BWD - Stage 3

Stage 3 - Learning Plan

Pre-Assessment:

Students will take an online survey to answer basic facts about California and its regions, and share which areas of California they have visited. Students will also draw a collage of pictures that represent anything they know about or associate with California.

Learning Events:

Student success at transfer, meaning, and acquisition depends upon . . .

*Applying their learning, first on paper, then on a hands on topographic salt-dough map project.
*Thorough research and completion of region report template.
*Successfully presenting facts and new found knowledge about one of the four regions through a Power  
  Point Presentation.


What’s the goal for (or type of) each learning event?

*Students will transfer prior knowledge of California features and relate it to map project.
*Students will make meaning of distances and heights as they relate to cities and geographical features.
*Students will acquire knowledge of cities and geographical features as they relate to California.


Progress Monitoring:


*During class discussions student will receive feedback from the teacher on questions they ask or answer.
*Students will receive feedback in the form of comments during observations while map building.
*A region report template will be provided for students as a guide to their research on a region, and the
  teacher will look and comment on it once it is completed.
*A presentation rubric will serve as a guide for students to make sure they include important points in their
  Power Point presentation.


What are potential rough spots and student misunderstandings?
*Inaccurate understanding of what cities or geographical features are part of California.
*Failure to understand distance between cities, and/or height of geographical features.
*Failure to accurately perceive the geographical location of the state of California in relation to the rest of the country and/or oceans.