Mississippi Teacher Corps Written Unit PlanUnderstanding by Design (UBD)

Unit Cover PageUnit Title: Mississippi Studies Unit 1: Mississippi Geography Grade Level: 8th grade, teaching 9th grade Mississippi Studies

Subject/Topic Areas: Social Studies/Geography/Mississippi StudiesKey Words: 5 themes of geography (movement, human environment interaction, location, place, region), Mississippi geography, globalization

Designed By: Lexi Brenza Length of Unit: 5 days + 1 test day

School District: Hinds County School, Byram Middle SchoolBrief Summary of Unit:The students will be introduced to Mississippi Studies by first learning about the Geography of Mississip,pi. They will begin the unit with being able to identify the five key themes of geography that we will be going back to throughout the unit, and identifying the location and vital measurement statistics of the state, such as latitude, longitude, locateon w/oin the united states, boarding states, geographic center, population, square milage, elevation, and demographic breakdown. They will also learn about the climate and natural disasters that occur in Mississippi, and why Mississippi is vulnerable to these disasters. After, the students will learn about natural resources and fertile soil regions, and how MS’s social, economic, political, and physical development is affected by these characteristics. Finally, the students will learn about how MS is impacted by movement, and technology, and how movement necessitates globalization. The students will culminate the unit by connecting MS geography to globalization through the 5 themes of geography in a project about the Olympics, and will be tested on their mastery of the information in a unit test.List and attach Print Materials/ResourcesList and attach Internet Resources/LinksAll lessons: google imagesLesson 1, five themes:http://betterlesson.com/document/595254/unit-1-lesson-1-five-themes-docxLesson 2: Mississippi TextbookLesson 3: Mississippi TextbookLesson 4: Mississippi TextbookLesson 5, Olympic Video:https://www.youtube.com/watch?v=TbsXUJITa40http://www.slideshare.net/brhughes/five-themes-of-geographyhttp://content.time.com/time/world/article/0,8599,1927402,00.htmlhttps://www.youtube.com/watch?v=0-Hbl0bV8FA

http://betterlesson.com/document/2658881/globalizationppt-pptx

Stage 1 – Identify Desired Results(Stage 1 completed once for the unit)

Goal: Identify overall goal (s) of the unit based on the Mississippi Curriculum Frameworks and/or the Common Core Standards.

Domestic Affairs

1. Understand how geography, history, and politics have influenced the development of Mississippi.

a. Identify and locate major geographical features of Mississippi and how they contribute to the social and economic development of the state. (DOK 1)

Daily objectives: What key knowledge and skills will students acquire as a result of this unit? What should learners be able to do as a result of such knowledge? Include integrated content areas from the Mississippi Curriculum Frameworks. Label objectives with the DOK level of learning.First Lesson:TSW Identify and define the 5 themes of geography (Mississippi framework 1f, DOK 1)TSW Identify and list examples of location, place, and region in Mississippi (Mississippi framework 1f, DOK 1)TSW Predict how the Geography of MS impacts its social, political development as an agricultural state. (Mississippi framework 1f, DOK 2)

Second Lesson:TSW describe the geographic climate of Mississippi (DOK 1, Mississippi Studies 1f)TSW analyze how the climate and natural disasters have affected the population, and relate it to the Five themes of geography, specifically facilitates natural disasters that have harmed the people and environment (DOK 4, Mississippi Studies 1f)TSW Predict what can climate tell us about how the people interact with the environment. (DOK 2, Mississippi Studies 1f)

Third Lesson

TSW identify the physical, social, political characteristics of the 12 types of fertile soil. (DOK 2, Mississippi Studies 1f)TSW draw conclusions on the effects of the physical characteristics of the fertile soil regions on the political and social development of Mississippi. (DOK 2, Mississippi Studies 1f)

Fourth LessonTSW identify the physical, social, political characteristics of the 12 types of fertile soil. (DOK 2, Mississippi Studies 1f)TSW draw conclusions on the effects of the physical characteristics of the fertile soil regions on the political and social development of Mississippi. (DOK 2, Mississippi Studies 1f)

Fifth LessonTSW define movement as a major theme of geography (DOK 1, Mississippi framework 1f)TSW define globalization and identify examples of globalization (DOK 1, Mississippi framework 1f)TSW connect movement to globalization (DOK 4, Mississippi framework 1f)TSW apply concepts of the five themes of geography to the Olympics in an Olympic Bid Project (DOK 4, Mississippi framework 1f)

Six Lesson

Stage 2 – Planning Assessment(Stage 2 completed once for the unit)

Performance Task(s): List the names of each performance task here and attach a copy of the entire assignment (including grading rubric) to your plan.

Day 2: Natural Disaster ProcureDay 5: Olympic Bid Project

Test/Quiz Item(s): List the names of each test/quiz here and attach a copy of each to your plan.

Day 1: Graded HomeworkDay 6: Unit Test

Informal Check(s): List ways you will check for understanding throughout your unit.Day 1:Exit ticket: given what we have started to learn about the geography of MS, I want you to predict how the geography affects the social, cultural, and political history of people in MS. For example, do you think Mississippi is a state that provides resources for the people who live there? What types of things would people do in MS to work and make a living, and industries are in MS? Example: in a tropical area like the Bahamas, and I wanted to be in the hotel industry, I would be interested in moving there because the beautiful weather creates a lot of opportunity for tourism. If I wanted to harvest cane sugar, I would also want to move there because that is a natural resource there. These are questions that the teacher would ask to try to facilitate ideas about the exit ticket, and provide a preview into tomorrow’s lessons.

Day 2Exit ticket: Ok, before you guys go, I would like you to in one sentence, describe the climate of MS. In another sentence, I would like you to describe a natural disaster in MS and why MS is particularly prone to these natural disasters. Tomorrow, we will continue to talk about the geography of MS and how the physical characteristics interact with humans.

Day 3Informal: The teacher will listen to students (M) describe the physical, social, economic, and political landscape of each geographic region. (C).

Day 4Informal: 3-2-1; students will write downt here concepts presented, 2 examples of the concepts, and 1 unresolved question

Day 5Informal: The teacher will collect a one minute paper (M) definine movement and globalization, and What was the most important thing you learned, and one question that remains unanswered. (C).

Academic Prompt(s): List higher level thinking questions used throughout the unit.

TSW connect MS geography to the social and political cultural development of the people inhabiting MS. – How can you connect MS geography to the social, political, and cultural development of the inhabitants of Mississippi?TSW apply concepts of the 5 themes of geography to MS geography-How can you apply each of the five major themes of geography to the geography of Mississippi?

How have the five themes of geography contributed to globalization, and how can we see these effects in the state of Mississippi? How can MS continue to become more interdependent and interconnected through globalization and geography?

Stage 3 – Daily Lesson Plans( Stage 3- attach lesson plans)

Make a calendar to outline the objectives taught each day, the activities/strategies used and the assessments used. Next, attach a separate lesson plan for each day of your unit using the MTC format on the following page.

STAGE 3: Daily PlansMonday Tuesday Wednesday Thursday Friday

TSW Identify and define the 5 themes of geography (Mississippi framework 1f, DOK 1)TSW Identify and list examples of location, place, and region in Mississippi

TSW describe the geographic climate of Mississippi (DOK 1, Mississippi Studies 1f)TSW analyze how the climate and natural disasters have affected the population, and

TSW identify the physical, social, political characteristics of the 12 types of fertile soil. (DOK 2, Mississippi Studies 1f)TSW draw conclusions on the effects of the physical characteristics of the fertile soil regions on the political and social development

TSW identify the physical, social, political characteristics of the 12 types of fertile soil. (DOK 2, Mississippi Studies 1f)TSW draw conclusions on the effects of the physical characteristics of the fertile soil regions on the political and social development

TSW define movement as a major theme of geography (DOK 1, Mississippi framework 1f)TSW define globalization and identify examples of globalization (DOK 1, Mississippi framework 1f)TSW connect movement to

(Mississippi framework 1f, DOK 1)TSW Predict how the Geography of MS impacts its social, political development as an agricultural state. (Mississippi framework 1f, DOK 2)

relate it to the Five themes of geography, specifically facilitates natural disasters that have harmed the people and environment (DOK 4, Mississippi Studies 1f)TSW Predict what can climate tell us about how the people interact with the environment. (DOK 2, Mississippi Studies 1f)

of Mississippi. (DOK 2, Mississippi Studies 1f)

of Mississippi. (DOK 2, Mississippi Studies 1f)

globalization (DOK 4, Mississippi framework 1f)TSW apply concepts of the five themes of geography to the Olympics in an Olympic Bid Project (DOK 4, Mississippi framework 1f)

TSW be tested on their knowledge of the five

themes of geography and apply these concepts to the geography of Mississippi (Mississippi Studies 1f, DOK 4)TSW apply concepts of the five themes of geography to the Olympics in an Olympic Bid Project (DOK 4, Mississippi framework 1f)

Day 1: The Five Themes of Geography and Place, Region, and Location in Mississippi State

Name: Lexi Brenza Subject: Mississippi Studies/Geography

Objectives:First Lesson: TSW Identify and define the 5 themes of geography (Mississippi framework 1f, DOK 1)TSW Identify and list examples of location, place, and region in Mississippi (Mississippi framework 1f, DOK 1)

TSW Predict how the Geography of MS impacts its social, political development as an agricultural state. (Mississippi framework 1f, DOK 2)

Materials:Butcher paper, writing utensils, power-point, computer, promethean/projector, guided notes,

Set (5 minutes):

As the students enter the room, a variety of questions about the five themes of geography will be posted around the room. The students will move around the room and then choose one that they feel that they can answer, and write down the answer to the questions on their guided notes sheet. This process will happen quickly and quietly. Questions include: 1. What is the difference between PLACE and LOCATION – can you name an example

in Mississippi? 2. What is an example of a region in or around Mississippi, and how is region defined? 3. What causes people to move from one place/location/region to another – Why would

you move? 4. In what ways do humans interact with their environment in Mississippi? 5. How do humans change their environment in Mississippi to suit their needs? 6. How do humans adapt to their environment around them, and can you give an

example in Mississippi? 7. What is latitude? What is longitude? What are they used for, and why are they so

important? 8. What is the difference between absolute and relative location? 9. What is the equator, and what is the prime meridian?

Procedures:1. When students have answered their questions, the teacher will tell the students, “I

am going to call on someone from each group to read their answer to the question.” If there are stations with no one present, the teacher will ask for a volunteer to answer the question, and reward them. (5 minutes)

2. When this process is complete, the teacher will ask what if the students know what topic these questions address, and why they are important. (30 seconds + 30 seconds of student answer)

3. After, the teacher will define and explain geography and the 5 themes of geography and have the students read the slides and follow along in guided notes, and ask how they apply to the state of MS. (6 minutes)

4. The teacher will explain that we are going to be applying these five themes of geography to our study of the state of Mississippi.

5. The teacher will announce that today, we will be focusing LOCATION, PLACE, AND REGION of Mississippi (30 seconds explanation + 30 seconds break into groups)

a. I am going to split you into groups and give you assignments of absolute location, relative location, human characteristics of place, physical

characteristics of place and. Region. You will have five minutes to drawl a visual representation of each of these. When you are done, we wills how them to the class and have them guess which example it represents

6. The groups will work on their project and the teacher will circulate (5 minutes) 7. The teacher will present the group work and have the kids produce an educated

guess on which each picture represents (5 minutes) 8. TTW say, Ok class, today we learned about the 5 themes of geography, and

specifically we looked at Mississippi geography in the context of location, place, and region.

9. The teacher will flip to a map of Mississippi, and ask where the absolute and relative locations of Mississippi, and the students will respond with the absolute and examples of relative location. This information can be found in guided notes.

a. What is the absolute location? How do you measure it? i. Absolute location: using latitude and longitude

b. What is the relative location of Mississippi? - can there be more than one answer? Explain why and provide examples.

10. The teacher will ask what REGION Mississippi is in – there’s more than one answer (1 minute)

a. Explain that Mississippi can be classified as “Deep South, Cotton Belt, Low South, Southeastern United States,

11. The teacher will ask about PLACE – describe the physical setting, elevation, major cities, population, demographic breakdown, language, arts, architecture.

12. The teacher will pass out an independent graded worksheet to have the students work on independently to have them test their knowledge of the information. Whatever they finish will completed for homework . (10 minutes)

Closure: ( 3 minutes) 13. Exit ticket: given what we have started to learn about the geography of MS, I

want you to predict how the geography affects the social, cultural, and political history of people in MS. For example, do you think Mississippi is a state that provides resources for the people who live there? What types of things would people do in MS to work and make a living, and industries are in MS? Example: in a tropical area like the Bahamas, and I wanted to be in the hotel industry, I would be interested in moving there because the beautiful weather creates a lot of opportunity for tourism. If I wanted to harvest cane sugar, I would also want to move there because that is a natural resource there. These are questions that the teacher would ask to try to facilitate ideas about the exit ticket, and provide a preview into tomorrow’s lessons.

Assessment/Evaluation:

Objective: 1. TSW Identify and define the 5 themes of geography (Mississippi

Studies 1f, DOK 1) 2. TSW Identify and list examples of location, place, and region in

Mississippi (Mississippi Studies 1f, DOK 1)

Assessment: Informal: TTW listen to the students describe and identify (M) the five themes of geography and examples of location, region, and place with MS ( C), and review independent practice worksheets on the five themes of geography and examples of the themes in relation to MS. (C ) Objective3. Predict how the Geography of MS impacts its social, political

development as an agricultural state. (DOK 2) Assessment: Informal: On an exit ticket (M), TSW write predictions about how the geography of MS that they have learned so far will impact the social, political, and agricultural development of the state – particularly, why people might want to live there and what people who live there do to maintain a living. ( C).

The Place, Climate, and Natural Disasters of Mississippi

Name: Lexi Brenza Subject: Mississippi Studies/Geography

Objectives:TSW describe the geographic climate of Mississippi (DOK 1, Mississippi Studies 1f)TSW analyze how the climate and natural disasters have affected the population, and relate it to the Five themes of geography, specifically facilitates natural disasters that have harmed the people and environment (DOK 4, Mississippi Studies 1f)

Materials:paper, writing utensils, power-point, computer, promethean/projector, guided notes, construction paper, computers for class, poster board, markers

Do Now: Please write down the five themes of geography, and State an example of region, location, and place for Mississippi (2 minutes).

Set: (5 minutes) TSW read historian John M. Barry’s description of the levee break at Mound Landing and answer questions.

Key words: levee (something built to prevent overflowing water), crevasse (deep open crack), scaffolds (raised wood platform). The crevasse was immense. Giant billows rose to the tops of tall trees, crushing them, while the force of the current gouged out of the earth and…raged onto the Mississippi River Delta… the crevasse was pouring out such volume that in 10 days it could cover nearly 1 million acres of water 10 feet deep. The levee was the only land. The rest would soon be water. At plantations all through the district bells rang, dogs barked, cows bellowed, people hurried about gathering necessities – most had long since built scaffolds into their houses and moved furniture into it.

1. What aspects of Mississippi geography made levees necessary2. Was the mound landing levee break a surprise? 3. What precautions had been taken?

Procedure: 1. TTW ask students to list other destructive environmental events and the students will

answer (2 minutes): a. “What do these things have in common?” b. “How would you describe them?” c. “Why do you think MS is vulnerable to these things – what might this concept

be called?” 2. TSW instruct the students on the concept of climate (2 minutes):

a. TTW ask, “Does anyone know the definition of climate?” b. TTW give the definition of climate, and the students will respond c. TTW ask, “what theme of geography includes climate?”d. TTW ask, “what aspects of MS help you describe MS’s climate?” (cue

students for weather, temperature, flora, fauna) 3. TTW show a map of temperature to demonstrate an aspect of climate. (2 minutes)

a. TTW tell students the average temperature of MS, as well as the average July and January temperatures.

b. TTW ask students how they think temperature affects the environment – what might be special/particular about MS because of its temperature that is not the same in a place in the north, etc. – try to get them to talk about the types of plants, animals, etc that would be there because

4. TTW change the slide to a map of rainfall (2 minutes): a. TTW tell the students that the average rainfall is over 59 inches a year

b. TTW asks why the rainfall in MS is so important? Try to cue that is important for farming.

c. TTW define growing season, and explain that MS’s growing season is extremely long, from 210 days in the north to 270 days along the Gulf Coast. This combined with mild temperatures makes MS ideal for agriculture.

5. TTSW say: (3 minute responses + 2 minutes answers = 5 minutes) a. “Ok guys, can someone remind me what human environment interaction.

Given what you’ve learned about the climate of Mississippi, I want you to take 3 minutes to think about how humans interact with the environment. Specifically, I want you to tell me how the environment shapes human behavior, and how humans shape the environment to better suit their needs. For example, if I lived in Northern Canada, and it was very cold, I would use the frozen water to ice fish, for food, and possibly hunt wild animals for food and use their hides to keep warm. How do you think climate affects the way people live in Mississippi? – what does the rainfall, growing season, temperature mean for how people live? What might people have to do to adapt to the environment? How might they have to modify their environment to make it more livable?

6. TTW ask the students, “given what we know about climate, what kinds of NATURAL DISASTERS can you predict happening to MS and why? “ I’d like you to take 3 write down 3 examples and explain your answer.

7. TTW define hurricanes, tornadoes, and floods and ask what aspect of climate makes MS more vulnerable to each natural disaster.

a. Floods – what makes Mississippi vulnerable to floods? b. Tornadoes: what is a tornado? c. Hurricanes

8. TTW divide the students into pairs and ask them to create a pamphlet, PowerPoint presentation, or poster about safety regulation poster about a natural disaster in Mississippi.

a. Differentiation: since the students will be researching this themselves, I am going to split them into groups assigned to more difficult natural disasters to research.

i. Level 1 (most advanced): Researching your choice of natural disaster in MS, not including those below.

ii. Level 2: The flood of 1927iii. Level 3: Hurricane Katrina,

b. Procedure, rubric on other page. 9. Closure: (2 minutes)

a. Ok, before you guys go, I would like you to in one sentence, describe the climate of MS. In another sentence, I would like you to describe a natural disaster in MS and why MS is particularly prone to these natural disasters. Tomorrow, we will continue to talk about the geography of MS and how the physical characteristics interact with humans.

Assessment Objective: TSW analyze how the climate and natural disasters have affected the population, and relate it to the Five themes of geography,

specifically facilitates natural disasters that have harmed the people and environment (DOK 4, Mississippi Studies 1f)TSW describe the geographic climate of Mississippi (DOK 1, Mississippi Studies 1f)Formal: TSW create a poster /pamphlet presentation (M) about their natural disaster in MS (C ), which will be marked according to a rubric and graded in the grade book as a formal assessment for the unit (D). Informal: TSW answer an exit ticket (M) about climate and natural disasters, and hand it in at the end of class (c ) Informal: The teacher will oversee and hear (M) a discussion on how climate might predict how people interact with their environment in MS (C )

Day Three: Fertile Soil Regions

Lexi BrenzaMississippi Studies/Geography

ObjectiveTSW identify the physical, social, political characteristics of the 12 types of fertile soil. (DOK 2, Mississippi Studies 1f)

TSW draw conclusions on the effects of the physical characteristics of the fertile soil regions on the political and social development of Mississippi. (DOK 2, Mississippi Studies 1f)

Materials:Nature walk posters, power point, worksheets, paper, pencils, projector/promethean

Set:Ok, so yesterday we learned about the climate of MS. Can someone remind me what climate is, and what MS’s climate is? Ok I want you to pretend you are a settler in the colonial era. If you are a settler looking for a place to live in the Americas, what kind of place would you look for? What factors would affect where you live? Mississippi had many desirable physical characteristics that caused settlers to flood Mississippi. This agriculture allowed southern settlers to economically very successful, and was critical in their ability to develop traditions of land ownership and slavery, and these wealthy landowners had a higher social status and political power than many other civilians who did not own land. Can you think of the themes of geography that apply to this situation? Movement and Human environment interaction, fantastic! In these next few days, we are going to talk about how the physical characteristics of MS have facilitated movement and human environment interaction, starting with one of the most important things for agriculture: soil! (5 minutes)

Procedure: 1. TTW show the students a map of the 12 MS fertile soil regions. (3 minutes)

A. TSW define geology, ad the role geologists played in mapping out MS’s agricultural regions.

2. TTW describe the antebellum period of MS, and how the fertile regions were critical for this time period.

3. TTW explain today’s “nature walk” of the 12 soil regions. Students will divide into groups of twelve and make an informational poster and image about one of the regions that is informative and that other students can learn from (15 minutes)

4. TSW move between 12 stations that explain the 12 fertile soil regions, and fill in guided notes., and the students will move into their assigned station (3 minute)

5. TSW perform the nature walk and answer questions (20 minutes) 6. TTW ask the students questions about what they learned, starting with more

general, direct, definition and identification questions and scaffolding up to more difficult questions.

Closure:TSW fill out one of three assignments, based on differentiated learning.

A. Beginner: TSW write a paragraph about one of the 12 sections applying the five themes of geography

B. Intermediate: TSW write a paragraph about what soil region they would most want to live in and why, employing the themes of geography. They would also suggest away to improve the social/economic landscape of the region.

C. Advanced: TSW compare and contrast the political, social, and physical characteristics of three of the twelve sections of fertile soil, and apply the five themes of geography.

Assessment/Evaluation::Objective: TSW identify the physical, social, political characteristics of the 12 types of fertile soil. (DOK 2, Mississippi Studies 1f)TSW draw conclusions on the effects of the physical characteristics of the fertile soil regions on the political and social development of Mississippi. (DOK 2, Mississippi Studies 1f)

Assessment: Informal: The teacher will listen to students (M) describe the physical, social, economic, and political landscape of each geographic region. (C).Formal: The teacher will read students’ paragraphs analyzing and comparing/contrasting the different fertile soil regions (C.) and record the grades in the grade book (D).

Day Four: Mississippi’s Natural Resources

Lexi BrenzaMississippi Studies/Geography

Objectives: TSW identify major natural resources in Mississippi. (DOK 1). TSW analyze how these natural resources have impacted the economy of Mississippi (DOK 4).

TSW use these concepts to solve non-routine problems, such as environmental preservation. (DOK 3)

Materials:paper, writing utensils, power-point, computer, promethean/projector, guided notes, construction paper, computers for class, poster board, markers

Set:Yesterday we talked about

Procedures:.1. TSW identify the natural resources in Mississippi, and together the class will make a

T chart about the different renewable and nonrenewable natural resources in MS. 2. TTW talk about the timber resources and regions in MS (1 minute)3. TTW present the mineral resources in MS (1 minute) 4. TSW discuss why the Mississippi River is so important, and predict how it impacts

the social and political landscape of Mississippi. (1 minute)5. TTW talk about MS river in relation to tributaries, drainage basins, groundwater, and

surface water, and reservoirs (2 minutes)6. TSW discuss how using the rivers has changed from colonial life and negative

Americans to now – how do humans make use of rivers now and then? What example of geography is this?

a. What might7. TTW talk about the Tennessee Valley Authority and how it built flood control

projects and sent general electricity to rural areas in MS through the Tennessee River and Pickwick lake through turbines (2 minutes)

a. TTW ask: i. Why was this important? How might this have changed life for

civilians in this area? ii. Can someone describe this occurrence in the context of MOVEMENT

as a theme of geography? iii. What else might people use reservoirs for?

8. What else comes from Rivers? Fish! TTW explain that catfish ponds are extremely important in MS, and talk about aquaculture, or fish farming in MS.

9. TTW provide examples of how we have harmed the environment in MS (2 minutes) 10. TTW ask the students to write down a paragraph about how to we can preserve the

natural resources and environment of MS, or other ways humans can utilize the natural resources in MS.

11. TSW use the time to complete their pamphlet/poster project on natural disasters (remainder of class)

12. TSW fill out an exit ticket on the things that we recently learned to demonstrate their understanding of the material in the class. (2 minutes)

a. 3-2-1; students will write down there concepts presented, 2 examples of the concepts, and 1 unresolved question

Assessment/Evaluation:Objective: TSW identify major natural resources in Mississippi. (DOK 1). TSW analyze how these natural resources have impacted the economy of Mississippi (DOK 4). TSW use these concepts to solve non-routine problems, such as environmental preservation. (DOK 3)

Assessment: Informal: The teacher will collect exit tickets (M) on concepts they’ve learned, examples, and unresolved questions(C).Informal: The teacher will read paragraphs (M) on how to preserve the environment (C)

Movement, Globalization, and the Olympics

Lexi BrenzaMississippi Studies/Geography

Objectives: TSW define movement as a major theme of geography (DOK 1, Mississippi

framework 1f)

DOK 1, Science 1.a TSW define globalization and identify examples of globalization (DOK 1,

Mississippi framework 1f) TSW connect movement to globalization (DOK 4, Mississippi

framework 1f) TSW apply concepts of the five themes of geography to the Olympics in an

Olympic Bid Project (DOK 4, Mississippi framework 1f)

MaterialsPencil, paper, powerpoint, projector/promethean, Olympic article, YouTube clips on Olympics and gang ham style, computers for the classroom.

Set:Olympic pump up video: how might it be related geography themes. (3 minutes)

Procedures:1. TTW explain that students will discover how the Olympics is intimately related to

the five themes of geography through an Olympic bid project. (1 minute) 2. TTW ask, Think about the items around you: the school supplies, electronics,

clothing. Where did it come from? how did it get here? What about your family…how did settle in Hinds County, MS? And the students will respond (3 minutes)

3. TTW say, “but first, we are going to talk about movement, in the five themes of geography. Can someone go into their notes and remind me what movement is? And the student will define movement (2 minutes)

4. TSW discuss how and why ideas, objects, and people travel from one place to another (5 minutes)

a. TTW ask: i. Why do people move and migrate from one place to another? How

do they do it? How have these mechanisms of movement change? ii. What about goods, how do goods travel between places and why?

What is the benefit of moving goods? iii. What about ideas? How and why do we move goods? iv. TSW provide examples. (Kudzu video)

5. TSW be asked to define globalization, and the teacher will provide a definition of globalization (1 minute)

a. Ttw ask how movement is related to globalization (1 minute) 6. TTW will provide an example of globalization with the video gang ham style and

the students will discuss how this is an example of globalization (3 minutes) 7. TSW view a picture of Facebook and ask what the website does (1 minute) 8. TTW present a slide on globalization, technology, and movement and TSW

discuss how they are interconnected (2 minutes) 9. TTW talk about the Olympics, and how it is a good example of this exchange

between technology, movement, and globalization (30 seconds) 10. TSW read an article about Olympic bids to understand the process (5 minutes) 11. TSW be asked to summarize the main steps of the Olympic bid process (3

minutes)

12. TTW present the Olympic bid project and assign students different towns/cities based on differentiated learning

a. Level I (easiest): Jackson, Oxford b. Level II: Meridian, Biloxi, Tupelo c. Level III: Greenville, Hattiesburg

13. TSW ask questions related to the project (2 minutes) 14. TSW have the remainder of the period to work on the project, using computers to

research the project.

Closure:One minute paper: “ define globalization and movement, and describe what was the most important thing you learned? What important question remains unanswered? Write it down and give it to me at the end of class (5 minutes)

Assessment/Evaluation:Objective: TSW define movement as a major theme of geography (DOK 1, Mississippi framework 1f) DOK 1, Science 1.aTSW define globalization and identify examples of globalization (DOK 1, Mississippi framework 1f)TSW connect movement to globalization (DOK 4, Mississippi framework 1f)Assessment: Informal: The teacher will collect a one minute paper (M) define movement and globalization, and What was the most important thing you learned, and one question that remains unanswered. (C).Objective: TSW apply concepts of the five themes of geography to the Olympics in an Olympic Bid Project (DOK 4, Mississippi framework 1f)Formal: The teacher will facilitate the students working on a project (M) that incorporates their knowledge of the five themes of geography, Mississippi geography, and globalization © and mark it in the teacher’s grade book (D)

Test Period and Olympic Project PeriodLexi BrenzaMississippi Studies

Objectives:TSW be tested on their knowledge of the five themes of geography and apply these concepts to the geography of Mississippi (Mississippi Studies 1f, DOK 4)

TSW apply concepts of the five themes of geography to the Olympics in an Olympic Bid Project (DOK 4, Mississippi framework 1f)

Materials:Pencil, paper, test, computers for the classroom.

Set: (2 minutes 1. TTW ask if there are any more questions before the test

Procedures:Procedures are a detailed list of what you and the students will do to accomplish the objective. Write your procedures as if you are writing them for someone else who will teach the lesson i.e., a substitute. If they can follow your procedures without questioning you, then your procedures are clear.List your procedures in order and state the estimated time it will take.Example:

15. TTW explain the rules of test taking (entire class period if need be) a. Eyes on your own paper b. If you have any questions, please raise your hand and wait quietly for me

to come to youc. Do not get up for any reason without permission d. If you are caught cheating, that is an automatic -50% deduction on your

grade. 16. TSW continue to work on their Olympic bid projects quietly if they complete the

test early (rest of the period) Closure:TTW ask if there are any questions left on the Olympic Bid project, and reminds the class when the project is due.

Assessment/Evaluation:Objective: TSW be tested on their knowledge of the five themes of geography and applying these concepts to the geography of Mississippi (Mississippi Studies 1f, DOK 1)Assessment:Formal: The teacher will correct the students tests (M) on the five themes of geography and the applying these concepts to MS © and enter the grades in the grade book (D). AssessmentObjective: TSW apply concepts of the five themes of geography to the Olympics in an Olympic Bid Project (DOK 4, Mississippi framework 1f)Formal: The teacher will facilitate the students working on a project (M) that incorporates their knowledge of the five themes of geography, Mississippi geography, and globalization © and mark it in the teacher’s grade book (D)