Marissa Conover

Lesson Plan Details

Expected Duration: 45 Minutes
Social Sciences: Geography
Concepts: Physical Characteristics of the Mid-Atlantic Region
Vocabulary
Mountain Range
Waterway
Valley
Climate
Hurricane
State Border
Skills
Map skills
-locating place
-using a map key
Goals of Lesson
1. Students will learn about the physical characteristics and landforms of the MidAtlantic Region.
2. Students will understand map symbols.
Students will be able to understand the symbolism presented on a map and recreate their own 3D
map of the Mid-Atlantic Region.
Integration of Learning Outcomes/Objectives
1. Students will be able to identify and successfully utilize parts of a map.
2. Students will be able to recreate their own 3D map of the Mid-Atlantic Region with landforms
and cities included.
3. Students will be able to list 2 landforms from each state contains.
NCSS Standards
7.1.4.A: Describe how common geographic tools are used to organize and interpret information
about people, places, and environment.
7.1.4.B: Describe and locate places and regions as defines by physical and human features.
7.2.4.A: Identify the physical characteristics of places and regions.
7.2.4.B: Identify the basic physical processes that affect the physical characteristics of places and
regions.
NCSS Themes and Subthemes
3. People, Places, and Environments: Social Studies teachers should possess the knowledge,
capabilities, and dispositions to organize and provide instruction at the appropriate school level
for the study of People, Places, and Environment. Teachers of social studies at all school levels
should provide developmentally appropriate experiences as they guide learners in the study of
people, places, and environments.

NCSS.1.3.b: Have learners create, interpret, use, and distinguish various representations of Earth,
such as maps, globes and photographs, and use appropriate geographic tools such as atlases, data
bases, systems, charts, graphs, and maps to generate, manipulate, and interpret information.
NCSS.1.3.e: Challenge learners to speculate about and explain physical system changes, such as
seasons, climate, and weather.
Anticipatory Set
The teacher will ask the students how many seasons there are, and how cold and
hot it usually gets in our particular region of PA.
The teacher will facilitate discussion about different seasons, temperatures, and
types of weather that they experience (as a classroom in Pennsylvania).
The teacher will make sure to note that not every location on Earth experiences
these temperatures or precipitation. But Pennsylvania is located in the MidAtlantic Region so most of their discussion will be accurate.
Then, present the class with the factual, averaged numbers for climate and
weather (temperature highs and lows, amount of rainfall per year, amount of
hurricanes per year, etc.) on the board.
Procedures

Teacher will put a map of the states of the Mid-Atlantic Region on the board and
give each student two worksheets. One with the states listed on the front and
space below each state to record their land features, and the other worksheet is a
blank map.
Teacher will encourage students to look at the map on the board and try to
interpret it.
Teacher will ask questions and lead discussions about what each symbol means
featured on the map.
The teacher will instruct the students about mountain ranges, major rivers, state
borders, and lakes.
The students will then, using their iPad to view the interactive map and the map
on the board, list different landform features present in each state.
They will then recreate the map seen in their textbook and on the board on their
blank map worksheet.
The students will each be given salt dough that has already been formed into the
Mid-Atlantic Region (not the full US) with the state borders drawn on, and a
small amount of extra dough.
Students will be able to use toothpicks and the extra dough to make the land
formations that were on the map. During this, they can reference the map they just
made. Students will be able to form the landforms so you can see the mountains
risen off of the map or the river dug out of the dough for a deeper understanding
of the symbols of the map. They will also be able to use markers to color
accordingly.
Students will include toothpicks with a small label on them identifying the cities
in each state.

Differentiation
Extension Students will be responsible for making the salt dough map from
memory, rather than referencing the map again. They will also be expected to list the
major landforms found in each state.
Adaptation Students salt dough will have each state labeled, rather than it being
blank. They will also be given examples of how to make a mountain range or lake from
their dough. These students will be provided a sheet that has everything that needs to be
included on their map that they can use as a checklist.
Closure

Once the students are mostly finished, the teacher will begin discussion
about the region and all that it contains.
Students will be called on to volunteer to come to the front and show the
class their salt dough map. After theyve presented their salt dough map,
they will name one thing they learned from the activity.

Assessment of Students
Formative The teacher will walk around during the time the students are working on
their worksheets and salt dough maps to ensure all the students are on task and achieving the
lesson objectives.
Summative Students will hand in their worksheets after Social Studies is over and their
salt dough maps will stay in the classroom overnight to dry out and solidify.
Materials/Equipment
A. Student Materials/Reading Resources
State chart
Blank map
Salt dough
Markers
Toothpicks
City labels for toothpicks
http://mrnussbaum.com/united-states/mid_atlantic/
B. Teacher Materials/Resources for Lesson Design
Textbook listed on D2L ***include title and author***
Large class map
http://www.cara.psu.edu/mara/results/overview_report/Chapter02.pdf
http://www.garden.org/regional/report/description/full/13
http://mrnussbaum.com/united-states/mid_atlantic/

Technology
The large map on the board will be projected onto the smart board. Students will also be
able to view this map on their iPad using the interactive map.
Reflection on Planning
I was having a hard time deciding how to present the necessary information to the
students without them just simply copying the map or me lecturing the students. The salt
dough map was not something I did in elementary school but an idea I have heard of. This way
the students get to learn through doing and ensure their tactile needs are being met. Making the
map 3D will deepen their understanding of what the symbols actually mean. I also am concerned
about not presenting them with enough content, but I do not know how to seamlessly incorporate
the additional information from the listed standards.

Current Event:
Headline: Major Earthquake Hits Northeast India
Authors: Greg Toppo
Article Link: http://www.usatoday.com/story/news/2016/01/03/india-earthquake-myanmarborder/78241542/

An earthquake hit northeast India on Monday January 4, 2016 at 4:35 am. It hit near
Indias border with Myanmar and Bangladesh. The earthquakes magnitude was 6.7
At least eight people were killed and 100 were injured by the debris that fell as a result.
The epicenter of the earthquake was in Tamenglong region of Manipur state in the IndiaMyanmar border region.
People who lived in Guwahati, which is the capital of the neighboring Assam state, felt
massive shaking as did people in Kolkata, the capital of West Bengal state.

Maps

As the teacher, I will draw a map key on the board. I will ask for the students assistance,
creating a discussion. (There was no actual key included in this map, however I will be able to
take this circumstance and use it to benefit my instruction). I will end up with a map key that has
one triangle for a mountain, a line of triangles together for a mountain range, a blue line for a
river, a white line for a state border, a red dot for the states capital, and a black dot for a major
city.

Delaware
Dover, DE*
Maryland
Appalachian Mountains
Susquehanna River
Baltimore, MD
Annapolis, MD*
/Washington DC/**
New Jersey
Delaware River (state border)
Newark, NJ
Trenton, NJ*
Pennsylvania
Appalachian Mountains
Susquehanna River
Ohio River
Delaware River (on state border)
Lake Eerie (touching PA, not inside)
Pittsburgh, PA
Gettysburg, PA
Harrisburg, PA*
Philadelphia, PA
New York
Adirondack Mountains
Appalachian Mountains
Hudson River
St. Lawrence River (on the state border)
Delaware River
Susquehanna River
Lake Ontario (touching NY, not inside)
Lake Eerie (touching NY, not inside)
Buffalo, NY
Rochester, NY
Albany, NY*
New York, NY
* designates the states capital

Name:

Date:

Under each state provided, list the appropriate lakes, rivers, mountains that are within the state or
touching its border. Additionally, list all of the major cities and the states capitals.
New York

New Jersey

Pennsylvania

Maryland

Delaware