Name: John Philip Siegrist Course: Introduction to Geography (7th Grade Social Studies) Unit Plan: Chapter 1: A Geographers

World Standards:
Pa.CC-Reading;1. CC.8.5.6-8.G.Integrate visual information (e.g., in charts, graphs,photographs, videos, or maps) with other information in print and digital texts. 2. CC.8.5.6-8.D.Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies Pa CC writing:1. CC.8.6.6-8.I.Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences Geography: 7.1.7.A: Explain how common geographic tools are used to organize and interpret information about people, places, and environment. 7.1.7.B: Explain and locate places and regions as defined by physical and human features. 7.2.7.A: Explain the characteristics of places and regions

Essential Questions:
1. 2. 3. 4. 5. 6. 7. How does geography help us understand our world? How can using maps and other tools help us understand geography? How are regions defined by various characteristics? What makes one place different from another place? How do human actions change the environment, and how does the environment influence the lives of people? How can using the Five Themes of Geography help us understand our world? How are physical geography and human geography different and valuable?

Understandings: Students will understand....

1. How the fixes -graphy and -logy combine with different prefixes to give meaning to words. 2. The value of examining the world at a local, regional, and global level. 3. How to use cardinal directions to follow and create directions. 4. The use of a variety of maps, globes, graphic representations, and geospatial technologies to help investigate the relationships among people, places, and environments. 5. How the five themes of geography help us organize our world. 6. How physical geography and human geography are different and valuable. 7. Vocabulary: Geography, Landscape, Social science, Region, Map, Globe, Absolute location, Relative location, Environment, Physical geography, Human geography, Cartography, Meteorology

Transfer: Students will be able to use their learning to...

1. Students will explain how the study of geography and the use of geographic tools help us view the world in new ways. 2. Create research questions about regional and global issues. 3. Follow and create directions using the compass rose. 4. Make and interpret various types of maps. 5. Analysis their environment using the five themes of geography. 6. Compare and contrast their environment with the environment of other students around the world. 7. Use characteristics of places to match them with regions. 8. Classify research questions as questions for a physical geographer or for a human geographer.

Learning Plan- Summary of Key Learning Events and Instruction

Marzanos Taxonomy: Useful Verbs

Summary of Instruction and Learning Events

District Suggestions for ELL Students:

-Recall / Matching - Describe the effects of combining
word parts such as geo- and -graphy, or carte- and -graphy. ELL: Explain to students that the suffixes graphy and ology both involve the study or representation of a specific subject, and the suffixes grapher and ologist refer to the people who study or represent the subjects. Write the following word root meanings and suffixes on the board and ask students to complete the definitions. Then ask students to volunteer examples of other words that use these word roots or suffixes. geo (earth) + graphy = geo (earth) + grapher = carte (map) + graphy = carte (map) + grapher = hydro (water) + ology = hydro (water) + ologist = meteor (atmospheric or astronomical phenomenon) + ology = meteor (atmospheric or astronomical phenomenon) + ologist = Beginning: Students use sticky notes to identify, in their language, nouns that they see in the pictures. They use their bilingual dictionaries to find the English word. The create flash cards. Create flash cards of the sections vocabulary words. Expanding: Students use a picture in the section to write a paragraph starting with In this picture you see Making Inferences Playing a Guessing Game Tell students to choose one of the five themes of geography and brainstorm all the words and phrases they can think of to describe it. Then have students play a guessing game in which they read their clues one-by-one until others can guess which theme they are describing. Self-Questioning Techniques Have students use self-questioning techniques, such as a who/what/when/where/why chart, to enrich their understanding of the material in this section. Ask students to record questions they have about the text on a separate piece of paper as they read. Then have students meet in small groups to discuss their questions and locate answers. When they have finished, have each group share its questions and answers with the class.

-Recognize and describe the components of pictures. -Depict -Describing / Summarizing

-Classifying

-Identifying misunderstanding

-Summarizing existing knowledge.

Expanding: Ask students if they have friends or relatives that live in another country or a different region of the United States. Ask them to share what they know about the geography there. Encourage them to tell what they know about the weather, the people who live there, or what the land looks like.

Learning Plan- Summary of Key Learning Events and Instruction

Marzanos Taxonomy: Useful Verbs

Summary of Instruction and Learning Events

1. Point of Purchase/Point of Origin Posters: As a homework assignment, students will record ve items in their house, where they purchased them, and where they were made. The following day students will compile their data into 3 or 6 posters: What people buy, Where people buy things, and Where things are made. How do we explain the differences between what people buy, where people make purchases, and where things are made? Based on the data each group will be asked to create a research question, explain who would ask the question and justify the signicance of their question.

1. Identify aspects of human and physical landscapes. 2. Classify questions/items as part of local research, regional research, or global research. 3. Create question useful questions about local, regional, and global data.

4. Use cardinal directions to correctly reach destinations.

2. Writing Directions Using Cardinal Directions: Students will write directions to their homes. Then they will compare and contrast their directions with the directions provided by Mapquest.

5. Describe different kinds of maps. 6. Use map keys to interpret maps 7. Compare and contrast different kinds of maps as they apply to different types of research. 8. Create maps using National Geographic Mapmaker Interactive.

3. Making Maps with National Geographic Mapmaker Interactive. Students will make maps with Mapmaker and compare and contrast their nds. For instance, one student may be assigned Sudan, another Japan, and a third Pennsylvania. Then as they create maps for topics such as temperature or population density they will compare and contrast their ndings.

9. Recall the ve themes of geography. 10.Match the ve themes of geography with corresponding information. 11.Compare and contrast your environment with students that we meet over the Internet. 12.Figure out a way to use the ve themes of geography to simply a problem.

4. My World, Our World Project Students will use the five themes of geography to analyze their home environment. Then we will use globalschoolnet.org, virtualclassroom.org, or a similar program to link with one or more classrooms around the world. If possible well use this exchange to identify a common global challenge that we all can work at latter in the school year. http://www.globalschoolnet.org/gsnpr/ViewProject.cfm?sr=1&pID=3851 http://www.virtualclassroom.org/clubhouse2.html#.Ufg1a5UTb9Q

5. GeoGuesser Competition - Following a GeoGuesser.com Competition, students will analyze what types of clues helped them to correctly link the places on the screen with regions in the world. This will help students understand the difference between place a region and how different regions around the world have things in common.

Learning Plan- Summary of Key Learning Events and Instruction

Marzanos Taxonomy: Useful Verbs

Summary of Instruction and Learning Events

13. Describe Pictures 14. Recall the difference between Physical Geography and Human Geography. 15.Classify research questions as questions for a physical geographer or for a human geographer.

6. Photo Analysis: Expanding: Distribute a range of pictures from National Geographic to the students. Students their picture to write a paragraph starting with In this picture you see. Challenge higher level students by giving the a photo analysis worksheet from the Library of Congress. Next, ask students to write 1-3 questions about their picture on yellow sticky notes. Introduce Human Geography and Physical Geography as two branches of geography. Set up a Human Geography poster and a Physical Geography poster. Have students present their pictures and their questions. Have students classify their questions as questions for a physical geographer or questions for a human geographer and place them on the appropriate poster.

7. Review Game 8. Chapter 1 Test