Maggie  Hall  &  Catherine  Haley

Physical  Geography  of  Virginia  

TEDU  414   December  4th,  2014

4th  Grade   5  days

Physical Geography of Virginia

4th Grade

Unit Introduction: This Unit focuses on the 5 distinct regions of Virginia. The regions include the Coastal Plain, Piedmont, Blue Ridge Mountains, Valley & Ridge, and Appalachian Plateau. The students will already have knowledge on the Valley and Ridge and Appalachian Plateau prior to the unit. This unit will also focus on the Tidewater Region and specifically on the Chesapeake Bay and watershed. Throughout this 5-day unit plan the students will demonstrate knowledge of the regions, create and participate in a science experiment, work in small groups, and complete a unit project. One main PowerPoint and a cumulative “Five Regions Booklet” will encompass the main material on each region. In addition, virtual tours, collages, and smart board usage will be used to aid in understanding the 4th grade SOL.

General Unit Objectives:

1. The students will gain knowledge of the five physical regions of Virginia (Appalachian Plateau, Valley and Ridge, Blue Ridge Mountains, Piedmont, and Coastal Plain). They will become aware of the different landforms, products, industries, and other characteristics of each region.

2. The students will gain skills in many different areas including: using maps, writing, technology, art, working in groups, and completing a project. All of which are important things students should be exposed to.

3. Students will gain an appreciation for everything the state of Virginia has to offer. Everything from the different land forms to the different products and industries. Students will walk away with a greater appreciation for the state they live in.

Specific Objectives: Lesson 1-Blue Ridge

• Given a booklet worksheet, the students will be able to record features and characteristics of the Blue Ridge Mountains with 100% accuracy.

• Students will be able to orally recite characteristics of the Blue Ridge Mountains.

Lesson 2-Piedmont

• Given a booklet worksheet, the students will be able to record features and characteristics of the Piedmont region with 100% accuracy.

• Students will be able to orally recite characteristics of the Piedmont region.

Lesson 3-Coastal Plain

• The students will place the correct facts in the five regions of Virginia booklet given to them in the beginning of the unit with 100% accuracy.

• Students will be able to find and cut or draw pictures that represent the tidewater region given the necessary materials to the best of their ability.

Lesson 4-Chesapeake Bay & Watershed

• The student will be able to locate the Chesapeake Bay given a map with 80% accuracy.

• The student will be able to create a watershed given paper, markers, and a spray bottle to the best of their ability.

Lesson 5-Review

• Using the SMART Board, the students will be able to identify all five regions of VA including major cities, geographical features, products, and industries.

• Given the booklet worksheets and cover materials, the students will be able to assemble and complete their “Five Regions of VA” booklet.

SOL OVERVIEW VS.2 The student will demonstrate knowledge of the physical geography and native peoples, past and present, of Virginia by a) Locating Virginia and its bordering states on maps of the United States; b) Locating and describing Virginia’s Coastal Plain (Tidewater), Piedmont, Blue Ridge Mountains, Valley and Ridge, and Appalachian Plateau; c) Locating and identifying water features important to the early history of Virginia (Atlantic Ocean, Chesapeake Bay, James River, York River, Potomac River, Rappahannock River, and Lake Drummond and the Dismal Swamp); d) Locating three American Indian language groups (the Algonquian, the Siouan, and the Iroquoian) on a map of Virginia; e) Describing how American Indians related to the climate and their environment to secure food, clothing, and shelter; f) Describing how archaeologists have recovered new material evidence at sites including Werowocomoco and Jamestown; g) Identifying and locating the current state-recognized tribes. Science 4.9 The student will investigate and understand important Virginia natural resources. Key concepts include a) Watersheds and water resources; b) Animals and plants; c) Minerals, rocks, ores, and energy sources; and d) Forests, soil, and land. C/T 3-5.1 Demonstrate an operational knowledge of various technologies. Use various types of technology devices to perform learning tasks.

• Use a keyboard, mouse, touch screen, touchpad, and other input devices to interact with a computer.

Art 4.5: The student will use the following to express meaning in works of art: 1. Color—hue, tint, shade, intensity 2. Texture—actual, implied 3. Value—shading

4. Pattern—repetition to imply movement 5. Variety—to create interest P.E. 4.4 The student will demonstrate positive interactions with others in cooperative and competitive physical activities. a) Work productively and respectfully with others in achieving a common group goal. b) Work toward positive solutions in resolving disagreements. c) Demonstrate appropriate etiquette and application of rules and procedures. d) Identify the contributions various cultures have made to sport, dance, and recreational pursuits.

Lesson 1: Blue Ridge Mountains

Purpose: • Today is the beginning of the second week on our unit about the five physical

regions of Virginia. The regions already taught include Appalachian Plateau and Valley & Ridge. Today the focus will be on the Blue Ridge Mountain region of Virginia. Students will learn the different features, characteristics, major cities, and industries of the region.

• SOL VS.2: The student will demonstrate knowledge of the physical geography and native peoples, past and present, of Virginia by a) Locating Virginia and its bordering states on maps of the United States; b) Locating and describing Virginia’s Coastal Plain (Tidewater), Piedmont, Blue RidgeMountains, Valley and Ridge, and Appalachian Plateau; c) Locating and identifying water features important to the early history of Virginia (AtlanticOcean, Chesapeake Bay, James River, York River, Potomac River, Rappahannock River,and Lake Drummond and the Dismal Swamp); d) Locating three American Indian language groups (the Algonquian, the Siouan, and the Iroquoian) on a map of Virginia; e) Describing how American Indians related to the climate and their environment to secure food, clothing, and shelter; f) Describing how archaeologists have recovered new material evidence at sites including Werowocomoco and Jamestown g) Identifying and locating the current state-recognized tribes.

Objective:

• Given a booklet worksheet, the students will be able to record features and characteristics of the Blue Ridge Mountains with 100% accuracy.

• Students will be able to orally recite characteristics of the Blue Ridge Mountains.

Procedure:

Introduction: • To introduce the region of the Blue Ridge Mountains, the teacher will first

review the first and second regions that were taught the previous week, Valley and Ridge and the Appalachian Plateau. (A)

• The teacher will refer to the VA class bulletin board where the class has been filling in the five regions with their features and characteristics. (V)

• The teacher will ask the students to orally give the different features and characteristics of each region taught previously. (A)

• The teacher should be looking for: (See teacher notes)

o Appalachian Plateau- located in Southwest Virginia, only small part of the region is located in VA. Products: coal & Industries: coal mining

o Valley & Ridge- includes the great valley of VA and other valley’s separated by ridges, part of Appalachian mountain system, located West of Blue Ridge Mountains. Products: poultry, apples, beef, dairy & Industries: farming

• The teacher will be able to gauge what students have understood and what still needs some work.

Development:

• Students will be shown a couple of PowerPoint slides to introduce the characteristics of the Blue Ridge Mountains. (V, A)

o Old rounded, mountains o Part of Appalachian Mountain system

o Source of many rivers

• These slides will contain the where the region is, important locations, and important industries.

• The teacher will ask the students what region the Blue Ridge Mountains are located next to (Valley & Ridge).

• Major cities/locations include: Roanoke

• Products & Industries: o Products: apples o Industries: recreation, farming

• After completing the slideshow, the teacher will show a virtual tour using the Promethean board of some of the overlooks throughout the Blue Ridge Mountains. (V)

• Students will then return to their seats and individually work on their booklet worksheet about the region’s characteristics. They will also color in the Blue Ridge Mountain region on the worksheet. (V, K)

• For advanced students: The teacher will ask the student’s to give more details in their individual booklets. They will write a paragraph discussing what they learned about that region and also if they have any prior experiences in that region. The students will be given extra paper to write these details, which will then be placed into their “Five Regions Booklet.”

• For struggling students: The teacher will provide oral support and make sure to have text support as assistance. Students will have a cut and paste available when necessary.

Summary

• After the students complete the booklet worksheet and turned it in, the class will then discuss the differences in this region compared to the previous two that have been taught. (A)

• The teacher will call on students to post the appropriate information on the region bulletin board (A, V, K)

Materials:

Booklet

PowerPoint Bulletin Board

Virtual Tour: http://www.virtualblueridge.com/parkway_tour/overlooks.asp

Evaluation Part A:

• After completion of the Blue Ridge worksheet it will be turned in for the teacher to check before it is put into the student’s “Five Regions Booklet.”

• The teacher will also be looking for student participation with the VA bulletin board during the summary portion of the lesson.

Evaluation Part B:

• Did the students meet the objectives?

• Did your lesson accommodate all of your learners? • What were the strengths of the lesson?

• What were the weaknesses of the lesson?

• How would you change the lesson?

Lesson 2: Piedmont Region

Purpose:

• The purpose of this lesson is to continue the discussion of the five different regions of Virginia. The regions already taught include, Appalachian Plateau, Valley & Ridge, and Blue Ridge Mountains. Today the focus will be on the Piedmont region of Virginia. Students will learn the different features, characteristics, major cities, and industries of the region.

• SOL VS.2: The student will demonstrate knowledge of the physical geography and native peoples, past and present, of Virginia by a) Locating Virginia and its bordering states on maps of the United States b) Locating and describing Virginia’s Coastal Plain (Tidewater), Piedmont, Blue Ridge Mountains, Valley and Ridge, and Appalachian Plateau; c) Locating and identifying water features important to the early history of Virginia (Atlantic Ocean, Chesapeake Bay, James River, York River, Potomac River, Rappahannock River, and Lake Drummond and the Dismal Swamp); d) Locating three American Indian language groups (the Algonquian, the Siouan, and the Iroquoian) on a map of Virginia; e) Describing how American Indians related to the climate and their environment to secure food, clothing, and shelter; f) Describing how archaeologists have recovered new material evidence at sites including Werowocomoco and Jamestown; g) Identifying and locating the current state-recognized tribes.

Objective:

• Given a booklet worksheet, the students will be able to record features and characteristics of the Piedmont region with 100% accuracy.

• Students will be able to orally recite characteristics of the Piedmont region

Procedure: Introduction:

• To introduce the Piedmont region, the teacher will review the 3 regions already taught (Appalachian Plateau, Valley & Ridge, and the Blue Ridge Mountains).

• The teacher will refer to the VA class bulletin board where the class has been filling in the features and characteristics of each region. (V, A)

• The teacher will ask students to orally respond to his/her questions of each region. (A)

o The teacher will be able to gauge what students have understood and what still needs some work.

Development

• To start, the teacher will show the students a map of VA and point out the location of the Piedmont region. The teacher will ask the students what the Piedmont is located next to (Blue Ridge Mountains). (V, A)

• He/she will point out the major cities in the piedmont region (Richmond, Charlottesville, Fredericksburg). (V,A)

• After the teacher has pointed out the major cities he/she will ask the class if anyone has ever been to these places.

• Based on the student response, the teacher will ask them to describe what the land/geography was like. Based on their responses the teacher will show a couple of PowerPoint slides with pictures and details about the region (rolling hills and ridges, west of fall line). (V, A)

• The teacher will also discuss the important products and industries of the region.

o Products: tobacco & information technology o Industries: Federal & state government, farming

• Next, the teacher will identify the Fall Line on the map of VA. The teacher will briefly explain that the Fall Line is the natural boarder between the Piedmont region and Coastal Plain region. The teacher will then show a brief video explaining the Fall Line in more detail.

o http://www.virginiatrekkers.com/FallLine/FallLine.html • Next, the teacher will ask the students if they know where the state capital

is. Once, the capital has been identified as Richmond, he/she will talk about how Richmond is located in the Piedmont region of Virginia.

• Teacher will discuss the capitol building

o http://virginiacapitol.gov/virtualtours/1st_floor.html • Students will then return to their seats to fill out the booklet worksheet on

the Piedmont. They will also color in the Piedmont region on their map of VA. (V, K)

• For advanced students: The teacher will ask the student’s to give more details in their individual booklets. They will write a paragraph discussing what they learned about that region and also if they have any prior experiences in that region. The students will be given extra paper to write these details, which will then be placed into their “Five Regions Booklet.”

• For strugglers: The teacher will provide oral support and make sure to have text support as assistance. Students will have a cut and paste available when necessary.

Summary:

• After the students complete the booklet worksheet and turned it in, the class will then discuss the differences in this region compared to the previous three that have been taught. (A)

• The teacher will call on students to post the appropriate information on the region bulletin board (A, V, K)

Materials:

Booklet

PowerPoint

Bulletin Board Fall Line Video

Virtual Tour of Capitol Building

Evaluation Part A: • After completion of the Piedmont worksheet it will be turned in for the

teacher to check before it is put into the student’s “Five Regions Booklet.”

• The teacher will also be looking for student participation with the VA bulletin board during the summary portion of the lesson.

Evaluation Part B:

• Did the students meet the objectives?

• Did your lesson accommodate all of your learners?

• What were the strengths of the lesson? • What were the weaknesses of the lesson?

• How would you change the lesson?

Lesson 3: Coastal Plain/Tidewater Region

Purpose: • The purpose of this lesson is to continue the discussion of the five physical

regions of Virginia. This region is the last of the five in the sequence. This region will focus on the Coastal Plain or Tidewater region. The lesson will be particularly focused on the flat land of the region, the waterways near the region, the eastern shore, and that the location is east of the fall line.

• This lesson will focus on the Atlantic Ocean and Chesapeake Bay being located near the region of Tidewater.

• SOL VS.2: The student will demonstrate knowledge of the physical geography and native peoples, past and present, of Virginia by a) Locating Virginia and its bordering states on maps of the United States b) Locating and describing Virginia’s Coastal Plain (Tidewater), Piedmont, Blue Ridge Mountains, Valley and Ridge, and Appalachian Plateau; c) Locating and identifying water features important to the early history of Virginia (Atlantic Ocean, Chesapeake Bay, James River, York River, Potomac River, Rappahannock River, and Lake Drummond and the Dismal Swamp); d) Locating three American Indian language groups (the Algonquian, the Siouan, and the Iroquoian) on a map of Virginia; e) Describing how American Indians related to the climate and their environment to secure food, clothing, and shelter f) Describing how archaeologists have recovered new material evidence at sites including Werowocomoco and Jamestown; g) Identifying and locating the current state-recognized tribes.

Objective: • The students will place the correct facts in the five regions of Virginia

booklet given to them in the beginning of the unit with 100% accuracy. • Students will be able to find and cut or draw pictures that represent the

tidewater region given the necessary materials to the best of their ability. Procedure: Introduction:

• The teacher will start by giving a brief overview of the region through lecture (A)

• The teacher will show a PowerPoint of the different goods, locations, food, and services in the Tidewater region. (A) (V)

• After the slide show the teacher will discuss with the class differences and similarities to other regions in Virginia (A)

Development:

• The teacher will show a poster on the board with a list of things that can be found in the tidewater region

• Students will be able to add to this poster board by cutting out pictures from magazines, and or drawing things that could be found in this region

• The class will then cut out magazines and draw pictures that support the Tidewater region

• For advanced students: they will be asked to cut out more pictures than other students and are encouraged to draw their own.

• For struggling students: extra help will come from the teacher when these students are on their own finding pictures, there will be examples already on the poster board so that the students have something to model their findings after.

Summary:

• The teacher and students will come together and look at the pictures placed on the board (V)

• The teacher will point out good examples of the pictures shown and how they represent the region well (A)

• As a class some of the students will end with pointing out their picture and explaining to the class why they chose that particular picture or drawing to represent the Tidewater region

Materials: Power Point Booklet Worksheet Poster board Magazines Drawing paper Drawing utensils Evaluation A:

• After completion of the booklet pages, the teacher will look at the review them for accuracy.

• The teacher will make sure that every student has at least one magazine clipping and or drawing and is participating in the class discussion.

• Through this observation the teacher will be able to see if the student understands the Tidewater Region.

Evaluation B:

• Did the students meet the objectives? • Did your lesson accommodate all of your learners? • What were the strengths of the lesson? • What were the weaknesses of the lesson

Lesson 4: Coastal Plain: Water & Watersheds Purpose:

• The purpose of this lesson is to elaborate on the Tidewater region and discuss the importance of the Chesapeake Bay and what the Chesapeake Bay does.

• After discussing the major bodies of water and specifically the Chesapeake Bay the students will learn what a watershed is and how to create one figuratively, and also make models in small groups.

• SOL VS.2 The student will demonstrate knowledge of the physical geography and native peoples, past and present, of Virginia by a) Locating Virginia and its bordering states on maps of the United States; b) Locating and describing Virginia’s Coastal Plain (Tidewater), Piedmont, Blue Ridge Mountains, Valley and Ridge, and Appalachian Plateau; c) Locating and identifying water features important to the early history of Virginia (Atlantic Ocean, Chesapeake Bay, James River, York River, Potomac River, Rappahannock River, and Lake Drummond and the Dismal Swamp); d) Locating three American Indian language groups (the Algonquian, the Siouan, and the Iroquoian) on a map of Virginia; e) Describing how American Indians related to the climate and their environment to secure food, clothing, and shelter; f) Describing how archaeologists have recovered new material evidence at sites including Werowocomoco and Jamestown; g) Identifying and locating the current state-recognized tribes.

• SOL VS 2c: locating and identifying water features important to the early history of Virginia (Atlantic Ocean, Chesapeake Bay, James River, York River, Potomac River, Rappahannock River)

o Locating and discussing the Chesapeake Bay o Describe how the bay is a safe harbor and was a source of food and

transportation. • SOL Science 4.9 The student will investigate and understand important Virginia

natural resources. o Key concepts include: watersheds o Students will create and interpret a model of a watershed.

• SOL PE 4.4 The student will demonstrate positive interactions with others in cooperative and competitive physical activities: work productively and respectfully with others in achieving a common group goal.

Objectives: • The student will be able to locate the Chesapeake Bay given a map with 80%

accuracy. • The student will be able to create a watershed given paper, markers, and a

spray bottle to the best of their ability. Procedure: Introduction:

• The teacher will show the students a map of Virginia, specifically the tidewater region and all of the bodies of water that surround it (V)

• The Chesapeake Bay will be discussed as the largest area of water in Virginia and how it connects to the other bodies of water. (A)

• The teacher will discuss with the students the water patterns and specifically water sheds (A)

• The teacher will ask the students to stand up and sort students into rivers and streams all connecting to the Chesapeake Bay; The students will be in lines all over the classroom leading to one main group of students or source. (K)

• The teacher will pass all different types of objects out and ask the students to pass the objects to the end of the line ; students will pass the objects and start to see that all the objects end up at the end. (K)

• The teacher will explain that this is an example of a watershed Development:

• The class will go back to their seats and begin the experiment • As a class the teacher will model a watershed experiment (K) • Then the class will break into small groups and do the experiment together • The materials will already be prepared on the group tables so that class will

just need to break off into groups of 3 or 4 to begin • The teacher will explain that this is how a watershed works by giving

directions (A) 1. Crumble Paper- showing low and high points, uncrumble the paper 2. Use a water based marker to draw along the ridgelines of the paper

(Ridgelines: high points) 3. Use a spray bottle to create a rain storm on your paper; pause after

every misting 4. Observe the pathways that the water travels

5. Repeat again with new paper using more than one color to see how all the colors run together

Summary:

• The students will discuss what happened in their groups by teacher led discussion questions: (A)

o What happened when the water ran down from the first piece of paper?

o What happened when you added more colors? o What is an example that you see happen in real life? o Do you think this process happens all the time?

Materials:

• Demonstration of Water Shed http://fergusonfoundation.org/teacher_resources/crumpled_paper.pdf

• 2 pieces of plain scrap paper (8.5 X 11) • Spray bottle • Water • Water-based markers (blue, brown, and black) • Region Power Point : discussing water • Map of Virginia

Evaluation Part A:

• The student will meet the objectives if the student can locate the Chesapeake Bay on a map by demonstrating that each area of water leads out to the Chesapeake Bay.

• The student will complete the watershed project by being able to replicate a watershed and following the directions.

Evaluation Part B:

• Did the students meet the objectives? • Did your lesson accommodate all of your learners? • What were the strengths of the lesson? • What were the weaknesses of the lesson? • How would you change the lesson?

Lesson 5: Reviewing all 5 Regions

Purpose: • The purpose of this lesson is to wrap up the discussion of Virginia’s five

physical regions. All five regions have been taught (Appalachian Plateau, Valley & Ridge, Blue Ridge Mountains, Piedmont, and Coastal Plain). Topics discussed include locations, physical features, major cities, products, and industries. In this lesson, students will have the opportunity to review everything they have learned.

• SOL VS.2: The student will demonstrate knowledge of the physical geography and native peoples, past and present, of Virginia by a) Locating Virginia and its bordering states on maps of the United States; b) Locating and describing Virginia’s Coastal Plain (Tidewater), Piedmont, Blue Ridge Mountains, Valley and Ridge, and Appalachian Plateau; c) Locating and identifying water features important to the early history of Virginia (Atlantic Ocean, Chesapeake Bay, James River, York River, Potomac River, Rappahannock River, and Lake Drummond and the Dismal Swamp); d) Locating three American Indian language groups (the Algonquian, the Siouan, and the Iroquoian) on a map of Virginia; e) Describing how American Indians related to the climate and their environment to secure food, clothing, and shelter; f) Describing how archaeologists have recovered new material evidence at sites including Werowocomoco and Jamestown; g) Identifying and locating the current state-recognized tribes.

• SOL C/T 3-5.1 Demonstrate an operational knowledge of various technologies. a) Use various types of technology devices to perform learning tasks. b) Use a keyboard, mouse, touch screen, touchpad, and other input devices to interact with a computer.

Objective:

• Using the SMART Board, the students will be able to identify all five regions of VA including major cities, geographical features, products, and industries.

• Given the booklet worksheets and cover materials, the students will be able to assemble and complete their “Five Regions of VA” booklet.

Procedure: Introduction:

• To start, the teacher will direct the student’s attention to the VA bulletin board they have been putting together for the last couple of weeks.

• The teacher will quiz the students on different facts about each region. • Examples of some questions include:

o How many physical regions of VA regions are there? o Who can name one of the five regions for me? (continue until all 5

regions have been named) o What region is between the Blue Ridge Mountains and the Coastal

Plain? o What region is our state capital in? o What is one major industry of the Piedmont region? o What region is furthest West? o Which region is furthest East?

Development:

• Once the teacher has finished asking questions like these, he/she will call all of the students to the carpet for an activity.

• The teacher will explain that they are going to complete a SMART Board activity about everything they have been learning.

o http://www.virginiatrekkers.com/FallLine/Regions.html • The teacher will have student’s come up to the board one at a time to

participate in the activity. • For advanced students: during the introduction and whole class activity,

the teacher will have more difficult questions to ask these students about the five regions.

• For struggling students: the teacher will provide necessary support and hints when necessary.

• When the SMART board activity has been completed, the teacher will explain how the students will assemble their “Five Regions of VA” booklet.

• The students will then return to their seats to put together the booklets. • Students will have the opportunity to decorate the cover of their booklet

however they chose. As long as it is something that depicts the five regions of VA.

• Once the booklets have been completed they will be turned in to the teacher for a final review.

Summary:

• After all booklets have been turned in, the teacher will have the students return to the carpet to explain the final project.

• The teacher will then give directions on what he/she expects for the final project and what must be included in the project.

• See project directions attached Materials: VA bulletin board SMART board activity Booklet worksheets Booklet covers Project directions to hand out and send home Evaluation Part A:

• The students will have met the objectives if they successfully complete the SMART board activity.

• In addition, if they complete the “Five Regions of VA” booklet they will have also met the teacher’s objectives.

Evaluation Part B: • Did the students meet the objectives? • Did your lesson accommodate all of your learners? • What were the strengths of the lesson? • What were the weaknesses of the lesson? • How would you change the lesson?

Unit Assessment

5 Regions of Virginia Project: The last few weeks we have been learning about the five regions of Virginia,

during this time the students have completed a booklet on all of the regions. Now, the students should use this information to help them complete their project. The project may be done on a poster board, cardboard, or any other type of large, sturdy backing. Students are encouraged to be creative with the way they chose to construct their model. The students may use clay, play dough, or any type of textured material to model the different characteristics of the individual regions. For example a student could use clay to model the hills or mountains in the valley and ridge region. Each student will create a project composed of the five regions of Virginia. This project must include:

1. Map of Virginia: • Divide into the 5 regions • Please include:

o Fall line (Black) o Coastal Plain (Tidewater) – Blue o Piedmont – Green o Blue Ridge – Purple o Valley & Ridge – Yellow o Appalachian Plateau – Red

2. Water: • Major bodies of water discussed need to be labeled these include:

o Chesapeake Bay o Atlantic Ocean o James River o York River o Potomac River o Rappahannock River

3. Major Cities in each region need to be labeled (see VA region booklet) 4. Land Characteristics of each region (booklet) 5. 1 product from each region (booklet) 6. 1 industry from each region (booklet)

Students will have two weeks to complete and turn in their project. Once all projects have been completed each student’s work will be put on display in the front of the school.

Resources Blue Ridge Mountains Virtual Tour: http://www.virtualblueridge.com/parkway_tour/overlooks.asp

Fall Line Video:

http://www.virginiatrekkers.com/FallLine/FallLine.html State Capitol Virtual Tour:

http://virginiacapitol.gov/virtualtours/1st_floor.html Watershed Activity: http://fergusonfoundation.org/teacher_resources/crumpled_paper.pdf Five Regions Review Game:

http://www.virginiatrekkers.com/FallLine/Regions.html Unit PowerPoint:

http://www.slideshare.net/guesta91105/virginia-regions-powerpoint-1-presentation

Booklet Worksheets/Teacher Notes:

http://greatfallsvirtualfieldtrip.weebly.com/lesson-2.html Additional Teacher Notes:

http://cmsweb1.lcps.org/cms/lib4/VA01000195/Centricity/Domain/9045/VARegionsSTUDYGUIDE-KEY.pdf