Geography Minilesson.

Lesson Title: The Regions of the United States


Resources Utilized
Map of the of the United States of America
http://www.doe.state.in.us/standards/welcome2.html
http://www.indianastandardsresources.org/index.asp
http://www.enchantedlearning.com/geography/outlinemaps/usa.shtml

Materials Needed:
Map of the United States of America
State cut-outs
Index cards labeled as the four big regions (Midwest, South, West, and Northeast)
Index cards labled as the nine smaller regions (i.e, West North Central, Mountain)
So Many Regions! handout
What is This Region Like? worksheet
Various resource materials on the fifty states


Procedure
1. Explain to students that a region is an area made up of places that have features in common. Tell the students that places near each other will look similar so people might say that these places are part of the same region.

2. Discuss and record on the board the different regions in the local community (i.e. downtown, certain neighborhoods such as Hessville in Hammond).

3. Tell students that like their community, the United States has many different regions.

4. Using the map of the United States of America, point out the different regions.

5. Explain that one place can be in more then one region. Point to Indiana on the map and tell the students Indiana belongs to the Midwest region and the Great Lakes Region.

6. Give students So Many Regions! handout and go over the nine smaller regions of the Untied States.

7. As a class, fill out What is this Region Like worksheet on one of the four big regions.

8. Pair students together to research one of the nine smaller regions and have them fill out What is this Region Like worksheet on their region.

Social Studies Trade Book Lesson

This is a lesson that I developed for the Teaching Social Studies in the Elementary School course that I took in the Fall of 2008.


I chose to use the book John, Paul, George & Ben by Lane Smith. My lesson was geared for use in a third grade classroom. The Indiana Academic Standards that I chose to address in this lesson were:


Social Studies: 3.1.7 Distinguish between fact and fiction in historical accounts by comparing documentary sources on historical figures and events with fictional characters and events in stories.

Language Arts: 3.4.4. Use various reference materials (such as a dictionary, thesaurus, atlas, encyclopedia, and online resources).



Part 1 - Exploratory Introduction
Materials Needed: Teacher made KWL chart, markers
Objectives: Connect what we already know to waht we want to know about the historical figures in the book: John Hancock, Paul Revere, George Washington, Ben Franklin, and Thomas Jefferson.
Procedures: Review what we "know" about the following: John Hancock, Paul Revere, George Washington, Ben Franklin, and Thomas Jefferson. Ask what we "want" to know about these people.
Assessment: Not participation of students


Part 2 - Lesson Development
Materials Needed: John, Paul, George, & Ben by Lane Smith.
Objectives: To give students a recollection of why these historical figures are important; Establish a purpose for listening to oral reading of John, Paul, George & Ben
Procedures: Read book to students; point out which parts are facts and which are fiction. Students will make fact or fiction list.
Assessment Lists written individually by students


Part 3 - Expansion
Materials Needed: various reference materials on John Hancock, Paul Revere, George Washington, Ben Franklin, and Thomas Jeffereson; poster boards
Objectives: Students will learn and understand the importance of the historical figures in history.
Procedures: Students will be broken up into five groups. Each group will research one of the five historical figures and create a fact board on the person.
Assessment: "Fact Board" made by each group