Download Fourth Grade Social Studies: United States Studies Unit 2: The

United States Studies
The United States in Spatial Terms
SS0402
Fourth Grade Social Studies: 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
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?
Michigan Citizenship Collaborative Curriculum
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Next Unit:
Human Geography in
the United States
Types of Thinking
Classifying/Grouping
Compare and Contrast
Evidentiary Argument
Research
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United States Studies
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Graphic Organizer
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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.
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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?
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Lesson 2:
Lesson 3:
Lesson 4:
Lesson 5:
Lesson 6:
Lesson 7:
SS0402
Physical Characteristics of the United States
Human Characteristics of the United States
Using Special Purpose Maps to Learn about the United States
A Closer Look at U.S. Regions
Comparing Two Regions of the United States
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
<http://www.americansouthwest.net/>.
American Southwest. 7 October 2008 <http://www.nps.gov/history/nr/travel/amsw/>.
Center for the Study of the Pacific Northwest. 7 October 2008
<http://www.washington.edu/uwired/outreach/cspn/Website/index.html>.
Climate: The Northwest Region. 7 October 2008
<http://weathereye.kgan.com/cadet/climate/climate_northwest.html>.
Climate: The Southwest Region. 7 October 2008
<http://weathereye.kgan.com/cadet/climate/climate_southwest.html>.
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Disney World. 7 October 2008 <http://disneyworld.disney.go.com/wdw/?bhcp=1>.
The Gateway Arch. 7 October 2008 <http://www.gatewayarch.com/Arch/>.
Golden Gate Bridge. 7 October 2008 <http://www.goldengatebridge.org/>.
The Great Lakes Atlas. Environmental Department of Canada. 7 October 2008
<http://www.on.ec.gc.ca/great-lakes-atlas/>.
Great Lakes Photo Gallery. Streetwater Visions. 7 October 2008
<http://www.sweetwatervisions.com/Pages/galleryGL.html>.
Great Lakes Map and Quiz Printout. Enchanted Learning. 7 October 2008
<http://www.enchantedlearning.com/usa/statesbw/greatlakes.shtml>.
Holling, Holling Clancy. Paddle-to-the-Sea. Boston: Houghton Mifflin, 1941.
Interactive United States Elevation Map. 7 October 2008 <http://maps.howstuffworks.com/unitedstates-elevation-map.htm>.
*
A Kid’s Guide to the People and Places of America: State-by-state Atlas. DK Publishing, 2003.
Life in the USA: U.S. Regions. USA Study Guide Website. 7 October 2008
<http://www.usastudyguide.com/regionaldifferences.htm>.
Map of the North Pacific Coast. Outline of American Geography. 7 October 2008
<http://usa.usembassy.de/etexts/outgeogr/map14.htm>.
Map of the Southwest Border Area. Outline of American Geography. 7 October 2008
<http://usa.usembassy.de/etexts/outgeogr/map12.htm>.
Mount Rushmore. 7 October 2008 <http://www.mtrushmore.net/>.
Nature of the Northwest. 7 October 2008 <http://www.naturenw.org/>.
Neubecker, Robert. Wow! America. New York: Hyperion Books for Children, 2006.
The North Pacific Coast. Outline of American Geography. 7 October 2008
<http://usa.usembassy.de/etexts/outgeogr/geog15.htm>.
Pacific Northwest. Wikipedia. 7 October 2008 <http://en.wikipedia.org/wiki/Pacific_Northwest>.
*
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.
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Pacific Northwest Region. USDA Forest Service. 7 October 2008
<http://www.fs.fed.us/r6/welcome.shtml>.
Pacific Northwest Travel Guide and Directory. 7 October 2008 <http://www.gonorthwest.com/>.
Paddle-to the-Sea Video. Available from the following website for around $12.00:
<http://store.criterion.com/product/show/31758>.
*Physical Maps of the United States. Maps.com. 7 October 2008
<http://www.maps.com/maps.aspx?nav=RM&cid=680,747,1302>.
*Places Online. Association of U.S. Geographers. 16 May 2008
<http://www.placesonline.org/sitelists/nam/usa/usa.asp>.
*Postcards from America. 7 October 2008 <http://www.postcardsfrom.com/index.html>.
*Printable Maps. The United States Atlas. 7 October 2008 <http://nationalatlas.gov/printable.html>
Relief Map of Hawaii. 7 October 2008 <http://www.hawaii-map.org/relief-map.htm>.
*Roadside America. 7 October 2008 <http://www.roadsideamerica.com/>.
The Southwest Border Area. Outline of American Geography. 7 October 2008
<http://usa.usembassy.de/etexts/outgeogr/geog13.htm>.
The Southwest Region. 7 October 2008 <http://www.dembsky.net/regions/southwest.html>.
The Southwest Region. US Embassy. 7 October 2008 <http://usa.usembassy.de/travelregions.htm#southwest>.
Southwestern Region. U.S. Forest Service. 7 October 2008 <http://www.fs.fed.us/r3/>.
Southwestern United States. Wikipedia. 7 October 2008
<http://en.wikipedia.org/wiki/Southwestern_United_States.>.
*Terrafly. 7 October 2008 <http://www.terrafly.com/>.
Trans Alaska Pipeline. 7 October 2008 <http://www.alyeska-pipe.com/pipelinefacts.html>.
*United States Maps. 7 October 2008 <http://www.united-states-map.com/>.
U.S. Cities Interactive Map. 7 October 2008 <http://www.mrnussbaum.com/usaflash3.htm>.
*U.S. Gazetteer. United States Census Bureau. 7 October 2008 <http://www.census.gov/cgibin/gazetteer>.
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*U.S. Highways. 7 October 2008 <http://www.us-highways.com/>.
U.S. Regions. Wikipedia. 7 October 2008
<http://en.wikipedia.org/wiki/Regions_of_the_U.S.#The_Belts>.
*Virtual Field Trips. Houghton Mifflin. 7 October 2008
<http://college.hmco.com/geology/resources/geologylink/fieldtrips/natrips/usa.html>.
Virtual Seaway Map with Ship Locations. Great Lakes St. Lawrence Seaway System. 7 October
2008 <http://www.greatlakes-seaway.com/en/navigating/map/index.html>.
What is the Northwest? Go Northwest. 7 October 2008
<http://www.gonorthwest.com/Visitor/about/northwest.htm>.
Teacher Resource
*1895 U.S. Atlas. 7 October 2008 <http://www.livgenmi.com/1895/>.
*Astronomy Picture of the Day. NASA. 7 October 2008
<http://apod.nasa.gov/apod/ap970830.html> (also at
http://apod.nasa.gov/apod/image/usanight_dmsp_big.gif)>.
Bates, Katherine. America the Beautiful. New York: Putnam Juvenile, 2003.
*Blank Midwest Region Map. TeacherVision. 7 October 2008
<http://www.teachervision.fen.com/tv/printables/kt_maps/kt_map_midwest_plains.pdf>.
*Blank U.S. Outline Map. TeacherVision. 7 October 2008
<http://www.teachervision.fen.com/tv/printables/kt_maps/kt_map_usa.pdf>.
Census Regions Map. United States Census Department. 7 October 2008
<http://www.census.gov/geo/www/us_regdiv.pdf>.
Climate Data For Selected Cities. 7 October 2008
<http://www.infoplease.com/ipa/A0762183.html>.
Climate Maps of the United States. 7 October 2008 <http://cdo.ncdc.noaa.gov/cgibin/climaps/climaps.pl?directive=quick_search&subrnum=>.
Deserts in the United States. DesertUSA website. 7 October 2008
<http://desertusa.net/glossary.html>.
*Digital Petroleum Atlas. Kansas Geological Survey. 7 October 2008
<http://www.kgs.ku.edu/DPA/frontEnd/regions1.html>.
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Egbo, Carol. Supplemental Materials for Unit 2.Teacher-made material. Michigan Citizenship
Collaborative, 2008. (Separate files for each lesson available at
www.micitizenshipcurriculum.org).
EPA Regions Map. United States Environmental Protection Agency. 7 October 2008
http://en.citizendium.org/wiki/Image:EPA_Regions.gif>.
Exploration and Settlement:1800-1820 Map. 7 October 2008
<http://www.lib.utexas.edu/maps/united_states/exploration_1800.jpg>.
Exploration and Settlement:1835-1850 Map. 7 October 2008
<http://www.lib.utexas.edu/maps/united_states/exploration_1835.jpg>.
Federal Reserve Bank Districts Map. Federal Reserve Bank. 7 October 2008
<http://www.federalreserve.gov/otherfrb.htm>.
Four Corners Map. Wikipedia. 7 October 2008 <http://en.wikipedia.org/wiki/Image:Fourcornersus.jpg>.
The Geographic Face of the Nation: Elevation. 7 October 2008
<http://education.usgs.gov/common/resources/mapcatalog/images/topography/Elevation_11
x14.pdf>.
The Geographic Fact of the Nation: Elevation 56” X 36” Poster. Product ID Number 114587. $7.00.
Can be ordered online at: <http://store.usgs.gov/b2c_usgs/b2c/start.do> or by calling 1-888ASK-USGS.
*Geography Songs. Songs For Teaching. 7 October 2008
<http://www.songsforteaching.com/geographysongs.htm>.
*GeoImages Project. University of California, Berkeley. 7 October 2008
<http://geoimages.berkeley.edu/>.
Grand Canyon South Rim Village Map. 7 October 2008
<http://gocalifornia.about.com/library/weekly/n_az_gc_map_vlg.htm>.
The Great Lakes. Great Lakes Information Network. 7 October 2008 <http://www.greatlakes.net/lakes/>.
Great Lakes Facts and Figures. Great Lakes Information Network. 7 October 2008
<http://www.great-lakes.net/lakes/ref/lakefact.html>.
Great Lakes System Map. 7 October 2008
<http://www.lre.usace.army.mil/_storage/Pages/1721/seaway(SLSMC).jpg>.
Michigan Citizenship Collaborative Curriculum
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Guthrie, Woody. This Land is Your Land. New York: Little, Brown Young Readers, 1998.
Illustrated Glossary of Landforms and Bodies of Water. Enchanted Learning. 7 October 2008
<http://www.enchantedlearning.com/geography/landforms/glossary.shtml>.
Illustration of the Gulf Stream. 7 October 2008
<http://oceancurrents.rsmas.miami.edu/atlantic/img_mgsva/gulf-stream-YYY.gif>.
Interactive Landforms Map. 7 October 2008 <http://www.mrnussbaum.com/landforms.htm>.
*Lake Effect Snow. The Weather Channel. 7 October 2008
<http://www.weather.com/encyclopedia/winter/lake.html>.
Landforms of the United States Map. World Atlas. 7 October 2008
<http://www.worldatlas.com/webimage/countrys/usanewe.htm>.
Landform Photos. 7 October 2008 <http://pics.tech4learning.com/?view=sub&cat=Geography>.
Landforms of the United States - A Digital Shaded-Relief Portrayal. 7 October 2008
<http://pubs.usgs.gov/imap/i2206/usa_shade.pdf>.
Locker, Thomas. Home: A Journey Through America. New York: Voyager Books, 2000.
Locker, Thomas. Where the River Begins. New York: Puffin Books, 1984.
*Lyrics for This Land is Your Land. 7 October 2008 <http://www.arlo.net/resources/lyrics/thisland.shtml>.
Metropolitan Areas of the United States Map. 7 October 2008
<http://www.lib.utexas.edu/maps/united_states/us_metro_area_99.pdf>.
*National Geographic. 7 October 2008 <http://www.nationalgeographic.com/>.
*National Geographic Educational Network. 7 October 2008 <http://www.ngsednet.org/>.
The Northern Hemisphere. Wikimedia Commons. 7 October 2008
<http://commons.wikimedia.org/wiki/Image:Northern_Hemisphere_LamAz.png>.
Outline Map of North America. About.com. 7 October 2008
<http://geography.about.com/library/blank/namerica.jpg>.
Physical Map of the United States. Eduplace.com. 7 October 2008
<http://www.eduplace.com/ss/maps/pdf/usphys.pdf>.
Michigan Citizenship Collaborative Curriculum
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Population Density Map. 7 October 2008
<http://www.census.gov/geo/www/mapGallery/images/2k_night.jpg>.
Population Density Map High Resolution Version. 7 October 2008
<http://www.census.gov/geo/www/mapGallery/images/2k_night.pdf>.
*Resources for Geography Teachers. Virginia Geographic Alliance. 7 October 2008
<http://www.cnr.vt.edu/geography/vga/resource.html>.
*Regional Energy Profiles. Energy Information Administration. 7 October 2008
<http://www.eia.doe.gov/emeu/reps/maps/us_census.html>.
Regions Maps. Wikipedia. 7 October 2008
<http://en.wikipedia.org/wiki/Regions_of_the_U.S.#The_Belts>.
*Regions of the United States. Library of Congress. 7 October 2008
<http://memory.loc.gov/ammem/gmdhtml/rrhtml/regdef.html>.
Regions of the U.S. Digital Petroleum Atlas. Wikipedia. 7 October 2008
<http://www.kgs.ku.edu/DPA/frontEnd/regions1.html>.
Rust Belt Map. Wikipedia. 7 October 2008 <http://en.wikipedia.org/wiki/Image:Rust-beltmap.jpg>.
Rivers and Lakes Map. National Atlas. 7 October 2008
<http://www.nationalatlas.gov/printable/images/pdf/outline/rivers_lakes.pdf>.
Rivers in North America. World Atlas. 7 October 2008
<http://www.worldatlas.com/webimage/countrys/nariv.htm>.
The Salton Sea. National Geographic. 7 October 2008
<http://ngm.nationalgeographic.com/ngm/0502/feature5/index.html>.
The Salton Sea Coalition. 7 October 2008
<http://www.saltonseacoalition.org/pages/thesaltonsea.cgi>.
*Satellite Images of the United States. Geology.com. 7 October 2008
<http://geology.com/satellite/states.shtml>
Seaway Data. Great Lakes St. Lawrence Seaway System. 7 October 2008 <http://www.greatlakesseaway.com/en/seaway/effective/>.
Snow Belt Map. Wikipedia. 7 October 2008 <http://en.wikipedia.org/wiki/Image:Snowbeltus.PNG>.
Michigan Citizenship Collaborative Curriculum
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Sun Belt Map. Wikipedia. 7 October 2008
<http://en.wikipedia.org/wiki/Image:Map_of_USA_highlighting_Sun_Belt.png>.
Supplemental Curriculum Materials for Paddle to the Sea. 7 October 2008
<http://nsgd.gso.uri.edu/ohsu/ohsue91001.pdf>.
*Sutcliffe, Andrea. The New York Public Library Amazing US Geography: A Book of Answers for
Kids. Jossey-Bass, 2002.
T.E.A.C.H. Great Lakes Education and Curriculum Homesite. Great Lakes Information Network. 7
October 2008 <http://www.great-lakes.net/teach/>.
*Thematic Maps of the United States. Maps.com. 7 October 2008
<http://www.maps.com/maps.aspx?nav=RM&cid=680,747,1304>.
Thomas Locker in Pursuit of Nature. 7 October 2008
<http://findarticles.com/p/articles/mi_qa3666/is_200103/ai_n8949704>.
Time Zone Map. Wikipedia. 7 October 2008 <http://en.wikipedia.org/wiki/Image:National-atlastimezones-2006.gif>.
*United States Geography. 7 October 2008 <http://members.aol.com/bowermanb/US.html>.
*United States Geological Survey. 7 October 2008 <http://www.usgs.gov/>.
United States Interstate Highways Map. 7 October 2008 <http://www.onlineatlas.us/interstatehighways.htm>.
United States Population Density Map and Information. 7 October 2008
<http://earthobservatory.nasa.gov/Newsroom/NewImages/images.php3?img_id=17439>.
*United States and World Geography. Maps that Teach. Owl and Mouse Educational Software. 7
October 2008 <http://www.yourchildlearns.com/geography.htm>.
U.S. Rivers Labeled Outline Map. Enchanted Learning. 7 October 2008
<http://www.enchantedlearning.com/usa/outlinemaps/riverslabeled/>.
U.S. Rivers Outline Map. Enchanted Learning. 7 October 2008
<http://www.enchantedlearning.com/usa/outlinemaps/rivers/>.
Water Fact Sheet: Largest Rivers in the United States. U.S. Dept. of Interior. 7 October 2008
<http://pubs.usgs.gov/of/1987/ofr87-242/pdf/ofr87242.pdf>.
Water: Regional and State Links. U.S. Environmental Protection Agency. 7 October 2008
<http://www.epa.gov/ow/region.html>.
Michigan Citizenship Collaborative Curriculum
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The Western Hemisphere. Wikimedia Commons. 7 October 2008
<http://commons.wikimedia.org/wiki/Image:Western_Hemisphere_LamAz.png>.
Resources for Further Professional Knowledge
Teaching Geography is Fundamental. The National Council for Geographic Education. 7 October
2008 <http://www.ncge.org/geography/2005bill/>.
Teaching Geography in the Elementary School. 7 October 2008 <http://www.ericdigests.org/pre9212/geography.htm>.
Teaching Geography at School and Home. 7 October 2008 <http://www.ericdigests.org/19925/geography.htm>.
Michigan Citizenship Collaborative Curriculum
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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
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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.
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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.
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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
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United States or work independently to construct a visual about the geography of the United
States.
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