Connected Learning in Content Area Subjects

A Unit Plan for 6th Grade Social Studies on the Five Themes of Geography
By Amanda Uderitz
An Overview of Connected Learning:
Connected learning is a strategy that seeks to make learning relevant to our
students by making it interest-based, academically oriented and peer-supported.
Getting this combination to work can be extremely powerful, but can often be
difficult in courses where the content I dictated by the state. In creating this unit, I
hope to provide a model for implementing connecting learning strategies into
content specific courses.
Description:
This unit is an introductory unit to help students gain the foundations required to be
successful in a World History or World Geography course, through an introduction to
the Five Themes of Geography. This unit was designed to focus on connected
learning and 21st century skills. Students will use a variety of methods for digital
collaboration with classmates and people around the world, including Edmodo,
Skype, Google Docs and e-mail. Students will also work with DBQ document analysis
through a Geocaching scavenger hunt activity.
Subject: Early Cultures to 1600s
Grade: 6
Topic: The Five Themes of Geography
Number of Lessons: 6
Vocabulary:
Region: areas that are united by similar physical, cultural, or political
characteristics
Location:
Absolute: in latitude and longitude
Relative: in relation to other places, what is next to the place?
Place: physical features like rivers and mountains; human features like
ethnicity, language and architecture
Movement: travel from place to place; exchange of goods and ideas

Human-Environmental Interaction: people adapt to the environment;

people change the environment
GPS: Global Positioning System
Geocaching - An outdoor treasure-hunting game in which the participants
use a GPS receiver to hide and seek containers called "geocaches
(Wikipedia, 2009)
Cache - A typical cache is a small waterproof container (usually a tupperware
or ammo box) containing a logbook and "treasure," usually toys or trinkets of
little value
Waypoints Locations where a cache is hidden; identified by latitude and
longitude.
Desired Outcomes
Content Standards:
Objectives:
Essential Questions:
SWBAT:
Retell the five themes of
How can location affect the way
geography
that people live?
Locate the longitude and latitude
How do people affect the
of a country
environment and how are people
Describe the relative location of a
affected by the environment?
country
Describe two or more methods by
which people, goods and ideas
can travel
Describe how people affect the
environment and how the
environment affects peoples lives
Give a presentation on the five
themes of geography in a country

Performance Task(s):
Proj: 5 Themes Presentation
Proj: Geocaching document
analysis
Q/T: Quiz

Assessments
Other Evidence:
Participation: Class discussions
Participation: Warm-up questions
CW: Notes/graphic organizer
CW: Location challenge
CW: Regions Challenge
CW: E-mail interview
CW: Place challenge
CW: Geography Poem

 CW: Flocabulary
HW: Movement challenge
HW: CSI Debrief
HW: 5 Themes Review
The Learning Plan
Learning Activities:
Students will go through a series of daily challenges based on the five themes of
geography.
Student learning will be measured through a photo quiz. Students will look at
images and decide which of the five themes of geography is represented in the
picture.
Student learning will culminate in a collaborative research project and presentation
what students will research one country for information about the five themes of
geography there.
Resources:
http://www.kidsgeo.com/geography-games/latitude-longitude-map-game.php
skype.com
Edmodo.com
Google Docs
Geocaching.com
https://www.flocabulary.com/five-themes-of-geography/

Day 1
Engage:
DIN: Warm-up class discussion on Edmodo:
If you could travel anywhere in the world, where would you want to go? Why would
you want to go there?
Explain:
A brief introduction to the five themes of geography. Students will complete a
graphic organizer (Graphic Organizer 1: Five Themes of Geography) during a short
PowerPoint presentation. Graphic Organizer and PowerPoint presentation will be
available on class website (15 minutes)

Recommend that students add color to their graphic organizers to help visual
learners (see work sample at the end of the document)
Elaboration:
Explain that throughout the week, the students will be completing a series of
geography challenges. They will be starting with the LOCATION challenge.
The students will work together as a class to play the following game on longitude
and latitude. Students will come up to the SMARTboard and interact with the board
to play:
http://www.kidsgeo.com/geography-games/latitude-longitude-map-game.php

Location Challenge
Provide students with the names of five professional football teams. Challenge the
students to locate, with a partner, each football city on a map and then write the
latitude and longitude coordinates beside the citys name on the list. This list of five
teams will be based on the sports teams that the students indicated were their
favorites on the beginning of the year survey to make the lesson relevant.
Skype interview with another classroom. Arrange specific times with other
teachers. Students will locate the absolute and relative location of the other
classroom following the discussion.
Homework: Students will complete the first part of the MOVEMENT challenge. They
will be looking at items in their home. For each item, they record what the item is,
the brand (if applicable) and where the item was made. This is to tie into
tomorrows MOVEMENT challenge and make the lesson relevant.

Evaluation (Assessments):
Journal/writing prompt
Quiz/test
Essay
Portfolios
Discussion
Handout: Graphic Organizer 1 Location
Challenge, Movement Challenge

Informal questioning
Project
Participation
Presentations
Other: Skype Interview

Materials:

Multiple Intelligences:

Pens/pencils
Paper
Textbooks
Handouts Graphic Organizer 1,
Location Challenge, Movement

Visual/spatial PowerPoint
presentation
Bodily/Kinesthetic Rotating at
SMARTboard
Musical

Challenge
SMARTboard
White board
Craft supplies Colored pencils to add
color to graphic organizers
Laptops
Supplemental presentation
Other

Interpersonal Skype, Game, Mapping

Intrapersonal Journal Writing
Linguistic Journal Writing
Logical/Mathematical Mapping,
Organizers

21st Century Skills

Connected Learning
Framework

Critical thinking skills

Research skills
Creativity/innovation
Information and Communication
Technology
Global awareness
Leadership and teamwork
Oral and written communication
Initiation, self-direction and planning
Environmental and conservation
literacy
Economic and Financial Literacy

Peer-supported: Peer discussion on

Edmodo,
Interested-powered: Based on
students favorite sports teams, based
on items the students own
Academically oriented

Day 2
Engage: The teacher will write the DIN on the board. Students should try to be the
first one sitting in their seats with three items made in a foreign country (and their
homework!).
Have a brief discussion on Edmodo about how goods travel from place to place and
how countries have become so interdependent.
Explain: I will explain that today we are going to use what we have learned so far
about LOCATION and MOVEMENT to uncover clues for our HUMAN-ENVIRONMENT
INTERACTION challenge.
Students will take notes via the guided notes sheet during a teacher PowerPoint on
what Geocaching ia and how to use the GPS devices.
Go over CSI Adventure instructions
Go over essential question
Elaboration:
Students will be put into teams. Each team will receive a clue to the location of
their first geocache. After students find their geocache, they will analyze the

document and complete the task card. When they complete the task, they will glue
the card into their notebooks and return to the teacher for a new task card. The
documents in our caches will all deal with Charleston history, so that students can
see how humans have changed the environment through history.
The teacher will go through the geocache hint as a class before students will go out
in their groups.
Homework: CSI debrief

Evaluation (Assessments):
Journal/writing prompt
Quiz/test
Essay
Portfolios
Discussion
Handout: CSI Debrief HW

Informal questioning
Project
Participation
Presentations
Other:

Materials:

Multiple Intelligences:

Pens/pencils
Paper
Textbooks
Handouts Guided notes, CSI Evidence
Report
SMARTboard
White board
Craft supplies
Laptops Edmodo
Supplemental presentation
Geocaching presentation
Other GPS

Visual/spatial Looking at
photographic evidence
Bodily/Kinesthetic Geocaching
scavenger hunt
Musical
Interpersonal Discussion
Intrapersonal Homework
Linguistic DBQ /sources
Logical/Mathematical Geocaching

21st Century Skills

Connected Learning
Framework

Critical thinking skills

Research skills
Creativity/innovation
Information and Communication
Technology
Global awareness
Leadership and teamwork
Oral and written communication
Initiation, self-direction and planning
Environmental and conservation
literacy

Peer-supported: Team geocaching

groups
Interested-powered: Make it relevant
by using examples from the students
own lives
Academically oriented

Economic and Financial Literacy

Day 3
(Optional Supplemental activity: Have students use the CSI evidence and
CSI debrief to construct a DBQ essay)
Engage:
Warm-up: Brainstorm a list of the different areas in and around Charleston (ex. West
Ashley)
Discuss and make a class brainstorm
Explain: Complete the Regions Challenge
Elaboration:
Review PLACE
Explain that for the first part of the PLACE Challenge, students will be conducting an
e-mail interview with a person in another country
The students need to create at least 10 interview questions to ask someone in
another country about their culture. Students will type them and submit via Google
drive for approval before they e-mail them. Students will send their e-mails by the
end of the class period.
HW: Five Themes Review Homework to prepare for quiz

Evaluation (Assessments):
Journal/writing prompt
Quiz/test
Essay
Portfolios
Discussion
Handout:

Materials:
Pens/pencils
Paper
Textbooks
Handouts Regions challenge
SMARTboard
White board
Craft supplies
Laptops Email interviews
Supplemental presentation

Informal questioning
Project
Participation
Presentations
Other:

Multiple Intelligences:
Visual/spatial
Bodily/Kinesthetic
Musical
Interpersonal
Intrapersonal
Linguistic
Logical/Mathematical

Other Homework

21st Century Skills

Critical thinking skills
Research skills
Creativity/innovation
Information and Communication
Technology
Global awareness
Leadership and teamwork
Oral and written communication
Initiation, self-direction and planning
Environmental and conservation
literacy
Economic and Financial Literacy

Connected Learning
Framework
Peer-supported: Class discussion and
brainstorm
Interested-powered: Using local
examples and drawing in relevant
examples
Academically oriented

Day 4
Engage:
Warm-up: Students should log in to their e-mail and read the responses that they
got from their person in another country. They should then write a paragraph
response about what you learned from your e-mail interview.
Let students know that they need to do a thorough job, because one of their
classmates will be using this information to complete the next portion if the PLACE
challenge.
Explain: Collect students warm-up paragraphs and redistribute to one of their
peers. Students will use their new country to complete the next challenge. Students
will complete the second part of their PLACE challenge.
In the first step, students will research and report the weather in that country.
For the second step, students will imagine that they are visiting the country and use
the information provided to write a postcard home about their experiences.
Remind students that these represent the two parts of place: physical features and
human features.
Elaboration: Quiz

Evaluation (Assessments):
Journal/writing prompt
Quiz/test
Essay
Portfolios
Discussion
Handout: place challenge

Materials:
Pens/pencils
Paper
Textbooks
Handouts Warm-up, place challenge,
quiz
SMARTboard
White board
Craft supplies
Laptops
Supplemental presentation
Other

21st Century Skills

Critical thinking skills
Research skills
Creativity/innovation
Information and Communication
Technology
Global awareness
Leadership and teamwork
Oral and written communication
Initiation, self-direction and planning
Environmental and conservation
literacy
Economic and Financial Literacy

Informal questioning
Project
Participation
Presentations
Other:

Multiple Intelligences:
Visual/spatial
Bodily/Kinesthetic
Musical
Interpersonal
Intrapersonal
Linguistic
Logical/Mathematical

Connected Learning
Framework
Peer-supported: Students will be
Interested-powered:
Academically oriented

Day 5
Engage:
Students will write a GEOGRAPHY acrostic poem. I will do one line as an example.
Explain:
Explain to the students that they will be researching and presenting a foreign
country using a collaborative Google Doc assignment with a partner. Go over the
rubric and expectations for the assignment.
Students will begin to work with partners on their collaborative research project.

The students will work on a Google Doc to research a foreign country on the 5
themes of geography. The teacher will have preassigned partners and have shared
the document accordingly. Students will complete research using the Internet, as
well as a selected on books on foreign countries.
Elaboration: Students will begin to assemble their projects on Google Doc.

Evaluation (Assessments):
Journal/writing prompt
Quiz/test
Essay
Portfolios
Discussion
Handout: Poem

Materials:
Pens/pencils
Paper
Textbooks
Handouts
SMARTboard
White board
Craft supplies
Laptops
Supplemental presentation
Other

21st Century Skills

Critical thinking skills
Research skills
Creativity/innovation
Information and Communication
Technology
Global awareness
Leadership and teamwork
Oral and written communication
Initiation, self-direction and planning
Environmental and conservation
literacy
Economic and Financial Literacy

Informal questioning
Project
Participation
Presentations
Other: Google doc

Multiple Intelligences:
Visual/spatial
Bodily/Kinesthetic
Musical
Interpersonal
Intrapersonal
Linguistic
Logical/Mathematical

Connected Learning
Framework
Peer-supported: Students are
collaborating on country research project
Interested-powered: Students
researching a country of their choice
Academically oriented

Day 6
Engage:
Warm-up: https://www.flocabulary.com/five-themes-of-geography/
Students will complete the fill-in-the-blank lyrics provided by Flocabulary on their
website.
(optional extension: have students write their own verse/chorus about the 5 themes
of geography)
Explain: Students will finish assembling their Google Docs projects
Elaboration: The students will present their projects. The teacher will observe and
comment on students performances using the project rubric. Students who are not
participating will complete an audience participation and feedback survey to
provide advice and positive feedback to their peers.

Evaluation (Assessments):
Journal/writing prompt
Quiz/test
Essay
Portfolios
Discussion
Handout: Flocabulary

Materials:
Pens/pencils
Paper
Textbooks
Handouts
SMARTboard
White board
Craft supplies
Laptops
Supplemental presentation
Other

21st Century Skills

Critical thinking skills
Research skills
Creativity/innovation
Information and Communication
Technology
Global awareness
Leadership and teamwork

Informal questioning
Project
Participation
Presentations
Other: Audience sheets

Multiple Intelligences:
Visual/spatial
Bodily/Kinesthetic
Musical
Interpersonal
Intrapersonal
Linguistic
Logical/Mathematical

Connected Learning
Framework
Peer-supported: peer feedback sheets
Interested-powered: students choose
the country they are interested in
learning about
Academically oriented

Oral and written communication

Initiation, self-direction and planning
Environmental and conservation
literacy
Economic and Financial Literacy

Theme

M
R.
H
E
L
P

Question

Drawing

Location Challenge
Absolute Location:
Find the locations for the following professional sports teams using longitude and
latitude:
Sports Team
Seattle Seahawks

City
Seattle, Washington

San Francisco
49ers

San Francisco,
California

New England
Patriots

Foxborough,
Massachusetts

Charlotte Hornets

Charlotte, North
Carolina
Cleveland, Ohio

Cleveland
Cavaliers

Longitude

Latitude

Relative Location:
Find the following countries on the map. Tell where they are by describing the
countries NEXT to that country.
Country

India
Greece
China
Mexico
Egypt

Neighboring Countries

Movement Challenge
Exchange of goods and ideas:
Look around your home to find where the things you own were made (look on tags
and on the bottoms to locate this information). Record where at least 10 items were
made.
Item
Ex. Sneakers

Brand
Nike

Location Where it Was Made

Vietnam

How many of your items were made in the United States?

Does that surprise you?

Geocaching 101
Record the definitions for the following terms:
GPS:

Geocaching:

Cache:
Waypoints:

Instructions for using GPS device:

Geocaching 101
Record the definitions for the following terms:
GPS:

Geocaching:

Cache:
Waypoints:

Instructions for using GPS device:

CSI Adventure Instructions

1. Each team will use GPS receivers to find 10 evidence caches that are hidden
around the building.
2. Each cache focuses on HUMAN-ENVIRONMENT INTERACTION and will require
you to answer 3-4 questions and/or complete a task
3. Each member of the team needs to record answers on their own task card
and glue their task card into their notebooks using the glue stick in each
Geocache
4. After answering all the questions and/or completing the task at a cache, your
team will need to find your instructor to check your answers. If the answers
are correct, you will receive a clue for your next waypoint. If not, you must
keep trying until you have them all correct.

CSI Adventure Instructions

1. Each team will use GPS receivers to find 10 evidence caches that are hidden
around the building.
2. Each cache focuses on HUMAN-ENVIRONMENT INTERACTION and will require
you to answer 3-4 questions and/or complete a task.
3. Each member of the team needs to record answers on their own task card
and glue their task card into their notebooks using the glue stick in each
Geocache
4. After answering all the questions and/or completing the task at a cache, your
team will need to find your instructor to check your answers. If the answers
are correct, you will receive a clue for your next waypoint. If not, you must
keep trying until you have them all correct.

CSI Evidence Gathering: Human Environment Interaction

Challenge
Document Letter __________

Type of Source:

Date of Doc:
_____________________

Author of Document:

Observations (What do you see/read?)

What does this document teach us about how humans and the environment
interact?

CSI Evidence Gathering: Human Environment Interaction

Challenge
Document Letter __________

Type of Source:

Date of Doc:
_____________________

Author of Document:

Observations (What do you see/read?)

What does this document teach us about how humans and the environment
interact?

CSI Debrief
1. What are three different ways that the people in Charleston have changed
the environment throughout history?

2. What are three ways that the people in Charleston have been affected by the
government?

3. Do you think that humans affect the environment more or that the
environment affects us more? Why?

CSI Debrief
1. What are three different ways that the people in Charleston have changed
the environment throughout history?

2. What are three ways that the people in Charleston have been affected by the
government?

3. Do you think that humans affect the environment more or that the
environment affects us more? Why?

Warm-up:

Date:

Brainstorm a list of all the different areas in and around Charleston that you can
think of (ex. West Ashley)

Warm up:

Date:

Brainstorm a list of all the different areas in and around Charleston that you can
think of (ex. West Ashley)

Warm-up:

Date:

Brainstorm a list of all the different areas in and around Charleston that you can
think of (ex. West Ashley)

Warm-up:

Date:

Brainstorm a list of all the different areas in and around Charleston that you can
think of (ex. West Ashley)

Regions Challenge
1. How many regions did the class identify?

2. What similarities are there between the regions?

3. What differences are there between the regions?

4. Look at the newspaper articles. What local issues can you identify?

5. How are the issues that people in the Charleston area different than issues
faced by people in other parts of the world?

Regions Challenge
1. How many regions did the class identify?

2. What similarities are there between the regions?

3. What differences are there between the regions?

4. Look at the newspaper articles. What local issues can you identify?

5. How are the issues that people in the Charleston area different than issues
faced by people in other parts of the world?
Five Themes homework
Name_____________________________________

Date_____________________

Directions: Answer the follow questions and write your answers in complete
sentences.
1. The theme of movement explains how people, goods and ideas move from
place to place. How do people, goods, and ideas get transported in South
Carolina (2 examples)
2. The theme of region describes common traits of an area.
Name another city/town you have visited other than North Charleston.
How are they alike?

How are they different?

3. The theme of Human Environment Interaction is the relationship between

people and nature. Ex. People build bridges to go over water. People wear
sunscreen.
Describe one way you have affected nature

Describe one way nature has affected you

4. The theme of Location is measured two ways. Relative location is finding where a
place is by describing its spot using landmarks.
Use landmarks and street names to describe the relative location of your
neighborhood in North Charleston.

5. The theme of Place is a particular spot on Earth that is created by man or is

natural
Describe what your house looks like inside and out

List all of the humans/pets that live with you

Place Challenge Pt. 1

Read the response to your e-mail interview questions. Write a paragraph

summarizing what you learned about your country.

Place Challenge Pt. 1

Read the response to your e-mail interview questions. Write a paragraph
summarizing what you learned about your country.

Place Challenge Part 2

Research the weather forecast in _____________________________________. Record the
five day forecast in the boxes below.
Day of the
Week
Draw a
picture of the
forecasted
weather (i.e.
clouds,
sunshine)
and record
the high and
low
forecasted
temperatures
.
Imagine that you are travelling to your country. Write a postcard home describing
what your experiences are like. Design a stamp that represents your country.

Geography Acrostic Poem

G
E
O
G
R
A
P
H
Y

Name:_________________________________
REGION:
Name of Country:

Describe the following:

Climate (weather):
Language(s):
Religion(s):
Cultural traditions:

Use resources, including an atlas, to

Answer the following questions

Music:

MOVEMENT:
How are people and goods transported in
and out of your country?

PLACE:
Describe the physical characteristics of your country
(rivers, mountains, natural resources, etc.).

Why do people migrate to or from your

country?

What goods (products) are exported from

your country?

Describe the human characteristics (houses, culture,

religion, language, etc.)

HUMAN-ENVIRONMENT INTERACTION:
LOCATION:
What is the ABSOLUTE location of our
country? (longitude & latitude)

How do the people affect the environment of you

country?

How have people adapted to the environment?

What is the RELATIVE location of your

country? (what countries, bodies of water is
it near?

Where do most of the people live and why?

1. Name of presenters:
Name of Country:
2. Five Things I learned about this country

Rate the presenters

No
Sometimes
Usually
Always!
I could hear the
presenter(s)
clearly
The presentation
was interesting
The presenter(s)
seemed prepared
The presenter
made eye contact
with the audience
Comments (what did they do well? How could they improve?)

1. Name of presenters:
2. Five Things I learned about this country

Name of Country:

Rate the presenters

No
Sometimes
Usually
I could hear the
presenter(s)
clearly
The presentation
was interesting
The presenter(s)
seemed prepared
The presenter
made eye contact
with the audience
Comments (what did they do well? How could they improve?)

Always!

Oral Presentation Rubric : Five Themes of Geography Presentation

Teacher Name:
Student Name:
CATEGORY

________________________________________

Content

Shows a full
Shows a good
Shows a good
Does not seem to
understanding of understanding of understanding of understand the
the topic.
the topic.
parts of the topic. topic very well.

Comprehension

Student is able to
accurately
answer almost all
questions posed
by classmates
about the topic.

Student is able to
accurately
answer most
questions posed
by classmates
about the topic.

Student is able to
accurately
answer a few
questions posed
by classmates
about the topic.

Student is unable
to accurately
answer questions
posed by
classmates about
the topic.

Preparedness

Student is
completely
prepared and has
obviously
rehearsed.

Student seems
pretty prepared
but might have
needed a couple
more rehearsals.

The student is
somewhat
prepared, but it is
clear that
rehearsal was
lacking.

Student does not

seem at all
prepared to
present.

Enthusiasm

Facial
expressions and
body language
generate a strong
interest and
enthusiasm about
the topic in
others.

Facial
expressions and
body language
sometimes
generate a strong
interest and
enthusiasm about
the topic in
others.

Facial
expressions and
body language
are used to try to
generate
enthusiasm, but
seem somewhat
faked.

Very little use of

facial
expressions or
body language.
Did not generate
much interest in
topic being
presented.

Posture and Eye

Contact

Stands up
straight, looks
relaxed and
confident.
Establishes eye
contact with
everyone in the
room during the
presentation.

Stands up
straight and
establishes eye
contact with
everyone in the
room during the
presentation.

Sometimes
stands up straight
and establishes
eye contact.

Slouches and/or
does not look at
people during
the presentation.

Comments: