Adapted Gifted and Talented Department – CCGPS Unit Plan Template L. Robertson, 3/2016 GIFTED & TALENTED UNIT PLAN Guide to Support Lesson Plan Implementation Created by: L. Robertson Title of Unit: Australia Grade Level: 6 th Curriculum Area: Gifted English/Social Studies Time Frame: (50 minute periods) STANDARDS/ELEMENTS: SS6G12 The student will be able to locate selected features of Australia. a.Locate on a world and regional political-physical map: the Great Barrier Reef, Coral Sea, Ayers Rock, and Great Victoria Desert. SS6G13 The student will explain the impact of location, climate, distribution of natural resources, and population distribution on Australia. a. Describe how Australia’s location, climate, and natural resources have affected where people live. b. Describe how Australia’s location, climate, and natural resources impact trade. SS6G14 The student will describe the cultural characteristics of people who live in Australia. a. Explain the impact of English colonization on the language and religion of Australia. b. Evaluate how the literacy rate affects the standard of living. SS6CG6 The student will compare and contrast various forms of government. a. Describe the ways government systems distribute power: unitary, confederation, and federal. b. Explain how governments determine citizen participation: autocratic, oligarchic, and democratic. c. Describe the two predominate forms of democratic governments: parliamentary and presidential. SS6CG7 The student will explain the structure of the national government of Australia. a. Describe the federal parliamentary democracy of Australia, distinguishing form of leadership, type of legislature, and the role of the citizen in terms of voting and personal freedoms. SS6E8 The student will analyze different economic systems. a. Compare how traditional, command, and market, economies answer the economic questions of 1 -what to produce, 2-how to produce, and 3-for whom to produce. b. Explain how most countries have a mixed economy located on a continuum between pure and market and pure command. c. Describe the economic system used in Australia. SS6E9 The student will give examples of how voluntary trade benefits buyers and sellers in Australia. a. Explain how specialization makes trade possible between countries. b. Compare and contrast different types of trade barriers, such as tariffs, quotas and embargos. c. Explain why international trade requires a system for exchanging currency between nations. SS6E10 The student will describe factors that influence economic growth and examine their presence or absence in Australia. a. Explain the relationship between investment in human capital (education and training) and gross domestic product (GDP). b. Explain the relationship between investment in capital goods (factories, machinery, and technology) and gross domestic product (GDP). c. Describe the role of natural resources in a country’s economy. d. Describe the role of entrepreneurship. SS6H8 The student will describe the culture and development of Australia prior to contact with Europeans. a. Describe the origins and culture of the Aborigines. SS6H9 The student will explain the impact European exploration and colonization had on Australia. a. Explain the reasons for British colonization of Australia; include the use of prisoners as colonists. b. Explain the impact of European colonization of Australia in terms of diseases and weapons on the indigenous peoples of Australia.
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Adapted Gifted and Talented Department – CCGPS Unit Plan Template L. Robertson, 3/2016
GIFTED & TALENTED UNIT PLAN Guide to Support Lesson Plan Implementation
Created by: L. Robertson
Title of Unit: Australia Grade Level: 6th
Curriculum Area: Gifted English/Social Studies Time Frame: (50 minute periods)
STANDARDS/ELEMENTS:
SS6G12 The student will be able to locate selected features of Australia.
a.Locate on a world and regional political-physical map: the Great Barrier Reef, Coral Sea, Ayers Rock, and Great Victoria Desert.
SS6G13 The student will explain the impact of location, climate, distribution of natural resources, and population distribution on Australia.
a. Describe how Australia’s location, climate, and natural resources have affected where people live.
b. Describe how Australia’s location, climate, and natural resources impact trade.
SS6G14 The student will describe the cultural characteristics of people who live in Australia.
a. Explain the impact of English colonization on the language and religion of Australia.
b. Evaluate how the literacy rate affects the standard of living.
SS6CG6 The student will compare and contrast various forms of government.
a. Describe the ways government systems distribute power: unitary, confederation, and federal.
b. Explain how governments determine citizen participation: autocratic, oligarchic, and democratic.
c. Describe the two predominate forms of democratic governments: parliamentary and presidential.
SS6CG7 The student will explain the structure of the national government of Australia.
a. Describe the federal parliamentary democracy of Australia, distinguishing form of leadership, type of legislature, and the role of the citizen in terms of voting and
personal freedoms.
SS6E8 The student will analyze different economic systems.
a. Compare how traditional, command, and market, economies answer the economic questions of 1 -what to produce, 2-how to produce, and 3-for whom to produce.
b. Explain how most countries have a mixed economy located on a continuum between pure and market and pure command.
c. Describe the economic system used in Australia.
SS6E9 The student will give examples of how voluntary trade benefits buyers and sellers in Australia.
a. Explain how specialization makes trade possible between countries.
b. Compare and contrast different types of trade barriers, such as tariffs, quotas and embargos.
c. Explain why international trade requires a system for exchanging currency between nations.
SS6E10 The student will describe factors that influence economic growth and examine their presence or absence in Australia.
a. Explain the relationship between investment in human capital (education and training) and gross domestic product (GDP).
b. Explain the relationship between investment in capital goods (factories, machinery, and technology) and gross domestic product (GDP).
c. Describe the role of natural resources in a country’s economy.
d. Describe the role of entrepreneurship.
SS6H8 The student will describe the culture and development of Australia prior to contact with Europeans.
a. Describe the origins and culture of the Aborigines.
SS6H9 The student will explain the impact European exploration and colonization had on Australia.
a. Explain the reasons for British colonization of Australia; include the use of prisoners as colonists.
b. Explain the impact of European colonization of Australia in terms of diseases and weapons on the indigenous peoples of Australia.
Adapted Gifted and Talented Department – CCGPS Unit Plan Template L. Robertson, 3/2016
Common Core Literacy Standards in Social Studies:
Key Ideas and Details
L6-8RH1: Cite specific textual evidence to support analysis of primary and secondary sources.
Craft and Structure
L6-8RH4: Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies.
L6-8RH5: Describe how a text presents information (e.g., sequentially, comparatively, causally).
L6-8RH6: Identify aspects of a text that reveal an author’s point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts).
Integration of Knowledge and Ideas
L6-8RH7: Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.
L6-8RH8: Distinguish among fact, opinion, and reasoned judgment in a text.
L6-8RH9: Analyze the relationship between a primary and secondary source on the same topic.
Range of Reading and Level of Text Complexity
LITCC6-8RHSS10: By the end of grade 8, read and comprehend history/social studies texts in the grades 6–8 text complexity band independently and proficiently.
Standards for Writing in Social Studies:
Text Types and Purposes
L6-8WHST2: Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.
a. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories as appropriate to achieving purpose; include
formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
b. Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and
examples.
c. Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts.
d. Use precise language and domain-specific vocabulary to inform about or explain the topic.
e. Establish and maintain a formal style and objective tone.
f. Provide a concluding statement or section that follows from and supports the information or explanation presented.
L6-8WHST3: (See note; not applicable as a separate requirement)
L6-8WHST4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
L6-8WHST5: With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting,
or trying a new approach, focusing on how well purpose and audience have been addressed.
L6-8WHST10: Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-
specific tasks, purposes, and audiences.
PRODUCTION, CONSUMPTION, and DISTRIBUTION: The student will understand that the production, distribution, and consumption of goods/services
produced by the society are affected by the location, customs, beliefs, and laws of the society.
How do the three types of economic systems (traditional, command, and market economies) answer the questions of what, how, and for whom to produce?
How do most countries strike a balance between having a pure market and pure command economy?
What is the economic system used in Australia?
How does specialization enhance Australia’s ability to trade with other countries?
How do trade barriers (tariffs, quotas, and embargoes) hinder voluntary trade from occurring between countries?
Adapted Gifted and Talented Department – CCGPS Unit Plan Template L. Robertson, 3/2016
Why is it necessary to exchange currencies for nations to trade?
What is the relationship between human capital, capital investment, and gross domestic product (GDP)?
How does the unequal distribution of resources affect Australia?
What is an entrepreneur?
MOVEMENT / MIGRATION: The student will understand that the movement or migration of people and ideas affects all societies involved.
How did Aborigines migrate to Australia?
What impact did the migration of the Aborigines have on the development of society and culture in Australia?
Why did the British colonize Australia, and what was the impact of British colonization on Australia’s indigenous peoples?
TIME, CHANGE, and CONTINUITY: The student will understand that while change occurs over time, there is continuity to the basic structure of that society.
How are the origins of the Aborigine people explained?
How have the traditions and beliefs of the Aborigine people shaped their cultures over time?
INSTRUCTIONAL
STRATEGIES
Direct Instruction
Compare and Contrast
Reading for Meaning
- Association
- Summarizing
- Context Connections
Teams – Games – Tournament
Task Rotation
Literacy Integration
� Graphic Organizers � Short answer response � Analyzing and interpreting literature � Note-
taking � Reading comprehension (finding main idea, key terms/concepts)
Adapted Gifted and Talented Department – CCGPS Unit Plan Template L. Robertson, 3/2016
Reading Focus:
Range of Reading and Level of Text Complexity
ELACC7RL10: By the end of the year, read and comprehend literature, including stories, dramas, and poems, at the high end of grades 6-8 text complexity band
independently and proficiently
Academic & Content Vocabulary:
VOCABULARY: Great Barrier Reef Coral Sea Ayers Rock Great Victoria Desert colonization standard of living literacy rate Australia indigenous Aborigines political-physical map location climate distribution of natural resources population distribution unitary confederation federal citizen participation autocratic oligarchic democratic parliamentary presidential constitutional monarchy parliamentary democracy federation voting personal freedoms economic systems continuum pure market
Adapted Gifted and Talented Department – CCGPS Unit Plan Template L. Robertson, 3/2016
pure command economic questions: (1) what to produce, (2) how to produce, and (3) for whom to produce voluntary trade buyers sellers specialization trade barriers tariffs quotas embargoes currencies economic growth human capital (education and training) gross domestic product (GDP) capital goods (factories, machinery, and technology) natural resources entrepreneurship literacy rate standard of living investment traditional mixed economy
Adapted Gifted and Talented Department – CCGPS Unit Plan Template L. Robertson, 3/2016
How Will Learning Be Extended Or Remediated?
If Learning Does Not Occur (Intervention):
Re-teaching of topics.
Extended time and correction of unit assignments.
Tutorial
Extension Activities:
Daily Lesson: [MC] = Media Center [LG] = Large Group [IND] = Independent [SG] = Small Group [Ps] = Pairs [NH] = Numbered Heads [TU/TD] = Thumbs
Up/Down [TPS] = Think/Pair/Share [HOA] = Hands-on Activity [LC] = Learning Center [PR] = Partner Reading [CL] = Computer Lab [PP] Power Point
Presentation {Time}
Resources Unit Checklist * See for
Assignments/Activities
Textbook, UnitedStreaming, Graphic Organizers
CONTENT RESOURCES: Teachers can find detailed Teacher Notes on this unit at https://www.georgiastandards.org/Frameworks/GSO%20Frameworks/SS_Gr_6_Teacher_Notes_Europe_Final_8-1-09.pdf. There is detailed information about individual European countries in this document.
Materials Needed:
Graphic Organizer
Performance task
and rubrics
Film clip (optional)
Internet/Web
Access
MS Word or other
word processing
program
INTERNET RESOURCES: CIA World Fact Book (https://www.cia.gov/library/publications/the-world-factbook/) and the State Department’s Background Notes (http://www.state.gov/r/pa/ei/bgn/)