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LEARNING TEAM B INTEGRATED SOCIAL STUDIES UNIT: PEOPLE, PLACES, AND ENVIRONMENT STRAND

LEARNING TEAM B INTEGRATED SOCIAL STUDIES UNIT: PEOPLE, PLACES, AND ENVIRONMENT STRAND. Ariel Callanan, Aly Graziani, Joann Scarpa, David Van Twistern MAT 531 Facilitator: Ronita Scott April 30, 2007. INTEGRATED SOCIAL STUDIES UNIT: PEOPLE PLACES AND ENVIRONMENTS STRAND.

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LEARNING TEAM B INTEGRATED SOCIAL STUDIES UNIT: PEOPLE, PLACES, AND ENVIRONMENT STRAND

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  1. LEARNING TEAM BINTEGRATED SOCIAL STUDIES UNIT: PEOPLE, PLACES, AND ENVIRONMENT STRAND Ariel Callanan, Aly Graziani, Joann Scarpa, David Van Twistern MAT 531 Facilitator: Ronita Scott April 30, 2007

  2. INTEGRATED SOCIAL STUDIES UNIT: PEOPLE PLACES AND ENVIRONMENTS STRAND • Lesson Plan 1: Water in My Glass • Lesson Plan 2: Alabama River System • Lesson Plan 3: The Gulf of Mexico • Lesson Plan 4: Learning about my neighborhood • Lesson Plan 5: Learning about my Community • Lesson Plan 6: Natural Resources in our Own Backyard

  3. INTEGRATED SOCIAL STUDIES UNIT: PEOPLE PLACES AND ENVIRONMENTS STRAND • Lesson Plan 7: Tornadoes • Lesson Plan 8: Floods • Lesson Plan 9: Wildfires • Lesson Plan 10: Introduction to Rural Areas • Lesson Plan 11: Introduction to Urban Areas • Lesson Plan 12: Introduction to Suburbs • Lesson Plan 13:Wheels and Roads, and Building a Suburb

  4. National Council of Social Studies Strands • Why are natural things located where they are are? • Lessons 1, 2, and 3 • What patterns are reflected in the groupings of things and what do we mean by region? • Lessons 4, 5, and 6 • What implications do changes in landforms and natural systems have for people? • Lessons 7, 8 and 9 • Where are things located? • Lessons 11, 12, 13, and 14

  5. Lessons 1- 3: Why are natural things located where they are are? • Lesson 1: Water In My Glass • Lesson 2: The Alabama River System • Lesson 3: The Gulf of Mexico

  6. Lesson Plan 1: Water in My Glass • Students learn that water availability sometimes determines where people settle. • Lesson builds on students’ previous knowledge of the hydrological cycle. • Discusses local landform (Big Creek Lake Reservoir) and how the water gets into the reservoir and from the reservoir to our water tap at school. • Curriculum Connections: Geography, Science, Visual Arts, and Language Arts.

  7. Lesson 1: Summary of Activities • Students discuss how water gets into the local reservoir and then to our water tap at school. • On a map of the local area students draw and label the creeks and streams that drain into the reservoir. • Students add elements to the drawing which represent precipitation, percolation, and overland flow into the reservoir.

  8. Lesson 1: Assessment Assessment for this lesson is conducted through questioning strategies and by evaluating the maps produced by the students.

  9. Lesson 2: The Alabama River System • Students continue learning about water systems. • Students learn that their community is located near the 4th largest river system in North America. • Lesson builds on previous lesson about the local reservoir. • Curriculum Connections: Geography, Science, Visual Arts, and Language Arts.

  10. Lesson 2: Summary of Activities • Students discuss characteristics of rivers and discharge rates. • On a blank map of Alabama, students will draw and label the Alabama River system.

  11. Lesson 2: Assessment Assessment for this lesson is conducted through questioning strategies and by evaluating the maps produced by the students.

  12. Lesson 3: The Gulf of Mexico • Students discuss one of the most prominent bodies of water in the local community, the Gulf of Mexico. • Students learn the names of the parts of the waves in the Gulf of Mexico. • This lesson is the last in the series which introduced water availability and access as a reason for settlement. • Curriculum Connections: Geography, Science, Visual Arts, and Language Arts.

  13. Lesson 3: Summary of Activities • Students will identify various bodies of water on a world map and globe. • Students will discuss how the Gulf of Mexico has influenced the local community. • Students will produce a poster depicting commercial and recreational uses of the Gulf of Mexico.

  14. Lesson 3: Assessment Formal assessment will be conducted by analyzing the posters produced by the students.

  15. Lessons 4 – 6: What patterns are reflected in the groupings of things and what do we mean by region? • Lesson 4: Learning About My Neighborhood • Lesson 5: Learning About My Community • Lesson 6: Natural Resources In Our Own Backyard

  16. Lesson 4: Learning About My Neighborhood • Students will learn about the physical aspects of their neighborhood. • Students will be able to describe characteristics of their neighborhood. • Curriculum Connections – Geography, P.E.

  17. Lesson 4: Summary of Activities • Students will walk in their school neighborhood and observe physical and human characteristics of the places and people around them. • Students will be able to list the characteristics which they observe.

  18. Lesson 5: Learning About My Community • Students will learn the definition of a region. • Using teacher provided maps, students will identify different regions in their community. • Curriculum Connections: Geography

  19. Lesson 5: Summary of Activities • Students will discuss regions in their community. • Students will identify characteristics which can be used to identify regions. • Students will create their own unique regions within the city.

  20. Lesson 6: Natural Resources in our Own Backyard • Students will learn interesting facts about the White Mountain National Forest. • Curriculum Connections: Geography

  21. Lesson 6: Summary of Activities • Students will use the internet to access the White Mountain National Forest Web site. • Students will note interesting facts they learn about the Forest. • Students will use the facts they learn about the Forest to write a letter to the teacher.

  22. Lesson 6: Assessment Student will write a letter to the teacher to describe two uses of national forests.

  23. Lesson 7-9: What implications do changes in landforms and natural systems have for people? • Lesson 7: Tornadoes • Lesson 8: Wildfires • Lesson 9: Floods

  24. Lesson 7: Tornadoes • Students will be introduced to tornadoes. They will discover where tornadoes are most likely to occur, what weather conditions must be present for tornadoes to form, and will create a tornado safety poster. • Curriculum Connections: Geography, Science, Language Arts, Visual Arts.

  25. Lesson 7: Summary of Activities • Students will view web sites regarding tornadoes. • Students will color “tornado alley” on an outline map of the United States. • Students will discuss tornado safety basics and will create a tornado safety poster.

  26. Lesson 7: Assessment • Student safety posters will serve as a formal assessment of comprehension of the material presented in this lesson.

  27. Lesson 8: Wildfires • Students will learn about the origins and nature of wildfires. They will learn about fire safety and will produce a fire safety poster. • Curriculum Connections: Geography, Social Studies, Language Arts, and Environmental Sciences

  28. Lesson 8: Summary of Activities • Students will view and analyze pictures of wildfires. • Students will view web sites to locate information about wildfires. • Students will create a wildfire safety plan.

  29. Lesson 8: Assessment • Instructor will assess student comprehension based on the results of the student produced fire safety poster.

  30. Lesson 9: Floods • This lesson introduces students how floods and flash floods can occur in our communities. The students will learn that most communities in the United States have experienced flooding after spring rains, heavy thunderstorms, or winter snow. The students will learn how they and their families can protect themselves in case a flood strikes their community. Students will create a family flood plan addressing the safety basics learned in this lesson. • Curriculum Connections: Geography, Social Studies, Language Arts, Visual Arts.

  31. Lesson 9: Summary of Activities • Students will explore the Federal Emergency Management Agency web site to learn about types of floods and to learn basic safety precautions to take during a flood condition. • Students will create a family flood plan.

  32. Lesson 9: Assessment • Students’ family flood plans will serve as a formal assessment of comprehension of the material presented in this lesson.

  33. Lessons 10 – 13: Where are things located? • Lesson 10: Introduction to Rural Areas • Lesson 11: Introduction to Urban Areas • Lesson 12: Introduction to Suburbs • Lesson 13: Wheels and Roads and Building a Suburb

  34. Lesson 10: Introduction to Rural Areas • Students will learn distinguishing characteristics of rural communities, about the function of rural towns, discuss different types of farms, and determine the impact of transportation and weather on rural farms. • Curriculum Connections: Geography, Math, and Reading.

  35. Lesson 10: Summary of Activities • Students will observe and analyze pictures of a rural area. • Students will read about rural communities in their social studies text. • Students will choose an individual project to complete.

  36. Lesson 10: Assessment Formal Assessment will be conducted at the conclusion of Lesson 13 and will be a cumulative assessment of Lessons 10-13.

  37. Lesson 11: Introduction to Urban Areas • Students will learn about what distinguishes urban communities, characteristics, the reasons why so many people live in and near cities, rural areas’ connection to the city, and how diversity shapes cities. • Curriculum Connections: Geography, Math, and Reading.

  38. Lesson 11: Summary of Activities • Students will view and analyze pictures of an urban area. • Students will read about an urban area in their Social Studies text. • Students will complete an individual activity associated with the lesson.

  39. Lesson 11: Assessment Formal Assessment will be conducted at the conclusion of Lesson 13 and will be a cumulative assessment of Lessons 10-13.

  40. Lesson 12: Introduction to Suburbs • Students will learn the distinguishing characteristics of suburbs; discuss how they have grown, and the types of buildings that may be found there. • Curriculum Connections: Geography, Math, Reading, and Writing.

  41. Lesson 12: Summary of Activities • Students will view and analyze pictures of a suburban area. • Students will read about suburbs in their Social Studies text. • Students will complete an individual project associated with this lesson.

  42. Lesson 12: Assessment Formal Assessment will be conducted at the conclusion of Lesson 13 and will be a cumulative assessment of Lessons 10-13.

  43. Lesson 13: Wheels and Roads and Building a Suburb • Students will learn about what distinguishes suburbs from rural and urban communities, and understand what made post WWII suburbs’ growth possible. • Curriculum Connections: Geography, Earth Science, and Art.

  44. Lesson 13: Summary of Activities • Students will view and analyze pictures of their hometown. • Students will read about manufacturing and post-World War II suburban planning in their Social Studies text. • Students will continue to work on the individual project from lesson 12.

  45. Lesson 13: Assessment At the conclusion of Lesson 13, students will be formally assessed on their cumulative knowledge of content of Lessons 10 – 13.

  46. References Alabama Department of Education. (2005). Alabama course of study: Earth and space science. Retrieved April 16, 2007, from http://www.alsde.edu/html/sections/doc.download.asp/?section=54&id=3351&sort=4 Alabama Department of Education. (2004). Alabama course of study: Geography. Retrieved April 3, 2007, from http://www.alsde.edu/html/sections/doc.download.asp?section=54&id=2070&sort=5 Alabama Department of Education. (1999). Alabama course of study: Language arts. Retrieved April 16, 2007, from http://www.alsde.edu/html/sections/doc.download.asp?section=54&id=6300&sort=2 Alabama Department of Education. (2004). Alabama course of study: Social studies. Retrieved April 3, 2007, from http://www.alsde.html/section/doc.downlad.asp?section=54&id=2070&sort=5 Alabama Department of Education. (2006). Alabama course of study: Visual arts. Retrieved April 3, 2007, from http://www.alsde.edu/html/sections/doc.download.asp?section=54&id=5870&sort=1 Campbell, M. (2001). Splish, splash. Water's journey to my glass. Retrieved April 18, 2007, from http://www.nationalgeographic.com/xpeditions/lesson/07/gk2/water.html

  47. References (Contd.) Design Your Own Suburb (n.d.). National Geographic Expeditions Lesson Plans. Retrieved April 23, 2007 from http://www.nationalgeographic.com/xpeditions/lessons/12/g35/sprawldesign.html Education World. (n.d.). National council of teachers of English list of standards. Retrieved April 16, 2007, from http://www.educationworld.com/standards/national/lang_arts/english/k_12.shtml Education World. (n.d.). National council of social studies standards: geography. Retrieved April 3, 2007, from http://www.educationworld.com/standards/national/soc_sci/geography/k_12.shtml Education World. (n.d.). National standards: Science. Retrieved April 16, 2007, from http://www.educationworld.com/standards/national/science/k_4.shtml Education World. (n.d.). National standards for arts education: Visual arts. Retrieved April 16, 2007, from http://www.educationworld.com/standards/national/arts/visual_arts/k_4.shtml Floods. (n.d.). Federal Emergency Management Agency Retrieved April 29, 2007 from http://www.fema.gov/hazard/flood/index.shtm Garcia, J. Gelo, D. Greenow, L. Kracht, J. Gray-White, D. (1997). Building a Suburb. Communities Around Us (pp. 122 – 125). Parsippany, NJ: Silver Burdett Ginn. Introduction to Waves (n.d.). Retrieved April 18, 2007 from http://www.nationalgeographic.com/xpeditions/lessons/07/gk2/wavesintro.html

  48. References (Contd.) Kizlik, B. (n.d.). Six Common Mistakes in Writing Lesson Plans. Retrieved April 26, 2006 from http://www.adprima.com/Printer/printmistakes.htm Lewis, L. (2001). Mapping famous rivers. Retrieved April 18, 2007, from http://www.educationworld.com/a_lesson/01-1/1p239_01.shtml NCSS Curriculum Standards (n.d.). Curriculum Standards for Social Studies: Executive Summary. Retrieved April 17, 2007 from http://www.socialstudies.org/standards/execsummary/ NCSS Standards (2007). NCSS Standards, Social Science. Retrieved April 17, 2006 from http://www.education-world.com/standards/national/soc_sci/index.shtml NCSS Strands (n.d.). Curriculum Standards for Social Studies: II. Thematic Strands. Retrieved April 17, 2007 from http://www.socialstudies.org/standards/strands/ NJ Dept. of Ed. (2004). Academic and Professional Standards: 6. Social Studies. Retrieved April 17, 2007 from http://education.state.nj.us/cces/?_standard_matrix:c=6 Planned Communities (n.d.). University of Maryland, University Libraries. Retrieved April 23, 2007 from http://www.lib.umd.edu/NTL/postwar.html Impact of Natural Hazards Around the World. (n.d.). National Geographic Expeditions Lesson Plans Retrieved April 29, 2007 from http://www.nationalgeographic.com/xpeditions/lessons/15/g68/hazards.html

  49. References (Contd.) Twister!What to do in a Tornado. (n.d.). National Geographic Expeditions Lesson Plans Retrieved April 26, 2007 from http://www.nationalgeographic.com/xpeditions/lessons/15/g35/tornadosafety.html Wikipedia contributors (2007). Suburb. Wikipedia, The Free Encyclopedia. Retrieved April 23, 2007 from http://en.wikipedia.org/w/index.php?title=Suburb&oldid=50445262 Xpeditions (2007). National Geographic Xpeditions Lessons. Retrieved April 22, 2007 from http://www.nationalgeographic.com/xpeditions

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