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.
|
|
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.
|
|
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.
|
|
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.
|
|
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.
|
|
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.
|
|
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
|
|
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.
|
|
