Jeffrey A. Phelps                    February 4, 2004                    Age/Grade: 13-14/ 8th

Subject: Geography                 # of Students: 27                      # of IEP Students: 9

 

Major Content Topic: Geography Unit           Lesson Title: Patterns in Human Geography

 

Connections:

In connection with Kentucky Learner Goals 1.1, 1.2, 1.10, 1.11, 1.12, 1.13, 1.16, 2.2, 2.16, 2.37, 5.3, 6.1, 6.2, and 6.3, this unit provides opportunities for students to:

 

·        Students use reference tools such as dictionaries, encyclopedias, and computer reference programs and research tools such as interviews and surveys to find the information they need.

·        Students make sense of the variety of materials they read.

·        Students organize information through development and use of classification rules and systems.

·        Students write using appropriate forms, conventions, and styles to communicate ideas and information to different audiences for different purposes.

·        Students speak using appropriate forms, conventions, and styles to communicate ideas and information to different audiences for different purposes.

·        Students make sense of ideas and communicate ideas with the visual arts.

·        Students use computers and other kinds of technology to collect, organize, and communicate information and ideas.

·        Students identify, analyze, and use patterns such as cycles and trends to understand past and present events and predict possible future events.

·        Students observe, analyze, and interpret human behaviors, social groupings, and    institutions to better understand people and the relationships among individuals and among groups.

·        Students demonstrate skills and work habits that lead to success in future schooling and work.

·        Students organize information to develop or change their understanding of a concept.

·        Students connect knowledge and experiences from different subject areas.

·        Students use what they already know to acquire new knowledge, develop new skills, or interpret new experiences.

·        Students expand their understanding of existing knowledge by making connections with new knowledge, skills, and experiences.

In connection with National Geography Standards 1-16, this unit provides opportunities for students to:

·         use maps and other geographic representations, tools, and technologies to acquire, process, and report information from a spatial perspective.

·         use mental maps to organize information about people, places, and environments in a spatial context.

·         analyze the spatial organization of people, places, and environments on earth’s surface.

·         know and understand that people create regions to interpret earth’s complexity.

·         know and understand how culture and experience influence people’s perceptions of places and regions.

·         know and understand physical processes that shape the patterns of earth’s surface.

·         know and understand the characteristics and spatial distribution of ecosystems on earth’s surface.

·         know and understand the characteristics, distribution, and migration of human populations on earth’s surface.

·         know and understand the characteristics, distribution, and complexity of earth’s cultural mosaics.

·         know and understand the patterns and networks of economic interdependence on earth’s surface.

·         know and understand the processes, patterns, and functions of human settlement.

·         know and understand how the forces of cooperation and conflict among people influence the division and control of earth’s surface.

·         know and understand how human actions modify the physical environment.

·         know and understand how physical systems affect human systems.

·         know and understand the changes that occur in the meaning, use, distribution, and importance of resources.

·         know and understand how to apply geography to interpret the past.

·         know and understand how to apply geography to interpret the present and plan for the future.

Context: The integration of other disciplines such as: math, language arts, and science with this geography unit allow students to grasp an understanding of the location of a chosen country and the happenings that are shaping the political and/or physical development of that country.  Students will be able to compare and contrast this information and develop ideas on how it relates (positively or negatively) to the United States or other countries.

Resources: access to gymnasium and playground, an atlas and textbooks, various visuals depicting settlements from around the world, overhead projector, squared graph paper, colored pencils, Internet sources, shared knowledge of the local area, school or local library, previously completed work, scrapbooks, scissors, glue-sticks, rulers,

Assessment: The student’s grade will be determined through assessment of a number of demonstrations including products such as graphs, maps, quizzes, and a scrapbook. 

Unit Outline Description/ Procedures:

In previous grades, students analyzed how human activities are affected by physical features. In Grade 8, they extend their understanding by examining global population distribution and patterns. Students examine population characteristics to identify correlations. (16-20 hours)

Activities: This unit consists of nine activities and supporting appendices. Each activity includes a description with suggested duration and information under the following headings:

  • Expectations
  • Assessment
  • Teaching/Learning Strategies
  • Modifications/Expanded Opportunities
  • Resources

Throughout the unit, Teacher Notes provide suggestions and advice regarding the delivery of the unit and individual activities.

The activities in this unit are:

All sample units have a culminating activity. This activity serves a number of purposes. It provides a focus for the unit, and acts as a "filter" through which the overall expectations and specific expectations are delivered (teaching/learning activities) and assessed/evaluated. In addition, the final demonstration brings the activities of the unit to a conclusion wherein students demonstrate their knowledge and skills generally required by the overall and key specific expectations.

The culminating activity in this unit is Activity 9: Developed and Developing Nations, in which the final demonstration is the creation of a scrapbook.

Appendices:

Appendices in this unit are:

  • Appendix 1.1: Population Characteristics - Selected Countries and Selected Data
  • Appendix 1.2: The "Think, Pair, Share" Strategy
  • Appendix 1.3: Co-operative Note
  • Appendix 1.4: T-Organizers
  • Appendix 1.5: Jeopardy Game
  • Appendix 2.1: Co-operative Note Outline (Teacher’s copy with sample student notes)
  • Appendix 2.2: Global Population Distributions: Why Are People Located Where They Are?
  • Appendix 3.1a: Matching Quiz on Population Characteristics
  • Appendix 3.1b: Matching Quiz on Population Characteristics: Answers
  • Appendix 4.1: Line Graph Rubric
  • Appendix 4.2: United States Population Growth, 1868-1998
  • Appendix 4.3: Teacher’s Sample Line Graph
  • Appendix 4.4: United States: Full-time Employment, 1993-1997
  • Appendix 5.1: Life Expectancy and Infant Mortality Statistics for Some Countries
  • Appendix 5.2: Teacher’s Model of a Scattergraph
  • Appendix 5.3: Birth Rate and Literacy Rate for Some Countries
  • Appendix 5.4: Student Scattergraph
  • Appendix 6.1: Map Rubric
  • Appendix 7.1: Mount Washington Map
  • Appendix 7.2: Mount Washington Map Analysis
  • Appendix 8.1: Jigsaw
  • Appendix 8.2: Clustering
  • Appendix 8.3: Self and Peer Assessment
  • Appendix 9:1: Student Scrapbook Rubric

Expectations: In the list of expectations below and in the activities, Overall Expectations, as well as, Specific Expectations are preceded by a bullet;

Overall Expectations:

By the end of Grade 8, students will:

  • identify and explain patterns in human geography and describe how human activities are affected by these patterns;
  • demonstrate an understanding of employment patterns and trends;
  • use a variety of geographic representations, tools, and technologies to gather, process, and communicate geographical information.

Specific Expectations:

Understanding Concepts

By the end of Grade 8, students will:

·         identify the three main patterns of settlement: linear, scattered, and clustered;

·         demonstrate an understanding of the factors affecting population distribution;

·         identify and describe the characteristics common to places of high population density and the characteristics common to places of low population density;

·         demonstrate an understanding of how site and situation influence settlement;

·         identify and describe the types of land use;

·         demonstrate an understanding of the terms describing population characteristics;

·         demonstrate an understanding of the correlation between population characteristics;

·         demonstrate an understanding of the factors affecting urbanization, industrialization, transportation, and improvements in agriculture.

 

Developing Inquiry/Research and Communication Skills

By the end of Grade 8, students will:

  • use appropriate vocabulary to describe their inquiries and observations;
  • formulate questions that synthesize various sources of information and points of view;
  • locate relevant information from a variety of sources;
  • analyze, synthesize, and evaluate data;
  • construct a variety of graphs, charts, diagrams, and models to organize information;
  • communicate the results of inquiries for specific purposes and audiences using media works, oral presentations, written notes and reports, illustrations, tables, charts, and graphs.

Developing Map and Globe Skills

By the end of Grade 8, students will:

  • produce a variety of maps for specific purposes.

Applying Concepts and Skills in Various Contexts

By the end of Grade 8, students will:

  • compare the characteristics of developed and developing countries;
  • identify some employment and workplace issues and describe their impact on the present-day American work force;
  • research job trends and predict the skills needed to meet the challenges of the future.

Pre-Planning Suggestions for Teachers

  • To complete these activities, teachers will need textbooks and atlases. There are many excellent textbooks available and rather than a complete class-set of one book, part sets of a number of texts will provide a varied resource-base.
  • Consider a local field trip. Contact your school administration early in order to arrange for permission forms, trip lists, notification of other staff, and the requirements of any other school policies regarding out-of-class activities.
  • Consider inviting an expert on local history to present to the class. Arrange this through the school administration well ahead of the start of this unit.
  • Have students research to find pictures of landscapes in other parts of the world. Copies of the National Geographic, travel, or other magazines are useful resources. Travel agencies can provide illustrative material from surplus brochures.

·         there are many useful resources available on the Internet:

o        http://www. www.geographic.org

Assessment of Prior Learning

The following is a list of the concepts and skills students will need to know or be able to do to successfully accomplish the activities included in this unit:

  • Write a simple hypothesis statement.
  • Draw a neat and accurate graph from statistical data.
  • Locate places on a map using a two-number grid system.
  • Use the main steps in the research model to locate, record, organize, analyze, synthesize, and communicate information from a variety of resources in the classroom, the library/resource centre, or other sources. For a description of the research model, refer to Themes of Geographic Inquiry, Grade 7 – Geography, Appendix 2.1.
  • Know the basic requirements of an oral presentation.
  • Know how to operate a computer and use basic software such as a word processor, graphing program and Internet access program.
  • Use the index and table of contents of an atlas, encyclopedia, and textbook to locate information.
  • Work co-operatively with others in a small group setting to complete assigned tasks.

Based on this list, teachers need to determine which adaptations to the assessment and instruction may be needed and the students’ readiness to proceed with the unit. Once these required knowledge/skills are ascertained, the teacher may need to provide direct instruction or another teaching/learning strategy to ensure that students are prepared for the activities in the unit.

Teacher Note:

Teachers will need to design appropriate instruments/strategies to assess prior learning. Based on this information, teachers may need to re-program, plan for remediation, or plan for expanded opportunities, etc.                                                                                                  Back to Home Page

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