Thinking like a Geographer

Name: Jenni Dyke Time Allotted: 45 minutes

Grade Level: 4
th
Subject: Social Studies
Materials Required:
Books about states, cities, or regions
o Cheney, L. (2006). Our 50 States. New York, NY: Simon & Schuster Books for Young
Readers.
o Johnson, E. M. (2002). Michigan. New York, NY: Children's Press.
o Quinn, V. (1931). Picture map geography of the United States (6th ed.). Philadelphia,
PA: J.B. Lippincott Company.
Computer
Paper
Suitcase or backpack for the teacher
Worksheet: Packing with Geography

Michigan Content Expectations

4 G1.0.1 Identify questions geographers ask in examining the United States (e.g., Where it is? What is
it like there? How is it connected to other places?).

Objectives:

The learner will identify at least 3 questions geographers might ask about the United States so they
demonstrate 66% proficiency by the end of the lesson. (Knowledge)

The learner will draw or describe at least 3 items which could be packed in a suitcase to their destination
so they demonstrate 66% proficiency by the end of the lesson. (Application)

Student Friendly Objectives:

The learner will list at least 3 questions a geographer might ask about the United States. (Knowledge)

The learner will draw at least 3 items which could be packed into a suitcase to help describe the place
they are going. (Application)

Assessment:

Informal Formative
The teacher will be listening to the students responses about what to pack to someplace new.
Also, TTW ask the students what questions they are thinking of and why. TTW will inquire
about ways they can answer their questions and check to see if they are finding them. TTW
again ask what the students need to know before going somewhere new in closure and check for
their understanding.
Formal Formative & Summative
The worksheet Packing with Geography is used to make sure students are learning during the
class period and it will be something that is collected at the end of the lesson to see students
progress.


Instructional Procedure:

1. Anticipatory Set:

Act out a skit where you are going on a trip to someplace new.
o You do not know what to pack
o Ask students for help

Class I am going on a trip to some place new and I really need your help! I do not know
what to expect, so I cannot decide what I should pack and bring with me. Will you help me?
(wait for student to respond yes) Oh thank you! What do you think I should pack? (listen to
answers)

2. State Purpose and Objective of Lesson:

New unit that explores regions of the U.S.
o students help teacher learn what to pack for someplace new
o students pack for their own trip
o teach them to think like a geographer
o explain what geographer is
o explain objectives

Today we are starting our new unit about exploring regions of the U.S. You are going to
help me back my bag to get ready for my trip and each of you will prepare for your own trip
to somewhere. We need to think about where we are going. To do this we need to think like
a geographer. A geographer is a person who studies the earth, its features and life on earth.
So for this lesson we are going to need to put our geographer hats on. Can you put you
geographer hats on with me? (pretend to put a hat on). Today we will identify questions
geographers ask when examining the United States. It is important to know in case you ever
want to travel some where you should know information about the place before you go.

3. Instructional Input/Direct Instruction:

TTW be guiding student learning and try to help them come up with their own questions and
ideas about places. TTW be walking around to check their understanding.

TSW come up with their own questions that geographers would ask and write 3 down. TSW
try to answer some of these questions by researching a place. TSW think about what they
need to know before they can pack to go someplace new. TSW draw pictures of at least 3
items they would pack to the place they found information on.

4. Modeling:

Ask students about what you should pack
o important to know where you are going before you can pack
o look up information learn about that place

So friends, back to my problem, what do I pack to a place I have never been? (get students
to ask where you are going) That is a good question. It is important to know where you are
going. What if it was a place you never heard of where I was going? What would you do?
You would look it up? Great lets do that now.

5. Guided Practice:

Have students write down 3 questions a geographer would ask before going someplace new
o Think-Pair-Share the 3 questions

We are going to do a Think-Pair-Share. I want you to think about three questions a
geographer would ask before going to a new place in the or about the United States.
(examples: questions about weather, terrain, people, comparing it to their home, etc.) When
you think of them write them down. In a few minutes I will have you can share your answers
with a partner or small group. When you and your partner have written down your three
questions compare your questions with each other. When everyone has finished sharing with
their partner I will ask you to share with the class what you talked about.

6. Independent Practice:

Research about a new place and try to answer the questions
Draw items to bring to that place in the suitcase worksheet (Illustration/Drawing)

After you the Think-Pair-Share you may work by yourself or with a partner to find out about
a new place and what it is like there. You may use your questions as a guide and try to
answer them about the place you are looking up. While you are doing this you will each
draw at least 3 things in this suitcase that you might want to pack to go to the place you are
researching.

7. Differentiated Consideration

Finish early
o They can add more things to their suitcase to pack, explain to a partner why things
were added, or check a partners paper to learn what they would pack
Struggle to complete
o They can write the things that would pack instead of draw, tell the teacher what
they would put, try to put in as much as they can
Auditory learners
o They can read the information that they are looking to answer their questions out
loud with a partner. They can discuss the answers with them and then write them
down.
Visual learners
o They can be given one of the books with more pictures in it. (Some of the books
have lots of details and questions that can be answered from the pictures where
others have mostly written information).
Intrapersonal
o They could be given their own book and could work on the project on their own
for most of the time. They should still compare with a partner, but could do the
work alone if they wished.

8. Closure:

Review what they did and explain what the next lesson will cover

Thank you for helping me find out what I need to do before packing for some place new.
What do you think it is important to learn about a place before going there? Great work
today and thanks for your help. Tomorrow we are going to take this knowledge and learn
more about the regions in the United States.

9. References:

Cheney, L. (2006). Our 50 States. New York, NY: Simon & Schuster Books for Young
Readers.
Johnson, E. M. (2002). Michigan. New York, NY: Children's Press.
Lawrence, J. (n.d.). Suitcase drawing. In Migration. Retrieved from
http://whitney.org/www/jacoblawrence/art/img/pho460x374suitcase.gif
Thinking like a geographer. (n.d.). In Traveling across the United States. Retrieved from
http://acrosstheunitedstatesofamerica.weebly.com/4-g101-thinking-like-a-
geographer.html
Quinn, V. (1931). Picture map geography of the United States (6thth ed.).
Philadelphia, PA: J.B. Lippincott Company.







Name:_____________________________________
Packing with Geography
Please draw and label at least 3 items in the suitcase that would be appropriate for the place that
you are going. I am going to:_______________________________


If you have time please write down the 3 geographical questions you made earlier below.
1.
2.
3.