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 is a Roadmap that is a remix of Michigan Open Book, MC3, and GIANTS all in one place. In this lesson, students first explore factors that led to increased population growth in Michigan. Students create a timeline and use maps and other resources as they learn how Michigan attained statehood. A focus is placed on the causal relationships between various events. In addition, the influence of individuals in creating history is addressed through examples such as Lewis Cass, Stevens T. Mason, and the many early settlers who came to Michigan.

This Roadmap is a full year plan that covers the geography, economics, government and history of Michigan.

Students use a geographic lens to explore the state of Michigan. The chapter focuses around the five major themes of geography: movement, region, human/environment interaction, and location. Students explore the concept of “state” using a map of the United States. In studying location, students use cardinal directions, identify various ways to describe the relative location of Michigan, and begin to explore how location can influence the development of a state. When studying place, students identify and describe significant human and physical characteristics of Michigan using a variety of maps. Through literature, maps, informational text and other resources students also explore the concept of human/environment interaction as they learn about Michigan’s natural resources and how people have used, modified, and adapted to them. In studying movement, an emphasis is placed on the Great Lakes. Using shipping as a launching point, students explore how and why people, goods, jobs and ideas move within, into and out of Michigan. Finally, students apply the concept of region to the study of Michigan as they explore different ways Michigan can be divided into regions as well as the different regions to which Michigan belongs.

National Geographic has an interactive mapmaker website where you can use markers, lines, or shapes to tell your story on MapMaker. You can add in text, photos, and videos with their rich editing tool to customize the map.

Students are introduced to air photos. They first view a neighborhood from a bird’s-eye view, a photo taken from a kite. They next compare two air photos of Shelby
Township, MI. The air photos show the land use change during the period from 1980 to 2010. The students compare, contrast, and use evidence from the air photos
to explore the changes.

Students previously looked at maps of Michigan and discussed some of the cities and regions in our state. In reading, students began to read narratives, both fiction and nonfiction. For the entry event, students were asked to select an artifact that represented a special, small moment they experienced within the state of Michigan.

Students shared their artifacts and stories and plotted the setting from their stories on a map of Michigan. We realized our stories represented many regions in Michigan and could be used to describe many aspects of life as a Michigander. Students wanted to share these stories with others, so we began learning about narrative writing.

Typically, I use Google Slides for a mini-lesson, to allow students time to work on a specific, standard related task that will help build their Michigan small moment story, and then pull them together to share a few examples of student work. Students sometimes work alone, but often work with a partner or small group to brainstorm ideas, revise, and edit.

After, students will publish their ideas on Google Docs. When completed, they'll put their doc onto Google Sites or Google Slides and incorporate other media to enhance their story. Then, we'll print the story and create book covers using the iPad app Canva. We'll use both models to share with other classes within our school and hopefully with students from another country (I'm still working on finding an international school).

What do you think makes Michigan special? You might be thinking that Michigan is special because it is your home. Maybe it is special because the people you care about live in Michigan. These are wonderful reasons. This resource will help you learn about many other ways that Michigan is special.

The best way to learn something is to repeat, retell and teach something to others. Students will learn about events in history. They can be scientific or historical events. Students may read about them in a history book or even in a book of historical fiction.

Students learn about various natural hazards and specific methods engineers use to prevent these hazards from becoming natural disasters. They study a hypothetical map of an area covered with natural hazards and decide where to place natural disaster prevention devices by applying their critical thinking skills and an understanding of the causes of natural disasters.

UMCDC 3rd Grade MiOpenBook SS Chapter 1 Section 4 "What are the Important Natural Characteristics of Michigan?" (20-21)

UMCDC 3rd Grade Michigan Social Studies Unit 3 "What are the Important Natural Characteristics of Michigan?"