World Geography Unit 1 Suggested Dates

Transcription

1 Title Physical Geography Big Idea/Enduring Understanding Physical geography looks for relationships and patterns within the physical environment. World Geography Unit 1 Suggested Dates 2 weeks 1st Six Weeks Guiding Questions What forces have helped to shape the Earth s landforms, and climate? How do people, places, and environments interact? What is the impact of technology and human modifications on the physical environment? What constitutes a region? TEKS 3B 8AB 9A 19A Readiness TEKS 3AC 4BC 8C 20A Supporting TEKS 21AC 22 A C 23B Process Skills Vertical Alignment Expectations *TEKS one level below* *TEKS one level above* SS TEKS

2 Sample Assessment Question 3A How do the Earth Sun relationship and other physical processes create patterns in the physical environment? 3BC4B What type of plate movement is occurring between the Nazca Plate and the South American Plate? Subduction What type of plate movement is occurring between the Nazca Plate and the South American Plate? Subduction What is the result of the Nazca Plate colliding with the South American Plate? Mountain building, specifically the Andes Mountains. 4C What is the relationship between biomes and the distribution of plants and animals? [savanna, steppe, chaparral, forest (coniferous vs. deciduous), desert, tundra, ice cap] 8A 8B Explain the impact of weather extremes on the economic activities and lifestyles of people living in regions affected by extreme types of weather. 8C 9A List one benefit of a political map when compared to an aerial photograph of an area. Shows a border (defines area) 19A Analyze how the character of a place is related to its political, economic, social, and cultural characteristics. 20A Examine the means by which natural resources are transported from their origin to the places where they are used. The resources included here provide teaching examples and/or meaningful learning experiences to address the District Curriculum. In order to address the TEKS to the proper depth and complexity, teachers are encouraged to use resources to the degree that they are congruent with the TEKS and research based best practices. Teaching using only the suggested resources does not guarantee student mastery of all standards. Teachers must use professional judgment to select among these and/or other resources to teach the district curriculum. Some resources are protected by copyright. A username and password is required to view the copyrighted material. Knowledge and Skills with Student Expectations (3) Geography. The student understands how District Specificity/Examples Explain occurrences of weather phenomena and Vocabulary Solstice the two times of the year when the sun s rays shine directly overhead Suggested Resources/Instructional Strategies Resources listed and categorized to indicate suggested uses. Any additional resources must be aligned with the TEKS. McGRAWHILL Text

3 physical processes shape patterns in the physical environment. The student is expected to: (A) explain weather conditions and climate in relation to annual changes in Earth Sun relationships; SUPPORTING climate due to annual changes in earth sun relationships. The earth, the third planet in our solar system, rotates on an axis and orbits the sun in an elliptical orbit. Its rotation on its axis once every 24 hours creates regular periods of night and day, and its 23.5º tilt on its axis creates seasons. Revolutions around the sun take approximately 365¼ days. Topics include: Global energy systems, including the preeminent role of the sun in the atmosphere, and the influence and function of heat distribution. Role of the sun in ultimately sustaining all plant and animal life. Rotation of the earth and its revolution around the sun which create seasons and the three general at noon at the furthest points north (Tropic of Cancer) or south (Tropic of Capricorn) and mark the beginning of summer and winter in the northern hemisphere. The summer solstice is the longest day of the year and winter solstice is the shortest day of the year. Equinox the two days in a year in which day and night are equal in length marking the beginning of spring and fall. Climate the term used for the weather patterns that an area typically experiences over a long period of time Weather the condition of the bottom layer of the earth s atmosphere in one place over a short period of time Chart how and why the climates change as the earth revolves around the sun. Find selected cities by using latitude and longitude coordinates, and then calculate solar time for each city. In solar time, every fifteen degrees of longitude marks a different hour. Therefore, if it is 11:00 a.m. in London, it is noon in Vienna and 6:00 a.m. in New York City. Use weather maps along with graphs or charts depicting annual temperature ranges, rainfall amounts, etc. to explain the relationship between weather and climate. Have students select one major city from each of: the high latitudes, middle latitudes, and the low latitudes. In a chart, have students record weather patterns over a period of time from each of the three cities, and summarize data to describe seasonal patterns and climate for each. Create a diagram or model to illustrate the relationship between the earth and sun, and the effects on weather, climate, and time.

4 latitudinal zones on the earth tropical, temperate, and polar. Wind and its functions and patterns. Seasons, and their causes and effects. Oceans, and their influence on weather and climate. Role of water in the atmosphere as a source of mid and low latitude storms. Greenhouse effect. Seasons and tilt Low Latitudes The areas on the earth s surface between 30 N Latitude and 30 S Latitudes Middle Latitudes The areas on the earth s surface between 30 N and 60 North and 30 S and 60 South

5 High Latitudes the areas on the earth s surface between 60 N and 90 and 60 S and 90 Prerequisites Students should have a basic understanding of how the physical environment (lithosphere, atmosphere, hydrosphere, and biosphere) and earth sun relationships affect physical processes and patterns on the earth's surface. Beginning in 2nd grade, students learn how weather patterns, natural resources, seasonal patterns, and natural hazards affect activities and settlement patterns. (3) Geography. The student understands how physical processes shape patterns in the physical Tectonic forces Tectonic plate movement can builds mountains or cause rift valleys. The movement of the tectonic plates can cause earthquakes, tsunamis and volcanoes. Tectonic forces (plate tectonics) the theory that the earth s outer shell is composed of a number of large, unanchored plates, or slabs of rock, whose constant movement Landform gallery Pictur e Index.htm

6 environment. The student is expected to: (B) describe the physical processes that affect the environments of regions, including weather, tectonic forces, erosion, and soil building processes; and READINESS Weather wears down the Earth s surface. Wind, water, ice all break down rock and move soil in the process breaking down mountains and other land forms. Erosion the process by which rock,sand and soil are broken down and carried away. Soil Building Processes material broken down from rocks is mixed with decaying plants and animals to make soil. This process is particularly evident in river valley where the same materials that were eroded upstream are deposited downstream and mixed with decaying plant and animal life. explains earthquakes and volcanic activity Erosion the movement of weathered materials including gravel, soil, and sand, usually caused by water, wind, and glaciers Soil Building processes Soil is not just dirt. Dirt is an inert mass of weathered rock material. Soil is the material after it has been shaped and altered by the environment around it. Soil is produced by the erosion and decomposition of rock and the addition of minerals and rotted vegetative material. Climate plays a role in the process through the interaction of wind, water, and temperature on parent rock material. Eroded sandstone produces a different type of soil than does eroded granite or limestone. As soil is built, it is also being eroded. The rate of soil formation usually equals or exceeds

7 (3) Geography. The student understands how physical processes shape patterns in the physical environment. The student is expected to: (C) examine the physical processes that affect the lithosphere, atmosphere, hydrosphere, and biosphere. SUPPORTING Lithosphere Earth s crust and the top section of the solid mantle. Physical processes that affect the lithosphere include tectonic plates, weathering and erosion. Atmosphere The layer of gases that surround earth. Physical processes that affect the atmosphere include the rotation of the earth, tilt of the earth, the unequal heating of air by the sun, evaporation of water, effects of various landforms, and weather. Hydrosphere All the water and all forms of water on or near the Earth s surface. Physical process that affect the rate of soil erosion. The types of vegetation found in a region are the result of the interplay of soil building processes, geology (parent rock), and climate (precipitation and temperature). Lithosphere Atmosphere Hydrosphere Biosphere

8 (4) Geography. The student understands the patterns and characteristics of major landforms, climates, and ecosystems of Earth and the interrelated processes that produce them. The student is expected to: the hydrosphere include wind currents, water currents, and the water cycle. Biosphere All plants, animals and single celled organisms that live on earth. Physical process from the lithosphere, atmosphere and hydrosphere all affect the biosphere. In particular climate and landforms create distinct biomes geographic regions that support different types of life. Mountains When two tectonic plates collide, the push against each other and can buckle. The folds result in a mountain range. Volcanoes A rupture in the Earths crust allows hot magma, volcanic ash and gasses to escape from below the Earth s surface. Canyons Weathering of rocks and erosion over time create canyons. Ecosystem Physical Process

9 (B) describe different landforms and the physical processes that cause their development; and Delta A triangle of land formed by deposits of sediment at the mouth of a river. SUPPORTING (4) Geography. The student understands the patterns and characteristics of major landforms, climates, and ecosystems of Earth and the interrelated processes that produce them. The student is expected to: (C) explain the influence of climate on the distribution of biomes in different regions. SUPPORTING Explain the distribution of climate types in terms of patterns of temperature, wind, and precipitation, and the factors that influence climate regions such as elevation, latitude, proximity to warm and cold ocean currents, position on a continent, and position relative to mountain barriers. Topics include: Storm systems, and their causes and effects. Global climatic regions (with the Köppen Geiger classification in parentheses) : 1.Tropical Humid (A). Biomes Introduce the world s biomes (a region in which the physical environment and the plant and animal life are mutually compatible) using pictures, maps, and other illustrations. Indicate examples of types of flora and fauna, climatic patterns, specific locations where a biome occurs, types of soils, and unique physical features that might influence an area. If time permits, you may want to introduce the U.S. system of soil classification: soil taxonomy. A description is available in physical geography books. Create a chart of the world s biomes that includes types of flora and fauna, climatic patterns, specific locations where a biome occurs, types of soils, and unique physical features that might influence the area. Correlate the biomes with the soil taxonomy and Köppen system. Students can add these correlations to a chart, thus providing a better understanding of the relationships among these systems

10 a) Tropical wet (rain forest) (Af). b) Tropical monsoon (Am). c) Tropical savanna (Aw). 2.Dry (B). a) Steppe (BS). b) Desert (BW). 3.Temperate (Mild Mid Latitude) (C). a) Mediterranean (Cs). b) Humid subtropical (Cw). c) Marine west coast (Cf). 4.Continental (Severe Mid Latitude) (D). a) Humid continental (Df). b) Subarctic (Dw). 5. Polar (E). a) Tundra (ET). b) Ice Cap (EF). 6. Highland (H). Influence on climatic regions of the following:

11 Elevation. Air temperature decreases as elevation increases. Latitude. The amount and intensity of sunlight increases as one approaches the equator (0º latitude). Orographic barriers. The air on the windward side of mountain barriers loses moisture and cools as it rises; the air on the leeward side warms and is dry. Place on a continent. Interior (continental) areas often experience greater extremes of temperature, humidity, and precipitation. Proximity to large bodies of water tends to moderate temperature extremes. Precipitation. Three types of precipitation are convectional, orographic, and frontal.

12 Proximity to warm and cold ocean currents. Current temperatures affect the air temperature of nearby land areas. Landforms. Features such as mountains, lakes, deserts, forests, and plains can affect nearby areas. Winds. The direction, strength, and consistency of prevailing winds influence weather patterns. Patterns of early settlements. The climates in which most early settlement took place and in which most early civilizations developed. Most early civilizations developed in warm or temperate climates, or in dry climates along rivers. What is the relationship between biomes and the distribution of plants and

13 (8) Geography. The student understands how people, places, and environments are connected and interdependent. The student is expected to: (A) compare ways that humans depend on, adapt to, and modify the physical environment, including the influences of culture and technology; READINESS animals? [savanna, steppe, chaparral, forest (coniferous vs. deciduous), desert, tundra, ice cap] Evaluate the significance of major technological innovations (fire, steam power, diesel machinery, and electricity) that have been used to modify the physical environment and ways they have allowed humans to adapt to places shaped by physical processes such as floods, earthquakes, and hurricanes. Investigate and determine cause and effect relationships. For example: Development of laborsaving machines»increased productivity. Development of laborsaving machines» increased use of natural resources. Demand for laborsaving machines»new opportunities for Adapt Compare and contrast developed and developing countries in terms of their use and sources of energy. Conduct a class discussion on the ways that humans occupy areas that would not be as livable if not for technological advances. Cite examples categorizing the reason for the need for adaptation and the way this occurs. For example, in Houston environmental challenges include heat, humidity, frequent flooding, and tropical storms. Adaptations include air conditioning, strict building codes, the seawall in Galveston, coastal dykes and locks, storm drainage systems, and evacuation routes. Create or locate a map of industrial centers and compare it to the location of towns and cities. Develop a list of problems or challenges that may arise due to the proximity of industrial areas to residential areas. Determine which activity developed first in selected areas, industry or human settlement. Investigate how urban areas preserve natural areas. Examine, for example: Memphis; St. Louis; New Orleans; Curitiba, Brazil; Tokyo.

14 innovators and entrepreneurs. Availability of laborsaving machines» enabled people to adapt to new/marginal areas. Adaptation to new/marginal areas» allowed population in those areas to increase. Increased population in new/marginal areas» increased demands to modify the natural environment. The student understands the relationship between development status and efficient forms of energy use. The student understands that humans can live in marginal areas with technological adaptation. Students should be able to compare how people in different communities adapt to or modify the physical Ask students to contact an urban forester or municipal zoning official about environmental restrictions in your area (e.g. restrictions on tree removal, amount of land that can be covered by structures, drainage requirements, requirements for containment ponds for water runoff, air quality provisions, etc.). An example of the challenge of coexistence between energy producers and their communities involves coal production. Railroad companies are transporting coal out of the Powder River Basin at the average rate of 60 trainloads per day. The average train carries 15,000 tons (a train of 150 cars each carrying 100 tons of coal). In August 2000, a record 1,841 trainloads were taken out. For photographs, statistics, and a map, see "Black Diamonds" in Trains magazine, January, Discuss with students economic and cultural behaviors that could lead to environmental degradation in Europe. Identify types of environmental degradation that are found in Europe. As a class, read and develop a cause and effect relationship from a journal or newspaper article about the region. Identify by listing the environmental factors significant to the people in the region and how the people are affected. Ask students to characterize the interaction with the environment as adaptations or modifications. Suggested sources for articles might include: The World and I The Economist Aramco World Journal

15 environment. Additionally, students should be able to describe the physical processes that produce renewable and nonrenewable natural resources, and their implications for people and their environment. Students should have an understanding of how geographic factors influence the economic development, political relationships, and policies of societies, and be able to describe the impact of interactions between people and the physical environment on the development of places and regions. An understanding of the Five Themes of Geography and the application of those themes. (see Unit 1 if necessary) Students need to be able to define and identify examples of environmental issues. E Magazine (geography) Help students use the Five Themes of Geography to examine this region in terms of its physical geography and the impact that geography has on the lifestyle o f the citizens. An acronym to assist students in remembering the themes is Mr. Help: M ovement R egion H uman E nvironment (Interaction) L ocation P lace Discuss with students questions such as: Why is the interior of Australia so underdeveloped? What physical barriers are there to development? What economic barriers? What ecological concerns are there regarding reef development and preservation in the South Pacific? What natural hazards impact this area? What restrictions, if any, need to be placed on research bases in Antarctica? What benefit do these research facilities have? What is the negative impact on the Antarctic environment? What natural hazards do researchers in Antarctica face? What impact do humans have on natural wildlife in this region?

16 Analyze other regions of the world that are not easily livable without technological assistance. Explain how people have adapted and developed new technological innovations to occupy those areas. For example: The Netherlands and its system of locks and dykes to expand living space and prevent coastal flooding. Extensive irrigation systems in desert areas (e.g., U.S. desert southwest and the Middle East, especially Israel). Desalination projects in Saudi Arabia to produce drinking water Using current news articles, find and summarize reporting on an environmental issue, dispute, or disaster. Research and evaluate logical environmental solutions to selected conflicts caused by industrial development in urban settlements. As an extension, students could interview (or write letters to) local community or business leaders and ask questions concerning their views or actions concerning balancing environmental protection and human activity. Have students assess their own neighborhood or the area surrounding their school for environmental challenges caused by either industry or residences. Ask them to characterize the degree of balance achieved between the need for production or housing and the desire to preserve the environment. Research specific examples of environmental degradation in Europe. Prepare a poster display of the causes and effects of a particular site of degradation. Have students explain the specific

17 events and locations to the class. This should provide the class with diverse examples of environmental degradation of Europe. Using current news articles have students identify and summarize current environmental issues in Europe and infer the possible relationship between these events and international policy. Have students research and analyze the impact of a historical example of environmental degradation in Europe such as the Irish Potato Famine. Using current news articles have the students develop a cause and effect chart (see Resource for sample diagrams) which illustrates the relationship between lifestyle and the environment. Ask students to select two physiographic regions and compare and contrast in a brief essay the regions for their economic productivity in terms of the physical landscape, the climatic patterns, available resources and agricultural productivity. Have students locate and summarize an article about scientific or environmental research and/or concerns related to the Oceania or Antarctica. Have a roundtable discussion of the articles. (8) Geography. The student understands how people, places, and environments are connected and interdependent. The student is expected to: El Nino is characterized by unusually warm ocean temperatures in the Equatorial Pacific. El Nino is an oscillation of the ocean atmosphere system in the tropical Pacific. It can cause increased rainfall across Analyze Natural Disaster Websites El Nino Compare climates in the low, middle, and high latitude zones. Look for current articles (in the last year) that deal with extreme weather for the students to read and connect to.

18 (B) describe the interaction between humans and the physical environment and analyze the consequences of extreme weather and other natural disasters such as El Niño, floods, tsunamis, and volcanoes; and READINESS the southern tier of the US and Peru which can cause destructive flooding and drought in the West Pacific which has been associated with brush fires in Australia. Floods An overflow of water onto land that is normally dry. There are a variety of types of floods river floods, coastal flooding, inland flooding, flash flooding. All can be deadly. Tsunami A series of ocean waves generated by the sudden displacements in the sea floor, landslides, or volcanic activity. The resulting waves can devastate coastal areas. Volcanoes Erupting volcanoes can produce poisonous gases, molten lava and ash all of which can be deadly.

19 What are the causes and effects of hazardous environmental conditions? El Nino and Latin America, drought in Sudan, global warming impacting the Maldives, North American Gulf Coast and hurricanes (8) Geography. The student understands how people, places, and environments are connected and interdependent. The student is expected to: (C) evaluate the economic and political relationships between settlements and the environment, including sustainable development and renewable/non re

20 newable resources. SUPPORTING (9) Geography. The student understands the concept of region as an area of Earth's surface with related geographic characteristics. The student is expected to: (A) identify physical and/or human factors such as climate, vegetation, language, trade networks, political units, river systems, and religion that constitute a region; and READINESS

21 (19) Science, technology, and society. The student understands the impact of technology and human modifications on the physical environment. The student is expected to: ( A) evaluate the significance of major technological innovations in the areas of transportation and energy that have been used to modify the physical environment ; READINESS Creation of resources includes: Clearing of land for agriculture. Tree farming and reforestation. Agriculture and animal husbandry. Aquaculture. Dredging/draining of water covered areas to reclaim land. Manufacture of capital goods. Recycling. Acquisition of resources includes: Mining; extraction. Harvesting. Investment (in capital goods). Taking by (military) force. Distribution of resources includes: Trains, trucks, barges, aircraft, and other transport vehicles.

22 Pipelines. Power grids and telecommunication networks Location and movement of people and productive resources involve: Location of infrastructure (including transportation ports and hubs). Major urban centers. Physical geography. An uneven distribution of resources affects the ability of people in an area to develop. For example: Some areas may suffer from limited economic opportunity. Effort must be expended in moving resources from where they are located to where they are needed. Areas rich in productive resources may attract

23 immigrants, investment, invasion, exploitation, and so on. Analyze how the character of a place is related to its political, economic, social, and cultural characteristics. Investigate and determine cause and effect relationships. For example: Economic As a country develops, the industrial sector usually grows at the expense of the agricultural sector, cottage industries disappear, and foreign investment in the country becomes increasingly important displacing many workers, but creating new opportunities for others. Political As a country develops, its citizens expectations and demands on government (for a better standard of living, increased social services,

24 more responsive government, etc.) increase, sometimes faster than a government can realistically respond. Environmental As a country develops, environmental protection usually suffers in the race to rapidly increase production and compete globally. Cultural Development (and the globalization that accompanies it) puts pressure on traditional customs and mores. In 2nd grade, students analyze ways in which people use the physical environment and its resources to satisfy basic needs, and ways people can conserve and replenish natural resources. In 6 th grade students describe and explain the physical processes that produce renewable and nonrenewable natural resources.

25 Students should have a general understanding that political, economic, and social processes shape cultural patterns and characteristics in various places and regions. (20) Science, technology, and society. The student understands how current technology affects human interaction. The student is expected to: (A) describe the impact of new information technologies such as the Internet, Global Positioning System (GPS), or Geographic Information Internet Global Positioning Systems Geographic Information Systems GIS put together a variety of visual data in ways that reveal relationships, patterns and trends. List and examine regions of major mineral resources and the support cities in that region. In Texas, for example, a region could be the Permian Basin (oil and gas) and the city, Midland/Odessa. Examine the means by which natural resources are transported from their origin to the places where they are used. Construct two thematic world maps depicting the consumption rates of a major resource (e.g., oil, coal, iron ore, or water) on one map and the production rates on the other Evaluate as a class or in small groups the geographic and economic impact of policies related to the use of resources such as regulations for water use, or policies related to the development of scarce natural resources. Topics of resource management/regulation could include: Kyoto Protocol and global warming. Arctic National Wildlife Reserve (ANWR) and oil drilling. Development of wetlands. Cartels such as OPEC. Sustainable development.

26 Systems (GIS); and SUPPORTING Alternative and renewable resource development. As a class, create a chart of developed and developing countries of the world. Identify specific characteristics common to a level of development. Address, for example, environmental preservation, perception of government stability, measures of social control, availability of consumer or capital products, etc. Country data is available online from the World Bank at Research and discuss current US legislation or international plans to control usage and distribution of resources. Recent, current, and pending US legislation is available from the Library of Congress at The United Nations lists international law at Evaluate in writing a current conflict over the allocation of natural resources on a regional or national scale. Categorize the elements that make a country a developing or a developed nation. Develop thematic (choropleth) maps of the world s political regions illustrating levels of development, production and consumption of major natural resources, GDP, literacy rates, and other selected data that reflect the level of development. This data is available from the world population data sheet from the Population Reference Bureau at Place the maps on the wall and lead the class through a discussion of the patterns that emerge.

27 Discuss the development or lack of development of a particular region and how it effects social or environmental development. (21) Social studies skills. The student applies critical thinking skills to organize and use information acquired from a variety of valid sources, including electronic technology. The student is expected to: (A) analyze and evaluate the validity and utility of multiple sources of geographic information such as primary and secondary sources, aerial photographs, and maps ;

28 (21) Social studies skills. The student applies critical thinking skills to organize and use information acquired from a variety of valid sources, including electronic technology. The student is expected to: (C) create and interpret different types of maps to answer geographic questions, infer relationships, and analyze change. (22) Social studies skills. The student communicates in written, oral, and visual forms. The

29 student is expected to: (A) design and draw appropriate graphics such as maps, diagrams, tables, and graphs to communicate geographic features, distributions, and relationships; (22) Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to: (C) use geographic terminology correctly; (23) Social studies skills. The student uses

30 problem solving and decision making skills, working independently and with others, in a variety of settings. The student is expected to: (B) use case studies and GIS to identify contemporary challenges and to answer real world questions; and