Download Unit 3 Lesson 1 Human Geography

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Campus: PHS
Author(s): Wagner
Date Created / Revised: 7/14/16
Six Weeks Period: 2nd Six Weeks
Grade Level & Course: World Geography
Timeline: 15 Days
Unit Title: Human Geography
Stated Objectives:
TEK # and SE
Lesson: # 1
WG.5A- Analyze how the character of a place is related to its political, economic, social,
and cultural elements.
WG.9A- identify physical and/or human factors such as climate, vegetation, language,
trade networks, political units, river systems, and religion that constitute a region.
WG.10C- Compare the ways people satisfy their basic needs through the production of
goods and services such as subsistence agriculture versus commercial agriculture or
cottage industries versus commercial industries.
WG.16B- Describe elements of culture, including language, religion, beliefs and customs,
institutions, and technologies.
See Instructional Focus Document (IFD) for TEK Specificity
Key
Understandings
The world’s political patterns reflect variations in types of government and citizenship
practices.
Economic systems are classified along a spectrum based on who controls the
resources.
The ways people meet their basic needs vary as do the levels of economic development
in the world.
Geographers study the spatial world by examining regions.
The character of a place and perceptions of a place are related to political, social and
cultural factors.
Misconceptions


Key Vocabulary
Students may not understand the distinction between communist political policies and
communist economic policies.
Students may have an underdeveloped understanding of place often using location and
place interchangeably
location – a specific point on the Earth’s surface
place – the distinct physical and cultural characteristics of a location
region – a spatial division of the Earth’s surface that shares a common characteristic
formal region – area of the Earth’s surface that is unified by a measurable physical of human
characteristic
functional region – area of the Earth’s surface that is defined by an interaction or connectivity
perceptual region – area of the Earth’s surface that is defined by a perception of the people
living there or by the general society and may not be based on objective data
cultural landscape – the physical setting created by humans that reflects the identity and
culture of the area
free enterprise – economic system in which private individuals own businesses to make profits
and economic decisions are made by producers in response to consumer demands
socialist economic system – economic system in which some large-scale business enterprises
are government-owned and operated for the benefit of society
communist economic system – economic system in which the means of production are owned
by the government for governmental control of the resources
primary economic activities – economic activities focused on the extraction of natural
resources
secondary economic activities – economic activities focused on the manufacturing of goods
tertiary economic activities – economic activities focused on the delivery of services
quaternary economic activities – economic activities focused on management, information
processing, or research
Suggested Day
5E Model
Instructional Procedures
Day 1- Engage
Objective: Students will analyze a document and
identify the source of the materials needed to make a
pencil. Then map the locations on their world maps.
Materials, Resources, Notes
(Engage, Explore, Explain, Extend/Elaborate, Evaluate)
Lesson:
1. Divide the students into pairs. Give each group the
same kind of pencil. Then have each group write
down the different resources they can think of that are
needed to produce a pencil. Let them brainstorm and
record their answers.
2. Compile a list of all the resources named by the
various groups as they report them to the class.
3. Then ask the students to suggest some locations
where they think some of the resources are located.
Write their answers on the chalkboard or overhead
beside the resources. (This can be done as a class or
in their original small groups.) Discuss these locations
as a large group.
4. Then give them the page entitled "Your
International Pencil" and an outline map of the world.
They can also draw this map.
Tell them, "We are going to trace the resources used
to make a pencil from their original source to the place
where they live." Have them locate their home city and
label it in red.
5. Have the students make a legend at the bottom of
the map to represent the original sources. Read
paragraph one together. Then look at paragraph two
and talk about the importance of wood. Use a small
tree as a symbol for the wood in the legend.
6. Then draw a tree in Oregon and California in green.
Have the students use markers, crayons, or map
pencils. Ask the students to use a ruler and draw a
straight line from each tree to their house location.
International Pencil
Lesson
7. Continue this process until all the sources
mentioned in the selection are similarly marked in the
legend and on the map. (You may work together as a
class with each student marking his own map or you
may let the students work in pairs and create their
own symbols, etc., and mark them on the map)
8. After the students have completed the maps,
discuss the interdependence involved in this process
that results in the marketing of a product.
Closing Task: you may ask students to work in pairs,
decide on a product, research it to find the materials
required to produce the product and the location of
those resources.
Objective: Students will analyze geographic photos
and summarize what they see as well as make
conclusions.
Optics Lesson
Lesson: The teacher will show you 10 photos from
around the world. For each photo answer the
following two questions. There are no right answers.
There are no wrong answers. Simply write down your
first impressions of each picture that you see. Also
write at the end of your answers which of the five
themes (or more) this picture portrays.
Question #1: What do you see in the photo?
Summarize the information in the picture. What is this
picture about? (think OPTIC)
Question #2: What does the picture tell you about
this particular place in the world? What issues,
questions, or problems come to mind when you see
this picture? What conclusions or relationships can
you see in this photo?
Closing Task: Students will guess what place in the
world the photo was taken from. The Teacher can also
show more pictures if time allows.
Day 3 - Explain,
Extend, and
Evaluate.
Objective: Students will learn how to divide the world
into categories; learning to make sense of our
complex world by dividing it into different regions
(formal, functional, and perceptual).
VOCABULARY: formal regions, functional regions,
perceptual regions
The Regions Lesson
Hook:
(a) Have students respond to the following questions in
their interactive student notebooks:
• What is a region?
• How can the school be divided into regions?
(b) Students discuss their responses with a partner.
(c) Lead a class discussion based on their responses.
Lesson: (a) Use the PowerPoint to review the concept of
regions and to introduce formal, functional, and perceptual
regions to students. Take students through Marzano’s first
three steps by having them complete a Frayer Model on
each type of region (Attachments #1-#3) found on the
“Your Turn” slides in the PowerPoint.
3. Student Collaborative Practice/Grouping
(a) Have student partners Have students discuss examples
of each region and write them down. They should discuss
examples of regions. Be prepared to share the examples
they came up with.
4. Debriefing/Reflecting:
Student volunteers share one example of regions from their
Frayer Model and the class decides if it is a formal,
functional, or perceptual region and explains why.
Closing Task:
(a) Ask students to think about whether or not their
cafeteria is divided into regions. Have them discuss this
with a small group.
(b) Students may think that such a small space could not be
a region, but remind students what the definitions are for
each type of region:
• The doors and the walls mark the line between the
cafeteria and the rest of the school, for the formal region.
Have students sketch out the formal region on one sheet of
colored paper.
• In the cafeteria, there are probably areas where extra
tables or chairs are stored, an area for the trash, and an area
where the food is purchased or stored. These are regions
based on the purpose of the room, but are true for everyone
and based on fact. These are functional regions. Have
students sketch out the functional region on another sheet of
colored paper.
• Ask students to think about how a cafeteria can have
perceived regions. Ask for silence while students think
about this for one minute.
(c) After the minute has passed, ask students to think about
where people sit in the cafeteria, and why.
• Do all the students in a class sit together?
• Do students sit together based on common interest?
• Do boys usually sit on one side, and girls on the other?
• Where are the teachers? Where do other adults in the
cafeteria sit or stand during that period?
(d) Have students draw a "perceived region" view of the
cafeteria on the final sheet of colored paper.
(e) Once their images are complete, have students share
their sketches and discuss the following questions:
• Do the functional and formal regions seem to have any
influence over the perceived regions?
• For example, do certain groups of students tend to sit
closer to the doors or stand during that period?
Day 4 -Explore,
Explain, and
Evaluate.
Objective: Student will define migration and be introduced
to the push/pull factors that cause migration.
Hook: Tell students they have to guess the concept as you
show them the following Slides. Tell them they should
write it down their two best answers and not say anything
out loud as they watch the slides.
Lesson: Student will define migration, immigration, and
emigration. They will also
Identify and discuss the push and pull factors that cause
people to move.
Closing Task: At the end Of the lesson we will write a
short essay addressing an essential question “How have
social, economic, political, and environmental factors
influenced migration?”
The Migration Lesson
Assessment: The teacher will evaluate the essays for
understanding of the push and pull factors that cause
migration.
Day 5 -Explore,
Explain, and Extend
and Evaluate.
Objective: Student will identify and compare different
types of governments.
The Governments
Lesson
Hook: The teacher will review the types of governments
and examples of countries with each type. Ask students
“what type of lifestyle is associated with each type of
government?" Also "What level of freedom is associated
with each type of government?"
Lesson: This is a hands on government matching activity.
Students will lay out the categories on page 4. Then with
the other pieces on p. 2 and 3 laid out and turned upside
down, students will flip a piece over and place it in the
proper category.
Assessment: This can be informal or formal. The teacher
will walk around and check each puzzle. For a more
informal assessment students that finish first can check
other students for accuracy.
Closing Task: When students are finished with the
matching activity they can write a formal paragraph or short
essay. The teacher can choose communism vs. democracy
or compare all of the types of governments as topics for this
writing assignment.
Day 6 –Explore and
Explain
Objective: Students will examine population pyramids and
demographics associated with populations.
Hook: Have small groups work together to create lists of
places they can think of that have high and low populations.
Have groups speculate what might cause these places to
have as many or as few people living there as they do. Then
read the Essential Questions aloud and discuss reasons why
the population of an area might rise or decline. Ask: How
might the physical features of a place affect its population?
(Student answers may vary, but should include relevant
details about the ways the physical features of a place can
help people meet their needs or make a place too difficult to
settle.) How might economic factors affect the population
of a place? (Possible answer: People might move from one
area to another to find better work or because they are
transferred from one job to another.) Tell students they will
Intro to Population
Lesson
learn more about populations and how they grow or fall in
this lesson
Lesson: Have students open their book to P. 86-87.
Part I: Students will define: Population pyramid,
population density, population, distribution, birth rate, death
rate, natural increase.
Part II- Formulating Questions- Use the Population
Pyramids for More Developed or Less Developed Nations.
Closing Task: Have students write a few paragraphs
explaining world population trends and why the rate of
population growth sped up during much of the twentieth
century. Ask volunteers to share their paragraphs with the
class.
Assessment: Students will be documenting all of their
responses on a sheet of paper. The teacher will take up their
work as well as assess throughout the activities.
Extension: Have half the students choose more developed
countries and construct population pyramids while the other
half chooses and constructs population pyramids of less
developed countries. Have the groups exchange population
pyramids and ask each other questions about the population
characteristics of each country shown chosen.
Day 7 - Extend and
Evaluate.
Objectives: Analyze the current trends in world population
and the demographics geographers use.
Lesson: Step 1 (day 1) Population Quiz- click here. Step 2Provide each student with a copy of the World population
Data Sheet (staple these together and we will use these
throughout the year). We will answer the questions from the
“World population data sheet at a glance”. Each student will
need to learn to use this document. This will take most of
the period.
Step 3- (day 2) Show this Population video II click here (7
min) Students will answer the questions either during or
after the video using activity II. The teacher will guide the
conversation as the class discusses the answers.
Step 4 - Then students will answer questions on activity
III. This will be using the population data sheet 2014 and
will be student led.
The Population
Lesson
Closing Task: The teacher will lead a class discussion on
the reasons why demographics are different in different
places.
Day 8 - Extend and
Evaluate.
Objectives: Students will analyze population pyramids and
evaluate the real world implications of different population
Power of the
Pyramids Lesson
pyramids, and calculate percentages using raw numbers for
each age/gender group in a given population.
Concept: The age and gender distribution of a regional or
national population affects its growth rate and provides
information on its past, present, and future growth patterns.
Lesson: The teacher will introduce the population
pyramid and guide students through the questions.
Then students will analyze the population pyramids and
make their calculations.
Closing Task: Students will construct a population
age/gender distribution graph for one of six different
countries. Make correlations between the shapes of the
graphs and the growth patterns of different countries.
Day 9 and 10Explain, Extend and
Evaluate.
Objective: Students will compare and contrast different
political systems by examining their characteristics during a
station activity and then perform a ranking system.
Political Systems
Lesson
Lesson: The teacher will provide the government student
handout. Then students will analyze the documents placed
at different stations or around the room and fill out the
needed information. Then Students will match the pictures
and the reading documents with the type of government.
Closing Task: Students will rank the types of governments
from 1 being the best to 7 being the worst. They will need
to be prepared to explain and defend their answers in class
discussion.
Day 11 -Explore,
Explain, and Extend
and Evaluate.
Objective: Student will compare and contrast the
characteristics associated with commercial and subsistence
farming. Then analyze documents and writing what they
see.
HOOK: (a) Write the terms “subsistence farming” and
“commercial farming” in the middle of each web on
Attachment #1 for students to view (on the board or
overhead).
(b) Read children’s books that illustrate each and discuss
the difference.
(c) Lead a class discussion about the differences between
the two concepts. Fill in key features on the web
organizer as mentioned in discussion.
Agriculture Lesson
Lesson: Subsistence farming provides enough food for the
farmer and his family, but not enough for sale. Commercial
farming produces crops or products for sale and profit,
although the farmers and their families may us a small
amount of what they produce.
(d) Focus on the word “subsistence” by breaking down its
parts: “sub” meaning
“below” or “nearly” and “sit”
meaning “stand” OR “subsist” meaning “remain
alive”.
(e) Remind students that “farming” and “agriculture” have
the same meanings.
Explain that another word for “commercial farming” is
“market-oriented agriculture”. (You could add it to you
web organizer.)
2. Using the Frayer model, have students record
“subsistence farming” and “commercial farming” and
complete the 4 quadrants in their notebooks. (See
Attachment 2.)
3. Divide class into groups of four. Have student groups
share their Frayer models and discuss them. Encourage
them to add information to their own Frayer model.
4. Provide each student with a copy of the response sheet
(Attachment 3) and each group a set of placards
(Attachments 4-13). Each group sorts the pictures into two
groups: subsistence and commercial farming, discussing
reasons for the decision.
Each student completes the response sheet as the group
discusses it.
Closing Task:
After all groups have sorted the pictures and completed the
response sheets, lead a whole class discussion to compare
their responses. If groups disagree, they should debate their
reasoning. The goal is for students to understand the
difference, not necessarily get the same answers.
Day 12 -Explore,
Explain, and Extend
and Evaluate.
Objective: The learner will examine eight migration case
studies and will explain how push/pull factors and physical
geography affect routes and flows of human migration. The
student will evaluate whether human or physical factors
have the greater impact on migration in the contemporary
world.
Lesson: 1) Briefly review the definitions of push/pull
factors, physical geographic factors, and human geographic
factors (see student handout for guidance).
The Human Migration
Lesson
2) Instruct students to rotate to each of the eight case-study
stations. Be sure to allow students to work with a partner
(or to choose to work independently) and to not allow more
than four students at any one station at a time.
3) When students complete their rotations to each station,
have them check their work against the official key. Some
answers could vary.
4) Debrief the activity.
Closing Task: Based upon these case studies, do you feel
that human or physical geographic factors have the greater
impact on patterns of human migration in the 21st century?
Why?
Day 13-Explore,
Explain, and
Evaluate.
Objective: Students will compare two different cultures by
analyzing photos through a teacher led group activity.
Material World USA
vs. Mali
Lesson: The teacher will provide the document to each
student or pairs. Then take students through the photos of
material world and explain what is in the photos. The
teacher will be asking a lot of questions and students will
respond as called upon.
Closing Task: Students will create a list of similarities and
differences of the two cultures.
Day 14 and 15 Extend and
Evaluate.
Objective: Students will read articles and examine
documents to determine the human or physical geographic
push/pull factors.
The Push/Pulls
Migration Lesson
Lesson: The teacher will provide the student handout and
the reading documents to the students. This can be
accomplished in small groups or individually at various
stations. Students will read each story and answer the
questions to follow. When finished they will analyze the
documents (these are similar to the ones used in the prior
migration lesson) and provide detailed answers to the
questions on the sheet.
Closing Task: Students will check their answers and
discuss reasoning through a teacher led analysis.
Accommodations
for Special
Populations
Accommodations for instruction will be provided as stated on each student’s (IEP)
Individual Education Plan for special education, 504, at risk, and ESL/Bilingual.