Kasey Waller

ELRC 4507
Lesson Plan

Regional Geography of the United States

4th Grade Gifted Social Studies

Unit overview: In this unit students explore the variety of landforms and geographic
make-up of the United States, and how each region has influenced economic
development.
Content and Claims:
How can we define the location of a place? (4.4.1-4.4.7)
How are the characteristics of each region similar and different? (4.5.1)
How do the physical characteristics of each region shape its economic
development? (4.5.2)
How do the physical characteristics of each region influence human settlement?
(4.5.3)
How do natural processes and human processes impact the land and water around
them? (4.6.1-2)
Grade Level Expectations:
4.4.1 Locate and label continents, oceans, the poles, hemispheres, and key parallels and
meridians on a map and globe
4.4.2 Locate and label on a map the major physical features of each of the five regions of
the United States and summarize how they affect the climate, economy, and
population of each region
4.4.3 Identify the states of each of the five regions of the United States
4.4.4 Measure approximate distance on a map using scale to the nearest hundredth mile
4.4.5 Determine the approximate longitude and latitude coordinates of various locations
in the United States
4.4.6 Interpret various types of maps using a key/legend, compass rose including cardinal
and intermediate directions, latitude/longitude, and scale
4.4.7 Use mental mapping to construct a map of the United States regions and the world
to include map elements (title, compass rose, legend/key, scale)
4.5.1 Compare and contrast the distinguishing physical characteristics of the five regions
of the United States
4.5.2 Analyze how physical characteristics of a region shape its economic development
4.5.3 Identify and explain how the physical characteristics of a region influenced human
settlement
4.6.1 Illustrate how natural processes have created and/or changed the physical
characteristics of places in the United States
4.6.2 Describe the human impact on the land and bodies of water of the five regions of
the United States

Resource: www.louisianabelieves.com
Lesson Plan
Topic: Regions of the United States
Subject: Social Studies

Louisiana Grade Level Expectations & Common Core State Standards:

Social Studies:
4.4.3 Identify the states of each of the five regions of the United States
4.5.2 Analyze how physical characteristics of a region shape its economic development
Writing:
CCSS.ELA-LITERACY.W.4.2 Write informative/explanatory texts to examine a topic
and convey ideas and information clearly.
CCSS.ELA-LITERACY.W.4.7 Conduct short research projects that build knowledge
through investigation of different aspects of a topic.

Objectives:
TLW research the Midwest region of the United States and identify the
agricultural products that shape its economy.
TLW demonstrate understanding by design a poster to advertise one of the
Midwests agricultural products.

Materials:
Computer with Internet access
www.Canva.com tutorial video,
https://www.youtube.com/watch?v=wktoP5CkB-8
U.S. Geography: The Midwest video
https://www.youtube.com/watch?v=vqxXAlRSQnA&list=PL8fSH7NRQH
gTx14SWxJDaDuIKYjBIPDei&index=2
Advertisements for agricultural products Web sites for examples

Procedures:
1. Open the lesson by discussing the term "America's Breadbasket" with students.
Discuss the Midwest's geography, how topographical features such as the Great
Lakes were formed, and why this region is so closely associated with farming and
agriculture. A good way to introduce the Midwest and its "breadbasket" status is
to show segments of the video U.S. Geography: The Midwest.
2. After watching the video, review some of the agricultural products the Midwest is
known for (wheat, dairy, cranberries, cattle, and corn). Discuss the three sections
of the Midwest the Lake states, Northern Plains states, and Corn Belt. Ask
students: Why are certain products grown in one region more than the others?
How important is agriculture to the Midwest's economy?
3. Share advertisements for agricultural products with students, and discuss how
advertisers use slogans like "Got Milk?" to draw attention to their products. Ask
students: How do advertising campaigns help promote and sell specific products?
In what ways can they be used to inform people about unfamiliar or new
 products? Example Ads: http://www.huffingtonpost.com/2014/02/24/got-milk-
ads_n_4847121.html,
4. Divide students into groups, and have each group make a poster, using
www.canva.com, advertising an agricultural product found in the Midwest. Allow
groups to choose their own products, but make sure that the class covers all the
major products youve discussed. Students' posters should be creative but must
include the following:
a. A product slogan
b. Photographs, or some form of illustration
c. The Midwest state(s) where the product is grown or produced
d. Uses for the product
e. Details about how the product was made
5. Give students time in class to begin researching products and creating their
posters. This Symbaloo has sites are good resources:
http://www.symbaloo.com/mix/midwestregion3
6. Have the groups "pitch" the completed posters to the class, explaining their
advertising strategy. Allow time for student questions about each group's product
and poster.

Assessment
Rubric: Midwest Agricultural Product Poster
http://www.rcampus.com/rubricshowc.cfm?code=PX88ABA&sp=yes