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Campus: High School Author(s): Wagner, Segleski Date Created / Revised: 7-29-2015 Six Weeks Period: 1st 6 weeks Grade Level & Course: 9th Grade Pre AP World Geography Timeline: 3 Days Unit Title: Introduction to Geography Stated Objectives: TEK # and SE Lesson # Unit 1 Lesson 1 WG.9 Geography. The student understands the concept of region as an area of Earth's surface with related geographic characteristics. The student is expected to: 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.9B Describe different types of regions, including formal, functional, and perceptual regions. WG.22 Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to: WG.22A Design and draw appropriate graphics such as maps, diagrams, tables, and graphs to communicate geographic features, distributions, and relationships. WG.22C Use geographic terminology correctly. Eligible for Dual-coding on STAAR See Instructional Focus Document (IFD) for TEK Specificity Key Understandings Geographers use tools to study the interactions between the physical and human landscapes of Earth Misconceptions Students struggle to understand the difference between a country and a continent. Key Vocabulary Geography Relative Location Absolute Location Political Map Physical Map Special Purpose Map Hemisphere Cartography Geographic Information Systems Regions (formal, functional, perceptual) Suggested Day 5E Model Instructional Procedures (Engage, Explore, Explain, Extend/Elaborate, Evaluate) Materials, Resources, Notes 1. Group students into four. Distribute sticky-notes to each group. Also distribute atlases if available and desired. 2. Groups think about the geography of their local area and work together to describe the local area, including answering as many of the following questions as they can. (See Teacher Day 1 Engage/ Explore/ Explain Atlases (optional) Sticky-Notes Resource: Thinking about the Local Geography) 3. Day 2 1. Elaborate/ Evaluate Students write the answer for each question on a sticky note. Encourage the use of academic language, including cardinal and intermediate directions. (Relative location was introduced in Kindergarten, cardinal directions in Grade 1, and intermediate directions in Grade 3.) Other academic language from earlier grades includes: physical characteristics of place, human characteristics of place, climate, weather, natural hazards, landforms, continent, etc. Once all answers have been answered, students look at their answers and consider the following question: If we were to categorize these questions into two categories, what two categories might we choose? (Physical Geography and Human Geography) 2. Draw a Venn diagram on the board and label one side Physical Geography and the other side Human Geography. 3. As a class (ask for student volunteers) students place their sticky notes (from the Engage section above) in the correct category. 4. Summarize the discussion and categorization by providing a definition of Geography, Physical Geography, and Human Geography. 1. Students draw two Frayer Model graphic organizers (or other appropriate graphic organizer) on their paper or in their journals. In the center of one, they write Physical Geography. In the center of the other, they write Human Geography. 2. Describe the landscape. What is the weather like? What language do most people speak? What other languages are spoken? Does the town (this place) grow crops to export to other parts of the state, country, or world? Where does our water source come from? What is the history of our place? When was it founded? What county does our place belong to? What country does our place belong to? In what continent is it located? In what hemisphere is it located? What is the relative location of our town/city? How can we find out what the absolute location of our city is? Using information they have gathered, students complete The questions could be written on the board. Space them so sticky notes can be placed under the questions. The questions can be adjusted to fit student experience. Atlases can help students think of the characteristics of the place where they live. Craft a definition that is appropriate for the local classroom, using teacher knowledge, textbook glossary, student wording, etc the organizer, providing a definition in their own words (top left), attributes of the term (top right), examples (bottom left) and nonexamples (bottom right). 1. Students fold a piece of paper lengthwise to form three columns labeled: 2. Geography Terminology Tools Regions Use a powerpoint to quickly and efficiently introduce and review important terminology that will be used throughout the year. Students turn to a partner and share their information, using academic language and adjusting their own organizers as necessary. Day 3 1. Facilitate a discussion where students relate what they have learned in this review and introduction to support the lesson’s Key Understanding and answer the Guiding Questions: Geographers use tools to study the interactions between the physical and human landscapes of Earth. - What is the study of geography? - What tools do geographers use? - What is a region? - What are the three important types of regions? - What physical and/or human factors constitute a region? Include climate, vegetation, language, trade networks, political units, river systems, and religion. - How do physical characteristics of places affect people’s lives? - In what ways do human characteristics of place reflect the physical characteristics of those places? - What tools do geographers use to study the interactions between the physical and human landscapes of earth? - What do geographers look for when studying a place, region, or area? Ensure students understand what they should know. - A sample graphic organizer is included. Students may choose to use this organizer or create one on their own. Create a diagram about geography in order to identify what geographers study, what tools geographers use, and geography terminology. Accommodations for Accommodations for instruction will be provided as stated on each student’s (IEP) Individual Special Populations Education Plan for special education, 504, at risk, and ESL/Bilingual.