Minnesota

Ages 5–11 · 16 minutes · Geography

Is Minnesota actually home to 10,000 lakes? Trek north and find out!

What 'dontcha know' about Minnesota? Come learn about this great state's many lakes and its extremely popular annual state fair.

No prior knowledge needed.

Part of

The 50 States

Standards alignment

Common Core State Standards

D2.Geo.6.K-2 — Individually and with others, students… Identify some cultural and environmental characteristics of specific places.
SL.K.4 — Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.

Alabama

SS10.2.6 — Identify states, continents, oceans, and the equator using maps, globes, and technology.
SS10.2.6.1 — Identifying map elements, including title, legend, compass rose, and scale
SS10.3.1.1 — Using cardinal and intermediate directions to locate on a map or globe an area in Alabama or the world (Alabama)
SS10.5.13.2 — Locating on a map states, capitals, and important geographic features west of the Mississippi River

Alaska

1 — know that places have distinctive geographic characteristics;
1 — use maps and globes to locate places and regions;
SL.K.4 — Describe familiar people, places, things, and events, and with prompting and support, provide additional related details.
5 — describe and demonstrate how places and regions serve as cultural symbols, such as the Statue of Liberty;

Arizona

2.G1.1 — Use and construct maps, graphs, and other geographic representations of familiar and unfamiliar places in the world; and locate physical and human features. • Key physical features include but are not limited to seven continents, oceans, lakes, rivers, mountain ranges, coasts, seas, and deserts • Key human features include but are not limited to equator, hemispheres, North and South Pole, cities, states, countries, regions, and landmarks
1.G1.1 — Use, explore and construct maps, graphs and other geographical representations to support content focus. • Key concepts include but are not limited to physical features (rivers, lakes, mountains, landforms, desert) and human features (dams, cities, parks, hospitals, schools, railroad tracks, farms, factories, houses)
2.G1.2 — Use maps, globes, and other simple geographic models to identify and explain cultural and environmental characteristics of places in the world based on stories shared. Arizona History and Social Science Standards modified 8/23/19 Page 19
5.G1.1 — Use and construct maps and graphs to represent changes in the United States. • Key concepts include but are not limited to physical and human features of the United States, the regions of the United States and their characteristics, geographic location of major events, the growth of the United States through territorial expansion, demographic changes, and the states and their capitals

Arkansas

G.1.K.2 — Identify and describe the physical characteristics of a place such as rivers, mountains, and forests using maps, globes, and photographs.
G.1.1.1 — Show relationships between familiar places using map keys, legends, compass rose, and directional words
G.1.1.2 — Describe the physical and human characteristics of a place including roads, buildings, and borders using maps, globes, and photographs.
G.1.3.5 — Investigate the cultural characteristics of various places and regions from around the world.

California

2.2.2 — Label from memory a simple map of the North American continent, including the countries, oceans, Great Lakes, major rivers, and mountain ranges. Identify the essential map elements: title, legend, directional indicator, scale, and date.
SL.K.4 — Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.

Colorado

SS.2.2.1 — Use geographic terms and tools to locate and describe spatial patterns and places.
SS.3.2.1 — Use geographic tools to develop spatial thinking skills.
SS.K.2.1 — Recognize that geographic tools represent places and spaces.
SS.2.4.2 — Explain the roles and characteristics of people who govern different communities.

Connecticut

GEO 1.4 — Explain how weather, climate, and other environmental characteristics affect people’s lives in places or regions.
GEO 2.6 — Identify cultural and environmental characteristics of a place/region.
GEO 2.3 — Use geographic representations to identify cultural and environmental characteristics of place.
GEO.K.3 — Use maps, globes, and other simple geographic models to identify cultural and environmental characteristics of places.

Delaware

G.1.K-3a — Students will understand the nature and uses of maps, globes, and other geo-graphics. Grade K and Grade 3
K-3a — Students will use the concepts of place and region to explain simple patterns of connections between and among places across the country and the world. Grade 3
G.3.K-3a — Students will identify types of human settlement, connections between settlements, and the types of activities found in each. Grade 3
H.4.K-3b — Students will develop an awareness of major events and people in United States and Delaware history. • Who lives here and how did they get here? (immigrants, demographics, ethnic and religious groups) • Important people in our past • Different kinds of communities in Delaware and the United States

Florida

SS.3.G.1.2 — Review basic map elements (coordinate grid, cardinal and intermediate directions, title, compass rose, scale, key/legend with symbols) .
SS.3.G.2.5 — Identify natural and man-made landmarks in the United States, Canada, Mexico, and the Caribbean.
SS.3.G.3.1 — Describe the climate and vegetation in the United States, Canada, Mexico, and the Caribbean.
SS.5.G.1.6 — Locate and identify states, capitals, and United States Territories on a map.

Georgia

SS3G1.a — Locate major rivers of the United States of America: Mississippi, Ohio, Rio Grande, Colorado, Hudson, and St. Lawrence.

Hawaii

SS.1.1.13.3 — Use maps and map features to describe places
SS.K.3.13.3 — Examine physical characteristics on maps and globes using positional words
Maps show where things are located. One can map the shapes and kinds of land and water in any area.
SS.2.3.13.4 — Describe major geographic features of places using maps, photos, and other geographic representations

Idaho

1.SS.2.1.2 — Use directions on a map: East, West, South, and North.
There are many different kinds of living things in any area, and they exist in different places on land and in water. (2-LS-2.1)
5.SS.2.1.4 — Name and locate the 50 States and their Capitals, and U.S. Territories.
2.SS.2.2.1 — Compare how environmental conditions affect living styles and clothing in different parts of the country.

Illinois

SS.1.G.1 — With guidance and support, construct and interpret print and digital maps and other cultural representations of familiar places.
SS.2.G.2 — With guidance and support, identify some cultural and environmental characteristics of your community and compare to other places or regions.
SS.K.G.3 — With guidance and support, identify characteristics of print and digital maps, graphs, and other cultural representations of familiar places.
SL.K.4 — Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.

Indiana

2.G.1 — Use a compass to identify cardinal and intermediate directions and locate places on maps and in the classroom, school, and community.
5.G.2 — Use maps and globes to locate states, capitals, major cities, major rivers, the Great Lakes, and mountain ranges in the United States. (E)
3.ESS.1 — Obtain and combine information to determine seasonal weather patterns across the different regions of the United States.

Iowa

SL.K.4 — Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.
SS.K.14. — Compare environmental characteristics in Iowa with other places.

Kansas

Benchmark 5.5.1 — The student will recognize and evaluate dynamic relationships that impact lives in communities, states, and nations.
Standard 5.5 — Relationships among people, places, ideas, and environments are dynamic.

Kentucky

2.G.GR.1 — Examine geographic features of places in North America, using a variety of geographic data, including maps, photos and other geographic tools.
L.2.1.a — collective nouns.

Louisiana

2.21 — Describe geographic features and physical characteristics of places in the United States and the world, including mountains, hills, plains, deserts, coasts, islands, peninsulas, lakes, oceans, and rivers.
1.24 — Create and use maps or models with cardinal directions, keys, and scale.
3.20 — Describe the geographic features of places in the United States.
3.21 — Interpret geographic features of the United States using a variety of tools such as different types of maps and photos.

Maine

SL.3.K.a — Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.
K-ESS3-1 — Use a model to represent the relationship between the needs of different plants and animals (including humans) and the places they live.

Maryland

locating Maryland using cardinal directions on maps, globes, GPS, and/or Google Earth.
locating Maryland using cardinal directions on maps, globes, GPS, and Google Earth.

Massachusetts

1.T2.2 — Identify and use language for cardinal directions (north, east, south, west) when locating and describing places on a map; use a map to identify the location of major cities and capitals (e.g., Boston, Massachusetts, Washington D.C., Mexico City, Mexico) and investigate factors that explain why these locations became important cities.
1.T2.3 — Explain that a city that is called a capital is the center of government for a state or nation.
1.T2.1 — Explain that a map represents spaces and helps one identify locations and features.
1.T2.4 — Locate and explain physical features (e.g., continents, oceans, rivers, lakes, mountains) on maps and construct maps and other representations of local places.

Michigan

4–G1.0.1 — Identify questions geographers ask in examining the United States.
4–G1.0.3 — Use geographic tools and technologies, stories, songs, and pictures to answer geographic questions about the United States.
4–G2.0.2 — Locate and describe human and physical characteristics of major U.S. regions and compare them to the Great Lakes region.

Minnesota

2.3.1.1.3 — Use maps, photos or other geographic tools to identify and locate major landmarks or major physical features of the United States. For example: Physical features—the Atlantic Coast, Rocky Mountains, Mississippi River, Lake Superior. Landmarks—Statue of Liberty, Angel Island, Gateway Arch in St. Louis, Mount Rushmore, Crazy Horse Memorial.
3.3.1.1.1 — Use maps and concepts of location (relative location words and cardinal and intermediate directions) to describe places in one’s community, the state of Minnesota, the United States or the world. For example: Relative location words— close to, above, bordering. Description using relative location words—"Our school is across from the post office." Description using cardinal directions— "Mexico is south of the United States." Description using intermediate directions—“Hawaii is southwest of the continental United States.”
0.1.2.2.1 — Describe symbols, songs and traditions that identify our nation and state. For example: American Flag, bald eagle, White House, Statue of Liberty, Pledge of Allegiance, Minnesota state flag.

Mississippi

1.G.3.1 — Demonstrate map skills through vocabulary.
3.CI.2.3 — Recognize locations where government is practiced at the national, state, and local levels.
5.10.2 — Identify and label each of the 50 states on a map.
1.H.1.2 — Examine the significant contributions of historical figures to the local community, state, and United States.

Missouri

4.EG.5.B.a — Name and locate specific regions, states, capitals, river systems and mountain ranges in the United States based on historical or current topics.
4.EG.5.C.a — Identify and compare physical characteristics of specific regions within the nation.
5.EG.5.B.a — Name and locate specific regions, states, capitals, river systems and mountain ranges in the United States based on historical or current topics.
4.EG.5.F.a — Identify different regions in the United States and analyze how their characteristics affect people who live there.

Montana

SS.G.2.1 — use the basic components of a map to identify physical and political features, including American Indian reservations; and
SS.G.5.1 — identify and label US regions, territories, states and their capitals/major cities;
SS.G.2.2 — describe how geography and human activities impact each other.

Nebraska

SS 3.3.1.d — Locate specific places on maps and globes.
SS 5.3.1.a — Use maps and atlases to locate major human and physical features in the United States.
SS K.3.3.a — Identify types of weather and the impact of weather on everyday life.

Nevada

SL.K.4 — Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.

New Hampshire

SS.GE.2.1.2 — Introduce spatial information on maps and other geographic representations, e.g., map key, compass rose. (Themes: C: People, Places and Environment)
SS.GE.2.1.3 — Identify major physical and human features in the United States and on Earth, e.g., cities, oceans, or continents. (Themes: C: People, Places and Environment, G: Science, Technology, and Society)
SS.CV.2.1.3 — Identify the basic purposes of state and national government. (Themes: B: Civic Ideals, Practices, and Engagement)
SS.GE.2.2.1 — Explore the physical and human characteristics of place, e.g., roads, schools or mountains. (Themes: C: People, Places and Environment, E: Cultural Development, Interaction, and Change, G: Science, Technology, and Society)

New Jersey

6.1.2.Geo.HE.3 — Identify cultural and environmental characteristics of different regions in New Jersey and the United States.
6.1.5.GeoPP.2 — Describe how landforms, climate and weather, and availability of resources have impacted where and how people live and work in different regions of New Jersey and the United States.
6.1.5.GeoSV.4 — Use a variety of geographic representations to describe the similarities and differences between places in New Jersey, the United States and the world (e.g., maps, data visualizations, graphs, diagrams, aerial and other photographs, GPS).
6.1.5.CivicsPI.5 — Explain how government functions at the local, county, and state level.

New Mexico

1.18 — Use a variety of maps to locate specific places and identify major landforms, bodies of water, and other places of significance around the United States.
K.10 — Identify the local, state, and national symbols (e.g., flag, bird, song).
1.16 — Create geographic representations to identify the location of familiar places and demonstrate how these representations can help us navigate from one place to the next, provide directions, or trace important routes.

New York

2.5d — The location and place of physical features and man-made structures can be described using symbols and specific geography vocabulary.
E.5.1 — The study of civics, citizenship, and government involves learning about political systems; the purposes of government and civic life; and the differing assumptions held by people across time and place regarding power, authority, governance, and law. (Adapted from The National Standards for Civics and Government, 1994)
K.6c — Places, physical features, and man-made structures can be located on a map or globe and described using specific geographic vocabulary.

North Carolina

K.G.1.1 — Use maps, globes, and/or digital representations to locate places in the classroom, school, community, and around the world.
K.G.1.3 — Identify locations in the classroom, community, and around the world with positional words.
1.G.1 — Apply geographic representations, tools, and terms to describe surroundings.
2.G.1.1 — Recognize absolute and relative location of various settlements, territories, and states in the development of the American nation.
1.B.1.1 — Identify cultural practices and traditions in local communities and places around the world.

North Dakota

G.6_12.4.1 — Explain and use a variety of geographic tools to study the world on global, regional, and local scales and draw conclusions.

Ohio

1.5 — Places are distinctive because of their physical characteristics (land forms and bodies of water) and human characteristics (structures built by people).
K.5 — Terms related to direction and distance, as well as symbols and landmarks, can be used to talk about the relative location of familiar places.
K.LS.2 — Living things have physical traits and behaviors, which influence their survival.
SL.K.4 — Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.

Oklahoma

1.2.2 — Identify cardinal directions and use them to identify specific locations on a map.
4.2.2 — Identify major physical features in the United States and analyze how physical processes shape places. A. Identify and describe the physical characteristics of places, including the major landforms, bodies of water, vegetation and climates in the United States. B. Describe the location and characteristics of the major ecosystems in the United States.
4.2.4 — Describe how physical processes of the Earth’s surface impact humans and their environment. A. Identify and describe the different climates in the United States using maps, globes, and graphs. B. Explain how climate and natural processes including floods, wind, and storms impact how we live.
4.2.5 — Identify and locate on a political map the fifty states and the United States capitol.
There are many different kinds of living things in any area and they exist in different places on land and in water. (2.LS4.1)

Oregon

2.12 — Identify relative location of school and community in the state, nation and the world.
K.10 — Locate, identify and describe places of importance to self, family, school, and culture.
K.SL.4 — Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.

Pennsylvania

7.1.3.B — Identify and locate places and regions.
7.2.3.A — Identify the physical characteristics of places and regions.
7.3.3.E — Identify the human characteristics of places and regions by their political activities.

Rhode Island

SS3.4.1 — Geography and environment of the Midwest Explain the geography and environment of the Midwestern region of the United States
SS3.4.2 — States in the Midwest Explain the states that make up the Midwestern region including their admittance to the United States and their identities
SS3.1.2 — United States geography and environment Explain the geography of the United States and its neighbors
SS3.4.4 — The Midwestern region today Argue how the geography and environment of the Midwestern region contributed to its social, cultural, and economic development

South Carolina

1.G.1 — Identify various types of maps, map features, and the purpose of maps. This indicator was developed to encourage inquiry into a variety of maps (e.g., maps of malls, roads, schools, zoos, and the world) and the purpose of different types of maps. Further, inquiry is made into map features (e.g., map title, map key/legend, and compass rose) and how they are tools in geographic inquiry.
1.G.2 — Identify and describe the geographic location of South Carolina in relation to the rest of the United States through the use of various maps and geographic tools. This indicator was developed to encourage inquiry into a variety of sources used to investigate and compare the location of South Carolina to the rest of the United States.
3.1.3.PR — Identify the spatial hierarchy of political and physical geographic features. This indicator prompts students to inquire about spatial hierarchies (i.e. scale) to understand connections between Earth's systems. Political features include cities, states, and countries. Physical features include forests, mountains, oceans, and rivers.
2-LS4-1. — Make observations of plants and animals to compare patterns of diversity within different habitats. Clarification Statement: Emphasis is on the diversity of living things in a variety of different habitats. State Assessment Boundary: Assessment does not include specific animal and plant names in specific habitats.
3.2.3.ER — Identify spatial variations in climates around the world and recognize the relationship between climate and human activities. This indicator prompts students to inquire about how climate affects decision-making regarding such factors as food, clothing, and shelter around the world.

South Dakota

3.G.1.2 — Locate the seven continents, four oceans, and major physical features and regions of the United States on a map or globe
K.G.1.1 — Recognize that maps and globes represent places
2-LS4-1 — Make observations of plants and animals to compare the diversity of life in different habitats.
K.SL.4 — Describe familiar people, places, things, and events. With prompting and support, provide additional detail.

Tennessee

1.12 — Use cardinal directions on a map.
3.09 — Identify and locate the fifty states of the U.S.
3.11 — Identify major physical features of the U.S., including: • Rivers—Colorado, Mississippi, Ohio, Rio Grande • Mountains—Alaska Range, Appalachian, Rockies • Bodies of Water—Great Lakes, Gulf of Mexico • Desert— Great Basin • Landforms—Grand Canyon, Great Plains
SSP.06 — Develop geographic awareness by: • Identifying geographic symbols on maps and globes • Understanding relationships between people, places, and resources
1.21 — Identify Tennessee symbols, including: state flag, state tree, state flower, state bird, state animal, and the significance of the state nickname.

Texas

K.4A — identify the physical characteristics of place such as landforms, bodies of water, Earth's resources, and weather; and
K.3C — identify and use geographic tools that aid in determining location, including maps and globes.
K.4B — identify how geographic location influences human characteristics of place such as shelter, clothing, food, and activities.
2.11D — identify symbols such as state and national birds and flowers and Uncle Sam; and

Utah

1.3.2.c — Identify the compass rose and cardinal directions on a map and on a globe.
2.3.2.a — Identify and use information on a map and on a globe (e.g., map key or legend, simple grid systems, physical features, compass rose).
2.2.3.b — Identify community and state symbols, documents and landmarks (e.g., city hall, county courthouse, state capitol, Utah State Constitution, flag, holidays).

Vermont

D2.Geo.6.K-2 — Individually and with others, students… Identify some cultural and environmental characteristics of specific places.
SL.K.4 — Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.

Virginia

2.11.b — The student will apply history and social science skills to develop geographic mapping skills using world maps and globes by identifying major rivers, mountain ranges, lakes, and other physical features in the United States.
Skill.2.b — The student will apply history and social science skills to the content by applying geographic skills to identify and understand geographic features and connections.
USI.1.c — The student will apply history and social science skills to understand the geography of North America by locating the 50 states.

Washington

G1.3.1 — Examine and use maps and globes to understand the regions of North America in the past and present.
G1.3.2 — Investigate the physical, political, and cultural characteristics of places, regions, and people in North America, including the location of the fifty states within the regions of the United States.
G2.2.1 — Identify some common and unique cultural and environmental characteristics of specific places.
G1.2.3 — Use maps, graphs, photographs and other representations to describe places and the relationships and interactions that shape them.
SL.K.4 — Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.

Washington, D.C.

K.20 — Explain the concept of relative location using directional words.
1.23 — Describe how location, weather and physical environment affect the way people live, including the effects on their food, clothing, shelter, transportation and recreation.
2.2 — Compare different kinds of maps, with a focus on physical and political maps, and identify key parts of a map (e.g., title, legend or key, scale, compass or cardinal directions).
SL.K.4 — Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.

West Virginia

Use maps, graphs, photographs, and other representations to describe places.
SS.1.10 — Reflect an understanding of cardinal directions, map symbols in a legend, geographic landforms (e.g., mountains, lakes, rivers), and location by interpreting simple maps.
SS.2.9 — Utilize a legend, compass rose and cardinal directions to identify locations (e.g., Charleston, West Virginia, New York, District of Columbia, etc.) and geographic features (e.g., Great Lakes, Rocky Mountains, Mississippi River, etc.) in the United States.
SS.3.13 — Distinguish between a continent, country, state and capital.
SS.3.19 — Compare and contrast regions of the United States in regard to plant and animal life, landforms, climate and human interactions with the environment.

Wisconsin

SS.Geog4.a.2 — Categorize characteristics of the local community (e.g., weather and climate, population, landforms, vegetation, culture, industry). Describe how certain places have meanings that distinguish them from other places. (e.g., shopping mall, park, places of worship).
SS.Geog1 — Wisconsin students will use geographic tools and ways of thinking to analyze the world
SS.PS1.a.K-1 — Describe symbols, songs, and traditions that identify our state and country. Assess the importance of rules and laws at home, in school, and in the community.
SS.Geog5.b.2 — Identify natural resources (e.g., fertile soil, forests, mining) of a place and provide examples of how those resources are used.

Wyoming

SS2.5.1 — Spatial Use a map, globe, and mental mapping to identify familiar areas and simple patterns and create maps using various media. 2-ESS2-2
SS2.5.2 — Physical Place and Region Identify, describe, and use local physical and human characteristics to discuss the similarities and differences between parts of the community (e.g., neighborhoods, schools, towns, and reservation communities). RL.1.2, RL.2.3 RI.1.3, Rl.2.2, RI.2.10 W.K.2, W.K.7 W.1.1, W.1.7 W.2.1, W.2.7 SL.K.4, SL.1.4, SL.2.2
SS2.5.3 — Human Place and Movement Use the human features of a community to describe what makes that community unique (e.g., cultural, language, religion, food, clothing, political, economic, population, and types of jobs in an area) and why others move to or from that place. RL.1.2, RL.2.3 RI.1.3, Rl.2.2, RI.2.10 W.K.2, W.K.7 W.1.1, W.1.7 W.2.1 W.2.7 SL.K.4, SL.1.4, SL.2.2 K-2-ETS1-1
SS2.6.3 — Use digital tools to learn about social studies concepts. CV5.4.2