Our State, Our Regions - South Carolina
Created by J. Cunningham
CMP 540 - University of Phoenix Online

ID #: 10334

Subject Area: Social Studies
Grade Level: 3

Lesson Summary
Third grade students focus on the history of South Carolina, in which students explore the varied geography and the diverse people of the state. The purpose of the lesson is to assist the students in recognizing and categorizing the regions of the state of South Carolina. The lesson addresses Standard 3-1: The student will demonstrate an understanding of places and regions and the role of human systems in South Carolina.

Learning Objectives and Computer Functions
This lesson plan uses 3 objectives.

Objective 1: Indicator 3-1.3.Categorize the six geographic regions of South Carolina - the Blue Ridge Mountain Region, the Piedmont, the Sand Hills, the Inner Coastal Plain, the Outer Coastal Plain, and the Coastal Zone - according to their different physical and human characteristics.
Uses The Internet to locate information concerning the regions of S.C.

Uses Database to categorize and organize the researched information

Uses Non-Computer Tool to research information (textbooks, books in library)

Objective 2: Gathering Information and Refining a Topic (3-RS2.2) Demonstrate the ability to gather information from a variety of sources, including those accessed through the use of technology.
Uses Searh Engines to identify keywords to assist in research.

Uses The Internet to conduct research concerning regions.

Objective 3: Writing Purposes (3-W2.1 ) Demonstrate the ability to use writing to explain and inform.
Uses Word Processing to create comparison report about regions.

Uses The Internet to include maps and diagrams of S.C.

Uses Database to provide more information in report.

Problem Nature
The lesson focuses on identifying the regions of South Carolina and their respective characteristics. Students must be able to use the geographic information concerning the regions to create a comparison paper and assessment portfolio.

Problem Data

Notes on Using Data
Students will use the Internet and print resources to locate data related to the regions of South Carolina and their identifying characteristics. The data will be collected and entered into a database template created using Word applications. The database will be saved in the student folder on the desktop, to later be transferred to the student portfolio on CD-RW.

Problem Statement
I am a South Carolina geographer. My only problem is that I have never left my house and I have an assignment to present the regions of South Carolina...Help! Your task, to earn a Geographer Degree, is to research the regions of South Carolina using technology and prepare a presentation of your findings. Make sure your presentation is interesting and informative. You will become a \\\"Grand Geographer\\\" and receive your degree at the completion of your task. Good luck, my fellow geographers!

Data Manipulation
The learner used computers at beginner level

Integration Strategies
Students will create a map of the state of South Carolina and divide the map into the six regions. Each region will be colored a different color and labeled with the correct title.

Organization Strategies
Students will use journals to record the information accessed from Internet and textbook research. Students will use word processing applications to create a T-chart comparing the regions. Students will use the database to create a Venn diagram comparing and contrasting the two selected regions.

Elaboration Strategies
Students will use the researched information to design a field trip to visit three (3) regions in South Carolina. Justify your decisions with the information and explain reasons for visiting the selected regions.

Results Presentation
The written report will be typed using our word processing application, double-spaced, and free of errors by verification of spell checker. The written report will include an introduction, the comparison of two (2) regions in South Carolina,and a map detailing the two described regions. The written report will be assessed using a rubric based on the criteria listed and the traits of writing.

Students will present portfolio to classmates and be evaluated using an oral presentation rubric.

Activities Before Using the Computer
Students will conduct research using their textbook and text sources from the school and/or public library. Students will record this data in their journal, organizing the pages by the regions in the state. Students will

Strategies to develop students' attitudes towards the problem, motivation, and overall mindfulness:
Students will be encouraged to be geographers and will receive a printed Geographer Degree with the tasks listed on the degree with the date of completion recorded beside the task. Students will have a degree presentation ceremony and will present their portfolios to their classmates. An example of the portfolio and the degree will be displayed to provide constant encouragement.


Activities While Using the Computer
Students will work at the computer

Group Information:
The students will work independently on the assigned tasks. Each student will receive a copy of the database template to be completed and stored in their portfolio. Students will use the Internet and state based websites listed on the Think Sheet to access information concerning the state and its regions. Students will use the database and accessed information to type a word processed document comparing and contrasting two regions. Students will comply with the Acceptable Use Policy concerning computer usage.


Activities After Using the Computer
Students will write a paragraph explaining a region they would like to live in if they had to move. Students will illustrate the paragraph with a descriptive picture of the region. Students will compare the regions of South Carolina to the regions of neighboring states (North Carolina, Georgia). Students will identify similarities and differences between the states.

Supporting Activities
Activities to support the learning would be the use of graphic organizers and print materials. Students would be encouraged to interview family members who have visited or lived in other regions and record their responses to questions. Students will draw and label a state map to include the regions and physical landforms located in the varied regions.

Students will be assessed by means of:

Included in the assessment:
The students will be assessed using a portfolio assessment. The portfolio will include a CD-RW including the data collected from Internet research, the word processed document, and saved information in the desktop folder for the student. The portfolio will include journal information, written notes, graphic organizers, a self-assessment and a teacher-created rubric assessment.

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