Laura Ruf

Megan Davis

Matt Salerno

Earin Renfro

Target Grade/Subject

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For our geography lesson, we have targeted fourth grade students in Virginia public schools.Ê Because there is a Standard of Learning devoted to geographical features, this lesson is very relevant to the population.Ê Virginia schools heterogeneously group their students, so while our class will be functioning at roughly the same level, they will certainly differ in terms of individual ability.Ê According to Piaget, fourth grade students fall into the Concrete Operational Cognitive Stage, where students possess the ability to think logically about concrete objects.Ê Our lesson, therefore, allows students to use actual physical materials to broaden their understanding of geographical features.Ê As we introduce new material, they have the opportunity to digest this information by constructing different models to demonstrate their comprehension.Ê Furthermore, because we are also requiring students to provide a written explanation of their final model, this forces them to think about geographical features in a logical, organized manner.Ê In addition, our lesson also attempts to account for Eriksonâs stages of psychosocial development.Ê He classifies fourth graders as attempting to resolve the industry versus inferiority conflict.Ê While at this stage of development, it is important to assign students work that is neither too easy because this will hinder their ability to develop a strong sense of industry or too hard because this will translate into students feeling inferior.Ê With out lesson, we offer students the chance to construct their own understanding of geographical features under our guidance.Ê We are hoping to strike a balance between forcing students to take responsibility for forming their own knowledge so that they develop a sense of industry while at the same time being available to support them and help them so that they do not feel inferior.Ê Also, as Vygotsky asserts, students at this age like to work in groups, so weâve factored this into our lesson by randomly placing them into groups of three.

Objectives

This lesson introduces students to concepts that they will need to meet SOL 4.2.Ê Students will work in assigned groups of three to use a draw/paint program to invent an original island, incorporating at least five geographical features.Ê Students will then construct their island from classroom materials and write a paragraph describing their island and its physical features.Ê Students will be graded on the number of geographical features, originality of the island, and the written description of the island (based on a rubric).

Materials

Computer with word program (to type a paragraph describing their island)

Kid Pix or other draw/paint program (to construct a blueprint before construction begins)

Clay and/or play dough of various colors (to form the actual island and some of its features)

Sand, salt, sugar for different textures

Paint,Ê markers

Pizza boxes or other cardboard (used as a base for model)

Rocks, pebbles, and other items from nature (sticks, shells, etc to add to their models, if desired)

Glue

Glitter

Scissors

Pictures of landforms (to model after)

Construction paper and/or tissue paper (to construct various landforms, if necessary)

Other classroom materials, as necessary

Lesson Description

Ê Review major geographical features (i.e. ãmountain,ä ãbutteä)

Ê Describe lesson objectives to students (they will use the computer to draw a ãblueprintä of their island and then build it from classroom materials)

Ê Divide students into groups of three and assign each group to a computer

Ê Allow students to work for thirty minutes (monitor the groups, add or subtract time as needed)

Ê Approve group blueprint before allowing the group to start construction

Ê Have students start on the physical construction of island