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Regions of the United States

Casie Uthe and Shelby Lingscheit

​ uiding question(s​): How can students identify the regions of the United States in an
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interactive way? How can the students relate the climate, landmarks, vegetation, and crops to
the geographical location of each region?

​ ationale and context for the unit: ​Third grade. We chose this unit because we wanted the
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main focus of the lesson to be on social studies and wanted to see how we could integrate other
subjects into a social studies lesson. The children really showed interest in getting up and
moving around the classroom so we made sure to incorporate movement into our lesson.

​ oal​: Our goal for this lesson was for the students to identify the regions of the United States
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and know the several crops, landmarks, vegetation, and the climate from each region.

Assessment plan:​ We used a human Venn Diagram activity, a worksheet packet, and
classroom discussion to assess students.
ECE 478: Integrated Curriculum in Primary Grades
Lesson Plan Template
Lesson Topic: Introducing the Regions of the United States and the Southeast

Unit goals that are Learning the regions of the United States and deciding which
integrated into this region is which.
lesson:

Lesson #: #1

Objectives of this K-12.G.1 Students will apply geospatial resources, including data
lesson (to include sources and geographic tools to generate, interpret, and analyze
integrated information.
curriculum 3.G.1.2 Locate the seven continents, four oceans, and major
standards): physical features and regions of the United States on a map or
globe
K-12.G.2 Students will understand the nature and importance of
the Five Themes of Geography: location, place characteristics,
human-environment interaction, movement, and region
Anchor Standard 3: K-12.Cr.3 Refine and complete artistic works
3.RI.1 Ask and answer questions to demonstrate understanding of
a text, referring explicitly to the text as the basis for the answers
3.RI.7 Use information gained from illustrations (e.g., maps,
photographs) and the words in a text to demonstrate
understanding of the text (e.g., where, when, why, and how key
events occur).
3.L.4 Determine or clarify the meaning of unknown and multiple
meaning words and phrases based on grade 3 reading and
content, choosing flexibly from a range of strategies.
3.VA.Re.7.1.a
Analyze messages communicated by an image through the use of
media, subject matter, and relevant details.

Description of the This lesson will take place in Mrs. Hove’s 3rd classroom at Dakota
learning Prairie. The students will be sitting in the flexible seating and the
environment: teachers will stand in the front of the room and walk around the
room while students are working.
Core knowledge 2.G.1.1. (Application) Construct a simple aerial view map of the
that children will classroom using a map key/legend and at least five symbols
need to be 2.G.1.2. (Knowledge) Use simple map reading skills to identify the
successful with this map title, label four directions on a compass rose, and interpret the
lesson symbols of a map key/legend.
(previously-learned
):

Vocabulary to be Adapt, regions, climate, and vegetation, phosphate


taught or explored
in this lesson:

Plans for engaging We will be introducing the regions through a video and having the
learners: children color their maps. While reading through the text, students
will fill out the fact sheet and participate in discussion.

Lesson plan -Introduce the concept of regions with a video - 5 minutes long
outline, including -Talk about the video and add vocabulary words to our vocabulary
involvement of 2 or list- 15 minutes
more educators -Read through the text and fill out vocabulary definitions after each
(co-teaching paragraph they are in. (pg. 20-22)- 30 minutes
strategies): -Color and label map on page 21 - 10 minutes

Plans for We need to make sure the text is read aloud because we have
differentiating several students who participate in RTI.
learning for
particular students:

Materials and Region book packet, fact/vocab sheet, smartboard, crayons,


equipment required pencils
to carry out this
lesson:

Resources: ​ ttps://www.flocabulary.com/unit/regions-of-the-us/
h
The United States Communities and Neighbors - McGraw Hill

Background Before presenting the lesson, we read through each chapter and
information for did additional research on the particular region so that we could
teachers: provide the students with additional information about each region
and could answer any questions they may have.
Accommodations & Some of our accommodations involve making sure to use pictures
Modifications for and real life examples to explain the content in the text. Using the
students with smartboard to read the text so all students in the classroom
disabilities: understand the text, especially those who are in RTI and to help
those on IEP’s feel comfortable. One of our students requires the
use of an Ipad to complete assignments so we will provide him
with a digital copy of the fact/ vocab sheets. We will also have fill in
the blank copies for our students who struggle with writing in a
quick manner.

Lesson Topic: ​Southeast, Northeast, and Midwest

Unit goals that are Goals are to distinguish where the Southeast and Northeast
integrated into this regions are and compare and contrast the two regions.
lesson:

Lesson #: 2

Objectives of this 3.RI.1 Ask and answer questions to demonstrate understanding of


lesson (to include a text, referring explicitly to the text as the basis for the answers.
integrated 3.RI.9 Compare and contrast the most important points and key
curriculum details presented in two texts on the same topic.
standards): 3.L.4 Determine or clarify the meaning of unknown and multiple
meaning words and phrases based on grade 3 reading and
content, choosing flexibly from a range of strategies
3-ESS2-1 Represent data in tables and graphical displays to
describe typical weather conditions expected during a particular
season. (SEP: 4; DCI: ESS2.D; CCC: Patterns)
3-ESS2-2 Obtain and combine information to describe climates in
different regions of the world. (SEP: 8; DCI: ESS2.D ; CCC:
Patterns)
K-12.G.1 Students will apply geospatial resources, including data
sources and geographic tools to generate, interpret, and analyze
information.
3.G.1.2 Locate the seven continents, four oceans, and major
physical features and regions of the United States on a map or
globe
K-12.G.2 Students will understand the nature and importance of
the Five Themes of Geography: location, place characteristics,
human-environment interaction, movement, and region.
Description of the This lesson will take place in Mrs. Hove’s 3rd classroom at
learning Dakota Prairie. The students will be sitting in the flexible seating
environment: and the teachers will stand in the front of the room.

Core knowledge 2.G.1.1. (Application) Construct a simple aerial view map of the
that children will classroom using a map key/legend and at least five symbols
need to be 2.G.1.2. (Knowledge) Use simple map reading skills to identify the
successful with this map title, label four directions on a compass rose, and interpret the
lesson symbols of a map key/legend.
(previously-learned
):

Vocabulary to be Phosphate
taught or explored
in this lesson:

Plans for engaging While reading about both of these regions, students will continue
learners: to complete fact sheet. The Venn diagram game will get students
up and moving. The pictures will give students a visual of the
landmarks we discuss.

Lesson plan -Read and discuss Southeast region while filling out fact sheet (pg.
outline, including 22-23) - 10 minutes
involvement of 2 or Read and discuss Northeast while filling out fact sheet (pg. 24-25)
more educators - 15 minutes
(co-teaching -Show pictures of Northeast and Southeast landmarks- 5 minutes
strategies): -Venn Diagram Game- 15 minutes
-Read and discuss the Midwest while filling out fact sheet (26-27) -
15 minutes

Plans for For our Venn Diagram Game the students will a have chance to
differentiating physically move from one side of the room to the other in order to
learning for determine different items that belong to the Northeast and
particular students: Southeast regions. This will help for our students to visually
compare and contrast while also being to make decisions and
move around the room.

Materials and Fact sheet, reading packet, smartboard, pencils


equipment required
to carry out this
lesson:

Resources: The United States Communities and Neighbors - McGraw Hill


Background Before presenting the lesson, we read through each chapter and
information for did additional research on the particular region so that we could
teachers: provide the students with additional information about each region
and could answer any questions they may have.

Accommodations & Some of our accommodations involve making sure to use pictures
Modifications for and real life examples to explain the content in the text. Using the
students with smartboard to read the text so all students in the classroom
disabilities: understand the text, especially those who are in RTI and to help
those on IEP’s feel comfortable. One of our students requires the
use of an Ipad to complete assignments so we will provide him
with a digital copy of the fact/ vocab sheets. We will also have fill in
the blank copies for our students who struggle with writing in a
quick manner.

Lesson Topic: ​Southwest and West Regions

Unit goals that are


integrated into this Identifying and comparing regions in the United States
lesson:

Lesson #: 3

Objectives of this K-12.G.1 Students will apply geospatial resources, including data
lesson (to include sources and geographic tools to generate, interpret, and analyze
integrated information.
curriculum 3.G.1.2 Locate the seven continents, four oceans, and major
standards): physical features and regions of the United States on a map or
globe
K-12.G.2 Students will understand the nature and importance of
the Five Themes of Geography: location, place characteristics,
human-environment interaction, movement, and region.
3.RI.1 Ask and answer questions to demonstrate understanding of
a text, referring explicitly to the text as the basis for the answers.
3.RI.5 Use text features and search tools (e.g., key words,
sidebars,hyperlinks) to locate information relevant to a given topic
efficiently
3.RI.7 Use information gained from illustrations (e.g., maps,
photographs) and the words in a text to demonstrate
understanding of the text (e.g., where, when, why, and how key
events occur).
3-ESS2-1 Represent data in tables and graphical displays to
describe typical weather conditions expected during a particular
season. (SEP: 4; DCI: ESS2.D; CCC: Patterns)
3-ESS2.2 Obtain and combine information to describe climates in
different regions of the world. (SEP: 8; DCI: ESS2.D ; CCC:
Patterns)

Description of the This lesson will take place in Mrs. Hove’s 3rd classroom at
learning Dakota Prairie. The students will be sitting in the flexible seating
environment: and the teachers will stand in the front of the room.

Core knowledge 2.G.1.1. (Application) Construct a simple aerial view map of the
that children will classroom using a map key/legend and at least five symbols
need to be 2.G.1.2. (Knowledge) Use simple map reading skills to identify the
successful with this map title, label four directions on a compass rose, and interpret the
lesson symbols of a map key/legend.
(previously-learned
):

Vocabulary to be N/A
taught or explored
in this lesson:

Plans for engaging Creating a poster will help the students to focus in on one area
learners: and gather information that they believe is important to know about
a specific area.

Lesson plan - Read about the Southwest and the West while filling out fact
outline, including sheets while reading (pg. 28-31) - 30 minutes
involvement of 2 or -Split class into five separate groups (student’s choose which
more educators region they want to present) and explain that each group must
(co-teaching draw or write five things they thought they thought were important
strategies): from the region they chose and put onto a poster- 5 minutes
-Give students work time on posters- 15 minutes
Students present posters- 10 minutes

Plans for The students will be able to use their artistic and comprehension
differentiating abilities to create a poster representing a certain region. This will
learning for really help visual learners and those who learn through hands-on
particular students: experiences.
Materials and Poster paper, fact sheets, reading packet, crayons, pencils,
equipment required markers
to carry out this
lesson:

Resources: The United States Communities and Neighbors - McGraw Hill

Background Before presenting the lesson, we read through each chapter and
information for did additional research on the particular region so that we could
teachers: provide the students with additional information about each region
and could answer any questions they may have

Accommodations & Some of our accommodations involve making sure to use pictures
Modifications for and real life examples to explain the content in the text. Using the
students with smartboard to read the text so all students in the classroom
disabilities: understand the text, especially those who are in RTI and to help
those on IEP’s feel comfortable. One of our students requires the
use of an Ipad to complete assignments so we will provide him
with a digital copy of the fact/ vocab sheets. We will also have fill in
the blank copies for our students who struggle with writing in a
quick manner.