Download Author - Princeton ISD

Campus: High School
Author(s): Wagner, Segleski
Date Created / Revised: 7-29-2015
Six Weeks Period: 1st 6 weeks
Grade Level & Course: 9th Grade 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.
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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)
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3.
Day 2
1.
Elaborate/ Evaluate
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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:
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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.
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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
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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:
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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?
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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.