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After watching an informative video, Students will be given a sentence starter where they will be able to explain who George Washington Carver was and why he was important. In pairs, students will create a Venn diagram and make 3 similarities and 3 differences from their lives to Geoge Washington Carver with 80 percent accuracy.

Bloom's taxonomy: This lesson objective falls under the understanding level as students have to gather information on who George Washington Carver is and put it in writing. Along with comparing his life to their own.

Evidence/ Assessment: Students will be assessed through their sentence starter of identifying who he was. They will also be assessed in partners in creating a Venn diagram comparing themselves to him.

KC

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Objectives:
Using a map, students will be able to locate and label four to six major rivers including the Mississippi, Ohio, Rio grande, Colorado, Hudson, and st lawrence rivers and one mountain range individually using a word bank with 80 percent accuracy by the end of the week.

Blooms Taxonomy: This learning objective can be categorized under applying level of Bloom's Taxonomy as students will be applying their knowledge of where these features on a map and identifying them.

Plan for assessment: Students will be given a worksheet (a map) that includes a word blank of all the six different rivers. Students will get full credit if they accurately label at least four out of six rivers along with one mountain range. They will be given immediate feedback, so they have the opportunity to assess and correct their work. I will reteach if students are struggling.

KC

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Objective- Students will be able to identify who George Washington Carver role in history and compare and contrast our lifestyles using a Venn digram with 70% accuracy.

Bloom's Taxonomy- I believe this lesson focuses on the understanding phase. Students will have to recall information and understand the similarities and differences between George Washington Carver's life and ours.

Evidence/ Assessment- Students will be assessed through their conversations both in small group and whole group. I will be assessing them whether they are able to recall information accurately. I will also have them complete the worksheet provided with the Venn diagram, showcasing the comparing and contrasting.

RG

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Objective- Students will be able to correctly identify and match the location's name to the map with at least a 3/5 accuracy.

Bloom's Taxonomy- I believe we are looking into the remembering phase of the Bloom's Taxonomy. Students have to remember what each location represents, for example the United States represents the country. Students have to identify their home town, city, etc building on prior knowledge.

Evidence/ Assessment: I will check the worksheets as they are coming in and have a checklist of which they were able to identify correctly, for example, the state of Illinois. I will also give students a second chance to take the quiz for half credit on the incorrect answers, writing down their previous score and new score side by side, providing fast feedback.

RG

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3rd Grade: Rivers and Mountains and Native Americans

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3rd Grade: Rivers and Mountains and Native Americans

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3rd Grade: Rivers and Mountains

Objective: By the end of class, students will be able to place the rivers and mountains on a map with a word bank with 90% accuracy. Students will also be able to write a paragraph of 6 sentences or more about the importance of rivers and mountains, drawing from class discussions and texts.

Bloom's: Students are working a lot on applying here. The students learned about some specific mountains and rivers, and must now use that to discuss the importance of these rivers and mountains, along with geographical features in general. An extension of this lesson would have the students look at a geographic location they did not study specifically in class and compare it to what they know about the American landscape. The students learn about what the individual geographic features do, and what they were used for, but the students must apply all of that knowledge together to understand the importance of all the landmarks as a whole.

Third Grade: Living as Native Americans

Objective: By the end of class, students will be able to analyze information about a specific region, using the materials provided to piece together what life was like for Native tribes in that region and compare and contrast to other regions in the country.

Bloom's: Students are largely working on analyzing here. They are given a set of information, and must make connections for themselves about how it all fits together. In this activity, they do not know exactly what life was like for the Native tribes, but it is their job to piece it together with the given information and their prior knowledge. This activity leaves room for students to fill in a couple gaps that may not be fully correct, but using their best judgement. The students will then learn if their inferences were right, but they must take their best stab based on what

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adding on to 1st grade assessment the worksheet had a picture of the state/country and students had to color and write the state, county, country, etc they live in.

adding onto the 3rd grade assessment students will get a worksheet with a map of mountain ranges and rivers and students will have to identify them on the worksheet.

TT

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Objective: On a given map, students will be able to label 3 of the major rivers and 1 of the major mountain ranges given a word bank and write 2-4 sentences about the importance of these features in the United States.

Bloom’s Taxonomy: This objective would fall under two levels, understanding and applying. Students have to understand where the features are in the United States directionally and apply their knowledge as to why they are important.

Plan for Assessment: Students will receive a blank map and a full word bank of the major rivers and mountain ranges that they learned about. On the map they have to correctly label at least 3 of the rivers and one of the mountain ranges to reach half the objective. The other half is writing why the rivers and the mountain ranges are important. This will be graded with a rubric, but the main thing that will be assessed is if they state one reason for why each feature (1 river and 1 mountain range) is important. They will receive timely feedback and will be able to learn and try again.
-SO

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Objective: With a given worksheet showing a large world map, students will be able to correctly match the given labels; North America, United States, Georgia, and their county/city, to the correct location with 75% accuracy.

Bloom’s Taxonomy: This objective would fall under understanding in Bloom’s Taxonomy. The standard not only wants children to recall the facts and say where they live, but also use their understanding of what that looks like on a physical map. The students must have an understanding of directions in order to achieve the standard and objective of the lesson.

Plan for Assessment: After the entirety of the lesson/unit, students will receive a work sheet with a large world map on it and a cut-out word bank. The word bank will include the words; North America, United States, Georgia, their county/city. They are expected to cut out the words in the word bank and pace them to label each part of the map. If they can correctly place 3 out of the 4 words, then they have reached the objective. Students will receive immediate feedback and a chance to redo their work using a pencil to relabel. If there is confusion as to what their label is pointing at, then the student will show the teacher what they mean.
-SO

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Objective: Students will be able to locate 4 major rivers and the two main mountain ranges in the United States by circling these on a given map of the United States with at least 75% accuracy.

Bloom’s Taxonomy: This learning objective falls under the apply level of Bloom’s Taxonomy since students will be applying their knowledge of rivers and mountains to identify items on a map. They will also be utilizing their learned map skills.

Plan for Assessment: Each student will be given a map of the United States. Students are required to identify four major rivers out of the six they were taught (Mississippi, Ohio, Rio Grande, Colorado, Hudson, and St. Lawrence). Students are also required to identify both of the major mountain ranges in the United States on this same map (Appalachian and Rocky). Students will be given immediate feedback as they turn in their assessment so they have the opportunity to redo their work. If a student does not meet the objective, a small group will be created to identify all of the major rivers and mountain ranges, and then will be reassessed.

EB

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Objective: Students will be able to identify and locate the city, county and state they live in on a simple map of the United States by circling the location with at least 2/3 accuracy.

Bloom’s Taxonomy: This is in level two of Bloom’s Taxonomy, which is understand. The current standard has students not just remembering where they live, but putting their skills to writing and locating where this location is on a map. They must develop a strong understanding of where they are, and where other locations are to narrow down their decision.

Plan for Assessment: Students will be given a map of the United States. Using different colors to differentiate their answers from one another, students must circle the city, county, and state they live in. If students accurately circle 2 out of the 3 locations, they meet the objective. Students will receive feedback right as they turn in their assessment, and the opportunity to redo their work. If a student does not meet the objective, a small group will be created to study a map and re identify these locations, as well as given tips on how to locate these places.

EB

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Objective: With a partner, students will be able to present a 3-5 slide presentation on their assigned amendment (13, 14, or 15) that includes a definition of the amendment and its purpose after 2 class periods spent working on the presentation.

Bloom’s Taxonomy: This represents the understand section of Bloom’s Taxonomy as students will be discussing and explaining their given amendment to their peers.

Plan for Assessment: I will have students choose a partner and then assign each partner group an amendment, 13, 14, or 15, to research on appropriate websites, and then begin creating their short presentation. After the 2nd period spent working on this, each partner group will present their slides to their peers. When The groups are presenting I will use a rubric that assesses the definition and purpose each group gave, as well as if they hit the target amount of slides. I will provide verbal feedback to each group privately and reteach the amendments as needed as a whole group before moving on to the next part of the lesson.

GS

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Objective: Using a map, students will be able to locate and circle 5 out of the 6 major rivers and both major mountain ranges in the United States, and then write a caption describing the location of each of these features.

Bloom’s Taxonomy: This represents the apply section of Bloom’s Taxonomy as students will be demonstrating map using skills as well as interpreting the location of each major feature.

Plan for Assessment: I will give students a map that they will circle the major features on. It will also have ample space for students to write their captions describing the location of each major feature. I will use a rubric to assess if they circled the correct place on the map, and have criteria for what the captions should include, which will have been demonstrated in a whole class example ahead of time. I will provide timely feedback, and reteach as needed to improve student’s understanding of the topic.

GS

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Objective: With a map, students will be able to locate at least 3 major rivers and identify the 2 major mountain ranges in North America,  and explain their knowledge about them in 3-5 sentences on their own.

Bloom's Taxonomy: This objective would fall under the "understand" level because they need to use previous knowledge about Rivers and Mountains in order to identify the major rivers and mountains in North America. They need to understand the difference and explain what a river is vs what a mountain is before they locate and identify the major ones.

Assessment:  The assessment I can use for this target is a rubric for accuracy of the 3-5 sentences. I can also use a blank map of North America with a simple word bank of the rivers and mountains I want them to identify and locate.
- KO

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3rd Grade: Native Americans Past & Present 

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3rd Grade: Native Americans Past & Present 

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Objective: Using a Venn Diagram worksheet, students will be able to identify 3 key similarities and 3 key differences between how American Indians in each region used their environment to obtain food, clothing, and shelter.

Bloom's Taxonomy: I believe this learning objective falls under Level 2 (Understand) within Bloom’s Taxonomy. Students are expected to both compare/contrast and organize information about two groups of American Indians in a Venn Diagram worksheet.

Plan for Assessment: To assess student learning I would analyze students’ completed Venn Diagram worksheets by using a rubric I developed. Criteria on the rubric would be clear and explicit. I would give timely and specific feedback to my students. Additionally, I would offer them opportunities for improvement and growth by allowing another attempted submission of work. If necessary, I would offer students additional supports to enhance their learning, such as sentence stems.

ID

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Objective: After watching an informational video, students will be able to retell aloud who George Washington Carver was and how he helped the world, in 3 to 5 sentences.

Bloom's Taxonomy: I believe this learning objective falls under Level 1 (Remember) within Bloom’s Taxonomy. Students are expected to recall and retell newly learned information from earlier in the lesson.

Plan for Assessment: To assess student learning I would first formatively monitor student conversation during the whole group portion of instruction. I would then assess their oral responses using a rubric I developed. Additionally, I would offer them opportunities for improvement and growth by allowing another attempt. If necessary, I would offer students additional supports to enhance their learning, such as a graphic organizer to organize their thinking.

ID

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Objective: Students will be able to choose 3 land/water features and have the choice to make a poster, write a 3-5 sentence summary (for each feature), or record a video of them explaining their importance, with a partner.

Bloom's Taxonomy: This would fall under the category "understanding" because the students must have an understanding of what the different land and water features are. They must also be able to go into detail on each of the features they chose and thoroughly explain them.

Plan for Assessment: I will go through each students chosen form of assessment and check for accuracy and amount of content provided. I will have three different rubrics based off which assessment method the students chose.

-HP

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Objective #2

With a group, students will be able to explain the importance of rivers and mountains in the United States by writing a short paragraph that includes 3 supporting details.

Blooms taxonomy

This objective would fall under understanding because the students are using their knowledge of mountain and rivers to explain why it is important to those living in the United States

Assessment

The teacher can use a rubric to assess the quality of the group’s response and ensure it includes all necessary detail.

CC

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Lesson Objective #1

Students will be able to identify and locate what country they live in when given a blank world map with 90% accuracy.

Blooms Taxonomy

This objective would fall under remembering because it uses the students’ basic knowledge of where they live. Their prior knowledge of what state, town, etc. they live in is being expanded on to which country they are associated with.

Assessment

To assess students’ knowledge, the teacher can have the students put an X on the country and circle the correct name. This allows the teacher to see who knows where it is located on the Map and be able to read/identify the name

CC

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Objective: SWBAT Identify what city, state and country they live in given a map of North America with 85% accuracy.

Bloom's taxonomy: In Bloom's taxonomy levels this falls under "understand" because the students understand by this age what state and country they live in. It can also fall under remembering because the students have to remember where they live in order to understand the assignment.

Assessment: A plan for assessment that I'd use for student's meeting this objective is handing the students a map of North America. They will locate where Illinois is on the map by their own. Once they do that on their own they can look closer at a map of Illinois and identify the area they live in whether it is a city or town. They can attempt this twice on their own and if they still need help on the third try I can help locate their cities and towns with them.
- KO

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Objective: Students will be able to explain what they learned about land and water features by writing 3-5 sentences and then drawing an illustration to go with it.

Bloom's Taxonomy: This objective would be in level 2 (understanding) and also level 3 (applying) in Bloom's Taxonomy. This objective fits in level 2 of Bloom's Taxonomy because the students have to write a paragraph about what they learned. This objective also fits in level 3 of Bloom's Taxonomy because the students also have to draw a picture of what they wrote about.

Evidence: I will use a rubric for this assignment, and also provide my students with feedback. On the rubric, I will grade them on completion (making sure they have 3-5 sentences and an illustration included). If the students do not meet this goal, I will reteach my lesson with using scaffolding.
-K.N.

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Objective: Students will be able to identify where they live on a map worksheet by underlining at least 3 out of the 5 locations of their city, county, state, nation (country), and continent.

Bloom's Taxonomy: This objective would fit into level 2 of Bloom's Taxonomy (understand).  In this part, the students have to recall what they have learned previously and apply it to what they know now to be able to locate where they live.

Evidence: To see if the students have met the objective, I will look at their map worksheets. If they have correctly underlined at least three locations where they live, then they were successful and I am able to move on to the next part of the lesson. If the students do not meet the objective, I will pull small groups to work with them and complete the map worksheet together.
-K.N.

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Objective: Students will be able to locate 3 land/water features on a map, and explain why they are important in 3-5 sentences, using a given exit ticket.

Blooms Taxonomy: This belongs to the "understand" and "apply" sections of Blooms Taxonomy. Students will be locating land/water features on a map, but also using what they know about them to explain why they are important.

Plan for Assessment: Give students an exit ticket. Students will circle and color 3 land/water features on the given map. They will then use the lines underneath to explain why these are important in 3-5 sentences to meet the objective. I will give timely feedback on these, and allow students a chance to improve scores, if needed.

EL

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Objective: Students will be able identify the city, county, state, nation (country), and continent they live in by circling 4 of the 5 locations correctly, using a maps worksheet.

Blooms Taxonomy: This belongs in the "understand" part of Blooms Taxonomy. Though students will have to remember where they live, this objective is pushing it farther, as they must locate where they live as well.

Plan for Assessment: Give students a worksheet with different maps. Have students circle the continent, city, county, country, and state they live in. To meet the objective, students will need to have 4/5 circled correctly. I will give students immediate feedback as they finish, and offer a chance at a second attempt to improve scores.

EL

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In small groups, SWBAT label 5 out of the 6 major rivers in the United States on a paper map, in 20 minutes, at the end of a one-week lesson.

Depths of Knowledge: This is Depths of Knowledge level 1 because the objective is assessing if the students can recall "what" and "where”. The objective above is seeing if the students can locate rivers (what) correctly on a United States map (where).

To see if the small groups met the objective, I would have them turn in their work with all six of the major rivers located on the map. To show that they met the objective they will have to locate 5/6 of the rivers correctly. I will provide the students with immediate feedback to address any misconceptions.

JB

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Independently, SWBAT accurately locate Illinois on a simple map by the end of class in 2 attempts or less.

Depths of Knowledge: This is Depths of Knowledge level 1, because the objective is assessing if the students can “recall facts and information”. In this objective, the students are identifying where Illinois is on a map.

To see if the students met the objective, I would have them individually complete a worksheet at the end of class where I will have them circle Illinois on a simple map. I will provide the students with immediate feedback as they finish and will provide students with a second attempt if needed.

JB

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3rd grade Living as Native Americans in past and present

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3rd grade Living as Native Americans in past and present

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Compare and contrast 2 groups of American Indians using a premade graphic organizer with prompts with a partner or in a small group.

Bloom's Taxonomy - Analyze
Compare and contrast falls into analyzing because students are having to use the information, they find to look at what is same and different. They are breaking information apart to look deeper into it.

I would likely use a rubric to check that they filled out the graphic organizer correctly and to the level that would be expected from them.

JG

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STWBAT individually investigate how reconstruction changed American life in at least 3 ways explained written in paragraph form.

Bloom's Taxonomy- Analyze
Students would be investigating and having to distinguish what changed and how it changed, this is a higher level of thinking.

I would use a rubric to look over the students' paragraphs to make sure that they completed all requirements and understood the assignment.

JG

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With a partner, students will be able to identify their location using a map in 4 attempts or less.

Bloom’s taxonomy: Remembering. I think this is remembering because the students are recalling information that they have learned in previous years.

I would use a checklist to see if the student was able to identify their location on a map in 4 attempts or less. I will put a check by their name if they can and leave it blank if they can not.

KR

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Individually, students will be able to explain their knowledge on rivers and mountains in a paragraph stating at least 3 facts about each.

Bloom’s taxonomy: Understanding. I think this is understanding because the students are paraphrasing their understanding of the qualities of river snd mountains in a paragraph.

I would use a rubric to grade whether or not the students explained 3 facts about rivers as well as 3 facts about mountains.

KR

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Lesson Objective: Using the physical map of Georgia, students will be able to locate 2 rivers and 2 mountains and explain each of their importance in a paragraph.

Bloom’s Taxonomy level: Level 4 Analyze- This is a Level 4 because students are analyzing the rivers and mountains they have located. The process of locating the rivers and mountains would be a Level 1: Remember, but analyzing their importance is what brings it up to a Level 4: Analyze.

Tentative Plan for Assessment: I would have the students glue the map into their notebook and they would circle and label the rivers and mountains they found. This would help me understand what they are analyzing. They would write their paragraphs in their notebooks and that would help me see if they are reaching the objective. My main focus is on their ability to explain the importance of the rivers and mountains they chose. I will give them written feedback in their journals.

PA

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Objective: Independently, students will be able to locate the city, state, county, country, and continent they live in on given maps, circling at least 3 of the 5 correctly.

Bloom's Taxonomy: This would fall under the category "understand" because students must have an understanding of not only where they live, but also the meaning behind the words: "city, state, county, country, and continent."

Plan for Assessment: Students will be given a series of different maps. One map will be of all the continents, another will be of North America, the next will be of the United States, then there will be a map of the state they live in, and lastly a map of their county and city. Students will be given the maps one at a time and they are to circle the correct area they live in. 3/5 of the maps should be filled out correctly.

-HP

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3rd Grade: Living as Native Americans in Past and Present

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3rd Grade: Living as Native Americans in Past and Present

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Lesson Objective: Using the class anchor chart, students will be able to choose either food, clothing, or shelter to write a compare and contrast paragraph with at least 3 similarities and 3 differences between what they did with their group versus what the Native Americans did.

Depth of Knowledge: Level 3 Strategic Thinking- They are taking what they discussed as a class and putting it together in a paragraph. They are reflecting on what they have learned to make proper comparisons.

Tentative Plan for Assessment: I would assess their paragraphs to see that they wrote 3 similarities and 3 differences. I would also make sure to take note of their participation during class as this will impact their paragraphs.

PA