Download Grade 06 Social Studies Unit 01 Exemplar Lesson 04

Grade 6
Social Studies
Unit: 01
Lesson: 04
Suggested Duration: 2 days
Grade 06 Social Studies Unit 01 Exemplar Lesson 04: Characteristics of a Region
This lesson is one approach to teaching the State Standards associated with this unit. Districts are encouraged to customize this lesson by
supplementing with district-approved resources, materials, and activities to best meet the needs of learners. The duration for this lesson is
only a recommendation, and districts may modify the time frame to meet students’ needs. To better understand how your district may be
implementing CSCOPE lessons, please contact your child’s teacher. (For your convenience, please find linked the TEA Commissioner’s List of
State Board of Education Approved Instructional Resources and Midcycle State Adopted Instructional Materials.)
Lesson Synopsis
This lesson helps students understand the factors of a region through the interpretation of data, map sketches, and a graphic organizer. The
lesson reinforces concepts and academic vocabulary taught in prior lessons.
TEKS
The Texas Essential Knowledge and Skills (TEKS) listed below are the standards adopted by the State Board of Education, which are
required by Texas law. Any standard that has a strike-through (e.g. sample phrase) indicates that portion of the standard is taught in a
previous or subsequent unit. The TEKS are available on the Texas Education Agency website at http://www.tea.state.tx.us/index2.aspx?
id=6148.
6.3
Geography. The student uses geographic tools to answer geographic questions. The student is expected to:
6.3C
Compare various world regions and countries using data from geographic tools, including maps, graphs,
charts, databases, and models.
6.4
Geography. The student understands the factors that influence the locations and characteristics of locations
of various contemporary societies on maps and globes and uses latitude and longitude to determine absolute
locations. The student is expected to:
6.4D
Identify and locate major physical and human geographic features such as landforms, water bodies, and
urban centers of various places and regions.
6.4E
Draw sketch maps that illustrate various places and regions.
6.4F
Identify the location of major world countries such as Canada, Mexico, France, Germany, the United Kingdom, Italy, Spain, Norway,
Sweden, Russia, South Africa, Nigeria, Iraq, Afghanistan, Israel, Iran, India, Pakistan, the People's Republic of China, the Republic of
China (Taiwan), Japan, North and South Korea, Indonesia, and Australia.
6.5
Geography. The student understands how geographic factors influence the economic development, political
relationships, and policies of societies. The student is expected to:
6.5A
Identify and explain the geographic factors responsible for the location of economic activities in places
and regions.
6.5B
Identify geographic factors such as location, physical features, transportation corridors and barriers, and
distribution of natural resources that influence a society's ability to control territory.
6.16
Culture. The student understands that all societies have basic institutions in common even though the
characteristics of these institutions may differ. The student is expected to:
6.16B Compare characteristics of institutions in various contemporary societies.
Social Studies Skills TEKS
6.22
Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to:
6.22D Create written and visual material such as journal entries, reports, graphic organizers, outlines, and
bibliographies based on research.
GETTING READY FOR INSTRUCTION
Performance Indicators
Last Updated 05/13/2013
Print Date 06/26/2013 Printed By Karen Johnson, MIDLAND ISD
page 1 of 4 Grade 6
Social Studies
Unit: 01
Lesson: 04
Suggested Duration: 2 days
Grade 06 Social Studies Unit 01 PI 04
Complete a map to show the major geographic features of the North American region. Write an explanation telling why North America is considered a region.
Include: (1) geography, (2) at least one shared historical factor (invasion, conquests, colonization, immigration, trade), (3) two cultural traits, and (4) at least one
economic component (trade, labor, migration, etc.) that influence the region.
Standard(s): 6.3C , 6.4D , 6.4E , 6.4F , 6.5A , 6.5B , 6.16B , 6.22D
ELPS ELPS.c.1C , ELPS.c.1E
Key Understandings
Historical, geographic, cultural, and/or economic factors define regions.
— What factors define regions?
— What geographic factors define North American region?
— Are there historical or cultural factors that cultures of North America share that help define the North American region?
Vocabulary of Instruction
region
free trade
political map
population density
physical map
Materials
population density map of North America
outline map of North America
Attachments
All attachments associated with this lesson are referenced in the body of the lesson. Due to considerations for grading or student
assessment, attachments that are connected with Performance Indicators or serve as answer keys are available in the district site and are
not accessible on the public website.
Teacher Resource: PowerPoint: Characteristics of a Region
Resources
CIA World Factbook: https://www.cia.gov/library/publications/the-world-factbook/
Advance Preparation
1.
2.
3.
4.
5.
Become familiar with content and procedures for the lesson.
Refer to the Instructional Focus Document for specific content to include in the lesson.
Select appropriate sections of the textbook and other classroom materials that support the learning for this lesson.
Preview available resources and websites according to district guidelines.
Prepare materials and handouts as needed.
Background Information
In some textbooks North America does not include Mexico because Mexico is viewed as part of Latin America. In other textbooks, North America includes Mexico. For
our purposes, Mexico is part of North America and is considered part of the North American region. Common cultural traits, economic systems, political systems
and a shared history create one common region.
GETTING READY FOR INSTRUCTION
Teachers are encouraged to supplement and substitute resources, materials, and activities to meet the needs of learners. These lessons are
one approach to teaching the TEKS/Specificity as well as addressing the Performance Indicators associated with each unit. District personnel
may create original lessons using the Content Creator in the Tools Tab. All originally authored lessons can be saved in the “My CSCOPE”
Tab within the “My Content” area.
INSTRUCTIONAL PROCEDURES
Last Updated 05/13/2013
Print Date 06/26/2013 Printed By Karen Johnson, MIDLAND ISD
page 2 of 4 Grade 6
Social Studies
Unit: 01
Lesson: 04
Suggested Duration: 2 days
Instructional Procedures
ENGAGE – Examine Data
Notes for Teacher
NOTE: 1 Day = 50 minutes
Suggested Day 1 – 10 minutes
1. Introduce students to the many different ways data (population, birthrate, etc.)
about a country can be presented.
Attachments:
Teacher Resource: PowerPoint: Characteristics of a Region
Purpose:
2. Say: The data you are about to view is based on the three countries we
have studied.
3. Show students the three slides from the Teacher Resource: PowerPoint:
Characteristics of a Region. The three slides include three population
pyramids, one for the U.S., one for Canada and one for Mexico. Ask the
following questions:
Interpreting data through various means prepares students to
infer and think critically.
TEKS: 6.3C
What type of data is being presented? Population
What year does the data represent? 2012
Why are there two different colors? Male and Female genders
What do the numbers in the middle represent? Age
4. Students view each of the population pyramids and write similarities and
differences between the three countries.
Ask:
Based on the population maps you have viewed, what predictions
can you make about each country’s economy? (Hint: age groups)
5. Say:
Today’s lesson will focus on North America. We will examine the
major factors of this region.
EXPLORE/EXPLAIN
Suggested Day 1 (cont’d) – 30 minutes
1. Place students in groups of three. Each student reads about one of the three
Purpose:
countries: U.S., Mexico and Canada and completes a graphic organizer. See the Students compare three political regions that make up one
Instructional Note.
larger region, North America. In their comparison, they find
2. Explain to students that they are gathering information about three countries
divided by political boundaries but that all three countries form a region, North
America.
3. Students proceed by gathering information from their textbooks and websites
such as: https://www.cia.gov/library/publications/the-world-factbook/
commanalities that support the fact that North America is a
region.
TEKS : 6.3C, 6.4D, 6.4E, 6.4F, 6.5A, 6.5B, 6.16B, 6.22D
Instructional Note:
Factors of a Region
Historical
Geographic
Cultural
Economic
4. Once students have gathered information and completed their graphic
organizer, each student explains the factors of their region to the other two
members of the group.
5. Groups proceed with comparing all three countries and listing the historical,
geographic, cultural and economic commonalities that form the North American
region.
6. Examples:
Historical: all three countries were explored, conquered and colonized by
European countries.
Geographic: all three countries are attached and share bodies of water such
as the Atlantic and Pacific Oceans.
Culture: religion, public education
Economy: trade, free-market economy
ELABORATE
Suggested Day 1 (cont’d) – 10 minutes
1. Sketch a map of the Western Hemisphere and label the major geographic
features of the region.
Materials
population density map of North America
Atlantic Ocean
Last Updated 05/13/2013
Print Date 06/26/2013 Printed By Karen Johnson, MIDLAND ISD
page 3 of 4 Grade 6
Social Studies
Unit: 01
Lesson: 04
Suggested Duration: 2 days
Pacific Ocean
Mississippi River
Gulf of Mexico
Rocky Mountains
Yucatan Peninsula
2. View a population density map of North America .
Purpose:
Geographic factors responsible for greater economic activities
are identified and elaborated upon.
TEKS: 6.3C, 6.4D, 6.4E, 6.4F, 6.5A, 6.5B, 6.16B, 6.22D
Instructional Note:
It is good practice for students to sketch maps rather than use
map handouts that they just fill in. This helps students retain
mental images of what they are sketching.
3. Facilitate a discussion where students elaborate on why certain areas are highly
populated while others are not.
EVALUATE
Grade 06 Social Studies Unit 01 PI 04
Complete a map to show the major geographic features of the North American region. Write
an explanation telling why North America is considered a region. Include: (1) geography, (2) at
Suggested Day 2 – 50 minutes
Materials
Outline map of North America
least one shared historical factor (invasion, conquests, colonization, immigration, trade), (3)
two cultural traits, and (4) at least one economic component (trade, labor, migration, etc.) that
influence the region.
Standard(s): 6.3C , 6.4D , 6.4E , 6.4F , 6.5A , 6.5B , 6.16B , 6.22D
ELPS ELPS.c.1C , ELPS.c.1E
Last Updated 05/13/2013
Print Date 06/26/2013 Printed By Karen Johnson, MIDLAND ISD
page 4 of 4