Map Analysis Assessment CriteriaAbove-averageSatisfactoryBelow-Average Understanding of material (Being able to understand information the map is presenting, recognize trends and themes, comprehends map key Demonstrates strong understanding of the map information through comment accuracy and relevancy within context of discussion Demonstrates some understanding of the information presented by maps through comment accuracy and relevancy within context of discussion Demonstrates little or no understanding of the information presented by the maps Inquiry/Reasoning (Ability to engage the maps in relevancy of discussion. Does student ask appropriate questions, identify significant trends, draw reasonable conclusions/opinions, display reasoning skills?) Student formulates appropriate questions regarding the maps and develops thoughtful connections. Is also able to ask questions to other students and engage in discussion rationally. Student demonstrates some reasoning ability in their formulation of questions and opinions regarding the maps. Does not ask many relevant questions. Student does not engage in maps; fails to ask questions, create connections, develop opinions, or engage in intelligent conversation. ParticipationActive participationLittle ParticipationNo Participation
G1: The World in Spatial Terms 1.1 Spatial Thinking Learn about maps and be able to understand the information presented on it. 1.2 Geographical inquiry and Analysis Read maps and be able to infer information from them. 1.3Geographical Understanding Use the fundamentals of geography to describe regions or places on earth and how they are connected.
G2 Places and Regions 2.1 Physical Characteristics of Place Describe the landform and climate of a specific place and account for human spatial patterns 2.2 Human Characteristics of Place Describe human characteristics of places including religion, language, economic and government systems, and culture. Describe how technology, culture, and experience influence peoples perception of places.
Activity Count off 1-4 1’s Front Left corner 2’s Front Right corner 3’s Back Left corner 4’s Back Right corner Your Goal for this activity is to gain as much in total resources as you can. You can only trade in the designated trading area Each group has a different about of their resource and it is up to you to barter to determine how much y0ur resource is worth in relation to
Describe the physical processes that shape the Earth’s surface. Analyze the patterns and characteristics of the major ecosystems on Earth.
Physical Processes Construct and analyze climate graphs for two locations at different latitudes and elevations in the region to answer geographic questions and make predictions based on patterns. 6 th grade: only analyze two locations and compare 7 th grade: analyze many locations and compare
Ecosystems Explain how and why ecosystems differ as a consequence of differences in latitude, elevation, and human activities. America’s location relative to the equator, effects of elevations on temperature and growing season, proximity to bodies of water and the effects on temperature and rainfall, effects of annual flooding on vegetation along river flood plains. Identify ecosystems and explain why some are more attractive for humans to use than are others.
Explain the human activities that take place on Earth. Understand human systems: How land is divided, where people decide to live, what communities they develop. Cultural diffusion of ideas and products.
Cultural Mosaic Identify and explain examples of cultural diffusion. 6 th grade: Western hemisphere 7 th grade: Eastern hemisphere
Technology Patterns and Networks Describe how technology creates patterns and networks that connect people, products, and ideas.
Patterns of Human Settlement Identify places that have been modified to be suitable for settlement by describing the modifications that were necessary Describe patterns of settlement by using historical and modern maps
Forces of Cooperation and Conflict Identify factors that contribute to conflict and cooperation between and among cultural groups such as control/use of natural resources, power, wealth, and cultural diversity. 6 th grade: Describe the cultural clash of First Peoples, French and English in Canada long ago, and the establishment of Nunavut in 1999. 7 th grade: Describe examples of cooperation and conflict within the European Union.
Example Lesson for Physical and Human Systems. Map and Scale Prediction Game for Canada This is an activity which can coincide with geography notebooks that each student has to organize. The notebook incorporates a place for notes, homework assignments, and study tools. Through this game students will predict and make assumptions through group discussion ultimately matching data game pieces with locations on a map. Population, climate, language/culture, structures, and economics are all covered.
Students will place their game data pieces on what they believe is to be the right location. A teacher will check if it is wrong or right and then the student will consult their book as answer guided questions to gather notes on that particular province or territory. These questions can be in direct correlation to the GLCE’s standards and expectations.
Today we will be discussing be India and one of the global Issue that plagues not only India but the United States as well. We will watch 2- 5 minute videos on River in India This will cover the Geography Expectation of G5. Human and the Environment Physical and Human systems and G6. Global Topic and Investigation and Issue Analysis.
1.Pollution b. What is pollution, Examples of pollution. Air, water, noise and environmental Video
2.) Our focus is on the Granges River in India. What purpose does this River serve in India.
3.) What are the disastrous effects that the Granges River has had on people of India and the environment?
4.) Students will be asked to define terms and identify the primary source and places the pollution exist?