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EGP 335

Introduction Lesson

Alexandra Sticco

1.0 Welcome to the Northeast, Day 1, Alexandra Sticco, 4th Grade

30 minutes
Concepts
o Geography
Skills
o Map labeling

1.1 Integration of Learning Outcomes/Objectives

Students will be able to name and label the states in the Northeast region of the
United States on a map.
Students will be able to define what they know and want to know about the
Northeast Region of the United States.
Using a variety of tools and materials, students will be able to construct their own
model of the Northeast Region of the United States.

1.2 Standards PA Civics, History, Economics, Geography & NCSS Themes I - X


with subthemes

7.1.3.A: Identify how basic geographic tools are used to organize and interpret
information about people, places and environment.
7.1.3.B: Identify and locate places and regions as defined by physical and human
features.
NCSS.1.3.a ...enable learners to construct, use and refine mental maps of locales,
regions, and the world that demonstrates their understanding of relative location,
direction, size, and shape;
NCSS.1.3.b ...have learners create, interpret, use, and distinguish various
representations of Earth, such as maps, globes and photographs, and use
appropriate geographic tools such as atlases, data bases, systems, charts, graphs,
and maps to generate, manipulate, and interpret information;

1.3 Anticipatory Set

Welcome to the Northeast Region! In order to begin this unit, we first need to be
on the same page!
Lets begin by listening to a song of the states that can be found in the Northeast
Region. I will then pass the lyrics out for us to sing together.
The students will listen to and watch the Northeast Region song on YouTube to
introduce the states that can be found in the Northeast Region.
(http://youtu.be/_R7MpmWSKXY)

After watching the video, the students will turn and talk to a partner about which
states they have visited before or which states they know something interesting
about.
Now that we have a basic foundation of what states belong to the Northeast
Region, we will now find out what other information you know about this region.
By the end of todays class, you will be able to name the states that are found in
the Northeast Region.

1.4 Procedures
1. The teacher will give each student a copy of the lyrics to the song.
2. The teacher will ask the students to sing along with her. Once the students seem
to know the lyrics, encourage the students to sing the song without looking at the
lyrics. Ask the students to turn to a partner and each person take turns singing the
lyrics.
3. Ask if any students would like to sing the song aloud. Remind the students that
if they are able to sing the lyrics without looking, then they are able to name all of
the states found in the Northeast Region.
4. Using the smart board, show the students the map with a few states missing.
Ask the students to come up and fill in the states that are missing. Once they grasp
this task, reset the map and ask the students to fill in the map completely.
(Students will be able to name and label the states in the Northeast region of the
United States on a map.)
5. The teacher will hand out an outline of the Northeast Region. The students will
be expected to fill out the map without any help from the teacher. The map will be
placed in their Northeast Region portfolio. (Students will be able to name and
label the states in the Northeast region of the United States on a map.)
6. The teacher will then ask the students to break up into groups of three to four.
The teacher will hand each student a piece of chart paper. The students will
separate the paper into three sections: What they know, What they want to know
and What they Learned (KWL.) (Students will be able to define what they know
and want to know about the Northeast Region of the United States.)
7. The teacher will remind the students that they will complete the last section of
the chart at the end of the Unit Plan.
8. The teacher will be walking around the class and conferencing with different
groups. Once the teacher has conferenced with each group and their charts are
completed, the teacher will collect the charts.

9. The teacher will then hand out the materials needed for the Northeast Region
Model project.
10. The teacher will ask the students to construct a model of the Northeast Region
using the materials and tools given. The students will work on the model in the
same small group as before. The students will build the outline of the Northeast
Region. The students will label the ten states that are found in the Northeast
Region. (Students will be able to define what they know and want to know about
the Northeast Region of the United States.)
11. Once the students have completed the model, the class will have one person
stay in the group to become the expert communicator. The rest of the group will
move around to other groups to learn about the other groups model. The expert
communicator will stay with the model and talk about what they labeled and
where everything is located. (Students will be able to define what they know and
want to know about the Northeast Region of the United States.)
1.5 Differentiation
For ELL students, they will be given a map of the states in the Northeast Region to refer
to while working through the various activites. They will also be able to verbally explain
what they know and want to know about the Northeast Region rather than writing it on
the chart.
For Gifted students, they will have additional materials to construct more than the
Northeast Region when working on the model. They will be asked to complete more of
the United States.
1.6 Closure

Today, we learned about the states that make up the Northeast Region. We began
our Unit Plan with this lesson because it is important to know where each of the
states are! It is important to have an understanding of the area before learning
about each of the states in the region. Can everyone give me a thumb up if you
feel like you learned something new today? Write what you learned on the index
card found on your desk and it will be your exit slip for today! Tomorrow, we will
begin learning about the Northeast Region. Come ready to stretch your minds!

1.7 Formative/Summative Assessment of Students (P-12)

Formative
o Students will be using the turn and talk activity throughout the lesson. The
teacher will walk around the room to conference with the groups. The
teacher will make note of any students who are not meeting the
expectations. (Students will be able to define what they know and want to
know about the Northeast Region of the United States.)

o The students will be giving a thumb up at the end of the lesson to show
whether or not they felt they learned new information. The student will
write what they learned on an index card and it will be used as an exit slip.
Summative
o The students will be filling out a blank map of the Northeast Region. This
will be placed in the portfolio and the teacher will check the map to make
sure the students correctly labeled the states. (Students will be able to
name and label the states in the Northeast region of the United States on a
map.)
o The students will be handing in a KWL chart. The teacher will check to
make sure each student contributed and will hold the charts until the end
of the Unit Plan. (Students will be able to define what they know and want
to know about the Northeast Region of the United States.)
o The students will be constructing a model of the Northeast Region using
materials. The teacher will collect the models to check for accuracy. If it is
not accurate, the teacher will revisit the group to give additional support.
(Students will be able to define what they know and want to know about
the Northeast Region of the United States.)

1.8 Materials/Equipment
A. STUDENT MATERIALS/ READING RESOURCES

Pen or Pencil
Index cards
Blank map of the Northeast Region
Markers

B. TEACHER MATERIALS/RESOURCES FOR LESSON DESIGN

Chart Paper
Blank maps of the Northeast Region for each student
Clay or dough for each group
The Northeast Song (http://youtu.be/_R7MpmWSKXY)
Materials to create models of Northeast Region
o Gumdrops
o Toothpicks
o Buttons
o Paint
o Markers
o Yarn

C. Chart is Attached
D. Content Notes are Attached

1.9 Technology

Smart board

2.0 Reflection on Planning


This lesson was very easy to plan and design. Since I knew what we would be
teaching in the lessons on the following days, I was able to really focus on what needed
to be introduced during this time. I think implementing the song will help the children to
really learn the states. The song is a great way to teach a variety of the learning styles that
could be present in the classroom.
The only concern for the implementation of the lesson is the timing. I worry that
the students will take longer to learn the states, complete the chart and build the model.
Our Unit Plan is planned in such a way that I cannot exceed the time that is allotted. I am
hoping that I will be able to recognize if timing is going to be an issue and can improvise
as needed. Overall, I believe this lesson will be a very effective introduction to a wellbalanced Unit Plan.

The Northeast Song


To the song: I Got You, Babe
The Northeast Region is so small.
Eleven States. Why don't we learn them all?
Maryland, Delaware,New York
Pennsylvania, New Jersey, and Vermont.
And Maine
Don't forget Maine! Don't forget Maine!
Rhode Island, New Hampshire, Connecticut,
and Massachusetts.
Those are the eleven states.
The Northeast Region.
Isn't it so great?
Maine
Don't forget Maine!
Don't forget Maine!

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