UNIT: 1 (Intorduction to the Eastern Hemisphere)

UNIT: [1] (Intorduction to the Eastern Hemisphere)

STANDARDS:Standard 2: World History

Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in world history and examine the broad sweep of history from a variety of perspectives.
Students will use a variety of intellectual skills to demonstrate their understanding of the geography of the interdependent world in which we live—local, national, and global—including the distribution of people, places, and environments over the Earth’s surface.

Students investigate key turning points in World History and explain why these events or developments are significant.

I.O.:

L.O.:

VOCABULARY:
Section 1:
latitude
longitude
culture
culture region
democracy
developed country
developing country
Section 2:
freshwater
glacier
surface water
precipitation
groundwater
water vapor
water cycle
drought / Section 3:
landforms
continents
plate tectonics
lava
earthquake
weathering
erosion / VISUALS/MATERIALS:
Power Point Presentation
Power Point Question Sheets
Section 1 Fact Sheet(Location)
Section 2 Fact Sheet (Water Features)
Section 3 Fact Sheet (The Land)
HandoutPhysical Map
HandoutCry, The Beloved Country
HandoutMargaret Mead
HandoutRobert D. Ballard
HandoutWriting a Haiku
HandoutChapter Review
Handout Shopping Rules
Text Book: Eastern Hemisphere (Chapter 2)

SIOP FEATURES

PREPARATION
___ ADAPTATION OF CONTENT
___ LINKS TO BACKGROUND
___ LINKS TO PAST LEARNING
___ STRATEGIES INCORPORATED / SCAFFOLDING
___ MODELING
___ GUIDED PRACTICE
___ INDEPENDENT PRACTICE
___ COMPREHENSIBLE INPUT / GROUPING OPTIONS
___ WHOLE CLASS
___ SMALL GROUPS
___ PARTNERS
___ INDEPENDENT
INTEGRATION OF PROCESSES
___ READING
___ WRITING
___ SPEAKING
___ LISTENING / APPLICATION
___ HANDS-ON
___ MEANINGFUL
___ LINKED TO OBJECTIVES
___ PROMOTES ENGAGEMENT / ASSESSMENT
___ INDIVIDUAL
___ GROUP
___ WRITTEN
___ ORAL
I.O.:Students will study the Eastern Hemisphere by identifying features east of the Prime Meridian.
L.O.:Students will interpret7 key terms and ideas through reading, writing, listening and speaking.
AIM:How does the Eastern Hemisphere differ from the Americas?
LESSON SEQUENCE SECTION 1:Location

Students will complete section 1 the Power Point Presentation and Question Sheet as a class to obtain background information of The Eastern Hemisphere. Discuss the main ideas below as a class: Students may also complete the section 1 review sheet correlating to the topic ofStudying Location. (15 Minutes)

1. Geographers use directions and longitude to define the Eastern Hemisphere.
2. The characteristics of the Eastern Hemisphere reflect its great diversity.
2.Based on the needs of the students, choose one of the following activities for student based learning:
SUPPORTING ENGLISH-LANGUAGE INSTRUCTION
Vocabulary Analysis (20 minutes)
Understanding Parts of Speech The text uses the term location in this section. Write the following verb form of this term on the board:
locate, locates, located, locating
Explain the differences in the noun and verb meanings and discuss the various uses of the verb. Then have students use each word form in a sentence.
SUPPORTING SPECIAL EDUCATION INSTRUCTION
Postreading (40 minutes)
Demonstrating Earth’s Movement Divide students into small groups and provide each group with a marker, a styrofoam ball, and a bamboo skewer. Have students use the marker to draw rough outlines of the continents on the ball and a ring representing the equator and another, representing the Prime Meridian. Using the styrofoam ball and
wooden skewer to represent Earth’s Northern, Southern, Eastern, and Western hemispheres. Have students demonstrate the degrees of longitude in the 180-degree angle forming the Eastern and Western hemispheres. Then have them discuss and show how degrees of latitude are measured differently, such that the equator represents 90 degrees, dividing the globe North to South.
SUPPORTING ADVANCED/GIFTED AND TALENTED INSTRUCTION
Synthesizing Information (40 minutes)
Researching Longitude Tell students that while geographers could plot lines of latitude accurately by degrees between the equator and the poles, they had a more difficult time measuring and plotting fixed lines of longitude. Ask pairs of students to discuss why this might be the case. Explain that the key invention that allowed accurate measurement of longitude was the invention of an accurate sea-going clock. Have student pairs hypothesize and then research why and how accurate time measurement at sea led to accurate longitude measurement.
REFLECTION/ASSESSMENT:
Critical Thinking: Supporting a Conclusion with Evidence Is the country you live in a developed country or a developing country? List several reasons to support your answer. / HOMEWORK:

Students will complete the Handout:

I.O.: Students will study howwater is a dominant feature on Earth’s surface by identifying its essential for life.
L.O.:Students will interpret8 key terms and ideas through reading, writing and listening.
AIM: How often in a day do you use water?
LESSON SEQUENCE SECTION II: Water Features

Students will complete section 2 the Power Point Presentation and Question Sheet as a class to obtain background information of the Eastern Hemisphere. Discuss the main ideas below as a class: Students may also complete the section 2 review sheet correlating to the topic of Water Features. (15 Minutes)

1. Salt water and freshwater make up Earth’s water supply.
2. In the water cycle, water circulates from Earth’s surface to the atmosphere and back again.
3. Water plays an important role in people’s lives.
2.Based on the needs of the students, choose one of the following activities for student based learning:
SUPPORTING ENGLISH-LANGUAGE INSTRUCTION
Vocabulary Analysis (40 minutes)
Using Context Clues Have students create a personal dictionary using words from the section. Have them write down unfamiliar words in a notebook as they read the section. Then have them use context clues to try to guess the meaning of each word. Review with students the common strategies for using context clues. Explain that direct context clues immediately follow a word and are often set off by commas. Other times a reader must search for synonyms, antonyms, or other clues within the sentence or surrounding sentences. After they write their own
definitions, have students check these meanings in the glossary or in a dictionary.
SUPPORTING SPECIAL EDUCATION INSTRUCTION
Synthesizing Information (40 minutes)
Round Robin Divide students into small groups. Assign each group a topic about water on Earth. Topics may include Salt Water, Freshwater, The Water Cycle, Water Problems, and Water’s Benefits. Have each group meet to discuss their topic. Then have each group explain their topic to the class. Encourage students to use props and visuals in their demonstrations.
SUPPORTING ADVANCED/GIFTED AND TALENTED INSTRUCTION
Interpreting Information (40 minutes)
Writing a Letter to the Editor Have students write a letter to the editor of a local newspaper about a water problem or concern in their region. Encourage students to submit their letters for publication.
REFLECTION/ASSESSMENT:
Critical Thinking: Solving Problems You are campaigning for public office. Write a speech describing three actions you plan to take to protect supplies of freshwater. / HOMEWORK:

Students will complete the Handout

I.O.: Students will study how processes below and on Earth’s surface shape the planet’s physical features.
L.O.:Students will identify 7 key terms and ideas through reading, writing, and listening.
AIM:How many physical geography features are in Brooklyn?
LESSON SEQUENCE SECTION III:The Land

Students will complete section 3 the Power Point Presentation and Question Sheet as a class to obtain background information of the Eastern Hemisphere. Discuss the main ideas below as a class: Students may also complete the section 3 review sheet correlating to the topic of The Land. (15 Minutes)

1. Earth’s surface is covered by many different landforms.
2. Forces below Earth’s surface build up our landforms.
3. Forces on the planet’s surface shape Earth’s landforms.
4. Landforms influence people’s lives and culture.
2.Based on the needs of the students, choose one of the following activities for student based learning:
SUPPORTING SPECIAL LANGUAGE INSTRUCTION
Reading (20 minutes)
Highlighting and Annotating Provide students with copies of this section to highlight and annotate. Encourage them to search for and highlight the most important details and ideas as they read, adding their questions and thoughts about the text in the margin.
Postreading (20 minutes)
Creating an Outline Meet with students to discuss their annotations from the previous activity. Then have students use the information they highlighted and their notes to create an outline of this section’s main ideas.
SUPPORTING SPECIAL EDUCATION INSTRUCTION
Organizing Information (40 minutes)
Using Sticky Notes As students read the section, have them place sticky notes in the textbook next to passages that are confusing or that they don’t understand. On each sticky note, have students write a question or the word or phrase they are having difficulty with. Once they have finished reading, assist students in answering their questions
by directing them to related Web sites, dictionaries, or by conferencing with them. Then have students reread the passages to see if their questions have been answered.
SUPPORTING ADVANCED/GIFTED AND TALENTED INSTRUCTION
Synthesizing Ideas (40 minutes)
Writing a Letter Ask students to imagine that they live near an active volcano or fault line. Have them write a letter to a friend telling how they feel about living in this area, describing past earthquakes or volcanic eruptions and what seismologists or volcanologists predict for the future.
REFLECTION/ASSESSMENT:
Critical Thinking: Drawing Inferences Find out about a landform in your area that was changed by people. Write a report explaining why and how it was changed. / HOMEWORK:

Students will complete the Handout:

I.O.:
L.O.:
AIM:?
LESSON SEQUENCE SECTION IV:

Students will complete section 4 the Power Point Presentation and Question Sheet as a class to obtain background information of _____. Discuss the main ideas below as a class: Students may also complete the section 4 review sheet correlating to the topic of ______. (15 Minutes)

1.
2.
3.
2.Based on the needs of the students, choose one of the following activities for student based learning:
REFLECTION/ASSESSMENT:
Critical Thinking: Drawing Inferences / HOMEWORK:

Students will complete the Handout:

I.O.:.
L.O.:
AIM:
LESSON SEQUENCE SECTION V:

Students will complete section 5 the Power Point Presentation and Question Sheet as a class to obtain background information of ______. Discuss the main ideas below as a class: Students may also complete the section 5 review sheet correlating to the topic of ______. (15 Minutes)

1.
2.
3.

Based on the needs of the students, choose one of the following activities for student based learning:

REFLECTION/ASSESSMENT:
Critical Thinking: / HOMEWORK:
Students will complete the Reflection Assessment for homework.
BIG IDEAS
1. The Eastern Hemisphere lies east of the prime meridian and is home to a variety of countries and cultures.
2. Water is a dominant feature on Earth’s surface and is essential for life.
3. Processes below and on Earth’s surface shape the planet’s physical features.
CHAPTER REVIEW/ASSESSMENTS:
Upon the completion of the lesson parts for this chapter, students will be given one class period for review and a one class period assessment.
EXTENDED ACTIVITIES FOR THIS CHAPTER:
Students will create a helicopter view map of the School Complex. Students will spend 3 class periods exploring and recording the school complex and two additional class periods sketching out their maps.The maps should include the following items:
1. Drawn and colored diagram of the school complex.
2. Legend
3. Compass Rose
4. Labeled Areas