Day Objectives Standards Assessments Interdisciplinar Technology

y Connections

1: Introduction 1. Students will 4 G1.0.1 Identify Formative: Student Language None

participate in the questions participation and Arts: Students
classroom geographers ask in willingness throughout the write
discussion examining the United discussion. responses to
2. Students will be States (e.g.,Where it questions as a
analyze about what is? What is it like Summative: N/A pre-assessme
they do and do not there? How is it nt
know about the connected to other
United States places?).
3. Students will have a 4 P3.1.1 Identify
positive attitude public issues in the
4. Students will United States that
contribute to small influence the daily
group discussions lives of its citizens

2: Research (Digital 1. Use highlighters CCSS.ELA-LITERAC Pre-assessment Language iPad usage for
and Print) and sticky notes to Y.L.4.4.C: Consult Show a sample article on Arts: Students research
mark important reference materials the document camera and learn research
aspects of articles (e.g., dictionaries, have student volunteers skills as well Evernote
2. Show that they can glossaries, highlight what they think as note-taking
take marginal notes thesauruses), both are the main ideas skills
to summarize points print and digital, to Students will be given a
in an article as well find the pronunciation short survey on what they
as their thoughts and determine or know about technology
3. Operate the iPads clarify the precise and note-taking. It will
appropriately meaning of keywords consist of three questions.
4. Compare and and phrases.
contrast the CCSS.ELA-LITERAC Formative
difference between Y.RI.4.2: Determine Students will be given
print and digital the main idea of a text articles to read with a
note-taking and explain how it is partner. They will mark up
5. Evaluate and select supported by key the articles using the three
the best mode of strategies presented, with
 research for their details; summarize the ability to ask questions
project the text. as I circulate while they
6. Locate basic P2.3 Know how to work.
components of a find, organize, Students will be given a
citation within an interpret information self-assessment survey to
article or book from a variety of fill out after their research
sources. period is over.
P2.4 Use resources in I will walk around and
multiple forms and observe students during
from multiple research time.
perspectives to
analyze issues. Summative
P1.1 Use appropriate Students will submit their
strategies to read and notes on Evernote by
interpret basic social editing the shared note,
science tables, Notes from iPad
graphs, graphics, Students will be asked to
maps and texts show me their notes at the
3-5.CC.1. use digital end of the lesson as an
communication tools exit ticket. This way, I can
(e.g., e-mail, wikis, quickly assess what
blogs, IM, chat rooms, portion of students are
video conferencing, understanding the
Moodle, Blackboard) concepts demonstrated
and online resources and what portion are not.
for group learning
projects
3-5.DC.2. recognize
issues involving
ethical use of
information (e.g.,
copyright adherence,
source citation)

3: Geography 1. How diverse the G1.0.1 Formative: teacher(s) will None Students
geographical Identify questions walk around as students research their
aspects of the US geographers ask in do research on their own states culture
as a whole are. examining the United states observing and
 2. Identify which States (e.g.,Where it asking/answering any
region of the US is? What is it like questions the students
their state falls into there? How is it have
(West, Midwest, connected to other
Southwest, places?). Summative: students will
Northeast, G2.0.1 write/type in a journal/on a
Southeast). computer at least 4 main
3. Identify major findings about their
landforms (if any in Describe ways in individual state ( region,
their state). which the United landforms, climate,
4. Identify types of States can be divided resources)
climate in their into different regions
state. (e.g., political regions,
5. Identify natural economic regions,
resources of their landform regions,
state. vegetation regions).

4: Characteristics 1. Identify unique 4 G2.0.2 Formative: teacher(s) will Language Use of iPads to
of a State characteristics of Compare human and walk around as students Arts: students research
their state (flower, physical do research on their own research their
bird, capital, characteristics of a states observing and states
motto,etc) region to which asking/answering any characteristics
2. Create a list of what Michigan belongs questions the students
they see outside (e.g., Great Lakes, have Art: Students
while observing. Midwest) with those of create their
3. Actively listen to the another region in the Summative: students will states bird,
teach during the United States. write/type in a journal/on a flower, etc.
discussion computer their findings
(state bird, flower, capital,
motto). Students will use
different materials to
represent their state bird,
flower, capital, and motto
in a creative way

5: Culture 1. Identify two cultural Give examples of Formative: Language Research state
characteristics that how experiences may arts: Culture culture on
be interpreted research laptops
 are attributed to the differently by people Students research two
United States from diverse cultural things about their states
2. Identify two cultural perspectives and culture: clothing and food.
characteristics that frames of reference Students describe
are attributed to the American culture based
state that they have on their comfort foods and
chosen. clothing that they wear or
3. Compare and see others wearing.
contrast the general
culture of the United Summative:
States as a whole to Students submit a
the state they have completed worksheet
chosen about the culture of the
4. Assess the United States, detailing
generalized culture what they learned and
of America- is it an how accurate they think
accurate depiction American culture is
or not? generalized before and
after their research.

6: Economics 1. Design their own CCSS.MATH.CONTE Formative: Students are Math: students None
company NT.4.NBT.A.3 able to create a list of design a
2. Assess the needs Use place value what is needed on a business and
for their company understanding to vacation figure the
3. Analyze the round multi-digit costs of
changes necessary whole numbers to any Summative: Students owning it in
based on place. complete the needs of their state
circumstances their business based on
4. Calculate company 4 E2.0.1 Explain given circumstances
cost with state sales how changes in the
tax United States
5. Work together with economy impact
one another in their levels of employment
groups and and unemployment
participate fairly (e.g., changing
demand for natural
resources, changes in
 technology, changes
in competition)

7: Project 1. Select appropriate P4.2.2 Participate in Formative: Art: students None

Construction representations of projects to help or For this lesson sequence, create a
the elements of their inform others. students will be given a representation
chosen state checklist of items they of the
(2 Days)
(flower, rock, flag, need to have completed information
food, etc.) by the end of each class they have
2. Construct a period. gathered of
completed project their state.
3. Organize Summative:
information on a Students will complete an
poster in a way that exit ticket each class
is appealing visually period.
and in a way that Day 1: Reflect in
makes logical sense 2-3 sentences
what went well in
their project
assembly. How
could they
improve their use
of time for next
time?
Day 2: Explain in
3-4 sentences the
reasons they
chose 2 things
that they put on
their poster.

9: Gallery Walk 1. Demonstrate CCSS.ELA-LITERAC Formative: Language None

Presentation respect for Y.SL.4.1 Students will engage with Arts: students
classmates work Engage effectively in their peers work by develop
2. Respond to a range of writing an observation or collaborative
classmates work on collaborative something the student did skills and use
a sticky note discussions well on a sticky note and their writing
3. Discuss what they (one-on-one, in placing the sticky note skills to write a
observed after the groups, and beside their project. response to
gallery walk teacher-led) with other students
4. Compare and diverse partners on Summative: projects
contrast peers grade 4 topics and Students will discuss in
states to the United texts, building on full classroom
States as a whole others' ideas and conversation about the
expressing their own things they wrote on sticky
clearly. notes. Each student will
CCSS.ELA-LITERAC have the opportunity to
Y.SL.4.4 share one idea or
Report on a topic or concept. They will also
text, tell a story, or write a short response
recount an comparing 1 other
experience in an students project to the
organized manner, whole US, explaining what
using appropriate they noticed that was the
facts and relevant, same or different about it.
descriptive details to
support main ideas or
themes; speak clearly
at an understandable
pace.