1

Miss Stangs &

Miss Streleckis
Unit Plan
4
th
Grade
EDUC 122 Curriculum & Pedagogy
Dr. Beisser



Table of Contents:
Content Standards & Rationalep. 3-4

Unit Goals & Description....p. 5

Bulletin Board Explanationp. 5

Summative Assessment Explanation....p. 6

Summative Assessment..p. 7 -11

Resources.p. 12

Lesson Plans.p.13-44

Bulletin Board....p. 45

3




Throughout the unit, students are expected to show a wide range of knowledge
and skills. The unit spans several content areas and thus the standards for the unit
represent a diverse range of skills, content, and subject areas. Each lesson within the
unit focuses on a various component within the state of Iowa, including maps, climate,
population, government officials, and tourism, but does so through different standards
and content areas. The standards were taken either from the Iowa Common Core or the
National Council of Teachers of Mathematics (NCTM). The standards listed below
appear in the order the lessons are taught and included within the unit plan.
The standards based on geographic tools and analyzing maps are appropriate
for the lesson topic of mapping. In the lesson, students are asked to include the
important components and landmarks of Iowa on their map, as well as items such as a
compass, title, and a legend. For the lesson related to finding the averages of various
populations in Iowa the students were asked to take real world data and apply it to a
math skill (finding mean). In order for students to successfully do so they have to have a
strong foundational knowledge of addition and division and must build and use multiple
math techniques to calculate the averages. Therefore the selected standards from the
NCTM are relevant to the written lesson. For the lesson focusing on science and the
weather and climate in Iowa the standards focusing on understanding weather align
nicely with the rationale as to why we have seasons in Iowa. Both the standards and
lesson focus on movement and interaction of air masses and the measurable quantities
of temperature and wind, this can all contribute to a change in seasons. The standard
that aligns with the Social Studies lesson on important government officials in Iowa is
understanding the differences among local, state, and national government and the
roles of the various levels and people. While the lesson focuses solely on Iowa and our
government officials, this still aligns with the standard. It would not be the sole way of
meeting the standard, however it builds the foundational and background knowledge to
springboard into learning more in depth about the national government. Finally, the last
lesson allows students to wrap up all the various components of Iowa into where and
why someone should visit. The standard that aligns with this assignment and lesson is
stating their opinion and supporting it with facts and details.
While each of the lessons aligns with a completely different set of standards,
each of them are important to a students overall understanding of the state of Iowa and
in meeting the standards and expectations for fourth grade students. Iowa serves as the
overarching and connecting piece of the unit and then vital information is distrusted
throughout and essential skills are learned.



Understand the use of geographic tools to locate and analyze information about people,
places, and environments (Iowa Common Core).
Understand the concepts of title, legend, cardinal directions, distance, grids.
Understand the use of data sources, atlases, data bases, grid systems, charts,
graphs, and maps to generate, manipulate, and interpret information.
Content Standards &
Rationale:

4
Understand the representations of major physical and human features on maps
and globes.

Connections (NCTM)
Understand how mathematical ideas interconnect and build on one another to
produce a coherent whole
Recognize and apply mathematics in contexts outside of mathematics

Understand and apply knowledge of weather and weather patterns (Iowa Common
Core).
Weather is always changing and can be described by measurable quantities
such as temperature, wind direction and speed and precipitation.
Large masses of air with certain properties move across the surface of the earth.
The movement and interaction of these air masses is used to forecast the
weather.

Understand the differences among local, state, and national government (Iowa
Common Core).
Understand the roles of local, state and national government and the roles of
representative leaders at these levels such as mayor, governor and President.

W.4.1.Write opinion pieces on topics or texts, supporting a point of view with reasons
and information (Iowa Common Core).
Introduce a topic or text clearly, state an opinion, and create an organizational
structure in which related ideas are grouped to support the writers purpose.
Provide reasons that are supported by facts and details.
Link opinion and reasons using words and phrases (e.g., for instance, in order to,
in addition).
Provide a concluding statement or section related to the opinion presented.

















5



This unit is about the study of the state of Iowa. This is a social studies unit to
begin with, but will be stretched across the content areas to give students a more all-
encompassing understanding of the state. Throughout the course of the unit, students
will gain valuable knowledge and skills, both based on content and social ability.
Students will expand their knowledge in the areas of Iowa maps, climate, finding
averages, important figures in Iowa government, and tourism. They will also be
expected to develop social skills in terms of working in a group and working well with
others. The following goals are the main focus of the unit and are aligned with the
objectives written for each individual lesson.

1. Students will gain a better geographic understanding of Iowa and the purpose,
use, and layout of maps.

2. Students will understand the process of calculating averages and an extension
for doing so in real world context.

3. Students will be able to articulate the difference in seasons and why they
experience all four in Iowa.

4. Students will respectfully articulate their opinions, take turns, listen, and
contribute their findings to a group setting.

5. Students will have an overarching idea of the important people in the Iowa
government and identify what role they play.

6. Students will be able to form an opinion, state their opinion, and support it with
additional details and facts.







The bulletin board is a way to encompass each individual component of the unit
and how they are all connected back to the state of Iowa. A part of the objective for
each lesson is represented within the bulletin board to enforce to students that learning
across content areas can be connected. The teacher can reference the bulletin board
each time a new lesson is introduced and explaining its purpose. In addition, it will allow
visitors to the room a sneak peak as to what is currently at the forefront of student
learning. The students can also reference the bulletin board when needing a quick
refresher on the layout of the state of Iowa or for an example of a tourist destination for
their project. (See attached bulletin board)
Unit Goals &
Description of Unit:

Bulletin Board
Explanation:

6




For the summative assessment, students will be given a test requiring them to
compile all of their knowledge on the various aspects of Iowa and demonstrate what
they have learned. The test will asses whether or not students have met the goals and
objectives based on their performance and accuracy. Students will be given the
opportunity to self-assess themselves in terms of gauging completion of social goals, in
addition to providing feedback. The feedback and assessment results will be used by
the teacher to adequately prepare for the following year and make adaptations and
modifications where seen fit. If students are seen struggling across the board this will
also indicate to the teacher that there was a miscommunication or misunderstanding
somewhere. The teacher can then either elect to go back and reteach the content or
throw out the scores in that particular area. In most situations in order to meet the
content standards, the teacher should revisit what was taught and present the material
in a new, different, and more thorough manner.
The test below covers the different categories that were covered throughout our
unit plan. There is a section for math: calculating averages of population; geography:
placing parts on the map; science: temperature and climate; language arts; persuasive
writing about a tourist spot; and social studies: identifying important people within the
Iowa government and determining what they do that is important. These five areas are
all covered in the five lesson plans for the unit plan so that students will be adequately
prepared to take the final assessment.
It is important as a teacher to make sure that students are well prepared to take
the test. This means no surprises or information that was not covered. Our lesson plans
and objectives match the objectives of the summative assessment ensuring that we
have prepared our students to be successful with this material and reach a mastery
level of understanding within the content.
This summative assessment is a good indicator of the knowledge that our
students gained from this unit of study. Each area across the different core subjects is
assessed, but all have a common theme, which will help our students with their overall
understanding. This assessment encompasses what was assessed during the informal
assessments throughout the unit.












Summative Assessment
Explanation:

7
Name: ________________________

Iowa Unit Test


1. Label the following on the provided map. Reminder: Include a title, legend,
and compass.

Des Moines, Iowa City, Council Bluffs, the Mississippi River, the Missouri River,
the Des Moines River, Minnesota, Wisconsin, Illinois, Missouri, Nebraska, and
South Dakota





























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2. Calculate the average of the following populations (Be sure to include all
work. Round to the nearest person):
Jackson County: 19,796
Clinton County: 49,015
Scott County: 167, 095


















3. Complete the following cause and effect statements.

The Earths axis is tilted so different parts of the Earth experience
_______________________ __________________________.

The northern hemisphere is pointed away from the sun so the northern
hemisphere has ___________________________ temperatures.

Iowa is tilted ___________________ the sun during June, July, and August so
Iowa is ____________________ in the ____________________ months.

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4. Describe the role one of the following government officials plays. Include
their title and how their work directly impacts you.
Janet Peterson
Ako Abdul-Samad
Matt Schultz
Terry Branstad
Kim Reynolds
Jason Glass












5. Select an Iowa tourist destination. Describe the destination and list at least
three reasons why someone would want to visit there. Include its location
within the state of Iowa.














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6. Self Assessment: Give yourself a score on a scale of 1 -4
(4 = I fully agree, 3 = I somewhat agree, 2 = I somewhat disagree, 1 = I fully
disagree)

I consistently participated in my group by listening to the thoughts and
opinions of others.

4 3 2 1

When appropriate, I shared my thoughts and opinions in an appropriate
manner.

4 3 2 1

I asked questions when I was confused or needed help and my teacher
was respectful and able to help.

4 3 2 1




Student Feedback (These questions will not affect your grade, but will help me
change the lessons for the future.):

What did you really enjoy about the unit?





What did you dislike about the unit?





One new thing I learned from this unit

11




One thing I wish I would have learned in this unit





Suggestions, comments, or concerns:




























12



http://www.city-data.com/city/Colfax-Iowa.html - Graph on Average
Temperatures

http://education.nationalgeographic.com/education/activity/the-reason-for-
the-seasons/?ar_a= - The Reason for Seasons

http://www.enchantedlearning.com/usa/states/iowa/ - Maps, facts,
statistics, and more about Iowa

http://www.iowadatacenter.org/ - Data on the state of Iowa

http://iowa.gov - Resources on the state of Iowa history, people, and facts

http://traveliowa.com - Iowa tourist attractions

http://kids.usa.gov/grown-ups/government/index.shtml - Games and
activities for various states anything from census number to the
legislative process to capitals

http://50states.mrdonn.org/iowa.html - Lesson plans, games, and activities
revolving around the state of Iowa (components for both teachers and
students)

http://www.proteacher.com/090117.shtml - printable worksheets and ideas
for teachers when teaching about Iowa, including a printable map quiz

http://www.ranker.com/list/books-about-the-subject-iowa/reference - List of
books about Iowa great suggestions for a classroom library or read
alouds

http://www.goodreads.com/list/show/9488.Picture_Books_About_Maps -
Books about maps to provide for students to read or to use for instruction

http://www.flocabulary.com/subjects/ - Videos for various subjects and
topics includes videos for government, weather, and averages


Resources:

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*Any highlighted parts have been added since the first draft of the lesson*

Direct Instruction Lesson Plan

Lesson Background:
Your Name: Alessa Strelecki and Mary Stang Grade Level: (circle
one) K 1 2 3 4 5 6

Subject: (circle one) Language Arts Social
Studies Mathematics Science

Lesson Title: Finding Averages Across Iowa

Materia

White Boards
Markers
Work Sheet
Calculator
Map of Iowa

Prerequisite Skills: Students need to have a good understanding of both addition and
division. Students should also have the ability to read a map and know their cardinal
directions. Students will also need to understand how to round numbers.

A B C D Lesson Objective: After being presented with a set populations from the state of
Iowa, fourth grade students will be able to calculate the average and round the numbers
with two or less errors.
--------------------------------------------------------------------------------------------------------------------
Interaction with Students:

1. Provide objectives: (What are students going to learn?)
Time: 2 min.

Because we are learning about Iowa in Social Studies, Today we are going to find out how
to find the average population among different counties in Iowa. First we are going to review
how to find averages and then relate the skill back to populations and Iowa.

2. Demonstrate knowledge or skill: (Input/Modeling by the teacher)
Time: 5-7 min.

If you remember, an average is the calculated central value of a set of numbers. One way to
find an average is by adding all the numbers in the data set up and dividing by how many
numbers there are. Teacher will ask the students what the steps to find an average are and
students will help come up with this list as the teacher writes it on the board.
1. Added up all of the numbers in the data set.
Lesson Plans:

14
2. Decided how many numbers were in the data set.
3. Divided the sum of the numbers by the amount of data in the set.

I will now re-demonstrate how to calculate the average. Lets think about some smaller scale
numbers first. Our school and the schools around us are located in Polk County. Yesterday,
I asked a few principals for how many students went to their school. I am going to put some
of that data on the board for you to see. I will write the numbers 517, 493, 575, 328, 602,
429. These arent all of the elementary schools in Des Moines Public, but it will give us an
idea of about how many kids attend each school. Now, if I am going to calculate the
average. If we look at our list, the first step is to add up all the numbers. I will grab my
calculator and type in the numbers. The calculator will be placed under the elmo so that
students can see the teacher as she types in the numbers. I came up with 2944 as the
answer. Now that I have all of the numbers added up, I know that I have to divide. I will
divide by how many numbers were in the data set. If we count those up, there are 6
numbers in the data set. So, I will take my calculator and divide 2944 by 6 to get the
answer.... 490.6666666666. This tells us that the average number of students that attend
each elementary school is about 491. All the problems we have done up until now have
always divided to give us a whole number. However, its important to remember that
sometimes when we work with real data it doesnt always come out even. Which is why in
this case I rounded to 491 since it was the nearest whole number.

3. Provide guided practice: (Guided practice with the teacher)
Time: 10-15 min.

Now we are going to do one together, but we are going to gather our data from looking at
the map of Iowa. The map tells us the population of each county in the state of Iowa. Lets
find the average number of people who live in a certain area based upon county
populations. Lets look at Eastern Iowa. Everybody point to the East on the map. (Teacher
will quickly scan the room and ensure that students know their cardinal directions.) Well
start with picking the three counties on the Easternmost part of our state, Jackson, Clinton,
and Scott. Can anyone tell me what the population of Jackson county is? Student responds
with 19,796. Good, how about Clinton County? 49,015. And the population of Scott county
is? 167,095. Now that we have collected our data set, tell your partner the first step in
finding our average. Students will turn to their partner and say that we need to add the three
numbers up. One pair will be asked to share out to the whole class. Now that we know what
our first step needs to be, I want each of you to use your calculator to add up our three
values and show me your answer by writing it on your whiteboard. Students will display the
answer 235,906. Teacher will continue in a similar manner asking students to discuss the
next step with their partner and then display their answer using their whiteboard. Students
will receive a final answer of 78,635.333333. Many of you have the final answer being
78,635.333333. My question is how do we have .3333333 of a person? In a situation like
this we need to round to the nearest whole number. Turn to your partner and tell them
whether you need to round this number up or down. Give students a chance to think. Now if
we remember our rounding rules, who can tell me what we need to do. Students will answer
that we round down since 3 is less than 5. Now what is our final answer. Students will show
78,636. This means that the average number of people who live in Jackson, Clinton, and
Scott counties is 78,636. Teacher will also give students an opportunity to ask questions or
clarify any part they didnt understand.

15

4. Check for understanding and provide student feedback: (How will you know
students understand the skill or concept? How will they know they get it?)
Time: 3 min.

During the guided practice time, I will be walking around the classroom and
clipboard cruising to monitor for student understanding. Students displaying their answers
on white boards (which were calculated with a calculator) will also allow me to gauge
whether or not they were doing the calculations accurately.


5: Provide extended practice and transfer: (Independent practice of the skill)
Time: 15- 20 min.

Now you get to try to find the average of some different populations on your own! I am
giving you a worksheet with six different problems. Complete it and when you are done
place it in the homework basket. I will leave the example problem on the board if you need
to refer to it for help or Ill also be walking around and more than happy to help answer
questions.

See attached Worksheet

6. Assessment / Closure: (How do you evaluate student progress or provide closure to
this lesson?) You MUST include rubric, checklist or assessment document.
Time: 2 min.

Great job today everyone! Before you leave, please make sure you remember to turn your
worksheet into the homework basket. Students will be assessed based on how accurately
they complete the worksheet.

7. DIFFERENTIATION of Content, Process or Product:
a. Adaptation for students who need extra help, time, or attention?

There are three versions of the worksheet. Each worksheet meets the needs of different
students, those who may be of lower ability, middle of the road, and than those of high
ability. Students who need extra help will be pulled to the back table to work on number one
together and then may choose to remain at the back table for continued support. The
simplified worksheet would also help to eliminate some of the concern for time.
b. Extension for students of high ability? (Remember, assigning gifted students
to be the tutor for others is not sufficient academic challenging for students who
have mastered the lesson).
The high ability student will have the more advanced worksheet. They are still completing
the same assignment, but will be expected to work with more data, think more critically, or
rationalize some of the variance among the data.

TOTAL LESSON TIME: About 60 min.

8. References Consulted (Curriculum books in Drake SOE curriculum lab, previous
16
teachers as resources, online websites, your past experiences, or your own initiatives, etc):

The lesson was mainly created by our own initiatives. We decided that relating averages to
the state of Iowa would allow students to connect to the material and have a higher level of
motivation. We thought leading off the unit with a math lesson would be beneficial because
then when we really start to focus on studying Iowa they will already have been exposed to
the map and numerous counties within the state. The data and map was taken from
http://www.iowadatacenter.org/ .


Map for student use:






































17
Name_________________________________________
Finding Averages Across Iowa - Remember to show ALL work!


1. Find the average population of Cedar, Jones, and Jackson County.





2. Find the average population of Jones, Jackson, and Dubuque County. Compare this
with the average from number 1.





3. Find the average population of the four highest populated counties.






4. Find the average population of the 4 lowest populate counties.






5. Calculate the average population of all the counties on the West side of the state.
(Hint: Total of 9)





6. Select 4 counties. Describe their location and calculate the average of their
populations.











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Lower Level Worksheet
Name_________________________________________
Finding Averages Across Iowa - Remember to show ALL work!


1. Find the average population of Cedar, Jones, and Jackson County.





2. Find the average population of Jones, Jackson, and Dubuque County.





3. Find the average population of the 3 highest populated counties (Hint: Look at the
color key on the map).






4. Find the average population of the 3 lowest populate counties (Hint: Look at the color
key on the map).





5. Calculate the average population of all the counties on the West side of the state.
(Hint: Total of 9)







6. Select 4 counties. Describe their location (north, east, south, west) and calculate the
average of their populations.







19






High-level Worksheet
Name_________________________________________
Finding Averages Across Iowa - Remember to show ALL work!


1. Find the average population of Cedar, Jones, and Jackson County.





2. Find the average population of Jones, Jackson, and Dubuque County. Compare this
with the average from number 1. Which counties have a higher average population?





3. Find the average population of the 5 highest populated counties.






4. Find the average population of the 5 lowest populate counties.






5. Calculate the average population of all the counties on the West side of the state.







6. Select six counties. Describe their location using cardinal directions and calculate the
average of their populations.



20
Cooperative Learning Lesson Plan

Lesson Background:
Your Name: Mary Stang & Alessa Strelecki Grade Level: (circle one) K 1 2 3 4 5
6

Subject: (circle one) Language Arts Social Studies Mathematics
Science

Lesson Title:
Important People in Iowa Government

Materials Needed:
Computers
Paper
Writing Utensils
Art Supplies
Books on Iowa
Note Taking Guide

Prerequisite Skills:
Students have been exposed to and are familiar with the procedures associated with completing
a jigsaw.
Students know how to use the internet to find information.
Students know the roles when working in collaborative groups.
Students have some familiarity with the workings of the federal government, specifically the
President of the United States.
Students have a basic understanding of how Iowas government works.

Lesson Objective(s):
a. Following the lesson, fourth grade students will be able to identify important people in
Iowas government and what their role is with 100% accuracy.
b. Students will be able to listen to their groups, share ideas and do so effectively, and use
good eye contact.

Cooperative Learning Grouping Structure: Learning Together Variation with Whole Class
Presentation- Small groups of about 4 students

----------------------------------------------------------------------------------------------------
----

Interaction with Students:

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1. Present objectives: (Tell students what they are going to learn?) Time: 2 minutes
Yesterday we learned about the different parts of the government in the state of Iowa. Today we
are going to take a closer look at the people who make up these branches. We are going to
learn about different important people in Iowas government and what their roles are. In addition,
we will practice being able to listen to our partners and contribute to the group. How does that
sound? We are going to split up into groups and complete a jigsaw so that we can all learn this
information.

2. Present information for the academic goal: (What are procedures for the academic goal?)
Time: 5 min.

Who can tell me who the President of the United States is? (Allow for response). Now as
you remember from yesterday, each state has their own form of government too. Within the
state government, there is a governor. The governor can be viewed as the equivalent of the
president just on a more local scale. So with that said, who can tell me who the Governor of
Iowa is? (Allow for response). Most of you raised your hand when I asked about President
Barack Obama, but not as many were ready with the answer when I was asking about Terry
Branstad. Within the state of Iowa, there are many people who work very hard to make our lives
as easy and enjoyable as possible. However, we often dont take the time to learn about them.
This is important because if, for example, Im unhappy about our school in Des Moines, Im not
going to go to the President of the United States, but rather the Iowa Director of Education. After
we break into our groups, each group is going to learn about a different important government
official and then will report back to the class. These individuals represent us and want to hear
about our needs and concerns so its important to know who they are, what they do, and where
to find them.
Now we are going to break up into groups. In your groups you will be using the computer to
research more about the individual you were assigned. One site you have to visit is iowa.gov,
but there are also many other resources out there that can and should be used. Important things
to take note of while youre researching include: Who is it? What do they do? How would I get in
contact with them? Interesting Facts. Or other things that your group decides are important.
Within your group, you will have to contribute your ideas to decide how you are taking notes and
how you are presenting your information. We will provide you with a blank sheet of paper for
note taking and you may use craft supplies, the projector, Elmo, or any other creative means to
present your findings to the group.

3. Organize students into learning teams: Time: 5 min.

a. Explain how theyll practice the social goal?
I want you all to remember how important it is to listen to your group members. That way,
everyone will be able to contribute their thoughts and ideas. It is also important that everyone is
able to share their findings since everyone will be working so hard.

b. How will you organize the groups?
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Students will be handed a colored piece of paper with a number on it (blue, red, yellow,
green, orange, purple and 1-4) that will designate what you group they will be in. I want all
students with a blue piece of paper in the back right corner. I want all students with a red piece
of paper in the back left corner. (The teacher will continue giving explicit directions about which
groups students are in and where they should be in the classroom.) Meantime, being very
observant about the makeup of the groups and which students will need to be watched for
behavior concerns.
Groups will be assigned the following individuals:
Janet Petersen - Senator for our district
Ako Abdul-Samad - Representatives for our district
Matt Schultz - Iowa Secretary of State
Terry Branstad - Governor
Kim Reynolds - Lt. Governor
Jason Glass - Director of Iowa Dept. of Education

c.What group roles will you have?
Each person in the group has been assigned a different role. If your slip of paper has a number
1 on it you will be the recorder. If your slip of paper has a number 2...
1. Recorder- will write down the information that is provided from the researcher
2. Manager- the act as a manager of the group for the remaining time
3. Gopher- will go an get the materials needed for the task the act as a manager of the
group for the remaining time
4. Researcher- will search the internet for information

4. Assist team work and study: Time: 25 minutes
a. How will you monitor academic progress?
The teacher will be clipboard cruising while students work to ensure that students are
finding the appropriate information. The teacher will also be available to answer any questions
or provide academic support where needed.
b. How will you monitor the social goals?
While the students are working the teacher will be walking around, observing the group
dynamic, and clipboard cruise through the classroom. The teacher will be evaluating social
goals based on whether they are contributing ideas and listening effectively.

5. Provide recognition: Time: Occurs during work time
(How will students know they have met both academic and social goals?)

Students will receive recognition both verbally and nonverbally from the teacher. The
teacher will be providing verbal feedback such as (good job, keep up the good work, I like the
way you..., or fantastic work!) Students can also receive nonverbal feedback such as a thumbs
up, pat on the back, or nod of the head. Socially students will be reminded of the goals if they
are not meeting them from a simple statement such as I like the way Sally is listening to Shelly
as she contributes her ideas. After small group is complete and students are presenting their
findings to the whole class, recognition will come in the form of positive statements to the whole
23
group. After each presentation, the teacher will point out at least two positive parts of the
presentation. Other groups will also be asked to provide praise.

6. Assessment / Closure: (How do you evaluate student progress or end this lesson?)
Time: 20 mins
Everyone has done such a great job! Now lets all go back to our seats so we can listen to each
group share their findings with the whole class! I provided each of you with a note taking guide
that you will find on your desk to help you organize the ideas.

The teacher will collect the groups notes taken as well as the note guide that will be handed out
to students when the groups present to the class. This will be how the teacher monitors
achievement towards the content objectives.

Students will be assessed on their social objective by the rubric attached to the lesson plan.

7. DIFFERENTIATION of Content, Process or Product:

a. Adaptation for students who need extra help, time, or attention?

While groups are presenting on their assigned Iowan official, the rest of the students will be
filling out a note taking guide. For students who need extra help, time, or attention there note
taking guide will provide them with more guidelines, such as circling the name instead of writing
it out.

See attached worksheets.
b. Extension for students of high ability? (Remember, gifted students need
challenge).

For students of high ability there will be additional books on Iowa in the classroom library. If they
or their group finishes early, they may continue to investigate this topic more. In addition, the
high ability students will be reminded to expand their note taking guide more and critically think
about each individual would directly affect their life.

TOTAL LESSON TIME: 57 min.

8. References Consulted (Curriculum books in Drake SOE curriculum lab, previous teachers as
resources, online websites, your past experiences, or your own initiatives, etc):
iowa.gov
Curriculum and Pedagogy Course Pack


Group Work Evaluation
24

Date____________________________

Roles of Group Members:

Gopher/Manager __________________________________
Recorder_________________________________
Presenter________________________________

Researcher ________________________________


Group members: Very Satisfactory Satisfactory Needs Improvement
1. were willing to share
their thinking, opinions,
and findings with the
group.

2. were able to
effectively convey their
thoughts and findings to
the group.

3. listened respectfully
while their group mates
contributed ideas.

4. made eye contact
with the group member
who was speaking.













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Note Taking Guide - Middle

Who:


What is their title?


What do they do?


Interesting Fact:


Note Taking Guide - Low

Who:
Janet Petersen
Ako Abdul-Samad
Matt Schultz
Terry Branstad
Kim Reynolds
Jason Glass


What is their title?
Representative
Senator
Secretary of State
Iowa Director for the Department of Education
Governer
Lt. Governor


What do they do?

One of their jobs is...


A project they might work on is...



Interesting Fact:
26
Note Taking Guide - High

Who:


What is their title?


What do they do?


Interesting Fact:



After the presentation... How does this person impact me?



























27
Presentation with Advance Organizer Lesson Plan

Your Name: Mary Stang Alessa Strelecki Grade Level: (circle one) K 1 2 3 4 5
6

Subject: (circle one) Language Arts Social Studies Mathematics
Science

Lesson Title: Why Seasons? And what this means for the weather in Iowa!

Materials Needed:

Globe
Average Temperature Graph
Elmo
Worksheet

Prerequisite Skills:

Students should understand the layout of both a globe and a map of the United States,
specifically the difference between Northern and Southern Hemispheres and the fact that Iowa
lies in the Northern Hemisphere. Students should also have a grasp on how to read graphs of
data.

ABCD Lesson Objective: After this lesson, fourth grade students will be able to identify the
different temperatures we see in Iowa and why they occur on a graphic organizer with 90%
accuracy.

1. Present objectives: (What are students going to learn?) Time: 2 minutes

Today we will continue learning about the weather in Iowa. The weather in Iowa is often
changing, but why is this? We are going to focus on what creates the weather during certain
seasons, specifically in Iowa.

2. Present advance organizer: (A metaphor or logical connection?) Time: 3 min.

The tilt and rotation of Earth is like roasting a marshmallow. The side of the marshmallow that is
receiving direct heat from the fire is the side that begins to become golden brown and warm.
Whereas the side of the marshmallow that is not receiving direct heat, is cooler. This is similar
to how the Earth is tilted so only half of it is receiving direct sunlight. The half that is receiving
the direct sunlight is warmer than the half not in direct sunlight. Lets explore this idea further!

3. Demonstrate knowledge or skill: (Input/Modeling by the teacher) Time: 15 min.

28
We experience different seasons due to the Earths tilt. Does the Earth move around the sun or
does the sun move around the Earth? (Students should know that the Earth moves around the
sun!) Yes, now I am going to demonstrate how the Earth moves around the sun, which helps to
create different seasons.

Teacher now demonstrates Earths rotation, using a globe and a student volunteer to act as the
sun. Teacher will make one full rotation and then pause when the Northern Hemisphere is
pointed toward the sun. Ask Students: Where is the Northern Hemisphere pointed? Okay, so if
the Northern Hemisphere is pointed toward the sun, is it going to be hotter or colder? Why?
(Students should respond with the fact that sunlight is directly hitting it.)

Teacher will continue demonstration until the Northern Hemisphere is pointed away from the
sun. Ask Students: Now that the Northern Hemisphere is pointed away from the sun, whats the
weather like? Why does it get colder? What does this mean for the Southern Hemisphere?

Based off of the demonstration, we now understand that when the Northern Hemisphere is
pointed toward the sun, it is receiving direct sunlight and therefore warmer. During this time, the
Southern Hemisphere is not receiving direct sunlight and thus cooler. As the year goes on, the
Northern Hemisphere no longer points toward the sun, thus making it cooler and creating the
concept of seasons. Now that we understand the tilt of the Earth gives us seasons, lets think
about how this relates to the climate (temperatures) in Iowa.


4. Check for understanding and provide student feedback: (How will you know students
understand the skill or concept? How will they know they get it??) Time: 5 min.
Lets look at temperatures in Iowa to help us further our understanding of temperature
and the earth. Remember when we talked about reading maps, we talk about what hemisphere
Iowa was located in... (wait for student response).. yes the northern hemisphere!
To check for student understanding, I will place a graph on the Elmo of average temperatures in
Iowa so that all students are able to see. I will ask students to decide whether or not the
northern or southern hemisphere is tilted toward the sun based on the temperature on the map.
Students will be asked to give a thumbs up if the northern hemisphere is tilted to the sun, and a
thumbs down if the southern hemisphere is tilted toward the sun.
29


5. Assessment / Closure: (How do you evaluate student progress or provide closure to this
lesson?) Time: 20 min.

Students will now be asked to complete a worksheet to demonstrate their knowledge on the
cause and effect of weather in Iowa.

At the end of the period:
Great job today everyone! Before you leave, please make sure you remember to turn your
worksheet into the homework basket. Students will be assessed based on how accurately they
complete the worksheet.


6. DIFFERENTIATION of Content, Process or Product:

a. Adaptation for students who need extra help, time, or attention

There are three versions of the worksheet. Circle: Typical, average student, Square: Students
who may need more time or help, Triangle: High ability student, more critical thinking. Each
worksheet meets the needs of different students, those who may be of lower ability, middle of
the road, and than those of high ability. Students who need extra help will be pulled to the back
table to start the worksheet together and then may choose to remain at the back table for
continued support. The simplified worksheet would also help to eliminate some of the concern
for time.





30
b. Extension for students of high ability?
The high ability student will have the worksheet that incorporates more critical thinking.
They are still completing the same assignment, but will be expected to think more critically
by providing a visual representation or further rationalizing some of their responses. Students
of high ability will also have the opportunity to read more about climate and weather if they
complete the worksheet ahead of time.

TOTAL LESSON TIME: 45 min.

7. References Consulted: (Curriculum books in Drake SOE curriculum lab, teacher resources,
websites, etc):

The lesson was mainly created by our own initiatives. We decided that relating seasons to the
state of Iowa would allow students to connect to the material and have a higher level of
motivation.

http://www.city-data.com/city/Colfax-Iowa.html - Used for Graph on Average Temperatures

http://education.nationalgeographic.com/education/activity/the-reason-for-the-seasons/?ar_a=1
- Used for Modeling Activity























31




























The Earths axis is
tilted.
Different parts of the
Earth experience
different
temperatures.

The northern
hemisphere is pointed
away from the sun.
The northern
hemisphere has colder
temperatures.

The southern
hemisphere is tilted
toward the sun.

The southern
hemisphere has
warmer temperatures.
Iowa is tilted toward
the sun during June,
July, and August.

Iowa is warm in the
summer months.
Weather in Iowa-Temperature Name:
CAUSE
EFFECT
Iowa experiences
colder temperatures.
Iowa is tilted away
from the sun.
32




























The Earths axis is
tilted.
There are different
temperatures in
different places.
The northern
hemisphere is pointed
away from
the sun.
The northern
hemisphere has colder
temperatures.
The southern
hemisphere is titled
toward the sun.
The southern
hemisphere has
warmer
temperatures.
Iowa is tilted toward
the sun during June,
July, and August.

Iowa is warm in the
summer
months.
Weather in Iowa-Temperature Name:
CAUSE
EFFECT
Iowa experiences
colder temperatures.
Iowa is tilted
away from the sun.
WORD BANK: Axis Away Warmer Summer Tilted
33




























The Earths axis is
tilted.

The northern
hemisphere is pointed
away from the sun.

The southern
hemisphere has
warmer temperatures.


Iowa is warm in the
summer months.
Weather in Iowa-Temperature Name:
CAUSE
EFFECT
Iowa is tilted away
from the sun.
In addition to your answer, please include a visual representation.
Different parts
of the Earth
experience
different
temperatures.

The northern
hemisphere
has colder
temperatures.

The southern
hemisphere is tilted
toward the sun.

Iowa is tilted toward
the sun during June,
July, and August.

Iowa
experiences
colder
temperatures.
34
Problem-Based / Inquiry Instruction Lesson Plan

Lesson Background:
Your Name: Alessa Strelecki and Mary Stang Grade Level: (circle one) K 1 2 3 4
5 6
Subject: (circle one) Language Arts Social Studies Mathematics Science
Lesson Title: Planning a Trip to Iowa- A look at tourism

Materials Needed: poster, markers, internet source, computer/iPad, graphic organizer (if
needed)

Prerequisite Skills: Ability to use the internet. Prior knowledge on factors and importance
of tourism. General understanding of the state of Iowa. Knowledge on how to organize and
create a poster.

Logistics: (Are special arrangements necessary?)
Have tables or desks organized for small-group work.
o Have enough room for each group to have a surface on which to create a
poster.
Have the laptop cart or electronic source ready to go and enough for each student.

Lesson Goal (not ABCD objectives):
Students will create a poster that explains what Iowan tourist attraction a visitor should
visit and support their recommendation with three reasons why. Students will practice
their writing and persuasion skills when explaining their rationale for the reasons listed on
the poster.

---------------------------------------------------------------------------------------------------
------------------
Interaction with Students:

1. Orient students to the problem or dilemma? (Must first get their attention to SOLVE
a problem!)

Someone we all know is planning a trip to Iowa, but the problem is they dont know what
there is to do. They want our opinion on what there is to do and see!


2. Organize students for study:
In order to help our friend, we are going to split into groups of four to create a poster to
advertise different tourist spots in Iowa! On your poster you must include facts about your
spot, as well as three reasons why our friends should come and visit that particular place!
To decide our groups we are going to number off 1-6. (Have students count off.) Okay, all the
ones come sit at this table, twos at this table, (etc). (This process is designed for a class of 24.
35
For a different number divide total number of students by four and count off to this number.)

3. Assist independent and group investigation: (Input/Modeling so kids know what to
do)

Yesterday we talked about what tourism is and how it is important to any state or area. We
looked at a few different resources for looking at tourism in Iowa, but for this project I
want you to use http://www.traveliowa.com/. You will pick an attraction on the site to
research further and use any information you find to create your poster. For example, I
may choose the state capitol as an attraction and research some basic information and then
provide three reasons why our friend should visit! Remember, it doesnt just have to be
something around Des Moines, it could be anything in the entire state! Ask students why
they picked their particular attraction. If students are having trouble, ask them questions like:
if you are going to go on vacation with your family, where would you want to go? What makes
you want to go there? This can help them to understand what makes a good tourist site and
decide on something for their project.

4. Develop and present artifacts and exhibits (How do students share what they
have learned?)

Now that you all are in groups and brainstormed some different attractions I want your
group to pick one to focus on and create your poster. Remember that your poster must
highlight the basic facts about your attraction, as well as three specific reasons as to why
our friend should come and visit the attraction!
5. Analyze and evaluate the problem-solving process: Analysis and Evaluation of
Questions

Great work class! With this project you all had to be creative problem solvers to
decide attraction our friend should travel to when visiting Iowa. Now I would like to see
how you solved this problem. Im going to hand out a sheet that has some questions about
how you problem solved and worked with your group. Id like everyone to fill one out
individually. (This sheet is attached to the end of the lesson plan.)

6. Assessment / Closure: (How do you evaluate student progress or provide closure to
this lesson?)
Again, include documents for assessment.

Lets have each group come up and present their poster! Notice what ideas your
group had that are similar to other groups and which items are different. There are many
different ways to solve a problem. (Use the attached rubric for the poster.)

7. DIFFERENTIATION of Content, Process or Product:

Give extended time on the preparation of the poster
36
Provide books in the back of the classroom about tourism and Iowa for
students to look at when done with the preparation of the poster
Walk around the room and monitor and assist students who are having
trouble with note taking
Ask critical and higher level thinking questions to high ability students
causing them to think deeper and further explain their rationale

TOTAL LESSON TIME: 60 min.

8. References Consulted (Curriculum books in Drake SOE curriculum lab, previous
teachers as resources, online websites, your past experiences, or your own initiatives, etc):

http://www.traveliowa.com/































37
Problem Solving and Group Work Questions


Name___________________


1. How did you and your group determine which Iowan attraction you were going to
recommend to a tourist?













2. What knowledge about tourism and the state of Iowa helped you make this
recommendation?













3. How did your group work together to create and organize the poster?








38
Name_______________________


Rubric for poster

Total______/15












Excellent
(5 points)
Fair
(3 points)
Needs
Improvement
(1 point)

Number of items

There are 3
reasons
present on the
poster.
There are 2
reasons
present on the
poster.
There is 1
reason present
on the poster.
Quality of
Reasoning/Explanation

The reasoning
for each item is
clear, uses full
sentences, and
is logical.
The reasoning
for each item is
somewhat
clear, uses full
sentences, and
is somewhat
logical.
The reasoning
for each item
lacks clarity,
does not use full
sentences, and
is not logical.
Neatness

The poster is
neatly
organized and
easy to read.
Some parts of
the poster lack
organization
and are more
difficult to
read.
The poster
lacks
organization
and is difficult
to read.
39
Concept Attainment Lesson Plan

Lesson Background:
Your Name: Alessa Strelecki, Mary Stang Grade Level: (circle one) K 1 2
3 4 5 6

Subject: (circle one) Language Arts Social Studies Mathematics
Science
Lesson Title: Mapping Iowa

Materials Needed:
Concept cards (labels - Yes, No; 10 yes cards & 10 no cards)
Tape
Elmo
Blank Map of Iowa and surrounding areas
Assessment Checklist


Prerequisite Skills:
Understanding of a map
Understand of Legend/Key
Understanding difference between city and capital
Basic knowledge of the state of Iowa

Lesson Objective: Given a map of Iowa and the surrounding area, fourth grade students
will be able to correctly identify and label Des Moines, Iowa City, Council Bluffs, the
Mississippi River, the Missouri River, the Des Moines River, Minnesota, Wisconsin,
Illinois, Missouri, Nebraska, and South Dakota with 83% accuracy (10/12) and include a
key, compass, and title of Iowa.

Concept Label: Maps

Critical Attributes:

[Yes]

Key
Legend
Symbols
Compass
40
Title
Scale
Water
Land
Countries
Cartography

[No]
Lock
Famous
Sign
Circles
Genre
Weight
Soda Pop
Take off
Hip Hop
Calligraphy

Definition of Concept: A map is drawing or picture showing selected features of an area
and usually drawn to a given scale.
---------------------------------------------------------------------------------------------------------------------
-------------
Interaction with Students:

1. Provide examples and non-examples to the class: (Distinguish yes/no attributes)
Time: 15 min.

Boys and girls, today we are going to dive into a new concept! To do this, I want
to see if you can guess the concept that we are going to discuss today by using some
clues that I have made for you. The Yes cards are examples of things that fit into the
topic that I am thinking of. The No cards are examples that do not fit into the topic I am
thinking of. On the wall, I have two columns, a Yes column and a No column. To begin, I
am going to place an example that relates to this concept in the Yes column and an
example that doesn't relate to the concept in the No column. After I place them in their
columns, I want you to think silently to yourself about what the concept may be. If you
know what the concept is, don't say it out loud. If you think you know, I want you to put
your thumb up.

The teacher will show the Yes example-Key and the No example-Lock.
41

The teacher will continue to remind students that they need to give a thumbs up to show
that they know the concept rather than saying it out loud.


2. Test for attainment: (Do the students understand the concept?) Time: 5-7 min.
The teacher will be monitoring for students with their thumbs while they are in the
process of adding the critical attributes to the appropriate column. If there are two
or more students who do not have a thumbs up, the teacher will continue to place
cards in their designated columns.
The teacher will then ask students to discuss with a partner what they believe the
concept is and why. During this time the teacher will walk around the room and
listen to the conversations to make sure all students have an understanding of
what the concept is.
The teacher will then ask a few students to share to the whole class what the
concept is and why.
If there are remaining cards, the teacher will select students to come to the board
and place them in the correct column based off of what the class has previously
discussed.

3. Analyze student thinking processes and integration of learning: Time: 5-7 min.
(Are they able to provide additional examples and non-examples?)
Great job everyone! I dont have any cards left, but lets brainstorm a list of other
words that we could place in the yes column. I want everyone to think about what
our concept is and what you already know about this topic from third grade.
Remember to think about key words, places, or ideas related to maps. (Give
students two minutes to think).
Now that youve had a minute to think about this, get with your learning partner
and share your ideas. Make sure you tell your partner why that word fits in the
yes column. (Teacher will wander around room, listening to conversations, and
gauging understanding).
Who would like to share one of their new words to add to our board? (Teacher
will gather all responses from groups with additional ideas).

4. Clarify lesson objectives: (What are students going to DO with these?) Time:
3 min.

Using all the knowledge we have about maps, we are going to map out some of the
most important parts of the state of Iowa and the area around it. We know that every
map needs a title, a key/legend, and a compass. On our map of Iowa and the
42
surrounding area, we are going to be including the capital city, Des Moines, Iowa City,
Council Bluffs, the Mississippi River, the Missouri River, the Des Moines River,
Minnesota, Wisconsin, Illinois, Missouri, Nebraska, and South Dakota. This may seem
like a lot of details to include on the map, but youll be surprised at how much you
already know.

5. Procedures for Using the Concept in a meaningful way? Time: 20 min.

Now as a class we are going to fill out the map of Iowa. Teacher will put a blank copy of
the map under the Elmo and students will each have an individual copy. Its important
to remember to start with a title. Who has an idea of what we should title our map?
Students will say things based around Iowa, anything relevant can be used. After our
title, we need to make sure we include our compass. If you need help remembering the
cardinal directions they are located around the room or just remember Never Eat
Soggy Waffles. Now, lets start with the cities. We live in the capital city, Des Moines.
Does anyone know about where Des Moines is located in Iowa? Students should point
just South of the middle of the State. If no one correctly identifies this, the teacher will
do so. Now if you remember from last year, the capital city is labeled on the map using
a star. Lets all label Des Moines on our maps now. Teacher will show students on the
Elmo and then walk around to make sure students are correctly labeling. Teacher will
follow a similar format reminding students of the appropriate way to label each different
category. (Cities - circles, rivers - lines, and state borders - dashed line). Now that
weve labeled everything, its important to include a key. This tells our audience what
each of these symbols mean. Who can tell me what the star represents? The student
should respond that its the capital city. The teacher will also walk through the other
representations, solid line, dashed line, and circles, and make sure to include them all in
the key.

6. Assessment / Closure (How do you evaluate student progress or provide closure
for this lesson?) Include rubric, checklist, assessment documents. Time:
2

Great job everyone! We just mapped the state of Iowa, which is important because its
making us aware of where we live and whats around is. Make sure you look this over
and practice remembering where everything is, because tomorrow youre going to get to
fill out a map and label these important parts all by yourself!

Students will be assessed the following day using the same map where they will be
expected to place Des Moines, Iowa City, Council Bluffs, the Mississippi River, the
43
Missouri River, the Des Moines River, Minnesota, Wisconsin, Illinois, Missouri,
Nebraska, and South Dakota with 85% accuracy and include a key, compass, and title.

7. DIFFERENTIATION of Content, Process or Product:

Struggling Students: Give extended time on the assessment
Gifted and Talented Student: Provide books in the back of the classroom about
map making and Iowa for students to look at when done with the assessment

TOTAL LESSON TIME:__45-49 minutes

References Consulted (Curriculum books in Drake SOE curriculum lab, previous
teachers as resources, online websites, your past experiences, or your own initiatives,
etc):

http://www.enchantedlearning.com/usa/states/iowa/























44
Assessment Checklist


Student
Name
Des
Moines
Iowa
City
Council
Bluffs
Mississippi
River
Missouri
River
Des
Moines
River
Minnesota Wisconsin Illinois Missouri Nebraska South
Dakota
Key and Legend
Alex
Ben
Carl
Dani
Em
Frank
Geo
Hank
Iris
Jay
Kay