a division of Teacher Created Materials

Sample Pages from a division of Teacher Created Materials Thanks for checking us out. Please call us at 877-777-340 with questions or feedback, or to order this product. You can also order this product online at www.tcmpub.com/shell-education. For correlations to State Standards, please visit: www.tcmpub.com/teachers/correlations Shell Professional and Strategy Resources: www.tcmpub.com/teachers/professional-resources/correlations 877-777-340 www.tcmpub.com/shell-education

Level

Table of Contents Introduction...3 How to Use This Book...4 Standards Correlations...10 Daily Practice Pages...1 Answer Key...19 Additional Maps...207 Rubrics...210 Analysis Pages...213 Digital Resources...216 Introduction With today s geographic technology, the world seems smaller than ever. Satellites can accurately measure the distance between any two points on the planet and give detailed instructions about how to get there in real This may lead some people to wonder why we still study geography. While technology is helpful, it isn t always accurate. We may need to find detours around construction, use a trail map, outsmart our technology, and even be the creators of the next navigational technology. But geography is also the study of cultures and how people interact with the physical world. People change the environment, and the environment affects how people live. People divide the land for a variety of reasons. Yet no matter how it is divided or why, people are at the heart of these decisions. To be responsible and civically engaged, students must learn to think in geographical terms. The Need for Practice To be successful in geography, students must understand how the physical world affects humanity. They must not only master map skills but also learn how to look at the world through a geographical lens. Through repeated practice, students will learn how a variety of factors affect the world in which they live. Understanding Assessment In addition to providing opportunities for frequent practice, teachers must be able to assess students geographical understandings. This allows teachers to adequately address students misconceptions, build on their current understandings, and challenge them appropriately. Assessment is a long-term process that involves careful analysis of student responses from a discussion, project, practice sheet, or test. The data gathered from assessments should be used to inform instruction: slow down, speed up, or reteach. This type of assessment is called formative assessment. Shell Education 28626 180 Days of Geography 3

Weekly Structure How to Use This Book The first two weeks of the book focus on map skills. By introducing these skills early in the year, students will have a strong foundation on which to build throughout the year. The last two weeks allow students to practice naming states and capitals. Each of the remaining 30 weeks will follow a regular weekly structure. Each week, students will study a grade-level geography topic and a location in the world. Locations may be a town, a state, a region, a continent, or the whole world. Days 1 and 2 of each week focus on map skills. Days 3 and 4 allow students to apply information and data to what they have learned. Day helps students connect what they have learned to themselves. Day 1 Reading Maps: Students will study a grade-appropriate map and answer questions about it. Day 2 Creating Maps: Students will create maps or add to an existing map. Day 3 Read About It: Students will read a text related to the topic or location for the week and answer text-dependent or photo-dependent questions about it. Day 4 Think About It: Students will analyze a chart, diagram, or other graphic related to the topic or location for the week and answer questions about it. Day Geography and Me: Students will do an activity to connect what they learned to themselves. Five Themes of Geography Good geography teaching encompasses all five themes of geography: location, place, human environment interaction, movement, and region. Location refers to physical and absolute and relative locations or a specific point or place. The place theme refers to the human characteristics of a place. Human-environment interaction describes how humans affect their surroundings and how the environment affects the people who live there. Movement describes how and why people, goods, and ideas move between different places. The region theme examines how places are grouped into different regions. Regions can be divided based on a variety of factors, including physical characteristics, cultures, weather, political factors, and many others. 4 28626 180 Days of Geography Shell Education

How to Use This Book (cont.) Using the Practice Pages The activity pages provide practice and assessment opportunities for each day of the school year. Teachers may wish to prepare packets of weekly practice pages for the classroom or for homework. As outlined on page 4, each week examines one location and one geography topic. WEEK 19 1 _ Date: Name: questions. of Peru. Then, answer the Directions: Study the map The first two days focus on map skills. On Day 1, students will study a map and answer questions about it. On Day 2, they will add to or create a map. WEEK Ecuador Name: 300 1,000 m high Creating Maps 0 300 m high Peru Piura Brazil Pacific Ocean Reading Maps Land Elevation > 1,000 m high Iquitos 19 2 Colombia Directions _ complete : Peru has three Date: distinct the map. regions with their own ecosy stems. Follow the steps to Ecuador Piura Colombia Land Eleva tion > 1,000 m high Iquitos Peru 300 1,000 Lima 0 300 m Brazil Cusco m high high Pacific Ocean Lima Legend Cusco Peru s capital city? desert of 1. What is the elevation mountains rainforest 1. Creat e a symb ol for each region in the legen 2. The deser d. t is a narro cities there? might people build fewer w strip along at higher elevations. Why the west 3. There are fewer cities 3. coast. Add The mountains your deser are just southern north t symbol parts of to the map. Peru. They east of the deser symbol to t, stretc the map. are the highe r elevationshing from the north _ on the map. 4. The rainfo ern to Add your the the map. rest takes up the mountains northeaste 10 rn part of 28626 180 Days of Geography the state.. Color Add your the Pacifi Shell Education rainforest c Ocean symbol blue. to the 2. Which city shown has highest elevation? 106 28626 180 Days of Geography Shell Educat ion WEEK 19 3 Date: _ tions. er the ques Then, answ photos. Name: study the. text, and ecosystems : Read the systems different Directions Peru s Eco ns. Each region has the rest regio animal life. ends and and rainfo and e the beach types of mountain, er, temperatures, to tell wher. Yet many desert, be hard world Peru has different weath dry. It can t deserts in the have tainside coast is dries They also the west to one of the the moun g the day on on t. The deser Peru is home es that grow be warm durin s. found there can The grass eratures desert beginanimals can be al Peru.. in centr alpacas. Temp plants and tains are s grow there s and s Moun of plant as llama d. Few The Ande als, such 6,000 kinds and humi for anim night. zon. Over e weather is hot at are food Th the Ama ing cold is part of d animals. cted. and freez is prote rest in Peru of endangere The rainfo many species much of the land also and There are in this region, live le peop 19 4 Name: Directions : Study the _ Date: circle graph. Then, answ er the quest ions. Land in Think Abo ut It ut It Peruvian Peruvian Read Abo Days 3 and 4 allow students to apply information and data from texts, charts, graphs, and other sources to the location being studied. WEEK Peru crops pasture other forest rainforest mountains desert Peruvian 1. Woul d it be bette r for a farme r to raise ed in Peru? crops or desert locat animals e is the in Peru? 1. Wher Why? s? for llama s provide mountain do the 2. What 2. What is most of the land region? in Peru used in each erently for? live diff le might peop 3. What 3. How else do you think land is used for in Peru? 107 Geography Days of 28626 180 108 28626 180 Education Shell Days of Geography Shell Educat ion Name: _ Date: Directions: Compare and contrast one Be sure to label the region you chose. region of Peru to where you live on the Venn diagram. On Day, students will apply what they learned to themselves. WEEK 19 _ Geography and Me Using the Resources Where I Live Shell Education 28626 180 Days of Geography 109 Rubrics for the types of days (map skills, applying information and data, and making connections) can be found on pages 210 212 and in the Digital Resources. Use the rubrics to assess students work. Be sure to share these rubrics with students often so that they know what is expected of them. Date: Name: _ Date: Name: _ Rubric Making Connections Map Skills Rubric Day Days 1 and 2 Name: Date: first two weeks of instruction. activity sheets from the 2 activity Directions: Evaluate students for students Days 1 and that, complete this rubric weeks can be Every five weeks after Their work over the five row. is needed per student. by writing a score in each sheets. Only one rubric their work in each category up to evaluated together. Evaluate write the total on the line. Students may earn and Then, add up their scores, up to 1 points total. points in each row and Skill Identifying Map Features Using Cardinal Directions Interpreting Maps Uses map features to correctly interpret maps all or nearly all the 3 1 Uses map Does not use features to map features correctly to correctly interpret maps interpret maps. most of the Does not Uses cardinal Uses cardinal use cardinal directions to directions to accurately locate accurately locate directions to accurately locate places all or places most of places. nearly all the the Does not Accurately Accurately accurately maps to answer maps to answer interpret maps questions all or questions most to answer questions. nearly all the of the Score Applying Informatio and Data Rubr n ic Days Skill Skill Interpreting Text Interpreting Data Correctly texts to answer questions all or nearly all the Correctly data to answer questions all or nearly all the 3 Correctly texts to answer questions most of the Correctly data to answer questions most of the 1 Does not correctly interpret texts to answer questions. 3 1 Score Makes Makes Does not make comparisons of comparisons of comparisons of one s own home one s own home one s own home or community or community to or community to to others all or others most of others. nearly all the the Makes Makes Does not make comparisons comparisons of comparisons of of one s daily one s daily life one s daily life Comparing life to those in to those in other to those in other One s Life other locations locations or locations or all or regions regions most of regions. or nearly all the the Uses Uses Does not use information information about locations information about other about locations or regions locations or or regions make to make to regions to make Making Connections connections connections life there connections about life there about about life there. most of the all or nearly all the 3 and 4 Directions: Complete this rubric every fi ve weeks to evaluate activity sheets. Only students Day 3 and one rubric is needed Day 4 be evaluated together. per student. Their work over the five Evaluate their work weeks can Then, add up their in each category by scores, and write writing a score in the total on the line. each row. each row and up to Students may earn 1 points total. Note: up to points in evaluated here. Weeks 1 and 2 are map skills only and will not be Applying Information Comparing One s Community Score Does not correctly interpret data to answer questions. Applies new information and Applies new Does not information and data to known apply new data to known information information and about locations information data to known about locations or regions all information or nearly all the or regions most about locations of the or regions. Total Points: _ Total Points: Shell Education Shell Education 210 activity sheets. to evaluate students Day rubric every five weeks be evaluated Directions: Complete this over the five weeks can per student. Their work row. Then, add up Only one rubric is needed writing a score in each work in each category by in each row and together. Evaluate their may earn up to points total on the line. Students evaluated here. their scores, and write the skills only and will not be Weeks 1 and 2 are map up to 1 points total. Note: 212 28626 180 Days of Geography 28626 180 Days of Geography Total Points: Shell Education 28626 180 Days of Geography Shell Education 211 28626 180 Days of Geography 7

Name: Date: _ WEEK 3 1 Directions: Study the map of Mexico. Then, answer the questions. United States Chihuahua Monterrey Gulf of Mexico Reading Maps Cabo San Lucas Mexico Cancún Pacific Ocean Puerto Vallarta Guadalajara Mexico City Veracruz Legend city capital Acapulco Belize Guatemala 1. Name at least one city on the Pacific coast. 2. Name at least one city on the coast of the Gulf of Mexico. 3. What is the capital of Mexico? 4. Name the three countries that border Mexico.. Name the southernmost city on this map. Shell Education 28626 180 Days of Geography 2

Name: Date: _ WEEK 6 2 Directions: Read the text in the box. Use the information to shade the Appalachian Region on the map. Then, create a legend to show what the shaded region is. The Appalachian region is in the southeast part of the country. It includes all of New Brunswick, Nova Scotia, and Prince Edward Island. It includes the far eastern tip of Quebec. It also includes the part of Newfoundland and Labrador that is is close to Nova Scotia. Arctic Ocean Greenland Creating Maps Alaska (USA) Pacific Ocean Yukon Territory British Columbia Northwest Territories Alberta Canada Saskatchewan Nunavut Manitoba Hudson Bay Ontario Quebec Newfoundland and Labrador Prince Edward Island USA New Brunswick Nova Scotia Legend Atlantic Ocean Shell Education 28626 180 Days of Geography 41

WEEK 9 2 Name: Date: _ Directions: Follow the steps to complete the map. Creating Maps Mediterranean Sea Lebanon Nazareth Netanya Tel Aviv Jerusalem Ashdod Ashkelon Nahariyya Haifa Jordan River Syria Sea of Galilee Rahat Dead Sea Beersheba Israel Jordan Egypt Eilat 1. Most people in Israel are Jewish. But Jerusalem, Rahat, and Nazareth are home to many Muslims as well. Circle these cities on the map. 2. Color Israel green. 3. Use the clues in the box to label the countries that border Israel. Egypt is southwest of Israel. Lebanon borders Syria and the Mediterranean Sea. Jordan is east of the Jordan River. Syria is northeast of Israel. 6 28626 180 Days of Geography Shell Education

WEEK 13 4 Name: Date: _ Directions: Study the timeline of railways in Australia. Then, answer the questions. 180s First railways open in Victoria, New South Wales, and South Australia. 1860s Tasmania opens first railway. Think About It 1870s West Australia and Queensland open first railway. 1880s Northern Territory opens first railway. 1910s Australian Capital Territory opens first railway. 1930s Companies begin using a standard-size railway on an interstate track. 190s Diesel engines are introduced. 1970s Steam engines are completely removed. 1990s A standard-size interstate track is completed. 1. How might Australian states and territories benefit from building railways? 2. Why might people have wanted to build a standard-size interstate track? 3. Why do you think it took so long to complete the standard-size railway? 78 28626 180 Days of Geography Shell Education

WEEK 14 Name: Date: _ Directions: Think of a landform near you. Examples include mountains, canyons, valleys, rivers, deltas, and plains. Complete the chart about the landform you choose. What is the name of the landform? Where is it located? Geography and Me Describe the landform. Draw the landform. How is it similar to and different from Uluru? 84 28626 180 Days of Geography Shell Education