Regions of the United
States
Patricia M. Davis
Morehead City Elementary School
May 1, 2002
Subjects included in this Lesson Plan: Social Studies and Database Instruction
Brief Description: Students collected data about regions of the United States using
the Internet, library books, and encyclopedias.
Approximate time required: 2 weeks
Standard Course of Study Goals and Objectives :
Technology
2.1 Use technology tools to collect, analyze, and display data.
2.5 Create an electronic database,
2.7 Add and delete records in a database,
3.1 Create a product using
information located in a database.
3.2 Evaluate the accuracy, credibility,
and validity of data in a database.
3.3 Select search strategies to obtain information in a database.
English Language Arts
3.06 Conduct research (with assistance) from a variety of sources
for assigned or self-selected projects (e.g., print and non-print
texts, artifacts, people, libraries, databases, computer networks).
4.03 Make oral and written presentations to inform selecting
vocabulary for impact.
4.05 Use a variety of preliminary strategies to plan and organize
the writing and speaking task considering purpose, audience, and
timeline.
4.10 Use technology as a tool to enhance and/or publish a product.
5.02 Demonstrate understanding in speaking and writing.
5.06 Proofread for accuracy of spelling using appropriate strategies
to confirm spelling and to correct errors.
5.07 Edit final product for grammar, language conventions, and
format.
5.08 Create readable documents through legible handwriting and word
processing.
Social Studies
3.1 Describe the absolute and relative location of major landforms,
bodies of water, and natural resources in the United States, Canada,
and Latin America.
3.2 Analyze the impact of the absolute and relative location of
places on ways of living in the United States, Canada, and Latin
America.
4.2 Compare the physical and cultural characteristics of regions
within the Western Hemisphere and within the United States, Canada,
and Latin America.
9.3 Analyze the effects of the unequal distribution of natural
resources.
Teacher's Lesson Goals/Objectives: The student will collect data on his/her state assigned
by the teacher. Using the data the student will write an essay persuading me to visit
their state. The student will produce a float using a shoebox showing information about his state.
Materials/Resources Needed:
- Library books,
- Encyclopedias.
- Computer and
Printer
- AppleWorks Database,
- Internet, and
- Smart Board
- Projection system
Pre Activities:
- Select a state from teacher list.
- Students locate the absolute
location of state capital and place a coordinates marker with
their name on the US map to stake their claim on their
state.
- Complete research in class, at home, and in the library.
- Using the writing process,
students create a paragraph describing the relative location of
their state and present their information to the class.
- Teacher models how
to create a database and enter field names and records.
Suggested field names are:
- Agriculture
- Historical Sites
- Interesting Facts
- National Parks
- Natural Resources
- Notable People
- Physical Features
- Landforms
- Tourist attractions
Activities:
Guided Practice
- Instruct students
on how to create a new database.
- Instruct students how to enter a field name.
- Instruct students how to enter records.
- Once the students have completed
their database they will evaluate
the accuracy, credibility, and validity of data in a database.
- Instruct students how to Find.
- Instruct students how to Sort in
ascending and descending order.
Independent Practice:
- Give students an activity
sheet with find and sort questions.
-
Students are to
explain the steps they took to find their answers.
Closure: Students review what they have learned. Remind them that they have just created a database, added and deleted records, and selected search strategies to obtain information.
Assessment:
Project Based:
- Students were able to successfully
create a database, enter fields and records with little or no
assistance.
- Students were able to correctly
answer 7 out of 10 sort and find questions on their worksheet
using the database they created.
- Students' essays were assessed
using a rubric.
- Each student used his research to design a float from a shoebox to represent his state.
The shoeboxes were graded using a rubric.
Student Portfolios:
Student's graded essays and database worksheet will be added to
their portfolio for inspection. |
