Social Studies 5th Grade
Geography Unit: Midwest America
VA SOL NAG 5.5b The student will explore the Midwest region of the United States by explaining the physical and climate characteristics of the Midwest region.
Additional SOLs: English 5.7f The students will write for a variety of purposes: to describe, to inform, to entertain, to explain, and to persuade. (Use precise and descriptive vocabulary to create tone and voice.)
English 5.9 c,d Students will find, evaluate and select appropriate resources for research, (c) Use technology as a took to research, organize, evaluate and communicate information, (d) Organize information presented on charts, maps and graphs.
Lesson 2: Where is the Midwest located and what are some features of the land there?
Objective: Students will be able to compare and contrast physical features of different parts of the US using appropriate graphic organizers.
Materials: Promethean board, GoogleEarth, laptops (with GoogleEarth), lifebooks, white paper
Integration of Technology: GoogleEarth, research using laptops
Input (Knowledge and Comprehension)
Whole Group (15 minutes)
Students will come to the carpet, open their lifebooks to a blank page to activate prior knowledge and pinpoint what they do not know.
*As students write, teacher will be writing as well on the Promethean board.
Close your eyes: When you think of Midwest what images come to mind? Write for 2 minutes any descriptive imagery of what you see in your mind's eye.
Share one image with a partner.
Come back. Close your eyes again and imagine what Kansas looks like. Write for 2 minutes any descriptive imagery of what you see in your mind's eye.
Share one image with a partner.
Come back. Close your eyes again and imagine what Michigan looks like. Write for 2 minutes any descriptive imagery of what you see in your mind's eye.
Share one image with a partner.
Come back. Close your eyes again and imagine what North Dakota looks like. Write for 2 minutes any descriptive imagery of what you see in your mind's eye.
Share one image with a partner.
Now look over the images you wrote down for each state mentioned. What is different between them? What is the same? Thinking about their relative location and economy what can you infer is the reason for these similarities and differences? Write for 2 minutes.
Share a few whole class.
Open Google Earth on Promethean Board and show the Midwest under “satellite view”. Locate the previous mentioned states through satellite view and map view. Model for students how to click the icons to see actual photos taken of the areas. Click here
Key Questions: What type of land is predominantly found in the Midwest?
How does the geographic location of the Midwest impact the type of land there?
Are there any trends that you notice?
Process Learning (Creative &Critical Thinking, Application, Analysis, Synthesis, Evaluation & MI)
(30 minute center rotations over 2 days)
Directions (to be given before center rotations)
Students will work in a center, either independently or with a partner (independent vs interactive learning choice), with a laptop and google earth to explore two different states: one great plains state and one great lakes state. Combinations can include one from each category:
Great Plains Great Lakes
North Dakota Minnesota
South Dakota Wisconsin
Nebraska Illinois
Kansas Indiana
Iowa Michigan
Missouri Ohio
Using only the features on GoogleEarth, students will work to identify different features of:
the land type (farms versus cities), landmarks (rivers and major cities) modes of transportation (railroads vs highways), jobs (industry vs agriculture), states of the economy (poor rural vs wealthy metropolitan) and common themes for their chosen states (community vs individuality), tourist attractions (Rock and Roll Hall of Fame Ohio vs Ferry on the Mississippi River). Any additional topics students come up with may be included as long as they are relevant. (Differentiation by content)
Students may then choose a graphic organizer of their preferences to compare and contrast these states.
Ask: What types of graphic organizers might we use to compare and contrast? (Venn Diagram, Double Bubble Map, Tree Map, Foldables)
Use the plain paper to make a neat, creative and organized map or diagram of the differences and similarities between these states.
Students have 2 days at this center (1 hour total) to complete these organizers, allowing them to budget their time in pairs or independently however they see most affective.
Output (Products Ideas, Problem-Solving & Research)
Students will work either together or independently to use only pictures and maps to research and learn about multiple aspects of a state.
Students will produce a graphic organizer based on their research and analysis of the pictures and maps found on GoogleEarth.
Extension
If students finish early they may explore a farmhouse from the Midwest on their laptop. Click here
Students may also look at the US Drought Monitor to compare severity of droughts in the US over the past year.
Assessment
The graphic organizer must include one state from each column, and relevant differences and similarities between the two. The teacher will assess the depth and clarity of the information included in the graphic organizers.
Observations of the work effort and ethic among students within the centers will be noted as well for formative
Differentiation
Visual Learners: Graphic Organizer choices
Collaborative Learners: have a choice to work in pairs
Independent Learners: have a choice to work independently.
Content: Students may choose what information about the states they include out of a list of relevant, comparable ideas.
Geography Unit: Midwest America
VA SOL NAG 5.5b The student will explore the Midwest region of the United States by explaining the physical and climate characteristics of the Midwest region.
Additional SOLs: English 5.7f The students will write for a variety of purposes: to describe, to inform, to entertain, to explain, and to persuade. (Use precise and descriptive vocabulary to create tone and voice.)
English 5.9 c,d Students will find, evaluate and select appropriate resources for research, (c) Use technology as a took to research, organize, evaluate and communicate information, (d) Organize information presented on charts, maps and graphs.
Lesson 2: Where is the Midwest located and what are some features of the land there?
Objective: Students will be able to compare and contrast physical features of different parts of the US using appropriate graphic organizers.
Materials: Promethean board, GoogleEarth, laptops (with GoogleEarth), lifebooks, white paper
Integration of Technology: GoogleEarth, research using laptops
Input (Knowledge and Comprehension)
Whole Group (15 minutes)
Students will come to the carpet, open their lifebooks to a blank page to activate prior knowledge and pinpoint what they do not know.
*As students write, teacher will be writing as well on the Promethean board.
Close your eyes: When you think of Midwest what images come to mind? Write for 2 minutes any descriptive imagery of what you see in your mind's eye.
Share one image with a partner.
Come back. Close your eyes again and imagine what Kansas looks like. Write for 2 minutes any descriptive imagery of what you see in your mind's eye.
Share one image with a partner.
Come back. Close your eyes again and imagine what Michigan looks like. Write for 2 minutes any descriptive imagery of what you see in your mind's eye.
Share one image with a partner.
Come back. Close your eyes again and imagine what North Dakota looks like. Write for 2 minutes any descriptive imagery of what you see in your mind's eye.
Share one image with a partner.
Now look over the images you wrote down for each state mentioned. What is different between them? What is the same? Thinking about their relative location and economy what can you infer is the reason for these similarities and differences? Write for 2 minutes.
Share a few whole class.
Open Google Earth on Promethean Board and show the Midwest under “satellite view”. Locate the previous mentioned states through satellite view and map view. Model for students how to click the icons to see actual photos taken of the areas. Click here
Key Questions: What type of land is predominantly found in the Midwest?
How does the geographic location of the Midwest impact the type of land there?
Are there any trends that you notice?
Process Learning (Creative &Critical Thinking, Application, Analysis, Synthesis, Evaluation & MI)
(30 minute center rotations over 2 days)
Directions (to be given before center rotations)
Students will work in a center, either independently or with a partner (independent vs interactive learning choice), with a laptop and google earth to explore two different states: one great plains state and one great lakes state. Combinations can include one from each category:
Great Plains Great Lakes
North Dakota Minnesota
South Dakota Wisconsin
Nebraska Illinois
Kansas Indiana
Iowa Michigan
Missouri Ohio
Using only the features on GoogleEarth, students will work to identify different features of:
the land type (farms versus cities), landmarks (rivers and major cities) modes of transportation (railroads vs highways), jobs (industry vs agriculture), states of the economy (poor rural vs wealthy metropolitan) and common themes for their chosen states (community vs individuality), tourist attractions (Rock and Roll Hall of Fame Ohio vs Ferry on the Mississippi River). Any additional topics students come up with may be included as long as they are relevant. (Differentiation by content)
Students may then choose a graphic organizer of their preferences to compare and contrast these states.
Ask: What types of graphic organizers might we use to compare and contrast? (Venn Diagram, Double Bubble Map, Tree Map, Foldables)
Use the plain paper to make a neat, creative and organized map or diagram of the differences and similarities between these states.
Students have 2 days at this center (1 hour total) to complete these organizers, allowing them to budget their time in pairs or independently however they see most affective.
Output (Products Ideas, Problem-Solving & Research)
Students will work either together or independently to use only pictures and maps to research and learn about multiple aspects of a state.
Students will produce a graphic organizer based on their research and analysis of the pictures and maps found on GoogleEarth.
Extension
If students finish early they may explore a farmhouse from the Midwest on their laptop. Click here
Students may also look at the US Drought Monitor to compare severity of droughts in the US over the past year.
Assessment
The graphic organizer must include one state from each column, and relevant differences and similarities between the two. The teacher will assess the depth and clarity of the information included in the graphic organizers.
Observations of the work effort and ethic among students within the centers will be noted as well for formative
Differentiation
Visual Learners: Graphic Organizer choices
Collaborative Learners: have a choice to work in pairs
Independent Learners: have a choice to work independently.
Content: Students may choose what information about the states they include out of a list of relevant, comparable ideas.
Venn Diagram Foldable Website - Login:orrworkshops PW: guest5
http://fcps.blackboard.com/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_334496_1%26url%3D