Multiple Intelligences Unit Plan Template EDUC 526 Unit Title: The United States Through the Lens

of Geography Grade Level: 5th Grade Subject: Social Studies/Geography Objectives: Students will explore geographic regions of the United States and identify Capital cities and major land features of each region. Students will investigate the human geography through immigration and how that has affected periods of history. Intelligences: Verbal/Linguistic Visual/Spatial Bodily/Kinesthetic Logical/Analytical Intrapersonal Interpersonal Naturalistic Rhythmic/Musical Technologies in the unit: Google Microsoft Publisher Google Earth Skype Windows Movie Maker Microsoft PowerPoint MindMeister.com Microsoft Word Voicethread.com Pinnacle Studios for iPad Document Camera Microsoft Excel Goanimate.com GarageBand App Audacity App Edmodo.com Cell Phone Fodey.com iPad or Tablet Stack the States Lite for iPad Talking Tom for iPad Prezi.com Teacher: Wilson

Time Frame: 3 1/2 W

Studyblue.com http://teacher.scholastic.com/scholasticnews/magazines/junior/pdfs/JUNIOR011011-REGIONS.pdf Weebly.com http://www.yourchildlearns.com/mappuzzle/us-puzzle.html Geography.mrdonn.org eBooks http://www.inspiration.com/visual-learning/graphic-organizers Scholastic.com http://picturinghistory.gc.cuny.edu/item.php?item_id=180 http://www.masshist.org/digitaladams/aea/cfm/doc.cfm?id=L17831215aa Readwritethink.org Content standards: CCSS.ELA-Literacy.L.5.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. CCSS.ELA-Literacy.L.5.1a Explain the function of conjunctions, prepositions, and interjections in general and their function in particular sentences. CCSS.ELA-Literacy.L.5.1b Form and use the perfect (e.g., I had walked; I have walked; I will have walked) verb tenses. CCSS.ELA-Literacy.L.5.1c Use verb tense to convey various times, sequences, states, and conditions. CCSS.ELA-Literacy.L.5.1d Recognize and correct inappropriate shifts in verb tense.* CCSS.ELA-Literacy.L.5.1e Use correlative conjunctions (e.g., either/or, neither/nor). CCSS.ELA-Literacy.L.5.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. CCSS.ELA-Literacy.L.5.2a Use punctuation to separate items in a series.* CCSS.ELA-Literacy.L.5.2b Use a comma to separate an introductory element from the rest of the sentence. CCSS.ELA-Literacy.L.5.2c Use a comma to set off the words yes and no (e.g., Yes, thank you), to set off a tag question from the rest of the sentence (e.g., Its true, isnt it?), and to indicate direct address (e.g., Is that you, Steve?). CCSS.ELA-Literacy.L.5.2d Use underlining, quotation marks, or italics to indicate titles of works. CCSS.ELA-Literacy.L.5.2e Spell grade-appropriate words correctly, consulting references as needed. CCSS.ELA-Literacy.RI.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. CCSS.ELA-Literacy.RI.5.2 Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text. CCSS.ELA-Literacy.RI.5.3 Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text. CCSS.ELA-Literacy.RI.5.10 By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 45 text complexity band independently and proficiently. 5.7 Students describe the people and events associated with the development of the U.S. Constitution and analyze the Constitutions significance as the foundation of the American republic. 1. List the shortcomings of the Articles of Confederation as set forth by their critics. 2. Explain the significance of the new Constitution of 1787, including the struggles over

its ratification and the reasons for the addition of the Bill of Rights. 3. Understand the fundamental principles of American constitutional democracy, including how the government derives its power from the people and the primacy of individual liberty. 4. Understand how the Constitution is designed to secure our liberty by both empowering and limiting central government and compare the powers granted to citizens, Congress, the president, and the Supreme Court with those reserved to the states. 5. Discuss the meaning of the American creed that calls on citizens to safeguard the liberty of individual Americans within a unified nation, to respect the rule of law, and to preserve the Constitution. 6. Know the songs that express American ideals (e.g., America the Beautiful, The Star Spangled Banner). 5.8 Students trace the colonization, immigration, and settlement patterns of the American people from 1789 to the mid-1800s, with emphasis on the role of economic incentives, effects of the physical and political geography, and transportation systems. 1. Discuss the waves of immigrants from Europe between 1789 and 1850 and their modes of transportation into the Ohio and Mississippi Valleys and through the Cumberland Gap (e.g., overland wagons, canals, flatboats, steamboats). 2. Name the states and territories that existed in 1850 and identify their locations and major geographical features (e.g., mountain ranges, principal rivers, dominant plant regions). 3. Demonstrate knowledge of the explorations of the trans-Mississippi West following the Louisiana Purchase (e.g., Meriwether Lewis and William Clark, Zebulon Pike, John Fremont). 4. Discuss the experiences of settlers on the overland trails to the West (e.g., location of the routes; purpose of the journeys; the influence of the terrain, rivers, vegetation, and climate; life in the territories at the end of these trails). 5. Describe the continued migration of Mexican settlers into Mexican territories of the West and Southwest. 6. Relate how and when California, Texas, Oregon, and other western lands became part of the United States, including the significance of the Texas War for Independence and the Mexican-American War. 5.9 Students know the location of the current 50 states and the names of their capitals. Technology standards: 2.Communication and Collaboration Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. a. Interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media. b. Communicate information and ideas effectively to multiple audiences using a variety of media and formats. c. Develop cultural understanding and global awareness by engaging with learners of other cultures. d. Contribute to project teams to produce original works or solve problems. 3.Research and Information Fluency Students apply digital tools to gather, evaluate, and use information. a. Plan strategies to guide inquiry.

b. Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media. c. Evaluate and select information sources and digital tools based on the appropriateness to specific tasks. d. Process data and report results. Materials: (digital and non-digital) Computer iPad or Tablet Cell Phone Internet Access Document Camera Projector Pen/Pencil Paper Markers/Crayons/Colored Pencils Construction Paper Textbook World Maps 50 States song Glue Scissors Procedures: Week 1: Day 1: Students will locate a world map using Google and print and label the world continents and oceans, cutting it into several puzzle pieces, and then gluing the puzzle pieces into a collage, using a camera on their cell phone or tablet, take a picture and print. Have another student color and cut-out collage and reconstruct into a world map. Students will read the text and locate terms through Google; write geography definitions and use them in original sentences for homework and begin a terms/maps booklet using Microsoft Publisher. Day 2: Students will begin creating a terms and maps booklet starting with the map and terms from Day 1. Students will apply map skills by creating a map of the city they live in, including the key features of the community using Mapquest.com. For homework, students will prepare a map of their city using Google Earth to show specific features of their city and create a PowerPoint presentation with this information to be presented in class the following day. Day 3: Students will present their city maps. Students will be introduced to the 50 States song by the teacher and each will be given a podcast copy to learn on their own time. Students will use their iPads and see how quickly they can identify states by shape using http://www.yourchildlearns.com/mappuzzle/uspuzzle.html. For homework, students will locate individual states and identify capitals and will replicate the maps using Stack the States Lite on their iPads. Day 4: Students will make a chart of the 50 states; including states, capitals, entry date and nickname using Microsoft Excel. This will be included in their Intelligences: Verbal/Linguistic Visual/Spatial Bodily/Kinesthetic Logical/Analytical Intrapersonal Interpersonal Naturalistic Rhythmic/Musical

Intelligences: Visual/Spatial Bodily/Kinesthetic Interpersonal Verbal/Linguistic Intrapersonal Visual/Spatial Verbal/Linguistic Visual/Spatial

Rhythmic/Musical

terms/map booklet. Students will review the 50 States song. For homework, continue reading the text on Early American History and add terms to the terms/map booklet in Microsoft Publisher. Day 5: Students will listen to Yankee Doodle and When Johnny Has Gone For A Soldier and teacher will provide copies of the text and students will analyze the lyrics by creating a thinking map in http://www.inspiration.com/visual-learning/graphic-organizers. For homework over the weekend, students will create a Prezi presentation of the 13 Colonies. Extra credit could be creating a rap, retelling either of the two songs and create a podcast using either the GarageBand or Audacity apps. Week 2: Day 1: Students will analyze letters by John and Abigail using http://www.masshist.org/digitaladams/aea/cfm/doc.cfm?id=L17831215aa on the effect of the American Revolution on women in pairs and retell the stories of women in the Revolution based on the documents to other groups. For homework, students will read the text on the role of women in the Revolution and complete a circle map using http://www.inspiration.com/visuallearning/graphic-organizers. Day 2: Students will look at a map of the four major geographic regions from http://teacher.scholastic.com/scholasticnews/magazines/junior/pdfs/JUNIOR011011-REGIONS.pdf. Teacher will lead a discussion on how the 13 Colonies developed their farming, trade and customs from Europe and introduce the idea as we moved west, immigration affected geographic regions and how resources were used in those areas. Students will then analyze the painting, American Progress with http://picturinghistory.gc.cuny.edu/item.php?item_id=180 and discuss how the painting depicts Manifest Destiny. For homework, students will read the section on how immigration changed the four regions from Manifest Destiny to The Great Depression. Day 3: In groups, students will differentiate some of the characteristics of immigrants who settled in each of the four regions by using Goanimoto.com to create a cartoon, illustrating the regions. For homework, students will pretend to be an immigrant and defend their reason for coming to the United States and why they should stay by writing a letter based off of Internet research and answering those questions. Students will add this to the class blog. Day 4: Students will argue and defend a position on immigration using primary sources, site evidence and analyze position on immigration. Students will then design a newspaper article using fodey.com that illustrates two positions on immigration and a personal point view. For homework, students will complete their newspaper article to be turned in on the following Monday. Day 5: Students will play the map game, using push pins to identify key locations, using information from Mrdonn.org. Students will create key terms and questions, using studyblue.com and make flashcards to use to study for their test. Week 3: Naturalist Visual/Spatial Rhythmic/Musical Verbal/Linguistic Rhythmic/Musical

Analytical/Logical Bodily/Kinesthetic Rhythmic/Musical Interpersonal Intrapersonal Visual/Spatial Verbal/Linguistic Analytical/Logical Verbal/Linguistic Intrapersonal

Interpersonal Naturalists Visual/Spatial Intrapersonal Analytical/Logical Intrapersonal

Bodily/Kinesthetic Analytical/Logical

Day 1: Students will use a Virtual video of Ellis Island, take the tour and gather key information through scholastic.com and they will investigate and calculate the changes in immigration from 1900-2000. Using Wikipedia.com and the 3-2-1 strategy, students will write down on a post-it three ideas they learned from the virtual tour, two questions they have about immigration, and the most interesting thing in the virtual tour. Students will be introduced to a graph that has data regarding immigration and think-pair-share in groups of four, students will be instructed to answer a specific question related to the graph (each group will have a different question) from the total immigrants by region. Each group will present their question and answer to the class. For homework, students will be given five additional questions to answer on their own using the same graph and choose one decade to draw a pie chart of the total number of immigrants that came from each continent during that decade. They will add this pie chart and the questions they answered to the class blog. Day 2 and 3: Teacher will review information from the Ellis Island tour and other research the class has done on immigration. Students will use text and the Internet, working in groups, create a collaborative presentation using PowerPoint that will include key information on immigration in all four regions, illustrations, at least one personal immigrant story and citations. Students will be given two days to work on this both in class and at home. Day 4 and 5: Each group will present their PowerPoint presentation in class; other class members will be given a rubric to assess the presentations from their perspective and teacher will have a rubric for scoring the group presentations. This will take up half of each days class time. The remainder of each days class time will be dedicated to completing the terms/maps booklet. Week 4: Day 1: Using the flashcards they made, students will get with their shoulder partner and review for test. For homework, students will be given a study guide to fill out to be reviewed the following day in class. Day 2: Teacher will review study guide with class using the Jeopardy game. For homework, students will study for their test the following day. Day 3: Test over this unit.

Visual/Spatial Analytical/Logical Verbal/Linguistic Bodily/Kinesthetic Interpersonal

Bodily/Kinesthetic Interpersonal Verbal/Linguistic Visual/Spatial

Bodily/Kinesthetic Interpersonal Verbal/Linguistic Visual/Spatial

Bodily/Kinesthetic Interpersonal Verbal/Linguistic Visual/Spatial

Product:

Intelligences:

PowerPoint presentations Maps Brochure Flashcards Terms/Maps Booklet

Assessment (quantitative rubric):

Making A Brochure : Brochure

Student Name: CATEGORY Writing Organization

________________________________________ 4 Each section in the brochure has a clear beginning, middle, and end. There are no grammatical mistakes in the brochure. 3 75% of the brochure has a clear beginning, middle and end. There are no grammatical mistakes in the brochure after feedback from an adult. 2 50% of the brochure have a clear beginning, middle and end. There are 1-2 grammatical mistakes in the brochure even after feedback from an adult. No more than 3 spelling errors remain after one person other than the typist reads and corrects the brochure. The authors try to use 50% new vocabulary, but may use 1-2 words incorrectly. 89-80% of the facts in the brochure are accurate. The brochure has wellorganized information. 1 Less than half of the sections of the brochure have a clear beginning, middle and end. There are several grammatical mistakes in the brochure even after feedback from an adult. Several spelling errors in the brochure.

Writing Grammar

Spelling & Proofreading

No spelling errors remain after one person other than the typist reads and corrects the brochure.

Writing Vocabulary

Content Accuracy

No more than 1 spelling error remains after one person other than the typist reads and corrects the brochure. The authors The authors correctly uses correctly use a 80-100%l new 75% new words words and and define define words words unfamiliar to the unfamiliar to the reader. reader. All facts in the 99-90% of the brochure are facts in the accurate. brochure are accurate. The brochure has attractive formatting and well-organized information.

The authors do not incorporate new vocabulary.

Fewer than 80% of the facts in the brochure are accurate. The brochure\'s formatting and organization of material are confusing to the reader.

Attractiveness & The brochure Organization has exceptionally attractive formatting and well-organized