PERFORMANCE TASK UNIT
Teacher(s):​Deese, Wolfe, Peck, Holmes
Subject(s): ​
Social Studies​​
Grade: ​
​
8th
Curriculum Unit: ​
Geography of Georgia
Time Frame for Unit: ​
August 3- August 14
Social Studies Standards
Primary Standard​
:
SS8G1 The student will describe Georgia with regard to physical features and location
a. Locate Georgia in relation to region, nation, continent, and hemisphere
b. Describe the five geographic regions of Georgia; include the Blue Ridge Mountains, Valley and
Ridge, Appalachian Plateau, Piedmont, and Coastal Plain.
c. Locate and evaluate the importance of key physical features on the development of Georgia;
include the Fall Line, Okefenokee Swamp, Appalachian Mountains, Chattahoochee and Savannah
Rivers, and barrier islands.
d. Evaluate the impact of climate on Georgia’s development.
Primary Standard​
:
SS8E1 The student will give examples of the kinds of goods and services produced in
Georgia in different historical periods.
SS8E2 The student will explain the benefits of free trade.
a. Describe how Georgians have engaged in trade in different historical time periods.
b. Explain how the four transportation systems from SS8G2 contribute to Georgia’s role in
trade.
Secondary Standard​
:
SS8RC1 Students will enhance reading in all curriculum areas by:
a. Reading in All Curriculum Areas
• Read a minimum of 25 grade-level appropriate books per year from a variety of subject
disciplines and participate in discussions related to curricular learning in all areas. • Read both
informational and fictional texts in a variety of genres and modes of discourse. • Read technical
texts related to various subject areas.
b. Discussing books
• Discuss messages and themes from books in all subject areas. • Respond to a variety of texts in
multiple modes of discourse. • Relate messages and themes from one subject area to messages
and themes in another area. • Evaluate the merit of texts in every subject discipline. • Examine
author’s purpose in writing. • Recognize the features of disciplinary texts.
c. Building vocabulary knowledge
• Demonstrate an understanding of contextual vocabulary in various subjects. • Use content
vocabulary in writing and speaking. • Explore understanding of new words found in subject area
texts.
d. Establishing context
• Explore life experiences related to subject area content. • Discuss in both writing and speaking
how certain words are subject area related. • Determine strategies for finding content and
contextual meaning for unknown words
Interdisciplinary Standards
ELA8R4 The student acquires knowledge of Georgia authors and significant
text created by them. The student
a. Identifies a variety of Georgia authors both male and female.
d. Examines texts from different genres (e.g. picture books, poetry, short stories,
novels, essays, informational writing, and dramatic literature) created by Georgia
authors.
1 e. Relates literary works created by Georgia authors to historical settings and or
events.
ELA8W1 The student produces writing that establishes an appropriate
organizational structure, sets a context and engages the reader, maintains
a coherent focus throughout, and signals a satisfying closure. The student
a. Selects a focus, organizational structure, and a point of view based on purpose,
genre expectations, audience, length, and format requirements.
b. Writes texts of a length appropriate to address the topic or tell the story.
c. Uses traditional structures for conveying information (e.g., chronological
order, cause and effect, similarity and difference, and posing and answering a
question).
d. Uses appropriate structures to ensure coherence (e.g., transition elements, parallel
structure).
e. Supports statements and claims with anecdotes, descriptions, facts and statistics,
and specific examples.
ELA8W2​
.​
The student demonstrates competence in a variety of genres.
***for the purpose of the interdisciplinary project, students choose one of the listed genres
(narrative, expository, or persuasive—we will not cover each in social studies class. However we
will work with students who have chosen a variety of those.)
ELA8W3 The student uses research and technology to support writing. The
student
a. Plans and conducts multiple-step information searches by using computer networks
and modems.
ELA8W4 The student consistently uses the writing process to develop,
revise,
and evaluate writing. The student
a. Plans and drafts independently and resourcefully.
b. Revises writing for appropriate organization, consistent point of view, and
transitions between paragraphs, passages, and ideas.
c. Edits writing to improve word choice, grammar, punctuation, etc.
Students will know (Knowledge):
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The 5 regions of Georgia
. the major physical features of Georgia
The impact of climate on Georgia’s development
The importance of free trade in Georgia
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Locate Georgia on a variety of maps
Identify current goods and services found in the 5 regions
Locate the 5 regions and important physical features on a variety of maps.
Students will be able to (Skills):
Performance Tasks
Scenario:
1. Students will create an interactive map of Georgia that includes the 5 regions, important
physical features, 1-2 current goods and/or services of each region, and information as to how
climate and free trade impacted the development of Georgia.
2 Teacher Assessments
Vary by teacher
Whole Group Instruction
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various graphic organizers for notes
maps, worksheets, organizational activities
vocabulary exercises
Individual Student Tasks
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quizzes
vocabulary review
flip chart over the 5 regions
interdisciplinary assignment with language arts
Essential Questions:
● What is the absolute and relative location of Georgia?
● What are the five regions of Georgia?
● How does free trade help Georgia’s economy?
● What are the important physical features of Georgia?
● How did climate impact Georgia’s development?
● How did transportation affect Georgia’s development?
● How can the internet and research help me organize my ideas?
DAILY PACING GUIDE
DAY 1-2 (Monday, August 3-Tuesday August 4)
Standard:
SS8G1 The student will describe Georgia with regard to physical features and location
a. Locate Georgia in relation to region, nation, continent, and hemisphere
EQ:
What information do I already know about Georgia?
DN:
Get out NB paper and number it for the pretest
WK. Time:
Students will use both days to work on the pretest. After they finish, they will get a worksheet
to review latitude and longitude.
CLOSING:
Go over answers, so students will know the location of Georgia (blackline masters sheet from
Friday).
3 HW:​
get course outline signed by Friday
DAY 3 (Wednesday, August, 5)
Standard:
SS8G1 The student will describe Georgia with regard to physical features and location
a. Locate Georgia in relation to region, nation, continent, and hemisphere
b. Describe the five geographic regions of Georgia; include the Blue Ridge Mountains, Valley and
Ridge, Appalachian Plateau, Piedmont, and Coastal Plain.
EQ:
Where in the world do I live?
DN:
Get a blank map of and put your name on it. In PENCIL label the 7 continents
ML/WK Time:
Set up notebooks
Using a smart notebook presentation, students will begin completing a basic geography review
about the world, their continent, and their country. See example below.
CLOSING:
Review the regions covered today, if time allows
HW:​
get course outline signed by tomorrow.
DAY 4 (Thursday, August 6)
Standard:
SS8G1 The student will describe Georgia with regard to physical features and location
a. Locate Georgia in relation to region, nation, continent, and hemisphere
b. Describe the five geographic regions of Georgia; include the Blue Ridge Mountains, Valley and
Ridge, Appalachian Plateau, Piedmont, and Coastal Plain.
EQ:
What are the 5 regions of Georgia?
DN:
Using the MAP in the front of the room, begin working on labeling your regions of Georgia .
4 ML/WK time:
Use smartboard presentation to cover the five regions and their characteristics, as well as label
the interactive map. See example below.
CLOSING:
Review the regions covered today, if time allows
DAY 5 (Friday, August 7)
Standard:
SS8G1 The student will describe Georgia with regard to physical features and location
a. Locate Georgia in relation to region, nation, continent, and hemisphere
b. Describe the five geographic regions of Georgia; include the Blue Ridge Mountains, Valley and
Ridge, Appalachian Plateau, Piedmont, and Coastal Plain.
c. Locate and evaluate the importance of key physical features on the development of Georgia;
include the Fall Line, Okefenokee Swamp, Appalachian Mountains, Chattahoochee and Savannah
Rivers, and barrier islands.
d. Evaluate the impact of climate on Georgia’s development.
EQ:
What are the physical features of Georgia?
DN:
Finish labeling both Georgia Maps.
ML/WK Time:
Use a smartnotebook to take notes over the physical features of Georgia. Students will have
Questions on colored strips of paper to glue into their notebook after they answer them.
CLOSING:
Review the regions covered today, if time allows
DAY 6 (Monday, August 10)
Standard:
SS8G1 The student will describe Georgia with regard to physical features and location
a. Locate Georgia in relation to region, nation, continent, and hemisphere
b. Describe the five geographic regions of Georgia; include the Blue Ridge Mountains, Valley and
Ridge, Appalachian Plateau, Piedmont, and Coastal Plain.
c. Locate and evaluate the importance of key physical features on the development of Georgia;
include the Fall Line, Okefenokee Swamp, Appalachian Mountains, Chattahoochee and Savannah
Rivers, and barrier islands.
d. Evaluate the impact of climate on Georgia’s development.
5 EQ:
What are the regions of Georgia?
DN:
Start on the regions of Georgia cheat sheet (choose one region)
ML:
Review information over regions of Georgia.
WK. Time:
Work on regions of Georgia Cheat Sheet with your seat partner, focusing on economics of each
region
CLOSING:
Students will share information with the class over their selected region.
DAY 7 (Tuesday, August 11)
SS8E2 The student will explain the benefits of free trade.
a. Describe how Georgians have engaged in trade in different historical time periods.
b. Explain how the four transportation systems from SS8G2 contribute to Georgia’s role in trade.
EQ:
How are the major transportation systems found in Georgia important to our trade and economy?
DN:
Begin working on a basic review for Friday’s assessment
ML:
Interactive flip chart for the notes (Interstate systems, deepwater ports, river, airport). See
example below:
WK. Time:
Work on review sheet when finished with notebook activity.
CLOSING:
6 DAY 8 (Wed, August 12)
Standard:
SS8E2 The student will explain the benefits of free trade.
a. Describe how Georgians have engaged in trade in different historical time periods.
b. Explain how the four transportation systems from SS8G2 contribute to Georgia’s role in trade.
EQ:
How does Georgia’s economy depend on the four transportation systems?
DN:
Continue working on the basic review for Friday’s assessment
ML:
Introduce the writing/critical thinking activity
WK. Time:
Critical thinking activity over Georgia’s major economic features and Georgia’s four
transportations systems.
CLOSING:
DAY 9 (Thursday, August 13)
Standard:
SS8G1 The student will describe Georgia with regard to physical features and location
a. Locate Georgia in relation to region, nation, continent, and hemisphere
b. Describe the five geographic regions of Georgia; include the Blue Ridge Mountains, Valley and
Ridge, Appalachian Plateau, Piedmont, and Coastal Plain.
c. Locate and evaluate the importance of key physical features on the development of Georgia;
include the Fall Line, Okefenokee Swamp, Appalachian Mountains, Chattahoochee and Savannah
Rivers, and barrier islands.
d. Evaluate the impact of climate on Georgia’s development.
EQ:
How did free trade, transportation, and climate impact Georgia’s development?
DN:
Finish the basic review sheet
ML:
Go over the review sheet
WK. Time:
Finish the critical thinking activity (in pairs)
CLOSING:
Review for tomorrow’s assessment
DAY 10 (Friday, August 14)
Standard:
7 SS8G1 The student will describe Georgia with regard to physical features and location
a. Locate Georgia in relation to region, nation, continent, and hemisphere
b. Describe the five geographic regions of Georgia; include the Blue Ridge Mountains, Valley and
Ridge, Appalachian Plateau, Piedmont, and Coastal Plain.
SS8E1 The student will give examples of the kinds of goods and services produced in
Georgia in different historical periods.
SS8E2 The student will explain the benefits of free trade.
a. Describe how Georgians have engaged in trade in different historical time periods.
b. Explain how the four transportation systems from SS8G2 contribute to Georgia’s role in trade.
EQ:
What do I know about Georgia’s geography?
DN:
Study your review sheet for a few minutes
WK. Time:
Complete an assessment over Georgia’s geography (map labeling/multiple choice/short answer)
CLOSING:
Preview activity for prehistoric Georgia
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