Project GLAD



The Regions and People

of California

Level 4 – Social Science Unit

Santa Ana Unified School District

Project GLAD

Aimee Danciger, Chris De Elena,

Pam Hutchins, Sara Shorey, & Alicia Skibby

April 25-28, 2006

Project GLAD

Santa Ana School Unified School District

The Regions and People of California

Level 4

IDEA PAGES

I. Unit Theme-Includes cross-cultural sensitivity theme

• The characteristics and physical environments of various regions of California affect human activity.

• The Pacific Ocean, rivers, valleys, and mountain passes affect the growth of towns.

• Communities in California vary in land use, vegetation, wildlife, climate, population density, architecture, services, and transportation.

• California is an agricultural and industrial power.

• Twentieth-century Californians impacted the nation’s artistic and cultural development

II. Focus/Motivation

• Inquiry Charts: “What do we know about California?” “What are we interested in learning about California?”

• Personal Interactions; Big Book-Important Book About California

• Read Aloud-TBD

• Award

• Songs, Poetry

III. Closure

• Community Meeting/Debate

➢ California’s natural resources: Are we using them wisely?

• Team Explorations

➢ Create a California region

➢ Design a vacation to a place in California

➢ Create a Big Book about other coastal regions in the U.S.

• Personal Explorations

➢ Write a biography or autobiography of:

▪ A Twentieth-century Californian

▪ An architect of a dam, reservoir, or aqueduct

• Write a series of letters to a relative back home. Describe your trip to California.

• Create a poem about California today.

• Write a letter to school on how to adopt a local beach or highway

• Portfolio conference

• Process Inquiry and other charts

• Share personal explorations

• Home-School connection

• Team Jeopardy game

IV. Concepts/Understandings

• California Today

• Geographical regions of California

• The evolution of dams, aqueducts, and reservoirs in California

• The development and locations of new industries in the twentieth-century

• The history and development of California’s public education system

• Impact of twentieth-century Californians on nation’s artistic and cultural development

V. California State Board Adopted Standards

History/Social Science Standards:

1. Students demonstrate an understanding of the physical and human geographic features that define places and regions in California, as a basis for this concept:

2. Students will explain and use the coordinate grid system of latitude and longitude to determine the absolute locations of places in California and on Earth.

3. Students will identify the state capital and describe the various regions of California, including how their characteristics and physical environments affect human activity.

4. Students will identify the locations of the Pacific Ocean, rivers, valleys, and mountain passes and explain their effects on the growth of towns.

5. Students will use maps, charts, and pictures to describe how communities in California vary in land use, vegetation, wildlife, climate, population density, architecture, services, and transportation.

4. California became an agricultural and industrial power, tracing the

transformation of the California economy and its political and cultural development back to the 1850’s, as a basis for this concept:

6. Students will describe the development and locations of new industries since the turn of the century and important trade links with the pacific Basin.

7. Students will trace the evolution of California’s water system into a network of dams, aqueducts, and reservoirs.

8. Students will describe the history and development of California’s public education system.

9. Students will analyze the impact of twentieth-century Californians on the nation’s artistic and cultural development, including the rise of the entertainment industry.

Math:

2. Students use two-dimensional coordinate grids to represent points and

graph lines and simple figures:

2. Understand that the length of a horizontal line segment equals the

difference of the x-coordinates.

3. Understand that the length of a vertical line segment equals the difference

of the y-coordinates.

1. Analyze problems by identifying relationships, distinguish relevant from

irrelevant information, sequencing and prioritizing information, and observing patterns.

Reading:

1. Word Analysis, Fluency and Systematic Vocabulary Development

Word recognition

1. Read narrative and expository text loud with grade-level fluency and accuracy and with appropriate pacing, intonation, and expression.

Vocabulary and Concept Development

2. Apply knowledge of word , derivations, synonyms, antonyms, and idioms to determine the meaning of words and phrases.

3. Use knowledge of root words to determine the meaning of unknown words within a passage.

4. Know common roots and affixes derived from Greek and Latin and use this knowledge to analyze the meaning of complex words.

5. Use a thesaurus to determine related words and concepts.

6. Distinguish and interpret words with multiple meanings.

2. Reading Comprehension

Structural Features of Information Materials

1. Identify structural patterns found in informational text to strengthen comprehension.

Comprehension and Analysis of grade-Level Appropriate text

2. Use appropriate strategies when reading for different purposes.

3. Make and confirm predictions about text by using prior knowledge and ideas presented in the text itself, including illustrations, titles, topic sentences, important words, and foreshadowing clues.

4. Evaluate new information and hypotheses by testing them against known information and ideas.

5. Compare and contrast information on the same topic after reading several passages or articles.

6. Distinguish between cause and effect and between fact and opinion in expository text.

7. Follow multiple-step instructions in a basic technical manual.

3. Literary Response and Analysis:

Structural Features of Literature

1. Describe the structural differences of various imaginative forms of literature, including fantasies, fables, myths, legends, and fairy tales.

Narrative Analysis of Grade-Level-Appropriate Text

2. Identify the main events of the plot, their causes, and the influences of each event on future actions.

3. Use knowledge of the situation and setting and of a character’s traits and motivations to determine causes for the character’s action.

4. Compare and contrast tales from different cultures by tracing the exploits of one character type and develop theories to account for similar tales in diverse cultures.

5. Define figurative language and identify its use in literary works.

Writing:

1. Writing Strategies

Organization and Focus

1. Select a focus, an organizational structure, and a point of view based upon purpose, audience, length, and format requirements.

2. Create multiple-paragraph compositions; provide an introductory paragraph, establish and support a central idea with a topic sentence at or near the beginning of the first paragraph, include supporting paragraphs with simple facts, details, and explanations, conclude with a paragraph that summarizes the points, use correct indentation.

3. Use traditional structures for conveying information.

Penmanship

4. Write fluidly and legibly in cursive or joined italics.

Research and Technology

5. Quote or paraphrase information sources, citing them appropriately.

6. Locate information in reference texts by using organizational features.

7. Use various reference materials as an aid to writing.

8. Understand the organization of almanacs, newspapers, and periodicals and how to use those print materials.

9. Demonstrate basic keyboarding skills and familiarity with computer terminology.

Evaluation and Revision

10. Edit and revise selected drafts to improve coherence and progression by adding, deleting, consolidating, and rearranging text.

2. Writing Applications

1. Write narratives

2. Write responses to literature

3. Write information reports

4. Write summaries that contain the main ideas of the reading selection and the most significant details.

Written and Oral English Language Conventions

1. Written and Oral English Language Conventions

Sentence Structures

1. Use simple and compound sentences in writing and speaking.

2. Combine short, related sentences with appositives, participial phrases, adjectives, adverbs, and prepositional phrases.

Grammar

3. Identify and use regular and irregular verbs, adverbs, prepositions, and coordination conjunctions in writing and speaking.

Punctuation

4. Use parentheses, commas in direct quotations, and apostrophes in the possessive case of nouns and in contractions.

5. Use underlining, quotation marks, or italics to identify titles of documents.

Capitalization

6. Capitalize names of magazines, newspapers, works of art, musical compositions, organizations, and the first words in quotations when appropriate.

Spelling

7. Spell correctly roots, inflections, suffixes and prefixes, and syllable constructions.

Listening and Speaking

1. Listening and Speaking Strategies

Comprehension

1. Ask thoughtful questions and respond to relevant questions with appropriate elaboration in oral settings.

2. Summarize major ideas and supporting evidence presented in spoken messages and formal presentations.

3. Identify how language usages reflect regions and cultures.

4. Give precise directions and instructions.

Organization and Delivery of Oral Communication

5. Present effective introductions and conclusions that guide and inform the listener’s understanding of important ideas and evidence.

6. Use traditional structures for conveying information.

7. Emphasize points in a way that help the listener or viewer to follow important ideas and concepts.

8. Use details, examples, anecdotes, or experiences to explain or clarify information.

9. Use volume, pitch, phrasing, pace, modulation, and gestures appropriately to enhance meaning.

Analysis and Evaluation of Oral Media Communication

10. Evaluate the role of the media in focusing attention on events and in forming opinions on issues.

2. Speaking Applications

1. Make narrative presentations

2. Make informational presentation

3. Deliver oral summaries of articles and books that contain the main ideas of the event or article and the most significant details.

4. Recite brief poems, soliloquies, or dramatic dialogues, using clear diction, tempo, volume, and phrasing.

English Language Development Standards

Listening and Speaking (Graded 3-5 ELD Standards)

Comprehension

B: Speak with few words/sentences

Answer simple questions with one/two word response

Retell familiar stories/participate in short conversations/using

gestures

EI: Ask/answer questions using support elements

Restate/execute multi-step oral directions

I: Ask/answer questions using support elements

Identify key details from stories/information

EA: Identify main points/support details from content areas

A: Identify main points/support details from stories and subject areas

Respond to and use idiomatic expressions appropriately

Comprehension, Organization, and Delivery of Oral Communication

B: Recognize familiar phonemes

Recognize sound/symbol relationships in own writing

EI: Read orally recognizing/producing phonemes not in primary

language

Recognize morphemes in phrases/simple sentences

I: Read aloud with correct pronunciation of most phonemes

Use common morphemes in oral and silent reading

EA: Use knowledge of morphemes to derive meaning from

literature/texts in content areas

A: Use roots and affixes to drive meaning

Reading-Fluency and Systematic Vocabulary Development

(Grades 3-5 ELD Standards)

Vocabulary and Concept Development

B: Read aloud simple words in stories/games

Respond to social and academic interactions (simple ques/ans)

Demonstrate comprehension of simple vocabulary with action

Retell simple stories with drawing, words, phrases

Use phrases/single word to communicate basic needs

EI: Use content vocabulary in discussions/reading

Read simple vocabulary, phrases, and sentences independently

Use morphemes, phonics, syntax to decode and comprehend words

Recognize and correct grammar, usage, word choice in speaking or

reading aloud

Read own narrative and expository text aloud with pacing,

intonation,

expression

I: Create dictionary of frequently used words

Decode/comprehend meaning of unfamiliar words in texts

Recognize and correct grammar, usage, word choice in speaking or

reading aloud

Read grade level narrative and expository text aloud with pacing,

intonation, expression

Use content vocabulary in discussion/reading

Recognize common roots and affixes

EA: Use morphemes, phonics, syntax to decode and comprehend words

Recognize multiple meaning words in content literature and texts

Use common roots and affixes

Use standard dictionary to find meanings

Recognize analogies and metaphors in content literature and texts

Use skills/knowledge to achieve independent reading

Use idioms in discussions and reading

Read complex narrative and expository texts aloud with pacing,

intonation, expression

A: Apply common roots and affixes knowledge to vocabulary

Recognize multiple meaning words

Apply academic and social vocabulary to achieve independent reading

Use idioms, analogies, and metaphors in discussion and reading

Use standard dictionary to find meanings

Read complex narrative and expository texts aloud with pacing,

intonation, expression

Reading Comprehension

B: Answer fact questions using one/two word response

Connect simple test read aloud to personal experience

Understand and follow one-step directions

Sequence events from stories read aloud using key words/phrases

Identify main idea using key words/phrases

Identify text features: title/table of contents/chapter headings

EI: Use simple sentences to give details from simple stories

Connect to personal experience

Follow simple two-step directions

Identify sequence of text using simple sentences

Read and identify main ideas to draw inferences

Identify text features: title/table of contents/chapter headings

Identify fact/opinion in grade level text read aloud to students

I: Orally respond to comprehension questions about written text

Read text features: titles, table of contents, headings, diagrams,

charts, glossaries, indexes

Identify main idea to make predictions and support details

Orally describe connections between text and personal experience

Follow multi-step directions for classroom activities

Identify examples of fact/opinion and cause and effect in

literature/content texts

EA: Give main idea with supporting detail from grade level text

Generate and respond to text-related comprehension questions

Describe relationships between text and personal experience

Identify function of text features: format/diagrams/charts/glossary

Draw conclusions and make inferences using text resources

Find examples of fact, opinion, inference, and cause and effect in text

Identify organizational patterns in text: sequence and chronology

A: Make inferences/generalizations, draw conclusions from grade level

text resources

Describe main ideas with support detail from the text

Identify patterns in text: compare and contrast/sequence/cause and

effect

Writing Strategies and Applications (Grade 3-5 ELD Standards)

Penmanship, Organization, and Focus

B: Write alphabet

Label key parts of common object

Create simple sentences/phrases

Write brief narratives/stories using few standard grammatical forms

EI: Write narratives that include setting and character

Respond to literature using simple sentences, drawings, lists, charts

Write paragraphs of at least four sentences

Write words/simple sentences in content areas

Write a friendly letter

Produce independent writing

I. Narrate sequence of events

Produce independent writing

Use variety of genres in writing

Create paragraph developing central idea using grammatical form

Use complex vocabulary and sentences in all content areas

Write a letter with detailed sentences

EA: Write a detailed summary of story

Arrange compositions with organizational patterns

Independently write responses to literature

Use complex vocabulary and sentences in all content areas

A: Write short narrative for all content areas

Write persuasive composition

Write narratives that describe setting, character, objects, and events

Write multi-paragraph narrative and expository compositions

Independently use all steps of writing process

Writing Conventions

B: Begin own name and sentences with capital letter

Use period at end of sentence

EI: Begin proper nouns and sentences with capital letter

Use period at end of sentence/use some commas

Edit for basic conventions

I: Produce independent writing

Use standard word order

EA: Produces independent writing with correct capitals, punctuation,

spelling

Use standard word order

A: Use complete sentences and correct order

Use correct parts of speech

Edit for punctuation, capitalization, and spelling

Produce writing with command of standard conventions

Reading Literary Response and Analysis (Grades 3-5 ELD Standards)

Narrative Analysis of Grade Level Appropriate Text

B: One/two word oral responses to factual comprehension questions

Word/phrase oral response identifying characteristics and settings

Distinguish between fiction and non-fiction

Identify fairy tales, folk tale, myth, legends, using lists, charts, tables

EI: Orally answer factual questions using simple sentences

Orally identify main events of a plot

Recite simple poems

Orally describe setting of literature piece

Orally distinguish among poetry, drama, short story

Orally describe character of a selection

I: Paraphrase response to text using expanded vocabulary

Apply knowledge of language to derive meaning from text

EA: Describe figurative language (simile, metaphor, personification)

Distinguish literary connotations from culture to culture

Identify motives of characters

Describe themes stated directly

Identify speaker/narrator in text

Identify main problem of plot and how it is resolved

Recognize first and third person in literary text

A: Describe characteristics of poetry, drama, fiction and non-fiction

Evaluate author’s use of techniques to influence reader

Describe directly stated and implied themes

Compare and contrast motives of characters in work of fiction

VI. Vocabulary

Aerospace Excavation Reservoir

Agriculture Fauna Rural

Aquatic Flora Suburban

Aqueduct Habitat Urban

Agriculture Industry Vegetation

Climate Irrigation

Communications Landform

Dam Latitude

Economy Longitude

Estuary Precipitation

VII. Oral Language/Reading/Writing Skills

• Express ideas sequentially

• Express personal thoughts in a group

• Synonyms

• Words in context

• Recalls specific details

• Cause/effect relationships

• Fact v. opinion

• Predicting outcomes

• Literal, inferred main idea

• Capitalizes proper nouns

• Writes compound sentences

• Use common adjectives, comparative, superlative

• Uses comparative, superlative forms of adverbs

VIII. Resources and Materials

Books for Student Research

Ansary, M. (2003). California History. Heinemann State Studies.

Ansary, M. (2003). All Around California Regions and Resources. Heinemann

State Studies.

Ansary, M. (2003). The People of California. Heinemann

State Studies.

“California Studies Weekly” (weekly newspaper subscription). 1922 West 200

North. Lindon, UT. 84042. (800/361-0502)

Feinstein, S (2003). California Native Peoples. Heinemann State Studies.

Feinstein, S (2003). California Plants and Animals. Heinemann State Studies.

Harder, D. and Migdall, L. (2000). A Child’s California. West Winds Press.

Ingram, S. (2002). World Almanac Library of the States: California. World

Almanac Library.

McAuliffe, E. (1998). California Facts and Symbols. Hilltop Books.

Picture Books

Cherry, L. (1994). The Armadillo From Amarillo. Gulliver Green Books.

Hines Weaver, D. (1999). California A-Z. Rising Moon Publications.

Jensen, P. and Rankin, D (Ill.) (1997). Ancient Treasures: A Visit to Sequoia

National Park. MacMillan McGraw Hill.

(* supplemental to the McGraw-Hill Social Studies Series)

Rosen, J. and Baird, B. (2001). J is for Joshua Tree: The Story Behind the Scenery. KC Publications.

Sibbing, P. and Sweeney, W (Ill). Visiting the Giant Trees. McGraw Hill.

(*supplemental to the McGraw-Hill Social Studies Series)

Siebert, D. and paintings by Minor, W. Sierra. Harper Collins.

Workbooks

California State Historical Coloring Book (1978). Mussatt/Wyatt Publications.

Hoffman, L. California Coloring Book.

Marsh, Carol. California Jeopardy (Answers and Questions About Our State).

Gallpade International.

Womack, R. (1991). California Geography- The Golden State: Ready to Use

Activities, Questions, Maps & Research Projects, Golden Educational Center.

Textbooks

Houghton Mifflin Social Studies (1991). Oh, California.

National Geographic Society (2000). California Adventures in Time and Place. McGraw-Hill

General Research

California National Parks. Windsor Books International.

Libero, C. and Perazzoli, S. (1996). California Past and Present. White Star in

arrangement with Barnes and Noble, Inc.

Linebaugh, L.P. (2000). Discovering California. American Products Publications Company.

Llyod, T. (2000). California. Whitecap Books.

McKay, J. and Wolt, M. (text) and Muller, G. (photography). Destination:

Schad, J. (1998). California Deserts. Falcon Publications.

Videos

(V) Over California – A Public Television Presentation (1994). KCTS Television (1-800-937-5387).

(V) Water Education Foundation. The California Water Story (9 min.). 717 K

Street Suite 317. Sacramento, CA 95814. (916/444-6240)

(V) The Living Desert Zoo and Gardens Video Tour. Palm Desert/Indian Wells, CA.

Internet Resources:

- Great overview information about any region in California!

- Geologic information and natural resources



water- - Water Education Foundation. excellent information about everything water in California

Project GLAD

Santa Ana School Unified School District

The Regions and People of California

Level 4

UNIT PLANNING PAGES

I. FOCUS/MOTIVATION

• Poetry/Chants

• Important Book About California Regions

• Observation Charts

• Picture File Sort (Regions of California: Desert, Mountains, Southern Pacific Coast, Northern Pacific Coast, Central Valley)

• Inquiry Chart

• Anthropologist Awards

II. INPUT

• World Map Pictorial

• California Pictorial -depicting the regions

• Desert Pictorial

• Read Aloud – TBD

• 10-2 Lecture

• Graphic Organizer – California Regions

III. GUIDED ORAL PRACTICE

• T-Graph for Social Skills - Cooperation

• Poetry, Chanting - Modeling & Highlighting

• Daily Oral Processing of Charts

• Picture File Cards – Negotiations

• Personal Interaction

• Process Grid: Graphic Organizer on California Regions

• Sentence Patterning Chart

• Story Map

IV. READING/WRITING ACTIVITIES

A. Whole Class:

• Group Frame-Poetry/Narrative

• Co-op Strip Paragraph – Expository

• Model Editing Process

• Primary Language Group Frame

• Story mapping

• Poetry Frames

B. Flexible and Cooperative Groupings

• Sentence Patterning Chart with Word Cards

• Ear to Ear Reading with Poetry Booklets

• Group Cooperative Strip Paragraph

• Team Tasks: Pictorials, Narrative, Story Patterning Chart, Graphic Organizers, Cognitive Dictionary, Flip Chant

• Expert Groups

• Flip Chants

• Flexible Groupings for ELL Differentiation, Primary Language Instruction, Skill Reinforcement

C. Individual Work

• Learning Logs

• Interactive Journals

• Reading/Writing Choices: Stickies in Books, Picture File Cards, Add to Charts, Make Word Cards, Highlight Charts, Focused Reading, Poetry Booklet, Flip Chants

D. Writer’s Workshop

• Mini Lessons

• Plan, Share, Write, Revise/Edit, Publish

• Conferencing, Author’s Chair

V. EXTENDED ACTIVITIES

• Have students discuss which region of California they would like to live based on climate and industry/economy

• Students create their own Big Book about California Regions

• Write a play about Living in Southern California Coast

• Write a poem about the different California Regions

• Measure precipitation of Southern California region

• Graph weather conditions in different regions of California

• List, label, group picture file cards for further comprehension

• Students create a puppet show to illustrate their learning in which they perform for first grade

• Write and illustrate an expository text from an anthropologist’s point of view on a certain region of California

• Compose a “Bugaloo”

• Add to the poem “Yes, Ma’am”

• Color pictures on pictorial input chart

• Take a tour of a local tide pool, or wetland

VI. CLOSURE/EVALUATION

• Formative Assessments: (Much of this is informal and some of the guided experiences can be as a type of assessment also)

• Revisit the Inquiry Chart

• Students do individual quick writes indicating all they can about the California Regions

• Students individually make a California Regions Web (choosing one region). The students write or sketch all they have learned about that particular region.

• The students write or draw all they have learned about the unit.

• Students create a travel brochure/poster.

• Students choose a particular region of California and write a research report.

• Multiple choice (End of chapter tests)

• Expository passages with comprehension questions.

Project GLAD

Santa Ana School Unified School District

The Regions and People of California

Level 4

Sample Daily Lesson Plan

DAY 1

FOCUS/MOTIVATION

• Super Anthropologist Awards/Standards

• Cognitive Content Dictionary with Signal Word

• Observation Charts

• Inquiry Charts

• Big Book

• Poetry/Chanting

• Portfolio

INPUT

• World Map

• Pictorial of California Regions (CA Map), 10-2 Lecture, Primary Language Groups

• Learning Log

• ELD Review

GUIDED ORAL PRACTICE

• T-Graph for Social Skills-Cooperation

• Picture File Cards

• Exploration Report

READING/WRITING

• Writer’s Workshop

➢ Mini-Lesson

➢ Model Planning & Sharing

➢ Writing Choices

➢ Author’s Chair

CLOSURE

• Personal Interaction

• Interactive Journal Writing

• Volunteers read from log

• Songs

• Home/School Connection

DAY 2

FOCUS/MOTIVATION

• Cognitive Content Dictionary with Signal Word

• Process Home/School Connection

• Awards-Scientist Badges

• Review with word cards – World Map & Pictorial of California Regions

• Poetry Highlight

• Poetry/Songs

• Read Aloud

INPUT

• Input Chart-Desert

• Narrative Input

• Learning Log

• ELD Review

• 10/2

GUIDED ORAL PRACTICE

• Expert Groups

➢ Team Tasks

• T-Graph for Social Skills - Processing

READING/WRITING

• Flexible Groups

• Writer’s Workshop

➢ Mini-Lesson

➢ Model Planning & Sharing

➢ Writing Choices

➢ Author’s Chair

CLOSURE

• Interactive Journal Writing

➢ Reading/Writing Choice

• Songs/Poetry

• Home/School Connection

DAY 3

FOCUS/MOTIVATION

• Cognitive Content Dictionary with Signal Word

• Process Home/School Connection

• Super Anthropologist Awards

• Review with Word Cards – Comparative Input Chart

• Review with Word Cards & Conversation Bubbles – Narrative Input

• Highlight Poetry

• Poetry/songs

INPUT

• Read Aloud

GUIDED ORAL PRACTICE

• Analyze data, anthropologist problems

• Sentence Patterning Chart/Farmer-in-the-Dell

➢ Reading/Trading Game

➢ Flip Chant

READING/WRITING

• Mind Map

• Process Grid

• Co-op Strip Paragraph (group frames)

➢ Respond, revise, edit

CLOSURE

• Team Sharing

• Interactive Journals/Reading/Writing Choice

• Process Grid

• Songs

• Home/School Connection

DAY 4

FOCUS/MOTIVATION

• Cognitive Content Dictionary with Signal Word

• Process Home/School Connection

• Super Anthropologist Awards

• Poetry/Songs

GUIDED ORAL PRACTICE

• Share Team Tasks

➢ Choices

• Strip Book

READING/WRITING

• Flexible Group Reading

➢ ELD Group Frame

➢ Struggling Readers - Co-op Strip Paragraph

➢ Team Tasks

• Story Map

• Personal Interaction

• Farmer-in-the-Dell –Writing sentences in learning log

• Reading/Writing Choice Time

➢ Mini-Lesson

➢ Reading/Writing Choices

▪ Poem

▪ Narrative

▪ Expository

▪ Strip Book

▪ Flip Chants

➢ Primary Language Group Frame

➢ Author’s Chair

CLOSURE

• Home/School Connection

• Personal Learnings

DAY 5

FOCUS/MOTIVATION

• Cognitive Content Dictionary with Signal Words

• Review Home/School Connection

• Poetry/Chants

READING/WRITING

• Flexible group reading/At or Above/Clunkers and Links

➢ Team Tasks

• Listen and Sketch

• Focused Reading

➢ Picture Dictionary

• Ear to Ear Reading – Poetry Booklet

• Reading/Writing Choice time

➢ Journals

➢ Choices

➢ Big Book

▪ The Important Thing Frame

▪ Team picture/watercolors

CLOSURE

• Process Inquiry and Learnings

• Letter home to parents

• Evaluate week

• Family Feud Game (Question & Answering)

• Team Presentations

The Important Book of

The Regions of

California

Adapted by Melinda Rader

Modified by: Robin Saltzer

The important thing about California is that there are four natural regions:

• The land beside the Pacific Ocean is the coast. The farther you travel north along the coast, the climate and landscape changes.

• The long stretches of sandy, warm beaches that characterize the south, soon give way to the rocky coastlines of the central and northern coast.

• The climate changes too - to foggy, cool and damp. This climate change helps thick forests to grow in the north.

• One thing that the Northern and Southern Coast do have in common is the low level coastal mountain ranges that span from the south to the north, providing a natural boarder.

• Additionally, over one-half of California’s population lives along the coast and it has some of this country’s largest cities.

But, the important thing about California is there are four natural regions: the coast, the Central Valley, the mountains, and the deserts.

The important thing about California is that there are four natural regions:

• The Central Valley region has very productive farmland.

• Its flat basin is over 400 miles long and is 40-60 miles wide and is surrounded by the coastal ranges on the west and Sierra Nevada’s on the East.

• If you looked from an airplane the land would look like a patch-work quilt.

• The hot dry summer and the cool wet winter help this region grow over 300 different types of crops.

• These agricultural products are shipped all over the world. Additionally, the Central Valley is home to our State’s Capital in Sacramento.

But, the important thing about California is there are four natural regions: the coast, the Central Valley, the mountains, and the deserts.

The important thing about California is that there are four natural regions:

• More than half of California is covered with mountains.

• The major mountain ranges are: Coast Mountains, Cascades, and the Sierra Nevada.

• Since the mountain region provides people with recreation, many national parks and state parks have been established to protect trees and wildlife.

• However, the most important thing about the mountain region is that it one of the main sources of water for all of California.

But, the important thing about California is there are four natural regions: the coast, the Central Valley, the mountains, and the deserts.

The important thing about California is that there are four natural regions:

• The desert region has animal and plant life that are adapted to the extreme climate.

• California has two large deserts -the Mojave and the Colorado and four smaller ones -Great Basin, Sonoran, and Painted, and Chihauhuan.

• Death Valley has the lowest elevation in the United States and it is located within the Mojave Desert.

• The deserts of California cover approximately 25 million acres, roughly the entire south east quarter of California.

• Deserts look like wastelands.

• They are comprised or made up of canyons, plants, flowers, and animals that have adapted to the heat and lack of water.

• Deserts are generally dry, sandy, and hot. They average 2-5 inches of rain a year and summer heat can rise to 120 degrees!

But, the important thing about California is there are four natural regions: the coast, the Central Valley, the mountains, and the deserts.

Why is this important?

It is important because California is our home!

I Thought

You Might Like to Know

About the Regions of California

Written by:

Aimee Danciger

2006

I thought you might like to know…

• California has four main regions:

• The Coastal

• The Central Valley

• The Mountain

• The Desert

• Each region has distinct features that set it apart from the other areas.

I thought you might like to know…

I thought you might like to know…

• Death Valley is the lowest point in California and is one of the hottest and driest locations in the world.

• Despite harsh conditions, California deserts are home to many plants and animals such as the creosote bush, cactus, and a variety of wildflowers.

• The desert region which is located in the southeastern part of California has three deserts, the Colorado Desert, the Mojave Desert, and the Great Basin.

• This dry region gets less than 5 inches of rain a year and temperatures can sometimes reach 120° in the summer.

• Joshua Tree National Park is a great place to go camping.

I thought you might like to know…

I thought you might like to know…

• Sierra Nevada means “snowy mountains”.

• The snow from the mighty Sierra Nevada Mountain Range melts to form many of California’s rivers.

• Yosemite National Park is located in the Sierra Nevada Mountain Range.

• Mount Whitney, located in the California mountain region, is the tallest mountain in the United States.

• The southern end of the Cascade Mountain Range includes the volcanic peaks of Mt. Shasta and Mt. Lassen.

• Lake Tahoe is famous for its deep blue waters.

I thought you might like to know…

I thought you might like to know…

• The northern coast’s cool and wet climate helps thick forests to grow.

• On the western edge, California meets the Pacific Ocean forming a coastline that is more that 840 miles long.

• Along most of the Pacific Coast, however, the land is rocky or plunges right into the ocean.

• The Coastal region provides natural features such as beaches, tide pools, sea life, and harbors.

• Santa Ana is located in the Coastal region of California.

I thought you might like to know…

I thought you might like to know…

• The Central Valley lies between the Coastal region and the Mountain region.

• The Central Valley is 450 miles long and only about 50 miles wide.

• Some of the most productive agricultural land in the world is found in the Central Valley.

• It’s hot and dry climate in the summer and cool and wet climate in the winter make it perfect for growing vegetables and nuts.

• Sacramento River and the San Joaquin River are the two largest rivers of California that flow through this region.

• Sacramento, our state’s capital, is located in the Central Valley.

I thought you might like to know…

The Important Book

About the Desert

by

Alicia Skibby

2006

The important thing about the desert is that it is a region of California.

• There are six main deserts in California. They are the Mojave, Colorado, Great Basin, Sonoran, Painted, and Chihuahuan.

• The deserts in California cover approximately 25 million acres or roughly the entire southeast quarter of California.

• Deserts look like wastelands. They are comprised or made up of canyons, plants, flowers, and animals that have adapted to heat and a lack of water.

• Deserts are dry, sandy, and hot.

But, the most important thing about the desert is that it is a region of California.

The important thing about the desert is that it is a region of California.

• Californian deserts average two to five inches of rain per year.

• Rainfall is stored in plants and deep underground.

• Deserts also receive some of their water supply from mountain runoff.

But, the most important thing about the desert is that it is a region of California.

The important thing about the desert is that it is a region of California.

• Although you may not realize it, deserts are full of a variety of wild life and vegetation.

• Many animals, such as the desert tortoise, rattlesnake, coyote, jackrabbit, and gecko, make their home in the desert.

• Some animals are able to make their home in the arid desert because of adaptations they have that enable them to survive in such an environment.

• Some animals hibernate in nests or burrows underground during cold desert winters.

• Some animals obtain water by eating cacti that have stored water in their tubes.

But, the most important thing about the desert is that it is a region of California.

The important thing about the desert is that it is a region of California.

• Cactus and the Joshua Tree are two of the more recognizable plants that exist in the desert.

• There are also, many flowering plants that add to the deserts colorful landscape. The golden poppy, California’s state flower, grows abundantly making the desert look like a sea of orange and yellow blossoms.

But, the most important thing about the desert is that it is a region of California.

The important thing about the desert is that it is a region of California.

• The desert’s climate makes it truly unique as a region.

• The temperature fluctuates greatly from one extreme to another depending upon the season.

• During summer, temperatures may climb to 120 degrees fahrenheit.

• Rainstorms, often accompanied by thunder and lightening, may also occur during the summer.

• Autumn brings cool breezes to the Mojave but that is just a preview of the cold winter yet to follow. As unbelievable as it seems, it does snow in the high desert mountains.

• Such precipitation is important to the vegetation that blooms during the temperate spring season.

But, the most important thing about the desert is that it is a region of California.

Input Chart of Desert

DESERT

There are six main deserts in California. They are the Mojave, Colorado, Great Basin, Sonoran, Painted, and Chihuahuan. The deserts in California cover approximately 25 million acres or roughly the entire southeast quarter of California.

Physical Characteristics

Deserts look like wastelands. They are comprised or made up of canyons, plants, flowers, and animals that have adapted to heat and a lack of water. Deserts are dry, sandy, and hot.

Water

Californian deserts average two to five inches of rain per year. Rainfall is stored in plants and deep underground. Deserts also receive some of their water supply from mountain runoff.

Climate

The desert’s climate makes it truly unique as a region. The temperature fluctuates greatly from one extreme to another depending upon the season. During summer, temperatures may climb to 120 degrees Fahrenheit. Rainstorms, often accompanied by thunder and lightening, may also occur during the summer. Autumn brings cool breezes to the Mojave but that is just a preview of the cold winter yet to follow. As unbelievable as it seems, it does snow in the high desert mountains. Such precipitation is important to the vegetation that blooms during the temperate spring season.

Wildlife and Vegetation

Although you may not realize it, deserts are full of a variety of wildlife and vegetation. Many animals, such as the desert tortoise, rattlesnake, coyote, jackrabbit, and gecko, make their home in the desert. Some animals are able to make their home in the arid desert because of adaptations they have that enable them to survive in such an environment. Some animals hibernate in nests or burrows underground during cold desert winters. Some animals obtain water by eating cacti that have stored water in their tubes.

Cactus and the Joshua Tree are two of the more recognizable plants that exist in the desert. There are also many flowering plants that add to the deserts colorful landscape. The golden poppy, California’s state flower, grows abundantly making the desert look like a sea of orange and yellow blossoms.

Industry and Economy

The warm, sunny weather makes the desert region a popular tourist destination. Visitors to the desert can enjoy such recreational activities as camping, golfing, and off-roading (motorcycles and ATVs) year-round. The desert region economy is also supported by Borax mining (used in laundry detergent), natural gas drilling, and farming.

Narrative

Input

Sergio’s Journey

by Sara Shorey

Dear José,

Happy New Year! I’m so excited for this coming year! My parents let me stay up until midnight to bring in the New Year, and after we “toasted” with sparkling apple cider in real crystal goblets, my parents announced that this would be a year of traveling for our family. We have friends and relatives all over California, and my parents really miss seeing all of them. We had a family reunion five years ago, when I was four, but I was too little to remember it. At the reunion, we exchanged addresses and phone numbers with relatives, made promises to keep in touch, and to visit each other within five years. Well, my parents always keep their promises, so off we go! We’ll be traveling during school vacations, of course, since I can’t miss school. I’ll send you postcards from all the places we visit.

Your friend,

Sergio

Hi José,

It’s February, and I have four days off because of Lincoln and Washington’s birthdays. We are scheduled to visit my cousins in Palm Springs. I studied a lot about weather in third grade, and I know that the desert is very dry and hot, so I packed my shorts and T-shirts for this trip! It took us about a day to drive to the desert. The drive was long, and very flat. From my car window, everything looked brown and dry. We saw many yucca plants and poppies along the way. We stopped at a museum, and I learned about desert plants and wildlife. We also rode a sky tram that hung high in the air and went up a steep hill. When we arrived at my cousins’ home, it was sunny and warm. We swam in their pool and had a barbeque. Thank goodness for my shorts and t-shirts! Well, after the sun went down around 5:30 p.m., I ran to my suitcase to see if, by chance, I had packed a sweatshirt, because, all of a sudden it got really chilly! No sweatshirt! As it got later in the evening, the temperature dropped lower and lower. I looked at the thermometer on the patio, and it read 40 degrees! I didn’t know that the desert could be so cold in the evening during the winter. My cousin, Frank, said he’d loan me a sweatshirt and some long pants. Thank goodness! Well, we’re off to the Mountains next.

Your buddy,

Sergio

Dear José,

Well, it’s now the beginning of April, my spring break. Since I thought it would be very cold and snowy here in Big Bear, CA, I packed lots of warm clothes. Thinking the mountain should have plenty of snow for sledding and snowboarding, I packed all of my equipment, and I couldn’t wait! On the drive, we saw many beautiful pine trees, blue jays, and squirrels. We passed a sign that read: Elevation-5,000 feet. We kept driving up the narrow, winding roads and another sign reads “Elevation-5,500 feet”. I felt a bit carsick, especially when I saw the steep cliffs outside my car window. When we arrived at my Aunt and Uncles’ cabin, I asked, “Where is all the snow?” They announced that the snows have melted, and that the snow activities take place mostly during January, February, and March. I was so disappointed, and overdressed! I took off my mittens and parka. This time, I had to borrow cotton T-shirts from my cousins, because all I packed were sweaters, ‘long johns’, long pants, and a water-proof jacket Since the weather was nice, my family and I went for a ride on my uncle’s pontoon boat on Big Bear Lake. We got to go so fast that my face got wet from the spray. I’m learning to be very flexible since California has so many regions with ever-changing climates. I’ll write to you again soon!

Sergio

Dear José,

Hey dude! Two months have passed since my last postcard, and it’s now June. We planned to spend a long weekend with good friends of the family in Newport Beach. I was very excited, because I couldn’t wait to enjoy the sunshine, the warm breeze, and the ocean. When we arrived at our friends’, the Donnelly’s, home, I was shocked when I noticed the thick fog and clouds that surrounded this beach community. Where was the sunshine? Where were the sunbathers? Why did it look so different than I imagined “Sunny Southern California” to look? The Donnellys explained that this is called “June Gloom”, that it happens every June, and that the sun and warmer weather would begin next month. Well, I ended up playing lots of card games with Jim Donnelly-my fourth grade friend. My parents felt sorry for me because they know how much I enjoy the ocean, so they suggested we take a short road trip to Hollywood, a famous city in Los Angeles County. We walked along the boulevard and saw the footprints of the stars! We also went to Universal Studios where many movies have been filmed. They had rides and attractions there, too. After returning to Newport Beach the next day, we had a surprise! That afternoon, while Jim and I were playing cards on the beach, the sun suddenly came out! We took advantage of the sunny, clear weather and jumped in the ocean. I couldn’t stay in very long, though, because the water temperature was very cold. Jim loaned me his extra wetsuit to wear so I could play a bit longer in the chilly water. Then Jim taught me to surf for the rest of the afternoon! What a blast! If you ever get the chance, try surfing!

Sergio

Hi José,

Another month has passed since I last wrote, and now it’s the middle of July. I am on summer vacation, and visiting my grandparents in San Francisco! Considering it’s summertime, I expected the weather to be warm and nice. Once again, I packed mostly shorts, tank tops, and flip flops. Looking out the car window, I saw rolling hills for miles. During certain parts of the trip, we drove along the Northern Pacific Coast. It was amazing to watch the waves crashing against the jagged rocks along the shoreline. There were many farms and wineries along the way. I learned that the moisture in the air from the ocean helps crops grow well. We stopped at one of the wineries so that my parents could buy my grandparents’ favorite wine. We also stopped and bought strawberries and asparagus for them from a local farm stand. I slept most of the way during the car ride, but when we arrived in San Francisco I saw the famous Golden Gate Bridge. As we drove into Fisherman’s Wharf, I was suddenly surprised at how cold and windy it was. My grandmother told me that that it is good fishing weather and that fishing is a huge industry in San Francisco. The harbor exports seafood to other countries around the world. After eating dinner with my grandparents at a well-known seafood restaurant, we took a walk to Ghirardelli’s square, where “chocolatiers” make delicious, world-famous chocolate! Although hot fudge sundae are my favorite dessert, I couldn’t bear the thought of eating cold ice-cream on such a chilly day. My arms had goose bumps just thinking about it. I decided that getting a cup of hot chocolate was a much better idea. I asked my Grandpa Joe, “Is it always so cold around here during the summer?” He laughed, and explained that one of the coldest winters he ever experienced was a summer in San Francisco! I was beginning to understand that San Francisco can be very cold, even in the middle of the summer!

Shivering in San Francisco,

Sergio

Dear José,

My parents tell me that we will be going to visit relatives in Sacramento, the capital of California! One thing I’ve learned from my travels is that I need to research the area I will be visiting before I pack my bags! It is important to know details about each region in California since they are so different from each other. I really learned a lot about the different regions on my previous road trips with my parents. I loved learning about the special things that each region is known for. I’m beginning my search on the internet right away to learn all I can about the Central Valley before I pack my bags. I’ll write you when I get there!

Your buddy,

Sergio

Californians Here, Californians There

Written by Alicia Skibby

Californians here, Californians there,

Californians, Californians, everywhere.

Adventurous Californians camping

Busy Californians working

Tired Californians farming

And athletic Californians surfing.

Californians in the strawberry fields,

Californians along the coast,

Californians near the mountains,

And Californians around the cities.

Californians here, Californians there,

Californians, Californians, everywhere.

CALIFORNIANS! CALIFORNIANS! CALIFORNIANS!

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The Regions of California

(Tune: “If You’re Happy and You Know It”)

Written by Robin Saltzer

Do you know the regions of California?

Do you know the regions of California?

If you know the four regions,

Smile, laugh, and say “Hurrah!”

Do you know the regions of California?

The Coast is a region of California! Hurrah!

The Coast is a region of California! Hurrah!

Stretching 1,264 miles

From the Oregon border to Mexico

The Coast is a region of California! Hurrah!

The Central Valley is a region of California! Hurrah!

The Central Valley is a region of California! Hurrah!

Very productive farmland

Over 200 kinds of crops

The Central Valley is a region of California! Hurrah!

The Mountains are a region of California! Hurrah!

The Mountains are a region of California! Hurrah!

Diverse in wildlife

The source of all our water

The Mountains are a region of California! Hurrah!

The Deserts are a region of California! Hurrah!

The Deserts are a region of California! Hurrah!

Two major deserts there are

Mojave and Colorado

The Deserts are a region of California! Hurrah!

Do you know the regions of California?

Do you know the regions of California?

If you know the four regions,

Smile, laugh, and say “Hurrah!”

Do you know the regions of California?

YES MA’AM

Written by: Aimee Danciger

Is this the Coastal Region? Yes, Ma’am!

Is this the Coastal Region? Yes, Ma’am!

How do you know? It has a cool and wet climate.

How do you know? The land is rocky and plunges into the ocean.

Give me some examples. Beaches and tide pools.

Give me some examples. Pacific Ocean coastline.

Is this the Central Valley Region? Yes, Ma’am!

Is this the Central Valley Region? Yes, Ma’am!

How do you know? It has a hot and dry climate during the summer.

How do you know? It has a cool and wet climate during the winter.

Give me some examples. Productive farmland.

Give me some examples. Sacramento’s located here.

Is this the Mountain Region? Yes, Ma’am!

Is this the Mountain Region? Yes, Ma’am!

How do you know? It snows in the winter.

How do you know? Snow melts and goes into the rivers.

Give me some examples. Mt. Shasta and Mt. Lassen.

Give me some examples. Yosemite National Park.

Is this the Desert Region? Yes, Ma’am!

Is this the Desert Region? Yes, Ma’am!

How do you know? It gets less than 5 inches of rain each year.

How do you know? Temperature can reach up to 120 degrees.

Give me some examples. Death Valley

Give me some examples. Colorado, Great Britain, and the Mojave

Are you through? Yes, Ma’am!

Did you tell me true? Yes, Ma’am!

What did you chant? California Regions!

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Drivin’ to the Northern Pacific Coast

( tune: “She’ll Be Comin’ ‘Round the Mountain”)

Written by Sara Shorey

We’ll be drivin’ to the Northern Pacific Coast (Repeat)

We’ll be drivin’ to the Coast, we’ll be drivin’ to the Coast, we’ll be drivin’ to the Northern Pacific Coast.

There‘ll be sandy, rocky cliffs along the way (Repeat)

There‘ll be sandy, rocky cliffs, there‘ll be sandy, rocky cliffs,

There‘ll be sandy, rocky cliffs along the way.

We’ll see deer, rabbits, coyotes, and rattlesnakes (Repeat)

We’ll see deer, rabbits, & coyotes, we’ll see deer, rabbits & coyotes, we’ll see deer, rabbits, coyotes, & rattlesnakes.

There’ll be fishermen, farmers, & urban workers along the way (Repeat)

There’ll be fishermen, & farmers, there‘ll be fishermen & farmers,

There’ll be fishermen, farmers & urban workers along the way.

People travel by Amtrak, Bart, and Trolley Cars (Repeat)

People travel by Amtrak & Bart, people travel by Amtrak & Bart,

People travel by Amtrak, Bart and Trolley Cars.

We’ll be drivin’ to the Northern Pacific Coast

We’ll be drivin’ to the Northern Pacific Coast

We’ll be drivin’ to the Coast, we’ll be drivin’ to the coast, we’ll be drivin’ to the Northern Pacific Coast.

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Deserts Are Hot!

(tune: “Addams Family”)

Written by Alicia Skibby

Deserts are hot! (snap, snap)

Deserts are hot! (snap, snap)

Deserts are hot, deserts are hot, deserts are hot! (snap, snap)

Deserts are a wasteland.

They’re full of dry hot sand.

With canyons as their backdrop,

The heat just doesn’t stop!

Deserts are hot! (snap, snap)

Deserts are hot! (snap, snap)

Deserts are hot, deserts are hot, deserts are hot! (snap, snap)

With very little rain fall,

Five inches is all,

Much stored underground,

In the cacti and all around.

Deserts are hot! (snap, snap)

Deserts are hot! (snap, snap)

Deserts are hot, deserts are hot, deserts are hot! (snap, snap)

In summer the temperature rises.

A forecaster surmises.

In autumn cool breezes blow.

High desert mountains get snow.

Deserts are hot! (snap, snap)

Deserts are hot! (snap, snap)

Deserts are hot, deserts are hot, deserts are hot! (snap, snap)

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Desert Cadence

Written by Alicia Skibby

We just know what we’ve been told

The desert’s worth its weight in gold

An important part of our state

Here are some facts that make it great!

Sound off: Deserts!

Sound off: Arid Land!

Sound off: 1, 2, 3, 4. Mojave Desert!

Desert cities are interesting places

Palm Springs and Lancaster are two spaces

Known for its golf courses and flowers

Camping, off-roading, and casino towers

Sound off: Cities!

Sound off: Desert Communities

Sound off: 1, 2, 3, 4. Painted Desert!

Death Valley deserves mention, too

It’s a tourist attraction for me and you

Rich in history with tales of old

People came to mine for gold

Sound off: Tourists!

Sound off: Recreation!

Sound off: 1, 2, 3, 4. Sonoran Desert!

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Mojave Rattlesnake

Written by Alicia Skibby

I know a desert animal

A venomous desert animal

A venomous desert animal

Who’s native to California

He hibernates in a den during winter

She suns herself in June

He hunts rodents secretly at night

She retains her eggs in her body

And her young are born alive

Snakes in the desert

Snakes under the ground

Snakes underfoot

And snakes below the sand

I know a desert animal

A venomous desert animal

A venomous desert animal

Who’s native to California

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Mountain Bugaloo

Written by Pamela Hutchins

I’m a tourist and I’m here to say,

I’d go to the mountains everyday.

Sometimes I’d ski, sometimes I’d fish

In the mountains I can do just as I wish.

Trees! Lakes! Animals, too!

Doing the Mountain Bugaloo!

When you go to the mountains

There is a lot to see

Go to a National Park

Where they protect the trees

Trees! Lakes! Animals, too!

Doing the mountain bugaloo!

In the Sierras

Lake Tahoe’s a freshwater lake

It is so large

It spans two states.

Trees! Lakes! Animals, too!

Doing the Mountain Bugaloo!

There are birds for you and me

Steller’s Jay and Mountain Chickadee

Mule Deer and American Black Bear

Are animals to see, if you dare.

Trees! Lakes! Animals, too!

Doing the Mountain Bugaloo!

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I Know a Californian

Written by Alicia Skibby

I know a Californian

A hard-working Californian

A hard-working Californian

Who lives in a diverse state.

He works in a vineyard picking grapes

She visits tourist attractions

He surfs the crashing waves

She learns about the regions.

I know a Californian

A hard-working Californian

A hard-working Californian

Who lives in a diverse state.

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California Bugaloo

Written by Alicia Skibby

I’m a Californian

And I’m here to say

I travel through the regions

Almost everyday

Sometimes I take a walk

Sometimes I drive a car

As long as I go

From near to far

Deserts, mountains, coastal regions, too.

Doing the California BUGALOO!

I like to climb the mountains so high

Imagining the condors that soar through the sky

Examining the tide pools is lots of fun

Anemones and sea stars, surf and sun

Deserts, mountains, coastal regions, too.

Doing the California BUGALOO!

So if you’d like, come and visit my state

We can ride along the Golden Gate

Perhaps we can make another choice

Oh, California-let’s rejoice!

Deserts, mountains, coastal regions, too.

Doing the California BUGALOO!

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Strawberry Fields Forever

(Tune: “Strawberry Fields” by the Beatles)

Written by S. McPherson

Let me take you down, ‘cause I’m going to

the strawberry field

There’s nothing to peel

They’re really sweet, plump, and juicy.

Strawberry fields forever.

Living is easy if you eat right.

Strawberries have Vitamin C.

They have 200 seeds on

the surface of a single fruit.

It sounds really healthy to me.

Let me take you down, ‘cause I’m going to

the strawberry field

There’s nothing to peel

They’re really sweet, plump, and juicy.

Strawberry fields forever!

Strawberry fields forever!

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Expert

Groups

CENTRAL VALLEY

Physical Characteristics

The Central Valley is a long, large flat valley that covers the central portion of the state of California. It is 400 miles long from north to south and can be 40-60 miles wide. The Central Valley borders the Cascade Mountain Range to the north, the Sierra Nevada to the east, the Tehachapi Mountains to the south, and to the west, the Coast Ranges and San Francisco Bay. The Sacramento River, San Joaquin River, and Kern River flow though the valley and provide the fertile soil so valuable to the region. There are 19 different counties in this area.

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Water

The Sacramento River flows through the northern part of the Central Valley while the San Joaquin River flows into the southern half. Run-off from the Sierra Nevada fuels the rivers in the spring. Water is an important factor that has made the Central Valley have such fertile soil. The irrigation waters the important agriculture of the area. Without the California Aqueduct the region would not be so important.

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Wildlife and Vegetation

The Central Valley is home to diverse plants, flowers, and animals. The Central Valley is the most productive agricultural area in the world producing crops such as nuts, olives, rice, grapes, tomatoes, and many other fruits and vegetables. Over 350 different products are harvested each year. The farm animals are not indigenous and were brought to the region as products to be raised and sold.

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Climate

The Central Valley has distinct seasonal changes. The summer climate is extremely hot, so much that the land turns golden brown. Autumn is short, but many crops are harvested then. Winter comes on suddenly. The tule fog is so thick that it obscures the roads and creates hazardous conditions.

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Industry and Economy

The Central Valley houses the state capitol of Sacramento. The city, located on the Sacramento River, is an important gateway to exporting the farm products harvested in the Central Valley. The San Francisco Bay allows products grown locally to travel not only in our country but all around the world. Migrant workers travel to each area where the next harvest is picked. Packing industries are needed to package the goods for export. Napa Valley and Sonoma Valley produce wine which is also an important product of California. The remoteness of the area lends itself well to housing correctional facilities, of which there are many in the Central Valley.

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NORTHERN PACIFIC COAST

Climate

The Northern Pacific Coast has a cooler climate than Central or Southern California. It can even be 65 degrees in the summer time! The region also gets more rainfall, and tends to be cooler year-round with lots of fog and moisture.

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Water

This area receives 70% of the total precipitation for California through abundant rainfall, some snow, fog, and saltwater.

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Physical Characteristics

Along the coast there are rocky cliffs and rocky beaches. The Northern beaches don’t have the stretches of sand that is seen in Southern California. People don’t spend as much time at the beach along the Northern Coast due to the colder climate and rocky beaches.

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Wildlife and Vegetation

The animals that live along the coast include: deer, rabbits, coyotes, rattlesnakes, tortoises, rodents, and birds. The animals make their homes easily in the rocks and chaparral.

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Industry and Economy

Slightly inland from the coast, the farm industry is strong. Farmers grow many types of citrus fruits and vegetables, but are most famous for their grapes that are used to make wine.

Many people visit the Northern Pacific Coast just to go wine tasting at the local vineyards. They also enjoy visiting the historic missions along the way, as well as many cultural museums. There is a huge port in the city of Oakland. Large amounts of fruits and vegetables are exported, or shipped to countries, such as Japan, that cannot grow them, or lack them during the wintertime. Commercial fishing is also a big industry for people who live in the Northern Pacific Coast. It provides many jobs for residents in that area.

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Probably one of the largest industries in Northern California is tourism. San Francisco is the number one tourist destination with Carmel being a nearby favorite with golfers. In San Francisco, tourists love to take pictures riding the trolley cars because they symbolize San Francisco when it was first established. Fisherman’s Wharf and the Golden Gate Bridge are also well known tourist spots.

The most populated area along the Northern Pacific Coast is the Bay Area, which includes San Francisco, San Jose, Oakland, and Marin County. There are several renowned universities in this region such as, Stanford, University of San Francisco, University of California of San Francisco, and the well-respected Culinary Institute.

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SOUTHERN PACIFIC COAST

Physical Characteristics

Southern California has some of the most beautiful and varied landscape in all of California. Unlike its northern counterpart, it has low level mountain ranges and its beaches are marked by long stretches of sandy and pebbly beaches. It also has a number of large islands including Santa Barbara Islands and Catalina Island that lie offshore. Set back from the beaches are rolling hills which gradually rise to mountain ranges. Southern California has two major mountain ranges: the Los Angeles Ranges and the San Diego Ranges.

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Vegetation and Wildlife

The chaparral are low level hills containing woodlands and grasslands. They are rich in deer, rabbits, coyotes, rattlesnakes, tortoises, and many rodents. Bobcats, mountain lions, and the California Condor occupy the transverse mountain ranges of Los Angeles. Southern California has also many urban habitats which are home to a variety of birds, squirrels, and domestic animals.

Unlike the hills and mountains, shellfish, grunion, and other fish and sea life dominate aquatic life of the Pacific Ocean. Migratory birds and a variety of worms and other species dominate the estuaries of Orange County, so much so, that the diversity of wildlife rivals that of the rainforest. Sadly, California leads all other states in threatened and endangered species, with 217 plants and 77 animals listed by federal and state authorities in 2000.

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Industry and Economy

Southern California’s 3 major ports of San Diego, San Pedro, and Long Beach are the arteries that import and export commodities all over the US and the rest of the world. San Diego is one of the greatest natural harbors and houses one of key naval bases in our country and San Pedro is the busiest port in the entire US and the 3rd largest in the world. Believe it or not, surfing is also an important industry in Southern California. It is a billion dollar a year industry centering on San Diego and Orange Counties!

California has rich and diverse resources in both the sea and on land. It is a leader in such industries as clothing, real estate, entertainment (film, television, theme parks, and sports), defense and aerospace, fishing, citrus farming, international shipping, surfing, and has some of the premier universities in the entire world.

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Climate

Southern California has an arid, Mediterranean climate, characterized by warm, dry summers and mild winters. That means that not a lot of rainfall occurs each year – less than 16 inches in a year (compare that to the northern part of our state where some places can get over 170 inches per year!). In fact we get as much water in Southern California as West Africa!

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Water

Water is Southern California’s most critical natural resource. Cities in the southland receive water from a variety of sources. The State Water Project takes water from the North and delivers it to the thirsty south through a series of state aqueducts. Larger counties such as Los Angeles and Orange also have their own sources of water. Los Angeles receives over 75% from the Owens’s Valley in Northern California while Orange County, gets 75% of its water supply from groundwater (source is the Santa Ana River leading from the San Bernardino Mountains).

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MOUNTAINS

Physical characteristics

More than half of California is covered with mountains. The Sierra Nevada means “snowy range” and is 500 miles long and 70 miles wide with peaks from 7,000 to 15,000 feet high. The Sierra Nevada includes: Lake Tahoe (a large, clear, freshwater lake), Hetch Hetchy Valley, Yosemite Valley, and Kings Canyon which are glacially-scoured canyons. Yosemite National Park is world famous and has numerous waterfalls and granite domes. Mt. Whitney at 14,505 feet is the highest point in the continental United States. Groves of giant Sequoias are endemic and are the most massive trees in the world. The “General Sherman” stands 275 feet tall and can be seen in Sequoia National Park.

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The Cascades are located in the northeast. The volcanic peaks of Mt. Shasta and Mt. Lassen are dormant but still active. The Klamath Mts. in the northwest are a rugged, forested range with peaks reaching an altitude of more than 8,900 feet. The Coast Ranges are in the west. The Transverse Ranges in the southeast include the Santa Monica, San Gabriel, and San Bernardino Mts. The highest point is Mt. San Gorgonio at 11, 502 feet located in the San Bernardino Mts.

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Water

The most important thing about the mountain region is that it is one of the main sources of water for all of California. Precipitation in the form of snow is stored in the Sierra Nevada. Snowmelt and rain falling in the mountains flow into creeks, streams, and rivers and accumulate in lakes, reservoirs, and dams. The Sacramento River, San Joaquin River, and numerous lakes and rivers get their water from the melted snow packs. San Francisco gets water from a dam and reservoir in Yosemite National Park’s Hetch Hetchy Valley. The Owens River and the Eastern Sierra watershed supplies Los Angeles with water.

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Vegetation and Wildlife

The Mountain regions are host to a variety of wildlife. Steller’s Jay, Pinyon Jay, Mountain Chickadee, Hermit Thrush, Sage Grouse, Great Grey Owl, Red-tailed Hawk, and Golden Eagle are notable species of birds. Desert Big Horn Sheep, Western Grey Squirrel, Mule Deer, American Black Bear, Golden-Mantled Ground Squirrel, Marten , Mountain Lion, and Wolves are some of the notable species of animals. This region is also host to many types of fish. The main ones are Salmon, Bass, and Trout (7 native species in CA). Additionally, many different types of trees and flowers grow in this region such as: Ponderosa Pine, Jeffery Pine, CA Black Oak, Incense Cedar, Giant Sequoias, Redwoods, Red Fir, Sierra Juniper, Whitebark Pine, numerous species of wild flowers, grass, and berries.

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Climate

The mountain region has both a wet and dry period. The rainy period in the mountains is from October to April. In the winter there is snow at the upper elevations. It is usually dry from May to September. It is pleasantly cool in the summer. Many peaks in the Sierra Nevada support small glaciers all year and in some locations the snowfall exceeds 500 inches which is the equivalent of 50

inches of rain.

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Industry/Economy

Tourism, recreation, and sports (e.g. skiing, backpacking, fishing, hunting, camping, etc.) are part of the mountain economy. Since the mountain region provides people with recreation, many national parks and state parks have been established to protect trees and wildlife. The National Park System and the 18 National Forests have millions of visitors each year. Timber and lumber (Ponderosa or Yellow Pine, Redwood, and Douglas Fir) also are a part of the mountain economy.

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The Regions and People of California

Process Grid

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| |Physical characteristics |Water |Vegetation (Flora) and Wildlife |Climate | |

| |(natural features/landforms) |(water sources) |(Fauna) |(weather/ |Industry/Economy |

|Regions | | | |temperature) | |

| | | |* Desert tortoise, rattlesnakes, |* Extreme weather conditions: | |

|Desert |* 6 main deserts: Mojave, Colorado, |* Average 2-5 in. per year |big horn sheep, lizard, geckos, |in summer may climb 120 |Borax mining, natural gas drilling, |

| |Great Basin, Sonoran, Painted, and |* Rain stored in plants and deep |bobcats, coyotes, mt. loin, big |rainstorms possible in summer, |aviation, recreation (golfing, |

| |Chihauhuan |underground |horn sheep, jack rabbits, burrowing|* Mojave’s autumn has cool |camping, off-roading) |

| |* cover approx, 25 million acres |* some deserts rec. water from |owl, roadrunner, antelope, etc |breezes, in spring cool breezes | |

| |(roughly entire SE quarter of CA) |Mountain runoff |* Golden poppy (CA State flower), |with butterflies, flowers bloom, |Farming |

| |* Looks like wastelands, comprised of | |pincushion cactus, Joshua trees, |winter cooler, | |

| |canyons, | |cacti, cotton, morning glory and |* High desert mtns. some snow | |

| |* Plants, flowers, animals adapted to | |popcorn, flowers, octillo plants, | | |

| |heat and lack of water | |brush, sweet peas | | |

| |* dry, sandy, hot | |* Special adaptations allow them to| | |

| |* Owens Lake Bed, Salton Sea, Mono Lake,| |survive in such harsh conditions. | | |

| |Red Rock Canyon | |Some animals hibernate in nests or | | |

| | | |burrows underground during cold | | |

| | | |winters, some animals obtain water | | |

| | | |from cacti (stored water in tubes) | | |

| | | | | | |

|Northern and Central Coast |San Francisco Bay, Big Sur, |Abundant rainfall |Short wide trees, redwoods, |Cooler 70-75 degrees in summer | |

| |Redwood Forests |Some snow |seaweed, | |Oil, Shipping and fishing, Computers |

| | |Foggy | |Cold and windy 50-60 in winter |Tourism, SF (Golden Gate Bridge, |

| |Rocky coast line, waves crashing into |Saltwater | |A lot of rain |Fisherman’s Warf) |

| |rocks, little or no beach, Mountains, | | | | |

| |hills, cliffs, saltwater ocean, | | | | |

| |lighthouses, foamy waves | | | | |

| | | | | | |

| |* mainly urban, large spread out |Importance: More than ½ of CA’s |* More than ½ of CA’s population | | |

|Southern |suburban communities |population lives along the coast |lives along the coast | | |

|Pacific Coast |* rolling hills rise to low level | |* deer, rabbits, mt. lions, | |Aerospace/Defense, Petroleum/Oil, |

| |mountain ranges (less than 4,000 ft) |Ocean wildlife (fish, birds, |coyotes, bobcats, condor |* Two main seasonal changes: dry |Film and Television, Shipping |

| |that extend along the SoCal coast: |migrating whales, seals, sea |* many endangered species (217 |and rainy. Mediterranean climate |(import/export), Fishing, (rich in |

| |California Coastal Ranges which include |lions, sea urchin, anchovies, |plants and 77 animals) |(rain falls only in winter and |sea resources), Aviation, Theme |

| |the transverse Los Angeles Ranges (Santa|tuna, etc) |* Aquatic wildlife (fish, birds, |temp. is mild) |Parks, Beaches, Farming (mainly |

| |Ana, Santa Monica, etc.),, and the | |migrating whales, seals, sea lions,| |citrus), Real Estate, Clothing, |

| |Peninsular Ranges of San Diego |* Water is key: without water CA |shellfish, grunion, dolphins, etc) |* 300 days a year of sunshine |Tourism, entertainment, naval bases |

| |* Tehachapi Mt range and San Bernardino |would have few towns or people |* 6 main wildlife habitats: tree |* 41-48F low/56-72 highs along |* some of the Nation’s leading |

| |Mt range boarder |* 70% of Northern CA rivers are |dominated habitats (ex palm and |coast |universities (crucial for the success|

| |* San Diego Harbor |redistributed to SoCal |riparian), Shrub dominated (ex. |* warmer in 80-90 summer (ocean |of the State) |

| |* Pebble and sandy beaches (long |* SoCal is virtually a desert |coastal sage, brush, chaparral), |breezes help cool things off); |* main ports are in SD, LB, LA, and |

| |stretches), waves crash on the beach, |* LA – 75% of water comes from the|Herbaceous (ex. meadows, wetlands, |Cooler 60-70s in winter |SB |

| |lighthouses, foamy waves |Owens Valley Aqueduct (1930s) from|grasslands),, Aquatic Habitats |* Some rain, approx. 8-32in. a |*SD one of the worlds greatest |

| |* number of small islands (ex. Santa |Sierra Nevada to LA and Mono Lake |(river, pond, estuary, marine), |year |natural harbors |

| |Barbara and Santa Catalina) |(1940s); 15% well water; and, 10% |Developed Habitats (ex. orchards, | |*shipping throughout the world |

| |* Multiple Wetlands/Estuary (OC, SB, LA,|State Water Project (SWP) and |hay, farming vineyards and urban), | |*San Pedro busiest port in US; 3rd in|

| |SD, Ventura) |Colorado River Aqueduct (CRA) |and Non-vegetated Habitats (barren/| |world |

| | |* CRA (1932-41) now brings water |rock, pavement, sand) | |*surfing (billion dollar industry) |

| | |from Ventura Co. to the Mexican | | |center around SD and OC |

| | |border (Metrop. Water District) | | | |

| | |*75% of water in OC is under | | | |

| | |ground in natural reservoirs | | | |

| | |(sourcre: San Bernadino Mtns. | | | |

| | |runoff to Santa Ana River); 25% | | | |

| | |from SWP and CRP. | | | |

| | |* saltwater ocean | | | |

| | | | | |* Sacramento – capital, politics |

| | | |Farm animals (not indigenous) cows,| |* Importance: CV agriculture exports |

|Central Valley |Sacramento River, San Joaquin Valley, |Sacramento River, Tulare Lake, San|cattle sheep |Extremely hot in summer, land |produce all over the US and world. |

| |Kern River, Flat-topped hills |Joaquin Valley, Kern River are |Rattlesnakes |turns golden brown, fall is |* Migrant farm workers (travel where |

| | |water sources (run-off from Sierra| |short, winter comes on suddenly, |there is work) |

| |19 counties |Nevada) |Fruit, cotton, nuts, olives (75% of|tule fog can be very thick and |* Wine (Napa Valley) |

| |Plants and flowers, little water, | |all), rice, vegetables, almonds, |dangerous, no snow by can reach |* Oil |

| |fertile farmland, patchwork quilt of |Massive irrigation systems |rice, dried plums, grapes, dairy, |freezing temps in winter |* Correctional Facilities |

| |farmland, basin (flat plain 400 m long | |tomatoes, | |(remoteness) |

| |and 40-60 m wide), small hills remnants | | | |* commercial packing industries |

| |of volcanoes, ground made up of airy | |Agriculture is key with over 300 | | |

| |sand, clay (hold water), silt (provides | |different products grown there | | |

| |nutrients for plants) | | | | |

| | | | | | |

| |* Klamath Mt. Range (north), Costal |* Precipitation in the form of | | | |

| |Ranges (West), Tehachapi Mts (south), |snow is stored in the SN; snowmelt|* (representative birds) Pinyon | | |

|Mountain |Sierra Nevada Mt. Range (NE) |and rain falling in the mountains |Jay, Mountain Chickadee, Hermit |Snow in winter, rains in Valley |Tourism, recreation and sports |

| |* Sierra Nevada Mt. Range on the NE side|flow into creeks, streams and |Thrush, Sage Grouse, Great Grey |means snow in Mtns., pleasantly |(skiing, hiking, snowboarding, |

| |of the State looks like a wall of jagged|rivers and accumulate in lakes, |Owl, red-tailed hawk, eagles |cool in summer |outdoors), hunting, lumber, |

| |teeth dividing NV and CA is 500 m long, |rivers, and dams. |* (representative mammals) Desert | | |

| |70 m wide, and 15,000 feet high. SN | |Big Horn Sheep,, Western Grey |Rainy period (Oct to Ap) dry |Natural Gas, farming, technology, |

| |includes: Lake Tahoe (a clear, |* Mono Lake in the E. Sierra |Squirrel, Mule Deer, American Black|period (May to Sept.) |oil, gold and copper mining, timber |

| |freshwater lake), Hetch Hechy Valley, |supplies LA with water |Bear, Golden-Montled Ground | |and lumber (Ponderosa, Redwood, and |

| |Yosemite Valley, Sequoia National Park,|* Sacramento Rive, San Joaquin |Squirrel, Marten Weasel, Mt. Loins,| |Douglas Fir), sand and gravel |

| |and Kings Canyon (glacially-scoured |River,, and numerous lakes and |Chickaree, wolves, llamas, | |excavation |

| |canyons). |rivers get their water from melted|reindeer, brow bear, grizzly bear, | | |

| |* Yosemite National Park has numerous |snow packs from these ranges. |opossum, bobcats, rams. | |The National Park System and National|

| |waterfalls and granite domes | |(representative fish) Salmon, Bass,| |Forests, have millions of visitors |

| |* Mt. Whitney is 14, 505 ft, the highest|San Francisco water source is a |Trout (7 native to CA) | |each year |

| |point in the continental US is in the |dam and reservoir in Yosemite Natl| | | |

| |SNMtR |Park’s Hetch Hetchy Valley |* Ponderosa Pine, Jeffery Pine, CA | | |

| |*Groves of giant Sequoia Trees |* Shasta Dam supply cities all |Black Oak, Incense Cedar, Giant | | |

| |(endemic), the most massive in the |over CA with drinking water |Sequoias, Redwoods, Red Fir Sierra | | |

| |world, grace Sequoia and Kings Canyon | |Juniper, Whitebark Pine, numerous | | |

| |can be as big as | |species of wild flowers, grass, | | |

| |* Cascades: Mt. Shasta and Mt. Lassen | |berries | | |

| |(dormant volcanic peaks but still | | | | |

| |active) | | | | |

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