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Campus: High School
Author(s): Wagner, Segleski
Date Created / Revised: 7-29-2015
Six Weeks Period: 2nd
Grade Level & Course: 9th Grade Pre AP World Geography
Timeline: 2 days
Unit Title: Physical Processes and Impact
Lesson # Unit
5 Lesson 4
Stated Objectives:
TEK # and SE
WG.1 History. The student understands how geography and processes of spatial exchange
(diffusion) influenced events in the past and helped to shape the present. The student is
expected to:
WG.1B Trace the spatial diffusion of phenomena such as the Columbian Exchange or the
diffusion of American popular culture and describe the effects on regions of contact.
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.8 Geography. The student understands how people, places, and environments are
connected and interdependent. The student is expected to:
WG.8C Evaluate the economic and political relationships between settlements and the
environment, including sustainable development and renewable/non-renewable resources.
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.11 Economics. The student understands how geography influences economic activities. The
student is expected to:
WG.11B Identify the factors affecting the location of different types of economic activities,
including subsistence and commercial agriculture, manufacturing, and service industries.
WG.12 Economics. The student understands the economic importance of, and issues related to,
the location and management of resources. The student is expected to:
WG.12A Analyze how the creation, distribution, and management of key natural resources
affects the location and patterns of movement of products, money, and people.
WG.12B Evaluate the geographic and economic impact of policies related to the development,
use, and scarcity of natural resources such as regulations of water.
WG.15 Citizenship. The student understands how different points of view influence the
development of public policies and decision-making processes on local, state, national, and
international levels. The student is expected to:
WG.15B Explain how citizenship practices, public policies, and decision making may be
influenced by cultural beliefs, including nationalism and patriotism.
WG.16 Culture. The student understands how the components of culture affect the way people
live and shape the characteristics of regions. The student is expected to:
WG.16A Describe distinctive cultural patterns and landscapes associated with different places in
Texas, the United States, and other regions of the world and how these patterns influenced the
processes of innovation and diffusion.
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.
See Instructional Focus Document (IFD) for TEK Specificity
Key Understandings
Physical processes shape the environment by creating landforms and climate regions, which
affect culture by influencing economic development, which then impacts the political and social
environment.
Misconceptions
Key Vocabulary
Columbian Exchange
NAFTA
Vertical Climate
Humboldt Current
Suggested Day
5E Model
Day 1
Engage/ Explain/
Explore
Instructional Procedures
(Engage, Explore, Explain, Extend/Elaborate, Evaluate)
Materials, Resources, Notes
Write a list of words on the board in random order (Example: plate
Attachments
tectonics, hurricanes, deserts, earthquake, rain forest, volcanoes, rift
Teacher Resource:
PowerPoint Physical
Processes and Impact in
Latin America
valleys)
With a partner, students discuss the words and write a statement
describing how the words are connected to each other.
Purpose:
Students proceed by categorizing the words. Write the categories:
(atmosphere, lithosphere, hydrosphere and biosphere) on the board.
Facilitate a discussion by stating:
Students are already familiar
with these terms but they are
taking it a step further by
applying them to Latin
America.
Instructional Note:
Physical processes form unique regional landforms and climate
regions. What are some examples of regional landforms and
climate regions located in Latin America?
Students make connections
between physical processes,
regional landforms and
climate regions.
If necessary, show Slides 2 and 3 of the Teacher Resource:
PowerPoint Physical Processes: Impact in Latin America to help
students fully understand the connection between physical
processes, regional landforms and climate regions. (Note: this is
helpful in clarifying the performance indicator: physical processes
Students have studied
physical processes in
previous units as well as
previous social studies
courses.
lead to regional landforms/climate regions)
With students in groups of three or four, distribute the
Handout: Influences of the Past and Present (1 per student)
Continue with slideshow (PowerPoint). Show Slides 4 and 5.
Groups discuss and answer each of the questions on the slides.
(This supports preparation for the performance indicator.)
Provide a brief narrative of the Columbian Exchange by using the
Teacher Resource: PowerPoint Physical Processes and Impact in
Latin America Slide 6 (view teacher notes embedded in the
PowerPoint)
Students view Slide 7 and answer the following:
Texas: Based on the map, what cultural patterns might be
evident? Why?
After people from the colonized territories began to engage in
wars for independence, a sense of nationalism and patriotism
developed. Why?
Provide each group with a student atlas, textbook and other relevant
resources available for their research.
Groups gather information that is relevant to how landforms and
climate regions have influenced Latin America politically, socially
and economically. The research should include two perspectives:
Attachment:
Teacher Resource:
PowerPoint Physical
Processes: Impact in Latin
America
Handout: Influences (1 per
student)
Instructional Note:
To link the Columbian
Exchange to physical
processes, it is important to
explain to students that the
environment in Latin America
(because of oceans, rain
forests, etc.) kept
civilizations isolated. The
land was/is fertile in many
regions and would lend itself
for development of
agriculture (cash crops) and
other natural resources.
historical and contemporary issues.
Day 2
Groups use what they have learned to create a short written
Elaborate/ Evaluate
explanation of their findings and then present it to the class. If a
document camera is available, groups may display their graphic
organizer (Handout: Influences) and explain how landforms and
climate regions have influenced Latin America politically, socially
and economically by referring to it.
Students answer the following questions through the use of a
graphic organizer such as the one found in the Teacher Resource:
PowerPoint Physical Processes: Impact in Latin America Slide 3.
Materials
Teacher Resource:
PowerPoint Physical
Processes: Impact in Latin
America Slide 3

Ask:
How do physical forces create landforms?
How do landforms and other natural forces create climate
regions?
How do climate regions influence the kinds of economic
activities that can be undertaken?
Create a series of diagrams to explain the physical process that
shape regional landforms and create distinct climate regions.
Write a paragraph explaining how these climate regions may
have influenced political, social or economic activities in the past
(i.e. Columbian Exchange) and in the present.
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.