Download Living In Washington Unit - North Kitsap School District

Project GLAD
Vancouver Public Schools
Living in Washington: Its Geography, Resources, and Economy
(Level 4)
IDEA PAGES
I.
UNIT THEME: There is a complex relationship between humans and the physical
environment
 Washington State is a unique place to live.
 There are specific climatic conditions, physical features, and landform characteristics
that divide Washington into regions.
 Natural environments support human activities, but human activities also affect the
natural environment.
II.
FOCUS/MOTIVATION
 Cognitive Content Dictionary with signal word
 Inquiry chart: "What do you know about Washington State/what are you wondering?”
 Observation charts on Washington State
 Personal Interaction: Have you ever traveled around Washington? Where did you go?
What did you observe?
 Exploration Report with picture file cards
III.
CLOSURE
 Process all charts, especially inquiry and observation
 Personal projects with rubric
 Assessment of learning logs
 Expository writing piece explaining which region you would prefer to live in and why
 Assessment of learning logs
 Write a persuasive essay with a rubric
 Washington Region portfolio
 Home-School Connections
 Jeopardy Game
 Action Plan
IV.
CONCEPTS
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Explains the differences in the physical characteristics, including landforms, climate, and
natural resources of the different regions within Washington State.
Explains the location of Washington in relation to other states and countries.
Explains how the specific climate and land features of each region provide natural resources
which allows for a variety of industries.
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Vancouver Public Schools – Project GLAD (07/2010)
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WA SOCIAL STUDIES
Geography
3.1.2 Understands the physical, political, and cultural characteristics of places, regions, and people in the Pacific
Northwest including the difference between cities, states, and countries.
Economics
2.2.1 Understands the basic elements of Washington State’s economic system, including agriculture, businesses,
industry, natural resources, and labor.
Economics
2.4.1 Understands how geography, natural resources, climate, and available labor contribute to the sustainability of
the economy of regions in Washington State
V.
STANDARDS
COMMON CORE LANGUAGE ARTS
Foundational Skills:
Phonics and Word Recognition:
3. Know and apply grade-level phonics and word analysis skills in decoding words.
a. use combined knowledge of all letter-sound correspondences, syllabication patterns, and
morphology (e.g. roots and affixes) to read accurately unfamiliar multisyllabic words in context and
out of context.
Fluency:
4. Read with sufficient accuracy and fluency to support comprehension.
a. Read on-level text with purpose and understanding.
b. Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on
successive readings.
c. Use context to confirm or self-correct word recognition and understanding, rereading as
necessary.
Informational Text
Key Ideas and Details:
2. Determine the main idea of a text and explain how it is supported by key details; summarize the
text.
Craft and Structure:
4. Determine the meaning of general academic and domain-specific words or phrases in a text
relevant to a grade 4 topic or subject area.
5. Describe the overall structure (e.g. chronology, comparison, cause/effect, problem/solution) of
events, ideas, concepts, or information in a text or part of a text.
Integration of Knowledge and Ideas:
7. Interpret information presented visually, orally, or quantitatively (e.g. in charts, graphs, diagrams,
time lines, animations, or interactive elements on Web pages) and explain how the information
contributes to an understanding of the text in which it appears.
9. Integrate information from two texts on the same topic in order to write or speak about the
subject knowledgeably.
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Vancouver Public Schools – Project GLAD (07/2010)
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COMMON CORE WRITING
Text Types and Purposes:
2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
a. Introduce a topic clearly and group related information in paragraphs and sections; include
formatting (e.g. headings), illustrations, and multimedia when useful to aiding comprehension.
b. Develop the topic with facts, definitions, concrete details, quotations, or other information and
examples related to the topic.
c. Link ideas within categories of information using words and phrase (e.g. another, for example,
also, because).
d. use precise language and domain-specific vocabulary to inform about or explain the topic.
e. Provide a concluding statement or section related to the information or explanation presented.
Production and Distribution of Writing:
4. Produce clear and coherent writing in which the development and organization are appropriate to
task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards
1-3 above).
5. With guidance and support from peers and adults, develop and strengthen writing as needed by
planning, revising, and editing. (Editing for conventions should demonstrate command of Language
standards 1-3 up to and including grade 4 on pages 28 and 29).
Research to build and Present Knowledge:
8. Recall relevant information from experiences or gather relevant information from print and digital
sources; take notes and categorize information, and provide a list of sources.
Range of Writing:
10. Write routinely over extended time frames (time for research, reflection, and revision) and
shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes
and audiences.
WA LANGUAGE PROFICIENCY LEVELS
Listening/Speaking – Intermediate Level:
a. Recalls details in stories and expository text read aloud using cues.
b. Participates in social discussions
c. Participates in academic discussions
d. Begins to use academic vocabulary.
e. Selects appropriate social and academic vocabulary for different audiences with teacher guidance
(register).
f. Asks questions
Reading – Intermediate Level:
a. Expresses self using simple sentences to describe images from text.
b. Expresses self using simple sentences to connect text to prior knowledge.
c. Makes generalizations based on text
d. Monitors for comprehension
e. Decodes word patterns
f. Reads sight words
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g. Reads familiar words in context
h. Uses text features to gain meaning
i. Distinguishes between fiction/nonfiction
j. Follows simple written directions (e.g. color, cut, glue)
Writing – Intermediate Level
a. Writes simple sentences
b. Demonstrates increasing control of capitals, punctuation and correct spelling
c. Writes for self, family, friends and teacher
d. Writes individually and in a group process
VI.
VOCABULARY
abundance
agriculture
alpine
annually
analyze
ancestors
arid
arrange
ash
basalt
bay
biodiversity
border
canyon
capital resources
categorize
cedar
characteristics
channels
climate
coast
coastal
compare
conclusion
conserve
continental
contrast
VII.
coulee
create
define
densely
describe
discuss
diverse
dominant
dormant
draught
durable
elevation
environment
erosion
estuaries
evaluate
evergreen
examine
explain
foliage
foothills
geographic
glacier
habitats
harbor
highlands
human resources
hydroelectricity
impact
industry
informational text
inlets
inquire
irrigation
isolated
label
landforms
lava
locate
manufacturing
marine
maritime
metamorphic
name
natural resources
nutrients
ocean
observations
orchards
peninsula
plateau
predict
precipitation
question
rain shadow
recall
repeat
resources
rivers
rugged
scablands
sedimentary
sketch
sources
shipping
shipyards
sound
strait
streams
synthesize
technology
teeming
temperate
terrain
timber
tourism
transportation
varied
vegetation
volcanoes
waterways
RESOURCES AND MATERIALS - Non-fiction
Barenblat, Rachel World Almanac Library of the States: Washington
Blashfield, Jean America the Beautiful: Washington
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Captstone Press Washington
Hirschi, Ron People of Salmon and Cedar
Johns, Linda Uniquely Washington
Joseph, Paul Washington
Mapes, Lynda Washington: The Spirit of the Land
McAuliffe, Emily Washington Facts and Symbols
Pelz, Ruth Our Region: The Pacific Northwest
Pelz, Ruth The Washington Adventure
Powell, E.S. Washington
Smith, Marie and Roland E is for Evergreen
Thompson, Kathleen Portrait of America Series: Washington
Video
“Washington the Evergreen State”
RESOURCES AND MATERIALS – Fiction
Thunder Rolling in the Mountains by Scott O’Dell & Elizabeth Hall (Chief Joseph's last days as
seen through the eyes of his daughter.)
The Volcano Disaster by Peg Kehret (Kids time travel back to the day Mount Saint Helens
erupted.)
The Nickel-Plated Beauty by Patricia Beatty (Southwest Washington at the turn of the last
century on the Long Beach peninsula.)
Our Only May Amelia by Jennifer L. Holm (Southwest Washington at the turn of the last century:
Logging, fishing in and around Naselle, Columbia River, Pacific Ocean, and Astoria, Oregon.)
Stout-Hearted Seven by Neta Frazier & Neta Lohnes Frazier (Historically accurate account of the
Sager family saga.)
Streams to the River, River to the Sea by Scott O’Dell (Fictional account of Sacagawea and the
Lewis and Clark Expedition.)
Other Resources:
RESOURCES AND MATERIALS - People/Community
Office of the Secretary of State
Legislative Building
P.O. Box 40220
Olympia, WA 98504-0220
360-902-4151
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Visitor Center
Department of General Administration
P.O. Box 41020
Olympia, WA 98504-1020
360-902-0990
TECHNOLOGY
Websites:
http://www.beautifulseattle.com/attrwa.htm
http://www.kent.k12.wa.us/KSD/GR/curriculum/4th/wa_regions/regions.htm
http://www.gonorthwest.com/Washington/Washington.htm
http://www.proteacher.com/090150.shtml
http://members.aol.com/MrDonnHistory/States.html#Washington
http://www.50states.com/washingt.htm
http://www.ohwy.com/wa/homepage.htm
http://www.washingtonhistory.org
http://www.experiencewa.com
http://access.wa.gov
http://www.50states.com/washingt.htm
http://www.ci.olympia.wa.us
http://www.netstate.com/states/geography/wa_geography.htm
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Vancouver Public Schools – Project GLAD (07/2010)
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Project GLAD
Vancouver Public Schools
Living in Washington: Its Geography, Resources, and Economy
(Level 4)
UNIT PLANNING PAGES
I.
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FOCUS/MOTIVATION
Teacher made Big Book
Read aloud, variety of sources
Poetry and chanting
Inquiry charts, primary language support
Observation charts
Cognitive Content Dictionary with signal word
Guest Speaker: city councilman, business people, Port of Vancouver, Realia
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INPUT
Read alouds
Compare/contrast climate of regions
Primary language preview/review
Narrative input on Washington regions
Pictorial input chart, Western Lowlands region
Map: location of Washington regions
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GUIDED ORAL PRACTICE
Personal Interactions
Poetry, chanting
Choral reading
10-2 lecture with primary language groups
Exploration using picture file cards
Picture file cards for key concepts
T graph for social skill: Cooperation
Daily review and processing of charts
Picture file cards
Model story mapping with Washington story
Sentence Patterning Chart
Process grid
Exploration Report
Team Tasks
II.
III.
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Vancouver Public Schools – Project GLAD (07/2010)
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PLANNING PAGES
Page 2
IV.
READING/WRITING
A. Total Class Modeling
- story mapping
- letter of inquiry
- expository
- narrative
- model editing process
- poetry frames
- found poetry
- cooperative strip paragraph
B. Small Group Practice - anything modeled by teacher
- Focused reading
- Ear to ear reading
- Cooperative group strip paragraph reading
- Team tasks
- Expert Groups: #1-4
- Flexible groupings for ELD reinforcement, primary language, reading
instruction, skill reinforcement
C. Individual Use
- Individual tasks: Post-it notes in books, picture file card, add to
charts, make word cards, highlight charts, focused reading, poetry
booklet, flip chants, pocket poetry, DEAR time, news articles, etc.
- Cognitive Content Dictionary
- Learning Logs
- Interactive Journal Writing
- Personal Inquiry
D. Writer's workshop
- Mini lessons
- Plan, share, write, revise, edit, publish
- Author's chair
- Conferencing
- Publish
V.
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EXTENDED ACTIVITIES FOR INTEGRATION
Design pamphlets to educate the public
Design your own T shirt or bookmark about a region of Washington State
Design posters to be displayed in local shops and markets
Write your own song
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PLANNING PAGES
Page 3
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Make a diorama of Washington State Region
Creative Movement (Dance) Interpretation of Environmental issues
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CLOSURE
Focused Reading
Anthropologists Conference
Personal inquiry
Portfolio conferences
Group presentations of projects
Poetry and chanting
Read Aloud
Home/School Connections
Interest Pieces, news articles
Process charts and inquiry
Student generated tests
Graffiti Wall
Team Jeopardy Game
Family Feud
VI.
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Vancouver Public Schools – Project GLAD (07/2010)
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Project GLAD
Vancouver Public Schools
Living in Washington: Its Geography, Resources, and Economy
(Level 4)
SAMPLE DAILY LESSON PLANS
Note: Day 1 is equivalent to a week or week and a half of classroom instruction.
Italicized strategies are used daily or regularly with students.
DAY 1:
FOCUS/MOTIVATION
 3 personal standards
 Prediction-Reaction Guide
 Cognitive Content Dictionary with Signal Word
 Observation Charts
 Inquiry chart
 Big Book—Washingtonians, What Do You See?
INPUT
 World Map Location of Washington Regions – Graphic Organizer pg. 62
- 10/2 Lecture with primary language
- ELD Review
- Learning Log
GUIDED ORAL PRACTICE
 Chant: Here There
 T-graph for social skills: Cooperation
 Form Teams--pass out portfolios
 Picture File Cards/Realia
o Free exploration
o Open sort
o Closed sort
o Exploration Report
INPUT
 Narrative input chart: All around Washington
 Pictorial Input – Western Lowlands: Geography and Industry
CLOSURE
 Interactive Journals
 Home/School
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DAY 2:
FOCUS/MOTIVATION
 Cognitive Content Dictionary with Signal Word
 Process Home/School Connection
 Review Western Lowland input chart with word cards
 Review Washington State Map input with word cards
 Chant: Marine Cadence
o highlighting
o sketching
o picture file cards
INPUT
 Comparative Input: Climates of Washington's Regions
GUIDED ORAL PRACTICE
 T-graph for social skills: Cooperation
 Team tasks
READING/WRITING
 Expert Groups
o Coast
o Okanogan
 Writers’ Workshop
Day 3:
FOCUS/MOTIVATION
 Cognitive Content Dictionary with Signal Word
GUIDED ORAL PRACTICE
 Chant: Yes Ma’am
 Chant: Here/There
 Sentence Patterning Chart/Farmer-in-the-Dell
o Reading game
o Trading game
o Flip chant
 T-graph for social skills: Cooperation
 Team tasks
 Mind Map
 Process Grid
READING/WRITING
 Cooperative strip paragraph
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Vancouver Public Schools – Project GLAD (07/2010)
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- Topic sentences: "Regions around Washington have characteristics which make
them unique." or "People in Washington utilize the land in a variety of ways."
"The Western Lowlands Region of Washington has unique characteristics."
- read/respond/revise/edit
CLOSURE
 Home/School Connection
DAY 4 :
FOCUS/MOTIVATION
 Cognitive Content Dictionary with “Student self-selected Vocabulary”
 Process Home/School Connection
INPUT
 Review Narrative Input
o Conversation bubbles
o Word cards
READING/WRITING
 Story Map
GUIDED ORAL PRACTICE
 T-graph for social skills
o Oral evaluation
o Team Tasks
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Flexible grouping
- Leveled Reading Groups with emergent readers
- Clunkers and Links-At or Above (with SQ3R)
- ELD Review & ELD Group Frame with Narrative Input
Process team evaluation
Share team tasks
READING/WRITING
 Ear-to-Ear Reading
 Listen and Sketch
CLOSURE
 Reflection:
o “What helped you learn?”
o “Where did you learn about. . . ?”
 Process Inquiry chart
Living in Washington – Level 4 – WA
Vancouver Public Schools – Project GLAD (07/2010)
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Washingtonians, what do you see? Big Book
By: Leslie Howard
Washingtonian, Washingtonian what do you see?
I see distinct types of climate enveloping me.
Washingtonian, Washingtonian what do you see?
I see distinctive borders edging around me.
Washingtonian, Washingtonian what do you see?
I see majestic landforms towering over me.
Washingtonian, Washingtonian what do you see?
I see an abundance of natural resources encircling me.
Washingtonian, Washingtonian what do you see?
I see countless essential industries laboring around me.
Washingtonian, Washingtonian what do you see?
I see major cities and landmarks adjacent to me.
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Vancouver Public Schools – Project GLAD (07/2010)
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The Important Thing about Washington State Regions Big Book
By: Leslie Howard
The important thing about resourceful Native Americans who lived in the Coastal
Region is that they adapted to the environment.
Oceans, streams and rivers provided them with an abundant source of seafood to
eat all year long.
The mild coastal climate allowed them to wear few clothes. They often wore hats
and capes when it rained.
Natural resources such as timber provided them with materials to build large
wooden houses called plank houses.
But the most important thing about resourceful Native Americans who lived in the
Coastal Region is that they adapted to the environment.
The important thing about resourceful Native Americans who lived in the Western
Lowlands Region is that they adapted to the environment.
A wet and rainy climate created streams and rivers for them to fish for salmon. It
supported lush green foliage in which roots and berries thrived and wild game lived.
Large cedar trees provided natural resources to make homes, utensils, clothing and
transportation.
Mountain foothills provided a geographically safe place near Mount Tacoma for
them to build villages.
But the most important thing about resourceful Native Americans who lived in the
Western Lowlands Region is that they adapted to the environment.
Living in Washington – Level 4 – WA
Vancouver Public Schools – Project GLAD (07/2010)
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The important thing about resourceful Native Americans who lived in the Cascade
Mountain Region is that they adapted to the environment.
Eastern facing mountain ranges provided them with a dry arid climate due to little
rain which was good for growing roots and berries.
Living among the mountains, provided wild game for them to hunt and eat.
Harsh, wet winters in the western facing mountains created a cold climate, so they
used timber to build durable longhouses where they lived together in communities.
But the most important thing about resourceful Native Americans who lived in the
Cascade Mountain Region is that they adapted to the environment.
The important thing about resourceful Native Americans who lived in the
Columbia Plateau Region is that they adapted to the environment.
The plateau provided large flat areas perfect for herds of wild game to roam. In
order to find food, the plateau people had to travel long distances.
Nothing was wasted. Animal skins such as buffalo, deer and elk were used to make
warm leather clothing decorated with feathers, shells and porcupine quills, as well
as colored beads.
Dry arid weather provided a good climate for growing grasses and shrubs. These
grasses were weaved into tule mats which covered large, snug longhouses made
from wood poles.
But the most important thing about resourceful Native Americans who lived in the
Columbia Plateau Region is that they adapted to the environment.
The important thing about resourceful Native Americans who lived in the
Okanogan Highland Region is that they adapted to the environment.
Mountains and rivers provided a diverse environment for an abundance of animals
to hunt such as fish and wild game.
Living in Washington – Level 4 – WA
Vancouver Public Schools – Project GLAD (07/2010)
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Animal hides were tanned for clothing, and fur pelts were made into robes or
blankets to keep warm in the cold winter.
Depending on the season of the year, the nomadic tribes lived in lodges made of
mats from rushes and tules or in teepees made of mats, bark or animal hide. During
the cold months, families stayed in sturdy pit dwellings close to rivers.
But the most important thing about resourceful Native Americans who lived in the
Okanogan Highland Region is that they adapted to the environment.
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Living in Washington – Level 4 – WA
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Living in Washington – Level 4 – WA
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All Around Washington
By Katie Dunfield
1
10 year old Ana Ivanova stared at her family's computer screen. "We got another
email from Aunt Katerina and Uncle Petr in Russia. They're thinking of moving to
Washington State and they want to know more about it. How can we find out more about
Washington for them?"
"Well," her mother said walking into the family room wiping her hands on her
apron, "Your father and I were thinking we should take a trip around Washington. We
have a couple weeks of vacation from work and you kids are on summer vacation. We
can use the time to be tourists of our state."
"That would be great," exclaimed Ana excitedly. "We can collect information
during our trip and email Aunt Katerina and her family to tell them what we see."
"Does that mean I have to take notes?" whined her 8 year old brother Vitaliy.
"Let's start planning our trip!" shouted Ana.
2
One week later the family's car was packed with food, maps, guide books, camping
gear, and their laptop. They drove towards the Pacific Ocean. When they arrived at the
coast, they noticed that even though it was summertime, the temperature was cool and the
air was misty. Mr. Ivanov explained that the area near the Pacific Ocean has a marine
climate because of the ocean. They saw fish, seals and seagulls. Ana, Vitaliy, and their
parents stopped to talk to a fisherman.
"We're trying to learn more about different parts of Washington state," Ana
explained to the man. "Can you tell us about where we are?"
3
"Well, I'd be happy to help. I've lived here in Long Beach my whole life."
"What's your favorite part about living here?" asked Vitaliy.
"I love watching the boats come in and out of the harbor, and I love catching fish
from this dock and clamming for razor clams. You shouldn't miss the International
Washington Kite Festival held here each August. My cousin comes down from Ocean
Shores to watch it. You should stop there on your journey."
"Thanks for the information. We'd better be getting back on our way now," said
Mr. Ivanov.
4
The family traveled northeast across the Olympic peninsula.
"I didn't know Washington has a rainforest!" exclaimed Ana. At the visitor's
center, the family learned more about this region of Washington State. They learned that
the Olympic National Park is Washington's largest park, and it includes the Hoh
Rainforest, one of the wettest areas in the United States receiving up to 150 inches of
rain. They read about the spruce, hemlock and cedar trees. They learned about the nurse
logs where smaller plants grow on old trees on the forest floor. They learned that these
special places are called old growth forests.
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Vancouver Public Schools – Project GLAD (07/2010)
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"Good thing we brought our raincoats," said Vitaliy.
"I'm going to ask Aunt Katerina if they want to live in a rainforest," said Ana.
5
Back on the road they headed north on I-5 through Tacoma towards Seattle. From
the road they saw the Boeing airstrip and hangers. They went to the Museum of Flight
and learned more about what an important role Boeing and airplanes played in
Washington's economy. They learned that Boeing employs about seventy-eight thousand
workers in Washington, and the Boeing Commercial Airplane Factory in Everett,
Washington is the largest building in the world. It is the size of about one hundred
baseball fields (almost 100 acres) and is so large workers ride bicycles to get around
inside it.
6
The family’s next stop on their trip was downtown Seattle to shop at the famous
Pike Place Market. The market was teeming with tourists shopping and taking pictures.
They sipped their frothy drinks from Starbucks and watched the people throw the fish as
they sold them to the customers. They walked down the pier. Anna exclaimed, "Look at
those huge crates on that ship! That one over there is full of seafood."
The family decided to visit one of Seattle's most famous landmarks built for the
1962 World's Fair, the Space Needle. They rode the fast elevator up 520 feet to the
observation deck.
"I'm going to tell Aunt Katerina they should live here in Seattle," said Ana. "Did
you know Nordstrom was started here? Aunt Katerina loves nice clothes. And
Starbucks? She likes coffee. And Microsoft? She could help write computer programs."
"Or video games for the XBOX 360," added Vitaliy.
7
Before they knew it, it was time to repack the car. The family was heading
southeast to see the highest point in the state, Mount Rainer, which stands at 14,410 feet
high. "Isn't Mount Rainer's picture on the car's license plates for Washington?"
questioned Vitaliy.
"Yes, it is," said his father.
As they drove along, the family admired the beautiful flowers growing in the
alpine meadows they passed. Camping out under the stars, Vitaliy told his sister, "I think
Uncle Petr would love all the evergreen trees, and especially the snow we saw up at the
higher elevations of the mountain. And, it would be cool to live near a real volcano!"
8
The family continued their trip east. Compared to the rain forest by the coast and
the thick forests of the Cascade Mountains, the dry lands of Eastern Washington seemed
empty, but Ana was fascinated to read about how they were shaped.
"Did you know glaciers once covered all this land? When they started breaking
up, they released huge floods of water, washing away all the topsoil and leaving the bare
volcanic rocks called scablands, exposed. There aren't any apple orchards in this part of
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the state because only plants like sagebrush and cheatgrass that don't need much water or
dirt can grow here."
9
The family drove north to see the Grand Coulee Dam on the Columbia River.
They learned it is as tall as a 46-story building, almost a mile wide, and the largest
concrete structure in the United States. It is also the third largest producer of electricity
in the entire world. They toured the inside of the dam and saw the huge 600-megawatt
generators. They also watched the nightly laser light show.
"Aunt Katerina and Uncle Petr should definitely move here!" exclaimed Vitaliy as
he watched the multi-color lights illuminate the huge concrete structure in the middle of
the Columbia River.
10
The family drove north, and as they drove across the Colville Indian Reservation,
Ana remarked, "I hope we get to see a potlatch celebration. I learned about them in third
grade. Did you know that at one time the only people living here in Washington were
Native Americans?"
"I can't wait to learn more about them next year in third grade," said Vitaliy.
11
Before they knew it, it was time for the family to pack up and head south towards
Washington's second largest city, Spokane. They saw the United States Pavilion that was
build for the 1974 World's Fair in Riverfront Park. The children rode the carousal and
slid down the giant red wagon slide in the park.
12
After many hours of driving southwest, the family returned to the Columbia River.
"I can't believe this is the same river that Grand Coulee Dam uses to generate all
that electricity!" Ana exclaimed.
The family stopped to watch some windsurfers in the water.
"Washington has so many neat places to see and fun outdoor adventures. I really
hope Aunt Katerina and Uncle Petr and all our friends and family move all over the state
so we can go visit them!" said Vitaliy.
"Me too," Ana agreed.
ELD Review Questions to go with Narrative Text
Preproduction
Early
Living in Washington – Level 4 – WA
Vancouver Public Schools – Project GLAD (07/2010)
Speech
Intermediate
Advanced
- 21 -
: Nonverbal
response
Production:
One-word
response
Emergence:
Phrases or
short
sentences
Evaluation:
Tell if
something is
right or wrong,
good or bad.
Did the family
have a nice
trip around
Washington?
(nod)
Did the family
have a nice
trip around
Washington?
(yes, no)
Where was
the most
interesting
place the
Ivanovs
visited?
Synthesis:
Put ideas or
parts of things
together
Point to a city
near a river.
Name a river
that goes
through more
than one
region of
Washington.
How does the
guidebook
help Anna on
her trip?
Analysis:
Look at
something
closely to find
out more about
it.
Show me
where the
family would
see the sand.
How many
cities did they
visit?
Where else
could the
family have
visited in
Washington?
Application:
Use what you
learn in another
way.
Point to the
dam in the
Okanogan
Highlands.
Do you think
the car was
crowded?
Comprehension:
Demonstrate
understanding
of facts and
ideas.
Point to a city
the family
visited.
Knowledge: Tell
what you know
or remember
Point to
Olympia.
If the family
traveled north
from Spokane
out of
Washington,
where would
they be?
("Canada")
Is the
International
Kite Festival
in Long
Beach?
Living in Washington – Level 4 – WA
Vancouver Public Schools – Project GLAD (07/2010)
Fluency:
Longer and
more
complex
sentences
Where was
the most
interesting
place the
Ivanovs
visited and
why do you
think that?
If Aunt
Katerina and
Uncle Petr
moved to the
Columbia
Plateau, what
would the
family enjoy
about visiting
them?
What is the
purpose of
Grand Coulee
Dam?
Fluency: Near
native-like
Where would
Aunt Katerina
and Uncle
Petr need to
live if she
worked at
Microsoft?
Why did the
Ivanovs go on
a trip around
Washington?
How else
could the
Ivanov family
have traveled
around
Washington?
Describe
another route
the Ivanovs
could have
taken around
Washington.
Why did the
Ivanovs go on
a trip around
Washington?
Why did the
Ivanovs go on
a trip around
Washington?
When they
left Spokane,
what did the
Ivanovs do
next?
When they
left Spokane,
what did the
Ivanovs do
next?
When they
left Spokane,
what did the
Ivanovs do
next?
What are
some benefits
of the
Ivanovs
traveling by
car instead of
by airplane?
What would
Anna say in
her email to
Aunt Katerina
about the
Columbia
Plateau?
How are
Seattle and
Spokane
similar?
- 22 -
Poetry Booklet
Name:
Living in Washington – Level 4 – WA
Vancouver Public Schools – Project GLAD (07/2010)
- 23 -
Tourists!
Sherri Priestman
April 2012
Tourists here, tourists there
Tourists, tourists, everywhere!
Excited tourists walking quickly
Friendly tourists smiling widely
Determined tourists touring relentlessly
And tired tourists resting frequently
Traveling the Space Needle above Seattle
Marveling at the Grand Coulee Dam
Flying kites beside Long Beach
And riding horses within a dude ranch
Tourists here, tourists there
Tourists, tourists everywhere!
TOURISTS, TOURISTS, TOURISTS!
Living in Washington – Level 4 – WA
Vancouver Public Schools – Project GLAD (07/2010)
- 24 -
Landforms
Sherri Priestman 2010
Landforms here! Landforms there!
Landforms, landforms everywhere!
Alpine meadows nestling peacefully
Basalt mountains soaring majestically
Foggy coastlines disappearing frequently
Crystal clear lakes sparkling merrily
Narrow peninsulas along the coast
Fertile fields within the highlands
Active volcanoes outside cities
Quiet canyons beside rivers
Landforms here! Landforms there!
Landforms, landforms everywhere!
LANDFORMS, LANDFORMS, LANDFORMS!
Living in Washington – Level 4 – WA
Vancouver Public Schools – Project GLAD (07/2010)
- 25 -
Washingtonian Bugaloo
By Jeanne-Marie Wright
I’m a Washingtonian and I’m here to say,
I walk in the rain almost everyday,
Sometimes I walk in the mountains or along the ocean waves,
Enjoying nature in every way!
Rainforests, mountains, rivers too,
Doing the Washingtonian bugaloo!
Washington has five regions, so, I’m told,
And some of them so rich, they even have gold!
There are coastlines, and mountains, and plateaus so big,
We can all choose just where we want to live!
Rain forests, mountains, rivers too,
Doing the Washingtonian bugaloo!
There are Native Americans who live across this land,
And helped to make this state so grand!
Salish, Yakima and Palouse tribes too!
All of them part of our history so true.
Rainforests, mountains, rivers too,
Doing the Washingtonian bugaloo!
Living in Washington – Level 4 – WA
Vancouver Public Schools – Project GLAD (07/2010)
- 26 -
ARE THESE WASHINGTON'S REGIONS?
Charity Nunnelley 2010
Is this the Coastal Region?
Is this the Coastal Region?
How do you know?
How do you know?
Give me some examples.
Give me an example.
Yes, Ma’am.
Yes, Ma’am.
There are rainforests.
There are sandy beaches.
The Quinault and Hoh Rain Forests
Long Beach, Washington
Is this the Columbia Plateau?
Is this the Columbia Plateau?
How do you know?
How do you know?
Give me an example
Give me an example.
Yes, Ma’am.
Yes, Ma’am.
There are grassy farmlands.
There are hills and rivers.
Wheat farms
The Yakima River!
Is this the Cascade Mountains?
Is this the Cascade Mountains?
How do you know?
How do you know?
Give me an example
Give me an example.
Yes, ma’am.
Yes, ma’am.
There are volcanoes.
There are thick forests.
Mount Saint Helens
North Cascades National Park
Is this the Okanagan Highlands?
Is this the Okanagan Highlands?
How do you know?
How do you know?
Give me an example
Give me some examples.
Yes, ma’am.
Yes, ma’am.
There are no cities.
People enjoy outdoor recreation
Just lots of ranches
Fishing, camping, hiking
Is this the Puget Sound Lowlands?
Is this the Puget Sound Lowlands?
How do you know?
How do you know?
Give me some examples
Give me some examples.
Yes, ma’am.
Yes, ma’am.
It has ports and towns,
There are major industries.
Seattle and Olympia
Boeing and Microsoft
Are these Washington's Regions?
Are these Washington's Regions?
Did you tell me true?
What did you chant?
What did you chant?
Yes, ma’am.
Yes, ma’am.
Yes, ma’am.
Coastal Region, Columbia Plateau
Cascade Mountains, Okanogan Highlands,
and our Puget Sound Lowlands!
Living in Washington – Level 4 – WA
Vancouver Public Schools – Project GLAD (07/2010)
- 27 -
MARINE CADENCE
Katie Dunfield 2010
We just know what we’ve been told,
Washington’s worth its weight in gold,
There are five regions, that is true,
Lots to explore for me and you.
Sound off -- Mount Rainier
Sound off -- Mount Baker
Sound off -- Mount Adams, volcanoes OH MY!
Logging, tourism, farming, too,
Outdoor activities for me and you,
Rainforests, home to biodiversity,
A habitat for thousands, don’t you see?
Sound off -- Colville
Sound off -- Kaniksu
Sound off -- North Cascades, National Forests OH YES!
Natural resources and industry
We've got rivers and hydroelectricity,
In the harbors of Puget Sound
Ships and ferries move resources around.
Sound off -- logging
Sound off -- fishing
Sound off -- factories, workers THAT’S US!
Living in Washington – Level 4 – WA
Vancouver Public Schools – Project GLAD (07/2010)
- 28 -
DIVERSE STATE
By: Katie Dunfield, Charity Nunnelley, Sherri Priestman and Leslie Howard
I know a diverse state,
An extremely diverse state,
An extremely diverse state,
That's unique and varied.
With tall soaring mountains,
A temperate rainforest,
Lots of clear blue water,
And it's named after a president.
I know a diverse state,
An extremely diverse state,
An extremely diverse state,
That's our beautiful home!
Living in Washington – Level 4 – WA
Vancouver Public Schools – Project GLAD (07/2010)
- 29 -
I CAN SPELL! CHANT
I can spell river, r-i-v-e-r.
I can spell water, w-a-t-e-r.
I can spell fish, f-i-s-h.
But, I can't spell hydroelectricity!
I can spell bay, b-a-y.
I can spell strait, s-t-r-a-i-t.
I can spell harbor, h-a-r-b-o-r.
But, I can't spell hydroelectricity!
I can spell shipping, s-h-i-p-p-i-n-g.
I can spell fishing, f-is-h-i-n-g.
I can spell boating, b-o-a-t-i-n-g.
But, I can't spell hydroelectricity!
Yes, I can! Yes, I can! Hydro-elect-ricity………….hydroelectricity!
Living in Washington – Level 4 – WA
Vancouver Public Schools – Project GLAD (07/2010)
- 30 -
Washington Interview
Interview a family member or grown up about a place in Washington State they have lived in or
visited. Did they grow up in another part of our state and then move to Vancouver, Washington?
Perhaps they have swam in the ocean or skied in the Cascade Mountains. Become an investigator
and find out. Sketch or write about your family member's experience.
Person interviewed: ________________________________________________
The person I interviewed has visited these regions:
(Color all the regions your interviewed person has lived in or visited)
My person’s experience in the
Name:
Living in Washington – Level 4 – WA
Vancouver Public Schools – Project GLAD (07/2010)
region was
Parent Signature:
- 31 -
A Storyteller
Retell the story of the family's trip around Washington to your parents or caretakers.
Person story shared
with:________________________________________________________
When you’re finished, ask your parents or caretakers to share three (3) things that they
found interesting in the story. Sketch or write what they found interesting in the story.
Name:
Living in Washington – Level 4 – WA
Vancouver Public Schools – Project GLAD (07/2010)
Parent Signature:
- 32 -
Coastal Region
Physical Features
The Washington Coast lies along the western coastline of the United States.
This region is only 40 to 70 miles wide, making it long and very narrow. Because of
all the rain, there is heavy vegetation near the coast. The Olympic Mountains tower
nearly 8,000 feet over the Coastal Region in dome-like structures. The Willapa
Hills, with elevations from 1,000 to 3,000 feet, form a ridge from the Chehalis
River valley to the Columbia River. The Pacific Ocean provides the western
boundary of the Coastal Region.
Climate and Natural Resources
Washington’s Coastal Region is divided into two climate regions, the low-lying
coast and the coastal mountains. Rainfall varies in these two climate regions, which
receive from 40 inches along the coast to 150 inches of rain per year in the
Olympic Mountains. The incredible rainfall in the mountains makes this part of the
Coastal Region the wettest region in the United States! All over the Coastal
Region, the summers are cool and dry. Winters on the coast are mild and gray. In
the mountains heavy snowfall is common, ranging from 10-30 inches in the lower
elevations to as much as 500 inches at the highest elevations!
The Coastal Region relies heavily on the ocean for harbors, transportation,
food, and tourism. One result of the region’s mild, rainy climate is an abundant
variety of plant and animal life. Timber is also an important resource of the Coastal
Region.
Living in Washington – Level 4 – WA
Vancouver Public Schools – Project GLAD (07/2010)
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Industry
Local economies in the Coastal Region are often based around tourism,
including outdoor recreation sports of sport fishing, kayaking, and canoeing the
abundant waters, as well as hunting in its forests for elk, moose, and other large
mammals. Fishing is the major industry, and the day’s seafood catch can be
shipped from harbors in the Coastal Region.
Native Americans
Two tribes occupy the Coastal Region today: the Makah and the Quinault.
The Makah Nation reservation is on the Olympic Peninsula and includes the town of
Neah Bay. The sea has always been a large part of the Makah’s livelihood, from
fishing to whaling to seal fur trading. The Quinault Nation consists of the Quinault
and Queets tribes, along with descendants of five other coastal tribes: the
Quileute, Hoh, Chehalis, Chinook, and Cowlitz. They call themselves Canoe People or
people of the cedar tree, which supplies the wood for their canoes. Today 60% of
the reservation population lives in Taholah, at the mouth of the Quinault River.
Living in Washington – Level 4 – WA
Vancouver Public Schools – Project GLAD (07/2010)
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Major Cities and Landmarks
There are no large cities in the Coastal Region; however, there are many
small communities around the inlets of the coast. Some, like Long Beach and Ocean
Shores, are popular tourist centers. Others, such as Neah Bay, are centers of
population for Native Americans. Two landmarks of the Coastal Region are the
Strait of Juan de Fuca and Cape Disappointment.
Living in Washington – Level 4 – WA
Vancouver Public Schools – Project GLAD (07/2010)
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Puget Sound Lowlands
Physical Features
The Puget Sound Lowlands region stretches from Puget Sound south to the
Columbia River in Washington. Forests once covered most of the land in this area,
but today the region is filled with cities, towns and farms. The region is physically
unique because of its many river valleys and flood plains The Puget Sound area has
an irregular shoreline and many deep, sheltered harbors, such as Elliott Bay in
Seattle. Rivers are a dominant feature of the Puget Sound Lowlands, including the
Chehalis River, the Cowlitz River, and the Columbia River.
Climate and Natural Resources
The Puget Sound Lowlands region enjoys a mild climate. Puget Sound’s
maritime climate provides cool winters and mild, pleasant summers. Farther away
from the Sound, winter temperatures decrease and summer temperatures increase.
Winters are generally mild, wet and cloudy in most of the Puget Sound Lowlands
region. Average annual rainfall in the region from the Canadian border to Seattle is
35 inches, but that amount increases gradually to 45 inches around Centralia then
back down to 41 inches around our own Vancouver.
Living in Washington – Level 4 – WA
Vancouver Public Schools – Project GLAD (07/2010)
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Climate and Natural Resources
The Puget Sound Lowlands has abundant natural resources, which explains
why so many people have chosen to live here. The water resources include rivers,
lakes, bays, and of course Puget Sound. These water resources provide seafood as
well as transportation and shipping for the other resources found in the region.
Natural harbors allow ships to load goods easily for transport within our state and
to other parts of the world. Land resources include timber and limestone, which is
used to make cement.
Industry
The Puget Sound Lowlands region is the most populated and industrialized
area in the Pacific Northwest, with many factories that produce goods shipped
outside our region. One large industry in the Seattle area is Boeing, a major
producer of aircraft. If you have ever taken a place trip to another part of the
country, you probably were flying in a Boeing plane. Industries such as Microsoft
and Starsbucks have their headquarters in the Puget Sound Lowlands. The
moderate climate and abundant water make commercial fishing, outdoor recreation,
and tourism major contributors to the economy of the Puget Sound Lowlands.
Living in Washington – Level 4 – WA
Vancouver Public Schools – Project GLAD (07/2010)
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Native American Tribes
The Native Americans of Puget Sound are known as Puget Salish and
Southern Coast Salish. Salish territories covered a large part of what is now
western Washington. The Salish had many things to be thankful for, since Puget
Sound’s shorelines, rivers, prairies, forests, and mountain slopes were rich with
resources. Each year, the Salish moved through their territories, setting up
temporary camps to collect the wealth of land, sea, and river.
The Vancouver area was inhabited by a variety of Native American tribes,
most recently the Chinook and Klickitat nations, with permanent settlements of
timber longhouses. The Chinookan and Klickitat names for the area reportedly
meant “land of the mud turtles.”
Major Cities and Landmarks
When people think of Washington, they often think of the watery area of
Puget Sound, with Seattle at its center. The major cities of Bellingham and
Everett are in the north of this region. Tacoma, Olympia, our state capital, and
Vancouver are to the south.
A well-known landmark is centered in Seattle, the Space Needle which is
located in the Seattle Center. Tourists also travel from all around to visit the
Century Link Field and Safeco Field. Seattle is full of many tourist attractions.
Living in Washington – Level 4 – WA
Vancouver Public Schools – Project GLAD (07/2010)
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Cascade Mountains
Physical Features
The Cascade Mountains is one of the five land regions in Washington and
divides the state down the middle ranging from the border of Canada on the north
and the border of Oregon on the south. These tall rugged mountains divide the
eastern and western part of our state. Scientists say the Cascade Range is about
40 million years old. The Cascades are part of the Pacific Ring of Fire, the ring of
volcanoes around the Pacific Ocean. The western slopes of the Cascade Range are
dominated by its temperate rainforests, while the eastern slopes are home to
Washington’s magnificent ponderosa pine forests. Both sides of the range are
graced by a wealth of glacier-fed rivers and waterfalls that give meaning to the
name "Cascade".
Climate
You won’t be surprised to learn that the winters in the Cascade Mountains
are long and cold, with lots of snow and temperatures below zero. The highest
parts of the Cascade Mountains are covered with snow and ice for most of the
year. High on the mountains it is too cold for trees to grow. Summers are short and
cool with average temperatures of 60 degrees. The mountains on the western
slopes can have an annual precipitation of 150 inches. The eastern side of the
mountains is much drier and has an annual rainfall of only nine inches.
\
Living in Washington – Level 4 – WA
Vancouver Public Schools – Project GLAD (07/2010)
- 39 -
Natural Resources
The mountains themselves are the dominant natural resource of this region.
Soil conditions for farming are generally good around the base of the Cascade
Range, especially downwind of the volcanoes, such as Mt. St. Helens. This is due to
the fact that volcanic soil is rich in minerals and stores water well. Timber is
abundant at lower elevations.
Industry
The Cascade Mountains are a source of timber for the lumber industry. The
western slopes are densely covered with Douglas fir, Hemlock and Alder, while the
drier eastern slopes have mostly Ponderosa Pine. The fertile land of the lower
elevations provides farmland.
Tourism is important to the Cascade Mountain Region, with skiing,
snowboarding, and snowshoeing popular winter sports, and fishing, mountain
climbing, and hiking popular in the summer.
Living in Washington – Level 4 – WA
Vancouver Public Schools – Project GLAD (07/2010)
- 40 -
Native American Tribes
Native American tribes have inhabited the Cascade Mountains for thousands
of years. The Cascade Mountain Range divides the coastal Salish from the interior
Salish peoples. Native Americans lived near the rivers and fished for food. The
alpine meadows provided them with many edible roots and berries. Many of the
mountains had Native American names, like Mount Ranier, which they called
Tahoma. The Tulalip, Snoqualmie and Snohomish tribes also lived along some of the
Cascade Range in the southern part of the state.
Major Cities and Landmarks
The Cascade Mountain range includes Mt. Baker, Glacier Peak, Mt.
Adams, and Mt. Rainier, which is the highest point in the state at 14,410 feet high.
It also includes Mt. St. Helens, which is a volcano that erupted in 1980. Many
people go to the mountains and surrounding National Parks for hiking, camping and
outdoor recreation. The city of Leavenworth is a famous tourist town and ski
resort in the mountains near Seattle. Wenatchee is also located in this area and is
well known for its produce, especially its apples. Outdoor recreation brings many
tourist from all around the world. Many of them travel along the North Cascade
Highway to enjoy the scenic views and great outdoor recreation options.
Living in Washington – Level 4 – WA
Vancouver Public Schools – Project GLAD (07/2010)
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Okanogan Highlands
Physical Features
Larger than several states, the land of the Okanogan Highlands is divided
into two geographic regions, the east and the west, by the Columbia River. The
highlands are characterized by rounded mountains with forests, including the
Colville and Kaniksu National Forests, and deep, narrow valleys. There are several
rivers and lakes. The Okanogan Highlands region was formed by three main forces;
uplifting caused by plate tectonics, glaciers from the last Ice Age, and erosion
from wind, rain, rivers, and oceans.
Climate
The Okanogan Highlands is partially in the rain shadow of the Cascade
Mountains, which means that precipitation varies within the region. Precipitation is
mostly snow, with up to 40 inches annually in the western section. Summers are
mild to hot, and winters are colder on the plateau, where temperatures can fall to
below zero degrees Fahrenheit.
Living in Washington – Level 4 – WA
Vancouver Public Schools – Project GLAD (07/2010)
- 42 -
Natural Resources
The land of the Okanogan Highlands has many natural resources, including
timber, ranch land, farm land and minerals such as gold and silver. The eastern
portion of the Okanogan Highlands contains the oldest sedimentary and
metamorphic rocks in the state. This region offers a variety of waterways rich
with fish.
Industries
The rich natural resources of the Okanogan Highlands allow for a variety of
industries including logging, mining, ranching, hydroelectricity and agriculture.
Outdoor recreation and tourism are popular, especially dude ranches. Okanogan
County has become a major cross-country skiing and snowmobiling center. The
western Okanogan Highlands is an important mineral-producing area. The center of
gold mining is the Republic District. By January 1, 1989, the district had produced
more that 2.5 million ounces of gold and 14 million ounces of silver.
Living in Washington – Level 4 – WA
Vancouver Public Schools – Project GLAD (07/2010)
- 43 -
Native American Tribes
The Native American peoples of the Okanogan Highlands included a number
of different bands who made their living mostly from rivers. They would travel
around the region depending on the season and where food was available. The
tribes moved to the rivers for fish runs, the mountain meadows for berries and
deer, and the plateau for roots. Lewis and Clark met members of many of these
bands. At a later period, they were well known to fur traders, who canoed past
their rush-mat villages on their way to and from the mouth of the Columbia River.
Okanogan, Spokane, and Colville tribes are a few of the Native American tribes
who lived in the Okanogan Highlands.
Major Cities and Landmarks
The major rivers in the Okanogan Highlands are the Columbia River,
Okanogan River, Sanpoil River, Kettle River, Pend Orielle River, and Spokane River.
The major lake of this region is the Roosevelt Lake. Omak is the largest town in
the Okanogan Highlands. The Colville Indian Reservation covers 2,116.802 square
miles in land area and is home to both Colville tribal members and their families and
other non-Colville members, living either in small communities or in rural settings.
Living in Washington – Level 4 – WA
Vancouver Public Schools – Project GLAD (07/2010)
- 44 -
Columbia Plateau
Physical Features
The largest of Washington’s regions, the Columbia Plateau occupies nearly
one-third of the state. Native grasslands, sagebrush, shrubs, and small trees are
scattered across the Columbia Plateau region. Isolated mountain ranges are found
in this region, including the Blue Mountains. Millions of years ago, vast lava flows
covered the region in basalt, leaving behind one of the largest lava plateaus in the
world. Ice Age floods cut coulees into the basalt of the scablands.
Climate
The Columbia Plateau, also referred to as “Dry Falls”, is one of the driest
regions in the world. The summers are hot and dry. In fact, drought and fire are
not uncommon in this dry land. Winters in this region are cold and gray. Most
precipitation occurs between late fall and early spring. Annual average
precipitation ranges from six inches to 25 inches. While snow falls in the Columbia
Plateau, it rarely lasts long before melting. The region has large rivers, rich with
salmon.
Living in Washington – Level 4 – WA
Vancouver Public Schools – Project GLAD (07/2010)
- 45 -
Natural Resources
The fertile soil of the Columbia Plateau provides the basis for the region’s
agriculture. Waterways, including rivers and lakes, teem with a variety of fish. In
addition to the Columbia River, two other great rivers that dominate this dry
landscape are the Snake and the Yakima. In the summer, livestock graze on the
abundant hay and grains on the slopes of the mountains.
Industry
The Columbia Plateau contains some of the most productive and fertile
agricultural regions in the world. River water is irrigated to bring water to the
farms. This valuable farmland produces legumes, wheat, and other grains. With
several powerful rivers in this region, dams and hydroelectricity have helped build
the Northwest’s economy.
Living in Washington – Level 4 – WA
Vancouver Public Schools – Project GLAD (07/2010)
- 46 -
Native American Tribes
The Plateau tribes moved into what is now Washington as the glaciers began
to melt more than 20,000 years ago. These Native American tribes lived in small
villages near streams and rivers. They depended on salmon for food. They also used
horses for hunting and gathering wild plants and roots for food. The Nez Perce,
which means “pierced nose” in French, were one of the largest of the Plateau
Tribes. The Yakama and Palouse tribes also settled in the Columbia Plateau. The
Native Americans in this region still hold many cultural events throughout the year,
such as powwows and potlach ceremonies to celebrate good fortune.
Major Cities and Landmarks
The Columbia River bisects the Columbia Plateau region and is home to the
Grand Coulee Dam, which produces more hydroelectric power than anywhere else in
the United States. Spokane is the largest city in the Columbia Plateau region.
Other major cities in this region are Yakima, Walla Walla, Pullman and the Tri
Cities: Pasco, Richland, Kennewich.
Living in Washington – Level 4 – WA
Vancouver Public Schools – Project GLAD (07/2010)
- 47 -
Name _____________________________
Prediction Reaction Guide
1. What is the largest geographic region in Washington State?
2. What are three large industries (businesses) in Washington State?
3. What is a major city in the Coastal Region in Washington State?
4. Can you find a rainforest in Washington State?
5. Can you find deserts in Washington State?
6. What natural resource allows Washington State to produce
hydroelectricity?
7. How does the climate of the Columbia Plateau region differ from the
climate of the Western Lowlands?
8. Name three tourists destinations in Washington State.
9. What volcanoes are in Washington State?
10. What region has the best climate for agriculture?
Living in Washington – Level 4 – WA
Vancouver Public Schools – Project GLAD (07/2010)
- 48 -
Prediction Reaction Guide (answers)
1. What is the largest geographic region in Washington State?
(Columbia Plateau)
2. What are three large industries (businesses) in Washington
State?
(Microsoft, Weyerhauser, Starbucks)
3. What is a major city in the Coastal Region in Washington
State?
(Long Beach)
4. Can you find a rainforest in Washington State?
(yes on the Olympic Peninsula)
5. Can you find deserts in Washington State?
(no)
6. What natural resource allows Washington State to produce
hydroelectricity?
(The Columbia River)
7. How does the climate of the Columbia Plateau region differ from
the climate of the Western Lowlands?
(The Columbia Plateau is drier. It is hotter in the summer and
colder in the winter.)
8. Name three tourists destinations in Washington State.
(Answers may vary, but could include: the Space Needle, the
Grand Coulee Dam, dude ranches, Mount Rainier, Mount Saint
Helens)
9. What volcanoes are in Washington State?
(Mt. Rainer, Mt. St. Helens, Mt. Baker, Mt. Adams)
10. What region has the best climate for agriculture?
Living in Washington – Level 4 – WA
Vancouver Public Schools – Project GLAD (07/2010)
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(Columbia Plateau)
Literacy Awards
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Th
e
state bird of Washington
is the goldfinch. It is also
the state bird of New
Jersey and Iowa.
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In 1892, before they had
the right to vote,
Washington women
selected the coast
rhododendron as the
state flower. They
wanted an official flower
to enter in a floral exhibit
at the 1893 World's Fair
in Chicago. After a vote,
the “rhodie” was the
winner.
Where have you seen
“rhodies” in our school
neighborhood?
The state tree of
Washington is the
western hemlock, which
thrives in a mild, humid
climate where frequent
fog and precipitation
occur during the growing
season.
Washington named the green
darner dragonfly (Anax junius
Drury) as the official state insect
in 1997. Native to North
America, the green darner is
one of the largest and fastestflying dragonflies.
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Insert photo here
Washington is the
nation's top appleproducing state, and the
apple was named the
state fruit in 1989.
What are some high level
academic words you
could use to describe
how apples taste?
The steelhead trout is an
anadromous fish, meaning it
returns to fresh water rivers to
spawn. Steelhead trout is one of
the most popular fish for
recreational fishing, a major
industry in Washington State.
The steelhead trout was
adopted as the state fish in
1969.
Do you think salmon should be
our state fish? Take a survey of
Living in Washington – Level 4 – WA
Vancouver Public Schools – Project GLAD (07/2010)
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your school and see if others
feel the same way!
Living in Washington – Level 4 – WA
Vancouver Public Schools – Project GLAD (07/2010)
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Living in Washington – Level 4 – WA
Vancouver Public Schools – Project GLAD (07/2010)
MIND MAP
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Name:
Living in Washington – Level 4 – WA
Vancouver Public Schools – Project GLAD (07/2010)
Process Grid
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
Cool & drier summers
Mild, wet, cloudy winters
One of wettest areas in
U.S., up to 150 in. of –rain
Winter snow ranges from
10-30 in. in the lower
elevations & 250-500 in. in
mtns
Harbors & peninsula for
boats
Abundant forests
Pacific Ocean



Long cold winters with snow
temperatures below zero
Cool summers
Wet on west side with
rainfall of 150 inches
Dry on east side with rainfall
of only 9 inches
Mountains
Thick Forests
Volcanoes
Timber and rich farmland
 Mild temperatures
 Summers cool and dry
 Winters mild, wet and
cloudy
 Annual precipitation r 32 to
35 in. from the Canadian
Border to Seattle, gradually
increases to 45 in. in the
vicinity of Centralia.
 fertile valley for agriculture
 Many water resources











Part of Pacific “Ring of Fire,” the
ring of volcanoes that circle the

Pacific Ocean

Cascade Range about 40 million
years old
Made up of tall, rugged
mountains that divide the state
down the middle
Kitsap Peninsula
Hood Canal
Puget Sound
Flat land and low hills
Many river valleys and flood
plains
Columbia River
Strait of Juan de Fuca
Olympic Peninsula
Pacific Ocean forms the western
boundary
Willapa Hills
Olympic Mountains
Coastal plains
Physical features
Living in Washington – Level 4 – WA
Vancouver Public Schools – Project GLAD (07/2010)
Cascade
Mountains
Puget
Sound
Lowlands
Coastal
Region
Region
Climate and
Natural Resources
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Outdoor recreation
Logging
Fishing
Tourism
Century Link Field
Tourism
Chelan
Wenatchee
Leavenworth
Mt. St. Helens
Mt. Baker
Snohomish
Snoqualmie
Mt. Rainier National
Park
Tulalip
UW
Safeco Field
Vancouver
Seafood
Puyallup
Microsoft
Olympia
Space Needle
Salish
Boeing
Tacoma
Seattle
Cape
Disappointment
Strait of Juan de
Fuca
Ocean Shores
Long Beach
Major cities and
landmarks
Starbucks
Klickitat
Chinook
Quinault - consisting
of the Quinault,
Queets, Quilete, Hoh,
Chehalis, Chinook,
and Cowlitz
Makah
Factories
Harbors for shipping
Outdoor recreation
Logging
Fishing
Tourism
Industry
Native American
Tribes
Scattered trees
Grassland
scablands
Coulees
Blue Mountains
Largest lava plateau in the world
Largest region – occupies nearly
1/3 of state
Columbia River divides area into
2 sections
mountains/plateau
lakes
valleys
rivers
Kaniksu National Forest
Colville National Forest
Physical Features
Living in Washington – Level 4 – WA
Vancouver Public Schools – Project GLAD (07/2010)
Columbia
Plateau
Okanogan
Highlands
Region
 Partly in rain shadow of
Cascade Mts
 Precipitation is mostly
snow –40 inches of snow
 Mild to hot summers
 Winter: temperatures can
fall below 0 F
 Timber and open land for
farming and ranching
 Minerals such as gold and
silver
 Oldest sedimentary and
metamorphic rocks in the
state
 Driest land
 Called “Dry Falls”
 Summers hot and dry
 Winters cold and gray
 Annual avg. precipitation
6”-25”
 Drought and fire common
 Some of the most valuable
farmland in Washington
 Salmon and other fish
 Large rivers
Climate and
Natural Resources
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Livestock
Irrigation of farmlands
Dams and
hydroelectricity from
rivers
Farming of wheat and
other grains and
legumes
Tourism (dude ranch,
hiking, fishing, etc.)
Snowmobiling and
cross-country skiing
Outdoor recreation
Agriculture
Ranching
Mineral mining
Fishing
Logging
Industry
Grand Coulee Dam
Yakima River
Snake River
Columbia River
Pullman - WSU
Tri – Cities: Pasco,
Kennewick, Richland
Yakima
Palouse
Yakama
Spokane
Roosevelt Lake
Omak (town)
Okanogan (town)
Columbia River
Major cities and
landmarks
Nez Perce
Spokane
Okanogan
Colville
Native American
Tribes