Beruflich Dokumente
Kultur Dokumente
Lesson 14
Name: Lauren Brenner
Grade Level: 4th
Materials Required:
Comparison Matrix packet (1 per student)
Family Feud: Midwest and West PowerPoint
Masking Tape
Midwest and Southwest Fact Sheets
Menu Board
Menu Board Rubric
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 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 considered proficient the
student must earn a C- or above for both standards. Students who are not able to attain
this must redo the project until they have attained the proficient level.
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.
and comparing it to another region of the United States to see how their home
region is unique compared to the other regions.
2. The students will write the two topics under the Topic 1,
Topic 2 column.
3. The students will give different attributes to compare
(i.e. crops, bodies of water, human characteristics). The
students are to write down the specific attributes in the
specific columns depending upon the facts discussed in
the 10 question games.
4. Students will then complete the matrix, writing down
information they have for the specific topic within its
given box.
5. Then individually, students are to look at similarities and
differences of attributes for each topic and write down
their observations.
6. Afterwards, as a class we will discuss the similarities and
differences between the two topics before breaking into
small groups.
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
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
The States: Illinois, Indiana, Iowa, Kansas,
Michigan, Minnesota, Missouri, Nebraska,
North Dakota, Ohio, South Dakota, and
Wisconsin.
Similarities
Diverse Climate! Cool and rainy, but also
dry and warm.
Southwest Region
Total Points:
30
Rocky Mountains
10
2.)
Pacific Ocean
10
3.)
Death Valley
10
TIME TO PASS
SCORE
Try Again
Family Feud
Total Points:
10
2.)
Mississippi River
10
3.)
Great Lakes
10
1.)
Question Question
1
2
Question Question
6
7
Question
3
Question
8
Question Question
4
5
Question Question
9
10
30
TIME TO PASS
SCORE
Try Again
Total Points:
30
Total Points:
30
1.)
California
10
1.)
gold
10
2.)
Hawaii
10
2.)
oil
10
3.)
Alaska
10
3.)
TIME TO PASS
Pacific Ocean
10
TIME TO PASS
SCORE
Try Again
SCORE
Try Again
40
Total Points:
Total Points:
30
2.)
1.)
2.)
3.)
10
10
10
10
10
Wisconsin
10
3.)
Fertile
soil
Sequoia National
Park
Illinois
10
4.)
Minnesota
Score
10
2.)
3.)
Back To
Question
Board SCORE
Iron ore
TIME TO PASS
TIME TO PASS
TIME TO PASS
10
Try Again
SCORE
SCORE
Total Points:
30
Try Again
Try Again
Mount Rushmore
10
2.)
Indianapolis 500
10
3.)
10
TIME TO PASS
SCORE
Try Again
Total Points: 30
earthquakes
10
2.)
Volcanic eruptions
10
3.)
drought
10
TIME TO PASS
SCORE
Try Again
Total Points:
Comparison Matrix
30
blizzards
10
3.)
flooding
10
Attribute 2
Topic 2
D
S
TIME TO PASS
SCORE
Attribute 3
Similarities and
Differences
S
Try Again
D
S
D
Attribute 4
S
D
Attribute 5
S
D
Summative Assessment
For your final assessment, you are to show mastery of the following standards:
*In order to show mastery of the standards, follow the two steps below and look to the
attached rubric as a guide *
Step One:
Directions: Select one option from this menu board to display your mastery of the
expectation 4-G2.0.2. The following rubric attached will be your guide for the exact
knowledge that you are to display.
Create a Poster
Create a Song/Poem
Create a Drawing
Create a Writing
Create a Presentation
Create a Brochure
Create a Video
Step Two:
Directions: Using the standard 4-G1.0.4, the student is to provide a minimum of 3
sources of information as to where they found their data for the project. The students data
can be turned in to the teacher, typed on a separate sheet of paper, when the student
presents their project to the class. The following chart can be used as a guide for the exact
information the student is to provide for each piece of data:
Name:_______________________
Step Two
1. What is the human or physical characteristic?
2. What tool did you use to discover this characteristic (ex. internet, book, maps etc.)?
3. Why did you use this specific tool? In what way was this tool beneficial to use in
discovering the data/characteristic?