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UbD Stage 1

Title of Georgias Places and Rivers Unit Curriculum Social Studies Area
Content Standards: SS2G1 The student will locate major topographical features of Georgia and will describe how these features define Georgias surface. a. Locate all the geographic regions of Georgia: Blue Ridge Mountains, Piedmont, Coastal Plain, Valley and Ridge, and Appalachian Plateau. b. Locate the major rivers: Ocmulgee, Oconee, Altamaha, Savannah, St. Marys, Chattahoochee, and Flint.

Grade Level Time Frame

2nd grade 3 weeks

Stage 1 Identify Desired Results

Understandings
Students will understand that: Location affects a societys economy, culture, and development. Where people live matters. The past helps us to understand how we live now.
Georgia has a multitude of differing landforms from beaches to mountains.

Related Misconceptions: Many people believe that because the Piedmont is home to most of Georgia's population that this region is also the largest. There are 6 main land regions of Georgia that include the Appalachian Plateau, the Appalachian Ridge and Valley Region, the Blue Ridge, the Piedmont, the Atlantic Coastal Plain, and the East Gulf Coastal Plain, rather than 5 land regions. Georgia has always looked the way it looks now. Georgia does not have a lot of geographic diversity.

Essential Questions
Overarching Questions: Why is the world around you important in your life? Why is the _(i.e. Piedmont, Blue Ridge Mountains, Coastal Plain, Appalachian Plateau, and Valley and Ridge)_ located there? How do the geography, climate and natural resources affect the way people live and work? How does where I live influence how I live? What do you mean by region? What makes a region unique and different? What can we learn from the past? How can the places we live, make a difference in the way we live? Topical Questions:

What are the names of Georgias seven major rivers? Where can you locate each of the five regions of Georgia on a map? Where can you locate _______ River on a map? (Ocmulgee, Oconee, Altamaha, Savannah, St. Marys, Chattahoochee, and Flint would need to be inserted in the blank when it is asked) Why are so many of Georgias cities and towns built near rivers? How does living in ________ region affect the way we live? How are the 5 regions, Piedmont, Coastal Plain, Appalachian Plateau, Valley and Ridge, and the Blue Ridge Mountains alike and different (or unique)? In what ways do people use the natural resources of water (how do people use rivers) based on where they are located?

Knowledge and Skills Knowledge


Students will know: Key termsregion, landform, coast, plateau, ridge, natural resource, environment, river. Where each river in Georgia is located.

Skills
Students will be able to: Locate Georgias 5 geographical regions on a map. Identify Georgias natural resources.

The ways we use rivers and how river they are helpful to our way of life. The names of the 5 regions in Georgia and where they are located. The differences and similarities between each of the 5 regions.

Describe how peoples use of natural resources affects the environment. Locate Georgias major rivers.

Stage 2 - Evidence Performance Task(s)


Performance Task 1: Students as Cartographers Goal: Your goal is to produce a map that correctly identifies the locations of Georgias five regions and its major rivers. Role: You are a cartographer who is plotting and illustrating the locations of Georgias major rivers and five regions correctly on a map to be included in the Georgia History Exhibit at the Georgia Museum of History. Audience: You (second grade students) will be presenting your maps to Ms. Map Key, a museum curator, who will be visiting our class after our maps are finished to decide which maps she is going to include in the museums new state of Georgia History Exhibit. Situation: Some very valuable maps, which were drawn in the 1900s (very old!), have been stolen from the Georgia Museum of History. The museum curator has asked us, the number one (#1) cartography company in the country, to recreate the maps that were stolen so that the museums Georgia History Exhibit can go on as scheduled. Your job is to work with a partner and recreate one Georgia map with all five of the regions and the major rivers neatly and correctly drawn on the map using the provided parchment paper. The curator is expecting excellence, so please do your very best! Product Performance and Purpose: You (and your partner) will draw the boundary lines for each Georgia region as well as draw the major rivers of Georgia onto the blank map, provided by your boss. You will need to label each region and river and illustrate each region with different colors. You will also need to identify one important thing about each region and place it on your map. Make sure to include a legend and compass rose for your map. You and your partner will work together taking turns, sharing ideas, and jobs (i.e., drawing, labeling, coloring, presenting, etc.). You are your partner will then be asked to share your teams map with the rest of the companys employees (the class) and with Ms. Map Key (the museum curator). Ms. Map Key will use the attached rubric to check the completeness of your map in

order to decide whose map(s) will be used in the Georgia History Exhibit. Standards and Criteria for Success: See the rubric in the next section.

Performance Task 2: Tourism Association of Georgia Brochure Goal: Your goal is correctly identify the five regions of Georgia and any important facts and/or information about each region that will be included in the information gathered in a travel brochure for the state of Georgia. Role: You are a tour guide and brochure maker that has been asked to research, plan, and create a new travel brochure for the state of Georgia using information gathered about the five regions of Georgia. Audience: You (Georgia Department of Economic Development tour guide) will be presenting your travel brochure to your boss, Heidi Green, other tour guides, and tourists at a luncheon in 4 weeks. The brochure is being made to offer tourists with information about the state of Georgia. Situation: You work for the Tourism Association of Georgia as a tour guide. Your boss, Heidi Green (Chair & Commissioner of the Georgia Department of Economic Development), calls you and the other tour guides into her office and explains to that Georgia needs a new travel brochure about the state and its 5 regions. The old brochures are out of date and not appealing. Ms. Green wants you and the other tour guides to research and create new travel brochures (one per student) to be viewed and used by tourists to the state of Georgia. Brochures will be placed in all Georgia hotels, rest stops, welcome centers, etc. Ms. Green explains to each of you that all brochures MUST be broken up into the five regions of Georgia where they will need to include a map identifying each region, major cities, major rivers, local attractions, resources, types of communities, and land description (with pictures). Ms. Green lets you know that your brochure must be completed and ready to present to her, your colleagues and a few tourists at a luncheon in 4 weeks. Product Performance and Purpose: Each tour guide (student) will research and use what they already know about Georgias 5 regions to create a travel brochure that will attract visitors to the state of Georgia. The travel brochures are being made so that our state will have new and more attractive brochures within our local businesses for tourists to use in order to gain knowledge about Georgia and locate attractions they may find appealing. Your brochure will be presented to your boss (Heidi Green), the other tour guides, and/or tourists and must include the following: 1.) The names of all 5 geographic regions. 2.) What does the land look like? (description and picture) 3.) Names of any major rivers that flow through these regions. 4.) Names of major cities in the regions. 5.) Local attractions for visitors. 6.) Natural resources/manufactured products in each region. 7.) Types of communities in each region (ex. urban, rural, suburban) 8.) Either type out the brochure or write neatly with no spelling or grammar errors.

9.) Have a creative appearance.

Standards and Criteria for Success: Also see the rubric in the next section for more detail. 1.) The names of all 5 geographic regions. 2.) What does the land look like? (description and picture) 3.) Names of any major rivers that flow through these regions. 4.) Names of major cities in the regions. 5.) Local attractions for visitors. 6.) Natural resources/manufactured products in each region. 7.) Types of communities in each region (ex. urban, rural, suburban) 8.) Either type out the brochure or write neatly with no spelling or grammar errors. 9.) Have a creative appearance.

Performance Task(s) Rubric(s)


Performance Task 1: Students as Cartographers Name: ______________________________ Teacher: ____________________________
Beginning (1) students have 0 1 region(s) and river(s) drawn on their map students label 0 1 and regions and/or rivers on the map region and river placement do not at all match the relative location Developing (2) students have 2 - 3 regions and rivers drawn on their map students label 2 - 3 land regions and/or rivers on the map region and river placements somewhat match the

Date: _________________________ Title of Work: _____________________


Accomplished (3) students have 4 - 5 regions and rivers drawn on their map students label 4 - 5 land regions and rivers on the map regions and river placements mostly match the relative Exemplary (4) students have all regions and rivers drawn on their map students label all regions and rivers on the map regions and river placements exactly match the relative Points

Illustrations

____ / 4

Labeling

____ / 4

Location

____ / 4

of the regions and rivers (0 - 2 correct placements)

relative location of the regions and rivers (3 - 7 correct placements) included 1 important fact about 2 or 3 of the regions (2 3 important facts) legend was included, but missing 13 8 of the 17 symbols compass rose was included, but was labeled incorrectly (3 5 correct placements) 3 -5 regions/rivers are spelled incorrectly Students somewhat cooperate and the final project is somewhat neat/legible

location of the regions and rivers (8 - 10 correct placements)

location of the regions and rivers (12 correct placements) included 1 or more important facts about all 5 of the regions (5 or more important facts) legend was included and all 17 symbols were identified compass rose was included and was labeled correctly (8 correct placements) All regions/rivers are spelled correctly Students cooperate well and the final project is neat and legible Total----->

Important Facts

included 0 or 1 important facts about only 1 of the regions (0 1 important facts)

included 1 important fact about 4 of the regions (4 important facts)

____ / 4

Legend

legend was not included and/or was missing all 12 of the 17 symbols compass rose was not included or was labeled incorrectly (0 2 correct placements) 6 or more regions/rivers are spelled incorrectly Students do not cooperate at all and the project is unfinished/messy or illegible

Compass Rose

Spelling

legend was included, but missing 7 4 of the 17 symbols compass rose was included, but was labeled incorrectly (6 7 correct placements) 1-2 regions/rivers are spelled incorrectly Students mostly cooperate and the final project is neat/legible

____ / 4

____ / 4

____ / 4

Collaboration and Appearance of Work Total Points Earned

____ / 4

____ / 32

Performance Task 2: Tourism Association of Georgia Brochure Name: ______________________________ Teacher: ____________________________ Content Rubric for Performance Task 1 Criteria Date: _________________________ Title of Work: _____________________

Not Yet (1 point)

Needs Improvement (2 points)

Meets Standard (3 points)

Exceeds Standard (4 points) The brochure includes all five regions and. additional information about the regions was added that was not required.

Score

Regions

The brochure only includes one region.

The brochure includes three of the regions, but not the entire five.

The brochure includes all five of the regions.

_____ out of 4

Rivers and Cities

The brochure includes a river or a city but not both for one of the regions.

The brochure only includes one river and one city for the three of the regions.

The brochure includes rivers and cities for all regions.

The brochure includes many _____ rivers and out of many cities 4 for all regions.

Attractions

The brochure does not include any attractions for visitors to visit.

The brochure gives an example of one attraction.

Natural Resources/ Manufactured

The brochure includes either a natural

The brochure includes at least one natural resource

The brochure The brochure gives an gives an example of at example of at least one least one attraction and _____ attraction and provides more out of provides more details on the 4 details on the attraction. attraction. Also, provides resources for this attraction. The brochure The brochure includes three includes one or more _____ or more natural out of natural resources and 4

Products

resource OR a manufactured product for each region.

and/or at least one manufactured product for each region. The brochure has a type of community for 3 of the regions, but not all five.

resources and one or more manufactured products for each region. The brochure has a type of community for all five regions.

three or more manufactured products for each region. The brochure has a type of community for all five regions and explains each of the types.

Communities

The brochure has a type of community for one region, but not all five.

_____ out of 4

Total Points Earned

_____ out of 20

(e.g. tests, quizzes, work samples, observations)


Test Georgia Regions and Rivers Unit Test The students will complete at Unit Test over the five Georgia regions and its major rivers independently. The assessment will have multiple choice, true/false, and short answer questions. Facet Self-Knowledge//Explanation Quizzes Georgias Regions Quiz; Major Rivers of Georgia Quiz The students will complete brief quiz over the Five Georgia Regions and a quiz over the Major Rivers of Georgia. Facet Self-Knowledge/Explanation Map Skills Locating the Five Regions and Rivers on a Map; Yummy Map of Georgia The students will use lap maps in order to identify and review the five regions of Georgia and its major rivers. The students will be asked to locate each of the following on their maps: Color each of the five regions a different color Label each of the five regions Trace and color major rivers of Georgia blue Label each of the major rivers The students will extend their learning of Georgias regions and major rivers by making an edible map. They will use different edible objects to display the major river and the different regions of our state. Facets Application/Self-Knowledge

Other Evidence

Graphic Organizer: Tree Map Thinking Map on the 5 Regions The students will complete a thinking map graphic organizer (a Tree Map) for each of the five regions in Georgia. Important facts and information about the five regions will be listed on the thinking maps. Facet Explanation/Interpretation/Application

Electronic Review Game: Jeopardy The students will participate in an electronic game about Georgias five regions and its major rivers, Jeopardy style. The game is designed to aide students in reviewing for upcoming tests and to help with any further understanding. Facet Self-Knowledge/Interpretation/Application Journal Writing: Life as an animal in Georgias Regions Students will write in their journals about the following given topic: Write about a day in your life as if you were an animal from one of the five Georgia regions. If you could be one of the many animals that live in one of our five regions in Georgia, Which would you be? Why? What region would you come from? What types of things would you see? What would you do for the day? Facet Interpretation/Application/Self-Knowledge/Perspective/Empathy/Explanation

Teacher Observation/Conferencing: The students will participate in class discussions and teacher conferencing. Facet Interpretation/Application/Empathy/Explanation

Student Self-Assessments: The students will reflect upon small group assignments (the map for the museum task) they have produced with their partners and their own role in completing the assignment. Facet Self-Knowledge/Explanation

Student Self-Assessment and Reflection


Self-Assessment and Reflection: 1. Each student will selfassess his/her travel brochure for the state of Georgia using the given rubric. 2. Students will assess their part in designing and making their groups map of Georgias Five Regions and its Major Rivers using the given rubric.

3. My Georgia Journal The students will keep a journal during the course of the unit, where they will reflect upon what they have learned and the essential question(s) that was asked.

Stage 3: Plan Learning Experiences


Week 1

Materials: Georgias Regions and Rivers Pre-Test, writing journals, books about Georgias regions and rivers, SS textbook, pencil, Regions Thinking Chart, Five Regions of Georgia PowerPoint, the book The Twelve Days of Christmas in Georgia, speakers, Georgia On My Mind by Ray Charles, Compare and Contrast homework sheet (and answers), Vocabulary and Study Guide Quiz (and answers) Vocabulary: Region, Landforms, Natural Resources, Geography, Climate, Appalachian Plateau, Ridge and Valley, Blue Ridge, Piedmont, Coastal Plain (Upper Coastal Plain and Lower Coastal Plain), River, Ocmulgee River, Oconee River, Altamaha River, Savannah River, St. Marys River, Chattahoochee River, and Flint River. Learning Activities Georgias Regions (Day 1) - Give the students the Georgia Regions and Rivers Pre-Test.docx. (Evaluation) (Day 1) Introduce and explain the standard (SS2G1 The student will locate major topographical features of Georgia and will describe how these features define Georgias surface. a. Locate all the geographic regions of Georgia: Blue Ridge Mountains, Piedmont, Coastal Plain, Valley and Ridge, and Appalachian Plateau.) and the essential questions (listed below) for the activity. Also, discuss and explain the culminating performance tasks (Students as Cartographers and Tourism Association of Georgia Brochure) and the rubrics that go with them. (W) Essential Questions to be Answered: 1. Where can you locate each of the five regions of Georgia on a map? (Day 2-5) 2. How does living in ________ region affect the way we live? (Day 4) 3. How are the 5 regions, Piedmont, Coastal Plain, Appalachian Plateau, Valley and Ridge, and the Blue Ridge Mountains alike and different (or unique)? (Day 2-4) 4. Why is the _(i.e. Piedmont, Blue Ridge Mountains, Coastal Plain, Appalachian Plateau, and Valley and Ridge)_ located there? (Day 2) 5. What do you mean by region? (Day 1-2) 6. What makes a region unique and different? (Day 2-4) Note 1: Key vocabulary is introduced as they are mentioned in the learning activities, textbook, other reading material, and performance tasks. Students will read and discuss,

with the teacher, relevant sections of the SS textbook (pages 74-99) in order to support the learning activities and performance tasks. (Explore and Equip) Note 2: As an ongoing activity, the students will write in a daily journal about the learning activities, information, and performance tasks. Two additional journal entries will be written on Days 5 & 10 (Day 5 Write about a day in your life as if you were an animal from one of the five Georgia regions. Answer the following questions: If you could be one of the many animals that live in one of our five regions in Georgia, Which would you be? Why? What region would you come from? What types of things would you see? What would you do for the day? AND Day 10 Explain why people live near rivers and how they use our natural resources to live.). (Rethink, Revisit, Reflect, and Refine) (Day 2) Have students watch Georgias Official Tourism video Georgia's Official Tourism Video.flv to spark some interest in learning more about Georgia. Then ask the class, Have you ever wondered why some places in Georgia are mountainous areas, some are flat, and others are forest? Well, we are going to answer those questions in our unit about Georgia and its regions and rivers. (Hook) (Day 3) Read the story, The Twelve Days of Christmas in Georgia (Twelve Days of Christmas, State By State) by Susan Rosson Spain and Elizabeth O. Dulemba (Oct 5, 2010) (Explore, Reflect, and Tailor) (Day 3) Introduce the Regions by showing them on a map and asking the students if they have ever heard of the 5 regions of Georgia. Discuss each regions name and where it is located on the map. (Hook, Explore, Equip, Tailor) (Day 4) Give the students the Regions Thinking Map.docx. (Evaluation) Explain to the students that they will view a PowerPoint presentation and will need to record any important information about each of the 5 regions of Georgia. (W) As the teacher presents the Five Regions of Georgia.ppt PowerPoint, the students will fill in their thinking map recording important facts and information about each of the 5 regions. (Explore and Equip) (Send home on Day 4) Students will complete the Compare and Contrast Sheet (Compare and Contrast HW.pdf) for homework. It will be checked and graded the next day by the teacher. (Revisit, Explore, and Evaluation) Answers Compare and Contrast HW Answers.pdf (Day 5) Give the students a quiz using the Vocabulary and Study Guide sheet ( eTeacher's Edition - Social..pdf ). (Evaluation) Answers eTeacher's Edition - Social Answers.pdf Day 5 Journal Entry: Students should write in their Georgia Journal about a day in your life as if you were an animal from one of the five Georgia regions. Answer the following questions: Which would you be? Why? What region would you come from?

What types of things would you see? What would you do for the day? (Rethink, Revisit, Reflect, and Refine) Essential Questions Answered 1. Why is the world around you important in your life? 2. How do the geography, climate and natural resources affect the way people live and work? 3. Where can you locate each of the five regions of Georgia on a map? 4. How does where I live influence how I live? 5. What can we learn from the past? 6. How can the places we live, make a difference in the way we live? 7. How does living in ________ region affect the way we live? 8. How are the 5 regions, Piedmont, Coastal Plain, Appalachian Plateau, Valley and Ridge, and the Blue Ridge Mountains alike and different (or unique)? 9. In what ways do people use the natural resources of water (how do people use rivers) based on where they are located? Week 2

Materials: Performance Task 1, graphic organizers (thinking maps), writing journals, books about Georgias regions and rivers, SS textbook, pencil, crayons, markers, Internet access, blank map of Georgia, Capzles Presentation Vocabulary: Cartographer, Region, Landforms, Natural Resources, Geography, Climate, Appalachian Plateau, Ridge and Valley, Blue Ridge, Piedmont, Coastal Plain (Upper Coastal Plain and Lower Coastal Plain), River, Ocmulgee River, Oconee River, Altamaha River, Savannah River, St. Marys River, Chattahoochee River, and Flint River. Learning Activities Georgias Major Rivers (Day 6) Introduce and explain the standard (SS2G1 The student will locate major topographical features of Georgia and will describe how these features define Georgias surface. b. Locate the major rivers: Ocmulgee, Oconee, Altamaha, Savannah, St. Marys, Chattahoochee, and Flint) and essential questions (listed below) for the activity. Also, discuss and explain the culminating performance task (Students as Cartographers) and its rubric. (W) Essential Questions to be Answered: 1. What are the names of Georgias seven major rivers? (Days 6-10) 2. Where can you locate ________ River on a map? (Ocmulgee, Oconee, Altamaha, Savannah, St. Marys, Chattahoochee, and Flint would need to be inserted in the blank when it is asked) (Days 6-10) 3. Why are so many of Georgias cities and towns built near rivers? (Days 6-7) 4. In what ways do people use the natural resources of water (how do people use rivers) based on where they are located? (Days 6-7 & 10)

Note 1: Key vocabulary is introduced as they are mentioned in the learning activities, textbook, other reading material, and performance tasks. Students will read and discuss, with the teacher, relevant sections of the SS textbook (pages 104-111) in order to support the learning activities and performance tasks. (Explore and Equip) Note 2: As an ongoing activity, the students will write in a daily journal about the learning activities, information, and performance tasks. Two additional journal entries will be written on Days 5 & 10 (Day 5 Write about a day in your life as if you were an animal from one of the five Georgia regions. Answer the following questions: If you could be one of the many animals that live in one of our five regions in Georgia, Which would you be? Why? What region would you come from? What types of things would you see? What would you do for the day? AND Day 10 Explain why people live near rivers and how they use our natural resources to live.). (Rethink, Revisit, Reflect, and Refine) (Days 6-7) Give the students the Rivers Thinking Map.docx. (Evaluation) Explain to the students that they will view a PowerPoint presentation and will need to record any important information about each of the 7 major rivers in Georgia. (W) Introduce the 7 major rivers of Georgia by presenting their locations, important facts, and photographs of each using the Web 2.0 tool Capzles. (Hook) As the teacher presents the Capzles presentation at http://www.capzles.com/25bcf970-10ae-4400-acd7-969800b2e30f, the students will fill in their thinking map recording important facts and information about each of the 7 major rivers. (Explore and Equip) (Send home on Day 8) Have the students make a list of the 7 major rivers of Georgia for their homework. It will be checked and graded the next day by the teacher. (Revisit, Explore, and Evaluation) (Days 8-10) Break the students up into small groups of 2 or 3 to complete Performance Task 1. Give each group of students the Performance Task 1 Rubric and Task ( Performance Task 1.docx ). Provide the students with paper with a blank map of Georgia, pencils, crayons, markers, books (textbook), and access to the Internet in order to produce well thought out and planned maps. Be sure to monitor/supervise your students as they surf the web to locate important facts about each region and river in Georgia. You are your partner will then be asked to share your teams map with the rest of the companys employees (the class) and with Ms. Map Key (the museum curator). Ms. Map Key will use the attached rubric to check the completeness of your map in order to decide whose map(s) will be used in the Georgia History Exhibit. (Revisit, Rethink, Explore, Experience, and Evaluation) Day 10 Journal Entry: Students should write in their Georgia Journal on the following topic: Explain why people live near rivers and how they use our natural resources to live. (Rethink, Revisit, Reflect, and Refine) Essential Questions Answered 1. Why is the world around you important in your life? 2. How do the geography, climate and natural resources affect the way people live

3. 4. 5. 6. 7.

and work? How does where I live influence how I live? What can we learn from the past? How can the places we live, make a difference in the way we live? Why are so many of Georgias cities and towns built near rivers? In what ways do people use the natural resources of water (how do people use rivers) based on where they are located?

Week 3

Materials: graphic organizers (thinking maps), writing journals, books about Georgias regions and rivers, SS textbook, brochures, Internet access, photos (magazines), pencil, markers, crayons, paper, computer Vocabulary: Performance Task 2, Georgia Regions and Rivers Test, Region, Landforms, Natural Resources, Geography, Climate, Appalachian Plateau, Ridge and Valley, Blue Ridge, Piedmont, Coastal Plain (Upper Coastal Plain and Lower Coastal Plain), River, Ocmulgee River, Oconee River, Altamaha River, Savannah River, St. Marys River, Chattahoochee River, and Flint River. Learning Activities Regions and Rivers of Georgia (Day 11) Introduce and explain the standard (SS2G1 The student will locate major topographical features of Georgia and will describe how these features define Georgias surface. a. Locate all the geographic regions of Georgia: Blue Ridge Mountains, Piedmont, Coastal Plain, Valley and Ridge, and Appalachian Plateau. b. Locate the major rivers: Ocmulgee, Oconee, Altamaha, Savannah, St. Marys, Chattahoochee, and Flint) and essential questions (listed below) for the activity. Also, discuss and explain the culminating performance task (Tourism Association of Georgia Brochure) and its rubric. (W) Essential Questions to be Answered: 1. Why is the _(i.e. Piedmont, Blue Ridge Mountains, Coastal Plain, Appalachian Plateau, and Valley and Ridge)_ located there? 2. What do you mean by region? 3. What makes a region unique and different? 4. What are the names of Georgias seven major rivers? 5. Where can you locate each of the five regions of Georgia on a map? 6. Where can you locate ________ River on a map? (Ocmulgee, Oconee, Altamaha, Savannah, St. Marys, Chattahoochee, and Flint would need to be inserted in the blank when it is asked) 7. How are the 5 regions, Piedmont, Coastal Plain, Appalachian Plateau, Valley and Ridge, and the Blue Ridge Mountains alike and different (or unique)? 8. In what ways do people use the natural resources of water (how do people use rivers) based on where they are located?

Note 1: Key vocabulary is introduced as they are mentioned in the learning activities, textbook, other reading material, and performance tasks. Students will read and discuss, with the teacher, relevant sections of the SS textbook (Page 95 and Resources pages R2021) in order to support the learning activities and performance tasks. (Explore and Equip) Note 2: As an ongoing activity, the students will write in a daily journal about the learning activities, information, and performance tasks. Two additional journal entries will be written on Days 5 & 10 (Day 5 Write about a day in your life as if you were an animal from one of the five Georgia regions. Answer the following questions: If you could be one of the many animals that live in one of our five regions in Georgia, Which would you be? Why? What region would you come from? What types of things would you see? What would you do for the day? AND Day 10 Explain why people live near rivers and how they use our natural resources to live.). (Rethink, Revisit, Reflect, and Refine) (Day 11) Have students reflect on what they have learned throughout this unit by writing in their Georgia Journal. Be sure to include any important information about each region and each of the major rivers. (Reflect, Revisit, and Explore) (Days 11-13) Give each student a copy of Performance Task 2 (Performance Task 2.docx) (Tourism Association of Georgia Brochure) and the corresponding rubric. The teacher will explain that the students are going to be tour guides (brochure makers) and the state of Georgia has asked them to research, plan, and create a new travel brochure for our state. The teacher will explain to the students that their brochure will be presented to their boss (Heidi Green), the other tour guides, and/or tourists and must include the following: 1.) The names of all 5 geographic regions. 2.) What does the land look like? (description and picture) 3.) Names of any major rivers that flow through these regions. 4.) Names of major cities in the regions. 5.) Local attractions for visitors. 6.) Natural resources/manufactured products in each region. 7.) Types of communities in each region (ex. urban, rural, suburban) 8.) Either type out the brochure or write neatly with no spelling or grammar errors. 9.) Have a creative appearance. The students will identify the five regions of Georgia and any important facts and/or information about each region that they gathered during their research to include in their travel brochure for the state of Georgia. The students will use the Internet and books from the media center to research any additional information for the brochure. Be sure to monitor your students as they surf the Internet. Students will have other brochures to look at as models. Brochure can be made on the computer or by hand. The teacher will observe the students as they work on their brochure and help when needed. (Revisit, Rethink, Explore Experience, Tailor, Evaluation)

(Day 13) The students will participate in an electronic game about Georgias five regions and its major rivers, Jeopardy style (I did not attach the game because it was too big). The game is designed to aide students in reviewing for upcoming tests and to help with any further understanding. (Revisit and Tailor) (Day 14) Give the students the Georgia Regions and Rivers Test.docx. (Evaluation) Self-Assessment and Reflection: (Evaluation and Reflection) Each student will selfassess his/her travel brochure for the state of Georgia using the Student Evaluation Rubric (Student Evaluation of Brochure.docx). (Reflect, Tailor, and Evaluation) Students will assess their part in designing and making their groups map of Georgias Five Regions and its Major Rivers using the given rubric (Student Evaluation of Map.docx). (Reflect, Tailor, and Evaluation) My Georgia Journal The students will keep a journal during the course of the unit, where they will reflect upon what they have learned and the essential question(s) that was asked. (Reflect, Tailor, Revisit, Rethink, Explore, and Evaluation) Learning Activities Yummy Map of Georgia (Day 15) Pre-make and separate the dough at home. (Dough recipe is listed below.) Dough Recipe: * 2 cups smooth peanut butter * 2 1/2 cups powdered milk * 2 1/2 cups powdered sugar * 2 cups white corn syrup Pre-make and label toothpick flags with the following names to show Georgias 7 major rivers (make sets of 7): a. Ocmulgee b. Oconee c. Altamaha d. Savannah e. St. Marys f. Chattahoochee g. Flint Introduce and explain the standard (SS2G1 The student will locate major topographical features of Georgia and will describe how these features define Georgias surface. a. Locate all the geographic regions of Georgia: Blue Ridge Mountains, Piedmont, Coastal Plain, Valley and Ridge, and Appalachian Plateau. b. Locate the major rivers: Ocmulgee, Oconee, Altamaha, Savannah, St. Marys, Chattahoochee, and Flint) and essential questions (listed below) for the activity. (W) Essential Questions to be Answered: 1. What do you mean by region? 2. What makes a region unique and different? 3. How can the places we live, make a difference in the way we live? 4. What are the names of Georgias seven major rivers?

5. Where can you locate each of the five regions of Georgia on a map? 6. Where can you locate ________ River on a map? (Ocmulgee, Oconee, Altamaha, Savannah, St. Marys, Chattahoochee, and Flint would need to be inserted in the blank when it is asked) 7. How does living in ________ region affect the way we live? 8. How are the 5 regions, Piedmont, Coastal Plain, Appalachian Plateau, Valley and Ridge, and the Blue Ridge Mountains alike and different (or unique)? 9. In what ways do people use the natural resources of water (how do people use rivers) based on where they are located? Note 1: Key vocabulary is introduced as they are mentioned in the learning activities, textbook, other reading material, and performance tasks. (Explore and Equip) Note 2: As an ongoing activity, the students will write in a daily journal about the learning activities, information, and performance tasks. Two additional journal entries will be written on Days 5 & 10 (Day 5 Write about a day in your life as if you were an animal from one of the five Georgia regions. Answer the following questions: If you could be one of the many animals that live in one of our five regions in Georgia, Which would you be? Why? What region would you come from? What types of things would you see? What would you do for the day? AND Day 10 Explain why people live near rivers and how they use our natural resources to live.). (Rethink, Revisit, Reflect, and Refine) Ask the students if they have ever thought about what it would taste and look like to eat their state. Well, today you are going to get that opportunity. (Hook) Review with the students the location and a brief description of the 5 regions of Georgia and the 7 major rivers. Then explain to the students that they will extend their learning of Georgias regions and major rivers by making an edible map. They will use different edible objects to display the different topographical features of our state. (Revisit and Where/What) Place students in groups of 2 or 3 students. Give each student or group of students (two or three at the most), the reference map. Allow students to look at the map to find Georgias regions and geographical features. Tape a piece of wax paper on top of each students reference map in section R of their reading book, and give each group of students a portion of the dough (enough to make the state of Georgia). (Organize, Tailor, Experience, and Revisit) Give the students the activity sheet describing what they are to do. Then have the students shape the dough into their best interpretation of Georgia and its shape using the reference map in their textbook for help. Once the map is shaped, have the students place the edible objects, coconut (dyed green), blue icing (the gel kind that comes in a tube), chocolate chips, M&Ms, (that represent the landforms) onto the map. (They may peek back and forth at their reference map for hints, if needed.) (Explore, Experience,

and Refine) The teacher will observe the students as they work through making their edible maps. Have the students to place their pre-labeled toothpick flags on each river representation. (Explore, Experience, and Refine) When the map is finished, have the students to share and compare their map with the rest of the class. (Reflect, Tailor) Look at each map and assess using the attached rubric. Then the students will be given the opportunity to EAT their state!!! (Reflect, Evaluate)

Resources

(Some information used within the unit was gathered from the Georgia Standards website for the state of Georgia. )
Branyan, J., Fain, K., Forehand, M., & Freeman, C. (2008). Unit 2 - Our Georgia (07/24/2008). Retrieved from https://www.georgiastandards.org/Frameworks/GSO%20Frameworks/SS%20Gr%202%0 Unit%202.pdf Bryson, A. (2008). GRASPS title: Second grade social studies Georgia regions and rivers. Retrieved from http://teachingwithpurpose.com/GRASPSU08/Second_GA_Regions_Rivers_Bryson/Sec ond_GA_Regions_Rivers_Bryson.htm Oetter, D. & Skelton, C. (n.d.). Georgias rivers. Retrieved from www.hercules.gcsu.edu/~doetter/projects/river/georgias_rivers.ppt Robertson, H. (2008). The five regions of Georgia. Retrieved from http://www.slideshare.net/Heatherrenee/the-five-regions-of-georgia