Core Text: Geography Alive!
Central America/South America
Major Concepts:
The physical and political geography of Central America and South America and embed five major concepts: location, place, human interaction with the environment, movement, and regions.· Introducing the Region: Physical and Human Geography
· Spatial Inequality in Mexico City
· Land Use Conflict in the Amazon Rainforest /
Core Text: Geography Alive!
Standards:SAM.1 On a map of the world, locate South America and the Atlantic and Pacific Oceans. On a map of South America, locate the Amazon, the Andes Mountains, Cape Horn, and the southern, northern, eastern, and western regions of South America.
SAM.2 Use a map key to locate the countries and major cities of South America.
SAM.3 Explain how the following five factors have influenced settlement and economies of major South American countries.
§ Absolute and relative location
§ Climate
§ Major physical characteristics
§ Major natural resources
§ Population size
SAM.4 Identify when South America countries become independent nations and explain how independence was achieved.
HAG1 Use map and globe skills learned in prekindergarten to grade five to interpret different kinds of projections as well as topographic land forms, political, population and climate maps.
HAG2 Use geographic terms correctly, such as delta, glacier, location, settlement, region, natural resource, human resources, mountain, hill, plain, plateau, river, island, isthmus, peninsula, erosion, climate, drought, monsoon, hurricane, ocean, and wind currents, tropics, rain forest, tundra, desert, continent, country, nation, and urbanization.
Key Questions:
· Why does spatial inequality exist in urban areas?
· How should the resources of the rainforests be used and preserved? / Skills and Outcomes: When students have finished studying this topic, they will know and be able to:
http://contentarealearningstrategies.wikispaces.com/
Chapter 9
· Mapping Lab: Label political and physical boundaries. INB pg.70/ 71.
· Preview: describe a place by its physical and human features.
· Activity: Visiting 4 Neighborhoods in Mexico City
· Research the process of urbanization and patterns of inequality that exists in urban areas.
· Define and explain key geoterms emphasized in unit 3
Chapter 12
· Preview Activity: Land proposals, support and debate position. INBPg. 90
· Use transparency 12A : I See/It Means
· Response Group/Jigsaw: Pair/Share information collected on groups living in the Amazon rainforest.( pg. 283-286.)
· Use Student Interactive Notebooks pg. 92-94.
· In mixed ability groups, students will prepare presentations regarding which group has the most legitimate claim to decide what should be done to preserve or use the resources of the Amazon rainforest.
· Recognize how people in different regions of SA have preserved their traditional ways of life while adapting to modern society.
· Investigate ideas from around the world about how to address land use conflict in the rainforest and determine which would be most applicable to the Amazon region. / Formative/Summative Assessments: Students will complete the following products/other assessments to demonstrate the skills and understandings they have acquired.
· Mapping Lab Assessments: Central America
· Writing for Understanding pg.211-213. Visiting 4 Neighborhoods in Mexico City. Transparencies 9A-9G, CD tracks 5-10
· Cause and Effect Writing Assignment: Newspaper article focuses on the causes and consequences of urbanization. (pg.213)
· Mastering the Content Quiz -Assessment 9
· Applying Geography Skills pg. 218
Chapter 12
· Mapping Lab Assessments: South America
· Mastering the Content Quiz- Assessment 12 pg. 289
· Presentations: News Report
· Project: Research and deliver a project based on ways to preserve the rainforest.