Perspective: Inquiry and Geographic
Benchmark:

• Organize social science information to make maps graphs, and tables.
• Locate and describe the major places, cultures, and  communities of the nation and compare their characteristics. 

Grade Level: Fourth Grade

Anticipatory Set
 

• Lesson Focus: How much factual and geographical knowledge do you have about Michigan?
• Lesson Objective: Review  some facts about Michigan and have students transfer their knowledge to create a  Michigan Map of Facts.
• Lesson Importance: All of us live in Michigan,  and it is important to know some facts and geographical locations about the State.

Input: Mode of Instruction

Overview: The purpose of this lesson is to provide students with knowledge about symbols and special features of  Michigan.

Objectives:  Students will:

a. discuss Michigan's  factual  and geographical information.
b. apply their knowledge by completing the Michigan Map of Facts activity.
c. listen to M is for Mitten

• "M is for Mitten" Book
• Maps of Michigan
• Made up maps to fill in
• Coloring utensils
• Access to possible Internet and encyclopedia resources.

The procedure is as follows:

a. Introduce to students the name "Michigander" and discuss its meaning.
b.  Ask the students the following:

Michigan makes the most of this condiment.  What is it? (Pickles)

In 1870, Detroit was the first city in the natiom to get these and most everyone had more than one.  What is it?  (Phone Numbers)

c. Have  students to recall other facts about Michigan.  Write the answers on the board and begin discussion on other facts about Michigan by reading the book, "M is for Mitten". Tell students the lesson from the book is important.  Ask them to listen carefully in order to be able to complete the activity following the reading.  Discuss the answers to the two questions.  Next, began a discussion on other facts about Michigan.
d. After reading the story,  ask a few review questions, and distribute the Michigan Map of Facts activity. (This is a map of Michigan with the names of some cities.  Students are to enter important facts about places, events, and symbols in the map.)
e.  Allow  students 10 minutes to confer with one another and to use other resources, (i.e.Internet, encyclopedias, etc.) for references to fill in the blanks and locations on the map of Michigan.
f. Facilitate a game of ' 'Michigander Says", following the rules of "Simon Says".

Closure and Reflection

Review by asking the following questions:
 

• How would you describe Michigan to a non-Michigander?
• What are differences between the Upper Peninsula and the Lower Peninsula?
• What would you add or take away from Michigan to make it better?
• Which fact about Michigan do you think is the most interesting?