PURPOSE OF THE LESSON

Students will learn how to compare physical characteristics of different places in the world. Students will eventually use this understanding to create authentic models of specific regions. When these models are exposed to natural disaster simulations, students will engineer ways to reduce the events impact on human life.

Essential Idea/Question Driving the Project:

For Project: How can engineering help us build homes and buildings that withstand natural disasters? For Individual Lesson: How do different places on Earth differ?

Standard for this Lesson:

Standard 3.0 Geography: Students will use geographic concepts and processes to examine the role of culture, technology, and the environment in the location and distribution of human activities and spatial connections throughout time.

Topic for this Lesson:

Geographic Characteristics of Places and Regions

Indicator for this Lesson:

Describe similarities and differences of regions by using geographic characteristics.

Lesson Objective:
Compare physical characteristics of different places and regions of [Earth] including natural/physical features, weather and climate, soil, vegetation, minerals and animal life.

Evidence (Formative Assessment):

Students will produce a digital poster comparing physical characteristics of two distinct regions of Earth.

INSTRUCTIONAL DECISION-MAKING
Pre-assigned heterogeneous groups will be used in this lesson. Since much will be accomplished during this lesson, it is important that students already know their group members prior to the lesson. This lesson relies on students ability to self-regulate as they use various internet resources. To address a potential time management concern, links the websites for this lesson will be accessible on the classes website, so students will have easy access to content-rich resources. The instructor is responsible for actively guiding students throughout the exploration process, keeping students on-task. The lesson is designed to build understanding from students prior knowledge and from their ability to navigate familiar resources like Google Maps. I reduce learning barriers and maintain student engagement by providing students with authentic opportunities to creatively apply their understanding.

INSTRUCTIONAL PROCEURES
Instructional Materials:
The Ultimate Panoramic Atlas. (1998). New York: DK Pub. https://maps.google.com/ http://www.mapsofworld.com/world-maps/ Red Plastic Cups Sticky Notes

Technology:
Computer for each student (provided by computer lab) LCD Projector

Management Considerations (Routines and Transitions):

Students will already know how to transition to and from the computer lab. Students know that they must use websites only for educational, non-recreational purposes. While working in the computer lab, students know to place a red cup on top of their computer to indicate that they need assistance. Students know to be polite and attentive while their classmates present information.

Learning Experience
Event Procedure/Activity & Questioning Strategies

While viewing The Ultimate Panoramic Atlas, ask students to recall the function of maps and their features (e.g. map key). Display the world map (p.3-5) using the LCD projector. Prompt students to imagine ways that scientists compare various regions. This particular map has many exaggerated physical features, and students will likely mention height as a feature for comparison. LAUNCH
(7.5 minutes)

Prompt students to list a few places in the world that they know of which have high elevation (e.g. Mount Everest). Using Google Maps, model how to search for these locations, overlay photos on the map, and view the map through different filters (e.g. terrain to view elevation information, weather to view temperatures). As students view these photos, have ask students to envision other ways to compare these locations. Before students line up to transition to the computer lab, ask each pre-assigned group of three students select one major region from the projected world map by placing a sticky note onto of the region (e.g. Sahara, Amazon Basin, Plateau of Tibet).

Each group of three will become experts on their own selected region. Using the modelled method, have students collect, examine, and compare photographs from their regions. Students will analyze photos and discover features that make the region unique and different from Maryland. Using Glogster, PowerPoint, or Presi, the group will collaborate on creating a travel brochure to promote the region to their families. Note: this brochure is an authentic note-taking mechanism for students during the exploration process. It can also be used to formatively assess students progress during this exploration phase. This brochure should not be confused with the distinct apply event of this lesson plan. While listening to group discussions, encourage students to think beyond the photos. Using clues from within the photos, can they begin to infer any information about the regions climate? What about animal life? Encourage students to explore the web on their own to supplement their initial exploration. Students Present: Pair each group of three with another group of three. Using their travel brochure, each group will teach the other what theyve learned about their own region. Additionally, each group will describe their system for categorizing physical characteristics of regions. While learning about the other groups region, can group members think of any new ways to categorize regions? Be sure to have group members document any newfound revelations! Teacher Presents: Direct students to the class website containing links to a small handful of special maps featured at http://www.mapsofworld.com/world-maps/ There are excellent up-to-date climate maps, vegetation maps, mineral maps, etc. Model how to use the map key on one of these special maps. Encourage the use of Google to clarify any unknown vocabulary. The new groups of six band together to role-play a travel agency. By reviewing the information from their travel brochures and using the available online resources, each group of six will collaborate on developing a travel package that will take vacationers to both regions. The groups will use Glogster, PowerPoint, or Presi to design an advertisement describing their regions while addressing the following elements: Contrast how the two regions are different. Compare how the two regions are the same. How could a globally competent traveler justify visiting both regions? Review the material that was learned in todays lesson. Ask members of various to summarize their approach to comparing and contrasting reasons. Prompt students to begin thinking about why comparing and contrasting regions is important. Thinking ahead, let students know that having an understanding of a regions physical characteristics is important for constructing accurate and authentic scientific models. Finally, preview how students will use their new understanding: W e can predict which natural disasters are most likely to occur in a region by looking at physical characteristics. We can develop ways to prevent or minimize natural disasters by testing models of these regions. We will create and test our own models in an upcoming science lesson!

EXPLORE
(20 minutes)

PRESENT
(10 minutes)

APPLY
(20 minutes)

CLOSURE
(5 minutes)

Final Note: Student-generated brochures and advertisements will be made accessible from the class website. Students will be able to refer back to this to help them recall information during future lessons and projects. Moreover, there will be opportunities to revise, refine, and add new information as additional information is discovered.

ANALYSIS AND REFLECTION

This section will be filled out upon completion of the lesson.