Texas

Texas

Ages 5–11 · 14 minutes · Geography

Giddy-up! Come learn all about Texas rodeos and more!

Howdy! Grab your hat and boots for a ride through the great state of Texas! Maybe you'll spot a Texas horned lizard on the way to the historic site of the Alamo.

No prior knowledge needed.

Part of

Standards alignment

Common Core State Standards

  • D2.Geo.2.3-5 — Individually and with others, students… Use maps, satellite images, photographs, and other representations to explain relationships between the locations of places and regions and their environmental characteristics.
  • D2.Civ.1.3-5 — Individually and with others, students… Distinguish the responsibilities and powers of government officials at various levels and branches of government and in different times and places.
  • ELD-SI.4-12.Inform — Multilingual learners will… • Define and classify facts and interpretations; determine what is known vs. unknown • Report on explicit and inferred characteristics, patterns, or behavior • Describe the parts and wholes of a system • Sort, clarify, and summarize relationships • Summarize most important aspects of information

Alabama

  • SS10.5.13.2 — Locating on a map states, capitals, and important geographic features west of the Mississippi River
  • SS10.3.1.4 — Locating physical and cultural regions using labels, symbols, and legends on an Alabama or world map (Alabama)
  • SS10.3.12 — Explain the significance of representations of American values and beliefs, including the Statue of Liberty, the statue of Lady Justice, the United States flag, and the national anthem.

Alaska

  • All organisms have external parts. Different animals use their body parts in different ways to see, hear, grasp objects, protect themselves, move from place to place, and seek, find, and take in food, water and air. Plants also have different parts (roots, stems, leaves, flowers, fruits) that help them survive and grow.
  • 1 — know that places have distinctive geographic characteristics;
  • 1 — use maps and globes to locate places and regions;
  • 5 — describe and demonstrate how places and regions serve as cultural symbols, such as the Statue of Liberty;
  • RI.K.1 — With prompting and support, elicit background/prior knowledge and experience in order to ask and answer questions about an informational text using key details from the text.

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
  • K.L1U1.6 — Obtain, evaluate, and communicate information about how organisms use different body parts for survival.
  • 1.H4.1 — Explain and explore origins of key American symbols, documents, landmarks, holidays, and leaders as well as their importance from the past to the present in our country. • Symbols include but are not limited to American flag, bald eagle, Statue of Liberty, White House, Washington Monument, Mount Rushmore, Liberty Bell, United States Capitol, and Arizona state symbols • Holidays include but are not limited to Columbus Day, Thanksgiving, Veterans Day, Memorial Day, Labor Day, Presidents Day, Martin Luther King Jr. Day, Independence Day, Constitution Day, and Arizona Statehood Day • Leaders include but are not limited to local and/or Tribal leaders, state leaders, and national leaders
  • 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

  • All organisms have external parts. Different animals use their body parts in different ways to see, hear, grasp objects, protect themselves, move from place to place, and seek, find, and take in food, water and air. Plants also have different parts (roots, stems, leaves, flowers, fruits) that help them survive and grow.
  • C.1.2.4 — Explain the significance of state and national symbols, patriotic songs, and mottos: • American flag • Flag etiquette • Star Spangled Banner • Recitation of Pledge of Allegiance* • National Motto: In God we Trust* • State Seal • Diana fritillary butterfly • Fiddle • Quartz • Bauxite • Pink Tomato
  • G.1.2.2 — Describe the physical and human characteristics of a place using geographic tools such as maps, globes, and charts.
  • H.1.2.5 — Explain state and national historical symbols and landmarks and the people and events associated with them.
  • G.1.3.5 — Investigate the cultural characteristics of various places and regions from around the world.

California

  • 1.2.1 — Locate on maps and globes their local community, California, the United States, the seven continents, and the four oceans.
  • 5.8.6 — Relate how and when California, Texas, Oregon, and other western lands became part of the United States, including the significance of the Texas War for Independence and the Mexican-American War.

Colorado

  • SS.1.2.1 — Use geographic terms and tools to describe places and spaces.
  • SS.1.4.2 — Identify and explain how the significance of notable people, places, holidays, and civic symbols reflect the origins and values of the government and its citizens.
  • SC.K.3.2 — Plants and animals meet their needs in their habitats and impact one another; people can prepare for severe weather.

Connecticut

  • GEO 2.3 — Use geographic representations to identify cultural and environmental characteristics of place.
  • GEO 2.6 — Identify cultural and environmental characteristics of a place/region.
  • GEO 2.2 — Use geographic representations to describe places and interactions that shape them.
  • GEO.K.3 — Use maps, globes, and other simple geographic models to identify cultural and environmental characteristics of places.

Delaware

  • All organisms have external parts. Different animals use their body parts in different ways to see, hear, grasp objects, protect themselves, move from place to place, and seek, find, and take in food, water and air. Plants also have different parts (roots, stems, leaves, flowers, fruits) that help them survive and grow.
  • G.1.K-3a — Students will understand the nature and uses of maps, globes, and other geo-graphics. Grade K and Grade 3
  • G.2.K-3a — Students will distinguish different types of climate and landforms and explain why they occur. Grade 2
  • 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

Florida

  • SS.3.G.2.5 — Identify natural and man-made landmarks 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.
  • SS.3.G.2.2 — Identify the five regions of the United States.

Georgia

  • S3L1.b — Construct an explanation of how external features and adaptations (camouflage, hibernation, migration, mimicry) of animals allow them to survive in their habitat.
  • SS4H3.c — Describe territorial expansion with emphasis on the Louisiana Purchase, the Lewis and Clark expedition, and the acquisitions of Texas (the Alamo and independence), Oregon (Oregon Trail), and California (Gold Rush and the development of mining towns).

Hawaii

  • SS.1.1.13.3 — Use maps and map features to describe places
  • SS.2.1.6.1 — Investigate school, community, and national leaders and their responsibilities
  • 1-LS1-1 — Use materials to design a solution to a human problem by mimicking how plants and/or animals use their external parts to help them survive, grow, and meet their needs.
  • SS.K.3.13.3 — Examine physical characteristics on maps and globes using positional words

Idaho

  • All organisms have external parts. Different animals use their body parts in different ways to see; hear; grasp objects; protect themselves; move from place to place; and seek, find, and take in food, water, and air. Plants also have different parts (roots, stems, leaves, flowers, fruits) that help them survive and grow. (1-LS-1.1)
  • 5.SS.2.1.2 — Identify the regions of the United States and their resources.
  • 5.SS.2.1.4 — Name and locate the 50 States and their Capitals, and U.S. Territories.
  • 1.RS.DR.2 — Read or listen to a series of texts organized around a variety of conceptually related topics to build knowledge about the world.

Illinois

  • LS1.A-P1 — All organisms have external parts. Different animals use their body parts in different ways to see, hear, grasp objects, protect themselves, move from place to place, and seek, find, and take in food, water and air. Plants also have different parts (roots, stems, leaves, flowers, fruits) that help them survive and grow.
  • SS.2.G.1 — With guidance and support, use print and digital maps, globes and other simple geographic models to identify cultural and environmental characteristics of places.
  • LS4.D-P1 — There are many different kinds of living things in any area, and they exist in different places on land and in water.

Indiana

  • 2.LS.3 — Classify living organisms according to variations in specific physical features (i.e., body coverings, appendages) and describe how those features may provide an advantage for survival in different environments.
  • 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.
  • K.LS.2 — Describe and compare the physical features of common living plants and animals.

Iowa

  • All organisms have external parts. Different animals use their body parts in different ways to see, hear, grasp objects, protect themselves, move from place to place, and seek, find, and take in food, water and air. Plants also have different parts (roots, stems, leaves, flowers, fruits) that help them survive and grow.
  • SL.2.2 — Describe the main topic and recount key details from a text read aloud, information presented orally, or other media.
  • SS.K.14. — Compare environmental characteristics in Iowa with other places.

Kansas

  • Plants and animals have both internal and external structures that serve various functions in growth, survival, behavior, and reproduction.
  • All organisms have external parts. Different animals use their body parts in different ways to see, hear, grasp objects, protect themselves, move from place to place, and seek, find, and take in food, water and air. Plants also have different parts (roots, stems, leaves, flowers, fruits) that help them survive and grow.
  • Climate describes a range of an area's typical weather conditions and the extent to which those conditions vary over years.

Kentucky

  • All organisms have external parts. Different animals use their body parts in different ways to see, hear, grasp objects, protect themselves, move from place to place, and seek, find, and take in food, water and air. Plants also have different parts (roots, stems, leaves, flowers, fruits) that help them survive and grow.
  • 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.

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.
  • 2.25 — Identify natural disasters such as blizzards, earthquakes, tornadoes, hurricanes, and floods and explain their effects on people and the environment.
  • 1.11 — Identify Louisiana as a unique state among fifty, and as a part of the United States.

Maine

  • 4-LS1-1 — Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction.

Massachusetts

  • 4.T4d.1 — On a political map of the United States, locate the states in the Southwest; add to the timeline the admission dates for states in the Southwest (listed alphabetically, Arizona-1912, New Mexico-1912, Oklahoma-1907, and Texas-1845).
  • 4.T4d.4 — Explain how natural disasters, such as hurricanes and drought, have affected the region, and how government and citizens have responded to catastrophic natural events.

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.
  • K–G1.0.1 — Recognize that maps and globes represent places.
  • 4–G2.0.1 — Describe ways in which the United States can be divided into different regions.

Minnesota

  • 4.3.2.3.1 — Locate and identify the physical and human characteristics of places in the United States, and also Canada or Mexico. For example: Physical characteristics—landforms (Rocky Mountains), ecosystems (forest), bodies of water (Mississippi River, Hudson Bay), soil, vegetation, weather and climate. Human characteristics— structures (Statue of Liberty), bridges (Golden Gate Bridge), canals (Erie Canal), cities, political boundaries, population distribution, settlement patterns, language, ethnicity, nationality, religious beliefs.
  • 4.3.2.4.1 — Name and locate states and territories, major cities and state capitals in the United States.
  • 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.
  • 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

  • L.K.1B.1 — Develop and use models to exemplify how animals use their body parts to (a) obtain food and other resources, (b) protect themselves, and (c) move from place to place.
  • 5.10.2 — Identify and label each of the 50 states on a map.
  • K.H.1.2 — Identify school, community, state, and national symbols.
  • L.2.4.1 — Evaluate and communicate findings from informational text or other media to describe how plants and animals use adaptations to survive (e.g., ducks use webbed feet to swim in lakes and ponds, cacti have waxy coatings and spines to grow in the desert) in distinct environments (e.g., polar lands, saltwater and freshwater, desert, rainforest, woodlands).

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.
  • 2.PC.1.F.b — Recognize and explain the significance of national symbols including national landmarks, national parks, and important memorials.
  • 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.5.1 — identify and label US regions, territories, states and their capitals/major cities;
  • SS.G.K — The geography content standard for kindergarten is that each student will use maps, and other representations, to describe place characteristics.
  • SS.CG.3.3 — identify key symbols of nations.

Nebraska

  • SS 4.1.2.b — Investigate the meaning of state symbols, songs, and holidays.
  • SS 5.3.1.a — Use maps and atlases to locate major human and physical features in the United States.
  • SS 5.3.2.b — Identify and classify regions and places within the United States using physical and human features.
  • SS 1.3.2 — Explore places and regions.

Nevada

  • SS.2.21 — Identify major national landmarks associated with historical events.

New Hampshire

  • 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.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)
  • SS.GE.2.2.2 — Recognize that areas of the Earth's surface share unifying geographic characteristics, e.g., towns, deserts or woodlands. (Themes: C: People, Places and Environment)

New Jersey

  • 6.1.5.CivicsPI.5 — Explain how government functions at the local, county, and state level.
  • 6.1.5.GeoPP.1 — Compare and contrast characteristics of regions in the United States based on culture, economics, and physical characteristics to understand the concept of regionalism.
  • 6.1.5.HistorySE.2 — Construct an argument for the significant and enduring role of historical symbols, monuments, and holidays and how they affect the American identity.
  • 6.1.5.GeoSV.2 — Use maps to explain the impact of location and place on the relationships between places in New Jersey, the United States and other countries.

New Mexico

  • K.10 — Identify the local, state, and national symbols (e.g., flag, bird, song).
  • 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.
  • 5.27 — Using a map, identify and locate the 50 states in the United States and know the capitals of each state along with the surrounding U.S. territories.
  • 2.23 — Generate a description for their region of the United States by identifying unique features.

New York

  • All organisms have external parts. Different animals use their body parts in different ways to see, hear, grasp objects, protect themselves, move from place to place, and seek, find, and take in food, water and air. Plants also have different parts (roots, stems, leaves, flowers, fruits) that help them survive and grow.
  • E.3.1 — Geography can be divided into six essential elements which can be used to analyze important historic, geographic, economic, and environmental questions and issues. These six elements include: the world in spatial terms, places and regions, physical settings (including natural resources), human systems, environment and society, and the use of geography. (Adapted from The National Geography Standards, 1994: Geography for Life)
  • 1.5b — Maps are used to locate important places in the community, state, and nation, such as capitals, monuments, hospitals, museums, schools, and cultural centers. * According to the Dignity for All Students Act, “others” includes, but is not limited to, people of different races, weights, national origins, ethnic groups, religions, religious practices, mental or physical abilities, sexual orientations, gender identity, and sexes.

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.
  • LS.K.1.2 — Use models to exemplify how animals use their body parts to obtain food and other resources, protect themselves, and move from place to place.
  • 2.H.1 — Understand how various people and events have shaped America.
  • LS.K.1.2 — Use models to exemplify how animals use their body parts to obtain food and other resources, protect themselves, and move from place to place.

North Dakota

  • 5.C.6 — Engage in a range of discussions using active listening skills, posing and responding to specific questions to clarify information.
  • 5.R.1 — Comprehend information during and after listening to a grade-level text.

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.LS.2 — Living things have physical traits and behaviors, which influence their survival.
  • 4.9 — A map scale and cardinal and intermediate directions can be used to describe the relative location of physical and human characteristics of Ohio and the United States.

Oklahoma

  • Different animals use their body parts in different ways to see, hear, grasp objects, protect themselves, move from place to place, and seek, find, and take in food, water, and air. (1.LS1.1)
  • 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.
  • 4.3.2 — Examine the characteristics of culture, including the distribution and complexity of the regions of the United States. A. Identify the characteristics of culture (language, customs, beliefs, food, clothing, shelter) and compare the cultural characteristics of different regions of the United States. B. Explain how the characteristics of culture affect the ways in which people live.

Oregon

  • 4.LS1.1 — Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction. [Clarification Statement: Examples of structures could include thorns, stems, roots, colored petals, heart, stomach, lung, brain, and skin. [Assessment Boundary: Assessment is limited to macroscopic structures within plant and animal systems.]
  • 2.12 — Identify relative location of school and community in the state, nation and the world.
  • K.9 — Identify, compare, and contrast pictures, maps, and globes.

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.
  • 8.3.3.B. — Identify and describe primary documents, material artifacts and historic sites important in United States history.
  • 3.1.4.A — Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction.

Rhode Island

  • SS3.5.2 — States in the Southwest Explain the states that make up the Southwestern region including their admittance to the United States and their identities
  • SS3.5.1 — Geography and environment of the Southwest Explain the geography and environment of the Southwestern region of the United States
  • SS3.5.4 — The Southwestern region today Argue how the geography and environment of the Southwestern region contributed to its social, cultural, and economic development
  • All organisms have external parts. Different animals use their body parts in different ways to see, hear, grasp objects, protect themselves, move from place to place, and seek, find, and take in food, water and air. Plants also have different parts (roots, stems, leaves, flowers, fruits) that help them survive and grow.
  • SS3.1.3 — States and territories Explain what states and territories are and their locations within the United States

South Carolina

  • 1-LS1-1.DCI.A: — Structure and Function All organisms have external parts. Different animals use their body parts in different ways to see, hear, grasp objects, protect themselves, move from place to place, and seek, find, and take in food, water, and air. Plants also have different parts (roots, stems, leaves, flowers, fruits) that help them survive and grow. NRC Framework Link
  • 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.

South Dakota

  • 3.C.1.1 — Research and explain the meaning behind South Dakota’s symbols
  • 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
  • 4-LS1-1 — Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction.

Tennessee

  • 2.18 — Analyze how the location of regions affects the way people live, including their: food, clothing, shelter, transportation, and recreation.
  • 3.09 — Identify and locate the fifty states of the U.S.
  • 2.17 — Compare and contrast regions of the U.S. (i.e., Southeast, Northeast, Great Plains, Southwest, Rocky Mountain, and Pacific Northwest) in terms of climate, physical features, and population.

Texas

  • 1.13A — explain state and national patriotic symbols, including the United States and Texas flags, the Liberty Bell, the Statue of Liberty, and the Alamo;
  • K.9A — identify the United States flag and the Texas state flag;
  • 1.4B — locate and explore the community, Texas, and the United States on maps and globes.
  • 2.4B — locate places, including the local community, Texas, the United States, the state capital, the U.S. capital, and the bordering countries of Canada and Mexico on maps and globes.

Utah

  • 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).
  • 3.2.4 — Construct an explanation showing how variations in traits and behaviors can affect the ability of an individual to survive and reproduce. Examples of traits could include large thorns protecting a plant from being eaten or strong smelling flowers to attracting certain pollinators. Examples of behaviors could include animals living in groups for protection or migrating to find more food. (LS2.D, LS4.B)
  • K.2.3.b — Recognize state and national symbols (e.g., state and national flags, bald eagle, seagull, Statue of Liberty).
  • 2.2.2 — Plan and carry out an investigation of the structure and function of plant and animal parts in different habitats. Emphasize how different plants and animals have different structures to survive in their habitat. Examples could include the shallow roots of a cactus in the desert or the seasonal changes in the fur coat of a wolf. (LS1.A, LS4.A, LS4.D)

Vermont

  • D2.Geo.6.K-2 — Individually and with others, students… Identify some cultural and environmental characteristics of specific places.
  • D2.Geo.3.3-5 — Individually and with others, students… Use maps of different scales to describe the locations of cultural and environmental characteristics.

Virginia

  • 1.5.b — Animals have different physical characteristics that perform specific functions.
  • 2.12.c — The student will apply history and social science skills to connect geography to landmarks and historic events including, but not limited to Yellowstone National Park.
  • 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

  • G1.3.2 — 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.
  • G1.3.1 — Examine and use maps and globes to understand the regions of North America in the past and present.
  • G1.2.2 — Use maps, globes, and other simple geographic models to identify cultural and environmental characteristics of places.

Washington, D.C.

  • 4-LS1-1 — Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction.

West Virginia

  • 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.
  • SS.5.17 — Compare and contrast the various regions of the United States; locate each of the fifty United States and correlate them with their regions.

Wisconsin

  • 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.
  • Animals sense and communicate information and respond to inputs with behaviors that help them grow and survive.
  • SS.Geog1.c.4-5 — Create and label a map (paper or digital) of the local community, state, tribal lands, and country, including both physical (e.g., oceans and continents) and human (e.g., roads, buildings) characteristics. Identify and construct regions (digital or paper) in Wisconsin and the United States.

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
  • Animals sense and communicate information and respond to inputs with behaviors that help them grow and survive.
  • SS5.5.2 — Physical Place and Region Explain how physical features, patterns, and systems impact different regions and how these features may help us generalize and compare areas within the reservation, state, nation, or world. RL.3.2, RL.4.7, RL.4.9 RI.3.3, RI.4.3, RI.5.3 W.3.2, W.3.7, W.4.2.b W.5.2.b W.5.7 SL.3.4