Geography of Michigan - Third Grade Unit 1

Michigans Geography
Unit Outline
Third Grade Social Studies
Joshua Stump
About this Unit:

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 Michigans highways, cities, bridges, and
lighthouses. A strong integration with the third grade science content expectations
is made as students learn about Michigans natural resources. Using literature, maps,
informational text, and other resources students also explore the concept of
human/environment interaction as they learn about Michigans 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 Michigans 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.
Key Concepts
geography
human characteristics
human/environment interaction
location
movement
natural (physical) characteristics
natural resources
place
region
state
Duration
6 weeks
Lesson Sequence
Lesson 1: What is a State?
Lesson 2: Michigan and the Theme of Location
Lesson 3: Michigans Natural Characteristics: Landforms and Bodies of Water
Lesson 4: Michigans Natural Characteristics: Vegetation and Climate
Lesson 5: Michigans Human Characteristics
Lesson 6: Michigans 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
Instructional Organization
Content Expectations:
2 G2.0.2 Describe how the local community is part of a larger region (e.g.,
Integrated GLCEs
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
About this Lesson: 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?

3 - G1.0.1
Use cardinal directions (north, south, east, west) to describe the
Key Concepts: location
About this Lesson: 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: Michigans Natural Characteristics: Landforms and Bodies of Water

3 - G1.0.2: Use thematic maps to identify and describe the physical and human
.
Integrated GLCEs
R.NT.03.02: Identify and describe the basic elements and purpose of a variety of
E.SE.03.22: Identify and describe natural causes of change in the Earths surface
(erosion, glaciers, volcanoes, landslides, and earthquakes). (Science)
Key Concepts: natural characteristics, place

About this Lesson: 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: Michigans Natural Characteristics: Vegetation and Climate

Key Concepts: natural (physical) characteristics, place
About this Lesson: 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.
Integrated GLCEs
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
About this Lesson: 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.)

3 - G5.0.1: Locate natural resources in Michigan and explain the consequences of
their use.
Integrated GLCEs
R.NT.03.03: Identify and describe characters thoughts and motivations, story
level themes (good vs. evil), main idea, and lesson/moral (fable).
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 nonrenewable (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

About this Lesson: 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 3rd grade science
GLCEs regarding natural resources.
Lesson 7: Michigan and the Theme of Human/Environment Interaction

3 - G5.0.1:
3 - G5.0.2:

their use.
of Michigan.
Key Concepts: human environment interaction
About this Lesson:

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.

3 - G4.0.3: Describe some of the current movements of goods, people, jobs or
movements.
Integrated GLCEs
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

About this Lesson: 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

3- G2.0.1: Use a variety of visual materials and data sources to describe ways in
3 - G2.0.2: Describe different regions to which Michigan belongs (e.g., Great
Key Concepts: regions
About this Lesson: 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
3 - G2.0.1: Use a variety of visual materials and data sources to describe ways in
movements.
their use.
3 - G5.0.2: Describe how people adapt to, use, and modify the natural resources
of Michigan.
Key Concepts: geography, regions
About this Lesson: 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.
Learning Targets to display

(As a guiding review for lesson 1) 2 - G2.0.2: I can describe how the local
community is part of a larger region (e.g., county, metropolitan area, state).
3 - G1.0.1: I can use cardinal directions (north, south, east, west) to describe the
3 - G1.0.2: I can use thematic maps to identify and describe the physical and human
3 - G2.0.1: I can use visual materials and data sources to describe ways in which
Michigan can be divided into regions.
3 - G2.0.2: I can describe different regions to which Michigan belongs (e.g., Great
3 - G4.0.3: I can 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: I can locate natural resources in Michigan and explain the consequences
of their use.
3 - G5.0.2: I can describe how people adapt to, use, and modify the natural
resources of Michigan.

About this Lesson:
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?
2 G2.0.2: Describe how the local community is part of a larger region (e.g.,
Integrated GLCEs
Key Concepts
geography
state
Instructional Resources
Equipment/Manipulative
Michigan map
Overhead projector or document camera/projector
Student journal or notebook
Student Resource
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.
McConnell, David. Meet Michigan. Hillsdale, MI: Hillsdale Educational Publishers,

2009. 1 7.
McLerran, Alice. Roxaboxen. New York: Lothrop, Lee and Shepard, 1991.
Teacher Resource
Egbo, Carol. Supplemental Materials (Unit 1, Lesson 1).Teacher-made material.
Michigan Citizenship Collaborative Curriculum, 2009.
50 States Map. 10 July 2009 <http://www.united-states-map.com/usa7244.htm>.

Michigan Counties Map. 10 July 2009
<http://quickfacts.census.gov/qfd/maps/michigan_map.html>.
Outline Map of the United States. 10 July 2009

<http://www.nationalatlas.gov/printable/images/pdf/outline/states.pdf>.
Lesson Sequence
Write the term Geography on an overhead or board. Ask students to share
what they know about this term. Discuss student responses. Then, display an
overhead transparency of What is Geography, located in the Supplemental
Materials (Unit 1, Lesson 1) and explain to students that geography is the study
of places.
Write the term Geographer on an overhead or board and explain that a
geographer studies places. Explain that this includes small places like
communities or large places like countries or even the whole Earth itself.
Explain that in second grade when students studied their local community and
other communities they were working as geographers. Give students Word
Cards #1 and #2 located in the Supplemental Materials (Unit 1, Lesson 1). Ask
students to secure them into their Michigan Studies Journal.
Explain that geographers learn about places by asking questions and trying to
find answers to them. Divide the class into groups of three students and assign
the role of recorder to one student in each group. Give each group a recording
sheet and have them write the following question on the sheet: What is a
community? Ask students to discuss the question in their group and write down
answers.
Ask students to share their answers to the question with the whole class. Lead
a discussion about the various answers and guide students toward the idea that
a community is a place where people live, work and play together. Next, ask
students to list some basic needs people have (e.g. food, clothing and shelter).
Remind students that one main purpose of a community is to help people meet
their basic
Explain that when geographers study a community they often begin by asking
the question: where is the community located? Using the Questions about the
Geography of Our Community chart located in the Supplemental Materials
(Unit 1, Lesson 1), or a similar chart re-created on large chart paper, guide
students in describing the location of their own local community. Note that you
may wish to use a map of Michigan for this step.
Explain that another important question geographers ask about places is: What
is the place like? Explain that in order to answer this question geographers
explore the natural and human characteristics of a place. Use Word Cards #3
and #4 located in the Supplemental Materials (Unit 1, Lesson 1) to review these
terms. Then, guide students in identifying significant natural and human
characteristics of their local community and record them on the chart you
began in Step 5.
To reinforce the concepts covered so far read students a book which describes
a community such as River Town, Mountain Town, Roxaboxen or a similar
book. After you have read and discussed the book divide students into groups
of three and give each group a copy of the Questions about the Geography of
the Community We Read About chart located in the Supplemental Materials
(Unit 1, Lesson 1). Explain that groups should work together to complete the
chart in the same manner that you modeled using their local community in Steps
5 and 6.
Give groups time to complete the chart and then have them share their charts
in the large group. Remind them that as they discussed and completed the
charts they were working like geographers.
Explain that when they study places geographers also ask the question: Is this
place part of a larger place? Ask students to think again back to second grade
and try to answer this question about their own local community. Write their
responses on an overhead, board or chart paper. Note that in Unit Two of the
second grade units students were introduced to the concepts of county, state,
country and continent. Using the Regions to Which My Community Belongs
diagram located in the Supplemental Materials (Unit 1, Lesson 1), or a similar
diagram you create on chart paper, review these terms.
Give each student Word Card #5 and a copy of the Counties of Michigan Map
located in the Supplemental Materials (Unit 1, Lesson 1) and guide students in
identifying and shading in their own county or schools county. Then briefly
explore surrounding counties. Ask students the following question: If a
geographer wanted to study our county what questions would he or she ask?
Discuss student responses and guide them to the idea that a geographer would
ask the following questions:
What is a county?
Where is the county located?
What is the county like?
What are important natural characteristics of the county?
What are important human characteristics of the county?
Return to the diagram used in Step 9 and point out the circle containing the
term state. Explain that this year in third grade students will be studying
their state of Michigan. Give students Word Card #6 and go over the simple
definition for the term state. Use the following questions to lead a brief
discussion. Note that this will allow you to assess students prior knowledge of
this term:
How many states are there in the United States?
What other states have you visited?
Do you have family members that live in other states? If so, what
states?
What questions do you think a geographer asks when they are
studying a state?
Using Word Card #7 located in the Supplemental Materials (Unit 1, Lesson 1)
explain that a state has borders which separate it from other states Then, give
each student a copy of the Outline Map of the United States located in the
Supplemental Materials (Unit 1, Lesson 1) or a similar map and guide students in

identifying and shading in the state of Michigan.
Using Word Card #8 located in the Supplemental Materials (Unit 1, Lesson 1)

explain that a state, like a community, has a government. Explain that in a later
unit students will explore Michigans government.
As a culminating activity ask students to write one or two questions about
Michigan they would like to explore in third grade this year. Give students time
to write and then make a master list of all their questions on chart paper. Note
that this lesson can be supplemented by a textbook selection such as pages 1 to
7 in Meet Michigan, or a similar text.
Assessment
The small group activity from Step 7 in which students answer questions about the
geography of a community as described in a picture book may be used as an
assessment. In addition, students could create their own diagram showing various
regions to which their community belongs similar to the diagram used in Step 9.

About this Lesson:
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 lesson
serves as the launching point for subsequent lessons in both history and economics.
3 - G1.0.1: Use cardinal directions (north, south, east, west) to describe the
Key Concept
location
Crayons or markers for each student
Student Resource
2009. 2, 31, 417 and 419.
Teacher Resource
Egbo, Carol. Supplemental Materials (Unit 1, Lesson 2). Teacher-made material.
Outline Map of the United States. 10 July 2009
<http://www.nationalatlas.gov/printable/images/pdf/outline/states.pdf>.
Lesson Sequence
Referring back to Lesson 1, remind students that geographers study a place by
asking questions and trying to find the answers to the questions. Remind them
that one of the questions is: Where is the place located? Use Word Card #9 to
explain the term location.
Explain that geographers sometimes want to know the exact location of a place.
Write the term absolute location on an overhead transparency or board and
give students Word Card #10. Explain that this is the term geographers use to
define an exact location. Ask students how they could identify the exact
location of their house. Discuss student responses and guide students to the
idea that their address is an example of absolute location because an address
describes the exact location of a house.
Pose the following question and ask students to write an answer in their
Michigan studies journal: What is the absolute location of your desk in our
classroom? Discuss student answers and guide students in understanding that
it would be hard to describe the exact, or absolute, location of their desk.
However, they could describe the location of their desk in relation to other
people and things in the room. For example, their desk might be near the door,
next to Debbies desk, near the center of the room, etc. Explain that
geographers refer to this type of location as relative location. Give students
Word Card #11.
Pose the following question and ask students to write an answer in their
Michigan studies journal: What is the relative location of your desk in the
classroom? Discuss student answers. If time permits play a simple game where
you describe the relative location of a students desk in the room with two or
three phrases and have them guess which students desk you are describing.
Explain that with large places like a community or state it is easier to describe
their relative location than their absolute location. Using Word Card #12,
explain that In order to do this geographers often use direction words such as
north, south, east and west.
Give each student a copy of the Direction Sheet located in the Supplemental
Materials (Unit 1, Lesson 2). Using an overhead of the Direction Sheet guide
students in correctly labeling north, south, east and west on the simple
compass rose.
Next, point out the black square in the middle of the grid at the bottom of the
Direction Sheet. Explain that you will be giving them directions for coloring in
certain squares on the sheet. Give the following directions orally. Note that a
correctly completed Directions Sheet has been included in the Supplemental
Materials (Unit 1, Lesson 2) for you to use for reference.
Find the square north of the black square and color it red.
Find the square east of the red square and color it yellow.
Find the square south of the yellow square and color it green.
Find the square south of the green square and color it blue.
Find the square west of the blue square and color it orange
Give students Word Card #13 and review the term map explaining that maps
are an important tool that geographers use for locating places. Using the
Michigan Map located in the Supplemental Materials (Unit 1, Lesson 2) or a
similar map, guide students in using cardinal directions as well as position words
such as near, between, and by to describe the relative location of their local
community. Note that if your local community is not shown on the map you will
need to add it. As alternative maps you could pages 31 and 419 of Meet
Michigan or a similar map from another textbook on Michigan.
Provide students with a map of the United States. This could be a desktop map,
a wall map, a map in an atlas or the U.S. Map located in the Supplemental
Materials (Unit 1, Lesson 2). Divide students in pairs and give each pair a copy
of the worksheet Describing the Relative Location of Michigan located in the
Supplemental Materials (Unit 1, Lesson 2). Explain that they should use the map
and make a list of 5 different ways to describe the relative location of
Michigan. Encourage students to use natural features such as rivers and other
states in their descriptions. Give students time to complete the worksheet,
then, share their lists with the whole group. Possible answers include the
following:
Michigan is located near the middle of the U.S.
Michigan is located east of the Mississippi River.
Michigan is located north of Ohio and Indiana.
Michigan is located next to Ontario, Canada.
Michigan is located in the northern part of the U.S.
Explain that besides wanting to know the location of a state, a geographer would
also want to explore how its location affected the development of the state.
Lead a brief discussion on this concept using the following questions:
How did Michigans location near the Great Lakes affect its growth
and development?
How did Michigans location in the northern part of the United States
affect its growth and development?
How did Michigans location near Canada affect its growth and
development?
Assessment
As an assessment students could independently list three different ways to
describe the relative location of Michigan using a United States map.
Lesson 3: Michigans Natural Characteristics: Landforms

and Bodies of Water
About this Lesson:
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.
Integrated GLCEs
E.SE.03.22: Identify and describe natural causes of change in the Earths surface
(erosion, glaciers, volcanoes, landslides, and earthquakes). (Science)
Key Concepts
natural characteristics
place
Desktop maps of Michigan for students or a Michigan map from a textbook or a
paper copy of a Michigan map
Highlighters
Wall map of Michigan or overhead of a Michigan map
Student Resource
Dunes Photo Tour. 10 July 2009 <http://www.leelanau.com/dunes/tour/>.

Kellogg, Steven. Paul Bunyan. New York: HarperCollins, 1985.
Lewis, Ann Margaret. Sleeping Bear, the Legend. Traverse City, MI: Mackinac
Island Press, 2007.
2009. 5, 17-19, 21, 32.
Photographs of Tahquemenon Falls. 10 July 2009
<http://www.exploringthenorth.com/tahqua/tahqua.html>.
Sleeping Bear Dunes Kids Site. 10 July 2009
<http://www.nps.gov/slbe/forkids/index.htm>.
Wargin, Kathy-Jo. Legend of Sleeping Bear. Chelsea, Michigan: Sleeping Bear Press,
1998.
Teacher Resource
Michigan Elevation Map. 10 July 2009
<http://www.iwr.msu.edu/edmodule/data/img/mielev.gif>.
Statewide Data Index. 10 July 2009
<http://www.iwr.msu.edu/edmodule/data/datainx.html>.
Lesson Sequence
Referring back to Lesson 1 remind students that geographers study a place by
asking questions and trying to find the answers to the questions. Remind them
that one of the questions is: What is the place like? Explain that to answer this
question geographers study the natural (physical) and human characteristics of
the place. Review these terms which were explored in Lesson 1.
Using Word Card #14, define the term landforms and as a class list landforms
which students learned about in previous grades. Note that these are likely to
include mountains, hills, plains and islands. Using Word Card #15, explain the
term peninsula and point out the Lower and Upper Peninsula on a wall map or
overhead of a Michigan map and have students do the same on a desktop map or
paper map. Explain that the fact that the state of Michigan is made up of two
peninsulas makes it a very unique state. Ask students to locate other peninsulas
of Michigan such as the thumb, the Leelanau Peninsula and the Keweenaw
Peninsula. Note that page 5 in Meet Michigan or a similar page from another
textbook can be used to reinforce this step.
Use Word Card #16 to review the term island and guide students in identifying
important islands on their Michigan maps such as Mackinac Island, Isle Royale
and Beaver Island.
Explain that there are many different kinds of maps of Michigan besides the
desktop or paper map they have been using. Using Word Card #17 explain that
these maps are called special purpose maps because they tend to show just one
type of natural (physical) or human characteristic of a place.
Make and display an overhead of the Michigan Elevation Map located in the
Supplemental Materials (Unit 1, Lesson 3). Using Word Card #18, explain that
this special purpose map shows the different elevations of Michigan, or the high
and low places. Explain to students that this map shows highest places with the
color brown, medium high places are shown in tan, and lower places are shown in
green. Pose the following question: what does this map show us about Michigan?
Discuss student responses. Note that possible answers include:
The highest parts of Michigan are found in the western part of the
Upper Peninsula.
There are two really high areas in the west part of the Upper
Peninsula.
There is a high area in the northern part of the lower Peninsula.
Along most of the coasts it is low.
Most of the islands are low land.
Use Word Card #19 to introduce the term mountain range and point out the
Huron Mountains on the Michigan map. Explain that our highest point, Mt.
Arvon, is part of this mountain range. Explain that this mountain is about 2000
feet high, which would be about 20 single story schools placed on top of each
other. Explain that although this seems high, it is a very short mountain
compared to many other mountains in the United States. Explain that Michigan
has another mountain range called the Porcupine Mountains. These are located
close to Lake Superior in the far west part of Michigan. Note that page 32 in
Meet Michigan or a similar page from another textbook can be used to
reinforce this step.
Make an overhead of the Landforms of Michigan informational text selection
located in the Supplemental Materials (Unit 1, Lesson 3) and give each student
a copy of the article and a highlighter. Using your own highlighter, guide
students in identifying the main ideas of the four sections of the article. Make
sure to explain the use of bold text as a text feature.
Give each student a copy of the Landforms Reference Chart located in the
Supplemental Materials (Unit 1, Lesson 3) and ask students to explain how this
chart is different from the informational text article. Discuss student
responses and guide students in understanding that the chart summarizes the
information about landforms and does not use complete sentences in each
section.
Give students word card #20, sand dunes. Review the information about sand
dunes on the landforms chart and explain that sand dunes are one of Michigans
most special natural (physical) characteristics. Share the following information
about sand dunes:
Michigans has the largest amount of fresh water dunes in the world.
The dunes support a wide variety of habitats from cool forests of
maple trees to the windy environment of open dunes.
Michigan sand dunes have many uses. People use them for tourism,
photography, nature study and recreation.
Michigan sand dunes support many threatened and endangered
species.
The state of Michigan and the United States government work to
manage and protect Michigans sand dunes.
Show students photographs of sand dunes from a website such as the
following: <http://www.leelanau.com/dunes/tour/>.
Read students the book Legend of the Sleeping Bear by Kathy-Jo Wargin.
Discuss how this Ojibwe legend explains the creation of the sleeping bear dunes
and the two islands near the dunes. If time permits read students another
version of the legend such as Sleeping Bear, the Legend by Ann Margaret
Lewis and do a cross-text comparison. Make sure to discuss the idea that as
legends are passed down from person to person different versions of the
original legend appear.
Explain that bodies of water are another set of very important natural
(physical) characteristics of Michigan. As a class, list bodies of water which
students learned about in previous grades. Note that these are likely to include
oceans, rivers and lakes.
Give each student a copy of the outline map of Michigan located in the
Supplemental Materials (Unit 1, Lesson 3) and make an overhead of the map.
Guide students in identifying the Great Lakes on the map. An easy way for
students to remember the names of the Great Lakes is to use the pneumonic
HOMES. (Huron, Ontario, Michigan, Erie, Superior). Give students Word Card
#21 and briefly describe how the Great Lakes are probably Michigans most
significant natural (physical) characteristic. Note that pages 17-19 in Meet
Michigan or similar pages from another textbook can be used to reinforce this
step.
Using Word Card #22, introduce the term bay and guide students in labeling
Saginaw Bay and Grand Traverse Bay on their outline maps.
Divide students in pairs and give each pair a copy of the Bodies of Water of
Michigan informational text selection and the incomplete Bodies of Water
Chart located in the Supplemental Materials (Unit 1, Lesson 3). Point out that
in order to complete the chart students must read the informational article and
find one important fact and one Michigan example for each body of water listed
on the chart. Remind students to use a highlighter and use the same strategies
you modeled in Step 7 as they read the article and look for information. Note
that an Completed Chart with sample answers has been included in the
Supplemental Materials (Unit 1, Lesson 3) for you to use as reference.
Give pairs time to complete the activity and have them share what they wrote
on their charts. Note that as an alternative you could have students complete
the activity independently either in class or as homework.
Guide students in adding and labeling the following to their outline map: the
Grand River and Tahquamenon Falls. If time permits show students photos the
Falls at the following website:
<http://www.exploringthenorth.com/tahqua/tahqua.html>.
Give students Word Card #23 and discuss the term glacier. Explain that
glaciers helped to form many of the natural (physical) characteristics of
Michigan students have been learning about so far in this lesson. Make and
display the Glaciers and Michigans Geography located in the Supplemental
Materials (Unit 1, Lesson 3) and go over the information on the overhead. Note
that page 21 in Meet Michigan or a similar page from another textbook can be
used to reinforce this step.
If time permits read students the book Paul Bunyan by Steven Kellogg and
explore how this author offers a very different explanation of how the Great
Lakes were formed. Discuss the term folktale with students. Describe
elements of the folktale genre with students. Guide them to understand the
differences between legends and folktales.
Assessment
An assessment in which students identify and describe important natural (physical)
characteristics of Michigan by completing a chart has been included in the
Supplemental Materials (Unit 1, Lesson 3). As an additional assessment students
could be given a special purpose map and asked to identify and describe natural
(physical) characteristics shown on the map.
Lesson 4: Michigans Natural Characteristics: Vegetation and

Climate
About this Lesson:
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.
Key Concepts
natural (physical) characteristics
place
Highlighters
Student Resource
2009. 9-11, 20.
Michigans State Symbols. 10 July 2009
<http://www.michigan.gov/documents/mhc_mhm_statesymbols2002_47909_
7.pdf>.
Teacher Resource
Michigan Forests Maps. 10 July 2009
<http://mff.dsisd.net/Recreation/Ownership.htm>.
Michigan Orchards Map. 10 July 2009
<http://www.michiganfruitbelt.org/picture_library/orchard-map.jpg>.
Statewide Data Index. 10 July 2009
<http://www.iwr.msu.edu/edmodule/data/datainx.html>.
Lesson Sequence
Referring back to Lesson 3, briefly review the important landforms and bodies
of water studied in the lesson.
Using Word Card #24, introduce the term vegetation and explain that
Michigan has many important types of plants, or vegetation. Explain that
vegetation is another type of natural (physical) characteristic. Explain that
special purpose maps can be used to study vegetation as well as landforms and
bodies of water.
Make and display an overhead of the Michigan Forests Maps located in the
Supplemental Materials (Unit 1, Lesson 4). Guide students in describing the
location of both National and State Forests in Michigan. Share the following
information as you discuss the two maps:
National forests are managed by our nations government. They are
recognized as being important to our whole country.
State forests are managed by our state government. Michigan has the
largest state forest system of any state except Alaska.
If you were to overlay the maps of the national forests and the state
forests you would see that much of the Upper Peninsula is forest.
Next, point out the Michigan Commercial Forests map and explain that this
term refers to forests that are used to harvest and sell trees for paper,
lumber and other tree products. Ask students what they notice about the
location of the commercial forests. Discuss student responses and guide
students to the idea that they are all located in the Upper Peninsula. Explain
that later when they learn about Michigan history they will learn about the
growth and development of lumbering in Michigan.
Make and display an overhead of the Michigan Orchards map located in the
Supplemental Materials (Unit 1, Lesson 4). Ask students how the location of
orchards in Michigan differs from the location of forests. Then, pose the
following question: What might we conclude about the location of orchards and
the Great Lakes? Discuss student responses and guide them to the idea that
orchards are often found along the shores of the Great Lakes.
Explain that every state has State Symbols which reflect the natural (physical)
characteristics of the state. Note that pages 9-11 in Meet Michigan or similar
pages from another textbook can be used to explore the state symbols. Give
each student a copy of the State Symbols Chart and the Reading a Chart
question sheet located in the Supplemental Materials (Unit 1, Lesson 4). Make
an overhead of the Chart and go over the name of each symbol with students.
Divide students in pairs and have pairs use the chart to answer the questions on
the Reading a Chart sheet. This assignment could be given as homework. Note
that an answer sheet has been included in the Supplemental Materials (Unit 1,
Lesson 4) for you to use as a reference. Also note that a brochure of the state
symbols can be downloaded from the following website:
<http://www.michigan.gov/documents/mhc_mhm_statesymbols2002_47909_7.p
df . This brochure provides good illustrations of each of the symbols.
Remind students that they have now explored important landforms, bodies of
water, and vegetation of Michigan. They have seen how these natural (physical)
characteristics are reflected in our state symbols. Write the term climate on a
board or overhead and give students Word Card #25. Explain that climate is
another important natural (physical) characteristic they will need to explore in
order to understand the geography of Michigan.
Explain that although the term climate might be new to them they have been
studying climate since kindergarten as they learned about weather and the
seasons. Pose the following question: How many seasons does Michigan have?
Briefly discuss Michigans four seasons and important characteristics of each
season.
Explain that geographers explore the climate of a place by studying the
different seasons. Using Word Cards #26 and #27, explain that geographers
also explore climate by studying the temperature and precipitation of a place.
Make and display an overhead of the Michigan Temperature and Precipitation
Maps located in the Supplemental Materials (Unit 1, Lesson 4). Cover the
bottom map and explain that on the temperature tap the warmest places are in
red and the coldest in blue. Ask students to draw some conclusions about
temperatures in Michigan based on the map. Note that possible conclusions
include:
The Lower Peninsula is warmer than the Upper Peninsula.
The northern part of the Lower Peninsula is colder than the southern
part.
There are a couple of places in the Lower Peninsula that are as cold as
the Upper Peninsula.
Cover the top map and expose the bottom map. Explain that as colors move from
blue to brown areas get less and less precipitation. Ask students to identify the
areas of Michigan that get the most precipitation. Note that these areas are in
the southwest part of the Lower Peninsula, along the Lake Huron shore of the
thumb of Michigan and in the far western part of the Upper Peninsula. Then,
guide students in identifying the areas that get the least precipitation.
Explain that the climate of Michigan is influenced by the Great Lakes. Explain
that being near large bodies of water can impact both temperature and
precipitation. Note that because this concept of lake effect is complex for
third graders to understand you need only to introduce it at the awareness
level. In grade 4 they will explore this issue in depth. Note that a very simple
explanation of Lake Effect is included on page 20 of Meet Michigan listed in
the Student Resources.
Assessment
An assessment in which students identify and describe important natural (physical)
characteristics of Michigan has been included in the Supplemental Materials (Unit
1, Lesson 4). As an additional assessment students could be given a special purpose
map and asked to identify and describe natural (physical) characteristics shown on
the map.

About this Lesson:
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.)
Integrated GLCEs
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
Chart paper and markers
Student Resource
Lewis, Anne Margaret. Lighthouse Fireflies. Traverse City, Michigan: Mackinac
Island Press, 2005.

2009. 27-31
Munsch, Robert. Lighthouse, A Story of Remembrance. New York: Cartwheel Books,
2003.
Seeing the Light: Michigan Lighthouses. 10 July 2009
http://www.terrypepper.com/lights/state_michigan.htm
Whelan, Gloria. Mackinac Bridge: The Story of the Five Mile Poem. Chelsea,
Michigan: Sleeping Bear Press, 2006.
Teacher Resource
Major Highways Map. Michigan Economic Development Website. 10 July 2009
<http://ref.michiganadvantage.org/cm/attach/ab7251e3-c65b-4867-858490278c437381/majorhighways.pdf>.
Map of Michigan Lighthouses. 10 July 2009
<http://michiganlighthouse.org/lh_map.htm>.
Teachers Lighthouse Resource for Grades K-4. 10 July 2009
<http://www.uscg.mil/history/articles/LighthouseCurriculum.pdf>.
Lesson Sequence
Make and display an overhead of the Reviewing What Weve Learned Chart
located in the Supplemental Materials (Unit 1, Lesson 5) or make a similar chart
on large chart paper. Guide students in reviewing what they learned about
natural (physical) characteristics in Lessons 3 and 4 by adding information to
the chart. Encourage them to make use of the Word Cards, Big Idea Cards and
graphic organizers from the two lessons.
Remind students that geographers are also interested in the human
characteristics of a place. Review this term and ask students for examples of
human characteristics. Note that common examples include cities, buildings,
bridges and roads. Using the following examples discuss how natural (physical)
characteristics and human characteristics are often connected. In other

words, people often interact with natural (physical) characteristics by creating
human characteristics.
People build docks on islands because they use boats to get to islands.
People build bridges over rivers so they can cross the river.
People build sawmills near forests so they can make use of the trees.
Ask students to come up with their own examples of connections between
natural (physical) and human characteristics.
Using a map of Michigan point out the two peninsulas and pose this question:
What human characteristic do you think people had to build because Michigan
had two separate peninsulas? Guide students to the idea that the Mackinac
Bridge had to be constructed. Pose the following question and ask students to
write an answer in their Michigan studies journals but dont discuss responses
(until step #7): How do you think people got from the Lower Peninsula to the
Upper Peninsula before the bridge was built?
Introduce the book Mackinac Bridge: The Story of the Five Mile Poem to
students by writing the term point of view on an overhead or board and
explaining that authors often include characters with different points of view
in a story. Show the cover of the book and explain that this book describes the
building of the Mackinac Bridge from the viewpoint of three different
characters, a father and his two sons.
Read the book aloud to students, stopping at appropriate times to discuss the
characters and their points of view regarding the construction of the bridge as
well as the impact of the bridge itself.
Give each student a copy of the Different Points of View chart located in the
Supplemental Materials (Unit 1, Lesson 5) and go over the directions. Give
students time to complete the chart. Note that a chart showing sample
answers has also been included in the Supplemental Materials (Unit 1, Lesson 5)
for reference. Place students in pairs and have them share what they wrote
with their partner. Then, bring the whole class together again to discuss the
book and different points of view of the characters.
Have students return to their Michigan studies journals and review how they
answered the question posed in Step 3. Ask them to answer the question again
in their journals. Give them time to write and then discuss their responses to
the question before and after they heard the book.
Explain that there are many other important bridges in Michigan including
three that connect Michigan with the country of Canada. Using a Michigan map
point out the Ambassador Bridge at Detroit, the Bluewater Bridge at Port
Huron and the International Bridge at Sault Ste. Marie.
Pose the following question: Is there any other way to cross water besides
using a ferry or a bridge? Discuss student responses and guide them to the
idea that people sometimes build tunnels under bodies of water. Explain that in
Detroit there is a tunnel connecting the city of Detroit and the city of
Windsor in Canada.
Explain that it would be hard to use either a bridge or a tunnel without building
another kind of human characteristic. Ask students what they think this might
be. Display an overhead of the Major Highways of Michigan map located in
the Supplemental Materials (Unit 1, Lesson 5), and explain that bridges and
tunnels require highways. Ask students to carefully look at the map and write
one thing they can conclude about the highways of Michigan based on the map.
Give students time to write and then have them share their answers. Note that
possible ideas include:
Most highways go either north/south or east/west.
A lot of highways go to the Detroit area.
There are fewer highways in the Upper Peninsula.
In the Lower Peninsula highways go almost all the way round the
coastlines.
Give each student a copy of the highway map and a copy of the Reading a
Highway Map skill sheet located in the Supplemental Materials (Unit 1, Lesson
5). Explain that students should use the map to complete the sheet. A
completed answer sheet has also been included in the Supplemental Materials
(Unit 1, Lesson 5). Note that the skill sheet could also be given as homework.
Ask students to look at the Major Highways map again and find another kind of
human characteristic that is shown on this special purpose map. Discuss
student ideas and guide them to identifying cities as the other human
characteristic shown on this map. Using your own overhead of the map, guide
students in identifying the following Michigan cities. Have them place a red dot
on each city as they locate it:
St. Ignace and Mackinaw City, the two cities on either side of the
Mackinac Bridge
Detroit, the largest city in Michigan
Marquette, the largest city in the Upper Peninsula
Lansing, the state capital
Grand Rapids, another large city
Sault Ste. Marie, an important city in the Upper Peninsula
Ludington, a city where you can take a ferry across Lake Michigan to
the state of Wisconsin
Remind students that early in this lesson they explored how natural (physical)
and human characteristics are often connected. Using Word Card #28 explain
that because of the Great Lakes people in Michigan have had to build a very
special kind of human characteristic called a lighthouse. Show students a
photograph of a Michigan lighthouse and explain that lighthouses are some of
Michigans most unique human characteristics. Good photographs can be found
at the following website:
<http://www.terrypepper.com/lights/state_michigan.htm>.
Make and display an overhead of the Michigan Lighthouses Map located in
the Supplemental Materials (Unit 1, Lesson 5) and give students a copy of the
map. Have students write something in their Michigan studies journals that
they can infer from the map about Michigan lighthouses from the map. Discuss
their responses. Note that possible ideas include:
In some places there are a lot of lighthouses clustered together.
Near the Mackinac Bridge there are a lot of lighthouses.
Lighthouses are sometimes on islands.
Lighthouses are often at the end of points, or peninsulas.
Lighthouses are often at the end of a bay.
Note that some excellent teaching materials relating to lighthouses can be
found in the Teachers Lighthouse Resource created by the U.S. Coast Guard.
This can be downloaded at the following website:
http://www.uscg.mil/history/articles/LighthouseCurriculum.pdf
As a literature connection read students one, or both, of the following books:

Lighthouse, A Story of Remembrance, Lighthouse Fireflies. Note that reading
both books allows for an interesting text-to-text comparison since both books
are on the same theme of lighthouses but are very different kinds of books.
Note that this lesson can be supplemented by pages 27 31 in Meet Michigan
or similar pages in another textbook on Michigan.
As a culminating project for Lessons 3, 4, and 5 have students create a poster,
brochure, or other visual project describing in words and in illustrations
significant natural (physical) and human characteristics of Michigan.
Assessment
As an assessment, students could identify and describe three significant human
characteristics of Michigan. Note that the culminating project described in Step
18 could also be used as an assessment.

About this Lesson:
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 3rd grade science GLCEs regarding
natural resources.
their use.
Integrated GLCEs
R.NT.03.03: Identify and describe characters thoughts and motivations, story
level themes (good vs. evil), main idea, and lesson/moral (fable).
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 nonrenewable (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 used as fuels for
heating and transportation. (Science)
Key Concepts
human/environment interaction
natural resources
Student Resource
2009. 33.
Silverstein, Shel. The Giving Tree. New York: Harper and Row, 1964.
Teacher Resource
Cherry Orchard. 10 July 2009 <http://blog.visittraversecity.com/>.
Fishing on the Great Lakes. 10 July 2009
.<http://www.michigansportfishing.com/denis%20brigham%206-7-03.jpg>.
Great Lakes Freighter. 10 July 2009
<http://www.bearingertownship.org/images/images/Great%20Lakes%20freig
hter%20on%20Lake%20Huron_jpg.jpg>.
Limestone Quarry at Rogers City. 10 July 2009
http://www.boatnerd.com/news/newpictures03b/RogersCity_FRWhite.jpg
Maps of Oil and Gas Wells. 10 July 2009 <http://www.michigan.gov/deq/0,1607,7135-3311_4111_4231-14421--,00.html>.
Michigan Beach . 10 July 2009 <http://www.michigan.org/Things-toDo/Outdoors/Beaches/Default.aspx>.
Michigan Farm. 10 July 2009 <http://www.panoramio.com/photo/18396511>.
Michigans Natural Resources and Environment: A Citizens Guide. 10 July 2009
<http://www.legislature.mi.gov/documents/Publications/NaturalResources.pd
f>.
Michigan Oil Well. 10 July 2009
<http://farm4.static.flickr.com/3358/3285607470_131a271c69.jpg>.
Salt Mine in Detroit. 10 July 2009 <http://www.detroitsalt.com/images/homeimage.jpg>.
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/>.

Lesson Sequence
Referring back to previous lessons remind students that geographers study a
place by asking questions and trying to find the answers to the questions.
Remind them that one of the questions is: What is the place like? Explain that
another question is: How have people interacted with the environment of the
place? One way to answer this question is to explore how people have used the
natural (physical) characteristics of the place.
Write the term natural resource on an overhead transparency or board.
Provide students with an example of a natural resource and then have students
work with a partner to create their own definition the term. As a class, discuss
student responses and guide them to the idea that natural resources are
materials found in nature that people make useful. Ask students to name
examples of natural resources. Make a list of their ideas. In second grade,
students should have learned at least three examples: water, trees and soil.
Explain that natural resources are very important to people. Give students
Word Card #29
Read students the book The Giving Tree by Shel Silverstein. Make sure to
share the illustrations with students. Discuss the book using the following
questions:
What natural resource is the book about?
Why is the book called The Giving Tree?
What different uses did the boy find for the tree?
What do you think the author is trying to tell us about how humans
use natural resources?
What do you think the lesson (moral) of the book is?
Divide students in pairs and give each pair a set of the Natural Resource
Cards located in the Supplemental Materials (Unit 1, Lesson 6). Explain that
these cards show some of the important natural resources of Michigan and how
people have used these resources. Write the terms Land, Water, and
Forests on an overhead or chalkboard. Ask students to categorize the 10
Natural Resource cards into three groups according to the three labels listed
on the board. Give students time to complete the activity. Have pairs compare
their grouping with that of another pair. Then, discuss the groupings. Note that
the logical grouping is as follows:
Water: Cards 1, 6, 7
Forests: Cards 3
Land: Cards 2,4,5,8,9,10
Explain that in this lesson students will learn more about the natural resources
shown on the cards.
Ask students to put the cards relating to forests and land aside and examine
the three cards relating to water. Pose the following question: What three uses
of the natural resource of water do these cards show. Make a list of students
responses on an overhead or chalkboard. Guide students in understanding that
the cards show that people in Michigan use water for recreation, food and
shipping. Briefly discuss other uses of water that students may be able to
identify.
Give each student a copy of the Natural Resources Chart located in the
Supplemental Materials (Unit 1, Lesson 6) and make an overhead of the chart.
Explain that students will be adding information to the chart throughout the
lesson. Using the Completed Natural Resources Chart located in the
Supplemental Materials (Unit 1, Lesson 6) for reference guide students in
writing Water and Generating Power in the appropriate places on the chart.
Ask students to examine Natural Resource Card #3 again and pose this
question: What are some of the ways people use the natural resource of
forests? Make a list of their responses. Then, guide them in writing Forests
and Furniture in the appropriate places on the chart. Share the following
information regarding the importance of trees to Michigan:
Michigan has more than 75 different types of trees.
There are over 19.3 million acres of forests in Michigan. These cover
more than half of the state. Forests are mainly found in the Upper
Peninsula and the northern Lower Peninsula.
Michigans state forest system has 3.8 million acres. This is the
largest State Forest system in the United States.
Trees help clean the air
Trees are used to produce lumber, paper, furniture, etc
Ask students to examine the 6 Natural Resource Cards relating to land (Cards
2, 4, 5, 8, 9, and 10). Explain that these cards show two different ways in which
people use land. Ask students to try and determine these two ways by dividing
the six cards into two groups. Give students time to complete the grouping and
discuss how they have grouped the cards. Guide them in understanding that
Cards 8 and 9 show how people use soil for farming and growing fruit trees.
Cards 2, 4, 5 and 10 show how people take things from the ground itself.
Use Word Card #30 to explain the term fertile soil and add this term to the
appropriate place on the Natural Resources Chart. Next add the phrase
Orchards to the chart. Explain that in a later unit on the history of Michigan
students will learn the important role fertile soil and farming played in the
development of Michigan.
Using Word Card #31, explain the term mineral. Note that this term has
different meanings depending on the context. However, it generally includes the
following:
Metals and metal-bearing ores such as gold, copper and iron
Non-metallic minerals and mineable rock products such as limestone,
gypsum, building stones, salt and sometimes sand and gravel
Fossil fuels oil, natural gas and coal
For third graders the first two bullets can be combined together and fossil
fuels kept as a separate category.
Guide students in adding the terms Minerals and Manufacturing to the
appropriate places on the Natural Resources Chart. Ask students to examine
Natural Resource Card #5. Explain that this card shows the Tilden Iron Mine in
the Upper Peninsula. Give students Word Card #32 and have them circle the
phrase iron ore on the Natural Resources Chart. Share the following
information regarding the natural resource of iron:
There are three different iron ranges in Michigan. All of them are
located in the Upper Peninsula.
Michigan ranks second among iron-producing states. Only Minnesota
mines more iron ore.
Almost all of the iron ore mined in Michigan is known as a low grade of
ore called taconite.
Heavy mining of iron ore in Michigan during the early 1900s depleted
most of the higher grades of ore.
Taconite is carried by Great Lakes freighters to many different ports
Give students Word Card #33 and have them circle the word copper on the
Natural Resources Chart. Share the following information regarding copper:
Michigan is one of the few sources of native or pure copper in the
world.
For many years Michigan was a world leader in copper mining.
There are large deposits of copper in the western part of the Upper
Peninsula but they are very expensive to mine because the copper is so
deep. Therefore, copper is not mined in Michigan any longer.
Explain to students that sometimes a natural resource that looks useless can
actually become an important natural resource. This is true of limestone, one of
the most abundant and valuable of the stones mined in Michigan. Give students
Word Card # 34. Point out Rogers City on a Michigan map and tell students that
this city has one of the worlds largest limestone quarries. Ask them to examine
Natural Resource Card # 2 which shows this quarry. Explain that limestone is
used in the steelmaking process and in the chemical and construction industries.
Have students circle the word limestone on their Natural Resources Chart.
Ask students to examine Natural Resources Card # 4. Explain that this card
shows the salt mine located under the city of Detroit. Have students circle the
word salt on the Natural Resources Chart. Explain that Michigan has one of the
worlds largest salt deposits underneath its surface. The thickest salt bed is
under most of the Lower Peninsula. Explain that between 1880 and 1926,
Michigan was first or second in salt production in the United States. The state
is still a leading salt producer.
Have students circle the word sand on their Natural Resources Chart. Explain
that sand, like salt, is a natural resource that might not look useful at first.
Explain that sand is mined in many places in Michigan and used in industries like
construction. Explain that sand is even mined in some sand dune areas. Dune
sand is known for its high quality. It is used to make molds for the automobile
industry. Sand dune mining has become a public issue. Many people feel that
sand dunes are a very important natural (physical) characteristic of Michigan
and should not be mined. Explain that in an upcoming unit students will explore
the issue of sand dune mining in greater depth.
Make and display an overhead of the two maps showing Michigan gas and oil
wells. Use the following questions to discuss maps:
Where are the most gas wells located?
Where are the most oil wells located?
Why isnt the Upper Peninsula shown on the maps?
Add the following to the Natural Resources Chart: Gas and Oil, Fuel for
Transportation Natural Gas and Oil. Explain to students that even though
Michigan produces oil and gas, it is not enough to meet all the needs of the
people in Michigan. Therefore, Michigan still needs to import gas and oil (buy it
from somewhere else).
If you wish to cover the third grade science content expectation relating to
renewable and nonrenewable resources in this lesson give students Word Cards
#35 and 36 and share the following information with students at this time:
Renewable natural resources are resources that can be replaced.
Water and trees are examples of renewable resources.
Nonrenewable natural resources are resources that cannot be
replaced.
Minerals, natural gas and oil are nonrenewable resources
Explain that there are both positive and negative consequences of using natural
resources. Make and display an overhead of the Consequences of Using Natural
Resources Chart located in the Supplemental Materials (Unit 1, Lesson 6) or
create a similar chart on large chart paper. Guide students in identifying
consequences and list their ideas on the chart. Note that a chart with sample
answers has been included in the Supplemental Materials (Unit 1, Lesson 6) for
your use as a reference.
As a culminating activity, have students use the information learned in this
lesson to design and create a poster about Michigans natural resources.
Assessment
The culminating poster can be used as an assessment. Students could also write a
short paragraph summarizing what they have learned about Michigans natural
resources.
Lesson 7: Michigan and the Theme of

Human/Environment Interaction
About this Lesson:
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.
3 - G5.0.1:
their use.
3 - G5.0.2:
of Michigan.
Integrated GLCEs
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
E.ES.03.52: Describe helpful or harmful effects of humans on the environment
(garbage, habitat destruction, land management, renewable and nonrenewable resources). (Science)
Key Concept
human environment interaction
Michigan Map (desktop, textbook, or paper copies)

Student Resource
Cherry, Lynne. A River Ran Wild. San Diego: Harcourt Brace, Jovanonich, 1992.
Teacher Resource
California Home. July 10 2009
<http://imgs.sfgate.com/c/pictures/2008/08/07/bacomingup10_de_0498882016.jpg>.
Michigan Home. 10 July 2009
<http://www.salinemichiganrealestate.com/m/blogs/vanceshutes/Beaver%20
Crossing%20925.JPG>.
Lesson Sequence
Remind students that geographers study a place by asking questions and trying
to find the answers those questions. Remind them that one of the questions is:
How have people interacted with the environment of the place? Using Word
Card #37, explain that Human/Environment Interaction is one of the most
important things geographers study.
Review the natural resources studied in the previous lesson by asking students
to list three important natural resources of Michigan in their Michigan studies
journal. Give students time to write and then discuss their answers. Pose the
following question: What do you think happens when people use natural
resources? Discuss their responses and guide students in understanding that
when people use natural resources they change the environment. For example,
when people cut down trees for lumber the forest habitat is changed.
Using Word Card #38 discuss the term modifying the environment by
explaining that sometimes people change the environment to fit them. For
example, people cut down trees long ago in order to clear land for farming.
Explain that you will now be reading students a book that will help them better
understand modification of the environment. Explain that although the book
takes place in another state, what happened in the book was very similar to
what happened in Michigan.
Read students the book A River Ran Wild by Lynn Cherry. Make sure to share
the illustrations with students. Stop at appropriate times and discuss the story.
When you have finished, give each student a copy of the Story Sequence
Cards located in the Supplemental Materials (Unit 1, Lesson 7) and have
students work independently to cut out the cards and place them in the correct
sequence. Note that a page showing the correct sequence has been included in
the Supplemental Materials (Unit 1, Lesson 7) for your use as a reference.
Make and display an overhead of the Using and Modifying the Environment
Charts located in the Supplemental Materials (Unit 1, Lesson 7) or create
similar charts on large chart paper. Guide students in listing examples of using
the environment and changing the environment described in Lynn Cherrys book.
Note that charts showing sample answers have been included in the
Supplemental Materials (Unit 1, Lesson 7) to use as a reference.
Explain that what happened to the Nashua River in the book was very similar to
what happened to many Michigan rivers in the past. As people used rivers, they
polluted them. Explain that people also polluted the Great Lakes.
Make and display an overhead of the Lake Erie Timeline and go over the
timeline with students. Explain that although Lake Erie was the most dramatic
example of pollution, the other Great Lakes also experienced pollution problems.
Explain that since the 1970s people have worked together to try and solve the
problems of Great Lakes pollution.
Explain that people have modified, or changed, the environment of Michigan by
changing the land as well as the water. Ask students to think of ways in which
the land has been changed in their own local community. Possible changes may
include clearing land for houses and other buildings, taking up farmland, building
roads, etc.
Share the following information regarding changes to the land in Michigan:
Over the years, Michigan has lost millions of acres of good farmland
and open spaces as urban areas have sprawled into rural areas.
According to the Michigan Environmental Council, Michigan is losing

over five acres of open space and farmland every hour. This land is
being used for developments like houses and shopping malls.
To create more space for buildings, wetlands have been filled. Over
half the wetlands of Michigan have already been destroyed.
Many coastal areas of Michigan have been changed. This has left
Michigan shorelines in danger. Problems include overdevelopment of
shoreline areas, erosion, contamination of beaches, and sand dune
mining.
Explain that the human activities that led to environmental changes often had
positive economic consequences. For example, farming and lumbering helped
Michigan grow and develop. Cities provided places for people to live and find
jobs. Development along coastal areas helped bring in tourists. Explain that
people often have to balance environmental concerns with economic concerns.
Explain that sometimes people are limited by what they can do to the
environment and they cant always change it to fit them. In fact, sometimes
people have to change in order to fit their environment. Using Word Card #39,
explain that geographers call this adapting to the environment.
Pose the following question: People in Michigan cant keep winter from coming
even if they hate the snow, so what are some ways people adapt to winter in
Michigan? Discuss student responses. Note that possible answers include that
people have warm coats, people buy snow shovels or snow blowers, people put
salt on their sidewalks, etc.
Make and display an overhead of Comparing Two Houses located in the
Supplemental Materials (Unit 1, Lesson 7). Explain that the top house is a home
located in California and bottom house is a home located in Michigan. Pose the
following question: why do these houses look so different? Discuss student
responses and guide students to the idea that the geography of California and
Michigan is quite different. People have adapted to the different environments
by building different kinds of houses.
Discuss and compare the two houses using the following questions:
Why is the roof of the California house flat and the roof of the
Michigan house peaked?
Which house is likely to have a furnace? Why?

Which house is likely to have an air conditioner? Why?
Which house is the most likely to have a basement? Why? (Michigan,
due to California earthquakes)
Why is the landscaping around each house so different?
Why do you think the California house has more windows?
Which house is likely to have both window screens and storm windows?
Why?
Which house is likely to have the most insulation? Why?
Briefly share the following additional examples of adaptation to the

environment of Michigan:
People in Michigan grow apples instead of oranges. Why? Because
orange trees need a warmer climate like that of Florida.
People in Michigan often like water sports because there are so many
lakes.
People in Michigan often own both a snow blower and a lawn mower.
Why?
Return once again to the book A River Ran Wild and ask students to identify
examples of adaptation from the book. Note that possible answers include:
The Native Americans learned to make their houses out of cattails
because the riverbanks provided these materials.
The Native Americans planted corn and squash because they were
crops that would grow in forest clearings.
People stopped swimming in the river because it had become so
polluted.
Explain that students will have the opportunity to explore more examples of
how people modified and adapted to the environment of Michigan in the
subsequent unit on Michigan history.
Assessment
An assessment in which students identify three ways in which people have modified
the environment of Michigan and two ways in which people have adapted to the
environment of Michigan has been included in the Supplemental Materials (Unit 1,
Lesson 7).

About this Lesson:
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.
movements.
Integrated GLCEs
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 Concept
movement
Student Resource
Bergel, Colin and Koenig, Mark. Mail by the Pail. Detroit, MI: Wayne State
University Press, 2001.
Photographs of the J.W. Westcott. 10 July 2009
<http://www.boatnerd.com/pictures/special/westcott/mailpailsouthdown.htm
>.
Teacher Resource
Gibbons, Gail. The Great St. Lawrence Seaway. New York: Harper Collins, 1992.
Great Lakes and Seaway Shipping. 10 July 2009 <http://www.boatnerd.com/>.

High Speed Rail Map. 10 July 2009 http://www.businessinsider.com/obamassweeping-high-speed-rail-plans-2009-4 .
Michigan Maps. Michigan Advantage.org. 10 July 2009
<http://www.michiganadvantage.org/Reference/Maps/Default.aspx>.
St. Lawrence Seaway Map. 10 July 2009
<http://www.lre.usace.army.mil/_storage/Pages/1721/seaway(SLSMC).jpg>.
Zebra Mussel Photos from the National Atlas. 10 July 2009

<http://nationalatlas.gov/articles/biology/a_zm.html>.
Lesson Sequence
Remind students that geographers study a place by asking questions and trying
to find the answers to the questions. Review the geographic questions explored
in the previous lessons:
Where is Michigan located?
What is Michigan like?
What are the important natural (physical) characteristics of
Michigan?
What are the important human characteristics of Michigan?
How have people used the natural resources of Michigan?
How many people changed the environment of Michigan?
How many people adapted to the environment of Michigan?
Explain that geographers are also interested in how Michigan is connected to

other places. Using Word Card #40, explain that geographers relate this
question to the theme of movement. Geographers believe that places are
connected together by people, goods, and ideas moving from place to place.
Ask students to work with a partner to generate a list of ways ideas currently
move between people and places. Give students time to compile their lists and
then have them share with the whole class. Make a master list of their ideas on
an overhead transparency or board. Possible answers include: telephone,
television, radio, mail, fax machine, books, newspapers, and computers/Internet.
Note that you may want to spend a little time talking about how the Internet
has greatly increased the amount and speed of movement of ideas.
Remind students that people and goods move as well as ideas. With the entire
class, have students brainstorm ways in which people, and goods currently move
in and out of Michigan. Possible answers include: ships, trains, trucks, cars,
buses, airplanes, etc. Using Word Card #41, explain that these methods of
transportation, or ways of moving goods and people, connect Michigan not only
to the rest of the United States, but also the world.
Display an overhead of the Major Highways of Michigan Map located in the
Supplemental Materials (Unit 1, Lesson 8). Ask students in what context they
explored this map in a previous lesson and guide them to the idea that this
special purpose map was used to explore the human characteristics of highways
and cities. Explain to the class that Michigan has about 122,000 miles of
highways. Out of this, about 1,200 miles are interstate freeways. Explain that
these roads move goods and people in and out of Michigan, as well as within
Michigan.
Pose the following question: What are some reasons people would move from one
place to another within Michigan? Discuss student responses. Note that
possible answers include for travel, to visit people, to permanently change
locations, etc. Explain that the movement of people in Michigan will be explored
in more depth in the lessons on Michigan history.
Explain that one of the reasons people currently move within and out of
Michigan is because of jobs. In fact, sometimes jobs move themselves. For
example because of problems in the automobile industry, engineering jobs have
moved to other states. This has caused engineers to move to these places in
order to find a job.
Using the unit graphic organizer for this lesson point out that besides ideas and
people moving, goods move also. Pose the following questions: Why do goods
move? Why dont goods just stay in the place where they are made? Discuss
students responses to these questions and guide students in understanding that
certain places make or grow certain kinds of goods but no place makes
everything it needs. Therefore, goods have to move from one place to another.
For example, cars made in the Detroit area are moved to the Upper Peninsula
where they are sold and lumber from the Upper Peninsula moves to the Lower
Peninsula. Explain that students will have an opportunity to learn more about his
idea in the Economics unit.
Display an overhead of the North Americas Hub Map: located in the
Supplemental Materials (Unit 1, Lesson 8). Ask students to describe what this
map shows. Note that they will probably state something like: It shows roads
connecting Michigan to other places in the United States. Guide them in making
their answer more explicit with probing questions such as What kind of roads
does it show? and Why is the word hub used in the title? What does the
term hub mean? Discuss that the map shows interstate highways. These are
federal roads built and maintained by the national government. Point out how
the highways radiate out from Detroit creating a hub. This shows how goods
can be moved to and from Michigan. Give students Word Card #42, which
further explains the term hub.
Explain that airplanes, trucks, and cars are now major ways that goods and
people move into and out of Michigan, but there is another important way also.
Ask students if they can think of what this might be. Discuss responses and
guide them to the idea that ships are still an important way that people and
goods move, especially goods.
Display an overhead of the Commercial Ports of Michigan Map: located in the
Supplemental Materials (Unit 1, Lesson 8) and give students Word Card #43,
port. Explain that Michigan has 38 deep-water ports. All of these ports are
connected to the Atlantic Ocean by way of the St. Lawrence Seaway system.
Display an overhead of the St. Lawrence Seaway Map located in the
Supplemental Materials (Unit 1, Lesson 8), and trace the route from Lake
Superior through the St. Lawrence system. Share the following information
about the Great Lakes System with students.
This system provides transportation for an average of 168 million tons
of freight per year.
Most freight is carried by Great Lakes freighters. These are larger
than most ocean-going vessels. They are specially designed to carry
large, heavy loads in the deep waters of the lakes.
The Great Lakes and the St. Lawrence Seaway form a 2,000-mile
water highway connecting the heart of North America with the
Atlantic Ocean.
To extend their understanding of shipping read the book Mail by the Pail
which describes life on a freighter from the point of view of a father and
daughter. Note that actual photos of the mailboat featured in the book can be
found at the following website:
<http://www.boatnerd.com/pictures/special/westcott/mailpailsouthdown.htm>.
Display an overhead of the Railroads of Michigan Map located in the
Supplemental Materials (Unit 1, Lesson 8). Ask students to carefully look at the
map and think of ways to describe the pattern of railroads in Michigan. Discuss
student responses. Possible answers include:
Most Lower Peninsula railroads radiate out from Detroit.
Other important Lower Peninsula railroad centers are Grand Rapids
and Saginaw.
Escanaba is the main railroad center of the Upper Peninsula.
The Upper Peninsula has fewer railroads.
A railroad follows the Lake Huron shoreline along the eastern coast of
Michigan.
Railroads connect Michigan with Canada, Chicago and Green Bay.
Display an overhead of the Vision for High Speed Rail Map located in the
Supplemental Materials (Unit 1, Lesson 8), and explain that this map shows the
plan for a future railroad system. Point out how Michigan is a part of this plan.
Explain that this system would allow a person to travel between Detroit and
Chicago in just 2 hours, a trip that currently takes about 6 hours. Pose the
following question: How might this high speed system impact Michigan? Discuss
student responses.
Explain that the examples of the movement of ideas, people, and goods studied
in the lesson so far all have fairly positive consequences. However, movement
can have negative consequences also. Explain that sometimes things move into
Michigan that the people of Michigan do not want. Ask students if they can
think of any examples. Discuss student responses and guide students to the
idea that sometimes insects or other animals move to Michigan and do damage
here. Explain that one good example is the zebra mussel that has caused
problems in the Great Lakes. Share the following information about this
migrant.
Zebra mussels are believed to have traveled here in ballast water in
ships. Ships take on ballast water from the sea to stabilize the ships
weight when they have no cargo.
Ships dump ballast water in order to take on cargo, and sea creatures
that are in the ballast water get into the Great Lakes.
Explain that students will now be working with a partner or in a small group to
learn more about zebra mussels and then sharing what they learned with the
rest of the class. Divide up students so you have ten groups. Give each group
one of the Zebra Mussel Information Cards located in the Supplemental
Materials (Unit 1, Lesson 8). Explain that groups should work together to create
a short presentation, including a visual, that will teach the information on their
card to the rest of the group. Note that the cards allow for differentiation
since some will be much easier to prepare for a presentation than others. Also
note that a collection of photographs of zebra mussels has been included in the
Supplemental Materials (Unit 1, Lesson 8) to assist students in creating their
visuals.
Give students time to create their short presentations and then have them
present them to the rest of the class.
Assessment
An assessment in which students answer questions about the theme of movement
and Michigan has been included in the Supplemental Materials (Unit 1, Lesson 8).
Lesson 9: Michigan and the Theme of Regions

About this Lesson:
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).
3- G2.0.1: Use a variety of visual materials and data sources to describe ways in
3 - G2.0.2:
Describe different regions to which Michigan belongs (e.g., Great

Key Concept
regions
Michigan Map (desktop, wall, overhead, paper copies)
United States map
Student Resource
Blank Midwest Region map. 10 July 2009
<http://www.teachervision.fen.com/tv/printables/kt_maps/kt_map_midwes
t_plains.pdf>.
Lewis, Anne Margaret. Hidden Michigan. Traverse City, MI: Mackinac Island Press,
2006.
2009. 34-36, 306-312.
Teacher Resource
Michigan Maps. Michigan Advantage.org. 10 July 2009
<http://www.michiganadvantage.org/Reference/Maps/Default.aspx>.
Lesson Sequence
Using Word Card #44, explain to students that a region is an area with at least
one feature, or characteristic that sets it apart from other areas. Geographers
say that these common features, or characteristics, help bind a region
together. Tell students that in this lesson they will explore different ways to
divide Michigan into regions. They will also explore different regions to which
Michigan belongs. Note that this lesson can be supplemented with pages 34 36
and 306-312 in Meet Michigan or similar pages in another textbook on Michigan.
Explain to students that regions can be large or small. Ask them to think of
ways to divide their school into regions. If possible, make an overhead
transparency of a map of your school for students to observe. Discuss student
ideas. Possible regions in a school include: gym, office, classroom wing, library,
restrooms, and boiler room. A similar demonstration can be done using the
classroom.
Explain to students that communities are examples of regions. They can be
defined as a region because the people of a community share a government.
Communities can also be divided into smaller regions. Ask students to think of
examples of regions in their local community. Discuss student responses.
Possible answers include school areas, a downtown section, a factory section,
etc.
Ask students what regions could be identified in Michigan that are larger than
communities but smaller than the state itself. Discuss student responses. Guide
students to the idea that counties can be considered regions. Ask students
what characteristics make counties qualify as regions. Discuss student ideas.
Possible answers include the following:
People in a county share a government.
People in a county often share a park system and/ or a system of

roads.
Tell students that like each of the fifty states in the United States, Michigan
is a region. It has its own government and also other characteristics that
distinguish it from other states. Explain that Michigan can be subdivided into
smaller regions also. Have students work in pairs and give each pair a copy of
the Dividing Michigan Into Regions Activity Sheet, located in the
Supplemental Materials (Unit 1, Lesson 9).Tell students to work with their
partner to try and find at least two different ways to divide Michigan into
regions. Before beginning, provide students with desktop maps of Michigan or a
large wall map for them to use in deciding how to divide Michigan into regions.
Also encourage students to consider human and natural (physical)
characteristics such as rivers, cities, highways, vegetation, population, etc.
when dividing Michigan into regions. Explain that they should make lines on the
outline maps to show the regions and then describe why they divided Michigan
in this way.
Give students time to work on the activity and then have them share their ideas
with the entire class. Guide students in analyzing the various student methods
of regionalizing Michigan by exploring both unique regions and those that are
very common among much of the class.
Explain to students that a common way to divide Michigan into regions is by
dividing it into the Upper and Lower Peninsulas. Note that this was probably a
common method used by student pairs in Steps 5 and 6. Ask students for the
reasons they divided Michigan into the two peninsulas. List student ideas on an
overhead transparency or chalkboard. Possible reasons include:
The Lower Peninsula has more people.
The Lower Peninsula has better farmland.
The Lower Peninsula has more roads, cities, and factories.
The Upper Peninsula is more dependent on lumbering and mining.
The Upper Peninsula has higher elevations.
The Upper Peninsula is less dependent on manufacturing.
They are two distinct land masses
Explain to students that the northern part of the Lower Peninsula is quite
different from the southern part of the Lower Peninsula. Because of these
differences, some geographers divide Michigan into three regions: Upper

Peninsula, northern part of the Lower Peninsula and southern part of the Lower
Peninsula. Share the following criteria that could be used to divide Michigan
into three regions:
Upper Peninsula: not very populated, short growing season, cold
winters, two main land areas, lots of natural resources
Northern Lower Peninsula: sandy soil not very good for farming, less
people than southern Lower Peninsula, higher elevation than southern
Lower Peninsula, big tourist area
Southern Lower Peninsula: lots of industry, plenty of land that is
good for farming, lower in elevation than other two regions, lots of
cities
Explain that a third way to divide Michigan into regions is based on two large
land regions of North America: the Interior Plains and the Canadian Shield, a
large rocky area. This method of regionalizing Michigan divides Michigan into
two regions defined solely by natural features. Display an overhead
transparency of the Two Natural Regions of Michigan located in the
Supplemental Materials (Unit 1, Lesson 9) and color in the two regions on the
map. Use the overhead and the information to explore this method of
regionalizing Michigan with the class.
Explain that there are several other ways to divide Michigan into regions. Show
students the Regions of Michigan Map: located in the Supplemental Materials
(Unit 1, Lesson 9). This map, created by the Michigan Advantage, divides
Michigan into five regions based in general on the economic activities of the
regions.
Explain that another way to look at the theme of regions is to explore unique
regions in Michigan such as the following:
The Fruit Belt located in the northwestern part of the Lower
Peninsula.
The Thumb
Metropolitan Detroit
The Straits region
Ask students to describe the unique human and natural (physical)
characteristics that make each of these areas a region.
Note that the book Hidden Michigan listed in the Student Resources provides
good information on several regions of Michigan. It is not designed as a readaloud, but rather a book for students to enjoy independently or with a partner,
perhaps at a learning station.
Remind students that Michigan is also a part of larger regions. Explain to
students that because the United States is such a large country, it would be
difficult to study the country one state at a time. Therefore, geographers have
found ways to divide the country into regions. One common way is to divide the
United States into five regions: Northeast, Southeast, Midwest, Southwest and
the West. Display an overhead of the Five Regions of the U.S. map located in
the Supplemental Materials (Unit 1, Lesson 9), and point out the Midwest
Region. Using a U.S. map guide students in identifying the other states that are
in this region. If time permits, give students a copy of an outline map of the
Midwest region such as the one found at the following website:
<http://www.eduplace.com/ss/maps/pdf/midwestus_nl.pdf>.
and guide students in labeling the states of the Midwest region. Use Word
Card #45, Midwest Region with this step.
Share the information about the Midwest region located below the Five
Regions of the U.S. Map and briefly discuss this region using the following
questions:
Which Midwest states do you think are most like Michigan?
What impact do you think the Mississippi River has had on this region?
Why do you think the region is also called The Heartland of the
U.S.?
Why do you think the region is also called The Breadbasket of the
U.S.?
Display an overhead of the Mystery Map located in the Supplemental
Materials (Unit 1, Lesson 9). Explain that this map shows another U.S. region to
which Michigan belongs. Ask students to think what the states in this region
have in common. Discuss student responses and guide students to the idea that
this region is called the Great Lakes Region. Each of the states borders one
or more of the Great Lakes. Ask students what other area would also be a part
of this region besides the states shown. Explain that common characteristics
distinguishing this region include: they border the Great Lakes, Great Lakes
shipping, Great Lakes issues, and tourism. Use Word Card #46, Great Lakes
Region with this step.
Explain that in fourth grade students will have an opportunity to learn more
about different ways the United States can be divided into regions.
Assessment
An assessment has been included in the Supplemental Materials (Unit 1, Lesson 9),
in which students identify and describe a way to divide Michigan into regions, one
unique region of Michigan and one U.S. region to which Michigan belongs.
Lesson 10: Describing the Geography of Michigan

About this Lesson:
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.
3 - G2.0.1:
Use a variety of visual materials and data sources to describe ways in

3 - G4.0.3:
Describe some of the current movements of goods, people, jobs or

movements.
3 - G5.0.1:

their use.
3 - G5.0.2:
of Michigan.
Key Concepts
geography
regions
Student Resource

2009. Pgs 1 7, 9-11, 17-21, 27-36, 306-312, 417, 419 (or similar text).
Teacher Resource
Lesson Sequence
As preparation for this lesson have students gather together the Word Cards,
Big Idea Cards, graphic organizers and other resources they have collected in
their Michigan studies journal from previous lessons of this unit. In addition,
you may want students to review any textbook sections they have used in this
unit such as the pages from Meet Michigan listed in the Student Resources.
Remind students that in order to study a place geographers ask questions about
the place and try to find answers. Ask students to think back to the questions
about the geography of Michigan they have explored in this unit and write down
one of the questions in their social studies journal. Give students time to write
and then have them share their questions in the large group. Make a list of
their questions on an overhead or chalkboard. Guide them in adding important
questions to the list that they may have missed. In general, your list should
include:
Where is Michigan located?
What are important natural (physical) characteristics of Michigan?
What are important human characteristics of Michigan?
What are important natural resources of Michigan?
How have people changed the environment of Michigan?
How have people adapted to the environment of Michigan?
How and why do goods move into and out of Michigan?
How can Michigan be divided into regions?
To what regions of the United States does Michigan belong?
Divide students into small groups and explain that each group will design a
presentation which describes the geography of Michigan by answering the
questions on the list your have generated. Explain that the presentation could
be a poster display, brochure, dramatization, newscast, or PowerPoint
presentation.
Give each group a copy of the Project Planning Sheet located in Supplemental
Materials (Unit 1, Lesson 10). Explain that groups should begin to plan their
presentation by completing the chart together.
Meet with each group to discuss their Project Planning Sheet. Offer guidance
regarding the designing of their presentation and possible resources they may
need.
Give groups ample time to work on their presentations. Encourage them to make
use of their Word Cards, Big Idea Cards, Graphic Organizers and other
resources they have gathered during the unit.
Have each group share their presentation and encourage students identify the
strengths of each presentation. Then discuss the presentations, using the
following questions:
What were some of the commonalities regarding how various groups
answered the questions about the geography of Michigan?
What were some of the differences?
Which of the questions was hardest to answer?
Which of the questions was easiest to answer?
If you were to study the geography of another state could you use
the same questions? Why or why not?
Assessment
The presentations can serve as a performance assessment for this lesson as well as
the unit. For an individual assessment you may wish to have students select three
questions relating to the geography of Michigan and answer them on their own.

Geography of Michigan - Third Grade Unit 1

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Geography of Michigan - Third Grade Unit 1

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Michigans Geography

About this Unit:

Use cardinal directions (north, south, east, west) to describe the

Use a variety of visual materials and data sources to describe ways in

Describe different regions to which Michigan belongs (e.g., Great

Describe some of the current movements of goods, people, jobs or

Locate natural resources in Michigan and explain the consequences of

Lesson 2: Michigan and the Theme of Location

concludes with a brief discussion of how location influences the development of a

Lesson 3: Michigans Natural Characteristics: Landforms and Bodies of Water

Key Concepts: natural characteristics, place

Lesson 4: Michigans Natural Characteristics: Vegetation and Climate

Lesson 5: Michigans Human Characteristics

Lesson 6: Michigans Natural Resources

E.SE.03.13: Recognize and describe different types of earth materials (mineral,

Key Concepts: human/environment interaction, natural resources

Lesson 7: Michigan and the Theme of Human/Environment Interaction

Locate natural resources in Michigan and explain the consequences of

Key Concepts: human environment interaction

About this Lesson:

Lesson 8: Michigan and the Theme of Movement

S.DS.03.04: Plan and deliver presentations using an effective informational

organizational pattern (e.g., descriptive, problem/solution,

Key Concepts: human environment interaction

Lesson 9: Michigan and the Theme of Regions

Describing the Geography of Michigan

Interaction, Movement, Regions. They then use the questions to design a

Learning Targets to display

Lesson 1: What is a State?

McConnell, David. Meet Michigan. Hillsdale, MI: Hillsdale Educational Publishers,

50 States Map. 10 July 2009 <http://www.united-states-map.com/usa7244.htm>.

Outline Map of the United States. 10 July 2009

Supplemental Materials (Unit 1, Lesson 1) or a similar map and guide students in

Using Word Card #8 located in the Supplemental Materials (Unit 1, Lesson 1)

Lesson 2: Michigan and the Theme of Location

Lesson 3: Michigans Natural Characteristics: Landforms

Dunes Photo Tour. 10 July 2009 <http://www.leelanau.com/dunes/tour/>.

Photographs of Tahquemenon Falls. 10 July 2009

Sleeping Bear Dunes Kids Site. 10 July 2009

Michigan Elevation Map. 10 July 2009

Statewide Data Index. 10 July 2009

Lesson 4: Michigans Natural Characteristics: Vegetation and

Michigans State Symbols. 10 July 2009

Michigan Forests Maps. 10 July 2009

Michigan Orchards Map. 10 July 2009

Statewide Data Index. 10 July 2009

Lesson 5: Michigans Human Characteristics

McConnell, David. Meet Michigan. Hillsdale, MI: Hillsdale Educational Publishers,

Seeing the Light: Michigan Lighthouses. 10 July 2009

Major Highways Map. Michigan Economic Development Website. 10 July 2009

Map of Michigan Lighthouses. 10 July 2009

characteristics and human characteristics are often connected. In other

As a literature connection read students one, or both, of the following books:

Lesson 6: Michigans Natural Resources

E.SE.03.13: Recognize and describe different types of earth materials (mineral,

Fishing on the Great Lakes. 10 July 2009

Great Lakes Freighter. 10 July 2009

Limestone Quarry at Rogers City. 10 July 2009

Maps of Oil and Gas Wells. 10 July 2009 <http://www.michigan.gov/deq/0,1607,7135-3311_4111_4231-14421--,00.html>.

Michigan Beach . 10 July 2009 <http://www.michigan.org/Things-toDo/Outdoors/Beaches/Default.aspx>.

Michigan Farm. 10 July 2009 <http://www.panoramio.com/photo/18396511>.

Michigans Natural Resources and Environment: A Citizens Guide. 10 July 2009

Michigan Oil Well. 10 July 2009