Houston Independent School District



Westside High School Backwards-Design Lesson Plan Template

2013-2014

World Geography

Unit 1

8/27-9/12

|Stage 1 – Desired Results |

|Understanding (s)/goals: |Essential Question(s): |Student Outcomes (objectives): |

|EU1: Students will understand|EQ1: |SWGS.20A Describe the impact of new information technologies such as the Internet, Global |

|that graphic representations |How can complex relationships amongst |Positioning System (GPS), or Geographic Information Systems (GIS). |

|of data express relationships|people and regions be accurately |WGS.21A Analyze and evaluate the validity and utility of multiple sources of geographic |

|and patterns of the physical |represented on a map? |information such as primary and secondary sources, aerial photographs, and maps. |

|and human geography of a | |WGS.21C Create and interpret different types of maps to answer geographic questions, infer |

|region. | |relationships, and analyze change. |

| | |WGS.22A Design/draw and interpret appropriate graphics such as maps, diagrams, tables, and |

| | |graphs to communicate geographic features, distributions, and relationships. |

| | |WGS.22B Generate summaries, generalizations, and thesis statements supported by evidence. |

| | |WGS.22C Use geographic terminology correctly. |

| | | |

| | |SO1.1: SWBAT analyze the usefulness and accuracy of maps and other graphic representations |

| | |using geographic terminology correctly. (WGS.21A, WGS.22C) |

| | | |

| | |SO1.2: SWBAT interpret maps to answer geographic questions and describe geographic |

| | |relationships. (WGS. 21C, WGS.22A) |

| | | |

| | |SO1.3: SWBAT generate summaries, generalizations and thesis statements supported by evidence |

| | |(WGS.22B) |

|EU2: Locating significant |EQ2: |SWGS.20A Describe the impact of new information technologies such as the Internet, Global |

|sources from the public |How do people go about researching in the|Positioning System (GPS), or Geographic Information Systems (GIS). |

|record is a critical skill |fields of social studies? |WGS.21A Analyze and evaluate the validity and utility of multiple sources of geographic |

|for geographers and | |information such as primary and secondary sources, aerial photographs, and maps. |

|researchers. |How can people assess the quality or |WGS.21C Create and interpret different types of maps to answer geographic questions, infer |

| |validity of the sources they use? |relationships, and analyze change. |

| | |WGS.22A Design/draw and interpret appropriate graphics such as maps, diagrams, tables, and |

| | |graphs to communicate geographic features, distributions, and relationships. |

| | |WGS.22B Generate summaries, generalizations, and thesis statements supported by evidence. |

| | |WGS.22C Use geographic terminology correctly. |

| | | |

| | |SO2.1: SWBAT describe the impact of information technologies on the development of society |

| | |(WGS.20A) |

|EU3: Regions reflect similar |EQ3: |RWGS.9A Identify physical and/or human factors such as climate, vegetation, language, trade |

|human and physical |Why do we group places into regions? |networks, political units, river systems and religion that constitute a region |

|characteristics. | |SWGS.9B Describe different types of regions, including formal, functional, and perceptual |

| |Why do we divide the world into regions? |regions. |

| | |SWGS.13A Interpret maps to explain the division of land, including man-made and natural |

| | |borders, into separate political units such as cities, states, or countries. |

| | |WGS.21B Locate places of contemporary geopolitical significance on a map. |

| | |WGS.21C Create and interpret different types of maps to answer geographic questions, infer |

| | |relationships, and analyze change. |

| | | |

| | |SO3.1: SWBAT using maps, locate the seven continents and identify significant physical |

| | |features on these continents (WGS.9A, WGS.21B, WGS.21C) |

| | | |

| | |SO3.2: SWBAT using maps, I can identify Canada/US, Latin America/Caribbean/South America, |

| | |Europe, Russia/CIS, Africa, Southwest Asia/Middle East, South Asia, East Asia, and Southeast |

| | |Asia/Australia/Oceania as significant world cultural regions. (WGS.9A, WGS.21C) |

| | | |

| | |SO3.3: SWBAT describe the characteristics and give examples of formal, functional, and |

| | |perceptual regions. (WGS.9B) |

|EU4: |EQ4: How can ESPN systems of a region |RWGS.9A Identify physical and/or human factors such as climate, vegetation, language, trade |

|ESPN systems link and |affect its citizens’ abilities to live |networks, political units, river systems and religion that constitute a region |

|separate regions and cultural|independently and cooperatively? |SWGS.9B Describe different types of regions, including formal, functional, and perceptual |

|groups among regions. | |regions. |

| | |SWGS.13A Interpret maps to explain the division of land, including man-made and natural |

| | |borders, into separate |

| | |political units such as cities, states, or countries. |

| | |WGS.21B Locate places of contemporary geopolitical significance on a map. |

| | |WGS.21C Create and interpret different types of maps to answer geographic questions, infer |

| | |relationships, and analyze change. |

| | | |

| | | |

| | |SO4.1: SWBAT use the ESPN model to describe characteristics of regions. (WGS.9A) |

| | | |

| | |SO4.2: By interpreting maps, SWBAT identify how physical factors (climate, vegetation, river |

| | |systems, physical features) help define and constitute regions. (WGS.21C. WGS.9A) |

| | | |

| | |SO4.3: By interpreting maps, SWBAT identify how human factors (trade networks, political |

| | |units, religion, man-made borders) help define and constitute regions. (WGS.21C. WGS.9A, |

| | |WGS.13A) |

| | | |

|Stage 2 – Assessment Evidence |

|Performance Task(s) and Other Evidence: (Assessment evidence should be collected for each Student Outcome (SO) listed above.) |

| |

|Formative WE HAVE NO OFFICIAL FORMATIVE ASSESSMENTS!!!! |

|The following are some previous assignments that could work to create a formative assessment (exit ticket or quiz or whatever) |

|Summative (Attach copy) UNIT 1 TEST (Those charts and graphs we can “assign” to TEKS but honestly they aren’t really aligned… they are just random social studies |

|charts and graphs with simple identify questions) |

| |

|SO1.1 |

|Accuracy maps (primary vs secondary, two projections same area) |

| |

| |

|SO1.2 |

|Interpret maps (atlas activity tweaked) |

|#12, #13, #14, #15, #16 #24 #27 #28 |

| |

|SO1.3 |

|Summary/generalization (written conclusion about maps, comparing maps) |

| |

| |

|SO2.1 |

|GIS- |

|#2 (kinda) |

| |

|SO3.1 |

|Continents- white boards |

|#17-#21 |

| |

|SO3.2 |

|World regions- sketchmap |

| |

| |

|SO3.3 |

|Regions- exit ticket/practice |

|#5, #6, #8 |

| |

|SO4.1 |

|ESPN model- neighborhood? City? Westside? |

| |

| |

|SO4.2 |

|Physical factors region- exit ticket map |

| |

| |

|SO4.3 |

|Human factors region- exit ticket map |

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|Stage 3 – Learning Plan |

|DIFFERENTIATION (I-3) There are several ways to individualize instruction for your students |

|How will I scaffold and/or accelerate learning? For whom? How will I group my students? |

| |

|SCAFFOLD: |

|ACCELERATE: |

|GROUP: (pre-teaching or re-teaching) |

| |

|Learning Activities: (These can be attached 1 week at a time.) |

WEEK OF 8/26 -8/30

|Monday |TLW: |Objective: Getting to Know You and Policies and Procedures |

|8/26 | | |

| |FIRST DAY OF SCHOOL | |

| | |Activities: |

| | |Introduction: Getting to Know You |

| | |Student Information Sheet |

| | |Class Rules |

| | |Materials: Student Information Sheet, |

| | |Follow Up/HW: Review Syllabus, Parent Sheet and Supplies Due on Tuesday 9/3 |

|Tuesday |TLW: |Objective: Syllabus/ What is Geography/Mapping Skills |

|8/27 |1: Learn classroom rules and | |

| |procedures. | |

| | | |

| |2. Discuss why geography is | |

| |important and how it is involved in| |

| |our lives. | |

| | |Activities: |

| | |Warm-Up: Review Syllabus |

| | |Post and Discuss EQ#1: How can complex relationships amongst people and regions be accurately represented on a |

| | |map? |

| | |Intro to Geo PowerPoint |

| | |Go over TODALSIGS |

| | |Materials: Handouts |

| | |Follow Up/HW: Parent Sheet and Supplies Due on Tuesday 9/3 |

|Wednesda|TLW: |Objective: Mapping Skills (Parts of a Map, Types of Maps, Map Projections) |

|y/Thursd|Identify the different parts of a | |

|ay8/28-2|map. | |

|9 |Identify the different types of | |

| |general purpose and thematic maps. | |

| |Identify and evaluate the different| |

| |types of map projections. | |

| | |Activities: Book Room |

| | |Warm-Up |

| | |Interactive Notes: Mapping Skills, TODALSIGS, Types of Maps, Activity: |

| | |Mapping Lab Activity (Political and Physical) |

| | |Materials: |

| | |Notebook, Handouts, |

| | |Follow Up/HW: Parent Sheet and Supplies Due on Tuesday 9/3 |

|Friday |TLW: |Objective: Finish Map Skills |

|8/30 | | |

| |Identify the different types of | |

| |general purpose and thematic maps. | |

| |Identify the different types of | |

| |charts and graphs and evaluate | |

| |their uses. | |

| |Construct different types of charts| |

| |and graphs. | |

| | |Activities: |

| | |Warm-Up |

| | |Finish up Wed/Thurs. Activities (Mapping Lab) |

| | |Discuss/activity on EQ#1 |

| | |Charts and Graphs: Notes and Activity |

| | |Materials: Handouts, Notebook |

| | |Follow Up/HW: HAVE A GREAT WEEKEND Parent Sheet and Supplies Due on Tuesday 9/3 |

Week of: 9/2-9/6

|Monday|TLW: |Objective: RELAX |

| | | |

| |NO SCHOOL | |

| | |Activities: |

| | |LABOR DAY |

| | |Materials: |

| | |Follow Up/HW: Parent Sheet and Supplies Due on Tuesday 9/3 |

|Tuesda|TLW: |Objective: Notebook and Charts and Graphs |

|y |1: Organize the Interactive Binder.| |

| | | |

| |2. Construct different types of | |

| |charts and graphs. | |

| | |Activities: |

| | |Turn in Parent Sheet |

| | |Set-up Interactive Binder |

| | |Finish Charts and Graphs Activity |

| | |Revisit EQ#1 How can complex relationships amongst people and regions be accurately represented on a map? |

| | |Materials: Handout, Textbook, Atlas |

| | |Follow Up/HW: |

|Wednes|TLW: |Objective: :Five Themes |

|day/Th|Describe and analyze the Five | |

|ursday|Themes of Geography. | |

| | |Activities: |

| | |1. Warm-Up |

| | |2. Quiz: TODALSIGS/Types of Maps/Charts and Graphs |

| | |3. Begin Five Themes of Geography: |

| | |3. Five Themes of Geography Activity |

| | |Materials: Handouts, Notebook |

| | |Follow Up/HW: Finish activities if incomplete |

|Friday|TLW: |Objective: Five Themes: Location |

| |Create sketch maps using TODALSIGS | |

| | |Activities: |

| | |Warm-Up |

| | |TODALSIGS Sketch Map Activity (due Monday) |

| | |Discuss/activity EQ#1: How can complex relationships amongst people and regions be accurately represented on a |

| | |map? |

| | |Materials: Notebook, Handouts, Colored Pencils/Markers |

| | |Follow Up/HW: : Finish activities if incomplete |

Week of: 9/9-9/13

|Monday|TLW: |Objective: ESPN |

| | | |

| |1. Define and review ESPN concept | |

| |and approach to studying geography.| |

| | |Activities: |

| | |Pre-Test |

| | |2. Post and Discuss EQ 3 and 4: EQ3 Why do we divide the world into regions? EQ4: How can ESPN systems of a |

| | |region affect its citizens’ abilities to live independently and cooperatively? |

| | |Review ESPN as necessary |

| | |Define Region |

| | |Materials: |

| | |Follow Up/HW: Study for Unit 1.1 Test, Friday, September 14th |

|Tuesda|TLW: |Objective: Regions |

|y |Explain what constitutes a region | |

| |and describe the different types of| |

| |regions. | |

| | |Activities: |

| | |Warm-Up |

| | |Notes/Discussion: Regions (Physical vs. Cultural) |

| | |Activity: Regions of WHS |

| | |Materials: Handouts |

| | |Follow Up/HW: Study for Unit 1.1 Test, Friday, September 14th |

| | |Unit 1.1 Study Guide Due Friday, September 14th |

|Wednes|TLW: |Objective: Regions |

|day/Th|Describe and identify the different| |

|ursday|regions of Africa. | |

| | |Activities: |

| | |Warm-Up |

| | |Types of Regions (Formal, Functional, Perceptual) |

| | |Group Activity: Africa’s Regions |

| | |Discuss/activity EQ#3 |

| | |Review for Unit 1.1 Test Tuesday 9/17 |

| | |Materials: |

| | |Notebook, Handouts, |

| | |Follow Up/HW: |

|Friday|TLW: |Objective: |

| | | |

| |HOLIDAY | |

| | |Activities: |

| | |HOLIDAY |

| | |Materials |

| | |Follow Up/HW: HAVE A GREAT WEEKEND |

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