EDEL 350 Unit Plan Outline

Travelers Guide to the United States

Motivation for all days: https://www.youtube.com/watch?v=MSvJ9SN8THE
Travel Log: Folder - Collect them after each lesson

Grade: 5
Unit Theme: Traveler's Guide to the United States.
Umbrella Standard for Unit Theme:
Students will be examining and locating important locations, climates, and water sources in the
United States.
Standard 3
Students describe the influence of the Earth/sun relationship on climate and use global
grid systems; identify regions; describe physical and cultural characteristics; and locate states,
capitals and major physical features of the United States. They also explain the changing
interaction of people with their environment in regions of the United States and show how the
United States is related geographically to the rest of the world.
-------------------------------------------------------------------------------------------------------------------Curriculum Mapping:
Lesson #1: Latitude and Longitude
Subject areas: Writing/Geography
Social Studies Standards: 5.3.1. Demonstrate that lines of latitude and longitude are
measured in degrees of a circle, that places can be precisely
located where these lines intersect, and that location can be stated in terms of degrees north or
south of the equator and east or west of the prime meridian.
Writing Standard: 5.W.2.1 Students are expected to build upon and continue applying
concepts learned previously. (Write legibly in print or cursive, leaving space between letters in a
word, words, in a sentence, and words and the edges of the paper.
Objective: Students will differentiate between latitude and longitude by locating places
on a map.
Lesson Plan Ideas/Activities: String mapping on their classroom then transition to the
United States. Have them practice the use of latitude and longitude by using the classroom.
Introduce the students to the travel log.

Terms: Latitude
Longitude
Degrees
Prime Meridian
Equator
Grid
North, South, East, and West
-------------------------------------------------------------------------------------------------------------------Lesson #2: Region: Midwest/Review lines of latitude and longitude
Subject areas:Writing/Geography
Social Studies Standards: 5.3.1. Demonstrate that lines of latitude and longitude are
measured in degrees of a circle, that places can be precisely
located where these lines intersect, and that location can be stated in terms of degrees north or
south of the equator and east or west of the prime meridian.
S.S 5.3.3 Use maps and globes to locate states, capitals, major cities, major rivers, the
Great Lakes, and mountain ranges in the United States.
S.S. 5.3.5 Locate the continental divide and the major drainage basins in the United
States.
S.S. 5.3.6 Use maps to describe the characteristics of climate regions of the United States.
S.S. 5.3.7 Identify major sources of accessible fresh water and describe the impact of
access on the local and regional communities.
Writing Standard: 5.W.2.1 Students are expected to build upon and continue applying
concepts learned previously. (Write legibly in print or cursive, leaving space between letters in a
word, words, in a sentence, and words and the edges of the paper.
Visual Art Standard: 5.8.2 Create artwork incorporating concepts, subject matter,
technology, or the sign systems of other disciplines that communicates in-depth knowledge
gained through integrated study.
Objective: Students will be examining and locating important locations in the Southeast
states of the United States.
Lesson Plan Ideas/Activities: Review longitude and latitude from last time. Introduce
the students to the states and the capitals of each of those states that make up the Midwest
portion of the United States. Do the 50 State song. Add to our travel log. Centers covering
climate, capitals, and features.
-------------------------------------------------------------------------------------------------------------------Lesson #3: Midwest/Great Lakes and Mississippi River
Subject areas:Reading/Writing/Geography
Social Studies Standards: 5.3.3 Use maps and globes to locate states, capitals, major
cities, major rivers, the Great Lakes, and mountain ranges in the United States.
5.3.5 Locate the continental divide and the major drainage basins in the United States.
5.3.6 Use maps to describe the characteristics of climate regions of the United States.

5.3.7 Identify major sources of accessible fresh water and describe the impact of access
on the local and regional communities.
Writing Standard: 5.W.2.1 Students are expected to build upon and continue applying
concepts learned previously. (Write legibly in print or cursive, leaving space between letters in a
word, words, in a sentence, and words and the edges of the paper.
Visual Art Standard: 5.8.2 Create artwork incorporating concepts, subject matter,
technology, or the sign systems of other disciplines that communicates in-depth knowledge
gained through integrated study.
Objective: Students will be examining and locating important locations in the Southeast
states of the United States.
Lesson Plan Ideas/Activities: Add to our Travel Log. Introduce the concept of fresh
water. Show example of freshwater and saltwater (water bottle activity with clean and dirty
water) - HOMES acronym for great lakes.
-------------------------------------------------------------------------------------------------------------------Lesson #4: Northeast (state, capital) part 1
Subject areas:Reading/Writing/Geography
Social Studies Standards: 5.3.3 Use maps and globes to locate states, capitals, major
cities, major rivers, the Great Lakes, and mountain ranges in the United States.
5.3.5 Locate the continental divide and the major drainage basins in the United States.
5.3.6 Use maps to describe the characteristics of climate regions of the United States.
5.3.7 Identify major sources of accessible fresh water and describe the impact of access
on the local and regional communities.
Writing Standard: 5.W.2.1 Students are expected to build upon and continue applying
concepts learned previously. (Write legibly in print or cursive, leaving space between letters in a
word, words, in a sentence, and words and the edges of the paper.
Reading Standard: 5.RN.1: Read and comprehend a variety of nonfiction within a range
of complexity appropriate for grades 4-5. By the end of grade 5, students interact with texts
proficiently and independently.
Objective: Students will be examining and locating important locations in the Northeast
states of the United States.
Lesson Plan Ideas/Activities: Introduce the students to the states and the capitals of each
of those states that make up the Northeast portion of the United States. Do the 50 State song.
Add to our travel log. Centers covering climate, capitals, and features.
-------------------------------------------------------------------------------------------------------------------Lesson #5: Northeast (climate, water sources) part 2
Subject areas: Reading/Writing/Geography
Social Studies Standards: 5.3.3 Use maps and globes to locate states, capitals, major
cities, major rivers, the Great Lakes, and mountain ranges in the United States.
5.3.5 Locate the continental divide and the major drainage basins in the United States.
5.3.6 Use maps to describe the characteristics of climate regions of the United States.

5.3.7 Identify major sources of accessible fresh water and describe the impact of access
on the local and regional communities.
Writing Standard: 5.W.2.1 Students are expected to build upon and continue applying
concepts learned previously. (Write legibly in print or cursive, leaving space between letters in a
word, words, in a sentence, and words and the edges of the paper.
Reading Standard: 5.RN.1: Read and comprehend a variety of nonfiction within a range
of complexity appropriate for grades 4-5. By the end of grade 5, students interact with texts
proficiently and independently.
Visual Art Standard: 5.8.2 Create artwork incorporating concepts, subject matter,
technology, or the sign systems of other disciplines that communicates in-depth knowledge
gained through integrated study.
Objective: Students will be examining and locating important locations, climates, and
water sources in the northeast states of the United States.
Lesson Plan Ideas/Activities: Weather activity on the climate in the northeast region of
the United States. Review states and capitals, as well as features of the Northeast from the
previous lesson. Add to our Travel Log. Review longitude, latitude and previous states and
capitals.
-------------------------------------------------------------------------------------------------------------------Lesson #6: Southeast (state, capital) part 1
Subject areas: Reading/Writing/Geography
Social Studies Standards: 5.3.3 Use maps and globes to locate states, capitals, major
cities, major rivers, the Great Lakes, and mountain ranges in the United States.
5.3.5 Locate the continental divide and the major drainage basins in the United States.
5.3.6 Use maps to describe the characteristics of climate regions of the United States.
5.3.7 Identify major sources of accessible fresh water and describe the impact of access
on the local and regional communities.
Writing Standard: 5.W.2.1 Students are expected to build upon and continue applying
concepts learned previously. (Write legibly in print or cursive, leaving space between letters in a
word, words, in a sentence, and words and the edges of the paper.
Reading Standard: 5.RN.1: Read and comprehend a variety of nonfiction within a range
of complexity appropriate for grades 4-5. By the end of grade 5, students interact with texts
proficiently and independently.
Objective: Students will be examining and locating important locations in the southeast
states of the United States.
Lesson Plan Ideas/Activities: Introduce the students to the states and the capitals of each
of those states that make up the Southeast portion of the United States. Do the 50 State song.
Add to our travel log. Centers covering climate, capitals, and features.
-------------------------------------------------------------------------------------------------------------------Lesson #7: Southeast (climate, water sources) part 2

Subject areas: Reading/Writing/Geography

Social Studies Standards: 5.3.3 Use maps and globes to locate states, capitals, major
cities, major rivers, the Great Lakes, and mountain ranges in the United States.
5.3.5 Locate the continental divide and the major drainage basins in the United States.
5.3.6 Use maps to describe the characteristics of climate regions of the United States.
5.3.7 Identify major sources of accessible fresh water and describe the impact of access
on the local and regional communities.
Writing Standard: 5.W.2.1 Students are expected to build upon and continue applying
concepts learned previously. (Write legibly in print or cursive, leaving space between letters in a
word, words, in a sentence, and words and the edges of the paper.
Reading Standard: 5.RN.1: Read and comprehend a variety of nonfiction within a range
of complexity appropriate for grades 4-5. By the end of grade 5, students interact with texts
proficiently and independently.
Visual Art Standard: 5.8.2 Create artwork incorporating concepts, subject matter,
technology, or the sign systems of other disciplines that communicates in-depth knowledge
gained through integrated study.
Objective: Students will be examining and locating important locations, climates, and
water sources in the southeast states of the United States.
Lesson Plan Ideas/Activities: Add to our Travel Log. Review states and capitals.
Reading and writing activity for geographic features. Map activity to help students find
geographical features.
-------------------------------------------------------------------------------------------------------------------Lesson #8: Southwest (state, capital) part 1
Subject areas: Reading/Writing/Geography
Social Studies Standards: 5.3.3 Use maps and globes to locate states, capitals, major
cities, major rivers, the Great Lakes, and mountain ranges in the United States.
5.3.5 Locate the continental divide and the major drainage basins in the United States.
5.3.6 Use maps to describe the characteristics of climate regions of the United States.
5.3.7 Identify major sources of accessible fresh water and describe the impact of access
on the local and regional communities.
Writing Standard: 5.W.2.1 Students are expected to build upon and continue applying
concepts learned previously. (Write legibly in print or cursive, leaving space between letters in a
word, words, in a sentence, and words and the edges of the paper.
Reading Standard: 5.RN.1: Read and comprehend a variety of nonfiction within a range
of complexity appropriate for grades 4-5. By the end of grade 5, students interact with texts
proficiently and independently.
Objective: Students will be examining and locating important locations in the southwest
states of the United States.
Lesson Plan Ideas/Activities: Introduce the students to the states and the capitals of each
of those states that make up the Southwest portion of the United States. Centers covering

climate, capitals, and features. Review previous states and capitals by playing capital bingo.
Do the 50 State song. Add to our travel log.
-------------------------------------------------------------------------------------------------------------------Lesson #9: Southwest (climate, water sources) part 2
Subject areas:Reading/Writing/Geography
Social Studies Standards: 5.3.3 Use maps and globes to locate states, capitals, major
cities, major rivers, the Great Lakes, and mountain ranges in the United States.
5.3.5 Locate the continental divide and the major drainage basins in the United States.
5.3.6 Use maps to describe the characteristics of climate regions of the United States.
5.3.7 Identify major sources of accessible fresh water and describe the impact of access
on the local and regional communities.
Writing Standard: 5.W.2.1 Students are expected to build upon and continue applying
concepts learned previously. (Write legibly in print or cursive, leaving space between letters in a
word, words, in a sentence, and words and the edges of the paper.
Reading Standard: 5.RN.1: Read and comprehend a variety of nonfiction within a range
of complexity appropriate for grades 4-5. By the end of grade 5, students interact with texts
proficiently and independently.
Visual Art Standard: 5.8.2 Create artwork incorporating concepts, subject matter,
technology, or the sign systems of other disciplines that communicates in-depth knowledge
gained through integrated study.
Objective: Students will be examining and locating important locations, climates, and
water sources in the southwest states of the United States.
Lesson Plan Ideas/Activities: Add to our Travel Log. Review states and capitals. Do
map activity that helps students find geographic features on the map.
-------------------------------------------------------------------------------------------------------------------Lesson #10: West (state, capitol) Part 1- Introduce F.P.
Subject areas: Writing/Reading/Geography
Social Studies Standards: 5.3.3 Use maps and globes to locate states, capitals, major
cities, major rivers, the Great Lakes, and mountain ranges in the United States.
5.3.5 Locate the continental divide and the major drainage basins in the United States.
5.3.6 Use maps to describe the characteristics of climate regions of the United States.
5.3.7 Identify major sources of accessible fresh water and describe the impact of access
on the local and regional communities.
Writing Standard: 5.W.2.1 Students are expected to build upon and continue applying
concepts learned previously. (Write legibly in print or cursive, leaving space between letters in a
word, words, in a sentence, and words and the edges of the paper.
Reading Standard: 5.RN.1: Read and comprehend a variety of nonfiction within a range
of complexity appropriate for grades 4-5. By the end of grade 5, students interact with texts
proficiently and independently.

Objective: Students will be examining and locating important locations in the western
states of the United States.
Lesson Plan Ideas/Activities: Students will be introduced to the states and capitals that
make up the western part of the United States. Centers covering climate, capitals, and features.
Do the 50 states song. Add to our Travel Log. Review all of the previous states and capitals.
-------------------------------------------------------------------------------------------------------------------Lesson #11: West (climate, water source) Part 2
Subject areas: Reading/Writing/Geography
Social Studies Standards: 5.3.3 Use maps and globes to locate states, capitals, major
cities, major rivers, the Great Lakes, and mountain ranges in the United States.
5.3.5 Locate the continental divide and the major drainage basins in the United States.
5.3.6 Use maps to describe the characteristics of climate regions of the United States.
5.3.7 Identify major sources of accessible fresh water and describe the impact of access
on the local and regional communities.
Writing Standard: 5.W.2.1 Students are expected to build upon and continue applying
concepts learned previously. (Write legibly in print or cursive, leaving space between letters in a
word, words, in a sentence, and words and the edges of the paper.
Reading Standard: 5.RN.1: Read and comprehend a variety of nonfiction within a range
of complexity appropriate for grades 4-5. By the end of grade 5, students interact with texts
proficiently and independently.
Visual Art Standard: 5.8.2 Create artwork incorporating concepts, subject matter,
technology, or the sign systems of other disciplines that communicates in-depth knowledge
gained through integrated study.
Objective: Students will be examining and locating important locations, climates, and
water sources in the western states of the United States.
Lesson Plan Ideas/Activities: Add to our Travel Log.
-------------------------------------------------------------------------------------------------------------------Lesson #12: Final Project
Subject areas: Reading/Writing/Geography
Social Studies Standards: 5.3.1. Demonstrate that lines of latitude and longitude are
measured in degrees of a circle, that places can be precisely
located where these lines intersect, and that location can be stated in terms of degrees north or
south of the equator and east or west of the prime meridian.
5.3.3 Use maps and globes to locate states, capitals, major cities, major rivers, the Great
Lakes, and mountain ranges in the United States.
5.3.5 Locate the continental divide and the major drainage basins in the United States.
5.3.6 Use maps to describe the characteristics of climate regions of the United States.

5.3.7 Identify major sources of accessible fresh water and describe the impact of access
on the local and regional communities.
Writing Standard: 5.W.2.1 Students are expected to build upon and continue applying
concepts learned previously. (Write legibly in print or cursive, leaving space between letters in a
word, words, in a sentence, and words and the edges of the paper.
Reading Standard: 5.RN.1: Read and comprehend a variety of nonfiction within a range
of complexity appropriate for grades 4-5. By the end of grade 5, students interact with texts
proficiently and independently.
Objective: Students will construct an interactive map of the United States.
Lesson Plan Ideas/Activities: Students collaborate together to create a map of the
United States.

LESSON ONE
Name: Eric Southerland
Brooke Rice
Jason Hufford

EDEL 350 Section: 1

Due Date: September 22, 2015

Teach Date: September 29, 2015

Practicum Teacher: Mrs. Price

Grade Level: 5th

Lesson Topic: Latitude and Longitude

Subject: Geography

Email: esoutherland@bsu.edu
jlhufford@bsu.edu
brice2@bsu.edu

Whole Group: 30 minutes

Phone: (765) 606-9718

(260) 633-0542
(317)-987-3323
IN State Standard(s) and State Indicator(s):
Social Studies: Geography Standard 5.3 Students describe the influence of the Earth/sun
relationship on climate and use global grid systems; identify regions; describe physical and
cultural characteristics; and locate states, capitals and major physical features of the United
States. They also explain the changing interaction of people with their environment in regions of
the United States and show how the United States is related geographically to the rest of the
world.
The World in Spatial Terms 5.3.1. Demonstrate that lines of latitude and longitude are
measured in degrees of a circle, that places can be precisely located where these lines intersect,
and that location can be stated in terms of degrees north or south of the equator and east or west
of the prime meridian.
Lesson Objective(s):
Students will differentiate between latitude and longitude by locating places on a map and
globe.

Materials/Media:
Travelers Guide (Graphic Organizer)
Maps (3)
Globes (3)
3 different colors of tape
Signs for latitude and longitude

Motivation: Good morning, today we are going to start our adventure traveling through the
United States. Many explorers before our time kept logs of their adventures just as you all will
do as we travel through the United States. You will find in your desk your very own travel log.
Rationale for the lesson: Ladies and gentlemen today we are going to learn about latitude and
longitude. By the end of the lesson you will be able to locate places on a map or globe when
given a set of points or given a place on the map by using latitude and longitude.
Teach:
The teacher will use whole brain teaching technique to introduce terms. For example, the
teacher will say longitude-are imaginary lines on Earth the go from north to south and
show a locations distance from the Prime Meridian. Teach. Students will then turn to
one another and repeat what the teacher has said at the same time to each other. Students
will then write the definition, write it in a sentence, and draw a meaningful picture. The
teacher will repeat these steps for each term. The terms that we are going to teach are
latitude, longitude, Prime Meridian, Equator, degree, and north, south, east and west.
Latitude= imaginary lines on Earth that go from east to west and show a
locations distance from the Equator.
Longitude= imaginary lines on Earth that go from north to south and show a
locations distance from the Prime Meridian
Prime meridian: Imaginary line of longitude defined to be 0, divides the Earth
into two hemispheres
Equator: Imaginary line of latitude defined to be 0, runs from the North and
South Poles.
Degree= units of measurement for geographic coordinates
N, E, S, W= 4 points of direction, [cardinal directions]. (Intermediate directions;
northeast, northwest, southeast, southwest.)
The teacher will show examples on maps and globes of each term. The teacher will write
the definition and draw a picture on the whiteboard.

 The teacher will have examples on maps and globes where the students are asked to
locate the term. The teacher will choose a student to come to the front of the class to
point to the location. The rest of the class will write and draw their answers on their
graphic organizer. There are six examples. Locating specific terms on maps and globes.
Check for Understanding:
The teacher will be able to check for understanding by observing the students through the
guided practice section. The teacher will then ask the students what latitude and
longitude are used for at the end. How do we know what direction to put with latitude or
longitude? Locate three objects on the classroom grid.

Activities:
The classroom will be put into a grid using tape to identify the terms reviewed in the
whole brain teaching section. Students will line the North, South, East, and West walls.
The teacher will ask each group to locate a preplanned object on the grid. The group
must come up with latitude and longitude of the item. Next the teacher will ask each
group to send one person to a specific point on the grid. The student will walk and stand
on the point.
Convert the game back to maps and globes. Students will divide into groups of 4, they
will be asked to locate places on the map by giving the latitude and longitude of the
location. Or students will be asked to give the location given the latitude and longitude.

Evaluation of Student Learning:

The teacher will grade collect and assess the students work to determine mastery. The
teacher will use the rubric to identify students who need more help. The teacher will
write the students names on the rubric and give the information to the classroom teacher.
Needs Help
Given places to
locate the students
will use latitude
and longitude to
locate places.
Given latitude and
longitude students
will locate and

Emerging

6 or less location 7 or more

are correct.
locations are
correct.

Mastery
All ten locations
are correct.

name the place.

Review: The teacher will do a quick wrap up of the lesson by asking the students the importance of
knowing latitude and longitude and how people can use it on a map or a globe.

What do we use to measure latitude and longitude?

Do we use latitude or longitude first when finding a location?

Why is it important to have latitude and longitude?

Is the United State above or below the equator?

Annotated Bibliography:
Informational
Textbook- Banks, A., James. (2014). United States History: Grade 5. OH,
Columbus: McGraw-Hill Education.
I used the United States History textbook for this lesson because the students use
this book in their classroom. This book also provided the vocabulary that the
students should know pertaining to this lessons content.
Website- Col, J. (2002). Geography Glossary - EnchantedLearning.com.
Retrieved September 19, 2015, from
http://www.enchantedlearning.com/geography/glossary/
This web address is a great resource for finding geography information. It
showed me the definition as well as pictures for each term.
Instructional
Website-Battle, Jeff. (2015). Whole brain teaching: Learning the way the brain is
designed. Retrieved from: http://www.advanc-ed.org/source/whole-brainteaching-learning-way-brain-designed
This article guided me into creating a more meaningful lesson. One strategy I
learned that I will use in this lesson is you first introduce a new idea (content) and
then have the students explain the idea to their peers. This strategy allows the
content to stick better with students. This was a great resource because I will
use whole-brain approach strategies in future lessons to come.
Book- Gardner, Howard (2006). Multiple Intelligences: New Horizons. New
York, New York: Basic Books.
This book guides us on Howard Gardners multiple intelligence and how we can
implement a variety of his intelligence theories into our lesson plan so we can
stimulate the minds of all of our students, since Gardner tells us that all kids learn
differently. We can do different styles like kinesthetics learning, musical learning,
visual learning, and linguistic learning.

Other resources https://memorize.com/5th-grade-geography-terms/manikapo

Lesson Two
Name: Brooke Rice
Jason Hufford
Eric Southerland

EDEL 350 Section: 1

Due Date: September 22, 2015

Teach Date: October 6, 2015

Practicum Teacher: Mrs. Price

Grade Level: 5th

Lesson Topic: Midwest States

Subject: Geography

Email: esoutherland@bsu.edu
jlhufford@bsu.edu
brice2@bsu.edu

Whole Group: 30 minutes

Phone: (765) 606-9718

(260) 633-0542
(317)-987-3323

IN State Standard(s) and State Indicator(s): The World in Spatial Terms

Social Studies: Geography Standard 3: Students describe the influence of the Earth/sun
relationship on climate and use global grid systems; identify regions; describe physical and
cultural characteristics; and locate states, capitals and major physical features of the United
States. They also explain the changing interaction of people with their environment in regions of
the United States and show how the United States is related geographically to the rest of the
world.
Social Studies: Geography 5.3.1. Demonstrate that lines of latitude and longitude are measured
in degrees of a circle, that places can be precisely
located where these lines intersect, and that location can be stated in terms of degrees north or
south of the equator and east or west of the prime meridian.
Social Studies: Geography 5.3.3 Use maps and globes to locate states, capitals, major cities,
major rivers, the Great Lakes, and mountain ranges in the United States.

Social Studies: Geography 5.3.6 Use maps to describe the characteristics of climate regions of
the United States.
Lesson Objective(s): Students will discover important locations in the Midwest states of the
United States.
Materials/Media:
Travel Log containing graphic organizer for state and capitals, for exit tickets and
Graphic organizer for vocab definitions.
Two large scale maps for game activity.
3 Fly Swatter
Laptop with speakers to play song
Copies of the song lyrics for students
Small scale map of Midwest region (one blank for students to fill, one filled in for each
student to use as a resource)
Motivation: Good morning, today we are going to start our adventure traveling through the
United States. Lets listen to a song to get to know where we will be going. The teacher will
play the states and capitals song.
Link to song: https://www.youtube.com/watch?v=_E2CNZIlVIg
Rationale for the lesson: Ladies and gentlemen today we are going to learn about the Midwest
region in the United States. By the end of the lesson you will be able to distinguish which capital
corresponds with a Midwest state.
Teach:
Review latitude and longitude
Display large map of United States and have students take turns finding latitude longitude of
states in the Midwest. Ask what do these locations have in common? They are all state within
the Midwest region. What is a region? Write definition on the board have students write
definition in graphic organizer. States have capitals, what is a capital, write definition have
students write def.
Terms:
Capital the most important city or town of a country or region, usually its seat of government
and administrative center is located there.
Region an area or division, especially part of a country or the world having definable
characteristics but not always fixed boundaries.

Talk about how the United States is divided into 5 different sections: Northeast, Southeast,
Midwest, Northwest, Southwest. Explain to the students that some maps might label the regions
differently, but tell them that we will be sticking to this format for our lessons.
Midwest
Indiana Indianapolis
Ohio Columbus
Michigan Lansing
Wisconsin Madison
Illinois Springfield
Missouri Jefferson City
Minnesota Saint Paul
Iowa Des Moines
Check for Understanding:
The teacher will be able to check for understanding by observing the students through the
guided practice section. The teacher will then ask the students what capital belongs to
Michigan? Why do you think Indianapolis is the capital of Indiana? What does it take for
a city to become a capital?
Activities:
Divide students in pairs. Students will discover state capitals through self-discovery.
Each student will have a blank map the students will match the capital to the state after a
five minute review of the labeled map. Students will take turns questioning each other
about the state capitals of the Midwest.
The class will be divided into two teams. Each team will send a player to the map, the
teacher will say a capital and the student who identifies the corresponding state by
locating it on the map will receive a point for their team. We will play the game for 10
minutes giving each player on the team at least one turn
Evaluation of Student Learning:
Exit tickets: Have students write in the capital only in graphic organizer. (The students will get
the organizer back to build on to it in future lessons.)

State
Indiana

Capital

Picture

Climate

Ohio

Illinois

Michigan

Missouri

Minnesota

Iowa

Wisconsin

Needs Help
Locates and
identifies the
capital to the
correct state.

Emerging

4 or less location 6 or more

are correct.
locations are
correct.

Mastery
All 8 locations
are correct.

Review: The teacher will do a quick wrap up of the lesson by asking the students to answer as
group what is the capital of each state. For example, What is the capital of Indiana? What does
it take for a city to become a capital?

Annotated Bibliography:
Informational
Textbook- Banks, A., James. (2014). United States History: Grade 5. OH,
Columbus: McGraw-Hill Education.
I used the United States History textbook for this lesson because the students use
this book in their classroom.
Website- Hopkins, G. (2010, August 21). 'Capital' Ideas for Teaching State
Capitals. Retrieved September 25, 2015
.http://www.enchantedlearning.com/geography/glossary/
This web address is a great resource for finding geography information. It
showed me activities and provided map resources for students.
Instructional
Website-Battle, Jeff. (2015). Whole brain teaching: Learning the way the brain is
designed. Retrieved from: http://www.advanc-ed.org/source/whole-brainteaching-learning-way-brain-designed
This article guided me into creating a more meaningful lesson. One strategy I
learned that I will use in this lesson is you first introduce a new idea (content) and
then have the students explain the idea to their peers. This strategy allows the
content to stick better with students. This was a great resource because I will
use whole-brain approach strategies in future lessons to come.
Book- Gardner, Howard (2006). Multiple Intelligences: New Horizons. New
York, New York: Basic Books.
This book guides us on Howard Gardners multiple intelligence and how we can
implement a variety of his intelligence theories into our lesson plan so we can
stimulate the minds of all of our students, since Gardner tells us that all kids learn

differently. We can do different styles like kinesthetics learning, musical learning,

visual learning, and linguistic learning.

Other resources http://www.amcharts.com/visited_states/#US-CT,US-IL,US-KY,US-MA,US-MD,USME,US-MO,US-NH,US-NJ,US-NY,US-PA,US-RI,US-VA,US-VT,US-WI,US-WV

https://www.youtube.com/watch?v=_E2CNZIlVIg States and capital song
http://www.marblesthebrainstore.com/Events/tour-the-states-lyrics.htm Lyrics to song.

Lesson 3
Name: Jason Hufford
Eric Southerland
Brooke Rice

EDEL 350 Section: 1

Due Date: October 1, 2015

Teach Date: October 8

Practicum Teacher: Mrs. Price

Lesson Topic: Climate/Great Lakes

Subject: Social Studies/Geography

Whole Group: 30 Minutes

Email: esoutherland@bsu.edu
jlhufford@bsu.edu
brice2@bsu.edu
Phone: (765) 606-9718
(260) 633-0542
(317)-987-3323
IN State Standard(s) and State Indicator(s): The World in Spatial Terms
Social Studies: Geography Standard 3: Students describe the influence of the Earth/sun
relationship on climate and use global grid systems; identify regions; describe physical and
cultural characteristics; and locate states, capitals and major physical features of the United
States. They also explain the changing interaction of people with their environment in regions of
the United States and show how the United States is related geographically to the rest of the
world.
Standards: 5.3.3 Use maps and globes to locate states, capitals, major cities, major rivers, the
Great Lakes, and mountain ranges in the United States.
5.3.5 Locate the continental divide and the major drainage basins in the United States.
5.3.6 Use maps to describe the characteristics of climate regions of the United States.
5.3.7 Identify major sources of accessible fresh water and describe the impact of access
on the local and regional communities.
Lesson Objective: Students will differentiate climates within the United States. Students will
identify the Great Lakes.
Materials/Media:
Capital song on laptop

Computer speakers
Travel logs including: blank map with outline or regions
classroom history map
colored climate map of United States
picture of great lakes

Motivation: Engage students in Great Lakes riddle

Riddle
Five siblings are they, their color is true;
One belongs to one, four are shared by two.
Connected together, some by locks;
Many meet their fate upon the rocks.
Arrange their initials, and you should
Find things that are found in a neighborhood.
What has just been described?
Answer=The Great Lakes

Rationale for the lesson: Today we are going to identify the great lakes on a map and learn about
the different climates in the United States.
Teach:
The teacher will write the names of the Great Lakes on the whiteboard. The teacher will
also display a map of the great lakes on the overhead. Ask students to read the names of
the lakes. Then the teacher will circle the beginning letter of the names of the Great
Lakes to create the acronym HOMES on the whiteboard. We will locate the Great Lakes
on the map and the students will label the Great Lakes on their map.
The Great Lakes (homes)
Huron
Ontario
Michigan
Erie
Superior
The Great lakes hold of the worlds freshwater. This is important because freshwater is
what we drink, plants drink, animals drink, and the great lakes provide a habitat for
certain species to survive.

 General climate for United States region. Have the students color in the climate as we
discuss them.
(According to the attached color map of the climates)
-dark blue=4 seasons colder in the winter
-light blue=four seasons
-green=four seasons but slightly warmer in the winter
-dark green=rainy
-red=humid hot
-yellow=desert, hot
-gray=snowy, cold, wet (mountains)
-orange= hot
-army green= dry
-white (for Alaska)=cold
Checking for Understanding:
Would any of the lakes cover Indiana? If so, which one? Why are the lakes important (think
about the type of water)? What might happen if the lakes dried up?

Activities:
We will give the students a blank map. The students will also be given images and words that
describe the climates of each of the areas. Besides that, the students can write their own
descriptions of the climates as well. Finally, the students will label the Great Lakes and locate
where they are.
Evaluation of Student Learning:
We will evaluate the student by checking their maps with the labels and seeing if they correctly
labeled their maps with the climate and Great Lakes. We will use the rubric below to evaluate the
students.

Needs Help

Emerging

Mastery

Locates the
climates and Great
Lakes correctly

4 or less location 6 or more

are correct.
locations are
correct.

All 8 or more
locations are
correct.

Review: The teacher will do a quick wrap of the lesson by asking students to answer as a whole
group what are the Great lakes? How would your lifestyle change if you lived in different
climate? Would you like to live near one of the Great Lakes? If so, which one and why?
Informational
Textbook- Banks, A., James. (2014). United States History: Grade 5. OH,
Columbus: McGraw-Hill Education.

I used the United States History textbook for this lesson because the students use
this book in their classroom.
Website- Hopkins, G. (2010, August 21). 'Capital' Ideas for Teaching State
Capitals. Retrieved September 25, 2015
.http://www.enchantedlearning.com/geography/glossary/
This web address is a great resource for finding geography information. It
showed me activities and provided map resources for students.
Instructional
Website-Battle, Jeff. (2015). Whole brain teaching: Learning the way the brain is
designed. Retrieved from: http://www.advanc-ed.org/source/whole-brainteaching-learning-way-brain-designed
This article guided me into creating a more meaningful lesson. One strategy I
learned that I will use in this lesson is you first introduce a new idea (content) and
then have the students explain the idea to their peers. This strategy allows the

content to stick better with students. This was a great resource because I will
use whole-brain approach strategies in future lessons to come.
Book- Gardner, Howard (2006). Multiple Intelligences: New Horizons. New
York, New York: Basic Books.
This book guides us on Howard Gardners multiple intelligence and how we can
implement a variety of his intelligence theories into our lesson plan so we can
stimulate the minds of all of our students, since Gardner tells us that all kids learn
differently. We can do different styles like kinesthetics learning, musical learning,
visual learning, and linguistic learning.
Other resourceshttps://www.grc.nasa.gov/WWW/k12/Summer_Training/LincolnParkES/START_PROJECT.htm
http://media.education.nationalgeographic.com/assets/photos/000/117/11743.jpg
http://www.braingle.com/brainteasers/teaser.php?op=2&id=19118&comm=0

Lesson Four
Name: Brooke Rice

EDEL 350 Section: 1

Due Date: October 8, 2015

Teach Date: October 20, 2015

Practicum Teacher: Mrs. Price

Grade Level: 5th

Lesson Topic: Northeast States/Capitals

Subject: Geography

Email: brice2@bsu.edu

Whole Group: 30 minutes

Phone:(317)-987-3323

IN State Standard(s) and State Indicator(s): The World in Spatial Terms

Social Studies: Geography Standard 3: Students describe the influence of the Earth/sun
relationship on climate and use global grid systems; identify regions; describe physical and
cultural characteristics; and locate states, capitals and major physical features of the United
States. They also explain the changing interaction of people with their environment in regions of
the United States and show how the United States is related geographically to the rest of the
world.

Social Studies: Geography 5.3.3 Use maps and globes to locate states, capitals, major cities,
major rivers, the Great Lakes, and mountain ranges in the United States.
Social Studies: Geography 5.3.6 Use maps to describe the characteristics of climate regions of
the United States.
Lesson Objective(s): Students will discover important locations in the Northeast states of the
United States.
Materials/Media:
Travel Log containing baseball cards of states and capitals (pre-cut), (for exit tickets).

2 globes
One map of the climates in United States
Small map of United States
Blank poster board
Laptop with speakers to play song
Colored pencils/crayons

Motivation: Good morning students. Who likes jokes? I have a joke for you.
What did Dela-ware? =Her New Jersey. Can anyone make a guess what region of states
we are going to learn about today? Today we are going travel to the Northeast states.
Rationale for the lesson: Ladies and gentlemen, today we are going to learn about the
Northeast region in the United States. By the end of the lesson you will be able to distinguish
which capital corresponds with each Northeast state.
Teach:
Review terms; Capital and Region.
Terms:
Capital= the most important city or town of a country or region, usually its seat of government
and administrative center is located there.
Region= an area or division, especially part of a country or the world having definable
characteristics but not always fixed boundaries.
Put list of states that are in the Northeast Region on overheard. (State listed only, not
capital)
Northeast
Maine - Augusta
Delaware - Dover
Connecticut - Hartford
Maryland - Annapolis
Massachusetts - Boston
New Hampshire - Concord
New Jersey - Trenton
New York - Albany
Pennsylvania - Harrisburg
Rhode Island - Providence

Vermont - Montpelier
Virginia - Richmond
West Virginia - Charleston

Check for Understanding:

The teacher will be able to check for understanding by observing the students through the
guided practice section. The teacher will then ask the students what capital belongs to
each state? What makes a capital special compared to the other cities in a state?
Activities:
(1st Activity)
Have students write down the Northeast States.
Organize students into groups of 4.
Each group will travel to different stations set up around the room.
One station will include a map that displays the climate for the United States region. One
station will include a United States map that includes the states and capitals. One Station
will include a world globe. One station will include a very small United States map.
(Small enough students cant read it.)
Tell students that when they get to a station to find as many capitals that correspond with
Northeast States that they wrote down. Students will find the climate for the Northeast
region too.
Let students stay at each station for 1-2 minutes and then they will rotate.
After each group has visited each station, students will come back together at their desks.
(2nd Activity)
Teacher will display a poster in front of the class titled Best U.S. Map.
Teacher will ask, Which station provided the most useful information? Which station
provided the least helpful information? Ask students to explain why.
Together as a class, we will decide what qualities make up a useful U.S. map. Some
qualities should include; large enough to easily read, include a map key, title of map, etc.
(Teacher will keep this poster and use it again for when students work on the final project
at the end of unit.)
(3rd activity, if enough time, will take place after students completed the activity described
under Evaluation of Student Learning)
After students have created their set of baseball cards have them play Slap Jack.
Each student will lay one card down (picture of state facing upward) and continue until
they have both laid the same card down. The first person to Slap the cards and correctly
say what the capital is wins those set of cards. The first person to win all of the cards
wins the game. (States and capital song will be softly playing in the background during
this game.)

Evaluation of Student Learning:

Exit tickets: Have students make a set of baseball cards of the Northeast states. (The students
will be given 13 baseball-sized cards with just a picture of the state.) The students will label the
correct state, capital and the climate on the baseball card.
Mastery
Make set of
13 of the
baseball cards of
baseball cards
Northeast states
are correct.
with the capital and
climate.

Emerging

Needs Help

9 of the baseball
cards are correct.

7 of the baseball
cards are correct.

Review: The teacher will do a quick wrap up of the lesson by asking the students to answer as
group what is the capital of each state. For example, What is the capital of_____? Why is a
capital important? What is usually held in the state capital? What are some ways we can guess
the climate of a particular state?

Annotated Bibliography:
Informational
Textbook- Banks, A., James. (2014). United States history: Grade 5. OH,
Columbus: McGraw-Hill Education.

I used the United States History textbook for this lesson because the students use
this book in their classroom.
Website- Hopkins, G. (2010, August 21). 'Capital' Ideas for Teaching State
Capitals. Retrieved September 25, 2015
.http://www.enchantedlearning.com/geography/glossary/
This web address is a great resource for finding geography information. It
showed me activities and provided map resources for students.

 Instructional
Website-Battle, Jeff. (2015). Whole brain teaching: Learning the way the brain is
designed. Retrieved from: http://www.advanc-ed.org/source/whole-brainteaching-learning-way-brain-designed
This article guided me into creating a more meaningful lesson. One strategy I
learned that I will use in this lesson is you first introduce a new idea (content) and
then have the students explain the idea to their peers. This strategy allows the
content to stick better with students. This was a great resource because I will
use whole-brain approach strategies in future lessons to come.
Book- Gardner, Howard (2006). Multiple intelligences: New horizons. New York,
New York: Basic Books.

This book guides us on Howard Gardners multiple intelligence and how we can
implement a variety of his intelligence theories into our lesson plan so we can
stimulate the minds of all of our students, since Gardner tells us that all kids learn
differently. We can do different styles like kinesthetics learning, musical learning,
visual learning, and linguistic learning.

Other resources http://www.amcharts.com/visited_states/#US-CT,US-IL,US-KY,US-MA,US-MD,USME,US-MO,US-NH,US-NJ,US-NY,US-PA,US-RI,US-VA,US-VT,US-WI,US-WV

https://www.youtube.com/watch?v=_E2CNZIlVIg States and capital song

(Outline for baseball cards)

Lesson 5
Name: Eric Southerland
Due Date: October 8, 2015
Practicum Teacher: Mrs. Price
Lesson Topic: Northeast/Climate

EDEL 350 Section: 1

Teach Date: October 22
Subject: Social Studies/Geography
Whole Group: 30 Minutes

Email: esoutherland@bsu.edu
Phone: (765) 606-9718

IN State Standard(s) and State Indicator(s): The World in Spatial Terms

Social Studies: Geography Standard 3: Students describe the influence of the Earth/sun
relationship on climate and use global grid systems; identify regions; describe physical and
cultural characteristics; and locate states, capitals and major physical features of the United
States. They also explain the changing interaction of people with their environment in regions of
the United States and show how the United States is related geographically to the rest of the
world.
Standards: 5.3.3 Use maps and globes to locate states, capitals, major cities, major rivers, the
Great Lakes, and mountain ranges in the United States.
5.3.5 Locate the continental divide and the major drainage basins in the United States.
5.3.6 Use maps to describe the characteristics of climate regions of the United States.
5.3.7 Identify major sources of accessible fresh water and describe the impact of access
on the local and regional communities.
Lesson Objective: Students will distinguish climates within the Northeast region of the United
States.
Materials/Media:
Capital song on computer
Travel logs including: colored map with outline or regions
Northeast baseball cards

Motivation: Good morning, today we are going to continue our adventure traveling through
the United States. Lets listen to a song to get to know where we will be going. The teacher
will play the states and capitals song.
Link to song: https://www.youtube.com/watch?v=_E2CNZIlVIg
What region of the United States our working on? Is the climate different from our own?
What effects climate?

Rationale for the lesson: Today we are going to identify the climates of the northeast region
and the factors that affect climate.
Teach:
Review Northeast states and capitals.
Northeast
Maine - Augusta
Delaware - Dover
Connecticut - Hartford
Maryland - Annapolis
Massachusetts - Boston
New Hampshire - Concord
New Jersey - Trenton
New York - Albany
Pennsylvania - Harrisburg
Rhode Island - Providence
Vermont - Montpelier
Virginia - Richmond
West Virginia - Charleston
General climate for United States region. Have the students get their colored map of the
climates. Specifically speak about the 3 climates in the Northeast (the bolded parts
below).
Atlantic Ocean and Appalachian Mountains and how they affect climate in the Northeast.
(According to the attached color map of the climates)
-Dark blue=4 seasons colder in the winter
-Light blue=four seasons
-Green=four seasons but slightly warmer in the winter

-Dark green=rainy
-Red=humid hot
-Yellow=desert, hot
-Gray=snowy, cold, wet (mountains)
-Orange= hot
-Army green= dry
-White (for Alaska)=cold
The difference between climate and weather.
Terms:
Climate- the weather conditions prevailing in an area in general over a long period.
Weather- is the conditions from day to day.
Check for Understanding: Why is a capital is important? So lets think about climate for a
moment. How would living in a different climate change your life? What is difference in
weather and climate?

Activities:
Students will add the climate to their baseball cards for the Northeast region.
Each student will lay one card down (picture of state facing upward) and continue until
they have both laid the same card down. The first person to Slap the cards and correctly
say what the climate is wins those set of cards. The first person to win all of the cards
wins the game.
Evaluation of Student Learning:
We will evaluate the student by checking their cards seeing if they correctly labeled their cards
with the climate. We will use the rubric below to evaluate the students.

Needs Help
Identifies the
correct climate for
each state.

Emerging

8 or less location 10 or more

are correct.
locations are
correct.

Mastery
All 13 or more
locations are
correct.

8 Review: The teacher will do a quick wrap of the lesson by asking students to answer as a
whole group what are the climates of the Northeast region? How would your lifestyle change if
you lived in a climate of the Northeast region? What affects the climate of the Northeast region?
What is the difference between climate and weather?

Informational

Textbook- Banks, A., James. (2014). United States History: Grade 5. OH,
Columbus: McGraw-Hill Education.
I used the United States History textbook for this lesson because the students use
this book in their classroom.

Website- Hopkins, G. (2010, August 21). 'Capital' Ideas for Teaching State
Capitals. Retrieved September 25, 2015
.http://www.enchantedlearning.com/geography/glossary/
This web address is a great resource for finding geography information. It
showed me activities and provided map resources for students.
Instructional
Website-Battle, Jeff. (2015). Whole brain teaching: Learning the way the brain is
designed. Retrieved from: http://www.advanc-ed.org/source/whole-brainteaching-learning-way-brain-designed
This article guided me into creating a more meaningful lesson. One strategy I
learned that I would use in this lesson is you first introduce a new idea (content)
and then have the students explain the idea to their peers. This strategy allows the

content to stick better with students. This was a great resource because I will
use whole-brain approach strategies in future lessons to come.

Book- Gardner, Howard (2006). Multiple Intelligences: New Horizons. New

York, New York: Basic Books.
This book guides us on Howard Gardners multiple intelligence and how we can
implement a variety of his intelligence theories into our lesson plan so we can
stimulate the minds of all of our students, since Gardner tells us that all kids learn
differently. We can do different styles like kinesthetic learning, musical learning,
visual learning, and linguistic learning.
Other resourceshttps://www.grc.nasa.gov/WWW/k12/Summer_Training/LincolnParkES/START_PROJECT.htm
http://media.education.nationalgeographic.com/assets/photos/000/117/11743.jpg
http://www.braingle.com/brainteasers/teaser.php?op=2&id=19118&comm=0

Lesson Six
Name: Jason Hufford

EDEL 350 Section: 1

Due Date: October 20, 2015

Teach Date: October 27, 2015

Practicum Teacher: Mrs. Price

Grade Level: 5th

Lesson Topic: Southeast States/Capitals

Subject: Geography

Email: jlhufford@bsu.edu

Whole Group: 30 minutes

Phone: (260) 633-0542

IN State Standard(s) and State Indicator(s): The World in Spatial Terms

Social Studies: Geography Standard 3: Students describe the influence of the Earth/sun
relationship on climate and use global grid systems; identify regions; describe physical and
cultural characteristics; and locate states, capitals and major physical features of the United
States. They also explain the changing interaction of people with their environment in regions of
the United States and show how the United States is related geographically to the rest of the
world.

Social Studies: Geography 5.3.3 Use maps and globes to locate states, capitals, major cities,
major rivers, the Great Lakes, and mountain ranges in the United States.
Social Studies: Geography 5.3.6 Use maps to describe the characteristics of climate regions of
the United States.
Lesson Objective(s): Students will arrange the capitals with the correct state.
Materials/Media:
Travel Log
Map of the United States

Map of the Southeast States

Flip book of Southeast states for the Travel Log.
Fly Swatters
My American book by Lee Bennett Hopkins

Motivation: Good morning students. I have a poem for you that has to do with our topic today.
Now listen carefully:
I will read the poem, The Mississippi from My American by Lee Bennett Hopkins. After I read
the short poem, we will play a quick round of the Fly Swatter game to review the other states and
capitals from the other regions.

Rationale for the lesson: Ladies and gentlemen, today, we are going to learn about the
Southeast region in the United States. By the end of the lesson you will be able to distinguish
which capital corresponds with each Southeast state.
Teach:
Review terms; Capital and Region. I will ask the students to first give their own definition to the
person next to them, and then I will select two students to give me their definition.
Terms:
Capital the most important city or town of a country or region, usually its seat of government
and administrative center is located there.
Region an area or division, especially part of a country or the world having definable
characteristics but not always fixed boundaries.
Students will pull out a map that has all of the Southeast states. We will go over states
and fill out the capitals for each of the states. While we are going through the sheet, the
students will fill out which capital goes with the correct state. I will ask the students first
to see if they already know that capitals to some of the states. If a student knows where
the capital is, I will have them come up to the large map and point to the correct state.
Southeast
Kentucky, Frankfort
Tennessee, Nashville
Arkansas, Little Rock
Louisiana, Baton Rouge

Alabama, Montgomery
Mississippi, Jackson
Georgia, Atlanta
Florida, Tallahassee
North Carolina, Raleigh
South Carolina, Columbia
While I am listing the states and capitals, I will mention some fun facts about each state and
some of the things that they are known for. This will be useful for the checking for understanding
questions and for our last project.

Check for Understanding:

The teacher will be able to check for understanding by observing the students through the
guided practice section. The teacher will then ask the students what capital belongs to
each state. What makes this region different from the other regions that we have studied
so far? Based on the brief explanations that I gave for each state, why are all of these
things important for our country?
Activities:
(1st Activity)
Students will pull out a flipbook that has to do with the Southeast States from their
packet.
The flipbook will have all of the Southeast states labeled so the students can flip to the
correct state of their choice.
In each of the states, the students will have to name the capital of each of the states.
Besides the capital, each section will have a small map where only the Southeast states
are shown.
The students will have to color in the appropriate state with the name they are on (for
example, if they are on the state of Florida, they have to color in Florida on the map).
Each section of the flipbook will have a couple of facts (state flower, state bird, state flag,
etc.) about the states (for higher-up students, they can answer the question, Why is it
important to have things like the state bird and state flower for each state.
Once students are done, they can turn to their neighbor and quiz each other on the states
and capitals that they already learned about (in this case, the Northeast, Northwest, and
Southeast states).
(2nd Activity)

 The class will be divided into two teams. Each team will send a player to the map, the
teacher will say a capital from the Southeast states and the student who identifies the
corresponding state by locating it on the map will receive a point for their team. We will
play the game for 10 minutes giving each player on the team at least one turn. If we have
time, I will also incorporate the other regions we learned.
Evaluation of Student Learning:
I will be evaluating the students by looking at their flip book to see how much of the information
they answered correctly (formal assessment). Also, when we are playing the fly swatter game,
we will be observing the students and see how many they are getting correct and how fast they
are finding the right state with the capital (informal assessment)
Mastery
Fill out the
Southeast flipbook
with the correct
capital and color
the correct state.

Emerging

11 of the
8 of the capitals
capitals and
and states are
states are correct correct

Needs Help
6 of the capital
and states are
correct

Review: The teacher will do a quick wrap up of the lesson by asking the students to answer as
group what is the capital of each state. For example, What is the capital of_____? What is
usually held in the state capital? Why do states have their own state bird, flag, etc.?

Annotated Bibliography
Informational
Textbook- Banks, A., James. (2014). United States History: Grade 5. OH,
Columbus: McGraw-Hill Education.

I used the United States History textbook for this lesson because the students use
this book in their classroom.

Website- Hopkins, G. (2010, August 21). 'Capital' Ideas for Teaching State
Capitals. Retrieved September 25, 2015.
http://www.enchantedlearning.com/geography/glossary/
This web address is a great resource for finding geography information. It
showed me activities and provided map resources for students.
Instructional
Website-Battle, Jeff. (2015). Whole brain teaching: Learning the way the brain is
designed. Retrieved from: http://www.advanc-ed.org/source/whole-brainteaching-learning-way-brain-designed
This article guided me into creating a more meaningful lesson. One strategy I
learned that I will use in this lesson is you first introduce a new idea (content) and
then have the students explain the idea to their peers. This strategy allows the
content to stick better with students. This was a great resource because I will
use whole-brain approach strategies in future lessons to come.
Book- Gardner, Howard (2006). Multiple Intelligences: New Horizons. New
York, New York: Basic Books.

This book guides us on Howard Gardners multiple intelligences and how we can
implement a variety of his intelligence theories into our lesson plan so we can
stimulate the minds of all of our students, since Gardner tells us that all kids learn
differently. We can do different styles like kinesthetic learning, musical learning,
visual learning, and linguistic learning.

Other resources My American book by Lee Bennett Hopkins

http://www.amcharts.com/visited_states/#US-CT,US-IL,US-KY,US-MA,US-MD,USME,US-MO,US-NH,US-NJ,US-NY,US-PA,US-RI,US-VA,US-VT,US-WI,US-WV
https://www.youtube.com/watch?v=_E2CNZIlVIg States and capital song
http://www.marblesthebrainstore.com/Events/tour-the-states-lyrics.htm Lyrics to
song.

Lesson Seven
Name: Brooke Rice

EDEL 350 Section: 1

Due Date: October 20 , 2015

Teach Date: October 29 , 2015

Practicum Teacher: Mrs. Price

Grade Level: 5th

Lesson Topic: Southeast Climate

Subject: Geography

Email: brice2@bsu.edu

Whole Group: 30 minutes

Phone:(317)-987-3323
IN State Standard(s) and State Indicator(s): The World in Spatial Terms
Social Studies: Geography Standard 3: Students describe the influence of the Earth/sun
relationship on climate and use global grid systems; identify regions; describe physical and
cultural characteristics; and locate states, capitals and major physical features of the United
States. They also explain the changing interaction of people with their environment in regions of
the United States and show how the United States is related geographically to the rest of the
world.
Standards: 5.3.3 Use maps and globes to locate states, capitals, major cities, major rivers, the
Great Lakes, and mountain ranges in the United States.
5.3.5 Locate the continental divide and the major drainage basins in the United States.
5.3.6 Use maps to describe the characteristics of climate regions of the United States.
5.3.7 Identify major sources of accessible fresh water and describe the impact of access
on the local and regional communities.
Lesson Objective: Students will distinguish climates within the Southeast region of the United
States.
Materials/Media:
Capital song on computer

Travel logs including: colored map with outline of regions

Colored climate map of regions
flip book for Southeast states
colored pencils/crayons
Precipitation map of Southeast

Motivation: Good morning, today we are going to continue our adventure traveling through
the United States. Who would like to hear some jokes first? Ask: What goes up when the rain
comes down? Answer: Umbrella. Ask: Why did Snoop Dog need an umbrella? Answer:
Fodrizzle. Ask, what do these jokes have in common? Rain!, more specifically precipitation.
Can you guess what United States region has a lot of rain? Is the climate different from our own?
What effects climate?
Rationale for the lesson: Today we are going to analyze the climates of the Southeast region
and the factors that affect climate. Has anyone ever been to the Southeast?
Teach:
Review Southeast states and capitals. I will do this by orally asking the students, What is
the capital of.
Southeast
Kentucky, Frankfort
Tennessee, Nashville
Arkansas, Little Rock
Louisiana, Baton Rouge
Alabama, Montgomery
Mississippi, Jackson
Georgia, Atlanta
Florida, Tallahassee
North Carolina, Raleigh
South Carolina, Columbia
General climate for United States region. I will display the colored climate map on the
overhead. I will have the students get their colored map of the climates. I will
specifically speak about the climates in the Southeast (the bolded parts below).
I will show the precipitation map on the overhead to show that the Southeast region is
closer to the equator that is why they have a warmer climate. There is more precipitation
due to it being surrounded by water.

(According to the attached color map of the climates)

-dark blue=4 seasons colder in the winter
-light blue=four seasons
-green=four seasons but slightly warmer in the winter
-dark green=rainy
-red=humid hot
-yellow=desert, hot
-gray=snowy, cold, wet (mountains)
-orange= hot
-army green= dry
-white (for Alaska)=cold
The difference between climate and weather.
Terms
Climate- the weather conditions prevailing in an area in general over a long period.
Weather- is the conditions from day to day.
Check for Understanding: So lets think about climate for a moment. How would living in a
different climate change your life? What is difference in weather and climate?

Activities:
Each student will have a copy of two paragraphs describing the Southeast region. The
students will underline the details that describe where the region is located. And then
circle details that describe the major physical features of the geographic region.
The students will then have a map of the Southeast states. The will label the physical
features including the Appalachian Mountains, Mississippi River, Gulf of Mexico.
Students will add the climate to their flipbooks Southeast region.

Evaluation of Student Learning:

We will evaluate the student by checking flipbooks seeing if they correctly labeled their flipbook
with the climate. We will use the rubric below to evaluate the students.

Needs Help
Identifies the
correct climate for
each state.

Emerging

6 or less location 8 or more

are correct.
locations are
correct.

Mastery
All 10 or more
locations are
correct.

Review: The teacher will do a quick wrap of the lesson by asking students to answer as a whole
group what are the climates of the Southeast region? How would your lifestyle change if you
lived in a climate of the Southeast region? What affects the climate of the Southeast region?
What is the difference between climate and weather?
Informational
Textbook- Banks, A., James. (2014). United States history: Grade 5. OH,
Columbus: McGraw-Hill Education.

I used the United States History textbook for this lesson because the students use
this book in their classroom.
Website- Hopkins, G. (2010, August 21). 'Capital' Ideas for Teaching State
Capitals. Retrieved September 25, 2015
.http://www.enchantedlearning.com/geography/glossary/
This web address is a great resource for finding geography information. It
showed me activities and provided map resources for students.
Instructional
Website-Battle, Jeff. (2015). Whole brain teaching: Learning the way the brain is
designed. Retrieved from: http://www.advanc-ed.org/source/whole-brainteaching-learning-way-brain-designed
This article guided me into creating a more meaningful lesson. One strategy I
learned that I will use in this lesson is you first introduce a new idea (content) and

then have the students explain the idea to their peers. This strategy allows the
content to stick better with students. This was a great resource because I will
use whole-brain approach strategies in future lessons to come.

Book- Gardner, Howard (2006). Multiple intelligences: New horizons. New York,
New York: Basic Books.
This book guides us on Howard Gardners multiple intelligence and how we can
implement a variety of his intelligence theories into our lesson plan so we can
stimulate the minds of all of our students, since Gardner tells us that all kids learn
differently. We can do different styles like kinesthetics learning, musical learning,
visual learning, and linguistic learning.
Other resourceshttps://www.grc.nasa.gov/WWW/k12/Summer_Training/LincolnParkES/START_PROJECT.htm
http://media.education.nationalgeographic.com/assets/photos/000/117/11743.jpg
http://www.braingle.com/brainteasers/teaser.php?op=2&id=19118&comm=0
http://downloads.globalchange.gov/usimpacts/pdfs/southeast.pdf
http://www.jokes4us.com/miscellaneousjokes/weatherjokes/rainjokes.html

Lesson Eight
Name: Eric Southerland

EDEL 350 Section: 1

Due Date: October 27, 2015

Teach Date: November 3, 2015

Practicum Teacher: Mrs. Price

Grade Level: 5th

Lesson Topic: Southwest States

Subject: Geography

Email: esoutherland@bsu.edu

Whole Group: 30 minutes

Phone: (765) 606-9718

IN State Standard(s) and State Indicator(s): The World in Spatial Terms

Social Studies: Geography Standard 3: Students describe the influence of the Earth/sun
relationship on climate and use global grid systems; identify regions; describe physical and
cultural characteristics; and locate states, capitals and major physical features of the United
States. They also explain the changing interaction of people with their environment in regions of
the United States and show how the United States is related geographically to the rest of the
world.
Social Studies: Geography 5.3.1. Demonstrate that lines of latitude and longitude are measured
in degrees of a circle, that places can be precisely
located where these lines intersect, and that location can be stated in terms of degrees north or
south of the equator and east or west of the prime meridian.
Social Studies: Geography 5.3.3 Use maps and globes to locate states, capitals, major cities,
major rivers, the Great Lakes, and mountain ranges in the United States.
Social Studies: Geography 5.3.6 Use maps to describe the characteristics of climate regions of
the United States.
Lesson Objective(s): Students will discover important locations in the Southwest states of the
United States.

Materials/Media:
Travel Log containing graphic organizer for state and capitals, for exit tickets and
Graphic organizer for vocab definitions.
Two large scale maps for game activity.
3 Fly Swatters
Laptop with speakers to play song
Copies of the song lyrics for students
Small scale map of southwest region (one blank for students to fill, one filled in for each
student to use as a resource)
Motivation: Good morning, today we are going to continue our adventure traveling through
the United States. Lets listen to the capital song to get to know where we will be going. The
teacher will play the states and capitals song.
Link to song: https://www.youtube.com/watch?v=_E2CNZIlVIg
What regions of the country have we covered so far? What region do you think we will
discuss today?

Rationale for the lesson: Ladies and gentlemen, today we are going to learn about the
Southwest region in the United States. By the end of the lesson you will be able to distinguish
which capital corresponds with each Southwest state. Has anyone ever been to the Southwest?
Teach:
The teacher will play video. The video is 3 minutes. Afterwards we will have a grand
discussion about the video.
http://www.history.com/topics/us-states/texas
Question: If Texas was not a part of the United States, how would that affect our
way of living? Think about all of the resources and the events that took place in
the video to help answer this question.
The teacher will play video starting at 5 seconds. The video is 2 minutes. Afterwards we
will have a grand discussion about the video.
http://www.history.com/topics/us-states/california
If the Government did not accept Californias design of the state, how would that
change the way we live today? Think about resources and gold.
The teacher will place a list of states on the projector. Students will identify the capitals
for each state before any practice as a pre-assessment.

Southwest
Texas, Austin
Oklahoma, Oklahoma City
Kansas, Topeka
New Mexico, Santa Fe
Colorado, Denver
Utah, Salt Lake City
Arizona, Phoenix
Nevada, Carson City
California, Sacramento
Hawaii, Honolulu
Check for Understanding:
The teacher will be able to check for understanding by observing the students through the
guided practice section. The teacher will then ask the students what capital belongs to
Texas? In what way would you life be different if you lived in the Southwest part of the
country?
Activities:
Divide students in pairs. Students will discover state capitals through self discovery.
Each student will have a blank map the students will match the capital to the state after a
five minute review of the a labeled map. Students will take turns questioning each other
about the state capitals of the Southwest.
The class will be divided into five teams. Each team will send a player to the map, the
teacher will point and say a state and the student who identifies the corresponding state
capital will receive a point for their team. The student will get a chance for a bonus point
by distinguishing which climate or climates that state falls into. We will play the game
for 10 minutes giving each player on the team at least one turn. (This not the fly swatter
game.) Students distinguish which capital belongs to which state.
Evaluation of Student Learning:
Exit tickets: Graphic organizer fill in
Needs Help

Emerging

Mastery

Locates and
identifies the
capital to the
correct state.

5 or less location 7 or more

are correct.
locations are
correct.

All 9 locations
are correct.

Review: The teacher will do a quick wrap up of the lesson by asking the students to answer as
group what is the capital of each state. For example, What is the capital of California? How
is life different in the Southwest? What would be interesting if you lived there? What
would you miss from here?

Annotated Bibliography:
Informational
Textbook- Banks, A., James. (2014). United states history: Grade 5. OH,
Columbus: McGraw-Hill Education.

I used the United States History textbook for this lesson because the students use
this book in their classroom.
Website- Hopkins, G. (2010, August 21). 'Capital' Ideas for Teaching State
Capitals. Retrieved September 25, 2015
.http://www.enchantedlearning.com/geography/glossary/
This web address is a great resource for finding geography information. It
showed me activities and provided map resources for students.
Instructional
Website-Battle, Jeff. (2015). Whole brain teaching: Learning the way the brain is
designed. Retrieved from: http://www.advanc-ed.org/source/whole-brainteaching-learning-way-brain-designed
This article guided me into creating a more more meaningful lesson. One strategy
I learned that I will use in this lesson is you first introduce a new idea (content)
and then have the students explain the idea to their peers. This strategy allows the

content to stick better with students. This was a great resource because I will
use whole-brain approach strategies in future lessons to come.
Book- Gardner, Howard (2006). Multiple intelligences: New Horizons. New
York, New York: Basic Books.

This book guides us on Howard Gardners multiple intelligence and how we can
implement a variety of his intelligence theories into our lesson plan so we can
stimulate the minds of all of our students, since Gardner tells us that all kids learn
differently. We can do different styles like kinesthetics learning, musical learning,
visual learning, and linguistic learning.

Other resources http://www.amcharts.com/visited_states/#US-CT,US-IL,US-KY,US-MA,US-MD,USME,US-MO,US-NH,US-NJ,US-NY,US-PA,US-RI,US-VA,US-VT,US-WI,US-WV

https://www.youtube.com/watch?v=_E2CNZIlVIg States and capital song
http://www.marblesthebrainstore.com/Events/tour-the-states-lyrics.htm Lyrics to song.

Lesson Nine
Name: Jason Hufford
Due Date: October 20, 2015
Practicum Teacher: Mrs. Price
Lesson Topic: Southwest/Climate

EDEL 350 Section: 1

Teach Date: November 5, 2015
Subject: Social Studies/Geography
Whole Group: 30 Minutes

Email: jlhufford@bsu.edu
Phone: (260) 633-0542

IN State Standard(s) and State Indicator(s): The World in Spatial Terms

Social Studies: Geography Standard 3: Students describe the influence of the Earth/sun
relationship on climate and use global grid systems; identify regions; describe physical and
cultural characteristics; and locate states, capitals and major physical features of the United
States. They also explain the changing interaction of people with their environment in regions of
the United States and show how the United States is related geographically to the rest of the
world.
Standards: 5.3.3 Use maps and globes to locate states, capitals, major cities, major rivers, the
Great Lakes, and mountain ranges in the United States.
5.3.5 Locate the continental divide and the major drainage basins in the United States.
5.3.6 Use maps to describe the characteristics of climate regions of the United States.
5.3.7 Identify major sources of accessible fresh water and describe the impact of access
on the local and regional communities.
Lesson Objective: Students will analyze climates within the Southwest region of the United
States.
Materials/Media:
Travel log for students with exit ticket (baseball card activity)
Computer
Climate sheet
Blank Map of the Southwest states.
Video about deserts. Link: http://study.com/academy/lesson/deserts-of-thesouthwestern-united-states.html

Motivation: Good morning, today we are going to change into our summer clothing and
venture into the climate of the southwest states! Here is a video that we are going to watch. Pay
attention; I will be asking some questions.
Questions for the motivation:
What were some characteristics did you see about the climate in the video?
What are some differences between our climate and the climate that we just learned
about?
Lets make a prediction: what do you think causes this climate to be present in this
region?

Rationale for the lesson: Today we are going to distinguish climates of the southwest region
and the factors that affect climate. By the end of the lesson, you will be able to analyze the
climates in different southwest states.
Review Southeast states and capitals. I will have the United States map up on the board
and I will have students come up and point to the correct state and have them say the
capital of the state. The states are listed below.
Southwest:
Texas, Austin
Oklahoma, Oklahoma City
Kansas, Topeka
New Mexico, Santa Fe
Colorado, Denver
Utah, Salt Lake City
Arizona, Phoenix
Nevada, Carson City
California, Sacramento
Hawaii, Honolulu

General climate for United States region. Have the students get their colored map of the
climates. Specifically speak about the climates that are in bold below.
Pacific Ocean (Water causes warm air to come in), Cascade Mountains (California),
Deserts (Mojave, Sonoran, and Chihuahuana) and Continental Divide and how that
affects the climate. I will have printouts of mountains that have the names of the

mountains (as well as a printout of the Pacific Ocean) and I will first have students see if
they know where these geographical features are. I will then show them the correct place
and they will label it on their map.
(According to the attached color map of the climates)
-dark blue=4 seasons colder in the winter
-light blue=four seasons (Northeast Oklahoma)
-green=four seasons but slightly warmer in the winter (Right side of Texas)
-dark green=rainy
-red=humid hot
-yellow=desert, hot (Most of Nevada. Parts of Arizona and California)
-gray=snowy, cold, wet (mountains) Continental Divide, mountain range in
California)
-orange= hot (Coast of California)
-army green= dry Left side of Texas, New Mexico, Colorado, Utah).
-white (for alaska)=cold
Explain how the mountain ranges affect rainfall and climate of the southwest regions
(deserts, dry land, etc.). I can have them draw a quick pictures of this concept in 20
seconds (just a fun and exciting thing to show their knowledge about it).

Check for Understanding: After looking at the map, what are some key landforms that affect
the climate in the Southwest states? What role does the Continental Divide play when it comes to
climate? Do you see a pattern we talked about in relation to the Equator? What is that pattern? If
you were to take away the landforms, how would the climate change?
Activities:
Students will make baseball cards of the Southwest states. On these cards, they will list
the state, capital, and the climate. Besides making cards for the states, I will have them
make cards for the 3 Deserts, Continental Divide, Cascade mountains, and the Pacific
Ocean. The students will state where they are located and the significance of each of
these regions in regards to climate.
Each student will lay one card down (picture of state facing upward) and continue until
they have both laid the same card down. The first person to Slap the cards and correctly
say what the climate, state, or capital is wins those set of cards. The first person to win all
of the cards wins the game.
Evaluation of Student Learning:

We will evaluate the student by checking their cards seeing if they correctly labeled their cards
with the climate, state, and capital, as well as landforms and the significance in relation to
climate. We will use the rubric below to evaluate the students.

Needs Help
Identifies the
correct climate for
each state with the
Baseball cards

Emerging

7 or less location 10 or more

are correct.
locations are
correct.

Mastery
All 14 or more
locations are
correct.

Review: The teacher will do a quick wrap of the lesson by asking students to answer as a whole
group what are the climates of the Southwest region? How would your lifestyle change if you
lived in a climate of the Southwest region? What factors affect the climate in the southwest
region?
Annotated Bibliography:
Informational
Textbook- Banks, A., James. (2014). United States History: Grade 5. OH,
Columbus: McGraw-Hill Education.

I used the United States History textbook for this lesson because the students use
this book in their classroom.
Website- Hopkins, G. (2010, August 21). 'Capital' Ideas for Teaching State
Capitals. Retrieved September 25, 2015
.http://www.enchantedlearning.com/geography/glossary/
This web address is a great resource for finding geography information. It
showed me activities and provided map resources for students.

 Instructional
Website-Battle, Jeff. (2015). Whole brain teaching: Learning the way the brain is
designed. Retrieved from: http://www.advanc-ed.org/source/whole-brainteaching-learning-way-brain-designed
This article guided me into creating a more meaningful lesson. One strategy I
learned that I will use in this lesson is you first introduce a new idea (content) and
then have the students explain the idea to their peers. This strategy allows the
content to stick better with students. This was a great resource because I will
use whole-brain approach strategies in future lessons to come.

Book- Gardner, Howard (2006). Multiple Intelligences: New Horizons. New

York, New York: Basic Books.
This book guides us on Howard Gardners multiple intelligence and how we can
implement a variety of his intelligence theories into our lesson plan so we can
stimulate the minds of all of our students, since Gardner tells us that all kids learn
differently. We can do different styles like kinesthetic learning, musical learning,
visual learning, and linguistic learning.
Other resourceshttps://www.grc.nasa.gov/WWW/k12/Summer_Training/LincolnParkES/START_PROJECT.htm
http://media.education.nationalgeographic.com/assets/photos/000/117/11743.jpg
http://www.braingle.com/brainteasers/teaser.php?op=2&id=19118&comm=0

Lesson Ten
Name: Brooke Rice
Jason Hufford
Eric Southerland

EDEL 350 Section: 1

Due Date: October 20, 2015

Teach Date: November 12, 2015

Practicum Teacher: Mrs. Price

Grade Level: 5th

Lesson Topic: West States and Capitals

Subject: Geography

Email: esoutherland@bsu.edu
jlhufford@bsu.edu
brice2@bsu.edu

Whole Group: 30 minutes

Phone: (765) 606-9718

(260) 633-0542
(317)-987-3323

IN State Standard(s) and State Indicator(s): The World in Spatial Terms

Social Studies: Geography Standard 3: Students describe the influence of the Earth/sun
relationship on climate and use global grid systems; identify regions; describe physical and
cultural characteristics; and locate states, capitals and major physical features of the United
States. They also explain the changing interaction of people with their environment in regions of
the United States and show how the United States is related geographically to the rest of the
world.

Social Studies: Geography 5.3.3 Use maps and globes to locate states, capitals, major cities,
major rivers, the Great Lakes, and mountain ranges in the United States.
Social Studies: Geography 5.3.6 Use maps to describe the characteristics of climate regions of
the United States.

Lesson Objective(s): Students will discover important locations in the west states of the United
States.
Materials/Media:
Travel Log containing blank map of the West region for the United States and lyrics for
song
One large scale maps for game activity.
3 Fly Swatter
Computer to play song

Motivation: Good morning, today we are going to start our adventure traveling through the
United States. Lets listen to a song to get to know where we will be going. The teacher will
play the states and capitals song.
Link to song: https://www.youtube.com/watch?v=_E2CNZIlVIg
Questions: Do you recognize most of the states and capitals from the song? What are some
things you already know about the West? What are some differences you can think of between
the West and our region?
Rationale for the lesson: Ladies and gentlemen today we are going to learn about the West
region in the United States. By the end of the lesson you will be able to distinguish which capital
corresponds with a West state.
Teach:
Review terms; Capital and Region.
Terms:
Capital the most important city or town of a country or region, usually its seat of government
and administrative center is located there.
Region an area or division, especially part of a country or the world having definable
characteristics but not always fixed boundaries.
Put list of states that are in the West Region on overheard. (State listed only, not capital)

West
North Dakota, Bismarck
South Dakota, Pierre
Nebraska, Lincoln

Montana, Helena
Wyoming, Cheyenne
Idaho, Boise
Washington, Olympia
Oregon, Salem
Alaska, Juneau
Read a short article titled A Human Perspective. (This article talks about the jobs and
lifestyle of people that live in Alaska.)
Continental Divide=runs along the Rocky Mountains. The Divide separates the flow of
water in North America. East of the Divide, rivers drain into the Arctic Ocean, the
Atlantic Ocean, and the Gulf of Mexico. To the west, rivers flow into the Pacific Ocean
and the Gulf of California.
Check for Understanding:
The teacher will be able to check for understanding by observing the students through the
guided practice section. The teacher will then ask the students what capital belongs to
Alaska? Why is it important to have all of these states inside of the United States?
Activities:
Divide students in pairs. Students will discover state capitals through self-discovery.
Each student will have a blank map the students will match the capital to the state after a
five minute review of the a labeled map. Students will take turns questioning each other
about the state capitals of the West.
The class will be divided into two teams. Each team will send a player to the map; the
teacher will say a capital and the student who identifies the corresponding state by
locating it on the map will receive a point for their team. We will play the game for 10
minutes giving each player on the team at least one turn.
Evaluation of Student Learning:
Exit tickets: Blank map filled in by students. The students will write in the correct capital that
matches the West State.
Needs Help

Emerging

Mastery

Locates and
identifies the
capital to the
correct state.

5 or less location 7 or more

are correct.
locations are
correct.

All 9 locations
are correct.

Review: The teacher will do a quick wrap up of the lesson by asking the students to answer as
group what is the capital of each state. For example, What is the capital of Oregon? How
would living in Alaska differ from living in Nebraska? Why is the Continental Divide
important. Now that we know all of the states, which state would you like to live in and why?
(We can have them answer the question on a separate piece of paper since all of the students
would want to answer this question).

Annotated Bibliography:
Informational
Textbook- Banks, A., James. (2014). United States History: Grade 5. OH,
Columbus: McGraw-Hill Education.

I used the United States History textbook for this lesson because the students use
this book in their classroom.
Website- Hopkins, G. (2010, August 21). 'Capital' Ideas for Teaching State
Capitals. Retrieved September 25, 2015
.http://www.enchantedlearning.com/geography/glossary/
This web address is a great resource for finding geography information. It
showed me activities and provided map resources for students.
Instructional
Website-Battle, Jeff. (2015). Whole brain teaching: Learning the way the brain is
designed. Retrieved from: http://www.advanc-ed.org/source/whole-brainteaching-learning-way-brain-designed

 This article guided me into creating a more more meaningful lesson. One strategy
I learned that I will use in this lesson is you first introduce a new idea (content)
and then have the students explain the idea to their peers. This strategy allows the
content to stick better with students. This was a great resource because I will
use whole-brain approach strategies in future lessons to come.
Book- Gardner, Howard (2006). Multiple Intelligences: New Horizons. New
York, New York: Basic Books.

This book guides us on Howard Gardners multiple intelligence and how we can
implement a variety of his intelligence theories into our lesson plan so we can
stimulate the minds of all of our students, since Gardner tells us that all kids learn
differently. We can do different styles like kinesthetics learning, musical learning,
visual learning, and linguistic learning.

Other resources http://www.amcharts.com/visited_states/#US-CT,US-IL,US-KY,US-MA,US-MD,USME,US-MO,US-NH,US-NJ,US-NY,US-PA,US-RI,US-VA,US-VT,US-WI,US-WV

https://www.youtube.com/watch?v=_E2CNZIlVIg States and capital song
http://www.marblesthebrainstore.com/Events/tour-the-states-lyrics.htm Lyrics to song.

Lesson 11
Name: Eric Southerland
Jason Hufford
Brooke Rice

EDEL 350 Section: 1

Due Date: October 20, 2015

Teach Date: November 12, 2015

Practicum Teacher: Mrs. Price

Grade Level: 5th

Lesson Topic: West Climate

Subject: Geography

Email: esoutherland@bsu.edu
jlhufford@bsu.edu
brice2@bsu.edu

Whole Group: 30 minutes

Phone: (765) 606-9718

(260) 633-0542
(317)-987-3323

IN State Standard(s) and State Indicator(s): The World in Spatial Terms

Social Studies: Geography Standard 3: Students describe the influence of the Earth/sun
relationship on climate and use global grid systems; identify regions; describe physical and
cultural characteristics; and locate states, capitals and major physical features of the United
States. They also explain the changing interaction of people with their environment in regions of
the United States and show how the United States is related geographically to the rest of the
world.

Social Studies: Geography 5.3.3 Use maps and globes to locate states, capitals, major cities,
major rivers, the Great Lakes, and mountain ranges in the United States.
Social Studies: Geography 5.3.6 Use maps to describe the characteristics of climate regions of
the United States.

Lesson Objective(s): Students will distinguish climates within the West region of the United
States.
Materials/Media:
Computer to play jeopardy game
Travel log containing: exit ticket index card.
Map of the United States
Climate Map
Motivation: Good morning, today we are going to continue our adventure traveling through
the United States. The teacher will play the states and capitals song.
Link to song: https://www.youtube.com/watch?v=_E2CNZIlVIg
Rationale for the lesson: Ladies and gentlemen today we are going to learn about the West
region in the United States. By the end of the lesson you will be able to distinguish which
Teach:
General climate for United States region. We will have our climate map up on the
overhead and have the students come up and point to the region that we describe to them.
(According to the attached color map of the climates)
-dark blue=4 seasons colder in the winter
-light blue=four seasons
-green=four seasons but slightly warmer in the winter
-dark green=rainy
-red=humid hot
-yellow=desert, hot
-gray=snowy, cold, wet (mountains)
-orange= hot
-army green= dry
-white (for Alaska) = cold
Review the regions of United States. When we are reviewing the states, we can call on
students to list some of the states that are in the regions. After that, we will go over the
regions and the states in the region as a whole class.
Regions
Midwest
Northeast
Southeast
Southwest
West

 We will be reviewing some of the important landforms, like the Great Lakes and the
Continental Divide and we will ask students why places like that are very important.

Check for Understanding:

The teacher will be able to check for understanding by observing the students through the
teach section. Questions: How are the climates alike? How are they different? In what
ways would your life change depend on what climate you lived in?
Activities:
Capital and States, Climate Jeopardy Game. The students will be separated into two or
more groups and the objective of the game is to receive the most points at the end of the
game. All of the categories will have to do with all of the materials that we have covered
throughout our time here, like states, capitals, climate, region, and landforms (Great
Lakes, etc.). The team that has the most points at the end wins!

Evaluation of Student Learning: Exit Tickets. Students will be given an index card and they
will write the following: A West state including the capital that they would like to visit, what
region it is in, and the climate for that particular region. They will write one sentence explaining
why they would want to visit that particular state.

List state with

corresponding
capital. Includes
Region with
corresponding
climate. Includes
one sentence
explaining why
they would want to
visit that particular
state.

Needs Help

Emerging

Mastery

1-2 parts are

included and are
partially correct.

Some parts (3-4)

are included and
all or partially
correct.

All 5 parts are

included and are
correct

Review: The teacher will do a quick wrap up of the lesson by asking the students to answer as
group. Name the five different regions in the United States? What are some factors that impact

climate? Which region do we live in? Would you like to move to a different climate? Why? How
would your life change?
Annotated Bibliography:
Informational
Textbook- Banks, A., James. (2014). United States History: Grade 5. OH,
Columbus: McGraw-Hill Education.

I used the United States History textbook for this lesson because the students use
this book in their classroom.
Website- Hopkins, G. (2010, August 21). 'Capital' Ideas for Teaching State
Capitals. Retrieved September 25, 2015
.http://www.enchantedlearning.com/geography/glossary/
This web address is a great resource for finding geography information. It
showed me activities and provided map resources for students.
Instructional
Website-Battle, Jeff. (2015). Whole brain teaching: Learning the way the brain is
designed. Retrieved from: http://www.advanc-ed.org/source/whole-brainteaching-learning-way-brain-designed
This article guided me into creating a more more meaningful lesson. One strategy
I learned that I will use in this lesson is you first introduce a new idea (content)
and then have the students explain the idea to their peers. This strategy allows the
content to stick better with students. This was a great resource because I will
use whole-brain approach strategies in future lessons to come.
Book- Gardner, Howard (2006). Multiple Intelligences: New Horizons. New
York, New York: Basic Books.

 This book guides us on Howard Gardners multiple intelligence and how we can
implement a variety of his intelligence theories into our lesson plan so we can
stimulate the minds of all of our students, since Gardner tells us that all kids learn
differently. We can do different styles like kinesthetic learning, musical learning,
visual learning, and linguistic learning.

Other resources http://www.amcharts.com/visited_states/#US-CT,US-IL,US-KY,US-MA,US-MD,USME,US-MO,US-NH,US-NJ,US-NY,US-PA,US-RI,US-VA,US-VT,US-WI,US-WV

https://www.youtube.com/watch?v=_E2CNZIlVIg States and capital song
http://www.marblesthebrainstore.com/Events/tour-the-states-lyrics.htm Lyrics to song.

Lesson 12
Materials: Students social studies books and folders
Procedure:
Divide students into 3 groups (each group is lead by Mr. Southerland/Mr. Hufford/Miss
Rice
Give students cut out of United States state and a paper having them find state, capital,
population, state bird, state flower, and fun fact (For Great Lakes, directions and rubric
are similar, see attachments below)
Have students use computers and other resources to find their information
Assignment/Rubric for Project:
State:_____________________________
Capital:___________________________
Population:________________________
Requirements

Correct = 3 Points
Incorrect = 0 Points

Spelling
Correct = 1 Points
Incorrect = 0 Points

Writing
Clearly Written = 1 Point
Poorly Written = 0 Points

Lake
Lake
Lake
Lake
Lake
Percentage of
freshwater
State Bird:_________________________
State Flower:_______________________
Fun Fact:______________________________________________________________

Requirements
State
Capital

Correct = 3 Points
Incorrect= 0 Points

Spelling
Correct = 1 Point
Incorrect = 0 Points

Writing
Clearly Written=1 Point
Poorly Written=0 Points

Population
State Bird
State Flower
Fun Fact
Total Points_________/30

Lake:_________________________
Lake:_________________________
Lake:_________________________
Lake:_________________________
Lake:_________________________
Holds ________% of the worlds freshwater.

Total Points______/30