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KUD’sSST 309 03Anna ServoGLCE and Verb4-G1.0.4 Use geographic tools and technologies, stories, songs, and pictures, to answer geographic questions about the United States.UseAnswerKnowledge (K)Understand (U)DOL:Demonstration of Learning (DO)Vocabulary I CanStudents will know that there are many different tools, technologies, stories, songs, and pictures to answer geographic questions. Geographic questions areStudents will understand that there are many different tools, technologies, stories, songs, and pictures to answer geographic questions. Students will each be given a specific question to answer about something in the United States. They will need to find stories, songs, pictures, tools, and technologies to answer each question. Students will then present their question to groups of 2-3 other students and present their stories, songs, pictures, tools, and technologies as well. The students in the group will work together to try and answer the question and they will do this until everyone has shared. GeographicToolsTechnologyI can answer geographic questions about the United States using different tools, technologies, stories, songs, and pictures.GLCE and Verb 4-G.1.0.5 Use maps to describe elevation, climate, and patterns of population density in the United States.UseDescribeKnowledge (K)Understand (U)DOL:Demonstration of Learning (DO)Vocabulary I Can Students will use maps to describe elevation, climate, and patterns of population density in the United States. Elevation is how high something is above or below sea level. Climate is the regional atmospheric weather patterns over a long period of time like tundra, savanna, rainforest. Students will understand that maps can show different types of things like elevation, climate, and population density. Students will be given multiple types of maps showing elevation, climate, and patterns of population density in the United States. Students will have to first decide what each map represents and what that means. They will then answer a set of questions that go along with each map. The questions for elevation will be like: tell me how high the elevation is in California compared to Kansas. The questions for climate will be like tell me the climate in Florida or in Michigan. Lastly, the questions for population density will be like why is the population density in New York City higher than a farm town in North Dakota.ElevationClimateDensityI can describe elevation, climate, and patterns of population density in the United States by using maps. GLCE and Verb 4-G2.0.2 Compare human and physical characteristics of a region to which Michigan belongs (e.g., Great Lakes, Midwest) with those of another region in the United States. CompareKnowledge (K)Understand (U)DOL:Demonstration of Learning (DO)Vocabulary I CanStudents need to know the difference between human and physical characteristics. Human characteristics are things related or done by humans like parks, cities, stores, etc. Physical characteristics of a region are things that you can see and feel. They tend to be things like grass, trees, Students will understand that the human and physical characteristics in the region which Michigan belongs will be similar and different to those of another region in the United States.HumanPhysicalCharacteristicsI can compare the differences between the human and physical characteristics of the region Michigan is in with other regions in the United States.GLCE and Verb4-G2.0.1Describe ways in which the United States can be divided into different regions (e.g., political regions, economic regions, landform regions, vegetation regions).DescribeDividedReasoningKnowledge (K)Understand (U)DOL:Demonstration of Learning (DO)Vocabulary I CanRegions are separated parts of the United States and the World that are divided due to specific characteristics. The United States is divided into four regions economic, political, landform, and vegetation regions. The economic region is broken into four regions; the west, mid-west, south, and north-east. The economic region denotes things like the car industry, food industry, or shopping. The political region is broken into eight regions; Far West, Rocky Mountain, Southwest, Plains, Great Lakes, Southeast, Mideast, New England. The landform region is broken into many different regions all depending on the type of landforms. The west is primarily mountains as well as the east. The middle of the United States is mainly made up of the Great Plains due to how flat it is. Lastly, the vegetation region is made up of many different types of vegetation like semi-desert, desert, tundra, ice sheet, tropical rainforest, temperate deciduous forest, etc. Students will understand that there are different regions within the United States. Given a set of 20 plus photos of different things that can be found in Political, Economic, Landform, and Vegetation Regions students will sort them into there proper region. Students will then write a paragraph for each region explaining their reasoning for putting the pictures in the category they did. They must be able to show that they have an understanding of what each region is.RegionsPolitical RegionsEconomic RegionsLandform RegionsVegetation RegionsI can tell the difference between the different regions in the United States.GLCE and Verb 4-G5.0.1Assess the positive and negative effects of human activities on the physical environment of the United States.AssessEffectsReasoningKnowledge (K)Understand (U)DOL:Demonstration of Learning (DO)Vocabulary I CanHumans effect our environment physically in both positive and negative ways. Positive Human effects are planting trees and flowers, recycling, and being more eco-friendly. Negative Human effects are cutting down trees, littering, trash compounds, and pollution.Students will understand that humans have negative and positive effects on our environment and the difference between positive and negative.Students will research and observe their daily lives. They will record things they do that they think has a positive or a negative effect on the physical environment around them everyday for a week. Students will assess their findings and observations with each other. The students will then work together to create a positive and negative list to hang in the classroom as a daily reminder what effect we have on the physical environment.Physical EnvironmentHuman ActivitiesI can assess the positive and negative effect humans including myself have on our physical environment. ................
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