Title:

Grade:

Mapping Review/Bordering States

Subject:

4th
Designer:

Geography

Sarah Worth
Stage 1 Desired Results

Established Goals:
The student will demonstrate knowledge of the physical geography and native peoples, past and
present, of Virginia by locating Virginia and its bordering states on maps of the United States.
(VS.2a)
Understandings:

Essential Understanding

Students will understand:

Locations of places can be described in relative

terms.

Virginia can be described using

different vocabulary in relation to
other states in the United States.

Virginia has five bordering states

as well as their relative location to
Virginia

Essential Questions:
What are some ways that relative location can be
described?
What states border Virginia?
What large bodies of water border Virginia?

Students will know

Students will be able to

The major features on a map: map title,

map legend, compass rose.

Analyze and interpret maps to explain relationships

among landforms and water features. (VS.1i)

The location of Virginia on a United

States Map

Identify the five bordering states of Virginia

Identify which large bodies of water border Virginia

Performance Tasks:

Stage 2 Assessment Evidence

Other Evidence:

Now that we have looked at and

discussed where Virginia and the
bordering states are as a class, you will
be creating a speed puzzle to help you
practice further. The speed puzzle will be

Reflection and Discussion: Students will be asked at

the end of class to identify the five states that label
Virginia.

kept in the Social Studies section of your

binder or in your pencil pouch for further
practice.

Stage 3 Learning Plan

Learning Activities:
Warm-up Activity: Students will begin class by doing a relative location bean bag activity. Ask
students to raise their hand if they remember the relative location terms discussed in the
interactive notebook from yesterdays lesson. Write terms on the board and remind students the
difference between the terms. Explain to students that we will be playing a game to get them
moving a little and work on the vocabulary from yesterday. When I say go, we are going to
stand up and form a circle around the classroom. You are going to look at the terminology on the
board and describe where you are standing in relation to another classmate. For example: If
Henry is standing right next to me, I could say I am bordering Henry and I would pass the
bean bag to him. Once Henry has the beanbag, he will use a different term, not the one I used, to
describe a different classmate. He could also say he is not bordering, or is not near to so and
so. Continue the game until each student has had a turn with the bean bag.
Background Information: Reviewing mapping skills from 3rd grade SOL. Ask students who can
remember what the three important parts of a map are. Write them on the board as students list
them off: map title, map legend, compass rose. Ask students why each feature is important and
what function it has on the map. Introduce Virginia map and ask students to identify the key
features of the map previously discussed.
Primary Activity: Introduction of bordering states. Leave Virginia map up on the Elmo. Ask
students what they notice around Virginia. (Prompt them to use relative location vocabulary).
Which states border Virginia? How can you tell? What about the bodies of water that border
Virginia? Introduce phrase to help them remember the bordering states: Mama Will Know That
Number. Show them that this phrase can be said counter clockwise to remember the location of
the states as well.
Hand out blank map of bordering states of Virginia. Place one on the Elmo and explain that we
are going to be coloring and labeling the bordering states of Virginia. Once we are completed we
will be carefully cutting out the states to make a speed puzzle to practice at home. Encourage
them to practice their spelling! Label and color the states one at a time on the Elmo and have
students do the same at their desk. When they are finished, model how to carefully cut and
remind them that this will be put back together as a puzzle, which means they need to take their
time when cutting.
Closing Activity: If time remains at the end of the class, have the students practice their speed
puzzle at their desks. Have them work on them individually and practice recognizing the order of
the states and spelling.
Homework: Label and color Virginia and five bordering states worksheet.