1. The Question Why were some of Michigan’s state symbols chosen? Next These materials are © 2008 Lauren Gordon, Grand Blanc Schools, all rights reserved. Source: Michigan.gov/hal/

2. Information Sources The following sites will help you learn a bit about a few of Michigan’s symbols and why they were awarded the symbol status! What is a symbol? A symbol is something that stands for, or represents, something else As you read through these three sites, consider the facts and form your own ideas about why these symbols were chosen for Michigan and why people traveling to our area just have to know about them! State Tree: White Pine State Tree: White Pine State Fish: Brook Trout State Fish: Brook Trout State Stone: Petoskey Stone State Stone: Petoskey Stone Next These materials are © 2008 Lauren Gordon, Grand Blanc Schools, all rights reserved

3. The Student Activity Choose one symbol (Petoskey stone, brook trout or white pine) and get ready to show what you know. Click on: re-mapper/ re-mapper/ re-mapper/ Fill out the boxes as follows: Title of Multi-genre Text: Your Symbol Your name! A: Year Symbol was Named B: Description of Symbol C: Why this symbol is important to Michigan… to Michigan… You may then go back and, using the links from page 2, complete the graphic organizer. Please print it when you are finished Next These materials are © 2008 Lauren Gordon, Grand Blanc Schools, all rights reserved.

4. The Assessment Activity You will need to meet with two people who have each explored a symbol different than the one you chose. After you have each shared what you learned about the different state symbols, you will create a poster to show what you know. Your poster can be designed however you would like, but must include: State Symbol Name State Symbol Name Picture or Drawing of Symbol Picture or Drawing of Symbol Information about when and how symbol was named Information about when and how symbol was named A Map of Michigan showing where the symbol can be found A Map of Michigan showing where the symbol can be found WHY you think the symbol was chosen for Michigan WHY you think the symbol was chosen for Michigan Next These materials are © 2008 Lauren Gordon, Grand Blanc Schools, all rights reserved. Once you are ready to begin creating your poster, click here for a checklist to use as you work!here

Poster Checklist __ My name is on my poster. __ My name is on my poster. __ I have clearly printed the name of the symbol in my best handwriting. (5 pts.) __ I have clearly printed the name of the symbol in my best handwriting. (5 pts.) __ I have used my best effort to draw a colorful picture of the symbol. (10 pts.) __ I have used my best effort to draw a colorful picture of the symbol. (10 pts.) __ I have included the year the symbol was chosen. (10 pts.) __ I have included the year the symbol was chosen. (10 pts.) __ I have explained how the symbol was named. (10 pts.) __ I have explained how the symbol was named. (10 pts.) __ I have drawn a map and clearly shown where the symbol is commonly found. (10 pts.) __ I have drawn a map and clearly shown where the symbol is commonly found. (10 pts.) __ I have written/drawn on the poster to explain why I think this symbol was chosen for Michigan. (15 pts.) __ I have written/drawn on the poster to explain why I think this symbol was chosen for Michigan. (15 pts.) __ I am proud of my poster because I used my best effort. __ I am proud of my poster because I used my best effort. TOTAL = 60 points

5. Enrichment Activities Below are some links to other state symbols. Choose one symbol that you would like to change, and click on the mailbox to write a letter to the state of Michigan explaining: WHY you think the symbol should be changed AND WHAT you think it should be changed to LINKS: State Wildflower: Dwarf Lake Iris State Wildflower: Dwarf Lake Iris State Mammal: White-tailed Deer State Mammal: White-tailed Deer State Bird: American Robin State Bird: American Robin State Reptile: Painted Turtle State Reptile: Painted Turtle Next These materials are © 2008 Lauren Gordon, Grand Blanc Schools, all rights reserved. The address for the capital building can be found here.here

State of Michigan Michigan State Capitol 101 North Capitol Avenue Lansing, MI Name Address City, State Zip

6. Teacher Support Materials Model for students, using ITALC or a large projector, the steps needed to complete the Student Activity Model for students, using ITALC or a large projector, the steps needed to complete the Student Activity Print out a completed “Student Activity Sheet” with the fields properly labeled (Your Name, Year Symbol was Named, Description of Symbol, This Symbol is important to Michigan because…) and have posted or share between students Print out a completed “Student Activity Sheet” with the fields properly labeled (Your Name, Year Symbol was Named, Description of Symbol, This Symbol is important to Michigan because…) and have posted or share between students Possibly assign groups of 3, each having to pick a different state symbol so that group work is planned more evenly Possibly assign groups of 3, each having to pick a different state symbol so that group work is planned more evenly These materials are © 2008 Lauren Gordon, Grand Blanc Schools, all rights reserved. Teaching Standards/Benchmarks

7. Interdisciplinary Teaching Standards ISTE 1b. Engage students in exploring real-world issues and solving authentic problems using digital tools and resources 1b. Engage students in exploring real-world issues and solving authentic problems using digital tools and resources 2a. Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity 2a. Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity 3b. Collaborate with students, peers, parents and community members using digital tools and resources to support student success and innovation 3b. Collaborate with students, peers, parents and community members using digital tools and resources to support student success and innovation 3c. Communicate relevant information and ideas effectively to students, parents and peers using a variety of digital-age media and formats 3c. Communicate relevant information and ideas effectively to students, parents and peers using a variety of digital-age media and formats LANGUAGE ARTS 1.1.LE.1 Use reading for multiple purposes, such as enjoyment, gathering information, learning new procedures, and increasing conceptual understanding 1.1.LE.1 Use reading for multiple purposes, such as enjoyment, gathering information, learning new procedures, and increasing conceptual understanding 1.1.LE.3 Employ multiple strategies to construct meaning, including the use of sentence structure, vocabulary skills, context clues, text structure, mapping, predicting, retelling, and generating questions 1.1.LE.3 Employ multiple strategies to construct meaning, including the use of sentence structure, vocabulary skills, context clues, text structure, mapping, predicting, retelling, and generating questions 1.2.LE.1 Write fluently for multiple purposes to produce compositions, such as stories, reports, letters, plays, and explanations of processes. 1.2.LE.1 Write fluently for multiple purposes to produce compositions, such as stories, reports, letters, plays, and explanations of processes. LANGUAGE ARTS continued 1.3.LE1 Integrate listening, speaking, viewing, reading, and writing skills for multiple purposes and in varied contexts. An example is using all the language arts to prepare and present a unit project on a selected state or country. 1.3.LE1 Integrate listening, speaking, viewing, reading, and writing skills for multiple purposes and in varied contexts. An example is using all the language arts to prepare and present a unit project on a selected state or country. 1.3.LE.3 Read and write fluently, speak confidently, listen and interact appropriately, view knowledgeably, and represent creatively. Examples include exploring ideas in a group, interviewing family and friends, and explaining ideas represented in pictures. 1.3.LE.3 Read and write fluently, speak confidently, listen and interact appropriately, view knowledgeably, and represent creatively. Examples include exploring ideas in a group, interviewing family and friends, and explaining ideas represented in pictures. SOCIAL STUDIES G4.0.1Describe major kinds of economic activity in Michigan today, such as agriculture, manufacturing, services and tourism, research and development, and explain the factors influencing the location of these economic activities G4.0.1Describe major kinds of economic activity in Michigan today, such as agriculture, manufacturing, services and tourism, research and development, and explain the factors influencing the location of these economic activities G5.0.1 Locate natural resources in Michigan and explain the consequences of their use G5.0.1 Locate natural resources in Michigan and explain the consequences of their use G5.0.2 Describe how people adapt to, use, and modify the natural resources of Michigan G5.0.2 Describe how people adapt to, use, and modify the natural resources of Michigan P4.2.2 Participate in projects to help or inform others P4.2.2 Participate in projects to help or inform others These materials are © 2008 Lauren Gordon, Grand Blanc Schools, all rights reserved. Bibliography

Bibliography Graphic Sources: - - Michigan.gov/hal/ z.umich.edu z.umich.edu Microsoft Word Clipart Text Sources: - /documents/ /documents/ /documents/ k.org/materials/multigenr e-mapper/ k.org/materials/multigenr e-mapper/ k.org/materials/multigenr e-mapper/