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

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

 

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

 

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

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.

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.

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

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

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

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. 

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

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. 

 

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

 

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

CC

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

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

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

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

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

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

 

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

 

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

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