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Ready, Set, Teach!
Chapter 1 Indiana’s Geography
Chapter
Objectives
Begin With the
End in Mind
Connect
Make Learning
Meaningful
Experience
Teach Knowledge
and Skills
For quick hints on how to
teach this chapter, log on to
myWorldSocialStudies.com.
Big Question:
Target Reading Skill:
How does geography affect
the way we live?
Main Idea and Details
Students will demonstrate the following enduring understandings:
• Indiana has many varied landforms and
water features.
• Indiana is divided into three regions,
each of which has different geographical
features and natural resources.
Student Worktext
• Big Question
• myStory Spark
• myStory
Student Worktext
•
•
•
•
•
Lessons 1–3
Got It? Formative Assessments
myStory Ideas
Target Reading Skill: Main Idea and Details
21C Skill Lesson: Use Latitude and
Longitude
• Indiana’s physical features have affected
where people settled and what economic
activities take place.
• Indiana’s geographic features help to make
it a crossroads for both national and
international trade.
Digital Presentation
• myStory Spark
• myStory Video
21st Century Learning
Online Tutor
• Main Idea and Details
• Use Latitude and Longitude
myWorld Leveled Readers
Understand
Assess
Understanding
Student Worktext
• Review and Assessment
• myStory Book
myWorld Activity
Digital Presentation
• myWorld Activity
• myStory Book
myStory Book Online
• Geography: Mapping People and
the Environment
Students write, illustrate, and publish a digital
book.
Chapter Assessment
Chapter Assessment
• Chapter Test, Forms A and B
Administer online tests.
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Chapter 1
Indiana’s Geography
Chapter Opener Lesson Plan Summary
Objectives
• Establish meaning.
• Make meaningful connections to
personal experiences.
• Utilize prior knowledge to gain
understanding.
Target Reading Skill
Objective:
• Identify main ideas and details.
ELL Objective:
• Use different strategies to explore
new vocabulary.
1
PRESENTATION
Chapter 1
Introduction
Use the Big Question Activity to introduce the chapter’s main idea.
myStory Spark
myStory Video
30 minutes
Introduce this chapter using the Worktext.
2
Use the Big Question Activity to introduce the chapter’s main idea.
• What are some different kinds of physical features?
WORKTEXT
Active Reading
45 minutes
• How do different kinds of physical features affect the way
people live?
myStory Spark
• What landforms and bodies of water are near your community?
• How does the geography of your community affect the way
people live?
myStory Video
• How can a region’s natural resources, such as rich soil and water,
affect the people who live there?
Hand out Target Reading Skill worksheets.
Hand out Words to Know worksheets.
3
LEVELED
READER
Use these Leveled Readers as you work through the chapter.
Not enough time
for social studies?
Teach these steps during
your reading block or as
center activities.
• Below Level: Land and Water: How Geography Affects Our
Communities
• On Level: Using Natural Resources
• Above Level: Landforms and Waterways
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WORKTEXT
Chapter 1
Indiana’s Geography
How does geography affect the way
we live?
Active Reading
Lesson 1
Land and Water
Lesson 2
Regions and Resources
Lesson 3
Indiana Connections
page 1
T.C. Steele
Describe how the land or outdoor weather in Indiana affects your daily
activities.
Landscape Painter (1847–1926)
Possible answer: I live near Lake Michigan. In the
Indiana’s rolling hills, peaceful forests, and bright
autumn colors inspired many, but especially an artist
named Theodore Clement (T.C.) Steele. Born in the
Indiana countryside in 1847, Steele learned to paint from
a young age. By 13, he taught fellow students how to
draw at a college prep school.
Steele studied how to make portraits, or pictures of
people. He made his living painting portraits. But his
true love was painting Indiana’s landscapes, or scenes
from nature. These paintings made him one of the most
famous artists in the state.
In the early 1900s, Steele and his second wife settled
in Brown County. This is a beautiful region south of
Indianapolis. They built a house on the top of a hill and
named it “The House of the Singing Winds.” He was the first
major artist to settle there. Today, visitors can tour Steele’s
house and gardens and view the land that inspired him.
The natural beauty of the landscape soon attracted
other artists. This group of artists became known as the
Hoosier Group of American regional impressionist painters.
Their art became one of Indiana’s greatest contributions to
American art history.
winter, I wear a snowsuit and boots when the snow is
deep. In the summer, my favorite activity is to take a
boat ride on the lake.
Indiana’s land has inspired
artists such as T.C. Steele, who
painted landscapes of the
countryside like this one.
[PHOTO: Image of
Theodore Clement
Steele]
T.C. Steele was one of
the most famous artists
in the state.
Think About It What does T.C. Steele’s story tell you about
the landscape of Indiana? As you read this chapter, think about
how the geography of a place affects the people who live there.
1
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The Big Question
T.C. Steele
• Analyze Images How do you think physical features, such as the
forest and field shown in the picture, might affect the activities
of people who live nearby? Possible answer: The people who
live nearby might have jobs in farming. They might use the
forests for hiking or camping.
• Make Comparisons How did the way T.C. Steele made his living
at first differ from what he really loved to do? He at first made
his living painting portraits, but his true love was painting
Indiana’s landscapes.
myStory Spark
• What kinds of activities can you do because of the geography of
where you live? Which activities are you unable to do because of
the geography of where you live? Answers will vary.
• Draw Inferences How did the geography of Indiana affect the life of
T.C. Steele? Possible answer: He moved to Brown County and
built a house there so he could paint the beautiful landscape.
• Formulate Questions What question might you have for T.C.
Steele about his life or about Indiana? Possible answer: Why
did you name your house in Brown County the “House of
the Singing Winds”?
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Chapter 1 Lesson 1
Land and Water
Lesson Plan Summary
IN
Indiana
Indiana Academic Standards
4.3.3 Locate Indiana on a map, and
identify the location of the state
capital, major cities, and rivers.
4.3.5 Explain how glaciers shaped
Indiana’s landscape and environment.
4.3.6 Describe Indiana’s landforms
(lithosphere), water features
(hydrosphere), and plants and animals
(biosphere).
Target Reading Skill
Objective:
• Identify main idea and
details.
ELL Objective:
• Use new vocabulary to talk
about landforms and geographic
features of Indiana.
1
myWorld and me
WORKTEXT
Envision It!
Remind students of the discussion they had about the Big Question
for this chapter: How does geography affect the way we live?
• How does geography affect life in your community?
Review the instructions for the Envision It! with students, and have
them complete the activity.
Preview the Key Idea and Vocabulary with students.
• What landforms are in the region where you live?
2
15 minutes
Not enough time
for social studies?
Teach this step during
your reading block or
as a center activity.
Model active reading by asking the questions and using the teaching
strategies indicated below this lesson’s worktext pages.
45 minutes
Ask students to complete the Got It? activity at the end of the lesson
to evaluate their understanding of the key objectives in this lesson.
10 minutes
WORKTEXT
Active Reading
3
WORKTEXT
Got It?
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WORKTEXT
Active Reading
pages 2–3
NLOCK
U
Lesson 1
Students should draw a
Hill
Land
and
Water
landform or body of water
near where they live, such
as a river.
Possible answer:
Lake
Indiana is one of the 50 states that make up the United States.
The state is known for its beautiful and varied landscapes. These
include flat plains, grassy hills, sandy beaches, winding rivers,
and large caves.
Indiana’s Location
Indiana
Lake
Michigan
Indiana is located on the continent of North America.
It is near the center of the United States and is part of
the Midwest region. Several states border Indiana. To the
west is Illinois. Kentucky is to the south. Ohio forms
the eastern border. To the north is Michigan, as well as
part of Lake Michigan. The Ohio River runs along the
southern boundary of Indiana. The Wabash River forms
part of the state’s western border.
Indiana has cities where many people live and work.
Indiana’s state capital and largest city, Indianapolis, is
located in the center of the state. The capital is where
the state’s goverment is located. Other cities, such
as Gary, are located in northern Indiana near Lake
Michigan. Evansville and New Albany are located
along the Ohio River in the southern part of the state.
MI
South Bend
Wabash River
Lafayette
IL
Fort Wayne
OH
Muncie
Indianapolis
Terre Haute
Columbus
Bloomington
Bedford
N
Madison
Vincennes
R.
S
io
New Albany
Oh
Evansville
KEY
0
0
E
W
50 mi
KY
50 km
2
State capital
Other city
Vocabulary
River
Label the landform and body of water on the left. In the
box above, draw a picture of a landform or body of
water where you live, and write its name on the line.
Indiana includes many varied landforms, or natural
features, and bodies of water.
Gary
I will know Indiana’s
location, that glaciers shaped
the land, and the unique
landforms and water features in
the state.
1. Label the capital city, the cities of Gary and Evansville,
and the Wabash River on the map. Then describe the
location of the city closest to where you live.
glacier
hydrologic cycle
landform
lithosphere
hydrosphere
evaporation
precipitation
biosphere
IN
Indiana’s Landscape
Long ago, ice and snow covered many parts of North
America, including Indiana. This period of time is called
the Ice Age. During the Ice Age, glaciers moved from north
to south. A glacier is a huge mass of ice that moves slowly
across the land.
These glaciers helped shape the landscape and
environment of Indiana. For nearly 400,000 years, glaciers
covered the northern two thirds of Indiana. As the glaciers
moved and melted, they changed the natural features of
the land. They flattened land, leaving
behind rich soil that is good for farming.
They dug large holes that became
lakes. In northern Indiana, the melting
glaciers created swamps and marshes.
In the southern part of the state, the icy
water helped form caves.
Indiana Academic
Standards
4.3.3 Locate Indiana on a map,
and identify the location of the state
capital, major cities, and rivers.
4.3.5 Explain how glaciers shaped
Indiana’s landscape and environment.
4.3.6 Describe Indiana’s landforms
(lithosphere), water features
(hydrosphere), and plants and animals
(biosphere).
farmland
2. Flat land has many uses. It is good for
building homes and businesses. It is
also good for farms and recreation.
This photograph shows different uses
of Indiana’s flat landscape. Label
three uses of the land that you see.
South Bend
is closest to where I live in the
northern part of Indiana.
businesses
homes
Possible answer:
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Begin to Read
Indiana’s Location
• Analyze Maps What bodies of water form part of the boundary
of Indiana? the Ohio River, the Wabash River, and Lake
Michigan
• Demonstrate Reasoned Judgment Name the continent where your
classroom is located. How do you know? I know our classroom
is on the continent of North America because it is located
in Indiana.
Support English Language Learners
1. Content and Language
Have students read the “I will know” statement on page 3. Explain
that a glacier is a large mass of ice that moves slowly across the
land. Ask students how they think a glacier might change the shape
of the land.
2. Frontload the Lesson
Have students preview the lesson by viewing all of the visuals and
captions. Then encourage them to predict what they will learn in
the lesson.
3. Comprehensible Input
Ask students to role-play a glacier moving across the land. Tell
students to observe what happens when a glacier group (students
linking elbows) moves slowly through a land group (students
standing in a loose group).
• Analyze Maps Which three cities are located on the Wabash
River? Lafayette, Terre Haute, and Vincennes
• Analyze Maps Which three cities shown on the map are farthest
from the capital of Indiana? Gary, South Bend, and Evansville
Indiana’s Landscape
• Recognize Cause and Effect How did the rich, flat farmland of
Indiana form? Moving glaciers flattened the land and left
behind rich soil that is good for farming.
• Draw Inferences Which part of Indiana would have been affected
the least by the glaciers? How do you know? Possible answer:
The southern third of the state would have been least
affected since the glaciers did not move that far south.
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WORKTEXT
Active Reading
pages 4–5
The sand dunes along the shores of Lake Michigan are
one of the most unique landforms in Indiana. Winds off
Lake Michigan pile the sand on the shore forming tall
dunes. Plants and grasses cover some sand dunes. The
winds push and change other sand dunes. Plants cannot
grow on these dunes because they move too much. For
example, Mount Baldy is a tall dune that is more than
120 feet high. It remains mostly bare. Along with hills of
sand, the Lake Michigan area also includes sandy beaches,
swamps, grassy hills, and forests.
3. Write four landforms that can be found in Indiana.
Possible answers: plains, hills,
caves, sand dunes, valleys, forests
Mount Baldy sand dune on
Indiana Dunes National Lakeshore
Wyandotte Cave is in
Crawford County in
southern Indiana. This
room is called Rothrock
Cathedral.
Indiana’s Landforms
Indiana has many different landforms. A landform is a
natural feature of Earth’s surface, such as a mountain, hill,
valley, or even an island. These features are part of the
lithosphere. The lithosphere is the soil and rock that form
Earth’s surface.
Indiana is a varied land. It has flat plains, hills, and
valleys. It also has forests and beaches. Most of the land
in central and northern Indiana is flat. Many large farms
are located there. The highest point in the state is Hoosier
Hill near the Ohio border. It has an elevation of 1,257 feet.
Elevation is the height of the land above sea level. In the
south-central part of the state, the rolling hills of Brown
County are a popular tourist attraction. Many large caves
are also found in southern Indiana. Wyandotte Cave is
about 30 miles west of New Albany. In one of its huge
underground rooms, a rock pile called Monument Mountain
stands 175 feet tall.
5
4
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Indiana’s Landforms
•
Main Idea and Details What is the relationship between
a landform and the lithosphere? The lithosphere is the soil
and rock that form Earth’s surface. A landform is a natural
feature that is part of the lithosphere.
• Synthesize Information Why is most of the land in central and
northern Indiana flat? Glaciers moved across the northern
two thirds of Indiana for nearly 400,000 years.
• Demonstrate Reasoned Judgment Could a room in Wyandotte
Cave be more than 175 feet high? Why or why not? Yes,
because a rock pile in one of the rooms stands 175 feet tall,
so the room must be at least that high.
• Predict Consequences What would happen to the number of
plants and grasses on the sand dunes if the winds off Lake
Michigan weren’t as strong? Why? There would be more
plants and grasses because the sand would not move
as much.
16/01/15 12:24 AM
Differentiated Instruction
Use the following questions to differentiate instruction for students
when discussing Indiana’s landforms.
L1 Special Needs: Pair students with visual problems with helper
students. Have the helper students read the text and describe the
images. The vision-impaired student should ask questions to clarify
information.
L2 Extra Support: Provide students with pictures of people
exploring caves, farming, hiking in the hills, and climbing the
Indiana Dunes. Ask them to locate on the map on page 2 where
these pictures might have been taken.
L3 On-level: Assign pairs of students an Indiana landform, such
as farmland, Hoosier Hill, Wyandotte Cave, and the Indiana Dunes.
Ask each pair to make a poster showing how people use the
feature’s natural resources.
L4 Challenge: Ask pairs of students to research the landforms in
their region and write a paragraph describing how the landforms
affect the way people in their region live.
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WORKTEXT
The Wabash River is often
muddy and slow-moving.
Indiana’s water features include lakes and rivers. Glaciers
carved hundreds of lakes into the northern region of
Indiana. The state’s largest natural lake is Lake Wawasee. It
has 25 miles of shoreline.
The 43 miles of shoreline on Lake Michigan form part of
Indiana’s northern border. Lake Michigan links Indiana to
Canada and to the Atlantic Ocean.
Indiana also has several reservoirs created by dams. A
reservoir is a lake where water is stored. Monroe Lake is the
largest human-made lake in the state. It is also the largest
body of water in Indiana.
Most of Indiana’s rivers flow into the Ohio River, which
flows into the Mississippi River. Businesses in the state use
rivers to ship products to other places. The Mississippi River
flows into the Gulf of Mexico. From there, products can be
shipped all over the world. The Wabash River is the longest
river in the state. Because it drains Indiana’s farmland,
it is often muddy and slow-moving. The Ohio River is the
state’s second longest river. It runs along the state’s southern
boundary for about 350 miles.
4. Label Evaporation and Precipitation on the diagram.
Trace the arrows showing the sequence of the steps.
The Hydrologic Cycle
Condensation
Water vapor cools
and forms drops
Cloud
Precipitation
rain or snow falls
Evaporation
Water changes
to water vapor
6
Lake
7
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ESS14_SE04_IN_C01_L01.indd 7
Water Features and the Hydrologic Cycle
• Make Comparisons How do Lake Wawasee and Monroe Lake
differ? Lake Wawasee is a natural lake, and Monroe Lake is
a human-made reservoir.
• Draw Inferences What is one reason for building a dam on a
river? to store water
•
pages 6–7
Indiana’s water features are part of the hydrosphere. The
hydrosphere is all the water on Earth’s surface. It includes
lakes, rivers, and streams.
Indiana’s water is also part of the hydrologic cycle, or
the cycle that describes the movement of water on, in, and
above Earth. The water on Earth is always moving and
changing forms, from rain to ice to vapor, or gas.
In the hydrologic cycle, the sun heats water in the
oceans. Through evaporation, some of the water becomes
vapor. Evaporation is the change of a liquid to a vapor.
The vapor rises into Earth’s atmosphere and turns into
clouds. This process is called condensation. Then, water
drops form in the clouds and fall to Earth as precipitation.
Precipitation is the amount of moisture that falls as rain
or snow. Most precipitation on land flows into streams and
rivers and ends up back in the oceans, where the process
begins again.
Water Features and the Hydrologic Cycle
ESS14_SE04_IN_C01_L01.indd 6
Active Reading
How might the Wabash and Ohio rivers affect where
manufacturing businesses choose to locate? The rivers connect
to lakes and other rivers that lead north to Canada or
south to the Gulf of Mexico, so the businesses can ship
their products anywhere in the world.
16/01/15 12:24 AM
• Make Comparisons How does the hydrosphere differ from the
lithosphere? The hydrosphere includes all the water on
Earth’s surface. The lithosphere is all the land on Earth’s
surface.
• Demonstrate Reasoned Judgment Based on the hydrologic cycle,
does the amount of water in the hydrosphere change? Why or
why not? No, it changes form as it goes through the cycle,
but the total amount stays the same.
• Analyze Images How might water from the lake become snow
on top of the mountains? The water in the lake evaporates.
As it rises, it cools and forms clouds. As the clouds move
over the mountains, snow falls from the clouds.
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WORKTEXT
Active Reading
pages 8–9
Plants and Animals in Indiana
Indiana’s biosphere is as varied as its landforms and
water features. The biosphere is all of the plants and
animals living on Earth’s surface. Wildflowers, such
as goldenrod, violets, and clover, bloom in spring and
summer throughout the state. Wild apples, persimmons,
and cherries can also be found throughout Indiana.
Many less common plants can be found in the Indiana
Dunes region. More than 1,100 kinds of plants and ferns
grow there. These include prickly pear cactus, orchids, and
prairie grasses. Still more types of plants, such as bluestem
grasses, are found in Indiana’s small prairie region.
In the early 1800s, more than 80 percent of Indiana
was covered with forests. Over time, farmers cut down
trees to make room for fields. Towns and cities grew. By
1917, only 7 percent of the state was forested. In the past
100 years, reforestation, or replanting trees, has led to
20 percent of the state being forested today, however.
About half of this forested land is located in state parks
and forests, including Hoosier National Forest. This forest
in the hills of southern Indiana includes such trees as
black walnut, hickory, oak, maple, and tulip.
Indiana is home to many animals, such as whitetailed deer, skunks, raccoons, rabbits, and moles. Mice,
woodchucks, and squirrels are found throughout the state.
Indiana’s lakes and rivers are filled with catfish, trout,
and bass, as well as rare fish like the lake sturgeon. Many
water birds make their home in the state’s wetlands. These
include the sandhill crane, a type of bird that is in danger
of dying out.
5.
Compare and
Contrast Look at the
plant life in the pictures
on this page and the next
page. Write one way in
which they are similar and
one way in which they are
different.
Possible
answer: Similar:
colors; Different:
trees in one and
grass in the other
Years ago, other large mammals, such
as black bears and elk, lived in Indiana.
But they slowly disappeared. People
hunted these animals. In addition, when
people cleared land for farming and
housing, they destroyed the places where
the animals lived.
Now other animals could disappear
from the state, such as sandhill cranes
and Indiana bats. People work to protect
these and other animals from dying out.
Hoosiers have helped set aside more than
22,000 acres of land in nature preserves
across the state.
Indiana grassland
6.
Main Idea and Details Write one detail that supports the main idea that glaciers
shaped the landscape of Indiana.
Possible answer: Glaciers formed hundreds of lakes in
the northern region of Indiana.
7.
Hoosier National Forest
Describe one way that people or businesses use
Indiana’s waterways.
Businesses use the rivers to ship
products to other places.
Possible answer:
Stop! I need help with
Discuss content students need help with.
Wait! I have a question about
Go! Now I know
9
8
ESS14_SE04_IN_C01_L01.indd 8
Pause to answer students’ questions.
Help students self-assess their learning.
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Plants and Animals in Indiana
• Recognize Main Idea and Details Name six different plants and
animals that are part of Indiana’s biosphere. Possible answers:
wildflowers (goldenrod, violets, clover), wild apples and
cherries, cactus, orchids, prairie grasses, trees (oak, walnut,
hickory, maple, tulip), deer, skunks, raccoons, rabbits,
moles, mice, woodchucks, squirrels, catfish, trout, bass,
birds (crane)
16/01/15 12:24 AM
• Predict Consequences What might have happened if Indiana had
not protected the land in the Hoosier National Forest? Farmers
might have continued cutting down trees to make room
for fields until no trees were left.
• Draw Inferences How does the Jasper-Pulaski Fish and Wildlife
Area help the sandhill crane? It protects the wetlands where
the cranes make their homes and helps to keep them from
dying out.
• Draw Conclusions Why did the amount of forested land in
Indiana decrease from 80 percent to 20 percent? Farmers cut
down trees to make room for fields. Other trees were
cleared for cities and towns.
• Recognize Cause and Effect What are two causes for the
disappearance of large mammals in Indiana? People hunted
the animals. When they cleared land for farms, they
destroyed the places the animals lived.
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Chapter 1 Lesson 2
Regions and Resources
Lesson Plan Summary
IN
Indiana
Indiana Academic Standards
4.3.4 Map and describe the physical
regions of Indiana and identify major
natural resources and crop regions.
4.3.7 Explain the effect of the Earth/
sun relationship on the climate of
Indiana.
Target Reading Skill
Objective:
• Identify main idea and
details.
ELL Objective:
• Use new vocabulary to talk
about regions and resources
of Indiana.
1
myWorld and me
WORKTEXT
Envision It!
Remind students of the discussion they had about the Big Question
for this chapter: How does geography affect the way we live?
• How does the region in which you live affect the jobs people do in
your community?
Review the instructions for the Envision It! with students, and have
them complete the activity.
Preview the Key Idea and Vocabulary with students.
• What are the weather and climate like in your community?
2
3
15 minutes
Not enough time
for social studies?
Teach this step during
your reading block or
as a center activity.
Model active reading by asking the questions and using the teaching
strategies indicated below this lesson’s worktext pages.
45 minutes
Ask students to complete the Got It? activity at the end of the lesson
to evaluate their understanding of the key objectives in this lesson.
10 minutes
WORKTEXT
Active Reading
WORKTEXT
Got It?
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WORKTEXT
Active Reading
pages 10–11
NLOCK
U
Lesson 2
I will know Indiana’s
land regions and their features.
Regions
and
Resources
Vocabulary
till
natural
resource
moraine
weather
climate
On the left is the Central Till Plain and on the right is the
Southern Lowlands. Circle the photograph that is most
similar to what the land looks like where you live.
Each picture shows a region of Indiana. Above is the
Northern Lakes and Moraines region.
Natural resources include
water, trees, and soil.
region
Geographers divide Indiana into regions. A region is an
area that has common features. These features might be
natural, based on the land, or cultural, based on language.
Indiana’s Three Regions
Indiana is made up of three different regions. These are
the Northern Lakes and Moraines, the Central Till Plain,
and the Southern Lowlands. Each region has its own special
characteristics. The northern region has several large cities
and many lakes. Rich farmland covers much of the central
region. In the southern region, there are limestone caves
and rolling hills.
The landforms and natural resources found in Indiana’s
regions make them unique. A natural resource is
something in the environment that people use. For example,
water, trees, soil, and minerals are natural resources found
in Indiana.
The area called the Calumet is located along Lake
Michigan. In the late 1800s, large companies came to this
area. The new industries depended on Lake Michigan for
transportation. They used local resources, such as coal
and limestone, to make steel. Oil companies also built
factories there. Today, this area is an industrial center with
cities such as Gary and Hammond. However, there is also
farmland in the region. Major crops include soybeans, corn,
and beef cattle.
1. List two natural resources found in the Northern Lakes
and Moraines region. Write which one you think is most
important and why.
IN
4.3.4 Map and describe the physical
regions of Indiana and identify major
natural resources and crop regions.
4.3.7 Explain the effect of the
Earth/sun relationship on the climate
of Indiana.
Factories in Gary, Indiana,
are located on the shores of
Lake Michigan in the Northern
Lakes and Moraines region.
Possible answer:
water, coal; I think coal
is the most important
resource because the
steel industry brought
many jobs to the region.
The Northern Lakes and Moraines
The Northern Lakes and Moraines region is
mostly flat. A moraine is a mass of dirt and rocks
left behind by glaciers. Moraines are among the
only landforms that break up the flat appearance
of this region. From a distance, they look like waves.
Hundreds of lakes and ponds are also in
this region. The area along the shores of Lake
Michigan is home to the Indiana Dunes National
Lakeshore and Indiana Dunes State Park.
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Indiana Academic
Standards
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16/01/15 12:29 AM
Begin to Read
Indiana’s Three Regions
• Draw Conclusions What factors determine Indiana’s three
geographical regions? A region is an area with common
natural or cultural features. Each of Indiana’s regions has
landforms and natural resources that make them unique.
• Make Comparisons What are Indiana’s three regions? How do
the features of the regions differ? Indiana’s three regions
are the Northern Lakes and Moraines, the Central Till
Plain, and the Southern Lowlands. The Northern Lakes
and Moraines has several large cities and many lakes. The
Central Till Plain has rich farmland. The Southern Lowlands
has limestone caves and rolling hills.
Support English Language Learners
1. Content and Language
Write the “I will know” statement from page 11 on the board. Have
students look at the pictures in the Envision It! activity. Invite them to
paraphrase or restate the “I will know” statement in their own words.
2. Frontload the Lesson
Have students preview the lesson by reading the section headings
and the captions with the images. Then encourage students to
predict what they will learn in the lesson.
3. Comprehensible Input
Review good active reading habits, such as using the 5 Ws (what,
who, why, when, where) to ask questions as they read. Explain that
these habits will make it easier to complete the interactive writing
features in the Worktext.
• Draw Conclusions Why are water, trees, soil, and minerals called
natural resources? They are things in the environment that
people use.
The Northern Lakes and Moraines
• Summarize What are three features found in the Northern Lakes
and Moraines region of Indiana? moraines, lakes and ponds,
and dunes
•
How do the natural resources found in the Calumet area
affect the work people might do in that area? Possible answer:
People might work in transportation because of Lake
Michigan. They might work for the companies that make
steel, or they might farm because of the good farmland.
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WORKTEXT
Indiana’s Regions
Lake
Michigan
MI
Jo
se
ph
R.
South Bend
Gary
Fort Wayne
S
t.
h
as
ab
W
M
R.
ar
OH
Hoosier Hill
(1,257 ft)
Wh
it
Terre
Haute
For
E a st
.
N
Indianapolis
.
eR
Vincennes
R
ys R
.
Muncie
IL
Waba
sh
R.
St
.
akee R.
Kank
ee
um
Ma
W
Bloomington
kW
hi
te
R.
New
Albany
0
50 mi
0
Evansville
.
O hio R
E
S
50 km
KY
KEY
Northern Lakes
and Moraines
Central Till Plain
Southern Lowlands
State capital
Other city
Highest point
2. Place an X on the map where
you live. Circle the region in
the map key.
Answers will vary.
Active Reading
The Central Till Plain
The Southern Lowlands
South of the Northern Lakes and Moraines region is
the Central Till Plain. Till is the soil and rock that gets
left behind after a glacier melts. The soil in the Central
Till Plain is the most fertile in the state. Although most
of this region is very flat, the highest point in Indiana,
called Hoosier Hill, is located there.
The rich soil of this region makes it an ideal place for
farming. The agriculture belt of the Central Till Plain
is dotted with large farms, fields of crops, and fenced-in
areas for hogs and cattle.
Indiana ranks fifth in the nation in corn production.
Much of Indiana’s corn is grown in this central region.
Farmers here also grow soybeans, wheat, and hay. They
raise hogs, cattle, and chickens. Milk and eggs are also
important products of the region.
The state capital, Indianapolis, is located in this
region. Leaders chose this region for the capital because
of its central location. Indianapolis attracted industries
in the late nineteenth century because of its nearby
source of natural gas. Natural gas was a valuable
resource. It was used to produce light and heat.
The automobile industry was one industry that
grew in Indianapolis. The Ball brothers started their
glass manufacturing company in nearby Muncie
because of the availability of natural gas. Although the
natural gas was soon used up, many industries stayed
in the state.
The landscape of the Southern Lowlands region looks
quite different from the rest of the state. It has rounded hills,
some forests, limestone caves, and rich, fertile lowlands. The
land is not flat like the rest of the state because glaciers did
not cross most of this region.
Coal and petroleum, or oil, are two of the natural
resources found in the southwest corner of the region near
the Wabash River. Farmers grow melons in the fertile soil
found there. In the central area, a “limestone belt,” or area of
limestone deposits, runs from Bloomington to the East Fork
White River. Limestone is a stone used for building. Towns
like Bedford opened limestone quarries, or stone pits, more
than 100 years ago.
Over time, water has worn huge underground holes in the
limestone, forming caves. Wyandotte Cave, pictured in the
last lesson, has 25 miles of passages. Historians believe that
people lived there in prehistoric times.
In the southeast corner, there is a series of steep hills, called
knobs. Artists like T.C. Steele and William Forsyth have been
inspired by southern Indiana’s natural beauty.
Cities in the Southern Lowlands include Evansville and
Bloomington. Evansville is known as “Plastics Valley” because
of the many plastics companies there. Bloomington has
limestone quarries, electronics factories, and a large university.
pages 12–13
3.
Compare and
Contrast Fill in
the missing features,
resources, and crops in
the chart. Circle items that
are unique to each region.
Indiana’s Physical Regions
Region
The rich soil in the Central Till
Plain is ideal for farming.
Physical Features
Natural Resources Major Crops
Northern Lakes and flat land, moraines,
Moraines
lakes and ponds, dunes
water, coal,
limestone, oil, soil
soybeans,
corn, beef
cattle
Central Till Plain
flat land, Hoosier Hill,
farmland
fertile soil,
natural gas
corn, soybeans, wheat,
hay, hogs, cattle,
chickens, eggs, milk
Southern Lowlands
rounded hills,
forests, fertile
lowlands, caves
coal, oil, limestone,
fertile soil
melons
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The Central Till Plain
The Southern Lowlands
• Draw Conclusions How are the types of businesses in the Central
Till Plain an example of how geography affects the way people
live? Agriculture is important because of the rich soil. Many
industries grew around Indianapolis because natural gas
was available.
•
• Draw Inferences Why might cattle, hogs, and chickens be raised
in the same areas that grow crops such as corn, wheat, and hay? Possible answer: The food that the animals eat is grown in
the same place that the animals are raised.
• Analyze Maps What two major Indiana rivers drain the Central
Till Plain? the Wabash and White rivers
16/01/15 12:29 AM
Identify Main Idea and Details Why are there more hills,
forests, and caves in the Southern Lowlands than in other
regions of Indiana? The glaciers didn’t cross most of this
region, so the land didn’t become flat.
• Recognize Cause And Effect How do the natural resources
between Bloomington and the East Fork White River affect
the work people do in the area? People might work in the
limestone quarries.
• Analyze Charts What major crop is found in the Southern
Lowlands of Indiana? melons
• Make Comparisons How do the features of the Southern
Lowlands differ? The southwest corner has the Wabash
River, fertile soil, coal, and oil. The central area has a
limestone belt. The southeast corner has steep hills and
natural beauty.
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WORKTEXT
Active Reading
pages 14–15
Climate and Precipitation
Indiana’s Plant
Hardiness Zones
Lake
Michigan
MI
South Bend
Fort Wayne
N
E
W
er
S
IL
h
as
ab
W
v
Ri
OH
Indianapolis
KEY
er
Evansville
O h i o R iv
0
0
50 mi
50 km
KY
Zone 5b
Zone 6a
Zone 6b
State capital
Other city
What is the weather like today? Weather is the
condition of the air at a certain time and place.
The weather may be different in different parts of
Indiana. The weather affects what people wear and
the activities they do.
Weather changes from day to day. The climate
changes much more slowly. Climate is the pattern
of weather in a place over a long period of time.
Indiana has a temperate climate with four seasons.
It is usually not extremely hot or extremely cold.
Indiana’s distance from the equator is one
reason for its temperate climate. Places close to the
equator are warmest throughout the year because
the sun shines strongest there. Places far from the
equator, like the poles, are coldest. This is why
Indiana has a warmer climate than many places
to the north and a cooler climate than places to the
south. The state has warm, humid summers and
chilly, cloudy winters. Southern Indiana is slightly
warmer than northern Indiana.
Lake Michigan affects the climate of northwest
Indiana. In the fall, the lake’s water remains warm
from the summer. This warms the air above the
lake and keeps temperatures mild. But in the
spring, the water stays cold from the winter. This
cools the air and keeps the temperature lower.
4. Look at the map. Gardeners and farmers use
this USDA Plant Hardiness Zone Map to see
what plants grow best where they live. Circle
your zone in the key. Then research the plants
and trees that grow well in that zone. Write the
names of two plants or trees that could be used in
a community park.
Lake Michigan also affects
the precipitation in Indiana.
Recall that precipitation is the
amount of rain and snow that
falls there. The average snowfall
for Indiana is 20 inches a year.
But the northern border near
Lake Michigan often gets more
than 100 inches a year! This is
because cold air passing over
the warmer lake produces very
heavy precipitation.
The winds that blow across Lake Michigan cause
heavy snowfall in places like Michigan City.
5.
Main Idea and Details The three land regions of Indiana have different physical
features. Write three details to support this main idea.
Possible answer: Hundreds of lakes dot the landscape in
the Northern Lakes and Moraines. The Central Till Plain has
large farms. The Southern Lowlands has rolling hills.
6.
Describe how the changing seasons affect how people in
Indiana live.
Possible answer: In winter, it snows a lot in some parts of
Indiana. People who live there dress warmly and can ski. In
summer, it is warm so people who live near water can swim
and kayak.
Students will identify their
Stop! I need help with Discuss
zone and choose two plants
Wait! I have a question about
or trees that grow well there.
Go! Now I know
content students need help with.
Pause to answer students’ questions.
Help students self-assess their learning.
15
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Climate and Precipitation
Differentiated Instruction
• Make Comparisons What is the difference between weather and
climate? Weather is the condition of the air at a particular
time or place. Climate is the pattern of weather over a long
period of time.
Use the following questions to differentiate instruction for students
when discussing Indiana’s regions and resources.
• Draw Conclusions What context clues help the reader
understand the meaning of temperate on page 14? “It is
usually not extremely hot or extremely cold. . . . Indiana
has a warmer climate than many places to the north and a
cooler climate than places to the south.”
• Recognize Cause and Effect Why does Indiana have a temperate
climate? It isn’t close to either the equator or the poles.
• Analyze Maps Through which plant hardiness zones does the
Wabash River flow? all three
L1 Special Needs: You may wish to have a student helper make
an audio tape of the lesson by reading each section of the text
slowly. Use the tape for students who would benefit from an audio
approach to the content.
L2 Extra Support: Provide small groups of students with a blank
map of Indiana. Have them use the information in the lesson to
divide the map into regions and draw in the major features of each
region.
L3 On-level: Assign groups of students a region of Indiana. Have
students research the natural resources found in that region and
make a resource map of the region. Students should place icons,
samples, or pictures of each resource in its correct location on the
map. Have groups post their maps.
L4 Challenge: Ask pairs of students to research and draw a map
showing the locations of major Indiana industries, either from the
early 1900s or the present.
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Chapter 1 21st Century Skill
Use Latitude and Longitude
Skill Lesson Plan Summary
IN
Indiana
Indiana Academic Standards
4.3.1 Use latitude and longitude to identify physical and human features
of Indiana.
1
2
Use Latitude and Longitude
WORKTEXT
Teach the Skill
Provide students with a physical map of Indiana similar to the one in
the Worktext. You may also wish to provide a globe or world map to
help students identify the location of Indiana relative to the equator
and prime meridian. Help students identify the latitude and longitude
lines. Point out that Indiana is north of the equator, so all latitude
lines have an N after the number. Indiana is west of the prime
meridian, so all the longitude lines have a W after the number. Model
how to find the nearest latitude and longitude lines to Indianapolis.
Model active reading by asking the questions and using the teaching
strategies indicated below this lesson’s worktext pages.
20 minutes
15 minutes
WORKTEXT
Try It
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WORKTEXT
Active Reading
pages 16–17
Learning Objective
Map Skills
IN
I will know how to use latitude and
longitude to identify features of Indiana.
4.3.1 Use latitude and longitude to identify
physical and human features of Indiana.
Use Latitude and Longitude
F o r k Whit
eR
.
Wab
ash
R.
te
R.
St
.
Jo
se
ph
R.
We use maps for many different
Indiana: Physical and Human Features
purposes. They help us find physical
features, such as lakes, rivers, dunes,
87° W
85° W
88° W
86° W
84° W
and forests. Maps can also show
42° N
Lake
42° N
MI
Michigan
features that were created by people.
These human features of maps
Indiana Dunes South Bend
Gary National Lakeshore
.
include cities, farms, highways, and
Lake
eR
me
Wawasee
Mau
railroad lines.
R.
Kankakee
Fort Wayne
41° N
To find the exact location of
41° N
St
.M
N
physical and human features on
ar
ys R
.
R
.
maps, we use latitude and longitude.
W
E
h
as
ab
These imaginary lines form a grid
W
S
Muncie
OH
system that identifies the location of
40° N
40° N
features on maps. Lines of latitude
Indianapolis
are drawn east to west. The equator
IL
Terre
is the starting point for latitude. All
Haute
hi
W
locations north of the equator are
Monroe
marked with an N, and all locations
Bloomington Lake
39° N
south of the equator are marked with 39° N
st
Ea
an S. Lines of longitude are drawn
Hoosier
National Forest
0
50 mi
north to south. The prime meridian
0
50 km
is the starting point for longitude. All
Patoka
Lake
locations east of the prime meridian
85° W
Evansville
38° N
are marked with an E, and all
.
KEY
O hio R
locations west of the prime meridian
National Forest
KY
National Lakeshore
are marked with a W.
State capital
Study the blue grid on the map
Other city
86° W
87° W
88° W
of Indiana at the right. To identify
the latitude and longitude of
Indianapolis, first find the capital city on the map. Next, find the line of
latitude closest to the city. Use your finger to follow the line to the right or
to the left to find the number. You will see that it is 40°N. Now find the line
of longitude closest to the city. Use your finger to follow the line to the top
or bottom of the map to find the number. It is 86°W. Now you know that
Indianapolis is located close to latitude 40°N and longitude 86°W.
Use the map to answer the questions below.
1. Find Evansville on the map. What is the closest latitude line?
38°N
2. Identify the two lakes that are located between 87°W and 86°W.
Monroe Lake and Patoka Lake
3. The Ohio River forms the southern border of Indiana. What lines of
longitude does the river cross in Indiana?
85°W, 86°W, 87°W, 88°W
4. What two physical features are located near 42°N and 87°W?
Indiana Dunes National Lakeshore and
Lake Michigan
5. Apply Suppose the state has decided to build a new railroad line
(human feature) that will connect Gary and Indianapolis. Draw the
railroad line on the map, as well as what its symbol would look like in
the map key below. Then write the lines of latitude and longitude that
the railroad will cross below.
Students should draw a
railroad symbol for the key.
41°N, 40°N, 87°W
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Differentiated Instruction
Use the following questions and strategies to differentiate
instruction for students when discussing how to use latitude and
longitude to locate places in Indiana.
16/01/15 12:51 AM
L4 Challenge: Show students the exact latitude and longitude of
your school using a GPS app on a smartphone. Challenge students
to find out more about how degrees of latitude and longitude are
broken into smaller sections similar to the way an hour is divided
into minutes and seconds.
L2 Extra Support: Divide a piece of graph paper into four
quadrants by drawing a horizontal and vertical line through the
center of the page. Place an X in the upper left quadrant of the
grid at a point where two lines cross. Ask students to give the X
an “address” by counting the squares to the left of the vertical line
and above the horizontal line. Point out that this is similar to what
students are doing when they use latitude and longitude lines to
find a location.
L3 On-level: To give students more practice using latitude
and longitude, have partners make up a question similar to the
questions on page 17. Partners should write their question on
an index card and write the answer to the question on the back.
Teams should exchange cards with another pair, read and discuss
the question, and write the answer. Students can then check their
answer on the back of the card. If the answers don’t agree, pairs
should discuss how they got the answer and decide which one is
correct.
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Chapter 1 Lesson 3
Indiana Connections
Lesson Plan Summary
IN
Indiana
Indiana Academic Standards
4.3.11 Examine Indiana’s international
relationships.
4.4.3 Explain the benefits of trade
and give examples of how people in
Indiana have engaged in trade.
Target Reading Skill
Objective:
• Identify main idea and
details.
ELL Objective:
• Use new vocabulary to talk about
how Indiana is connected to
other states and countries.
1
myWorld and me
WORKTEXT
Envision It!
Remind students of the discussion they had about the Big Question
for this chapter: How does geography affect the way we live?
• How does learning about people who live in other states or
countries change the way we live?
Review the instructions for the Envision It! with students, and have
them complete the activity.
Preview the Key Idea and Vocabulary with students.
• How is your community connected to other states, countries, or
cultures?
2
5 minutes
Not enough time
for social studies?
Teach this step during
your reading block or
as a center activity.
Model active reading by asking the questions and using the teaching
strategies indicated below this lesson’s worktext pages.
45 minutes
Ask students to complete the Got It? activity at the end of the lesson
to evaluate their understanding of the key objectives in this lesson.
10 minutes
WORKTEXT
Active Reading
3
WORKTEXT
Got It?
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WORKTEXT
Active Reading
pages 18–19
NLOCK
U
Lesson 3
I will know how Indiana
is connected to other states and
countries.
Indiana
Connections
Vocabulary
trade
manufacturing
Circle two items in the picture that represent
this culture group.
People celebrate their cultures in many ways.
Here, Mongolian Buddhists dance at a festival in
Bloomington, Indiana.
Benefits of Trade
“The Crossroads of America” is Indiana’s state motto, or
saying. This motto describes the state’s central location in the
United States along roads, rivers, and train lines. Hoosiers are
connected to the rest of the country by the interstate highways
that crisscross the state.
Indiana, the United States, and the World
1. Look at the picture
of a barge on the
Ohio River. Describe
how Indiana is
connected to other
parts of the world.
Its waterways
link it to other
places.
Indiana’s location in the center of the country links it to other
states. This allows businesses to easily ship goods to other places in
the country. Fourteen interstate highways pass through Indiana,
linking it to the rest of the nation. Indiana has more railroad lines
than many other states. Trains carrying cargo, or goods, travel
from Chicago, Illinois, and St. Louis, Missouri, through Indiana.
Waterways link Indiana not just to other states, but to the whole
world. The Ohio River flows into the Mississippi River, which in
turn flows into the Gulf of Mexico. From there, goods can be
shipped all over the world. Southwind Maritime Center, in the
town of Mount Vernon, is one of Indiana’s ports on the Ohio River.
Portage, on the shores of Lake Michigan, is one of Indiana’s
largest port cities. It connects Indiana to Canada. Ships
on the Great Lakes can reach the Atlantic Ocean through
the St. Lawrence Seaway. From Portage, huge ships, called
freighters, carry Indiana steel and other products to markets
around the world.
Indiana is connected to the world through trade. Trade
is the buying and selling of goods and services. Trade has
many benefits. No single place can provide everything
that the people who live there need. Each place depends on
others to get the things they need and want. Trade benefits
Indiana in other ways, too. It brings money into the state.
It also creates jobs for workers.
Trade has existed for many thousands of years.
Long ago, it took barges, wagons, and
stagecoaches weeks or months to make a
delivery. Today, a jet plane can cross those
same distances in hours. And cargo
ships can hold more goods than ever
before. They can transport those
goods far more cheaply, too. More
goods are now shipped and received
around the world than at any other
time in history.
export
import
IN
culture
cultural
exchange
Indiana Academic
Standards
4.3.11 Examine Indiana’s
international relationships.
4.4.3 Explain the benefits of trade
and give examples of how people in
Indiana have engaged in trade.
The Subaru of Indiana
assembly plant in Lafayette
makes goods that can be
shipped all over the world.
19
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Begin to Read
Indiana, the United States, and the World
• Demonstrate Reasoned Judgment How might goods manufactured
in other states reach your part of Indiana? Possible answer:
Goods from other states reach my part of Indiana by
airplane, train, truck, or boat.
• Identify Alternatives How might a steel company ship its steel to
the Gulf of Mexico? Possible answer: The company might put
the steel on a truck and take it to a boat on the Ohio River.
The boat would travel to the Mississippi River, and from
there to the Gulf of Mexico.
Support English Language Learners
• Draw Inferences Why is it important that 14 interstate highways
pass through Indiana? Possible answer: All these highways
allow Indiana to ship and receive goods easily from around
the country.
1. Content and Language
Write trade on the board. Explain that to trade means “to exchange
one object for another.” Ask students to name something they have
traded.
2. Frontload the Lesson
Have students preview the lesson by studying the images and captions.
Then encourage students to predict what they will learn in the lesson.
3. Comprehensible Input
Have students form groups of three. Give Student 1 three index cards
reading “Indiana.” Give Student 2 three index cards reading “Illinois.”
Give Student 3 three index cards reading “China.” Taking turns,
students should trade one card with another group member until each
student in the group has a card from each location. Connect trade to
buying and selling goods from other states or countries.
Benefits of Trade
• Predict Consequences What might happen if people in Indiana
did not trade with people from other states or countries?
Possible answer: People would only buy goods that were
produced in Indiana and would not sell their goods outside
of Indiana. There would be fewer goods to choose from.
• Identify Central Issues How does trade benefit Indiana? Possible
answer: Trade lets Hoosiers get things they need and want
that they cannot get in Indiana. It also brings money into
the state and helps create jobs.
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WORKTEXT
Active Reading
pages 20–21
Indiana’s Top Trading Partners, 2013
ARCTIC OCEAN
Top Exports and Imports
3
CANADA
1
UNITED
STATES
Indiana
MEXICO
2
FRANCE
JAPAN
5
4
ATLANTIC
OCEAN
INDIAN
OCEAN
PACIFIC
OCEAN
KEY
Trading partner of Indiana
2. Circle Indiana’s top two
trading partners.
Write why you think
these countries are top
trading partners.
Possible answer:
Canada and
Mexico are the
top trading
partners because
they are located
closest to
Indiana.
SOUTHERN OCEAN
International Trade
Indiana trades goods with many countries. Indiana
businesses ship more goods to Canada than anywhere else
in the world. In 2013, the state shipped nearly $12 billion
worth of goods to Canada.
Businesses in Indiana use the state’s natural resources to
make products that are needed in other regions of the world
that might not have those resources. For example, Indiana’s
fertile soil is good for growing crops such as corn, soybeans,
and mint. Farms ship crops to other areas where those crops
do not grow well. In 2011, Indiana’s agriculture industry
earned $4.6 billion from selling crops to other countries.
Indiana’s steel industry is centered in the northwestern
part of the state. It produces 20 million tons of steel a
year. Steel is used to make many products, such as stoves,
televisions, and refrigerators. Indiana ships these products
to other countries.
The industry in Indiana that ships the most goods to
other countries is the vehicle manufacturing industry.
Manufacturing is the making of goods by machines,
usually in factories. Indiana companies make vehicles and
parts for vehicles such as automobiles and aircraft. The
steel that is produced in the state is used to make many of
these products.
Indiana manufacturers make many different exports.
Exports are goods that are shipped to another country
to be sold there. The vehicle manufacturing industry in
Indiana is the top exporter. The second highest exporter is
the pharmaceutical industry. A pharmaceutical company
exports medicine. One of the biggest pharmaceutical
companies in the world is Eli Lilly and Company. It is located
in the capital city, Indianapolis.
Indiana also relies on imports. Imports are goods
that are brought in from another country to be sold here.
Hoosiers cannot produce everything that people in the state
need. Instead, they import goods from businesses overseas.
Some of the top goods that Indiana imports are ingredients
for medicine, cellular phones, and vehicle parts. Hoosiers
import more goods from Canada than anywhere else. The
state also buys many products from Ireland, China, Japan,
and Mexico.
3. Look at the graph below
that shows Indiana’s top
exports. About how much
more money does Indiana
earn through its export of
industrial machinery than
electric machinery?
about $3 million
Indiana’s Top Exports, 2012
8
Millions of dollars
GERMANY
6
4
2
0
Export
Vehicles
and Parts
Pharmaceutical
Products
Industrial
Machinery
Optical and Medical
Instruments
Electric
Machinery
Source: U.S. Census Bureau and Indiana University
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International Trade
Top Exports and Imports
•
•
How do Indiana’s natural resources affect the products that
Indiana businesses sell to other countries? Possible answer:
Indiana businesses use the state’s natural resources, such as
fertile soil, to grow crops that other countries want to buy.
16/01/15 12:37 AM
Identify Main Idea and Details Why do companies that
export goods also import goods? Provide an example. Possible
answer: Companies do not have all they need on their
own. Examples: Pharmaceutical companies need to buy
imported ingredients for medicine in order to make and
export medicine. Vehicle manufacturing industries need to
buy imported vehicle parts in order to make and export cars.
• Recognize Cause and Effect Why is Indiana a good place for
businesses to manufacture stoves, vehicles, and parts for
vehicles? Indiana’s steel industry produces 20 million tons
of steel a year, which can be used to make cars and
appliances.
• Analyze Graphs About how much does Indiana earn by
exporting industrial machinery? about $5.5 million
• Analyze Maps Which international trading partner requires
goods to travel the farthest? Japan
• Analyze Graphs About how much does Indiana earn in total for
its top five exports? more than $23 million
• Draw Conclusions Do you think Indiana ships most of the steel it
produces to other countries? Why or why not? Possible answer:
No, because Indiana makes other products out of steel and
ships many products made from steel to other countries.
• Demonstrate Reasoned Judgment What might account for
the fact that Indiana both exports and imports vehicle parts?
Possible answer: Indiana may have the resources to make
some parts, but not others.
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WORKTEXT
Active Reading
pages 22–23
Cultural Exchanges
Indiana not only provides and receives products from
other parts of the world, but the state and other countries
also share their cultures. A culture is the way of life of a
group of people. Indiana takes part in cultural exchanges
with people in other countries. A cultural exchange
happens when two different cultures share information with
each other.
Indiana has sister cities and sister states in other
countries. Sister cities and states work together as friends
to understand the other’s culture. These relationships also
promote trade and tourism. Indianapolis alone has eight
sister cities! These include cities in Taiwan, Germany, Italy,
Slovenia, China, Brazil, the United Kingdom, and India.
International relationships have many benefits to Hoosiers.
They can learn about different cultures. They also create
new volunteer and business opportunities. Each year, the
city of Indianapolis celebrates its international relationships
with the Indy Sister Cities Fest. Hoosiers enjoy music, games,
world sports, and other cultural activities at this street fair.
In 1964, President John F. Kennedy started an
organization called Partners of the Americas. Kennedy
4. Indiana has
wanted to increase cultural exchanges between the United
partnerships with
States and Latin America. People created one of the first
people in other countries.
partnerships between Indiana and Rio Grande do Sul,
Circle the two shown
a state in Brazil. Over the past 50 years, Hoosiers and
on the map.
gauchos, or people from this
state in Brazil, have shared their
Indiana’s Sister States
cultures. Students from the two
ARCTIC OCEAN
countries have visited each other’s
schools. Farmers from Indiana
have taught people in Brazil how
Indiana,
United States
to grow vegetables. Gaucho youth
Zhejiang,
ATLANTIC
China
orchestras have visited Indiana to
OCEAN
share their music.
Zhejiang Province in China is
INDIAN
OCEAN
another sister state of Indiana.
PACIFIC
This partnership began in 1987. It
Rio Grande do Sul,
OCEAN
Brazil
was started mostly for economic
reasons.
Indiana’s exports to China have
grown over the past decade. China
uses more meat, coal, and steel than
any other country in the world.
Through this partnership, Indiana
has increased trade with China.
Schools in both countries have also
started to work together.
5.
Main Idea and Details
Write what happens in a
cultural exchange.
Two cultures share
information with each
other.
6.
Indiana students practice making Chinese
characters in their Chinese class.
Main Idea and Details Write two details to support the main idea that Indiana’s
waterways link the state to the rest of the world.
Ships carry freight on the Ohio River, which flows
to the Mississippi River. Ships can reach Canada and the Atlantic
Ocean through Lake Michigan and the St. Lawrence Seaway.
Possible answer:
7.
List three benefits of Indiana’s relationships with its sister
cities and states.
These relationships promote trade and
tourism, help people learn about different cultures, and
create new business opportunites.
Possible answer:
Stop! I need help with Discuss
Wait! I have a question about
Go! Now I know
content students need help with.
Pause to answer students’ questions.
Help students self-assess their learning.
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Cultural Exchanges
Differentiated Instruction
• Recognize Cause and Effect How do cultural exchanges benefit
Indiana’s economy? Possible answer: The relationships from
sister cities and sister states promote trade and tourism,
which bring money into the economy.
Use the following questions to differentiate instruction for students
when discussing Indiana’s connections to other states and countries.
• Formulate Questions What question might you ask about
Indiana’s sister cities and states? Possible answer: How does
Indiana choose which cities or states to work with?
L1 Special Needs: If the content is too complex for some students,
create an outline showing the most important concepts. Have
students locate each item on the outline, highlight it in the text, and
explain it in his/her own words.
• Synthesize Information What are some ways that Indiana and
Brazil have shared their cultures? People have visited each
other’s schools. Farmers from Indiana have taught gauchos
how to grow vegetables. Gaucho youth orchestras have
visited Indiana to share music.
L2 Extra Support: Provide students with an outline map of the
world, showing the names of the countries. Working in groups
of three, have students locate and circle the countries where
Indianapolis’s sister cities are located. Ask students what they
already know about these countries and what they might learn by
sharing information with the people.
• Draw Inferences What natural resources in Indiana have
contributed to increased trade with China? Possible answer:
Indiana’s fertile soil lets farmers raise cattle, which China
imports for meat. Indiana has coal deposits, so they can
ship coal to China.
L3 On-level: Have students work with a partner. Partners should first
identify a culture mentioned in the lesson that they would like to learn
more about. Then have students write questions for an interview they
would like to have with a student their age from that country.
L4 Challenge: Assign groups of students one of Indiana’s top
trading partners from the map on page 20. Have groups research the
three largest exports to and imports from that country in recent years.
Then have them make a bar graph showing the total amounts of
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Chapter 1
Review and Assessment
Lesson Plan Summary
1
Performance
Assessment
Both the myStory Book and myWorld Activity performance assessments
are available in the Chapter Closer Digital Presentation.
PRESENTATION
Chapter 1
30 minutes
Choice A
myStory
Book
Writing Activity Students use the myStory ideas from their worktexts to
write and illustrate an eight-page booklet demonstrating their understanding
of the key objectives, vocabulary, and Big Question for this chapter.
Choice B
myWorld
Activity
Hands-on Activity: Geography: Mapping People and the
Environment In this activity, students draw a map of Indiana to show
how people interact with the environment. See the full instructions online
to complete the activity as well as Students’ Instructions and a rubric for
the activity. Use Activity Cards 1–5.
30 minutes
Optional: You may want to assign the Chapter Review and
15 minutes
2
Chapter Review
3
Formal
Assessment
WORKTEXT
See the Online Lesson Plan for full instructions on how to complete the story
together as a class, or have each student complete his or her own story.
Make sure students’ stories reflect what the chapter’s content means to
them. The myStory Book feature in their worktext will help them achieve this.
Assessment in the worktext as homework.
Optional: Print and distribute Test Forms A and B for this chapter.
Notes
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WORKTEXT
Active Reading
pages 24–25
Chapter 1
Chapter 1
Study Guide
Review and Assessment
Lesson 1
Lesson 1
Land and Water
Lesson 2
Land and Water
•IndianaislocatedintheUnitedStates,intheMidwestregion.Its
capital,Indianapolis,islocatedinthecenterofthestate.
Regions and Resources
1. Describe howglaciersshapedIndiana’s
landscapeandenvironmentlongago.
•Longago,glaciersshapedthelandscapeofIndiana.
•Indianahasvariedlandforms,waterfeatures,andplantsandanimals.
Glaciers covered most of
Indiana. As they moved
and melted, they changed
the natural features of
the land. They flattened
the land, dug large holes,
and helped form caves.
•Thestate’swaterwaysincludehundredsoflakesandtwomajorrivers:
theWabashandOhiorivers.
Lesson 2
Indiana’s Regions and Resources
•Indianahasthreelandregions:theNorthernLakesandMoraines,the
CentralTillPlain,andtheSouthernLowlands.
•Indiana’snaturalresourcesincludewater,trees,soil,andminerals.
•Indianahasatemperateclimatethatisaffectedbythestate’sdistance
fromtheequator.
2. Match eachwaterwaywithits
description.
•LakeMichiganaffectstheweatherandprecipitationinthestate.
d
Lesson 3
_____Lake
Wawasee
_____Monroe
Lake
_____Wabash
River
_____OhioRiver
b
Indiana Connections
•Indiana’scentrallocationintheUnitedStatesmakesitthe“Crossroads
ofAmerica.”
a
•TradebenefitsHoosiersbyallowingpeopletogetthingstheyneedand
want,bringingmoneyintothestate,andcreatingjobs.
•Indiana’stoptradingpartnerisCanada.Itstopexportsvehiclesand
vehicleparts.
c
a. longestriverin
Indiana
b. largest
reservoir
c. formssouthern
boundaryofIndiana
d. largestnaturallake
3. Labelpartofthehydrologiccycle.
4. Whichregionfitsthisdescription?
Thelandismadeupofroundedhills,
someforests,limestonecaves,andrich
farmland.
A. NorthernMorainesandLakes
B. CentralTillPlain
C. SouthernLowlands
D. IndianaDunes
5. Writethreenaturalresourcesfound
intheNorthernLakesandMoraines
region.
water,
fertile soil, coal, limestone,
and petroleum
Possible answers:
6. Fill intheblanks.
Indianahasa
climate.Thesunshinesstrongestin
tothe
places
equator.Placesfarfromtheequatorhave
temperatures.
temperate
closest
colder
Condensation
•Hoosiersparticipateinculturalexchangeswithothercountries.
Evaporation
precipitation
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Support English Language Learners
Support English Language Learners
Language Production
Assess Understanding
Use the following activities to help students write about geography
and how it affects their life.
Have ELLs work in groups of varying language proficiencies to
complete the Chapter Activity. Review the rubric and instructions
with each group.
Beginning LOW Have students draw pictures or diagrams to show
different features of Indiana’s geography. Have them choose one
picture and write a word or caption to show how it affects their life.
Beginning HIGH Have students choose one natural resource from
their group’s region and draw a picture of it on a map of Indiana.
Intermediate HIGH Write cloze sentences that describe the way
that geography affects people’s lives. Have students complete the
sentences and then read them aloud. Examples: My environment
has ____. This means that I can _____.
Intermediate LOW/HIGH Have students identify one resource that
is found in several regions of the state and one that is found in only
one region. Students should draw a picture of the resource on a
blank map of Indiana.
Advanced HIGH Ask partners to choose one feature of Indiana’s
geography. One partner will write a description of the feature. The
other partner will write about how it affects the lives of people in
the state.
Advanced LOW Have students write full sentences describing the
resources in their region and how they are used.
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WORKTEXT
Active Reading
Goonlinetowriteandillustrate
yourownmyStory Bookusingthe
myStory Ideasfromthischapter.
Chapter 1
Review and Assessment
How does geography affect
the way we live?
Lesson 3
Indiana Connections
7.
Main Idea and Details Write twobenefitsoftrade.
creates
jobs for workers, brings
money into the state, allows
people to get the things
they need
Possible answers:
10.
Indiana has a variety of landforms, waterways, and resources, along
with a temperate climate. This varied geography affects people in
different ways, depending on where they live. Geography influences
where we choose to live, what we wear, what we do for fun or work,
and what our communities are like.
How does geography
affect the way we live?
Lookatthepictureand
answerthequestion.
9. Whichofthefollowingbestdescribesa
culturalexchange?
A. Twocountriestradegoods.
B. Twocountriessharetransportation.
IN
4.W.1 Writefor
discipline-specific
tasks,purposes,
andaudiences.
Thinkaboutwhereyouliveandwhatpeopleinyourcommunitydofor
funorwork.Writehowgeographyaffectspartofyourlife.
My town is located near the Ohio River. I enjoy fishing and
swimming in the river on hot summer days.
8. Writehowthesteelindustryhelps
Indiana’stradebusiness.
Steel is used to make
many products that
are shipped to other
countries, such as
televisions and vehicle
parts.
pages 26–27
HowdoesIndiana’sgeographyaffect
theworkthatpeopledothere?
Nowdrawapicturetoillustrateyourwriting.
Possible answer: Much
of the land in Indiana is
flat with fertile soil. Many
people work as farmers.
Hoosiers also work in the
steel industry, which uses
natural resources found in
the state.
Students should draw a picture
that shows how geography affects
their lives.
C. Twoculturesshareinformation.
D. Twoculturesbuildfactories.
Whileyou’reonline,checkoutthemyStory
Current Eventsareawhereyoucancreate
yourownbookonatopicthat’sinthenews.
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Big Question
1. Call on volunteers to name different features of Indiana’s
geography. List these features on the board.
2. Have students take turns choosing a feature and describing how
it affects their lives.
3. Ask students to explain how Indiana’s geography affects the way
people live throughout the state.
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myStory Book
1. Explain to students that they will now have the opportunity to
create a story about what they learned in this chapter.
2. They will be able to describe it in their own words. They will also
be able to select the images they think are best.
3. Explain that prompts will guide them through the writing of the
story.
myWorld and Me
1. Have students think about a specific way that their life is
different because they live in Indiana and not somewhere else.
2. Have students draw a picture that shows the way that their life is
different.
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