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Eastmont School DistrictLiving in Washington: Its Geography and Resources

(Level 4)IDEA PAGES

I. UNIT THEME- Include a cross-cultural sensitivity theme Geography shapes how people live Washington State is unique Washington’s physical geography and resources contribute to

people’s decision to make Washington their home

II. FOCUS/MOTIVATION Big Book Inquiry Chart Observation Charts Content Cognitive Dictionary with Signal Word Geologist Awards

III. CLOSURE/ASSESSMENT Process Charts Multi-Media presentation (Power Point, Video, etc) Assessment of Learning Logs Expository Essay Narrative Writing Poetry Writing Student Generated Tests and quizzes Social Action Plan Personal Exploration Graffiti Wall Jeopardy/Family Feud Game

IV. CONCEPTS Explains the differences in the physical characteristics, including

landforms, climate, and natural resources of the different regions within Washington State.

Explains the cultural characteristics, including distribution of population and languages, of the people in Washington State.

Explains the location of Washington in relation to other states and countries.

Explains how the climate and land in Eastern Washington allow farmers to grow apples for trade to other countries.

Explains how the ports of Tacoma and Seattle enable Washington to be a gateway for products to and from Pacific Rim countries

Living in Washington: Its Geography & Resources, Level 4, WA 1Eastmont School District - Project G.L.A.D (03/12)

V. WASHINGTON STATE STANDARDS – LEVEL 4SOCIAL STUDIES

The Geography and Resources “mini unit” is embedded in the larger unit: Living in Washington. It is the introductory unit to understanding the economy of Washington.

Geography3. The student uses a spatial perspective to make reasoned decisions by applying the concepts of location, region, and movement and demonstrating knowledge of how geographic features and human cultures impact environments. 3.1 Understands the physical characteristics, cultural

characteristics, and location of places, regions, and spatial patterns on the Earth’s surface.

3.1.2 Understands the physical, political, and cultural characteristics of places, regions, and people in the Pacific Northwest, including the differences between cities, states, and countries.

3.3.1 Explains that learning about the geography of Washington State helps us understand global trade.

2. The student understands the complex physical and human characteristics of places and regions. 2.1 Describe the natural characteristics of places and regions and

explain the causes of their characteristics 2.1.1 Observe and describe the physical characteristics of the

local area and Washington State (Location, Region, Place) 2.2 Describe the patterns humans make on places and regions

2.2.1 Observe and describe the human characteristics of the local area and Washington State (Location, Region, Place, Human/Environment Interaction)

4th Grade Social Studies Related SkillsEastmont School District

Inquiry and Information SkillsDefines central questions

Selects a social studies topic Asks questions to identify sub-topics

Searches for relevant information


Identifies key words Identifies appropriate and varied sources, uses basic

search skills, uses table of contents and indexes in social studies reference material

Evaluates information Locates particular facts in social studies documents,

identifies the main ideaOrganizes information

Locates data into graphic organizersApplies information

Creates a product that demonstrates understanding of information and responds to central questions

Presents product to meaningful audience

Interpersonal and Group Process SkillsDiscussion Skills

Communicates own feelings and beliefs Listens to other viewpoint on social studies issues


Group Interaction Skills Identifies roles of different members of a group Serve in different roles in a group

Interview Skills Identifies appropriate people to gain information, ask

relevant question, record answers

Critical ThinkingDefines and clarifies a Problem

Identifies central issue Formulates appropriate questions

Judges Information Related to the Problem Distinguishes between fact and opinion Clarifies points of view Identifies main message and target audience

Solves Problems and Draws Conclusions Compares advantages and disadvantages, suggests

solutions, decides appropriate course of actionAnalyzes Cause and Effect Relationships

Investigates cause and effect relationships and their impact on people, environments, and economic systems

Thinks Chronologically Groups human and natural events into broadly defined

eras and places in proper sequence on a timelineTakes Perspective

Assumes and portrays other’ point(s) of view

VI. WASHINGTON STATE STANDARDS-LEVEL 4 SCIENCEIn fourth grade, students use their developing investigative skills to begin to compare systems. They examine cause and effect and ask what is a fact and what is an opinion. They are primarily exploring more complex systems in a more complex manner, such as the changes of earth systems over time.EALR 1 — SYSTEMS: The student knows and applies scientific concepts and principles to understand the properties, structures, and changes in physical, earth/space, and living systems.

Component 1.1 Properties: Understand how properties are used to identify, describe, and categorize substances, materials, and objects and how characteristics are used to categorize living things.

Forms of Energy1.1.4 Understand that energy comes in many forms. WDescribe the forms of energy present in a system (i.e., energy of motion [kinetic],


heat energy, sound energy, light energy, electrical energy, chemical energy, and food energy).

Physical Systems

Energy Transfer and Transformation1.2.2 Understand that energy can be transferred from one object to another and can be transformed from one form of energy to another. WIdentify where or when a part of a simple system has the greatest or least energy (e.g., a toy car has the greatest energy when released from the top of a ramp).Describe transfers of energy (e.g., heat energy is transferred from hot water to a cup). Identify sources of energy in systems (e.g., battery for a flashlight, spring for a toy).Describe transformations of energy (e.g., energy of motion of hands clapping changing into sound energy).

EALR 2 — INQUIRY: The student knows and applies the skills, processes, and nature of scientific inquiry.

Investigating SystemsQuestioning

2.1.1 Understand how to ask a question about objects, organisms, and events in the environment. WIdentify the question being answered in an investigation.Ask questions about objects, organisms, and events based on observations of the natural world.

Planning and Conducting Safe Investigations2.1.2 Understand how to plan and conduct simple investigations following all safety rules. WMake predictions of the results of an investigation.Identify and use simple equipment and tools (such as magnifiers, rulers, balances, scales, and thermometers) to gather data and extend the senses.Follow all safety rules during investigations.

Explaining


Component 1.2 Structures: Understand how components, structures, organizations, and interconnections describe systems.

Component 1.3 Changes: Understand how interactions within and among systems cause changes in matter and energy.

Component 2.1 Investigating Systems: Develop the knowledge and skills necessary to do scientific inquiry.

2.1.3 Understand how to construct a reasonable explanation using evidence. WGenerate a scientific conclusion including supporting data from an investigation (e.g., grass grows taller with more light; with only 2 hours of light each day, grass grew 2 centimeters in two weeks, but with 6 hours of light, grass grew 8 centimeters).Describe a reason for a given conclusion using evidence from an investigation.Generate a scientific explanation of observed phenomena using given data.

Modeling2.1.4 Understand how to use simple models to represent objects, events, systems, and processes. WList similarities and differences between a model and what the model represents (e.g., a hinge and an elbow; a spinning globe and Earth’s rotations; steam from a tea kettle and clouds or fog).Create a simple model to represent common objects, events, systems, or processes (e.g., diagram or map and /or physical model).Investigate phenomena using a simple physical or computer model or simulation.

Communicating2.1.5 Understand how to report investigations and explanations of objects, events, systems, and processes. WReport observations or data of simple investigations without making inferences.Summarize an investigation by describing:reasons for selecting the investigative planmaterials used in the investigation observations, data, resultsexplanations and conclusions in written, mathematical, oral, and information technology presentation formats safety procedures used

Nature of Science

Intellectual Honesty2.2.1 Understand that all scientific observations are reported accurately and honestly even when the observations contradict expectations. WExplain why scientific observations are recorded accurately and honestly.Explain why scientific records of observations are not changed even when the records do not match initial expectations.Explain why honest acknowledgement of the contributions of others and information sources are necessary.

Limitations of Science and Technology2.2.2 Understand that scientific facts are measurements and observations of phenomena in the natural world that are repeatable and/or verified by expert scientists. WDescribe whether measurements and/or observations of phenomena are scientific facts.


Describe whether a report of an observation is a scientific fact or an interpretation (e.g., seeing a light in the night sky versus seeing a star).

Evaluating Inconsistent Results2.2.3 Understand why similar investigations may not produce similar results. WDescribe reasons why two similar investigations can produce different results (e.g., identify possible sources of error).Explain whether sufficient information has been obtained to make a conclusion.

Evaluating Methods of Investigation

2.2.4 Understand how to make the results of scientific investigations reliable. WDescribe how the method of investigation insures reliable results (i.e., reliability means that repeating an investigation gives similar results).Identify and describe ways to increase the reliability of the results of an investigation (e.g., multiple trials of an investigation increase the reliability of the results).

Evolution of Scientific Ideas2.2.5 Understand that scientific comprehension of systems increases through inquiry. WDescribe how scientific inquiry results in facts, unexpected findings, ideas, evidence, and explanations.Describe how results of scientific inquiry may change our understanding of the systems of the natural and constructed world.

EALR 3 — APPLICATION: The student knows and applies science concepts and skills to develop solutions to human problems in societal contexts.

Designing Solutions

Identifying Problems3.1.1 Understand problems found in ordinary situations in which scientific design can be or has been used to design solutions. WDescribe an appropriate question that could lead to a possible solution to a problem.Describe how science and technology could be used to solve a human problem (e.g., using an electric lamp as a source of varied light for plant growth).Describe the scientific concept, principle, or process used in a solution to a human problem (e.g., a student using the force of a stretched spring for a push or pull).


Component 2.2 Nature of Science: Understand the nature of scientific inquiryy.

Component 3.1 Designing Solutions: Apply knowledge and skills of science and technology to design solutions to human problems or meet challenges.

Describe how to scientifically gather information to develop a solution (e.g., find an acceptable information source, do an investigation, and collect data).

Designing and Testing Solutions3.1.2 Understand how the scientific design process is used to develop and implement solutions to human problems. WPropose, implement, and document the scientific design process used to solve a problem or challenge: define the problemscientifically gather information and collect measurable dataexplore ideasmake a planlist steps to do the planscientifically test solutionsdocument the scientific design process

Describe possible solutions to a problem (e.g., preventing an injury on the playground by creating a softer landing at the bottom of a slide).Describe the reason(s) for the effectiveness of a solution to a problem or challenge.

Evaluating Potential Solutions3.1.3 Analyze how well a design or a product solves a problem. WIdentify the criteria for an acceptable solution to a problem or challenge.Describe the reason(s) for the effectiveness of a solution to a problem or challenge using scientific concepts and principles.Describe the consequences of the solution to a problem or challenge (e.g., sharpening a crayon results in using up crayons faster).Describe how to change a system to solve a problem or improve a solution to a problem.Test how well a solution works based on criteria, and recommend and justify, with scientific concepts or principles and data how to make it better (e.g., sharpen a crayon using sandpaper; one grit is better than another).

Science, Technology, and Society

All Peoples Contribute to Science and Technology3.2.1 Understand that science and technology have been practiced by all peoples throughout history. Describe how individuals of diverse backgrounds have made significant scientific discoveries or technological advances.Describe how advancements in science and technology have developed over time and with contributions from diverse people.

Relationship of Science and Technology


Component 3.2 Science, Technology, and Society: Analyze how science and technology are human endeavors, interrelated to each other, society, the workplace, and the environment.

3.2.2 Understand that people have invented tools for everyday life and for scientific investigations. WDescribe how scientific tools help people design solutions to human problems (e.g., hand lens to see the detailed structure of leaves).

Environmental and Resource Issues3.2.4 Understand how humans depend on the natural environment and can cause changes in the environment that affect humans’ ability to survive. WDescribe how resources can be conserved through reusing, reducing, and recycling.


VII. WASHINGTON STATE COMMUNICATION FRAMEWORK FOR 4TH

Reading Selects and integrates most appropriate strategies for reading a

particular kind of text and can explain how meaning was gained and checked

Identifies and uses text structure, main idea, supporting details, text organizers, and illustrative materials when summarizing or referencing non-fiction material

Identifies and explains similarities and differences in purpose and basic structure of different kinds of literacy and informational text, including stories, poems, articles, reports, and letters

Identifies features that indicate the author has considered the audience when presenting ideas and information

Considers the validity of information gained from text and illustration

Applies information from reading to give a response and express insight, for example, entering imaginatively into another time, place, or role when absorbed in a text

Revisit and analyzes text and illustrations for a specific purpose, including identifying story elements and literacy devices

Understands how illustration and graphics, including diagrams, graphs, photographs, line drawings, realistic and impressionist art, influence reading and the ides or information gained

Writing Refers to personal experiences and research to clarify, compare,

extend, or explain an opinion or idea Demonstrates awareness of audience and purpose through

selection of vocabulary, form, length, organization and style Distinguishes among different purposes for text (e.g., to respond

to questions, to entertain, to inform, to persuade, to direct, or to reflect)

Synthesizes information from more than one resource, especially for informational writing or to respond to a question or prompt

Uses notes, lists, free writing, webs or clusters to record information or ideas at prewriting and/or drafting stages

Publishes longer pieces and attends to format, graphics, and illustrations

Listening and Observing Demonstrates interest in someone else’s point of view Identifies facts, details, feelings, and values in oral and visual

text


Focuses on the details of a visual representation, but keeps the whole in mind

Effectively interprets whether a message has been understood Uses questioning and paraphrasing to clarify the meaning of

words and information

Presenting Recounts confidently and competently, providing detail and

elaboration Answers questions confidently in interviews, class discussions,

conferencing Gives short impromptu presentations (e.g., describes events or

object, narrates and experience or explains a concept) Presents a point of view to a large audience Considers audience when selecting content of presentation Selects content from personal experience and readily available

resources Organizes material in a organizational pattern appropriate to

purpose (e.g., reason/example, support/justification) with a clear introduction, body, and conclusion

Speaks using facial expression, posture, eye content, and body language appropriate to an audience

Uses language appropriate to audience and purpose Select vocabulary for impact (e.g., to surprise, to persuade) Develops and uses visual material, action, or sound to create and

effective presentation

Collaborating Knows and uses respectful verbal and non-verbal behaviors to

respond appropriately to a speaker Asks questions to elicit more from and individual Takes initiate in raiding new aspects of an issue Invites others to participate Asks questions to draw information from the group Contributes to the development of effective group rules Demonstrates a willingness to modify or abandon own solution

when appropriate Resolves disagreement or misunderstanding independently

Evaluating Uses established criteria to evaluate the performance of others

and self Refines presentation to make it more precise

ELD STANDARDS


Identifying a student’s proficiency level is the first step in using the Washington State English Language Development Standards to design effective instruction so that all students can access content. There are five proficiency levels (beginning, advanced beginning, intermediate, advanced, transitional) in each of the four language domains (listening, speaking, reading, writing). A fifth domain, Comprehension, is embedded within the four domains and is part of the Washington Language Proficiency Test.

VIII. WASHINGTON STATE ELD LISTENING/SPEAKING STANDARDS GRADES 3-5

Beginning – Very limited understanding of English Learns to distinguish and produce English phonemes Uses words, gestures, and actions Practices repetitive social greetings Imitates verbalizations of others to communicate:

o Basic needso Participate in discussions and activitieso Respond to simple directions

Advanced Beginning - Uses words and/or phrases Uses appropriate social greetings Participates in social discussions on familiar topics and in

academic discussions Develops correct word order in phrases


Begins to use content-related vocabulary Retells simple stories and identifies the main points

Intermediate - Uses simple sentences with inconsistent use of syntax, tense,

plurals, and subject/verb agreement Tells a story, informs, explains, entertains, and participates in

social and academic discussions Begins to use root words, affixes, and cognates to determine the

meaning of new wordsAdvanced -

Uses descriptive sentences with common grammatical forms with some errors

Participates in academic and social discussions using appropriate ways of speaking based on audience and subject matter

Tells a story, informs, explains, entertains, and persuades Uses simple figurative language and idiomatic expressions in

discussions Uses root words, affixes, and cognates to determine the meaning

of new wordsTransitional -

Speaks clearly and comprehensibly using standard English grammatical forms with random errors

Applies content-related vocabulary in a variety of contexts and situations

Gives oral presentations

ELD Reading Standards – Grades 3-5 Washington StateBeginning –

Expresses self using words, drawings, gestures, and actions: Sequences simple text Answers literal questions Makes simple predictions Aware of familiar sounds Recognizes and produces rhyming words containing familiar

sounds Uses and comprehends highly contextualized vocabulary Follows simple written directions (e.g., color, cut, glue) Reads sight words Begins to understand concepts of print


Advanced Beginning – Expresses self using words and/or phrases to identify:

o Characterso Settingo Main idea and detailso Compare and contrasto Cause and effect

Aware of familiar and unfamiliar sounds Employs word-meaning strategies Applies inflectional endings to words Increases sight-word and content-area vocabulary Distinguishes between genres Reads highly contextualized text composed of simple sentences Applies concepts of print

Intermediate – Expresses self using simple sentences Produces unfamiliar sounds Decodes word patterns Employs word-meaning strategies Begins to read familiar text fluently Increases vocabulary through reading across content areas Uses text features to:

o Gain meaningo Monitor for comprehensiono Describe images from texto Connects text to prior knowledge

Distinguishes between: o Fiction/non-fictiono Fact/opiniono Fantasy/reality

Infers and makes generalizations from text Reads text at student’s reading level across content areas

Advanced – Expresses self using descriptive sentences

o Identifies themeo Recognizes literary deviceso Compares and contrasts

Uses a variety of strategies to monitor comprehension


Recognizes phonemes within multi-syllabic words Uses word parts to determine word meanings Reads with increasing fluency Independently confirms word meanings Uses a variety of resources for research Follows multi-step written directions Text increases in length and complexity

Transitional – Adjusts reading rate as needed Uses specialized vocabulary, uses multiple meaning words

appropriately Analyzes literary elements Uses comprehension and questioning strategies, summarizes text,

analyzes and applies persuasive devices Explains cause and effect, citing evidence from text Develops research skills Follows increasingly complex written directions Comprehends grade level text

ELD Writing Standards – Grades 3-5 Washington StateBeginning –

Draws, labels Writes familiar words and sight words Writes to name, describe, or complete a list Begins to use invented spelling, capital letters, participates in

group editing Audience may be self, teacher, or known person Sequences pictures to assist with organization Uses graphic organizers to convey main ideas and details Participates in group writing process

Advanced Beginning – Writes unfamiliar words and phrases Begins to write based on a model or frame Demonstrates inconsistent use of:

o Capitalso Punctuationo Correct spelling

Participates in group brainstorming Writes rough draft and revises


Intermediate – Writes simple sentences Demonstrates increasing control of:

o Capitalso Punctuationo Correct spellingo Word ordero Subject/verb agreement

Develops own voice in writing Distinguishes between writing for different audiences and

purposes Uses basic transitions Writes individually and in a group process Writes rough draft independently

Advanced – Uses descriptive sentences Writes for a variety of audiences and purposes Uses grade level conventions inconsistently Refines voice in writing Uses a topic sentence and supporting details Follows the 5 step writing process (with assistance in editing &

revising)Transitional –

Uses specialized vocabulary across content areas Uses standard grammar & conventions w/lapses characteristic of

ELLs

IX. VOCABULARY

Dryland farming Industry irrigatedmining population characteristicsavailable rural migratetourism Central Washington Coastal RegionWillapa Hills Puget Sound Lowlands Cascade MountainsSeattle Olympic Peninsula Okanogan HighlandsColumbia Plateau Spokane Tri CitiesArea chronological order landformSynthesize climate natural resourcesregions population inheritedmineral location distributorsconserve geography immigrantshydroelectricity mining ruralnatural resource pacific rim ranchingresponsibility climate technology


cartographer continent compassgeographer coast countrypeninsula mountains hillsplains river valley plateaurainforest volcano industryvalley mountain range agricultureeconomy hops Seattleculture border boundarycity state countryexamine Pacific Rim cargotrade port well beingdam sustainability impactinfluence specific depletionconclusion determine farmerstimber production millsconsumers agriculture laborersproducts opportunities urbantransportation explain Pacific Oceangoods Western Washington allowEastern Washington gateway Tacoma

X. RESOURCES, MATERIALS, and TECHNOLOGY

Educational Online Resources and DatabasesAccess Washingtonhttp://access.wa.gov/education/homework_aboutwa.aspxJust for Kids Washingtonhttp://www.del.wa.gov/kids/wafunfacts.aspxWenatchee Museum: www.wenatcheevalley.orgMuseum of Flight: www.museumofflight.orgWashington State Parks: www.parks,wa.gov/Frommer’s Washington State: www.frommers.comExperience Washington: www.experiencewa.com/Washington Cities: www.mrsc.org/byndmrsc/cities.aspxWashington Facts, Map and State Symbols: www.enchantedlearningl.com/usa/states/washington/Culture Grams

Non-FictionDirected Media Inc.. Washington: Past and PresentGallery Books. Discover the Backroads of the Pacific NorthwestSterling Publishing. 2008 Weird WashingtonW is for WasingtonCarson, Rob: Mount Saint Helens: the eruption and recovery of a volcanoFradin, D.: Washington


http://www.enchantedlearningl.com/usa/states/washington/

http://www.mrsc.org/byndmrsc/cities.aspx

http://www.experiencewa.com/

http://www.frommers.com/

http://www.museumofflight.org/

http://www.wenatcheevalley.org/

http://www.del.wa.gov/kids/wafunfacts.aspx

http://access.wa.gov/education/homework_aboutwa.aspx

Fradin, D.: Washington in Words and PicturesBailey, B., Picture book of WashingtonSterling, Wanner, L.: Beautiful America’s Washington Smith, M.: E. is for EvergreenMarshall, J.: Washington apple Country

Fiction:Skewes, J. Larry Gets Lost in SeattleStevenson, S.: A Horse’s Tale: Ten adventures in One Hundred YearsKehret, Peg.: The Ghost’s GraveHolm, Jennifer L.: Our Only May AmeliaBirdseye, Tom: Storm MountainBeatty, Patricia: Sarah and Me and the Lady from the SeaGuiberson, Brenda Z.: Turtle People

MapsGolden Educational Center. Washington GeographyGoogle Maps


Living in Washington: Its Geography and Resources(Level 4)

PLANNING PAGESI. FOCUS/MOTIVATION Three Personal Standards Prediction/Reaction Guide Big Book – based on textbook chapter Teacher made big book Inquiry Chart Observation Chart Cognitive Content Dictionary- Signal Words Literacy Awards: Super Explorers Awards, Scientist Notebooks,

Postcards, bookmarks, Golden Pen Read Alouds Realia Chants/Poetry

II. INPUT Narrative Input Chart-Cultural Graphic Organizer-Washington State Regions Map Pictorial Input Chart-Columbia Plateau Graphic Organizer – World Map (Immigrants) 10/2 lecture with primary language Read Alouds – Expository Text

III. GUIDED ORAL PRACTICE Expert Groups – Puget Sound Lowland, Coastal Region, Okanogan

Highlands, Cascade Mountains Team Points T-Graph for Social Skills Picture File Cards-free exploration, categorizing, labeling,

open/closed sort Exploration Report-Region Poetry/Chants Sentence Patterning Chart-Immigrants Personal Interactions Process Grid

IV. READING/WRITINGA. Total Class Modeling Cooperative Strip Paragraph – responding, revising, editing Poetry Frame and Flip chant Found Poetry Story Map of Narrative Mind Map Process Grid Memory Bank DRTA

B. Small Group Practice Team tasks-anything modeled by teacher Expert Groups (heterogeneous) Ear-to-ear reading Flexible groups : ELD review, reinforcement Leveled Reading Groups – reading instruction, skill reinforcement

o Cooperative Strip Paragraph Group (struggling/Emergent) o SQ3R with Clunkers and Links (at or above) o ELD Group Frame

Focused Reading

C. Individual-anything practiced in teams Individual Tasks Interactive Journals Home/School Connection Learning Logs Sketch and Write Personal Inquiry Focused Reading Narrative, Expository, Poetry writing

D. Writer’s Workshop Mini lessons Plan, share, write, revise, edit, publish Conferencing, Author’s Chair, Publishing

V. EXTENDED ACTIVITIES FOR INTEGRATION Clay topographical map of Washington State Field trip to local museum Art Travel Brochure Design posters

VI. CLOSURE/EVALUATION/ASSESSMENT Portfolio Assessment: Teacher and self-assessment

Assess Learning Logs Process Charts Multi-Media Presentation (Power Point, Video, etc.) Student Generated Test Expository Essay Team Exploration Teacher/Student made rubrics Personal Exploration Team Action Plan Teacher and Student Made quizzes/tests Graffiti Wall Jeopardy Game

Living in Washington: Its Geography and Resources(Level 4)

SAMPLE DAILY LESSON PLANDAY 1: FOCUS/MOTIVATION Three personal standards Super Explorers Awards Cognitive Content Dictionary with signal word - “Region” Observation Chart Inquiry Chart Big Book Portfolios Poetry/Chants

INPUT Graphic Organizer: World Map

o 10/2 lectureo –learning logo –ELD review

Graphic Organizer-Washington State Regions Mapo 10/2 lectureo – learning logo –ELD review

FOCUS /MOTIVATION Poetry/chants

GUIDED ORAL PRACTICE T-Graph for social skills: “Cooperation” Team Points Picture File Card Sort

o Free exploration, organize, categorizeo List, group, label

Exploration Report Poetry/Chants

INPUT Pictorial Input: Columbia Plateau

o 10/2 lecture with L1o Learning Logo ELD Review

GUIDED ORAL PRACTICE Poetry/Chants

READING/WRITING Flexible Groups Interactive JournalWRITER’s WORKSHOP Mini lesson Write/Plan Author’s Chair Conference

CLOSURE Home/School Connection Process all charts Read Aloud

Living in Washington: Its Geography and Resources (Level 4)

SAMPLE DAILY LESSON PLANDAY 2:FOCUS/MOTIVATION Cognitive Content Dictionary with Signal Word – “migrate” Process Home/School Connections-all share Three Personal Standards/Awards Review Graphic Organizer with Word Cards Review Pictorial Input with Word Cards and Picture File Cards Process Chants

highlight, sketch, add picture file cards

INPUT Narrative Input

-10/2 -Lecture

GUIDED ORAL PRACTICE Flexible Groups Reading-leveled skill, heterogeneous, homogeneous, ELD

o T-Graph for Social Skillso Team Tasks-Team Shareo Expert Groups

READING/WRITING Interactive Journals

WRITER’S WORKSHOP Mini-lesson Write/Plan Conference Author’s Chair

CLOSURE Process all charts Poetry, chanting Read Aloud Interactive Journals Home/School Connection


SAMPLE DAILY LESSON PLANDAY 3:

FOCUS/MOTIVATION Cognitive Content Dictionary with Signal Word – Student Selected

Vocabulary Process Home/School Connection-group share Three Personal Standards/Awards Review Narrative Input with word cards and conversation bubbles Process Chants/Poetry-highlight, sketch, add picture file cards

GUIDED ORAL PRACTICE Flexible Groups Reading Expert Groups (2)

-Team Tasks-Oral Team Evaluation (from T-Graph)

Sentence Patterning ChartReading/Trading GameFlip chant

Mind Map Process Grid-first row uses subject taught or experienced whole class

READING/WRITING Cooperative Strip Paragraph

-Read, respond, revise, edit Interactive Journals

CLOSUREHome/School ConnectionProcess Charts


SAMPLE DAILY LESSON PLANDAY 4:

FOCUS/MOTIVATION Cognitive Content Dictionary with signal word-student selected

Vocabulary Home/School Connection Three Personal Standards/with Literacy Awards Process Poetry/Chants-highlight, sketch, and picture file cards Review Narrative with Story Map

GUIDED ORAL PRACTICE/READING/WRITING Flexible Reading Groups

o Clunkers and Links with SQ3R (at or above reading level) Team Tasks Written Evaluation

Input Action Plan

CLOSURE Process Charts

DAY 5: Cognitive Content dictionary with self-selected vocabulary Process Home/School Connection Three Personal Standards with Literacy Awards Process Poetry-highlight, sketch, add picture file cards Review Action Plan with word cards Introduce Action Plan in Teams

READING/WRITING Flexible Groups Reading-leveled, skill, heterogeneous, homogeneous, ELD

o Coop Strip Paragraph group-struggling readerso Team Tasks-written evaluation

Ear –to-Ear reading with Poetry Booklet Found Poetry Focused Reading with personal Cognitive Content Dictionary

WRITER’S WORKSHOP Mini-Lesson Write, plan, share and teacher conferences Author’s Chair

CLOSURE Process charts, especially Inquiry Read Aloud Action Plan-team and individual Team Big Bool Graffiti Wall Student generated tests Evaluate Week Letter home Jeopardy/Family Feud

The Important Book about Washington StateWritten by

Eastmont School District TeamNovember, 2011

The Important Book of Washington State Page 1The important thing about Washington State is the landforms, climate and natural resources affect human’s interaction with the environment. Many people come to our mountainous region of Washington State for recreation such as hiking, camping, skiing and to enjoy the great outdoors. Mountains are covered with dense conifer forest. This provides lumber to build homes and produce paper products. The wooded areas also create logging jobs for our state economy. The Cascade Mountains are sparsely populated, but are major areas of scenic beauty and protected areas of the Pacific Northwest’s unique natural vegetation. But, the important thing about Washington State is the landforms, climate and natural resources affect human’s interaction with the environment.

Page 2The important thing about Washington State is the landforms, climate and natural resources affect human’s interaction with the environment. Washington river valleys provide an excellent environment for agricultural activities. We have a long growing season, abundant precipitation, and mild temperatures which attract humans to the area. People enjoy the beautiful rivers to fish, boat and waterski. Other people come to assist in processing the areas crops.But, the important thing about Washington State is the landforms, climate and natural resources affect human’s interaction with the environment.

Page 3

The important thing about Washington State is the landforms, climate and natural resources affect human’s interaction with the environment. Washington’s hills give us sparse steppe- like grassland. Trees are rare; the more arid environment has fewer humans. The region’s residents endure a harsher climate with hotter summers and longer colder winters. Farmers are drawn there for dry land ranching. They use irrigation to cultivate a wide variety of grains and vegetables that flourish in this region. This is not a high tourist area. But, the important thing about Washington State is the landforms, climate and natural resources affect human’s interaction with the environment.

Page 4The important thing about Washington State is the landforms, climate and natural resources affect human’s interaction with the environment. Washington shares a natural coastline with the Pacific Ocean that provides salt water fishing and wonderful tasting seafood. People enjoy this area to fly kites, hike in the only rainforest in the United States and dig deep into the sand for clams. Most people who live in this area work in service industries and fish factories. But, the important thing about Washington State is the landforms, climate and natural resources affect human’s interaction with the environment.

The important thing about Washington State is the landforms, climate and natural resources affect human’s interaction with the environment. Washington’s Columbia Plateau is the largest geographic region in the state, and is a major producer of cereal grains, vegetables and livestock. It also supplies us with electricity and power to heat and cool our beautiful homes. Its mild climate and adequate resources make the region a very hospitable place to live. Recreation includes biking, canoeing and fishing. But, the important thing about Washington State is the landforms, climate and natural resources affect human’s interaction with the environment.

Page 6The important thing about Washington State is the landforms, climate and natural resources affect human’s interaction with the environment. The area west of the Cascade Mountains has a very mild, but moist climate. The region is heavily populated. This area is known for world famous companies like Microsoft, Starbucks and Costco. There are many inlets and bays that are serviced by the largest fleet of ferries in the country. Ocean vessels dock with imported goods in deep protected harbors. But, the important thing about Washington State is the landforms, climate and natural resources affect human’s interaction with the environment.

Background Information for Who Lives in Washington? World MapFrom

Washington, Past and Present

People of all different races live in Washington State. They come here for many reasons. The first Caucasians in our area were European explorers, fur traders, and Christian missionaries. Many people came on covered wagons and railroads. These people wanted to live in the “land of opportunity.” The Alaskan Gold Rush also brought many Caucasian immigrants to the Seattle area. Many Caucasians living in the Puget Sound Lowlands came from an area called Scandinavia. These immigrants migrated to Western Washington because it reminded them of their homeland. Many people from England, Ireland, Germany, and Russia also live in our state.

The first African American settlers in Washington were George Washington Bush and his family. He was one of the original founders of Washington. During World War I and World War II, many African-Americans migrated to Washington to help with the war effort. Most African Americans migrated to our state’s larger cities from the California and the eastern and southern parts of the United States.

Native Americans have lived in our area longer than any other group of people. They migrated from central Asia over 14,000 years ago. These immigrants were called Native Americans because they were the first people to live in America. Many Native Americans live in the state of Washington today.

Washington is home many Asians and Pacific Islanders. Most immigrants from this region of the world live and work in western Washington. The most common Asian and Pacific Islander nationalities in our state are Chinese, Japanese, Filipino, Korean, and Vietnamese. The first Chinese migrated to Washington to work in our state’s gold mines and fish canneries. Thousands of Chinese-Americans now live in an area in downtown Seattle called the International District. The first Japanese migrated to our state almost 100 years ago. These immigrants were farmers, business owners, and industrial workers.

Hispanics are the fastest growing ethnic group in Washington. They migrate from Mexico, Puerto Rico, and Cuba. They also come from Spanish-speaking

countries from around the world. Many Hispanics first came from Mexico or the state of California to harvest fruits, vegetables, and specialty crops in Eastern Washington. They also live in the major irrigated farming areas of Eastern Washington.

There is nothing more important to the state of Washington than its people. Every immigrant who moves to Washington helps make our state more diverse. We are fortunate in Washington because we have many nationalities right here in our state.

Background Information for Columbia Plateau Pictorial Input

Location/Physical Environment

Lying between the Cascades and the Rockies, the semi-arid Columbia Plateau occupies nearly one-third of the state.-193,000 miles, most of Eastern WA.

It is a region bordered by the Cascades to the west, the Okanogan Highlands to the north, the Rockies to the east, and the Blue Mountains to the southeast; it was formed 15 million years ago.

Two great rivers, the Columbia and the Snake, dominate dry landscape of Washington’s largest region—home to an inland sea of sagebrush and the state’s fertile agricultural land.

Shrub-steppe and grasslands: home to unique plants and birds.

It has hot sunny summers and cold winters. The region has 300 sunny days in Wenatchee and 6-25 inches annual precipitation.

Sub regions include Waterville Plateau, Quincy Basin, The Kittitas Valley, the Yakima Valley, and the Pasco Basin.

Natural Resources/ Industry

Powerful rivers: shaping—and shaped by—regional economic development. Dams and hydropower development helped build the Northwest’s economy. Hydroelectric power attracted metallurgical plants (ALCOA) and nuclear facilities.

The Palouse Hills: Washington’s breadbasket. The region’s dryland grain farming is vital to our food security.

Man-made canals, long growing season, and irrigation allow farming of wheat, corn, barley, oats, alfalfa, and fruit trees.

Columbia Plateau is habitats for rabbits, coyotes, deer, pheasants, quail, hawlks, eagles, rodents, rattle snakes.

People

Major population is in the Spokane area, Tri cities, Wenatchee, Walla Walla, Moses Lake, and Yakima. Today the region is home to 900,000 people.

Interesting Facts

Millions of years ago, vast lava flows covered the region in basalt. In more recent millennia, epic glacial floods carved away the deep rock, leaving the coulees and fertile valleys.

Background information for Geography of Washington and It’s Regions Pictorial

Washington is bordered on the North by the Canadian province of British Columbia (with the northwestern line passing through the Juan de Fuca Strait); on the East by Idaho (with the line in the southwest passing through the Snake River); on the South by Oregon (with most of the line defined by the Columbia River); and on the West by the Pacific Ocean.

Washington is the 18th largest state in the United States, at about 71,303 square miles (184,674 sq km). Much of Washington is mountainous. The Olympic Mountains lie in the northwest in the Coastal Region, the Cascade Mountains are in the center, and the Okanogan Highlands are in the northeast. Some of these mountains used to be active volcanoes. Between the Olympic and Cascade Mountains is the Puget Sound lowland. Because the Sound is connected to the Pacific Ocean, it became an important area for shipping and commerce. Olympia, the state capital, and Seattle are both located on Puget Sound. The Columbia Plateau covers most of eastern Washington. Dry plains and rolling hills make up this region. Two major rivers: The Columbia River and the Snake River provide people with hydropower, irrigation water, and natural resources. The biggest cities are Spokane, Tri-cities, Walla Walla and Wenatchee.

NARRATIVE SCRIPT

REGIONS OF WASHINGTON NARRATIVE

Adapted from “The Circuit” by Francisco Jimenez

Card #1

It was that time of year again. Ito, the owner of the strawberry farm, did not smile. The peak of strawberry season was over and over the last few days the workers were not picking as many boxes as they had during the months of July and June. At the end of the long day of work Papa drove our old car home, not saying a word.

Card #2

When we arrived at our picker’s shack I saw that Mama had packed all of our belongings into cardboard boxes. My heart sank. It was time to move again. This time we would be traveling to Wenatchee to pick apples.

Card #3

A little before 5 o’clock in the morning, Papa woke everyone up. It was time to leave. My younger brothers and sisters were all excited. Moving day was an adventure to them. We sat still in the old car, with all of our belongings in boxes around us and Mama’s old pot full of beans on the floor between us. As we pulled away from the old picker’s shack that had been our home for the last 2 months, Roberto and I looked back in sadness. We had been happy there and it was hard to leave.

Card #4

We traveled away from the strawberry fields, through the town of Mount Vernon on the Olympic Peninsula and over the Cascade Mountain Range to Wenatchee to look for work picking apples. The first thing we saw when driving into Wenatchee was the Columbia River running right through the valley. Papa was surprised that is was so deep and swift. Because Papa did not speak English, Mama would get out at the orchards to ask for work. At every orchard that we stopped at in Wenatchee, there were no pickers needed. One farmer suggested we go on up river to the Okanogan Plateau region where there were more jobs.

Card #5

We drove on north and as the sun was beginning to set we came to an orchard and farm house where there seemed to be lots of apples on the trees. Mama went up to the house and spoke with the owner. She came back to the car smiling and waving. We had a job and could stay here for the whole season. Mama showed Papa where to drive down a dirt road to an empty picker’s cabin that had once been a garage. Even though it was getting late Mama had all of us unload the car while she started to clean the inside of the cabin by the light of a kerosene lamp. After dinner, Papa, Roberto, and I went outside to sleep under the apple trees while Mama and the younger children slept on a mattress inside the cabin.

Card #6

Early the next day Papa and Roberto began work in the orchard picking apples. Roberto would not speak to me. I knew he was sad that he was not able to go to school with me today. Papa needed his help in the orchard. Outside the sky was bright blue and the early morning air was cold and crisp. I could see mountains covered with forests beyond the apple orchard. The farm where we were living was outside the small town of Okanogan. Two hours later, I stood by the side of the road waiting for the school bus. When it arrived, I climbed in. Everyone was busy either talking or yelling. I found an empty seat at the back of the bus.

Card #7

When the bus stopped in front of the school, I felt very nervous. I looked out the bus window and saw boys and girls carrying books under their arms. I put my hands in my pant pockets and walked to the principal’s office. When I entered I heard a woman’s voice say: “May I help you?” I was startled. I had not heard English for months. For a few seconds I was speechless. My first instinct was to answer her in Spanish, but I held back. Finally, after struggling for English words, I managed to tell her that I wanted to enroll in the 6th grade. After answering many questions, I was led to the classroom.

Card #8

Mr. Lema, the 6th grade teacher, greeted me and assigned me a desk. He then introduced me to the class. I was so nervous and scared at that moment when everyone’s eyes were on me that I wished I were with Papa and Roberto picking apples. After taking roll, Mr. Lema had everyone get out their reading books to read a story. He asked me if I would like to begin reading the story out loud for the class. All I could do was shake my head no. Mr. Lema said he understood and asked someone else to read. At recess, I took my reading book into the bathroom and turned to the story. I started slowly to read the words. It was hard. Many of the words I didn’t know. I went back to the classroom and asked Mr. Lema if he could help me. The rest of the month I spent my lunch hours working on English with Mr. Lema, my best friend at school.

Card #9

One Friday, during lunch hour, Mr. Lema asked me to take a walk with him to the music room. “Do you like music?” he asked me as we entered the building. “Yes, I like corridos,” I answered. He then picked up a trumpet, blew on it, and handed it to me. The sound gave me goose bumps. I knew that sound. I had heard it in many corridos . “How would you like to learn to play it during our lunch hours?”

Card #10

That day I could hardly wait to tell Papa and Mama the great news. As I got off the bus, my little brothers and sister ran up to meet me. They were yelling and screaming. I thought they were happy to see me, but when I opened the door to our shack I saw that everything we owned was neatly packed in cardboard boxes.

CONVERSATION BUBBLES

Card #3

“Time to get up!” Papa said.

Card #7

When I entered I heard a woman’s voice say: “May I help you?” I was startled. I had not heard English for months.

Card #8

“Would you like to begin reading the story out loud for the class?” Mr. Lema said.

Card #9

“Do you like music?” Mr. Lema asked me as we entered the building. “Yes, I like corridos,” I answered.

POETRYBOOKLET

Name__________

I KNOW A REGIONBy Heidi Busk (2012)

I know a regionA geographical regionA geographical regionAn area of Earth’s surface!

A cold mountainous regionA wet coastal regionA mild lowland regionAn area of Washington State!

I know a regionA geographical regionA geographical regionAn area of Washington State!

A Dry Highland RegionA semi-arid plateauA geographical regionA region in Washington State!

FOREIGN TRADE CADENCEHeidi Busk, 2011

We just know what we’ve been told,Foreign trade in Washington is as good as gold.We export fruits and grains and manufactured goodsWe sent them to other countries because we knew we could.

SOUND-OFFChinaSOUND-OFFJapanSOUND-OFF1-2-3-4 Pacific Rim!

We have two large seaports, yes we doPorts of Tacoma and Seattle are the twoForeign deliveries arrive every dayWe export products in containers, that’s the way

SOUND-OFFCanadaSOUND-OFFJapanSOUND-OFF1-2-3-4 Pacific Rim!

Shipping from airports, that works, tooSea-Tac and Spokane, they will doWe import and export every day,Trading products is the way.

SOUND-OFFImportSOUND-OFFExportSOUND-OFF1-2-3-4 Trading Goods!

Natural Resources BugalooBy Nadya Trujillo, 2012

We live in WA and we’re here to say We need to protect our natural resources every day.Keep minerals, forests and wetlands that are nearFor the benefit of the people, plants and animals that live here.

Conservation, preservation, and restoration, tooDoing the natural resources bugaloo

Maintaining native habitats and landscapes is non- debatableBecause its economic, ecologic values and scenic beauty are irreplaceable.We plan sand, gravel, and quarry rock reductionNeeded for highway and infrastructure construction

Coal, clay, silica and olivine, tooDoing the natural resources bugaloo

We manage shellfish, seabirds and marine wildlife populationsBy studying biological deep water aquatic formations.We monitor tree, bugs, fungi, fire and water conditionsWe adapt management using science-based decisions.

Geology, forestry, and ecology tooDoing the natural resources bugaloo

IMMIGRANTS HERE, THEREBy Heidi Busk

Immigrants here, immigrants thereImmigrants, immigrants, everywhere!

European immigrants exploring rapidlyHispanic immigrants migrating optimisticallyChinese immigrants working continuallyAnd Japanese immigrants thriving heartily

Immigrants in the citiesImmigrants around the orchardsImmigrants within our communitiesAnd Immigrants throughout the state


Curious immigrants scrutinizing resolutelyIndustrious immigrants working vigorouslyProductive immigrants creating craftilyAnd new immigrants arriving eagerly


Immigrants! Immigrants! Immigrants!

YES, MA’AMHeidi Busk, 2011

Is this a mountain? Yes, ma’amIs this a mountain? Yes, ma’amHow do you know? More 2,000 ft. above sea levelHow do you know? Tall, rugged peaksGive me some examples Mount RainierGive me some examples Mount Saint Helens

Is this a hill? Yes ma’amIs this a hill? Yes ma’amHow do you know? Low, rolling hillsHow do you know? Lower relief than mountainsGive me some examples Willapa HillsGive me some examples Palouse Hills

Is this a plain? Yes, ma’amIs this a plain? Yes, ma’amHow do you know? Fairly flat landHow do you know? Very low reliefGive me some examples Washington’s coastal plainGive me some examples prairies in the Midwest

Is this a river valley? Yes, ma’amIs this a river valley? Yes, ma’amHow do you know? Formed by WaterHow do you know? River at the bottomGive me some examples Wenatchee ValleyGive me some examples Yakima Valley

Is this a plateau? Yes, ma’amIs this a plateau? Yes, ma’amHow do you know? Fairly level surfaceHow do you know? Steep cliff on one sideGive me some examples Columbia PlateauGive me some examples World’s second largest plateau

CARTOGRAPHER CHANTby Nadya Trujillo 2011

I’m a cartographer and I’m here to say,I study and practice map making every day.I design and present geographical data,So you can find everything you want to later.

I display physical traits such as roads and seas,So you can find political and geographic boundaries.I work closely with geographers and draw terrains.So you can easily see ports, hills, and plains.

I convey the characteristics of the objects I mapSo your parents can drive on a highway while you nap.They use the map to determine the distance and destination,Because we live in a great sustainable nation.

I’m cartographer and I’m here to say,I allow you to locate cities and ranges without delay.I am helping you to travel coast to coast, Where you can see the marvels of our fabulous country the most.

Name_____________________ Date ___________________

Project GLADLiving in Washington, its Geography and Resources

HOME/SCHOOL CONNECTION #1

Tell your parents about Washington State regions and ask them to describe the geography of where they lived when they were your age. Write about it.

Parent’s signature__________________________________Date:_________

Nombre de Estudiante_________________________________________

Regiones de Estado de Washington

Conexión entre familia y escuela # 1

Dile a tus padres sobre regiones del estado de Washington y preguntales que describan la geografía del lugar de sus niñez. Escribe y dibuja sobre eso.

Firma de los padres:_______________________________Fecha:_________

Имя студента_______________________________________________

Раздел о Регионах Штата Вашингтон

Взаимосвязь между домом и школой № 1

Расскажи своим родителям о регионах штата Вашингтон и спроси их о географии того региона где они жили в детстве. Напиши об этом.

Подпись родителей:_____________________________ Дата:_______

Name_____________________ Date ___________________



Ask someone at home where your ancestors came from. Write and sketch about it.


Nombre de Estudiante_________________________________________



Pregunta a alguien en la casa de donde sus ancestros llegaron. Escriba y dibuja sobre eso.

Firma de los padres:_______________________________Fecha:_________

Имя студента_______________________________________________



Спроси своих родителей о их предках и их истории. Напиши и нарисуй это.

Подпись родителей:_____________________________ Дата:_______

Name_____________________ Date ___________________



Read this chant to your family and explain why people migrate to Washington State.


Nombre de Estudiante_____________________________________



Lee esta canción y explica se la a sus padres.









Firma de los padres:________________________Fecha:_________

Имя студента___________________________________________



Прочитай и объясни эту песню своим родителям.









Подпись родителей:_________________________ Дата:_______

Expert Group #1Puget Sound Lowlands


The Puget Sound’s location and physical environment are unique. To the east of the Olympic Mountains and the west of the Cascade Mountains, Puget Bay extends south into Washington and north into British Columbia, Canada. The Puget Sound Lowlands also include the land along the Chehalis River that runs to the Pacific Ocean between the Olympic Mountains in the north and the Willapa Hills in the south. Most of the states’ cities, including Tacoma and the state capital, Olympia, are located in the lowlands. Puget Sound is connected to the Pacific Ocean in the north by the Strait of Juan de Fuca. The climate in this region is mild, with abundant precipitation.

Natural Resources/Industry

The Puget Sound Lowland was once covered by evergreen forests, but is now filled with cities and towns. There is still some logging and farming in this region, but mostly industry has taken over. Companies like Nintendo for games, Microsoft for computer software, and Boeing which constructs airplanes, are important industries in this region. The region is also home to numerous ports. The two largest and busiest are the Port of Seattle and Port of Tacoma, which, if combined, comprise the third largest container port in North America after Los Angeles and New York. Ship building is a major industry in the Puget Sound Lowlands.

http://en.wikipedia.org/wiki/Port_of_Tacoma

http://en.wikipedia.org/wiki/Port_of_Seattle

People

Three-fourths of the state’s people live in the Puget Sound Lowland region. Many immigrants from around the world migrate to this region because of its thriving economy, ideal location, and mild climate. The Puget Sound Lowland is home to several various military bases, where our service men and women serve and protect our country.

Interesting Facts

The Puget Sound Lowlands is the most important region in our state. Washington State Ferries, owned and operated by the Washington State Department of Transportation, serves communities on Puget Sound and in the San Juan Islands. It is the largest fleet of passenger and automobile ferries in the United States and the third largest in the world. The Space Needle is a tower in Seattle, Washington and is a major landmark of the Pacific Northwest region of the United States and a symbol of Seattle. Located at the Seattle Center, it was built for the 1962 World's Fair, during which time nearly 20,000 people a day used the elevators, with over 2.3 million visitors in all for the World Fair.

http://en.wikipedia.org/wiki/Century_21_Exposition

http://en.wikipedia.org/wiki/Seattle_Center

http://en.wikipedia.org/wiki/United_States


http://en.wikipedia.org/wiki/Pacific_Northwest

http://en.wikipedia.org/wiki/Seattle,_Washington

http://en.wikipedia.org/wiki/Tower

http://en.wikipedia.org/wiki/World


http://en.wikipedia.org/wiki/Ferry

http://en.wikipedia.org/wiki/Automobile

http://en.wikipedia.org/wiki/San_Juan_Islands

http://en.wikipedia.org/wiki/Puget_Sound

http://en.wikipedia.org/wiki/Washington_State_Department_of_Transportation

http://en.wikipedia.org/wiki/Washington_State_Ferries

http://en.wikipedia.org/wiki/Washington_State_Ferries

Expert Group #2

Coastal Region


The Coastal Region of Washington state contains the land along the Pacific Coastline. The coastal counties from the Long Beach Peninsula in the south to the Strait of Juan de Fuca in the north along with the counties surrounding southern Puget Sound and Hood Canal comprise this region. The region also includes two major estuarine environments, Grays Harbor and Willapa Bay and the most significant remaining natural prairie ecosystems, which hosts unique species of plants and animals. Bowerman Basin, an arm of Grays Harbor, is a world renown bird watching area, particulary during spring and fall shore bird migration.


The Coastal Region has a wide variety of natural resources. The area is rich in fish and wildlife. Unique to this region are Roosevelt elk that make their home on the Olympic Peninsula. Fishers harvest many types of fish and shellfish. Quilcene and Olympic oysters, and clams, including the unique geoduck clam are found in the region. The timber industry also employs many people in the Coastal Region who produce paper and lumber. Farmers grow berries and dairy farmers produce milk. Another important activity in this region is tourism. Millions of people visit the ocean beaches each year.

People

There are only a few small cities in the Coastal Region, so it is sparsely populated. The population of this region contains people from many different cultures including several Native American Tribes, who reside in this area for work and recreation. Forty-one different tribes make the Coastal region their home. Of these forty-one tribes, there are seven main groups. They are the Haida, Tlingit, Tsimshian, Kwakiutl, Inuit, Bella Bella, Nootka, Salish and Chinook. The Tribes have all the food they need because the Northwest Coastal region is very plentiful due to rain, water, sunlight. They have salmon and shellfish from the sea, meat from land animals like deer and bear, berries, roots, and much, much, more.

Interesting Facts

Forests in this region contain the most valuable trees in Washington State. These trees are Douglas fir, Sitka spruce, western red cedar, and western hemlock. This region also contains many Christmas tree farms. Ocean Shores is Washington's most unique area to watch birds; 290 species have been identified in the area--70 percent of the species that occur statewide. Fish, bald eagles, western gray squirrels, and marine birds make this area their home.

Expert Group #3Cascade Mountains


The Cascade Mountains, located east of the Puget Sound Lowland, separate the western part of Washington State from the eastern part of the state. They are part of a long mountain range that stretches from Canada to northern California. Several volcanoes are located in the Cascade Mountains of Washington State. Winters in the Cascade Mountains are cold and wet. Many mountain tops in this range are covered with snow year around and are covered in large forests on their lower slopes.


Receiving more than 100 in. (254 cm) of precipitation annually, much of it as snow, the Cascades are a major source of water in the NW United States. The beauty of the Cascade Mountains makes it a popular recreation area throughout the year. People enjoy the national parks and abundant wildlife. They can fish, hunt, hike, mountain climb, rock climb, ski, snow mobile, and white water raft.

People

Because of the mountains, very few people live in the Cascade Mountain region. Some small towns on the eastern slopes of the Cascades are Leavenworth, Chelan, and Winthrop.

Interesting Facts

Most of the volcanoes in the Cascade Mountain Range are supposed to be inactive. However, on May 18th, 1980, the great Mount St. Helens erupted and became one of the 20th Century's great disasters. The earthquake was so powerful, the entire northern side of the mountain all but disappeared and ash from the eruption spread to 13 surrounding states. 27 people were killed in the disaster, along with countless animals, and acres upon acres of farmland were destroyed. All told, the eruption cost billions of dollars of damage and is considered one of the worst natural disasters in modern history. Mount Rainier is the highest mountain in Washington and the Cascade Range.

Expert Group #4Okanogan Highlands


The Okanogan Highlands is situated east of the Cascade Range and north of the Columbia Basin. To the east and north, the highlands extend into northern Idaho and southern British Columbia, respectively. They are characterized by rounded mountains with elevations up to 8,000 feet above sea level and deep, narrow valleys. The Columbia River divides the Okanogan Highlands into two geographic regions: to the east of the river are the Selkirk, Chewelah, and Huckleberry Mountains; to the west are the Kettle, Sanpoil, and other mountains.


The eastern portion of the Okanogan Highlands contains the oldest sedimentary and metamorphic rocks of the state. Precambrian Belt Supergroup, Windermere Group, and Deer Trail Group metasedimentary rocks extend from British Columbia south to the Columbia River. The nation's second largest magnesium operations are located near Addy, in Stevens County. Dolomite and magnesite are mined from the Stensgar Formation dolomite of the Deer Trail Group. The Okanogan Highlands region produces fruits and alfafa. There are also many cattle and sheep ranches in this area of our state.

People

The Okanogan Highlands, composed of Ferry County and parts of Okanogan County, is one of the state's most sparsely-populated regions, with an average of about three people per square mile. The Colville Confederated Tribes, a group of Native Americans, live in this region of our state.

Interesting Facts

Every year in August, the Omak Stampede and Rodeo take place in Omak, Washington. Okanogan County is also famous, so far as it can be considered famous at all, for its ghost towns. Back in the 1880s, gold was discovered in the highlands above the valley, and the area is honeycombed with mines, and scattered with abandoned settlements.

Process GridRegion Location/Physical

EnvironmentNatural Resources/Industry

People Interesting Facts

Columbia Plateau Covers most of central and southeastern Washington

Canyons and river valleys

Spokane is largest city

Wenatchee, Tri Cities, Quincy

Little rain (semi-arid)

Would be a desert without irrigation from rivers

Columbia River Plateau and rolling

hills Many rivers Long hot summers Cold winters

Rich soil for growing crops and farming

Fruits and vegetables

Wheat Cattle Electricity from

dams and wind machines

Alcoa

Farmers Ranchers Fruit industry

workers Diverse

population

One of the largest lava plateaus in the entire world

Three types of farmers: ranchers, irrigation farmers, dryland farmers

PS Lowlands Between the Olympic Mountains and the Cascade Mountains

Surrounds Puget Sound

Mild temperatures Rain Many Salt water

bodies and freshwater lakes

Seattle is largest city

Tacoma, Bellevue

Ship building Logging Farming Military bases Recreation and

tourism Nintendo Microsoft-

computers-games Boeing builds

airplanes

¾ of state’s people live here

Densely populated

Diverse population-many people from around the world move to this region because of its economy, location, and mild climate

Most important region in our state

Starbucks started in Seattle

Coastal Region Located along the Pacific Ocean

Heavy rainfall Willapa Hills Port Angeles is the

largest city Aberdeen,

Hoquiam

Many trees Ocean fish/seafood Logging Lumber mills Fishing industry Berry and Dairy

farmers Tourism

Only a few small cities

Forests in this region contain the most valuable trees in Washington’s forests:

Douglas fir, Sitka spruce, western red cedar,

western hemlock Many Christmas

trees farmsCascade Mountains Separate the

western part of the state from the eastern part

Mount Rainier Mount St. Helens Winters are cold

and wet Leavenworth,

Chelan

Wildlife and trees National parks Tourism and

recreation Logging mining

Very few people live in the cascade mountain region

Several volcanoes

Mt. St. Helen’s erupted in 1980

Okanogan Highlands

North central Washington

Brewster, Okanogan, Omak, Tonasket

Fruit and alfafa Cattle and sheep

ranches Mining

Sparsley populated with few small towns

Omak Stampede Ghost Towns

Found Poetry Paragraph

Washington’s Geographic Regions

Washington is physically divided by the Cascade Mountains. The Cascades create three major geographic regions in our state. They are Western Washington, the Cascade Mountain Region, and Eastern Washington. Western Washington is heavily populated with many large cities. Some people in this region are commercial fishers, dairy farmers, and loggers. The Cascade Mountain Region has very few people. Tourism, recreation, logging, and mining employ people in this region. Eastern Washington is the second most populated region in our state. Many people in this region’s smaller cities are ranchers, farmers, and loggers. Industrial workers are also employed in many cities in Washington.

Jeopardy GamePoints

Regions Immigrants Industry/Natural

resources

Interesting Facts

5 What is the largest region?( Columbia Plateau)

What is the oldest group of immigrants? ( Native Americans)

What is the major industry in Coastal region? ( Tourism)

How many tribes live in a Coastal region? ( 41)

10 Name the region with the largest population? ( Puget Sound Lowlands)

Who was the founder of WA?( George Washington Bush)

What are 2 leading industries in Columbia Plateau? Agriculture and Hydroelectricity

How many dams are on the Columbia River? ( 11)

15 Which region has 300 sunny days a year? ( Columbia Plateau)

What group of immigrants did logging? ( Scandinavians)

What are the two major employers in Puget Sound Lowlands?( Microsoft and Being)

How do you say “thank you” in Mandarin?She-she

20 What does Coastal region have that no other region in the US have? (rainforest)

What are all immigrants from Europe are called? (Caucasians)

What is the greatest resource in WA? ( its people and diverse population)

WA has the largest amount of what?( Fleet of ferries)

project glad · web viewproject gladtm eastmont school district living in washington: its geography...

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