FIRST PROJECT
Rad Regions
4th grade - 3 to 4 weeks
SIGNIFICANT CONTENT
Social Studies
G1 The World in Spatial Terms
Use geographic representations to acquire, process, and report information from a spatial perspective.
G2 Places and Regions
Understand how regions are created from common physical and human characteristics.
Writing
1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
W.4.10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
Social Studies
G1 The World in Spatial Terms
Use geographic representations to acquire, process, and report information from a spatial perspective.
G2 Places and Regions
Understand how regions are created from common physical and human characteristics.
Writing
1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
W.4.10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
DRIVING QUESTION
How can we create a brochure to convince our others to travel to a region? INTEGRATED TECHNOLOGY
|
ENTRY EVENT
Letter from a travel agent. The letter explained to the students that natural disasters are occurring everywhere and the travel agency is struggling to get tourists to travel to certain regions. The travel agent asked the students for help by creating brochures that highlight different regions in the United States to get tourists to travel to these regions. Also viewed a Natural Disasters video from YouTube. |
ARTIFACTS
Typed brochures using Microsoft Publisher |
UNIT SUMMARY
This social studies unit was our "Regions of the United States" unit. The unit allowed students to become experts of a specific region. In the beginning, students watched a video of various natural disasters that occur all over the world. They were then asked, by a travel agent, to create a brochure to attract travelers to a specific region. Students learned the skill and importance of collaboration, learned how to ask questions, and how to research. As their research continued and through deep discussion, students came up with more and more questions on their own (need to knows). This led to more research and some deep learning and questioning. In the end, students learned how to use Microsoft Publisher to create a creative and attractive brochure on their region that they became an expert on. They then presented their brochure to their classmates and sent their brochure to a travel agency to share with with travelers. |