Comparing Physical and Human Characteristics of a Place



|Lesson Synopsis: |

Students identify and classify physical and human characteristics found in the environment. Students determine natural resources used to build homes.

TEKS:

|1.2 |History. The student understands how historical figures, patriots, and good citizens helped to shape the community, state, and nation.|

| |The student is expected to: |

|1.2B |Identify historical figures including Alexander Graham Bell, Thomas Edison, Garrett Morgan and Richard Allen and other individuals who|

| |have exhibited individualism and inventiveness. |

|1.6 |Geography. The student understands various physical and human characteristics. The student is expected to: |

|1.6A |Identify and describe the physical characteristics of place such as landforms, bodies of water, natural resources, and weather. |

|1.6B |Identify examples of and uses for natural resources in the community, state, and nation. |

|1.6C |Identify and describe how the human characteristics of place such as shelter, clothing, food, and activities are based upon geographic|

| |location. |

Social Studies Skills TEKS:

|1.17 |Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of sources|

| |including electronic technology. The student is expected to: |

|1.17C |Sequence and categorize information. |

|1.18 |Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to: |

|1.18A |Express ideas orally based on knowledge and experiences. |

| | |

|Getting Ready for Instruction |

|Performance Indicator(s): |

|C |

• Categorize pictures as either physical characteristics of place or human characteristics of place and explain the difference. Then choose one natural resource shown in a picture and, orally or in writing, describe its possible uses/products. (1.6A, 1.6B; 1.17C; 1.18A)

• 1E

|Key Understandings and Guiding Questions: |

• Las características humanas y físicas dan forma a las comunidades y afectan la manera en que viven las personas.

— ¿Cuáles son las características humanas de un lugar?

— ¿Cómo las características humanas ayudan a definir lugares?

— ¿Cómo se relacionan las características humanas de un lugar con las características físicas de un lugar?

— ¿Cómo las características físicas y humanas afectan las vidas de las personas?

— ¿Cómo los recursos naturales se relacionan con las características humanas de un lugar?

|Vocabulary of Instruction: |

• características físicas

• características humanas

• comunidad

• recursos naturales

• océano

• lago

• río

|Materials: |

• Refer to the Notes for Teacher section for materials.

Attachments:

• Teacher Resource: PowerPoint: Engage

• Teacher Resource: Physical and Human Characteristics Word Cards

• Handout: Record Sheet for Walk

• Teacher Resource: ABC Brainstorm

• Handout: Part 1 Physical and Human Characteristics of Place PI

• Handout: Part 2 Natural Resources PI

|Resources and References: |

|Advance Preparation: |

1. Become familiar with content and procedures for the lesson, including human characteristics of place.

2. Refer to the Instructional Focus Document for specific content to include in the lesson.

3. Select appropriate sections of the textbook and other classroom materials that support the learning for this lesson.

4. Preview websites according to district guidelines.

5. Display vocabulary words on a “word wall” to be used during the lesson.

6. Gather picture books to use with lesson.

7. Make students copies of assessment sheets.

8. Research natural resources and related industries in the area.

9. Prepare a wall T-chart labeled Physical Characteristics and Human Characteristics.

10. Make sets of Teacher Resource: Physical and Human Characteristics Word Cards. (enough sets so each group of 3-4 has a set)

11. Prepare materials and handouts as needed.

|Background Information: |

Physical Characteristics of Places: Physical characteristics of places are features such as soil, landforms, bodies of water, types of vegetation, and climate. These result from climatic and tectonic processes.

 

Natural Resources: Natural resources are items provided by nature from which people produce goods and provide services. Some examples of natural resources include water, soil, vegetation as well as minerals and metals such as gold and iron ore. Even an abundance of fish can be a natural resource. 

 

Human Characteristics of Places: Human characteristics of place come from human ideas and actions. They include bridges, houses, and parks. Human characteristics of place also include land use, density of population, language patterns, religion, architecture, and political system.

 

Historical figures who have exhibited individualism and inventiveness in this unit:

Including, but not limited to:

• Inventiveness

o Garrett Morgan – Inventor and businessman who invented many safety and lifesaving devices, including a gas mask and smoke protector, as well as one of the first U.S. patents for a traffic signal (1923, Cincinnati). He used his gas mask to rescue 32 men trapped during an explosion in a tunnel 250 feet below Lake Erie. His Safety Hood and Smoke Protector won a gold medal from the International Association of Fire Chiefs. Son of formerly enslaved people, born in 1877.

|Getting Ready for Instruction Supplemental Planning Document |

Instructors are encouraged to supplement and substitute resources, materials, and activities to differentiate instruction to address the needs of learners. The Exemplar Lessons are one approach to teaching and reaching the Performance Indicators and Specificity in the Instructional Focus Document for this unit. Instructors are encouraged to create original lessons using the Content Creator in the Tools Tab located at the top of the page. All originally authored lessons can be saved in the “My CSCOPE” Tab within the “My Content” area.

|Instructional Procedures |

|Instructional Procedures |Notes for Teacher |

|ENGAGE ‒ Introduce human characteristics |NOTE: 1 Day = 30 minutes |

| |Suggested Day 1 ‒ 10 minutes |

|Display pictures of the two parks found in the Teacher Resource: PowerPoint: Engage (slide |Materials: |

|2). |Index cards |

| |Pocket chart |

|Students name everything in the pictures. Teacher writes labels on index cards and places | |

|cards in pocket chart so students can move cards as they complete the next step. Words |Attachments: |

|might include: grass, trees, road, people, light poles, etc. (These cards should be almost |Teacher Resource: PowerPoint: Engage, (slide 3) |

|identical to Teacher Resource: Physical and Human Characteristics Word Cards.) |Teacher Resource: Physical and Human Characteristics Word Cards |

| | |

|Divide students into groups of 3 to 4 students. |Purpose: |

| |Introduce human characteristics of a place. |

|Distribute a set of cards to each group of students (Teacher Resource: Physical and Human | |

|Characteristics Word Cards). |TEKS: 1.6A; 1.6B; 1.17C; 1.18A |

| | |

|Students work together to place names of items into categories. |Instructional Note: |

| |Additional sets of cards may be prepared ahead of time (using Teacher |

|Student groups share how they grouped the items. |Resource: Physical and Human Characteristics Word Cards) so enough |

|There are many ways to group items. What if we group them this way? Or ask: Did anyone group|sets will be available for each group of students. |

|them this way? (Arrange items according to natural and man-made which are physical and human|Note that the park pictures and the word list will be used again in |

|characteristics.) |Lesson 3. |

| | |

|As a class, determine the names of the categories (things that are natural and things made | |

|by man). | |

|EXPLORE – Differentiate between physical and human characteristics |Suggested Day 1 (continued) ‒ 10 minutes |

|Natural things found in the environment are known as the physical characteristics of a |Materials: |

|place. These are things in an environment that humans did not make and the other items found|Index cards |

|in the environment are known as human characteristics. These are things that have been added|Picture book that focuses on one particular place and the |

|by people. |characteristics of that location |

| | |

|Read a book aloud that focuses on one particular place and the characteristics of that |Purpose: |

|location. As you read, ask students questions about the physical and human characteristics |Learn the difference between physical and human characteristics. |

|of the place that is the setting of the story. | |

| |TEKS: 1.6A; 1.6B; 1.17C; 1.18A |

|Examine the story and the illustrations to build on the learning from Unit 7, and expand | |

|students’ understanding of the difference between physical and human characteristics of | |

|place. | |

| | |

|Facilitate a discussion of the local community. Ask students if the local community has the | |

|characteristics of the place described in the book. | |

|EXPLAIN ‒ Understanding the difference between physical and human characteristics |Suggested Day 1 (continued) ‒ 10 minutes |

|Students illustrate the setting of the story and then draw green circles around two physical|Materials: |

|characteristics. Draw red circles around two human characteristics. |Drawing paper, approximately 8 ½ X 11 |

| | |

|Students tell a partner why objects are circled in red or green. |Purpose: |

| |Demonstrate understanding of the difference between physical and human|

| |characteristics. |

| | |

| |TEKS: 1.6A; 1.6B; 1.17C; 1.18A |

|EXPLORE ‒ Take a walk around the school |Suggested Day 2 ‒ 20 minutes |

|Display a clipboard with a Handout: Record Sheet for Walk, attached, and a pencil. |Materials: |

| |Clipboards |

|Inform students these tools will be used to take notes in their role as “environmental |Pencils for note taking |

|inspectors” as they walk around the school and observe physical characteristics of place and|Drawing paper, approximately 8 ½ X 11 |

|human characteristics of place. | |

| |Attachments: |

|Students take a walk around their school and observe the human and physical characteristics |Handout: Record Sheet for Walk |

|they see in the area around the school. | |

| |Purpose: |

|Students take notes about what they see. |Observe physical characteristics and human characteristics in the |

| |environment. |

| | |

| |TEKS: 1.6A; 1.6B; 1. 7C; 1.18A |

| | |

| |Instructional Note: |

| |If available, provide one clipboard with paper and pencil per child. |

| |A hardback book can be substituted for the clipboard. |

|EXPLAIN ‒ Record observations |Suggested Day 2 (continued) ‒ 10 minutes |

|When students return to their classroom, distribute two-half sheets of paper per student. |Materials: |

| |Drawing paper, 5 ½ X 4 ¼ (half sheet), two per student |

|On each half-sheet of paper, students draw one physical characteristic of the environment |Chart paper t-chart of the Handout: Record Sheet for Walk |

|that they observed; on the other, they draw one human characteristic of the environment that| |

|they observed. |Purpose: |

| |Record observations from walk by illustrating what they saw. |

|Students label each picture with a sentence explaining what they observed. | |

| |TEKS: 1.6A; 1.6B; 1. 7C; 1.18A |

|Allow students time to walk around the room and share their drawings and observations with | |

|one another. | |

| | |

|Ask a few students to report something they saw in someone else’s drawing. | |

| | |

|All students post their drawings on a wall t-chart labeled Physical Characteristics and | |

|Human Characteristics from the Handout: Record Sheet for Walk. | |

| | |

|As a class, write a summary sentence for each side of the chart: | |

|Physical characteristics of a place are________________. | |

|Human characteristics of a place are________________. | |

|ENGAGE – Recall information natural resources |Suggested Day 3 ‒ 5 minutes |

|Access prior learning in Unit 7 on natural resources. |Materials: |

| |Picture books that provide a variety of photographs or drawings of |

|Read picture books or use the textbook as a resource for natural resources. |natural resources, |

| | |

| |Purpose: |

| |Recall information about natural resources. |

| | |

| |TEKS: 1.6A; 1.6B; 1. 7C; 1.18A |

|EXPLORE – PowerPoint |Suggested Day 3 (continued) ‒ 10 min |

|Remind students the meaning of a need. A need is something necessary to live: food, |Attachments: |

|clothing, and shelter. |Teacher Resource: PowerPoint: Lesson 1 |

|Ask: | |

|People use natural resources to create many things that meet needs. |Purpose: |

|What are natural resources and how do the natural resources of an area (which are physical |Understand that natural resources affect the kinds of homes we live in|

|characteristics) relate to the human characteristics of the area? |and the jobs we have. |

| | |

|Display the second part of the Teacher Resource: PowerPoint: Lesson 1 for this lesson |TEKS: 1.6A; 1.6B; 1.17C; 1.18A |

|(slides 3-9). Discuss the homes shown. Notice the homes are made of different materials. | |

|The physical characteristics of the area often determine how and why homes are built the way| |

|they are. For example, a house built in the desert is built out of a dried sand and water | |

|mixture called adobe. | |

| | |

|Next, display part 3 of the Teacher Resource: PowerPoint: Lesson 1 (slides 10-14). | |

|Natural resources often determine what kind of jobs people have in the community. For | |

|example, a forest often has logging/lumber as a regional industry; coal or oil often have | |

|mining as a regional industry. | |

|What kinds of jobs do you think people have in the communities near the natural resources | |

|shown? | |

| | |

|Introduce Garrett Morgan. Use words such as: | |

|Garrett Morgan was an inventor and businessman. He needed a job so he moved to Cleveland, | |

|Ohio in 1895. Cleveland, Ohio was a center for manufacturing at that time and its | |

|population was growing. It is located on the shore of Lake Erie. Cities are often built on| |

|waterways because ships and boats can carry goods to and from other places. Garrett Morgan | |

|became a sewing machine repairman. A sewing machine is used to make clothes. He eventually | |

|invented and built sewing machines and went on to invent other machines. He saw a need so | |

|he used his inventiveness and imagination to fill that need, which provided him a job. | |

|(Assist students in making the connection: People moved to Cleveland because of its | |

|proximity to Lake Erie, a natural resource. People needed clothing. Garrett Morgan first | |

|repaired sewing machines and then invented better ones to provide clothing for the people of| |

|Cleveland and beyond. ) | |

| | |

|Help students solidify their learning by asking questions such as: | |

|What was the natural resource near Cleveland, Ohio, the city where Garrett Morgan lived? | |

|How did this natural resource help provide a job for Garrett Morgan? | |

|How did Garrett Morgan help fill a need that people had in Cleveland? | |

| | |

|Help students conclude that jobs connected to the natural resource are not always obvious. | |

|People often have to think to solve problems or fill a need. | |

|EXPLAIN – ABC Brainstorm |Suggested Day 3 (continued) ‒ 10 min |

|Using the Teacher Resource: ABC Brainstorm strategy, teacher writes student answers as they |Attachments: |

|brainstorm human characteristics of places. Use the information students gathered in the |Teacher Resource: ABC Brainstorm |

|walk around the school, pictures from the textbook, the PowerPoint sections, and student | |

|background knowledge to fill in as many letters as possible. |Purpose: |

| |Recall information gathered from walks, books, and the PowerPoint to |

|Allow all students to turn and talk with a partner, then share information with class. |fill in ABC Brainstorm list. |

| | |

| |TEKS: 1.6A; 1.6B; 1.17C; 1.18A |

|ELABORATE – Bring it all together |Suggested Day 4 ‒ 10 min |

|Facilitate a discussion using the Key Understandings and Guiding Questions: |Purpose: |

|Human and physical characteristics shape communities and affect how people live. |Use Key Understandings and Guiding Questions to ensure students |

|What are human characteristics of a place? |understand the main ideas of the lesson. |

|How do human characteristics help define places? | |

|How are the human characteristics of place related to the physical characteristics of place?|TEKS: 1.6A; 1.6B; 1.17C; 1.18A |

|How do the physical and human characteristics affect people’s lives? | |

|How do natural resources relate to the human characteristics of place? | |

| | |

|Continue discussion with these or similar questions: | |

|What natural resources are found in your community? | |

|What is produced from the natural resources in the area? | |

|How are the physical characteristics of your area related to the human characteristics of | |

|your community? | |

|EVALUATE ‒ Categorize pictures |Suggested Day 4 (continued) ‒ 20 min |

|Categorize pictures as either physical characteristics of place or human characteristics of |Attachments: |

|place and explain the difference. Then choose one natural resource shown in a picture and, |Handout: Part 1 Physical and Human Characteristics of Place PI |

|orally or in writing, describe its possible uses/products. (1.6A, 1.6B; 1.17C; 1.18A) |Handout: Part 2 Natural Resources PI |

|1E | |

| |Purpose: |

|Use Handout: Part 1 Physical and Human Characteristics of Place PI for the first part of the|Categorize pictures correctly to demonstrate mastery. Name a natural |

|evaluation. |resource and describe its products. |

| | |

|Use Handout: Part 2 Natural Resources PI for the second part of the evaluation, or adjust |TEKS: 1.6A, 1.6B; 1.17C; 1.18A |

|for the natural resources you discussed. | |

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