Teacher: 6th Grade
Content: Social Studies
Week of: Feb. 2-6
Monday
Geographic Understandings
SS6G1 The student will locate selected features of Latin America and the Caribbean.
a. Locate on a world and regional political-physical map: Amazon River, Caribbean Sea, Gulf of Mexico, Pacific Ocean, Panama Canal, Andes
Mountains, Sierra Madre Mountains, and Atacama Desert.
b. Locate on a world and regional political-physical map the countries of Bolivia, Brazil, Colombia, Cuba, Haiti, Mexico, Panama, and Venezuela.
SS6G2 The student will discuss environmental issues in Latin America.
a. Explain the major environmental concerns of Latin America regarding the issues of air pollution in Mexico City, Mexico, the destruction of the
rain forest in Brazil, and oil related pollution in Venezuela.
SS6G3 The student will explain the impact of location, climate, distribution of natural resources, and population distribution on Latin America
and the Caribbean.
a. Compare how the location, climate, and natural resources of Mexico and Venezuela affect where people live and how they trade.
b. Compare how the location, climate, and natural resources of Brazil and Cuba affect where people live and how they trade.
SS6G4 The student will describe the cultural characteristics of people who live in Latin America and the Caribbean.
a. Describe the results of blending of ethnic groups in Latin America and the Caribbean.
b. Explain why Latin America is a region based on the languages of Portuguese and Spanish.
What Are we Learning Today? (Learning Intentions)
What I’m Looking For (Success Criteria)
Latin America and the Caribbean Geography
Map skills/memory
Warm-Up/ Do-Now (5-8 minutes)
Teacher will provide review type questions to the students to make sure they prepared for the quiz over the weekend.
Opening (Hook/ Activating Strategy/Learning Intentions)
(5-10 minutes)
It is time for the map quiz. You will be matching countries and landforms to letters on the map. Are there any questions
before we begin?
Work Period (I do, we do, you do)
(20 minutes)
Quiz (15 minutes)
Grade quizzes (10 minutes)
Dif
fer
ent
iati
on
Tier I
Tier II
Tier III
Closing (Summary)
(10 minutes)
Are you satisfied with your quiz grade? If not, please make sure you look over the map and you may be given a second
chance at the quiz. The second chance will be longer and harder though.
Reflection – What will I do tomorrow?
Teacher: 6th Grade
Content: Social Studies
Week of: Feb. 2-6
Tuesday
Geographic Understandings
SS6G1 The student will locate selected features of Latin America and the Caribbean.
a. Locate on a world and regional political-physical map: Amazon River, Caribbean Sea, Gulf of Mexico, Pacific Ocean, Panama Canal, Andes
Mountains, Sierra Madre Mountains, and Atacama Desert.
b. Locate on a world and regional political-physical map the countries of Bolivia, Brazil, Colombia, Cuba, Haiti, Mexico, Panama, and Venezuela.
SS6G2 The student will discuss environmental issues in Latin America.
a. Explain the major environmental concerns of Latin America regarding the issues of air pollution in Mexico City, Mexico, the destruction of the
rain forest in Brazil, and oil related pollution in Venezuela.
SS6G3 The student will explain the impact of location, climate, distribution of natural resources, and population distribution on Latin America
and the Caribbean.
a. Compare how the location, climate, and natural resources of Mexico and Venezuela affect where people live and how they trade.
b. Compare how the location, climate, and natural resources of Brazil and Cuba affect where people live and how they trade.
SS6G4 The student will describe the cultural characteristics of people who live in Latin America and the Caribbean.
a. Describe the results of blending of ethnic groups in Latin America and the Caribbean.
b. Explain why Latin America is a region based on the languages of Portuguese and Spanish.
What Are we Learning Today? (Learning Intentions)
What I’m Looking For (Success Criteria)
Latin America and the Caribbean Geography
Environmental Issues
Warm-Up/ Do-Now (3 minutes)
1. How do you identify Mexico when looking at a map? What does it look like? What countries is it near? What
landforms is it near?
2. Same question for Venezuela
3. Same question for Brazil
Opening (Hook/ Activating Strategy/Learning Intentions)
(5-10 minutes)
Recall environmental issues. What were the three in Europe? Where were these issues? (teacher will write these on
the board). We are now going to look at the environmental issue in Latin America. This lesson will take 3 days. With
the 4th day spent on presenting our findings. Your group is charged with creating a presentation on the environmental
issue provided. You will receive a reading on a specific issue in Latin America to assist you. The directions are provided
to you along with the readings. You may use the CRCT Coach book as a reference if needed. Your group will create a
presentation using 4 of the provided means. Each day you will create a new presentation on a new issue. You will find
out which topic you will be presenting on Friday, the day of the presentations. Make sure each presentation is as good
as the last.
Work Period (I do, we do, you do)
(15 minutes)
S – Air pollution
O – Deforestation
A – Oil pollution
Dif
fer
ent
iati
on
Tier I
Tier II
Tier III
Closing (Summary)
(15 minutes)
Entrust a responsible group member with your presentation. You do not want to lose these!
Reflection – What will I do tomorrow?
Teacher: 6th Grade
Content: Social Studies
Week of: Feb. 2-6
Wednesday
Geographic Understandings
SS6G1 The student will locate selected features of Latin America and the Caribbean.
a. Locate on a world and regional political-physical map: Amazon River, Caribbean Sea, Gulf of Mexico, Pacific Ocean, Panama Canal, Andes
Mountains, Sierra Madre Mountains, and Atacama Desert.
b. Locate on a world and regional political-physical map the countries of Bolivia, Brazil, Colombia, Cuba, Haiti, Mexico, Panama, and Venezuela.
SS6G2 The student will discuss environmental issues in Latin America.
a. Explain the major environmental concerns of Latin America regarding the issues of air pollution in Mexico City, Mexico, the destruction of the rain
forest in Brazil, and oil related pollution in Venezuela.
SS6G3 The student will explain the impact of location, climate, distribution of natural resources, and population distribution on Latin America and
the Caribbean.
a. Compare how the location, climate, and natural resources of Mexico and Venezuela affect where people live and how they trade.
b. Compare how the location, climate, and natural resources of Brazil and Cuba affect where people live and how they trade.
SS6G4 The student will describe the cultural characteristics of people who live in Latin America and the Caribbean.
a. Describe the results of blending of ethnic groups in Latin America and the Caribbean.
b. Explain why Latin America is a region based on the languages of Portuguese and Spanish.
What Are we Learning Today? (Learning Intentions)
What I’m Looking For (Success Criteria)
Latin America and the Caribbean Geography
Environmental Issues
Warm-Up/ Do-Now (5-8 minutes)
Write down 3 things you learned about your environmental issue yesterday
Opening (Hook/ Activating Strategy/Learning Intentions)
(5-10 minutes)
Your group is charged with creating a presentation on the environmental issue provided. You will receive a reading on a
specific issue in Latin America to assist you. The directions are provided to you along with the readings. You may use the
CRCT Coach book as a reference if needed. Your group will create a presentation using 4 of the provided means. Each
day you will create a new presentation on a new issue. You will find out which topic you will be presenting on Friday, the
day of the presentations. Make sure each presentation is as good as the last.
Work Period (I do, we do, you do)
(25 minutes)
A – Air pollution
S – Deforestation
O – Oil pollution
Differ
entiat
ion
Tier I
Tier II
Closing (Summary)
(10 minutes)
Once again. Give this to a responsible group member please.
Reflection – What will I do tomorrow?
Tier III
Teacher: 6th Grade
Content: Social Studies
Week of: Feb. 2-6
Thursday
Geographic Understandings
SS6G1 The student will locate selected features of Latin America and the Caribbean.
a. Locate on a world and regional political-physical map: Amazon River, Caribbean Sea, Gulf of Mexico, Pacific Ocean, Panama Canal, Andes
Mountains, Sierra Madre Mountains, and Atacama Desert.
b. Locate on a world and regional political-physical map the countries of Bolivia, Brazil, Colombia, Cuba, Haiti, Mexico, Panama, and Venezuela.
SS6G2 The student will discuss environmental issues in Latin America.
a. Explain the major environmental concerns of Latin America regarding the issues of air pollution in Mexico City, Mexico, the destruction of the
rain forest in Brazil, and oil related pollution in Venezuela.
SS6G3 The student will explain the impact of location, climate, distribution of natural resources, and population distribution on Latin America
and the Caribbean.
a. Compare how the location, climate, and natural resources of Mexico and Venezuela affect where people live and how they trade.
b. Compare how the location, climate, and natural resources of Brazil and Cuba affect where people live and how they trade.
SS6G4 The student will describe the cultural characteristics of people who live in Latin America and the Caribbean.
a. Describe the results of blending of ethnic groups in Latin America and the Caribbean.
b. Explain why Latin America is a region based on the languages of Portuguese and Spanish.
What Are we Learning Today? (Learning Intentions)
What I’m Looking For (Success Criteria)
Latin America and the Caribbean Geography
Environmental Issues
Warm-Up/ Do-Now (5-8 minutes)
Compare and contrast the two environmental issues you covered Tuesday and Wednesday using a Venn diagram
Opening (Hook/ Activating Strategy/Learning Intentions)
(5-10 minutes)
Your group is charged with creating a presentation on the environmental issue provided. You will receive a reading on a
specific issue in Latin America to assist you. The directions are provided to you along with the readings. You may use
the CRCT Coach book as a reference if needed. Your group will create a presentation using 4 of the provided means.
Each day you will create a new presentation on a new issue. You will find out which topic you will be presenting on
Friday, the day of the presentations. Make sure each presentation is as good as the last.
Work Period (I do, we do, you do)
(30 minutes)
O – Air pollution
A – Deforestation
S – Oil pollution
Diff
ere
ntia
tion
Tier I
Tier II
Tier III
Closing (Summary)
(5 minutes)
We present tomorrow. You won’t know which topic you are presenting until you arrive to class tomorrow. Those not
presenting will take notes during the presentations using an organizer I will provide.
Reflection – What will I do tomorrow
Teacher: 6th Grade
Content: Social Studies
Week of: Feb. 2-6
Friday
Geographic Understandings
SS6G1 The student will locate selected features of Latin America and the Caribbean.
a. Locate on a world and regional political-physical map: Amazon River, Caribbean Sea, Gulf of Mexico, Pacific Ocean, Panama Canal, Andes
Mountains, Sierra Madre Mountains, and Atacama Desert.
b. Locate on a world and regional political-physical map the countries of Bolivia, Brazil, Colombia, Cuba, Haiti, Mexico, Panama, and Venezuela.
SS6G2 The student will discuss environmental issues in Latin America.
a. Explain the major environmental concerns of Latin America regarding the issues of air pollution in Mexico City, Mexico, the destruction of the
rain forest in Brazil, and oil related pollution in Venezuela.
SS6G3 The student will explain the impact of location, climate, distribution of natural resources, and population distribution on Latin America
and the Caribbean.
a. Compare how the location, climate, and natural resources of Mexico and Venezuela affect where people live and how they trade.
b. Compare how the location, climate, and natural resources of Brazil and Cuba affect where people live and how they trade.
SS6G4 The student will describe the cultural characteristics of people who live in Latin America and the Caribbean.
a. Describe the results of blending of ethnic groups in Latin America and the Caribbean.
b. Explain why Latin America is a region based on the languages of Portuguese and Spanish.
What Are we Learning Today? (Learning Intentions)
What I’m Looking For (Success Criteria)
Latin America and the Caribbean Geography
Environmental Issues
Warm-Up/ Do-Now (5-8 minutes)
Considering the three environmental issues you learned about this week, which issue has a more global impact on the world? Why?
Opening (Hook/ Activating Strategy/Learning Intentions)
(5-10 minutes)
I need the responsible student from each group to draw to decide the topic they will present.
Work Period (I do, we do, you do)
(30 minutes)
Presentations
Students will record notes on graphic organizer
Dif
fer
ent
iati
on
Tier I
Tier II
Closing (Summary)
(5 minutes)
Go over organizers as a class to ensure all students got the notes needed.
Reflection – What will I do tomorrow?
Tier III