Download Introduction to Geography

World Geography
Social Studies
Unit: 01
Lesson: 01
Suggested Duration: 2 days
Introduction to Geography
Lesson Synopsis:
This lesson introduces students to the discipline of geography. The purpose of the lesson is to introduce students to
geography and geography terminology, to provide a geographer’s view of maps and other tools geographers use, and to
help students understand the differences between human and physical geography.
TEKS:
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. Readiness Standard
WG.9B
Describe different types of regions, including formal, functional, and perceptual regions. Supporting Standard
Social Studies Skills TEKS:
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
GETTING READY FOR INSTRUCTION
Performance Indicator(s):
•
Create a diagram about geography in order to identify what geographers study, what tools geographers use, and
geography terminology. (WG.22A, WG.22C)
1C; 1E
Key Understandings and 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?
Vocabulary of Instruction:
•
•
•
•
Geography
Relative Location
Absolute Location
Political Map
•
•
•
•
Physical Map
Special Purpose Map
Hemisphere
Cartography
•
•
Geographic Information
Systems
Regions (formal, functional,
perceptual)
Materials:
•
Refer to the Notes for Teacher section for materials.
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Attachments:
•
•
•
Teacher Resource: Thinking About the Local Geography
Handout: Geography Diagram (optional, 1 per student)
Teacher Resource: Geography Diagram KEY (optional)
Resources and References:
•
The Bureau of Labor Statistics (http://www.bls.gov/home.htm)
Advance Preparation:
1. Become familiar with content and procedures for the lesson, including geography terminology.
2. Refer to the Instructional Focus Document for specific content to include in the lesson.
3. Select appropriate sections of the textbook and other classroom materials that support the learning for this lesson,
such as creating appropriate powerpoints.
4. Preview available resources and websites according to district guidelines.
5. Prepare materials and handouts as needed.
• Add or change terminology as needed
• Add or change PowerPoint as needed
Background Information:
Geography is the study of the physical and cultural landscapes of Earth. Students have been learning and studying
geography concepts since Kindergarten.
Geography can be studied in many ways, but for this class, geography will primarily be studied through a regional lens.
This approach allows students to attach meaning to the world presented in familiar groupings – regions. Teachers can
tap into students’ prior knowledge and build deeper content knowledge of geography by addressing geographic concepts
in each region. After students have a firm understanding of how these concepts can be applied regionally, students are
better able to comprehend the world thematically, which is an advanced level step usually occurring in an additional
geography course (e.g., AP Human Geography).
This first lesson aims to introduce students to the discipline of geography, including recognizing the tools and techniques
used, as well as building an understanding of what geographers do. The lesson includes information on latitude and
longitude, concepts thoroughly taught at earlier grades, so this lesson acts as a review.
Geographers engage in numerous and diverse activities. Some geographers work as location analysts for businesses,
which mean that they help a business decide on the best location based upon the physical and human characteristics of a
place. Other geographers work on environmental issues such as deforestation and natural hazards. Some geographers
study cultures around the world while others work with geographic information systems (GIS) or in cartography. And
finally, geographers teach, either in K-12 schools or the university.
Tools that geographers use include globes, maps, coordinate systems, GIS, remote sensing and other forms of spatial
data and images. Globes are the most mathematically accurate as they are exact models of the earth with no distortion of
size, distance, or shape. Maps are the most basic and most widely used tool for geographers. Maps tell geographers the
distribution of characteristics on the landscape. Some geographers may make maps while other geographers analyze
them.
Geographic Information Systems (GIS) use computers to create “layers” of spatial data so that geographers can analyze
more complex distributions and patterns. For example, GIS software can map the number and type of retail stores in
relation to the socioeconomic patterns of a city. Remotely sensed images, or images that are taken by satellite, are
another useful tool for geographers to use. These types of images allow geographers to study and analyze an area based
on real images.
Coordinate systems help geographers locate places on a map. There are two types of location: 1) Absolute (or exact)
Location and 2) Relative Location. Absolute location uses a grid system of latitude and longitude lines in order to locate a
point on a map. Although other coordinate systems exist, geographers tend to use either latitude and longitude or a
number/letter grid format. The absolute location of Austin, TX, is approximately 30°N Latitude and 98°W Longitude.
(Absolute location is always written with latitude first and longitude second.) The relative location of Austin, TX, might be
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described as west of Houston, north of San Antonio, east of El Paso, or south of Dallas-Ft. Worth. This method of
identifying location compares one place in relation to another.
Global Positioning Systems (GPS) give absolute location, and are widely used by American consumers today. Many cars
have navigational units that use GPS as well as cell phones and hand-held GPS. There are a number of free, online
interactive maps for people to use. The best way is to search “interactive, online, free, maps” on the internet. ESRI.com
(http://www.arcgis.com/home/) and the USGS (NationalAtlas.gov) are examples good resources as well.
Geographers use different terms to denote size. (Ex. Place, region, and realm; creek, stream, and river; bay, gulf, sea,
and ocean)
GETTING READY FOR INSTRUCTION SUPPLEMENTAL PLANNING DOCUMENT
Instructors are encouraged to supplement and substitute resources, materials, and activities to differentiate instruction to address the needs of learners.
The Exemplar Lessons are one approach to teaching and reaching the Performance Indicators and Specificity in the Instructional Focus
Document for this unit. Instructors are encouraged to create original lessons using the Content Creator in the Tools Tab located at the top of the page.
All originally authored lessons can be saved in the “My CSCOPE” Tab within the “My Content” area.
INSTRUCTIONAL PROCEDURES
Instructional Procedures
Notes for Teacher
ENGAGE – Geography: Our City
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 Resource: Thinking about the
Local Geography)
• 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?
3. 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.
EXPLORE – Geography: Physical vs. Human
1. 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
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NOTE: 1 Day = 50 minutes
Suggested Day 1 – 10 minutes
Materials:
• atlases (optional)
• sticky-Notes
Attachments:
• Teacher Resource: Thinking about
the Local Geography
TEKS: WG.9A
Purpose:
Access prior knowledge about the
characteristics of a place and recognize
that a place can be described in
different ways.
Instructional Note:
• 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.
Suggested Day 1 (cont’d) – 10 minutes
Purpose:
Students differentiate between physical
and human geography and how they
interact.
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Instructional Procedures
Notes for Teacher
Geography)
TEKS: WG.22C
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.
Instructional Note:
Craft a definition that is appropriate for
the local classroom, using teacher
knowledge, textbook glossary, student
wording, etc.
4. Summarize the discussion and categorization by providing a definition of
Geography, Physical Geography, and Human Geography.
EXPLAIN
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.
Suggested Day 1 (cont’d) – 10 minutes
Instructional Note:
Frayer Model:
2. Using information they have gathered, students complete the organizer,
providing a definition in their own words (top left), attributes of the term (top
right), examples (bottom left) and non-examples (bottom right).
EXPLORE – Terms, Tools, and Regions
Suggested Day 1 (cont’d) – 15 minutes
1. Students fold a piece of paper lengthwise to form three columns labeled:
• Geography Terminology
• Tools
• Regions
Purpose:
Students gain a better understanding of
geographic terminology.
2. Create a powerpoint to quickly and efficiently introduce and review
important terminology that will be used throughout the year.
TEKS: WG.9A, WG.9B; WG.22C
3. Students add terms to their 3-column organizer as appropriate.
EXPLAIN – Terms, Tools, and Regions
Suggested Day 1 (cont’d) – 5 minutes
1. Students turn to a partner and share their information, using academic
language and adjusting their own organizers as necessary.
ELABORATE
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?
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Suggested Day 2 – 20 minutes
Purpose:
Ensure students understand what they
should know.
TEKS: WG.9A, WG.9B; WG.22C
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Instructional Procedures
Notes for Teacher
EVALUATE
Suggested Day 2 (cont’d) – 30 minutes
Attachments:
• Handout: Geography Diagram
(optional)
• Teacher Resource: Geography
Diagram KEY (optional)
 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?
Performance Indicator:
• Create a diagram about geography in order to identify what
geographers study, what tools geographers use, and explain
geography terminology. (WG.9A, WG.9B; WG.22A, WG.22C)
1C; 1E
Instructional Note:
A sample graphic organizer is included.
Students may choose to use this
organizer or create one on their own.
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