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Pre-Assessment

What Do the Students Know?

Distribute pre-assessment,
read through each question
with the class as they fill out
their best educated guesses.

Lesson One

Introduction to Michigan

G1 The World in Spatial Terms


Use geographic representations to
acquire, process, and report information
from a spatial perspective.
3 G2.0.1 Use a variety of visual
materials and data sources to describe
ways in which Michigan can be divided
into regions.
Students will be able to identify that
Michigan has two parts (peninsulas).
Students will be able to locate the
general location of Grand Rapids on a
Michigan map.
Students will be able to listen to a story
and watch Pure Michigan commercials,
identifying with places they may have
visited or heard of.
Students will be able to list things they
like to do in Michigan.

Read Im a Michigan Kid,


explore Michigan via video,
locate Grand Rapids on a
Michigan map
Assessment: Locate Grand
Rapids on a coloring sheet to
decorate the room for the
unit.

Lesson Two

Natural and Human


Characteristics

G2.0.2: Describe how the local


community is part of a larger region
(e.g., county, metropolitan area, state).
Students will be able to define and give
examples of natural and human
characteristics in Michigan.
Students will be able to work equally in a
partnership.
Students will be able to make
connections to new vocabulary terms.
Students will be able to highlight
important information.

Introduction to the term


geography, list natural and
human characteristics
Assessment: Students will

write out and draw a picture


of two natural characteristics
and write and draw two
human characteristics from
Michigan.

Lesson Three

State and Counties

G2.0.2: Describe how the local


community is part of a larger region
(e.g., county, metropolitan area, state).
Students will be able to identify their
location on a world map, country map,
state map, and county map.
Students will be able to compare and
contrast a world map, country map, state
map, and county map.

Compare world map to


country map to state map to
county map - star or color
each one that we belong to.
Assessment: Fill out a
community target, stating
what continent, country,
state, county, and community
the student is a part of.

Lesson Four

Cardinal Directions: North,


South, East, West

G1.0.1: Use cardinal directions (north,


south, east, west) to describe the
relative location of significant places in
the immediate environment.
Students will be able to list the four
cardinal directions.
Students will be able to use the four
cardinal directions to find locations on a
worksheet.
Students will be able to independently
use their knowledge of directions and
prior knowledge of Michigan to locate
important landmarks on a map.

Look at North, South, East,


and West on both world and
Michigan maps. Watch a
video on the directions and
introduce ways to remember
the directions (Never Eat
Soggy Waffles).
Assessment 1: Color in
directional squares according

to directions given out loud


by the teacher.
Assessment 2: Cardinal
directions on a United States
map.

Lesson Five

Relative and Absolute


Location

G1.0.1: Use cardinal directions (north,


south, east, west) to describe the
relative location of significant places in
the immediate environment.
Students will be able to define and give
examples of relative and absolute
location.
Students will be able to students will be
able to give location descriptions of
multiple places relevant to their lives.

Label a Michigan map to


review previous lessons
(state name, city, directions,
border, and 2 peninsulas).
Give examples and play
location games to introduce
relative and absolute
location.
Assessment 1: Students
complete a sort of Absolute
Versus Relative location.
Assessment 2: Students fill in
a location scavenger hunt.

Lesson Six

The Great Lakes: HOMES

G1 The World in Spatial Terms


Use geographic representations to
acquire, process, and report information
from a spatial perspective.
3 G2.0.2 Describe different regions to
which Michigan belongs (e.g., Great
Lakes Region, Midwest).
3 G1.0.1 Use cardinal directions
(north, south, east, west) to describe the
relative location of significant places in
the immediate environment.
CCSS.ELA-Literacy.RL.3.1
Ask and answer questions to
demonstrate understanding of a text,
referring explicitly to the text as the basis
for the answers.
CCSS.ELA-Literacy.SL.3.2

Determine the main ideas and


supporting details of a text read aloud or
information presented in diverse media
and formats, including visually,
quantitatively, and orally.
Students will be able to list and identify
the five Great Lakes.
Students will be able to read
informational text and pick out important
information.
Students will be able to list the 4 bodies
of water found in MI.
Students will be able to work with time
deadlines as they rotate through
different stations.
G5.0.1 Locate natural resources in
Michigan and explain the consequences
of their use.

Field Trip of the Great


Lakes and introduction to
glaciers and their part of the
Great Lakes creation.
Introduce HOMES acronym,
point out each lake on a
Michigan map. Great Lakes
Readers Theater and
visually show the 4 types of
bodies of water that are in
Michigan.
Assessment 1: Students read
an informational essay on
Michigan bodies of water and
fill in a chart with relevant
facts.
Assessment 2: Ticket out the
door will be to label the 5
lakes on a map.

Lesson Seven

The Michigan Landforms

G1 Use geographic representations to


acquire, process, and report information
from a spatial perspective.
G2 Understand how regions are created
from common physical and human
characteristics.
CCSS.ELA-Literacy.RL.3.1
Ask and answer questions to
demonstrate understanding of a text,
referring explicitly to the text as the basis
for the answers.

CCSS.ELA-Literacy.SL.3.2
Determine the main ideas and
supporting details of a text read aloud or
information presented in diverse media
and formats, including visually,
quantitatively, and orally.
Students will be able to list Michigans
four landforms.
Students will be able to work with time
deadlines as they rotate through
different stations.
Students will be able to read
informational text.
Students will be able to pick out
important information to fill in a chart
about different Michigan landforms.

Students break off into


stations. Each station
represents a landform.
Computers and crayons are
located at each station,
students read and watch and
fill out a section of a chart for
each station.
Assessment: Landform chart
completed.

Lesson Eight

Using a Map

G1 The World in Spatial Terms


Use geographic representations to
acquire, process, and report information
from a spatial perspective.
G1.0.1 Use cardinal directions (north,
south, east, west) to describe the
relative location of significant places in
the immediate environment.
Students will be able to locate important
cities and landforms on a Michigan map.
Students will be able to use their
knowledge of cardinal directions to
locate specific locations.
Students will be able to work within a
specific time limit.
Students will be able to work equally in a
partnership.

Model using a map, review


the key, review cardinal
directions, show different
forms of maps.
Assessment: Complete Lets
Take a Road Trip Around
Michigan with social studies
sidekick.

Lesson Nine

Research Project
Requirements

CCSS.ELA-Literacy.RL.3.1
Ask and answer questions to
demonstrate understanding of a text,
referring explicitly to the text as the basis
for the answers.
CCSS.ELA-Literacy.SL.3.2
Determine the main ideas and
supporting details of a text read aloud or
information presented in diverse media
and formats, including visually,
quantitatively, and orally.
Teacher gives the information for each
project, showing pictures and maps,
giving details about the places and
specifies the requirements for each
group.
G1 The World in Spatial Terms
Use geographic representations to
acquire, process, and report information
from a spatial perspective.
3 G1.0.1 Use cardinal directions
(north, south, east, west) to describe the
relative location of significant places in
the immediate environment.
G1.0.2 Use thematic maps to identify
and describe the physical and human
characteristics of Michigan.
G2 Understand how regions are created
from common physical and human
characteristics.
Students will be able to research
appropriate information on the internet.
Students will be able to use prior
knowledge of Michigan location to
conduct a research project on a specific
Michigan landform.
Students will be able to neatly outline
their information in a poster setting.
Students will be able to work equally in a
partnership, sharing ideas and
responsibilities.
Students will be able to use a checklist
to complete their research project.

Model how to do the


research project, then
students proceed to work
with their sidekick to
complete the project.
Assessment: Student
self-assessment on their
work ethic and participation.

Lesson Ten

Research Project

CCSS.ELA-Literacy.SL.3.1
Engage effectively in a range of
collaborative discussions (one-on-one,
in groups, and teacher-led) with diverse
partners on grade 3 topics and texts,
building on others' ideas and expressing
their own clearly.
CCSS.ELA-Literacy.SL.3.1.b
Follow agreed-upon rules for
discussions (e.g., gaining the floor in
respectful ways, listening to others with
care, speaking one at a time about the
topics and texts under discussion).
Students will be able to listen to fellow
students presentations.
Students will be able to present their
information confidently and with
appropriate volume.
Students will be able to complete a
checklist for information and
presentation.
Students will be able to complete a
self-evaluation of their work ethic and
information.

Teacher begins by showing


them the rubric on teamwork
and work skills that they will
be assessed with. This takes
2 days - students research
an assigned landform with
their Social Studies Sidekick
and create an outline poster.
When this is approved, they
proceed to create their final
project.
Assessment: Teacher rubric
on assessing teamwork skills
and work ethic.

Final Assessment

Presentations

Assessment: Presentation
rubric focusing on delivery
and information obtained.

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