in their region. The journal entry must tell where they are, what time of year it is, and what the weather is like. **(ESOL: Use preview/review activities)** > on the IWB to observe the weather conditions in each region. **(ESOL: Use preview/review activities)** Discussion Notes: Books from the booklist will be provided from the classroom library and the school library. Students will have the opportunity to borrow some novels about their region to take home. For homework students will be required to work on their Glogs. Review of vocabulary words can be assigned as homework today. Parents can quiz their children on vocabulary words using word/terminology flashcards.
 * 1) Students will share their journal entries with at least two elbow partners that are not a member of their groups. **(ESOL: Teach think, pair and share strategies in cooperative groups)**
 * 2) We will review the different regions by pulling up the map on the IWB. Students will name each region and the states that are located in them. **(ESOL: Use preview/review activities)**
 * 3) To further review the previous day we will pull up []
 * 1) Students will review the vocabulary from the previous days in their flip books. **(ESOL: Teach technical vocabulary supporting key concepts)**
 * 2) Read the book “Faces in the Mountains” by Ron Hirschi. Before reading, set the purpose by asking students what types of faces could be in the mountains. Listen to student responses and ask probing questions if no one answers with “animals”. Questions could include, “What types of things have faces?” and “What lives in the mountains?” After someone says animals tell students that we will be discussing animals that are native to specific regions. **(ESOL: Link lesson topic to students’ prior knowledge)**
 * 3) After reading the book lead a group discussion on the different animals they may see in different regions. Ask questions such as, “Based on what you know about the climate in the regions, what types of animals do you think live there?” Listen to student responses and have students write the animal names on the IWB. **(ESOL: Link lesson topic to students’ prior knowledge,** **give enough wait time for second language learners to respond to questions)[[file:Discussion Tools.flipchart]]**
 * 4) Show models of animals (bear, raccoon, scorpion, alligator, moose, etc.) and ask students what region/s they think the animal belongs to. Have students write the name of these animals on the IWB under the correct regions also. **(ESOL: Provide contextual support through audio, visuals, models,** **demonstrations, realia, body language and facial expressions)**
 * 5) Explain to students they will be returning to their groups. Show the group rotation on the IWB and review it to ensure everyone knows what they are supposed to do.
 * 6) Before students break off into their groups explain the requirements they must complete. A copy of the checklist will be provided to every student for them to check off. They will be required to find and research at least three animals native to their region. They must name the animal, their habitat, and their food source. They must be able to explain why these animals live in that specific region. They also must draw a picture of one animal in the natural habitat. A teacher sample will be provided. **(ESOL: Use direct instruction: Modeling, explaining, scaffolding, name the strategy and show how to use it.) [[file:Day 3 checklist.docx]]**
 * 7) Students are dismissed to work in their groups**. (ESOL: Promote cooperation (small groups)**
 * 8) In the computer center students may visit websites to research their animals.
 * 9) There will be books and maps provided for students to do research in the book/map center.
 * 10) The art center will be utilized for drawing for drawing their picture and/or working on their brochures. Paper, colored pencils, and markers will be provided. Groups that start in this center may choose to draw one of the animals were discussed earlier.
 * 11) Teacher assistance will be given to each group to make sure they are on the right track and to answer any questions. Groups that start in this center can discuss what they found the previous day or what they will be searching for today. **(ESOL: Continually monitor students’ comprehension)**
 * 12) During the group collaboration center students will discuss information they have found with each other and what they will add to their Glogs. They will also write what they will present about the animals in their class presentation. **(ESOL: Use group assignments, portfolios, learning journals and non-print options as alternative assessment)**
 * 13) Instruct students to put their materials in their suitcases at the end of the day. ||
 * ==Resources/Materials== || * Students journals
 * IWB
 * Students flipbooks
 * “Faces in the Mountains” by Ron Hirschi
 * Animal Figures (beaver, owl, moose, bear, raccoon, fox, bison, eagle, cougar, wolf, deer, rabbit, pink flamingo, adult and baby manatees, alligator, rattlesnake, great egret, great white shark, dolphin, yellow head pelican, Florida panther, scorpion, and water snake)
 * Construction paper
 * Colored pencils
 * Markers
 * Day 3 checklist for each student
 * Teacher sample of picture
 * Computers with internet access
 * Physical maps and globes
 * “Wildlife Rescue” by Jennifer Dewey
 * “Animals and habitats of the United States” by Jeff Corwin
 * Books for each region
 * []
 * [] ||

= Teacher(s) Name: __Greta Davis, Maria Vanegas, Erica Capranos__ = = Thematic Unit Theme/Title/Grade Level: __Geography/ US Regions/ 3rd Grade__ = = Wiki space address: __http://ucf3regionsf11th.wikispaces.com/__ = = Daily Lesson Plan Day/Title: __Day 4/ Natural and man-made landmarks__ = III. People, Places, and Environments The pre-assessment will be given on the Monday a week before the unit plan takes place.
 * =Learning Objectives=
 * What will students accomplish / be able to do at the end of this lesson? Be sure to set significant (related to SSS), challenging and appropriate learning goals!** || # Students will review past vocabulary from the previous days.
 * 1) The students will be introduced to new vocabulary related to the physical features found in their regions.
 * 2) The students will create a flipbook of the new words they learned about during the day’s lesson.
 * 3) The student will explore and further their understanding of the United States natural landforms and the landmark in their regions.
 * 4) They will participate in a group discussion after reading “Welcome to the Everglades National Park” by Nadia Higgins.
 * 5) Students will be able to identify the Northeast, Southeast, Midwest, Southwest and West regions as well as identify the states that belong in each region. ||
 * **NCSS Theme/**
 * NGSSS- Next Generation**
 * Sunshine State Standards** **List each standard. Cutting and pasting from the website is allowed.** **//These can be downloaded from the Florida Dept of Education//** [|**//http://flstandards.org//**]**//.//** || **NCSS Theme**:
 * NGSSS:**
 * 1) SS.3.G.2.2: Identify the five regions of the United States.
 * 2) SS.3.G.2.4: Describe the physical features of the United States, Canada, Mexico, and the Caribbean.
 * 3) SS.3.G.2.5: Identify natural and man-made landmarks in the United States, Canada, Mexico, and the Caribbean.
 * 4) LA.3.1.6.1: The student will use new vocabulary that is introduced and taught directly.
 * 5) LA.3.1.6.2: The student will listen to, read, and discuss familiar and conceptually challenging text. ||
 * **Assessment**
 * **How will student learning be assessed? Authentic/Alternative assessments?**
 * **Does your assessment align with your objectives, standards and procedures?**
 * **Informal assessment (multiple modes): participation rubrics, journal entries, collaborative planning/presentation notes** || Unit Pre-Assessment:

Unit Post-Assessment: The post-assessment will take place after students present their Glogs to the class.

//On-going// Assessment: Students will be assessed by their journal entries, checklists, the work complied in their suitcase, their brochures, and teacher observations. || Student Activities & Procedures
 * //Design for Instruction//


 * **What best practice strategies will be implemented?**
 * **How will you communicate student expectations?**
 * **What products will be developed and created by students?**
 * **Consider //Contextual Factors// (learning differences/learning environment/learning styles) that may be in place in your future classroom.**

Exceptionalities
> on the IWB to observe the weather conditions in each region. **(ESOL: Use preview/review activities)** Discussion Notes: Books from the booklist will be provided from the classroom library and the school library. Students will have the opportunity to borrow some novels about their region to take home. For homework students will be required to work on their Glogs. Review of vocabulary words can be assigned as homework today. Parents can quiz their children on vocabulary words using word/terminology flashcards.
 * What accommodations or modifications do you make for ESOL, Gifted/Talented students, Learning/Reading disabilities (SLD), etc? ** || # Welcome students to class. To review Wednesday’s lesson, for bell work students will write a journal entry about the animals they may see if they looked out their window in their region. **(ESOL: Use preview/review activities)**
 * 1) Students will share their journal entries with at least two elbow partners that are not a member of their groups. **(ESOL: Teach think, pair and share strategies in cooperative groups)**
 * 2) We will review the different regions by pulling up the map on the IWB. Students will name each region and the states that are located in them. **(ESOL: Use preview/review activities)**
 * 3) To further review the previous days we will pull up []
 * 1) Students will review the vocabulary from the previous days in their flip books. **(ESOL: Teach technical vocabulary supporting key concepts)**
 * 2) Briefly go over Wednesday’s lesson. Ask the students what they learned from the beginning of the unit.
 * 3) Write the student’s responses on the board. **(ESOL: Activate students’ prior knowledge)**
 * 4) Show National Geographic video about landforms and landmarks.
 * 5) Read “Welcome to the Everglades National Park” by Nadia Higgins **(ESOL: speak into a microphone to insure that hearing impaired children will be able to hear the story. Provide printouts in English and Spanish versions of the story for hearing impaired children and ELL’s, Use of visual aids)**
 * 6) Briefly discuss the video. Ask, is there something they found interesting in the video? Was there something that they learned?
 * 7) Highlight key points from the video.
 * 8) Discuss the reading and lead students in a group discussion about landforms and landmarks. Ask if any of the students have visited a landmark or landform. Ask for personal experiences; share your own personal stories.
 * 9) Explain that students will rotate through their stations today and that they will be concentrating on searching and investigating the landmarks and landforms found in their region. The students will break into their assigned groups and they will rotate together. **(ESOL: Work collaboratively)**
 * 10) Reading Center: The student’s will be provided with an article that covers everything that has been taught all week in their specific region. The students will also be given an anticipation Guide worksheet that goes along with their article.
 * 11) Internet Center: Students will be given a list of website resources and they will navigate through them to find information on their regions. **(ESOL: The teacher will provide support through the use of audio and visual aids)**
 * 12) Scrapbook Center: Students will work collaboratively to produce a scrapbook from their area. They will include information on the landforms and landmarks from that area.**(KINESTHETIC learners: Great hands-on activities)**
 * 13) Teacher Conference Center: Students will get a chance to meet with their teacher and discuss their progress, concerns, questions, etc.
 * 14) To wrap up our lesson we will have a group discussion. The students will come back and discuss how they worked together. They will talk about what they learned.
 * 15) The teacher will introduce what will be taught and discussed tomorrow.
 * 16) The teacher will provide the students with a pre-test that the will complete for homework.
 * 17) Answer and questions and settle any concerns. ||
 * ==Resources/Materials== || * []
 * []
 * []
 * //Literature Book: Welcome to the Everglades National Park// by Nadia Higgins
 * Textbook: //Communities Near and Far: Social Studies for a Changing World//
 * //Interactive White Board, Interactive Pen//
 * //White Board, Dry Erase Markers//
 * //Articles about the different regions//
 * //Anticipation Guide, Study Guide and other worksheets//
 * //Briefcase (student created): brown paper bag, glue, scissors and stapler.//
 * //Student journals//
 * // Student flipbooks // ||

= Teacher(s) Name: __Greta Davis, Maria Vanegas, Erica Capranos__ = = Thematic Unit Theme/Title/Grade Level: __Geography/ US Regions/ 3rd Grade__ = = Wiki space address: __http://ucf3regionsf11th.wikispaces.com/__ = = Daily Lesson Plan Day/Title: __Day 5/ Natural Resources__ = What will students accomplish / be able to do at the end of this lesson? Be sure to set significant (related to SSS), challenging and appropriate learning goals! || # The student will write a journal entry to recap yesterday’s lesson. III. People, Places, and Environments The pre-assessment will be given on the Monday a week before the unit plan takes place.
 * =Learning Objectives=
 * 1) The student will review vocabulary words.
 * 2) The student will review the five regions of the United States.
 * 3) The student will review the states in each region.
 * 4) The student will identify natural resources in each region.
 * 5) The student will use books, maps, computers, etc to do research.
 * 6) The student will prepare a presentation of their region. ||
 * **NCSS Theme/**
 * NGSSS- Next Generation**
 * Sunshine State Standards** List each standard. Cutting and pasting from the website is allowed. //These can be downloaded from the Florida Dept of Education// [|//http://flstandards.org//]//.// || **NCSS Theme**:
 * NGSSS:**
 * 1) SS.3.G.1.2 Review basic map elements (coordinate grid, cardinal and intermediate directions, title, compass rose, scale, key/legend with symbols).
 * 2) SS.3.G.2.2 Identify the five regions of the United States.
 * 3) SS.3.G.2.3 Label the states in each of the five regions of the United States.
 * 4) SS.3.G.3.2 Describe the natural resources in the United States, Canada, Mexico, and the Caribbean.
 * 5) LA.3.1.6.1 The student will use new vocabulary that is introduced and taught directly.
 * 6) LA.3.5.2.2 The student will plan, organize, and give an oral presentation and use appropriate voice, eye, and body movements for the topic, audience, and occasion.
 * 7) LA.3.6.1.1 The student will read informational text (e.g., graphs, charts, manuals) and organize information for different purposes, including but not limited to being informed, following multi-step directions, making a report, conducting interviews, preparing to take a test, and performing a task.
 * 8) LA.3.6.4.2 The student will use digital tools (e.g., word processing, multimedia authoring, web tools, graphic organizers) to present and publish in a variety of media formats. ||
 * **Assessment**
 * How will student learning be assessed? Authentic/Alternative assessments?
 * Does your assessment align with your objectives, standards and procedures?
 * Informal assessment (multiple modes): participation rubrics, journal entries, collaborative planning/presentation notes || Unit Pre-Assessment:

Unit Post-Assessment: The post-assessment will take place after students present their Glogs to the class.

//On-going// Assessment: Students will be assessed by their journal entries, checklists, the work complied in their suitcase, their brochures, and teacher observations. || Student Activities & Procedures
 * //Design for Instruction//


 * What best practice strategies will be implemented?
 * How will you communicate student expectations?
 * What products will be developed and created by students?
 * Consider //Contextual Factors// (learning differences/learning environment/learning styles) that may be in place in your future classroom.

Exceptionalities
What accommodations or modifications do you make for ESOL, Gifted/Talented students, Learning/Reading disabilities (SLD), etc? || # Welcome students to class. To review Thursday’s lesson, for bell work students will write a journal entry about the different landmarks they may visit in their region. They must tell which state they are in when they visit them. **(ESOL: Use preview/review activities)** > on the IWB to observe the weather conditions in each region. **(ESOL: Use preview/review activities)** Discussion Notes: Presentations, post-test, and vocabulary test will take place on Monday. Students may complete their Glogs and writing notes for their presentations over the weekend. Students will take home their filled suitcases on Monday also.
 * 1) Students will share their journal entries with at least two elbow partners that are not a member of their groups. **(ESOL: Teach think, pair and share strategies in cooperative groups)**
 * 2) We will review the different regions by pulling up the map on the IWB. Students will name each region and the states that are located in them. **(ESOL: Use preview/review activities)**
 * 3) To further review the previous days we will pull up[]
 * 1) Students will review the vocabulary from the previous days in their flip books. **(ESOL: Teach technical vocabulary supporting key concepts)**
 * 2) Read “Oil (True Books: Natural Resources)” by Christin Ditchfield. Before reading ask students if they know where oil comes from. Listen to student responses and tell students that today we will be studying natural resources. **(ESOL: Give enough wait time for second language learners to respond to questions)**
 * 3) After reading lead a group discussion on the natural resources in different regions. Ask, “Based on what you have learned so far, what do you think are some of the natural resources in the different regions?” Listen to student responses and have them write correct answers on the IWB. **(ESOL: Give enough wait time for second language learners to respond to questions)**
 * 4) Show different items (gold nuggets, oranges, potatoes, lobster, fish, oil) and have students identify them and which regions they belong to. Have them write these things on the IWB if they aren’t already present.
 * 5) Explain to students they will be returning to their groups. Show the group rotation on the IWB and review it to ensure everyone knows what they are supposed to do.
 * 6) Before students break off into their groups explain the requirements they must complete. A copy of the checklist will be provided to every student for them to check off. They will be required to find and research at least two natural resources in their region. They must be able to explain why these resources thrive in that specific region. [[file:Day 5 checklist.docx]]
 * 7) Students are dismissed to work in their groups. **(ESOL: Promote cooperation (small groups)**
 * 8) In the computer center students may visit websites to research their natural resources.
 * 9) There will be books and maps provided for students to do research in the book/map center.
 * 10) The art center will be utilized for drawing for completing their brochures. Paper, colored pencils, and markers will be provided.
 * 11) Teacher assistance will be given to each group to make sure they are on the right track and to answer any questions. Groups that start in this center can discuss what they found the previous day or what they will be searching for today. **(ESOL: Continually monitor students’ comprehension)**
 * 12) During the group collaboration center students will discuss information they have found with each other and what they will add to their Glogs. They will also write what they will present about the natural resources in their class presentation. **(ESOL: Use group assignments, portfolios, learning journals and non-print options as alternative assessment)**
 * 13) Instruct students to put their materials in their suitcases at the end of the day. ||
 * ==Resources/Materials== || * Students journals
 * IWB
 * Students flipbooks
 * “Oil (True Books: Natural Resources)” by Christin Ditchfield
 * Gold nuggets
 * Oranges
 * Potatoes
 * Lobster
 * Fish
 * Oil
 * Day 5 checklist for each student
 * Construction paper
 * Colored pencils
 * Markers
 * Computers with internet access
 * Physical maps and globes
 * Books for each region
 * []
 * [] ||