Humans are curious creatures, always wondering what lies beyond the horizon. Lewis and Clark did not describe themselves as geographers, but they might well have. Geography is the study of the surface of the earth. It is about people and places. It is about the physical character of a country, its climates and landscapes, and its biological environment.
A remix of Michigan social studies resources all in one place. In this foundational lesson students are introduced to the ways geographers look at places and the questions they ask. Students begin by reviewing the concept of ‘community’ and the geography of their local community by completing a class chart.
The Roadmap is a remix of Michigan resources all in one place. Students review relative and absolute (street address) location. They then use a Michigan map and cardinal directions to describe the relative location of their local community. Using a map of the United States and cardinal directions, students identify a variety of ways to describe the relative location of Michigan. The lesson concludes with a brief discussion of how location influences the development of a state. This lesson serves as the launching point for subsequent lessons in both history and economics.
After reviewing natural (physical) and human characteristics from Lesson 1, students use maps to identify and describe significant natural (physical) characteristics of Michigan including mountain ranges, sand dune areas, the Great Lakes, inland lakes and important rivers. In a connection to science students briefly explore how glaciers helped to create some of these natural (physical) characteristics. The lesson uses multiple resources including informational text, legends and photographs.
In this lesson students continue their study of the important natural (physical) characteristics of Michigan by exploring vegetation and climate. They begin by analyzing special purpose maps of forests and orchards. Next they are introduced to the concept of climate, connecting to science topics of weather and seasons from previous grades. In addition, they briefly explore the impact of the Great Lakes on climate. The lesson also includes a chart reading activity dealing with Michigan state symbols.
Important bodies of water include the Great Lakes, inland lakes, rivers and waterfalls. In a connection to science students briefly explore how glaciers helped to create some of these natural (physical) characteristics. The lesson uses multiple resources including informational text, legends and photographs.
The Roadmap is a remix of the Michigan Open Book, MC3 and GIANTS all in one place. In this lesson students continue their study of the geographic theme of ‘place’ by exploring significant human characteristics of Michigan including bridges, cities, highways and lighthouses. In addition, students explore how people interact with natural (physical) characteristics by creating human characteristics (e.g. bridges are built over rivers, towns are built along bays.)
The Roadmap is a remix of the Michigan Open Book, MC3 and GIANTS all in one place. This lesson expands upon the concept of region by having students invent ways to divide Michigan into regions. Students compare the Lower Peninsula and Upper Peninsula of Michigan and then explore other ways in which Michigan can be divided into regions based on common characteristics (e.g., the Thumb, the Fruit Belt). Finally students examine regions to which Michigan belongs. (e.g., Great Lakes Region, Midwest).
This Roadmap is a full year plan that covers the geography, economics, government and history of Michigan.
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, Flipbook slide show or other visual describing the United States according to the geographic themes of location, place, and regions.
This is one lesson in the geography theme with the driving question, "What is Geography?".
This is Lesson 3 of The 4th Grade US Geography Social Studies Roadmap "How is this place connected to other places?"
4th Grade US Geography Social Studies "What Relationships Do We Use To Think About and Organize Places?"
Nebraska Honors ProgramCLC Expanded Learning Opportunity ClubsArts Around the World Club CurriculumSpring 2019Grade Level: Kindergarten through second gradeIdeal Number of Attendees: 7-15 studentsGoal of Club: Increase the cultural and global awareness of studentsResources: Various Pinterest ideasContent Areas: Social Studies and ArtsFinal Products: Weekly crafts that are related to the country being studiedIntroduction to Club: This Arts Around the World club introduces students to other countriesand cultures through engaging craftsLength of Club: 1 hour and 15 minutesTips and Tricks: Have extra activities (such as coloring pages or worksheets) available forchildren who finish at a faster pace, and watch for students who are becoming distracted.
The Storm of the Century: The Blizzard of 49 is a WyomingPBS documentary. This documentary tells the story of the worst series of storms in Wyoming's history. But for all the tragedy and loss, suffering, and death, there was hope and heroism, unselfish sacrifice, and generosity. Students will learn about the Blizzard of 1949 and how the State of Wyoming and the Civil Air Patrol responded.
The resource videos are based on this documentary and include associated lesson plans. There are three video clips. Clip one starts at the beginning and ends at 2:50 minutes, Clip two begins at 3:50 minutes and ends at 5:50 minutes, clip three begins at 6:00 minutes and ends at 8:41 minutes.
Sensitive: This resource contains material that may be sensitive for some students. Teachers should exercise discretion in evaluating whether this resource is suitable for their class.
Try to answer the driving question about the mysteries of the Great Lakes. Through the years there have been many sightings of mysterious creatures and structures. Learn about these mysteries.
Take a virtual trip through the park for your personality after taking the personality quiz. Then read about the parks in a collection in Get Epic. Next we will all go to Yellowstone and visit the themes of the park. Make sure to take pictures of the park attractions you have visited and put them in the Photo Album.
Cardboard History Challenge is an example of how students can use design thinking and maker principles to demonstrate their learning about an artifact related to a historical site, person, or event. The example has a scattering of artifact prompts from throughout history, so you will probably want to make a copy and revise this resource to better fit your curriculum or unit. There are three segments to the activity. First, groups of students make artifacts related to a prompt. Second, a groups of students, taking on the role of historians, present about the artifact created by another group. Third, the class debriefs.
This activity proposes different small experiments and discussions to show that in the summer it is cooler by the sea than on the land and that water cools off more slowly than soil.