United States Geography Project
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United States Geography Project

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United States Geography Project United States Geography Project Presentation Transcript

  • Exploring the “Nooks and Crannies” of our Country Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] A WebQuest for 4th Grade (Social Studies) Designed by Sara Van De Velde [email_address] Based on a template from The WebQuest Page
  • Introduction Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] Today, you are going to be a geologist and your job is to explore the seven areas of the United States. The United States may be divided into seven broad physiographic divisions: from east to west, the Atlantic–Gulf Coastal Plain; the Appalachian Highlands; the Interior Plains; the Interior Highlands; the Rocky Mountain System; the Intermountain Region; and the Pacific Mountain System. The class will be divided into seven groups to explore a specific area of the United States. After you have collected samples from your area, bring your findings back to create a visual representation of your findings to share with the class.
  • The Task Student Page Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ]
    • At the end of this exploration, you should have a completed visual (poster, power-point, video or model). Students should also be able to identify and explain the seven divisions of the geographic United States. By using references from the internet, and clues around the classroom, students will have enough information to present specifically about their assigned region.
    • Findings you should have from your region:
      • -Physical make up of the area
      • -Wildlife
      • -States that make up this region and their capitals
      • -Interesting Facts
    Title
  • The Process Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ]
    • First, you will be assigned a group of about 3 students and a specific geographic area to research.
    • Once you know your region, look around the classroom for clues about your area. After you have found the clues (there should be three per region) look through the approved websites to come up with some more information.
      • Links to visit:
        • http://www.infoplease.com/ce6/us/A0861706.html
        • http:// www.kidport.com/RefLib/UsaGeography/UsaGeography.htm
        • http://www.nationalgeographic.com/traveler/articles/1074found.html
        • www.nationalgeographic.com (look up your specific are on the search bar)
    • Decide what kind of visual your group would like to present (Poster, Model, Power point or Video) Ask your teacher if you need specific resources.
    • Create your presentation and visual
      • Visual should include:
        • The 3 clues found in the classroom
        • Drawing or Clip art that displays the entire region
        • Key
      • 2. Presentation should include the following:
        • States included in region
        • State’s capital
        • Wildlife
        • At least 3 interesting facts about this region
        • Physical makeup of the area (what types of trees grow there, are there any body’s of water, mountains, valleys, desert’s etc.
  • Evaluation Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] Exemplary 4 Accomplished 3 Developing 2 Beginning 1 Score Spatial Awareness Visual and presentation clearly supports spatial accuracy and location of states and landmarks Visual and presentation is close to accurate in spacing of states and landmarks Visual and presentation has some sort of spatial orientation but only about half correct. Visual and presentation does not represent an understanding of spatial orientation Knowledge Gained Student displays a developed concept about geography, specifically certain region. Student can demonstrate a good amount of understanding about geographic location Student can name a few facts only about the region that their group researched. Student shows inadequate amount of effort and knowledge about physical geography Use of Class Time Used time well during each class period. Focused on getting the project completed. Never distracted others. Used class time well. Usually focused on getting the project done. Never distracted others. Used some of the class time well. There was some focus on getting the project done but occasionally distracted others. Did not use class time to focus on the project OR distracted others. Content- Accuracy Had 5-7 correct facts about region on visual and in presentation Had 3-5 correct facts about region on visual and in presentation Had 2-3 correct facts about region on either visual or presentation but not both. Had 0-1 correct facts about region but lacking in both the visual and presentation. Group Work Fully participates within group and plays an equal role in all areas of the project. Mostly participates within group and plays an equal role in all areas of the project Puts some effort into group work but does not play an equal role in all areas of the project. Does not participate in any aspect of the project or the group.
  • Conclusion Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] After you and your group have explored the “nooks and crannies” of one of the seven physical regions of the United States, you will have enough knowledge to fully explain the physical makeup of the area, what kind of plants and animals live there and the several states and their capitals. Think back to when you first found out which region you had. Did you find some interesting information? Are you curious about the other six regions? Ask your classmates from other groups some interesting facts from their region. Make a “facts card” that includes on interesting fact from each region. What are similarities? What are some differences? Keep this card as a reference for future lessons about geography!
  • Credits & References Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] 1. http://www.freeworldmaps.net/.../united-states.jpg 2.www.kidport.com/RefLib/UsaGeography/UsaGeography.htm 3.www.photius.com/wfb1999/united_states/united_states_geography.html 4.geography.about.com/library/maps/blusa.htm 5.www.education-world.com/soc_sci/geography/index.shtml 6. http:// www.webquest.org/index.php 7. www.rubistar.4teachers.org 8. www.slideshare.net
  • Exploring the “Nooks and Crannies” of our Country (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page A Web Quest for 4th Grade (Social Studies) Designed by Sara Van De Velde [email_address] Based on a template from The WebQuest Page Evaluation Teacher Script Conclusion
  • Introduction (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page This lesson is developed for a 4 th grade social studies or geography unit. It is implemented to help students understand the make up of the seven physical regions of the United States. In this lesson, students will get a specific understanding on one particular area of the United States and be able to present information that they have gathered. This lesson can be a starting point to an entire unit on physical geography. Evaluation Teacher Script Conclusion
  • Learners (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page This lesson is developed for a 4th grade social studies or geography unit. It involves research, spatial awareness, understanding of the physical world and the plants and animals that live in the particular habitat. Learners should have some background knowledge of the location of states and some idea of their capitals. Learners should also have some background knowledge in computer skills (i.e. looking up information on the given websites). Evaluation Teacher Script Conclusion
  • Curriculum Standards (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page
    • From Social Studies Standards: Standard 3- Geography
      • understand the characteristics, functions, and applications of maps, globes, aerial and other photographs, satellite-produced images, and models (Taken from National Geography Standards, 1994)
      • map information about people, places, and environments
      • locate places within the local community, State, and nation; locate the Earth’s continents in relation to each other and to principal parallels and meridians (Adapted from National Geography Standards, 1994)
      • draw maps and diagrams that serve as representations of places, physical features, and objects
    • This lesson will enable students to use multiple intelligences. They will understand how to take information and present it to a class. They will also be able to find what information will be useful and what they do not need. A major part of this assignment is to be able to work in groups. Because this is a 4 th grade curriculum, group work will be basic but also give them skills to develop for future group projects. Teamwork is an excellent asset to this project!
    Evaluation Teacher Script Conclusion
  • The Process (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page
    • First, you will be assigned a group of about 3 students and a specific geographic area to research.
    • Once you know your region, look around the classroom for clues about your area. After you have found the clues (there should be three per region) look through the approved websites to come up with some more information.
      • Links to visit:
        • http://www.infoplease.com/ce6/us/A0861706.html
        • http:// www.kidport.com/RefLib/UsaGeography/UsaGeography.htm
        • http://www.nationalgeographic.com/traveler/articles/1074found.html
        • www.nationalgeographic.com (look up your specific are on the search bar)
    • Decide what kind of visual your group would like to present (Poster, Model, Power point or Video) Ask your teacher if you need specific resources.
    • Create your presentation and visual
      • Visual should include:
        • The 3 clues found in the classroom
        • Drawing or Clip art that displays the entire region
        • Key
      • 2. Presentation should include the following:
        • States included in region
        • State’s capital
        • Wildlife
        • At least 3 interesting facts about this region
        • Physical makeup of the area (what types of trees grow there, are there any body’s of water, mountains, valleys, desert’s etc.
    Evaluation Teacher Script Conclusion
  • Resources (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page
    • What’s Needed:
    • “ Clues” for each regions (3 per region) Example: rock, a picture of the area, important fact etc.
    • Computer and Internet Access (Only one computer needed because groups can take turns.) Students need to look up information on the specified websites:
        • http://www.infoplease.com/ce6/us/A0861706.html
        • http://www.kidport.com/RefLib/UsaGeography/UsaGeography.htm
        • http://www.nationalgeographic.com/traveler/articles/1074found.html
        • www.nationalgeographic.com (look up specific are on the search bar)
        • Materials for students to use for presentation
            • - posters
            • - computer access and power point
            • - markers, simple art supplies
            • - video camera (if available)
            • - library and or computer lab availability
            • Human Resources needed: Parent volunteer would be helpful in assisting children creating visual for presentation. One Teacher is enough!
    Evaluation Teacher Script Conclusion
  • Evaluation (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Evaluation Teacher Script Conclusion Does not participate in any aspect of the project or the group. Puts some effort into group work but does not play an equal role in all areas of the project. Mostly participates within group and plays an equal role in all areas of the project Fully participates within group and plays an equal role in all areas of the project. Group Work Had 0-1 correct facts about region but lacking in both the visual and presentation. Had 2-3 correct facts about region on either visual or presentation but not both. Had 3-5 correct facts about region on visual and in presentation Had 5-7 correct facts about region on visual and in presentation Content- Accuracy Did not use class time to focus on the project OR distracted others. Used some of the class time well. There was some focus on getting the project done but occasionally distracted others. Used class time well. Usually focused on getting the project done. Never distracted others. Used time well during each class period. Focused on getting the project completed. Never distracted others. Use of Class Time Student shows inadequate amount of effort and knowledge about physical geography Student can name a few facts only about the region that their group researched. Student can demonstrate a good amount of understanding about geographic location Student displays a developed concept about geography, specifically certain region. Knowledge Gained Visual and presentation does not represent an understanding of spatial orientation Visual and presentation has some sort of spatial orientation but only about half correct. Visual and presentation is close to accurate in spacing of states and landmarks Visual and presentation clearly supports spatial accuracy and location of states and landmarks Spatial Awareness Score Beginning 1 Developing 2 Accomplished 3 Exemplary 4
  • Teacher Script [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page
    • Facilitator:
    • Guide individual to their group and assist in separation of jobs.
    • When looking up references on the computer: Tell the student to type in one of the specified websites. Be sure to guide the student to the correct area according to their assigned region.
    • Example: Click on www.nationalgeographic.com first because it is the most straight forward and basic.
    • Assist the child in preparing for the presentation by going over what they are going to say and what needs to be done before group presents.
    • Preparing for presentation should take about 10 min. especially because this is a group project.
    Evaluation Teacher Script Conclusion
  • Conclusion (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page This lesson should be a stepping stone in a unit on geography. After researching a specific region of the United States, students should be able to share with their peers about specified facts and information about their region. This project should enable students to broaden their knowledge base in geography, technology and collaboration skills. Evaluation Teacher Script Conclusion
  • Credits & References (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Evaluation Teacher Script Conclusion 1. http://www.freeworldmaps.net/.../united-states.jpg 2.www.kidport.com/RefLib/UsaGeography/UsaGeography.htm 3.www.photius.com/wfb1999/united_states/united_states_geography.html 4.geography.about.com/library/maps/blusa.htm 5.www.education-world.com/soc_sci/geography/index.shtml 6. http:// www.webquest.org/index.php 7. www.rubistar.4teachers.org 8. www.slideshare.net