SOCIAL STUDIES - WORLD GEOGRAPHY
Unit of Study: Humans and the Environment
Fourth Grading Period – Unit 1
Enduring Understandings (Big Ideas)
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Technologies and how they are utilized differ between cultures.
There are always both positive and negative effects of changing the
environment.
People alter their surrounding environment to meet the needs of their societies.
The topic of global warming is controversial with both sides providing proof of
whether or not it is occurring.
CURRICULUM OVERVIEW
Unit Rationale
One of the most important topics that students examine in World Geography is how
humans and the environment interact with each other. In this unit students will examine
how humans alter the environment and the consequences of doing such.
Lessons for this Unit
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Lesson 1: Debating Global Warming
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What are the causes of global warming?
What information are those who are trying to prove global warming using?
What information are those who are trying to disprove global warming using?
How are some nations trying to change how they impact the environment?
Essential Questions
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How might global warming affect the environment in the world’s coldest
places?
Guiding Questions
Concepts and Skills
TEKS (Standards)
TEKS WG.2 History.The student understands how people, places, and
environments have changed over time and the effects of these changes on history.
The student is expected to
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WG.2a describe the human and physical characteristics of the same
place at different periods of history.
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WG.2b assess how people's changing perceptions of geographic features
have led to changes in human societies.
TEKS WG.8 Geography. The student understands how people, places, and
environments are connected and interdependent. The student is expected to
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WG.8A explain the interrelationships among physical and human
processes that shape the geographic characteristics of places such as
connections among economic development, urbanization, population
growth, and environmental change.
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WG.8Bcompare ways that humans depend on, adapt to, and modify the
physical environment using local, state, national, and international human
activities in a variety of cultural and technological contexts.
TEKS WG.19 Science, technology, and society. The student understands the
impact of technology and human modifications on the physical environment. The
student is expected to
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WG.19A evaluate the significance of major technological innovations,
including fire, steam power, diesel machinery, and electricity that have
been used to modify the physical environment
TEKS WG.20 Science, technology, and society. The student understands how
technology affects definitions of, access to, and use of resources. The student is
expected to
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WG.20B analyze the role of technology in agriculture and other primary
economic activities and identify the environmental consequences of the
changes that have taken place.
TEKS Specificity (Intended Outcomes)
Using my social studies knowledge and skills I can…
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describe how the human and physical characteristics of certain regions on the
earth have changed over time.
asses how the way people look at geographic features have changed over
time.
explain how physical and human processes are connected when examining
environmental change.
compare ways that people depend on, adapt to and modify the environment.
describe and explain how different types of economies interact with the
environment.
identify the factors that affect the location of different types of economic
activities and how these relate to the surrounding environment.
evaluate the geographic and economic impact of laws related to the
preserving the environment.
compare different points of view related to the issues of human-environment
interaction.
compare life in different regions to evaluate the relationships involved in
environmental changes.
describe and compare patters of culture such as points of view on the
environment.
evaluate the significance of major technological innovations, including fire,
steam power, diesel machinery, and electricity that have been used to modify
the physical environment.
SAISD © 2010 – 2011 – Grading Period
Social Studies – World Geography
Page 1 of 24
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power standards must be mastered to successfully pass the required assessments
at each grade level. All student expectations at the high school level are to be considered power standards.
Concepts and Skills
TEKS (Standards)
TEKS WG. 21 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
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TEKS WG.21A use historical, geographic, and statistical information from
a variety of sources such as databases, field interviews, media services,
and questionnaires to answer geographic questions and infer geographic
relationships.
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TEKS WG.21B analyze and evaluate the validity and utility of multiple
sources of geographic information such as primary and secondary
sources, aerial photographs, and maps.
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TEKS WG.21C construct and interpret maps to answer geographic
questions, infer geographic relationships, and analyze geographic
change;
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TEKS WG.21D apply basic statistical concepts and analytical methods
such as computer-based spreadsheets and statistical software to analyze
geographic data.
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TEKS WG.21E use a series of maps, including a computer-based
geographic information system, to obtain and analyze data needed to
solve geographic and locational problems.
TEKS WG.22 Social studies skills. The student communicates in written, oral,
and visual forms. The student is expected to
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WG.22A design and draw appropriate maps and other graphics such as
sketch maps, diagrams, tables, and graphs to present geographic
information including geographic features, geographic distributions, and
geographic relationships;
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WG.22B apply appropriate vocabulary, geographic models,
generalizations, theories, and skills to present geographic information;
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WG.22C use geographic terminology correctly; and
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WG.22D use standard grammar, spelling, sentence structure, and
punctuation.
TEKS WG.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
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WG.23A plan, organize, and complete a group research project that
involves asking geographic questions; acquiring, organizing, and
analyzing geographic information; answering geographic questions; and
communicating results.
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WG.23B use case studies and geographic information systems to identify
contemporary geographic problems and issues and to apply geographic
knowledge and skills to answer real-world questions.
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WG.23C use a problem-solving process 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.
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WG.23D use a decision-making process to identify a situation that
requires a decision, gather information, identify options, predict
consequences, and take action to implement a decision.
TEKS Specificity (Intended Outcomes)
I can use my social studies knowledge and skills to
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use historical, geographic, and statistical information from a variety of sources
such as databases, field interviews, media services, and questionnaires to
answer geographic questions and infer geographic relationships
analyze and evaluate the validity and utility of multiple sources of geographic
information.
construct and interpret maps to answer geographic questions, infer
geographic relationships, and analyze geographic change.
apply basic statistical concepts and analytical methods such as computerbased spreadsheets and statistical software to analyze geographic data.
use a series of maps, including a computer-based geographic information
system, to obtain and analyze data needed to solve geographic and locational
problems.
design and draw appropriate maps and other graphics such as sketch maps,
diagrams, tables, and graphs to present geographic information including
geographic features, geographic distributions, and geographic relationships.
apply appropriate vocabulary, geographic models, generalizations, theories,
and skills to present geographic information.
use geographic terminology correctly.
use standard grammar, spelling, sentence structure, and punctuation.
plan, organize, and complete a group research project that involves asking
geographic questions; acquiring, organizing, and analyzing geographic
information; answering geographic questions; and communicating results.
use case studies and geographic information systems to identify contemporary
geographic problems and issues and to apply geographic knowledge and
skills to answer real-world questions.
use a problem-solving process 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.
use a decision-making process to identify a situation that requires a decision,
gather information, identify options, predict consequences, and take action to
implement a decision.
SAISD © 2010 – 2011 – Grading Period
Social Studies – World Geography
Page 2 of 24
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power standards must be mastered to successfully pass the required assessments
at each grade level. All student expectations at the high school level are to be considered power standards.
ELPS Student Expectations

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ELPS C.3C speak using a variety of grammatical structures, sentence
lengths, sentence types, and connecting words with increasing accuracy
and ease as more English is acquired.
ELPS C.4H read silently with increasing ease and comprehension for
longer periods.
College & Career Readiness Student Expectations
SOCIAL STUDIES
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CCRS I.A2 Analyze the interaction between human communities and the
environment.
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CCRS IV.A1 Identify and analyze the main idea(s) and point(s) -of-view in
sources.
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CCRS IV.A3 Evaluate sources from multiple perspectives.
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CCRS IV.B3 Gather, organize, and display the results of data and
research.
ELPS Specificity (Intended Outcomes)
I can…
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speak using a variety of grammatical structures, sentence lengths, sentence
types, and connecting words with increasing accuracy and ease as more
social studies terminology is acquired.
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read silently with increasing ease and comprehension for longer periods.
College & Career Readiness (Intended Outcomes)
I can…
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analyze the interaction between human communities and the environment.
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use a variety of research and analytical tools to explore questions or issues
thoroughly and fairly.
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connect regional or local developments to global ones.
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identify and analyze the main idea(s) and point(s) -of-view in sources.
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evaluate sources from multiple perspectives.
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gather, organize, and display the results of data and research.
Evidence of Learning (Summative Assessment)
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Given information on human-environment interaction, the student will be able to evaluate the merits of opposing environmental viewpoints with 90% accuracy.
Given information on human-environment interaction, the student will be able to analyze environmental data and evaluate the impact / lack of impact of global warming
with 90% accuracy.
SAISD © 2010 – 2011 – Grading Period
Social Studies – World Geography
Page 3 of 24
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power standards must be mastered to successfully pass the required assessments
at each grade level. All student expectations at the high school level are to be considered power standards.
SOCIAL STUDIES - WORLD GEOGRAPHY
Lesson 1: Debating Global Warming
Fourth Grading Period – Unit 1
Guiding Questions
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CURRICULUM GUIDE
Essential Pre-Requisite Skills
What are the causes of global warming?
What information are those who are trying to prove global warming using?
What information are those who are trying to disprove global warming using?
How are some nations trying to change how they impact the environment?
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Understanding human and environment interaction (Grade 4 – Grade 8)
Understanding modification of the environment (Grade 3 – Grade 8)
Effects of modification of the environment (Grade 6 – Grade 8)
The Teaching Plan
Instructional Model and Teacher Directions
The teacher will…
Hook
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Learning Model and Student Directions
So students can…
See Lesson Guide for Details
Conduct the Preview Lesson From Geography Alive Chapter 35
Guided Practice
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Review the effects of industrialization since the 1800s and how over time
industrialization has had definite impacts on the environment such as:
o Air Pollution
o Water Pollution
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Discuss how the greenhouse effect naturally keeps the Earth warm.
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Demonstrate how since the 1800s, greenhouse gases have increased as a
direct result of industrialization.
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Conduct the lesson, The Greenhouse Effect Debate
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Demonstrate how to create a visual demonstrating the Greenhouse Effect.
(Examples can be found here)
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Outline the three key ideas of global warming
o The Earth’s climate is getting warmer.
o The trend of warming is not a natural occurrence and is caused by
human activity.
o Global warming is dangerous for not only people but for biomes as
well.
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Introduce the opposing viewpoints of global warming
o The Earth itself may be warming, mainly to urbanization, but the
upper atmosphere shows no significance of warming.
o True, some glaciers are melting, but others are growing.
o The warming trend is a natural occurrence.
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Divide students into small groups of 2 and assign each group a different nation
to research. (See the tables at the end of the 2010 Report found at
http://www.iea.org/co2highlights/co2highlights.pdf )
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Using selected tables from the 2010 Report on CO2 Emissions, have each
group create a graph/chart for each of the following:
o CO2 emissions: Sectoral Approach (pp 45-46)
o CO2 emissions: Sectoral Approach - Coal/peat (pp 47-49)
o CO2 emissions: Sectoral Approach – Oil (pp 50-52)
o CO2 emissions: Sectoral Approach – Gas (pp 53-55)
o CO2 emissions by sector in 2008 (pp 65-67)
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With a partner, create an informative poster on the background of
industrial revolutions and how growth of industry has affected water
quality and air quality.
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See lesson plan for details
Create a graphic novel showing the causes and effects of
greenhouse gases.
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Create a graphic organizer showing the three key ideas of global
warming and the three opposing viewpoints of global warming.
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With a partner, create tables and graphs showing the following
information:
o CO2 emissions: Sectoral Approach (pp 45-46)
o CO2 emissions: Sectoral Approach - Coal/peat (pp 47-49)
o CO2 emissions: Sectoral Approach – Oil (pp 50-52)
o CO2 emissions: Sectoral Approach – Gas (pp 53-55)
o CO2 emissions by sector in 2008 (pp 65-67)
SAISD © 2010 – 2011 – Grading Period
Social Studies – World Geography
Page 4 of 24
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power standards must be mastered to successfully pass the required assessments
at each grade level. All student expectations at the high school level are to be considered power standards.
Independent Practice
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Conduct the Geography Alive Lesson from Chapter 35.
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Review the guiding questions from this lesson.
Extension
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Demonstrate how to create a professional newsletter in order to communicate
information to a mass audience.
Vocabulary (Pertinent to the learning – specific)
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See Lesson Plan for Details
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Answer the guiding questions from this lesson in the interactive
notebook.
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Create a professional newsletter with a partner to show, in your
group’s opinion, whether or not global is an issue and whether or not
nations should take steps to avoid global warming.
TAKS / EOC Vocabulary
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Acquiring
Analyze
Answer
Apply
Asking
Assess
Attribute
Choose
Communicating
Compare
Consider
Construct
Contrast
Defend
Describe
Design
Develop
Draw
Explain
Evaluate
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Gather
Generalization
Implement
Infer
Interpret
List
Map
Obtain
Organize
Plan
Predict
Prepare
Present
Relate
Solve
Take Action
Theorize
Trace
Use
Resources
Textbook:
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Mcdougal Littell – World Geography
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TCI Geography Alive: Chapter 35
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Biome
Global warming
Greenhouse
effect
Ice shelf
Emissions
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Beyond the Books
NOW On PBS Lesson Plan - http://www.pbs.org/now/classroom/global-warming-lesson-plan.pdf
The Greenhouse Debate Lesson Plan - http://commtechlab.msu.edu/SITES/letsnet/frames/subjects/science/b5u1l2.html
EPA Climate Change - http://epa.gov/climatechange/kids/index.html
UN Climate Change Information Kit - http://unfccc.int/resource/iuckit/cckit2001en.pdf
Differentiation
What do you do for students who need more support?
ELPS Objectives addressed in this lesson
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ELPS C.3C speak using a variety of grammatical structures, sentence lengths,
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When gathering information regarding greenhouse gases, refer to the EPA
website for kids.
sentence types, and connecting words with increasing accuracy and ease as
more English is acquired.

ELPS C.4H read silently with increasing ease and comprehension for longer
periods.
SAISD © 2010 – 2011 – Grading Period
Social Studies – World Geography
Page 5 of 24
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power standards must be mastered to successfully pass the required assessments
at each grade level. All student expectations at the high school level are to be considered power standards.
What do you do for students who master the learning quickly?

Interview a scientist who is familiar with ecological issues on whether or not
global warming is occurring and what steps can be taken to lower greenhouse
gases.
Formative Mini Assessments
College Readiness objectives addressed in this lesson
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CCRS I.A2 Analyze the interaction between human communities and the
environment.

CCRS IV.A1 Identify and analyze the main idea(s) and point(s) -of-view in
sources.

CCRS IV.A3 Evaluate sources from multiple perspectives.

CCRS IV.B3 Gather, organize, and display the results of data and research.
Evidence of Learning
College Readiness
TAKS
Anticipated Skills for SAT/ACT/College Board/Career/Life
SAISD © 2010 – 2011 – Grading Period
Social Studies – World Geography
Page 6 of 24
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power standards must be mastered to successfully pass the required assessments
at each grade level. All student expectations at the high school level are to be considered power standards.
Social Studies – World Geography
CURRICULUM GUIDE
ReviewPeriod
and Preview
FourthEOC
Grading
– Unit2
Essential Questions
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Essential Pre-requisite Skills
What are the relationships between geography and history?
What are the major physical processes and human processes today and how do
the two interact with each other?
What are the major social and economic issues and events that affect human and
physical processes?
What are the major political influences that affect human and physical processes?
How can social studies skills be used to analyze geographic information?
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Using social studies skills to interpret and analyze information. (Grade 1 –
Grade 8)
Understanding political, social, and economic issues surrounding
geographical issues. (Grade 1 – Grade 9)
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The Teaching Plan
Instructional Model & Teacher Directions
The teacher will…
So students can…
See your campus EOC Review Plan for details on processes and the 9 th Grade EOC RAP
materials.
Week 1: Physical Geography (Physical Processes)
Week 2: Physical Geography (Location and Regions)
Week 3: Human Geography (Government & Economics)
Week 4: Human Geography (Population & Interactions)
See your campus EOC Review Plan for details on processes and the 9th Grade
EOC RAP materials.
Vocabulary:
See the 9th Grade EOC RAP for vocabulary lists, lessons, and strategies.
Resources:
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SAISD Social Studies Resource Center
SAISD EOC RAP Resources and Strategies
Evidence of Learning
Differentiation
Interims/TAKS/Benchmarks
What do you do for students who need further
support?
Released TAKS 9th Grade Test Questions (Tested in the
10th and 11th Grades)
See the 9th Grade TAKS RAP Resources for vocabulary
lists, lessons, and strategies.
Assessments from other states such as:
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New York Board of Regents
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Washington State
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Commonwealth of Virginia SOL
What do you do for students who master the learning
quickly?
College-Readiness
Anticipated Skills for SAT/ACT/College Board
See the 9th Grade TAKS RAP Resources for vocabulary
lists, lessons, and strategies.
SAISD © 2010 – 2011 – Grading Period
Social Studies – World Geography
Page 7 of 24
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power standards must be mastered to successfully pass the required assessments
at each grade level. All student expectations at the high school level are to be considered power standards.
SOCIAL STUDIES - WORLD GEOGRAPHY
Unit of Study: Case Studies – Geographical Topics
Fourth Grading Period – Unit 2
Enduring Understandings (Big Ideas)
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Human processes constantly challenge ecosystems and ecosystem balance.
The close examination of river systems allows geographers to analyze and
evaluate the effects of human processes on physical processes.
Many areas in the world are creating innovative ways on how to deal with
crowded populations.
There are still places on the Earth that have unique ecosystems.
CURRICULUM OVERVIEW
Unit Rationale
The study of geography is not just limited to looking at maps and memorizing national
capitals. Students must also have the ability to discern geographical topics and
evaluate how modern topics affect geographical processes. This unit will take a look at
four different geographical topics and provide opportunities for students to make
conclusions based on geographical information.
Lessons for this Unit
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Essential Questions
S
k
i
l
l
s
How can people best use and protect Earth’s freshwater ecosystems?
How do rivers change as the flow across Earth’s surface?
How does population density affect how people live?
How does a country’s location affect life within its borders?
a
n
d
d
g
e
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TEKS (Standards)
Case #1: Preservation of Ecosystems
Case #2: Looking Closer at River Systems
Case #3: When is Crowded Too Crowded?
Case #4: What Makes Areas Unique?
Guiding Questions
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What cause environmental changes in different areas of the Earth?
How can one river system affect many different nations?
What challenges do nations have with quickly growing populations?
How is Australia different from other regions?
TEKS Specificity (Intended Outcomes)
SAISD © 2010 – 2011 – Grading Period
Social Studies – World Geography
Page 8 of 24
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power standards must be mastered to successfully pass the required assessments
at each grade level. All student expectations at the high school level are to be considered power standards.
TEKS WG. 1 History.The student understands how geographic contexts (the
geography of places in the past) and processes of spatial exchange (diffusion)
influenced events in the past and helped to shape the present. The student is
expected to
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WG.1A analyze the effects of physical and human geographic patterns
and processes on events in the past and describe their effects on present
conditions including significant physical features and environmental
conditions that influenced migration patterns in the past and shaped the
distribution of culture groups today.
TEKS WG.2 History. The student understands how people, places, and
environments have changed over time and the effects of these changes on history.
The student is expected to
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WG.2A describe the human and physical characteristics of the same
place at different periods of history.

WG.2B assess how people's changing perceptions of geographic
features have led to changes in human societies.
TEKS WG.5 Geography. The student understands how political, economic, and
social processes shape cultural patterns and characteristics in various places and
regions. The student is expected to
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WG.5A analyze how the character of a place is related to its political,
economic, social, and cultural characteristics.
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WG.5B analyze political, economic, social, and demographic data to
determine the level of development and standard of living in nations.
TEKS WG.6 Geography.The student understands the types and patterns of
settlement, the factors that affect where people settle, and processes of settlement
development over time. The student is expected to
TEKS (Standards)
Knowledge and Skills
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WG.6A locate settlements and observe patterns in the size and
distribution of cities using maps, graphics, and other information.
TEKS WG.7 Geography.The student understands the growth, distribution,
movement, and characteristics of world population. The student is expected to
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WG.7B explain the political, economic, social, and environmental factors
that contribute to human migration such as how national and international
migrations are shaped by push-and-pull factors and how physical
geography affects the routes, flows, and destinations of migration.
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WG.7C describe trends in past world population growth and distribution.
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WG.7D develop and defend hypotheses on likely population patterns for
the future.
TEKS WG.8 Geography. The student understands how people, places, and
environments are connected and interdependent. The student is expected to
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WG.8A explain the interrelationships among physical and human
processes that shape the geographic characteristics of places such as
connections among economic development, urbanization, population
growth, and environmental change.

WG.8Bcompare ways that humans depend on, adapt to, and modify the
physical environment using local, state, national, and international human
activities in a variety of cultural and technological contexts.

WG.8D analyze statistical and other data to infer the effects of physical
Using my social studies knowledge and skills I can…












describe how the human and physical characteristics of certain regions on the
earth have changed over time.
asses how the way people look at geographic features have changed over
time.
explain how physical and human processes are connected when examining
environmental change.
compare ways that people depend on, adapt to and modify the environment.
describe and explain how different types of economies interact with the
environment.
compare how the modification of the environment relates to the ways different
societies satisfy their basic needs.
use maps to show the different locations of different types of economic
activities.
identify the factors that affect the location of different types of economic
activities and how these relate to the surround environments.
evaluate the geographic and economic impact of laws related to the use of
water and other valuable resources.
compare different points of view related to the issues of human-environment
interaction.
compare life in different regions to evaluate the relationships involved in
environmental changes.
describe and compare patters of culture such as land use.
TEKS Specificity (Intended Outcomes)
I can use my geographical knowledge to
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analyze the effects of human geographic patterns when studying urban
geography including the influence of migration patterns.
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describe the human and physical characteristics of urban centers over time.
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assess how people see geographic features have changed over time.
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analyze how the character of a place is related to its political, economic,
social, and cultural characteristics.
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analyze political, economic, social, and demographic data to determine the
level of development and standard of living in large cities.
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locate settlements and observe patterns in the size and distribution of cities
using maps, graphics, and other information.
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explain the processes that have caused cities to grow.
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explain the factors that caused people to migrate to urban locations.
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describe how distribution of urban and rural populations have changed over
time.
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develop and defend a hypothesis on likely population patterns for the future.
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explain the interrelationships among physical and human processes that
shape the geographic characteristics of places such as connections among
economic development, urbanization, population growth, and environmental
change.
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analyze statistical and other data to infer the effects of human processes on
SAISD © 2010 – 2011 – Grading Period
Social Studies – World Geography
Page 9 of 24
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power standards must be mastered to successfully pass the required assessments
at each grade level. All student expectations at the high school level are to be considered power standards.
and human processes on patterns of settlement, population distribution,
economic and political conditions, and resource distribution.
TEKS WG.16 Culture.The student understands how the components of culture
affect the way people live and shape the characteristics of regions. The student is
expected to
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WG.16C compare life in a variety of cities and nations in the world to
evaluate the relationships involved in political, economic, social, and
environmental changes.
TEKS WG.17 Culture. The student understands the distribution, patterns, and
characteristics of different cultures. The student is expected to

WG.17Adescribe and compare patterns of culture such as language,
religion, land use, systems of education, and customs that make specific
regions of the world distinctive.
TEKS WG.19 Science, technology, and society. The student understands the
impact of technology and human modifications on the physical environment. The
student is expected to

WG.19A evaluate the significance of major technological innovations,
including fire, steam power, diesel machinery, and electricity that have
been used to modify the physical environment.
TEKS WG.20 Science, technology, and society. The student understands how
technology affects definitions of, access to, and use of resources. The student is
expected to

WG.20B analyze the role of technology in agriculture and other primary
economic activities and identify the environmental consequences of the
changes that have taken place.




TEKS (Standards)
TEKS WG. 21 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

TEKS WG.21A use historical, geographic, and statistical information from
a variety of sources such as databases, field interviews, media services,
and questionnaires to answer geographic questions and infer geographic
relationships.

TEKS WG.21B analyze and evaluate the validity and utility of multiple
sources of geographic information such as primary and secondary
sources, aerial photographs, and maps.

TEKS WG.21C construct and interpret maps to answer geographic
questions, infer geographic relationships, and analyze geographic
change;

TEKS WG.21D apply basic statistical concepts and analytical methods
such as computer-based spreadsheets and statistical software to analyze
geographic data.

TEKS WG.21E use a series of maps, including a computer-based
geographic information system, to obtain and analyze data needed to
solve geographic and locational problems.
TEKS WG.22 Social studies skills. The student communicates in written, oral,
and visual forms. The student is expected to
patterns of settlement, population distribution, and economic conditions.
identify the differences among formal, functional, and perceptual regions.
identify factors affecting the location of different types of economic activities.
describe how changes in technology, transportation, and communication affect
the location and patterns of economic activities within urban and rural settings.
evaluate the significance of major technological innovations, including fire,
steam power, diesel machinery, and electricity that have been used to modify
the physical environment.
TEKS Specificity (Intended Outcomes)
I can use my social studies knowledge and skills to









use historical, geographic, and statistical information from a variety of sources
such as databases, field interviews, media services, and questionnaires to
answer geographic questions and infer geographic relationships
analyze and evaluate the validity and utility of multiple sources of geographic
information.
construct and interpret maps to answer geographic questions, infer
geographic relationships, and analyze geographic change.
apply basic statistical concepts and analytical methods such as computerbased spreadsheets and statistical software to analyze geographic data.
use a series of maps, including a computer-based geographic information
system, to obtain and analyze data needed to solve geographic and locational
problems.
design and draw appropriate maps and other graphics such as sketch maps,
diagrams, tables, and graphs to present geographic information including
geographic features, geographic distributions, and geographic relationships.
apply appropriate vocabulary, geographic models, generalizations, theories,
and skills to present geographic information.
use geographic terminology correctly.
use standard grammar, spelling, sentence structure, and punctuation.
SAISD © 2010 – 2011 – Grading Period
Social Studies – World Geography
Page 10 of 24
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power standards must be mastered to successfully pass the required assessments
at each grade level. All student expectations at the high school level are to be considered power standards.

WG.22A design and draw appropriate maps and other graphics such as
sketch maps, diagrams, tables, and graphs to present geographic
information including geographic features, geographic distributions, and
geographic relationships;

WG.22B apply appropriate vocabulary, geographic models,
generalizations, theories, and skills to present geographic information;

WG.22C use geographic terminology correctly; and

WG.22D use standard grammar, spelling, sentence structure, and
punctuation.
TEKS WG.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

WG.23A plan, organize, and complete a group research project that
involves asking geographic questions; acquiring, organizing, and
analyzing geographic information; answering geographic questions; and
communicating results.

WG.23B use case studies and geographic information systems to identify
contemporary geographic problems and issues and to apply geographic
knowledge and skills to answer real-world questions.

WG.23C use a problem-solving process 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.

WG.23D use a decision-making process to identify a situation that
requires a decision, gather information, identify options, predict
consequences, and take action to implement a decision.

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
ELPS Student Expectations

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
ELPS C.1H develop and expand repertoire of learning strategies such as
reasoning inductively or deductively, looking for patterns in language, and
analyzing sayings and expressions commensurate with grade-level
learning expectations.
ELPS C.2H understand implicit ideas and information in increasingly
complex spoken language commensurate with grade-level learning
expectations.
ELPS C.3B expand and internalize initial English vocabulary by learning
and using high-frequency English words necessary for identifying and
describing people, places, and objects, by retelling simple stories and
basic information represented or supported by pictures, and by learning
and using routine language needed for classroom communication.
ELPS C.4G demonstrate comprehension of increasingly complex English
by participating in shared reading, retelling or summarizing material,
responding to questions, and taking notes commensurate with content
area and grade level needs.
ELPS C.5G narrate, describe, and explain with increasing specificity and
detail to fulfill content area writing needs as more English is acquired.
ELPS Specificity (Intended Outcomes)
I can…

develop social studies learning strategies such as looking for patterns in
language, and analyzing sayings and expressions to meet with grade-level
learning expectations.

understand social studies ideas and information in increasingly complex
spoken language with grade-level learning expectations.

expand and internalize initial social studies vocabulary by learning and using
high-frequency tier 2 and tier 3 words necessary for identifying and describing
people, places, and objects, by retelling basic information represented or
supported by pictures, and by learning and using routine language needed for
classroom communication.

demonstrate comprehension of increasingly complex social studies concepts
by participating in shared reading, retelling or summarizing material,
responding to questions, and taking notes.

narrate, describe, and explain with increasing specificity and detail to fulfill
content area writing needs in the interactive notebook as more social studies
vocabulary is acquired.
College & Career Readiness Student Expectations
Social Studies

CCRS I.A3 Analyze how physical and cultural processes have shaped
plan, organize, and complete a group research project that involves asking
geographic questions; acquiring, organizing, and analyzing geographic
information; answering geographic questions; and communicating results.
use case studies and geographic information systems to identify contemporary
geographic problems and issues and to apply geographic knowledge and
skills to answer real-world questions.
use a problem-solving process 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.
use a decision-making process to identify a situation that requires a decision,
gather information, identify options, predict consequences, and take action to
implement a decision.
College & Career Readiness (Intended Outcomes)

analyze how physical and cultural processes have shaped human
communities over time.
SAISD © 2010 – 2011 – Grading Period
Social Studies – World Geography
Page 11 of 24
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power standards must be mastered to successfully pass the required assessments
at each grade level. All student expectations at the high school level are to be considered power standards.



human communities over time.
CCRS I.A4 Evaluate the causes and effects of human migration patterns
over time.
CCRS I.A6 Analyze the relationship between geography and the
development of human communities.
CCRS I.B2 Identify and evaluate sources and patterns of change and
continuity across time and place.



evaluate the causes and effects of human migration patterns over time.
analyze the relationship between geography and the development of human
communities.
identify and evaluate sources and patterns of change and continuity across
time and place.
Evidence of Learning (Summative Assessment)




Given information on global ecosystems, the student will evaluate how to balance the use of and preservation of ecosystems with 90% accuracy.
Given information on river systems the student will evaluate how human systems can have both positive and negative effects on rivers with 90% accuracy.
Given information on population density, the student will evaluate different urban centers and how these centers are dealing with high population densities with 90%
accuracy.
Given information on isolated ecosystems, the student will be able to analyze the positive and negative aspects of isolation with 90% accuracy.
SAISD © 2010 – 2011 – Grading Period
Social Studies – World Geography
Page 12 of 24
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power standards must be mastered to successfully pass the required assessments
at each grade level. All student expectations at the high school level are to be considered power standards.
SOCIAL STUDIES - WORLD GEOGRAPHY
Lesson 1: Case #1: Preservation of Water Ecosystems
Fourth Grading Period – Unit 3
Guiding Questions



CURRICULUM GUIDE
Essential Pre-Requisite Skills



What are some examples of ecological disasters caused by human
processes?
How do these types of disasters affect biomes as well as human
processes?
What can nations do to prevent these types of disasters?
Understanding human and environment interaction (Grade 4 – Grade 8)
Understanding modification of the environment (Grade 3 – Grade 8)
Effects of modification of the environment (Grade 6 – Grade 8)
The Teaching Plan
Instructional Model and Teacher Directions
The teacher will…
Hook


Conduct the SI lesson Pollution Solutionfound here.
Guided Practice

Divide students into small groups.

Discuss historical examples of ecological disasters and how they affected
the environments such as
o Bhopal: the Union Carbide gas leak
o The 1952 London smog disaster
o The Love Canal chemical waste dump
o Major oil spills of the 20th and 21st century
o The Three Mile Island near nuclear disaster

Assign one of the disasters to each of the groups.

Demonstrate how to present information to other groups.






Discuss what students remember from the 2010 Gulf Oil Spill and what
made the deepest impression on them.
Show the online video Deepwater Disaster: Blow by Blow.
Independent Practice

Conduct the Geography Alive lesson from Chapter 4.

Learning Model and Student Directions
So students can…
See Lesson Plan for details
Review the guiding questions from this lesson.
With group members, conduct research finding information on how your
assigned disasters affected human and environmental systems.
o Bhopal: the Union Carbide gas leak
o The 1952 London smog disaster
o The Love Canal chemical waste dump
o Major oil spills of the 20th and 21st century
o The Three Mile Island near nuclear disaster
As a team, create an information poster showing the human and
environmental effects of your assigned disaster using information and
visuals from your research.
When time is called, be prepared to conduct a presentation about your
disaster.
Individually, use gathered information from other groups as well as your
research and write an essay outlining how human systems can affect
physical systems and how people, governments and companies can
take steps to avoid such disasters.

While watching the video, write your reactions regarding the effects of
the Gulf Oil Spill. (Suggested sentence starters may include:)
o What I noticed was…
o What surprised me the most was…
o While watching this I felt…
o Oil companies should be aware of…

See lesson guide for details

Answer the guiding questions from this lesson.
SAISD © 2010 – 2011 – Grading Period
Social Studies – World Geography
Page 13 of 24
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power standards must be mastered to successfully pass the required assessments
at each grade level. All student expectations at the high school level are to be considered power standards.
Vocabulary (Pertinent to the learning – specific)

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Ecosystem
Food chain
Food web
Freshwater
Watershed
PCB
Non-point-source
pollution
Runoff
Sediment
Wetlands
TAKS / EOC Vocabulary
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Acquiring
Analyze
Answer
Apply
Asking
Assess
Attribute
Choose
Communicating
Compare
Consider
Construct
Contrast
Defend
Describe
Design
Develop
Draw
Explain
Evaluate
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Gather
Generalization
Implement
Infer
Interpret
List
Map
Obtain
Organize
Plan
Predict
Prepare
Present
Relate
Solve
Take Action
Theorize
Trace
Use
Resources


TCI Geography Alive! – Chapter 4
Mcdougal Littell – World Geography
Beyond the Books
http://www.great-lakes.net/teach/pollution/water/water1.html - Water Pollution in the Great Lakes
http://www.water-pollution.org.uk/ - Water Pollution Guide
http://www.epa.gov/epahome/learn.htm#water - Information regarding water and water pollution
http://www.epa.gov/teachers/ecosystems.htm - Lesson Ideas from the EPA on oil spills
Differentiation
What do you do for students who need more support?
ELPS Objectives addressed in this lesson

ELPS C.1H develop and expand repertoire of learning strategies such as

Use shuttered foldable strategies to explain the different ecological
disasters outline in the lesson.
reasoning inductively or deductively, looking for patterns in language, and
analyzing sayings and expressions commensurate with grade-level learning
expectations.

ELPS C.2H understand implicit ideas and information in increasingly complex
spoken language commensurate with grade-level learning expectations.
What do you do for students who master the learning quickly?
College Readiness objectives addressed in this lesson

CCRS I.A3 Analyze how physical and cultural processes have shaped human

Have students conduct a survey calculating the costs of the 2010 Gulf Oil
Spill including loss of income of gulf industries, cost of the cleanup efforts,
communities over time.
as well as the environmental costs.

CCRS I.A4 Evaluate the causes and effects of human migration patterns over
time.

CCRS I.A6 Analyze the relationship between geography and the development of
human communities.

CCRS I.B2 Identify and evaluate sources and patterns of change and continuity
across time and place.




SAISD © 2010 – 2011 – Grading Period
Social Studies – World Geography
Page 14 of 24
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power standards must be mastered to successfully pass the required assessments
at each grade level. All student expectations at the high school level are to be considered power standards.
Evidence of Learning
Formative Mini Assessments
TAKS
College Readiness
Anticipated Skills for SAT/ACT/College Board/Career/Life
Which of the following conclusions about Michigan is best
supported by the graph below?
SAISD © 2010 – 2011 – Grading Period
Social Studies – World Geography
Page 15 of 24
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power standards must be mastered to successfully pass the required assessments
at each grade level. All student expectations at the high school level are to be considered power standards.
SOCIAL STUDIES - WORLD GEOGRAPHY
Lesson 2: Looking at River Systems
Fourth Grading Period – Unit 3
Guiding Questions



CURRICULUM GUIDE
Essential Pre-Requisite Skills
What are the largest river systems in the world and how many nations do they
affect?
Why is it important to understand how rivers can affect systems in different
countries?
How can one nation affect the condition of a river in another nation?


Understanding how rivers are formed and how they change over space.
(Grade 3 – Grade 8)
Understanding how human systems can affect river systems. (Grade 3 –
Grade 8)
The Teaching Plan
Instructional Model and Teacher Directions
The teacher will…
Hook





Choose pictures from here and place them into a PowerPoint presentation.
Inform students that Egypt is about to create a rather large dam on the Nile
River and one of the ancient temples is endangered of being destroyed.
Assign students into groups of 2-4 and have them brainstorm on how Egypt
can still build the dam, which they need for power and farming, but preserve
the ancient artifacts.
Using visual resources, demonstrate how Egypt was able to preserve most of
the artifacts.
Guided Practice

Discuss how river systems impact agriculture, major cities and multiple
nations.

Demonstrate how to locate major systems using an atlas, charts and a blank
outline map of the world.
1. Nile
2. Amazon
3. Yangtze (Chang Jiang)
4. Mississippi / Missouri / Jefferson
5. Yenisei / Angara / Selenga
6. Yellow (Huang He)
7. Ob – Irtysh
8. Paraná – Río de la Plata
9. Congo – Chambeshi
10. Amur – Argun (Heilong Jiang)



Demonstrate how to determine locations of major cities on major river systems
on an outline map.
Discuss how decisions made by one city / state / nation can have an effect on
other cities / states / nations.
Model how to create a multiple cause and effect graphic organizer to
summarize the major points of the discussion.






Learning Model and Student Directions
So students can…
With team members, create a plan on how to preserve the “national
treasures” of Egypt while at the same time building the dam and
making sure that the plan is cost effective and does not destroy the
buildings and artifacts.
Share your plan with other teams, adding ideas to your plan as
needed.
On a blank outline map of the world, draw out the following rivers.
1. Nile
2. Amazon
3. Yangtze (Chang Jiang)
4. Mississippi / Missouri / Jefferson
5. Yenisei / Angara / Selenga
6. Yellow (Huang He)
7. Ob – Irtysh
8. Paraná – Río de la Plata
9. Congo – Chambeshi
10. Amur – Argun (Heilong Jiang)
For each of the rivers, create a chart that shows the following
information:
o Name of River
o Length
o Location (From beginning to end)
On the map, show locations of major cities along the 10 rivers.
With a partner, discuss how cities and nations can affect the quality
of the river for those living downstream and how this can affect
relations between cities, states and nations.
Create a multiple cause and effect graphic organizer to summarize
the group’s discussion.
SAISD © 2010 – 2011 – Grading Period
Social Studies – World Geography
Page 16 of 24
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power standards must be mastered to successfully pass the required assessments
at each grade level. All student expectations at the high school level are to be considered power standards.

Conduct the Geography Alive Preview Lesson from Chapter 19.

See lesson guide for details.


Create an informational chart showing why Egypt wanted to build the
Aswan Dam, the positive effects of building the dam and the
negative impact of building the dam.

Using various resources such as The Aswan High Dam Case, Egypt’s High
Aswan Dam, or A Case Study of Dam-induced Resettlement in 50 Cases,
guide students on how to summarize information regarding the perceived need
for dams as well as the positive and negative effects of damming rivers.
Conduct the Global Connections lesson from Chapter 19.

See lesson guide for details.

Conduct the Social Studies Skill Builder from Chapter 19.

See lesson guide for details.
Independent Practice

Conducting the processing assignment from Chapter 19.

See lesson guide for details.

Answer the guiding questions from this lesson in the interactive
notebook.
See lesson guide for details.

Review the guiding questions from this lesson

Extension

Conduct the Exploring the Essential Question strategy from Chapter 19.
Vocabulary (Pertinent to the learning – specific)

TAKS / EOC Vocabulary
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
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Gather
Generalization
Implement
Infer
Interpret
List
Map
Obtain
Organize
Plan
Predict
Prepare
Present
Relate
Solve
Take Action
Theorize
Trace
Use


TCI Geography Alive! – Chapter 19
Mcdougal Littell – World Geography


hydroelectric
power
perennial
irrigation
river basin
water cycle

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

Beyond the Books
The Aswan High Dam Case - http://www.hss.caltech.edu/~tzs/Aswan%20High%20Dam%20case.pdf
A Case Study of Dam-induced Resettlement in 50 Cases - http://www.hss.caltech.edu/~tzs/50%20Dam%20Survey.pdf
Egypt’s High Aswan Dam - http://www.ci.uri.edu/ciip/FallClass/Docs_2006/UrbanWaterfronts/Abu-Zeid%20and%20El-Shibini.pdf
Nubian Monuments - http://whc.unesco.org/en/list/88 and http://whc.unesco.org/en/activities/173/

Acquiring
Analyze
Answer
Apply
Asking
Assess
Attribute
Choose
Communicating
Compare
Consider
Construct
Contrast
Defend
Describe
Design
Develop
Draw
Explain
Evaluate
Resources
SAISD © 2010 – 2011 – Grading Period
Social Studies – World Geography
Page 17 of 24
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power standards must be mastered to successfully pass the required assessments
at each grade level. All student expectations at the high school level are to be considered power standards.
Differentiation
What do you do for students who need more support?
ELPS Objectives addressed in this lesson

ELPS C.3B expand and internalize initial English vocabulary by learning and

Use the 4-Square Vocabulary Approach strategy to develop vocabulary
associated with changing river systems.
using high-frequency English words necessary for identifying and describing
people, places, and objects, by retelling simple stories and basic information

Have students create a multi-layered flip book to demonstrate the causes and
represented or supported by pictures, and by learning and using routine
effects of building the Aswan Dam.
language needed for classroom communication.

ELPS C.4G demonstrate comprehension of increasingly complex English by
participating in shared reading, retelling or summarizing material, responding to
questions, and taking notes commensurate with content area and grade level
needs.
What do you do for students who master the learning quickly?
College Readiness objectives addressed in this lesson

CCRS I.A3 Analyze how physical and cultural processes have shaped human

Have students conduct extensive research on the Three Gorges Dam and
write a report comparing and contrasting the issues and effects of the Aswan
communities over time.
Dam from the 1960s to the issues and effects of the Three Gorges Dam.

CCRS I.A4 Evaluate the causes and effects of human migration patterns over
time.

CCRS I.A6 Analyze the relationship between geography and the development
of human communities.

CCRS I.B2 Identify and evaluate sources and patterns of change and
continuity across time and place.
Evidence of Learning
College Readiness
Formative Mini Assessments
TAKS
Anticipated Skills for SAT/ACT/College Board/Career/Life
SAISD © 2010 – 2011 – Grading Period
Social Studies – World Geography
Page 18 of 24
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power standards must be mastered to successfully pass the required assessments
at each grade level. All student expectations at the high school level are to be considered power standards.
SOCIAL STUDIES - WORLD GEOGRAPHY
Lesson 3: When is Crowded Too Crowded?
Fourth Grading Period – Unit 3
Guiding Questions


CURRICULUM GUIDE
Essential Pre-Requisite Skills


How does population density affect how people live?
How are nations dealing with growing urban populations?
Understanding population density (Grade 3 – 8)
Understanding urban issues (Grade 6 – 8)
The Teaching Plan
Instructional Model and Teacher Directions
The teacher will…
Hook


Conduct the Preview exercise from Chapter 31 of Geography Alive.
Guided Practice

On the overhead, write the following statement, “Explain whether or not San
Antonio is too crowded”

Have students work in pairs to discuss and react to the prompt. Have students
create an organizational chart.

Learning Model and Student Directions
So students can…
See lesson plan for details.


With a partner, discuss whether or not your team feels that San
Antonio is too crowded.
Create an organizational chart showing the main ideas of what was
discussed in your team.
Use the “Four Corners” strategy to have students group into one of the
following:
o Not Crowded Enough
o Perfect
o Getting Crowded
o Too Crowded


Conduct the Experiential Exercise from Chapter 31 of Geography Alive.

See lesson plan for details.


Have corner teams meet once again to discuss what they just experienced.
Ask teams whether or not they want to change corners and allow students to
change if they wish.



Once asked to, get back into corner teams and discuss how San
Antonio compares to Tokyo as far as population density is
concerned.
When told, teams may have a change to switch to a different corner.
In the interactive notebook answer the following questions:
o In the beginning I thought San Antonio was…
o My corner argued that…
o Compared to Tokyo, we are…

See lesson plan for details.
Independent Practice

Conduct the Processing activity from Chapter 31 of Geography Alive.


When told, based on your team’s discussion, choose the corner of
the room that best matches your team’s discussion.
Corner teams are then responsible for creating an argument on why
their opinion is the most accurate.
When time is called, each corner must be ready to discuss their
opinions and why their corner has the best opinion.
SAISD © 2010 – 2011 – Grading Period
Social Studies – World Geography
Page 19 of 24
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power standards must be mastered to successfully pass the required assessments
at each grade level. All student expectations at the high school level are to be considered power standards.

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Review the guiding questions from this lesson.
Vocabulary (Pertinent to the learning – specific)
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Population
Density
Arable land
Arithmetic
population
density
Psychologic
population
density
Population
distribution
Answer the guiding questions from this lesson.
TAKS / EOC Vocabulary
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Acquiring
Analyze
Answer
Apply
Asking
Assess
Attribute
Choose
Communicating
Compare
Consider
Construct
Contrast
Defend
Describe
Design
Develop
Draw
Explain
Evaluate
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Gather
Generalization
Implement
Infer
Interpret
List
Map
Obtain
Organize
Plan
Predict
Prepare
Present
Relate
Solve
Take Action
Theorize
Trace
Use
Resources
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TCI Geography Alive! – Chapter 31
Mcdougal Littell – World Geography
Beyond the Books
Population Density in the US - http://www.nationalgeographic.com/xpeditions/lessons/01/g912/density.html
Math Connections (Illuminations) - http://illuminations.nctm.org/LessonDetail.aspx?id=L255
Populations in China and India - http://www.nationalgeographic.com/xpeditions/lessons/09/g912/population.html
Explore Population Density - http://www.microsoft.com/education/lessonplans/populationdensity.mspx
Differentiation
What do you do for students who need more support?
ELPS Objectives addressed in this lesson
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ELPS C.3B expand and internalize initial English vocabulary by learning and
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Conduct the lesson Planning a New Town.
using high-frequency English words necessary for identifying and describing
people, places, and objects, by retelling simple stories and basic information
represented or supported by pictures, and by learning and using routine
language needed for classroom communication.
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ELPS C.4G demonstrate comprehension of increasingly complex English by
participating in shared reading, retelling or summarizing material, responding
to questions, and taking notes commensurate with content area and grade
level needs.
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ELPS C.5G narrate, describe, and explain with increasing specificity and detail
to fulfill content area writing needs as more English is acquired.
What do you do for students who master the learning quickly?
College Readiness objectives addressed in this lesson
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SAISD © 2010 – 2011 – Grading Period
Social Studies – World Geography
Page 20 of 24
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power standards must be mastered to successfully pass the required assessments
at each grade level. All student expectations at the high school level are to be considered power standards.
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Formative Mini Assessments
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CCRS I.A3 Analyze how physical and cultural processes have shaped human
communities over time.
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CCRS I.A6 Analyze the relationship between geography and the development
of human communities.
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CCRS I.B2 Identify and evaluate sources and patterns of change and
continuity across time and place.
Evidence of Learning
College Readiness
TAKS
Conduct research on other urban centers such as Mumbai, Beijing, Buenos
Aires, Mexico City, Kinshasa, or Moscow and compare their challenges to
those of Tokyo.
Anticipated Skills for SAT/ACT/College Board/Career/Life
SAISD © 2010 – 2011 – Grading Period
Social Studies – World Geography
Page 21 of 24
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power standards must be mastered to successfully pass the required assessments
at each grade level. All student expectations at the high school level are to be considered power standards.
SOCIAL STUDIES - WORLD GEOGRAPHY
Lesson 4: What Makes Areas Unique?
Fourth Grading Period – Unit 3
Guiding Questions
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CURRICULUM GUIDE
Essential Pre-Requisite Skills
What makes places in the world unique?
How do species become endangered?
Why can some flora and fauna be found only in certain regions?
What are some benefits and risks for introducing exotic species into a region?
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Understanding relative and absolute location (Grade 1 – 8)
Understanding how places can differ (Grade 1 – 8)
The Teaching Plan
Instructional Model and Teacher Directions
The teacher will…
Hook
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On the overhead, have the following statement projected, “What Makes Texas
Unique?”
Learning Model and Student Directions
So students can…
With a partner, create a chart demonstrating the characteristics that
your team feels make Texas unique.
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Using the vocabulary teams, create a 7-Shutter foldable with the
term, definition and a visual representation for each of the terms.
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As a group, create a research-based poster describing fauna and
flora that are endemic to assigned area. Include a map of your
assigned area.
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Divide students into groups of 3 – 4 and assign each group one of the
following areas:
o Madagascar / Selangor
o Maltese Wildlife
o Australia
o Galápagos Islands
o California
o Hawaii
Conduct the Preview strategy from Chapter 33 of Geography Alive.
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See lesson guide for details.
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Conduct the Social Studies Skill Builder from Chapter 33 of Geography Alive.
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See lesson guide for details.
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See lesson guide for details.
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Answer the guiding questions from this lesson.
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See lesson guide for details.
Guided Practice
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Discuss the vocabulary with students and demonstrate how to create a 7Shutter foldable.
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Independent Practice
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Conduct the Processing Activity from Chapter 33 of Geography Alive.
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Review the guiding questions from this lesson.
Extension
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Conduct the Global Connections Activity from Chapter 33 of Geography Alive.
SAISD © 2010 – 2011 – Grading Period
Social Studies – World Geography
Page 22 of 24
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power standards must be mastered to successfully pass the required assessments
at each grade level. All student expectations at the high school level are to be considered power standards.
Vocabulary (Pertinent to the learning – specific)
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Endemic
Fauna
Flora
Endangered
species
Exotic species
Native species
Threatened
species
TAKS / EOC Vocabulary
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Acquiring
Analyze
Answer
Apply
Asking
Assess
Attribute
Choose
Communicating
Compare
Consider
Construct
Contrast
Defend
Describe
Design
Develop
Draw
Explain
Evaluate
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Gather
Generalization
Implement
Infer
Interpret
List
Map
Obtain
Organize
Plan
Predict
Prepare
Present
Relate
Solve
Take Action
Theorize
Trace
Use
Resources


TCI Geography Alive! – Chapter 33
Mcdougal Littell – World Geography
Differentiation
What do you do for students who need more support?
ELPS Objectives addressed in this lesson

ELPS C.1H develop and expand repertoire of learning strategies such as

Provide additional structure for Processing 33 by giving students a hint sheet
with key words or phrases to help them complete their three examples. For
reasoning inductively or deductively, looking for patterns in language, and
example, if a native species in your area is a certain kind of snake, write snake
analyzing sayings and expressions commensurate with grade-level learning
on the hint sheet to prompt them to look for snake species native to your area.
expectations.
Give similar hints for environmental concerns, stars you might see in your

ELPS C.2H understand implicit ideas and information in increasingly complex
night sky, locations that people in your area migrate from, nearby locations
spoken language commensurate with grade-level learning expectations.
that serve as trading partners, and climate patterns.
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ELPS C.3B expand and internalize initial English vocabulary by learning and

For the Social Studies Skill Builder, provide a photocopy of Section 33.1 for
using high-frequency English words necessary for identifying and describing
students. Highlight the definitions of absolute location and relative location.
people, places, and objects, by retelling simple stories and basic information
Also consider having students create simple illustrations of the terms to use as
represented or supported by pictures, and by learning and using routine
cues as they complete the activity.
language needed for classroom communication.
What do you do for students who master the learning quickly?
College Readiness objectives addressed in this lesson

CCRS I.A3 Analyze how physical and cultural processes have shaped human

Conduct the Exploring the Essential Question lesson.
communities over time.

Conduct the Global Connections lesson.

CCRS I.A4 Evaluate the causes and effects of human migration patterns over
time.

CCRS I.A6 Analyze the relationship between geography and the development
of human communities.

CCRS I.B2 Identify and evaluate sources and patterns of change and
continuity across time and place.
SAISD © 2010 – 2011 – Grading Period
Social Studies – World Geography
Page 23 of 24
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power standards must be mastered to successfully pass the required assessments
at each grade level. All student expectations at the high school level are to be considered power standards.
Evidence of Learning
Formative Mini Assessments
TAKS
College Readiness
Anticipated Skills for SAT/ACT/College Board/Career/Life
SAISD © 2010 – 2011 – Grading Period
Social Studies – World Geography
Page 24 of 24
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power standards must be mastered to successfully pass the required assessments
at each grade level. All student expectations at the high school level are to be considered power standards.