Download Unit 1 - 7th Grad Geography/Economics 2016

Unit 1 - 7th Grad Geography/Economics 2016-2017
Unit 1: Core Concept One - Tools of Geography
Essential Questions:
1. What is geography?
2. How do the five themes of geography help us make sense of our
world?
3. Why do geographers use different ways to show and understand
the Earth’s surface?
Unit 1: Core Concepts 1-6 (9 Weeks)
Assessments:
Pre-Assessment
Formatives: Utilize variety of assessments within the text sections to
quiz students and check for learning and understanding
Example:
Focus Questions:
1.1
1. How can directions help geographers discuss points on
Earth’s surface?
2. Why does every place on Earth have a unique location on the
global grid?
1.2
1. How are absolute and relative location different?
2. How could the five themes help you understand your
community?
3. What are the unique human and nonhuman characteristics
that make your hometown unique?
4. What are some common characteristics geographers might
use to group places into regions?
1.3
1. What are the advantages and disadvantages of globes and
maps?
2. What is the main challenge for mapmakers in showing Earth’s
surface?
1.4
1. What are the basic parts of a map and what do they show?
2. What is the first step in reading a map?
1.5
1. How do features from one type of map interact with
information on other maps?
2. What types of information can you discover using maps?
Utilize the following from the text:
Journal activities
21st Century Learning
Document-Based Questions
Summative
Quarterly Assessments administered through Achievement Series
Page 1 of 24
Unit 1 - 7th Grad Geography/Economics 2016-2017
Missouri Learning Standards (CCSS):
1. T1S3A Create and use maps, graphs, statistics, and geospatial
technology in order to explain relationships and reveal spatial
patterns or trends.
2. T1S3B Analyze how the physical and human characteristics of
current world regions are connected to changing identity and
culture.
3. T1S3C Locate the states of the United States and corresponding
regions.
4. T1S3D Locate the cities of Missouri, the United States and the
World.
5. T1S3D Locate the major nations of the world.
6. T1S3D Locate the major nations of the world.
Academic Vocabulary
Resources
1.1
1.
2.
3.
4.
5.
6.
Geography
Latitude
Longitude
Cardinal Direction
Degree
Hemisphere
7.
8.
9.
10.
11.
12.
Absolute location
Relative location
Place
Region
Movement
Human-Environment Interaction
13.
14.
15.
16.
Projection
Distortion
Scale
Geographic information system
(GIS)
17.
18.
19.
20.
Key
Scale bar
Compass rose
Locator map
21.
22.
23.
24.
Elevation
Political map
Physical map
Special-purpose map
1.2
1.3
Pearson online text – “myWorld
Geography”
Maps and Globes
Utilize technology available in classroom
and building (one to one devices, eno
board and stylus, document camera)
Utilize online resources listed below in
addition to others that facilitate
instruction and learning.
Interactive notebook guide:
Interactive Notebook Guide
1.4
1.5
Page 2 of 24
Unit 1 - 7th Grad Geography/Economics 2016-2017
Learning Targets
Addressing Content
Interact with New Knowledge
I can…
Explain what geography
is and what the Five
Themes are that
geographers use to
study our planet.
The teacher will:
Review/reteach world continents and
oceans.
Review/reteach the states of the United
States of America.
Administer Quarterly Pre-Assessment
Explain the difference
between absolute
location and relative
location.
Facilitate:
Core Concepts Part one
Present the new material in a variety of
ways to meet individual needs and
abilities of students.
Strategies
Locate major cities of
Missouri, the United
States and world;
states of the United
States and many of the
world’s nations; the
world’s continents and
oceans.
Teach and monitor practical note-taking
strategies.
Vocabulary –Keep vocabulary journals.
Try interactive notebooks:
Interactive Notebook Guide
Work through Core Concept Part One
sections as a class and/or small groups.
Use assessment questions from text as a
quick check for understanding.
Practice and Deepen New Knowledge
The teacher will:
Lead class and/or small group discussions
about content. Allow students to provide
examples and make connections to
content.
Utilize the online Person journal resources
and/or the oriented version provided
Pick from several areas of the world to
add to the core concepts and to make
connections to the five themes (especially
location, place and region)
Utilize graphics (maps, diagrams, charts,
etc.) and associated questions within the
text or online.
Use the United States as an example to
explain how regional characteristics
change over time (i.e. when looking at the
United States through a historical lens,
Missouri is attributed to the South.
Generate and Test Hypotheses about New
Knowledge
The teacher will:
Use the document based questions to
have the students further explain their
answers in writing and presentations.
When available utilize technology for
presentations as time allows.
Utilize assessment questions to help
students think critically. Discuss the
questions. When possible have students
research the information.
Ensure students fully grasp the concepts
of place and region and their importance
to the study of geography.
As individuals or in small groups, have
students interpret maps, diagrams, charts
and graphs to answer questions, draw
inferences, and make predictions.
Utilize online resources for geography to
help with engagement.
www.newsela.com
https://www.geoguessr.com/usa/play
http://perspectives.tolerance.org/
Google Earth
www.cnnstudentnews.com
Page 3 of 24
Unit 1 - 7th Grad Geography/Economics 2016-2017
The Student will:
Review the world’s continents and
oceans.
Describe the human
and nonhuman
characteristics that
make places unique.
Take the first quarterly pre-assessment
on Achievement Series
Complete:
Core Concepts Part One
Read chapter sections and additional
material given by teacher. Discuss with
classmates in small and large groups.
Take and utilize practical notes when
presented with new material
Vocabulary –Keep vocabulary and note
journals.
Activities
Explain how and why
places within a region
are related to each
other and the region as
a whole.
Work through Core Concept part one as
a class and/or small groups.
Answer the assessment questions as a
quick check for understanding.
Create maps to
communicate the
location of places and
describe their absolute
and relative locations.
The Student will:
The Student will:
Work as a class, in small groups, or
individually to complete assignments as
the teacher assigns the lessons.
Use the document based questions to
have the students further explain their
answers in writing and presentations.
Practice reading and interpreting maps
and other visual graphics.
Utilize technology for presentations as
time allows.
Create maps while applying appropriate
components learned in the Unit (scale bar,
map key, compass, latitude/longitude,
etc.)
Utilize assessment questions to think
critically. Discuss the questions. Research
the information for presentations,
projects and writing activities.
Utilize the online Person journal resources
and or the oriented version provided.
Explain and make inferences as to how
and why places change.
Pick from several areas of the world to
apply understanding of the five themes.
Explain why various places are grouped
into certain regions and why geographers
make such groupings.
Utilize online resources for geography to
help with engagement.
www.newsela.com
Interpret maps, diagrams, charts and
graphs to answer questions, draw
inferences, and make predictions.
https://www.geoguessr.com/usa/play
http://perspectives.tolerance.org/
Determine how and why places and
regions have changed over time.
Google Earth
Page 4 of 24
Unit 1 - 7th Grad Geography/Economics 2016-2017
Unit 1: Core Concept Two – Our Planet, Earth
Essential Questions:
1. How does the Earths movement in space affect physical
environments of places?
2. What are the main parts of Earth's inner and outer structure?
3. What forces shape the Earth’s surface and landforms?
Unit 1: Core Concepts 1-6 (9 Weeks)
Assessments:
Pre-Assessment
Formatives: Utilize variety of assessments within the text
sections to quiz students and check for learning and
understanding
Example:
Focus Questions:
2.1
1. How does Earth travel around the Sun?
2. What movements create the seasons on Earth?
2.2
1. What is the purpose of rotation of the Earth and why is this
important?
2. What kind of problems might occur if each community had its
own local time?
2.3
1. What are the Earth’s main layers?
2. How and why is Earth constantly changing?
Utilize the following from the text:
Journal activities
21st Century Learning
Document-Based Questions
2.4-2.5 1. What forces of nature shape the Earth’s surface and
landforms?
Summative
Quarterly Assessments administered through Achievement
Series
Page 5 of 24
Unit 1 - 7th Grad Geography/Economics 2016-2017
Missouri Learning Standards and Concepts
1. T1S3A Create and use maps, graphs, statistics, and geospatial
technology in order to explain relationships and reveal spatial
patterns or trends.
2. T1S3F Locate the major landforms of the world.
3. T2S3A Describe how physical processes shape the environment of
a place.
Academic Vocabulary
2.1 & 2.2
1. Orbit
2. Axis
3. Rotation
4. Revolution
5. Time zone
2.3
6. Atmosphere
7. Landform
8. Core
9. Mantle
10. Crust
2.4
11. Weathering
12. Erosion
13. Plain
14. Delta
15. Deposition
16. Plateau
17. Valley
2.5
18. Plate tectonics
19. Plate
20. Fault
Resources
Pearson online text – “myWorld
Geography”
Maps and Globes
Utilize technology available in
classroom and building (one to one
devices, eno board and stylus,
document camera)
Utilize online resources listed below
in addition to others that facilitate
instruction and learning.
Page 6 of 24
Unit 1 - 7th Grad Geography/Economics 2016-2017
Learning Targets
Addressing Content
Interact with New Knowledge
I Can…
Explain the Earth’s
movement in space
and how it affects
people and places.
Facilitate:
Core Concepts Part Two
Present the new material in a variety of
ways to meet individual needs and
abilities of students.
Strategies
Explain how natural
forces shape and
affect the physical
environment of a
place.
The teacher will:
Teach and monitor practical note-taking
strategies.
Vocabulary –Keep vocabulary journals.
Try interactive notebooks:
Interactive Notebook Guide
Work through Core Concept part two
sections as a class and/or small groups.
Practice and Deepen New Knowledge
The teacher will:
Lead class and/or small group discussions
about content. Allow students to provide
examples and make connections to content.
Generate and Test Hypotheses about
New Knowledge
The teacher will:
Use the document based questions to
have the students further explain their
answers in writing and presentations.
Utilize the online Pearson journal resources
and or the oriented version provided.
When available utilize technology for
presentations as time allows.
Pick from several countries and regions from
different parts of the world to add to the core
concept and help students make connections
to how natural forces in and on the Earth’s
surface affect these areas.
Utilize assessment questions to help
students think critically. Discuss the
questions. When possible have
students research the information.
Utilize online resources for geography to help
with engagement.
Ensure students fully grasp the
concept of Earth’s natural forces and
how those forces affect physical and
human geography.
www.newsela.com
Use assessment questions from text as a
quick check for understanding.
Explain the effects of
natural forces on
communities and the
people for live in the
community.
https://www.geoguessr.com/usa/play
http://perspectives.tolerance.org/
Google Earth
www.cnnstudentnews.com
Ask questions and utilize cooperative
learning strategies to help students
draw inferences and make
predictions. For example:
What will happen to the Earth if it
stops rotating?
How would the Earth be affected by
changes in the atmosphere?
How can forces such as weathering
and erosion affect communities?
Page 7 of 24
Unit 1 - 7th Grad Geography/Economics 2016-2017
Explain why people
make different
choices based on the
geography of their
community.
The student will:
The student will:
The student will:
Complete:
Core Concepts Part Two
Read chapter sections and additional
material given by teacher. Discuss with
classmates in small and large groups.
Work as a class, in small groups, or individually
to complete assignments as the teacher
assigns the lessons.
Use the document based questions to
have the students further explain their
answers in writing and presentations.
Focus on several countries and regions in
different parts of the world and explore how
content in Concept two apply (e.g. different
time zone, seasons, physical landforms, island
formation, earthquakes, volcanoes, etc.)
When available utilize technology for
presentations as time allows.
Activities
Take and utilize practical notes when
presented with new material
Vocabulary –Keep vocabulary journals.
Work through Core Concept part two
sections as a class and/or small groups.
Answer the assessment questions as a
quick check for understanding.
Utilize the online Person journal resources and
or the oriented version provided.
Utilize online resources for geography to help
with engagement.
www.newsela.com
https://www.geoguessr.com/usa/play
http://perspectives.tolerance.org/
Google Earth
Utilize assessment questions to think
critically. Discuss the questions.
Research the information for
presentations, projects and writing
activities.
Interact with peers to draw inferences
and make predictions. For example:
What will happen to the Earth if it
stops rotating?
How would the Earth be affected by
changes in the atmosphere?
How can forces such as weathering
and erosion affect communities?
Page 8 of 24
Unit 1 - 7th Grad Geography/Economics 2016-2017
Unit 1: Core Concept Three – Climates and Ecosystems
Essential Questions:
1. How are climate and weather alike and different?
2. How does water affect the Earth’s climate?
3. How do temperature, precipitation and wind interact to form global
patterns?
4. How does an ecosystem work?
Focus Questions:
3.1
1. Why do different parts of the world have different weather
patterns?
2. Compare two climate graphs. What information can you see?
3.2
1. Why are there differences in temperature at different latitudes?
2. What is the relationship between temperature and altitude?
3.3
1. How does Earth’s water move in the water cycle?
2. What roles does temperature play in the water cycle?
3.4
1. What is the relationship between rising and sinking air and
precipitation?
2. How do the physical processes such as air circulation and
precipitation affect humans?
3.5
1. What three factors make up a climate?
2. Why would a political map not be a good choice for showing climate
regions?
3.6
1. How do climate differences affect plant and animal life?
2. What are the three ecosystems most common in Africa?
Unit 1: Core Concepts 1-6 (9 Weeks)
Assessments:
Pre-Assessment
Formatives: Utilize variety of assessments within the text
sections to quiz students and check for learning and
understanding
Example:
Utilize the following:
Journal activities
21st Century Learning
Document-Based questions
Summative
Quarterly Assessments administered through Achievement
Series
Page 9 of 24
Unit 1 - 7th Grad Geography/Economics 2016-2017
Missouri Learning Standards (CCSS):
1. T1S3A Create and use maps, graphs, statistics, and geospatial
technology in order to explain relationships and reveal spatial patterns
and trends.
2. T2S3B Describe a variety of ecosystems, and explain where they may be
found.
3. T1S1E Analyze the causes and consequences of a current geographic
issue as well as the challenges and opportunities faced by those trying
to address the problem.
Academic Vocabulary
3.1
1. Weather
2. Climate
3. Precipitation
4. Temperature
3.2
5. High latitudes
6. Tropics
7. Low Latitudes
8. Temperate Zone
3.3
Water Cycle
Evaporation
3.4
Hurricane
Tornado
3.5
Tropical wet
Tropical wet and dry
Humid subtropical
Maritime
Subarctic
Semiarid
Arid
Tundra
3.6
Ecosystem
Coniferous Tree
Deciduous Tree
Savannah
Resources
Pearson online text – “myWorld
Geography”
Maps and Globes
Utilize technology available in
classroom and building (one to one
devices, eno board and stylus,
document camera)
Utilize online resources listed below
in addition to others that facilitate
instruction and learning.
Interactive notebook guide:
Interactive Notebook Guide
Page 10 of 24
Unit 1 - 7th Grad Geography/Economics 2016-2017
Learning Targets
Addressing Content
Interact with New Knowledge
I Can…
The teacher will:
Facilitate:
Core Concepts Part Three
Present the new material in a variety of
ways to meet individual needs and
abilities of students.
Teach and monitor practical note-taking
strategies.
Vocabulary –Keep vocabulary journals.
Try interactive notebooks:
Interactive Notebook Guide
Strategies
Work through Core Concept part three
sections as a class and/or small groups.
Use assessment questions from text as a
quick check for understanding.
Practice and Deepen New Knowledge
The teacher will:
Lead class and/or small group discussions
about content. Allow students to provide
examples and make connections to content.
Utilize the online Pearson journal resources
and or the oriented version provided.
Have students interpret climate maps, charts
and graphs to and answer questions.
Pick from several countries and regions from
different parts of the world to add to the core
concept and help students make connections
to different climates (compare/contrast such
factors as: place’s latitude, proximity to water,
elevation, precipitation, temperature etc.) and
ecosystems (compare/contrast plant and
animal life, geographic location, and climate)
Allow students to present this material in
creative ways other than writing (i.e. graphic
organizers, drawing, creating a posture or
brochure, etc.)
Utilize online resources for geography
www.newsela.com
https://www.geoguessr.com/usa/play
http://perspectives.tolerance.org/
Google Earth
www.cnnstudentnews.com
Generate and Test Hypotheses
about New Knowledge
The teacher will:
Use the document based questions
to have the students further explain
their answers in writing and
presentations.
When available utilize technology
for presentations as time allows.
Utilize assessment questions to help
students think critically. Discuss the
questions. When possible have
students research the information.
Utilize Newsela and other credible
sources to present the topic of
climate change. Create writing
prompts or questions which require
students to make claims and use
supporting evidence about current
issues.
Ask questions and utilize
cooperative learning strategies to
help students draw inferences and
make predictions. What might be
future consequences of human
activity on various ecosystems?
Have students draw conclusions
about a given place’s climate based
on knowledge of geographic
location.
Page 11 of 24
Unit 1 - 7th Grad Geography/Economics 2016-2017
The Student will:
Use maps to interpret
physical
characteristics such
as topography and
climate.
Complete:
Core Concepts Part three
Read Stories by Miles Lemaire
Hurricane Katrina Strikes
Discuss with classmates
Read chapter sections and additional
material given by teacher. Discuss with
classmates in small and large groups.
Research current
geographic issues and
analyze their causes
and consequences.
Activities
Explain the factors
that affect climate.
Take and utilize practical notes when
presented with new material
Vocabulary –Keep vocabulary and note
journals.
Work through Core Concept part three as
a class and/or small groups.
Answer the assessment questions as a
quick check for understanding.
The Student will:
Work as a class, in small groups, or individually
to complete assignments as the teacher
assigns the lessons.
Focus on several countries and regions in
different parts of the world and explore how
content in Concept three relates to those
areas. Connect a place’s climate to its
geographic location (latitude, proximity to
water or mountains,
Use and interpret maps, charts and graphs to
answer questions and understand climate.
Research different ecosystems and describe
their characteristics by creating a poster,
graphic organizer, travel brochure, etc.
Utilize the online Person journal resources and
or the oriented version provided.
Utilize online resources for geography to help
with engagement.
www.newsela.com
Identify and describe
a variety of
ecosystems.
https://www.geoguessr.com/usa/play
http://perspectives.tolerance.org/
Google Earth
The Student will:
Use the document based questions
to further explain their answers in
writing and presentations.
When available utilize technology
for presentations as time allows.
Utilize assessment questions to
think critically. Discuss the
questions. Research the information
for presentations, projects and
writing activities.
Read and view multiple sources on
the topic of climate change. Use the
sources as supporting evidence to
explain your position on this current
issue.
Interact with peers to draw
conclusions and make predictions:
For example:
What might be future consequences
of human activity on various
ecosystems?
How would you describe a place’s
climate based on what you know
about that place’s geographic
location?
Page 12 of 24
Unit 1 - 7th Grad Geography/Economics 2016-2017
Unit 1: Core Concept Four – Human-Environment Interaction
Essential Questions:
1. What do people rely on from the environment to fulfill a variety
of needs?
2. How does land use vary from place to place and over time?
3. How do people affect the environment?
Unit 1: Core Concepts 1-6 (9 Weeks)
Assessments:
Pre-Assessment
Formatives: Utilize variety of assessments within the text
sections to quiz students and check for learning and
understanding
Example:
Focus Questions:
4.1
1. What do people need from the physical environment?
2. How are renewable and nonrenewable natural resources
formed?
4.2
1. Name two factors people consider when deciding how to use
land?
2. How have people adapted to and changed the environment?
4.3
1. How have new technologies affected people’s ability to
change the environment?
2. How can human activity negatively impact the environment?
Utilize the following:
Journal activities
21st Century Learning
Document-Based questions
Summative
Quarterly Assessments administered through Achievement
Series
Page 13 of 24
Unit 1 - 7th Grad Geography/Economics 2016-2017
Missouri Learning Standards (CCSS):
1. T1S1E Analyze the causes and consequences of a current geographic
issue as well as the challenges and opportunities faced by those trying
to address the problem.
2. T2S1A Explain how regions of the world change over time in relation to
historical events and trends and the human characteristics of place.
3. T2S3D Explain how human-environmental interactions shape people
and places.
4. T2S3D Explain how the movement of people, goods, and ideas impact
regions.
Academic Vocabulary
4.1
Natural resource
Renewable resource
Nonrenewable resource
Fossil fuel
4.2
Colonization
Industrialization
Suburb
4.3
deforestation
biodiversity
pollution
spillover
Resources
Pearson online text – “myWorld
Geography”
Maps and Globes
Utilize technology available in
classroom and building (one to one
devices, eno board and stylus,
document camera)
Utilize online resources listed below
in addition to others that facilitate
instruction and learning.
Interactive notebook guide:
Interactive Notebook Guide
Page 14 of 24
Unit 1 - 7th Grad Geography/Economics 2016-2017
Learning Targets
Addressing Content
Interact with New Knowledge
I can…
The teacher will:
Explain the effects of
natural forces on
communities and the
people who live in
the community.
Teach and monitor practical note-taking
strategies.
Vocabulary –Keep vocabulary journals.
Try interactive notebooks:
Interactive Notebook Guide
Strategies
Explain ways in which
the environment
provides for humans
(i.e. food, shelter,
and energy).
Facilitate:
Core Concepts Part four
Present the new material in a variety of
ways to meet individual needs and
abilities of students.
Work through Core Concept Part four
sections as a class and/or small groups.
Use assessment questions from text as a
quick check for understanding.
Practice and Deepen New Knowledge
The teacher will:
Lead class and/or small group discussions
about content. Allow students to provide
examples and make connections to content.
Generate and Test Hypotheses about
New Knowledge
The teacher will:
Use the document based questions to
have the students further explain their
answers in writing and presentations.
Utilize the online Pearson journal resources
and or the oriented version provided.
When available utilize technology for
presentations as time allows.
Pick from several countries and regions from
different parts of the world and apply the core
concept (natural resources, land use,
pollution, deforestation, natural disasters,
etc.). Have students consider their own
environment.
Utilize assessment questions to help
students think critically. Discuss the
questions. When possible have
students research the information.
Guide students in the practice of
distinguishing between renewable and
nonrenewable resources and have them
provide examples of each.
Ask questions and utilize cooperative
learning strategies to help students
draw conclusions and make
predictions.
For example:
How can natural disasters impact
resource availability, thus negatively
affecting communities and people?
Make predictions and provide
hypothetical examples of what would
happen if a major oil shortage
occurred.
Inspire students to examine their own
community and think of ways the land
Address topics of colonization and
in their area could be better used to
industrialization in different parts of the world. fit the needs of people.
Have students research alternate sources of
energy. What is currently being done to
implement them? What challenges are there?
Utilize online resources for geography
www.newsela.com
http://perspectives.tolerance.org/
Google Earth
www.cnnstudentnews.com
Page 15 of 24
Unit 1 - 7th Grad Geography/Economics 2016-2017
The Student will:
Complete:
Core Concepts Part Four
Read chapter sections and additional
material given by teacher. Discuss with
classmates in small and large groups.
Explore how different
environments and
economic needs
influence human
activity and land use.
Activities
Take and utilize practical notes when
presented with new material
Vocabulary –Keep vocabulary and note
journals.
Describe the negative
effects land use can
have on the
environment.
Work through Core Concept part four as a
class and/or small groups.
Answer the assessment questions as a
quick check for understanding.
The Student will:
Work as a class, in small groups, or individually
to complete assignments as the teacher
assigns the lessons.
The Student will:
Use the document based questions to
further explain their answers in
writing and presentations.
Pick from several countries and regions from
different parts of the world and apply the core
concept (natural resources, land use,
pollution, deforestation, natural disasters,
etc.).
When available utilize technology for
presentations as time allows.
Explore the topics of colonization and
industrialization and compare/contrast them
in different parts of the world.
Distinguishing between renewable and
nonrenewable resources provide examples of
each.
Research alternate sources of energy. What is
currently being done to implement them?
What challenges are there?
Utilize online resources for geography
www.newsela.com
http://perspectives.tolerance.org/
Google Earth
Utilize assessment questions to think
critically. Discuss the questions.
Research the information for
presentations, projects and writing
activities.
Examine their own community and
think of ways the land in their area
could be better used to fit the needs
of people. The should be able to
explain their thought process
Work in groups and/or individually to
draw conclusions and make
predictions.
For example:
How can natural disasters impact
resource availability, thus negatively
affecting communities and people?
Make predictions and provide
hypothetical examples of what would
happen if a major oil shortage
occurred.
Page 16 of 24
Unit 1 - 7th Grad Geography/Economics 2016-2017
Unit 1: Core Concept Five – Economics and Geography
Essential questions:
1. How and why do people make choices about their needs?
2. Why are markets necessary?
3. What are the differences between traditional, command and
market economies?
4. What factors do economists use to study development?
5. Explain how our world is interdependent.
6. Why do people need to manage their money?
Unit 1: Core Concepts 1-6 (9 Weeks)
Assessments:
Pre-Assessment
Formatives: Utilize variety of assessments within the text
sections to quiz students and check for learning and
understanding
Example from the text:
Focus Questions:
5.1
1. What are the three economic questions and what do they have in
common?
2. If a woman wants to open a bakery, why would she need land, labor
and capital to make her bakery succeed?
5.2
1. What is the difference between profit and revenue?
2. How does inflation and a recession affect prices?
5.3
1. How do people reach economic decisions in a traditional economy?
2. What are some possible advantages of the free-market system used
in the United States and other countries?
5.4
1. In what ways does the level of a country’s development have an
effect on the lives of its people?
5.5
1. How might geography affect the locations of economic activities?
2. How might scarcity encourage international trade and make
countries interdependent?
5.6
1. Describe the path money takes from the time you deposit it in a
bank.
2. Why is a budget necessary?
Utilize the following:
Journal activities
21st Century Learning
Document-Based questions
Summative
Quarterly Assessments administered through Achievement
Series
Page 17 of 24
Unit 1 - 7th Grad Geography/Economics 2016-2017
Missouri Learning Standards (CCSS):
5. T1S4A Using a geographic lens, evaluate economic decisions to
determine costs and benefits on society.
6. T2S4A Analyze resource availability to explain the causes and impacts of
conflict or cooperation
7. T2S4B Analyze patterns of resource distribution to explain the
consequences of personal and public economic decisions.
8. T2S4C Use economic concepts such as GDP, scarcity, inflation, to
describe and compare places and regions.
9. T2S4D Analyze economic systems to explain their impact on peoples’
behavior and choices
Academic Vocabulary
5.1
1. Economics
2. Opportunity cost
3. Supply
4. Demand
5. Scarcity
6. Producer
7. Consumer
5.2
8. Market
9. Profit
10. Competition
11. Inflation
12. Recession
13. Incentive
5.3
14. Traditional economy
15. Market economy
16. Command economy
17. Mixed economy
5.4
18. Development
19. Developed country
20. Developing country
21. Gross Domestic Product (GDP)
22. Productivity
23. Technology
5.5
5.6
24. Trade
30. Budget
25. Import
31. Saving
26. Export
32. Interest
27. Tariff
33. Credit
28. Trade barrier
34. Investing
29. Free trade
Resources
Pearson online text –
“myWorld Geography”
Maps and Globes
Utilize technology available in
classroom and building (one to
one devices, eno board and
stylus, document camera)
Utilize online resources listed
below in addition to others
that facilitate instruction and
learning.
Interactive notebook guide:
Interactive Notebook Guide
EverFi™ Vault (online sixcourse module teaching
financial literacy)
Page 18 of 24
Unit 1 - 7th Grad Geography/Economics 2016-2017
Learning Target
Addressing Content
Interact with New Knowledge
I Can…
Explain the role of
humans and natural
resources in
economics.
The teacher will:
Facilitate:
Core Concepts Part Five
Present the new material in a variety of
ways to meet individual needs and
abilities of students.
Compare different
countries using
concepts such as
GDP, inflation and
scarcity.
Explain how the
availability of
resources can cause
conflict.
Strategies
Explain how the
availability of
resources influence
interdependency and
trade.
Teach and monitor practical note-taking
strategies.
Vocabulary –Keep vocabulary journals.
Try interactive notebooks:
Interactive Notebook Guide
Work through Core Concept part five
sections as a class and/or small groups.
Use assessment questions from text as a
quick check for understanding.
Practice and Deepen New Knowledge
Generate and Test Hypotheses
about New Knowledge
The teacher will: Lead class and/or small group discussions
about content. Allow students to provide examples and
make connections to content.
The teacher will: Use the
document based questions to
have the students further explain
their answers in writing and
presentations.
Utilize the online Pearson journal resources and or the
oriented version provided.
Pick from several countries and regions from different
parts of the world and apply the core concept. Ensure to
use countries with different economic systems for
comparing and contrasting purposes.
Begin creating a chart comparing the economic systems
and development (use factors presented in 5.4) of three or
more countries and have students complete chart in small
groups or individually.
Practice with students and have them use maps to identify
the natural resources in a given country. What choices
must be made and who makes them?
Conduct this activity with students to address international
trade: http://nationalgeographic.org/activity/the-tradinggame/
Have students create or use online templates to create a
personal budget. Let them demonstrate how they can save
to accomplish a long term or short term goal.
Utilize online resources for geography to help with
engagement.
www.newsela.com
www.cnnstudentnews.com
Vault – Understanding Money (through Everfi™)
When available utilize technology
for presentations as time allows.
Utilize assessment questions to
help students think critically.
Discuss the questions. When
possible have students research
the information.
Have students draw conclusions
about:
-the effects of different economic
systems on people (migration,
quality of life, mortality rates,
poverty, etc.).
-why trading patterns between
certain nations are beneficial.
Give students hypothetical
scenarios. Have them predict the
impact on a nation’s GDP
Refer to the 2016 election. Have
students research and evaluate
costs and benefits of the TPP.
Conduct an organized debate.
Page 19 of 24
Unit 1 - 7th Grad Geography/Economics 2016-2017
The Student will:
Demonstrate
financial literacy by
creating a personal
budget and
explaining the
benefits of saving and
investing.
Take and utilize practical notes when
presented with new material
Vocabulary –Keep vocabulary and note
journals.
Activities
Explain how
economics is related
to patterns of
movement among
people and goods.
Complete:
Core Concepts Part five
Read chapter sections and additional
material given by teacher. Discuss with
classmates in small and large groups.
Work through Core Concept part one as a
class and/or small groups.
Answer the assessment questions as a
quick check for understanding.
The Student will:
The Student will:
Work as a class, in small groups, or individually to complete
assignments as the teacher assigns the lessons.
Use the document based
questions to further explain their
answers in writing and
presentations.
Pick from several countries and regions from different
parts of the world and apply the core concept. For most of
this section, students should work in pairs or groups if it is
conducive to learning.
Complete a graphic organization which compares the
economic systems and development of three or more
countries.
Analyze maps, charts and graphs to answer questions and
make comparisons about economic decisions such as:
resource use, trade, and investment.
Participate in an interactive game to further understand
international trade and decisions must make because of
interdependency:
http://nationalgeographic.org/activity/the-trading-game/
Create a personal budget in order to save for a
hypothetical short term or long term goal (purchase).
Utilize online resources for geography to help with
engagement.
www.newsela.com
Vault – Understanding Money (through Everfi™)
When available utilize technology
for presentations as time allows.
Utilize assessment questions to
think critically. Discuss the
questions with peers. Research
the information for more
educated predictions and
conclusions.
For example, students should be
able to draw conclusions about:
-the effects of different economic
systems on people (migration,
quality of life, mortality rates,
poverty, etc.).
-why trading patterns between
certain nations are beneficial.
Predict the impact of provided
hypothetical scenarios on a
nation’s GDP.
Refer to the 2016 election and
research and evaluate costs and
benefits of the TPP. Debate the
topic with other students.
Page 20 of 24
Unit 1 - 7th Grad Geography/Economics 2016-2017
Unit 1: Core Concept Six – Population and Movement
Essential Questions:
1. How does rapid population growth impact economic development and
the environment?
2. What drives people to settle in certain areas?
3. Why do people decide to move from one place to another?
Unit 1: Core Concepts 1-6 (9 Weeks)
Assessments:
Pre-Assessment
Formatives: Utilize variety of assessments within the text
sections to quiz students and check for learning and
understanding
Example from the text:
Focus Questions:
6.1
1. Why has the Earth’s population grown quickly in recent years?
2. How do death rates, birth rates, and infant mortality rates help demographers
study population growth in various locations?
6.2
1. How does the Earth’s population vary within an area? Why?
2. Why does the distribution of population vary greatly within different areas?
6.3
1. What are push and pull factors as they relate to human migration?
2. What is the difference between emigration and immigration?
Utilize the following:
Journal activities
21st Century Learning
Document-Based questions
Summative
Quarterly Assessments administered through Achievement
Series
Page 21 of 24
Unit 1 - 7th Grad Geography/Economics 2016-2017
Missouri Learning Standards (CCSS):
10. T1S1A Create and use historical maps and timelines in order to represent
continuity and change within and among regions over time.
11. T1S1D Using an inquiry lens, develop compelling geographic questions,
determine helpful resources and consider multiple points of view
represented in the resources.
12. T2S1C Evaluate the impact of human settlement activities on the
environmental and cultural characteristic of specific places and regions.
13. T2S3D Explain how the movement of people, goods, and ideas impact
regions.
14. T2S4D Analyze economic systems to explain their impact on peoples’
behavior and choices.
15. T1S5A Analyze material culture to explain a peoples perspective and use
of a place.
Academic Vocabulary
6.1
1. Demographer
2. Birth rate
3. Death rate
4. Infant mortality rate
6.2
5. Population distribution
6. Population density
6.3
7. Migration
8. Emigrate
9. Immigrate
10. Push factor
11. Pull factor
6.4
12. Urban
13. Rural
14. Urbanization
15. Slum
16. Suburban sprawl
Resources
Pearson online text – “myWorld
Geography”
Maps and Globes
Utilize technology available in
classroom and building (one to one
devices, eno board and stylus,
document camera)
Utilize online resources listed below
in addition to others that facilitate
instruction and learning.
Interactive notebook guide:
Interactive Notebook Guide
Page 22 of 24
Unit 1 - 7th Grad Geography/Economics 2016-2017
Learning Targets
Addressing Content
Interact with New Knowledge
Analyze maps and
charts to identify
patterns of
population
distribution.
Strategies
I Can…
The teacher will:
The teacher will:Lead class and/or small group
discussions about content
Facilitate:
Core Concepts Part Six
Present the new material in a variety of
ways to meet individual needs and
abilities of students.
Utilize the online Pearson journal resources and or
the oriented version provided.
Teach and monitor practical note-taking
strategies.
Vocabulary –Keep vocabulary journals.
Try interactive notebooks:
Interactive Notebook Guide
Draw conclusions
about the impact of
rapid population
growth on the
economy and the
environment.
Practice and Deepen New Knowledge
Work through Core Concept part six
sections as a class and/or small groups.
Use assessment questions from text as a
quick check for understanding.
Pick from several countries and regions from
different parts of the world and apply the core
concept of population and movement. Compare
and contrast demographic factors such as death
rate, birth rate, and infant mortality rate among
countries. Compare/contrast impact of rapid
population growth. Have students analyze and
research migration patterns (past and present) and
associate push/pull factors which have influenced
such patterns.
Use maps, graphs and charts to have students
interpret and answer questions regarding
population distribution and density.
Utilize cooperative learning. Have students
research and discuss such topics as: illegal
immigration and urbanization. Provide them with
questions as well as have them form their own
questions to deepen their understanding of these
topics and make connections with the text.
Utilize online resources for geography
www.newsela.com
https://www.geoguessr.com/usa/play
http://perspectives.tolerance.org/
Google Earth
www.cnnstudentnews.com
Generate and Test Hypotheses about
New Knowledge
The teacher will: Use the document
based questions to have the students
further explain their answers in writing
and presentations.
When available utilize technology for
presentations as time allows.
Utilize assessment questions to help
students think critically. Discuss the
questions. When possible have students
research the information.
Ask questions and implement
cooperative learning strategies to help
students draw conclusions and make
predictions.
For example:
Using population information about
multiple places and regions, conclude
what influences people to settle where
they do. Use specific examples to support
your conclusion.
Predict the impact of a rapid growing
population on your own community.
Research urbanization in your own city in
a historical context. Do your findings
support the information presented in the
textbook?
Have students research and take a
position on the current issue of illegal
immigration in the United States.
Page 23 of 24
Unit 1 - 7th Grad Geography/Economics 2016-2017
The Student will:
Complete:
Core Concepts Part Six
Read chapter sections and additional
material given by teacher. Discuss with
classmates in small and large groups.
Investigate different
reasons people in the
past and present
have left one place
and settled in
another.
Activities
Explain the positive
and negative
consequences of
urbanization.
Take and utilize practical notes when
presented with new material
Vocabulary –Keep vocabulary and note
journals.
Work through Core Concept part six as a
class and/or small groups.
Answer the assessment questions as a
quick check for understanding.
The Student will:
Work as a class, in small groups, or
individually to complete assignments as the
teacher assigns the lessons.
Use several countries and regions from
different parts of the world and apply the
core concept. View and interpret population
density maps and migration patterns. Answer
questions and discuss with peers. Distinguish
between push/pull factors and apply
examples to focus countries and regions.
Work in pairs or groups to research and
discuss urbanization and its importance to the
study of population and movement.
The Student will: Use the document
based questions to further explain their
answers in writing and presentations.
When available utilize technology for
presentations as time allows.
Utilize assessment questions to think
critically. Discuss the questions. When
possible research the information.
Work with peers to discuss topics, draw
conclusions and make predictions.
For example:
-Using population information about
multiple places and regions, conclude
what influences people to settle where
they do. Use specific examples to support
their conclusions.
Work in pairs or groups to research and
discuss illegal immigration and its relevance to -Predict the impact of a rapid growing
present day United States.
population on your own community.
Utilize online resources for geography
www.newsela.com
http://perspectives.tolerance.org/
Google Earth
-Research urbanization in Kansas City.
Determine if your findings are
corroborated by information provided in
the textbook.
Research and take a position on the
current issue of illegal immigration in the
United States. Students will support their
stance with text-based evidence.
Page 24 of 24