Students are introduced to the physical geography of the United States. They go on an Internet scavenger hunt to identify physical features of the country. Then they research one of the five regions of the United States, including the climate, population, and natural resources. Next, they use maps and consider the connection between population density and land. Finally, they explore and explain the population density of their own state.
Students are introduced to the idea that the United States contains a wide range of physical features. They view an image of the Grand Canyon and watch Regions of the United States, recording physical features mentioned in the video in a table. Students then post on a collaborative wall describing which parts of the United States they have visited and which places they would like to visit.
Teacher MovesPresent the lesson overview and objectives, emphasizing that students will investigate U.S. physical geography, regions, and population patterns. Guide students in using the table to capture physical features from the video and use the sort feature as needed to review entries. Facilitate a brief discussion of students’ wall responses to surface prior knowledge and interests, then organize students into small groups for the next two scenes, ensuring at least five groups for the five regions.
Working in small groups, students conduct an Internet scavenger hunt to identify major U.S. physical features such as mountain ranges, oceans, river systems, lakes, canyons, wetlands, grasslands, deserts, and key bodies of water. They collaboratively create a single group map using a drawing tool, labeling and marking the locations of each listed feature.
Teacher MovesClarify expectations for the scavenger hunt and the group map, ensuring students correctly identify and place each feature. Use the provided answer list (e.g., Rocky Mountains, Pacific and Atlantic Oceans, Appalachian Mountains, Mississippi–Missouri River system, Great Lakes, Grand Canyon, Everglades, Great Plains, Death Valley, Gulf of Mexico, Puget Sound) to check accuracy and provide feedback. When maps are complete, assign each group one U.S. region (Northeast, Southeast, Midwest, Southwest, West), making sure all regions are covered, and prepare students to transition to the next scene.
Students learn that a region is an area sharing distinct physical or cultural features and that different agencies divide the United States into regions in different ways. In their small groups, they research their assigned region (Northeast, Southeast, Midwest, Southwest, or West) using the Internet and, if desired, U.S. Geography Regions. Each group creates one report that includes the states, climates, population, major physical landmarks, important natural resources, and at least one image from the region. They post their report or a link to a digital product (e.g., Prezi, timeline, online presentation, Glogster) on a group wall. After posting, students review and discuss reports from the other regions within their small groups.
Teacher MovesReinforce the definition and purpose of regions and explain the five-region framework used in this activity. Provide guidance on credible online research and acceptable digital tools for creating the report. Monitor group work, prompting students to address all required components and to include visual evidence. After reports are posted, direct students to examine other groups’ work and facilitate discussion comparing climates, populations, landmarks, and resources across regions. Then signal the shift from group to individual work for the remaining scenes.
Working independently, students use the 2020 Census Demographic Data Map Viewer to explore population density across the United States and identify areas with the highest and lowest density. They then examine land cover patterns using Resource Watch to see where urban centers are located. Based on these maps, students write a paragraph on a class wall explaining where U.S. population is most and least dense, why those patterns exist, which regional factors influence population density, and what additional factors might affect where people live.
Teacher MovesEnsure students can access and navigate both mapping tools, pointing out how to locate population density and land cover layers. Prompt students to connect dense population areas with features such as coasts, major waterways, and urban centers, and to notice sparsely populated areas in parts of the Midwest, Southwest (outside Texas), and much of the interior West. Review student paragraphs, highlighting an interesting or exemplary response for whole-class discussion to deepen understanding of how physical geography and resources shape settlement patterns.
Students briefly research population density within their own state, identifying where population is most concentrated. They post responses on a shared wall explaining which areas are densest and what they believe are the main factors contributing to those concentrations (such as economic opportunities, transportation networks, natural resources, or physical features).
Teacher MovesGuide students to appropriate sources for state-level population density information and encourage them to connect local patterns to the broader national trends studied earlier. Lead a group discussion of student responses, contrasting urban and rural areas and exploring how natural resources, landforms, and infrastructure influence where people live within the state.
Students complete the exit quiz by answering all the questions.
Teacher MovesFacilitate the assessment and use student data to evaluate understanding, address misconceptions, and identify areas for growth.
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