State Resources: IFD Legend Bold, italic black: Knowledge and Skill Statement (TEKS) Bold black: Student Expectation (TEKS) Bold, italic red: Student Expectation identified by TEA as a Readiness Standard for STAAR Bold, italic green: Student Expectation identified by TEA as a Supporting Standard for STAAR Blue: Supporting information / Clarifications and notes from CSCOPE (Specificity) Italics blue: provides unit level clarification Strike-through: Indicates portions of the Student Expectation that are not included in this unit but are taught in previous or future units EXEMPLAR LESSONS RUBRIC(S) FOR PERFORMANCE INDICATORS UNIT TEST High School Social Studies World Geography Unit 01 Exemplar Lesson 01: Introduction to Geography High School Social Studies World Geography Unit 01 Exemplar Lesson 02: Physical Systems and Forces of Change High School Social Studies World Geography Unit 01 Exemplar Lesson 03: Human Environment Interaction High School Social Studies World Geography Unit 01 Rubric 01 High School Social Studies World Geography Unit 01 Rubric 02 High School Social Studies World Geography Unit 01 Rubric 03 Social Studies World Geography Unit 01: Physical Geography RATIONALE: This unit bundles student expectations that address basic concepts related to physical geography. In World Geography, students examine places and environments at local, regional, national, and international levels. This unit bundles student expectations that focus on the physical features of the planet such as major landforms, the climate, and the physical processes of Earth. Students learn about the physical systems and processes that shape the physical landscape and ways in which humans interact with the environment. Unit 01 lays the foundation for future units as they focus on different regions. page 1 of 16
Prior to this unit, in all social studies courses since Kindergarten, students have been building and applying geography skills to a variety of content areas (e.g., Texas History, U.S. History, local history). Students have also learned much content through a science focus. For example, weathering, erosion, and deposition have been covered in-depth since Grade 4. Earth-Sun relationships have been studied since Kindergarten, and in Grade 8, students studied plate tectonics extensively. Also in middle school science, students studied physical processes, the lithosphere, atmosphere, hydrosphere, and biosphere. In both science and social studies, students have looked at human-environment interactions and landforms. During this unit, students use prior knowledge from Earth Science and their social studies skills (i.e., mapping, graphing, and diagramming) to deepen their understanding of major concepts from a geography perspective, so they can be used throughout the year. MISCONCEPTIONS/UNDERDEVELOPED CONCEPTS: An underdeveloped concept is the concept of geography itself. Many students believe that geography is only about maps and globes. They do not understand how to use the maps and globes to identify patterns and analyze relationships. Some physical landforms concepts may be underdeveloped (e.g., students may not understand things such as an island does not float, but has land to the seafloor; rivers can flow north if the lower land which it flows toward is north of the head waters that form the river). PERFORMANCE INDICATORS CONCEPTS KEY UNDERSTANDINGS FOR LEARNERS High School Social Studies World Geography Unit 01 PI 01 Create a diagram about geography in order to identify what geographers study, what tools geographers use, and geography terminology. Standard(s): WG.9A, WG.9B, WG.22A, WG.22C ELPS ELPS.c.1C, ELPS.c.1E Geographic tools Systems Geographers use tools to study the interactions between the physical and human landscapes of Earth. page 2 of 16
PERFORMANCE INDICATORS CONCEPTS KEY UNDERSTANDINGS FOR LEARNERS High School Social Studies World Geography Unit 01 PI 02 Construct a diagram showing the movement of plates and the creation of landforms; conduct an oral presentation that explains the internal and external forces that affect change on a major landform. Standard(s): WG.3B, WG.4B, WG.22A ELPS ELPS.c.1C, ELPS.c.3D Forces of change Physical environment Climate Interdependence Innovation Physical forces cause change in the Earth s landscape over time, which alter the human landscape and force adaptations and modifications to the environment. High School Social Studies World Geography Unit 01 PI 03 Create a story about human-environment interaction based on a region you are familiar with and include: adaptation to and modification of the environment for daily life, examples illustrating ways man has coped with the environment (e.g., natural hazards), and the impact of the physical environment on man s settlement patterns. Standard(s): WG.8A, WG.8B, WG.8C, WG.9A, WG.19B, WG.22B, WG.23A ELPS ELPS.c.1A, ELPS.c.5G Human-environmental interaction Physical and human processes Adaptation Modification Innovation Region Humans modify and adapt to the physical environment to meet their social, political, and economic needs. KEY ACADEMIC VOCABULARY SUPPORTING CONCEPTUAL DEVELOPMENT page 3 of 16
Geography the study of the physical and human landscapes of Earth and the interaction between the two Human-environment interaction humans depend upon the environment, modify it, and adapt to it; they interact with it. Convection current in a fluid caused by uneven distribution of heat. For example, air on a part of the Earth's surface warmed by strong sunlight will be heated by contact with the ground and will expand and flow upward, creating a region of low pressure below it; cooler surrounding air will then flow in to this low pressure region. The air thus circulates by convection, creating winds. Plate tectonics the study of the structure of the Earth's crust and mantle with reference to the theory that the Earth's lithosphere is divided into large rigid blocks (plates) that are floating on semi-fluid rock and are thus able to interact with each other at their boundaries, and to the associated theories of continental drift and seafloor spreading WG.3 WG.3A TEKS Geography. The student understands how physical processes shape patterns in the physical environment. The student is expected to: Explain weather conditions and climate in relation to annual changes in Earth-Sun relationships. Supporting Standard Explain UNIT LEVEL SPECIFICITY WEATHER CONDITIONS AND CLIMATE IN RELATION TO ANNUAL CHANGES IN EARTH-SUN RELATIONSHIPS Rotation Revolution Position in solar system Coriolis Effect Current and wind patterns Solstice Equinox Seasons Tropical, temperate, and polar climate zones page 4 of 16
Types of precipitation Latitudinal Location WG.3B Describe the physical processes that affect the environments of regions, including weather, tectonic forces, erosion, and soil-building processes. Readiness Standard Describe PHYSICAL PROCESSES THAT AFFECT THE ENVIRONMENTS OF REGIONS Weather Tectonic forces Erosion Soil-building Orographic Effect WG.3C Examine the physical processes that affect the lithosphere, atmosphere, hydrosphere, and biosphere. Supporting Standard Examine PHYSICAL PROCESSES THAT AFFECT THE LITHOSPHERE, ATMOSPHERE, HYDROSPHERE, AND BIOSPHERE The 4 spheres of the Earth s system Physical processes that affect the lithosphere, atmosphere, hydrosphere, and biosphere WG.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: page 5 of 16
WG.4A Explain how elevation, latitude, wind systems, ocean currents, position on a continent, and mountain barriers influence temperature, precipitation, and distribution of climate regions. Readiness Standard Explain HOW ELEVATION, LATITUDE, WIND SYSTEMS, OCEAN CURRENTS, POSITION ON A CONTINENT, AND MOUNTAIN BARRIERS INFLUENCE EMPERATURE, PRECIPITATION, AND DISTRIBUTION OF CLIMATE REGIONS Factors that influence the various types of climate regions Prevailing winds Latitudinal location Ocean currents (warm and cold, i.e. Gulf Stream, North Atlantic Drift, Humboldt Current) Elevation Global, or prevailing, wind belts that affect ocean currents: trade winds, doldrums, westerlies, polar winds, and mountain barriers Main climate patterns of the world, according to their general geographic distribution, major weather patterns, and native vegetation: humid tropical (tropical rain forest), tropical savanna, desert, steppe, marine west coast, Mediterranean, humid subtropical, humid continental, subarctic, tundra, ice cap, and highland Climates in the low, middle, and high latitude zones The impact of the position on a continent (coastal vs. continental) on specific types of climates Other factors such as microclimates, windward, leeward, and shifts in climate (i.e. El Nino, La Nina, page 6 of 16
monsoons, etc.) WG.4B Describe different landforms and the physical processes that cause their development. Supporting Standard Describe DIFFERENT LANDFORMS AND THE PHYSICAL PROCESSES THAT CAUSE THEIR DEVELOPMENT Example landforms and processes that formed them (i.e. mountain building, island formation, canyons, valleys, etc.) Plate tectonics, convection Weathering and erosion Forces within the Earth (e.g. earthquakes, tsunamis, and volcanoes), surface forces (weathering, deposition, and erosion), and resulting land forms. Types of faults Transform (i.e. San Andreas fault) Diverging (i.e. Mid-Oceanic Ridge and the Great Rift Valley) Converging (two types) Same type of plates colliding (i.e. continental to continental which create folded mountains such as the Himalayas) Different types of plates colliding (i.e. oceanic to continental causing a subduction zone like the formation of the Andes Mountains, North American coastal ranges, or the Mariana Trench) page 7 of 16
WG.4C Explain the influence of climate on the distribution of biomes in different regions. Supporting Standard Explain THE INFLUENCE OF CLIMATE ON THE DISTRIBUTION OF BIOMES Location and types of biomes Climate regions of the world Tropical Dry Middle latitudinal High latitudinal Highland Microclimates WG.8 WG.8A Geography. The student understands how people, places, and environments are connected and interdependent. The student is expected to: Compare ways that humans depend on, adapt to, and modify the physical environment, including the influences of culture and technology. Readiness Standard Compare WAYS THAT HUMANS DEPEND ON, ADAPT TO, AND MODIFY THE PHYSICAL ENVIRONMENT Needs of society Development of society Values of society Type of environment Availability and access to resources Influence of culture and technology on ways humans page 8 of 16
interact with their environment WG.8B 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. Readiness Standard Describe, Analyze THE INTERACTION BETWEEN HUMANS AND THE PHYSICAL ENVIRONMENT AND THE CONSEQUENCES OF EXTREME WEATHER AND OTHER NATURAL DISASTERS Describe the common natural hazards, such as Floods Droughts Earthquakes Tsunamis Hurricanes, typhoons, cyclones El Nino, La Nina Volcanoes WG.8C Evaluate the economic and political relationships between settlements and the environment, including sustainable development and renewable/non-renewable resources. Supporting Standard Evaluate ECONOMIC AND POLITICAL RELATIONSHIPS BETWEEN SETTLEMENTS AND THE ENVIRONMENT Sustainable development Renewable/non-renewable resources WG.9 Geography. The student understands the concept of region as an area of Earth's surface with related geographic characteristics. The student is page 9 of 16
expected to: WG.9A Identify physical and/or human factors such as climate, vegetation, language, trade networks, political units, river systems, and religion that constitute a region. Readiness Standard Identify PHYSICAL AND/OR HUMAN FACTORS THAT CONSTITUTE A REGION Identify and give examples of what makes up a region Climate Vegetation Language Trade networks Political Units River systems Religion WG.19 WG.19A Science, technology, and society. The student understands the impact of technology and human modifications on the physical environment. The student is expected to: Evaluate the significance of major technological innovations in the areas of transportation and energy that have been used to modify the physical environment. Readiness Standard Evaluate SIGNIFICANCE OF MAJOR TECHNOLOGICAL INNOVATIONS THAT MODIFY THE ENVIRONMENT Innovations in transportation and energy have had negative and positive effects on the physical environment. Energy sources such as coal, oil, solar, wind, wave and hydroelectric power page 10 of 16
WG.19B Analyze ways technological innovations such as air conditioning and desalinization have allowed humans to adapt to places. Supporting Standard Analyze WAYS TECHNOLOGICAL INNOVATIONS HAVE ALLOWED HUMANS TO ADAPT TO PLACES Air conditioning has allowed growth of urban centers in areas of extreme heat. Desalinization provides clean drinking water in areas with scarce freshwater resources. WG.22 WG.22A Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to: Design and draw appropriate graphics such as maps, diagrams, tables, and graphs to communicate geographic features, distributions, and relationships. Design, Draw APPROPRIATE GRAPHICS TO COMMUNICATE GEOGRAPHIC FEATURES, DISTRIBUTIONS, AND RELATIONSHIPS Maps Diagrams Tables Graphs WG.22B Generate summaries, generalizations, and thesis statements supported by evidence. Generate SUMMARIES, GENERALIZATIONS, AND THESIS STATEMENTS WG.22C Use geographic terminology correctly. Use page 11 of 16
GEOGRAPHIC TERMINOLOGY CORRECTLY Examples of geographic tools include Maps, geographic information system (GIS), global positioning system (GPS), legend, compass rose, grid system, scale Examples of terminology to include: Geography, relative location, absolute location, latitude, longitude, equator, continent, region, spatial data, cartography STAAR Note: These skills will be incorporated into STAAR test questions from reporting categories 1-4 and will be identified along with content standards. WG.23 WG.23A Social studies skills. The student uses problem-solving and decision-making skills, working independently and with others, in a variety of settings. The student is expected to: Plan, organize, and complete a research project that involves asking geographic questions acquiring, organizing, and analyzing information answering questions communicating results. Plan, Organize, Complete RESEARCH PROJECT Asking geographic questions Acquiring, organizing, and analyzing information Answering questions page 12 of 16
Communicating results WG.23B Use case studies and GIS to identify contemporary challenges and to answer real-world questions. Use CASE STUDIES AND GIS Identify CONTEMPORARY CHALLENGES Answer REAL-WORLD QUESTIONS STAAR Note: These skills will be incorporated into STAAR test questions from reporting categories 1-4 and will be identified along with content standards WG.21 WG.21A WG.21B SOCIAL STUDIES SKILLS TEKS: USE APPROPRIATE SOCIAL STUDIES SKILLS TO SUPPORT INSTRUCTION. 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: Analyze and evaluate the validity and utility of multiple sources of geographic information such as primary and secondary sources, aerial photographs, and maps. Locate places of contemporary geopolitical significance on a map. page 13 of 16
WG.21C WG.22 WG.22A WG.22B WG.22C WG.22D WG.22E WG.23 WG.23A WG.23B WG.23C ELPS# SOCIAL STUDIES SKILLS TEKS: USE APPROPRIATE SOCIAL STUDIES SKILLS TO SUPPORT INSTRUCTION. Create and interpret different types of maps to answer geographic questions, infer relationships, and analyze change. Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to: Design and draw appropriate graphics such as maps, diagrams, tables, and graphs to communicate geographic features, distributions, and relationships. Generate summaries, generalizations, and thesis statements supported by evidence. Use geographic terminology correctly. Use standard grammar, spelling, sentence structure, and punctuation. Create original work using proper citations and understanding and avoiding plagiarism. Social studies skills. The student uses problem-solving and decision-making skills, working independently and with others, in a variety of settings. The student is expected to: Plan, organize, and complete a research project that involves asking geographic questions acquiring, organizing, and analyzing information answering questions communicating results. Use case studies and GIS to identify contemporary challenges and to answer real-world questions. Use problem-solving and decision-making processes to identify a problem, gather information, list and consider options, consider advantages and disadvantages, choose and implement a solution, and evaluate the effectiveness of the solution. SUBSECTION C: CROSS-CURRICULAR SECOND LANGUAGE ACQUISITION ESSENTIAL KNOWLEDGE AND SKILLS. The English Language Proficiency Standards (ELPS), as required by 19 Texas Administrative Code, Chapter 74, Subchapter A, 74.4, outline English language proficiency level descriptors and student expectations for English language learners (ELLs). School districts are required to implement ELPS as an integral part of each subject in the required curriculum. page 14 of 16
ELPS# SUBSECTION C: CROSS-CURRICULAR SECOND LANGUAGE ACQUISITION ESSENTIAL KNOWLEDGE AND SKILLS. School districts shall provide instruction in the knowledge and skills of the foundation and enrichment curriculum in a manner that is linguistically accommodated commensurate with the student s levels of English language proficiency to ensure that the student learns the knowledge and skills in the required curriculum. School districts shall provide content-based instruction including the cross-curricular second language acquisition essential knowledge and skills in subsection (c) of the ELPS in a manner that is linguistically accommodated to help the student acquire English language proficiency. http://ritter.tea.state.tx.us/rules/tac/chapter074/ch074a.html#74.4 ELPS.c.1 ELPS.c.1 ELPS.c.1A ELPS.c.1C ELPS.c.1E ELPS.c.3 ELPS.c.3 ELPS.c.3D Cross-curricular second language acquisition/learning strategies The ELL uses language learning strategies to develop an awareness of his or her own learning processes in all content areas. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to: use prior knowledge and experiences to understand meanings in English use strategic learning techniques such as concept mapping, drawing, memorizing, comparing, contrasting, and reviewing to acquire basic and grade-level vocabulary internalize new basic and academic language by using and reusing it in meaningful ways in speaking and writing activities that build concept and language attainment Cross-curricular second language acquisition/speaking The ELL speaks in a variety of modes for a variety of purposes with an awareness of different language registers (formal/informal) using vocabulary with increasing fluency and accuracy in language arts and all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in speaking. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to: speak using grade-level content area vocabulary in context to internalize new English words and build academic language proficiency page 15 of 16
ELPS# ELPS.c.5 ELPS.c.5 ELPS.c.5G SUBSECTION C: CROSS-CURRICULAR SECOND LANGUAGE ACQUISITION ESSENTIAL KNOWLEDGE AND SKILLS. Cross-curricular second language acquisition/writing The ELL writes in a variety of forms with increasing accuracy to effectively address a specific purpose and audience in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in writing. In order for the ELL to meet grade-level learning expectations across foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. For Kindergarten and Grade 1, certain of these student expectations do not apply until the student has reached the stage of generating original written text using a standard writing system. The student is expected to: narrate, describe, and explain with increasing specificity and detail to fulfill content area writing needs as more English is acquired. page 16 of 16