About this resource
In this lesson, fourth grade students will research the region of the United States in which they live (part of the 4th grade Social Studies curriculum) focusing on resources, industries, and needs of the region. They will then come up with an innovation that will address one of the needs of that region using other information they have gathered about the region.
Curriculum & Standards
Related General Curriculum / Common Core Area
Science/Technology/Engineering, Social Studies, Writing
Related Curriculum / Common Core Standard
CC.3.W.8 Research to Build and Present Knowledge: Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories. SS.G.2.4: Analyze how the cultural and environmental characteristics of places in Illinois change over time.
What students will do
Students will be able to find information about the resources, industries, and needs of a region. They will use note-taking skills to gather information about the region. Students will brainstorm ideas to meet the identified needs of the region.
Resources Needed
US Atlases and/or books about home state;
Either chart paper and sticky notes or laptops/computers/iPads
Lesson sequence & procedures
Day 1: Librarian or teacher will ask students to share what they already know about the state they live in. Class will create a list of all of the facts they already know about the state on the whiteboard. Librarian will explain that today students will be learning new information about their state. Students will be focusing on the resources and industries that their state has as well as the areas of need within the state. Librarian will have students help define the words resources and industries. Students will either be using web-based resources or state books dependent on resources available at the given library.
Students will be divided into groups to gather information about landforms, natural resources, industries, and what needs there are in the state.
Depending on technology available, students will either use Padlet to create a collective note-taking experience about each of these areas of information need OR use chart paper and sticky notes for a "Sticky Wiki" experience if computers are not available. In this case, each chart paper would say a note-taking area such as "resources" "industries" "landforms" and as students find information they will write it down on a sticky note which they will then walk to the chart. If Padlet is being used, librarian will have Padlets set up for each area of information need.
Librarian will model reading a fact about their state and then thinking about the fact and putting it into their own words. Students will also be expected to consult with a partner or group members to assess their own fact and see if it does in fact answer the given question.
Students will be dismissed to work in small groups with books or with online encyclopedia or online database articles if available.
Librarian will circulate and assist students as they work together to find information.
When ten minutes of class are left, librarian will call students back together to read through the notes on the Sticky Wiki and remove any repeat information and switch post-it notes to different charts if the information is in the wrong section. Librarian will explain that the next time they are together they will use what they learned to come up with ideas for ways to help their state with areas of need.
Day 2:
Librarian explains that today students will be looking back at the information they have gathered and focus on the needs within their region. As a class, read through the needs and resources identified during the last lesson.
Students will be divided into small groups. Within their small groups they will be choosing a particular need on which they would like to focus and try to help or fix. They will write their need in the middle of a piece of paper. Then they will brainstorm ideas for an innovation that could help address that need. They will create a web of these ideas around the need. Librarian will circulate to assist students. The innovations they describe should incorporate at least one of the resources or industries suited to that region.
When student groups have identified several ideas (no matter how over the top or unrealistic) librarian will stop class and explain that they will be sharing with one of the other student groups. Librarian will pair up student groups. Each group will then share out four of their ideas. Their partner group will vote on which idea seems most possible and helpful. This idea will be starred or circled for display in the library or classroom.
How learning is assessed
Students will be assessed on their ability to successfully take notes on their topic. (Librarian can ask students to put their names on their sticky notes in order to do this.) Students will be assessed via observation on their ability to work within a small group and brainstorm ideas to solve a problem.