fourth grade southwest region lessons breakdown …cisdsocialstudies.wikispaces.com/file/view/fourth...

Calhoun ISD Social Studies Curriculum Design Project

Fourth Grade Southwest Region Lessons Breakdown Title GLCEs Included

Resources Needed Resources Suggested Resources

Lesson 1

Geography of the Southwest

G2.0.2 G2.0.1

Southwest region and U.S. maps U.S. maps Persuasion map

United Streaming video: West Region, the Environment

Google Earth: www.earth.google.com

Lesson 2

Migration to the Southwestern States

G2.0.1 G4.0.1

Background information on Native American culture

Hispanic population map

Persuasion map

United Streaming videos: • The Southwest

Region, (The People, The Heritage) 19 min.

• American Southwest and its Hispanic Influence, American Geography Close Up: The Southwest States Vol. 1

• Bill Pickett: Rodeo Riding Cowboy by Andrea Davis Pinkney OR http://www.cowboyfun.com/

Lesson 3

Global Competition

E2.0.1. E3.0.1

Information on oil imports

Image of U.S./Mexico

04/06/2011 Calhoun ISD K-8 Collaborative Social Studies Curriculum is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.

1

http://www.earth.google.com/

http://www.cowboyfun.com/


border

Lesson 4

Human Impact on the Southwest Environment

G5.0.1 Water usage chart and tally

United Streaming video: Population Growth and Water in the Southwest


2

Southwest Region

States of this Region: U.S. map with/without state names: http://www.eduplace.com/ss/maps/usa.html Create your own maps based on a variety of key components: http://nationalatlas.gov/natlas/Natlasstart.asp Arizona New Mexico Texas Oklahoma The Land: World Atlas Landform Map with descriptions: http://www.worldatlas.com/webimage/countrys/nalnd.htm

• Arizona and New Mexico include mountainous areas including Rocky Mountains, plains areas, plateaus, canyons (including the Grand Canyon), and desert areas such as the Painted Desert, among others.

• Oklahoma has wooded mountains, flat plains, and low hills. • Texas has forests, mountains, deserts, dry plains, and coastal low lands. It

borders the Gulf of Mexico. Natural Resources: Cattle Drive WebQuest: http://volweb.utk.edu/Schools/bedford/thomas/cattle.html Lack of abundant water-conservation strategies are currently in effect Oil Natural Gas Farming (cotton, cattle, sheep, wheat, lumber) Copper Location:

• The southwest region is bounded on the south by Mexico and the Gulf of Mexico.

• Bordering states include California, Nevada, Utah, Colorado, Kansas, Missouri, Arkansas, and Louisiana.

Climate and Weather: Mild winters and hot summers


3

http://www.eduplace.com/ss/maps/usa.html

http://nationalatlas.gov/natlas/Natlasstart.asp

http://www.worldatlas.com/webimage/countrys/nalnd.htm

http://volweb.utk.edu/Schools/bedford/thomas/cattle.html

Southwest Region

Native Americans: The Southwest includes states with some of the highest concentrations of Native American population in the United States. Oklahoma was once thought of as the last homeland for several Native American tribes. New Mexico has the highest percentage of Native American population of any state. Famous Landmarks:

• The Alamo • Grand Canyon • Lake Mead • Carlsbad Caverns • National Atomic Museum • Roswell • Hoover Dam

Famous People:

• Stephen Austin • Jim Bowie • Lyndon B. Johnson • Dwight D. Eisenhower • Sandra Day O’Conner • Kit Carson • Geronimo • Billy the Kid • Toby Keith • Mickey Mantle • Carrie Underwood • Brad Pitt • John Madden

Food:

• Mexican influence in many Southwest dishes (chilies, jalapenos,…) • Beef • Corn Bread


4

Fourth Grade Southwest Region

Calhoun ISD K-8 Collaborative Social Studies Curriculum is licensed under a Creative Commons

Attribution-NonCommercial-ShareAlike 3.0 Unported License.

Lesson 1

Title: Geography of the Southwest

Grade Level: Fourth

Unit of Study: Southwest Region

GLCE: G2.0.2 Compare human and physical characteristics of a region to which Michigan belongs (e.g., Great Lakes, Midwest) with those of another region in the United States (i.e. West region). G2.0.1 Describe ways in which the United States can be divided into different regions.

Abstract: Students will identify physical and human characteristics of the Southwest region so that they may make comparisons to their home state.

Key Concepts: Use maps of human and physical characteristics to ask geographic questions about regions. For example, we can observe that Michigan belongs to a region with common physical characteristics, such as bordering the Great Lakes. We can also ask a geographic question like, “What do people do there?” By making similar observations and finding answers to the same question about another region in the United States, we can then compare two regions. Sequence of Activities: 1. Begin by having a classroom discussion of what kind of landforms students think are in the

Southwest Region. 2. Distribute student maps of Southwest region and have students identify physical

characteristics, such as the Navajo desert, Grand Canyon, Colorado River, Hoover Dam, Colorado Plateau, and Rio Grande River.

3. Identify other physical regions that may reside in the Southwest region (South, Sunbelt, Rocky Mountains, Gulf Coast).

4. Show and discuss unique features of the Southwest region using maps below. Specifically, students need to understand that the Southwest region is a hot and arid region that contains many areas that are categorized as desert. Also, much of the Southwest region was once Mexico and still has a high Hispanic population with ongoing immigration (see map).

5. Show video found on United Streaming: Southwest Region, the Environment (18 minutes). 6. While students are watching the video, they will take notes on the “Persuasion Map” (link

below) to take notes, forming a plan to convince a friend to visit or move to the Southwest region.

7. Students will write a 5-paragraph persuasive essay using their notes and planning to convince a friend to visit or move to the Southwest region; they may also take an opposing stance (such as: Do NOT visit the Southwest region).

Connections: English Language Arts: The students will write a persuasive essay.


5


Calhoun ISD K-8 Collaborative Social Studies Curriculum is licensed under a Creative Commons

Attribution-NonCommercial-ShareAlike 3.0 Unported License.

Resources Kid-friendly resource for all regions: http://www.dembsky.net/regions/ Southwest Region map: http://maps.howstuffworks.com/maps-of-the-southwest.htm Annual Rainfall map of U.S.: http://maps.howstuffworks.com/united-states-annual-rainfall-map.htm

Landforms map of U.S.: http://maps.howstuffworks.com/united-states-landforms-map.htm

Annual Sunshine map of U.S.: http://maps.howstuffworks.com/united-states-annual-sunshine-map.htm

Map of United States Summer Temperatures: http://maps.howstuffworks.com/united-states-summer-temperatures-map.htm

Map of United States Winter Temperatures: http://maps.howstuffworks.com/united-states-winter-temperatures-map.htm

Climate map of (U.S.): http://maps.howstuffworks.com/united-states-climate-map.htm

Energy and Minerals map of the U.S.: http://maps.howstuffworks.com/united-states-energy-minerals-map.htm

Map of United States Hispanic Population: http://maps.howstuffworks.com/united-states-hispanic-population-map.htm

Persuasion map: http://www.eduplace.com/graphicorganizer/pdf/persuasion.pdf For viewing physical features use Google Earth United Streaming Video: www.unitedstreaming.com Search: Southwest Region, the Environment (17 minutes)


6

http://www.dembsky.net/regions/

http://maps.howstuffworks.com/maps-of-the-southwest.htm

http://maps.howstuffworks.com/united-states-elevation-map.htm

http://maps.howstuffworks.com/united-states-landforms-map.htm

http://maps.howstuffworks.com/united-states-annual-sunshine-map.htm

http://maps.howstuffworks.com/united-states-summer-temperatures-map.htm

http://maps.howstuffworks.com/united-states-winter-temperatures-map.htm

http://maps.howstuffworks.com/united-states-climate-map.htm

http://maps.howstuffworks.com/united-states-energy-minerals-map.htm

http://maps.howstuffworks.com/united-states-hispanic-population-map.htm

http://www.eduplace.com/graphicorganizer/pdf/persuasion.pdf

http://www.unitedstreaming.com/


Calhoun ISD K-8 Collaborative Social Studies Curriculum is licensed under a Creative Commons Attribution-

NonCommercial-ShareAlike 3.0 Unported License.

Lesson 2 Title: Migration to the Southwestern States Grade Level: Fourth Unit of Study: Regions of the United States GLCE: G2.0.1: Describe ways in which the United States can be divided into different regions. G4.0.1: Use a case study or story about migration within or to the United States to identify push and pull factors that influenced the migration. Abstract: The students will be able to identify the reasons people migrated to the Southwestern states. Why they came, why they left, identifying the push/pull factors. Key Concepts: Migration, push/pull factors Sequence of Activities: Activity 1

1. View video from United Streaming called The People, The Heritage. 2. Start a discussion of the region, including the indigenous people of the Southwest. 3. Ask student their opinions on why people might have moved to the Southwest. 4. Define “push/pull” factors in regard to migration.

Activity 2

1. Read one or some of the following selections to introduce the history of the cowboy culture: Bill Pickett: Rodeo Riding Cowboy by Andrea Davis Pinkney or one or more of the pieces found on www.cowboyfun.com (Preview material from this site before classroom use.) 2. Discuss the people who migrated during the Western expansion (cowboys and wide open spaces). 3. Move into a discussion on the push/pull reasons of why people move in and out of the Southwest Region (jobs/lack of jobs, security/lack of security, climate/dry and hot vs. cold and wet). 4. Use a T-chart to compile data (why people come and why people leave).

Activity 3

1. The students will share their understanding by writing a persuasive paper to advertise the benefits of living in the Southwest.


7

http://www.cowboyfun.com/




2. Persuasion map: http://www.eduplace.com/graphicorganizer/pdf/persuasion.pdf

Connections: English Language Arts : Bill Pickett: Rodeo Riding Cowboy by Andrea Davis Pinkney A story of a famous African American cowboy. Resources: United Streaming videos:

• The Southwest Region, (The People, The Heritage) 19 min. • American Southwest and its Hispanic Influence, American Geography Close Up: The

Southwest States Vol. 1. Map of United States Hispanic Population: http://maps.howstuffworks.com/united-states-hispanic-population-map.htm General info on history, geography, culture of southwest region: www.questconnect.org/sw_american_southwest.htm General info (kid-friendly): www.netplaces.com/kids-geography/the-united-states/the-southwest.htm From http://www.u-s-history.com/pages/h949.html:

The Southwest Culture

Native Americans

Some scholars date the origin of native cultures in the southwestern United States to immigrants who crossed the Bering land bridge from Siberia to Alaska, approximately 10,000 B.C. Others maintain that native cultures came to the Americas as early as 25,000 B.C. These immigrants settled in what is present-day southern Utah and Colorado, Arizona, New Mexico and northern Mexico. This culture area is contiguous with the Far West Culture, the Plains Culture (to the northeast) and the southern part of the Eastern Woodland Culture.

The Southwest's climate is generally hot and arid. Much of the land is desert dotted with cacti and other water-miser plants. Some areas are characterized by plateaus, spectacular rock formations and mineral wealth. There are forests at higher elevations. The land is graced by a few green river valleys; summer rains in some areas allowed farming by peoples of remote times.

Three significant cultures emerged in the region around 300 B.C. All three were based on a farming society augmented by hunting and gathering. They included the Anasazi, who erected cliff houses in northern Arizona and New Mexico, Utah and Colorado; the Hohokam, who dug complex irrigation systems in central Arizona; and the Mogollon, who hunted and farmed along the rivers of western New Mexico and eastern Arizona. Water was a precious natural resource in Southwestern societies, which kept strict rules about its use down to the youngest child. Some


8

http://www.eduplace.com/graphicorganizer/pdf/persuasion.pdf



http://www.questconnect.org/sw_american_southwest.htm

http://www.netplaces.com/kids-geography/the-united-states/the-southwest.htm

http://www.netplaces.com/kids-geography/the-united-states/the-southwest.htm

http://www.u-s-history.com/pages/h949.html

http://cisdsocialstudies.wikispaces.com/pages/h429.html







argue that these cultures were the most sophisticated of any Native American society north of present-day Mexico during the first 1,200 years A.D.

Early ways of life had changed by the time the Spanish arrived around 1600 A.D. The Southwest natives survived this contact, unlike the Mayan and Aztecan cultures in Mexico that were leveled by the Spanish. In some ways, the latter's influence actually enhanced Southwest cultures for a time. Introduced tools, plants, horses and sheep exerted a positive impact on native cultures.

Spaniards and later Europeans encountered three subsistence types in the Southwest: villagers, farmers and nomads as well as a mixture of the three.

Villagers were descended mainly from the Anasazi. They were dubbed Pueblo (village) by the Spanish. The Pueblo subsisted by farming. They erected imposing terraced houses of adobe (dried clay), which sometimes rose to five stories. The Pueblo raised maize, squash and beans. They also raised cotton and wove it. The men wore breechcloths and blankets and the women wore blanket dresses. When the Spaniards introduced sheep to the area, the Pueblo women began to weave woolen clothing. The Zuni people lived in the area now known as western New Mexico and eastern Arizona. For hundreds of years, the Zuni were farmers and traders. The oldest continuously inhabited village in the United States is the Hopi community of Old Oraibi, located on a mesa in northern Arizona. This village came into being around 1050 A.D. when the Hopi migrated to this area.

South of the Pueblo, other natives lived off the land. These groups include the Mojave and Yuma of the Colorado and Gila river valleys, the Pima of the southwestern Arizona desert, and the Yaqui, whose cultural roots are in Mexico. Some of these peoples were probably descended from the Hohokam of earlier times. The Mojave grew melons, pumpkin and maize, and built large houses with grass roofs covered by mud. Around 3,000 Yuma lived in the Southwest in the late 1600s. The Yuma were productive farmers in spite of the hot climate. The Pima were accomplished farmers and capitalized on the Hohokams' already large irrigation system with dams, reservoirs and some 200 miles of irrigation ditches. They developed drought-resistant maize and managed to cultivate several crops a year to barter and store.

The third group included the Navajo, Apache and Hopi, among others. They probably migrated from the northwest about a millennium ago, well after other Southwestern natives had settled. When these nomadic tribes arrived, they lived by hunting. Then the Navajo settled near the Pueblo and learned to raise maize and weave cotton. After the Spaniards brought horses and sheep, the Navajo lived by raising sheep, weaving colorfully attractive blankets and crafting fine silver jewelry. They lived in a hogan, or earth lodge. The warlike Apache did not settle down. They preferred hunting and raiding; few of them raised crops. Some lived in brush huts and others lived in tipis like the Plains natives. Most of them dressed in animal skins.

There were several language groups prior to European contact. They included Kerasan and Tanoan, languages of the Pueblo; Navajo, from the Athapascan linguistic family traceable to Northern Canada and Alaska; Yuman, spoken by the Havasupai and Mojave; Zuni Pueblo; and sign language, shared among the several tribes to overcome language barriers. Following European contact, the indigenous peoples acquired Spanish, English and a trader language (with whites) whose purpose was similar to sign language. In all, more than 600 native dialects were spoken among a dozen major tribes and their sub-groups.


9










The people of the Southwest supported full-time religious leaders with shrines or temples. Most Southwestern Native Americans believed that in the universe there exists an Almighty, a formless spiritual force that is the source of all life. The sun was venerated as the power of the Almighty. They did not worship the sun, but prayed to the Almighty; the sun was its symbol. Some Southwest Native Americans believed the first people were created in a cavern below the surface of the earth. They climbed through two more caves, occupied by other living things, until they reached the surface. They emerged through a hole called sipapu, from which humans were born. They believed that this fourth world was sacred. Children listened to their parents tell legends, which recounted how people and nature work together. Catholicism was introduced by the Spanish.

White contact from the 1600s onward was greedy, ruthless and marginalizing. In addition, the legacy of the Southwest Native Americans following 1845 is marred by promises made and undone by the federal government. Title rights to this region's water and mineral resources lay at the root of the confrontation between native and white cultures. In the long run, native societies were restricted to increasingly smaller reservations—most lacking access to traditional natural resources.

Modern descendants of these tribes are noted for their symbol-rich spirituality, reverence for the earth, tightly knit clans, rousing dance and exquisitely rendered crafts. Water and mineral rights are an abiding concern and source of contention with the far more numerous non-natives of the Southwest. :


10




Lesson 3

Title: Global Competition

Grade Level: Fourth

Unit of Study: Economics/The Southwest Region

GLCE: E2.0.1: Explain how changes in the United States economy impacts levels of employment and unemployment. E3.0.1: Describe how global competition affects the national economy.

Abstract: Students will be able to understand that the world is a global place and goods and services are often traded and purchased. Supply of goods, opening new markets, and outsourcing of jobs occurs from country to country. Key Concepts: supply and demand, competition, economy

Sequence of Activities:

1. Have students look at their labels on their clothing to see what country their clothes came from. They can also do a scavenger hunt at home to see where things were made.

2. Lead a discussion about how we import certain goods. Use oil and bananas as an example. Discuss how we need to import most of our oil because we do not have enough of that resource in our own country to fill the demand. We also cannot grow enough bananas to fill the demand for bananas so we need to import them.

3. Have students research the amount of oil we import each year (see information below). 4. Discuss how certain factories are moving to other countries because it is cheaper to make the

product in another place due to lower wages. 5. Discuss how the United States is one of the world leading producers of automobiles.

Recently, Michigan’s economy has declined due to the closing of automobile factories as a result of importation of foreign automobiles and moving automobile factories to other countries.

6. Students can look at visual images of the Mexico/Texas border at El Paso to start discussion of factories in Mexico that ship products across the border to the U.S. and the resulting loss of U.S. jobs due to cheaper production costs in Mexico. (www.airphotona.com/stockimg/images/00205.jpg )

7. Complete the attached cause and effect table for the impact of moving U.S. factories to other countries. (See suggested responses below for discussion. Students may also decide whether each scenario is more positive or negative by checking or highlighting the appropriate box. This is also an opportunity for students to connect global competition to their personal experiences.)


11

http://www.airphotona.com/stockimg/images/00205.jpg




Name _______________________ HR ___________

Global Competition Cause and Effect What are the effects on a U.S. factory worker in each situation?

Positive Effect

Negative Effect

U.S. factory is moved to another country

A new business opens in the U.S.

U.S. company uses incentives to stay

competitive

U.S. company uses products from other

countries


12




Name KEY HR ___________

Global Competition Cause and Effect What are the effects on a U.S. factory worker in each situation?

Positive Effect

Negative Effect

U.S. factory is moved to another country

-Stay at home parent instead of child care -Opportunity to learn new job skills -Move to a new area/closer to or with family

-Loss of jobs/pay

-Loss of home/belongings (pets, cars, etc.)

-Loss of medical coverage

A new business opens in the U.S.

-Job opportunities

-Larger income/benefits

-Better working conditions

-Increased community activities

-More traffic/pollution

-Time away from home/family

-Move away from family to be closer to work

U.S. company uses incentives to stay

competitive

-Employees keep their jobs

-Customers benefit from incentives

-Consistent or increasing sales

-Possible less profit for company at beginning of incentive offerings

U.S. company uses products from other

countries

-Lower costs incurred by company

- Opportunity for international relations and travel

-Possible lower quality products

-Possible loss of U.S. jobs


13


Instructional Resources: World Map, globes

Teacher Resources: Background Information From http://dunner99.blogspot.com/2006/05/how-much-oil-does-america-import.html: Every year, the United States pumps up some of its own oil (called "Field Production" according to the DoE) and imports the rest. Not surprisingly, American field production has been dropping over time. In the year 2000, American commercial field production made up 33.51% of its total supply of crude oil, while imports made up 52.21%. In 2005, those same percentages were 28.44% and 55.85%, respectively. And, of course, there's no reason to expect either of these trends not to continue going down and up, respectively, in the near future. The United States has been importing oil since at least 1910 (according to DoE statistics), when a mere 557 thousand barrels of oil were brought into the country. Last year, the U.S. imported 3,670,403 thousand barrels of oil. Of those 3.67 billion barrels of oil, the U.S. imported from a total of 42 different countries. The top 5 importing countries were Canada (16.34%), Mexico (15.42%), Saudi Arabia (14.30%), Venezuela (12.24%), and Nigeria (10.54%), for a total of 68.84% of all American imports. In contrast, imports from countries 6 through 10 (Iraq, Angola, Ecuador, Algeria and the United Kingdom) make up only 16.84% of the total, with countries 11 through 42 making up the remaining 14.33%.




14

http://dunner99.blogspot.com/2006/05/how-much-oil-does-america-import.html




Looked at another way, only 21.69% of America's oil imports come from the Persian Gulf region. Per the DoE, the Persian Gulf includes Bahrain, Iran, Iraq, Kuwait, Qatar, Saudi Arabia, and the United Arab Emirates; however, Iran and Qatar export no oil to the United States. If we compare imports from OPEC countries vs. non-OPEC countries, we find that non-OPEC countries are now in the majority, 52.64% vs. 47.36%. And, with the exception of one year, 2001, non-OPEC countries have been in the ascendancy since 1994.

From the Energy Information Administration, http://www.eia.doe.gov/pub/oil_gas/petroleum/data_publications/company_level_imports/current/import.html:

Crude Oil and Total Petroleum Imports Top 15 Countries

December 2008 Import Highlights: February 27, 2009 Monthly data on the origins of crude oil imports in December 2008 has been released and it shows that two countries exported more than 1.30 million barrels per day to the United States. Including those countries, four countries exported over 1.00 million barrels per day of crude oil to the United States (see table below). The top five exporting countries accounted for 59 percent of United States crude oil imports in December while the top ten sources accounted for approximately 87 percent of all U.S. crude oil imports. The top sources of US crude oil imports for December were Canada (2.033 million barrels per day), Saudi Arabia (1.394 million barrels per day), Mexico (1.126 million barrels per day), Venezuela (1.028 million barrels per day), and Nigeria (0.869 million barrels per day). The rest of the top ten sources, in order, were Angola (0.553 million barrels per day), Iraq (0.519 million barrels per day), Ecuador (0.252 million barrels per day), Algeria (0.235 million barrels per day), and Brazil (0.208 million barrels per day). Total crude oil imports averaged 9.419 million barrels per day in December, which is a decrease of (.504) million barrels per day from November 2008. Canada remained the largest exporter of total petroleum in December, exporting 2.600 million barrels per day to the United States, which is an increase from last month (.068 thousand barrels per day). The second largest exporter of total petroleum was Saudi Arabia with 1.471 million barrels per day


15

http://www.eia.doe.gov/pub/oil_gas/petroleum/data_publications/company_level_imports/current/import.html

http://www.eia.doe.gov/pub/oil_gas/petroleum/data_publications/company_level_imports/current/import.html


Crude Oil Imports (Top 15 Countries) (Thousand Barrels per Day)

Country Dec-08 Nov-08 YTD 2008 Dec-07 YTD 2007

CANADA 2,033 2,028 1,931 1,796 1,888

SAUDI ARABIA 1,394 1,487 1,506 1,675 1,447

MEXICO 1,126 1,296 1,185 1,234 1,409

VENEZUELA 1,028 1,080 1,041 1,246 1,148

NIGERIA 869 775 923 1,210 1,084

ANGOLA 553 450 504 439 498

IRAQ 519 476 627 378 484

ECUADOR 252 222 214 195 198

ALGERIA 235 381 311 348 443

BRAZIL 208 280 231 171 165

KUWAIT 194 292 206 158 175

COLOMBIA 148 160 178 113 137

CHAD 105 75 102 92 77

CONGO (BRAZZAVILLE) 95 61 67 31 63

AZERBAIJAN 78 71 73 134 57




16

Fourth Grade Southwest Region Lesson 4 Title: Human Impact on the Southwest Environment Grade Level: Fourth Unit of Study: The Southwest Region Abstract: Students will examine their own water use in order to connect to water shortages in the Southwest region. Students will evaluate human impact on the physical environment (emphasis on water) in the Southwest region. GLCE:

G5.0.1: Assess the positive and negative effects of human activities on the physical environment of the United States. Key Concepts: Natural resources, industry Sequence of Activities:

1. Begin by discussing the importance of water: Ask students how they have used water during the past week. Discuss how businesses use water.

2. Have students track their water usage for a 24 hour time period using the attached table. (See below.)

3. During the next class session, ask students to calculate their total water usage in gallons using the second attached table. Share results as a whole group. You may choose to calculate a group total water usage for the 24 hour period.

4. Discuss with students how our water usage has an impact on the environment. Brainstorm solutions for minimizing water usage in our lives. (Examples: Use water-efficient shower heads and faucets, turn off water when brushing teeth and washing dishes, only using washing machines and dishwashers when they are full, etc.)

5. View the video segment Population Growth and Water in the Southwest from United Streaming that introduces the lack of available water in the Southwest region. Have students work in groups to develop larger-scale solutions to the drought in the Southwest. Each group should design a poster to advertise their solution and present to the class.

Connections: English Language Arts (Optional extension) Students write a letter to legislators in a southwest state that is experiencing drought. They should express their concern for the situation and support one solution they think should be implemented. Students should provide clear evidence to support their solution and may need to complete additional research to produce such evidential support.

Calhoun ISD Social Studies Curriculum Design Project 04/06/2011

Calhoun ISD K-8 Collaborative Social Studies Curriculum is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.17

Fourth Grade Southwest Region Mathematics Students will complete several sets of calculations through determining their personal water usage and group water usage. Water usage could be tracked over the course of several days and line or bar graphs developed to show data.



Fourth Grade Southwest Region Water Usage Chart Name ____________________________ Over a 24 hour time period, keep track of your water usage on the tally chart. Use the tally chart on the next page to help you.

To flush a toilet

To run a dishwasher

To wash dishes by hand

To water a small lawn

To take a shower

To take a bath

To wash a small load of clothes in a washing machine

To brush teeth (running water continuously)

Water Usage Chart Name ____________________________ Over a 24 hour time period, keep track of your water usage on the tally chart. Use the tally chart on the next page to help you.

To flush a toilet

To run a dishwasher

To wash dishes by hand

To water a small lawn

To take a shower

To take a bath






Action Tallies Approx.Water Usage Each

Total Water Usage

To flush a toilet 6 gallons

To run a dishwasher 20 gallons

To wash dishes by hand 20 gallons

To water a small lawn 35 gallons

To take a shower 35 gallons

To take a bath 50 gallons


35 gallons


4 gallons

Total Daily Water Usage (add totals from column 4): _________________

Action Tallies Approx.Water Usage Each

Total Water Usage






To take a bath 50 gallons To wash a small load of clothes in a washing machine

35 gallons


4 gallons






Action Tallies Approx.Water Usage

EachTotal Water Usage






To take a bath 50 gallons To wash a small load of clothes in a washing machine

35 gallons


4 gallons



21

fourth grade southwest region lessons breakdown …cisdsocialstudies.wikispaces.com/file/view/fourth...

Documents