G5+SS+U1+-+Geography+of+the+Western+Hemisphere


 * Unit 1: ** Geography and the Western Hemisphere


 * Enduring Understanding: ** There is rarely a single, obvious geographical characteristic that describes a region.


 * Essential Question: ** //What geographical features characterize the Western hemisphere?//

STANDARD I – HISTORY OF THE UNITED STATES AND NEW YORK Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in the history of the United States and New York. STANDARD 3 – GEOGRAPHY Students will use a variety of intellectual skills to demonstrate their understanding of the geography of the interdependent world in which we live — local, national, and global — including the distribution of people, places, and environments over the Earth’s surface.
 * NYS Standards: **

Cultural Preservation and Transformation A4: Explain how cultural traditions and languages can influence people's ability to live well in their places over time. Multiple perspectives H12: Be able to identify other people's interests anyhow these interests create their behaviors. The Dynamics of System & Change C23: Take responsibility for the effect of their actions on present and future generations.
 * EfS Standards: **

RI.5.3. Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text. RI.5.7. Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently. RI.5.9. Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably. RI.5.10. By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 4–5 text complexity band independently and proficiently. W.5.2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly. W.5.4. Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. W.5.7. Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic. SL.5.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on //grade 5 topics and texts//, building on others’ ideas and expressing their own clearly. SL.5.4. Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.
 * Common Core Learning Standards: **

You have been asked by the National Geographic Society to profile a region in the Western hemisphere and shed light on an environmental issue this area is facing. They want you to create a three-dimensional landform map that includes a written report detailing important geographic characteristics of that region.
 * Performance Task: **

ocean || KBAD identify the seven continents.
 * ** Lesson ** || ** Vocabulary ** || ** Objectives/KBAD ** || ** Activity ** || ** Homework/ **
 * Resources ** || ** Environmental Stewardship Connections ** || ** Reading Focus Skill ** ||
 * ** 1 ** || continent

KBAD describe how the continents formed. || KWL //“What do you already know about geography?”//

Label a world map; Demonstrate the Pangaea theory

[|Brain Pop JR: Continents and Oceans] [|Brain Pop: Continents and Oceans]

[|Vimeo: Pangea Model] || // If you could visit any one place, where would you go? Explain why you choose your answer. //



iPad applications: [|iLearn: Continents & Oceans] [|Atlas for iPad] || Connection to idea of a constantly changing world (Pangea over time) || Accessing Prior Knowledge

Making Connections || hemisphere Prime Meridian Equator longitude latitude || KBAD use a globe.
 * ** 2 ** || globe

KBAD to identify longitude and latitude. || Demonstrating hemispheres using fruit (splitting an orange in half); Highlighting a map; finding the longitude and longitude of major cities [|Brain Pop: Solstice and Equinox] || // Compare and contrast a globe with a map. How are they alike and different? // ||  || Comparing and Contrasting || city state || KBAD identify countries in the Western Hemisphere.
 * ** 3 ** || country

KBAD distinguish between countries, cities and states. || Label a map of the Western Hemisphere; Use a key to identify countries, cities and states. [|Brain Pop: Map Skills] || // Describe why a key is an important map feature. // iPad applications: [|iLearn: US States] [|Stack the Countries] [|Stack the States] ||  || Summarizing || political map compass rose key scale || KBAD identify features of a physical map (ex. mountains, rivers, plains, hills, plateaus).
 * ** 4 ** || physical map

KBAD identify features of a political map (ex. boundaries, cities, capitals). || Examine a political and physical map; Complete a Venn Diagram. || // Use your Venn Diagram to write two paragraphs that describe the similarities and differences between a physical map and a political map. // || Model with example of a political map of Hispa ñ ola that shows the deforestation on the Haiti/Dominican republic border (evident on a physical map, not a political map) || Comparing and Contrasting || Hoover Dam Erie Canal || KBAD describe how the physical environment of the hemisphere is modified by human actions (ex. canals, dams). || Explore the history of the Panama Canal, Hoover Dam and/or Erie Canal . [|Brain Pop: Dams] || // Describe how humans have changed their environment. Include the positive and negative consequences of their actions. // || EfS lesson: Panama Canal (example of how humans have changed their environment) || Drawing Conclusions || Bering Strait || KBAD identify how early groups arrived in the Western Hemisphere.
 * ** 5 ** || Panama Canal
 * ** 6 ** || Land Bridge

KBAD describe how early groups responded to challenges of the environment. || Use a map to demonstrate routes taken to the Western Hemisphere; Explore tools/shelter developed to combat environmental challenges. [|Brain Pop: American Indians] [|Brain Pop: Vikings] || // Write a journal entry from the point of view of an early settler in the Western Hemisphere. Include the challenges they faced when interacting with their environment. // || Choices of first peoples related to environmental challenges || Point of View

Making Inferences || Spain Portugal Netherlands England France || KBAD identify trade routes of European explorers.
 * ** 7 ** || trade route

KBAD to evaluate the impact of explorers from different parts of Europe. || Create a map that shows trade routes; Discuss motivations of explorers and impact on native peoples. || // Describe three reasons that Europeans might have chose to explore the Western Hemisphere. //  || Examining impact of European explorers on the native people and their land || Making Inferences || three-dimensional landform map characteristics || KBAD create a three-dimensional landform map that includes a written report detailing important characteristics of that region. || Create a map and publish a report that describes the characteristics of an area in the Western Hemisphere. || // Complete your write-up //// detailing important characteristics of that region ////. //
 * ** 8 - 10 ** || region

[|Jane Goodall Institute: Deforestation] [|Maya Lin: Unchopping a Tree]

[|Trees for Life: Haiti]

Interactive Textbook: Deforestation || Performance task focuses on features of the land and environmental issues in the region (ex. deforestation) || Facts and Details ||


 * Ongoing activities: **
 * Homework Reading Comprehension Packets
 * [[file:SS U1 50 Great States Read & Solve Crossword Puzzles.pdf]]
 * [[file:SS U1 Comic-Strip Map Skills AS.pdf]]
 * Map quizzes
 * Take-home brochure profiling a state
 * [[file:SS U1 Profile of a State.pdf]]
 * [[file:G5 SS U1 Take Home State Project Rubric.pdf]]
 * Take-home posters on a European Explorer

__**Matrix**__ for Grade 5 Social Studies Unit 1 - Geography and the Western Hemisphere __**GRASPS**__ for Grade 5 Social Studies Unit 1 - Geography and the Western Hemisphere

__**Benchmark/Checklist**__ for Grade 5 Social Studies Unit 1 - Geography and the Western Hemisphere

__**Final Project Rubric**__ for Grade 5 Social Studies Unit 1 - Geography and the Western Hemisphere

Additional Resources