Oregon

Ages 5–11 · 14 minutes · Geography

Let's hit the Oregon Trail and learn all about the Beaver State!

Love learning about amazing animals, nifty nature and...tater tots?! Then y-OREGON-na love this lesson! Let's hit the Oregon Trail and get to know the Beaver State!

Part of

The 50 States

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.Geo.3.3-5 — Individually and with others, students… Use maps of different scales to describe the locations of cultural and environmental characteristics.
D2.His.2.3-5 — Individually and with others, students… Compare life in specific historical time periods to life today.

Alabama

SS10.2.10.1 — Comparing physical features of regions throughout the United States
SS10.5.13.2 — Locating on a map states, capitals, and important geographic features west of the Mississippi River
SS10.2.6 — Identify states, continents, oceans, and the equator using maps, globes, and technology.

Alaska

1 — know that places have distinctive geographic characteristics;
1 — use maps and globes to locate places and regions;
There are many different kinds of living things in any area, and they exist in different places on land and in water.
Plants and animals can change their environment.
7 — understand that a region is a distinct area defined by one or more cultural or physical features; and

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
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
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

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.
There are many different kinds of living things in any area, and they exist in different places on land and in water.
Living things need water, air, and resources from the land, and they live in places that have the things they need. Humans use natural resources for everything they do.
C.1.K.3 — Recognize state and national symbols and patriotic songs: • American flag • Star Spangled Banner* • Recitation of Pledge of Allegiance • Arkansas flag • Apple Blossom • Honey Bee • Mockingbird • Pine Tree

California

Local, regional, and global patterns of rock formations reveal changes over time due to earth forces, such as earthquakes. The presence and location of certain fossil types indicate the order in which rock layers were formed.
1.2.1 — Locate on maps and globes their local community, California, the United States, the seven continents, and the four oceans.
5.8.4 — Discuss the experiences of settlers on the overland trails to the West (e.g., location of the routes; purpose of the journeys; the influence of the terrain, rivers, vegetation, and climate; life in the territories at the end of these trails).

Colorado

SC.K.3.1.b — Construct an argument supported by evidence for how plants and animals (including humans) can change the environment to meet their needs.
SS.3.2.1 — Use geographic tools to develop spatial thinking skills.
SS.5.2.1 — Use geographic tools and sources to research and answer questions about United States geography.
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 2.6 — Identify cultural and environmental characteristics of a place/region.
GEO 3.2 — Use maps, satellite images, photographs, and other representations to explain relationships between the locations of places and regions and their environmental characteristics.
GEO 3.3 — Use maps of different scales to describe the locations of cultural and environmental characteristics.

Delaware

K-ESS2-2 — Construct an argument supported by evidence for how plants and animals (including humans) can change the environment to meet their needs.
There are many different kinds of living things in any area, and they exist in different places on land and in water.
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.K-3a — Students will distinguish different types of climate and landforms and explain why they occur. Grade 2

Florida

SS.3.G.2.4 — Describe the physical features of the United States, Canada, Mexico, and the Caribbean.
SS.3.G.2.5 — Identify natural and man-made landmarks in the United States, Canada, Mexico, and the Caribbean.
SS.3.G.2.3 — Label the states in each of the five regions of the United States.
SS.5.G.1.6 — Locate and identify states, capitals, and United States Territories on a map.

Georgia

SS1G3.c — Identify and describe landforms (mountains, deserts, valleys, and coasts).
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.2.3.13.4 — Describe major geographic features of places using maps, photos, and other geographic representations

Idaho

Living things affect the physical characteristics of their regions. Examples could include a beaver constructing a dam to create a pond or tree roots breaking a rock. (4-ESS-2.1)
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.
5.SS.2.1.2 — Identify the regions of the United States and their resources.

Illinois

ESS2.E-P1 — Plants and animals can change their environment.
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.
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.
ESS2.E-E1 — Living things affect the physical characteristics of their 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

Plants and animals can change their environment.
K-ESS2-2 — Construct an argument supported by evidence for how plants and animals (including humans) can change the environment to meet their needs.
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.

Kansas

There are many different kinds of living things in any area, and they exist in different places on land and in water.
Plants and animals can change their environment.
2-LS4-1 — Make observations of plants and animals to compare the diversity of life in different habitats.
K-ESS2-2 — Construct an argument supported by evidence for how plants and animals (including humans) can change the environment to meet their needs.

Kentucky

Plants and animals can change their environment.
K-ESS2-2 — Construct an argument supported by evidence for how plants and animals (including humans) can change the environment to meet their needs.
There are many different kinds of living things in any area, and they exist in different places on land and in water.
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.G.KGE.1 — Identify physical and environmental characteristics of communities.

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.
3.21 — Interpret geographic features of the United States using a variety of tools such as different types of maps and photos.

Maine

K-ESS2-2 — Construct an argument supported by evidence for how plants and animals (including humans) can change the environment to meet their needs.
3-LS4-3 — Construct an argument with evidence that in a particular habitat some organisms can survive well, some survive less well, and some cannot survive at all.
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

DCI.ESS2.E.K-2.1 — Plants and animals can change their environment.
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.
K-ESS2-2 — Construct an argument supported by evidence for how plants and animals (including humans) can change the environment to meet their needs.
2-LS4-1 — Make observations of plants and animals to compare the diversity of life in different habitats.
DCI.ESS2.B.K-2.1 — Maps show where things are located. One can map the shapes and kinds of land and water in any area.

Massachusetts

4.T4.3 — Compare different reasons why men and women who lived in the Eastern part of the United States wanted to move West in the 19th century, and describe aspects of pioneer life on the frontier (e.g., wagon train journeys on the Oregon and Santa Fe Trails, and settlements in the western territories).
4.T4e.1 — On a political map of the United States, locate the states in the West and the U.S. territories in the Pacific Ocean; add to the timeline the admission dates for states in the Southwest (states listed alphabetically, Alaska-1959, California-1850, Colorado-1876, Hawaii-1959, Idaho-1890, Montana-1889, Nevada-1864, Oregon-1859, Utah-1896, Washington-1889, Wyoming-1890); territories: American Samoa, Guam, Midway Islands, Northern Mariana Islands, and Wake Island.

Michigan

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–G2.0.2 — Locate and describe human and physical characteristics of major U.S. regions and compare them to the Great Lakes region.

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.
4. — People construct regions to identify, organize and interpret areas of the Earth’s surface, which simplifies the earth’s complexity.

Mississippi

5.10.2 — Identify and label each of the 50 states on a map.
L.2.3A.2 — Construct scientific arguments to explain how animals can make major changes (e.g., beaver dams obstruct streams, or large deer populations destroying crops) and minor changes to their environments (e.g., ant hills, crawfish burrows, mole tunnels). Communicate findings.

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.
There are many different kinds of living things in any area, and they exist in different places on land and in water.
Living things affect the physical characteristics of their regions.
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.5.1 — identify and label US regions, territories, states and their capitals/major cities;
SS.G.2.1 — use the basic components of a map to identify physical and political features, including American Indian reservations; and
SS.H.2.1 — identify how people lived differently in the past than they do today;

Nebraska

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.
SS 3.3.1.d — Locate specific places on maps and globes.
SS 4.1.2.b — Investigate the meaning of state symbols, songs, and holidays.

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)
SS.GE.2.5.2 — Investigate how people use resources, e.g., building homes or the food they eat. (Themes: C: People, Places and Environment, D: Material Wants and Needs)
SS.HI.2.1.1 — Identify national and New Hampshire celebrations, monuments, symbols and documents, e.g., flags, Fourth of July, Lincoln Memorial, Constitution. (Themes: A: Conflict and Cooperation, B: Civic Ideals, Practices, and Engagement, E: Cultural Development, Interaction, and Change)

New Jersey

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.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.

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).
Plants and animals can change their environment.
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.
There are many different kinds of living things in any area, and they exist in different places on land and in water.
K-ESS2-2 — Construct an argument supported by evidence for how plants and animals (including humans) can change the environment to meet their needs.

New York

K-ESS2-2 — Construct an argument supported by evidence for how plants and animals (including humans) can change the environment to meet their needs.
K.6 — Maps and globes are representations of Earth’s surface that are used to locate and better understand places and regions.
2-LS4-1 — Make observations of plants and animals to compare the diversity of life in different habitats.
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.6c — Places, physical features, and man-made structures can be located on a map or globe and described using specific geographic vocabulary.

North Carolina

ESS.3.2.2 — Use models to compare Earth's land features (including volcanoes, mountains, valleys, canyons, caverns, and islands).
ESS.3.2 — Understand the structures of the Earth’s surface using models.
LS.4.1 — Understand the effects of environmental changes, adaptations, and behaviors that enable organisms to survive in changing habitats.

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).
1.LS.2 — Living things survive only in environments that meet their needs.
2.LS.1 — Living things cause changes on Earth.
3.4 — Physical and political maps have distinctive characteristics and purposes. Places can be located on a map by using the title, key, alphanumeric grid and cardinal directions.

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.
4.2.5 — Identify and locate on a political map the fifty states and the United States capitol.
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.

Oregon

3.9 — Describe and compare physical and human characteristics of regions in Oregon (tribal, cultural, agricultural, industrial, etc.).
K.ESS2.2 — Construct an argument supported by evidence for how plants and animals (including humans) can change the environment to meet their needs. [Clarification Statement: Examples of plants and animals changing their environment could include a squirrel digs in the ground to hide its food and tree roots can break concrete.][assessment boundary: assessment is limited to a single example of a plant or animal per item or task.]
2.12 — Identify relative location of school and community in the state, nation and the world.
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.
3.4.3-5.A — Analyze how living organisms, including humans, affect the environment in which they live, and how their environment affects them.
3.1.2.C — Make observations of plants and animals to compare the diversity of life in different habitats.

Rhode Island

SS3.6.2 — States and territories in the West Explain the states and territories that make up the Western region including their admittance or incorporation to the United States and their identities
K-ESS2-2 — Construct an argument supported by evidence for how plants and animals (including humans) can change the environment to meet their needs.
SS3.1.3 — States and territories Explain what states and territories are and their locations within the United States

South Carolina

K-ESS2-2. — Construct an argument supported by evidence for how plants and animals (including humans) can change the environment to meet their needs. Clarification Statement: Examples of plants and animals changing their environment could include beavers building dams, a squirrel digging in the ground to hide its food, and tree roots breaking concrete. Humans have developed means to heat and/or cool our homes and vehicles to protect ourselves from the elements.
2-LS4-1.DCI.D: — Biodiversity and Humans There are many different kinds of living things in any area, and they exist in different places on land and in water. 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.
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.

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
K-ESS2-2 — Engage in argument from evidence for how plants and animals (including humans) can change the environment to meet their needs.
2-LS4-1 — Make observations of plants and animals to compare the diversity of life in different habitats.

Tennessee

3.09 — Identify and locate the fifty states of the U.S.
SSP.06 — Develop geographic awareness by: • Identifying geographic symbols on maps and globes • Understanding relationships between people, places, and resources

Texas

5.6B — describe regions in the United States based on physical characteristics such as landform, climate, and vegetation;
5.6C — locate on a map important political features such as the five largest cities by population in the United States and the 50 states; and
K.4A — identify the physical characteristics of place such as landforms, bodies of water, Earth's resources, and weather; and
2.11D — identify symbols such as state and national birds and flowers and Uncle Sam; and

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.
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.His.2.3-5 — Individually and with others, students… Compare life in specific historical time periods to life today.

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.
USI.1.c — The student will apply history and social science skills to understand the geography of North America by locating the 50 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.

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.
G1.4.2 — Investigate the physical, political, and cultural characteristics of places, regions, and people in the Pacific Northwest, including the difference between cities, states, and countries.
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.

Washington, D.C.

2.4 — Identify and locate the seven continents and five oceans using maps, and describe major geographic features around the world.

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.
SS.4.8 — Describe and locate examples of the major physical features ofthe United States (e.g., bodies of water, mountains, rivers, grasslands, oases, etc.) using references and technology (e.g., atlas, globe, geographic information system, etc.).
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.
SS.1.15 — Locate and identify the following on a map: • West Virginia • United States • Geographic features (e.g., mountains, bodies of water, etc.)

Wisconsin

Plants and animals can change their local environment.
There are many different kinds of living things in any area, and they exist in different places on land and in water.
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.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.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

K-ESS2-2 — Construct an argument supported by evidence for how plants and animals (including humans) can change the environment to meet their needs.
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
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
Plants and animals can change their local environment.
2-LS4-1 — Make observations of plants and animals to compare the diversity of life in different habitats.