Unit Three

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Unit Three
Communities are Everywhere
Mr. Brumfield Lawnton Elementary
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Chapter six
Thinking Like a Geographer
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• A map is a picture of where we are going.
• By Goldie Capers Smith

What might the author of this quote
mean?
How does this quote apply to class?
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What do we already know?
Geographers Geography
What we Know
How we Know
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The World in Geographers Terms
Lesson Ones Essential Question What can help
you understand the geography of a place?

• We have three goals as we read this lesson
• We will learn that geographers study Earth and
  its people.
• We will understand and use relative locations.
• We will identify the human characteristics of
  selected regions.

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Anticipating the Vocabulary

• Read each vocabulary word. If you are pretty
  sure you understand what the word means, mark an
  X in the Know box and write your own
  definition.
• If you do not know the word, mark an X in
  the Do Not Know box. You still need to predict
  what you think the word might mean.

Geographer Relative Location Region Satellite
Know
Do Not Know
Predicted Definition
Predicted Definition
Predicted Definition
Predicted Definition
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Unit Three Vocabulary

• Geographer
• Relative Location
• Region
• Satellite

A person who studies the earth and its people.
The location of a place, compared to a different
place.
An area with at least one feature that makes it
different from other areas.
A spacecraft, without a crew, that travels around
earth.
Lets look back at our vocabulary predictions.
How did you do?
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Applying the Vocabulary
Geographer Relative Location Region Satellite
How does this represent the vocab word?
How does this represent the vocab word?
I work in the building that is in between the
other two buildings.
How does this represent the vocab word?
How does this represent the vocab word?
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Analyzing Vocabulary
Looking back at our vocabulary predictions, how
well did you do? Lets analyze the two words our
class struggled with the most.
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True or FalseAnticipation Guide
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Read and Respond

• We will read pages 172 and 173.
• After reading, we will practice using relative
  locations.

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Examining Organization
Topic of pages 172 173
Main Idea
Main Idea
Important Vocabulary Words
Supporting Details
Supporting Details
What key words did we read?
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How do We Apply Relative Location?
Lets visit National Geographic to practice
describing the relative location of the United
States. We are trying to make at least 3 specific
statements. 1. 2. 3.
http//plasma.nationalgeographic.com/mapmachine/
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Applying Relative Location as a Group
What are 3 ways we can use relative location to
describe Pennsylvania? 1. 2. 3.
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Independent Practice
Choose a state to describe using 3 statements of
relative location ___________. (Please do not
use Hawaii or Alaska, since the map does not show
their correct locations.) 1. 2. 3. When I
instruct, you will be allowed to read your 3
relative location clues to a partner. Looking at
his or her own map, he or she will have 3 guesses
to identify your state. If you wrote your
relative locations well, your partner should be
able to guess correctly.
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Continuing to Read and Respond

• We will continue reading lesson one, pages
  174-176.
• After reading, we will practice examining
  regions.

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Demonstrating Knowledge Comprehension
Why might geographers divide the United States
into regions?
How many regions make up the United States? ___
What do regions share?
In what region is our state?
Name the 4 Regions 1. ________________ 2.
________________ 3. ________________ 4.
________________
List 4 things that regions might share
What states share traits with Pennsylvania?
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We are going to watch a 10 minute video clip on
the regions of the United States. As we watch, I
want you to complete this graphic organizer.
Jobs/ Businesses
Regions
Landforms
Resources
Climate
Northeast
South
Mid-West
West
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United Streaming Enrichment
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Lets return to ourTrue or FalseAnticipation
GuideYou need to correct any mistaken ideas you
had before reading.Explain what you
learned.If you were correct, support your
prediction with textual facts.
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Skill Focus Using a Map Grid
What is "exact location"?
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Have you ever played the game Battleship?
http//www.superkids.com/aweb/tools/logic/bship/
How do you sink your opponents ships? What skills
are needed to be successful? You will need the
same skill in order to read and use map grids.
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Skill

• Finding Exact Location
• One way to find the exact location of a place is
  to use a grid system.
• Grid System
• A grid system is a set of lines the same
  distance apart that intersect to form boxes. On a
  map, you use the horizontal row (across) and the
  vertical column (up or down) to find a location.

Lets practice our map skills with a partner,
reading page 178 and using the map on page
179. We will review our partner work in a few
minutes, before you will complete an activity
reading map grids independently.
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Lesson TwoPhysical Processes

• What do you predict we will be learning about in
  this lesson?
• What do you base your predictions on?
• Which two pictures share a commonality? Why does
  the remaining picture belong in a different
  category?

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Physical Processes
Lesson Twos Essential Question What are some of
the natural processes that form the environment?

• We have two goals as we read this lesson
• We will describe the effects of physical
  processes in shaping the environment.
• We will identify different types of changes that
  affect earth.

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Scanning Text for Vocabulary

• Locate the following words in the textbook.
• Record the sentences where each word is used.
• From reading the word in context we will develop
  our own working definitions.

ecosystem
Sentence from text
Working definition
erosion
Sentence from text
Working definition
disaster
Sentence from text
Working definition
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Read and Respond

• Lets begin by reading pages 180 181.
• We will then complete two graphic organizers to
  help us better understand what we have learned.

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What have we just learned about ecosystems?
An Ecosystem
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Causes and Effects
We are going to identify 3 examples of cause and
effect that relate to the environment and natural
ecosystems as found in the second paragraph on
page 181.
causes
causes
causes
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Changes to the Earth
As we continue reading, we are going to be
learning about two types of changes to the
environment slow changes and sudden changes.
Work with a partner to brainstorm and predict
some slow changes to the earth.
Work with a partner to brainstorm and predict
sudden changes to the earth.
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Read and Respond

• We will read about changes that are made to
  the earth on pages 182-185.
• As we read, keep in mind the list you and your
  partner made. After we read return to the list
  and correct or add any information that you were
  missing.

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United Streaming Enrichment
We are going to watch a short video clip on both
slow and sudden changes that have taken place on
earth over time. As you watch you are
responsible for completing the chart below. You
need to record at least three slow changes and
four sudden changes to the earth.
Our Changing Earth
Slow Changes 1. 2. 3.
Sudden Changes 1. 2. 3. 4.
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United Streaming Enrichment
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Skill Focus Comparing Bar Graphs
Why do people use bar graphs?
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Lets Dive Right in and Start with a Graph
http//www.shodor.org/interactivate/activities/Bar
Graph/?version1.4.2_06browserMSIEvendorSun_Mi
crosystems_Inc.
We are going to graph the types of dwellings or
houses in which we live. The interactive bar
graph will allow us to enter our data. As we
examine the results, think about how bar graphs
can be helpful.
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Skill

• Using Bar Graphs to Show Data
• Bar graphs are an easy way to compare
  information. You can quickly look at the bar
  graphs to find maximum results and minimum
  results.
• Changes over Time
• We have talked about how the earth has changed
  both slowly and suddenly over time. If you show
  that change using a bar graph, people can quickly
  see increasing or decreasing patterns.

Lets practice our graph skills, reading page 186
together and using the graph to answer the
questions on page 187 with a partner. We will
review our partner work in a few minutes, before
you will complete an activity reading and
comparing bar graphs independently.
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Lesson Three Human Processes
What does each picture represent?
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Think About the Topic Before Reading
Personal Response Read each question. Circle
yes or no based on your answer to the first
two questions. Support or explain your answer
with a few thoughts or details.
If you were building a community in a forest,
would you cut down all of the trees?
If you saw someone dumping trash in a stream,
would you tell anyone?
Which natural hazard, earthquake, volcano, fire,
or flood, do you think your family is best
prepared for?
Yes / No
Yes / No
Support or Explain
Supporting Details
Supporting Details
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Human Processes
Lesson Threes Essential Question How can human
actions lead to changes in the environment?

• We have three goals as we read this lesson
• We will describe how human processes change the
  environment.
• We will compare how people in different
  communities adapt to the environment.
• We will identify the dependencies or needs of
  living things in nature.

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Vocabulary Definitions

• Pollution
• Conservation
• Natural Hazard
• Ecosystem
• Erosion

Anything that makes a natural resource, such as
air, soil, or water, unsafe to use.
The act of saving resources and making them last
longer.
An event in nature that can cause much harm.
A system in which plants, animals, and the
environment depend on each other.
The wearing away of the earths surface.
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Applying our Vocabulary
Ecosystem Erosion Pollution Conservation Natural
Hazard
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As We Read pages 188189

• I want you to think about the decisions you
  made in your personal response. After we finish
  reading, I want you to discuss your answers with
  a partner. Have any of your ideas changed?
• How do humans affect the environment?

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United Streaming Enrichment
We are going to watch a short video clip on how
we can help prevent pollution and protect
ecosystems, plants, and animals. As you watch you
are responsible for completing the chart below.
You need to record at least three types of
conservation that are discussed in the clip.
Conserving Ecosystems
What Can We Do to Help? 1. 2. 3.
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United Streaming Enrichment
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Natural Hazards

• Before we continue reading, brainstorm 4
  common natural hazards or disasters. As we read
  pages 190191, think about how we can try to
  prevent these dangers.

Natural Disasters!
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Skill Focus Primary Sources
What is a primary source?
Why are primary sources important?
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Skill

• Primary Sources or Secondary Sources
• A primary source is a written record or document
  in history from a person who was alive or
  present.
• A secondary source is written by someone who was
  not alive or present at the time.
• Which is Better?
• Which type of record is a better source of
  history?
• Why would one type or source be better than the
  other?

Lets learn about primary and secondary sources
on the internet. We can also take a short quiz
online to check our understanding. After we
practice online, you will read and answer the
questions on pages 192 and 193 with a small group
of peers.
Online Learning http//dohistory.org/on_your_own/
toolkit/primarySources.html Online Quiz
http//eee.uci.edu/faculty/losh/research/primquiz.
html
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Written Assessment

• In order to show me that you thoroughly
  understand the concepts covered in this chapter,
  I am asking you to write a 4 paragraph essay
  summarizing what we have learned. It needs to be
  specific and clear enough so that someone who has
  not read the chapter would understand the meaning
  of physical processes and human processes and
  how they affect the environment.
• You need to use the vocabulary we learned but
  you will need to explain the meanings or give
  examples for the reader who is unfamiliar with
  the material.
• You will need to plan your writing and there are
  different graphic organizers that you can use. I
  will grade your work using a rubric that we will
  discuss.

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Introductory Paragraph

• We have written introductions before. Here is a
  simple graphic organizer to help you get started.

The Hook
Start with an interesting fact, statement, or a
question to grab the readers attention.
Explain what we are studying and give some
general information to connect to the reader. You
might explain why understanding environmental
processes is important.
Back- ground Info
Explain the purpose of your essay. Tell the
reader your goal and the main ideas of the essay.
Thesis
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Explaining Physical Processes
Topic Sentence
Conclusion
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Explaining Human Processes
Topic Sentence
Conclusion
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Conclusion Paragraph

• We have written introductions before. Here is a
  simple graphic organizer to help you get started.

Restate your original thesis sentences, telling
the reader the purpose of your essay.
Restate Thesis
Explain to the reader how physical and human
processes can affect him or her. You might want
to restate two or three of the most important
details from your essay.
Summary
End your essay with a question or by asking or
telling your reader to do something.
Conclusion
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Test Review and Preparation

• We will review the questions found on page 195 of
  your textbook.
• Take your chapter packet home to review with your
  parents.
• We will play the review game Who Wants to be a
  Millionaire? in class the day before the test.
• If you do not understand something or have any
  questions, just ask!!!!
• I expect you to study and do well on the test!