5340 UNIT PLAN

Thatll Put Us on the Map!

5th Grade Geography Unit
Danielle Amin
Brittany Oman
Lindsey McLean
Spring 2015

Table of Contents
1. Unit Goal and Rationale
2. Class Profile
3. Parent Letter
a. Original Letter
b. Reminder in Multiple Languages
4. Pacing Guide
5. Curriculum Guide
6. Unit Plan Outline
a. Lesson Plan, Materials, Photos See Separate Folders
for each Lesson.
7. Assessment Descriptions
a. Assessment Materials See Separate Folder labeled
Assessment
8. Resources

2
6
7
8-9
10
11-16
.17-18

.19-20
21

Unit Goal and Rationale

Objectives: For students to know and understand the following:
1. There are seven continents and five oceans on our planet - name and locate them.
2. The various geographic regions in North America and where these regions are located on a map
and their physical characteristics
3. The names and characteristics of the major bodies of water in the U.S. and how these bodies of
water create links to other areas.
4. Where various geographic features (mountains, hills, lakes, rivers, etc.) can be found throughout
our world, and how some of these features directly relate to U.S. history.

Rationale:
This unit helps students understand their place within the world and how the geography of that place
affects much of their lives (weather, access to water, nationality etc). It is important for students to be
able to identify the various continents on which other people live, and what about the geography of
these places makes each area unique. Students will benefit from knowing the geographic regions of
North America, as the makeup of our country affects their lives in the way of weather patterns,
traveling, economics and agriculture. Students will also be able to recognize that our country looks
different - that it does not all look like what they see every day, in each place of our country. Students
will also understand that these geographic features impacted the history of our country. Students will
also understand where people live affects how they live. If someone leaves near water, they will use the
water as a resource for food. If someone lives in a heavily forested area, they will use the forest as a
resource for building materials, food, etc.

NCSS and SOL Standards:

VA SOL: USI.2 a, b, c, d
The student will use maps, globes, photographs, pictures, or tables to
a) locate the seven continents and five oceans;
b) locate and describe the location of the geographic regions of North America: Coastal Plains,
Appalachian Mountains, Canadian Shield, Interior Lowlands, Great Plains, Rocky Mountains,
Basin and Range, and Coastal Range;
c) locate and identify the water features important to the early history of the United States:
Great Lakes, Mississippi River, Missouri River, Ohio River, Columbia River, Colorado River, Rio
Grande, St. Lawrence River, Atlantic Ocean, Pacific Ocean, and Gulf of Mexico;
d) recognize key geographic features on maps, diagrams, and/or photographs.

NCSS Curriculum Standards for Social Studies Thematic Strand:

III. People, places, and environment. Social studies programs should include experiences that provide for
the study of people, places, and environments.

Essential Questions:

How many continents are there?

Where are each of the continents?
How many oceans are there?
Where are each of the oceans?
What are the geographic regions of North America?
Where are the geographic regions of North America?
What are some characteristics/how can we describe the geographic regions of North America?
What water features were important to the early history of the United States?
Where are the water features important to the early history of the United States?
How do you recognize key geographic features on maps? On diagrams? On photographs?

Big Ideas:

Continents and oceans are the largest geographic features on Earth

North America has many different geographic features across it, some of which were key to
early American history
Geographic features consist of both physical and water features created by nature
Key geographic features are represented in maps, diagrams, and photographs to better inform
us of details of a given area

KUDS:

Students will know:

The name and location of the seven continents & five oceans
The name and location of the 8 geographic regions in North America (Coastal Plain, Appalachian
Highlands, Canadian Shield, Interior Lowlands, Great Plains, Rocky Mountains, Basin & Range,
Coastal Range)
The name and location of major bodies of water in North America (Atlantic & Pacific Ocean,
Great Lakes, Gulf of Mexico and major rivers)
The names and identifiable features of lakes, rivers, bays, gulfs, islands, mountains, hills,
peninsulas and plateaus

What physical geographic features look like on a map, diagram, and in photographs, and how to
identify them
What water geographic features look like on a map, diagram, and in photographs, and how to
identify them

Students will understand:

Continents are large land masses surrounded by water
Geographic regions have distinctive characteristics
The U.S. has access to numerous bodies of water of all different types which are utilized for
different reasons
It is important to be able to identify key geographic features on maps and in pictures and to
know how they affect those who live near them (humans, plants, animals)
Both land and water features found in North America greatly impacted the history of the U.S.

Students will be able to:

Analyze and interpret maps
Explain relationships among landforms and water features and historical events
Distinguish between parallels of latitude and meridians of longitude
Identify and interpret primary and secondary source documents in order to understand and
sequence events in United States history

Fifth Grade Class Profile

5th grade class at an elementary school in Charlottesville, Virginia. The area where the school is located is suburban. Families in this area are
middle to lower class. Children live with their families in houses of various sizes and there is ample room for them to walk and play outside in
their neighborhood.
This class has 25 students. 11 male and 14 female. 4 of the students have IEPs for LD and OHI. 4 students in the class receive ELL services.
First Name
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.

Sarah
Alejandro
Adeline
Dan
Christine
Dana
Genevieve
Jasmine
Erin
Tom
Zachery
McKayla
Diana
Michael
Whistler
Katherine
Nicole
Patrick
Kwan
Brooke
Keith
Jake
Song
Derrick

25. Jim

Gender

Nationality/Ethnicity

Female
Male
Female
Male
Female
Female
Female
Female
Female
Male
Male
Female
Female
Male
Female
Female
Female
Male
Male
Female
Male
Male
Female
Male

Caucasian-American
Guatemalan-American
Caucasian-American
Caucasian-American
Caucasian-American
Israeli-American
African (Moroccan)
Persian-American
Caucasian-American
Caucasian-American
Caucasian-American
African-American
Caucasian-American
African-American
Other
Caucasian-American
Caucasian-American
Puerto Rican-American
Chinese-American
Caucasian-American
Caucasian-American
American Indian
Korean
Bi-racial Caucasian
/AA
Caucasian-American

Male

Reading
Level
Above
ELL
Below
On Level
Below
On Level
ELL
On Level
On Level
On Level
On Level
Above
On Level
Below
Below
On Level
Below
ELL
On Level
On Level
Below
Below
ELL
On Level

Context/Special Needs/Accommodations
Parents are divorced. Struggles to fit in. Gifted
Bilingual (Spanish/English). Parents only speak Spanish.
Very talkative and social. Learning disability. Needs additional writing time. Has IEP.
Parents are divorced.
Attention Deficit Disorder (ADD).
Bilingual (Hebrew/English). Often stands up for peers and is very aware.
Bilingual (Arabic/English). Lives in a multi-generational home.
Bilingual (Farsi/English). Parents only speak Farsi. Diverse socially.
Lives with her mother.
Attention Deficit Disorder (ADD)
New to your school. Uses sarcasm and bullying to fit in.
Gifted. Sneaks reading in class. Gets teased for her weight.
Has same-sex parents and is open about it. Very socially aware.
Visually Impaired. Needs larger font. Has IEP.
Shy. Is teased for being shy.
Very energetic, leader of her friend group.
Parents are divorcing. Becoming more introverted.
Bilingual (Spanish/English). Bridges the gap with Spanish speaking peers.
Lives in a multi-generational home.
Shy. Parents are divorced. Has no friends in the class.
Dyslexic (reading disability). Needs materials read to him. Has IEP.
Shy. Parents are divorced. Has EBD with IEP.
Bilingual (Korean/English). Parents speak limited English.
Attention Deficit Disorder (ADD). Teased for being bi-racial.

On Level

Very Talkative. Parents are divorced. Class clown.

Dear Families,
We are excited to tell you about our upcoming unit on geography, Thatll put us on the map! Next week,
we are going to learn about important land and water features that impacted early history in the United
States. We will be working with maps and doing a lot of hands-on activities.
Since we are going to be doing a lot of work next week, there are a few important things you should
know about the work your student will be doing. For homework, we are giving students a Create Your
Own Country packet. In this packet, students will get to design their own countries! They will include a
hand-drawn map of their country including land and water features and what you need to read a map
(compass rose, key, etc.). They will also have to describe the geographic makeup of their country,
include a list of names of land and water features they used when creating their country, find pictures or
other visuals that could represent their countrys features, and include historical facts about the
impacts their land and water features had on their countrys history that mirror the historical impacts in
the United States. Students will need to complete this packet in order to participate in our ending
activity for the unit. Our final activity will be to build models in class of the students countries. We cant
wait to see what they come up with! In addition to this project, students will also have to complete a
short quiz in class on our last day of the unit that will assess their geographic knowledge.
The due date for Create Your Own Country packet: Monday 11th, 2015
The quiz will be taken on Thursday May 7th, 2015.
Here are some YouTube links you can use at home to help them study for the quiz:
Continent song: https://www.youtube.com/watch?t=22&v=Lf--PQNDn7g
Geographic regions macarena: https://www.youtube.com/watch?v=LZyXSksHqho (ask your students to
show you the fun movements they learned in class!)
We are using the Internet and other technology a lot for this unit. If your student does not have access
to the Internet outside of school and would like to use it to complete the packet, study for the quiz, or
any other reason pertaining to our unit, please let us know. We can arrange a time to come before or
stay after school so that your student can use the Internet or any electronic resources they need.
Obviously, if you have any questions please do not hesitate to contact us via phone or email. Were
looking forward to putting our students on the map!
Sincerely,
Ms. Amin, Mrs. McLean, and Ms. Oman

Unit: Thatll put us on the map!

Homework:
Wednesday Sunday Create Your Own Country
Packet
DUE MONDAY, May 11th, 2015
Quiz: Thursday, May 7th
Study Help:
https://www.youtube.com/watch?t=22&v=Lf--PQNDn7g
https://www.youtube.com/watch?v=LZyXSksHqho
Need internet? Talk to Ms. Amin!

: !
Homework:
Wednesday Sunday
Create Your Own Country Packet ()
DUE MONDAY, May 11th, 2015
Quiz: Thursday, May 7th
Study Help: https://www.youtube.com/watch?t=22&v=Lf--PQNDn7g
https://www.youtube.com/watch?v=LZyXSksHqho
Need internet? Talk to Ms. Amin!
!

: , !
Homework:
Wednesday Sunday
Create Your Own Country Packet ( )
DUE MONDAY, May 11th, 2015
Quiz: Thursday, May 7th
Study Help:
https://www.youtube.com/watch?t=22&v=Lf--PQNDn7g
https://www.youtube.com/watch?v=LZyXSksHqho
Need internet? Talk to Ms. Amin!
? !

: !
Homework:
Wednesday Sunday
Create Your Own Country Packet
DUE MONDAY, May 11th, 2015
Quiz : Thursday, May 7th
Study Help :
https://www.youtube.com/watch?t=22&v=Lf--PQNDn7g
https://www.youtube.com/watch?v=LZyXSksHqho
Need internet? Talk to Ms. Amin!
!

Tema para la semana: Nos pondr en la mapa!

Tarea:
Miercoles Lunes Paquete: Crea tu propio pas
Entrega: Lunes, 11 de Mayo, 2015
Prueba: Jueves, 7 de Mayo
Ayuda para la prueba:
https://www.youtube.com/watch?t=22&v=Lf--PQNDn7g
https://www.youtube.com/watch?v=LZyXSksHqho
Necesitas el internet? Habla con Srta. Amin!

Pacing Guide

Curriculum Guide
Amherst County Public Schools United States History to 1865 Curriculum
SOL: US1.2a
The student will use maps, globes, photographs, pictures, or tables to a) locate the seven continents and five oceans.
Objectives
The student will be able to:
1) Locate the seven
continents on a world map
and globe
2) Define the following:
Continent
Ocean
3) Distinguish a continent
from a city, state, and

Suggested
Activities/Tasks
1) Students take turns
locating the continents and
oceans on a globe.

Resources

Related SOL

Globe

USI.1f,g

World maps

USI.2b,c

2) Students label and color

the continents on a blank
outline world map and label
the oceans.

Outline world maps

USI.4a,c

http://www.gdrc.org/oceans/
world-oceans.html

USI.5c

3) Given an outline of each

continent, students construct
a world map.

www.worldatlas.com

4) Students brainstorm the

www.reefnews.com

USI.7c
USI.8a
www.about.com
Assessments

country

Teacher-made
4) Locate the five oceans on

differences between

a world map and globe

continents, countries, states

assessments, including
www.edHelper.com
paper and pencil, projects,
and cities.
and student activities.
5) Identify the land mass of
Eurasia

www.answers.com
5) Discuss and locate the
land mass of Eurasia

6) Throughout the year,

when appropriate, locate
continents and oceans in
childrens literature and
other SOL.

7) Working in small groups,

students research information about
an assigned ocean and create a
class presentation of the
information.
8) Students create an
Oceans booklet including name of
each ocean, location information,
map drawing, characteristics of
each ocean.

Amherst County Public Schools

United States History to 1865 Curriculum
SOL: USI.2b
The student will use maps, globes, photographs, pictures, or tables to
b)locate and describe the location of the geographic regions of North America: Coastal Plain, Appalachian Mountains, Canadian Shield,
Interior Lowlands, Great Plains, Rocky Mountains, Basin and Range, and Coastal Range.
Objectives
The student will:
1) Locate the eight

Suggested
Activities/Tasks
1) Students shade and label
each region on an outline
map of North America and

Resources

Related SOL

Outline maps

USI.1f,g

Travel pamphlets or

USI.2c,d

geographic regions of North

America on an outline map
of North America
2) Describe and investigate
the physical characteristics
of each region of North
America

the United States.

brochures

2) Students research the

physical characteristics of
each region of North
America and present their
findings to the class.

Topographical maps

3) Students make a chart or

table comparing and
contrasting the regions of
North America.

Materials for salt maps

USI.3b
USI.4a,b
Internet
USI.5a,b
Photographs and posters
USI.8a,b

4) Students create a salt

relief map of the United
States and label the eight
regions.
5) Students complete a card
sort of the characteristics of
the eight regions.

6) Students choose a region and

create a travel brochure about the
region. They may need to complete
addition research of the region.
Brochures could be created on the
computer.
7) Which region am I visiting?
Students take turns describing a
region they are visiting and the class

USI.9b,c,e
Card sort
_______________________
Assessment
Teacher-made
assessments, including
paper and pencil, projects,
and student activities.

guesses the region.

8) Distribute a physical characteristic
of the regions to each student. The
students must then locate other
students who have characteristics of
the region matching their
characteristic.
9) Given the names of the regions,
students must correctly position the
names east to west.

Amherst County Public Schools

United States History to 1865 Curriculum
SOL: USI.2c
The student will use maps, globes, photographs, pictures, or tables to
c)locate and identify the water features important to the early history of the United States: Great Lakes, Mississippi River, Missouri
River, Ohio River, Columbia River, Colorado River, Rio Grande, St. Lawrence River, Atlantic Ocean, Pacific Ocean, and Gulf of Mexico.
Objectives
The student will be able to:
1) Locate water features of
USI.2c on a United States
map
2) Describe how waterways
were important for trade,
transportation, and

Suggested
Activities/Tasks
1) Students label water
features (in the Curriculum
Framework) on a United
States outline map.

Resources

Related SOL

Posters/pictures showing
various water features

USI.1a,c,f,g

2) Students design a map

illustrating an ocean, river,
lake, gulf, port, and border.

Atlas

USI.2a,b,d
Maps
USI.4a
USI.7c
Photographs, pictures
USI.8a

settlement
3) Define the following:
Ocean

3) Teacher leads
brainstorming/discussion
session to develop a list of
how waterways were/are

Primary sources (examples:

early maps, Lewis and Clark
journal entries, etc.)

River

important.

Kids Discover Magazine

USI.9e
Assessments

Teacher-made
#S03120 The Mississippi

Lake

assessments, including
Gulf

4) Students brainstorm ways

Port

water was used to further

Border

the development of
settlements.

River
paper and pencil, projects,
and student activities.
Card sort
SmartBoard

5) Students sort fact cards

made from the KUDS
6) SmartBoard activities for
the different water features.

Shower curtain
Velcro

7) Outline of the United States on a

shower curtain. Attach Velcro in the
areas of the water features. Create
name cards for the water features
and place a strip of Velcro on the
back of each card. Students take
turns matching the name cards with
the correct Map location.

Amherst County Public Schools United States History to 1865 Curriculum

SOL: USI.2d
The student will use maps, globes, photographs, pictures, or tables to

d) recognize key geographic features on maps, diagrams, and/or photographs.

Objectives

Suggested

Resources

Related SOL

1) Teacher led discussion of

Posters/pictures of

USI.1f

each geographic feature.

geographic features

Activities/Tasks
The student will be able to:

1) Define the following:

Show visual representations

Lake

of each feature. Students

River

brainstorm a description of

Tributary

each feature and finalize a

Gulf

written description of each.

Bay

USI.2b,c
Maps
USI.3b
Globe
USI.4a
Dictionary

Mountain

2) Students create an I am

Hill

a game using the

http://totally3rdgrade.com/

Plain

geographic features. The

landforms_vocabulary.html

Plateau

description is on the front of

Island
Peninsula

the game card and the

answer is on the back of the

United Streaming

card.

SmartBoard

examples of the geographic

3) Students create

www.mcwdn.org

features in SOL USI.2d

illustrations of the various

USI.5a,b

Assessments
Teacher-made

2) Identify pictorial and map

assessments, including
paper and pencil, projects,

geographic features.
3) Explain how water and
land geographic features
influence the course of

4) Totally3rdGrade.Com
matching riddle activity for

events in United States history

landforms (may want to limit to SOL)

and student activities.

Unit Plan Outline

Day 1: Hook Em

SOL: Introducing
Geography USI.2
Warm Up: Brain Spill You have 3 minutes to
tell me some things
you know about these
topics: maps & globes,
continents & oceans,
regions of North
America, and physical
features.
Activity:
Using pictures and
teacher provided
worksheets - students
find evidence from
photos to determine
where it will be on the
map. Focus on getting
students to identify
features within photos.
Debrief: Student
groups present their
maps to the entire

Day 2: Lesson 1

Day 3: Lesson 2

Day 4: Lesson 3

Day 5: Lesson 4

Day 6/7:
Assessment

SOL: USI.2 d
recognize key geographic
features on maps, diagrams
and/or photographs - focus on
definition of geography and
maps

SOL: USI.2 a
locate the
seven
continents and
five oceans

SOL: USI.2 b
locate and describe
the location of the
geographic regions of
North America:
Coastal Plains,
Appalachian
Mountains, Canadian
Shield, Interior
Lowlands, Great
Plains, Rocky
Mountains, Basin and
Range, and Coastal
Range;

SOL:USI.2 c
locate and identify the water
features important to the early
history of the United States:
Great Lakes, Mississippi
River, Missouri River, Ohio
River, Columbia River, Colorado
River, Rio Grande, St. Lawrence
River, Atlantic Ocean, Pacific
Ocean, and Gulf of Mexico;

SOL: USI.2 a, b, c, d

Warm Up:
Label the map-- the teacher
will lead the warm-up, with a
projection of a map behind her
(title, key, compass rose,
water/land, mountains etc)
Activity:
Worksheet/Notes - teach major
geographic features: gulf, bay,
lake, river,
plain, plateau, island, peninsula,
mountain)
Group work - National
Geographic Student Atlas of the
World
to identify diff. geographic
features on diff. continents with
notes.

Warm Up:
Students will
listen to the
continent song
(https://www.yo
utube.com/watc
h?t=22&v=Lf-PQNDn7g) with

class discussion
Activity:
-Technology
introducing
basics of
continent and
oceans.
-Mnemonic
device to
remember
both.

Warm Up: Writing

prompt- what are the
geographic features of
Charlottesville, VA?
Activity:
Jigsaw - 3 groups of 8
students. Students will
go to expert groups
and learn about an
assigned geographic
region. Then, return to

Warm Up: TED Talk How big is

the ocean? and whole class
discussion about oceans and
water on Earth. Discuss North
American water features and
contributions to early U.S.
history
Activity:
Highlight water features on
printed map of North America,
then divide into pairs to
highlight the path/entirety of
their assigned water feature on
the National Geographic
MapMaker Interactive tool.

Review: Students
will listen to the
continent song and
geographic regions
macarena for
review, whole class
discussions on all
worksheets from
unit and to clarify
any concepts
students may still
be confused about
Accommodations
-Modified Create
Your Own Continent
package.
- Quiz matching
(broken into small
groups) instead of
fill in the blank.

class. Discuss the

evidence they found
which led them to
place the photos where
the did on the map.
Accommodations:
Modified worksheets.
Reteaching.
Extension label maps.

Debrief:
Students present one place
they found in the Nat. Geo Atlas
book. Teacher will mark the
places on the class world map.
Worksheets will be collected as
a formative assessment.

Debrief: Share
mnemonic
device while
using map.

home group of 8 and

teach entire group
each expert
geographic region
Debrief:
Geographic Regions
Macarena students
use lyrics to learn 8
geographic regions
https://www.youtube.
com/watch?v=LZyXSks
Hqho

Pre-Assessment
See warm up- informative
assessment.

Accommodations:
Extension saltdough
map
Extension learn hand
movements to
Macarena
Pre-Assessment:
-See Brain Spill 3
minutes (only graded
for participation)

Homework?
None

Formative
Assessment:
Question
worksheet
about
continents and
ocean.
Homework?
Geographic features worksheet

Homework?
None

Homework?
Planning Your Own
Country packet

Debrief: Pair presentations on

water feature, whole group
discussion on how water
features contribute to early U.S.
history, and teacher highlighting
specific characteristics of water
features to help clarify
concepts.
Accommodations:
-Flexible grouping
-Extension: Research water
feature.
- Math estimations instead of
exact measurement

Formative
Assessment: T-chart of North
American physical and water
geographic features, and Venn
Diagram comparing and
contrasting physical and water
geographic features roles in
early U.S. history

End-of-Unit
Assessment:
Quiz on Continents
and U.S. Geographic
Features,
Building Your Own
Country model/
presentations

Homework?
Planning Your Own Country
packet

Homework?
None - end of unit

Assessment Descriptions
Critical Thinking Links:
Our lesson topics are connected because they all pertain to developing students geographic skills, and
being able to identify geographic features. A lot of these features pertain to North America and the
United States, and these are connected throughout our lessons. The critical thinking that links these
ideas together is that students will be able to acquire and then practice their geographic skills
throughout the unit, and gain a better understanding of the North American continent and the world as
a whole.

End of Unit Assessment:

Our summative, end-of-unit assessment has two pieces - a quiz and a project.
Quiz: Students will complete a short quiz that will demonstrate whether they have acquired the skills
and knowledge from all of the VSOL standards throughout the unit. Students will have to demonstrate
whether they can identify where the seven continents and five oceans are by labeling a blank map, and
will also have to answer some multiple choice questions about water features pertaining to early
American history.
-

Modified Quiz: Multiple choice broken up into sections instead of fill in the blank for students ho
need modifications.
Enlarged font for visually impaired student.

Project: The project, Planning Your Own Country, will demonstrate whether students can identify and
portray different physical and water geographic characteristics both on a map and in other mediums
(photographs, diagrams, etc.). Students will design the geographic makeup of their own country within
specific guidelines designed by the teachers. This project will take place over the course of three or four
days.
Breakdown of project:
Day 4 and Day 5: Students will complete the Planning Your Own Country packet for homework that
will consist of a map and a country description.
- Packet breakdown:
o Map
Draw/color map by hand of their own country with specific physical and water
geographic features (should be colored and include compass rose, region labels,
key, etc.)
- Country description:

Introductory paragraph describing the name and general geographic makeup of their
country
Bulleted lists of physical and water geographic features in their country
Add in pictures (to connect to Day 1/the introduction to the unit) or diagrams
that could represent the features in their country in the packet
Bullet three to five facts that pertain to how the geographic features in their
country impacted their countrys early history. These facts should mirror what
they have learned about the geographical impacts of Northern American
features on early American history.
Day 6/7: Students will build physical models of their own countries using materials in
class. Students will then present their countries to the class.

This summative project will demonstrate whether students can interpret the geographic features in
various ways, and if they are proficient in the skills addressed in the VSOL standards for the unit.
Students will have to demonstrate whether they know how to recognize key geographic features on
maps and other mediums and know various physical geographic features and water geographic features.
They will also show that they are able to apply historical implications to geographic features, which will
re-emphasize their knowledge from what the quiz was on.

Resources
Resources:
Baber, M. (2007). Map basics. Chicago, IL: Heinemann Library.
Crossley, A. (2008, June 23). The continents song. Retrieved from
https://www.youtube.com/watch?t=22&v=Lf--PQNDn7g
National Geographic. (n.d.). MapMaker interactive. Retrieved from
http://mapmaker.education.nationalgeographic.com
National Geographic Society, (2014). National Geographic student world atlas (4th ed.).
Washington, D.C.: National Geographic Children's Books.
Sconiers, L. (2010, August 14). Geographic regions. Retrieved from
https://www.youtube.com/watch?v=LZyXSksHqho
TED-Ed. (2013, June 24). How big is the ocean? - Scott Gass. Retrieved
https://www.youtube.com/watch/?v=QUW_Zv_jJb8
References:
American Rivers. (2014). America runs on the Mississippi River. Retrieved from
http://www.americanrivers.org/rivers/fun/america-runs-on-the-mississippi-river/
Legends of America. (2014 May). American history: The mighty Missouri. Retrieved from
http://www.legendsofamerica.com/mo-missouririver.html