Download Geography - West Ada

1
Critical Content/Concept Web
Unit Topic:
Tools of Geography
Conceptual Lens:
Unit Overview
Organization
Grade: 8th

Locations
Names and location
of specific: bodies
of water, land
cover, landforms,
regions, continents,
countries


Latitude/Longitude
Absolute and relative location
Hemispheres
Unit Topic:
Tools of Geography
This unit focuses on the skills and knowledge
needed for the rest of the course. By the
conclusion of this unit, the students should be
proficient at using latitude and longitude
coordinates, the use of scale, relative
location, and cardinal/intermediate directions.
They should know the different parts of a
map (i.e. scale, compass rose, etc.) and be
familiar with different ways of portraying the
Earth – globes, theme maps, cartograms,
graphs and charts.
Timeline: 40% of curriculum and instruction
Unit 1 Vocabulary







Interpreting Maps
Directions (Cardinal/Intermediate)
Map projections
Parts of a map (Legend/key, title, grid lines,
scale, compass rose)
Thematic maps (rainfall, resource, etc.)
Globes/Atlas
Mental maps
Interpretation/Analysis of maps, cartograms,
globes, charts, graphs
Bar graph
Line graph
Projection
Cardinal directions
Globe
Map
Cartogram
Grid
Latitude
Longitude
Intermediate directions
Coordinates
Distortion
Scale
Legend/key
Compass rose
Hemisphere
Revised November 2012
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Grade: 8th
Subject: Social Studies
Unit: Tools of Geography
Lens: Organization
Enduring Understandings
Guiding Questions
Geography
1. Maps, charts and graphs can be used to organize and
a. What are latitude and longitude?
interpret the relationships between people and places in b. What is a grid?
the world.
c. How do you define relative and absolute location?
d. What are the essential parts of a map?
State Standards GEH & GWH
e. What are the characteristics, functions, and advantages
2.1.1 Explain and use the components of maps, compare different map projections, and
explain the appropriate uses for each
of different map projections, thematic maps, globes,
2.1.2 Apply latitude and longitude to locate places on Earth and describe the uses of
and cartograms?
technology, such as global Positioning System (GPS) and Geographic Information Systems
(GIS).
f. What are the 5 themes of geography?
2.1.3 Use mental maps to answer geographic questions
2.3.1 Identify the names and locations of countries and major cities
2.1.4 Analyze visual and mathematical data presented in charts, tables, graphs, maps
and other graphic organizers to assist in interpreting a historical event.
Revised November 2012
3
Grade: 8th
Subject: Social Studies
Unit: Tools of Geography
Lens: Organization
Critical Content and Skills
AC = Assessment Code:
Students will Know…
1. Absolute location of a place on the earth is determined
by latitude and longitude coordinates.
2. Relative location of a place on the earth is determined
by using significant geographic features (physical and
human) as reference points.
3. The different methods for portraying the Earth (i.e.
maps, globes, cartograms, and projections/distortions).
4. The specific locations of various land covers/vegetation
(i.e. rain forests, tundra, desert, etc.)
5. The regional/continental location of a majority of the
world’s countries.
6. The location of the 50 states in the U.S.A.
7. Location of Earth’s physical features. (Reference EOC
Study Guide list.)
8. Nations and physical features on EOC study guide to be
taught throughout the semester.
Q – Quizzes
O – Observations
AC
P – Prompts
SA – Student Self-Assessment
WS – Work Samples D – Dialogues T - Tests
Students will be able to …
AC
1. Locate places on a map by using latitude and longitude
coordinates.
2. Use significant geographic features, such as the region,
surrounding places, cultures and landmarks, to describe
the relative location of a place.
3. Explain and use map essentials (grid, scale, legend/key,
title, and compass rose).
4. Analyze globes, different types of maps, cartograms,
graphs, and charts for information.
5. Use mental maps to answer geographic questions.
6. Identify Earth’s major physical features. (Reference EOC
Study Guide List.)
7. Identify the political regions of the world: Latin
America, Europe, Asia, Middle East & Northern Africa,
and Sub-Saharan Africa.
8. Locate and name the countries of the world.
Common Core State Standards for Literacy in
History/Social Studies 6-8
Note: All Common Core Objectives will be included in the
skills section of each unit. Teachers must include these
objectives in their instructional units.
Please see pages 10-12 of this document for a
complete list of the CCSS for Literacy in
History/Social Studies.
Revised November 2012
4
Critical Content/Concept Web
Unit Topic:
Physical Geography
Conceptual Lens:
Unit Overview
Systems
Grade: 8th
Physical Systems

Landforms
Physical features





Climate
Seasons
Ocean/wind currents
Plate tectonics (mountain building, etc.)
Weathering
The focus of instruction for this unit will be on
the Earth’s physical systems and landforms.
By the conclusion of this unit students will be
able to identify Earth’s physical features when
shown on a map.
Timeline: 30% of curriculum and instruction
Unit Topic:
Physical Geography
Unit 2 Vocabulary
Climate graphs
Precipitation
Temperature
Archipelago
Continental divide
Delta
Isthmus
Mountain/range
Peninsula
Desert
Tundra
Rainforest
Bay/Gulf
River
Mouth of the river
Source of the river
Downstream/upstream
Strait
Tributary
Seasons
Ring of Fire
Weathering
Erosion
Ocean currents
Wind currents
Plate tectonics
Climate
Polar
Temperate/moderate
Tropical
High/middle/low latitudes
Revised November 2012
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Grade: 8th
Subject: Social Studies
Unit: Physical Geography
Lens: Systems
Enduring Understandings
Guiding Questions
Geography
1. Physical systems shape the Earth’s surface.
a. What are the Earth’s major physical systems?
b. What are the factors that determine climate?
State Standards GEH & GWH
c. What determines the Earth’s seasons?
2.2.1 Explain how Earth/sun relationships, ocean currents, and winds influence climate
differences on Earth
d. How do these systems impact the geography of the
2.2.2 Locate, map and describe the climate regions
Earth?
2.2.3 Identify major biomes and explain ways in which the natural environment of places
relates to their climate.
e. What are the main physical features of the Earth?
2.2.4 (GEH only) Explain how physical processes have shaped Earth’s surface. Classify
f. What are the relationships between Earth’s physical
these processes according to those that have built up Earth’s surface (mountain-building
and alluvial deposition) and those that wear away at Earth’s surface (erosion).
features?
2.3.2 Describe major physical characteristics of regions
Revised November 2012
6
Grade: 8th
Subject: Social Studies
Unit: Physical Geography
Lens: Systems
Critical Content and Skills
AC = Assessment Code:
Students will Know…
1. Earth’s physical systems: Weathering, erosion, ocean
currents, wind currents, plate tectonics (mountain
building, Ring of Fire), seasons, climate, etc.
2. The location and characteristics of Earth’s climate
zones and latitude zones.
3. The vegetation associated with Earth’s climate zones.
4. How the physical systems impact Earth’s geography.
5. Earth’s physical features. (Reference EOC Study Guide
list.)
6. Sun and Earth relationships including seasons, tilt and
direct/indirect sunlight.
7. Nations and physical features on EOC study guide to be
taught throughout the semester.
Q – Quizzes
O – Observations
AC
P – Prompts
SA – Student Self-Assessment
WS – Work Samples D – Dialogues T - Tests
Students will be able to …
AC
1. Identify the different climate/latitude zones.
2. Identify Earth’s major physical features. (Reference EOC
Study Guide List.)
3. Analyze globes, different types of maps, cartograms,
climate graphs, graphs, and charts for information.
Common Core State Standards for Literacy in
History/Social Studies 6-8
Note: All Common Core Objectives will be included in the
skills section of each unit. Teachers must include these
objectives in their instructional units.
Please see pages 10-12 of this document for a
complete list of the CCSS for Literacy in
History/Social Studies.
Revised November 2012
7
Critical Content/Concept Web
Unit Topic:
Human/Environmental Interaction
Conceptual Lens:
Grade:
Unit Overview
Interdependence
8th
Human Impact on
Environment
 Factual contrasting
perspectives of
environmental
issues (such as
climate change,
deforestation,
desertification,
etc.)
 Conservation
 Natural and
technological
hazards




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


Population Characteristics
Population Distribution
Development Indicators (Economic indicators, Technological
Advancements, Education, etc.)
Commercial farming/fishing
Subsistence farming/fishing
Economic classification of countries/regions (developed and
developing)
Natural Resources
Settlement/population patterns
Urbanization
This unit consists of two parts: Human Impact
on the Environment and Population
Characteristics. Students will learn about the
causes and consequences of current global
issues, such as the urbanization of the
developing world, the consumption of natural
resources, and the impact of various
environmental issues.
Timeline: 30% of curriculum and instruction
Unit 3 Vocabulary
Unit Topic:
Human/Environmental
Interaction
Urban
Urbanization
Rural
Primitive
Developed country
Developing country
Commercial farming
Fossil fuels
Subsistence farming
Agriculture
Natural resource
Renewable resource
Non-renewable resource
Conservation
Endangered species
Climate change
Deforestation
Desertification
Population distribution
Population density
Natural hazards
Technological hazards
Birth/death rates
Infant mortality
Revised November 2012
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Grade: 8th
Subject: Social Studies
Unit: Human/Environmental Interaction
Lens: Interdependence
Enduring Understandings
1. Humans impact the environment.
3.2.5 (GEH)/2.2.4 (GWH) Analyze and give examples of the consequences of human
impact on the physical environment and evaluate ways in which technology influences
human capacity to modify the physical environment.
2.5.2 Give examples of how both natural and technological hazards have impacted the
physical environment and human populations in specific areas.
2.5.4 Identify contrasting perspectives of environmental issues that affect each
hemisphere.
2.5.5 Explain how human-induced changes in the physical environment in one place
cause changes in another place, such as acid rain, air and water pollution, deforestation
5.1.6 (GEH) Give examples of the causes and consequences of current global issues,
such as the expansion of global markets, the urbanization of the developing world, the
consumption of natural resources and the extinction of species, and speculate possible
responses by various individuals, groups and nations.
2. The availability of resources to meet basic needs influences
settlement patterns and a region’s development.
2.3.3 Identify patterns of population distribution and growth in the Eastern and Western
Hemispheres and explain changes in these patterns, which have occurred over time.
2.4.1 (GEH only) Use maps, charts, and graphs to compare rural and urban populations
in selected countries in the Eastern Hemisphere.
2.5.1 Analyze the distribution of natural resources in the Eastern/Western Hemispheres.
3.2.5 Identify specific areas of each hemisphere with important natural resource deposits
3.2.6 Investigate how physical geography, productive resources, specialization, and trade
have influenced the way people earn income.
5.1.6 (GEH) Give examples of the causes and consequences of current global issues,
such as the expansion of global markets, the urbanization of the developing world, the
consumption of natural resources and the extinction of species, and speculate possible
responses by various individuals, groups and nations.
Guiding Questions
a. What are the positive/negative effects people have on the
environment?
b. What are some examples of global issues that have been
caused by humans? (i.e. urbanization, overpopulation, etc.)
c. What are some examples of environmental issues that have
been caused by humans? (i.e. desertification, deforestation,
acid rain, etc.)
d. What is conservation? What are some actions taken by
people to conserve the world’s resources and protect
environments?
a.
b.
c.
d.
e.
f.
Why do people settle where they do?
What physical traits of a place affect settlement?
Where are the world’s most densely populated areas?
What resources are located near the populated areas?
What factors determine economic classification/standing?
What are the economic regions of the world?
Revised November 2012
9
Grade: 8th
Subject: Social Studies
Unit: Human/Environmental Interaction
Lens: Interdependence
Critical Content and Skills
AC = Assessment Code:
Students will Know…
1. Settlement patterns are determined by environmental
factors such as availability of natural resources, climate,
water, etc.
2. The major developmental indicators used in
determining the classification of world regions include
economy, technology, government, education, health
services, birth and death rates, and population.
3. Examples of issues that have been brought about by
the impact of humans on the environment [i.e.
desertification, deforestation, technological hazards
(acid rain, nuclear pollution), natural hazards (tsunami,
earthquake, volcano), etc.]
4. Examples of global issues (i.e. urbanization,
overpopulation, overuse of finite resources,
renewable/nonrenewable resources, natural resources,
etc.).
5. Examples of conservation strategies of nations as well
as individuals.
6. Generalized world population distribution
7. Nations and physical features on EOC study guide to be
taught throughout the semester.
AC
Q – Quizzes
O – Observations
D – Dialogues
T - Tests
P - Prompts
WS – Work Samples
SA – Student Self-Assessment
Students will be able to …
1. Use knowledge of the Earth’s physical geography and
reasons for settlement to analyze world population
patterns.
2. Give examples of developed and developing countries and
regions.
3. Examine different perspectives of an environmental/global
issue that impacts the world today.
AC
Common Core State Standards for Literacy in History/Social
Studies 6-8
Note: All Common Core Objectives will be included in the skills
section of each unit. Teachers must include these objectives in their
instructional units.
Please see pages 10-12 of this document for a complete list
of the CCSS for Literacy in History/Social Studies.
Revised November 2012
10
Reading Standards for Literacy in History/Social Studies
The Reading standards specific to the content areas begin at grade 6; standards for K–5 reading in history/social studies, science, and technical subjects are
integrated into the K–5 Reading standards. The CCR anchor standards and high school standards in literacy work in tandem to define college and career readiness
expectations—the former providing broad standards, the latter providing additional specificity.
Reading Informational Text
RH
Key Ideas and Details
6-8.RH.1
Cite specific textual evidence to support analysis of primary and secondary sources.
6-8.RH.2
Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior
knowledge or opinions.
6-8.RH.3
Identify key steps in a text’s description of a process related to history/social studies (e.g., how a bill becomes law, how interest rates are raised
or lowered).
Craft and Structure
6-8.RH.4
Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social
studies.
6-8.RH.5
Describe how a text presents information (e.g., sequentially, comparatively, causally).
6-8.RH.6
Identify aspects of a text that reveal an author’s point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts).
Integration of Knowledge and Ideas
6-8.RH.7
Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.
6-8.RH.8
Distinguish among fact, opinion, and reasoned judgment in a text.
6-8.RH.9
Analyze the relationship between a primary and secondary source on the same topic.
Range of Reading and Level of Text Complexity
6-8.RH.10 By the end of grade 8, read and comprehend history/social studies texts in the grades 6–8 text complexity band independently and proficiently.
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Writing Standards for Literacy in History/Social Studies
The Writing standards specific to the content areas begin at grade 6; standards for K–5 writing in history/social studies, science, and technical subjects are
integrated into the K–5 Writing standards. The CCR anchor standards and high school standards in literacy work in tandem to define college and career readiness
expectations—the former providing broad standards, the latter providing additional specificity.
Writing
WHST
Text Types and Purposes
6-8.WHST.1 Write arguments focused on discipline-specific content.
a.
Introduce claim(s) about a topic or issue, acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the
reasons and evidence logically.
b.
Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text,
using credible sources.
c.
Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence.
d.
Establish and maintain a formal style.
e.
Provide a concluding statement or section that follows from and supports the argument presented.
6-8.WHST.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.
a.
Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories as appropriate
to achieving purpose; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding
comprehension.
b.
Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.
c.
Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts.
d.
Use precise language and domain-specific vocabulary to inform about or explain the topic.
e.
Establish and maintain a formal style and objective tone.
f.
Provide a concluding statement or section that follows from and supports the information or explanation presented.
6-8.WHST.3 (See note below; not applicable as a separate requirement)
Note:
Students’ narrative skills continue to grow in these grades. The Standards require that students be able to incorporate narrative elements effectively into arguments and
informative/explanatory texts. In history/social studies, students must be able to incorporate narrative accounts into their analyses of individuals or events of historical import.
Revised November 2012
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Production and Distribution of Writing
6-8.WHST.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
6-8.WHST.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or
trying a new approach, focusing on how well purpose and audience have been addressed.
6-8.WHST.6 Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas clearly and
efficiently.
Research to Build and Present Knowledge
6-8.WHST.7 Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating
additional related, focused questions that allow for multiple avenues of exploration.
6-8.WHST.8 Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each
source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.
6-8.WHST.9 Draw evidence from informational texts to support analysis, reflection, and research.
Range of Writing
6-8.WHST.10Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a
range of discipline-specific tasks, purposes, and audiences.
Revised November 2012