BWD Stage 1 Draft

Stage 1—Desired Results

Established Goals:

4.1-Demonstrate an understanding of the physical and human geographic features that define places and regions in California.

4.1.1-Identify the state capital and describe the various regions of California, including how their characteristics and physical environments (e.g., water, landforms, vegetation,
climate) affect human activity.

Transfer:
Students will be able to independently use their learning to . . .

T1-Familiarize themselves with the regions of their own state, by knowing what type of environment to expect when traveling to the different regions.

T2-Know where the major geographical features of their state are located, and what type of activities to expect because of them.

Meaning:

UNDERSTANDINGS
Students will understand that . . .

U1-California has four main regions (Desert, Mountain, Valley, Coast).
U2-A region's characteristics and physical environment affect human activity.


ESSENTIAL QUESTIONS
Students will keep considering . . .

Q1-What jobs are created because of a region's characteristics and physical environment?
Q2-How do California's regions differ, and what activities are popular due to these differences?

Acquisition:
Students will know . . .

K1-The major cities of their home state.
K2-What makes some cities so popular.
K3-What geographical features are in which region, and what role they play for that region.

Students will be skilled at . . .

S1-Creating a Power Point presentation.
S1-Creating a topographic map of California.
S3-Describing the physical characteristics as well as geographical features of each region in California.

Unit Sketch

Here is my initial unit sketch.  I haven't yet worked out all the details, but I got the ball rolling.  Any comments and/or advice would be appreciated.


Unit Topic: California Regions

Subject: History

Grade Level: 4th

Time Frame: Two Weeks

Stage 1: Desired Results
What should students learn as a result of this unit?

Students will:
- be able to identify and describe the various regions of California.
- be able to describe how a region's characteristics and physical environment affects human activity.


Stage 2: Evidence
What evidence will show that students have met the Stage 1 goals?

Students will construct a salt dough map of California labeling major physical features (ex: mountain ranges, valleys), and color coating the different regions.  They will also be assigned a region to do some research on to complete a report where they will describe what the region(types of plants, animals, physical characteristics, where it is located, whether), and explain how those factors influence human activity (jobs, recreational activities, attractions).  Student will then give a presentation to explain their findings.


Stage 3: Learning Plan
What key learning events will help students reach the goals and be successful on the
assessments?


-Read about the different regions in the California workbook.
-Watch a video on the different regions
-Create a paper map of California labeling major cities and geographical features, and color coding the regions.
-Create a topographical map of California using salt-dough to replicate the paper version.
-Research a region of California in a group
-Prepare a report on the assigned region using a template provided by the teacher.
-Create a Power Point presentation to explain their findings to the rest of the class.