LEARNING PLAN

Title of the lesson: Topographical Exploration of US Regions

the room to every student.

Grade/Age level: 4

Date: 4/9/2012

Teacher Focus: Eye contact, Enthusiasm, taming the nerves, voice projection. We will focus on using good voice and moving around

Scenario: Students have explored different types of maps and have a good understanding on how to use them. They will use their map
skills to convert a 2 D Topographical map to a 3D play dough map. This lesson is the lead into learning about different regions. 17 Students.

Iowa Core Curriculum Standards and/or Benchmarks: Geography Content Standard 3-5 Grade: Understand how geographic
and human characteristics create culture and define regions. Benchmark: Understand the physical characteristics of the regions

Learning Targets
TLW will demonstrate their understanding of the US regions by creating a 3D topographical map of the geographic regions in the US. TLW demonstrate their understanding of Topographical maps by converting a 2D map into a 3D map. TLW gain an understanding of the different landforms found in the United States by building topographical maps and having a group discussion in class.

Success Criteria
I can create a 3D topographical map of the regions of the US. I can use my map skills to create a legend. I know about different types of land in the U.S. I know about the different regions of the U.S.

Procedure: a) Introduction: 5 Min

What do we know about the colors in this map? (Show topographical map of US on SMART Board) How can we tell if a region is elevated or flat? What are some things we see on the map we remember are vital to map reading and making? We have been learning about landforms also. Can anyone name some of the landforms?

b) Steps:
We will build a class legend. Note: It is important to have a common legend Students will be broken up into 5 groups. Each group will draw the region they will explore. Groups will then begin to create their map of the region assigned making sure to use labeling we discussed as class. After creating their map students will find a place they would like to visit or have visited in that region and mark it on the map. 15 Min. After the students have finished their maps, each group will take turns placing their map under the overhead camera and tell the rest of the class what they discovered about their region. Questions to pose to individual groups: Why do we only need one color of play dough? Do you know what the difference is between the Rocky Mountains and the Appellations? What is the major rivers that flow through your region? How do you think the life styles of people will be different in this region compared to other regions, like for example the Midwest? What do you think the population is in the mountains? Near the rivers? Do you think the landforms influenced people to live in certain areas? Why or why not? What do you think it is like to live in the mountains?

c) Closure After the students have finished their maps, each group will take turns placing their map under the overhead camera and
tell the rest of the class what they discovered about their region. What are some things we could change? Repeat some questions above to the whole class. Each group will talk about what they found in their region. Lead into next lesson on cultures and how the physical geography of the regions influences cultures. 3 Min d) Assessment Student will put the regions together, like a puzzle. Mountains, rivers and plains should match up. The puzzle map will be used through out the region where we will continue to add things to them. 2 min

Evidence of addressing diversity:

Groups will be assigned in a random order. Later in this unit the class will talk about the native Americans who lived in these areas before settlers arrived.

Differentiation for cognitive, affective, psychomotor needs:

For students with cognitive disabilities I will review the directions with them to ensure they understand the process. For students with affective disabilities I will give them praise for being on task and working with their partners. For students with psychomotor needs I will ensure that they receive a group job they are capable of.

Materials / Equipment Needed:

Out line for each region Tooth picks Paper Packets with information about each region Clay Cardboard

Teacher Reflection: