A U N I T F O R G E O G RA P H Y S TA N DA R D 3 , G RA D E S 5 - 8

GREEN CITIES

Training led by Maggie Legates, Delaware Geographic Alliance and Michael Weyrauch, Caesar Rodney School District- February 2012

Delaware Department of Education

Social Studies Coalition of Delaware

Delaware Geographic Alliance

CREDITS:

• Authors Maureen Greenly and Barbara Prillaman from Red Clay Consolidated S.D.• Co-author and editor Maggie Legates, Delaware

Geographic Alliance• Development funding from Teacher Quality

Enhancement Grant, US Dept. of Education• Writing project Coordinator Fran O’Malley, UD• Instructional materials from Delaware Geographic

Alliance, National Geographic Society, Historic St. Mary’s City, Kalmar Nyckel Society and others.

TODAY’S AGENDA:

• Morning Session:Review DRC design principles“Unpack” Geography Standard 3 and middle school

benchmarkReview unit transfer task and rubricBreakReview selected activities from lesson 1LUNCH on your own

• Afternoon Session:Lessons 2 and 3- selected activitiesBreakThe Performance Task- Designing Emerald CityWrap Up

TODAY’S GOALS:

• Add to knowledge and appreciation of geographic principles

• Showcase good lessons and activities, instructional materials

• Share assessment tools, differentiation opportunities, extensions and adaptations.

• Collaborate, network, and grow!

DRC PRINCIPLES:

• Plan Backward based on a thorough understanding of the standard and benchmark

• Become familiar with the “target” performance or demonstration of knowledge and skill students will meet at the end of the unit

• Internalize the level of rigor required by examining the rubric or measurement tool

• Become familiar with the instructional plan, resources, references

• Adjust learning plan to learner progress using interim assessments, scaffolding when needed

STAGE ONE: KNOW THE STANDARD AND BENCHMARK

F R O M D RC T O O L K I T: C O N T E N T S TA N DA R D S , B E N C H M A R K S , C L A R I F I C AT I O N S D O C U M E N T

GEOGRAPHY STANDARD 3:

Students will develop an understanding of the diversity of human cultures and the unique nature of places.

BENCHMARK FOR GRADES 6-8:

•Students will identify and explain the major cultural patterns of human activity in the world’s sub-regions.

It’s a cultural thing…

WHAT ARE THE MAIN IDEAS?

• Places are unique combinations of physical and human attributes

• Site and Situation both influence the development of places

• Cultures Differ in Organization and use of Space

• Cultural ideas can change over time

TRANSFER TASK AND RUBRIC

STAGE TWO: ASSESSMENT EVIDENCE

 

PRIOR KNOWLEDGE

• In this unit you have

examined the idea of place.

You have learned to identify

important human and

physical features of a site.

You have learned how the

geographic situation affects

the lives of people in the

place. You know that culture

affects the way people build

and change their

neighborhoods, towns and

cities.

These are the main ideas covered in the learning activities of this unit, but also in prior years.

• You are a city planner for New

Hale. Your company would like

to get the job of planning a

modern city called “Emerald

City”. Your job will be to help

prepare a plan for the new city

that will meet the needs of the

residents. If your plan is

selected, your company will

continue to work on this

project until the city is finished.

PLAN A GREEN CITY

PROBLEM:

• The 50,000 people who will be

living and working in Emerald City

are committed to living the

“green” way of life. They value

technology as a way of making

their life more convenient and

reducing their impact on the

environment. Emerald City

residents like to spend a lot of time

outdoors. They enjoy beautiful

scenery and green space where

they can exercise and gather for

social and sports events.

“Green”

PERSPECTIVE

•Here are their requests:

1. The city should look and feel

modern and tech-friendly.

2. The city should have clean,

unpolluted air.

3. Most energy should come from

wind power, hydroelectric

power, or solar power.

4. There should be plenty of

room for outdoor activities and

sports.

SPECIFIC REQUIREMENTS OF THE RESIDENTS WITH “GREEN PERSPECTIVE”:

• You will prepare a presentation for the bid

opening. Each team will get only 3 minutes

to explain their plan. Work together to make

the most of the time allowed to persuade

the Emerald City Planner Search Committee

that you have the best plan.

• Use the printed form provided by the Search

Committee to put together a hand-out.

Include evaluations of the geographic site,

situation, and cultural needs and

perspectives of the residents.

PRODUCTS

Include a clear concise

description or “vision” of

Emerald City, the place of the

future.

Explain why you have

selected the best spot for the

city from the four choices

offered.

Explain how your design

accomplishes the goals of the

new residents

What makes for an excellent presentation?

CRITERIA FOR AN EXEMPLARY RESPONSE

Students evaluate the site and situation

EMERALD CITY???

W H AT M A K E S T H E C I T Y D E S I G N S U C C E S S F U L ?

WHAT DOES THE TRANSFER TASK REQUIRE OF STUDENTS?

To be successful students must know….

• Please list vocabulary, concepts, etc.

To be successful, students must be able to….

• Please list geographic and presentation skills…

HOW THE RUBRIC IS USEFUL

• Shows what content knowledge, skills, vocabulary will be essential

• Signals depth of knowledge and skill expected

• Shows how students will be expected to demonstrate their learning-presentation skills

• Acts as a form of scaffolding – can be used as a checklist

STAGE THREE: LEARNING PLAN

LESSON 1- THE FACE OF A PLACE

• Review prior instruction (Places and regions units from grade 3)

• Unique nature of places- photo comparisons

• Site and situation- reading and comparison strategies

LESSON 2- PATTERNS AND PLANS FOR AMERICAN CITIES

• Gaining information from text and graphics- informational slideshows Green Cities

• Extending knowledge through text and graphics(Werewocomoco / Jamestown comparison using poster from National Geographic)

• Refining and extending- jigsaw method and reading

LESSON 3: GREEN IDEAS CHANGE CITY DESIGNS

• Connect to prior learning

• Students learn through reading strategies about how American ideas of city design evolved through the years. (chunking, other proficient reading strategies)

• Interpreting historical maps, etc.- comparing and contrasting

• Modeling spatial arrangements

LESSON 4- DESIGNING SUSTAINABLE CITIES

• Using reading strategies (Pre- and post- strategies) and graphic organizers to learn about sustainability and sustainable development

• Predicting and visioning the future based on past development

DOES THE INSTRUCTION PREPARE STUDENTS FOR THE PERFORMANCE TASK?

• Key vocabulary• Required

geographic knowledge • Practice with

required geographic skills and transfer

• Scaffolding for attacking a complex task• Choices of modes

of expression (written answers, oral answers, sketch maps and drawings)