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Fourth Grade West Region Lessons Breakdown Title GLCEs Included

Resources Needed Resources Suggested Resources

Lesson 1

Geography of the West

G2.0.2 G2.0.1

Maps of West region and U.S.

United Streaming video: West Region, the Environment

Google Earth: www.earth.google.com

Lesson 2

Migration to the Western States

G2.0.1 G4.0.1 G4.0.2

Computers, internet

Lesson 3

Human Influences on Geography

G5.0.1 T-chart United Streaming video: World of Nature: Salmon: The Upstream Battle

Picture books on salmon migration: The Magic School Bus Goes Upstream by Joanna Cole OR Salmon Stream by Carol Reed-Jones

Lesson 4

The Mystery of is it Mine or Ours?

E1.0.8 E1.0.2

Econ Ed Link lesson Teacher background information Student texts: “You Are All Wet” and “Paradise” readers’ theater

Computers, internet

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West Region‐ General Introduction Guide 

 

States of the West  

Washington, Oregon, California, Nevada, Idaho, Montana, Wyoming,  

Utah, Colorado, Alaska, and Hawaii 

Natural Resources 

Oil 

 

Location 

West side of United States 

Native Americans 

 

 

Climate and Weather 

http://www.eduplace.com/ss/maps/pdf/usclim.pdf  

Famous Landmarks 

Golden Gate Bridge

Yellowstone Park

Great Red Wood Forest 

 

 

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Famous People 

http://www.pbs.org/weta/thewest/people/a_c/chiefjoseph.htm to view famous people from the west region. 

Food 

http://www.emints.org/ethemes/resources/S00000702.shtml  is about Pioneer foods 

History 

http://www.emints.org/ethemes/resources/S00000019.shtml  Lewis and Clark Expedition 

http://www.sheppardsoftware.com/usaweb/snapshot/California.htm used for further history for each state in the west 

Plants 

 

Animals 

 

Economy 

http://www.sheppardsoftware.com/usaweb/snapshot/Washington.htm can be used to find all economics of any state in the west 

 

Places of Interest 

http://www.sheppardsoftware.com/usaweb/snapshot/Washington.htm  can be used to find all points of interest for the west 

 

 

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Fourth Grade West Region

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Lesson 1 Title: Geography of the West Grade Level: Fourth Unit of Study: West Region GLCE: G2.0.2 Compare human and physical characteristics of a region to which Michigan belongs (e.g., Great Lakes, Midwest) with those of another region in the United States (i.e. West region). G2.0.1 Describe ways in which the United States can be divided into different regions. Abstract: Students will identify physical and human characteristics of the West region so that they may make comparisons to their home state. Use maps of human and physical characteristics to ask geographic questions about regions. For example, we can observe that Michigan belongs to a region with common physical characteristics, such as bordering the Great Lakes. We can also ask a geographic question like, “What do people do there?” By making similar observations and finding answers to the same question about another region in the United States, we can then compare two regions. Key Concepts: landforms, characteristics, region, mountains, rivers, plains, ocean, coast, elevation Sequence of Activities: 1. Begin by having a classroom discussion of what kind of landforms students think are in the

West Region.

2. Distribute student maps of West region and have students record/label physical characteristics, such as the Rocky Mountains, Sierra Nevada Mountains, Central Valley, Colorado River, Coastal Plain, and Pacific Ocean. Geographic features can be viewed/displayed in detail from Google Earth.

3. Identify other physical regions that may reside in the West region (Rocky Mountains, Northwest, Pacific Coast).

4. Show and discuss elevation in the West region and how it compares to the United States (map found in resources).

5. Show video found on United Streaming: West Region, the Environment (18 minutes).

6. Students will use a Venn diagram, or other graphic organizer, to compare and contrast Michigan to the West (or discussed region).

Connections:

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Fourth Grade West Region

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English Language Arts: Compare the physical geography of the West region to your home state in a written response. Resources Kid-friendly resource for all regions: http://www.dembsky.net/regions/ West Region map: http://www.eduplace.com/ss/maps/pdf/westus.pdf (map with labels) http://www.eduplace.com/ss/maps/pdf/westus_nl.pdf (no labels) Elevation Map of (U.S.): http://maps.howstuffworks.com/united-states-elevation-map.htm Climate map of (U.S.): http://maps.howstuffworks.com/united-states-climate-map.htm For viewing physical features use Google Earth United Streaming Video: www.unitedstreaming.com search: West Region, The: Environment Venn Diagram: http://www.eduplace.com/graphicorganizer/pdf/venn.pdf Interactive Map of U.S. History: http://www.learner.org/interactives/historymap/index.html http://cg043.k12.sd.us/regions%20of%20the%20US%20webquest/west_region.htm www.iknowthat.com Optional Learning Activities

1. Using a map of the US, label and color the states in the Mountain states. 2. Create a poster identifying the landforms. 3. Create a dough model of the Mountain region, showing the elevations, rivers, and other

geographical features. 4. Research national park with in the Mountain state region, creating a PowerPoint of their

region. Additional Information

1. The Rocky Mountains extend 3,000 miles from New Mexico through Canada to Alaska and are made up of a series of smaller ranges.

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Fourth Grade West Region

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2. The Continental Divide runs along the crest of the Rockies, determining which directions the rivers flow.

3. The Rockies have a timberline above which trees do not grow. 4. Rivers flowing from the mountains supply much of the water for this area.

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Lesson 2 Title: Migration to the Western States Grade Level: Fourth Unit of Study: The West Region GLCE: G2.0.1: Describe ways in which the United States can be divided into different regions.

G4.0.1: Use a case study or story about migration within or to the United States to identify push and pull factors that influenced migration.

G4.0.2: Describe the impact of immigration to the United States on the cultural development of different places or regions of the United States. Abstract: The students will be able to identify the reasons people migrated to the western states. Key Concepts: Migration, Transportation, Gold Rush (Case study G4.0.1) Sequence of Activities: Day 1: 1. Explore, in a classroom discussion, what the students know about the West Region of the

Unites States. 2. Lead the discussion of why people would want to migrate clear across the United States. 3. Distinguish, (analyze), the difference between early transportation to current transportation

used today. Investigate the impact of the transcontinental railroad on U.S. culture. The railroad allowed U.S. citizens to more easily reach the west region and offered the opportunity for Asian workers to immigrate to the U.S. and find work. www.pbs.org/becomingamerican/ce_resources.html#railroad – Information, photos of Chinese American experience http://cprr.org/Museum/Chinese.html - Information, photos of Chinese American experience http://teacher.scholastic.com/activities/asian-american/notables.htm - Notable Asian Pacific Americans Coolies by Yin – potential read aloud Day 2:

4. Introduce the Gold Rush as one reason people traveled to the West. 5. Pretend, (synthesize), what a “Gold Rush” would be like during this period of time. 6. Use these websites to explore the California Gold Rush:

http://www.museumca.org/goldrush/fever01.html http://ceres.ca.gov/ceres/calweb/geology/goldrush.html http://www.answers.com/topic/gold-rush-california (This site is more suitable for teacher background information rather than student use.)

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Fourth Grade West Region

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7. After students have explored these web sites, they will decide, (evaluate), if the Gold Rush experience was worth leaving their home, and also decide if why they came was worth the trip. This can be done as a class discussion or in written form.

8. Although 80 percent of the "forty-niners" were from the United States and all states were represented, this migration also was a global event, drawing gold seekers from California Indian bands, East Asia, Chile, Mexico, and Western Europe. For the United States it was the largest mass migration to date.

9. From their research, (G4.0.2), describe the impact of migration to the United States on the cultural development of different places or regions of the United States (e.g., forms of shelter, language, food).

Connections: English Language Arts 1. Written discovery from step nine above. Mathematics 1. Calculate the average amounts of gold value found in their research. Instructional Resources: Equipment/Manipulative 1. Internet access for students 2. Computer projector

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Fourth Grade West Region

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Lesson 3 Title: Human Influences on Geography Grade Level: Fourth Unit of Study: West Region GLCE: G5.O.1: Assess the positive and negative effects of human activities on the physical environment of the United States. Abstract: There are positive and negative consequences that could arise from changing the physical environment of the United States. Key Concepts: hatcheries, industry/industrial

Sequence of Activities:

1. Begin by introducing to the class the key terms used in the lesson: positive, negative, and human activities.

2. Have students determine if they can think of examples of positive or negative human activities.

3. Lead the discussion of positive or negative activities in the West region.

4. Introduce the Columbia River Gorge as having both positive and negative human

influences, particularly salmon depletion as a result of a dam being built. The salmon population has dropped by many millions in this river.

5. Before the class watches a Unitedstreaming.com video about salmon movement, have

students make a prediction of what kinds of positive or negative human activities they might see.

6. Show United Streaming video of salmon movement. Have students use a T-chart to

identify positive and negative human activities while watching the video. Use video titled World of Nature: Salmon: the Upstream Battle.

7. Have students share what they discovered.

8. Allow opportunities for students to discuss other possible ideas to help the salmon

population (some fish have radios to allow scientists to study them, bypass channels, fish actually transported around the dam by trucks or barges, fish hatcheries, etc).

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Fourth Grade West Region

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9. Have students write a position (persuasive) paper related to this topic. Possible topics might include:

i. What do you feel is the best possible idea for helping salmon populations? Support your position with at least three relevant details.

ii. Should companies be allowed to continue harvesting salmon in large quantities? Support your position with at least three relevant details.

iii. Overall, do you feel the human interaction with salmon has been positive or negative? Support your position with at least three relevant details.

Resources • Come Back, Salmon: How a group of dedicated kids adopted Pigeon Creek and brought

it back to life by Molly Cone

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Fourth Grade West Region Lesson 4 Title: The Mystery of is it Mine or Ours? Grade level: Fourth Unit of Study: The West Region/Economics GLCE: E1.0.8: Explain why public goods are not privately owned.

E1.0.2: Describe some characteristics of a market economy. Abstract: Students will categorize examples of public vs. private goods. Students will brainstorm a list of goods and services and explain whether they are publicly or privately owned. Key Concepts: private goods, public good Sequence of Activities:

1. Discussion: • Did you ride to school on a road today? • Yesterday did you skate in a public park? • Maybe mom or dad traveled home from one of your ball games on their

bicycles under a street light. Who do you think paid for the street lights? • Where do you ride your bike? • Who put the sidewalk in that you rode your bike on? • Who owns the roads that your parents and bus drivers drive on every day? • Why does your mom/dad mow your lawn and not the school’s lawn?

2. Following a lengthy discussion and brainstorming session, allow your students to do the

lesson on public vs. private goods at: http://www.econedlink.org/lessons/index.php?lesson=EM462&page=teacher (reproduced below).

The Mystery of is it Mine or Ours?

Key Economic Concepts: 1. Goods 2. Property Rights 3. Public Goods 4. Role of Government

Description: Did you ride to school on a road today? Yesterday did you skate in a public park? Maybe Mom or Dad traveled home from one of your ball games on their bicycles under a string

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Fourth Grade West Region of street lights? How did the road, the park or the street lights get there? Who paid for them? As a matter of fact, just who owns them? Sounds like a mystery worthy of Sherlock Holmes! Discuss with your class the following: Did you ride to school on a road today? Yesterday did you skate in a public park? Maybe Mom or Dad traveled home from one of your ball games on their bicycles under a string of street lights? How did the road, the park or the street lights get there? Who paid for them? As a matter of fact, just who owns them? Sounds like a mystery worthy of Sherlock Holmes! Lesson Objectives: Students will:

1. Categorize examples of public vs. private goods.

2. Brainstorm a list of goods and services and explain whether they are publicly or privately provided.

3. Explain why some goods and services are generally not provided by the private sector.

4. Explain why governments in market economies play a role in providing important goods and services.

5. Explain that goods and services will not be produced by private parties unless producers have sufficient incentive to produce and consumers have sufficient incentive to pay for them.

Introduction:

It can be a real mystery where some things come from and who is responsible for their upkeep. If you build a bridge to cross the stream, you may have paid for all the materials. Yet once it's there, everyone seems to take this short cut to school. After awhile you see that the bridge is beginning to have broken boards and is in general need of repairs and a new coat of paint. Hey, what's the deal here? Why don't the other students who use this shortcut, pitch in and help keep it in working order?

Resources:

• Teacher Background reading - refresh your own understanding of why some goods are clearly public and others are clearly private.

• You are all wet! - A text to be read aloud and discussed, providing an analytical exercise in which you and the students solve the problem of the crowded beach.

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Fourth Grade West Region For individual students:

1. Definition Activity pop up review - Here students are given a list of terms with definitions that pop-up when you roll over them. They will need to determine where to place them in the grid based on their knowledge of the terminology.

2. Interactive Activity - A drag and drop sorting activity to reinforce which activities and individuals are typically considered to be providers of public or private goods -- and perhaps ones that could be both.

3. Paradise - A reader's theater text focused on property rights, with discussion questions.

Process:

If you are unfamiliar with the concepts of public vs. private goods, you may wish to print out the Teacher Background sheet to provide you with a concept briefing. You will want to begin with an introductory discussion about the distinction between private and public goods and services.

• In order to introduce the concepts, use the short reading, 'You are all wet!' Either present this as a topic for class discussion, assign it to students as home work, requesting that they write a position statement on the use of the beach, or divide the class up into small groups and have each group present a solution.

The following answers are only suggested possible responses to the questions in regards to 'You are all wet!':

1. Why do communities have property rights? [In a market based economy private property rights define who has use of the resource. We often think of private property as only land, however private property also extends to other items of value, such as chickens, cattle, oil, gold, small lakes, boats, etc.]

2. What purpose do property rights serve? [It defines a legal owner for an item of value.] 3. Are these kinds of rights fair? Why? [This probably depends on which side of the

discussion you are on. If you bought a home and paid for the beachfront access, kept it clean, built a nice deck and boardwalk, you would probably believe that being able to exclude others was and is fair. After all, you have spent money and energy to improve and maintain the area. However, if you could not afford this type of property, you might believe that the beachfront should be without restriction.]

4. What are some of the advantages of property rights? [In the long run the resource is better cared for - whether it is grazing land, a lake, a farm field, or whatnot. It keeps the resource from becoming fully exhausted by those who use it.]

5. What are some of the disadvantages that occur because of private property rights? [Some people may be excluded from the use of a particular resource due to lack of time or money.]

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Fourth Grade West Region 6. Where do you think the idea of property rights came from? [This is a lesson that has

been known for thousands of years. A good example can be found medieval times when the property (land) and everything on it belonged to the king or to whomever he granted the title.]

7. Are property rights the same in every society/country? [No, other economic systems may limit or prohibit many activities such as property ownership, e.g. societies governed by socialist or communistic principles.]

After discussing the preceding questions, would you advise them to go ahead or not? Why or why not? [Answers here will vary with the students. The outcome to this question may even have to be decided by a vote.]

1. Using the Definition Activity students can review the pop up definitions of public and private goods; then they can move on to the Interactive Activity.

2. As a quick concept review students may use the Interactive Activity to identify public, private or either, goods and services. You may do this by printing out the activity and having the students use different colored highlighters or markers.

3. Print out the reader's theater, Paradise. Select five students to read the parts as the narrators. After the class has heard the play, divide the students into three groups. Have one group, step away from the discussion and plan to serve a the jury to decide this mediation. Of the other two groups, one will portray the Colonists, and one the Aliens. Have each side develop 5-10 statements that would be their argument before a mediation panel. Excuse the panel to deliberate and create a verdict/solution as to what should be done.

Conclusion:

It is important to understand the concept of goods and services. There are many differences between goods and services, and goods and services make an impact on the publics’ daily life.

[Note to teacher: This lesson provides many opportunities for extension activities. You may consider taking this opportunity to discuss public protection, pollution, regulation, or taxation with your students.]

Assessment Activity:

1. Create an extended list of goods and services -- some public, some private, and some with characteristics of both categories.

2. Place each listed item on a file card. 3. Have the students help in this activity by creating cards to generate a pool of items

you can use -- about 50 to 100 examples. 4. Use these as you would a 'spell down' where the class is divided into teams (2-3

students per team). 5. Line the teams up along the walls and give each in turn an example.

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Fourth Grade West Region 6. For each example, a team member must say whether it is public, private, or both. 7. An explanation also must be given for each answer. 8. When a student answers incorrectly, he or she sits down. 9. Continue alternating between teams until you have a 'last person standing.' 10. That student's team wins the game. 11. If you prefer to do so, you may also devise a system for awarding points and keeping

track of scores. 12. Print out the attached quiz for an alternative assessment. 13. Use the attached to check students’ answers. Connections: 1. Discuss how Michigan roads were built long ago. Talk about plank roads: who

maintained them? 2. Talk about the government’s responsibility to maintain publicly owned roads. Discuss

all the publicly owned sites in your town. Why are they publicly owned? 3. What are examples of privately owned sites? 4. Connect to National Parks located in the West region following same discussion

pattern as above. Instructional Resources: Student Resources http://www.econedlink.org/lessons/index.php?lesson=EM462&page=teacher Teacher Resources Text http://www.econedlink.org/lessons/index.php?lesson=EM462&page=teacher (or search www.econedlink.org follow the link for lessons and search for public goods) See “You are all Wet” pdf file as a supplement to this lesson.

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