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Geography Unit

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Leah Armstrong

on 4 May 2013

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Transcript of Geography Unit

Day 2: Our City BIG IDEA~
Introduce students to a larger concept of mapping and TODALS. Present city maps and discuss where each of the components of TODALS are listed. Day 1: Our School BIG IDEA~
We will begin discussing mapping the areas
we know best; our homes, school and
community. We will focus on the
characteristics that make our school. World Geography Overall Unit Objectives:
Students will create and interpret simple maps, using them to understand the physical and human characteristics of places around the world, from ones neighborhood to vast regions of the Earth.
Students will be able to create a map using geographical features and TODALS. Day 3: Mapping Our Country BIG IDEA~
Students will be introduced to large physical and human features that are depicted on maps. We will discuss the importance of theses landforms. Day 4: The World BIG IDEA~
Students will investigate and understand why populations are distributes the way they are around the world, based on landforms and climate. They will create a map of the area and use the TODALS. Day 5: Bringing it all Together BIG IDEA~
Students will present their group findings and maps on the studied areas to the class. They will identify and explain all of the TODALS and their importance. Discovering Where We live. Where in the World? MN Academic Standards
Use maps and concepts of location (relative location words and cardinal and intermediate directions) to describe places in one’s community, the state of Minnesota, the United States or the world. Student Activity: Students will work in groups of
two or three to create a map of
the school. They will decide what characteristics are important when mapping the school. Essential Questions: *How do we read a map?
*Why are maps important?
*What do maps tell us? Read Aloud - Me On The Map
By: Joan Sweeney Academic Standards Student Activity:
Have the students draw maps covering several blocks of area around the school
or their home. Encourage them to develop their own symbols and to use them
where appropriate. For example, create a symbol for a house and use it for all
houses in the area. The maps should be limited to permanent features (no dogs,
cats, cars, people, etc.) and show an overhead view.
Create and interpret simple maps of places around the world, local to global; incorporate the "TODALS" map basics, as well as points, lines and colored areas to display spatial information. Essential Questions: *What are TODALS?
*Why are they important on a map?
*Why are permanent features more reliable? Inquiry: Allow students to observe maps of different cities. Based on the
TODALS, have the students inquire about cities location. Academic Standard
Identify physical and human features that act as boundaries or dividers; give examples of situations or reasons why people have made or used boundaries. Essential Questions: *What are major landforms in geography?
*What are boundaries?
*How do boundaries shape our lives? Student Activity: Students will choose a landmark in the USA they would like to travel to. Using google maps, we will investigate how long it will take to travel there. Students will explain why they chose this landmark and why it is important.
(Math Integration) Read Aloud:
U. S. Landforms
By: Dana Meachen Rau Academic Standard
Identify landforms and patterns in population; explain why human populations are unevenly distributed around the world. Student Activity: Students will work in groups to study a given area on a continent. They will investigate the following:
*Water sources
They will present their finding to the class. Essential Questions: *What is an important land form for a population?
*What characteristics draw larger populations?
*Where would you like to live? Why? KidsGeo.com
"Landforms" Video Learning Assessment: Teacher will watch the presentation and
ask key questions to verify students knowledge on the objectives.
The maps will be turned in for the teacher to view. The maps will show importance of geographical features, population, climate and
spacial characteristics. Essential Questions: *Why did you chose that title?
*Why is knowing the author of
a map important?
*Identify the most beneficial
characteristic of your area. Why is it beneficial?
*Would you like to live in this area? Why? Features to Incorporate: Academic Language: ~Communities
~Relative location
~Cardinal direction
~Intermediate direction
~Spacial information ~Symbols
~Map key
~Regions Assessments: Pre-Assessment:
On the first day, we will have a group discussion of our prior knowledge of maps. We will create a KWL of maps. Post-Assessment: Students will share their self-created maps. They will identify all of the key features of a map.
We will end with a group discussion to complete the KWL. Differentiation: ~Students will be grouped based on individual academic needs.
~Gifted/Talented students will be allowed to explore topics at a deeper level.
~ELL students will be able to choose an area from a continent well known (if desired).
~Special needs learners will have the assistance of a paraprofessional within their groups and for individual work. Bibliography: Saint Paul Public Schools. (2011). Third Grade Foundations of
Social Studies. Retrieved: Thursday, May 2, 2013. http://thecenter.spps.org/3rd_grade_social_studies_-_world_history_focus.html Primary Sources: *Pictures from different continents.
*Artwork native to area options.
*Music native to area options
*Pictures native to area options. Primary Sources: *Brochures from famous
*Maps of landforms. Primary Sources: *Different types of maps. In this unit, we are going to go on an adventure around the world! We are going to discover how to get places; why to go there and how many different places look. Are you ready to start exploring?!?
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