Arizona

Ages 5–11 · 14 minutes · Geography

Arizona is full of sun and fun. Come learn about gila monsters and more!

Come learn about the sunniest state, Arizona. We'll visit the gila monsters, the Grand Canyon and more!

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.

Alaska

1 — know that places have distinctive geographic characteristics;
1 — use maps and globes to locate places and regions;
7 — understand that a region is a distinct area defined by one or more cultural or physical features; and
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.
L.4.6 — Acquire and accurately use grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation).

Arizona

3.G1.1 — Use and construct maps and graphs to represent changes in Arizona over time. • Key concepts include but are not limited to locating physical features including the Grand Canyon, Mogollon Rim, Colorado River, Salt River, Gila River • Key concepts include but are not limited to locating human features including major cities, counties, Hoover Dam, Roosevelt Dam, and state capital • Key concepts include but are not limited to distinct physical and cultural characteristics of Arizona including landforms, the 5C’s, climate zones, elevations, plants, animals, Arizona’s 22 Indian Nations, diverse ethnic, racial, and religious cultures
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
3.G2.1 — Explain how people modify and adapt to the Arizona environment. • Key concepts include but are not limited to modification and adaptation of the environment by Paleo-Indians, Prehistoric-Indians, explorers, settlers, farmers, immigrants, migrants, and the 22 Arizona Indian Nations, and the use of Arizona’s natural resources Examining human population and movement helps individuals understand past, present, and future conditions on Earth’s surface.
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.1.1.2 — Describe the physical and human characteristics of a place including roads, buildings, and borders using maps, globes, and photographs.
G.1.K.6 — Identify the influence of weather and climate on people’s daily lives.
G.1.K.5 — Discuss cultural characteristics among families and in the community such as art, celebrations, food, language, music, and traditions .

California

4.1.3 — Identify the state capital and describe the various regions of California, including how their characteristics and physical environments (e.g., water, landforms, vegetation, climate) affect human activity.
4.1.5 — Use maps, charts, and pictures to describe how communities in California vary in land use, vegetation, wildlife, climate, population density, architecture, services, and transportation.
3.1.1 — Identify geographical features in their local region (e.g., deserts, mountains, valleys, hills, coastal areas, oceans, lakes).

Colorado

SS.2.2.1 — Use geographic terms and tools to locate and describe spatial patterns and places.
SS.4.2.2 — Examine the relationship between the physical environment and its effect on human activity.
SS.5.2.1 — Use geographic tools and sources to research and answer questions about United States geography.
SC.2.2.2.a — Make observations of plants and animals to compare the diversity of life in different habitats.
SS.3.2.1 — Use geographic tools to develop spatial thinking skills.

Connecticut

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 2.4 — Explain how the environment affects people’s lives.
GEO 4.3 — Explain how culture influences the way people modify and adapt to their environments
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.

Delaware

G.2.K-3a — Students will distinguish different types of climate and landforms and explain why they occur. Grade 2
G.1.4-5a — Students will demonstrate development of mental maps of Delaware and of the United States which include the relative location and characteristics of major physical features, political divisions, and human settlements. Grade 4
G.2.4-5a — Students will apply a knowledge of topography, climate, soils, and vegetation of Delaware and the United States to understand how human society alters, and is affected by, the physical environment. Grade 5
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
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.

Florida

SS.3.G.2.5 — Identify natural and man-made landmarks in the United States, Canada, Mexico, and the Caribbean.
SS.3.G.2.4 — Describe the physical features of 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.
SC.2.L.17.2 — Recognize and explain that living things are found all over Earth, but each is only able to live in habitats that meet its basic needs.

Georgia

S3L1.c — Use evidence to construct an explanation of why some organisms can thrive in one habitat and not in another.

Hawaii

SS.1.2.14.3 — Investigate cultural and environmental characteristics of your community
SS.2.3.13.4 — Describe major geographic features of places using maps, photos, and other geographic representations
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.
SS.1.2.13.2 — Describe some physical features of continents and oceans in the world

Idaho

5.SS.2.1.4 — Name and locate the 50 States and their Capitals, and U.S. Territories.
K-ESS-2.1 — Students who demonstrate understanding can: Use a model to represent the relationship between the needs of different plants and animals and the places they live.
1.SS.2.2.2 — Identify the ways people modify their environment.

Illinois

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.
SS.2.G.2 — With guidance and support, identify some cultural and environmental characteristics of your community and compare to other places or regions.

Indiana

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)

Iowa

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.
SS.K.14. — Compare environmental characteristics in Iowa with other places.

Kansas

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 — Make observations of plants and animals to compare the diversity of life in different habitats.
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.

Kentucky

K.G.KGE.1 — Identify physical and environmental characteristics of communities.
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.
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.
K.G.HE.1 — Identify ways humans interact with their environment.

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.
3.20 — Describe the geographic features of places in the United States.
3.6 — Identify and describe national historical figures, celebrations, and symbols. a. Describe the achievements of George Washington, Thomas Jefferson, Lewis and Clark, Sacagawea, Abraham Lincoln, Frederick Douglass, Harriet Tubman, Sojourner Truth, Sitting Bull, George Washington Carver, Susan B. Anthony, Mabel Ping-Hua Lee, Theodore Roosevelt, the Wright Brothers, Thomas Edison, Henry Ford, Alexander Graham Bell, Dr. Martin Luther King Jr., Jackie Robinson, Sally Ride, Katherine Johnson, and Mae Jemison. b. Describe the significance of state and nationally designated holidays, including New Year’s Day, the birthday of Martin Luther King, Jr., Inauguration Day, Washington’s Birthday, Mardi Gras, Memorial Day, Juneteenth, Independence Day, Labor Day, Columbus Day, Veterans Day, Thanksgiving Day, Christmas Day. c. Describe the history of American symbols, including the Liberty Bell, U.S. flag (etiquette, customs pertaining to the display and use of the flag), bald eagle, national anthem, Uncle Sam, Statue of Liberty, The Pledge of Allegiance, and the national motto “In God We Trust.” d. Identify and describe man-made American monuments and landmarks including the Gateway Arch, the Golden Gate Bridge, Jefferson Memorial, Dr. Martin Luther King Jr. Memorial in Washington D.C, Lincoln Memorial, Mount Rushmore, Pearl Harbor Museum, September 11 Memorial and Museum, Statue of liberty, the Tomb of the Unknown Soldier, U.S. Capitol, Washington Monument, and the White House. e. Identify and describe natural American landmarks, including the Grand Canyon, Mississippi River, Monument Valley, Niagara Falls, Rocky Mountains, Smoky Mountains, and Yellowstone National Park.
2.7 — Identify and describe national historical figures, celebrations, symbols, and places. a. Identify and describe the Founding Fathers, including George Washington, Thomas Jefferson, Benjamin Franklin, Patrick Henry, John Adams, John Hancock, and James Madison. b. Identify and describe historical female figures, including Abigail Adams, Anne Hutchinson, Dolley Madison, Betsy Ross, and Phillis Wheatley. c. Describe the significance of state and nationally designated holidays, including New Year’s Day, the birthday of Martin Luther King, Jr., Inauguration Day, Washington’s Birthday, Mardi Gras, Memorial Day, Juneteenth, Independence Day, Labor Day, Columbus Day, Veterans Day, Thanksgiving Day, and Christmas Day. d. Describe the history of American symbols, including the Liberty Bell, United States flag (etiquette, customs pertaining to the display and use of the flag), bald eagle, national anthem, Uncle Sam, Statue of Liberty, The Pledge of Allegiance, and the national motto “In God We Trust.” e. Identify and describe man-made American monuments and landmarks including the Gateway Arch, the Golden Gate Bridge, Jefferson Memorial, Dr. Martin Luther King Jr. Memorial in Washington D.C, Lincoln Memorial, Mount Rushmore, Pearl Harbor Museum, September 11 Memorial and Museum, Statue of Liberty, the Tomb of the Unknown Soldier, U.S. Capitol, Washington Monument, and the White House. f. Identify and describe natural American landmarks, including the Grand Canyon, Mississippi River, Monument Valley, Niagara Falls, Rocky Mountains, Smoky Mountains, and Yellowstone National Park.

Maine

3-ESS2-2 — Obtain and combine information to describe climates in different regions of the world.
4-ESS1-1 — Identify evidence from patterns in rock formations and fossils in rock layers to support an explanation for changes in a landscape over time.
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.

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.3 — Describe the diverse cultural nature of the region, including contributions of Native Peoples (e.g., Pueblo, Navajo, Apache, Comanche), African Americans, Europeans (e.g., the Spanish in Texas, Arizona, and New Mexico), Mexicans, and immigrant groups from other regions of the world settling in the region over time.
4.T1.1 — On a physical map of North America, use cardinal directions, map scales, key/legend (symbols for mountains, rivers, deserts, lakes, cities), and title to locate and identify important physical features (e.g., Mississippi and Rio Grande Rivers, Great Lakes, Atlantic and Pacific Oceans, Gulf of Mexico, Hudson’s Bay, Appalachian Mountains, Rocky Mountains, Sierra Madre, the Great Basin, Mojave, Sonoran, and Chihuahuan Deserts, the Yucatan Peninsula, the Caribbean Sea).
4.T4d.5 — Using resources such as print and online atlases, historical sources, or state websites, construct a map of a state in the Southwest region that provides information about physical features (e.g., waterways and mountains), climate, settlements and movements of Native Peoples (including current reservation lands), European exploration and pioneer settlements of the 17th-19th centuries and that includes a title, scale, compass, and map key.

Michigan

4–G2.0.2 — Locate and describe human and physical characteristics of major U.S. regions and compare them to the Great Lakes region.
4–G1.0.3 — Use geographic tools and technologies, stories, songs, and pictures to answer geographic questions about the United States.
4–G2.0.1 — Describe ways in which the United States can be divided into different regions.
4–G1.0.4 — Use maps to describe elevation, climate, and patterns of population density in the United States.

Minnesota

3. — Places have physical characteristics (such as climate, topography vegetation) and human characteristics (such as culture, population, political and economic systems).
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.

Mississippi

5.10.2 — Identify and label each of the 50 states on a map.
E.3.7B.3 — Develop and use models of weathering, erosion, and deposition processes which explain the appearance of various Earth features (e.g., the Grand Canyon, Arches National Park in Utah, Plymouth Bluff in Columbus, or Red Bluff in Marion County, Mississippi).
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).
6.5.1 — Describe the distinguishing physical and human characteristics of the United States and other countries.

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.
4.EG.5.F.a — Identify different regions in the United States and analyze how their characteristics affect people who live there.
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.

Montana

SS.G.3.3 — identify landforms and other physical characteristics of the Americas.
SS.G.2.2 — describe how geography and human activities impact each other.
SS.G.5.1 — identify and label US regions, territories, states and their capitals/major cities;

Nebraska

SS 1.3.2 — Explore places and regions.
SS 5.3.1 — Explore where (spatial) and why people, places, and environments are organized in the United States.
SS 5.3.1.a — Use maps and atlases to locate major human and physical features in the United States.
SC.2.7.2.C — Make observations of plants and animals to compare the diversity of life in different habitats.

Nevada

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

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.2.3.2 — Explore the components and distribution of ecosystems, e.g., desert or rain forest. (Themes: C: People, Places and Environment)
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)
SS.GE.4.3.4 — Recognize the components and distribution of ecosystems, e.g., the location of certain plants and animals or the food chain. (Themes: C: People, Places and Environment)

New Jersey

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.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.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).

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.
2.23 — Generate a description for their region of the United States by identifying unique features.
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.
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.

New York

3.1 — Geographic regions have unifying characteristics and can be studied using a variety of tools.

North Carolina

1.G.1 — Apply 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.
ESS.3.2.2 — Use models to compare Earth's land features (including volcanoes, mountains, valleys, canyons, caverns, and islands).

North Dakota

K-ESS3-1 — Represent the relationship between the needs of different plants and animals (including humans) and the places they live using a model.
5.C.4 — Use grade-appropriate, conversational, general academic, and domain-specific words and phrases.

Ohio

1.5 — Places are distinctive because of their physical characteristics (land forms and bodies of water) and human characteristics (structures built by people).
3.LS.2 — Individuals of the same kind of organism differ in their inherited traits. These differences give some individuals an advantage in surviving and/or reproducing.
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.
5.6 — Regions can be determined using data related to various criteria including landform, climate, population, and cultural and economic characteristics.
5.7 — The variety of physical environments within the Western Hemisphere influences human activities. Likewise, human activities modify the physical environments.

Oklahoma

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.
4.2.3 — Explain how people create regions using common geographic characteristics. A. Identify and describe the major physical, cultural, and economic regions of the United States, comparing one’s own region to the other regions. B. Explain how and why regions change over time by comparing regions in the past with life in the same regions in the present.
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.
4.3.2 — 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

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.ESS3.1 — Use a model to represent the relationship between the needs of different plants or animals (including humans) and the places they live. [Clarification Statement: Examples of relationships could include that deer eat buds and leaves, therefore, they usually live in forested areas; and, grasses need sunlight so they often grow in meadows. Plants, animals, and their surroundings make up a system.][assessment boundary: modeling is limited to describing the relationship and does not include patterns of structure and function to show how needs are met. impact on the environment is beyond the standard.]
2.LS4.1 — Make observations of plants and animals to compare the diversity of life in different habitats. [Clarification Statement: Emphasis is on the diversity of living things in each of a variety of different habitats.] [Assessment Boundary: Assessment does not include specific animal and plant names in specific habitats.]

Pennsylvania

7.1.3.B — Identify and locate places and regions.
7.2.3.A — Identify the physical characteristics of places and regions.
3.3.3.B — Obtain and combine information to describe climates in different regions of the world.
7.3.3.B — Identify the human characteristics of places and regions by their cultural characteristics.
7.3.3.E — Identify the human characteristics of places and regions by their political activities.

Rhode Island

SS3.5.1 — Geography and environment of the Southwest Explain the geography and environment of the Southwestern region of the United States

South Carolina

2.G.2 — Describe and compare various landforms over time within the U.S. through the use of primary and secondary sources. This indicator was developed to encourage inquiry into using historic images, maps, narratives, texts, or video, to investigate and compare different landforms around the U.S.
3.2.1.ER — Recognize and explain how physical features are distributed around the world. This indicator prompts students to inquire about the distribution of landforms, climates, and biomes around the world.
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.
K-ESS3-1. — Use a model to represent the relationship between the needs of different plants or animals (including humans)and the places they live. Clarification Statement: Examples of relationships could include that deer eat buds and leaves; therefore, they usually live in forested areas, humans use soil and water to grow food, and grasses need sunlight so they often grow in meadows. Plants, animals, and their surroundings make up a system. State Assessment Boundary: Assessment does not include specific habitats or biomes.

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
4.G.1.1 — Locate major political and physical features of South Dakota and the United States on a map or globe
4.L.6 — Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation).
K-ESS3-1 — Use a model to represent the relationship between the needs of different plants or animals (including humans) and the places they live.

Tennessee

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
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.
3.03 — Examine major physical features on globes and maps, including: • Basin • Desert • Ocean • Sea • Bay • Gulf • Peninsula • Strait • Canal • Island • Plain • Stream • Canyon • Isthmus • Plateau • Valley • Delta • Mountain • River
3.09 — Identify and locate the fifty states of the U.S.

Texas

1.5A — identify and describe the physical characteristics of place such as landforms, bodies of water, Earth's resources, and weather; and
1.4B — locate and explore the community, Texas, and the United States on maps and globes.
1.5B — identify and describe how geographic location influences the human characteristics of place such as shelter, clothing, food, and activities.
5.6B — describe regions in the United States based on physical characteristics such as landform, climate, and vegetation;

Utah

2.3 — Standard 3: Students will use geographic tools and skills to locate and describe places on earth.
1.2.2 — Construct an explanation by observing patterns of external features of living things that survive in different locations. Emphasize how plants and nonhuman animals, found in specific surroundings, share similar physical characteristics. Examples could include that plants living in dry areas are more likely to have thick outer coatings that hold in water, animals living in cold locations have longer and thicker fur, or most desert animals are awake at night. (LS1.A, LS1.D)

Vermont

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.
D2.Geo.3.K-2 — Individually and with others, students… Use maps, globes, and other simple geographic models to identify cultural and environmental characteristics of places.
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.

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.
2.5.c — The student will use history and social science skills to identify the geographic location, use of resources, and contributions of Indigenous people past and present, including Indigenous nations and tribes of the Southwest.
Skill.2.c — The student will apply history and social science skills to the content by demonstrating curiosity and critical thinking through questioning and drawing conclusions.

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.

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.

West Virginia

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.
Use maps, globes, and other simple geographic models to identify cultural and environmental characteristics of places.
SS.3.13 — Distinguish between a continent, country, state and capital.
SS.3.18 — Recognize, define and illustrate world geographic features (e.g., peninsulas, islands, mountains, canyons, plateaus, mesas, harbors, gulfs, rivers, deserts, forests, valleys and plains).

Wisconsin

SS.Geog1.b.1-2 — Identify physical and human characteristics of a place using maps, graphs, photographs, and other representations.
SS.Geog2.d.4-5 — Summarize positive and negative factors of cities. Identify the location and patterns of cities within our state and country.
SS.Geog4.a.4 — Describe how certain places may have meanings that distinguish them from other places (e.g., cemetery, places of worship, state or national parks, historical park, or battlefield). Compare and contrast the human characteristics of rural, suburban, urban, and tribal locations in Wisconsin and the United States. Identify and describe how people may view places in the community differently (e.g., students and senior citizens responding to a new playground).
There are many different kinds of living things in any area, and they exist in different places on land and in water.

Wyoming

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
SS2.5.4 — Environment and Society Identify how people, including Indigenous Tribes of Wyoming, may adjust to and/or change their environment in order to survive (e.g., clothing, houses, foods, and natural resources). 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, 2-ESS2-1
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
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