Name: Kirsten Price Lesson #: Lesson Title: 5 Themes of Geography in relation to North Carolina 4th Grade Topic: Geography/North

Carolina

Grade Level/Subject: NCES/CCSS Standard and Objective (1)

4.H.2 Understand how notable structures, symbols and place names are significant to North Carolina. 4.G.1 Understand how human, environmental and technological factors affect the growth and development of North Carolina.

Revised Blooms level of thinking/type of knowledge (1)

Applying: students will need to apply their knowledge of North Carolina to the 5 Themes of Geography. Remembering: students will need to recall different cultures, structures, locations, etc. Understanding: students must be able to understand the 5 themes of geography and be able to relate them to North Carolina. Creating: students will create a booklet that includes the 5 themes of geography and examples of how each them relates to North Carolina. Students must be able to successfully list 3 out of 5 themes of geography Behavioral Objective (2) and relate them to their own community to successfully master the objective. By learning the 5 themes of geography and relating them to their own Objective Rationale (1) community, students will gain knowledge of North Carolina and will be able to apply information they learn. Students should have an understanding of cultures, landforms, locations, Prerequisite Knowledge and structures, etc. that are represented in North Carolina. Students should be Skills (1) able to draw a bubble chart to represent the 5 themes of geography. Geography, movement, regions, human environmental interaction, Key Terms and Vocabulary location, place. (1) Content and Strategies Instructional Strategies To begin the lesson, have students create their own -Engage Focus/Review (prepares little book by providing them with instructions and students by students for the lesson) (2) supplies. As the students work on creating their book, asking ask them questions about what they know about North questions. Carolina. Who can tell me the capital of North Carolina? What kinds of cultures are represented in North Carolina? Can someone tell me a reason why people might move (or migrate) to North Carolina? What are some of the characteristics of North Carolina (weather, landforms, buildings, etc.)? Today we will learn about the 5 themes of geography. By the end of the Objective as stated for day, you will be able to list all 5 themes of geography and relate each one students (helps students set their own goals for the lesson) to North Carolina. (1) Once students have completed their own little book, -Engage Teacher Input (provides the
Revised for spring, 2012

content to students in a teacher-directed manner) (3)

instruct them to take notes on the PowerPoint as it is being taught. Display the PowerPoint on the screen and go through each slide. Make sure to explain the definition of each one of the themes of geography. Ask questions after each slide to make sure students are able to relate North Carolina to the different themes. How would you describe to someone where you live? Using absolute or relative location? Who can list some of the physical characteristic of North Carolina? What are some things we depend on? Are there any features of North Carolina that we need to survive? What about water sources? What are some ways we get from one place to another? What are some ways we spread ideas or get information? What is the difference between formal and functional regions? At the end of the slideshow, show students MR.HELP and explain that this is a way to help them remember the 5 different themes. After students have seen all the slides in the PowerPoint, have students share some of the notes they took down in their little books. Students can come up to the class and show their little books and read the information they wrote down. As the students are sharing information, ask them questions to help further their understanding. Make sure students understand the difference between the 5 themes and can relate each one to North Carolina.

students by asking questions throughout the lesson. -Show pictures to engage students.

Guided Practice (scaffolded practice with the content; helps students make sense of the content provided in Teacher Input) (3)

-Allow students to share their work. -Ask questions.

Independent Practice (application activities to help students use and demonstrate what they have learned) (2)

Closure (provides a wrap-up for the lesson) (1)

Evaluation (How will you assess students learning so that you can determine if they met the objective of the lesson?) (2)

For independent practice, instruct students to create a bubble graph that lists all 5 themes of geography. In each bubble, have students list the definition of the different theme and then describe how North Carolina can be related to this theme (or list ways North Carolina can be described by the theme). Students should successfully list 3 out of 5 themes to master this objective. Once all students have completed their charts, have students get in to groups of 4 or 5 students to compare what each student wrote. During this time, ask questions to the different groups about their charts and allow students to ask any questions they may have as well. Before students leave for the day, tell them to show their parents their little books and to introduce them to their new friend, Mr. Help! Formative: During the closure portion of the lesson, students will compare their bubble chart to other students in the class. During this section they will be asked questions about their graph. Summative Students will create a bubble chart that lists the 5 themes of
Revised for spring, 2012

geography (definition of each one) and then relates that them to North Carolina. Student must correctly describe and relate 3 out of 5 themes of geography to North Carolina.

Plans for Individual Differences (differentiations needed for students) (1)

Materials used in the lesson; Resources used in developing the lesson (1) 21st Century Skills (must be in three lessons)

Global Awareness (must be in two lessons) Culturally Responsive Students must recognize different cultures within North Carolina. Teaching (must be in three lessons) Overall alignment in the lesson (2): The behavioral objective must be aligned to the lesson objectives (NCES/CCSS). The instructional activities must help students meet the behavioral objective and be successful on the lesson assessment. The lesson assessment must provide enough reliable and valid data so the teacher can determine if each student has met the lesson objectives or not. Add any instructional materials needed for the lesson here (worksheets, assessments, PowerPoints, slides from SmartBoard programs, etc.) (2)

Students with visual or hearing impairment will be seated at the front of the class so they can hear and see the PowerPoint. ELL will be given vocabulary words in their native language so they are able to recognize the new vocabulary. Students struggling can be partnered with advanced students or the teacher to create their little book and bubble chart. Little book instructions (1 for each student) One sheet of paper (1 for each student) 5 themes of geography PowerPoint Bubble graph template (1 for each student) Critical thinking and problem solving Communication and collaboration Life and career skills Recognize diverse cultures and religions.

Revised for spring, 2012