Download Patterns, Distributions, and Relationships

World Geography
Social Studies
Unit: 13
Lesson: 01
Suggested Duration: 6 days
Patterns, Distributions, and Relationships
Lesson Synopsis:
In this lesson, students describe the unique physical features that make up the region of Australia and Oceania. Students
analyze the effects of human-environment interaction in the region. Students describe population centers in the region
and make connections between the landscape, climate, natural resources, and settlement patterns by analyzing and
creating maps. Students compare two indigenous groups in the region and the effects of European colonization. Students
examine the economic activities in the region, particularly the tourism industry. Students explain challenges in the region
including the effects of climate change. Students explore Antarctica and analyze the creation of a treaty to protect the
physical environment from the effects of economic exploitation.
TEKS:
WG.2
WG.2A
WG.2B
History. The student understands how people, places, and environments have changed over time and the effects
of these changes. The student is expected to:
Describe the human and physical characteristics of the same regions at different periods of time to evaluate
relationships between past events and current conditions.
Readiness Standard
Explain how changes in societies have led to diverse uses of physical features.
Supporting Standard
WG.6
Geography. The student understands the types, patterns, and processes of settlement. The student is expected
to:
WG.6B
Explain the processes that have caused changes in settlement patterns, including urbanization, transportation,
access to and availability of resources, and economic activities.
Readiness Standard
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
Describe different types of regions, including formal, functional, and perceptual regions.
Supporting Standard
WG.9B
WG.11
Economics. The student understands how geography influences economic activities. The student is expected to:
WG.11A
Understand the connections between levels of development and economic activities (primary, secondary, tertiary,
and quaternary).
Supporting Standard
Identify the factors affecting the location of different types of economic activities, including subsistence and
commercial agriculture, manufacturing, and service industries.
Supporting Standard
Assess how changes in climate, resources, and infrastructure (technology, transportation, and communication)
affect the location and patterns of economic activities.
Readiness Standard
WG.11B
WG.11C
WG.12
WG.12A
WG.12B
WG.13
Economics. The student understands the economic importance of, and issues related to, the location and
management of resources. The student is expected to:
Analyze how the creation, distribution, and management of key natural resources affect the location and patterns
of movement of products, money, and people.
Readiness Standard
Evaluate the geographic and economic impact of policies related to the development, use, and scarcity of natural
resources such as regulations of water.
Supporting Standard
Government. The student understands the spatial characteristics of a variety of global political units. The student
is expected to:
WG.13A
Interpret maps to explain the division of land, including man-made and natural borders, into separate political
units such as cities, states, or countries.
WG.15
Citizenship. The student understands how different points of view influence the development of public policies
and decision-making processes on local, state, national, and international levels. The student is expected to:
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05/08/13
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WG.15A
WG.16
WG.16D
WG.17
World Geography
Social Studies
Unit: 13 Lesson: 01
Identify and give examples of different points of view that influence the development of public policies and
decision-making processes on local, state, national, and international levels.
Supporting Standard
Culture. The student understands how the components of culture affect the way people live and shape the
characteristics of regions. The student is expected to:
Compare life in a variety of urban and rural areas in the world to evaluate political, economic, social, and
environmental changes.
Supporting Standard
Culture. The student understands the distribution, patterns, and characteristics of different cultures. The student
is expected to:
WG.17A
Describe and compare patterns of culture such as language, religion, land use, education, and customs that
make specific regions of the world distinctive.
Readiness Standard
WG.18
Culture. The student understands the ways in which cultures change and maintain continuity. The student is
expected to:
WG.18C
Identify examples of cultures that maintain traditional ways, including traditional economies.
Supporting Standard
Social Study Skills TEKS:
WG.21
WG.21C
Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a
variety of valid sources, including electronic technology. The student is expected to:
Create and interpret different types of maps to answer geographic questions, infer relationships, and analyze
change.
GETTING READY FOR INSTRUCTION
Performance Indicator:
•
Create an economic or resource map illustrating the relationships between the physical environment, settlement
patterns and economic activities in Australia and Oceania. (WG.9A; WG.11B, WG.11C; WG.21C)
1E; 5B
Key Understandings and Guiding Questions:
•
The physical environment and distribution of resources affects and determines settlement patterns and economic
activities.
— How do the physical environment and location of resources affect the distribution of settlements and
economic activities in Australia and Oceania?
— How does modernization affect the lifestyles and customs of traditional societies?
— How can societies use the natural environment for economic gain, yet preserve it for future generations?
— How can societies work together to promote economic growth and stability?
Vocabulary of Instruction:
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•
•
physical environment
cultural landscape
climate
patterns
distribution
location
•
•
•
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•
•
place
human-environment interaction
economic activities
region
public policy
urbanization
•
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•
•
traditional society
characteristic
indigenous
desertification
invasive species
ecotourism
Materials:
•
Refer to Notes for Teacher section for materials.
Attachments:
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World Geography
Social Studies
Unit: 13 Lesson: 01
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Teacher Resource: PowerPoint: Tourism in the Region
Handout: Hazards in the Environment (1 per student)
Teacher Resource: Hazards in the Environment KEY
Handout: Comparing Indigenous Peoples (1 per student)
Handout: Economic Activities in Australia and Oceania (1 per student)
Resources and References:
• Prezi: Indigenous People of Australia and Oceania: http://prezi.com/ufbbxpuquyvv/indigenous-people-of-australiaand-oceania/?kw=view-ufbbxpuquyvv&rc=ref-299930
• The Antarctic Treaty: http://www.nsf.gov/od/opp/antarct/anttrty.jsp
• APEC: http://www.apec.org/
Advance Preparation:
1. Read the rationale in the Instructional Focus Document and become familiar with the specificity provided for each
of the student expectations.
2. Read the Performance Indicator that aligns with the lesson.
3. Become familiar with the content and procedures for the lesson.
4. Select appropriate sections from the textbook and alternative resources to supplement the lesson.
5. Preview websites.
6. Download Google Earth program. It is a free download. Become familiar with the program.
7. Locate video segments that describe and explain economic activities in the region including tourism, subsistence
farming and herding, commercial farming, ranching, and trade.
8. Locate video segments that show the culture of the Aborigines and Maori people.
9. Prepare materials and attachments as necessary.
Background Information:
Australia and Oceania are noted for a number of famous tropical islands and diverse cultures. Unique plants and animals
are found in the region throughout isolated islands. Oceania is divided among high islands and low islands with the
International Date Line running through the region. Subregions of Oceania include Micronesia, Melanesia, and Polynesia.
There are sacred places dotting this region including the most famous, Uluru (Ayer’s Rock) in Australia. Other places are
more modern and reflect the historical and economic influences of European settlement in the region such as the Sydney
Opera House.
Major physical features in the region include mountains, volcanoes (dormant and active), coral reefs, archipelagos,
basins, beaches, and plateaus. In Australia, notable physical features include the Great Dividing Range, the Outback, the
Great Sandy Desert, the Great Barrier Reef, the Coral Sea, and the Darling River. Antarctica is the world’s coldest region.
It contains mountains and ice caps. Ninety-eight percent of Antarctica is covered in ice, and it contains 70% of the world’s
fresh water. Several nations have agreed in treaty to preserve the lands of Antarctica for research.
The region is made up of large population centers within Australia, New Zealand, and some island nations of the Pacific
Ocean. Australia is the sixth largest continent and the only country on the landmass. In Australia, settlement is found in
the coastal areas. The center of the continent is sparsely populated due to an arid climate and lack of fertile soil. New
Zealand is located off the eastern coast of Australia. It is comprised of two major islands, North Island and South Island.
The majority of the population in New Zealand is found on North Island where the climate is more moderate. Other Pacific
islands are sparsely populated. Antarctica is populated only by scientists and research stations.
Land use in the center of the Australian continent is typically for ranching and herding. Large portions have no widespread
use due to the arid climate. Commercial farming is located along the eastern and western coastal areas. Large cattle or
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05/23/13
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World Geography
Social Studies
Unit: 13 Lesson: 01
sheep ranches called stations are scattered across Australia and in New Zealand. Urban centers include Perth, Adelaide,
Melbourne, Sydney, and Brisbane.
Indigenous peoples in the region include the Indigenous Australian people and Torres Strait Island people of Australia; the
Samoan people of Polynesia; the Fijian people of Melanesia; the Chamorro people of Micronesia; and the Maori people of
New Zealand. The Indigenous Australian people have the oldest continuous culture on earth, dating back to earlier than
30,000 B.C. Beginning in the 1600s, European explorers began sailing the waters around Australia and New Zealand. In
1788, Britain began colonizing Australia and established it as a location to send debt prisoners from Great Britain.
Indigenous cultures were disrupted by European colonization and settlement in the region. Some of the Indigenous
Australians were killed in violent conflicts, suffered death by European diseases, placed on reservations, and stripped of
their lands and even their children. In New Zealand, the Treaty of Waitangi gave Britain control over the land while the
Maori people gained British legal protection and retained local control. When gold was discovered in the mid 1800s, more
Europeans flocked to the region. Today, issues exist between the indigenous peoples of Australia and New Zealand and
the government over land rights.
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 – Tourism in the Region
1. Define the term ecotourism (responsible travel to natural areas
which conserves the environment and improves the welfare of
the local people). Show students images of major tourist
destinations in the region. Use the Teacher Resource:
PowerPoint: Tourism in the Region.
NOTE: 1 Day = 50 minutes
Suggested Day 1 – 20 minutes
Materials:
• student textbook
• student atlas
• images of Australia and Oceania
Attachments:
Students will respond to questions such as: Do you think this
• Teacher Resource: PowerPoint: Tourism in
is a good vacation spot? What are the characteristics of the
the Region
physical environment that lead you to that conclusion?
Which locations are ecotourism locations? How does the
TEKS: WG.9A, WG.11B, WG.11C, WG.21C
physical environment affect economic activities in a
region? How can societies use the natural environment for
Purpose:
economic gain, yet preserve it for future generations?
• In this activity, students are introduced to the
physical geography of the region and the
2. Facilitate a discussion about each image on the PowerPoint.
connection between the physical geography
Identify the location of each using an atlas or web-based
and economic activities.
satellite imagery such as Google Earth.
3. Students write a short description of why the region of Australia Instructional Note:
• Google Earth is a web-based computer
and Ocean is a unique location to visit in their notebook or
program that allows viewers the ability to view
journal. The description should include the physical factors that
locations on earth using satellite imagery and
encourage tourism in a region (i.e. climate, beaches, volcanoes,
photographs. Teacher may include other
water sports, animal life).Students may draw an illustration to
images in the PowerPoint to display.
complement their description.
Considering using the links in Resources and
References section for more images.
EXPLORE – Examining the Physical Geography of the
Region
1. Provide students with an outline map of Australia and Oceania
or annotated version (depending on student ability level).
2. Discuss the subregions (Australia, New Zealand, Oceania, and
Antarctica) and the location of major physical features that are
©2013, TESCCC
05/23/13
Suggested Day 1 – (continued) 30 minutes
Materials:
• student atlas
• student textbook
• political relief map
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World Geography
Social Studies
Unit: 13 Lesson: 01
Instructional Procedures
Notes for Teacher
located in the region using student atlas or other resources.
•
•
land cover map
outline map of the region
3. Students identify major physical features and bodies of water on
their outline map. Major features include, but are not limited to:
TEKS: WG.2B, WG.9A, WG.9B
Pacific Ocean, Indian Ocean, Southern Ocean, Great Dividing
Range, Great Barrier Reef, Tasman Sea, Great Sandy Desert,
Purpose:
Great Victoria Desert, North Island, South Island, and Darling
• Students identify and locate major physical
River.
features in the region. Students identify and
locate major tourist attractions in the region.
4. Students may color their maps based upon the subregions and
create a key.
5. Place an X on the map on the locations of notable tourist
destinations such as the Great Barrier Reef, Bora Bora, Kakadu
National Park, Milford Sound, and others identified in the
Engage activity and label them.
6. Students add the symbol for tourist attractions in the key and
complete a title for the map (e.g. Tourist Destinations in
Australia and Oceania).
EXPLAIN – Hazards in the Environment
Suggested Day 2 (continued) – 30 minutes
1. Students examine the effects of the physical environment
Materials:
caused by humans and the natural environment by completing a • student textbook
cause and effect chart.
• student atlas
2. Provide students with the Handout: Hazards in the
Environment.
3. Students may work with a partner to complete the handout.
4. Facilitate a discussion on the following topics: desertification
and salinization in the region, introduction of invasive species in
the region, rising sea levels, melting ice in Antarctica, and
tectonic forces in the region.
5. Pose questions such as What are the physical forces that
affect settlement in the region? Which events are manmade hazards? Which hazards are the results of natural
forces?
EXPLORE – Human Settlement in Australia and Oceania
1. Students examine different types of maps of the region. Maps
should include, but are not limited to, the following: political
relief map, population density map, climate map, precipitation
map, and resource map.
2. Students use the following factors: climate, resources, and
major population centers (urban areas) in the region.
Attachments:
• Handout: Hazards in the Environment (1 per
student)
• Teacher Resource: Hazards in the
Environment KEY
TEKS:WG.6B, WG.13A, WG.16D
Purpose:
• In this activity, students explain how forces of
nature and humans affect the physical
environment.
Suggested Day 2 (continued) – 20 minutes
Suggested Day 3 – 20 minutes
Materials:
• political relief map
• population density map
• climate map
• precipitation map
• resource map (may require individual searches
by nation and resource type)
3. Students draw a chart in their notebook with three columns such
TEKS: WG.6B, WG.12B, WG.13A, WG.16D,
as the example below. Possible answers are for the chart is
WG.21C
listed below.
Climate
©2013, TESCCC
Resources
Major urban areas
05/23/13
Purpose:
• Students examine factors that affect settlement
in the region. Students make generalizations
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World Geography
Social Studies
Unit: 13 Lesson: 01
Instructional Procedures
In Australia, major
climate zones
include vast deserts
and grasslands.
The land is sparsely
populated.
New Zealand has a
marine climate and
receives plentiful
rainfall. However,
population is sparse
and there are only a
few population
centers.
Notes for Teacher
Water is scarce
in the Outback,
creating limited
settlement in
Australia.
Major urban areas
are located along
the eastern coast in
Australia due to
favorable climate.
Volcanic ash
created fertile
soil, resulting in
subsistence
farming across
Oceania.
Antarctica lacks
permanent human
settlement and is
home to research
bases. Due to
climate, there are
no population
centers.
about human settlement in the region.
Instructional Note:
• Answers will vary based upon the different
types of map that are available to students.
4. Students fill in two facts and make a generalization based on
information from their map study based on the factors of human
settlement in the region.
5. Facilitate a discussion that answers the following question: How
do climate, location of resources, and urban centers affect
human settlement in the region?
6. Extend the activity. Students create two or three questions
based on observations made during their map study to
complete further research.
EXPLORE/EXPLAIN – Indigenous Peoples in the Region
1. Students examine, describe, and compare the Indigenous
Australian peoples/Torres Strait Island peoples of Australia and
Maori people of New Zealand.
2. Use the Prezi Indigenous People of Australia and Oceania to
explain the history and lifestyles of both groups and the effects
of public policy (i.e. Terra Nullius and Aboriginal Land Rights
Act 1976).
Suggested Day 3 (continued) – 30 minutes
Suggested Day 4 – 20 minutes
Materials:
• Prezi: Indigenous People of Australia and
Oceania
http://prezi.com/ufbbxpuquyvv/indigenouspeople-of-australia-and-oceania/?kw=viewufbbxpuquyvv&rc=ref-299930
• student textbook
Attachments:
3. Use the board to draw a Venn diagram. Gather information from • Handout: Comparing Indigenous Groups (1
students and complete the diagram.
per student)
Indigenous
Australian/Torres Strait
Island peoples
Maori people of
New Zealand
TEKS: WG.2A, WG.15A, WG.16D, WG.17A,
WG.18C
Purpose:
• Students describe and examine the indigenous
cultures of Australia and New Zealand.
Students compare the different peoples and
create an illustration. Consider locating video
segments to display in class to increase
student engagement.
4. Facilitate a discussion about how these groups are similar and
different.
Pose questions such as How does modernization affect the
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World Geography
Social Studies
Unit: 13 Lesson: 01
Instructional Procedures
Notes for Teacher
lifestyles and customs of traditional societies? Additional
discussion may include the nomenclature of labeling indigenous
people in regards to respecting the personhood of the
individual.
5. Students complete an illustration that analyzes the effects of
colonization on the two groups using the Handout: Comparing
Indigenous Peoples.
6. Students present their illustrations in small groups to other
group members.
EXPLORE – Economic Activities in the Region
1. Student complete the economic activities graphic using the
Handout: Economic Activities in Australia and Oceania.
2. Students read selected sections of textbook or other resources
(e.g., almanac, CIA Factbook), or watch video segments about
economic activities in the region.
3. Students describe different economic activities in the region
including primary, secondary, and tertiary activities; commercial
and subsistence farming, and trade.
Suggested Day 4 (continued) – 30 minutes
Suggested Day 5 – 30 minutes
Materials:
• student atlas
• land use map
• resource map
• student textbook
• selected video segments
• APEC: http://www.apec.org/
Attachments:
• Handout: Economic Activities in Australia
and Oceania (1 per student)
4. Discuss the Asian - Pacific Economic Cooperation (APEC).
Facilitate a discussion that answers the following question: How
TEKS: WG.11A, WG.12A, WG.17A, WG.18C,
can societies work together to promote economic growth
WG.21C
and stability?
Purpose:
• In this activity, students describe different
types of economic activities in the region.
Instructional Note:
• Teacher may contact school librarian or
instructional specialists to assist in locating
appropriate video segments.
ELABORATE – The Antarctic Treaty
1. Prepare an article for students to read using text from the
Antarctic Treaty (see the link provided in the Materials section).
2. Students read selected sections of Antarctic Treaty. Direct
students to focus on the necessity for the treaty.
Suggested Day 5 (continued) – 20 minutes
Materials:
• The Antarctic Treaty:
http://www.nsf.gov/od/opp/antarct/anttrty.jsp
TEKS: WG.12A, WG.12B, WG.15A
3. Facilitate a discussion on the purpose of the treaty and evaluate Purpose:
its usefulness. Ask students questions such as the following: Do • In this activity, students evaluate the creation
you believe the treaty is necessary? Why or why not? Why
of the Antarctic treaty based on student
do you believe that countries joined together to create this
knowledge of the region and the world.
treaty?
Instructional Note:
• Teacher should tailor selected portions for
students to read based upon student ability
and interest. The Resources and References
section contains an additional resource for
information on this topic.
©2013, TESCCC
05/23/13
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World Geography
Social Studies
Unit: 13 Lesson: 01
Instructional Procedures
Notes for Teacher
EVALUATE – Economic or Resource Map
Suggested Day 6 – 50 minutes
Materials:
• student atlas
• outline map of the region or subregions
•
Create an economic or resource map illustrating the
relationships between the physical environment, settlement
patterns and economic activities in Australia and Oceania.
(WG.9A; WG.11B, WG.11C; WG.21C)
1E; 5B
1. Encourage students to narrow their focus for the map by
choosing one country or a subregion.
©2013, TESCCC
05/23/13
Instructional Note:
• Teacher may provide students with a blank
outline map of the region or subregions.
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