TPACK Template

C Subject United States History to 1865

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Grade Level 6th grade
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t Learning Objective USI.2 The student will interpret maps, globes,
e photographs, pictures, or tables to:
n b) locate and describe major geographic re-
gions of North America: Coastal Plain,
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Appalachian Mountains, Canadian Shield,
Interior Lowlands, Great Plains, Rocky
Mountains, Basin and Range, and Coastal
Range.

P Complete the sentence below:

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d In this interactive white board activity, the children will touch the board to match the
a eight geographic regions to their locations and learn about the features and cli-
g mates of each geographic region.
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P Activity 1. As students enter the classroom, the teacher will be at the
e door to greet them and to begin working on the bellringer.
d For the bellringer, students should brainstorm and write
a about their favorite geographic features within the United
g States, such as beaches, mountains, or valleys.
o 2. Once every student has entered the classroom and spent
g around 5 minutes working on the bellringer, the teacher will
y bring the class together to discuss what the students’ fa-
vorite features are.
3. After every student has had the opportunity to discuss what
they wrote with the class, the teacher will lead from the
group discussion to the whiteboard presentation on the eight
different regions on the United States.
4. The presentation breaks down the eight different regions
and gives a short overview of their physical features and cli-
mate. As the teacher goes over each region, they should
raise questions for the students about the pros and cons of
the region’s features and climates, as well as how the region
may effect the people who live there. This will be a great in-
troduction for students as they begin to study these regions
and the impact they have on human development and migra-
tion.
5. After the teacher goes over each of the regions, the students
will have the opportunity to test what they have learned.
The teacher will turn to the slide that asks students to match
the eight regions to their locations within the United States.
Students will have five minutes to independently determine
where they believe the regions are located. During this time,
the teacher should be walking around the classroom to ex-
amine what their students are writing and provide help.
6. After the 5 minutes are over, students will have the chance
to test their answers. By raising their hands, students can
volunteer to come up to the white board and match one re-
gion to its location on the map. After a student has guessed
the location of a region, other students will have the chance
to either agree or disagree and change the location of the re-
gion.
7. Once every region has been assigned a location by the stu-
dents, the teacher will turn to the next slide, which provides
the answers for the exercise they have just completed. Stu-
dents will have the opportunity to view which regions they
placed either correctly or incorrectly. If regions were placed
incorrectly, we will go back to review its location, features,
and climate.
8. After this presentation, the teacher will assign a writing as-
signment for the students. The students will have to write
two paragraphs about one region in the
 8. United States. The assignment should focus on a region’s fea-
tures and climates, as well as what activities they could do
within that region, activities such as recreation and employ-
ment. The students will begin the writing assignment in class,
with the teacher walking around providing assistance to stu-
dents who may have trouble with the assignment. If the stu-
dents do not finish the assignment in class, then it will be as-
signed as homework and will be due at the beginning of the
next class period.

T Technology https://suite.smarttech.com/share/5cc20adf-804a-4fc8-a22b-
e 569ec67d12b1
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