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Living in Washington – Level 4 – WA - 1 - Vancouver Public Schools – Project GLAD (07/2010)

Project GLAD

Vancouver Public Schools

Living in Washington: Its Geography, Resources, and Economy

(Level 4)

IDEA PAGES

I. UNIT THEME: There is a complex relationship between humans and the physical

environment

Washington State is a unique place to live.

There are specific climatic conditions, physical features, and landform characteristics

that divide Washington into regions.

Natural environments support human activities, but human activities also affect the

natural environment.

II. FOCUS/MOTIVATION

Cognitive Content Dictionary with signal word

Inquiry chart: "What do you know about Washington State/what are you wondering?”

Observation charts on Washington State

Personal Interaction: Have you ever traveled around Washington? Where did you go?

What did you observe?

Exploration Report with picture file cards

III. CLOSURE

Process all charts, especially inquiry and observation

Personal projects with rubric

Assessment of learning logs

Expository writing piece explaining which region you would prefer to live in and why

Assessment of learning logs

Write a persuasive essay with a rubric

Washington Region portfolio

Home-School Connections

Jeopardy Game

Action Plan

IV. CONCEPTS

Explains the differences in the physical characteristics, including landforms, climate, and

natural resources of the different regions within Washington State.

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

Explains how the specific climate and land features of each region provide natural resources

which allows for a variety of industries.


WA SOCIAL STUDIES

Geography 3.1.2 Understands the physical, political, and cultural characteristics of places, regions, and people in the Pacific

Northwest including the difference between cities, states, and countries. Economics 2.2.1 Understands the basic elements of Washington State’s economic system, including agriculture, businesses,

industry, natural resources, and labor.

Economics 2.4.1 Understands how geography, natural resources, climate, and available labor contribute to the sustainability of

the economy of regions in Washington State

V. STANDARDS

COMMON CORE LANGUAGE ARTS

Foundational Skills:

Phonics and Word Recognition:

3. Know and apply grade-level phonics and word analysis skills in decoding words.

a. use combined knowledge of all letter-sound correspondences, syllabication patterns, and

morphology (e.g. roots and affixes) to read accurately unfamiliar multisyllabic words in context and

out of context.

Fluency:

4. Read with sufficient accuracy and fluency to support comprehension.

a. Read on-level text with purpose and understanding.

b. Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on

successive readings.

c. Use context to confirm or self-correct word recognition and understanding, rereading as

necessary.

Informational Text

Key Ideas and Details:

2. Determine the main idea of a text and explain how it is supported by key details; summarize the

text.

Craft and Structure:

4. Determine the meaning of general academic and domain-specific words or phrases in a text

relevant to a grade 4 topic or subject area.

5. Describe the overall structure (e.g. chronology, comparison, cause/effect, problem/solution) of

events, ideas, concepts, or information in a text or part of a text.

Integration of Knowledge and Ideas:

7. Interpret information presented visually, orally, or quantitatively (e.g. in charts, graphs, diagrams,

time lines, animations, or interactive elements on Web pages) and explain how the information

contributes to an understanding of the text in which it appears.

9. Integrate information from two texts on the same topic in order to write or speak about the

subject knowledgeably.


COMMON CORE WRITING

Text Types and Purposes:

2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

a. Introduce a topic clearly and group related information in paragraphs and sections; include

formatting (e.g. headings), illustrations, and multimedia when useful to aiding comprehension.

b. Develop the topic with facts, definitions, concrete details, quotations, or other information and

examples related to the topic.

c. Link ideas within categories of information using words and phrase (e.g. another, for example,

also, because).

d. use precise language and domain-specific vocabulary to inform about or explain the topic.

e. Provide a concluding statement or section related to the information or explanation presented.

Production and Distribution of Writing:

4. Produce clear and coherent writing in which the development and organization are appropriate to

task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards

1-3 above).

5. With guidance and support from peers and adults, develop and strengthen writing as needed by

planning, revising, and editing. (Editing for conventions should demonstrate command of Language

standards 1-3 up to and including grade 4 on pages 28 and 29).

Research to build and Present Knowledge:

8. Recall relevant information from experiences or gather relevant information from print and digital

sources; take notes and categorize information, and provide a list of sources.

Range of Writing:

10. Write routinely over extended time frames (time for research, reflection, and revision) and

shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes

and audiences.

WA LANGUAGE PROFICIENCY LEVELS

Listening/Speaking – Intermediate Level:

a. Recalls details in stories and expository text read aloud using cues.

b. Participates in social discussions

c. Participates in academic discussions

d. Begins to use academic vocabulary.

e. Selects appropriate social and academic vocabulary for different audiences with teacher guidance

(register).

f. Asks questions

Reading – Intermediate Level:

a. Expresses self using simple sentences to describe images from text.

b. Expresses self using simple sentences to connect text to prior knowledge.

c. Makes generalizations based on text

d. Monitors for comprehension

e. Decodes word patterns

f. Reads sight words


g. Reads familiar words in context

h. Uses text features to gain meaning

i. Distinguishes between fiction/nonfiction

j. Follows simple written directions (e.g. color, cut, glue)

Writing – Intermediate Level

a. Writes simple sentences

b. Demonstrates increasing control of capitals, punctuation and correct spelling

c. Writes for self, family, friends and teacher

d. Writes individually and in a group process

VI. VOCABULARY

abundance

agriculture

alpine

annually

analyze

ancestors

arid

arrange

ash

basalt

bay

biodiversity

border

canyon

capital resources

categorize

cedar

characteristics

channels

climate

coast

coastal

compare

conclusion

conserve

continental

contrast

coulee

create

define

densely

describe

discuss

diverse

dominant

dormant

draught

durable

elevation

environment

erosion

estuaries

evaluate

evergreen

examine

explain

foliage

foothills

geographic

glacier

habitats

harbor

highlands

human resources

hydroelectricity

impact

industry informational text

inlets

inquire

irrigation

isolated

label

landforms

lava

locate

manufacturing

marine

maritime

metamorphic

name

natural resources

nutrients

ocean

observations

orchards

peninsula

plateau

predict

precipitation

question

rain shadow

recall

repeat

resources

rivers

rugged

scablands

sedimentary

sketch

sources

shipping

shipyards

sound

strait

streams

synthesize

technology

teeming

temperate

terrain

timber

tourism

transportation

varied

vegetation

volcanoes

waterways

VII. RESOURCES AND MATERIALS - Non-fiction

Barenblat, Rachel World Almanac Library of the States: Washington

Blashfield, Jean America the Beautiful: Washington


Captstone Press Washington

Hirschi, Ron People of Salmon and Cedar

Johns, Linda Uniquely Washington

Joseph, Paul Washington

Mapes, Lynda Washington: The Spirit of the Land

McAuliffe, Emily Washington Facts and Symbols

Pelz, Ruth Our Region: The Pacific Northwest

Pelz, Ruth The Washington Adventure

Powell, E.S. Washington

Smith, Marie and Roland E is for Evergreen

Thompson, Kathleen Portrait of America Series: Washington

Video

“Washington the Evergreen State”

RESOURCES AND MATERIALS – Fiction

Thunder Rolling in the Mountains by Scott O’Dell & Elizabeth Hall (Chief Joseph's last days as

seen through the eyes of his daughter.)

The Volcano Disaster by Peg Kehret (Kids time travel back to the day Mount Saint Helens

erupted.)

The Nickel-Plated Beauty by Patricia Beatty (Southwest Washington at the turn of the last

century on the Long Beach peninsula.)

Our Only May Amelia by Jennifer L. Holm (Southwest Washington at the turn of the last century:

Logging, fishing in and around Naselle, Columbia River, Pacific Ocean, and Astoria, Oregon.)

Stout-Hearted Seven by Neta Frazier & Neta Lohnes Frazier (Historically accurate account of the

Sager family saga.)

Streams to the River, River to the Sea by Scott O’Dell (Fictional account of Sacagawea and the

Lewis and Clark Expedition.)

Other Resources:

RESOURCES AND MATERIALS - People/Community

Office of the Secretary of State

Legislative Building

P.O. Box 40220

Olympia, WA 98504-0220

360-902-4151


Visitor Center

Department of General Administration

P.O. Box 41020

Olympia, WA 98504-1020

360-902-0990

TECHNOLOGY

Websites:

http://www.beautifulseattle.com/attrwa.htm

http://www.kent.k12.wa.us/KSD/GR/curriculum/4th/wa_regions/regions.htm

http://www.gonorthwest.com/Washington/Washington.htm

http://www.proteacher.com/090150.shtml

http://members.aol.com/MrDonnHistory/States.html#Washington

http://www.50states.com/washingt.htm

http://www.ohwy.com/wa/homepage.htm

http://www.washingtonhistory.org

http://www.experiencewa.com

http://access.wa.gov

http://www.50states.com/washingt.htm

http://www.ci.olympia.wa.us

http://www.netstate.com/states/geography/wa_geography.htm


Project GLAD



(Level 4)

UNIT PLANNING PAGES

I. FOCUS/MOTIVATION

Teacher made Big Book

Read aloud, variety of sources

Poetry and chanting

Inquiry charts, primary language support

Observation charts

Cognitive Content Dictionary with signal word

Guest Speaker: city councilman, business people, Port of Vancouver, Realia

II. INPUT

Read alouds

Compare/contrast climate of regions

Primary language preview/review

Narrative input on Washington regions

Pictorial input chart, Western Lowlands region

Map: location of Washington regions

III. GUIDED ORAL PRACTICE

Personal Interactions

Poetry, chanting

Choral reading

10-2 lecture with primary language groups

Exploration using picture file cards

Picture file cards for key concepts

T graph for social skill: Cooperation

Daily review and processing of charts

Picture file cards

Model story mapping with Washington story

Sentence Patterning Chart

Process grid

Exploration Report

Team Tasks


PLANNING PAGES

Page 2

IV. READING/WRITING

A. Total Class Modeling

- story mapping

- letter of inquiry

- expository

- narrative

- model editing process

- poetry frames

- found poetry

- cooperative strip paragraph

B. Small Group Practice - anything modeled by teacher

- Focused reading

- Ear to ear reading

- Cooperative group strip paragraph reading

- Team tasks

- Expert Groups: #1-4

- Flexible groupings for ELD reinforcement, primary language, reading

instruction, skill reinforcement

C. Individual Use

- Individual tasks: Post-it notes in books, picture file card, add to

charts, make word cards, highlight charts, focused reading, poetry

booklet, flip chants, pocket poetry, DEAR time, news articles, etc.

- Cognitive Content Dictionary

- Learning Logs

- Interactive Journal Writing

- Personal Inquiry

D. Writer's workshop

- Mini lessons

- Plan, share, write, revise, edit, publish

- Author's chair

- Conferencing

- Publish

V. EXTENDED ACTIVITIES FOR INTEGRATION

Design pamphlets to educate the public

Design your own T shirt or bookmark about a region of Washington State

Design posters to be displayed in local shops and markets

Write your own song


PLANNING PAGES

Page 3

Make a diorama of Washington State Region

Creative Movement (Dance) Interpretation of Environmental issues

VI. CLOSURE

Focused Reading

Anthropologists Conference

Personal inquiry

Portfolio conferences

Group presentations of projects

Poetry and chanting

Read Aloud

Home/School Connections

Interest Pieces, news articles

Process charts and inquiry

Student generated tests

Graffiti Wall

Team Jeopardy Game

Family Feud


Project GLAD



(Level 4)

SAMPLE DAILY LESSON PLANS

Note: Day 1 is equivalent to a week or week and a half of classroom instruction.

Italicized strategies are used daily or regularly with students.

DAY 1:

FOCUS/MOTIVATION

3 personal standards

Prediction-Reaction Guide

Cognitive Content Dictionary with Signal Word

Observation Charts

Inquiry chart

Big Book—Washingtonians, What Do You See?

INPUT

World Map Location of Washington Regions – Graphic Organizer pg. 62

- 10/2 Lecture with primary language

- ELD Review

- Learning Log

GUIDED ORAL PRACTICE

Chant: Here There

T-graph for social skills: Cooperation

Form Teams--pass out portfolios

Picture File Cards/Realia

o Free exploration

o Open sort

o Closed sort

o Exploration Report

INPUT

Narrative input chart: All around Washington

Pictorial Input – Western Lowlands: Geography and Industry

CLOSURE

Interactive Journals

Home/School


DAY 2:

FOCUS/MOTIVATION


Process Home/School Connection

Review Western Lowland input chart with word cards

Review Washington State Map input with word cards

Chant: Marine Cadence

o highlighting

o sketching

o picture file cards

INPUT

Comparative Input: Climates of Washington's Regions



Team tasks

READING/WRITING

Expert Groups

o Coast

o Okanogan

Writers’ Workshop

Day 3:

FOCUS/MOTIVATION



Chant: Yes Ma’am

Chant: Here/There

Sentence Patterning Chart/Farmer-in-the-Dell

o Reading game

o Trading game

o Flip chant


Team tasks

Mind Map

Process Grid

READING/WRITING

Cooperative strip paragraph


- Topic sentences: "Regions around Washington have characteristics which make

them unique." or "People in Washington utilize the land in a variety of ways."

"The Western Lowlands Region of Washington has unique characteristics."

- read/respond/revise/edit

CLOSURE

Home/School Connection

DAY 4 :

FOCUS/MOTIVATION

Cognitive Content Dictionary with “Student self-selected Vocabulary”

Process Home/School Connection

INPUT

Review Narrative Input

o Conversation bubbles

o Word cards

READING/WRITING

Story Map


T-graph for social skills

o Oral evaluation

o Team Tasks

Flexible grouping

- Leveled Reading Groups with emergent readers

- Clunkers and Links-At or Above (with SQ3R)

- ELD Review & ELD Group Frame with Narrative Input

Process team evaluation

Share team tasks

READING/WRITING

Ear-to-Ear Reading

Listen and Sketch

CLOSURE

Reflection:

o “What helped you learn?”

o “Where did you learn about. . . ?”

Process Inquiry chart


Washingtonians, what do you see? Big Book By: Leslie Howard

Washingtonian, Washingtonian what do you see?

I see distinct types of climate enveloping me. Washingtonian, Washingtonian what do you see?

I see distinctive borders edging around me. Washingtonian, Washingtonian what do you see?

I see majestic landforms towering over me. Washingtonian, Washingtonian what do you see?

I see an abundance of natural resources encircling me. Washingtonian, Washingtonian what do you see?

I see countless essential industries laboring around me. Washingtonian, Washingtonian what do you see?

I see major cities and landmarks adjacent to me.


The Important Thing about Washington State Regions Big Book

By: Leslie Howard

The important thing about resourceful Native Americans who lived in the Coastal

Region is that they adapted to the environment.

Oceans, streams and rivers provided them with an abundant source of seafood to

eat all year long.

The mild coastal climate allowed them to wear few clothes. They often wore hats

and capes when it rained.

Natural resources such as timber provided them with materials to build large

wooden houses called plank houses.

But the most important thing about resourceful Native Americans who lived in the

Coastal Region is that they adapted to the environment.

The important thing about resourceful Native Americans who lived in the Western

Lowlands Region is that they adapted to the environment.

A wet and rainy climate created streams and rivers for them to fish for salmon. It

supported lush green foliage in which roots and berries thrived and wild game lived.

Large cedar trees provided natural resources to make homes, utensils, clothing and

transportation.

Mountain foothills provided a geographically safe place near Mount Tacoma for

them to build villages.


Western Lowlands Region is that they adapted to the environment.


The important thing about resourceful Native Americans who lived in the Cascade

Mountain Region is that they adapted to the environment.

Eastern facing mountain ranges provided them with a dry arid climate due to little

rain which was good for growing roots and berries.

Living among the mountains, provided wild game for them to hunt and eat.

Harsh, wet winters in the western facing mountains created a cold climate, so they

used timber to build durable longhouses where they lived together in communities.


Cascade Mountain Region is that they adapted to the environment.

The important thing about resourceful Native Americans who lived in the

Columbia Plateau Region is that they adapted to the environment.

The plateau provided large flat areas perfect for herds of wild game to roam. In

order to find food, the plateau people had to travel long distances.

Nothing was wasted. Animal skins such as buffalo, deer and elk were used to make

warm leather clothing decorated with feathers, shells and porcupine quills, as well

as colored beads.

Dry arid weather provided a good climate for growing grasses and shrubs. These

grasses were weaved into tule mats which covered large, snug longhouses made

from wood poles.


Columbia Plateau Region is that they adapted to the environment.

The important thing about resourceful Native Americans who lived in the

Okanogan Highland Region is that they adapted to the environment.

Mountains and rivers provided a diverse environment for an abundance of animals

to hunt such as fish and wild game.


Animal hides were tanned for clothing, and fur pelts were made into robes or

blankets to keep warm in the cold winter.

Depending on the season of the year, the nomadic tribes lived in lodges made of

mats from rushes and tules or in teepees made of mats, bark or animal hide. During

the cold months, families stayed in sturdy pit dwellings close to rivers.


Okanogan Highland Region is that they adapted to the environment.

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All Around Washington By Katie Dunfield

1 10 year old Ana Ivanova stared at her family's computer screen. "We got another

email from Aunt Katerina and Uncle Petr in Russia. They're thinking of moving to Washington State and they want to know more about it. How can we find out more about Washington for them?" "Well," her mother said walking into the family room wiping her hands on her apron, "Your father and I were thinking we should take a trip around Washington. We have a couple weeks of vacation from work and you kids are on summer vacation. We can use the time to be tourists of our state." "That would be great," exclaimed Ana excitedly. "We can collect information during our trip and email Aunt Katerina and her family to tell them what we see." "Does that mean I have to take notes?" whined her 8 year old brother Vitaliy. "Let's start planning our trip!" shouted Ana.

2 One week later the family's car was packed with food, maps, guide books, camping gear, and their laptop. They drove towards the Pacific Ocean. When they arrived at the coast, they noticed that even though it was summertime, the temperature was cool and the air was misty. Mr. Ivanov explained that the area near the Pacific Ocean has a marine climate because of the ocean. They saw fish, seals and seagulls. Ana, Vitaliy, and their parents stopped to talk to a fisherman.

"We're trying to learn more about different parts of Washington state," Ana explained to the man. "Can you tell us about where we are?"

3

"Well, I'd be happy to help. I've lived here in Long Beach my whole life." "What's your favorite part about living here?" asked Vitaliy. "I love watching the boats come in and out of the harbor, and I love catching fish

from this dock and clamming for razor clams. You shouldn't miss the International Washington Kite Festival held here each August. My cousin comes down from Ocean Shores to watch it. You should stop there on your journey."

"Thanks for the information. We'd better be getting back on our way now," said Mr. Ivanov.

4 The family traveled northeast across the Olympic peninsula. "I didn't know Washington has a rainforest!" exclaimed Ana. At the visitor's

center, the family learned more about this region of Washington State. They learned that the Olympic National Park is Washington's largest park, and it includes the Hoh Rainforest, one of the wettest areas in the United States receiving up to 150 inches of rain. They read about the spruce, hemlock and cedar trees. They learned about the nurse logs where smaller plants grow on old trees on the forest floor. They learned that these special places are called old growth forests.


"Good thing we brought our raincoats," said Vitaliy. "I'm going to ask Aunt Katerina if they want to live in a rainforest," said Ana.

5 Back on the road they headed north on I-5 through Tacoma towards Seattle. From

the road they saw the Boeing airstrip and hangers. They went to the Museum of Flight and learned more about what an important role Boeing and airplanes played in Washington's economy. They learned that Boeing employs about seventy-eight thousand workers in Washington, and the Boeing Commercial Airplane Factory in Everett, Washington is the largest building in the world. It is the size of about one hundred baseball fields (almost 100 acres) and is so large workers ride bicycles to get around inside it.

6 The family’s next stop on their trip was downtown Seattle to shop at the famous

Pike Place Market. The market was teeming with tourists shopping and taking pictures. They sipped their frothy drinks from Starbucks and watched the people throw the fish as they sold them to the customers. They walked down the pier. Anna exclaimed, "Look at those huge crates on that ship! That one over there is full of seafood."

The family decided to visit one of Seattle's most famous landmarks built for the 1962 World's Fair, the Space Needle. They rode the fast elevator up 520 feet to the observation deck.

"I'm going to tell Aunt Katerina they should live here in Seattle," said Ana. "Did you know Nordstrom was started here? Aunt Katerina loves nice clothes. And Starbucks? She likes coffee. And Microsoft? She could help write computer programs."

"Or video games for the XBOX 360," added Vitaliy.

7 Before they knew it, it was time to repack the car. The family was heading

southeast to see the highest point in the state, Mount Rainer, which stands at 14,410 feet high. "Isn't Mount Rainer's picture on the car's license plates for Washington?" questioned Vitaliy.

"Yes, it is," said his father. As they drove along, the family admired the beautiful flowers growing in the

alpine meadows they passed. Camping out under the stars, Vitaliy told his sister, "I think Uncle Petr would love all the evergreen trees, and especially the snow we saw up at the higher elevations of the mountain. And, it would be cool to live near a real volcano!"

8 The family continued their trip east. Compared to the rain forest by the coast and

the thick forests of the Cascade Mountains, the dry lands of Eastern Washington seemed empty, but Ana was fascinated to read about how they were shaped.

"Did you know glaciers once covered all this land? When they started breaking up, they released huge floods of water, washing away all the topsoil and leaving the bare volcanic rocks called scablands, exposed. There aren't any apple orchards in this part of


the state because only plants like sagebrush and cheatgrass that don't need much water or dirt can grow here."

9

The family drove north to see the Grand Coulee Dam on the Columbia River. They learned it is as tall as a 46-story building, almost a mile wide, and the largest concrete structure in the United States. It is also the third largest producer of electricity in the entire world. They toured the inside of the dam and saw the huge 600-megawatt generators. They also watched the nightly laser light show.

"Aunt Katerina and Uncle Petr should definitely move here!" exclaimed Vitaliy as he watched the multi-color lights illuminate the huge concrete structure in the middle of the Columbia River.

10 The family drove north, and as they drove across the Colville Indian Reservation,

Ana remarked, "I hope we get to see a potlatch celebration. I learned about them in third grade. Did you know that at one time the only people living here in Washington were Native Americans?"

"I can't wait to learn more about them next year in third grade," said Vitaliy.

11 Before they knew it, it was time for the family to pack up and head south towards

Washington's second largest city, Spokane. They saw the United States Pavilion that was build for the 1974 World's Fair in Riverfront Park. The children rode the carousal and slid down the giant red wagon slide in the park.

12

After many hours of driving southwest, the family returned to the Columbia River. "I can't believe this is the same river that Grand Coulee Dam uses to generate all

that electricity!" Ana exclaimed. The family stopped to watch some windsurfers in the water. "Washington has so many neat places to see and fun outdoor adventures. I really

hope Aunt Katerina and Uncle Petr and all our friends and family move all over the state so we can go visit them!" said Vitaliy.

"Me too," Ana agreed.

ELD Review Questions to go with Narrative Text Preproduction Early Speech Intermediate Advanced


: Nonverbal response

Production: One-word response

Emergence: Phrases or short sentences

Fluency: Longer and more complex sentences

Fluency: Near native-like

Evaluation: Tell if something is right or wrong, good or bad.

Did the family have a nice trip around Washington? (nod)

Did the family have a nice trip around Washington? (yes, no)

Where was the most interesting place the Ivanovs visited?

Where was the most interesting place the Ivanovs visited and why do you think that?

What are some benefits of the Ivanovs traveling by car instead of by airplane?

Synthesis: Put ideas or parts of things together

Point to a city near a river.

Name a river that goes through more than one region of Washington.

How does the guidebook help Anna on her trip?

If Aunt Katerina and Uncle Petr moved to the Columbia Plateau, what would the family enjoy about visiting them?

What would Anna say in her email to Aunt Katerina about the Columbia Plateau?

Analysis: Look at something closely to find out more about it.

Show me where the family would see the sand.

How many cities did they visit?

Where else could the family have visited in Washington?

What is the purpose of Grand Coulee Dam?

How are Seattle and Spokane similar?

Application: Use what you learn in another way.

Point to the dam in the Okanogan Highlands.

Do you think the car was crowded?

Where would Aunt Katerina and Uncle Petr need to live if she worked at Microsoft?

How else could the Ivanov family have traveled around Washington?

Describe another route the Ivanovs could have taken around Washington.

Comprehension: Demonstrate understanding of facts and ideas.

Point to a city the family visited.

If the family traveled north from Spokane out of Washington, where would they be? ("Canada")

Why did the Ivanovs go on a trip around Washington?



Knowledge: Tell what you know or remember

Point to Olympia.

Is the International Kite Festival in Long Beach?

When they left Spokane, what did the Ivanovs do next?




Poetry Booklet

Name:


Tourists! Sherri Priestman

April 2012

Tourists here, tourists there Tourists, tourists, everywhere! Excited tourists walking quickly Friendly tourists smiling widely Determined tourists touring relentlessly And tired tourists resting frequently Traveling the Space Needle above Seattle Marveling at the Grand Coulee Dam Flying kites beside Long Beach And riding horses within a dude ranch Tourists here, tourists there Tourists, tourists everywhere!

TOURISTS, TOURISTS, TOURISTS!


Landforms

Sherri Priestman 2010

Landforms here! Landforms there!

Landforms, landforms everywhere!

Alpine meadows nestling peacefully Basalt mountains soaring majestically

Foggy coastlines disappearing frequently Crystal clear lakes sparkling merrily

Narrow peninsulas along the coast Fertile fields within the highlands Active volcanoes outside cities

Quiet canyons beside rivers

Landforms here! Landforms there!

Landforms, landforms everywhere!

LANDFORMS, LANDFORMS, LANDFORMS!


Washingtonian Bugaloo By Jeanne-Marie Wright

I’m a Washingtonian and I’m here to say, I walk in the rain almost everyday, Sometimes I walk in the mountains or along the ocean waves, Enjoying nature in every way!

Rainforests, mountains, rivers too, Doing the Washingtonian bugaloo!

Washington has five regions, so, I’m told, And some of them so rich, they even have gold! There are coastlines, and mountains, and plateaus so big, We can all choose just where we want to live!

Rain forests, mountains, rivers too, Doing the Washingtonian bugaloo!

There are Native Americans who live across this land, And helped to make this state so grand! Salish, Yakima and Palouse tribes too! All of them part of our history so true.

Rainforests, mountains, rivers too, Doing the Washingtonian bugaloo!


ARE THESE WASHINGTON'S REGIONS?

Charity Nunnelley 2010

Is this the Coastal Region? Yes, Ma’am. Is this the Coastal Region? Yes, Ma’am. How do you know? There are rainforests. How do you know? There are sandy beaches. Give me some examples. The Quinault and Hoh Rain Forests Give me an example. Long Beach, Washington Is this the Columbia Plateau? Yes, Ma’am. Is this the Columbia Plateau? Yes, Ma’am. How do you know? There are grassy farmlands. How do you know? There are hills and rivers. Give me an example Wheat farms Give me an example. The Yakima River! Is this the Cascade Mountains? Yes, ma’am. Is this the Cascade Mountains? Yes, ma’am. How do you know? There are volcanoes. How do you know? There are thick forests. Give me an example Mount Saint Helens Give me an example. North Cascades National Park Is this the Okanagan Highlands? Yes, ma’am. Is this the Okanagan Highlands? Yes, ma’am. How do you know? There are no cities. How do you know? People enjoy outdoor recreation Give me an example Just lots of ranches Give me some examples. Fishing, camping, hiking Is this the Puget Sound Lowlands? Yes, ma’am. Is this the Puget Sound Lowlands? Yes, ma’am. How do you know? It has ports and towns, How do you know? There are major industries. Give me some examples Seattle and Olympia Give me some examples. Boeing and Microsoft Are these Washington's Regions? Yes, ma’am. Are these Washington's Regions? Yes, ma’am. Did you tell me true? Yes, ma’am. What did you chant? Coastal Region, Columbia Plateau What did you chant? Cascade Mountains, Okanogan Highlands,

and our Puget Sound Lowlands!


MARINE CADENCE Katie Dunfield 2010

We just know what we’ve been told,

Washington’s worth its weight in gold,

There are five regions, that is true,

Lots to explore for me and you.

Sound off -- Mount Rainier

Sound off -- Mount Baker

Sound off -- Mount Adams, volcanoes OH MY!

Logging, tourism, farming, too,

Outdoor activities for me and you,

Rainforests, home to biodiversity,

A habitat for thousands, don’t you see?

Sound off -- Colville

Sound off -- Kaniksu

Sound off -- North Cascades, National Forests OH YES!

Natural resources and industry

We've got rivers and hydroelectricity,

In the harbors of Puget Sound

Ships and ferries move resources around.

Sound off -- logging

Sound off -- fishing

Sound off -- factories, workers THAT’S US!


DIVERSE STATE By: Katie Dunfield, Charity Nunnelley, Sherri Priestman and Leslie Howard

I know a diverse state, An extremely diverse state, An extremely diverse state, That's unique and varied. With tall soaring mountains, A temperate rainforest, Lots of clear blue water, And it's named after a president. I know a diverse state, An extremely diverse state, An extremely diverse state, That's our beautiful home!


I CAN SPELL! CHANT

I can spell river, r-i-v-e-r. I can spell water, w-a-t-e-r. I can spell fish, f-i-s-h. But, I can't spell hydroelectricity! I can spell bay, b-a-y. I can spell strait, s-t-r-a-i-t. I can spell harbor, h-a-r-b-o-r. But, I can't spell hydroelectricity! I can spell shipping, s-h-i-p-p-i-n-g. I can spell fishing, f-is-h-i-n-g. I can spell boating, b-o-a-t-i-n-g. But, I can't spell hydroelectricity! Yes, I can! Yes, I can! Hydro-elect-ri-city………….hydroelectricity!


Washington Interview Interview a family member or grown up about a place in Washington State they have lived in or

visited. Did they grow up in another part of our state and then move to Vancouver, Washington?

Perhaps they have swam in the ocean or skied in the Cascade Mountains. Become an investigator

and find out. Sketch or write about your family member's experience.

Person interviewed: ________________________________________________

The person I interviewed has visited these regions: (Color all the regions your interviewed person has lived in or visited)

My person’s experience in the region was

Name: Parent Signature:


A Storyteller Retell the story of the family's trip around Washington to your parents or caretakers.

Person story shared

with:________________________________________________________

When you’re finished, ask your parents or caretakers to share three (3) things that they

found interesting in the story. Sketch or write what they found interesting in the story.

Name: Parent Signature:


Coastal Region

Physical Features The Washington Coast lies along the western coastline of the United States.

This region is only 40 to 70 miles wide, making it long and very narrow. Because of

all the rain, there is heavy vegetation near the coast. The Olympic Mountains tower

nearly 8,000 feet over the Coastal Region in dome-like structures. The Willapa

Hills, with elevations from 1,000 to 3,000 feet, form a ridge from the Chehalis

River valley to the Columbia River. The Pacific Ocean provides the western

boundary of the Coastal Region.

Climate and Natural Resources Washington’s Coastal Region is divided into two climate regions, the low-lying

coast and the coastal mountains. Rainfall varies in these two climate regions, which

receive from 40 inches along the coast to 150 inches of rain per year in the

Olympic Mountains. The incredible rainfall in the mountains makes this part of the

Coastal Region the wettest region in the United States! All over the Coastal

Region, the summers are cool and dry. Winters on the coast are mild and gray. In

the mountains heavy snowfall is common, ranging from 10-30 inches in the lower

elevations to as much as 500 inches at the highest elevations!

The Coastal Region relies heavily on the ocean for harbors, transportation,

food, and tourism. One result of the region’s mild, rainy climate is an abundant

variety of plant and animal life. Timber is also an important resource of the Coastal

Region.


Industry Local economies in the Coastal Region are often based around tourism,

including outdoor recreation sports of sport fishing, kayaking, and canoeing the

abundant waters, as well as hunting in its forests for elk, moose, and other large

mammals. Fishing is the major industry, and the day’s seafood catch can be

shipped from harbors in the Coastal Region.

Native Americans Two tribes occupy the Coastal Region today: the Makah and the Quinault.

The Makah Nation reservation is on the Olympic Peninsula and includes the town of

Neah Bay. The sea has always been a large part of the Makah’s livelihood, from

fishing to whaling to seal fur trading. The Quinault Nation consists of the Quinault

and Queets tribes, along with descendants of five other coastal tribes: the

Quileute, Hoh, Chehalis, Chinook, and Cowlitz. They call themselves Canoe People or

people of the cedar tree, which supplies the wood for their canoes. Today 60% of

the reservation population lives in Taholah, at the mouth of the Quinault River.


Major Cities and Landmarks There are no large cities in the Coastal Region; however, there are many

small communities around the inlets of the coast. Some, like Long Beach and Ocean

Shores, are popular tourist centers. Others, such as Neah Bay, are centers of

population for Native Americans. Two landmarks of the Coastal Region are the

Strait of Juan de Fuca and Cape Disappointment.


Puget Sound Lowlands

Physical Features The Puget Sound Lowlands region stretches from Puget Sound south to the

Columbia River in Washington. Forests once covered most of the land in this area,

but today the region is filled with cities, towns and farms. The region is physically

unique because of its many river valleys and flood plains The Puget Sound area has

an irregular shoreline and many deep, sheltered harbors, such as Elliott Bay in

Seattle. Rivers are a dominant feature of the Puget Sound Lowlands, including the

Chehalis River, the Cowlitz River, and the Columbia River.

Climate and Natural Resources The Puget Sound Lowlands region enjoys a mild climate. Puget Sound’s

maritime climate provides cool winters and mild, pleasant summers. Farther away

from the Sound, winter temperatures decrease and summer temperatures increase.

Winters are generally mild, wet and cloudy in most of the Puget Sound Lowlands

region. Average annual rainfall in the region from the Canadian border to Seattle is

35 inches, but that amount increases gradually to 45 inches around Centralia then

back down to 41 inches around our own Vancouver.


Climate and Natural Resources

The Puget Sound Lowlands has abundant natural resources, which explains

why so many people have chosen to live here. The water resources include rivers,

lakes, bays, and of course Puget Sound. These water resources provide seafood as

well as transportation and shipping for the other resources found in the region.

Natural harbors allow ships to load goods easily for transport within our state and

to other parts of the world. Land resources include timber and limestone, which is

used to make cement.

Industry The Puget Sound Lowlands region is the most populated and industrialized

area in the Pacific Northwest, with many factories that produce goods shipped

outside our region. One large industry in the Seattle area is Boeing, a major

producer of aircraft. If you have ever taken a place trip to another part of the

country, you probably were flying in a Boeing plane. Industries such as Microsoft

and Starsbucks have their headquarters in the Puget Sound Lowlands. The

moderate climate and abundant water make commercial fishing, outdoor recreation,

and tourism major contributors to the economy of the Puget Sound Lowlands.


Native American Tribes The Native Americans of Puget Sound are known as Puget Salish and

Southern Coast Salish. Salish territories covered a large part of what is now

western Washington. The Salish had many things to be thankful for, since Puget

Sound’s shorelines, rivers, prairies, forests, and mountain slopes were rich with

resources. Each year, the Salish moved through their territories, setting up

temporary camps to collect the wealth of land, sea, and river.

The Vancouver area was inhabited by a variety of Native American tribes,

most recently the Chinook and Klickitat nations, with permanent settlements of

timber longhouses. The Chinookan and Klickitat names for the area reportedly

meant “land of the mud turtles.”

Major Cities and Landmarks When people think of Washington, they often think of the watery area of

Puget Sound, with Seattle at its center. The major cities of Bellingham and

Everett are in the north of this region. Tacoma, Olympia, our state capital, and

Vancouver are to the south.

A well-known landmark is centered in Seattle, the Space Needle which is

located in the Seattle Center. Tourists also travel from all around to visit the

Century Link Field and Safeco Field. Seattle is full of many tourist attractions.


Cascade Mountains

Physical Features The Cascade Mountains is one of the five land regions in Washington and

divides the state down the middle ranging from the border of Canada on the north

and the border of Oregon on the south. These tall rugged mountains divide the

eastern and western part of our state. Scientists say the Cascade Range is about

40 million years old. The Cascades are part of the Pacific Ring of Fire, the ring of

volcanoes around the Pacific Ocean. The western slopes of the Cascade Range are

dominated by its temperate rainforests, while the eastern slopes are home to

Washington’s magnificent ponderosa pine forests. Both sides of the range are

graced by a wealth of glacier-fed rivers and waterfalls that give meaning to the

name "Cascade".

Climate You won’t be surprised to learn that the winters in the Cascade Mountains

are long and cold, with lots of snow and temperatures below zero. The highest

parts of the Cascade Mountains are covered with snow and ice for most of the

year. High on the mountains it is too cold for trees to grow. Summers are short and

cool with average temperatures of 60 degrees. The mountains on the western

slopes can have an annual precipitation of 150 inches. The eastern side of the

mountains is much drier and has an annual rainfall of only nine inches.

\


Natural Resources The mountains themselves are the dominant natural resource of this region.

Soil conditions for farming are generally good around the base of the Cascade

Range, especially downwind of the volcanoes, such as Mt. St. Helens. This is due to

the fact that volcanic soil is rich in minerals and stores water well. Timber is

abundant at lower elevations.

Industry The Cascade Mountains are a source of timber for the lumber industry. The

western slopes are densely covered with Douglas fir, Hemlock and Alder, while the

drier eastern slopes have mostly Ponderosa Pine. The fertile land of the lower

elevations provides farmland.

Tourism is important to the Cascade Mountain Region, with skiing,

snowboarding, and snowshoeing popular winter sports, and fishing, mountain

climbing, and hiking popular in the summer.


Native American Tribes Native American tribes have inhabited the Cascade Mountains for thousands

of years. The Cascade Mountain Range divides the coastal Salish from the interior

Salish peoples. Native Americans lived near the rivers and fished for food. The

alpine meadows provided them with many edible roots and berries. Many of the

mountains had Native American names, like Mount Ranier, which they called

Tahoma. The Tulalip, Snoqualmie and Snohomish tribes also lived along some of the

Cascade Range in the southern part of the state.

Major Cities and Landmarks The Cascade Mountain range includes Mt. Baker, Glacier Peak, Mt.

Adams, and Mt. Rainier, which is the highest point in the state at 14,410 feet high.

It also includes Mt. St. Helens, which is a volcano that erupted in 1980. Many

people go to the mountains and surrounding National Parks for hiking, camping and

outdoor recreation. The city of Leavenworth is a famous tourist town and ski

resort in the mountains near Seattle. Wenatchee is also located in this area and is

well known for its produce, especially its apples. Outdoor recreation brings many

tourist from all around the world. Many of them travel along the North Cascade

Highway to enjoy the scenic views and great outdoor recreation options.


Okanogan Highlands

Physical Features Larger than several states, the land of the Okanogan Highlands is divided

into two geographic regions, the east and the west, by the Columbia River. The

highlands are characterized by rounded mountains with forests, including the

Colville and Kaniksu National Forests, and deep, narrow valleys. There are several

rivers and lakes. The Okanogan Highlands region was formed by three main forces;

uplifting caused by plate tectonics, glaciers from the last Ice Age, and erosion

from wind, rain, rivers, and oceans.

Climate The Okanogan Highlands is partially in the rain shadow of the Cascade

Mountains, which means that precipitation varies within the region. Precipitation is

mostly snow, with up to 40 inches annually in the western section. Summers are

mild to hot, and winters are colder on the plateau, where temperatures can fall to

below zero degrees Fahrenheit.


Natural Resources The land of the Okanogan Highlands has many natural resources, including

timber, ranch land, farm land and minerals such as gold and silver. The eastern

portion of the Okanogan Highlands contains the oldest sedimentary and

metamorphic rocks in the state. This region offers a variety of waterways rich

with fish.

Industries The rich natural resources of the Okanogan Highlands allow for a variety of

industries including logging, mining, ranching, hydroelectricity and agriculture.

Outdoor recreation and tourism are popular, especially dude ranches. Okanogan

County has become a major cross-country skiing and snowmobiling center. The

western Okanogan Highlands is an important mineral-producing area. The center of

gold mining is the Republic District. By January 1, 1989, the district had produced

more that 2.5 million ounces of gold and 14 million ounces of silver.


Native American Tribes The Native American peoples of the Okanogan Highlands included a number

of different bands who made their living mostly from rivers. They would travel

around the region depending on the season and where food was available. The

tribes moved to the rivers for fish runs, the mountain meadows for berries and

deer, and the plateau for roots. Lewis and Clark met members of many of these

bands. At a later period, they were well known to fur traders, who canoed past

their rush-mat villages on their way to and from the mouth of the Columbia River.

Okanogan, Spokane, and Colville tribes are a few of the Native American tribes

who lived in the Okanogan Highlands.

Major Cities and Landmarks The major rivers in the Okanogan Highlands are the Columbia River,

Okanogan River, Sanpoil River, Kettle River, Pend Orielle River, and Spokane River.

The major lake of this region is the Roosevelt Lake. Omak is the largest town in

the Okanogan Highlands. The Colville Indian Reservation covers 2,116.802 square

miles in land area and is home to both Colville tribal members and their families and

other non-Colville members, living either in small communities or in rural settings.


Columbia Plateau

Physical Features The largest of Washington’s regions, the Columbia Plateau occupies nearly

one-third of the state. Native grasslands, sagebrush, shrubs, and small trees are

scattered across the Columbia Plateau region. Isolated mountain ranges are found

in this region, including the Blue Mountains. Millions of years ago, vast lava flows

covered the region in basalt, leaving behind one of the largest lava plateaus in the

world. Ice Age floods cut coulees into the basalt of the scablands.

Climate The Columbia Plateau, also referred to as “Dry Falls”, is one of the driest

regions in the world. The summers are hot and dry. In fact, drought and fire are

not uncommon in this dry land. Winters in this region are cold and gray. Most

precipitation occurs between late fall and early spring. Annual average

precipitation ranges from six inches to 25 inches. While snow falls in the Columbia

Plateau, it rarely lasts long before melting. The region has large rivers, rich with

salmon.


Natural Resources The fertile soil of the Columbia Plateau provides the basis for the region’s

agriculture. Waterways, including rivers and lakes, teem with a variety of fish. In

addition to the Columbia River, two other great rivers that dominate this dry

landscape are the Snake and the Yakima. In the summer, livestock graze on the

abundant hay and grains on the slopes of the mountains.

Industry The Columbia Plateau contains some of the most productive and fertile

agricultural regions in the world. River water is irrigated to bring water to the

farms. This valuable farmland produces legumes, wheat, and other grains. With

several powerful rivers in this region, dams and hydroelectricity have helped build

the Northwest’s economy.


Native American Tribes The Plateau tribes moved into what is now Washington as the glaciers began

to melt more than 20,000 years ago. These Native American tribes lived in small

villages near streams and rivers. They depended on salmon for food. They also used

horses for hunting and gathering wild plants and roots for food. The Nez Perce,

which means “pierced nose” in French, were one of the largest of the Plateau

Tribes. The Yakama and Palouse tribes also settled in the Columbia Plateau. The

Native Americans in this region still hold many cultural events throughout the year,

such as powwows and potlach ceremonies to celebrate good fortune.

Major Cities and Landmarks The Columbia River bisects the Columbia Plateau region and is home to the

Grand Coulee Dam, which produces more hydroelectric power than anywhere else in

the United States. Spokane is the largest city in the Columbia Plateau region.

Other major cities in this region are Yakima, Walla Walla, Pullman and the Tri

Cities: Pasco, Richland, Kennewich.


Name _____________________________ Prediction Reaction Guide

1. What is the largest geographic region in Washington State?

2. What are three large industries (businesses) in Washington State?

3. What is a major city in the Coastal Region in Washington State?

4. Can you find a rainforest in Washington State?

5. Can you find deserts in Washington State?

6. What natural resource allows Washington State to produce hydroelectricity?

7. How does the climate of the Columbia Plateau region differ from the climate of the Western Lowlands?

8. Name three tourists destinations in Washington State.

9. What volcanoes are in Washington State?

10. What region has the best climate for agriculture?


Prediction Reaction Guide (answers)

1. What is the largest geographic region in Washington State? (Columbia Plateau)

2. What are three large industries (businesses) in Washington

State? (Microsoft, Weyerhauser, Starbucks)

3. What is a major city in the Coastal Region in Washington

State? (Long Beach)

4. Can you find a rainforest in Washington State? (yes on the Olympic Peninsula)

5. Can you find deserts in Washington State? (no)

6. What natural resource allows Washington State to produce

hydroelectricity? (The Columbia River)

7. How does the climate of the Columbia Plateau region differ from

the climate of the Western Lowlands? (The Columbia Plateau is drier. It is hotter in the summer and colder in the winter.)

8. Name three tourists destinations in Washington State. (Answers may vary, but could include: the Space Needle, the Grand Coulee Dam, dude ranches, Mount Rainier, Mount Saint Helens)

9. What volcanoes are in Washington State? (Mt. Rainer, Mt. St. Helens, Mt. Baker, Mt. Adams)

10. What region has the best climate for agriculture?


(Columbia Plateau)

Literacy Awards

The

state bird of Washington is the goldfinch. It is also

the state bird of New Jersey and Iowa.

In 1892, before they had the right to vote, Washington women selected the coast rhododendron as the state flower. They wanted an official flower to enter in a floral exhibit at the 1893 World's Fair in Chicago. After a vote, the “rhodie” was the winner. Where have you seen “rhodies” in our school neighborhood?

The state tree of Washington is the western hemlock, which thrives in a mild, humid climate where frequent fog and precipitation occur during the growing season.

Washington is the nation's top apple-producing state, and the apple was named the state fruit in 1989. What are some high level academic words you could use to describe how apples taste?

Washington named the green darner dragonfly (Anax junius Drury) as the official state insect in 1997. Native to North America, the green darner is one of the largest and fastest-flying dragonflies.

The steelhead trout is an anadromous fish, meaning it returns to fresh water rivers to spawn. Steelhead trout is one of the most popular fish for recreational fishing, a major industry in Washington State. The steelhead trout was adopted as the state fish in 1969. Do you think salmon should be our state fish? Take a survey of

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your school and see if others feel the same way!

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ivid

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into

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Par

tly i

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ain s

had

ow

of

Cas

cade

Mts

Pre

cipit

atio

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s m

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ly

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nch

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f sn

ow

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o h

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sum

mer

s

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tem

per

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fall b

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w 0

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Tim

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and o

pen

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or

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nd r

anch

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in t

he

stat

e

Lo

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g

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nd

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kiing

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sm

(dude

ran

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fish

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etc.

)

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(to

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tow

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ake

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ges

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gio

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occ

upie

s nea

rly

1/3

of

stat

e

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ges

t la

va

pla

teau

in t

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wo

rld

Blu

e M

ounta

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Co

ule

es

scab

lands

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ssla

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Sca

tter

ed t

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ries

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nd

C

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d “

Dry

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ls”

S

um

mer

s ho

t an

d d

ry

W

inte

rs c

old

and g

ray

A

nnual

avg.

pre

cipit

atio

n

6”-

25”

D

rought

and f

ire

com

mo

n

S

om

e o

f th

e m

ost

val

uab

le

farm

land

in W

ashin

gto

n

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alm

on a

nd o

ther

fis

h

L

arge

river

s

Far

min

g o

f w

hea

t an

d

oth

er g

rain

s an

d

legum

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Dam

s an

d

hydro

elec

tric

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rom

river

s

Irri

gat

ion o

f fa

rmla

nds

Liv

esto

ck

Nez

Per

ce

Pal

ouse

Yak

ama

Spo

kan

e

Yak

ima

Tri

– C

itie

s: P

asco

,

Ken

new

ick,

Ric

hla

nd

Pullm

an -

WS

U

Co

lum

bia

Riv

er

Snak

e R

iver

Yak

ima

Riv

er

Gra

nd C

oule

e D

am

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