ࡱ> {  bjbjzz ]B~ HHHHHT4T<<r!Z!$!TVVVVVV$bzH"2!2!@""zHH>212121"HHT21"T2121B̨hT0Gf"R4f@0 #*TTH0""21"""""zzJ*"""""""""""""""" : Lesson Synopsis:Students identify and classify physical and human characteristics found in the environment. Students determine natural resources used to build homes. TEKS: 1.2History. The student understands how historical figures, patriots, and good citizens helped to shape the community, state, and nation. The student is expected to:1.2BIdentify historical figures including Alexander Graham Bell, Thomas Edison, Garrett Morgan and Richard Allen and other individuals who have exhibited individualism and inventiveness.1.6Geography. The student understands various physical and human characteristics. The student is expected to:1.6AIdentify and describe the physical characteristics of place such as landforms, bodies of water, natural resources, and weather.1.6BIdentify examples of and uses for natural resources in the community, state, and nation.1.6CIdentify and describe how the human characteristics of place such as shelter, clothing, food, and activities are based upon geographic location. Social Studies Skills TEKS: 1.17Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of sources including electronic technology. The student is expected to:1.17CSequence and categorize information.1.18Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to:1.18AExpress ideas orally based on knowledge and experiences.Getting Ready for InstructionPerformance Indicator(s): C Categorize pictures as either physical characteristics of place or human characteristics of place and explain the difference. Then choose one natural resource shown in a picture and, orally or in writing, describe its possible uses/products. (1.6A, 1.6B; 1.17C; 1.18A) 1E Key Understandings and Guiding Questions: Las caractersticas humanas y fsicas dan forma a las comunidades y afectan la manera en que viven las personas. Cules son las caractersticas humanas de un lugar? Cmo las caractersticas humanas ayudan a definir lugares? Cmo se relacionan las caractersticas humanas de un lugar con las caractersticas fsicas de un lugar? Cmo las caractersticas fsicas y humanas afectan las vidas de las personas? Cmo los recursos naturales se relacionan con las caractersticas humanas de un lugar? Vocabulary of Instruction: caractersticas fsicas caractersticas humanas comunidad recursos naturales ocano lago ro Materials: Refer to the Notes for Teacher section for materials. Attachments: Teacher Resource: PowerPoint: Engage Teacher Resource: Physical and Human Characteristics Word Cards Handout: Record Sheet for Walk Teacher Resource: ABC Brainstorm Handout: Part 1 Physical and Human Characteristics of Place PI Handout: Part 2 Natural Resources PI Resources and References: Advance Preparation:Become familiar with content and procedures for the lesson, including human characteristics of place. Refer to the Instructional Focus Document for specific content to include in the lesson. Select appropriate sections of the textbook and other classroom materials that support the learning for this lesson. Preview websites according to district guidelines. Display vocabulary words on a word wall to be used during the lesson. Gather picture books to use with lesson. Make students copies of assessment sheets. Research natural resources and related industries in the area. Prepare a wall T-chart labeled Physical Characteristics and Human Characteristics. Make sets of Teacher Resource: Physical and Human Characteristics Word Cards. (enough sets so each group of 3-4 has a set) Prepare materials and handouts as needed. Background Information:Physical Characteristics of Places: Physical characteristics of places are features such as soil, landforms, bodies of water, types of vegetation, and climate. These result from climatic and tectonic processes. Natural Resources: Natural resources are items provided by nature from which people produce goods and provide services. Some examples of natural resources include water, soil, vegetation as well as minerals and metals such as gold and iron ore. Even an abundance of fish can be a natural resource. Human Characteristics of Places: Human characteristics of place come from human ideas and actions. They include bridges, houses, and parks. Human characteristics of place also include land use, density of population, language patterns, religion, architecture, and political system. Historical figures who have exhibited individualism and inventiveness in this unit: Including, but not limited to: Inventiveness Garrett Morgan Inventor and businessman who invented many safety and lifesaving devices, including a gas mask and smoke protector, as well as one of the first U.S. patents for a traffic signal (1923, Cincinnati). He used his gas mask to rescue 32 men trapped during an explosion in a tunnel 250 feet below Lake Erie. His Safety Hood and Smoke Protector won a gold medal from the International Association of Fire Chiefs. Son of formerly enslaved people, born in 1877. Getting Ready for Instruction Supplemental Planning DocumentInstructors are encouraged to supplement and substitute resources, materials, and activities to differentiate instruction to address the needs of learners. The Exemplar Lessons are one approach to teaching and reaching the Performance Indicators and Specificity in the Instructional Focus Document for this unit. Instructors are encouraged to create original lessons using the Content Creator in the Tools Tab located at the top of the page. All originally authored lessons can be saved in the  My CSCOPE Tab within the  My Content area. Instructional Procedures Instructional ProceduresNotes for TeacherENGAGE  Introduce human characteristicsNOTE: 1 Day = 30 minutes Suggested Day 1  10 minutesDisplay pictures of the two parks found in the Teacher Resource: PowerPoint: Engage (slide 2). Students name everything in the pictures. Teacher writes labels on index cards and places cards in pocket chart so students can move cards as they complete the next step. Words might include: grass, trees, road, people, light poles, etc. (These cards should be almost identical to Teacher Resource: Physical and Human Characteristics Word Cards.) Divide students into groups of 3 to 4 students. Distribute a set of cards to each group of students (Teacher Resource: Physical and Human Characteristics Word Cards). Students work together to place names of items into categories. Student groups share how they grouped the items. There are many ways to group items. What if we group them this way? Or ask: Did anyone group them this way? (Arrange items according to natural and man-made which are physical and human characteristics.) As a class, determine the names of the categories (things that are natural and things made by man). Materials: Index cards Pocket chart Attachments: Teacher Resource: PowerPoint: Engage, (slide 3) Teacher Resource: Physical and Human Characteristics Word Cards Purpose: Introduce human characteristics of a place. TEKS: 1.6A; 1.6B; 1.17C; 1.18A Instructional Note: Additional sets of cards may be prepared ahead of time (using Teacher Resource: Physical and Human Characteristics Word Cards) so enough sets will be available for each group of students. Note that the park pictures and the word list will be used again in Lesson 3. EXPLORE Differentiate between physical and human characteristicsSuggested Day 1 (continued)  10 minutesNatural things found in the environment are known as the physical characteristics of a place. These are things in an environment that humans did not make and the other items found in the environment are known as human characteristics. These are things that have been added by people. Read a book aloud that focuses on one particular place and the characteristics of that location. As you read, ask students questions about the physical and human characteristics of the place that is the setting of the story. Examine the story and the illustrations to build on the learning from Unit 7, and expand students understanding of the difference between physical and human characteristics of place. Facilitate a discussion of the local community. Ask students if the local community has the characteristics of the place described in the book. Materials: Index cards Picture book that focuses on one particular place and the characteristics of that location Purpose: Learn the difference between physical and human characteristics. TEKS: 1.6A; 1.6B; 1.17C; 1.18A EXPLAIN  Understanding the difference between physical and human characteristicsSuggested Day 1 (continued)  10 minutesStudents illustrate the setting of the story and then draw green circles around two physical characteristics. Draw red circles around two human characteristics. Students tell a partner why objects are circled in red or green.Materials: Drawing paper, approximately 8 X 11 Purpose: Demonstrate understanding of the difference between physical and human characteristics. TEKS: 1.6A; 1.6B; 1.17C; 1.18A EXPLORE  Take a walk around the schoolSuggested Day 2  20 minutesDisplay a clipboard with a Handout: Record Sheet for Walk, attached, and a pencil. Inform students these tools will be used to take notes in their role as  environmental inspectors as they walk around the school and observe physical characteristics of place and human characteristics of place. Students take a walk around their school and observe the human and physical characteristics they see in the area around the school. Students take notes about what they see.Materials: Clipboards Pencils for note taking Drawing paper, approximately 8 X 11 Attachments: Handout: Record Sheet for Walk Purpose: Observe physical characteristics and human characteristics in the environment. TEKS: 1.6A; 1.6B; 1. 7C; 1.18A Instructional Note: If available, provide one clipboard with paper and pencil per child. A hardback book can be substituted for the clipboard. EXPLAIN  Record observationsSuggested Day 2 (continued)  10 minutesWhen students return to their classroom, distribute two-half sheets of paper per student. On each half-sheet of paper, students draw one physical characteristic of the environment that they observed; on the other, they draw one human characteristic of the environment that they observed. Students label each picture with a sentence explaining what they observed. Allow students time to walk around the room and share their drawings and observations with one another. Ask a few students to report something they saw in someone elses drawing. All students post their drawings on a wall t-chart labeled Physical Characteristics and Human Characteristics from the Handout: Record Sheet for Walk. As a class, write a summary sentence for each side of the chart: Physical characteristics of a place are________________. Human characteristics of a place are________________.Materials: Drawing paper, 5 X 4 (half sheet), two per student Chart paper t-chart of the Handout: Record Sheet for Walk Purpose: Record observations from walk by illustrating what they saw. TEKS: 1.6A; 1.6B; 1. 7C; 1.18A ENGAGE  Recall information natural resourcesSuggested Day 3  5 minutesAccess prior learning in Unit 7 on natural resources. Read picture books or use the textbook as a resource for natural resources.Materials: Picture books that provide a variety of photographs or drawings of natural resources, Purpose: Recall information about natural resources. TEKS: 1.6A; 1.6B; 1. 7C; 1.18A EXPLORE  PowerPoint Suggested Day 3 (continued)  10 minRemind students the meaning of a need. A need is something necessary to live: food, clothing, and shelter. Ask: People use natural resources to create many things that meet needs. What are natural resources and how do the natural resources of an area (which are physical characteristics) relate to the human characteristics of the area? Display the second part of the Teacher Resource: PowerPoint: Lesson 1 for this lesson (slides 3-9). Discuss the homes shown. Notice the homes are made of different materials. The physical characteristics of the area often determine how and why homes are built the way they are. For example, a house built in the desert is built out of a dried sand and water mixture called adobe. Next, display part 3 of the Teacher Resource: PowerPoint: Lesson 1 (slides 10-14). Natural resources often determine what kind of jobs people have in the community. For example, a forest often has logging/lumber as a regional industry; coal or oil often have mining as a regional industry. What kinds of jobs do you think people have in the communities near the natural resources shown? Introduce Garrett Morgan. Use words such as: Garrett Morgan was an inventor and businessman. He needed a job so he moved to Cleveland, Ohio in 1895. Cleveland, Ohio was a center for manufacturing at that time and its population was growing. It is located on the shore of Lake Erie. Cities are often built on waterways because ships and boats can carry goods to and from other places. Garrett Morgan became a sewing machine repairman. A sewing machine is used to make clothes. He eventually invented and built sewing machines and went on to invent other machines. He saw a need so he used his inventiveness and imagination to fill that need, which provided him a job. (Assist students in making the connection: People moved to Cleveland because of its proximity to Lake Erie, a natural resource. People needed clothing. Garrett Morgan first repaired sewing machines and then invented better ones to provide clothing for the people of Cleveland and beyond. ) Help students solidify their learning by asking questions such as: What was the natural resource near Cleveland, Ohio, the city where Garrett Morgan lived? How did this natural resource help provide a job for Garrett Morgan? How did Garrett Morgan help fill a need that people had in Cleveland? Help students conclude that jobs connected to the natural resource are not always obvious. People often have to think to solve problems or fill a need. Attachments: Teacher Resource: PowerPoint: Lesson 1 Purpose: Understand that natural resources affect the kinds of homes we live in and the jobs we have. TEKS: 1.6A; 1.6B; 1.17C; 1.18A EXPLAIN  ABC BrainstormSuggested Day 3 (continued)  10 minUsing the Teacher Resource: ABC Brainstorm strategy, teacher writes student answers as they brainstorm human characteristics of places. Use the information students gathered in the walk around the school, pictures from the textbook, the PowerPoint sections, and student background knowledge to fill in as many letters as possible. 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TEKS: 1.6A; 1.6B; 1.17C; 1.18A ELABORATE  Bring it all togetherSuggested Day 4  10 minFacilitate a discussion using the Key Understandings and Guiding Questions: Human and physical characteristics shape communities and affect how people live. What are human characteristics of a place? How do human characteristics help define places? How are the human characteristics of place related to the physical characteristics of place? How do the physical and human characteristics affect peoples lives? How do natural resources relate to the human characteristics of place? Continue discussion with these or similar questions: What natural resources are found in your community? What is produced from the natural resources in the area? How are the physical characteristics of your area related to the human characteristics of your community? Purpose: Use Key Understandings and Guiding Questions to ensure students understand the main ideas of the lesson. TEKS: 1.6A; 1.6B; 1.17C; 1.18A EVALUATE  Categorize picturesSuggested Day 4 (continued)  20 minCategorize pictures as either physical characteristics of place or human characteristics of place and explain the difference. Then choose one natural resource shown in a picture and, orally or in writing, describe its possible uses/products. (1.6A, 1.6B; 1.17C; 1.18A) 1E Use Handout: Part 1 Physical and Human Characteristics of Place PI for the first part of the evaluation. Use Handout: Part 2 Natural Resources PI for the second part of the evaluation, or adjust for the natural resources you discussed. Attachments: Handout: Part 1 Physical and Human Characteristics of Place PI Handout: Part 2 Natural Resources PI Purpose: Categorize pictures correctly to demonstrate mastery. 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