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Anna Maria Faragalli-Melone

Lesson Plan Day 7

Background Information:

Concepts:
Places
Environment
Geography

Vocabulary:
Political map
Physical map
Swampland
Bordering
River bed

Skills:
Map reading
Differentiating between political and. physical maps
Knowledge of states that make up the Southeastern region of the United States.

Lesson duration: 45 minutes.

Integration of Learning Outcomes:

Students will be able to identify and mark on a map the states that make up the southeastern
region of the United States.

Students will be able to identify and mark on a map bodies of water and other physical features
within and surrounding the southeastern United States.

Students will be able to answer basic questions about the geography of the southeastern region
of the United States.

Standards:

PASAS
Standard - 7.1.4.B: Describe and locate places and regions as defined by physical and human
features.

Standard - 7.2.4.A: Identify the physical characteristics of places and regions.

Standard - CC.1.2.4.J: Acquire and use accurately grade-appropriate conversational, general


academic, and domain-specific words and phrases, including those that signal precise actions,
emotions, or states of being and that are basic to a particular topic.

NCSS:

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.

NCSS.1.3.b ...have learners create, interpret, use, and distinguish various representations of
Earth, such as maps, globes and photographs, and use appropriate geographic tools such as
atlases, databases, systems, charts, graphs, and maps to generate, manipulate, and interpret
information

NCSS.1.3.d ...help learners to locate, distinguish, and describe the relationships among varying
regional and global patterns of geographic phenomena such as landforms, climate, and natural
resources.

Anticipatory Set:

The Southeastern region of the United States is a very diverse region, containing mountains,
swamps, beaches, and rivers. Today we are going to explore this region and fill in our own
maps. The teacher will then review the vocabulary terms and demonstrate finding maps online.
Procedures:

Students will be placed in groups of three or four.

Each student will be given a worksheet and an iPad.

Students will be instructed to find both a political map and a physical map of the United States.

Students will use this map to fill in a blank map of the United States on the worksheet as a
group.

Students will then answer the remaining questions on the worksheet as a group, using online
resources as needed. During this time the teacher will circulate the room checking on their
progress, answering any questions and helping guide the conversation.

Differentiation:

Students will be placed in homogeneous groups so that students with different abilities will work
together. Students who are visual learners will get the maps as a visual tool. Kinesthetic learners
will get to create their own map.

Closure:

When finished students will turn in their worksheets to the teacher. We will be continuing to
explore the southeastern region of the United States tomorrow.

Formative/Summative Assessment:

Formative Assessment: While students are completing the worksheet the teacher can walk
around checking on their progress, answering any questions and helping guide the
conversation.

Summative Assessment: Students will turn in their worksheets to the teacher once they are
completed. The teacher will check for completion and correctness.

Materials/Equipment:
Worksheets
Pencils
Ipads

Websites for teacher use:


http://jillruss.com/social-studies/united-states-regions/
https://www.teachervision.com/united-states/teacher-resources/6667.html
http://uwsslec.libguides.com/c.php?g=218014&p=1439927

Technology:

Ipads

Reflection on Planning:
In planning this lesson I had to think about the grade level and topics I was creating this lesson
for in order to make sure it was appropriate. One concern I have is that some students will not
be able to complete the worksheet in the allotted time and that others may complete it too
quickly. I also am concerned about grouping the students appropriately so that they are able to
complete the work effectively and with minimal distractions. This lesson can be expanded by
cmpleting similair lessons for each region of the United States.

Content Outline:

States that make up the southeastern U.S.: Florida, Georgia, South Carolina, North Carolina,
Tennessee, Alabama, Mississippi, Arkansas, Louisiana, Kentucky, West Virginia and Virginia.

The Appalachian Mountains run through Virginia, West Virginia and North Carolina.

Swamps cover one-fifth of Florida.

The Mississippi river runs through Mississippi, Louisiana, Arkansas, Tennessee, and Kentucky.

The Red River runs through Mississippi, Arkansas, and Louisiana.

The Tennessee river runs through Tennessee, Mississippi, Alabama, and Kentucky.

The Savannah River runs through Georgia and South Carolina.

The Alabama River runs through Alabama and Georgia.

The Chattahoochee River runs through Alabama, Georgia, and Florida.

Appendix A. Worksheet.

Southeastern U.S. Worksheet

Label each state in the map above.

Draw in and label the Gulf of Mexico, Atlantic Ocean, Appalachian Mountains, Mississippi River,
Red River, Tennessee River, Alabama River, Savannah River, Chattahoochee River and
Swampland.

3. Which states have swampland?


____________________________________________________________________________
____________________________________________________________________________
____

4. Which state is bordered by both the Gulf of Mexico and the Atlantic Ocean? ___________

5. Which state(s) have multiple rivers running through them? Which has (have) the most?
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
______