The California Gold Rush

What significant impacts did it cause?

Grade Level: 5th
By: Sandra Murga
Thematic Unit Planning Matrix
**Complete each column for three subject areas/content areas

Content or Essential Centers Technology Assessment Student Work or TEKS and Technology Standards:
Subject Area Questions (Activities) Integration and/or Rubric product Identify the relevant TEKS and ISTE Standard for Teachers
What do you (Must include at Scale (What is the and Students
want the least 2 - How are final product?
students to technology tools you going to i.e. presentation
do/achieve? that you have evaluate slides,
used in this class your WordCloud,
for each subject student’s newsletter,
area) work Reflective
Essay?
Social How was Class discussion Students will I will evaluate Timeline TEKS:(4) History. The student understands political,
Studies California about an article create a Gold my student’s economic, and social changes that occurred in the United
with details about Rush timeline timeline using a Newsletter States during the 19th century. The student is expected
impacted?
the Gold Rush. using TimeToast. rubric scale of to: (C) identify significant events and concepts associated
10 points based with U.S. territorial expansion, including the Louisiana
What major
Create a on content Purchase, the expedition of Lewis and Clark, and Manifest
events newsletter with accuracy, Destiny;
occurred details about errors, and ISTE Standard for Teachers: 2.5.a, 2.5.b, 2.5.c, 2.6.a,
during the good and bad appearance. 2.6.b, 2.6.c, 2.6.d, 2.7.a, and 2.7.b
Gold Rush? impacts that ISTE Standard for Students: 1.1.c, 1.1.d, 1.2.b, 1.2.c,
happened during The newsletter
1.3.a, 1.3.b, 1.3.c, 1.3.d, 1.4.b, 1.4.c
the Gold Rush. would be
graded with a
10 point rubric
 based on
accuracy and
visual
presentation.

English How were After reading Students would Students will be Mind Map TEKS: (6) Comprehension skills: listening, speaking,
Language children “Children on the be able to use assessed on the reading, writing, and thinking using multiple texts. The
Arts and impacted goldfields” by Bubbl.us/Mindom presentation Word Cloud student uses metacognitive skills to both develop and
Reading during the Frances Jones, o/Mindmeister to and the main deepen comprehension of increasingly complex texts. The
Gold Rush? students will create their own key points student is expected to: (A) establish purpose for reading
identify key mind map based picked from the assigned and self-selected texts; (B) generate questions
concepts about on the key reading in about text before, during, and after reading to deepen
how the Gold concepts learned creating their understanding and gain information; (C) make and correct
Rush impacted from the reading. mind map. or confirm predictions using text features, characteristics
children’s of genre, and structures; (D) create mental images to
schooling. Students will Students will be deepen understanding; (E) make connections to personal
identify 20 words assessed on experiences, ideas in other texts, and society; (F) make
that represent the word choices, inferences and use evidence to support understanding;
big ideas from the creativity, and revised August 2020 4 (G) evaluate details read to
reading and appearance of determine key ideas;
create a Word their Word ISTE Standard for Teachers: 2.5.a, 2.5.b, 2.5.c, 2.6.a,
Cloud. Cloud. 2.6.b, 2.6.c, 2.6.d, 2.7.a, and 2.7.b
ISTE Standard for Students: 1.1.c, 1.1.d, 1.2.b, 1.2.c,
1.3.a, 1.3.b, 1.3.c, 1.3.d, 1.4.b, 1.4.c
Science What Class discussion on Students will I will evaluate Interactive TEKS: (9) Organisms and environments. The student
technological PowerPoint use the my students Multimedia knows that there are relationships, systems, and cycles
impact did presentation about Presentation within environments. The student is expected to: (C)
PowerPoint on the
the Gold Rush how technology predict the effects of changes in ecosystems caused by
presentation to accuracy and
have on the impacted the Presentation living organisms, including humans, such as the
create an visual
environment? environment. Tool such as overpopulation of grazers or the building of highways; and
Interactive presentation Canva or Google ISTE Standard for Teachers: 2.5.a, 2.5.b, 2.5.c, 2.6.a,
Multimedia of their Slides 2.6.b, 2.6.c, 2.6.d, 2.7.a, and 2.7.b
 Poster showing Interactive ISTE Standard for Students: 1.1.c, 1.1.d, 1.2.b, 1.2.c,
key points of Multimedia 1.3.a, 1.3.b, 1.3.c, 1.3.d, 1.4.b, 1.4.c
how the Poster.
environment
was impacted by I will evaluate
technology. the accuracy,
organization
Students will skills, and
use a overall
presentation detailing of
tool such as content in the
Canva or Google use of
Slides to create graphics on
a presentation the
about presentation
technology used slides the
during the Gold student
Rush and how it creates.
impacted the
environment.

Component Target Acceptable (2 pts. deduction) Unacceptable (5 pts. deduction)

Number of subjects/Length Lesson plans made for three Lesson plans made for two subjects Lesson plans made for less than two
subjects subjects

Component Target – 3 pts Acceptable – 1 pts Unacceptable–0 pts

Unit Theme, Thematic
Question(s) for the Unit and
subject areas, Indication of the
learners grade level
Component
Mechanics, Spelling and
Punctuation
Component
Centers (Activities);
Technology Integration;
Students Products or Portfolio
Component
Unit/Lesson thematic questions
are provided (2pts), and
learners grade level is indicated
(1pt)
Target
Relatively no or little errors;
reflective of college level writing;
clear, articulate, concise
Target –10 pts
Description of activities is clear
and concise.
Technology use in the activities
described clearly; More than 2
technology tools are
incorporated in the activities.
Students final product is
described clearly; and
corresponds to the activities and
technology use.
Target – 7 pts
Unit/Lesson thematic questions are
adequate; learners grade level is
provided
Acceptable (1 pt deduction)
Errors are present, but still readable;
somewhat clear, and well-written
Acceptable –7 pts
Description of activities is adequate
and relates to the theme of the unit.
Activities are appropriate for the grade
level
Technology use in the activities
described vaguely.
2 technology tools used in the
activities.
Students' final product is indicated but
did not correspond with the activities
and technology use.
Acceptable – 5 pts
Unit/Lesson thematic questions are lacking,
there is no big theme; no indication of
learners grade level
Unacceptable (5 or more pts deduction)
Many errors; not clear, lengthy or wordy and
not well-written
Unacceptable–5 pts
Description of activities is not clear. Activities
did not relate to the theme of the unit.
Activities are not appropriate for the grade
level.
Technology use in the activities is non
existence and/or vague; no variety of
technology tools integrated in the activities.
Students final product is not indicated
and/or not clear; Students final product did
not correspond with the activities and
technology use.
Unacceptable–2 pts
 Assessment and TEKS, ISTE-NETs
standards
Student demonstrates the ability
to assess student achievement
and is able to articulate clear and
concise criteria from the
standards/benchmarks;
Student demonstrates the ability
to use content instruction and
assessment strategies that are
enriched by technology and
literacy (TEKS and ISTE-NETs for
Teachers)
Student demonstrates the ability to Assessments not well thought out;
assess student achievement; assessments poorly written;
Student demonstrates the ability to TEKS and ISTE not adequately addressed
use content instruction and
assessment strategies that are
enriched by technology and literacy
(TEKS and ISTE-NETs for Teachers and
Students)

Score: 20 points