A Trip to Victoria Falls!

Part of

• Field Trips!

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.
• 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.
• Being part of a group helps animals obtain food, defend themselves, and cope with changes. Groups may serve different functions and vary dramatically in size.
• D2.Geo.3.3-5 — Individually and with others, students… Use maps of different scales to describe the locations of cultural and environmental characteristics.

Alabama

• ELA21.K.17 — With guidance and support, orally utilize new academic, content-specific, grade-level vocabulary and relate new words to prior knowledge.
• ELA21.K.19 — Ask and answer questions about unfamiliar words in discussions and/or text.
• SS10.2.5.1 — Using vocabulary associated with geographical features, including _latitude, longitude_, and _border_

Alaska

• SL.K.1.b — Continue a conversation through multiple exchanges.
• 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.
• SL.K.4 — Describe familiar people, places, things, and events, and with prompting and support, provide additional related details.
• L.1.5.b — Define words by category and by one or more key attributes (e.g., a duck is a bird that swims; a tiger is a large cat with stripes).

Arizona

• 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.G1.1 — 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.G1.2 — Explore locations in stories shared.
• 2.G4.1 — Identify different physical and cultural regions in the world.

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.1.1.2 — 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

• Being part of a group helps animals obtain food, defend themselves, and cope with changes. Groups may serve different functions and vary dramatically in size.
• 2 — Students identify the human and physical characteristics of the places they are studying and explain how those features form the unique character of those places.
• K.4.2 — Distinguish between land and water on maps and globes and locate general areas referenced in historical legends and stories.
• SL.K.1.b — Continue a conversation through multiple exchanges.

Colorado

• SC.P.2.1.a — Observe, describe and discuss living things.
• SS.P.2.1 — Develop spatial understanding, perspectives, and connections to the world
• RWC20-GR.K-S.1-GLE.2-EO.f — Identify real-life connections between words and their use (for example: note places at school that are colorful).

Connecticut

• GEO 2.6 — Identify cultural and environmental characteristics of a place/region.
• GEO.K.2 — Use maps, graphs, photographs and other representations to describe places and the relationships and interactions that shape them.
• GEO.K.3 — Use maps, globes, and other simple geographic models to identify cultural and environmental characteristics of places.
• There are many different kinds of living things in any area, and they exist in different places on land and in water.

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
• SL.K.1.b — Continue a conversation through multiple exchanges.
• SL.K.4 — Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.
• There are many different kinds of living things in any area, and they exist in different places on land and in water.

Florida

• ELA.K.V.1.1 — Use grade-level academic vocabulary appropriately in speaking and writing.
• ELA.K.V.1.2 — Ask and answer questions about unfamiliar words in grade-level content.
• SS.K.G.1.1 — Describe the relative location of people, places, and things by using positional words.
• SC.K.L.14.3 — Observe plants and animals, describe how they are alike and how they are different in the way they look and in the things they do.
• SS.1.G.1.4 — Identify a variety of physical features using a map and globe.

Georgia

• ELAGSEKSL1.b — Continue a conversation through multiple exchanges.
• SSKG2.b — Explain that maps and globes show a view from above

Hawaii

• SS.1.2.13.2 — Describe some physical features of continents and oceans in the world
• SS.2.3.13.4 — Describe major geographic features of places using maps, photos, and other geographic representations
• SS.K.3.13.3 — Examine physical characteristics on maps and globes using positional words
• SS.K.3.15.4 — Describe how and why people move from place to place

Idaho

• 1.SS.2.1.4 — Identify continents and large bodies of water on a globe or a map.
• Being part of a group helps animals obtain food, defend themselves, and cope with changes. Groups may serve different functions and vary dramatically in size. (3-LS-2.1)
• 2.SS.2.1.1 — Identify landforms, bodies of water, and human made features such as cities and dams on a map and globe.

Illinois

• SL.K.1.b — Continue a conversation through multiple exchanges.
• SS.K.G.2 — With guidance and support, explain how people and goods move from place to place.
• LS2.D-E1 — Being part of a group helps animals obtain food, defend themselves, and cope with changes. Groups may serve different functions and vary dramatically in size (Note: Moved from K–2).
• 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

• 1.G.2 — Identify and describe continents, hemispheres, oceans, cities, and roads on maps and globes. (E)
• K.LS.2 — Describe and compare the physical features of common living plants and animals.
• K.RC.1 — With support, ask and answer questions about main topics and key details in a text heard or read. (E)

Iowa

• Being part of a group helps animals obtain food, defend themselves, and cope with changes. Groups may serve different functions and vary dramatically in size.
• SS.K.15. — Explain why and how people move from place to place.

Kansas

• SL.K.1.b — Continue a conversation through multiple exchanges.
• K-LS1-1 — Use observations to describe patterns of what plants and animals (including humans) need to survive.

Kentucky

• L.1.4.d — Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships.
• L.1.5.b — Define words by category and by one or more key attributes (e.g., a duck is a bird that swims; a tiger is a large cat with stripes).
• Being part of a group helps animals obtain food, defend themselves, and cope with changes. Groups may serve different functions and vary dramatically in size.

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.
• SL.K.1.b — Continue a conversation through multiple exchanges.
• K.19 — Identify basic landforms and bodies of water in a variety of visual representations, including mountains, hills, coasts, islands, lakes, and rivers.

Maine

• SL.1.K.b — Continue a conversation through multiple exchanges.
• SL.3.K.a — Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.
• R.4.1.a — Ask and answer questions about who, what, when, where, and how.

Maryland

• explaining how transportation is used to move people from place to place.
• SL.K.1.b — Continue a conversation through multiple exchanges.
• SL.PK 1.b — During scaffolded conversations, continue a conversation through multiple exchanges.
• identifying means of transportation available both in their community and beyond.
• DCI.LS4.D.K-2.1 — There are many different kinds of living things in any area, and they exist in different places on land and in water.

Massachusetts

• K-LS1-1 — Observe and communicate that animals (including humans) and plants need food, water, and air to survive. Animals get food from plants or other animals. Plants make their own food and need light to live and grow.
• W.PK.1 — Dictate words to express a preference or opinion about a topic (e.g., “I would like to go to the fire station to see the truck and meet the firemen.”).
• 1-LS1-1 — Use evidence to explain that (a) different animals use their body parts and senses 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, and (b) plants have roots, stems, leaves, flowers, and fruits that are used to take in water, air, and other nutrients, and produce food for the plant.
• PreK.T2.1 — With prompting and support, describe location of people, animals, objects, and places, using words and phrases such as up, down, on, off, close, far away, beside, inside, next to, close to, above, below, apart correctly.

Michigan

• 1–G5.0.2 — Describe ways in which the physical environment in a place or region affects people’s lives.
• SL.K.1.b — Continue a conversation through multiple exchanges.
• 3-LS2-1 — Construct an argument that some animals form groups that help members survive.

Minnesota

• 0.3.2.3.1 — Identify the physical and human characteristics of places, including real and imagined places. For example: Physical characteristics—landforms (Rocky Mountains, Mount Everest), ecosystems (forest), bodies of water (Hudson Bay, Indian Ocean, Amazon River), soil, vegetation, weather and climate. Human characteristics—structures (Great Wall of China, Eiffel Tower), bridges (Golden Gate Bridge), canals (Erie Canal), cities, political boundaries, population distribution, settlement patterns, language, ethnicity, nationality, religious beliefs.
• 1.3.2.3.1 — Compare physical and human characteristics of a local place and a place far away on a globe or map (such as a place in an equatorial or polar region). For example: Physical characteristics—landforms (Rocky Mountains, Mount Everest), ecosystems (forest), bodies of water (Hudson Bay, Indian Ocean, Amazon River), vegetation, weather, climate. Human characteristics— structures (Great Wall of China, Eiffel Tower), bridges (Golden Gate Bridge), canals (Erie Canal), cities, political boundaries, population distribution, settlement patterns, language, ethnicity, nationality, religious beliefs.
• 0L.1.2.1.2 — Make observations of plants and animals to compare the diversity of life in different habitats. (P: 3, CC: 1, CI: LS4)

Mississippi

• K.G.1.3 — Explain a place using terms related to location, direction, size, and distance (e.g., up, down, left, right, far, near, etc.).
• SL.K.1.b — Continue a conversation through multiple exchanges.
• L.K.3B.1 — Observe and communicate that animals get food from plants or other animals. Plants make their own food and need light to live and grow.

Missouri

• There are many different kinds of living things in any area, and they exist in different places on land and in water.

Montana

• SL.K.1.b — Continue a conversation through multiple exchanges.
• SL.K.4 — Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.
• CCRA.SL.1 — Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.
• L.1.5.b — Define words by category and by one or more key attributes (e.g., a duck is a bird that swims; a tiger is a large cat with stripes).
• CCRA.SL.2 — Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.

Nebraska

• SS 1.3.2 — Explore places and regions.
• SS K.3.2 — Explore places and regions.
• SS K.3.3.a — Identify types of weather and the impact of weather on everyday life.

Nevada

• Being part of a group helps animals obtain food, defend themselves, and cope with changes. Groups may serve different functions and vary dramatically in size.
• SS.3.19 — Identify and discuss examples of rules, laws, and authorities that keep people safe and property secure in societies throughout the world.

New Hampshire

• SS.CV.2.3.1 — Explain that the world is divided into different countries. (Themes: A: Conflict and Cooperation, B: Civic Ideals, Practices, and Engagement, E: Cultural Development, Interaction, and Change)
• SL.K.1.b — Continue a conversation through multiple exchanges.
• There are many different kinds of living things in any area, and they exist in different places on land and in water.
• Being part of a group helps animals obtain food, defend themselves, and cope with changes. Groups may serve different functions and vary dramatically in size.

New Jersey

• 6.1.2.Geo.GI.2 — Use technology to understand the culture and physical characteristics of regions.
• 6.1.2.Geo.SV.1 — Use maps to identify physical features (e.g., continents, oceans, rivers, lakes, mountains).
• SL.K.1.b — Continue a conversation through multiple exchanges.
• There are many different kinds of living things in any area, and they exist in different places on land and in water.

New Mexico

• SL.K.NM.3 — Demonstrate familiarity with stories and activities related to various ethnic groups and countries;
• SL.K.1.b — Continue a conversation through multiple exchanges.
• Being part of a group helps animals obtain food, defend themselves, and cope with changes. Groups may serve different functions and vary dramatically in size.
• SL.K.4 — Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.

New York

• 3.1a — Earth is comprised of water and large land masses that can be divided into distinct regions.
• 3.2a — World communities can be located on globes and maps.
• K.6c — Places, physical features, and man-made structures can be located on a map or globe and described using specific geographic vocabulary.
• Being part of a group helps animals obtain food, defend themselves, and cope with changes. Groups may serve different functions and vary dramatically in size.

North Carolina

• SL.1.2 — Ask and answer questions about key details in a text read aloud or information presented orally or through other media.
• 1.G.1.1 — Use maps, globes, and/or digital representations to identify various types of landforms of places around the world.
• K.G.1 — Apply simple geographic representations, tools, and terms to describe surroundings.
• K.G.1.1 — Use maps, globes, and/or digital representations to locate places in the classroom, school, community, and around the world.
• SL.1.1 — Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups.
• SL.K.2 — Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood.

North Dakota

• Being part of a group helps animals obtain food, defend themselves, and cope with changes. Groups may serve different functions and vary dramatically in size.
• 3-LS2-1 — Construct an argument that some animals form groups that help members survive.

Ohio

• K.LS.2 — Living things have physical traits and behaviors, which influence their survival.
• K.ESS.2 — The moon, sun and stars can be observed at different times of the day or night.

Oklahoma

• Groups may serve different functions and vary dramatically in size. (3.LS2.1)
• Being part of a group helps animals obtain food, defend themselves, and cope with changes. (3.LS2.1)
• Animals obtain their food from plants or from other animals. (K.LS1.1)
• Maps can help locate different land and water features areas of Earth. (4.ESS2.2)

Oregon

• K.SL.1b — Continue a conversation through multiple exchanges.
• K.SL.4 — Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.
• K.12 — Use terms related to location, direction, and distance (such as over/under, here/there, left/right, above/below, forward/backward, between).

Pennsylvania

• 7.1.3.B — Identify and locate places and regions.
• 7.2.3.A — Identify the physical characteristics of places and regions.
• CC.1.2.PK.J — Use new vocabulary and phrases acquired in conversations and being read to.
• Being part of a group helps animals obtain food, defend themselves, and cope with changes. Groups may serve different functions and vary dramatically in size.

Rhode Island

• SS1.5.3 — Learning about other communities in the world Analyze the similarities and differences in the characteristics of communities throughout the world
• SS2.1.2 — Physical features of the globe Explain global physical and geographical features
• Being part of a group helps animals obtain food, defend themselves, and cope with changes. Groups may serve different functions and vary dramatically in size.
• SL.K.1.b — Continue a conversation through multiple exchanges.

South Carolina

• ELA.K.C.9.1 — Ask and answer questions in conversation on a topic.
• K.G.2 — Utilize sources of geographic information (e.g., digital sources, maps, or photographs/images) to define and identify cultural and/or natural features.This indicator was developed to encourage inquiry into natural features, such as mountains, oceans, and rivers and cultural features, such as buildings, restaurants, roads, and stores.
• 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

• K.SL.1.b — Continue a conversation through multiple exchanges.
• K.SL.4 — Describe familiar people, places, things, and events. With prompting and support, provide additional detail.
• K-LS1-1 — Describe patterns of what plants and animals (including humans) need to survive.

Tennessee

• 3.04 — Examine major political features on globes and maps, including: boundaries, cities, highways, railroads, and roads.
• 3.06 — Identify and locate the major continents and oceans using maps and globes: • Africa • Europe • Atlantic Ocean • Antarctica • North America • Indian Ocean • South America • Asia • Pacific Ocean • Arctic Ocean • Australia • Southern Ocean
• 3.LS2.1 — Construct an argument to explain why some animals benefit from forming groups.
• 2.LS1.1 — Use evidence and observations to explain that many animals use their body parts and senses 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.

Texas

• 2.13B — record and compare how the structures and behaviors of animals help them find and take in food, water, and air;
• 2.13C — record and compare how being part of a group helps animals obtain food, defend themselves, and cope with changes; and
• K.4A — identify the physical characteristics of place such as landforms, bodies of water, Earth's resources, and weather; and

Utah

• K.3.1.b — Identify and describe physical features (e.g., mountain/hill, lake/ocean, river, road/highway).
• K.3 — Students will use geographic terms and tools.

Vermont

• D2.Geo.6.K-2 — Individually and with others, students… Identify some cultural and environmental characteristics of specific places.

Virginia

• 3.2.a — The student will apply history and social science skills to locate and describe major geographic features of Africa, Antarctica, Asia, Australia, Europe, North America, and South America by locating and describing the seven continents and the five oceans.
• 1.5.b — Animals have different physical characteristics that perform specific functions.

Washington

• G1.1.2 — Be able to identify large continental land masses on a map or globe.
• G1.2.3 — Use maps, graphs, photographs and other representations to describe places and the relationships and interactions that shape them.
• G2.1.4 — Identify natural events or physical features.
• G2.2.1 — Identify some common and unique cultural and environmental characteristics of specific places.

Washington, D.C.

• 2.4 — Identify and locate the seven continents and five oceans using maps, and describe major geographic features around the world.
• 3-LS2-1 — Construct an argument that some animals form groups that help members survive.

West Virginia

• Use maps, graphs, photographs, and other representations to describe places.
• ELA.K.30.b — Continue a conversation through multiple exchanges.
• ELA.K.33 — Describe familiar people, places, things, and events and, with prompting and support, provide additional details.
• SS.K.17 — Explore time, places, people and events in relationship to student's own life (e.g., family trees, pictures, stories, etc.).

Wisconsin

• Being part of a group helps animals obtain food, defend themselves, and cope with changes.
• ELA.K.SL.4 — With guidance and support, describe familiar people, places, things, and events.
• SS.Geog1 — Wisconsin students will use geographic tools and ways of thinking to analyze the world
• SS.Geog3 — Wisconsin students will examine the impacts of global interconnections and relationships

Wyoming

• SL.K.1.b — Continue a conversation through multiple exchanges.
• SL.K.4 — Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.
• 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
• SS2.6.3 — Use digital tools to learn about social studies concepts. CV5.4.2