ThreeWeekIntegratedUnitTheGoldRush

Author:MichelleJelletich
Datecreated:09/06/20143:59PMESTDatemodified:12/01/20147:33PMEST

VITALINFORMATION
TotalNumberofStudents
20Students,9femaleand11male
Area(s)StudentsLiveIn
Rurual

Free/ReducedLunch
Twopercentofstudentsareonfree/reducedlunch.

EthnicityofStudents
TwostudentsareAsianorPacificIslander.

OnestudentisAfricanAmericanorBlack

SevenstudentsareHispanicorLatino

EightstudentsareWhite.

EnglishLanguageLearners
LandJaremyELLstudents.Lhasa20%fluencyandJhasa75%fluency.

StudentswithSpecialNeeds
Sisonegradebelowinreading.
ChasADHDandhasanaid.
Subject(s)

Art,History,SocialStudies

TopicorUnitofStudy
TheGoldRush

Grade/Level

Grade4

Comments

KEYCONCEPTS&STANDARDS
BigIdea&Essential
Questions

ThisideafitsintothecontextofmythreeweekintegratedunitwherestudentsarelearningabouttheCaliforniaGold
Rush.ActivitiesthatcamebeforethisincludeadescriptionoftheGoldRush,Californiageography,andhowmapswork.
ActivitiesthatcomeafterincludehowtravelerscametoCaliforniaandtheroutestheytook.

LearningOutcome(s)

StudentswilllearnwheretheGoldRushtookplaceanddrawamapcorrectlylabelingthelocationoftheGoldRushwith90%
accuracy.

Summary
ThisisalessoningeographyandmapmakingofCalifornia.Itispartofathreeweekunitwhichintegratestechnology,
socialstudies,art,music,andliterature.
Standards

CACaliforniaK12AcademicContentStandards
Subject:History&SocialScience
Grade:GradeFour
Area:California:AChangingStateStudentslearnthestoryoftheirhomestate,uniqueinAmericanhistoryintermsof
itsvastandvariedgeography,itsmanywavesofimmigrationbeginningwithpreColumbiansocieties,itscontinuous
diversity,economicenergy,andrapidgrowth.InadditiontothespecifictreatmentofmilestonesinCaliforniahistory,
studentsexaminethestateinthecontextoftherestofthenation,withanemphasisontheU.S.Constitutionandthe

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relationshipbetweenstateandfederalgovernment.
SubStrand4.1:Studentsdemonstrateanunderstandingofthephysicalandhumangeographicfeaturesthatdefine
placesandregionsinCalifornia.
Standard5:Usemaps,charts,andpicturestodescribehowcommunitiesinCaliforniavaryinlanduse,
vegetation,wildlife,climate,populationdensity,architecture,services,andtransportation.

Comments

ASSESSMENTS
Assessment/Rubrics
TherubricIwillbeusingwillbeasummativeone,whichwillassesstheinformationthestudentslearnedaboutCalifornia
geographyandthehistoryofwheretheGoldRushbegan.
Attachments:
1. RubricforMaps

Comments

MATERIALSANDRESOURCES
InstructionalMaterials&
Technology(handouts,etc.)

Iwillneedthefollowingitems:

ColoredPaper

MapofCalifornia

Glue

Scissors

Crayons
Attachments:
1. MapofCalifornia.docx

Comments

IMPLEMENTATION
SequenceofActivities

HOOK
1.Formyhook,Iwillholdusemapsandsay,"Whocantellmewherethisis?"Studentsatthistimewillbesitting,
listening,andlookingatmapsattheirdesk.MyhigherELwillbesatnexttomylowerELsothatthestudentwithhigher
fluencycantranslateifnecessary.Swillbesatnexttoahigherachievingstudenttohelpwithunderstandingif
necessaryandCwillbesittingnexttohisaid.
ConnectingtoPreviousLessons
2.Iwillconnectthislessontothepreviouslessonsbyaskingthestudents,"Rememberwhenwemappedour
classroom?"Studentsatthistimewillbesitting,listening,andlookingatmapsattheirdesk.MyhigherELwillbesat
nexttomylowerELsothatthestudentwithhigherfluencycantranslateifnecessary.Swillbesatnexttoahigher
achievingstudenttohelpwithunderstandingifnecessaryandCwillbesittingnexttohisaid.

LearningObjectives
3.IwillsaythatwewillbethinkingaboutwheretheGoldRushtookplaceandcorrectlydrawingandlabelingourmaps.
IwillshowontheboardamapthatIhavecreatedtomodelwhatthestudentswillbedoing.

SequenceofLesson
4.Iwillpresentthelesson.Iwillaskstudentswhattheyaregoingtobedoingnexttoassessunderstanding.Iwill
firsthavethempairsharewhattheywillbedoinginthelessonandsecondlycallonrandomstudentstoassess
understanding.Studentswillperformthelessonbymakingtheirmaps.After,wewillcheckforunderstandinginsmall
groups.

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Modalities
5.Iwillbeusingvisualandlinguisticmodalities.

Bloom'sTaxonomy
6.Atthebeginningofthelesson,IwillaskstudentswheretheGoldRushbegan.Duringtheiractivity,Iwillaskwhat
theythinkitmusthavebeenliketofindgold.IwillalsoaskiftheywouldhavewantedtomovetoCaliforniaduringthe
GoldRush.Iwillendaskingthemtoshowmewhattheytitledtheirmapandtopointtowheretheystarredthe
beginningoftheGoldRush.

ConnectingtoLifeExperiences
7.Iwillconnectthislessontomystudents'livesbyshowingthemthatwearemakingamapofthestatewelivein.
AlsoIwillconnectthemthroughtheinterestofgold.Theevidenceofthembeinginterestedinmylessonand
completingtheirworkwilltellmeiftheyhaveconnectedthistotheirownlives.
EvidenceofCompletion
8.MystudentswillhavecompletedmyobjectivewhichistolearnthewheretheGoldRushtookplaceanddrawamap
correctlylabelingthelocationoftheGoldRushwith90%accuracy.

Closure
9.Tosummarizemylesson,Iwillsay'Wehavejustdoneagreatjobonourmaps.Everyonehascreatedamapand
nowwecanseewheretheGoldRushbegan'.Iwillalsohavethemtalktothepersonnexttothemandpicktwothings
thattheylearnedfromthelessontoshare.
Concluding
10.Iwillconcludemylessonbytellingmystudentstoputawaytheirmapsintotheirsocialstudiesfolders.
ConnectingtoNextLesson
11.Toconnecttomynextlesson,Iwillsay'Tomorrowwearegoingtotalkabouttheroutesthatpeopletooktogetto
Californiaandeachofuswillpickourfavoriteroute'.
Vocabulary

Tier1
gold

map

paper

color

Tier
mountainrange

title

terrain

California

GroupingStrategies
Inthebeginningofmylesson(13)Iwilltalktothegroupasawhole.ThenwhenIcheckforunderstanding,(4)Iwill
havethestudentspairsharewhatwewillbedoingforthelesson.Then,Iwillhavestudentsworkindependently
makingtheirmaps.Attheend,Iwillbringtheclassbacktogetherasawholetodiscusswhatwedidandwhatwewill
donext.Iwillsplitthemintosmallgroups,pairs,onceagaintodecidewhattwothingstheylearnedfromthelesson.

DifferentiatedInstruction
MyhigherELwillbesatnexttomylowerELsothatthestudentwithhigherfluencycantranslateifnecessary.

Swillbesatnexttoahigherachievingstudenttohelpwithunderstandingifnecessary.Duringthelesson,Iwillgoby
andcheckonStoensurethatsheisabletowritetheinformationonhermap.

Cwillbesittingnexttohisaidforhertohelphimwithhisbehaviorthroughoutthelesson.

Ifmyadvancedlearnersfinishearly,IwillhavethemwriteoneparagraphonthedifferentterrainsofCaliforniaandwhat
terraintheGoldRushbeganin.

Comments

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REFLECTIONS
PriortoLesson
Iwillknowifmystudentslearningoutcomesaremet,iftheycompletetheobjectiveoflearningwheretheGoldRushtook
placeanddrawamapcorrectlylabelingthelocationoftheGoldRush.
SomechallengesImightfacewillbeifstudentsarenotabletomakethedifferentterrainofCalifornia.Alsosome
studentsmayhaveissuesfindingwheretheGoldRushbegan.
PostLesson
Mystudentsmetmylearningoutcomebycompletingmyobjectivewhichwascreatingmapsandcorrectlylabelingthe
locationoftheGoldRush.Iwillusetheseresultstotohelpplanmynextlessonsinthefutureandmakesuretoallot
enoughtimeforthestudentstoworkontheirmaps.Iwouldsaymybiggestchallengewasthatworkingonthemaps
tooksomeofthestudentsmuchlongerthanIexpected.Alsosomestudentshadahardtimelookingupintheirbook
thedifferentgeographicalregionsofCalifornia.ItworkedwellhavingthemfindwheretheGoldRushbeganand
learningwhatCalifornialookedlike.
Comments

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