World Geography

Curriculum > High > Clark > Social Studies
  • Syllabus
  • Sample Lesson Plan
Course Description
Students should have acquire the framework of physical and social science of geography including human geography.
Course pre‐requisites
Students should have excellent comprehension skills, excellent writing skills (i.e. has completed English composition, Reading and Writing).
Course Learning Objectives
  1. Students will have an introductory understanding of the processes of the atmosphere, biosphere, hydrosphere and lithosphere.
  2. Students will understand related ecosystems and landforms.
  3. Students will have the ability to answer various geophysical questions with their fundamentals.
  4. Demonstrate an ability to communicate geophysical concepts.
Course Language Objectives
In addition to the learning objectives listed above, a primary goal of this course is to facilitate development of geography skills and their application. The course will “ladder” student skills to read, write, listen and speak in English and with proper geography terminology.
  • a. Read and summarize news articles pertaining to geography
  • b. Write essay articles about geophysical concepts.
  • c. Comprehend the readings.
  • d. Communicate effectively‐ via class discussion, debates and presentations.
Resources
Geography: Holt McDougal: 2012
Students are required to bring the following supplies to class every day of the year:
Notebook and Pencil: Bound with at least two subjects for note taking which is very important for study periods.
Three‐Ring Binder: Students should store and organize class handouts and homework assignments in a three‐ring binder.
Laptop or Tablet: As we are updating information, using maps, reference guides and current events, a laptop or tablet is very advisable.
Units, Themes, and Course Organization
    ‐ Intro to Geography
    ‐ Physical geography
    ‐ Human geography
    ‐ Living Planet, Climate & Vegetation, People & Places,
    ‐ Canada and US
    ‐ Latin America
    ‐ Europe
    ‐ Africa
    ‐ Asia, Oceania & Antarctica
Learning Activities and Methods
Students will participate and create; presentations, research papers, class discussions, biographies and debates.
Assessment
Essays within tests/ or stand alone essay= Grammar, linguistic structure, spelling, persuasiveness, relevant discourse, key points covered in class and book should be used in the essay, amount of analysis.
Projects Rubric: How close the project follows directions, quality and care shown in preparation and presentation of project, turning in the project on time.
Homework: Being turned in on time, quality and care shown in preparation and presentation of homework, grammar and spelling and accuracy.
Speeches/Debates: Keeping within timelines, speaking loud and clear, speech covering salient points within the timeline, overall presentation, use of English grammar and pronunciation.
Class participation: participation relevant to class discussion, not disruptive participation, original thought/analytical participation not off the cuff remarks. Students must attend class, be on time and complete all assignments.

Evaluation:

evaluation example
Lab, Projects and Presentations 25%
Class Participation 10%
Quiz/Test 30%
Exams 25%
Homework and Attendance 10%

Grading Scale:

Grading Scale
A+ 97 - 100 4.0
A 94 - 96.99 4.0
A- 90 - 93.99 3.7
B+ 87 - 89.99 3.3
B 84 - 86.99 3.0
B- 80 - 83.99 2.7
C+ 77 - 79.99 2.3
C 74 - 76.99 2.0
C- 70 - 73.99 1.7
D+ 67 - 69.99 1.3
D 64 - 66.99 1.0
D- 60 - 63.99 0.7
F 0 - 59.99 0
Classroom policies
Being on time to class means you are ready to learn: You should be in your seat with materials out by the time the bell rings. Passing time is 10 minutes, which provides plenty of time to use the restroom, socialize with friends and be to class on time.
Missed class: You are responsible for material covered when you are absent. If you have an unexcused absence when an assignment is due, you will receive a zero grade.
For excused absences, you are given two make‐up days for every day you are absent. This means that if you miss class on Monday and return on Wednesday, the work you missed on Monday is due Friday.
Students are responsible to make sure that missed assigned are completed on time! Cell Phones are not allowed in class. The phone must be turned off and stowed away
during class, if caught using the cell phone during class your phone will be kept until the end of the day‐ after that, the phone will be turned in to the Headmaster.
Plagiarism & Cheating: Students involved in any type of plagiarism will be given a zero for the assignment. The instructor will not write a letter of recommendation for any student who is involved with plagiarism, regardless of the size of the infraction.
Supplies
Students are required to bring the following supplies to class every day of the year: Notebook and Pencil: Bound with at least two subjects for note taking which is very important for study periods.
Three‐Ring Binder: Students should store and organize class handouts and homework assignments in a three‐ring binder.
Laptop or Tablet: As we are updating information, using maps, reference guides and current events, a laptop or tablet is very advisable.
Questions
Parents, guardians, and host parents: If you have any questions, comments, or concerns, please feel free to contact me. E‐mail is the best way to reach me. I am happy to answer questions via e‐mail, meet with you in person, or have a phone conversation.
If you have questions, are struggling with the course material, are concerned about your grade, or have any other concerns, please come talk to me sooner rather than later. I am happy to find a time to meet with you before school, after school, or during lunch.

Important Note:

This Syllabus is intended to be a guideline. The description, requirement, and schedule are subject to revision and refinement by the teacher.

Weekly Informational Knowledge Overview - (Students will know...)
Students will know world maps.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Students will be able to differentiate between political and physical maps.
Monday(50min.)
Tuesday(50min.)
Wednesday(50min.)
Thursday(85min.)
Friday(85min.)
Learning Objective:
What geography is about.
Language Objective:
Following instructions in English.
Main Activity:
Introduction to World Geography- handout, explain class rules, check roster, check out textbooks.
Evaluation:
Teacher solicitation
Vocabulary:
Homework:
Scan first 10 pages of the text book.
Learning Objective:
Different maps and what they mean.
Language Objective:
Comprehension of today’s lesson.
Main Activity:
World atlas maps, Google Earth, GPS, instruments and technology that geographers use. World Map quiz- not graded- evaluate students world geography knowledge.
Evaluation:
Class review and teacher solicitation.
Vocabulary:
GPS, navigation, precision
Homework:
Learning Objective:
How Earth Systems work.
Language Objective:
Comprehension
Main Activity:
(Video) Intro to Geography and how Earth systems work (graphic simple video will be excellent for ESL learners. Earth systems and instruments used by geographers.
Evaluation:
Questions after video review.
Vocabulary:
equator, crust, biosphere, radiant heat, solar
Homework:
Study maps up to A14.
Learning Objective:
SAME as Friday (4th period)
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Learning Objective:
What different maps mean and how to use them – what conclusions can be made?
Language Objective:
Scientific language vs common language.
Main Activity:
(Review) - Adjust class roster, practice world map quiz covering oceans, continents, equator
- Physical maps and political maps
Evaluation:
Grading and teacher evaluation.
Vocabulary:
Homework:
Read until page 10.
Materials / Resources (including technology)
Video, textbook, hand outs
Weekly Informational Knowledge Overview - (Students will know...)
Students will understand the full phase of instructional maps.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Students will be able to make conclusions using a variety of maps.
Monday(50min.)
Tuesday(50min.)
Wednesday(50min.)
Thursday(85min.)
Friday(85min.)
Learning Objective:
Use a variety of maps to make conclusions and analyze.
Language Objective:
Use of Map keys.
Main Activity:
Climate maps-environmental, population (density) tectonic maps, (to A15)
Evaluation:
Student solicitation.
Vocabulary:
plates, Eurasia, Indo-Australia, tectonics
Homework:
Fill in Hand-out sheet due tomorrow (identify maps by the type of info they give- i.e. population).
Learning Objective:
Use a variety of maps to make conclusions and analyze.
Language Objective:
Use of map keys.
Main Activity:
World time zones - what are they and how are they used?
Overview of all continent maps - physical and political.
Five themes of geography (pg. 5)
Evaluation:
Teacher observation / student participation
Vocabulary:
geography, hemisphere, equator, prime meridian, latitude, longitude
Homework:
Read to page 17.
Learning Objective:
Illustrate ability to use and identify maps.
Language Objective:
Recite in essay, "Five themes of geography".
Main Activity:
Intro to Google Earth, online map resources, science of map-making (cartography)
Evaluation:
Observation, Student results
Vocabulary:
globe, map, cartography, map projection, topographic map, GIS
Homework:
(pg. 13) Questions A,B,C
Learning Objective:
Illustrate ability to use and identify maps.
Language Objective:
Main Activity:
(Testing) Students will “draw” required maps reflecting population, density, climate, grids, and locate points. After the test, students will watch the video: “Across the Globe” illustrating various “features” of the earth.
Evaluation:
Tests will be graded.
Vocabulary:
Homework:
Read to page. 24 for next week.
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Materials / Resources (including technology)
Video, textbook
Weekly Informational Knowledge Overview - (Students will know...)
Students will know essential Geography skills.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Students will be able to use Geography skills to answer comprehensive questions fundamental to the concepts of geography usage.
Monday(50min.)
Tuesday(50min.)
Wednesday(50min.)
Thursday(85min.)
Friday(85min.)
Learning Objective:
Geography skills, using grids to plot locations, defining and printing Google map locations.
Language Objective:
Full sentence structure.
Main Activity:
(continents and oceans quiz map - 10 minutes limit) grids, plots, plate tectonics(pages 20-24)
Evaluation:
Quiz map
Vocabulary:
Homework:
Students will search areas of current boundary disputes and write a paragraph on each (due next Monday).
Learning Objective:
Geography skills, using grids to plot locations, defining and printing Google map locations.
Language Objective:
Full sentence structure.
Main Activity:
2 plate tectonic videos (1st: plate tectonics, 2nd: results of plate movement, i.e. earthquakes).
Evaluation:
Students will answer, during and after the videos, 20 questions work sheet based on the videos.
Vocabulary:
horizontal, convergent, divergent
Homework:
(pg. 24) Questions 1-20, due tomorrow
Learning Objective:
forcings - different ways how the earth is changed.
Language Objective:
Geographical adjectives.
Main Activity:
- The class will create two charts - as a group but individually, one on weathering one on erosion.
- Chapter 2 review and assessment with each table group answering selected questions.
Evaluation:
Teacher observation.
Vocabulary:
forcings, erosion, weathering, mechanical, chemical
Homework:
Read pages 25-35 for Monday.
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Materials / Resources (including technology)
Textbook, hand out, 2 videos on plate tectonics
Weekly Informational Knowledge Overview - (Students will know...)
Students will know how the earth was formed, and this will give insight into the structure of the earth.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Students will be able to describe theories on earth’s creation as well as its place in the solar system.
Monday(50min.)
Tuesday(50min.)
Wednesday(50min.)
Thursday(85min.)
Friday(85min.)
Learning Objective:
Possible theories on formation of the earth.
Language Objective:
Main Activity:
(video) Theories on HOW the Earth was created (students must take notes).
(Power Point) Solar system and the earth, mechanics, “sweet zone”.
Evaluation:
Teacher will inspect student notes.
Vocabulary:
solar system, mantle, magma, crust, biosphere
Homework:
(pg. 36) Questions 3 (a, b, c)
Learning Objective:
How forcings affect the earth.
Language Objective:
Comprehension
Main Activity:
(Power Point) Bodies of water and landforms, earthquakes and volcanoes.
(1 video) ..., plus lecture, soil
Evaluation:
Student solicitation.
Vocabulary:
epicenter, seismograph, fault, lava, tsunami, richter scale
Homework:
Students will write 2-3 paragraphs about epic past volcano eruptions.
Learning Objective:
How forcings affect the earth.
Language Objective:
Comprehension
Main Activity:
(seat-work) Questions 1-20 + Main ideas1-10 (page 46)
Evaluation:
Class work will be graded.
Vocabulary:
(contained in seat work)
Homework:
Learning Objective:
Learning about climate & weather
Language Objective:
Comprehension
Main Activity:
(short video) Climate vs. Weather
(Power Point) Seasons, main vehicles of weather and climate, climate regions
Evaluation:
Teacher solicitation.
Vocabulary:
Homework:
Intro to global warming module hand-out.
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Materials / Resources (including technology)
Textbook; videos, power points
Weekly Informational Knowledge Overview - (Students will know...)
Students will know the main arguments in favor and against AGW theory (man-made global warming).
Weekly Procedural Knowledge Overview - (Students will be able to...)
Students will be able identify the main science supporting and against AGW.
Monday(50min.)
Tuesday(50min.)
Wednesday(50min.)
Thursday(85min.)
Friday(85min.)
Learning Objective:
Is there valid science and persuasion behind man-made global warming theory?
Language Objective:
Comprehension
Main Activity:
(Video) An Inconvenient Truth (pro-AGW Al Gore)
Evaluation:
Teacher will inspect student notes.
Vocabulary:
typhoon, hurricane, Co2, radiation, AGW,
Homework:
Students will make an outline of Al Gore’s main arguments (due tomorrow).
Learning Objective:
Are there valid scientific doubts to the AGW theory?
Language Objective:
Comprehension
Main Activity:
(Video) The Great Global Warming Swindle
Evaluation:
Teacher will inspect student notes.
Vocabulary:
Homework:
Students will make an outline of the main arguments against AGW.
Learning Objective:
Any valid scientific doubts to the AGW theory.
Language Objective:
Comprehension
Main Activity:
Overview and hand-outs of the main points, Preparation for debates of next day.
Evaluation:
Teacher observation of the preparation.
Vocabulary:
Homework:
Prepare debate points and practice with teams.
Learning Objective:
Students will learn to collaborate on a debate.
Language Objective:
Comprehension
Main Activity:
Students will be broken into debate teams by the teacher, and will begin to make their strategy for the global warming debates next week.
Evaluation:
Teacher observation.
Vocabulary:
Homework:
Brief report - Main points of the debate.
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Materials / Resources (including technology)
Videos, hand-outs
Weekly Informational Knowledge Overview - (Students will know...)
Student will know how to debate in teams.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Students will be able to debate in teams.
Monday(50min.)
Tuesday(50min.)
Wednesday(50min.)
Thursday(85min.)
Friday(85min.)
Learning Objective:
Debating skills.
Language Objective:
Use of vocabulary in persuasive argument.
Main Activity:
(Debates) 2 sets, 4 teams
Evaluation:
Grading matrix used during the debate.
Vocabulary:
n/a
Homework:
Teams to remain prepared.
Learning Objective:
Debating skills.
Language Objective:
Use of vocabulary in persuasive argument.
Main Activity:
(Debates) 2 sets, 4 teams.
Evaluation:
Grading matrix used during the debate.
Vocabulary:
n/a
Homework:
(pg. 65) soils
Learning Objective:
How do soils and vegetation affect geography?
Language Objective:
Review of 'Soils and Vegetation'.
Main Activity:
Climate change review.
Evaluation:
Class Observation.
Vocabulary:
Homework:
Learning Objective:
Climate change test (multiple choice).
Language Objective:
n/a
Main Activity:
Test on 'Climate Change'
Evaluation:
Grading the test
Vocabulary:
n/a
Homework:
(pg. 68) Questions 1-20, due Monday
Learning Objective:
Language Objective:
Main Activity:
Block Schedule
Evaluation:
Vocabulary:
Homework:
Materials / Resources (including technology)
Class presentations
State of Minnesota Standards Covered
Weekly Informational Knowledge Overview - (Students will know...)
Students will know what culture means and what impact it has on humans and society.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Students will be able to describe how culture and languages unite and divide people.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Identify cultural markers.
Language Objective:
Cultural expressions in English.
Main Activity:
(Power Point) Elements of culture (to page 74 in the textbook).
Evaluation:
Student solicitation.
Vocabulary:
education, security, survival, cultural marker, language
Homework:
Read pg. 75, Religions
Learning Objective:
What makes a religion?
Language Objective:
Comprehension
Main Activity:
Intro to Religions, short video, class lecture.
Evaluation:
Student solicitation.
Vocabulary:
theism, mono, ploy, anima
Homework:
Read to page 81
Learning Objective:
(population) Who are they? / Where are they? / Why do they migrate?
Language Objective:
Comprehension
Main Activity:
(Power Point) population, density, migration, urban geography.
Evaluation:
Student notes.
Vocabulary:
urban, suburban, density, land use patterns
Homework:
Fill out the Canada map.
Learning Objective:
Learning to interact.
Language Objective:
Comprehension
Main Activity:
Bonus points quiz teams, in-class map creations for Canada
Evaluation:
Graded assignment.
Vocabulary:
Homework:
Learning Objective:
Language Objective:
Main Activity:
Block Schedule>
Evaluation:
Vocabulary:
Homework:
Read to page 96.
Materials / Resources (including technology)
Textbook, video
State of Minnesota Standards Covered
Weekly Informational Knowledge Overview - (Students will know...)
Students will know how to use a Power point to create a nation presentation.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Students will be able to perform their Power point presentations in front of audience.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
How to remain calm and organized during a public presentation.
Language Objective:
Comprehension
Main Activity:
Students will give Power point country presentations.
Evaluation:
Presentations will be graded.
Vocabulary:
n/a
Homework:
Students should practice their Power points.
Learning Objective:
How to remain calm and organized during a public presentation.
Language Objective:
Comprehension
Main Activity:
Students will give Power point country presentations.
Evaluation:
Grading presentations.
Vocabulary:
n/a
Homework:
Learning Objective:
Map quiz
Language Objective:
Comprehension
Main Activity:
Power point presentations – continued.
Evaluation:
Grading presentations.
Vocabulary:
n/a
Homework:
Learning Objective:
Economic geography
Language Objective:
Comprehension
Main Activity:
Where do different economies operate and how?
Evaluation:
Student solicitation.
Vocabulary:
province
Homework:
(pg. 96) Questions 1-20, due Monday
Learning Objective:
Language Objective:
Main Activity:
Block Schedule
Evaluation:
Vocabulary:
Homework:
Materials / Resources (including technology)
Power points
State of Minnesota Standards Covered
Weekly Informational Knowledge Overview - (Students will know...)
- Students will define geography, human geography; explain the meaning of the spatial perspective.
- Students will explain how geographers classify each of the following and provide examples of each:
distributions, locations, regions. Students will identify types of scale and projections used in mapmaking;
identify advantages and disadvantages of different projections.
- Students will identify how each of the following plays a role in mapmaking: simplification, categorization, symbolization, induction.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Students will be able to complete maps for each continent noting political boundaries, significant physical features, and differing human geographic features. This is a demanding task and could be broken up over the course of unit 1. It is also a good activity to acquaint them with how to use Atlases (indexes, political maps vs. thematic maps)
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
- Students will explain how geographers classify each of the following and provide examples of each: distributions, locations, and regions.
- Students will learn about the 5 themes of geography, and be able to explain how these themes and people interact with their environment.
Language Objective:
- Students will be engaged in a discussion about how we interpret regions.
- They will read “Where Does the South Begin” and look for the different characteristics used to either place Washington DC in the south or the north.
- They can write their own mini articles using different themes they believe qualifies where the line should be drawn and classmates can critique each other’s arguments.
Main Activity:
Power Point: 5 Themes of Geography; Handout: Five Themes of Geography and the Pattison Reading and Question “Where Does the South Begin”; Power Point: Thinking Geographically; Distribution.
Evaluation:
Students will write a mini article/essay about regions and where they think the south and north should be divided in the USA.
Vocabulary:
Five Themes, Location, Absolute Location, Latitude, Longitude, Relative Location, Site, Situation, Human-Environment Interaction, Cultural Ecology, Regions, Formal, Functional, Perceptual, Place, Movement, Friction of Distance, Distance Decay, and Space-time Compression.
Homework:
Five Themes of Geography homework worksheet
Learning Objective:
- Students will identify how each of the following plays a role in mapmaking: simplification, categorization, symbolization, and induction.
- Students will also learn the four properties of maps: size, shape, distance, and direction.
Language Objective:
Students will learn and define the following geographic terminology: Cartography, Simplification, Categorization, Symbolization, and Induction.
Main Activity:
Students will take notes over the TODALSIG Power Point; which shows the different components of maps, and students will learn why those components are important.
Evaluation:
Students will have a short quiz at the start of the lesson over vocabulary from the lesson about the five themes of geography and regions.
Vocabulary:
Cartography, Simplification, Categorization, Symbolization, and Induction.
Homework:
Students do a web search for the maps on a quest sheet. They should write down one advantage and disadvantage for each type of map projection and share that information with the class on Wednesday.
Learning Objective:
- Students will learn about spatial association, regional integration of culture, and culture.
- Students will learn that cultural values are derived from a group’s language, religion and ethnicity.
- Students will learn the difference between less developed countries and more developed countries.
Language Objective:
Students will take notes on a short lecture about culture, spatial awareness, and the difference between the developing world and the developed world.
Main Activity:
Students will take notes and participate in a class discussion lead by the teacher about developing and developed countries.
Evaluation:
Students will work on the reading from the Rubenstein AP Geography textbook, and complete the assignment for key issue 2.
Vocabulary:
Developing, Developed, MDC’s, LDC’s, Spatial association, regional integration, and culture.
Homework:
MDC vs LDC comparison worksheet.
Learning Objective:
Students will identify types of scale and projections used in mapmaking; identify advantages and disadvantages of different projections.
Language Objective:
- Students will do a jigsaw activity, and split up the projections reading – one projection per group.
- Students will reassemble into a class and teach each other about the maps they learned.
- Students will make notes and compare with their original predictions from the last activity.
Main Activity:
Students will do a book search for the maps on a quest sheet. They should write down one advantage and disadvantage for each and share with the class. Students will complete a mapping activity of their school using three different scales.
Evaluation:
Students will map their ideal city to live in and they must do this from memory, and reflect on the advantage and disadvantages of this.
Vocabulary:
Projections, Scale, Mapmaking, Memory maps
Homework:
Students will map their ideal city to live in and they must do this from memory, and reflect on the advantage and disadvantages of this.
Learning Objective:
Students will distinguish between different types of maps and mapped information (e.g., dot distribution, choropleth, etc.) and provide explanations of strengths and weaknesses of each.
Language Objective:
Students will research and define the vocabulary associated with different types of maps: : Reference Maps, Thematic, Isocline Thematic, Choropleth, Proportional Thematic, Dot Density, Cartogram, GIS, Remote Sensing, GPS, Primary and Secondary Data, Data Aggregation, Modifiable Areal Unit Problem.
Main Activity:
- Students will listen to a short lecture about different map types.
- Students will complete a Textbook Quest for different map types.
- Students will complete a what type of map should I use activity with their partners.
- Students will also select one type of map projection to explain to the rest of the class in a short presentation.
Evaluation:
Students will be evaluated on the textbook quest for different types of maps. They will also be evaluated on their map projection project.
Vocabulary:
Reference Maps, Thematic, Isocline Thematic, Choropleth, Proportional Thematic, Dot Density, Cartogram, GIS, Remote Sensing, GPS, Primary and Secondary Data, Data Aggregation, Modifiable Areal Unit Problem
Homework:
Students will define the following vocabulary and provide an example of each map type in their geography notebook.
Materials / Resources (including technology)
Handout: Five Themes of Geography and the Pattison Reading and Question “Where Does the South Begin”;
Power Point: Thinking Geographically; Distribution, and the TODALSIG Power Point. Key issue 2 handout. Map
Projections Quest; Power Point: Map Projection and Scale, Projection Reading; Projection Graphic Organizer, Traverse Mapping Activity.
State of Minnesota Standards Covered
Weekly Informational Knowledge Overview - (Students will know...)
Students will know the political, economic, physical and cultural geography of the United States and Canada.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Students will be able to discern the important facts of the USA and Canada.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
What are the distinct features of the USA and Canada?
Language Objective:
Comprehension
Main Activity:
(Power point) Canada and the US, Physical geography.
Evaluation:
Student solicitation.
Vocabulary:
multicultural, melting pot, americanization
Homework:
Complete the USA and Canada maps with cities and political boundaries.
Learning Objective:
Government and economy of USA and Canada.
Language Objective:
Main points.
Main Activity:
Government structures and economics of the US and Canada, Introduction to the 50 states.
Evaluation:
Student solicitation.
Vocabulary:
great lakes, CN tower, continental divide, rockies
Homework:
Learning Objective:
Physical geography of USA.
Language Objective:
Main Activity:
Sub-regions of the United States.
Evaluation:
Student solicitation.
Vocabulary:
Homework:
***Mid-term Exam***
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
***Mid-term Exam***
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Materials / Resources (including technology)
Textbook, map hand outs
State of Minnesota Standards Covered
Weekly Informational Knowledge Overview - (Students will know...)
Students will know the American regions.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Students will be able to identify the unique characteristics of different regions in America.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
To know the different regions of USA.
Language Objective:
Pronunciation
Main Activity:
East and mid-west of the United States.
Evaluation:
Student solicitation.
Vocabulary:
Various cities of the East.
Homework:
Map outline complete.
Learning Objective:
To know the different regions of USA.
Language Objective:
Main Activity:
East and Mid-west, economy, important cities.
Evaluation:
Student solicitation.
Vocabulary:
Homework:
Learning Objective:
To know the different regions of USA.
Language Objective:
Main Activity:
American Economy.
Evaluation:
Student solicitation.
Vocabulary:
Homework:
Learning Objective:
To know the different regions of USA.
Language Objective:
Main Activity:
Map quiz: USA & Canada, Introduction to Latin America
Evaluation:
Student solicitation
Vocabulary:
Homework:
Learning Objective:
Language Objective:
Main Activity:
Block Schedule
Evaluation:
Vocabulary:
Homework:
Materials / Resources (including technology)
textbook
State of Minnesota Standards Covered
Weekly Informational Knowledge Overview - (Students will know...)
Students will know the history of the USA and CANADA.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Students will be able to identify the major factors of the origins of the USA and Canada in a historical perspective.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Origins of America
Language Objective:
Patterns in English reading.
Main Activity:
(Lecture) Creating a nation- the United States and its form of government.
Evaluation:
Student solicitation.
Vocabulary:
balance of power, judicial, Congress, Founding Fathers
Homework:
(pg. 144) Questions 1-3.
Learning Objective:
Origins of Canada.
Language Objective:
Main Activity:
Origins of Canada, Historical perspectives.
Evaluation:
Student solicitation.
Vocabulary:
Homework:
Canada info. work sheet
Learning Objective:
Overview of Latin America.
Language Objective:
Main Activity:
Latin America: blank maps, Overall geography- Latin America vs. South America, Overview of the capital cities of Latin America.
Evaluation:
Student solicitation.
Vocabulary:
Homework:
Review the MAPS of Latin America hand out.
Learning Objective:
Learning about Latin America.
Language Objective:
Major factors
Main Activity:
(Video) Intro of Latin America, Worksheet and Oral quiz game.
Evaluation:
Grading quiz game
Vocabulary:
Homework:
Learning Objective:
Language Objective:
Main Activity:
Block Schedule
Evaluation:
Vocabulary:
Homework:
Materials / Resources (including technology)
Textbook, hand outs
State of Minnesota Standards Covered
Weekly Informational Knowledge Overview - (Students will know...)
Students will know a general overview of the geographical area - including Central America, South America and Mexico - known as Latin America.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Students will be able to recognize flags, populations, locations and capital cities of all Latin American nations.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Political and physical maps of Latin America.
Language Objective:
Climatic references in English.
Main Activity:
- (Video) Physical geography of Latin America; Amazon, Rivers, Mountains, Major cities.
- Overview after with all students using their Latin American maps.
- Students will then fill in blank political maps of Latin America using the textbook as a model.
Evaluation:
Student solicitation.
Vocabulary:
Amazon, delta, original forest, river bank
Homework:
Students will complete their blank political maps (due tomorrow).
Learning Objective:
How to match instructions with a completed project.
Language Objective:
Understanding presentation sentences.
Main Activity:
Students will present their “land form” 3D projects, and explain the land forms they created. These projects will be displayed in the lobby for several days.
Evaluation:
Will be graded by several criteria.
Vocabulary:
presentation, accuracy, land form, 3D model
Homework:
Prepare for test on Latin American flags, capitals, languages (tomorrow).
Learning Objective:
Test
Language Objective:
n/a
Main Activity:
(TEST, two-page sheet) Latin American Flags, Capital Cities, nation populations, national languages spoken in Latin America: test time- duration of class.
Evaluation:
Tests will be graded.
Vocabulary:
n/a
Homework:
Prepare report - German ethnic colonies in Latin America.
Learning Objective:
Importance of specific Latin American countries.
Language Objective:
cognates between English and Spanish
Main Activity:
Latin American regions and nations in depth (Major Latin American nations will be studied first: Brazil, Mexico, Argentina, Venezuela, Columbia.
Evaluation:
Student solicitation.
Vocabulary:
Candombley, Copacabana, Favela
Homework:
Complete the worksheet on Paraguay.
Learning Objective:
Language Objective:
Main Activity:
Block Schedule
Evaluation:
Vocabulary:
Homework:
Materials / Resources (including technology)
Textbook, map hand outs, video
State of Minnesota Standards Covered
Weekly Informational Knowledge Overview - (Students will know...)
Learners will develop an understanding of the processes of river erosion and transportation which form the basis for the rest of the unit. They will develop knowledge of the forms of river valleys in upper, middle and lower river courses and be able to identify and analyze these features on photographs and different types of map. They will learn about the processes of formation of meanders, oxbows, deltas and floodplains and be able to interpret these features on maps and photographs.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Learners can describe the photograph of the river and explain the processes which are taking place. Learners will develop an understanding of the processes of river erosion and transportation which form the basis for the rest of the unit. They will be able to apply this knowledge in unfamiliar situations. Learners will develop an understanding of the processes of river erosion and transportation which form the basis for the rest of the unit.
They will develop a knowledge of the forms of river valleys in upper, middle and lower river courses and be able to identify and analyze these features on photographs and different types of maps. Students will build on their knowledge of the stages of the river. Students will know more about the three stages of the river young, middle, and old.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Students will be introduced to river geomorphology, and describe orally the characteristics of a river. They will develop knowledge of the forms of river valleys in upper, middle and lower river courses and be able to identify and analyze these features on photographs and different types of map.
They will learn about the processes of formation of meanders, oxbows, deltas and floodplains and be able to interpret these features on maps and photographs.
Language Objective:
Students will use these sets(s) of phrases for dialogue and writing:
What color is the water in the photograph?
Why is the river this color?
Where has the sediment come from?
How does the river erode?
How does the river transport its load?
Suggest when the photograph was taken.
Main Activity:
Show the learners a photograph of a river in flood. Using a question and answer session, describe the photograph and discuss what makes the water brown. Introduce the concepts of the river’s load, the load being transported and erosion further upstream. If you use a photograph of a river in Philippines you may also be able to discuss seasonal differences in appearance, using the learners’ own experience. Explain that the aims of the lesson are to know the processes of river erosion and to know the processes river transportation.
Introduce river geomorphology and the names of the four processes of river erosion: hydraulic action, corrosion, attrition, solution and the four processes of river transportation: traction, saltation, suspension, solution. Ask the learners to research these eight processes using references such as those opposite.
Ask the learners to draw a river channel and illustrate how the four processes of transportation take place. Formative assessment can take place by observing the learners carrying out this activity and offering advice. Introduce an example of data on the size and shape of the particles in the bed load along the course of a river. This can be done through the use of a video from the USGS.
Evaluation:
Using a question and answer session, discuss the results of the previous activity and how the process of attrition makes the particles smaller and more rounded.
Vocabulary:
Erosion, transportation, hydraulic action, corrosion, attrition, solution, traction, saltation, suspension, solution, load, sediment, source.
Homework:
Give the learners a revision activity to check learning (formative assessment). This could be the domino game shown below or using multiple choice questions. The domino game done in groups allows learners to check each other’s learning.
Learning Objective:
Learners can describe the photograph of the river and explain the processes which are taking place.
Language Objective:
Learners will develop an understanding of the processes of river erosion and transportation which form the basis for the rest of the unit. They will be able to apply this knowledge in unfamiliar situations.
Main Activity:
Introduce the names of the four processes of river erosion: hydraulic action, corrosion, attrition, solution and the four processes of river transportation: traction, saltation, suspension, solution. Ask the learners to research these eight processes using references such as those opposite
Evaluation:
Ask the learners to draw a river channel and illustrate how the four processes of transportation take place. Formative assessment can take place by observing the learners carrying out this activity and offering advice.
Vocabulary:
Erosion, transportation, hydraulic action, corrosion, attrition, solution, traction, saltation, suspension, solution, load, sediment, source.
Homework:
Introduce an example of data on the size and shape of the particles in the bed load along the course of a river. Ask the learners to plot this data as a line graph.
Learning Objective:
Learners will develop an understanding of the processes of river erosion and transportation which form the basis for the rest of the unit. They will develop a knowledge of the forms of river valleys in upper, middle and lower river courses and be able to identify and analyze these features on photographs and different types of maps.
Language Objective:
Students will describe orally the characteristics of each of the three courses of a river.
Main Activity:
Introduce the names of the vocabulary needed for this lesson such as: erosion, transportation, deposition, hydraulic action, corrosion, attrition, solution, traction, saltation, suspension, load, weathering upper course, middle course, lower course, cross-section, long profile, lateral, vertical, V-shaped valley, waterfall, flood plain, meander, oxbow, boulder clay, moraine, meltwater, outwash plain, delta, weathering, mass movement, creep, rain splash erosion, rock fall, slump, debris flow and landslide

Explain the concept of the valley cross-section. Explain the concepts of vertical erosion, lateral erosion and deposition. Learners will orally explain both a river cross section and a river long profile. Making sure to describe the processes of lateral and horizontal erosion.
Evaluation:
Learners will orally explain both a river cross section and a river long profile. Making sure to describe the processes of lateral and horizontal erosion.
Vocabulary:
erosion, transportation, deposition, hydraulic action, corrosion, attrition, solution, traction, saltation, suspension, load, weathering, upper course, middle course, lower course, cross-section, long profile
Homework:
Give the learners a revision activity to check learning (formative assessment). Inform the learners that the target for the next lessons.
Learning Objective:
Students will build on their knowledge of the stages of the river. Students will know more about the three stages of the river young, middle, and old.
Language Objective:
Students will use these phrases for dialogue and writing:
1. What stage is this river?
2. The river’s course can be divided into three sections.
3. The upper/middle/lower course is characterized by…
vertical erosion
lateral erosion
deposition
meanders
weathering
V shaped valleys
wide, flat valleys
deltas
oxbow lakes
transportation
greater velocity
steep gradients
waterfalls
Main Activity:
Explain the concept of the valley cross-section. Explain the concepts of vertical erosion, lateral erosion and deposition. Learners will orally explain both a river cross section and a river long profile. Making sure to describe the processes of lateral and horizontal erosion.
Evaluation:
Students will work in groups or alone to explain the river stages verbally to the teacher.
Vocabulary:
lateral, vertical, V-shaped valley, waterfall, flood plain, meander, oxbow, boulder clay, moraine, melt water, outwash plain, delta, weathering, mass movement, creep, rain splash erosion, rock fall, slump, debris flow and landslide
Homework:
Students will do a research activity and draw diagrams of the long river profile.
Learning Objective:
Learners should know the definitions of weathering, mass movement, creep, rain splash erosion, rock falls, slumps, debris flows and landslides. Learners will know the processes acting on the slopes which contribute to the overall profiles.
Language Objective:
Describe through photographs the change in valley cross profiles as a result of fluvial and slope process.
Main Activity:
Introduce fluvial and slope processes through lecture and group discussion; all the while reinforcing prior learning. Introduce the key words and vocabulary: weathering, mass movement, creep, rain splash erosion, rock falls, slumps, debris flows and landslides. Students will use the internet to try and explain the fluvial slope processes, and explain the key words and vocabulary. Group work defining the key words of the day and fluvial slope processes.
Evaluation:
Give the learners a revision activity to check learning (formative assessment). Inform the learners that the target for the next lessons.
Vocabulary:
Weathering, mass movement, creep, rain splash erosion, rock falls, slumps, debris flows and landslides
Homework:
Students will work in groups or alone to define fluvial slope processes and the key words of the day
Materials / Resources (including technology)
The New Wider World ISBN 978 1 4085 0511 3 p282, Complete Geography for Cambridge IGCSE ISBN 978 019 912931 7 pp122-3, Use a USGS video to explain the difference between angular and smooth rocks worn down by erosion, Dominoes or multiple choice questions, Power point and worksheet introducing vocabulary, teacher lead lecture about fluvial slope processes
State of Minnesota Standards Covered
Weekly Informational Knowledge Overview - (Students will know...)
Learners will be able to identify the part of the course of the river, and sketch the profiles and to label their sketches. Student will learn to use a scale map. Students will use a scale map for the Nile river but could be adapted for any Asian river. Students will use any atlas; draw a sketch map showing the coastline of Africa and the course of the river Nile and its main tributaries. Students will add the following labels to their sketch map: Nile delta, lower course in the tropical desert, upper course in the highlands of Ethiopia, upper course in DR Congo and Uganda, the cataracts (rapids) and the Owen Falls (waterfall).
Weekly Procedural Knowledge Overview - (Students will be able to...)
Describe through photographs the change in valley cross profiles as a result of fluvial and slope process. Students will give an oral presentation on the scale map they designed to the class. Students will work in groups or alone and give a presentation on the scale map they just designed. Students will be provided with a large-scale map or maps (survey or topographic maps) which show river valleys in the upper, middle and lower courses. Students will be directed to the relevant sections of the map(s) and asked to identify the parts of the river and to describe them. Students will answer questions from the teacher identifying different parts of the river.
Monday
Tuesday
Wednesday
Thursday
Friday
***NO CLASS, FOUNDATION DAY***
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Learning Objective:
Learners will be able to identify the part of the course of the river, and sketch the profiles and to label their sketches.
Language Objective:
Describe through photographs the change in valley cross profiles as a result of fluvial and slope process.
Main Activity:
Introduce the lesson by showing photographs that show the change in valley cross profiles as a result of fluvial and slope process.
Explain that the aims of the lesson are to know the stages of the river and what happens in the river during the different stages of the rivers life, and to show identification of the parts of the river course and do that by accurately sketching the river course.Introduce the names of the vocabulary needed for this lesson such as: upper course, middle course, lower course, cross-section, long profile, lateral erosion, vertical erosion, and Vshaped valley. Give learners photographs of river valleys in the upper, middle and lower courses. Ask the learners to identify the part of the course, sketch the profiles and to label their sketches.
Evaluation:
Give learners photographs of river valleys in the upper, middle and lower courses. Ask the learners to identify the part of the course, sketch the profiles and to label their sketches.
Vocabulary:
upper course, middle course, lower course, cross-section, long profile, lateral, vertical, V-shaped valley
Homework:
Give the learners a revision activity to check learning (formative assessment). Inform the learners that the target for the next lessons.
Learning Objective:
Students will use a scale map for the Nile river but could be adapted for any Asian river. Students will use any atlas; draw a sketch map showing the coastline of Africa and the course of the river Nile and its main tributaries. Students will add the following labels to their sketch map: Nile delta, lower course in the tropical desert, upper course in the highlands of Ethiopia, upper course in DR Congo and Uganda, the cataracts (rapids) and the Owen Falls (waterfall).
Language Objective:
Students will give an oral presentation on the scale map they designed to the class. Students will work in groups or alone and give a presentation on the scale map they just designed.
Main Activity:
Introduce scale maps showing map details of the various parts of the map and what they represent.Introduce the key words and vocabulary and then go into an explanation of scale maps explaining the map details, and showing students other maps so they can discuss them together and learn visually.
Evaluation:
Students will work in groups to make scale maps based off a river in Asia.
Vocabulary:
Cataracts, Waterfall, Scale map
Homework:
Give the learners a revision activity to check learning such as a scale map they can look at then the teacher can ask the students questions about map details.
Learning Objective:
Students will be provided with a large-scale map or maps (survey or topographic maps) which show river valleys in the upper, middle and lower courses. Students will be directed to the relevant sections of the map(s) and asked to identify the parts of the river and to describe them.
Language Objective:
Main Activity:
Introduce large scale maps showing map details of the various parts of the map and what they represent. Review parts of the river such as: flood plains, deltas and oxbows. Introduce the key words and vocabulary and then go into an explanation of large scale maps explaining the map details, and showing students other maps so they can discuss them together and learn visually. This task can be used with learners of different abilities by using maps of different complexity or by providing some learners with greater guidance.
Evaluation:
Formative assessment is by the accuracy in identifying parts of the river course and the detail and accuracy of the descriptions. Students will answer questions from the teacher identifying different parts of the river.
Vocabulary:
Cataracts, Waterfall, Scale map, Large scale map
Homework:
Give the learners a revision activity to check learning such as a large scale map they can look at then the teacher can ask the students questions about map details. Students should also prepare for the test tomorrow.
Learning Objective:
Test of Physical Geography River Geomorphology
Language Objective:
Main Activity:
Evaluation:
Test
Vocabulary:
Homework:
Materials / Resources (including technology)
Suitable photographs can be found on websites such as http://images.google.com/ Power point and worksheet introducing vocabulary.The New Wider World ISBN 978 1 4085 0511 3 pp283-4, World Atlas, One or more large-scale maps at a scale of 1:50 000 or 1:25 000,
State of Minnesota Standards Covered
Weekly Informational Knowledge Overview - (Students will know...)
Students will understand the processes of scientific investigation and design, conduct, communicate about, and evaluate such investigations. Students will know and understand common properties, forms, and changes in matter and energy. Students will know and understand the processes and interactions of Earth’s systems and the structure and dynamics of Earth and other objects in space. Students will know and understand interrelationships among science, technology, and human activity and how they can affect the world. Students will learn and demonstrate the steps of the water cycle.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Students need to draw four squares on one side of the paper and choose four types of precipitation to illustrate in the squares. The students will know the composition and structure of the atmosphere. Students will fill out a skeletal diagram of the layers of earth’s atmosphere (another copy of Appendix K). Students need to label the layer, its altitude, and one fact about each layer. The students will know the instruments for measuring meteorological elements. (temperature, pressure, air humidity, wind, etc.) Learners will collect data from instruments in their school. Students will understand what meteorology is and will recognize and define terms associated with weather.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Students will learn and demonstrate the steps of the water cycle.
Language Objective:
Students need to draw four squares on one side of the paper and choose four types of precipitation to illustrate in the squares.
Main Activity:
Brainstorm/discuss water sources. Ask class how we get water, where it comes from, and how long it has been around. Read aloud The Magic School Bus: Wet All Over. Review steps of the Water Cycle.
Hand out Appendix B: Water Cycle Notes. Read together background information about the water cycle. Have students add the following onto the notes section on the bottom half of the page.
Notes
- water covers 71% of the earth
- 50-70% of the weight of all plants and animals is water
- H2O= 2 hydrogen molecules, 1 oxygen molecule
another word for water
- three forms of water: liquid, gas (water vapor), solid (ice)
- water is constantly moving (Water or Hydrologic Cycle)
- study of weather=Meteorology
- studier of weather=Meteorologist
- water has been around since the beginning of time
- four steps of the water cycle:
1. Evaporation
2. Condensation
3. Precipitation
4. Run-off or Seepage
Evaluation:
Briefly review the last two steps of the water cycle. Brainstorm different types of precipitation and characteristics attributed to each. Students need to draw four squares on one side of the paper and choose four types of precipitation to illustrate in the squares. Explain runoff and seepage. Students may choose one example of this to draw on the backside of their paper
Vocabulary:
1. Water cycle- the movement of water in the environment consisting of four steps: evaporation, condensation, precipitation, and run-off (or seepage)
2. Hydrologic cycle- another name for water cycle
3. Evaporation- process in which water changes from a liquid to a gas
4. Condensation- process in which water vapor changes into a liquid
5. Precipitation- liquid or solid particles that form in the atmosphere and then fall to the earth’s surface
6. Run-off- precipitation that has fallen to Earth and runs off into streams, rivers, and oceans
7. Seepage- fallen precipitation which seeps or sinks in to the ground
8. Water vapor- the gas that forms when water evaporates
Homework:
Illustration of precipitation.
Learning Objective:
The students will know the composition and structure of the atmosphere.
Language Objective:
Students will fill out a skeletal diagram of the layers of earth’s atmosphere
Main Activity:
This builds upon the first lesson where the students were introduced to the water cycle.Ask students what the atmosphere is. Distribute Appendix K: Layers of the Atmosphere. Have students turn it over to the blank side to take down some notes. Have the students jot down the following:
Atmosphere
*the earth is surrounded by layers of air (6,200 miles thick) called the atmosphere
*the atmosphere acts like a blanket around the earth
*air= a mix of gasses: oxygen / nitrogen / carbon dioxide / water vapor
*gravity- holds the atmosphere around the earth and keeps moon in place
-pulls everything toward Earth
-helps speed downhill, but pulls against you going uphill
Turn Appendix K over now to the front side. Tell students that this 6,200 mile-thick blanket of air is layered
above the earth in five main layers. Use Appendix L: Layers of Atmosphere Teacher Reference to give
information about each of the layers. Have students fill in their blank template with this information along with the diagrams of objects found in the different layers.
Evaluation:
Students will diagram the different layers of the atmosphere.
Vocabulary:
1. Atmosphere - layer of air surrounding the earth consisting primarily of carbon dioxide, oxygen, nitrogen, and water vapor
2. Air - mixture of gases surrounding the earth called the atmosphere
3. Gravity - a force which pulls everything toward the earth
4. Troposphere - atmospheric layer closest to Earth where Earth’s weather occurs
5. Stratosphere - second layer of the atmosphere beyond troposphere that contains the ozone layer
6. Mesosphere - extremely cold layer of atmosphere reaching up to 50 miles high
7. Thermosphere - layer of atmosphere which contains ionosphere, northern and southern lights and where
temperatures reach several thousand degrees Fahrenheit
8. Exosphere - boundary between Earth and Space
Homework:
Students will fill out a skeletal diagram of the layers of earth’s atmosphere (another copy of Appendix K). Students need to label the layer, its altitude, and one fact about each layer. On the back of the paper, students are to explain in two or three sentences how the earth and sun heat the atmosphere.
Learning Objective:
The students will know the instruments for measuring meteorological elements. (temperature, pressure, air humidity, wind, etc.)
Language Objective:
Students will know the meteorological instruments, and how they work.
Main Activity:
Review of the layers of the atmosphere, and an introduction to how meteorologists measure factors that affect the weather. Power point presentation describing how to use the following instruments: Six’s thermometer, barometer, rain gauge (or snow collector), wind vane, anemometer, hygrometer.
Evaluation:
Students will use the anemometer to collect data from outside the school.
Vocabulary:
Six’s thermometer, barometer, rain gauge (or snow collector), wind vane, anemometer, hygrometer.
Homework:
Learners will collect data from instruments in their school. The details will depend on the instruments available and whether they are traditional or digital (with memory).
Learning Objective:
Students will understand what meteorology is and will recognize and define terms associated with weather.
Language Objective:
Students will understand what meteorology is and will recognize and define terms associated with weather.
Main Activity:
Ask students what words come to mind when they hear the term Meteorology. Tell students that Meteorology is the study of weather and write the definition on the board. Now ask students for words that come to mind associated with weather. Compile these words into a list on the board. Let them know that throughout our study of Meteorology we will come across these and many other words about weather, and to completely understand concepts in this unit, it is important that they know what these words mean.Read aloud Weather Words and What They Mean. Brainstorm together other words that were introduced and explained in the story other than the words listed on the board. Make sure to include temperature, air pressure, moisture, and wind.

Hand out Appendix A: Weather Words. Assign each student a term from his/her handout to define. Choices may include: fog, rain, drizzle, humidity, dew, frost, clouds, shower, rainstorm, flood, snow, sleet, thunderstorm, thunder, lightning, rainbow, flurries, snowstorm, blizzard, hail, gusty, gale, tornado, hurricane, front, air mass, etc.
Evaluation:
Students are to write the definition to their assigned word on Appendix A. On a separate sheet of paper, they are to write their definition as a sentence, leaving a blank where their term is supposed to be. Then they are to place a different term from the list in the blank. For example: After the rain shower a colorful blizzard filled the sky. Collect from students the sheet of paper with their replaced definition. Have students share their definition and fill in remaining definitions on Appendix A while others share.
Vocabulary:
1. Meteorology - the study of weather
2. Temperature - measurement of hotness or coldness of air
3. Air pressure - the amount of air in atmosphere pressing down on Earth’s surface
4. Moisture - drops of water in the air; slight wetness
5. Wind - the movement of air across the atmosphere
Homework:
Compile all the sentences with incorrectly filled-in blanks into a worksheet. Provide a word bank at the bottom listing all terms assigned to students. Their directions are to replace the incorrect word in each sentence with a correct word from the word bank. Have students complete this worksheet and go over correct answers.
Learning Objective:
To establish initial ideas about evaporation. Students are engaged in exploratory activities set up in the classroom without any direct teaching.
Language Objective:
Students will explain the disappearance of water in a range of situations, and understand that evaporation is when a liquid turns to gas.
Main Activity:
Ask the students about what the ground looks like when it has been raining (use puddle evaporation ppt.) Does it look the same the next day? Ask the students where they think the water has gone.
Leave the children to brainstorm their ideas without elaborating on their responses. Two explanations are usually given: It has drained through the ground; It has evaporated in the air. Explain to the students that they will be exploring water to see what happens to it in a range of situations. You tube video explaining evaporation, and showing a time lapse video of water evaporating. Student will design an experiment showing how evaporation works. They will do this in groups.
Evaluation:
Student will design an experiment showing how evaporation works. They will do this in groups.
Vocabulary:
Evaporation and Water Cycle
Homework:
Students will test the experiments they develop, and write a report about what they discovered as homework.
Materials / Resources (including technology)
The Magic School Bus: Wet All Over, by Joanna Cole, Appendix B: Water cycle notes, Appendix K: Layers of the Atmosphere, Appendix L: Layers of the Atmosphere teachers guide, We will use these learning websites:
http://www.vtaide.com/png/atmosphere.htm, http://www.eoearth.org/article/Atmospheric_composition, Power point about meteorological instruments and how they are used in the field to predict and measure weather patterns, Weather Words and What They Mean, by Gail Gibbons, Appendix A: Weather Words.
State of Minnesota Standards Covered
Weekly Informational Knowledge Overview - (Students will know...)
Students will define geography, human geography; explain the meaning of the spatial perspective. Students will explain how geographers classify each of the following and provide examples of each: distributions, locations, regions. Students will identify types of scale and projections used in mapmaking; identify advantages and disadvantages of different projections. Students will identify how each of the following plays a role in mapmaking: simplification, categorization, symbolization, induction.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Students will be able to complete maps for each continent noting political boundaries, significant physical features, and differing human geographic features. This is a demanding task and could be broken up over the course of unit 1. It is also a good activity to acquaint them with how to use Atlases (indexes, political maps vs. thematic maps)
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Students will explain how geographers classify each of the following and provide examples of each: distributions, locations, and regions. Students will learn about the 5 themes of geography, and be able to explain how these themes and people interact with their environment.
Language Objective:
Students will be engaged in a discussion about how we interpret regions. They will read “Where Does the South Begin” and look for the different characteristics used to either place Washington DC in the south or the north. They can write their own mini articles using different themes they believe qualifies where the line should be drawn and classmates can critique each other’s arguments.
Main Activity:
Power Point: 5 Themes of Geography; Handout: Five Themes of Geography and the Pattison Reading and Question “Where Does the South Begin”; Power Point: Thinking Geographically; Distribution.
Evaluation:
Students will write a mini article/essay about regions and where they think the south and north should be divided in the USA.
Vocabulary:
Five Themes, Location, Absolute Location, Latitude, Longitude, Relative Location, Site, Situation, Human-Environment Interaction, Cultural Ecology, Regions, Formal, Functional, Perceptual, Place, Movement, Friction of Distance, Distance Decay, and Space-time Compression.
Homework:
Students will read key issue 2 from Rubenstein Chapter 1 Thinking Geographically.
Learning Objective:
Students will identify how each of the following plays a role in mapmaking: simplification, categorization, symbolization, and induction. Students will also learn the four properties of maps: size, shape, distance, and direction.
Language Objective:
Students will learn and define the following geographic terminology: Cartography, Simplification, Categorization, Symbolization, and Induction.
Main Activity:
Students will take notes over the TODALSIG Power Point; which shows the different components of maps, and students will learn why those components are important.
Evaluation:
Students will have a short quiz at the start of the lesson over vocabulary from the lesson about the five themes of geography and regions.
Vocabulary:
Cartography, Simplification, Categorization, Symbolization, and Induction.
Homework:
Students do a web search for the maps on a quest sheet. They should write down one advantage and disadvantage for each type of map projection and share that information with the class on Wednesday.
Learning Objective:
Students will learn about spatial association, regional integration of culture, and culture. Students will learn that cultural values are derived from a group’s language, religion and ethnicity. Students will learn the difference between less developed countries and more developed countries.
Language Objective:
Students will take notes on a short lecture about culture, spatial awareness, and the difference between the developing world and the developed world.
Main Activity:
Students will take notes and participate in a class discussion lead by the teacher about developing and developed countries.
Evaluation:
Students will work on the reading from the Rubenstein Geography textbook, and complete the assignment for key issue 2.
Vocabulary:
Developing, Developed, MDC’s, LDC’s, Spatial association, regional integration, and culture.
Homework:
Students will work on the reading from the Rubenstein Geography textbook, and complete the assignment for key issue 2.
Learning Objective:
Students will identify types of scale and projections used in mapmaking; identify advantages and disadvantages of different projections
Language Objective:
The students will do a jigsaw activity, and split up the projections reading – one projection per group. The students will reassemble into a class and teach each other about the maps they learned. Students will make notes and compare with their original predictions from the last activity.
Main Activity:
Students will do a book search for the maps on a quest sheet. They should write down one advantage and disadvantage for each and share with the class. Students will complete a mapping activity of their school using three different scales.
Evaluation:
Students will map their ideal city to live in and they must do this from memory, and reflect on the advantage and disadvantages of this.
Vocabulary:
Projections, Scale, Mapmaking, Memory maps
Homework:
Students will map their ideal city to live in and they must do this from memory, and reflect on the advantage and disadvantages of this.
Learning Objective:
Learners will calculate the population densities of different areas using areas and population totals.
Language Objective:
Learners will use the data to draw choropleth maps or bar graphs representing different dates and data. Learners will use the data to plot the population pyramid.
Main Activity:
Learners will revise the basic concept of population density and the units of measurement. Revise the idea that population growth = birth rate – death rate + or – migration.
Evaluation:
During this section of class the students presented their findings to the class about population density using computer graphs.
Vocabulary:
Population distribution and density
Homework:
Students will complete a take home open book test over this unit geography: It’s Nature and Perspectives.
Materials / Resources (including technology)
Handout: Five Themes of Geography and the Pattison Reading and Question “Where Does the South Begin”; Power Point: Thinking Geographically; Distribution, and the TODALSIG Power Point. Key issue 2 handout. Map Projections Quest; Power Point: Map Projection and Scale, Projection Reading; Projection Graphic Organizer, Traverse Mapping Activity.
State of Minnesota Standards Covered
Weekly Informational Knowledge Overview - (Students will know...)
Students will know and map the major biomes of the earth as well as complete a climate graph for each of them. Students will create an argument for discussion about which biome/climate they would like to live in.
Students will know and calculate arithmetic, agricultural, and physiological densities and describe the strengths and weaknesses of each for demographic analysis. Students will know and explain the elements of a population pyramid and distinguish between characteristic shapes.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Students will map major and emerging population concentrations and describe demographic characteristics of each. Students will create maps of world population density and distribution. They will compare the maps to their biomes map. Then they will create a graphic organizer to explain the features of the biomes that explain high or low population density.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Students will map major and emerging population concentrations and describe demographic characteristics of each.
Language Objective:
Students will complete World Population Data Activity 1 using the World Population Data Sheet Websites.
Main Activity:
Students will complete the World Population Data Activity 1 in groups; http://www.prb.org/Publications/Datasheets/2012/world-population-data-sheet.aspx; using the 2006 World Population Datasheet if computer lab is unavailable
Evaluation:
Students will work together to brainstorm ideas for an essay about 17th century life in colonial America. Students will use some of the demographic data from the lecture to write their essays.
Vocabulary:
Demography
Homework:
Students will read Rubenstein, Chapter 2 Key Issue 1: “Population,” and Kuby, Chapter 7: “The Hidden Momentum of Population Growth”
Learning Objective:
Students will know and map the major biomes of the earth as well as complete a climate graph for each of them. Students will create an argument for discussion about which biome/climate they would like to live in.
Language Objective:
Students will create maps of world population density and distribution. They will compare the maps to their biomes map. Then they will create a graphic organizer to explain the features of the biomes that explain high or low population density.
Main Activity:
Students will listen and take notes on the Power Point: Population Geography; Population Density.
Evaluation:
Students will work in groups to consider the concepts of ecumene and non-ecumene and and answer the following questions.
a) Why do most people live where they do?
b) For what reasons have humans historically avoided certain areas?
c) Where do non-examples of each exist? Why?
Vocabulary:
Distribution, Ecumene, Non-Ecumene
Homework:
Students will create an argument for discussion about which biome/climate they would like to live in. They will write this in their geography notebooks.
Learning Objective:
Students will calculate arithmetic, agricultural, and physiological densities and describe the strengths and weaknesses of each for demographic analysis.
Language Objective:
Students will work in groups and be able to describe the strengths and weaknesses for each type of demographic analysis.
Main Activity:
Students calculate the densities. They may use their atlases for this activity. As they calculate, have them show the results for the top 5/bottom 5 on a map. Students can put the data on A4 paper around the room. They should create a t-chart with advantages and disadvantages for each density reflecting on its limitations.
Evaluation:
Students will be evaluated based on their ability to calculate the different densities.
Vocabulary:
Density,
- Arithmetic Density
- Physiological Density
- Agricultural Density
Homework:
Students should continue to read Rubenstein, Chapter 2: “Population,” and Kuby, Chapter 7: “The Hidden Momentum of Population Growth.
Learning Objective:
Students will know and explain the elements of a population pyramid and distinguish between characteristic shapes.
Language Objective:
Students will complete the case study in Kuby, chapter 5 about India’s population growth: activities 1, 2, 3.
Main Activity:
Students will use the Age, Sex, Data Table to create population pyramids for the developed and developing countries.
Evaluation:
Create a graphic organizer using images to show the characteristic shapes of population pyramids
Vocabulary:
Population Pyramid
- Top Heavy
- Graying
- Dependency Ratio
- Global Demographic Accounting Equation
- Sub-Global Demographic Accounting Equation
Homework:
Create a graphic organizer using images to show the characteristic shapes of population pyramids.
Learning Objective:
Students will know the demographic transition model.
Language Objective:
Students will explain the demographic transition model and respond to the following questions
a) What are its components?
b) Which countries does it describe in each phase?
c) Why might it not predict the future for developing countries today?
Main Activity:
Students will listen and take notes over a Power Point called: The Demographic Transition Model and students will complete the Demographic Transition Chart.
Evaluation:
Students will complete the Demographic Transition Chart.
Vocabulary:
demographic transition, model
Homework:
Students will answer the following questions about the demographic transition model:
a) What are its components?
b) Which countries does it describe in each phase?
c) Why might it not predict the future for developing countries today?
Materials / Resources (including technology)
Graphic organizer of population pyramids, Rubenstein, Chapter 2: “Population,” and Kuby, Chapter 7: “The Hidden Momentum of Population Growth. Power Point: Population Geography; Population Density.
State of Minnesota Standards Covered
Weekly Informational Knowledge Overview - (Students will know...)
Students will know the demographic transition model. Students will learn about Thomas Malthus, as well as, several different models of migration and population growth. Students will learn about pro- and antinatalist policies and their effects in example countries. Students will define key demographic terms and identify regions in which high and low extreme examples of each can be found.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Students will explain the demographic transition model. Students will discuss the Zelinsky Model of Migration Transition. Students will read “Gendercide,” from the Economist and students will complete the graphic organizer. Students will define the key terms from Chapter 7 of the 5 steps to a 5 textbook. Students will work together to define the key vocabulary from the 5 steps to a 5 textbook Chapter 7 about Population and Migration.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Students will learn about Thomas Malthus, as well as, several different models of migration and population growth.
Language Objective:
Students will discuss the Zelinsky Model of Migration Transition in their groups.
Main Activity:
Students will watch a short video about Thomas Malthus, and then in groups review the Demographic Transitional Model.
Evaluation:
Students will write an essay about the Epidemiologic Transition Model
Vocabulary:
Demographic Transition Model, Epidemiologic Transition Model, Zelinsky Model of Migration Transition, Low Growth Scenario, High Growth Scenario.
Homework:
Students will watch a video UN Conference on Population and Migration. Students should pay attention to the migration issue as it relates to Syria, and how this migration issue is affecting Europe.
Learning Objective:
Students will define key demographic terms and identify regions in which high and low extreme examples of each can be found.
Language Objective:
Students will work together to define the key vocabulary from the 5 steps to a 5 textbook Chapter 7 about Population and Migration.
Main Activity:
Students will work together in groups to read and review the vocabulary dealing with population and migration.
Evaluation:
Students will be evaluated based on the completion of the vocabulary worksheet, and a short quiz.
Vocabulary:
Carrying Capacity, Overpopulation, Under-development, Crude Birth Rate, Crude Death Rate, Rate of Natural Increase, Infant Mortality, Life Expectancy, Fecundity, General Fertility Rate, Total Fertility Rate, Replacement Level Fertility, Zero Population Growth, and Demographic Momentum
Homework:
Students will write a sentence for each of the vocabulary from the chapter.
Learning Objective:
Students will learn about pro- and antinatalist policies and their effects in example countries.
Language Objective:
Students will read “Gendercide,” from the Economist and students will complete the graphic organizer.
Main Activity:
Students will be divided into groups or this can be done as an individual activity. Give each group one of the articles about which they’ll become an expert. They can only take half a page of notes, so encourage them to focus on key information. Each group will create a poster about the natalist policies and the students will do a gallery walk adding information or critiquing each other’s work. The students should also complete a graphic organizer outlining the effects of the policies.
Evaluation:
Each group will create a poster about the natalist policies and the students will do a gallery walk adding information or critiquing each other’s work. The students should also complete a graphic organizer outlining the effects of the policies.
Vocabulary:
Pro-Natalist, Anti-Natalist, Gendercide
Homework:
Students will create examples of Pro-Natalist and Anti-Natalist policies. Some examples of Anti- Natalist policies would be: China’s One Child Policy, Female Infanticide, and imbalanced Sex Ratios.
Learning Objective:
Students will be able to identify patterns of population change in areas with a history of major storm risk. Students will be able to evaluate the human and economic costs of a major natural disaster.
Language Objective:
Students will read and evaluate: "Geographical Mobility: 1995 to 2000." Next, have students examine the maps in Handout 1 and respond to the following questions: When did Florida experience the greatest population increase? In each time period, generally describe the distribution of counties that saw an increase of 100% or greater.
Main Activity:
Have students read: "Geographical Mobility: 1995 to 2000." Next, have students examine the maps in Handout 1 and respond to the following questions: When did Florida experience the greatest population increase? In each time period, generally describe the distribution of counties that saw an increase of 100% or greater.

Have students compare Handouts 1 and 2 with maps of Florida in an atlas to look for general trends. What do the counties with a population density greater than 325 have in common? Speculate on factors that might attract people to the counties of greatest growth and population density. Even though 17 counties at least doubled their populations between 1980 and 2000, what might account for the slower growth in that time period?
Evaluation:
Students will answer the following questions. What pattern of domestic (from another state within the United States) migration can be observed in the first map? What location characteristics are shared by the counties with a percent of new arrivals above the national average? Compare the pattern of domestic migration with that of international migration shown in the second map. What might account for the differences? What push and pull factors are at work for each group?
Vocabulary:
Atlas, Push and Pull Factors, Migration, Speculate
Homework:
Students will answer the following questions. What pattern of domestic (from another state within the United States) migration can be observed in the first map? What location characteristics are shared by the counties with a percent of new arrivals above the national average? Compare the pattern of domestic migration with that of international migration shown in the second map. What might account for the differences? What push and pull factors are at work for each group? What urban center is the focus of most international migration to Florida?
Learning Objective:
Students will take an EXAMNIATION over population and migration
Language Objective:
Main Activity:
TEST
Evaluation:
Vocabulary:
Homework:
Materials / Resources (including technology)
UN Conference on Population and Migration Video, “Gendercide,” from the Economist, Thomas Malthus video, Demographic Transition Chart, Article "Geographical Mobility: 1995 to 2000.” Handout 1. "Percent Change of Population in Florida Counties.” Handout 2. "Population Density and Median Household Income in Florida Counties" Handout 3. "Domestic and International Migration into Florida Counties" Reading: "In Harm's Way" (Population Reference Bureau, 2004)
State of Minnesota Standards Covered
Weekly Informational Knowledge Overview - (Students will know...)
Students will learn about historical migrations of people, and the different geographic elements that affect global migrations. Students will know about how to perform research on the internet. Students will know the difference between good internet sources and poor internet sources. Students will know how to use an encyclopedia for research. Students will know how to use the card catalogue in the IT/Library room.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Students will create an informative poster. This informative poster should be a full guide to everything important about your historic migration on a large poster paper. It should draw interest in the subject, highlighting the push and pull factors, and artistically describing the impact of the event.
Students will meet in groups to discuss the different historical migrations we have studied so far in our class. Students will choose one of the 7 examples and begin their Historical Migrations Project. Students will create a video/ppt/poster advertisement for one of the historical migrations we discussed in class.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Students will know about how to perform research on the internet. Students will know the difference between good internet sources and poor internet sources. Students will know how to use an encyclopedia for research. Students will know how to use the card catalogue in the IT/Library room.
Language Objective:
Students will meet in groups to discuss the different historical migrations we have studied so far in our class. Students will choose one of the 7 examples and begin their Historical Migrations Project.
Main Activity:
Each group will do a presentation that will explain the importance, location, timeline, numbers, and effects of a major historic migration since 1500 A.C.
The project is divided into several key tasks each worth 33% of the group score. As usual students will be assigned roles to receive individual grades based on their responsibilities.
1. An informative poster
2. A review sheet for classmates
3. A 10-minute PowerPoint, Prezi, or video presentation to be performed in class.
Evaluation:
Students will be evaluated based on how well they work together in their groups during the research component of this project.
Vocabulary:
Students should look for additional pictures and photos to use on their group project.
Homework:
Students should look for additional pictures and photos to use on their group project.
Learning Objective:
Students will work together in groups to begin their research on the content requirements for the historical migrations project.
Language Objective:
Students will work together in groups to begin their research on the content requirements for the historical migrations project.
Main Activity:
Students will create an informative poster. This informative poster should be a full guide to everything important about your historic migration on a large poster paper. It should draw interest in the subject, highlighting the push and pull factors, and artistically describing the impact of the event.
Evaluation:
Students will be evaluated based on how well they work together in their groups during the research component of this project.
Vocabulary:
Push and Pull factors, Informative
Homework:
As always, all content requirements must be referenced in MLA format on the back on the poster. Students will research and refresh their knowledge of MLA format.
Learning Objective:
Students will work together in groups to begin their research on the content requirements for the historical migrations project.
Language Objective:
Students will work together in groups to begin their research on the content requirements for the historical migrations project.
Main Activity:
Students will work on completing the components of the historical migrations project. The poster must include much more visual elements than text. It must also include a detailed map: showing at a bare minimum where people migrated from and to. You are encouraged to put as much information as you can onto 1 or more maps. A detailed timeline showing the major events of this migration and when it was considered to “begin” and “end” if applicable.
Evaluation:
Students must complete a review sheet for their classmates. This review sheet should be a full guide to everything important about your historic migration on one side of a normal piece of printing paper. The sheet must include more visual elements than text. It must also include a detailed map: showing at a bare minimum where people migrated from and to. You are encouraged to put as much information as you can onto 1 or more maps. A detailed timeline showing the major events of this migration and when it was considered to “begin” and “end” if applicable.
Vocabulary:
Timeline, Visual, Elements, Migration, Impact
Homework:
Each group should finish their project. They will present these projects on Friday.
Learning Objective:
Students will learn about historical migrations of people, and the different geographic elements that affect global migrations
Language Objective:
Students will give an oral presentation on their project.
Main Activity:
Students will have the first part of class today to finish their work on the poster, video or ppt. This class is 90 minutes long, and the students will work on their project for 60 minutes, and the last 30 minutes will be used for the presentations.
Evaluation:
Students will be evaluated based on the rubric for the historical migrations project. The rubric is inside the drop box for this week.
Vocabulary:
Migrations, Global, Push and Pull factors
Homework:
Students will be assigned a reading from Chapter 3 on Migrations from the textbook. Chapter 3 Key issue 1.
Learning Objective:
Students will take the FINAL EXAMINATION on this day.
Language Objective:
Main Activity:
FINAL EXAM
Evaluation:
Vocabulary:
Homework:
Materials / Resources (including technology)
Historical Migrations Project Rubric, Chapter 3 Migrations Print out, Chapter 3 Key Issue 1 handout
State of Minnesota Standards Covered
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