Fourth Grade Social Studies: United States Studies. Unit 2: The United States in Spatial Terms

Transcription

1 United States Studies The United States in Spatial Terms SS0402 Overarching Question: Fourth Grade Social Studies: United States Studies Unit 2: The United States in Spatial Terms Big Picture Graphic How does the geography of the United States affect the way people live? Previous Unit: Foundations in Social Studies This Unit: The United States in Spatial Terms Next Unit: Human Geography in the United States Questions To Focus Assessment and Instruction: 1. What questions would geographers ask in examining the United States? 2. What tools and technologies would geographers use to answer geographic questions? 3. How might the United States be described using the concepts of location, place, and regions? Types of Thinking Classifying/Grouping Compare and Contrast Evidentiary Argument Research Michigan Citizenship Collaborative Curriculum Page 1 of 18 October 7, 2008

2 United States Studies The United States in Spatial Terms SS0402 Graphic Organizer Michigan Citizenship Collaborative Curriculum Page 2 of 18 October 7, 2008

3 United States Studies The United States in Spatial Terms SS0402 Unit Abstract: In this unit students explore the United States through the social studies discipline of geography. In exploring the United States in spatial terms, students first consider the location of the United States. They learn about and use a variety of geographic tools such as maps, globes, and satellite images to answer the question Where is the United States? Next, students examine the concept of place relative to the United States. They use songs, stories, photographs, and aerial images to investigate the question, What is it like there? and to describe significant physical and human characteristics. Students also use the concept of regions to compare sections of the United States. They build on their understanding that regions are defined by common characteristics and explore ways in which the United States can be divided into regions. Students then compare a region to which Michigan belongs with other regions in the United States using special purpose maps. In doing so, students examine geographic features such as elevation, climate, and patterns of population density in the United States. As a culminating project, students summarize what they have learned by creating a poster, picture book, PowerPoint slide show or other visual describing the United States according to the geographic themes of location, place, and regions. Focus Questions 1. What questions would geographers ask in examining the United States? 2. What tools and technologies would geographers use to answer geographic questions? 3. How might the United States be described using the concepts of location, place, and regions? Content Expectations 4 - G1.0.1: Identify questions geographers ask in examining the United States (e.g., Where it is? What is it like there? How is it connected to other places?). 4 - G1.0.2: Use cardinal and intermediate directions to describe the relative location of significant places in the United States. 4 - G1.0.3: Identify and describe the characteristics and purposes (e.g., measure distance, determine relative location, classify a region) of a variety of geographic tools and technologies (e.g., globe, map, satellite image). 4 - G1.0.4: Use geographic tools and technologies, stories, songs, and pictures to answer geographic questions about the United States. 4 - G1.0.5: Use maps to describe elevation, climate, and patterns of population density in the United States. 4 - G2.0.1: Describe ways in which the United States can be divided into different regions (e.g., political regions, economic regions, landform regions, vegetation regions). 4 - G2.0.2: Compare human and physical characteristics of a region to which Michigan belongs (e.g., Great Lakes, Midwest) with those of another region in the United States. Michigan Citizenship Collaborative Curriculum Page 3 of 18 October 7, 2008

4 United States Studies The United States in Spatial Terms SS0402 Integrated GLCE s R.IT.04.01: Identify and describe the structure, elements, features, and purpose of a variety of informational genre including autobiography/biography, personal essay, almanac, and newspaper. R.NT.04.01: Describe the shared human experience depicted in classic, multicultural and contemporary literature recognized for quality and literary merit. R.NT.04.02: Identify and describe the structure, elements, and purpose of a variety of narrative genre including poetry, myths, legends, fantasy, and adventure. R.CM.04.03: Explain relationships among themes, ideas, and characters within and across texts to create a deeper understanding by categorizing and classifying, comparing and contrasting, or drawing parallels across time and culture. W.GN.04.03: Write an informational comparative piece that demonstrates understanding of central and supporting ideas using an effective organizational pattern (e.g., compare/contrast) and informational text features. W.PR.04.02: Apply a variety of pre-writing strategies for both narrative and informational writing (e.g., graphic organizers such as maps, webs, Venn diagrams) in order to generate, sequence, and structure ideas (e.g., plot, setting, conflicts/resolutions, definition/description, or chronological sequence). D.RE.04.02: Order a given set of data, find the median, and specify the range of values. Key Concepts absolute location climate elevation human and physical characteristics of place political boundaries population density regions relative location spatial perspective special purpose maps topography Duration 6 weeks Lesson Sequence Lesson 1: Where is the United States Located? Michigan Citizenship Collaborative Curriculum Page 4 of 18 October 7, 2008

5 United States Studies The United States in Spatial Terms SS0402 Lesson 2: Physical Characteristics of the United States Lesson 3: Human Characteristics of the United States Lesson 4: Using Special Purpose Maps to Learn about the United States Lesson 5: A Closer Look at U.S. Regions Lesson 6: Comparing Two Regions of the United States Lesson 7: Describing the Geography of the United States Assessment Selected Response Items Constructed Response Items Extended Response Items Performance Assessments Resources Equipment/Manipulative Box of thick markers (at least 6 different colors) Chart paper Computer with Internet access Geographer s Hat from Unit 1 Globe Large U.S map (political and physical) or desk maps Overhead projector or Document Camera and Projector Sticky Notes World Map Student Resource The American Southwest. National Parks of the American Southwest. 7 October 2008 < American Southwest. 7 October 2008 < Center for the Study of the Pacific Northwest. 7 October 2008 < Climate: The Northwest Region. 7 October 2008 < Climate: The Southwest Region. 7 October 2008 < Michigan Citizenship Collaborative Curriculum Page 5 of 18 October 7, 2008

6 United States Studies The United States in Spatial Terms SS0402 Disney World. 7 October 2008 < The Gateway Arch. 7 October 2008 < Golden Gate Bridge. 7 October 2008 < The Great Lakes Atlas. Environmental Department of Canada. 7 October 2008 < Great Lakes Photo Gallery. Streetwater Visions. 7 October 2008 < Great Lakes Map and Quiz Printout. Enchanted Learning. 7 October 2008 < Holling, Holling Clancy. Paddle-to-the-Sea. Boston: Houghton Mifflin, Interactive United States Elevation Map. 7 October 2008 < * A Kid s Guide to the People and Places of America: State-by-state Atlas. DK Publishing, Life in the USA: U.S. Regions. USA Study Guide Website. 7 October 2008 < Map of the North Pacific Coast. Outline of American Geography. 7 October 2008 < Map of the Southwest Border Area. Outline of American Geography. 7 October 2008 < Mount Rushmore. 7 October 2008 < Nature of the Northwest. 7 October 2008 < Neubecker, Robert. Wow! America. New York: Hyperion Books for Children, The North Pacific Coast. Outline of American Geography. 7 October 2008 < Pacific Northwest. Wikipedia. 7 October 2008 < * Although the resources denoted with an asterisk are not cited in the lessons for this unit, they are included here to provide meaningful options for teachers. Michigan Citizenship Collaborative Curriculum Page 6 of 18 October 7, 2008

7 United States Studies The United States in Spatial Terms SS0402 Pacific Northwest Region. USDA Forest Service. 7 October 2008 < Pacific Northwest Travel Guide and Directory. 7 October 2008 < Paddle-to the-sea Video. Available from the following website for around $12.00: < *Physical Maps of the United States. Maps.com. 7 October 2008 < *Places Online. Association of U.S. Geographers. 16 May 2008 < *Postcards from America. 7 October 2008 < *Printable Maps. The United States Atlas. 7 October 2008 < Relief Map of Hawaii. 7 October 2008 < *Roadside America. 7 October 2008 < The Southwest Border Area. Outline of American Geography. 7 October 2008 < The Southwest Region. 7 October 2008 < The Southwest Region. US Embassy. 7 October 2008 < Southwestern Region. U.S. Forest Service. 7 October 2008 < Southwestern United States. Wikipedia. 7 October 2008 < *Terrafly. 7 October 2008 < Trans Alaska Pipeline. 7 October 2008 < *United States Maps. 7 October 2008 < U.S. Cities Interactive Map. 7 October 2008 < *U.S. Gazetteer. United States Census Bureau. 7 October 2008 < Michigan Citizenship Collaborative Curriculum Page 7 of 18 October 7, 2008

8 United States Studies The United States in Spatial Terms SS0402 *U.S. Highways. 7 October 2008 < U.S. Regions. Wikipedia. 7 October 2008 < *Virtual Field Trips. Houghton Mifflin. 7 October 2008 < Virtual Seaway Map with Ship Locations. Great Lakes St. Lawrence Seaway System. 7 October 2008 < What is the Northwest? Go Northwest. 7 October 2008 < Teacher Resource *1895 U.S. Atlas. 7 October 2008 < *Astronomy Picture of the Day. NASA. 7 October 2008 < (also at Bates, Katherine. America the Beautiful. New York: Putnam Juvenile, *Blank Midwest Region Map. TeacherVision. 7 October 2008 < *Blank U.S. Outline Map. TeacherVision. 7 October 2008 < Census Regions Map. United States Census Department. 7 October 2008 < Climate Data For Selected Cities. 7 October 2008 < Climate Maps of the United States. 7 October 2008 < Deserts in the United States. DesertUSA website. 7 October 2008 < *Digital Petroleum Atlas. Kansas Geological Survey. 7 October 2008 < Michigan Citizenship Collaborative Curriculum Page 8 of 18 October 7, 2008

9 United States Studies The United States in Spatial Terms SS0402 Egbo, Carol. Supplemental Materials for Unit 2.Teacher-made material. Michigan Citizenship Collaborative, (Separate files for each lesson available at EPA Regions Map. United States Environmental Protection Agency. 7 October Exploration and Settlement: Map. 7 October 2008 < Exploration and Settlement: Map. 7 October 2008 < Federal Reserve Bank Districts Map. Federal Reserve Bank. 7 October 2008 < Four Corners Map. Wikipedia. 7 October 2008 < The Geographic Face of the Nation: Elevation. 7 October 2008 < x14.pdf>. The Geographic Fact of the Nation: Elevation 56 X 36 Poster. Product ID Number $7.00. Can be ordered online at: < or by calling ASK-USGS. *Geography Songs. Songs For Teaching. 7 October 2008 < *GeoImages Project. University of California, Berkeley. 7 October 2008 < Grand Canyon South Rim Village Map. 7 October 2008 < The Great Lakes. Great Lakes Information Network. 7 October 2008 < Great Lakes Facts and Figures. Great Lakes Information Network. 7 October 2008 < Great Lakes System Map. 7 October 2008 < Michigan Citizenship Collaborative Curriculum Page 9 of 18 October 7, 2008

10 United States Studies The United States in Spatial Terms SS0402 Guthrie, Woody. This Land is Your Land. New York: Little, Brown Young Readers, Illustrated Glossary of Landforms and Bodies of Water. Enchanted Learning. 7 October 2008 < Illustration of the Gulf Stream. 7 October 2008 < Interactive Landforms Map. 7 October 2008 < *Lake Effect Snow. The Weather Channel. 7 October 2008 < Landforms of the United States Map. World Atlas. 7 October 2008 < Landform Photos. 7 October 2008 < Landforms of the United States - A Digital Shaded-Relief Portrayal. 7 October 2008 < Locker, Thomas. Home: A Journey Through America. New York: Voyager Books, Locker, Thomas. Where the River Begins. New York: Puffin Books, *Lyrics for This Land is Your Land. 7 October 2008 < Metropolitan Areas of the United States Map. 7 October 2008 < *National Geographic. 7 October 2008 < *National Geographic Educational Network. 7 October 2008 < The Northern Hemisphere. Wikimedia Commons. 7 October 2008 < Outline Map of North America. About.com. 7 October 2008 < Physical Map of the United States. Eduplace.com. 7 October 2008 < Michigan Citizenship Collaborative Curriculum Page 10 of 18 October 7, 2008

11 United States Studies The United States in Spatial Terms SS0402 Population Density Map. 7 October 2008 < Population Density Map High Resolution Version. 7 October 2008 < *Resources for Geography Teachers. Virginia Geographic Alliance. 7 October 2008 < *Regional Energy Profiles. Energy Information Administration. 7 October 2008 < Regions Maps. Wikipedia. 7 October 2008 < *Regions of the United States. Library of Congress. 7 October 2008 < Regions of the U.S. Digital Petroleum Atlas. Wikipedia. 7 October 2008 < Rust Belt Map. Wikipedia. 7 October 2008 < Rivers and Lakes Map. National Atlas. 7 October 2008 < Rivers in North America. World Atlas. 7 October 2008 < The Salton Sea. National Geographic. 7 October 2008 < The Salton Sea Coalition. 7 October 2008 < *Satellite Images of the United States. Geology.com. 7 October 2008 < Seaway Data. Great Lakes St. Lawrence Seaway System. 7 October 2008 < Snow Belt Map. Wikipedia. 7 October 2008 < Michigan Citizenship Collaborative Curriculum Page 11 of 18 October 7, 2008

12 United States Studies The United States in Spatial Terms SS0402 Sun Belt Map. Wikipedia. 7 October 2008 < Supplemental Curriculum Materials for Paddle to the Sea. 7 October 2008 < *Sutcliffe, Andrea. The New York Public Library Amazing US Geography: A Book of Answers for Kids. Jossey-Bass, T.E.A.C.H. Great Lakes Education and Curriculum Homesite. Great Lakes Information Network. 7 October 2008 < *Thematic Maps of the United States. Maps.com. 7 October 2008 < Thomas Locker in Pursuit of Nature. 7 October 2008 < Time Zone Map. Wikipedia. 7 October 2008 < *United States Geography. 7 October 2008 < *United States Geological Survey. 7 October 2008 < United States Interstate Highways Map. 7 October 2008 < United States Population Density Map and Information. 7 October 2008 < *United States and World Geography. Maps that Teach. Owl and Mouse Educational Software. 7 October 2008 < U.S. Rivers Labeled Outline Map. Enchanted Learning. 7 October 2008 < U.S. Rivers Outline Map. Enchanted Learning. 7 October 2008 < Water Fact Sheet: Largest Rivers in the United States. U.S. Dept. of Interior. 7 October 2008 < Water: Regional and State Links. U.S. Environmental Protection Agency. 7 October 2008 < Michigan Citizenship Collaborative Curriculum Page 12 of 18 October 7, 2008

13 United States Studies The United States in Spatial Terms SS0402 The Western Hemisphere. Wikimedia Commons. 7 October 2008 < Resources for Further Professional Knowledge Teaching Geography is Fundamental. The National Council for Geographic Education. 7 October 2008 < Teaching Geography in the Elementary School. 7 October 2008 < 9212/geography.htm>. Teaching Geography at School and Home. 7 October 2008 < Michigan Citizenship Collaborative Curriculum Page 13 of 18 October 7, 2008

14 United States Studies The United States in Spatial Terms SS0402 Instructional Organization Lesson 1: Where is the United States Located? Content Expectations: 4 - G1.0.2: Use cardinal and intermediate directions to describe the relative location of significant places in the United States. 4 - G1.0.3: Identify and describe the characteristics and purposes (e.g., measure distance, determine relative location, classify a region) of a variety of geographic tools and technologies (e.g., globe, map, satellite image). W.PR.04.02: Apply a variety of pre-writing strategies for both narrative and informational writing (e.g., graphic organizers such as maps, webs, Venn diagrams) in order to generate, sequence, and structure ideas (e.g., plot, setting, conflicts/resolutions, definition/description, or chronological sequence). Key Concepts: absolute location, political boundaries, relative location, spatial perspective Abstract: This lesson begins with a review of the five fundamental themes of geography and the questions geographers ask in examining a place. Then, students use a variety of geographic representations such as maps and globes to explore ways to answer the question: Where is the United States located? Various geographic terms are explored including absolute location, relative location, equator, Prime Meridian, and hemisphere. Lesson 2: Physical Characteristics of the United States Content Expectations: 4 - G1.0.2: Use cardinal and intermediate directions to describe the relative location of significant places in the United States. 4 - G1.0.3: Identify and describe the characteristics and purposes (e.g., measure distance, determine relative location, classify a region) of a variety of geographic tools and technologies (e.g., globe, map, satellite image). 4 - G1.0.4: Use geographic tools and technologies, stories, songs, and pictures to answer geographic questions about the United States. R.NT.04.02: Identify and describe the structure, elements, and purpose of a variety of narrative genre including poetry, myths, legends, fantasy, and adventure. R.CM.04.03: Explain relationships among themes, ideas, and characters within and across texts to create a deeper understanding by categorizing and classifying, comparing and contrasting, or drawing parallels across time and culture. Key Concepts: physical characteristics of place, special purpose maps, topography Michigan Citizenship Collaborative Curriculum Page 14 of 18 October 7, 2008

15 United States Studies The United States in Spatial Terms SS0402 Abstract: This lesson begins with a review of the geographic theme of place. Students use the songs This Land is Your Land and America the Beautiful to categorize various physical characteristics of the United States. Students then make inferences about the physical geography of the United States using a digital relief map. Next, they begin to create a mental map of the U.S. by looking at patterns in landforms and labeling an outline map. Continuing their use of maps, they explore the location of four deserts. Focusing next on water features they explore oceans, rivers, and lakes through literature, maps, and websites. As a culminating activity, students work in groups to create a project illustrating in words and pictures major physical characteristics of the United States. Lesson 3: Human Characteristics of the United States Content Expectations: 4 - G1.0.2: Use cardinal and intermediate directions to describe the relative location of significant places in the United States. 4 - G1.0.3: Identify and describe the characteristics and purposes (e.g., measure distance, determine relative location, classify a region) of a variety of geographic tools and technologies (e.g., globe, map, satellite image). 4 - G1.0.4: Use geographic tools and technologies, stories, songs, and pictures to answer geographic questions about the United States. R.NT.04.02: Identify and describe the structure, elements, and purpose of a variety of narrative genre including poetry, myths, legends, fantasy, and adventure. R.CM.04.03: Explain relationships among themes, ideas, and characters within and across texts to create a deeper understanding by categorizing and classifying, comparing and contrasting, or drawing parallels across time and culture. Key Concepts: human characteristics of place, special purpose maps, topography Abstract: This lesson begins with students analyzing a map of the South Rim of the Grand Canyon in order to make inferences regarding the connections between the physical characteristics of a place and the human characteristics. Students then complete a chart predicting the kind of human characteristics likely to be located near specific physical characteristics such as rivers, mountains, and prairies. Next, students use special purpose maps to focus in on two important human characteristics: cities and highways. Finally, students research a specific human characteristic in the United States and give a short presentation about it. Lesson 4: Using Special Purpose Maps to Learn about the United States Content Expectations: 4 - G1.0.5: Use maps to describe elevation, climate, and patterns of population density in the United States. D.RE.04.02: Order a given set of data, find the median, and specify the range of values. Michigan Citizenship Collaborative Curriculum Page 15 of 18 October 7, 2008

16 United States Studies The United States in Spatial Terms SS0402 Key Concepts: climate, elevation, population density, special purpose maps, topography Abstract: In this lesson students use a variety of special purpose maps to expand their knowledge of the geography of the United States. The lesson begins with an elevation map and a discussion of the impact of elevation. Next, students explore climate using temperature and precipitation maps. In a math-related activity, they also look at climate data in chart form. Finally, students explore the concept of population density with a variety of resources including a map of the U.S. at night, a map of metropolitan areas, and historical maps showing population movement and growth. Lesson 5: A Closer Look at U.S. Regions Content Expectations: 4 - G2.0.1: Describe ways in which the United States can be divided into different regions (e.g., political regions, economic regions, landform regions, vegetation regions). Key Concepts: climate, human and physical characteristics of place, regions, relative location, special purpose maps, topography Abstract: This lesson begins with a review of the concept of region and a discussion of how common criteria or characteristics allow people to create regions from larger areas. Students learn that geographers construct regions to make it easier to study large places like the United States. Next, students explore landform regions and climate regions of the U.S. Working in pairs, students then use a map of the United States to describe two additional ways to divide the country into regions. Drawing upon a variety of maps including census maps, corporate maps, and maps from textbooks, students compare the multiple ways the United States can be divided into regions. Finally, students make predictions about Mystery Regions based on maps and their prior knowledge. Lesson 6: Comparing Two Regions of the United States Content Expectations: 4 - G2.0.1: Describe ways in which the United States can be divided into different regions (e.g., political regions, economic regions, landform regions, vegetation regions). 4 - G2.0.2: Compare human and physical characteristics of a region to which Michigan belongs (e.g., Great Lakes, Midwest) with those of another region in the United States. Integrated GLCE s R.NT.04.01: Describe the shared human experience depicted in classic, multicultural and contemporary literature recognized for quality and literary merit. Michigan Citizenship Collaborative Curriculum Page 16 of 18 October 7, 2008

17 United States Studies The United States in Spatial Terms SS0402 W.GN.04.03: Write an informational comparative piece that demonstrates understanding of central and supporting ideas using an effective organizational pattern (e.g., compare/contrast) and informational text features. W.PR.04.02: Apply a variety of pre-writing strategies for both narrative and informational writing (e.g., graphic organizers such as maps, webs, Venn diagrams) in order to generate, sequence, and structure ideas (e.g., plot, setting, conflicts/resolutions, definition/description, or chronological sequence). Key Concepts: climate, human and physical characteristics of place, regions, topography Abstract: This lesson begins with a review of regions to which Michigan belongs including the Midwest, the Great Lakes region, and the Rust Belt region. Students examine how common geographic criteria or characteristics enable people to create regions. Then, students use a variety of resources to identify and describe significant physical and human characteristics of the Great Lakes region. In addition, they explore the geographic theme of movement by examining the Great Lakes/St Lawrence Seaway System. Students work together to summarize what they have learned about the Great Lakes region on a chart. Using books, special purpose maps, and/or internet resources, students work in pairs to research either the Southwest region or the Pacific Northwest region of the United States. They summarize what they have learned on a chart and then compare that region to the Great Lakes region by writing an informational comparative piece. This provides foundational knowledge for the Native American regional comparison required in grade 5. Lesson 7: Describing the Geography of the United States Content Expectations: 4 - G1.0.1: Identify questions geographers ask in examining the United States (e.g., Where it is? What is it like there? How is it connected to other places?). 4 - G1.0.4: Use geographic tools and technologies, stories, songs, and pictures to answer geographic questions about the United States. R.IT.04.01: Identify and describe the structure, elements, features, and purpose of a variety of informational genre including autobiography/biography, personal essay, almanac, and newspaper. Key Concepts: human and physical characteristics of place, political boundaries, regions, relative location, spatial perspective, special purpose maps, topography Abstract: This lesson reviews the content covered in the entire unit through a carousel writing strategy. Six large sheets of chart paper are posted in the room labeled: Location, Landforms, Climate, Bodies of Water, Human Characteristics and Regions. Working in small groups, students move from one chart to another adding examples, descriptions, definitions, etc. The charts are then reviewed in the large group and evaluated for accuracy. Students then participate in a culminating activity to either work in groups to create a book describing the geography of the Michigan Citizenship Collaborative Curriculum Page 17 of 18 October 7, 2008

18 United States Studies The United States in Spatial Terms SS0402 United States or work independently to construct a visual about the geography of the United States. Michigan Citizenship Collaborative Curriculum Page 18 of 18 October 7, 2008

19 Lesson 1: Where is the United States Located? Big Ideas of the Lesson Location describes where a place is on the Earth s surface. Geographers investigate both the absolute and relative location of places. A variety of geographic representations including maps and globes can help answer the question: Where is the United States located? The United States is located on the continent of North America. The United States is located in the Western Hemisphere of the Earth. It is also located in the Northern Hemisphere of the Earth. The equator and the Prime Meridian are used to define the hemispheres of Earth. Lesson Abstract This lesson begins with a review of the five fundamental themes of geography and the questions geographers ask in examining a place. Then, students use a variety of geographic representations such as maps and globes to explore ways to answer the question: Where is the United States located? Various geographic terms are explored including absolute location, relative location, equator, Prime Meridian, and hemisphere. Content Expectations 4 - G1.0.2: Use cardinal and intermediate directions to describe the relative location of significant places in the United States. 4 - G1.0.3: Identify and describe the characteristics and purposes (e.g., measure distance, determine relative location, classify a region) of a variety of geographic tools and technologies (e.g., globe, map, satellite image). Integrated GLCE s W.PR.04.02: Apply a variety of pre-writing strategies for both narrative and informational writing (e.g., graphic organizers such as maps, webs, Venn diagrams) in order to generate, sequence, and structure ideas (e.g., plot, setting, conflicts/resolutions, definition/description, or chronological sequence). Key Concepts absolute location political boundaries relative location spatial perspective

20 Instructional Resources Equipment/Manipulative The Geographer s Hat from Unit 1 A globe Overhead projector Sticky Notes A World Map Teacher Resource Egbo, Carol. Supplemental Materials (Unit 2, Lesson 1). Teacher-made material. Michigan Citizenship Collaborative, The Northern Hemisphere. Wikimedia Commons. 7 October 2008 < HYPERLINK " Image:Northern_Hemisphere_LamAz.png" wiki/image:northern_hemisphere_lamaz.png>. Outline Map of North America. About.com. 7 October 2008 < HYPERLINK " geography.about.com/library/blank/namerica.jpg" geography.about.com/library/blank/namerica.jpg>. The Western Hemisphere. Wikimedia Commons. 7 October 2008 < HYPERLINK " Image:Western_Hemisphere_LamAz.png" wiki/image:western_hemisphere_lamaz.png>. Lesson Sequence Begin the unit by putting on the Geographer s Hat from Unit 1. Explain to students that in this unit they will be thinking like geographers as they explore the United States. Ask students to brainstorm with a partner some of the questions geographer s use in investigating places. Have students record their ideas in their social studies journal. Then, discuss the various questions students have listed. Remind students that these questions are connected to five fundamental themes in geography. Make and display an overhead transparency of Questions Geographers Ask, located in the Supplemental Materials (Unit 2, Lesson 1). Review the questions and themes with students and explain that this lesson will relate to the theme of Location. Write the following question on a board or overhead: Where is the United States? Give each student one sticky note and have them write a single answer to the question on the sticky note. Collect the notes and read them out loud. As you read them guide the group in beginning to categorize answers and stick the notes in groups on chart paper or a board. Examples of answers and categories may include: Answers such as north of Mexico and near Canada could be grouped together

21 because they relate to bordering countries. Answers such as on Planet Earth and north of the equator could be grouped together because they relate to a global perspective. Answers such as near Michigan, in an ocean or somewhere in space could be grouped because they are inaccurate or unclear. Explain that as students probably discovered in the previous step, it is not easy to describe the relative location of large places such as the United States. Therefore, geographers use a variety of geographic tools such as maps and globes. Display both a map and a globe for students and discuss the similarities and differences. Explain that one way geographers describe the relative location of a country is by using the concept of continent. Define the term continent for students. Using a world map, guide students in identifying the seven continents. Explain that one way to describe the relative location of the United States is to say that it is part of the continent of North America. Make an overhead transparency of the Outline Map of North America located in the Supplemental Materials (Unit 2, Lesson 1) or a similar map. Also give each student a paper copy of the map. Guide students in labeling the United States, Canada, and Mexico. Write the term political boundaries on a board or overhead transparency. Explain that political boundaries define the borders of a country. Ask students to describe the relative location of the United States using political boundaries. List student ideas on an overhead transparency or board. Possible answers include: The United States borders Mexico and Canada. The United States is located mostly north of Mexico. The United States is located mostly south of Canada. The United States is located between Canada and Mexico. Write the term hemisphere on an overhead transparency or board. Explain that the Earth can be divided into halves called hemispheres. Explain that this is another way to describe the relative location of a country. Show students a globe and ask them how they would divide the Earth into two equal halves. Note student responses and guide them in understanding that the equator is used to divide the Earth in the Northern and Southern hemispheres. Ask students to describe the relative location of the United States using the equator and the concept of hemisphere. Possible answers include: The entire United States, including the state of Hawaii, is north of the equator. The United States is located in the Northern hemisphere. Using the globe and/or an overhead transparency of The Northern Hemisphere located in the Supplemental Materials (Unit 2, Lesson 1), ask students to make inferences about the Northern Hemisphere and Southern Hemispheres. Possible answers include:

22 More countries are in the Northern hemisphere than the Southern hemisphere. The North Pole is in the Northern hemisphere and the South Pole is in the Southern hemisphere. All of North America is in the Northern hemisphere. Most of South America is in the Southern hemisphere. There are some countries that are partly in the Northern hemisphere and partly in the Southern hemisphere. Using a globe, point out the Prime Meridian and explain that this imaginary line divides the Earth into the Western and Eastern hemispheres. Ask students to describe the relative location of the United States using the Prime Meridian and the concept of hemisphere. Possible answers include: The entire United States is west of the Prime Meridian. The United States is located in the Western Hemisphere. Using the globe and/or an overhead transparency of The Northern Hemisphere located in the Supplemental Materials (Unit 2, Lesson 1), ask students to make inferences about the Northern Hemisphere and Southern Hemispheres. Encourage students by asking, What do you notice? Possible answers include: Fewer countries are in the Western Hemisphere than the Eastern Hemisphere. All of North America is in the Western Hemisphere. A section of the western part of Africa is in the Western Hemisphere. All of Asia is in the Eastern Hemisphere. Explain that there are other imaginary lines on the Earth besides the equator and Prime Median. Explain that other lines called lines of latitude run parallel to the equator and point out these lines on a globe. Explain that other lines called lines of longitude run north and south from the North Pole to the South Pole like the Prime Meridian. Point out these lines on both the image of the Northern Hemisphere and the image of the Western Hemisphere used previously. Then, using a globe demonstrate how these sets of lines form a global grid and explain that this grid allows us to identify the absolute location of places on the Earth. Explain that geographers use these imaginary lines to help describe the location of a place on the Earth s surface. Tell students that they will learn more about using this global grid in Middle School. As a culminating activity have students complete the Ways to Describe the Relative Location of the United States Chart located in the Supplemental Materials (Unit 2, Lesson 1). Note that a chart showing sample answers has also been included. Assessment The chart used in Step 11 can be used as an assessment. In addition, students could write a letter to an extraterrestrial inviting them for a visit and giving them directions on how to locate the United States.

23 4 th Grade United States Studies Unit 2: The United States in Spatial Terms SS Lesson 1 Michigan Citizenship Collaborative Curriculum Page PAGE 1 of NUMPAGES 4 HYPERLINK " October 7, 2008

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25 4 th Grade United States Studies SS Unit 2: The United States in Spatial Terms Lesson 1 Graphic Organizer Where is the United States located? Continent Hemisphere North America Equator Prime Meridian Political Boundaries Northern Hemisphere Western Hemisphere Mostly South of Canada Mostly North of Mexico Michigan Citizenship Collaborative Curriculum Page 1 of 10 December 3, 2008

26 4 th Grade United States Studies SS Unit 2: The United States in Spatial Terms Lesson 1 Big Ideas Card Big Ideas of Lesson 1, Unit 2 Location is where a place is on the Earth s surface. Geographers investigate both the absolute and relative location of places. A variety of geographic representations including maps and globes can help answer the question: Where is the United States located? The United States is located on the continent of North America. The United States is located in the Western Hemisphere of the Earth. It is also located in the Northern Hemisphere of the Earth. The equator and the Prime Meridian are used to define the hemispheres of Earth. Michigan Citizenship Collaborative Curriculum Page 2 of 10 December 3, 2008

27 4 th Grade United States Studies SS Unit 2: The United States in Spatial Terms Lesson 1 Word Cards 1 the five themes of geography five big ideas that help people understand geography Example: Location is one of the five themes of geography. 3 relative location (SS040201) where a place is located in relation to other places 2 location the geographic theme that answers the question Where is it? Example: Maps can be used to find out the location of a place. 4 continent one of the seven large landmasses of the Earth (SS040201) Example: The United States is located north of the country of Mexico. 5 political boundaries (SS040201) lines that define the border of a country or state Example: There is a political boundary between the United States and Canada. (SS040201) Example: The United States is part of the continent of North America. 6 hemisphere a region created when the Earth is divided in half (SS040201) Example: The Earth can be divided into the Western Hemisphere and the Eastern Hemisphere. It can also be divided into the Northern Hemisphere and the Southern Hemisphere. (SS040201) Michigan Citizenship Collaborative Curriculum Page 3 of 10 December 3, 2008

28 4 th Grade United States Studies SS Unit 2: The United States in Spatial Terms Lesson 1 7 Equator an imaginary line that divides the Earth into Northern and Southern hemispheres Example: The United States is located north of the equator. (SS040201) 8 Prime Meridian an imaginary line that divides the Earth into Western and Eastern Hemispheres Example: The United States is located west of the Prime Meridian. (SS040201) 9 absolute location the location of a point on the Earth by use of a grid system Example: We can find the absolute location of a place by using a globe. (SS040201) Michigan Citizenship Collaborative Curriculum Page 4 of 10 December 3, 2008

29 4 th Grade United States Studies SS Unit 2: The United States in Spatial Terms Lesson 1 Questions Geographers Ask Theme Location Where is it? Questions What is its absolute location? What is its relative location? Place What is it like there? What are its natural characteristics? What are its human characteristics? Human/Environment Interaction How do people interact with the environment? How have people used the environment? How have people adapted to the environment? How have people modified or changed the environment? Movement How is the place connected to other places? How and why have people, goods, and ideas moved in and out of the place? Regions How might common geographic characteristics help us understand this place? How can the place be divided into regions? To what regions does the place belong? Michigan Citizenship Collaborative Curriculum Page 5 of 10 December 3, 2008

30 4 th Grade United States Studies SS Unit 2: The United States in Spatial Terms Lesson 1 Outline Map of North America Source: Outline Map of North America. About.com. 7 October 2008 < Michigan Citizenship Collaborative Curriculum Page 6 of 10 December 3, 2008

31 4 th Grade United States Studies SS Unit 2: The United States in Spatial Terms Lesson 1 The Northern Hemisphere Source: The Northern Hemisphere. Wikimedia Commons. 7 October 2008 < Michigan Citizenship Collaborative Curriculum Page 7 of 10 December 3, 2008

32 4 th Grade United States Studies SS Unit 2: The United States in Spatial Terms Lesson 1 The Western Hemisphere Source: The Western Hemisphere. Wikimedia Commons. 7 October 2008 < Michigan Citizenship Collaborative Curriculum Page 8 of 10 December 3, 2008

33 4 th Grade United States Studies SS Unit 2: The United States in Spatial Terms Lesson 1 Describing the Relative Location of the United States By continent Using political boundaries By hemisphere Using the equator Using the Prime Meridian Think of one more way to describe the relative location of the U.S. Michigan Citizenship Collaborative Curriculum Page 9 of 10 December 3, 2008

34 4 th Grade United States Studies SS Unit 2: The United States in Spatial Terms Lesson 1 Describing the Relative Location of the United States Sample Answers By continent The U.S. is located on the continent of North America. The U.S. is north of Mexico. Using political boundaries The U.S. is south of Canada. The U.S. is located in the Northern Hemisphere. By hemisphere The U.S. is located in the Western Hemisphere. Using the equator The U.S. is north of the equator. Using the Prime Meridian The U.S. is west of the Prime Meridian. Think of one more way to describe the relative location of the U.S. The U.S. borders Mexico and Canada. The U.S. is located west of Europe and Africa. Because of Alaska, the U.S. is located closer to Asia than to South America. Michigan Citizenship Collaborative Curriculum Page 10 of 10 December 3, 2008

35 Lesson 2: Physical Characteristics of the United States Big Ideas of the Lesson Place is an important theme in geography. Geographers investigate both the physical and human characteristics of a place. Physical characteristics include landforms, bodies of water, climate, and vegetation. The United States has a wide variety of physical characteristics. Lesson Abstract: This lesson begins with a review of the geographic theme of Place. Students use the songs This Land is Your Land and America the Beautiful to categorize various physical characteristics of the United States. Students then make inferences about the physical geography of the United States using a digital relief map. Next, they begin to create a mental map of the U.S. by looking at patterns in landforms and labeling an outline map. Continuing their use of maps, they explore the location of four deserts. Focusing next on water features they explore oceans, rivers, and lakes through literature, maps, and websites. As a culminating activity, students work in groups to create a project illustrating in words and pictures major physical characteristics of the United States. Content Expectations 4 - G1.0.2: Use cardinal and intermediate directions to describe the relative location of significant places in the United States. 4 - G1.0.3: Identify and describe the characteristics and purposes (e.g., measure distance, determine relative location, classify a region) of a variety of geographic tools and technologies (e.g., globe, map, satellite image). 4 - G1.0.4: Use geographic tools and technologies, stories, songs, and pictures to answer geographic questions about the United States. Integrated GLCE s R.NT.04.02: Identify and describe the structure, elements, and purpose of a variety of narrative genre including poetry, myths, legends, fantasy, and adventure. R.CM.04.03: Explain relationships among themes, ideas, and characters within and across texts to create a deeper understanding by categorizing and classifying, comparing and contrasting, or drawing parallels across time and culture.

36 Key Concepts human and physical characteristics of place special purpose maps topography Instructional Resources Equipment/Manipulative Computer with Internet access Overhead projector Student Resource Bates, Katherine. America the Beautiful. New York: Putnam Juvenile, Deserts in the United States. DesertUSA website. 7 October 2008 < HYPERLINK " Guthrie, Woody. This Land is Your Land. New York: Little, Brown Young Readers, Illustrated Glossary of Landforms and Bodies of Water. Enchanted Learning. 7 October 2008 < HYPERLINK " geography/landforms/glossary.shtml" geography/landforms/glossary.shtml>. Interactive Landforms Map. 7 October 2008 < HYPERLINK " landforms.htm>. Landforms of the United States Map. World Atlas. 7 October 2008 < HYPERLINK " Landform Photos. 7 October 2008 < HYPERLINK " pics.tech4learning.com/?view=sub&cat=geography" pics.tech4learning.com/?view=sub&cat=geography>. Locker, Thomas. Home: A Journey Through America. New York: Voyager Books, Locker, Thomas. Where the River Begins. New York: Puffin Books, Physical Map of the United States. Eduplace.com. 7 October 2008 < HYPERLINK "

37 Rivers and Lakes Map. National Atlas. 7 October 2008 < HYPERLINK " U.S. Rivers Outline Map. Enchanted Learning. 7 October 2008 < HYPERLINK " Teacher Resource Egbo, Carol. Supplemental Materials (Unit 2, Lesson 2).Teacher-made material. Michigan Citizenship Collaborative, Illustration of the Gulf Stream. 7 October 2008 < HYPERLINK " oceancurrents.rsmas.miami.edu/atlantic/img_mgsva/gulf-stream-yyy.gif" YYY.gif>. Landforms of the United States - A Digital Shaded-Relief Portrayal. 7 October 2008 < HYPERLINK " Rivers in North America. World Atlas. 7 October 2008 < HYPERLINK " The Salton Sea. National Geographic. 7 October 2008 < HYPERLINK " ngm.nationalgeographic.com/ngm/0502/feature5/index.html" ngm.nationalgeographic.com/ngm/0502/feature5/index.html>. The Salton Sea Coalition. 7 October 2008 < HYPERLINK " Thomas Locker in Pursuit of Nature. 7 October 2008 < HYPERLINK " findarticles.com/p/articles/mi_qa3666/is_200103/ai_n " findarticles.com/p/articles/mi_qa3666/is_200103/ai_n >. U.S. Rivers Labeled Outline Map. Enchanted Learning. 7 October 2008 < HYPERLINK " riverslabeled/" riverslabeled/>. Water Fact Sheet: Largest Rivers in the United States. U.S. Dept. of Interior. 7 October 2008 < HYPERLINK " ofr87242.pdf"

38 Lesson Sequence Using the Questions Geographers Ask sheet located in the Supplemental Materials (Unit 2, Lesson 2) (and also from the previous lesson), review the geographic theme of place and the definitions for physical characteristics and human characteristics. Explain to students that they will be exploring significant physical characteristics of the United States in this lesson and significant human characteristics in the next lesson. Note that these two lessons can be enriched and integrated with language arts by sharing the book Home: A Journey Through America by Thomas Locker. The book is a collection of poems and descriptive passages by a variety of authors including Robert Frost, Carl Sandburg, John Muir, Pat Mora, Jane Yolen, and Abraham Lincoln. In each case, the author describes his or her hometown. Places described include San Francisco, Yosemite Falls, a southwest desert, a prairie, the Connecticut River, and the Hudson Valley. At end of book is a map that depicts the locations pictured and described. It is suggested that places connected to a physical characteristic such as the southwest desert and the prairie be integrated with Lesson 2, while places connected to human characteristics such as San Francisco be integrated with Lesson 3. Since another Thomas Locker book is suggested for use later in this lesson, it might be useful to share the following information about this author with students. This would provide a basis for a short author study. Thomas Locker, who was born in 1937, combined a love for painting and nature. He began to exhibit his art work in 1964 and since then has had more than 50 exhibitions internationally. In 1982 Locker began to write and illustrate children's books, and his pictures have added beauty to over 30 of them. His books expose students to fine art as well as many of the author's insights on art and the natural world. Give each student a copy of the sheet with the lyrics for This Land is Your Land and America the Beautiful located in the Supplemental Materials (Unit 2, Lesson 2). Read each of the songs out loud or play audio recordings of them. Guide students in comparing the two songs in terms of style, choice of words, etc. Guide students in concluding that the two songs, though quite different, describe physical characteristics of the United States. Using highlighters have students identify physical characteristics described in each song. Note that these include the following: island, forest, gulf stream, valley, desert, fields, mountains, plains, and sea. All of these should be familiar terms with the exception of gulf stream. Therefore, it may be necessary to explain that the gulf stream is a warm, swift, narrow ocean current flowing along the East Coast of the United States. An illustration of this physical characteristic can be found at the following website: HYPERLINK " oceancurrents.rsmas.miami.edu/atlantic/img_mgsva/gulf-stream-yyy.gif"

39 Ask students to think of other physical characteristics found in the United States that are not included in the two songs. Possible answers include: river, lakes, canyons, peninsulas, etc. Then, ask students what conclusion can be drawn about the geography from the long list of physical characteristics. Guide students in understanding that the United States includes a wide variety of physical characteristics and its geography is very diverse. For an enrichment activity you may wish to share the two picture books based on each song listed in the Student Resource section. Give each student a copy of the Physical Characteristics of the United States chart located in the Supplemental Materials (Unit 2, Lesson 2). Review the definitions on the chart with students. Explain to the class that they will be adding U.S. examples of each physical characteristic throughout the lesson. Note that a completed chart showing sample answers has also been included in the Supplemental Materials (Unit 2, Lesson 2). Divide students into pairs and give each pair a copy of the Digital Relief Map of the United States located in the Supplemental Materials (Unit 2, Lesson 2). Explain that partners should work together to list inferences about the geography of the United States based on the map. Give pairs time to work and then have them share their ideas with the class. Possible inferences may include: The western part of the United States is very mountainous. There is a large mountain range in the eastern part of the United States. The central part of the United States is fairly flat. There is a high area in the south central part of the U.S. There is a large valley between the mountains in the west. The coastline in the eastern part is very jagged in a lot of areas and has some large bays. Explain that students will now work to create a mental map of the U.S. in their head by further exploring major landforms. Make sure they keep the relief map for future reference. Give each student a copy of the Outline Map of the U.S. located in the Supplemental Materials (Unit 2, Lesson 2) and make an overhead transparency of the map. Using the Teacher Reference Sheet located in the Supplemental Materials (Unit 2, Lesson 2), guide students in labeling the major landforms moving from east to west. Make sure you label only the type of landform such as mountains not the specific range name yet. Guide students in identifying geographic patterns such as the coastal plains/mountains/plains/mountains. When students have completed this section of the map, have them use an atlas, textbook or the map located at HYPERLINK "

40 to label the specific physical features of the map. Note that a completed map with labels has been included in the Supplemental Materials (Unit 2, Lesson 2). If time permits students can explore more about the landforms using the Interactive Landforms Map located at this website: HYPERLINK " landforms.htm. Explain that although the digital relief map is good for understanding about the location of mountains, plateaus, plains, and valleys, it is not very helpful for some other physical characteristics such as deserts. Make and display an overhead transparency of the Deserts Map located in the Supplemental Materials (Unit 2, Lesson 2). Guide students in describing the location of the four deserts labeled on the map. Placing the relief map next to the desert map, have students identify the location of deserts on the relief map. Finally, have students visit the following website to view photos and information about each of the four deserts: HYPERLINK " As an alternative you may wish to download and share the photographs with students. Read students the book Where the River Begins by Thomas Locker or a similar book about a river as a way to focus their attention on water features. This is the story of two boys and their grandfather on a trip to find the source of the river that flows near their home along the ocean. Briefly discuss the importance of physical characteristics relating to water including oceans, rivers, and lakes. Then, use the Rivers and Lakes map located at the National Atlas Website < HYPERLINK " to guide students in identifying the following: Atlantic Ocean, Pacific Ocean, Arctic Ocean, Bering Sea, Gulf of Alaska and the Gulf of Mexico. Explain that these bodies of water all border the United States. Next, using the same map, have students identify several inland lakes beginning with the Great Lakes. Also identify Lake Champlain, Lake Okeechobee, Lake Pontchartrain, Red Lake and Great Salt Lake. Then, ask students to find any examples of inland seas. Draw their attention to the Salton Sea in southern California and explain that this sea is the largest lake in California and like Death Valley is below sea level. This unique physical characteristic is actually part of the Colorado Desert ecosystem. Explain that the United States has over 250,000 rivers which total around 3,500,000 miles. The Missouri River is the longest, but the biggest in terms of water volume is the deeper Mississippi River. Review the following with

41 students: Rivers provide food, drinking water, irrigation, transportation, electrical power, drainage, and recreation. Rivers can erode the land and carry it downstream to the sea. This type of erosion can create canyons like the Grand Canyon and waterfalls like Niagara Falls. A river system is made up of a river and its tributaries. A tributary is a stream or river that flows into a larger stream or river. The Mississippi River system includes many tributaries such as the Missouri River, the Illinois River, and the Red River. A drainage basin is the land drained by a river system. The Mississippi River system drains most of the land between the Rocky Mountains and the Appalachian Mountains, about 40% of the U.S. Using the Rivers and Lakes map again at < HYPERLINK " guide students in identifying the Mississippi River system as well as other major rivers. Note that if time permits you may want to have students use the U.S. Rivers Outline Map at the following website and have them label the major rivers: HYPERLINK " rivers/" A correctly labeled map can be found at: < HYPERLINK " As a culminating activity, have students work in small groups to create a project illustrating in words and pictures major physical characteristics of the United States. Possibilities include a PowerPoint presentation, a mobile, a picture book or if time is limited a simple map poster. Make sure students utilize their completed Physical Characteristics of the United States charts in planning their project. Assessment The culminating project can be used as an assessment as well as the completed Physical Characteristics chart. Students could also create a web describing major physical characteristics of the United States.

42 4 th Grade United States Studies Unit 2: The United States in Spatial Terms SS Lesson 2 Michigan Citizenship Collaborative Curriculum Page PAGE 6 of NUMPAGES 6 HYPERLINK " October 7, 2008

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44 4 th Grade United States Studies SS Unit 2: The United States in Spatial Terms Lesson 2 Graphic Organizer plain coastal plain mountain range plateau valley LAND basin desert canyon Physical Characteristics of the United States ocean WATER gulf lake river system Michigan Citizenship Collaborative Curriculum Page 1 of 14 July 28, 2009

45 4 th Grade United States Studies SS Unit 2: The United States in Spatial Terms Lesson 2 Big Ideas Card Big Ideas of Lesson 2, Unit 2 1. Place is an important theme in geography. 2. Geographers investigate both the physical and human characteristics of a place. 3. Physical characteristics include landforms, bodies of water, climate, and vegetation. 4. The United States has a wide variety of physical characteristics. Michigan Citizenship Collaborative Curriculum Page 2 of 14 July 28, 2009

46 4 th Grade United States Studies SS Unit 2: The United States in Spatial Terms Lesson 2 Word Cards Word Cards from previous lessons needed for this lesson: Fundamental Themes of Geography Word Card #1 from Lesson 1 10 place the geographic theme that answers the question What is it like there? Example: Geographers use the theme of place to describe what an area is like. 12 landforms different kinds of land on the Earth (SS040202) 11 physical characteristics geographic features that were not made by humans Example: Lakes, rivers, and mountains are physical characteristics of a place. 13 mountain range a row of connected mountains (SS040202) Example: Mountains, hills, and islands are different landforms. (SS040202) Example: The Rockies and the Appalachian are two major mountain ranges in the United States. (SS040202) Michigan Citizenship Collaborative Curriculum Page 3 of 14 July 28, 2009

47 4 th Grade United States Studies SS Unit 2: The United States in Spatial Terms Lesson 2 14 plain low-lying stretch of flat or gently rolling land Example: The Interior Plains are located in the central part of the United States. 16 plateau flat land with higher elevation than a plain (SS040202) Example: The Ozark Plateau is an example of a plateau located in the United States. 15 coastal plain low land that lies along an ocean Example: A coastal plain is found along the Atlantic ocean in the eastern part of the United States. 17 basin low area surrounded by higher land (SS040202) Example: The Great Basin is located in the western part of the United States. 18 valley a low piece of land between two hills or mountain ranges (SS040202) 19 canyon a deep, narrow valley with step sides (SS040202) Example: A large valley is located between the Sierra Nevada Mountains and the coastal mountains in California. (SS040202) Example: The Grand Canyon is an important landform located in the United States. (SS040202) Michigan Citizenship Collaborative Curriculum Page 4 of 14 July 28, 2009

48 4 th Grade United States Studies SS Unit 2: The United States in Spatial Terms Lesson 2 20 desert a dry region that receives very little rain 21 vegetation the plants of an area Example: The Mohave Desert and the Sonoran Desert are located in the United States. (SS040202) Example: The vegetation of a desert is very different from that of a coastal plain. (SS040202) 22 gulf part of a sea or ocean that cuts into a mass of land Example: The United States borders the Gulf of Mexico. (SS040202) 23 river system a river and its tributaries Example: The Mississippi River system includes other rivers such as the Missouri River. (SS040202) 24 tributary a stream or river that flows into a larger stream or river Example: The Missouri River is a tributary of the Mississippi River. (SS040202) Michigan Citizenship Collaborative Curriculum Page 5 of 14 July 28, 2009

49 4 th Grade United States Studies SS Unit 2: The United States in Spatial Terms Lesson 2 Questions Geographers Ask Theme Location Where is it? Questions What is its absolute location? What is its relative location? Place What is it like there? What are its natural characteristics? What are its human characteristics? Human/Environment Interaction How do people interact with the environment? How have people used the environment? How have people adapted to the environment? How have people modified or changed the environment? Movement How is the place connected to other places? How and why have people, goods, and ideas moved in and out of the place? Regions How might common geographic characteristics help us understand this place? How can the place be divided into regions? To what regions does the place belong? Michigan Citizenship Collaborative Curriculum Page 6 of 14 July 28, 2009

50 4 th Grade United States Studies SS Unit 2: The United States in Spatial Terms Lesson 2 THIS LAND IS YOUR LAND Words and music by Woody Guthrie This land is your land, this land is my land From California, to the New York Island From the redwood forest, to the gulf stream waters This land was made for you and me As I was walking a ribbon of highway I saw above me an endless skyway I saw below me a golden valley This land was made for you and me AMERICA THE BEAUTIFUL Words by Katharine Lee Bates O beautiful for spacious skies, For amber waves of grain, For purple mountain majesties Above the fruited plain! America! America! God shed his grace on thee And crown thy good with brotherhood From sea to shining sea! I've roamed and rambled and I've followed my footsteps To the sparkling sands of her diamond deserts And all around me a voice was sounding This land was made for you and me The sun comes shining as I was strolling The wheat fields waving and the dust clouds rolling The fog was lifting a voice come chanting This land was made for you and me Michigan Citizenship Collaborative Curriculum Page 7 of 14 July 28, 2009

51 4 th Grade United States Studies SS Unit 2: The United States in Spatial Terms Lesson 2 Physical Characteristics of the United States Physical Characteristic Definition United States Examples mountain range a row of connected mountains plain coastal plain plateau low-lying stretch of flat or gently rolling land low land that lies along an ocean flat land with higher elevation than a plain basin valley canyon river system low area surrounded by higher land a low piece of land between two hills or mountains a deep, narrow valley with steep sides a river and its tributaries gulf part of a sea or ocean that cuts into a mass of land desert a dry region that gets very little rain Michigan Citizenship Collaborative Curriculum Page 8 of 14 July 28, 2009

52 4 th Grade United States Studies SS Unit 2: The United States in Spatial Terms Lesson 2 Physical Characteristics of the United States Sample Completed Chart Physical Feature mountain range plain coastal plain plateau basin valley canyon river system gulf Definition a row of connected mountains low-lying stretch of flat or gently rolling land low land that lies along an ocean flat land with higher elevation than a plain low area surrounded by higher land a low piece of land between two hills or mountains a deep, narrow valley with steep sides a river and its tributaries part of a sea or ocean that cuts into a mass of land United States Examples Appalachian Mts. Cascade Mts. Sierra Nevada Mts. Rocky Mts. The Interior Plains Along the Atlantic Ocean Along the Gulf of Mexico Ozark Plateau Colorado Plateau Columbia Plateau Great Basin Central Valley in California Death Valley Grand Canyon The Mississippi River system Gulf of Mexico desert a dry region that gets very little rain The Mohave Desert The Sonoran Desert Michigan Citizenship Collaborative Curriculum Page 9 of 14 July 28, 2009

53 4 th Grade United States Studies SS Unit 2: The United States in Spatial Terms Lesson 2 Digital Relief Map of the United States Source: Landforms of the United States - A Digital Shaded-Relief Portrayal. Michigan Citizenship Collaborative Curriculum Page 10 of 14 July 28, 2009

54 4 th Grade United States Studies SS Unit 2: The United States in Spatial Terms Lesson 2 Landforms of the United States Michigan Citizenship Collaborative Curriculum Page 11 of 14 July 28, 2009

55 4 th Grade United States Studies SS Unit 2: The United States in Spatial Terms Lesson 2 Landforms of the United States Teacher Reference Sheet Michigan Citizenship Collaborative Curriculum Page 12 of 14 July 28, 2009

56 4 th Grade United States Studies SS Unit 2: The United States in Spatial Terms Lesson 2 Coastal Coastal Cascade Sierra Nevada Landforms of the United States Completed Example Columbia Rocky Black Appalachian Great Colorado Ozark Michigan Citizenship Collaborative Curriculum Page 13 of 14 July 28, 2009

57 4 th Grade United States Studies SS Unit 2: The United States in Spatial Terms Lesson 2 Deserts Map Source: Deserts in the United States. DesertUSA. 17 Sept < Michigan Citizenship Collaborative Curriculum Page 14 of 14 July 28, 2009

58 Lesson 3: Human Characteristics of the United States Big Ideas of the Lesson Geographers use physical and human characteristics to describe what a place is like. Human characteristics of a place are man-made features. Human characteristics of a place can include cities, highways, bridges, and buildings. Human characteristics are often closely connected to physical characteristics. For example, cities are often located near bodies of water and farms are often located in prairies. Lesson Abstract: This lesson begins with students analyzing a map of the South Rim of the Grand Canyon in order to make inferences regarding the connections between the physical characteristics of a place and the human characteristics. Students then complete a chart predicting the kind of human characteristics likely to be located near specific physical characteristics such as rivers, mountains, and prairies. Next, students use special purpose maps to focus in on two important human characteristics: cities and highways. Finally, students research a specific human characteristic in the United States and give a short presentation about it. Content Expectations 4 - G1.0.2: Use cardinal and intermediate directions to describe the relative location of significant places in the United States. 4 - G1.0.3: Identify and describe the characteristics and purposes (e.g., measure distance, determine relative location, classify a region) of a variety of geographic tools and technologies (e.g., globe, map, satellite image). 4 - G1.0.4: Use geographic tools and technologies, stories, songs, and pictures to answer geographic questions about the United States. Integrated GLCE s R.NT.04.02: Identify and describe the structure, elements, and purpose of a variety of narrative genre including poetry, myths, legends, fantasy, and adventure. R.CM.04.03: Explain relationships among themes, ideas, and characters within and across texts to create a deeper understanding by categorizing and classifying, comparing and contrasting, or drawing parallels across time and culture.

59 Key Concepts human and physical characteristics of place special purpose maps topography Instructional Resources Equipment/Manipulative Classroom set of computers or computer lab Overhead projector A large U.S. map Student Resource Disney World. 7 October 2008 < HYPERLINK " wdw/?bhcp=1" The Gateway Arch. 7 October 2008 < HYPERLINK " Golden Gate Bridge. 7 October 2008 < HYPERLINK " Mount Rushmore. 7 October 2008 < HYPERLINK " Trans Alaska Pipeline. 7 October 2008 < HYPERLINK " U.S. Cities Interactive Map. 7 October 2008 < HYPERLINK " usaflash3.htm>. Teacher Resource Egbo, Carol. Supplemental Materials (Unit 2, Lesson 3).Teacher-made material. Michigan Citizenship Collaborative, Grand Canyon South Rim Village Map. 7 October 2008 < HYPERLINK " gocalifornia.about.com/library/weekly/n_az_gc_map_vlg.htm" gocalifornia.about.com/library/weekly/n_az_gc_map_vlg.htm>. United States Interstate Highways Map. 7 October 2008 < HYPERLINK " interstate-highways.htm>. Lesson Sequence Briefly review the major physical characteristics of the United States that were

60 explored in the last lesson using the map and chart developed in the lesson. Note that you should continue the use of the book Home: A Journey Through America by Thomas Locker in this lesson. Give each student a copy of the Map of the South Rim of the Grand Canyon located in the Supplemental Materials (Unit 2, Lesson 3) and make an overhead transparency of the map. Give students time to analyze the map and have them write some inferences that can be drawn from the map in their social studies journal. Have students share their inferences with a partner and then in the large group. Possible inferences include: Tourist areas often are built near unique physical characteristics like the Grand Canyon. These areas include places to shop, stay, eat and view the physical feature. A transportation system into the area is created. This can include roads, railways and trails. Review the term human characteristics. Using transparency of the map from Step 2, guide students in listing the human characteristics shown on the map. Note that these include observation stations, parking lots, campgrounds, trails, roads, a railway, hotels, stores, an information plaza, and buildings such as a bank, post office, and train depot. Guide students in concluding that, as this map show, human characteristics are often closely connected with physical characteristics. People built roads and a railway so they could view the Grand Canyon. They built hotels and campgrounds they could stay near the canyon. Divide students in pairs and give each pair a copy of the Connecting Physical and Human Characteristics Chart located in the Supplemental Materials (Unit 2, Lesson 3) to make predictions about the kinds of human characteristics likely to be found near each physical characteristic listed on the chart. Give pairs time to work. Then, have them share their ideas in the large group. Record their ideas on an overhead transparency of the Connecting Physical and Human Characteristics Chart. Note that a Completed Chart with Sample Answers has also been included in the Supplemental Materials (Unit 2, Lesson 3). Draw students attention to the idea that cities are likely to be located near several of the physical characteristics listed on the Chart used in Step 4. Briefly discuss the reasons for this. Possible reasons include: Cities develop near mountain areas when the mountains contain resources such as gold, silver or coal. Cities develop near plains areas that have fertile soil for farming. Cities develop near rivers which provide transportation, drinking water, etc. Cities develop in valleys where the land is flat and often fertile. Cities develop along the ocean which provides transportation.

61 Keeping the same pairs from Step 4, give each pair a copy of the City Search Internet Activity located in the Supplemental Materials (Unit 2, Lesson 3). Review the directions for activity and then have students complete it using a computer. Note that a sheet showing sample answers for the activity has been included in the Supplemental Materials (Unit 2, Lesson 3). When students have completed the activity discuss it briefly. Remind students that an extensive highway system connects the various cities shown on the map used in Step 6. Briefly review how transportation systems are connected to the geographic theme of Movement. Then, using an overhead transparency of the Interstate Highways Map located in the Supplemental Materials (Unit 2, Lesson 3), have students make inferences about this transportation network. Possible answers include: Many interstate highways run north/south or east/west. There are more interstate highways in the eastern part of the United States than in the western part. Often the interstate highways do not run along coastal areas. An exception is Highway 95 in Florida. Interstate 80 goes across most of the United States. Interstate 75 goes from Michigan to southern Florida. No Interstate highway connects Alaska with the rest of the states. Explain that students will now have the opportunity to research a specific human characteristic found in the United States. Make an overhead transparency of the Human Characteristics of the United States chart located Supplemental Materials (Unit 2, Lesson 3), and explain that the chart shows a wide variety of things humans have built in the United States. Assign each student to one of the topics by either cutting them out and having students draw or allowing them to choose a topic. Note that a blank section has been included to add a class-selected topic. Give each student a copy of the Research Chart located in the Supplemental Materials (Unit 2, Lesson 3) and review the chart with the class. Explain that students will be using multiple resources including websites to research their assigned human characteristic. If necessary, choose one of the characteristics and model the research process with students using one of the websites listed in the Student Resources. Explain that following their research students will give a short presentation about their assigned human characteristic to the class. Give students time to conduct their research and design their presentation offering assistance as needed. Then, have students make their presentations to the class. Provide a large U.S. map on which they can identify the location of their human characteristic as they describe it.

62 Assessment The research project can be used as an assessment. In addition, Prediction Chart from Step 4 and the Cities Activity from Step 6 can be used for assessment. 4 th Grade United States Studies Unit 2: The United States in Spatial Terms Lesson 3 SS Michigan Citizenship Collaborative Curriculum Page PAGE 4 of NUMPAGES 4 HYPERLINK " October 7, 2008

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64 4 th Grade United States Studies SS Unit 2: The United States in Spatial Terms Lesson 3 Graphic Organizer Example: Human Features at the Grand Canyon Connections between human characteristics and physical characteristics Transportation Networks Human Characteristics of the United States Special Purpose Maps Example: Interstate Highway System Cities Specific Places Examples: Cities map Highway map Tourist map Examples: Examples: Size of cities Reasons for location Buildings Monuments Tourist Sites Michigan Citizenship Collaborative Curriculum Page 1 of 11 July 28, 2009

65 4 th Grade United States Studies SS Unit 2: The United States in Spatial Terms Lesson 3 Big Ideas Card Big Ideas of Lesson 3, Unit 2 1. Geographers use physical and human characteristics to describe what a place is like. 2. Human characteristics of a place are man-made features. 3. Human characteristics of a place can include cities, highways, bridges, and buildings. 4. Human characteristics are often closely connected to physical characteristics. For example, cities are often located near bodies of water and farms are often located in prairies. Michigan Citizenship Collaborative Curriculum Page 2 of 11 July 28, 2009

66 4 th Grade United States Studies SS Unit 2: The United States in Spatial Terms Lesson 3 Word Cards Word Cards from previous lessons needed for this lesson: Fundamental Themes of Geography Word Card #1 from Lesson 1 Place Word Card #10 from Lesson 2 25 human characteristics geographic features that were made by people Example: Roads, bridges, and cities are human characteristics. (SS040203) 26 transportation network a system of roads, rail lines, ferry service, and other methods of connecting places Example: The Interstate Highway system is part of the transportation network in the United States. (SS040203) Michigan Citizenship Collaborative Curriculum Page 3 of 11 July 28, 2009

67 4 th Grade United States Studies SS Unit 2: The United States in Spatial Terms Lesson 3 Source: Grand Canyon South Rim village Map. 7 October 2008 < Michigan Citizenship Collaborative Curriculum Page 4 of 11 July 28, 2009

68 4 th Grade United States Studies SS Unit 2: The United States in Spatial Terms Lesson 3 Connecting Physical and Human Characteristics Physical Characteristic Related Human Characteristic Mountain range Plain Coastal plain River Valley Ocean Michigan Citizenship Collaborative Curriculum Page 5 of 11 July 28, 2009

69 4 th Grade United States Studies SS Unit 2: The United States in Spatial Terms Lesson 3 Connecting Physical and Human Characteristics Sample Answers Physical Characteristic Related Human Characteristic Mountain range mine ski resort tunnel Plain farms towns highways Coastal plain beach resort amusement park port cities highways farms River cities dams bridges levees locks Valley cities farms highways Ocean amusement park port cities lighthouses Michigan Citizenship Collaborative Curriculum Page 6 of 11 July 28, 2009

70 4 th Grade United States Studies SS Unit 2: The United States in Spatial Terms Lesson 3 City Search Directions: Use the map at the following website to help you answer these questions: 1. According to the map how many U.S. cities have over 1,000,000 people? 2. What are these cities? 3. What are four states that have no major cities according to this map? 4. Why do you think this is true? 5. Directions: Click on a variety of cities and find 4 examples of a physical characteristic that influenced the location and/or growth of the city. City Physical characteristic Michigan Citizenship Collaborative Curriculum Page 7 of 11 July 28, 2009

71 4 th Grade United States Studies SS Unit 2: The United States in Spatial Terms Lesson 3 City Search Sample Answers Directions: Use the map at the following website to help you answer these questions: 1. According to the map how many U.S. cities have over 1,000,000 people? 9 2. What are these cities? Los Angeles San Diego Phoenix Dallas Houston San Antonio New York Philadelphia Chicago 3. What are four states that have no major cities according to this map? Maine, Montana, North Dakota, South Dakota, New Mexico, Vermont, New Hampshire 4. Why do you think this is true? Answers will vary. 5. Directions: Click on a variety of cities and find 4 examples of a physical characteristic that influenced its founding and/or growth of the city. Denver Omaha City Physical characteristic Located where the Great Plains meet the Rocky Mountains Located on the Missouri River New Orleans Virginia Beach Pittsburgh Colorado Springs Rochester Where the Mississippi River meets the gulf of Mexico Along a beach in the coastal plain Located where three rivers meet In a mountain area Along a river Michigan Citizenship Collaborative Curriculum Page 8 of 11 July 28, 2009

72 4 th Grade United States Studies SS Unit 2: The United States in Spatial Terms Lesson 3 Source: United States Interstate Highways Map. 7 October 2008 < Michigan Citizenship Collaborative Curriculum Page 9 of 11 July 28, 2009

73 4 th Grade United States Studies SS Unit 2: The United States in Spatial Terms Lesson 3 Human Characteristics of the United States Mt. Rushmore Gateway Arch Disney World Statue of Liberty Golden Gate Bridge Washington Monument The White House Crazy Horse Memorial Vietnam Veteran s Memorial Sears Tower Empire State Building Hoover Dam Washington National Cathedral New Orleans Trans Alaska Pipeline The Alamo John F. Kennedy International Airport Black Thunder Mine Detroit-Windsor Tunnel Mesa Verde National Park California Highway One Aspen Ski Resort Seattle Space Needle Yankee Stadium Lombard Street, San Francisco Arlington National Cemetery The Mall of America Kitt Peak National Observatory Grand Central Station, New York City Michigan Citizenship Collaborative Curriculum Page 10 of 11 July 28, 2009

74 4 th Grade United States Studies SS Unit 2: The United States in Spatial Terms Lesson 3 Human Characteristic Research Chart Location Date Constructed Purpose Other Information Illustration Michigan Citizenship Collaborative Curriculum Page 11 of 11 July 28, 2009

75 Lesson 4: Using Special Purpose Maps to Learn About the United States Big Ideas of the Lesson Special purpose maps show characteristics of an area such as elevation, climate, and population density. Elevation is the how high a place is above sea level. Climate is weather over a long period of time. The climate of an area is influenced by many factors including how close the area is to a large body of water, how far it is from the equator, and the elevation of the area. Population density is the number of people living in a certain area. Elevation, climate, and population density vary a great deal in the United States. Lesson Abstract: In this lesson students use a variety of special purpose maps to expand their knowledge of the geography of the United States. The lesson begins with an elevation map and a discussion of the impact of elevation. Next, students explore climate using temperature and precipitation maps. In a math-related activity, they also look at climate data in chart form. Finally, students explore the concept of population density with a variety of resources including a map of the U.S. at night, a map of metropolitan areas, and historical maps showing population movement and growth. Content Expectations 4 - G1.0.5: Use maps to describe elevation, climate, and patterns of population density in the United States. Integrated GLCE s D.RE.04.02: Order a given set of data, find the median, and specify the range of values. Key Concepts climate elevation population density special purpose maps topography Instructional Resources

76 Equipment/Manipulative Overhead projector A large U.S. political map Student Resource Interactive United States Elevation Map. 7 October 2008 < HYPERLINK " maps.howstuffworks.com/united-states-elevation-map.htm" maps.howstuffworks.com/united-states-elevation-map.htm>. Relief Map of Hawaii. 7 October 2008 < HYPERLINK " Teacher Resource Climate Data For Selected Cities. 7 October 2008 < HYPERLINK " A html>. Climate Maps of the United States. 7 October 2008 < HYPERLINK " cdo.ncdc.noaa.gov/cgi-bin/climaps/climaps.pl? directive=quick_search&subrnum" climaps/climaps.pl?directive=quick_search&subrnum=>. Egbo, Carol. Supplemental Materials (Unit 2, Lesson 4).Teacher-made material. Michigan Citizenship Collaborative, Exploration and Settlement: Map. 7 October 2008 < HYPERLINK " Exploration and Settlement: Map. 7 October 2008 < HYPERLINK " exploration_1835.jpg" exploration_1835.jpg>. The Geographic Face of the Nation: Elevation. 7 October 2008 < HYPERLINK " topography/elevation_11x14.pdf" resources/mapcatalog/images/topography/elevation_11x14.pdf>. The Geographic Fact of the Nation: Elevation 56 X 36 Poster. Product ID Number $7.00. Can be ordered online at: < HYPERLINK " store.usgs.gov/b2c_usgs/b2c/start.do" start.do> or by calling ASK-USGS. Metropolitan Areas of the United States Map. 7 October 2008 < HYPERLINK

77 " Population Density Map. 7 October 2008 < HYPERLINK " geo/www/mapgallery/images/2k_night.jpg" www/mapgallery/images/2k_night.jpg>. Population Density Map High Resolution Version. 7 October 2008 < HYPERLINK " United States Population Density Map and Information. 7 October 2008 < HYPERLINK " images.php3?img_id=17439" NewImages/images.php3?img_id=17439>. Lesson Sequence Make and display an overhead transparency of the Geographic Face of the Nation - Elevation Map located in the Supplemental Materials (Unit 2, Lesson 4). Ask students to briefly describe the map in their social studies journal. Give students time to write and then have them share their descriptions with a partner or in the large group. Note that this map is also available as a large classroom poster and can be order at the following website: < HYPERLINK " Review with students that the topography of a place refers to both human and natural characteristics. Write the term special purpose map on a board or overhead transparency. Explain that special purpose maps help geographers focus on a particular aspect of the topography. Refer students to the elevation map used in Step 1. Ask students to think about what specific data or information the map shows. Guide students to recognize that the map shows the elevation of the United States. Explain that geographers use special purpose maps to help them learn more about places, allowing them to focus often on a single theme or topic about a place s topography. Explain that this lesson will relate to three different special purpose maps. Returning to the Elevation Map used in Step 1, explain that elevation is a physical characteristic of a place and refers to how high a place is above sea level. Pointing to the color key on the map explain that map makers often use color to show elevation. Next ask students to turn and talk with a partner to draw conclusions about the United States based on the map. Encourage them to use their prior knowledge of the physical characteristics of the U.S. which they acquired in Lesson 2. Have students share their ideas with the entire class. Possible conclusions include: The western part of the U.S. has more areas of high elevation than the east.

78 The mountains in the western part of the U.S. are higher than those in the eastern part. There is an area of low elevation between the mountains in California. Coastal areas in the eastern part are of lower elevation than coastal areas in the Western Part. Some states like Florida have very low elevation. Write the following question on an overhead transparency or board and ask students to answer it in their social studies journal: How might elevation impact a place? Give students time to write and then discuss their answers. Possible answers include: Farming would be difficult in an area of high elevation. It is hard to build roads in areas of high elevation. Areas of low elevation are prone to flooding. Cities are easier to build in areas of low elevation. If time permits have students work with the Interactive United States Elevation Map located at the following website: < HYPERLINK " maps.howstuffworks.com/united-states-elevation-map.htm" maps.howstuffworks.com/united-states-elevation-map.htm>. This map allows students to zoom in on different regions and states of the U.S. Major physical characteristics are also labeled so it provides a good opportunity to review content from Lesson 2 of this unit. Make and display an overhead transparency of the Annual Mean Daily Average Temperature Map located in the Supplemental Materials (Unit 2, Lesson 4). Ask students how color is used in this map and guide them to the idea that color is used here to show temperature. Ask students what appears to happen to temperature as you move further to the north. Guide students in understanding that as you move north from the equator temperatures in general get colder. Point out areas of the map that would correspond to the Rocky Mountains and the Appalachian Mountains and ask why these areas appear to have lower average temperatures then other places that are about the same distance from the equator. Guide students in understanding how elevation affects temperature. Point out the area of northern Washington. Ask students why this area which is in the north has milder temperatures than other southern areas. Discuss student ideas and then guide them in understanding the being near large bodies of water like the ocean can affect temperature. Connect this back to what students learned about lake effect when they studied the climate of Michigan in third grade. Make and display an overhead transparency of the Alaska and Hawaii Annual Mean Daily Temperature Maps located in the Supplemental Materials

79 (Unit 2, Lesson 4). Ask students to describe the general pattern of temperature for Alaska. Then, refer students to the temperature map for Hawaii. Ask students to predict what the elevation and land features of various islands are by using the temperature map. Then, compare their predictions to the relief map of Hawaii located at this website: < HYPERLINK " Make and display overhead transparencies of the Annual Mean Total Precipitation and the Annual Mean Total Precipitation for Alaska and Hawaii maps located in the Supplemental Materials (Unit 2, Lesson 4). Guide a discussion of the maps using the following questions: In general, where are the wettest places in the United States? In general, where are the driest places? How does precipitation west of the Mississippi River compare with that east of the River? What patterns of precipitation exist in the United States? What patterns of precipitation exist on the Hawaiian Islands? Write the term climate on an overhead transparency or board and remind students that climate refers to weather over a long period of time. Explain that the temperature and precipitation maps they have been using help geographers to understand about climate in the United States. Give each student a copy of the Climate Data for Selected Cities chart located in the Supplemental Materials (Unit 2, Lesson 4). Explain that charts and graphs are also used by geographers to understand climate. Use the following questions to guide a discussion relating to the data on the chart: How does the climate of Albuquerque, New Mexico differ from that of Detroit? What two cities have very similar climates? What appears to be the coldest city? What appears to be the hottest city? It might be helpful to have students work with a partner to answer these questions and then review them with the entire class. If desired use the climate data for an integrated math lesson in which students order the given set of data, find the median, and specify the range of values. Make and display an overhead transparency of the Mystery Map located in the Supplemental Materials (Unit 2, Lesson 4). Ask students what they think this special purpose map represents. Discuss their answers and then explain that this map shows a satellite view of the United States at night. Guide students to understand that the bright areas on the map relate to where lights are shining in the United States at night. Guide students to recognize that there are usually more lights in urban areas than rural areas. Then, ask students what population patterns can be seen on the map. Possible answers include:

80 Coastal areas tend to have a lot of people. The U.S. has several large cities and metropolitan areas. There are fewer people in the western part of the United States. There is a huge population center in the Northeast. Alaska does not have many people. One of the Hawaiian Islands has a lot more people than the others. Give each student a copy of the Metropolitan Areas map located in Supplemental Materials (Unit 2, Lesson 4). Display the Mystery Map overhead again and have students use the Metropolitan Areas map to locate specific cities and metropolitan areas on the Mystery Map. Write the term population density on a board or overhead transparency. Explain that this term refers to the number of people living in a certain area, usually a square mile. Explain that the average population density of the United States is about 80 people per square mile but as the two maps used in Step 12 show, there are great differences in population density across the country. Explain that historians are also interested in population-based maps. Ask students to put on their historian s hats as you display an overhead transparency of the Exploration and Settlement map located in the Supplemental Materials (Unit 2, Lesson 4). Ask students to draw conclusions about the population of the United States during this time period. Possible answers include: People lived mainly east of the Mississippi River. In some areas like Florida there were very few settlers. There were not many cities. Only the area around Detroit had been settled in Michigan. Make and display an overhead transparency of the Exploration and Settlement Map located in the Supplemental Materials (Unit 2, Lesson 4). Ask students what differences they notice from the previous map. Guide students in a discussion of the map, highlighting the following: The areas of settlement had grown a lot. People had moved westward. People had settled along the Pacific coast. People were not settled in the southern part of the Lower Peninsula of Michigan. People had begun to settle in Florida, but most of Florida still had few settlers. There were more cities now. Display copies of each of the maps used in this lesson on a bulletin board and guide a culminating discussion about the maps using these questions: How do the various maps help us better understand the geography of the

81 United States? How are the maps alike and different? In what ways are the maps related? Assessment An assessment in which students have to interpret a special purpose map on Annual Mean Total Snowfall has been included in the Supplemental Materials (Unit 2, Lesson 4) as well as a sheet showing sample answers. In addition, students could be presented with the following scenario and asked to come up with an answer: You have been assigned the job of teaching someone who knows nothing about the United States important information about its geography. You can only use one map from this lesson. Which map would you choose and why? 4 th Grade United States Studies Unit 2: The United States in Spatial Terms Lesson 4 SS Michigan Citizenship Collaborative Curriculum Page PAGE 4 of NUMPAGES 6 HYPERLINK " October 7, 2008

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84 4 th Grade United States Studies SS Unit 2: The United States in Spatial Terms Lesson 4 Graphic Organizer Height above sea level Precipitation Elevation Climate Factors Influencing Climate SPECIAL PURPOSE MAPS Temperature Population Density People per square mile Michigan Citizenship Collaborative Curriculum Page 1 of 16 July 28, 2009

85 4 th Grade United States Studies SS Unit 2: The United States in Spatial Terms Lesson 4 Big Ideas Card Big Ideas of Lesson 4, Unit 2 1. Special purpose maps show characteristics of an area such as elevation, climate, and population density. 2. Elevation is the how high a place is above sea level. 3. Climate is weather over a long period of time. 4. The climate of an area is influenced by many factors including how close the area is to a large body of water, how far it is from the equator, and the elevation of the area. 5. Population density is the number of people living in a certain area. 6. Elevation, climate, and population density vary a great deal in the United States. Michigan Citizenship Collaborative Curriculum Page 2 of 16 July 28, 2009

86 4 th Grade United States Studies SS Unit 2: The United States in Spatial Terms Lesson 4 Word Cards Word Cards from previous lessons needed for this lesson: Physical Characteristics Word Card #11 From Lesson 2 Human Characteristics Word Card #25 from Lesson 3 27 special purpose maps maps that show characteristics of an area such as land use, population density, or natural resources Example: Studying special purpose maps can help you better understand a region. 29 climate weather over a long period of time Example: The United States has many different climate regions. (SS040204) (SS040204) 28 elevation the height of a area above sea level Example: The elevation of an area affects climate and vegetation. 30 precipitation water that falls to the ground as rain, sleet, hail or snow (SS040204) Example: Many areas of the United States get a lot of snow as the main form of precipitation. (SS040204) Michigan Citizenship Collaborative Curriculum Page 3 of 16 July 28, 2009

87 4 th Grade United States Studies SS Unit 2: The United States in Spatial Terms Lesson 4 31 temperature how hot or cold the air is 32 population the number of people Example: In some areas of the United States the temperatures are very cold. Example: The population of United States is much larger than the population of Canada. (SS040204) (SS040204) 33 population density the number of people living in a certain area Example: The population density is greater in urban than rural areas. (SS040204) 34 metropolitan area a large city and the surrounding areas including towns, other cities, and suburbs Example: There are many metropolitan areas in the United States. (SS040204) Michigan Citizenship Collaborative Curriculum Page 4 of 16 July 28, 2009

88 4 th Grade United States Studies SS Unit 2: The United States in Spatial Terms Lesson 4 Source: The Geographic Face of the Nation: Elevation. 23 Sept < Michigan Citizenship Collaborative Curriculum Page 5 of 16 July 28, 2009

89 4 th Grade United States Studies SS Unit 2: The United States in Spatial Terms Lesson 4 Source: Annual Mean Daily Average Temperature Map. 22 Sept < Michigan Citizenship Collaborative Curriculum Page 6 of 16 July 28, 2009

90 4 th Grade United States Studies SS Unit 2: The United States in Spatial Terms Lesson 4 Alaska and Hawaii Annual Mean Daily Temperature Maps Source: Annual Mean Daily Average Temperature Map for Alaska. 22 Sept < Source: Annual Mean Daily Average Temperature Map for Hawaii. 22 Sept < Michigan Citizenship Collaborative Curriculum Page 7 of 16 July 28, 2009

91 4 th Grade United States Studies SS Unit 2: The United States in Spatial Terms Lesson 4 Source: Annual Mean Total Precipitation Map. 22 Sept < Michigan Citizenship Collaborative Curriculum Page 8 of 16 July 28, 2009

92 4 th Grade United States Studies SS Unit 2: The United States in Spatial Terms Lesson 4 Annual Mean Total Precipitation for Alaska and Hawaii Source: Annual Mean Total Precipitation for Alaska. 22 Sept < Source: Annual Mean Total Precipitation for Hawaii. 22 Sept < Michigan Citizenship Collaborative Curriculum Page 9 of 16 July 28, 2009

93 4 th Grade United States Studies SS Unit 2: The United States in Spatial Terms Lesson 4 City Climate Data for Selected Cities Average monthly temperature ( F) 1 Precipitation Snowfall 2 Jan. April July Oct. Average annual (in.) 1 (days) Average annual (in.) Albuquerque, N.M Anchorage, Alaska Atlanta, Ga Boston, Mass Cheyenne, Wyo Chicago, Ill Denver, Colo Detroit, Mich Duluth, Minn Fargo, N.D Helena, Mont Honolulu, Hawaii Houston, Texas trace Jackson, Miss Las Vegas, Nev Los Angeles, Calif trace Miami, Fla trace New Orleans, La trace New York, N.Y Phoenix, Ariz trace Portland, Maine Salt Lake City, Utah Seattle-Tacoma, Wash Sioux Falls, S.D Tulsa, Okla Vero Beach, Fla trace Washington, D.C Wichita, Kan Wilmington, Del (Data rounded to nearest whole number) 1 Based on 30-year period Includes ice pellets and sleet; data since April 1988 also includes hail. Source: Climate Data For Selected Cities. 22 Sept < Michigan Citizenship Collaborative Curriculum Page 10 of 16 July 28, 2009

94 4 th Grade United States Studies SS Unit 2: The United States in Spatial Terms Lesson 4 MYSTERY MAP Michigan Citizenship Collaborative Curriculum Page 11 of 16 July 28, 2009

95 4 th Grade United States Studies SS Unit 2: The United States in Spatial Terms Lesson 4 Metropolitan Areas Source: < Michigan Citizenship Collaborative Curriculum Page 12 of 16 July 28, 2009

96 4 th Grade United States Studies SS Unit 2: The United States in Spatial Terms Lesson 4 EXPLORATION AND SETTLEMENT Source: < Michigan Citizenship Collaborative Curriculum Page 13 of 16 July 28, 2009

97 4 th Grade United States Studies SS Unit 2: The United States in Spatial Terms Lesson 4 EXPLORATION AND SETTLEMENT Source: < Michigan Citizenship Collaborative Curriculum Page 14 of 16 July 28, 2009

98 4 th Grade United States Studies SS Unit 2: The United States in Spatial Terms Lesson 4 Assessment Source: Annual Mean Total Snowfall. 22 Sept < What are three conclusions you can draw from this map? Michigan Citizenship Collaborative Curriculum Page 15 of 16 July 28, 2009

99 4 th Grade United States Studies SS Unit 2: The United States in Spatial Terms Lesson 4 Assessment Sample Answers Source: Annual Mean Total Snowfall. 22 Sept < What are three conclusions you can draw from this map? Areas of high elevation get a lot of snow. A snowfall map can be used to show where areas of high elevation are. New York gets more snow than Michigan. Some areas of the United States do not get any snow. For example, Florida and along the Gulf of Mexico do not get snow. Areas along the Great Lakes get a lot of snow. The western part of the United States gets more snow than the eastern part. There are some areas in the Southwest that get as much snow as Maine. Michigan Citizenship Collaborative Curriculum Page 16 of 16 July 28, 2009

100 Lesson 5: A Closer Look at U.S. Regions Big Ideas of the Lesson A region is an area with at least one characteristic or feature that sets it apart from other areas. Geographers say that these common characteristics or features help bind a region together. Regions make it easier to study large places like the world, continents, and countries. Regions can be based on many different natural characteristics such as landforms or climate. Regions can also be based on cultural characteristics like the kinds of work people do. Lesson Abstract: This lesson begins with a review of the concept of region and a discussion of how common criteria or characteristics allow people to create regions from larger areas. Students learn that geographers construct regions to make it easier to study large places like the United States. Next, students explore landform regions and climate regions of the U.S. Working in pairs, students then use a map of the United States to describe two additional ways to divide the country into regions. Drawing upon a variety of maps including census maps, corporate maps, and maps from textbooks, students compare the multiple ways the United States can be divided into regions. Finally, students make predictions about Mystery Regions based on maps and their prior knowledge. Content Expectations 4 - G2.0.1: Describe ways in which the United States can be divided into different regions (e.g., political regions, economic regions, landform regions, vegetation regions). Key Concepts climate human and physical characteristics of place regions relative location special purpose maps topography Instructional Resources Equipment/Manipulative Overhead projector

101 A large U.S. physical map Student Resource U.S. Regions. Wikipedia. 7 October 2008 < HYPERLINK " wiki/regions_of_the_u.s.#the_belts" Regions_of_the_U.S.#The_Belts>. Teacher Resource Census Regions Map. United States Census Department. 7 October 2008 < HYPERLINK " Egbo, Carol. Supplemental Materials (Unit 2, Lesson 5). Teacher-made material. Michigan Citizenship Collaborative, EPA Regions Map. United States Environmental Protection Agency. 7 October 2008 HYPERLINK " Federal Reserve Bank Districts Map. Federal Reserve Bank. 7 October 2008 < HYPERLINK " Four Corners Map. Wikipedia. 7 October 2008 < HYPERLINK " en.wikipedia.org/wiki/image:fourcorners-us.jpg" wiki/image:fourcorners-us.jpg>. Regions of the U.S. Digital Petroleum Atlas. Wikipedia. 7 October 2008 < HYPERLINK " Regions Maps. Wikipedia. 7 October 2008 < HYPERLINK " en.wikipedia.org/wiki/regions_of_the_u.s.#the_belts" en.wikipedia.org/wiki/regions_of_the_u.s.#the_belts>. Rust Belt Map. Wikipedia. 7 October 2008 < HYPERLINK " en.wikipedia.org/wiki/image:rust-belt-map.jpg" wiki/image:rust-belt-map.jpg>. Snow Belt Map. Wikipedia. 7 October 2008 < HYPERLINK " en.wikipedia.org/wiki/image:snowbeltus.png" Image:Snowbeltus.PNG>. Sun Belt Map. Wikipedia. 7 October 2008 < HYPERLINK " wiki/image:map_of_usa_highlighting_sun_belt.png" en.wikipedia.org/wiki/image:map_of_usa_highlighting_sun_belt.png>.

102 Time Zone Map. Wikipedia. 7 October 2008 < HYPERLINK " en.wikipedia.org/wiki/image:national-atlas-timezones-2006.gif" en.wikipedia.org/wiki/image:national-atlas-timezones-2006.gif>. Water: Regional and State Links. U.S. Environmental Protection Agency. 7 October 2008 < HYPERLINK " Lesson Sequence Using an overhead transparency of the Questions Geographers Ask located in the Supplemental Materials (Unit 2, Lesson 5), point out the geographic theme of region. Remind students that a region is an area with at least one characteristic or feature that sets it apart from other areas. Geographers say that these common features, or characteristics, help bind a region together. Explain that using the concept of region makes it easier to study the geography of large places such as the world, continents, and countries. Explain that regions are used today to study the geography of the United States. Because the United States is such a large country, it would be difficult to study the country one state at a time. Therefore, geographers have found ways to divide the country into regions. Explain that one way to regionalize the U.S. is to divide it into landform regions. Remind students that landforms are physical or natural characteristics on the earth s surface such as plains, mountains, and valleys. Make and display an overhead transparency of Landform Regions of the United States, Overhead #2, located in the Supplemental Materials (Unit 2, Lesson 5) to explore this idea. Make sure to point out these regions on a U.S. map. You can also use one of the maps included with Lesson 2 of this unit. Explain that another way to divide the United States into regions is by using climate. Remind students that climate is the weather in an area over time. In the previous lesson students interpreted climate maps based on temperature and precipitation. Explain that geographers define several different climate regions showing variations in temperature and precipitation. For example, one climate region is referred to as tropical wet. This type of climate is hot and rainy all year around. The only place with this type of climate in the U.S. is Hawaii. Ask students to predict the number of climate regions in the United States. Discuss student responses and then tell students that our country has eleven different climate regions. Ask students why they think our country has so many different kinds of climate. Discuss student responses. Possible answers include: The U.S. is a very large country so it is likely to have many climates. The U.S. has great variety in geography. Landforms and bodies of water affect climate. The U.S. has states that are very different from each other such as Alaska and

103 Hawaii. Make and display an overhead transparency of Climate Regions of the United States, Overhead #3, located in the Supplemental Materials (Unit 2, Lesson 5). Use the transparency to explore these regions. Make sure to point out these regions on a U.S. map. Make sure to point out that Michigan belongs to the Continental Climate Region. Note that different atlases and different textbooks classify the climates of the U.S. in different ways. Instead of eleven climate regions as shown here, some resources reference only six: tropical, desert, marine, continental, polar and highland. This is a more manageable group for fourth graders. Keep in mind, however, that the focus needs to be on understanding how climate can be used as a factor in creating regions and not on remembering specific climate regions and their characteristics. Divide students into pairs and give each pair a copy of the Dividing the United States into Regions activity sheet located in the Supplemental Materials (Unit 2, Lesson 5). Tell students to work together with their partner to find two ways to divide the U.S. into regions. Explain that they should make lines on the outline map to show the regions and then describe why they divided the country in this way. Provide students with a large wall map or desktop maps of the United States for reference. Encourage them to consider natural and human characteristics such as rivers, cities, vegetation, population, etc. when dividing the U.S. into regions. Give students time to work on the activity and then have them share their ideas with the entire class. Guide students in analyzing the various student methods of regionalizing the U.S. by exploring both unique solutions and those that are very common among many of the pairs. Note that possible ways to regionalize the U.S. include: Dividing it into two sections using the Mississippi River as the dividing line. Dividing it into two sections, one northern region and one southern region. Dividing it into four quadrants: northeast, southeast, northwest, southwest Dividing it into two coastal areas, one bordering the Atlantic and one bordering the Pacific, with one large middle section. Explain to students that a common way to divide the U.S. into regions is by dividing it into the five large areas. Show students these areas on an overhead transparency of Five Regions of the U.S., Overhead #4, located in the Supplemental Materials (Unit 2, Lesson 5). Explain that states in these regions are alike in the following ways: They are located in same part of country. They often have similar kinds of landforms, climate, and natural resources. People who live in the region often earn a living in similar ways. States in each region may also share similarities in history and culture.

104 Explain that it is also common to subdivide some of the five regions shown Five Regions of the U.S., Overhead #4, into smaller regions. The Middle West is commonly divided into the Great Lakes States and the Plains States. The Northeast Region is commonly divided into New England and the Middle Atlantic States. The West region is commonly divided into the Mountain States and the Pacific States. This creates eight regions. Use Eight Regions of the U.S., Overhead #5 located in the Supplemental Materials (Unit 2, Lesson 5) to discuss this division. Make sure students understand that there is no single correct way to regionalize the U.S. as many textbooks appear to suggest. There are many different ways. Emphasize that regionalizing a place depends on the common characteristics that one uses to categorize an area. Explain that there are many other ways to regionalize the U.S. in addition to the ones studied so far. Make and display an overhead transparency of Different Ways to Divide the U.S. into Regions, overheads 6, 7, and 8 located in the Supplemental Materials (Unit 2, Lesson 5). Use the transparencies to explore some alternative ways in which the U.S. can be regionalized. Write the following phrases on a board or overhead transparency: the Thumb, the Straits Region, Copper Country. Ask students to what these phrases refer. Guide students in remembering that these designate unique regions of Michigan. Explain that the U.S. also has many unique regions that don t fit any of the categorizations shown on Overheads 6-8. Give each student a copy of the Mystery Regions activity located in the Supplemental Materials (Unit 2, Lesson 5). Explain that students should examine each region and come up with an appropriate label for the region and a description of what common factor(s) or characteristic(s) make it a region. Before having students work with a partner, complete the first section which depicts the Rust Belt with the large group by modeling a Think Aloud process. An answer sheet has been included in the Supplemental Materials (Unit 2, Lesson 5). Ask students why they think there are so many different ways in which people have divided the U.S. into regions. Discuss student responses. Possible answers include: People have different purposes for dividing the U.S. into regions. The U.S. is big so there are many different ways to divide it into regions. Regions can be based on many different common natural and human characteristics including population, landforms, history, culture, natural resources, etc. Assessment The Mystery Regions activity from Step 10 can be used as an assessment. In addition, students could work in small groups as advisors to a textbook publisher to recommend two different maps that regionalize the United States and explain

105 the reasons for their selections. 4 th Grade United States Studies Unit 2: The United States in Spatial Terms SS Lesson 5 Michigan Citizenship Collaborative Curriculum Page PAGE 5 of NUMPAGES 5 HYPERLINK " October 8, 2008

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107 4 th Grade United States Studies SS Unit 2: The United States in Spatial Terms Lesson 5 Graphic Organizer Climates Landforms Atlantic Coastal Plain Appalachian Mts. Interior Plains Rocky Mts. Intermountain Region Pacific Mts. and Valleys Tropical Desert Marine Continental Polar Highland Unique Regions Rust Belt Sun Belt Deep South The Four Corners United States Regions Eight Regions New England Middle Atlantic Southeast Great Lakes States Plains States Southwest Pacific State Mountain States Other Regions Time Zones Census Districts Federal Reserve Bank Districts Federal Judicial Districts Five Regions Northeast Southeast Middle West Southwest West Michigan Citizenship Collaborative Curriculum Page 1 of 15 July 28, 2009

108 4 th Grade United States Studies SS Unit 2: The United States in Spatial Terms Lesson 5 Big Ideas Card Big Ideas Lesson 5, Unit 2 1. A region is an area with at least one characteristic or feature that sets it apart from other areas. Geographers say that these common characteristics or features help bind a region together. 2. Regions make it easier to study large places like the world, continents, and countries. 3. Regions can be based on many different natural characteristics such as landforms or climate. 4. Regions can also be based on cultural characteristics like the kinds of work people do. Michigan Citizenship Collaborative Curriculum Page 2 of 15 July 28, 2009

109 4 th Grade United States Studies SS Unit 2: The United States in Spatial Terms Lesson 5 Word Cards Word Cards from previous lessons needed for this lesson: Fundamental Themes of Geography Word Card #1 from Lesson 1 Landforms Word Card #12 from Lesson 2 Physical Characteristics Word Card #11 From Lesson 2 Human Characteristics Word Card #25 from Lesson 3 Climate Word Card #29 from Lesson 4 35 region an area with one or more common characteristics or features Example: There are many different ways to divide the United States into regions. (SS040205) Michigan Citizenship Collaborative Curriculum Page 3 of 15 July 28, 2009

110 4 th Grade United States Studies SS Unit 2: The United States in Spatial Terms Lesson 5 Questions Geographers Ask Overhead #1 Theme Location Where is it? Questions What is its absolute location? What is its relative location? Place What is it like there? What are its natural characteristics? What are its human characteristics? Human/Environment Interaction How do people interact with the environment? How have people used the environment? How have people adapted to the environment? How have people modified or changed the environment? Movement How is the place connected to other places? How and why have people, goods, and ideas moved in and out of the place? Regions How might common geographic characteristics help us understand this place? How can the place be divided into regions? To what regions does the place belong? Michigan Citizenship Collaborative Curriculum Page 4 of 15 July 28, 2009

111 4 th Grade United States Studies SS Unit 2: The United States in Spatial Terms Lesson 5 LANDFORM REGIONS OF THE UNITED STATES Overhead #2 Atlantic Coastal Plain: A large, fertile plain that runs along the Atlantic Coast and the Gulf of Mexico. It extends into part of Texas. Appalachian Mountains: A region of tree-covered mountains that runs several hundreds miles inland, from New England in the northeast to Alabama in the south. Interior Plains: This region is made up of two plains areas. The Central Plains in the eastern part is mostly flat with some rolling hills and good farm land. In the western part, the Great Plains is a much flatter area that rises to meet the base of the Rocky Mountains. Rocky Mountains: This mountainous area covers much of the western United States. Intermountain Region: This region lies between the Rocky Mountains and mountains farther west. Part of this region is the Great Basin. This region also has many plateaus and canyons. Pacific Mountains and Valleys Region: This region is made up of separate mountain ranges and a series of valleys that lie between those ranges. Michigan Citizenship Collaborative Curriculum Page 5 of 15 July 28, 2009

112 4 th Grade United States Studies SS Unit 2: The United States in Spatial Terms Lesson 5 Climate Regions of the United States Overhead #3 Climate Region Characteristics Where found Hot and rainy all Tropical Wet Hawaii year Tropical wet and dry Desert Hot; rainy and dry seasons Dry, either hot or cold Tip of Florida near Miami Southwestern part of the U.S. Semiarid Mediterranean Humid Subtropical Marine Continental Subpolar Short rainy season Hot dry summer, mild rainy winter Hot rainy summer, mild rainy winter Cool and wet Hot summer, cold winter Short cool summer, long cold winter Much of the western part of the U.S. Much of California Southeast quarter of the U.S. Along Pacific coast in Washington, Oregon and northern California Northeast quarter of the U.S. Southern Alaska Polar Cold all year Northern Alaska Highland Climate varies with elevation Mountain areas in the western part of the U.S. Michigan Citizenship Collaborative Curriculum Page 6 of 15 July 28, 2009

113 4 th Grade United States Studies SS Unit 2: The United States in Spatial Terms Lesson 5 Dividing the United States into Regions Describe the regions. Why did you divide it this way? Describe the regions. Why did you divide it this way? Michigan Citizenship Collaborative Curriculum Page 7 of 15 July 28, 2009

114 4 th Grade United States Studies SS Unit 2: The United States in Spatial Terms Lesson 5 Five Regions of the U.S. Overhead #4 West Middle West Northeast Southwest Southeast Michigan Citizenship Collaborative Curriculum Page 8 of 15 July 28, 2009

115 4 th Grade United States Studies SS Unit 2: The United States in Spatial Terms Lesson 5 Eight Regions of the U.S. Overhead #5 Region New England Middle Atlantic Southeast Great Lakes States Plains States Southwest Pacific States Mountain States States Connecticut, Maine, Massachusetts, New Hampshire, Rhode Island, Vermont Delaware, Maryland, New Jersey, New York, Pennsylvania Alabama, Arkansas, Florida, Georgia, Kentucky, Louisiana, Mississippi, North Carolina, South Carolina, Tennessee, Virginia, West Virginia Illinois, Indiana, Michigan, Minnesota, Ohio, Wisconsin Iowa, Kansas, Missouri, Nebraska, North Dakota, South Dakota Arizona, New Mexico, Oklahoma, Texas Alaska, California, Hawaii, Oregon, Washington Colorado, Idaho, Montana, Nevada, Utah, Wyoming Michigan Citizenship Collaborative Curriculum Page 9 of 15 July 28, 2009

116 4 th Grade United States Studies SS Unit 2: The United States in Spatial Terms Lesson 5 Different Ways to Divide the U.S. into Regions Overhead #6 EPA Map Digital Petroleum Atlas Map Michigan Citizenship Collaborative Curriculum Page 10 of 15 July 28, 2009

117 4 th Grade United States Studies SS Unit 2: The United States in Spatial Terms Lesson 5 Different Ways to Divide the U.S. into Regions Overhead #7 Michigan Citizenship Collaborative Curriculum Page 11 of 15 July 28, 2009

118 4 th Grade United States Studies SS Unit 2: The United States in Spatial Terms Lesson 5 Different Ways to Divide the U.S. into Regions Overhead #8 Michigan Citizenship Collaborative Curriculum Page 12 of 15 July 28, 2009

119 4 th Grade United States Studies SS Unit 2: The United States in Spatial Terms Lesson 5 Mystery Regions of the United States What would be a good label for this region? What makes this a region? What would be a good label for this region? What makes this a region? What would be a good label for this region? What makes this a region? Michigan Citizenship Collaborative Curriculum Page 13 of 15 July 28, 2009

120 4 th Grade United States Studies SS Unit 2: The United States in Spatial Terms Lesson 5 What would be a good label for this region? What makes this a region? What would be a good label for this region? What makes this a region? What would be a good label for this region? What makes this a region? Source: Regions Maps. 8 October 2008 < Michigan Citizenship Collaborative Curriculum Page 14 of 15 July 28, 2009

121 4 th Grade United States Studies SS Unit 2: The United States in Spatial Terms Lesson 5 Mystery Regions of the United States Answer Sheet The Rust Belt The Sun Belt An area of heavy manufacturing The term rust belt came from the collapse of the steel industry and the decline of other kinds of heavy manufacturing An area stretching across the South and Southwest where it is sunny and warm This region has had lots of recent population growth The Snow Belt A region downwind of the Great Lakes where there is heavy snowfall The Corn Belt A region of the Middle West where corn is the main cash crop The Four Corners A region made up of southwest Colorado, northwest New Mexico, northeast Arizona and southeast Utah This is an area where these four states touch the only place in the U.S. that is on the borders of as many as four states. The Deep South A sub-region of the South separate from the Upper South also called the Lower South or the Cotton States. Michigan Citizenship Collaborative Curriculum Page 15 of 15 July 28, 2009

122 Lesson 6: Comparing Two Regions of the United States Big Ideas of the Lesson A region is an area with at least one geographic characteristic or feature sets it apart from other areas. Geographers say that these common characteristics or features help bind a region together. Michigan and seven other states that border one or more of the Great Lakes make up the Great Lakes region. The Great Lakes have influenced the history, climate, economic activities, transportation networks, and culture of the Great Lakes region. To better understand the geography of the United States it is useful to compare different regions. The Southwest region and the Pacific Northwest region are interesting regions to compare to the Great Lakes region. Lesson Abstract: This lesson begins with a review of regions to which Michigan belongs including the Midwest, the Great Lakes region, and the Rust Belt region. Students examine how common geographic criteria or characteristics enable people to create regions. Then, students use a variety of resources to identify and describe significant physical and human characteristics of the Great Lakes region. In addition, they explore the geographic theme of movement by examining the Great Lakes/St Lawrence Seaway System. Students work together to summarize what they have learned about the Great Lakes region on a chart. Using books, special purpose maps, and/or internet resources, students work in pairs to research either the Southwest region or the Pacific Northwest region of the United States. They summarize what they have learned on a chart and then compare that region to the Great Lakes region by writing an informational comparative piece. This provides foundational knowledge for the Native American regional comparison required in grade 5. Content Expectations 4 - G2.0.1: Describe ways in which the United States can be divided into different regions (e.g., political regions, economic regions, landform regions, vegetation regions). 4 - G2.0.2: Compare human and physical characteristics of a region to which Michigan belongs (e.g., Great Lakes, Midwest) with those of another region in the United States. Integrated GLCE s

123 R.NT.04.01: Describe the shared human experience depicted in classic, multicultural and contemporary literature recognized for quality and literary merit. W.GN.04.03: Write an informational comparative piece that demonstrates understanding of central and supporting ideas using an effective organizational pattern (e.g., compare/contrast) and informational text features. W.PR.04.02: Apply a variety of pre-writing strategies for both narrative and informational writing (e.g., graphic organizers such as maps, webs, Venn diagrams) in order to generate, sequence, and structure ideas (e.g., plot, setting, conflicts/resolutions, definition/description, or chronological sequence). Key Concepts climate human and physical characteristics of place regions topography Instructional Resources Equipment/Manipulative Overhead projector Student Resource The American Southwest. National Parks of the American Southwest. 7 October 2008 < HYPERLINK " American Southwest. 7 October 2008 < HYPERLINK " nr/travel/amsw/" Center for the Study of the Pacific Northwest. 7 October 2008 < HYPERLINK " Climate: The Northwest Region. 7 October 2008 < HYPERLINK " weathereye.kgan.com/cadet/climate/climate_northwest.html" weathereye.kgan.com/cadet/climate/climate_northwest.html>. Climate: The Southwest Region. 7 October 2008 < HYPERLINK " weathereye.kgan.com/cadet/climate/climate_southwest.html" weathereye.kgan.com/cadet/climate/climate_southwest.html>. Google Earth. 7 October 2008 < HYPERLINK "

124 google.earth.com>. The Great Lakes Atlas. Environmental Department of Canada. 7 October 2008 < HYPERLINK " Great Lakes Photo Gallery. Streetwater Visions. 7 October 2008 < HYPERLINK " Great Lakes Map and Quiz Printout. Enchanted Learning. 7 October 2008 < HYPERLINK " greatlakes.shtml" greatlakes.shtml>. Holling, Holling Clancy. Paddle-to-the-Sea. Boston: Houghton Mifflin, Life in the USA: U.S. Regions. USA Study Guide Website. 7 October 2008 < HYPERLINK " Map of the North Pacific Coast. Outline of American Geography. 7 October 2008 < HYPERLINK " Map of the Southwest Border Area. Outline of American Geography. 7 October 2008 < HYPERLINK " map12.htm" Nature of the Northwest. 7 October 2008 < HYPERLINK " The North Pacific Coast. Outline of American Geography. 7 October 2008 < HYPERLINK " usa.usembassy.de/etexts/outgeogr/geog15.htm>. Pacific Northwest. Wikipedia. 7 October 2008 < HYPERLINK " en.wikipedia.org/wiki/pacific_northwest" Pacific_Northwest>. Pacific Northwest Region. USDA Forest Service. 7 October 2008 < HYPERLINK " welcome.shtml>. Pacific Northwest Travel Guide and Directory. 7 October 2008 < HYPERLINK

125 " Paddle-to the-sea Video. Available from the following website for around $12.00: < HYPERLINK " store.criterion.com/product/show/31758>. The Southwest Border Area. Outline of American Geography. 7 October 2008 < HYPERLINK " usa.usembassy.de/etexts/outgeogr/geog13.htm>. The Southwest Region. 7 October 2008 < HYPERLINK " regions/southwest.html" The Southwest Region. US Embassy. 7 October 2008 < HYPERLINK " usa.usembassy.de/travel-regions.htm#southwest" usa.usembassy.de/travel-regions.htm#southwest>. Southwestern Region. U.S. Forest Service. 7 October 2008 < HYPERLINK " Southwestern United States. Wikipedia. 7 October 2008 < HYPERLINK " en.wikipedia.org/wiki/southwestern_united_states" en.wikipedia.org/wiki/southwestern_united_states.>. Virtual Seaway Map with Ship Locations. Great Lakes St. Lawrence Seaway System. 7 October 2008 < HYPERLINK " What is the Northwest? Go Northwest. 7 October 2008 < HYPERLINK " Teacher Resource The Great Lakes. Great Lakes Information Network. 7 October 2008 < HYPERLINK " lakes/>. Great Lakes Facts and Figures. Great Lakes Information Network. 7 October 2008 < HYPERLINK " Great Lakes System Map. 7 October 2008 < HYPERLINK "

126 Seaway Data. Great Lakes St. Lawrence Seaway System. 7 October 2008 < HYPERLINK " Supplemental Curriculum Materials for Paddle to the Sea. 7 October 2008 < HYPERLINK " nsgd.gso.uri.edu/ohsu/ohsue91001.pdf>. T.E.A.C.H. Great Lakes Education and Curriculum Homesite. Great Lakes Information Network. 7 October 2008 < HYPERLINK " Other Egbo, Carol. Supplemental Materials (Unit 2, Lesson 6).Teacher-made material. Michigan Citizenship Collaborative, Lesson Sequence Begin the lesson by reminding students that a region is an area with at least one geographic feature, or characteristic, which sets it apart from other areas. Ask students to list various U.S. regions to which Michigan belongs. Possible regions include the Middle West region, the Great Lakes region, and the Rust Belt. Explain that in this lesson students will be learning more about the Great Lakes Region and then researching another U.S. region with a partner. Make and display an overhead transparency of The Great Lakes Region, Overhead #1 located in the Supplemental Materials (Unit 2, Lesson 6). Guide students in identifying the states and Canadian provinces that make up the region. Explain that the darker area around the Great Lakes depicts the Great Lakes Drainage Basin. Review the bulleted information on the bottom section of the transparency with the class. Ask students to offer additional information about the Great Lakes that they remember from Grade 3 and their study of Michigan geography. Explain that the Great Lakes are the geographic characteristic or feature that sets this region apart from other U.S. regions. Tell students that the lakes have influenced the history, climate, economic activities, transportation, and culture of the places that make up this region. Give each student a copy of the Great Lakes Information Sheets and accompanying chart located in the Supplemental Materials (Unit 2, Lesson 6). Explain that students should read the sheets carefully and then summarize what they have learned about the Great Lakes on the chart. Note that this could be assigned as homework. Make and display an overhead transparency of Great Lakes/St. Lawrence Seaway System Map located in the Supplemental Materials (Unit 2, Lesson 6). Share the following information about the map:

127 This important transportation network is made up of physical characteristics or features like lakes and rivers. It is also made up of human characteristics or features such as lighthouses, ports, locks, and canals. This system connects the Great Lakes region to the Atlantic Ocean and therefore the rest of the world. Note that the following website contains a virtual map of the Great Lakes system in which students can track ships as they move through the system: < HYPERLINK " index.html" index.html>. Remind students that Movement is one of the five fundamental themes of geography. Explain that the Great Lakes/St. Lawrence Seaway system greatly facilitates the movement of goods in the Great Lakes Region. Make and display an overhead transparency of Analyzing Data, Overhead #2 located in the Supplemental Materials (Unit 2, Lesson 6). Guide students in drawing conclusions based on the data. Possible conclusions include: Shipping is a very effective way to move goods. Shipping is more energy-efficient than using trucks or railroads to move goods. Ships can carry large amounts of goods. As a literature connection, you can read students the classic book Paddle-tothe-Sea. The book offers a great deal of information regarding the Great Lakes region and is well-worth the time it takes to read it to students. Note that if you decide to use the book, you may wish to start reading it right at the beginning of this lesson. Make and display an overhead transparency of The Great Lakes Region, Overhead #1, located in the Supplemental Materials (Unit 2, Lesson 6). Students can follow the journey made by the small wooden canoe on the transparency. Alternatively, the book includes a map for students to trace the journey made by the small wooden canoe. If time permits, you may want to have students gather additional information relating to the Great Lakes region at some of the websites listed in the Student Resources or in library books, textbooks, etc. Make and display overhead transparencies of the two Describing a Region charts located in the Supplemental Materials (Unit 2, Lesson 6). As a group complete the charts using information gathered from the Great Lakes Information Sheets used in Step 3, the book Paddle-to-the-Sea, and other resources used in the lesson. Note that a sample completed chart has also been included in the Supplemental Materials (Unit 2, Lesson 6). Explain that students will now repeat the process used to study the Great Lakes region for either the Southwest region of the U.S. or the Northwest region. Divide students in pairs and give each pair copies of the Describing a Region charts located in the Supplemental Materials (Unit 2, Lesson 6).

128 Assign half the pairs to the Southwest region and half to the Northwest region. Give students time to gather information about their assigned region. Encourage them to use multiple resources include websites listed in the Student Resources, library books, textbooks, etc. As they gather information have them summarize it on the chart. When students have completed the charts, create groups of four made up of one pair who researched the Southwest region and one pair who researched the Northwest region. Using their charts, have the pairs teach each other about their assigned region and compare it to what they know about the Great Lakes region. As a culminating activity or assessment for this lesson, have students write an informational comparative piece in which they compare and contrast the Great Lakes region and their assigned region from Steps 8 and 9. As a prewriting strategy have students construct a Venn diagram for the two regions. Assessment The research, small group discussions, and writing from Steps 8, 9, and 10 can be used as an assessment. 4 th Grade United States Studies Unit 2: The United States in Spatial Terms SS Lesson 6 Michigan Citizenship Collaborative Curriculum Page PAGE 6 of NUMPAGES 6 HYPERLINK " October 8, 2008

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131 4 th Grade United States Studies SS Unit 2: The United States in Spatial Terms Lesson 6 Graphic Organizer Location Climate Landforms Vegetation Bodies of Water Physical Characteristics Natural Resources Comparing Regions Cities Human Characteristics Population Economic Activities Transportation Networks Michigan Citizenship Collaborative Curriculum Page 1 of 13 July 28, 2009

132 4 th Grade United States Studies SS Unit 2: The United States in Spatial Terms Lesson 6 Big Ideas Card Big Ideas of Lesson 6, Unit 2 A region is an area with at least one geographic characteristic or feature sets it apart from other areas. Geographers say that these common characteristics or features help bind a region together. Michigan and seven other states that border one or more of the Great Lakes make up the Great Lakes region. The Great Lakes have influenced the history, climate, economic activities, transportation networks, and culture of the Great Lakes region. To better understand the geography of the United States it is useful to compare different regions. The Southwest region and the Pacific Northwest region are interesting regions to compare to the Great Lakes region. Michigan Citizenship Collaborative Curriculum Page 2 of 13 July 28, 2009

133 4 th Grade United States Studies SS Unit 2: The United States in Spatial Terms Lesson 6 Word Cards Word Cards from previous lessons needed for this lesson: Location Word Card #2 from Lesson 1 Physical Characteristics Word Card #11 from Lesson 2 Human Characteristics Word Card #25 from Lesson 3 Transportation Network Word Card #26 from Lesson 3 Climate Word Card #29 from Lesson 4 Population Word Card #32 from Lesson 4 Region Word Card #35 from Lesson 5 36 movement the geographic theme that explains how and why people, goods, and ideas move Example: The theme of movement helps us understand how places are connected to other places. (SS040206) 37 economic activities different ways people use resources and make goods and services. Example: Farming and mining are economic activities. (SS040206) Michigan Citizenship Collaborative Curriculum Page 3 of 13 July 28, 2009

134 4 th Grade United States Studies SS Unit 2: The United States in Spatial Terms Lesson 6 The Great Lakes Region Overhead #1 The Great Lakes hold one-fifth of the world s surface fresh water. The Great Lakes support a multi-billion dollar tourist and fishing industry. The Great Lakes region is the center of North America s industrial and agricultural heartland. Two countries, two Canadian provinces, eight American states, and hundreds of cities are part of the Great Lakes ecosystem. If you spread the water in the Great Lakes evenly across the continental U.S. the water would be about 9.5 feet deep. The Great Lakes basin is home to some 40 million Canadians and Americans. The Great Lakes and islands within them have more than 10,000 miles of coastline. Since early times, the Great Lakes have supported life and provided drinking water, transportation, power, and recreation. Source: The Great Lakes. Great Lakes Information Network. 8 October 2008 < Michigan Citizenship Collaborative Curriculum Page 4 of 13 July 28, 2009

135 4 th Grade United States Studies SS Unit 2: The United States in Spatial Terms Lesson 6 Great Lakes Information Sheets Lake Erie Lake Erie is the smallest of the Great Lakes. It measures 241 miles across and 57 miles from north to south. It has about 871 miles of shoreline. Lake Erie is the shallowest of the Great Lakes. Its average depth is only about 62 feet. At its deepest spot, it is only 210 feet. It warms quickly in spring and summer and often freezes over in winter. It is surrounded by land with very fertile soil so there are lots of farms. It also has a lot of industry near it and 13 busy ports. Lake Erie has been exposed to more stress than any other Great Lake. This has been caused by people, industry, and farming. Lake Huron Lake Huron measures about 206 miles across and 183 miles from north to south. It has a coastline of 3,827 miles. Two of its important coastline features are shallow, sandy beaches and the rocky shores of Georgian Bay. Lake Huron has 30,000 islands, including Manitoulin Island, which is the world s largest freshwater island. The average depth of the lake is 195 feet. At its deepest point it is 750 feet. Lake Huron is connected to Lake Michigan by the Straits of Mackinac. Lake Michigan Lake Michigan is the only Great Lake that lies entirely within the United States. It is about 118 miles wide and 307 miles long. Lake Michigan has more than 1,600 miles of shoreline. The average depth of Lake Michigan is 279 feet. At its deepest part it reaches 925 feet. The southern end of the lake has a large industrial region that includes Chicago. The northern part of the lake is in a colder, less developed region. The eastern shoreline of the lake has the largest collection of freshwater sand dunes in the world. Its shoreline also includes an important fruit-growing area. Michigan Citizenship Collaborative Curriculum Page 5 of 13 July 28, 2009

136 4 th Grade United States Studies SS Unit 2: The United States in Spatial Terms Lesson 6 Lake Ontario Lake Ontario is similar to Lake Erie in length and width. It is about 193 miles long and 53 miles from north to south. However, Lake Ontario is much deeper. Its average depth is about 283 feet. At its deepest point, Lake Ontario is around 800 feet. It holds almost four times the water of Lake Erie. Along its western shores is a large urban center including the Canadian cities of Hamilton and Toronto. The rest of its shoreline is mainly rural. Lake Ontario is connected to Lake Erie by the Niagara River. Niagara Falls prevented ships from moving between the two lakes so the Welland Canal was built. Lake Superior Lake Superior is the largest of the Great Lakes. It also has the largest surface area of any freshwater lake in the world. If you took all the water in Lake Superior you could fill all the other Great Lakes plus three more the size of Lake Erie! Lake Superior is also the deepest and the coldest. Its average depth is 500 feet. Its deepest point measures 1,332 feet. It is about 350 miles from east to west and about 160 miles from north to south. Its shoreline is about 2,800 miles. Much of the area around Lake Superior has heavy forests and few people. There is little farming because of a cool climate and poor soil nearby. Source of Facts: Great Lakes Facts and Figures. Great Lakes Information Network. 30 September 2008 < Michigan Citizenship Collaborative Curriculum Page 6 of 13 July 28, 2009

137 4 th Grade United States Studies SS Unit 2: The United States in Spatial Terms Lesson 6 Great Lakes Chart Lake Length and width Average depth Deepest part Important Facts Erie Huron Michigan Ontario Superior Michigan Citizenship Collaborative Curriculum Page 7 of 13 July 28, 2009

138 4 th Grade United States Studies SS Unit 2: The United States in Spatial Terms Lesson 6 Lake Length and width Completed Great Lakes Chart Average depth Deepest part Important Facts Erie 241 miles by 57 miles 62 ft. 210 ft. Smallest Shallowest Warms quickly in spring and freezes over in winter Has a lot of industry, farming, and people near it Huron 206 miles by 183 miles 195 Ft. 750 ft. Has sandy beaches and rocky shores Has a long coastline of about 3,800 miles Has over 30,000 islands Connected to Lake Michigan by the Straits of Mackinac Michigan 307 miles by 118 miles 279 ft. 925 ft. Only Great Lake entirely in the U.S. Southern end has a lot of industry and the city of Chicago Northern part colder and less developed Eastern shore has largest collection of freshwater dunes in the world Ontario 193 miles by 53 miles 283 ft. 800 ft. Similar to Lake Erie in size, but much deeper. Along western shore has large urban center Connected to Lake Erie by the Niagara River and the Welland Canal. Superior 350 miles by 160 miles 500 ft. 1,332 ft. Largest of the Great Lakes Deepest and the coldest Has a shoreline of about 2,800 miles Lots of forests around it and few people. Little farming because of a cool climate and poor soil Michigan Citizenship Collaborative Curriculum Page 8 of 13 July 28, 2009

139 4 th Grade United States Studies SS Unit 2: The United States in Spatial Terms Lesson 6 The Great Lakes/St. Lawrence Seaway System Source: Great Lakes System Map. 8 October 2008 < Michigan Citizenship Collaborative Curriculum Page 9 of 13 July 28, 2009

140 4 th Grade United States Studies SS Unit 2: The United States in Spatial Terms Lesson 6 Analyzing Data Overhead #2 Source: Seaway Data. Great Lakes St. Lawrence Seaway System. 8 October 2008 < Michigan Citizenship Collaborative Curriculum Page 10 of 13 July 28, 2009

141 4 th Grade United States Studies SS Unit 2: The United States in Spatial Terms Lesson 6 Describing a Region Chart #1 Region Location Climate Landforms Bodies of Water Vegetation Natural Resources Major Cities Michigan Citizenship Collaborative Curriculum Page 11 of 13 July 28, 2009

142 4 th Grade United States Studies SS Unit 2: The United States in Spatial Terms Lesson 6 Describing a Region Chart #2 Important Economic Activities Transportation Networks Population Factors Other Important Information Michigan Citizenship Collaborative Curriculum Page 12 of 13 July 28, 2009

143 4 th Grade United States Studies SS Unit 2: The United States in Spatial Terms Lesson 6 Describing a Region Charts Sample Answers Region Great Lakes Location In the northern part of the U.S in an area bordering the Great Lakes Four seasons Climate Lake Effect on temperature and precipitation Humid summers Sand dunes along some coastlines Bluffs along some coastlines Landforms Areas of high elevation in Pennsylvania and Minnesota Prairies The Great Lakes Bodies of Many rivers and inland lakes Water Waterfalls including Niagara Falls Vegetation A great variety of trees including pines, oaks, maples and fruit trees Minerals like iron ore and coal Natural Fertile soil Resources Water Trees Detroit Chicago Cleveland Major Cities Milwaukee Minneapolis Pittsburg Major center of industry Important Agriculture including corn, wheat, fruit, dairy products and soybeans Economic Activities Tourism Mining, Fishing, Lumbering Great Lakes/St. Lawrence Seaway System Transportation Railroad centers such as Chicago and Pittsburg Networks Interstate Highway system connecting major cities: I-75, I-80, I-94 Concentration of people along coastal areas of Great Lakes Population High density in population centers like Chicago Factors Areas with few people like the Upper Peninsula of Michigan and northern Minnesota Other Close connections with Canada Important Common problems relating to the Great Lakes Information Issues relating to Rust Belt problems Michigan Citizenship Collaborative Curriculum Page 13 of 13 July 28, 2009

144 Lesson 7: Describing the Geography of the United States Big Ideas of the Lesson Geographers ask a variety of questions when investigating the geography of a place like the United States. To answer the question Where is the United States located? geographers use concepts such as relative location, continent, hemisphere, equator, and direction. To answer the question What is it like there? geographers investigate both the physical and human characteristics. To answer the question How is it connected to other places? geographers use the concept of region. By identifying common characteristics that bind several locations together, geographers can divide the United States into regions in many different ways. Special purpose maps that show particular characteristics of an area (such as elevation, climate, and population density) can be used to answer geographic questions about the United States. Lesson Abstract This lesson reviews the content covered in the entire unit through a carousel writing strategy. Six large sheets of chart paper are posted in the room labeled: Location, Landforms, Climate, Bodies of Water, Human Characteristics and Regions. Working in small groups, students move from one chart to another adding examples, descriptions, definitions, etc. The charts are then reviewed in the large group and evaluated for accuracy. Students then participate in a culminating activity to either work in groups to create a book describing the geography of the United States or work independently to construct a visual about the geography of the United States. Content Expectations 4 - G1.0.1: Identify questions geographers ask in examining the United States (e.g., Where it is? What is it like there? How is it connected to other places?). 4 - G1.0.4: Use geographic tools and technologies, stories, songs, and pictures to answer geographic questions about the United States. Integrated GLCEs R.IT.04.01: Identify and describe the structure, elements, features, and purpose of a variety of informational genre including autobiography/

145 biography, personal essay, almanac, and newspaper. Key Concepts human and physical characteristics of place political boundaries regions relative location spatial perspective special purpose maps topography Instructional Resources Equipment/Manipulative Overhead projector Large chart paper 6 markers, each a different color Student Resource Neubecker, Robert. Wow! America. New York: Hyperion Books for Children, Other Egbo, Carol. Supplemental Materials (Unit 2, Lesson 7).Teacher-made material. Michigan Citizenship Collaborative, Lesson Sequence As preparation for this lesson have students gather together the Word Cards, Big Idea Cards, graphic organizers and other resources they have collected in the previous lessons of this unit. Then, label six large pieces of chart paper with the following: Location, Landforms, Climate, Bodies of Water, Human Characteristics, and Regions. Tape the charts up in six different locations in the room. Create six small groups of students and give each group a different color marker. Explain that groups will be moving around the room in a circle, from poster to poster. Each group will add information learned in the unit to the posters. Model with the poster labeled Landforms and write Rocky Mountains on the poster. Explain that information added could include examples, definitions, descriptions, etc. Assign each group a poster at which to begin. Have students add ideas to the poster. Then, using a signal such as bell, instruct the groups to move to the next poster. Continue the process until students have rotated through each chart. Then, have them return to their desks and refer to the Word Cards, graphic organizers, etc. they gathered in Step 1, looking for additional ideas to add to the posters. Have the groups return to the last poster they worked

146 on and add another idea. Continue until the groups are out of ideas. In the large group review the posters one at a time discussing the information written on them. Try to reach consensus on any piece of information over which there is a conflict. For example, if something inaccurate has been written, work together to correct it. As a culminating unit project you may wish to have students create a visual describing the geography of the United States. Two different options are offered below. Option One: Read students the first two or three pages of the book Wow! America! By Robert Neubecker. Discuss the structure of the book. Create a class book using the same structure. A Page Description Overhead and Planning Sheet have been included in the Supplemental Materials (Unit 2, Lesson 7) to facilitate the creation of the class book. Option Two: Have each student independently create a visual (e.g. poster, picture book, PowerPoint presentation, storyboard) that describes the geography of the United States including relative location, physical characteristics, human characteristics, two ways to divide the country into regions and a description of at least one specific region. Assessment The carousel writing small group project can be used as an assessment as well as one of the culminating projects. 4 th Grade United States Studies Unit 2: The United States in Spatial Terms Lesson 7 SS Michigan Citizenship Collaborative Curriculum Page PAGE 2 of NUMPAGES 3 HYPERLINK " October 8, 2008

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149 4 th Grade United States Studies SS Unit 2: The United States in Spatial Terms Lesson 7 Graphic Organizer Michigan Citizenship Collaborative Curriculum Page 1 of 5 July 28, 2009

150 4 th Grade United States Studies SS Unit 2: The United States in Spatial Terms Lesson 7 Big Ideas Card Big Ideas of Lesson 7, Unit 2 1. Geographers ask a variety of questions when investigating the geography of a place like the United States. 2. To answer the question Where is the United States located? geographers use concepts such as relative location, continent, hemisphere, equator, and direction. 3. To answer the question What is it like there? geographers investigate both the physical and human characteristics. 4. To answer the question How is it connected to other places? geographers use the concept of region. 5. By identifying common characteristics that bind several locations together, geographers can divide the United States into regions in many different ways. 6. Special purpose maps that show particular characteristics of an area (such as elevation, climate, and population density) can be used to answer geographic questions about the United States. Michigan Citizenship Collaborative Curriculum Page 2 of 5 July 28, 2009

151 4 th Grade United States Studies SS Unit 2: The United States in Spatial Terms Lesson 7 Word Cards Note: Since this is a culminating lesson it does not have any new Word Cards. It is suggested that students use all the Word Cards from the previous lesson in creating the required project for this lesson. Michigan Citizenship Collaborative Curriculum Page 3 of 5 July 28, 2009

152 4 th Grade United States Studies SS Unit 2: The United States in Spatial Terms Lesson 7 Creating a Wow! America! Book: Page Description Overhead WOW! Write a descriptive sentence here Draw your illustration in this large box. Write the characteristic here. Michigan Citizenship Collaborative Curriculum Page 4 of 5 July 28, 2009

153 4 th Grade United States Studies SS Unit 2: The United States in Spatial Terms Lesson 7 Planning Sheet WOW! Michigan Citizenship Collaborative Curriculum Page 5 of 5 July 28, 2009

154 4 th Grade United States Studies Unit 2: The United States in Spatial Terms Fourth Grade Social Studies Unit 2: The United States in Spatial Terms Student Name:

155 4th Grade United States Studies Unit 2: The United States in Spatial Terms Big Picture Graphic Overarching Question: How does the geography of the United States affect the way people live? Previous Unit: Foundations in Social Studies This Unit: The United States in Spatial Terms Next Unit: Human Geography in the United States Questions To Focus Assessment and Instruction: 1. What questions would geographers ask in examining the United States? 2. What tools and technologies would geographers use to answer geographic questions? 3. How might the United States be described using the concepts of location, place, and regions? Types of Thinking Classifying/Grouping Compare and Contrast Evidentiary Argument Research Michigan Citizenship Collaborative Curriculum Page 1 of 61

156 4th Grade United States Studies Unit 2: The United States in Spatial Terms Questions for Students In this unit, we are going to be learning about the United States in spatial terms. Think about the focus questions: 1. What questions would geographers ask in examining the United States? 2. What tools and technologies would geographers use to answer geographic questions? 3. How might the United States be described using the concepts of location, place, and regions? Use the chart below to write or draw about these questions. Things I Know Questions I Have Michigan Citizenship Collaborative Curriculum Page 2 of 61

157 4th Grade United States Studies Unit 2: The United States in Spatial Terms Lesson 1 Graphic Organizer Where is the United States located? Continent Hemisphere North America Equator Prime Meridian Political Boundaries Northern Hemisphere Western Hemisphere Mostly South of Canada Mostly North of Mexico Michigan Citizenship Collaborative Curriculum Page 3 of 61

158 4th Grade United States Studies Unit 2: The United States in Spatial Terms Big Ideas of Lesson 1, Unit 2 Location is where a place is on the Earth s surface. Geographers investigate both the absolute and relative location of places. A variety of geographic representations including maps and globes can help answer the question: Where is the United States located? The United States is located on the continent of North America. The United States is located in the Western Hemisphere of the Earth. It is also located in the Northern Hemisphere of the Earth. The equator and the Prime Meridian are used to define the hemispheres of Earth. Word Cards 1 the five themes of geography five big ideas that help people understand geography Example: Location is one of the five themes of geography. 2 location the geographic theme that answers the question Where is it? Example: Maps can be used to find out the location of a place. 3 relative location where a place is located in relation to other places Example: The United States is located north of the country of Mexico. 4 continent one of the seven large landmasses of the Earth Example: The United States is part of the continent of North America. Michigan Citizenship Collaborative Curriculum Page 4 of 61

159 4th Grade United States Studies Unit 2: The United States in Spatial Terms 5 political boundaries lines that define the border of a country or state Example: There is a political boundary between the United States and Canada. 6 hemisphere a region created when the Earth is divided in half Example: The Earth can be divided into the Western Hemisphere and the Eastern Hemisphere. It can also be divided into the Northern Hemisphere and the Southern Hemisphere. 7 Equator an imaginary line that divides the Earth into Northern and Southern hemispheres Example: The United States is located north of the equator. 8 Prime Meridian an imaginary line that divides the Earth into Western and Eastern Hemispheres Example: The United States is located west of the Prime Meridian. 9 absolute location the location of a point on the Earth by use of a grid system Example: We can find the absolute location of a place by using a globe. Michigan Citizenship Collaborative Curriculum Page 5 of 61

160 4th Grade United States Studies Unit 2: The United States in Spatial Terms Questions Geographers Ask Theme Location Where is it? Questions What is its absolute location? What is its relative location? Place What is it like there? What are its natural characteristics? What are its human characteristics? Human/Environment Interaction How do people interact with the environment? How have people used the environment? How have people adapted to the environment? How have people modified or changed the environment? Movement How is the place connected to other places? How and why have people, goods, and ideas moved in and out of the place? Regions How might common geographic characteristics help us understand this place? How can the place be divided into regions? To what regions does the place belong? Michigan Citizenship Collaborative Curriculum Page 6 of 61

161 4th Grade United States Studies Unit 2: The United States in Spatial Terms Outline Map of North America Source: Outline Map of North America. About.com. 7 October 2008 < Michigan Citizenship Collaborative Curriculum Page 7 of 61

162 4th Grade United States Studies Unit 2: The United States in Spatial Terms The Northern Hemisphere Source: The Northern Hemisphere. Wikimedia Commons. 7 October 2008 < Michigan Citizenship Collaborative Curriculum Page 8 of 61

163 4th Grade United States Studies Unit 2: The United States in Spatial Terms The Western Hemisphere Source: The Western Hemisphere. Wikimedia Commons. 7 October 2008 < Michigan Citizenship Collaborative Curriculum Page 9 of 61

164 4th Grade United States Studies Unit 2: The United States in Spatial Terms Describing the Relative Location of the United States By continent Using political boundaries By hemisphere Using the equator Using the Prime Meridian Think of one more way to describe the relative location of the U.S. Michigan Citizenship Collaborative Curriculum Page 10 of 61

165 4th Grade United States Studies Unit 2: The United States in Spatial Terms Lesson 2 Graphic Organizer plain coastal plain mountain range plateau valley LAND basin desert canyon Physical Characteristics of the United States ocean WATER gulf lake river system Michigan Citizenship Collaborative Curriculum Page 11 of 61

166 4th Grade United States Studies Unit 2: The United States in Spatial Terms Big Ideas of Lesson 2, Unit 2 Place is an important theme in geography. Geographers investigate both the physical and human characteristics of a place. Physical characteristics include landforms, bodies of water, climate, and vegetation. The United States has a wide variety of physical characteristics. Word Cards Word Cards from previous lessons needed for this lesson: Fundamental Themes of Geography Word Card #1 from Lesson 1 10 place the geographic theme that answers the question What is it like there? Example: Geographers use the theme of place to describe what an area is like. 11 physical characteristics geographic features that were not made by humans Example: Lakes, rivers, and mountains are physical characteristics of a place. 12 landforms different kinds of land on the Earth 13 mountain range a row of connected mountains Example: Mountains, hills, and islands are different landforms. Example: The Rockies and the Appalachian are two major mountain ranges in the United States. Michigan Citizenship Collaborative Curriculum Page 12 of 61

167 4th Grade United States Studies Unit 2: The United States in Spatial Terms 14 plain low-lying stretch of flat or gently rolling land Example: The Interior Plains are located in the central part of the United States. 15 coastal plain low land that lies along an ocean Example: A coastal plain is found along the Atlantic ocean in the eastern part of the United States. 16 plateau flat land with higher elevation than a plain Example: The Ozark Plateau is an example of a plateau located in the United States. 17 basin low area surrounded by higher land Example: The Great Basin is located in the western part of the United States. 18 valley a low piece of land between two hills or mountain ranges 19 canyon a deep, narrow valley with step sides Example: A large valley is located between the Sierra Nevada Mountains and the coastal mountains in California. Example: The Grand Canyon is an important landform located in the United States. Michigan Citizenship Collaborative Curriculum Page 13 of 61

168 4th Grade United States Studies Unit 2: The United States in Spatial Terms 20 desert a dry region that receives very little rain 21 vegetation the plants of an area Example: The Mohave Desert and the Sonoran Desert are located in the United States. Example: The vegetation of a desert is very different from that of a coastal plain. 22 gulf part of a sea or ocean that cuts into a mass of land Example: The United States borders the Gulf of Mexico. 23 river system a river and its tributaries Example: The Mississippi River system includes other rivers such as the Missouri River. 24 tributary a stream or river that flows into a larger stream or river Example: The Missouri River is a tributary of the Mississippi River. Michigan Citizenship Collaborative Curriculum Page 14 of 61

169 4 th Grade United States Studies Unit 2: The United States in Spatial Terms THIS LAND IS YOUR LAND Words and music by Woody Guthrie This land is your land, this land is my land From California, to the New York Island From the redwood forest, to the gulf stream waters This land was made for you and me As I was walking a ribbon of highway I saw above me an endless skyway I saw below me a golden valley This land was made for you and me I've roamed and rambled and I've followed my footsteps To the sparkling sands of her diamond deserts And all around me a voice was sounding This land was made for you and me The sun comes shining as I was strolling The wheat fields waving and the dust clouds rolling The fog was lifting a voice come chanting This land was made for you and me AMERICA THE BEAUTIFUL Words by Katharine Lee Bates O beautiful for spacious skies, For amber waves of grain, For purple mountain majesties Above the fruited plain! America! America! God shed his grace on thee And crown thy good with brotherhood From sea to shining sea!

170 4th Grade United States Studies Unit 2: The United States in Spatial Terms Physical Characteristics of the United States Physical Characteristic Definition United States Examples mountain range a row of connected mountains plain coastal plain plateau low-lying stretch of flat or gently rolling land low land that lies along an ocean flat land with higher elevation than a plain basin valley canyon river system low area surrounded by higher land a low piece of land between two hills or mountains a deep, narrow valley with steep sides a river and its tributaries gulf part of a sea or ocean that cuts into a mass of land desert a dry region that gets very little rain Michigan Citizenship Collaborative Curriculum Page 18 of 61

171 4 th Grade United States Studies Unit 2: The United States in Spatial Terms Digital Relief Map of the United States Source: Landforms of the United States - A Digital Shaded-Relief Portrayal. Michigan Citizenship Collaborative Curriculum Page 19 of 61

172 4 th Grade United States Studies Unit 2: The United States in Spatial Terms Landforms of the United States Michigan Citizenship Collaborative Curriculum Page 20 of 61

173 4 th Grade United States Studies Unit 2: The United States in Spatial Terms Deserts Map Source: Deserts in the United States. DesertUSA. 17 Sept < Michigan Citizenship Collaborative Curriculum Page 21 of 61

174 4 th Grade United States Studies Unit 2: The United States in Spatial Terms Lesson 3 Graphic Organizer Example: Human Features at the Grand Canyon Connections between human characteristics and physical characteristics Transportation Networks Human Characteristics of the United States Special Purpose Maps Example: Interstate Highway System Cities Specific Places Examples: Cities map Highway map Tourist map Examples: Examples: Size of cities Reasons for location Buildings Monuments Tourist Sites Michigan Citizenship Collaborative Curriculum Page 22 of 61

175 4 th Grade United States Studies Unit 2: The United States in Spatial Terms Big Ideas of Lesson 3, Unit 2 Geographers use physical and human characteristics to describe what a place is like. Human characteristics of a place are man-made features. Human characteristics of a place can include cities, highways, bridges, and buildings. Human characteristics are often closely connected to physical characteristics. For example, cities are often located near bodies of water and farms are often located in prairies. Word Cards Word Cards from previous lessons needed for this lesson: Fundamental Themes of Geography Word Card #1 from Lesson 1 Place Word Card #10 from Lesson 2 25 human characteristics geographic features that were made by people Example: Roads, bridges, and cities are human characteristics. 26 transportation network a system of roads, rail lines, ferry service, and other methods of connecting places Example: The Interstate Highway system is part of the transportation network in the United States. Michigan Citizenship Collaborative Curriculum Page 23 of 61

176 4 th Grade United States Studies Unit 2: The United States in Spatial Terms The Grand Canyon Source: Grand Canyon South Rim village Map. 7 October 2008 < Michigan Citizenship Collaborative Curriculum Page 24 of 61

177 4 th Grade United States Studies Unit 2: The United States in Spatial Terms Connecting Physical and Human Characteristics Physical Characteristic Related Human Characteristic Mountain range Plain Coastal plain River Valley Ocean Michigan Citizenship Collaborative Curriculum Page 25 of 61

178 4 th Grade United States Studies Unit 2: The United States in Spatial Terms City Search Directions: Use the map at the following website to help you answer these questions: 1. According to the map how many U.S. cities have over 1,000,000 people? 2. What are these cities? 3. What are four states that have no major cities according to this map? 4. Why do you think this is true? 5. Directions: Click on a variety of cities and find 4 examples of a physical characteristic that influenced the location and/or growth of the city. City Physical characteristic Michigan Citizenship Collaborative Curriculum Page 26 of 61

179 4 th Grade United States Studies Unit 2: The United States in Spatial Terms United States Interstate Highways Map Source: United States Interstate Highways Map. 7 October 2008 < Michigan Citizenship Collaborative Curriculum Page 27 of 61

180 4 th Grade United States Studies Unit 2: The United States in Spatial Terms Human Characteristics of the United States Mt. Rushmore Gateway Arch Disney World Statue of Liberty Golden Gate Bridge Washington Monument The White House Crazy Horse Memorial Vietnam Veteran s Memorial Sears Tower Empire State Building Hoover Dam Washington National Cathedral New Orleans Trans Alaska Pipeline The Alamo John F. Kennedy International Airport Black Thunder Mine Detroit-Windsor Tunnel Mesa Verde National Park California Highway One Aspen Ski Resort Seattle Space Needle Yankee Stadium Lombard Street, San Francisco Arlington National Cemetery The Mall of America Kitt Peak National Observatory Grand Central Station, New York City Michigan Citizenship Collaborative Curriculum Page 28 of 61

181 4 th Grade United States Studies Unit 2: The United States in Spatial Terms Human Characteristic Location Research Chart Date Constructed Purpose Other Information Illustration Michigan Citizenship Collaborative Curriculum Page 29 of 61

182 4 th Grade United States Studies Unit 2: The United States in Spatial Terms Lesson 4 Graphic Organizer Height above sea level Precipitation Elevation Climate Factors Influencing Climate SPECIAL PURPOSE MAPS Temperature Population Density People per square mile Michigan Citizenship Collaborative Curriculum Page 30 of 61

183 4 th Grade United States Studies Unit 2: The United States in Spatial Terms Big Ideas of Lesson 4, Unit 2 Special purpose maps show characteristics of an area such as elevation, climate, and population density. Elevation is the how high a place is above sea level. Climate is weather over a long period of time. The climate of an area is influenced by many factors including how close the area is to a large body of water, how far it is from the equator, and the elevation of the area. Population density is the number of people living in a certain area. Elevation, climate, and population density vary a great deal in the United States. Word Cards Word Cards from previous lessons needed for this lesson: Physical Characteristics Word Card #11 From Lesson 2 Human Characteristics Word Card #25 from Lesson 3 27 special purpose maps maps that show characteristics of an area such as land use, population density, or natural resources Example: Studying special purpose maps can help you better understand a region. 28 elevation the height of an area above sea level Example: The elevation of an area affects climate and vegetation. Michigan Citizenship Collaborative Curriculum Page 31 of 61

184 4 th Grade United States Studies Unit 2: The United States in Spatial Terms 29 climate weather over a long period of time Example: The United States has many different climate regions. 30 precipitation water that falls to the ground as rain, sleet, hail or snow Example: Many areas of the United States get a lot of snow as the main form of precipitation. 31 temperature how hot or cold the air is 32 population the number of people Example: In some areas of the United States the temperatures are very cold. Example: The population of United States is much larger than the population of Canada. 33 population density the number of people living in a certain area Example: The population density is greater in urban than rural areas. 34 metropolitan area a large city and the surrounding areas including towns, other cities, and suburbs Example: There are many metropolitan areas in the United States. Michigan Citizenship Collaborative Curriculum Page 32 of 61

185 4 th Grade United States Studies Unit 2: The United States in Spatial Terms Geographic Face of the Nation: Elevation. 23 Sept < Michigan Citizenship Collaborative Curriculum Page 33 of 61

186 4 th Grade United States Studies Unit 2: The United States in Spatial Terms Source: Annual Mean Daily Average Temperature Map. 22 Sept < Michigan Citizenship Collaborative Curriculum Page 34 of 61

187 4 th Grade United States Studies Unit 2: The United States in Spatial Terms Alaska and Hawaii Annual Mean Daily Temperature Maps Source: Annual Mean Daily Average Temperature Map for Alaska. 22 Sept < Source: Annual Mean Daily Average Temperature Map for Hawaii. 22 Sept < Michigan Citizenship Collaborative Curriculum Page 35 of 61

188 4 th Grade United States Studies Unit 2: The United States in Spatial Terms Source: Annual Mean Total Precipitation Map. 22 Sept < Michigan Citizenship Collaborative Curriculum Page 36 of 61

189 4 th Grade United States Studies Unit 2: The United States in Spatial Terms Annual Mean Total Precipitation for Alaska and Hawaii Source: Annual Mean Total Precipitation for Alaska. 22 Sept < Source: Annual Mean Total Precipitation for Hawaii. 22 Sept < Michigan Citizenship Collaborative Curriculum Page 37 of 61

190 4 th Grade United States Studies Unit 2: The United States in Spatial Terms City Climate Data for Selected Cities Average monthly temperature ( F) 1 Precipitation Snowfall 2 Jan. April July Oct. Average annual (in.) 1 (days) Average annual (in.) Albuquerque, N.M Anchorage, Alaska Atlanta, Ga Boston, Mass Cheyenne, Wyo Chicago, Ill Denver, Colo Detroit, Mich Duluth, Minn Fargo, N.D Helena, Mont Honolulu, Hawaii Houston, Texas trace Jackson, Miss Las Vegas, Nev Los Angeles, Calif trace Miami, Fla trace New Orleans, La trace New York, N.Y Phoenix, Ariz trace Portland, Maine Salt Lake City, Utah Seattle-Tacoma, Wash Sioux Falls, S.D Tulsa, Okla Vero Beach, Fla trace Washington, D.C Wichita, Kan Wilmington, Del (Data rounded to nearest whole number) 1 Based on 30-year period Includes ice pellets and sleet; data since April 1988 also includes hail. Source: Climate Data For Selected Cities. 22 Sept < Michigan Citizenship Collaborative Curriculum Page 38 of 61

191 4 th Grade United States Studies Unit 2: The United States in Spatial Terms MYSTERY MAP Michigan Citizenship Collaborative Curriculum Page 39 of 61

192 4 th Grade United States Studies Unit 2: The United States in Spatial Terms Source: < Michigan Citizenship Collaborative Curriculum Page 40 of 61

193 4 th Grade United States Studies Unit 2: The United States in Spatial Terms EXPLORATION AND SETTLEMENT Source: < Michigan Citizenship Collaborative Curriculum Page 41 of 61

194 4 th Grade United States Studies Unit 2: The United States in Spatial Terms EXPLORATION AND SETTLEMENT Source: < Michigan Citizenship Collaborative Curriculum Page 42 of 61

195 4 th Grade United States Studies Unit 2: The United States in Spatial Terms Lesson Review Source: Annual Mean Total Snowfall. 22 Sept < What are three conclusions you can draw from this map? Michigan Citizenship Collaborative Curriculum Page 43 of 61

196 4 th Grade United States Studies Unit 2: The United States in Spatial Terms Lesson 5 Graphic Organizer Climates Landforms Atlantic Coastal Plain Appalachian Mts. Interior Plains Rocky Mts. Intermountain Region Pacific Mts. and Valleys Tropical Desert Marine Continental Polar Highland Unique Regions Rust Belt Sun Belt Deep South The Four Corners United States Regions Eight Regions New England Middle Atlantic Southeast Great Lakes States Plains States Southwest Pacific State Mountain States Other Regions Time Zones Census Districts Federal Reserve Bank Districts Federal Judicial Districts Five Regions Northeast Southeast Middle West Southwest West Michigan Citizenship Collaborative Curriculum Page 44 of 61

197 4 th Grade United States Studies Unit 2: The United States in Spatial Terms Big Ideas of Lesson 5, Unit 2 A region is an area with at least one characteristic or feature that sets it apart from other areas. Geographers say that these common characteristics or features help bind a region together. Regions make it easier to study large places like the world, continents, and countries. Regions can be based on many different natural characteristics such as landforms or climate. Regions can also be based on cultural characteristics like the kinds of work people do. Word Cards Word Cards from previous lessons needed for this lesson: Fundamental Themes of Geography Word Card #1 from Lesson 1 Landforms Word Card #12 from Lesson 2 Physical Characteristics Word Card #11 From Lesson 2 Human Characteristics Word Card #25 from Lesson 3 Climate Word Card #29 from Lesson 4 35 region an area with one or more common characteristics or features Example: There are many different ways to divide the United States into regions. Michigan Citizenship Collaborative Curriculum Page 45 of 61

198 4 th Grade United States Studies Unit 2: The United States in Spatial Terms Dividing the United States into Regions Describe the regions. Why did you divide it this way? Describe the regions. Why did you divide it this way? Michigan Citizenship Collaborative Curriculum Page 46 of 61

199 4 th Grade United States Studies Unit 2: The United States in Spatial Terms Mystery Regions of the United States What would be a good label for this region? What makes this a region? What would be a good label for this region? What makes this a region? What would be a good label for this region? What makes this a region? Michigan Citizenship Collaborative Curriculum Page 47 of 61

200 4 th Grade United States Studies Unit 2: The United States in Spatial Terms What would be a good label for this region? What makes this a region? What would be a good label for this region? What makes this a region? What would be a good label for this region? What makes this a region? Source: Regions Maps. 8 October 2008 < Michigan Citizenship Collaborative Curriculum Page 48 of 61

201 4 th Grade United States Studies Unit 2: The United States in Spatial Terms Lesson 6 Graphic Organizer Location Climate Landforms Vegetation Bodies of Water Physical Characteristics Natural Resources Comparing Regions Cities Human Characteristics Population Economic Activities Transportation Networks Michigan Citizenship Collaborative Curriculum Page 49 of 61

202 4 th Grade United States Studies Unit 2: The United States in Spatial Terms Big Ideas of Lesson 6, Unit 2 A region is an area with at least one geographic characteristic or feature sets it apart from other areas. Geographers say that these common characteristics or features help bind a region together. Michigan and seven other states that border one or more of the Great Lakes make up the Great Lakes region. The Great Lakes have influenced the history, climate, economic activities, transportation networks, and culture of the Great Lakes region. To better understand the geography of the United States it is useful to compare different regions. The Southwest region and the Pacific Northwest region are interesting regions to compare to the Great Lakes region. Word Cards Word Cards from previous lessons needed for this lesson: Location Word Card #2 from Lesson 1 Physical Characteristics Word Card #11 from Lesson 2 Human Characteristics Word Card #25 from Lesson 3 Transportation Network Word Card #26 from Lesson 3 Climate Word Card #29 from Lesson 4 Population Word Card #32 from Lesson 4 Region Word Card #35 from Lesson 5 36 movement the geographic theme that explains how and why people, goods, and ideas move Example: The theme of movement helps us understand how places are connected to other places. 37 economic activities different ways people use resources and make goods and services. Example: Farming and mining are economic activities. Michigan Citizenship Collaborative Curriculum Page 50 of 61

203 4 th Grade United States Studies Unit 2: The United States in Spatial Terms Great Lakes Information Sheets Lake Erie Lake Erie is the smallest of the Great Lakes. It measures 241 miles across and 57 miles from north to south. It has about 871 miles of shoreline. Lake Erie is the shallowest of the Great Lakes. Its average depth is only about 62 feet. At its deepest spot, it is only 210 feet. It warms quickly in spring and summer and often freezes over in winter. It is surrounded by land with very fertile soil so there are lots of farms. It also has a lot of industry near it and 13 busy ports. Lake Erie has been exposed to more stress than any other Great Lake. This has been caused by people, industry, and farming. Lake Huron Lake Huron measures about 206 miles across and 183 miles from north to south. It has a coastline of 3,827 miles. Two of its important coastline features are shallow, sandy beaches and the rocky shores of Georgian Bay. Lake Huron has 30,000 islands, including Manitoulin Island, which is the world s largest freshwater island. The average depth of the lake is 195 feet. At its deepest point it is 750 feet. Lake Huron is connected to Lake Michigan by the Straits of Mackinac. Lake Michigan Lake Michigan is the only Great Lake that lies entirely within the United States. It is about 118 miles wide and 307 miles long. Lake Michigan has more than 1,600 miles of shoreline. The average depth of Lake Michigan is 279 feet. At its deepest part it reaches 925 feet. The southern end of the lake has a large industrial region that includes Chicago. The northern part of the lake is in a colder, less developed region. The eastern shoreline of the lake has the largest collection of freshwater sand dunes in the world. Its shoreline also includes an important fruit-growing area. Michigan Citizenship Collaborative Curriculum Page 51 of 61

204 4 th Grade United States Studies Unit 2: The United States in Spatial Terms Lake Ontario Lake Ontario is similar to Lake Erie in length and width. It is about 193 miles long and 53 miles from north to south. However, Lake Ontario is much deeper. Its average depth is about 283 feet. At its deepest point, Lake Ontario is around 800 feet. It holds almost four times the water of Lake Erie. Along its western shores is a large urban center including the Canadian cities of Hamilton and Toronto. The rest of its shoreline is mainly rural. Lake Ontario is connected to Lake Erie by the Niagara River. Niagara Falls prevented ships from moving between the two lakes so the Welland Canal was built. Lake Superior Lake Superior is the largest of the Great Lakes. It also has the largest surface area of any freshwater lake in the world. If you took all the water in Lake Superior you could fill all the other Great Lakes plus three more the size of Lake Erie! Lake Superior is also the deepest and the coldest. Its average depth is 500 feet. Its deepest point measures 1,332 feet. It is about 350 miles from east to west and about 160 miles from north to south. Its shoreline is about 2,800 miles. Much of the area around Lake Superior has heavy forests and few people. There is little farming because of a cool climate and poor soil nearby. Source of Facts: Great Lakes Facts and Figures. Great Lakes Information Network. 30 September 2008 < Michigan Citizenship Collaborative Curriculum Page 52 of 61

205 4 th Grade United States Studies Unit 2: The United States in Spatial Terms Great Lakes Chart Lake Length and width Average depth Deepest part Important Facts Erie Huron Michigan Ontario Superior Michigan Citizenship Collaborative Curriculum Page 53 of 61

206 4 th Grade United States Studies Unit 2: The United States in Spatial Terms Describing a Region Chart #1 Region Location Climate Landforms Bodies of Water Vegetation Natural Resources Major Cities Michigan Citizenship Collaborative Curriculum Page 54 of 61

207 4 th Grade United States Studies Unit 2: The United States in Spatial Terms Describing a Region Chart #2 Important Economic Activities Transportation Networks Population Factors Other Important Information Michigan Citizenship Collaborative Curriculum Page 55 of 61

208 4 th Grade United States Studies Unit 2: The United States in Spatial Terms Lesson 7 and Unit Graphic Organizer Michigan Citizenship Collaborative Curriculum Page 56 of 61