This document outlines a lesson plan for 4th grade students to research and present on one of the seven physiographic regions of the United States. Students will be divided into groups and assigned a region to research using online resources and clues provided in the classroom. They will then create a visual presentation and present on the physical makeup, wildlife, states and their capitals, and interesting facts about their assigned region.

1. 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

2. 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.

5. 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.

6. 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!

7. 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

8. 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

9. 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

10. 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

14. 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

16. 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

17. 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