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The Southeast Region

Name: Taylor Woodruff


Time Allotted: 55 minutes
th
Grade Level: 4 Grade
Subject(s): Social Studies
Materials Required: (create a bulleted list, including texts -- books and articles-- using APA
format)
-Guided Notes
- Menu Board Option Assessment and Rubric
- Computer/iPad
- Southwest Worksheet
Encyclopedia Britannica ( 2007). Southeastern United States. YouTube. Retrieved from
https://www.youtube.com/watch?v=N_DPRvH2QMk
MrVescoourthGrade (2011). Southeast Region Song. YouTube. Retrieved from
https://www.youtube.com/watch?v=-ZDqPyHNX_A
Russ, Jill (2013). The Southeast Region. Russ Resources. Retrieved from
http://teachersites.schoolworld.com/webpages/SShea/files/southeastrevised.pdf
Zane Education. (2010). The South East States: Location and physical features. YouTube.
Retrieved from https://www.youtube.com/watch?v=sPE-Kled5v8
Michigan Content Expectations: S.S. Grade Level Content Expectations (GLCE), E.L.A. or
Math Common Core State Standard (CCSS) or Next Generation Science Standard (NGSS)
include both the code AND fully written out expectation.

4 G1.0.4 Use geographic tools and technologies, stories, songs, and pictures to answer
geographic questions about the United States.
Objective(s):
Objective 1: The student will identify human and physical characteristics of the Southeast
region by using geographic tools, technologies, songs, and pictures so that the student can
create a final project where they describe the southeast region, and earn a 3/4 on the
rubric.
Assessment:
Objective 1 Informal Formative Assessment: Informal formative assessment is weaved
throughout the lesson through observations of the students. Most of this observation will
take place when the students working in the centers.

Objective 1 Formal Formative Assessment: Formal formative assessment will be done


through the use of the use of the guided notes during the center work.

Objective 1 Formal Interim/Summative Assessment: The summative assessment for


this lesson will be the menu board assessment. The students will be creating a final
project to display their knowledge of the southeast region.

The data generated will be used to first monitor the students learning. If I see that the students
are not proficient during the formative assessment stage, I will use that information to go back
and reteach part of the lesson. The data collected from the summative assessment will allow for
me to determine whether or not the students have learning the information about the Northeast
region.
Instructional Procedure:
1. Anticipatory Set: (Allotted Time 6 minutes)
a. To begin the lesson, I am going to have the students write down as many states as
they can think of in the southeast region. I will give them 1 minute to write down
the states.
b. From there, I am going to play the YouTube video that introduces the southeast
region.
i. : https://www.youtube.com/watch?v=-ZDqPyHNX_A
c. After the video, I am going to explain that throughout the last few lessons we
have been learning about the 5 regions of the United States. This is going to
scaffold them to our next standard of comparing the regions to the Midwest.
d. I am going to let the students know that today they will be learning about the
different human and physical characteristics of the southeast region.
e. I will remind the students that they need to be respectful to both their classmates
and to the teacher.
2. State Purpose and Objective of Lesson: (Allotted Time__1 minute_)
a. I will tell the students today they are going to be learning about the human and
physical characteristic of the southeast region.
b. I will tell the students this is important for them to learn because we are going to
take this information we learn today and compare the different regions together.
c. This lesson connects to both the previous and upcoming lessons. There will be a
lesson for each of the regions, and then after those lessons we will be using the
information and knowledge learned to complete the final lesson. The lesson will
be taking one of the regions we learned about and compare it to the region
Michigan belongs to, which is the Midwest. This is connecting to our overall
theme of Theres no place like home because we are dive into what makes our
region so great to live in!
3. Instruction: (Allotted Time 30 minutes) You may want to break the times out by DII, Modeling, GP and IP to make sure
youve planned effectively)
a. Direct Interactive Instruction:
i. Describe what the teacher will do TTW

ii. Describe what the student will do TSW


b. Modeling:
i. I am going to hand out the guided notes worksheet to the students and
explain how they are to fill them out while going to the different centers. I
will give a few examples of the human and physical characteristics for the
students to put on their worksheet to get an idea of what they need to do.
ii. After this, I will explain that we will be working in centers today to learn
about the human and physical characteristics of the southeast region.
c. Guided Practice:
i. The students will be broken into groups to move through the 3 different
centers. The 3 centers will be:
1. Physical Characteristics
a. The students will begin this center by watching a short
YouTube video of the physical characteristics of the
southeast region:
i. https://www.youtube.com/watch?
v=Mc6szhQY46A
b. During the video the students will be filling out the guided
notes. Once they have completed the video, they will
discuss with their group what information they found
within the video.
c. Once the students have finished with that video and filled
out their chart, they will begin to watching this video on the
southeast region
i. https://www.youtube.com/watch?
v=N_DPRvH2QMk
2. Human Characteristics:
a. The students will be at a table looking at an informative
worksheet that has multiple human characteristics of the
southeast on it. They will fill out their worksheet while they
read through the worksheet.
3. Physical and Human Characteristic / Southeast Facts:
a. In this center, the students will be exploring a weebly that
has been made that displays both human and physical
characteristics of the southeast region. They will use the
information on this site to fill out their guided notes.
i. http://southeastregion2013.weebly.com/humancharacteristics.html
ii. Throughout this time, I will be walking around to the students to make
sure they are getting all the information they need to.
d. Independent Practice (10 minutes):
When the students have completed their center work and the worksheets without
any errors, I will give them their independent practice. They will be selecting an

option from the menu board to represent the knowledge they have learned about
the human and physical characteristics of the southeast region. The students will
have the remainder of the class period to finish the assessment and it will be
homework if they do not finish it.
4.

Differentiated Consideration (Adjust instruction and assessments, tools, resources or


activities for students who):
a. Multiple Intelligences weaved throughout the lesson to meet the needs of all types
of learners:
b.

VisualSpatial:Thestudentswillbeusingmaps,pictures,andvideosthroughoutthelessonto
learnaboutthesoutheastregion.

c.

Bodilykinesthetic:Intheassessmentofthemenuboard,thestudentsaregiventheoptionto
createaskittodemonstratetheirknowledgeofthesoutheastregion.

d.

Musical:Thestudentswillbegiventheoptiontocreateasongorpoemtodemonstratetheir
knowledgeofthesoutheastregion.Theuseofthevideointhecenterisanotherformofthis
multipleintelligence.

e.

Interpersonal:Whenthestudentsareintheircenterworktheyaregiventheoptiontoworkwith
theirgroupstofindinformationoutaboutthesoutheastregion.Discussionthroughoutthelessonis
alsoanotherformofinterpersonalinteractionforthestudents.

f.

Intrapersonal:Thestudentswillhaveanoptiontoworkaloneduringthecentersiftheywish.
Theyarealsotoworkindependentlyonthemenuboardassessment.

g.

Linguistic:Forthelinguisticlearners,theuseofPowerPointwillbehelpfulforthem.Theyare
abletoreadtheinformationoffoftheslides.Theywillalsobenefitfromthepoemselectiononthe
assessment.

h.

LogicalMathematical:Allowingforthestudentstoformulatethedefinitionsofhumanand
physicalcharacteristicsisonewaythatthislessonwillbetailoredtotheirlearningstyle.Theuse
ofthevideoisalsohelpfulbecausetheyhavetotaketheinformationfromthose,determinewhat
isimportant,andthenrecordtheirinformation.

5. Closure: (Allotted Time 10 minutes )


a. With the last 10 minutes of class, I will bring the students all back together to
conclude the lesson. I will restate the objectives for the students from the lesson.
b. To have the students summarize the objectives and what they have learned, they
will be given a piece of paper that resembles a yellow brick, from the yellow brick
road. On the brick they will write one complete the sentence Theres no place
like home because... The students will write one way there is no place like home
in regards to the lesson they have created. This brick will be their ticket out of the
door for each lesson. After each lesson the brick will be added to the yellow brick
road, leading the students one step closer to Oz.

c. The students can share with a partner about why theres no place like home based
on the lesson.
i. An example would be Theres no place like home because the Midwest
Region is the breadbasket of the United States.
d. This lesson connects to our theme of Theres No Place like Home because they
will be identifying different aspects of how their home is unique. Each lesson
throughout this thematic unit will be building the students knowledge of what
makes their home unique.
6. References:
Encyclopedia Britannica ( 2007). Southeastern United States. YouTube. Retrieved from
https://www.youtube.com/watch?v=N_DPRvH2QMk
MrVescoourthGrade (2011). Southeast Region Song. YouTube. Retrieved from
https://www.youtube.com/watch?v=-ZDqPyHNX_A
Zane Education. (2010). The South East States: Location and physical features. YouTube.
Retrieved from https://www.youtube.com/watch?v=sPE-Kled5v8

Create a Poster

Create a Song/Poem

Create a Drawing

Be creative and create a poster


displaying your knowledge of
human and physical
characteristics in the southeast
region.

Be creative and create a song or


poem about the human and
physical characteristics of the
southeast region.

Be creative and create a


drawing of the human and
physical characteristics of the
southeast region.

Create a Writing

Pick Your Project

Create a Your Choice

Be creative and write about the


human and physical
characteristics of the
southeast region.

Select any of the options on


this menu to display what you
have learned about human and
physical characteristics of the
southeast region. See the rubric
for specifics that must be
include.

Dont see an option on the PYP


Menu? Create your own way of
representing your knowledge of
the human and physical
characteristics of the
southeast region. This idea must
be approved by the teacher
first.

Create a Presentation

Create a Brochure

Create a Video

Be creative and create a


presentation about the human
and physical characteristics of
the southeast region.

Be creative and create a


brochure about the human and
physical characteristics of the
southeast region.

Be creative and create a video


about the human and physical
characteristics of the
southeast region.

Menu Board
The student
clearly identified
6 or more
human and
physical
characteristics.
There must be at
least 2 human
characteristics

The student
identified 4
human and
physical
characteristics.
There must be at
least 2 human
characteristics
identified.

The student
identified 3
human and
physical
characteristics.
There must be at
least 2 human
characteristics
identified.

Menu Board

The student
identified 2
human and
physical
characteristics.
There must be at
least 2 human
characteristics
identified.

identified.

(Russ, Jill,
2013)