ONEBOOKAZ 2012 for Kids
A LESSON PLAN FOR 4TH GRADE
(Additional kids’ curriculum is located within the kids’
ONEBOOKAZ selection, Arizona Way Out West & Witty.)
Arizona: Way Out West and Witty
by Lynda Exley and Conrad J. Storad
Created by Gale Olp Ekiss and the Arizona Geographic Alliance
for the Arizona State Library, Archives and Public Records
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ARIZONA: WAY OUT WEST AND WITTY
Students learn about the human and physical features of Arizona through reading
Arizona: Way Out West and Witty and through research on a local community.
Author:
Grade Level:
Duration:ÊÊ
NATIONAL
GEOGRAPHY
STANDARDS
ARIZONA
GEOGRAPHY
STRAND
Element 1:
The World in Spatial
Terms
Standard 1. How to use
maps and other geographic
representations, tools, and
technologies to acquire,
process, and report
information from a spatial
perspective.
Concept 1:
The World in Spatial
Terms
PO 7. Locate physical and
human features in Arizona
using maps, illustrations,
or images.
physical (e.g., Grand
Canyon, Mogollon
Rim, Colorado River,
Gila River, Salt River)
human (e.g., Phoenix,
Yuma, Flagstaff, Tucson,
Prescott, Hoovwer
Dam, Roosevelt Dam)
Element 2:
Places and Regions
Standard 4. The physical
and human characteristics
of places.
Element 3:
Physical Systems
Standard 7. The physical
processes that shape the
patterns of Earth's surface.
Standard 8. The
characteristics and
distribution of ecosystems
on Earth’s surface.
Element 5:
Environment and Society
Standard 14. How human
actions modify the physical
environment.
Standard 15. How physical
systems affect human
systems.
Standard 16. The changes
that occur in the meaning,
use, distribution, and
importance of resources.
Concept 2: Places and
Regions
PO 5. Describe how
regions and places (e.g.,
Grand Canyon, Colorado
River, Casa Grande
Ruin, Canyon de Chelly,
Yucatan Peninsula) have
distinct characteristics.
Concept 4: Human
Systems
PO 4. Describe the
cultural characteristics
(e.g., food, clothing,
housing, sports, customs,
beliefs) of Arizona’s
diverse population.
Concept 5: Environment
and Society
PO 3. Describe the impact
of human modifications
(e.g., dams, mining, air
conditioning, irrigation,
agricultural) on the
physical environment and
ecosystems.
Gale Olp Ekiss
4th Grade
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OTHER ARIZONA STANDARDS
ELA Common Core Standards
Reading
Informational Text
Integration of Knowledge and Ideas
4.RI.9 Integrate information from two texts on the same topic in
order to write or speak about the subject knowledgeably.
Writing
Text Types and Purposes
4.W.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
phrases (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
AZ.4.W.4 Produce clear and coherent functional writing (e.g.,
friendly and formal letters, recipes, experiments, notes/messages,
labels, graphs/tables, procedures, invitations, envelopes) in which the
development and organization are appropriate to task and purpose.
Research to Build and Present Knowledge
4.W.7 Conduct short research projects that build knowledge through
investigation of different aspects of a topic.
Conventions of Standard English
4.L.2 Demonstrate command of the conventions of standard English
capitalization, punctuation, and spelling when writing.
a. Use correct capitalization.
b. Use commas and quotation marks to mark direct speech and
quotations from a text.
c. Use a comma before a coordinating conjunction in a compound
sentence.
d. Spell grade-appropriate words correctly, consulting references as
needed.
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OVERVIEW
“Arizona is a place that lives by its myths and legends. Our rivers are drier and our temperatures are higher; our
canyons are grander and our deserts are sandier; our cactus is stickier and our skunks are ickier; our burros are lazier and
our tales are crazier. We are truly a land of anomalies and tamales.” writes Marshall Trimble in the introduction to the
book, Arizona: Way Out West and Witty. Students living in Arizona should know some of the distinct characteristics of
this place and be able to express to others the uniqueness of our state in terms of human and physical characteristics.
PURPOSE
In this lesson, students will read the book Arizona: Way Out West and Witty, select a community and create an
Arizona Atlas highlighting human and physical features of that community.
MATERIALS
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OBJECTIVES
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1. describe communities in Arizona in terms of physical and human features
2. gather and summarize research from a book and from the internet
3. use correct conventions when writing.
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PROCEDURES
Prerequisite Knowledge: If you choose to do the electronic or power point version, students will need to know how to word process or create
a power point. All students will need to know how to research a topic by using an Internet search engine and take notes.
SESSION ONE
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with Latitude and Longitude Map). Ask a few students to comment on places they have visited that are listed on
the map. Review the definitions of a human and physical feature. (Human features are those things created by
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have the students look for human features on the Landmarks map and then physical features. For example for
Sunrise Ski Resort, the resort is manmade as well as the human enjoying the snow. However, the mountain and the
snow are physical features.
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Worksheet examples of human and physical features mentioned in the book. For example, pages 6-7 would be
physical feature of ringtail or ringtail cat. If you don’t want to duplicate lots of worksheets, you can have the
students generalize categories. For pages 6-7, it would be animals.
SESSION TWO to SESSION SEVEN
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4. At the end of Session Seven, have the students draw out of a “hat” one of the 25 cities listed on the Arizona Cities,
with Latitude and Longitude Map as well as you can add Sierra Vista, Glendale, Tempe, Florence, Cornville, Show
Low, Tuba City, Chinle, Williams, Snowflake, Dewey, Bagdad, Surprise, Carefree, Apache Junction, Miami, Green
Valley, Cave Creek, Wickenburg, Bisbee, Chandler, Holbrook, and Jerome that are mentioned in the book. Each
child will focus on their selected community for Session Eight through Ten.
SESSION EIGHT to TEN
Prior to this session, it would be good to create a model of finished pages so students can picture what is expected.
5. Share the Scoring Guide for the Arizona Atlas and explain what each page should include. Then share the template
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Research. Be sure to highlight the fact that you want to see both the book and the Internet used even if students cannot
find specific information about their community in the book, they can talk about plants or animals that live in that
environment. Go to computer lab and begin researching.
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engine to find information. This will usually bring them to the Visitor Bureau’s website. Some suggested websites are
under Sources in this lesson plan.
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cover, table of contents, and decide the order of the communities (alphabetical, north to south, largest communities to
smallest).
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ASSESSMENT
Use the Atlas Scoring Guide to score the Atlas pages. Mastery of the ELA common core standards and geography
content would be 80% or higher on the scoring guide. Mastery in geography can also be determined by 80% or higher
on the Student Assessment.
EXTENSIONS
Speaking and listening common core standards can be assessed if the students orally present their Atlas pages to the
class.
One of your more capable students might bookmark websites that looked easy to use for your less capable students
prior to the computer lab time.
SOURCES
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Landmarks in Arizona
NEVADA
F
CO.
UTAH
ARIZONA
Glen Canyon
Dam
Monument Valley
Grand Canyon
Lake Mead
Hoover
Dam
Walnut Canyon Nat'l Monument
ny
yon
Grand Canyon
ern
Caverns
Ro
Red Rocks
d
of Sedona
§
¨
¦
40
Sunset Crater
Meteor Crater
Prescott
Petrified Forest
Nat'l Park
§
¨
¦
Tonto Bridge
State Park
Pioneer AZ Living
History Museum
§
¨
¦
Woods Canyon
Recreational Area
Salt River
Rafting
of G
City
10
Yuma
Territorial
Prison
Sunrise
Ski Resort
Roosevelt
Dam
PHOENIX
Oatman Massacre
lobe
CALIFORNIA
17
London
Bridge
NEW MEXICO
Hopi Reservation
nd Canyon
n
Can
Grand
Ra
R
ailw
a
Railway
well
Lowell
Ob
Observatory
Casa Grande
Ruins
§
¨
¦
Mt. Lemon
8
Organ Pipe Cactus
Nat'l Park
Kitt Peak
Observatory
Tumacacori
XIC
20
Saguaro Nat'l Park
Oct.
1881 Tombstone
ME
0
San Xavier
Mission
Ft. Bowie Nat'l
Historic Site
O
40
Kartchner
Caverns
60
80
100 Miles
Lavender
Pit Mine
Landmarks_AZ_Color.PDF07
0 20 40 60 80 100 K ilometers
Courtesy: Arizona Geographic Alliance
Department of Geography, Arizona State University
Becky L. Eden
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Landmarks in Arizona
NEVADA
F
CO.
UTAH
ARIZONA
Glen Canyon
Dam
Monument Valley
Grand Canyon
Lake Mead
NEW MEXICO
Hopi Reservation
Grand Canyon
Railway
Lowell
Observatory
Hoover
Dam
Sunset Crater
Walnut Canyon Nat'l Monument
Grand Canyon
Caverns
Red Rocks
of Sedona
§
¨
¦
40
Meteor Crater
Prescott
Petrified Forest
Nat'l Park
§
¨
¦
Tonto Bridge
State Park
Pioneer AZ Living
History Museum
§
¨
¦
Salt River
Rafting
of G
C i ty
10
Yuma
Territorial
Prison
Sunrise
Ski Resort
Roosevelt
Dam
PHOENIX
e
London
Bridge
Woods Canyon
Recreational Area
lob
CALIFORNIA
17
Oatman Massacre
Casa Grande
Ruins
§
¨
¦
Mt. Lemon
8
Organ Pipe Cactus
Nat'l Park
Kitt Peak
Observatory
Tumacacori
XIC
20
Ft. Bowie Nat'l
Historic Site
Oct.
1881 Tombstone
ME
0
San Xavier
Mission
Saguaro Nat'l Park
O
40
Kartchner
Caverns
60
80
100 Miles
Lavender
Pit Mine
AZ_Landmarks.PDF07
0 20 40 60 80 100 K ilometers
Courtesy: Arizona Geographic Alliance
Department of Geography, Arizona State University
Becky L. Eden
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Courtesy: Arizona Geographic Alliance
http://geoalliance.asu.edu/azga
School of Geographical Sciences and Urban Planning
Arizona State University
Cartographer Barbara Trapido-Lurie AZcitiesNoCompass.PDF04
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STUDENT NOTE TAKING WORKSHEET
Name: _____________________________________________________________________
PHYSICAL FEATURES
HUMAN FEATURES
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_______________________, Arizona
By: ____________________________
http://geoalliance.asu.edu/azga
Courtesy: Arizona Geographic Alliance
School of Geographical Sciences and Urban Planning
Arizona State University
Cartographer Barbara Trapido_Lurie
Arizona.PDF
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PHYSICAL FEATURES OF
_____________________________________________________________________
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HUMAN FEATURES OF
_____________________________________________________________________
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STUDENT ASSESSMENT
Name: _____________________________________________________________________
CIRCLE THE BEST ANSWER.
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ATLAS SCORING GUIDE
Name: _____________________________________________________________________
YOUR ATLAS PAGES SHOULD INCLUDE:
A Title page:
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A Physical Features page:
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A Human Features page:
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An Interesting Fact, Landmark, or Activity to Play page: (Choose 1 of these)
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on another page. (5 points)
Or
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community. (5 points)
Or
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Good Grammar and Research Skills
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Total __________ (50 points)
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