Geo History Lesson

Educ 128

Lesson Background:Brittany Nyhus

4th Grade

Subject: Social Studies and Geography

Lesson Title: Oranges arent grown in IowaMaterials Needed:

Climate and Topography Maps Elmo

Blown up map of the United States

Sticky Notes

Markers/Crayons

Group Checklists

iPads/Computers

Prerequisite Skills:

Knowledge of regions, their physical characteristics and maps, can identify states in the U.S. understanding of what plants need to grow, ability to use books and the internet to research. A B C D Lesson Objective:

4th grade students will be able to identify the main foodstuffs produced in the four regions of the United States and explain at least 2 reasons as to why those foodstuffs are produced there. Students will complete this objective by drawing on a map piece.

Standards:

1. National Geography Standard: Environment and Society

The physical environment provides opportunities for and imposes constraints on human activities

2. NCSS: People, Places, and EnvironmentsThis strand relates to the objectives because students will identify how the environment and geographical features of a location affects what types of products are grown in that location.Interaction With Students:

1. Provide objectives:

Time: 1 min.

We have learned about the various regions of the United States and their physical characteristics. Today we are going to explore the question of why certain food products that we eat are grown in very specific parts of the United States. In collaborative groups well research food products for each region and explain our thinking as to why they are grown where they are by drawing on a map.

2. Lesson Procedures:

Time: 25-30 minLets look at the climate and topography maps. What do these maps tell us? How can we use the information we see here to help us answer our question of why certain types of food are grown in specific regions?

Allow time for student answers in between questions. Note: Questions may not follow that order completely allow students to discuss and build upon their ideas of resources they can use to answer our question.

To answer our question were going to focus on plants specifically. In your groups youre going to get a group checklist with resources you can use to identify which types of food (plant based) are grown in your specific region. Your group checklist will also have the questions you need to answer and directions for completing the task.

Put students in groups and pass out checklists.

Lets go through what we need to accomplish together. In your groups you each must find one food product that is plant based grown in your specific regions. You can help each other but each person must find at least one. You will draw that food in your specific region on our map. Next grab a post it, write your initials on it and give at least two reasons as to why that food is grown in that specific region.

Give students time to work utilize clipboard cruising to identify which students are on task, who is contributing what etc.

As we come back together as a class, what was some of the food we found that doesnt grow here in Iowa? Were there similarities between why certain plants were grown in specific regions?

Were going to continue talking about how natural resources and the environment affect what can be grown in different parts of the United States. As we continue learning about this, think about how much the environment and geography of an area can affect our lives.3. Assessment:

Time: Throughout class

Clipboard cruising for participation: students will know that in groups the below checklist is what is being asked of them. Each student will have a sticky note on the map with two reasons. Complete sentence and two reasons why that food is produced there.

4. Differentiation:

Time: Throughout class

Extensions: Students who are gifted an already understand the concept will be compacted out of this assignment. They will be asked to answer the following questions: Please give at least 2 reasons as to why different foodstuffs are grown in different regions. Explain your thinking using specific examples. Name a foodstuff and the region that it is produced in (you cant use a foodstuff commonly produced in the Midwest).

If students touch on the effect that climate, soil, topography, weather, and economics for the first question and correctly give a foodstuff that is grown in a different region they can participate in an interactive learning center instead of doing this activity.

The interactive learning center would be to pick one foodstuff (plant or animal) and identify what they would like to learn more about in regards to that foodstuff. They would then find an expert who could answer their questions, and then write that expert a letter. They may want to find a farmer that grows strawberries, in that case they could write a letter to the farmer asking questions, or maybe they want to learn more about genetics, or the business aspect, the students might write questions for a seed scientist or banker.

Adaptations: Students who need adaptations will receive handouts with key information highlighted. The foodstuff will be chosen for them as well. 5. Grouping:

Nine mixed ability collaborative groups of 2-3 students; this is a group effort but also is individual in nature as students will be finding their own plants and resources. TOTAL LESSON TIME: Approximately 30 minutes

6. References consulted:

Maps from: http://en.wikipedia.org/wiki/List_of_U.S._states_by_elevation

http://en.wikipedia.org/wiki/Climate_of_the_United_States

Ideas about alternatives for gifted students adapted from Dr. Beisser

Pacific Region 1. Each find one food product that is plant based grown in your specific region a. You can help each other but each person must find at least one.

2. You will draw that food in your specific region on our map. 3. Grab a post it, write your initials on it and give two reasons as to why that food is grown in that specific region.

a. Your post it must have complete sentences, and two specific, clear reasons.

Resources for information:

http://agclassroom.org/kids/ag_facts.htm

http://www1.agric.gov.ab.ca/$department/deptdocs.nsf/all/sis5219

https://www.michfb.com/MI/uploadedFiles/Documents/Ag_Ed_and_Leadership/K_to_3_Lessons/SocialStudies/NorthSouthEastWest.pdf

West South Central Region 1. Each find one food product that is plant based grown in your specific region

a. You can help each other but each person must find at least one.

2. You will draw that food in your specific region on our map.

3. Grab a post it, write your initials on it and give two reasons as to why that food is grown in that specific region.






Mountain Region 1. Each find one food product that is plant based grown in your specific region









West North Central Region 1. Each find one food product that is plant based grown in your specific region









East North Central Region1. Each find one food product that is plant based grown in your specific region









East South Central Region

1. Each find one food product that is plant based grown in your specific region









New England Region










Mid-Atlantic Region










South Atlantic Region1. Each find one food product that is plant based grown in your specific region







