Lesson Idea Name: Regions of Georgia

Content Area: Social Studies

Grade Level(s): Second Grade

Content Standard Addressed:

SS2G1 Locate and compare major topographical features of Georgia and describe how
these features define Georgia’s surface.

a. Locate and compare the geographic regions of Georgia: Blue Ridge, Piedmont, Coastal
Plain, Ridge and Valley, and Appalachian Plateau

Technology Standard Addressed: 3- Knowledge Constructor

Selected Technology Tool: PowerPoint

Bloom’s Taxonomy Level(s):

☐ Remembering ☒ Understanding ☐ Applying ☐ Analyzing ☐ Evaluating ☐

Creating

Levels of Technology Integration (LoTi Level):

☐ Level 1: Awareness ☐ Level 2: Exploration ☐ Level 3: Infusion ☒ Level 4: Integration

☐ Level 5: Expansion ☐ Level 6: Refinement

Universal Design for Learning (UDL)

Engagement: Durring this lesson, students are going to be able to engage by guessing what region
the slide is describing before it goes to the next slide.
Representation: Technology is represented in this lesson because of the use of the basic
productivity tool, PowerPoint. It would also be used while being presented on a SMART board.
Action and Expression: Students will use action and expression by being able to call out what region
they think is being represented on each slide.

Lesson idea implementation:

In this lesson, I am addressing the standard over geographic regions in Georgia. To address this
standard, I would first start out by giving the students a packet with a page on each region. Every day
we would address a different region by watching a video on it and filling out its specific page in the
packet. This standard should take about two weeks to completely address and for students to get full
understanding. I would like to incorporate hands-on learning durring these lessons as well. For
example, bringing in a little bit of red clay to talk about the soil in the piedmont region. After we have
completed each regions section in the packet I would use this PowerPoint movie to do a fun review of
the regions. This will allow them to match the regions characteristics with the specific region.

We could even do it more than once because I can switch up the position of the slides so they are not
answering off of memorization but off of intellect of information. If I wanted to me could even make
this a form of assessment. I could have the students write down the region they think it is and collect
the papers before reviewing the answers. This would allow me to get an understanding of how my
students feel about the lesson. I could grade the papers and give my students immediate feedback.
Depending on scores I could get an understanding of what needs to be further reviewed and what my
students understand.

Reflective Practice:

After creating this lesson Idea, I feel like the activity I created would impact student learning by
making it engaging and more of a game than an actual assessment. This activity would be
implemented after the students have learned most of the material and would be used as a way to for
me to see where and what my students are understanding and what they need further explanation
on. To further extend this lesson and implement more technology in this lesson I could put the power
point on the SMART board and then have the students hold up Plicker cards to answer what region
they believe is being described on the slide.