Unit 1 – Lesson 2msdlane.weebly.com/uploads/7/3/6/1/7361500/_unit_1__lesson_2.pdf · Landforms, Bodies of Water and Vegetation of the Eastern Hemisphere Learning Targets: •Physical

Unit 1 – Lesson 2

Landforms, Bodies of Water and Vegetation of the Eastern

Hemisphere

Landforms, Bodies of Water and Vegetation of the Eastern Hemisphere


Landforms, Bodies of Water and Vegetation

of the Eastern Hemisphere

Learning Targets:

• Physical features include landforms, bodies of water and vegetation

• Physical features help us to label regions.

• The five themes of geography can be used to describe places on earth.

• Technology is useful when looking at similarities and differences in the regions of the Eastern Hemisphere.

• Regions are one way to organize common features within an area of geography.



Landforms, Bodies of Water and Vegetation of the Eastern Hemisphere #1

• The class will create a definition for the term physical feature or characteristic.

(The terms feature and characteristic are both correct.)

• BRAINSTORM IDEAS:

Think about synonyms, definitions and examples and list.


1ST HOUR:

Physical features are things used to describe an area and not made by humans. For example, mountains, rivers, flat lands, volcanos, etc.

Mountains and rivers lead to a region.

Underwater mountains, overhanging plants,

Flat lands, plains, jungle, volcanos,

Something about a place, or something that is the same about places.


2nd HOUR:

Physical features are features of the earth that are not human made.

Features of the earth that formed by themselves

Not human made- plants – water –mountains –trees –lava – air – rocks – minerals

Oil –coal -


3rd HOUR:

Physical features are what makes the land special, including non manmade environmental structures.

what makes it special and what makes it different from others

Plant life, water bodies, mountains,

What the environment has created and not the people

Non manmade hills, mountains, rivers, etc. that are a part of the place


4th HOUR:

Physical features are anything that you can see and feel that is made naturally, not by man. For example trees, mountains, streams, and plains.

Something that makes a place – a place

What does it have?

Things not made by machine or man

What does it look, taste, feel, and sound like?

Natural and not manmade

Mountains, plains, plateaus, hills, grand canyon, oceans, glaciers, streams, trees,

Things that are being eroded by wind, water, weather

Landforms that were not made by humans

Things that were not changed by civilization

Any thing on earth that is not made by man


6th HOUR:

Physical features are nature made structures which include streams, mountains, valleys, etc.

Not human made

Id of a land

Grass, mountains, trees, canyons, caves, tundra,

Rivers, oceans, streams, deserts, hills, valleys, plains,

Seas,


Write the class definition at the top of the paper.

Afterward, put this paper aside until after the next step.

Landforms, Bodies of Water and Vegetation of the Eastern Hemisphere # 2

Create a GRAPHIC ORGANIZER in your SS Notebook: • Write the class definition again at the top of the new paper. • FOLD your paper to make 3 columns (hot dog fold) • Below your definition – Label the columns Landforms Water Bodies Vegetation • Use textbook/maps/atlas to locate items to list under each

category (mountains, main rivers, plants, etc.)

• FIND 4 – 6 items to write under each column (FOR EACH CONTINTENT listed below:

Africa, Europe, Asia, and Australia.

Name/Hour _____________________________________

Write the definition of physical feature that your class created: ________________________________________________________________________________________________________________________________

Landforms Water Bodies Vegetation

Africa 1. 1. 1.

2. 2. 2.

3. 3. 3.

4. 4. 4.

Europe

Asia

Australia

** Have at least 4 items under each category for each continent


Pass back the “Scavenger Hunt” paper:

• Choose one item for each continent from each category - from your graphic organizer. (in SS notebook)

• Write the selected landforms, water bodies, and vegetation in the correct spot on the ‘Scavenger Hunt’ paper.

• After the information is recorded, students will work in pairs to “partner check” your work.

• Read and explain your entries to your partner and show where you found the fact.

• Your partner will sign at the bottom of your paper to show that it has been checked.


On the back of your ‘Scavenger Hunt’ paper, answer the following question:

How does landform, water body, or vegetation (plants) affect how people

live?


• Locate Michigan using Google Earth or Terra Fly

• Zoom in on any area of the state

• Demonstrate how to navigate within the image

• Discuss how this map is different from maps in books or on walls of classrooms

• Explain that students are viewing an actual photograph rather than a map someone drew.

• Notice that the surface features are presented differently.

• Predict how people use GIS systems: advantages and disadvantages?

http://earth.google.com/

http://earth.google.com/

http://terrafly.com/


http://ngm.nationalgeographic.com/map/atlas/africa-physical (An overview map of Africa with links to other continents)

IN YOUR SS NOTEBOOK: You may work with a partner (both write in own SS notebook) Drawing on your knowledge of physical features of these continents you will use the three categories (landform, water body, or vegetation) to write three complete sentences comparing and contrasting the continents. You may use an atlas to help you visualize the continents.

http://ngm.nationalgeographic.com/map/atlas/africa-physical





• Suggest ways that the Eastern Hemisphere could be divided into regions.

• Look at the information on your graphic organizers

• Consider cultural features of religion, language, etc.

• What about climate, mineral resources?

Consider these factors for your next assignment…

EXAMPLE OF THE CONTINENTAL CONNECTIONS OF AFROEURASIA

Dissect this word and identify Familiar word roots:

(Africa, Euro, and Asia)

This is a term that historians and geographers use to study large scale human activities that span the three continents: Africa, Europe, and Asia.

What human activities could take place in such a large area?

Examples: Migration, trade, foraging

CONTINENTAL CONNECTIONS DURING THE ICE AGE

EXAMPLE OF CONTINENTAL CONNCECTIONS DURING THE BLACK PLAGUE

EXAMPLE OF THE CONTINENTAL CONNECTIONS DURING THE TRADE ROUTES


Each student will choose one of these region-forming factors and complete a special purpose map of the Eastern Hemisphere:

**Use an atlas or one of the copies for help

NAME/HOUR_____________

Examples of Region : Annual Rainfall, Land Use, Population, Growing Season, Natural Vegetation, etc.

Create a MAP KEY


Use page, “Regions of the Eastern Hemisphere”

• Each student will choose one region-forming factor and complete a special purpose map of the Eastern Hemisphere:

– Label it with the name of the region

• You may shade in the areas or simply stripe or cross hatch to indicate the area.

• On the bottom of the map students will write two sentences describing the region.

• Be prepared to present your map


End the lesson with a discussion of why we divide the world into regions. (ANSWER IN COMPLETE SENTENCES ON THE BACK OF THE REGION PAPER)

• How does dividing the world into regions help us make sense of a large area? • Does dividing the world into regions help us

understand world events? • Does dividing the world into regions help us predict

certain events? What and why?


Assessment:

Check for understanding through the written work on the graphic organizer and participation in the class discussions.

GROUP DISCUSSION:

Using the white board students will write ideas that explain their understanding of the following questions

** saved copies to be shown upon request

Assessment: Re Answer Questions after discussion

How does dividing the world into regions help us make sense of a large area?

• Dividing the world into regions helps us make sense of a large area by …

Does dividing the world into regions help us understand world events?

• Dividing the world into regions helps us to understand world events by…

Does dividing the world into regions help us predict certain events? What event and why?

• Dividing the world into regions helps us to predict certain events by…

Unit 1 Lesson 2 ASSESSMENT NAME/HOUR______________________________

DATE ______________________________


• Dividing the world into regions helps us make sense of a large area by______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

________________________________________________________________________________________________

________________________________________________________________________________________________


• Dividing the world into regions helps us to understand world events by______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

________________________________________________________________________________________________ ________________________________________________________________________________________________


• Dividing the world into regions helps us to predict certain events by ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Unit 1 Lesson 2 ASSESSMENT NAME/HOUR______________________________

DATE ______________________________


• ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

________________________________________________________________________________________________

________________________________________________________________________________________________


• ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

________________________________________________________________________________________________ ________________________________________________________________________________________________


• ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

________________________________________________________________________________________________

Documents

Unit 1 – Lesson 2msdlane.weebly.com/uploads/7/3/6/1/7361500/_unit_1__lesson_2.pdf · Landforms, Bodies of Water and Vegetation of the Eastern Hemisphere Learning Targets: •Physical