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Direct Instruction Lesson Plan Template

Grade Level/Subject: 3rd/Geography

Central Focus: Region characteristics

Essential Standard/Common Core Objective:
3.G.1.6 Compare various regions according to their characteristics.

Date submitted:

Date taught:

Daily Lesson Objective:
After learning about how to define regions, students will complete a worksheet where they must circle the different
regions and list the characteristics of each. To show mastery, students must circle at least 4 regions and list 1 characteristic
for each circled region.
21st Century Skills:
Academic Language Demand (Language Function and Vocabulary):
Function: list the characteristics
Academic Vocabulary: regions, distinct, physical, characteristics, compare,
mountains, coastal plains, Piedmont.
Prior Knowledge:
Students should understand basic elements of geographic representations and be able to compare human and physical
characteristics of places.

1. Focus and Review

2. Statement of Objective
for Student

Description of Activities and Setting
Bring students together on the carpet. Remind students that throughout the
past couple of weeks they have been learning about the 5 themes of
geography: Location, Place, Human-Environment Interactions, Movement,
and Regions. Tell them that today they will be focusing on learning about
regions. Then, ask students: “What is a region?” Have students think-pairshare with the person beside them.
Say: “Today we will be learning about regions and how they are defined by
their characteristics. We will begin by looking at a couple of different places
that have distinct regions. By the end of this lesson, you will be able to
identify regions on your own and their characteristics.”
On the Promethean, bring up a picture of Canada and then Ontario with its
regions. “I am actually from Ontario, which is in Canada. First, we are going
to look at the distinct regions that Ontario has.”


2 min

1 min

Using Google maps, bring up a map of Ontario. Have a separate map of
Ontario pulled up in Word document.
“Regions are areas of Earth that share features that make them different from
other areas. A region can be defined by its physical characteristics. A physical
characteristic is something that is there naturally like mountains or a river.
3. Teacher Input

“Now I am going to look at Ontario to find its regions.” Point to the upper part
of Ontario. “In in this upper part of Ontario, I can see that there is a large
amount of forests and mountains from the Rocky Shield that is not shared by
the rest of the area.” Point to the lower part of Ontario. “In this lower part of
Ontario, I can see that it has flatter land with bodies of water`, this is different
than the rest of the area.”

4. Guided Practice

“Because these two places have very distinct characteristics, I am going to
separate them.” On the map of Ontario circle the Northern part and the
Southern Ontario.
“Now we are going to look an area together and determine its regions.
Remember that regions have distinct characteristics that can be either human
characteristics or physical characteristics.”


Using Google maps, bring up a map of North Carolina. Have a separate map
of North Carolina pulled up in a Word document. Show the map to the
“As we look at North Carolina, what kinds of characteristics do you notice?”
Have students think-pair-share, then call on students using their numbered
After students respond, ask class if they agree or disagree, ask for them to
explain their answer.
Ask students how many regions they think North Carolina should be divided
into. Correct answer: 3, ask for explanations.
“North Carolina is divided into 3 distinct regions: The Coastal Plains, The
Mountains, and the Piedmont. The Coastal Plains are low and flat along the
Atlantic Ocean. The Piedmont is in the middle of the state with forests and
rivers. The Mountains are to the far West.” Divide the map of North Carolina
according to its regions.

5. Independent Practice

6. Assessment Methods of
all objectives/skills:
7. Closure

Before letting the students move onto independent practice, ask if there are
any questions.
“Now, you are going to work on your own to complete the worksheet by
identifying the regions and listing their distinct characteristics.” Before letting
the students go back to their seats ask them to repeat the directions back to
10 min
you. Walk around to ask any clarifying questions. Ask: Why did you divide
the map that way? What characteristics does each place have? Why do you
think this is a region?
Formative: Teacher questioning throughout lesson
Summative: Collect student worksheets and determine mastery with the following criteria:
Divided map into 4 regions
- Listed characteristic for each region
Have students pass their paper clock-wise to the person beside them to share
their findings. Ask students to write one thing they learned on the back of their
1 min
own paper.

8. Assessment Results of
all objectives/skills:
Targeted Students Modifications/Accommodations:

Student/Small Group Modifications/Accommodations:
ESL Students: place emphasis on vocabulary and giving
multiple examples- leave example from guided practice on the
front board for reference

(Include any instructional materials (e.g., worksheets, assessments PowerPoint/SmartBoard slides, etc.) needed to implement the lesson at the end of the lesson plan.)

- Promethean smartboard
- Google Maps
- Word document with map of Ontario and North Carolina
- Worksheets (per student)
- CT
- Social studies: people who make a difference by Harcourt
Reflection on lesson:

Circle each of the regions you see and list 1 characteristic for each of the regions you have circled.