East Stroudsburg University

Understanding by Design

Social Studies for the Developing Child ECED 414

Melaney Livezey , Sara Tobolsky, Shanice Edwards, and Vinny Marinoni11/24/2015

“Understanding by Design relies on what Wiggins and McTighe call "backward design" (also known as "backwards planning"). Stage 1 starts with educators identifying the desired results of their students by establishing the overall goal of the lessons by using content standards, common core or state standards. In addition, UbD's stage 1 defines "Students will understand that..." and lists essential questions that will guide the learner to understanding. Stage 1 also focuses on identifying "what students will know" and most importantly "what students will be able to do”. Stage 2 focuses on evidence of learning by assessment. Teachers plan performance tasks and evidence of understanding. Performance tasks determine what the students will demonstrate in the unit and what evidence will prove their understanding. This can include self-reflections and self-assessments on learning. Lastly, stage 3 lists the learning activities that will lead students to your desired results.” (Wiggins,2009)

Stage One – Planning

.

Enduring Understanding:

Through the use of geographic tools, we as humans have the ability to understand the various

characteristics of places and regions and the way in which we affect them.

5 Essential Questions:

1. Why are geographic tools used to interpret information about people places and

environment?

2. What are some positive and negative effects that people and the environment have on

each other?

3. How do the physical characteristics of each region differ from one another?

4. Define and describe the various human characteristics of the places and regions of the

United States.

5. Define and describe the various human features of the places and regions of the United

States.

Standards

Social Science: Geography

1) PDE: 7.3.4.A: Identify the human characteristics of places and regions using the

following criteria:

● Population ● Culture ● Settlement

● Economic activities ● Political activities

NCSS Theme: People, Places, and Environments.

Questions : What are the physical and human characteristics of place? How are regions defined

by various characteristics? (Physical, cultural, historical, religious, economic, and political.)

2) PDE: 7.1.4.A: Describe how common geographic tools are used to organize and

interpret information about people, places, and environment.

NCSS Theme : People, Places, and Environments.

Questions: How do maps, globes, geospatial technologies, and other geographic tools help

humans understand spatial relationships? How do simple geographic skills and tools help

humans understand spatial relationships?

3) PDE: 7.1.4. B: Describe and locate places and regions as defined by physical and

human features.

NCSS Theme: People, Places, and Environments.

Question: How are regions defined?

4) PDE: 7.2.4.A: Identify the physical characteristics of places and regions.

NCSS Theme: People, Places, and Environments.

Question : What are the physical and human characteristics of place?

5) PDE: 7.4.4.B: Identify the effect of people on the physical systems within a community.

NCSS Theme: Individual Development and Identity.

Question: How do the choices that individuals make impact who they are now and who they can

become?

Concepts

7.3.4. A:

1. human characteristics of place

2. human characteristics of region

7.1.4. A:

1. geographic tools

7.1.4.B:

1. human features of places

2. human features of regions

7.2.4. A

1. physical characteristics of places and regions

7.4.4.B:

1. Humans effects on environments

2. Environment effects on humans

Stage Two – Authentic Assessments

Utilization Assessment (summative assessment)

Say: Okay, boys and girls, look up at me! I have split everyone up into 6 groups; when I

give you your number, make sure you remember it. Okay, all the 1’s come to the front right of

the room; all the 2’s go to the front-left of the room; all the 3’s in the middle-right; 4’s in the

middle-left; 5’s in the back-left; 6’s in the back-right. Okay,

attention please. We just finished our unit about the

physical and human features of places and regions in the

United States. Each one of your groups equals a region. 1’s

are New England; 2’s are Mid Atlantic; 3’s are the South;

4’s are Mid West; 5’s are Southwest; 6’s are West.

What each group is doing is displaying the physical and human features of that region;

each group member is doing a state within that region. When I call your group, walk up to the

map, and in your region, write your name in the state that you will be working on. After you

have chosen a state, your job is to find information about your state such as the population,

climate, culture (tourist attractions, famous people), settlement (landforms), economic activities

(natural resources, manufactured goods), and political activities of that state. Right now I am

passing out a packet that explains exactly what I am expecting you to do for this project. As soon

as you get the packet read through each and every page and raise your hand if you have any

questions about the project requirements. You can use your textbooks or the iPads to research

your state. When you find all of that information, you will create a travel brochure that should

persuade people from around the world to come to your state.

I have printed out a PowerPoint for you all that tells you how to make your brochure. I have also

included a link on how to make a brochure using Microsoft Word

(http://www.vtaide.com/gleanings/BrochureMSWord.htm )

. You can choose if you want to make it electronically or by hand. I have also provided you with

instruction on how to make a handmade brochure.

Make sure that your brochure meets all of the requirements and components of the rubric as

well. After, you finish making your brochure; you are going to make a 1-2 minute commercial

with your group that will persuade others to visit your region. Each person in the group must

include at least three pieces of information about their state. This commercial should be creative,

persuasive, and include the use of visual aids and props.

Rubric for Map

2 1 0

Grammar (Correct

spelling, grammar,

and punctuation.)

No spelling,

grammar, or

punctuation errors.

Few spelling,

grammar, or

punctuation errors.

Numerous spelling,

grammar, or

punctuation errors.

Place Location (Are

the places located in

the correct spots?)

The places are located

in the correct spots.

Some of the places

are located in the

correct spots.

None of the places

are located in the

correct spots.

Symbols/Keys (Use

symbols to show what

the place is and a key

to show what the

symbols mean.)

There are symbols to

show what every

place is and a key to

show what the

symbols mean.

There are symbols to

show what some

places are and a key

to show what the

symbols mean.

There aren’t any

symbols to show what

every place is and/or

a key to show what

the symbols mean.

Display (Can I read

it? Is it colorful?)

It is legible,

organized, and

colorful.

It is legible and

colorful, but not very

organized.

It is not legible,

colorful, or

organized.

On time Handed in on time. Handed in one day

late.

Handed in two days

late.

Rubric for Brochure

2 1 0

Organization The brochure is well

organized/formatted.

Information is clearly

presented and easy to

find.

The brochure is

organized. Some

random

formatting.

The brochure is not well

formatted. Material is

confusing. Information is

hard to find.

Content Accuracy All information in

brochure is accurate.

Research is conclusive.

Some information

not included or

accurate. Not all

information has a

source.

Most of the information

is false. No sources

shown for correct

information.

Attractiveness The brochure is

inviting and attractive.

The content is

interesting.

The brochure

catches attention.

Seems it can be

interesting.

The brochure is boring,

uninviting, and not

interesting.

Spelling and

Punctuation

No spelling, grammar,

or punctuation errors.

Some spelling,

grammar, or

punctuation errors.

Numerous spelling,

grammar, or punctuation

errors.

Graphics 3 appropriate images

shown. Images

appropriately placed in

2-3 images in

brochure. Images

may not be well

Less than 2 images in

brochure. Not formatted

appropriately.

brochure. placed.

TOTAL =

Formative Assessments

1) Learning Goal : Students will identify the human characteristics of places and regions.

A. Method: Students will make a poster that will tell the class about their assigned human

characteristic, where it is located, when it was built, and its purpose and any other

important information

a. Tool: Rubric

B. Method: The students will use geography skills to create a neighborhood map that

identifies the connections between geography, culture, and the economy in their local

area.

a. Tool: Criteria List

2) Learning Goal: Students will utilize geographic tools to interpret information about people,

places, and environment.

A. Geographic Tools

a. Method: using map skills to identify direction and location

b. Tool: Answer Key

B. Method: Comparing and Contrasting a Map and a globe

a. Tool: Checklist

3) Learning Goal: Students will describe and locate places and regions based on physical and

human characteristics

A. Method: The students will learn the location of characteristics and regions in the United

States, compare the physical and human characteristics, locate Washington D.C. as the

capital, understand the different regions, and locate the great lakes and know their names.

(http://www.vinton.k12.oh.us/downloads/vchs-morrowintegratedhistory-snowday7.pdf)

a. Tool: Map labeling with fill in the blanks and word bank

B. 2. Method: Video that talks about the physical and human characteristics of the United

States including cities, mountains, rivers, and valleys.

(http://study.com/academy/lesson/mapping-the-physical-and-human-characteristics-of-

the-united-states.html)

a. Tool: Quiz

4) Learning Goal: Students will identify the physical and human characteristics of places and

regions

A. Method: The students will identify the different types of landforms by labeling them on a

map.

a. Tool: Answer Key

B. .Method: Students will create their own weather report based on the region.

a. Tool: Checklist

5)Learning Goal: Students will differentiate how we as humans affect the environment and how

the environment affects humans.

A. Natural Disasters- Cause and Effect educators.brainpop.com/lesson-plan/cause-and-

effect-of-natural-disasters/

a. Method: Graphic Organizer to show the different type of natural disasters and the

cause and effects of what they do to our environment.

b. Tool: Review

B. Earth Awareness- How we help the Earth educators.brainpop.com/lesson-plan/earth-

awareness-lesson-plan-whats-your-cause/?bp-topic=humans-and-the-environment

a. Method: The students will write an essay about the different methods we can

help our earth; such as recycling, hybrid cars, etc.

b. Tool: Criteria List

Stage Three – Instruction and Experiences

Learning Cycle

Learning Goals Awareness Exploration Elaboration

1. Students will

identify the human

characteristics of

places and regions.

1b. Neighborhood

Map.

Reasoning: The

students will use

geography skills to

create a neighborhood

map that identifies the

connections between

geography, culture,

and the economy in

their local area.

1a. Human

Characteristics of the

U.S.

Reasoning: Students

will make a poster

that will tell the class

about their assigned

human characteristic,

where it is located,

when it was built, and

its purpose or any

other important

information.

2. Students will

utilize geographic

tools to interpret

information about

people, places, and

2a. Geographic Tools.

Reasoning: the

students will use map

skills to identify

direction and

2b. Map and Globe.

Reasoning:

The students wil

Compare and contrast

a map and a globe,

environment. location. This is an

introductory lesson

that will introduce the

students to the use of

geographic tools.

this will use prior

knowledge about

maps and globs while

adding new

information that has

not been learned.

3. Students will

describe and locate

places and regions

based on physical and

human

characteristics.

3a. Physical

Characteristics.

Reasoning: The

students will learn the

location of

characteristics and

regions in the United

States, compare the

physical and human

characteristics, locate

Washington D.C. as

the capital,

understand the

different regions, and

locate the great lakes

and know their

3b. Human

Characteristics.

Reasoning: this

Video will allow the

students to elaborate

on their knowledge of

physical and human

characteristics of the

United States

including cities,

mountains, rivers, and

valleys.

names.

4. Students will

identify the physical

and human

characteristics of

places and regions.

4a.Identify

Landforms.

Reasoning: The

students will identify

the different types of

landforms by labeling

them on a map. This

is an introduction to

this topic and is used

to familiarize the

students with physical

characteristics of

places and regions.

4b.Weather Report.

Reasoning: Students

will create their own

weather report based

on the region. This

will allow the

students to explore

this topic in a realistic

manner.

5. Students will

differentiate how we

as humans affect the

environment and how

the environment

affects humans.

5a. Natural Disasters-

Cause and Effect.

Reasoning: This is

an introduction to this

topic. The students

will create a graphic

organizer to show the

5b. Earth Awareness-

How we help the

Earth.

Reasoning: The

students will write an

essay about the

different methods we

different type of

natural disasters and

the cause and effects

of what they do to our

environment.

can help our earth;

such as recycling,

hybrid cars, etc. This

essay will show the

students thorough

understand of how

humans effect the

environment.

Calendar

Monday Tuesday Wednesday Thursday Friday

Learning Goal 2a Learning Goal 2b Learning Goal 4a Learning Goal 4b Learning Goal 3a

Learning Goal 3b Learning Goal 1a Learning Goal 1b Learning Goal 5a Learning Goal 5b

Summative

Assessment

Summative

Assessment

Summative

Assessment

Summative

Assessment

Summative

Assessment

Calendar Description

To begin this series of lessons we wanted the students to first have an understanding of

what a map was and how we used maps to determine location and other physical characteristics.

The students will also gain understanding of where they are and how they are able to locate

themselves in relation to other places in the world. In order to build off of the students’ prior

knowledge we wanted to explain the physical features and characteristics of the various regions

that they were able to locate on the map. After a full understanding of the physical features and

characteristics were established we wanted the students to also understand the impact that our

physical location has on the culture and diversity of the people within a population. Finally, a

connection needed to be made between the environment’s impact on humans and the ways in

which humans impact the environment.

Stage Four: The Environment

Classroom Layout

Classroom Layout

Overall, we have created an open and inviting classroom layout to support the students’

learning in this 4th grade classroom environment. Books and other resources will be located on

the book shelf underneath the windows. The students will be able to use these resources at their

desks or on the reading rug to research the topics. The desks in the classroom are arranged to

facilitate group work and collaborative learning. The teacher’s desk is located in the upper right

part of the classroom. This allows for total view of all aspects of the classroom.

Technology

Technology is an extremely important aspect of any classroom in the 21st century. In our

classroom we have a permanent computer station that accommodates two students; this station is

used secondary to the computer and IPad carts that are available for all the teachers to use in the

classroom. There is also an overhead projector, this allows the teacher and students to project

their work up unto a large screen. The technology in this classroom allow for enhanced learning

and understanding of what is being taught. When used meaningfully technology is able to aid to

the overall learning environment in the classroom.

Classroom Library

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World. New York. Wiley. 2002.

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Barnard, Bryn. Dangerous Planet: Natural Disasters That Changed History. Random House

Children’s Books. 2012.

Boskey, Madeline. Natural Disasters: A Chapter Book. New York. Children’s Press. 2003

Gardner, J., & Mills, J. (2009). The everything kids' geography book from the Grand Canyon to

the Great Barrier Reef -- explore the World! Avon, Mass.: Adams Media.

Gardner, R. (2011). Earth's cycles: Green science projects about the water cycle, photosynthesis,

and more. Berkeley Heights, NJ: Enslow.

Glicksman, Jane; Daugavietis, Ruta. Cool Geography: Miles of Maps, Wild Adventures, Fun

Activities, Facts From Around The World. Los Angeles, CA. Price, Stern Sloan.1998.

Hunter-Bone, Maureen,Discover Our World Globe Book. Disney Press. 2007

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from http://www.eduplace.com/kids/socsci/books/applications/imaps/maps/g2_u2/index.html

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November 19, 2015, from http://kids.nationalgeographic.com/

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Interpreting Maps. Rosen Central. 2005

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http://education.nationalgeographic.com/mapping/

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New York.Scholastic Reference. 2006

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Gambia.

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Rhatigan,Joe; Smith, Heather. Geography Crafts for Kids: 50 Cool Projects and Activities for

Exploring the World. New York. Lark Books. 2002

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