Smithsonian

Day Two

1. Help students sort their objects according to geographic regions. Discard unrelated and duplicate objects. At this point, subcategories may emerge within each region (animal life, plant life, economic activities, historical sites or artifacts, economic activities, etc.).

2. Assign each region to a group of students. Ask the groups to create a note card for each object in the region. The information should include the reason they think the object belongs in their region and supporting evidence from the reading. (Additional research may be necessary for unusual or unknown objects.) To further their understanding of their region, students might also research the population, major cities, and economy of that region. Allow the groups to make brief presentations of their objects to the class. They should identify their region on a state map and support their findings with research. Correct any misconceptions.

3. After the presentations, ask students to arrange their displays and note cards in the designated museum part of the classroom. They should group objects according to region.

4. Before students tour the classroom museum, lead them in the creation of a graphic organizer on which they can take notes. The graphic organizer should include the region name, the object name, and the reasons the group chose to place that object in that region. For example:

Region
Atlantic Coastal Plain

Object
Maryland blue crab

Explanation
Crabs live in the Chesapeake Bay, which borders the Atlantic Coastal Plain

5. After the museum tour, ask students to answer the following question on an exit ticket:

On the basis of the types of objects you have seen in each of the three geographic regions, can you name one other object – one that has not already been used – that could belong in each of the three regions?