Great Lakes in My World

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1 1. Lakes Great Lakes in My World Unit: Lakes Minnesota: Social Studies Activities Lake Connection I Am A Camera Maps of Home Watershed Orientation Satisfy Your Curiosity Eco-Language Closer Look Fish Observation Web of Life Tangled Web What's New? Great Lakes Relay Invasive Issues Moving Mercury Solubility It Adds Up and Up Building a Web K-4 K-4 Strand Substrand Grade Standard (Benchmark) The student will present and explain the findings of a C. Historical Inquiry B. Maps and Globes B. Maps and Globes research project. The student will use directional and positional words to locate and describe people, places and things. The student will demonstrate working knowledge of the cardinal directions. The student will use and create maps and globes to locate people, places and things. The student will use maps and globes to demonstrate specific geographical knowledge. The student will distinguish between physical and humanmade features of places on the Earth s surface. The student will identify specific landforms and waterways on a map using geographical terms. The student will identify and locate major physical and cultural features that played an important role in the history of Minnesota. The student will use basic terminology describing basic physical and cultural features of continents studied. The student will identify physical characteristics of places and use this knowledge to define regions, their relationships among regions, and their patterns of change. The student will identify physical characteristics of places and use this knowledge to define regions, their relationships among regions, and their patterns of change. The student will give examples of physical systems and describe their role in shaping life on Earth.

2 1. Lakes Strand Substrand Grade Standard (Benchmark) D. Interconnections D. Interconnections D. Interconnections D. Interconnections E. Essential The student will give examples that demonstrate how people are connected to each other and the environment. The student will describe how humans influence the environment and in turn are influenced by it. The student will demonstrate how various regional frameworks are used to analyze the variation in culture and human occupation of the Earth s surface. The student will demonstrate how various regional frameworks are used to analyze the variation in physical environment. The student will use maps, globes, geographic information systems and other sources of information to analyze the natures of places at a variety of scales.

3 2. Sand Dunes Great Lakes in My World Unit: Sand Dunes Minnesota: Social Studies Activities Dune Inspiration Making a Mark Dune Journey Satisfy Your Curiosity Sand Study Moving Sand Adaptations and Observations Indoor Dunes Adaptation Stories Succession Circles Dune Decisions Dune Mining Debate Life in the Dunes Living Dune Dune Reflection Strand Substrand Grade Standard (Benchmark) C. Historical Inquiry The student will present and explain the findings of a research project. The student will identify and locate major physical and cultural features that played an important role in the history of Minnesota. The student will use basic terminology describing basic physical and cultural features of continents studied. D. Interconnections D. Interconnections D. Interconnections D. Interconnections The student will identify and locate geographic features associated with the development of Minnesota. The student will identify physical characteristics of places and use this knowledge to define regions, their relationships among regions, and their patterns of change. The student will identify physical characteristics of places and use this knowledge to define regions, their relationships among regions, and their patterns of change. The student will give examples of physical systems and describe their role in shaping life on Earth. The student will give examples that demonstrate how people are connected to each other and the environment. The student will describe how humans influence the environment and in turn are influenced by it. The student will demonstrate how various regional frameworks are used to analyze the variation in culture and human occupation of the Earth s surface. The student will demonstrate how various regional frameworks are used to analyze the variation in physical environment.

4 2. Sand Dunes Strand Substrand Grade Standard (Benchmark) The student will use maps, globes, geographic information E. Essential systems and other sources of information to analyze the natures of places at a variety of scales. A. Civic Values, VII. Government The student will understand the importance of participation in civic, Rights and and Citizenship life and demonstrate effective civic skills

5 3. Wetlands Great Lakes in My World Unit: Wetlands Minnesota: Social Studies Activities Wetland Alphabet Wetland Song Mud Painting Groundwater Exploration Value of Wetlands Wetland Observation Bugs In The Mud Critical Critters Living Life Cycles Name that Plant Working Wetlands Mini Wetland Teaching About Wetlands K-4 K-2 Strand Substrand Grade Standard (Benchmark) C. Historical Inquiry B. Maps and Globes The student will present and explain the findings of a research project. The student will identify specific landforms and waterways on a map using geographical terms. The student will identify and locate major physical and cultural features that played an important role in the history of Minnesota. The student will use maps and globes to demonstrate specific and increasingly complex geographic knowledge. The student will use basic terminology describing basic physical and cultural features of continents studied. D. Interconnections D. Interconnections D. Interconnections E. Essential The student will identify and locate geographic features associated with the development of Minnesota. The student will identify physical characteristics of places and use this knowledge to define regions, their relationships among regions, and their patterns of change. The student will give examples of physical systems and describe their role in shaping life on Earth. The student will give examples that demonstrate how people are connected to each other and the environment. The student will describe how humans influence the environment and in turn are influenced by it. The student will demonstrate how various regional frameworks are used to analyze the variation in physical environment. The student will use maps, globes, geographic information systems and other sources of information to analyze the natures of places at a variety of scales.

6 3. Wetlands Strand Substrand Grade Standard (Benchmark) A. Civic Values, VII. Government The student will understand the importance of participation in civic life, Rights and and Citizenship and demonstrate effective civic skills. VII. Government and Citizenship A. Civic Values,, Rights and The student will understand the importance of participation in civic life and demonstrate effective civic skills

7 4. Human Communities Great Lakes in My World Unit: Human Communities Minnesota: Social Studies Activities What's the Environment? Sound Picture Take a Good Look Who Lives in My Community? Lake Landmarks Litter Tag Garbage Investigation Beach Mysteries Adopt-a-Beach Taking Action My Community Create-a-Community K-4 K-4 Strand Substrand Grade Standard (Benchmark) C. Historical Inquiry The student will present and explain the findings of a research project. The student will use directional and positional words to locate and describe people, places and things. The student will demonstrate working knowledge of the cardinal directions. B. Maps and Globes The student will use and create maps and globes to locate people, B. Maps and Globes B. Maps and Globes B. Maps and Globes places and things. The student will use maps and globes to demonstrate specific geographical knowledge. The student will distinguish between physical and human-made features of places on the Earth s surface. The student will identify and locate major physical and cultural features that played an important role in the history of Minnesota. The student will use maps and globes to demonstrate specific and increasingly complex geographic knowledge. The student will make and use maps to acquire, process, and report on the spatial organization of people and places on Earth. The student will use basic terminology describing basic physical and cultural features of continents studied. The student will identify and locate geographic features associated with the development of the United States. The student will identify and locate geographic features associated with the development of Minnesota. The student will identify physical characteristics of places and use this knowledge to define regions, their relationships among regions, and their patterns of change. The student will give examples of physical systems and describe their role in shaping life on Earth.

8 4. Human Communities Strand Substrand Grade Standard (Benchmark) D. Interconnections The student will give examples that demonstrate how people are D. Interconnections D. Interconnections D. Interconnections D. Interconnections D. Interconnections E. Essential VII. Government and Citizenship VII. Government and Citizenship A. Civic Values,, Rights and A. Civic Values,, Rights and connected to each other and the environment. The student will identify examples of the changing relationships between patterns of settlement, land use and topographic features in the United States. The student will identify examples of the changing relationships between the patterns of settlement and land use in Minnesota. The student will describe how humans influence the environment and in turn are influenced by it. The student will demonstrate how various regional frameworks are used to analyze the variation in culture and human occupation of the Earth s surface. The student will demonstrate how various regional frameworks are used to analyze the variation in physical environment. The student will use maps, globes, geographic information systems and other sources of information to analyze the natures of places at a variety of scales. The student will understand the importance of participation in civic life and demonstrate effective civic skills. The student will understand the importance of participation in civic life and demonstrate effective civic skills

9 5. History Great Lakes in My World Unit: History Minnesota: Social Studies Activities Who Needs the Lakes? Now and Then Beaches Over Time Seasons Change Ways of Life Boats of Many Sizes 200 Years of Change Something's Fishy Water Quality Over Time A Day In The Life Sign of the Times K-4 Strand Substrand Grade Standard (Benchmark) I. U.S. History I. U.S. History I. U.S. History I. U.S. History I. U.S. History II. Minnesota History II. Minnesota History II. Minnesota History A. Family Life Today and In The Past C. Many Peoples and Cultures Meet in the Making of North America A. Pre-history through 1607 B. Pre-history through 1607 C. Colonization and Conflict, s The student will understand how families live today and in earlier times, recognizing that some aspects change over time while others stay the same. The student will demonstrate knowledge of the people who settled in North America. The student will understand that large and diverse American Indian nations were the original inhabitants of North America. The student will demonstrate knowledge of European exploration of the North American continent and the resulting interaction with American Indian nations. The student will demonstrate knowledge of the colonies and the factors that shaped colonial North America. A. Pre-Contact to 1650 The student will demonstrate knowledge of Minnesota s indigenous peoples. B. Contact and Fur Trade C. Early Settlement and Statehood The student will demonstrate knowledge of early explorers and fur traders in Minnesota and the impact of the fur trade on both European and Native societies. The student will know and understand the factors that led to rapid settlement of Minnesota in the 19 th Century and the changes the new Minnesotans brought with them. Time The student will demonstrate chronological thinking. B. Historical Resources The student will understand that we can learn about the past from different sorts of evidence. Time The student will acquire skills of chronological thinking. B. Historical Resources The student will begin to use historical resources.

10 5. History Strand Substrand Grade Standard (Benchmark) C. Historical Inquiry The student will apply research skills by investigating a topic in U.S. history. C. Historical Inquiry The student will analyze historical evidence and draw conclusions. C. Historical Inquiry The student will present and explain the findings of a research project. and The student will distinguish between physical and human-made features of Processes places on the Earth s surface. The student will identify and locate major physical and cultural features that played an important role in the history of the United States. The student will identify and locate major physical and cultural features that played an important role in the history of Minnesota. and The student will use basic terminology describing basic physical and cultural Processes features of continents studied. and The student will identify and locate geographic features associated with the Processes development of the United States. and The student will identify and locate geographic features associated with the Processes development of Minnesota. The student will identify physical characteristics of places and use this and knowledge to define regions, their relationships among regions, and their Processes patterns of change. and The student will give examples of physical systems and describe their role in Processes shaping life on Earth. D. Interconnections The student will give examples that demonstrate how people are connected to D. Interconnections D. Interconnections D. Interconnections D. Interconnections D. Interconnections each other and the environment. The student will identify examples of the changing relationships between patterns of settlement, land use and topographic features in the United States. The student will identify examples of the changing relationships between the patterns of settlement and land use in Minnesota. The student will describe how humans influence the environment and in turn are influenced by it. The student will demonstrate how various regional frameworks are used to analyze the variation in culture and human occupation of the Earth s surface. The student will demonstrate how various regional frameworks are used to analyze the variation in physical environment.

11 6. Geology and Water Flow Great Lakes in My World Unit: Geology and Water Flow Minnesota: Social Studies Activities Timelines Looking at Landscape Water, Water Everywhere Follow the water Water Flow Landscape Changes Rock Songs Water in Motion Whose Water? Climate Change Geology of My Home Shaped By Geology Strand Substrand Grade Standard (Benchmark) Time The student will demonstrate chronological thinking. B. Historical Resources The student will understand that we can learn about the past from different sorts of evidence. Time The student will acquire skills of chronological thinking. B. Historical Resources The student will begin to use historical resources. C. Historical Inquiry The student will apply research skills by investigating a topic in U.S. history. C. Historical Inquiry The student will analyze historical evidence and draw conclusions. C. Historical Inquiry The student will present and explain the findings of a research project. The student will identify and locate major physical and cultural features that played an important role in the history of the United States. The student will identify and locate major physical and cultural features that played an important role in the history of Minnesota. The student will use basic terminology describing basic physical and cultural features of continents studied. The student will identify and locate geographic features associated with the development of the United States. The student will identify and locate geographic features associated with the development of Minnesota. Page 11

12 6. Geology and Water Flow Strand Substrand Grade Standard (Benchmark) The student will identify physical characteristics of places and use this knowledge to define regions, their relationships among regions, and their patterns of change. D. Interconnections D. Interconnections D. Interconnections D. Interconnections D. Interconnections E. Essential VII. Government and Citizenship VII. Government and Citizenship A. Civic Values,, Rights and A. Civic Values,, Rights and The student will give examples of physical systems and describe their role in shaping life on Earth. The student will give examples that demonstrate how people are connected to each other and the environment. The student will identify examples of the changing relationships between the patterns of settlement and land use in Minnesota. The student will describe how humans influence the environment and in turn are influenced by it. The student will demonstrate how various regional frameworks are used to analyze the variation in culture and human occupation of the Earth s surface. The student will demonstrate how various regional frameworks are used to analyze the variation in physical environment. The student will use maps, globes, geographic information systems and other sources of information to analyze the natures of places at a variety of scales. The student will understand the importance of participation in civic life and demonstrate effective civic skills. The student will understand the importance of participation in civic life and demonstrate effective civic skills Page 12

Stillwater Area Schools Curriculum Guide for Elementary Social Studies

Stillwater Area Schools Curriculum Guide for Elementary Social Studies Grade Four Draft March 21, 2006 Minnesota and the St. Croix Valley I. Historical Skills A. The student will acquire skills of chronological