4th-grade research quest...8 lesson 2: geography of ohioby the end of this lesson you will be able...

4th-GradeResearch Quest

Ohio

Name: ____________________________

Class: _____________________________

COREARC

3

Know Want To Know

Introduction/Pre-Reading

Lesson 1: Ohio Introduction

Goal

By the end of this unit, you will be on the path to becoming an expert on the state of Ohio.

What do you already know about the state of Ohio?What do you want to learn?Write your thoughts on the chart below.

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Reading: Ohio

Read pages 22–23 and 44–45 of Ohio.

Use what you’ve read to answer the following questions:

Comprehension• What does the author want you to think after reading this section? What makes you think that?• What reaction DID you have to this section? Why?

Key Social Studies Concepts/Vocabulary• For what is Ohio famous? What did the author leave out that everyone should know about Ohio?

Thinking Like a Researcher• Go back to your Know/Want To Know Chart. What can you add?• What’s the most important fact you learned today? Add it to your WOW! Chart on pages 6-7.• Analyzing Symbols: Think about your experiences as a citizen of Ohio. Do you think these symbols accurately reflect

your state? Why or why not?

After Reading

Writing: Pick one of these writing prompts to answer.

• The best reason to visit Ohio is...• My favorite thing about living in Ohio is...• The weirdest thing about Ohio is...

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Roots as Clues

unus

one

Term: united

(root)

Other words built on “unus”

You can use word parts to help figure out the meaning of new words. Look at the term below. How do the word parts help you understand its meaning?

In the chart below, make a like of other words you know that have that word part. What do they mean? How does the word part help you understand their meaning?

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WOW! Chart

Use this space to write down anything you discover that’s really cool.You can add to this page whenever you come across anything exciting or surprising as you read.

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WOW! Chart

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Lesson 2: Geography of Ohio

By the end of this lesson you will be able to:• Describe the geography, climate, and wildlife of Ohio.• Name and describe the major regions of the state, including the ways in which they are different from each other.

Describe Ohio’s nature to someone who has never been to the state.

Read pages 9–15 of Ohio. Also read the “This is Ohio” map on pages 6-7.


Goal

Reading: Ohio

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Comprehension• What are the most important things to know about the geography of Ohio? Why? Use the graphic organizer on the

next page to record what you’ve learned about each.

Key Social Studies Concepts: Reading Charts• Define and describe each of the regions of Ohio. Make sure each is included on your graphic organizer.• How does the name of each region fit with the geography of that region?• Use evidence from the text to define each of the following terms:

• fertile• crater• plateau

Thinking Like a Researcher• What’s the most important fact you learned today? Add it to your WOW! Chart.• In geography, physical features are things that occur in nature and political features are things created by humans. Look

at the “This is Ohio” map. What claims can you make about how the physical features of Ohio influence the location of political features and attractions? What makes you say that?

After Reading


• The Ohio state animal/plant should be changed to... because...• The most important thing about the geography of Ohio is...

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Geography of Ohio

Feature Description Why It Is Important1.

2.

3.

4.

5.

List the 10 most important things about the geography of Ohio. Explain why you chose each.

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Feature Description Why It Is Important6.

7.

8.

9.

10.

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Roots as Clues

Term: geography

Other words with:

geo graphia

geo graphia+to writeearth

(root) (root)

= geography

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Lesson 3: Early Ohio History

By the end of this lesson you will be able to:• Discuss the history of conflict and cooperation between Native Americans and Europeans in early Ohio.• Describe how Ohio participated in key events in United States history such as the French and Indian War and the

Revolutionary War.

For the next few lessons, you will be focusing on the history of Ohio. You will be collecting important dates to add to a timeline. Before you read today, make a mini timeline. Add to it anything you think you might know about the history of Ohio. Some things to think about: Who was here first? Are their descendants still here? Why or why not? When did Ohio become a state? How? (This timeline is just to get you thinking. Don’t worry about what is accurate or not. You will create an accurate timeline as you read during this unit.)

Read pages 24-29 of Ohio.


Goal

Reading: Ohio

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Comprehension• Begin to add to your timeline of Ohio History. Add at least 3 events to both organizers (see following pages).• Which people were here first? What happened to them? Why?

Key Social Studies Concepts/Vocabulary• What was the French and Indian War? Why did it matter to Ohio? What evidence in the text supports your answer?• What was the Revolutionary War? Why did it matter to Ohio? What evidence in the text supports your answer?• Add these two terms to your glossary. You will keep adding terms to your glossary each day.

Thinking Like a Researcher• Go back to your Know/Want To Know Chart. What can you add?• What’s the most important fact you learned today? Add it to your WOW! Chart.

After Reading

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Ohio TimelineMake a timeline of the 10 most important milestones in Ohio’s history.

Ohio’s History

U.S. History

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Key Events in the History of Ohio

Event Why It Is Important to Ohio Why It Is Important to the Country1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

List the 10 most important milestones in Ohio’s history. Explain why you chose each.

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Glossary

As you read, use this space to write down new words that help you study Ohio.You can add to this page whenever you come across a new word.

Term Definition

French and Indian War

Revolutionary War

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Glossary

Term Definition

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Lesson 4: Ohio Becomes a State

By the end of this lesson you will be able to:• Describe how Ohio became a state in the United States of America• Describe how Ohio participated in key events in United States history.

In the last lesson, you read about some important events in the early history of Ohio and the United States. Today’s reading includes some of the biggest events in U.S. history, such as the Civil War. What do you already know about the Civil War?

Read pages 30–33 of Ohio.


Goal

Reading: Ohio

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Comprehension• Continue to add to your timeline of Ohio History. Add at least 3 events to your timeline and Key Events graphic

organizers.• How did Ohio become a state?

Key Social Studies Concepts/Vocabulary• How did the Civil War matter to Ohio?• How did immigration shape Ohio? • Add these terms and any other new terms you learned today to your glossary.

Thinking Like a Researcher• Timelines: Are all events equally important to everyone? How should authors decide what events to include in a

timeline? Evaluate this timeline. • What’s the most important fact you learned today? Add it to your WOW! Chart.

After Reading

• The new monument we should put up in Ohio is... because..• The MOST important event in Ohio history is... because...


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Roots as Clues

Term: chronology

Other words with:

chrono -logy

chrono logy+study oftime

(root) (root)

= chronology

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Interview Questions

Lesson 5: Oral History

Goal

• Interview an older member of your family or community who grew up in Ohio.• Gain a first-person perspective on how life here has or has not changed in recent history.

1. What are some important ways that life in Ohio has changed since you were a child? Would you tell me a story about that from your childhood?

2. What are some ways that life hasn’t changed? Would you tell me a story about that from your childhood?3. What was one of the biggest events in U.S. or our state’s history that you remember? What was it like to witness that?4. What is something that kids my age just don’t understand about the past?5. What is one lesson you learned that you want to make sure I learn, too? Why?

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Thinking Like a Researcher: Analyzing Oral History• What connections can you make between what your interviewee said and the history you’ve been reading?• What did you learn from your interview that most surprised you?• What else would you like to ask now?• Do you know another person who experienced the same events? Can you interview them and compare?

Oral History

Writing

Make a thank you/keepsake to honor your interviewee. Pick one story or other powerful piece of the interview you conducted. Type up or write out your interviewee’s words. Illustrate/decorate/make it beautiful.

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Lesson 6: People of Ohio

By the end of this lesson you will be able to:• Describe the different ethnic groups and cultures in Ohio and their contributions to the state.• Describe what people in Ohio do for work and fun.

You’ve been reading about the history of Ohio. What have you learned so far about the different ethnic groups and cultures that have contributed to Ohio’s history?

Read page 21 and 35–41 of Ohio.


Goal

Reading: Ohio

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Comprehension• Using the chart on page 21 of Ohio, what are the major ethnic groups or cultures of Ohio? Use the graphic organizer on

the next page to record what you’ve learned about each one.• What do people in Ohio do for work and fun?• Continue to add to your timeline of Ohio History.

Key Social Studies Concepts: VocabularyAdd any new terms you learned today to your glossary.

Thinking Like a Researcher: Website Quest• Go to https://www.ohiosos.gov/profile-ohio/things/diversity-in-ohio/. Use this site to add more information to your

graphic organizer.

After Reading

• Using everything you’ve read, summarize the history of Native Americans in Ohio.• Using everything you’ve read, summarize the history of African Americans in Ohio.• Using everything you’ve read, summarize the history of immigration to Ohio.


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People of OhioDescribe the different ethnic groups and cultures in Ohio and their contributions.

Ethnic Group or Culture

Origin: Where did this group start out? How

did the group come to the state?

Influence on the State’s History, Culture, and

Economy

Influence on the State Today

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Lesson 7: Famous People of Ohio

By the end of this lesson you will be able to:• Name several famous people from Ohio and explain why they are important.

How many famous people from Ohio can you name? Which one is your favorite? Why?

Read pages 42–43 and look back through Chapters 3–4 of Ohio to find information about three famous people from the state. Use what you read to complete the graphic organizer on the next page.


Goal

Reading: Ohio

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Famous People of OhioWho are the three most important people from Ohio? Justify your choices.

Influential Person Importance to the State Importance to the U.S. Importance to the World

1.

2.

3.

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Lesson 8: Economy of Ohio

By the end of this lesson you will be able to:• Describe the economy of Ohio including:

• What products and services the state specializes in producing. • How the state is important to the national and global economy.

• Explain the difference between raw/natural materials, manufactured goods, and services.

What do you already know about how people in Ohio make money?Look at the Economy graphic organizer on page 31. Can you name one thing Ohio sells in each of the three sectors?

Reread Chapters 1 and 4 of Ohio.


Goal

Reading: Ohio

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Comprehension• Now that you’ve read this section, go back to your “Economy of Ohio” graphic organizer. What does Ohio sell in each

of the three sectors? • Primary Sector: What products from nature does Ohio specialize in selling? Which are the most important to the

economy? Why?• Secondary Sector: What products made in factories (manufactured products) does Ohio specialize in making? Why

might this be?• Tertiary Sector: What services does Ohio specialize in providing? Why might this be?

Key Social Studies Concepts: Vocabulary• Add any new terms you learned today to your glossary.

Thinking Like a Researcher: Reading Charts• Use the chart to answer the question: What percentage of jobs in Ohio are in the Primary Sector? • What percentage of jobs are in the Secondary Sector? The Tertiary Sector? How are you deciding which job categories

to put in which of the sectors?

After Reading

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Economy of OhioDescribe Ohio’s economy.

Economic ActivityPrimary Sector

Raw Material/Natural Resources

Secondary Sector Manufactured Goods

Tertiary Sector Services

SELLWhat are the

main products or services that this

state specializes in making or selling

to others?

BUYWhat are the

main products or services that this state gets

from other states/countries?

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Roots as Clues

eco nomos+to managehouse

Term: economy

(from the greek oikos) (suffix)

Words that have “eco”:

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Lesson 9: Government of Ohio

By the end of this lesson you will be able to:• Describe the three branches of state government.• Explain the impact each branch has on the lives of people in the state.

What do you already know about who is in charge in Ohio?

Read pages 16–20 of Ohio.


Goal

Reading: Ohio

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ComprehensionUse what you’ve read to answer the following questions on your “Government of Ohio” graphic organizer:

• What are the jobs in each of the three branches of government?• What is the primary responsibility of each branch?• How might each branch affect daily life?

Key Social Studies Concepts/Vocabulary• Add the following terms to your glossary. Use evidence from the text to define each.

• executive• legislative• judicial

Thinking Like a Researcher: Website Quest• Go to https://ohio.gov/wps/portal/gov/site/government. Use this site to add more information to your “Government of

Ohio” graphic organizer.• Find the name of at least one person who has served in each of the three branches of state government.• Pick one job title on this site to research. Describe the responsibilities of this job and how it fits into one of the three

branches of the state government.

After Reading

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Government of OhioWhat are the roles and responsibilities of each branch of government?

Executive Legislative Judicial

Job Titles

Control/ Responsibilities

Impact on Daily Life

Famous People

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Roots as Clues

jus

right/law(root)

Other words with:

ju/jus dic

Term: judicial

dicere+to decide(root)

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Roots as Clues

legis lator+proposerlaw

Term: legislative

(root) (root)

-tive+ legislative=doing(suffix)

Other words with:

legis lator

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Lesson 10: Current Issues

Goal

By the end of this lesson you will be able to:• Explain some of the current issues facing our state.• Explain why each is a problem.• Explain what you would do to solve this issue if you were governor.

Survey your household: In your opinion, what are the top three issues facing Ohio right now? Why?

Name Issue #1 Issue #2 Issue #3

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Thinking Like a Researcher: Research Quest• Pick at least one of these issues to research using the Internet, books, or just your Core Text.• Use what you learn to complete the graphic organizer on the next page.

Research Quest

• If I were governor of Ohio, the first problem I would solve would be... because...• If I were governor of Ohio, the first thing I would do to solve the problem of...would be...because...• Write a letter to the appropriate branch of government explaining what problem you think should get more

of its attention and why.


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Current IssuesWhat are the most urgent issues facing our state?

Current Issue Impact on the State Impact on the Country Possible Solutions

4th-grade research quest...8 lesson 2: geography of ohioby the end of this lesson you will be able...

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