HGA | ASGI00

Taking a Trip Through the Regions
Lani Hayashi
Grade Level: 4
March 2001 (rev.)

PURPOSE: When you talk about the "vast open ranges," where are you talking about? When you see a cactus growing in Louisiana, does a puzzled look come upon your face? When you share pictures of red brick structures with a friend, do they have a clue as to where you were on vacation? With all of the advances being made in this world, we can bring ourselves closer to places we never even dreamed of. But do we really know where these places are? Is the mention of "New York," just a word or is it a place in your mind that you can see? Before taking a trip, people research an area or place to know what to pack or to know where they may want to visit.

The purpose is for students to have a visual image in their minds about different places and to have enough knowledge about these places or regions to build their experiences. So many times, students research on places or know about places or heard about places that they have never seen and I would like the students to understand where people are talking about, on a mental map and through physical features or man-made features.

FOCUS QUESTIONS:

NATIONAL GEOGRAPHY STANDARDS:

Places and Regions - The geographically informed person knows and understands that people create regions to interpret Earth's complexity.

HAWAII CONTENT STANDARD:Social Studies

(4-5) Benchmark) Use physical and human charcteristic s to compare places and regins in Hawaii, the United States, and other countries.

OBJECTIVES: The students will be able to:

GEOGRAPHIC SKILLS

LESSON LINKS:

This lesson can also be used on studying the United States of America, countries in the world, and writing letters.

MATERIALS NEEDED:

VOCABULARY

REFLECTIONS::

As I reflect upon this unit, I think the students really benefitted from having concrete examples of pictures of different regions and seeing it on a large map where they could physically walk or move things on the map. I would need to do this earlier in the year so that it can be something that I refer back to with the students. I definitely needed more time to really execute these plans out better for myself and the students. Lastly I feel the need to go over the vocabulary more with the students so they get a better understanding of what is being said.

PART I. FLAT STANLEY PROJECTS

Materials:

Procedure:

1. "Did anyone travel before ? What are the different ways of traveling?" (Allow for them to answer)

2. Read them the first part of the book, "Flat Stanley". (You don't need to read the whole book)

3. Discuss how Flat Stanley traveled.

4. Tell the students that we will pretend that they are all flat and will be traveling to visit their friends and relatives in different places. They will write letters to four friends and/or relatives living in different areas. They will ask for the recipient to dress the flat person in clothes etc. that reflect that area. News articles of the top stories of that area could be sent back along with postcards, maps, pictures, brochures, etc.

5. A letter can be set to the parents explaining the project so they will know what is going on.

6. Pass out a "Calendar of Events," so that they are clear on what needs to be done and by when.

7. After things get collected and addresses have been brought in, save the form letter for each child on a disk and have them take it to the computer lab to type in their names and addresses.

8. Have students proofread addresses.

9. Write the first address on the envelope and place the letter, calendar, and paper doll in the envelope. (Note: Last year students sent them in a chain letter fashion. A calendar and envelopes were included. This year, the students sent four "Flat Stanleys" out to four different relatives or friends. It was much better.) Seal and send letters out.

10. Seal and send from the post office.

Assessment: Completion and sending of the project

Reflections:

Remember to allow enough time for this project, it can take a while.

Part II. Regions

Materials:

Procedures:

1. Look at a map of the United States and discuss where the North, South, West, and East parts are on the map.

2. Ask sudents questions, such as: "Why do we call this part, (Near Washington, Oregon, and California", the West Coast?" Or, "What states do we refer to as the northeast area?" Students will become familiar with the directions and location of the different reference points. Ask students, "What would be easier to remember, a part of the map, or each state individually?" Why?

3. Discuss what a region is.

4. Explain that the United States is divided into regions. Draw lines to divide the regions of the United States and label the regions.

5. Show the students pictures of different places and have them figure out what region it belongs in.

6. After manipulating the pictures all around. Take one region at a time and have the students come up with generalizations about the area. Have students share their unifying physical characteristics of the region.

7. After the generalizations are made, they can write them down on a matrix.

8. Do steps 5-7 with pictures of human featurers.

9. Discuss. Using a venn diagram, have the students compare the physical and human differences and similarities of the regions.

10. have students discuss the changes that have taken place in these regions. What can they generalize now?

Assessment:

Students will participate in discussions and manipulating of the pictures on the maps. Their matrix should show characteristics of the regions. Students will also show their learning by comparing and contrasting their generalizations.

Reflections:

This may be a good opportunity to talk about generalizations vs. stereotypes.

Extend this to the World. . .I would do it by continent.

Part III. Flat Stanley Returns

Materials:

Procedures:

1. Share person and things they received from their family and friends with their classmates.

2. Map out where their flat person visited on a map. Draw a line showing the travels of the different flat persons.

3. Have the students explain what regions their person visited.

4. Have them compare what they know about the different regions to what they received in the mail.

5. What have they learned about the places they visited?

6. Take one picture or brochure of each project and have the students guess what region it's from? (They can tape these onto the wall map.)

7. Write thank you letters to their family and friends explaining all they have learned about the places they visited.

Assessment: The letters should reflect the learning about the places from the brochures and postcards that were sent to the students. Their maps showing the location of each place their flat person visited should be accurate. The postcards and pictures placed on the map should reflect the different regions.

Reflections: Students can share their projects with their parents on a "Parents Night " event. Presentations by the students could be made to other classes and teachers.

Part IV. Classroom of Regions

Materials:

Procedure:

1. Divide class into regions. There should be about 2-3 students per region.

2. Each group gets a section of the United States made out of oaktag.

3. They need to find pictures that depict physical and human features of their assigned region. Then they need to cut, organize, and glue the pictures onto the oaktag.

4. The students then put the pieces together.

5. Provide a venn diagram to each. Have them compare and contrast two regions. They should write about the changes that have occurred and generalize their findings.

Assessment: The students should show that they understand how distinct physical and human characteristics shape places and regions. They should note the similarities and differences and discuss what changes have taken place.

Reflections: This can take a few periods of the day. Students can also share their regional map and findings at the Parent Night, or with another class.

WELCOME HOME CELEBRATION:

As indicated in Part III, "Parents' Night " could be held. Students could share their "Flat Persons " and their binders of items from the different places. They could share the region map. Each group could share about the region they studied. It could also turn into a cultural affair where food could be brought in from the different regions or games could be played from the different regions.

REFERENCES AND RESOURCES:

List of resources on books of the different regions are attached.