Appendix

Appendix A: Assessments & Rubrics

Tests & Quiz
Pre/Post Test
Rubric: Each question is worth 5 points each out of 100, converted into 5 pts. Of Unit grade.
New Jersey Unit Pre/Post Test
Fill in the Blank

Legend
Compass
Latitude
Longitude
Hemisphere
Continent
Prime- Meridian
Equator
Globe
Scale

1.
2.

A _______________ is used to determine where North is on a map.

_______________ is the grid line that determines how far North or South something is from the
equator.
3. There are seven ___________ in the world. The United States is in North America.
4. The globe is separated into four ________________, North and South and East and West.
5. The _____________ goes around the center of the earth horizontally and separates it into North
and South Hemispheres.
6. _______________ is the grid line that determines how far East or West something is from the
Prime Meridian.
7. A _____________ is a smaller scale replica of the earth used in classrooms.
8. ____________is how much smaller a map is that the real life version of the place.
9. ____________is a key to finding out what symbols are on a map.
10. The ______________ separates the earth vertically into East and West Hemispheres and is used
as the International Date Line.
True of False
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.

New Jersey is separated into five geographical regions.

The largest geographic region is the Atlantic Coastal Plane.
The fact that New Jersey is close to two major cities does not change anything about the state.
All of New Jersey has the same geography.
New York has a strong influence on North Jersey.
You can read a map without looking at the legend.
All good maps are to scale.
A compass and a map are two things you should bring on a hike.
Most of the New Jersey Cost boarders the Pacific Ocean.
People who live at the Jersey Shore are exactly the same as the people who live in South Jersey
near Philadelphia.

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Appendix
Map Quiz
Rubric: Each question is worth 10 pts. Converted into 5 pts. Of Unit Grade

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Appendix
Project Rubric
0
Did not complete
project or put little to
no effort into the
project.
Spelt many words in
correctly and used
grammar improperlyalmost illegible.

1
Partially completed
project, put little
effort into parts
completed.
Had many spelling
and grammar issues.

2
Fully completed
project but some
portioned lacked
appropriate effort.
Had few spelling and
grammar issues.

3
Fully completed
project and put in
appropriate effort on
all portions.
Had little to no
spelling or grammar
issues.

Participation Rubric
0
Did not participate.

1
Participated but minimally.
Some answers wrong when
participating.

2
Participated actively in the
activity.
Most answers correct when
participating.

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Appendix
Appendix B: Lesson Plans for Defining New Jersey Unit
Day 1
Lesson Title: Map Reading
Duration: 45 mins
I.

Enduring Understanding:
Compass Directions/Hemispheres
Continents
Maps, Scales & Legends
Grid System

II.

Learner Outcomes with assessments and standards:

Students will be able to depict their knowledge of globe and map skills at 90%
mastery level. This will be assessed by the clay Earth project. (Standard 6.1.P.B.:
Everyone is part of a larger neighborhood and community).

III.

Essential Questions:
How does a compass work?
Which was is North in the classroom?
What are Hemispheres?
What are the continents?
How do you read a map scale and legend?
How do you use a grid system to locate latitude and longitude?

IV.

Procedures:
0-5 min: Do now: How do you use a compass? Which way is North in the classroom?
5-10 min: Go over student answers to the questions and use large compass to
confirm the correct answer. Hang compass in the classroom facing north.
10-15 min: Use large globe to go over hemispheres, north and South Pole, prime
and prime meridians.
15-20 min: Go over map legends and grid lines using class maps, printed maps, and
text book (all this should be review from previous years)
20-25 min: Students will be given a piece of graph paper, they will label it with
latitude and longitude as a class and then be asked to draw certain pictures in
different areas as described by the teacher.
25-30 min: Same as above.
30-35 min: Teacher will hand out pieces of play dough and have students roll it into
a ball. Teacher will then explain the clay project that students will participate in
(students will use their pencil to etch the prime meridian and equator and label the
hemispheres. They will then put a star where New Jersey is. If they finish early they
can label other places that interest them.
35-40 min: Clay Project
40-45 min: Clay Project and What Stuck with You? (students write something they
learned on a post-it and stick it to the teachers desk)

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Appendix
V.

Modifications/Accommodations/Safety:
This lesson naturally incorporates modifications for certain LDs such as ADHD
and Dyslexia by having hands on activities as well as different methods of
showing knowledge.

VI.

Materials:
Student Compasses
Large Compass
Large Globe
Maps
Grid Paper
Text Book
Pencils
Colored Pencils
Play Dough

Day 2
Lesson Title: New Jersey on a Map
Duration: 45 mins
I.

Enduring Understanding:
Hemisphere
Continent
North East
Latitude/Longitude

II.

Learner Outcomes with assessments and standards:

Students will be able to envision New Jersey as part of the world through maps and
globes at 80% mastery level. This will be assessed by a New Jersey Map quiz and
class map recreating. (Standard 6.1.4.B.1: Spatial thinking and geographic took can
be used to describe and analyze the spatial patterns and organization of people,
places, and environments on Earth).

III.

Essential Questions:
a. What Hemisphere is New Jersey in?
b. What Continent is New Jersey in?
c. What are New Jerseys Longitude and Latitude?
d. What are Monmouth Beachs Longitude and Latitude?

IV.

Procedures:
0-5 min: Do Now: What is one way you could use the skills learned yesterday in real
life? Can you think of anything that does not have to do with maps?
5-10 min: Teacher will go over answers to the do now and give some of her own
examples. Students will then move the desks into a U shape so that most of the
floor is showing.

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Appendix

10-15 min: As a class, students and teacher will create a large scale map on the floor
using colored duct tape and a pre-made map. The grids will be accurate as to the
latitude and longitude in New Jersey. (Smaller denominations of the latitude and
longitude will be used in order to make the map more accurate).
15-20 min: Same as above.
20-25 min: Once the map is set, the class will work together to label their
hometown, the capital, and other important parts of the state in accurate location
according to latitude and longitude.
25-30 min: Same as above.
30-35 min: Students will take the Map Quiz which will assess concepts learned in
the past two lessons (New Jerseys place in the world as well as their hometowns
place in the state, general map reading and grid analysis).
35-40 min: Map Quiz
40-45 min: Map Quiz and What Stuck with You?

V.

Modifications/Accommodations/Safety:
a. More time will be available to certain students if necessary
b. Important terms in the quiz directions will be highlighted for certain students

VI.

Materials:
a. Duct tape (two colors for longitude and latitude)
b. Sharpie
c. Map of New Jersey and surrounding cities
d. Longitude and Latitude of New Jersey defined
e. Colored Pencils
f. Map Quiz

Day 3
Lesson Title: Geological New Jersey
Duration: 45 mins
I.

II.

III.

Enduring Understanding:
Appalachian Ridge & Valley
Highlands
Piedmont
Atlantic Coastal Plain
Learner Outcomes with assessments and standards:
Students will be able to sort descriptive words and phrases into corresponding
Natural Regions at 75% mastery level. This will be assessed by the group matching
activity. (Standard 6.1.4.B.4.:Places are jointly characterized by their physical and
human properties).

Essential Questions:
What are the different Geographical regions in New Jersey?
What are the characteristics of each region?

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Appendix

IV.

How do the different regions dictate the life style?

Procedures:
0-5 min: Do Now: Where have you been in New Jersey other than Monmouth
Beach? How were those places different?
5-10 min: Teacher will discuss answers to Do Now and add her own comments.
Teacher will write notes on the board regarding answers as students say them.
10-15 min: Teacher will introduce the concepts of the four geographical regions of
New Jersey as well as their characteristics and the class will discuss which parts
were previously described in the Do Now discussion.
15-20 min: Same as above.
20-25 min: Teacher will introduce the geographical regions project to students
(students will split into groups, each for a geographical region and given a piece of
map shaped like that region. There will be index cards around the classroom with
different characteristics on them. The class must work together to place the right
characteristics in the right regions.)
25-30 min: Region Activity
30-35 min: Region Activity
35-40 min: The class will come together and discuss the choices made and decide if
they want to make any changes. What Stuck with You?

V.

Modifications/Accommodations/Safety:
Groups will be made strategically placing students who struggle with students who
excel.

VI.

Materials:
Text Book, Map pieces in shape of Regions, Index Cards with Characteristics

Day 4

Lesson Title: Social New Jersey

Duration: 45 mins
I.

Enduring Understanding:
Split between Two Cities
Sports Teams
Accents/Slang

II.

Learner Outcomes with assessments and standards:

Students will be able to recognize what causes the social differences in New Jersey
Regions at 75% mastery level. This will be assessed by the string locating activity.
(Standard 6.1.4.B.4.: Places are jointly characterized by their physical and human
properties).

III.

Essential Questions:
How does relative location to a large city effect different towns in New Jersey?
Why do different parts of New Jersey have such different tendencies than other
parts of the state?

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Appendix

IV.

What generalizations can we make about parts of New Jersey based on their
location?
Procedures:
0-5 min: Do Now: Yesterday we learned how New Jersey is separated based on their
Geographical characteristics. Describe another way New Jersey can be separated.
5-10 min: Discuss Do Now answers and introduce social separations in New Jersey.
10-15 min: Explain Town Project and pick towns (students will be partnered and
throw a counter onto our large map of New Jersey. They will then use a string to
decide whether or not it is closer to New York or Philadelphia. Using chrome books,
they will research what towns are in that longitude and latitude and compose a
short response about that town, its geographical region, whether it is rural
suburban or urban, and finally predict whether it would identify more with North or
South Jersey.
15-20 min: Town Project
20-25 min: Town Project
25-30 min: Town Project
30-35 min: Town Project
35-40 min: Town Project- Finish up and hand in
40-45 min: Hand out and explain Tally Sheet (tally sheet will be used to record
data from short interviews with family and friends regarding which sports team they
route for, how they say certain words, and which side of New Jersey they identify
the most with) and What Stuck with You?

V.

Modifications/Accommodations/Safety:
Partnerships will be made with consideration, teacher guiding those partners
with Students with Disabilities.
Guidelines will be written on the board so that students can refer back to what
is being asked while doing their research.

VI.

Materials:
Map on floor
Counters
String
Chrome Books
Tally Sheets

Day 5
Lesson Title: Where are we in New Jersey?
Duration: 45 mins
I.

Enduring Understanding:
On a Map
According to Geological Features
According to Social Features

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Appendix
II.

Learner Outcomes with assessments and standards:

Students will be able to persuade readers on their opinion of Monmouth Beachs
geographical, geological, and social location in New Jersey at 80% mastery level. This
will be assessed by the opinion paper. (Standard 6.1.4.C.14: Economic opportunities
in New Jersey and other states are related to the availability of resources and
technology).

III.

Essential Questions:
Where is the schools town on a map
Where would the schools town be located in regards to geographical features?
Where would the schools town be located in regards to social features?

IV.

Procedures:
0-5 min: Do Now: Based on the results from your tally sheets, do you think that
Monmouth Beach identifies more with North or South Jersey?
5-10 min: Teacher will go over Do Now answers and explain how we will use the
data in our tally sheets to create a class graph of results.
10-15 min: Make class graph on excel on smart board.
15-20 min: Graph
20-25 min: Graph and describe paper (using the passage made yesterday, create
a short persuasive essay on whether you think Monmouth Beach associated
with North or South Jersey. Use the graph we made together and evidence from
own life).
25-30 min: Paper
30-35 min: Paper
35-40 min: Paper
40-45 min: Paper and What Stuck with You?

V.

Modifications/Accommodations/Safety:
Paper will be outlined for students with disabilities
Directions will remain on the board so that they can refer back to what is being
asked.

VI.

Materials:
Completed Tally Sheets
Excell
Smartboard
Chrome Books
Google Accts (to share graph with students)

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Appendix
Assessment C: Student Results

Student

Pre-Test

Points

Not
towards
Grade

Clay
Earth
Project

Map
Quiz

Map
Recreatio
n

Sting
Activity/
Research

Graph
Participat
ion

Tally
Sheet

Paper

Post Test

Grade

100%

MD

20%

72%

AD

55%

4.5

94%

SG

20%

3.5

70%

MI

25%

3.5

74%

BL

60%

100%

MM

45%

4.5

90%

CM

40%

84%

AO

55%

96%

KO

40%

3.5

86%

MP

35%

92%

CR

25%

3.5

82%

KR

35%

76%

CT

50%

88%

EW

35%

72%

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