ࡱ> { ;Qbjbjzz lrE~ ~ tLLLThL,,,,,!Z"$("$fR'<"j!j!@<"<"',,><",,,<"^,,,<",,)o iu, 1f"Iq<^<q(#xiuiuIx<"<",<"<"<"<"<"''(<"<"<"<"<"<"<"<"<"<"<"<"<"<"<"<"~ : Lesson Synopsis:In this lesson, students review the physical and human features of their local community and explore how those features affect how people live. TEKS: K.5Geography. The student understands physical and human characteristics of place. The student is expected to:K.5A Identify the physical characteristics of place such as landforms, bodies of water, natural resources, and weather.K.5BIdentify how the human characteristics of place such as ways of earning a living, shelter, clothing, food, and activities are based upon geographic location. Social Studies Skills TEKS: K.14Social 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:K.14BObtain information about a topic using a variety of visual sources such as pictures, symbols, television, maps, computer images, print material, and artifacts.K.15Social studies skills. The student communicates in oral and visual forms. The student is expected to:K.15AExpress ideas orally based on knowledge and experiences.K.15BCreate and interpret visuals including pictures and maps. Getting Ready for InstructionPerformance Indicator(s):Identify on a map the physical characteristics that are part of the local community and those that are not. Write or dictate to explain what features are unique to the community and how the physical characteristics affect the way people live. (K.5A, K.5B; K.14B; K.15A, K.15B) 3D Key Understandings and Guiding Questions: Las caractersticas humanas (creadas por el hombre) y las caractersticas fsicas (naturales) dan forma a nuestra comunidad y afectan la manera en que vivimos. Cmo se ve nuestra comunidad? Qu son las caractersticas fsicas de un lugar? Cules son las caractersticas fsicas de nuestra comunidad y cmo afectan la manera en que vivimos? Cules son las caractersticas humanas de nuestra comunidad y cmo afectan la manera en que vivimos? Cules son los lugares importantes en el vecindario? Qu es importante acerca de estos lugares? Vocabulary of Instruction: caractersticas fsicas caractersticas humanas comparar similar diferente accidentes geogrficos ubicacin relativa mapa Materials: Refer to the Notes for Teacher section for materials. (Appropriate materials may be substituted as needed to incorporate district resources and availability.) Attachments:  Handout: Parent Letter 1 per student) Resources and References:None identified Advance Preparation:Become familiar with content and procedures for the lesson, specifically that communities are defined, in part, by their physical characteristics. 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. Gather books to read aloud. Create a sample Box Town. Handout: Parent Letter may need to be sent home well in advance so that ample time will be given to create the box buildings. Gather maps that show the physical characteristics of a place. Prepare materials and handouts as needed. Background Information: Physical places have characteristics or features such as soil, landforms, bodies of water, types of vegetation, and climate. These result from climatic and tectonic processes. Tectonic forces within the Earth cause volcanic activity and earthquakes which result in mountains and other natural features of the landscape. Climate, including effects of temperature, precipitation, and wind, also shape the physical characteristics of places. For instance, fertile deltas result from repeated flooding. Human characteristics of places include the types of houses people build, the ways they earn a living, the games children play, the languages people speak, their religious beliefs, their ethnicity, the daily schedules they follow, the foods they eat, and how they govern themselves. Landforms are features of the Earths surface which include plains, mountains, deserts, hills, and canyons. Water accumulates in natural or man-made depressions. Bodies of water result, ranging in size from small tanks or ponds to lakes, seas, and oceans. Natural resources are items provided by nature from which people produce goods and provide services. Some examples of natural resources include water, soil, trees, and oil as well as minerals and metals such as gold and iron ore. Even abundant fish can be a natural resource. The position of a place in relation to another place is its relative location. Where is the students home relative to school? Is it near or far, north, south, east, or west? Where is the school in comparison to the park? All locations are described in relation to some known point. A symbol is something which stands for or suggests something else. It can be a visible sign of something which is intangible. The Statue of Liberty, for example, is a symbol of freedom. Symbols are also used on maps to make them easier to read. Definitions courtesy of the Social Studies Center [defunct]. (2000). Glossary. Austin: Texas Education Agency. Getting Ready for Instruction Supplemental Planning Document Instructors 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 Similarities of MapsNOTE: 1 Day = 30 minutes Suggested Day 15 minutesSeveral days BEFORE the lesson begins, follow the instructions below: Distribute the Handout: Parent Letter (1 per student), read it aloud to the students, and allow time for questions. Explain that students will bring a box from home, covered in plain paper, decorated like a building from the community. From these box buildings the class will construct an example of their community. (The teacher may want to assign students specific places such as the school, grocery store, retail stores, bank, post office, restaurants, homes, etc.) Demonstrate how to make at least one box building. Students create one box building to contribute to a class Box Town of their community. These can be assigned or chosen independently by students. Day of the lesson: Display a variety of maps. Ask students what they notice about the maps. Make a list of the similarities the students might see in the maps, for example: legend, labels, landforms, bodies of water, symbols, etc. Encourage the use of academic language. After completing the list, read a selected book about maps and physical characteristics of place. (While a suggested list of titles is provided, teachers are encouraged to use a book they have in their classroom or library for this activity.) Materials: A variety of maps from places in Texas and the United States Attachments: Handout: Parent Letter (1 per student) Purpose: The purpose of this section is to access prior learning by reviewing common characteristics of maps. TEKS: K.5A Instructional Note: Physical characteristics were previously taught in Unit 6, Lesson 1.EXPLORE Physical and Human characteristics of a Community Suggested Day 1 (continued) 15 minutesFacilitate a discussion about maps based on the book selected in the Engage. Guide students to identify landforms such as mountains, hills, valleys, plains, deserts; bodies of water such as oceans, lakes, ponds, rivers and streams. Assist students in making a connection between the physical characteristics in the book and the physical characteristics of the local community. Explain that the physical characteristics of the community determine what a map of the local community might look like. Ask: How do we find our way around our community? (Answers will vary) Explain that knowing the location of landforms, bodies of water, landmarks, and roads is an important key to finding ones way around a community. Ask: What else helps us find our way around our community? (Answers will vary) Explain to students that physical characteristics of the community determine other characteristics of our community, such as what places are available to help us meet our basic human needs such as what food they eat, the types of houses they build, etc. These locations are also found on maps of our local community and are known as human characteristics of place. Students work in pairs to identify the physical and human characteristics of the town. Purpose: The purpose of this section is for students to recognize that physical and human characteristics of a community can be found on maps. TEKS: K.5A; K.5B; K.14B; K.15A Instructional Note: Virtual map software (such as Google Earth) is a resource that can be used to show the Earth, the continent, the country, the state, the city or town, neighborhood, and location of the school. If students do not have support or resources at home to make their buildings, the teacher could provide materials in the art center to complete the project during free center time. Materials can also be used to create additional buildings. EXPLAIN Map of the communitySuggested Day 2 5 minutesDemonstrate how to draw a simple map of the local community on the board. Working with a partner, students draw a simple map of the local community. They should include landforms, bodies of water, landmarks, roads, local businesses, and homes. Students write or dictate a description of their map using the language from the lesson. Materials: drawing paper, 8 X 11 or 12 X 18, one per student Purpose: The purpose of this section is for students to demonstrate an understanding of what is found on a basic map of the community. TEKS: K.5A; K.5B; K.15A; K.15B ELABORATE Planning the Box TownSuggested Day 2 (continued) 5 minutesExplain that the class will create a map and a box town reflecting their specific community. Brainstorm with students the physical and human characteristics of a section of the community that most students frequent. Include the businesses and other key landmarks that surround the area as well as landforms such as beaches, farm land, lakes, etc. that are unique to the community. Introduce TODAL, the components of a map that includes: title, orientation, date created, author, and legend. Explain the acronym and encourage students to remember the key words. Purpose: The purpose of this section is to create a plan for the map of the local community to use to make the Box Town Community. TEKS: K.5A; K.5B; K.14B; K.15A; K.15B Instructional Note: It may be helpful to provide students with a template for the map rather than a blank paper. Use your judgment on how much scaffolding to provide for this activity. Every map should include TODAL: T = title O = orientation (compass rose) D = date created A = author L= legend EXPLORE Community MapSuggested Day 2 (continued) 20 minutesOrganize students into small groups of 3-4. Assign each group one part of the community. One group at a time goes to the large butcher paper supplied by the teacher and draws their assigned part of the community. The teacher facilitates and guides students what to draw and where to draw their roads, landmarks, etc. on the classroom map. While other groups are waiting their turn to add their part of the community to the large map, they may practice drawing their part of the community on a smaller paper, may work in centers, or may complete an activity as directed by the teacher. This map will be used the following day as a guide to tape the buildings the students have made at home for their Box Town. Teacher circulates, offering support as students work in small groups on the map. Materials: butcher or bulletin board paper Purpose: The purpose of this section is for students to create a map of their community. TEKS: K.5A; K.5B; K.14B; K.15A; K.15B Instructional Note: In order for this activity to be completed in an orderly way, students take turns working on the map in small groups of 3 4 while other students work on another assignment at their desks or tables. Each group of students could be assigned a portion of the map to complete. It may take longer than the time allowed. EXPLAIN Physical and Human CharacteristicsSuggested Day 2 (continued) 5 minutesArrange students in a large circle. Go around the circle and have each student think first and then Tell One Thing about the physical and human characteristics of their community, based on the map they created. Purpose: The purpose of this section is for students to explain a physical or human characteristic of their community. ENGAGE Assembling the Box TownSuggested Day 3 5 minutesStudents bring the buildings they made at home and begin assembling their community on the butcher or bulletin board paper. Students sit in a circle and observe as each building is placed. Demonstrate placing a building on the map. Ask: Why is this where this building should be placed? Guide the discussion to ensure the students understanding of the connection between the geography of the community and the businesses that exist. For example, a canoe rental business would be placed in the park near the lake; or a feed store would be found in a community that was surrounded by farm and ranch land; a boat dock would be located on the coast or lake. EXPLORE Physical & human characteristics shape our townSuggested Day 3 (continued) 10 minutesGo around the circle as each student places his/her building. Further explain that the homes we live in, the clothes we wear, the food we eat and the activities we participate in are based on the place we live. Purpose: The purpose of this section is for students to explore how physical & human characteristics shape the town where we live. TEKS: K.5A; K.5B; K.14B; K.15A; K.15B EXPLAIN Turn and tell a partnerSuggested Day 3 (continued) 5 minutesStudents tell a partner about a connection between a physical characteristic of the community and how it affects the way people in the community live. Purpose: The purpose of this section is for students to explain the connection between physical characteristics of their community and how it affects the way they live. ELABORATE Key UnderstandingsSuggested Day 3 (continued) 10 minutesFacilitate a discussion focusing on Key Understandings and Guiding Questions: Human (man-made) and physical (natural) features shape our community and affect the way we live. What does our community look like? What are physical characteristics of place? What are the physical characteristics of our community and how do they affect the way we live? What are the human characteristics of our community and how do they affect the way we live? What are the important places in the neighborhood? What is important about these places? Ask students how their community might be different if it didnt have one of its physical features. For example, if the community is located close to a lake, what would happen if the lake levels became very low or if the lake evaporated? If that resource was no longer available, how would that affect the way in the community live? Would local businesses be able to stay in the community or would they have to close? Purpose: The purpose of this section is for students to use Guiding Questions and Key Understandings to summarize learning. TEKS: K.5A; K.5B; K.15A ENGAGE Physical characteristics not found in our community Suggested Day 4 5 minutesWe have learned what physical characteristics are found in our community. Ask: What physical and human characteristics are not found in our community? Allow students to brainstorm a list of characteristics not in the community. Write their ideas on the board. Purpose: The purpose of this section is to brainstorm a list of physical characteristics that are not found in the local community. TEKS: K.5A; K.5B; K.14B; K.15A; K.15B EVALUATE Determine masterySuggested Day 4 (continued) 25 minutesIdentify on a map the physical characteristics that are part of the local community and those that are not. Write or dictate to explain what features are unique to the community and how the physical characteristics affect the way people live. (K.5A, K.5B; K.14B; K.15A, K.15B) 3D Distribute a teacher-created map that is a smaller version of the Box Town community. The map should include five features that are not a part of the local community. Students will identify the features that are found in the local community by coloring them. Students will identify the features that are not found in the local community by drawing an X on them. Students will write or dictate what features are unique to the community and how the physical characteristics affect the way people live. Teacher circulates, providing assistance as needed. Materials: Each teacher will need to create his/her own map because each Box Town will be unique. The map can be hand drawn or computer generated and should include at least five features that are not a part of the local community. Purpose: The purpose of this section is for students to demonstrate learning by completing the Performance Indicator. 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