Unit Plan Final

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Miss Stang’s & Miss Strelecki’s

Unit Plan 4th Grade

EDUC 122 – Curriculum & Pedagogy Dr. Beisser

Table of Contents:

Content Standards & Rationale……………p. 3-4 Unit Goals & Description…………………....p. 5 Bulletin Board Explanation…………………p. 5 Summative Assessment Explanation…..…..p. 6 Summative Assessment…………………..p. 7 -11 Resources………………………………….p. 12 Lesson Plans……………………………….p.13-44 Bulletin Board……………………………....p. 45

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Throughout the unit, students are expected to show a wide range of knowledge and skills. The unit spans several content areas and thus the standards for the unit represent a diverse range of skills, content, and subject areas. Each lesson within the unit focuses on a various component within the state of Iowa, including maps, climate, population, government officials, and tourism, but does so through different standards and content areas. The standards were taken either from the Iowa Common Core or the National Council of Teachers of Mathematics (NCTM). The standards listed below appear in the order the lessons are taught and included within the unit plan. The standards based on geographic tools and analyzing maps are appropriate for the lesson topic of mapping. In the lesson, students are asked to include the important components and landmarks of Iowa on their map, as well as items such as a compass, title, and a legend. For the lesson related to finding the averages of various populations in Iowa the students were asked to take real world data and apply it to a math skill (finding mean). In order for students to successfully do so they have to have a strong foundational knowledge of addition and division and must build and use multiple math techniques to calculate the averages. Therefore the selected standards from the NCTM are relevant to the written lesson. For the lesson focusing on science and the weather and climate in Iowa the standards focusing on understanding weather align nicely with the rationale as to why we have seasons in Iowa. Both the standards and lesson focus on movement and interaction of air masses and the measurable quantities of temperature and wind, this can all contribute to a change in seasons. The standard that aligns with the Social Studies lesson on important government officials in Iowa is understanding the differences among local, state, and national government and the roles of the various levels and people. While the lesson focuses solely on Iowa and our government officials, this still aligns with the standard. It would not be the sole way of meeting the standard, however it builds the foundational and background knowledge to springboard into learning more in depth about the national government. Finally, the last lesson allows students to wrap up all the various components of Iowa into where and why someone should visit. The standard that aligns with this assignment and lesson is stating their opinion and supporting it with facts and details. While each of the lessons aligns with a completely different set of standards, each of them are important to a students overall understanding of the state of Iowa and in meeting the standards and expectations for fourth grade students. Iowa serves as the overarching and connecting piece of the unit and then vital information is distrusted throughout and essential skills are learned. Understand the use of geographic tools to locate and analyze information about people, places, and environments (Iowa Common Core).

• Understand the concepts of title, legend, cardinal directions, distance, grids. • Understand the use of data sources, atlases, data bases, grid systems, charts,

graphs, and maps to generate, manipulate, and interpret information.

Content Standards & Rationale:

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• Understand the representations of major physical and human features on maps and globes.

Connections (NCTM)

• Understand how mathematical ideas interconnect and build on one another to produce a coherent whole

• Recognize and apply mathematics in contexts outside of mathematics Understand and apply knowledge of weather and weather patterns (Iowa Common Core).

• Weather is always changing and can be described by measurable quantities such as temperature, wind direction and speed and precipitation.

• Large masses of air with certain properties move across the surface of the earth. The movement and interaction of these air masses is used to forecast the weather.

Understand the differences among local, state, and national government (Iowa Common Core).

• Understand the roles of local, state and national government and the roles of representative leaders at these levels such as mayor, governor and President.

W.4.1.Write opinion pieces on topics or texts, supporting a point of view with reasons and information (Iowa Common Core).

• Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writer’s purpose.

• Provide reasons that are supported by facts and details. • Link opinion and reasons using words and phrases (e.g., for instance, in order to,

in addition). • Provide a concluding statement or section related to the opinion presented.

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This unit is about the study of the state of Iowa. This is a social studies unit to begin with, but will be stretched across the content areas to give students a more all-encompassing understanding of the state. Throughout the course of the unit, students will gain valuable knowledge and skills, both based on content and social ability. Students will expand their knowledge in the areas of Iowa maps, climate, finding averages, important figures in Iowa government, and tourism. They will also be expected to develop social skills in terms of working in a group and working well with others. The following goals are the main focus of the unit and are aligned with the objectives written for each individual lesson.

1. Students will gain a better geographic understanding of Iowa and the purpose, use, and layout of maps.

2. Students will understand the process of calculating averages and an extension

for doing so in real world context.

3. Students will be able to articulate the difference in seasons and why they experience all four in Iowa.

4. Students will respectfully articulate their opinions, take turns, listen, and

contribute their findings to a group setting.

5. Students will have an overarching idea of the important people in the Iowa government and identify what role they play.

6. Students will be able to form an opinion, state their opinion, and support it with

additional details and facts.

The bulletin board is a way to encompass each individual component of the unit and how they are all connected back to the state of Iowa. A part of the objective for each lesson is represented within the bulletin board to enforce to students that learning across content areas can be connected. The teacher can reference the bulletin board each time a new lesson is introduced and explaining its purpose. In addition, it will allow visitors to the room a sneak peak as to what is currently at the forefront of student learning. The students can also reference the bulletin board when needing a quick refresher on the layout of the state of Iowa or for an example of a tourist destination for their project. (See attached bulletin board)

Unit Goals & Description of Unit:

Bulletin Board Explanation:

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For the summative assessment, students will be given a test requiring them to compile all of their knowledge on the various aspects of Iowa and demonstrate what they have learned. The test will asses whether or not students have met the goals and objectives based on their performance and accuracy. Students will be given the opportunity to self-assess themselves in terms of gauging completion of social goals, in addition to providing feedback. The feedback and assessment results will be used by the teacher to adequately prepare for the following year and make adaptations and modifications where seen fit. If students are seen struggling across the board this will also indicate to the teacher that there was a miscommunication or misunderstanding somewhere. The teacher can then either elect to go back and reteach the content or throw out the scores in that particular area. In most situations in order to meet the content standards, the teacher should revisit what was taught and present the material in a new, different, and more thorough manner. The test below covers the different categories that were covered throughout our unit plan. There is a section for math: calculating averages of population; geography: placing parts on the map; science: temperature and climate; language arts; persuasive writing about a tourist spot; and social studies: identifying important people within the Iowa government and determining what they do that is important. These five areas are all covered in the five lesson plans for the unit plan so that students will be adequately prepared to take the final assessment. It is important as a teacher to make sure that students are well prepared to take the test. This means no surprises or information that was not covered. Our lesson plans and objectives match the objectives of the summative assessment ensuring that we have prepared our students to be successful with this material and reach a mastery level of understanding within the content. This summative assessment is a good indicator of the knowledge that our students gained from this unit of study. Each area across the different core subjects is assessed, but all have a common theme, which will help our students with their overall understanding. This assessment encompasses what was assessed during the informal assessments throughout the unit.

Summative Assessment Explanation:

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Name: ________________________

Iowa Unit Test 1. Label the following on the provided map. Reminder: Include a title, legend, and compass. Des Moines, Iowa City, Council Bluffs, the Mississippi River, the Missouri River, the Des Moines River, Minnesota, Wisconsin, Illinois, Missouri, Nebraska, and South Dakota

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2. Calculate the average of the following populations (Be sure to include all work. Round to the nearest person):

• Jackson County: 19,796 • Clinton County: 49,015 • Scott County: 167, 095

3. Complete the following cause and effect statements.

• The Earth’s axis is tilted so different parts of the Earth experience

_______________________ __________________________.

• The northern hemisphere is pointed away from the sun so the northern

hemisphere has ___________________________ temperatures.

• Iowa is tilted ___________________ the sun during June, July, and August so

Iowa is ____________________ in the ____________________ months.

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4. Describe the role one of the following government officials plays. Include their title and how their work directly impacts you.

• Janet Peterson • Ako Abdul-‐Samad • Matt Schultz • Terry Branstad • Kim Reynolds • Jason Glass

5. Select an Iowa tourist destination. Describe the destination and list at least three reasons why someone would want to visit there. Include its location within the state of Iowa.

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6. Self – Assessment: Give yourself a score on a scale of 1 -‐4 (4 = I fully agree, 3 = I somewhat agree, 2 = I somewhat disagree, 1 = I fully disagree)

• I consistently participated in my group by listening to the thoughts and opinions of others.

4 3 2 1

• When appropriate, I shared my thoughts and opinions in an appropriate manner.

4 3 2 1

• I asked questions when I was confused or needed help and my teacher was respectful and able to help.

4 3 2 1

Student Feedback (These questions will not affect your grade, but will help me change the lessons for the future.):

• What did you really enjoy about the unit?

• What did you dislike about the unit?

• One new thing I learned from this unit…

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• One thing I wish I would have learned in this unit…

• Suggestions, comments, or concerns:

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http://www.city-data.com/city/Colfax-Iowa.html - Graph on Average Temperatures http://education.nationalgeographic.com/education/activity/the-reason-for-the-seasons/?ar_a= - The Reason for Seasons http://www.enchantedlearning.com/usa/states/iowa/ - Maps, facts, statistics, and more about Iowa http://www.iowadatacenter.org/ - Data on the state of Iowa http://iowa.gov - Resources on the state of Iowa – history, people, and facts http://traveliowa.com - Iowa tourist attractions http://kids.usa.gov/grown-ups/government/index.shtml - Games and activities for various states – anything from census number to the legislative process to capitals http://50states.mrdonn.org/iowa.html - Lesson plans, games, and activities revolving around the state of Iowa (components for both teachers and students) http://www.proteacher.com/090117.shtml - printable worksheets and ideas for teachers when teaching about Iowa, including a printable map quiz http://www.ranker.com/list/books-about-the-subject-iowa/reference - List of books about Iowa – great suggestions for a classroom library or read alouds http://www.goodreads.com/list/show/9488.Picture_Books_About_Maps - Books about maps to provide for students to read or to use for instruction http://www.flocabulary.com/subjects/ - Videos for various subjects and topics – includes videos for government, weather, and averages

Resources:

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Direct Instruction Lesson Plan

Lesson Background: Your Name: Alessa Strelecki and Mary Stang Grade Level: (circle one) K 1 2 3 4 5 6 Subject: (circle one) Language Arts Social Studies Mathematics Science Lesson Title: Finding Averages Across Iowa Materia White Boards Markers Work Sheet Calculator Map of Iowa Prerequisite Skills: Students need to have a good understanding of both addition and division. Students should also have the ability to read a map and know their cardinal directions. Students will also need to understand how to round numbers. A B C D Lesson Objective: After being presented with a set populations from the state of Iowa, fourth grade students will be able to calculate the average and round the numbers with two or less errors. -------------------------------------------------------------------------------------------------------------------- Interaction with Students: 1. Provide objectives: (What are students going to learn?) Time: 2 min. Because we are learning about Iowa in Social Studies, Today we are going to find out how to find the average population among different counties in Iowa. First we are going to review how to find averages and then relate the skill back to populations and Iowa. 2. Demonstrate knowledge or skill: (Input/Modeling by the teacher) Time: 5-7 min. If you remember, an average is the calculated central value of a set of numbers. One way to find an average is by adding all the numbers in the data set up and dividing by how many numbers there are. Teacher will ask the students what the steps to find an average are and students will help come up with this list as the teacher writes it on the board.

1. Added up all of the numbers in the data set.

Lesson Plans:

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2. Decided how many numbers were in the data set. 3. Divided the sum of the numbers by the amount of data in the set. I will now re-demonstrate how to calculate the average. Lets think about some smaller scale numbers first. Our school and the schools around us are located in Polk County. Yesterday, I asked a few principals for how many students went to their school. I am going to put some of that data on the board for you to see. I will write the numbers 517, 493, 575, 328, 602, 429. These aren’t all of the elementary schools in Des Moines Public, but it will give us an idea of about how many kids attend each school. Now, if I am going to calculate the average. If we look at our list, the first step is to add up all the numbers. I will grab my calculator and type in the numbers. The calculator will be placed under the elmo so that students can see the teacher as she types in the numbers. I came up with 2944 as the answer. Now that I have all of the numbers added up, I know that I have to divide. I will divide by how many numbers were in the data set. If we count those up, there are 6 numbers in the data set. So, I will take my calculator and divide 2944 by 6 to get the answer.... 490.6666666666. This tells us that the average number of students that attend each elementary school is about 491. All the problems we have done up until now have always divided to give us a whole number. However, it’s important to remember that sometimes when we work with real data it doesn’t always come out even. Which is why in this case I rounded to 491 since it was the nearest whole number. 3. Provide guided practice: (Guided practice with the teacher) Time: 10-15 min. Now we are going to do one together, but we are going to gather our data from looking at the map of Iowa. The map tells us the population of each county in the state of Iowa. Let’s find the average number of people who live in a certain area based upon county populations. Let’s look at Eastern Iowa. Everybody point to the East on the map. (Teacher will quickly scan the room and ensure that students know their cardinal directions.) We’ll start with picking the three counties on the Easternmost part of our state, Jackson, Clinton, and Scott. Can anyone tell me what the population of Jackson county is? Student responds with 19,796. Good, how about Clinton County? 49,015. And the population of Scott county is? 167,095. Now that we have collected our data set, tell your partner the first step in finding our average. Students will turn to their partner and say that we need to add the three numbers up. One pair will be asked to share out to the whole class. Now that we know what our first step needs to be, I want each of you to use your calculator to add up our three values and show me your answer by writing it on your whiteboard. Students will display the answer 235,906. Teacher will continue in a similar manner asking students to discuss the next step with their partner and then display their answer using their whiteboard. Students will receive a final answer of 78,635.333333. Many of you have the final answer being 78,635.333333. My question is how do we have .3333333 of a person? In a situation like this we need to round to the nearest whole number. Turn to your partner and tell them whether you need to round this number up or down. Give students a chance to think. Now if we remember our rounding rules, who can tell me what we need to do. Students will answer that we round down since 3 is less than 5. Now what is our final answer. Students will show 78,636. This means that the average number of people who live in Jackson, Clinton, and Scott counties is 78,636. Teacher will also give students an opportunity to ask questions or clarify any part they didn’t understand.

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4. Check for understanding and provide student feedback: (How will you know students understand the skill or concept? How will they know they “get it?”) Time: 3 min.

During the guided practice time, I will be walking around the classroom and

“clipboard cruising” to monitor for student understanding. Students displaying their answers on white boards (which were calculated with a calculator) will also allow me to gauge whether or not they were doing the calculations accurately. 5: Provide extended practice and transfer: (Independent practice of the skill) Time: 15- 20 min. Now you get to try to find the average of some different populations on your own! I am giving you a worksheet with six different problems. Complete it and when you are done place it in the homework basket. I will leave the example problem on the board if you need to refer to it for help or I’ll also be walking around and more than happy to help answer questions. See attached Worksheet 6. Assessment / Closure: (How do you evaluate student progress or provide closure to this lesson?) You MUST include rubric, checklist or assessment document. Time: 2 min. Great job today everyone! Before you leave, please make sure you remember to turn your worksheet into the homework basket. Students will be assessed based on how accurately they complete the worksheet. 7. DIFFERENTIATION of Content, Process or Product: a. Adaptation for students who need extra help, time, or attention? There are three versions of the worksheet. Each worksheet meets the needs of different students, those who may be of lower ability, middle of the road, and than those of high ability. Students who need extra help will be pulled to the back table to work on number one together and then may choose to remain at the back table for continued support. The simplified worksheet would also help to eliminate some of the concern for time.

b. Extension for students of high ability? (Remember, assigning gifted students to be the tutor for others is not sufficient academic challenging for students who have mastered the lesson). The high ability student will have the more advanced worksheet. They are still completing the same assignment, but will be expected to work with more data, think more critically, or rationalize some of the variance among the data. TOTAL LESSON TIME: About 60 min. 8. References Consulted (Curriculum books in Drake SOE curriculum lab, previous

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teachers as resources, online websites, your past experiences, or your own initiatives, etc): The lesson was mainly created by our own initiatives. We decided that relating averages to the state of Iowa would allow students to connect to the material and have a higher level of motivation. We thought leading off the unit with a math lesson would be beneficial because then when we really start to focus on studying Iowa they will already have been exposed to the map and numerous counties within the state. The data and map was taken from http://www.iowadatacenter.org/ . Map for student use:

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Name_________________________________________ Finding Averages Across Iowa - Remember to show ALL work!

1. Find the average population of Cedar, Jones, and Jackson County. 2. Find the average population of Jones, Jackson, and Dubuque County. Compare this with the average from number 1. 3. Find the average population of the four highest populated counties. 4. Find the average population of the 4 lowest populate counties. 5. Calculate the average population of all the counties on the West side of the state. (Hint: Total of 9)

6. Select 4 counties. Describe their location and calculate the average of their populations.

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Lower Level Worksheet


1. Find the average population of Cedar, Jones, and Jackson County. 2. Find the average population of Jones, Jackson, and Dubuque County. 3. Find the average population of the 3 highest populated counties (Hint: Look at the color key on the map). 4. Find the average population of the 3 lowest populate counties (Hint: Look at the color key on the map). 5. Calculate the average population of all the counties on the West side of the state. (Hint: Total of 9) 6. Select 4 counties. Describe their location (north, east, south, west) and calculate the average of their populations.

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High-level Worksheet


1. Find the average population of Cedar, Jones, and Jackson County. 2. Find the average population of Jones, Jackson, and Dubuque County. Compare this with the average from number 1. Which counties have a higher average population? 3. Find the average population of the 5 highest populated counties. 4. Find the average population of the 5 lowest populate counties. 5. Calculate the average population of all the counties on the West side of the state. 6. Select six counties. Describe their location using cardinal directions and calculate the average of their populations.

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Cooperative Learning Lesson Plan Lesson Background: Your Name: Mary Stang & Alessa Strelecki Grade Level: (circle one) K 1 2 3 4 5 6 Subject: (circle one) Language Arts Social Studies Mathematics Science Lesson Title: Important People in Iowa Government Materials Needed: Computers Paper Writing Utensils Art Supplies Books on Iowa Note Taking Guide Prerequisite Skills: Students have been exposed to and are familiar with the procedures associated with completing a jigsaw. Students know how to use the internet to find information. Students know the roles when working in collaborative groups. Students have some familiarity with the workings of the federal government, specifically the President of the United States. Students have a basic understanding of how Iowa’s government works. Lesson Objective(s): a. Following the lesson, fourth grade students will be able to identify important people in Iowa’s government and what their role is with 100% accuracy. b. Students will be able to listen to their groups, share ideas and do so effectively, and use good eye contact. Cooperative Learning Grouping Structure: Learning Together Variation with Whole Class Presentation- Small groups of about 4 students ----------------------------------------------------------------------------------------------------

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Interaction with Students: 1. Present objectives: (Tell students what they are going to learn?) Time: 2 minutes Yesterday we learned about the different parts of the government in the state of Iowa. Today we are going to take a closer look at the people who make up these branches. We are going to learn about different important people in Iowa’s government and what their roles are. In addition, we will practice being able to listen to our partners and contribute to the group. How does that sound? We are going to split up into groups and complete a jigsaw so that we can all learn this information. 2. Present information for the academic goal: (What are procedures for the academic goal?) Time: 5 min. Who can tell me who the President of the United States is? (Allow for response). Now as you remember from yesterday, each state has their own form of government too. Within the state government, there is a governor. The governor can be viewed as the equivalent of the president just on a more local scale. So with that said, who can tell me who the Governor of Iowa is? (Allow for response). Most of you raised your hand when I asked about President Barack Obama, but not as many were ready with the answer when I was asking about Terry Branstad. Within the state of Iowa, there are many people who work very hard to make our lives as easy and enjoyable as possible. However, we often don’t take the time to learn about them. This is important because if, for example, I’m unhappy about our school in Des Moines, I’m not going to go to the President of the United States, but rather the Iowa Director of Education. After we break into our groups, each group is going to learn about a different important government official and then will report back to the class. These individuals represent us and want to hear about our needs and concerns so it’s important to know who they are, what they do, and where to find them. Now we are going to break up into groups. In your groups you will be using the computer to research more about the individual you were assigned. One site you have to visit is iowa.gov, but there are also many other resources out there that can and should be used. Important things to take note of while you’re researching include: Who is it? What do they do? How would I get in contact with them? Interesting Facts. Or other things that your group decides are important. Within your group, you will have to contribute your ideas to decide how you are taking notes and how you are presenting your information. We will provide you with a blank sheet of paper for note taking and you may use craft supplies, the projector, Elmo, or any other creative means to present your findings to the group. 3. Organize students into learning teams: Time: 5 min. a. Explain how they’ll practice the social goal? I want you all to remember how important it is to listen to your group members. That way, everyone will be able to contribute their thoughts and ideas. It is also important that everyone is able to share their findings since everyone will be working so hard.

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b. How will you organize the groups? Students will be handed a colored piece of paper with a number on it (blue, red, yellow, green, orange, purple and 1-4) that will designate what you group they will be in. I want all students with a blue piece of paper in the back right corner. I want all students with a red piece of paper in the back left corner. (The teacher will continue giving explicit directions about which groups students are in and where they should be in the classroom.) Meantime, being very observant about the makeup of the groups and which students will need to be watched for behavior concerns. Groups will be assigned the following individuals: Janet Petersen - Senator for our district Ako Abdul-Samad - Representatives for our district Matt Schultz - Iowa Secretary of State Terry Branstad - Governor Kim Reynolds - Lt. Governor Jason Glass - Director of Iowa Dept. of Education c.What group roles will you have? Each person in the group has been assigned a different role. If your slip of paper has a number 1 on it you will be the recorder. If your slip of paper has a number 2...

1. Recorder- will write down the information that is provided from the researcher 2. Manager- the act as a manager of the group for the remaining time 3. Gopher- will go an get the materials needed for the task the act as a manager of the group for the remaining time 4. Researcher- will search the internet for information

4. Assist team work and study: Time: 25 minutes a. How will you monitor academic progress? The teacher will be clipboard cruising while students work to ensure that students are finding the appropriate information. The teacher will also be available to answer any questions or provide academic support where needed. b. How will you monitor the social goals? While the students are working the teacher will be walking around, observing the group dynamic, and “clipboard cruise” through the classroom. The teacher will be evaluating social goals based on whether they are contributing ideas and listening effectively. 5. Provide recognition: Time: Occurs during work time (How will students know they have met both academic and social goals?) Students will receive recognition both verbally and nonverbally from the teacher. The teacher will be providing verbal feedback such as (good job, keep up the good work, I like the way you..., or fantastic work!) Students can also receive nonverbal feedback such as a thumbs up, pat on the back, or nod of the head. Socially students will be reminded of the goals if they are not meeting them from a simple statement such as “I like the way Sally is listening to Shelly as she contributes her ideas.” After small group is complete and students are presenting their

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findings to the whole class, recognition will come in the form of positive statements to the whole group. After each presentation, the teacher will point out at least two positive parts of the presentation. Other groups will also be asked to provide praise. 6. Assessment / Closure: (How do you evaluate student progress or end this lesson?) Time: 20 mins Everyone has done such a great job! Now lets all go back to our seats so we can listen to each group share their findings with the whole class! I provided each of you with a note taking guide that you will find on your desk to help you organize the ideas. The teacher will collect the groups notes taken as well as the note guide that will be handed out to students when the groups present to the class. This will be how the teacher monitors achievement towards the content objectives. Students will be assessed on their social objective by the rubric attached to the lesson plan. 7. DIFFERENTIATION of Content, Process or Product: a. Adaptation for students who need extra help, time, or attention? While groups are presenting on their assigned Iowan official, the rest of the students will be filling out a note taking guide. For students who need extra help, time, or attention there note taking guide will provide them with more guidelines, such as circling the name instead of writing it out. See attached worksheets.

b. Extension for students of high ability? (Remember, gifted students need challenge). For students of high ability there will be additional books on Iowa in the classroom library. If they or their group finishes early, they may continue to investigate this topic more. In addition, the high ability students will be reminded to expand their note taking guide more and critically think about each individual would directly affect their life. TOTAL LESSON TIME: 57 min. 8. References Consulted (Curriculum books in Drake SOE curriculum lab, previous teachers as resources, online websites, your past experiences, or your own initiatives, etc): iowa.gov Curriculum and Pedagogy Course Pack

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Group Work Evaluation Date____________________________ Roles of Group Members: Gopher/Manager __________________________________

Recorder_________________________________

Presenter________________________________ Researcher ________________________________

Group members: Very Satisfactory Satisfactory Needs Improvement

1. were willing to share their thinking, opinions, and findings with the group.

2. were able to effectively convey their thoughts and findings to the group.

3. listened respectfully while their group mates contributed ideas.

4. made eye contact with the group member who was speaking.

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Note Taking Guide - Middle Who: What is their title? What do they do? Interesting Fact:

Note Taking Guide - Low Who: Janet Petersen Ako Abdul-Samad Matt Schultz Terry Branstad Kim Reynolds Jason Glass What is their title? Representative Senator Secretary of State Iowa Director for the Department of Education Governer Lt. Governor What do they do?

One of their jobs is...

A project they might work on is... Interesting Fact:

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Note Taking Guide - High Who: What is their title? What do they do? Interesting Fact: After the presentation... How does this person impact me?

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Presentation with Advance Organizer Lesson Plan

Your Name: Mary Stang Alessa Strelecki Grade Level: (circle one) K 1 2 3 4 5 6 Subject: (circle one) Language Arts Social Studies Mathematics Science Lesson Title: Why Seasons? And what this means for the weather in Iowa! Materials Needed: Globe Average Temperature Graph Elmo Worksheet Prerequisite Skills: Students should understand the layout of both a globe and a map of the United States, specifically the difference between Northern and Southern Hemispheres and the fact that Iowa lies in the Northern Hemisphere. Students should also have a grasp on how to read graphs of data. ABCD Lesson Objective: After this lesson, fourth grade students will be able to identify the different temperatures we see in Iowa and why they occur on a graphic organizer with 90% accuracy. 1. Present objectives: (What are students going to learn?) Time: 2 minutes Today we will continue learning about the weather in Iowa. The weather in Iowa is often changing, but why is this? We are going to focus on what creates the weather during certain seasons, specifically in Iowa. 2. Present advance organizer: (A metaphor or logical connection?) Time: 3 min. The tilt and rotation of Earth is like roasting a marshmallow. The side of the marshmallow that is receiving direct heat from the fire is the side that begins to become golden brown and warm. Whereas the side of the marshmallow that is not receiving direct heat, is cooler. This is similar to how the Earth is tilted so only half of it is receiving direct sunlight. The half that is receiving the direct sunlight is warmer than the half not in direct sunlight. Let’s explore this idea further! 3. Demonstrate knowledge or skill: (Input/Modeling by the teacher) Time: 15 min.

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We experience different seasons due to the Earth’s tilt. Does the Earth move around the sun or does the sun move around the Earth? (Student’s should know that the Earth moves around the sun!) Yes, now I am going to demonstrate how the Earth moves around the sun, which helps to create different seasons. Teacher now demonstrates Earth’s rotation, using a globe and a student volunteer to act as the sun. Teacher will make one full rotation and then pause when the Northern Hemisphere is pointed toward the sun. Ask Students: Where is the Northern Hemisphere pointed? Okay, so if the Northern Hemisphere is pointed toward the sun, is it going to be hotter or colder? Why? (Students should respond with the fact that sunlight is directly hitting it.) Teacher will continue demonstration until the Northern Hemisphere is pointed away from the sun. Ask Students: Now that the Northern Hemisphere is pointed away from the sun, what’s the weather like? Why does it get colder? What does this mean for the Southern Hemisphere? Based off of the demonstration, we now understand that when the Northern Hemisphere is pointed toward the sun, it is receiving direct sunlight and therefore warmer. During this time, the Southern Hemisphere is not receiving direct sunlight and thus cooler. As the year goes on, the Northern Hemisphere no longer points toward the sun, thus making it cooler and creating the concept of seasons. Now that we understand the tilt of the Earth gives us seasons, lets think about how this relates to the climate (temperatures) in Iowa. 4. Check for understanding and provide student feedback: (How will you know students understand the skill or concept? How will they know they “get it?”?) Time: 5 min.

Lets look at temperatures in Iowa to help us further our understanding of temperature and the earth. Remember when we talked about reading maps, we talk about what hemisphere Iowa was located in... (wait for student response).. yes the northern hemisphere! To check for student understanding, I will place a graph on the Elmo of average temperatures in Iowa so that all students are able to see. I will ask students to decide whether or not the northern or southern hemisphere is tilted toward the sun based on the temperature on the map. Students will be asked to give a thumbs up if the northern hemisphere is tilted to the sun, and a thumbs down if the southern hemisphere is tilted toward the sun.

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5. Assessment / Closure: (How do you evaluate student progress or provide closure to this lesson?) Time: 20 min. Students will now be asked to complete a worksheet to demonstrate their knowledge on the cause and effect of weather in Iowa. At the end of the period: Great job today everyone! Before you leave, please make sure you remember to turn your worksheet into the homework basket. Students will be assessed based on how accurately they complete the worksheet. 6. DIFFERENTIATION of Content, Process or Product: a. Adaptation for students who need extra help, time, or attention There are three versions of the worksheet. Circle: Typical, average student, Square: Students who may need more time or help, Triangle: High ability student, more critical thinking. Each worksheet meets the needs of different students, those who may be of lower ability, middle of the road, and than those of high ability. Students who need extra help will be pulled to the back table to start the worksheet together and then may choose to remain at the back table for continued support. The simplified worksheet would also help to eliminate some of the concern for time.

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b. Extension for students of high ability?

The high ability student will have the worksheet that incorporates more critical thinking. They are still completing the same assignment, but will be expected to think more critically by providing a visual representation or further rationalizing some of their responses. Students of high ability will also have the opportunity to read more about climate and weather if they complete the worksheet ahead of time. TOTAL LESSON TIME: 45 min. 7. References Consulted: (Curriculum books in Drake SOE curriculum lab, teacher resources, websites, etc): The lesson was mainly created by our own initiatives. We decided that relating seasons to the state of Iowa would allow students to connect to the material and have a higher level of motivation. http://www.city-data.com/city/Colfax-Iowa.html - Used for Graph on Average Temperatures http://education.nationalgeographic.com/education/activity/the-reason-for-the-seasons/?ar_a=1 - Used for Modeling Activity

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The Earth’s axis is tilted.

Different parts of the Earth experience

different temperatures.

The northern hemisphere is pointed away from the sun.

The northern hemisphere has colder

temperatures.

The southern hemisphere is tilted toward the sun.

The southern hemisphere has

warmer temperatures.

Iowa is tilted toward the sun during June, July, and August.

Iowa is warm in the summer months.

Weather in Iowa-‐Temperature Name:

CAUSE EFFECT

Iowa experiences colder temperatures.

Iowa is tilted away from the sun.

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There are different temperatures in different places.

The northern hemisphere is pointed away from

the sun.


temperatures.

The southern hemisphere is titled toward the sun.

The southern hemisphere has warmer temperatures.




CAUSE EFFECT

Iowa experiences colder temperatures.


WORD BANK: Axis Away Warmer Summer Tilted

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The northern hemisphere is pointed away from the sun.

The southern hemisphere has

warmer temperatures.



CAUSE EFFECT


In addition to your answer, please include a visual representation.

Different parts of the Earth experience different

temperatures.


temperatures.

The southern hemisphere is tilted toward the sun.


Iowa experiences colder

temperatures.

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Problem-‐Based / Inquiry Instruction Lesson Plan Lesson Background: Your Name: Alessa Strelecki and Mary Stang Grade Level: (circle one) K 1 2 3 4 5 6 Subject: (circle one) Language Arts Social Studies Mathematics Science Lesson Title: Planning a Trip to Iowa-‐ A look at tourism Materials Needed: poster, markers, internet source, computer/iPad, graphic organizer (if needed) Prerequisite Skills: Ability to use the internet. Prior knowledge on factors and importance of tourism. General understanding of the state of Iowa. Knowledge on how to organize and create a poster. Logistics: (Are special arrangements necessary?)

• Have tables or desks organized for small-‐group work. o Have enough room for each group to have a surface on which to create a

poster. • Have the laptop cart or electronic source ready to go and enough for each student.

Lesson Goal (not ABCD objectives): Students will create a poster that explains what Iowan tourist attraction a visitor should visit and support their recommendation with three reasons why. Students will practice their writing and persuasion skills when explaining their rationale for the reasons listed on the poster. -‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐ Interaction with Students: 1. Orient students to the problem or dilemma? (Must first get their attention to SOLVE a problem!) Someone we all know is planning a trip to Iowa, but the problem is they don’t know what there is to do. They want our opinion on what there is to do and see! 2. Organize students for study: In order to help our friend, we are going to split into groups of four to create a poster to advertise different tourist spots in Iowa! On your poster you must include facts about your spot, as well as three reasons why our friends should come and visit that particular place! To decide our groups we are going to number off 1-‐6. (Have students count off.) Okay, all the ones come sit at this table, twos at this table, (etc). (This process is designed for a class of 24.

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For a different number divide total number of students by four and count off to this number.) 3. Assist independent and group investigation: (Input/Modeling so kids know what to do) Yesterday we talked about what tourism is and how it is important to any state or area. We looked at a few different resources for looking at tourism in Iowa, but for this project I want you to use http://www.traveliowa.com/. You will pick an attraction on the site to research further and use any information you find to create your poster. For example, I may choose the state capitol as an attraction and research some basic information and then provide three reasons why our friend should visit! Remember, it doesn’t just have to be something around Des Moines, it could be anything in the entire state! Ask students why they picked their particular attraction. If students are having trouble, ask them questions like: if you are going to go on vacation with your family, where would you want to go? What makes you want to go there? This can help them to understand what makes a good tourist site and decide on something for their project. 4. Develop and present artifacts and exhibits (How do students share what they have learned?) Now that you all are in groups and brainstormed some different attractions I want your group to pick one to focus on and create your poster. Remember that your poster must highlight the basic facts about your attraction, as well as three specific reasons as to why our friend should come and visit the attraction! 5. Analyze and evaluate the problem-‐solving process: Analysis and Evaluation of Questions

Great work class! With this project you all had to be creative problem solvers to decide attraction our friend should travel to when visiting Iowa. Now I would like to see how you solved this problem. I’m going to hand out a sheet that has some questions about how you problem solved and worked with your group. I’d like everyone to fill one out individually. (This sheet is attached to the end of the lesson plan.) 6. Assessment / Closure: (How do you evaluate student progress or provide closure to this lesson?) Again, include documents for assessment. Lets have each group come up and present their poster! Notice what ideas your group had that are similar to other groups and which items are different. There are many different ways to solve a problem. (Use the attached rubric for the poster.) 7. DIFFERENTIATION of Content, Process or Product:

• Give extended time on the preparation of the poster

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• Provide books in the back of the classroom about tourism and Iowa for students to look at when done with the preparation of the poster

• Walk around the room and monitor and assist students who are having trouble with note taking

• Ask critical and higher level thinking questions to high ability students causing them to think deeper and further explain their rationale

TOTAL LESSON TIME: 60 min. 8. References Consulted (Curriculum books in Drake SOE curriculum lab, previous teachers as resources, online websites, your past experiences, or your own initiatives, etc): http://www.traveliowa.com/

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Problem Solving and Group Work Questions Name___________________

1. How did you and your group determine which Iowan attraction you were going to recommend to a tourist?

2. What knowledge about tourism and the state of Iowa helped you make this recommendation?

3. How did your group work together to create and organize the poster?

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Name_______________________

Rubric for poster

Total______/15

Excellent (5 points)

Fair (3 points)

Needs Improvement (1 point)

Number of items

There are 3 reasons present on the poster.

There are 2 reasons present on the poster.

There is 1 reason present on the poster.

Quality of Reasoning/Explanation

The reasoning for each item is clear, uses full sentences, and is logical.

The reasoning for each item is somewhat clear, uses full sentences, and is somewhat logical.

The reasoning for each item lacks clarity, does not use full sentences, and is not logical.

Neatness

The poster is neatly organized and easy to read.

Some parts of the poster lack organization and are more difficult to read.

The poster lacks organization and is difficult to read.

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Concept Attainment Lesson Plan Lesson Background: Your Name: Alessa Strelecki, Mary Stang Grade Level: (circle one) K 1 2 3 4 5 6 Subject: (circle one) Language Arts Social Studies Mathematics Science Lesson Title: Mapping Iowa Materials Needed:

● Concept cards (labels - Yes, No; 10 yes cards & 10 no cards) ● Tape ● Elmo ● Blank Map of Iowa and surrounding areas ● Assessment Checklist

Prerequisite Skills: Understanding of a map Understand of Legend/Key Understanding difference between city and capital Basic knowledge of the state of Iowa Lesson Objective: Given a map of Iowa and the surrounding area, fourth grade students will be able to correctly identify and label Des Moines, Iowa City, Council Bluffs, the Mississippi River, the Missouri River, the Des Moines River, Minnesota, Wisconsin, Illinois, Missouri, Nebraska, and South Dakota with 83% accuracy (10/12) and include a key, compass, and title of Iowa. Concept Label: “Maps” Critical Attributes: [Yes] Key Legend Symbols Compass

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Title Scale Water Land Countries Cartography [No] Lock Famous Sign Circles Genre Weight Soda Pop Take off Hip Hop Calligraphy Definition of Concept: A map is drawing or picture showing selected features of an area and usually drawn to a given scale. ---------------------------------------------------------------------------------------------------------------------------------- Interaction with Students: 1. Provide examples and non-examples to the class: (Distinguish yes/no attributes) Time: 15 min. · “Boys and girls, today we are going to dive into a new concept! To do this, I want to see if you can guess the concept that we are going to discuss today by using some clues that I have made for you. The Yes cards are examples of things that fit into the topic that I am thinking of. The No cards are examples that do not fit into the topic I am thinking of. On the wall, I have two columns, a Yes column and a No column. To begin, I am going to place an example that relates to this concept in the Yes column and an example that doesn't relate to the concept in the No column. After I place them in their columns, I want you to think silently to yourself about what the concept may be. If you know what the concept is, don't say it out loud. If you think you know, I want you to put your thumb up. · The teacher will show the Yes example-Key and the No example-Lock.

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· The teacher will continue to remind students that they need to give a thumbs up to show that they know the concept rather than saying it out loud. 2. Test for attainment: (Do the students understand the concept?) Time: 5-7 min.

● The teacher will be monitoring for students with their thumbs while they are in the process of adding the critical attributes to the appropriate column. If there are two or more students who do not have a thumbs up, the teacher will continue to place cards in their designated columns.

● The teacher will then ask students to discuss with a partner what they believe the concept is and why. During this time the teacher will walk around the room and listen to the conversations to make sure all students have an understanding of what the concept is.

● The teacher will then ask a few students to share to the whole class what the concept is and why.

● If there are remaining cards, the teacher will select students to come to the board and place them in the correct column based off of what the class has previously discussed.

3. Analyze student thinking processes and integration of learning: Time: 5-7 min. (Are they able to provide additional examples and non-examples?)

● Great job everyone! I don’t have any cards left, but lets brainstorm a list of other words that we could place in the yes column. I want everyone to think about what our concept is and what you already know about this topic from third grade. Remember to think about key words, places, or ideas related to maps. (Give students two minutes to think).

● Now that you’ve had a minute to think about this, get with your learning partner and share your ideas. Make sure you tell your partner why that word fits in the yes column. (Teacher will wander around room, listening to conversations, and gauging understanding).

● Who would like to share one of their new words to add to our board? (Teacher will gather all responses from groups with additional ideas).

4. Clarify lesson objectives: (What are students going to DO with these?) Time: 3 min. Using all the knowledge we have about maps, we are going to map out some of the most important parts of the state of Iowa and the area around it. We know that every map needs a title, a key/legend, and a compass. On our map of Iowa and the

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surrounding area, we are going to be including the capital city, Des Moines, Iowa City, Council Bluffs, the Mississippi River, the Missouri River, the Des Moines River, Minnesota, Wisconsin, Illinois, Missouri, Nebraska, and South Dakota. This may seem like a lot of details to include on the map, but you’ll be surprised at how much you already know. 5. Procedures for Using the Concept in a meaningful way? Time: 20 min. Now as a class we are going to fill out the map of Iowa. Teacher will put a blank copy of the map under the Elmo and students will each have an individual copy. It’s important to remember to start with a title. Who has an idea of what we should title our map? Student’s will say things based around Iowa, anything relevant can be used. After our title, we need to make sure we include our compass. If you need help remembering the cardinal directions they are located around the room or just remember “Never Eat Soggy Waffles.” Now, let’s start with the cities. We live in the capital city, Des Moines. Does anyone know about where Des Moines is located in Iowa? Students should point just South of the middle of the State. If no one correctly identifies this, the teacher will do so. Now if you remember from last year, the capital city is labeled on the map using a star. Let’s all label Des Moines on our maps now. Teacher will show students on the Elmo and then walk around to make sure students are correctly labeling. Teacher will follow a similar format reminding students of the appropriate way to label each different category. (Cities - circles, rivers - lines, and state borders - dashed line). Now that we’ve labeled everything, it’s important to include a key. This tells our audience what each of these symbols mean. Who can tell me what the star represents? The student should respond that it’s the capital city. The teacher will also walk through the other representations, solid line, dashed line, and circles, and make sure to include them all in the key. 6. Assessment / Closure (How do you evaluate student progress or provide closure for this lesson?) Include rubric, checklist, assessment documents. Time: 2 Great job everyone! We just mapped the state of Iowa, which is important because it’s making us aware of where we live and what’s around is. Make sure you look this over and practice remembering where everything is, because tomorrow you’re going to get to fill out a map and label these important parts all by yourself! Students will be assessed the following day using the same map where they will be expected to place Des Moines, Iowa City, Council Bluffs, the Mississippi River, the

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Missouri River, the Des Moines River, Minnesota, Wisconsin, Illinois, Missouri, Nebraska, and South Dakota with 85% accuracy and include a key, compass, and title. 7. DIFFERENTIATION of Content, Process or Product:

● Struggling Students: Give extended time on the assessment ● Gifted and Talented Student: Provide books in the back of the classroom about

map making and Iowa for students to look at when done with the assessment TOTAL LESSON TIME:__45-49 minutes References Consulted (Curriculum books in Drake SOE curriculum lab, previous teachers as resources, online websites, your past experiences, or your own initiatives, etc): http://www.enchantedlearning.com/usa/states/iowa/

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Assessment Checklist

Student Name

Des Moines

Iowa City

Council Bluffs

Mississippi River

Missouri River

Des Moines River

Minnesota Wisconsin Illinois Missouri Nebraska South Dakota

Key and Legend

Alex

Ben

Carl

Dani

Em

Frank

Geo

Hank

Iris

Jay

Kay

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