World Geography Grade 6
In this unit, students will acquire basic map skills necessary to be successful when reading, analyzing, and interpreting information on thematic maps that geographers use to represent the world.
Robin DeSantis
FerrywaySchool
Malden Public Schools
Table of Contents
Unit Plan……………………………………………………………………………………………..………………………………………………….… p. 3
Lesson 1 …………………………………………………………………………………………………………………………..………….……………. p.
Lesson 1 Resources …………………………………………………………………………...……………………………………….……..…….… p.
Lesson 2 ………………………………………………………………………………………………………………………………..…….………….… p.
Lesson 2 Resources ………………………………………………………………………………………………………………………..…….….… p.
Lesson 3 ………………………………………………………………………………………………………………………………………………….… p.
Lesson 3 Resources …………………………………………………………………………………………………………………………………… p.
CEPA Overview…………………………………………………………………………………………………………………………..……………… p.
CEPA Teacher Instructions …………………………………………………………………………………………………..………………….… p.
CEPA Student Instructions …………………………………….……………………………………………………………..………………….… p.
CEPA Rubric …………………………………………………………………………………………………………………………………………...… p.
CEPA Resources ………………………………………………………………..…………………………………………………………………….… p.
Stage 1 Desired Results
ESTABLISHED GOALSG
Social Studies – Grade 6
Geography- Concepts and skills
G1 Students will acquire the basic tools of geography by creating various maps. Using longitude and latitude, scale, and basic map tools they will learn about people and places across the globe.
History and Geography
(1) Use basic map and globe skills learned in pre-kindergarten to grade five to interpret different thematic maps.
(2) Use geographic terms correctly.
(3) Interpret geographic information from a graph or chart.
(4) Explain the difference between absolute and relative location and give examples of different ways to indicate relative location for countries or cities across the world.
( 5) Identify how current world atlases are organized and the kind of information theyprovide for each continent and country.
Reading Standards for Literacy in History/Social Studies
Craft and Structure:
(4) Determine the meaning of words and phrases as they are used in text, including vocabulary specific to domains related to history/social studies.
Integration of Knowledge and Ideas:
(7)Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.
Writing Standard for Literacy in History/Social Studies
Text Types and Purposes:
(1) Write arguments focused on discipline-specific content. (a-e)
Resume
(2) Write informative /explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. (a-f)
Careers in Geography Bulletin Board
Research to Build and Present Knowledge
(9) Draw evidence from informational texts to support analysis, reflection, and research.
Visual Representation of Cumulative Project / Transfer
Students will be able to independently use their learning to…. T1. Understand how physical and human geography can inform responsible interactions with environment. T2. Understand how recurring patterns in history-can inform judgments about current events and other issues.
Meaning
UNDERSTANDINGSU
Students will understand that…
U.1 geographers use “tools” or basic map components to read maps.
U.2 geographers use various map projections to organize information about the world.
U.3 maps provide an overall view of the world.
U.4 various types of thematic maps are used to represent the world. / ESSENTIAL QUESTIONS Q
EQ.1 What is geography?
EQ.2 What is geo-literacy?
EQ.3 What is the purpose of studying geography? EQ 4How is the world connected through geography?
EQ.5Where are things located and why are they there? EQ. 6 How do geographers use a variety of maps to represent the world? .
Acquisition
Students will know… K
K1. content vocabulary related to basic map components and concepts.(geography, geo-literacy,absolute location, distortion, map projection, relative location, parallels, meridians, latitude, longitude, hemisphere, title, legend, compass rose, grid system, degrees, scale, rotation, revolution, orbit, tilt,map projection,hemisphere, climate, economic activity, landform, physical feature, population density, region, thematic map and vegetation)
academic vocabulary: explorer, symbols, advantage, disadvantage, identify, organize, direction, relationship, accurate, estimate, purpose, resume, objective)
K.2 basic geography. (i.e components of a map)
K.3 the Earth-sun relationship and cause of the seasons
K.4 the purpose ofmap projections.
K.5 the characteristics of six thematic maps to collect information about the world. / Students will be skilled at…S
S.1 reading maps to organize and gather information about the world.
S.2 locating major parallels and meridians by using latitude and longitude
S.3 measuring distance using scale.
S.4identifying continents and oceans for a given hemisphere.
S.5 identifying the relative merits of five map projections.
S.6 analyzing six types of thematic maps: physical features, climate zones, vegetation zones, population density, economic activity, and regions to collect information about the world.
Stage 2 - Evidence
Evaluative Criteria / Assessment Evidence
Facets of Understanding
Explanation:
- well crafted resume
- revealing and informative
- good detail
- clear explanation
- mechanically sound
- well argued
- accuracy of mapping skills and use of thematic maps.
Where Can Geography Take You???? Do you want to make a difference in your world? Are you passionate about the environment and how people interact with it? Do the weather, climate and natural disasters interest you? Do you have a desire to travel the world or want to know why people migrate to some places but not to others? The study of geography can lead to many exciting careers in your future....like becoming a teacher, an engineer, an environmental specialist, park ranger, or GPS programmer. Start your career now by participating in this extensive training program. Learn how to read maps, organize data and identify patterns that influence people and events around the world.
This training has 6 phases, covering six topics: basic map components, latitude and longitude, map scale, hemispheres, continents, and oceans, Earth-sun relations and map projections. You will learn how to use basic map components to successfully interpret information about the world. Working in pairs, mapping labs will focus on the difference between absolute location and relative location; locating major parallels and meridians; determining location with lines of longitude and latitude; measuring distance using scale; reviewing hemispheres, continents, and oceans; and learning about Earth-sun relationship and relative merits of various map projections. Using these basic map-reading skills, you will also analyze various thematic maps that geographers use to represent information about the world. Once your training is complete, you will be qualified with the skills necessary for an exciting career in geography. You will write a resume and apply for a job of your choice in which your geography skills will be beneficial to that occupation. In addition to your resume, you will have the opportunity to showcase a visual representation of mastery of skills that compliments your resume by designing a project of your choice. The project must showcase the five basic map components and the understanding of all six thematic maps by creating a 3D diorama, a written poem, or a multi-layered topography map. The project will be presented as credible evidence that the study of geography connects, quite simply, to the world in which we live.
Formative Assessments
Lesson 1
Basic Map Reading Skills
Map Titles and Symbols (U1, S1)
- Mapping Lab 1: Basic map components
- Mapping Lab 2: Parallels of latitude and meridians of longitude
- Mapping Lab 3: Map scale
- Mapping Lab 4: Earth –Sun relationship
- Mapping Lab 5: Various Map projections
Thematic Maps (U3, U4, S7)
- Visual Discovery Lab: Identifying Characteristic of Thematic Maps
Summative Assessment
- Unit tests Geography Alive Chapters 1 and 2 (understanding, content, skill)
- Teacher generated Mapping Skill Assessments (Skill)
- Writing Prompt: write a resume and apply for a job of your choice in which your geography skills will be beneficial to that occupation. (understanding and content)
- Project (understanding and content)
OTHER EVIDENCE:
- interactive notebook: lab activities
- evidence of revisions, corrections and connections of notebook
- classroom participation, discussions and observations
- collaboration in groups
- use of content specific vocabulary
- completed bulletin board of careers in geography
Stage 3 – Learning Plan
Summary of Key Learning Events and Instruction
Preview Lesson:
- KWL: What do you know about geography?
- National Geographic
- Careers in Geography
- Bulletin Board: A cumulative bulletin board will be created by the students researching specific careers that are unique to the study of geography. As each mapping lab has been mastered, classes will be assigned various fields of study to research how or why geography may be useful and identify careers specific to that field. Careers will be posted to board with a summary of how geography is significant to that career.
- Mapping Lab 1: Map Titles and Symbols
- Mapping Lab 2: The Global Grid
- Mapping Lab 3: Dealing with Distance
- Mapping Lab 4: Earth and Sun
- Mapping Lab 5 : Map Projections
- Careers in Geography assigned on various nights during these mapping labs as homework
- Visual Discovery Activities: Identify and analyze the characteristic of six thematic maps: physical features, climates zones, vegetation zones, population density, economic activity, and regions. (Geography Alive Transparencies 2A-2F)
Lesson4: Cumulative Project: What is the purpose of studying geography? Students will create a visual representation of mastery of skills that compliments their resume by designing a project of choice. The project must showcase the five basic map components and the understanding of all six thematic maps by creating a 3D diorama, a written poem, or a multi-layered topography map.(CEPA)
Adapted from Understanding by Design 2.0 © 2011 Grant Wiggins and Jay McTigheUsed with Permission
July 2012
Unit 1: Geographers of the World
Brief Overview: In this unit, students will acquire basic map skills necessary to be successful when reading, analyzing, and interpreting information on thematic maps that geographers use to represent the world.
Prior Knowledge Required: None
Estimated Time: 30 classroom hours
Resources for Lesson:
- Teachers Curriculum Institute: Geography Alive Textbook
- Teachers Curriculum Institute: Assessments
- Mapping Lab Materials: Geography Alive Interactive Notebooks
- Spiral notebooks (students)
- Colored pencils (students)
- Red/Blue Pens
- Careers in Geography
- Writing Prompt: Resume Template ( document attached)
- Writing Rubric: Resume Rubric (attached)
- Cumulative Project: Teacher s’ Choice
- Cumulative Rubric (attached)
- Document reader and projector
Massachusetts Department of Elementary and Secondary Education
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Content Area/Course:Social Studies/Geography
Unit:Geographers of the World
Time (minutes): 60 minutes
Preview Lesson: Activate Prior Knowledge
Overview: Preview lesson will activated prior knowledge of concepts and terms related to geography content. Students will create a divide for their binder which will be used throughout unit as a place to draw, add and revise their “definition” of geography.
By the end of this lesson students will know and be able to:
- define geography and geo-literacy.
Essential Question addressed in this lesson:
- What is geography?
- What is geo-literacy?
- How is the world connected through geography?
Standard(s)/Unit Goal(s) to be addressed in this lesson (type each standard/goal exactly as written in the framework):
- HG 2 Use geographic terms correctly
Instructional Resources/Tools (list all materials needed for this lesson)
- White computer paper (divider)
- Markers/colored pencils
- Projector
- What is geography? National Geographic website:
Anticipated Student Preconceptions/Misconceptions
- Geography is about facts, states, countries and maps. Most information is factual and used in isolation. I.e.: Look up information and memorize it, end of story.
Instructional Model
- Model how to brainstorm prior knowledge about geography. Use the white composition paper as a divider that will be a continued “doodle” pad. Students will add, revise, draw and color pictures focusing on concepts and terms that connect to geography through out the unit. The divider can be used as a study resource for formal assessment.
Instructional Tips/Strategies/Suggestions:
- The use of a projector to model marking up the divider on the board as a group especially useful for English Language Learners and for students with Individual Education Plans. Visual learns also benefit.
- Preview the National Geographic Website and print cartoon of resource “What is Geography”. Content and vocabulary on this resource may be above grade level. Again, the use of a projector to read, explain and point out misconceptions of geography is very useful.
- Use markers and colored pencils to add words that “describe” geography. Call on random students to contribute. Push students for justification of terms used.
- Homework: Students will write a definition of geography in their own words. Students should add definition to divider ask for definition to be in “blue ink”. I do this because students are working with colored pencil and markers on the divider. Blue Ink will show revisions.
Pre-Assessment
- This is the first UbD unit taught at the beginning of the school year.
- Prior assessment on Five Themes of Geography
What students need to know and are able to do coming into this lesson (including language needs):
- Prek-5 basic mapping skills and knowledge geography and the world based on the History and Social Science Frameworks.
- PreK-5 English Language Arts and Literacy Curriculum Frameworks.
Information for Teacher
Lesson Sequence
- Review Objectives
- Discuss/define content vocabulary
- Model Divider
- Think/Write/Share “What is Geography?”
Formative assessment:
- Homework Assignment: In your own words, write a define geography
Preview outcomes for the next lesson:
- Definition of geography
- Definition of geo-literacy
- Making connections about how geography is connected to the world.
Summative Assessment:
Massachusetts Department of Elementary and Secondary Education
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Massachusetts Department of Elementary and Secondary Education
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Resources for Lesson 1
Massachusetts Department of Elementary and Secondary Education
Page 1 of 55
Massachusetts Department of Elementary and Secondary Education
Page 1 of 55
Content Area/Course:Social Studies/Geography
Unit:Geographers of the World
Time (minutes): 60 minutes
Lesson Preview: What is geo-literacy?
Overview: Students will brainstorm ideas and concepts to define geo-literacy after viewing video from National Geographic.
By the end of this lesson students will know and be able to:
- define geography and geo-literacy.
- explain the relationship between geography and geo-literacy
- gain an understanding about the purpose of geography and how it will enhance opportunities for careers in their future.
Essential Question addressed in this lesson:
- What is geography?
- What is geo-literacy?
- How is the world connected through geography?
Standard(s)/Unit Goal(s) to be addressed in this lesson (type each standard/goal exactly as written in the framework):
- History/Geography (2) Use geographic terms correctly
- Reading Standards for Literacy in History/Social Studies: CS(4)Determine the meaning of words and phrases as they are used in text, including vocabulary specific to domains related to history/social studies.
- Reading Standards for Literacy in History/Social Studies: IK&I(7) Integrate visual information e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital text.
Instructional Resources/Tools (list all materials needed for this lesson)
- White computer paper (divider) from preview lesson
- Markers/colored pencils
- Projector
- Internet What is geo-literacy? Why is it important?
- National Geographic website:
Massachusetts Department of Elementary and Secondary Education
Page 1 of 55
Anticipated Student Preconceptions/Misconceptions
- Geography and geo-literacy are NOT connected. These concepts work in isolation of each other.
Instructional Model
- Students will share preview lesson homework. They will report out to classmates their definition of geography. Choose random students. Allow sharing and revising of definitions.
- Project video from National Geographic: Why is geo-literacy important? Students will take notes in notebook. Encourage students to record key content vocabulary/ buzzwords used in the video. Allow 1-2 minutes at end of the video for students to collect their thoughts and formulate a definition of geo-literacy. Play video again. Encourage students to review, revise and edit notes. Allow 1-2 of think time, students may collaborate.
- Draw a large rectangle on the white board to model the divider. In the center of the rectangle write the question: What is geo-literacy? Call on students to give one buzz wordthat describes geo-literacy. Continue until the rectangle is filled with many content specific words. Push the students for deep meaningful words. The word, careers, will provide a good transition into the next portion of the lesson. (If students don’t provide this answer, ask a student what they want to be when they grow up?)
- What careers can geography prepare you for in your future?
- Careers: Again remind students that your goal is to help students make a connection and a purpose for studying geography in their own real life. As students tell the class what they aspire as a career as adults, ask how having knowledge of geography might be useful in that career. Student responses….doctor, lawyer, nurse, teacher, military personal….
Instructional Tips/Strategies/Suggestions: