World Geography
Unit Curriculum Document
Unit Number and Title:
Time Frame:
4 weeks (taught in 1st grading cycle)
Unit 1-Foundations of Physical Geography
(and Celebrate Freedom Week)
Curriculum
Concepts:
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Physical Processes
Enduring Understandings (Big Ideas):
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Geographers use concepts and tools to interpret the world
Essential Questions:
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How do geographers use the Five Themes to organize the
study of people and the earth?
How do maps help geographers?
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Physical patterns and processes affect the nature and
distribution of physical features
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What defines a region?
How have physical processes shaped patterns in the physical
environment?
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One gains insight into the sacrifices made for freedom and
the values of a country by studying the founding documents
of its government
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What does it mean to be an American?
The student will know:
The student will be able to:
 The Five Themes of Geography
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 How four geographic questions lead to a better
understanding of geography
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How physical processes shape patterns in the physical
Unit 1: Foundations of Physical Geography 2013-14
Explain the five themes of geography
Answer the following questions
1. Where is it located?
2. Why is it there?
3. What is significant about its location?
4. How is location related to the location of other people,
places, and environments?
Explain weather and climate in relation to Earth-Sun
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World Geography
Unit Curriculum Document
environment
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Patterns and characteristics of major landforms, climates, and
ecosystems of Earth and the interrelated processes that produce
them.
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The concept of a region as an area of Earth's surface with related
geographic characteristics
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Spatial characteristics of a variety of global political units
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relationships
Describe the physical processes that affect the environment
including weather, tectonic forces, erosion, and soil building
Examine the process that affect the lithosphere, atmosphere,
hydrosphere, and biosphere
Explain how elevation, latitude, and position on a continent
influence temperature, precipitation, and distribution of
climate regions
Describe different landforms and the physical process that
cause their development
Explain the influence of climate on distribution of biomes in
different regions
Identify physical factors as climate, vegetation, political units,
and river systems that constitute a region
Describe different types of regions including formal,
functional, and perceptual regions
Interpret maps
Explain the division of land, including man-made and natural
borders, into separate political units such as cities, states, or
countries
Identify parts of a map- title, legend, scale, grid, and compass
rose
Student Understanding (student friendly TEKS)
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1A –I can analyze the effects of physical geography and the influence it has on the past and present.
3A—I can explain how annual changes in Earth-Sun relationships impact weather conditions and climate.
3B—I can describe how geographic events affect the environment of a region.
3C—I can explain how the lithosphere, atmosphere, hydrosphere, and biosphere can be affected by physical processes.
4A—I can explain how physical geography influences climate and weather.
4B—I can describe different landforms and how they are created.
Unit 1: Foundations of Physical Geography 2013-14
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World Geography
Unit Curriculum Document
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4C—I can explain how climate impacts biomes.
9A—I can identify physical and human factors that make up a region.
9B—I can describe different types of regions.
13A—I can interpret maps to explain the division of land.
21A--I can analyze and evaluate primary and secondary sources, aerial photographs, and maps.
21B—I can locate places of significance on a map.
21C--I can create and interpret different types of maps.
22A--I can design maps, diagrams, tables, and graphs to communicate geographic information.
22C—I can use geographic terminology correctly.
22D--I can use proper English form when writing.
22E—I can cite sources to avoid plagiarism when creating original work.
23B—I can identify modern issues and answer real-world problems by using case studies and GIS.
23C-- I can use problem-solving and decision-making skills.
TEKS
 Student Expectations and Knowledge and Skills Statement
(1) History. The student understands how geography and processes of spatial exchange (diffusion) influenced events in the past and helped to shape the
present. The student is expected to:
(A) analyze the effects of physical and human geographic patterns and processes on the past and describe their impact on the present, including significant
physical features and environmental conditions that influenced migration patterns and shaped the distribution of culture groups today
(3)
(A)
(B)
(C)
Geography. The student understands how physical processes shape patterns in the physical environment. The student is expected to:
explain weather conditions and climate in relation to annual changes in Earth-Sun relationships;
describe the physical processes that affect the environments of regions, including weather, tectonic forces, erosion, and soil-building processes; and
examine the physical processes that affect the lithosphere, atmosphere, hydrosphere, and biosphere.
(4) Geography. The student understands the patterns and characteristics of major landforms, climates, and ecosystems of Earth and the interrelated processes
that produce them. The student is expected to:
(A) explain how elevation, latitude, wind systems, ocean currents, position on a continent, and mountain barriers influence temperature, precipitation, and
distribution of climate regions;
(B) describe different landforms and the physical processes that cause their development; and
(C) explain the influence of climate on the distribution of biomes in different regions
(9) Geography. The student understands the concept of region as an area of Earth's surface with related geographic characteristics. The student is expected to:
(A) identify physical and/or human factors such as climate, vegetation, language, trade networks, political units, river systems, and religion that constitute a
region
Unit 1: Foundations of Physical Geography 2013-14
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World Geography
Unit Curriculum Document
(B) describe different types of regions, including formal, functional, and perceptual regions.
(13) Government. The student understands the spatial characteristics of a variety of global political units. The student is expected to:
(A) interpret maps to explain the division of land, including man-made and natural borders, into separate political units such as cities, states, or countries; and
(21) Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of valid sources, including electronic
technology. The student is expected to:
(A) analyze and evaluate the validity and utility of multiple sources of geographic information such as primary and secondary sources, aerial photographs, and
maps;
(B) locate places of contemporary geopolitical significance on a map; and
(C) create and interpret different types of maps to answer geographic questions, infer relationships, and analyze change.
(22) Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to:
(A) design and draw appropriate graphics such as maps, diagrams, tables, and graphs to communicate geographic features, distributions, and relationships;
(C) use geographic terminology correctly;
(D) use standard grammar, spelling, sentence structure, and punctuation
(E) create original work using proper citations and understanding and avoiding plagiarism.
(23) Social studies skills. The student uses problem-solving and decision-making skills, working independently and with others, in a variety of settings. The
student is expected to:
(B) use case studies and GIS to identify contemporary challenges and to answer real-world questions; and
(C) use problem-solving and decision-making processes to identify a problem, gather information, list and consider options, consider advantages and
disadvantages, choose and implement a solution, and evaluate the effectiveness of the solution.
Targeted College Readiness Standards:
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I.A,1
II.B,1
III.A,3
IV.A,6
V.A,2
Targeted ELPs:
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1E
2C
3D
4F
5C
Unit 1: Foundations of Physical Geography 2013-14
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World Geography
Unit Curriculum Document
Academic Vocabulary:
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Language of Instruction:
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Physical Processes
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Five Themes of Geography
(Location, Place, Region,
Movement, HumanEnvironment Interaction [HEI])
Geographic Information
Systems (GIS)
Global Positioning System (GPS)
Absolute/Relative Location
Weather
Erosion
Soil-building processes
Earth-Sun Relationships
Lithosphere
Atmosphere
Hydrosphere
Biosphere
Convergent
Divergent
Climograph
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Vegetation
Solstice
Equinox
Tropic of Cancer
Tropic of Capricorn
Elevation
Latitude/Longitude
Orographic effect (rain shadow)
Equator
Prime Meridian
Distortion (Map Projections)
Ocean Currents
Climate Regions
Precipitation
Temperature
Weathering
Subduction
Landforms
Biomes
Instruction
Instructional Resources:
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World Geography, McDougal Littell pp 34-35 - Landforms
- Chapter 1 p. 5-23, 282-283, 353-354
- Chapter 2 p. 26-29, 32-36, 37-41, 42-44
- Chapter 3 p. 49-63, 65-67
Mastering the TEKS in World Geography, Jarrett, Zimmer, Killoran
- Chapter 6
- p. 31-37, 78-79, 105-106, 111, 144, 181-182, 208-209, 218
Geography Alive! Regions and People, Teachers’ Curriculum Institute
- Chapter 1 p. 11-23
Unit 1: Foundations of Physical Geography 2013-14
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World Geography
Unit Curriculum Document
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- Chapter 2 p. 25-39
- Chapter 13 p. p.191-201
- Chapter 17 p. 251-263
- Chapter 19 p. 287-297
Maps 101: http://www.maps101.com Username and password required
Primary Sources: Investigating Geography, Teacher Created Materials
- Environment and Society, pp. 27-28
- Mental Maps, pp. 39-42
- Changing Places, pp. 47-50
OPTIC Strategy for Introduction to Physical Geography (See O drive)
Five Themes and Geographic Perspective (See O drive)
Maps and Map Reading (See O drive)
Landscapes, Biomes, and Water (See O drive)
Climate (See O drive)
Celebrate Freedom Week Activities (See O drive)
Vocabulary (See O drive)
Technology:
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Google Maps
Formal, Functional, and Perceptual regions—National
Geographic Expeditions
Regional Layers: Low-Tech Geographic Information
Systems—National Geographic Expeditions
Regions of a Grocery Store—National Geographic
Expeditions
USGS This Dynamic Earth: The story of plate tectonics
Beginners Guide to Plate Tectonics
Exemplar Lessons:
Career Connections/Real Life Application:
 Suggested ways to make content relevant
Research Based Instructional Strategies:
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Unit 1: Foundations of Physical Geography 2013-14
OPTIC
LACEMOPS
Cornell Note-taking
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World Geography
Unit Curriculum Document
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SOAPS
Vocabulary Strategies
Assessment
Student self-assessment & reflection:
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Unit 1: Foundations of Physical Geography 2013-14
Acceptable evidence or artifacts:
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Performance Task Unit 1
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