Introducing the New England States, #1, Jane, Maureen, Abriana, Lindsey, Nikki, Miranda,

Katie, Jenna, Sam

Duration: 45 Minutes
Social Sciences: Geography, History
Concepts: Region, States (Massachusetts, Maine, Connecticut, Rhode Island, New Hampshire,
Vermont), Map
Vocab:
1. Population: the total number of people living in a country, city, or area.
2. Capital: the city where the central government of a state is located.
3. Abbreviation: a shortened form of a word or name
4. Statehood: A separate state in the US.
Skills: Locating and labeling US states on a map.
Goals: Understand the geography and characteristics of the New England States.
Outcomes/objectives
-Students will be able to locate and label all 6 states that make up the New England
region on a map.
-Students will be able to identify specific characteristics (Capital, Abbreviation, Year of
Statehood, Population) about each New England state.
Standards
7.2.4.A Identify the physical characteristics of places and regions
7.1.4.B: Describe and locate places and regions as defined by physical and human features.

NCSS.1.3 THEME THREE -- People, Places, and Environment: Social Studies teachers
should possess the knowledge, capabilities, and dispositions to organize and provide
instruction at the appropriate school level for the study of People, Places, and
Environment. Teachers of social studies at all school levels should provide
developmentally appropriate experiences as they guide learners in the study of people,
places and environments.
NCSS.1.3.a ...enable learners to construct, use and refine mental maps of locales,
regions, and the world that demonstrates their understanding of relative location,
direction, size, and shape
Anticipatory set
To introduce the New England Region states, students will interact with the Sheppard Software
website. Using the smartboard they will click on each state and as a class read the information
presented as well as seeing a visual of the state.
http://www.sheppardsoftware.com/usa_game/new_england.htm
Procedures
1. The teacher will have a cut out of each state in the region that contains the state name
and abbreviation as well as three facts (capital, population, year it became a state).
2. While listening to the teacher explain facts (capital, population, year it became a state)
about each state students will be asked to record this information in the given chart as
well as writing down ways to remember each state.

3. After explaining each state, the teacher will place each state cutout on the board, filling
in the region like a puzzle.
4. The teacher will explain to students that they will work individually or in partners if
needed to complete a cut and paste of labeling each state.
5. Once they have cut out each state name and pasted it on its corresponding picture they
have the option of coloring each a different color.
6. While the students are working on the cut and paste the teacher will walk around to
provide guidance as needed.
Differentiation
-Extension: Students will have to label the capital as well as the state name on the map.
-Enrichment: During guided practice students will be put into pairs to complete the cut and paste
activity. A key with the state names will be provided for students who need some guidance
during the summative assessment.
Closure
The teacher will pull each state up individually on google earth and display it on the smartboard.
She will then call on a student to identify which state it is. Students will give a thumbs up or
thumbs down to show whether the agree or disagree with how that student answered.
Formative Assessment
While students are completing the guided practice cut and paste activity the teacher will
walk around the classroom and monitor student progress and knowledge of each states name
and location. The other time that formative assessment will be used is during the closure. The
teacher will be watching students thumbs to see if the are correct when saying whether or not
their classmates answers were correct. The teacher will also be listening to students answers
when identifying each state on google earth.
Summative Assessment
Each student will demonstrate their knowledge of the state names and locations by
completing a fill in the blank of each state name on the map without using a key.
-Extension: Students will have to label the capital as well as the state name on the map.
-Enrichment: A key will be provided for students who need some guidance.
Materials
Student Materials:
-Smartboard (http://www.sheppardsoftware.com/usa_game/new_england.htm/ google
earth)
Citation: New England States. (n.d.). Retrieved December 22, 2015, from

http://www.sheppardsoftware.com/usa_game/new_england.htm
- Large scale picture cut outs of each New England State with magnets on the back.
-Chart with columns labeled; State, Capital, Population, Year of Statehood, Abbreviation and
symbol. (See Page 4)
-Blank map of the region with state names to cut out and paste on (See Page 5)
-Class set of glue,scissors, crayons/markers/colored pencils
Teacher Materials:
-Teacher Note Sheet
Technology

-Smartboard (http://www.sheppardsoftware.com/usa_game/new_england.htm/ google

earth)
Citation: New England States. (n.d.). Retrieved December 22, 2015, from

http://www.sheppardsoftware.com/usa_game/new_england.htm
Reflection
We began by brainstorming what students should initially learn about the New Hampshire
Region. We decided learning the location and some brief facts about each state in an interactive
and engaging way would best benefit students. The introduction lesson appeals to all types of
learners and we think all students will enjoy and learn from it. We anticipate the interaction with
the website about each state on the smartboard as well as the visual representation of the
region will get a positive reaction from students. Our only concern is if the smartboard doesnt
operate properly this could make the interactive website a challenge.

New England Region

State

Capital

Population

Year

Abbreviation

Symbol

Name:

Key:
Massachusetts
Maine
Vermont

New Hampshire
Connecticut
Rhode Island