United States Regions
Margo
White
5th Grade/SS
Content Area Objectives Addressed:
1. Identify the regions of the United States
2. Gain general knowledge of Regions of the U.S.
3.
Record information onto a chart
4.
Analyze and compare data
Technology Objectives Addressed:
1. Create
spreadsheet
2. Create sign using Print Shop
software
3. Use Internet to do research
4.
Use word processor to create a document
What was the process that your
students went through to complete this lesson?
The students
participated in a discussion about the political and physical divisions of the
United States. Teams of 3 to 4
students were assigned one of 8 regions of the United States as designated by
the teacher to complete a series of assigned activities culminating in a visual,
written, and oral presentation
How did you monitor student progress?
Teacher observation and student progress in completion of the assigned tasks as
documented by a tracking sheet
Was there a template or an example
that students were expected to follow?
There was a task assignment sheet. Students checked off tasks as they were completed.
Each task had either specific directions given by teacher or a specific
task sheet or chart to complete.
How much time did you dedicate to
this project?
Total – 8 hours minimum
Daily (approximate) – 45 minutes to 1 hour
How was the final product presented?
The final project was
displayed and an oral presentation was given to the class by each group.
The visual presentation was displayed in the hallway.
Who
was the audience for the final product?
The other students in the class and school and others who
came in to the school while display is up.
Learning Issues
What prior knowledge was required on the part of the students in order for them to be successful in this project? (Include curriculum and technology knowledge)
The students had tohave a basic understanding of the
political and geographical regions of the U.S.
have a general knowledge of the use of technology (computers,
printers).
understand printing setup and print from the Internet and
various software.
be able to save information to the C drive and a floppy disk.
understand how to use spreadsheet software.
understand how to go to a specific site on the Internet and
do research.
be able to use Print Shop.
be able to use the word processor.
What was the student to computer
ratio?
We have one computer
to four students.
How did you schedule your
students’ computer time?
Groups of 3 worked on
each of the 6 computers at one time. Print
Shop was used on 2 computers. Spreadsheet
was used on 2 computers. Internet
research was done on 2 computers. Groups rotated in and out of computers using a posted
schedule.
What was the location of the
computers and other technology equipment used by students?
The computers, printers, and other technology were in the
classroom. A network color
Tektronix printer was in the library.
How would you suggest beginning
teachers obtain computer resources for their students? (Knowing some of your
strategies would be valuable for our pre-service teachers.
Write grants. Participate
in any technology program available that could provide resources.
Volunteer for any special programs and committees that would reward you
with technology for your participation. Associate
with colleagues that can offer guidance and will share their expertise and
technology.
Rate the level of access for
students to use computers/other technologies as they needed
--high, medium, low-
The level of access
was high
Rate the level of supervision
required for students during the project, specifically for computer and other
technology use –high, medium, low
The level of
supervision was medium.
What hardware was required for your
project?
Computers and printer.
What software was required for your
project?
Internet, spreadsheet,
word processor, Print Shop
What kind of assessment did you use
for this project? (Include a copy if you can.)
I used a project
activity check off sheet, general state fact sheets, population and area fact
sheet, fact-fact-conclusion and final presentation (visual and oral)
Included as an attachment.
What categories did you assess?
(I.e.: content, screen design,
depth/breadth, etc.)
I assessed content,
understanding technological skills, and design as illustrated by the completion
of specific tasks, discussion, and final project.
What did you like best about this
project?
The use of technology
motivated the students to eagerly explore the assigned topics.
The use of spreadsheet helped students to understand comparisons of
information researched. Technology enhanced the presentation of material heightening
the students pride in their final presentation
Rank the level of student
involvement in this project –high, medium, low
The level of student involvement was high.
Rank the level of student interest
in this project –high, medium, low
The level of student
interest in this project was high.
Would you teach this lesson again?
Yes, I would teach this lesson again.
Click here to view student work