Teacher(s) Name: Jasmine Pierce, Morgan Hebner, Lauren Reynolds, Devin Skorupski

Thematic Unit Theme/Title/Grade Level: 5 Regions of the United States, 3rd grade
Weebly address: ucfgr3fiveregionssp18.weebly.com
Daily Lesson Plan Day/Title: Monday: Introduction to the 5 Regions

Exceptionalities
http://www.udlcenter.org/aboutudl/udlguidelines/udlguidelines_graphicorganizer
● Captioned Video
● Repeat important information
● Visual supports
● Small groups

Learning
Goals/Objectives
What will students accomplish be
able to do at the end of this lesson?
Be sure to set significant (related to
SSS/CCSS), challenging and
appropriate learning goals!
Learning Goal:
Students will be able to identify each of the five regions of the
United States as well as specific information regarding
culture, landforms, animals, vegetation, and climate.
Learning Objectives:
1. The student will be able to identify what the five regions are
by name and direction on a map.
2. The student will be able to identify that there are exactly
five regions of the United States of America.
3. Students will use technology resources to gather
information from primary and secondary sources.
4. Students will demonstrate command of the conventions of
standard English capitalization, punctuation, and spelling
while writing.
5. Students will be able to analyze maps and graphs to gain
information.
NCSS Themes
Florida Standards (FS)
Next Generation
Sunshine State Standards
(NGSSS) List each standard.
Cutting and pasting from the
website is allowed.
http://www.cpalms.org/Public/
NCSS theme(s):
● People, places, and environments
● Science, technology, and society
Florida Standard(s):
● LAFS.3.L.1.2-Demonstrate command of the
conventions of standard English capitalization,
punctuation, and spelling when writing.
Next Generation Sunshine State Standards:
● SS.3.G.2.2-Identify the five regions of the United
States.
● SS.3.G.2.3-Label the states in the five regions of the
United States.
● SS.3.A.1.2-Utilize technology resources to gather
information from primary and secondary sources.
● SS.3.G.1.1 Use thematic maps, tables, charts, graphs,
and photos to analyze geographic
information.
Assessment
· How will student learning be
assessed? Authentic/Alternative
assessments?
· Does your assessment align with your
objectives, standards and procedures?
· Informal assessment (multiple
modes): participation rubrics, journal
entries, collaborative
planning/presentation notes, etc.
Unit Pre-Assessment:
Kahoot assessing how much each student currently knows
about the 5 regions of the United States.
Unit Post-Assessment:Kahoot assessing how much each
student learned about the 5 regions of the United States of
America during the unit.
On-going Formative (progress-monitoring/daily)
Assessment:
Student’s will be using their flipbooks as a formative
assessment to document their research.
1- Even with help, I can’t name the 5 regions of the United
States
2- I can name the 5 regions of the United States with help
3- (Mastery) I can name the 5 regions of the United States
without help
4- I can teach the 5 regions of the United States to others
Design for Instruction Hook:
Student Activities & Procedures ● Ask students if they have travelled to another state
· What best practice strategies will be
implemented? ● Ask students what made that area different than the
· How will you communicate student one that they currently live in
expectations?
· What products will be developed and ● Ask students if they know how the United States is
created by students?
· Consider Contextual Factors (learning
split up
differences/learning environment/learning ● Explain that typically, the United States is split into 5
styles) that may be in place in your future
classroom.
regions
● Have each student take Kahoot quiz on the 5 regions
Exceptionalities on the United States to assess current knowledge.
What accommodations or modifications Take note of results.
do you make for ESOL ● After the results, show the class video:
http://teachsocialstudies.wikispaces.com/ https://www.flocabulary.com/unit/regions-of-
file/view/ESOLStrategiesComprehensible
Instruction.pdf/42902857/ESOLStrategie the-us/
sComprehensibleInstruction.pdf
and ESE (Gifted/Talented students,
Objective/Purpose: Students will learn the names, the states the
Learning/Reading disabilities, SLD etc.)
http://www.udlcenter.org/aboutudl/ud make them up and the geographical locations of each of the fives
lguidelines/udlguidelines_graphicorg United States regions.
anizer 1. Using the hook we will get the students excited by asking
them the questions above and starting discussion.
2. Based on the pre-assessment Kahoot quiz from last week,
we will show the students the Youtube video that will
educate them a little bit more on the five regions and get
them excited. For our hearing-impaired student we will
turn on CC for the video. (UDL 1.2 Offer alternatives
for auditory information.)
3. After showing the video we will bring out the engagement
activity. The engagement activity is a nice visual that
involves the United States cut up into the five, color-coded
regions. They will be magnetized so we can have the visual
on the board during the entire unit, and at the same time
each student will have their own. With the teacher, the
students will use their knowledge of the cardinal directions
to help place the regions where they belong. (UDL 1.3
Offer alternatives for visual information).
4. After the kids have worked hands-on with the regions and
their geographical location we will now split the class up
into five groups (one for each of the five U.S. regions). EL
2. Promote cooperation (small groups) UDL 8.3 Foster
collaboration and community.
5. After the students have chosen their groups and they are all
split up, we will hand out the pre-made flipbooks.
6. At this point we will explain how the flipbook is split up
 into three sections, the first one being culture and accents.
The next one being landforms, and the last one being
animals, vegetations, and climate. We will explain that each
day they will be able to add information to their flipbooks
using books and other technology. EL 7. Show students
how to use graphic organizers like semantic mapping and
imaging.
7. We will also go over the project that will be due for each
group at the end of the week.
8. I will ask the students if they have any questions before we
move onto the next subject.
 ● Flipbook (pre-made)
● https://www.flocabulary.com/unit/regions-of-
Resources/ Materials
the-us/

● Safeshare

Discussion Notes: Make comments here related to ideas for assessment measures, parent involvement,
field trips, or extension to the unit plan ideas.