rigorous curriculum design · 2017-06-12 · rigorous curriculum design—unit planning organizer...
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Rigorous Curriculum Design—Unit Planning Organizer Blank
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DEKALB COUNTY SCHOOL DISTRICT
RIGOROUS CURRICULUM DESIGN
UNIT PLANNING ORGANIZER
Subject(s) Social Studies
Grade and Course
2nd Grade
Unit of Study Unit 1 Our Georgia
Pacing
Timeframe: Date To Date:
4 weeks
“Unwrapped” Priority Georgia Standards of Excellence
Skills and Concepts
SS2G1 LOCATE and COMPARE major topographical features of Georgia and DESCRIBE how these features define Georgia’s surface.
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“Unwrapped” Priority Standards
“Unwrapped” Concepts
(Students Need to Know)
“Unwrapped” Skills (Students Need
to Be Able to Do)
Bloom’s Taxonomy Levels
DOK (For Overall Standard)
• Major topographical features
• Georgia’s Surface
• LOCATE
• COMPARE
• DESCRIBE
• 1 Understand
• 2 Analyze
• 3 Understand
• 1 Recall and Reproduction
• 2 Skills and Concepts
• 3 Strategic Thinking and Reasoning
Supporting Standards
SS2G1 Locate and compare major topographical features of Georgia and describe how these features define Georgia’s surface.
a. Locate and compare the geographic regions of Georgia: Blue Ridge, Piedmont, Coastal Plain, Ridge and Valley, and Appalachian Plateau
b. Locate on a physical map the major rivers: Savannah, Flint, and Chattahoochee. SS2E2 Identify some ways in which goods and services are allocated (such as: price, majority rule, contests, forces, sharing, lottery, authority, first- come- first- served, and personal characteristics). Map and Globe Skills:
1. use cardinal directions 2. use intermediate directions 3. use a letter/number grid system to determine location 4. compare and contrast the categories of natural, cultural, and political features found on maps 5. use graphic scales to determine distances on a map 7. use a map to explain impact of geography on historical and current events
Information Processing Skills:
1. compare and contrast 2. organize items chronologically
4. distinguish between fact and opinion 6. identify and use primary and secondary sources
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Essential Questions Corresponding Big Ideas
How do the topographical features in each region affect daily life?
SS2G1 Major topographical features affect a society’s economy, culture and development.
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Unit Assessments
Pre-Assessment Post-Assessment
Student Version: 2_ss_unit1_preassessment/student
Teacher Version: 2_ss_unit1_preassessment/teacher
Student Version: DeKalb Benchmark Assessments Teacher Version: DeKalb Benchmark Assessments
Performance Assessment
Engaging Scenario
Marco Polo Travel Agency in Washington, D.C. lost all of their maps and brochures in a recent fire! They were in the process of planning a trip across Georgia. They need maps and pictures that show the different topographical features in the regions as well as where their office was located. They need you to join their team as expert cartographers and photographers. Along this journey they need your help to create a tourist vacation package of Georgia.
Performance Task Synopses
Task 1: Students will create an outline map of Georgia’s regions, rivers and topographical features. The map must include a compass rose and map key. Task 2: Students will create a brochure that describes the topographical features and resources in each region. Task 3: Students will create a power point presentation that compares and contrasts each region. The students must explain why some features are found in some regions and not others.
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Performance Task 1 In Detail
Task 1 Student Directions: After you review the skills and concepts for this task, use at least one secondary resource to help you create your outline map. Be sure to include a compass rose and clear pictures in your map key. Be sure to use your own work and do not trace from another document or textbook.
Task 1 Teacher Notes: Introduce the task by reviewing cardinal and intermediate directions. Then, provide each student with an outline map of Georgia. Teach a mini-lesson on letter/number grid system to determine location; compare and contrasting natural, cultural, and political features found on maps. Then, demonstrate how to use an inch- to- inch map scale to determine distance on map. Include concepts such as map keys and legends in acquiring information from historical, physical, political, resource, product and economic maps. Provide a display of a map to explain the impact geography has on historical and current events. Explain primary and secondary resources with audio and visuals. Last, look for students who may need extra support or acceleration.
Performance Task 1 Scoring Guide
4 Advanced 3 Proficient 2 Basic 1 Below Basic
Demonstrates
advanced proficiency
All “4” criteria plus:
• Two or more primary resources
• One secondary resource
Demonstrates proficiency
• Creates an outline map that includes the five regions
• Includes the compass rose
• Includes map key
• Used at least one primary resource
Demonstrates partial proficiency Creates map but is missing the compass rose or map key
Does not meet
proficiency
Creates map but is missing the compass rose and the map key.
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Performance Task 2 In Detail
Task 2 Student Directions: You will create a brochure that describes the topographical features and resources in each region. You may use construction paper or cardstock, pencils, markers, or crayons to create your brochure. Include the map skills from Tasks 1 and 2 in your brochure. Task 2 Teacher Notes: Review map and globe skills by pointing to the letters N, E, S, and W and what they stand for. Introduce the task by teaching key vocabulary and concepts. Check for understanding and clear up any misconceptions. Since brochures may be a new concept, teach students what a brochure is by providing copies and modeling how to use trifold to create brochures. Make sure each group has hard copies to use as a guide. Explain and reinforce vocabulary skills throughout the task. Provide enough art supplies for each student or groups to use to create their brochures.
Performance Task 2 Scoring Guide
4 Advanced 3 Proficient 2 Basic 1 Below Basic
Demonstrates
advanced proficiency
All “7” criteria plus:
• Includes extra creative designs in title and headings
• Includes narratives about each region
• Ready for Marco Polo Travel Agency
Demonstrates proficiency Meets all 7 criteria
• Includes locations of the different regions
• Map Key
• Compass Rose
• Folded 8.5 X 11 paper or larger
• Colorful
• Neat
• Headings
Demonstrates partial proficiency Ex.-
• Meets 5 of the “7” criteria
Does not meet
proficiency
Ex.-
• Meets fewer than 1or fewer of the “5” criteria
Performance Task 3 In Detail
Task 3 Student Directions: You will create a PowerPoint presentation that compares and contrasts each region. It must explain why some features are found in some regions and not others. Include the map skills from Tasks 1 -3 in your PowerPoint presentation. Use primary and secondary resources; technology cut-and - paste function present. Include a Venn Diagram slide that shows your data. Include slides to show your explanations of regions’ differences. Task 3 Teacher Notes: Students need prior knowledge of how to use a Venn Diagram. In whole group, display a Venn Diagram model on the Promethean board, and a copy for the students to work through the steps together. Then, teach a mini-lesson that explains comparing and contrasting skills. Also, you may choose to plan collaboratively with the technology teacher or the teacher-librarian to teach students how to create PowerPoint presentations. Be sure to provide adequate time, technology, and support for students to complete their task.
Performance Task 3 Scoring Guide
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Performance Task 3 In Detail
4 Advanced 3 Proficient 2 Basic 1 Below Basic
Demonstrates
advanced proficiency
Ex.-
All “3” criteria plus:
• Includes persuasive language to lure tourists
• Includes audio with each slide
• Free of all grammatical errors
Demonstrates proficiency Ex.-
• Includes a title slide with group names
• Includes a title, description of the 5 regions and their features
• Venn Diagram Slide
• Explanation of the regions’ differences slide
• Includes a reference slide
Demonstrates partial proficiency Ex.-
• Meets 4 of the 5 criteria
Does not meet
proficiency
Ex.-
• Meets fewer than 2 of the 5 criteria
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Instructional Strategies Instructional Strategies
Research-Based Effective Teaching Strategies
21st Century Learning Skills
Learning Objectives (posted and referenced)
Identifying Similarities and Differences
Summarizing and Note Taking
Reinforcing Effort, Providing Recognition
Homework and Practice
Nonlinguistic Representations
Cooperative Learning
Purposeful small group instruction
Increased think time
Setting Objectives, Providing Feedback
Check for Understanding
Generating and Testing Hypotheses
Cues, Questions, and Advance Organizers
Interdisciplinary Non-Fiction Writing
Teamwork and Collaboration
Initiative and Leadership
Curiosity and Imagination
Innovation and Creativity
Critical thinking and Problem Solving
Flexibility and Adaptability
Effective Oral and Written Communication
Accessing and Analyzing Information
Other
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Intervention Strategies
Re-voicing
Explaining
Prompting for participation
Challenging or countering
Asking “Why?” “How?”
Reread
Practice new academic vocab.
Assistive technology
Pre-teach & re-teach in a different way
Repetition
Use of manipulatives
Collaborative work
Direct/explicit instruction
“Chunking”
Accommodating different
learning styles
Create differentiated text sets
Providing additional guided practice
Conferencing
Additional time
Small group collaboration
Modify quantity of work
Take student’s dictation
Scaffold information
Differentiated content process or product
Consistent reward system
Refer to students’ IEP or 504 plan
Assistive technology
Visuals/Realia
Front-loading
Echoing/Choral response
Color-coding
Multiple exposures in different media
Pair-share
Modeling
Language scaffolds: eg, sentence frames
Deconstruct complex sentences and texts
L1 support
increased opportunities for student-student talk
Strategic vocabulary instruction
Additional think time
Strategies for Gifted Learners
Tier 1: Low Preparation Tier 2: Medium Preparation
Flexible-Learning Groups by Readiness,
Interest, Learning Profiles
Gifted Education Cluster Classes
Choice of Books Gifted Education Collaboration Classes
Homework Options Tiered Activities and Products
Use of Reading Buddies Use of Literature Clubs
Various Journal Prompts Multiple Testing Options
Student/Teacher Goal Setting Multiple Texts
Varied Pacing with Anchor Options Alternative Assessments
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Work Alone or Together Subject Advancement within class
Flexible Seating Curriculum Compacting
Varied Scaffolding Tiered Centers
Varied Computer Programs Spelling by Readiness
Design-A-DAY Varying Organizers
Varied Supplemental Materials Community Mentorships
Computer Mentors Stations
Think-Pair-Share by Readiness, Interest,
Learning Profiles
Group Investigations
Open-ended Activities Students are Assessed in Multiple Ways
Explorations by Interest Student choice in selecting learning
activities.
Options for Competition Simulations
Tier 3: High Tier 4: Advanced/Autonomous
Advanced Content English/language arts,
mathematics, science and/or social studies
courses
Above grade level accelerated
English/language arts, mathematics, science
and/or social studies courses
Resource Classes Advanced Placement Classes
Independent/Directed Study International Baccalaureate Classes
Socratic Seminars Internship/Mentorships
Whole Grade Acceleration
Instructional Resources and Materials Suggested Resources Suggested Technology Resources
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Handouts:
https://s-media-cache-ak0.pinimg.com/736x/e6/d1/da/e6d1da6af063d25173f1cb57d55f3074.jpg
State of Georgia Regions and Rivers Outline Map (labeled and not labeled)
Compare and Contrast Graphic Organizers
Textbook:
Houghton Mifflin Social Studies- Our State; Pages 94-99,102-103, 110-111, R 10-11, R 21
Related Literature:
Georgia, Carmen Bredeson
Georgia Geographic Regions, State Standards Publishing
Hottest, Coldest, Highest, Deepest, Steve Jenkins
Mountains, Claire Llewellyn
River, Debby Atwell
The Top of the World: Climbing Mount Everest, Steve Jenkins
Songs:
“The Bear Went Over the Mountain”
“Red River Valley”
BrainPop,Jr.com-Maps: https://jr.brainpop.com/socialstudies/geography/readingmaps/
BrainPop,Jr.com-Landforms: https://jr.brainpop.com/socialstudies/geography/landforms/ DCSD Launchpad: Digital applications and academic resources
Georgia Maps: http://geology.com/state-map/georgia.shtml
Georgia Facts and Important Information: http://50states.com/Georgia.html
Georgia Information and Resources: http://enchantedlearning.com/usa/states/georgia
Georgia Rivers: http://www.slideshare.net/laurenwmasters/georgias-rivers?qid=f38c8bb1-4bc3-4738-adc0-6a001d02bf8d&v=&b=&from_search=1
Google Earth (regions)
Second Grade Today in Georgia’s History: http://secondgradenpes.weebly.com/social-studies.html
Interactive Map
http://eduplace.com/kids/socsci/books/applications/imaps/maps/g2_u2/index.html
State of Georgia www.georgia.gov
Unit Vocabulary
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Unit Vocabulary Terms Interdisciplinary Connections
Academic / Tier 2 Unit-Specific / Domain / Tier 3
Locate Describe Define Understand Analyze
Regions Map Globe Major topographical Features Georgia’s Surface Coastal Plains Blue Ridge Mountains Piedmont Valley and Ridge Appalachian Plateau Flint River Savannah River Chattahoochee River
Research
ELAGSE2W7: Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations).
Writing
ELAGSE2W2: Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.
Technology
ELAGSE2W6: With guidance and support from adults, use a variety of tools to produce and publish writing, including digital tools and collaboration with peers.
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Weekly Planner Course: Social Studies Unit: 1
Pacing Priority (in bold) and Supporting Standards Engaging Learning
Experiences Core Instruction (in bold) and additional resources
Formative Assessments
Week 1 Start date: ______
SS2G1 Introduce Unit Vocabulary Words Video Introducing Regions and Rivers: https://www.youtube.com/watch?v=0tgR2zjetaI
Intro Engaging Scenario and Task 1: Students will create an outline map of Georgia’s regions. The map must include a compass rose and key.
Map and Globe Skills
• Compass Rose
• Map Key Regions and Rivers
• Coastal Plains (topographical features, weather, and agriculture)
• Piedmont
• Chattahoochee River
• Savannah River
• Flint River
• Georgia Regions Outline Map (link in resources)
Discussion of the Essential Questions (throughout unit) Task 1 scoring guide Suggested informal progress monitoring checks: __Exit tickets____ ____Kahoot__ Outline Map Graphic Organizer
Week 2 SS2G1 Review Previous Skills Taught
Task 2: Students will create a brochure that describes the topographical features and resources in each region.
Map and Globe Skills
• Compass Rose
• Map Key Regions Valley and Ridge and Blue Ridge Mountain Regions (topographical features, weather, and agriculture)
Review Chattahoochee River
Task 2 Scoring Guide Brochure Graphic organizer Provide feedback thru student- teacher conferences
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Pacing Priority (in bold) and Supporting Standards Engaging Learning
Experiences Core Instruction (in bold) and additional resources
Formative Assessments
Week 3 SS2G1 Review Previous Skills Taught
Task 3: Students will create a power point presentation that compares and contrasts each region. The students must explain why some features are found in some regions and not others.
Map and Globe Skills
• Compass Rose
• Map Key Regions Appalachian Plateau (topographical features, weather, and agriculture)
Task 3 Scoring Guide Informal Progress Monitoring: Venn diagram
Week 4 All priority standards Students will present their projects.
Map and Globe Skills
• Compass Rose
• Map Key Regions Review all regions: Coastal Plains, Piedmont, Blue Ridge, Ridge and Valley, and Appalachia Plateau (topographical features, weather, and agriculture)
Post Assessment
Unit end date: ______