Kelsie Stephens

Professor Lanninga

SST-309-03

24 February 2012

Unit Overview

Introduction: This unit focuses on the geography and how people based on geographic features choose to live in certain regions. Students will study geographic land, latitude and elevation differences and how they affect climate and ecosystems.

Rationale: It is important for students to understand why people settled in certain places. It is also important for students to understand how geographic land formations can have an effect on weather and climate. They should also know elevation and latitude also has effects on the climate and weather in different regions. They should know this information so they understand how and why the world is the way it is today.

Grade Level Content Expectations applied in this Unit:

6-G2.1.1- Describe the landform features and the climate of the region (within the Western or Eastern hemispheres) under study.

6- G2.1.2- Account for topographic and human spatial patterns (where people live) associated with tectonic plates such as volcanoes, earthquakes, settlements (ring of fire, recent volcanic and seismic events, settlements proximity to natural hazards in the Western Hemisphere) by using information from GIS, remote sensing, and World Wide Web.

6- G3.1.1- 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. (e.g., compare and contrast Buenos Aires and La Paz; Mexico City and Guatemala City; Edmonton and Toronto).

6- G3.2.1- Explain how and why ecosystems differ as a consequence of differences in latitude, elevation and human activities (e.g., South America ‘s location relative to the equator, effects of elevations on temperature and growing season, proximity to bodies of water and effects on temperature and rainfall, effects of annual flooding on vegetation along a river flood plains such as the Amazon).

6- G3.2.2- Identify ecosystems and explain why some are more attractive for humans to use than are others (e.g., mid-latitude forest in North America, high latitude of Peru, tropical forests in Honduras, fish or marine vegetation in the costal zones).

This lesson will take about a week to a week in half to complete. Two of the lessons will be broken into two different parts making a total of seven lesson plans within this geography unit.

GLCE Verbs Know… Understand that…

Do… Vocabulary I Can…

6-G2.1.1Describe the landform features and the climate of the region (within the Western or Eastern hemispheres) under study.

Describe The different types of landform features and what climate entails. What the main differences of the landforms and climate based on the two hemispheres.

Major landforms and differences in climate of different regions.

Using maps students will write three different landform features and climate based on a climate region that are given by the teacher and compare with the whole class.

LandformsClimateRegionHemisphere

I can tell the difference between landforms and climates in specific regions, in the Western hemisphere.

6- G2.1.2 Account for topographic and human spatial patterns (where people live) associated with tectonic plates such as volcanoes, earthquakes, settlements (ring of fire, recent volcanic and seismic events, settlements proximity to natural hazards in the Western Hemisphere) by using information from GIS, remote sensing, and World Wide Web.

AccountUsing

What the human spatial patterns are, what helps determine where people settle- like volcanoes, earthquakes or settlements. What are the tools that can be used in discovering these spatial patterns?

Why people live where they do, finding this information using other resources.

Students will create a story describing their ideal location for building and settling based on information from GIS, remote sensing, and the world wide web.

Topographic,Spatial Patterns,Tectonic plates, Volcano, Earthquake, Settlement, Natural hazards, GIS, Remote Sensing

Define what human spatial patterns are and how earthquakes, tectonic plates and volcanic activity affect those spatial patterns.

6- G3.1.1 Construct Find out what a How to read Students will Climate Read a climate

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. (e.g., compare and contrast Buenos Aires and La Paz; Mexico City and Guatemala City; Edmonton and Toronto).

AnalyzeMakePredict

climate graph is and how to find latitudes along with elevations on a map. What types of predictions could you make based on the patterns observed and what questions could students ask.

climate graphs, patterns in latitude and elevations.

make predictions and questions on patterns. Compare and contrast two different locations of different latitudes and elevations.

graph, Latitude, Elevation

graph and pick two different locations based on latitude and elevations. I can find patterns in data and make prediction and generate questions based on these patterns.

6- G3.2.1Explain how and why ecosystems differ as a consequence of differences in latitude, elevation and human activities (e.g., South America ‘s location relative to the equator, effects of elevations on temperature and growing season, proximity to bodies of water and effects on temperature and rainfall, effects of annual flooding on vegetation along a river flood plains such as the Amazon).

Explain What is the latitudes effect on ecosystems? What type of effects is involved in creating different ecosystems?

Types of ecosystems and characteristics of that ecosystem.

Students will create and evaluate different ecosystems by making predictions and finding patterns.

Ecosystem, Body of water, Human activities, Growing season, River flood plains

Discuss how and why ecosystems differ based on latitude, human activities, and elevation.

6- G3.2.2Identify ecosystems and explain why some are more attractive for humans to use than are others (e.g., mid-latitude forest in North America, high latitude of Peru, tropical forests in Honduras, fish or marine vegetation

Identify Explain

What is and ecosystem? What makes certain ecosystems attractive for humans? What latitudes are most

What makes and ecosystem attractive to humans.

Students will identify the different ecosystems.

Mid-latitude forest, high latitude, tropical forests, marine vegetation,

Explain why some ecosystems are more attractive to humans then others.

in the costal zones). acceptable for human life?

coastal zone

Unit Vocabulary Lesson

Grade: 6th

Objectives:

The students will be able to define the vocabulary words with in the unit.

The students will be able to demonstrate their knowledge of the unit vocabulary.

The students will be able to describe the definitions of the words in the unit.

Materials:

1. List of vocabulary ( 1 per person)2. Word Wall

a. 26 words (laminated with magnet on back)b. 26 definitions of each word (laminated with magnet on back)

3. Vocabulary Bingo a. 1-2 small cards per person 26 in total ( if more kids than 26 in class think of related unit

vocabulary)b. Large blank bingo sheet (3 per person)c. Timer

4. Paper to make flip book (1 or 2 colored per person)

Procedure: Day 1 of Unit

- Not the whole vocabulary lesson will be done only one time the vocabulary lesson will be spread across the unit and activities will be done more than once.

- Word Wall: o The teacher will separate the students by having them count off by fives. Once the students

are in their groups the teacher will give each group 5 or 6 words with its corresponding

definition (both will be laminated with magnets on back so they can stick to the board). It is then the student’s job to find what definition they think goes with each word. They will be given about 5 minutes to match the words. After the group is satisfied with their matches they will place the words onto the white board. We will have a class discussion to see if they would like any changes to be made to the complete word wall. If there is an incorrect definition I will ask students to look in their textbook or dictionary with their groups to find the correct definition.

o Then I will hand out the list of words only. As a class they will then have time to write the word wall definitions onto their word list.

- Vocabulary Bingo- ( next day at beginning of next unit lesson)o The teacher will give each student a blank bingo card. The students will use their word list and

definitions from the previous day to aid in this activity. The students will then be asked to write on their bingo card 15 of their new vocabulary words onto their bingo card (a sample of the bingo card is on page) Students will have 5 minutes to place words on their cards. Then, students will be given 1-2 laminated index cards with a word and a definition on it. Before the game starts the teacher will start a spot watch so the students can see improvement with the more times we play this game. The students will read off the definition and the person with the word that fits that definition will then read their word and the definition that is also on the index card and so on. During the time students will also place a chip or mark the words they here on their bingo cards. Once a bingo is yelled out the game stops the class claps for the students and then we begin again. ( plan on playing this game at least three times throughout the unit)

- Foldable: o The teacher will provide students with paper at the front of the classroom. There should be

many different colors so students can have a choice of the color they prefer. The students will grab a sheet colored paper and go back to their seats. When everyone is seated the teacher will show them the proper way of making a small foldable booklet. Once the booklet is created the teacher will get attention and draw on the board the criteria for making the booklet.

o The booklet should contain: Vocabulary word on the list they are struggling with Definition of the word Illustration of the word A sentence using the word

o After the students finish the booklet they will be asked to share they book with their table partners and if they want they can show their booklets to the whole class after partner discussion.

Wrap-up

o To finish the vocabulary lesson the teacher will rearrange the word wall and with supporting papers students will attempt (working as a class) to get all the correct definitions with every word.

Vocabulary Word List -Landforms:

Climate:

Region:

Hemisphere:

Topographic:

Spatial Patterns:

Tectonic plates:

Volcano:

Earthquake:

Settlement:

Natural hazards:

GIS:

Remote Sensing:

Climate graph:

Latitude:

Elevation:

Ecosystem:

Body of water:

Human activities:

Growing season:

River flood plains:

Mid-latitude forest:

High latitude:

Tropical forests:

Marine vegetation:

Coastal zone

Bingo

Lesson 1: Western Climate and Landform FeaturesGrade 6th

GLCE:6-G2.1.1- Describe the landform features and the climate of the region (within the Western) under study.

Objective:The student will be able to identify landform features within the Western hemisphere.

The student will be able to describe the landform features of the western hemisphere. The student will be able to describe the climate of western hemisphere.

Materials:1. Work sheet- 3 landforms (1 per student) 2. Land form Maps ( 1 per student) 3. 2nd worksheet- Landforms across the western hemisphere ( 1 per student)

Engage: Students will be given maps of landform features in the western hemisphere. They will choose a location once they have a location they will rise their hand the teacher will write that person’s name and their

location on the board. There should be no one doing the same location unless there are a large number of students.

Explore:The students will then find three different landform features with in their chosen area. They will write these features and then tell them to the class.

Explain: A PowerPoint presentation on common landforms located in the western hemisphere will be presented to the students.

Extend: The students will be given a worksheet on the landforms across the western hemisphere. After the worksheet students will complete a 3,2,1 exit where they write 3 things they learned, two things they want to know more about and something they need more help with or didn’t quite understand.

Evaluate: The worksheet and classroom sharing will be the evaluation pieces for this lesson.

Three Landforms PaperDirections: Pick a location and write three landforms that are in that location.

Location:

Landforms:

Lesson 2: Where do People Live? Why?

Grade 6th

GLCE: 6- G2.1.2- Account for topographic and human spatial patterns (where people live) associated with tectonic plates such as volcanoes, earthquakes, settlements (ring of fire, recent volcanic and seismic events, settlements proximity to natural hazards in the Western Hemisphere) by using information from GIS, remote sensing, and World Wide Web. http://www.classzone.com/cz/books/ms_wcg_western/get_chapter_group.htm?cin=2&rg=animations&at=animated_geography&npos=1&spos=2&var=animated_geographyhttp://www.classzone.com/cz/books/ms_wcg_western/resources/html/animations/wc04_anim_cultcenter.html

Objective:The student will be able to construct a visual representation of populations by regions considering tectonic plates- volcanoes, earthquakes, settlements, volcanic activity, and areas close to natural hazards.

The students will be able to use multiple resources (GIS, remote sensing, and World Wide Web) to help in their investigations of topographic and human spatial patterns.

http://www.classzone.com/cz/books/ms_wcg_western/resources/html/interactive_review/preloader_wcg_1.html

Materials:1. Tectonic Plate map ( 1 for class- on PowerPoint)2. Paper for story( 1 per person) 3. Computers for research ( 1 per group / or per person)

Engage:Students will brainstorm with others in their group and ideal location to live. They will be instructed to list the things they would need to survive as well as the luxuries they would like to be present. Explore:

Animated Geographyhttp://www.classzone.com/cz/books/ms_wcg_western/resources/html/animations/wc02_anim_tectonic.html

They will also do research on the ideal location keeping in mind they standards they set.

Explain: The students will use the information from the animated geography page and the research they did previously to state their ideal location. Then the teacher will introduce some new information. The teacher will tell the students to research more into where their location lies. The teacher will ask the students what type of natural disasters happen there? Would they still want to live in that location?

Extend: Students will write a short story about their location including both the benefits and the losses they would endure in this location. They must include a character the location three positive and three negative aspects of the location.

Evaluate:The story and the research will both be collected and graded.

Lesson 3: Climate GraphsGrade 6th

GLCE: 6- G3.1.1- 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. (e.g., compare and contrast Buenos Aires and La Paz; Mexico City and Guatemala City; Edmonton and Toronto).

Objective:The student will be able to create a graph of two different locations.The student will be able to analyze the information included in their graphs. The student will be able to predict answers to geographic questions based on patterns.

Materials:1. Climate maps ( 1 per group)2. Outlined Climate Maps Actually climate maps of each location ( 1 per group)3. Map of four locations ( within PowerPoint)

Engage: Pictures of climate graphs will be passed out to students they will conduct a discussion with groups of possibilities of climate graph description. After short group discussion a whole class discussion will be conducted. Studetns will be asked the question why do you think this information is important?

Explore:Students will explore more climate graphs and predict answers based on the graphs geographic questions. Then students will create a climate graph comparing two different locations. They will all be examining the same location so the graphs can be a formative assessment of student’s knowledge. After students create the graphs they will be predicting the answers to questions on a separate sheet of paper passed out by the teacher. See attachment.

Explain: Students will be given information on the two locations that correspond to the questions they had to answer.

Extend:

Evaluate: The maps and questions along with the informative assessment of the class discussion will be used as a type of evaluation.

World climate map to be used in powerpoint.- http://tpittaway.tripod.com/sphinx/climate1.gif

Next map is to be given to students as a reference to help with their research.

http://www.roebuckclasses.com/maps/physicmap/climate/climwhemisphere.jpg

The next 5 maps are the locations the students can choose from to explore (Edmonton and Toronto are on the same map).

Lesson 4: The Ecosystems Populations

Grade 6th

GLCE: 6- G3.2.2- Identify ecosystems and explain why some are more attractive for humans to use than are others (e.g., mid-latitude forest in North America, high latitude of Peru, tropical forests in Honduras, fish or marine vegetation in the costal zones).

Objective:The student will be able to identify ecosystems.The student will be able to show why some areas are more attractive for humans use than other places.

Materials:1. Western hemisphere map ( 1 per student) 2. World ecosystem map ( 1 for whole class- on PowerPoint)3. Colored pencils 4. Paper ( 1 per group(3/4 students)5. Article/ reading of ecosystems6. Computers ( 1 per student)

Engage: Ecosystems introduction with pictures of different ecosystems (pictures only). Students will be asked to identify characteristics of each and write them down to help them throughout the unit.

Explore: A large map of the ecosystems will be displayed onto the board with an overhead or with the ELMO. Maps will be provided to the classroom and students will use different colors to make a legend of the different ecosystems with the western hemisphere. Then the students will be asked to predict the population relative to the ecosystem and rank ecosystem population from highest to lowest. They will need to explain their predictions in a class discussion.

Explain: The teacher will present an interactive PowerPoint.

Extend: The students will then due peer evaluations on their initial predictions and change any ranks they think would be incorrect. After fixing their rankings the teacher will have the students read a short informational text on ecosystems and cultures. Students will be given the opportunity to explore a website called classzone (used in lesson two, students should be familiar with website) to help reinforce their new knowledge. They can go through the interactive book. The teacher will give the following website and students either will be given computer lab time or will use the computers in the classroom. http://www.classzone.com/cz/books/ms_wcg_western/resources/html/animations/amazon_anim/wc02_anim_amazon.htmlAs review the students can use this resources to self evaluate the new information. Only Chapter 1 and 2 activities http://www.classzone.com/cz/books/ms_wcg_western/resources/html/interactive_review/preloader_wcg_1.html

Evaluate: The students will hand in their maps of ecosystems along with their rankings. An informal assignment will be the class, group discussion of the ranking of ecosystems populations, and exploring the classzone website.

http://www.globalchange.umich.edu/globalchange1/current/lectures/kling/ecosystem/sectioned2.gif

The Place to Live: Rankings Depending on the Ecosystem

Directions: Rank the ecosystems you just discovered based on where you predict the highest population of people would live. Rank from 1 being the highest population to 10 being the ecosystem with the lowest human population.

Predicted population ranking in different ecosystems….

Why did you place these ecosystem populations in this order (please explain clearly providing examples)?

Actual population ranking in different ecosystems….

Were your predictions correct? If not what ones did you predict incorrectly? What made them have a higher or lower population then you expected?

Lesson 5: EcosystemsGrade 6th GLCE: 6- G3.2.1- Explain how and why ecosystems differ as a consequence of differences in latitude, elevation and human activities (e.g., South America’s location relative to the equator, effects of elevations on temperature and growing season, proximity to bodies of water and effects on temperature and rainfall, effects of annual flooding on vegetation along a river flood plains such as the Amazon).

Objective:The student will be able to explain how ecosystems differ by latitude, elevation, and human activities.

The student will be able to explain why ecosystems differ because of latitude, elevation, and human activities.

Materials:1. Colored paper at least five different colors per student 2. Scissors (1 per person)3. Glue (1 per person) 4. Colored pencils/ markers/ crayons (1 pack per group)5. World map 6. Hand out (1 per person)7. Computers ( 1 per person)

Engage: Students will be shown clips of different ecosystems for instance a dessert or a rain forest could be two clips the students are shown.

Explore: Students will be directed by the teacher to explore the different ecosystems. They will be handed a sheet to help guide there thinking. This sheet will have the main points students need to know to achieve the GLCE on it. The students will then be given computers to do research independently and fill in the hand

out provided. After research time is complete the students will have a class discussion in the explain portion of the lesson.

Explain:In this portion students will be presented a short video clip on the human impact, latitude, and elevation affect on ecosystems. This will be followed by a class discussion of the information the class found when exploring ecosystems. During this discussion the students can compare results and a general sense of patterns should be present in the findings of the class. Form the findings we can then start to determine what information is essential and what they think is important enough to put into their foldable.

Extend:As an extend students will create a foldable to display their knowledge trade books on the ecosystem and news reports or peer reviewed articles about human effects on the ecosystem will be given to the students to read and possible use in their foldable information.

Evaluate: Foldable with information student will be given to the students in there textbook if no textbook available students will be allowed to use the internet to complete their foldables. The students are allowed to make any foldable and the teacher will give them a book of foldables to aid in their learning. Any foldable maybe be used as long as the agreed upon information is present. The teacher will provide the students with website that are safe for them to use. They can also use trade books or other scholastic articles the teacher brings into the classroom as student resources.

Ecosystem Research HandoutLesson 5

Directions: Fill in this worksheet, using complete sentences when exploring different ecosystems. After you have completed the work sheet go to the front desk and collect the materials needed to make your foldable. You can use this information to fill out the foldable after you have completed the foldable turn both into the mail box on the teachers desk.

(In your own words) What is an ecosystem?

Name four different ecosystems?

How does elevation affect ecosystems?

How does latitude affect ecosystems?

How do human activities affect ecosystems?

Are there any patterns in the proximity to water or to the equator that show an effect on ecosystems?

Do different ecosystems have different growing seasons, average temperatures, vegetation or average rain fall totals? If so what are they?

Works Cited

http://www.state.gov/s/d/rm/rls/dosstrat/2007/html/82977.htm

http://www.ishoptoday.com/graphics/landforms.jpg

http://media.web.britannica.com/eb-media/86/114086-004-61E7CCF1.gif

http://tpittaway.tripod.com/sphinx/climate1.gif

http://www.roebuckclasses.com/maps/physicmap/climate/climwhemisphere.jpg

http://www.worldatlas.com/webimage/countrys/nanewlndcn.gif

http://www.worldatlas.com/webimage/countrys/nalnd2.htm

http://www.anylistintheus.com/Maps/Maps_Bolivia.html

http://uts.cc.utexas.edu/~wd/courses/341k/general/exercise.html

http://english.freemap.jp/americas_e/img/guatemala/sum.gif

http://d-maps.com/carte.php?num_car=23172&lang=en

http://www.globalchange.umich.edu/globalchange1/current/lectures/kling/ecosystem/ecosystem.html

Other images

A. Canada B. Mexico C. Guatemala D. Belize E. El Salvador F. Honduras G. Nicaragua H. Costa Rica I. Panama J. Jamaica K. Cuba L. The Bahamas M. Haiti N. Dominican Republic O. Antigua and Barbuda P. Dominica Q. Saint Lucia

R. Saint Vincent and the Grenadines S. Barbados T. Grenada U. Trinidad and Tobago V. Colombia W. Venezuela X. Guyana Y. Suriname Z. Ecuador

1. Peru 2. Brazil 3. Bolivia 4. Paraguay 5. Chile 6. Argentina 7. Uruguay