George Mason University

Graduate School of Education

Form D
Mandatory

ELEMENTARY EDUCATION PROGRAM

LESSON PLAN FORMAT
Intern: _________Katherine Hogan___________ Grade Level: ___________4th_____________
Title: __L2 - VA Geography: The 5 Regions of Virginia__ Date: _________________________
I.

Objectives
SOL: VS.2b The student will demonstrate knowledge of the physical
geography and native peoples, past and present, of Virginia by
Key Concept includes: b) locating and describing Virginias Coastal Plain
(Tidewater), Piedmont, Blue Ridge Mountains, Valley and Ridge, and
Appalachian Plateau
o K: The students will know what the fall line is as well as the 5 regions
in Virginia.
o U: The students will understand that the land affected what kind of
business and resources were/are available to people.
o D: The students will be able to identify the 5 regions on a map of
Virginia and be able to describe each region.

II.

Materials for Learning Activities

For Students
o Social Studies notebook have their map of Virginia out to finish
labeling the Dismal Swamp and Lake Drummond
o Construction paper (extra long sheets, all the same color to avoid
arguments)
o Pen and a pencil
o Sheet of pictures of different VA regions (labeled)
o Scissors
o Glue
o White bulletin board paper (5 pieces 1 for each group)
o Markers
o Possible Extension Activity:
Construction paper
Markers
Pencil
o Laptops/iPads
Virtual Field Trip Website: http://studyva.weebly.com

For the Teacher

Map of Virginia with regions labeled

Map of Virginia labeling Dismal Swamp and Lake Drummond
Pictures of each region for each poster.
Smart board & pen
Slide that has what needs to be on each white bulletin board
paper poster
o An example fold-able already made
o
o
o
o

III.

Procedures for Learning Activities

Introduction
o Say, Today were going to talk about the 5 regions of Virginia. While
were learning were going to be making a foldable. You need to get
out your social studies notebook and open it up to the map of Virginia
that we didnt finish labeling yesterday. We have two more things to
label on it today. (PASS OUT PAPER.)
Instruction
o Map page in S.S. Notebook: (5 minutes)
Say, Do you remember what a peninsula is? Who can tell
me?
Wait for response then say, Great! and point out
the peninsulas again. (Remind them of the hand
trick.)
Say, Yesterday we talked about the bodies of water. We didnt
talk about 2 of them though. The Dismal Swamp and Lake
Drummond. These two are both located in the coastal plain
region. In the Dismal Swamp there is lots of different wildlife
living there. Lake Drummond is a shallow lake that is
surrounded by the Dismal Swamp. Point to where the Dismal
Swamp and Lake Drummond are on the map. Say, I want
you to label both Lake Drummond and the Dismal Swamp on
the map the map of Virginia in your social studies notebook.
Once youve done that you can put your notebook away but
keep your foldable out.
o FOLDABLE & POSTER ACTIVITY: (45 minutes)
So Im going to give you a piece of construction paper and
you need to fold it hot-dog style. Then youre going to use your
pencil and draw 4 lines (SHOW THEM HOW TO DO THIS)
so that you make 5 different sections. Now cut along the lines
and stop cutting when you get to the fold.
(PASS OUT VA OUTLINE PICS OF DIFFERENT
REGIONS). Say, Now youre going to cut out these pictures
and glue one on each flap. Glue them down with coastal plain
first, piedmont next, etc. etc.
Once everyone has put their foldable together continue and say,
Were going to do something a little bit differently today.

Instead of me standing up here and reading you the

information on all of these regions I am going to divide you
into groups and today you all are going to be the teachers.
I am going to divide you up into 5 groups, one for each
region. Each group is going to use a laptop/iPad (depending
on how many are available) you are also going to get a piece
of white bulletin board paper and a pack of markers. You and
your group members are going to be assigned one region of
Virginia you are going to do research on that region and you
are going to look up the following things that are listed on the
board for your region.
Say, I want you to describe the land, is it flat, hilly, does it
have mountains or is it near a body of water? I also want you
to tell me what kind of industries there are. Industries are
businesses/what people do as their job to make a living. Do
they farm, do they fish, or do they work for the government?
And last but not least products, these are the things that the
industries create for the public. Do they sell seafood, crops,
what do they produce? I am also going to pass out a picture of
your region. You need to glue this on your poster as well.
Make sure you go over/review group-work expectations then
ask, Does anyone have any questions? If you do please raise
your hand and I will come and help you and your group. Also
boys and girls if youd like to you can draw pictures on your
poster of the industries or products or land. So Im giving you
the option to draw, or write whatever youd prefer. You just
HAVE to have those labels: land, industries, products.
Have each team pick someone from their group to come get a
pack of markers and a piece of paper then come back and get a
laptop/iPad.
After 35 minutes have the groups present and make sure
everyone is writing down in their foldable as the groups are
presenting.
o BRAIN BREAK: (5-7 minutes)
Say, I want you to put your pencils down and stand up. What
youre going to do here is show the students the arm motions
for the different regions. This will help them remember the
physical geography of each region better.
Coastal Plain: arms out and move fingers like waves
Piedmont: make arms look like the ones below

Blue Ridge Mountains: put arms above head like an

o for that rounded mountain look

Valley & Ridge: make ridges with your arms and make
your hands look like a v
Appalachian Plateau: arms up elevated land but flat,
make arms look somewhat flat.
o Now say, Im going to call out a region. Whatever region I call out
you must show me the hand/arm motions for that regions physical
geography. Do each of them a few times then say, very good, have a
seat.

IV.

Closing (10 minutes)

o Gather them back together to ask one final question
Say, Now did you notice that not EVERY region had the
same industries and prodcuts? Why do you think that is.
Turn and talk to a friend about this for a moment.
Now say, Raise your hand and share some things you
discussed with your partner.
o Give time for listening and response.
If no one gets to it say, What is something else that is
different in each region besides the industries and products?
o Wait for think and response time.
Yes, the land. Do you think since the land is different people
could/can access everything from anywhere without going on
the internet? Wait for response then say, No, certain things
are more easily accessible in some areas compared to others.
Do you think they could go fishing easily in the appalachian
plateau? Not easily so they probably dont have a lot of
access to seafood (without going to a grocery store). So since
the different regions are so different thats why they have
different industries and products.
o Informal/Formative Assessment:
Say, I want you to put your foldable in your social studies
folder and get out a sheet of paper. On your paper I want you
to tell me why not every region has the same products and
industries. I also want you to give me a short description of
the land, an industry, and a product from each region. Then
turn it into the turn in bin.

Assessment
Informal and Formative Assessment: Exit Slip. This will give me an idea of
who was paying attention. That is my big idea understanding purpose here in
this lesson. I want to see if kids understand that different regions, different
geography, different things are more accessible in some places compared to
others which is why industries and products in the regions are different. Also

asking about the industries and products will tell me whether or not kids were
listening and writing down in their foldable.
V.

Differentiation
Multiple Intelligences
o Body-Kinesthetic
Hand and arm motions to help remember the physical
geography of the different regions
o Visual-Spatial
In a way the arm motions are somewhat of a visual to give
them an idea of what the landscape of the regions look like.
o InTERpersonal:
They are learning from their classmates during the jigsaw
activity when each group presents their region. Theyre
hearing the information from a peers point of view instead of a
teachers and sometimes that makes all the difference.
Students dont always think of things the same way their peers
do. They gain a peers point of view during any turn and talk
period.
o InTRApersonal:
When they work in groups they are not only working together;
but they are taking each of their strengths and bringing them to
the table. So they are helping themselves learn by working
together.

ELL Students/ Special Education and/or Special Needs Students

o Writing down on Smart board what goes in the foldable so they can
copy.
o In advance, pre-cut foldable and glue the pictures on the front for any
students with motor skill delays.
Possible Extension Activity: come up with an acrostic poem to remember the
different regions in Virginia.
Student Centeredness/Choice: Turn and talk portions of the lesson. How they
want to present their region or design their poster (with minimal guidelines).

VI.

Technology Integration
PowerPoint
Smart board and pen

VII.

Reflection