Lesson Plan for Implementing

NETS•S—Template I
(More Directed Learning Activities)
Template with guiding questions
Teacher(s)
Name Olivia Giauque

Position 3rd Grade Teacher

School/District Mableton Elementary School, Cobb County School District

E-mail Olivia.Giauque@cobbk12.org OGiauque@students.kennesaw.org

Phone 7708268733

Grade Level(s) Third

Content Area Writing, Social Studies, Reading

Time line 5 school days- 30 minutes a day.

Standards (What do you want students to know and be able to do? What knowledge, skills, and strategies do you
expect students to gain? Are there connections to other curriculum areas and subject area benchmarks? ) Please
put a summary of the standards you will be addressing rather than abbreviations and numbers that indicate which
standards were addressed.

The students will be able to describe colonial life from the perspective of various colonist jobs. They will
explain how the physical geography of the New England, Mid-Atlantic, and Southern colonies helped
determine economic activities. The students will be able to gather information, take notes, and sort
information about Colonial life and jobs. The students will develop imagined experiences or events
using effective technique, descriptive details, and clear even sequences. The students will be able to
determine the main idea of a text and supporting details.
Content Standards

Students will use a variety of digital tools to construct knowledge, produce creative
artifacts and make meaningful learning experiences for themselves and others.
Students will use platforms and digital tools to create and share original work with
intended audiences. Students will use technology to collaborate with peers and
contribute constructively to project teams, working effectively toward a common goal.
NETS*S Standards:

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Overview (a short summary of the lesson or unit including assignment or expected or possible products)

The focus of this lesson will be on social studies integrated into reading and writing. Students will be
researching the characteristics of the three colonial regions, researching the jobs, climate and land of the
regions, writing a series of diary entries from the perspective of a colonist and producing a group podcast
episode sharing about their region. This lesson and activities will cover social studies, reading, writing, and
technology standards. To begin, students will complete a student paced Nearpod activity on Colonial America.
This Nearpod will help provide students a refresher lesson of the colonial regions and will assess their
understanding along the way. After they complete the Nearpod, students will research the colonial regions to
discover the differences in climate, soil, access to water and land. Students will use Cobb Digital Library
resources to read and research about these characteristics. Students will be able to explain how the climate
and land in each region affects the type of jobs found in each region. For example, the New England region has
rocky soil which is not good for farming. They also have a vast amount of lumber used for shipbuilding. Once
the students have completed research on the regions and the different jobs, they will take on the role of one of
the jobs. Students will create a blog where they will write diary entries from the perspective of the job they took
on. If the students need to gather more information, they can continue to research. The blog post activities will
show the students can write from the perspective of others and use information they gathered to form a
narrative piece. In the end, students will work in small groups based on regions to create a podcast
episode/episodes explaining the characteristics of their region and how their jobs help make their region
successful. The podcast episodes will be shared with the class and students will reflect on these activities
sharing what they liked and did not like to provide the teacher with feedback for future activities.

Essential Questions (What essential question or learning are you addressing? What would students care or
want to know about the topic? What are some questions to get students thinking about the topic or generate
interest about the topic? Additionally, what questions can you ask students to help them focus on important
aspects of the topic? (Guiding questions) What background or prior knowledge will you expect students to bring
to this topic and build on?) Remember, essential questions are meant to guide the lesson by provoking inquiry.
They should not be answered with a simple “yes” or “no” and should have many acceptable answers.

How can we identify similarities and differences between colonial regions? What are they?
How does climate and land affect the jobs in each colonial region?
What must you know in order to write from the perspective of someone else?
How are diaries helpful for us to understand the past?
Why was Colonial American different than present day America?

Assessment (What will students do or produce to illustrate their learning? What can students do to generate new
knowledge? How will you assess how students are progressing (formative assessment)? How will you assess
what they produce or do? How will you differentiate products?) You must attach copies of your assessment and/or
rubrics. Include these in your presentation as well.

A formative grade from the Nearpod quiz will be used to grade student understanding of Colonial America and the
geography of the colonies. This includes one short answer question that requires the students to think critically,
three multiple choice questions, and an interactive map activity. The students will be assessed on their blog posts
from the perspective of a colonist. They will take on the perspective of one colonist job (farmer, shipbuilder, large
land owner, artisan, etc.) and write at least 3 diary entries from the perspective of this person. In their blog they
can include visuals, videos and pictures to help explain their job and a day in the life of a colonist. These diary
entries will demonstrate their understanding of writing a narrative from the perspective of others and being able to
take information and use it imaginatively. The blog post entries will be assessed using a rubric and their ability to
write a narrative with correct conventions. ELL students and students with disabilities will be provided tools to
support their writing, such as a voice recording, translation tools or assistive technology. To help ELL students,
visuals will be provided to teach vocabulary of the jobs. Vocabulary will also be taught in the students first
language. ELL students will be provided with sentence stems to support their writing. In small groups, students
will create a podcast episode/episodes explaining how the regions characteristics and how their jobs help make
their region successful. The podcast episode will be assessed using a project rubric.

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Resources (How does technology support student learning? What digital tools, and resources—online student
tools, research sites, student handouts, tools, tutorials, templates, assessment rubrics, etc—help elucidate or
explain the content or allow students to interact with the content? What previous technology skills should students
have to complete this project?)

A variety of 21st century web 2.0 tools will be used for students to gather information, assess their understanding
and produce a final product that is authentic and meaningful. Students will be introduced to Weebly blogs and
podcasting to ensure they understand the purpose of the tools. They will also be trained on how to use these tools
in order to be successful throughout the project. Students have the skills to log onto our Cobb County Schools
digital network, access internet sites, use Microsoft word and other Microsoft programs. As third graders, these
students can interpedently research and navigate new programs with ease.

Nearpod
Students will be familiar with Nearpod so they will not need to be trained on this tool. They will understand how to
navigate through and complete the Nearpod at their own pace. The Nearpod lesson will be an independent,
interactive learning activity for the students to help build skills, connections and deepen understanding from
previous social studies units. The students will already have learned about the American Indians, the European
Explorers and have had background lessons on Colonial America. Nearpod will be used as a refresher lesson
and check-in for students to independently navigate through and provide the teacher with feedback of student
understanding. This student engagement platform will provide students a lesson with a variety of digital resources
on Colonial America integrated within. For example, in the beginning the Nearpod lesson engages students with a
Colonial America Flocabulary music video for students to listen to and watch. Music is a great tool to help
students retain information and is supportive of auditory learning styles. Next, there is an interactive vocabulary
match activity for students to match the photograph of the Colonial American location with the correct vocabulary.
This helps support visual learners and helps students make connections with the historical photographs. Next, a
virtual reality field trip is included for students to travel to see historic building dating back to colonial America and
guided questions are provided for students to reflect on throughout the field trip. Students will tour the city and
buildings and reflect on what might colonists have discussed at town meetings? Students will have to think
critically and apply their understanding of the challenges during colonial America and predict what they might
discuss at town hall meetings. Next, students will apply their geography and map skills to label the regions on a
map. Analyzing the map and understanding the location will help students to make connections between the
resources and jobs in each region. At the end of the Nearpod lesson, students will take a poll to rate their
confidence in their ability to describe life in Colonial America. Students will share this information with their
teacher and the teacher will provide remediation and small group support for students who do not feel confident in
their ability to describe daily life in the colonies. A notetaking sheet will be used for the Nearpod activity and for
independent research.
Cobb Digital Library/Blog Posts/ Podcast
To complete independent research, students will visit Cobb Digital Library and access E-books and digital
resources. This research will give them information they can use to create their blog posts and their podcast
episodes. They will be researching a colonist job, skills required, resources required and other fun facts about this
job. They are familiar with Cobb Digital Library and know how to search based on topic and resource. The blog
platform will allow students to communicate and share their ideas with an outside audience. In the posts, they will
be able to use their research information to write imaginative diary entries from the perspective of a colonist. They
will also be able to include visuals to their posts to add an element of creativity. A blog posting checklist will be
provided for students to refer to when writing their blog posts. Students will also utilize a podcast application in
order to create a podcast episode. This application will allow students to create and share their episode with an
outside audience. Students will use their information from their research and their blog posts to help create their
episode. A script template will be provided for students to use when planning their podcast episodes.

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Ebooks and Digital Resources for research on Colonial Regions:
https://cobb.mackinvia.com/
https://www.ducksters.com/history/colonial_america/
https://13colonies.mrdonn.org/occupations.html

Nearpod Colonial America:

https://nearpod.com/library/preview/lesson-L42794975

Weebly Blog Platform:

http://coloniaamericablogposts.weebly.com/

Podcast Platform:
https://www.podomatic.com/podcast

Flocabulary Music Video:

https://www.flocabulary.com/unit/colonial-america/

BrainPOP:
https://www.brainpop.com/socialstudies/ushistory/regionsofthethirteencolonies/

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Instructional Plan
Preparation (What student needs, interests, and prior learning provide a foundation for this lesson? How can
you find out if students have this foundation? What difficulties might students have?)

Student Needs Students will need to understand that the colonies were
the first 13 states in America and life was very different
during these times. The 13 colonies were divided into 3
regions. Each region has different jobs due to the soil
condition, climate and resources available. Students will
need to understand that the European Explorers
discovered this land and people from Europe were
travelling to America to start a new life, many for
religious freedom. Students will need to understand that
the Native Americans were living on this land and they
had conflicts with the British taking over their land.
Students will need to be able to think back to this time
period and understand their challenges.
Student Interests Students will be interested in this because they
previously learned that European Explorers discovered
this land and people were eager to start a new life in
America. They will also be interested because they
studied the American Indians and they will want to
understand the relationships between the American
Indians and the British. Students will also be interested
in this because they may have traveled to these colonies
before. Students will also be interested in the various
jobs and may make connections to them.
Prior Learning Students will have studied the European Explorers
before this Colonial unit and they will have an
understanding of why people were coming to America to
live. Students will have studied the American Indians
and understand how they use natural resources in their
regions to survive. Students will have been introduced to
the three colonial regions and know that each region has
different jobs based on the land and climate of each
region.
Formative checkpoints throughout the American Indian Unit and the European Explore unit will be used to ensure
students have a foundation in order to be successful in this lesson. Students might have difficulty understanding how
life was during this time due to this being their first time learning about the regions. ELL students might have difficulty
understanding some of the job specific vocabulary such as blacksmith or cobbler. To build student interest, students
can compare their lives now to the lives of the colonist.

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Management Describe the classroom management strategies will you use to manage your students and the use
of digital tools and resources. How and where will your students work? (Small groups, whole group, individuals,
classroom, lab, etc.) What strategies will you use to achieve equitable access to the Internet while completing this
lesson? Describe what technical issues might arise during the Internet lesson and explain how you will resolve or
trouble-shoot them? Please note: Trouble-shooting should occur prior to implementing the lesson as well as
throughout the process. Be sure to indicate how you prepared for problems and work through the issues that
occurred as you implemented and even after the lesson was completed.

Expectations:
Students will already have an understanding of the expectations for desktop computers, Ipads, and laptops. They
know to carry the Ipads and Laptops with two hands. When working on a laptop, they must be sitting at a desk or
table. Students know if they are working independently, they are focused on their own device and not talking to
others. Students will earn positive behavior points when they are seen using devices correctly. The teacher will try
Nearpod, Weebly, and Podomatic will be tried on each device prior to students using them to ensure the device
supports the applications. Students will work on the research, Nearpod and the blog posting individually. After the
students have completed the Nearpod and research, they will be placed in small groups based on the region of
choosing. In small groups, they will plan and record their podcasts. Students will help the teacher create the
podcast group rubric and will be familiar with the expectations of working together. Groups will be rewarded
positive behavior points when they are seeing demonstrating teamwork and using devices correctly.
Equitable Access/Troubleshooting
Students will not be required to complete work outside of the classroom, therefore all students will have access to
internet while at school. Cobb County School District has a very strong, safe, and secure internet connection and
minimal problems should occur. If a browser was unable to load a site, students would troubleshoot by trying a
different browser. Students would check to make sure the latest version of the app had been updated and restart
the device if needed. If problems continue to occur, the teacher would contact the field technician to investigate the
problem. The project would potentially have to be postponed if the problem was not fixed.

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Instructional Strategies and Learning Activities – Describe the research-based instructional strategies you will
use with this lesson. How will your learning environment support these activities? What is your role? What are the
students' roles in the lesson? How can you ensure higher order thinking at the analysis, evaluation, or
creativity levels of Bloom’s Taxonomy? How can the technology support your teaching? What authentic,
relevant, and meaningful learning activities and tasks will your students complete? How will they build knowledge
and skills? How will students use digital tools and resources to communicate and collaborate with each other
and others? How will you facilitate the collaboration?

The Nearpod lesson will be an independent, interactive learning activity for the students to help build skills, connections
and deepen understanding from previous social studies units. Students will use the desktop computers, ipads, and
laptops to complete this lesson. The students will already have learned about the American Indians, the European
Explorers and have had background lessons on Colonial America. Nearpod will be used as a refresher lesson and
check-in for students to independently navigate through and provide the teacher with feedback of student
understanding. This student engagement platform will provide students a lesson with a variety of digital resources on
Colonial America integrated within. For example, in the beginning the Nearpod lesson engages students with a Colonial
America Flocabulary music video for students to listen to and watch. Music is a great tool to help students retain
information and is supportive of auditory learning styles. Next, there is an interactive vocabulary match activity for
students to match the photograph of the Colonial American location with the correct vocabulary. This helps support
visual learners and helps students make connections with the historical photographs. Next, a virtual reality field trip is
included for students to travel to see historic building dating back to colonial America and guided questions are provided
for students to reflect on throughout the field trip. Students will tour the city and buildings and reflect on what might
colonists have discussed at town meetings? Students will have to think critically and apply their understanding of the
challenges during colonial America and predict what they might discuss at town hall meetings. Next, students will apply
their geography and map skills to label the regions on a map. Analyzing the map and understanding the location will
help students to make connections between the resources and jobs in each region. At the end of the Nearpod lesson,
students will take a poll to rate their confidence in their ability to describe life in Colonial America. Students will share this
information with their teacher and the teacher will provide remediation and small group support for students who do not
feel confident in their ability to describe daily life in the colonies. The teacher can use maps, videos, images, and books
to help provide more information to the students needing more assistance. Small group remediation will be provided and
support with blog posts and podcast episode will be provided to these students. Sentence stems and starters and
examples of blog post and sample podcasts will also be shared with these students.

My role as the teacher is to facilitate and guide the students in their understanding of Colonial America. I will have
already taught the students introductory lessons on Colonial America. Students will have an understanding of how the
regions were divided and how land and climate can affect each region. I will support students with technical needs,
provide guidance and behavior management, model how to use new web 2.0 tools and provide accommodations a to
my ESOL students. Students with use their blog post “diary entries” to communicate information about their region and
job perspective with others. They can include pictures and video sources in their blog to add a visual, creative and
personal aspect. Students will also be required to read and comment on two peers blog posts to encourage
collaboration. Students will be required to analyze and ask a question to the author of the blog to continue conversation
between peers.
I will also facilitate collaboration by helping form the small groups based on region for the podcast. As students are
identifying which region and “perspective” they are going to take on, I will rotate around and create a list of groups. In
small groups, students will communicate their ideas on what to include in the script and they will collaborate and design
one script to use for their podcast episode. They will use a podcast platform, Podomatic to communicate their ideas with
their classmates and can share it with a larger audience. At the end of this lesson, students will share their podcast
episode with the class and reflect on these lessons sharing what they enjoyed and providing feedback for the teacher to
improve their lessons.

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Differentiation (How will you differentiate content and process to accommodate various learning styles and
abilities? How will you help students learn independently and with others? How will you provide extensions and
opportunities for enrichment? What assistive technologies will you need to provide?)

Majority of my class reads on grade level, therefore independently navigating through the Nearpod lesson will be
effective for these students. For students who are below grade-level in reading, I will turn on the read aloud feature
to help the students better understand the information and they can replay the Nearpod as many times, if
necessary. These students will be familiar with read-aloud and will understand how to use this feature. The
Nearpod lesson incorporates a music video for auditory learners, photographs for visual learners and a virtual
reality field trip that will help kinsethic learners feel as if they are there. Students will be able to share their
understanding in a variety of ways. They will show their understanding through a quiz, blog posts, and a podcast
episode. For ELL students, a translation application can be used to help students translate their thoughts. A voice
to text application can also be used for my ELL learners to transcribe their thoughts for their blog posts. The
podcast episode will help students that struggle with writing share their thoughts auditorily. My ESOL/ELL students
will also receive their support from their push-in ESOL teacher during this time.
Students will complete the Nearpod lesson and the blog posts independently. This will allow them to think critically
and apply the information using their own understanding. Through their blog posts, they will be able to
communicate their ideas with others. Students will complete the podcast episode in small groups. In these small
groups, they will communicate and collaborate to create one episode. To extend the students, they will be asked to
write blog posts from a second colonists’ perspective from a different region and compare how the jobs were similar
and different. Student groups will also be asked to create multiple podcast episodes to create a series of episodes
for extension.

Reflection (Will there be a closing event? Will students be asked to reflect upon their work? Will students be
asked to provide feedback on the assignment itself? Also answer the following questions?

• How will you know if the students found the lesson meaningful and worth completing?
• In what ways do you think this lesson will be effective? Why do you think this?
• What problems do you anticipate and why?
• How would you design and/or teach this lesson differently if you had more time?)

I believe these activities will be very engaging for the students and level of student participation will be high. My
students have used Nearpod before and will be excited to complete another lesson in Nearpod at their own pace. This
lesson will be effective and worth completing due to student interest in the topic as well. From experience I have learned
students enjoy hearing their voice and sharing their ideas with others, therefor the blog posts and podcast activity will be
meaningful to them and they will be effective learning activities. If the students are actively engaged and participating,
this will show the activities are worth completing. Each small group will share their podcast episodes with the class when
the assignment is complete. After the group shares their episode/episodes they will be asked to explain what they liked
about these activities and how it could be improved next time. This will provide feedback to the teacher and help
improve lessons in the future.
Once students receive their scored rubrics from the blog posts and the podcast, they will be asked to reflect on the back
of the rubric and explain ways they could improve their work next time. This reflection piece will hold students
accountable and help them to set goals for future activities.
I anticipate my students who do not enjoy writing or struggle with writing to be less engaged in the blog post activity. I
am requiring my students to write from the perspective of a colonist and some students may struggle to complete this
due to not fully understanding the colonist they are taking on. I anticipate some students becoming off task during the
podcast activity if they are not the “speaker” at the time. One idea I had to design this differently would be allow student
to choose the Web 2.0 their group wanted to use to create their presentation about their colonial region. This would
allow for more student choice and creativity.
As of now, I have not implemented this lesson, but I believe it is a strong lesson! I am proud of the ideas I created and
look forward to my students implementing this!

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Closure: Anything else you would like to reflect upon regarding lessons learned and/or your experience with
implementing this lesson. What advice would you give others if they were to implement the lesson? Please
provide a quality reflection on your experience with this lesson and its implementation.
Due to COVID-19 school closings, I have not had the opportunity to implement this lesson in my classroom. I look
forward to 2020-2021 school year and the opportunity to provide students with this engaging learning experience! I
enjoyed developing this reading, writing, and integrated social studies lesson and using a variety of Web 2.0 tools to
engage, teach, and allow students to use to create authentic and meaningful products.
This course, Internet Tools, has provided me with a plethora of ideas and resources to implement in my classroom
and school. I believe I gained the knowledge needed to support 21 st century learners inside and out of the
classroom. This course has helped me to understand how to use technology to teach and engage my students,
support their learning and physical needs and provide them with authentic and meaningful learning experiences. If I
were to provide advice to other teachers implementing this lesson, I would encourage them to try a variety of digital
tools with their students. There are so many different types of tools to engage students and teachers just need a little
motivation to try them. Two of my favorite tools are blogging and podcast tools. These social media and
communication tools allow students to share their ideas with others in a variety of ways. Students truly enjoy hearing
themselves talk and I know that with blogging and podcasts, students are sure to be engaged!

Resources below include:

 Blog post rubric

 Student checklist for blog post
 Example blog post
 Podcast rubric
 Podcast template
 Research notetaking sheet

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Name:____________________________________________
Blog post (Diary Entry) Rubric

4 3 2 1
Content Student takes on Student takes on Student takes on Student does not
perspective of perspective of perspective of take on
one colonists’ one colonists’ one colonists’ perspective and
job and explains job and explains job and explains writes from their
in great detail in some detail briefly daily own point of
daily colonial daily colonial colonial life in view, 1-2 posts
life in all 3+ life in all 3 all 2-3 posts.
posts. posts.
Visuals All diary entries All diary entries All entries have Diary entries are
include a picture include a picture either a picture lacking pictures
and a video to and a video to or a video but and videos.
support, visuals support, some not both, some
add meaning to visuals add lack relevance.
all posts. meaning.
Organization Diary Entries are One Diary Diary entries are Diary entries are
dated, labeled, entries might be missing one or missing two or
and sequential. missing date, morel dates, more: dates,
Easy to follow labels, or labels, sequence labels,
and follow. sequence words. words. Some sequencing
Posts are easy to posts are hard to words. Posts are
follow. follow. hard to follow.
Conventions 0-1 errors in 2-3 errors in 3-4 errors in 5 or more errors
spelling and spelling and spelling and in spelling and
usage. Errors did usage. Errors usages. Errors usages. Errors
not take away took away very took away from took away from
from the little from the the meaning. the meaning.
meaning. meaning. Hard to
understand.
Creativity Included Included Included very Did not include
multiple create creative and self- little any
and self- expression creative/self- creative/self-
expression elements to expressional expressional
elements to make blog elements. elements.
make blog stand unique.
out.
Peer Comments Commented on Commented on Commented on Commented on
two peers two peers one to two one peer’s blog,
professionally professionally. peer’s blogs, did did not include a
and included Included a not include question to
questions to question to questions to continue
continue continue continue collaboration.
collaboration. collaboration. collaboration. Unprofessional.
Total: 24 points

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Name:___________________________ Post #___________ Date_____________________

Student checklist for diary entries

Did I include…..
 Title of each post
 Date on diary entries
 Picture to help support understanding
 Video to help support understanding

Did I make sure to…

 Write from the perspective of one colonist’s jobs
 Describe in detail about daily life
 Use sequence words/transitional phrases
 Comment on two peer’s blogs and include questions to continue
communication and collaboration
 Include my own creative twist
 Check my spelling and grammar before posting

Blog Example:

Dear Diary,
It is another chilly winter day up here in the New England Region. I have to keep moving or I will get
too cold out here in the snowy forest. We are lucky in the New England region because we have an
abundance of trees and other natural resources we can use to survive! I am a shipbuilder and I am out
with my crew looking for more lumber for our ships. Once we cut the trees down, we haul them back to
the lumberyard and transform the trees into lumber for our ships. Each part of the tree is used and
nothing goes to waste! Well I hear my boss calling! I’ll explain the importance of trees later.
Until next time,
Sam the Ship Builder

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Podcast Template for students

Podcast Script (Template/planning sheet)

Order: Plan ideas below:
1. Opening: A quick musical jingle

2. Introduction: Introduce your hosts

and what you will talk about on your
show (Your region name and jobs)
3. Transition: Music or a sound effect

4. Job 1: Talk for about 1 minute

about your job duty and contribution
to the region
5. Host Transition: “We are going to
move on and talk about…”

6. Job 2: Talk for about 1 minute

about your job duty and contribution
to the region
7. Transition: Music or a sound effect
8. Job 3: Talk for about 1 minute
about your job duty and contribution
to the region
9. any fun facts/ creativity you want to
add in
10. Closing remarks, thank the
audience, guests, what will be on the
next show
11. Closing musical jingle

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Name:___________________________________
Podcast Group Rubric

4 3 2 1
Content Podcast episode Podcast episode Podcast episode Podcast episode
includes Region includes Region includes Region includes Region
name, 3 job name, 3 job name, 3 job name, 3 job
descriptions, descriptions, descriptions, descriptions,
climate, soil climate, soil climate, soil climate, soil
type, and any type, and any type, and any type, and any
other important other important other important other important
info, with 95- info, with 85-95 info, with 85-70 info, with 69 %
100 %accuracy. % accuracy. % accuracy. accuracy or less.
Organization Podcast template Podcast template Podcast template Podcast template
is very well is organized, is lacking is lacking
organizer, missing one part organization, organization,
includes all missing one or missing two or
parts. more parts. more parts
Professionalism/ Episode was Episode was Episode was Episode was
group effort professional and professional professional professional
all students most of the time most of the time some of the time
participated. and all students and most and most
participated. students students
participated. participated.
Creativity Included Included Included very Did not include
multiple create creative and self- little any
and self- expression creative/self- creative/self-
expression elements to expressional expressional
elements to make episode elements. elements.
make episode unique.
stand out.
Total: 16 points

Name:____________________

Research/Notetaking Sheet

Colonial Region:________________________

Climate:______________________________

Soil:_________________________________
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Important land features:________________________________________________