Curriculum Design Components

Curriculum Design Components

Content Area: / Social Studies / Grade(s) / 4th Grade
Unit Plan Title: / The Geography of New Jersey
Common Core Anchor Standard
Reading
CCRA.R.1 Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
CCRA.R.10Read and comprehend complex literary and informational texts independently and proficiently.
Writing
CCRA.W. 2Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.
CCRA.W.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.
Overview/Rationale
The focus of this unit is to understand the geography of the state of New Jersey. Students will learn about the different types of regions in New Jersey and their characteristics. They will also begin to understand how the climate and weather play a role in where people live and work, as well as analyze how people can have a positive and negative influence on the environment.
Standard(s)
Lesson 1

6.1.4.B.4 Describe how landforms, climate and weather, and availability of resources have impacted where and how people live and work in different regions of New Jersey and the United States.
6.1.4.B.6 Compare characteristics of regions in the United States based on culture, economics, politics, and physical environments to understand the concept of regionalism.
6.1.4.B.7 Explain why some locations in New Jersey and the United States are more suited for settlement than others.
6.1.4.B.10 Identify the major cities in New Jersey, the United States, and major world regions, and explain how maps, globes, and demographic tools can be used to understand tangible and intangible cultural differences.

Lesson 2

6.1.4.B.4 Describe how landforms, climate and weather, and availability of resources have impacted where and how people live and work in different regions of New Jersey and the United States.
6.1.4.B.6 Compare characteristics of regions in the United States based on culture, economics, politics, and physical environments to understand the concept of regionalism.
6.1.4.B.8 Compare ways people use and divide natural resources.

Lesson 3

6.1.4.B.4 Describe how landforms, climate and weather, and availability of resources have impacted where and how people live and work in different regions of New Jersey and the United States.
6.1.4.B.5 Describe how human interaction impacts the environment in New Jersey and the United States.
6.1.4.B.9 Relate advances in science and technology to environmental concerns, and to actions taken to address them.

21st Century Skills Lesson

6.3.4.B.1 Plan and participate in an advocacy project to inform others about environmental issues at the local or state level and propose possible solutions.

Technology Standard(s)

8.1.4.A.1 Demonstrate effective input of text and data using an input device.
8.1.4.A.2 Create a document with text formatting and graphics.
8.1.4.C.1 Engage in online discussion with learners in the United States or from other countries to understand their perspectives on a global problem or issue.
8.1.4.D.1 Explain the need for each individual, as a member of the global community, to practice cyber safety, cyber security, and cyber ethics when using existing and emerging technologies.
8.1.4.E.1 Investigate a problem or issue found in the United States and/or another country from multiple perspectives, evaluate findings, and present possible solutions, using digital tools and online resources for all steps.
8.1.4.E.2 Evaluate the accuracy of, relevance to, and appropriateness of using print and non-print electronic information sources to complete a variety of tasks.

/ Interdisciplinary Standard(s)

RI.4.2 Determine the main idea of a text and explain how it is supported by key details; summarize the text
W.4.2 Write informative explanatory texts to examine a topic and convey ideas and information clearly.
W.4.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences
W.4.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.
W.4.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.

Essential Question(s)

How does geography affect our lives?
How does the geography of New Jersey affect how people live, work, and play?
How do people live, work, and use natural resources in the four regions of New Jersey?
How do human actions affect the environment in New Jersey and the United States?

Enduring Understandings

The climate and physical features of New Jersey affect the way its people work and live.
In New Jersey, there are several distinct regions, each with its own culture, resources, politics, and geography.
The people of N.J. have made choices about how to use the state’s unique natural resources.
Human interaction has affected the environment in New Jersey and the United States. Actions have been taken to address environmental concerns.

In this unit plan, the following 21st Century themes and skills are addressed.
Check all that apply.
21st Century Themes / Indicate whether these skills are E-Encouraged, T-Taught, or A-Assessed in this unit by marking E, T, A on the line before the appropriate skill.
21st Century Skills
A / Global Awareness / E / Creativity and Innovation
A / Environmental Literacy / T / Critical Thinking and Problem Solving
E / Health Literacy / E / Communication
E / Civic Literacy / E / Collaboration
E / Financial, Economic, Business, and Entrepreneurial Literacy
Student Learning Targets/Objectives

Describe how geography affects where people live and work
Compare characteristics of U.S. regions based on physical environment to understand the concept of regionalism.
Explain why some locations are more suited for settlement than others
Identify major cities and explain how maps can be used to understand tangible and intangible differences
Compare ways people use and divide natural resources
Describe how human interaction impacts the environment
Describe how landforms, climate and weather, and availability of resources have impacted where and how people live and work
Relate advances in science and technology to environmental concerns, and to actions taken to address them.

Assessments

Pre Assessment
Formative Assessments: Chapter Review and Assessment pgs. 25-27, Turn and Talks, Checklists, Use of Smart Responders, Teacher Created Exit Tickets, Student Work Text Pages for the chapter, portfolios
Summative Assessments: ongoing projects, chapter tests (

Teaching and Learning Actions
Instructional Strategies / Learning Centers/Stations
Designated areas in the classroom where students work on different tasks at the same time. Centers may be organized around ability level to ensure all students are receiving instruction at their appropriate level. The teacher should rotate to provide instruction and assistance when needed.
Independent Study
Students are given the opportunity to investigate a project independently with guidance and support from the teacher. Teacher may use this time to pull students into small groups who need extra assistance with specific content.
Differentiation/Leveled Instruction
Whole group mini-lesson is provided as an introduction for the entire class. The teacher then provides a variety of activities with different levels of difficulty that will allow students to practice the skill at their own level. The teacher may choose assignments for students or give students the opportunity to choose their own activity.
Tic Tac Toe/Choice Board Assignments
Several activities that are designed around specific skills that relate to the unit are placed on a board for students to choose from. Students may choose an activity of their choice.
Individual Contracts
The teacher gives each student a list of tasks to complete that are based on their ability level. As students work to complete all tasks, they also work with other students who also need remediation on the same skill or concept.
Four Corners
The teacher designates four corners in the classroom for students to use as they debate topics, make connections to content they have learned, or respond to short answer questions. This technique promotes high engagement among all students and allows the teacher to see what everyone in the class knows about the content that is being taught.
Learning Response Logs
Students keep a journal that allows them to reflect on the content they are learning throughout the unit. Students make connections to what they have learned, set goals, and reflect on what they have learned. Students may also ask questions they still have about the content.
Activities
D-see TE pg.7
D-see TE pg.11
D-see TE pg. 15
D-See TE pg. 18 / Lesson 1: Discover New Jersey

myStory Spark
watch and discuss myStory Video (students will look at images of water, soil, and other resources found in Batsto Village to explain why each resource was valuable to the people living there)
complete Envision It Activity
Close Reading of the lesson stopping periodically to have students complete questions throughout the lesson
students will analyze a political map of the U.S. to identify different boundary lines between states
Digital Presentation (
Vocabulary Games (

Lesson 2: New Jersey’s Four Regions

Envision It Activity
Close Reading of the lesson stopping periodically to have students complete questions throughout the lesson
Have students compare and contrast features of two regions of their choice
Write about one region you could see yourself living in an explain why based on its characteristics
Digital Presentation (
Vocabulary Games (

Lesson 3: New Jersey’s Environment

Envision It Activity
Close Reading of the lesson stopping periodically to have students complete questions throughout the lesson
Choose a graphic organizer and record problems the environment faces with air pollution, water pollution, and loss of open space; write a solution for each problem
Digital Presentation (
Vocabulary Games (

*21st Century Skill: Collaboration and Creativity (Solve Problems)

Reading of the lesson
Try it! Activity
Create a poster showing one way people can work together to keep New Jersey beautiful and write to tell why people should be concerned about this issue

*Small Group Instruction (Leveled Readers):

Cornelius Vanderbilt, Builder of Railroads (Below Level)
The Business Empire of Cornelius Vanderbilt (On Level)
Cornelius Vanderbilt: American Entrepreneur (Advanced Level)

Experiences / Drumthwacket (Governor’s Mansion)
354 Stockton Street
Princeton, New Jersey
Telephone #: 609-683-0057
Cost: Free
Website:
Batsto Village
31 Batsto Road
Hamilton, New Jersey
Telephone #: 609-56-10024
Cost: free
Website:
Resources

Google Maps
Pearson My World Social Studies New Jersey Teacher’s Guide
Pearson My World Social Studies Leveled Reader Lesson Plans Book
Pearson Student Worktext
My Story Video
myStoryBook
Digital Presentations
My World Activity Components (Activity Cards, Instructions for the teacher, Rubrics, Student Recording Sheets)
Graphic Organizers (pgs. 143-172 of the Leveled Reader Lesson Plan Book)
New Jersey History Kids (

Suggested Time Frame: / 5 Weeks

D- Indicates differentiation at the Lesson Level.

NJASCD, 12 Centre Drive Monroe Township, NJ 08831 njascd.

Curriculum Design Components

Content Area: / Social Studies / Grade(s) / 4th Grade
Unit Plan Title: / Early Peoples
Common Core Anchor Standard
Reading
CCRA.R.1 Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
CCRA.R.2 Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
CCRA.R.3 Analyze how and why individuals, events, or ideas develop and interact over the course of a text.
CCRA.R.8 Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.
CCRA.R.10 Read and comprehend complex literary and informational texts independently and proficiently.
Writing
CCRA.W.2 Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.
CCRA.W.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
CCRA.W.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
CCRA.W.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.
Overview/Rationale
The focus of this unit is learning about the culture of the Native Americans of New Jersey and how their culture is still evident in today’s society. Students will also learn about the Europeans and different reasons why they came to New Jersey. They will also be able to describe how the Europeans were able to take over the colony. Students will explore the different views about land among the Europeans and Lenape. They will learn about different groups that opposed slavery and those that decided to own slaves that were coming from Africa.
Standard(s)
Lesson 1

6.1.4.B.8 Compare ways people choose to use and divide natural resources.
6.1.4.D.2Summarize reasons why various groups, voluntarily and involuntarily, immigrated to New Jersey and America, and describe the challenges they encountered.
6.1.4.D.10 Identify the major cities in New Jersey, the United States, and major world regions, and explain how maps, globes, and demographic tools can be used to understand tangible and intangible cultural differences.
6.1.4.D.12 Explain how folklore and the actions of famous historical and fictional characters from New Jersey and other regions of the United States contributed to the American national heritage.

Lesson 2

6.1.4.D.2 Summarize reasons why various groups, voluntarily and involuntarily, immigrated to New Jersey and America, and describe the challenges they encountered.
6.1.4.D.3 Evaluate the impact of voluntary and involuntary immigration on America’s growth as a nation, historically and today.
6.1.4.D.4 Explain how key events led to the creation of the United States and the state of New Jersey.

*21st Century Skill Lesson

6.1.4.D.11 Determine how local and state communities have changed over time, and explain the reasons for changes.

Lesson 3

6.1.4.B.2Use physical and political maps to explain how the location and spatial relationship of places in New Jersey, the United States, and other areas, worldwide, have contributed to cultural diffusion and economic interdependence.
6.1.4.D.1Determine the impact of European colonization on Native American populations, including the Lenni Lenape of New Jersey.
6.1.4.D.9 Explain the impact of trans-Atlantic slavery on New Jersey, the nation, and individuals.
6.1.4.D.13 Describe how culture is expressed through and influenced by the behavior of people.
6.1.4.D.15Explain how various cultural groups have dealt with the conflict between maintaining traditional beliefs and practices and adopting new beliefs and practices.

Technology Standard(s)

8.1.4.A.1 Demonstrate effective input of text and data using an input device.
8.1.4.A.2 Create a document with text formatting and graphics.
8.1.4.C.1 Engage in online discussion with learners in the United States or from other countries to understand their perspectives on a global problem or issue.
8.1.4.D.1 Explain the need for each individual, as a member of the global community, to practice cyber safety, cyber security, and cyber ethics when using existing and emerging technologies.
8.1.4.E.1 Investigate a problem or issue found in the United States and/or another country from multiple perspectives, evaluate findings, and present possible solutions, using digital tools and online resources for all steps.
8.1.4.E.2 Evaluate the accuracy of, relevance to, and appropriateness of using print and non-print electronic information sources to complete a variety of tasks.

/ Interdisciplinary Standard(s)

RI.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
RI.4.2 Determine the main idea of a text and explain how it is supported by key details; summarize the text.
W.4.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
W.4.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
W.4.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.
W.4.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.

Essential Question(s)

What causes people to migrate to new lands?
Why did the Lenni Lenape come to New Jersey and how did they contribute to the state’s history and culture?
Why did different groups settle in New Jersey?
What features of a timeline are essential in understanding information that is presented and how can it be used to explain how communities have changed over time?
What conflicts developed between different groups in New Jersey and how did it affect how these groups interacted with one another?

Enduring Understandings

People leave their homelands and resettle elsewhere for many reasons.
When group settle in an area, they bring new ideas and ways of life.
The arrival of new groups to an area can lead to conflict.