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Campus: High School Author(s): Wagner, Segleski Date Created / Revised: 7-29-2015 Six Weeks Period: 1st 6 Weeks Grade Level & Course: 9th Grade Pre AP World Geography Timeline: 7 Days Unit Title: Physical Systems and Forces of Change Stated Objectives: TEK # and SE Lesson # Unit 1 Lesson 2 WG.3 Geography. The student understands how physical processes shape patterns in the physical environment. The student is expected to: WG.3A Explain weather conditions and climate in relation to annual changes in Earth-Sun relationships. WG.3B Describe the physical processes that affect the environments of regions, including weather, tectonic forces, erosion, and soil-building processes. WG.3C Examine the physical processes that affect the lithosphere, atmosphere, hydrosphere, and biosphere. WG.4 Geography. The student understands the patterns and characteristics of major landforms, climates, and ecosystems of Earth and the interrelated processes that produce them. The student is expected to: WG.4A Explain how elevation, latitude, wind systems, ocean currents, position on a continent, and mountain barriers influence temperature, precipitation, and distribution of climate regions. WG.4B Describe different landforms and the physical processes that cause their development. WG.4C Explain the influence of climate on the distribution of biomes in different 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.22B Generate summaries, generalizations, and thesis statements supported by evidence. WG.22C Use geographic terminology correctly. Eligible for Dual-coding on STAAR See Instructional Focus Document (IFD) for TEK Specificity Key Understandings Misconceptions Physical forces cause change in the Earth’s landscape over time, which alter the human landscape and force adaptations and modifications to the environment. An underdeveloped concept is the concept of geography itself. Many students believe that geography is only about maps and globes. They do not understand how to use the maps and globes to identify patterns and analyze relationships. Key Vocabulary ecosystem solstice equinox plate tectonics rotation revolution tilt indirect rays direct rays Suggested Day 5E Model Instructional Procedures (Engage, Explore, Explain, Extend/Elaborate, Evaluate) Day 1 Engage Write the following question on the board for students to read as they enter the classroom: What is the difference between weather and climate? Is there a difference or do these two words mean the same thing? With a partner, students discuss possible responses to the question. Materials, Resources, Notes Access student prior knowledge and experience and help them differentiate between climate and weather so that they may understand the connection between climate and weather to the Earth-Sun Relationships. Facilitate a discussion based on student responses and script them on the board. To guide the discussion, ask questions such as: What is today’s temperature? Is temperature considered climate or weather? Why? There are regions in Texas that rarely receive any rainfall. Is this statement relevant to climate or weather? Why? Does the temperature in our city remain constant throughout the year? Why? Why not? Continue the discussion about weather and climate so that students arrive at the conclusion that regions/places experience seasons and seasons exist due to the Earth-Sun Relationships. Provide students with the definition of weather and climate: Weather is the condition of the atmosphere in one place during a limited period of time. Climate is the term for weather patterns that an area experiences over a long period of time. Explain that a place’s weather and climate are affected by the relationship of the Earth to the Sun in two ways: The tilt of the Earth in relation to the Sun, and where the Earth is at any given time in its revolution around the Sun. Students develop an understanding of and If desired, show a short video clip about Earth-Sun relationships. mental image of academic vocabulary. Say: We are going to explore in more detail how these physical systems, such as climate and weather, affect patterns in the physical environment. Teacher Resource: PowerPoint: Earth-Sun Relationship Earth- Sun Relationships Distribute the Handout: Define and Sketch Handout: Define and Sketch (1 per student) Introduce today’s topic: How the Sun affects the Earth. Use the Teacher Resource: PowerPoint: Earth-Sun Relationship, to help explain how the Sun affects the Earth. As they watch the PowerPoint, students fill in their vocabulary organizer (Handout:Define and Sketch) by defining terms and creating a sketch that describes a location for each word. Teacher Resource: PowerPoint: Earth-Sun Relationships. Students create an Exit Ticket for the day by answering a question such as: Using academic vocabulary, explain the factors that affect climate and how those factors affect climate. Give an example. (Latitude. The amount of sun a place receives is based on its location on the globe. Revolution and tilt of the earth are also very important.) Day 2 Explore/ Explain Distribute maps (with latitude marked) or globes to students or student groups. Handout: Define and Sketch from Day 1 Using the Teacher Resource: PowerPoint: Climate and Climate Regions, review of learning from the previous day (slides 1-6) as students add or adjust information on their Define and Sketch graphic organizer from Day 1. Map, world map with latitude marked, or globe Ask: Map, world vegetation map What affects climate? Today’s lesson focuses on Climate and Climate regions. Students draw a bubble map (graphic organizer) with the center Map, world climate map Pictures of each climate/climate zone Attachments: labeled with “What affects climate?” Show slide #8. Students respond to the question (What affects climate?) by writing appropriate terms on the graphic organizer. (latitude, landforms, elevation, proximity to large bodies of water, wind and currents.) Show slides #9 and #10 to help explain low-latitude, mid-latitude, and high-latitude climate zones. On their maps or globes, students find and identify low-latitude, midlatitude, and high-latitude climate zones. Group students into four. Distribute the Handout: Climate Regions Graphic Organizer to each group. Student groups use the district adopted textbook, classroom materials, and other resources (including appropriate internet sites) to complete the graphic organizer. Make sure students shade the region(s) of the globe that represents low, middle, and high latitude regions (a visual connection to aid in memory). Facilitate a class discussion where students share their learning, draw inferences about regions and climate, and make connections to their lives. Students review their learning by answering the question, “What affects climate?”and providing examples from at least three of the climate zones and explaining how latitude affects climate. Upon completion of the graphic organizer, show the rest of the PowerPoint: Climate and Climate Regions. Address each climate type, allowing students to correct their graphic organizers if they need to. In order to help students visualize the climates, try to have pictures of each climate type available for students to view. Provide time for students to discuss the climate types and how they affect human settlements. Day 3 Explain Pose questions such as the following for students to answer on an Exit Card: What type of lifestyle do you think people have in the desert? In the rainforest? (Answers vary) Teacher Resource: PowerPoint: Climate and Climate Regions Handout: Climate Regions Graphic Organizer(1 per group) Purpose: Students differentiate between the major climate regions of the world and make connections to EarthSun Relationships. Instructional Note: Grasslands have different names which denote location – Prairie (North America); Savanna (Africa); Steppe (Central Asia); Llanos (Central South America), etc. Savanna is tropical grasslands (Low Latitude climate zone) can also be found in the subtropical area (Middle Latitude climate zones). Subtropical means “under” or “just outside of” so subtropical is the mid-latitude area immediately outside of the tropics; subarctic is the area in the mid-latitude area immediately outside of the arctic. How might the people adapt to these climates? (Answers vary) Attachments: What affects climate?” Answers will vary. (Sample Answers: Tilt, revolution (seasons), landforms (i.e. orographic effect), proximity to large bodies of water (marine v. continental climate), water currents (cold water = drier wind, less precipitation; warm water = humid wind, more precipitation), etc.) Show students two images from PowerPoint: Earth’s Spheres, Landforms and Physical Processes (slides #2 and #3) Ask questions such as: Teacher Resource: PowerPoint: Earth’s Spheres, Landforms and Physical Processes Purpose: Students see the relevance between forces of change and how they affect the global community. Where might this event have taken place? What might have caused it? What evidence leads you to make these deductions? Facilitate a brief discussion about Japan’s Tsunami in 2011. Day 4 Explore/ Explain Distribute the Handout: Forces of Change (K-W-L-H Chart) Students write what they know about the forces that are listed on the chart. Students write what they would like to find out about the forces. Handout: Forces of Change (K-W-L-H Chart) (1 per student) Create the Forces of Change (K-W-L-H Chart) on the board or project it on the wall. Students share their responses while the teacher scripts them on the chart. Ask questions such as: Do you think that these forces effect human populations? Why or why not? This lesson will explore this idea further. Continue to show the Teacher resource: PowerPoint: Earth’s Spheres, Landforms and Physical Processes (slides #4 and #5). Clarify student understanding by using words and questions such as: Physical geography is really about how these four systems interact. Which of these systems is related to what we’ve Teacher Resource: PowerPoint: Earth’s Spheres, Landforms and Physical Processes Purpose: Students sketch the Earth’s spheres to develop and internalize a mental image of the spheres. discovered about weather and climate?” Answer: Atmosphere. Which of these systems is related to the Earth and its physical processes?” Answer: Lithosphere and Biosphere. (Convection of magma occurs in the Lithosphere. This action moves the plates. Weathering and erosion are external processes which occur in the Biosphere.) Instructional Note: The diagram will be used during the next Explore activity. Students use their textbook to create a diagram of the Earth and label and color: Inner Core, Outer Core, Mantle, Crust, lithosphere, atmosphere, biosphere, and hydrosphere. Students should illustrate these terms using map pencils. Off to the side, students should describe these terms. (Students should work on the diagram for about 20 minutes. If incomplete, they could finish it as homework.) The diagram will be used during the next Explore activity. On an Exit Card, students provide evidence of their understanding by answering questions such as: How do you think all of these systems relate to forces of change? How do humans adapt to these forces of change? Day 5 Explore Students prepare to use the diagram they drew in the Explore activity above. Introduce this activity by using words such as: Next, we will primarily focus on the lithosphere and explore the different internal and external forces that shape the surface of the Earth. Then, we will examine some of those shapes that occur and look at how they are formed and how they affect the physical geography of a place. Review earlier learning about the inner core and its characteristics by using words such as: It is very hot and solid. The outer core is extremely hot molten liquid, the mantle is a mix of liquid and solid, and the crust is the thin top layer of the Earth’s surface. Ask: Does magma move? (Explain the convection process of moving Materials Diagram of the tectonic plates Attachments: Teacher Resource: PowerPoint: Earth’s Spheres, Landforms and Physical Processes Purpose: Students gain a deeper understanding of the Lithosphere and the effects when the plates move. magma.) Ask questions such as: What effect does the movement of magma have on the plates that form the Earth’s crust? Answers may include the movement of continents and the creation of landforms Review information on Plate Tectonics using words such as: This belief is known as the theory of continental drift. Attachments: In fact, the whole surface of the Earth is believed to be on thirteen (or 14, depending on the classification system you use) moving plates, that fit together to form the surface of the Earth and are constantly shifting. This theory of continental drift is the basis for how scientists and geologists explain things like how mountains are formed, and this is the theory of plate tectonics. Handout: Internal Forces Plate Tectonics the Creation of Landforms What evidence do scientists have to support the plate tectonics?Answers may include fossil evidence, shape of continents, measurement of plate movement, rock layers, etc. (Show a transparency or diagram of the plates if possible.) Show slide #6 of the Teacher Resource: PowerPoint: Earth’s Spheres, Landforms and Physical Processes and explain it using words such as: In viewing this image (Slide # 6): There are three basic kinds of movement along plate boundaries. 1.) Some plates move toward one another; this is a converging plate boundary. There are two types of converging plate boundaries, one of which involves two of the same type of plate composition (continental-continental or oceanic-oceanic). This plate boundary causes the formation of folded mountains. The second type of converging plates involves the movement of continental and ocean plates toward each other. The heavier oceanic plate moves beneath the lighter continental plate, thus causing subduction to occur. At this plate boundary, volcanic mountains and ocean trenches form. All converging plate boundaries experience earthquakes and may experience landslides and lahars. - 2.) Plates can also move away from one another, thus forming a divergent plate boundary. When this occurs, on land it’s called a rift valley and in the ocean it’s called mid-oceanic ridge. Blockfaulted and volcanic mountains are formed along the rift. Earthquakes are experienced along this plate boundary. - 3.) Other plates move side by side, thus causing a transform Handout: Internal Forces Plate Tectonics the Creation of Landforms KEY Purpose: Provide an opportunity for students to clarify information about Plate Tectonics. fault. Earthquakes are experienced with this type of fault. With a partner, students review and explain what they have learned by using Handout: Internal Forces: Plate Tectonics the Creation of Landforms(Students fill in the appropriate information.) Day 6 Explore The emphasis for this explore piece is on external forces. Introduce the topic by asking questions such as: What kinds of resources may be formed by the moving of the Earth’s plates? (Answers will vary. Encourage students to think of effect of pressure on rock formation. This is a good way to link to their science knowledge. Some resources may include: Coal, Diamonds, Gold, Silver, Quartz, etc. Suggestion: Show students a map of resources and physical features. Look for patterns for resources. Many are located in mountainous areas.) What happens after these landforms are created? Are there other forces that change the ways they look? Distribute the handout: External Forces: Shaping of the Earth’s Surface. Explain erosion, weathering, and deposition. Be sure to emphasize that these forces are at work on the surface and generally cause gradual change (except during a flood or other natural hazard). Attachments: Handout: External Forces: Shaping of the Earth’s Surface Handout: External Forces: Shaping of the Earth’s Surface KEY Purpose: Students are able to differentiate between external forces and internal forces. Say: How do internal forces cause the creation of natural resources? How do internal forces create or impact natural hazards? (Answers will vary. Pressure from the movement of plates causes the compression of land, thus forming various resources. Internal forces cause plates to move which can result in volcanoes, earthquakes, tsunamis, lahars, landslides, etc.). Students add to the Forces of Change (K-W-L-H Chart), paying special attention to what they have learned. Homework: To prepare for tomorrow’s assignment, assign students a specific landform for which they must determine internal and external forces that have shaped and continue to shape it. Note: Tomorrow’s assignment is group work; however, if the teacher only assigns the landform (knowing the group each child will be given) then each student will more likely to be able to engage at a higher level and be more prepared individually. Attachments: Handout: Landform Diagram Instructions Purpose: Distribute the Handout: Landform Diagram Instructions Facilitate a class discussion where students provide evidence to support the Key Understanding, answering the Guiding Questions in the process. Physical forces cause change in the Earth’s landscape over time, which alter the human landscape and force adaptations and modifications to the environment. - How are Earth-Sun relationships related to weather conditions and climate? - How do physical processes affect the environments of regions? - What physical processes affect the lithosphere, atmosphere, hydrosphere, and biosphere? - How do elevation, latitude, wind systems, ocean currents, position on a continent, and mountain barriers influence temperature, - precipitation, and distribution of climate regions? - How do physical processes cause the development of different landforms? - How does climate influence the distribution of biomes in different regions? - What are formal, functional, and perceptual regions? - What types of internal and external forces of change are present in the physical environment? - How do internal and external forces of change create and shape landforms? - How do internal and external forces of change affect human population? - How do humans interact with the physical environment? - What are consequences of extreme weather and other natural disasters? Include El Niño, floods, tsunamis, and volcanoes. During the discussion, encourage students to use academic language. Create a list of the academic vocabulary terms that students use. Day 7 Construct a diagram showing the movement of plates and the creation of landforms; conduct an oral presentation that explains the internal and external forces that affect change on a major landform. Students construct their diagram and use a rubric to rate their Students apply what they have learned about internal and external forces through the study of a specific landform. product. The product does not have to be limited to 2-dimensional paper. If desired, objects, computer models, and other methods could also be used. As students prepare their oral presentations, encourage use of the academic vocabulary terms on the list created during the Elaborate section. Invite parents or another class to visit the classroom during the last 20 minutes so students can conduct their oral presentations with an authentic audience. Teacher circulates, listening to the presentations and evaluating student work using the same rubric students used. Accommodations for Special Populations Accommodations for instruction will be provided as stated on each student’s (IEP) Individual Education Plan for special education, 504, at risk, and ESL/Bilingual.