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Michigan Studies
The Geography of Michigan
SS0301
Third Grade Social Studies: Michigan Studies
Unit 1: The Geography of Michigan
Big Picture Graphic
Overarching Question:
How does the geography of Michigan affect the way people live?
Previous Unit:
This Unit:
Second Grade
Local
Communit
y
Next Unit:
The Geography of Michigan
Michigan Citizenship Collaborative Curriculum
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The Economy of
Michigan
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August 19, 2008
Michigan Studies
The Geography of Michigan
Questions to Focus Assessment and Instruction:
1. How can the five themes of geography be used to describe
Michigan?
2. How have people used, adapted to and modified the
environment of Michigan?
Michigan Citizenship Collaborative Curriculum
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SS0301
Types of Thinking
Compare/Contrast
Description
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August 19, 2008
Michigan Studies
The Geography of Michigan
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Graphic Organizer
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Michigan Studies
The Geography of Michigan
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Unit Abstract:
In this unit students use a geographic lens to explore the state of Michigan. The unit focuses
around the five major themes of geography: movement, region, human/environment interaction,
location and place (Mr. Help). Students begin by reviewing geographic concepts learned in
second grade and then explore the concept of “state” using a map of the United States. In studying
location, students use cardinal directions, identify various ways to describe the relative location of
Michigan, and begin to explore how location can influence the development of a state. When
studying place, students identify and describe significant natural (physical) characteristics of
Michigan using a variety of maps. Natural characteristics include landforms, bodies of water,
vegetation, and climate. Students examine human characteristics of Michigan using maps of
Michigan’s highways, cities, bridges, and lighthouses. A strong integration with the third grade
science content expectations is made as students learn about Michigan’s natural resources. Using
literature, maps, informational text, and other resources students also explore the concept of
human/environment interaction as they learn about Michigan’s natural resources and how people
have used, modified, and adapted to them. In studying movement, an emphasis is placed on the
Great Lakes. Using shipping as a launching point, students explore how and why people, goods,
jobs and ideas move within, into and out of Michigan. Finally, students apply the concept of region
to the study of Michigan as they explore different ways Michigan can be divided into regions as
well as the different regions to which Michigan belongs. A culminating activity has students
prepare a presentation regarding their understanding of Michigan’s geography.
Focus Questions
1. How can the five themes of geography be used to describe Michigan?
2. How have people used, adapted to and modified the environment of Michigan?
Content Expectations
2 - G2.0.2: Describe how the local community is part of a larger region (e.g., county,
metropolitan area, state).
3 - G1.0.1: Use cardinal directions (north, south, east, west) to describe the relative location of
significant places in the immediate environment.
3 - G1.0.2: Use thematic maps to identify and describe the physical and human characteristics of
Michigan.
3 - G2.0.1: Use a variety of visual materials and data sources to describe ways in which
Michigan can be divided into regions.
3 - G2.0.2: Describe different regions to which Michigan belongs (e.g., Great Lakes Region,
Midwest).
3 - G4.0.3: Describe some of the current movements of goods, people, jobs or information to,
from, or within Michigan and explain reasons for the movements.
3 - G5.0.1: Locate natural resources in Michigan and explain the consequences of their use.
3 - G5.0.2: Describe how people adapt to, use, and modify the natural resources of Michigan.
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Michigan Studies
The Geography of Michigan
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Integrated GLCE’s
R.NT.03.02: Identify and describe the basic elements and purpose of a variety of narrative genre
including folktales, fables, and realistic fiction. (English Language Arts)
R.NT.03.03: Identify and describe characters’ thoughts and motivations, story level themes (good
vs. evil), main idea, and lesson/moral (fable). (English Language Arts)
R.NT.03.04: Explain how authors use literary devices including prediction, personification, and
point of view to develop a story level theme, depict the setting, reveal how thoughts
and actions convey important character traits. (English Language Arts)
S.DS.03.04: Plan and deliver presentations using an effective informational organizational pattern
(e.g., descriptive, problem/solution, cause/effect); supportive facts and details
reflecting a variety of resources; and varying the pace for effect. (English Language
Arts)
R.CM.03.02: Retell in sequence the story elements of grade-level narrative text and major idea(s)
and relevant details of grade-level informational (English Language Arts)
E.ES.03.41: Identify natural resources (metals, fuels, fresh water, farmland, and forests).
(Science)
E.ES.03.42: Classify renewable (fresh water, farmland, forests) and non-renewable (fuels, metals)
resources. (Science)
E.SE.03.13: Recognize and describe different types of earth materials (mineral, rock, clay,
boulder, gravel, sand, soil). (Science)
E.SE.03.22: Identify and describe natural causes of change in the Earth’s surface (erosion,
glaciers, volcanoes, landslides, and earthquakes). (Science)
E.SE.03.32: Describe how materials taken from the Earth can be use as fuels for heating and
transportation. (Science)
E.ES.03.52:
Describe helpful or harmful effects of humans on the environment (garbage, habitat
destruction, land management, renewable and non-renewable resources). (Science)
Key Concepts
geography
human characteristics
human/environment interaction
location
movement
natural (physical) characteristics
natural resources
place
region
state
Duration
6 weeks
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Michigan Studies
The Geography of Michigan
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Lesson Sequence
Lesson 1: What is a State?
Lesson 2: Michigan and the Theme of Location
Lesson 3: Michigan’s Natural Characteristics: Landforms and Bodies of Water
Lesson 4: Michigan’s Natural Characteristics: Vegetation and Climate
Lesson 5: Michigan’s Human Characteristics
Lesson 6: Michigan’s Natural Resources
Lesson 7: Michigan and the Theme of Human/Environment Interaction
Lesson 8: Michigan and the Theme of Movement
Lesson 9: Michigan and the Theme of Region
Lesson 10: Describing the Geography of Michigan
Assessment
Selected Response Items
Constructed Response Items
Extended Response Items
Performance Assessments
Resources
Equipment/Manipulative
Overhead Projector or Document Camera and Projector
Student Resource
Appleford, Annie. M is for Mitten. Chelsea, MI: Sleeping Bear Press, 1999.
Bergel, Colin and Koenig, Mark. Mail by the Pail. Detroit, MI: Wayne State University Press, 2001.
*Blank Midwest Region map. 10 July 2009
<http://www.teachervision.fen.com/tv/printables/scottforesman/SSMAP024.pdf>.
Blank Outline Map of Michigan. 10 July 2009
<http://geography.about.com/library/blank/blxusmi.htm>.
*Bower, Gary. I’m a Michigan Kid. May 2005. Storybook Meadow Publishers, 2005.
Cherry, Lynne. A River Ran Wild. San Diego: Harcourt Brace, Jovanonich, 1992.

Although the resources denoted with an asterisk are not cited in the lessons for this unit, they are included
here to provide meaningful options for teachers.
Michigan Citizenship Collaborative Curriculum
www.micitizenshipcurriculum.org
Page 6 of 16
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Michigan Studies
The Geography of Michigan
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Dunes Photo Tour. 10 July 2009 <http://www.leelanau.com/dunes/tour/>.
*Geisel, Theodor Seuss. The Lorax. New York: Random House, 1971.
Geisert, Bonnie and Arthur. Desert Town. New York: Houghton Mifflin, 2001.
- - -. Mountain Town. New York: Houghton Mifflin, 2000.
- - -. Prairie Town. New York: Houghton Mifflin, 1998.
- - -. River Town. New York: Houghton Mifflin, 1999.
*Gibbons, Gail. The Great St. Lawrence Seaway. New York: Harper Collins, 1992.
*Great Lakes Info Page. Great Lakes Kids Website. 10 July
2009.<http://www.on.ec.gc.ca/greatlakeskids/glk-glinfo-e.html>.
*Great Lakes Kids. 10 July 2009 <http://www.on.ec.gc.ca/community/greatlakeskids/glk-homee.html>.
*How the Great Lakes Formed. Great Lakes Kids Website. 10 July 2009.
<http://www.on.ec.gc.ca/greatlakeskids/great-lakes-movie-1-e.html>.
Kellogg, Steven. Paul Bunyan. New York: HarperCollins, 1985.
Lewis, Anne Margaret. Hidden Michigan. Traverse City, MI: Mackinac Island Press, 2006.
Lewis, Anne Margaret. Lighthouse Fireflies. Traverse City, Michigan: Mackinac Island Press, 2005.
Lewis, Ann Margaret. Sleeping Bear, the Legend. Traverse City, MI: Mackinac Island Press, 2007.
*MacGill-Callahan, Sheila. And Still the Turtle Watched. New York: Dial Books, 1991.
Map of Michigan Lighthouses. 10 July 2009
<http://www.michigan.gov/documents/hal_mhc_shpo_lightmap_50933_7.pdf>.
McConnell, David. Meet Michigan. Hillsdale, MI: Hillsdale Educational Publishers, 2009.
McLerran, Alice. Roxaboxen. New York: Lothrop, Lee and Shepard, 1991.
Michigan Maps. Michigan Advantage.org. 10 July 2009
<http://www.michiganadvantage.org/Reference/Maps/Default.aspx>.
Michigan
Webcams. 10 July 2009 <http://www.leonardsworlds.com/states/michigan.htm>.

Although the resources denoted with an asterisk are not cited in the lessons for this unit, they are included here to provide
meaningful options for teachers.
Michigan Citizenship Collaborative Curriculum
www.micitizenshipcurriculum.org
Page 7 of 16
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Michigan Studies
The Geography of Michigan




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Sault Ste. Marie: <http://www.saultwebcam.com/>.
Detroit: <http://www.earthcam.com/usa/michigan/detroit/dsc/>.
Mackinac Bridge: <http://www.mackinacbridge.org/>.
Copper Harbor: <http://www.aviewfromthefield.com/livecam.html>.
Michigan’s State Symbols. 10 July 2009
<http://www.michigan.gov/documents/mhc_mhm_statesymbols2002_47909_7.pdf>.
Munsch, Robert. Lighthouse, A Story of Remembrance. New York: Cartwheel Books, 2003.
Photographs of the J.W. Westcott. 10 July 2009
<http://www.boatnerd.com/pictures/special/westcott/mailpailsouthdown.htm>.
Photographs of Tahquemenon Falls. 10 July 2009
<http://www.exploringthenorth.com/tahqua/tahqua.html>.
Rodgers,
Denise. Great Lakes Rhythm & Rhyme. Spring Lake, MI: River Road Publications,
2003.
Seeing the Light: Michigan Lighthouses. 10 July 2009
<http://www.terrypepper.com/lights/state_michigan.htm>
Silverstein, Shel. The Giving Tree. New York: Harper and Row, 1964.
Sleeping Bear Dunes Kids Site. 10 July 2009 <http://www.nps.gov/slbe/forkids/index.htm>.
*Van Allsburg, Chris. Just a Dream. New York: Houghton Mifflin, 1990.
Wargin, Kathy-Jo. Legend of Sleeping Bear. Chelsea, Michigan: Sleeping Bear Press, 1998.
*- - -. The Edmund Fitzgerald: The Song of the Bell. Chelsea, MI: Sleeping Bear Press, 2003.
Whelan, Gloria. Mackinac Bridge: The Story of the Five Mile Poem. Chelsea, Michigan: Sleeping
Bear Press, 2006.
Teacher Resource
50 States Map. 10 July 2009 <http://www.united-states-map.com/usa7244.htm>.
California Home. July 10 2009 <http://imgs.sfgate.com/c/pictures/2008/08/07/bacomingup10_de_0498882016.jpg>.
Cherry Orchard. 10 July 2009 <http://blog.visittraversecity.com/>.

Although the resources denoted with an asterisk are not cited in the lessons for this unit, they are included
here to provide meaningful options for teachers.
Michigan Citizenship Collaborative Curriculum
www.micitizenshipcurriculum.org
Page 8 of 16
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Michigan Studies
The Geography of Michigan
Department
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of Environmental Quality. 10 July 2009 <http://www.michigan.gov/deq>.
*Department of Natural Resources. 10 July 2009 <http://www.michigan.gov/dnr>.
Egbo, Carol. Supplemental Materials).Teacher-made material. Michigan Citizenship Collaborative
Curriculum, 2009.
Fishing on the Great Lakes. 10 July
2009.<http://www.michigansportfishing.com/denis%20brigham%206-7-03.jpg>.
*Forests in Michigan. Michigan Department of Natural Resources. Great Lakes, Great Parks, Great
History: Do L.A.P.S. for Michigan. Lansing, MI: Michigan Department of Natural Resources,
1999.
Great Lakes Freighter. 10 July 2009
<http://www.bearingertownship.org/images/images/Great%20Lakes%20freighter%20on%20
Lake%20Huron_jpg.jpg>.
Great Lakes and Seaway Shipping. 10 July 2009 <http://www.boatnerd.com/>.
*Great Lakes Facts and Figures. GLIN website. 10 July 2009 <http://www.greatlakes.net/lakes/ref/lakefact.html>.
High Speed Rail Map. 10 July 2009. http://www.businessinsider.com/obamas-sweeping-highspeed-rail-plans-2009-4 .
*Image Gallery. 10 July 2009 <http://travel.michigan.org/imagelibrary/>.
*Lake by Lake. 10 July 2009 <http://www.on.ec.gc.ca/community/classroom/c2-lake-by-lakee.html>.
Limestone Quarry at Rogers City. 10 July 2009
<http://www.boatnerd.com/news/newpictures03b/RogersCity_FRWhite.jpg>.
Major Highways Map. Michigan Economic Development Website. 10 July 2009.
<http://ref.michiganadvantage.org/cm/attach/ab7251e3-c65b-4867-858490278c437381/majorhighways.pdf>.
Maps of Oil and Gas Wells. 10 July 2009 <http://www.michigan.gov/deq/0,1607,7-1353311_4111_4231-14421--,00.html>.
Michigan
Adventure! Discover Our State Symbols. 23 Jan. 2008
<http://www.michigan.gov/hal/0,1607,7-160-15481-67748--,00.html>.

Although the resources denoted with an asterisk are not cited in the lessons for this unit, they are included
here to provide meaningful options for teachers.

Michigan Citizenship Collaborative Curriculum
www.micitizenshipcurriculum.org
Page 9 of 16
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Michigan Studies
The Geography of Michigan
SS0301
Michigan Beach. 10 July 2009 <http://www.michigan.org/Things-toDo/Outdoors/Beaches/Default.aspx>.
Michigan Counties Map. 10 July 2009.
<http://quickfacts.census.gov/qfd/maps/michigan_map.html>
Michigan Elevation Map. 10 July 2009 <http://www.iwr.msu.edu/edmodule/data/img/mielev.gif>.
*Michigan Environmental Briefing Book, 2005-2006. Michigan Environmental Council. 10 July 2009
<http://www.mecprotects.org/05briefingbook.pdf>.
*Michigan Environmental Council. 10 July 2009 < http://www.environmentalcouncil.org>.
Michigan Farm. 10 July 2009 <http://www.panoramio.com/photo/18396511>.
Michigan Forests Maps. 10 July 2009 <http://mff.dsisd.net/Recreation/Ownership.htm>.
Michigan Home. 10 July 2009
<http://www.salinemichiganrealestate.com/m/blogs/vanceshutes/Beaver%20Crossing%209
25.JPG>.
Michigan Maps. Michigan Advantage.org. 10 July 2009.
<http://www.michiganadvantage.org/Reference/Maps/Default.aspx>.
Michigan’s Natural Resources and Environment: A Citizens Guide. 10 July 2009
<http://www.legislature.mi.gov/documents/Publications/NaturalResources.pdf>.
*Michigan’s Official Economic Development and Travel Site. 10 July 2009
<http://travel.michigan.org/index.asp?m=0>.
Michigan Oil Well. 10 July 2009
<http://farm4.static.flickr.com/3358/3285607470_131a271c69.jpg>.
Michigan Orchards Map. 10 July 2009. <http://www.michiganfruitbelt.org/picture_library/orchardmap.jpg>.
*My-Michigan: People and Places that Matter. Michigan Environmental Council. 10 July 2009
<http://www.mecprotects.org/land_mymich.html>.
Outline Map of the United States. 10 July 2009
<http://www.nationalatlas.gov/printable/images/pdf/outline/states.pdf>
*Rich in Resources. Michigan Department of Natural Resources. Great Lakes, Great Parks, Great
History: Do L.A.P.S. for Michigan. Lansing, MI: Michigan Department of Natural Resources,
1999. Contact 1-888-510-3326.
Michigan Citizenship Collaborative Curriculum
www.micitizenshipcurriculum.org
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Michigan Studies
The Geography of Michigan
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Salt Mine in Detroit. 10 July 2009 <http://www.detroitsalt.com/images/home-image.jpg>.
Statewide Data Index. 10 July 2009 <http://www.iwr.msu.edu/edmodule/data/datainx.html>.
St. Lawrence Seaway Map. 10 July 2009
<http://www.lre.usace.army.mil/_storage/Pages/1721/seaway(SLSMC).jpg>.
*T.E.A.C.H. Great Lakes Education and Curriculum Homesite. 10 July 2009
<http://www.great-lakes.net/teach/>.
Teacher’s Lighthouse Resource for Grades K-4. 10 July 2009
<http://www.uscg.mil/history/articles/LighthouseCurriculum.pdf>.
Tilden Iron Mine. 10 July 2009 <http://hunts-upguide.com/ishpeming_tilden_mine_tour.html>.
Upper Michigan Logging. 10 July 2009 <http://www.uppermichiganlogging.com/>.
Zebra Mussel Photos from the National Atlas. 10 July 2009
http://nationalatlas.gov/articles/biology/a_zm.html
Resources for Further Professional Knowledge
State of Michigan Official Website. 23 Jan. 2008 <http://www.michigan.gov/>.

Although the resources denoted with an asterisk are not cited in the lessons for this unit, they are included
here to provide meaningful options for teachers.
Michigan Citizenship Collaborative Curriculum
www.micitizenshipcurriculum.org
Page 11 of 16
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Michigan Studies
The Geography of Michigan
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Instructional Organization
Lesson 1: What is a State?
Content Expectations:
2 – G2.0.2 Describe how the local community is part of a larger region (e.g., county,
metropolitan area, state).
Integrated GLCE’s
R.NT.03.02 Identify and describe the basic elements and purpose of a variety of narrative genre
including folktales, fables, and realistic fiction. (English Language Arts)
Key Concepts: geography, state
Abstract: In this foundational lesson students are introduced to the ways geographers look at
places and the questions they ask. Students begin by reviewing the concept of ‘community’ and
the geography of their local community by completing a class chart. Concepts are then reinforced
as students explore the geography of a fictional community featured in a picture book. They review
the concept of region by exploring other regions to which their community belongs (e.g., counties,
metropolitan areas). Finally, students explore the question: What is a state?
Lesson 2: Michigan and the Theme of Location
Content Expectations:
3 - G1.0.1
Use cardinal directions (north, south, east, west) to describe the relative location of
significant places in the immediate environment.
Key Concepts: location
Abstract: Students review relative and absolute (street address) location and engage in a short
activity on cardinal directions. They then use a Michigan map and cardinal directions to describe
the relative location of their local community. Using a map of the United States and cardinal
directions, students identify a variety of ways to describe the relative location of Michigan. The
lesson concludes with a brief discussion of how location influences the development of a state.
This will serve as the launching point for subsequent lessons in both history and economics.
Lesson 3: Michigan’s Natural Characteristics: Landforms and Bodies of Water
Content Expectations:
3 - G1.0.2: Use thematic maps to identify and describe the physical and human characteristics of
Michigan.
.
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Michigan Studies
The Geography of Michigan
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Integrated GLCE’s
R.NT.03.02: Identify and describe the basic elements and purpose of a variety of narrative genre
including folktales, fables, and realistic fiction. (English Language Arts)
E.SE.03.22: Identify and describe natural causes of change in the Earth’s surface (erosion,
glaciers, volcanoes, landslides, and earthquakes). (Science)
Key Concepts: natural characteristics, place
Abstract: After reviewing natural (physical) and human characteristics from lesson 1, students
use maps to identify and describe significant natural (physical) characteristics of Michigan including
mountain ranges, sand dune areas, the Great Lakes, inland lakes and important rivers. In a
connection to science students briefly explore how glaciers helped to create some of these natural
(physical) characteristics. The lesson uses multiple resources including informational text, legends
and photographs.
Lesson 4: Michigan’s Natural Characteristics: Vegetation and Climate
Content Expectations:
3 - G1.0.2: Use thematic maps to identify and describe the physical and human characteristics of
Michigan.
Key Concepts: natural (physical) characteristics, place
Abstract: In this lesson students continue their study of the important natural (physical)
characteristics of Michigan by exploring vegetation and climate. They begin by analyzing special
purpose maps of forests and orchards. Next they are introduced to the concept of climate,
connecting to science topics of weather and seasons from previous grades. In addition, they briefly
explore the impact of the Great Lakes on climate. The lesson also includes a chart reading activity
dealing with Michigan state symbols.
Lesson 5: Michigan’s Human Characteristics
Content Expectations:
3 - G1.0.2: Use thematic maps to identify and describe the physical and human characteristics of
Michigan.
Integrated GLCE’s
R.NT.03.04: Explain how authors use literary devices including prediction, personification, and
point of view to develop a story level theme, depict the setting, reveal how thoughts
and actions convey important character traits. (English Language Arts)
Key Concepts: human characteristics, place
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Michigan Studies
The Geography of Michigan
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Abstract: In this lesson students continue their study of the geographic theme of ‘place’ by
exploring significant human characteristics of Michigan including bridges, cities, highways and
lighthouses. In addition, students explore how people interact with natural (physical) characteristics
by creating human characteristics (e.g. bridges are built over rivers, towns are built along bays.)
Lesson 6: Michigan’s Natural Resources
Content Expectations
3 - G5.0.1: Locate natural resources in Michigan and explain the consequences of their use.
Integrated GLCE’s
R.NT.03.03: Identify and describe characters’ thoughts and motivations, story level themes (good
vs. evil), main idea, and lesson/moral (fable). (English Language Arts)
E.ES.03.41: Identify natural resources (metals, fuels, fresh water, farmland, and forests).
(Science)
E.ES.03.42: Classify renewable (fresh water, farmland, forests) and non-renewable (fuels, metals)
resources. (Science)
E.SE.03.13: Recognize and describe different types of earth materials (mineral, rock, clay,
boulder, gravel, sand, soil). (Science)
E.SE.03.32: Describe how materials taken from the Earth can be use as fuels for heating and
transportation. (Science)
Key Concepts: human/environment interaction, natural resources
Abstract: This lesson builds on the content of lessons 3 and 4 relating to natural (physical)
characteristics of Michigan. Literature, such as The Giving Tree, is used to illustrate the importance
of natural resources. Emphasis is placed on water, fertile soil, forests and minerals as students
explore how humans interact with the environment. The lesson integrates several 3 rd grade
science GLCE’s regarding natural resources.
Lesson 7: Michigan and the Theme of Human/Environment Interaction
Content Expectations
3 - G5.0.1:
3 - G5.0.2:
Locate natural resources in Michigan and explain the consequences of their use.
Describe how people adapt to, use, and modify the natural resources of Michigan.
Integrated GLCE’s
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Michigan Studies
The Geography of Michigan
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R.CM.03.02: Retell in sequence the story elements of grade-level narrative text and major idea(s)
and relevant details of grade-level informational (English Language Arts)
E.ES.03.52:
Describe helpful or harmful effects of humans on the environment (garbage, habitat
destruction, land management, renewable and non-renewable resources). (Science)
Key Concepts: human environment interaction
Abstract:
This lesson builds on the previous lesson in which students explored the natural resources of
Michigan and the consequences of their use. Using concrete examples, students are introduced to
the geographic concepts of modification and adaptation. They explore water pollution through
literature (A River Ran Wild) and a timeline. Then, they briefly discuss land issues such as the
filling in of wetlands for housing and development. Finally, by exploring how homes are built in
Michigan, (e.g. furnace, peaked roof, screens, etc.) students examine how people adapt to their
environment.
Lesson 8: Michigan and the Theme of Movement
Content Expectations
3 - G4.0.3:
Describe some of the current movements of goods, people, jobs or information to,
from, or within Michigan and explain reasons for the movements.
Integrated GLCE’s
S.DS.03.04: Plan and deliver presentations using an effective informational organizational pattern
(e.g., descriptive, problem/solution, cause/effect); supportive facts and details
reflecting a variety of resources; and varying the pace for effect. (English Language
Arts)
Key Concepts: human environment interaction
Abstract: This lesson focuses on current ways people, goods, jobs, and ideas move to, from, and
within Michigan. Using maps students explore how roads and railroads enable people and
goods to move and investigate reasons for movement. The lesson builds upon students’
understanding of the Great Lakes with a short activity on shipping and literature (Mail by the
Pail). Students explore both positive consequences of movement (such as enabling
specialization in the production of goods) and negative consequences (such as invasive
species like zebra mussels). Note: The movement of people and push/pull factors will be
addressed in the Michigan History unit.
Lesson 9: Michigan and the Theme of Regions
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Michigan Studies
The Geography of Michigan
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Content Expectations
3- G2.0.1:
Use a variety of visual materials and data sources to describe ways in which
Michigan can be divided into regions.
3 - G2.0.2: Describe different regions to which Michigan belongs (e.g., Great Lakes Region,
Midwest).
Key Concepts: regions
Abstract This lesson expands upon the concept of region by having students invent ways to divide
Michigan into regions. Students compare the Lower Peninsula and Upper Peninsula of Michigan
and then explore other ways in which Michigan can be divided into regions based on common
characteristics (e.g., the Thumb, the Fruit Belt). Finally students examine regions to which
Michigan belongs. (e.g., Great Lakes Region, Midwest).
Lesson 10: Describing the Geography of Michigan
Content Expectations
3 - G1.0.2: Use thematic maps to identify and describe the physical and human characteristics of
Michigan.
3 - G2.0.1: Use a variety of visual materials and data sources to describe ways in which
Michigan can be divided into regions.
3 - G4.0.3: Describe some of the current movements of goods, people, jobs or information to,
from, or within Michigan and explain reasons for the movements.
3 - G5.0.1: Locate natural resources in Michigan and explain the consequences of their use.
3 - G5.0.2: Describe how people adapt to, use, and modify the natural resources of Michigan.
Key Concepts: geography, regions
Abstract: In this culminating lesson on the geography of Michigan, students construct questions
that geographers might ask about Michigan based on the themes of geography explored in this
unit: Location, Place, Human/Environment Interaction, Movement, Regions. They then use the
questions to design a presentation (e.g., poster display, dramatization, newscast, PowerPoint) that
answers the questions about the geography of Michigan. The presentation or visual aid used in the
presentation may serve as a performance assessment.
.
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