LESSON RATIONALE
Through this lesson, students will be able put pictures to the areas they have never been to in their own state.
They will be able to visualize what makes their state unique.
READINESS
I. Goals/Objectives/Standard(s)
A. Goal: identifying the three physical regions of Indiana
B. Objective: Using the definition of region, students will identify the three physical regions of Indiana and
their unique qualities.
C. Standards:
IAS: 4.3.4 Map and describe the physical regions of Indiana and identify major natural resources and crop
regions ex. Northern lakes and moraines, central Till Plain, and southern lowlands
NCSS: 3. People, Places, and Environments
b. Time
Anticipatory Set: 5 min
Lesson presentation:
- Intro: 5 -7 min
- Game: 5-7 min
- Time to go over the information from the game: 2-3 min
- Transition to activity: 2-3 min
- Indiana Model Activity- 15 min
Closure: 5 min
c. Space
Front area of the classroom by the smartboard
Student tables
Indiana Wesleyan University
Elementary Education Lesson Plan Template
Social Studies--2018
d. Behavior
Miss Rittenhouse uses Classroom Dojo Points and candy/snack as positive incentives
The students who struggle with some behavior issues or staying still, I will have help me pass out
materials or possibly moving to the next slide on the smartboard.
If students do not handle their materials with care and cooperation they will lose them, only one
warning.
I will write the guesses on the board, not telling the students if they are right or wrong
At the end I will reveal that every picture was of an area in Indiana
“Unbelievably every single picture you just saw was of a place in Indiana, you are just used to seeing
Marion and Grant County, but our state actually has so many different physical features that make it
unique”
IV. Purpose: “Today we are going to learn about the three physical regions of Indiana and what makes
each area unique”
VII. “Look at our carpet, it is a large blue area that takes up part of our classroom space. Look at the tops of
our work table. Each one takes up space in our classroom. Look at the chalkboard and the silver
boarder that goes around it. When we are talking about maps we use a special term for an area that
takes up a certain amount of space. That space is called a region, it is part of a whole.
to learn about the features of each area we are going to play a matching game
Game:
- I will have three landscape pictures that represent the three regions of Indiana
- I will have a mix of words that describe the physical features of each region
- As a whole group, we will match descriptions to the pictures
- This game will provide a more interactive way of learning for the students that struggle with reading and
comprehending without visuals.
“I have found a picture of each region of Indiana, those are on the right side and on the left I have listed
words that describe physical features of each region. What I need you guys to help me to do, is match
the words to its correct region, so we can discover some more details about those areas.”
- Start the game and allow 5-7 minutes
- Go through the features of each region with the students once they have completed the game
“Now that we know the name of each region and its physical features we are going to do a fun
activity to help us remember what each region of Indiana looks like, we are going to make a model
out of clay!”
- Take out my example and show to the students as I explain the activity
“As you can see in the one I made I formed the clay to represent the physical features of each
region. The top region is flat with a few bumps for hills because it is Northern Plains and Moraines
, the middle area is almost totally flat because we know that as the Till Plains , and I formed the
bottom region, the Southern Plains and Lowlands, to be more bumpy and hilly.”
“I am going to give each of you your own outlines of Indiana (have J pass these out) and I want you
to write your name on it as soon as you get it. You will also be given some clay and as Hicksen
passes around the clay, nobody is to open it until I finish the directions.”
“I would like you to make your own model of Indiana (show the students the model I made). I am
going to leave the pictures of each region and their features up on the board for you to look at, as
well as my own clay model. I want you to pay close attention to what we discussed about how each
region looks, so you can make an accurate model of our state! I would also like you to use a pencil
or a marker to label each region and list one feature that makes it unique.”
“I suggest you tear your clay into three pieces, with the bottom portion having a little bit more so
you can form great hills and mountains, and try to complete one region at a time”
“now you may open your clay and get started”
- Allow 15 minutes for students to complete their activity
- Display a timer on the board and every 5 minutes “you should finish up your first region and move onto
the next”
NCSS:
IAS:
Management Plan A. Materials:
B. Time:
C. Space:
D. Behavior:
E. Technology: (as appropriate)
Anticipatory Set The anticipatory set is clear and direct and
focuses students’ attention on the lesson.
Remediation –
Enrichment –
ELL –
Exceptional Needs-
Indiana Wesleyan University
Elementary Education Lesson Plan Template
Social Studies--2018
Lesson Presentation Candidates demonstrate understandings,
for Social Studies capabilities and practices associated with
the central concepts and tools in Civics,
Economics, Geography, and /or History
within a framework of inquiry.
Check for The lesson plan includes a plan and the means
Understanding to check for student understanding of the
lesson. A provision is included to reteach all
or part of the lesson to all or part of the class.
Plan for
Competent 3
Assessment
ACEI 4.0
Reflection and Post- The lesson plan includes all required self-
Lesson Analysis answer questions.
SCORING
A lesson plan with elements A competent lesson plan earns An outstanding lesson plan
that do to meet the a score of 37-39/40. earns a score of 40/40.
competent level will receive
a score of 36 /40 or lower
Additional Comments: