Midwest Comparison

Name: Lauren Brenner, Kelli Cross, Taylor Woodruff

Grade Level: 4th
Materials Required:
Venn Diagram packet (1 per student)
Family Feud: Midwest and West PowerPoint
Beach Ball with questions
Masking Tape
Midwest and Southwest Fact Sheets
Menu Board
Menu Board Rubric

Time Allotted: 55 Min.

Subject: Social Studies

Michigan Content Expectations:

4 G2.0.2 Compare human and physical characteristics of a region to which Michigan belongs
(e.g., Great Lakes, Midwest) with those of another region in the United States.
Objective:
Objective 1: The students will compare human and physical characteristics of the
Midwest with other regions in the United States so that they can create a project where
they compare 10 physical and human characteristics, where at least three are human
characteristics, of the Midwest with those of another region where they get at least 3 out
of 4 on the rubric.
Assessment:

Objective 1 Informal Formative Assessment: The students will pair and share two
characteristics of the South, each partner sharing different characteristics. If they could
share four different characteristics total, give the teacher a thumbs up.
Objective 1 Formal Formative Assessment: During 10 questions students will write
down what they think the answer is. Lauren and Kelli will check to see which students
get the answer correct. If Lauren notices a clear struggle on a certain concept, she will
revisit it with the class. Kelli will be coming up with data to split the class into three
homogenous groups for centers.
Objective 1 Formal Interim/Summative Assessment: The students will create a project
where they compare the Midwest with another region. They may pick any project from
the menu board to complete and must include at least 10 human and physical
characteristics from the regions, with at least 3 being human characteristics. To be
proficient the student must earn 3 out of 4 on the rubric.

We will generate data from the formative assessment to generate homogenous groupings for
centers so students who are highly proficient are together and students who are struggling are
together. We will also generate data from the summative assessment to show if any concept
needs to be explored more before the final summative assessment to the unit so that students can
be proficient on the final summative assessment. Students will have the option of redoing this
summative assessment if they have not met the minimum level of proficiency on it. First the
students who have not met the level of proficiency will meet with the teacher to review
misconceptions about the regions and compare them. The students will have one week from the
time of meeting to finish their assessment.
Instructional Procedure:
1. Anticipatory Set: (5 Min)
a. To grab the students attention at the beginning of the lesson, we will be showing
this YouTube video: http://youtu.be/uLxLs-QhXs0
i. This video is an overview of the 5 regions of the United States. This video
will get the students thinking about all 5 regions together, which prepares
them for this lesson.
b. Kelli is going to provide an overview of the previous lessons, explaining that as a
class we have learned about human and physical characteristics of the 5 regions in
depth. She will tell the students they will be using the information we learned
about the 5 regions and using the information to complete todays lesson.
c. In todays lesson we will be comparing human and physical characteristics of our
home region, the Midwest, to the other 4 regions of the United States. Once we
have compared all 4 regions to the Midwest, we will work on the final
assessment. The final assessment will be choosing 1 region and comparing it to
the Midwest, and you will select one way to display the comparisons from the
menu board option.
i. The students will be respectful to their classmates and the teachers
throughout the entire class period.
ii. The students will be actively engaged throughout the entire class period.
iii. The students will be creative, challenge themselves, and think out of the
box.

2. State Purpose and Objective of Lesson: (1 Min)

a. We want the students to learn how to compare different regions to each other. We
also want them to learn about how the region they live in is both similar and
different from the other regions of the United States.
b. This is important for the students to learn because they need to be aware of the
many similarities and differences of the human and physical characteristics of the
United States. This is important because the United States is a very diverse
country, but it is our home country and we need to be aware of the diversity.
c. This lesson connects to all of the prior social studies lesson. In the last 5 lessons,
the students were identifying human and physical characteristics of each of the 5
regions of the United States. These lessons prepared them for this lesson because

they are taking the information they learned from the previous lessons and
applying it to this lesson. This relates to our theme of Theres No Place Like
Home because the students will be looking at their home region, the Midwest,
and comparing it to another region of the United States to see how their home
region is unique compared to the other regions.

3. Instruction: (45 Min total)

a. Direct Interactive Instruction:
i. The teachers will model comparing the Midwest with another region and
then facilitate centers for students to compare the Midwest with other
regions.
ii. The students will work as a class, independently, and in small groups to
compare the Midwest with other regions and create a project where they
compare the Midwest with one region.
b. Modeling: (10 Min)
i. (Objective 1 Informal Formative Assessment) Taylor will lead the students
by instructing them to pair and share with a partner two characteristics of
the West, so that they share four different characteristics. Ask them to give
a thumbs up if they have shared four different characteristics. If there are
multiple students who do not give a thumbs up, give them one more
minute or call on a few students to share some of the characteristics they
discussed.
ii. Pass out the Venn diagrams to the students and instruct them to fill them
out during the lesson with the Midwest region on one side and the region
we are discussing on the other side. We will be comparing the Midwest
with the Southeast as a class and then comparing the Midwest with the
other regions at centers. They should fill it out so that they have at least
five characteristics on each side for each Venn diagram and at least one in
the middle. Instruct the students that it may be helpful to get out their
Physical and Human Characteristic Worksheet they completed in the
previous lessons.
iii. First as a class, we will be comparing the Midwest with the South. Taylor
will model, Lauren will assist, and Kelli will observe. Tell the students
We are going to play 10 Questions where I will be thinking of a
physical or human characteristic in the Midwest or the Southeast and you
can ask yes or no questions to figure it out. When you think you know
it, write it down on a piece of paper and give a thumbs up. (Objective 1
Formal Formative Assessment) Lauren and Kelli will come check it. At
the end of 10 questions, you all will write down what you think it is.
Kelli will be observing which students are proficient and which are
struggling so that she can create homogenous groups for centers. After 10
questions, Lauren will write the characteristic on the board in a Venn
diagram which will have Midwest on one side and Southeast on the other
and tally the number of questions they have asked.

iv. Taylor will pick these characteristics in order. Do as many as possible in

five minutes.
1. Soybeans (Midwest)
2. Mississippi River (Both)
3. Cotton (Southeast)
4. Plains (Midwest)
5. The Whitehouse (Southeast)
6. Four seasons (Both)
7. Disneyworld (Southeast)
v. Ask what else belongs in this chart that you have learned about? Call on
students to come up to the board and write more characteristics so that
there are at least five in each circle.
c. Guided Practice: (30 Min [10 Min per center])
i. At the beginning of each center we will ask if any students have been to
that region and allow them to share about their experience for the first
minute.
ii. Center Northeast: Students will work with Taylor comparing the
Midwest with the Northeast. The students will be passing a beach ball to
each other. The beach ball will have multiple human and physical
characteristics from the Midwest and the Northeast region written around
it. When the student catches the ball, they will look at the placement of
where their thumb is on the beach ball. They will then determine whether
or not the characteristic is human or physical, and then place it in either
the Northeast or Midwest region on their Venn Diagram.
i. Center Southwest: The students will work with Lauren comparing the
Midwest and the Southeast.
1. For this center, students will be split into partners to complete an
activity.
2. Within the activity, partners will create a compare and contrast
Venn diagram on the floor using tape.
3. Partners will be given 15 different cards with statements on them
regarding the Midwest and Southwest region
4. Directions for the activity are as follows:
a. Students are to make a Venn diagram on the floor using
tape.
b. After creating their Venn diagram, students will be given 15
statement cards that relate to the Midwest and/or the
Southwest region.
c. Using these cards, students are to determine what category
the statement falls under: Midwest, Southwest, or Both.
d. Once all students have completed their Venn Diagram, we
will come together as a class to discuss which statement
belongs in which category
e. Once we have all agreed on where the statement belongs,
students will write down all of the information on their
Venn diagrams.

5. During this activity, students may finish early when completing

their Venn Diagram with a partner and when writing it down all of
the information on their own personal Venn diagram. If this
happens, students are to write down more facts that they remember
about the Southwest and Midwest on their own personal Venn
Diagram.
iii. Center West: Students will work with Kelli comparing the Midwest with
the West. They will play Family Feud. The group will be divided into
two teams who will compete during the game and Kelli will keep track of
their points on a piece of paper. They will fill out their Venn diagram
during the game and be allowed time between questions to complete it.
d. Independent Practice: (5 Min)
Kelli will lead the students. (Objective 1 Formal Interim/Summative
Assessment) Students will work individually to create a project where they
compare the Midwest with another region. They can pick any project from
the menu board to complete. They will have time in class tomorrow and
may take it home if needed.
4.

Differentiated Consideration
Multiple Intelligences weaved throughout the lesson to meet the needs of all types of
learners:
o Visual-Spatial: The students will be sorting physical and human
characteristics into the charts in one of the centers. There is also a YouTube
video that will be shown at the beginning of the lesson. The students who
learn through visual-spatial awareness will benefit in multiple ways during
this lesson as well as in the assessment.
o Bodily-kinesthetic: The students who are able to learn best through
movement will thrive during the center with the beach ball activity. This is a
very hands-on center that has the students passing the ball back and forth to
each other. They will also benefit from the transitions between centers to keep
them moving and out of their seats.
o Musical: The students will be given the option to create a song or poem when
completing their assessment of the comparisons between the Midwest and
another region. The video at the beginning will also be beneficial to these
students because it is visual and incorporates music.
o Interpersonal: When the students are in their center work they are given the
option to work with their groups to find information out about the northeast
region. Discussion throughout the lesson is also another form of interpersonal
interaction for the students.

o Intrapersonal: The students will have an option to work alone during the
centers if they wish. They are also to work independently on the menu board
assessment.
o Linguistic: For the linguistic learners, the use of the Family Feud game will
benefit them. They will be able to apply their knowledge of the regions using
the game and words.
o Logical -Mathematical: The objective for this lesson is to have the students
identifying the patterns and relationships between the Midwest and another
region. The student who learns through logical or mathematic will benefit
from this lesson because they are able to think critically to compare the
regions.

Our assessment menu board integrates all multiple intelligences to ensure students are
able to express their knowledge of the regions in a way that best fits their learning
style.

If a student finishes early during centers and they have written down all human and
physical characteristics for the regions they will be asked to draw pictures of the
human and physical characteristics on their Venn Diagram.

All teachers in the classroom will be leading a center; therefore we will be able to
identify the students who might be struggling during the centers. We will take that
time to work independently with the student during the centers.

All students will be broken up into center groups based on their proficiency and
understanding during the 10 questions game. These groups will be homogeneous.

5. Closure: (4 Min)
a. Lauren will lead the students. Today, students have been able to compare and
contrast the Midwest region with other regions in the United States (Southwest,
Southeast, Northeast, and West)
b. Students are to share with a partner two things that they appreciate about the
Midwest.
c. Once everyone has finished talking with a partner, students will have an
opportunity to share with the class one thing that they appreciate about the
Midwest.
d. Students, thank you for your learning today! Our learning today connects to our
Unit of Theres No Place Like Home because we have looked at our home
region (the Midwest) and compared it to the other regions of the United States
(Southwest, Southeast, Northeast, and West) to see how unique how home truly
is.

6. References:
Benevides, L. A Comparison of the West and Midwest Regions of the USA. Retrieved
November 16, 2014, from http://www.teacherspayteachers.com/Product/AComparison-of-the-West-and-Midwest-Regions-of-the-USA-1319286
Bower, B., Lobdell, J., & Teachers' Curriculum Institute. (2003). Social studies alive!:
Regions of our country. Palo Alto, CA: Teachers' Curriculum Institute.
Garca, J. R., & Silver Burdett Ginn (Firm). (1997). Regions and resources: Teaching guide
4. Parsipanny, NJ: Silver Burdett Ginn.
How Stuff Works. (2014). Northeast region population density. Image. Retrieved from
http://maps.howstuffworks.com/northeast-region-population-density-map.htm
Mdk12.org (2014). Geographic Characteristics. Retrieved from
http://mdk12.org/share/pdf/social_studies/GEOGRAPHY/Geo_ch_chart.pdf
National Geographic. (January, 2009). New Hoover Dam. Retrieved from
https://www.youtube.com/watch?v=D7_rzojvKdE
NW Okie & Sadie. (2012). The Okie Legacy. Image. Retrieved from
http://okielegacy.net/journal/ezine/?vol=14&iss=23
Power, Caroline. (2013). The Northeast Region of the US. YouTube. Retrieved from
https://www.youtube.com/watch?v=64PpR8vM7AE
Primary Facts. (June, 2013). Colorado River Facts. Retrieved from
http://primaryfacts.com/1895/colorado-river-facts/
Social Studies Alive: Regions of Our Country. (2003). Palo Alto, CA. Teacher Curriculum
Institute.
Stopera, M. (n.d.). 100 Incredible Views Out Of Airplane Windows.
http://www.buzzfeed.com/mjs538/100-incredible-views-out-of-airplane-windows/
U.S. Department of Commerce. (2013). Census Data Mapper. Retrieved from
http://tigerweb.geo.census.gov/datamapper/map.html
Vesco. Midwest Region Song. https://www.youtube.com/watch?v=Jc1UCOm-8B4
Zane Education. (2010). The North East States: Location and physical features. YouTube.
Retrieved from https://www.youtube.com/watch?v=sPE-Kled5v8

Midwest
Region

________________________
Region

Center: Northeast Region

Beach ball pass
At this center, the students will be passing a beach ball to each other. The beach ball will have
multiple human and physical characteristics from the Midwest and the Northeast region written
around it. When the student catches the ball, they will look at the placement of where their thumb
is on the beach ball. They will then determine whether or not the characteristic is human or
physical, and then place it in either the Northeast or Midwest region on their Venn Diagram.
The human and physical characteristics written on the ball will include:
Hersheys chocolate
Four seasons
Apples
Farming as a living
Logging
Mackinac Bridge
St. Louis Arch

Mississippi River
Atlantic Ocean
Statue of Liberty
English (Language)
Democracy as Government

Midwest Region
The States: Illinois, Indiana, Iowa, Kansas,
Michigan, Minnesota, Missouri, Nebraska,
North Dakota, Ohio, South Dakota, and
Wisconsin.

Called the Heartland.

Called the Breadbasket because it

produces a large amount of Wheat, Corn,
Vegetables, Meat, Milk, Cheese, Soybeans,
Apples, Cherries, Plums, Carrots,
Cucumbers, Carrots, Asparagus.
Is made up of many plains and farmlands.

The Mississippi River runs through it.

This region is home to the Great Lakes.

Home of Mt. Rushmore.

Indianapolis 500 is a NASCAR race in this

region.
The Mackinac Bridge is located in this
region.

Similarities
Diverse Climate! Cool and rainy, but also
dry and warm.

Southwest Region
The States: Arizona, New Mexico, Texas
Oklahoma.

Within the region, you can find deserts,

mesas, canyons, and plateaus.

Is home to the Hoover Dam.

The Colorado River is this regions main

source of water.

Is home to the Grand Canyon.

Is home of the battle of the Alamo.

Menu Board
Create a Poster

Create a Song/Poem

Create a Drawing

Be creative and create a poster that

compares the human and physical
characteristics of the Midwest and a
region of your choice.

Be creative and create a song or

poem that compares the human and
physical characteristics of the
Midwest and a region of your
choice.

Be creative and create a drawing that

compares the human and physical
characteristics of the Midwest and a region
of your choice.

Create a Writing

Pick Your Project

Create a Your Choice

Be creative and write an essay that

compares the human and physical
characteristics of the Midwest and a
region of your choice.

Select any of the options on this

menu to compare the human and
physical characteristics of the
Midwest and a region of your
choice. See the rubric for specifics
that must be include.

Dont see an option on the PYP Menu?

Create your own choice of how you want
to compare the human and physical
characteristics of the Midwest and a region
of your choice. This idea must be
approved by the teacher first.

Create a Presentation

Create a Brochure

Create a Video

Be creative and create a presentation

that compares the human and physical
characteristics of the Midwest and a
region of your choice.

Be creative and create a brochure

that compares the human and
physical characteristics of the
Midwest and a region of your
choice.

Be creative and create a video that

compares the human and physical
characteristics of the Midwest and a region
of your choice.

Academic Menu Board Rubric

The students will create a project where they compare the Midwest with another region. They
may pick any project from the menu board to complete and must include at least 10 human and
physical characteristics from the regions, with at least 3 being human characteristics. To be
proficient the student must earn 3 out of 4 on the rubric.

Criteria

4 (Excellent)

Compare
human
characteristic
s of Midwest
and other
region

The student
compared
human
characteristics
of Midwest and
other region.
Each
characteristic
was correct for
the region and
included detail
and/or
examples.
The student
compared
physical
characteristics
of Midwest and
other region.
Each
characteristic
was correct for
the region.

Compare
physical
characteristic
s of Midwest
and other
region

Total
characteristic
s

Characteristic

The total
number of
characteristics
is 10 or above.
At least three
characteristics
are human.
Each

3 (Proficient)

2 (Emerging)

1
(Unsatisfactor
)
The student
compared
human
characteristics
Midwest and
other region. Tw
or more
characteristics
may be incorrec
for the region.
No details or
examples.

The student
The student
compared
compared
human
human
characteristics
characteristics
of Midwest and
of Midwest and
other region.
other region.
One
Two or more
characteristic
characteristics
may be
may be
incorrect for the incorrect for the
region. Lacking
region. Lacking
in
in
detail/examples. detail/examples.
The student
The student
The student
compared
compared
compared
physical
physical
physical
characteristics
characteristics characteristics
of Midwest and
of Midwest and
Midwest and
other region.
other region.
other region. Tw
One
Two or more
or more
characteristic
characteristics
characteristics
may be
may be
may be incorrec
incorrect for the incorrect for the
for the region.
region. Lacking
region. Lacking
No details or
in
in
examples.
detail/examples. detail/examples.
The total
The total
The total numb
number of
number of
of characteristic
characteristics
characteristics
is at least 4.
is at least 8.
is at least 6.
Less than three
At least three
Less than three
characteristics
characteristics
characteristics
are human.
are human.
are human.
One or two
More than two
More than thre

labels

characteristic is
labeled
correctly
(human or
physical).

characteristics
may be labeled
incorrectly.

characteristics
may be labeled
incorrectly.

characteristics
may be labeled
incorrectly or n
labels at all.

Criteria

4 (Excellent)

3 (Proficient)

2 (Emerging)

Creativity

The student
went above and
beyond the
menu board
instructions.
He/she thought
outside of the
box and utilized
creative and
unique art,
lyrics, word
choice,
presentation
style, etc.
The final
product is very
pleasing to the
eyes and/or ears
The final
product is very
easy to view,
read, or listen
to. The
organization is
purposefully
clear and
logical.
The student
turned the
completed
project in early
or on time.

The student
utilized creative
and unique art,
lyrics, word
choice,
presentation
style, etc. The
final product is
attractive to the
eyes and/or
ears.

The student
clearly put forth
effort for
creativity.
He/she could
use more time
to make the
final product
more look
and/or sound
more pleasing.

1
(Unsatisfacto
)
The student d
not put any ex
effort in to ma
the final produ
creative or
unique.

The final
product is easy
to view, read, or
listen to. The
organization
may is logical,
but could be
more clear.

The organization
is confusing
and/or difficult
to follow.

The final produ

is lacking
organization

The student
turned the
completed
project in on
time, but may
have needed

The student did

not turn the
project in on
time, and/or
may have
needed more

The student d
not turn the
project in on
time, or turned
in incomplete

Organization

Timeliness

more time to
work on it.
Nonacademic Rubric

time to work on
it.