Lesson Plan 5 Social Studies: Grade 5 Essential Question:

How do landforms and water features influence trade, travel, and settlement within the United States? How does knowledge about landforms and water feature assist individuals in working together to obtain a vast amount of resources necessary for survival?

NCSS Theme: Time, Continuity, and Change VA Standard of learning: USI.2 (d): The student will use maps, globes, photographs, pictures, or tables to recognize key geographic features on maps, diagrams, and/or photographs. Essential Understanding:
Different regions across the world supply different resources for the people within and around them.

Objectives Students will be able to use maps, diagrams, and/or photographs in order to identify key geographic features and determine their location. Students will be able to define key geographic features of the United States. Students will be able to explain the impact that geographic features have on trade, location, movement, and agriculture and fishing industries. Materials Teacher Materials Photographs of geographic features Geographic Terms Worksheet Geographic Features Worksheet PowerPoint- Key Geographic Features Whiteboard Elmo Checklist/Anecdotal notes for teacher PlayDoh Geographic features articles Poster board Student Materials Pencil Social Studies Notebook PlayDoh Geographic features articles Photographs of geographic features Geographic Terms worksheet

Index cards

Introduction (5 minutes) 1. Inform students that in their last lesson they discovered not only the the location of water features important to the early history of the United States but also how they influenced trade, transportation, exploration, and settlement. 2. Tell students that they will be building on their knowledge of key geographic features so that they main gain a deeper understanding of how individuals and settlements are affected as a result of these features. 3. Ask students if they can define what a geographic feature is. Have them turn and talk to a partner (1 minute) and then share out as a whole class. 4. Ask students if they can think of examples of geographic features. Have them turn and talk to a partner (1 minute) and then share out as a class. 5. After students have shared inform them that they will be working in a group of three to discover a specific geographic feature. Procedures (15 minutes) 1. Show students PPT slide 2 (directions for class activity) 2. Walk around the room and show the students the locations of the 10 stations. Tell the students that each station will have a corresponding number and that they are to remember their station number. (The teacher will have a sheet of the station numbers if the students forget theirs.) 3. Show students PPT slide 3 which shows the stations and groups of students in those stations. (Give students 1 minute to find their group and settle into their seats.) 4. Inform the students that they will be given 10 minutes to create their geographic feature, come up with a definition to describe their feature, and choose the photograph that corresponds to their given feature. Tell students that they will be sharing their findings with the entire class. 5. As students are working walk around the classroom and use the checklist/anecdotal notes sheet to record students progress, interactions with other students, and understanding of the content. 6. After 10 minutes have the students clean up their materials. Tell students to push back their desks so as to make a wide open space in the middle of the room. (Give the students one minute to move desks and gather materials and bring them to the floor) Procedures (25 minutes) 1. Bring the poster board to the middle of the circle in the classroom (Teacher) and show the students that the numbers on the poster board correspond to the numbers that they were given as part of their station. 2. Tell the students that when it is their groups turn to go they are to bring their geographic feature up to the poster board and attach it. They are then to explain what their geographic

feature is. Lastly the students will take the photograph that they chose to represent their geographic feature and place it under the Elmo (projector). a. Ask students why they chose the picture to represent their given feature. 3. As the groups are presenting inform the students that they are to be active listeners and to be respectful of their classmates presenting. 4. When the poster board is complete take a picture of it and tell the students that you will be posting this picture up in the classroom for them to reference. Procedures Cont. (20 minutes) 1. Have students fix their desks and return to their seats. 2. Review PPT slides 4-15 with students and have them take turns coming up to the Whiteboard to interact with the PowerPoint presentation. Summary (10 minutes) 1. Hand out Geographic Terms worksheet. 2. Explain the assignment to the students and model the expectations using a students social studies notebook. 3. Ask the students if the model they created using PlayDoh helped them to understand and connect more with the material from the lesson. Have students raise their hands if the PlayDoh activity helped. For those students who did not raise their hand ask them what you could have done to better support their learning. 4. Hand out index cards to students. Tell students that they are to briefly explain the impact that geographic features have on trade, location, movement, and agriculture. 5. Inform the students that during their next class period they will be working on a project to demonstrate their understanding of the concepts taught in the geography unit. a. Also inform students that they will be taking an assessment next week to measure their understanding of the geography unit.

Assessment
Observation & anecdotal notes- As students are working in groups, gathering information, presenting findings, and actively listening, the teacher will use the anecdotal notes notebook to record observations made with students. The teacher will record the students interactions with others, communication strategies used, material presented both in the group and towards the entire class, and questions asked. These notes will provide the teacher with a means for organizing student information as well as allow the teacher to make informed decisions regarding future lessons. The observations recorded can be used as data to show how much effort a student is putting into the assignment as well as to determine the areas in which a student is struggling and/or excelling. Geographic Activity- The students are asked to create a model to demonstrate what a specific geographic feature looks like and where it is located. From the presentations and models, the

teacher will be able to assess the students understanding of the assignment as well as if they are able to take what they have learned and apply it to other areas. Take home worksheet- The enlarged map of the United States given in the previous lesson as well as the activity that the students are to put together will demonstrate their ability to interact with the content from the lesson.

Differentiation
Students will have the opportunity to work with a group. The group will contain students of mixed abilities. The students will be able to assist each other in developing solutions to their tasks. Visuals of the content will be provided to assist all students including ELL, lower level, and students with disabilities to better understand the material from the lesson. These visuals will be used on the student worksheets as well as within the PowerPoint slides. Students will have exposure to visual, bodily-kinesthetic, interpersonal, intrapersonal, and linguistic learning styles. The teacher will walk around to provide assistance for students.

Extension If groups finish early with the Geographic Features Activity have them think about which geographic region of North America they are likely to find the geographic feature of their group. Have the students share their thoughts with their group.