Professional Documents
Culture Documents
Design Document
Amy Wise
Dr. Hodges
Fall 2016
Identification of Learning Problem
As a fifth grade teacher with 21 years of experience, I have seen a deficiency in students
geography skills through my whole career. The students know very little about the world around
them. They live in a rural county in Georgia in which the average student would belong to a
household below the poverty line. Because of that, their access to the world outside Jefferson
County is very limited. Not surprisingly, the Milestones Geography results also show a
deficiency. Out of 59 students that were tested, last year's Milestones test results show that a full
46 of them were considered beginning learners on that section of the test! That's 78% of the
students! The goal I have set for my students comes directly from Georgias Performance
Standards (GPS). GOAL: The students will be able to explain how factors such as
population, transportation and resources influenced industrial locations between the end of
Learner Analysis
The students that will be participating in this project are fifth graders. Their ages range from ten
to twelve years old. Fifty-six percent of them are male and 44% are female. The group consists
of 79% African Americans, 16% white and 5% Hispanic. Six students have asthma, six have
Attention Deficit Disorder, and one child has a vision impairment that enables him to use large
The students prior knowledge of geography is lacking overall. The fifth graders know they live
in Louisville. Most of them know they live in Georgia, and that Georgia is in the United States.
The majority of them do not know the name of the continent in which they live, much less the
hemisphere. The Georgia Performance Standards say that those pieces of information are to be
This group of students has a huge population in the Response to Intervention (RTI) program.
Several years ago, the school went overboard in assigning students to RTI, and this year several
will be exiting the program. At this point, 63% of the students are in the program. One child is
in RTI for behavior. Special Education students (not a part of RTI) consist of 15% of the
participating group. That means that a full 78% of the fifth graders are getting some type of
intervention for their learning. (That does not include the boy receiving behavior RTI since he is
above average in his learning.) The reading lexiles of this group range from a high of 1200 to a
Many of the students are interested in sports. Several of them participate in the recreation
departments sports program. Many of them believe that they will become professional athletes
after they graduate from high school. Video games, social media and pretty much anything
having to do with electronics sparks their interest. Reading a book is not interesting to them,
Task Analysis
For the task analysis, I will first do a topic analysis to immerse myself totally in the standard I
have chosen. Following that, I will do a task analysis and will summarize by creating a flow
chart. I will be my own subject matter expert (SME). I have chosen to be my own SME because
as a veteran teacher with 21 years of experience, 18 of which have been teaching fifth grade
social studies, I feel I have enough experience with the topic that I can do a complete analysis. I
also feel that I am already familiar with the learners and the deficiencies they have in the area of
geographical understanding.
The students will be able to explain how factors such as population, transportation and
resources influenced industrial locations between the end of the Civil War and 1900.
Topic Analysis:
I. Population
immigration, stimulated diversity as well as prejudice, built up the populace for the area,
II. Transportation
A. Definition: the process of being transported (take or carry people or goods from one
B. Influenced industrial locations by having existing waterways used for ship travel which
III. Resources
A. Definition: materials or substances such as minerals, forests, water, and fertile land that
B. Influenced industrial locations because industry grew around resources to lessen the cost
of transportation
Task Analysis
A. Industrial Location
B. Population
C. Transportation
D. Resources
II. Use map to show industrial locations from 1865-1900 in the United States
A. Northeast
1. Boston
3. Philadelphia
4. Pittsburg
B. West
1. San Francisco
III. Discuss why industrial cities were booming in the North but not in the South because
IV. Examine how population exploded near industrial cities and its effects
B. Natural resources
VII. Compile information to answer the standard from the Georgia Performance Standards
(GPS)
Instructional Objectives
When given an unlabeled map of the United States, students will be able to identify, by marking
a digital copy of a United States map, four different potential locales on the map that could have
become an industrial location between the Civil War and 1900 and will be able to tell two
reasons why these locations were chosen. The map answers will be shared with me via email.
Students will write an essay describing a perfect fictitious industrial location. Population,
transportation and resources must be addressed in the essay with an assortment of at least 5
images/charts/diagrams included.
Assessments
Objective #1
The first objective gives the students an opportunity to assess a digital map of the United States
to determine four places where industrial cities could have been located based on the information
they had received during earlier lessons. They will support their choices by typing two reasons
on Google Docs to defend why the location was selected. To address differentiation, students
will be grouped into pairs, which will be designed around their strengths and weaknesses so that
Objective #2
For objective #2, the students will use Google Docs to write an essay creating a perfect fictitious
industrial location between the Civil War and the turn of the century. They must add at least 5
images/charts/diagrams to their work. To differentiate the lesson, the majority of the class will
create a five paragraph paper: introduction paragraph, population paragraph, transportation
paragraph, resources paragraph and conclusion. For the students with a writing weakness, they
transportation sentence, resource sentence and conclusion sentence. Both groups will be
expected to have five images/charts/diagrams. The charts may be created or imported from a
website. The rubric below covers both the five paragraph paper and the five sentence paper.
1 Teacher will explain background of the time era post-Civil War until 1,2
2 Teacher will present information about industrial locations during this 1,2
time frame.
4 Student will identify on map different areas that could have been a 1
5 Student will tell two reasons why the locations are considered 1
In objective #1, the students will be working on map skills. The lesson is designed for the
teacher to instruct the students about the information and ends with the students applying the
information. To begin, the teacher will explain, using a brief Google Slides production, the
background of the time era. The time era is post-Civil War until the 20th Century. Information
about railroads and immigration will be of paramount importance. Following that, a map will be
presented on the Google Slides production, which will show where industrial cities were located
during this time period and the reasons why those particular locations were chosen based on
natural resources, human resources and railroads. After the instruction period, the students will
be given a blank map, and they will be prompted to identify four different potential locations
where industrial cities could have been located. This will be applying RULEG (statement of a
rule with examples) and integration. Their knowledge to determine where a potential city
would have been located. Following this step, the students will tell two reasons to support their
choices. The sentences must be well written sentences that make sense including proper
punctuation marks, spelling and capitalization. This step will be recalling the information that
To differentiate objective #1, students will be grouped into pairs, which will be designed around
their strengths and weaknesses so that they can tutor each other.
In objective #2, the same information that was given by the teacher to prepare the students for
objective #1 will help them in writing an essay describing a perfect fictitious industrial location.
To fulfill the needs of this objective, the students will write a five paragraph paper extrapolating
information from Google Slides to create a perfect industrial city in the time era they are
studying. They must address population, transportation and natural resources in the paper. A
paragraph will be created for each of those three subjects. Also necessary is an introductory
paragraph in which they introduce their city and concluding paragraph. Following their writing,
the students must edit the paper for complete sentences, sentence variety, capitalization and
illustrate their work. The charts may be created or imported from a website. This essay will be
conclusion. For the students with a writing weakness, they will write a five sentence paragraph:
Motivation Students will assume the identity of an immigrant arriving in America and
us.org/pages/landing-mission-4
Inform learner Students will learn the objectives in a Google Slides presentation created by
knowledge
Content Google Slides will continue to be the springboard for instruction. The content
Delivery will be added to the Google Slides and will include video:
https://app.discoveryeducation.com/learn/videos/38504827-2101-42e8-b687-
de017212198f?hasLocalHost=false
images:
http://melisaki.tumblr.com/post/1259987685/pittsburgh-pennsylvania-photo-
by-jack-delano
https://ephemeralnewyork.wordpress.com/2011/04/12/what-life-was-like-in-
a-rundown-city-tenement/
https://www.flickr.com/photos/98803345@N06/9382479648/
http://www.old-picture.com/old-west/Homestake-Mine.htm
https://s-media-cache-
ak0.pinimg.com/originals/48/09/54/4809543a9c7700246a0cf8acdae27abf.jpg
https://www.buzzfeed.com/briangalindo/30-shocking-photos-of-child-labor-
between-1908-and-1916?utm_term=.yxoZZabvZw#.jh9oogB3oK
B. Population
C. Transportation
D. Resources
II. Use map to show industrial locations from 1865-1900 in the United
States
A. Northeast
1. Boston
3. Philadelphia
4. Pittsburg
B. West
1. San Francisco
III. Discuss why industrial cities were booming in the North but not in the
with added pictures to show the Souths devastation compared to the Norths
industrialization.
IV. Examine how population exploded near industrial cities and its effects
Each subcategory will have its own slide(s) on Google Slides presenting
https://app.discoveryeducation.com/learn/videos/ecc8806f-c023-4ddf-b2ca-
c2022980a1e7?hasLocalHost=false
VI. Inform students about the resources that were needed for an industrial
city
B. Natural resources
This information will be on a Google Slide.
Performance Standards
(GPS)
Learning Objective #1
Activity #1 The first objective gives the students an opportunity to assess a digital map of
the United States to determine four places where industrial cities could have
been located based on the information they had received during earlier
lessons. They will support their choices by typing two reasons on Google
students will be grouped into pairs, which will be designed around their
ak0.pinimg.com/originals/64/cc/72/64cc721f8f6666a7f12ad70aa6fe3f85.jpg
industrial cities could have been located. On Google Doc, students will type
Learning In objective #2, the same information that was given by the teacher to
Activity #2 prepare the students for objective #1 will help them in writing an essay
information from Google Slides to create a perfect industrial city in the time
era they are studying. They must address population, transportation and
natural resources in the paper. A paragraph will be created for each of those
their city and concluding paragraph. Following their writing, the students
must edit the paper for complete sentences, sentence variety, capitalization
essay.
Feedback Feedback will be given to students directly on their Google Doc page.
Design for representation: material is given in paragraph form, in video form, in picture
Learning form.
Formative Evaluation Plan
Subject Matter Expert: The subject matter expert I have chosen for my review is my assistant
principal, Mrs. Stephanie Hildebrant. She was chosen because she has a background in teaching
writing to several grade levels. Since this instruction is using writing so heavily, her expertise in
the subject will be useful. Mrs. Hildebrant also has a strong background in United States history,
Subject Matter Experts Survey: The survey that Mrs. Hildebrant will take as she reviews my
A formative evaluation informs the instructor whether or not the instruction is going well. It
answers, How are we doing? As the learners perform their written assessments for this lesson,
it will be quite obvious whether or not the way the information was presented was appropriate
for the students. The resources may need to be changed and/or the major questions tweaked to
Test Audiences Survey: The survey the fifth grade users will take after the instruction is