Living in Washington: Its Geography and Resources

Project GLADTM

Eastmont School District

Living in Washington: Its Geography and Resources

(Level 4)

IDEA PAGES

I. UNIT THEME- Include a cross-cultural sensitivity theme

·  Geography shapes how people live

·  Washington State is unique

·  Washington’s physical geography and resources contribute to people’s decision to make Washington their home

II. FOCUS/MOTIVATION

·  Big Book

·  Inquiry Chart

·  Observation Charts

·  Content Cognitive Dictionary with Signal Word

·  Geologist Awards

III. CLOSURE/ASSESSMENT

·  Process Charts

·  Multi-Media presentation (Power Point, Video, etc)

·  Assessment of Learning Logs

·  Expository Essay

·  Narrative Writing

·  Poetry Writing

·  Student Generated Tests and quizzes

·  Social Action Plan

·  Personal Exploration

·  Graffiti Wall

·  Jeopardy/Family Feud Game

IV. CONCEPTS

·  Explains the differences in the physical characteristics, including landforms, climate, and natural resources of the different regions within Washington State.

·  Explains the cultural characteristics, including distribution of population and languages, of the people in Washington State.

·  Explains the location of Washington in relation to other states and countries.

·  Explains how the climate and land in Eastern Washington allow farmers to grow apples for trade to other countries.

·  Explains how the ports of Tacoma and Seattle enable Washington to be a gateway for products to and from Pacific Rim countries

V. WASHINGTON STATE STANDARDS – LEVEL 4

SOCIAL STUDIES

The Geography and Resources “mini unit” is embedded in the larger unit: Living in Washington. It is the introductory unit to understanding the economy of Washington.

Geography

3. The student uses a spatial perspective to make reasoned decisions by applying the concepts of location, region, and movement and demonstrating knowledge of how geographic features and human cultures impact environments.

·  3.1 Understands the physical characteristics, cultural characteristics, and location of places, regions, and spatial patterns on the Earth’s surface.

·  3.1.2 Understands the physical, political, and cultural characteristics of places, regions, and people in the Pacific Northwest, including the differences between cities, states, and countries.

·  3.3.1 Explains that learning about the geography of Washington State helps us understand global trade.

2. The student understands the complex physical and human characteristics of places and regions.

·  2.1 Describe the natural characteristics of places and regions and explain the causes of their characteristics

·  2.1.1 Observe and describe the physical characteristics of the local area and Washington State (Location, Region, Place)

·  2.2 Describe the patterns humans make on places and regions

·  2.2.1 Observe and describe the human characteristics of the local area and Washington State (Location, Region, Place, Human/Environment Interaction)

4th Grade Social Studies Related Skills

Eastmont School District

Inquiry and Information Skills

Defines central questions

·  Selects a social studies topic

·  Asks questions to identify sub-topics

Searches for relevant information

·  Identifies key words

·  Identifies appropriate and varied sources, uses basic search skills, uses table of contents and indexes in social studies reference material

Evaluates information

·  Locates particular facts in social studies documents, identifies the main idea

Organizes information

·  Locates data into graphic organizers

Applies information

·  Creates a product that demonstrates understanding of information and responds to central questions

·  Presents product to meaningful audience

Interpersonal and Group Process Skills

Discussion Skills

·  Communicates own feelings and beliefs

·  Listens to other viewpoint on social studies issues

Group Interaction Skills

·  Identifies roles of different members of a group

·  Serve in different roles in a group

Interview Skills

·  Identifies appropriate people to gain information, ask relevant question, record answers

Critical Thinking

Defines and clarifies a Problem

·  Identifies central issue

·  Formulates appropriate questions

Judges Information Related to the Problem

·  Distinguishes between fact and opinion

·  Clarifies points of view

·  Identifies main message and target audience

Solves Problems and Draws Conclusions

·  Compares advantages and disadvantages, suggests solutions, decides appropriate course of action

Analyzes Cause and Effect Relationships

·  Investigates cause and effect relationships and their impact on people, environments, and economic systems

Thinks Chronologically

·  Groups human and natural events into broadly defined eras and places in proper sequence on a timeline

Takes Perspective

·  Assumes and portrays other’ point(s) of view

VI. WASHINGTON STATE STANDARDS-LEVEL 4 SCIENCE

In fourth grade, students use their developing investigative skills to begin to compare systems. They examine cause and effect and ask

what is a fact and what is an opinion. They are primarily exploring more complex systems in a more complex manner, such as the

changes of earth systems over time.

EALR 1 — SYSTEMS: The student knows and applies scientific concepts and principles to understand the properties, structures, and changes in physical, earth/space, and living systems.

·  Component 1.1 Properties: Understand how properties are used to identify, describe, and categorize substances, materials, and objects and how characteristics are used to categorize living things.

Forms of Energy
1.1.4 Understand that energy comes in many forms. W
Describe the forms of energy present in a system (i.e., energy of motion [kinetic], heat energy, sound energy, light energy, electrical
energy, chemical energy, and food energy).
Physical Systems
Energy Transfer and Transformation
1.2.2 Understand that energy can be transferred from one object to another and can be transformed from one form of energy to another. W
Identify where or when a part of a simple system has the greatest or least energy (e.g., a toy car has the greatest energy when released
from the top of a ramp).
Describe transfers of energy (e.g., heat energy is transferred from hot water to a cup).
Identify sources of energy in systems (e.g., battery for a flashlight, spring for a toy).
Describe transformations of energy (e.g., energy of motion of hands clapping changing into sound energy).
EALR 2 — INQUIRY: The student knows and applies the skills, processes, and nature of scientific inquiry.
Investigating Systems
Questioning
2.1.1 Understand how to ask a question about objects, organisms, and events in the environment. W
Identify the question being answered in an investigation.
Ask questions about objects, organisms, and events based on observations of the natural world.
Planning and Conducting Safe Investigations
2.1.2 Understand how to plan and conduct simple investigations following all safety rules. W
Make predictions of the results of an investigation.
Identify and use simple equipment and tools (such as magnifiers, rulers, balances, scales, and thermometers) to gather data and extend the senses.
Follow all safety rules during investigations.
Explaining
2.1.3 Understand how to construct a reasonable explanation using evidence. W
Generate a scientific conclusion including supporting data from an investigation (e.g., grass grows taller with more light; with only
2 hours of light each day, grass grew 2 centimeters in two weeks, but with 6 hours of light, grass grew 8 centimeters).
Describe a reason for a given conclusion using evidence from an investigation.
Generate a scientific explanation of observed phenomena using given data.
Modeling
2.1.4 Understand how to use simple models to represent objects, events, systems, and processes. W
List similarities and differences between a model and what the model represents (e.g., a hinge and an elbow; a spinning globe and Earth’s rotations; steam from a tea kettle and clouds or fog).
Create a simple model to represent common objects, events, systems, or processes (e.g., diagram or map and /or physical model).
Investigate phenomena using a simple physical or computer model or simulation.
Communicating
2.1.5 Understand how to report investigations and explanations of objects, events, systems, and processes. W
Report observations or data of simple investigations without making inferences.
Summarize an investigation by describing:
reasons for selecting the investigative plan
materials used in the investigation
observations, data, results
explanations and conclusions in written, mathematical, oral, and information technology presentation formats
safety procedures used
Nature of Science
Intellectual Honesty
2.2.1 Understand that all scientific observations are reported accurately and honestly even when the observations contradict expectations. W
Explain why scientific observations are recorded accurately and honestly.
Explain why scientific records of observations are not changed even when the records do not match initial expectations.
Explain why honest acknowledgement of the contributions of others and information sources are necessary.
Limitations of Science and Technology
2.2.2 Understand that scientific facts are measurements and observations of phenomena in the natural world that are repeatable and/or verified by expert scientists. W
Describe whether measurements and/or observations of phenomena are scientific facts.
Describe whether a report of an observation is a scientific fact or an interpretation (e.g., seeing a light in the night sky versus seeing a star).
Evaluating Inconsistent Results
2.2.3 Understand why similar investigations may not produce similar results. W
Describe reasons why two similar investigations can produce different results (e.g., identify possible sources of error).
Explain whether sufficient information has been obtained to make a conclusion.
Evaluating Methods of Investigation
2.2.4 Understand how to make the results of scientific investigations reliable. W
Describe how the method of investigation insures reliable results (i.e., reliability means that repeating an investigation gives similar results).
Identify and describe ways to increase the reliability of the results of an investigation (e.g., multiple trials of an investigation increase the reliability of the results).
Evolution of Scientific Ideas
2.2.5 Understand that scientific comprehension of systems increases through inquiry. W
Describe how scientific inquiry results in facts, unexpected findings, ideas, evidence, and explanations.
Describe how results of scientific inquiry may change our understanding of the systems of the natural and constructed world.
EALR 3 — APPLICATION: The student knows and applies science concepts and skills to develop solutions to human problems in societal contexts.
Designing Solutions
Identifying Problems
3.1.1 Understand problems found in ordinary situations in which scientific design can be or has been used to design solutions. W
Describe an appropriate question that could lead to a possible solution to a problem.
Describe how science and technology could be used to solve a human problem (e.g., using an electric lamp as a source of varied light for plant growth).
Describe the scientific concept, principle, or process used in a solution to a human problem (e.g., a student using the force of a stretched
spring for a push or pull).
Describe how to scientifically gather information to develop a solution (e.g., find an acceptable information source, do an investigation, and collect data).
Designing and Testing Solutions
3.1.2 Understand how the scientific design process is used to develop and implement solutions to human problems. W
Propose, implement, and document the scientific design process used to solve a problem or challenge:
define the problem
scientifically gather information and collect measurable data
explore ideas
make a plan
list steps to do the plan
scientifically test solutions
document the scientific design process
Describe possible solutions to a problem (e.g., preventing an injury on the playground by creating a softer landing at the bottom of a slide).
Describe the reason(s) for the effectiveness of a solution to a problem or challenge.
Evaluating Potential Solutions
3.1.3 Analyze how well a design or a product solves a problem. W
Identify the criteria for an acceptable solution to a problem or challenge.
Describe the reason(s) for the effectiveness of a solution to a problem or challenge using scientific concepts and principles.
Describe the consequences of the solution to a problem or challenge (e.g., sharpening a crayon results in using up crayons faster).
Describe how to change a system to solve a problem or improve a solution to a problem.
Test how well a solution works based on criteria, and recommend and justify, with scientific concepts or principles and data
how to make it better (e.g., sharpen a crayon using sandpaper; one grit is better than another).
Science, Technology, and Society
All Peoples Contribute to Science and Technology
3.2.1 Understand that science and technology have been practiced by all peoples throughout history.
Describe how individuals of diverse backgrounds have made significant scientific discoveries or technological advances.
Describe how advancements in science and technology have developed over time and with contributions from diverse people.
Relationship of Science and Technology
3.2.2 Understand that people have invented tools for everyday life and for scientific investigations. W
Describe how scientific tools help people design solutions to human problems (e.g., hand lens to see the detailed structure of leaves).
Environmental and Resource Issues
3.2.4 Understand how humans depend on the natural environment and can cause changes in the environment that affect humans’ ability to survive. W
Describe how resources can be conserved through reusing, reducing, and recycling.

VII. WASHINGTON STATE COMMUNICATION FRAMEWORK FOR 4TH

Reading

·  Selects and integrates most appropriate strategies for reading a particular kind of text and can explain how meaning was gained and checked

·  Identifies and uses text structure, main idea, supporting details, text organizers, and illustrative materials when summarizing or referencing non-fiction material

·  Identifies and explains similarities and differences in purpose and basic structure of different kinds of literacy and informational text, including stories, poems, articles, reports, and letters

·  Identifies features that indicate the author has considered the audience when presenting ideas and information

·  Considers the validity of information gained from text and illustration

·  Applies information from reading to give a response and express insight, for example, entering imaginatively into another time, place, or role when absorbed in a text

·  Revisit and analyzes text and illustrations for a specific purpose, including identifying story elements and literacy devices

·  Understands how illustration and graphics, including diagrams, graphs, photographs, line drawings, realistic and impressionist art, influence reading and the ides or information gained

Writing

·  Refers to personal experiences and research to clarify, compare, extend, or explain an opinion or idea

·  Demonstrates awareness of audience and purpose through selection of vocabulary, form, length, organization and style

·  Distinguishes among different purposes for text (e.g., to respond to questions, to entertain, to inform, to persuade, to direct, or to reflect)