Geography MYP Unit Scope and Sequence with
Language and Learning Objectives and Standards
LeMoine
Statement of Inquiry: Resources and perspectives vary throughout time, place, and space.
Key Concept: Time, place and space
Related Concept:Resources
Global Context:Scientific and Technical Innovation ATL:In order for a student to demonstrate
comprehension of a variety of informational texts, students must be able to access information to
be informed and inform others.
Standard 2 Geography 1.Use geographic tools to solve problems
Students can:
a. Use longitude, latitude, and scale on maps and globes to solve problems.
b. Collect and analyze data to interpret regions in the Western Hemisphere.
c. Ask multiple types of questions after examining geographic sources
d. Interpret and communicate. geographic data to justify potential solutions to problem.
e. Distinguish different types of maps and use them in analyzing an issue.
Inquiry Questions:
1. How can geographic tools be used to solve problems in the future?
2. How does where we live influence how we live?
3. How do populations, physical features, resources, and perceptions of places and regions change over
time?
4. How has land been acquired by countries?
5. How have geographic factors influenced human settlement and economic activity?
Standard 2 Geography 2. Human and physical systems vary and interact
Students can:
a. Classify and analyze the types of connections between places.
b. Identify physical features and explain their effects on people in the Western Hemisphere.
c. Give examples of how people have adapted to their physical environment.
d. Analyze positive and negative interactions of human and physical systems in the Western Hemisphere.
Inquiry Questions:
1. What are different ways to define the Western Hemisphere based on human and
physical systems?
2. How have people interacted with the environment over time in a positive or negative
way?
3. How has globalization affected people and places?
4. In what ways are places on Earth interdependent?
5 Themes introduction
Learn Obj:I can identify the five themes of geography by listening to the definitions and by
reading texts to find out more information. (Intro to the 5 themes of geography)
Lang. Obj: I will listen to the teacher, look at the board and read books to help me create a
poster for one theme of Geography. I will need to include at least 3 pictures and 3 sentences to
explain each picture. I can start my sentences “This picture shows_________because in the
theme __________ of Geography I know that_____________________.
LOCATION-Message in a Bottle (Lat and long game)
Learn Obj:I can identify cardinal directions (RELATIVE), latitude and longitude (EXACT) by
using coordinates to locate and rescue people deserted on an island.
Lang. Obj: I will learn the difference between latitude and longitude and how to use cardinal
directions. I will do this by making sure I have one card with North or South and another card
with East or West. Then I will follow the lines of Latitude and Longitude (X and Y axis) to locate
the Exact location.
LOCATION-Battleship(Lat and long game)
Learn Obj:Location: latitude and longitude, absolute vs. relative location, cardinal and
intermediate directions, map skills.
Learn Obj:I can recognize a coordinate on a map by following lines of latitude and longitude.
Lang. Obj: I will recognize the difference between latitude and longitude and follow the
coordinates (X and Y axis) to locate a place. To do this I will start on the North or South lines of
Latitude (X axis) and then connect it to the East and West lines of Longitude. (Y axis)
LOCATION-Hurricane Alert (Absolute and Relative)
Learn Obj: I will discuss the relative location of a place after I find the exact/absolute location of
that place on the map.
Lang. Obj: I will locate the exact/absolute location on a map by using the atlas to follow the lines
of latitude and longitude. When I have found the location I will discuss with my team what the
relative (cardinal) location is for other islands in the area. I can start by saying: The relative
location of _____ is ____,____ of Caracas.
LOCATION-Bobsled Rescue (part one and start part 2) (Cardinal/ Intermediate
Directions-map skills)
Learn Obj: I will record the definitions of map terms by looking at the Atlas and writing an
explanation of the term in my own words.
Lang. Obj: I will use the Table of Contents,Index and Glossary in the classroom Atlas to find the
definitions or explanations of words we use to read maps. I can start my sentence by saying
“__________ shows _____________, OR _________________ is a tool used to
show______________________.”
LOCATION-Bobsled Rescue (part 3) (Cardinal/ Intermediate Directions-map skills)
Learn Obj: I will identify locations on a map and label them. I will also draw icons on my map
that should be included on all maps.
Lang. Obj: I will look at the world map to find and label important map features. I will also draw a
picture of the compass rose and label the cardinal and intermediate directions. I can look at the
geography wall for support or use my team to help me complete the assignment. To ask for help
you can start by saying “I need help understanding________OR Can you help me__________,
please?
PLACE-Alien Planet Earth Guide
Learn Obj: I will identify major types of landforms and bodies of water because they relate to
physical features in geography.
Lang Obj: I will use an Atlas to identify landforms, continents, countries and regions so I can
write a definition for the landforms and regions as well as label continents and countries.
PLACE-Alien Alert-Picture dictionary
Learn Obj:I can explain the difference between human and physical features (Place: human vs
physical features (landforms)). I will do this by creating a picture dictionary. The picture
dictionary will include the definition and picture of human and physical features.
Lang. Obj: After I complete my picture dictionary, I will write a letter to the alien that describes
human and physical features. I can start my letter “ There are many physical features on Earth,
such as_______________. There are also many human features such as________________.
A____(physical feature)_________looks like_____________. A ____(Human feature____ looks
like__________________.
PLACE-I am thinking of a Region
Learn Obj:I can describe a region based on its physical and cultural features. (Region: types of
regions (physical, cultural))
Lang. Obj: I will listen for the clues that include physical and cultural characteristics to help me
determine what region is being talked about. I will then analyze (think about all the clues) so I
can name a region that is being described.
REGION-Aunt Lizzie’s Trunk
Learn Obj:I will identify a region based upon the features/clues that I am given.
Lang. Obj: I will listen to the clues about the physical and cultural characteristics of a region and
infer where the region is located. I can keep track of my clues by adding the information to a
note-catcher so I do not forget them.
REGION-Aunt Lizzie’s Trunk Day 2
Learn Obj: I will create a vacation for my family and describe what items they will need to pack,
based upon the physical and cultural characteristics of the region they will go to.
Lang. Obj: I will fill in the blanks on my worksheet, then think about the physical characteristics
of weather to determine what clothes my family will need to bring on vacation. I will also think
about other things I will need and write why those items will be important to have. I can start my
sentences “I will need to bring ____________on vacation because the region we are travelling
to is______________. This region has_________.”
REGION-Climographs (Patterns)
Learn Obj: I will describe the differences in climates (location, elevation and landforms) to
understand how climates are used to create Regions in Geography. I will categorize patterns in
those regions.
Lang. Obj: I will look at a climate map and talk with my partner about the different types of
climate. I will ask my partner what makes up a climate (what patterns do they see)? and I will
ask them why a region has a warm or cool climate. I can start by saying “What is a pattern?
AND Why does this region have a (cool/warm) climate?
MOVEMENT-The story of coca cola-Day 1
Learn Obj: I will define cultural diffusion (movement) and cite examples of cultural diffusion in
a region.
Lang. Obj: I will think of at least 3 elements of culture that identify a person and share them with
my partner. I can start my sentence “One element of culture that identifies a person’s identity
is_(element of culture)___because __________”.
MOVEMENT-The story of coca cola-Day 2
Learn Obj: I will describe how changes in communication and transportation have influenced the
rate by which people, goods and ideas move from one place to another.
Lang. Obj: I will pick a product/good that I want to spread around the world. I will decide how the
“culture spread” will progress. How this product will arrive and if the people will accept it.
MOVEMENT-Product/Place List
Learn Obj:I can explain examples of movement. Movement is the flow of goods, people, and
ideas.
Lang. Obj: I will chose one of the products from the worksheet and locate the source of the
product-where it came from- and identify (find) a possible route (way) to Florida. I will name
specific points on the route such as: by ship through the Suez Canal, by railroad through the
______mountains, etc...
Human/Environment Interaction-The Lorax read aloud
Learn Obj:I can explain how humans interact with their environment. I can explain how the
environment affects people (Human-Environment Interaction: positive and negative ways that
humans affect the environment and how the environment affects people)
Lang. Obj: I will answer the following questions after I listen to the teacher read aloud. How do
you feel about each character in the book? Who does each character symbolize? How is each
character affected by the Once-ler? Who is Somebody?
Human/Environment Interaction-Population Puzzle
Learn Obj:I can explain how humans interact with their environment. I can explain how the
environment affects people (Human-Environment Interaction: positive and negative ways that
humans affect the environment and how the environment affects people)
Lang. Obj: After I locate these countries (USA, Haiti, Sweden, Guinea and India) I will read each
question on my worksheet, using the Atlas to find the answers. I will raise my hand if I need
help, or I will work with a partner next to me.
Summative-2 days
Learn Obj: I can present a claim for or against visiting a country (1 of 6) through applying the
five themes of geography and providing support with reasonable, reliable evidence.
(argumentative: make and support claim, fact and opinion)
Lang.Obj: I will choose a country that I want someone to visit, or that I think they should not
visit. I will write its Absolute and Relative Location, the Region (Similar), the
Place(Human/Physical Characteristics), Movement(goods, people, ideas that move), and how the
humans interact with the environment. I will then write a paragraph explaining why a person
would want to go there, or not go there.