Group4_Intropage1

//**Unit Summary**// The unit topic for our 4th graders is volcanoes. We have decided to specifically focus on Mt. Vesuvius because we feel that it best ties together all of the four subject areas. Obviously, volcanoes can directly relate to science, but there is so much history regarding the Vesuvius eruption that it would be perfect for social sciences. There is also a book called __Magic Tree House #13: Vacation Under the Volcano__, which deals directly with Mt. Vesuvius and Pompeii and is at the perfect reading level for fourth grade. Our math lesson also is appropriate for fourth grade and deals with decimals. This relates to comparing the magma temperature of different types of volcanoes and links to science. As a whole, we feel like our unit is appropriate for fourth grade because it allows them to explore an interesting topic, while still learning about things related to their grade level expectations.


 * Language Arts**- Students will read Magic Tree House #13 Vacation under a Volcano as a class. Students will be assessed for comprehension by answering various comprehension questions. Students will also take part in an internet researcher activity where they will be required to go online to research volcanoes. This will help them gain background knowledge of volcanoes before starting the other content area lessons and will help connect ideas when reading Vacation under a Volcano. //[Ties into Science]//


 * Science-** Students will work together in small/medium groups to build models of volcanoes. Students will be grouped into 3 different groups. Each group will be assigned to build one of three volcanoes. Adult volunteers will assist in this process. Students will be assessed on knowing how the three different types of volcanoes are formed. //[Ties into language arts; students use information from internet researcher activity in language arts as background knowledge for science lesson]//


 * Math**- Students will be learning about decimals and how to compare them. First students will start by writing down any decimals they can think of, and I will place them in order to model how to order the decimals. Then, in pairs, students will use base ten blocks to represent different decimals and compare which decimal is larger. Afterward, students will work in pairs to order decimals and place them from least to greatest on a number line. Finally, students will work independently to continue practicing their skills. If students finish early they can choose to play the game, "Decimal Battle," which will be placed in the math center for future game play and practice. Students will assess the time lines they made, and I will assess their independent practice sheets. A formal assessment, in the form of a test, will also be given to students.

//[Ties into to Language Arts: Writing//]
 * Social Studies**- Students will read 'The End of Pompeii and Herculaneum' article and answer questions after they read. They will use the information learned from this article to write a letter from the point of view of a person who was in Pompeii or Herculaneum at the time of the eruption of Mt. Vesuvius about what they were doing at the time of the eruption and how they reacted. Students will be assessed on the accuracy of the information they put in the letter (i.e.: They do not say they expected the volcano to erupt because no one knew that Mt.Vesuvius was a volcano) as well as spelling and grammar.


 * Culminating Assessment**- Students will use the information learned in the language arts, science, math and social studies lessons to create a detailed plan describing how to save the city of Pompeii from future eruptions of Mt. Vesuvius. The students will be required to make a written plan, which will include scientific evidence that Mt. Vesuvius is a volcano, a warning system to inform the citizens that the volcano is going to erupt at least 24 hours before and what signs they will see, and an evacuation plan for the citizens of Pompeii. The students will also be required to present this plan to the class. The students will be assessed in two parts; one being the written plan and one being the class presentation. For the written plan, the students will be assessed on spelling, grammar, the presence of well-developed paragraphs, accuracy of information, and the feasibility of their plan based on scientific evidence. Additionally, this plan must be typed. For the class presentation, students will be assessed on the degree of eye contact made with the audience, the degree to which they speak at an appropriate pace and voice volume, if the speech includes all aspects of the paper, the presence of at least two visual elements to support the plan, and the knowledge of the information in the plan (i.e.: They are not looking at the paper for the entire duration of the presentation). //[Ties into all content areas]//

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