Understanding By Design Stage 3
- 1. FRIT 7430: UbD Stage 3 Assignment Lindsey LaBarge FRIT 7430: Instructional Design Stage 3, Understanding by Design Fall 2010 Title of Unit Geography of Grade Level High School Settlements 9th-12th Content Standards: SSWG1 The student will explain the physical aspects of geography. a. Describe the concept of place by explaining how physical characteristics such as landforms, bodies of water, climate, soils, natural vegetation, and animal life are used to describe a place.
- 2. FRIT 7430: UbD Stage 3 Assignment b. Explain how human characteristics, such as population settlement patterns, and human activities, such as agriculture and industry, can describe a place. c. Analyze the interrelationship between physical and human characteristics of a place. SSWG2 The student will explain the cultural aspects of geography. a. Describe the concept of place by explaining how the culture of a region is a product of the region’s physical characteristics. b. Explain how cultural characteristics of a place can be used to describe a place. c. Analyze how physical factors such as mountains, climate, and bodies of water interact with the people of a region to produce a distinctive culture. d. Explain how the development of customs and traditions help to define a culture and a people. SSWG6 The student will describe the interaction of physical and human systems that have shaped contemporary Europe. a. Describe the location of major physical features and their impact on Europe. b. Describe the major climates of Europe and how they have affected Europe. c. Analyze the importance of Europe’s coastal location, climatic characteristics, and river systems regarding population, economic development, and world influence. d. Describe the various ethnic and religious groups in Europe and the influence of geography on those groups and their major customs and traditions. e. Explain why Europe has a highly integrated network of highways, waterways, railroads, and airline linkages. f. Analyze the impact of geography on Russia in terms of population distribution, trade, and involvement in European affairs. g. Analyze the environmental issues associated with industrial and natural resource development in Europe, including Russia. Students will understand that: ● There is a relationship between the physical and human characteristics of every place. ● There are describable landforms in every area and that there are certain desirable aspects. ● Customs and traditions can be formed by the physical aspects of geography. ● People interact with the physical aspects of the region they live in. ● Physical aspects determine certain factors of any given culture such as population density and placement and trade. ● Natural resources determine how involved and given country can be involved in trade. Related Misconceptions: ● Less than favorable geographical features always make people not willing to settle
- 3. FRIT 7430: UbD Stage 3 Assignment in that area. ● Geographical features are the main focal point in any regional culture. ● Natural resources are the sole way a region can become involved in trade. Essential Questions Overarching Questions: Topical Questions: What types of physical aspects of geography What are some specific physical aspects that attract people to settle in a certain area? attracted many ancient civilizations to settle in one area and become agricultural societies? How is a culture developed by geography? Why is access to water such an important aspect of any civilization? Stage 3: Plan Learning Experiences Week 1 1. This week should begin with a hook question. Some examples of appropriate hook questions are: “Where is Timbuktu?” or “What is a mesa?” The students should be encouraged to discuss these questions and answer to the best of their ability. If no students guess the correct answers, Timbuktu should be shown on a globe in relation to the United States. There should also be a picture slide presentation with pictures of Timbuktu and a mesa. 2. Next, the essential questions should be introduced and displayed in a prominent area in the classroom. Also, the performance task should be introduced and the rubric should be handed out. This performance task should be worked on by the students throughout the three weeks and turned in at the very end. 3. A vocabulary list should be passed out to the students. This list will contain key geographical features and their definitions. For those features with unclear definitions, a picture will be provided on the vocabulary list. The first assignment is for students to find and take pictures of at least 5 of those features near their home. Examples of this could be a creek, a pond, a spring, and so on. 4. Explain to the students that we live in a piedmont area. Define piedmont for them as the area extending from the base of a mountain to a flat area. List some key features that can be found in a piedmont area. Describe the normal weather patterns that can be found in a piedmont and how geography affects weather. 5. After the introduction of the piedmont, the students should make a poster of a piedmont. After drawing what a piedmont looks like, they should label the key
- 4. FRIT 7430: UbD Stage 3 Assignment geographical terms from their vocabulary list on their poster. This poster should be displayed in the classroom. 6. Give quiz on the vocabulary terms and a short answer questions about piedmonts. Week 2 1. Review piedmonts and vocabulary terms. Question: “What geographical areas are like piedmonts?” The answer is a valley. Discuss some well known valleys and how their geography, weather and vegetation differs from our area. 2. The students will be divided into groups. They will discuss some of their favorite places in the world and what type of geography they have. If a student says that they love Los Angeles, they must discuss how there are beaches and yet it is a desert. How does that affect the weather and the culture in the area? If another student mentions St. Petersburg, they must discuss how weather and the culture are affected by the geography of the area. 3. Have the students discuss their pictures that they took of the five features off the vocabulary list. These pictures should be taken up and used as a participation grade. 4. The students should vote on a geographical region of Europe to watch a video about. If they vote on Germany, a video will be shown that shows and explains key geographical features in Germany. The students will be required to take notes on features not listed on the vocabulary sheet and include at least two in their performance assessment. 5. One of the foreign exchange students will come to the class and present about their country. Milos Vasic is a student from Serbia and he present about the geography of his country and how is affects the culture. He mentions that Serbia does not have access to any waterways, so their tourism and trade are affected adversely. This does not help with Serbia’s relations with the other countries in the area that do have access to waterways (Montenegro, Croatia and Albania). Especially since they all used to be one country, Yugoslavia. The students are to listen carefully to the cultural implications of geography in Serbia. They are to include a similar report in their performance assessment. 6. The students are provided a worksheet with a map. They are to label all of the geographical features on the map. Also, they are going to explain the cultural implications that a country with that geography might have. Week 3
- 5. FRIT 7430: UbD Stage 3 Assignment 1. The students are required to turn in their performance assessment. The first part is to trade their project with another student in the class. They will grade each other’s project using the rubric provided at the beginning of the unit. 2. The students turn in their written report explaining the culture of their country. This includes at least one myth that they developed based on the geography. 3. At this point, the students will self grade their project using the rubric provided. Their grade and their peer review grade will be considered in their final grade for the performance assessment. 4. The last part of the unit is to have each student present their country to the class and tell at least one myth or fable about their country. Notes to the Instructor 1. The main purpose of this unit is for students to learn about the geography of Europe. By learning this, they get to learn about the geography of Georgia and how that applies to them. The will build their understanding of the world. 2. They are provided ample time to reflect and review the parts of this unit that they are required to learn. 3. They must use technology to take pictures of the vocabulary terms. They must also use technology to help research for their performance assessment.