allison kellahan's e-portfolio · web viewvolcanoes earthquakes magma fault settlements...

1. Title Page, Table of Contents

6 th Grade Geography Unit and Vocabulary Planning Guide

Allison Kellahan

SST 309-05

Fall 2013

Contents

Overview/Rationale/Introduction.........................................................................................3

KUD’s and Assessment Ideas…………………………………………………………………...4

Vocabulary Lesson (Lesson 1)………………………………………………………………….12

Lesson 2…………………………………………………………………………………………...15

Lesson 3………………………………………………………………………………………...…18

Resource Attachments………………………………………………………………………...…20

Citations……………………………………………………………………………………………27

2. Overview/Rationale/Introduction

2 SST 309 Laninga, Section 05

Overview: This unit will introduce sixth grader to Places and Regions in the Western Hemisphere. The sixth grade students will understand that

land features and climate can describe a place and/or region in the Western Hemisphere. Specifically, students will understand that latitude and

elevation affect a location’s climate. Also, using information from GIS, remote sensing, and the World Wide Web, students will understand that

seismic activity along tectonic plates affects where humans live. Lastly, students will understand that ecosystems differ based on differences in

latitude, elevation, and human activities, and humans are more likely to live in certain ecosystems than others based on the climate of a region.

Rationale: It is important to for students to understand that no two places, specifically within the Western Hemisphere, are exactly the same.

Students will begin to recognize that each place has its own physical characteristics and ecosystems, and start to understand the environment that

they live in.

Introduction: This unit is designed for students to evaluate the different physical characteristics, such as landforms and climate, and ecosystems

of different places and/or regions within the Western Hemisphere. Students will analyze several different types of maps, build graphs, create

foldables, and various other activities to learn about the physical characteristics and ecosystems of a specific place.

3. KUDs: The road map:

GLCE and Verb 6-G2.1.1—Describe the landforms features and the climate of the region (within the Western Hemispheres) under study.


Knowledge (K) Understand (U) DOL:Demonstration of Learning (DO)

Vocabulary I Can

Landforms are naturally formed features on the surface of the earth. Different types of landforms include volcano, island, strait, flood plain, swamp, delta, marsh, river mouth, harbor, bay/gulf, cape/peninsula, butt, oasis, cliff, canyon, cataract, plateau, mesa, prairie, steppe, mountain, valley, and glacier. Major influences of climate: wind/ocean currents, zones of latitude (tropical, temperate, and polar), elevation (distance above sea level), and topography (mountains).Types of climate: Tropical (hot and rainy), Tropical wet and dry (cooler and less rainy than tropical), Semiarid (Hot to mild or cold without much precipitation), Dessert (extreme temperatures with little rain), Mediterranean (dry and hot to cool and rainy), Marine West Coast (cloudy, foggy, warm with constant rain through the year), Humid Subtropical (mostly hot and humid but at times cool), Humid Continental (four seasons—vast different in temp and humidity based on latitude), and Subarctic (usually temp below freezing).

Students will understand that land features and climate can describe a region in the Western Hemisphere.

Each student will choose a city located in South America, Central America, or North America, and evaluate political, physical, and climate maps to be able to describe the land features and climate of their city in a two-tab book.

LandformsClimateHemisphereLatitudeTopography

I can identify landforms of a specific region. I can identify what type of climate a region has.

4. Assessment Ideas

a. How will you know they’ve learned it?


After the lessons, each student will have the chance to choose a city, at random, located in North America, Central America, or South America.

Once students have chosen their city, they must study political, physical, and climate maps to be able to describe the physical features and climate

of their city in a two-tab book.

b. How will you grade it?

Students will give a brief presentation using their two-tab book in front of the class. Specifically, students must describe the land features and

climate of their city based on the three different types of maps they analyzed (political, physical, and climate maps). If students list the major land

features as well as describe the amount of rainfall and average temperature of their city, the student will be considered as having ‘Mastered” the

material.

GLCE and Verb 6-G2.1.2—Account for topographic and human spatial patterns (where people live) associated with tectonic plates such as volcanoes, earthquakes, settlements (Ring of Fire, recent volcanic and seismic events, settlements in proximity to natural hazards in the Western Hemisphere) by using information from GIS, remote sensing, and the World Wide Web.


Vocabulary I Can

The Ring of Fire is a string of volcanoes and earthquakes, around the edges of the Pacific Ocean. The Ring of Fire stretches from the southern tip of South America, up along the coast of North America, across the Bering Strait, down through Japan, and into New Zealand. The Ring of Fire lies on the edges of several tectonic plates. The plates can become convergent (tectonic plates collide that cause one plat to dive under the other or the edges of both plates crumple), divergent (magma from the mantle

Using information from GIS, remote sensing, and the World Wide Web, students will understand that seismic activity along tectonic plates affects where humans live.

Using information from the GIS, remote sensing, and the World Wide Web, students will write a paragraph that describes how seismic activity occurring along tectonic plates affects population

Tectonic platesRing of FireSeismicConvergent platesDivergent platesTransform platesVolcanoesEarthquakesMagmaFaultSettlements

I can describe the topographic effects from tectonic plates in the Western Hemisphere. I can describe human spatial patterns in relation to tectonic plates


rises as tectonic plates spread apart), or transform (tectonic plates slide past one another) boundaries. Thus, there is a lot of seismic activity along the Ring of Fire from earthquakes (shifting of the Earth’s plates or movement along a fault) and/or volcanic activity.

densities in the Western Hemisphere.

HazardsGISRemote sensingHuman spatial patterns/population density

in the Western Hemisphere. I can use information from GIS, remote sensing, and the World Wide Web.

4. Assessment Ideas


After the lessons, each student will have the chance to choose a city, at random, located in North America, Central America, or South America.

Once students have chosen their city, they must study political, physical, and climate maps to be able to describe the physical features and climate

of their city in a two-tab book.


Students will give a brief presentation using their two-tab book in front of the class. Specifically, students must describe the land features and

climate of their city based on the three different types of maps they analyzed (political, physical, and climate maps). If students list the major land

features as well as describe the amount of rainfall and average temperature of their city, the student will be considered as having ‘Mastered” the

material.

GLCE and Verb 6-G3.1.1—Construct and analyze climate graphs for two locations at different latitudes and elevations in the region to answer geographic questions and make predictions based on patterns. (e.g., compare and contrast Buenos Aires and La Paz; Mexico City and Guatemala City;


Edmonton and Toronto).Knowledge (K) Understand (U) DOL:

Demonstration of Learning (DO)

Vocabulary I Can

How to construct a climate graph: 1) draw three axis with months as the x-axis, temperature to left hand y-axis, and rainfall to the right y-axis; 2) add rainfall data (bar graph); and 3) add temperature data (line graph). How to analyze a climate graph: calculate average annual temperature, calculate the temperature range, calculate total precipitation, and distribution of precipitation to determine the climate zone.

Students will understand that a location’s latitude and elevation greatly affect the location’s climate.

Given data on the amount of rainfall and temperature for two locations of different latitudes and elevations, students will create a two-tab book where they must construct, analyze, compare, and predict the climate of both locations.

LatitudeElevationClimateAnnualBar graphLine graphClimate graphX-axisY-axis

I can construct a climate graph.I can analyze a climate graph. I can compare and contrast the climates of two locations based on their climate graphs. I can make predictions about the climate of a location based on its climate graph.

4. Assessment Ideas


Each student will be given data on two distinct locations. Specifically, the data given to students will describe the amount of rainfall and yearly

temperature for both their locations. Using this data, students will first create a climate graph. Then, students will analyze each climate graph, then

compare the climate graphs for their two distinct locations, and finally predict how much rainfall and the average temperature each location will

receive in upcoming years. Each student graphs and analysis of graphs will be written in a two-tab book where one tab represents one location and

the second tab represents the other location.



Students will turn in their data along with their two-tab book. The teacher will assess students’ graphs based on their data, their analysis and

comparison of each graph, and their prediction for the future. If students provide an accurate graph, analysis of graph(s), and logical prediction, the

students will be considered of having ‘Mastered” the material.

GLCE and Verb 6-G3.2.1—Explain how and why ecosystems differ as a consequence of differences in latitude, elevation, and human activities (e.g., South America’s location relative to the equator, effects of elevations on temperature and growing season, proximity to bodies of water an the effects on temperature and rainfall, effects of annual flooding on vegetation along river flood plains such as the Amazon).


Vocabulary I Can

Ecosystem is an interdependent community of plants and animals. The ecosystem of a region is referred to as a biome. Biomes are categorized based on the climate a region. Thus we know regions differ because latitude is a contributing factor when finding climate conditions. For example, regions around the equation get more direct sunlight, and therefore have warmer temperatures than regions further away from the equator. Elevation is another contributing factor to climate conditions. For example, regions that have greater elevation have cooler temperatures than regions of lower elevation. Differences in climatic variable, including temperature and precipitation, are underlying factors that define different biomes. Humans have a great impact on ecosystems, more so than other animal plant populations do.

Students will understand that ecosystems differ based on differences in latitude, elevation, and human activities.

Given a physical map and a description of common activities for a specific location in the Western Hemisphere, students will write a paragraph that identifies the ecosystem of a location and explains how and why the ecosystem is impacted by the location’s latitude, elevation, and human activities.

EcosystemBiomesLatitudeElevationTemperaturePrecipitationTropicalGrasslandsVegetation

I can explain how ecosystems differ from one to another based on latitude, elevation, and human activities. I can explain why an ecosystem differs from other ecosystems based on latitude, elevation, and human activities.


Humans’ need for resources is great and we also use resources that other organisms don’t. For instance, we dig deep into the ground for petroleum to make fuels and plastics.

4. Assessment Ideas


The teacher will provide students with a physical map and a brief description of activities that typically take place in a specific location in the Western

Hemisphere. Then, the students will write a paragraph that identifies the location’s ecosystem, and explain how and why the ecosystem is shaped

by latitude, elevation, and human activities.


The teacher will collect and assess each student’s writing. If a student states the correct ecosystem and accurately describes how and why latitude,

elevation, and human activities affect their ecosystem, the student will be considered of having ‘Mastered’ the material.

GLCE and Verb 6-G3.2.2—Identify ecosystems and explain why some are more attractive for humans to use than are others (e.g., mid-latitude forest in North America, high latitude of Peru, tropical forests in Honduras, fish or marine vegetation in coastal zones).


Vocabulary I Can

Ecosystem is an interdependent community of plants and animals. The ecosystem of a region is referred to as a biome. Biomes are categorized based on the climate a region, specifically temperature and precipitation. There are 5

Students will understand that humans are more likely to live in certain ecosystems than others based on the climate of a region.

Given 5 specific ecosystems found in the Western Hemisphere, students will rank 1-

EcosystemBiomesLatitudeElevationTropical climate

I can identify different ecosystems found in the Western


major climate zones on earth, which can then be broken down into 10 subcategories. These five climates are temperate, polar, tropical, highlands, and dry. Tropical climates are known for their year-round high temperatures and year-around rainfall. Dry climates are characterized the little amount of rain it receives and the huge daily temperature range. Temperate climates lie in between tropical and polar climates. Specifically, temperate climates don’t experience as much rain as tropical climates, but more rain than in polar climates. The temperature of temperate climates follows a similar pattern: temperate climates aren’t as hot as tropical climates, but aren’t as cold as polar climates. Polar climates are characterized by a lack of warm summers and precipitation. In other words, polar climates have year-round cold weather and receive a very little amount of rainfall. Highland climates describe the climates found in high mountainous regions. Because climate changes as you move up the mountain (elevation changes), the temperature and amount of rainfall depends on the location on the mountain. These 5 climates can be divided into 10 subcategories. The subcategories are:

Tropical: Topical Wet and Tropical Wet and Dry

Polar: Tundra and Icecap Dry: Desert and Semiarid Temperate: Humid Subtropical, Marine

West Coast, Mediterranean, and Humid Continental

5 (1 being the most desired and 5 being the least desired) which ecosystems humans would prefer to live in and why [based on survival needs, not on personal preference].

HabitablePolar climateDry climateTemperate climateHighland climate

Hemisphere. I can explain why specific ecosystems that are more habitable to humans.


4. Assessment Ideas


Based on their knowledge of the five ecosystems, students must rank (rank 1 being the most desired and rank 5 being the least desired) which

ecosystems humans would prefer to live in, and why each ecosystem is inhabitable or habitable. The teacher must stress that the ranking of

ecosystems shouldn’t be swayed by personal preference; ecosystems must be ranked in terms of survival needs.


Students will participate in a classroom discussion about which ecosystems are habitable and inhabitable for humans in terms of survival needs.

During this discussion, all students will be given the chance to explain their reasoning for each ecosystem they ranked. If a student shows that

he/she considered the pros and cons of each ecosystem in his/her explanations of his/her rankings, the student will be consider as having ‘Mastered’

the material.

5. Sequence of Instruction (including Vocabulary): What will you do? What will they do?

Vocabulary Lesson (Lesson 1):Lessons: How will you take them where they need to go? (Step-by-Step plan)

Instructional strategies/Social constructs: How will they work?

(AND what will YOU do?)

Resources needed: What materials and resources will they need?

(Page #s read, graphic organizers, books, posters, realia, etc…)

6-G3.2.2—Identify ecosystems and explain why some are more attractive for humans to use than are others (e.g., mid-latitude forest in North America, high latitude of Peru, tropical forests in Honduras, fish or marine vegetation in coastal zones).Pre-test/Anticipatory set:


Students will participate in a class discussion as vocabulary words and are introduced by the teacher.

Students will discuss with their classmates as they develop

Resources needed: Vocabulary Script [Resource A] Western Hemisphere map [Resource

C] Objects brought in by the teacher Several images for each of the 5

main climate zones [Resource B] Whiteboard with the five


Lessons: (the teacher will have five desks that represent each of the five ecosystems and write the five ecosystems on the whiteboard) the hook—the teacher will quickly explain that there are large ecosystems (biomes) on earth that are categorized based climates, such as temperature, rainfall, and plant life. The five large ecosystems based upon climate on are polar, highland, temperate, dry, and tropical. The teacher would then show objects that are commonly associated with each of the five ecosystems, such as winter boots, sand, fruit, leaves, sunscreen, etc. Direct Instruction:

1. Teacher will begin the less by introducing the five vocabulary words according to the script and pictures [Resources A & B] using Marzano’s Six Steps to Building Academic Vocabulary. The teacher will bring in objects to help students understand the climate and plant life of each ecosystem.

2. The teacher will lead the class in a discussing which ecosystem (desk) each object belongs to and why.

their understanding of the five ecosystems

Students will demonstrate their knowledge of the vocabulary by creating a foldable, specifically a Top- Tab book.

ecosystems across the top so that pictures can be placed under each word

Tape Colored construction paper Scissors Stapler

Guided Practice:3. The teacher will provide

Students will work in small groups to complete the sorting

Several images for each of the 5 main climate zones [Resource B]


pictures of the five ecosystems to small groups of students to sort and categorize in which each group has different pictures than the other groups. Each group will briefly explain to the class which pictures they put in each ecosystem and why. Pictures will be put under the ecosystem that the groups believes it’s in. Teachers will provide time for other groups to question a group’s picture placement in each ecosystem.

activity. Teacher will tape the pictures on the white board such that the five ecosystems are written along the top of the whiteboard and images below each ecosystem.

Whiteboard Tape

Independent Practice:4. Students will create a Top-Tab

Book with five tabs such that each ecosystem has its own tab. Each tab will be separated into four squares. In these four squares for students to write their own definition, draw a picture that focuses on the plant life, list examples of places in the Western Hemisphere, and describe the climate (rainfall and temperature) for each ecosystem [Resource E].

Students will work independently to create their own definition, image, examples, and a description of the climate for each ecosystem when constructing their Top-Tab Book.

Each student will need 4 sheets of different colored construction paper

Scissors Stapler

5. Teacher will review and revise further lessons as needed to ensure that students understand how to identify the five main ecosystems in the

Students will revise their understanding and participate in further instruction as needed.

The teacher may need to provide additional examples so there is transfer of knowledge and understanding to economic activities.


Western Hemisphere. This many include differentiated instruction for students who need further assistance and students who have quickly mastered the ideas.

Lesson Two:Lessons: How will you take them where they need to go? (Step-by-Step plan from A-Z)





6-G3.1.1: Construct and analyze climate graphs for two locations at different latitudes and elevations in the region to answer geographic questions and make predictions based on patterns. (e.g., compare and contrast Buenos Aires and La Paz; Mexico City and Guatemala; Edmonton and Toronto).Learning Objective: Students will be able to construct, analyze, compare, and


predict the climate of two locations with different latitude and elevation.Pre-test/Anticipatory set: Lessons: Using data from The Weather Channel Website, teacher and students will create a temperature graph for Grand Rapids, MI (local city) as well as a precipitation graph for Grand Rapids, MI. Once all students have completed their graphs, students will place one graph on top of the other, and hold both graphs to a window or any other light source.

Students will work independently when to create a precipitation and temperature graph of Grand Rapids, MI (NOTE: precipitation and temperature graphs must be on two separate sheets of graph paper). After students saw both of their graphs to a light source, students will have a classroom discussion about the activity. Specifically, the teacher should lead the discussion with a focus on “What was interesting about the graphs when we held them up to the light? How do we display information in a rainfall/climate graph? What would that type of graph be called?”

Data for Grand Rapids monthly climate from www.weather.com

Graph Paper Light source (window,

overhead, etc.)

Guided Practice:1. Teacher presents the PowerPoint

“How to Create a Climate Graph?” to students. After the PowerPoint, class will create a graph for Buenos Aires, Argentina.

2. Pairs of students will choose a large city in North America, Central America, or South America from a list of cities predetermined by the teacher. Then, both students will create climate graph for their city.

First, the teacher will construct the climate graph of Buenos Aires, Argentina on the white board by following the directions of students. Therefore, students have guidance and support if they make a mistake when telling the teacher how to make the climate graph. Second, the teacher will divide the class into pairs where each pair. Each pair will choose a city in the Western Hemisphere from a list predetermined by the teacher (ex. Bogota, Mexico City, Seattle, Quito). Thus, teacher can have the temperature and precipitation data provided for

PowerPoint from www.slideshare.net

Data for all of the cities (dependent upon which cities teachers choose) monthly climate averages from www.worldweatheronline.com (put data from graph into a table for students)

Graph paper


http://www.worldweatheronline.com/

http://www.weather.com/

students and the city is of a different latitude and elevation of Buenos Aires. All pairs will create a climate graph of their city and predict the amount of rainfall and temperature in upcoming years. Lastly, all pairs will compare and contrast the two climate graphs made in the guided practice, focusing on the cities different latitude and elevation.

Independent Practice:Students will create a two-tab book that includes two locations of different latitude and elevation (one location per tab). Each tab should include data for latitude, elevation, rainfall, and temperature of the city; climate graph using the rainfall and temperature data; and data predictions on amount of rain and temperature in the upcoming years. On the back, students will briefly describe how latitude and/or elevation impacted the difference or similarities in climate.

Students will work independently when creating their two climate graphs and describing the affect latitude and elevation have on the two climates when constructing their two-tab book. Meanwhile, the teacher will walk around the room to make sure than students aren’t having any issues.

Data for all of the cities (dependent upon which cities teachers choose) monthly climate averages from www.worldweatheronline.com (put data from graph into a table for students)

Construction paper Graph paper Scissors Glue Colored pencils


http://www.worldweatheronline.com/

Lesson 3:

Lessons: How will you take them where they need to go? (Step-by-Step plan from A-Z)





6-G2.1.1—Describe the landforms features and the climate of the region (within the Western Hemisphere) under study.Learning Objective:Students will understand that land features and climate can describe a region in the Western Hemisphere.Anticipatory Set:Students are shown very different pictures: Andes Mountains, a swamp,

Students have a couple minutes to analyze the pictures before the teacher will start recording words that students

Resource C White Board Dry Erase Markers


the North Pole, and a beach. Students will think of words that describe the pictures.

think describe each picture.

Guided Practice:1. Teacher think-aloud of how to

gather information about a location/city using 3 maps (a globe, and political, physical, and climate maps).

2. Pairs of students will choose any location/city within the Western Hemisphere and use a political, physical, and climate map to describe the landforms and climate of the location/city.

Think-aloud Where is this location/city on a

globe? What is the latitude (or relative

latitude) of this location/city? What longitude (or relative

longitude) of this location/city? Is there a river, oceans, glaciers,

or lakes (water) close to this location/city?

What is the elevation of this location/city?

Is there any plateaus, steppes, canyons, etc. close to this location/city?

What is the climate of this location/city?

Identify any features (latitude, landforms, climate, etc.) on maps that could help identify where the location/city is

Teacher will assist any pairs of students that are struggling to make the climate graph for their location/city.

Globe Political maps of South America,

Central America, and North America [Rand McNally]

Physical maps of South America, Central America, and North America [Rand McNally]

Climate maps of South America, Central America, and North America [Rand McNally]

Individual Practice:Students will choose a location/city within North America, Central America, or South America. Using political, physical, and climate maps of North

Students will work independently when describing the landforms and climate of their location/city as they make their two-tab book. Meanwhile, the teacher will walk around the room to make sure

Construction paper Graph paper Scissors Glue Colored pencils


America, Central America, or South America, each student create a two-tab book to describe the landforms and climate of their city (one tab to describe the city’s landforms and the other tab to describe the city’s climate).

than students aren’t having any issues. Political maps of South America, Central America, and North America [Rand McNally]

Physical maps of South America, Central America, and North America [Rand McNally]

Climate maps of South America, Central America, and North America [Rand McNally]

6. Resource Attachments

Resource A:A Script for Vocabulary Development

Teacher-talk: (Marzano’s Step One of Building Academic Vocabulary: Teacher introduces the word)

Polar:Teacher-talk (Step One): Show students snow boots. From this object, what do you think the temperature is like where the object is found? (Students should realize that the object is present in regions where the temperature is cold). The teacher should have a map ready to show where Polar Regions are located. Based on the name “polar,” where do think these cold regions are located on a map? (Students may answer.) If students are unsure of where the regions are, show them where they regions are located on the map. As we know, the earth has two poles—the North Pole and the South Pole. That’s why these regions near the poles are called the Polar Region. These regions near the poles are cold all year around, even to the point where there are no plants because it’s too cold, with a very short cool summer and hardly any precipitation. So the objects of the region were related to a colder climate. Lets put all these objects of one of the desk to represent the Polar Region.[Fishing rod (used for hunting), winter coat, and reindeer (red nose)]

Highland:


Teacher-talk (Step One): Show students a calendar that shows pictures of the Andes Mountains. Has anyone heard of the Highlands? (Students may answer. Allow students to give any information about the Highlands as they know.) If you were to decompose/”break down” the word “Highland” into 2 words, could you tell any information about where people from the Highlands live? (Students may answer.) Well, people who live in the Highlands live in a mountainous region, typically ranges of low mountains. The teacher should have a map ready to show where the Highland Regions are located. In South America, there is a mountain range called the Andes Mountain that runs along the Eastern side of the continent. Most of the Andes Mountain would is considered to be Highland Regions. Now, do you think the height of mountain can affect the temperature of different Highland Regions? (Students may answer.) The answer is yes, the elevation and location causes a wide range of temperatures among different Highland Regions.

Tropical:Teacher-talk (Step One): Show students a pair of flip-flops. From this object, what do you think the temperature is like where the object is found? (Students should realize that the object is present in regions where the temperature is warm or hot). The teacher should have a map ready to show where Tropical regions are located. Where on earth do the temperatures seem to be the hottest? (Students may answer.) If students are unsure have them think back to previous vacation that they have been on, where were warm places that you have been? Is their something in common between the locations of warm/hot temperatures (identified by students)? (Students should realize that all the warm/hot locations they mentioned are all south of Michigan near the equator.) If students are still unsure of where temperatures are the hottest, explain that the equator (middle of the earth) gets the most direct sunlight. [Palm trees, coconuts, swim suit, sunglasses, and shorts]

Dry:Teacher-talk (Step One): Show students a jar full of sand. If I didn’t get this sand at the beach, where else could I have gotten it? (Students should be able to state that I could have gotten the sand from a dessert.) The teacher should have a map ready to show where Dry regions are located. Using the map, the teacher will show were some desert regions in the United States, specifically Arizona and Nevada. Most of the surrounding states would also be considered dry climates, such as New Mexico, Utah, Colorado, and Wyoming. Based on your prior knowledge of deserts, what can we say about the type of weather in deserts? (Students may answer.) If not, the teacher should describe the climate of Dry regions. As most of us can guess, Dry regions get hardly any precipitation through out the year. This causes places along the equator to experience war weather year-around in addition to high amount of precipitation. Because Dry regions have so little moisture, there is nothing to hold in the heat when the sun sets. So during the daytime temperatures are considerably higher than temperatures at night (wide temperature range between daytime and nighttime). [Statue of a camel, tank top and coat (show drastic difference in weather conditions), and cactus] Temperate:Teacher-talk (Step One): Show students corn, wheat, and rice. What do these foods have in common? (Students may answer.) All three foods are grown in temperate climates. The teacher should have a map ready to show where temperate regions are located. Using the map, the teacher should show that the northern half of the United States has a temperate climate in addition to the tip of South America, specifically Argentina and small part of Chile. The temperature of temperate regions is hard to define because of the different four


different categories that make up temperate regions. Therefore, we can define temperature climate by what it is not: not polar and not tropical. Temperate is somewhere in between the two climates such that people living in temperate regions typically experience four seasons (not just winter and summer). Similar to temperature, temperate regions don’t receive as much rain as in tropical regions, but have more rain than the polar regions. [Fall jacket, pumpkins (fall), and cleaning supplies (spring)]

Step 4—Building Academic Vocabulary: Do activities that allow students to work with the wordsTeacher talk: When describing each climate zone, I presented an object. However, there are still several objects in which we need to decide what climate zone they belong in. So, I will give you a couple of minutes to discuss with the people around you which object should go to a specific climate zone. We will come back together and agree upon what objects belong to each climate zone.

Step 5—Building Academic Vocabulary: Periodically ask students to discuss the terms with one anotherAs students try to sort the objects that belong to each climate zone, students are discussing with their classmates why on object should belong to one climate zone instead of another. Students are starting to define each climate zone by the objects typically seen in each climate zone.

Step 4:Building Academic Vocabulary: Do activities that allow students to work with the wordsTeacher talk: Now, I am going to give each group a set of pictures to sort. Each set of pictures will contain at least one picture of each of the five climate zones. It is your job, as a group, to decide which pictures belong to each climate zone.

Step 5—Building Academic Vocabulary: Periodically ask students to discuss the terms with one anotherAs students try to sort the pictures that depict each climate zone, students are discussing with the rest of their group about why each picture should belong to one climate zone instead of another. Students are further modifying/adjusting their definition of each climate zone by studying what each climate zone looks like.

Step 6—Building Academic Vocabulary: Play games with the words they are learningThe students will play ‘Draw Me’ with their new vocabulary words. The class will be divided into two teams and a player from each team will have draw pictures on the whiteboard of what a specific ecosystem would look like or an object that can typically be found in an ecosystem. The teacher will tell students what ecosystem or object that they must draw right students’ turn to draw a picture. Students may draw more than one picture to represent their word. When a group correctly states what the picture represents, then the team earns a point. Teams will take turns drawing pictures for their group.

Steps 2 and 3—Building Academic Vocabulary: Write in your own words the meaning of the terms and draw a picture or something that shows you know the meaning of the terms


Teacher Talk: To end this activity, everyone is going to make a 5 top-tab foldable to describe each of the five new vocabulary terms we learned today. I will call 3 students up at a time to get 4 sheets of colored construction paper and scissors. (Call students up in groups of 3 until all students have the materials necessary to complete their foldable.) Everyone start by folding one sheet of colored construction in half like a hamburger. Then, cut along the center fold to make two half sheets of paper. Now, fold one of the half sheets four times, each time folding the paper in half like a hamburger. After folding four times, the paper should be divided into 16 small squares. Fold the other three colored construction paper in half like a hamburger and then cut along the center fold line to create four half sheets. Hold the construction paper of 16 small squares vertically and place one of the four half sheets under the pattern square pattern construction paper. Then, cut the bottom right-hand square out of both sheets of paper and set the first page (not the pattern paper) aside. Take a second half sheet of paper and place it under the pattern. Cut the first and second right-hand square out of both sheets of paper. Place the second page aside. Now, place a third sheet under the pattern and cut out the first, second, and third right-hand squares out of both sheets. Place the third sheet aside. Again, place a fourth sheet under the pattern and cut out the first, second, third, and fourth right-hand squares out of both sheets. Place the fifth, uncut half sheet of paper behind the three cutout sheets, leaving five aligned tabs across the top of the book. Finally, cut a final half sheet with no tabs to form a cover and then staple the book together. Everyone should write his or her five new vocabulary words (Polar, Highlands, Dry, Tropical, and Temperate) along the tabs. In each tab, you will create four boxes. One box must have a your own definition of each ecosystem, provide example of places in the Western Hemisphere that belong to each ecosystem, draw an image of what each ecosystem would look like, and list the climate of each ecosystem.

Resource B: All images were acquired from Google Images


Resource C: All images acquired from Google Images


7. Citation Page—APA format (see Purdue Owl)

guest583a0f (2007, September 24). How to Create a Climate Graph [PowerPoint slides]. Retrieved from http://www.slideshare.net/guest583a0f/how-to-create-a-climate-graph.

Marzano, R. and Pickering, D. (2005), Building Academic Vocabulary: Teacher’s Manual. Alexandria, VA: Association for Supervision and Curriculum Development

McNally, Rand (n.d.). North America: Physical. United States of America: McDougal Littell, 2009. Print.

McNally, Rand (n.d.). North America: Political. United States of America: McDougal Littell, 2009. Print.

McNally, Rand (n.d.). South America: Physical. United States of America: McDougal Littell, 2009. Print.


McNally, Rand (n.d.). South America: Political. United States of America: McDougal Littell, 2009. Print.

McNally, Rand (n.d.). World: Climate. United States of America: McDougal Littell, 2009. Print.

Monthly Averages for Grand Rapids, MI. (n.d.). The Weather Channel, LLC. Retrieved from http://www.weather.com/weather/wxclimatology/monthly/49546

World Weather Online (2013). Country List: Monthly Climate Average. Retrieved from http://www.worldweatheronline.com.

Zike, Dinah (2002), Big Book of Social Studies: For Elementary K-6. San Antonio, TX: Dinah-Might Adventures, LP


allison kellahan's e-portfolio · web viewvolcanoes earthquakes magma fault settlements...

Documents