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=Welcome to....=

= The Five Regions of the United States =

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__5 Day Action Plan__
== - Excellent start! Keep going. You have amazing ideas...implement them! Work together and this will all work out! Without a doubt this is the most comprehensive home page. You have listened to my suggestions and acted on them. This is impressive! LTS 4-6-11 ==

= Day 1**- Introduction** = 1. Anticipatory set- Interactive whiteboard. The teacher outlines the 5 regions in different colors while the students outline on their own maps. The students can label the states that they are familiar with. a. The students will use the interactive whiteboard to place a star on the state they were born in or have lived in. 2. Go over vocabulary: geography, physical features, natural landmarks, and man-made landmarks 3. Assign groups 4. Make portfolios

= **Day 2**- Physical Features = 1. Review vocabulary-physical features. The students will be creating think map (brainstorming map) and going over examples of what physical features are. 2. Students will make flip books for 5 physical features that are in the region they have been assigned. **Amanda responsible for providing southwest physical features, Jackie responsible for providing west physical features, Katharina responsible for northeast physical features, Brittany responsible for midwest physical features, Krysten responsible for southeast physical features.** a. What state is it in, what size is it, 3 interesting details 3. Students will fill in a map for their region a. State names, capitals b. Draw the physical features using symbols c. Label them =** Day 3- Natural landmarks **= 1. Review vocabulary- natural landmarks. The students will be creating a think map (brainstorming map) and going over examples of what natural features are. 2. The students will use a teacher-made questionnaire to research about 2 natural landmarks (Teacher will give them 4 options to choose from and they pick 2) **Amanda responsible for providing southwest natural landmarks, Jackie responsible for providing west natural landmarks, Katharina responsible for northeast natural landmarks, Brittany responsible for midwest physical features, Krysten responsible for southeast natural landmarks.** 3. The students will make an art representation of the natural landmarks they researched. They can draw, sketch, make a collage, digitally represent, etc.

**Day 4-** Man-made landmarks
1. Review vocabulary- Manmade landmarks. The students will be creating a think map (brainstorming map) and going over examples of what manmade landmarks are. 2. The students will use a teacher-made questionnaire to research about 2 manmade landmarks (Teacher will give them 4 options to choose from and they pick 2) **Amanda responsible for providing southwest man-made landmarks, Jackie responsible for providing west man-made landmarks, Katharina responsible for northeast man-made landmarks, Brittany responsible for midwest man-made landmarks, Krysten responsible for southeast man-made landmarks.** 3. The students will make an art representation of the man-made landmarks they researched. They can draw again, or mold out of clay (we will take picture to put in portfolio)

**Day 5-** Group culmination
1. Review previous days activities/vocabulary 2. The students will be creating a final project for their regions. They will be able to choose from either a pamphlet, poem, or story. a. Use the research they’ve compiled (1 manmade, 1 natural, and 3 physical features) to put into their final project.

__**Katharina DeVault (Silcox):**__ ksilcox@knights.ucf.edu

//**Northest Region:**// //-Maine// //-New Hampshire// //-Vermont// //-Massachusetts// //-Rhode Island// //-Connecticut// //-New York// //-New Jersey// //-Deleware// //-Maryland// //-Pennsylvania//

__**Jackie Michaels:**__ jmichaels@knights.ucf.edu

//-Alaska// //-Hawaii// //-Washington// //-Oregon// //-Nevada// //-California// //-Montana// //-Wyoming// //-Utah// //-Colorado// //-Idaho//
 * //Western Region://**

__**Amanda Whittemore:**__ amandawhittemore@knights.ucf.edu

//**South West Region:**// //-New Mexico// //-Arizona// //-Texas// //-Oklahoma//

__**Brittany Baker:**__ brittany.n.baker@gmail.com

//-North Dakota// //-South Dakota// //-Nebraska// //-Kansas// //-Minnesota// //-Iowa// //-Missouri// //-Wisconsin// //-Indiana// //-Michigan// //-Ohio// //-Illinois//
 * //Midwest Region://**

__**Krysten Holmes:**__ keholmes@knights.ucf.edu

//**Southeast Region:**// -Arkansas -Louisiana -Mississippi -Alabama -Tennessee -Georgia -Florida -South Carolina -North Carolina -Virginia -West Virginia -Kentucky

Hey all! Here are the standards that we could definitely use on each day:

__**Day 1**__ (reviewing map elements, define physical features, natural, man-made landmarks, labeling regions & some states,


 * 1) **SS.3.A.1.3--Define terms related to the social sciences**
 * 2) **SS.3.G.2.2--Identify the five regions of the United States**
 * 3) **SS.3.G.2.3--Label the states in each of the five regions of the United States** (this could be achieved by having students label states they know or have been to, but not necessarily all the states just yet)
 * 4) **SS.3.G.1.2--Review basic map elements (coordinate grid, cardinal and intermediate directions, title, compass rose, scale, key/legend with symbols). (??)**
 * 5) **LA.3.4.2.2--The student will record information (e.g., observations, notes, lists, charts, map labels, legends) related to a topic, including visual aids as appropriate.** (brainstorming examples & writing in journals, etc)


 * __Day 2__**
 * 1) **SS.3.G.2.2--Identify the five regions of the United States**
 * 2) **SS.3.G.2.3--Label the states in each of the five regions of the United States**
 * 3) **SS.3.G.2.4--Describe the physical features of the United States, Canada, Mexico, and the Caribbean**
 * 4) **LA.3.4.2.2--The student will record information (e.g., observations, notes, lists, charts, map labels, legends) related to a topic, including visual aids as appropriate.**
 * 5) **LA.3.6.1.1--The student will read informational text (e.g., graphs, charts, manuals) and organize information for different purposes, including but not limited to being informed, following multi-step directions, making a report, conducting interviews, preparing to take a test, and performing a task.**
 * 6) **LA.3.6.2.1--The student will determine information needed for a search by narrowing or broadening a topic, identify key words (???).**
 * 7) **LA.3.6.2.4--The student will record basic bibliographic data and recognize intellectual property rights (e.g. cites sources of ideas).**


 * __Day 3__**
 * 1) **SS.3.G.2.2--Identify the five regions of the United States**
 * 2) **SS.3.G.2.5--Identify natural and man-made landmarks in the United States, Canada, Mexico, and the Caribbean**
 * 3) **LA.3.6.1.1--The student will read informational text (e.g., graphs, charts, manuals) and organize information for different purposes, including but not limited to being informed, following multi-step directions, making a report, conducting interviews, preparing to take a test, and performing a task.**
 * 4) **LA.3.4.2.2--The student will record information (e.g., observations, notes, lists, charts, map labels, legends) related to a topic, including visual aids as appropriate.**
 * 5) **LA.3.6.2.1--The student will determine information needed for a search by narrowing or broadening a topic, identify key words.**
 * 6) **LA.3.6.2.4--The student will record basic bibliographic data and recognize intellectual property rights (e.g. cites sources of ideas).**


 * __Day 4__**
 * 1) **SS.3.G.2.2--Identify the five regions of the United States**
 * 2) **SS.3.G.2.5--Identify natural and man-made landmarks in the United States, Canada, Mexico, and the Caribbean**
 * 3) **LA.3.6.1.1--The student will read informational text (e.g., graphs, charts, manuals) and organize information for different purposes, including but not limited to being informed, following multi-step directions, making a report, conducting interviews, preparing to take a test, and performing a task.**
 * 4) **LA.3.4.2.2--The student will record information (e.g., observations, notes, lists, charts, map labels, legends) related to a topic, including visual aids as appropriate.**
 * 5) **LA.3.6.2.1--The student will determine information needed for a search by narrowing or broadening a topic, identify key words.**
 * 6) **LA.3.6.2.4--The student will record basic bibliographic data and recognize intellectual property rights (e.g. cites sources of ideas).**


 * __Day 5__**
 * 1) **SS.3.G.2.2--Identify the five regions of the United States.**
 * 2) **LA.3.4.2.1--The student will write in a variety of informational/expository forms (e.g., rules, summaries, procedures, recipes, notes/messages, labels, instructions, graphs/tables, experiments, rubrics)**
 * 3) **LA.3.4.1.2--The student will write in a variety of expressive forms (e.g. chapter books, short stories, skits, song lyrics) that may employ, but not be limited to, figurative language (e.g. simile, onomatopoeia) rhythm, dialogue, characterization, plot, and appropriate format.**
 * 4) **LA.3.6.4.2--The student will use digital tools (e.g., word processing, multimedia authoring, web tools, graphic organizers) to present and publish in a variety of media formats.**
 * 5) **LA.3.5.2.2--The student will plan, organize, and give an oral presentation and use appropriate voice, eye, and body movements for the topic, audience, and occasion.**