united states geography lesson
TRANSCRIPT
Student Page
Title
Introduction
Task
Process
Evaluation
Conclusion
Credits
[Teacher Page]
A WebQuest for 4th Grade (Social Studies)
Designed by
Sara Van De [email protected]
Based on a template from The WebQuest Page
Exploring the “Nooks and Crannies” Exploring the “Nooks and Crannies” of our Countryof our Country
Student Page
Title
Introduction
Task
Process
Evaluation
Conclusion
Credits
[Teacher Page]
Today, you are going to be a geologist and your job is to explore the seven areas of the United States. The United States may be divided into seven broad physiographic divisions: from east to west, the Atlantic–Gulf Coastal Plain; the Appalachian Highlands; the Interior Plains; the Interior Highlands; the Rocky Mountain System; the Intermountain Region; and the Pacific Mountain System. The class will be divided into seven groups to explore a specific area of the United States. After you have collected samples from your area, bring your findings back to create a visual representation of your findings to share with the class.
IntroductionIntroduction
Student Page
Introduction
Task
Process
Evaluation
Conclusion
Credits
[Teacher Page]
At the end of this exploration, you should have a completed visual (poster, power-point, video or model). Students should also be able to identify and explain the seven divisions of the geographic United States. By using references from the internet, and clues around the classroom, students will have enough information to present specifically about their assigned region. Findings you should have from your region:
-Physical make up of the area-Wildlife-States that make up this region and their capitals-Interesting Facts
Title
The TaskThe Task
Student Page
Title
Introduction
Task
Process
Evaluation
Conclusion
Credits
[Teacher Page]1. First, you will be assigned a group of about 3
students and a specific geographic area to research.2. Once you know your region, look around the
classroom for clues about your area. After you have found the clues (there should be three per region) look through the approved websites to come up with some more information.1. Links to visit:
1. http://www.infoplease.com/ce6/us/A0861706.html
2. http://www.kidport.com/RefLib/UsaGeography/UsaGeography.htm
3. http://www.nationalgeographic.com/traveler/articles/1074found.html
4. www.nationalgeographic.com (look up your specific are on the search bar)
3. Decide what kind of visual your group would like to present (Poster, Model, Power point or Video) Ask your teacher if you need specific resources.
4. Create your presentation and visual1. Visual should include:
1. The 3 clues found in the classroom2. Drawing or Clip art that displays the entire
region3. Key
2. Presentation should include the following:1. States included in region2. State’s capital3. Wildlife4. At least 3 interesting facts about this
region5. Physical makeup of the area (what types of
trees grow there, are there any body’s of water, mountains, valleys, desert’s etc.
The ProcessThe Process
Student Page
Title
Introduction
Task
Process
Evaluation
Conclusion
Credits
[Teacher Page]ExemplaryExemplary
44AccomplishedAccomplished
33DevelopingDeveloping
22BeginningBeginning
11ScoreScore
Spatial Spatial AwarenessAwareness
Visual and Visual and presentation presentation clearly supports clearly supports spatial accuracy spatial accuracy and location of and location of states and states and landmarks landmarks
Visual and Visual and presentation is presentation is close to accurate in close to accurate in spacing of states spacing of states and landmarksand landmarks
Visual and Visual and presentation has presentation has some sort of spatial some sort of spatial orientation but only orientation but only about half correct.about half correct.
Visual and Visual and presentation does presentation does not represent an not represent an understanding of understanding of spatial orientationspatial orientation
Knowledge Knowledge GainedGained
Student displays Student displays a developed a developed concept about concept about geography, geography, specifically specifically certain region.certain region.
Student can Student can demonstrate a good demonstrate a good amount of amount of understanding understanding about geographic about geographic location location
Student can name a Student can name a few facts only about few facts only about the region that their the region that their group researched.group researched.
Student shows Student shows inadequate amount inadequate amount of effort and of effort and knowledge about knowledge about physical geographyphysical geography
Use of Class Use of Class TimeTime
Used time well Used time well during each during each class period. class period. Focused on Focused on getting the getting the project project completed. completed. Never distracted Never distracted others.others.
Used class time Used class time well. Usually well. Usually focused on getting focused on getting the project done. the project done. Never distracted Never distracted others. others.
Used some of the Used some of the class time well. class time well. There was some There was some focus on getting the focus on getting the project done but project done but occasionally occasionally distracted others. distracted others.
Did not use class Did not use class time to focus on the time to focus on the project OR project OR distracted others.distracted others.
Content- Content- AccuracyAccuracy
Had 5-7 correct Had 5-7 correct facts about facts about region on visual region on visual and in and in presentationpresentation
Had 3-5 correct Had 3-5 correct facts about region facts about region on visual and in on visual and in presentationpresentation
Had 2-3 correct facts Had 2-3 correct facts about region on about region on either visual or either visual or presentation but not presentation but not both.both.
Had 0-1 correct Had 0-1 correct facts about region facts about region but lacking in both but lacking in both the visual and the visual and presentation.presentation.
Group Work Group Work Fully participates Fully participates within group and within group and plays an equal plays an equal role in all areas role in all areas of the project. of the project.
Mostly participates Mostly participates within group and within group and plays an equal role plays an equal role in all areas of the in all areas of the projectproject
Puts some effort into Puts some effort into group work but does group work but does not play an equal not play an equal role in all areas of role in all areas of the project.the project.
Does not Does not participate in any participate in any aspect of the aspect of the project or the project or the group.group.
EvaluationEvaluation
Student Page
Title
Introduction
Task
Process
Evaluation
Conclusion
Credits
[Teacher Page]
After you and your group have explored the “nooks and crannies” of one of the seven physical regions of the United States, you will have enough knowledge to fully explain the physical makeup of the area, what kind of plants and animals live there and the several states and their capitals. Think back to when you first found out which region you had. Did you find some interesting information? Are you curious about the other six regions? Ask your classmates from other groups some interesting facts from their region. Make a “facts card” that includes on interesting fact from each region. What are similarities? What are some differences? Keep this card as a reference for future lessons about geography!
Conclusion Conclusion
Student Page
Title
Introduction
Task
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Evaluation
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Credits
[Teacher Page]
1. http://www.freeworldmaps.net/.../united-states.jpg
2.www.kidport.com/RefLib/UsaGeography/UsaGeography.htm
3.www.photius.com/wfb1999/united_states/united_states_geography.html
4.geography.about.com/library/maps/blusa.htm
5.www.education-world.com/soc_sci/geography/index.shtml
6. http://www.webquest.org/index.php
7. www.rubistar.4teachers.org
8. www.slideshare.net
Credits & ReferencesCredits & References
[Student Page]
Title
Introduction
Learners
Standards
Process
Resources
Credits
Teacher Page
A Web Quest for 4th Grade (Social Studies)Designed by
Sara Van De [email protected]
Based on a template from The WebQuest Page
Evaluation
Teacher Script
Conclusion
Exploring the “Nooks and Crannies” Exploring the “Nooks and Crannies” of our Countryof our Country
(Teacher) (Teacher)
[Student Page]
Title
Introduction
Learners
Standards
Process
Resources
Credits
Teacher Page
This lesson is developed for a 4th grade social studies or geography unit. It is implemented to help students understand the make up of the seven physical regions of the United States. In this lesson, students will get a specific understanding on one particular area of the United States and be able to present information that they have gathered. This lesson can be a starting point to an entire unit on physical geography.
Evaluation
Teacher Script
Conclusion
Introduction (Teacher)Introduction (Teacher)
[Student Page]
Title
Introduction
Learners
Standards
Process
Resources
Credits
Teacher Page
This lesson is developed for a 4th grade social studies or geography unit. It involves research, spatial awareness, understanding of the physical world and the plants and animals that live in the particular habitat. Learners should have some background knowledge of the location of states and some idea of their capitals. Learners should also have some background knowledge in computer skills (i.e. looking up information on the given websites).
Evaluation
Teacher Script
Conclusion
Learners (Teacher)Learners (Teacher)
[Student Page]
Title
Introduction
Learners
Standards
Process
Resources
Credits
Teacher Page
•From Social Studies Standards: Standard 3- Geography
•understand the characteristics, functions, and applications of maps, globes, aerial and other photographs, satellite-produced images, and models (Taken from National Geography Standards, 1994)
•map information about people, places, and environments
• locate places within the local community, State, and nation; locate the Earth’s continents in relation to each other and to principal parallels and meridians (Adapted from National Geography Standards, 1994)
•draw maps and diagrams that serve as representations of places, physical features, and objects
• This lesson will enable students to use multiple intelligences. They will understand how to take information and present it to a class. They will also be able to find what information will be useful and what they do not need. A major part of this assignment is to be able to work in groups. Because this is a 4 th grade curriculum, group work will be basic but also give them skills to develop for future group projects. Teamwork is an excellent asset to this project!
Evaluation
Teacher Script
Conclusion
Curriculum Standards Curriculum Standards (Teacher)(Teacher)
[Student Page]
Title
Introduction
Learners
Standards
Process
Resources
Credits
Teacher Page
1. First, you will be assigned a group of about 3 students and a specific geographic area to research.
2. Once you know your region, look around the classroom for clues about your area. After you have found the clues (there should be three per region) look through the approved websites to come up with some more information.
1. Links to visit:1. http://www.infoplease.com/ce6/us/A0861706.html2. http://
www.kidport.com/RefLib/UsaGeography/UsaGeography.htm
3. http://www.nationalgeographic.com/traveler/articles/1074found.html
4. www.nationalgeographic.com (look up your specific are on the search bar)
3. Decide what kind of visual your group would like to present (Poster, Model, Power point or Video) Ask your teacher if you need specific resources.
4. Create your presentation and visual1. Visual should include:
1. The 3 clues found in the classroom2. Drawing or Clip art that displays the entire region3. Key
2. Presentation should include the following:1. States included in region2. State’s capital3. Wildlife4. At least 3 interesting facts about this region5. Physical makeup of the area (what types of trees
grow there, are there any body’s of water, mountains, valleys, desert’s etc.
Evaluation
Teacher Script
Conclusion
The Process (Teacher)The Process (Teacher)
[Student Page]
Title
Introduction
Learners
Standards
Process
Resources
Credits
Teacher Page
What’s Needed: “Clues” for each regions (3 per region) Example:
rock, a picture of the area, important fact etc. Computer and Internet Access (Only one computer
needed because groups can take turns.) Students need to look up information on the specified websites:
http://www.infoplease.com/ce6/us/A0861706.htmlhttp://www.kidport.com/RefLib/
UsaGeography/UsaGeography.htmhttp://www.nationalgeographic.com/
traveler/articles/1074found.htmlwww.nationalgeographic.com (look up
specific are on the search bar) Materials for students to use for
presentation - posters - computer access and
power point - markers, simple art
supplies - video camera (if available) - library and or computer
lab availability• Human Resources needed:
Parent volunteer would be helpful in assisting children creating visual for presentation. One Teacher is enough!
Evaluation
Teacher Script
Conclusion
Resources (Teacher)Resources (Teacher)
[Student Page]
Title
Introduction
Learners
Standards
Process
Resources
Credits
Teacher Page
Evaluation
Teacher Script
Conclusion
Evaluation (Teacher)Evaluation (Teacher)ExemplaryExemplary
44AccomplishedAccomplished
33DevelopingDeveloping
22BeginningBeginning
11ScoreScore
Spatial Spatial AwarenessAwareness
Visual and Visual and presentation presentation clearly clearly supports supports spatial spatial accuracy and accuracy and location of location of states and states and landmarks landmarks
Visual and Visual and presentation is presentation is close to accurate close to accurate in spacing of in spacing of states and states and landmarkslandmarks
Visual and Visual and presentation has presentation has some sort of some sort of spatial orientation spatial orientation but only about half but only about half correct.correct.
Visual and Visual and presentation presentation does not does not represent an represent an understanding of understanding of spatial spatial orientationorientation
Knowledge Knowledge GainedGained
Student Student displays a displays a developed developed concept about concept about geography, geography, specifically specifically certain region.certain region.
Student can Student can demonstrate a demonstrate a good amount of good amount of understanding understanding about geographic about geographic location location
Student can name Student can name a few facts only a few facts only about the region about the region that their group that their group researched.researched.
Student shows Student shows inadequate inadequate amount of effort amount of effort and knowledge and knowledge about physical about physical geographygeography
Use of Class Use of Class TimeTime
Used time well Used time well during each during each class period. class period. Focused on Focused on getting the getting the project project completed. completed. Never Never distracted distracted others.others.
Used class time Used class time well. Usually well. Usually focused on focused on getting the getting the project done. project done. Never distracted Never distracted others. others.
Used some of the Used some of the class time well. class time well. There was some There was some focus on getting focus on getting the project done the project done but occasionally but occasionally distracted others. distracted others.
Did not use Did not use class time to class time to focus on the focus on the project OR project OR distracted distracted others.others.
Content- Content- AccuracyAccuracy
Had 5-7 Had 5-7 correct facts correct facts about region about region on visual and on visual and in presentationin presentation
Had 3-5 correct Had 3-5 correct facts about facts about region on visual region on visual and in and in presentationpresentation
Had 2-3 correct Had 2-3 correct facts about region facts about region on either visual or on either visual or presentation but presentation but not both.not both.
Had 0-1 correct Had 0-1 correct facts about facts about region but region but lacking in both lacking in both the visual and the visual and presentation.presentation.
Group Work Group Work Fully Fully participates participates within group within group and plays an and plays an equal role in equal role in all areas of the all areas of the project. project.
Mostly Mostly participates participates within group and within group and plays an equal plays an equal role in all areas role in all areas of the projectof the project
Puts some effort Puts some effort into group work into group work but does not play but does not play an equal role in all an equal role in all areas of the areas of the project.project.
Does not Does not participate in any participate in any aspect of the aspect of the project or the project or the group.group.
[Student Page]
Title
Introduction
Learners
Standards
Process
Resources
Credits
Teacher Page
Facilitator:1. Guide individual to their group and assist
in separation of jobs.2. When looking up references on the
computer: Tell the student to type in one of the specified websites. Be sure to guide the student to the correct area according to their assigned region.
3. Example: Click on www.nationalgeographic.com first because it is the most straight forward and basic.
4. Assist the child in preparing for the presentation by going over what they are going to say and what needs to be done before group presents.
5. Preparing for presentation should take about 10 min. especially because this is a group project.
Evaluation
Teacher Script
Conclusion
Teacher ScriptTeacher Script
[Student Page]
Title
Introduction
Learners
Standards
Process
Resources
Credits
Teacher Page
This lesson should be a stepping stone in a unit on geography. After researching a specific region of the United States, students should be able to share with their peers about specified facts and information about their region. This project should enable students to broaden their knowledge base in geography, technology and collaboration skills.
Evaluation
Teacher Script
Conclusion
Conclusion (Teacher)Conclusion (Teacher)
[Student Page]
Title
Introduction
Learners
Standards
Process
Resources
Credits
Teacher Page
Evaluation
Teacher Script
Conclusion
Credits & References Credits & References (Teacher)(Teacher)
1. http://www.freeworldmaps.net/.../united-states.jpg
2.www.kidport.com/RefLib/UsaGeography/UsaGeography.htm
3.www.photius.com/wfb1999/united_states/united_states_geography.html
4.geography.about.com/library/maps/blusa.htm
5.www.education-world.com/soc_sci/geography/index.shtml
6. http://www.webquest.org/index.php
7. www.rubistar.4teachers.org
8. www.slideshare.net