Section I: Cover page

Teacher name: Terra Borges Unit Title: Geography ___________________________________________________________ Unit Objectives: At the end of this unit students will be able to: Identify physical location on a map Understand a maps symbols and key Identify and name the seven continents and 4 oceans Construct a simple map Understand that different locations on a map have different climates and weather Write a letter and understand the parts of letter writin! Collaborate in !roups for research and oral presentations Content Standards Addressed yo can !ind the content standards on the Cali!ornia "epartment o! #d cation $ebsite %http:&&'''(cde(ca(gov&be&st&ss&inde)(asp* Social St dies Cali!ornia State Content Standards: A childes place in time and space +(, St dents compare and contrast the absol te and relative locations o! places and people and describe the physical and&or h man characteristics o! places( +( -ocate on maps and globes their local comm nity. Cali!ornia. the United States. the / continents. and 0 oceans( ,( Compare the in!ormation that can be derived !rom a three1dimensional model to the in!ormation that can be derived !rom a pict re o! the same location( 2( Constr ct a simple map. sing cardinal directions and map symbols( 0( "escribe ho' location. 'eather. and physical environment a!!ect the 'ay people live. incl ding the e!!ects on their !ood. clothing. shelter. transportation. and recreation( Science Cali!ornia State Content Standards: #arth Science 2($eather can be observed. meas red. and described( a( St dents 3no' ho' to se simple tools %thermometer. 'ind vane. etc(* to meas re 'eather conditions and record changes !rom day to day and across the seasons( Common Core -ang age Arts Standards: $riting: $+: $rite opinion pieces in 'hich they introd ce the topic or name the boo3 they are 'riting abo t. state and opinion. s pply a reason !or the opinion. and provide some sense o! clos re(

$,: $rite in!ormative&e)planatory te)ts in 'hich they name a topic. s pply some !acts abo t the topic. and provide some sense o! clos re( $2: $rite narratives in 'hich they reco nt t'o or more appropriately se4 enced events. incl de some details regarding 'hat happened. se temporal 'ords to signal event order. and provide some sense o! clos re( $5: $ith g idance and s pport !rom ad lts. !oc s on a topic. responds to 4 estions and s ggestions !rom peers. and add details to strengthen 'riting as needed( $/: 6articipate in shared research and 'riting projects( $7: $ith g idance and s pport !rom ad lts. recall in!ormation !rom e)periences or gather in!ormation !rom provided so rces to ans'er a 4 estion( Spea3ing and -istening: S-+: 6articipate in collaborative conversations 'ith diverse partners abo t grade + topics and te)ts 'ith peers and ad lts in small and larger gro ps( a( 8ollo' agreed1 pon r les !or disc ssion( S-,: As3 and ans'er 4 estions abo t 3ey details in a te)t read alo d or in!ormation presented orally or thro gh other media( a( Give. re1state. and !ollo' simple t'o1step directions( S-0: "escribe people. places. things. and events 'ith relevant details. e)pressing ideas. and !eelings clearly( a( 9emori:e and recite poems. rhymes and songs 'ith e)pression( S-5: Add dra'ings or other vis al displays to descriptions 'hen appropriate to clari!y ideas. tho ghts. and !eelings( S-;: 6rod ce complete sentences 'hen appropriate to tas3 and sit ation( -ang age: -+: "emonstrate command o! the conventions o! standard #nglish grammar and sage 'hen 'riting or spea3ing( a( 6rint all pper1 and lo'ercase letters b( Use common. proper. and possessive no ns c( Use sing lar and pl ral no ns 'ith matching verbs in basic sentences !( Use !re4 ently occ rring adjectives g( Use !re4 ently occ rring conj nctions -,: "emonstrate command o! the conventions o! Standard #nglish capitali:ation. p nct ations. and spelling 'hen 'riting(

a( Capitali:e dates and names o! people b( Use end p nct ation !or sentences c( Use commas in dates and to separate single 'ords in a series e( Spell nta ght 'ords phonetically. dra'ing on phonemic a'areness and spelling conventions( -5: $ith g idance and s pport !rom ad lts. demonstrate nderstanding o! 'ord relationships and n ances in 'ord meanings( c( identi!y real1li!e connections bet'een 'ords and their se(

Technology Standards Addressed yo can !ind the technology standards on the International Society !or Technology in #d cation %IST#* $ebsite %http:&&'''(iste(org* Technology Standards: +( Creativity and Innovation St dents demonstrate creative thin3ing. constr ct 3no'ledge. and develop innovative prod cts and processes sing technology( b( create original 'or3s as a means o! personal or gro p e)pression( d( Identi!y trends and !orecast possibilities( ,( Comm nication and Collaboration St dents se digital media and environments to comm nicate and 'or3 collaboratively. incl ding at a distance. to s pport individ al learning and contrib te to the learning o! others( a( Interact. collaborate. and p blish 'ith peers. e)perts. or others employing a variety o! digital environments and media( d( Contrib te to project teams to prod ce original 'or3s o! solve problems( 2( <esearch and In!ormation 8l ency St dents apply digital tools to gather. eval ate. and se in!ormation( b( -ocate. organi:e. analy:e. eval ate. synthesi:e. and ethically se in!ormation !rom a variety o! so rces and media( c( #val ate and select in!ormation so rces and digital tools based on the appropriateness to speci!ic tas3s( 0( Critical Thin3ing. 6roblem Solving and "ecision 9a3ing St dents se critical thin3ing s3ills to plan and cond ct research. manage projects. solve problems. and ma3e in!ormed decisions sing appropriate digital tools and reso rces( b( 6lan and manage activities to develop a sol tion or complete a project( 5( "igital Citi:enship St dents nderstand h man. c lt ral. and societal iss es related to technology and practice legal and ethical behavior(

b( #)hibit a positive attit de to'ard sing technology that s pports collaborating. learning. and prod ctivity( ;( Technology Operations and Concepts St dent demonstrate a so nd nderstanding o! technology concepts. systems. and operations( a( Understood and se technology systems b( Select and se applications e!!ectively and prod ctively c( Trans!er c rrent 3no'ledge to learning o! ne' technologies $hy this s bject= I chose this sub"ect because !eo!raphy is one of my favorite sub"ects and I think that students like to understand the world around them and how bi! the world really is# $hrou!h this unit the students will not "ust learn about maps but they will have the opportunity to do a lan!ua!e arts pro"ect based on the book %lat &tanley# &tanley' who is the books prota!onist' travels the world by re!ular mail due to bein! flattened by a bookcase' which !ave him this uni(ue opportunity to fit into a small envelope# $his is a !reat pro"ect that is full of art' visuals' presentations' physical and virtual mail as well as creative letter writin! which should en!a!e students while overlappin! content areas#

Unit S mmary: In this unit the students will learn about how to use maps and !lobes to find the location of different places around the world' in the United &tates' and our town# &tudents will also learn how to construct a map usin! symbols' colors' and a map key# We will also learn the ) continents and how to identify and locate each one# &tudents will also learn about the different climates around the world and how to identify them on the world map# In addition' first !rade is also !oin! to travel around the world by sendin! their friend %lat &tanley to a family member or friend who lives in another location# %lat &tanley will !o on a "ourney by mail and be sent back to show where he had been and with whom# We will plot where each students &tanley went for his "ourney on the world map and send thank you letters to each of the %lat &tanley*s hosts# We will read several books on +"ourneys+ includin! the Flat Stanley book so that the students will have a better understandin! what a "ourney is' which will also provide them with creative ideas for their writin! activities#

Section II: 9eetings 'ith e)perts 1 people you know who display traits of each ,I# -lease use this table to document reflections from your meetin!s with people you have chosen to help you in completin! each ,I row of the !rid below# -lease note: you will need to create a list of (uestions to ask each person# ./amples include 0a1 what do you en"oy doin!2' 0b1 how do you learn best2' 0c1 where do you like to study2' 0c1 if you could learn somethin! new this month' what would it be and how would you learn it2 0d1 other !uidin! (uestions to !et to know your interviewee3# 4ame of 5eflection 6 why I chose this What I learned about this e/pert person &tren!th &ilas 0:usband1 I chose my husband for this intelli!ence because he was the only person that I interviewed that scored hi!h in verbal' which was at a 0;1# I always knew he had !reat communication skills but I really didnt know how !reat until he took the <.= test 0because he !raduated from hi!h school in >ra?il1 and scored really hi!h especially on the writin! areas# I learn that this type of learned thrives in the traditional classroom and has !ood communication skills both verbally and in writin!# I also learned that this type of learner has the ability to master forei!n lan!ua!es and my husband learned how to read' write ' and speak .n!lish on his own without any formal .n!lish classes as well as he learned how to speak &panish within months of movin! to the United &tates# As a teacher I would make sure that there is always activities to allow for students to e/press themselves both verbally and in writin! not only for these learners but to !ive the opportunity for all learners to improve in these areas because they will be valuable in whatever profession the students choose for their future as well as to benefit them throu!hout colle!e#

7erbal8 9in!uistic

&ilas 0&on1 Interpersonal

I chose my son because I thou!ht he would score the hi!hest in lo!ical which he scored an 0;1' but his hi!hest intelli!ence is interpersonal' which he scored a 0@A1# $his surprised me because he has always been shy' but over the last few years he has seemed to be a lot more social and has a lot of friends at school# :e obviously en"oys workin! with others and he loves bein! on a team and plays soccer' basketball' and baseball' so I !uess I shouldnt be that surprised#

I learned that this stren!th thrives in collaboratin! with others# As a teacher I would incorporate !roup activities or literature circles so that these learners have the opportunity to work with others to solve problems or analy?e information# I think that havin! students work in !roups for research pro"ects and present the information to the class would !ive these learners the opportunity to lead and mana!e a discussion on content that they solved or analy?ed to!ether#

Christie >odilyB Cinesthetic

I chose my sister in law because she scored hi!h in intrapersonal 0D1 and kinesthetic 0)1 and I didnt think that she would score as hi!h in kinesthetic but I knew she would be more intrapersonal than any of the other intelli!ences# After !ettin! her results I did think about how she does like to do thin!s like play board !ames that are hands on like monopoly as well as she likes to !o hikin!#

I learned that this intelli!ence likes to be active and learn by usin! handsBon manipulatives# As a teacher I would promote activities that !et the class movin! around the room or !oin! outside to !et some e/ercise# I would also make sure that durin! math or science instruction there is manipulatives available for the students to use or e/perimental materials to put to!ether for better understandin! of the content so that these learners have the opportunity to use this intelli!ence to benefit their learnin!#

=arcy Intrapersonal

=arcy is my brother in law and my husbands identical twin brother# I knew that my husband and his brother would not score the same because they are complete opposites# I also knew that he would score hi!h on intrapersonal but I didnt know that it would be his hi!hest intelli!ence with a score of 0D1# I !uessed =arcys score to be hi!h for intrapersonal because he is an introvert and likes to only talk in small !roup or one on one settin!s# :e is a salesperson at work and is a very !ood salesperson' I think because his business is commission driven which pertains to his !ain if a car is sold# Also he is a sensitive person but only when it pertains to him and he is less likely to understand how his actions affect others because he is only focused on his perspective#

What I learned about this intelli!ence is that this type of learner would work well in thinkBpairBshare or small !roup settin!# In e/plainin! pro"ects and lessons I would stress the importance of why we are doin! what we are doin! and how it personally impacts the students such as if we are learnin! how to add money I would e/plain that they need to know this so that they will be able to buy and sell thin!s and always know that the chan!e they received is correct because this type of learner needs to understand why they need to do somethin! and how it impacts them# I would also incorporate writin! prompts that would allow these learners the opportunity to connect personal attributes or e/periences to the content learned so that they could make a connection to the academic content#

Claire 4aturalist

,y niece is a true naturalist and I !uessed that she would score hi!h and she did with a score of 0@A1# I chose Claire because I knew that she loves animals and the outdoors and !ets frustrated bein! inside all day# Claire bein! a true naturalist is very or!ani?ed and likes order# &he feels very unsettled playin! with my dau!hter because of her tendencies to be carefree and messy# Claire is also always ready for school and needs to have all her work done way before the due date or she !ets really upset# Claire also likes to play outside with her friends as well as collectin! items from outside like leaves and flowers# Claire is also a hu!e list maker and has to have a calendar in her room to keep her knowin! what the week holds for her#

I learned that this type of learner needs to have structure and order and possibly a !raph or calendar to keep them knowled!eable of what they will be doin! ne/t or what is due soon# I would make sure to keep some type of planner on the board or over the .9,E so that these types of students are always aware and comfortable knowin! what the schedule is# $his type of learner is also connected to nature and its inhabitants# I would try to incorporate time for outdoor interaction for these learners such has move some activities outside' such as readin! the class a story or doin! art pro"ects so that these learners have the opportunity to learn in an environment that they connect to#

Cen=ee 7isualB &patial

I chose my sister because I didnt know what her learnin! style would be and was curious# ,y sister has always loved makin! crafts and is really !ood at it# I didnt reali?e that she would be a visual learner but it makes sense because she is so !ood at makin! uni(ue arts and crafts and is really !ood at bakin! 0yum1#

I learned that this type of learner thrives on havin! visual aids and is often inspired by this type of stimuli# As a teacher I will always have visual aids' !raphs' maps' etc# in the classroom to promote creativity and a ima!inative learnin! environment# I will also try to always incorporate visuals in most of the lessons to !ive these types of learners as well as for &4 and .9 students the opportunity to see the e/pectation or the meanin! of the content so that they can make the connection to the content easier#

&arah ,usical 5hythmic

I chose my dau!hter because she is my miniBme and I scored hi!h in musical and so did she # I knew that my dau!hter was musical because she learns words to son!s so fast and is always dancin! around the house sin!in! and movin! to a beat# &he also loves to rhyme and make music with whatever is available to her to make an instrument#

I learned that this intelli!ence is not only encoura!ed my music and poetry but that the connections to rhythm and patterns makes this intelli!ence stron!er in math# As a teacher I would make sure that I reach these learners by !ivin! them the opportunity to put patterns to!ether or make son!s8poems re!ardin! the content that we are focusin! on# I would use son!s to teach lan!ua!e arts !rammar and math facts such as a times table rhyme or son!#

9o!ical ,athematical

&ilas 0:usband1

I !uessed my husband to be lo!ical because he is very mathematical and a !reat problem solver# :e scored a 0@A1' which was what I had e/pected# &ilas is a very lo!ical person and likes to use reasonin! in everythin!# $o him life is black and white and he !ets really frustrated with !ray areas# :e also scored hi!h in verbal' visual' interpersonal' intrapersonal' naturalist' and e/istential which did not surprise me because he is the only person I know who can do "ust about anythin! he puts his mind to and he uses different types of media to teach himself# %or instance he wants to install a shower he watches a youtube video and then he can do it without a problem# :e is definitely an ama?in! person# :e only scored low in musical and thats my hi!hest but it didnt surprise me that it was his lowest because he likes music but it isnt somethin! that he needs in the back!round#

I learned that these types of learners thrive in any environment that includes lo!ic and reasonin!# $he traditional' wholeBclass instruction works well for this type of learner so I would incorporate this type of instruction into the classroom# I would also incorporate activities that !ive this type of learner the opportunity to use analytical and reasonin! skills to solve problems such as usin! the scientific method for a scientific e/periment# I would also incorporate a structured environment and consistent schedule that would !ive this learner the security of knowin! the e/pectations of the classroom#

Section III: Bloom & Gardner Grid: add activities !or di!!erent 9Is along the Bloom>s contin m( Incorporate technology in 'ays that enhance learning( 6lease color1code this grid( 6 t Bloom>s ta)onomy terms in green. technology terms in red. and 9Is in p rple( Bloom 5emember Understand Apply Analy?e .valuate Create Gardner 7erbal8 9in!uistic
&tudents will read the F<randfathe rs GourneyH by eBbook format on an i-ad with headphones# $hey will be re(uired to identify and write down the "ourney that was described in the story# $he students will work in !roups of IB students to discuss the story and their interpretatio n of what a "ourney is# $hey will also use the i-ad to look up the definition of a "ourney with adult8teache r assistance# &tudents will choose a place that they would like to !o on a "ourney to and write about it in their "ournals# $hey will then research and e/amine that place usin! the computers# &tudents will !et back into their !roups to discuss the places they chose# $he will then compare their "ourneys and identify them on an interactive map on the computer# &tudents will then choose one of the locations to present as a !roup to the class# $hey will evaluate all the information on that location and print out the map of the location from the computer# &tudents will then create an eBpostcard of the location to print out and display around the world map in the classroom# As a !roup they will plan how to present to the class their eB postcard and location they chose#

Interperso nal

&tudents will !et into pairs and color a map that is divided so it can be cut like a pu??le# $he students will have to work to!ether to match the pieces up and identify the continents# $he students will rotate 0centers1 and then play a

&tudents will make a list of the ) continents and 4 oceans# $hey will also need to include the words United &tates' California' and ,urrieta# In !roups the students will use their world map pu??les as a visual when constructin! their list#

&tudents will construct a map of the classroom# $hey will need to work to!ether in !roups of 4B students and choose the main areas of the classroom' i#e# desks' computers' etc# and include them in their map key# $he students will then

I will add all the classroom map constructions to dropbo/ so I can display them over the pro"ector# As a class we will discuss and analy?e all the maps# $he students will have a chance to e/plain their creations and why they included certain items in their illustrations# We will also compare and

As a class the students will vote on the !roup that had the best and most accurate map of the classroom# After the students select the most accurate map' each !roup will decide and discuss if there needs to be any modification s to the

$he students will create a newscast with the Ftalkin! news with >en and $omH app on the i-ad# $he students will compose a newscast that will include the invention of the classroom map and FnewH school son!# $he students will work to!ether to compose the news narrative and

virtual map !ame on the i-ad that has them locate the ) continents and 4 oceans#

>odilyB Cinestheti c

$he students are !oin! to identify and label the ) continents and 4 oceans on a blank map# $hey will then take their map outside to use as a reference while they use sidewalk chalk to create the world map and labelin! the ) continents and 4 oceans on the cement

$he students will then use the computer to create a word search at http:88pu??le maker#disco veryeducati on#com8Wor d&earch&etu p%orm#asp# I will print out the word search each pair of students created# $he students will work to!ether to find all @4 words in their word search# $he students will !et into !roups of 4B and discuss and e/plain their sidewalk chalk maps# After comparin! maps the students will use a !lobe beach ball and throw it to each other while listenin! to the ) continent son! on the i-ad# When the son! stops' whoever has

create their map on the i-ad with the =oceri app and discuss and e/plain their ideas as a !roup# $he students need to work to!ether and all students will choose @ color that will represent them on their map illustration#

contrast the maps of the classroom and write down in our "ournals the items that were used the most in all the maps#

chosen map# $he !roups will also choose a son! that represents the classroom from a selection I have on i$unes# $he students will then decide as a class which son! should !o with the chosen map of the classroom#

the !roup that ori!inally constructed the classroom map with be narratin! the newscast for $om and >en to speak# $he students will all discuss and plan the newscast and it will be displayed over the pro"ector for the class to approve#

$he students will modify their sidewalk chalk maps by showin! where the United &tates is' the state of California' and the city of ,urrieta# $hey will label these three areas with sidewalk chalk# 4e/t the students will use the i-ads and the notability app to add

$he students will then !et into their previous !roups to compare and contrast their new sidewalk chalk maps outside# While analy?in! each others maps they can e/plain why they chose the colors they used for each continent as well as help each other determine if they labeled all the items correctly# $he

$he students will criti(ue each others notability maps on the i-ads and write what they like about the maps on a blank notability pa!e on the i-ad# As a class we will evaluate each others maps and the criti(ues and determine if the class now knows the ) continents#

As a class we will create an animoto presentation that includes all the notability presentations that the students created# $he students will then !et into !roups to create a FJ,CAH type of dance to !o with the ) continent son!s# $he students will watch their animoto presentation after all the

outside the classroom# $he students will then take pictures of their paper map and their sidewalk chalk maps with an i-ad#

the ball will state a continent or ocean#

Intraperso nal

$he students will follow alon! with the audio of the story F%lat &tanleyH# $he students will then discuss with their shoulder partner the story and where they would like to !o on a "ourney# $he students will then identify and choose a friend or family member they would like %lat &tanley to visit and write that persons name on a %lat &tanley worksheet#

$he students will then describe where they are sendin! their %lat &tanley by creatin! a drawin! on the notability app on the i-ad individually# $he students will visuali?e the place that their family member or friend lives and draw a map of this persons home' independent ly in notability# As a class we will put markers on the world map of the locations of where %lat

these three locations on the pictures they already took of their sidewalk chalk map# $he students can illustrate a picture of themselves on the map where ,urrieta is as their label# $he students will now cut out and create their %lat &tanley independent ly# $hey will choose clothin! that is appropriate for the climate to where &tanley will be travelin! to# $he students will use their knowled!e of the continents and avera!e climate of the continents to interpret how people in that re!ion would dress# I will then have the

students will then play the ) continent pu??le !ame on the computer to determine if they know where all the continents and oceans are located on the world map#

We will then put to!ether a floor pu??le in our !roups of 4B students#

!roups present their dance to the class#

$he students will now e/amine the location of where their %lat &tanley went to by usin! the computer and aid of the teacher# $he students will then' at their desk write a thank you letter from %lat &tanley to their host by usin! the information they received durin! their investi!ation of the location &tanley traveled to# $he students will be !iven a worksheet that prompts them in their writin! and has the points of a para!raph

$he students will then work with their shoulder partner to criti(ue each others thank you letter# $he students will use the i-ads to correct spellin! by usin! the Fstar spellerH app# $he students will assess each others work and decide if the thank you letter is correct and appropriate#

$he students will use "ib"ab#com to create their thank you eB card for their %lat &tanley hosts# $he students will use their rou!h draft to fill in the blanks of the eBcard with assistance from me# $he students will construct the eBcard and we will save them until %lat &tanley comes back from his trip so that the card is from &tanley# $he students will need to predict the feelin!s &tanley has towards his hosts in the

&tanley will visit# 0$he students family will be aware of this pro"ect and they will have !iven me the information of the location of where %lat &tanley will be sent1

4aturalist

&tudents will read FEn the same day in ,archH by ,arilyn

I will show the students different clips of meteorolo!i sts

students scan the pictures of their %lat &tanley on the scanner app on my i-ad# I will download all the pictures and then have the students learn how to use email# We will do this one on one and I will have the students input the email address and I will do the rest# We are not sendin! %lat &tanley by airmail like the story' we chan!ed it up to send him virtually# 0a!ain the %lat &tanley hosts are aware of this process and have !iven an email address of where to send him1 &tudents will then watch a youtube video on how to

labeled for them so that they can work independently#

creation of the thank you card' and the type of card they choose is important for them to plan#

I will have a map of our nei!hborhood surroundin! the school up on the .9,E

As a !roup the students will select one students data from the weather

$he students will !et back into their previous !roups that made the

&in!er on the computer with headphones# $hey will then write down all the different types of weather that were in the story and label them into cate!ories: winter' summer' sprin!' and fall# .ach cate!ory will include a description of the weather type from the story#

e/plainin! about the weather from different locations# $hey will also watch a short video e/plainin! how meteorolo!i st use instruments such as weather vanes to predict the weather# &tudents will then use a blank map of the ) continents and compare and contrast the different types of weather and write the most common type of weather for each re!ion#

construct a weather vane http:88youtu# be8cnK 9JI @D7o and be !iven the materials to take inventory on while watchin! the clip# $he students will then use the materials to construct their own weather vane# &tudents will then look back on their notes that have the different types of weather cate!ori?ed by season and their map that has compares and contrasts the different types of weather based on re!ion to use as a resource when usin! their finished weather vane# $he students will use the weather

for students to estimate where they live in relation to the school# $he students will then be !rouped with other students who live in the same !eneral area to discuss their findin!s to compare and contrast the data from the weather vane# We will then make a !raph over the .9,E of how the weather was each day and analy?e the differences as a class#

vane that they would recommend to use as a weather report# $he students will then draw pictures of what the weather in their data looks like# $he students will then take pictures of their drawin!s and upload them on the computer# $he students will then arran!e the fotos to create an animoto slide show of their weather pictures with the teachers assistance#

animoto slide show so that they could plan a weather report that will !o with their slide show# I will use the pinnacle app on the i-ad to create a short weather report for each !roup# $hey will work to!ether to create a weather report and formulate who the meteorolo!ist will be and what will the forecast be durin! the report# $he students will use all the data and !raphs to formulate the weather report# I will assist all the !roups durin! this process as well# We will incorporate the animoto slide show into the pinnacle video#

7isualB &patial

I will start by showin! the students pictures over the .9,E of a couple of "ourneys I have been on# I will also show them on the world map where my "ourneys were located# $he students will then write down a list of "ourneys they have been on in their "ournal# 4e/t' the students will identify one "ourney to create a thinkin! map on usin! mindmeister #com on the computer#

$he students will first visuali?e where their "ourney was and then create a picture of it# $he students will use their thinkin! map from mindmeister #com to help them create their illustration# $he students will then write about their trip usin! a worksheet that aids them in askin! (uestions for them to fill in the blank that is on the computer#

vane daily' at their homes durin! the unit and write down the daily findin!s to use later to complete a !raph# $he students will !et into pairs with a student whose "ourney is similar' i#e# =isneyland' !randmas house' etc# $he students will then put to!ether a brochure of that location# $hey will create illustrations of the location and where it is located on a map# $he students will be !iven a blank brochure that indicates places for the pictures and spaces for them to fill in the blanks# $he students will also need to choose a type of

I will take pictures of all the brochures and create an pre?i slide show to present to the class# I will also have all the brochures out for display one of the walls as a !allery# $he students will then compare and contrast all of the brochures by doin! a !allery walk and writin! comments on post it notes# I will then use the .9,E to show each !roup how well they advertised their "ourney location#

As a class we will select the brochure that had the best advertiseme nt to determine where our class will send our %lat &tanley# :e will !o on a virtual "ourney and we will !o with him as a class# We will research on the internet to!ether about that location and create an animoto slide show with music of his8our trip# We will also locate his trip on the map so we can visually see how far this trip would take him if he

$he class will now create a brochure to advertise our school# We will desi!n a brochure to!ether on the computer that I will pro"ect over the .9,E# As a class we will walk around the school and take pictures to add to the brochure# We will combine our pictures with information about the school that we created#

,usical 5hythmic

&tudents will watch a youtube video of the ) continents that include a son! to help them memori?e the names and locations of the continents# &tudents will be able to recite the son! several times throu!hout the unit#

&tudents will be !iven a world map to color and locate the ) continents# $hey will listen to the son! on the computer as they color and demonstrate their knowled!e of the locations of the continents#

music that is from that location from i$unes 0I will provide them with a library of music on i$unes1 because they will show their brochure to the class and we will play the music durin! the presentation# &tudents will then put into practice their knowled!e of the continents by sin!in! the continent son! while constructin! an interactive pu??le at http:88www# yourchildlea rns#com#

were to travel by car' train' or plane#

I will have a listenin! center with i-ods that contain I different continent son!s so the students can compare and contrast which son!s they like the best and has the best rhythm to help them remember the continents#

9o!ical ,athemati

$he students will be learnin! about our

$he students will discuss in their !roups to

$he students will construct a map of the

$he students will compare and contrast the research

&tudents will !et into !roups to discuss and choose @ son! that they would like to present to the class# $he students will then decide on how they will sin! either with solo parts or to!ether as a !roup# $he teacher will then film each !roups son!s so they can watch their performance over the .9,E# $he students will then have other !roups

&tudents will then use the i-ads to create a son!ify version of the continent son! they chose# >oth the filmed performances and son!ify versions will be posted on the classroom blo! for the parents to see#

$he students will use pu??le maker#com to

cal

city and state# $he students will work in !roups of IB 4 to make a list of facts they recall about ,urrieta and California# $he students will then use the computers to research both our city and state to find more information to add to their list# $hey will be !iven a work sheet that will !uide them on what to look for durin! their research#

distin!uish between similarities and differences between our state and city# $he students will then outline their findin!s in a chart or !raph to help them visuali?e their results# $he students will then transfer their chart to the i-ad on the doceri app#

state of California# $hey will use their facts from their !raph to help them complete their map# $he students will then interpret the weather of their map by usin! the facts from their !raph# $he students will then work in !roups to create a newscast on the >en and $om app about the climate in California# $he students will upload their !raph onto the app and record their complete forecast on the app to show the class#

from each of the forecast and distin!uish the similarities and differences# We will discuss first in !roups then e/amine as a class# We will create a chart of similarities and one of differences# $he students then will use mind meister to create a thinkin! map of how to compare and contrast the information about the city of ,urrieta#

criti(ue their thinkin! map on mind meister and decide if the information about ,urrieta is correct# $he students will then add to the !roups thinkin! map any additional information that they may have left out onto mind meister# $he students will then !o back to their thinkin! map to assess the modification s#

create a letter tile pu??le with the information learned about California and ,urrieta# $he students will invent them in !roups and then switch pu??les with another !roup to see if they can complete the pu??le#