Wisconsin’s Five Geographic Regions Lesson Plan
Heidi Ebert
West Salem School District
● Goals
● Eastern Ridges & Lowlands Worksheet
● Lake Superior Lowlands Worksheet
● Northern Highlands Worksheet
● Wisconsin’s Geographic Regions Worksheet
● Landforms Review Activity Worksheet
● Geographic Regions Summary Worksheet
Students will develop an understanding of significant characteristics of each of Wisconsin’s five geographic regions, including main landforms, bodies of water, major cities, important industries, and other notable qualities.
Students will work cooperatively to read for information and answers to questions about one of Wisconsin’s geographic regions.
Students will develop speaking and map skills by presenting their region to the class, including where significant landforms, bodies of water, major cities, and important industries are located on a Wisconsin map.
Students will organize and summarize key ideas and concepts about each of Wisconsin’s five geographic regions in writing on a chart.
Reading/Literature Fourth-Grade Performance Standards
A.4.4 Read to acquire information.
* Summarize key details of informational texts, connecting new information to prior knowledge.
English Language Arts/Oral Language Fourth-Grade Performance Standards
C.4.1 Orally communicate information, opinions, and ideas effectively to different audiences for a variety of purposes.
* Speaking from notes or a brief outline, communicate precise information and accurate instructions in clearly organized and sequenced detail.
Social Studies/Geography Fourth-Grade Performance Standards
A.4.2 Locate on a map or globe physical features such as continents, oceans, mountain ranges, and land forms, natural features such as resources, flora, and fauna; and human features such as cities, states, and national borders.
A.4.4 Describe and give examples of ways in which people interact with the physical environment, including use of land, location of communities, methods of construction, and design of shelters.
Wisconsin maps showing landforms, bodies of water, and cities; a relief map is especially valuable to show Wisconsin’s topography
Copies of map activity sheets 17-21 and Wisconsin write-on desk maps from Graphic Learning: Wisconsin Past and Present, 1998 edition
Copies of the January, 1976 issue of Badger History magazine dealing with Wisconsin Geography
Copies of Follett Social Studies: Exploring Our State Wisconsin, by Romano and Georgiady, 1977, Allyn & Bacon
Copies of group research sheets for “Lake Superior Lowlands,” “Northern Highlands,” “Central Plains,” “Western Uplands,” and “Eastern Ridges and Lowlands,” one copy for each group
Copies of chart for summarizing key ideas about each Wisconsin region’s land, water, agriculture/industry, cities, and “other” significant or unique characteristics for each student
Copies of “Wisconsin’s Geographic Regions” and “Landforms Review Activity” for each student
1. The teacher introduces students to the five geographic regions of Wisconsin by showing the regions on a map, asking students to describe what they already know about each region, and recording students’ ideas on large chart paper.
2. The teacher challenges students to discover how the glaciers affected Wisconsin by reading pages 33-36 in Follett Social Studies: Exploring Our State Wisconsin, by Romano and Georgiady, 1977, Allyn & Bacon. After completing the reading, the teacher asks students to pair-share what they learned, then each pair offers at least one idea to add to the large class chart on the five geographic regions of Wisconsin. Record additional ideas on the chart.
3. The teacher divides students into five groups and challenges each group to become experts on one of the geographic regions of Wisconsin in order to teach the rest of the class about this region. Distribute one copy of one of the group research sheets to each group. One group focuses on the “Lake Superior Lowlands,” a second group centers on the “Northern Highlands,”a third group concentrates on the “Central Plains,” a fourth group focuses on the “Western Uplands,” and the fifth group concentrates on the “Eastern Ridges and Lowlands.” Clarify that each group must work together to complete the activities and answer the questions on their worksheet. Encourage group members to assign responsibilities to each group member for reading, summarizing ideas verbally, and recording notes and develop a plan for completing the task. Groups should record important ideas they learned in their own words on notebook paper and keep their notes together in a folder, along with the group research sheet.
4. As students work in groups, the teacher checks for student understanding of the readings, important ideas they learned about their region, appropriate notes recorded, and cooperative efforts among group members.
5. After all groups have completed the activities and answered the questions on their group research sheet, the teacher guides the groups in planning their presentation about their region to the class. Each group should be prepared to explain main ideas they learned about the region’s:
(a) location in Wisconsin and the meaning of the region’s name
(b) topography, landforms, and how these were formed
(c) important cities and their significance
(d) bodies of water and their importance to the region
(e) how people earn a living in this region or the major industries
(f) anything interesting or unique about the region
6. The order of the presentations is decided by each group drawing a number, one through five. As each group presents their region to the class, the remaining class members listen carefully and ask questions to clarify ideas presented. The teacher leads the class in summarizing what they learned about the region by completing a class chart on each Wisconsin region’s land, water, agriculture/industry, cities, and “other” interesting facts. The students then complete their individual charts for each region, recording key ideas or concepts in their own words. By the end of the presentations, the class chart and individual charts should have at least one idea for each category for each region.
7. The teacher offers additional reinforcement activities regarding important characteristics of each region by distributing copies of “Wisconsin’s Geographic Regions” and “Landforms Review Activity” to each student. After explaining the directions for each activity, encourage students to work individually, with a partner, or in small groups to complete the activities. As the students finish the activities, the teacher asks students to explain verbally the reasons for their responses and classifications.
Review students’ group work for willingness to work cooperatively in groups, individual contributions to group work, accuracy, and completeness in responses to questions. Review students’ group presentations for eye contact, projection, articulation, accuracy and completeness in presenting their region. Review students’ completed reinforcement activities, “Wisconsin’s Geographic Regions” and “Landforms Review Activity,” for completion, accuracy, and thoughtful responses to questions asked during the activities.
Group Members:__________________________________________________________
CONGRATULATIONS! You will soon become our classroom experts on Wisconsin’s geographic region known as the Central Plains. Please follow all directions on this page. Read and listen to information very carefully. In fact, you may need to read material more than once to completely understand. Work cooperatively. Remember: the entire class is counting on you to present all the important information about this region.
ACTIVITIES TO COMPLETE:
_______ (1) Map Activity 19 “Central Plains,” Graphic Learning: Wisconsin Past and
Present, 1998 edition.
_______ (2) Read Wisconsin Geography Issue of Badger History, pp. 28-31.
_______ (3) Answer the questions on this paper.
_______ (4) Prepare your presentation to teach the class about this region.
QUESTIONS TO ANSWER:
(1) This area is known as a “plain.” What does that mean?
(2) Why is this area called the Central Plains?
(3) What happened to this area as the glaciers moved across it?
(4) Study the maps on pages 28, 29, 30 and 106 in Follett Social Studies: Exploring Our State Wisconsin, by Romano and Georgiady, 1977, Allyn & Bacon. Tell what you have learned about the products, manufacturing, people and land in this region.
(5) What types of crops are grown in this region?
(6) This area has lots of lakes. Figure out why….
(7) What are the major cities in this region?
(8) What are the important waterways (rivers and lakes) in your region?
(9) Use the three-dimensional relief map to learn about the land in this region.
YOUR PRESENTATION:
•Every member of your group must talk.
•Practice!
•Remember: no one else in the class has learned about your region. They’re counting on
you!
Group Members: _________________________________________________________
CONGRATULATIONS! You will soon become our classroom experts on Wisconsin’s geographic region known as the Eastern Ridges and Lowlands. Please follow all directions on this page. Read and listen to information very carefully. In fact, you may need to read material more than once to completely understand. Work cooperatively. Remember: the entire class is counting on you to present all the important information about this region.
ACTIVITIES TO COMPLETE :
_______ (1) Map Activity 21 “Eastern Ridges and Lowlands,” Graphic Learning: Wisconsin
Past and Present, 1998 edition.
_______ (2) Read Wisconsin Geography Issue of Badger History, pp. 38-43.
_______ (3) Answer the questions on this paper.
_______ (4) Prepare your presentation to teach the class about this region.
QUESTIONS TO ANSWER:
(1) Why is this region known as the Eastern Ridges and Lowlands?
(2) Why are there more towns and cities in this region than in any other region?
(3) How is Lake Michigan important to Wisconsin?
(4) What is a peninsula? What county makes up most of Wisconsin’s peninsula?
(5) Study the maps on pages 28, 29, 30 and 106 in Follett Social Studies: Exploring Our State Wisconsin, by Romano and Georgiady, 1977, Allyn & Bacon. Tell what you have learned about the products, manufacturing, people, and land in this region. (You have a lot to talk about!)
(6) What types of crops are grown in this region?
(7) What are the major cities in this region?
(8) What are the important waterways (rivers and lakes) in your region?
(9) Use the three-dimensional relief map to learn about the land in this region.
YOUR PRESENTATION:
•Every member of your group must talk.
•Practice!
•Remember: no one else in the class has learned about your region. They’re counting on
you!
Group Members: ______________________________________________________
CONGRATULATIONS! You will soon become our classroom experts on Wisconsin’s geographic region known as the Western Uplands. Please follow all directions on this page. Read and listen to information very carefully. In fact, you may need to read material more than once to completely understand. Work cooperatively. Remember: the entire class is counting on you to present all the important information about this region.
ACTIVITIES TO COMPLETE:
______ (1) Map Activity 20 “Western Uplands,” Graphic Learning: Wisconsin Past and
Present, 1998 edition.
______ (2) Read Wisconsin Geography Issue of Badger History, pp. 32-37.
______ (3) Answer the questions on this paper.
______ (4) Prepare your presentation to teach the class about the region.
QUESTIONS TO ANSWER:
(1) This area is referred to as the most rugged region in Wisconsin. Why?
(2) Why is this region known as the Western Uplands?
(3) Why is this region known as the “driftless area?” (Hint: what is “drift?”)
(4) Study the maps on pages 28, 29, 30, and 106 in Follett Social Studies: Exploring Our State Wisconsin, by Romano and Georgiady, 1977, Allyn & Bacon. Tell what you have learned about the products, manufacturing, people, and land in this region.
(5) What types of crops are grown in this region?
(6) This area has lots of bluffs. Figure out why…
(7) What are the major cities in this region?
(8) What are the important waterways (river and lakes) in your region?
(9) Use the three-dimensional relief map to learn about the land in this region.
YOUR PRESENTATION:
•Every member of your group must talk.
•Practice!
•Remember: no one else in the class has learned about your region. They’re counting
on you!
Group Members: _________________________________________________________
CONGRATULATIONS! You will soon become our classroom experts on Wisconsin’s geographic region known as the Lake Superior Lowlands. Please follow all directions on this page. Read and listen to information very carefully. In fact, you may need to read material more than once to completely understand. Work cooperatively. Remember: the entire class is counting on you to present all the important information about this region.
ACTIVITIES TO COMPLETE:
______ (1) Map Activity 17 “Lake Superior Lowlands,” Graphic Learning: Wisconsin Past and Present, 1998 edition.
______ (2) Read Wisconsin Geography Issue of Badger History, pp. 24-27.
______ (3) Answer the questions on this paper.
______ (4) Prepare your presentation to teach the class about this region.
QUESTIONS TO ANSWER:
(1) This area is known as a “lowlands.” What does that mean?
(2) Why is this area called Lake Superior Lowlands?
(3) What is the name of the group of islands found in this region?
(4) What is the city of Superior known for?
(5) Study the maps on pages 28, 29, 30, and 106 in Follett Social Studies: Exploring Our State Wisconsin, by Romano and Georgiady, 1977, Allyn & Bacon. Tell what you have learned about the products, manufacturing, people, and land in this region.
(6) This area has lots of waterfalls. Figure out why…
(7) What are the major cities in this region?
(8) What are the important waterways (river, lakes) in your region?
(9) Use the three-dimensional relief map to learn about the land in this region.
YOUR PRESENTATION:
•Every member of your group must talk.
•Practice!
•Remember: no one else in the class has learned about your region. They’re counting
on you!
Group Members: _________________________________________________________
CONGRATULATIONS: You will soon become out classroom experts on Wisconsin’s geographic region known as the Northern Highlands. Please follow all directions on this page. Read and listen to information very carefully. In fact, you may need to read material more than once to completely understand. Work cooperatively. Remember: the entire class is counting on you to present all the important information about this region.
ACTIVITIES TO COMPLETE:
______ (1) Map Activity 18 “Northern Highlands,” Graphic Learning: Wisconsin Past and
Present, 1998 edition.
______ (2) Read Wisconsin Geography Issue of Badger History, pp. 20-23.
______ (3) Answer the questions on this paper.
______ (4) Prepare you presentation to teach the class about this region.
QUESTIONS TO ANSWER:
(1) This area is known as a “highlands.” What does this mean?
(2) Why is this area called “Northern Highlands?”
(3) Describe the shape of this land.
(4) Describe how this gently rolling land formed?
(5) What kinds of ores were found here?
(6) There are many lakes in this region. How were they formed?
(7) Study the maps on pages 28, 29, 30, and 106 in Follett Social Studies: Exploring Our State Wisconsin, by Romano and Georgiady, 1977, Allyn & Bacon. Tell what you have learned about the products, manufacturing, people, and land in this region.
(8) What are the major cities in this region?
(9) Use the three-dimensional relief map to learn more about the land in this region.
YOUR PRESENTATION:
•Every member of your group must talk.
•Practice!
•Remember: no one else in the class has learned about your region. They’re counting
on you!
Name: _________________________
Wisconsin’s Geographic Regions
Directions: Read each statement. In the blank, write the abbreviation of each geographic region it describes.
LSL = Lake Superior Lowlands NH = Northern Highlands CP = Central Plains WU = Western Uplands ERL = Eastern Ridges and Lowlands |
______ 1. This region is closest to Lake Michigan.
______ 2. This region is the smallest landform region.
______ 3. Glaciers never traveled across most of this region.
______ 4. Lake Superior lies next to this region.
______ 5. This region forms a curve across the middle part of the state.
______ 6. Glaciers scraped across mountains that were once high here and changed this land
into a region of tall rounded hills.
______ 7. This region was left with the best soil after the glaciers melted.
______ 8. Landforms in this region are very rugged.
______ 9. In this region, you find a number of small lakes.
______ 10. The three highest points in Wisconsin are found in this region.
______ 11. I live in this geographic region.
______ 12. Milwaukee, the largest city in Wisconsin, is found here.
Directions: Cut out each name of the five geographic regions of Wisconsin and statements about
a region. Then group all characteristics of each geographic region together under the name of the
region. Read carefully!
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This region is closest to Lake Michigan.
__________________________________________________________________
This region is the smallest landform region.
__________________________________________________________________
Glaciers never traveled across most of this region.
__________________________________________________________________
Lake Superior lies next to this region.
__________________________________________________________________
This region forms a curve across the middle part of the state.
__________________________________________________________________
Glaciers scraped across mountains that were once high here and changed this
land into a region of tall rounded hills.
__________________________________________________________________
This region was left with the best soil after the glaciers melted.
__________________________________________________________________
Landforms in this region are very rugged.
__________________________________________________________________
In this region, you find a huge number of small lakes.
__________________________________________________________________
The three highest points in Wisconsin are found in this region.
__________________________________________________________________
I live in this landform region.
__________________________________________________________________
Milwaukee, the largest city in Wisconsin is found in here.
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Madison is found in this region.
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Prairie du Chien is found in this region.
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Superior is found in this region.
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