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SOCIAL STUDIES 4 Updated 7/21/2016 1:18 PM UNIT 1 – REGIONAL GEOGRAPHY OF THE UNITED STATES (18 DAYS) 1. Overview In this unit students explore the variety of landforms and geographic make-up of the United States and how each region has influenced economic development. This sets the stage for the unit to follow where students explore the early days of exploration and colonization through various geographic regions. Grade 4 Claims What are the physical characteristics of the US and how did this impact colonization? What were the influences and effects of the Revolutionary War? How did the technological advancements and key historical events impact our current society? REMINDERS CONTENT AND CLAIMS Late take-in day for students (08/24/16) Labor Day (09/05/16) Landforms How can we define the location of a place? 4.4.1 Locate and label continents, oceans, the poles, hemispheres, and key parallels and meridians on a map or globe. 4.4.2 Locate and label on a map the major physical features of each of the five regions of the United States and summarize how they affect the climate, economy, and population of each region 4.4.3 Identify the states of each of the five regions of the United States 4.4.4 Measure approximate distance on a map using scale to the nearest hundredth mile 4.4.7 Use mental mapping to construct a map of the United States regions and the world to include map elements (title, compass rose, legend/key, scale) How are the characteristics of each region similar and different? 4.5.1 Compare and contrast the distinguishing physical characteristics of the five regions of the United States 1 SOCIAL STUDIES 4 Updated 7/21/2016 1:18 PM Regions How do the physical characteristics of each region shape its economic development? 4.5.2 Analyze how physical characteristics of a region shape its economic development How do the physical characteristics of each region influence human settlement? 4.5.3 Identify and explain how the physical characteristics of a region influenced human settlement How do natural processes and human processes impact the land and water around them? TOPICS OF CONSIDERATION 4.6.1 Illustrate how natural processes have created and/or changed the physical characteristics of places in the United States 4.6.2 Describe the human impact on the land and bodies of water of the five regions of the United States Physical Map Political Map Topographical Map Population Map Product Map Bar Graph/Pictographs Circle Graphs Interpretation of graphs, charts, and diagrams Geographic features, bodies of water, and landforms on a U.S. map Physical characteristics of regions: precipitation, elevation, vegetation Ways that location and physical features influence the development or life in a region of the United States Physical and other characteristics used to define and distinguish U.S. regions: climate, vegetation, culture, elevation Reasons for migration and settlement in various time periods: job opportunities, escape religious/political oppression, drought or famine, relocation Ways in which people modify the physical environment to meet basic needs: clearing land for urban development, construction levees, building bridges Ways humans have adapted to the physical environment Natural resources used by the people in the United States Urban Suburban Rural 2 SOCIAL STUDIES 4 Updated 7/21/2016 1:18 PM UNIT 1 – REGIONAL GEOGRAPHY OF THE UNITED STATES (18 DAYS) 2. Resources LDOE SUGGESTED RESOURCES Landforms: Outline Map with Landforms, National Geographic Types of Land, Harcourt School Outline Maps, Education Place Landform Regions of the United States, Eduplace Physical Map of the United States, FEMA United States Landforms, Mr. Nussbaum Major Landforms, World Atlas Regions: United States Regions, National Geographic Let’s Explore the Pacific Northwest, Kathleen Connors Let’s Explore the Great Basin, Kathleen Connors Let’s Explore the Midwest, Kathleen Connors Let’s Explore the Northeast, Kathleen Connors Let’s Explore the Southwest, Kathleen Connors States and Regions, Harcourt School Regions of the U.S., Scholastic Railroad Maps 1828-1900, Library of Congress Northeast, Discovery Education West, Discovery Education South, Discovery Education Midwest, Discovery Education Interactive Maps, Eduplace 3 SOCIAL STUDIES 4 Updated 7/21/2016 1:18 PM ADDITIONAL SUPPORTING RESOURCES Discovery Education Streaming: States: https://app.discoveryeducation.com/learn/videos/d3cef7ef-6430-46b8-a62e-bc742b46ec5a American Geography: https://app.discoveryeducation.com/learn/videos/136F78F9-97F5-491D-A0D2-13468274D3BC?hasLocalHost=false Location, Size, and Regions of the U.S.: https://app.discoveryeducation.com/learn/videos/5c08727f-d10d-4a5d-8b71-76cf53b0499e WorldBook Online: What is a Map? http://www.worldbookonline.com/socialstudiespower/maplesson?lessonid=geo1-1whatisamap-841837 How to Measure Distance: http://www.worldbookonline.com/socialstudiespower/maplesson?lessonid=geo1-4measurdis-841836 UNIT 1 – REGIONAL GEOGRAPHY OF THE UNITED STATES (18 DAYS) 3. Activities for Understanding SUGGESTIONS 4.4.1 Students will draw or label a world map that includes the following: 7 continents, 5 oceans, eastern/western and northern/southern hemispheres, poles, equator, and prime meridian. Students will then select two of the locations to research (e.g. equator and Prime Meridian, north and south poles, etc.) and write 2 paragraphs that compare and contrast the areas. 4.4.3, 4.5.2 Students will be divided into groups by regions found in the United States to plan a breakfast, lunch, or dinner menu made entirely from foods found in the assigned region. Students can use information and maps found in their text, teacher-complied resources, or the internet. As an extension activity, students can select another region and write 1-2 paragraphs that compare/contrast the foods grown in the two regions, including an explanation of why the foods on their menu are not produced in the other region. Blank Menu 4.4.1 Students will identify the difference in size of various areas by creating a layered foldable (preferably with maps of the areas) and labeling it in the following manner: 1st – World (largest sheet) 2nd – Continent 3rd - United States 4th - Louisiana 5th - Jefferson Parish 6th - Metairie, Gretna, Harvey, etc. (whichever is appropriate for your location) 4 SOCIAL STUDIES 4 Updated 7/21/2016 1:18 PM As an alternative, circles of various sizes can also be stapled together (at the top) to represent the sizes of the areas listed. The teacher will ask guided questions about the areas, and students will develop and ask questions about the features of each page using the jigsaw method. Foldable Guide Size Maps 4.4.3, 4.5.2 Students will be grouped by the five regions found in the United States. Using grocery store ads, the internet, and textbooks, students will create a resource poster for their region. Students will identify and cut out food items in the ads from their region and add them to the poster. Each group will present its poster to the class. (Although students are introduced to the 50 states and the idea of grouping by regions, students will spend the school year mastering this concept as they study the regions in depth.) After the presentations, each student will write a 1-2 paragraph essay on the types of food their family likes to eat, identifying the region in which the food is produced. 4.6.1 Students will locate landforms or bodies of water. The teacher will write the following on a storyboard or present them on a PowerPoint presentation: Rocky Mountains, Appalachian Mountains, Great Lakes, Grand Canyon, and Hawaiian Islands (include photographs). The teacher will divide the class into five groups, each representing a landform or body of water listed. The students will research their landform (or the teacher can provide research packets on the various areas) to find out which physical process created each one. Students will share their research with the class. 4.6.2 Students will complete a picture walk through a textbook. The teacher will select pages in the textbook and instruct students to stop on various pages and identify ways people have changed the land in the photos. The students will then make judgments as to whether the changes were positive or negative. The teacher will track student responses using a T-chart. As an extension activity, the students will write a 2-3 paragraph essay discussing the long-term implications the negative changes will have on the land. 5