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Culture & Cycles - 9th World Geography Lessons

Intro
Big Idea
Maps and other technologies can be used to acquire, process, and report information from a spatial perspective.
Essential Question
How are maps and other technologies useful?
Learning Cycle
Lesson Title & Description
Objective
Students will:
Class period & week
Engage

"The Earth as an Orange"
Maps provide an essential tool to learn about the world. Students will compare two types of world maps: two-dimensional and cylindrical.

1. Compare the data that may be acquired from two different types of maps.

1 Class period

Explore/Explain
“Planet Earth”
Maps can provide a variety of useful information. In this lesson students will explore and analyze data from different maps in order to explain the geographic diversity among the continents.
1. Identify the information provided on maps (DOGSTAILS).

2. Analyze and record information from a map.

3. Compare different map types.
2-3 Class periods
Apply
“May We Present Planet Earth?”
Students will apply their research data from the previous lesson by preparing a presentation to the leaders of their dying planet, Sirius. The students will work in their assigned groups as they prepare their presentation via a “Museum Walk”.

1. Draw a map to scale.

2. Illustrate an understanding of how to use DOGSTAILS on a map

3. Identify the main parts of a map.

4. Identify and illustrate the major features necessary for sustaining a quality of life for a society.

3 Class periods

 

Big Idea
There is a fragile balance between the earth’s four geo-spheres as is seen by the recent climatic changes.
Essential Question
How do changes in the earth affect different regions of the world?
Learning Cycle
Lesson Title & Description
Objective
Students will:
Class period & week
Engage
“The Changing Planet”
As weather has captivated headlines, more people are becoming aware of the fragile nature of our ecosystem and how man can upset the balance of nature. This lesson will engage students in the climate change debate and instill an awareness of the interdependence of our physical environment.

1. Describe climate change and the future impact it could have on our physical environment.

2.
Identify the regions of the world that would encounter the most significant affects of climate change.

1 Class Period

Explore/Explain
“Global Interdependence”
The issue climate change is a good example of how the physical features of the earth; air, water, living organisms, and land are interconnected. This lesson will allow students the opportunity to explore this theory by participating in a road race.
1. Discuss the theory of climate change.

2. Identify examples of how climate change impacts the earth’s geo-spheres.

3. Use the example of climate change to describe the interdependence of the earth’s four geo-spheres.
4 Class Periods
Apply
“Climate Change Roundtable”
In this lesson students will participate in a round table discussion on climate change. Their objective will be to persuade all industrialized countries to sign a global treaty to adapt their technologies to use more renewable energy sources and decrease their dependence on fossil fuels, thus reducing the threat of climate change.
1. Explain the causes of climate change.

2. Discuss how the problem of climate change disrupts the balance of the earth’s geo-spheres.
5 Class Periods

 

Big Idea
Places are characterized by their physical and human properties.
Essential Question
How do people adapt to their physical environment?
Learning Cycle
Lesson Title & Description
Objective
Students will:
Class period & week
Engage
“Water: The Indispensable Resource”.
This lesson will make students aware of how precious water is and build an understanding of the impact it has on the development of societies.
1. Students explain why water is an indispensable resource.

2. Students will identify at least three examples of where water has been a source of conflict between societies.

2 class periods

Explore
“Who Am I?”
This lesson will allow students to explore the major countries that have been affected by arsenic contamination in order to gain an understanding of their physical and cultural traits. This background information will allow students to develop an understanding of how each society must deal with the issue of contaminated drinking water and its impact on their survival.
1. Students will identify the countries that have arsenic in their water supply.

2. Students will be able to locate these countries on a map.
3 class periods
Explain
“Around the World” Students will use the information they gathered from the explore lesson to devise a field trip to their assigned country. The students will explain through a museum walk how the people of their country have adapted to the physical and cultural features of their country.
1. Students will identify the capitals of the target countries.

2. Students will locate the target countries on a world map.

3. Students will describe one major issue facing the inhabitants of each of the target countries.

3 - 4 class periods

Apply
“Postcards From the Rim”
Students will analyze the impact of arsenic contamination on the water supply of the project countries and how the people deal with this problem based on their culture and physical habitat.
1. Students will identify areas of the world that are affected by arsenic contamination of the water supply.

2. Students will describe the way in which various societies deal with the problem of arsenic contamination.

3. Students will discuss how societies adapt to their physical environment.
2 - 3 class periods

 

Big Idea
Humans perceive and react to disasters differently depending on their culture and physical environment.
Essential Question
How do people deal with disasters that may be human induced or natural?
Learning Cycle
Lesson Title & Description
Objective
Students will:
Class period & week
Engage
“Natural Disasters” Natural and human induced disasters affect societies all over the world. Students will discuss what they know about these disasters and the impact they have on humans and their communities.
1. Explain the difference between human induced and natural disasters.

2. List examples of human induced and natural disasters.

3. Compare how people in different regions adapt their environment to live through natural disasters.

1 class period

Explore/Explain
“What a Disaster!” Students will research one of the disasters identified by the class in the previous engage lesson in order to explore the question: How does where you live influence your quality of life and the ability to cope with natural and human induced disasters?

1. Identify the cause of major natural disasters.

2. Explain how people adapt to living in an environment that may be disaster prone.


3. Explain the economic impact that disasters have on a country or region.

2 - 3 class periods

Apply
“Arsenic Contamination; Natural Disaster or Human Induced?”
Arsenic is a naturally occurring substance that contaminates the water supply of various regions in the world. The main source of arsenic in drinking water is arsenic rich rocks through which arsenic is filtered.
1. List the health effects of arsenic contamination.

2. Compare human and natural causes of arsenic contamination.
2 - 3 class periods

 

Big Idea
Geographic knowledge, skills and perspectives are used to analyze current problems and make decisions for the future.
Essential Question
How can various technologies be used to address environmental problems?
Learning Cycle
Lesson Title & Description
Objective
Students will:
Class period & week
Engage
“The Water Dilemma”
Students consider the impact water shortages and access to potable water has in their lives.
1. List sources of water contamination

2. Describe the inconvenience of living without an adequate supply of clean water

1 Class Period

Explore / Explain
“Dirty Water: A Case Study”
Students will gain an appreciation for the value of having easy access to a supply of clean drinking water and then explore the problem of arsenic contamination of ground water.

1. Identify the cause of arsenic contamination

2. List the world organizations involved in ensuring sanitary water supplies

3. Describe various technologies employed to mitigate arsenic contamination.

3-4 Class Periods
Apply
“Water Mitigation”
Students will conclude their study of the impact that arsenic in water has on human health by participating in a case study on Bangladesh. Students will role-play members of the World Health Organization or scientists in order to participate in a panel discussion on how to resolve the problem of arsenic contamination.
1. Identify the major health effects of arsenic contamination.

2. Explain how arsenic gets into groundwater in Bangladesh.

3. List ways to prevent arsenic from getting into drinking water.

4. Explain why access to clean water is important to world peace.

3-4 Class Periods

 


PULSE is a project of the Community Outreach and Education Program of the Southwest Environmental Health Sciences Center and is funded by:


an
NIH/NCRR award #16260-01A1
The Community Outreach and Education Program is part of the Southwest Environmental Health Sciences Center: an NIEHS Award

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LOGO - NIEHS Center LOGO - NIEHS

Supported by NIEHS grant # ES06694


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Last update: November 10, 2009
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