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Standard 1. The
student uses maps, charts, and other geographic tools to understand
the spatial arrangement of people, places, resources, and
environments on Earth's surface
1.1 GEOGRAPHY - Uses and constructs
maps, charts, and other resources to gather and interpret
geographic information
* Examines and describes
mapping elements (e.g., title, legend, directions, symbols, scale,
location)
* Uses basic elements to construct a map that displays
information, (e.g., home, school grounds) (Location)
1.2 GEOGRAPHY -
Recognizes spatial patterns on Earth's surface and understands the
processes that create these patterns
* Locates places and physical features, and shows an
understanding of cultural regions using maps, globes, and other
sources (Region)
* Identifies and describes the physical and human processes that
have an effect upon spatial patterns on Earth's surface
(Human/Environment Interaction, Region, Movement)
Social
Studies Skills
1. Inquiry and Information
* Selects a social studies topic and explores that topic guided by
central question
* Identifies key words
* Identifies appropriate and varied sources
* Uses basic research skills
* Uses table of contents and indexes as social studies reference
materials
* Locates particular facts
* Depicts data using graphic organizers (e.g., timelines, maps,
tables, charts)
* Presents a product (e.g., models, reports, newspapers) that
demonstrate understanding of information and responds to central
questions
* Presents product to audience
2.
Interpersonal and Group Process Skills
* Communicates own feelings and beliefs; recognizes that there are
other viewpoints on social studies issues
* Identifies roles of different members of a group; serves in
different roles in a group
* Asks relevant questions of appropriate people and records
answers
3.
Critical Thinking Skills
* Identifies central issue
* Recognizes fact vs. opinion, recognizes point of view,
identifies main message
* Suggests solutions to problems describing why to take a specific
course of action
* Recognizes cause and effect relationships and explores the
impacts
* Constructs a timeline and places events (past present, and
future) in chronological order
* Recognizes and values other peoples' points of view
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Instructional Support Materials
Storypath
*
Communities and Their Decisions
* Radio Station
* Toy Company
Harcourt
Brace
* Living In Our World
Nystrom
Geography
* Exploring Where and Why
* People and Places Everywhere
* Map Champ Atlas
* World/US Desk Maps
* Globe Skills
* World/US Map Skills
Instructional Strategies
* Buried
Treasure: Create a map of a buried treasure, then write cardinal
directions to find it. Starting from a given point, switch with a
partner, and search
* Construct a detailed map of a familiar environment (e.g., home,
school, park, neighborhood) using all mapping elements
* Describe what landforms look like on the relief map. Then have
students design symbols that could represent them on a flat map.
Using those symbols, have students make a physical map of the
relief map
Assessment
* Construct
maps of the classroom using all mapping elements
* Given a large physical map with numbered flags on landforms
(e.g. lake, mountain, valley) identify marker flags with the
appropriate landform
* Given a completed map including all mapping elements, draw an
arrow to each with a description of the function it serves at the
end
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Standard 2. The
student understands the complex physical and human characteristics
of places and regions
2.1 GEOGRAPHY -
Describes the natural characteristics of places and regions and
explains the causes of their characteristics
* Identifies and describes the physical characteristics of
a region and recognizes the affects they have on that region
(Region, Location)
* Compares and contrasts the physical characteristics of various
regions (Region, Location)
2.2 GEOGRAPHY -
Describes the patterns humans make on places and regions
* Identifies and describes the
human characteristics and their impact on the community/region
(e.g., community businesses, land-use patterns) (Place,
Human/Environment Interaction, Location)
2.3 GEOGRAPHY -
Identifies the characteristics that define the Pacific Northwest
and the Pacific Rim as regions
* Identifies and examines the natural resources of the Pacific
Northwest and how they impact people in the regions
(Human/Environment Interaction, Region, Place)
* Compares and contrasts the characteristics of the Pacific
Northwest to another given region (Place, Region)
Social
Studies Skills
1. Inquiry and Information
* Selects a social studies topic and explores that topic guided by
central question
* Identifies key words
* Identifies appropriate and varied sources
* Uses basic research skills
* Uses table of contents and indexes as social studies reference
materials
* Locates particular facts
* Depicts data using graphic organizers (e.g., timelines, maps,
tables, charts)
* Presents a product (e.g., models, reports, newspapers) that
demonstrate understanding of information and responds to central
questions
* Presents product to audience
2.
Interpersonal and Group Process Skills
* Communicates own feelings and beliefs; recognizes that there are
other viewpoints on social studies issues
* Identifies roles of different members of a group; serves in
different roles in a group
* Asks relevant questions of appropriate people and records
answers
3.
Critical Thinking Skills
* Identifies central issue
* Recognizes fact vs. opinion, recognizes point of view,
identifies main message
* Suggests solutions to problems describing why to take a specific
course of action
* Recognizes cause and effect relationships and explores the
impacts
* Constructs a timeline and places events (past present, and
future) in chronological order
* Recognizes and values other peoples' points of view
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Instructional Support Materials
Storypath
*
Communities and Their Decisions
* Radio Station
* Toy Company
Harcourt
Brace
* Living In Our World
Nystrom
Geography
* Exploring Where and Why
* People and Places Everywhere
* Map Champ Atlas
* World/US Desk Maps
* Globe Skills
* World/US Map Skills
Instructional Strategies
* Discuss
various habitats (e.g., mountains, deserts, temperate rain
forests). Have students choose one to recreate in a box (a
diarama), for example
* Use relief maps of Washington State to locate and identify
mountains, lakes, rivers, valleys, oceans, bays, etc.
* Create a 3-D landscape and begin to populate it, discussing the
changes made on the environment (roads, towns, shops, etc.)
* Compare and contrast before and after pictures of Seattle,
placing on a timeline
* Study a Pacific Northwest tribe. Assign parts of research to
various groups (e.g., housing, family structure, food)
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Standard 3. The student
observes and analyzes the interaction between people, the
environment, and culture
3.1 GEOGRAPHY -
Identifies and examines people's interaction with and impact on the
environment
* Identifies and describes the
specific choices people have about their interactions with the
environment and the affect those choices have upon it
(Human/Environment Interaction, Movement)
3.2 GEOGRAPHY -
Analyzes how the environment and environmental changes affect
people
* Compares and contrasts differing environments and how
they provide opportunities and set limits for people (Location,
Region, Human-Environment Interaction)
* Examines and analyzes how people adapt to their environment to
meet their basic needs (Human/Environment Interaction)
3.3 GEOGRAPHY -
Examines cultural characteristics, transmission, diffusion, and
interaction
*
Understands that individuals are born into various societies with
their own cultural traditions (e.g., art, religion, dress, food)
(Place, Location)
* Understands and describes the impact of cross cultural
interactions (Movement, Region, Place)
Social
Studies Skills
1. Inquiry and Information
* Selects a social studies topic and explores that topic guided by
central question
* Identifies key words
* Identifies appropriate and varied sources
* Uses basic research skills
* Uses table of contents and indexes as social studies reference
materials
* Locates particular facts
* Depicts data using graphic organizers (e.g., timelines, maps,
tables, charts)
* Presents a product (e.g., models, reports, newspapers) that
demonstrate understanding of information and responds to central
questions
* Presents product to audience
2.
Interpersonal and Group Process Skills
* Communicates own feelings and beliefs; recognizes that there are
other viewpoints on social studies issues
* Identifies roles of different members of a group; serves in
different roles in a group
* Asks relevant questions of appropriate people and records
answers
3.
Critical Thinking Skills
* Identifies central issue
* Recognizes fact vs. opinion, recognizes point of view,
identifies main message
* Suggests solutions to problems describing why to take a specific
course of action
* Recognizes cause and effect relationships and explores the
impacts
* Constructs a timeline and places events (past present, and
future) in chronological order
* Recognizes and values other peoples' points of view
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Instructional Support Materials
Storypath
*
Communities and Their Decisions
* Radio Station
* Toy Company
Harcourt
Brace
* Living In Our World
Nystrom
Geography
* Exploring Where and Why
* People and Places Everywhere
* Map Champ Atlas
* World/US Desk Maps
* Globe Skills
* World/US Map Skills
Instructional Strategies
* Use
examples of folk art from many cultures to make observations about
the people: who created them and where they lived. Then study toys
and games from around the world (jigsaw and share)
* Study the reasons for deforestation in various rain forests and
the effect it has on animals, environment, and the world. Connect
back to their lives by collecting recycled paper for a period of
time and then make new paper from it
* Choose a country to study, researching information on art,
religion, dress, food, geography, etc., and create a travel
brochure
* Study various cultures (e.g., Inuits, African tribes) and how
their environment defines their
culture/values/traditions/dress
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